Nursing Discussion #2: 1 page only
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northeast_team_princeton_university.pptxPrinceton University
School of Nursing
Prelicensure BSN Program
Ellen Black-Kurzrok
Tiffany Gibson
Samantha Hickson
Pattyann Romanik
Kelly Ryan
NURS 6321 Curriculum Development, Assessment and Evaluation
Introduction
Northeast region
Princeton University
Fourth largest college in the United States – Charted in 1746
Independent, coeducational, nondenominational institution
Over 1,100 faculty members and about 5,200 undergraduate and 2,600 graduate students
Princeton focuses on the arts and humanities, social sciences, natural sciences, and engineering
Private university, member of Ivy League athletic conference
Location: Princeton, New Jersey - Size of main campus: 180 buildings on 500 acres
Undergraduate student-to-faculty ratio: 5:1
Princeton University
Undergraduate students on financial aid: 60 percent
In 2001, Princeton became the first university to offer every aid recipient a financial aid package that replaces loans with grant aid that students do not pay back
As of August 2016, total applicants were 29,303, total admits: 1,911 and total enrolled equaled 1,312
Asian Americans make up 20% of the incoming class of 2020
49% of students in the class of 2020 are female and 51% are male
Princeton, New Jersey- Mercer County
Mercer county has 4% of the state population and 7% of the state’s medical services; hospitals, acute care facilities and a higher per capita rate of acuter care beds then the remainder of the state (Greater Mercer County Health Partnership, 2012).
General needs of the population
Additional physician/practitioner will be needed by 2020 in order to provide appropriate access for the community.
Increased health prevention programs to combat obesity, heart disease and diabetes
More screening programs for early intervention and treatment of cancers
Primary school and high school programs to reduce the amount of childhood obesity
Asthma reduction programs
Increase in prenatal programs and screenings to improve outcomes
External Frame Factors
Princeton University has a well established reputation in academics
Excellent transportation infrastructure (Greater Mercer County Health Partnership, 2012)
The demand for RNs for show a projective growth to 2,897,000 by 2025 which is a 21% increase (Greater Mercer County Health Partnership, 2012).
New graduates that enter the workforce continue to grow substantially from 68,000 in 2011 to 150,000 annually in 2012 and 2013 (Greater Mercer County Health Partnership, 2012).
8 hospitals are within Mercer County (New Jersey Hospital Association, 2016)
Currently a shortage of qualified nursing faculty in NJ (Gerolamo, Overcash, McGovern, Roemer & Blakewell-Sachs, 2011).
Interstates near Princeton University: 95, I95, 295, state highways, 1, 29,31 and 130. Both light rail system and Trenton-Mercer airport.
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Demographics
Population of Princeton, New Jersey
(United States Census Bureau, n.d.)
White Black Hispanic/Latino American Indian Asian 72.099999999999994 6.4 10.3 0.2 13.5
Internal Frame Factors
Established science curriculum (Princeton University, 2016)
Student support services in place
Computer/writing labs (Princeton University, 2016)
Library (Princeton University, 2016)
Research (Princeton University, 2016)
Academic advisors (Princeton University, 2016)
Reputable financial aid record (Princeton University, 2016)
Commuting and on campus accommodations (Princeton University, 2016)
Diversity of student population (Princeton University, 2016)
Proposed Program
Four year, traditional Bachelor of Science in Nursing program
High caliber program
Education in the sciences (Chemistry, Anatomy and Physiology, Microbiology), the foundations of nursing (Health Assessment, Pathophysiology, Pharmacology), and liberal arts education (English, Sociology, Psychology).
Education delivered through multiple means including didactic, simulation, online, and clinical experiences. After completing this program, students would be prepared to provide quality nursing care for patients throughout the lifespan, while relying on critical thinking and evidence based care (Keating, 2016).
Overarching Theories and Frameworks
Deep learning theory
Allows for the nursing student to obtain facts and apply those concepts in the clinical setting.
Students would also be able to receive a more conceptual understanding of information and relate meaning and relevance (Billings & Halstead, 2016).
Closely related to the cognitive learning theory (Billings & Halstead, 2016).
Overarching Theories and Framework
Allows for the student to have an active role in his or her learning experience.
The student would discover meaning by learning how to think critically rather than memorize information (Billings & Halstead, 2016).
Cognitive learning theory
Focuses on cognitive processes such as:
Decision making
Problem solving
Synthesizing
Evaluating.
Keys to learning are learner’s perception, thinking, memory, information processing, and organization (Keating, 2015).
Curriculum Design
4 Year BSN program
140 credits required for program completion.
Four classes per semester for a total of 32 classes over 4 years
Plan of Study
| Course Number | Course Name | Term | Lecture Hours | Clinical Hours | Credits |
| NUR 111 | General Nursing Practice Part 3 | Senior Year/Fall | 2 | 2 | 4 |
| NUR 112 | Nursing Care for Children and Adolescents | Senior Year/Fall | 2 | 2 | 4 |
| NUR 113 | Nursing leadership/ Professional Practice | Senior Year/Fall | 4 | 4 | |
| NUR 114 | Community/Public Health Nursing | Senior Year/Spring | 2 | 2 | 4 |
| NUR 115 | Nursing Research | Senior Year/Spring | 4 | 4 | |
| NUR 116 | Maternity Nursing | Senior Year/Spring | 2 | 2 | 4 |
Master Plan - Evaluation
| Responsible | When and | Evaluation | Evaluation | |
| Party | How Often | Models | Strategies | |
| Mission and Value | Princeton University Faculty, Princeton University Board, Students and Dean | Every year in the fall | Formative Benchmarking Summative | Observation, oral communication |
| Individual Courses | Nursing Faculty Members, Princeton University Administrators and Dean | At conclusion of every course | Formative Benchmarking Summative | Student surveys, student test results, faculty focus groups |
| Institutional Environment | Princeton University Board, Nursing Students and Dean | Every year in the fall | Benchmarking Formative | Faculty focus groups, observation, oral communication |
Evaluation
Direct and Indirect Methods
Student surveys
Test Results
Faculty focus groups
Syllabus review
Evaluation
Benchmarking
Program completion rate
NCLEX passage rate
State and national standings
Formative
Staff and student satisfaction
Measuring student outcomes
Summative
Graduation success rate
Alumni achievements
Graduate satisfaction
Observation to determine clinical performance. Oral communication, sharing and transferring information through interviews, presentations and conferences.
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References
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.
Gerolamo, A. M., Overcash, A., McGovern, J., Roemer, G., & Bakewell-Sachs, S. (2014). Who will educate our nurses? A strategy to address the nurse faculty shortage in New Jersey. Nursing Outlook, 62(4), 275-284. doi:10.1016/j.outlook.2014.04.005
Greater Mercer County Health Partnership. (2012). Mercer County: Community Health Assessment report. Mercer County: Health Resource in Action. Retrieved from http://slrc.org/pdf/gmphpcha.pdf
Keating, S. B. (2015). Program Evaluation. In K. S. B, Curriculum Development and Evaluation in Nursing (3rd ed.). New York: Springer Publishing Company, LLC.
References
New Jersey Hospital Association. (2016, April 8). New Jersey Hospitals by County. Retrieved from New Jersey Hospital Association: http://www.njha.com/media/56359/HospitalListandMap.pdf
Princeton. (n.d.). Profile of Princeton. Retrieved from http://www.princetonnj.gov/P-profile.html
Princeton University. (2015) Facts and figures. Retrieved from https://www.princeton.edu/main/about/facts/
United States Census Bureau. (n.da.). American FactFinder. Retrieved from http://factfinder.census.gov/faces.tableservices/jsf/pages/productview.xhtml?src=bkmk
United States Census Bureau. (n.db.). Welcome to QuickFacts: Princeton, New Jersey. Retrieved fromhttp://www.census.gov/quickfacts/table/PST045215/3460900
