PK !NN _rels/.rels PK zT됚word/document.xml Non-Instructional PPA: AA - Dean Nursing & Allied Health Office (DN-N&AH)PPA Review Narrative2021 - 2022 GENERALName and Title of ManagerDebra Kaczmar, PhD, RN, Dean of Academic Affairs, Nursing and Health SciencesName and Title of Contributor 1Belinda Saechao-Jimmeye, Lead Program CoordinatorName and Title of Contributor 2Catalina Gonzalez, Administrative Assistant IName and Title of Contributor 3Beth Grigsby, Clinical Operations SpecialistName and Title of Contributor 4Sonja Sheppard, PhD, Associate Director Nursing and Health SciencesDate Submitted to VP03/29/2022STUDENT SUCCESSHow does your service/office/non-instructional program focus on students?The mission and vision for the Ĵý Nursing and Health Sciences (NHS) align with the institution's core values and institutional goals; services provided by the NHS staff are designed for student success. The NHS staff has created a welcoming environment for students and guests. The brand new O-building was designed to encourage engagement between students, faculty, and staff. Visitors enter the O-Building to find comfortable furniture and pods in the large central common area, student lounge, and outdoor terrace. Located in the gathering and study spaces are a vending machine, communication boards, personal storage areas, and multifunction copying machines. The NHS core values, signage, and new artwork will be hung by summer 2022, which will create a pleasant aesthetic. Oversized classrooms, learning labs, and meeting rooms have floor-to-ceiling windows to let in natural light. Interprofessional simulation and lab exercises promote peer led learning teams. The 7 am to 6 pm open door policy has been restored and the guarantee that phone calls and emails are answered within 24 hours has been honored. Facility tours and community outreach events that were constants before the pandemic are being restored. Prospective and active NHS students can meet with the NHS academic counselor onsite or online during the Information Sessions. Students and the public who are interested in non-counseling information can attend one of the twice-weekly online "Let's Chat" sessions with a NHS staff member.How does your service/office/non-instructional program support students in: a. Completing their program/educational goal? b. Completing their program on time? Is there more that it can do?a. Completing their program? With the exception of public health, all NHS students engage in a cohort model, which by design is based on student engagement and consistent course sequencing. Faculty know their students and work with them in low enrollment classes for multiple semesters. Students who deferred in 2020-2021 were extended admission to the 2022 cohorts and students who withdrew for academic or personal reasons enrolled in success courses that were taught by experienced faculty; successful students were readmitted into the subsequent cohort. A new academic counselor was assigned to NHS and moved to Building-O. Persistence rates range from 85 to 96%.b. Complete their program on time? Programs have sequential course offerings. Prerequisite courses were converted to co-requisite courses, which decreased time to completion. In 2021-2022, NHS increased the number of clinical sections and partnerships to counteract clinical displacements caused by the pandemic. Guided pathways are published and distributed.Is there more that it can do? Faculty and counselors can encourage all students to take success and transfer-level courses. Increasing scholarships, transfer options, and non-academic support might help students when making course and financial decisions. Encouraging students to log on to the Health Sciences webpages might help students plan and complete their prerequisites more efficiently.Based on the mission of your service/office/non-instructional program, describe how you offer 'equitable services' to different student groups at Ĵý?Since 2008, all students and faculty have participated in NRN/NVN/RCP 110 Foundations for Success, a course originally designed for high-risk students. The course includes exercises designed to explore differences between individuals, reflect on misperceptions, respond to criticism using positive communication techniques, and focus on strengths in oneself and in others. Researchers found that nursing students who completed the course were more successful in their jobs and held more leadership roles than students who did not take the course. In 2017, a multi-criteria selection scoring system for registered nursing applicants was adopted. In the last five years, the use of the multi-criteria scoring system paired with a stratified random draw has resulted in a significantly more diverse student population that is largely from the greater Salinas area. The ability to attract racially and ethnically diverse, non-traditional students, and males to predominantly female-dominated healthcare professions offered by NHS has required intentional recruiting efforts. At-risk students enroll in concurrent success courses, engage in peer-led student support groups, and participate in student advisor/advocate opportunities. Scholarship and student support services are posted on communication boards and listed in the NHS Student Handbook. Building-O is open from 7am to 7pm to accommodate students who need quiet places to study with free internet access. Students who prefer learning experientially have full access to skills and simulation lab equipment and supplies. Supplies, electronic equipment, and learning materials are loaned or given to all students.Describe the services that your program/service/office has offered to the Disproportionately Impacted (DI) student groups outlined in the 2020-21AY Summary of the Strategic Plan, which includes: American Indian/Alaskan Native, Foster Youth, Hawaiian /Pacific Islander, and/or Some other race.Efforts are made to recruit first-generation-to-college students and students of color who resemble the local population for whom they will provide healthcare services. Information sessions have been held for foster youth groups and a 2022 summer section of HES-1 will be offered to 40 Upward Bound students. NHS personnel participate in Panther Prep days, host school tours, staff tabling events, and conduct information sessions to all students. Lists of courses that might support an applicant’s preparedness for a NHS program are shared with prospective students. NHS students mentor incoming students and conduct outreach activities for prospective students during which they answer questions about enrollment, courses, and student responsibilities.Are there any Disproportionately Impacted (DI) groups that are currently NOT being served by your program/office/service? What resources would you need to better serve these student groups? Since 2017, the percentage of American Indian/Alaska Native and black students has been 0 to 5%. Intentional recruiting will continue but has not increased percentages. Students with disabilities are underserved. They require more environmental, counseling, proctoring, and testing accommodation services than available at this time.Please describe any equity gaps that were not identified and/or discussed in the questions above, based on your experiences at Hartnell.Hartnell has a student population that mirrors the general population in the service area. The group with the highest attrition rate in NHS programs is white males, a group that has decreased in numbers at Ĵý.SERVICE AREA OUTCOMESPlease describe any meaningful outcomes that have been achieved from the SAOs outlined in the prior academic year.#1 Applicants will experience supportive and satisfactory application processes. 1-4 Likert scale:1 Not User Friendly to 4 Very User Friendlya. The application process for admission was user friendly: Student responses RN n=37 91.6% #4,8.4%; #3; RCP n=21 68% #4, 32% #3; LVN n=7 100% #4b. Requirements were easy to understand: RN student responses n =37 91.6% #4, 8.4% #3/ RCPn=21 58% #4, 32% #3; LVN n=7 90% #4, 9.8%c. Multicriteria Screening was easy to understand: RN student responses n=32 100% #4/ RCPN/A; LVN N/A#2 Incoming students will receive clear and consistent onboarding information.The survey for onboarding was not completed again in 2021 because of continued inconsistencies related to the pandemic. Agency protocols varied and NHS protocols were not upheld. All onboarding processes were online.#3 NAH students will be satisfied with the variety of interprofessional education (IPE)opportunities offered each academic year.Interprofessional education opportunities were not offered in 2021 because of the pandemic. They will resume inspring 2022.Did the activities from the prior academic year, and any subsequent dialog lead to significant change in the effectiveness and/or efficiency of this service/office/non-instructional program during the current academic year? Please describe any resources that may help/have helped you overcome these challenges.NHS had achieved its SAOs prior to tha pandemic. Campus closure and clinical displacements changed onboarding and canceled interprofessional education opportunities. Circumstances rather than resources limited advancements in 2020 and 2021.What factors and/or challenges have influenced the effectiveness of your service/office/non-instructional program (e.g. staffing, equipment, facilities, etc.) over the last three academic years?The transition to a new building, limited inperson campus resources, chronic faculty and staff vacancies have influenced the effectiveness of NHS over the last three years. Regardless, NHS has accomplished a laudable list of successes and advancements.Proposes SAOs for 2022-2024are the following:#1. Adoptthree of the Blue Zone Power 9 principles:Move Naturally. #1 Make daily exercise an unavoidable part of your environment. Sit/stand desks, take the stairs, schedule walks during the dayRight Outlook #3. Downshift. Work less, slow down, take vacations. Increase efficiency, take time offEat Wisely #5 More vegetables, less meat and processed food. 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