Departmental Self Review - UCLA Academic Senate

UNIVERSITY OF CALIFORNIA LOS ANGELES, SCHOOL OF NURSINGACADEMIC SENATE REVIEWSELF REPORTSubmitted: October 1, 2008Courtney Lyder, DeanCourtney Lyder, Interim Associate Dean 08/11/2008-PresentAdey Nyamathi, Interim Dean 2/22/08-7/31/08, Acting Associate Dean for Research 8/1/08-presentJanet Mentes, Former, Acting Associate Dean Academic AffairsSuzette Cardin, Assistant Dean Student AffairsBryant Ng, Assistant Dean of AdministrationMembers of the Faculty:Joyce Newman Giger, Chair, FECMary Ann Lewis, FEC Co-Chair and Undergraduate Program ChairKaren Gylys, Former Chair, Master’s Program CommitteePeggy Compton, Chair, Doctoral ProgramWendie Robbins, Chair, Research CommitteeLinda Sarna, Chair, Student Affairs Committee9-30-08

Table of ContentsI. INTRODUCTION 3II. GENERAL INFORMATION 3PageIII. UNDERGRADUATE PROGRAMS 10IV. GRADUATE PROGRAMS 13V. ARTICULATED, CONCURRENT AND SELF-SUPPORTING PROGRAMS 19VI. COMPARISON TO PREVIOUS REVIEW 21VII. RESOURCES 10,22VIII. SCHOOL OF NURSING PROGRAM EVALUATION 22I X. FUTURE GOALS OF THE ACADEMIC PROGRAMS 23X. SPECIAL CIRCUMSTANCES 24XI. APPENDICES 25Appendix A Schedule of Meetings for Preparation for Self-ReviewAppendix B UCLA SON AnnouncementAppendix C List of Administrative Core StaffAppendix D Student, Enrollment, Attrition, Certification, NCLEX scores, etcAppendix E Faculty Listing and Faculty FTEs by Fund SourceAppendix F UCLA SON Faculty By-LawsAppendix G Endowed Chair ListAppendix H Faculty Teaching HonorsAppendix I Faculty Certifications by Faculty MemberAppendix J Faculty AccomplishmentsAppendix K Pre-licensure Student Handbook (BS-Generic and MECN)Appendix L Sequence of Ph.D. CurriculumAppendix M Current Listing of Ph.D. StudentsAppendix N UCLA Strategic PlanAppendix O Bachelors of Science Achievement and Critical Thinking AssessmentSurvey (BSACTA)Appendix P Masters of Science Achievement and Critical Thinking AssessmentSurvey (MSACTA)Appendix Q Education Benchmarking Inventory (EBI)Appendix R 398 Biosketches for Faculty (Bundled as Instructed separately from thisDocument)2

I. IntroductionThis review comes at a critical juncture in the history of the UCLA School of Nursing. We arecurrently in a time of major expansion of our pre-licensure programs, and more than doubling the Schoolof Nursing enrollments from 300 to 586 students as of September 2008. These academic expansions havenecessitated additional resources in the form of increased numbers of faculty members and a critical needfor more space. In addition, we are also experiencing administrative changes with the death of DeanMarie J. Cowan on February 22, 2008 and the recent appointment of our new Dean, Dr. Courtney H.Lyder on August 1, 2008.The faculty members of the School of Nursing prepared for this self-review by engaging in forumswith faculty, staff and students throughout the 2007-2008 academic year to review the previous report,discuss strengths and weaknesses, and share future plans/goals for the School of Nursing (See AppendixA for listing of meetings). The school also has ongoing mechanisms for review of programs by interestedstudents, faculty, and student affairs staff members via annual meetings with students of theundergraduate, master’s, and doctoral programs. Student participation on all curriculum committees wasencouraged, thus preparation for this review was a natural extension of processes that are already in place.The written portion of this self review report was coordinated by Joyce Newman Giger, Chair of theFEC, Mary Ann Lewis, Co-Chair of the FEC and Chair of the Undergraduate Program Committee, JanetMentes, Former Acting Associate Dean for Academic Affairs, and Adey Nyamathi, Acting AssociateDean for Research. Major contributions to the report were prepared by the committee chairs and membersof the Undergraduate, Master’s and Doctoral Program Committees, Suzette Cardin, Assistant Dean forStudent Affairs and her staff, Bryant Ng, Assistant Dean for Administration, Lori Lindstom, Chief,Personnel Officer, faculty, and staff. All of these groups have had the opportunity to review the previousreport and have access to this current self review. The full faculty approved the report on September 30,2008.II. General Information1. Academic OverviewSince its inception in 1949, as one of the four professional schools of the UCLA Center for HealthSciences, the School of Nursing (SON) has maintained its commitment to provide excellent educationalprograms for nurses, promote world renowned research, and provide quality nursing care for asocioeconomic and ethnically diverse community. The SON continues to offer a Bachelor of Science(BS), a Master of Science in nursing (MSN), and a Doctor of Philosophy (PhD) degree programs. Thebaccalaureate and masters degree programs have been continuously approved by the California Board ofRegistered Nursing (BRN) since their inception and all programs have been fully accredited by theDepartment of Baccalaureate and Higher Degree Programs of the National League of Nursing (NLN)until 2004. Since the last review, the faculty of the SON decided to adopt the Commission on CollegiateNursing Education (CCNE) standards for accreditation. The CCNE fully accredited the UCLA SONprograms until 2010.As a basis for doctoral education, the School’s research status has remained strong. Despiteincreasing competition for federal research dollars, the School’s ranking for NIH funding remains stable(10 th ) at the prior review, and for most of the review period, 9 th in 2007). The School has maintainedfunding for an Institutional National Research Services Award (T32), was awarded NIH funding for theCenter for Research on Vulnerable Populations (P30) for more than 10 years, and is making progress indeveloping several other evolving research centers. Faculty have obtained HRSA funding to supportprogram expansions focused upon advanced practice for developing culturally competence to serve3

vulnerable populations and implementing a BS-to-PhD pathway that focuses on cultural competentgeriatric nursing. Both of these HRSA grants combine to increase the productivity of our nursing facultyand address the American Association of Colleges of Nursing (AACN) clarion call to augment curriculawith culturally competent concepts.Pre-licensure Programs. In the time since our last review, with state funding from GovernorSchwarzenegger’s Nurse Education Initiative of 2005, the SON has reopened the Generic Baccalaureateand established a Masters Entry Clinical Nurse program (MECN). The Baccalaureate program offers atraditional generalist program of four years of study leading to eligibility to sit for the National CouncilLicensure Examination for Registered Nurses (NCLEX). Currently 54 students have completed theirsophomore year of study, 50 students have finished their freshman year, and 56 students have beenenrolled as freshmen for Academic Year (AY) 2008-2009.The MECN program, designed for students with a baccalaureate degree in another discipline, preparesgraduates for a career in nursing. The overall goal of the MECN Program is to produce masters-preparednurse generalists with special leadership skills to function in acute care hospitals and other health caredelivery systems. This seven (7) quarter program of study leads to eligibility to sit for the NCLEXexamination for RN licensure, as well as the Clinical Nurse Leader (CNL) certification examinationdeveloped under the auspices of the AACN. As of September 2007, the MECN program had a total of109 students, and the first class of 52 MECN students graduated in spring and summer 2008. At the timeof the writing of this report, we have data on 44/46 of 52 students who have written the RN-NCLEX for a95.6% pass rate to date. We will forward data on the remaining 2008 MECN graduates from theCalifornia BRN as it becomes available.Post-licensure Programs. The SON continues to provide an RN-BS-MSN degree program(Bridge Program), a specialty-focused Master of Science in Nursing (MSN) program and a Doctor ofPhilosophy (PhD) program. The Bridge curriculum helps RNs prepared at the associate degree ordiploma level to expand their knowledge to include community-based nursing, leadership and beginningresearch skills at the BS level and then “bridge” into one of seven MSN specialty areas.The MSN program has the largest enrollment with an average of 230 students enrolled annually.Students entering the MSN program are prepared for advanced practice nursing as nurse practitioners,clinical nurse specialists or nurse administrators with extensive coursework and clinical practice in one ofseven major areas of specialization: Acute Care, Family, Gerontology, Nursing Administration, NursingAdministration/Occupational and Environmental Health, Occupational and Environmental Health,Oncology and Pediatrics (see Appendix B [Announcement], UCLA Specialties, pages 30-31, UCLASchool of Nursing Announcement). In addition, subspecialties in Neuropsychiatric Nursing, as well as anewly approved subspecialty in Nursing of Underserved Populations are available. In 2003, the NurseMidwifery program was closed due to economic factors and low enrollment.We anticipate facing a challenge to future enrollments in our MSN specialty programs due to theestablishment of Doctor of Nursing Practice Programs (DNP) throughout California and the US. TheAACN has effectively promoted these programs as the preferred degree for specialty practice by 2015.Although the faculty did not support the development of a DNP program in 2006, it is likely that thisissue will be re-explored in the future.The Ph.D. program, which has an enrollment of 40 students and prepares students as the nextgeneration of nurse scientists, is expanding. Although the nursing shortage has been well described in themedia, an equally acute problem not widely recognized is the shortage of nursing faculty. Therefore, theUCLA SON faculty members have made recruitment to the Doctoral program a priority. To achieve thisgoal, we have explored methods to increase the flexibility of the program to accommodate a broader4

ange of applicants, as well as expand the pipeline of potential candidates. To achieve the later, the BS toPhD HRSA training grant, funded in July 2008 will prepare “Gero-smart” faculty. This is a high prioritygiven that over 50% of hospital beds are occupied by those 65 years and older and a third of primary carevisits are also made by this same population.2. Non Academic OverviewThe SON presently has 33 FTE administrative core staff and 2.1 FTE part-time administrative core staffemployees. A complete listing of Administrative Core Staff and accommodating FTEs is found inAppendix C. The chief administrative core staff titles, names, and responsibilities are reflected below:Assistant Dean for Administration, Bryant Ng: Reports to the Dean; manages all staff, facilities, andadministration of the School; responsible for budgeting, financial planning, management and reporting,including faculty and staff FTE; manages all School purchasing; directs/consults on human resourceissues and operations to all supervisors and managers; makes/implements decisions to improve operationsin all areas of the School.Assistant Dean for Student Affairs, Suzette Cardin: Reports to the Dean; manages student affairsincluding programs, financial aid, and activities associated with student recruitment, retention, counselingand student progress; mediator between faculty-student conflicts; representative in legal matterspertaining to students.Director for Research, Priscilla Kehoe: Reports to the Acting Associate Dean for Research; responsiblefor assisting the Acting Associate Dean for Research in mentoring faculty in the design of researchapplications and manuscript development.Director of Development, Rene Dennis: Reports to the Dean; responsible for the active solicitation anddevelopment of donors and donor relations.Administrative Analyst for Academic Personnel, Lori Lindstrom: Under the general direction of theDean and the Assistant Dean for Administration, manages personnel/payroll including academicappointment, merit and promotion; interprets/plans/implements School and university policies andprocedures for recruiting, hiring, benefits, payroll, promotion, and terminations for staff and faculty.Financial Officer, Sue Pfeiffer: Under the general direction of the Assistant Dean for Administration,responsible for managing the fiscal affairs of the School, including federal, state, private agencies, andgifts and endowment funds; responsible for accounting and purchasing.Programmer Analyst, Scott Dicks: Prepares, manages, and directs the information technology for theSchool, including all phases of system development, implementation, and enhancements; computercoordinator; technical supervisor of over 140 pc’s; network administrator; trains; writes computerprograms; School representative at campus information system events and with vendors.Principal Statistician, Karabi Sinha: Reports to the Acting Associate Dean and Director for Research;provides research and statistical support to faculty, staff, and students by direct consulting and teaching,organizing, and directing Research Office support activities, personnel, and independent research.Director of Student Affairs, Kathy Scrivner: Under the general direction of the Assistant Dean forStudent Affairs; responsible for establishing and maintaining efficient student services for undergraduateand graduate students; oversees the daily operation of the Student Affairs Office.5

3. Student EnrollmentThese data are available in their aggregate in Appendix D (Student Enrollment, Attrition,Certification, NCLEX Scores, etc) for all programs at the UCLA SON from 2006 through 2008. Inaddition, these data are also integrated in the specific programs within the body of this report.A. Faculty1. Faculty StructureThe SON has outstanding nationally and internationally recognized faculty who are active in research,teaching, and professional service. Currently, the SON has 60 Faculty FTE (see Appendix E, FacultyListing and Faculty FTEs by Fund Source); an increase of 22 FTEs since our last review. Of these FTEs,31 are occupied currently by ladder track faculty, reflecting an increase of 9 ladder track faculty since1997. The SON has also experienced a loss of ladder track faculty (n = 14); the majority of whom retired.For the first time in almost half a decade, with the addition of the new Dean (Professor) in the summerof 2008, and two new Endowed Chairs at the full professorial rank (in 2004 and 2006, respectively),senior faculty now outnumber junior faculty (assistant professors). In 2008, over half of the SON facultymembers (54.8%) are either full professors (10) or associate professors (7). In addition, three AdjunctFaculty occupy 2.2 FTEs and 14.97 FTEs are filled by 27 lecturers.Since the last Academic Senate Review in 1997, there has been significant change in faculty seniority.Despite the number of retirements and/or resignations, active recruitment of senior faculty members andpromotion of junior faculty members (assistance professors) in rank has increased the number of facultyat higher ranks to 17 of 31 faculty (54.8%). Associate and full professors now make up 23% and 31% ofladder track faculty, respectively. The School has a strong record of successful promotions of careerladder track faculty; 87% of assistant professors have been tenured and 97% of associate professors havebeen promoted to full professors.The SON functions as a single department with faculty assigned to one of two functional academicunits: Acute Care and Primary Care sections. Given the current and anticipated increase in the number offaculty, a new organizational structure may be needed to address teaching assignments, interdisciplinaryand collaborative research efforts, as well as the needs for more efficient communication mechanisms.Since the last Academic Senate Review, the UCLA SON Faculty By-Laws (See Appendix F) have beenrevised to expedite evaluation of faculty dossiers by changing the committee structure. Currently, theCommittee on Appointments, Promotions and Appraisal (CAPA) evaluates new faculty appointments andall promotions and landmark reviews (4 th year, tenure, Professor Step 6). A second committee Merit,Appraisal Committee (MAC) evaluates all other reviews.With the re-establishment of the generic baccalaureate program and the implementation of the newMECN program (a pre-licensure program), 22 new FTEs were added in 2006 to the faculty’s presentcomplement of 60 FTEs. Of the 22 new FTEs, five FTE have been filled with ladder track faculty and 13FTE are held for active recruitment for career ladder track positions. The remainder is saved for lecturerfaculty and clinical liaisons at the various clinical facilities where our students are prepared for clinicallearning experiences. Clinical liaisons, expert Masters-prepared nursing staff employed by theirrespective clinical agencies, serve as joint faculty for the SON. Funding for these joint faculty are paiddirectly by the SON to their clinical agencies when they are working directly with our students.The SON is engaged in recruiting outstanding faculty candidates who are skilled and active scientificinvestigators with expertise in health services, mental health, biological sciences, and community health.Recruitment efforts have included national advertising, aggressive networking, targeting of specificscholarly venues, and use of specialized search committees. New and junior faculty are mentored through6

a formal mentoring program, which is overseen by the Associate Deans for Academic Affairs andResearch, with input from the MAC and CAPA committees. Despite our efforts, we face significantemerging challenges, which include increased competition among schools of nursing for the bestcandidates, workload issues, and pay equity relative to cost of living. With the recent appointment of anew Dean, Dr. Courtney Lyder, we anticipate renewed excitement and enhancement of our current effortsin a new environment2. Teaching ActivitiesThe diverse and well qualified faculty members of the SON provide expert instruction at theundergraduate and graduate level, as well as provide student advising, comprehensive examinationpreparation and evaluation, and dissertation supervision.Since the last Academic Senate review, more clearly defined criteria were developed to maketeaching assignments consistent and transparent. Target teaching workloads have been instituted basedupon rank, research funding, and administrative responsibilities. For tenured ladder track faculty,expected teaching units are 16 per year (approximately 4 courses). To insure that junior faculty receiveadequate support to develop independent research programs, assistant professors are assigned to teach 8units in their first year and 12 units until tenure. The teaching workload policy has been the focus ofintense faculty discussion and it is anticipated that this might be modified under the new administration.The quality of instruction for courses is carefully monitored throughout the School. For studentevaluations, the departmental average instructor rating (out of 9.00) was 8.16 for 2005-2006; 7.86 for2006-2007; and 8.09 for 2007-2008. The overall course rating (out of 9.00) was 7.92 for 2005-2006; was7.53 for 2006-2007; and 7.86 for 2007-2008. Several new Endowed Chairs have been established andfilled (see Appendix G, Endowed Chair List). In addition, several SON faculty members have also beenhonored as excellent teachers in other professional venues (see Appendix H for Faculty TeachingHonors). The faculty members maintain clinical proficiencies at multiple levels. For example, this isdone through certification as advanced practice nurses (nurse practitioners or clinical nurse specialists)(see Appendix I for Faculty Certifications by Faculty Member) which qualifies them to teach in a varietyof programs.To maintain the quality of our clinical programs, the SON faculty have developed and maintained over300 clinical affiliations. Each year, approximately 230 advanced practice students and 111 MECNstudents are matched with clinical preceptors. The BS Generic students are entering the mix this year,2008-09, with 52 students in clinical and next year, 2009-10, the number of BS Generic students inclinical settings will be 110. Some 350 clinical preceptors are appointed per year to the rank of AssistantClinical Professor (without salary). The SON has been strengthened by the UCLA SON health center inskid row, which provides a site for students to practice culturally competent care with faculty, as well asour Center for Vulnerable Population Research. The SON’s clinical skills laboratory is under renovationto provide state of the art experiences for future clinicians and temporary space has been found for anascent Simulation Laboratory. Future goals are to expand and reconfigure these facilities in conjunctionwith UCLA School of Medicine. With the advent of the new pre-licensure programs, special efforts havebeen made to expand our affiliate clinical sites. However, several factors may increase the cost and theeffort required to sustain quality programs in the future. These factors include: the current health carefinancial environment, which discourages clinical sites and preceptors from sponsoring students;increased competition from other nursing schools for clinical placements; increased legal and compliancerequirements instituted by clinical sites; and increased cost of travel for both students and faculty.3. ResearchThe UCLA SON has strong quantitative and qualitative researchers. Programs of research range fromthose based in the molecular biology laboratories on the 6 th floor of the Factor building to intervention7

studies conducted nationwide and globally. Among the faculty are strong researchers in physiologicaland psychosocial aspects of pain and cardiac disease, cardiovascular risks reductions, translationalresearch moving research to practice, patient care, quality of life, health promotion and diseaseprevention, and community based-community partner designs. The tables below reveal that researchfunding is steadily increasing each year in NIH funding with nearly $5 million NIH funds awarded tofaculty in 2006-2007 academic year. These data are exceptional when considering the limited NIHdollars available.Funding Sources, Amounts, NIH Ranking, and Number of GrantsYear Funding Source Amount NIH Ranking Number of Grants2007NIH $4,979,723 9 11FY 06-07(7/06-6/07)Other Federal $0Government SourcesState Sources $261,262Other (Foundationsources and privateClinical Trials)$1,839,789Year Funding Source Amount NIH Ranking Number of Grants2006NIH $4,644,828 10 9FY 05-06(7/05-6/06)Other Federal $0Government SourcesState Sources $397,953Other (Foundation $2,372,353sources and privateClinical Trials)Year Funding Source Amount NIH Ranking Number of Grants2005NIH $4,259,952 14 8FY 04-05(7/04-6/05)Other Federal $0Government SourcesState Sources $194,175Other (Foundation $2,182,622sources and privateClinical Trials)The SON also supports a strong program of intramural funding with solicitations offered twice annually.Prior to the middle of 2004, the Intramural grant awards were $10,000 per award for career ladder faculty.Since that time, the UCLA SON intramural support has increased to $25,000 per award and is open to anycareer ladder faculty for collection of pilot data to support extramural grant submissions. Since 2004,UCLA and the UCLA SON have awarded $669,108 in intramural funds. Of the number of intramural grantsawarded, eight intramural grants have resulted in the leveraging of $3,169,000 in extramural funding fromprestigious agencies such as the NIH, Roberts Woods Johnson, and several other foundations. Intramuralfunding by year is found in the table below.8

Intramural Grants Awarded from 2004-2008FY Year Number of Grants Total of AwardsFY 07-08: 12 $235,000FY 06-07 8 $124,000FY 05-06: 11 $187,700FY 04-05: 7 $122,408Several recent major research initiatives have been achieved. For example, with the strategic recruitmentof Dr. Phillips, the core of gerontology researchers in the SON studying Alzheimer’s disease, dementia, andpressure ulcer care has grown and galvanized. The CAIRE project headed by Dr. Hodge has added newresearch opportunities focusing upon cancer and pain management, diabetes, and health promotion forAmerican Indian groups. Dr. Koniak-Griffin’s Center for Vulnerable Population Research, a center ofresearch excellence funded by the National Institute for Nursing Research provides the basis for interdisciplinarycommunity partnerships and research opportunities for both students and faculty. Anothercritically important core is Dr. Sarna’s Tobacco Free Nurses project and smoking prevention which is beingconducted nationwide. Dr. Nyamathi is spearheading the intervention research and emerging practiceopportunities; along with Drs. Sarna, Pavlish, and Robbins who have conducted research in India, Africa,China, and the Pacific Rim. Currently, Dr. Nyamathi is galvanizing the SON faculty members in thesubmission of a UC School of Global Health application along with faculty from other disciplines.The Moseley and Lulu Wolff Hassenplug Endowed Chair funds are directed toward increasing studentparticipation in faculty research at the undergraduate and graduate level. A new HRSA grant (PI: Phillips) isfunding a fast track admission pathway toward doctoral study for those with an interest in culturallycompetent care of older adults.Challenges: Current research funding environment and funding opportunities all prove to be achallenge to garnering the necessary resources for faculty to conduct quality and innovative research toadvance the science of nursing. UCLA SON faculty, like other faculty throughout the U.S., regardless ofdiscipline, are now pursuing other creative funding sources to continue their research trajectories.4. Professional Activities and HonorsThe faculty members of the SON are leaders in the nursing profession. About one-third (36%) of thecareer ladder faculty have been recognized as Fellows in the American Academy of Nursing; an honorwhich attests to their stellar contributions to the field. One faculty member has received an honorarydoctorate for contributions to the field of nursing. Other honors include recognition by outside professionalorganizations, including the American Heart Association, the Oncology Nursing Society, the WesternInstitute of Nursing, the National Black Nursing Association, the American Academy of Nursing EdgeRunners program, among many others (see Appendix J, List of Faculty Accomplishments). Slightly morethan a quarter of the faculty hold national or regional office chairmanships, and other key positions inprofessional organizations (26%, see Appendix J), are editors or serve on editorial boards of leading nursingor other research journals (10%, see Appendix J), or serve regularly as reviewers for peer-reviewed journals(35%, see Appendix J). Two faculty members have current textbooks in print which are standards in thefield; and a number have authored numerous book chapters. From 2005-2008, the faculty members have intotal published 256 articles in prestigious peer-reviewed journals (see Appendix J for listing of recentpublications). Because of their expertise, our faculty members are highly pursued for consultation by a widerange of interdisciplinary groups (see Appendix J). In addition, a number of faculty members maintainclinical competence through ongoing practice either as advanced practice nurses or clinical nursespecialists.9

B. Resources and Physical PlantThe SON has 54 academic offices, 25 administrative offices, 16 classrooms, 1 auditorium (172 seats),5,480 square feet of wet lab space, accounting for 5 faculty research labs. In addition, we have 3,282square feet of behavioral research space, accounting for 8 faculty research offices. All of these spaces arecontained within the ‘A’ level and floors 2 through 6 of the Factor Building. The classrooms andauditorium were previously sufficient for our needs; however, due to a doubling of enrollment over thelast 3 years from 300 to almost 600 students, we have now had to schedule classes via the campus generalassignment pool (i.e. away from the Factor building). Similarly, due to increased faculty numbers, officeand research space has become extremely critical. Our challenge is to obtain adequate office, research,and dedicated nursing classroom space for the School. The SON pays for shared computer lab spacewhich includes 4 SON dedicated PC terminals in the Bio-Med library. The SON also houses one skillslaboratory for demonstrations and teaching of its students. This skills laboratory occupies 1783 squarefeet and has 12 examination tables and 2 hospital beds as well as other state of the sciences skillsequipment. On the 6 th floor, the SON has a simulation laboratory which houses three SIM computercontrolled mannequins (SIM man, SIM baby, Noelle). Over the past 5 years, the SON has renovatedalmost every academic and administrative office and 5 research labs (which represents about one half ofthe wet lab space).Secretarial (administrative) support for faculty is provided from a centralized office which wasincreased from 2 to 4 full time staff in the last year. In the past, we had a dedicated assistant for each ofthe two sections of the SON. This was demonstrated to be not as efficient with the additional facultymembers hired due to the enrollment growth. Thus, the assistants were increased and reorganized into apool which allows all faculty one convenient stop for all their needs. We continue to evaluate adequacy ofsecretarial (administrative) support for the SON as FTE positions are filled.The SON faculty and staff’s Information Technology (IT) needs are provided by 5 full-time IT staffthat are located in a centralized office that occupies 550 square feet in the SON. IT supporting serverrooms are found on the second, third, fourth, and fifth floors of the SON. In addition, the SON is anintegral part of the UCLA Office of Information Technology’s Technology Infrastructure for Educationand Research (TIER) Program and is partnering with the Schools of Medicine and Dentistry to sharedesign and costs in providing state of the art network and wireless equipment and technology. Almostsince its inception by UCLA in November, 2006, the SON has used a teaching-learning platform calledMoodle which is in a class of software systems called Course Management Systems. This platformenables instructors to easily leverage a number of tools to build a course web presence. Despite theseexcellence resources in information technology, we are still in need of a dedicated Web Master who couldthrough this particular expertise enhance the image of the SON on the WEB.III. Undergraduate ProgramsA. Baccalaureate Generic (BS-G)1. Goals, Rationale, and Structure. The goals and rationale for educating professional nurses atthe baccalaureate level are described in the “Revision of The Essentials of Baccalaureate NursingEducation for Professional Nursing Practice,” August 18, 2008, AACN. Achieving competencies in thefollowing Essentials enables graduates to be members of the profession, practice within complex healthcare systems, provide direct patient care, and design, manage, and coordinate care. The Essentialsinclude: Essential I: Liberal education for Baccalaureate Generalist Nursing Practice; Essential II:Basic Organizational and Systems Leadership for Quality Care and Patient Safety; Essential III:Scholarship for Evidence Based Practice; Essential IV: Information Management and Application of10

Patient Care Technology; Essential V: Health Care Policy, Finance, and Regulatory Environments;Essential VI: Interprofessional Communication and Collaboration For Improving Patient HealthOutcomes; Essential VII: Clinical Prevention and Population Health; Essential VIII: Professionalismand Professional Values: and Essential IX: Baccalaureate Generalist Nursing Practice. Baccalaureateeducation provides entry to graduate education and the preparation of scholars to develop the science ofnursing.The SON’s two structural pathways to baccalaureate education include the Generic BS degree, a fouryear pre-licensure program, and the three year BS/MSN Bridge program, a post licensure program.Student admissions to the Generic BS program were initiated in 1949 and suspended in 1996 duringextreme state-wide budget cuts to the University. To fulfill obligations to society, as well as to maintainthe BS degree, in 1997 Registered Nurses (RNs) educated in community colleges earning Associate ofArts degrees were admitted to the newly developed RN-BS-MSN Bridge program. Responding to thecritical nursing shortage in California, Governor Arnold Swartzenegger, in January of 2006, approvedfunding for the University of California (UC) Board of Regents to permit the UCLA SON to re-openadmissions to the Generic BS program. In September 2006, 59 freshmen students were admitted to thisprogram.Availability of state funds to reopen admissions to the Generic BS program was announced in May,2006 with the stipulation that funds would be awarded based on a minimum enrollment of 50 newstudents each year. In view of both technological advancements and changes in nursing practice, thecurriculum of the Generic BS program was redesigned to obtain the Academic Senate’s approval and toreceive the state funds. To accomplish this task expeditiously, the faculty reviewed and adapted theMECN curriculum for the Generic BS program with lower and upper division course numbers asappropriate.2. Strengths and Weaknesses of the Program. The strengths of the Generic BS program relateto the integration of liberal arts courses and the nursing courses throughout the four years. The programis based in the sciences with a strong emphasis on the ability of the student to make critical and logicalassessments of information; deliver reasonable and persuasive arguments; and identify, acquire, and usethe knowledge necessary to solve problems. Students learn the art and science of nursing using the latestresearch findings to guide their practice. The students are satisfied with the level of personal contact thatthe program provides. A Student Affairs Undergraduate Student Services Coordinator serves as anacademic advisor during the first two years of the program; a level of contact that our students highlyvalue. The students have been very instrumental in helping the faculty to design a type of program that isstudent-friendly, and at the same time, strongly academic in focus. In fall quarter 2008, the first cohort ofstudents will begin the nursing theory and clinical courses. Their performance on the NationalCertification License examination (NCLEX) will be known in early summer 2010.Challenges in implementing the program relate to maintaining coherence of the curriculum. Forexample, in some of the science courses, the administrative grading of courses makes the curriculum lessresponsive to the needs of the students. In chemistry and life sciences, for example, every time a studentdrops the course, the curve changes; thus students who are experiencing content-related challenges arefurther lowered in terms of ranking.The coherence of the curriculum has also posed challenges from outside departments. For example,budgetary constraints of recent years make some science departments willing to offer pre-requisitecourses, e.g., anatomy and physiology, only in summer months when fees are substantially higher.Another challenge for students was meeting the requirement for Writing II. A majority of students foundit difficult to enroll in a Writing II course due to lack of course availability. We solved this problem by11

working with the Writing II committee to redesign a nursing course N 152W: Health Promotion, to meetthe requirements for Writing II.The faculty also streamlined the curriculum by reducing the number of required units from 196 to 186.This was accomplished by deleting courses and/or exchanging courses which were more relevant to themajor. For example, Microbiology 10 replaced Microbiology, Immunology, Genetics (MIMG) 101 asthis course focused solely upon mathematical computations. This had an added benefit as the deletion ofMicrobiology 101 from the curriculum also led to the deletion of Life Sciences 4; a former prerequisitefor MIMG 101, which was not needed in the curriculum since nursing focused genetic content is coveredin pathophysiology and other courses throughout the curriculum. For the Western Association of Schoolsand Colleges (WASC) and other accrediting agencies, we are developing a plan for a Capstone experiencefor students. This experience will provide students with the opportunity to gain knowledge and skills in aspecific area of research which would culminate in a product of their choosing.An analysis of concepts across the curriculum enabled us to further streamline our generic BScurriculum. For example, health policy and informatics were deleted as this content was adequatelythroughout the curriculum. After conducting an analysis of concepts across the curriculum, we identifiedtwo courses, Health Policy and Informatics, which were deleted as these concepts are threaded throughoutthe curriculum. We have also learned from student and faculty feedback that Fundamentals of Nursing,and Pathophysiology require more teaching/learning time. Therefore, we have increased units for thesecourses. The concept mapping exercise also revealed that nutrition, which is required by the BRN, wasnot well integrated in the curriculum. Thus, we now have integrated Nutrition, into N152W HealthPromotion and added a unit to this course.For students transferring from community colleges, the current curriculum sequence is such that thetime to degree will take three years. This is due to the fact that transfer students must take the first andsecond year courses of the generic program as prerequisite to the third year courses. The first cohort oftransfer students will be admitted Fall 08; therefore, it is too soon to evaluate the impact of coursesequencing upon them. A total of 11 transfer students have been admitted and 6 are enrolling as of thistime.3. Student Enrollment and Recruitment. For 2006, there were 156 applicants for the GenericBS program; 59 were admitted and 53 enrolled. For 2007 there were 1172 applicants; 57 were admittedand 52 enrolled. For 2008, there were 1128 applicants, 58 were admitted and 57 students were enrolled.The recruitment process is ongoing at all levels. Potential applicants are invited to the SON’s AdmissionsInformation meetings held on Saturdays in the fall prior to the application deadline.4. Student Advisement and Career Planning. Student advisement and career planning for theGeneric BS students are essential components of this undergraduate program. In their junior year, eachstudent is assigned an Academic/Faculty Advisor who receives instruction in assisting students to plantheir course of study to meet the degree requirements and progress to graduation. Advisors addressacademic issues facing students, as well as assist students in their social, psychological, and clinicaldevelopment as professional nurses. Career planning begins in the first year of the program with thedevelopment of a professional portfolio in N 20 Introduction to Social Justice II. The plan is for studentsto update their personal portfolios in subsequent courses throughout the curriculum; thus at the end of theprogram, their plans for the future should be fairly well developed.B. Baccalaureate RN-BS-MSN Bridge1. Goals, Rationale and Structure. The goals for the RN-BS-MSN Bridge Program are thesame as for the Generic BS Program. The rationale differs in that the curriculum focuses upon12

community-based practice for RNs who graduated from community colleges and are already licensed topractice nursing. Faculty members are not required to teach the intensive acute care nursing clinicalcourses. The structure for this particular program was previously discussed in the prior section on the BSgeneric program.2. Strengths and Weaknesses of the Program. Strengths of the program include preparingadvanced practice nurses for leadership roles in both the acute care and community sectors. Students inthis program are the most diverse when compared to students of other programs in terms of age, ethnicity,culture, gender, and life experiences. The focus of the RN-BS/post-licensure program is on communitybasednursing care and cultural and human diversity. The curriculum is designed to assist registerednurses in gaining new knowledge needed for professional nursing in a changing healthcare environment.The curriculum also builds on the earlier associate degree program or diploma program and provides abridge for students who may wish to prepare for advanced practice at the graduate level. Students dovery well in the master’s degree program once they complete their undergraduate studies and are seen asstudents who make a difference once they complete their MSN degree curriculum.The challenges in implementing the program are similar to those described in the generic programsection. However we have streamlined the curriculum by eliminating N 171A and B Community HealthNursing and made it possible for students to take the following courses with the generic students: N152W Health Promotion, NC 160, Secondary Prevention, N 171C Public Health Nursing, N 171D PublicHealth Nursing, N168, Advanced Leadership and Role Integration and N 174 Physical Assessment. NC109 Human Diversity in Health and Illness replaced N170, Issues in Providing Healthcare to CulturallyDiverse Populations.3. Student Enrollment and Recruitment. During the past 12 years, a total of 146 students wereadmitted to the program, and 120 have completed the requirements for the baccalaureate degree; 83 ofthese students entered the graduate program and completed the requirements for the Master’s degree in asubspecialty. Currently, 17 of these students are enrolled in the MSN degree program.Recruitment is conducted by a full time Recruiter who is a staff member from student affairs who visitsthe associate degree nursing programs throughout Southern California. She also meets with staff atcommunity hospitals and clinics in medically underserved areas. The recruitment process is ongoing at alllevels. Potential applicants are invited to the SON’s Admissions Information meetings held six times ayear in the late afternoons and evenings. There is also a Summer Preparatory Program to assist applicantswith preparation for the application process. Admission requirements, progression, grading, etc are foundeither in the Announcement (See Appendix B) or the RN-BS Student Handbook.4. Student Advisement and Career Planning. In May prior to entering the program, theStudent Affairs Office provides an Orientation Day which includes an overview of campus offices andsupport. Current or former RN-BS students are invited to talk about the program and answer questionsfor the entering students. Each student is assigned an Academic/Faculty Advisor who receives instructionin assisting students to plan their course of study to meet the degree requirements and progress tograduation. Advisors address academic issues facing students, as well as assist students in their social,psychological, and clinical development as professional nurses. The majority of students continue on fortheir master’s degree where they receive further advisement in planning for a career in advanced practice.IV. Graduate ProgramsA. Master’s Entry Clinical Nurse (MECN) ProgramThe MECN program, established in 2006, is designed for individuals who have a baccalaureate degreein another discipline to prepare for a career in nursing. This is a seven quarter pre-license program. The13

MECN students complete a total of 75 academic credits in theory courses, 2 academic credits/60laboratory hours and 29 academic credits/870 clinical hours and complete a comprehensive examinationto attain a MSN degree. Approved by the California BRN, graduates are eligible to take the NCLEX tobe certified as an RN after completion of the program, as well as be eligible to take the Clinical NurseLeader (CNL) certification exam developed under the auspices of the AACN. The first class of 52MECN students graduated in spring and summer of 2008. We anticipate that these graduates will practicein a variety of acute care and community settings.1. Goals, Rationale, Structure. The goal of the MECN program is to produce nurse generalistswith special leadership skills and cultural competency; and who assume accountability for healthcareoutcomes for a specific group of clients through the assimilation and application of evidence-basedinformation. The curriculum meets the requirements as outlined by the AACN, for Master’s entryprograms; specifically liberal arts and science prerequisites and coursework which includes graduate levelpathophysiology, pharmacology and health assessment. In addition, our required coursework includes theAACN mandated five Institute of Medicine health professions core competency areas of: qualityimprovement, interdisciplinary team care, patient-centered care, evidence-based practice, and use ofinformatics. The Table below provides the Proposed Curriculum sequence for MECN Students.Proposed Curriculum for MECN Students (Total Units=102)First YearFallN250 Social JusticeN252 Primary PreventionN254A MECN Role/FundN254B Fundamentals labN230APathophysiology ITotalUnits5541217WinterN174 Physical AssessmentN225A Pharmacology IN230B Pathophysiology IINC260 Secondary PreventN266 Health Care SystemsTotalUnits4324417SpringN204 ResearchN225B Pharmacology IINC255 Mental HealthN269QualityImprovementN461*MentalHealth PractTotalUnits4234215SummerN262 Tertiary Prevent IN462* Obstetrics PractN463* Med Surg GeroPractTotal72413Second YearFallN265 Tertiary Prevent IIN268 Care Systems(Ind)N464* Pediatrics PractN465* Med Surg GeroPractTotalUnits742417WinterN171C Public HealthN171D Public Health PractN258 ClinicalPractResearchN267 Health PolicyN256 InformaticsTotalUnits3323213SpringN467 Clinical ImmersionTotal**Clinical courses pending revision (unit/title changes to better reflect content).Units12122. Strengths and Weaknesses of the Program. For clinical courses, this program utilizes aClinical Partnership with 11 hospitals in the Los Angeles area, including: Cedars-Sinai Medical Center,Children’s Hospital of Los Angeles, Del Amo Psychiatric Hospital, Good Samaritan Hospital, HarborUCLA Medical Center, Resnick Neuropsychiatric Hospital at UCLA, Santa Monica-UCLA MedicalCenter and Orthopedic Hospital, Saint John’s Health Center, Torrance Memorial Hospital, RonaldReagan UCLA Medical Center, UCLA–Mattel Children’s Hospital and Veterans Administration MedicalCenter. Each partner hospital has one or more appointed Clinical Liaisons (CLs) (such as nurse managers,14

advanced practice nurses, and educators) who serve as faculty for the clinical subgroup and work with thestudents during the shift the students are present on the unit. All CLs with a MSN degree have beenapproved as Assistant Clinical Professors at the UCLA School of Nursing and assist the UCLA faculty ofrecord for the course in identifying expert (bedside) nurse clinicians for the MECN and generic BSstudents. The CLs work with the expert nurse clinicians to make patient assignments for the students. TheCLs, in close collaboration, and with support from the UCLA course faculty, assess the students’competence in all clinical skills and content knowledge as specified by course evaluation forms. The CLs,along with the UCLA faculty, conduct post-conferences with assigned students and follow the students’progress throughout the quarter. All UCLA faculty and CL are approved by the BRN.Enthusiasm for our graduates from clinical partners has been high, with approximately two thirds(62%) of MECN graduates who want to stay local accepting employment at Clinical Partner hospitals.Students are not required to take the CNL certification exam which was offered April 2008. Of the 30students who sat for the 2-part examination, 25 passed, for an 83% pass rate. UCLA MECN studentspreformed at the national mean or above in five key areas: nursing leadership, clinical care outcomes, careenvironment outcomes, decision making, and information gathering. As far as weaknesses, it is difficultto assess weaknesses of this important new program until we can evaluate pass rates from the NCLEXexamination and survey graduates and employers for evaluation of their performance post-graduation.3. Student Enrollment and Recruitment. Since its inception, the MECN program has hadmany more applications than available positions. In the first two years of enrollment, we averagedapproximately 300-350 applications for 50 positions required to receive state funding from the NurseEducation Initiative; we enrolled 57 and 58 students respectively. The admissions standards are patternedafter those for the MSN specialty programs with modifications for pre-licensure students. In this lastacademic year, the FEC and the Faculty developed and reviewed and updated our policy on graduateadmissions process, which is included in the Announcement (Appendix B) and the SON Pre-licensureStudent Handbook (Appendix K). Recruitment activities include information sessions offered four timesyearly to describe the MECN program and offer information about the application process.4. Student Advisement and Career Planning. In August prior to entering the program, theStudent Affairs Office provides an Orientation Day which includes an overview of campus offices andsupport (Graduate Division, Graduate Students’ Association, Student Health, Psychological Counseling,Biomedical Library) as well as breakout group meetings with students in the MECN program. Eachstudent is assigned an Academic/Faculty advisor who addresses academic issues facing students, as wellas assists students in their social, psychological, and clinical development as professional nurses.B. MSN Advanced Practice Degree Program1. Goals, Rationale and Structure. The Advanced Practice Nursing (APN) MSN program remains ourlargest program with a total of 232 students in 2007, representing 45% of our total student body of 514students. In 2008, MSN enrollment is projected to be 232 students; representing 40% of the total studentbody of 586 students. The APN program prepares students for advanced practice as nurse practitioners,clinical nurse specialists, and nurse administrators with an extensive body of nursing knowledge and a highlevel of competence in a specialized area of nursing and a field of clinical practice. The major areas ofclinical specialization include Acute Care, Oncology, Family, Gerontology, Nursing Administration,Occupational and Environmental Health, Pediatrics, and a subspecialty of Neuropsychiatric Nursing and asubspecialty of Underserved Populations. Due to declining enrollment, since our last review, the NurseMidwifery program was closed to admissions due a loss in funding.The curriculum of the advanced practice areas of study continues to be organized around a primary carecore of courses required of all students (See Appendix B, pages 22-23 in the School of Nursing15

Announcement). The master's program advanced practice specialties range from 66-79 quarter units.Currently, there are 31 core theory units and 630-720 clinical practice hours in the administration specialtiesand 35 core theory and 720-900 clinical practice hours in the clinical nurse specialist/nurse practitioner. Inaddition, students complete courses in their specialty area and electives to complete the 66-79 requiredunits. Students are provided the opportunity for advanced study and research in nursing, and for thedevelopment of increased competence in selected areas of clinical specialization. The Table below displaysthe proposed sequence for graduate nurse practitioner students.Sample Sequence for Graduate Nurse Practitioner/Clinical Nurse Specialist StudentsYEAR FALL WINTER SPRING1 N204 Research (4)N200 Health Assess (4)Specialty (4)N220 (3)TOTAL = 15 units2 N238B/239B Adv Practice (4)N438B/439B Clinical Prac (6)Elective* (4)N225A Pharmacology I (3)N230A Pathophysiology (2)Specialty (4)N440 (2)N245 (4) CNS Students OnlyTOTAL = 11-15 unitsN264 Professional Issues (3)N238C/239C Adv Practice (4)N438C/439C Clinical Prac (6)N225B Pharmacology II (2)N230B Pathophysiology II (2)N238A/239A Adv Practice (4)N438A/439A Clinical Prac (4TOTAL = 12 unitsN438D/439D Clin Residency (8)or 445 for CNS onlyTOTAL = 10-14 unitsTOTAL = 13 units*4 units of theory elective are requiredTOTAL = 8 unitsIn our last eight-year review, recommendations were made to: 1) improve pre-counseling about therigors of the program and strategies for preparing realistically for it; 2) broaden opportunities for studentinfluence on MSN programs; and 3) improve delivery of information about orientation and courseschedules and changes; and 4) raise the pathophysiologic content level, and incorporate more physiologyinto the pharmacology course.The Student Affairs Office began a response to these concerns immediately and has continued toimprove procedures each year since the last review. Efforts in this direction include structuring severaltwo-hour Admissions Information sessions (open house forums) for students prior to their application forentry. These sessions are conducted by the Assistant Dean of Student Affairs and the MSN/Post Masters(PM) Student Services Coordinator, and include presentations by the Financial Aid Coordinator andfaculty representatives for each program/specialty. At the Admissions Information sessions, applicantsare given multiple reminders and strategies for dealing with the rigor of the program. In August, prior toentering the program, the Student Affairs Office provides an Orientation Day which includes an overviewof campus offices and support (Graduate Division, Graduate Students’ Association, Student Health,Psychological Counseling, Biomedical Library), as well as breakout group meetings with students in thevarious specialty areas.The Student Affairs Office has been reorganized with a staff member assigned responsibility for eachprogram, and students are advised of their contact person beginning with the application process andcontinuing through graduation and alumni support. Delivery of the course platform, schedulinginformation and grading have been maximized by the full implementation of MOODLE, the School’swebsite and My.UCLA, MOODLE. Each course website is maintained and updated by the IT staffworking together with individual faculty. Student influence on the Master’s program has been enhancedthrough formalized student participation on the program committees, and by quarterly fireside chats withthe Dean, Associate Dean for Academic Affairs, Assistant Dean for Student Affairs and Student Affairsstaff. In response to the physiology/pharmacology concern, the content of the two courses is now16

coordinated each year by the responsible faculty in terms of content and sequencing. Additionally, thepharmacology course has been increased from 4 to 5 units, a change that was endorsed by the BRN intheir most recent review.2. Strengths and Weaknesses of the Program. Since the last review, all APN syllabi arereviewed by the Master’s Program Committee biannually in order to track curricular changes and reduceredundancy. The program’s research focus was a previous strength that has been further enhanced sincethe last review. The core research course (N204 Research Design and Critique) has been redesigned tofacilitate effective discussion sessions and understanding of evidence-based practice procedures and thisyear, the comprehensive exam was completely revised into a structured literature review that betterreflects the School’s strengths in clinical application of nursing and translational research.The School’s faculty has approximately doubled since the last review, and the expertise of these newfaculty has created new areas of strength that include gerontology, pediatrics and maternal health,community health nursing, and lab-based biologic research. The School’s previous strength in culturaldiversity and training in cultural competence has been improved by the revision of NC209, HumanDiversity in Health and Illness and the addition of a new subspecialty preparing students for the care ofunderserved populations. This subspecialty has been funded by a HRSA grant intended to teach advancedpractice nursing students’ culturally competent techniques of assessment and care administration forindividuals from traditional under-served and/or vulnerable populations. The School has also beensuccessful in implementation of a strategic plan to increase the diversity of faculty, with faculty addedfrom underrepresented minorities including African American, American Indiana and Asians; nowrepresenting 29% of the career ladder faculty.3. Student Enrollment and Recruitment. Over the last eight years, the number of MSNstudents has averaged 236 per year. Previous reviews have raised concerns about lowering standards ofadmission in order to attain enrollment levels. Since the last review, the admissions committee hasrevised the admission review sheet and carefully evaluated admission standards and procedures to ensurequalification of all entering students. The Master’s Program Committee has instituted procedure foridentification of students with writing problems early in the program, and has strengthened key admissionrequirements so that key physical assessment prerequisites are more recent.Since the last review, the applicant-admit ratio has been 207 to 155, with most competitive specialties,family and acute care, being the largest in terms of student body. Some specialties have experiencedintermittent application drops, and in those years, enrollment targets have been adjusted based upon theadmission guidelines so that only fully qualified applicants are admitted. Given the challenges ofcompeting programs in the area and the difficulty of nurses to return to school, the implementation of afull-time recruiter and our summer research internship program have been critical to maintaining a stableapplicant pool. The School has also successfully restructured the time-consuming responsibility forestablishing new clinical sites and maintaining current sites for the different specialties by assigning keyresponsibilities to a staff member and by giving release time to involved faculty.The Master’s Program Committee has been considering curriculum revisions to improve the tailoringof core courses for individual specialties; these revisions have been tabled as the School evaluates andimplements the MECN program; however, sequencing changes have been implemented to improve theflow of the existing curriculum. Given the continued high level of student interest, the Neuropsychiatriccourse sequence has been revised and a clinical component added with the long-term goal of offering aformal Neuropsychiatric Nurse Practitioner specialty program. Another goal for the APN program is toenhance interaction with training programs in the School of Medicine (SOM). A shared simulation labhas been already been established; this Simlab facility is currently staffed by and located in the SON, but17

will move to the SOM in the next academic year. A joint clinical course is also planned between the SONand SOM; a pilot group of nursing students will take the ‘doctoring’ course in the 08-09 academic year.4. Student Advisement and Career Planning. In August prior to entering the program, theStudent Affairs Office provides an Orientation Day which includes an overview of campus offices andsupport (Graduate Division, Graduate Students’ Association, Student Health, Psychological Counseling,Biomedical Library), as well as breakout group meetings with students in the various specialty areas.Each student is assigned an Academic/Faculty advisor in their specialty area. Advisors address academicissues facing students, as well as assist students in their social, psychological, and clinical development asprofessional nurses.C. Doctoral Program1. Goals, Rationale, and Structure. The overall goal of the doctoral program is to develop thefoundation of knowledge upon which the practice of the profession is based through the preparation ofscholars who conduct original nursing research and generate nursing theory. Its purpose of the program isto produce independent investigators who can conduct bio-behavioral research, biologic science research,health disparities/vulnerable population’s research, or health services research. It is the belief of thefaculty that study within these research foci will advance the state of knowledge in nursing science.The program of study for the PhD at UCLA is implemented through four broad and interrelated nursingresearch areas, as identified in the School's curricular framework: Biobehavioral, Biologic, HealthDisparities/Vulnerable Populations, and Health Services research. The research areas incorporate humandiversity and the influence of the psychosocial and physical environments on health and health care.Requirements for the PhD degree include completion of a basic core of courses in theory, researchand science. Required are two Nursing Theory courses, three Nursing Science courses, and at least 11Nursing Research courses. In addition students must complete an approved series of statistics courses anda minimum of 12 units of cognates. Finally, the candidate must successfully pass written and oralqualifying exams and defend his/or her dissertation. (see Appendix L, Sample Course Sequence for PhDStudents).2. Strengths and Weaknesses of the Program. The strengths of the doctoral program aremany. First and foremost, with the oversight of Dean Cowan, the program underwent a process ofextensive curricular redevelopment, first in 1999, and, based upon formative evaluation, again in 2003.With these revisions, the bioscience and vulnerable populations focus areas were refined and integratedinto the program, and remain unique strengths of the UCLA SON. In addition, a series of qualitativeresearch courses were created, filling a distinct niche at the university and attracting graduate studentsfrom across the campus. Importantly, the dissertation committees of our students have becomeincreasingly multidisciplinary, reflecting valuable input and collaboration from such diverse disciplines asneuroscience, immunology, and behavioral psychology.An area of current concern for the faculty is the organization and extent of the teaching trainingcomponent of the PhD program. In comparison to other graduate students in general, our students are lesslikely to be teaching assistants (TAs); thus less likely to enroll in TA training and coursework, or workclosely with faculty on course development and pedagogy. In part this is due to the high percentage ofour students who hold relatively high-paying jobs, and are thus less likely to seek on-campus graduatestudent support. With significant nursing faculty needs predicted nationally in the upcoming decade, itwill be of critical importance that our graduates are prepared to educate, as well as engage in research. Weare currently working with the Graduate Division and Office of Instructional Development to refine ourTA policies, integrating more formal teaching training coursework into the program, and considering18

equiring a certain number of TA experiences for graduation. The SON is also considering pilot testing anew Certified Nurse Educator program; a strategy which would significantly enhance the TAs within theSON.3. Student Enrollment and Recruitment. As is clear from Appendix M , the PhD programcontinues to regularly admit between 7 and 12 good quality applicants per year, and adheres to theAdmissions process (see Appendix D, Student enrollment, Graduations, etc). There are several strategiesfor recruitment of PhD students within the SON. There is a full time recruiter who recruits for all theprograms and attends conferences where potential doctoral students will be present. Last year weinstituted the first doctoral student information session and this year the same program was offered withgood attendance at both sessions. The best recruitment strategy seems to be graduates of the program orcurrent students who take the time to share with potential students their experience here at the SON.Members of the Doctoral Program Committee have made student recruitment and retention, as well asfaculty involvement a priority in the meetings that are held monthly in the SON.4. Student Advisement and Career Planning. Students are assigned a faculty mentor uponentry to the program, with whom they work closely over the first two years of coursework to promoteresearch and scholarship early in their education. Students from the SON report more satisfaction withadvisement, instruction, mentoring and their dissertation chair than other graduate students in general.Since our previous review, we have bestowed an averaged of five PhD degrees per year, with a high of10 in 2006-2007, and mean time to doctorate is less than six years (see Appendix M for a CompleteListing of Ph.D. Students). In testament to the quality of the program, nearly 50% of our students movedinto faculty positions at 4-yr colleges or universities upon graduation (half of these being tenure track);another 25% entered post-doctoral training at well respected institutions (UCLA, University of Arizona,Veterans Administration).V. Articulation, Concurrent and Self-Supporting ProgramsArticulated ProgramThe UCLA SON does not have a formalized articulated degree program.Concurrent MBA/MSN Program1. Goals, Rationale and Structure. The concurrent MBA/MSN program designed for studentsin the Nursing Administration specialty, will provide an opportunity for students to obtain the MBAthrough the Anderson Graduate School of Management. The program provides completion of the MBAand MSN coursework in a four-year sequence that alternates between coursework in the Anderson Schooland Nursing Administration courses in the SON.2. Recruitment, Enrollment, and Structure. The applicant pool for this program ranges fromone to three each year. Applicants who are not admitted to the Anderson Graduate School ofManagement may be admitted to the Nursing Administration Specialty in the MSN program.Unfortunately, nursing applicants have not been competitive for the MBA program; however, a few ofour students have completed the Executive MBA program after completion of the MSN program with aNursing Administration specialty.19

Self-Supporting Program1. Goals, Rationale, and Structure. The SON offers an independent self-supporting PostMaster’s (PM) Nurse Practitioner Certificate Program. The program was designed for students with amaster’s degree in nursing and provides the ability to prepare for a new career opportunity that wouldotherwise not be possible because a second master’s degree is not available at UCLA. Studentscompleting this curriculum are eligible for BRN licensure and national certification as a nursepractitioner.2. Student Enrollment and Recruitment. Information about the program and applicationforms and information are provided at the School of Nursing website. Interested individuals are invited toattend Admission Information Sessions offered for those who are interested in the MSN/AdvancedPractice specialties. At the information sessions, the Assistant Dean for Student Affairs providesbackground information on the graduate and post master’s programs offered including information oncourse scheduling. The MSN/Advanced Practice and Post Master’s Student Services Coordinatorprovides information on the admission process. Faculty members from the various specialty areasprovide information about their specialty, coursework, clinical practice options and career opportunities.Applicants for the PM program follow the same review process within the SON as those applying forthe MSN/Advanced Practice program. Admitted students complete the courses identified as meeting theNurse Practitioner (NP) Core curriculum as approved by the BRN. Transcripts of admitted students arereviewed to determine whether any of the NP Core requirements have been previously met. Anindividualized sequence of courses is prepared for each student. Depending upon the student’sbackground and courses required, a student may complete the program in one year or two. The tablebelow displays numbers of applicants, admissions, enrollment, attritions, and completions in the PMProgram.Post-Master Program Applicants, Admissions, Enrollment, etc.Year Applicants Admits Enrollment Attrition Completion2003 7 4 4 0 42004 5 4 3 1 22005 5 3 1 0 12006 10 6 3 2 12007 3 1 1 0 1 PendingGraduates of the PM Program find employment either while completing the program or very soon aftercompletion. Many students have entered the program with support of their current employer who retainsthem after completion in their new role as nurse practitioner. In addition, as with the graduates of theMSN/Advanced Practice program, many of the PM graduates become preceptors for our current students.Financial AidThe SON has made considerable strides in the amount of financial aid that is available to students in allprograms. Approximately 90% of the students receive some form of financial aid in the SON. The totalamount of financial aid for the last three years is listed below.Financial Aid Awarded from 2006-20082006-07 2007-08 2008-09$2,399,820 $1,761,658 $2,031,47420

The amount of need-based scholarship money has ranged from $4,000-$6000 in FY 07-08 to between$1,000-$3,000 in this current academic year, FY 08-09. This is due in part to the fact that a large majorityof the financial aid is in the form of endowment money, which is a direct reflection of the state of thenation’s economy. The increase in the number of students in each program, especially the two new prelicensureprograms, has significantly impacted the amount of financial aid that is now available tostudents in the SON. Approximately 75% of the graduate students accept some part of their financial aidpackage in loans that are either Stafford or Grad Plus loans. The overall percentage of students whoreceive gift aid in the form of merit scholarship or need base is 57% overall.The allocation of financial aid is done through a process that occurs each spring with the Dean,Assistant Dean of Student Affairs, Director of Student Affairs, Director of Development, Finance Officerand the Financial Aid Officers for both graduate and undergraduate programs. This academic year 08-09,student support in each program is listed below.Doctoral $631,745Advanced Practice $485,980MECN $537,199Undergraduate $352,450The goal of the new Dean in the SON is to increase the financial aid support in all programs and to createa culture of philanthropy within and outside the SON.VI. Comparison to Previous ReviewsAt the last review in 1997, the Academic Senate noted the SON was recovering from devastatingbudget cuts and had recruited a nationally respected scholar, Dean Marie Cowan, who had negotiated ninenew faculty FTEs. Since that time, the SON has undergone a period of phenomenal growth in programsand faculty size, which impacts all aspects of the current Academic Senate Review. When the previousreview was conducted, the generic BS program had been suspended and a new BS-MSN Bridge wasinaugurated. The Masters degree and PhD programs were maintained. As stated earlier, in response to asevere state and national nursing shortage, in 2006, the SON began the MECN program (n = 50/year),aimed for second career majors, and a Generic BS program (n = 50/year). Both of these programs camewith 22 new FTEs and the resulting demand for new clinical training sites. Similar to the previous review,as of August, 2008, we have a new Dean, Dr. Courtney Lyder, and opportunities to examine theinfrastructure of the School to address the large number of staff and faculty FTEs and the ways in whichthe School will continue to respond to national trends in nursing education and nursing science.The SON continues to demonstrate the following strengths: 1. Clinically competent and researchproductivefaculty, many of whom are internationally recognized; 2. High quality applicants particularlyto new programs (acceptance rate is 5% for BS program; 15% for MECN program); and 3.Responsiveness to societal needs and disciplinary trends as evidenced by strategic program expansion.Since the last review, the SON has made significant progress in the following four areas: 1. Evolutionof strong faculty governance structure through which faculty has maintained control of the curriculum,despite explosive program growth; 2. Strong partnerships with community-based health care agencies;thus dramatically expanding training sites for students and expanding the research enterprise into thecommunity; 3. Communication with and responsiveness to student needs; and 4. Increase in the numberof doctoral students seeking and receiving extramural funding to support their dissertations. Continuingchallenges/opportunities are as follows:21

1. With a large number of junior faculty, a greater focus is being placed on research and scholarlymentorship; 2. Resource/space issues; 4. Faculty recruitment; and 5. Balancing program expansion withresearch productivity for faculty.VII.ResourcesThis has been discussed under Section B. Additional resources are found at UCLA itself. Forexample, the SON students utilized the BioMed library with more than 699,000 holding. There are anumber of other libraries on the campus to which or students has access for utilization.VIII.School of Nursing Program EvaluationThe UCLA SON uses several methods for evaluation of academic programs dependent on the level ofthe program and whether national evaluation strategies are available. We utilize the generated evaluationdata to inform and direct the respective curriculum committees in revising courses and keeping abreast ofnational established standards for our nursing programs. The following are a synopsis of the evaluationstrategies used at various levels of our program.Pre-licensure programsThe BS-generic and MECN programs were both started in 2006; therefore we have one graduated class ofMECN students, June and summer of 2008 and expect our first class of BS-generic students to graduatein June 2010. We will utilize the NCLEX pass rates and the Clinical Nurse Leader (CNL) certificationrates as primary sources of evaluation data for these programs. In addition, student evaluations of facultyteaching and TA interaction are taken very seriously. Additional evaluation tools for these groups areunder consideration by the FEC Evaluation sub-committee.BS-Bridge programSince 2003, the Bachelor of Science Achievement and Critical Thinking Assessment Survey (BSACTA),has been used to evaluate our bridge students’ self-rated achievement of core competencies in theprogram. These competencies are: Critical Thinking, Therapeutic Nursing Intervention, ProfessionalValues, Research Activity, Ethical Conduct, Role Development, and Communication Skills. Using a scaleof 1-7, with 1 being “not at all” to 7 “extremely”, the students’ exit responses using the mean scoresranged from 4.9 to 6.5, indicating that students rated their achievement on the competencies above“moderately” to “extremely” in 2004-05 and 2005-06 (see Appendix O).MSN Advanced-Practice ProgramsWe use two instruments to evaluate the effectiveness of our APN programs; the Masters of ScienceAchievement and Critical Thinking Assessment Survey (MSACTA) (See Appendix P) and the AACNEducational Benchmarking Inventory (EBI) see Appendix Q).The MSACTA. This is a 35 item self-report survey, rated on a likert scale from 1 “never” to 4“many times”, that students take at the beginning of their program and at the end to evaluate self-ratedachievement of core competencies of : Critical Thinking, Therapeutic Nursing Intervention, ResearchActivity, Professional Role Development, Cultural Competence, Communication Skills and EthicalConduct. The trend data documented in this report is exit data for the years 2003-2007. In general for allitems on the MSACTA, the trend is for greater than 50% of the respondents to indicate that they haveaccomplished the competency “many times”. Of the nine significant changes detected over the five yearperiod, all but two showed significant improvement in student’s perceptions about their learning. The twoitems that exhibited lower than desired results included item number 32 “I participate as a member of ateam to investigate nursing problems’, and item number 34, “I develop a new approach to clinical practice22

and/ or education based on evaluation of nursing theory”. The items that consistently showed higherscores were: “I apply theory related to cultural diversity to the nursing process”, “I read and evaluatepublished nursing research”, “I collaborate with other members of the health care team to develop ahealth care program”, “I collaborate with other members of the health team to implement and evaluate ahealth care program”, “I demonstrate leadership skills which contribute to the improvement of health careof clients from diverse cultural backgrounds”, “I use teaching/learning theories in my clinical practice,e.g., in educating patients, families or other health care providers”, “I utilize evidence-based conceptsfound in the existing literature in my clinical practice.”The Educational Benchmarking Inventory (EBI). This tool is a computer based assessmentcompleted at the end of our master level specialty programs. We have participated in EBI since 2005. Itis completed by programs across the country, thus allowing us to benchmark based on comparisonsamong 61 institutions. In addition, we select 6 institutions for further comparisons. These include theUniversity of Pennsylvania, University of Pittsburgh, Oregon Health and Science University, Universityof Michigan, University of North Carolina Chapel Hill, and Yale University. Generally response rateshave been over 50%; however, in 2007-2008, we had a response rate of 38% (47/125) which is slightlylower than for the overall group of surveyed institutions (48%).The results from the EBI indicate that the SON meets or exceeds the standard set by EBI in the AACNcore competencies for masters programs in the following areas: Research, Policy, Organization andFinancing of Health Care, Ethics, Professional Development, Theoretical Basis of Care, HumanDiversity, Health Promotion, Disease Prevention, Advanced Health Physical Assessment, AdvancedPhysiology, Pathophysiology, and Advanced Pharmacology. In comparing our performance on the EBIbetween 2007 and 2008, we have small insignificant trends down in overall satisfaction with the program.The certifications passage rates have been previously discussed and are appended in Appendix D.Certification pass rates have been increasing across specialties from 2006-07. The GNP certification rates(80%) have improved but are still lower than optimal. In order to increase pass rates, faculty arerecommending preparation strategies for students including review sessions, books and suggestions fromprevious graduates who have successfully passed the certification examination.PhD ProgramThe Doctor of Science Achievement and Critical Thinking Assessment (DSACTA). This toolhas been used to assess self-rated achievement of competencies for the doctoral program. It hadoriginally been a 56-item inventory that has been revised into a 27-item inventory in 2007. The smallnumbers of graduates in any one year and the large variability of the data make the results for this surveydifficult to interpret. We do not have data from the revised edition of the survey to date. Data in 2006demonstrates small, but insignificant increases in the means of most of the 56 items (See Appendix R).IX. Future Goals of the Academic ProgramsFuture goals of the pre-licensure programs are to maintain enrollments at between 50-60 students perclass and to evaluate the effectiveness of the program by surveying our clinical partners to assess howthese nurses are being utilized within the health care system. We will continue to evaluate NCLEX andCNL certification pass rates as indicators of program success. In regards to our post-baccalaureateprograms, as prevailing trends in nursing change; specifically related to 2015 recommendation of theAACN to implement specialty practice at the Doctor of Nursing Practice level, we may have to evaluatedecreasing admissions to the MSN specialty programs and increased enrollment to the MECN program.This will be contingent on availability of placements for our students’ clinical practicums. In an effort toincrease the enrollment in the doctoral program, we have received funding from HRSA to establish a pre-23

licensure (BS and MECN) accelerated pathway to PhD coursework. We will be implementing thisprogram in AY 08-09.X. Special CircumstancesThe UCLA SON is currently spearheading a research leadership team composed of a new ActingAssociate Dean for Research and Director of Research which is focusing on significant enhancement ofresearch grant submissions and scholarly dissemination. Additional statistical, data entry, and pre- andpost-award support will add to this endeavor. Finally, interdisciplinary educational collaboration is anexciting relationship just forming between the SON and the SOM. Evaluating the proposed doctoringclass will hopefully result in exciting future opportunities.24

Appendices XIAPPENDIX ASchedule of Meetings for Preparation for Self-Review25

APPENDIX ASchedule of Meetings for Preparation for Self-ReviewNature of Meeting Audience DateIntroduction of AcademicReview ProcessDiscussion of ProgramGoals: Strengths andWeaknessesDean’s Advisory CouncilFaculty MeetingFaculty Executive CommitteeSection MeetingsMaster’s program CommitteeDoctoral Program CommitteeUndergraduate Program CommitteeDean’s Advisory CouncilFaculty Executive CommitteeFaculty meetingUndergraduate Program CommitteeMaster’s Program CommitteeDoctoral Program CommitteeMS Advanced Practice StudentsMasters Entry Clinical Nurse StudentsBS-Generic StudentsPhD StudentsStaff meetingOctober 1, 2007September 24, 2007November 19, 2007November 5, 2007October 8, 2007October 22, 2007October 29, 2007January 28, 2008January 28, 2008November 19, 2007May 19, 2008May 19, 2008June 9, 2008June 16, 2008January 9, 2008January 28, 2008May 12, 2008May 20, 2008May 13, 2008February 14, 200826

APPENDIX B: UCLA SON ANNOUNCEMENT27

Appendix C: List of Administrative Core Staff74

APPENDIX CAdministrative Staff Listing and FTEs by Fund SourceAdministrative Staff -Full TimePercentageof TimeFunding Source Working Title Comments100 4-405230-2A-19900 Contract and GrantsAppleton, AngelikaAdministrator100 4-405230-2A-19900 Section AdministrativeArmstrong, Carolyn LSpecialistAustin, Stephen 100 4-405230-2A-19900 A/V ManagerBalabis, Christopher 100 4-405230-2A-19935 Programmer AnalystBotshekan-Hill, V. 100 4-405230-2A-20232 Development SpecialistBrekke, Debra100 4-405230-2A-19900 Executive Assistant to theDeanCardin, Suzette100 4-405230-2A-19900 Assistant Dean for StudentAffairsCodrington.Lynette 100 4-405230-2A-19900 Student Affairs OfficerDawson, Willie R100 4-405230-2A-19935 Section AdministrativeSpecialist100 4-405230-2A-20232 Director of Development 49% fundingfromExternalDennis, Liana RAffairs100 4-405230-2A-20232 Academic PersonnelDiaz, Pedro GAnalystDicks, Scott 100 4-405230-2A-20232 Programmer AnalystDosanjh, Kulwant100 4-405230-2A-20232 Skills and Sim LabManagerKafka-Hirsch, Deborah 100 4-405230-2A-19900 Student Affairs OfficerKusunoki, Craig 100 4-405230-2A-19935 Student Affairs OfficerLindstrom, Lori B 100 4-405230-2A-19900 Personnel ManagerLynex, Letitia 100 4-405230-2A-20232 Staff Personnel AnalystNg, Bryant C100 4-405230-2A-20232 Assistant Dean forAdministrationOratovsky, Vitaly 100 4-405230-2A-20232 Programmer AnalystParkinson, David 100 4-405230-2A-20232 Programmer AnalystPfeiffer, Susan R 100 4-405230-2A-19900 Financial AnalystScrivner, Kathleen C100 4-405230-2A-19900 Student Affairs OfficeManagerShemer, Nir 100 4-405230-2A-20232 Programmer AnalystShepherd, Shelli 100 4-405230-2A-19935 Student Affairs OfficerSoliman, Ramez100 4-405230-2A-19935 Section AdministrativeSpecialistSun, Loretta100 4-405230-2A-69749 Contract and GrantsAdministratorTaylor, Zoe100 4-405230-2A-19935 A/V and ClassroomSupportThompson, Adrienne100 4-405230-2A-19935 Academic Affairs OfficeManager100 4-405230-2A-19935 Section AdministrativeTyler, Carl DSpecialist75

Valenzuela, Teresa 100 4-405230-2A-19900 Student Affairs OfficerYounger, Rhonda 100 4-405230-2A-20232 Student Recruiter33. FTEAdministrative Staff –Part TimePercentageof TimeFunding Source Working Title CommentsDoan, Julie 75 4-405230-2A-20232 Computer AsistantHidalgo, Cristina50 4-405230-2A-20232 Faculty RecruitmentSpecialistKehoe, Priscilla80 4-405230-2A-69749 Director of ResearchSupportTokunow, Jane81 4-405230-2A-20232 Dir. of Clinical Nursing –Pre Licensure2.85 FTE19% asLectureer76

Appendix D: Student Enrollment. Attrition, Certification, NCLEX Scores, etc77

APPENDIX D: ENROLLMENT, ATTRITION, GRADUATION, NCLEX, ANDCERTIFICATION DATA (2006-2008)BS-Generic ProgramEntry Year Enrolled Attrition Graduations NCLEX Certification PASS RatesPass Rate2008* 64 N/A N/A N/A N/A2007* 57 5 52 Pend N/A N/A2006* 58 5 52 Pend N/A N/A*Changed to entry year because the first graduating class will be 2010RN-BS ProgramEntry Year Enrolled Attrition Graduations NCLEX Certification PASS RatesPass Rate2008* 15 0 15 Pend* N/A N/A2007* 22 1 21+1 Pend* N/A N/A2006* 15 4 11 N/A N/A*RN-BS student graduate at the end of Fall QuarterMSN-MECN ProgramEntry Year Enrolled Attrition Graduations NCLEXPass RateCertification PASS RatesCNL2008* 53 N/A N/A NA2007* 56 0 56Pend N/A N/A2006* 57 0 52+5 Pend 42/43 of 52reportingthus far for97.7% PassRate20/30 66.6%*Changed to entry year because the first graduating class was 200825 out of 26 passed to dateMSN-Advanced Practice ProgramEntry Year Enrolled Attrition Graduations NCLEX Certification PASS RatesPass Rate PNCB ANCC AANPPNP FNP GNP ANP Adlt FNP2008 120 1 90+29 Pend N/A 77% - - - - -2007 127 011 113+3 Pend N/A 38% 100% 80% 92% 50% 83%2006 121 010 111 N/A 77% 96% 73% 65% 25%* 93%* 4 studentsPhD ProgramEntry Year Enrolled Attrition Graduations NCLEX Certification PASS RatesPass Rate2008* 13 1 6+6 Pend N/A N/A2007* 8 1 5+2 Pend N/A N/A2006* 12 4 5+3 Pend N/A N/A*2002,2003 & 2004 admitsG:\AcademicAffairs\STATSENRLMNT\Academic Senate Statistics Report.doc Last printed 10/1/200812:55:00 PM78

Appendix E: Faculty Listing and Faculty FTEs by Fund Source79

APPENDIX E LISTING OF FACULTY BY NAME, FTES, AND FUNDING SOURCEFaculty Listing and Faculty FTEs by Fund SourceAcademic SenateMembersPercentageof TimeFunding SourceCommentsBates-Jensen, Barbara 100 4-405230-1A-19935Compton, Peggy 100 4-405230-1A-19900Doering, Lynn 100 4-405230-1A-19900Eastwood, Jo-Ann 100 4-405230-1A-19900Evangelista, Lorraine 100 4-405230-1A-19900FitzGerald, Leah 100 4-405230-1A-19900Fongwa, Marie 100 4-405230-1A-19900Giger, Joyce Newman 100 4-405230-1A-19900Gylys, Karen 100 4-405230-1A-19900Heilemann, MarySue 100 4-405230-1A-19900Hodge, Felicia 100 4-405230-1A-19900Hudson, Angela 100 4-405230-1A-19935Jacobs, Eufemia 100 4-405230-1A-19935Koniak-Griffin, Deborah 100 4-405230-1A-19900Leach, Linda Searle 100 4-405230-1A-19935Lewis, Mary Ann 100 4-405230-1A-19900Maliski, Sally 100 4-405230-1A-19900Macey, Paul 100 4-405230-1A-19935 25% on 19935, 75%on sponsored fundsMentes, Janet 100 4-405230-1A-19900Nyamathi, Adeline 100 4-405230-1A-19900O’Connell, Aurelia 100 4-405230-1A-19900Pavlish, Carol 100 4-405230-1A-19935Phillips, Linda 100 4-405230-1A-19900Robbins, Wendie 100 4-435230-1A-19900Sarna, Linda 100 4-405230-1A-19900Sokolow, Sophie 100 4-405230-1A-19900Upenieks, Valda 100 4-405230-1A-19900Wiley, Dorothy 100 4-405230-1A-19900Woo, Mary 100 4-405230-1A-19900Wood, Lynn 100 4-405230-1A-19900Wright, Kynna 100 4-405230-1A-1990031 FTEAdjunct FacultyCadogan, Mary 100 4-405230-1A-19900 50% on 19900, 50%on sponsored funds.80

Gawlinski, Anna 20.00 4-405230-1A-62007Keenan, Colleen 100 4-405230-1A-620072.20 FTELecturersAdams-Renteria, Jody 68.75 4-405230-1A-19900Artinian, Lucy 37.50 4-405230-1A-19935Baker, Katherine G 25.00 4-405230-1A-19900Beswick, Melinda D 82.00 4-405230-1A-19900Bush, Nancy Jo 62.50 4-405230-1A-19900Canobbio, Mary M 65.00 4-405230-1A-62007Cross, Rebecca 31.00 4-405230-1A-19900Dewan, Maggie 50.00 4-405230-1A-62007Duncan, Patricia 50.00 4-405230-1A-19900Fredrickson, Jan M 1.0000 4-405230-1A-19900Gabster, Catherine 67.00 4-405230-1A-19900Graves, J. Kelly 100 4-405230-1A-19900Love-Bibbero, Laurie A 62.50 4-405230-1A-19900Markham, Young Kee 50.00 4-405230-1A-19900McGrath, Nancy E 65.63 4-405230-1A-19900Nava, Irma 50.00 4-405230-1A-19900Ortiz, Josephine Dones 62.50 4-405230-1A-19900Polaschek, Jeannette 25.00 4-405230-1A-19900Rice, Deborah A 50.00 4-405230-1A-19900Schleper, Joan 50.00 4-405230-1A-19900Taylor, Priscilla A 37.50 4-405230-1A-19900Tokunow, Jane 19.00 4-405230-1A-19900Tran, Kim 50.00 4-405230-1A-19900Verzemnieks, Inese 60.00 4-405230-1A-19900Villesenda, Anna Maybelle 100 4-405230-1A-19900Woodard, Susan 50.00 4-405230-1A-1990014.97 FTE81

Appendix F: UCLA SON Faculty By-Laws82

APPENDIX F UCLA SON BY-LAWSUCLA SCHOOL OF NURSINGB Y L A W SPart I.Functions1. The Faculty of the School of Nursing shall conduct the government of the School ofNursing subject, however, to the rules and coordinating powers of the Academic Senateof the University of California, and the Standing Orders of the Regents respectingundergraduate and graduate study.PART II.Membership2. Membership in the Faculty of the School of Nursing is defined as members of theAcademic Senate by Divisional Bylaw 50(A).PART III. Officers3. The Officers of the Faculty shall consist of a Chair, Vice Chair, and Secretary. The Chairshall be elected by the voting members of the Faculty Spring quarter for a two-year termcommencing July 1 and shall be Chair of the Faculty Executive Committee. This electionshall precede the appointment of the Standing Committees. Elected representatives offaculty functional units shall not be eligible to run for Faculty Chair. Should the positionof Faculty Chair become vacant (e.g. due to illness, resignation, or assignment as Chair ofa functional unit) the Faculty shall elect a new Chair to serve out the term of the vacatedChair. The Vice Chair and Secretary of the Faculty shall be elected for a two-year termby the Faculty Executive Committee from its membership.PART IV.Meetings of the Faculty4. The Faculty shall meet at least once quarterly after a call by the Chair with a minimum ofone week's notice prior to each meeting.5. The Faculty may meet at other times with at least five instructional days' notice, except asprovided for in Bylaw 16:a. After a call to meeting by the Chair.b. After delivery of a written request for a meeting to the Secretary. The request mustbe(i)(ii)Signed by at least three voting members of the Faculty.Acted on within 24 hours by the scheduling of a meeting to take placewithin five calendar days from receipt of the request.83

6. The Chair of the Faculty will preside at all Faculty meetings. In the absence of the Chair,the Vice Chair will preside at Faculty meetings. Should the Vice Chair also be absent,the Secretary will preside.7. Robert’s Rules of Order (newest edition) shall govern Faculty meetings in all instancesnot covered by the Bylaws.8. The order of the agenda of Faculty meetings may be altered by vote of two-thirds of thevoting Faculty present at the meeting.9. Actions or measures considered at a meeting of the Faculty must be submitted to a mailballot when(a) requested by 25% of the voting members present at a meeting of the Faculty, orfive members, whichever is smaller;(b) requested in writing by five Faculty members within ten calendar days afterdistribution of the minutes of the meeting at which the action was taken or themeasure considered.PART V.Quorum10. One-third of the voting members of the Faculty shall constitute a quorum.PART VI. Committees11. The Dean or his/her designate is an ex officio member of all committees without voteexcept as herein designated.12. The Chair of the Faculty in consultation with the Faculty Executive Committee shallappoint committees of the Faculty for which no other provision has been made or he/shemay delegate that responsibility to other faculty committees or subcommittees or Dean asappropriate. Recommendation for committee membership will be obtained from thefaculty functional units.13, Faculty Executive Committee(a)Membership(i)(ii)Voting membership on the Faculty Executive Committee shall be inconformity with Bylaw 50(B).The Chair of the Faculty.84

(iii)Chairs of the following Standing Committees:1) Undergraduate Program Committee,2) Master’s Program Committee,3) Doctoral Program Committee,4). Faculty Research and Professional Affairs Committee,5) Student Affairs Committee6) Each of these chairs will be elected by the fullAcademic Senate Faculty for two-year staggered terms.(iv)(v)(vi)(vii)(viii)(ix)A representative from each of the faculty functional units electedby the Academic Senate Faculty in each unit.The Chair of CAPA shall serve as an ex officio member withoutvote.The Chair of MAC shall serve as an ex officio member withoutvote.The Dean of the School of Nursing or an Associate Dean (thathe/she designates as his/her representative and who is a member of theAcademic Senate Faculty) shall serve as an ex officio member.One representative from the School of Nursing non-AcademicSenate Faculty elected annually from among them shall serveas member with a recorded (advisory) vote.One student representative from each of the undergraduate andgraduate programs (B.S., M.S.N. and Ph.D.) elected by the studentbody shall serve as members with a recorded (advisory) vote.(b) Duties(i)(ii)Advise the Dean on matters concerning the budget.Consider matters of substantial departmental concern to the Faculty withrespect to matters delegated to it by the Faculty in the Bylaws or bysubsequent action.85

(iii)(iv)(v)(vi)(vii)Coordinate and oversee the business of the Faculty as carried out by theStanding Committees.Receive reports from Standing Committees of the Faculty.Have general jurisdiction over the curricular program offerings andconduct of instruction and requirements for degrees as provided in Bylaw50(D)(5).Present matters to the Faculty for vote as identified by the appropriateStanding Committee or the Faculty Executive Committee.Implement rules and regulations prescribed by the Faculty.(viii) Report to the Faculty at least quarterly.(c) Meetings(i)(ii)The Faculty Executive Committee shall meet at least once monthly at thecall of the Chair of the Committee, or at the written request of a majorityof its membership.The Chair of the Faculty will preside at all Faculty Executive Committeemeetings. In the absence of the Chair, the Vice Chair will preside. Shouldthe Vice Chair also be absent, the Secretary will preside.(d) Quorum(i)A simple majority of voting members shall constitute a quorum.(e)The FEC will have two (2) subcommittees reporting to it:(i)Subcommittee on Committees1) This subcommittee shall be composed of the Faculty Chair and twoAcademic Senate Faculty elected in Spring quarter. Each functionalunit will elect one person to serve for a one-year term. The duties ofthe subcommittee shall be to prepare the slate for Committee Chairsduring Spring quarter of the following year, conduct an election forCommittee Chairs and present a recommended list of Committeemembers to the Faculty Executive Committee.(ii)Evaluation Subcommittee1) This subcommittee shall be composed of one representative fromeach of the three instructional programs who are Academic SenateFaculty. The Chair shall be elected from its membership for a two-86

14. Standing Committees of the Facultyyear term. The Associate Dean for Academic Affairs shall serve asan ex officio member without vote. The duties of the subcommitteeshall be to oversee evaluation of the programs of instruction, andfaculty, students' and alumni professional achievement andsatisfaction, to interpret data collected, and to provide feedback tothe appropriate committees/persons for decision making.(a) Appointment and Tenure of Standing Committees of the Faculty(i)(ii)(iii)(iv)(v)The members of the Standing Committees of the Faculty establishedherein shall be recommended by the Subcommittee onCommittees to the Faculty Executive Committee from the Faculty ofthe functional units except where herein designated differently. Facultymay be appointed for no more than two consecutive two-year terms to anyone Standing Committee.The Chair of each Standing Committee shall be elected by the fullAcademic Senate Faculty for a two-year term. The Chair may be electedfor no more than two consecutive two-year terms. The Chair must be amember of the Academic Senate Faculty.Except for the Faculty Executive Committee Chair, all members ofStanding Committees of the Faculty will be appointed to two-yearstaggered terms prior to July 1, to serve a term of two years fromJuly 1, except where herein designated differently.Each Standing Committee may appoint such Task Forces as it deemsnecessary to conduct its business.All Standing Committees shall include representatives from the majorstudent programs in the School of Nursing except where hereindesignated differently.87

(vi)Changes in substantial departmental matters and policy that arerecommended by Standing Committees to the Faculty ExecutiveCommittee will go to faculty functional units for discussion and to `the full Faculty for discussion and vote.a) Membership and Duties of Standing Committees(i)Committee on the Appointments, Promotions and Appraisals `(CAPA)1) Membership(a)CAPA will consist of seven (7) elected, tenured facultymembers for the purpose of evaluating dossiers, writingsmmmary letters and voting for:i) Existing faculty for tenure and promotion,ii)iii)iv)New hires for rank and tenureFourth year appraisals for Assistant ProfessorsStep 6 Reviews for Professorial rank.v) Full Step Accelerations2) Eligible Members for Electiona) The seven (7) elected member will be comprised of three(3) Full-Professors, three (3) Associate Professorsand one (1) member from either of the above ranksb) Assistant Professors will be involved in the review processon a case-by-case basis in order to help them learn theprocess and refine skills for future service on theCAPA committeec) The Chair of CAPA will be elected by the seven (7)member committee for a two (2)-year term.3) Term of Servicea) Length of service on CAPA to begin the initial process:88

4) Meetingsi) One (1) Professor and one(1) Associate Professor willserve for a four (4)-year term;(ii) One (1) Professor and one(1) Associate Professorwill serve for a three(3)-year term;(ii) One (1) Professor and one(1) Associate Professorwill serve for a two(2)-year term.(iv) The other member from either rank will serve a two(2)-year termb) Special elections will be held as needed to fill vacancies.a. CAPA chair, in consultation with the other committee members,will assign from within this committee appropriate and eligiblefaculty members to analyze the dossier and to write the briefsummary letter which will be discussed at a closed forum of theCAPA committee.b. In the event that there is no appropriate expertise existing amongthe members needed for the scientific appraisal of a facultymember’s dossier, CAPA may request outside consultation andassistance as needed from within the School of Nursing faculty.c. Prior to a presentation of the faculty dossier to all academicsenate members, the CAPA Chair shall call a meeting of the CAPACommittee, and establish a quorum, in order to discuss the dossierand obtain a vote from members to indicate the degree of supportfor the candidate under review.d) CAPA voting results shall be reported to the academic senatefaculty as a summary vote only (majority/minority).e) The Chair of the CAPA committee, in consultation withcommittee members, shall call an annual meeting of theFaculty (by October 15) for the purpose of presentation ofthe CAPA dossier appraisal and the CAPA vote, prior to aballot vote request from tenured academic senate faculty asmade eligible by rank and step.f) For each candidate under consideration, the vote of theacademic senate members shall occur by closed and sealedmailed ballot. Only eligible voting members (tenured and89

of appropriate rank) will be requested to cast ballots (e.g.full Professors shall vote for candidates progressing in rankto full professorial rank).g) All eligible voting members will receive a ballot in thecampus mail which must be returned completed in ten(10)days.h) Those choosing not to vote will not be counted in theresults.i) The Chair will call subsequent meetings during the year asneeded for consideration of the dossiers of new hires. Asdescribed above, the CAPA review of the dossier and votewill be presented prior to the request for a ballot from thesenate faculty5) Simple Majoritya) All CAPA and full faculty personnel actions shall require asimple majority of eligible voting members.b) Abstentions, however, shall be duly noted as such, but willnot be counted in the deciding results of the election.(ii) Merit Advisory Committee (MAC)1) Purpose and Membership(a)(b)(c)Consideration of merit increases, with the exception ofrequests for full step accelerations, will be evaluated byMAC.The MAC will consist of seven(7) elected members fromthe tenured faculty. They will independently reviewdossier(s) and make recommendations in writing (briefsummary) on merit increases to the Dean.The seven (7) elected members will be comprised of:1. Three (3) Full-Professors,2. Three (3Associate Professors, and3. One (1) member from either of the above ranks90

(d)The Chair shall be elected from its membership for a two(2)-year term.(b)Term of Service(a)Length of service on the MAC to begin the initial process:(i) One (1) Professor and One (1)Associate Professor willserve for a four(4)-year term;(ii) One (1) Professor and One (1)Associate Professorwill serve for a three(3)-year term;(iii) One (1) Professor and One (1) Associate Professorwill serve for a two (2)-year term.(iv) The other member from either rank will serve a two(2) year term(b)Special elections will be held as needed to fill vacancies.(iii)Undergraduate Program Committee1) This committee shall be composed of three individuals who teachin the baccalaureate program. There shall be at least one memberfrom each of the faculty functional units. The Chair shall beelected by the full Academic Senate Faculty for a two-year term.The Chair and the majority of members must be Academic SenateFaculty. The Associate Dean for Academic Affairs shall serve asan ex officio member without vote. The duties of the committeeshall be to monitor baccalaureate level curricular matters, tomonitor changes in courses, instruction and degree requirements,and to recommend policy regarding the baccalaureate program.(iv)Master’s Program Committee1) This committee shall be composed of faculty who teach in themaster's programs. There shall be a minimum of tworepresentatives from each of the faculty functional units. TheChair shall be elected by the full Academic Senate Faculty for atwo-year term. The Chair and majority of members must beAcademic Senate Faculty. The Associate Dean for AcademicAffairs shall serve as an ex officio member without vote. Theduties of the committee related to the master's program shall be tomonitor master's level curricular matters, to recommend changes incourses, instruction and degree requirements, to oversee91

comprehensive examinations, and to recommend policy regardingthe master's program.(v)Doctoral Program Committee1) This committee shall be composed of faculty who teach in the doctoraland master’s programs. There will be a minimum of two representativesfrom each of the faculty functional units plus the Chair of the Master’sProgram Committee. The Chair of the DPC shall be elected by the fullAcademic Senate Faculty for a two-year term. The Chair and majority ofmembers must be Academic Senate Faculty. The Associate Dean forAcademic Affairs and the Associate Dean for Student Affairs shall serveas an ex officio members without vote. The duties of the committeerelated to the doctoral program shall be to supervise curriculumdevelopment, implementation and evaluation, including recommendationsof cognate courses and student advisors; to oversee the written qualifyingexams; and to recommend policies regarding the doctoral program.(vi)Faculty Research and Professional Affairs Committee1) This committee shall be composed of one Academic Senate Facultyrepresentative from each of the faculty functional units and one non-Academic Senate Faculty representative. The Chair shall be elected by thefull Academic Senate Faculty for a two-year term. The Associate Deanfor Research shall serve as an ex officio member without vote. Studentrepresentatives shall not be included. The duties of the committee shall beto develop recommendations regarding faculty compensation plan, tomonitor development and progress of faculty mentoring, to monitorpolicies and procedures for peer evaluation of teaching, to coordinateresearch efforts in the school through review of internal School of Nursinggrant proposals, to develop seed money funding, to fund proposals withseed money, and to review outcomes of grants funded internally.(vii) Student Affairs Committee1) This committee shall be composed of one Academic Senate Facultyrepresentative from each of the program specialties within the facultyfunctional units and one non-Academic Senate Faculty representative.The Chair shall be elected by the full Academic Senate Faculty for a twoyearterm. The Associate Dean for Student Affairs shall serve as an exofficio member without vote. Student representatives shall not beincluded. The duties of the committee shall be to select students foradmission to the baccalaureate, master's and doctoral programs, to reviewstudent candidates for awards, honors and scholarships, to make decisionsand/or recommendations to appropriate funding bodies for recipients ofawards, honors and scholarships, and to oversee all matters related to92

ecruitment, progression and retention of students.PART VII Ballot Voting15. Ballot voting shall occur in the event of Voting for New Hires, Curricular changes,Committee Chairs, and Sub-Committee on Committees.a) Voting for New Hires(i)(ii)(iii)The Dean’s Office shall construct and issue a ballot vote for new hires.After the ballot is distributed, faculty shall have ten(10) days to respond.A simple majority of eligible academic senate members voting as advisoryvote to the Dean on said issue will constitute a carrying vote forprogression to the next step in the hiring processb) Voting for Curricular Changes(i)(ii)Upon receipt of curricular changes from the appropriate programcommittee, the FEC Chair in consultation with FEC shall issue a ballot tofaculty members.A simple majority of eligible academic senate members voting on saidissue will constitute a carrying vote.(c)Sub-Committee on Committees(i)(ii)FEC Chair in consultation with the FEC shall issue a ballot to facultymembers for election of one member from each section.A simple majority of eligible academic senate members voting on saidissue will constitute a carrying vote.d) Committee Chairs(i)(ii)The FEC Chair in consultation with FEC shall issue a ballot to facultymembers for election of for all Standing committee chairs Except theCAPA Committee and the Merit review Committee.A simple majority of eligible academic senate members voting on saidissue will constitute a carrying vote.93

PART VIII. Suspension of Rules16. The rules of the Faculty may be suspended by vote of the Faculty, provided that not morethan thirty percent of voting members present object to such suspension.PART IX.Amendment of Bylaws17. The foregoing Bylaws may be added to, amended, or repealed at any regular or specialmeeting by a two-thirds vote of all the voting members present provided that writtennotice of amendment shall have been sent to each member of the Faculty at least fiveworking days previous to the meeting at which the amendment is to be moved. Noamendment shall be made that is inconsistent with legislation of the Academic Senate.Revisions to the Bylaws for the School of Nursing were approved by the faculty on May 23,2002, and certified by the Committee on Rules and Jurisdiction June 12, 2002.FEC rev. 5/13/02FEC revision 06/22/06Faculty Approval (Date) 11/26/0694

Appendix G: Endowed Chair List95

APPENDIX G: UCLA SON ENDOWED CHAIRS AND CHAIR HOLDERSHolder of Chair Name of Chair InitialAppointmentDeborah Koniak-Griffin, Ed.D., RNC, Audrienne H. Mosley Endowed Chair 12/01/2002FAANin Women’s Health ResearchJoyce Newman Giger, Ed.D., APRN, Lulu Wolff Hassenplug Endowed Chair 08/01/2004BC, FAANin NursingAdeline Nyamathi, Ph.D., ANP, , Audrienne H. Mosley Endowed Chair 12/01/2002FAANin Community Health ResearchLinda Phillips, Ph.D., RN, FSGA, Audrienne H. Mosley Endowed Chair 12/01.2006FAANin nursingWendie Robbins, Ph.D., RN, FAAN Audrienne H. Mosley Endowed Chairin Biologic Research07/01/200696

APPENDIX H: FACULTY TEACING HONORS (Includes Adjunct andLecturers)97

APPENDIX H: FACULTY TEACING HONORS (Includes Adjunct and Lecturers)Name Name of the Award Receipt Date OrganizationCadogan, Mary :Adjunct facultyRecognition Award:Association forGerontology in HigherEducationAmerican Gerontology inHigher Education200598

Appendix I: Faculty Certifications by Faculty Members99

APPENDIX I: FACULTY CERTIFICATIONS (Includes Adjuncts and Lecturers TeachingPrescribed Courses)Your Name,Name ofCertificationCertifyingAgency/organization,Expiration DateArea of TeachingResponsibilityBush, NancyAdvancedOncologyCertified NurseAOCN2010 OncologyConceptsCadogan, MarySuzette CardinMarriage andFamilyCounselor InternGeriatric NursePractitionerCertified NursingAdministration,AdvancedMFC InternAmerican NursingCredentialing Center# 242538-232012 GerontologyDecember 31,2011NursingAdministrationEastwood, Jo-AnnCCRNAmerican Associationof Critical Care NursesCertificationCorporation exp.6-30-2010Acute CareClinical NurseSpecialist inAdult Acute andCritical careAACN CertificationCorporation.12/31/2010Clinical NurseSpecialistCalifornia Board ofRegistered Nursing.01/31/09FitzGerald, LeahFamily NursePractitionerAmerican NursesCredentialing CenterAugust 31, 2013.Teach N239CFamily NursingGiger, Joyce NewmanHudson, Angela L.CNS, AdultPsychiatricMental HealthFamily NursePractitioner(FNP-C),ANCC 2012 TransculturalNursing.American Associationof Nurse Practitioners,October, 2010,Maternity-Newborn Nursing100

Keenan, ColleenCertified FamilyNurseWHNP-BCWomen's HealthNursePractitioner(WHNP)American Academy ofNurse practitionersNational CertificationCorporation04/201103/2011Family NursePractitioner(FNP)Family NursePractitioner(Primary HealthCare of Familiesacross thelifespan--Acuteand ChronicIllness Care,HealthPromotion)Women's HealthCare (OB andGyn Care, FamilyPlanning, PrimaryCare of Women,AdolescenceKoniak-Griffin,DeborahWomen’s HealthCare NursePractitionerNational CertificationCorporation for theObstetric, Gynecologicand Neonatal NursingSpecialties (NCC)1996-PresentMaternalConcepts,Women’s HealthLeach, Linda SearleNursePractitionerCertificate 8222NursingAdministrationAdvanced (NEA-BC) wasformerly CNAACertified NurseAdministratorAdvancedrecentlychangedto NEA-BCCalifornia Board ofRegistered Nursing,1996-PresentANCC 2010 NursingAdministrationgraduateprogram/QualityManagementMaster's EntryLyder, CourtneyMacabasco-O' Connell, AureliaCertified WoundSpecialist,Acute CareNursePractitionerAmerican Academy ofDean, SONWound ManagementANCC. 2011. ACNP program.101

Mentes, JanetCertified as an CNS,ANCC, expirationdate isCNS, AdultPsychiatricMental HealthANCC 2012 Gerontology,Mental health.McGrath, NancyCertifiedPediatric NursePractitioner bothAcute andPrimary CareANCC02/2009Pediatric 200 and400 series as wellas the pediatriccomponent forfamily and acutecare.Nyamathi, AdelineCertifiedEmergencyNurseAdult NursePractitionerANCCCalifornia Board ofregistered Nursing11/2009 AcutemanagementConcepts10/31/2009 Adult & AcuteCare ConceptsRice, DeborahNP 7567Family NursePractitioner,Board CertifiedANCC12/08Family NursingCritical Careregistered NurseAACN12/08AdvancedCardiac LifeSupportAmerican HeartAssociation5/09Basic CardiacLife SupportAmerican HeartAssociationSarna, LindaAdvancedOncologyCertified Nurse(AOCN) OncologyNursing Society2007-2009Teach in theoncology coursesClinical NurseSpecialist,California Board ofRegistered Nursing,No. 136,2009Clinical nursespecialist courseWright-Volel, KynnaCertifiedPediatric NursePractitioner-Primary Care(CPNP-PC)Pediatric NursingCertification Board(PNCB)2/28/2009 PediatricsConcepts102

Appendix J: Faculty Accomplishments103

J1. Offices held in Professional Nursing Organizations (2005-2008)Academic Senate MembersDoering, LynnGiger, Joyce NewmanFitzGerald, LeahLewis, Mary AnnProfessional Nursing OrganizationChair, Communications and Membership Committee, Council on CVNursing, American Heart AssnCo-Chair, Expert Panel on Cultural Competence, American Academy ofNursing 1999-2007.Research Chair Sigma Theta Tau, Gamma Tau ChapterExecutive Consulting Staff to the Medical Reserve Corps of LosAngeles RE: “Homeland Security Program for Los Angeles”Advisory Board for it’s Nursing Bridge Project – Multicultural AreaHealth Education Commission (MAHEC), CaliforniaAdvisory Board – Area Health Education Commission (AHEC),CaliforniaNyamathi, AdelineChair, Nominating Committee, Western Association of Nursing, WesternAcademy of Nursing FellowshipChair, California AIDS Research Program ChairSarna, Linda Chair, Small Grants Review, Oncology Nursing Society, 2007-2008104

J2. Faculty & Administrator members of the American Academy of NursingMembersSuzette Cardin, DNSc, RN, FAANMary Canobbio, , RN, FAANPeggy Compton, Ph.D., RN, FAANLynn Doering, DNSc, RN, FAANJoyce Newman Giger, Ed.D., APRN, BC, FAANDeborah Koniak-Griffin, Ed.D., RNC, FAANMary Ann Lewis, Dr.PH, C-ANP , FAANCourtney Lyder, ND, FAANAdeline Nyamathi, Ph.D., ANP, FAANWendie Robbins, Ph.D., RN, FAANLinda Sarna, DNSc, RN, AOCN, FAANLinda Phillips, Ph.D., RN, FAANMary Woo, DNSc, RN, FAAN105

J3. Honors and Awards received from Professional Organizations (2005-2008)Academic Senate MembersDoering, LynnHonors2008 Best Abstract Award Winner, Council on CV Nursing, AmericanHeart Assn.Evangelista, Lorraine Translational Research Scientist Award, American Heart Association (2007)Teaching award nominee, UC Regents, University of California Los Angeles(2008)Alumni of the Century in Education & Health, Univeristy of the Philippines(2008)Finalist Nursing Excellence Awards in Teaching, NurseWeek (2008)Hodge, Felicia Featured in Magazine, ADVANCE for Nurses magazine (2008).California Breast Cancer Research Council (CBCRC), University ofCalifornia UCOP (2005-2007).Founding Board Member, Native American Community Clinic,Minneapolis, MN. (2005)Nominated for board representation for the Intercultural Cancer Council,MD Anderson Cancer Center (2007).Appointed to the NCI Cancer Advisory Council CARRA (ConsumerAdvocates in Research and Related Activities (2007-2010).Recognition Award for founding member of the Native Research Network,Inc. (2005).Distinguished Guest Faculty of the 3 rdMayo Clinic, MN (2006).Annual Spit Tobacco Summit,Giger, Joyce NewmanElected to Instituted of Excellence for Contributions to Eliminate HealthDisparities, National Black Nurses Association, 2008Named an Edge Runner for the Giger & Davidhizar TransculturalAssessment Model with Podium Presentation on November 9 th at theAnnual Convention, American Academy of Nursing, Washington,D.C., November 9, 2007.The National Black Nurses Association, Institute for Excellence,Outstanding Contributions as the Editor of the Journal of the NationalBlack Nurses Association from 1999-Present.Featured in the South Bend Tribune, South Bend, Indiana for the Receipt106

of the Honorary Doctorate and Creation of Nursing Program at BethelCollege in Mishawaka, Indiana, 2005Featured in the Spotlight, Culture divide, Advance for Nurses: SouthernCalifornia, June 27, 2005.Scholar, Transcultural Nursing Society, Inducted in New York, New York.Honorary Doctorate, Humane Letters, Bethel College, April 30 th , 2005Jacobs, EufemiaDonna Wong Writing Award, Association of Pediatric Nursing, PediatricNursing Journal, July, 2007APHON Writing Award, Association of Pediatric Hematology/OncologyNursing, Journal of Pediatric Hematology/Oncology NursingKoniak-Griffin, DeborahAWHONN Excellence in Nursing Research Award, 2008Featured in UC Today, AWHONN Excellence in Nursing ResearchAward, September 2008Featured in the AP, AWHONN Excellence in Nursing ResearchAward, September, 2008.Leach, LindaAssociation of California Nurse Leaders, Excellence in NursingLeadership 2005Lewis, Mary Ann Distinguished Alumna Award, Avila College, 2007Listed in “Who's Who in American Education, 2007-2008”Listed “Who’s Who of American Women, 2006Lyder, CourtneyThomas Stewart Founders Award for Significant Contribution to PressureUlcer Care Through Leadership and Public Policy, National Pressure UlcerAdvisory Panel, 2007.Distinguished Research Nurse Award, Concerned Black Nurses ofNewark, Inc. (Chapter of National Black Nurses Association), 2008.Macabasco-O’Connell,AureliaMentes, JanNyamathi, AdelineFellow, American Heart Association, Council of CardiovascularNursing, 2006WIN New researcher award in Geriatric NursingAACN Leadership Training for Academic Nursing Program107

Fellow in the Western Academy of Nursing, 2005Helen Tobin Writers’ Award, May 2008Phillips, LindaFriends of the National Institute of Nursing Research Pathfinder AwardDoris Schwarz Award for Gerontological Nursing Research,Gerontological Society of AmericaUniversity of Arizona Alumni, Leo B; Hart Humanitarian Award, 2005Named Gerontologist of the Year by the Arizona Geriatric Society, 2005Sarna, LindaAd Q award for outstanding advertising (1 of the 10 most memorable adsfrom a national reader survey) for Tobacco Free Nurses advertisements,November and December, Nurseweek, 2006Excellence of Scholarship and Consistency of Contributions to theOncology Nursing Literature Award, awarded by the Oncology NursingSociety Publishing Division, 2006Quality of Life Award 2006, for best paper “Quality of life and meaning ofillness of women with lung cancer”, published in the Oncology NursingForum, awarded by Oncology Nursing Society Publishing, 2006American Academy of Nursing Media Award for the Tobacco Free NursesInitiative, November, 2005World Health Organization, Tobacco Free Nurses selected as an exemplarin the monograph The Role of Health Professionals in Tobacco Control.May, 2005Wiley, DorothyLos Angeles County Board of Supervisors Recognition Award forResearch and Service for Cervical Cancer Prevention in Cervical CancerAwareness Month. January 16, 20072008 San Diego County Board of Supervisors Recognition Award forResearch, Education and Service (June 4, 2008, sponsored by ViceChairwoman Dianne Jacob, Supervisor 2 nd District)Walk of Fame Inductee. Presented for education and researchcontributions by Grossmont Community College and GrossmontCommunity College Foundation, 2008.Recognition Award. Presented for education and research contributions byDuncan Hunter, U.S. House of Representatives, 2008Recognition Award. Presented for education and public health advocacy108

contributions by Assemblyman Joel Anderson, Assembly District 77,California State Legislature, 2008Recognition Award. Presented for research contributions by SenatorDennis Hollingsworth, 36 th District, California State Senate, 2008Wright, Kynna Robert Woods Johnson Nurse faculty Scholars Award, 2008109

J4. Books and Book Chapter Published from 2005-2008Academic Senate MembersBates-Jensen, BarbaraCompton, PeggyBooks PublishedSussman, C. & Bates-Jensen, B.M. (Eds) Wound Care: A CollaborativePractice Manual for Health Care Practitioners Third Edition. Baltimore,Maryland: Lippincott Williams & Wilkins.Compton, P., “Aberrant Behavior and Drug Abuse Treatment in PainPatients,” In: Smith, H.S., and Passik, S.D. (eds.), Pain and ChemicalDependency. New York, NY: Oxford University Press, 2008, pp. 419-424.Compton, P., “Substance Abuse,” In: Carroll-Johnson, R. M., Gorman, L.,and Bush, N. J. (eds.), Psychosocial Nursing Care along the CancerContinuum, 2 nd ed. Pittsburg, PA, 2005, pp. 372-389. 2006 AJN Book of theYearKirsh, K. L., Compton, P., and Passik, S. D., “Caring for the Drug-addictedPatient at the End of Life,” In: Ferrell, B. R., and Coyle, N. (eds.), Textbook ofPalliative Nursing, 2 nd ed. New York, NY: Oxford University Press, 2005, pp.301-321.Doering, LynnEvangelista, LorraineDoering LV, Cross R. Impact of depression on cardiac disease. In Moser DKand Riegel B. eds, Cardiac Nursing: A Companion to Braunwald’s HeartDisease. St. Louis, MO: Saunders/Elsevier, 2008.Evangelista, L., & Dunbar-Jacob, J. (2008). Compliance (Chapter 10) inIllness Impact and Interventions, 7 th edition, Editors I. Lubkin & P. Larsen.J ones & Bartlett Publishers.Evangelista, L. & Pike, N. (2007) Promoting Adherence (Chapter 84) inCardiac Nursing: A Companion to Braunwald’s Heart Disease, 1 st edition,Editors D. Moser & B. Riegel. New York: Elsevier.Hodge, FeliciaHodge, F. (in press, 2008) Research in Indian country – approaches andsuccesses. UCLA Ethnic Studies.Strickland, C. June, Hodge, Felicia, and Tom-Orme, Lillian. (2008). Healthpromotion impact and outcome evaluation among American Indian and AlaskaNatives, In: Anderson, Laurie (Ed.), Health promotion evaluation in theAmericas. Sage publications.Hodge, F.S., Hodge, C.E., & Cantrell, B. G. (2008). Developing and implementihealthcare programs for American Indians & Alaska Natives: A case study. In:Michael V. Kline & Robert M. Huff, (Eds.), Health promotion in multiculturalpopulations, a handbook for practitioners and students. Sage Pub, Inc.Hodge, F.S. Rodriguez’G, S., & Hodge, C.E. (2008) Health and disease ofAmerican Indian and Alaska Native populations: An overview. In: MichaelV. Kline and Robert M. Huff, (Eds.), Health promotion in multicultural110

populations, a handbook for Practitioners and Students. Sage Publications,Inc.Giger, Joyce NewmanGiger, J., & Davidhizar, R. (2008). Transcultural nursing: Assessment andintervention, (Fifth Edition). St. Louis: Mosby Yearbook, Inc.Giger JN, & Davidihzar R.(2007). Promoting culturally appropriateinterventions among vulnerable populations. Annual Review of NursingResearch. 25:293-316.Koniak-Griffins, DeborahLeach, Linda SearleNyamathi, A., & Koniak-Griffin, D. (Eds.) (2007). Annual review of nursingresearch: Vulnerable populations (Vol. 24). New York: Springer.Leach, L.S. (2008). Leadership and management, In P. Kelly-Heidenthal(Ed.), Nursing leadership and management. 2 nd ed. (pp. 1-30). Clifton Park,New York: Thomson Delmar Learning.Leach, L.S. (2003). Leadership and management, In P. Kelly-Heidenthal(Ed.), Nursing leadership and management. (pp. 157-180). Clifton Park, NewYork: Thomson Delmar Learning.Lyder, CourtneyLyder, C. (2005). Pressure ulceration: prevention and treatment. In Fink, M.,Abraham, E., Vincent J. & Kochanek, P. (Eds.). Textbook of Critical Care 5 h Edition.Philadelphia: Elsevier pp. 2053-2056.Lyder, C.(2005). Medico-economics of pressure ulcers. Bader., D.L., Bouton, C.V. &Oomens, C.W. (Eds). Current and Future Perspectives in Pressure Ulcer Research.Berlin: Springer. pp. 23-34.Lyder, C. (2005). Pressure ulcers. In Fitzpatrick, J & Wallace, M. Encylcopedia forNursing Research 2 nd Edition. Berlin: Springer. pp. 482-484Lyder, C. (2006). Litigation. In Romanelli, M., Clark, M., Cherry, G., Colin, D. &Defloor, T. (Eds). Science and Practice of Pressure Ulcer Management. London:Springer. pp. 163-168.Lyder, C. (2006). Pressure ulcers. American Geriatrics Society (Ed). In GeriatricsReview Syllabus: A Core Curriculum in Geriatric Medicine 6 th Edition. New York:American Geriatrics Society. Pp.221-229.Lyder, C. (2006). Pressure ulcers. American Geriatric Society (Ed). In GeriatricReview Syllabus: A Core Curriculum in Geriatric Medicine 6 th Edition CD- Rom. NewYork: American Geriatrics Society.Ayello, E., Baranoski, S. & Lyder, C. (2006) From practice to policy: Improvingwound care outcomes. In Mason, D.J., Leavitt, J.K. & Chaffee, M.W. (Eds). Policyand Politics in Nursing and Health Care 5 th Edition.Lyder, C. (2007). Cultural aspects of health and illness. In Creasia, J.L. & Parker, B.(Eds). Conceptual Foundations: The Bridge to Professional Nursing Practice. 4th ed.St Louis: Mosby Elsevier. pp. 329-342.Lyder, C. & Berlowitz, D. (2008). Regulation and wound care. In Baranoski, S. &111

Ayello, E. (Eds.). Wound Care Essentials: Practice Principles 2 nd Edition.Springhouse: Springhouse. 18-29Ayello, E., Baranoski., Lyder, C. & Cuddigan, J. (2008). Pressure ulcers. InBaranoski, S. & Ayello, E. (Eds). Wound Care Essentials: Practice Principles 2 ndEdition. Springhouse: Springhouse 254-286Lyder, C & Ayello, E.. (2008). Pressure ulcers: A patient safety initiative. In Hughes,R. (Ed). Patient Safety and Quality: An Evidence-Based Handbook for Nurses.Bethesda: U.S. Agency for Healthcare Research and Quality. AHRQ Publication No.08-0043.Lyder, C. (2008). Pressure ulcers. In Auerhahn C, Capezuti L, Flaherty E. & ResnickB, (Eds). Geriatric Nursing Review Syllabus: A Core Curriculum in AdvancedPractice Geriatric Nursing. 2nd Edition. New York: American Geriatrics Society.Lyder, C. (2008). Wound healing for critically ill older adults. In Fulmer, T., Walker,M.K. & Foreman, M. (Eds). Critical Care Nursing of Older People: Best Practices 3 rdEdition. Springhouse: Springhouse.Mentes, JanetMentes, J. (2008). Swallowing Therapy. In Ackley, Ladwig, Swan, & Tucker(Eds). Evidence-based nursing care guidelines: Medical surgicalinterventions. Philadelphia: Mosby/Elsevier Inc.Mentes, J. (2008). Managing oral hydration. In E. Capezuti, D. Zwicker, M.Mezey, & T. Fulmer (Eds). Evidence-based geriatric nursing protocols 3 rdEd. NY: Springer PublishingMentes, J.C, Bail, J.K. (2005). Psychosis in older adults. In K. Melillo & S.Houde (Eds), Geropsychiatric and Mental Health Nursing. Boston: Jones &Bartlett Publishers.Nyamathi, AdelineNyamathi, A., & Koniak-Griffin, D. (2007). Vulnerable Populations Research.Annual Review of Nursing Research, Volume 25: Springer Publications.Nyamathi, A., Koniak-Griffin, D., & Greengold, B. Development of NursingTheory and Science in Vulnerable Populations Research. In Nyamathi, A., &Koniak-Griffin, Annual Review of Nursing Research, (2007), Vol. 25: pp. 3-25. Springer Publications.Nyamathi, A., Covington, C. & Mutere, M. Vulnerable Populations inThailand: Giving Voice to Women Living with HIV/AIDS. In Nyamathi, A.,& Koniak-Griffin, Annual Review of Nursing Research, (2007), Vol. 25: pp339-355. Springer Publications.Sarna LindaSarna L Grannis F, Coscarelli A (2006) Physical and Psychological Impact oflung cancer survivors. Chapter in Oncology: An Evidence-based approach.Eds. Chang, Ganz, Hayes, Kinsella, Pass, Schiller, Stone & Strecher,Springer-Verlag, New York. 1871-1890.Also published in Cancer Survivorship: Today and Tomorrow, P Ganz, editor,112

Springer, Chapter 13, 157-1763113

J5. Editors 2005-2008Academic Senate MembersDoering, LynnEvangelista, LorraineHodge, FeliciaGiger, Joyce NewmanSarna, LindaEditorial BoardsEditor, Heart Failure Column sponsored by American Assn of Heart FailureNurses, in "Progress in Cardiovascular Nursing"Editor, Council Connections, Cardiovascular Nursing Committee, AmericanHeart Association (2005-2008)Guest Editor, American Indian Culture and Research Journal, UCLA(2008)Editor, Journal of the National Black Nurses Association, The National BlackNurses Association, A Peer-Reviewed, PUBMED Indexed Journal.Guest Editor, Tobacco Cessation : Setting a Research Agenda. NursingResearch. (Guest Editor) Supplement, 2006.114

J6. Editorial Boards from 2005-2008Academic Senate MembersBates-Jensen, BarbaraCompton, PeggyEditorial BoardsJournal of the American Medical Directors Association, Editorial BoardJournal of Addictions Nursing, 2005-Present, 2005-PresentAdvances in Pain management, 2006-Present, 2006. PresentJournal of Pain and Symptom Management, 2005-PresentDoering, Lynn Intensive and Critical Care Nursing 2001–2006Evangelista, LorraineGiger, Joyce NewmanCalifornia Journal of Health PromotionHealth Care Management.Lewis, Mary Ann Research Grants Council (RGC) of Hong Kong, 2005Lyder, CourtneyAdvances in Skin & Wound Care, 2000-PresentOstomy/Wound Management, 2003-PresentACTA Vulnologica (Italy), 2004-PresentInternational Wound Journal, 2004-PresentWounds UK, 2005 –PresentAmerican Nurse Today, 2006-PresentAdvances in Skin & Wound Care, 2000-PresentAnnals of Long Term Care, 2006-PresentJournal of Wound Care, 2006-PresentJournal of the American Geriatrics Society, 2008Journal of Nurse Practitioners, 2005-PresentMentes, JanetNyamathi, AdelinePhillips, LindaJournal of Gerontological Nursing2006- Present Progress in Community Health PartnershipsJournal of Elder Abuse and Neglect115

Robbins, WendieSarna, LindaJournal of Andrology, Editorial BoardJournal of Clinical OncologyNursing ResearchCancer NursingWiley, DorothyHeart & LungBMC Cancer. Honorary Editorial Board MemberWoods, LynnJournal of Gerontological Nursing, Slack PublicationResearch in Gerontological Nursing, Slack PublicationClinical Nursing Research, Sage Publications, Thousand Oaks, CA116

J7. Journal Articles Published from 2005-2008Academic SenateMembersBates-Jensen, BarbaraJournal Articles PublishedBates-Jensen, B.M., McCreath, H.E., Kono, A, Apeles, N.C., Howell, L., Alessi, C. Sub-Epidermal Moisture Predicts Erythema and Stage I Pressure Ulcers in Nursing HomeResidents: A Pilot Study. Journal of the American Geriatrics Society, 2007; 55:1199-1205.Bates-Jensen, B.M., McCreath, H., Pongquan, V. Testing threshold values for subepidermalmoisture: Identifying stage I pressure ulcers in nursing home residents. L’Escarre[French] 2007.Bates-Jensen, B.M., McCreath, H., Pongquan, V. Apeles, NCR. Sub-Epidermal MoistureDifferentiates Erythema and Stage I Pressure Ulcers in Nursing Home Residents. WoundRepair and Regeneration, 2008; 16: 189-197.Ward, K.A, Bates-Jensen, B., Eslami, M.S., Whiteman, E., Dattoma, L.,Moore, A.A.Addressing delays in medication administration among patients transferred from thehospital to the nursing home: A quality improvement project. American Journal of GeriatricPharmacotherapy, 2008 (In Press).Gupta, S, Bates-Jensen, B, Gabriel, A, Holloway, A, Niezgoda, J, Weir, D. (2007).Differentiating Negative Pressure Wound Therapy devices: An illustrative case series.Wounds, 19(Suppl): 1-9.Bates-Jensen, B.M. & MacLean, C.H. (2007). Quality indicators for the care of pressureulcers in vulnerable elders. Journal of the American Geriatrics Society, 2007:55 Suppl2:S409-16.Compton, Peggy Compton, P., Ling, W., Chiang, N., Moody, D., Huber, A., Ling, D., Charuvastra, C.“Pharmacokinetics of Buprenorphine: A Comparison of Sublingual Tablet vs. Liquid afterChronic Dosing,” Journal, of Addiction Medicine, 1: 88-95 (2007).Compton, P. “The Role of Urine Toxicology in Chronic Opioid Therapy,” PainManagement Nursing 8(4); 166-172 (2007).Compton, P. “Unfounded Fear of Addiction – An Unnecessary Limit on the Use of PainMedications,” Practical Bioethics 3(3): 8-9 (2007).Griffis, C.A., Irwin, M.R., Martinez-Maza, O., Doering, L., Nyamathi, A., Kaufman, R.,Elashoff, D., Aziz, N., Compton, P. “Pain-related Activation of Leukocyte CellularAdhesion Molecules: Preliminary Findings,” Neuroimmunomodulation, 14:224-228(2007).Compton, P. “Treating Pain, Beating addiction,” Of Substance 6(2): 24-26 (2008).Compton, P. ‘Should Opioid Abusers Be Discharged From Opioid-Analgesic Therapy,”Pain Med 9(4):383-90 (2008).117

Compton, P.A., Ling, W., Torrington, M.A. “Lack of Effect of Chronic Dextromethorphanon Experimental Pain Tolerance in Methadone-maintained Patients,” Addiction Biology2008 May 26. [Epub ahead of print].Compton, P., Wu, S.M., Schieffer, B., Pham, Q., Naliboff, B.D. “Introduction of SelfreportVersion of the Prescription Drug Use Questionnaire and Relationship to MedicationAgreement Non-compliance,” Journal of Pain and Symptom Management . 2008 May 27[Epub ahead of print]Athanosos, P., Farqharson, A., Psaltis, P., Compton, P., Justin, H. ECG Characteristics ofMethadone and Buprenorphine maintained subjects. Journal of Addictive Diseases, (inpress).Doering, LynnDoering LV, Moser DK, Lemankiewicz W, Luper C, Khan S. Depression, healing, andrecovery from coronary artery bypass surgery. Am J Crit Care. 2005; 14:316-24.Evangelista LS, Dracup K, Doering L, Moser DK, Kobashigawa J. Physical activitypatterns in heart transplant women. J Cardiovasc Nurs. 2005; 20:334-9.Eastwood JA, Doering LV. Gender differences in coronary artery disease. J CardiovascNurs. 2005; 20:340-51.Moser DK, Doering LV, Chung ML. Vulnerabilities of patients recovering from anexacerbation of chronic heart failure. Am Heart J. 2005; 150:984.Evangelista LS, Doering LV, Lennie T, Moser DK, Hamilton MA, Fonarow GC, DracupK. Usefulness of a home-based exercise program for overweight and obese patients withadvanced heart failure. Am J Cardiol. 2006 Mar; 97(6):886-890.Doering LV, Magsarili MC, Howitt LY, Cowan MJ. Clinical depression in women aftercardiac surgery. J Cardiovasc Nurs. 2006 Mar-Apr; 21(2):132-9; quiz 140-1.Griffis CA, Compton P, Doering L. The effect of pain on leukocyte cellular adhesionmolecules. Biol Res Nurs. 2006 Apr; 7(4):297-312.Dracup K, McKinley S, Riegel B, Mieschke H, Doering LV, Moser DK. A nursingintervention to reduce prehospital delay in acute coronary syndrome: A randomized clinicaltrial. J Cardiovasc Nurs. 2006 May-Jun; 21(3):186-93.Fongwa MN, Evangelista LS, Doering LV. Adherence to treatment factors in hypertensiveAfrican American women. J Cardiovasc Nurs. 2006 May-Jun; 21(3):201-7.Doering LV, Cross R, Vredevoe D, Martinez-Maza O, Cowan MJ. Infection, depressionand immunity in women after coronary artery bypass: A pilot study of cognitive behavioraltherapy. Altern Ther Health Med, 2007: 13 (3): 18-21.Doering LV, Cross R, Magsarili M, Howitt LY, Cowan MJ. The utility of observer-ratedand self-report instruments for the detection of major depression in women after cardiacsurgery: A pilot study. Am J Crit Care, 2007; 16(3): 260-290Moser DK, Riegel B, McKinley S, Doering L, Garvin B. Impact of anxiety and perceivedcontrol on in-hospital complications after acute myocardial infarction. Psychosom Med118

2007; 69 (1): 10-6.Sheahan SL, Rayens MK, an K, Riegel B, McKinley S, Doering L, Garvin BJ, Moser DK.Comparison of anxiety between smokers and nonsmokers with acute myocardial infarction.Am J Crit Care 2006; 15 (6): 617-25.Pike NA, Evangelista LS, Doering LV, Koniak-Griffin D, Lewis AB, Child JS. Healthrelatedquality of life: A closer look at related research in patients who have undergone theFontan operation over the last decade. Heart Lung 2007; 36(1): 3-15.Patak L, Gawlinski A, Fung NI, Doering L, Berg J. Henneman EA. Communicationboards in critical care: patients’ views. Appl Nurs Res 2006; 19 (4): 182-190l.Doering LV, Martinez-Maza O, Vredevoe DL, Cowan MJ. Relation of depression, naturalkiller cell function, and infections after coronary artery bypass in women. Eur J CardiovascNurs 2007 (epub ahead of print) 2008 Mar;7(1):52-8.Riegel B, McKinley S, Moser DK, Meischke H, Doering L, Dracup K. Psychometricevaluation of the acute coronary syndrome (ACS) response index. Res Nurs Health 2007;30 (6) 584-594.Doering, LV, Roper, J, Hays, RD. (2008). Uncertainty and Health Related Quality of LifeOne Year after Coronary Angiography. American Journal of Critical Care 17(3).Eastwood, Jo-AnnBresnahan,S. & Eastwood, J-A. (2007) Confounding T-Wave Inversion. American Journalof Critical Care. 16(2):137-140.Evangelista, Lorraine Evangelista, L., Dracup, K., Westlake, C., Erickson, V., Hamilton, M. & Fonarow, G.(2005). Two-Year Follow-up of Patients Referred for Heart Transplant, Heart Lung, 34,187-193.Evangelista, L., Dracup, K., C., Erickson, V., McCarthy, W., Hamilton, M. & Fonarow,G., (2005). Validity of Pedometers for Measuring Exercise Adherence in Heart FailurePatients, Journal of Cardiac Failure, 11(5), 366-371.Evangelista, L., Dracup, K., Doering, L., Moser, D. & Kobashigawa, J. (2005), Physicalactivity patterns in heart transplant women. J Cardiovasc Nursing 20(5), 334-339.Evangelista, L. & Miller, P. (2006). Overweight and obesity in the context of heart failure:Implications for practice and future research. J Cardiovasc Nursing, 21, 27-33.Evangelista, L., Doering, L, Lennie, T, Moser, D., Hamilton, M., Fonarow, G., & Dracup,K. (2006). Usefulness of a home-based exercise program for overweight and obesepatients with advanced heart failure. Am J Cardiol, 97(6), 886-890.Fongwa, M, Evangelista, L, & Doering, L. (2006). Adherence to treatment factors inhypertensive African American women, J Cardiovasc Nursing, 21 (3), 201-207.Evangelista, L., Moser, D., Westlake, C., Hamilton, M., Fonarow, G., & Dracup, K.(2006). Impact of obesity on quality of life in patients with advanced heart failure. Euro JHeart Fail, 8(7):750-5.119

Evangelista, L, Stromberg, A, Westlake, C, Ter-Galstanyan, A, Anderson, N, & Dracup,K. (2006) Developing a web-based education and counseling program for heart failurepatients. , Prog Cardiovasc Nurs, 21(4):196-201.Pike, N, Evangelista, L, Doering, L, Koniak-Griffin, D, Lewis, A, & Child, J. (2007).Health-related quality of life: a closer look at related research in fontan patients over thelast decade. Heart Lung, 36: 3-15.Evangelista, L, Doering, L, Koniak-Griffin, D, Lewis, A, & Child, J. (2007). Healthrelatedquality of life: a closer look at related research in fontan patients over the lastdecade. Heart Lung, 36: 3-15.Westlake, C, Evangelista, L, Stromberg, A, Ter-Galstanyan, A, Vasirani, S, Dracup, KA.(2007) Evaluation of a Web-based Education and Counseling Program for Elderly HeartFailure Patients, Prog Cardiovasc Nurs, 22:20-26.Moughrabi, S & Evangelista, L. (2007) Cardiac cachexia at a glance, Prog CardiovascNurs, 22:101-103.Dracup K, Evangelista LS, Hamilton MA, Erickson V, Hage A, Moriguchi J, Canary C,MacLellan R, Fonarow GC. Effects of a Home-Based Exercise Program on ClinicalOutcomes in Advanced Heart Failure. Am Heart J. 154: 877-883.Fongwa, M, Evangelista, L, Hays, R, Martins, D, Elashoff, D, Cowan, M, & Morisky, D.(2007). Adherence treatment factors in hypertensive African American women Health RiskManag. 4(1), 157-166.Evangelista, L, Moser, D. Westlake, C, Pike, N. Ter-Galstanyan, A, & Dracup, K. (2007)Correlates of fatigue in patients with heart failure, Prog Cardiovasc Nurs, 23(1):12-7).Riegel, B, Moser, D, Rayens, MK, Carlson, B, Pressler, S, Shively, M, Albert, N, Armola,R, Evangelista, L, Westlake, C, & Sethares, K. (2008) Ethnic differences in quality of lifein persons with heart failure. J Card Fail. 14(1): 41-47.Evangelista, L & Shinnick, M. (2008) What do we know about adherence and self-care? JCardiovasc Nurs, 23(3): 250-257.Evangelista, L. Heber, D., Li, Z, Hamilton, M. & Fonarow, G (2008), Beneficial effects ofweight loss with a high protein diet on body composition, functional status, lipid profiles,and quality of life in overweight and obese heart failure patients: a feasibility study. Eur JClinical Nutrition, (in press).FitzGerald, LeahFitzGerald L, Kehoe, P, Mayer, E.. Blunted neuroendocrine reactivity and affective ratingsare associated with elevated CSF IL1ß in response to a lumbar puncture in healthy females“ Journal of Psychiatry, Submitted July 2008.FitzGerald L, Kehoe, P Are There Alterations of Central and Plasma NeuroendocrineResponses to Lumbar Puncture (LP) in Women with Irritable Bowel Syndrome (IBS)?Research in Nursing and Health , Submitted July 2008.120

Fongwa, Marie Jan Shoultz, Marie Fongwa, Barbara Tanner, Joanne Noone, & Nancy Phillion (2005).Reducing health disparities by improving quality of care: Lessons learned from culturallydiverse women. Journal of Nursing Care Quality, 21(1), 86-92.Marie N. Fongwa, William Cunningham, Robert Weech-Maldonado, Peter R. Gutierrez, &Ron D. Hays (2006). Comparison of data quality for reports and ratings of ambulatory careby African American and White Medicare Enrollees. Journal of Aging and Health, 18(5),707-721.Marie N. Fongwa, Ron D. Hays, Peter R. Gutierrez, & Anita L. Stewart (2006).Psychometric characteristics of a Patient Satisfaction Instrument tailored to the concerns ofAfrican Americans. Ethnicity and Disease Journal, 16, 948-955.Marie N. Fongwa, Lorraine S. Evangelista, & Lynn V. Doering (2006). Adherence toTreatment Factors in Hypertensive African American Women. Journal of CardiovascularNursing, 21(3), 201-207.Gwen van Servellen, Marie Fongwa, & Ellen Mockus D’Ericco (2006). Continuity of Careand Quality Outcomes in Disease Management for people Experiencing ChronicConditions: A Literature Review. Nursing and Health Sciences, 8(3), 185-95.Nancy Lois Ruth Anderson, Evelyn Ruiz Calvillo & Marie Ngetiko Fongwa (2007).Community-Based Approaches to Strengthen Cultural Competence in Nursing Educationand Practice. Invited paper for a special issue of the Journal of Transcultural Nursing,18(1), 49S-59S.Marie N. Fongwa, Michelle M. Sayre & Nancy Lois Ruth Anderson (2008).Quality indicator themes among African Americans, Latinos, and Whites. Journal ofNursing Care Quality, 23(1), 50-57.Robert Weech-Maldonado, Marie Fongwa, Peter Gutierrez, & Ron D. Hays (2008).Hispanic experiences with Medicare managed care: Language and regional differences.HSR: Health Services, 43(2), 552-568.Marie N. Fongwa, Lorraine S. Evangelista, Ron D. Hays, David Martins,David Elashoff, Marie J. Cowan, & Donald Morisky (2008). Adherence Treatment Factorsin Hypertensive African American Women. Vascular Health and Risk Management, 4(1),157-166.Erum Nadeen., Jane M. Lange, Dawn Edge, Marie Fongwa, Jeanne Miranda (2007). Doesstigma keep poor young immigrant and U.S.-born Black and Latino Women from seekingmental health care? Psychiatric Services, 58(2), 1547-54.Marie N. Fongwa, William Cunningham, Robert Weech-Maldonado, Peter R. Gutierrez, &Ron D. Hays (in press). Reports and ratings of care: Black and White Medicare Enrollees.Journal of Health Care for the Poor and Underserved (JHCPU) 19 (4) November, 2008.Hodge, FeliciaHodge, F., (in press, 2008) Breast Cancer Screening Behavior among Rural CaliforniaAmerican Indian Women, American Indian Culture and Research Journal, UCLA.Hodge, F., Struthers, R., & Geishirt-Cantrell, B. (2006). Persistent smoking among Northern121

Indians: Lenient attitudes, low harm value and partiality towards cigarette smoking. Journal oCultural Diversity.Geishirt Cantrell, B.A., Hodge, F.S., Struthers, R., & DeCora, L.H. (2005). The high incidenccigarette smoking among American Indians of the Northern Plains. Journal of Cancer Educat20, 97-100.Packer, MM, Kaur, JS, Hodge, FS, Nan, B, Trapp, MA, Roubidoux, MA. (2005). A surveyof attendees at Native American health care conferences: knowledge, attitudes and practicesabout cigarette smoking. Journal of Cancer Ed, 20(2):89-95.Giger, Joyce NewmanDowd S, Davidhizar R., & Giger JN. (2007 Jan-Mar) The mystery of altruism andtranscultural nursing. Health Care Manager (Frederick).;26(1):64-7.Macdonald DJ, Sarna L, Van Servellen G, Bastani R, Giger JN, Weitzel JN. (2007, May).Selection of family members for communication of cancer risk and barriers to thiscommunication before and after genetic cancer risk assessment. Genet Medicine, 9(5):275-282.Giger J, Davidhizar RE, Purnell L, Harden JT, Phillips J, Strickland O; AmericanAcademy of Nursing. (2007, April) American Academy of Nursing Expert Panel report:developing cultural competence to eliminate health disparities in ethnic minorities andother vulnerable populations. Journal of Transcultural Nursing, . 18(2):95-102.Strickland, O. Giger, JN, Nelson, M., Davis, C. (2007, July-August ). The relationshipsamong stress, coping, social support, and weight class in pre-menopausal African Americanwomen at risk for coronary heart disease. Journal of Cardiovascular Nursing, 22(4):272-8.Jones T, Nyamathi A, Giger JN, Jacobsen SJ. (2007, July). Antibody response to hepatitisB vaccination in urban, homeless adults. J Natl Black Nurses Assoc. 2007, 18(1), 1-Giger, JN, & Davidhizar, R. (2007, July-August). Eliminating health disparities :Understanding this Important phenomenon. Health Care Manager, 26(3), 221-233.Giger, JN., Appel, S., Davidhizar, R., & Davis, C. (2008, July epublished). Church andSpirituality in the Lives of the African American Community. Journal of TransculturalNursing.Gylys, Karen Gylys K H., Fein Jeffrey A., Yang Fusheng, Miller Carol A., Cole Gregory M. (2007)Increased cholesterol in A-positive nerve terminals from Alzheimer’s disease cortex,Neurobiology of Aging, 28(1), 8-17.Wiley D.J, Wiesmeier E., Masongsong E., Gylys K.H., Koutsky L.A., Ferris D.G., BarrE., Yu Rao J., Proof of Principle Study Investigative Group. (2006) Smokers at higher riskfor undetected antibody for oncogenic human papillomavirus type 16 infection, CancerEpidemiol Biomarkers Prev, 15(5), 915-920.Ringman J. M. * ,Younkin S. G., Pratico D., Seltzer W., Cole G. M., Geschwind, D. H.,Rodriguez-Agudelo Y., Schaffer B. Fein J., Sokolow S., Rosario E. R., Gylys K. H.,122

Varpetian A., Medina L.D., Cummings J.L. (2008, May 28) Biochemical markers inpersons with preclinical familial Alzheimer’s disease. Neurology, Epub ahead of print.Fein J.F., Sokolow S., Miller C.A., Vinters H.V., Yang F., Cole G.M. Gylys K.H. (2008)Co-localization of amyloid beta and tau pathology in Alzheimer’s disease synaptosomes.American Journal of Pathology, 172(6), 1683-1692Heilemann, MarySueWiley, D. J., Harper, D. M., Elashoff, D., Silverberg, M. J., Kaestle, C., Cook, R.L.,Heilemann, M. V., & Johnson, L. (2005). How condom use, number of receptive analintercourse partners, and history of external genital warts predict risk for external analwarts. International Journal of STD and AIDS. 16, 203-Heilemann, M. V. & Copeland, D. (2005). Sources of emotional help sought by lowincome women of Mexican descent. Issues in Mental Health Nursing, 26, 185-204.Heilemann, M.V., Kury, F.S., & Lee, K.A. (2005). Trauma and post traumatic stressdisorder symptoms among low income women of Mexican descent. Journal of Nervous andMental Disease. 193, 665-672.Heilemann, M.V., Lee, K., & Kury, F.S. (2005). Strength Factors Among Women ofMexican descent. Western Journal of Nursing Research, 27, 949-965.Rodriguez, M. A., Heilemann, M. V., Fielder, E., Ang, A., Nevarez, F., & Mangione, C.(2008). Intimate Partner Violence, Depression and PTSD among Pregnant Latina Women.Annals of Family Medicine, 6, 44-52.Copeland, D. A., & Heilemann, M. V. (2008). Getting to “The point”: The experience ofmothers getting assistance for their violent, mentally ill, adult children. Nursing Research.Hudson, AngelaHudson, A.L., Taylor, D, Lee, K.A., & Gilliss, C.L. (2005) Symptom experience andself-care strategies among healthy, midlife African American women. Journal of theNational Black Nurses Association, 16, 6-14.Hudson, A.L., Lee, K.A., & Portillo, C.J. (2008). Sleep disturbances in women withHIV/AIDS: efficacy of a tailored sleep promotion intervention. Nursing Research, 57, 360-366.Christiani, A., Hudson, A.L., Nyamathi, A., Mutere, M., Sweat, J., & Getzoff, D.Attitudes of homeless and drug-using youth regarding barriers and facilitators in delivery ofquality and culturally-sensitive health care (2008). Journal of Child and AdolescentPsychiatric Nursing, 21, 154-163.Burke-Doe, A. Hudson, A., Werth, H., & Riordan, D. Knowledge of osteoporosis riskfactors and prevalence of risk factors for osteoporosis, falls, and fracture in functionallyindependent older adults. (2008). Journal of Geriatric Physical Therapy, 31, 11-17.Nyamathi, A., Hudson, A., Mutere, M., Christiani, A., Sweat, J., Nyamathi, K., & Broms,T., (In press). Drug use and barriers to and facilitators of drug treatment for homeless123

youth. Patient Preference and Adherence.Hudson, A.L., Nyamathi, A., & Sweat, J. (In press). Homeless youths’ interpersonalperspectives of health care providers. Issues in Mental Health Nursing.Jacobs, Eufemia Jacob, E; Miaskowski, C; Savedra, M; Beyer, J; Treadwell, M; Styles, L. (2007).Quantification of Analgesic Use in Children With Sickle Cell Disease. Clinical Journal ofPain. 23(1):8-14.Jacob E, Hesselgrave J, Sambuco G, Hockenberry M (2007). Variations in pain, sleep, andactivity during hospitalization in children with cancer. Journal of Pediatric OncologyNursing, Jul-Aug;24(4):208-19Jacob E, Mueller BU. Pain Experience of Children with Sickle Cell Disease Who HadProlonged Hospitalizations for Acute Painful Episodes. Pain Medicine, 2008 Jan;9(1):13-21Jacob E, McCathy KS, Sambucco G, Hockenbery, M. (2008) Intensity, Location, andQuality of Pain in Spanish Speaking Children with Cancer. Pediatric Nursing,Jan/Feb;34(1):45-52Jacob E, Scorsone K, Blaney SM, D'Argenio DZ, Berg SL. Synergy of karenitecin andmafosfamide in pediatric leukemia, medulloblastoma, and neuroblastoma cell lines.Pediatric Blood Cancer, 2008 Apr;50(4):757-60Jacob E, Hockenbery M, Mueller BM, Coates T, Zeltzer L. (2008; accepted). AnalgesicResponse to Morphine in Children with Sickle Cell Disease; Journal of Pain ManagementJacob E, Hockenbery M, Mueller BM, Coates T, Zeltzer L. (2008; accepted). Effects ofPatient Controlled Analgesia Hydromorphone During Acute Painful Episodes inAdolescents with Sickle Cell Disease; Journal of Pain ManagementKoniak-Griffin,DeborahLesser, J., Verdugo, R. L., Koniak-Griffin, D., Tello, J., Kappos, B., & Cumberland, W.G. (2005). Respecting and protecting our relationships: A community research HIVprevention program for teen fathers and mothers. AIDS Education and Prevention, 17, 346-359.Kim, S., Flaskerud, J., Koniak-Griffin, D., & Dixon, E. (2005). Using communitypartneredparticipatory research to address health disparities in a Latino community.Journal of Professional Nursing, 21, 199-209.Logsdon, M. C., & Koniak-Griffin, D. (2005). Social support in postpartum adolescents:Guidelines for nursing assessments and interventions. Journal of Obstetric, Gynecologic,and Neonatal Nursing, 34, 761-768.González-Figueroa, E., & Koniak-Griffin, D. (2006). Understanding cultural influence onhealth behaviors of Latino adolescent parents. Latino Policy & Issues Brief, No. 12, UCLAChicano Studies Research Center.124

Koniak-Griffin, D., & Stein, J. A. (2006). Predictors of sexual risk behaviors amongadolescent mothers in an HIV prevention program. Journal of Adolescent Health, 38,297.e1-297.e11. (Peer-reviewed)Koniak-Griffin, D., Logsdon, M. C., Hines-Martin, V., & Turner, C. C. (2006).Contemporary mothering in a diverse society. Journal of Obstetric, Gynecologic &Neonatal Nursing, 35, 671-678.Pike, N. A., Evangelista, L. S., Doering, L.V., Koniak-Griffin, D., Lewis, A. B., & Child,J. S. (2007). Health -related quality of life: A closer look at related research in patients whohave undergone the Fontan operation over the last decade. Heart & Lung, 36, 3-15.Bralock, A. R., & Koniak-Griffin, D. (2007). Relationship, power and other influences onself-protective sexual behaviors of African American female adolescents, Health Care forWomen International. 28, 247-267. (Peer-reviewed)Lesser, J., Koniak-Griffin, D., Gonzalez-Figueroa, E., Huang, R., & Cumberland, W. G.(2007). Childhood abuse history and risk behaviors among teen parents in a culturallyrooted, couple-focused HIV prevention program. Journal of the Association of Nurses inAIDS Care, 18,18-27. (Peer-reviewed)González-Figueroa, E., Koniak-Griffin, D., Tello, J., Kappos, B., Castañeda, M., Corea-London, B., & Morgan, X. (2007). ¿Quién soy, cómo soy?: Perceptions of culturalinfluence on health behaviors of Latino adolescent parents. Hispanic Health CareInternational.Koniak-Griffin, D., Nyamathi, A., Tallen, L., González-Figueroa, E., & Dominick, E.(2007). Breaking the silence: What homeless youth say about HIV vaccine trials. Journalof Health Care for the Poor and Underserved, 18, 687-698.Koniak-Griffin, D., Lesser, J., Henneman T., Tello, J., Kappos, B., González-Figueroa, E.,& Cumberland, W. J. (in press). HIV Prevention for Latino Adolescent Mothers and theirMale Partners. Western Journal of Nursing Research.Dornig, K., Koniak-Griffin, D., Lesser, J., Gonzalez-Figueroa, E., Castaneda Luna, M.,Anderson, N. L. R., & Corea-London, B. (in press). You gotta start thinking like aparent: Hopes, dreams, and concerns of ethnic minority adolescent parents. Families inSociety.Bralock, A., & Koniak-Griffin, D. (in press). What do sexually active adolescent femalessay about relationship issues? Journal of Pediatric Nursing.Mendelson, S., Nyamathi, N., McNeese-Smith, D., Koniak-Griffin, D., & Lu, M. C. (inpress). A community-based parish nurse intervention program for Mexican Americanwomen with gestational diabetes. Journal of Obstetric, Gynecologic, and NeonatalNursing.Koniak-Griffin. D., Huang, R., Lesser, J., Gonzalez Figueroa, E., & Takayanagi, S., &Cumberland, W. G. (in press). Young Latino Parents’ Relationship Characteristics, Shared125

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Maliski SL, Kwan L, Litwin MS (in press). Symptom Clusters Related to ProstateCancer Treatment. Oncology Nursing Society.Maliski SL, Riviera S, Connor SE, Litwin MS (in press). Renegotiating MasculineIdentity after Prostate Cancer Treatment. Qualitative Health Research.Mentes, JanetWakefield, B., Mentes, J, Holman, J., & Culp, K. (In press). Risk factors and outcomesassociated with post-admission dehydration. Rehabilitation Nursing.Wang, J. & Mentes, J. (in press). Factors determining Taiwanese nurses’ judgment abouthospitalized elderly patients with acute confusion. Issues in Mental Health NursingWakefield, B., Mentes, J, Holman, J., & Culp, K. (2008). Risk factors and outcomesassociated with hospital admission for dehydration. Rehabilitation Nursing.Mentes, J. (2006). A typology of oral hydration problems exhibited by nursing homeresidents. Journal of Gerontological Nursing 32 (1), 13-21.Mentes, J., Wakefield, B., & Culp, K. (2006). Use of a urine color chart to monitorhydration status in nursing home residents. Biological Research for Nursing, 7, 197-203.Mentes, J., Chang, B., & Morris, J. (2006). Keeping nursing home residents hydrated.Western Journal of Nursing Research, 28, 392-406.Wang, J., & Mentes, J. (2006). Cultural influences in the detection of acute confusion inTaiwanese elders. Journal of Gerontological Nursing, 32 (6), 7-12.Mentes, J. (2006). Oral hydration in older adults. American Journal of Nursing, 106 (6),40-49.Morris, DL, & Mentes, J. (2006). Geropsychiatric nursing education: Challenge andopportunity. Journal of the American Psychiatric Nursing Association, 12 (2), 105-115.Woods, DL, & Mentes, J. (2006). Agitated behavior as a prodromal symptom ofphysiological illness: A case of the flu. Journal of the American Geriatrics Society,54,1953-1954.Nyamathi, AdelineBerg, J., Nyamathi, A., Christiani, A., Morisky, D., & Leake, B. (2005). Predictors ofScreening Results for Depressive Symptoms Among Homeless Adults in Los Angeles withLatent TB. Research in Nursing & Health, 28, 220-229.Nyamathi, A., Berg, J., Jones, T., & Leake, B. (2005). Predictors of Perceived HealthStatus of Tuberculosis Infected Homeless. Western Journal of Nursing Research. 27, 896-910.Nyamathi, A., Christiani, A., Windokun, S., Jones, T., Strehlow, A., & Shoptaw. S. (2005).Hepatitis C Virus Infection, Substance Use and Mental Illness Among Homeless Youth. AReview AIDS, 19, S34-40.129

van Servellen, G. Nyamathi, A., Carpio, F., Pearce, D., Garcia-Teague, L., Herrera, G.,Lombardi, E. (2005). Effects of a Treatment Adherence Enhancement Program on HealthLiteracy: Patient Provider Relationships and Adherence to HAART Among Low IncomeHIV+ Spanish Speaking Latinos. AIDS Patient Care and STDs, 19, 745-759.Nyamathi, A., Dixon, E., Wiley, D., Christiani, A., & Lowe, A. (2006). Hepatitis C VirusInfection Among Homeless Men Referred from a Community Clinic. Western Journal ofNursing Research, 28, 475-88.Nyamathi, A., Stein, J. A., Schumann, A., Tyler, D. (2007). Latent Variable Assessment ofOutcomes in a Nurse Case Managed Intervention to Increase Latent TuberculosisTreatment Completion in Homeless Adults. Health Psychology, 26, 68-76.Griffis, C. A., Compton, M., Martinez-Maza, O., Doering, L., Nyamathi, A., Irwin, M. R.et al. (2007). Pain related activation of leukocyte cellular adhesion molecules. PreliminaryFindings. Neuroimmunomodulation, 14(5), 224-228.Nyamathi A., Christiani, A., Nahid, P., Strehlow, A., Gregerson, P., Morisky, D., & Leake,B. (2006). A Randomized Controlled Trial of Two Treatment Programs for HomelessAdults with Latent Tuberculosis Infection. International Journal of Tuberculosis and LungDisease, 10, 775-82.Nyamathi, A., Suhadev, M., Swaminathan, S., & Fahey, J. L. (2006). Perceptions of aCommunity Sample about Participation in Future HIV Vaccine Trials in South India. AIDS& Behavior. DOI:1007/s101461-006-9173-8.Stein, J., Nyamathi, A., Ullman, J., & Bentler, P. (2007). Impact of Marriage onHIV/AIDS Risk Behaviors Among Impoverished At-Risk Couples: A Multi-Level LatentVariable Approach. AIDS and Behavior, DOI: 10.1007/s10461-005-90582.Nyamathi, A., King, M., Casillas, A., Gresham, L. S., & Mutere, M. (2007). Perceptions ofthe Nurses in Content and Delivery Style of Bioterrorism Education. Journal for Nurses inStaff Development, 23, 251-257.Lithgow, D., Nyamathi, A., Elashoff, D., Martinez-Maza, O., Covington, C. (2006). C-Reactive Protein in Nipple Aspirate Fluid: Relation to Women’s Health Factors. NursingResearch, 55, 418-425.Lithgow, D., Nyamathi, A., Elashoff, D., Martinez-Maza, O., Covington, C. (2007). C-Reactive Protein in Nipple Aspirate Fluid Associated with Gail Model Factors. BiologicalResearch for Nursing, 9,108-116.Gelberg, L., Lu, M.C., Leake, B., Andersen, R. M., Morgenstern, H., Nyamathi, A.(2007). Homeless Women: Who is Really at Risk for Unintended Pregnancy? Maternal &130

Child Health. Epub Ahead of Print PMID: 18026826Koniak-Griffin, D., Nyamathi, A., Tallen, L., Gonzalez-Figueroa, E., & Dominick, E.(2007). Breaking the Silence: What Homeless 18-24 Year Olds Say about HIV VaccineTrials. Journal of Health Care for the Poor and Underserved, 18(3), 687-98.Suhadev, M., Nyamathi, A., Swaminathan, S., Venkatesan, P., Sakthivel, R.Shenbagavalli, Suresh, A., & Fahey, J. (2006). A Pilot Study on Willingness to Participatein Future Preventive HIV Vaccine Trials. Indian Journal of Medical Research, 124(6), 631-40.Nyamathi, A., Singh, V. P., Lowe, A., Khurana, A., Taneja, D., George, S., & Fahey, J. L.(2007). Knowledge and Attitudes about HIV/AIDS among Homoeopathic Practitioners andEducators in India. ECAM. DOI: 10.1093/ecam/nem018Schumann, A., Nyamathi, A., Stein, J. (2007). HIV Risk Reduction in Nurse Case-Managed TB and HIV Intervention among Homeless Adults. Journal of Health Psychology,12, 833-843.Christiani, A., Hudson, A., Nyamathi, A., Mutere, M., Sweat, J., Gedzoff, D. (2008).Attitudes of Homeless and Drug-Using Youth Regarding Barriers and Facilitators inDelivery of Quality and Culturally Sensitive Health Care. Journal of Child and AdolescentPsychiatric Nursing, 21, 154-162.Jones, T., Nyamathi, A., Newman Giger, J., Jacobsen, S. (2007). Antibody Response toHepatitis B Vaccination in Urban, Homeless Adults. Journal of the National Black NursesAssociation, 18, 1-7.Nyamathi, A., McNeese-Smith, D., Shoptaw, S., Mutere, M., Cohen, Al., Amrani, I.,Morales, L., & Castro, V. (2007). Perceptions of Methadone Maintained Clients aboutBarriers and Facilitators to Help-Seeking Behavior. Progress in Community HealthPartnerships: Research, Education and Action, 1(4): 301-310.Nyamathi, A., Dixon, E., Shoptaw, S., Marfisee, M., Gelberg, L., Williams, S., Dominick,S., & Leake, B. (2008). Profile of Lifetime Methamphetamine Use among Homeless Adultsin Los Angeles. Drug and Alcohol Dependence, 92, 277-281.Nyamathi, A., Nahid, P., Berg, J., Christiani, A., Aqtash, S., Morisky, D., & Leake, B.(2008). Efficacy of Nurse Case Managed Intervention for Latent Tuberculosis amongHomeless Subsamples. Nursing Research, 57(1), 33-9.McNeese-Smith, D., Nyamathi, A., Longshore, D., Wickman, M., Robertson, O., Obert, J.,McCann, M., Wells, K., Wenzel, S. (2007). Processes and Outcomes of Substance AbuseTreatment Between Two Programs for Clients Insured Under Managed Care. American131

Journal of Drug and Alcohol Abuse, 33, 439-46.Borkow, G., Lara, H., Covington, C., Nyamathi, A., Gabbay, J. (2008). Deactivation ofHIV-1 in Medium by Copper-Oxide Containing Filters. Antimicrobial Agents andChemotherapy, 52, 518-525.Mendelson, S.G., McNeese-Smith, D., Koniak-Griffin, D., Nyamathi, A., Lu, M. C.(2008). A Community-Based Parish Nurse Intervention Program for Mexican AmericanWomen with Gestational Diabetes. J Obstet Gynecol Neonatal Nurs. 37(4), 415-25.Pavlish, CarolPavlish, C. (2007). Narrative inquiry into life experiences of refugee women and men.International Nursing Review, 54, 28-34.Pavlish, C., & Ceronsky, C. (2007). Oncology nurses’ perceptions about palliative care.Oncology Nursing Forum, 34, 793-400.Phillips, LindaCrist JD. Michaels C. Gelfand DE. Phillips LR. (2007). Defining and measuring serviceawareness among elders and caregivers of Mexican descent. Research & Theory forNursing Practice. 21(2):119-34.Choi, M., Phillips, R. L., Figueredo, A. J., Insel, K., & Min, S. K. (2008). Constructvalidity of the Korean Women’s Abuse Intolerance Scale. Nursing Research, 57(1), 40-50.Tsai, P, Beck, C, Richards, K, Phillips L., Roberson, PK, & Evans, J. (2008). The painbehaviors for osteoarthritis instrument for cognitively impaired elders (PBOICIE).Research in Gerontological Nursing, 1(2), 116-122.Phillips, L. (2008). Nursing Intervention for Abuse of Aging Caregivers. Advances inNursing Science. 31 (2), 164-181.Phillips LR (2008). Reflections on 30 years of gerontological nursing science. The DorisSchwartz Gerontological Nursing Research Award presentation. Journal of GerontologicalNursing, 34, 4-6.Phillips, L. (2008). Thoughts about the state of the science related to culturally competentcare of persons with chronic illness and its relationship to practice. CommunicatingNursing Research. 41, 45-58.Phillips, L. & Crist, J. (In press). Social Relationships in the Context of Caregiving: ACross-Cultural Comparison. Journal of Transcultural Nursing.Robbins, Wendy Martin L, Chen H, Liao X, Allayee H, Shih D, Lee G, Hovland D, Robbins W, Carene K,Hess R, Lusis A, Collins M. (2007) FK506, a calcineurin inhibitor, prevents cadmiuminducedtesticular toxicity in mice, Toxicological Sciences 100:474-485.Robbins WA, Wei F, Elashoff DA, Wu G, Xun L, Jia J (2008) Y:X sperm ratio in boronexposed men, Journal of Andrology,29:115-121 .132

Xing X, Wu G, Wei F, Liu P, Wei H, Wang C, Jun X, Xun L, Jia J, Kennedy N, ElashoffDA, Robbins WA (2008) Biomarkers of environmental and workplace boron exposure,Journal of Occupational and Environmental Hygiene, 5:141-147.Li N, Elashoff DA, Robbins WA, Xun L (2008) A hierarchical zero-inflated log-normalmodel for skewed responses, Statistical methods in medical research, in press.Sarna. LindaSarna L, Padilla G, Cooley M, Williams R, Brown J, Chernecky et al. (2005). Quality oflife of women living with lung cancer. Oncology Nursing Forum. www.ons.org. digitalidentifier 10.1188/05.ONF.E9-19.Sarna L, Bialous SA, Wewers ME, Froelicher ES, Danao L (2005). Nurses, smoking, andthe workplace. Research in Nursing & Health. 28, 79-90.Sarna L, & Bialous S (2005) Tobacco control in the 21 st century: a critical issue for thenursing profession. Research and Theory for Nursing Practice. Research and Theory forNursing Practice: An International Journal. 19:15-24.Gritz, E.R., Dresler, C. & Sarna, L (2005) Smoking, the missing drug interaction inclinical trials: Ignoring the Obvious. Cancer Epidemiology & Biomarkers and Prevention.14:2287-93.Sarna, L., Bialous, S., Barbeau, E., McLellan, D. (2006). Strategies to implement tobaccocontrol policy and advocacy initiatives. Critical Care Nursing Clinics of North America. 19:15-24.Wells M, Sarna L, Bialous SA (2006). Nursing research in smoking cessation: a listing ofthe literature, 1996-2005. Nursing Research, 55 (Suppl 4): S16-28.Wewers ME, Sarna L, Rice VH (2006). Nursing research and treatment of tobaccodependence: state of the science. Nursing Research, 55 (Suppl 4): S11-15.Sarna L, Bialous SA. (2006). Strategic directions for nursing research in tobaccodependence. Nursing Research. 55 (Suppl 4):S1-9.MacDonald DJ, Sarna L, Uman GC, Grant M, Weitzel JN (2006). Cancer screening andrisk-reducing behaviors of women seeking genetic cancer risk assessment for breast andovarian cancers. Oncology Nursing Forum, 33:E27-35.Sarna L, Danao LL, Chan SS, Shin SR, Baldagao LA, Endo E, Minegishi H, Wewers ME(2006) Tobacco control curricula content in baccalaureate nursing programs in four Asiannations. Nursing Outlook, 54: 334-45Sarna L, Cooley ME, Brown JK, Williams RD, Chernecky, C, Padilla G, Danao LL.(2006) Quality of life and health status of dyads of women with lung cancer and familymembers. Oncology Nursing Forum, 33: 1109-16.Wells M, Sarna L, Cooley ME, Brown JK, Chernecky C, Williams RD, Padilla G, Danao133

LL (2007). Use of complementary medicine therapies to control symptoms in women withlung cancer. Cancer Nursing. 30: 45-55.Chan SC, Sarna L, Wong DCN, Lam TH (2007). Nurses’ Tobacco-related knowledge,attitudes, and practice in four major cities in China. Journal of Nursing Scholarship. 39:46-53.Chan SC, Sarna L, Danao LL (2007). Are nurses prepared to curb the tobacco epidemic inChina? A questionnaire survey of schools of nursing. International Journal of NursingStudies. Doi:10.1016/j.inurstu.2006.12.008.Sarna L, Bialous SA, Wewers ME, Froelicher ES, Wells M, Balbach E (2007). Web loganalysis of the Tobacco Free Nurses Website. OJNI. http://eaaknowledge.com/ojni/ni/11_3/sarna.htmMacDonald DJ, Sarna L, van Servellen G, Bastani R, Giger JN, Weitzel JN (2007)Selection of family members fro communication of cancer risk and barriers to thiscommunication prior to and after genetic cancer risk assessment. Genetics inMedicine.9:275-82.Cooley ME, Sarna, L, Brown, JK, Williams RD, Chernecky C, Padilla LL, Elashoff D(2007).Tobacco use in women with lung cancer. Annals of Behavioral Medicine. 33:242-50.Nides M, Leischow S, Sarna L, Evans S. (2007) Maximizing smoking cessation in clinicalpractice: pharmacologic and behavioral interventions. Preventive Cardiology.10(2 supp)23-29.Gritz E, Sarna L, Dresler C, Healton CG. (2007). Building a United front: aligning theagendas for tobacco control, lung cancer research, and policy. Cancer EpidemiolBiomarkers Prev. 16:859-63.Cooley M.E., Sipples R.L., Murphy M., Sarna L. (2008). Smoking cessation and lungcancer: oncology nurses can make a difference. Seminars in Oncology Nursing. 24: 16-26.MacDonald D, Sarna L, Giger JN, Bastani, R, van Servellen, G, Weitzel JN/ Comparisonof Latina and non-Latina White women’s beliefs about communicating genetic cancer riskto relatives (2008) Journal of Health Communication. 13: 465-479.Sarna L, Cooley M, Brown J, Chernecky C (2008) Symptom severity one to four monthsafter thoracotomy. American Journal of Critical Care. 17:455-467.Sarna L, Swann S, Langer C, Werner-Wasik M, Nicolaou N, Komaki R, Machtay M,Byhardt R, Wasserman, Movsas B. (2008). Clinically meaningful differences in patientreported outcomes (PROs) with amifostine in combination with chemoradiation for locallyadvanced non-small cell lung cancer. An analysis of RTOG 9801. International Journal ofRadiation Oncology, Biology, Physics.134

Sun, V, Sarna L, Wagman, L D (2008). Symptom management in hepatocellularcarcinoma. Clinical Journal of Oncology NursingSarna L, Bialous SA, Cooley ME, Jun HJ, Feskanich D (in press). Impact of smokingcessation on health-related quality of life life: data from the Nurses’ Health Study. Qualityof life Research.Sarna L, Bialous SA, Jun HJ, Wewers ME, Cooley ME, Feskanich D (in press, 2008).Trends in smoking status in the Nurse’s Health Study (1976-2003). Nursing Research.Sarna L, Bialous S, Wells, M, Kotlerman J, Wewers ME, Froelicher E (in press) Nurses’smoking cessation interventions: reports from a national survey. Journal of ClinicalNursing.Sarna L, Bialous S, Rice V, Wewers ME. (in press, 2009). Promoting tobacco dependencetreatment in nursing education. Drug and Alcohol Review.Bialous SA, Sarna L, Wells MJ, Elashoff D, Wewers ME, Froelicher ES, Kotlerman. (inpress) Nurses QuitNet: Background, methods, and characteristics. Public Health Nursing.Wiley, Dorothy Wiley DJ, Harper DM, Elashoff D, Silverberg MJ, Kaestle C, Cook RL, Heileman M,Johnson L. (2005). How Condom Use, Number of Receptive Anal Intercourse partners andHistory of External Genital Warts Predict Risk for External Anal Warts. InternationalJournal of STD & AIDS. 16:203-211.Wiley DJ, Huh J, Rao JY, Chang CH, Goetz M, Poulter M, Masongsong E, Chang CI,Bernard HU. (2005) Methylation of Human Papillomavirus Genomes in Cells of AnalEpithelia of HIV- Infected Men. Journal of Acquired Immune Deficiency Syndrome – BasicScience. 39(2):143-151.Nyamathi A, Dixon E, Wiley D, Christiani A, Lowe A. (2006). Hepatitis C virus infectionamong homeless men referred from a community clinic. Western Journal of NursingResearch. 28(4):475-488.Mao C, Koutsky LA, Ault KA, Wheeler CM, Brown DR, Wiley DJ, Alvarez FB, BautistaOM, Jansen KU, Barr E.(2006) Efficacy of human papillomavirus-16 vaccine to preventcervical intraepithelial neoplasia: a randomized controlled trial. Obstet Gynecol. 107(1):18-27.Wiley DJ, Wiesmeier E, Masongsong E, Gylys K, Koutsky LA, Ferris DG, Barr E, RaoJY. (2006). Smokers at higher risk for undetected antibody for oncogenic HumanPapillomavirus Type 16 infection. Cancer Epidemiology, Biomarkers and Prevention.15(5):915-920.Valore EV, Wiley DJ, Ganz T. (2006). Reversible deficiency of antimicrobialpolypeptides in bacterial vaginosis. Infection and Immunity 74(10):5693-5702.135

Newman PA, Roberts KJ, Masongsong E, Wiley DJ. (2008). Anal Cancer Screening:Barriers and facilitators among ethnically diverse gay, bisexual, transgender and other menwho have sex with men. Journal of Gay and Lesbian Social Services. In pressD’Souza A, Wiley DJ, Li X, Chmiel JS, Margolick JB, Cranston RD, Jacobson LP.Incidence and epidemiology of anal cancer in the Multicenter AIDS Cohort Study(MACS). Journal of Acquired Immune Deficiency Syndromes. Jul 8. {Epub ahead ofprint}Purdy I, Wiley DJ, Smith LM, Howes C, Gawlinski A, Robbins W, Badr LK. CumulativePerinatal Steroids: Child Development of Preterm Infants. Journal of Pediatric Nursing.2008 Jun;23(3):201-14.Wiesmeier E, Masongsong E, Wiley DJ. The Prevalence of Examiner-Diagnosed ClitoralHood Adhesions in a Population of College-Age Women. Journal of Lower Genital TractDisease. In press.DSouza G, Cook RL, Ostrow D, Johnson-Mill L, Wiley DJ, Sylvester T. Frequency andpredictors of intention to seek anal cancer screening in men who have sex with men.Journal of General Internal Medicine. In press.Woods. LynnWoods, D. L. & Martin, J. (2007) Cortisol and wake time in nursing home residents withbehavioral symptoms of dementia, Biological Research for Nursing, 9(1) 21-29.Woods, D. L., Kovach, C., Raff, H., Joosse, L., Basmadjian, A., Hegadoren, K. (2008)Using saliva to measure endogenous cortisol in nursing home residents with advanceddementia. Research in Nursing and Health, Jan 28 [Epub ahead of print].Woo, MaryHarper RM, Macey PM, Woo MA, Macey KE, Keens TG, Gozal D, Alger JR.Hypercapnic exposure in congenital central hypoventilation syndrome reveals CNSrespiratory control mechanisms. J Neurophysiol 2005; 93: 1647-1658.Macey PM, Macey KE, Woo MA, Keens TG, Harper RM. Aberrant neural responses tocold pressor challenges in congenital central hypoventilation syndrome. PediatricResearch 2005; 57: 1-9.Woo MA, Macey PM, Macey KE, Keens TG, Woo MS, Harper RK, Harper RM. FMRIresponses to hyperoxia in congenital central hypoventilation syndrome. PediatricResearch 2005; 57: 1-10Woo MA, Macey PM, Keens PT, Kumar R, Fonarow GC, Hamilton MA, Harper RM.Functional abnormalities in brain areas which mediate autonomic nervous systemcontrol in advanced heart failure. J Cardiac Failure 2005; 11:437-446.Kumar R, Macey P, Woo, M, Alger J, Keens T, Harper R. Neuroanatomic deficits incongenital central hypoventilation syndrome. J Comparative Neurol 2005, 487: 361-371Macey KE, Macey PM, Woo MA, Henderson LA, Frysinger RC, Harper RK, Alger JR,Yan-Go F, Harper RM. Inspiratory loading elicits aberrant fMRI signal changes in136

obstructive sleep apnea. Respir Physiol Neurobiol 2006; 151: 44-60.Henderson LA, Macey KE, Macey PM, Woo MA, Yan-Go FL, Harper RM. Regionalbrain response patterns to Cheyne-Stokes breathing. Resp Physiol Neurobiol 2006: 150:87-93.Kumar R, Macey PM, Woo MA, Alger JR, Harper RM. Elevated mean diffusivity inwidespread brain regions in congenital central hypoventilation syndrome. J MagneticResonance Imaging 2006; 24: 1252-1258.Lipsett MJ, Tsai FC, Roger L, Woo M, Ostro BD. Coarse particles and heart ratevariability among older adults with coronary artery disease in the Coachella Valley,California. Environ Health Perspect 2006; 114: 1215-1220.Woo MA, Macey PM, Keens PT, Kumar R, Fonarow GC, Hamilton MA, Harper RM.Aberrant central nervous system responses to the Valsalva maneuver in heart failure.Congestive Heart Failure 2007;13:29-35.Macey PM, Woo MA, Harper RM. Hyperoxic brain effects are normalized by additionof CO2. PLOS Medicine 2007; 4: 1-8.Serber SL, Kumar R, Woo MA, Macey PM, Fonarow GC, Harper RM. Cognitive testperformance and brain pathology. Nursing Research 2008; 57: 75-83.Kumar R, Birrer BV, Macey PM, Woo MA, Gupta RK, Yan-Go FL, Harper RM.Reduced mammillary body volume in patients with obstructive sleep apnea. NeurosciLett 2008; 438: 330-334.Kumar R, Macey PM, Woo MA, Alger JR, Harper RM. Diffusion tensor imagingdemonstrates brainstem and cerebellar abnormalities in congenital centralhypoventilation syndrome. Pediatr Res 2008; 64: 275-280.Kumar R, Macey PM, Cross RL, Woo MA, Yan-Go FL, Harper RM. Neural alterationsassociated with anxiety symptoms in obstructive sleep apnea syndrome. Depression andAnxiety 2008 (in press)Woo MA, Kumar R, Macey PM, Fonarow GC, Harper RM. Brain injury in autonomic,emotional, and cognitive regulatory areas in patients with heart failure. J Cardiac Failure2008 (in press)Wright, KynnaWright, K. (2007). Examining racial and ethnic disparities and predictors of medicationuse among california’s african-american, Latino, and white children with asthma. TheJournal of The National Black Nurse’s Association, 18, 2:1-15.137

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J8. Participation on Community Boards and/or Service to Community OrganizationsAcademic Senate MembersFongwa, MarieParticipation on Community Boards and/or Service to CommunityOrganizationsAdvisory Board Member, Managed Healthcare United (MHU);Advisory Board Member, Hope for Africa (non-profit organization).Hodge, Felicia California Indian College Advisory Board, Sacramento, CA (2006-present).Salish Kootenai College, School of NursingUniversity of Arizona at TucsonGiger, Joyce NewmanLewis, Mary AnnHealthy African American Families IIBoard of Directors, Treasurer, Maxicare Research and EducationFoundationMedical Advisory Board Developmental Disabilities Digest,California Center for Health ImprovementMaliski, SallyWestminster Free Clinic; Clinical Coordinator and Friends BoardIMPACT (Improving Access, Treatment, and Counseling for Californianswith prostate cancer) Executive BoardCare Now Executive BoardPavlish, CarolNurse researcher for the American Refugee Committee, InternationalTechnical Advisor on Gender-based Violence Program Development inpost conflict settings of Sudan and Uganda for the American RefugeeCommittee, InternationalTechnical Advisor on the Home-based Palliative Care ProgramDevelopment in Yei District, South Sudan for the American RefugeeCommitteeMinnesota Lifeline Disaster Response Team - Hurricane Katrina andHurricane RitaSarna, LindaAmerican Cancer Society, Coastal Cities UnitWomen Against Lung Cancer, Board memberWiley, DorothyAmerican Cancer Society139

Tri-Cities Relay for Life, Banking Committee ChairpersonTri-Cities Relays for Life, Registration ChairpersonWright, Kynna L.A. Care Children’s Health Consultant Advisory Committee (CHCAC) -Previous Chair (2005)/Vice-Chair (2002-2004)-Healthy African-American Families- Preterm Workgroup Committee,Diabetes Committee, Asthma CommitteeLos Angeles County Asthma CoalitionAmerican Lung Association- Speaker’s BureauAssociation of University WomenJ9. Consultation other Schools, Research Teams, etc.Academic Senate MembersBates-Jensen, Barbara“Assessing the Care of Vulnerable Elders (ACOVE) project, Potential QualityIndicators and Literature Review: Pressure Ulcers”, Consultant. November1998—March 1999. Agency: RAND Corporation, Santa Monica, CA“Assessing the Care of Vulnerable Elders (ACOVE)-3 project, PotentialQuality Indicators and Literature Review: Pressure Ulcers”, Consultant.February 2005—November 2005. Agency: RAND Corporation, Santa Monica,CACompton. PeggyAdvisory Board Member, Balanced Pain Policy Initiative, Center forPractical BioethicsAdvisory Board Member: Last Acts: A National Coalition to ImproveCare and Caring Near the End of Life, National Program OfficePartnership for Caring, Inc.Scientific Planning Committee, International Association for Pain and140

Chemical DependencyMember, Task Force on Pain in the Emergency Department,American Society for Pain Management Nursing and the EmergencyNurses AssociationMember, Consensus Panel Management of Chronic Pain in Peoplewith Substance Abuse Disorders, Substance Abuse and Mental HealthServices Center for Substance Abuse TreatmentDoering, Lynn Nurse Scientist (WOS), Kaiser Permanente Southern CaliforniaNursing Research ProgramEastwood, Jo-Ann Women’s Heart Center-Cedars-Sinai, Los Angeles, CA. KitasatoUniversity, Japan, Brazilian Cardiovascular Nurses Association-Rio deJaneiro,LA Harbor College, Wilmington, CA. Society of Heart Failure NursesAmerican Association of Critical Care Nurses, Aliso ViejoEvangelista, LorraineKaplan Learning Center - NCLEX reviewerUniversity of Phoenix - Consultant for Nurse Education CurriculumDevelopment & ImplementationKitasato University, School of Nursing, JapanChiba University, School of Nursing, JapanFitzGerald, LeahVeterans Affairs Advisory Committee on Continuing Education in NursingJonsson Comprehensive Cancer Center 2006 – presentNorman Cousins Center for Psychoneuroimmunology Investigator,Member 2006 - presentFaculty Advisor, Sigma Theta Tau Gamma Tau Chapter 2006 – presentFongwa, MarieMulti-center AIDS Cohort (MACS) Malignancy Working Group 2006 –presentMember, Advisory Group: The California Endowment/AACN Project:“Preparing a Culturally Competent Masters and Doctorally- PreparedNursing WorkforceHodge, Felicia Member, NIH/NIR National Advisory Group, 2005-2009CDC Reviewer on Special Emphasis Panel “Improving Public HealthPractice through Translation Research” (2007).141

NCI Reviewer for Small Grants for Behavioral Research in Cancer Control(2007)NCI Reviewer on “Comprehensive Minority Institution/Cancer CenterPartnership” (2007).Giger, Joyce NewmanFlorida A&M University, School of NursingUniversity of Alabama at Birmingham, School of NursingSeton Hall University, School of NursingCharles Drew University, School of NursingNorth Carolina A& T University, School of NursingMember, NIH/NIR National Advisory Group, 2003-2007.Hampton University, School of NursingJacobs, EufemiaChildren’s Hospital Los Angeles, RN Research Fellowship ProgramKoniak-Griffin, DeborahUniversity of Texas, El Paso School of NursingArizona State UniversityJody Foster on her R21, Emory University School of NursingLillian Gelberg, UCLA School of Medicine, pm jer R21Numerous additional investigators attending CVPR Summer InstituteStanding Member, NIH, NINR NRCC2006 (April) Member, NIH, NINR Special Emphasis Panel ZNR1 (96) IRGStudy SectionLeach, Linda SearleLeadership Development for Patient Care Services Northridge HospitalMedical Center, CA 2005 & 2006Nursing Research Committee, Kaiser Permanente Fontana Medical Center,CA 2008Lewis, Mary AnnMacabasco-O’Connell,Consultant, University of PennsylvaniaConsultant, Duke UniversityConsultant for Heart Failure Disease Management Programs at142

AureliaHarbor-UCLA and Olive View-UCLA Medical CenterNP Consultant – Harbor-UCLA and Olive View-UCLA MedicalCenterConsultant for development of a low-literacy patient education toolfor heart failure patients – Olive View-UCLA Medical CenterMaliski, SallyAnne Coleman, MD, Ophthamology (UCLA Jules Stein), Research onwillingness to undergo screening for genetic eye diseasesJennifer Anger, MD, Urology (Harbor UCLA): Qualitative consultant for KawardTracey Krupski, MD, Urology (Duke University): Qualitative consultant forDoD grantMentes, JanetNyamathi, AdelineConsultation to Joerg Haslbeck of University of Bielefeld, Germanyconcerning his Harkness Fellowship.1991-present Institutional Predoctoral Training Grant for AIDS ResearchProgram Director, Dr. Morisky School of Public Health, participatingmember1997-present, UCLA AIDS Institute Seed Grant, Center for AIDS Research,Director Irvin Chen1997-present, National Institute of Health Division of Research Grants,AIDS & Related Research Review Group1997 - 2003 RAND2001-present Co-director, Fogarty International Post Doctoral Research andTraining Program2002-present CHIPTS, Reviewer of Grants2003-present University of Pennsylvania, P30 Center1998-present Committee on Collegiate Nursing Education, ReviewerPresent Chair, California AIDS Research Program2008 Azuza Pacific University School of NursingPavlish, Carol Consultant, National Institute of Child Health and Human Development U-13 Grant "Community Connections and Collaboration: African Immigrant143

Women's Health Concerns in Minneapolis-St. Paul"Phillips, LindaDr. Pat Jones, Loma Linda University School of NursingAARP Caregiving Conference, Washington DCDr. Janice Crist, University of Arizona College of NursingRobbins, WendieSarna, LindaDr. Socorro Dominquez, University of New Mexico College of NursingExecutive Committee, UC Toxic Substances Research and TeachingProgramSpecial Emphasis Panel review, National Cancer Institute, Cancer PatientOutcomes ZCA1 SRLB-H (C1)2008 Updated the ONS Tobacco Policy, in collaboration with Dr. StellaBialous2008 Consultation with Loma Linda faculty regarding integration of tobaccocompetency within nursing curricula2008 Smoking Cessation Leadership Center Annual meeting participant,May, 2008.2007-2008 American Medical Association Management of TobaccoDependence Expert Panel Roundtable (invited participant)2007 Reviewer for the US Public Health Service sponsored ClinicalPractice Guideline: Treating Tobacco Use and Dependence: 2008 Update.2007 Coordination of review for the modification for an abbreviated RX forChange® smoking cessation curriculum for use in schools of nursing2007 Oncology Nursing Society, Review of ONS Core Competencies forMulti-site Research2005-2007 Oncology Nursing Society, Peer-review team for ONF grants2006 Joint Commission, Smoking Cessation Technical Expert Panel, June20052005 Peer review, National Cancer Institute, National Institutes of Health,Reducing Barriers to Effective Symptom Management and Palliative Care.2008 International network for nurses in tobacco control, consultant toJennifer Percival for preparation of proposal for a Network of Nurses inTobacco Control for the Tobacco Free Initiative, World Health Organization144

Wiley, DorothyWoods, LynnWright, Kynna2006 “Opponent” for doctoral dissertation, Lena Sharp, Karolinska CancerInstitute, JanuaryUCLA Center for Vulnerable Populations Research Biocore2000-present, UCLA AIDS Institute Seed Grant, Center for AIDS Research,Director Irvin ChenConsultant to the Director of the MSN Program and the Coordinator of thenew A.D.N. to MSN program at Mount St. Mary’s College regarding theCommunity/Public Health Nursing curricula using the Public Health PracticeModel by Smith and Bazini-Barakat (March 2008).Dr. Christine Kovach Professor, University of Wisconsin-Milaukee College ofNursingUSC KECK SCHOOL OF MEDICINE AIR STUDY145

Appendix K: Pre-licensure Student Handbook146

APPENDIX K: PRE-LICENSURE HANDBOOK (BS-GENERIC AND MECN)UNIVERSITY OF CALIFORNIA, LOS ANGELESSchool of Nursing______________________________________________________________________________Factor BuildingBox 951702Los Angeles, CA 90095-1702Dear Nursing Student:Welcome to the University of California Los Angeles (UCLA) School of Nursing which enjoys anational and international reputation for excellence in teaching, research and clinical practice. InFall 2006, two prelicensure programs became a part of the legacy of the School of Nursing: TheBachelor of Science (BS-G) and the Masters Entry Clinical Nurse (MECN) programs. The fouryearBS-G program, which had been active from 1989 to 1996, has reinstated the UC system’sundergraduate nursing degree program. The two-year MECN program, leading to a MSN degree,prepares non-nurses who have completed undergraduate studies in other disciplines into generalist,bedside nurses with unique preparation in leadership and health care delivery systems. Bothprograms prepare students for RN licensure with the skills and abilities to function in the complexenvironments of hospitals and other health-care delivery settings.This Handbook has been prepared to inform students enrolled in these exciting prelicensureprograms about School of Nursing and University policies. As students are responsible for thesepolicies, please read them carefully. We look forward to supporting you as you embark on thisvery exciting journey.Sincerely,Adey Nyamathi, ANP, Ph.D., FAANAssociate Dean for Academic AffairsAudrienne H Moseley Endowed Chair in Community Health Research147

TABLE OF CONTENTSPURPOSE ................................................................................................................................................................151HISTORY OF THE SCHOOL...............................................................................................................................151PHILOSOPHY OF THE UCLA SCHOOL OF NURSING.................................................................................152MISSION OF THE UCLA SCHOOL OF NURSING..........................................................................................153ACCREDITATION....................................................................................................................................................154BACHELOR OF SCIENCE DEGREE PROGRAM ...........................................................................................154PROGRAM GOALS ..................................................................................................................................................154GENERIC/PRE-LICENSURE PROGRAM CURRICULUM PLAN.....................................................................................156B.S. GENERIC/PRE-LICENSURE (BS-G) GRADING POLICY.....................................................................................157B.S. GENERIC/PRE-LICENSURE (BS-G) PROGRESSION...........................................................................................158M.S.N. MASTERS ENTRY CLINICAL NURSE (MECN) PROGRAM ...........................................................160PROGRAM GOALS ..................................................................................................................................................160MECN PROGRAM CURRICULUM PLAN..................................................................................................................161MECN GRADING POLICY ......................................................................................................................................162MECN PROGRESSION............................................................................................................................................163ASSESSMENT EXAMINATIONS........................................................................................................................165PURPOSE................................................................................................................................................................165ATI LEVEL/ COURSE EXAMINATION .....................................................................................................................165Scheduling........................................................................................................................................................165Passing the ATI Level/ Course Examination....................................................................................................165Practicing for the ATI Exams...........................................................................................................................165ATI EXIT EXAMINATION (RN COMPREHENSIVE PREDICTOR) ...............................................................................166ATI EXAM SCHEDULE ...........................................................................................................................................166MECN WRITTEN COMPREHENSIVE EXAMINATION ...............................................................................................167GRADING AND BEHAVIOR POLICY ...............................................................................................................168POSTING OF GRADES AND/OR DISTRIBUTION OF EXAMS .......................................................................................168APPEAL PROCESS...................................................................................................................................................168Grades Not Preventing Progression ................................................................................................................168Grades Preventing Progression.......................................................................................................................168EXPECTATIONS FOR BEHAVIOR .............................................................................................................................169ESSENTIAL FUNCTIONS OF A NURSING STUDENT...................................................................................................169COMMITMENT TO LEARNING .................................................................................................................................171CLINICAL EDUCATION......................................................................................................................................173CAMPUS SKILLS LABORATORY..............................................................................................................................173CLINICAL COURSE WORK......................................................................................................................................173DOCUMENTATION OF INAPPROPRIATE BEHAVIOR OR UNSAFE CLINICAL PRACTICE..............................................175Issuing an Anecdotal Note ...............................................................................................................................175ELIGIBILITY FOR CLINICAL PRACTICE ...................................................................................................................176Health Evaluation ............................................................................................................................................176General.......................................................................................................................................................................... 176Physical Exam .............................................................................................................................................................. 176Tuberculosis Evaluation................................................................................................................................................ 176Immunization Status ..................................................................................................................................................... 177Basic Life Support Cardio Pulmonary Resuscitation (BLS/CPR)................................................................................. 177Background Check........................................................................................................................................................ 177HIPAA Privacy and Security Screening ....................................................................................................................... 178148

PERSONAL APPEARANCE.................................................................................................................................179HYGIENE................................................................................................................................................................179NURSING UNIFORM ...............................................................................................................................................180CLINICAL AGENCY RULES...............................................................................................................................181CONFIDENTIALITY.............................................................................................................................................181SCHOOL OF NURSING: FITNESS-FOR-CLINICAL GUIDELINES.............................................................183POLICY ..................................................................................................................................................................183PURPOSE................................................................................................................................................................183PROCEDURES TO FOLLOW:.....................................................................................................................................183HEALTH SITUATIONS INCREASING RISK IN THE CLINICAL SETTING .............................................185UCLA SCHOOL OF NURSING POLICY ON HIV/AIDS AND OTHER BLOOD BORNE DISEASES......186DEFINITIONS..........................................................................................................................................................186HIV/AIDS .........................................................................................................................................................186HIV Positive .....................................................................................................................................................186PRINCIPLES UNDERLYING THE UCLA SCHOOL OF NURSING POLICY ....................................................................186POLICY ..................................................................................................................................................................186PROCEDURAL ADDENDUM TO UCLA SCHOOL OF NURSING’S AIDS POLICY........................................................187POST-EXPOSURE PROPHYLAXIS INSTRUCTIONS.....................................................................................................189STUDENT - FACULTY COMMUNICATION ....................................................................................................191ATTENDANCE POLICIES ...................................................................................................................................191ABSENCES AND PUNCTUALITY ..............................................................................................................................191Theory Courses ................................................................................................................................................191Clinical Courses...............................................................................................................................................192STUDENT INFORMATION..................................................................................................................................194ACADEMIC HONESTY ............................................................................................................................................194GRADUATION ........................................................................................................................................................194LVN 45 UNIT OPTION ...........................................................................................................................................194FINANCIAL ASSISTANCE ........................................................................................................................................194CAMPUS SERVICES ................................................................................................................................................196Student Health..................................................................................................................................................196Student Psychological Services........................................................................................................................196Office for Students with Disabilities.................................................................................................................197Bruin Online.....................................................................................................................................................197Housing............................................................................................................................................................197Transportation and Parking.............................................................................................................................197Police ...............................................................................................................................................................198Emergency Plan ...............................................................................................................................................198Emergency Services .........................................................................................................................................198Emergency Telephone Lines ............................................................................................................................198Escort Services.................................................................................................................................................199ORGANIZATIONS.................................................................................................................................................199NATIONAL STUDENT NURSES’ ASSOCIATION ........................................................................................................199ASSOCIATED STUDENTS - CAMPUS........................................................................................................................199GRADUATE STUDENTS ASSOCIATION - CAMPUS....................................................................................................199GRADUATE STUDENTS IN NURSING ASSOCIATION – GSNA ..................................................................................199NURSING STUDENTS AT UCLA – NSUCLA..........................................................................................................200ALPHA TAU DELTA - ATD ....................................................................................................................................200SIGMA THETA TAU - STT ......................................................................................................................................200149

LATINO STUDENTS ASSOCIATION..........................................................................................................................200PAN AFRICAN STUDENTS ASSOCIATION ................................................................................................................200ORGANIZATIONAL CHART OF THE UCLA SCHOOL OF NURSING ......................................................202UNDERGRADUATE PROGRAM COMMITTEE..............................................................................................203MASTER’S PROGRAM COMMITTEE..............................................................................................................203STUDENT AFFAIRS COMMITTEE ...................................................................................................................203NONDISCRIMINATION/AFFIRMATIVE ACTION POLICY ........................................................................204ELIGIBILITY FOR LICENSURE ........................................................................................................................204CHANGES TO POLICY AND/OR CURRICULUM REQUIREMENTS.........................................................204SIGNATURE AND CONFIRMATION PAGE ....................................................................................................206150

PurposeThe purpose of the pre-licensure nursing programs at University of California at Los Angeles,School of Nursing is to prepare graduates to provide therapeutic nursing care to all entrusted tocare regardless of race/ethnicity, age, gender, culture, religion, or social status. At the prelicensurelevel, two programs are offered, the Bachelor of Science-Generic/Pre-licensure (BS-G)program and the Master of Science in Nursing-Masters Entry Clinical Nurse (MECN) program.This Handbook provides information to facilitate the progression of pre-licensure students in theUCLA School of Nursing. Students are also expected to read and utilize information containedin the UCLA School of Nursing’s Announcement, the UCLA General Catalog, the GraduateDivision Program and Degree Requirements, and the UCLA Schedule of Classes.History of the SchoolIn 1949, the Regents of the University of California authorized the School of Nursing as one ofthe professional schools of the UCLA Center for the Health Sciences. This action paved the wayin 1950 for the opening of an undergraduate generic program in nursing to award a Bachelor ofScience (B.S.) degree and made possible the establishment of a graduate program to award aMaster of Science (M.S.) degree in Nursing in 1951. In 1966, the Master of Nursing (M.N.)degree was established as an alternate option to the M.S. degree. The M.S. degree program wasdiscontinued in 1969. The Regents approved the Doctor of Nursing Science (D.N.Sc.) degreeprogram in 1986, and in 1987 the first doctoral students were admitted. In 1996, the Office ofthe President and the Regents approved the change in the master’s degree designation from M.N.to Master of Science in Nursing (M.S.N.); the change in doctoral degree designation fromD.N.Sc. to Ph.D. in Nursing was approved in 1995.The original generic B.S. program curriculum was revised in 1997 to meet the educational needsof students with registered nurse credentials that hold an Associate Degrees or diplomas innursing.In 2006, the School of Nursing reinstated the BS-G program with admission at the freshmanlevel and concomitantly launched the MECN program option within the M.S.N. degree program,designed to educate pre-licensure students with bachelor’s degrees in another discipline.The School of Nursing pre-licensure (BS-G and MECN) and master’s programs are approved bythe California Board of Registered Nursing. In 2001, the Commission on Collegiate NursingEducation (CCNE) accredited the existing bachelor’s and master’s degree programs for a term of10 years.151

Philosophy of the UCLA School of NursingThe UCLA School of Nursing is guided by a philosophy that embodies the mission and goals ofthe University of California. The philosophy addresses nursing, the clients of nursing and thenursing students. The School of Nursing is committed to the interdisciplinary learningenvironment.Nursing encompasses clinical practice, education, research, consultation, leadership,management, and service to the profession and the local and global community. It involvesindividuals, families, groups, organizations, and communities as clients. The profession mustconsider the human, physical, and social environments that interact with these clients, who mayhave health conditions that range from wellness to illness. Nursing activities must, therefore,include health promotion and maintenance, intervention and treatment, rehabilitation andrestoration, and palliation. At an advanced practice level, nursing involves comprehensive healthcare, which encompasses the responsibility and accountability for continuity of care across thehealth-illness spectrum.Nursing research is both applied and basic, having at its core actual or potential human responsesto illness with the goal of developing and advancing nursing science. Guided by ethicalstandards that consider the perspectives of the client, the health care provider, and the largersociety, nursing has a social mission that encompasses the right and responsibility to provideleadership in health policy and health care to all clients regardless of disease status, gender, race,or culture.People who receive client-centered nursing care are complex individuals who exist inrelationship to others in their family and community. This complexity of person involvesbiological, genetic, behavioral, emotional, psychosocial, cultural, and spiritual dimensions. Eachindividual reflects a unique combination of these dimensions that interacts dynamically with theenvironment. The clients of nursing are autonomous decision makers, who have certain valuesand knowledge about themselves that are not only relevant, but essential to successful health careoutcomes. All persons have values and knowledge about themselves that are not only relevantbut essential to successful health care outcomes. As a result, persons have a right to participatein decisions collaboratively with the nurse and other health professionals in their care. Nurseshave the responsibility to protect the patient’s rights to collaboratively participate with healthcare professionals involved in their care.Successful nursing students are active learners who bring unique gender, cultural, and ethnic lifeexperiences to the professional practice of nursing and its advancement as a discipline. Studentsat all levels learn relevant theory, acquire practice skills, and are socialized into the profession ofnursing. Increasing levels of complexity and sophistication of learning and socialization areexpected of students in the different programs. Whether at the beginning practice, advancedpractice, or scholar level, nursing students learn to apply knowledge, skills, and professionalattitudes in their practice, which may include educative, administrative, and research arenas.While students have the right and responsibility to participate in their own learning, facultymembers have the right and responsibility to structure the teaching/learning environment to152

facilitate learning. Individual academic counseling and a variety of one-on-one, small-group,and interactive learning formats assist students to meet program and individual learning goals.Mission of the UCLA School of NursingThe mission of the UCLA School of Nursing is to advance nursing science through the conductand dissemination of research and expand its national and international leadership in theeducational preparation of nurses. The School is committed to preparing scholarly and highlyqualified nurses at all levels for the provision of evidence-based quality nursing care for adiverse, multicultural society. The mission of the School focuses in three areas: education,research, and practice.The dominant mission is education of nurses at the undergraduate, masters and doctoral level.At the generic bachelor’s degree level, nurses are prepared as generalists with special skills inprimary, secondary, and tertiary prevention within a population-based context, as well asleadership and evidence-based practice. A program designed for associate degree or diplomanurses provides an opportunity to learn about community-based nursing care while providing afoundation for entering the advanced practice nurse master’s degree program. At the master’slevel, nurses are prepared as generalists in hospital-based care or for advanced nursing practiceas nurse practitioners, clinical specialists, or administrators in a variety of settings andspecialized areas of health care. At the doctoral level, students are prepared as emergingscholars to advance nursing knowledge and science through systematic research. As graduatesof the programs, all students are prepared to function as leaders in academic, health care, andgovernmental/policy settings.Advancing nursing science through significant and methodologically rigorous research is acritical component of the School's mission. The School is recognized as being one of the topschools of nursing in the country. The faculty is committed to increasing its standing in nationaland international research arenas. To this end, the faculty continues collaborative relationshipswith scientists and clinicians in other schools and departments at UCLA, within the University ofCalifornia, at other university campuses, and at cooperative, clinical and research-orientedinstitutions locally, regionally, and internationally.The promotion of expert clinical practice is inherent within the mission and encompassescontributions of clinical expertise and knowledge to the community. This is accomplished bysharing innovations in nursing care and health promotion and by the participation of the facultyin the delivery of expert nursing care to specialized populations, including the underserved andvulnerable populations.153

AccreditationThe UCLA School of Nursing is approved by the Undergraduate and Graduate Councils of theAcademic Senate of the University of California at Los Angeles, the California Board ofRegistered Nursing, and the Commission on Collegiate Nursing Education (CCNE). TheUniversity of California, Los Angeles holds Western Association of Schools and Collegesaccreditation.Bachelor of Science Degree ProgramProgram GoalsGraduates of the UCLA Bachelor of Science-Generic/Prelicensure (BS-G) program are able toassume responsibility for organizing, implementing, and evaluating hospital-, population-, and/orcommunity-based plans of nursing care for a highly complex and culturally diverse society. TheGeneric/Prelicensure program prepares students with a focus on primary, secondary and/ortertiary prevention and treatment. Students successfully completing this program are nursesprepared as generalists with special skills in clinical leadership. This program integratesmulticulturalism and prepares students well for the changing healthcare system and thehealthcare needs of California’s demographically diverse population.Students successfully completing the B.S. degree also acquire an educational foundation forentry to the master’s program that prepares advanced practitioners, clinical specialists, andadministrators in primary and acute care.After completing the BS-G program, graduates are able to complete the following objectives:1. Select, evaluate and apply appropriate theory and research findings concerningindividual- and population-based health promotion and disease prevention, biobehavioraland health systems, social-environment, and cultural and human diversity to the nursingprocess with a variety of clients, families, and communities from ethnically diversecultural backgrounds2. Utilize the nursing process to promote biopsychosocial health and disease prevention andto support the resources of culturally diverse clients and families in community- and/orhospital-based settings3. Demonstrate effective communication and collaboration skills with clients and theirfamilies, research participants, other health professionals, colleagues, and policy makers4. Identify practice-based problems and hypotheses and critique research on issues ofimportance to nursing and health care delivery within culturally diverse hospital- andcommunity-based settings154

5. Participate in professional and community organizations and/or interest groups relevantto health care delivery and modify nursing standards and practices in keeping withcurrent trends6. Demonstrate leadership as a member of the health team to plan, manage, and evaluatecare of individuals, families, and communities for culturally diverse populations7. Practice hospital- and community-based nursing, based on the principles of ethics andlaw.155

Generic/Pre-licensure Program Curriculum PlanBS Generic/Pre-licensure Sample Course Schedule Four(4)-Year PlanFIRST YEARFALL WINTER SPRING SUMMERMath 1 or 3A or 31A 4 Chem. 14A (GE3b) 4 Chem. 14B (GE3b) 4 Physio Sci 3 ab 5Eng. 3/Writing I 5 GE1b/Writing II 5 GE 2a 5GE 1a 5 Math 3A/31A or GE 4 Comm. 10 (GE 2c) 5N10 2 N20 2Phy Sci 3 ab (5)Total 16 Total 15 Total 14 Total 5aCheck with Student Affairs Office for alternative scheduling. Equivalent course may be accepted.bPhysiological Science 3 or equivalent must be completed before fall of the 2 nd year.cPhysiological Science 3 or equivalent must be completed before fall of the 2 nd year.SECOND YEARFALL WINTER SPRING SUMMERLife Sci. 2 (GE3a) 5 Life Sci. 3 (GE3a) 5 Life Sci. 4 5 Physio Sci 13 c 5Chem. 14C (GE3b) 4 M110A 4 N115 2GE1c 5 Psych. 10 (GE2b) 4 N50 4N54A 2 N54B 2 Elective 4Total 16 Total 15 Total 15THIRD YEARFALL WINTER SPRING SUMMERN150 3 NC160 4 NC155 3 NC162 7N174 4 N157 2 N161 2 N163 6N152 4 N153 4 Biostat. 100A 4Micro 101 or Elect 4 UD Elective 4 Micro 101 or Elect 4Total 15 Total 14Total 13Total 13FOURTH YEARFALL WINTER SPRINGNC165 7 N171C 3 N167 12 Course KeyN166 6 N171D 3 N168 4Non-MajorPre-MajorNC156 2 UD Elective 4MajorUD Elective 4Total 15 Total 14 Total 16The Bachelor of Science degree must be completed within the 180-216 unit limit.Students who maintain continuous enrollment will be allowed to complete the curriculum plan that was ineffect the year they were admitted to the School of Nursing.156

B.S. Generic/Pre-licensure (BS-G) Grading PolicyGrading ScaleThe grading scale is consistent for the grading scale at UCLA in general. The grading is alsoconsistent for each nursing course and is as follows:Percentage97-10094-9690-9387-8984-8680-8377-7974-7670-7367-6964-6660-63

B.S. Generic/Pre-licensure (BS-G) Progression1. Progression within a course, from course to course and in class level (freshman,sophomore, junior, and senior) is governed by the Student Affairs Committee regulationsas stated in this section. Students are responsible to complete all pre-major and nursingcourses at the designed class level before going on to the next class level.2. Faculty may ask the Student Affairs Committee to review a student’s record on the basisof classroom and/or clinical performance, professionalism, attendance or tardiness. Thecommittee may choose to put the student on probation, make conditional requirements,and/or dismiss the student. The Chairperson of the Student Affairs Committee will give aletter to the student stating the action of the committee. Appeal by the student is made tothe Assistant Dean for Student Affairs.3. A minimum cumulative grade point average of 2.0 (on a 4.0 scale) must be maintainedthroughout the program.4. A student must achieve at least a "C" in Writing I, Writing II and Quantitative Reasoningcourses. A"C-" in a non-nursing course (i.e. pre-nursing science courses and generaleducation courses) must be offset by a higher grade to maintain a grade point average of2.0 each quarter. A student receiving a grade below "C-" in any course is considered tohave failed the course and must repeat that course before progressing to the next level.5. A grade of “C-” or better (at least 70%) must be achieved in all general education andpre-major science courses. A student receiving a grade below a “C-” in any such courseis considered to have failed the course and then must repeat that course beforeprogressing to the next level.6. For progression within the BS-G program, clinical theory and clinical practice coursesare considered to be linked. Students must satisfactorily pass both theory andcorresponding clinical courses with a “C” (74% or better) to pass the set of courses andprogress to the next set of theory and clinical courses. If a student does not pass (receivesa grade of “C-” or below, or a “Fail”) either a theory or the corresponding clinical course,the student will be allowed to drop the linked course, if currently passing, and will berequired to repeat both courses during the next academic year. 17. Some courses contain more than one clinical or theory rotation within the course, such asMaternity, Medical-Surgical, Gerontology and/or Pediatrics. A student must pass eachrotation within a course on the basis of satisfactory test scores of at least 74% (“C” or“Pass”) or satisfactory achievement of the clinical objectives to receive a passing grade inthe course during the next academic year. 11 Students admitted to the School of Nursing after 9/1/2007 will be offered these courses on a Pass/Failbasis only. Students admitted prior to 9/1/2007 must take these courses for a letter grade158

8. A student who receives a grade of less than a “C” in a theory rotation or unsatisfactoryachievement of clinical objectives in a clinical rotation will receive the course gradeearned at the time of the unsatisfactory rotation grade and will not be allowed to continuein that course. The student will be allowed to drop the corresponding linked course ifearning a passing grade at that time, and must enroll in the linked courses together torepeat the failed course.9. A student is only permitted to fail one nursing course in the process of completing theBS-G program. The student may retake that failed course, however, if the student failsthat course again upon retaking, or subsequently fails any other nursing course, thestudent may not continue in the program.10. A student may not drop a nursing course to avoid receiving a failing grade. Studentsmust seek counsel from the faculty and the Assistant Dean for Student Affairs beforedropping a course.11. A pre-major science course may only be repeated once; however, a student can repeatmore than one pre-major science course to a maximum of sixteen (16) units. If a studentcompleted a science course more than seven years ago, this science course must berepeated and this does not count as repeating a course for progression.159

M.S.N. Masters Entry Clinical Nurse (MECN) ProgramProgram GoalsThe Master of Science in Nursing-Masters Entry Clinical Nurse (MECN)/Prelicensure programoption is designed to produce nurse generalists with special leadership skills and culturalcompetency who assume accountability for healthcare outcomes for a specific group of clientsthrough the assimilation and application of research-based information. These nurses function inthe acute hospital-based setting as well as a variety of community settings. MECN nurses applycore concepts of ethical and social justice, research, primary, secondary and tertiary prevention,advanced research and systems theory, and health care policy to their role as provider andmanager of care at the point of care to individuals and cohorts. As such, the graduates areprepared to implement outcomes-based practice and quality improvement in clinical settings.After completing the MECN, graduates are able to complete the following objectives:1. Select, evaluate and apply, in an acute hospital and a variety of other settings, basic andadvanced theoretical knowledge of core concepts, including advanced leadership andhealth care systems to the nursing process in order to deliver health care to clients fromethnically diverse cultural backgrounds2. Analyze health problems at a unit, aggregate (community), and systems level, anddevelop nursing interventions that balance the health needs at the unit and cohort levels3. Demonstrate effective communication and collaboration skills with clients, researchparticipants, other health professionals, colleagues, and policy makers4. Evaluate existing nursing and health care systems research, apply findings to nursingpractice, and participate in the development of new knowledge5. Demonstrate leadership and system skills and critical thinking that contribute to theeffectiveness and efficiency of nursing and health care6. Practice hospital- and community-based nursing, based on the principles of ethics andlaw7. Participate in professional and community organizations and/or interest groups relevantto health care delivery and modify nursing standards and practices in keeping withcurrent trends.160

MECN Program Curriculum PlanMECN Sample Course Schedule Two(2)-Year PlanPrerequisite Courses:Human Anatomy and Physiology (with or without lab)Chemistry (5 unit integrated, with or without lab)Microbiology (Introductory, with or without lab)Epidemiology (Nursing 50, Epidemiology 100 or equivalent)Statistics (Biostatistics 100A or equivalent)First YearFallN250N252N254N230ATotalUnits555217WinterN174N225AN230BNC260N266TotalUnits4324417SpringN204N225BNC255N267N461TotalUnits4233214SummerNC262 7N463 6Total 13Second YearFallNC265N268N464N465Total*Units742417WinterN171CN171DNC256N258N269Total*Units3322414SpringN467Total*Units1212Students who maintain continuous enrollment will be allowed to complete the curriculum planthat was in effect the year they were admitted to the School of Nursing.161

MECN Grading PolicyThe grading scale is consistent for the grading scale at UCLA in general. The grading isalso consistent for each nursing course and is as follows:Percentage97-10094-9690-9387-8984-8680-8377-7974-7670-73

MECN Progression1. Progression within a course, from course to course and level to level (first to second year)is governed by the Student Affairs Committee regulations as stated in this section.Students are responsible to complete all courses at the designed level before going on tothe next level.2. Faculty may ask the Student Affairs Committee to review a student’s record on the basisof classroom and/or clinical performance, professionalism, attendance or tardiness. Thecommittee may choose to put the student on probation, make conditional requirements,and/or dismiss the student. The Chairperson of the Student Affairs Committee will give aletter to the student stating the action of the committee. Appeal by the student is made tothe Assistant Dean for Student Affairs.3. A minimum cumulative grade point average of 3.0 (on a 4.0 scale) must be maintainedthroughout the program.4. For progression within the MECN program clinical theory and clinical practice coursesare considered to be linked. Students must satisfactorily pass both theory andcorresponding clinical courses with a “B” (84% or better) to pass the set of courses and toprogress to the next theory and clinical courses. If a student does not pass (receives agrade of “B-” or below, or a “Unsatisfactory”) either theory or the corresponding clinicalcourse, the student will be allowed to drop the linked course if currently passing, and willbe required to repeat both courses during the next academic year. 25. Some courses contain more than one clinical or theory rotation within the course, such asMaternity, Medical-Surgical, Gerontology and/or Pediatrics. A student must pass eachrotation within a course on the basis of satisfactory test scores (at least 84% “B” or“Pass”) or satisfactory achievement of the clinical objectives to receive a passing grade inthe course. 26. A student who receives a grade of less than a “B” in a theory rotation or unsatisfactoryachievement of clinical objectives in a clinical rotation will receive the course gradeearned at the time of the unsatisfactory rotation grade and will not be allowed to continuein that course. The student will be allowed to drop the corresponding linked course ifearning a passing grade at that time, and the student must enroll in the linked coursestogether to repeat the failed course.7. A student is only permitted to fail one nursing course in the process of completing theMECN program. The student may retake that failed course, however, if the student failsthat course again upon retaking, or subsequently fails any other nursing course, thestudent may not continue in the program.2 Students admitted to the School of Nursing after 9/1/2007 will be offered these courses on aSatisfactory/Unsatisfactory basis only. Students admitted prior to 9/1/2007 must take these courses for aletter grade.163

8. A student may not drop a nursing course to avoid receiving a failing grade. Studentsmust seek counsel from the faculty and the Assistant Dean for Student Affairs beforedropping a course.164

Assessment ExaminationsPurposeThe ATI exams are administered to SON prelicensure nursing students to assess whether eachstudent has acquired the necessary skills and knowledge to successfully pass the respectivecontent areas on the RN-NCLEX. These tests are administered both at the course level, and atthe comprehensive level. Participation in the ATI testing program is mandatory for all prelicensurenursing students and the cost of exam and review materials are the responsibility ofeach nursing student.ATI Level/ Course ExaminationSchedulingEach student must plan to be present on the days in which the respective ATI Level/Courseexaminations are administered. The schedule on page 20 indicates the timeframe when therespective exams are administered. The course syllabus for any given quarter will contain theexact date when the ATI Level/Course Examination is administered.Passing the Assessment technology Institute (ATI) Level/ Course ExaminationEach student is expected to achieve a satisfactory score on each course/level examination. Eachstudent will be afforded three (3) opportunities to achieve such a score. On the first attempt, thestudent must achieve a 73% score to be considered passing. If a satisfactory score is notachieved on the first attempt for any given course/level examination, the student is required toretake the examination and the student must achieve a 75% score to be considered passing. If thestudent fails to achieve a satisfactory score on the second attempt, the student must retake theexam a third and final time and must achieve a 77% score to be considered passing.Students who have failed to achieve a satisfactory score after the third and final attempt on agiven ATI course/level exam must enroll in a remediation program facilitated by the School atthe student’s expense. The remediation program must be completed by the student before he/shetakes the ATI Exit Examination (see below).Practicing for the ATI ExamsTo assure the success of each student in taking the ATI course/level examinations, ATI has madeavailable online practice examinations to help prepare students. Students should refer to the ATIwebsite to access and take these practice exams (http://www.atitesting.com).165

ATI Exit Examination (RN Comprehensive Predictor)The ATI Exit Examination will be administered at the end of the student’s final clinical course,and serves as a valuable assessment tool to determine the level of knowledge and skill of thenursing student near the end of the BS-G/MECN program. Each student is expected to achieve asatisfactory score of 73% on the ATI Exit Examination. Each student will be afforded three (3)opportunities to achieve such a score. If the student fails to achieve a satisfactory score of 73%after the third attempt, the student must enroll in a comprehensive remediation program (at thestudent’s expense), and will be given additional opportunities to achieve a satisfactory score onthe exit exam.ATI Exam ScheduleProctoredAssessmentsNumber ofQuestionsTime AllotmentTime of YearOfferedFundamentals forNursing60 60 minutes Dec. , Year 1Pharmacology 60 60 minutes Dec., Year 2Adult Medical-Surgical NursingMaternal-NewbornNursingNursing Care ofChildrenMental HealthNursingCommunity HealthNursing90 90 minutes Dec., Year 260 60 minutes Sept., Year 260 60 minutes Dec., Year 260 60 minutes June, Year 160 60 minutes March, Year 2Leadership 60 60 minutes March, Year 2Comprehensive 180 180 minutes June, Year 2166

MECN Written Comprehensive ExaminationThe written comprehensive examination is currently being drafted. Further informationregarding the MECN comprehensive examination will be provided to students when available.For more information contact the Office of Student Affairs.167

Grading and Behavior PolicyPosting of Grades and/or Distribution of Exams1. Examinations and answer sheets are the property of the UCLA School of Nursing. Testmaterials will be distributed for review only.2. Exam results will be reported to students or posted in the MyUCLA Gradebook systemwithin a reasonable time after the administration of an exam.3. Once the student has reviewed their results, the student has 72 hours, when possible, tofile a written request with the appropriate faculty member for consideration for credit ofitems missed. The request must be supported by written documentation from anacademic source (e.g. nursing textbook, etc.).Appeal ProcessGrades Not Preventing ProgressionIf a student wishes to challenge a test or rotation grade or the final grade in a course, the studentmust submit a written statement regarding the concerns and discuss these with the involvedfaculty member and the course coordinator if appropriate, within one week. The Student mayalso meet with the Assistant Dean for Student Affairs. If the student determines that thediscussion is not satisfactory, a written appeal must be presented to the University Ombudsmanwithin one week after the discussion with the faculty, course coordinator or the Assistant Dean ofStudent Affairs.Grades Preventing ProgressionIf a student wishes to challenge a test or rotation grade or the final grade in a course that is goingto prevent progression, the student must submit a written statement regarding his or her concernsand discuss these with the involved faculty member and the course coordinator if appropriate,within one week of the issuance of the grade. The Student may also meet with the AssistantDean for Student Affairs. If the student determines that the discussion is not satisfactory, awritten appeal must be presented to the Student Affairs Committee of the School of Nursing.The Chair of the Student Affairs Committee will send the results of that meeting to the studentwithin one week after the meeting. If the student determines that the final decision of theStudent Affairs Committee is not satisfactory, a written appeal may be presented to theUniversity Ombudsman within one week after receiving the written results from the StudentAffairs Committee.168

Expectations for BehaviorThe nursing profession has developed a set of common guidelines for behavior and decisionmakingcalled The Code of Ethics for Nurses with Interpretive statements, American NursesAssociation, 2001. The nursing faculty affirm these professional standards and believe thatnursing students should perform in accordance with the provisions of the code.Violation of any of these general standards of conduct or provisions of the code is grounds fordiscipline and possible dismissal from the nursing program and/or the University.Essential Functions of a Nursing StudentIn order to practice nursing, a person must possess a variety of cognitive, sensory, affective andpsychomotor skills. These functions are essential to successful progression in and completion ofthe nursing program requirements, and are a required part of each course. If a nursing studentcannot meet these standards, the student must communicate this to the Assistant Dean forStudent Affairs in writing to explore options for reasonable accommodations or modifications inorder to meet program requirements. The School of Nursing will provide reasonableaccommodations for students with disabilities.169

ESSENTIAL FUNCTIONS OF A NURSING STUDENT (CONT’D)Function Description/Standards Representative Activities(not all-inclusive)Interpersonal SkillsCommunication SkillsMobilityMotor SkillsCritical ThinkingHearingVisualTactileEmotional StabilityAbilities sufficient to interactappropriately with diverseindividuals, families and groupsCommunicate effectively inEnglish in verbal and writtenformAbility to move from place toplace and to maneuver toperform nursing activities insmall spaces, stand and walk forextended periodsGross and fine motor skillssufficient to provide safe,effective nursing careAbility to exercise sound nursingjudgmentAuditory ability sufficient forassessment and monitoring ofclient needsAbility to accurately assess andmonitor client needsAbility to accurately assess andmonitor client needs.Ability to assumeresponsibility/accountability foractionsEstablish therapeutic relationshipswith clients, establish rapport withhealth care team members, negotiateinterpersonal conflict.Explain treatment procedures, initiatehealth teaching, give oral reports,speak on the telephone, document onagency records.Bend, twist, stoop, move around inrooms, administer CPR, push and pull25 pounds, move quickly, climbstairs.Calibrate and use equipment, positionclients, basic key board skills,squeeze with fingers, pinch withfingers, grasp small objects withhands/fingers, reach above shoulders,below waist, maintain balance.Sequence information, identify causeeffect, plan/control activities forothers.Hear normal speaking level sounds,hear faint body sounds, auditoryalarms.Distinguish color, see objects up to 20inches or 20 feet away, use peripheralvision, perceive non-verbalcommunication, observe specimens.Feel vibrations, detect temperature,feel differences in size.Provide client with emotional support,adapt to stressful situations, monitorown emotions, perform multipleresponsibilities concurrently.170

Commitment to LearningThe UCLA nursing faculty are committed to helping students learn. Learning is seriouslycompromised if assignments are not completed. Therefore, in order to pass each course innursing, the student must satisfactorily complete each of the following criteria:1. The student must submit all course work on time in the format described in the coursesyllabus. Any late or missed assignment is subject to a grade reduction, as specified inthe course syllabus or by the faculty.2. The student must be present and must verbally participate in classroom and clinicalactivities including pre- and post-conferences in the clinical area (see AttendancePolicies).3. The student must meet all scheduled commitments when assigned.4. The student must complete pre-assessment activities as required in each course.5. The student must purchase and take the ATI exams scheduled after completion of eachspecialty theory course. The faculty responsible for the content of the course willcoordinate the distribution of the exam.6. Internet access at agencies will be limited to obtaining information directly related topatient care.Learning is seriously compromised by classroom disruptions. Therefore, in order to maximizelearning, cellular devices must be turned off and stowed in book bags during class. Any studentusing a cellular device for any reason (without permission) will be asked to leave class and anunexcused absence will be recorded. Students using cellular devices during exams or gradedactivities may be cited for cheating (at the professor’s discretion). In the case of an unexpectedemergency, students may seek permission from the professor to leave their cellular device onduring class, but the device must remain in silent or vibrating mode and placed in a pocket.Behaviors that are disrespectful to faculty or fellow students are equally disruptive andprohibited. Therefore, students may not bring anyone not enrolled in the course to class or leavesuch persons unattended on campus or at off-site clinical facilities. Other prohibited classroombehaviors include refusing to be seated, talking during lectures, sleeping, eating, non-classreading, entering the classroom late or leaving early without authorization. Faculty may alsocommunicate the time and manner for student questions and expression of points of view in theinstructional setting. Faculty may establish, communicate and enforce reasonable rules ofclassroom behavior and decorum. These rules are not intended to discourage appropriateclassroom expression, discussion or disagreement, but to promote respectful interactions.Disruptive or disrespectful behaviors in the classroom are grounds for discipline and possibledismissal from the nursing program and/or the University.171

Students that exhibit a chronic pattern of hostility and intimidation as indicated by the issuanceof more than one Anecdotal Note, including (but is not limited to) verbal abuse, shouting,profanity, stalking, swearing, threatening communication of any kind, or any other activity thatmeets the legal definition of harassment, shall be dismissed from the program.172

Clinical EducationCampus Skills Laboratory1. Students are required to meet all scheduled nursing skills laboratory appointments.2. Each student is expected to utilize the campus laboratory to become proficient in all skillsbefore his/her clinical experience and demonstrate proficiency in particular skills to theappropriate faculty member.3. Each student is expected to utilize the equipment during posted campus laboratory hours.4. Due to the nature of some nursing courses, the student may be required to spend timeoutside of regularly scheduled class/clinical time to gain nursing skills. Students will benotified early in the quarter when practice laboratory sessions will be held.5. Faculty may request that the student return to the clinical laboratory for practice to gainproficiency. Inability to demonstrate proficiency in an assigned skill during returndemonstrations may result in the student being excluded from the associated clinicalexperience and/or failing to meet the course objectives.6. A clinical experience missed due to inadequate preparation will be considered anunexcused absence.7. All laboratory equipment is the property of the School of Nursing. Any studentborrowing said equipment from the School is responsible for the maintenance of thatequipment until it is returned, and will be required to replace any damaged, lost or stolenitems.Clinical Course Work1. Clinical experience provides the student the opportunity to apply theory to clinicalsituations. Participation in assigned clinical experiences is mandatory (see AttendancePolicies).2. Clinical evaluation tools are developed by the faculty in each course. Each evaluationtool provides specific, measurable objectives that cover the scope and extent of eachclinical course objective. These specific tools are essential if learning objectives are to beachieved. A clinical evaluation tool must be completed by each student and signed off bytheir clinical preceptor on a weekly basis in every clinical course. Each student shouldremember that evaluations are designed as tools to keep the student appraised of his/herprogress.173

3. The purpose of clinical evaluation is to provide an assessment of each student’s abilitiesand to identify his/her strengths and/or weaknesses. The evaluation tool provides specificguidelines for satisfactory achievement of the clinical objectives.4. The student must submit a weekly log on their daily clinical activities. Failure to submitsuch a log to the appropriate clinical faculty on time will result in the issuance of anAnecdotal Note (see section on Anecdotal Notes). The student is required to retain acopy of his or her entire clinical log.5. The clinical evaluation process is ongoing. Faculty will provide documentation on eachstudent’s clinical evaluation tool at the mid-term and the final clinical conferences.6. Clinical performance is evaluated on a letter grade basis for the class that entered9/1/2006. For classes entering after 9/1/2007 the class will be graded on a Pass/Fail forgrading basis for the BS-G students and Satisfactory/Unsatisfactory for MECN. Thefollowing should only be used as a template to understand the scoring of clinical gradesfrom 4 (A) through a 0 (F). It is important to remember that MECN students cannotscore below a 3 (B) and BS-G students cannot score below a 2 (C).4 (A): Consistently does superior work. By the end of the experience has received 4sin most behaviors related to critical thinking, therapeutic interventions,communication and professional issues as well as weekly presentations.3 (B): Shows continuous improvement throughout the quarter and receives mostly 3sin the behaviors related to critical thinking, therapeutic interventions, communicationand professional issues as well as weekly presentations2 (C): Shows some improvement throughout the quarter and receives mostly 2’s inthe behaviors related to critical thinking, therapeutic interventions, communicationand professional issues as well as weekly presentations.1 (D): Has not met objectives throughout the quarter and receives mostly 1’s in thebehaviors related to critical thinking, therapeutic interventions, communication andprofessional issues as well as weekly presentations. This is a failing grade.0 (F): The student presents themselves as basically unsafe, has not met any clinicalobjective as prescribed and has received three Anecdotal Notes in the course of thequarter.7. Both the student and clinical instructor will sign the final summary page indicating thatthe mid-term and final evaluations were read and discussed.8. Students must pass each clinical rotation and must do so by satisfying each clinicalobjective. Any student who does not achieve the above requirements in the clinicalrotation will receive a grade that is not passing (“C-” or below or “Fail” for BS-G; “B-”or below or “Unsatisfactory” for MECN) for the course.174

9. Both the supporting theory and related clinical practice courses must be passed in eachclinical rotation in order to progress to the next rotation, course and/or level.10. There may be occasions when dismissal of a student by the Student Affairs Committeebecomes necessary prior to the end of a rotation or course. Examples include excessivemedication errors (whether PO, IM or IV), gross negligence/misconduct involvingclients, and/or professional misconduct. Reason for prompt dismissal is not limited tothese examples (see the Attendance Policy for specific details regarding attendancerequirements and their impact on dismissal).Documentation of Inappropriate Behavior or Unsafe Clinical PracticeStudents engaged in inappropriate or unsafe behavior in class, at office hours, in the clinicalsetting, or in any other interaction in their role as a student of the School of Nursing will havetheir actions documented in an Anecdotal Note.Issuing an Anecdotal Note1. Should a specific situation occur in lecture or clinical warranting documentation, theexact event of the incident should be described on an Anecdotal Note. The AnecdotalNote is to be given to the student to read within twenty-four (24) hours of the specificincident when possible. All documentation is to be filed, in the student’s record in theOffice of Student Affairs. The student is encouraged to sign indicating that the note hasbeen read and understood. The student may submit a written statement to be added tohis/her file responding to the Anecdotal Note.2. If a student's clinical performance is unsafe, the student will be sent home from theclinical area. This will be considered an unexcused absence and a “U” will be given forthe day on the clinical evaluation tool with documentation of the unsafe conduct.3. Faculty will clearly detail on an Anecdotal Note what is deemed "unsafe clinical practice"and discuss the behavior with the course coordinator. Concise written guidelines forimprovement will be given to the student.4. In the event the student's behavior or clinical performance is determined to beinappropriate or clinically unsafe, an Anecdotal Note will be issued. If three reports ofinappropriate behavior or unsafe clinical practice are filed for a single course, thestudent will fail that course.175

Eligibility for Clinical PracticeIn order to be eligible for clinical practice, each student is required to provide the Office ofStudent Affairs with documentation of the items indicated in the following sections.Health EvaluationGeneral1. Students must meet the following School of Nursing minimum health evaluationrequirements.2. Depending on clinical placement, students will be required to meet any additional healthevaluation requirements per individual institution’s policy (see also Clinical AgencyRules).Physical Exam 31. Students shall have a health examination by a person lawfully authorized to perform suchan examination within six (6) months prior to entering the clinical nursing program.2. Each examination shall include a medical history and physical evaluation.3. The examination shall include laboratory work if indicated by the practitioner.4. The report signed by the practitioner shall indicate that the person is able to performassigned duties and that no health condition exists that would create a hazard for thestudent, colleagues, patients or visitors.5. If a student is returning from an absence greater than or equal to one year, the studentmust complete a new health evaluation within six (6) months prior to reentering theprogram.6. All persons working in a clinical setting who are known to have symptoms of infectiousdisease shall be removed from contact with patients (see also Health SituationsIncreasing Risk in the Clinical Setting).Tuberculosis Evaluation1. The initial health examination shall include a purified protein derivative intermediatestrength intradermal skin test for tuberculosis or a chest X-ray.2. Positive reaction to the skin test shall be followed by a 35.56 cm x 43.18 cm (14" x 17")chest X-ray.3 California Code of Regulations, Title XXII, §75051176

3. Annual tuberculosis screening by a person lawfully authorized to perform such anexamination that includes symptom/risk factor assessment must be performed prior tobeginning each academic year.4. A negative PPD tuberculin skin test or a chest x-ray within six (6) months prior toentering the program is required. The PPD must be repeated prior to beginning eachacademic year. If a student has a positive PPD and a negative chest x-ray prior tobeginning the program, they must complete the TB questionnaire prior to beginning thenext academic year.Immunization Status1. Students must demonstrate immunity to Rubella (Measles), Rubeola (Mumps), Varicella(Chicken Pox), Hepatitis A, Hepatitis B (i.e. documentation of adequate antibody titerlevels post vaccination).a. If insufficient immunity status has developed, documentation of completion ofvaccination series for above immunizations must be demonstrated.2. Students must demonstrate documentation of tetanus and pertussis immunization[tetanus-diphtheria-acellular pertussis (TDaP)] within ten (10) years prior to entering theprogram.Basic Life Support Cardio Pulmonary Resuscitation (BLS/CPR)1. Students are required to obtain and maintain and provide documentation of continuousBasic Life Support CPR certification during enrollment in the program. Suchdocumentation must be given to the Student Affairs Office.2. Students returning from an absence will be required to provide current documentation ofBasic Life Support CPR prior to re-enrolling.Background Check 41. A background check is required of all students of the School of Nursing because nursesperform sensitive tasks that include:a. the care and security of patients, children, the elderly, the handicapped, thementally impaired;b. direct access to controlled substances;c. issuance of keys to offices, rooms or buildings,2. Students are required to submit to, and satisfactorily clear, a criminal background check4 Adapted from University of California, Los Angeles Administrative Guidelines for the Use of Volunteers,July 2005177

prior to performing such duties.3. Students login to American DataBank through the UCLA School of Nursing website toorder the background check. A link is provided under Student Resources at the School ofNursing website: www.nursing.ucla.edu/student_resources/links.html.4. Students are required to print and sign the Disclosure and Release Form and turn it in tothe Student Affairs Office. The background check clearance information will be sent tothe Assistant Dean for Student Affairs.HIPAA Privacy and Security Screening1. The Health Insurance Portability and Accountability Act (HIPAA) was passed in 1996 inan effort to make health insurance more efficient and portable. Additionally, because ofpublic concerns about confidentially, the Act also addresses information protection.2. Because nurses have access to individual’s protected health information, all students musta. have an understanding of what information must be protected under HIPAA privacylaws;b. have an understanding of the HIPAA patient rights;c. have an understanding of the nurse’s role as a healthcare provider in maintainingprivacy of protected health information for patient care, teaching, research, fundraising,marketing and media;d. be aware of consequences for non-compliance with federal regulations.3. Students must successfully complete the following prior to entry into clinical practice.a. Health Insurance Portability and Accountability Act (HIPAA) Privacy StandardsWorkforce Training at: http://www.mednet.ucla.edu/HIPAA/;b. Information Security Awareness Training: Good Computing Practices forConfidential Electronic Information - Ability to accurately assess and monitor of clientneed at: http://www.mednet.ucla.edu/HIPAA/.178

Personal AppearanceHYGIENE:1. Good personal hygiene is an important aspect of professional nursing. Regular bathingand the use of body deodorant are essential.2. Adornments are not to be worn in the hair. Small functional and conservative hairfasteners may be worn in order to secure a student’s hair. Hair must be clean and securedoff the uniform collar. Beards and mustaches must be clean, short and neatly trimmed;otherwise male students should be clean-shaven.3. Because odors can be offensive to ill clients, no perfume, colognes or after-shave lotionsmay be worn.4. Make-up is to be in good taste and should not be used excessively.5. Fingernails must be clean and short. Clear polish may be worn, except in the maternityareas where no polish can be worn. No artificial nails may be worn in clinical areas.6. Jewelry will be limited to a plain wedding band, a watch with a second hand and one pairof earrings. Necklaces are not permitted. Earrings should be small single posts. Forsafety reasons, earrings that dangle are inappropriate. No other visible body piercingornaments are allowed other than earrings. Multiple earrings or decorative pins onuniforms are not allowed.7. Sweaters are not to be worn in the clinical area.8. Gum chewing is not permitted in any clinical agency.9. All visible tattoos are to be covered.179

NURSING UNIFORM:1. The uniform will consist of a Bruin blue top and pants with the UCLA School of Nursinglogo embroidered on the left side of the uniform top.2. Every student will have the following articles in order to attend clinical, unless otherwisespecified:a. UCLA School of Nursing BruinCard IDb. a watch with second handc. bandage scissorsd. official UCLA School of Nursing name tage. black ballpoint penf. stethoscopeg. blood pressure cuffh. gogglesi. penlight3. Uniforms must be clean, pressed, and fit well. Baggy or excessively loose clothing isunacceptable and unsafe for the clinical setting.4. Nursing shoes must be all white tennis shoes. No open-toed, open-air or backlessfootwear is acceptable. Shoes should be clean and polished for every clinical visit.5. In clinical facilities where uniforms are not worn, students are to follow the dress codefor that agency. The student should consult the clinical instructor for clarification.Students going to pre-assessment or orientation at clinical sites should wear a lab coatwith business casual street clothes underneath, (no denim clothing, tennis shoes, clogs,sweat suits, or shirts with saying or logos are permitted).6. The student should be wearing either a nursing uniform (as indicated in Articles 1 to 4),or business casual attire (as indicated in article 5) when meeting clinical agencypersonnel.7. The UCLA School of Nursing BruinCard photo ID must be worn at all times in allclinical settings.8. Uniforms are available for purchase through an assigned vendor. Each student isrequired to purchase the official UCLA School of Nursing uniform through this vendor.180

Clinical Agency RulesStudents are educational guests in the clinical facility therefore they are expected to abide byeach facility’s policy and procedures manuals. Students are expected to be familiar withemergency protocols for each clinical facility.No personal calls are to be placed or received while in the clinical setting. Students are notallowed to carry a beeper or cellular device when in clinical unless doing so is required by thepolicies of the clinical site. If an emergency arises, pay phones are to be used. Should a familymember need to reach the student (in case of emergency only), they should call the nursingoffice and the nursing office manager will notify the faculty supervising the student.Students are expected to follow dress codes and/or specific rules unique to each facility, and todisplay professional demeanor while in the facility.Confidentiality1. Nurses are ethically committed to a nonjudgmental attitude, to honesty, and to protectingthe confidentiality and the right to privacy of the patient.2. Patients often confide highly personal information to nurses, trusting them not to divulgethat information carelessly.3. Patient names should never be used when writing nursing care plans or presenting casestudies, except when these care plans are recorded directly in the patient’s chart and areused as a basis for ongoing patient care. Instead, the patients should be referred to bytheir initials to conceal identity.4. Any information you see or hear concerning a patient’s diagnosis, condition, treatment,financial or personal status must be held in absolute confidence.5. Details of a patient’s history or status must not be discussed in elevators, restrooms,cafeterias, or in any other public place. Discussing a patient’s medical history merely forthe sake of gossip is highly unethical and unprofessional and may result in dismissal fromthe nursing program.6. When the clinical experiences terminate, the need to respect the client’s confidentialitydoes not.7. Under no circumstances is a student to photocopy any part of the patient’s record.181

8. Theory examinations, clinical skills, and other testing situations are consideredconfidential. Details of these examinations should be discussed or shared only with otherstudents and SON faculty.182

School of Nursing: Fitness-for-Clinical GuidelinesPOLICY:The following guidelines should be utilized whenever an instructor has reasonable causeto believe a student is unfit for clinical instruction as the result of being impaired in somemanner.PURPOSE:To define a process for identifying, interceding and assisting students who instructorssuspect may be impaired and unfit for duty as the result of a chemical and/or emotionalimpairment.PROCEDURES TO FOLLOW:1. The instructor will document his/her observations regarding the student’s behavior andsubstandard work performance by conducting a Fitness-for-Clinical interview. Duringthe interview, the instructor should complete the Fitness-for-Clinical Evaluation form.2. The Assistant Dean for Student Affairs of the School of Nursing (or designee) should benotified of any incidence where a student is suspected of being unfit for clinical practice.All information pertaining to any student’s suspected or actual abuse problem isconfidential.3. If the instructor concludes that the student is able to perform his/her clinicalresponsibilities, the student should be asked to return to the clinical without furtherprohibition or sanction.4. If the instructor concludes that the student is not able to perform his/her clinicalresponsibilities, the student should be suspended from clinical, informed of theUniversity policies that have been violated, and requested to participate in furtherevaluation.5. If the student shows obvious signs of alcohol/drug intoxication, a fluid sample foralcohol/drug concentration is to be obtained, and the student is to be relieved of clinicalresponsibilities for that day. In less clear-cut situations, a physician may perform a morecomplete evaluation. If the findings are normal, the student is to return to clinical. Ifimpairment is indicated, the appropriate urinary and/or blood toxicology profiles are to beobtained. The costs of the diagnostic laboratory test will be paid for by the student.6. If the student is not able to perform his/her clinical responsibilities, refuses to participatein the evaluation process, or indicates impairment by urinary and/or blood toxicologyprofiles, the instructor should try to make arrangements to have the student taken home.Any refusal by the student to accept such assistance should be witnessed by anotherperson (instructor, agency personnel) and should be documented by the instructor.Should the student insist upon driving himself/herself home, the instructor should contact183

the local police authorities, indicating the student’s condition, his/her refusal to acceptassistance in getting home, and the description and license number of his/her automobileif available. The date and time of this call should be recorded along with the name of thepolice personnel who accepted the call. 57. Throughout this process, the instructor should not attempt to diagnose possible causes ofobserved behaviors. It is the instructor’s responsibility, however, to communicate withthe student involved as to what behaviors have been observed and reasons for concern.8. If the student refuses to participate in the evaluation process, the instructor will take thefollowing actions:a. The student should be informed that his/her actions constituteinsubordination and may result in discipline up to and including dismissal.b. The instructor will immediately suspend the student from clinical andindicate to the student he/she will be contacted by the Assistant Dean ofStudent Affairs regarding further investigation of the incident.5 The reason for calling the local law enforcement authorities and providing assistance before the studentleaves the agency is derived from the Texas case of Otis Engineering Corp. vs. Clark, 668 S.W. 2d 307 (Tex. 1983).In this case, an employee who was clearly under the influence while at the plant was ordered to leave by hisimmediate supervisor. While attempting to drive home, the drunk employee killed two individuals in a trafficaccident. The Texas Supreme Court found that the decedents’ families could bring wrongful death action against theemployer holding: “When, because of an employee’s incapacity, an employer exercises control over the employee,the employer has a duty to take such action as a reasonably prudent employer under the same or similarcircumstances would take to prevent the employee from causing an unreasonable risk of harm to others. Such a dutymay be analogized to cases in which the defendant can exercise some measure of control over a dangerous personwhen there is a recognizable great danger of harm to third persons. Thus, you must do all that you can to prevent anobviously intoxicated employee from driving home alone.”184

Health Situations Increasing Risk in the Clinical SettingChanges in student health status that may affect the safety of the student and/or client in healthcare agencies must be reported to the Assistant Dean for Student Affairs. This includespregnancy, accident that causes injury, or other mental or physical condition including infectiousdiseases. The student must complete an Acceptance of Risk form when appropriate, as in thecase of pregnancy or certain limitations in function, with signatures from the student and a healthcare provider. A health care provider statement may be required indicating it is safe for thestudent to function in the clinical area. The School of Nursing will provide reasonableaccommodations for student specific needs stemming from a change in health status.As a part of providing care to ill persons, the student may be exposed to infectious and/orcommunicable diseases. Costs of testing, diagnosis, and treatment of any infectious and/orcommunicable disease, including those contracted while acting as a caregiver in clinicalexperiences, will be the responsibility of the student. The School of Nursing provides instructionto each student regarding Standard Precautions according to the recommendations of the Centersfor Disease Control. Students must complete a “Read-and-Sign” form indicating theirunderstanding of and intent to follow the guidelines, which becomes a part of the student’s file.185

UCLA School of Nursing Policy on HIV/AIDS and other bloodborne diseasesDefinitionsHIV/AIDSAcquired immunodeficiency syndrome (AIDS) is a condition in which the body’s ability todefend itself against a variety of diseases is seriously reduced. This condition apparently iscaused by a virus known most commonly as the human immunodeficiency virus (HIV). As yet,there is no known cure for AIDS.HIV PositiveWhen a person is infected with the HIV virus, his or her immune system responds by producingantibodies against the virus. Antibodies can be detected by a laboratory test, though symptomsof illness may not be present. Antibodies generally develop within three (3) to twelve (12)weeks after exposure but may take as long as fourteen (14) months. Such an infection apparentlycannot be reversed, and may develop into AIDS.Principles Underlying the UCLA School of Nursing Policy1. A primary objective of the UCLA School of Nursing HIV/AIDS policy is education forthe prevention of any acquisition or transmission of HIV/AIDS.2. UCLA School of Nursing shall respond to any known case of HIV/AIDS as it would toany other life-threatening, contagious disease. At no time will the University discriminateagainst any persons simply because they are infected by the HIV virus.3. UCLA School of Nursing personnel will act to combat fear, prejudice, discrimination,irrationality, paranoia, and/or hysteria commonly associated with HIV/AIDS.Policy1. Responsibility for ongoing, educational programming on HIV/AIDS shall be assigned tothe faculty and the office of the Associate Dean of Academic Affairs. Such educationalprogramming shall be directed to all members of the UCLA School of Nursingcommunity, including administrators, faculty, staff, and students.2. UCLA School of Nursing shall attempt to conform to all local, state, and federal laws andthe Center for Disease Control guidelines.186

3. UCLA School of Nursing allows persons who are HIV-positive to remain on campus, butthey must not engage in or endorse life-style practices which might pose direct threat oftransmitting the virus to others.4. UCLA School of Nursing will not undertake program screening to identify personsinfected with the HIV virus unless required to do so by law. Students and Universityemployees desiring HIV testing are directed to seek assistance from their personalphysicians or the public health departments.5. It is expected that all health care professionals adhere to medically determined policiesregarding the safe disposal of hypodermic needles, blood, and other bodily fluids.Adherence to these same precautions will be practiced in laboratory courses andwherever members of the UCLA School of Nursing community, includingadministrators, faculty, staff and students encounter bodily fluids.6. UCLA School of Nursing employees will protect the confidentiality of any person whotests HIV positive, as mandated by the Family Education Rights and Privacy Act of 1974.7. Students and University employees involved in extra-curricular activities and/oractivities, which place them at risk, shall take appropriate, precautionary measures toreduce risk to themselves or others.8. Due to the inherent risks of laboratory and nursing-clinical facilities, students arerequired to take appropriate precautionary measures in dealing with the blood and bodyfluids, handling of needles, and any laboratory or hospital equipment that may pose athreat to themselves or to other persons. In the event of an incident involving risk of HIVor Hepatitis transmission, the student or University employee has an ethical duty toimmediately report the incident to a designated University official.9. Additional information on AIDS/HIV can be obtained from the Center for DiseaseControl (http://www.cdc.gov) (http://www.cdc.gov/hiv/topics/surveillance/basic.htm)Procedural Addendum to UCLA School of Nursing’s AIDS PolicyIn addition to the University AIDS Policy, the following statements apply to nursing studentsand faculty in the School of Nursing in relation to Human Immunodeficiency Virus (HIV),Acquired Immunodeficiency Syndrome (AIDS), Hepatitis B Virus (HBV), Hepatitis C Virus(HCV), Hepatitis D Virus (HDV), and Hepatitis G Virus (HGV) since health care activities mayput an individual at higher risk for these diseases.1. No individual shall be denied an opportunity for admission into the nursing program oremployment in connection with the nursing program because that individual is infectedwith a dangerous communicable disease such as HIV, AIDS, HBV, HCV, HCV, or HGV,so long as (a)UCLA School of Nursing is able to make reasonable accommodations for187

the individual and (b) the disease does not create a direct threat, as both of the underlinedterms are defined in the Americans with Disabilities Act.2. Students and faculty should be aware that as novice practitioners with limited skills inclinical settings, students may have a greater risk of unintended puncture with sharpmedical instruments and are at a greater risk of exposure to HIV, AIDS, or Hepatitis.3. No nursing student or faculty may ethically refuse to treat a patient solely because thepatient is at risk of contracting, or has contracted, an infectious disease such as HIV,AIDS, or Hepatitis.4. Nursing students and faculty must follow professional guidelines as well as guidelines ofthe health care agency relative to confidentially concerning the patient with HIV, AIDS,or Hepatitis5. In order to reduce the possibility of exposure to Hepatitis B Virus, nursing students andfaculty will follow the policies in effect for the School of Nursing at UCLA School ofNursing:6. Students and faculty who are exposed to HIV, AIDS, or Hepatitis as a result of exposureto blood and body fluids such as a needle stick or other injury have the responsibility tonotify their faculty or supervisor in the School of Nursing immediately after theoccurrence and to follow post-exposure instructions under the guidance of their healthcare provider. Students will sign a UCLA School of Nursing post-exposure “read andsign” form. Information on post-exposure prophylaxis may also be obtained from theCenters for Disease Control (www.cdc.gov) and The National Clinicians Post-ExposureProphylaxis Hotline (PEPline) (888) 448-491. Exposure should be considered an urgentmedical concern in order to ensure timely post-exposure management. The student willbe excused from clinical for the day in order to seek treatment as indicated.a. Before starting the clinical sequence, nursing students are required to presentverification that immunization for the Hepatitis B series has been started.Documentation that the series has been completed needs to be provided accordingto the appropriate time frame in order to continue in the clinical courses.b. Nursing faculty, who provide clinical supervision to students, will supply theOffice of Student Affairs with documentation of vaccination, immunity, or awaiver of personal liability. The University will provide the cost of thisvaccination when necessary.7. Students are required to be tested for HIV when patients are exposed to the student’sblood. Positive test results should be communicated to the health care agency and theagency procedure followed.188

POST-EXPOSURE PROPHYLAXIS INSTRUCTIONSHuman Immunodeficiency Virus (HIV), Hepatitis B Virus (HBV), and Hepatitis C Virus (HCV)Surveillance Guidelines: Due to the circumstances and possible exposure to HIV, HBV, andHCV, a student enrolled in the nursing program is considered as being at risk for these virusesgiven the amount of clinical learning the student will be engaged in. While it is not anticipatedthat any students will acquire any of these illnesses, any student deemed to be exposed to any ofthese illnesses will need to be under surveillance for six months from the date of exposure.During that surveillance period there are certain precautions that UCLA School of Nursing, theCenter for Disease Control, and the World Health Organization recommend that the studentpractice to protect him/herself and others.1. Particularly in the case of exposure via a needle stick, for example, if a clinical agreement(such as that which is in place at UCLA) exists, the student should notify the nursemanager in charge who should provide the necessary paper work, and then the studentshould notify the clinical instructor. If the event occurred during open hours, the studentshould proceed immediately to Occupational Health (at UCLA this is 200 Med Plaza) forprovision of care for such incidents as a needle stick. If Occupational health is closed,following the guidelines detailed above, the student should proceed immediately to theER.2. If a clinical agreement does not exist, the student should notify the parties detailed above(nurse manager and clinical instructor) and then proceed immediately to the ER.3. Nonetheless, the student is responsible for contacting his/her health care provider withintwo (2) to four (4) hours of exposure to discuss and arrange for the appropriate testingand post-exposure prophylaxis.4. If a student has not been vaccinated against Hepatitis B, he/she should start the series ofvaccinations immediately.5. If a student was previously vaccinated for Hepatitis B and his/her blood test demonstratesadequate concentrations of HBs antibodies, he/she will be considered protected againstthe Hepatitis B virus. If they are shown to be lower than the required levels, the studentshould receive a Hepatitis B vaccine booster.6. For exposure to HIV, a student should have blood tests done for HIV antibodies at: a)time of exposure, b) four(4) to six(6) weeks after exposure, and c) three(3) monthsfollowing exposure, or as recommended by his/her health care provider. The studentshould also follow his/her health care provider’s recommendation for testing for HepatitisB and C.7. If a student is exposed to the HIV virus, he/she should use condom protection wheneverengaging in sexual intercourse and should take precautions to prevent pregnancy fromoccurring while under HIV surveillance.189

8. If a student has been exposed to any of the above named illnesses, he/she shouldtemporarily remove themselves from being an organ donor, as indicated on the of his/herdriver’s license and refrain from donating blood until there is no longer any suspicion ofinfection.9. If a student is exposed to the HIV virus, he/she should notify his/her health care providerand dentist that he/she is under HIV surveillance program.10. Each student should be constantly diligent about practicing Universal Precautions asoutlined by the Centers for Disease Control.11. A student entering any surveillance program for any of the above mentioned illnessesshould discuss such the matter with his/her spouse or significant other.Students looking for additional counseling should visit the Arthur Ashe Student Health Center onthe UCLA campus.190

Student - Faculty CommunicationStudents are encouraged to take clinical or classroom-related concerns to the appropriate facultymember. If a concern is not resolved the student should follow the organizational chain ofcommand in the School of Nursing. Students may also communicate concerns or suggestions totheir faculty advisor. Clinical and course evaluations as well as the Exit Interview and theProgram Satisfaction Survey provide additional mechanisms for students to provide feedback tofaculty and the School of Nursing.Student input is valued in the governance of the School of Nursing and UCLA. Thus, studentsmay be nominated, asked to volunteer, or be appointed to serve on various committees within theSchool of Nursing and the University. Students are encouraged to be actively involved in theSchool of Nursing and University-wide activities.Attendance PoliciesIn accordance with the University’s philosophy, regular class and clinical attendance areconsidered necessary if the student is to complete the course objectives in a satisfactory manner.Attendance is considered a legitimate basis for grading. Due to the nature of the curriculum andobligations to clients, students cannot easily make up time missed in the clinical area, eliminatingthe option for voluntary absences. Students are expected to attend all classes and every clinicalsession for which they are scheduled. Students are expected to come to class and clinical ontime.ABSENCES AND PUNCTUALITYTHEORY COURSESRegular class and lecture attendance is expected of all nursing students. The instructor for agiven theory course determines how student attendance is incorporated in the final grading, asindicated in the course syllabus.The only acceptable absence excuse for missing a quiz or examination for a theory course isone’s own illness, serious illness in one’s immediate family or death of a family member. Theinstructor or school must be notified at least two (2) hours prior to a scheduled examination. Astudent who misses a quiz or examination must take the missed quiz or examination within one(1) week of the scheduled examination. There is no reduction applied to the grade on theexamination for an excused absence.If a student is absent on the day of a quiz or examination and that absence is considered to beunexcused, a 5% reduction of the test grade will be made. Failure to notify the instructor orschool prior to the exam time will render the absence unexcused, even if the absence was due toone’s own illness, serious illness in one’s immediate family or death of a family member.191

CLINICAL COURSESClinical scheduling may include days, evenings, nights or weekends. This will be determined bythe clinical site. Excused absence: an acceptable excuse for missing a scheduled clinical is one’sown illness, serious illness in one’s immediate family, death of a family member, appearance incourt, inclement weather with hazardous driving conditions, attendance at a professional meetingor an unforeseen catastrophic event. Missing a scheduled clinical for any other reason will beconsidered an unexcused absence. The instructor and/or clinical agency must be notified at leastone (1) hour prior to the scheduled clinical.The following rules apply to the permissibility of absence from attending any clinical hours:1. The maximum number of absences which can be allowed before learning is considered tobe compromised is one (1) clinical day in a quarter, and this absence must be made up ofthe student will fail the course. This is only permitted if the student has satisfactorily metall clinical objectives in all clinical rotations.2. If possible, makeup time for excused absences will be arranged without cost to thestudent. If such arrangements cannot be made, the student will be allowed to drop thecourse (to avoid failing) and required to pay an additional cost for clinical supervision,which is calculated at $80 per clock hour. Payments should be made payable to the UCRegents.3. An unexcused absence will result in the issuance of an Anecdotal Note (see section onAnecdotal Notes). Makeup time for unexcused absences will need to be made up on anhour-by-hour basis and the student will be required to pay for the clinical supervisioncalculated at $160 per clock hour. If the clinical time is not made up, the student Failsthe course.4. A release statement from a physician is required following a major injury, medicalillness, surgery, or extended absence to indicate suitability to return to clinical and class.This applies to illnesses and/or surgeries which occur during the holiday or summerbreaks.5. Students who become aware that they have a communicable illness should notify theirclinical instructor promptly. In this case, student should not attend the scheduled clinicaland should also notify the appropriate clinical facility within two (2) hours of thescheduled clinical.6. Clinical makeup scheduling may include days, evenings, nights or weekends. This willbe determined by the individual faculty involved.7. If a student misses more than one (1) clinical experience, the student will fail the courseand the course must be repeated.8. A student with more than one (1) excused absence due to a documented condition/illnessor unforeseen catastrophic event may be allowed to drop the course (to avoid failing).192

9. If a student receives an incomplete because of an excused clinical absence due to adocumented condition/illness or unforeseen catastrophic event, the student will be unableto proceed to the next course or the next rotation until the incomplete is removed.10. If a student becomes ill during clinical time, the instructor will determine if the studentshould be excused. If the student is sent home, this will be considered an excusedabsence and must be made up.11. A student not prepared for clinical may be sent home. The time missed will beconsidered an unexcused absence and must be made up.12. A student who has not turned in a completed health form will not be permitted to go toclinical and the time missed will be considered an unexcused absence and must be madeup.13. Students are expected to report to the clinical facility on time. Because of the nature anddemand of the profession, clients assigned to students who are more than thirty(30)minutes late will be returned to the care of the facility’s staff and will result in anunsatisfactory rating on the clinical evaluation tool. If a student knows he/she will belate, the clinical site and faculty member must be notified as soon as possible. Latenessof greater than thirty (30) minutes is considered an unexcused absence and must be madeup.14. Returning StudentsThe Returning Student Health Status form must be submitted to the Nursing Officeby August 1st. The student will not be allowed to start clinical without the form onfile in the Nursing Office with updated health information including documentationof tuberculosis screening yearly.15. ContinuationStudents who fail to comply with ongoing health-related documentation will not beallowed to attend clinical and will be required to make up lost time.193

Student InformationAcademic HonestyUCLA is a community of scholars. All members, including faculty, staff and students areresponsible for maintaining standards of academic honesty. Cheating, plagiarism, collaborativework, multiple submissions without permission of the professor or other kinds of academicdishonesty are considered unacceptable behavior and will result in formal disciplinaryproceedings usually resulting in suspension or dismissal. Every student is responsible forfollowing the University’s Student Code of Conduct. The code may be found atwww.deanofstudents.ucla.edu/studentconductcode.pdf. If you are feeling overwhelmed andrequire personal or academic help, please contact your faculty advisor or the Student Affairsoffice for assistance. The campus has numerous resources available to assist students.GraduationAll students must satisfactorily complete the degree requirements as listed in the UCLA GeneralCatalog and the School of Nursing “Announcement.” BS-G students must indicate their “DegreeExpected Term” for the Bachelor of Science degree online through URSA by the time they reach160 units. MECN students must file the “Advancement to Candidacy for the Master of ScienceDegree in Nursing” during winter quarter in their second year.LVN 45 Unit OptionLicensed Vocational Nurses interested in completion of the 45 unit option must meet the transferadmission requirements of both UCLA and the School of Nursing. LVN students must formallyrequest to follow this option, which will not lead to conferral of a Bachelor of Science degree atUCLA. Interested students are required to meet with the Assistant Dean for Student Affairs forcounseling prior to filing a petition.Financial AssistanceStudents may apply for various types of financial aid, including loans, grants, scholarships andfellowships (MECN only). In order to apply for need-based financial aid, all students mustcomplete the Free Application for Federal Student Aid (FAFSA – http://www.fasfa.ed.gov). Inaddition, graduate students must complete the Need Access Application(http://www.needaccess.org) to be considered for need-based aid. Funds for all types ofassistance are limited and are awarded to students who demonstrate need as determined from ananalysis of their application, merit or other information such as community service or area ofstudy as indicated by the funding source or scholarship donor.194

To assist students with the financial aid process, the UCLA School of Nursing has anUndergraduate Financial Aid Coordinator and a Graduate Financial Aid Coordinator in theStudent Affairs Office. The financial aid staff will announce the availability of variousscholarships or other funding source as they become available, counsel students, calculate need,and award loans and the School of Nursing will control the funds. In addition, the StudentAffairs Committee will participate in the selection of scholarship recipients.195

Campus ServicesStudent HealthThe mission of the UCLA Arthur Ashe Center is to promote and enhance students' good healthand well-being which supports student success and enhances the quality of campus life at UCLA.Student Health is committed to providing cost-effective health care and health promotionservices that are specifically designed for the unique needs of students in a complex, urbancampus community. The unique mission of Student Health is vital and essential to the Universitymeeting its teaching, research, and public service mission, thereby contributing to its success as alarge public research university striving for preeminence.The institutional context reinforces the need to provide health care services of the highest qualityto meet the unique challenges inherent to the university setting. The health services must beeasily accessible and geared to the unique health needs and concerns of the students. Our missionmust include a strong educational component in order to promote healthful lifestyles and preparestudents to become knowledgeable health care advocates and consumers within the largercommunity. Convenient, prepaid health care, including health promotion and education, areintegral student services which support students' learning, growth and achievement while at theUniversity. Student Health supports and actively promotes the mental, social, and physicalgrowth and development of the students in a healthy, safe, and intellectually challengingenvironment.In summary, the role of Arthur Ashe Center in assuring good health involves:1. Access to quality, comprehensive, accessible, cost-effective, convenient health care, andhealth education and promotion services.2. Promoting individual life style choices and behaviors that prevent illness and lead tooptimal health.3. Contributing to the University's mission of teaching, research and public service byinteracting with other departments and being a health care advocate for the students.Contact: 310-825-4073Website: http://www.studenthealth.ucla.edu/Student Psychological ServicesSometimes students find themselves in need of assistance to learn how to deal with variouspsychological and social issues. SPS provides a safe and confidential place to talk with aprofessional about concerns or problems, no matter how minor or serious, which might interferewith personal growth or academic achievement. Their services can be obtained by calling (310)-825-0768 or at the website http://www.sps.ucla.edu.196

Office for Students with DisabilitiesIf you need any accommodation for a disability, please contact the Office for Students withDisabilities at (310) 825-1501 or visit their website at http://www.osd.ucla.edu/. The School ofNursing is committed to working with all students to create a successful learning environment.Bruin OnlineBruin OnLine (BOL) is a collection of services that provides UCLA students, faculty, and staffwith:• Email• Web Hosting Services• Network Connectivity, including Wireless• Free Software and SupportPhone: (310) 267-HELP (4357)Website: http://www.bol.ucla.edu/HousingUCLA’s Housing Office offers a variety of services to help with undergraduate and graduatehousing needs. Their experienced staff is available to answer questions and assist student’s withhousing options, meal plans, budget counseling, and payment information.Phone: (310) 206-7011Website: http://www.housing.ucla.edu/Transportation and ParkingThe Transportation and Parking office coordinates the variety of transportation options availableto students and staff at UCLA including, issuing parking permits, coordinating ride-shareprograms, overseeing campus shuttle services, and much more.Phone: (310) 794-7433Website: http://www.transportation.ucla.edu/197

PoliceThe University of California Police Department at Los Angeles is mission driven to maintain asafer environment by maintaining a high state of readiness and providing crime preventionprograms. Core values such as community betterment, teamwork, quality service and educationdevelopment provide a firm base for public safety. The UCLA Police Department works closelywith local law enforcement in a collaborative effort to prevent crime and apprehend criminalsuspects.The CSO Escort Service is a program implemented by the UCPD to assure the safety of UCLAstudents and staff. This service can be reached by dialing (310) 794-WALK (9255)Phone:Website:(310) 825-1491 (non-emergency and emergency number)or911 from a campus phonehttp://www.ucpd.ucla.edu/Emergency PlanThe evacuation area for the Factor Building is at the corner of Tiverton and Charles YoungDrive, across the street from the building. If a fire alarm sounds, you MUST leave the buildingimmediately. Take only your personal belongings with you. Re-enter the building only whenthe fire department tells you it is safe. Do not leave the evacuation area until instructed to do so.If an earthquake occurs, take cover immediately under a desk, table etc. Cover your head andneck and stay away from windows. Follow the evacuation plan when it is safe to do so.Emergency ServicesFor any other emergencies on campus, please dial 911 or call campus police at 310-825-1491.To report any damage to the physical plant call 310-825-9236EMERGENCY TELEPHONE LINESIf an emergency occurs when you are NOT in class, you can call the hot line to find outinformation that will be helpful regarding classes in session, etc. Local radio and televisionstations will also broadcast any changes that the University might need to make based on localevents. You can also check the UCLA website at http://www.ucla.edu.UCLA Emergency Hotline: 1-800-900-UCLA (1-800-900-8252) or 1-800-900-1234198

Escort ServicesPlease call (310) 794-WALK (9255) from any campus phone for a free escort between campusbuildings.OrganizationsNational Student Nurses’ AssociationNational Student Nurses’ Association (NSNA) is a national organization for student nurses.Students are encouraged to join the UCLA School of Nursing chapter. The purpose of thisorganization is to:1. Encourage student participation in a professional organization.2. Provide opportunity to gain skills in leadership in a professional organization.3. Enhance perspectives of students concerning broader nursing issues and/or organizations.Associated Students - CampusStudent self-government, with its accompanying co-curricular program, is organized andadministered by the Associate Students of UCLA, in which all undergraduates hold membershipby virtue of paying the ASUCLA fee. For more information on the Undergraduate StudentsAssociation, see: http://students.asucla.ucla.edu/.Graduate Students Association - CampusThe Graduate Students Association (GSA) is the official organization representing the interestsof UCLA graduate students in academic, administrative, campus and statewide areas. TheSchool of Nursing belongs to GSA’s Health Sciences Council. The Health Sciences Council ismade up of students from the Schools of Medicine, Dentistry and Nursing. For moreinformation on GSA, see: http://gsa.asucla.ucla.edu/.Graduate Students in Nursing Association (GSNA) - SchoolThe Graduate Students in Nursing Association (GSNA) is the official organization of thegraduate students in nursing. The primary purpose of the organization is to further enhancegraduate education by offering the graduate student opportunities for leadership experience,furnishing an avenue for student and student/faculty interaction, providing a forum foraddressing issues pertinent to the nursing profession, and fostering student participation in thegreater University community.199

All graduate students enrolled in the School of Nursing are members of GSNA by virtue of theirgraduate student standing and are urged to become active participants.Nursing Students at UCLA (NSUCLA) - SchoolAll undergraduate nursing students at UCLA are invited to become members of NursingStudents at UCLA (NSUCLA), which strives to facilitate interaction among students andbetween students and the School of Nursing faculty and staff. NSUCLA also seeks to further thequality of education in the School of Nursing through representation on all major facultycommittees.Alpha Tau Delta (ATD) – SchoolAlpha Tau Delta is a professional fraternity for nurses that was founded in 1921 at the Universityof California, Berkeley. College chapters are established only in schools of nursing fullyaccredited by the National League for Nursing. Alpha Tau Delta is also a charter member of theProfessional Fraternity Association.The purposes of Alpha Tau Delta are to further higher professional educational standards forthose in the nursing profession, develop character and leadership, organize the social life of itsmembers as a contributing factor to their educational program, and form a close bond offriendship, fellowship, mutual helpfulness, and understanding among those in the nursingprofession.Men and women are eligible for membership in the UCLA Gamma Chapter. Students must berecognized for their high professional, moral, and scholastic standards to be eligible formembership.Sigma Theta Tau (STT) - SchoolSigma Theta Tau is the only international honor society for nurses. It recognizes individuals forleadership qualities, superior achievement, high professional standards, creative work, andcommitment to the ideals and purposes of the profession. UCLA’s Gamma Tau Chapter wasestablished in spring 1978. For more information on the Gamma Tau Chapter, see:http://www.gammatau.net/.Latino Students Association - SchoolThe purpose of the Latino Students Association is to promote networking opportunities to furthereducational goals, create personal connections that lead to mentoring and empowerment, andpromote success in learning from one another. The organization meets once a quarter and is200

epresented at the School of Nursing Multicultural Committee meetings. All students and alumniare welcome and encouraged to attend.Pan-African Students Association - SchoolThe purpose of the Pan-African Students Association is to promote networking opportunities tofurther educational goals, create personal connections that lead to mentoring and empowerment,and promote success in learning from one another. The organization meets once a quarter and isrepresented at the School of Nursing Multicultural Committee meetings. All students and alumniare welcome and encouraged to attend.201

Organizational Chart of the UCLA School of Nursing202

Undergraduate Program CommitteeThis committee shall be composed of three individuals who teach in the baccalaureate program.There shall be at least one member from each of the faculty functional units. The Chair shall beelected by the full Academic Senate Faculty for a two-year term. The Chair and the majority ofmembers must be Academic Senate Faculty. The Associate Dean for Academic Affairs shallserve as an ex officio member without vote. The duties of the committee shall be to monitorbaccalaureate level curricular matters, to monitor changes in courses, instruction and degreerequirements, and to recommend policy regarding the baccalaureate program.Master’s Program CommitteeThis committee shall be composed of faculty who teach in the master’s programs. There shall bea minimum of two representatives from each of the faculty functional units. The Chair shall beelected by the full Academic Senate Faculty for a two-year term. The Chair and majority ofmembers must be Academic Senate Faculty. The Associate Dean for Academic Affairs shallserve as an ex officio member without vote. The duties of the committee related to the master’sprogram committee shall be to monitor master’s level curricular matters, to recommend changesin courses, instruction and degree requirements, to oversee comprehensive examinations, and torecommend policy regarding the master’s program.Student Affairs CommitteeThis committee shall be composed of one Academic Senate Faculty representative from each ofthe program specialties within the faculty functional units and one non-Academic Senate Facultyrepresentative. The Chair shall be elected by the full Academic Senate Faculty for a two-yearterm. The Assistant Dean for Student Affairs shall serve as an ex officio member without vote.Student representatives shall not be included. The duties of the committee shall be to selectstudents for admission to the baccalaureate, master's and doctoral programs, to review studentcandidates for awards, honors and scholarships, to make decisions and/or recommendations toappropriate funding bodies for recipients of awards, honors and scholarships, and to oversee allmatters related to recruitment, progression and retention of students.203

Nondiscrimination/Affirmative Action PolicyThe University of California, in accordance with applicable Federal and State Laws andUniversity Policies, does not discriminate on the basis of race, color, national origin, religion,sex, gender identity, pregnancy (including pregnancy, childbirth, post-partum period and medicalconditions related to pregnancy and childbirth), disability, age, medical condition (cancerrelated),ancestry, marital status, citizenship, sexual orientation, or status as a Vietnam-eraveteran or special disabled veteran. The University also prohibits sexual harassment. Thisnondiscrimination policy covers admission, access, and treatment in University programs andactivities.Inquiries regarding the University’s student-related nondiscrimination policies may be directedto the UCLA Campus Counsel, 3149 Murphy Hall, Box 951405, Los Angeles, CA 90095-1405,(310) 825-4042. Speech-and hearing- impaired persons may call TTY (310) 206-3349; or visithttp://www.saonet.ucla.edu/ada.htm.Students may complain of any action which they believe discriminates against them on theground of race, color, national origin, marital status, sex, sexual orientation, disability, or age andmay contact he Office of the Dean of Students, 1206 Murphy Hall, and/or refer to Section 111.00of the University of California Policies Applying to Campus Activities, Organizations, andStudents (available in 1206 Murphy Hall or athttp://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/toc.html) for further information andprocedures.Eligibility for LicensureAfter completion of either the BS-G or MECN program, students should be eligible to take theRN-National Council Licensing Examination (RN-NCLEX) and upon successful passage of theRN-NCLEX, graduates should be able to use the designated title RN in their practice. Eligibilityto write the RN-NCLEX is determined by each respective State Board of Nursing. Forrequirements on sitting the RN-NCLEX, students should review the guidelines for the respectivestate board where they wish to seek licensure.Changes to Policy and/or Curriculum RequirementsThe School of Nursing, due to the nature and demands of an educational program and thenursing profession, reserves the right to change specific policies and/or curricular requirementsto enhance and update the curriculum design for the program of nursing. These changes will bemade known to the students as they occur.204

A signature page at the end of the Student Handbook must be read, signed and returned to theOffice of Student Affairs prior to the first day of the student’s first class. Students will not beallowed in any nursing class without having a signed signature page on file with the Office ofStudent Affairs.205

Pre-licensure Student Handbook 2006-2008Signature and Confirmation PageEach student is responsible for reading and understanding the content of the Pre-LicensureHandbook, and acting in accordance within the guidelines and spirit of the provisions outlinedtherein.IStudent’s Name (Print)have read the UCLA School of Nursing PrelicensureHandbook, and my signature below indicates that I understand the content of the handbook, andagree to abide by the policies and regulations outlined therein.SignDate206

APPENDIX P: SEQUENCE OF Ph.D. CURRICULUM207

UCLASchool of Nursing July 8, 2008Doctor of Philosophy Program –COURSE SEQUENCE FOR FALL 2008 ADMITSThis course sequence is provided as an example only. An individual student's program may differ fromthis sample if additional coursework is required. Additional courses required for Biologic Sciencestudents are indicated in red ink.FIRST YEARFallUnitsWinterUnitsSpringUnitsStatistics*N202N295AN210A4414Statistics*N206N210BN495+4442Statistics*N210CN299AM&I CM234 - Bioethics4422N299D/N495+2/215-1712-14 N495+212-14TotalTotalTotalWritten Qualifying ExamSummerSECOND YEARFallUnitsWinterUnitsSpringUnitsStatistics*N207N205AChem CM253 (Biologic only)4446N205B or N299B***N208N295B & N295CCognate**4424-6N205C (for students enrolled inthe qualitative series)N 299C***Cognate**44-64-64Cognate**208

Total12-18Total14-16Total12-16THIRD YEARFallCognate (if needed)N596 or N599++UnitsWinter48 N596 or N599++N299B (Biologic Science)Units8Spring4 N596 or N599++N299C (Biologic Science)Oral Qualifying ExamUnits84FOURTH YEARUnitsUnitsFallWinterSpring88N599N599N599Final Oral Defense-File DissertationRequired Courses:N202Philosophical Foundations of Science of NursingN205AQualitative Research MethodologyN205BAdvanced Qualitative Research Methodology IN205CAdvanced Qualitative Research Methodology IIN206Nursing Theory DevelopmentN207Quantitative Research Designs of Clinical PhenomenaN208Research in Nursing: Measurement of OutcomesN210AState of the Science: Phenomena of NursingN210BInterdependence of Theory and Research Questions in Nursing ScienceN210CNursing Intervention and Program ResearchN295ABC Nursing Science Seminar: A) Introduction to Research, B) Formation of Research Questions, C) GrantWritingN299A-D Nursing Research (A), Laboratory Experience (B/C) or Education (D) Seminars +N299D requires an N495practicum year 1.N596 Directed Individual Studies (Proposal Preparation)N599Research for and Preparation of PhD DissertationMicrobiology & Immunology CM234 Ethics and Accountability in BiomedicalResearchChemistry CM253 Macromolecular Structure (required for Biologic Science only)*Acceptable Statistics Series: Biostatistics 200A, 201 & 406 or Education 230B, 230C & 231A. Eachseries is offered under different scheduling. Note: Biostatistics 100B is a prerequisite for Biostatistics200A and Education 230A is a prerequisite for Education 230B.** Cognates: Minimum of 12 units, at least 3 courses in related fields. In addition, Chemistry CM253, Macromolecular Structureis required for Biologic Science.***Students must take either of the following: N299B and N299C for quantitative research or N205B,N205C and N299B or N299C for qualitative research. Biologic Science students take N299B & N299Ctwice.Units8209

++Oral Qualifying Examination – This is projected date. Students arrange to take the Oral Qualifying Exam when their proposalis ready for approval. Biologic Science students must complete the second 299B & C series before taking the Oral QualifyingExamination.Students must pass the Oral Qualifying Examination before enrolling in N599.210

APPENDIX M: LISTING OF PH.D. STUDENTS211

APPENDIX M: LISTING OF PH.D. STUDENTSProgram: PHDYear: 2008Student Advisor/Chair Specialty Admit term Written Oral/ATC Final Oral TStudent Advisor Research Entry Written Qual OralQual/ATCEmploymentBlake, Nancy Searle Leach, Linda HSR Fall 2008 CChild, Rebekah Jay Upenieks, Valda BIOB Fall 2008Fry-Bowers, Eileen Lewis, Mary Ann HSR Fall 2008Leads, Patricia O'Connell, Aurelia BSCI Fall 2008 CNajjar, Rana Evangelista, Lorraine HDVP Fall 2008Samuel-Nakamura, Christine Hodge, Felicia HDVP Fall 2008Scalia, Melissa Sarna, Linda HSR Fall 2008 CStone, Dawn Robbins, Wendie HDVP Fall 2008 CTailakh, Ayman Fongwa, Marie HSR Fall 2008 AAnaebere, Ann Nyamathi, Adeline HDVP Fall 2007 Summer 2008Bogar, Susan Koniak-Griffin, Deborah HDVP Fall 2007 Summer 2008 CBrennan, Meghan Sarna, Linda BIOB Fall 2007 Summer 2008Garland, Jennifer Wiley, Dorothy HDVP Fall 2007Lassegard, Julia Phillips, Linda BIOB Fall 2007Nelson, Mary Compton, Margaret BSCI Fall 2007 Summer 2008 CSamiley, Romanitchiko Phillips, Linda HDVP Fall 2007 Summer 2008 VSaria, Marlon Sarna, Linda BIOB Fall 2007 Summer 2008Secola, Rita Maliski, Sally HSR Fall 2007 Summer 2008 CShinnick, MaryAnn O'Connell, Aurelia HDVP Fall 2007 CKim, Hae Sook Woods, Lynn BIOB Fall 2006 UKim, Youngmee Evangelista, Lorraine BIOB Fall 2006 Summer 2007 6/30/2008 CMcGuire, Anthony Doering, Lynn BIOB Fall 2006 Summer 2007 CMeyer, Dawn Compton, Margaret BSCI Fall 2006 Summer 2007Pieters, Huibrie van Servellen, Gwen BIOB Fall 2006 Summer 2007 7/3/2008Stemmler, Margaret Koniak-Griffin, Deborah HDVP Fall 2006 Summer 2007Sun, Virginia Sarna, Linda HDVP Fall 2006 Summer 2007 7/15/2008 CHersh, Mary McNeese-Smith, Donna HSR Fall 2005 Summer 2006 TMiller, Pamela Doering, Lynn BIOB Fall 2005 Summer 2006 5/17/2007Moughrabi, Samira Evangelista, Lorraine BIOB Fall 2005 Summer 2006 10/2/2007Akhavan, Jaleh Upenieks, Valda HSR Fall 2004 Summer 2005 12/6/2006Baskaran, Christiana McNeese-Smith, Donna HSR Fall 2004 Summer 2005Guzman, Jenice van Servellen, Gwen HDVP Fall 2004 Summer 2005 3/8/2007 VHaley, Theresa Doering, Lynn HSR Fall 2004 Summer 2005 7/15/2008Lowe, Ann Fitzgerald, Leah BIOB Fall 2004 Summer 2005 2/7/2008Tyler, Darlene Nyamathi, Adeline HDVP Fall 2004 Summer 2005 7/15/2008 UMcNair, Norma Woo, Mary BIOB Fall 2003 Summer 2004 UAjeigbe, David McNeese-Smith, Donna HSS Fall 2002 Summer 2003 2/26/2008Davis, Claudia Giger, Joyce HSS Fall 2002 Summer 2004Sayre, Michelle Fongwa, Marie HSS Fall 2002 Summer 2003 8/1/2008212

Appendix N: UCLA SON Strategic Plan213

Appendix N: UCLA SON Strategic PlanNovember 15, 2005To:Daniel NeumanProvost and Executive Vice ChancellorFrom: Marie J. CowanDean and ProfessorRe:Strategic Plans and Budget for the School of NursingOver the last year, faculty and staff in the School of Nursing have developed the enclosedFive Year Strategic Plans for the School of Nursing FY2006-2011. The process has been usedtwice before during the last nine years for strategic planning. The task forces were: academicprograms, student affairs, pedagogy, faculty committees, research, information technology, anddevelopment. The dean appointed the respective chairs of the task forces, but the membershipwas open to faculty and staff to join according to their interests. Each task force also hadmembers external to the School who were appointed by the respective chairs. Acknowledgementof the respective committee members is in the report. Each task force used the same template fortheir report: specific aims, rationale, benefits, barriers, current status, strategies to accomplish thegoal, critical measurable indicators of accomplishments of the goal, resources and cost, andtimeline. Each task force met about six times during the fall and winter quarters. Drafts werepresented to the Deans Advisory Committee (DAC) and Faculty Executive Committees (FEC)during spring quarter. In May, faculty and staff spent a two-day retreat at Lake Arrowhead todiscuss the strategic plans to rank their priorities. In July, the faculty and staff again discussedthe strategic plans at an all-school business meeting. The strategic plans are attached.Executive Summary of Five Year Strategic PlansThe goal of this document is to provide an executive summary of the strategic plans, thetimetable, and more in-depth budget and resources analyses for three years.Strategic Plans for Academic ProgramsThe primary goal for academic programs for the next five years is the development andimplementation of a new undergraduate program, a masters in clinical nursing for persons whoalready have a baccalaureate degree in another discipline and increased enrollment in theAD/BS/MSN program for registered nurses from the community colleges to attain abaccalaureate and masters degree in three years. All three of these programs address the nursingshortage in California and will “raise the bar” for educational competencies for entry into214

professional nursing practice. New 19900 general funds and professional school fees will beneeded for these programs.A secondary goal is to either expand enrollment in the PhD program and/or to develop apractice doctorate (DNP) to address the shortage of nursing faculty in California. In fall of 2004,the American Association of Colleges of Nursing voted that by 2015 the existing masters degreesto prepare advanced practice nurses (i.e. nurse practitioners and/or clinical nurse specialists) willbe replaced by a practice doctorate, the DNP. A task force was appointed in the School ofNursing to study the feasibility of the DNP at UCLA. It is expected that the task force report willbe forthcoming in 2006/07. California also has a severe shortage in nursing faculty to teach inthe California State system and in the community colleges. Many of the graduates from our PhDprogram have been trained as researchers and are applying to research-intensive schools ofnursing. Thus there may be additional justification of developing a DNP degree to address theshortage of nursing faculty in California. The issue is complex from political, pedagogical, andphilosophical points of view. Depending on faculty vote, the DNP might be implemented in threeyears, and new general funds might be forthcoming because of the potential initiative forincreased graduate and professional enrollment growth from UCOP.Currently, in order to facilitate clinical faculty mentorship, a Director of Clinical Practice,Dr. JoAnn Eastwood was appointed. She will coordinate all the clinical site placements forstudents. She provides mentorship for the clinical faculty, most of whom have masters degreesand are lecturers. A few are adjunct faculty with doctoral degrees. The School currently hasabout 200 affiliation site agreements/contracts. Her salary is provided from Professional Feerevenue.Interdisciplinary and Biosciences Initiatives. The School of Nursing has steadily built acadre of nurses who do basic science research. A genetics class is being developed to be offeredcampus-wide for 2007-08. The faculty are studying the feasibility of requiring the first year ofbasic biological sciences be required of pre doctoral students in the biological sciences andmedical school, for those nursing predoctoral students interested in basic science research. ThePhD program in the School of Nursing has already been changed to reflect a pathway to trainbasic scientists. The School is co-sponsoring a conference on stem cell biology with the Centerfor Society and Genetics in February, 2006. Dr. Wendie Robbins is a member of the Center forSociety and Genetics.Interdisciplinary and International Studies Initiative. For the last five years, Dr. AdeyNyamathi from the School of Nursing and Dr. Fahey from the School of Public Health have beenfunded the Fogarty Institute to train international scholars from India. Dr. Nyamathi (principalinvestigator) and Dr. Martin Shapiro from the School of Medicine are planning to offer coursesby satellite to physicians in Africa regarding the treatment and prevention of HIV/AIDS. Thelatter is expected to be funded in 2006 by a special, unique allocation from Congress sponsoredby Congressman Lewis.Cultural Competence Across All Programs and UCLA in LA Initiatives. The facultycontinues to infuse cultural competence across all academic programs. The National Institute ofNursing Research within the National Institutes of Health (NIH) funded the Center for215

Vulnerable Populations Research for another five years. The principal investigator is Dr.Deborah Koniak Griffin. As the attached report describes it is “ a major strategic resource in theSchool of Nursing for modeling cultural competence in curricula and in programs ofresearch…There are numerous campus resources that will be tapped, such as the Center forLatino Culture, UCLA in LA, Center on Health Diversity and the Lesbian, Gay, and BisexualCenter. Current funding has been obtained from UCOP for a Cultural Immersion Program (inMexico)…”Dr. Felicia Hodge, Professor in the School of Nursing, is negotiating with ExecutiveDean Pat O’Brien about being appointed as Director of Graduate Studies for the Study ofAmerican Indians in the College. The funds for a stipend and course release will come from theCollege.Self-Supporting Programs. The on-line program for the MSN in Nursing Administration,which has been piloted in the School for the last four years, has been submitted to the AcademicSenate for approval for the last two years. The budget was approved by ABP about four yearsago. In the meantime, the School has entered a partnership with UCLA Extension to transfer thetechnology from ecollege.com to blackboard. Thus the earliest that this program could be offeredwould be 2007/08.Other self-supporting programs described in the strategic plans are: acute care pediatricsand woman’s health. Both of these programs will be developed in 2007-09.Strategic Plans for Student AffairsThe target enrollment for the three new initiatives: the new BS undergraduate program(50 students per year for 4 years), new MECN program (50 students per year for 2 years), andincreased enrollment in AD/BS/MSN program (8 students per year for 3 years) will add a totaladditional of 324 students by 2009-10. The target enrollments for the masters program (about147 students per year) and the PhD program (about 16 students per year) will remain the samefor the next three years. The target enrollment for the AD/BS/MSN program will be 32 studentsper year instead of 24 students.The strategic plans for student affairs have to do with strategies to improve recruitmentfor the masters and doctoral programs, as well as increasing the pool of diverse and economicallydisadvantaged students in all programs. The strategies to increase and maintain enrollment inthe masters program include changing admission criteria to include RN’s with non-nursingbaccalaureate degrees and allowing students in the AD/BS/MSN program to graduate with theBS and re-enter at a later time for the MSN degree. The strategies for increasing the enrollmentof doctoral students are dependent upon financial support. Currently, through developmentfunds, the School offers all first and second year doctoral students $15,000 per year for feesand/or stipend. Two predoctoral/postdoctoral training grant proposals will be submitted to NIHin 2006. One will be the renewal of the grant to prepare predoctoral students for vulnerablepopulation research. The other is an interdisciplinary proposal with the Department ofBiostatistics, School of Public Health to train doctoral nursing students in advanced statistics andto prepare doctoral students in biostatistics to work with nurse scientists. Lastly, the primary216

priority for strategic plans in development is graduate student scholarship. In FY2006/07, reservefunds are being set aside for renovation of the student lounge.Strategic Plans for DevelopmentThe market value of the endowment balance is $27,498,917 (June 30, 2005). During thecampaign, $9,607,751 was raised, which is 192% of the School’s goal.The primary goal for development for the next three years is to restructure the Dean’s Board ofVisitors for a commitment for fund-raising. The main goal for fund-raising is graduate studentscholarship through both annual giving and major gifts. The acute problem is the lack of aDirector of Development. The School has been virtually without this type of leadership for thepast two years and anticipates another nine months for the search of a development officer.Potentially, reinstating the undergraduate nursing program to address the nursing shortage mightimprove fund-raising.Strategic Plans for ResearchThe primary goals for strategic planning is to diversify funding sources, participate incampus interdisciplinary research projects, and to improve the resources and infrastructure forresearch support.Interdisciplinary Research. Most of the research grant awards in the School involve coinvestigatorsfrom other departments and schools. With the requests for proposals focusing onthe NIH Roadmap, interdisciplinary research is expected to grow even more. Faculty are veryinterested in developing interdisciplinary centers of research excellence. The award for theinterdisciplinary Center of Vulnerable Population Research was renewed for another five years(principal investigator, Deborah Koniak Griffin). Dr. Felicia Hodge is planning to submit a grantproposal for one of the NIH Roadmap P20 interdisciplinary exploratory centers in 2006 for aCenter for American Indian Health. She plans to collaborate with Dean Scott Waugh, facultyfrom American Indian Studies in the College and Law School, and faculty from the School ofDentistry. Individual faculty are interested in participating in research projects involving thestem cell institute and genetics.Improving the Research Infrastructure. The new support staff for research infrastructurewill potentially be in place by January 2006. These will include the following: one FTE senioradministrative analyst for fund management; one FTE senior administrative analyst for grantwriting, editing of manuscripts, IRB proposal coordination, one FTE statistician, and a part-timebiostatistics doctoral student for data entry. Dr. David Elashoff will remain as the primarystatistical consultant in his joint appointment with the Department of Biostatistics. Dr. MaryWoo will remain as Associate Dean of Research. Faculty will elect the Director of the proposedCenter for Excellence in Research by June, 2006.The total costs for improving the research staffinfrastructure in the School is $192,346 per year. The School is also renovating the researchspaces in the School, particularly the research laboratories on 6 th floor. The total costs forresearch renovation is expected to be approximately $800,000. The funds for renovation willcome from the School’s reserves. The funds for new staff salaries will come from ProfessionalFee revenue, except for one FTE, which will come from indirect costs returns. The School will217

continue to offer four competitive intramural grants per year at $25,000 each in order for facultyto do pilot studies before NIH grant submission. The latter funds will also come from indirectcosts revenue.Strategic Planning on Faculty Committees“Faculty participation on committees is necessary for academic quality and sharedgovernance. However, there has been an apparent dissatisfaction with the current committeeworkload and structure but no systematic assessment of faculty perceptions about these issueshas been done.” Rigorous qualitative methodology was used to identify the themes regardingfaculty workload on committees, key issues/obstacles affecting committee work, and possiblesolutions. These recommendations and solutions are outlined in the report and are beginning tobe implemented in the School in 2005/06 by the Faculty Executive Committee and the respectivecurricular committees. The Deans Advisory Committee (DAC) has appointed staff to support allthe faculty committees, hired as new staff person in academic personnel as recommended. DAChas also approved $7000 for Dr. David Daniels to give Enneagram Training to faculty and staffin December 2005 for improvement of communication and teamwork. Dr. Daniels is AdjunctClinical Professor at Stanford University Medical School, Department of Psychiatry andBehavioral Services.Strategic Planning on PedagogyThe strategic plans to facilitate excellent pedagogy were: to create the “classroom of the21 st century”; to develop human resources to support ongoing excellence in pedagogy; and tocreate infrastructure to promote excellence in pedagogy. While these objectives were laudable,the strategies of implementation were very broad and were not well defined. Many of thestrategies will have to be taken on by the FEC for clearer, more focused implementation. Someof the implementation of the strategic plans for information and instruction technology applies tothe strategies for implementing the infrastructure for to promote excellence in pedagogy.Strategic Planning on Instructional and Informational Technology and Classroom InfrastructureThe integration and support for technology in School and classroom operations wereidentified as important items in our strategic plan. Suggestions and examples of how newertechnology can be implemented into School and classroom activities could be provided by theOffice of Instructional Development, School of Medicine, iCompass, Library, and the staff forthe Associate Vice Chancellor for IT. Guidance, initial evaluation, and implementation of thesesuggestions can be provided by our School’s IT Steering Committee. Target areas for the IT andstrategic plans were research and teaching.Research. In the area of research, emphasis was placed on methods to enhance IT supportfor research and data security. Solutions to be implemented include external funding via grantsfor additional IT personnel as well as organized IT in-service for grant personnel (cost neutral).Data security will be greatly enhanced through the implementation of encryption software on allcomputers (including laptops) with research data, as well as training and certifications onprotecting sensitive data. We will be implementing and distributing PointSec software for data218

encryption in November 2005, to protect research/sensitive data, and research data securitytraining, initiated in June 2005, continues. The cost for the PointSec encryption software isapproximately $10,000.Teaching. To enhance teaching, increased and improved technological capabilities andknowledge were emphasized. Assessment of other UCLA classroom settings (Anderson, Schoolof Dentistry, School of Medicine, Office of Instructional Development) was done in summer,2005. The largest classroom, the Audrienne Moseley Auditorium will have replacement of itssound system and video projectors in December 2005 (estimated cost: $54,000). In summer,2006, the auditorium and all of the large classrooms (size over 20 students) will be upgraded toallow for web-based room scheduling, web-based technical support (uploading of files, troubleshootingof equipment), and remote control of video projectors and computers. In addition, wewill be adding a portable media center, which will allow digital recording (on to CD or DVD)and live streaming via the Internet of lectures (estimated costs: $230,000).Budget and Resources AnalysesThe revenue for the new initiatives to fulfill the three year strategic plans will come fromthe existing reserves in the School; from new general funds and other state funds from UCOP tosupport new programs; from research grant awards from NIH; from development; and from selfsupportingfunds. In FY2005/06, existing reserves in the School will fund $1,486,354 and anadditional $814,763 in FY2006/07 for a total of $2,301,117. A detailed description follows. Theattachment contains the business plan and budget for the new undergraduate and MECNprograms which is being reviewed by the UCOP and the Regents. The main request foradditional funds from the Chancellor is to establish permanent funds in the School’s budgetstructure for Supplies and Expenses (Sub 3) or operating costs.Permanent General Funds for Supplies and ExpensesThe general funds for the School of Nursing support faculty salaries and less than half ofthe staff salaries. There are no permanent general funds for supplies and expenses (Sub 3). Everyyear the dean plays a “shell game” among carry-forward 19900 funds, opportunity funds,development funds, professional fees, summer session funds, and reserves to develop enoughrevenue to cover the usual supplies and expenses of the School. In 2004/05 the total actualexpenses for S&E were $$900,500. The request is for $300,200 permanent funds each year withan increase of $300,200 per year for three years, which will then provide a stable permanentrevenue from general funds for S&E. These funds are being requested from the Chancellor’soffice. Refer to the following table.FY06/07 FY07/08 FY08/09S&E Revenue $300,200$300,200$300,200Total per year $300,200 $600,400 $900,600219

Funds and Resources for Strategic Plans for Academic ProgramsUndergraduate Program and Masters Entry into Clinical Nursing Program. The businessplan for these programs is attached. The revenue will come from UCOP as general funds,professional fees, and undergraduate and graduate educational fees. The data was incorporatedinto program change in the respective categories. A summary of the budget is described in thefollowing table.FY06/07 FY07/08 FY08/09 FY09/10Expenses $2,494,412 $3,018,150 $4,135,053 $4,382,370Revenue $1,538,660 $3,216,772 $4,209,904 $5,155,812Facilitate Clinical Faculty Mentorship. To facilitate mentorship and coordinate clinicalsites and affiliation agreements, a Director of Clinical Practice was appointed. The revenue isfrom Professional fees and has been incorporated into staff program change.FY06/07 FY07/08 FY09/10Director of Clinical Practice (with benefits) $88,900 $88,900 $88,900Interdisciplinary, Bioscience, and International Initiatives will be funded by externalgrant sources.Self-Supporting Programs. The business plan for on-line program for the MSN inNursing Administration has been approved, and the curriculum awaits approval from theAcademic Senate. The earliest it will be offered might be 2007/08. The other two programs:acute care nurse practitioner in pediatrics and in woman’s health will be developed in 2007/09and were not entered for funding in the next three years.Funds and Resources for Strategic Plans for Student AffairsThe primary goal is to raise $1 million per year for student scholarships throughdevelopment, submitting grant proposals for pre-doctoral and post-doctoral training, and toencourage faculty to include more doctoral students in their research grants. In FY2006/07,$500,000 from reserve funds will be used for renovation of the student lounge.Funds and Resources for Strategic Plans for ResearchThe goals to diversify funding and participate in interdisciplinary research across campuswill be funded by external sources such as NIH and foundations. The funding for improvementof the research infrastructure will be funded by professional fees and by indirect cost return.Refer to the following table.Research Support Staff (with Revenue Source FY05/06 FY06/07 FY07/08 FY08/09benefits) or RenovationSenior Administrative Professional fees $71,325 $72,685 $72,685 $72,685220

Assistant for FundManagementSenior AdministrativeAssistant for grantpreparation, IRB proposalcoordinationIncreased Statistician to fulltimeStipend for Director ofIndirect CostsReturns$71,325 $72,685 $72,685 $72,685Professional fees $44,450 $44,450 $44,450 $44,450Indirect Costs $ 5246 $5246 $5246 $5246Research CenterReturnsRenovation of Research Labs Reserve from $800,000 - -& SpaceIndirect CostsReturnTotal Cost $992,346 $195,066 $195,066 $195,066Funds and Resources for Strategic Plans on Faculty CommitteesAn additional staff will be hired to give faculty support in academic personnel. Dr. DavidDaniels will give Enneagram training to facilitate communication and teambuilding.Revenue FY05/06 FY06/07 FY07/08 FY08/09SourceEnneagram Training Reserves $7000 - -Senior Administrative Analyst forSupport in Academic PersonnelProfessionalfees$71,325 $72,685 $72,685 $72,685Funds and Resources for Strategic Plans for Informational and Instructional Technology andClassroom InfrastructureThe integration and support for technology in the School and classrooms were identifiedas important items in our strategic plans. These expenses will be paid from school reserves.FY05/06 FY06/07 FY07/08 FY08/09PointSec encryption Software $10,000 - -Replacement of Sound System and Video$60,000 - -Projectors in AuditoriumPortable Media Center $230,000 $20,000Increased WebMaster to full time staff $26,783 $27,012 $27,012 $27,012Total for Informational and InstructionalTechnology$326,783 $47,012 $27,012 $27,012In summary, the School reserves over the next two years will fund $2,301,117 for newinitiatives for Five Year Strategic Plans identified by faculty and staff. This amount does notinclude program changes described in the business plan for the new undergraduate program andmasters in Clinical Nursing Program or the request from the Chancellor for a plan to establishpermanent funds for supplies and expenses.221

Cc:Chancellor Albert CarnesaleVice Chancellor Steve OlsenAssistant Vice Chancellor Glyn DaviesAttachments:School of Nursing Five Year Strategic PlansBudget Attachment for 3-Year Strategic PlanSchool of Nursing Proposal for Undergraduate and MECNBudget for Undergraduate and MECN222

ACADEMIC STRATEGIC PLANGoal 1:Enhance Innovative Approaches In Increasing Access To Nursing EducationGoal 2:Enhance Excellence Of Our Academic Programs In Meeting Societal And Health Care NeedsGoal 3:Enhance Technological Sophistication To Support Excellence In The Delivery Of Our AcademicProgramsCommittee Members:Adey Nyamathi (Chair)Mary Sue HeilemannDeborah Koniak GriffinJoyce Newman GigerLinda SarnaKathy ScrivnerTeresa ValenzuelaCommittee Guests:Claudia Mitchell-KernanLu Ann WilkersonGoal 1:Enhance Innovative Approaches In Increasing Access To Nursing EducationObjective 1: expand access to scholarly nursing practice through the Masters EntryClinical Nurse (MECN) program, the generic program, and the bridge program.Rationale:Currently, California has a shortage of nurses in terms of both quality and quantity.Approximately 80% of California’s nurses are two-year graduates from community colleges ascompared to 30% nationwide. Both the American Association of Colleges of Nursing and theCalifornia Association of Colleges of Nursing have strongly recommended that the entry intoprofession nursing should be the baccalaureate degree with little success.223

The UCLA SON and their clinical partners are working collaboratively to develop the MECN; anew role in which a new cadre of health care professionals specially trained in leadership in thehealth care delivery system will be added to the nursing workforce. These nurses will beproviders and managers of care at the point of care for individuals and cohorts. The MECNnurses will assume accountability for patient care outcomes through the development andapplication of evidence-based guidelines in order to design, implement, and evaluate patientplans of care. A number of other entry points for nurses to enter or advance in the profession willbe considered.The generic BS provides a pathway for several of our academic programs and enhances thenumber of critical bedside nurses for our nursing profession. The bridge program, a transitionalprogram for students from the community colleges is planned for expansion.While not a program to be seriously considered at this time, the Doctor of Nursing Practice(DNP), a concept under discussion nationwide, has been accepted by AACN as a replacement forthe MSN by 2015. The UCLA SON will entertain discussions on this program as well.Benefits:By adding these two nursing programs, the UCLA SON would assist the State of California intheir shortage of registered nurses. The MECN nurses will assume accountability for patient careoutcomes through the development and application of evidence-based guidelines in order todesign, implement, and evaluate patient plans of care. Closer affiliation with our medical centerpartners is also of benefit. The BS prepared nurse is a critical step to these advanced degrees innursing as is the bridge program. The DNP will enable nurses to be on par with other clinicaldoctorates.Barriers:Medical Center partnership needs to be fiscally attractive. Moreover, the concerns raised by thefaculty regarding the DNP have been numerous; including the issue of housing a DNP aresearch-intensive university and concern of implementing many new programs within limitedspace. Therefore, a significant amount of investigation and discussion will be warranted.Current Status:The MECN taskforce has made dramatic movement in creating partnerships and building acurriculum. Several national meetings were attended in 2004 and 2005. Continued work isneeded in operationalizing the curriculum and ensuring shared ownership. While few studentshave entered nursing through alternative paths, these paths are not publicized nor are they wellunderstood by faculty. The generic program is rapidly undergoing development by the faculty.Expansion of the bridge program is also being discussed. The DNP, conceptualized as anentrepreneurial program at the SON, is just under discussion based upon a survey which will bedisseminated shortly.224

Strategies to Accomplish the Goal:1) Finalize design and implementation* of the curriculum for the MECN Program with facultyand Medical Center2) Promote alternative paths to the MSN and Ph.D. program3) Finalize design and implementation* of the curriculum for the Generic Program with facultyand Medical Center4) Reward and support clinical faculty mentorship in clinical tracks5) Consider curricular and workload issues for expansion of the bridge program6) Investigate faculty and community perceptions of the Doctor of Nursing Practice (DNP)programa) Tasks:1) Continue refinement of MECN program with faculty and Medical Center partners2) Design the curricula for the generic program with faculty3) Seek faculty and upper campus approval for the MECN and Generic programs4) Design mutually and cost efficient joint teaching and practice partnerships between the SONand Medical Center partners5) Investigate best approaches to facilitate expansion of the bridge program6) Dialogue with the faculty and the community regarding the pros and cons of offering theDNP program.* pending faculty voteb) Plan:1) Continue to hold joint meetings to finalize curricular planning and shared ownership of theMECN and generic program implementation2) Develop the MECN program application for approval in Graduate Council3) Develop the generic program application for approval in Undergraduate Council4) Dramatically streamline process for partnering with WOS faculty appointments to expandteaching base5) Promote an atmosphere of enhanced and equitable workload with community partners6) Explore with the community via web-based survey optimal approaches to entry intoprofessional doctoral nursing program7) Based upon survey findings, design programs with the assistance of advisory boardsrepresenting the affected constituency225

Figure 1Pathways to Professional NursingDNPPhDMECNMSNBSBA / BSADNBSHSCritical Measurable Indicators of Accomplishment of the Goal:1) Number of students enrolled in MECN program2) Number of new pathways created3) Number of Medical Center partners that become engaged4) Number of partners who become ACP faculty5) Number of students enrolled in the generic program6) Findings on medical center surveysResources and Costs to the School:Current funding is being negotiated between UCOP and UCLA SON for the MECN, generic andbridge programs.226

Time Line for Strategies:1) Finalize design and implementation* of the curriculum for the MECN Program with facultyand Medical Center partners (1 year)2) Finalize design and implementation* of the curriculum for the Generic Program with facultyand Medical Center partners (1 year)3) Expand the bridge program (1 year)4) Reward and support clinical faculty mentorship in clinical tracks (1 – 5 years)5) Investigate faculty and community perceptions of the Doctor of Nursing Practice (DNP)program (1 - 3 years)Goal 2:Enhance Excellence Of Our Academic Programs In Meeting Societal And Health Care NeedsObjective 1: enhance interdisciplinary curricula and scholarship development in ourgraduate programs, particularly in biosciences and genetics, global health, and advancedpracticeObjective 2: enhance focused areas of study in acute care pediatrics and women’s health,and promote a greater infusion of geriatric, palliative care, fiscal and management and globalcontent within our curriculumRationale:Interdisciplinary collaboration in teaching, research and practice is also an important campuswideeffort that holds tremendous benefits for participating departments. Such collaborationcould include the integration of a bioscience and genetics core to our doctoral program, whereinour students would take a series of courses in the respective departments on campus.Interdisciplinary training of graduate nursing students can broaden and ground research as wellfunctional role performance, and nurture collaborations with the teaching and research activitiesof related disciplines. Joint appointments are a powerful means to promote interdisciplinarydialogue, increase the visibility of nursing scholarship within the university community, ensurethat nursing faculty are well-grounded in related disciplines, and enhance recruitment of strongdoctoral students with multidisciplinary research questions. Due to their inherent relevance tobiosciences and genetics, interdisciplinary relationships will be targeted with the basic sciencedepartments on campus. In addition, in our efforts to promote interdisciplinary collaboration inteaching of the advanced practice content, relationships are also targeted with the UCLA Schoolsof Medicine, the UCLA Medical Center and the Anderson School. The foundation of deliveredcontent is always respectful of the diversity of Los Angeles and California and the impact culturehas on health and illness experiences. Thus, there is a need to continually expand the knowledgebase of our nurses in the area of cultural issues.In addition, as recent changes in demographics include an increase in seniors; with a host ofinherent sociobehavioral and health care needs, and new guidelines from AACN Essentials for227

Graduate Education, greater infusion of geriatrics, palliative care and fiscal and managementcontent and skills are critical for advanced practice nurses in order to successfully deal withincreasingly complex patient problems within complex fiscal organizations. Acute CarePediatrics and Women’s health represent emerging specialties which our society is increasinglydemanding a high level of knowledge and expertise; and thus needs to be added to ourcurriculum.Finally, as the global perspectives are becoming increasingly important in education, research,and practice, the integration of interdisciplinary curriculum and scholarship development ininternational and global health is critical.Benefits:Revising our curriculum to cover critical societal areas of education and practice would improveconsumer satisfaction and enhance employment of our students. These benefits are likewise truefor the interdisciplinary collaboration in teaching and research focused on the biosciences andgenetics for our doctoral students who will be engaged on a daily basis with scientists from manydisciplines. Further, enhanced global health perspectives are critical as our faculty areincreasingly involved in international research and our clientele come from many parts of theworld. Cultural competence remains a foundation of our program, reflecting excellence in futureprogram trajectories designated in recent Institute of Medicine reports.Barriers:Time commitment to make change. Complexity of teaching courses with other disciplines. Timecommitment to make the changes.Current Status:Currently, almost no interdisciplinary collaboration exists with the campus at large. This isunfortunate as there is rich collaboration already conducted in research that needs to betransferred into teaching activities. While there is evidence of these activities beginning withFamily Medicine and Gerontology, we need to accelerate these activities. Of critical importanceare interdisciplinary teaching with the Bioscience departments in nanotechnology and geneticand social environment courses. Thus, there is a need to reinfuse a solid program of courseswhich would be taken side by side with grad students from the biological sciences.In addition, several interesting courses should be discussed as shared opportunities with theSchool of Medicine. These consist of the Shared Fellowship in Leadership, the Post MS ClinicalTrial course, the K-30 non-degree clinical trial course and opportunities such as N440, the suturelab and possible other lab experiences. Finance and management content is provided mainly inthe Nursing Administration courses and must be infused throughout the curricula to meet currentsocietal demands.Currently, aside from the Nursing Administration students, the curriculum in all other specialtyprograms offers little content and skills in the area of leadership and management content and228

skills. Currently Palliative Care, including End of Life content is dispersed; thus dedicatedcontent and dedicated course needs to be added to the curriculum. Further, there needs to be anincrease perspective on global health as many faculty are currently conducting research on aglobal level. Students are increasingly interested in experiencing global perspectives as well.While not emphasized, cultural competence remains a foundational foci well integrated withinour curricula. Current courses taught on cultural competence are available as electives for theMSN and PhD students. A mandatory cultural course is provided for the BS students. Newinitiatives have been approved by Office of the President for the Mexico immersion programs. Aqualitative research course has been taught in 2004 and discussion of an advanced qualitativecourse will be under consideration in Fall 2005. Currently, N212 us under revision to betterintegrate cultural competence in student assignments.Strategies To Accomplish the Goal:1) Revitalize the bioscience core for our doctoral students2) Promote interdisciplinary collaboration in education, research, and practice with otherschools and colleges at UCLA, UC, and within the community3) Enhance joint courses with congruent disciplines on campus4) Promote ongoing curricula development and evaluation for infusion of palliative care, fiscaland management content, and societal and global relevance5) Explore Acute Pediatric and Women’s Health programs pending resource identification6) Continue to integrate cultural competence across all academic programs7) Continue to ensure cultural competence among faculty and staffa) Tasks:1) Engage in discussions with Bioscience administrators on campus for the integration of thesecourses for our doctoral students, including nanotechnology and gene and environmentinteraction2) Investigate and develop a feasible joint course offerings with faculty from other UCLAdepartments3) Investigate the addition of subspecialties in Acute Pediatrics and Women’s Health4) Enhance Palliative Care content across the curriculum and consider the addition of a newsubspecialty in Palliative Care5) Enhance relevant content such as fiscal and management theory and competencies in ourMSN specialty programs6) Enhance the global perspective of our curriculum by the infusion of relevant content inexisting MSN courses and by creating new electives and/or strands in our doctoral program7) Promulgate faculty’s cultural awareness and competency to the issues and needs of ethnicallydiverse students and patient populations8) Translate cultural competence and community-focused methods into programs of research.229

) Plan:1) Collaborate with selected departments on campus in the design and delivery of joint coursesand/or program; including bioscience courses for graduate students2) Provide a forum for discussion of relevant specialty programs in existing committees3) Explore the feasibility of joint appointments with UCLA departments with specific relevanceto School of Nursing research and curricular programs4) Review of courses by the Undergraduate and Graduate Program committees for inclusion ofcontent necessary for societal relevance (e.g., fiscal and management content, palliative care,global health)5) Facilitate the delivery of ongoing School of Nursing and interdisciplinary forums to enhancecultural competence and sensitivity among faculty, staff and students6) Discuss additional qualitative elective courses to enhance integration of cultural competencein our curriculum and program of research7) Host workshops and special presentations delivered by the CVPR for integration ofcommunity competent strategies into programs of researchCritical Measurable Indicators of Accomplishment of the Goal:1) Increase utilization of interdisciplinary resources on campus2) Number of students enrolled in an interdisciplinary course and/or an interdisciplinaryprogram, such as bioscience courses3) Increase in previously identified content of interest in the curriculum by means of the grid4) Number of interdisciplinary courses taught and programs established5) Number of experts and scholars of various ethnic and cultural groups who spoke on issues ofcultural competence6) Demonstration of innovative student projects showcasing cultural experiences7) Expansion of advanced qualitative methodology coursesResources and Costs to the School:A number of resources exist on the UCLA campus that can promote the SON goals. Initially,Chancellor Carnesale’s strategic planning initiatives for interdisciplinary curriculum andscholarship development, the enhancement of biosciences and genetics and international areasmight provide some resources to the SON. Additional resources include the JohnsonComprehensive Care Cancer Center and the Gerontology Interdisciplinary group. Furthermore, anumber of cultural centers exist that can enhance cultural competence in our curriculum, promoteguest lecturers etc. Another campus resource is the Center for International Studies whichprovides a wealth of information on international programs, study abroad experiences, etc.The Center for Vulnerable Populations Research is a major strategic resource in the School ofNursing for modeling cultural competence in curricula and in programs of research that will leadus towards achieving the goals of Healthy People 2010. There are numerous campus resourcesthat will be tapped, such as the Center for Latino Culture, UCLA in LA, Center on HealthDiversity and the Lesbian, Gay and Bisexual Center and UCLA in LA. Current funding has beenobtained from the Office of the President for a Cultural Immersion Program. The leadership of230

the Undergraduate and Graduate Program Committees and the Evaluation subcommittee willprovide the infusion activities on a continuing basis. Resources will be sought via QualityGraduate Education funds to support ongoing forums as well as the Committee on Diversity.Discussion in committees at the School level (Latino and Pan African Advisory committee willbe utilized for ongoing suggestions. One of our faculty, Felicia Hodge is also involved in aNative-American Center start-up activity as LA has the largest population of Native Americansoutside the reservations.Time Line for Strategies:1) Revitalize the bioscience core for our doctoral students (3-5 years)2) Promote interdisciplinary collaboration in education, research, and practice with otherschools and colleges at UCLA, UC, and within the community (3-5 years)3) Enhance joint courses with congruent disciplines on campus (2-5 years)4) Promote ongoing curricula development and evaluation for infusion of palliative care, fiscaland management content and societal and global relevance (4-5 years)5) Explore Acute Pediatric and Women’s Health programs pending resource identification (3–4years)6) Continue to integrate cultural competence across all academic programs (1-5 years)7) Continue to ensure cultural competence among faculty and staff (1-5 years)Goal 3:Enhance Technological Sophistication To Support Excellence In The Delivery Of Our AcademicProgramsObjective 1: promote technological sophistication in the delivery of our academicprogramsRationale:It is important to have Internet courses in appropriate content areas. Current clinical resourcesare essential for the preparation of nurses in the 21st century; thus, there is a need to buildclinical instruction via web-based courses. Enhancing communication in the global community islikewise an important need. Finally, we can have better interaction with ACPs using the website.Finally, the design and development of a state-of-the-art skills lab is to be discussed by thefaculty in light of the new program developments.Benefits:Technologically advanced school. Enhancement of recruitment of students.Barriers:Time and effort to accomplish goals. Fear of technology.231

Current Status:Currently 14 courses exist online. The Nursing Administration Entrepreneurial OnLine Programis currently being reviewed by Graduate Council. Need to consider courses that use technologysuch as the web to supplement on-ground instruction. Currently, we are discussing the use ofindividual learning portfolios as a mechanism to allow faculty evaluation of such innovativetechnologies. We are concerned about the lack of strategic planning process for evaluation oftechnologic support for learning.Strategies to Accomplish the Goal:1) Infuse the Curriculum with Innovative Technology2) Research the latest state-of-the art skills labs nationwide and discuss the possibility ofdesigning a SON Skills lab3) Explore new technology for student and academic programs that interface (i.e., Angel)a) Tasks:1) Evaluate suitability of courses and course content for internet or distance learning delivery2) Provide support for faculty to transfer their course syllabi and readings on the SON website3) Evaluate the selection and development of additional online courses and/or specialties4) Discuss the skills labs which exist nationwide and consider the design and development of alab and potential funding sources5) Dialogue with campus leadership in online education6) Ensure state of the art resources for clinical educationb) Plan:1) Develop a taskforce to consider selection of additional courses to be placed on the web2) Expand an infrastructure for faculty and students involved in all programs that provide ongoingsupport for online courses3) Expand an infrastructure that will support faculty in placing and revising web pages4) Consider the design and development of a skills lab5) Promote ongoing planning and evaluation by the Director of Clinical PracticeCritical Measurable Indicators of Accomplishment of the Goal:1) Number of newly added courses delivered by the internet2) Number of students enrolled in the Entrepreneurial Nursing Administration Program3) Students’ evaluations of courses4) Development of a skills lab5) Utilization of new technology in teaching and clinical practiceResources and Costs to the School:Grant support will be needed to fund the following necessities:232

Enhanced skills lab, complete with vintage otoscopes, virtual patientsDedicated lab personNeed a faculty plan to recommend software; link with IT. Include Angel.Time Line for Strategies:1) Infuse the Curriculum with Innovative Technology (2-5 years)2) Design and Development of a Skills Lab (2-3 years)3) Explore new technology for student and academic programs that interface (i.e., Angel) (2- 4years)NYAMATHI 2006 - 2011 UCLA SON Strategic Plan.doc233

STUDENT AFFAIRS STRATEGIC PLANCommittee Members:Kay Baker (Chair)Kathy ScrivnerRhonda YoungerSuzette CardinGayle EarlyJan FredricksonCommittee Guest:Janina Montero, Vice Chancellor for Student AffairsForward:The committee’s responsibility was to identify student issues in relationship to recruitment,retention and other areas involving students. There were many discussions about the MECN(master’s entry clinical nurse) program. The committee does support the concept of the program,but recognizes that the MECN program will not assist in immediately increasing any our currentprograms. In the long run, perhaps another pathway will allow the MECN students to achieve theadvanced practice role either as a post-master’s to our current program or somehowincorporating the Doctor of Nurse Practice role. Therefore, the committee focused on our currentapproved programs in their strategic planning.I. Increase Qualified Applicants For The Master’s ProgramA. RN’s with a non-nursing bachelor’s1) Objective: Re-establish the program for RN’s with non-BSN degree to go directly into themaster’s program2) Rationale: These students already have an undergraduate degree, can be successful at theuniversity level and have directed goals. The student’s transcript could be evaluated to see ifthey have enough credits and science courses and they could enter into the master’s program.The school had this program before and it could be reestablished again.3) Benefits: It would increase the applicant pool for the current master’s program.4) Current Status: Currently we make these students enter the bridge program.5) Strategies:a) Advertisingb) Mailings,c) Attendance at conferences,d) Create new brochures6) Measurement Indicators: The MSN applicant pool would increase234

7) Resources and Cost: We would have to advertise this. The faculty and staff would need toevaluate the transcripts. In the past we have asked the students to take epidemiology,statistics, and community/public health if needed. Unsure if any clinical might be needed. Ifwe approved this option we will need to create a business plan for a self-supporting programor speak with UCLA Extension.8) Time Line: admit in 2006 or 2007B. Establish a generic bachelor’s program1) Objective: to reestablish the generic undergraduate program2) Rationale: will allow high school students to enter the UC system or currently enrolledstudents to transfer into nursing.3) Benefits: will have a major positive impact on increasing the applicant pool for our currentMSN program. Will provide baccalaureate prepared nurses for the bedside. Will increasethe applicant pool ultimately for the PhD program.4) Current status: needs to be implemented5) Strategies: establish a task force to discuss possibility of getting federal grants support andlocal hospital support.6) Measurement indicators: will be established7) Resources and cost: the resources would be faculty, staff, space and extra workload forcurrent staff. It would be costly in the short run, bur very effective in the long run.8) Time line: if the money is provided by the Office of the President at an acceptable amount,we could open this program in fall of 2006.C. RN-BS ProgramD.1) Objective: Establish a task force to explore the feasibility of having a RN-BS completionprogram.2) Rationale: A number of students want to continue their bachelor’s degree at UCLA, but donot have the clinical experience to be able to matriculate into the master’s program. Thiswould allow students who are enrolled in an AD program to continue on for their BS degree.They could then work for several years for bedside experience and then apply to the master’sprogram. We would give preference to those students who could matriculate immediatelyinto the master’s program, but taking some students without hospital experience and stillallow them to get a bachelor’s degree at UCLA and become part of the applicant pool for thefuture.3) Benefits: This would encourage students to continue their degree, increase the applicant poolfor the current MSN program, but not commit the school to accept students who don’t haveenough clinical experience to enter the master’s program.4) Current Status: Currently, we only accept those students who have clinical experience andgo immediately into the MSN program.5) Strategies: To make clear to the applicants that if they do not have clinical experience, theywould get their BS degree and be recommended to reapply for the MSN at a later date.6) Measurement Indicators: The number of applicants for the MSN program from our BS poolwould increase.235

7) Resources and Cost: This group would take the basic undergrad courses, they would not gointo the master’s program immediately post-BS. This would mean that we would still take24 students for the community health clinical, but that not all of them would go into themaster’s; therefore the cost and resources would remain the same.8) Time Line: We could institute this policy with the class of 2006II. Recruitment For The Master’s Programs1) Objective: Increase involvement of faculty in working with students.2) Rationale: Our graduates are our best recruiters. The satisfied graduate will tell otherpotential students about their positive experience at UCLA. Our surveys show that the largemajority of the master’s students have not had any contact with or do not even know whomtheir advisors are. We would like to encourage faculty to interact with their advisors on aregular basis. The committee recognizes that this is difficult, but it is a very effectiverecruitment strategy. In addition, faculty involvement in recruitment is critical to the successof encouraging students to apply and enroll in schools. This is especially important for thespecialty areas. The faculty can aid the recruiter in identifying areas to target and canspecifically identify whom to write, call, or how to contact the students.3) Benefits: It would increase the applicant pool for both the specialty areas, specifically inthose sections that have fewer applicants. We would get the best students.4) Current Status: The applicant pool has varied from year to year. Some areas need moreintense involvement of faculty.5) Strategies:a) As people contact the school for information, they are recorded for what interest theyhave, the recruiter could give a list of students interested in the program to faculty inthe specific sections and they could contact them.b) Similarly, as the students attend an open house counseling sessions, the faculty couldcontact these students.c) Faculty can contact the recruiter to identify any meetings locally and nationally theyare attending. The recruiter can put together packets and other information to assistin recruiting.d) Targeted mailings for specialty areas.e) Increase.f) Videotape our faculty in discussion of their specialty areas and show it at recruitmentfairs.g) Faculty will try to meet with their advisee group on a regular basis.h) Measurement Indicators: The applicant pool in the master’s program and specialtyareas would increase.6) Resources and Cost: It would increase the time needed by faculty to participate in therecruitment area. It is difficult to estimate, but approximately 1-2 hours per month forphone/personal contact. It is hard to estimate attendance at national and local meetings.Increased cost of mailings for specific groups.7) Time Line: Could be instituted immediately.III. Increase Qualified Applicants For The Ph.D. Program236

A. Recruitment policies1) Objective: Increase faculty participation in recruiting PhD students, pre and post docstudents.2) Rationale: Faculty has the most influence on whether or not students will choose apply andbe successful. We need to increase the pool in order to choose the best candidates. We alsoneed to recruit our Ph.D. students to make a good match between faculty research andstudents.3) Benefits: An increase in applicants would allow faculty to choose the best students to mentorand help with research. We would get the best students.4) Current Status: Currently our applicant pool has been about 12 – 15 per year with approx.half coming from international students and requesting administration. We have limitedfaculty in this area for mentoring.5) Strategies:a) Have the faculty identify current master’s students who they think would be successful inthe PhD program. The recruiter can provide the appropriate faculty with names andnumbers for personal contact. Personal contact by faculty is the most critical componentof successful recruitment!b) Provide support for the summer research program we have had 6 students participate inthis program and 2 have been admitted to the master’s program. We expect them to enterthe doctoral program at some point.c) Meet with the undergraduates to discuss what a doctoral program is.d) Provide information to the faculty to identify and encourage clinical preceptors to thePh.D. program.e) Meet with the current MSN students to discuss admissions and applications process.f) Expose students to faculty research during a brown bag lunch or having faculty displaycurrent research posters in the student lounge.g) Attending national research meetings to recruit.h) Provide guidelines for the faculty who are attending open house to counsel possible Ph.D.students. The guidelines would include discussion of the Ph.D. experience, financial aidand referral to an appropriate mentoring faculty for follow-up phone call.i) Have faculty attend national meetings to encourage students to apply to our program.6) Measurement Indicators: The applicant pool increases with good candidates.7) Resources and Cost: Some increase in the recruitment budget for the national meetings andincrease in faculty time.8) Time Line: Begin ASAP.B. Increase Ph.D. Student Financial Support1) Objective: Increase Ph.D. student support financially.2) Rationale: Students need to have financial support to complete their degree in a timelymanner. Most of the students who attend our school have to keep their jobs for security andbenefits. Providing increased funding would allow them to focus on their degree programand finish in reasonable time.237

3) Benefits: Increasing support will encourage students to apply to our program and get to theirdegree in a timely manner. Increasing support will allow us to move the students throughfaster, thus allowing for more students to enter the program.4) Current Status: The current curriculum requires our students to be on campus a minimum of2 days/week and sometimes 3 days per week. This curriculum makes it extremely difficultfor our students to work fulltime. Currently, most of our students receive fee waivers orreductions, but most are working full-time outside the Univ. This full-time work prevents thestudents from making progress on their degrees.5) Strategies:a) Faculty needs to mentor the students into writing nrsa’s.b) Faculty could write student support into their grants.c) We need to encourage all students to apply for any financial aid, especially in theirareas of study.d) Ask the development office to assist us with identifying possible areas that a donormight support.e) Write pre and post doc-training grants.f) Encourage students to use university housing.g) Petition graduate division for the quality of education grant money and for othersupport (e.g. Another Cota Robles or other fellowships.h) Encourage students to apply for scholarships in their area of study from outsidesources e.g. Oncology nursing, gerontology, etc.i) Measurement Indicators: The applicant pool increases6) Resources and Cost: There would need to be a commitment of faculty time7) Time Line: Institute immediately and monitor over the next 5 years.IV. Increase The Pool Of Socio And Economically DisadvantagedStudents In All Undergraduate And Graduate Programs1) Objective: Increase the pool of socio and economically disadvantaged students in allundergraduate and graduate programs.2) Rationale: Health providers should match the patient population. The provision of culturallyappropriate health care should come from culturally sensitive health care providers.3) Benefits: Increasing the pool of socio and economically disadvantaged students will allowmore students to enter the health care field.4) Current Status: Although the School of Nursing has a diverse student population, the percentof Latino and African American students does not match the patient population.5) Strategies:a) To work with the advisory groups of Latino and Pan African-American students.b) To identify those schools with historically black colleges with schools of nursing andwork with their students.c) To continue with the summer prep program to assist students in the transfer process.d) To work with professional nursing organizations to identify applicants.e) To hold and attend open counseling sessions.238

f) To encourage the employment of culturally diverse faculty.g) To identify those students who are interested in nursing and do a follow-up phone call.h) To do mailings to those students who might be interested in nursing.i) To continue to work with local high schools and junior high schools to encourage interestin nursing.j) Attend three UC conferences to explain our programs.k) Establish the Latino alumnae group.6) Measurement Indicators: The applicant pool will have more socio-economicallydisadvantaged students.7) Resources and Cost: The faculty and staff will need to have increased time for contact withstudents. May need to increase the recruitment budget.8) Time Line: Begin to plan for implementation ASAP.V. Support For Enrolled Students And AlumnaeA. Student support1) Objective: to identify for students what support and activities are available to them2) Rationale: there a number of programs available for our students and alumnae throughcampus services and it would be helpful to our students for them to utilize the services.3) Benefits: the students will be able to find support from those offices available to them fromupper campus.4) Current status: our students are often unaware of what kinds of support and activities areavailable to them from upper campus.5) Strategies:a) Obtain brochures from upper campus describing what services are available and givethem to students at orientation.b) Discuss with the students what organizations can be contacted on campus.c) Have the student leadership participate in upper campus activitiesd) Prepare a brochure for graduating students about what type of services are available forour alumnae.e) Work with the development officer to identify ways to keep in contact with our alumnae.6) Measurement Indicators: the students will have a brochure identifying what services areavailable to them students will utilize the activities and support from upper campus.7) Resources and cost: A staff person will need to make contact with upper campus to identifywhat brochures are already available and what will need to be created.8) Time line: the brochure will be done at the end of one year.VI. Master’ Entry Level Clinical Nurse ProgramThe following is a revision based on the assumption that the MECN program will be approved.239

Objective: to establish a program for pre-licensure that would allow for students with abaccalaureate in another field obtain a master’s degree and an RN license.Rationale/Benefits: the concept of a bedside nurse with a more skilled level of understandingwould improve patient outcomes. This concept is supported by AACN based on evidence that anurse with a higher level of understanding would have better outcomes at the bedside.Current status: this would be a completely new program. There are currently 3 other programsin the state and we would be the fourth.Strategies: the recruitment for this program will consist of1) Creating a brochure and flyers to announce the establishment of the program2) Contacting the career center to assist with directing graduating baccalaureate students withthis option3) Taking out advertisements in the major nursing journals and advertisements.4) Placing this on our website5) Placing this on the website of allnursingschools.com6) Attend national and local meetings to discuss the program.7) Encouraging the faculty to discuss this option at their various meetingsMeasurement Indicators: the program would be established with an appropriate number ofstudents.Resources and costs: this program has the possibility of being supported with money from theOffice of the President. If money is not available from that source, this program would be selfsupporting.A request for funding has also gone to a foundation and the practice partners wouldassist by paying the students for their clinical experience.The cost of organizing the program (recruitment, advertising, preparing files, answeringquestions, faculty reviewing files etc) is difficult to estimate. New faculty, staff, space andsupport will need to be itemized.Timeline: if the program is approved, the expectation is that it could be implemented for Fall2007.VII. Establish the Doctorate of Nursing PracticeObjective: to establish a curriculum for the Doctor of Nursing Practice (DNP).Rationale: As the profession of nursing evolves, the need for a highly educated nurse at thebedside and in the patient management areas becomes increasingly important. Inaddition, the emphasis on patient outcomes and implementation of evidence-basedpractice requires an expertise that necessitates a doctoral level practitioner. Theestablishment of the doctor of nursing practice at UCLA School of Nursing will put theschool in the forefront of the nursing profession.240

Current status: this would be a completely new program that would capture those studentswho want to stay in the advanced practice area. The curriculum could be designed toutilize some of the current advanced practice master’s curriculum.Strategies: the recruitment for this program will consist of1) Creating a brochure and flyers to announce the establishment of the program2) Contacting the career center to assist with directing graduating master’s students with thisoption3) Taking out advertisements in the major nursing journals and advertisements.4) Placing this on our website5) Placing this on the website of allnursingschools.com6) Attend national and local meetings to discuss the program.7) Encouraging the faculty to discuss this option at their various meetingsMeasurement Indicators: the program would be established with an appropriate number ofstudents.Resources and costs: this program could be supported with money from the Office of thePresident. If money is not available from that source, this program could be self-supporting. Thecost of organizing the program (recruitment, advertising, preparing files, answering questions,faculty reviewing files etc) is difficult to estimate.Timeline: if the program is approved, the expectation is that it could be implemented for Fall2008.241

DEVELOPMENT STRATEGIC PLANCommittee Members:Naz Kaykhosrowpour, Chair, Director of DevelopmentDonna McNeese-Smith, Associate ProfessorJosephine Ortiz, LecturerMichael Brennan, Assistant Vice Chancellor, UCLA External AffairsTim Kawahara, Director, Individual Giving, Anderson School of BusinessCommittee Guests:Syd Whalley, alumniTracy Ostrem, Director of Development, University of Washington School of NursingMission StatementThe primary mission of the UCLA School of Nursing (SON) development program is to providefund raising support for the School and its many programs and projects. This is accomplishedthrough collaboration with our alumni, friends and various private foundations.Organizational and Administrative Reporting ChartPrior to December 1995, individuals who had similar responsibilities in other spheres of HealthScience Development had managed the program on a part-time basis. Since January 1996, afull-time director and half-time assistant were assigned to the development office.The Director of Development reports to the Dean of the School of Nursing and also to theAssistant Vice Chancellor for External Affairs. An annual budget allocated from the ExternalAffairs office and School of Nursing supports all nursing development activities.Please refer to diagram 1 for a detailed organizational and reporting chart.242

MARIE COWANDEANUCLA SCHOOL OF NURSINGMICHAEL BRENNANASSISTAND VICE-CHANCELLORUCLA EXTERNAL AFFAIRSDan GordonEditorUCLA School of NursingMagazineMartha WidmannDesignerUCLA School of NursingMagazineNAZ KAYKHOSROWPOURDIRECTOR OF DEVELOPMENTUCLA SCHOOL OF NURSINGElaine SchmidtUCLA Medical SciencesMedia Relations OfficeCARL TYLERADMINISTRATIVEASSISTANTOutsourceNo cost to the schoolDiagram 1______________________________________________________________________________Achievements243

The UCLA School of Nursing Office of Development has had many achievements since 1996,when a full time director was designated for the school. The school, along with the rest of thecampus programs and schools, started a 10-year campaign in 1995. Currently, the School ofNursing is one of the few schools that have reached its campaign goal by 191%. Please seediagram 2 for a detailed campaign report.Some of the other highlights of the programs have been the 50th Anniversary event, which was atremendous accomplishment for both the school and its Development Program. This was a greatevent to engage and build relationships with alumni and friends.It also makes all of us proud to know that the school has received many grants through privatefoundations in support of faculty research and special projects. Over the past ten years, morethan 60% of dollars raised at the school has been through independent and non-profitfoundations. The average for the entire campus as a whole is 22%.Alumni support for the Annual Fund (The Chironians) has also continued to grow over the years.Currently, 33% of our alumni support the annual fund. This is a tremendous accomplishment for theschool. The average alumni annual fund support for other programs on campus is 18-20%.244

CAMPAIGN REPORT$2,500,000$2,000,000$1,500,000Amount$1,000,000$500,000$0FY95-96 FY96-97 FY97-98 FY98-99 FY99-00 FY00-01 FY01-02 FY02-03 FY03-04FY04-05(as of6/15/05)Amount $183,099 $465,091 $189,374 $1,212,945 $558,545 $939,984 $2,009,723 $847,001 $2,178,277 $987,607Diagram 2______________________________________________________________________________I. Restructure The Dean’s Board Of VisitorsGoals1) Objective: The current Board of visitors is not a working board. Through identification andsolicitation, the goal is to restructure the Dean’s Board of Visitors to include a group ofeclectic individuals with diverse backgrounds and extensive board experience who believeand understand the mission of the school and are willing to help the school identify andsolicit new prospects.2) Rationale: The purpose of the board is to support and strengthen the mission of the school,which consist of student support and enhancement, research and teaching. The board willsupport the schools mission through financial commitment of its members and theiradvocacy.245

3) Benefits: The members of such a group will play an integral role in building the future ofthe school. They will serve as liaisons to business, professional and academic leaderswhile promoting the school.4) Current Status: The board is about seven years old with 8 members that do not meet on anannual base.5) Strategies:a) Strategy #1: Create a task force which will consist of the staff at the UCLA ExternalAffairs Corporate Relations and UCLA Alumni office, to assist in identifyinghealthcare and other private foundation executives to serve on the Board of Visitors.b) Strategy #2: Working with the director of UCLA Donor and Prospect Management,create a list of current donors ($1,000 and above/annually) who serve on other boards.This list will provide a possible group of individuals that have demonstrated theircommitment to the school annually and might be interested in joining the board.c) Strategy #3: A large number of the current donors live and work in Orange County andthe surrounding areas. By creating an “At-Large” group in Orange County, it willassist the board in reaching its financial goals.6) Measurement Indicators:a) Restructure the board and incorporate brand new members with diverse backgroundwho serve on other boardsb) Create a manual for the board, which clearly states the responsibilities of each member,and the boards mission statement.c) Elect a board president and a campaign chair.d) Implement an annual fee of $1,000 for each board member, with the expectation fromeach member to also make an annual contribution to the campaign fund (no set amount,but provide Deans priority list and the budget for each item).e) Each member should agree to assist in a “peer review” to further fundraising goals.f) Each member has to host an event at their house and invite 4-5 people with potential togive.g) The board will meet at least twice a year.7) Resources and Cost: No additional resources8) Time Line:a) Strategy #1: Create the task force and have initial recruitment meeting by Summer 2005b) Strategy #2: Have a working board by Fall 2006c) Strategy #3: Have an at large group by Winter 2005246

II. Diversify Fundraising In Order To Increase Endowments To Support Student Scholarships AndRaise The Level Of Student Excellence1) Objective: Increase scholarship opportunities for both M.S.N. and Ph.D. students.2) Rationale: greater scholarship opportunities for M.S.N. students will increase ourenrollments with quality students, and greater scholarship support for Ph.D. students willencourage master’s students to continue on to the Ph.D. program.3) Benefits: increasing scholarship opportunities will increase student enrollment, which willeventually alleviate the nursing shortage crises in California.4) Current Status: Presently, approximately 80% of the students receive scholarships.5) Strategies:a) Strategy #1: Continue to work with alumni, faculty and friends of the school to identifyindividuals who may be in a position to make endowed gifts to support scholarships atthe school.b) Strategy #2: Annual half-day open house at the school for current donors, spotlightingthe students, the faculty and their research.c) Strategy #3: “Partnership events” with top 10-donor list to meet new prospects.d) Strategy #4: Working with the “Ensuring Academic Excellence” group assigned by theChancellor, identify and solicit new prospects to support scholarships at the school.e) Strategy #5: Annual scholarship cocktail reception for both the scholarship donors andthe scholarship recipients. This will allow the donors to meet the scholarship recipientsone-on-one and foster a relationship that will prove the importance of establishingscholarships at the school. This event will also be used to solicit new prospects.f) Strategy #6: Letter from a graduating student who benefited from scholarships to pastscholarship recipients and alumni (targeted group) asking for financial support.g) Strategy #7: Annual Corporate sponsor event targeting alumni, vendors and corporatesponsors. Sponsorship packages will be sold for this event, and the focus will be on thetalented group of faculty and students at the school.h) Strategy #8: Organize special, intimate events, such as ”Nursing day at a UCLABasketball Game”, or free campus tours, to reconnect donors to the campus and theschool.6) Measurement Indicators: Increase endowments and scholarships in the following years.7) Resources and Cost:a) Strategy #1: no cost or additional resourcesb) Strategy #2: Resources: no additional resources; Cost: invite vendors andpharmaceutical companies to sponsor the half day open house.c) Strategy #3: Resources: none; Cost: all cost will be the responsibility of the hostingdonor.247

d) Strategy #4: no cost or additional resourcese) Strategy #5: Resources: TBD; Cost: TBDf) Strategy #6: no cost or resourcesg) Strategy #7: resources: TBD; Cost: TBDh) Strategy #8: no additional resources or cost8) Time Line:a) Strategy #1: ongoingb) Strategy #2: Spring 2006c) Strategy #3: Implement and encourage donors to participate in the Summer 2005d) Strategy #4: Ongoinge) Strategy #5: Fall 2005f) Strategy #6: Spring 2005g) Strategy #7: Spring 2006h) Strategy #8: Fall 2005III. Create An Extensive And Diverse Communication Plan For The School1) Objective: Create a comprehensive communication plan for the school.2) Rationale: Currently, the school is lacking an extensive communication strategy to connectwith potential donors and to encourage the alumni to stay connected and involved with theschool.3) Benefits: It is important for the school to have a comprehensive communication plan inorder to increase awareness of all the innovative research that is happening at the school,and spotlight the faculty and students. Such recognition from the community will increaseawareness of the ongoing important work at the school, the importance of its location(UCLA campus) and will encourage others to get involved with the school and its mission.4) Current Status: currently, the school of nursing communicates with the public throughthree annual publications and a web site.5) Strategies:a) Strategy #1: Working with the Medical Sciences Communication office, spotlightfaculty research in local publications and news media.b) Strategy #2: Hire an outside PR consulting firm to assist in creating the proper “image”and communication plan for the school.c) Strategy #3: Update the School of Nursing web site and encourage on-line donations.d) Strategy #4: Create “e-news” from the Deans desk targeting all alumni and donors.This will be a monthly email spotlighting important news at the school and will keepour alums and donors connected to the school.248

e) Strategy #5: Working with the UCLA Alumni Association, spotlight in the AlumniMagazine and e-news email, our alums that are making a difference in the currentnursing shortage crisis in California.6) Measurement Indicators: Increase the public awareness of the school through magazineand newsletter publications.7) Resources and Cost:a) Strategy #1: no additional resources or costb) Strategy #2: Minimum $6,000/monthc) Strategy #3: no additional resources or costd) Strategy #4: no additional resources of coste) Strategy #5: no additional resources of cost8) Time Line:a) Strategy #1: Ongoingb) Strategy #2: Summer 2005c) Strategy #3: Ongoingd) Strategy #4: Fall 2005e) Strategy #5: OngoingIV. Increase Giving To The Annual Fund (The Chironians)1) Objective: increase annual fund participation to raise revenue by $15,000/year for the nextfive years.2) Rationale: the major objective is to increase the number of alumni and friends participatingin the annual giving program for the School (the Chironians) in order to increase thediscretionary funds available to the Dean. In bringing together our alumni and friends inthis annual effort, the School offers them the opportunity to play an integral role inenhancing and promoting excellence in clinical practice, research and training. A patternof annual giving is most likely to produce major and planned gifts and should, therefore, beintroduced and encouraged at the earliest opportunity, e.g. in the case of the students, whilethey are in the program and immediately upon graduation, encourager them to become partof the Chironians.3) Benefits: In addition to providing scholarship opportunities to students and funding neededcapital improvements; at the Dean’s discretion this money will provide assistance to ournurse managed clinics and faculty research projects.4) Current Status: Presently, the School of Nursing has current addresses for approximately4900 alumni, of which, 4,573 are solicited annually, with a response rate of 33% (1,509participating). Please refer to Diagram 3 for a five year comparison of the School’s annualfund revenues to date.249

$60,000$50,000$40,000$30,000TelefundraisingDirect MailTOTAL$20,000$10,000$02001 2002 2003 20042005 todateTelefundraising $18,853 $19,753 $16,315 $22,225 $36,820Direct Mail $17,495 $23,060 $37,215 $24,715 $11,460TOTAL $36,348 $42,813 $53,530 $46,940 $48,280Diagram 35) Strategies:a) Strategy #1: The Chironians are the fundraising arm of the UCLA School of NursingAlumni Association. There are 7 remaining members and they meet twice a year. Themission of the group is to raise money for the Dean’s discretionary fund through annualsolicitations; this is no longer the case. This group will need to be restructured into a“membership society” and open to all alumni.b) Strategy #2: It is important for all donors and alumni to understand the purpose behindthe annual fund. It is important for them not to perceive the fund as a “black hole”, butrather feel connected and understand some of the projects funded through the fund. Bycreating a brochure about the annual fund, with general description of research,scholarship, and capital projects, the donor will have the option to designate their giftfor one of these general areas, and fully understand the need for such funding. Thisbrochure will be included with either the spring or the end of the year solicitation letter.c) Strategy #3: Currently, the school’s annual solicitation letter is the same for all of itsalumni and friends. In order to make each group (alumni and friends) feel moreconnected, it is necessary to make each letter more personal. By grouping the mailinglist according to year of graduation from the school or “friends” of the school (non250

alumni) each group will receive a personalized letter, either from one of their classmembers (for alumni) or a current student soliciting funds for scholarships (friends ofthe school). This targeted special mailing will be done annually in spring. The end ofthe year letter for both alumni and friends will be an update and solicitation letter fromthe Dean.6) Measurement Indicators:a) Create the “Chironians Society”, open to all alumni with annual fee and specialbenefits, such as a special “ucla.edu” email address, invitation to special events, and theopportunity to be a founding partner of the Chironians Society.b) Create an annual fund brochurec) Create different mailing lists, with personalized letters for each list either from thestudents or a class member.7) Resources and Cost:a) Strategy #1: no additional resources; Cost: small cost for creating literature about thesocietyb) Strategy #2: no additional resources; Cost: printing cost for the brochure TBDc) Strategy #3: no additional resources or cost8) Time Line:a) Strategy #1: Summer 2005b) Strategy #2: Summer 2005c) Strategy #3: Summer 2005V. Increase Faculty Support1) Objective: increase faculty support to raise revenue2) Rationale: The faculty members understand the mission and the needs of the school, andmany are in the position to consider planned giving as a possibility to support the schooland its many projects.3) Benefits: Increasing faculty support will increase scholarship opportunities for the studentsand will also generate funds for the Dean’s discretionary fund.4) Current Status: Few faculty members are currently supporting the school financially.Some donate through the annual fund, but few understand the importance of planned givingand the many benefits, both for them and the school.5) Strategies:251

a) Strategy #1: Organize a planned giving seminar twice a year, hosted by theDevelopment office and the Office of Planned Giving. Invite faculty members that arecurrently involved in planned giving to encourage others to get involved.b) Strategy #2:Host special events, such as a luncheon or free museum campus tours forthe Emeritus faculty, and introduce them to planned giving.c) Strategy #3: Offer monthly payroll deduction opportunities.6) Measurement Indicators:Increasing planned giving 10% annually through faculty support.7) Resources and Cost:a) Strategy #1: no additional resources or costb) Strategy #2: no additional resources; Cost: TBDc) Strategy #3: no additional resources or cost8) Time Line:a) Strategy #1: Late Fall 2005b) Strategy #2: Spring 2006c) Strategy #3: Fall 2005VI. Increase Alumni Participation And Connection To The School1) Objective: increase alumni participation and connection to the school, which willeventually lead to the creation of an alumni association for the school.2) Rationale: The UCLA School of Nursing does not have an active alumni association;therefore many students lose their connection to the school after graduation. It is importantfor the school to stay connected to its alumni, in order to relationships and use theirconnection to meet new prospects for SON.3) Benefits: creating an alumni association will increase funding for the school through itsalumni.4) Current Status: currently, the school does not have an alumni association; therefore we arelacking a strong connection to its alumni and no alumni association.5) Strategies:a) Strategy #1: Presentations by the alumni association and the development office to thecurrent graduating class and the incoming class, informing them of the importance of252

staying connected to the school. Encouraging them to share their current emails withthe school, so we can keep them posted on all alumni events and special lectures.b) Strategy #2: Re-establish the alumni association with special events and speakersc) Strategy #3: Networking night sponsored by various hospitals and pharmaceuticalcompanies, targeting the current graduating class.d) Strategy #4: Speaker series luncheon, such as prominent past alumni or healthcareexecutives that can speak to the current class about the job market and various otherinteresting topics.e) Strategy #5: Organize special, intimate events, such as ”Nursing day at a UCLABasketball Game”, or free campus tours, to reconnect alumni to the campus and theschool.f) Strategy #6: Encourage and help organize class reunions targeting class gifts (50K andup) to establish scholarship endowments in honor of the targeted class.g) Strategy #7: Alumni e-news, keeping all the alumni informed of all special lectures andevents at the school. Include class notes, to encourage the alumni to stay connected totheir class and the school.6) Measurement Indicators:The creation of an alumni association.7) Resources and Cost:a) Strategy #1: no additional cost or resources.b) Strategy #2: Cost and resources: TBDc) Strategy #3: no additional resources; Cost: covered by the sponsored hospital orpharmaceutical companyd) Strategy #4: no additional resources; Cost: minimal cost for luncheon.e) Strategy #5: no additional resources; Cost: these will be events offered for free tovarious schools.f) Strategy #6: no additional resources or cost.g) Strategy #7: no additional resources or cost.8) Time Line:a) Strategy #1: Spring 2005b) Strategy #2: Fall 2006c) Strategy #3: Spring 2006d) Strategy #4: Winter 2006e) Strategy #5: Fall 2006253

VII. Researchf) Strategy #6: ongoingg) Strategy #7: Fall 20061) Objective: External funding for special faculty research projects not funded by NIH2) Rationale: Expanded and more secure funding is necessary for some of the mostinnovative research at the school. The continuation of such research is important to thefuture of the school and its desire to be in the forefront of research.3) Benefits: Such research will help the school create publicity and additional resources.4) Current Status: currently, the school receives over 60% of its annual support throughprivate foundations.5) Strategies:Strategy #1: In association with External Affairs and other individuals, targetfoundations such as the California Endowment and California Wellness with healthpromotion as their focus.6) Measurement Indicators:Increase in external funding for the targeted research projects.7) Resources and Cost:Strategy #1: no additional resources or cost8) Time Line:Strategy #1: ongoing254

RESEARCH STRATEGIC PLANCritical to the mission of the UCLA School of Nursing is advancement of nursing sciencethrough the conduct and dissemination of applied and basic research.Committee Members:Mary CadoganJeffrey FeinMarie FongwaJoyce GigerKaren GylysJoan Earle HahnJames KimmickCharles LewisMary Ann LewisSally MaliskiSusan PfeifferAnn PollackWendie RobbinsLinda SarnaBelinda VigilLynn WoodsIn addition to the formal Committee Members listed above, this plan embodies thoughts andconsultation from UCLA Vice Chancellor for Research Programs, Dr. Roberto Peccei; AssociateDirector for Administration and Planning, UCLA Institute for Stem Cell Biology and Medicine(ISCBM), Dr. Steve Peckman; and Associate Dean for Research, School of Nursing, Universityof Pennsylvania, Dr. Linda McCauley. The plan was developed in light of strategic planningguidelines for the campus outlined by Chancellor Carnesale (letter to Deans and ViceChancellors, February 17, 2005). Incorporating the Chancellor’s vision will facilitate fullparticipation by the UCLA School of Nursing in research priorities for the campus at large.I. Goals and Objectives for 2006 – 2011A top priority of the UCLA School of Nursing is growth of excellence in the research enterprise.Conduct and dissemination of applied and basic research is critical to nursing science and core tothe mission of the School.The goal for the UCLA School of Nursing over the next five years is to increase excellence inthe research enterprise. The specific objectives are to:A. Increase diversity of research funding sources:1) Participate in the important campus academic initiatives including the Stem CellInstitute, Genetics and Society, and Nanosystems to learn about and pursue creativecross-disciplinary research opportunities2) Explore/obtain State funding i.e., Tobacco Related Research Program, ToxicSubstances Research and Teaching Program, etc.3) Attract Gift/private funding for research programs, i.e., work with UCLA School ofNursing Development Office to obtain external funding for special faculty researchprojects (Goal VII in the UCLA School of Nursing Strategic Plan for Development)255

4) Explore/obtain interdisciplinary and collaborative funding sources, i.e., NIH RoadMap, particularly P20 funding for Interdisciplinary Exploratory Centers (also otherRFAs); initiatives allowing Co-Principal Investigators on grants5) Expand research partnering with the Community, i.e., work closely with initiatives ofthe School of Nursing Center for Vulnerable Populations Research6) Expand funding sources for international studies7) Attract Centers and Training Grants to support strength in new defined directions ofour growing faculty, i.e., Mild Cognitive Impairment (MCI) and dementia, genetics,men’s health, disabilities.B. Improve resources that support the research process for School of Nursing faculty, staff, andstudentsII. Rationale1) Develop and implement a formal plan for IT grant support (consistent with the 2006IT Strategic Plan)2) Expand and formally implement core research support in the area of statistics, dataentry, IRB proposal coordination, grant writing and editing3) Recruit doctoral and postdoctoral researchers, i.e., work with UCLA School ofNursing Students Affairs Office to revise faculty research web pages in order toattract doctoral and postdoctoral students (consistent with Goal II of the StudentAffairs 2006 Strategic Plan)4) Implement a formal structure for research mentoring within the School.The UCLA School of Nursing has a strong program of research that is based on the talents andcommitment of faculty and staff in the School. However, in the current climate of fiercecompetition for dwindling traditional sources of research dollars (for example, NIH), it is logicalto pursue alternative sources of support. The commitment of the Chancellor to the Biosciencesand academic initiatives such as the Stem Cell Institute, Genetics and Society, and the CaliforniaNanosystems Institute, provide timely opportunities for the School to expand cross-disciplinaryresearch collaboration. Comprehensiveness and depth of research across the UCLA campus andwillingness of units at UCLA to cross disciplinary boundaries in order to accomplish innovativeresearch objectives provide excellent opportunities for the School of Nursing to accomplish theResearch Strategic Planning Goals described in this document.III. BenefitsBenefits of increasing excellence in the research enterprise are increased research dollars to theSchool and recognition as a leader among Schools of Nursing.IV. Barriers to Achieving the GoalBarriers to the goal of increasing excellence in the UCLA School of Nursing research enterpriserelate to a current structure that places a heavy burden on too few people in the Office ofResearch. The Office is overwhelmed by many requests for assistance in all phases of pre and256

post award research within the School.V. Current Organizational and Administrative StructureThe UCLA School of Nursing Research Office, under the direction of the Associate Dean ofResearch, provides formal structure for the School’s research enterprise. The primary function ofthe Office (as defined on the School’s website) is to “encourage scientific investigations byfaculty and students and provide support in the preparation, submission, and administration ofresearch grants.” The Associate Dean of Research and a Grants Manager staff the office.Conceptually, the structure functions similar to a ‘funnel.’ That is, myriad faculty and studentscreate and produce diverse research proposals on an ongoing basis. Proposals then funnelthrough the Associate Dean and Grants Manager for final check off and submission to UCLAOffice of Contracts and Grants Administration and subsequently funding agencies. If funded,proposals funnel back through these same people for administration and oversight together withthe PI. Strengths of this organizational structure include tight control over the end of theproduction line, i.e., proposals do not leave the School with budget errors, missing forms, etc.Limitations include a lack of formal structure at the front end of the process. The UCLA Schoolof Nursing Research Office also provides referrals within the School for statistical and ITsupport, a process that is formalized on paper but less clearly operationalized.Achievements 2001 – 2005Table of Total Grant Funding 2001 compared to Total Grant Funding 20052000-2001 2004-2005Total Extramural Grants $6,173,324 $9,867,481Research Grants $4,152,739 $8,120,912Training Grants $ 618,676 $749,599Other $1,302,912 $996,970FY04/05 – Summary of Contract & Grant Fund GroupsFederal $6,663,854.43Private $2,412,790.56State $ 498,547.35Clinical Trials $ 292,289.58TOTAL $9,867,481.92The School and Associate Dean for Research have been successful in achieving a number of theobjectives outlined in the 2001 Strategic Plan including the following: percentage of granteligible faculty funded by NIH RO1’s increased from 16% to 20%; a competitive NIHcardiovascular training grant was submitted; resources were substantially increased to supportresearch in the biologic laboratories (Water Filtration System, Autoclave, two-80 o C freezers, ice machine, maintenance contract for hoods); a web page was constructed forthe UCLA School of Nursing Office of Research.257

VI. Strategy to Meet the Objectives and Accomplish the GoalA Center for Excellence in Research is proposed (Figure 1). The Research Strategic PlanningCommittee recommends restructuring the research enterprise in the School of Nursing in order toefficiently achieve the goals and objectives stated in this Research Strategic Plan.The Center for Excellence in Research would more equally distribute responsibility in the Schoolfor research mentorship, encouragement of grant development, constructive review of proposals,investigation and encouragement of cross-campus collaboration, and would provide needed reliefto the Associate Dean of Research and the Office of Research. The Center would also provideegalitarian oversight of research resources within the School as determined by the Dean. In thisway the Center for Excellence in Research would serve as a stable conduit within the School forresearch resources leading to pursuit of research opportunities as outlined in the objectives.Detail on the organization of the Center for Excellence in Research follows.Center Voting MembershipThe voting membership would be responsible for decision making to foster the researchenterprise in the School of Nursing. A voting member would be defined as anyone in the Schoolof Nursing who wished to participate and met one or more of the following criteria:1) Current funded research proposal including extramural, intramural, small or large dollaramount, Center grants, training grants, or research grants; one vote per funded researchproposal2) SON-CER approved Research Cluster; one vote per Cluster*3) SON-CER Director; one vote4) Office of Research or Associate Dean for Research; one vote5) Office of Statistical Support; one vote6) IT Office; one vote7) Editorial and IRB Coordinator Office; one vote8) 6th Floor Laboratory Enterprise; one vote9) In addition, each voting member with a funded grant would have to demonstrate researchmentoring of at least one SON student, post doc, or junior faculty member within that grant.Yearly review would be conducted by the SON-CER Director.*Research Clusters will be composed of not less than three faculty members focused on the samearea of research and generating research proposals together as a team. Each Research Clustermust petition and be voted on as an approved Cluster by the membership of the SON-CER andrenewed every other year.Director of the SON-CERThe Director for the Center for Excellence in Research would be elected by the Centermembership every two years. The Director would coordinate quarterly meetings of the Center,interface between members and non-members of the Center, help secure resources, and handle258

day-to-day issues of the Center. The Director would organize research seminars so that faculty,students, and postdoctoral students have a forum to present their work for feedback. The Directorwould be reimbursed with teaching release of 4 units/year.Figure 1Organizational Chart For Proposed UCLA School Of Nursing Center For Excellence InResearch (SON-CER).CenterGrantsTrainingGrantsUCLA School of Nursing Center for Excellence in Research(SON-CER)StateExtramuralGrantsFederalExtramuralGrantsNRSAs& MiscStudentGrantsIntramuralGrantsResearchClustersFoundationand OtherGrants*SON-CERDirectorEach grant, research cluster, as well as the SON-CER Director in the cells above has one vote in matters of the Center. Eachgrant, cluster and the Director have equal access to all resources of the Center as long as they can demonstrate researchmentoring of at least one SON junior faculty or student within the designated funded project.↓↑Center Voting Membership(Decision making to foster the School’s research enterprise.)↑↓One representative from the 6 th floor lab enterprise and one from each of the offices below contribute one votein matters of the Center.6 th Floor LabEnterpriseEditorialOffice-Editor &IRB writer1 new FTEOffice of Research-Associate Dean ofResearchGrant SubmissionManagerFinance OfficeAssistant Dean ofAdminFund Manager1 new FTE↑↓Data Entry andAnalysisOffice-0.5 newFTE data entryIT Office-0.5 new dedicatedFTE or formal planfor this resourceDean, Faculty, Students of the SONEach person in this cell has equal access to all the resources above. Each person in this cell can attend and participate in theSON-CER quarterly meetings and can petition and lobby the Center (for example, for space) but have no voting privileges untilthey meet eligibility criteria.259

VII. Measurement Indicators1) Increased grant funds coming into the School2) Faculty evaluation. The Faculty will be asked to formally evaluate their researchexperiences, including mentoring, annually at the same time as the annual evaluation ofsatisfaction with committee work (see 2005 Strategic Plan on Academic Committees). Thedata will be reviewed by FEC to see if changes are needed.VIII. Resources and Cost to the School of Nursing1) 3 new Center staff FTE: Editor & IRB Coordinator; Data Entry/ IT; Fund Manager. Totalcost: $ amounts being calculated.2) It is suggested that these funds come from research indirects returning to the School andnot be charged to individual grants as ‘percentages.’3) It is important for the Center for Excellence in Research to house staff in close proximity inorder to efficiently carry out the research enterprise. Suggested space: 2-934 - 2-938 Officeof Research/ Associate Dean of Research and 2-940 for Grants Manager; 2-948 Data Entry;2-950 Statistical and IT Office; 2-950 Fund Manager Office.IX. Timeline and Performance Evaluation1) May – August 2005: Faculty discussion, modification, and approval of the SON-CER2) September 2005: Election by the full faculty of the initial SON-CER Director.Subsequent Directors will have to be elected from among the membership of the SON-CER.3) September 2005 first quarterly meeting of all persons interested in participating in theSON-CER. This meeting will be chaired by the newly elected Director. At this meeting,priorities will be set and work begun on guidelines for the SON-CER.4) Fall Quarter 2005: Physical space determined and occupied, job descriptions and newhires (Editor/IRB Coordinator; IT; Fund Manager) accomplished, details ofoperationalizing the Center worked out.5) January 2006: Second quarterly meeting of the SON-CER conducted by the Director.This meeting will be comprised of all interested persons in the School of Nursing butonly eligible members would vote on issues. Work on establishing the Center will bereviewed and priorities updated.6) January 2007: Evaluation of progress over the first year with subsequent adjustments.260

ACADEMIC COMMITTEES STRATEGIC PLANCommittee Members:Linda Sarna (Co-Chair)MarySue Heilemann (Co-Chair)Lynn DoeringAdey NyamathiWendie RobbinsObjectives1) Describe faculty views/issues about participation, efficacy, and satisfaction with committeework2) Identify factors negatively affecting committee work,3) Describe potential solutions to improve the smooth functioning of committees and facultysatisfaction with contributions to committee work.RationaleFaculty participation on committees is critical for academic quality and shared governance.However, there has been an apparent dissatisfaction with the current committee workload andstructure but no systematic assessment of faculty perceptions about these issues has been done.In response to these concerns, faculty members were invited to participate in two “nominal groupprocess” discussions (separate groups for the tenured and non-tenured faculty) and/or provideanonymous written feedback through a survey. Discussion and responses were audio-taped andtranscribed, removing any identifying information. A total of 22 faculty (91% were track faculty)participated in focus groups or submitted surveys. The five-member Academic Committee taskforce analyzed the data and identified over-arching themes describing faculty views about 1)faculty participation in committee work, 2) key issues/obstacles affecting this committee work,and 3) specific solutions.BenefitsIncreased faculty involvement and leadership in committee work will benefit both the teachingand research activities of the school. Based upon the findings of the focus groups and surveys,the proposed revisions in committee operations and support are projected to increase satisfactionof faculty and increase efficiency in accomplishing the committee objectives.BarriersAlthough service along with teaching and research, is an essential part of faculty life, service hasnot been adequately rewarded. Although this is not unique to the School of Nursing, because ofthe relatively small size of the faculty, the burden of committee work can be significant.261

Current StatusAs expected, faculty had concerns about committee workload. However, responses from thefocus groups and survey indicated other serious concerns beyond committee structure related tooverall morale. These concerns included a lack of trust that these issues could be addressed andthat improvements would be made. The faculty felt that changes are needed in order to enhancethe quality of work-life as well as improve the efficiency and quality of committee work. Relatedto these concerns is a perceived lack of effective, edifying communication among administration,faculty, and staff that negatively affects the overall functioning of the school. Although thisStrategic Planning Task Force addressed committee work, many responses of the faculty alsorelated to concerns about high teaching load and inadequate support for their research activities.A pervasive “culture of stress” was described, which influenced the issues raised as well as theinterpretations of potential obstacles and solutions. Although the faculty commented on thecommittees that are identified in the School of Nursing bylaws, they also expressed concernsabout the demands made on faculty by assignment to ad hoc committees. Key themes that werederived from the data showed consistent agreement about the issues and obstacles:1) There was a wide spread consensus that there was too much committee work. Faculty feltthat committees met too often and that there was too much redundancy among issuesdiscussed in separate meetings, in faculty meetings, and in the Deans Advisory Committee.2) There was a lack of adequate administrative support for committee work.3) There was a lack of support for accomplishing the committee work when it competed withfaculty’s time for research and teaching. There were specific concerns about a lack of staffsupport for research and teaching efforts, although faculty noted consistently that they highlyvalued the contributions of the available administrative research staff.4) Other issues related to stressful difficulties with the entire research enterprise were raised,however because this input was more appropriate for the Research Strategic PlanningCommittee (RSPC), it was confidentially and anonymously shared with the chair of theRSPC.5) Communication issues: there were concerns about an imbalance of power among committeechairs and members that had a negative effect on the communication style and productivityof committees. Faculty described a lack of collegiality and respect for individual differencesamong faculty. Some faculty noted that “information giving” does not equal“communication” and that processes need to be in place to provide information to facultywhile allowing open discussion of important issues so all faculty views are “heard” andrespected.6) There were concerns about the faculty role in choice of service on a committee, as well aspressure to serve as a committee chair.7) Many faculty wanted more information about the role of faculty in shared governance,including the technical “how to” of shared governance, and the expectations of facultyinvolvement in service.8) Although service is required for faculty, there is little reward for being a “good citizen” inrelation to committee work or for being a committee chair. There are no negativeconsequences for being a “bad citizen”, or unproductive/absent committee member.9) The has been an emergence of multiple ad hoc committees, some outside the usualassignments from the SON bylaws, which result in increased faculty work load beyond the262

egular committee load. However, this work may not be credited to the faculty person inrelation to other committee assignments and expectations.10) Some committees do not have clear “missions” as well as “rewards.” An exception is theStudent Affairs and CAPAM committees. They were identified as unique committees withclear goals and “payoff” rewards (i.e., admission of students, promotion). However, (to use abehavioral science metaphor) the connection between “pushing the lever” and receiving the“food pellet” is less clear when comes to the other committees such as the academic programcommittees.Strategies To Accomplish The GoalSeveral solutions were identified by the faculty to improve the overall functioning of committeesand quality of work life of the faculty.1) Staff support is urgently requested for each committee to contact committee members toremind them of meeting dates, to reserve the room, to take minutes, to type up minutes, tosend out minutes etc. An example of excellent staff support and a smooth working committeeis the well-staffed Student Affairs Committee (although they do not take minutes). It is hopedthat staff would be available to provide support for committees. Thus, staff involvement onthe committee would serve to enhance continuity, quality of work, and efficiency of thecommittee.2) An orientation on shared governance is recommended for faculty to increase theirunderstanding of the importance and vital role of faculty participation in the SON, includingcommittee work. Additionally, orientation is needed as to the administrative structure of theschool and the role of the administrative supportive personnel in relationship to facultyneeds.3) The faculty recommended reducing committee meetings as follows: quarterly meetings forall committees except FEC, Student Affairs, and CAPAM, with a summer planning meetingto project the work of the year. It was recognized that with the reduction in the frequency ofmeetings, the quarterly meetings may need to meet for a longer period (i.e. for a half day or aday) but it was felt that the increased use of email communications would still allow for thefaculty work to be accomplished. Clear goals should be identified annually by everycommittee each year.4) Rather than submit multiple curricular changes at various points throughout the year, thefaculty recommended that curricular changes be submitted only once per year.5) Faculty should be encouraged to communicate and rank-order their interests in committeeparticipation with the SON Committee on Committees. Because of the SON Bylaws,balancing assignment of committees for faculty from each section may obviate a “firstchoice,” however “committee load” needs to be evaluated for each faculty member to be sureno one person is over loaded. Additionally, the level of participation of junior faculty, nontrackand part time faculty should also be re-evaluated.6) Power relations within committees and the role of committee chairs should be reviewed toensure that all faculty members feel that they have a voice in the school’s operations.7) Increased awareness of intra- and inter-personal coping styles, communication traits, andpersonalities of members of a “system” (such as our faculty) through a formal or informal263

evaluation, (e.g., Enneagram), may improve faculty sensitivity to communication styles andenhance the effectiveness of communication.8) Because the demands of committee work often conflict with the pressing demands ofresearch and teaching, there was strong support for re-examination of the overalladministrative structure of research and teaching support, including expanding staff resourcesto more effectively support the research and teaching needs of faculty. Again, while thefaculty expressed strong support for the contributions of current administrative research staff,additional support (e.g., additional staff) was viewed as essential to accomplishing theresearch and teaching responsibilities of the faculty.9) Additionally, the administration was urged to consider restructuring of the research office tobetter support faculty needs.10) The faculty desired meaningful acknowledgement and celebration of the wide variety ofSON accomplishments (beyond research grants) with more actual parties, gatherings, sharingof meals, and fun/attractive events.11) The faculty recognized that a new strategy is needed to be in place to recognize outstandingservice in the school in faculty dossier so there is a direct reward for committee work.12) The faculty suggested the use of a written “consent calendar”, similar to that used by theLegislative Assembly, to communicate information from committees that may not need to bediscussed at faculty and section meetings. If there is any issue that needs discussion, facultycan move it off the consent calendar.13) In order to streamline timely student admissions, staff of student affairs needs to be given thepower to admit highly ranked students without lengthy faculty reviews that have to comeback to the Student Affairs CommitteeMeasurable IndicatorsThe committee strongly felt that there was a need for ongoing evaluation of faculty satisfactionand morale regarding the overall functioning of the school.1) Reduced number of faculty committee meetings2) Reduced number of ad hoc committees. (As committee assignments are made once a year,there is no way to reduce the standard faculty committee load of an individual member whois assigned to an ad hoc committee at a later date. Additionally, many ad hoc committeeswere assigned by the administration and were above and beyond the faculty committeework.)3) Adequate staff support of SON committees.4) Submission of curriculum changes limited to once per year.5) Continued faculty identification of choices for participation in faculty committees6) Development of a faculty-led orientation and education program about shared governance7) Provision of training on enhancing effectiveness of communication.8) CAPAM discussion of enhanced evaluation of committee service in dossier9) Increased opportunities for recognition of faculty contributions.10) Clear identification of annual goals for SON committee work each year.11) Annual evaluation of faculty satisfaction with committee work; these data will be reviewedby the FEC to see if further changes are needed.264

Additionally, it is highly recommended that additional nominal group process meetings/focusgroups and surveys be used to evaluate the overall quality of life of the faculty and schoolfunctioning in the future, as a follow up to the multiple issues raised in this analysis, many ofwhich go beyond the faculty committee structure.Resources & Cost To The School1) The hiring of staff or reconfiguring existing staff for:a) supporting committee work,b) Expanding research support so faculty will be able to participate in committeework and so research does not compete with committee workc) Performing clerical tasks necessary to support the faculty in their teaching so thatthese tasks do not compete with committee work.2) Resources to explore strategies for enhancing communication among all members of theSON related to the concerns raised by faculty beyond those issues that pertain to committeestructure.Time LineSpring 2005: - Election of new faculty committees and chairsSummer 2005: -Planning for revised calendar of faculty meetings-Meeting of curriculum committees and discussion of overall curricular planningfor 2005-6-Exploring the hiring of new support staff / re-configuring existing staffresponsibilities to support SON operations-Identify resources to work with faculty/administration/staff to resolve ongoingcommunication issuesFall 2005:-Faculty presentation/discussion about the role of faculty in shared governance.Fall-Spring 2005-06:-Ongoing discussion about joint faculty/administrative efforts to promote qualityof work life and communication among all members of the SON (faculty,administration, staff).Spring 2006: -FEC to conduct evaluation of faculty satisfaction with committee structure265

ADDENDUMI. Summary Table of Issues and Recommendations of this ReportII.Report on exploration of potential consultants for Enneagram Training withrecommendation of Dr. David Daniels.III.Proposal prepared by Dr. David Daniels, Adjunct Clinical Professor at StanfordUniversity Medical School, Department of Psychiatry and Behavioral Sciences.266

Addendum ISummary Table of Issues and Recommendations for Academic CommitteesStrategic Planning Committee ReportIssuesToo much committeeworkLack of administrativesupport for committeeworkCommunication issueswithin committees andamong administration,faculty, and staffNeed for moreinformation about facultyrole in “sharedgovernance” and serviceexpectationsIncreased recognition forcommittee workChoice of service oncommittees; service ascommittee chairLack of clarity incommittee objectivesNeed for enhancedresearch and teachingsupportIncreased recognition andcelebration of faculty/staffachievementsStrategies1. Reduction in the frequency of committee meetings2. Avoid redundancy across committees and with the DAC3. Decrease in the number of ad hoc committees4. Use of a “consent calendar” for communication of items thatmay not need faculty discussion5. Increased use of email communication6. Consolidating curricular changes to actions once a year7. Streamlining committee procedures where relevant1. Linking staff with each committee2. Staff assistance with minute taking and other committeebusiness1. Consultation with communications expert (Enneagram)2. Using creative strategies within committee meetings toensure that all faculty have a voice in decision making3. Altering the format of faculty meetings to allow for morediscussion of important issues and fewer announcements1. Fall faculty seminar on shared governance2. Need for a seminar on administrative structure and role ofsupportive personnel1. Evaluation in CAPAM review and as part of self-evaluations2. Feedback to faculty who have made important contributionsas well as to others who have not participated1. Reinforce that faculty do have a choice in committeeselection. However because of demand, may not always gettheir first choice.2. Chairs of committees usually include tenured faculty toavoid undue burden of junior faculty3. Reevaluation needed to set parameters for committee load infaculty assignmentsEncourage the establishment of annual goals for each committeeIncreased support for research and academic endeavors toimprove faculty ability to participate in faculty businessExpand opportunities for rewarding outstanding contributionsand achievements will enhance overall morale267

Addendum IIReport on Exploration of Enneagram ConsultantsStrategic Planning – “Committees”In order to gather information on the possible training opportunities on the use of the Enneagramin the workplace, MarySue Heilemann contacted four consultants between May and July of2005. She interviewed three consultants over the telephone and read and/or reviewed writtenmaterials authored by two of the four consultants. After reviewing all materials and her notesfrom the telephone interviews, she reported my findings to Dr. Linda Sarna on 7/13/05. At thistime, Linda and MarySue had a productive discussion of the results and it was clear that Dr.David Daniels was the top choice of consultants. This was due to his substantial, internationalexperience in Enneagram consultation, his past work as an NIH funded researcher (at the VA),the high quality of his publications, his scholarly style and skill as noted in the interview, hisgrounding as a health care professional and psychiatrist, ongoing resources available from himvia the internet (http://www.authenticenneagram.com/), his reputation as one of the foremostleaders in Enneagram training, and his specific interest in our project here at the UCLA SON.Dr. Daniels currently is an Adjunct Clinical Professor at Stanford University Medical School,Department of Psychiatry and Behavioral Sciences. In 2003, he retired from 30 years in privatepractice (psychiatry). At present, Dr. Daniels continues his work related to Enneagram teachingand consultation. He served as a founding Director of the International Enneagram Associationand continues in his role as co-director of the Enneagram Professional Training Program locatedin Palo Alto, CA. Since 1988, he has trained hundreds of professionals in the use of theEnneagram in eleven different countries. Dr. Daniels has trained corporate leaders andemployees at various corporations including Boeing and Xerox; health and human serviceprofessionals at multiple sites including the California Youth Authority and Stanford UniversityHospital psychiatric unit. In addition, he regularly teaches medical students and residents on theuse of the Enneagram and he holds sessions at multiple professional conferences specifically forphysicians, psychiatrists, and psychologists.Dr. Daniels is the first author of The Essential Enneagram (Harper/Collins) and co-developedthe DVDs entitled The Enneagram: Nine Paths to a Productive and Fulfilling Life and TheEnneagram in the Workplace.Addendum IIIAddendum III contains Dr. Daniels proposal. In short, the focus of the training will be oncommunication patterns, giving and receiving feedback, personal development, and stressmanagement in relation to personal reactivity and effective communications. This is allaccomplished with the use of the Enneagram as a tool for enhanced understanding of self andothers in the workplace. The training will involve didactic instruction, guided interactiveexercises, setting of personalized goals, and follow up. Ideally, the entire training would occurover a 9 month period (one full and two half days of training, plus brief web based “follow on”between sessions), although we could opt for a 3 month version, as described below.268

Dr. Daniels has a unique approach that begins with a one-day workshop followed by 3 months of“follow on” during which time he will contact participants via email at 2-3 week intervals withbrief reminders to keep each person on track. At the end of month 3, this is followed by a ½ dayworkshop with Dr. Daniels during which time goals are revisited and the learning is taken to adeeper level. The total fee for the 3 month portion of the training is $5000 and includes a copy ofThe Essential Enneagram for each participant.Ideally, another 6 months of “follow on” would be subsequent, culminating in another half daytraining with Dr. Daniels to affirm and solidify lessons learned. The fee for this last 6 months ofthe program would be an additional $2000. Thus, the overall feel for the 9 month programwould be $7000 (1 full and 2 half days of training, plus 9 months of “follow-on”).In addition, Dr. Daniels has an extensive website with multiple resources that are free andavailable for our use (http://www.authenticenneagram.com/). The beauty of the availability ofthese resources is that it provides an avenue for future training of new faculty for years to come.Also, additional copies of his books and the two DVDs he has produced are available at a veryreasonable fee (~$24.95 each) and could be used in the orientation for new faculty for years tocome. This way, future faculty would be able to gain training even if they are not able to attendthe full and half day sessions we would offer this year (2005-06), and the fruits of our work as afaculty, with access to the wisdom of the program, can continue for years to come as a sourceand resource for enhanced quality of work life.269

PEDAGOGY STRATEGIC PLANCommittee Members:Jill BergMary CanobbioChandice CovingtonLynn DoeringAnna GawlinskiDebra Koniak-GriffinJosie OrtizDaniel RoselleCarl TylerRhonda YoungerCommittee Guest:LuAnn Wilkerson, School of MedicineIntroductionExcellence in education is an essential element of the tripartite approach through which we, thefaculty and staff of the SON, aim to carry out our mission “to prepare advanced nursingpractitioners for the provision of quality nursing care for a diverse, multicultural society.” Thus,the overall goal of the Pedagogy Task Force was to examine all aspects of the SON environmentthat inform the teaching-learning continuum and to identify specific objectives that will insureand enhance excellence in teaching at all levels: in baccalaureate, masters, and doctoraleducation. To determine our specific objectives, we considered: how, when, and whereteaching/learning takes place; how excellence in teaching is supported logistically andmaterially; how we orient, develop and sustain faculty expertise in pedagogy; and how we shareknowledge and information related to pedagogy with all stakeholders of the SON. The followingobjectives were presented for faculty consideration at the annual 2005 Faculty Retreat:Objective #1:To Create The “Classroom Of The 21 st Century” That Incorporates Novel And VisionaryTeaching/Learning ModalitiesRationale:To maintain and strengthen our national standing, we need to meet expectations of allstakeholders (students, faculty, staff, administration, alumni, and supporters/donors). To survivein an increasingly cost-conscience and competitive environment, we need to insure an efficientenvironment that maximizes both learning and resource utilization.270

Benefits:Increased faculty retention and recruitment; increased student satisfaction; conservation ofresources, time and money; creation of graduates that are committed to lifelong learning andnursing science/practiceBarriers:Resistance to change among all stakeholders; possible increased short-term costs to SON and/orstudents; uncertainty or lack of unity regarding the best model for teachingStrategies:1) Examine of stellar clinical programs and consultation with other schools to:a) Explore alternate teaching modalities (i.e., web-based learning, virtual classrooms),especially for large group classes.b) Incorporate of technology with adult learning theory (i.e., self-learning approaches withfaculty support [either in lab settings or web-based] rather than passive lecturing.c) Identify alternatives to large lecture classes. Cost out approaches in terms of human,social, and monetary capital.d) Optimize incorporation of WOS faculty into teaching of clinical seminars.2) Survey students, faculty, and staff to determine their vision of the “classroom of the 21stcentury”.a) Conduct focus groups among target groups to design the future classroom componentsboth in terms of physical space, virtual space, and philosophy that drives educationalprocess.b) Draft design and elicit input from educational partners, employers, graduates, and facultyof the future (PhD students, post docs, junior faculty.c) Determine a timetable to approve and implement “classroom.”3) Incorporate data from surveys and examinations of stellar programs into pedagogicalmethods that are creative, efficient and visionary.4) Develop a systematic orientation to newer technologies for faculty and staff.a) Survey faculties through sections meeting to determine needs for information technology.b) Invite vendors in to present state of the art teaching-learning and support technologies forfaculty updating.c) Select technologies for potential adoption and ascertain faculty need and adoptiontimetable.d) Provide orientation to technologies adopted.e) Evaluate efficacy of technologies adopted at selected intervals.f) Develop support mechanisms for innovative didactic and clinical teaching technologies.271

Current Status:There have been numerous anecdotal reports that students are “voting with their feet” in largelecture classes, many of which have experienced a marked decrease in attendance. There was aconsensus from the committee that current teaching methods are dependent on a “talking heads”approach, PowerPoint presentations, and lack of consistent integration of newer technologies(i.e., web-based approaches) into teaching methods across the curriculum. Further, faculty mayneed assistance with improving lecturing techniques now in use to adopt engaging strategies thatincrease student learning and interest.Critical Indicators:1) Greater engagement of students in the learning process as evidenced by class attendance orparticipation, passage rate on comprehensive exams, and/or qualitative data obtained fromstudent/faculty interviews;2) Increased student, faculty, and staff satisfaction as evidenced by survey data obtained by theEvaluations Subcommittee of the FEC.3) Continued success on certification examination.Resources:Implementation of the strategies to achieve this objective will involve:1) Allocation of financial resources by DAC to support identified strategies2) Allocation of time by faculty to participate in data collection, and developmental andorientation strategies; this would mean increased commitment of many faculty to SchoolserviceTimeline:Information gathering:Instructional redesignImplementationEvaluation9 months18 months1 year1 yearObjective #2Develop Human Resources To Support Ongoing Excellence In PedagogyRationale:Excellent pedagogy requires ongoing support. If we spend considerable energy to design new,innovative and challenging instructional formats for students as described in Objective #1, wewill create a dynamic environment that requires continued intellectual and scholarly nourishmentto thrive.272

Benefits:Increased faculty and student satisfaction, sustained excellence in teaching, enrichment of theintellectual and scholarly discourse within the SONBarriers:Costs, resistance to change, potential perceived encroachment on academic freedomStrategies:1) Develop a comprehensive orientation to pedagogy for all new faculty, including ourphilosophy of teaching/learning, how to develop and evaluate courses, where and how toobtain resources for teaching within the SON and throughout the greater UCLA campus andcommunity.2) Develop a plan for continued faculty education regarding course development,teaching/learning strategies, theories of pedagogy, and technological advances in pedagogy.This might take the form of annual workshops on pedagogy for faculty and perhaps doctoralstudents.3) Initiate and maintain a closer relationship with the Office of Instructional Development andthe School of Medicine teaching initiatives.4) Create greater opportunities for student input into teaching strategies that are formative andsummative.Current Status:New faculty do not receive a systematic orientation to their teaching responsibilities. Veteranfaculty work in isolation to develop courses and lack guidance for the introduction of innovativetechnology and teaching methods. There is no forum to share ideas about how to teach. There islittle incentive or reward for excellence in teaching.Critical Indicators:1) Increased faculty performance as evidenced by increases in the mean rating of SON facultyby students on course evaluations and increased positive feedback from peer evaluations2) Increased faculty satisfaction as evidenced by qualitative and quantitative data collected bythe Evaluations Subcommittee of FEC.Resources:Implementation of the strategies to achieve this objective will involve:1) Allocation of financial resources by DAC to support identified strategies2) Allocation of time by faculty to participate in developmental and orientation strategies; thiswould mean increased commitment of many faculty to School service273

3) Strategies to offset resource use could include seeking industry sponsor to support annualteaching workshops, with enrollment extended to WOS faculty; this might be attractive thepharmaceutical companies who want to capture audiences of direct care providers. Onecaveat however is increasing pressure for professional to not be indebted to medicalbusinesses. Another strategy is to locate donor who wishes to sponsor such endeavors.Timeline:Planning:ImplementationEvaluation18 months18 months1 yearObjective #3Create Infrastructure To Promote Excellence In Pedagogy.Rationale:Excellent pedagogy requires a supportive, well-working system of responsible staff, materials, ITsystems, library services, administrative support, equipment, organizational procedures, andphysical space/virtual space that promotes excellence in teaching/learning. If we spendconsiderable energy to meet Objective #1 and #2, much efforts will be to be placed on theinfrastructure that serves as the “wind beneath our wings” to deliver predictable qualityproduct—education.Benefits:Faculty, administration, staff and students can count on a well-oiled, systematically organizedinfrastructure that supports the teaching/learning pedagogy.Barriers:Budget instability, unknown student pool, changing nurse/APN/PhD roles/market.Strategies:1) Coordinate course websites through standardization, use of software such as ANGEL,WebCT or Blackboard, etc.2) Create greater interface of IT and logistical support staff.3) Develop online course scheduling and room assignment.4) Develop structures to promote effective interface of faculty and staff regarding teachingneeds.5) Examine current physical space and equipment system for content delivery. Review othernursing programs that have state-of-the-art teaching spaces for ideas for re-vamping currentclassroom spaces—virtual and real-time.274

6) Implement management evaluation processes to detect and remedy infrastructure criticalincidents in a timely manner.Current Status:Faculty enthusiasm for teaching is dampened by inefficiencies that breed frustration. Staff areburdened with tasks that could be automated. Communication between faculty and staffregarding support needs for teaching are ineffective.Critical Indicators:1) Smoothly running system as indicated by quality reports from stakeholders.2) Increased student, faculty, and staff satisfaction with infrastructure as evidenced by surveydata obtained by the Director office.Resources:Implementation of the strategies to achieve this objective will involve:1) Allocation of financial and human resources by DAC to support identified strategies.2) Allocation of time by faculty and staff to participate in data collection, planning anddevelopment of processes, budgeting for identified missing aspects of the desired system,evaluation of the system changes and correction loops, this would mean increasedcommitment of many staff/faculty to School service.Timeline:Information gathering:Instructional redesignImplementationEvaluation9 months18 months1 year1 yearEndorsements Of FacultyBased on faculty discussion and vote at the 2005 Faculty Retreat, objectives outlined above forwere not among those selected for priority implementation. However, the following strategieswere endorsed for improvement of pedagogy:1) Use of combined and complementary learning/teaching strategies across settings2) Ongoing faculty education regarding teaching strategies3) Optimal use of currently available campus resources (i.e., Office of InstructionalDevelopment, iCompass)4) Incorporation of mentoring for teaching and use of “Teach the Teacher” approaches5) Application of currently available internal resources (i.e. videotaping of teachingperformance as a method of providing feedback and critique)6) Consideration of the application of problem-based learning to additional clinical courses275

INFORMATION TECHNOLOGY STRATEGIC PLANCommittee Members and Expert Contributors:James Kimmick, UCLA SON Network Manager (Committee Chair)Dr. Chandice Covington, Chair, UCLA SON Primary CareScott Dicks, Programmer Analyst, SON Information TechnologyDr. Lorraine Evangelista, Assistant Professor, UCLA SON Acute CareDavid Parkinson, Programmer Analyst, SON Information TechnologyDr. Tom Phelan, Director, UCLA Social Sciences ComputingDr. Wendie Robbins, Associate Professor, UCLA SON Primary CareDaniel Roselle, Administrative Analyst, SON Instructional SupportKathy Scrivner, Student Affairs, UCLA SONMel Widawski, Principal Statistician, UCLA SONDr. Lynn Woods, Assistant Professor, UCLA SON Primary CareThe Chair wishes to give special thanks to all committee members and expert contributors fortheir time and outstanding assistance in the preparation of this report.Summary of Recommendations:Information technology in 2005 is undergoing fundamental paradigm shifts. Strong budgetaryforces to contain costs along with the need to comply with information security legislation arefundamentally reshaping information technology in academia. At the same time newtechnologies continue to be rapidly deployed for use in instruction, research, and academicmanagement, taxing technical infrastructure and support capabilities.In many ways the next five years will prove the most challenging that the School has ever seen,not because of security threats or budget cuts, but because so much is now possible. The trickwill be to carefully balance the many possibilities available with the resources at hand.Due to these challenges, fundamental questions are being raised by senior universitymanagement about the appropriate role of academic information technology, and the answers tothese questions may critically affect the course of computing at UCLA for many years to come.This report will focus on responses to these challenges, with the goal of most effectivelypositioning information technology within the School of Nursing to best support the coremissions of education, research, and community service. These responses fall in the followingeight areas:1) Balancing Of IT Resources Between Mission Areas. A comprehensive support model must bedeveloped to best apportion resources to core services, research, faculty, student instruction,security, and infrastructure. A new paradigm for support is offered to address current issues.Further dialog between school administrators and grant investigators is stronglyrecommended to develop a more robust means of funding grant operations.276

2) Information Security. A critical component of institutional success will be the capability toadequately secure sensitive data throughout the school. The absolute necessity of deployinglayered defenses against external and internal data theft will drive many aspects ofinformation technology for the foreseeable future. Security will require a significantinvestment in both staff time and capital resources if the school is to comply with campus,state and federal regulations.3) Deployment Of Integrated Groupware. School operations have evolved to the point that anintegration of email, calendaring, contact management, AV resource scheduling, etc. needs tobe achieved. With the boundaries between on-site and off-site work blurring, a strong needexists for systems that permit secure, transparent work from any Internet-accessible location.Three deployment options can meet school needs.4) Training For Faculty And Staff. The implementation of an ongoing training program iscritical to improving school productivity through the development of improved computerskills. School training capabilities have steadily degraded over the last several years, and thistrend must be reversed. A model for a cost-effective training system is presented to addressthis problem.5) Evaluation And Deployment Of New Technologies. New systems and technologies can offerincreased capabilities and efficiency in instruction, research, and administrative services. Tosuccessfully identify and manage the introduction of the most promising possibilities, areview process needs to be put into place to fully evaluate benefits as well as complete lifecyclecosts, so that reasoned cost/benefit deployment decisions can be made based on schoolgoals. A process has been designed to address the evaluation of new technologies andforward results to DAC for action.6) Development Of An IT Steering Group. The smooth functioning of IT operations requiresextensive communication with school stakeholders. As the DAC has limited time to deal withtechnology issues, a committee needs to be formed to provide feedback to IT supervisors andthe Deans Advisory Council on technology and web development direction.7) Develop A Plan To Maintain AV Infrastructure. The long-term replacement plan for core ITequipment needs to be extended to cover AV and classroom information systems equipment.Cost models are proposed for a new 5-year capital replacement plan.8) Identify Opportunities And Obstacles Posed By The UCLA IT Refocusing Initiative. A seriesof sweeping proposals have been made by campus administrators to reorganize IT servicescampus-wide. While cost/benefit analyses are not yet available for campus proposals, somespecific recommendations on direction can be made.The speed of organizational and technological change will likely require revisions to thesestrategies over the course of the next five years, and consequently an annual review of theseinitiatives should be instituted to insure that they remain congruent with current conditions.IntroductionThe Information and Instructional Technology Strategic Planning Committee was convened at the requestof the Dean of the School of Nursing to re-evaluate and update the strategic plans for the school’sinformation systems and instructional technology groups. The committee met twice during March of 2005to develop the ideas presented here.277

For the purposes of these ideas the term Information Technology refers to the computer systems,networks, and information systems plant and services required to support the research, instruction, andcommunity service objectives of the School of Nursing.Strategic planning in Information Technology is extraordinarily complex, as technologies areevolving extremely quickly, and consequently any focus other than on generalized strategicrecommendations can be quickly rendered obsolete. Where concrete technical recommendationscan be made with reasonable certainty, they have been included as well. Forecastingdevelopments more than three years in advance begins to become an exercise in supposition, andwhile plans have been included for the next five years, a mid-term review in three years isrecommended.Initiative One: Balancing of IT Resources between Mission Areas.The most immediate problem facing the school is the allocation of scarce IT personnel resourcesto a wide range of instructional, research, and administrative needs, when current staffing levelsare insufficient to provide high service levels to all areas.The Gartner Group reports that average private-sector IT staffing is 5-7 FTE per hundred users.Models of staffing from AIS as well as surveys of other campus academic units and externalschools of nursing indicate we are understaffed at least 1-2 full-time positions compared to othercampus academic and administrative groups of similar size. This has caused a serious imbalancebetween the school needs and available resources directly related to:1) The aggressive expansion of funded research, which has resulted in significant increases inresearch staff and computer equipment.2) An increasing instructional reliance on computer systems, both in the classroom and via theweb. The addition of students to the support equation has more than tripled the number ofusers supported by the school, and increased the number of systems which must be supported24x7.3) The steady increase of security-related activities such as patching, virus defense, spywaremitigation, hacking prevention, and compliance reporting.All of these trends are likely to continue their growth, and consequently necessitate a response ifthey are not to overwhelm current IT support services.Recommendations:1) Develop a functional funding system for grant IT support. Currently there are no functionalmechanisms for funding grant IT support, and there is a lack of consensus between schooladministrators and grant principal investigators on how best to resolve this problem.Recharging grant time back to already existing positions only exacerbates problems as theadditional grant work must then be done while school core duties (which in theory arereduced) remain essentially at 100%. The recommended model for grant support will be aschool-supported IT position which will then recover partial salary costs through recharges togrants.278

2) Subject all new program and system deployments to a rigid costing model, looking at longtermIT staffing and support costs. Given current limits on IT staffing, all new programs thattake additional IT time or resources must include resources for long-term support, or becounterbalanced with equivalent cuts in other areas.3) Fund and narrowly focus school-supplied student support. Student support has relied forseveral years on Biomed Library IMF and Bruin Online staff. With the steady addition ofweb-based courses and programs, more and more specialized support is being shifted backin-house. This support must:a) Be funded at adequate levels.b) Be limited to specialized Nursing systems.c) Be time-restricted against over-use.4) Provide adequate staffing and resources to address growth in security requirements. Securityis a major responsibility academia has not really had to deal with before. With the rapid riseof identity theft, strong efforts are being made legislatively to hold organizations accountablefor ‘bad’ security. As a result, we can expect to spend up to a third of available IT staff timeand a significant fraction of the Nursing computing budget on security-related tasks andsystems.Organizational Benefits:The school’s primary missions all are increasingly dependent on information technology. Thelong-term successful positioning of the school will necessitate steady improvements inproductivity in every area. A careful, well-considered balancing of IT resources will:1) Insure sufficient support is available for research activities to flourish and expand.2) Maintain an optimal level of support for faculty, staff and students, and insure criticalsystems are available when needed.3) Secure school operations against the threat of financial loss and embarrassment due to criticaldata security breaches.4) Prevent the degradation of key systems and services due to staff overload.Resource Requirements:Improving research support levels will require the addition of staff, with salary needs offset byadditional grant funding support. The recommended staffing model will require at least start-upand possibly long-term partial support of additional position. A programmer/analyst I positionwill cost at a minimum $36,000/year, with other incidental expenses related to space, phones,etc. A portion of this expense would need to be absorbed by the school as detailed in theInformation Security Initiative below.Direct balancing of resources does not incur direct costs, Overall resources required aredependent on school goals and needs – specifically the IT staff time and capital resources neededto implement and maintain critical support and services. Only net increases in support orinfrastructure needs will require additional funding. Outsourcing options discussed in Initiative 9279

are unlikely to save more than 5% of overall available IT staff time, and will not significantlyeffect support outcomes.Student support will need to be carefully monitored, particularly if additional web-based schoolsystems are deployed for student use. Currently only very limited student support is offered – ifhigher levels of support are needed then additional resources will be needed.Security resource needs will continue to grow. Much of the enhanced productivity deliveredthrough systems automation during the last strategic planning period has been absorbed by newsecurity requirements. All IT positions in Nursing for the foreseeable future will have asignificant security component, which will reduce available time for other activities. A schoolfundedportion of the grant support position would make up for this productivity loss.Evaluation Methodology:Evaluation can be accomplished through direct measures of user satisfaction as well as indirectlyvia percentage recharged back to the grant support position. Additional factors such as system uptime and support response time can be used to measure efficacy and stress on support systems.Timeline: Next 12 Months.Initiative Two: Information Security.Information security will be the great academic IT issue for at least the next five years. Extensivemedia coverage of identity theft and the widespread compromise of personal and medical datahave led to a frenzy of legislation to force security improvements. Unfortunately, academia hashistorically spent significantly less than the private sector on IT security systems and personnel,and some catch-up will be necessary to reach appropriate security levels.Academic information security calls for a particularly careful risk management assessment,balancing academic privacy and productivity with the protection of sensitive data. There is nosolution that will make everyone ‘safe’, but risks can be considerably reduced. Efforts are beingmade at campus and UC levels to provide additional security resources, but to date generallyunits are being left on their own (and own resources) to develop effective security plans andmechanisms.The School of Nursing made significant investments in security systems over the last five years,and these systems have delivered truly substantial dividends. During the next five years thescheduled upgrade of core network components will provide an opportunity to improve securityfurther. Current systems in place are:1) A firewall to provide perimeter protection to the SONNET network.2) A host-based firewall, anti-virus, anti-spyware, and security management system to protectindividual computers.3) A patch-management system to deploy patches throughout the school.4) An up rated backup system.280

These systems provide a core of security services which will need to be maintained and upgradedfor the foreseeable future.Recommendations:1) Review and update school security policies and procedures to reflect increased risk andchanges in university policy.2) Move from a permissive security posture to a restrictive one. Current paradigms favor easeof-useover security (most network use permitted and only specific threats blocked), andfuture due diligence levels of security will require more restrictive systems (where activity isby default blocked, and permitted only when specifically needed).3) Deploy 2-factor authentication for users of sensitive data or administrative (super-user)accounts and purchase SSL certificates for users to access web-based systems.4) Widely deploy encryption software throughout school systems beginning with mobiledevices and servers to defend against SB1386 and HIPAA liability.5) Deploy sophisticated anti-spam systems to reduce spam loads.6) Continue to improve and expand patching systems and programs to insure that new securityflaws are rapidly addressed.7) Deploy updated firewall, intrusion detection, and network security management equipmentand software to take advantage of recent technological improvements.8) Compartmentalize (segment) interior networks to provide more granular security options.9) Initiate an ongoing security training program to provide in-service updates on good practicesalong with detailed orientations for new employees and students.Organizational Benefits:Sensitive electronic data must be protected to shield the school from negative publicity, legaldifficulty, and financial liability. An effective IT security program reduces risk and allows theschool to show due diligence if breaches of privileged data do occur. The benefit of this initiativeis the elimination of avoidable security risks.Resource Requirements:Many of the systems needed to provide the school with effective security is already in place.These systems will need to be treated as critical core infrastructure in the future, and receiveappropriate capital and staffing resources.Over the last 5 years advances in automation have provided sufficient time savings to permitneeded staff time to be redirected to address security needs. Savings due to reductions inhardware costs have also permitted needed capital resources to maintain a modest securityinfrastructure. Unfortunately future improvements in efficiency and hardware price reductionsare unlikely to be sufficient to cover school security needs.Of primary concern is available staffing. Additional time for security must come from othermore productive tasks, or additional resources must be devoted to this area. The best solution is281

to fold some basic IT duties currently being handled by senior programmers into a new grantsupport position.Needed future resources will include:Description$$$ Projection.30 FTE of grant support Programmer/Analyst I for security overflow. $12,000SSL Certificate (Wildcard) per year $350Barracuda Spam Prevention Appliance $5,000*Replacement Firewall (currently in capital replacement plan) $10,000*Equipment will need to be replaced on a three year cycle from capital replacement funds.Evaluation Methodology:Security requires a multifaceted evaluation approach. Information systems security is an iterativeprocess, with multi-layered defenses constantly evolving to meet new threats. Security incidentssuch as virus outbreaks, hacking activity, and denial-of-service incidents can be tracked and usedto identify areas in need of improvement – but this requires such incidents to take place. Anothermethod is to compare school security systems with other academic units and with ‘best practice’standards.Timeline: Next 5 Years.Initiative Three: Deployment of Integrated Groupware.The School of Nursing has been running a simple email system for over ten years that has givenoutstanding service at a bargain price. Over the next five years however, a more sophisticatedgroupware system will need to be deployed that can offer advanced email services, calendaring,contact management, and collaboration systems to school users. These services will come atadditional cost, as the current system is extremely efficient and requires very few resources tooperate and remarkably little staff time to administer.Currently there are only a few groupware vendors, and a review earlier this year by a campuscommittee was unable to identify any available system as being clearly superior. Three possibleoptions exist:1) Deploy a new school email/calendaring system.2) Utilize the new campus email system when available.3) Utilize the MCCS Exchange system.Since the current Pegasus/Mercury email system is freeware, and requires very little directmaintenance and support, all these options will involve the dedication of additional resources andstaff time for effective deployment and maintenance.282

Recommendations:At this time the only system immediately available for deployment will be an internalreplacement (Option 1). Currently the school has rights through a Novell agreement to use theGroupWise software suite, which contains the features most desired by school faculty and staff.It has the added benefit of easily integrating into the school’s Novell Netware environment.The new campus email system (Option 2) is still in its infancy, and concrete numbers are notavailable with regards to per-user cost, available storage space, or feature set. It is unlikely thissystem will be available before late 2006. If this information becomes available, and anacceptable Service Level Agreement can be reached, this option can be reconsidered at a laterdate.The MCCS system is operational, and some dual-appointment staff are using it from withinNursing. Some significant issues exist with regards to how email integration would beaccomplished given that Nursing currently connects to the campus backbone rather than theMedNet. This complexity makes this option less desirable at present.Given that an internal system could rapidly be deployed, could be easily customized to deal withroom and AV resource scheduling, this option is recommended. A pilot system should bedeployed as soon as possible, beta-tested, and then compared with campus options (if available)to determine if migration should be initiated.Organizational Benefits:The School of Nursing has utilized its current email system for more than a decade. A newgroupware system will expand available features to permit the scheduling of meetings androom/AV resources, allow enhanced contact management, and provide a wide range of webbasedemail services. Taken collectively, these features promise a significant productivity boostfor the school, although some corporate culture issues will need to be addressed to fully realize asystems potential.Resource Requirements:Staff time requirements to set up a pilot system are relatively low, and no additional softwarecosts will be incurred. Migration costs, particularly in staff time will be extensive to actuallybring a new system into production. Some additional long-term overhead will be incurred tomanage a new system, if a campus outsourcing option is selected it will have similarmanagement costs. User email client support will increase significantly in all models due to theadditional complexity of groupware software.Evaluation Methodology:Evaluation of any new system should be completed on a strict cost/benefit basis. Therecommended internal system has concrete answers with regard to features and costs. Any283

campus system must provide on paper all costs and features, a detailed service level agreement,and expected deployment dates before consideration can occur.Timeline: Next 5 Years.Initiative Four: Training for Faculty and Staff.The most significant barrier to more efficient school operation is a general lack of basiccomputer skills among faculty and staff. While many faculty and staff have excellent skills inmany areas of computer use, a significant number do not have the strong basic computer skillsneeded in the 21 st century. These problems have been compounded by the rapid evolution ofhardware and software over the last few years, which has served to render even recently acquiredcomputer skills quickly obsolete. The effects of inadequate computer skills are considerable. Notonly are faculty and staff requiring more time to complete projects, but support needs are greatlyincreased – pulling IT staff away from more critical proactive projects.During earlier strategic planning cycles formal training on productivity software was offeredinfrequently and without follow-up. While these training sessions were generally successful,their cost prevented the development of an ongoing program. This has resulted in a ‘binge-based’training methodology insufficient for the school’s computing needs. The development of aprogram of ongoing computer instruction that is both reasonable in cost and compatible withcomplex faculty schedules is critical to solving these problems.Recommendations:Training activities can be broken down into three distinct areas: basic skills, advanced skills, andspecial skills. Each of these areas requires a different approach.Basic skills are those which must be present to function effectively at UCLA. They includesimple Windows use, directory navigation, word processing, and email usage skills. A very basicorientation to network systems would also fall in this area. Many users in the school wouldbenefit from basic skills instruction.Advanced skills are needed by some faculty and staff in specific types of applications, such asdatabase creation and use, or Excel pivot tables, or SAS programming. Relatively few users needadvanced training in their software applications with the possible exception of word processing.Special skills are those not related to the school’s standard software suite. This includes trainingin distance learning systems, custom application training (such as in the CENTRAL system), andhigh-end IT staff training.Basic skills are currently the most critical need. AIS (UCLA Administrative InformationSystems) has recently made use of a novel training approach utilizing student trainers to teachproductivity application skills. A student trainer is hired short-term to provide one-on-one orsmall group training, and if necessary given supplemental instruction so as to have the necessarycontent and training skills. The student is then made available to faculty and staff for an extended284

(but not indefinite) period. This position is utilized wholly for training purposes to avoid havingthe student subverted into general user support duties. This approach would be ideal for the SONenvironment, where scheduling conflicts often preclude faculty participation in basic skillstraining. This training would be repeated annually or more frequently if necessary.Advanced training could be handled through a combination of campus CHR or UNEX classes.Faculty and staff would be sent out to these training classes on an as-needed one-on-one orsmall-group basis.Special training requires the most elaborate preparations, as instruction in these areas is eitherexpensive or unavailable. High-end training is not a particular problem, although specialscheduling and funding may be needed. Training in custom applications is more problematic, astraining seminars must be developed in-house, and an adequate training facility scheduled.Online training, available through the campus, can also play an important role, both as a standaloneresource and as supplement or review material, but at this point is not an adequatereplacement for more conventional modes of instruction.Organizational Benefits:Improved training offers the most effective way to increase productivity throughout the entireschool, in many different areas.Resource Requirements:Significant funding for student trainers is needed. At approximately $15/hour, with a base traineegroup of 50 and a 2-hour training session, the cost of a student trainer average out at about $1500per training cycle. Current funds reserved for conventional training should be retained andenhanced to provide advanced and special training within current school training modes.Evaluation Methodology:Effectiveness of training can be measured by analyzing data provided by the Help Deskrecommended in Initiative Three. A decrease in user calls related to insufficient user knowledgewill indicate training efficacy.Timeline: Next 5 Years.Initiative Five: Evaluation and Deployment of New Technologies.Many new systems are proposed each year as a means of enhancing instruction, improvingresearch, or rendering administrative processes more efficient. The means by which thesesystems are evaluated for possible use needs to be as broad as possible, as the resources neededto deploy a system in one area may result in the degradation or elimination of service in another.285

Research by the Gartner Group indicates that the most common problem encountered in thedeployment of new systems is the underestimation of the resources required to successfullymanage a system though its entire life cycle. As IT personnel resources in the school are alreadyover-committed to current systems and support, staff time can only be generated by:1) Increasing IT resources.2) Increasing IT efficiency.3) Eliminating other services to free sufficient support resources.4) Reducing the support of other services (usually faculty/staff support).For future deployments of new technologies, or increases in support levels (such as addinggeneral support for students), rigid cost/benefit analyses need to be conducted before newservices or support are deployed.Recommendations:All future projects involving IT resources must be reviewed and both hard and soft costs fullyfunded for the duration of the project. Items that should be included in the review are:1) Criticality of need.2) Number of personnel/students effected.3) Capital resources required (hardware, software, infrastructure)4) Personnel resources.5) Full life-cycle costs (maintenance, upgrade, replacement)6) Efficiencies generated (time saved).7) Tangibility of benefits.Other criteria may need to be considered, but an emphasis must be put on developing acost/benefit model over the entire expected lifetime of the technology. The key bottleneck incurrent deployments is available staff time.Organizational Benefits:Considering overall resource requirements at the start of a project will enable more informeddecisions to be made with regards to a projects total cost, and consequently a better cost/benefitevaluation can be made. Indirectly, current programs and support will benefit as resources willnot be siphoned away to under-funded (or non-funded) projects.Resource Requirements:There are no direct costs associated with this initiative. Some additional overhead may begenerated when new projects are proposed, but this should be offset by savings in other areas asunder-funded projects are eliminated.286

Evaluation Methodology:Evaluation of this initiative is difficult, as it effects overall project management, and in manyways is qualitative rather than quantitative. Annual financial analysis of funded projects and themore extensive use of project codes could demonstrate some savings.Timeline: Next 5 Years.Initiative Six: Development of an IT Steering Group.Several years ago an ad hoc committee was formed to provide faculty and staff input onproblems facing IT service. This committee had a representative from both academic sectionsand school administration. This group provided valuable guidance in many areas, but was neverinvested with formal duties.Recommendations:Develop and formalize the role of an IT Steering Committee in the School of Nursing. Thisgroup should be small but representative of a wide range of school interests. It would notsupercede current reporting, but provide a formal basis for providing input into IT staff andresource allocation to school projects and support. A recommended membership is as follows:1) Acute Care Section Representative (represents Acute Care).2) Primary Care Section Representative (represents Primary Care).3) Director of Administration (represents Administration).4) Associate Dean of Research (represents Research).Student Affairs could also have a separate representative, or be represented as shown above bythe Administration representative.The committee would deal with the following policy areas:1) Prioritization factors in user support – i.e. how to determine call priority.2) Resource allocation issues. What are appropriate uses of IT resources, and what projects needto include supplemental resources for implementation?3) Website policy. What is appropriate or inappropriate for inclusion on the school website, andwhat resources are to be devoted to any given action?4) Quality of service and workload issues.Organizational Benefits:Most IT organizations on campus have steering groups to assist in the development of general ITpolicy and procedures. The general direction of the school website and a review of majorchanges could also be routed though this group. Having a regularly meeting steering body wouldprovide substantial organizational benefits to the school by enabling better IT service andsupport.287

While some of these functions have traditionally been a part of the Deans Advisory Council(DAC), a lower level review and a forwarding of findings to the DAC would conserve significantexecutive time and permit less-critical matters to be analyzed.Resource Requirements:No significant financial resource requirements from school funds. One to two hours a month oftime would be required of representatives.Evaluation Methodology:Difficult to evaluate. A user survey could be used to determine if user satisfaction improved afterimplementation of the steering committee, but any trends shown could be the result of otherinitiatives. There is benefit in having checks and balances in any system, and so having minutesor agendas of meetings can be used to evaluate how well issues are resolved.Timeline: Next 5 Years.Initiative Seven: Develop a Plan to Maintain and Upgrade AV Infrastructure.AV systems and services need to be funded in the same way as IT services, particularly as thereis increasing convergence between these areas. The increasing reliance of faculty on computerbasedinstructional aids has resulted in an explosion of classroom systems not previouslybudgeted for.In addition, long-term capital replacement needs to be addressed to maintain critical systems inthe school auditorium as well as other classroom facilities.Recommendations:Upgrade of Auditorium including:a) Soundb) Projectionc) Lightingd) Video filminge) Web Streamingf) Digital Audio Recording.Awaiting quote from vendorClassrooms:Mini PCU in every classroom.288

a) 10 rooms with ceiling installed projectors (near completion)b) Central control of on/off function and trouble shooting for classroom computers.Staffing:2 Full-time staff.One staff with good computer skills. Need to perform @ 25 hrs of computer maintenance perquarter. This will alleviate the IT dept.Timeline: Immediate Through Next 5 Years.Initiative Eight: Identify Opportunities posed by the UCLA IT Refocusing InitiativeThe IT Refocusing Initiative is an overall review of the Information Technology supportstructure at UCLA. It seeks to reduce future expense and mitigate operational and securityproblems by regionalizing or centralizing some areas of IT functionality traditionally handled bydivisions, schools, and departments.Three major areas are currently under review:1) Departmental Email Service. The UCLA campus has many different email systems due to thefailure of the central campus IT establishment to move beyond mainframe-based emailsystems during the early 1990s. The current proposal before the campus asserts thateconomies-of-scale can be used to produce a more robust and compatible system. The Schoolof Nursing will need to move to a new email platform over the next few years, largely to gaingroupware capabilities. Issues remain on whether new campus system will be in place intime, and cost has yet to be determined. Opportunities may also exist to move to the MCCSExchange email system as well.2) Departmental Network Management. This is a complex initiative that proposes to move coreLAN management to an external group. Core networking refers only to router and switchequipment – not servers. Core networking currently accounts for about 5% of IT staff time.This is a critical area however, as academic units occasionally need quick network changes.Outsourcing this area also has ramifications for security measures. Concrete proposals in thisarea are at least a year away.3) Departmental Data Centers and Security. This proposal suggests that network serverequipment be aggregated and housed into a series of special data-centers. These centerswould possibly have special power, security and cooling arrangements. This is an expensiveproposal, and detailed plans are not yet available.Each of these areas may represent an opportunity to outsource some parts of the school ITinfrastructure over the next five years if services, costs, and guarantees are adequate. Towardsthis end, a consensus needs to be developed within the school on how campus proposals shouldbe evaluated.289

Recommendations:All new campus initiatives need to be subjected to careful scrutiny as systems that are outsourcedwill be difficult to recover in the event costs or performance are not up to the schools needs. It isrecommended that all outsourcing proposals be subjected to the following process duringevaluation:1) Technical excellence of the system. If the external units cannot adequately duplicate keyfeatures of currently deployed systems then such systems should remain local. Only featuresactually to be deployed should be evaluated. Future unscheduled enhancements should beevaluated as such.2) System cost. If external units’ systems are significantly more expensive than current systems,without offering additional needed features, then systems should remain local. Costs shouldbe specifically enumerated over time as with an external commercial contract, withlimitations on increases permitted each year.3) Service level agreements. Specific service support levels need to be enumerated in writing sothat ongoing service is assured of meeting acceptable minimums. Penalties should beincluded in service level agreements in case contract performance is not rendered at agreeduponlevels. If external support levels cannot be guaranteed at adequate levels, then servicesshould remain local.4) Collateral Damage. If external systems require extensive modification of related localsystems, these costs should be factored into any analysis.5) If all criteria can be met, then system functionality can be outsourced.Some political capital can conceivably be made by making the above evaluations at the propertime. Reduced expense or increased support might be available to ‘early adopters’ of newsystems. This should not however result in the recommended review process being ignored.Recommendations for each specific proposal are:EmailEmail represents the most concrete proposal to date. Currently the Business EnterprisesExchange email system will be consolidated into a single larger system which will then beexpanded for general campus use. Features, storage space and per-user annualized costs are stillto be determined. A date has not yet been officially posted for this system to be fully operationaland available to academic units. When operational, this system should be evaluated to determineif it will meet school needs. If the annual expense is attractive, Nursing users could be migratedto the campus system. An alternative to this model exists in the MCCS Exchange system, whichis fully operational. It may be possible to arrange to migrate to this system instead of a newcampus system. Once again, overall costs will need to be determined compared to currentNursing costs of about $30/mailbox per year.Network ManagementNetwork management is a longer-term proposal and as such few specifics are available. Ifservice levels and cost are reasonable, and security issues such as firewall access can be290

esolved. Current campus pilots of to-the-wallplate control through CTS have not beencompletely successful due to long service times and a general lack of flexibility in the academicenvironment.Data CentersData centers will be a long-term project for the campus, and because of expense and significantshared-space issues may not occur during the timeframe of this plan. Current Nursing serverspace is secure and large enough to avoid overheating issues in the event of air conditioningfailure.Organizational Benefits:If campus services are competitive, outsourcing email and core network services would reduceinternal IT staffing needs by 15% in one position or 5% overall. This time could be redirected toother projects as needed, possibly resulting in an increase in organizational efficiency andproductivity.Resource Requirements:Minor costs associated with the evaluation of central vs. local service and cost are expected.Significant costs could result from an actual migration to centralized services, although this maybe built into campus deployment models.Centralized services are likely to be either direct funded (i.e. a charge will be assessed for theservice) or paid for through the upcoming TIF technology charge or through other means. Thiswill likely result in a net increase of expense reflected by higher charges from the campus, and asmall decrease in the staff time required to support these functions internally.Evaluation Methodology:A direct cost/benefit comparison between centralized service costs compared to internal servicecan be used to benchmark financial efficiency. This in combination with regular conventionalevaluation of service levels can be used to determine if adequate support is being provided.Timeline: Next 5 Years.291

University of California Los AngelesSchool of NursingUndergraduate ProgramMasters in Clinical Nursing ProgramExecutive SummaryThe School of Nursing at University of California, Los Angeles (UCLA) is requesting permanent Generalfunds for increasing enrollment through three programs: the new start of the Masters Entry into Clinical Nursing(MECN); the new start of the generic undergraduate program (UG); and increased enrollment of the existingAD/BS/MSN program.The MECN program is designed for persons who already have a baccalaureate degree in another discipline,such as biology, humanities, or social sciences. They will complete 2 years of graduate study in nursing to preparethem to work as nurses at the bedside. This program is designed to “raise the bar” in educating bedside nurses.The UG program is a four-year program designed for high school graduates who desire a major in nursingand a minor in another discipline such as biology, humanities, or social sciences. It is designed so that students maymatriculate for a masters degree to complete the requirements of the MECN program in 3 quarters of graduatestudies, if they wish to do so. The AD/BS/MSN program is designed for those RNs who graduated from thecommunity colleges to complete both a baccalaureate and a masters degree in three years. This program was firstimplemented in 1998.Statement of NeedThis proposal addresses the shortage of hospital nurses in California and the nation. Unless additionalnurses are produced in this state, the health of all Californians will be threatened.Shortage of Nurses. According to a study by researchers at the University of California, San Francisco(UCSF) Center for California Health Workforce Studies and the Public Policy Institute of California, completed inDecember 2003, the state faces a shortage of registered nurses (RNs) and must increase the supply to keep pace withthe rapid growth of the state’s population. Based on California’s projected population growth, researchers fromUCSF estimated that an additional 43,000 registered nurses will be needed by 2010, and an additional 74,000 by2020, to maintain a stable ratio of RNs to population, which has been low. California ranks next to the last in thenation of RNs per capita with 544 RNs per 100,000 capita. The national average of RNs is 782 per 100,000 capita.California has the capacity to only educate about 6000 RNs per year, meeting only about 70% of the statesdemands by 2010. The number of applicants attempting to enter nursing schools has continued to grow. Publicinterest in nursing as a career is strong and not an issue in California at this point. A person can become a registerednurse (RN) by completing a two-year program in the community college system or completing a baccalaureatedegree in the California State system or private universities. Neither of the schools of nursing at UCLA or UCSFoffers baccalaureate programs. Currently, the baccalaureate programs in the California State system are fullyenrolled, most with admission waiting lists for as long as 3 years.California has a shortage of nurses, related to both quantity and quality. About 80% of the RNs inCalifornia are two-year graduates from community colleges as compared to about 30% nation-wide. Both theAmerican Association of Colleges of Nursing (AACN) and the California Association of Colleges of Nursing havestrongly recommended that the entry-into-professional nursing should be the baccalaureate degree, with littlesuccess in California.292

Program DescriptionUCLA School of Nursing is in the forefront in creating new opportunities and career pathways for “raisingthe bar” in nursing education for nurses to care for patients at the bedside. As published in “Crossing the QualityChasm”, the Institute of Medicine committee’s conclusion was that “The American health care delivery system is inneed of fundamental change. The current care systems cannot do the job. Trying harder will not work. Changingsystems of care will.” In response to these recommendations, deans from AACN have produced three committeereports over the last five years, indicating the core competencies of professional-entry-into-practice. The proposedcurriculum of the MECN and the UG program reflect these core competencies.Graduates of the MECN and UG programs will be uniquely qualified to provide direct care to patients, butalso to be accountable for care management of populations, e.g. persons with diabetes, people over eighty, personswith hypertension etc. within the complex health care hospital system environment. MECN education can make asignificant contribution by emphasizing common clinical conditions that comprise the bulk of health care activityand cost and where well-educated professional nurses can lower length of stay in the hospital, reduce costs, reduceerrors (such as in medications) while not compromising patient satisfaction, quality of care, and health relatedquality of life. The preparation of the MECN must include demand for empirical evidence of their practice.Fundamental aspects of this role include: leadership in the care of the sick in the hospital environment; provision ofhealth promotion and risk reduction strategies for diverse populations; provision of evidence-based practice; clinicaldecision-making; risk anticipation; education and information management; delegation and oversight of caredelivery and outcomes; team management and collaboration with other health professional team members;development and leveraging of human, environmental and material resources; and management and use of patientcareand information technology.For clinical experiences for both the MECN and UG programs, the students will be placed one student toone nurse in the hospital setting. The practice partners of the School of Nursing for both the MECN and the UGprogram are the following: UCLA Medical Center, Westwood and Santa Monica Hospitals; Cedars-Sinai MedicalCenter; and St. John’s Health Center. Most of the students will be placed at UCLA Medical Center, WestwoodHospital.Masters Entry into Clinical Nursing Program (MECN). The UCLA School of Nursing will be leading theway in developing an innovative Masters Entry Clinical Nurse (MECN) program which prepares those withbaccalaureate degrees in the life sciences, physical sciences, humanities, or social sciences for a masters degree inprofessional bedside nursing. The masters degree in nursing is usually given for advanced practice, that is, the roleof the nurse practitioner or clinical nurse specialist, or the administrator. There is not a nursing shortage in any ofthese roles.The MECN program is a 2-year program consisting of 26 courses (99 units), of which 6 courses (30 units)are clinical experiences and 20 courses (71 units) are theory courses. The student will be able to take the RNlicensure examination at the end of the program. The theoretical framework of the curriculum spans PrimaryPrevention (first quarter) to Secondary Prevention (third quarter) to Tertiary Prevention (4 th quarter). The unit ofanalyses spans the individual to organizational systems in the context of health care systems and a population-basedcare management concept. Fifty students will be entered each year for 100 students in the program.Undergraduate Program (UG). The curriculum of the UG program is similar to that of the MECN program,but taught at an undergraduate instead of a graduate level. Students finishing their BS degree can enter graduateschool for three quarters and graduate with a masters degree (MECN).The generic undergraduate program will admit qualified high school graduates. The undergraduate programwill consist of 108 to a maximum of 216 units for the Bachelor of Science degree, of which 60 units are upperdivision. In the nursing major, there will be 23 courses (91 units) of which 6 courses (30 units) are clinicalexperiences and 17 courses (61 units) are theory. The student can choose a minor or double major or substantialarea of study in life sciences, humanities, or social sciences. All students will be required to take three chemistrycourses, 2 life science courses, biostatistics, and epidemiology.293

AD/BS/MSN Program. The UCLA School of Nursing currently has a program (AD/BS/MSN) wherebyregistered nurses who have graduated from community colleges can receive both their baccalaureate and mastersdegrees in three years. It is possible for them to graduate with their baccalaureate degree in two years. The purposeof this program is to expand access to community college enrollments. About 80% of the RNs in the state are twoyeargraduates of community colleges, but only about 17% of these nurses go on for baccalaureate degrees. Yetaccording to the nursing workforce survey, directors of hospitals cite a shortage of baccalaureate prepared nurses forcase management, critical thinking skills, critical care education, and leadership.Budget JustificationThe School of Nursing proposes to implement a) a Masters-Entry-into-Clinical Nursing program (MECN)whereby 50 students per year will be admitted for a two year program; b) a generic undergraduate program (UG)whereby 50 students will be entered per year for four years; and c) to increase enrollment in the AD/BS/MSNprogram by 8 students per year. The total projected enrollment, when the programs are fully implemented, is 324students: 100 students in the MECN program; 200 students in the UG program; and 24 students in the AD/BS/MSNprogram. The students will be admitted to the School of Nursing, instead of the College. (Note: the budget page is aseparate attachment.)Enrollment Plan FY 2006/07 to 2009/2010STUDENT 2006/07 2007/08 2008/09 2009/2010 2010/2011ENROLLMENT1 st Year MECN 50 50 50 50 502 nd Year MECH 50 50 50 501 st Year BS 50 50 50 50 50college2 nd Year BS50 50 50 50college3 rd Year BS50 50 50nursing4 th Year BS50 50nursing1 st Year AD/BS 8 8 8 8 82 nd Year AD/BS 8 8 8 83 rd Year8 8 8AD/BS/MSNTotal 108 216 274 324 324Faculty. Twenty-two ladder track FTE are requested: two associate professors in health services and mentalhealth; seven assistant professors in community/public health; pathophysiology; pharmacology; medical-surgicalnursing; women’s health, gerontology; and pediatrics, respectively; six assistant professors for clinical teaching inthe MECN program; six assistant professors for clinical teaching in the UG program; and one assistant professor toteach in the AD/BS/MSN program. For the first nine faculty salaries, the salaries for Assistant Professor Step IVand Associate Professor Step I, respectively, were calculated at base, plus 19% off-scale, which are the currentsalaries for recently hired new faculty in the School of Nursing. For the 7 assistant professors that will teach clinical,the average salary of the current clinical faculty was determined at $67,209 Note, the cost-of-living and meritincreases were not included in the calculations.The teaching workload for the theory courses is 16 units per FTE per year. The class size of the theorycourses will be 50 students. The teaching workload for the clinical courses is 32 units per FTE. The faculty/studentratio for clinical courses is 1:8, thus a class size of 8 students per section. Therefore for 50 students, there will be 6294

sections per course. The justification for 12 FTE for clinical faculty for the MECN and UG programs is thefollowing:Program Units # CLINICALSectionsTotalUnits/TeachingWorkloadMECN 30 units 6 sections 180/32 5.6 FTEUG 30 units 6 sections 180/32 5.6 FTETOTAL 60 units 12 sections 360/32 12 FTENumber of ClinicalFaculty FTEThe justification for 9 FTE for the theory courses for the MECH and UG programs is the following:Program Units Total Units/Teaching Number of Faculty FTEWorkloadMECN 71 units 71/16 4.43. FTEUG 61 units 73/16 3.81 FTETOTAL 132 units 132/16 8.25 FTEThe UCLA School of Nursing proposes increasing the AD/BS/MSN program by 8 students peryear for three years for a total of 24 students. The faculty who are currently teaching the theory courses for thestudents can absorb 8 students into their classes. However, the School maintains a 1:8 faculty: student ratio in theclinical courses and will have to hire additional lecturers to cover these courses. For each cohort of 8 students, anadditional 1 FTE lecturer will be hired to cover 7 clinical courses.The justification for the 1 FTE assistant professor to increase the enrollment by 8 students in the AD/BS/MSNprogram is as follows:Course FTEN190 25%N192 10%N440 10%N439A 15%N439B 15%N439C 15%N439D 10%Total 100%Staff. Five staff FTE is requested: 1 FTE to support faculty; instructional technology; and computertechnology, respectively; and two staff FTE to support student affairs. In order to admit students in fall, 2006, theapplication deadline for the undergraduate program is November 2005. The School of Nursing will have to hire staffduring the fiscal year 2005/06 to recruit, review, and select applicants. We will also need instructional, support staffand information technology personnel to set up offices, prepare materials, configure and set up computers and otherequipment as well as become oriented to the School and University system.Teaching Assistants. A teaching assistant has been planned for each of the theory courses in nursing. Nineteaching assistants are requested at $5,175 each plus 2% benefits and $8,200 for fee remission for a total of $13,375per TA FTE. The TAs are requested starting the second year of implementation.College and School of Public Health Transfers. The program will require the students to take 6 courses inlife sciences and chemistry in the college. These courses have laboratory sections that are taught at a 1:20 studentratio giving 5 sections for 100 students. A 1.7 TA FTE is needed for each section. For the theory sections, a lecturershould be hired for each 50 students class. Similarly, in the School of Public Health, the students are required totake Biostatistics and Epidemiology, which do not need to be reimbursed for laboratory but for additional theorysections with lecturers. The students will fit into the larger classes of the College without additional costs. Because295

of the expensive start-up costs the first two years, the transfer of funds to the College and School of Public Healthwill not occur until the third year.The calculation for the TAs was the following: 6 courses x 5 sections x 1.7 TA/section x $13375.The calculation for the lecturers was $9760 ($8000 plus benefits) for each course.Other Expenses. Operating costs were calculated by dividing the total costs of the cost centers in the School($800,000) by the total number of students (n=300) for a cost of $2600 per student. The computers and printers(@$3000 each) were provided to each new faculty and staff, respectively. The facilities alterations includes$500,000 to design and equip a skills laboratory to teach nurses technical skills and $250,000 to renovate 20 officesfor faculty and staff. Recruitment and start-up packages for new faculty recruitment was calculated as follows:UCLA School of NursingRecruitment Funding Proposed for New FacultyCost Structure 06-07 07-08 08-09 09/10Cost Applicants Hires Total Hires Total Hires Total Hires Total TotalTravel 1,000 3 6.00 18,000 3.00 9,000 9.00 27,000 54,000Advertising 1,000 1 6,000 3,000 9,000 18,000Entertainment 477 3 8,586 4,293 12,879 25,758Relocation 10,000 1 60,000 30,000 90,000 180,000Security Background 52 1 312 156 468 936Start-up 25,000 1 150,000 75,000 225,000 450,000Biological 50,000 2 100,000 100,000Total 342,898 121,449 139,347 225,000 828,694NOTE: Start-up funding for FY 08/09 will be funded during the FY09/10 - Start-up funding is typically for Research related expenses.Revenue. The revenue per undergraduate student FTE is derived from the Undergraduate Education Fee netof Aid (64.57%) plus the general fund fee. The revenue per graduate student FTE is derived from the GraduateEducation Fee net of Aid (63.52%), plus the general fee fund, plus the differential fees. Refer to Table on next pagefor specific calculation of revenue.Balance. Positive balances are shown for all years except year one because of facilities renovation andstart-up costs for new faculty recruitment. However, when the program is fully implemented in 2010/2011, all thefaculty are hired, and all renovation costs are done, it is projected that there will be a positive balance of about $1million per year, indicating that the program can be maintained. Note that merit and cost-of-living increases werenot included for faculty or staff.296

Revenue. The calculation for the revenue per student is as follows:UCLA School of NursingCalculation of RevenueFY 06/07 FY 07/08 FY 08/09 FY 09/10 FY 10/11Ed Fee--UG 5,838 6,422 7,065 7,771 8,548UG Ed Fee net of Aid (64.57%) 3,770 4,147 4,562 5,018 5,520Ed Fee--Grad 5,891 6,480 7,128 7,840 8,624Grad Ed Fee net of Aid (63.52%) 3,742 4,116 4,527 4,980 5,478General Funds 9,000 9,270 9,548 9,835 10,130Differential Fees 3,218 3,218 3,218 3,218 3,218Faculty FTE 8 15 22 22 22Staff FTE 5 5 5 5 5Total Employees 13 20 27 27 27Enrollment:Under Graduate 58 116 166 216 216Graduate 50 100 108 108 108Total Enrollment 108 216 274 324 324Revenue:UG Ed Fee net of Aid (64.57%) 218,660 481,052 757,292 1,083,888 1,192,320Grad Ed Fee net of Aid (63.52%) 187,100 411,600 488,916 537,840 591,624General Funds (19900) 972,000 2,002,320 2,616,152 3,186,540 3,282,120Differential Fees (Professional Fees) 160,900 321,800 347,544 347,544 347,5441,538,660 3,216,772 4,209,904 5,155,812 5,413,608297

Appendix O: Bachelors of Science Achievement and Critical ThinkingAssessment Survey (BSACTA)

Appendix O: Baccalaureate Critical Thinking and Achievement Assessment(BSACTA)2004-2005, 2005-2006The data reported here are from the BSACTA, MSACTA and DSACTA, which are papersurveys conducted annually. They evaluate BS, MS and PhD students’ perceptions ofself achievement on critical competencies of the various nursing programs. In additionwe report our latest AACN EBI data which is an annual computer-based surveydistributed to Master-level students.Our Bridge program has a typical enrollment on average of 18-20 students per year. They completethe pre-test in the summer of their entry into the program and complete the post-test the followingspring when they have finished their BS coursework. Using a scale of 1-7, with 1 being “not at all”to 7 “extremely”, the students’ responses using the mean scores were respectable in assessing thedegree to which the Nursing program taught them the competencies listed below. Most competencyitems improved from the pretest.Core Competencies: Critical Thinking, TherapeuticNursing Intervention, Professional Values, ResearchActivity, Ethical Conduct, Role Development,Communication Skills:ItemEngage with the community as a partner in community healthactivitiesEngage in self reflection and collegial dialogue aboutprofessional practiceMean Score2004-05 2005-065.9 5.35.9 5.6Engage in creative problem solving 5.9 5.6Access and utilize data and information from a wide range ofresourcesAnalyze community health problems in relation to protectiveand predictive factors that influence health of clientsEvaluate the efficacy of health promotion and educationmodalities for use in a variety of settings with diversepopulationsDemonstrate sensitivity to personal and cultural definitions ofhealth6.5 5.06.0 5.65.8 5.46.1 4.6299

Advocate for professional standards of practice usingorganizational and political processes5.6 5.2Apply appropriate knowledge of major health problems andcultural diversity in performing nursing interventions5.8 5.8Assume a leadership role within my scope of practice 6.0 5.6Quality of the Nursing Curriculum Scale (1 “very poor”to 6 “excellent”)Teaching in your clinical coursesTeaching in your classroom courses5.14.95.35.0300

Appendix P: Masters of Science Achievement in Critical Thinking(MSACTA)301

Appendix P: Masters of Science Achievement in Critical Thinking (MSACTA)MSACTA Findings 2003-2007The Masters of Science Achievement and Critical Thinking Assessment Instrument is a 35-itemtool used to assess students’ perceptions of self achievement on competencies (criticalthinking, cultural sensitivity, research, therapeutic interventions, communication, ethics) ofstudents who have completed their MSN program. The likert scale ranges from 1 “never” to 4“many times”. In the timeframe of 2003-2007, exit surveys were analyzed to examine trends inthe data on the various competencies (N=354). The survey return rate ranged between 48-74%.The following analysis examines those items (N= 9) with significant trends over the five yearperiod, comparing the response “many times” to pooled responses of all of the other responsecategories of ‘never”, “once”, and “a few times”. Of the nine significant changes detected overthe five year period, all but two showed significant improvement in student’s perceptions abouttheir learning. The two items that exhibited lower than desired results included item number 32 “Iparticipate as a member of a team to investigate nursing problems’, and item number 34, “Idevelop a new approach to clinical practice and/ or education based on evaluation of nursingtheory”.302

Table 1: Question 8 “I apply theory relating to cultural diversity to the nursing process”YearNever, Once, A fewTimes(N, %)Many Times(N, %)2003 29, 43.3% 38, 57% 672004 29, 38% 47, 62% 762005 16, 22% 58, 78% 742006 32, 38% 53, 62% 852007 13, 27% 35, 73% 48*p=0.04TotalQuestion 890807060Percentage5040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearTable 2: Question 9: “I read and evaluate published nursing research”YearNever, Once, A fewTimes(N, %)Many Times(N, %)2003 30,45% 37, 55% 672004 22, 29% 53, 71% 752005 18, 25% 53, 75% 712006 17, 20% 68, 80% 852007 10, 21% 38, 79% 48*p=0.009Total303

Question 9Percentage908070605040302010Never, Once, A few timesMany tim es02003 2004 2005 2006 2007YearTable 3: Question 21: “I collaborate with other members of the health care team todevelop a health care program””YearNever, Once, A fewTimes(N, %)Many Times(N, %)2003 37,57% 28, 43% 652004 38, 53% 34, 47% 722005 28, 39% 43, 61% 712006 15, 18% 70, 82% 852007 11, 25% 33, 75% 44p

Question 21Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearTable 4: Question 22: I collaborate with other members of the health team to implementand evaluate a health care program.YearNever, Once, A few Many Times TotalTimes(N, %)2003 41, 61% 26, 39% 672004 48, 69% 22, 31% 702005 34, 38% 37, 52% 712006 16, 19% 69, 81% 852007 24, 51% 23, 49% 47P

Question 22Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearTable 5: Question 25: I demonstrate leadership skills which contribute to theimprovement of health care of clients from diverse cultural backgrounds.YearNever, Once, A few Many Times TotalTimes(N, %)(N, %)2003 25, 37% 42, 63% 672004 31, 41% 44, 59% 752005 13, 18% 60, 82% 732006 30, 35% 55, 65% 852007 16, 33% 32, 67% 48p=0.023306

Question 25Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearYearTable 6 Question 29: I use teaching/learning theories in my clinicalpractice, e.g., in educating patients, families or other health care providersNever, Once, A fewTimes(N, %)Many Times(N, %)2003 23, 34% 44, 66% 672004 23, 31% 52, 69% 752005 10, 14% 60, 86% 702006 17, 20% 67, 80% 842007 14, 29% 34, 71% 48P=0.04Total307

Question 29Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007Year.Table 7 Question 32: I participate as a member of a team to investigatenursing problems.YearNever, Once, A few Many Times TotalTimes(N, %)2003 48, 74% 17, 26% 652004 56, 76% 18, 24% 742005 45, 63% 27, 38% 722006 43, 51% 42, 49% 852007 27, 61% 17, 39% 44P=0.007308

Question 32Percentage8070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearTable 8 Question 33: I utilize evidence-based concepts found in the existing literature inmy clinical practice.YearNever, Once, A fewTimes(N, %)Many Times(N, %)2003 41, 61% 26, 39% 672004 46, 61% 29, 39% 752005 38, 54% 33, 46% 712006 15, 18% 70, 82% 852007 25, 54% 21, 46% 46P

Question 33Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearYearTable 9 Question 34: I develop a new approach to clinical practice and/oreducation based on evaluation of nursing theory.Never, Once, A fewTimes(N, %)Many Times(N, %)2003 45, 67% 22, 33% 672004 47, 63% 28, 37% 752005 35, 50% 35, 50% 702006 35, 42% 48, 58% 832007 29, 63% 17, 37% 46P=0.01Total310

Question 34Percentage8070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007Year311

MSACTA Findings 2003-2007The Masters of Science Achievement and Critical Thinking Assessment Instrument is a 35-item tool usedto assess students’ perceptions of self achievement on competencies (critical thinking, culturalsensitivity, research, therapeutic interventions, communication, ethics) of students who have completedtheir MSN program. The likert scale ranges from 1 “never” to 4 “many times”. In the timeframe of 2003-2007, exit surveys were analyzed to examine trends in the data on the various competencies (N=354). Thesurvey return rate ranged between 48-74%. The following analysis examines those items (N= 9) withsignificant trends over the five year period, comparing the response “many times” to pooled responses ofall of the other response categories of ‘never”, “once”, and “a few times”. Of the nine significant changesdetected over the five year period, all but two showed significant improvement in student’s perceptionsabout their learning. The two items that exhibited lower than desired results included item number 32 “Iparticipate as a member of a team to investigate nursing problems’, and item number 34, “I develop a newapproach to clinical practice and/ or education based on evaluation of nursing theory”.Table 1: Question 8 “I apply theory relating to cultural diversity to the nursing process”YearNever, Once, A fewTimes(N, %)Many Times(N, %)2003 29, 43.3% 38, 57% 672004 29, 38% 47, 62% 762005 16, 22% 58, 78% 742006 32, 38% 53, 62% 852007 13, 27% 35, 73% 48*p=0.04Total312

Question 8Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearTable 2: Question 9: “I read and evaluate published nursing research”YearNever, Once, A few Many Times TotalTimes(N, %)2003 30,45% 37, 55% 672004 22, 29% 53, 71% 752005 18, 25% 53, 75% 712006 17, 20% 68, 80% 852007 10, 21% 38, 79% 48*p=0.009313

Question 9Percentage908070605040302010Never, Once, A few timesMany tim es02003 2004 2005 2006 2007YearTable 3: Question 21: “I collaborate with other members of the health care team todevelop a health care program””YearNever, Once, A fewTimes(N, %)Many Times(N, %)2003 37,57% 28, 43% 652004 38, 53% 34, 47% 722005 28, 39% 43, 61% 712006 15, 18% 70, 82% 852007 11, 25% 33, 75% 44p

Question 21Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearTable 4: Question 22: I collaborate with other members of the health team to implementand evaluate a health care program.YearNever, Once, A few Many Times TotalTimes(N, %)2003 41, 61% 26, 39% 672004 48, 69% 22, 31% 702005 34, 38% 37, 52% 712006 16, 19% 69, 81% 852007 24, 51% 23, 49% 47P

Question 22Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearTable 5: Question 25: I demonstrate leadership skills which contribute to theimprovement of health care of clients from diverse cultural backgrounds.YearNever, Once, A few Many Times TotalTimes(N, %)2003 25, 37% 42, 63% 672004 31, 41% 44, 59% 752005 13, 18% 60, 82% 732006 30, 35% 55, 65% 852007 16, 33% 32, 67% 48p=0.023316

Question 25Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearYearTable 6 Question 29: I use teaching/learning theories in my clinicalpractice, e.g., in educating patients, families or other health care providersNever, Once, A fewTimes(N, %)Many Times(N, %)2003 23, 34% 44, 66% 672004 23, 31% 52, 69% 752005 10, 14% 60, 86% 702006 17, 20% 67, 80% 842007 14, 29% 34, 71% 48P=0.04Total317

Question 29Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007Year.Table 7 Question 32: I participate as a member of a team to investigatenursing problems.YearNever, Once, A few Many Times TotalTimes(N, %)2003 48, 74% 17, 26% 652004 56, 76% 18, 24% 742005 45, 63% 27, 38% 722006 43, 51% 42, 49% 852007 27, 61% 17, 39% 44P=0.007318

Question 32Percentage8070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearTable 8 Question 33: I utilize evidence-based concepts found in the existing literature inmy clinical practice.YearNever, Once, A fewTimes(N, %)Many Times(N, %)2003 41, 61% 26, 39% 672004 46, 61% 29, 39% 752005 38, 54% 33, 46% 712006 15, 18% 70, 82% 852007 25, 54% 21, 46% 46P

Question 33Percentage908070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007YearYearTable 9 Question 34: I develop a new approach to clinical practice and/oreducation based on evaluation of nursing theory.Never, Once, A fewTimes(N, %)Many Times(N, %)2003 45, 67% 22, 33% 672004 47, 63% 28, 37% 752005 35, 50% 35, 50% 702006 35, 42% 48, 58% 832007 29, 63% 17, 37% 46P=0.01Total320

Question 34Percentage8070605040302010Never, Once, A few timesMany times02003 2004 2005 2006 2007Year321

Appendix Q: Education Benchmarking Inventory (EBI)322

APPENDIX Q: EDUCATION BENCHMARKING INVENTORYEBI: Master’s Level Nursing Exit Assessment 2008D072. Percentage of APN clinicalQuestion: preceptors rated exceptional orexcellentAnswer: 41 - 60%PopulationQuestion:D016. Percentage of non-APN clinicalpreceptors rated poor or very poorAnswer: 11 - 20%Question:D007. Total amount of loans taken tofinance master's nursing education:Answer: Did not take any loansQuestion:D013. Percentage of clincal facultyrated exceptional or excellentAnswer: 41 - 60%Question:Answer: 61 - 80%Question:Answer: 21 - 40%Question:Answer:Question:Answer:Question:Answer:Question:Answer:D072. Percentage of APN clinicalpreceptors rated exceptional orexcellentD073. Percentage of APN clinicalpreceptors rated poor or very poorMR071_1. National CertificationEligibility: Indicate the nationalcertification exam(s) that you will beprepared to sit for upon graduation.(Check all that apply.)Family NPD003. U.S. ethnic group or nationality:Hispanic AmericanMR071_5. National CertificationEligibility: Indicate the nationalcertification exam(s) that you will beprepared to sit for upon graduation.(Check all that apply.)Geriatric NPD007. Total amount of loans taken tofinance master's nursing education:$40,001 or more6N Performance7689613779323

EBI is a computer based assessment completed at the end of our master level specialtyprograms. We have participated in the program since 2005. It is completed by programsacross the country so allows us to benchmark based on comparisons among 61institutions. In addition we select 6 institutions for further comparisons. (University ofPennsylvania, University of Pittsburgh, Oregon Health and Science University,University of Michigan, University of North Carolina Chapel Hill, and Yale University).This year we had a response rate of 38% (47/125) which is slightly lower than the for theoverall group of surveyed institutions (48%).The results from the 2008 survey included below are: aspects of the educationalexperience at UCLA where students are most and least satisfied, where satisfaction hasimproved/declined, which populations are least/most satisfied, and comparison of UCLAresults with AACN Master’s Core and Advanced Practice standards.Overall Program Effectiveness Which populations are least/most satisfied?Population: University of California-Los Angeles (Number Responding = 47)= Your institution has a higher mean than the goal (5.5).= Your institution is within .25 of the goal (5.5).= Your institution has a lower mean than the goal (5.5) by more then .25.324

Where has satisfaction improved/declined?Population: University of California-Los Angeles (Number Responding = 47)Factors N Difference in Satisfaction: 2008 vs. 2007•Overall Program Effectivenesso Questionso All Previous Years80•Quality and Availability of Curriculumo Questionso All Previous Years79•Quality of Faculty and Instructiono Questionso All Previous Years79•Quality of Support Serviceso Questionso All Previous Years79•Administration and Academic Advisingo Questionso All Previous Years79325

•Learning Outcomes from Didactic/Clinical:Course WorkooQuestionsAll Previous Years69•Learning Outcomes from Didactic/Clinical:Advanced Health AssessmentooQuestionsAll Previous Years66•Learning Outcomes from Didactic/Clinical:Patient CareooQuestionsAll Previous Years69•Learning Outcomes from Didactic/Clinical:Prescription DrugsooQuestionsAll Previous Years67•Learning Outcomes form Core Masters:Research Aspects79ooQuestionsAll Previous Years326

•Learning Outcomes from Didactic/Clinical:Acute and Chronic ConditionsooQuestionsAll Previous Years66•Learning Outcomes from Core Masters: CoreKnowledgeooQuestionsAll Previous Years79•Learning Outcomes from Didactic/Clinical:Clinical Laboratory ProceduresooQuestionsAll Previous Years67•Learning Outcomes from Core Masters: RoleDevelopmentooQuestionsAll Previous Years79•Learning Outcomes from Didactic/Clinical:Differentiation of Findings67oQuestions327

oAll Previous Years•Learning Outcomes from Core Masters:Financial Aspects of Health CareooQuestionsAll Previous Years79•Learning Outcomes from Didactic/Clinical:Clinical Epidemiological PrinciplesooQuestionsAll Previous Years67Chart Colors Legend= This year's Factor mean is statistically higher than the mean in 2007.This year's Factor mean differs to the mean in 2007, but the difference is not=statistical.= This year's Factor mean is statistically lower than the mean in 2007.328

mAdministration and Academic AdvisingQuality of Support ServicesLearning Outcomes from Core Masters: Role DevelopmentLearning Outcomes from Core Masters: Core KnowledgeLearning Outcomes from Core Masters: Financial Aspects of Health CareLearning Outcomes form Core Masters: Research AspectsLearning Outcomes from Didactic/Clinical: Advanced Health AssessmentLearning Outcomes from Didactic/Clinical: Differentiation of FindingsLearning Outcomes from Didactic/Clinical: Acute and Chronic ConditionsLearning Outcomes from Didactic/Clinical: Prescription DrugsLearning Outcomes from Didactic/Clinical: Patient CareLearning Outcomes from Didactic/Clinical: Course WorkLearning Outcomes from Didactic/Clinical: Clinical Laboratory ProceduresLearning Outcomes from Didactic/Clinical: Clinical Epidemiological PrinciplesOverall Program EffectivenessSelect a category...Least Satisfied CategoriesMost Satisfied CategoriesOverall Program EffectivenessWhich populations are least/most satisfied?Population: University of California-Los Angeles (Number Responding = 47)PopulationQuestion:D016. Percentage of non-APN clinicalpreceptors rated poor or very poorAnswer: 11 - 20%Question:D007. Total amount of loans taken tofinance master's nursing education:Answer: Did not take any loansQuestion:D013. Percentage of clincal facultyrated exceptional or excellentAnswer: 41 - 60%Question:Answer: 61 - 80%D072. Percentage of APN clinicalpreceptors rated exceptional or excellentQuestion:D073. Percentage of APN clinicalpreceptors rated poor or very poorAnswer: 21 - 40%N Performance76896329

Question:Answer:Question:Answer:Question:Answer:Question:Answer:Question:Answer: 41 - 60%MR071_1. National CertificationEligibility: Indicate the nationalcertification exam(s) that you will beprepared to sit for upon graduation.(Check all that apply.)Family NPD003. U.S. ethnic group or nationality:Hispanic AmericanMR071_5. National CertificationEligibility: Indicate the nationalcertification exam(s) that you will beprepared to sit for upon graduation.(Check all that apply.)Geriatric NPD007. Total amount of loans taken tofinance master's nursing education:$40,001 or moreD072. Percentage of APN clinicalpreceptors rated exceptional or excellent137796= Your institution has a higher mean than the goal (5.5).= Your institution is within .25 of the goal (5.5).= Your institution has a lower mean than the goal (5.5) by more then .25.330

gQuality of Support ServicesLearning Outcomes from Core Masters: Role DevelopmentLearning Outcomes from Core Masters: Core KnowledgeLearning Outcomes from Core Masters: Financial Aspects of Health CareLearning Outcomes form Core Masters: Research AspectsLearning Outcomes from Didactic/Clinical: Advanced Health AssessmentLearning Outcomes from Didactic/Clinical: Differentiation of FindingsLearning Outcomes from Didactic/Clinical: Acute and Chronic ConditionsLearning Outcomes from Didactic/Clinical: Prescription DrugsLearning Outcomes from Didactic/Clinical: Patient CareLearning Outcomes from Didactic/Clinical: Course WorkLearning Outcomes from Didactic/Clinical: Clinical Laboratory ProceduresLearning Outcomes from Didactic/Clinical: Clinical Epidemiological PrinciplesOverall Program EffectivenessSelect a category...Least Satisfied CategoriesMost Satisfied CategoriesOverall Program EffectivenessWhich populations are least/most satisfied?Population: University of California-Los Angeles (Number Responding = 47)PopulationQuestion:D011. Percentage of classroom facultyrated exceptional or excellentAnswer: 81 - 90%Question:D014. Percentage of clincal facultyrated poor or very poorAnswer: not applicableQuestion:D018. Indicate the primary settingwhere you plan to work:Answer: Private Physician PracticeQuestion:D072. Percentage of APN clinicalpreceptors rated exceptional or excellentAnswer: over 90%Question:D007. Total amount of loans taken tofinance master's nursing education:Answer: $30,001 to $40,000N Performance7681310331

Question:Answer: 11 - 20%Question:Answer: 0 - 10%Question:Answer: over 90%Question:Answer: over 90%Question:Answer:D014. Percentage of clincal facultyrated poor or very poorD012. Percentage of classroom facultyrated poor or very poorD013. Percentage of clincal facultyrated exceptional or excellentD011. Percentage of classroom facultyrated exceptional or excellentMR071_8. National CertificationEligibility: Indicate the nationalcertification exam(s) that you will beprepared to sit for upon graduation.(Check all that apply.)Acute Care NP (Adult)71710613= Your institution has a higher mean than the goal (5.5).= Your institution is within .25 of the goal (5.5).= Your institution has a lower mean than the goal (5.5) by more then .25.332

Population: University of California-Los Angeles (Number Responding = 47)Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: GraduateCore Curriculum Content: I. ResearchN•PerformanceQ062. To what degree did your core master'scourses prepare you in the following contentareas: Critical thinking (application innursing practice)47oPopulations•Q065. To what degree did your core master'scourses prepare you in the following contentareas: Ability to apply evidence basedpractices47oPopulations•Q054. Learning Outcomes - To what degreedid your master's courses prepare you to:Identify research issues47oPopulations•Q064. To what degree did your core master'scourses prepare you in the following contentareas: Ability to practically apply knowledge47oPopulations333

•Q063. To what degree did your core master'scourses prepare you in the following contentareas: Communicate effectively47oPopulations•Q055. To what degree did your core master'scourses prepare you in the following contentareas: Ability to identify research problems47oPopulations•Q039. Administration and Support Services- Satisfaction with: Training to use medicalcomputer technology43oPopulations•Q056. To what degree did your core master'scourses prepare you in the following contentareas: Ability to participate in research46oPopulations•Q053. Learning Outcomes - To what degreedid your master's courses prepare you to:Understand how medical technology canimprove patient care46334

oPopulations•Q058. To what degree did your core master'scourses prepare you in the following contentareas: Interpretation of basic statistical tests47oPopulations•Q057. To what degree did your core master'scourses prepare you in the following contentareas: Principles of basic statistical tests47oPopulationsPopulation: University of California-Los Angeles (Number Responding = 47)Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: GraduateCore Curriculum Content: II. Policy, Organization,and Financing of Health CareN•PerformanceQ047. Learning Outcomes - To what degreedid your master's courses prepare you to:Understand implications of health policiesfor nursing practice47oPopulations•47335

Q046. Learning Outcomes - To what degreedid your master's courses prepare you to:Understand health policy issuesoPopulations•Q048. Learning Outcomes - To what degreedid your master's courses prepare you to:Understand organizational theories47oPopulations•Q049. Learning Outcomes - To what degreedid your master's courses prepare you to:Apply organizational theories to healthcareservices47oPopulations•Q050. Learning Outcomes - To what degreedid your master's courses prepare you to:Understand managed care concepts47oPopulations•Q051. Learning Outcomes - To what degreedid your master's courses prepare you to:Understand principles of health economics47oPopulations336

•Q052. Learning Outcomes - To what degreedid your master's courses prepare you to:Understand principles of health carefinancing47oPopulations337

Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: GraduateCore Curriculum Content: V. TheoreticalFoundations of Nursing PracticeN•PerformanceQ042. Learning Outcomes - To what degreedid your master's courses prepare you to:Apply nursing theory to guide practice47oPopulations338

Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: GraduateCore Curriculum Content: IV. Professional RoleDevelopmentN•PerformanceQ044. Learning Outcomes - To what degreedid your master's courses prepare you to:Understand professional role issues47oPopulations•Q045. Learning Outcomes - To what degreedid your master's courses prepare you to:Articulate professional role issues47oPopulations339

Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: GraduateCore Curriculum Content: VI. Human Diversity andSocial IssuesN•PerformanceQ059. To what degree did your core master'scourses prepare you in the following contentareas: Sociocultural diversity and culturalcompetency (practice applications)47oPopulations340

Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: GraduateCore Curriculum Content: VII. Health Promotion andDisease PreventionN•PerformanceQ061. To what degree did your core master'scourses prepare you in the following contentareas: Health promotion/disease preventionservices47oPopulations•Q060. To what degree did your core master'scourses prepare you in the following contentareas: Apply principles of population-basedcare/epidemiology46oPopulations341

Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: AdvancedPractice Nursing Core Curriculum: I. AdvancedHealth/Physical AssessmentN•PerformanceQ074. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? Advanced physical and healthassessment: Producing a problem-focusedhealth history45oPopulations•Q105. Clinical epidemiological principles:Recognizing populations at risk45oPopulations•Q106. Clinical epidemiological principles:Understanding the effectiveness ofprevention and intervention45oPopulations•Q088. Patient care: Anticipatory guidancebased on age, developmental stage, familyhistory and ethnicity45oPopulations•45342

Q107. Clinical epidemiological principles:Understanding effective prevention andinterventionoPopulations•Q110. Practice: Evidence-based practice(application of research and scientificevidence into clinical practice)45oPopulations•Q077. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? Advanced physical and healthassessment: Prioritize health problems44oPopulations•Q091. Environmental health: Recognizeproblems affecting patients45oPopulations•Q075. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? Advanced physical and healthassessment: Performing physical exam45oPopulations343

•Q092. Environmental health: Provideinterventions45oPopulations•Q078. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? Advanced physical and healthassessment: Initiate appropriate care basedon differential diagnosis/health problems45oPopulations•Q081. Acute and chronic conditions:Diagnosis45oPopulations•Q076. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? Advanced physical and healthassessment: Determine differentialdiagnosis/health problems45oPopulations•Q108. Practice: Ability to articulateadvanced practice role issues45344

oPopulations•Q082. Acute and chronic conditions:Treatment45oPopulations•Q090. Patient care: Recognize theimportance of the provision of comfort careto the dying as an integral component ofcare45oPopulations•Q083. Acute and chronic conditions:Management44oPopulations•Q089. Patient care: Ability to identify signsand symptoms of common emotionalillnesses45oPopulations•Q096. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? - Course work:45345

Interdisciplinary team conceptsoPopulations•Q099. Clinical laboratory procedures:Ordering procedures45oPopulations•Q101. Clinical laboratory procedures:Interpreting common screening anddiagnostic tests45oPopulations•Q097. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? - Course work:Understanding complementary andalternative modalities (the role in the patientmanagement plan)44oPopulations•Q109. Practice: Business aspects of practiceoPopulations45•Q100. Clinical laboratory procedures:45346

Performing proceduresoPopulations•Q098. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? - Course work:Understanding the InternationalClassification of Diseases Procedural andDiagnostic Coding and current proceduralterminology45oPopulations•Q103. Clinical laboratory procedures:Suturing45oPopulations•Q095. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? - Course work: Principles ofimmunology44oPopulations•Q104. Clinical laboratory procedures: X-rayinterpretation45oPopulations347

•Q094. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? - Course work: Role ofgenetics in clinical care44oPopulations•Q093. To what degree did your didactic andclinical courses prepare you in the followingcontent areas? - Course work: Principles ofgenetics44oPopulations•Q102. Clinical laboratory procedures: EKGinterpretation45oPopulations348

Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: AdvancedPractice Nursing Core Curriculum: II. AdvancedPhysiology and PathophysiologyN•PerformanceQ079. Differentiation between normal andvariations of normal and abnormal findings:Advanced physiology44oPopulations•Q080. Differentiation between normal andvariations of normal and abnormal findings:Advanced pathophysiology45oPopulations349

Questions for AACN MS - The Essentials of Master'sEducation for Advanced Practice Nursing: AdvancedPractice Nursing Core Curriculum: III. AdvancedPharmacologyN•PerformanceQ085. Prescription drugs: Understanding ofdrug regimens45oPopulations•Q086. Prescription drugs: Understanding ofdrug side effects45oPopulations•Q084. Prescription drugs: Knowledge ofpharmacokinetic process44oPopulations•Q087. Prescription drugs: Understanding ofdrug interactions45oPopulations= Your institution has a higher mean than the goal (5.5).350

= Your institution is within .25 of the goal (5.5).= Your institution has a lower mean than the goal (5.5) by more then .25.351

Appendix R: DSACTA Findings352

Variable 2004 (n=13) 2006 (n=9) p-valueAppendix R: DSACTA FindingsDSACTA Findings 2004-2006The DSACTA is a 56-item survey that is completed by doctoral students at the beginningof their doctoral studies and after the completion of their coursework, generally a 2-yearperiod. The DSACTA was changed in 2007, hence the data from 2004 – 2006 isprovided since we are unable to compare data from the survey completed in 2007. Thefollowing data illustrates data from 2004 – 2006. Overall 57% (32 of 56) of the itemssurveyed improved, although only 1 item improved significantly, item #15 (Developmethods to monitor the quality of the practice); 32% (18 of 56) items decreased slightly,none significantly; and 7% (4 of 56) items remained the same. The data must beinterpreted with caution given the small sample sizes surveyed in each year, N = 13 andN = 9 respectively, and the large standard deviations indicating large variability amongthose surveyed.Table 10. The Means, standard deviations (SD) and p-values of theDSACTA for a cohort of doctoral students surveyed 2004 -20061. Develop tools for measurement of variables 2.38 (0.65) 3.22 (2.39) 0.492. Compare norm and criterion referenced tools 1.85 (0.80) 2.33 (1.00) 0.623. Knowledge of evaluation, selection, utilization 3.00 (0.91) 3.44 (1.01 0.454. Experience of evaluation, selection, utilization 2.77 (1.09) 3.44 (1.01) 0.175. Analyze historical approaches to causality 2.54 (0.88) 2.67 (1.12) 0.766. Integrate causality with research 1.69 (0.85) 2.89 (1.05) 0.107. Research designs to study phenomena relative to 2.23 (0.83) 3.00 (0.71) 0.17nursing8. Evaluate quantitative or qualitative methodologies 2.23 (0.93) 2.89 (1.27) 0.529. Evaluate the need for multiple measures of a 2.00 (0.82) 3.11 (1.05) 0.11dependent variable10. Evaluate the reliability, validity, and sensitivity of 2.92 (2.10) 2.33 (1.22) 0.12measurement11. Construct a paradigm for evaluating measurement 2.08 (2.25) 2.22 (0.83) 1.0012. Compare measurement approaches 2.46 (2.11) 2.56 (1.01) 0.6113. Provide leadership for the integration of scientificknowledge with other sources3.08 (0.86) 3.22 (1.09) 0.35353

37. 14. Analyze Conduct methodological investigations to concerns evaluate of contribution instruments to 2.46 2.54 (2.11) (1.13) 2.44 2.89 (0.73) (1.05) 0.57 0.59assessing the well-being characteristics of clients15. 38. Develop Synthesize methods and discuss to monitor basis for the interaction quality of the 2.08 2.62 (1.19) (0.96) 2.44 3.33 (1.13) (0.71) 1.00 0.05between practice physiologic and psychosocial vars16. 39. Synthesize Develop methods and discuss to evaluate influences the influence selected of 2.69 2.62 (2.06) (1.04) 3.00 3.33 (1.22) (0.71) 0.79 0.20responses nursing to to the illness well-baling of clients17. 40. Develop of research theoretical questions explanations of the biologicalpsychologicalby empirical 2.08 2.54 (2.07) (2.22) 2.22 2.11 (0.97) (0.93) 0.23 0.67and analytical interface processes in illnessresearch18. 41. analyze Use methods health to research discover and ways discuss to modify its conceptual 2.54 2.31 (2.18) (2.14) 2.67 2.00 (1.12) (1.22) 0.88 0.18scientific dimensions knowledge19. 42. Analyze Develop theoretical methods for basis scientific of biologic inquiry research as a 2.85 2.54 (2.08) (2.07) 2.44 1.89 (1.01) (0.78) 0.40 0.15clinical outcome20. 43. Analyze the nursing quality and of other life research theories to and generate 2.31 2.77 (2.10) (2.09) 2.56 2.44 (1.13) (0.73) 0.88 0.25a nursing theoretical knowledge model21. 44. Analyze Evaluate studies nursing conducted theories by nurse researchers 2.69 2.54 (2.18) (2.15) 2.56 2.89 (0.88) (1.27) 0.43 0.8922.45.Developanalyze ethicala researchanddesignpolicy decisionswhich testsrelatedorto1.852.54(0.80)(2.15)2.442.67(1.01)(1.32)0.140.66generatesvulnerablenursingpopulationstheory23.46.Provideanalyze ethicala rationalandforpolicytheorydecisionsdevelopmentrelated to2.382.62(2.14)(2.10)2.222.44(0.83)(1.24)0.410.36community based interventions24.47.DevelopGeneratenursingdesignstheoryfor researchthroughandanmodelsinductiverelated2.231.92(2.17)(2.22)1.672.33(0.87)(0.87)0.141.00processto outcomes25.48.DevelopDesign biobehavioralnursing theoryandthroughcommunitya deductivebased2.231.85(2.17)(2.23)1.671.89(0.87)(1.17)0.140.66processinterventions designed26.49.DevelopIdentify variablestheory throughwhichaaffectreformulativeinitializationprocessof 2.772.08(2.09)(2.18)2.111.56(1.27)(0.73)0.140.29health services27. 50. Analyze Demonstrate ethical the and process legal of considerations theory construction related 2.46 2.38 (0.78) (2.06) 3.00 2.11 (1.22) (0.93) 0.22 0.51to health and illness28.51. AnalyzeEvaluateintegrationthe contextofinphilosophicalwhich knowledgebases with 1.622.08(0.96)(0.95)2.332.44(1.32(1.01)) 0.171.00phenomenondevelopsin nursing29.52. IdentifyComparebiobehavioralthe concepts,variablesassumptionswhichandaffectmethods 2.461.92(1.13)(0.95)2.673.00(1.12)(1.00)1.000.17ofadherencesciencesbehavior30.53.AnalyzeEvaluatethebiologicmannertheoriesin whichfordiscoveriestheir applicabilityare 2.311.62(1.11)(0.77)2.561.67(1.33)(0.87)0.810.59processedto nursing research questions31.54. EvaluateEvaluatehealththe natureservicesof objectivityinterventionsin scientificwhich2.463.23(1.05)(1.83)3.002.78(1.12)(1.09)0.680.32understandingimpact beliefs and practices32.55.EvaluateEvaluatetheinterventionsmural implicationsand theirofimpactsciencein health2.152.85(2.23)(2.03)2.442.78(1.514)(0.97) 0.401.00beliefs and practices33. Explore relationship between understanding and 3.00 (2.00) 3.00 (1.00) 0.66action, science and practice34. Evaluate sources of theory in philosophy, 2.69 (2.06) 3.00 (0.87) 1.00methods, relevance and applicability35. Describe the major approaches to the discovery of 2.69 (2.10) 3.00 (0.71) 0.88knowledge36.Discuss interrelationships between biobehavioraland biologic variables2.69 (2.14) 2.56 (0.88) 0.55354

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Appendix S: Data Sent to the UCLA School of Nursing from theGraduate School, etc356

Academic Senate Executive OfficeLos Angeles DivisionMEMORANDUM3125 Murphy Hall140801June 24, 2008TO:FR:RE:Adey Nyamathi, Interim DeanSchool of NursingLinda Mohr, Assistant Chief Administrative Officer, Academic Senate OfficeGraduate Division Performance IndicatorsThe Academic Senate will distribute the enclosed information to the review teammembers for your department/program review scheduled in AY2008-09. Thisinformation was made available to you earlier in the year via the GraduateDivision website http://www.gdnet.ucla.edu/. The completed informationincludes the Doctoral Exit Survey and the Graduate Council Student Survey thatwas not completed at the time of the notification to you.If you have questions or concerns regarding the data included in this document,you are encouraged to contact Associate Dean Ross P. Shideler directly atshideler@ucla.edu. If you have any other questions regarding the AcademicSenate Program Review Process, please do not hesitate to contact me atMohr@senate.ucla.edu.Thank you for your continued cooperation with this process.cc:Ross Shideler, Associate Dean, Graduate Division357

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