Criteria In Continue Continue Nursing Education In FSMFN Scholarship
FSMFN Statement of Scholarship
Scholarship at the Frontier School of Midwifery and Family Nursing (FSMFN) is defined as those activities that systematically advance the teaching, research, and practice of midwifery, family nursing and women's health care through rigorous inquiry.
We agree with Boyer's (1990) assertion that:“Theory leads to practice. But practice also leads to theory. And teaching at its best forms both research and practice. Surely scholarship means engaging in original research. But the work of the scholar also means stepping back from one's investigation, looking for connections, building bridges between theory and practice and communicating one's knowledge effectively to students.”Ar FSMFN the scholarship of teaching, research and practice are all equally valued. We believe that the three form a continuum that strengthens each other.
Scholarship Criteria In Distant Education
For our work to be considered scholarly it must meet the following criteria as cited by Boyer (1990).
1. Clear goal
2. Adequate preparation (investigation of what is known)
3. Appropriate method (disciplined and systematic)
4. Significant contribution
5. Effective presentation
6. Reflective criticism
We continue to explore a broad definition of the term “scholarly work” that includes a wide variety of activities that contribute to the advancement of knowledge. We are committed to using these six criteria to define and evaluate our scholarly work. (FSMFN Faculty Handbook, 2004).
Continue New Program Development
This goal included development and implementation of the Women's Health Nurse Practitioner Program and the combined CNM FNP program of study. The FSMFN sought to establish both a Women's Health Nurse Practitioner Program (WHNP) track in the MSN program and a certificate program. Licensure from the Kentucky Council on Postsecondary Education to operate a WHNP program was received in 2001.
After a review of the program, approval was obtained from the National Certification Corporation (NCC) for CNEP graduates to add one more clinical course to their resume to be eligible to sit for the national WHNP examination. Nine students graduated with a WHNP certificate in 2003.
Although a curriculum for a separate WHNP track was developed, it was decided it would be best to implement such a program after FSMEN receives full accreditation from SACS and NLNAC. It is important that nurse practitioners graduate from a fully accredited program. This goal will move forward to 2005.
A program plan was developed whereby students seeking certification as both a nurse midwife and family nurse practitioner could follow an efficient and effective path to meet their goals. The program plan allows students to do each program consecutively without duplication of course work. Upon graduation they are eligible to sit for both CNM and FNP national certification exams. Two students have completed this program and three more are currently enrolled.
Increase Offerings in Continuing Education
Using the revised and updated curriculum, several courses needed by nurse midwives and nurse practitioners are offered as non matriculated courses to practitioners who need to update their knowledge base. These courses include pharmacology, physical assessment, and primary care I. All are web based courses that do not require any on-campus sessions.
An average of seven preceptors or alumni take these courses each year. Two courses designed to educate clinical preceptors in teaching skills were developed in 2004. One is a modular-based book. The other is delivered via CD-ROM. Both courses are distributed to all current preceptors. One focus in 2005 will be the evaluation of these programs.
Develop a Comprehensive Facilities Management Plan
In each of the past three years, the facilities management plan has been revised and improved. The plan starts with an assessment of the FSMFN facilities and what was needed to provide a safe and satisfying environment for students, faculty, and staff. The maintenance plan maps out 10 years of planned improvements of all campus facilities.
Assessments of facilities are included in all student on site evaluations. Many new improvements related to safety, security, and technology were added to all campus facilities. The school maintains the historic appearance of all the campus buildings while at the same time implementing a wireless, technologically advanced environment.
Develop, Implement, Evaluate, and Improve a Comprehensive Plan for Institutional Effectiveness
The FSMFN administration, faculty, and staff have worked diligently to improve the process of institutional effectiveness during the past 4 years. Institutional effectiveness has become a major goal, affecting all school activities. Administrators and faculty regularly attend the annual meeting of the Southern Association of Colleges and Schools (SACS).
Many excellent sessions are offered regarding the principles and implementation of an effective educational plan that includes circular goal setting, planning, and evaluation. The process has become grained.The first activity was to develop a clear mission statement. Faculty, staff, and FSMFN board members participated in this process. The FSMFN board of directors adopted the mission statement in 2002.
Every 5 years the board of directors, with the participation of the administration and faculty develops 5-year objectives that are directly related to the mission statement. At the beginning of each calendar year, using input from the FSMFN community, an annual strategic plan is developed. In this plan, goals and objectives for the coming year are defined.
It is essential that goals be stated in measurable terms, that they are evaluated, and that the information gained from analysis of the information be used to plan future programs and improvements. In the year 2003, a consultant was hired to assist in the development of the comprehensive plan for institutional effectiveness.
The consultant reviewed the planning process and then came to the FSMFN annual fall faculty meeting where he presented to the faculty and staff regarding the meaning of institutional effectiveness. With his assistance, the faculty brainstormed strengths and limitations in this area.
I have pointed out that although evaluations are done (for example, course evaluations, student satisfaction surveys, faculty satisfaction surveys, board of director evaluations, Frontier Bound evaluations) there was not always documented evidence that the results are used to improve processes.
Oral history is insufficient; documented use of evaluation tools is required. The result was a new format for the planning and evaluation process.The result is a very comprehensive institutional effectiveness plan. Goals are carefully devised, and measurable objectives are in place for every goal. Evaluation tools for each course and each activity are carefully constructed and implemented.
Systems are in place that allow all constituents to access evaluation results to be used in further planning. A quality enhancement section of the FSMFN portal has been developed that collates all school evaluations and outcomes. For example, instructors can access their course evaluation results at any time. This facilitates use in further course development. A graduate survey is completed every January. All graduates, etc.
Their employers, who are 1 year out and 5 years out are asked to fill out the survey. The data is placed on the website and used by the faculty to identify the strengths and weaknesses of the program. Attending SACS conferences, using consultants, implementing structured processes, and paying close attention to the process and the outcomes all have contributed to steady improvement in this area.
The evaluation process has resulted in improved quality across the board. The school has always evaluated its processes and outcomes but the systematic method of staying true to the mission and objectives has now become embedded in the culture, providing a continuous commitment to the cyclical evaluation process.
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