MARYLAND BOARD OF NURSING BOARD MEETING OPEN …Jun 28, 2017 · Jill Callan, RN, Nurse Program Consultant . Patricia Kennedy, PhD, RN, Director of Education . Item Comment/Action

MARYLAND BOARD OF NURSING BOARD MEETING

OPEN SESSION AGENDA

DATE: June 28, 2017

TIME: 9:00 A.M.

PLACE: Maryland Board of Nursing 4140 Patterson Avenue Baltimore, Maryland

BUSINESS:

PLEASE NOTE: THE MEETING WILL BE IN OPEN SESSION FROM 9:00 A.M. UNTIL APPROXIMATELY 10:00 A.M. WITH EXECUTIVE (CLOSED) SESSION IMMEDIATELY FOLLOWING.

1. Call to Order

a. Roll Call and Declaration of Quorumb. Minutes for May 2017 Open Session

2. Consent Agenda

A. Nurse Practitioner Programs (Ann Tyminski)

1. Rhode Island College, Providence, RI, Master’s ProgramAdult/Gerontology Acute Care NP

2. Northeastern University, Boston, MA, Master’s Program Adult/GerontologyPrimary Care NP

3. Samuel Merritt University, Oakland, CA Master’s Program Family NursePractitioner

4. University of Mississippi, Jackson, MS. Master’s Program Family PsychMental Health NP

B. Certificate Training Programs/Facilities (Cheyenne Redd & Jill Callan)

1. Request for Initial Approval of a CNA-GNA Training Program

a. Laurelwood Healthcare Center

Open Session Agenda June 28, 2017

2. Request for Approval to Renew CNA/GNA Training Programs

a. Worchester Technical High School

b. Chesapeake College

c. Carroll County Technology Center

3. Request for Initial Approval of CNA-DT Training Program

a. Good Samaritan Hospital

4. Request for Approval of CNA Training Program-Clinical Facility

a. Genesis Healthcare-Waldorf Center

b. Cambridge Nursing Academy- Hillhaven Nursing & Rehabilitation Center

C. CNA Course Equivalency

1. Clemson University

2. La Salle University

3. Georgetown University

3. Discussion of Items Removed from Consent Agenda

4. Education (Dr. Patricia Kennedy)A. Survey Report, Community College of Baltimore County's RN and LPNprograms, March 1-3, 2017

B. Survey Report, Johns Hopkins University School of Nursing's Masters ofScience Entry into Nursing Practice (New Program), Mar Visit Date _

5. Practice

None

6. Licensure & Certification (Cheyenne Redd and Jill Callan)

Request to Change Clinical Hours- Howard Community College/Howard County Public Schools CNA Academy

Open Session Agenda June 28, 2017

7. Advanced Practice

None

8. Administrative and Legislative (Shirley Devaris)

A. Update on drafting regulations and revised Nurse Practice Act that will reflectthe changes in the NPA for 2017 legislation – FYI only, no documents.

B. NORDs - all submitted by June 20, 2017- FYI only, no documents.

C. New format for the Nurse Practice Act.

D. Report on Nurse Dispensing in Local Health Departments.

E. Senate bill 503 - Chapter 499 - 2017 Legislative Session

9. Direct Entry Midwives and Electrology – (Ann Tyminski)

None

10. Other

`MARYLAND BOARD OF NURSING GENERAL SESSION MINUTES

Location: Board of Nursing 4140 Patterson Avenue Baltimore, MD 21215

Date: May 24, 2017

Board Members Present Sabita Persaud, RN, PhD, Board President Cheryl Dover, RN Member Charles Neustadt, Consumer Member Emalie Gibbons Baker, APRN Member Gregory Raymond, RN Member Jocelyn Lyn-Kew, LPN Member Lorna House, RN Member Lois Rosedom-Boyd, Consumer Member Gary Hicks, RN Member Mary Wheaton, LPN Member Bonnie Oettinger, RN Member

Staff Present Richard Proctor, Interim Board Executive Director Sarah Pendley, AAG, Board Counsel Michael Conti, AAG, Board Counsel Cheryl Cooper, Manager Associate Brian Stallsmith, IT Elaine Cone, Director of Complaints and Investigations Keva Jackson-McCoy, Director of Discipline and Compliance Shirley A. Devaris, Director of Legislation Ann Tyminski, Administrator Cheyenne Redd, RN, Director of Licensure and Certification Dorothy Haynes, Director, Background Investigations Jill Callan, RN, Nurse Program Consultant Patricia Kennedy, PhD, RN, Director of Education

Item Comment/Action 1. Meeting calledto order at 9:04AM

Sabita Persaud called the meeting to order. Roll call taken and quorum was announced. Guests were welcomed and asked to introduce themselves and agency they were representing.

2. Consent Agenda A. Nurse Practitioner Programs (A. Tyminski)

B. Request for Approval to Renew CNA-GNA TrainingPrograms (C. Redd & J. Callan)

1. CNA-GNA Program Approval

a. Anne Arundel Community College

b. Queen Anne’s Public School

c. Vivian Thomas Medical Arts Academy

d. Spring Grove Hospital

2. CNA only Program Approval

a. Sollers Point Technical High School

3. CNA-DT Training Program

a. Western Maryland Regional Health Care System

4. Request for Approval for Change in Top KnowledgeCNA/GNA Training Program

5. Perpetual School of Nursing Assistant – Friends House

a. Perpetual School of Nursing Assistant

C. Request Approval of Nursing Course Equivalent for CNATraining

1. Drexel University

2. Hawaii Pacific University

3. Thomas Jefferson University

3. Discussion toremove any itemsfrom the consentagenda

None

4. Education A. Chesapeake College/McQueen Gibbs Willis Nursing ProgramMBON Survey Visit Report

B. Morgan State University, Department of Nursing requests Approvalof Program Consultant: Dr. Bonita Jenkins

C. Revised Annual Report

5. Practice None

6. Licensure andCertification

Certification and Licensure (C. Redd & J. Callan) Request for approval of Plan of Correction and Clinical Facility for Suitland High School

7. AdvancedPractice

None

8. Administrativeand Legislative

None

9 . Direct Entry Midwives and Electrology

A. Acceptable List of Continuing Education Providers

B. Electrology institution Recognition Application

10. Other Request appointment to the Nurse Dispensing Committee for Sheila Palmiotto.

Adjournment The meeting adjourned at 9:31 am

MARYLAND BOARD OF NURSINCSTATE OF MARYLAND 4140 PATTERSON AVENUE

BALTIMORE, MARYLAND 21215-2254

(4\ 0) 585-\900 (4\ 0) 358-3530 FAXBoar (4\0) 585-1978 AUTOMATED VERIFICATIONRSING

\-888-202-9861 TOLL FREE

2A MEMORANDUM

TO: Maryland Board of Nursing

FROM: Ann Tyminski, Administrator

DATE: June 28, 2017

RE: Approval of Nurse Practitioner School Programs

I. Rhode Island College, Providence, RI, Master's program Adult/Gerontology Acute Care NP

2. Northeastern University, Boston, MA, Master's program Adult/Gerontology Primary Care NP

3. Samuel Merritt University, Oakland, CA, Master 's program Family Nurse Practitioner

4. University of Mississippi, Jackson, MS, Master's program Family Psych Mental Health NP

M E M O R A N D U M

2.B1

FROM: Jill Callan, BSN, RN Nurse Program Consultant I Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Request for Initial Approval of a CNA-GNA Training Program The following Initial application has been reviewed and has satisfied all criteria as outlined in COMAR 10.39.02 for CNA/GNA Training Programs in the State of Maryland:

a. Laurelwood Healthcare Center

M E M O R A N D U M

2.B2

FROM: Jill Callan, BSN, RN Nurse Program Consultant I Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Request for Approval to Renew CNA-GNA Training Programs The following renewal applications have been reviewed and have satisfied all criteria as outlined in COMAR 10.39.02 for CNA/GNA Training Programs in the State of Maryland:

a. Worchester Technical High School

b. Chesapeake College

c. Carroll County Technology Center

M E M O R A N D U M

2B3 FROM: Jill Callan, BSN, RN

Nurse Program Consultant I Maryland Board of Nursing

TO: The Maryland Board of Nursing

DATE: June 28, 2017

IN RE: Request for Initial Approval to CNA-DT (Dialysis Tech.) Training Program

The following application has been reviewed and has satisfied all criteria as outlined in COMAR 10.39.02 for CNA-DT Training Programs in the State of Maryland.

a. Good Samaritan Hospital

M E M O R A N D U M

2.B.4.a

FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Request for Approval of CNA Training Program-Clinical Facility The following clinical facility has been reviewed and have satisfied all requirements of COMAR 10.39.02 for CNA Training Programs-Clinical Facilities in the State of Maryland:

Genesis Healthcare is requesting the use of Genesis Waldorf Center, as an additional site for the clinical portion of their CNA/GNA training program. Genesis Waldorf Center is a skilled nursing home with one hundred and fifteen beds. This facility is a comprehensive care facility that offers short term rehabilitation, long term rehabilitation, respite and palliative care.

Genesis Waldorf Center employs Registered Nurses, Licensed Practical Nurses and Certified Medical Aides. This facility has seventeen registered nurses and nineteen licensed practical nurses. This facility also has thirty-three certified medicine aides.

Genesis Healthcare will maintain the 1:8 instructor/student ratio for this clinical

placement.

M E M O R A N D U M

2.B.4.b

FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing

TO: The Board DATE: June 28, 2017 IN RE: Request for Approval of CNA Training Program-Clinical Facility

The following clinical facility has been reviewed and have satisfied all requirements of COMAR 10.39.02 for CNA Training Programs-Clinical Facilities in the State of Maryland:

Cambridge Nursing Academy is requesting the use of Hillhaven Nursing & Rehabilitation Center for the clinical portion of their CNA/GNA training program. Hillhaven Nursing & Rehabilitation Center is a skilled nursing home with ninety-seven beds. This facility is a comprehensive care facility that offers skilled nursing services, palliative care, hospice and respite care.

Hillhaven Nursing & Rehabilitation Center employs Registered Nurses, Licensed Practical Nurses, Geriatric Nursing Assistants and Certified Medicine Aides. This facility has thirty registered nurses and ten licensed practical nurses. This facility also has fifty-five geriatric nursing assistants and eight certified medicine aides.

Cambridge Nursing Academy will maintain the 1:8 instructor/student ratio for this clinical placement.

M E M O R A N D U M

2C.2

FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Approval of Nursing Course Equivalent for CNA Training La Salle University is seeking approval of NUR 202 Health Assessment, NUR 203 Introduction to Professional Nursing, and NURS 205 Foundations of Professional Nursing Practice for students after Fall 2016 (new curriculum) as course equivalents for CNA training. La Salle University is also seeking approval of NUR 307 Foundation Nursing Practice and NUR 316 Care of Older Adults in Health and Illness after Fall 2016 (upper division curriculum) as course equivalents for CNA training. This portion of the Nursing Program meets the requirement that the Board has determined for a CNA Training Program. See Md. Health Occupations Code Ann. § 8-6A-05 and COMAR 10.39.02.05.07. NUR 202 Health Assessment is a three credit course with a total of two credits of theory/didactic instruction and one credit of lab instruction. In the course, students will develop a theoretical and practical base for to assess the health status of clients across the life span. Students gain knowledge of proper assessment skills of the healthy client.

NUR 203 Introduction to Professional Nursing is a four credit course with a total of three credits of theory/didactic instruction, one credit of clinical instruction, and zero credits lab instruction. This course allows students to gain an introduction to professional nursing by focusing on standards and guidelines as a basis for evidence-based practice. The nursing process is emphasized relative to the health promotion, disease prevention education and risk reduction.

NURS 205 Foundations of Professional Nursing Practice is a six credit course with a total of three credits of theory/didactic instruction, three credits of clinical instruction, and zero credits of lab instruction. This course builds on the knowledge from NUR 203. Students are able to successfully apply the nursing process in nursing plans of care for adult clients.

NUR 307 Foundation Nursing Practice is a six credit course with a total of forty-five contact hours of theory/didactic instruction, eighty-four contact hours of clinical instruction, and zero hours of lab instruction. In the course, students will be able to identify the health care needs of patients. Students care for patients in secondary and tertiary health care settings.

NUR 316 Care of Older Adults in Health and Illness is a five credit course with a total of

forty-five contact hours of theory/didactic instruction, eighty-four contact hours of clinical instruction, and zero hours of lab instruction. This course allows students to examine the impact of the illness process on adult and geriatric patients and their families. Nursing interventions that promote, maintain and restore health are emphasized.

Course Descriptions NUR 201: Pathophysiology 3 credits This course applies knowledge from basic science courses to explore conditions of disrupted homeostasis and related disease processes within the major body systems. Students develop an understanding of the signs and symptoms associated with selected pathophysiological disruptions and adaptive human responses to health threats across the lifespan as a basis for determining nursing care needs NUR 202: Health Assessment 3 credits This course focuses on the development of the theoretical and practical base necessary to assess the health status of clients across the life span and health care continuum. Students learn assessment of the healthy client. This course takes a holistic approach to the assessment of the physical, psychosocial, and spiritual needs of clients. NUR 203: Introduction to Professional Nursing Practice 4 credits In this course students examine professional values, standards, and guidelines as a basis for evidence-based nursing practice. Students apply the nursing process at a beginning level to clients in selected settings focusing on health promotion, risk reduction, and disease prevention education. NUR 204: Pharmacology 3 credits This course examines pharmacotherapeutic agents used in the treatment of illness and in the promotion, maintenance and restoration of health. Pharmacotherapeutic aspects of client care are introduced and supported by evidenced based findings to improve client care. Emphasis is on principles of safe administration of medications and patient education for major drug classifications. NUR 205: Foundations of Professional Nursing Practice 6 credits This course builds on the knowledge, skills, and values of professional nursing practice introduced in earlier courses. Students apply the nursing process in holistic plans of care for adult clients with the emphasis on health promotion and disease prevention strategies and QSEN competencies. NUR 331: Adult Health I: Care of the Client with Chronic Illness 7 credits This course focuses on the application of the nursing process to promote and restore health of chronically ill clients. Principles of rehabilitation and chronicity care are integrated into nursing care. Students increase their independence as a member of the nursing profession collaborating with the interprofessional team in a variety of settings. NUR 332: Introduction to Nursing Research and Evidence-based Practice 3 credits This course promotes an understanding of the essential elements of the research process as applied in the development, appraisal, and dissemination of evidence to support clinical nursing practice. Students identify a problem in the nursing or client system and conduct a scholarly inquiry of published empirical literature. Emphasis is placed on the critique of nursing research and the use of evidence as a basis for practice.

NUR 333: Family Nursing: Childbearing Families 4 credits This course focuses on the culturally competent, holistic, family-centered nursing care of the developing family unit. Students apply family and developmental theories to the care of childbearing families. Health promotion and health education are emphasized for diverse clients in a variety of settings. NUR 334: Genetics and Genomics 1 credit This course examines the influence of genetics and genomics on the continuum of health and illness for individuals and families across the life span. Through critical examination of exemplar cases, students explore the professional role and clinical competencies of the nurse in caring for clients facing the complex physiological, psychological, social, cultural, and ethical issues related to actual or potential genetic conditions. NUR 335: Family Nursing: Childrearing 4 credits This course focuses on culturally competent, holistic, family centered nursing care and application of the nursing process to promote and restore the health of children. Physiological and psychosocial alterations are explored from a systems perspective with special emphasis on the developmental and diverse needs of the infant, children and adolescents. The maintenance of health through the illness experience is emphasized with children and their families in secondary and tertiary settings. NUR 421: Psychiatric-Mental Health Nursing 4 credits This course examines theoretical principles and evidence-based practice standards employed in the holistic nursing care of diverse clients with psychiatric disorders. Students implement the nursing process in the context of client-centered, collaborative therapeutic interventions. The promotion of mental health and the restoration and maintenance of optimal health outcomes in clients with various psychiatric disorders are emphasized. NUR 423: Public Health Nursing 5 credits This course examines the various roles and essential competencies of the professional nurse in addressing population-focused and global public health issues. Students apply public health science, epidemiology, systems-level assessment, health policy development, and program planning in population based-nursing care. Strategies to promote health and prevent disease in diverse clients through collaborative efforts with multiple stakeholders are emphasized. NUR 424: Senior Seminar I: Synthesis of Clinical Concepts 1 credit This course provides students an opportunity to review, examine, and synthesize concepts integral to providing safe quality nursing care to clients with prevalent chronic diseases and health conditions. Students develop critical thinking skills and demonstrate clinical competency as they synthesize information from the basic sciences and prior nursing courses into comprehensive client-centered plans of care. NUR 425: Adult Health II: Care of the Client with Acute and Complex 7 credits

This course focuses on the application of the nursing process in the management of acute and complex health care needs of diverse adult clients. Students employ critical thinking and leadership skills to manage groups of acutely ill adult clients. Students gain confidence in role development as providers, designers, coordinators, and managers of client-centered care. NUR 417: Nursing Leadership and Management: Concepts and Practice 4 credits This course analyzes leadership roles and management functions of the professional nurse as provider and manager/coordinator of care for diverse clients within dynamic and complex healthcare delivery systems. Students practice decision-making skills and acquire leadership and management competencies to address nursing practice issues at an individual and organizational level. NUR 428: Senior Seminar II: Synthesis of Nursing Clinical Concepts 1 credit This course provides students with focused learning opportunities to review, examine, and synthesize theoretical and clinical knowledge from previous courses across the nursing curriculum. Through use of evidence-based assessments, students demonstrate mastery in the integration of clinical reasoning with professional role and clinical care concepts essential for the entry-level nurse to provide safe quality nursing care to diverse clients.

M E M O R A N D U M

2C.3

FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Approval of Nursing Course Equivalent for CNA Training Georgetown University is seeking approval of NURS 450 Fundamentals Nursing Skills for Pre-Professional Master’s students as a course equivalent for CNA training. NURS 011 Health Assessment I, NURS 012 Health Assessment II, and NURS 015 Introduction to Nursing have already been approved for Traditional students. This portion of the Nursing Program meets the requirement that the Board has determined for a CNA Training Program. See Md. Health Occupations Code Ann. § 8-6A-05 and COMAR 10.39.02.05.07. NURS 450 Fundamentals Nursing Skills a three credit course with one credit of theory/didactic instruction and two credits of clinical/lab instruction. In the course, students will gain an introduction to professional nursing. Students are exposed to the fundamental skills required for professional nursing practice. Eighty four laboratory and clinical hours are spent inpatient setting.

GEORGETOWN UNIVERSITY School of Nursing and Health Studies

NURS 450 Course Syllabus

Course Number: NURS 450 Course Name: Fundamentals Nursing Skills Placement: Graduate Course Date/Time: Lecture, Mondays 12 pm -12:50 pm (STM Room 110)

Clinical/Lab, Section 01 Tuesdays, 7am -1pm Clinical/Lab, Section 02 Thursdays, 7am -1pm Clinical/Lab, Section 03 Tuesdays, 7am -1pm Clinical/Lab, Section 04 Thursdays, 7am -1pm Clinical/Lab, Section 05 Tuesdays, 7am - 1pm

Academic Semester: Fall 2016 Credits: 3 credits (1 Didactic, 2 Clinical/Laboratory) Course Requirement: Required Course Student Population: MS-CNL Co-Requisites: NURS 528 Health Assessment Faculty: Elizabeth Sloss, MSN, MBA-C, RN, CNL Course Coordinator Email: [email protected] Office Phone: (202)687-6381 Office Hours: Mondays 1-2 pm and by appointment Sara Bandish RN, MSN, CMSRN Clinical Instructor [email protected] Phone: (856)912-3751 Clinical/Lab, Section 04 Thursdays, 7am -1pm, GWUH - 3 South Clinical/Lab, Section 05 Tuesdays, 7am - 1pm, GWUH - 3 South Jennifer Botwin MSN, RN Clinical Instructor [email protected] Phone: (717) 471-4246

mailto:[email protected]



Clinical/Lab, Section 01 Tuesdays, 7am -1pm, MGUH - 6 Main Marlena Fisher, MSN, RN, CCRN, CNL Clinical Instructor [email protected] Clinical/Lab, Section 03 Tuesdays, 7am -1pm, MGUH - 4 Bles Elly Palmer, MSN, RN, CNL Clinical Instructor [email protected] Phone: (434) 825-7635 Clinical/Lab, Section 02 Thursdays, 7am -1pm, MGUH - 2 Bles Course Description: This clinical course introduces students to professional clinical practice through direct application of the nursing process. The course will introduce students to fundamental skills required for professional nursing practice, and focus on evidence-based practice and safety. Students will complete 84 laboratory and clinical hours in the inpatient setting where they will apply health assessment and basic nursing skills. Summary of Course Relevance to GU NHS Values-Based Model: This course allows students their first opportunity to apply the NHS Values-Based Model to the clinical setting. Using current evidenced-based practice, the students will embody the value of excellence as they develop their interpersonal and technical nursing skills necessary to carry out the nursing process. Course Objectives: At the completion of this course, the student will be able to: 1. Apply the nursing process to direct patient care. 2. Incorporate evidence-based practice in direct patient care. 3. Promote a safe practice environment at the microsystem level. 4. Evaluate patient and environment for hazards to promote prevention and early intervention. Required Textbooks/References: Taylor, C., Lillis, C., LeMone, P., & Lynn, P. (2015). Fundamentals of nursing: The art and science of nursing care (8th ed.). Philadelphia: Lippincott Williams & Wilkins. ISBN: 9781451185614 UCentral Application for iPhone/Android/iTouch/PDA for medication reference capability Recommended Textbooks: Gray-Morris, D.C. (2014). Calculate with confidence (6th ed.). St. Louis, MO: Mosby, Inc. ISBN: 9780323089319



Lynn, P. (2015). Taylor’s Clinical Nursing Skills: A nursing process approach (4th ed.). Philadelphia: Lippincott Williams & Wilkins. ISBN: 9781451192711 Content Outline: I. Nursing Process

a. Georgetown Model b. Values-based healthcare

II. Patient Confidentiality and HIPAA Standards III. Documentation and Reporting

a. Abbreviations b. Documentation of assessment findings

IV. Principles of Infection Control a. Standard precautions b. OSHA blood-borne pathogens/TB c. Asepsis and sterile technique (setting up a sterile field)

V. Client and Environmental Safety a. Safe patient handling and moving b. Ambulation c. Mobility interventions (including use of adaptive equipment) d. Falls management e. Restraints f. Special considerations for care of elderly patients

VI. Assisting with ADLs a. Supporting basic nutritional needs b. Assisting with elimination (urinary and bowel, as well as interventions such as

catheterization) c. Personal hygiene measures (assisting with personal hygiene, bed bath)

VII. Bedside Nursing Assessment a. Focused assessment b. Vital signs c. Glucose monitoring d. Monitoring fluid balance e. Collection of specimens and interpretation of results

VIII. Oxygenation a. Administration and basic respiratory support measures

IX. Skin/Wound Care a. Skin integrity, prevention and management of pressure ulcers b. Dressing changes

c. Application of heat/cold X. Medication Administration

a. Medication safety b. Methods of administration c. Calculating medication dosages d. Basics of parenteral therapies e. Administration of ID, SQ, and IM medications

Teaching Methodology:

Didactic/Presentation Problem-Based Learning Reflective Practice Role-Play Expressive Techniques Patient simulation Debating Distance Education Preceptorial Experience Web-Based Instruction Electronic Interaction Case-Study Review Seminary Discussion Other, Specify:

Teaching-learning activities include small group discussion and exercises, group meetings, audio-visual materials, Blackboard (Bb), laboratory practice, clinical experiences, and simulation exercises. After learning and practicing fundamental nursing skills in the laboratory setting, students will participate in the care of clients in the clinical setting. Evaluation:

Written Exam Oral Exams Clinical Performance Clinical Logs Lab Performance Nursing Care Plans Scholarly Paper Student Presentations Group Project Other, Specify:

The purpose of the evaluation is to ensure that students are able to integrate and apply course principles in real-life clinical and simulation situations. Additionally, evaluation allows the course and clinical faculty the opportunity to assess critical thinking as applied to nursing practice and the nursing process. Finally, students will develop leadership, presentation, and life-skills that facilitate success in the health care industry after graduation. Didactic: (5) Quizzes, (1) Group Presentation, (1) Medication Calculation Exam, (1) Medication Administration Exam Laboratory/Clinical: Clinical Performance, Lab Performance, (1) Care Log, (1) SBAR presentation and write-up, (2) SOAP notes, (2) Reflections and Lab Skills Assessment Check-Off (Bedside Assessment, Medication Administration, and Foley Catheter Insertion) Course Requirements/Grade Distribution:

Didactic 15%* Weekly Quizzes (6 total – Administered on Blackboard)

10%* Medication Calculation exam (grade awarded is based on 1st attempt; student will be required to retake exam until 100% is achieved)

10%* Medication Administration (Critical Thinking) exam (grade awarded is based on 1st attempt; student must retake exam until 80% is achieved)

15% Research/Best Practice Group Presentation

20%* Final Exam (Date/Time TBD)

Total 70%

Clinical/Lab 10% (1) Care Log (to be turned in to your clinical instructor)

5% (1) SBAR Write-Up and Presentation (SBAR presentation to clinical group and write-up turned in to your clinical instructor)

10% (2) SOAP Notes (must describe two different clinical situations and be turned in to your clinical instructor)

5% (2) Reflections (to be turned in to your clinical instructor)

Pass/Fail Lab Skills Assessment Check-Off on Medication Administration via PO, IM, SQ routes and Foley Catheter Placement

Credit/No Credit

Simulation Activity

Total 30%

Grading Policy: Failure to earn a weighted mean of at least 70.00% on the theory material (*) will result in a non-passing grade for the course. For a student earning less than 70.00% on the theory material, the final assigned letter grade will be the earned course grade not to exceed a C-. Only the items delineated with an * will be used in calculating the theory material weighted mean. There will be no rounding up in determining the final course grade. Please refer to the CNL Student Handbook.

https://georgetown.app.box.com/s/8ewqqimciglbo2ffdvsrjm0le9hew5dh


Clinical Experience Grade: The clinical experience is “PASS” or “Non-Pass”, based on direct observation by clinical course faculty or staff preceptors, written clinical assignments, behavior in the clinical setting and other clinical assignments, as applicable. All students who receive a “Non-Pass” on their clinical performance grade will receive a final letter grade not to exceed a C (-) for the course. A final, Total, course grade of at least a C (70.00) must be obtained to pass the course. Students, who do not pass Bedside Nursing Assessment and/or Laboratory Skills Check-out, will be given one opportunity for retest (full or partial, as determined by course faculty). Any student who receives an unsatisfactory clinical performance report, fails the Laboratory Check-Out, fails the Bedside Nursing Assessment, or who demonstrates unethical behavior will receive a failing grade in this course. Grade Scale: A = 93-100 B = 83-86.99 C = 73-76.99 D = 60-66.99 A- = 90-92.99 B- = 80-82.99 C- = 70 – 72.99 F = <59.99 B+ = 87-89.99 C+ = 77-79.99 D+ = 67 – 69.9 Quizzes and Exams: All weekly quizzes will be administered online through Blackboard. Quizzes may be open book and open note but are individual assignments and may NOT be completed with peers. Students will only be able to access each weekly quiz one time and must complete the quiz in the allotted time. There will be a practice quiz available online for you to check for technical glitches and to see how the quizzes will format on your screens. Please note that there will be no make-up quizzes – failure to complete a quiz by the specified due date will result in a grade of zero. Students are expected to obtain a 100% on the Medication Calculation Exam and an 80% on the Medication Administration Critical Thinking Exam and must successfully complete the Medication Administration Skills Check-off prior to administering any medications within the clinical setting. The grade recorded in the grade book is the score achieved on the first attempt. If students are unsuccessful on the first and second attempt on either the Medication Calculation Exam or the Medication Administration Critical Thinking Exam the student will be required to complete remediation and must be approved to take the subsequent tests by the Course Coordinator or designee. Safe medication administration is an objective that must be met in order to pass the clinical portion of the course. Failure to pass the Medication Exams in a timely manner can jeopardize student success in meeting this objective and may result in course failure. A maximum of four Medication Calculation Exams will be administered; failure to pass will result in course failure.

ATI Testing: Completion of the Fundamentals ATI proctored exam is a program requirement. The ATI exam score is NOT used in calculating the 73% minimum theory exam requirement for students to pass this course. However, students are expected to achieve a level 2 proficiency on the Fundamentals ATI Exam. If the student does not achieve a Level I score, the examination must be retaken by the student under the supervision of the ATI program director, until a level 1 is achieved. A missed examination/quiz due to illness must be validated by a physician's note. The form of the alternate make-up examination may be oral, multiple completion and/or essay. Students are expected to notify the course coordinator within at least 24 hours before missing a scheduled examination, and the make-up examination must be completed the first day that the student is back in school. Late Assignment Policy: A penalty of 5 points per day (including weekends and holidays) will be applied to a late papers, class assignments, and laboratory/clinical assignments. Assignments will not be accepted if they are submitted 7 calendar days after the scheduled due date and a grade of zero will be assigned. Clinical and Laboratory Uniform/Dress Code: Click on, (http://nhs.georgetown.edu/students/academic_affairs.html), click on Current Students, Go to “Important Student Resources,” and click on “Uniform Requirements.” Clinical Health Clearances: Please go to the NHS website (http://nhs.georgetown.edu/students/academic_affairs.html), click on Current Students, Go to “Important Student Resources,” and click on “Clinical Health Clearances for Nursing Students.” Please see Melat Dereje, Program Administrator, phone: 202-687-7258 for questions regarding the clinical clearance system. It is expected that all NURS-450 students will receive their Health Clearance by the first day of laboratory. Attendance Policy: Students are required by accrediting agencies to complete a minimum number of hours in clinical rotations. For this reason there is strict adherence to the following policy on attendance during clinical. Notification of absence from clinical must be reported to the clinical faculty member ninety minutes or more before the start of the clinical day by e-mail and/or telephone. Student documentation of the reason for the absence must be provided to the course coordinator within 72 hours of the missed clinical day. The Honor Code Policy applies to these absences. If >16 hours of consecutive clinical absence is necessary, documentation of illness must be provided by

http://nhs.georgetown.edu/students/academic_affairs.html

http://nhs.georgetown.edu/students/academic_affairs.html

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The ARC is the campus office responsible for reviewing documentation provided by students with disabilities and for determining reasonable accommodations in accordance with the Americans with Disabilities Act (ADA) and Georgetown University policies. The ARC is located on the 3rd floor of the Leavey Center, Suite #335. You may access the ARC website at http://academicsupport.georgetown.edu/. Available Educational Resources: Services of the Georgetown University Academic Resource Center can be found online at http://academicsupport.georgetown.edu/academic/. The Writing Center provides one-on-one peer tutoring on improving your writing skills. You are encouraged to take your paper draft(s) to the Writing Center. Please visit http://writingcenter.georgetown.edu/ for more information. Religious Observances: Georgetown University promotes respect for all religions. Any student who is unable to attend classes or to participate in any examination, presentation, or assignment on a given day because of the observance of a major religious holiday or related travel shall remain responsible for all assigned work. Students should notify professor in writing at the beginning of the semester of religious observances that conflict with this class. The Office of the Provost, in consultation with Campus Ministry and the Registrar, will publish, before classes begin for a given term, a list of major religious holidays likely to affect Georgetown students. Policy for Professional Use of Electronic Devices The policy requirements herein are applicable to any academic setting (classroom, clinical setting and lab) where an electronic device is a required for academic purposes. Failure to comply with this policy violates professional standards and may result in clinical failure and/or other disciplinary action. The preferred platform for use of electronic device in lab/clinical is an iPod Touch or iPhone. (iPads are not currently permitted in the clinical setting) A. Electronic devices are intended only for clinical referencing, data collection, communication with a provider or faculty and point-of-care access to evidence based clinical information. B. Electronic devices may not be used for non-academic purposes while in the academic setting. C. The use of electronic devices must follow the clinical setting’s policy concerning electronic devices, including wireless connectivity. D. Course faculty may further define specific guidelines for the use of electronic devices in the academic setting. Legal Disclaimer: The course schedule and above policies and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students.

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1

STATE OF MARYLAND

4A Survey Report to the Maryland Board of Nursing for the

Community College of Baltimore County, School of Health Professions Nursing Program

7201 Rossville Boulevard, Baltimore, MD 21237

Date of Survey: March 1-3, 2017

Type of Programs Surveyed: Associate of Science Degree in Nursing & Practical Nursing

Certificate Programs

Enrollment on Survey Date: Total 533: Catonsville Campus—206

Catonsville online—6

Essex day—237

Essex evening—69

LPN to RN—15

Background/Overview:

The Community College of Baltimore County (CCBC) is seeking re-accreditation from the

Accreditation Commission for Education in Nursing (ACEN) for two entry level nursing

programs and approval from the Maryland Board of Nursing. Drs. Patricia Kennedy, Director of

Education and Sheila Green, Nurse Consultant I, participated in the survey process to assess

continued adherence to state regulatory requirements (COMAR 10.27.03.02/.04—.16C).

Findings:

The Community College of Baltimore County programs met COMAR 10.27.03.02.04—.16C, as

validated by onsite survey findings.

Recommendations to the Nursing Program:

• Continued three year approval for the RN and PN nursing programs with an interim report due in three-years, June 30, 2020 (COMAR 10.27.03.15 E, F (2)). Five years is the total maximum Board approval.

• The submission of 2015 and 2016 Annual Reports has been requested from the program administrator. This will bring the program into compliance with maintenance of annual Records and Reports (COMAR 10.27.03.06A(4)(b)).

TDD FOR DISABLED MARYLAND RELAY SERVICE 1-800-735-2258

MARYLAND BOARD OF NURSING

4140 PATTERSON AVENUE


(410) 585-1900 (410) 358-3530 FAX

(410) 585-1978 AUTOMATED VERIFICATION

1-888-202-9861 TOLL FREE

2

Report of Survey of

Community College of Baltimore County (CCBC)

Associate of Science Degree in Nursing Program & Practical Nursing Certificate Program

to Maryland Board of Nursing for Continued Approval

Name and Address of Program: Community College of Baltimore County

School of Health Professions Nursing Program

7201 Rossville Boulevard

Baltimore, MD 21237

Date of Report: May 26, 2017

Date of Survey: March 1—3, 2017

Type of Program Surveyed: Associate of Science Degree in Nursing & Practical

Nursing Certificate Programs

Enrollment on Survey Date: Catonsville Campus/Day = 206

Catonsville/Online = 6

Essex/Day = 237

Essex/Evening = 69

LPN to RN = 15

Total = 533

Board of Nursing Representatives: Patricia Kennedy, EdD, RN

Director of Education

Sheila Green, PhD, RN, CNE

Nurse Program Consultant II

Visiting Accreditation Body: Accreditation Commission for Education in Nursing

(ACEN)

Background/Overview: The CCBC Nursing Program is seeking

reaccreditation for its established entry level nursing

plans of study: the associate of science degree and

the practical nursing certificate. The associate of

science degree plan of study has six nursing

admission options: Traditional Day Option;

Evening Weekend Option; Online Hybrid Option;

LPN to RN Transition Option; Paramedic to RN

Transition Option; and Associate to Bachelor’s

Option (ATB). CCBC has three campus locations of

3

operation: Essex (RN program); Catonsville (RN

program with Online Hybrid Admission Option at

this campus only); and Dundalk (PN certification

program). The MBON representatives participated

in the survey process to assess continued adherence

to state regulatory requirements for these entry level

plans of study.

.04 PHILOSOPHY AND OBJECTIVES:

The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:

(A.1 to A.4): The nursing faculty are responsible for the development, implementation,

evaluation and revision of the philosophy, objectives and outcomes for the associate degree

nursing and practical nursing certificate plans of study. These findings were noted in Standards

1, 4 and 5 of the CCBC Nursing Program Self Study Report/January 2017. Further corroboration

of findings were noted in CCBC Faculty Minutes (2014 to 2016), the CCBC Faculty Manual

2016, the CCBC Student Policy Manual AY 2016-2017, and the Associate Degree Nursing

Program Student Policy and Information Manual/Spring 2017.

(B.1 to B.3): The nursing program’s philosophy, objectives and outcomes are congruent with

CCBC’s mission and values (CCBC Nursing Program Self Study Report/January 2017). A

comparison between the college’s mission and values and those noted in the CCBC nursing

curricula documents demonstrated mutual goals and outcomes that complemented both the

college and the nursing program. CCBC’s curriculum framework incorporates “…carefully

selected concepts, threads, and exemplars chosen by faculty for their relevance to contemporary

nursing practice” (CCBC Nursing Program Self Study Report/January 2017, p. 100). The

Concept Based Approach utilized by the CCBC Nursing Program is based on the works of Jean

Giddens. This model “…encourages the development of critical thinking, problem-solving,

clinical reasoning, and nursing judgment and incorporates nursing care principles (rather than

medical diagnoses) that can be applied to a wide variety of patient conditions (CCBC Nursing

Program Self Study Report/January 2017, p. 100).” The organizing framework concepts and

their relationship to student learning outcomes for the nursing plans of study were well

articulated and validated in the CCBC Nursing Program Self Study Report/January 2017.

(C.1 to C.4): The nursing program’s objectives and outcomes are clearly stated, measureable,

and attainable, as articulated in the CCBC Nursing Program Self Study Report/January 2017 and

in respective course syllabi reviewed by the MBON reviewers.

.05 ORGANIZATION AND ADMINISTRATION: The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:

(A.1 to A.2): The Community College of Baltimore County (the controlling institution) is

accredited by Middle States Commission on Higher Education, with full accreditation status

through 2022. The College also meets Maryland Higher Education Commission (MHEC)

standards. The Community College of Baltimore County has a clearly articulated statement

offering equal educational opportunity for all students, as identified in the CCBC Nursing

4

Program Self Study Report/January 2017, the CCBC College Catalog 2016-2017, and the CCBC

Nursing Program website.

(B.1 to B.3): CCBC has clearly delineated organizational charts for academic and non-academic

requirements in the institution. The organizational chart includes the nursing program, its

reporting relationships, and lines of responsibility, communication and authority.

C.: The nursing program has comparable status with other academic units within the

Community College of Baltimore County, as identified through organizational charts and

through interviews with Dr. Sandra Kurtinitis, President/Community College of Baltimore

County, Dr. Mark McColloch, Vice President—Instruction/Community College of Baltimore

County, members of the executive college team, and the nursing faculty.

D.: The Community College of Baltimore County provides the financial support and resources

needed to operate the nursing program and to achieve the nursing program goals. The College

meets the legal and educational requirements of the Maryland Board of Nursing.

E.: The Community College of Baltimore County provides the financial resources that support

adequate facilities and equipment for the nursing program. The College employs administrative,

clerical, and instructional personnel that meet regulatory requirements of the Maryland Board of

Nursing and nursing education standards for practice.

F.: The Community College of Baltimore County employs Dr. Shawn McNamara, Nursing

Program Administrator and Dean of Instruction, School of Health Professions. He meets the

qualifications stated in COMAR 10.27.03.07.

G.: The Community College of Baltimore County provided, in writing to the Maryland Board of

Nursing, information regarding nursing program administrator changes, as required in COMAR

10.27.03.05. Dr. McNamara has served as Nursing Program Administrator since January 2009

and was promoted to Dean of Instruction for the School of Health Professions in January 2016.

.06 RECORDS AND REPORTS:


(A.1): Current Records of Students: The CCBC Nursing Program maintains academic and

health records for each student. The academic records are kept in a double-locked file system

within the School of Health Professions/Nursing Administrative Office Suite. Student academic

files were reviewed and determined to be up-to-date in accordance with the student’s progression

status in the ADN & PN Certificate plans of study, respectively. These records included advisory

information and clinical evaluation tools (formative and summative), referencing student

progress. Health information is maintained by CastleBranch: a background screening and

compliance tracking company utilized by the CCBC Nursing Program

(https://www.castlebranch.com). This is a secured online site. Students are required to upload

and maintain currency of their health information to CastleBranch. Designated individuals within

the nursing administrative staff are authorized to access and manage the online information for

https://www.castlebranch.com/

5

each student each semester. The respective Nursing Program Director is notified in the event

student/information issues arise to achieve resolution.

(A.2): Transcripts of Graduates: Following completion of the nursing program, graduate files

are kept in a secured location within the nursing program administrative offices. Transcripts of

graduates are maintained in the Office of the Registrar. The CCBC Nursing Program adheres to

the Record Retention Policy established by the College.

(A.3): Faculty Records: The CCBC Department of Human Resources maintains all faculty

hire/salary information. The CCBC Nursing Program maintains faculty information regarding

evaluations, current licensure, and transcripts credentialing, by way of example. All faculty

records and licensure are up-to-date and meet COMAR standards.

(A.4): Administrative Records: The CCBC Nursing Program maintains complete and timely

minutes of faculty meetings, annual reports of the program and up-to-date school bulletins.

Exception Note: The annual reports (RN & PN) for AY 2015 & 2016 have not been

submitted and are due by September 29, 2017 to insure up-to-date submission of these

required documents.

(A.5): Current Curriculum: The programs’ philosophy, course outlines, and student learning

outcomes are congruent with the level of learner. The onsite documents and the CCBC Nursing

Program Self Study Report/January 2017 revealed curriculum mapping consistent with the

outcomes and expectations for the ADN and PN certificate programs, respectively.

(A.6): Agreements with Cooperating Agencies: All agency contracts were reviewed and

demonstrated compliance with qualifications set forth in COMAR 10.27.03.06A (6).

(A.7): Master Plan of Evaluation: The CCBC Nursing Program has a clearly defined

systematic plan of evaluation for its respective plans of study. It includes definitions for each

program component, levels of responsibility, source documentation, frequency of assessment,

assessment method(s); results and data collection/analyses; and recommendations/actions

administered. This document encompasses a thorough evaluation of the program for the last

three years and its progress to-date. Student learning outcomes, program outcomes, role specific

graduate competencies and ACEN standards are elements that are reviewed and evaluated.

Student learning outcomes are reviewed and evaluated by full-time faculty teaching in the

program. This process of assessment and evaluation is in alignment with the college-wide

assessment process.

B. Records shall be safely stored to prevent loss, destruction, or unauthorized use. The

CCBC Nursing Program meets this requirement as mentioned in section A. (1).

C. The nursing program administrator shall submit an annual report to the Board on

forms provided by the Board. The CCBC Nursing Program has met this requirement, with the

exception of the current submissions for AY 2015 and 2016. Note: MBON records indicate

that the Annual Reports (RN & PN) for AY 2015 and 2016 have not been submitted and

6

are due by September 29, 2017 to the MBON, in care of Dr. Patricia Kennedy/Director of

Education, to insure up-to-date submissions of these required materials.

.07 NURSING PROGRAM ADMINISTRATOR:


(A.1 & 2): Qualifications of the nursing program administrator. Dr. Shawn McNamara,

Nursing Program Administrator and Dean of Instruction for the School of Health Professions,

completed his bachelor’s degree in nursing (BSN) from Towson University in Towson,

Maryland; his master’s degree in nursing education from the University of Maryland in

Baltimore, Maryland; and his doctorate degree in education (EdD) from Walden University in

Minneapolis, Minnesota. Dr. McNamara is experientially qualified and meets governing

organization and state requirements to assume the role of nursing program administrator.

Dr. McNamara meets the requirements of the Community College of Baltimore County and the

Maryland Board of Nursing as he possesses over 32 years of nursing experience and 8 years of

administrative experience. He maintains a current registered nurse license in the state of

Maryland.

(B.1/2/3/4/5/6/7/8/9/10/11/12): Responsibilities. The CCBC Self Study/January 2017 indicated

that Dr. McNamara, as Nursing Program Administrator: “…has the authority and responsibility

for development and administration of the entire Nursing Program. Dr. McNamara reports

directly to the Vice President of Instruction and has total accountability for the program

including budget, curriculum, and program evaluation” (p. 26). This was also corroborated

through interviews with the CCBC President, Dr. Sandra Kurtinitis, and the CCBC Vice

President of Instruction, Dr. Mark McColloch.

Faculty, in collaboration with and under the direction of Dr. McNamara, participate in

recommendations for: faculty appointments; educational programs; preparation and

administration of the program budget. The CCBC Nursing Program Self Study Report/January

2017 and Faculty Meeting Minutes—2014-2016 provided supporting documentation that faculty

play a pivotal role in the formulation and implementation of all policies governing the nursing

program, including those relative to: student admission and progression; advanced standing;

transfer and articulation; withdrawal; reinstatement; evaluation; and graduation requirements.

Faculty, in collaboration with and under the direction of Dr. McNamara, participate in

determining the student/teacher ratio required to meet the objectives of each course and to define

the methods of instruction employed. The faculty are involved in determining the number and

qualifications of faculty required to meet programmatic requirements. The CCBC Nursing

Program has a faculty orientation program (college-wide and programmatically-based) and a

mentoring and development program, as noted in the CCBC Nursing Program Self Study

Report/January 2017 and the CCBC Faculty Manual 2016. The CCBC Nursing Program is

implemented in accordance with the Maryland Board of Nursing regulatory requirements.

7

.08 FACULTY AND CLINICAL INSTRUCTORS:


A.(1) Qualifications of Nurse Faculty: Each of the full-time faculty records were reviewed, and

100% of the faculty met the qualifications set forth in COMAR 10.27.03.08A.

A.(2) & (3); B: The Waiver of Graduate Degree in Nursing Requirement for Nursing Faculty is

not applicable to the CCBC Nursing Program.

C.(1 & 2) Qualifications of Clinical Nurse Faculty: Each of the part-time faculty records were

reviewed, and 100% of the faculty met the qualifications set forth in COMAR

10.27.03.08C(1)(a)-(d) & (2). There is limited use of preceptored clinical experiences in the

CCBC Nursing Program. These experiences may only occur in the capstone nursing course:

NURN 236. No more than 6 to 12 qualified students participate in these pre-determined settings.

When preceptored clinical experiences occur, full time faculty have oversight of the experiences

and assigned students. There is a Senior Clinical Practicum Manual used with each practicum

experience which defines the roles, responsibilities and assignments of the participating students,

preceptors and faculty liaison personnel. The preceptors and clinical preceptorship design meet

the standards established in COMAR 10.27.03.13M. (1) (a-d) & (2) (a) (b) & (3).

D. Responsibilities:

D.(1): Faculty are responsible for curriculum development and implementation, program

evaluation, revisions to the educational program, course requirements, course management, and

technological advances. Faculty meeting minutes validated the involvement of the entire nursing

faculty. The faculty members are required to participate in college committees as well as nursing

committees. The nursing faculty have input in campus-wide initiatives in addition to the nursing

program’s plans. New faculty do not participate in committee activities during the first year of

employment with the CCBC Nursing Program.

D.(2): The faculty of the CCBC Nursing Program are dedicated to the admission, progression,

retention and graduation of students. The program has received grant awards through the

following initiatives: 1.) Maryland Higher Education Commission, Nurse Support Program II

Phases 5, 6, 8 [devoted to the “retention of nursing students, adapting clinical curriculum and

enrolling students in the Associate to Bachelors (ATB) program” (CCBC Nursing Program Self

Study Report/January 2017, p. 134)]; and 2.) Who Will Care [devoted to the goal of “doubling

the number of graduates from associate and baccalaureate nursing programs in Maryland (CCBC

Nursing Program Self Study Report/January 2017, p. 134)].

The faculty have a plan in place for systematic review and evaluation of the student learning

outcomes and role specific graduate competencies. Formative and summative evaluation

processes were well documented in the CCBC Nursing Program. According to the CCBC

Nursing Program Self Study Report/January 2017, “Theory exams that use NCLEX style

multiple choice and alternative format items from all levels of Bloom’s Taxonomy are the major

mode of summative evaluation in all nursing courses, comprising 70-75% of the final course

8

grade” (p. 120). There is an established Testing Policy in the Faculty Curriculum Guide 2016

utilized by all faculty to insure test-development consistency among courses in the established

curriculum. Clinical performance is reviewed and measured weekly (formative evaluation), at

midterm and final (summative evaluation). Students are aware of and participate in the

evaluation processes. The Clinical Evaluation Tool (CET) is designed to measure both formative

and summative evaluation processes.

The review of faculty records (full time and adjunct faculty) demonstrated evidence of

maintaining current clinical skills. Full time faculty maintained appropriate nursing licensure,

certifications and evidence of advanced degree completion. This information was incorporated in

their confidentially-maintained faculty files.

The full time faculty have an established plan which makes all course/learning materials

accessible to students. The College learning management system, BlackBoard®, provides an

effective means of communication to enrolled nursing students regarding all relevant course

materials. These materials are made available to the nursing students based on course and

program progression. If there is a need for significant changes in course materials, students are

notified in-person and through written correspondence.

The College articulates policies and procedures through online information access that is

available to all students. Academic Advisers are available to meet with prospective and pre-

nursing students. Faculty provide academic advisement and guidance to students officially

enrolled in the ADN and PN Certificate plans of study.

Faculty participate in the recruitment, selection and promotion of faculty, under the direction of

the Nursing Program Administrator, and in accordance with the policies and procedures of the

College.

Faculty participate in peer evaluations annually, under the direction of the respective Nursing

Program Director. Students have the opportunity to provide feedback to faculty, through the

established college-wide evaluation processes, each semester. The Course Coordinator gathers

the information and, in collaboration with the respective Nursing Program Director, provides an

overall explanation to the individual nursing faculty.

D(3): Clinical visits were conducted at MedStar Franklin Square Medical Center in the following

clinical areas:

Pediatrics (Trish Silva, Adjunct Faculty)—fourth semester students (five students were

present on the day of the site visit);

Tower 6/Concepts I—Adult Health (Elizabeth Malek, Adjunct Faculty)—first semester

students (six students were present on the day of the site visit);

Tower 4/Concepts I (Alessa Anderson, Adjunct Faculty/Alumni)—first semester students

(six students were present on the day of the site visit).

Each adjunct faculty member noted above provided insight into student clinical endeavors for

each of the respective units. The adjunct faculty determine patient assignments, based upon goals

and objectives that incorporate current classroom learning with patient care experiences. The

9

students receive their assignments on the respective clinical day and are expected to research the

assigned patient/family during the actual clinical experience.

There were facilities readily available to support pre and post-conference requirements on each

unit. Two students were interviewed on each unit. The students on the Pediatric unit indicated

that they enjoyed their clinical experiences and gained greater insight into the challenges of

nursing and the needs of children and their families. Students engaged in Concepts I (located on

Towers 4 and 6) indicated that they were in early phases of experiences on the respective units.

All students interviewed in the three clinical units found the nursing staff to be friendly and

helpful. Students articulated that they were always included in different unit-based activities that

enhanced their learning experiences. Students believed that their respective clinical instructors

were accessible, approachable and provided timely feedback relative to their clinical learning.

The students described their clinical evaluation experiences and articulated policies governing

formative and summative evaluation reviews with clinical faculty.

Two nurse managers were interviewed and provided positive feedback regarding the CCBC

Nursing Program and student relationships within the respective units. The nurse managers

indicated that they have positive working relationships with the CCBC Nursing Program. The

MedStar Franklin Square Medical Center has achieved magnet status and has a nurse residency

program.

.09 FACULTY POLICIES:


A. & B.: The CCBC Faculty Handbook 2016 incorporates faculty personnel policies for full

time faculty. It includes information regarding faculty governance, teaching load and evaluation.

Nursing faculty follow established CCBC personnel policies. The CCBC Nursing Program has

recognized personnel policies governing teaching load and evaluation specific to the nursing

profession and in accordance with accreditation standards. These policies are approved by CCBC

in recognition of the inherent requirements for nursing education. The CCBC Nursing Program

has and utilizes its adjunct faculty handbook.

.10 FACULTY ORGANIZATION:

The CCBC Nursing program meets this regulatory requirement as evidenced by the following:

A—E.: The CCBC Nursing program is organized by sequential semesters. Full time faculty

participate in faculty meetings, curriculum meetings, program evaluation meetings, and student

progression/concerns (as indicated) meetings. Faculty actively participate in college-wide

committees. Manuals were reviewed which support these endeavors and showed deliberations

and actions instituted to address student and programmatic needs over a three year period.

.11 FACULTY DEVELOPMENT AND EVALUATION:


A-C: Faculty orientation is mandatory for all new faculty. The CCBC Nursing program

requires new faculty to complete a college orientation and a nursing program orientation. Each

full/part time faculty member is oriented by a designated Course Coordinator. When new faculty

10

are in the clinical setting with the students, they have access to the Course Coordinator, as

needed. New full-time faculty are assigned mentors to assist them with curriculum

implementation and classroom instruction. Course policies, assignments, schedules and

expectations are presented and discussed to each new faculty member. Adjunct clinical faculty

are oriented to the clinical evaluation tools, grading and expectations for the students and faculty.

The Course Coordinator is responsible for the completion of the new faculty orientation, in

collaboration with the respective Nursing Program Directors.

A faculty meeting was held with the MBON and ACEN peer evaluators. Faculty indicated that

governance was very beneficial and there was faculty representation to the Faculty Senate. They

had representation on college-wide committees and identified these committees as effective.

Work load was comparable to that of other faculty campus-wide. A review of faculty records

provided supporting evidence regarding ongoing scholarly development.

Faculty evaluation is described in the Faculty Manual 2016 and performed by the respective

Nursing Program Directors, in collaboration with Course Coordinators, on an ongoing basis.

Evaluations were reviewed for full time faculty and adjunct faculty during the site visit.

Documents supported the policy for the faculty evaluation process.

.12 RESOURCES, FACILITIES AND SERVICES:


A. Physical Facilities: A tour of the physical facilities was conducted at the Essex campus. The

physical facilities are adequate to meet the needs of the CCBC Nursing Program. Adequate

space is available for privacy of faculty-student conferences (on campus and in the clinical

settings). Classrooms, simulation and skills laboratories, and conference rooms were well-

equipped, spacious and readily available for student learning. Construction planning is underway

to support the growing needs of the School of Health Professions and the nursing program.

B. & C. Learning and Educational Support Resources: Learning resources, such as

BlackBoard®, tutorial centers, a fully operational library with technology supports, and faculty

development support are available for students and faculty, respectively. There is an orientation

extended to nursing students and faculty to insure familiarity with the use of on-campus and

online resources. Students and faculty can access services online and have remote access

assistance as needed. These resources are current, comprehensive and commiserate with other

academic areas on campus.

D. Clinical Facilities: A tour of the MedStar Franklin Square Center, a 364 bed acute

community teaching hospital, was conducted. This facility has magnet status as well as full

hospital accreditation through Joint Commission. It has sufficient registered nurses and support

personnel to ensure safe and continuous care of clients and who conform to current standards of

nursing practice.

11

E. Written Agreements: All agency written agreements were reviewed and meet this COMAR

standard.

.13 CURRICULUM: The CCBC Nursing Program meets this regulatory requirement as evidenced by the following:

A—D.: The CCBC nursing faculty maintain oversight for the established nursing curriculum.

The curriculum is logically defined and has a reasonable sequential flow with a clearly

articulated nursing philosophy, student and program outcomes (CCBC Nursing Program Self

Study Report/January 2017). The supporting documents complement the information described

in the self-study. The level of complexity in nursing practice is articulated in each course

syllabus and is sequentially-defined in accordance with student advancement in the two year

course of study. Student clinical experiences are designed to enhance didactic learning and are

offered concurrently within the sequentially-defined courses of study. Evaluation methods and

tools were reviewed and appear to support student learning and growth. Ratios of classroom to

clinical hours for each clinical nursing course were clearly articulated.

According to the CCBC Nursing Program Self Study Report/January 2017, “The CCBC

Curriculum Framework is composed of carefully selected concepts, threads, and exemplars

chosen by faculty for their relevance to contemporary nursing practice. It provides the structure

for the education of the entry level registered nurse, the nurse generalist” (p. 100). The

curriculum framework concepts and their relationship to student learning outcomes for the

nursing program are well articulated and validated through supporting documents, and identified

in the CCBC Nursing Program Self Study Report/January 2017. The curriculum plan, the

curriculum objectives, student and program outcomes appear appropriate to meet the

expectations of entry level associate degree graduates into professional nursing practice. Students

meet requirements for arts and humanities, social and behavioral sciences, biological and

physical sciences as a part of their pre-nursing course requirements. Similar findings were also

corroborated in support of the Practical Nurse Certificate plan of study.

.14 STUDENTS:


A.-C.: The CCBC Nursing Program environment is one of inclusion and student-supported. The

MBON and ACEN peer evaluators met with nursing students during the site visit. There was

representation of student attendees enrolled among the four semesters of matriculation in the

program.

Students believed that the CCBC Nursing Program was positive, supportive, and student-

focused. Faculty were identified as accessible in person and by email, as needed to assist them

in learning endeavors. They felt they were updated on changes and were allowed to have input

within the nursing program. The students spoke positively about access to and use of

Supplemental Instruction (SI) to support their nursing educational needs. Access to campus-wide

services was not an issue for students. Several students had used campus-wide tutorial support

services and found them helpful to meeting their learning needs. Students spoke positively of the

12

support offered through the Admissions, Registration, International Student Services, Student

Development, and Financial Aid offices during pre-nursing and nursing program time periods.

CCBC student academic and appeals policies (college-wide information) were identified in the

CCBC College Catalog (2016-17). Program-specific policies governing the School of Health

Professions and the CCBC Nursing Program were identified in the ADN Student Policy and

Procedure Information Manual 2016-2017. This manual provided nursing students with

reference to the SHP Academic Review Board for grievance consideration. The SHP Academic

Review Board policies, procedures and forms are available for student access through the CCBC

Nursing Program Office should the need arise for academic grievance concerns (CCBC Nursing

Program Self Study January 2017).

A representative sample of student records was reviewed during the site visit. These student

records were complete and maintained in the CCBC Nursing Program Office under a double-

locked security system. When students leave the program through graduation or attrition, their

final records are maintained in a double-locked secured filing system within the CCBC Nursing

Program designated area.

.15 EVALUATION:


A. & B.: The review of the CCBC Systematic Plan of Evaluation, CCBC Faculty Minutes

(2014-2016), CCBC Curriculum Minutes (2014-2016) and the faculty interview session were

incorporated to assess the development and implementation of the CCBC Nursing Program

evaluation processes. The plan included the six ACEN accreditation standards and are integrated

across elements of the nursing program. There was evidence of actions taken related to issues

identified in the CCBC Nursing Program evaluation processes.

C. The CCBC Nursing Program is meeting its objectives and outcomes and the changing needs

of nursing and society, based upon the review and findings established during the MBON site

visit completed March 1—3, 2017.

D.(1) & (2): The CCBC Systematic Plan of Evaluation incorporated recommendations for

programmatic revisions with an action plan for each criterion, as relevant, for future CCBC

Nursing Program direction.

13

.16 LICENSURE EXAMINATION PERFORMANCE

ADN NCLEX-RN® & NCLEX-PN® Pass Rates

Year RN MBON

REQUIRED

PASS RATE/RN

LPN MBON

Required

Pass

Rate/LPN

2016 80.80% 75.55% 93.75% 74.63%

2015 86.05% 74.28% 100% 73.14%

2014 90.94% 74.30% 100% 75.74%

2013 91.34% 78.33% 100% 76.06%

2012 92.48% 80.03% 97.06% 75.55%

RECOMMENDATIONS

1. Continued three year approval for the RN nursing program with an interim report

due in three-years (June 30, 2020) (COMAR 10.27.03.15 E, F (2)). Five years is the

total maximum Board approval.

2. Annual Reports (RN & PN) for AY 2015 & 2016 are due by September 29, 2017.

Submission is to be completed to Dr. Patricia Kennedy, Director of Education.

PROGRAM STRENGTHS:

● The CCBC Nursing Program is inclusive and very student-oriented.

● The CCBC nursing faculty are dedicated to the success of their students and foster faculty

team unity to insure educational continuity in the nursing program.

● The CCBC administration and faculty hold the nursing program in high regards and

support the educational experiences of matriculating students and the needs of the nursing

faculty.

● There are extensive faculty development resources available at CCBC. Financial support

is also available for faculty conferences and professional certifications.

● There are extensive student development and support resources available at CCBC (the

College). Supplemental Instruction (SI) offered in the CCBC Nursing Program is an

exemplar of excellence and provides significant support to student success in nursing

education.

14

● The CCBC Nursing Program encourages its eligible ADN students to enroll in

established Associate to Bachelors’ (ATB) programs offered in collaboration with

Towson University, Notre Dame of Maryland University, Frostburg State University, and

Stevenson University. Graduates who do not enroll in one of the established ATB

programs are encouraged to attend RN-BSN programs available through statewide

articulation agreements, in continuance of lifelong learning.

1

STATE OF MARYLAND

4B Survey Report to the Maryland Board of Nursing for the

Johns Hopkins University School of Nursing (JHUSON)

525 North Wolfe Street, Baltimore, MD 21205

Date of Survey: March 31, 2017

Type of Programs Surveyed: Master of Science in Nursing (MSN)/Entry into Nursing Practice

(New Program)

Enrollment on Survey Date: 420 students/full time

Background/Overview: The MBON site visit and attached survey report were completed as a

component of COMAR 10.27.03.18.D (1), and in preparation for full approval of the new

master’s entry level nursing program, i.e., the performance of the graduates on the licensure

examination (NCLEX-RN®) (COMAR 10.27.03.18D (2 & 3). The program has been in

operation for two years and the first class was graduated in May 2017. Drs. Patricia Kennedy,

Director of Education and Sheila Green, Nurse Consultant I, conducted the one-day survey.

Findings:

The Johns Hopkins University School of Nursing met COMAR 10.27.03.02.04—.14, as validated

by onsite survey findings. The information required to assess COMAR 10.27.03.15 & .16 are

pending. The program evaluation plan was approved by the Board with the JHUSON

initial program proposal presented in 2015. The 2015 and 2016 Briefs are included as FYI.

Recommendations to the Nursing Program:

Continued initial approval for the JHUSON/MSN Entry Level Program.

An interim report due in three years (COMAR 10.27.03.18 D (2 & 3)) with

updates of the program’s changes and progress.

(Report Date: June 30, 2020 for AY 2020)





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2

Report of Survey of

Johns Hopkins University School of Nursing (JHUSON)

to Maryland Board of Nursing for New Program/Full Approval

Name and Address of Program: Johns Hopkins University School of Nursing

525 North Wolfe Street

Baltimore, Maryland 21205

Date of Report: June 8, 2017

Date of Survey: March 31, 2017

Type of Program Surveyed: Master of Science in Nursing (MSN): Entry into

Nursing Practice Program (New Program)

Enrollment on Survey Date: 420 students/full time

Board of Nursing Representatives: Patricia Kennedy, EdD, RN/Director of Education

Sheila Green, PhD, RN, CNE/Nurse Program

Consultant I

Visiting Accreditation Body: None

Background/Overview: The MBON site visit and survey report was

completed as a component of

COMAR 10.27.03.18.D (1), and in preparation for

full approval of the new master’s entry level nursing

program. The JHUSON MSN Entry Level Program

has been in operation for two years and the first

class will graduate in May 2017.

.04 PHILOSOPHY AND OBJECTIVES:

The JHUSON MSN Entry Level Program meets this regulatory requirement as evidenced by the

following:

1. The MBON approved JHUSON Application for New Program Approval of the Master of

Science in Nursing (MSN) (Entry into Practice) Program/April 17, 2015.

2. Corroborated findings were noted during the March 31, 2017 site visit conducted by

MBON representatives. The JHUSON MSN Entry Level Program has followed its

identified plans of study and program design, as identified in the April 17, 2015 JHUSON

proposal.

3

.05 ORGANIZATION AND ADMINISTRATION:


following:






proposal.

3. Patricia M. Davidson, PhD. Med, RN, FAAN/Dean and Professor; Marie T. Nolan, PhD,

RN, FAAN/Professor and Executive Vice Dean; and Kathleen M. White, PhD, RN,

NEA-BC, FAAN/Professor and MSN Program Director continue to provide oversight,

continuity and direction for the MSN Entry Level Program.

.06 RECORDS AND REPORTS:


following:

The MBON site visitors reviewed current student records and transcripts; faculty records;

administrative records (with exception of annual reports not currently required, in recognition of

new program development); current curriculum; agency agreements; and master plan of

evaluation (pending formal implementation following graduation, time for data

collection/trending and programmatic changes). All records and reports, to-date, met this

COMAR requirement.

.07 NURSING PROGRAM ADMINISTRATOR:


following:

No changes have occurred in nursing leadership since the inception and implementation of the

current program. The program has a very stable leadership team. The program meets this

COMAR requirement.

.08 FACULTY AND CLINICAL INSTRUCTORS:


following:

The MBON site visitors reviewed records for current faculty and clinical instructors.

.09 FACULTY POLICIES:


following:

The MBON site visitors reviewed records of programmatic policies governing students, faculty

and the program.

4

.10 FACULTY ORGANIZATION:


following:

The MBON site visitors reviewed faculty manuals and committee minutes.

.11 FACULTY DEVELOPMENT AND EVALUATION:


following:

The MBON site visitors review of faculty records.

.12 RESOURCES, FACILITIES AND SERVICES:


following:

The MBON site visitors conducted tours of the academic and clinical facilities, resources and

services and met with faculty, students and support personnel. Students and faculty spoke

positively about resources available for the academic experience.

.13 CURRICULUM:


following:






proposal.

.14 STUDENTS:


following:

The MBON site visitors interviewed students currently matriculating in semesters 1 through 4.

Semester 5 students (graduating students) were engaged in preceptorships and not available for

the student meeting. Students spoke very highly of the program. They articulated that they had

the support services necessary to be successful in the program. They had formal and informal

communication access with faculty and tutorial services. They believed that their educational

endeavors followed a sequential process that was meaningful to their learning experiences.

.15 EVALUATION (PENDING) The JHUSON MSN Entry Level Program has not had opportunity to-date to analyze program

outcomes. The program evaluation plan and outcomes are articulated in the MBON approved

5

JHUSON Application for New Program Approval of the Master of Science in Nursing (MSN)

(Entry into Practice) Program/April 17, 2015. It is anticipated that the evaluation of the total

nursing education program will occur over the next three (3) years.

.16 LICENSURE EXAMINATION PERFORMANCE (PENDING)

JHUSON/MSN Entry Level Program NCLEX-RN® Pass Rates

Year RN MBON REQUIRED

PASS RATE/RN

2017 PENDING PENDING

RECOMMENDATIONS

Continued initial approval for the JHUSON/MSN Entry Level Program.

An interim report due in three years (COMAR 10.27.03.18 D (2 & 3)) with

updates of the program’s changes and progress.

(Report Date: June 30, 2020 for AY 2020)

PROGRAM STRENGTHS:

The JHUSON/MSN Entry Level Program has:

1. Successfully initiated its program in accordance with the MBON approved April 2015

proposal.

2. Faculty and staff teams dedicated to the success of its students and the new program plan

of study.

3. A strong and dedicated administrative team. The program is positively supported by

Johns Hopkins University.

4. A logically and sequentially defined curriculum that supports master’s entry level

education for future nurses, in accordance with accepted standards of nursing practice.

5. A highly motivated student population dedicated to learning and implementing nursing

care to meet future needs in a global and diverse world community.

6

STATE OF MARYLAND

3C

*M E M O R A N D U M*

To: Maryland Board of Nursing

From: Patricia Kennedy, Director, Education and Examination

Re: Johns Hopkins University School of Nursing, MSN Entry into Practice New

Program

Date: April 28, 2015

The Johns Hopkins University School of Nursing is requesting the Maryland Board’s approval

for its entry into practice MSN program. The required letter of intent, proof of regional

accreditation and MHEC documents have been submitted (COMAR 10.27.03.18A(1)(a)-(c)).

The program is a five (5) semester Master’s level generalist program that provides a basic

nursing curriculum at the graduate level and prepares students for the National Council

Licensure Examination for Registered Nurses (NCLEX-RN)®. Each course objective is

associated with School of Nursing outcomes, and AACN’s Essentials of Baccalaureate

Education 2008, AACNs Essentials of Master Education 2011, and ANA and QSEN Standards.

The program admits students with baccalaureate or higher degrees in fields other than nursing

who have completed six prerequisite science and health courses: biostatistics, human growth and

development through the lifespan, nutrition, microbiology, and anatomy and physiology labs.

Graduates will receive knowledge and skills to deliver and direct care to patients with complex

conditions on interprofessional teams (includes physicians, pharmacists, physical therapists,

social workers, and advanced practice nurses) in a hospital, primary care, or community health

setting (COMAR 10.27.03.18A(1)(d)-(e)). Gradates enter practice as novice nurses equipped

with graduate level education in quality and safety, the application of research to practice, global

health, health systems management, ethics, and health policy.

Those graduates wishing to become advanced practice nurses will have access to seven courses

(five required and two which can be taken as electives) that meet the requirements for advanced

practice nursing established by the Advanced Practice Registered Nurse (APRN) Consensus

Work Group & the National Council of State Boards of Nursing APRN Advisory Committee.

Recommendation: Authorize Board staff to visit the entry level MSN program (COMAR

10.27.03.18B(2)(c)) before students are admitted (COMAR 10.17.03.18C(1)).





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STATE OF MARYLAND

August 10, 2016

Marie T. Nolan, PhD, RN, FAAN

Professor and Executive Vice Dean

Johns Hopkins School of Nursing

525 North Wolfe Street

Baltimore, MD 21205

Dear Dr. Nolan:

At its July 27, 2016 meeting, the Maryland Board of Nursing approved without any questions,

extension of the initial approval for the Master’s of Science (Pre-licensure) Program until the

first class has graduated. Your petition went beyond Nurse Practice Act new program criteria

(COMAR 10.27.03.18A(1)-(4)). It clearly presented the fit among health professions, public

communities and the curriculum that included local, national and global foci as well as learning

to participate on inter-professional teams.

You, the faculty and University administration are to be commended on your forward thinking.

You have created win-win situations for all that are involved in delivering, participating in and

receiving healthcare.

Sincerely,

Patricia Kennedy, EdD, RN

Director of Education





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8

M E M O R A N D U M

6

FROM: Cheyenne Redd, MSN, RN Director of Licensure & Certification Maryland Board of Nursing TO: The Board DATE: June 28, 2017 IN RE: Howard Community College/Howard County Public School CNA Academy-

Reduction in Clinical Hours Howard Community College/Howard County Public School CNA Academy is requesting approval for a reduction in clinical hours from 48 hours to 40 hours. Howard Community College/Howard County Public School CNA Academy remains in compliance with COMAR 10.39.02.07B:

B. Of the 100 hours, a minimum of:

(1) 60 hours shall be devoted to didactic instruction and classroom laboratory practice; and

(2) 40 hours shall be devoted to clinical training experiences in a clinical facility.

Howard Community College/Howard County Public School CNA Academy will maintain the same number of hours in didactic and lab instruction.

1

8. c. FROM: Shirley A. Devaris, RN, JD Director of Legislation Maryland Board of Nursing TO: The Board IN RE: Nurse Practice Act – New Format DATE: June 27, 2017 ___________________________________________________________________ The Board received a request from Division of State Documents to consider a new format for

printing the Nurse Practice Act because: • It has become more costly to print the bound volumes that we now have; • The Nurse Practice Act keeps expanding and the larger bound copies do not hold up

after continued use; • Division of State Documents can do the typesetting at a lower cost to keep up with

changes to the NPA; • Division of State documents would like to switch to a 3-ring binder on letter size paper;

and • The format for other regulations, including all of COMAR, are now published in a 3-ring

binder format, making it easy to insert changes. We met with Division of State Documents in April 2017 to discuss their proposal. This new

format will allow Division of State Documents to easily replace sections as they are amended. This will save having to replace the entire practice act with a new one after each legislative session. They can prepare inserts for sections and easily make changes without having to wait for printing a new edition. Their cost recently to re-order additional copies increased to the point where the cost is barely covered. The price will increase with future editions.

The cost of the new format is approximately the same.

Currently the book is sold for $32.00 at Division of State Documents. The 3-ring version without the binder will be about $28.00. The binder is an extra $12.00 but is reusable. Question for the Board: Do you want to switch to the new format?

1

8. d. FROM: Shirley A. Devaris, RN, JD Director of Legislation Maryland Board of Nursing TO: The Board IN RE: Nurse Dispensing Committee for dispensing in Local Health

Departments DATE: June 27, 2017 ___________________________________________________________________ • The Board was approached in 2014 and asked to revise a 2001 Board of Physicians

Declaratory ruling (R 01-1) entitled “Policy and Procedure for Registered Nurses dispensing prescriptions and over the counter drugs and devices in public health clinical practice settings”.

• The Board of Nursing has no authority to revise or draft a Board of Physicians Declaratory Ruling.

• After further investigation it was clear that the Declaratory Ruling regulated nursing practice and would be better as part of the Nurse Practice Act.

• The department agreed and legislation was introduced and passed in the 2015 legislative session (SB 626/HB 945) that gave authority to registered nurses to dispense medication and devices in local health departments (LHDs) in accordance with an approved formulary developed by the Nurse Dispensing committee. See § 8-512 of the Nurse Practice Act.

• A preliminary committee started work in April, 2015. • The formulary was developed and made final in December, 2016. • Part of the committee’s duties was to develop a new curriculum for teaching nurses how

to dispense. It became apparent that it would be best to hire a contractor to develop the curriculum. It took several months to develop a contract, find funding for the contract, and find a nurse to develop a curriculum.

• The committee contracted with a nurse in October, 2016. • The first draft curriculum proposal was reviewed in January, 2017, and on June 19,

2017, the final draft was approved for publication on-line. • It is expected that the new program will be on-line and ready for training LHD nurses by

October, 2017.

1

8. e. FROM: Shirley A. Devaris, RN, JD Director of Legislation Maryland Board of Nursing TO: The Board IN RE: Senate Bill 503 – Chapter 499 – 2017 legislative session DATE: June 27, 2017 ___________________________________________________________________ Senate Bill 503 was introduced by Senator Nathan-Pulliam and requires that all health occupation boards submit a report by January 1, 2018, that details efforts to educate individuals regulated by the Boards on reducing and eliminating health care disparities, improving health literacy, improving cultural and linguistic competency, and achieving the goal of racial and ethnic equity. Questions, should we:

1. Amend our regulations for faculty and course content to address these issues; and

2. Survey schools to find out if health care disparities are being addressed?

SENATE BILL 503 (7lr2874)

ENROLLED BILL Introduced by Senator Nathan–Pulliam

CHAPTER _499__

AN ACT concerning

Health Occupations Boards – Racial and Ethnic Health Disparities – Information Campaigns – Reporting

FOR the purpose of requiring each health occupations board established under the Health Occupations Article to report an update on the status of certain information campaigns designed certain efforts to educate certain

2

individuals regarding racial and ethnic health disparities to certain committees of the General Assembly on or before a certain date; providing for the termination of this Act; and generally relating to racial and ethnic health disparities. SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, That, on or before January 1, 2018, each health occupations board established under the Health Occupations Article shall report, in accordance with § 2–1246 of the State Government Article, to the Senate Education, Health, and Environmental Affairs Committee and the House Government Operations Committee an update on the status of information campaigns and other outreach efforts designed to educate individuals regulated under the health occupations board regarding:

(1) reducing and eliminating racial and ethnic health disparities;

(2) improving health literacy;

(3) improving cultural and linguistic competency; and

(4) achieving the goal of racial and ethnic health equity.

SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect June 1, 2017. It shall remain effective for a period of 1 year and, at the end of May 31, 2018, with no further action required by the General Assembly, this Act shall be abrogated and of no further force and effect.