Doctor of Nursing Practice-Nurse Anesthesia Program Handbook

Department of Nurse Anesthesia Administrative Policies

Academic Year 2024-2025

Table of Contents

Welcome.................................................................................................................................... 5

Section I: General Program Policies........................................................................................... 5

Nurse Anesthesia Mission & Vision............................................................................................ 5

Accreditation.............................................................................................................................. 6

Drug and Alcohol Policy............................................................................................................. 6

Nondiscrimination Statement.................................................................................................... 7

Student Discipline and Dismissal............................................................................................... 7

Nurse Anesthesia Technical Standards for Admission, Retention, Promotion and Graduation        7

Accommodations..................................................................................................................... 10

Department of Nurse Anesthesia Committees......................................................................... 10

Department of Nurse Anesthesia Awards............................................................................... 12

Didactic Education Description................................................................................................. 13

Clinical Residency Description.................................................................................................. 13

DNP Student Files...................................................................................................................... 14

Licensure & Certification Requirements During Clinical Residency...................................... 15

Temporary Disruption of Clinical Training Rotations During NNAS 810-860....................... 15

Academic Calendar-Scheduled Time Off Provided during the Program................................ 16

Academic & Personal Integrity Policy, Plagiarism & Examination Rules............................... 16

Department of Nurse Anesthesia Code of Conduct................................................................. 18

Social Media Policy................................................................................................................... 19

Student Commitment to Academic and Personal Integrity & Code of Conduct..................... 19

Department of Nurse Anesthesia Grading Policies.................................................................. 19

Grading for NNAS 810-860 Clinical Residency Courses.......................................................... 21

Progression of Nurse Anesthesia Students.............................................................................. 23

F. Remediation...................................................................................................................... 25

Personal Integrity & Professional Behavior of Doctoral Nurse Anesthesia Students in the Didactic Setting 32

Nurse Anesthesia Department as Proprietor........................................................................... 33

Attendance at Professional Meetings....................................................................................... 33

Faculty Mentoring.................................................................................................................... 33

Doctoral Project Advising......................................................................................................... 34

Nurse Anesthesia Teaching Assistants..................................................................................... 35

Due Process............................................................................................................................... 35

Absences During Didactic Phase I............................................................................................ 36

Outside Employment................................................................................................................ 36

NBCRNA Self-Evaluation Examination (SEE)........................................................................... 37

NBCRNA National Certification Examination (NCE)................................................................ 39

Exposure Incidents................................................................................................................... 39

Section II: Policies Related to Clinical Residency Training.................................................... 40

Student Attestation Regarding Clinical Residency Training Requirements........................... 40

Clinical Rotation Schedule and Assignments............................................................................ 40

Credentialing............................................................................................................................ 41

Criminal Background Checks.................................................................................................... 42

Drug Testing............................................................................................................................. 42

Orientation to Clinical Residency Training.............................................................................. 43

Attendance at Clinical Rotations -- Absences During Clinical Residency Phase II................. 43

Supervision in the Clinical Setting............................................................................................ 45

Appropriate Student Self-Identification in the Clinical Setting............................................... 46

Daily Clinical Assignments......................................................................................................... 47

Professionalism in Clinical Residency...................................................................................... 47

Confidentiality.......................................................................................................................... 48

Call Experience........................................................................................................................... 49

Clinical Experience Record....................................................................................................... 49

Clinical Evaluation Process....................................................................................................... 50

Mentoring and Student Advising During Clinical Residency Training................................... 50

Critical Clinical Incident Reporting........................................................................................... 51

Liability Insurance.................................................................................................................... 51

Resumption of Clinical Residency Training after a Temporary Absence............................... 51

Section III: Programmatic Requirements for Successful Program Completion.................. 52

PROGRAMMATIC REQUIREMENTS FOR PROGRAM COMPLETION:......................................... 53

Patient Safety............................................................................................................................ 54

Perianesthesia......................................................................................................................... 54

Critical Thinking........................................................................................................................ 54

Communication........................................................................................................................ 55

Leadership................................................................................................................................ 55

Professional Role...................................................................................................................... 55

Successful attainment of these competencies and all programmatic requirements is determined by  56

Section IV: Program Administrative Policies & Procedures.................................................. 57

Admissions.............................................................................................................................. 57

Attrition Monitoring................................................................................................................ 57

Budget Process-Program Resources........................................................................................ 58

Clinical Site Acquisition............................................................................................................. 58

Clinical Site Maintenance.......................................................................................................... 59

COA Self-Study Process.............................................................................................................. 60

Complaints Against the Program............................................................................................. 61

Credit Hour Assignment............................................................................................................ 61

Faculty Qualifications & Position Descriptions........................................................................ 61

Faculty Workload Model & Matrix........................................................................................... 63

Graduate Employment Rate..................................................................................................... 64

Organizational Chart............................................................................................................... 65

Program Evaluation Plan--Plans for Purposeful Change and Needed Improvement............. 65

Public Reporting of Program Information............................................................................... 68

Record Retention...................................................................................................................... 69

Appendices.................................................................................................................................. 71

Appendix A: Committees for the Department of Nurse Anesthesia........................................ 71

Appendix B: Course Director Requirements............................................................................ 76

Appendix C: Position Descriptions........................................................................................... 77

Appendix D: Organizational Chart Department of Nurse Anesthesia..................................... 95

Welcome

Welcome to the Rosalind Franklin University of Medicine and Science (RFUMS) College of Nursing (CON) Department of Nurse Anesthesia Program Handbook and Policies! This handbook is designed to provide all students, faculty, and staff with information about the policies that govern performance expectations associated with successful progression through the didactic and clinical components of the Nurse Anesthesia Program.

The policies listed in the Nurse Anesthesia Program Handbook are enforced throughout the program. This Handbook supplements the RFU Student Handbook, and the CON Student Handbook. As such, the Nurse Anesthesia Program Handbook will often refer the student to the CON or RFU Student Handbooks. Ultimately, each student is individually responsible for being informed about the standards contained in these handbooks and for meeting these standards throughout his/her progression in this program. All handbooks are accessible on-line.

The Nurse Anesthesia program delivers in-person didactic education in two locations: Illinois and Colorado. Within this innovative and student-driven approach to learning, the program operates as ONE unified program, with ONE unified leadership and organizational structure, with ONE unified team of RFU Nurse Anesthesia Program faculty, with ONE unified curriculum, with ONE unified set of policies and procedures, and with ONE unified and inclusive community of faculty, students, and staff. When policies within this handbook reference “on-campus”, students attending in-person learning activities in Illinois will participate at the North Chicago/Huntley campus, and students attending in-person learning activities in Colorado will participate at the University of Colorado, Colorado Springs location (unless otherwise specified).

The contents of this handbook are current and supersede previous versions. RFU reserves the right to amend these policies as needed. All policies are subject to change at any time with appropriate notification to the student population of RFU. If you have any questions about any content or contents of this handbook, please direct your comments or concerns to the Program Director.

Section I: General Program Policies

Nurse Anesthesia Mission & Vision

The mission of the Department of Nurse Anesthesia is to prepare and educate diverse nurse anesthetists to provide high-quality care in a competent, equitable, and ethical manner. Our vision: “Together transforming the future of nurse anesthesia, to advance health with individuals, families, and communities”. The Department of Nurse Anesthesia realizes

its mission and vision within a value-driven culture. This culture emphasizes critical thinking and analysis of ideas; commitment to life in discovery; confidence grounded in humility; and personal responsibility for developing excellence.

Accreditation

The Council on Accreditation of Nurse Anesthesia Educational Programs (COA) is a specialized accreditation body that is solely authorized by the Council on Higher Education Accreditation and the U.S. Department of Education to accredit nurse anesthesia programs. The RFU Doctor of Nursing Practice (DNP)-Nurse Anesthesia degree program is fully accredited by COA. In addition, the RFU Nurse Anesthesia Program has been approved by the COA as a Distance Education Program, meaning that it can deliver up to 100% of its didactic curriculum in a distance education format. The program is scheduled to undergo its next accreditation review in 2032. The COA address is: 10275 W. Higgins Rd., Suite 906, Rosemont, IL 60018-5603. The phone number for the COA is: 1-224-275-9130.

The RFUMS Nurse Anesthesia Program is authorized by the Illinois Board of Higher Education to grant the Doctor of Nursing Practice (DNP) degree. Authorization for the DNP degree was originally provided in August of 2014.

The RFUMS Nurse Anesthesia Program is authorized by the Colorado Commission on Higher Education (CCHE) to operate the DNP-Nurse Anesthesia program in Colorado. Provisional authorization was originally provided in July of 2023.

RFUMS is accredited by the Higher Learning Commission of the North Central Association (HLC). RFUMS received HLC accreditation approval to award the DNP in March of 2015. The University is scheduled to undergo its next HLC accreditation review in 2028.

Drug and Alcohol Policy

Nurse Anesthesia students are expected to be knowledgeable of, and in compliance with, the RFU policy on alcohol and/or drug use. These policies are outlined in the RFU Student Handbook. The Department of Nurse Anesthesia follows all the policies as outlined in the handbook. Students in the Nurse Anesthesia program are required to complete annual drug testing. All the clinical rotation sites require results of a drug screen to participate in learning activities within their organization. In addition to the University-based testing, each clinical site may request a random drug screen of any student participating in a clinical rotation.

Substance Use Disorder (SUD) is a serious disease of concern within the anesthesia profession. There are many resources available to students who have a SUD. In addition to the resources available to students through the University, the American Association of Nurse Anesthesiology (AANA) has many additional resources that Nurse Anesthesia students can access. The AANA Peer Assistance helpline (800-654-5167) is available to any student or CRNA member of the AANA and is confidential. The peer assistance advisors can offer a wide range of services to students in a confidential manner. In addition to the helpline, the AANA website https://www.aana.com/practice/health-and-wellness-peer- assistance has many free and confidential resources available to members. Please seek help early if you think you, or someone you know, may suffer from the disease of SUD.

Nondiscrimination Statement

Nondiscriminatory practice is the practice of treating all individuals, including applicant, without regard to race, color, national origin, marital status, sexual orientation, religion, age, or disability, consistent with the law. Applicants are not required to provide information regarding any protected characteristics but may be asked if they can perform the essential tasks or functions of a nurse anesthetist (see Technical Standards). The Nurse Anesthesia Program adheres to all provisions of the University Equal Opportunity/Nondiscrimination policy. This policy can be found in the RFU Student Handbook and is updated annually.

Student Discipline and Dismissal

All policies and procedures related to student discipline and dismissal contained within the RFU Student Handbook and CON Student Handbook, will be followed within the Department of Nurse Anesthesia. The grading and progression policies within this Program Handbook detail student performance that may lead to an academic dismissal from the Nurse Anesthesia program.

Nurse Anesthesia Technical Standards for Admission, Retention, Promotion and Graduation

The following technical standard guidelines are based on those recognized as essential to the study and practice of nurse anesthesia. These guidelines specify the attributes considered essential for completing nurse anesthesia training and for enabling each graduate to enter clinical practice. Effective stress management skills, and unquestionable dependability in attendance, are also key attributes of successful graduates and practicing Certified Registered Nurse Anesthetists (CRNA).

All students must possess the intellectual, physical, and emotional capabilities necessary to undertake the required curriculum in a reasonably independent manner without having to rely on intermediaries, and that all students must be able to achieve the levels of competence required by the program goals and objectives.

What is the Role of a Certified Registered Nurse Anesthetist (CRNA)?

A CRNA provides care for patients undergoing anesthesia across the lifespan, at all acuity levels, and having surgery of varying complexity, by:

●      Performing a history and physical assessment

●      Participating in preoperative teaching and management

●      Preparing for anesthetic management

●      Administering the anesthesia

●      Managing recovery from anesthesia

CRNAs provide services in conjunction with other healthcare professionals such as surgeons, dentists, podiatrists, and anesthesiologists (http://www.aana.com).

To perform these role-related competencies, a Student Registered Nurse Anesthetist (SRNA) must possess abilities and skills that are observational, communicational, motor, intellectual-conceptual (integrative and quantitative), as well as appropriate behavioral and social skills. The use of a trained intermediary is not acceptable in any clinical situation in that it implies that the judgment of the trainee must be mediated by the powers of selection and observation of a third party.

Observation

The SRNA must be able to acquire a defined level of required information as presented through demonstrations and experiences in the basic and applied clinical sciences.

Furthermore, a candidate must be able to:

●  Observe a patient accurately, at a distance, and close at hand, with or without medical instrumentation. Acquire information from written documents. Visualize information in images from paper, films, slides or video.

●  Interpret radiographic and other images, in digital or analog representations of physiologic phenomena such as electrocardiograms.

●      Interpret physiologic data from a variety of electronic resources including, but not limited to, physiologic monitors, LCD displays, auditory cues and alarms, and auscultatory devices.

Such observation and information acquisition necessitates the functional use of visual, auditory and somatic sensation while being enhanced by the functional use of other sensory modalities or an alternate means and or abilities to acquire and demonstrate essential information.

Communication

The SRNA must be able to speak (or the functional equivalent), hear and observe patients by sight and sound in order to elicit information, describe changes in affect or physiological status. The SRNA must be able to communicate effectively and sensitively with patients and their families. Anesthesia providers have limited time to establish rapport with their patients, since most surgery is performed on a same-day admission or outpatient basis.

Communication includes speech and writing (or the functional equivalent). The SRNA must be able to communicate effectively and efficiently in oral and written forms with all members of the healthcare team.

Motor

The SRNA must possess the motor skills to directly gather physical assessment data, e.g., palpation, percussion, auscultation and other diagnostic and therapeutic maneuvers, as well as basic laboratory tests. The SRNA must be able to execute motor movements reasonably required to provide general and emergency health care, including airway management, placement of venous access devices, performance of neuraxial and peripheral regional anesthesia blocks, stand for long periods of time, and assist with movement of anesthetized patients. Such actions require coordination of both gross and fine muscular movements, equilibrium and functional use of the senses of touch and vision.

Intellectual

The SRNA must be able to rapidly measure, calculate, reason, analyze, integrate and synthesize clinical information, often in stressful situations. The SRNA must be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures. Critical thinking necessary for effective clinical decision making requires these intellectual and psychological skills. In addition, these skills are often required simultaneously in the clinical arena. The SRNA must be able to demonstrate scholarship skills including, but not limited to, the ability to perform extensive literature searches, critically appraise the available research evidence, synthesize information from diverse formats and sources, and cogently express understanding of complex concepts in both verbal and written forms, all while demonstrating high professional, personal, and intellectual integrity.

Behavioral and Social Attributes

The SRNA must possess the emotional health required for full utilization of their intellectual abilities, be able to exercise good judgment, accomplish prompt completion of all responsibilities related to anesthesia care, and the ability to develop mature, sensitive, and effective relationships with patients and colleagues. The SRNA must exercise good judgment and situational awareness. SRNAs must be able to contribute to collaborative, constructive learning environments; accept constructive feedback from others, and take personal responsibility for making appropriate positive changes. The SRNA must be able to tolerate physically taxing workloads and to function effectively under stress. The ability to adapt to a rapidly changing environment, display flexibility, and learn to function in the face of uncertainties inherent in complex clinical scenarios is essential. Compassion, integrity, altruism, interpersonal skills, interest and motivation are all personal qualities that are assessed during the admission process and then repeatedly during the program of study.

Accommodations

The College of Nursing (CON) has developed the above list of Technical Standards of behavior in order to define the “essential requirements” of its Doctor of Nursing Practice- Nurse Anesthesia curriculum. In decisions on admission, evaluation, promotion, and graduation of any person, and especially an applicant or student with a disability, it is the obligation of the student to meet these minimum technical standards, with or without reasonable accommodations.

For further information on these Technical Standards and the procedures for their implementation, interested persons are encouraged to contact the ADA Coordinator at 847- 578-8482 or ADA.coordinator@rosalindfranklin.edu.

Department of Nurse Anesthesia Committees

Appendix A contains a detailed description of the purpose, responsibilities, membership, and meeting schedule for the Department of Nurse Anesthesia committees. Students learning from any location have an opportunity to serve on designated committees within the Department, as committee meetings are conducted using virtual meeting technology. Below is a brief synopsis regarding each of the DNA committees.

Program Standards & Benchmarks Committee

Provides input to the Nurse Anesthesia Program from constituencies with which it interacts, including representation from the public. The program will be evaluated relative to its stated mission, vision, key outcomes measures, and objectives by stakeholders who participate as a member of this committee; assists in ensuring programmatic compliance with COA Institutional Standards, Policy Standards, and Evaluation Standards. Members include students, faculty, staff, alumni, and a public member.

Curriculum Committee

Assists in ensuring that the curriculum prepares graduates for the full scope of nurse anesthesia practice; reviews the curriculum to ensure it is relevant, current, comprehensive, and meets commonly accepted national standards for similar degrees; seeks to ensure that the teaching-learning environment promotes the achievement of educational outcomes driven by the mission of Rosalind Franklin University Nurse Anesthesia Program and fosters student learning, professional socialization and faculty growth. Helps to ensure programmatic compliance with COA Curricular Standards.

Members include students, faculty, and alumni.

Clinical Education Committee

Participates in all aspects of planning, executing, and evaluating clinical instruction in the program; assists in ensuring programmatic compliance with COA Clinical Site Standards. Members include students, faculty, and alumni.

Research, Scholarship & Awards Committee

Promotes and supports translational research activities of faculty and students; evaluates the overall quality of translational research activities within the program; and plans, implements, and evaluates a program to recognize students through scholarship monies and department-level awards. Membership includes students, faculty, and alumni.

Admissions Committee

Designs the process related to the selection of students for the program; reviews results of survey data from prospective students related to open house attendance, or the experience of interviewing. Helps to ensure programmatic compliance with COA Student Standards for selection and admission. Members include students, faculty, and alumni.

Academic Review

Monitors the academic and clinical progression of students in the program, identifies students at risk of academic or clinical failure, and recommends remediation strategies that are consistent with university policies and procedures. Monitors overall student

persistence and completion data/results and reviews the results of programmatic assessment activities relates to the academic progression of students.

Diversity & Inclusion

Promotes increased diversity and inclusion in the Nurse Anesthesia program; recommends strategies to both recruit, and retain, students that contribute to the diversity of the CRNA profession. Members include students, faculty, and alumni.

“Marmoset” Health and Wellness Committee

Promotes wellness, kindness, and generosity within the students of the Nurse Anesthesia program; recommends strategies to help manage stress and increase the well-being, and success, of students throughout the program. Members include students, faculty and alumni.

Department of Nurse Anesthesia Awards

Students learning from Illinois and Colorado program locations can be considered for a Department of Nurse Anesthesia award. Award recipients are selected by the faculty during each cohort’s final quarter of study and are presented during the final return to campus session for NNAS 719 Clinical Seminar. A brief description of each award is provided below:

Agatha Hodgins Award for Outstanding Accomplishment

This award is presented to the nurse anesthesia graduate who has demonstrated dedication to excellence and outstanding achievement in both academics and clinical practice.

Alice Magaw Award for Outstanding Clinical Practice

This award is presented to the nurse anesthesia graduate who has demonstrated outstanding achievement in clinical practice.

Ira P. Gunn Award for Professional Advocacy

This award is presented to the nurse anesthesia graduate who, through leadership and/or personal effort, has made a significant contribution to the preservation and advancement of the nurse anesthesia profession through legislative, legal, and/or regulatory efforts.

John F. Garde Award for Leadership

This award is presented to the graduate who has demonstrated outstanding leadership.

Sister Mary Bernard Award for Outstanding Focused Clinical Achievement

This award is presented to the graduating student who has demonstrated outstanding achievement in a focused area of clinical practice.

Didactic Education Description

The first 18 months of the Nurse Anesthesia program entail didactic study and simulation experiences. Didactic education in the Nurse Anesthesia curriculum is delivered by distance education and in-person education, with ONE unified set of courses completed by each cohort (ONE syllabus per course) regardless of the location of the student. The didactic portion of the curriculum is further divided into two portions, with courses offered primarily through distance education during the first 9 months (Quarters 1-3). Students may complete this portion of the program from any location and attend a limited number of in-person class sessions at the North Chicago or Colorado Springs locations. During the second nine months of the didactic phase (Quarters 4-6), students will participate in regular in-person class sessions with core faculty at the North Chicago campus, Huntley simulation center, or Colorado Springs locations. These in-person activities provide robust instruction on anesthesia pharmacology and principles of anesthesia, which are reinforced during weekly or bi-weekly simulation lab learning sessions.

At the time of the offer of acceptance, students will be informed of the intended primary location for in-person didactic education at either the Illinois (RFU, North Chicago and Huntley, IL) or Colorado (University of Colorado, Colorado Springs, CO) locations. Students will be expected to complete their in-person learning activities at the assigned location.

Most students attending RFU will be based in Illinois, with a smaller specified number of students in each cohort who may complete the majority of their didactic in-person education in Colorado. However, throughout the 36-month curriculum, all students within a cohort will participate together for five key events at the North Chicago campus. These activities are intended to create a cohesive cohort, allow engagement with classmates and faculty, foster social engagement, and provide opportunities to explore the resources of the main campus.

Clinical Residency Description

In addition to the didactic requirements of the program, students are required to complete NNAS 810-860 Clinical Residency (final 18 months of the program). At the time of the offer of acceptance, students will be informed of the intended primary location for their clinical residency training: 1) Illinois/Wisconsin/Indiana; or 2) Colorado. To obtain required

specialty cases, any student may need to complete clinical rotations distant from their assigned primary location. Transition from didactic to clinical residency training, requires successful completion of all prior coursework including achievement of a minimum score (as detailed in the related course syllabi) on key summative assessments occurring in Quarter 6 of the DNP Nurse Anesthesia degree plan. Prior to completion of the clinical residencies, students must have administered a minimum of 650 cases and meet all the required COA clinical experiences. These include clinical experiences required for graduates to be eligible to apply for the National Certification Examination (NCE) for Nurse Anesthetists given by the National Board of Certification and Recertification of Nurse Anesthetists (NBCRNA). The clinical residencies are structured to allow the novice student to progress gradually to become a competent, entry-level anesthesia provider upon graduation. During the clinical residency, students work in various settings under the supervision of clinical preceptors/clinical faculty who may be either CRNAs or anesthesiologists. Clinical preceptors provide daily clinical instruction, guiding student progress in a wide array of clinical situations.

Clinical residencies involve exposure to chemical, radiation and infectious hazards, as well as extended hours (no more than an average of 64 hours per week), with start times as early as 0500; evening, night, on-call, and weekend shifts are common and may involve long work shifts. Many surgical procedures essential to training may last for 3 or more hours; in emergency situations, patients may need to be moved, turned or resuscitated, necessitating short periods of bending, lifting, reaching, squatting, or straining. Students in residency must be able to transport themselves and patients from one location to another, in a timely fashion, in order to facilitate patient care responsibilities and training. During clinical training, facial hair must be maintained in a way so as not to interfere with a mask or respirator seal; all residents must adhere to University Student Health and Centers for Disease Control (CDC) guidelines for proper fitting of a mask. Residents must contact the University ADA Coordinator regarding requests for medical exceptions, or student.affairs@rosalindfranklin.edu for any religious exemptions.

A detailed description of the policies pertaining to the clinical residency are outlined in the Clinical Residency section of this Handbook.

DNP Student Files

An electronic student file is established for each student upon matriculation into the program. The file will be shared with the student, and involved faculty members, using the shared Department Drive. This file will serve as the repository for many important documents gathered during the program, including but not limited to:

•  Student Resume/CV

•  Academic & Personal Integrity-Code of Conduct Pledge

•  Acknowledgement Forms

•  Attestation Regarding Requirements for Clinical Residency Training

•  Anesthesia Care Plans

•  Quarterly Reflections and Self-Evaluations

•  Doctoral Project work

•  Formative and summative clinical evaluations

•  Evidence of completion of required AANA learning modules

•  Evidence of other continuing education

•  NBCRNA Transcript, including final Typhon Clinical Case Log

Licensure & Certification Requirements During Clinical Residency

Prior to beginning clinical residency training: 1) Students residing in Illinois will be required to obtain both an Illinois RN license, and an RN license from a second state, at student cost (second state will be assigned by the program based on clinical residency region) and must keep both licenses current throughout the duration of their clinical residency training; 2) Students residing in an multistate RN compact state (including Colorado, Wisconsin and Indiana) must obtain both their multistate RN license and an Illinois single-state RN license (at student cost) and must keep both licenses current throughout the duration of their clinical residency training. Due to the timeframe required to successfully complete the licensure process in any state, students should begin this process no less than 12 months prior to the start of clinical training. Selected students (due to clinical placement assignments) may be asked to obtain RN licensure in an additional state(s); the cost of such additional licenses will be borne by the Department of Nurse Anesthesia.

Students must obtain current Basic Life Support (BLS), Advanced Cardiac Life Support (ACLS), and Pediatric Advanced Life Support (PALS) certifications prior to the start of any clinical residency and must maintain these certifications throughout the clinical phase of the program.

Temporary Disruption of Clinical Training Rotations During NNAS 810-860

In the event of an unplanned or emergency temporary disruption in scheduled clinical training rotations, planned learning activities may be modified to incorporate alternative course content and distance learning for content delivery. Such alternative content will be targeted toward student achievement of the course outcomes and objectives. Formative

and summative evaluation methods/tools may also be modified but will still be designed to measure course outcomes. Regardless of modifications in course content, learning activities, delivery method, or method of assessment, students will still be required to complete all Council on Accreditation of Nurse Anesthesia Program required minimum clinical hours and case requirements to receive a grade of “Pass” in NNAS 860.

Departmental policies regarding the “Academic Calendar-Time Off” and “Absences” may be suspended during this temporary disruption. Students will not be expected to use vacation time during such an unplanned/emergency temporary disruption in clinical training rotations but will be expected to complete all required learning activities and assignments and achieve a grade of “Pass” per the course grading rubric.

Academic Calendar-Scheduled Time Off Provided during the Program

The Department of Nurse Anesthesia follows the RFUMS academic calendar for its holidays and quarter breaks during the didactic component of the program (Phase I). During the clinical component of the program (Phase II), residents will be assigned days for time off; specific dates for each cohort will be announced during the Clinical Orientation sessions that occur in the sixth quarter of DNP study. In addition, residents in clinical training will be given time off for all holidays during which the operating room is not scheduling elective cases. A total of 3 personal days may also be requested off during Phase II of the training program; no personal days may be used during the last 30 days of clinical residency. These requests must be made at least 60 days in advance, in writing, through the Coordinator of Clinical Education or the Administrative Director. Approved requests will be communicated with the site directly by the program; only full days off will be granted. No time off will be approved during the first Clinical Residency rotation. Time off requests should not be considered approved until the student has received written notice. Use of sick days will reduce available personal days (see Section II: Clinical Residency Training “Unexcused Absences or Tardiness”).

Should a student miss any scheduled clinical days, his/her program will be extended to compensate for the missed days before being recommended for graduation/program completion. See “Attendance at Clinical Rotations” for additional details regarding the maximum allowable missed days for clinical education.

Academic & Personal Integrity Policy, Plagiarism & Examination Rules

The Rosalind Franklin University (RFU) Department of Nurse Anesthesia operates in accordance with the RFU academic integrity policy outlined in the most updated RFU Student Handbook, including the RFU Student Conduct Policy. It is incumbent upon every

member of the community to uphold the highest levels of academic and personal integrity. Violations of personal integrity include conduct that reflects dishonesty, deception, or a lack of ethical integrity. Violations of academic integrity include cheating, fabrication, plagiarism, redundant submissions, and unauthorized examination behavior. Cheating includes retention, possession, copying, distribution, disclosure, discussion, or receipt of any examination, assessment or assignment question, by written, electronic, oral or other form of communication, including but not limited to emailing, texting, electronically posting copying (including via screenshot), or printing of electronic files, and reconstruction through memorization and/or dictation, before, during, or after an examination; this conduct is strictly prohibited and represents a violation of academic integrity. Students may anonymously report violations of academic and personal integrity via an electronic report form located on the NA Student Portal.

A list of definitions for these and other violations can be found in the RFU Student Handbook. Violators of this academic and personal integrity policy may be subject to disciplinary action as noted in the Handbook, up to and including dismissal from the Nurse Anesthesia program.

Examination rules for the Department of Nurse Anesthesia include the following:

•  All backpacks, briefcases, bags and purses must be left at a designated area in the testing room, or otherwise not brought into the testing room.

•  Students may not possess or use any electronic device during a testing session, including any mobile device/phone, tablet, computer, or smart watch.

•      Students may not use headphones, Air Pods, or any other listening device during the testing session.

•      Student may not have in their possession any document or material containing notes during a testing session, other than scrap paper provided by the exam proctor.

•      Students may not acquire any images of testing materials by any means during an examination session, or during an examination review session.

If any student is suspected of violating academic integrity during an exam or exam review, the faculty/staff proctor will have the right to ask the student to immediately stop the examination and leave the exam area/remote exam meeting. Behaviors that may result in suspicion of cheating include, but are not limited to: sharing information with other students about examination questions; looking at another student’s exam; looking at another student’s computer/tablet screen; and/or possessing “cheat sheets” or test-related notes, utilizing other electronic resources, refusal to show the proctor the testing environment, turning off the remote camera (remote proctored testing), or other materials for use during the exam. Once dismissed from an exam, the student will be subject to the RFU policy on suspected violations of academic integrity; if an investigation by designated

University officials results in a finding that the student did violate academic integrity, they will receive a grade of “F” for the involved course and will be subject to dismissal pending due process.

Students who do not wish to adhere to the requirements associated with a remote proctored examination must notify the course director in advance of the exam so that arrangements can be made for an in-person proctored examination; Illinois-based students will complete any in-person proctored examinations at the RFU North Chicago or Huntley campuses, while Colorado-based students will complete any in-person proctored examinations at the University of Colorado, Colorado Springs.

Students are not expected to leave the exam area/remote testing session until they are finished with their exam. If a student does leave the exam area before finishing their exam, they will receive the grade earned at the time of their departure (no credit for unanswered questions). Those students who do not anticipate being able to finish their exam in the time allotted must contact the Course Director, at least one week in advance of the scheduled exam session, to make alternative arrangements. Due to the disruptive effect on other exam-takers, students will not be admitted to an exam session after the exam starts.

It is the student’s responsibility to contact the Course Director if they have advance knowledge of the need to miss an exam. The opportunity for a make-up exam for any missed test or quiz will be at the discretion of the Course Director; students who are provided an opportunity to complete a rescheduled/make-up exam will receive an alternate version of the original exam, with different questions and question types covering the same content. If a student fails to take an on-line quiz during the allotted time period, the student will receive a 0% for that quiz.

Department of Nurse Anesthesia Code of Conduct

With input from both students and faculty, the following guidelines were established to

form a “Code of Conduct” for members of the RFU Nurse Anesthesia community:

•  Define how YOU will display professionalism--it must include behaviors in both didactic and the clinical arena

•  You never get a second chance to make a great first impression -- be mindful about what you say to students outside of our program because it could set the tone for how they view our profession as nurses and CRNAs in the future.

•  Stay positive.

•  Be inclusive: Competition between classmates is not acceptable.

•  Be open, honest, and considerate when dealing with classmates.

•  Do not harass: Harassment includes (but not limited to) mockery or defaming comments to classmates or faculty about another classmate, and/or comments based on religion, race, sex, socioeconomic status, academic status, or disability.

•  Competition is only with self--not with your other teammates.

•  Be kind to each other. You all will be together for 36 months. Being kind to each other can greatly decrease the stress of the program.

•      Be humble. All of you are the best of the best. Understand that anesthesia school is a new journey, requiring a new set of skills.

Social Media Policy

Student may not post any material on any social media platform that contain images from any clinical site, or that contains any information about clinical educational experiences at the site. Due to the potentially serious adverse consequences of this behavior—for the student, Department, and the University—students posting such material may be

immediately removed from their clinical rotations, may receive an “F” failing grade for the

rotation, and may be subject to dismissal from the program pending due process.

Student Commitment to Academic and Personal Integrity & Code of Conduct

At the time of matriculation and orientation to the DNP Nurse Anesthesia Program, all students will be informed about the department’s academic and personal integrity policies and Code of Conduct. All students will sign a pledge to commit to abiding by these policies throughout their time in the program.

Department of Nurse Anesthesia Grading Policies

Students who do not meet established departmental grading requirements, or who withdraw from a course with a failing grade, will be subject to dismissal pending due process as outlined in the CON Student Handbook.

To earn a passing grade a student must achieve:

●      A grade NO lower than “B” in all courses.

●  A cumulative grade point average (GPA) of 3.0 (on a 4.0 scale) for each academic quarter throughout the length of their enrollment. If a student’s GPA should fall below 3.0 at any point during their DNP study, the student will be placed on academic probation. Students on academic probation will have no more than two subsequent quarters to achieve a GPA of 3.0.

In all Core Advanced Practice Nursing science and specialty-track courses (NNAS 701, 702, 703, 710, 720, 721, 722, 763; NDNP 725, 752, 753, 754, 755), students must achieve a

minimum average score of 79.50% or higher on all summative examinations/assessments in each course to receive a passing grade. This requirement is necessary to ensure that students possess knowledge, in each content area, necessary for safe competent anesthesia practice. Provided the minimum average examination score of 79.5% is achieved, individual Course Directors may, at their discretion, provide additional opportunities to earn points toward a final course grade. Please refer to Program Handbook section entitled “Progression of Nurse Anesthesia Students” for information about remediation of assessments, or courses, within the DNP-Nurse Anesthesia curriculum.

Pass-Fail grading for the Clinical Correlations (NNAS 711, 712, 713) is established in the course syllabi for those courses.

Pass-Fail grading for the Doctoral Project course series is established in the Doctoral Project Guide and in the course syllabi for those courses. Timely completion of all project work is critical for keeping the project on track, so that the student(s) can be successful in the prescribed timeline of the DNP program of study. To achieve a passing grade, all assigned work must be completed and approved by the project advisor and course director by the established due date. Revisions in any doctoral work product, requested by the advisor or course director must be completed (resubmitted and approved) prior to the end of the quarter/course. Students faced with extenuating circumstances, may request an extension of a due date through advance communication with the project advisor and course director. Extending any due date is at the discretion of the course director.

Student(s) who request extensions for DNP project work may be removed from clinical training so that the work can be completed. Any missed days of clinical training related to completion of doctoral project work (not including any scheduled on-campus DNP Workdays) will be made up at the end of the clinical training calendar. Failure to adhere to published due dates for doctoral project work will result in a grade of “F”-failure for the course, or an “I”-incomplete; a request for an “I”-incomplete grade MUST be initiated by the student(s) BEFORE the end of the academic quarter and will be approved based on the University criteria for an incomplete grade notation. Failure of a DNP project course (grade of “F”) may require that the course be repeated, which may extend the DNP program of study.

Late Assignments (except for doctoral project deliverables): Without prior approval from the course director for a late submission, or a documented emergency that prevents a student from submitting an assignment on time, due dates and times will be enforced and late submissions will be penalized with a 15% automatic reduction in the grade for the

assignment. Late work will only be accepted within 3 business days of the original due date. For example, written work that is due on Friday will not be accepted after midnight on Wednesday. Work that is due on Sunday will also only be accepted until midnight on Wednesday. After that time, the gradebook will reflect 0 points for that assignment.

Discussion boards close automatically and will not accept late submissions.

Students who fail to submit two consecutive assignments in a course, or who otherwise fail to actively engage in a course for two consecutive weeks, may be administratively withdrawn by the course director.

Faculty feedback/grading for written assignments will generally be received within 7 days of submission.

If the student has a disagreement about their grade or evaluation, the student should put their objections in writing (e-mail is acceptable) with supporting evidence where appropriate and send it to the Course Director. If the issue cannot be resolved with the Course Director, then the process of appeal will continue as stated in the CON Student Handbook.

Grading for NNAS 810-860 Clinical Residency Courses

Successful completion of any Clinical Residency course (NNAS 810-860) is contingent upon meeting expectations for all clinical residency objectives/performance indicators and completing/submitting required documents. Minimum requirements to receive a passing grade for each Clinical Residency course include:

1.     A “PASS” grade on quality care plans as determined by the faculty mentor (required number of care plans to be completed is also determined by the faculty mentor).

2.     Submission of a minimum of 2 formative evaluations per week are required for each clinical residency (8 per month; 6 per month when a vacation week occurs). These evaluations should be submitted using the electronic Qualtrics survey tool.

3.     Achievement of ratings on summative evaluation performance indicators, for each residency, that demonstrate progress toward clinical competency/proficiency. Minimum expected ratings (based on months of training) are included on the Clinical Summative Evaluation tool and are described in the NNAS 810-860 course syllabi.

4. Completion of an evaluation for each clinical site.

5. Completion of preceptor evaluations for each clinical site (3-5 requested).

Clinical coordinators may dismiss a student from the clinical area for violations of professional standards, or for violations of program policy and standards for

“Professionalism in Clinical Residency”. Examples of such behavior include but are not limited to: failure to contact the clinical coordinator at least one week before the start of a rotation; lack of dependability in attendance for assigned clinical shifts, failure to prepare for assigned clinical cases; inability to work effectively and safely with assigned clinical preceptors; failure to report to the clinical site, or notify the clinical site/program office of absences per program policy; or patient safety violations. Clinical performance or behavior that represents violations of patient care standards, and/or poses a patient safety risk, will result in immediate removal of the student from the clinical rotation. Students may be assigned a failing grade and be subject to dismissal prior to completing the clinical residency due to: (1) egregious ethical violations, including violations of social media-related policies or use of a mobile device for personal use during the provision of patient care; (2) egregious patient safety violations that result in near misses or negative patient outcomes (including violation of safe injection standards), and/or (3) failure to comply with patient management orders dictated by the supervising nurse anesthetist or physician anesthesiologist.

The overall evaluation of a student’s clinical performance, and determination of a student's grade for each residency, will be informed by: 1) formative evaluations; 2) the summative evaluation; 3) clinical preceptor communications with program faculty; 4) program faculty communications with the student; 5) number and type of performance indicators that are below expectations; 6) progress toward achievement of performance indicators; and 7) performance in the simulation lab as required (Illinois-based students observed in the labs in North Chicago/Huntley, and Colorado-based students observed in the labs in Colorado Springs—using standardized assessment tools and benchmarks for performance). The

program administrators have the right and responsibility to determine each student’s final grade. In accordance with the policies and procedures of the College of Nursing, and the Department of Nurse Anesthesia, students receiving a failing grade of “F” in any Clinical Residency course are subject to dismissal from the program.

The summative clinical evaluation is used to evaluate student performance at the end of each clinical rotation. It is possible to meet the expectations of the clinical rotation but have identified issues, either professional or knowledge based, that can jeopardize clinical progression. Consistent concerns related to professionalism or foundational knowledge documented on evaluations by preceptors can trigger an in-person meeting (either in Illinois or Colorado, based on location of attendance) to review student performance. These patterns of evidence may trigger a focused clinical evaluation and remediation plan or subject the student to dismissal from the program.

Progression of Nurse Anesthesia Students

A.        Conditions for Advancement

A student may advance to the next academic year if the student:

1. Has successfully completed all requirements for the current year,

2.     Has no physical or mental condition that would prevent them from assuming the responsibilities of the next academic year and performing the essential functions of a nurse anesthesia students as described in the technical standards section of the Nurse Anesthesia Program Handbook, and,

3.     Is on track to graduate in the time frame as described in section B; if a delay in progression results in an inability to complete the program within 5 years of matriculation, the student will be subject to dismissal pending due process.

B.         Standards of Performance for Satisfactory Academic Progress

1.     DNP-NA Standards of Performance are designed to support student success in the program. Early identification, and early intervention, for “at-risk” students is critical for on-time successful program completion.

2.     Students earning 79.5-82.5% on any written examination are considered “at- risk” for on time successful completion of the DNP-NA program. Such students are required to schedule an appointment with the Director for Student Support to discuss strategies and recommendations for improved learning.

3. Written Examination Failures (final score of 79.49% or less) require the following student actions and/or consequences:

i.         Failure of any written examination: Student must

1.     Contact the Course Director for guidance.

2.     Schedule an appointment with the Director of Student Support.

3.     Schedule an appointment with RFU Academic Success staff.

4.     Schedule an appointment with their assigned Faculty Mentor.

ii.          Failure of two (2) written examinations in any quarter, across courses, will result in the student receiving an Academic Warning notice.

iii.          Additional exam failures may result in Academic Probation

C.         Academic Warning:

A student who is not meeting the standards of satisfactory academic progress will receive a written notification of an academic warning. The academic warning will outline the expectations for improved academic performance. Remediation of

specific content areas or skills may be required as a condition of the academic warning. Non-compliance with the expectations outlined in the academic warning may result in Academic Probation.

D.        Academic Probation:

The student who is not meeting the standards for satisfactory academic progress as detailed above, will be placed on Academic Probation. Being placed on academic probation indicates that the student may require additional remediation to help ensure their success in meeting the program’s graduate standards/competencies.

The Academic Review Committee will convene to consider a plan of remediation. The student’s assigned Faculty Mentor will participate in the meeting. The Academic Review Committee may request to meet with the student as well, to identify an appropriate plan for remediation. The student will receive written notification of their probation status and the expectations for improved academic performance. During a period of Academic Probation, the student is encouraged to meet regularly with their Faculty Mentor and the Director of Student Success.

Probationary status will be assessed at the end of the following quarter(s) by the Academic Review Committee to determine if the student is making satisfactory academic progress and if the Academic Probation status can be removed. Students will have a maximum of two quarters to demonstrate satisfactory academic progress such that they may be taken off Academic Probation.

If the student fails to comply with the terms of the academic probation or is unable to demonstrate satisfactory academic progress within two quarters after the initiation of Academic Probation, the student may be subject to dismissal from the program, pending due process as outlined in the College of Nursing Student Handbook.

E.         Conditions for Recommendation of Graduation

1.     Students who meet the following conditions will be recommended for the Doctor of Nursing Practice-Nurse Anesthesia degree:

a)    Satisfactorily complete the Doctor of Nursing Practice (DNP)-Nurse Anesthesia curriculum as prescribed by the Department of Nurse Anesthesia

b)    Comply with all requirements and policies enacted by the Department of Nurse Anesthesia

2. A student admitted to the Nurse Anesthesia degree program is expected to graduate in three academic years.

3.     If there is a delay in progression, all didactic and clinical requirements must be completed, and the student must be eligible to earn the DNP-Nurse Anesthesia degree, within 5 consecutive calendar years from the date of matriculation into the program or be subject to dismissal.

4.     Students who meet the above conditions will be endorsed for graduation by the Nurse Anesthesia faculty.

F.        Remediation:

Remediation represents an opportunity for a student to demonstrate mastery of content and concepts that the student previously failed to demonstrate, by meeting the minimum performance standards as stated in the course syllabus.

Remediation of Didactic Content:

1. Remediation of a failed assessment:

The opportunity to remediate an assessment or assignment before a final course grade is determined is at the discretion of the course director, as detailed in the course syllabus. Key considerations in support of a decision to allow remediation of an assessment include:

•  Achievement of a passing grade (79.5% or higher) on the majority of examinations/assessments/assignments in the course; students who fail more than one examination in a course, and earn a failing course grade, are not eligible to remediation one failed assessment.

•  Attendance of all required class sessions (virtual or in-person at the location indicated in the course syllabus)

•  Attendance at optional class sessions (including virtual office hours), or guided practice opportunities (available to students in both Illinois and Colorado)

•      Active participation in class discussions

•      Active participation in a study group(s) (virtual or in-person)

•      Active participation in tutoring activities (virtual or in-person)

•      Timely completion of all required assignments

•      Timely completion of all required learning activities

•  Demonstration of emotional intelligence skills, including stress management, interpersonal communication, and problem solving

•  Seeking out further guidance/assistance from course director/faculty mentor, and following through on recommendations

•      Utilization of RFU Academic Support Services, and/or other Student Support services as indicated (all available virtual/remotely)

a.          Students that are offered an opportunity to remediate an assessment or assignment must finish the remediation no later than the beginning of the next quarter. Students will have the failing pre-remediation grade entered onto their transcript until the remediation has been completed; once the remediation process is complete, the final grade earned post-remediation will be entered into the student’s transcript.

i.                  If the remediation period is extended, the student’s progression in the program may be impacted as well as their intended date of program completion.

ii.                   Students must demonstrate mastery of didactic content, as outlined in the didactic course syllabi, before transitioning to clinical residency training. Students that require remediation beyond the scheduled transition to clinical training will have their program of study extended by the length of the remediation period. Delayed graduation due to failed assessment(s) and/or an altered schedule may have financial aid implications, including additional tuition.

b.         Students may not remediate more than one assignment or assessment in any course.

c.          Failure to remediate the assessment with a passing grade, or failure to meet any requirements will place the student subject to dismissal pending due process procedures as outlined in the College Student Handbook.

2. Remediation of a Failed Course:

a.          All courses in the current academic year should be passed before progressing to the next academic year.

b.         A course failure will result in a review of student progression and advancement by the Academic Review Committee to determine student eligibility for remediation of their course grade; this review will incorporate the input of the involved Course Director. Key considerations in support of a decision to allow remediation of a course include:

•  Achievement of a passing grade (79.5% or higher) on the majority of examinations/assessments/assignments in the course

•  Achievement of no less than 74.5% average exam score within the course.

•  Attendance of all required class sessions (virtual or in-person at the location indicated in the course syllabus)

•      Attendance at optional class sessions (including virtual office hours, or guided practice opportunities (available to students in both Illinois and Colorado)

•      Active participation in class discussions

•      Active participation in a study group(s) (virtual or in-person)

•      Active participation in tutoring activities (virtual or in-person)

•      Timely completion of all required assignments

•      Timely completion of all required learning activities

•  Demonstration of emotional intelligence skills, including stress management, interpersonal communication, and problem solving

•  Seeking out further guidance/assistance from course director/faculty mentor, and following through on recommendations

•  Utilization of RFU Academic Support Services, and/or other Student Support services as indicated (all available virtual/remote)

c.          If the review process results in a decision to allow the student to remediate the failed course, the student is required to meet with Financial Aid (available virtual/remote) to discuss their individual academic situation BEFORE PROCEEDING WITH ANY SUBSEQUENT COURSEWORK. Students who are remediating a failed course grade may not be eligible for financial aid during their remediation.

d.         If the review process results in a decision to allow the student to remediate the failed course, two options may be offered:

1. Option 1: A student may be offered the option of retaking the course again. Due to the foundational theory provided in the established course sequence, this option is NOT available for core anesthesia courses (NNAS 701-703, 711-713, 720-722). Students who are retaking a course for a grade are not eligible for remediation of that course.

2.     Option 2: A student may be offered an opportunity to remediate the course grade by demonstrating mastery of all key content within the course by successfully completing assigned assessment(s).

3.     Students who are offered the opportunity to remediate a course grade (through course retake or assessment) will have the failing pre- remediation grade entered onto their transcript until the remediation has been completed; once the remediation process is complete, the final grade earned post-remediation will be entered into the student’s transcript.

4.     Students must demonstrate mastery of didactic content, as outlined in the didactic course syllabi, before transitioning to clinical residency training. Students that require remediation beyond the scheduled transition to clinical training will have their program of study extended by the length of the remediation period. Delayed graduation due to a failed course(s) and/or an altered schedule may have financial aid implications, including additional tuition.

5.     Students who are unable to achieve a passing course grade following remediation will have a grade of “F” entered for the course and will be subject to dismissal pending due process.

e.          If the review process results in a decision to recommend dismissal rather than remediation, a grade of “F” will be entered into the student’s transcript, and the student will be subject to dismissal pending due process as outlined in the College Student Handbook. Dismissal proceedings may be conducted virtually, or in-person at the student’s location of in-person class attendance (Illinois-based at North Chicago; Colorado-based at Colorado Springs) based on student preference.

f.           Students may not remediate more than one core anesthesia course grade (NNAS 701-703, 711-713, 720-722) during the DNP-Nurse Anesthesia program.

g.         Students may not remediate a course grade in more than two courses during the entire DNP-Nurse Anesthesia program.

3. Remediation During Clinical Residency (Clinical Seminar and Clinical Residency courses) Remediation of a Failed Clinical Seminar Course (NNAS 714-719)

1.    A course failure of a Clinical Seminar course will result in a review of student

progression and advancement by the Academic Review Committee to determine

student eligibility for remediation of their course grade; this review will incorporate the input of the involved Course Director. Key considerations in support of a decision to allow remediation of a Clinical Seminar course include:

a.          Adherence to the Academic Integrity Pledge and Program Code of Conduct

b.         Demonstration of professionalism as defined in the Program Handbook

c.          Pattern of achievement in all prior coursework

d.         Achievement of a passing grade on the majority of examinations, assessments, and assignments in the course

e.          On-time attendance of all required class sessions (virtual or in-person at the location indicated in the course syllabus)

f.           Active participation in class discussions

g.         Timely completion of all required assignments and testing

h.         Timely completion of all required learning activities

i.            Timely completion of all doctoral project coursework

j.            Demonstration of emotional intelligence skills, including stress management, interpersonal communication, and problem solving

k.         Follow through on guidance provided by faculty

l.            Utilization of RFU Academic Support Services, and/or other Student Support services as indicated (all available virtual/remotely)

2. If the review process results in a decision to allow the student to remediate the failed Clinical Seminar course:

a.          The student is required to meet with Financial Aid (virtually, or in-person at the North Chicago campus) to discuss their individual academic situation BEFORE PROCEEDING WITH ANY SUBSEQUENT COURSEWORK. Students

who are remediating a failed course grade may not be eligible for financial aid during their remediation.

b.         The student may be offered an opportunity to remediate the course grade by demonstrating mastery of all key content by successfully completing assigned assessment(s).

c.          Students who are offered the opportunity to remediate the course grade will have the failing pre-remediation grade entered into their transcript until the remediation has been completed; once the remediation process is complete, the final grade earned post-remediation will be entered into the student’s transcript

d.         Remediation of a failed course will impact student progression, and result in an extension of the program of study by the length of the remediation period.

e.          Delayed graduation due to a failed course(s) and/or an altered schedule may have financial aid implications, including additional tuition.

f.           Students who are unable to achieve a passing course grade following remediation will have a grade of “F” entered for the course and will be subject to dismissal pending due process.

3.    If the review process results in a decision to recommend dismissal rather than remediation, a grade of “F” will be entered into the student’s transcript, and the student will be subject to dismissal pending due process as outlined in the College Student Handbook. Dismissal proceedings may be conducted virtually or in-person, at the student’s location of in-person class attendance (Illinois-based at North Chicago; Colorado-based at Colorado Springs) based on student preference.

4. Students may not remediate more than one Clinical Seminar course during the DNP- Nurse Anesthesia program.

5.    Students may not remediate a course grade in more than two courses during the entire DNP-Nurse Anesthesia program.

Remediation of a Failed Clinical Residency Course (NNAS 820-860)

1. A course failure of a Clinical Residency course will result in a review of student progression and advancement by the Academic Review Committee to determine student eligibility for remediation of their course grade; this review will incorporate the input of the involved Course Director. Key considerations in support of a decision to allow remediation of a Clinical Residency Course include:

a.          Adherence to the Academic Integrity Pledge and Program Code of Conduct

b.         Demonstration of professionalism as defined in the Program Handbook

c.          Pattern of achievement in all prior coursework

d.         Number of formative evaluations received by the student

e.          Achievement of minimum expected ratings on formative and summative evaluations

f.           Preceptor feedback received through clinical evaluations, email, or verbally

g.         On-time attendance for clinical residency shifts

h.         Adherence to all program policies, including the reporting of illnesses or other absences from clinical

i.            Average number of weekly hours spent in clinical residency training

j.            Clinical case experience documentation, both number and accuracy of entries

k.         SEE scores and participation in NCE study activities

l.            Participation and achievement in concurrent course work

m.      Timely completion of all doctoral project coursework

n.         Demonstration of emotional intelligence skills, including stress management, interpersonal communication, and problem solving

o.         Follow through on guidance provided by faculty

p.         Utilization of RFU Academic Support Services, and/or other Student Support services as indicated (all available virtual/remotely)

2. If the review process results in a decision to allow the student to remediate the failed Clinical Residency course:

a.          The student is required to meet (virtually or in-person at the North Chicago campus) with Financial Aid to discuss their individual academic situation BEFORE PROCEEDING WITH ANY SUBSEQUENT COURSEWORK. Students who

are remediating a failed course grade may not be eligible for financial aid during their remediation.

b.         A student may be offered an opportunity to remediate the course grade by demonstrating mastery of all key content by successfully completing assigned remediation and assessment activities; these activities may include proctored assessments, simulation cases/assessment, and/or additional clinical residency training requirements.

c.          Students who are offered the opportunity to remediate the course grade will have the failing pre-remediation grade entered into their transcript until the remediation has been completed; once the remediation process is complete, the final grade earned post-remediation will be entered into the student’s transcript

d.         Remediation of a failed residency course will impact student progression, and result in an extension of the program of study by the length of the remediation period.

e.          Delayed graduation due to a failed course(s) and/or an altered schedule may have financial aid implications, including additional tuition.

f.           Students who are unable to achieve a passing course grade following

remediation will have a grade of “F” entered for the course and will be subject to

dismissal pending due process.

3.    If the review process results in a decision to recommend dismissal rather than remediation, a grade of “F” will be entered into the student’s transcript, and the student will be subject to dismissal pending due process as outlined in the College of Nursing Student Handbook. Dismissal proceedings may be conducted virtually or in- person, at the student’s location of in-person class attendance (Illinois-based at North Chicago; Colorado-based at Colorado Springs) based on student preference.

4. Students may not remediate more than one Clinical Residency course during the DNP-Nurse Anesthesia program.

5. Students may not remediate a course grade in more than two courses during the entire DNP-Nurse Anesthesia program.

Personal Integrity & Professional Behavior of Doctoral Nurse Anesthesia Students in the Didactic Setting

It is our expectation that students and faculty will be respectful of one another in the classroom, including the virtual classroom. We expect students to listen to both the faculty members and other students who have the floor. We expect students and faculty to speak and e-mail to one another in a respectful manner.

Students are expected to complete all assigned readings and activities prior to synchronous class meetings. Class sessions/lectures will begin with the expectation that you have read/viewed all assigned material. Students who appear unprepared for the class session, may be asked to leave class and complete the previously assigned readings/activities.

For virtual class sessions, students are expected to have their camera on; all virtual attendees should be located in a stationary, distraction-free location for the duration of the session (NOT DRIVING). Students who have privacy concerns related to having their camera on in their personal residence are expected to attend virtual class sessions from an on-campus location (Illinois-based students at the North Chicago campus; Colorado-based students at the University of Colorado, Colorado Springs). Students who consistently have their camera off, and/or who do not participate when called upon, will be removed from the meeting and marked absent for the session. Students that engage in behaviors that demonstrate dishonesty and a lack of personal integrity in their virtual attendance may be subject to discipline as described in the section titled “Academic & Personal Integrity Policy, Plagiarism & Examination Rules”.

Recognition of the need for assistance is the student’s professional and educational responsibility. Course faculty members are available to students for assistance with content (either virtually or in-person, upon student request).

Students are expected to create their own outlines/study notes from the required readings/course activities; detailed PowerPoint slides containing such outlines will not routinely be provided.

The Department of Nurse Anesthesia is committed to retrieval-based learning strategies to promote student success. As a result, a student’s study/review for any exam/quiz should be guided by the course outcomes, and learning objectives provided for the content

associated with the exam. Specific questions regarding content should be directed to the Course Director.

Attendance for all scheduled classes, labs, simulation sessions, and seminars is mandatory at the location noted in the course syllabus (unless listed in the class schedule as optional). Students may be expected to sign an attendance sheet for each required class session (sign in via “Chat” feature for virtual class session). Should a student need to miss class, that student should notify the Course Director in advance of the absence.

Please be respectful of your faculty and fellow students by being on time for class start. Should a student need to arrive late to an in-person class, that student needs to notify the Course Director in advance, and only enter the classroom when on break. Students arriving late to a virtual class session may not be admitted from the waiting room.

All cell phones must be turned off during in-person class sessions (or in a non-audio mode).

Faculty members can generally be expected to reply to email communications, Monday through Friday, within 48 hours of email receipt.

Nurse Anesthesia Department as Proprietor

Lectures (including recordings/video recordings of lectures), handouts, quizzes, and examinations are proprietary items of the Department of Nurse Anesthesia. Students are here given notice that you may not sell, distribute, share, post, etc. any quiz, exam, or lecture content with anyone. That includes sharing past quizzes and exam questions with fellow students in any phase of the program.

Attendance at Professional Meetings

Students are expected to attend at least two state nurse anesthetist professional association meetings during their DNP program of study. In addition, it is highly recommended that students attend at least one national American Association of Nurse Anesthetists meeting. Certificates of attendance should be included in the student’s DNP file in the shared electronic Department Drive, and also noted in the Typhon tracking system.

Faculty Mentoring

In support of student success, each Nurse Anesthesia student will be assigned a faculty

mentor upon matriculation in the program. The role of a faculty mentor is that of “an

experienced and trusted advisor”, or “trusted counselor or guide” (2019 Merriam Webster dictionary). The mentoring role may include: leadership development; orientation; support; encouragement; counseling; and advising. The faculty mentor will provide students with the opportunity for ongoing feedback, both formal and informal.

Advising and/or mentoring sessions may be conducted virtually using technology such as Zoom or Google Meet, or in-person at the Illinois or Colorado campus locations. During the portion of the curriculum delivered primarily by distance education (Q 1-3), faculty mentoring/advising sessions will be conducted by virtual technology. During the portion of the didactic curriculum that involves regular in-person class sessions (Q 4-6), if a student expresses a preference for in-person advising/mentoring sessions (rather than virtual sessions), they will be assigned a faculty member available for such meetings at their assigned location for in-person class attendance (Illinois or Colorado). During the clinical residency portion of the curriculum (Q 7-12), faculty advising/mentoring sessions may be conducted in-person during the monthly Return to Campus days, or by using virtual technology.

1)    Within the first two weeks following matriculation, students should arrange a “get to know you” meeting with their assigned faculty mentor. At this meeting, initial aspirational goals are discussed and a plan for the relationship is formed.

2)    During the didactic phase of the program (1st 18 months), students are expected to meet with their faculty mentor at least once quarterly, and as needed to provide support/guidance/advice in achievement of academic didactic goals.

3)    During the clinical phase of the program (last 18 months), students and faculty mentors will meet as needed to provide support/guidance/advice in achievement of clinical performance goals (quarterly at a minimum). At the beginning of clinical training, weekly or bi-weekly meetings are most typical—with transition to fewer meetings as students acclimate to the clinical environment. Faculty mentors will

review care plans, formative and summative evaluations of the student’s performance, and will provide written summaries of the clinical advising session in the electronic Department Drive.

4)    Faculty mentor assignments may change at the time of entry into the clinical phase of training, or at the time of assignment of doctoral project advisors.

Doctoral Project Advising

At the conclusion of NDNP 920 Doctoral Project Planning II, students will be assigned a Doctoral Project Advisor. This Project Advisor will be a CRNA faculty member, who will be involved in the process of planning, formation, and evaluation of each scholarly project.

The Doctoral Project Advisor will be responsible for working with the student in several ways to facilitate academic progress toward completion of the DNP project. In concert with the course director for the project courses, their role as an advisor will include: review and approval of the project proposal; review and feedback on project assignments throughout the doctoral project course series; ongoing meetings to keep the project on track for established timelines; provide feedback and approval of the final project manuscript; and provide feedback and review of dissemination materials submitted to the shared electronic Department Drive. Doctoral Project advising sessions may be conducted virtually using technology such as Zoom or Google Meet, or in-person. If a student expresses a preference for in-person project advising sessions, they will be assigned a faculty advisor available for such meetings at their assigned location of in-person class attendance (Illinois or Colorado). DNP Project Advisors will also electronically sign quarterly progress forms, and the final project approval form, when all objectives and requirements of the project have been met.

Nurse Anesthesia Teaching Assistants

To address the challenge of recruiting and retaining high-quality nurse anesthesia faculty, the Department of Nurse Anesthesia at RFU has developed a Teaching Assistant (TA) program. Nurse Anesthesia residents are eligible to apply to become a TA in their sixth quarter of DNP study. Core program faculty select 5-6 TAs per year, based on a variety of factors including: interest in a future teaching role; academic performance; performance in the simulation lab setting; potential contribution to increasing diversity among the nurse anesthesia faculty community. Based on qualified student interest in the TA role, the selection process will include opportunities for those who are participating in clinical residency training in both the Midwest (Illinois/Wisconsin/Indiana) and Colorado.

After successful completion of the entire 18-month didactic curriculum, and the first 4 clinical residency training rotation, TAs begin their one year of service. Objectives of the TA service include developing skills as an educator; integrating their own didactic and clinical knowledge to benefit their peers; designing innovative approaches to improve learning within the program. TAs will routinely provide simulation teaching and review of key didactic concepts for selected students. All TAs must remain in good academic standing, including meeting program benchmarks for SEE scores, during the tenure of their service.

Due Process

The Department of Nurse Anesthesia operates in compliance with the policies and procedures as outlined by the College of Nursing.

Absences During Didactic Phase I

Class attendance is mandatory in the Nurse Anesthesia program. A student who misses more than three class sessions, or more than one examination session in a course (or more than six class sessions, or more than two examination sessions in a quarter) is required to meet with the Program Director to discuss their potential need for a leave of absence and withdrawal from their current coursework. Both excused and unexcused absences are included in the total count of sessions missed. If a course has specific attendance requirements, the student will be held to those criteria in addition to the limits required by the Program.

If for any reason, a student is unable to fully participate in required academic responsibilities for a total of 15 calendar days within a quarter, the student will be required to take a leave of absence. The University’s leave of absence policy, as defined in the Academic Catalog, applies to a leave of absence taken when the Program’s attendance requirements are not met.

In the event of a death in the immediate family, five days of personal leave are allowed. Emergency absences other than death of an immediate family member are granted at the discretion of the Program Administrative Faculty, on a case-by-case basis. For the purposes of this policy, immediate family is defined as spouse, children, and parents of the enrolled student.

Other requests for emergency absences, regardless of the nature, will be managed by the Program Administrative Faculty as necessary, to ensure that optimal didactic education and clinical training experiences are preserved.

Outside Employment

The program encourages you, as SRNAs in a highly demanding program, to devote full time effort to the study and practice of anesthesia. We therefore strongly discourage you from holding outside jobs during enrollment in the program. Student employment should:

1.     Not compromise the student’s academic or clinical performance.

2. Not occur during the 8 hours prior to any class or clinical assignment.

Any student who is discovered to have been working during the 8-hour interval prior to

scheduled clinical residency time will be immediately removed from patient care responsibilities and counseled by the program administrators. This is an unsafe practice and will not be tolerated. Clinical coordinators are expected to report this behavior to the program immediately. Violations of this policy jeopardize the student’s standing in the program and the student may be subject to dismissal.

If you choose to work as an RN during your nurse anesthesia program, you are hereby notified that you are forbidden to work or to represent yourself, by either title or function, as a nurse anesthetist—including the performance of any advanced practice duties of a nurse anesthesia resident while working as an RN.

NBCRNA Self-Evaluation Examination (SEE)

The National Board on Certification and Recertification of Nurse Anesthetists offers a Self- Evaluation Examination (SEE), which is intended to help students identify their strengths and weaknesses before taking the National Certification Examination (NCE). A strong

correlation has been established between a student’s score on the SEE and the likelihood of

passing the National Certification Examination (NCE).

1.     Students are required to take the SEE for the first time during the 6th quarter of study (Fall Year 2) and are expected to earn a minimum score of 370. The score earned on the first SEE will impact the grade earned for NNAS 713 Clinical Correlations III; students not meeting the 370 benchmark will not be allowed to complete the final objective structured comprehensive examination (OSCE- simulation testing scenario) until they complete additional focused remediation described as follows.

a.          Students scoring less than 370 on the SEE will receive a grade notation of

“NR”-Needs Remediation, pending remediation activities described in Items b and c (see RFU Academic Catalog policies for Remediation).

b.         Students scoring less than 370 on the SEE will be referred for a mandatory consultation with Financial Aid (available virtual/remote), to assist them in determining any impact to their financial aid circumstances.

c.          Students scoring less than 370 will not progress to clinical residency training until they successfully complete:

i.         An assigned focused remediation plan (4-8 weeks in duration) that may include required study and simulation activities (completed at the assigned location for in-person class attendance: Illinois or Colorado), and proctored assessments.

ii.          A retake of the SEE

iii.          The final NNAS 713 (OSCE) required to advance to clinical residency training

d.         Students scoring less than 370 who do not complete the assigned remediation activities, will receive a grade of “F” for the course and be subject to dismissal pending due process outlined in the College of Nursing policies. The Department of Nurse Anesthesia Program Handbook policies on “Student Progression” will apply and be followed in this situation.

e.          Students scoring less than 370, and who successfully complete the assigned remediation activities will experience a delayed progression, with an extension of their program of study by the period needed to complete the full remediation plan.

2. Students are required to take the SEE for the second time during the 11th quarter of study (Winter Year 3) and are expected to earn a minimum score of 430; the score earned on the second SEE will impact the grade earned for NNAS 719 Clinical Seminar, Leadership & Professional Role.

a.          ALL students will be assigned an NCE Study plan for the Spring Quarter YR3 NNAS 719 Clinical Seminar--a plan that reflects their level of achievement on the SEE and sets them up for first-time success on the NCE.

b.         Those with a SEE score of 410-429 will be assigned a required remedial NCE study plan with assessments that must be completed in its entirety by the end of Spring quarter. Students will NOT be required to retake the SEE but may do so if they think it would be helpful to them in their preparation for the NCE.

c.          Those with a SEE score of less than 410 will be assigned a required remedial NCE study plan with assessments that must be completed in its entirety and WILL be required to retake the SEE (desired score of 450 for the retake) by the end of Spring quarter YR3. The timing of the third retake of the SEE will be determined by program faculty (based on demonstrated progress in NCE study) and communicated to the student at the time they are eligible for the retake.

3. By the end of the final quarter of study, students who have failed to remediate a second SEE score of less than 430, through completion of assigned NCE study activities and through a retake of the SEE (if required), will receive a grade of “F” for NNAS 719 Clinical Seminar—subject to Student Progression, Remediation, and Dismissal policies contained within the Program and College Handbooks (see the NNAS 719 syllabus for student eligibility to Petition for an Incomplete Grade).

If the SEE exam should be unavailable to students for any reason, the program may utilize a proxy examination to assess student readiness for graduation and passing the

National Certification Examination (NCE); the program will establish the required metric for passing any proxy examination. More information about the SEE is found at: www.nbcrna.com.

NBCRNA National Certification Examination (NCE)

The CRNA credential is awarded upon successful completion of a national certification examination that tests the knowledge, skills and abilities required of an entry-level nurse anesthetist. Payment of the first certification examination fee will be made by the program (from student fees). Only graduates of accredited programs are eligible to take the national certification examination.

To be recommended by the Nurse Anesthesia faculty for graduation, each student must complete all programmatic requirements and be in full compliance with all program policies. Section III. of this Program Handbook entitled “Programmatic Requirements for Successful Program Completion” provides a detailed description of the requirements. Upon completion of all programmatic requirements for graduation and subsequent faculty recommendation, the Program Director will submit necessary documentation to the NBCRNA verifying that the student has completed the program in accordance with Council on Accreditation of Nurse Anesthesia Educational Program (COA) requirements. Following the Program Director’s submission, each graduate will receive subsequent communication from the NBCRNA regarding graduate requirements for NCE eligibility. Following completions by the graduate of their submission requirements, the Program Director will receive a request from the NBCRNA for a final review and attestation. After this final review and attestation has been accomplished, the NBCRNA will provide the graduate with their eligibility to schedule their NCE.

Exposure Incidents

Students may encounter risk of exposure incidents to potential hazards during didactic and clinical training (including chemical, radiation and infectious hazards). As there is no way to eliminate these risks, students are expected to use standard precautions at all times while in patient care areas and implement all reasonable and expected risk reduction behaviors whenever entering any patient care environment. Students are expected to know, and adhere to, each clinical facility and anesthesiology department’s established processes for infection control and prevention strategies, reporting, communicable disease exposure responses, performance improvement and risk management. If a student is accidentally exposed to a known or potential biohazard via needle stick, punctures, or

other routes of exposure, the student should follow the policy defined by the individual facility and by RFU policies and procedures in dealing with this matter. As part of these processes, all such students must complete and submit the “Accidental Exposure Form- Nurse Anesthesia” (located in NA Student Portal)—and complete related actions including:

1)  immediately notify the Clinical Site CRNA Coordinator, or supervising clinical faculty; 2) within 24 hours, notify Student Affairs and the Department of Nurse Anesthesia; and 3) for COVID illness or exposure, follow the established RFU process for reporting/care.

Section II: Policies Related to Clinical Residency Training

The goal of this program is to develop competent clinical practitioners. To attain that goal, extensive clinical experience in anesthesia administration is required, and clinical rotations are arranged to maximize student experiences in a variety of areas. It is expected that students will take maximum advantage of learning opportunities during each practicum.

Student Attestation Regarding Clinical Residency Training Requirements

During the virtual interviews of applicants to the program, a thorough description of clinical training sites is provided. Students are notified that available clinical sites may change with, or without, prior notice. Applicants selected for interview are required to complete an online survey. The survey details the regions/locations of the Program’s clinical sites, asks applicants to attest to their understanding of the requirements of clinical residency training in the Program, and obtains information about their ability to rotate to each region of training site as well as their preferences regarding the location of their clinical training. Prior to matriculation into the program, newly accepted students are provided a detailed description regarding the requirements associated with clinical residency training at RFU and are asked to sign an attestation of their understanding and commitment to adhere to those requirements.

Clinical Rotation Schedule and Assignments

At the time of the offer of acceptance, students will be informed of the intended primary location for their clinical residency training: 1) Illinois/Wisconsin/Indiana; or 2) Colorado. To obtain required specialty cases, students may need to complete clinical rotations distant from their assigned primary location. Available clinical rotation sites change on a continual basis, based on numerous factors beyond the control of the University or the Department of Nurse Anesthesia. While the location of a student’s residence will be a factor considered for

assignment to clinical rotations, the priority consideration for placement will be the provision of the best available clinical practice opportunities appropriate to skill level, clinical skill progression, and outstanding clinical case requirements. Clinical rotations will include clinical sites distant to a student’s residence, requiring them to obtain additional housing within a reasonable commuting distance to the assigned site. Students who are receiving Financial Aid are generally able to adjust the amount of their financial aid to cover these additional costs (depending on their individual circumstances). Some distant sites provide housing—with or without cost to the student. The Department of Nurse Anesthesia is generally able to provide 60-90 days advance notice regarding a scheduled clinical rotation. However, circumstances beyond the control of the Department may result in some changes in the clinical rotation schedule with less than 60 days-notice.

Any student requesting a change to their individual clinical rotation schedule must do so at least 60 days before the start of the rotation. Students must complete the “Clinical Change Request” form and submit it to the program’s Coordinator of Clinical Education. All requests for changes to the published clinical rotation schedule must be submitted to the Chair, Department of Nurse Anesthesia for final approval.

Credentialing

SRNAs assume responsibility for credentialing with each clinical site. Specific and detailed information regarding the credentialing process for each site can be found on the NA Student Portal under Clinical Site Information. Onboarding should be initiated with the clinical site at least 60 days prior to the start of each scheduled clinical rotation. Failure to receive approval to begin a clinical rotation as a result of onboarding delays, due to the actions or inaction of the resident, will result in a possible postponement of that rotation and subsequent extension of the clinical residency.

Students should ensure that their credentialing, licensing, immunization, drug screens and background check materials in the CastleBranch and MedProctor systems are always up to date. It is the responsibility of the student to maintain these records and compliance with state licensing renewals.

Each site will receive relevant student information in the form of a pre-rotation packet. This information includes a student photograph, professional work history, and current stage of nurse anesthesia training. In addition to the onboarding process started 60 days ahead of the rotation, the students must initiate contact with the clinical site coordinator at least one week prior to the start of their clinical rotation via email. Contact information for each clinical site coordinator is posted in the NA Student Portal.

Criminal Background Checks

Students agree to submit to a criminal background check, and to provide all necessary materials of that check, at the time of admission to the University. Additional criminal background checks may be conducted while students are enrolled in the program. These additional background checks must be completed when required for successful credentialing at each assigned clinical site. For credentialing at clinical sites that require a criminal background check, students will provide the clinical site with permission to access their criminal background information through the secure vendor.

Additionally, during clinical residency, clinical sites reserve the right: (1) to ask for a background check verification, (2) to request additional information related to findings of the background check and (3) to refuse clinical placement of any student based on the results of the background check.

Should a student be refused at a clinical site, the program will attempt to place that student at a different clinical site for an equivalent experience. However, the program cannot guarantee clinical placement or acceptance at a clinical site. Should the program not be able to place a student at any clinical site necessary to complete the program requirements (based on information contained in a background check), that student may not be able to progress and may consequently need to withdraw from the program.

It is the responsibility of the SRNA to communicate any change(s) in the criminal background record to the program administrators as soon as an event occurs. Failure to report this information, may be grounds for dismissal from the program depending on the seriousness of the criminal matter at issue and its impact on patient care responsibilities.

Drug Testing

Drug testing is a mandatory requirement of the nurse anesthesia program. Students who are notified to submit for drug testing must do so within 48 hours of the notification, or sooner, when requested “for cause”. Failure to comply may result in dismissal from the program. Drug testing and reporting of results to clinical sites will follow the same format as the criminal background check. The SRNAs must provide a clinical site, upon request, with permission to access their drug test results through the contracted vendor. The identification of non-medically related positive drug tests may result in a negative action, up to and including dismissal from the program.

Orientation to Clinical Residency Training

In the quarter prior to the start of the first clinical residency, students will be provided an extensive orientation to clinical residency training. The orientation will include: 1) review of key policies and procedures related to clinical residency training, including clinical supervision requirements and student’s reasonable time commitment; 2) detailed review of the COA Guidelines for Counting Clinical Experiences; 3) training on the Typhon system for logging of clinical experiences; 4) clinical residency objectives and expectations of students throughout their clinical residency; and 5) formative and summative evaluation processes, including required documentation. At the completion of the clinical residency orientation, students will be asked to sign an acknowledgment of their understanding of key requirements.

For each clinical site at which a student rotates, the student will complete a clinical site orientation checklist. Once completed and signed by the preceptor or clinical coordinator providing orientation, the student will upload this document to the Typhon system at the completion of Week One at this clinical site. The clinical site-specific orientation will include: 1) tour of the facility; 2) assistance in obtaining access to the electronic medical record, pharmacy, or medication dispensing systems; 3) details as to any site-specific expectations of students (anesthesia department processes, workflow); and information regarding parking and ID badge.

Attendance at Clinical Rotations -- Absences During Clinical Residency Phase II

A typical clinical day may extend well beyond an 8-hour day. SRNAs are not shift workers, and they are encouraged to stay and finish cases. Therefore, the end of the clinical day occurs when the student’s preceptor says it is over. Students are required to download and utilize the ResQ application for recording clinical time. It is the student’s responsibility to ensure the hours captured by ResQ are accurate. If the software is not capturing their clinical time accurately, the student must contact ResQ tech support or the RFU Nurse Anesthesia Coordinator of Clinical Education for assistance with their account. This serves several purposes, including ensuring that the aggregate student time commitment is not excessive and that each site is following COA time commitment standards. The logs are used to substantiate COA clinical experience requirements.

Clinical Preparation

Students are required to arrive at the clinical site in sufficient time to prepare all necessary drugs and equipment for their assigned clinical experiences. This includes preparation of the anesthesia machine, all airway equipment, drugs, and ancillary equipment necessary

for the conduct of the surgical procedure and anesthetic. If additional IVs, regional anesthesia trays, fluid warmers, and invasive monitoring lines are required, they should also be set up by the SRNA.

After being relieved from the operating room, students must obtain their clinical assignments for the next day (if available) and make pre and post-anesthesia rounds. Students should check with the clinical coordinator or his/her designee before going home to ensure that they have been released for the day.

In accordance with the Council on Accreditation’s (COA) definition of reasonable time commitment to ensure patient safety and promote effective student learning, student time commitment at the clinical site should not exceed 64 hours per week, as determined by the average clinical hour commitment over a four-week period. Students must have a 10-hour rest period between scheduled clinical duty periods (i.e. assigned continuous clinical hours). And at no time may a student provide direct patient care for a period longer than 16 continuous hours. Clinical hours are defined as time spent in the actual administration of anesthesia (i.e., anesthesia time) and other time spent in the clinical area.

Absences or Tardiness for Assigned Clinical Shifts

Students who become ill or must be absent during clinical residency training must notify the clinical site coordinator or his/her designee as soon as possible. Email communication is NOT acceptable. You must verbally communicate your absence by 6:00 am on the morning of the absence. The SRNA should make a concerted effort to speak with the clinical coordinator directly. If the clinical coordinator cannot be reached, the SRNA should speak directly with a staff member in the anesthesia department (the on-call anesthesiologist or CRNA), and also leave a message for the clinical coordinator. Not following the clinical site- specific call-in procedure or leaving messages with ancillary operating room personnel or general nursing supervisors is NOT considered adequate notification and may result in disciplinary action.

Once the site has been notified, the student should also notify the Administrative Assistant in the Nurse Anesthesia Department at RFU by email. If the student expects to be absent for greater than two days due to illness, that student must notify the Department and the clinical site with an expected return date. The Department reserves the right to ask for a physician’s note and documentation of illness and missed time for any absences of 3 consecutive days or more.

Absence during the clinical portion of the program will be counted against allowable personal days for time off. This is to ensure that students obtain adequate anesthesia experience, anesthesia time, and anesthesia case experiences to achieve successful

program completion within the allotted time frame. Absences that exceed allowable personal days off, due to illness or any other reason, must be made up after the scheduled end of clinical residency training. No personal days can be used during the last 30 days of clinical residency (may not be used to make up for an absence due to illness or any other reason).

With the exception of those residents taking an approved leave of absence per RFU policies:

Residents who are absent (excused or unexcused) for more than 5 days during any clinical rotation are required to meet with the Program Director, may receive a grade of “F” Failure for the rotation, and be required to repeat the clinical rotation. Residents who are absent (excused or unexcused) for more than 10 days during the 18-month Clinical Residency Phase II are required to meet with the Program Director and will be referred to Student Affairs for processing of a Leave of Absence or Withdrawal.

Habitual tardiness that impacts the student’s ability to adequately prepare for cases, conduct a thorough patient interview, and present the case to their preceptor may be grounds for disciplinary actions up to and including dismissal from the program. Clinical coordinators have been instructed to report tardiness concerns directly to the Department of Nurse Anesthesia.

Clinical Conferences

Students are expected to attend conferences, in-services and meetings at the clinical facility to which they are assigned. If the institution holds an early morning conference, students should allow sufficient time to prepare for the day’s cases prior to the conference.

Supervision in the Clinical Setting

As required by the Council on Accreditation, standards F-5 and F-7, only CRNAs and/or physician anesthesiologists who are institutionally credentialed to practice by the clinical affiliate site may supervise SRNAs. Physician residents, senior nurse anesthesia students or anesthesiologist assistants (AA) are NOT considered qualified personnel to supervise SRNAs. Appropriate supervising individuals must be immediately available in the clinical area at all times. The intensity of clinical supervision must take into consideration the student’s knowledge, ability, and experience as well as the physical status of the patient and complexity of the case. The ratio of clinical supervisor (CRNA or MD) to student nurse anesthetist shall not exceed 1:2 at any time. Under no circumstances is a SRNA permitted to initiate any type of anesthetic without the presence of appropriate supervising personnel.

This policy applies to all areas in which anesthetic services are rendered by SRNAs. Clinical supervision IN NON-ANESTHETIZING AREAS is restricted to credentialed experts who are authorized to assume responsibility for the SRNA (i.e. hospitalist or intensivist credentialed to perform central line insertion supervises an SRNA placing a central line in the intensive care unit). Failure of students to adhere to this supervision policy may result in failure of the clinical course and dismissal from the program.

Appropriate Student Self-Identification in the Clinical Setting

All Nurse Anesthesia Residents (NAR) are required to properly identify themselves as such. Failure to identify oneself as a trainee, through omission, also qualifies as improper identification. You are required to sign all clinical documents with your first and last names followed by RN, NAR or SRNA. If evidence exists that you improperly identify yourself as a CRNA, function in any capacity as a CRNA, or fail to properly identify yourself as a Nurse Anesthesia Resident while enrolled at RFU, will cause you to be subject to dismissal from the Nurse Anesthesia program. Alternatively, it is acceptable to identify yourself as a registered nurse (RN) in a graduate nurse anesthesia program, as long as you are clear that you are not a CRNA. The title “Student Registered Nurse Anesthetist” (SRNA) is also acceptable.

Introductions to a patient must also include the following. “I will be working with (name), your anesthesiologist and/or (name), your nurse anesthetist”. You may NOT refer to yourself simply as “part of the anesthesia team,” “I’m with anesthesia,” or “I’m helping with anesthesia.” Using the phrases, “I’m your anesthesia provider,” or “anesthesia staff,” are also unacceptable forms of identification.

Facility ID badges must be worn at all times, worn at chest height, and visible to the patient and staff, unless patient care dictates otherwise. If site specific identification is not provided by an affiliate clinical site, the student will wear their RFU identification badges at all clinical sites.

This is a professional expectation which supports fair and ethical care of patients. It is also an accreditation standard that is non-negotiable. Failure to identify yourself to a patient as a nurse anesthesia resident/student/trainee is grounds for dismissal from the program.

Daily Clinical Assignments

Daily clinical assignments may be obtained the day before the scheduled clinical experience, when applicable, so that the student will have adequate time to prepare for the cases. Preparation includes the review of any anesthesia-related history, laboratory and other diagnostic findings, and available physical examinations. Access to electronic health records is provided at most of the clinical sites to facilitate this process. Students are expected to prepare care plans specific to their patients and review them with their preceptors prior to the administration of the anesthetic.

Students will be assigned cases of increasing complexity, given their level of training and competence. Students eventually have the opportunity to administer all types of anesthesia to patients across the life span with a wide range of pathophysiology undergoing surgical procedures in all specialties.

Professionalism in Clinical Residency

Your entry into the ranks of the profession of nurse anesthesia confers many privileges that are accompanied by significant responsibilities. You should project your best image to the clinical partners as well as to the patients. You are entering and representing the oldest and most respected advanced practice nursing specialty, and your goal should be to honor and advance this distinguished profession. The criteria for promoting professionalism include, but are not limited to:

●  Adherence to all professional standards and guidelines related to the practice of anesthesia, including the use of mobile devices during the provision of patient care

●      Unquestionable dependability in attendance for assigned clinical shifts

●  Appearance and attire that is appropriate for the place and situation as defined by the clinical or didactic faculty

●      Appropriate ethical behavior in all situations

●  Demonstration of appropriate communication skills, including maintaining comprehensive, timely, accurate, and legible healthcare records

●  Demonstration of effective stress management skills, including the ability to critically thinking and make clinical decisions while under stress

●      Completion of assignments and tasks in a timely manner

●  Transfer of the responsibility for the care of a patient to another qualified healthcare provider in a manner that ensures continuity of care and patient safety

●  Overall attitude that demonstrates interest in learning and willingness to actively engage in learning activities

●      Evidence of consistent and thorough preparation for clinical responsibilities

●  Respectful and professional interactions with all lecturers, faculty, staff, clinical preceptors and fellow students

○  Discussions with clinical preceptors (or SRNAs from other programs) about concerns or dissatisfaction with the RFU Nurse Anesthesia program, or negative perceptions of any other prior clinical site, are not appropriate and do represent unprofessional behavior.

○  Students may not communicate directly with any anesthesia staff member at a clinical site to arrange for a rotation, extension, or early termination of a rotation, nor to seek their approval to alter the clinical schedule provided by the Department of Nurse Anesthesia Director of Clinical Education.

●      Physical appearance that conveys a professional demeanor

●  Adherence to rules regarding jewelry, watches, fingernail polish, and other accessories as described by the clinical site

●  Adherence to all institutional policies and procedures, including those associated with performance improvement, risk management, infection control, and the administration of controlled substances (failure to properly adhere to documentation of controlled substances, may result in adverse action including

receiving a grade of “F” (failure) for a clinical rotation, and/or other serious adverse

action that may be taken by a clinical affiliate institution)

Confidentiality

Patient information should remain confidential at all times. Patient information should only be discussed in the anesthetizing areas with appropriate members of the anesthesia or surgical team who are responsible for impacting delivery of care to that patient. Only access electronic health information of patients for which you are personally involved in providing care.

NO photos should be taken of the patient, under any circumstances. NO COMMENTS SHOULD BE POSTED ON SOCIAL MEDIA SITES REGARDING YOUR CLINICAL EXPERIENCES.

Often innocently intended comments create unforeseen complications that negatively affect the relationship between the clinical site, the university, and our program.

Additionally, students must be in full compliance with the HIPAA policies of the clinical training sites at all times.

Call Experience

Call experiences (experiences outside of the regular operating room schedule) provide rich clinical opportunities to provide emergency airway services, anesthesia services for obstetrical labor analgesia, and anesthesia for emergent surgical cases. Call schedules will vary with clinical sites, and may entail shifts longer than 8 hours, staggered shift hours (e.g., 11 am – 9 pm), overnight in-house or from-home call, including weekends.

Regardless, of the call schedule, clinical hours must be consistent with COA rest period guidelines. When the student is on call, the nurse anesthetist or anesthesiologist on call must also be present during the call.

Clinical Experience Record

Students are required to keep accurate and complete clinical experience logs that are reviewed by program faculty on a regular basis. Falsification of clinical case experiences is a serious violation of professional and personal integrity. If such falsification is verified as having occurred it will result in initiation of a University-led investigation and adjudication process that may result in discipline up to and including dismissal from the Program.

Students utilize a web-based clinical student tracking system developed and maintained by Typhon. The Typhon system serves two key purposes: 1) document student progress toward completing required clinical experiences, end of program outcomes, and COA graduate standards; and 2) assist both faculty and student in selecting the most appropriate clinical experiences/rotations.

•  Students are provided an orientation to the Typhon system prior to starting clinical residency training.

•  Clinical experiences are to be entered into the system within 15 days of their occurrence; master settings within Typhon are set to lock-out entries beyond this interval.

•  The COA Guidelines for Counting Clinical Experiences  provides guidance on how to interpret clinical experiences; training on the use of these guidelines is provided during orientation to clinical residency.

•  Questions regarding data entry should be directed to the Coordinator of Clinical Education or the faculty advisor.

•  Students are responsible to ensure the accuracy of the information recorded in Typhon.

•      Typhon case reports are reviewed at least quarterly by the assigned clinical faculty mentor and discussed as appropriate during clinical advising sessions. Any concerns

regarding obtaining required case numbers are communicated from the faculty mentor to the Coordinator of Clinical Education.

Clinical Evaluation Process

The nurse anesthesia program has an overall evaluation plan that is essential for assessment of competency and ongoing quality improvement. Elements of this plan include formative clinical evaluations of students by their clinical preceptors; summative evaluations by the clinical coordinator or his/her designee; student evaluations of their clinical preceptors; and student evaluations of the clinical sites. Students are expected to receive 2 formative evaluations per week during their clinical rotations; as soon as they are completed, all formative evaluations are routed (via email) to the assigned faculty mentor. If a student should experience difficulty in obtaining 2 evaluations per week (lack of response from clinical preceptors), they must notify their faculty mentor by email. Student feedback about clinical sites or clinical preceptors will not be shared unless anonymity can be guaranteed.

Formative evaluations are summarized at the end of each clinical residency into summative evaluations, which are reviewed with the students by a member of the program faculty (virtually, or in-person). Students will also participate in a quarterly advising session with the program faculty to review formative and summative evaluation feedback. The student will be given an opportunity to provide comments if they disagree with the summative assessment of their performance.

It is possible to meet the expectations of the clinical rotation but have identified issues, either professional or knowledge-based, that can jeopardize clinical progression.

Consistent concerns related to professionalism or foundational knowledge documented on formative evaluations by multiple preceptors can trigger a meeting to review student performance. These patterns of evidence may trigger a focused clinical evaluation and remediation plan.

Mentoring and Student Advising During Clinical Residency Training

Students are assigned a faculty mentor upon matriculation to the program. Mentor assignments may be modified at the start of clinical residency training (based on Doctoral Project Advisor assignments), but all students will have an assigned faculty mentor during clinical residency training. In addition to ongoing communication with the faculty mentor and project advisor (many times the same faculty member), students will generally meet

quarterly with a faculty member to discuss clinical performance, clinical case records, formative evaluations, summative evaluations, any concerns of mistreatment, and the status of their doctoral project work. Quarterly advising interactions are documented on the Clinical Advising Form. Advising and/or mentoring sessions may be conducted using virtual technology such as Zoom or Google Meet, or in-person. If a student expresses a preference for in-person advising/mentoring sessions (rather than virtual sessions), they will be assigned a faculty member available for such meetings at their assigned location for in-person class attendance (Illinois or Colorado).

During the clinical residency portion of the curriculum (Q 7-12), faculty advising/mentoring sessions may be conducted in-person during the monthly Return to Campus days, or by virtual technology.

Critical Clinical Incident Reporting

Nurse Anesthesia Residents participating in the care of patients during clinical residency training, are required to report any adverse patient events using the Department of Nurse Anesthesia “Incident Report Form”. The form can be located in the Typhon system, and is submitted electronically to the Program Director and Coordinator of Clinical Education.

Liability Insurance

RFUMS provides malpractice insurance coverage for trainees’ activities in its education programs at standard industry coverage limits. The RFUMS Office of Insurance Services manages all verifications related to a student’s claims history and proof of group insurance coverage. Proof of coverage is provided to clinical sites on a yearly basis when the policy is renewed.

Resumption of Clinical Residency Training after a Temporary Absence

If a student has an extended temporary absence of five consecutive or cumulative days from a clinical residency rotation, the student must apply for re-entry. Re-entry into clinical residency will be based on student specific circumstances, the student’s academic progression, and standing in the program. In addition, the student must complete any outstanding programmatic requirements before returning to their clinical rotations (for example: DNP program requirements, doctoral project work, anesthesia plans, or other assignments).

Upon receiving the student’s application to return to clinical training, the program may

develop an individualized and detailed return to clinical plan to be completed before

allowing the student to return to clinical residency training. Failure to successfully complete any of the assigned components of the plan may result in an extension of the absence and further remediation. The student will not be allowed to re-enter clinical residency until all activities in the individualized return plan have been successfully completed. These student specific activities may include, but are not limited to:

•  Demonstration of didactic knowledge based on results of standardized testing

•  Demonstration of clinical knowledge in a high-fidelity simulation experience (Illinois-based students will participate at North Chicago or Huntley, IL; Colorado-based students will participate at the University of Colorado, Colorado Springs, CO).

•  Demonstration of sufficient academic progression to return to clinical residency rotations

Failure to successfully complete the return to clinical plan may cause the student to be subject to dismissal from the program pending due process (as outlined in the College Handbook).

Once the student has successfully completed all components of the plan to return and received approval for re-entry into clinical residency training from the Chair, Department of Nurse Anesthesia, the student must contact the Coordinator of Clinical Education. The Coordinator of Clinical Education will work with the student to secure an appropriate clinical site and complete the clinical site credentialing process prior to the student re- entering clinical residency. Re-entry into clinical residency rotations may take 30 days or more from the date of the request. The return date will also be subject to the availability of a clinical training facility as well as any time necessary to complete the on-boarding process. Any clinical training time missed, including the time for a clinical site to on- board a student, must be made up at the end of the program.

Physician documentation may be required for re-entry that speaks to the ability of the student to meet all requirements of clinical residency training; such physician documentation, as well as any associated medical leave of absence is managed by Student Affairs/Health.

Section III: Programmatic Requirements for Successful Program Completion

The graduate outcomes for this program include knowledge, skills and competencies required to comply with the elements of Council on Accreditation of Nurse Anesthesia Educational Programs (COA) Standards for Accreditation of Nurse Anesthesia Educational

Programs: Practice Doctorate- Standards D1-D51. Upon program completion, each student-

- regardless of the location of their in-person class attendance (Illinois or Colorado)-- will be evaluated by their doctoral project advisor, using the “Terminal Student Evaluation Tool Graduate Standards” form as to their successful achievement of all programmatic requirements.

PROGRAMMATIC REQUIREMENTS FOR PROGRAM COMPLETION:

To complete all programmatic requirements, and be eligible to sit for the National Certification Examination (NCE), each graduate must demonstrate achievement/completion of each of the following requirements within five years of matriculation:

1.    Successful completion of all DNP-Nurse Anesthesia curricular components, with a passing grade earned in each required course.

2.    Successful completion of all DNP-Nurse Anesthesia doctoral project components, with a passing grade earned for each of the required project components.

3.    Development of a DNP Student File repository that contains all required documents and elements.

4.    Current BLS, ACLS, and PALS certification maintained throughout clinical residency training, and at the time of graduation.

5.    Active and unencumbered licensure as a registered nurse maintained throughout clinical residency training, and at the time of graduation (by multistate licensure, single-state licensure, or a combination thereof):

a.     Illinois-based students: in the states of Illinois and Wisconsin

b. Colorado-based students: in the states of Colorado and Illinois

6.    Completion of all Council on Accreditation (COA) required clinical case experiences, with accurate and valid case records fully and correctly

recorded in the program’s designated database system.

7.    Attainment of the published program benchmark score on the NBCRNA Self-Evaluation Examination, or completion of required remediation activities

8.    Completion of all assigned NCE study activities

9.    Demonstration of the ability to pass the NCE (COA Graduate Standard #24) as assessed by the assigned faculty advisor using the program rubric.

10. Documented evidence of achievement of the COA Doctor of Nurse Anesthesia Practice Entry-Level Graduate Standards/Competencies:

“Entry-into practice competencies for the nurse anesthesia professional prepared at the practice doctoral level are those required at the time of graduation to provide safe, competent, and ethical anesthesia and anesthesia-related care to patients for diagnostic, therapeutic, and surgical procedures”.

Patient Safety

The graduate must demonstrate the ability to:

1.              Be vigilant in the delivery of patient care.

2.              Refrain from engaging in extraneous activities that abandon or minimize vigilance while providing direct patient care (e.g., texting, reading, emailing, etc).

3.              Conduct a comprehensive equipment check.

4.              Protect patients from iatrogenic complications.

Perianesthesia

The graduate must demonstrate the ability to:

5.              Provide individualized care throughout the perianesthesia continuum.

6.              Deliver culturally competent perianesthesia care (see Glossary, “Culturally competent”).

7.              Provide anesthesia services to all patients across the lifespan (see Glossary,

“Anesthesia services” and “Across the lifespan”).

8.              Perform a comprehensive history and physical assessment (see Glossary,

“Comprehensive history and physical assessment”).

9.              Administer general anesthesia to patients with a variety of physical conditions.

10.           Administer general anesthesia for a variety of surgical and medically related procedures.

11.           Administer and manage a variety of regional anesthetics.

12.           Maintain current certification in ACLS and PALS.

Critical Thinking

The graduate must demonstrate the ability to:

13.           Apply knowledge to practice in decision making and problem solving.

14.           Provide nurse anesthesia services based on evidence-based principles.

15.           Perform a preanesthetic assessment before providing anesthesia services.

16.           Assume responsibility and accountability for diagnosis.

17.           Formulate an anesthesia plan of care before providing anesthesia services.

18.           Identify and take appropriate action when confronted with anesthetic equipment-related malfunctions.

19.           Interpret and utilize data obtained from noninvasive and invasive monitoring modalities.

20.           Calculate, initiate, and manage fluid and blood component therapy.

21.           Recognize, evaluate, and manage the physiological responses coincident to the provision of anesthesia services.

22.           Recognize and appropriately manage complications that occur during the provision of anesthesia services.

23.           Use science-based theories and concepts to analyze new practice approaches.

24.           Pass the national certification examination (NCE) administered by NBCRNA.

Communication

The graduate must demonstrate the ability to:

25.           Utilize interpersonal and communication skills that result in the effective exchange of information and collaboration with patients and their families.

26.           Utilize interpersonal and communication skills that result in the effective interprofessional exchange of information and collaboration with other healthcare professionals.

27.           Respect the dignity and privacy of patients while maintaining confidentiality in the delivery of interprofessional care.

28.           Maintain comprehensive, timely, accurate, and legible healthcare records.

29.           Transfer the responsibility for care of the patient to other qualified providers in a manner that assures continuity of care and patient safety.

30.           Teach others.

Leadership

The graduate must demonstrate the ability to:

31.           Integrate critical and reflective thinking in his or her leadership approach.

32.           Provide leadership that facilitates intraprofessional and interprofessional collaboration.

Professional Role

The graduate must demonstrate the ability to:

33.           Adhere to the Code of Ethics for the Certified Registered Nurse Anesthetist.

34.           Interact on a professional level with integrity.

35.           Apply ethically sound decision-making processes.

36.           Function within legal and regulatory requirements.

37.           Accept responsibility and accountability for his or her practice.

38.           Provide anesthesia services to patients in a cost-effective manner.

39.           Demonstrate knowledge of wellness and chemical dependency in the anesthesia profession through completion of content in wellness and chemical dependency (see Glossary, “Chemical dependency and wellness”).

40.           Inform the public of the role and practice of the CRNA.

41.           Evaluate how public policy making strategies impact the financing and delivery of healthcare.

42.           Advocate for health policy change to improve patient care.

43.           Advocate for health policy change to advance the specialty of nurse anesthesia.

44.           Analyze strategies to improve patient outcomes and quality of care.

45.           Analyze health outcomes in a variety of populations.

46.           Analyze health outcomes in a variety of clinical settings.

47.           Analyze health outcomes in a variety of systems.

48.           Disseminate research evidence.

49.           Use information systems/technology to support and improve patient care.

50.           Use information systems/technology to support and improve healthcare systems.

51.           Analyze business practices encountered in nurse anesthesia delivery settings.

Successful attainment of these competencies and all programmatic requirements is determined by:

●      Transcript audit

●  Review of each student’s electronic DNP Student File and all required documents contained within the file

●  Demonstrated student compliance within legal and regulatory requirements includes those requirements related to management of controlled substances; any pharmacy inquiries or discrepancies are expected to be resolved immediately. A summative clinical evaluation will not be completed without resolution of all such inquires/discrepancies.

●      Review of all clinical case records, and time logs

●      Review of licensure and certification records

●      Review of SEE scores

●      Review of NCE study activities, including records of time spent in assigned study

●  Review of student scores on assigned secure comprehensive examinations for NCE readiness assessment

●      Terminal evaluation conducted by the doctoral project advisor.

Section IV: Program Administrative Policies & Procedures

Admissions

The program enrolls only students who by academic and experiential achievement are of the quality appropriate for the profession, and who have the ability to benefit from their education. Program admission requirements, and processes, are published in the RFU Academic Catalogue, and on the program’s website page. The program maintains an Admissions Committee, whose members include students, faculty, and staff. Admission requirements include:

•      A baccalaureate or graduate degree in nursing or an appropriate major

•  An unencumbered license as a registered professional nurse and/or an APRN in the US or its territories or protectorates.

•  A minimum of 1-year full-time work experience, or its part-time equivalent, as a registered nurse in a critical care setting in the U.S. The applicant must have developed as an independent decision-maker capable of using and interpreting advanced monitoring techniques based on knowledge of physiological and pharmacological principles.

All complete and verified applications for admission to the program undergo a structured, unbiased, objective, holistic review by program faculty and administration. This review is for the purpose of identifying candidates that meet all qualifications, and for whom an interview may be offered. Program interviews involve faculty, students and alumni, and focus upon the identification of attributes of emotional intelligence (using quantitative scoring tools). Applicants are informed of the program’s locations of operation and are asked to provide information about their location preferences for didactic and clinical residency. Applicants receive timely communications from RFU Admission representatives, and from the program, throughout the process. At the time of acceptance, students are informed of the intended primary location for their in- person didactic education and clinical residency training.

Attrition Monitoring

The Department of Nurse Anesthesia monitors the attrition of all students enrolled in the program. Such monitoring is performed using the definitions provided in the COA Policy A- 28 Attrition Monitoring. Ongoing tracking of attrition is facilitated by the use of a dedicated spreadsheet for this purpose, maintained by the Program Director. Attrition rates are reviewed by the Program Standards and Benchmarks Committee, and the Faculty Committee per the Program Evaluation Plan. Attrition rates are reported to the COA via the

COA Annual Report. If requested by the COA, the program will provide a full explanation for attrition results.

Budget Process-Program Resources

Program resources must be adequate to support the size and scope of the program to appropriately prepare students for practice and to promote the quality of graduates. Such resources include: financial resources that are budgeted and used to meet accreditation standards; physical resources including facilities, equipment and supplies; learning resources including clinical sites, library, and technological access and support; faculty; support personnel; and student services. The program seeks COA approval before increasing class size and demonstrates reasonable assurance that there are adequate resources for any increase.

The CRNA Program Director has the authority to prepare and administer the program budget. When preparing the department budget, the Program Director seeks input from faculty, students, and staff as to resources needs. As Chair of the Program Standards and Benchmarks Committee, the Program Director updates all members as to adequacy of program resources, and the success of any new budget initiatives submitted.

Clinical Site Acquisition

A clinical site is an institution or facility where students receive any portion of their clinical education. All such sites must receive approval from the COA prior to the placement of students at the site. The program will submit the following documentation to the COA to receive approval for student placement:

•  Documentation of a site visit, performed by one or more CRNA faculty members, that provides evidence of the meeting with representatives of the clinical faculty, review of the facilities, identification of the purpose/objectives of the rotation, meeting with the department chair (if applicable), and a discussion of program policies impacting students (clinical supervision and evaluation policies).

•  A signed affiliation agreement between the program and the clinical site/facility.

•  If the affiliation agreement is an umbrella agreement, a document assuring approval from the involved clinical site.

•      If any other nurse anesthesia educational program uses the site, documentation will be provided to assure notification of the program’s intent to send students to the site.

•  Required COA fee for clinical site approval.

All documents submitted to the COA for clinical site approval, as well as the resulting decision letters (both preliminary and final approval) will be maintained in the program’s records.

Clinical Site Maintenance

Upon initial approval of a clinical site by the COA, the program will conduct additional

required activities to maintain the COA’s approval of the site:

•  Document a visit to each active clinical site, in-person, a minimum of once per year. The program personnel conducting the site visits must be a CRNA faculty member; this faculty member may not serve as clinical faculty at the site (excluding the Program Director and Associate Program Director).

•  Core faculty members are assigned as the primary point of contact for individual sites and are generally the individual responsible for conducting the site visits, in collaboration with the Coordinator of Clinical Education and Program Director.

•  Documentation of the clinical site visit will include:

o   Verification that the purpose/objectives of the rotation are being met

o   Review of aggregated and de-identified data from preceptor and clinical site evaluations provided by students who have completed their rotations

o   Verification of ongoing communication between the program and the site

o   Remediation of identified issues

o   Observation of students in the clinical area (when possible)

•  Obtain approval from the COA prior to converting an enrichment site to a required site, by completing all elements of the required application for that purpose.

•  Report the status of each clinical site as active, inactive, or discontinued (per the COA definitions found in Policy C-14 Clinical Site Maintenance) on the COA Annual Report.

•  Conduct a clinical site visit prior to the conversion of a site from inactive to active status.

•      Report the demographic data for all active and inactive clinical site when completing the COA Self Study.

Maintenance of Clinical Affiliation Agreements

The program has a legally binding contact with each clinical site that outlines the expectations and responsibilities of both parties. RFU maintains a University-level database for the monitoring and maintenance of all clinical affiliation agreements. In addition, the Coordinator of Clinical Education and Program Director annually review all clinical affiliation agreements to ensure they are current.

Clinical Coordinators

A CRNA or physician anesthesiologist clinical coordinator, who possesses a minimum of a

master’s degree, is appointed for each approved clinical site to guide student learning. Clinical Coordinators are oriented to their role and responsibility by the Coordinator of Clinical Education, and they are provided with a “Clinical Site Coordinator Manual”. The contents of this manual include: important program contact information and policies; a

description of the role the Clinical Coordinator and clinical preceptor; expectations for the content of the clinical site orientation provided to students (role expectations, responsibilities of students, available learning resources); and the processes related to clinical evaluation and monitoring of student progression in clinical training. Additionally, all Clinical Coordinators and clinical preceptors have access to our public website that contains detailed information regarding student evaluation, preceptor development, and Clinical Coordinator resources.

Supervision at Clinical Sites

Supervision at clinical sites is limited to CRNAs and physician anesthesiologists who are institutionally credentialed to practice, and immediately available for consultation.

Licenses and certifications for CRNA and physician anesthesiologist preceptors is maintained by the clinical site and will be available from each site to on-site COA reviewers.

Clinical Site Communications

Through the faculty member designated as the primary point of contact for each clinical site, ongoing important communication occurs. Pre-rotation packets for each student are sent to the Clinical Site Coordinator (for distribution to all clinical preceptors) approximately 2 months in advance of the rotation. The packets identify important background information about the student, expected dates for the rotation, clinical rotation objectives, and contact information for the student’s faculty advisor as well as the Coordinator of Clinical Education.

COA Self-Study Process

The COA Self-Study process is an invaluable tool for continuous quality improvement within the Nurse Anesthesia program. The process of development of the Self-Study will involve the active participation of students, faculty, staff and administration within the program and University. A copy of the Self-Study (with supporting enclosures) will be distributed to all interested stakeholders, including the faculty, Dean, Provost and President.

Complaints Against the Program

For students and other interested parties, the program makes available in the DNP Program Handbook, and publicly available (on the program’s website “Accreditation” page), the COA mailing address and telephone number. Upon receiving a notice from the COA that a complaint has been filed, the program will conduct a timely investigation into all anonymous or signed complaints related to accreditation requirements as follows:

•  Immediately investigate any complaint related to the safety of patients or other individuals.

•  Respond to the alleged violations of accreditation standards or COA policies and/or procedures within 30 days.

•  Present sufficient information and supporting documentation (if available) to

demonstrate the program’s degree of compliance with accreditation standards and

policies.

•  Submit a written request for a program representative or representatives to appear before the COA if desired.

Complaints, grievances, and appeals generated within Rosalind Franklin University will be addressed in a timely and equitable manner in accordance with the RFU Catalogue and Student Handbook, and the CON Student Handbook, including all aspects of due process outlined within those documents. Students may at any time anonymously report to the Program Director, any mistreatment (during didactic or clinical education) using an electronic form provided.

Credit Hour Assignment

The Department of Nurse Anesthesia follows the Rosalind Franklin University (RFU) Credit Hour Policy (with glossary definitions for in-person and distance courses) for the assignment of credit hours to courses within the curriculum. The RFU Credit Hour policy is consistent with the Council on Accreditation of (COA) definition of a credit hour.

Faculty Qualifications & Position Descriptions

Faculty qualifications are identified in the position descriptions for the program and are in alignment with RFU qualifications for teaching in a doctoral program. The Program Director is responsible for maintaining a spreadsheet that maps all faculty to the qualifications associated with their position. New faculty members are assigned a faculty

mentor from among the experienced faculty. All faculty participate in an annual evaluation process that incorporates self-evaluation, peer evaluation, and evaluation input from the Chair/Program Director. Faculty files, maintained within the University and Department include but are not limited to: current CV, official transcripts, license and certification, faculty self-evaluations, peer evaluations, Chair evaluations, and evidence of formal education/continuing education.

The Program Director, Associate Program Director, and those faculty serving as a course director, must have formal instruction in curriculum, evaluation, and instruction. Course directors must also meet additional requirements as outlined in Appendix B. Position descriptions for the following positions are included in Appendix C of this Program Handbook:

•      Chair/Program Director

•  Associate Program Director

•  Nurse Anesthesia Didactic Faculty

•  Coordinator of Clinical Education

•  Coordinator of Doctoral Scholarship

•  Coordinator of Simulation

Only CRNA and physician anesthesiologist faculty may teach clinical anesthesia content. Faculty who teach clinical anesthesia content must demonstrate clinical competency.

Clinical competency may be demonstrated by a faculty member’s involvement in one or

more of the following:

•  Current clinical practice

•  Research in clinical area

•  Education in the clinical area

•  Utilization of evidence-based practice in instruction, in consultation with clinical experts as appropriate

•  Participation in continuous professional development program

Non-CRNA faculty must be academically prepared for the areas in which they teach as evidenced by degree specialization, specialty course work, and other preparation to address the major concepts included in the courses taught. Non-CRNA faculty may serve in an advisory capacity for doctoral project work for which they are academically prepared, but a CRNA faculty member will be involved in the process of planning, implementation, and evaluation of each scholarly doctoral project.

Faculty Workload Model & Matrix

RFU provides sufficient time to permit faculty to fulfill their obligations to students, including clinical and classroom teaching, counseling and evaluation, and advising on doctoral level scholarly activities. In addition, the institution provides sufficient protected time to permit faculty to fulfill their own scholarly activities, services, administrative, and clinical responsibilities. Full-time faculty with an FTE of 0.8-1.0 are provided one release day per week to participate in clinical practice activities; this strategy promotes their effectiveness in teaching clinical anesthesia didactic content to students. To assure sufficient time for faculty for all of these responsibilities, the Department of Nurse Anesthesia developed a Faculty Workload Model (policy and procedure below), and the Program Director maintains a Faculty Workload Matrix that identifies the workload for each faculty member under this model.

Policy

The Department of Nurse Anesthesia Faculty Workload Model is consistent with the College of Nursing Faculty Workload Model and provides the ability to measure the workload and productivity of faculty members within the department. This model may be used to: 1) assess the adequacy of faculty resources; 2) document productivity for annual performance evaluation; and 3) provide a mechanism to assure equity in overall faculty workload, while allowing for flexibility in the roles/responsibilities of individual faculty members.

Procedure

•  Annually, each faculty member will complete the CON Faculty Workload Model & Annual Performance Evaluation tool, including their productivity information.

•  Annually, each faculty member will complete the Faculty Workload Matrix-Nurse Anesthesia (at the time of their evaluation), recording all of their teaching, scholarship, service, clinical practice, and advising/mentoring activities.

•  Using the following Department of Nurse Anesthesia workload guidelines, the Chair will assess the estimated FTE associated with each faculty member’s activities (1.0 FTE=40 hours/week).

o   Teaching

§  Course Directing one course: 4 hours/week (10%) for courses with 1- 3QH credit; 5 hours/week for courses with 4-6QH credit

§  Course Directing monthly clinical seminar courses: 2 hours/week (5%); clinical residency courses: 1 hour/week

§  Serving as a second or third grader in a course: 2 hours/week for the quarter in which the course is offered

§  Lecturing: 3 hours/ hour of lecture

§  Simulation education: 1.5 hours/ hour teaching

o   Advising/Mentoring

§  Didactic Advising 1 student: 0.5 hour/month

§  Clinical Advising/Mentoring 1 student: 1 hour/month

§  Doctoral Project Advisor for 1 project: 2-4 hours/week (5-10%)

o   Scholarship

§  Variable by individual role: (5-30%)

o   Service

§  Variable by individual role (5-10%)

o   Administrative

§  Variable to position (10-75%)

o   Clinical Practice

§  One day per week for full-time CRNA faculty (20%)

o   Personal Development

§  2 hours/week for full-time faculty, 1 hour/week for regular part-time faculty (5%)

•      The Chair will meet with each faculty member annually, to conduct a performance evaluation, at which time workload, productivity, and goals will be discussed; activities and goals for the upcoming year will be mutually agreed upon at the evaluation meeting.

•  The budgeted FTE, and estimated FTE based on workload, will be analyzed and reported to the CON Dean for the faculty resource allocation and budgeting purposes.

Graduate Employment Rate

The Department of Nurse Anesthesia tracks and trends the graduate employment rate, including the five-year employment rate as calculated using COA policy G-1 Graduate Employment Rate. The program also reports the employment rates in the COA Annual Report. If employment rates are lower than 80% averaged over the most recent five years, the program will provide a status report to the COA identifying: 1) the program’s assessment of the reasons for the employment rate; and 2) strategies the program has identified to increase the employment rate to 80% or above.

Organizational Chart

Organizational charts for Rosalind Franklin University, the College of Nursing, and the Department of Nurse Anesthesia are maintained in the program’s files. Appendix D contains the current organizational chart for the Department of Nurse Anesthesia.

Program Evaluation Plan--Plans for Purposeful Change and Needed Improvement

Overview

This document provides a narrative description of the Department of Nurse Anesthesia’s written systematic plan for continuous self-evaluation. The plan as described is consistent with the Council on Accreditation of Nurse Anesthesia Educational Programs (COA) “Standards for Accreditation of Nurse Anesthesia Programs—Standard H.-Evaluation Standards”, as well as the COA Accreditation Policy P-1 “Plans for Purposeful Change and Needed Improvement”. For each evaluative component described, the plan incorporates a mechanism for the formulation of plans for purposeful change and needed improvement (PPCNI), and an individual/group within the program responsible for these important activities. The Program Director maintains three key documents for use within the program, that further guide the Program Evaluation process, and plans for purposeful change and needed improvement (“Evaluation Plan Summary Table; “Evaluation Tools

Table with Responsible Party; “Evaluation Plan QI Tracking Record by Committee”). Each of

these documents are maintained and accessible in the shared Department Drive.

Structure for Program Evaluation Plan

The Department of Nurse Anesthesia Program Evaluation Plan incorporates nine evaluative components; for each component the plan then describes: a) a data source; b) method/tool for data collection; c) schedule for data collection; and d) the format or mechanism for evaluation of that evaluative component, including PPCNI. The Program Evaluation Plan is outlined in detail in the accompanying table “Evaluation Plan Summary Table”. The nine evaluative components include:

•      Didactic Faculty

•  Didactic Curriculum

•  Clinical Faculty

•  Clinical Curriculum

•  Students

•  Alumni

•  Employers

•  Resources

•  Program Outcome Measures of Academic Quality

Key Areas of Evaluation within the Program Evaluation Plan

All the following key areas of evaluation are incorporated within the Program Evaluation Plan. Within key areas of evaluation, data is gathered regarding the location from which the student is/was participating in in-person didactic learning activities (Colorado or Illinois) for the purpose of subgroup analysis:

•      Formative and Summative evaluations of each student that are conducted for the purpose of counseling students and documenting student achievement

o   Terminal evaluation prior to graduation of student achievement of Graduate Standards D1-D51.

o   Evaluation of student competence in scholarship skills relevant to their academic area of focus through grading rubrics established within the Doctoral Project Guide

o   Faculty advising sessions providing students with ongoing feedback, both formal and informal

•  Students evaluation of the quality of:

o   Courses

o   Didactic Instruction

o   Clinical Sites

o   Clinical Instruction

o   Teaching and Learning Environment

o   Advising /Mentoring

o   Program

§  Institutional/program resources

§  Student services

§  Curriculum

•  Faculty evaluation of the quality of:

o   Faculty services

o   Program

o   Their own contributions to teaching, practice, service, and scholarship

•  Alumni evaluation of the quality of:

o   Program

o   Their preparation to enter anesthesia practice

•  Employers evaluation of the quality of recent graduates

•  Outcome measures of program quality:

o   Student attrition

o   NBCRNA NCE pass rates and mean scores

o   Graduate employment rates

Indicators of Success Monitored within the Program Evaluation Plan

Indicators used within the Program Evaluation Plan include the following data. The same benchmarks/metrics of success are applied to program evaluation results regardless of the location at which students are participating in in-person didactic education: Subgroup analysis will be performed according to the Program Evaluation Plan:

•  Student performance on the Self-Evaluation Examination (SEE)

•  Student satisfaction (course, faculty, clinical site, end of didactic evaluation, end of program evaluation, RFU Student Satisfaction Surveys, Student Didactic & Clinical Experience Survey, and self-evaluations

•  Faculty satisfaction on program evaluation surveys

•  Quality of scholarly activities (pass rates for Doctoral Project course, publications)

•  Professional practice of staff and students (formative and summative evaluations)

•  Adequacy of resources

•  Alumni evaluations

•  Employer evaluations

•  Class size, student headcount enrollment and attrition data

•  NCE pass rates

•  Graduate employment rates

•  Program completion rates

•  Budget information to document adequate funding of the program

•  Ability of the program to meet accreditation standards

Utilization of Program Evaluation Plan Data

The Department of Nurse Anesthesia formal committee structure, including the Faculty Committee (faculty as a whole), utilizes the data generated from the Program Evaluation Plan to identify areas that need to be changed or improved. Data generated from all locations of program operation will be analyzed as a whole, as well as by subgroup based on location of in-person didactic student participation (Illinois or Colorado) for relevant results. Results of subgroup analysis will be compared to program benchmarks/metrics for success in the same manner as the overall results. Data driven solutions are implemented according to the following steps:

•  Planned changes are based on a causal analysis, keeping in mind the mission statement of Rosalind Franklin University, and its resources

•  Changes are reconciled with the COA’s standards for accreditation to ensure they

are compliant with them

•  Necessary resources are identified and put into place to implement the changes within an identified timeframe

•  The outcomes of change are monitored and assessed to determine their impact on student achievement and/or program outcomes

•      Purposeful change and program improvement are planned for within the context of the Rosalind Franklin University strategic plan, as well as the Department of Nurse Anesthesia strategic plan, to ensure the long-range viability of the program.

•  Program Evaluation Plan data generated from students participating in in- person learning at the Colorado location will be analyzed quarterly in accordance with the academic calendar. This subgroup data will be compared to established program quality benchmarks, to the Illinois-based student responses, and to the three most recent cohorts.

o   Subgroup analysis will include (complete list of evaluation metrics are described in the Program Evaluation Plan Summary Table):

§  Quantitative results: mean scores for items rated by students using a Likert-type scale; exam and course grades; mean scores on the SEE; and mean scores/pass rates on the NCE

§  Qualitative results: student comments on surveys related to resources and the learning environment

o   The individuals and associated Departmental Committee responsible for conducting the analysis of these results is identified in the “Evaluation Plan Summary Table” and the “Evaluation Tools Table with Responsible Party”.

o   The Chair of the assigned Committee will submit a report of this analysis to the Program Director for their review and potential action

o   Results from this analysis and comparison will be discussed by the assigned responsible Departmental Committee, for the purpose of identifying any needed plans for purposeful change and needed program improvement (PPCNI)

o   Recommendations related to PPCNI are brought forward by the responsible Committee to the next scheduled monthly Faculty Committee Meeting for decision/action (Faculty Committee is Chaired by the Program Director)

Public Reporting of Program Information

The Department of Nurse Anesthesia will maintain truth and accuracy in all recruiting and admissions practices, academic calendars, academic catalogues, program publications,

grading, and advertising. No member of the RFU community, including any member of the Department of Nurse Anesthesia, will distort, take out of context, misquote the official statement of their accreditation and/or anything an onsite review team and the COA have said or put in writing that would in effect tend to mislead the public and provide advantage to the program, institution, or an individual within the program or institution. To help assure truth and accuracy in all materials, the Chair/Program Director will review and approve all website content and marketing materials before they are distributed.

Consistent with COA standards, policies, and procedures the program will publicly report and update at least annually, on the program website (linked to the COA List of Accredited Educational Programs):

•  Accreditation status

•  Specific academic programs covered by the accreditation status

•  Name, address, and telephone number of the COA

•  Attrition for the most recent graduating class

•  Employment of graduates within six months of graduation

•  Certification examination pass rate for first time takers

•  Program length, in accordance with the COA definition

Record Retention

The Department of Nurse Anesthesia maintains accurate cumulative records consistent with the COA standards, policies, and procedures. All student records are retained until the student passes the National Certification Examination, except for those records that must be retained indefinitely. Student records that are retained indefinitely include any records that relate to grievances, litigation, final case records, summative student evaluations, and National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA) transcripts.

In addition to maintaining student records, the program ensures that all the following information is maintained and available:

•  Program philosophy (mission and vision), objectives (graduate standards), and master schedule

•  Organizational charts

•  Administrative policies

•  Budget data

•  Committee meeting minutes of the preceding three years

•  Clinical site demographics and case experiences

•  Current course outlines, outcomes, and student brochure

•  Examinations and testing materials

•  Faculty teaching and time commitment data

•  Alumni evaluations of the quality of the program for the preceding three years

•  Employer evaluations for the preceding three years

•  All COA decisions letters and formal correspondence sent to the program since the time of its last accreditation review.

•  Student and faculty evaluations of the program conducted by the COA, including but not limited to those collected at the midpoint of the program’s accreditation cycle and prior to its current accreditation review.

Appendices

Appendix A: Committees for the Department of Nurse Anesthesia

Program Standards and Benchmarks Committee

Policy

The Department of Nurse Anesthesia will maintain a Program Standards and Benchmarks committee whose purpose is to: 1) assist in evaluating, and documenting, programmatic compliance with Council on Accreditation of Nurse Anesthesia Educational Programs “A. Conducting Institution Standards, G. Policy Standards and, H. Evaluation Standards”; 2) review the results of programmatic assessment activities related to key program outcomes and provide input and recommendations for further actions, including plans for purposeful change and needed improvement; and 3) provide input to the Nurse Anesthesia Program from constituencies with which it interacts, including representation from the public. The program will be evaluated relative to its stated mission, vision, outcomes, and objectives by stakeholders who participate as a member of this committee.

Procedure

•       The committee is chaired by the Chair of the Department of Nurse Anesthesia, and will convene the committee (using virtual meeting technology) quarterly, or as needed to address issues.

•   Membership includes the Program Chair, one faculty member, one student from each enrolled cohort, an alumnus of the program, and a public member.

•       The program evaluation data reviewed by the committee (including that from the systematic plan for continuous self-assessment) is used to:

o   Monitor and improve program quality and effectiveness

o   Monitor and improve student achievement

o   Monitor and improve advising and mentorship

o   Monitor compliance with accreditation requirements and initiate corrective action should areas of noncompliance should occur

Admissions Committee

Policy

The Department of Nurse Anesthesia will maintain an Admissions Committee whose purpose is to: 1) assist in evaluating, and documenting, programmatic compliance with Council on Accreditation of Nurse Anesthesia Educational Programs “C. Student Standards—Selection & Admission”; 2) review the results of programmatic assessment activities related to admissions, and provide input and recommendations for further action, including plans for purposeful change and needed improvement; and 3) design the process related to the selection of students for the program. Specific activities include: review of applications, selection of candidates for interview, establishing a process for conducting interviews, and selection of candidates for admission.

Procedure

•      The committee is Chaired by the Associate Program Director and will meet monthly (using virtual meeting technology) from July to February of each academic year.

•      Membership includes the program administrators, faculty, students, and program alumni.

•      The program evaluation data reviewed by the committee (including that from the systematic plan for continuous self-assessment) is used to:

o   Monitor and improve program quality and effectiveness

o   Monitor and improve student achievement

o   Monitor and improve advising and mentorship

o   Monitor compliance with accreditation requirements and initiate corrective action should areas of noncompliance should occur

Academic Review Committee

Policy

The Department of Nurse Anesthesia will maintain an Academic Review Committee whose purpose is to: 1) assist in evaluating, and documenting, programmatic compliance with Council on Accreditation for Nurse Anesthesia Educational Programs ”C. Student Standards-Student Participation & Conduct, and “D. Graduate Standards”; 2) monitor the academic and clinical progression of students in the program; 3) identify students at risk of academic or clinical failure; 4) recommend remediation strategies, which are consistent with university policies and procedures; 5) monitor overall student persistence and completion data/results; and 6) review the results of programmatic assessment activities related to academic progression of students, and provide input and recommendations for further action, including plans for purposeful change and needed improvement.

Procedure

•      The committee will be chaired by the Director of Nursing Simulation and will meet quarterly (using virtual meeting technology), or as needed to address issues.

•      Membership includes program administrators and faculty; key Student Support staff members, including the Director of Academic Support, and the ADA Coordinator will be included as ad hoc members when needed to develop remediation strategies and plans.

•  The program evaluation data reviewed by the committee (including that from the systematic plan for continuous self-assessment) is used to:

o   Monitor and improve program quality and effectiveness

o   Monitor and improve student achievement

o   Monitor and improve advising and mentorship

o   Monitor compliance with accreditation requirements and initiate corrective action should areas of noncompliance should occur

Clinical Education Committee

Policy

The Department of Nurse Anesthesia will maintain a Clinical Education Committee whose purpose is to: 1) assist in evaluating, and documenting, programmatic compliance with Council on Accreditation of Nurse Anesthesia Educational Programs “F. Clinical Site Standards”; 2) review the results of programmatic assessment activities related to clinical education, and provide input and recommendations for further action, including plans for purposeful change and needed improvement; and 3) participate in all aspects of planning, executing, and evaluating clinical instruction.

Procedure

•  The committee will be chaired by the Coordinator of Clinical Education and will meet quarterly (using virtual meeting technology), or as needed to address issues.

•      Members will include the program administrators, faculty, students, and interested clinical coordinators from the affiliated hospitals.

•      The program evaluation data reviewed by the committee (including that from the systematic plan for continuous self-assessment) is used to:

o   Monitor and improve program quality and effectiveness

o   Monitor and improve student achievement

o   Monitor and improve advising and mentorship

o   Monitor compliance with accreditation requirements and initiate corrective action should areas of noncompliance should occur

Curriculum Committee

Policy

The Department of Nurse Anesthesia will maintain a Curriculum Committee whose purpose is to: 1) assist in evaluating, and documenting, programmatic compliance with Council on Accreditation of Nurse Anesthesia Educational Programs “E. Curriculum Standards”; 2) assist in ensuring that the curriculum prepares graduates for the full scope of nurse anesthesia practice; 3) review the curriculum to ensure it is relevant, current, comprehensive, and meets commonly accepted national standards for similar degrees; 4) seek to ensure that the teaching-learning environment promotes the achievement of educational outcomes driven by the mission of Rosalind Franklin University Nurse Anesthesia Program and fosters student learning, professional socialization, and faculty growth; and 5) review the results of programmatic assessment activities related to the curriculum, and provide input and recommendations for further action, including plans for purposeful change and needed improvement.

Procedure

•   The committee will be co-chaired by the Coordinator of Simulation and the Coordinator of Online Education, and will meet quarterly, or as needed to address issues (using virtual meeting technology)

•   Members will include the program administrators, faculty, and students.

•       The program evaluation data reviewed by the committee (including that from the systematic plan for continuous self-assessment) is used to:

o   Monitor and improve program quality and effectiveness

o   Monitor and improve student achievement

o   Monitor and improve advising and mentorship

o   Monitor compliance with accreditation requirements and initiate corrective action should areas of noncompliance should occur

Research, Scholarship and Awards Committee

Policy

The Department of Nurse Anesthesia will maintain a Research, Scholarship and Awards

Committee whose purpose will be to: 1) promote and support translational research activities of faculty and students; 2) evaluate the overall quality of translational research activities within the program; and 3) plan, implement, and evaluate a program to recognize students through scholarship monies and department- level awards; and 4) recommend and coordinate strategies to improve translational research capabilities and dissemination opportunities.

Procedure

•   The committee will be chaired by the Coordinator of Research and Doctoral Scholarship, and will meet quarterly or as needed (using virtual meeting technology).

•       Membership will include faculty, students, alumni, and interested members of the University community

•       The program evaluation data reviewed by the committee (including that from the systematic plan for continuous self-assessment) is used to:

o   Monitor and improve program quality and effectiveness

o   Monitor and improve student achievement

o   Monitor and improve advising and mentorship

o   Monitor compliance with accreditation requirements and initiate corrective action should areas of noncompliance should occur

Department of Nurse Anesthesia Faculty Committee

Policy

The Department of Nurse Anesthesia will maintain a committee of the faculty as a whole whose purpose will be to: 1) assist in evaluating, and documenting, programmatic compliance with Council on Accreditation of Nurse Anesthesia Educational Programs “B. Faculty Standards”; 2) review recommendations from departmental committees for further action/approval; 3) review results of programmatic assessment activities for further action/approval; and 4) conduct dismissal hearings per University due process procedures.

Procedure

•      The Faculty Committee will be chaired by the Nurse Anesthesia Chair/Program Director, and will meet monthly or as needed (using virtual meeting technology).

•  Membership will include all appointed full-time and part-time faculty

•      The program evaluation data reviewed by the committee (including that from the systematic plan for continuous self-assessment) is used to:

o   Monitor and improve program quality and effectiveness

o   Monitor and improve student achievement

o   Monitor and improve advising and mentorship

o   Monitor compliance with accreditation requirements and initiate corrective action should areas of noncompliance should occur

•  The Faculty Committee utilizes the data generated from the Program Evaluation Plan to identify areas that need to be changed or improved:

o   Planned changes are based on a causal analysis, keeping in mind the mission statement of Rosalind Franklin University, and its resources

o   Changes are reconciled with the COA’s standards for accreditation to ensure they are

compliant with them

o   Necessary resources are identified and put into place to implement the changes within an identified timeframe

o   The outcome of changes in monitored and assessed to determine their impact on student achievement and/or program outcomes

o   Purposeful change and program improvement are planned for within the context of the Rosalind Franklin University strategic plan, as well as the Department of Nurse Anesthesia strategic plan, to ensure the long-range viability of the program.

Diversity, Equity & Inclusion Committee

Policy

The Department of Nurse Anesthesia will maintain a Diversity, Equity & Inclusion committee whose purpose will be to: 1) promote increased diversity and inclusion in the Nurse Anesthesia program; and 2) recommend strategies to both recruit, and retain, students that contribute to the diversity of the CRNA profession.

Procedure

•  The Diversity, Equity & Inclusion Committee may be chaired by a faculty member, student or alumni member of the committee, and will meet quarterly or as needed (using virtual meeting technology).

•       Members include students, faculty and alumni

•       The committee will provide ongoing input into, and feedback regarding, the Department of Nurse Anesthesia Strategic Plan for Diversity, Equity & Inclusion

Marmoset Health and Wellness Committee Policy

The Department of Nurse Anesthesia will maintain a Marmoset Health and Wellness committee whose purpose will be to: 1) promote wellness, kindness, and generosity within the Nurse Anesthesia program; and 2) recommend strategies to help manage stress, and increase the well-being and success of students throughout the program.

Procedure

•  The Marmoset Health and Wellness Committee may be chaired by a faculty member, student or alumni member of the committee, and will meet quarterly or as needed (using virtual meeting technology).

•       Members include students, faculty and alumni.

•       The committee will provide ongoing input into, and feedback regarding, the Department of Nurse Anesthesia Strategic Plan as it may relate to student health and wellness.

Appendix B: Course Director Requirements

•       New Online Course Directors Complete LXD-112 The Basics of Online Learning (unless already course directing in QM Matters reviewed courses): Date Completed:                                                                     

•       Complete D2L training with OLID to assure competence in all aspects of creating/maintaining a course within D2L (working in CCR, creating content, modules, course organization, setting up groups, discussion board, dropbox, copying course elements from one course to another, managing grades/gradebook setup). Appointments can be scheduled for this training by contacting any of the

OLID trainers—Quentin Conkle, or Ron Herbig—or by attending OLID Walk in Wednesday sessions.

Date Completed:           

•   Complete ExamSoft training through Information Technology Services (Angelo Martinelli, Academic Support Specialist). Date Completed:       

•       Complete AANA Learn Educator series (3) modules: 1) Didactic and Clinical Instruction; 2) Evaluation for Nurse Anesthesia Educators; and 3) Principles and Goals of Writing Curriculum. Costs for these courses will be reimbursed by the Department of Nurse Anesthesia. In lieu of this requirement, faculty may provide evidence of other formal education in curriculum, evaluation, and instruction. Date Completed:        

•       RECOMMENDED: Complete the NBCRNA Item Writers courses (3): 1) Item-Writing Theory and Practice: Foundation; 2) Item-Writing Theory and Practice: Alternative Question Formats; and 3) Item-Writing Theory and Practice: Writing Clinical Scenario Item Series. These free courses can be accessed via the NBCRNA website > Certification > Item Writing. Date Completed:              

•       Assure course adheres to course title, quarter hours, course description, and course outcomes established and approved by the Department/College of Nursing. If changes are desired, submit recommendation (with supporting evidence) to the DNA Curriculum Committee

•       Create Module/Weekly Learning Objectives (consistent with course outcomes) and include in course materials; map learning objectives/learning activities/assignments to course outcomes.

•   Prepare all course materials, including course syllabus (using Dept approved template).

•   Create course structure in D2L

•       Create a course schedule, covering all lectures, either self or other approved faculty members; embed this course schedule within the course syllabus

•       Select course textbook, with input from DNA Curriculum Committee (ideally from NCE bibliography when applicable)

•       Prepare/post/grade all exams for the course, using ExamSoft; categorize all exam questions per the NCE outline

•   Grade assignments per an established rubric

•   Enter grades for individual assignments, and for the final course grade

•   Approve student assignment due date extensions; approve student request to reschedule an exam

•   Respond to student questions related to course content, or the requirements of a course assignment.

•   Excuse a student from attending a required class session

•   Make revisions/improvements to the course based on OLID Quality Matters (QM) reviews.

•   Respond to student concerns or complaints about the course or course faculty

•   Bring forward course-related concerns to the Program Director

•   Review Course and Faculty Evaluation results, and prepare Course Director’s Summary Report

within 2 weeks of availability of results; submit to DNA Curriculum Committee for approval

Appendix C: Position Descriptions

POSITION DESCRIPTION DIDACTIC FACULTY

Position Summary:

Faculty members within the Department of Nurse Anesthesia assume teaching, scholarship, and service responsibilities as agreed upon with the Chair, Program Director, and participate on departmental committees as assigned by the Chair, Program Director.

Essential Duties & Responsibilities:

•      Delivery of the didactic curriculum consistent with the current standards, policies, and procedures established by the Council on Accreditation of Nurse Anesthesia Educational Programs (COA).

•      Be an active participant in departmental business and on departmental committees as assigned by the Chair, Program Director.

•      Assume teaching, curriculum management, scholarship, and service responsibilities as agreed upon with the Chair, Program Director

•  Advise and mentor nurse anesthesia students (CRNA didactic faculty)

•      Serve as a doctoral project advisor for nurse anesthesia students (CRNA didactic faculty)

Required Education & Experience:

•  Meet Rosalind Franklin University requirements for teaching doctoral level courses (including Test of Experience); these requirements are put forth by the Higher Learning Commission and can be found at the following link: https://download.hlcommission.org/FacultyGuidelines_OPB.pdf

•      Earned masters or doctoral degree from an institution of higher education that was accredited by an agency officially recognized by the US Secretary of Education to accredit institutions at the time the degree was conferred.

•      Current license to practice as a registered nurse and an advanced practice registered nurse (APRN) in compliance with state law (CRNA/APRN Faculty only)

•  Graduate of a COA accredited nurse anesthesia program (CRNA Faculty only)

•      Current certification by the National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA) (CRNA Faculty only)

•  Clinical experience as a CRNA (CRNA Faculty only)

•      If serving as a Course Director, documented formal instruction in curriculum, evaluation, and instruction

•      Those teaching clinical anesthesia content must possess licensure and certification to practice as a CRNA or physician anesthesiologist.

•      If teaching clinical anesthesia content, faculty must demonstrate clinical competence by current clinical practice, research in a clinical area, education in a clinical area, utilization of evidence-based practice in instruction, and participation in continuous professional development activities.

Required Knowledge, Skills & Abilities:

•  Possess high ethical standards and strong personal and professional integrity

•  Ability to be an effective leader with excellent communications skills

•      Ability to adapt and be open-minded, willing to take risks and accept change and responsibility

•  Skilled in verbal, written, and interpersonal communications

•  Proficient with Microsoft Office applications, Word, Excel & Powerpoint

Non-CRNA Faculty:

•      Non-CRNA faculty must be academically prepared for the areas in which they teach as evidenced by degree specialization, specialty course work, and other preparation to address the major concepts included in the courses taught.

•      Non-CRNA faculty may serve in an advisory capacity for doctoral project work for which they are academically prepared, but a CRNA faculty member will be involved in the process of planning, formation and evaluation of each scholarly doctoral project.

Test of Experience for Non-DNP Prepared Faculty Members:

Minimum requirements for non-DNP prepared faculty teaching the following courses include:

Advanced Physiology, Pathophysiology, Pharmacology and Health Assessment:

•  Masters or Doctoral Degree in Nursing, Pharmacy, Physiology, or Medicine

•  Three years of clinical practice experience with prescribing broad range of pharmacologic treatments for patients (for faculty teaching

Advanced Pharmacology)

Principles of Anesthesia, Advanced Nurse Anesthesia Pharmacology, Clinical Correlations:

•  Masters or Doctoral Degree in Nursing, Pharmacy, Physiology, or Medicine

•  Three years of clinical anesthesia practice experience

Health Policy, Economics and Finance in Healthcare:

•  Masters or Doctoral Degree in Nursing, Education, Healthcare Administration, Health Policy, Health Law, Medicine

•  Three years of experience in healthcare policy monitoring, analysis/interpretation, development, and/or advocacy within the nurse anesthesia profession

POSITION DESCRIPTION NURSE ANESTHESIA CHAIR/PROGRAM DIRECTOR

Position Summary:

The Chair and Program Director is a full-time position, with responsibility to manage the

implementation of didactic curriculum consistent with the current guidelines established by the Council on Accreditation of Nurse Anesthesia Educational Programs and oversee the management and daily operations of theNurse Anesthesia Department. Recognition at the national level in their field of expertise is preferred and/or at least 4-5 years clinical practice as well as experience at the University level in Assistant Chair &/ or leadership positions, and high academic standards in teaching, education, scholarship and service. The Chair/Program Director demonstrates knowledge of environmental issues that may influence the program and nurse anesthesia practice by engaging in professional development. Chairs should have a focus on interpersonal skills and collaborative skills that foster an atmosphere of cooperation within the department. Demonstrated success in achieving academic excellence in training and research programsis important, as are higher management experience, entrepreneurial skills, and business acumen.

Essential Duties & Responsibilities:

•       Overall responsibility, authority and reporting relationship:

o   The responsibilities and authority of the department chairs are established by the Dean of the college. The Deanwill discuss these responsibilities with the President and Chief Executive Officer for Rosalind Franklin University of Medicine and Science (RFUMS). All department chairs report primarily and directly to the Dean of the college. Important collaborative relationships include (but are not limited to) the Vice Presidents for Clinical and ExternalAffairs, Faculty and Educational Affairs, Research, other department chairs, research center directors, and clinical service center leadership.

•       Faculty:

o   The chair is responsible for the recruitment, management, compensation and retention of faculty in consideration of strategic plans of the college and RFUMS, and of the balancing of the multiple missions of the institution. These responsibilities shall demonstrate compliance with the University’s equal opportunity and affirmative action obligations. The Chair nominates all faculty for initial appointment, additional term appointments, and promotion and tenure within the department. The Chair (or his/her designee) will meet at a minimum annually with each faculty member to provide evaluation, guidance, and mentoring of the faculty member. The Chair will oversee all faculty activities and manage all academic initiatives. The Chair will provide strategic program recommendations on future directions for the faculty complement to the Dean of the college. The Chair has the authority to assign administrative, teaching, and research roles to the faculty of the department. The Chair is responsible and accountable for the academic performance and productivity of the faculty and for their continuing education.

•   Promotion of teamwork:

o   An important responsibility of the Department Chair is to promote teamwork both within a department and between/among other departments in all aspects of academic functions.

•   Educational and training programs:

o   The Chair is responsible, together with his/her faculty, for the development of all student teaching programs. The Chair is responsible for maintaining liaison with other departments to foster and integrated teaching program. In particular, the Chair is responsible for promoting and implementing the strategic directions established by the relevant committee of each college.

•   Research programs:

o   The department Chair has the responsibility to encourage and support research creativity and productivity, and provide their expertise to assist all appropriate departmental faculty in obtaining extramural funding. The goals on departmental research must be integrated with those of each college and RFUMS as a whole. The chair will provide input on research strengths and recommendations on strategic research program directions to the Dean of the college and its associate Dean.The chair is responsible for fostering interdepartmental collaboration.

•       Facilities:

o   The department Chair is responsible for the planning and development of departmental space. He/she is responsible for assuring that all space is utilized in an efficient and productive manner. Requests for new academic (research, faculty office, and teaching) space or change in space utilization should be directed by the Chair to the Dean’s office.

•       Finances and budget:

o   The department Chair is responsible for the financial affairs of the department including budget preparation, administration, and reporting. Expenditures from an approved fiscal year budget are authorized only by the Chair with the approval of the Dean. The chair is responsible for and authorizes expenditures from departmental funds with the approval of the Dean, consistent with all institutional guidelines and practices.

•       Renumeration of departmental personnel:

o   Chairs are responsible for making recommendations to the Dean for faculty compensation in compliance with the established University guidelines. These recommendations must reflect the overall contributions of individuals to the academic activities of the department and college. The institution is responsible for establishing all policies and guidelines for the renumeration of all faculty and non-faculty personnel.

•       Cultural values of the institution:

o   The department Chair serves as a role model and advocate for the cultural

values of the enterprise: respect, integrity, stewardship, and excellence. The Chair must exhibit sensitivity in maintaining diversity in recruiting facultyand students to the department.

•       Personal attributes:

o   Department chairs must be effective leaders with excellent communications skills. Chairs must be adaptable and open-minded, willing to take risks and accept change and responsibility. Chairs need to be visionary and have the ability to focus on the needs of the department as well as the whole (College, University, affiliate medical centers, community).

•       Chair’s responsibilities as a faculty member:

o   To be determined between the Chair and Dean/Vice-Dean

•       Terms:

o   The department Chair serves at the pleasure of the Dean of the college. The Dean of the college will conduct a review of performance of the Chair and the department every year.

•       Evaluation:

o   Evaluation of the Chair will be tied to the job description and will include the success of fiscal management of the department, success and quality of the educational programs, morale of the department’s faculty, and recruitment and retention of personnel. These benchmarks will be assessed with regard to the strategic plan and mission of the college.

Required Education & Experience:

•   Earned doctoral degree from an institution of higher education that was accredited by an agency officially recognized by the US Secretary of Education to accredit institutions at the time the degree was conferred.

•   Current license to practice as a registered nurse and an advanced practice registered nurse (APRN) in Illinois.

•       Graduate of a COA accredited nurse anesthesia program

•   Current certification by the National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA)

•       Documented formal instruction in curriculum, evaluation, and instruction

•       Served in leadership role at the university level in field

•       Experience in interprofessional collaboration

•       Clinical experience as a CRNA (4-5 years)

•       Current knowledge of CRNA practice and related professional issues

•   Two years education/administrative experience, with documented formal instruction in curriculum, evaluation, and instruction.

•       Demonstrated record of scholarship and service

•       Current knowledge of institutional and programmatic accreditation requirements

for nurse anesthesia educational programs.

Required Knowledge, Skills, and Abilities:

•       Knowledge and ability to implement accreditation processes.

•   Knowledge of varied educational pedagogy, assessment strategies, and best practices in higher education.

•   Demonstrated ability to lead and collaborate with administration, faculty, and staff.

•       Demonstrated strong project management and problem-solving skills.

•       Demonstrated understanding of the operations of a College/School

•       Demonstrated ability to develop and implement programs and new initiatives.

•   Ability to exercise independent judgment and to use discretion in highly sensitive situations.

•       Commitment to professionalism, accountability and process-driven outcomes.

•       Demonstrated excellence in teamwork, organization and critical thinking.

•       Ability to multitask.

•       Experience in developing policies and procedures.

•   Excellent oral, written, and interpersonal communication skills, with the ability to collaborate with others to ensure timely project completion.

•       Integrity and sensitivity for organizational needs and public image.

•   Proficient use of computer software relevant to curriculum mapping and assessment.

•   Understanding of university infrastructure and experience in higher educational setting.

Typical Physical Demands and Working Conditions:

•   Selected candidate must have the mental and physical capabilities to perform the essential functions of the position with or without accommodation.

•       Position requires classroom teaching and lab time.

POSITION DESCRIPTION ASSOCIATE PROGRAM DIRECTOR NURSE ANESTHESIA

Position Summary:

The Associate Program Director, a full-time faculty member, will manage the implementation of didactic curriculum consistent with the current guidelines established by the Council on Accreditation of Nurse Anesthesia Educational Programs, assume teaching, research,

and service responsibilities as agreed upon with the Chair, Program Director, and

participate on departmental committees as assigned by the Chair, Program Director. The Associate Program Director demonstrates knowledge of environmental issues that may influence the program and nurse anesthesia practice by engaging in professional development. The Associate Program Director must be qualified, if required, to assume leadership responsibilities for the program in the absence of the Chair/Program Director.

Essential Duties & Responsibilities:

•      Serve as a member of the Department’s Executive Committee

•  Represent the Chair/Program Director as assigned

•  Provide leadership and oversight of program operations, as delegated by, and in collaboration with, the Chair/Program Director

•  Manage the implementation of didactic curriculum consistent with the current standards, policies and procedures established by the Council on Accreditation of Nurse Anesthesia Educational Programs (COA).

•  Be an active participant in departmental business and on departmental committees as assigned by the Chair, Program Director.

•  Assume teaching, research, and service responsibilities as agreed upon with the Chair, Program Director

•  Assist the Chair/Program Director in developing and implementing the core business and strategic plans for the Department.

Required Education & Experience:

•  Earned doctoral degree from an institution of higher education that was accredited by an agency officially recognized by the US Secretary of Education to accredit institutions at the time the degree was conferred.

•  Current license to practice as a registered nurse and an advanced practice registered nurse (APRN) in Illinois.

•  Graduate of a COA accredited nurse anesthesia program

•  Current certification by the National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA)

•  Clinical experience as a CRNA

•  Current knowledge of CRNA practice and related professional issues

•  Two years education/administrative experience, with documented formal instruction in curriculum, evaluation, and instruction

•  Demonstrated record of scholarship and service

•  Current knowledge of institutional and programmatic accreditation requirements for nurse anesthesia educational programs.

Required Knowledge, Skills & Abilities:

•      Possess managerial and administrative skills

•  Possess high ethical standards and strong personal and professional integrity

•  Knowledge of faculty governance

•  Ability to be an effective leader with excellent communications skills

•  Ability to adapt and be open-minded, willing to take risks and accept change and responsibility

•  Be visionary and have the ability to focus on the needs of the Program as well as the College of Nursing, and the University

•  Skilled in verbal, written, and interpersonal communications

•  Proficient with Microsoft Office applications, Word, Excel & Powerpoint

POSITION DESCRIPTION COORDINATOR SIMULATION EDUCATION

Position Summary:

The Coordinator of Simulation works under the supervision of the Program Director to direct the management of simulation experiences for students in the Doctoral Nurse Anesthesia program. The Simulation Coordinator will also work closely with the Director of Nursing Simulation in regard to simulation scheduling. The primary role includes ensuring the development of both low- and high-fidelity simulation experiences and clinical correlation experiences for the NNAS 711-712-713 course series. In addition, the Coordinator of Simulation must meet all requirements specified in the position description for Didactic Faculty.

Essential Duties & Responsibilities:

•  Ensures continued compliance for simulation and clinical correlation education as per the Council on Accreditation of Nurse Anesthesia Educational Program (COA) standards for doctoral nurse anesthesia programs.

•  Act as the primary resource for the Nurse Anesthesia Department with student and faculty simulation experiences.

•  Develop the overall curriculum for the clinical correlation (simulation) course series NNAS 711-712-713.

•  Establish and schedule weekly activities for NNAS 711-712-713.

•      Development of low-fidelity activities to promote essential anesthesia skill development in students.

•  Annual assessment and revision of previously utilized anesthesia skill fluency checklists for machine checkoff, airway management, spinal, epidural, arterial and central line insertion skills.

•      Develop low- and high-fidelity scenarios to provide students with the opportunity to demonstrate a comprehensive and holistic approach, including cultural and gender specific considerations, to anesthesia planning.

•  Development of high-fidelity simulation scenarios with quantitative rubric measurement for evaluation of student transition from didactic to clinical residency training.

•  Serve as the point-of-contact for student concerns regarding faculty communication and instruction.

•  Serve as the point-of contact for faculty concerns regarding student performance in NNAS 711-712-713.

•  Meet with students that require remediation of fluency or high-stakes simulation testing to develop a plan for improving performance.

•  Ensure adequate faculty scheduling for weekly simulation activities.

•  Assist in the mentoring of new faculty into simulation teaching.

•  Review student course and faculty evaluations to determine if any action(s) need to be taken prior to the next iteration.

•  Other responsibilities may be required.

Required Education and Experience:

Education

•  Graduate of a COA accredited nurse anesthesia program.

•  Earned doctoral degree from an institution of higher education that was accredited by an agency officially recognized by the US Secretary of Education to accredit institutions at the time the degree was conferred.

•  Documented formal instruction in curriculum, evaluation, and instruction

Licensure & Certification

•  Current license to practice as a registered nurse and an advanced practice registered nurse (APRN) in compliance with state law

•  Current certification by the National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA)

•  Certified Healthcare Simulation Educator (CHSE) certification preferred

Experience

o   Three years of clinical experience as a CRNA required.

o   Current clinical practice as a CRNA is required.

o   Previous experience in simulation education.

o   Knowledge of the COA standards, guidelines, and policies and procedures preferred

Required Knowledge Skills & Abilities:

o   Excellent verbal and written communication skills.

o   Strong organizational and time management skills.

o   Ability to operate personal computers with proficiency and learn new applications and systems.

o   Demonstrated ability to interact with multiple professional disciplines and students, being sensitive to multicultural issues.

o   Ability to maintain confidentiality and discretion at all times.

o   Ability to collaborate with Program Director, Director of Nursing Simulation, and all core and adjunct faculty to promote the delivery of clinical correlation and simulation activities.

POSITION DESCRIPTION COORDINATOR OF RESEARCH AND DOCTORAL SCHOLARSHIP

Position Summary

The Coordinator of Research and Doctoral Scholarship works under the supervision of the Program Director and in collaboration with the Associate Dean of Research for the College of Nursing (CON) to design, manage and deliver the curriculum directly related to clinical and translational research, as well as doctoral project development and implementation. Responsibilities include management of multiple courses for entry level DNP students, engaging with clinical partners to ensure a pipeline of implementation projects, and accountability for the scope and quality of the scholarly work products produced by the students. In collaboration with the doctoral project advisors, provide feedback and guidance throughout the doctoral project process. Organize and facilitate outlets for all students to disseminate their work. The Coordinator promotes learning opportunities that are in alignment with the Council on Accreditation of Nurse Anesthesia Educational Programs (COA) Standards.

Essential Duties and Responsibilities

o   Coordinate the design and delivery of didactic curriculum related to translational research and evidence-based practice.

o   Provide a framework for doctoral projects that conforms to the COA White Paper on Scholarly Work, and the American Association of Colleges of Nursing (AACN) Essentials.

o   Organize opportunities for students to disseminate their doctoral projects including live or virtual events.

o   Collaborate with the Joanna Briggs RFUMS Center for Interprofessional Evidence- Based Practice.

o   Engage with clinical partners to create opportunities for evidence translation and implementation of best practice.

o   Collaborate with faculty on interprofessional research opportunities.

o   Engage with students in all cohorts as a doctoral project advisor and mentor.

o   Seek opportunities for funded research from external entities

o   Participate in the CON Research Council

o   Lead the Department Research, Scholarship, and Awards Committee.

o   Other faculty responsibilities as required.

Required Education and Experience:

o   License to practice nursing and advanced practice nursing in the United States

o   Graduate of a COA accredited nurse anesthesia program

o   Certification by the National Board for Certification and Recertification of Nurse Anesthetists (NBCRNA) to practice anesthesia

o   Earned doctorate degree (DNP, DNAP or PhD)

o   Experience in interprofessional collaboration

o   Three years of clinical experience as a CRNA

o   Currently practicing in a clinical area

o   Minimum of two years of teaching experience

o   Demonstrated record of scholarship and service

o   Experience with COA and AACN requirements for doctoral scholarship

Required Knowledge, Skills and Abilities:

o   Formal training in evidence synthesis, preferably using the JBI methodology.

o   Ability to create engaging online content using the latest technology for remote learning.

o   Knowledgeable regarding the COA requirements regarding DNP project work.

o   Adept with statistical analysis methods and software.

o   Innovative and flexible thinking to adapt to changing implementation landscape.

o   Curriculum design that incorporates continuity in course planning.

o   Teamwork and collaboration skills

o   Experience with successful publication in scholarly journals.

Typical Physical Demands and Working Conditions

o   Selected candidate must have the mental and physical capabilities to perform the essential functions of the position with or without accommodation.

o   Position requires classroom teaching and leading synchronous workshops.

POSITION DESCRIPTION COORDINATOR OF CLINICAL EDUCATION

Position Summary:

The Coordinator of Clinical Education works under the supervision of the Program Director to direct the management of clinical education within the department. Responsibilities include management of nurse anesthesia resident rotations, coordination of clinical sites, communication with clinical preceptors, and oversight of programmatic assessment of clinical education. The Coordinator monitors and promotes a learning environment at the clinical sites that is conducive to student learning, and maintains compliance with the Council on Accreditation of Nurse Anesthesia Educational Program (COA) Standards for Accreditation of Nurse Anesthesia

Programs and Accreditation Policies and Procedures as related to clinical instruction. In addition, the Coordinator of Clinical Education must meet all requirements specified in the position description for Didactic Faculty.

Essential Duties & Responsibilities:

Sites

o   Ensures continued compliance for clinical education as per the COA standards for doctoral nurse anesthesia programs.

o   Provides for the establishment, maintenance, and monitoring and evaluation of clinical rotation sites including supervision and guidance.

o   Analyzes data from clinical education experiences to understand the current organizational and industry trends at facilities.

o   Facilitates on-site visits by faculty, and ensures compliance with yearly visits.

o   Maintains documentation for COA approval and affiliation agreements for each clinical site.

Preceptors

o   Monitors the currency of the professional credentials of CRNA and physician anesthesiologist clinical instructors who instruct students in the clinical practice site.

o   Mentors clinical instructors/preceptors to ensure quality clinical instruction and accurate student performance evaluation

o   Receives results of preceptor and site evaluations and determines if actions need to be taken.

Students

o   Teaches students how to use technology to accurately report training experiences, receive evaluations, and evaluate preceptors and clinical sites as per the COA requirements.

o   Verifies that all students have completed pre-participation requirements for clinical sites and clinical orientation prior to beginning clinical experiences

o   Reviews daily clinical evaluations and identifies students in need of remediation

o   Oversees the maintenance of appropriate records such as clinical evaluations, anecdotal notes and attendance on an ongoing basis to document evidence of student progress in the clinical setting.

o   Monitors student case logs and assigns experiences based on Clinical Residency course learning outcomes.

Department

o   Attends departmental meetings and stays up to date on departmental changes.

o   Contributes to assessment, planning, implementation and evaluation of curriculum clinical components

o   Assigns faculty clinical mentors for each cohort

o   Organizes and coordinates return to campus events and activities

o   Attends RFU Department of Clinical Educators meetings and reports back any major communications from the university Office of Clinical Partnerships.

o   Updates the SARA and CAM databases for the department

o   Updates the departments contribution to the clinical portfolio for the Office of Clinical Partnerships

Other responsibilities may be required.

Required Education & Experience:

o   Must be a graduate of an accredited nurse anesthesia program.

o   Earned doctorate degree is required

o   Documented formal instruction in curriculum, evaluation, and instruction

o   Must possess current NBCRNA certification/recertification as a Certified Registered Nurse Anesthetist, and current unrestricted Illinois RN and APRN Certified Registered Nurse Anesthetist license

o   Three years of clinical experience as a CRNA required

o   Knowledge of the COA standards, guidelines, and policies and procedures preferred

Required Knowledge, Skills & Abilities:

o   Strong organizational and time management skills.

o   Superior interpersonal, verbal and written communication skills.

o   Ability to exercise empathy when working with students and clinical preceptors.

o   Ability to operate personal computers with proficiency and learn new applications and systems.

o   Demonstrated ability to interact with the community and be sensitive to multicultural issues.

o   Ability to maintain confidentiality and discretion at all times.

o   Ability to collaborate with Program Director and faculty in the delivery of clinical instruction.

o   Clinical competence as evidenced by one or more of the following:

o   Current clinical practice

o   Research in clinical area

o   Education in clinical area

o   Utilization of evidenced-based practice in instruction, in consultation with clinical experts

o   Participation in professional development programs

Position Description: Director Student Success

Position Summary:

The Director for Student Success works under the supervision of the Program Director. His/her responsibilities are to support the Program Director in the oversite of the

program’s functions. This role will have the additional focus of ensuring student success in

the program.

Essential Duties and Responsibilities:

•  Engage with students in all cohorts as a doctoral project advisor and mentor.

•  Coordinate and course direct the Clinical Seminar series NNAS 714-719.

•  Member the Nurse Anesthesia Executive Committee

•  Carries out assigned projects delegated by the Program Director

•  Assists in the strategic plan for the program

•  Collaborates with program director and the RFU Offices of Strategic Enrollment Management, Student Health and Wellness, Student Affairs, and Financial Aid Services to support the planning and implementation of effective student recruitment, admissions, advisement, and retention processes to achieve strategic goals

•  Chairs Admission Committee and is involved in initial admission application review

•  Standing member of the Academic Review Committee to monitor and analyze student results and provide strategic recommendations for performance improvements

•  Strategize with the NAEC to improve department efficiencies, results, and satisfaction ratings.

•  Oversee activities associated with student tutoring and remediation, including collaboration with Teaching Assistants

•  Designs and oversees the program NCE board preparation.

•  Develops appropriate mechanisms for recognizing student accomplishments and identifies students for leadership and future educational opportunities, including the identification to serve on the state association board of directors.

•  Strives to foster and maintain a learning environment for students that encourages personal development, self-directed learning, self-reflection, and academic success.

•  Functions as a resource for program to monitor student admission and progression patterns and identify and address issues that occur.

•  Receive faculty referrals for students having academic, emotional, or clinical concerns.

Required Education and Experience:

•      License to practice nursing and advanced practice nursing in the United States

•      Graduate of a COA accredited nurse anesthesia program

•  Certification by the National Board for Certification and Recertification of Nurse Anesthetists (NBCRNA) to practice anesthesia

•      Earned doctorate degree (DNP, DNAP or PhD)

•      Experience in interprofessional collaboration

•      Five years of clinical experience as a CRNA

•      Minimum of two years of teaching experience

•      Demonstrated record of scholarship and service

Position Description: Nurse Anesthesia Administrative Director-Coordinator

Position Summary:

The Administrative Director of the Department of Nurse Anesthesia makes possible the development, implementation, and ongoing evolution of cutting-edge, technology-driven departmental processes that enable faculty to focus nearly exclusively on curriculum, teaching, research and service. This position is required to serve as the administrator for several software platforms and is expected to be able to problem-solve, think critically and manage priorities with competing deadlines. Further duties include; managing the budget, maintaining all department files, building databases, processing faculty and preceptor appointments and working collaboratively with other departments across the university. The Administrative Director is responsible for establishing procedures and systems to streamline program efficiency.

Essential Duties and Responsibilities:

•  In consultation with the Department Chair, create, execute, and oversee integrated systems of administration, communication, scheduling, and evaluation that efficiently align the department’s processes with its mission and vision; the mission and vision of the College of Nursing, Rosalind Franklin University; the standards of the Council of Accreditation of Nurse Anesthesia Educational Programs; and external stakeholders.

•  Oversee and execute comprehensive, integrated departmental processes in close communication with the Chair.

•  Investigate, develop, and make recommendations to the Chair regarding strategies and processes for ongoing improvements in departmental processes.

•  Provide oversight, and approval for quarterly student course planning, and registration processes.

•  Plan and organize all large curricular and non-curricular department events, including: interviews, orientation, and alumni events

•      Organize systems for retention of records, including meeting minutes and all student files, for accreditation purposes

•  Serve as an Administrator for the following key platforms/systems/databases: ExamSoft; D2L/ BrightSpace (responsible for enrolling users, exporting data); Qualtrics; Typhon; NBCRNA; Castle Branch; Slate; Self-Service; WebAdvisor; School

Dudes (handle all facility-related requests: moving, painting, assembling, replacing infrastructure)

•  Collaborates closely with the Coordinator of Clinical Education to ensure key activities/communications related to clinical sites, and students in clinical training, are completed in a satisfactory manner; manages “Clinical Inbox”; develops and maintains preceptor database; prepares all “Letters of Good Standing”; creation and maintenance of evaluation database for each cohort

•  Serve as point person for student inquires and requests

•  Manage the process, and documents, related to faculty appointments, promotions, tenure; guides faculty with appointment packets