Faculty Administrative Policies, Practices, & Procedures

Academic Credit Policy, 15-week semester

Undergraduate Programs

One credit of direct classroom instruction = one 50-minute class period/credit/wk for 15 weeks

One credit of seminar instruction = two 50-minute class periods (total 100 minutes/credit/week for 15 weeks)

One credit of nursing lab = two 50-minute class periods (total 100 minutes/credit/week for 15 weeks)

One credit of faculty-directed nursing clinical practice = 3 hrs/week (42 hours clinical time over 15 weeks

One credit of Precepted clinical = 3 hrs/week (42 hours clinical time over 15 weeks)

Graduate Programs

One credit of direct classroom instruction = one 50 minute class period/credit/week for 15 weeks

One credit of seminar = two 50 minute class periods (100 minutes/credit/week for 15 weeks

One credit of nursing lab = two 50 minute class periods (100 minutes/credit/week for 15 weeks)

One credit of faculty-directed nursing clinical practice = 4 hrs/week (60 hours clinical/credit for 15 weeks)

One credit of Precepted clinical = 4 hrs/week (60 hours clinical/credit for 15 weeks)

Attendance at Formal Academic Ceremonies and Faculty Development

Faculty with > 0.5 FTE appointment are expected to attend SoN and PLU formal academic ceremonies and faculty development, unless excused due to other obligation or scheduling conflict. These include PLU University Conference, PLU Opening Convocation, Fall Return to Campus Workshops, Fall Evaluation Workshop, J-Term Faculty Development, SoN Recognition Ceremony, Blessing of the Hands, and PLU Commencement ceremonies. Academic regalia is required for Opening Convocation, SoN Recognition, and PLU Commencement ceremonies. Regalia can be rented through the PLU Provost Office.

University Conference

One weeks before the start of the fall semester PLU officially begins the academic year with a series of presentations from Keynote Speakers, the University President, Provost, Faculty Chairs and a multitude of workshops centered on the theme for the conference and staff/faculty training. Meals are provided for the first two days of the conference, but registration is required. From the provost website, click on Faculty Resources tab, Important Dates, then on University and Faculty Conference.

Opening Convocation

Each academic year formally begins with the University Convocation, held the first day of each fall semester. Steeped in rich tradition, the ceremony is designed to welcome new students and faculty as well as to recognize new appointments, achievements and honors earned by both faculty and students. Classes are suspended during the ceremony. All students and faculty are highly encouraged to participate in opening ceremony events in full regalia unless excused due to other obligation or scheduling conflict.

School of Nursing Recognition Pinning Ceremony

The SoN Recognition Ceremony includes the presentation of school pins to undergraduates and pre-licensure ELMSN students graduating from one of the SoN degree programs. In addition, faculty and student awards are also announced. The Recognition Ceremony is held throughout the year for each graduating cohort. The ceremony is planned by the RAP committee and graduating students. All faculty are strongly encouraged to attend the PLU SoN Recognition Ceremony; faculty with a ≥ 0.5 FTE position are expected to attend, unless excused due to other obligation or scheduling conflict.

PLU Commencement Ceremony

The university holds a formal Commencement Ceremony in December and May. Although nursing students are also recognized during the SoN Recognition Ceremonies, SoN faculty should encourage students to participate in the university’s Commencement Ceremony. Faculty will need to direct nursing students that are graduating to the PLU’s Office of the Registrar Graduation Information for applicable requirements, policies, and information. . All SoN faculty are strongly encouraged to attend the PLU commencement ceremonies. Faculty that hold a faculty position with ≥ 0.5 FTE are expected to attend, unless excused due to other obligation or scheduling conflict.

Faculty Credentialing Requirements, Health Requirements, and Clinical On-Boarding

For faculty who will be teaching clinically will need to complete all Clinical Placements Northwest requirements located on the Castle Branch Website

  • Phone # to be reached during clinical rotations
  • American Heart Association Basic Life Support for Healthcare Provider certification
  • Tuberculin status
  • Hepatitis B vaccine series with titers
  • MMR
  • Varicella
  • Tetanus/Diptheria/Pertusis
  • Annual Influenza
  • 10-panel drug screen if assigned to Multicare or Franciscan Health Care Systems

The above requirements are at the faculty member’s expense. Copies of documents or print-outs of electronic verification are required to be submitted to the SoN office. Additional items may be required. Evidence of renewal is required upon expiration. Liability insurance is provided through Pacific Lutheran University for all appropriately credentialed faculty. National (time of hire) and State of WA (annually) criminal background checks are conducted on all faculty.

Faculty are required to maintain compliance with all health care facility and Northwest Clinical Placement Consortium health and on-boarding requirements. Failure to comply with these requirements may result in delay of students’ clinical experiences and/or consequences for faculty performance reviews.

Clinical Teaching Expectations

Faculty teaching in clinical are expected to:

  • Complete clinical placement arrangements and their own clinical on-boarding within the established timeframes.
  • Abide by SoN placement policies for working with the Clinical Placement Coordinator and in accord with applicable requirements of the Clinical Consortium Northwest.
  • Maintain a high level of clinical competency and up-to-date practice skills for the faculty member’s designated area(s) of clinical practice and assigned clinical teaching responsibilities.
  • Maintain appropriate professional appearance, attire, communications, activities, and role modeling in all clinical practice activities.
  • Adhere to policies, procedures, and other requirements of the clinical site/agency.
  • Provide the unit manager or other most closely engaged agency personnel with faculty contact information, including for in-clinic and after hours contact needs.
  • Build respectful, responsive, and collaborative relationships with clinical partners and all related personnel.
  • Establish effective mechanisms and demonstrate timely and responsive communications with students, agency personnel, the course coordinator and other members of the course team, and the Clinical Placement Coordinator.
  • Provide agency personnel with clear information regarding students’ clinical schedules, requirements, practice competencies, expectations, objectives, level of independence in practice, and requirements for supervision.
  • Ensure the assignment of appropriate clinical experiences for students’ course requirements and curricular level, meeting State of WA and CCNE criteria for direct-care experiences and clinical hours as applicable.
  • Effectively teach and supervise student practice with the goal of progressively and intentionally advancing student practice to achieve excellence in patient care delivery.
  • Employ current professional standards and guidelines, regulatory requirements, and accepted agency protocol in the delivery of patient care.
  • Maintain patient/client, student, family member, agency personnel, and community member safety in all faculty-directed student practice activities
    Ensure that clinical assignments are appropriately challenging and meaningful for accomplishing clinical objectives and for a depth and breadth of clinical learning.
  • Practice early identification of students whose practice performance is at-risk or under-developed for the curricular level, addressing the practice concerns clearly, directly and appropriately; devising appropriate and safe remediation to accomplish the necessary improvements; issuing a Performance Progression Alert or other student warnings as needed; and ensuring appropriate progressions consequences for insufficient improvement or unsatisfactory performance.
  • Follow all SoN and agency policies for incident and error reporting. Events resulting in patient harm, significant risk of patient harm, or diversion of legend drugs or controlled substances must be reported to the Dean within 24 hours and to the WA NCQAC within two business days.
  • For precepted clinical experiences, clinical faculty are expected to be in direct communication with both the students and clinical preceptor, providing contact information and communicating/ responding to communications in a timely manner. At least one in-person clinical site visit must be conducted. Additional site visits are expected for students who are not demonstrating expected practice competencies, behaviors, or accomplishments.
  • Conduct mid-term and final clinical evaluations with all students, regardless of direct- or indirect supervised clinical experiences. Provide students with meaningful feedback to promote effective learning and practice improvement.
  • Complete and file clinical evaluations in a timely manner, ensuring that all required documentation is completed within 1-2 weeks following the conclusion of the academic term or practicum experience.

Communication

E-Mail

Official PLU email addresses are used for communication from the School of Nursing office and from School of Nursing faculty and staff. Email is the main vehicle used by the School of Nursing to provide faculty and students with essential information and announcements. Texting of students is not an appropriate mechanism for formal student communications.

Google Calendar

SoN and university scheduling is primarily conducted through the calendar function of Gmail. Faculty are expected to use Gmail calendar for scheduling purposes and to maintain their calendar up to date.

Sakai

The Sakai electronic course management system is used by most courses to distribute course syllabi and announcements. It may also be used for distribution of course materials, assignments, individual and group communications, group discussion, and other communication and course activities.

The “SoN Program Site” Sakai project site has been created by the School of Nursing as a way to distribute and store SoN program information. Faculty are responsible for checking the SoN Program Site prior to SNO and committee meetings for minutes, agendas, and attachments. Committee chairs are responsible for ensuring that the committee folders are up to date with minutes and attachments.

Contingent Faculty Reviews

The following processes for conducting contingent faculty reviews are in accord with the PLU Faculty Handbook, 8th ed., pages 87-90.

Each SoN contingent faculty member is reviewed annually by the SoN Dean following processes stipulated for the yearly faculty activity reports (FARSA reports). All faculty are expected to complete and submit their activity report by June 1 of the academic year.

The 3rd year and every subsequent 5th year evaluation for SoN contingent faculty members includes a comprehensive review by the Dean, as stipulated in the PLU Faculty Handbook. The report submitted by the contingent faculty member includes an in-depth self-evaluation for areas of teaching and role responsibilities, a portfolio of materials reflecting teaching and other assigned responsibilities, reflections on available teaching evaluations and course feedback forms, and a discussion of goals and priorities for the coming academic year with regard to teaching, scholarly/professional activity, and service. The Dean’s review includes observations of classroom and clinical teaching, in addition to any other formally assigned responsibilities. Criteria used in the review process are those used for appointment, promotion, and rank described in the PLU Bylaws to Article V of the Faculty Constitution and reflecting the SoN Contingent Faculty Expectations for Role, as published in the SoN Faculty Handbook.

3rd year and subsequent 5th year reviews for contingent faculty will occur in either fall or spring semester of the 3rd and subsequent 5th year academic years of appointment. Candidates are encouraged to invite peer reviews of classroom and clinical teaching as part of the process. Final due dates for review materials will be scheduled according to dates published in the PLU Faculty Handbook. The candidate may request reasonable alterations to this schedule in writing and with the Dean’s approval, with the exception of the date materials are due to the Provost, currently listed as April 30 of 3rd academic year.

Annual performance reviews in the years prior to and following the 3rd and subsequent 5th year reviews are conducted as part of the annual faculty review/FARSA process with materials due by June 1. An updated CV, self-assessment, and updated portfolio materials are due at that time. A meeting of the faculty member and the Dean is scheduled prior to September 1st, for review of teaching effectiveness and other role contributions. The Dean’s review of the contingent faculty member is due to the Provost’s office by September 15.

Annual performance reviews including the 3rd year review are regarded and retained as part of the faculty member’s formal record in the SoN.

Specific 3rd Year and Subsequent Every 5th Year Review Procedures:

1. Planning Meeting. A meeting will be scheduled early in the fall semester with the contingent faculty candidate and the Dean to discuss the review process, establish the timeline, clarify materials needed, identify potential external faculty reviewers, and to review the overall process.

2. Portfolio Materials. The candidate will prepare a portfolio of materials reflecting and providing evidence of performance in teaching (classroom and clinical, as applicable) and other assigned role responsibilities. As applicable, materials reflecting scholarly/professional activity and service should also be included.

Portfolio materials will include a full academic CV; self-evaluation of performance reflecting PLU and SoN contingent faculty expectations for role; raw course evaluation data and statistical summaries from all courses taught; syllabi and examples of classroom and clinical teaching materials; materials providing evidence of performance in other assigned areas of role responsibility, as applicable; evidence of scholarly work and service activities, as applicable; and other materials the candidate feels will best represent her/his contributions to PLU and the SoN. Peer reviews, organized independently by the contingent faculty candidate, are recommended as part of the contingent faculty member’s review process. If peer reviews are included, a report from the peer reviewer should be included in the portfolio materials.

The portfolio materials will be complete and made available to the SoN Dean by October 1 or by a date to be negotiated with the Dean, no later than on month in advance of the formal review meeting.

3. Letters. The SoN Dean will request, in writing, confidential review letters from:

  1. All full-time faculty colleagues in the SoN;
  2. Members of the candidate’s teaching teams;
  3. Other faculty members or professional colleagues as the candidate may designate.

The Dean’s written invitation shall request letters that:

  1. Evaluate the candidate’s strengths and areas for improvement;
  2. Address the SoN Contingent Faculty Expectations for Role, as listed in the SoN Faculty Handbook.

Review letters will be due to the Dean at the same time as the portfolio materials. If the letter writer wishes their review letter to be shared with the candidate, the writer will send a copy to the candidate. The Dean will construct from letters received a composite summary of the letters. The summary will be shared with the candidate and submitted as part of the dean’s review. The summary will note the faculty member’s strengths and areas for improvement.

4. Completion of the Review. The Dean will complete an independent review of the candidate based on the following:

  • Classroom and/or clinical observations of teaching
  • Review of the candidate’s portfolio materials
  • Review of the letters received
  • The candidate’s FARSA reports
  • Data available to the dean through the normal course of supervisory interactions

A meeting of the candidate and the Dean will be scheduled to discuss all materials and the candidate’s performance relative to PLU and SoN criteria.

The Dean will write a comprehensive review, providing a draft copy of the review to the contingent faculty member by the date stipulated in the PLU Faculty Handbook (currently April 30). The review will specify expectations of continued competence and/or reasonable progress toward PLU and SoN performance criteria and, when needed, suggestions for improvement

The contingent faculty member will be provided with the review and invited to make factual corrections, and to submit a response and additional materials as desired, due to the Dean no later than April 1.

The Dean will finalize the review and any recommendations for improvement. The Dean and contingent faculty member will both sign the review, indicating that the contingent faculty member has met with the Dean, seen the review, and been provided an opportunity to make factual corrections. The contingent faculty candidate may append a response or additional information, which the contingent faculty member and Dean will also sign.

A copy of the final review and recommendations will be sent to the Provost by the date indicated in the PLU Faculty Handbook (currently April 30).

Course and Academic Level Meetings

Faculty are expected to participate in course, level, and other curricular meetings congruent with their assigned courses and areas of program responsibility. Course coordinators will convene course meetings at least twice per semester and as needed to conduct course business and to ensure effective planning. All members of the course team are expected to participate in the courses meetings. Level and/or specialty meetings (professional foundations, med-surg, leadership, etc) will be held as needed for overall curricular coordination and planning.

Course & Clinical Assignments & Scheduling

Course and clinical scheduling are determined by the Dean’s office. The established course and clinical scheduling template will be followed in most instances. Requests for revisions to the course schedule must be approved by the Associate Dean of Academic Affairs. Clinical scheduling is dependent upon approval of requested clinical hours by the NW Clinical Consortium. Requests for changes in clinical scheduling, sites, units, assigned preceptors, and any other logistics of clinical scheduling must be coordinated through the Undergraduate Clinical Onboarding Specialist and the NW Clinical Consortium or the Graduate Student Clinical Placement Coordinator as applicable.

Credentialing and Health Requirements

Faculty Credentialing Requirements, Health Requirements, and Clinical On-Boarding

The following materials and verifications are required at the time of hire for all faculty:

  • Official Transcripts for:
    • highest degree earned
    • copies of all nursing degrees for faculty that are nurses
  • Copy of national criminal background check
  • Mailing address
  • Contact phone #s and email address

Drug screen (facility determined)

For faculty who are Nurses:

  • Current, unencumbered Nursing licensure for the State of Washington
  • Copy of national and Washington criminal background check

Drug screen (facility determined)

For faculty who are nationally certified as Advanced Registered Nurse Practitioners:

  • Current National Certification
  • Unencumbered Washington State licensure as an Advanced Registered Nurse Practitioner

The above requirements are at the faculty member’s expense. Copies of documents or print-outs of electronic verification are required to be submitted to the SoN office. Additional items may be required. Evidence of renewal is required upon or before expiration. Liability insurance is provided through Pacific Lutheran University for all appropriately credentialed faculty. National (time of hire) and State of WA (annually) criminal background checks are conducted on all faculty.

Development of & Changes to SoN Policies

The SoN policies addressed in the SoN Faculty and Student Handbooks establish the operational framework for the SoN. It is expected that SoN policies will be documented, adhered to, and implemented fairly and consistently.

SoN policies emerge from nursing professional standards and guidelines, national and regional best practices in nursing education, Washington State regulatory requirements, and nursing education accreditation requirements. As a result, while congruence with PLU policy is maintained whenever possible, some SoN variance from and greater specificity than PLU policy is expected and necessary for nursing program operations.

Development of and changes to SoN policies occurs through appropriate administrative and/or faculty governance channels and processes. Whenever possible the appropriate SoN administrator or standing committee is expected to address policy needs associated with its scope of responsibility. Should a policy issue need to be addressed while faculty are out of session, or if a standing committee is unable or unwilling to address the need, the SoN Dean will determine action needed relative to policy development or revision. The SoN Dean holds final approval on SoN policies.

Students are notified of changes to student policies through electronic notification via email, Sakai announcements, revisions to the electronic version of the Student Handbooks, and/or postings to the School of Nursing web pages.

Notice on changes to faculty policy is provided in SNO meetings, through the governance process, via email or Sakai notification, and/or through revisions to the SoN Faculty Handbook.

Aggregate Faculty Outcomes (AFO)

SoN Aggregate Faculty Outcomes (AFOs) have been developed for each of the areas of faculty role, including teaching, service, scholarship, and practice. The Aggregate Faculty Outcomes document the AFOs, expected outcomes, and data used to measure the outcomes. AFOs are determined annually based on data provided by all SoN faculty members through the PLU FARSA and annual reporting process.

SoN AFO Information 2014 – 2017

AFO Results Aggregate Faculty Outcomes 2014-2015

AFO-RAD_SNOApproved_3-18-15

AFO-RAD_SNOApproved_2-17-16_Projections

AFO-RAD_SNOApproved_rev2-17-16

AFO Dimensions

Domain: Teaching

  1. 75% of all student evaluations of teaching demonstrate agree/strongly agree on overall teaching effectiveness.
    1. Overall teaching effectiveness is defined as student responses to item #8 on the PLU Uniform Teaching Evaluation form: “Overall, instructor was very effective.”
    2. Measurement/Data source: Provost’s Office, Uniform Teaching Evaluation raw data for individual faculty as provided to the School of Nursing Dean’s office.
  2. 90% of continuing faculty with ≥ 0.5 FTE appointment in the School of Nursing complete and submit an annual teaching self-assessment with identification of areas for development or and/or improvement.
    1. Measurement: Faculty self-report in annual Faculty Activity Report and Self-Assessment (FARSA) and/or a proxy tool.

Domain: Scholarship

  1. 90% of continuing Registered Nurse faculty with ≥ 0.5 FTE appointment in the School of Nursing demonstrate annual nursing professional development that is relevant to their faculty role and consistent with the Washington State NCQAC definition for continuing competency.
    1. Nursing professional development is defined as an activity that contributes toward fulfilling continuing nursing education of 45 hours over 3 years as specified in WAC 246-840-202 and WA DOH Publication 669-332 (April 2014), available at: http://www.doh.wa.gov/LicensesPermitsandCertificates/NursingCommission/ContinuingCompetency
    2. Measurement: Faculty self-report in annual Faculty Activity Report and Self-Assessment (FARSA) and/or a proxy tool.
  2. 80% of continuing faculty holding rank of assistant professor, associate professor, or professor will demonstrate a product of scholarship annually.
    1. Scholarship is defined in the PLU Faculty Handbook, Eighth Edition (v11/23/15), p25, and the School of Nursing Faculty Handbook (2016). These may include products reflecting the scholarship of discovery, integration, application and/or teaching.
    2. Measurement: Faculty self-report in annual Faculty Activity Report and Self-Assessment (FARSA) and/or a proxy tool.

Domain: Service

  1. 90% of faculty with ≥ 0.5 FTE appointment in the School of Nursing participate in at least one School of Nursing committee or approved special project.
    1. Measurement: Committee rosters and Faculty self-report in annual Faculty Activity Report and Self-Assessment (FARSA) and/or a proxy tool.
  2. 90% of all continuing faculty with ≥ 0.5 FTE appointment in the School of Nursing demonstrate at least one professional service commitment annually.
    1. A professional service commitment is defined as activities emanating from professional preparation and expertise that contribute to meeting the needs of the university, profession, or community. Examples include:
      1. University – committee work, projects, special appointments, volunteer activities supporting university mission and/or operations
      2. Profession – specific to discipline or specialty, committee work, leadership, presentations, educational offerings, advocacy
      3. Community – volunteer, donate time, pro-bono work, presentations, educational offerings, advocacy
    2. Measurement: Faculty self-report in annual Faculty Activity Report and Self-Assessment (FARSA) and/or a proxy tool.

Domain: Practice

  1. 75% of all continuing faculty with ≥0.5 FTE appointment in the School of Nursing demonstrate engagement in practice that is relevant to their faculty role.
    1. Measurement: Faculty self-report in annual Faculty Activity Report and Self-Assessment (FARSA) and/or a proxy tool.
  2. 70% of all continuing Registered Nurse faculty hold national specialty certification.
    1. Defined as attaining and/or maintaining any national nursing specialty certification during the assessment period.
    2. Measurement: Faculty self-report in annual Faculty Activity Report and Self-Assessment (FARSA), CV records, and/or a proxy tool.
  3. 100% of faculty required to maintain national certification for their teaching demonstrate participation in clinical practice consistent with certification requirements.
    1. Defined as attaining and/or contributing to the practice requirements needed to maintain national certification during the assessment period.
    2. Measurement: Faculty self-report in annual Faculty Activity Report and Self-Assessment (FARSA) and/or a proxy tool.

Approved: SNO, 3/18/15
Revised and approved: SNO, 2/17/2016

Electronic Faculty Activity Reporting (eFAR)

Faculty Activity Reports & Peripherals

The PLU annual electronic Faculty Activity Report (eFAR) is submitted electronically via Banner web using your epass. A copy of the eFAR, a copy of the Self-Assessment, and an updated CV are due to the Dean’s Office by June 1 of every academic year.

The Self-Assessment Essay should:

  • Include an analysis of teaching evaluations that you have in your possession at this time.
  • Review priorities that you set last year, and give an indication of accomplishments or revisions related to those priorities.
  • Describe your priorities for the coming year related to teaching, scholarship, and service.

Faculty that are planning on continuing to teach with the SoN at the end of the academic year and who had a ≥ 0.5 FTE appointment for the current AY must complete the following Faculty SoN activity reporting activities no later than June 1:

Faculty performance reviews are conducted annually by the Dean as part of the reappointment process for contingent faculty, and as specified in the PLU Faculty Handbook for tenured and tenure-track faculty. Staff performance reviews are conducted annually as specified in PLU Human Resources policies.

Faculty Appointment

School of Nursing faculty appointments are designated as tenured/tenure track or contingent.

Tenure track appointments require an available tenure track position and a full search, as specified by university policy. Candidates for tenure track appointments are recommended to the Dean by the SoN Faculty Search & Screen subcommittee of the Faculty Recruitment, Development, and Advancement (RAD) committee. The university Provost makes the final determination on hiring faculty for tenure track positions.

Contingent faculty appointments are either benefited (> 50% FTE) or non-benefited (< 50% FTE). Contingent faculty are contracted for the current academic year or for a specific academic term. Reappointment is dependent upon continuation of the position, demonstration of good performance, and sufficient student enrollments and School of Nursing budget allocations. Faculty with appointments of > 50% FTE are expected to participate in SoN governance, serve on SoN committees, and maintain a student advising assignment. Voluntary participation in SoN governance and committees is welcome at any level of appointment:

Faculty Fellow

Clinical Instructor

Clinical Assistant Professor

Clinical Associate Professor

Assistant Professor

Associate Professor

Professor

Facuty Illnesses, Absences, and Emergencies

Faculty are expected to make alternative arrangements for covering classes or clinical experiences in the event of scheduled professional travel or illness. If scheduled classroom, clinical, or service commitments cannot be met due to illness or personal emergency, the faculty member is expected to notify the SoN Dean’s office and appropriate clinical site personnel. The SoN Dean’s office will provide assistance with such notifications in the case of personal and family emergencies.

Faculty collegial coverage for clinical absences may require agency on-boarding. Faculty need to check with the Clinical Placement Coordinator, for required preparations.

Final Exam Scheduling

SoN faculty are expected to follow the established SoN curricular plan for the inclusion of course final exams, as well as PLU final exam scheduling and administration guidelines.

Definition

Faculty workload consists of activities assigned to each faculty member by the SoN Dean. Allocation is determined by the SoN’s mission components of teaching, service, scholarship, and practice; nursing education regulatory requirements; SoN budget allocations; assigned administrative responsibilities; contractual requirements; and priority strategic initiatives.

School of Nursing (SoN) faculty workload guidelines are developed by the Dean and guided by PLU Faculty Handbook statements on university mission and objectives; appointment, rank, and tenure; and PLU faculty role expectations and instructional responsibilities. In addition, the development of SoN faculty workload guidelines is informed by collegiate nursing education professional standards and guidelines, and by national and State of Washington regulatory requirements. The development of faculty workload guidelines is an iterative process, incorporating the requirements of course and program delivery, SoN budget allocations, and other essential SoN initiatives.

Normally, the standard fulltime teaching load is 24 equated semester hours per school year. Advising, committee assignments, and other activities are also included in the scope of a faculty member’s basic responsibilities (PLU Faculty Handbook). SoN service contributions including membership on a SoN committee are expected for faculty members with > 50% FTE position.

While precise equality cannot always be guaranteed in the allocation of workload credits, every attempt is made to ensure equity and compliance with state and national regulatory requirements. In determining credit equivalencies and allocations, consideration is given to the level of the student, numbers of students, extent of students’ need for supervision, complexity of the teaching, new course assignments, course leadership, and classroom/lab/clinical workload distinctions.

Procedure

Each year, the School of Nursing Dean evaluates the needs and resources of the School of Nursing for the next academic year. Taking into account faculty members’ goals, assigned administrative responsibilities, and any contractual requirements, the Dean determines the workload responsibilities for each faculty member. In assigning workload responsibilities, the Dean considers faculty areas of experience and expertise, historical course assignments, curricular need, program enrollments, strategic initiatives, and faculty members’ preferred course assignments. The Dean communicates with faculty members individually to the extent possible regarding workload preferences and necessary adjustments.

Essential Considerations

Teaching is the primary mission of the university and is the primary basis for the quantitative determination of faculty load. In accord with the PLU Faculty Handbook, the workload for each academic year is generally described in terms of 24 equated semester hours or workload teaching units (WTUs). The expectation of 24 semester hours is the guideline used in assigning course and clinical teaching.

Faculty role expectations for service, advising, and scholarship are also included in the faculty member’s scope of responsibility, in addition to the required teaching load. At this time the SoN does not have sufficient allocated resources to award workload credit for these additional responsibilities.

A faculty practice day and 3 cr release per AY is provided to faculty who are required to maintain practice for national certification. Course release for administrative responsibilities, strategic initiatives, and funded grants and programs is individually determined.

Required nursing education regulatory standards and guidelines adhered to in this document include: Commission on Collegiate Nursing Education (CCNE) Accreditation Standards (2013); National Task Force Guidelines for Nurse Practitioner Education (2016); current State of Washington Nursing Commission Quality Care administrative code (NCQAC WAC); and Licensure, Accreditation, Certification, and Education guidelines (LACE, 2011). Other nursing education regulatory standards and guidelines are consulted as necessary.

Undergraduate Courses

Didactic Course Instruction

Undergraduate:

1 course credit hour = 50 minutes classroom instruction = 1 WTU

1 course credit seminar = 100 minutes classroom instruction = 1.5 WTU

In courses taught by more than one faculty member, the WTUs are split proportionately, based on the percentage of instruction provided

In team-taught courses and at the discretion of the Dean, the course lead/course coordinator receives an additional 0.5-1.0 WTU, depending on available resources and the complexity of the coordinating activities. Generally, 1.0 additional WTU is awarded to the faculty member serving as course lead.

New course preps are allocated an additional 0.5 WTU and large section size (> 50 UG students) is allocated an additional 1.0 WTU

Clinical Instruction

Direct-Supervised Clinical Instruction
Section size = 8 students; 10 students in some instances. 1 Clinical Credit = 42 Clinical Hours = 1.7 WTUs. The standard 2 cr clinical (84 hours) is 3.4 cr.

Clinical sections with greater than the standard number of students are allocated credit on a proportional basis for those additional students.

Clinical sections with less than 42 hours will be prorated (ie 36 clinical hours = 1.3 WTU)

Lab-Based Clinical Instruction
Section size = 10-15 students. 1 Lab Credit = 100 minutes lab instruction = 1.5 WTUs

Precepted Clinical
Section size = 10 students maximum. 1 Clinical Credit = .60 WTU (.06 WTU/student). Thus, N499 = 5 clinical credits = .3 WTU/student or the proportionate amount thereof, based on number of students supervised. More than one clinical section may be assigned provided student supervision can be limited to no more than 10 students at any given time.

Graduate Courses

Graduate Didactic Course Instruction

1 course credit didactic = 50 minutes classroom instruction = 1 WTU

1 course credit seminar = 100 minutes classroom instruction = 1.5 WTU

In courses taught by more than one faculty member, the WTUs are split proportionately, based on the percentage of instruction provided.

In team-taught courses and at the discretion of the Dean, the course lead/course coordinator receives an additional 0.5-1.0 WTU, depending on available resources and the complexity of the coordinating activities. Generally, 1.0 additional WTU is awarded to the faculty member serving as course lead.

Graduate DNP Project Supervision

DNP Project chair = .3 WTU/student, maximum 6 students per section.

New course preps are allocated an additional 0.5 WTU.

Large section size (> 24 grad students) is allocated an additional 1.0 WTU.

Extra-large section size (> 35 grad students) is allocated an additional 1.5 WTU or an additional section is scheduled.

DNP Project coordinator (coordinates chairs and activities) is allocated an additional 1.0 WTU for each project course.

Graduate Clinical Instruction

Direct-Supervised Instruction
N540 ELM/MSN, section size = 10-15 students. 0.5 Clinical hours = 30 precepted clinical hours = .1 WTU/student. Workload assigned based upon number of students, not clinical hours.

Lab-Based Instruction
Section size will vary, depending on lab activities and capacity.

1 Lab credit = 100 minutes lab instruction = 1.5 WTUs

Precepted Clinical
N531/532 MSN advanced generalist practicum, section size = 10-15 students. 1 Clinical Credit = 60 clinical Hours = .1 WTU/student. Workload assigned based upon number of students, not number of clinical hours.

NP precepted practicum (FNP & PMHNP), section size = 6 students maximum. 1 Clinical Credit = 60 clinical hours = .25 WTU/student. workload assigned based upon number of students, not number of clinical hours.

Other Graduate Programs
ELMSN, FNP and PMHNP program lead faculty are credited 6 WTU per year for program lead responsibilities. Release time can be provided for funded grant initiatives, according to the terms of the grant award. Variable WTUs may be assigned for other essential program needs, administrative responsibilities, major service contributions, or major faculty development initiatives. APRN faculty teaching APRN courses may be credited up to 3 WTU per year for clinical practice

Course and other Workload Assignments

Faculty assignment to courses, clinical sections, and other components of faculty load is the responsibility of the SoN Dean or the Dean’s designee. Input from faculty as to their course and workload assignment preferences will be sought on a periodic basis and as needed.

Office Assignments

Faculty office assignments are determined by the SoN Dean’s office. Consideration is given to the faculty member’s role, percent FTE, length of service, and office space availability. Office and classroom keys can be obtained from the SoN Dean’s office. Faculty and staff are responsible for maintaining appropriate classroom, office, and SoN building use and security as part of daily activities.

Office Hours

Faculty with > 0.5 FTE appointment are expected to post office hours and offer students an opportunity to meet with faculty for a face-to-face meeting each week. A minimum of 2 hours are required, with an opportunity for other flexible forms of faculty-student interaction made available outside of class. Full-time faculty are expected to maintain a minimum of 3 hours for face-to-face student meetings. If the available hours are by appointment, faculty must provide students with reliable mechanisms for contacting the faculty member and scheduling meeting times.

Process for Posting SoN and Committee Documents to NetStor and Sakai

It is very important to keep our SoN electronic repositories up-to-date with information and documents from the committees. SoN Committees are responsible for posting SoN and committee documents to our shared electronic repositories of NetStor and Sakai.

  • NetStor is maintained as a complete repository for all working documents. Draft documents need to specify “draft,” either as a watermark or in the title.
  • Sakai is maintained for final versions of documents, posted in PDF form.
    • All documents need to include the date of the document and approving body at the end of the file.

Process:

  • Following a committee meeting, the administrative assistant assigned to a committee is responsible for posting the agenda, minutes, and any attachments to NetStor. All documents are to be titled, dated, and include any approving body.
  • Final versions are saved to Sakai in PDF format, with reference to “draft” removed.

Room Scheduling

Ramstad Hall and university room scheduling requests can be made through the SoN Dean’s office.

Please be aware that a 2-3 day lead time may be needed, especially if the request requires accommodation for larger numbers (~20+) of individuals. Senior Administrative Assistant is available to assist with room scheduling as needed.

Shared Nature of SoN Curriculum

Academic programs, courses, and curricula of the SoN are developed jointly by the faculty as a group. Accountability to one’s faculty colleagues relative to curricular integrity, cohesion, and continuity is of utmost importance for program sustainability. While course content or assignments may be developed by a specific faculty member, the SoN retains an interest in courses and/or curricular materials developed while under contract as a faculty member. At such time as a faculty member decides to leave PLU, with retirement, or with assignment to new courses, the following curricular materials are expected to be archived as part of SoN records: the course syllabus with all required components; a listing of course activities; examples of key assignments; course exams or other means of assessing student performance; course rubrics; and the intact Sakai course site.

Courses belong to the curriculum and to the SoN rather than to individual faculty members. While specific content, assignments, course resources, and course grading may be revised, faculty are expected to adhere to Curriculum Committee policy regarding course revisions. Content and assignments are expected to be maintained up-to-date and reflective of applicable curricular plans and current professional standards and guidelines, with updates being the responsibility of the assigned faculty member.

As a matter of collegial courtesy and academic professionalism, the sharing of course content delivered as part of SoN approved courses and curricula is highly encouraged and appreciated. Preceding the use of another faculty member’s curricular materials, it is expected that appropriate permissions will be obtained and that the author of the materials will be appropriately credited. None of the above precludes the faculty author of curricular materials from publishing or presenting such materials, consistent with the PLU policy on academic freedom.

Student Academic Files

SoN Student Academic Files are housed in the SoN Administrative Office, R 214. The Student Academic File is the official SoN record of student academic performance and is to be maintained up-to-date. FERPA regulations apply to the file and materials there-in.

Sections of the file include:

BSN Student Files:

  • Student identifying information; the Information Check Sheet for Student File; Advising Notes including the Junior Review;
  • Application materials and Academic Program Contract;
  • Standardized test results (i.e. Kaplan) and Transcripts;
  • Official Correspondence (eg., letter of welcome, advisor, course faculty, RAP proceedings/recommendations, and/or SoN administrative correspondence); any Notice of Deficiency;
  • Clinical Evaluations, Clinical Logs;
  • Criminal Background Checks, HIPAA documentation, Health documents.

ELMSN Student Files:

  • Student identifying information and photograph; the Information Check Sheet for Student File; Advising Notes;
  • Application materials and Academic Program Contract;
  • Standardized test (i.e. Kaplan) results;
  • Transcripts;
  • Official Correspondence (e.g., letter of welcome, advisor, course faculty, RAP proceedings/recommendations, and/or SoN administrative correspondence); any Notice of Deficiency;
  • Clinical Evaluations (separate sections for prelicensure and graduate courses), Clinical Logs;
  • Criminal Background Checks, HIPAA documentation, Health documents.

MSN and DNP Student Files:

  • Student identifying information; the Information Check Sheet for Student File; Advising Notes;
  • Application materials and Academic Program Contract; Gap Analysis for post-masters students;
  • Transcripts;
  • Correspondence (e.g., letter of welcome, advisor, course faculty, RAP proceedings/recommendations, and/or SoN administrative correspondence); any Notice of Deficiency;
  • Clinical Evaluations (graduate courses), Clinical Logs;
  • Criminal Background Checks, HIPAA documentation, Health documents.

Faculty are required to place advising notes in the student academic file and submit Clinical Evaluations, Clinical Logs, and any Performance Progression Alert issued prior to the end of finals week for the academic term.

Faculty submissions to the Student Academic File (clinical materials, correspondence) are provided to the SoN Senior Administrative Assistant, in either paper or electronic format.

Faculty use of the Student Academic Files is restricted to the SoN Administrative Office and is for academic purposes only.

Students may review their SoN Academic File by permission of the SoN Dean, Associate Dean of Academic Affairs, and/or the Associate Director of Admissions, Advising, and Student Support. An appointment with and in the presence of the Associate Director of Admissions, Advising, and Student Support is required.

Student Mail Folders

Nursing student mail folders are in the foyer outside the main Nursing program office. Faculty may use the folders to return course materials, communicate messages, share information regarding course scheduling and availability of scholarships, and to provide other relevant information. Any graded coursework or sensitive information needs to be placed in a sealed envelope (see FERPA policy, below). Students also use their mail folders for peer to-peer communication. Nursing students are expected to check their mail folders regularly when they are on campus.

Team-Teaching

Much of the teaching in the SoN is conducted in a team-teaching environment. By its nature, this requires close cooperation and communication among all persons assigned to a course, its clinical sections, and any co-requisite courses taught in the same semester of the program. Lead course faculty are responsible for assisting their course team members with course and clinical orientation, course planning, communications, and mentoring less senior faculty in their development as expert teachers. All course faculty are responsible for ensuring that communications are timely and responsive; that shared course expectations have been developed and are adhered to; that messages to the students are consistent and supportive of course team members; and that all are participating equitably in the work of course delivery. The experience of the student should be one of an integrated and highly committed faculty team, working together and cooperatively to provide an exceptional, up-to-date, and deeply meaningful learning experience. Advance communications and planning are necessary and expected, to ensure a well-organized, expertly delivered course experience

Tenure-Track Faculty Reviews: The 3rd, 4th, and 5th Years

The following processes for conducting the 3rd, 4th, and 5th year tenure-track faculty reviews are in accordance with the PLU Faculty Handbook, 8th ed., pages 87-91. Each tenure-track faculty member will be reviewed in their 3rd, 4th, and 5th years of service to the SoN.

These reviews are conducted by the SoN dean and differ from the yearly faculty self-evaluations (FARSA reports), which all faculty are expected to produce by June 1 of the academic year.

The 3rd year evaluation toward tenure will constitute the mandatory annual review of pre-tenure faculty as stipulated in the PLU Faculty Handbook, and will include, from the Dean to the Provost, a formal recommendation for action addressing the advisability of retaining the faculty member as a member of the SoN faculty.

In accordance with the PLU Faculty Handbook, 3rd year reviews must include a faculty member from outside the SoN. An outside reviewer is also recommended for the 4th and 5th year reviews, especially for reviews of faculty not yet at the rank of Professor.

3rd year reviews will normally occur in spring semester (i.e., evaluations due in 2016 are due in spring 2016). The review will be scheduled according to dates published in the PLU Faculty Handbook. The candidate may request reasonable alterations to this schedule in writing and with the Dean’s approval, with the exception of the date materials are due to the Provost.

4th and 5th year reviews are conducted as part of the annual faculty review/FARSA process with materials due by June 1. An updated CV, self-assessment, and updated portfolio materials are due at that time. The faculty member is asked to schedule a meeting with the Dean prior to July 1st, for review of progress toward and materials for tenure.

The 3rd, 4th, and 5th year reviews are evaluated and retained by the Dean as part of the faculty member’s formal faculty record in the SoN.

Specific 3rd Year Review Procedures

1. Planning Meeting. A meeting will be scheduled with the faculty candidate and the Dean to discuss the review process, establish the timeline, clarify materials needed, identify potential external faculty reviewers, and to review the overall process. Materials required for the upcoming university tenure review process will be discussed, with the faculty member strongly encouraged to begin developing their materials in accord with the university’s required format (i.e., “the evidence box”) by the time of the 3rd year review.

2. Appointment of the External Faculty Reviewer. The Dean will confer with the faculty candidate regarding potential names for the external reviewer. The Dean will then contact potential external faculty reviewers regarding their willingness to serve in this capacity. Names will be forwarded to the Provost for final selection of the external faculty reviewer.

3. Portfolio Materials. The candidate will prepare a portfolio of materials (“the box”) reflecting and providing evidence of performance in teaching, scholarly/professional activity, and service. If required for the candidate’s position or teaching responsibilities, practice and administrative activities will be included as well.

Portfolio materials will include a full academic CV; self-evaluation of performance reflecting the PLU criteria for rank and SoN tenure and promotion guidelines; raw course evaluation data and statistical summaries from all courses taught; syllabi and examples of course materials; publications, presentations, and other scholarly work; evidence of service activities; and other materials the candidate feels will best represent her/his contributions to PLU and the SoN.

It is advised that the portfolio (“the box”) be prepared in a manner consistent with the PLU Rank and Tenure Committee requirements for materials to be submitted in the tenure decision year. The portfolio materials will be complete and made available to faculty members of the SoN and the appointed outside reviewer by the date indicated in the PLU Faculty Handbook.

4. Letters. The SoN Dean will request, in writing, confidential review letters from:

  1. All full-time faculty colleagues in the SoN;
  2. Members of the candidate’s teaching teams;
  3. The appointed external faculty reviewer;
  4. Other faculty members or professional colleagues as the candidate may designate.

The Dean’s written invitation shall request letters that:

  1. Evaluate the candidate’s strengths and areas for improvement;
  2. Address rank and tenure criteria listed in the PLU Faculty Handbook (pp. 24-26) and in the SoN Tenure and Promotion Guidelines (SoN Faculty Handbook, Appendix C, pp 120-124).

Review letters will be due by the date specified in the PLU Faculty Handbook. If the letter writer wishes their review letter to be shared with the candidate, the writer will send a copy to the candidate. The Dean will construct from letters received a composite summary of the letters. The summary will be shared with the candidate and submitted as part of the dean’s review. The summary will note the faculty member’s strengths and areas for improvement.

5. Completion of the Review. The Dean will complete an independent review of the candidate based on the following:

  • Classroom and/or clinical observations of teaching
  • Review of the candidate’s portfolio materials
  • Review of the letters received
  • The candidate’s FARSA reports
  • Data available to the dean through the normal course of supervisory interactions

A meeting of the candidate and the Dean will be scheduled to discuss all materials and the candidate’s performance relative to PLU and SoN criteria.

The Dean will write a comprehensive review, providing a copy of the review to the faculty member by the date stipulated in the PLU Faculty Handbook. The review will specify expectations of continued competence and/or reasonable progress toward PLU and SoN tenure and promotion criteria and, when needed, suggestions for improvement

As specified in the PLU Faculty Handbook, the Dean’s 3rd year review will include a formal recommendation to the Provost addressing the advisability of retaining the faculty member as a member of the SoN faculty.

The faculty member will be provided with the review and invited to make factual corrections, and to submit a response and additional materials as desired.

The Dean will finalize the review and recommendation. The Dean and faculty member will both sign the review, indicating that the faculty member has met with the Dean, seen the review, and been provided an opportunity to make factual corrections. The faculty candidate may append a response or additional information, which the faculty member and Dean will also sign.

A copy of the final review and recommendation will be sent to the Provost by the date indicated in the PLU Faculty Handbook.

The 4th and 5th year reviews will proceed as above with the following exceptions:

  • The appointment of an external reviewer is optional rather than required. An external reviewer may be requested by the faculty candidate or may be stipulated by the Dean. Decision making on the external reviewer will occur as a joint decision between the faculty candidate and the Dean.
  • Letters may be submitted as part of portfolio materials but will not be requested by the Dean.

Use of Nationally-Standardized Testing Across the Curriculum

The PLU SoN uses nationally-standardized testing across the undergraduate curriculum to facilitate student learning and preparation for NCLEX-RN content mastery and testing environment. All courses for which components of nationally-standardized testing have been purchased are expected to utilize these products as well as the additional resources available through the manufacturer web-site, help students prepare, and assist students with recognizing the significance of strong performance on the exams.