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Recruitment of a diverse student population with high academic promise and thepotential for success as professional nurses remains a priority. Preparinggraduates for the 21st century requires a commitment to expand technology in theclassroom and in online courses. Additionally, the School aggressively seeksexternal funding support and strategic partnerships to address limitations of theNursing building and to provide additional resources. The nursing program atMTSU is known in the community to be excellent and rigorous as students areheld to high standards.Strategic Area II: MTSU will create and nurture a student-centered learning environmentresponsive to the needs of a diverse student body. School of Nursing faculty are committed to the academic advisement andprofessional development of our students. Students are mentored in researchendeavors and professional activities, which focus on the socialization of thebaccalaureate prepared nurse. The School is responsive to the professionaldevelopment needs of practicing nurses by offering non-credit and creditcontinuing education programs.Strategic Area III. Middle Tennessee State University will leverage resources byestablishing mutually beneficial partnerships with business, industry, and non-profitorganizations. Believing that the recipients of patient care are the ultimate customers of the SONand thereby of the University, the SON relies heavily upon its strategicpartnerships with area health care providers, agencies, and citizens of the localMiddle Tennessee State UniversitySchool of NursingSelf Study Report submitted to the National League for Nursing Accrediting Commission, Inc.9

region. Faculty members of the School incorporate the importance ofprofessional behaviors and relationships into all phases of the curriculum. Ourstrategic partnerships provide ample clinical experiences and opportunities forapplication of knowledge.As indicated in Table 2.1.1, themes in the SON mission and goals are consistent withthose of the College of Basic and Applied Sciences, as well as the University. ThePhilosophy and Goals of the SON are published in the School of Nursing StudentHandbook. Philosophy, mission and goals are available on the SON website(http://www.mtsu.edu/ nursing/abtsch.htm). The College of Basic and AppliedSciences Mission and Goal Statements are available at the College website(http://www.mtsu.edu/ collbas), and documents relevant to the governing ideas of theUniversity are contained in the MTSU Academic Master Plan 2002-2012; and the MTSUFaculty Handbook. available electronically at (http://www.mtsu.edu).Professional nursing standards and guidelinesThe School’s mission and goals are consistent with professional nursing standardsand guidelines for the preparation of nursing professionals. The SON uses the followingstandards to guide the review, evaluation, and refinement of its program:1. Rules of the Tennessee State Board of Nursing: Rules and Regulations of RegisteredNurses as authorized by the Tennessee Code Annotated (63-7-123).2. Standards of Clinical Nursing Practice (2nd ed.), American Nurses Association (1998)3. The Essentials of Baccalaureate Education for Professional Nursing Practice,American Association of Colleges of Nursing (1998)Middle Tennessee State UniversitySchool of NursingSelf Study Report submitted to the National League for Nursing Accrediting Commission, Inc.10

Table 2.1.1. The Relationship Between the Mission of Middle Tennessee StateUniversity, the College of Basic and Applied Sciences, and the School of NursingUniversity Governing IdeasCollege Governing IdeasSchool of NursingGoverning IdeasMiddle Tennessee StateUniversity helps studentsbecome educated individuals.Those who avail themselves ofthe educational opportunitiesprovided will be prepared to:Within an environment thatvalues excellent teaching andfosters initiatives in researchand public service, the missionof the College of Basic andApplied Sciences at MTSU isto:Live effectively in a changing,global society by broadeningtheir interests and becominglifelong learners;Observe, assess, and influencethe contemporary world usingscientific knowledge and anunderstanding of cultural andhistorical legacies;Develop basic knowledge andpromote attitudinal skills andother abilities needed for furthergraduate or professional study;Provide general educationthrough exposure andexploration of natural sciences,applied sciences, andmathematics;Think logically, critically, andcreatively;Promote the development andpractice of critical thought andexpression;Communicate clearly andprecisely and understand theproper role of free expression;Make sound judgments with anawareness of ethical, moral, andaesthetic values;Maintain physical and mentalwell-being;University Governing IdeasCollege Governing IdeasThe MTSU SON educatesindividuals to function asprofessional nurses competentto meet the health care needs ofindividuals and groups acrossthe life span and to adapt tofuture trends in health care. TheMTSU SON’s outcome goalsfor it’s graduates are:Function as a change agent,client advocate, teacher, andleader in the delivery andmanagement of nursing care;Use theoretical and empiricalknowledge and skills drawnfrom nursing, the humanitiesand the natural, social andmedical sciences as bases forformulating nursing practicedecisions;Analyze social, emotional,physiological, and spiritualfactors in determining andmeeting the health carerequirements of individuals,families and communities;Use research processes andfindings as a means forimproving therapeutic nursinginterventions;Accept legal and ethicalresponsibility and accountabilityfor nursing practice decisionsand actions as well as forindividual professional growthand growth of the professionEmploy the nursing process as amethod for providing holisticcare that communicatesresponsiveness to the client’sself-care requisites.School of NursingMiddle Tennessee State UniversitySchool of NursingSelf Study Report submitted to the National League for Nursing Accrediting Commission, Inc.11

Governing IdeasAcquire a working knowledgeof a discipline or a group ofrelated disciplines; and,Participate actively in the worldcommunity by seeking andsharing knowledge, expertise,and creative undertakings.Provide “hands-on” experiencewith state-of-the-art materialsand equipment;Prepare individuals forsuccessful careers in scientificand technical fields in industry,teaching, government, andhuman services.Exhibit psychomotorcompetence in nursing systemoperations;Collaborate with consumers andother health professionals forthe purpose of enhancing selfcare abilities;The baccalaureate nursing program has, as its primary purpose, to prepare graduatesfor professional nursing practice as generalists, meeting the definition of professionalnursing given in the Tennessee Code Annotated (§ 63-7-123). Table 2.1.2 shows that thegoals of the SON are consistent with this definition.The definition of nursing in the philosophy of the baccalaureate nursing programreflects the faculty's support for the nursing process, the underlying framework for theAmerican Nurses' Association (ANA) Standards of Practice. Table 2.1.2 shows that theobjectives of the nursing program are consistent with the ANA Standards of Practice. Foreach objective of the program, there are several related competencies. Thesecompetencies are requisites for the nursing process and are the outcomes each graduate isexpected to use in practice.The faculty adopted the American Association of Colleges of Nursing (AACN)(1998) Essentials of Baccalaureate Education for Professional Nursing Practice as theprofessional standard for the BSN program at Middle Tennessee State University becausethey reflect the beliefs of the faculty about nursing education. Congruencies between theSON program objectives and the relevant professional nursing standards and guidelinesare demonstrated in Table 2.1.2.The use of national guidelines and standards is an important component in programMiddle Tennessee State UniversitySchool of NursingSelf Study Report submitted to the National League for Nursing Accrediting Commission, Inc.12

review and evaluation. The Essentials of Baccalaureate Education for Professional NursingPractice (AACN, 1998) are used to review/revise program outcomes. The ANA Standards ofPractice are used as a professional guide that links the scope of practice and practice standardsto curriculum development, a philosophy that is essential in the assessment and refinement ofcollegiate level nursing curricula.The SON's annual goals are discussed in the spring semester (see FacultyOrganization Meeting Minutes, May 7, 2003 and addendum) and distributed by theDirector at the beginning of the fall semester (Faculty Organization Meeting Minutes,August 15, 2003). The mission, philosophy and objectives of the program are discussedin various faculty meetings throughout the academic year within the SON and community(see Faculty Organization minutes and Curriculum Committee minutes 2002-2003).The curriculum committee is responsible for keeping faculty apprised of changes inprofessional standards and guidelines that impact the curriculum and for bringing input to theFaculty Organization for discussion. The operating framework was revised using TheEssentials of Baccalaureate Education (AACN, 1998) as a guide, (see Curriculum CommitteeMinutes March 6, 2001) with four basic competencies at the foundation: communication,critical thinking, personal and professional relationships and the nursing process.Middle Tennessee State UniversitySchool of NursingSelf Study Report submitted to the National League for Nursing Accrediting Commission, Inc.13

Table 2.1.2. Congruence Between School of Nursing Program Outcomes and Professional StandardsSchool of Nursing ProgramOutcomes/GoalsEmploy the nursing process as amethod for providing holisticcare that communicatesresponsiveness to the client’s selfcare requisitesAACN Essentials ofBaccalaureate EducationBaccalaureate graduates areprepared to be providers ofcare,designers/manager/coordinatorsof care, and members of aprofession.Use theoretical and empiricalknowledge and skills drawn fromnursing, the humanities, andnatural, social and medicalsciences as bases to formulatenursing practice decisionsThe educational processfacilitates the acquisition of thecore competencies of criticalthinking, communication,assessment, and technical skills.Standard II - Nursing diagnoses arederived from health status dataAnalyze social, emotional,physiological, and spiritualfactors in determining andmeeting the health carerequirements of individuals,families and communitiesBaccalaureate educationfacilitates the development ofprofessional values (caring,altruism, autonomy, humandignity, integrity, and socialjustice) and value basedbehaviors.The educational processfacilitates the acquisition of thecore competencies of criticalthinking, communication,assessment, and technical skills.Standard I - The collection of dataabout the health status of theclient/patient is systematic andcontinuous. The data are accessible,communicated and recordedUse research processes andfindings as a means forimproving therapeutic nursinginterventionsANA Standards of PracticeStandard I - The collection of dataabout the health status of theclient/patient is systematic andcontinuous. The data are accessible,communicated and recordedStandard II, Standard IIIThe plan of nursing care includes goalsderived from the nursing diagnoses,Standard IV - The plan of nursing careincludes priorities and prescribednursing approaches or measures toachieve the goals derived from thenursing diagnosisTN Code AnnotatedThe practice ofprofessional nursingmeans the performance forcompensation of any actrequiring substantialspecialized judgment andskillbased on knowledge of thenatural, behavioral, andnursing sciences and thehumanities as the basis forapplication of the nursingprocess in wellness andillness care.The practice ofprofessional nursingmeans the performance forcompensation of any actrequiring substantialspecialized judgment andskillProfessional nursingincludes:Application of suchnursing procedures asinvolve understanding ofcause and effectMiddle Tennessee State UniversitySchool of NursingSelf Study Report submitted to the National League for Nursing Accrediting Commission, Inc.14

School of Nursing ProgramOutcomes/GoalsExhibit psychomotorcompetence in nursing systemoperationsAACN Essentials ofBaccalaureate EducationBaccalaureate graduates areprepared to be providers ofcare, designers/managers/coordinators of care, andmembers of a profession.Collaborate with consumers andother health professionals for thepurpose of enhancing self careabilitiesThe educational processfacilitates the acquisition of thecore competencies of criticalthinking, communication,assessment, and technical skills.Function as a change agent,client advocate, teacher andleader in the delivery andmanagement of nursing careLiberal education provides thefoundation for the developmentof clinical judgment skillsrequired for the practice ofprofessional nursing.Accept legal and ethicalresponsibility for nursingpractice decisions and actions aswell as for individualprofessional growth and growthof the profession.ANA Standards of PracticeStandard VI - Nursing actions assistthe client/patient tomaximize his health capabilitiesStandard VIII (above)Standard III, Standard VNursing actions provide forclient/patient’s participation in healthpromotion, maintenance andrestoration, Standard V - The client’sprogress or lack of progress towardgoal achievement is determined by theclient/patient and the nurse, andStandard VII – The client’s /patient’sprogress or lack of progress towardgoal achievement directs reassessment, reordering of priorities, new goalsetting and revision of the plan of care.Standard V (above)Standard VI (above)Standard VIII (above)Standard VI - Nursing actions assistthe client/patient tomaximize his health capabilitiesStandard VIII (above)TN Code AnnotatedAdministration ofmedications andtreatments as prescribedby a physician, dentist,podiatrist, or nurseauthorized to prescribepursuant to Section 63-7123Nursing management ofillness, injury or infirmityincluding management ofpatient problemsCounseling, managing,supervising and teachingof othersThe practice ofprofessional nursingmeans the performance forcompensation of any actrequiring substantialspecialized judgment andskillMiddle Tennessee State UniversitySchool of NursingSelf Study Report submitted to the National League for Nursing Accrediting Commission, Inc.15

Student input is provided through several channels. Students evaluate individualfaculty and nursing courses each semester. The president of the Student Nurses’Association participates in our Faculty Organization meetings. Additionally, one juniorand one senior-nursing student sit on the Curriculum Committee. Community membersprovide input to the SON through completion of Employer Questionnaires distributed sixmonths after each graduation, and through feedback meetings held at clinical facilities atthe end of the Spring semester.An important source of community input is the SON Advisory Board. This board iscurrently being reorganized in order to more effectively support our new strategic initiativesrelated to program development. The board has primarily focused on the skills needed for newgraduates entering professional practice. While this will remain a function of the AdvisoryBoard, new priorities will also focus on strategic initiatives related to the newly developedAcademic Master Plan. The National Health Care (NHC) Chair of Excellence Advisory Boardalso provides community input.The mission, philosophy and program outcomes are published in the MTSU SONStudent Handbook and at the SON website (http://www.mtsu.edu/ nursing). The SONgoals and outcomes are published in the Middle Tennessee State UniversityUndergraduate Catalog 2001-2003. The Student Handbook is updated and publishedeach semester by the School and distributed to all incoming students. The Universitypublishes the MTSU Undergraduate Catalog every two years; however, contentpertaining to the SON is reviewed and edited by the SON.Middle Tennessee State UniversitySchool of NursingSelf Study Report submitted to The National League for Nursing Accrediting Commission, Inc.16

Criterion 2.Faculty, administrators, and students participate, as appropriate, ingovernance of the parent organization and the nursing unit.As stated before, the State of Tennessee has two systems responsible for publicpost-secondary education. MTSU is one of 16 institutions of higher learning controlledby the Tennessee Board of Regents (TBR). The governor of Tennessee appoints membersof the TBR for nine year terms. The President of MTSU is the executive head of theUniversity. The President is responsible to the Board of Regents through the Chancellorfor the operation and management of the institution and for the execution of directivesfrom the TBR and the Chancellor. The President is the official medium ofcommunication between the faculty and the Chancellor, and between the StudentGovernment Association and the Chancellor. He recommends annually to the TBR, thecreation or continuance of positions for faculty and other University employees. ThePresident makes an annual report of the work and condition of the institution to theBoard.The President is directly assisted by the Executive Vice President and Provost,three other Vice Presidents, as depicted in the University’s organizational charts, locatedin departmental offices, in the Library, and at http://www.mtsu.edu/ budget/universitybudget/Page1.htm#organization. Dean Thomas Cheatham, the administrativehead of the

History of Nursing Education Unit Summary of Standards and Criteria Analysis and Summary of Strengths and Areas Needing Improvement SECTION TWO: STANDARDS AND CRITERIA I. Mission and Governance.8 NLNAC Criteria 1 NLNAC Criteria 2 NLNAC Criteria 3 NLNAC Criteria 4 II.