College of Nursing Handbook, Section 4: Faculty policies, procedures and guidelines

Section 4: Table of Contents

4-A. Faculty Performance: Promotion and Tenure, Annual Evaluation

1. CON Standards for Quality and Excellence in Faculty Roles
2. Community Standards
3. Faculty Annual Review Process
   1. Faculty Annual Review Form
   2. FAR Approval and Retention Process
4. University loop Faculty Handbook:Tenure and Promotion Criteria and Guidelines
   1. College of Nursing Tenure and Promotion Committee Approved Procedures

4-B. Faculty Assignments/Responsibilities/Expectations

1. Clinical Faculty and Teaching Assistant Dress Code and Appearance, Guideline
2. Outside Professional Activity
3. Professional Development
4. Faculty Workload
5. Behavioral Intervention (BIT), Guideline
6. Liability and Malpractice Insurance
7. Testimony
8. University Faculty Handbook

4-C. Faculty Support

1. New Faculty Mentorship Program
2. Research and Scholarship Resources for Faculty
3. Serving as a preceptor, Guideline
4. Support for Doctoral Study

4A. Faculty Performance: Promotion and Tenure, Annual Evaluation

4A-1. Standards for Quality and Excellence in Faculty Roles, Policy #F5725

Description: This document provides a discipline-specific framework for distinctive academic performance. It guides professional development plans and annual performance evaluation. Performance standards for three CON tracks are included in this document: professorial, lecturer and clinical.

• College of Nursing Standards*

_{*Requires password to access}

_{Reviewed by the Bylaws and Handbook Committee: 2/2015, 11/2019; 2/2024
University links updated: 1/06/2016, 07/13/2019, 06/15/2020, 08/09/2021}

4a-2. Community Standards

The "community" is considered anyone faculty encounters whether internal or external to the College of Nursing (students, colleagues, external partners, etc.).

• Assume each member of the team has the community's best interests at heart
• Common courtesy
  • Greet and acknowledge
  • Please and thank you
  • Approachable
  • Welcome input from the entire team
• Welcome feedback
  • Direct, sensitive, honest
  • Address incivility
• Acknowledge the impact of our behavior on others
• Acknowledge the contributions of others
• Demonstrate mutual respect for boundaries and individual needs

_{Created 4/2023}

4A-3. Faculty Annual Review Process (FAR), Guideline

Purpose: To inform nursing faculty regarding the process of completing the Faculty Annual Review.

Description: Information given in the web link described the Faculty Annual Review (FAR), including guidelines and forms for completing the FAR as well as instructions for using Digital Measures.

Associated link(s):

• South Dakota State University Faculty Handbook*

_{*Requires InsideState password}

_{Reviewed by the Bylaws and Handbook Committee: 4/16/2018; 3/2021; 2/2024
University links updated 4/2018;3/2021}

4A-3a. Faculty Annual Review (FAR) Form

See faculty annual review form on *InsideState.

_{*InsideState password required}

4A-3b. Faculty Annual Review (FAR) Process

Step 1: Faculty member completes FAR.

1. Focus on substantive contributions.
2. Format of FAR:
   1. Consider dossier structure-highlight significant contributions- narrate the process to illustrate the connections (ex: link professional development to student outcomes)
   2. Consider this structure:
      1. Evidence
      2. Goal (College of Nursing standard):
      3. College of Nursing Imagine Strategic Plan Goal:
      4. Problem:
      5. Plan:
      6. Implementation:
      7. Evaluation:

Step 2: Faculty member send FAR to supervisor.

1. If faculty member has RSCA workload, cc associate dean for research (ADR).

Step 3: ADR sends feedback on the RSCA sections of the FAR to the supervisor only (may include general feedback and feedback related to goals/effort/outcomes).

1. Supervisors will review feedback and incorporate into their own comments based on their discretion.
2. Feedback directed towards supervisor, not faculty member. Comments should not be shared directly with faculty member as the ADR is an indirect report.

Step 4: Supervisor reviews FAR. Refer to section 6 of the SDSU Faculty Handbook:

1. To ensure consistency in ratings for faculty performance, the supervisor will:
   1. Utilize the College of Nursing performance standards, highlighting each standard addressed by the faculty member. This will provide a consistent visual depiction of standards met, exceeded or substantially exceeded.
      1. If a majority of standards are in the column of the faculty member’s current rank, then the rating will be “meets”.
      2. If roughly half of standards are in the column of the faculty member’s current rank and half in the column of the rank one level above the faculty member’s current rank, then the rating shall be “exceeds”.
      3. If a majority of standards are in the column of the rank one level above the faculty member’s, then the rating will be “substantially exceeds”.
   2. The standards document will be included in the appendices of the FAR.

Please note, ratings are not adjusted by any additional signers of the FAR document.

Step 5: Supervisor provides feedback and meets with faculty. Please note: this process may be different based on supervisor preference.

1. Example process A:
   1. Supervisor reviews FAR.
   2. Supervisor may request additional edits from faculty member (may include edits suggested by the ADR).
   3. Supervisor prepares part B.
   4. Supervisor sends faculty member part B to review before meeting.
   5. Supervisor and faculty member meet to discuss part B (including future plans, goals etc.)
   6. FAR is routed for signatures (see step 6).
2. Example process B:
   1. Supervisor reviews FAR.
      1. Supervisor meets with faculty member (30-45 minutes) to discuss the FAR (may include discussion about edits to part A related to gaps or things to limit).
   2. Faculty member sends revised version (if applicable) to supervisor.
   3. Supervisor sends part B to faculty member via email to review.
      1. If approved by faculty member, FAR is routed for signatures (see step 6).
      2. If not approved by faculty member, follow up emails or meetings may occur.

Step 6: FAR is routed for signatures. Optional text boxes should be included for all signers.

Via Docusign

1. After the FAR is complete, add the following signature lines and save the document as a PDF.
   1. FAR signatures include:
      1. Faculty member
      2. Supervisor
      3. HSCS director if faculty member has >50% simulation workload for the academic year
      4. ADR if faculty member has RSCA time
      5. Associate dean for academic programs
      6. Dean
2. Include all supporting documents and combine into one PDF file.
3. Log into DocuSign and click the yellow new button and select send an envelope.
4. Click on upload document and select your PDF file.
5. Under add recipients to the envelope, click on the set signing order box.
   1. Add name and email address.
   2. Once the first person is added, click on add recipient until all names have been added.
   3. For those who should only receive a copy, click on needs to sign and select receives a copy option.
   4. Signing order:
      1. Supervisor
      2. Associate dean for research (if faculty member has RSCA time)
      3. Faculty member
      4. Associate dean for academic programs
      5. Dean for College of Nursing
      6. Senior secretary dean's office - copy only to be retained in employee file
   5. The final recipient is SDSU Human Resources - copy only.
6. Under "Message to all recipients" the email subject field should read: FAR, employee last name, first name, banner ID (if available).
   1. Click the yellow next button.
7. Select and drag the following fields for each person who needs to sign the document:
   1. Signature
   2. Date signed
   3. Text - this box should be dragged to the right of the signature line for the following: Associate Dean for Research (if faculty has RSCA time), faculty member, Associate Dean for Academic Programs, and Dean for the College of Nursing.
   4. Click on the corner to expand the width of the box to allow space for text.
8. Click the yellow send button.

Step 7: Send ratings to director of nursing operations and associate dean for academic programs using the following table format.

Faculty FAR Scores

• Does not meet = 0
• Meets expectations = 1
• Exceeds expectations = 2
• Substantially exceeds expectations = 3
• Not applicable = NA

Step 8: Following completion of the FAR process, supervisors of faculty members and the Associate Dean for Academic Programs will meet to review faculty FAR scores using a blinded process (only the scores will be shared; faculty names will be removed). Any FAR scores that are identified as outliers will be reviewed by the group to review validity of the process.

Other relevant information related to the FAR process:

Writing FAR part B:

Part B should include supervisor comments on each of the following specific sections:

1. Teaching
2. RSCA (if applicable)
3. Service
4. Professionalism/community standards

_{Reviewed by the Bylaws and Handbook Committee 3/2021; updated 11/2/21 by HR/Shianne Ovall; updated 11/24/21}

4A-4. University Faculty Handbook:Tenure and Promotion Criteria and Guidelines

See South Dakota State University Faculty Handbook: Tenure and Promotion Criteria and Guidelines on *InsideState.

_{*requires InsideState password}

4A-4a. College of Nursing Tenure and Promotion Committee Approved Procedures

Composition of the Committee

1. The Promotion and Tenure Committee will consist of six (6) members. Three (3) members will be appointed by the Dean and three (3) members will be elected by tenured and tenure-track faculty. A COHE representative will conduct the election of the faculty members.
2. Faculty members will be elected for three-year terms. Only tenured faculty are eligible for election. Any faculty member under consideration for promotion and/or tenure is not eligible to serve on the committee.
3. Administrative appointees may be tenured Associate or Full Professors, Assistant Deans, or Associate Deans who are not the primary evaluator of the candidates under review.
4. Clinical Associate Professors, Clinical Professors, Associate or Full Professors who are Advanced Practice Registered Nurses (APRNs), Lecturers, and Senior Lecturers may be appointed in addition to the six committee members when clinical and lecturer track candidates undergo promotion or rank adjustment review. These appointees will not participate in tenure-track promotion and tenure review and decision-making.
5. The chairperson of the committee must be elected from the six (6) core members.
6. A person serving on the University Promotion and Tenure Committee is not eligible to serve on this committee.
7. A committee member must recuse him/herself from the vote on a candidate if there is a conflict of interest

Function of the Committee

1. This committee will review applications for tenure, promotion, rank adjustment, and/or third-year reviews.
2. Duties include reviewing the complete promotion and/or tenure or rank adjustment dossier and external reviews, voting on promotion, tenure, and rank adjustment decisions, and making written recommendations for promotion, tenure, rank adjustment, and/or third year reviews to the Dean.
3. The Dean will convene the initial committee meeting, charge the committee, call for the election of the committee chairperson, appoint a recorder, and review the Promotion and Tenure Committee’s timeline within the College and University schedules. The chairperson will thereafter convene the Promotion and Tenure Committee as needed, assuring completion of the committee’s duties. The recorder will keep thorough minutes of the discussion and record the vote.
4. Voting will be by secret ballot and the results will be forwarded to the Dean with written rationale for the recommendation. The Dean is not obligated to accept the recommendation, but will inform the committee of the reason for not accepting a recommendation. Deliberations, findings, and data of this committee will be treated with confidentiality.
5. The recorder will keep minutes, including discussion of candidates with strengths and weaknesses of the dossier. In addition, minutes will reflect any other discussion that takes place. Minutes will be approved with signatures of all members of the committee and routed with the dossier.
6. Meetings: The committee will meet according to the College and University timeline for promotion and tenure.

_{*link is on InsideState and requires a password.}

_{Link updates 10/26/2021; 2/2024}

4B. Faculty Assignments/Responsibilities/Expectations

4B-1. Clinical Faculty and Teaching Assistant Dress Code and Appearance, Guideline

Purpose: To describe the expectations for faculty and clinical teaching assistants (CTAs) dress code and appearance in the clinical setting.

Description: While there is no prescribed uniform for faculty and CTAs in the clinical setting, the expectation is that these individuals will comply with the nursing student uniform and appearance policy requirements (policy U3166: nursing student uniform and appearance).

The following guidelines are to be followed by faculty and CTAs in the clinical setting:

• Adhere to the uniform/appearance requirements of the specific agencies
• When possible, select a different color scrubs than those worn by staff nurses in the setting
• Wear the name badge provided by the College of Nursing

_{Approved by bylaws/handbook committee: 4/2018; Reviewed: 12/2022}

4B-2. Outside Professional Activity for Additional Compensation

Description: Guidelines, procedures, and forms for outside professional activities of faculty. Instructions for completing the Outside Professional Activity Report* are found below under Associated Links. Faculty members who propose to enter into private practice, private consulting, additional teaching or research, or other activity for which additional compensation is received, may devote up to but not exceeding four working days per month (cumulative to six days) on such activity. The activity must be related to assigned responsibilities and must promote state and local economic development or benefit the professional discipline or development of the staff member, as determined by the institution. Outside activities may not interfere with assigned responsibilities.

Faculty Handbook XIII Consulting and Private Practice p.16:

SDSU encourages professorial and librarian faculty members to participate in outside professional activities that contribute to their professions, to the broader communities, to the expansion of economic and cultural resources in SD, and to the SDBOR’s public service mission. Outside engagement is an important part of the academic community and supports our need for and enhances scholarly excellence. Consulting and private practice experiences allow faculty members to maintain contact with professional colleagues, keep current with research priorities and advancements, and develop contacts with private and government entities. This knowledge and skill help faculty prepare students for various career options, helps the faculty members to better compete for research grants, and/or benefits SDSU and SD (Section 10.5 of the BOR/COHE Agreement).

Example: For a nine month faculty with no assigned clinical practice day (referred to as inload), and who practices a day (or evening) a week in addition to the assigned 15 units of workload per semester, the allowance of 32 hours per month (4 days if an 8 hour shift, but could be cumulative 6 days if shifts are shorter) is acceptable if the other assigned workload can be completed in addition to the clinical shift hours should those occur on a weekday. This example would fall under ‘university time.’ Alternatively, if the faculty member is in practice on the weekends it falls under personal time, but still needs to be reported using the Outside Activity Form.

Associated Links

• South Dakota State University Conflict of Interest Policy Manual 4:9
• Outside Activity Form
• South Dakota Board of Regents Intellectual Property Policy Manual 4:34
• Section 10.5 of South Dakota Board of Regents/Council of Higher Education Agreement (pp.37-40; Private Practice and Consultation)

_{*Requires InsideState password
Reviewed by the Bylaws and Handbook Committee: 2/2015, 11/2018, 10/2019
University links updated 2/09/2016 mtd, 10/4/2016, 11/2018}

4B-3. Development

Purpose: The SDSU College of Nursing supports individual and collective development activities for nursing faculty who must maintain current knowledge and expertise related to nursing and health care.

Description: The mission, role and scope of the SDSU College of Nursing advocates for the development of its faculty. Faculty Development is defined as an ongoing process which seeks to facilitate the growth of faculty in teaching/advising, research/scholarship, service and expertise in the practice of nursing. Faculty Development is meant to stimulate professional growth of the individual and the collective faculty. The primary goals are to identify and respond to faculty needs which are relevant to the mission, role and scope of the College of Nursing. The responsibility for this faculty development lies with both the individual and the collective faculty (See table below).

Procedure

I. Faculty development of individual faculty member.

1. The responsibility of the individual for their own faculty development includes:
   1. Identify measurable short- and long-term goals annually.
   2. Develop strategies for achievement of identified goals.
   3. Identify pertinent faculty development activities that will increase individual growth.
   4. Assess relevance of identified activities to the mission, role, scope and selected goals of the College of Nursing.
   5. Assess feasibility of engaging in the identified activities.
   6. Identify appropriate funding sources to support activities and make the appropriate requests for funding.
      1. Faculty development funding that is not included under this policy:
         1. In-state faculty development (less than $500—which includes conference fee, travel, meals and lodging).
         2. Faculty/committee meetings or teaching obligations that require travel.
         3. Dean's travel.
         4. Faculty development travel paid by a leadership team member's discretionary funds.
         5. Faculty travel requested by the Administration.
         6. Formal education (e.g. masters or doctoral courses).
         7. Funding by grants, research incentive funds, or Scholarly Excellence Funds, Dissemination Award from SDSU.
   7. Annual review of progress toward short- and long-term goals.
2. The responsibility of the collective faculty for the development of the individual faculty members includes the following:
   1. The supervisor discusses short- and long-term goals with the individual at the annual review and facilitates goal achievement throughout the year.
   2. Administrators and the faculty organization (e.g., committees and specialty groups) disseminate information that will facilitate development of the individual faculty member.
   3. Annually, the Dean of the College of Nursing allocates the funds available for the “Faculty Development Fund.” In addition to the “Faculty Development Fund,” other funds are available.
      1. A leadership team member may allocate portions of discretionary funds for development activities of an individual faculty member.
      2. The Dean distributes other funding when available through other sources (such as the SDSU Foundation).

II. Faculty development of the collective faculty.

1. The responsibility of the individual for the development of the collective faculty includes:
   1. Participating in the annual identification of collective faculty development needs (e.g., surveys from the welfare and development subcommittee).
   2. Disseminating information from individual development activities (e.g. conferences and workshops).
   3. Sharing skills and areas of expertise with other faculty (e.g. conducting workshops, providing consultations).
2. The responsibility of the collective faculty for development of the collective faculty includes the following:
   1. The welfare and development subcommittee is responsible for annual assessment of collective faculty development needs.
   2. The welfare and development subcommittee analyzes data from the needs assessment and presents findings to steering committee with recommendations for implementation.
   3. The steering committee acts upon recommendations of the welfare and development subcommittee to implement faculty development activities.
   4. The welfare and development subcommittee reviews applications for professional development funding and makes recommendations to the Dean.
   5. Any committee or group from the faculty organization can recommend, initiate and implement faculty development activities.
   6. The welfare and development subcommittee serves as a resource for those implementing faculty development activities (e.g., guidelines for workshop planning and evaluation).

III. Faculty development responsibilities of the welfare and development subcommittee

1. The welfare and development subcommittee will review application submissions for faculty development funding during each monthly meeting throughout the academic year. Applications must be submitted prior to the first day of a given month in order to be reviewed during that respective month's meeting. No application submissions will be reviewed between the dates of May 1 and September 1.
2. Funds will be allocated across three categories
   1. Category I: Individual presentation of research or scholarly activity and faculty development
   2. Category II: Individual attendance for faculty development
   3. Category III: Collective faculty for faculty development (event will be for a group of CON faculty members)
3. Faculty Development funding requests can be made by individuals or committees/teaching teams and can only be requested for the CURRENT fiscal year (July 1- June 30). A faculty member may receive faculty development funding only once within a fiscal year (July 1 - June 30).
4. The Faculty Development Funding Application is to be used for requests for funding from the Faculty Development Fund. Incomplete or illegible applications or failure to follow the procedure will result in the return of the application without a review by the welfare and development subcommittee. NOTE: Faculty need to complete the College of Nursing Conference Attendance Request Form with their intent to seek faculty development funding and receive supervisor approval FIRST before submitting the faculty development funding application.
5. The welfare and development subcommittee will review the applications during each monthly meeting. Following the meeting, a subcommittee member will then share the subcommittee's recommendations with the dean.
6. If a faculty member learns that an abstract for podium/poster presentation has not been accepted for a conference that they have received funding to attend (Category I), the faculty member must inform the welfare and development subcommittee to determine if they remain eligible for funding.
7. By May 1, funds that have not been allocated or funds that the faculty member was unable to use will be returned to the Dean of the College of Nursing. Funds may not be used to enhance previously awarded requests. Funds awarded may only be used for the approved request.
8. The welfare and development subcommittee will assist individual/collective faculty in dissemination of professional development activities.

Faculty Development Policy Rationale

Associated Links:

• Related South Dakota Board of Regents (SDBOR) Policies, Procedures and Resources:
  • South Dakota Board of Regents Time and Leave Policy
  • South Dakota Board of Regents Employee Travel Policy 5.12
  • South Dakota Bureau of Human Resources (BHR) Training (opportunities for employees)
• Related South Dakota State University and College of Nursing Policies, Procedures and Resources:
  • The University provides numerous resources to support excellence in faculty roles, including:
    • South Dakota State University Scholarly Excellence Funding
    • SDSU Center fro Professional Enrichment and Teaching Excellence
    • South Dakota State University Instructional Design Services (IDS), available via the SDSU Intranet (login required)
    • South Dakota State University Faculty Handbook: Section 8, Professional Development Plan
    • South Dakota State University Faculty Handbook: Section 13: Sabbatical, Career Redirection, and Career Redirection Leaves
    • College of Nursing Standards for Quality and Excellence in Faculty Role Policy #57345

_{*Requires Inside State Password
Formerly Policy- #F6220
Reviewed by the Bylaws and Handbook Committee: December 2016; March 2019; May 2023
University links updated: July 2016, February 2024}

4B-4. Faculty Workload (Course Designation Values), Policy #F6181

Description:  Workload is assigned with variations for undergraduate, graduate and health science courses based on Course Designation Values*. Workload assignment policy is applied according to the SD Board of Regents and SDSU Faculty Handbook.

Associated link(s):

• The South Dakota State University Faculty Handbook* summarizes Faculty Workload Policy as well as explaining calculation of Course Designation Values in detail.

_{*Requires InsideState password.
Reviewed by the Bylaws and Handbook Committee: 2/2015; 11/23/2020; 2/2024
University links updated 2/15/2016; 2/2016;
1/17/18;}

4B-5. Behavioral Intervention (BIT), Guideline

Purpose: To inform faculty and staff of the reference guide for behavioral intervention for students.

Faculty and staff are in excellent positions to recognize students who are in distress. However, it is important to have the right information about how to both identify students in distress and to make referrals to Counseling Services or other crisis support services. This reference guide has information on how to make a referral, what your role should/might look like, and can be used with the warning sign information also provided.

Associated links:

• South Dakota State University Faculty and Staff Behavioral Intervention (BIT) Guide*

_{*Requires InsideState Password}

_{Reviewed by the Bylaws and Handbook Committee: 4/2018; 11/2019; 10/2022; 2/2024}

4B-6. Liability and Malpractice Insurance

Description: The College of Nursing adheres to the South Dakota Board of Regents policy regarding malpractice insurance coverage provided by the State of South Dakota. The Public Entity Pool for Liability (PEPL Fund) was activated on July 1, 1988, to provide tort liability coverage for employees of the state of South Dakota. The State Risk Manager is appointed the PEPL Fund Executive Director.

Associated link:

• Explanation of PEPL Fund

_{Formerly Policy# F5420
Reviewed by the Bylaws and Handbook Committee: 2/2015, 9/24/2018; 11/2021; 2/2024
University links updated 11/18/2015 mtd}

4B-7. Testimony

Description: South Dakota Board of Regents policy that addresses correct procedure for staff if approached to provide testimony or to serve as legal witness.

Associated link(s):

• South Dakota Board of Regents State Relations Policy Manual 1:12
• South Dakota Board of Regents Conflict of Interest Policy Manual 4:35

_{Formerly Policy# F5960
Reviewed by the Bylaws and Handbook Committee: 2/2015, 09/24/2018; 2/2024
University links updated 11/10/2015 mtd}

4B-8. University Faculty Handbook

See *South Dakota State University Faculty Handbook.

_{*link is on InsideState and requires a password.}

4C. Faculty Support

4C-1. New Faculty Mentorship Program

Description: The new faculty program is designed to facilitate role transition, to support excellence in teaching, to guide growth in scholarship, and to provide a formal means of support for new faculty members in the College of Nursing.

Guidelines: Associate and Assistant Deans pair each new faculty members with an experienced faculty mentor (or co-mentor) appropriate to their role.

Mentor Roles

• Welcome and support the new faculty member.
• Communicate on a regular basis to facilitate new faculty transition to the teaching, scholarship, and service roles.
• Identify needs and provide information when needed.
• Review relevant SD Board of Regents, SDSU, and College of Nursing programs and policies, especially in the areas of faculty role performance, course and clinical grading, evaluation of students, appropriate interactions/guidance of students, web-based instructional resources, and professional development opportunities.
• Invite and accompany new faculty member to meetings or events within the College, SDSU, professional health care and scholarly communities.
• Orient faculty to library and other campus or site-specific facilities.
• Informally evaluate the mentorship experience twice during the academic year in collaboration with the mentee and request support from Associate and Assistant Deans as needed

Mentee Roles

• Develop goals for role transition to an SDSU College of Nursing faculty position.
• Share role transition goals with mentor and establish an ongoing communication plan for the academic year.
• Communicate with the mentor on a regular basis to facilitate transition to the teaching, scholarship, and service roles and related teams.
• Review relevant SD Board of Regents, SDSU, and College of Nursing programs and policies, especially in the areas of faculty role performance, course and clinical grading, evaluation of students, appropriate interactions/guidance of students, web-based instructional resources, and professional development opportunities.
• Seek opportunities to participate in meetings or events within the College, SDSU, and the greater professional, health care and scholarly communities.
• Access library and other campus or site-specific facilities.
• Informally evaluate the mentorship experience twice during the academic year in collaboration with the mentor and request support from Associate and Assistant Deans as needed.

Associated link:New faculty orientation guide and checklist*

_{Revised: 1/2015
Reviewed by Bylaws/Handbook committee: 1/2018; 3/2021
University Links up-dated: 11/2015; 1/2018}

_{*Requires InsideState password}

4C-2. Research and Scholarship Resources for Faculty

Purpose: Support for research and faculty scholarship is available from the University and the College of Nursing, in the forms of workload release time, research start-up funding, Office of Nursing Research services, and external research mentorship. Faculty members with scholarship/research role expectations are to develop 1, 3, and 6-year professional development plans that align individual goals with SDSU and College of Nursing strategic planning goals.

SDSU Resources

• SDSU Office of Nursing Research 
• College of Nursing Research Resources
• Division of Research and Economic Development

_{Revised & Approved by Bylaws/Handbook Committee: 3/2019; 4/2022; 3/12024}

_{Approved by Executive Committee: 3/2019
Reviewed: 3/2019}

4C-3. Service as a Preceptor for Non-APRN Graduate Students from External Universities, Guideline

Purpose: Provide guidelines for facilitating preceptor requests from graduate nursing students enrolled in non-APRN practicum courses from an external university.

Background: Acting as a preceptor falls under the “service” component of a faculty member’s workload. All requests for serving as a preceptor for students from external universities will be routed to the Master’s Specialization Coordinator for the Nurse Educator program.

Bolded bullet items must be completed as initial steps prior to implementation of the preceptor role.

Role of the Master's Specialization Coordinator for the Nurse Educator Program:

• Assure that the university of enrollment has a current clinical affiliation agreement with the College of Nursing at South Dakota State University. The university of enrollment initiates this agreement.
• Facilitate preceptor requests in a timely manner.
• Confirm SDSU faculty preceptor’s desire to serve as a preceptor during the requested time period.
• Review external university preceptor handbook and/or preceptor contract.
• Ensure the external university (if out-of-state) is authorized to offer the program in SD.
• Confirm there is a faculty member from the external university that is licensed in the state where the experience will occur (must have a SD license or a multistate compact license if applicable).
• Confirm with the SDSU faculty preceptor the state location of any clinical experience the graduate student may attend.
• Confirm if the graduate student is licensed in the state where the clinical experience will occur (the graduate student cannot attend clinical unless licensed in that state).
• Notify SDSU faculty preceptor of any concerns and/or approval of the preceptor request.
• Notify direct supervisor of faculty preceptor regarding his/her service role.
• Ensure SDSU faculty are meeting SDSU student needs prior to considering non-SDSU student requests.
• Communicate with graduate student when request is denied; provides rationale.

Role of the Graduate Student Seeking Preceptor:

• Assure that the university of enrollment has a current clinical affiliation agreement with the College of Nursing at South Dakota State University. The university of enrollment initiates this agreement.
• Identify a potential SDSU faculty preceptor; the name should be provided with the initial request.
• Provide a preceptor handbook and/or preceptor agreement from the external university.
• It is the responsibility of the students’ institution to follow the state licensure requirements for classroom and/or clinical experiences.
• Under the advisement of the university of enrollment, contact clinical agency (if applicable): seek permission to attend clinical; ensure clinical agency contract is in place if necessary; ensure all necessary paperwork is completed prior to beginning the preceptorship; and provide SDSU with a copy of the contract for any clinical agencies.
• Provide course syllabus to SDSU faculty preceptor and to Masters Nurse Educator Specialization Coordinator.
• Provide estimation of how many hours are included in the preceptorship and indicate if amount is less than or equal to stated hours in course syllabus.

Role of the SDSU Faculty Preceptor

• Refer student to Master’s Nurse Educator Specialization Coordinator.
• Review the provided course syllabus, preceptor handbook and/or preceptor agreement from the external university.
• Contact clinical agency (if applicable) to ensure student has completed all necessary paperwork to attend clinical (see bullet under graduate student role).
• Sign the preceptor agreement from the external university.

Please note:

• SDSU College of Nursing cannot provide access to all course materials (ATI, Elsevier e-books, etc.). Preceptors should work with the graduate student to provide access to necessary resources or course materials.
• SDSU cannot ensure that graduate students from external universities will have access to the full scope of practice allowed within the clinical setting.
• Direct access is not provided to intellectual property of SDSU such as simulation scenarios.
• If the student is conducting research as a component of the practicum experience, approval is required by the College of Nursing Research Committee and the University Institutional Review Board (IRB). Additionally, the student must complete CITI training as required by SDSU. If SDSU students are included as participants in the research, the following policy must be followed: Students as Research Participants.

Written: 12/7/17
Approved by Bylaws/Handbook Committee: 1/2018; Updated 1/2019; 2/2024
Approved by Executive Committee: 2/2018

4C-4. Support for Doctoral Study

The College of Nursing dedicates up to 1.0 FTE (30 WLU) per academic year (fall, spring, summer) to support completion of terminal degrees to meet the faculty composition and strategic planning needs of the college. All support will be based upon availability of funding and driven by College of Nursing faculty priorities, including research and scholarly productivity, APRN specialization and faculty composition goals. This support is limited to nursing PhD and APRN-focused DNP degrees. Priority will be given to faculty whose terminal degree contributes to the program and strategic enrollment goals for the College of Nursing.

Faculty are encouraged to discuss any plans to enroll in a terminal degree program with their supervisor prior to enrollment. This type of discussion facilitates alignment of college needs with degree choice. Topics for consideration include faculty composition needs, strategic planning needs, and potential for terminal degree adjustment.

To receive this support, candidates must submit a request annually via email to their supervisor and cc the associate dean for academic programs no later than January 1 of the academic year prior to the program enrollment date (for example, January 1, 2025, for the 2025-2026 academic year). The request should include the number of credits and course titles for fall, spring, summer.

All submitted requests will be reviewed by the associate dean for academic programs to ensure time allotted to such requests 1) do not exceed the 1.0 FTE (30 WLU) allocation across the College of Nursing and 2) meet the College of Nursing faculty priorities. These requests will be considered at a March deans and directors’ meeting for final approval. Faculty will be notified of the funding decision no later than March 31.

Support for doctoral study during the academic year

Faculty members applying for doctoral programs are eligible to submit a request, however, support is contingent upon admission and enrollment in coursework. Faculty members who request continuing support for doctoral study must satisfactorily complete all courses and progress toward degree completion according to a plan of study. Faculty will submit an updated plan of study to their supervisor on an annual basis by January 1.

The College of Nursing will make decisions concerning terminal degree adjustment independent of the fact that a faculty may have received doctoral education support. In general, this support will be prioritized for fall and spring semester, however, will be considered for summer semester for employees with 12 month contracts. Consideration is subject to availability of support funds.

Support does not release the faculty member from daily employment responsibilities. In the event a faculty member cannot be available to students and/or colleagues, they need to discuss leave options with their supervisor.

_{Written: 3/2018
Revised: 7/2021
Approved: 4/2022
Reviewed: 3/2022; 6/2023; 2/2024}