Mount Carmel College of Nursing, a private Catholic college, has developed several commitments to promote its identity as a Catholic institution of higher education. These commitments include:
- Be faithful to the teachings of the Catholic Church.
- Serve others, particularly the poor, underprivileged, and vulnerable members of society.
- Witness the Catholic faith and Judeo Christian values through Catholic administrators, faculty, and staff, and through those of other faith traditions.
- Integrate Catholic values into the curriculum; assure faculty and student awareness of the convictions of Catholic health care.
- Create a campus culture and environment that is expressive and supportive of a Catholic way of life.
In the spirit of the Catholic tradition, we welcome a diverse population of students from all faiths, to prepare them academically and professionally as competent and compassionate nurse leaders, who are lifelong learners, and who possess the moral courage to continuously promote the health of individuals and communities.
- Academic Excellence
- Social Responsibility
Be THE innovative academic center preparing nurses as the most trusted partners in health care.
At Mount Carmel College of Nursing, students are able to take advantage of small classes, one-on-one instruction, the opportunity to form lifelong bonds with classmates, and personal contact with faculty, staff, and administration. A variety of co-curricular experiences exist to enrich the college experience.
Mount Carmel’s small size also means that instructors focus on teaching. Although faculty are involved in research and other scholarly work, publishing, and clinical practice, their first commitment is to enhance students’ professional preparation with comprehensive theoretical knowledge and rich and diverse clinical learning experiences.
Mount Carmel College of Nursing is a subsidiary corporation of Mount Carmel Health System, whose parent is Trinity Health. This affiliation with MCHS offers Mount Carmel College of Nursing students a wide variety of clinical experiences that include four acute care hospitals, community outreach programs, hospice, home health, and ambulatory care centers.
Nursing education has been offered at Mount Carmel since the diploma program was established in 1903. The diploma nursing program graduated more than 4,500 nurses and established a tradition of excellence in nursing education.
In 1985, forward thinking administrators and faculty began the move from a hospital diploma nursing program to a college offering a Bachelor of Science in Nursing (BSN). Mount Carmel College of Nursing was formally established in 1988. The first class of students was enrolled in Fall Semester 1990.
A special track for registered nurses who wish to earn a BSN was added to the nursing program in 1996, and the Online RN-BSN Program started in Fall 2011. A Master of Science (MS) degree was initiated in Fall 2003, and a 13-month Second Degree Accelerated Program followed in Spring 2007. In Fall 2009, a satellite location for the BSN Program was launched on the campus of Fairfield Medical Center in Lancaster, Ohio. The Clinical Skills and Simulation Center was opened Fall 2012. An online post-master’s Doctor of Nursing Practice (DNP) program enrolled its first students in Fall 2015.
Mount Carmel College of Nursing is located west of downtown Columbus, just north of I-70 and west of SR315, on the corner of West Town Street and South Davis Avenue. With well over a million residents in its metropolitan area, Columbus is a diverse city. Collegiate and professional sports, innovative shopping and restaurants, Broadway series productions, national concert tours, plus world-class symphony, art museum, opera and ballet companies call Columbus home. The College also operates a satellite location at Fairfield Medical Center in Lancaster, Ohio, where it offers the traditional BSN program.
Accreditation and Affiliations
Mount Carmel College of Nursing is fully accredited by The Higher Learning Commission (HLC)1 which serves as a resource to externally evaluate the quality of College educational offerings.
The College is authorized by the Ohio Department of Higher Education2 to grant the Bachelor of Science in Nursing (BSN) degree (including the Fairfield Medical Center satellite location), the Master of Science (MS) degree, and the Doctor of Nursing Practice (DNP) degree.
The College is authorized by the Ohio Board of Nursing3 to operate/deliver the pre-licensure nursing program.
The Baccalaureate Nursing, Master’s, Post-Master’s Certificate and Doctor of Nursing Practice Programs are accredited by the Commission on Collegiate Nursing Education (CCNE).4
The College has collaborative relationships with The Ohio State University (OSU) and Columbus State Community College (CSCC). Mount Carmel students may enroll in selected general education courses taught at either OSU or CSCC. Mount Carmel students have access to the library and testing and tutorial services offered by both of these institutions. In addition, Mount Carmel has collaborative relationships with Ohio Dominican University,and Wilmington College whereby students enrolled in these colleges can matriculate to Mount Carmel and earn a baccalaureate degree in nursing. Mount Carmel has a collaborative relationship with Ohio University-Lancaster to provide the first-year curriculum and selected general education courses for students enrolled in the BSN program at Fairfield Medical Center.
Mount Carmel College of Nursing holds membership in the following organizations:
- American Association of Colleges of Nursing
- American Association of Collegiate Registrars & Admissions Officers
- American Association of Higher Education
- Association of Catholic Colleges and Universities
- Association of Health Science Educational Consortium
- Association of Independent Colleges and Universities of Ohio
- National Association of Independent Colleges and Universities
- National League for Nursing
- Ohio Association for College Admission Counselors
- Ohio Association of College Registrars and Admissions Officers
- Ohio Council of Deans and Directors of Nursing
- Ohio League for Nursing
1Higher Learning Commission, 30 North La Salle Street, Suite 2400, Chicago, IL 60602-2504, 312-263-0456, www.hlcommission.org.
2Ohio Department of Higher Education, 25 South Front Street, Columbus, OH 43215, 614-466-6000, www.ohiohighered.org.
3Ohio Board of Nursing, 17 South High Street, Suite 400, Columbus, OH 43215, 614-466-3947, www.nursing.ohio.gov.
4Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington DC, 20001, 202-887-6791, www.aacn.nche.edu.
Assessment, Evaluation and Institutional Effectiveness
Institutional Effectiveness is an organizing term inclusive of many of the higher education practices described over the years using terms such as assessment, evaluation, and quality improvement. In the HLC’s current Criteria and Core Components for Accreditation, Institutional Effectiveness is a theme throughout the requirements but is specifically outlined in Criterion Five: Resources, Planning, and Institutional Effectiveness. Several of the standards from across the Criteria which relate directly to Institutional Effectiveness include:
- The institution links its processes for assessment of student learning, evaluation of operations, planning and budgeting.
- The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.
- The institution collects and analyzes information on student retention, persistence, and completion of its programs.
- The institution uses the information gained from assessment to improve student learning.
- The institution evaluates the success of its graduates.
- The institution maintains a practice of regular program reviews and acts upon the findings.
- The institution has effective processes for assessment of student learning and for achievement of learning goals in academic and cocurricular offerings.
- The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups.
- The institution plans on the basis of a sound understanding of its current capacity, including fluctuations in the institution’s sources of revenue and enrollment.
- Institutional planning anticipates evolving external factors, such as technology advancements, demographic shifts, globalization, and the economy and state support.
The standards noted above are consistent with other standards and requirements such as those outlined by the College’s specialized accreditor for nursing education programs, CCNE. These standards reflect expectations from across the higher education accreditation and regulatory landscape that institutions of higher education embrace a culture of continuous quality improvement which produces significant, verifiable results.
Institutional Effectiveness is the not the responsibility only of the faculty, a single committee, or the leadership team. An institution can only be truly effective when all of its members embrace a shared vision of operational and academic excellence.
In support of continuous quality improvement, the College has developed a Master Plan for Institutional Effectiveness (MPIE) which summarizes College goals, expected outcomes, and methods of measuring progress toward these goals. The plan is overseen by the Evaluation and Institutional Effectiveness Committee, which integrates evaluation of all aspects of the College’s academic programs and operations in support of institutional effectiveness. It is an expectation within the College that as faculty, staff, and students are called upon to engage in various aspects of the continuous quality improvement and evaluation process (including through surveys, requests for feedback or proposals, task forces, and other methods), that they contribute fully and in a timely manner.
Philosophy of Nursing
Mount Carmel College of Nursing provides educational programs in the spirit of the Catholic tradition with inclusion of a diverse population of all faiths, that enhances the unique intellectual, moral, spiritual, and psychosocial development of the person. The faculty accepts responsibility to prepare professional nurses for theory and evidence-based practice, at the basic and advanced levels, who reflect the values and standards of the profession.]
Nursing is the practice of caring behaviors founded upon the integration of general education and professional studies. Our approach to caring is rooted in the values of service, reverence, autonomy, diversity, stewardship, safety, and integrity. Nursing involves the compassionate care of individuals, families, communities, and populations. The nurse is a health care professional who enacts multifaceted roles to promote optimal health during all life experiences. Nurses work collaboratively with clients and interdisciplinary teams, using the nursing process to design, deliver, coordinate, and implement health care. They respond to the diverse and changing needs of society in the local community as well as the broader, global community. Nurses are both knowledgeable and active in political, economic, and regulatory processes that influence health care practices.
Health involves the harmonious integration of all dimensions of the client, whether an individual, family, community, or population. Health is a dynamic, lifelong, multidimensional construct shaped by culture. Changes in health status occur in response to the stressors and strengths of the internal and external environment. The nurse provides holistic, culturally-responsive, caring interventions directed at assisting the client to promote health.
Baccalaureate nursing education provides the foundation for professional nursing practice and lifelong learning. Graduate nursing education provides the foundation for specialized roles in education, administration, and clinical practice. Graduate education prepares nurses to serve as change agents, policymakers, and interdisciplinary partners in the care of patients, families, and populations. Research, theory for advanced practice, and strategies for validating and utilizing research findings are integral to the study of nursing. Through a collaborative and interactive process, the self-directed learner develops the skills of critical thinking, effective communication, holistic assessment, caregiving, and leadership for professional practice. Clinical practice, which is the essence of nursing, is augmented through nursing theory and evidence-based practice.
General Education in the Nursing Program
General education is the foundation of professional education and provides the learner with the opportunity to develop the skills of critical thinking, independent decision making, and leadership, along with value formation and openness to cultural diversity. General education integrates and bridges the disciplines. It weaves a cohesive pattern of meaning into the total life experience. The practice of professional nursing is based on a synthesis of knowledge from the humanities, sciences, nursing theory, and research.
Mount Carmel College of Nursing (MCCN) seeks to be THE innovative academic center preparing nurses as the most trusted partners in healthcare. The faculty at MCCN believe that teaching and learning represents a dynamic, interactive sharing of knowledge that stimulates lifelong learning for both learner and educator. Both learners and faculty are responsible for a collaborative teaching-learning process. Students are responsible for engaging in learning opportunities, while faculty are responsible for providing innovative, active, and inclusive nursing education based on theory and evidence. As faculty, we pledge to maintain our expertise and to promote nursing knowledge. The MCCN Core values of academic excellence, respect, compassion, social responsibility, and diversity guide our teaching processes.
We strive to create an intellectually challenging learning environment where faculty role-model professional education and nursing standards. We believe in developing caring relationships with students that promote personal, academic, and professional growth. We believe in developing the learner to their greatest potential through the advancement of knowledge, skills, and attitudes that are hallmarks of the professional nurse. We recognize that students are individuals with unique needs and strengths requiring personalized attention. Included in our approach is a focus on the development of curiosity, critical thinking, and information literacy, which are essential to the life-long learner. As content changes, so must the faculty and student be able to change, adapt, and learn anew.
Student Complaints and Grievances
Mount Carmel College of Nursing has a formal process for addressing and resolving student complaints emerging from alleged violations of College policies, procedures, or established practices on the part of a College faculty member, staff member, or department.
Individuals may submit complaints using the online reporting form (also available by copying and pasting: https://mccn.guardianconduct.com/incident-reporting/ into your internet browser). Complaints may be filed directly with the Director of Compliance and Safety by contacting 614-234-2341 or emailing firstname.lastname@example.org.
To file a formal grievance with the Higher Learning Commission and/or the Ohio Department of Education, please refer to https://www.mccn.edu/about/compliance/state-authorization/sara-student-complaints.
This policy addresses student complaints and grievances not otherwise covered by another College policy or procedure. Guidance and procedures for complaints covered by other policies are described and listed below:
External Agencies to Report Complaints & Grievances
The Ohio Department of Higher Education:
- The Ohio Department of Higher Education (ODHE) is responsible for responding to formal complaints against public, independent non-profit, and propriety institutions of higher education in Ohio. While the Ohio Department of Higher Education has limited authority over colleges and universities, and cannot offer legal advice or initiate civil court cases, ODHE staff will review submitted complaints and work with student complainants and institutions. Information, can be found on its website. https://highered.ohio.gov/students/current-college-students/student-complaints
The Higher Learning Commission (HLC):
- The Higher Learning Commission (HLC) is an independent body responsible for the accreditation of programs offered by Mount Carmel College of Nursing. The HLC receives complaints from students or other parties. When a complaint raises issues regarding an institution’s ability to meet accreditation criteria, the HLC will forward a copy of the complaint to the institution and request a formal response. Instructions for filing a complaint with the Commission are available on its website. https://www.hlcommission.org/Student-Resources/complaints.html
Office of Civil Rights
- The Office for Civil Rights enforces several Federal civil rights laws that prohibit discrimination in programs or activities that receive federal financial assistance from the Department of Education. It is the mission of the Office for Civil Rights is to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights. Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964. This includes discrimination based on a person’s limited English proficiency or English learner status; and actual or perceived shared ancestry or ethnic characteristics, including membership in a religion that may be perceived to exhibit such characteristics (such as Hindu, Jewish, Muslim, and Sikh individuals). https://www2.ed.gov/about/offices/list/ocr/docs/howto.html
Internal Informal Resolution
Before an official complaint or grievance is initiated, every effort should be made by the individual(s) to resolve the issue directly. Students should follow appropriate Chain of Command procedures outlined in a course syllabus. Complaints that fall outside of the classroom setting can be directed to the appropriate College Leadership. This good faith effort to resolve a problem is encouraged by the Office of Compliance and Safety prior to directing the complainant to submit a formal Complaint Form.
Internal Formal Resolution Process
- Complaint is filed using form listed above.
- Student Complaint Form is received by the Director of Compliance and Safety who conducts a preliminary review of the complaint. The Director may consult with other appropriate departments, including Colleague Relations within Mount Carmel Health System, to determine the next appropriate steps. If the complaint is against the Director of Compliance and Safety, it is reviewed by Associate Dean for Student Services.
- An investigation will be conducted and written final determination will be sent to the student who filed the initial complaint via MCCN email. Please note that the completion of the investigation may take up to 14 academic days, depending on the complexity of the issues involved.
- If students need assistance in completing the General Complaint Form, they are encouraged to reach out to a member of the College faculty or staff (including, but not limited to the Student Behavioral Health Counselor or Student Success Coordinator).
- The College reserves the right to take immediate interim actions as necessary and appropriate to protect the safety and well-being of the campus and community.
Students have the right to appeal the outcome of a decision by filing a written appeal to the Associate Dean of Student Services, or designee, within fourteen (14) academic days of receipt of written notice of the determination.
An appeal must be filed online
Appeals may be filed under the following circumstances. It is the responsibility of the student, in writing, to prove one or more of the following occurred for an appeal to be accepted:
- Procedural error that resulted in significant harm to the student. Deviations from the designated procedures will not be a basis for accepting an appeal unless the deviations are material, substantial, and/or significant harm or bias resulted;
- The Investigator or initial decision maker had a conflict of interest, bias or prejudice that prevented a fair and impartial decision;
- Substantial new evidence/information that was unavailable at the time of the decision and which reasonably could have affected the decision is now available;
- Dissatisfaction with a decision may not be the sole reason for the appeal.
The appellate body, or designee, will decide the appeal based upon a review of the supporting documents, which must be submitted by the student appealing the decision. The appeal officer may consider additional relevant information from any individual or office related to the incident and then decide the appeal based upon the enhanced record. The decision of the appeal officer is final. The appeal officer may:
- Uphold the original decision;
- Modify the decision;
- Refer the case to the original decision maker or refer the case to a new decision maker for a new decision.
The College will keep a record of complaints (and the resolutions) submitted for Formal Resolution, as required by law and regulation. This record is kept on file with Compliance and Safety.