University of Texas Health Science Center at San Antonio

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1 University of Texas Health Science Center at San Antonio Detailed Assessment Report FY 2013 Nursing - Doctor of Nursing Practice (DNP) As of: 11/07/ :20 PM CDT (Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.) Mission / Purpose The Doctor of Nursing Practice (DNP) program at the UT Health Science Center San Antonio is a practice-focused doctoral program designed to prepare experts in specialized advanced nursing practice. Emphasis is on advanced competencies for complex practice and research utilization for the improvement of clinical care delivery, patient outcomes, and system management. Student Learning Outcomes/Objectives, along with Any Associations and, Targets, Findings, and Action Plans SLO 1: Integrate Knowledge into Specialty Nursing Practice Students will be able to integrate nursing science, ethics, bio-physical, psychosocial, analytical, and organizational sources to provide the highest level of specialty nursing practices (a) All DNP programs incorporate 1 Essential I: Scientific Underpinnings for Practice 1. Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. 2. Use science-based theories and concepts to: determine the nature and significance of health and health care delivery phenomena; describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate; and evaluate outcomes. 3. Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines. outcomes for the (Exit Survey Questions # ) Finding (FY 2013) - Met learning outcomes to integrate nursing science, ethics, bio-physical, psychosocial, analytical, and organizational sources to provide the highest level of specialty nursing practices. integrate nursing science, ethics, bio-physical, psychosocial, analytical, and organizational sources to provide the highest level of specialty nursing practices. (Alumni Survey Questions Section # 4.) Finding (FY 2013) - Not Reported This Cycle 90% of the responding students will state that the courses prepared them to make Substantial to Exceptional Progress in meeting expected learning outcomes. Courses: NURS 7323, 7311, PH, 3715

2 Finding (FY 2013) - Met A total of 18 students enrolled across 3 courses, a total 11 responded for a response rate of 61%. The mean score (4.5) indicate that students felt that the courses prepared them to meet expected learning outcomes. There were 40% who made substantial progress and 60% who made exceptional progress. Finding (FY 2013) - Met 7311 Theories & Research in Leadership, Quality, Safety, and Evidence Base Oral Presentation Rubric 25 Points Maximum Each student will successfully present a 10 minute Executive Summary. N=16 students passed presentation averages ranging from points. N=2 Withdrew with passing. Course grades: 16 A's 2 WP's 7321 Statistical Analysis for Quality Improvement and Health Delivery Systems Group written assignment Group presentation Rubric 30 Points Maximum Group written assignment (20) points Group presentation (10) points Each group of three (3) will successfully present a 15 minute presentation include a 5 minute discussion N=16 students passed. N=2 Withdrew with passing. Written assignment score ranging from points. Presentation scores ranging from points. Course percent average ranging from 86%-96% Course grades: 10 A's 6 B's 2 WP's SLO 2: Quality Improvement and Patient Safety Students will be able to develop, implement, and evaluate healthcare practices in healthcare systems that ensure quality improvement and patient safety (a) All DNP programs incorporate 2 Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking 1. Develop and evaluate care delivery approaches that meet current and future needs of patient populations based on scientific findings in nursing and other clinical sciences, as well as organizational, political, and economic sciences. 2. Ensure accountability for quality of health care and patient safety for populations with whom they work. a. Use advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems. b. Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of care delivery. c. Develop and/or monitor budgets for practice initiatives. d. Analyze the cost-effectiveness of practice initiatives accounting for risk and improvement of health care outcomes. e. Demonstrate sensitivity to outcomes for the (Exit Survey Questions #60-64) Finding (FY 2013) - Met learning outcome to develop, implement, and evaluate healthcare practices in healthcare systems that ensure quality improvement and patient safety. develop, implement, and evaluate healthcare practices in healthcare systems that ensure quality improvement and patient safety. (Alumni Survey Questions Section # 4) Finding (FY 2013) - Not Reported This Cycle

3 90% of the responding students will state that the courses prepared them to make Substantial to Exceptional Progress in meeting expected learning outcomes. Courses: NURS 6353, 7324, 7314, 7414 PH 2120 Finding (FY 2013) - Not Met A total of 141 students enrolled across 5 courses, a total 77 responded for a response rate of 55%. The mean score (4.5) indicate that students felt that the courses prepared them to meet expected learning outcomes. There were 29% who made substantial progress and 58% who made exceptional progress Related Action Plans (by Established cycle, then alpha): Course Evaluation Action Plan Continue to monitor course(s) trends relative to program specific outcomes to identify deficiencies. Established in Cycle: FY 2013 Implementation Status: In-Progress Priority: High Relationships (Measure Outcome/Objective): Measure: Course Evaluations Outcome/Objective: Evidence-Based Practices to Improve Outcomes Health Care Information Systems and Technology Integration and Institutionalization of Heath Guidelines Quality Improvement and Patient Safety Social Justice and Ethics Responsible Person/Group: COGS Finding (FY 2013) - Not Reported This Cycle 6353 Transforming Complex Healthcare Systems for Quality and Safety Presentation Rubric 20 Points Maximum Each student will successfully make an 8 minute presentation. Not reported this cycle SLO 3: Evidence-Based Practices to Improve Outcomes Student will be able to use analytic methods and evidence-based practices to improve practice outcomes and the practice environment (a) All DNP programs incorporate 3 Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice 1. Use analytic methods to critically appraise existing literature and other evidence to determine and implement the best evidence for practice. 2. Design and implement processes to evaluate outcomes of practice, practice patterns, and systems of care within a practice setting, health care organization, or community against national benchmarks to determine variances in practice outcomes and population trends. 3. Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care. 4. Apply relevant findings to develop practice guidelines and improve practice and the practice environment. 5. Use information technology and research methods appropriately to: collect appropriate and accurate data to generate evidence for nursing practice 6. Function as a practice specialist 7.Disseminate findings from evidence-based outcomes for the Exit Survey Questions #75-86 Finding (FY 2013) - Met learning outcome use analytic methods and evidence-based practices to improve practice outcomes and the practice environment.

4 use analytic methods and evidence based practices to improve practice outcomes and the practice environment. Alumni Survey Questions Section # 4 which asks the respondent to use the scale of Extremely to Not at All to reflect the extent to which the DNP program fostered their development to use analytic methods and evidence-based practices to improve practice outcomes and the practice environment. Finding (FY 2013) - Not Reported This Cycle 90% of responding students will Agree or Strongly Agree that the course prepared them to meet expected outcomes. Source of Evidence: NURS 7301, 7321, PH 1690 Finding (FY 2013) - Not Met A total of 20 students enrolled across 3 courses, a total 14 responded for a response rate of 70%. The mean score (4.7) indicate that students felt that the courses prepared them to meet expected learning outcomes. There were 24% who made substantial progress and 66% who made exceptional progress Related Action Plans (by Established cycle, then alpha): Course Evaluation Action Plan Continue to monitor course(s) trends relative to program specific outcomes to identify deficiencies. Established in Cycle: FY 2013 Implementation Status: In-Progress Priority: High Relationships (Measure Outcome/Objective): Measure: Course Evaluations Outcome/Objective: Evidence-Based Practices to Improve Outcomes Health Care Information Systems and Technology Integration and Institutionalization of Heath Guidelines Quality Improvement and Patient Safety Social Justice and Ethics Responsible Person/Group: COGS Finding (FY 2013) - Met 7324 Healthcare and Policy Economics Written Assignment and Presentation Rubric: Written Assignment (40 Points) & Presentation (10 Points) Each student will submit a Scholarly page written paper. Student(s) will successfully present a 30 minute presentation include 10 minute discussion. N=17 students passed. Written assignment score ranging from points Presentation scores ranging from points Course percent average ranging from 87%-100% Course grades: 13 A's 2 B's 2 I's (Incomplete) 7301 Methods EBP Translation Science I Literature Synthesis and Presentation Rubric: Literature Synthesis (25 Points) & Presentation (10 Points) Each student will submit a Literature Synthesis page written paper. Student(s) will successfully present a 15 minute presentation include 5 minute discussion N=4 students passed. Written assignment score averages ranging from points Presentation score averages ranging from points Percent average ranging from 87%-96% Course grades: 3 A's 1 B's SLO 4: Health Care Information Systems and Technology Students will be able to implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient health outcomes and care systems (a) All DNP programs incorporate 4 Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care 1. Design, select, use, and evaluate programs that evaluate and monitor outcomes of care, care systems, and quality improvement including consumer use of health care information systems. 2. Analyze and communicate critical elements necessary to the selection, use and evaluation of health care information systems and patient care technology. 3. Demonstrate the conceptual ability and technical skills to develop and execute an evaluation plan involving data extraction from practice information systems and databases. 4. Provide leadership in the evaluation and resolution of ethical and legal issues within healthcare systems relating to the use of information, information technology, communication networks, and patient care technology. 5. Evaluate consumer health information sources for accuracy, timeliness, and appropriateness.

5 outcomes for the Exit Survey Questions #51-53, # Finding (FY 2013) - Met learning outcome to implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient health outcomes and care systems. implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient healthcare outcomes and care systems. Alumni Survey Questions Section # 4 which asks the respondent to use the scale of Extremely to Not at All to reflect the extent to which the DNP program fostered their development to implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient healthcare outcomes and care systems.. Finding (FY 2013) - Not Reported This Cycle 90% of the students will feel that the courses prepared them to make Substantial to Exceptional Progress in meeting expected learning outcomes. Source of Evidence: NURS 6317, PH 1110 Finding (FY 2013) - Met A total of 8 students enrolled across 2 courses, a total 6 responded for a response rate of 75%. The mean score (4.6) indicate that students felt that the courses prepared them to meet expected learning outcomes. There were 17% who made substantial progress and 83% who made exceptional progress. Related Action Plans (by Established cycle, then alpha): Course Evaluation Action Plan Continue to monitor course(s) trends relative to program specific outcomes to identify deficiencies. Established in Cycle: FY 2013 Implementation Status: In-Progress Priority: High Relationships (Measure Outcome/Objective): Measure: Course Evaluations Outcome/Objective: Evidence-Based Practices to Improve Outcomes Health Care Information Systems and Technology Integration and Institutionalization of Heath Guidelines Quality Improvement and Patient Safety Social Justice and Ethics Responsible Person/Group: COGS Finding (FY 2013) - Met 6317 Informatics Written Assignment I. 10 Points II. 10 Points III. 10 Points IV. 20 Points Each student will submit four (4) written assignments. N=8 students passed. I. Written assignment score ranging from 8-10 points. II. Written assignment score ranging from 9-10 points. III. Written assignment score ranging from 9-10 points. IV. Written assignment score ranging from points. Percent average ranging from 82%- 100% Course grades: 7 A's 1 B's 7222 Leadership in Complex Healthcare Systems Oral Presentation Rubric 25 Points Maximum Each student will successfully make a 15 minute presentation. No data this cycle. SLO 5: Social Justice and Ethics Students will be able to advocate for healthcare practices that advance social justice, equity, and ethical policies within

6 all health care arenas (a) All DNP programs incorporate 5 Essential V: Health Care Policy for Advocacy in Health Care Health policy influences multiple care delivery issues, including health disparities, cultural sensitivity, ethics, the internationalization of health care concerns, access to care, quality of care, health care financing, and issues of equity and social justice in the delivery of health care. 2 skill sets: the ability to analyze the policy process and the ability to engage in politically competent action. 1. Critically analyze health policy proposals, health policies, and related issues from the perspective of consumers, nursing, other health professions, and other stakeholders in policy and public forums. 2. Demonstrate leadership in the development and implementation of institutional, local, state, federal, and/or international health policy. 3. Influence policy makers through active participation on committees, boards, or task forces at the institutional, local, state, regional, national, and/or international levels to outcomes for the Exit Survey Questions # Finding (FY 2013) - Met learning outcome to advocate for healthcare practices that advance social justice, equity, and ethical policies within all healthcare arenas. advocate for healthcare practices that advances social justice, equity, and ethical policies within all healthcare arenas. Alumni Survey Questions Section # 4 which asks the respondent to use the scale of Extremely to Not at All to reflect the extent to which the DNP program fostered their development to advocate for healthcare practices that advances social justice, equity, and ethical policies within all healthcare arenas. Finding (FY 2013) - Not Reported This Cycle 90% of the students will state that the courses prepared them to make substantial to exceptional progress in meeting expected learning outcomes. Source of Evidence: NURS 7322 Finding (FY 2013) - Not Met A total of 18 students enrolled across 1 courses, a total 13 responded for a response rate of 75%. The mean score (4.5) indicate that students felt that the courses prepared them to meet expected learning outcomes. There were 31% who made substantial progress and 54% who made exceptional progress. Related Action Plans (by Established cycle, then alpha): Course Evaluation Action Plan Continue to monitor course(s) trends relative to program specific outcomes to identify deficiencies. Established in Cycle: FY 2013 Implementation Status: In-Progress Priority: High Relationships (Measure Outcome/Objective): Measure: Course Evaluations Outcome/Objective: Evidence-Based Practices to Improve Outcomes Health Care Information Systems and Technology Integration and Institutionalization of Heath Guidelines Quality Improvement and Patient Safety Social Justice and Ethics Responsible Person/Group: COGS

7 Finding (FY 2013) - Met 7322 Healthcare Policy Analysis and Advocacy Three (3)Written Assignments and One(1) Presentation Written (60) Points Maximum & Presentation (20) Points Maximum Each student will give a 30 minute presentation (include 10 minutes for discussion. N=16 students passed. I. Written assignment score ranging from points. II. Written assignment score ranging from points. III. Written assignment score ranging from points. Presentation score ranging from points Course percent ranging from 80%- 89% Course grades: 15 A's 1 B's 2 I's (Incomplete) SLO 6: Interprofessional Collaborative Teams Students will be able to employ inter-professional collaborative teams to improve patient and population health outcomes and healthcare delivery systems (a) All DNP programs incorporate 6 Essential VI: Interprofessional Collaboration for Improving Patient and Population Health Outcomes 1. Employ effective communication and collaborative skills in the development and implementation of practice models, peer review, practice guidelines, health policy, standards of care, and/or other scholarly products. 2. Lead interprofessional teams in the analysis of complex practice and organizational issues. 3. Employ consultative and leadership skills with intraprofessional and interprofessional teams to create change in health care and complex healthcare delivery systems. outcomes for the Exit Survey Questions # Finding (FY 2013) - Met learning outcome to employ inter-professional collaborative teams to improve patient and population health outcomes and healthcare delivery systems. employ inter-professional collaborative teams to improve patient and population health outcomes and healthcare delivery systems. Source of Evidence: Alumni Survey Questions Section # 4 which asks the respondent to use the scale of Extremely to Not at All to reflect the extent to which the DNP program fostered their development to employ inter-professional collaborative teams to improve patient and population health outcomes and healthcare delivery systems. Finding (FY 2013) - Not Reported This Cycle 90% of the responding students will state that the courses prepared them to make Substantial to Exceptional Progress in meeting expected learning outcomes. Source of Evidence: NURS 6353 Finding (FY 2013) - Met

8 A total of 59 students enrolled across 1 courses, a total 27 responded for a response rate of 46%. The mean score (4.5) indicate that students felt that the courses prepared them to meet expected learning outcomes. There were 27% who made substantial progress and 70% who made exceptional progress. Finding (FY 2013) - Met 7323 Design & Analysis (EBP) Written Assignment and Presentation 30 Points Maximum 20 Points Written Assignment 10 Points Presentation Each student will successfully present a 20 minute Scholarly Presentation with a 5-10 minute question period. N=6 students passed. Written assignment scores ranging from points Presentation scores ranging from 9-10 points Percent ranging from 85%-100% Course grades: 4 A's 2 B's SLO 7: Integration and Institutionalization of Heath Guidelines Students will be able to lead the integration and institutionalization of (evidence-based) clinical prevention and population-based health guidelines (a) All DNP programs incorporate 7 Essential VII: Clinical Prevention and Population Health for Improving the Nation's Health Engage in leadership to integrate and institutionalize evidence-based clinical prevention and population health services for individuals, aggregates, and populations; foundation in clinical prevention and population health. 1. Analyze epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health. 2. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health promotion/disease prevention efforts, improve health status/access patterns, and/or address gaps in care of individuals, aggregates, or populations. 3. Evaluate care delivery models and/or strategies using concepts related to community, environmental and occupational health, and cultural and socioeconomic dimensions of outcomes for the Exit Survey Questions # Finding (FY 2013) - Met learning outcome to lead the integration and institutionalization of (evidence-based) clinical prevention and population-based health guidelines. lead the integration and institutionalization of (evidence-based) clinical prevention and population-based health guidelines. Source of Evidence: Alumni Survey Questions Section # 4 which asks the respondent to use the scale of Extremely to Not at All to reflect the extent to which the DNP program fostered their development to lead the integration and institutionalization of (evidence-based) clinical prevention and population-based health guidelines. Finding (FY 2013) - Not Reported This Cycle

9 90% of the responding students will state that the courses prepared them to make Substantial to Exceptional Progress in meeting expected learning outcomes. Source of Evidence: NURS 6380 Finding (FY 2013) - Not Met A total of 66 students enrolled across 1 courses, a total 33 responded for a response rate of 50%. The mean score (4.3) indicate that students felt that the courses prepared them to meet expected learning outcomes. There were 14% who made substantial progress and 38% who made exceptional progress. Related Action Plans (by Established cycle, then alpha): Course Evaluation Action Plan Continue to monitor course(s) trends relative to program specific outcomes to identify deficiencies. Established in Cycle: FY 2013 Implementation Status: In-Progress Priority: High Relationships (Measure Outcome/Objective): Measure: Course Evaluations Outcome/Objective: Evidence-Based Practices to Improve Outcomes Health Care Information Systems and Technology Integration and Institutionalization of Heath Guidelines Quality Improvement and Patient Safety Social Justice and Ethics Responsible Person/Group: COGS Finding (FY 2013) - Met 6380 Epidemiology Evaluations I. 20 Points II. 30 Points III. 35 Points Each student will be evaluated and graded based on the percentage of final course points obtained. I: N=10 students passed with evaluation averages ranging from II: N=10 students passed with evaluation ranging from III: N=10 students passed with evaluation ranging from Course grades: 7 A's 2 B's 1 C SLO 8: Culturally Proficient Healthcare Students will be able to use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence-based, culturally proficient care to improve patient, population, and health systems outcomes (a) All DNP programs incorporate 8 Essential VIII: Advanced Nursing Practice Preparation within distinct specialties that require expertise, advanced knowledge, and mastery in one area of nursing practice foundational practice competencies that cut across specialties 1. Conduct a comprehensive and systematic assessment of health and illness parameters in complex situations, incorporating diverse and culturally sensitive approaches. 2. Design, implement, and evaluate therapeutic interventions based on nursing science and other sciences. 3. Develop and sustain therapeutic relationships and partnerships with patients (individual, family or group) and other professionals to facilitate optimal care and patient outcomes. 4. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes. 5. Guide, mentor, and support other nurses to achieve excellence in nursing practice. 6. Educate and guide individuals and groups outcomes for the Source of Evidence: Exit Survey Questions # Finding (FY 2013) - Met learning outcome to use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence-based, culturally proficient care to improve patient, population, and health systems outcomes

10 use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence based, culturally proficient care to improve patient, population, and health systems outcomes. Source of Evidence: Alumni Survey Questions Section # 4 which asks the respondent to use the scale of Extremely to Not at All to reflect the extent to which the DNP program fostered their development to use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence based, culturally proficient care to improve patient, population, and health systems outcomes. Finding (FY 2013) - Not Reported This Cycle 90% of the students will state that the courses prepared them to make Substantial to Exceptional Progress in meeting expected learning outcomes. Source of Evidence: NURS 7111,7312,7313, 7511 Finding (FY 2013) - Not Met A total of 19 students enrolled across 4 courses, a total 13 responded for a response rate of 68%. The mean score (4.6) indicate that students felt that the courses prepared them to meet expected learning outcomes. There were 50% who made substantial progress and 39% who made exceptional progress. Finding (FY 2013) - Met 7111 Advanced Nursing Seminar Project Proposal and Presentation 20 Points Maximum (Must achieve 80% or higher to pass) Each student will successfully present a 20 minute presentation. N=4 students received a pass grade. Course grades: Pass/Fail course Advanced Nursing: Clinical Application Submission of Practicum Hours Log Pass/Fail Each student will have completed 225 clinical practicum hours. N=5 students received a pass grade. Course grades: pass/fail grading for each log-total clinical practicum hours=225 hours 7312 DNP Practice Inquiry Seminar Project Proposal and Presentation 20 Points Maximum (Must achieve 80% or higher to pass) Each student will successfully present a 20 minute presentation. N=3 students received a pass grade. Course grades: Pass/fail course DNP Practice Inquiry: Clinical Application Submission of Practicum Hours Log Pass/Fail Each student will completed 135 clinical practicum hours. N=3 students received a pass grade. Course grades: Pass/fail grading for each log-total clinical practicum hours=135 hours M 5: Scholarly Inquiry Project - Proposal Defense Scholarly Inquiry Project Final Proposal Defense Students will collaborate with their Chair and their committee on the development of the written proposal. Working with Committee members regarding expectations throughout the process is encouraged. Once the proposal is finalized and reviewed by the Committee Chair, the student will present the proposal to their Committee, usually as a component of the last class in the Advanced Nursing Seminar. The student is expected to coordinate the full committee attendance to their presentation. The DNP student must pass the proposal presentation to progress with their inquiry project. A written evaluation with recommendations as appropriate will be given to the student at the completion of the presentation. All members of the committee will sign the Approval of DNP Inquiry Project Proposal form. 90% of students will receive a rating of Pass without major changes on the first attempt. Finding (FY 2013) - Met 100% (N =3) of students received a pass without major changes on the first attempt. M 6: Scholarly Inquiry Project - Final Paper/Oral Defense Scholarly Inquiry Project Final Paper and Oral Defense The DNP student must successfully complete the final Project Paper and Oral Presentation to be eligible for graduation. All committee members are expected to be in attendance. Practice preceptors and key stakeholders are encouraged to attend. All presentations must be scheduled ahead of time in coordination with the Chair, Committee members, and the DNP Program Director. The presentation will be facilitated by the Committee Chair. The DNP student will make a presentation of his/her project lasting approximately minutes, after which the Chair will open the floor for questions/discussion from the Committee and then the audience. Following questions and discussion, the audience will be excused and the Committee may pose additional questions about the project to the student. All members of the committee will sign the DNP Inquiry Project Evaluation Form. A copy must be submitted to the DNP Program Director. The project must be successfully presented at least two weeks prior to semester end for the student to be eligible for graduation. Once the Committee has agreed that the student has met all the requirements for graduation, the student will submit an electronic version of the final written paper to the DNP Program Coordinator. 90% of students will receive a rating of Pass on the first attempt. Finding (FY 2013) - Met 100% (N =3) of students received a pass on the first attempt.

11 Analysis Questions and Analysis Answers Provide a brief analysis of the assessment results for this year. (For Academic Units Only) During this assessment period the DNP had the following results: There was (20) outcomes/objectives (Met); There was (5) outcomes/objectives (Not Met); There was (9) and outcomes/objectives (Not Reported This Cycle). The 9 outcomes not reported in this cycle were from the alumni survey. Since spring 2013 was the first cohort of graduates from this program, the alumni survey will be distributed to them during summer Therefore alumni data are not available this year. For the 5 outcomes that were not met, they all had targets of 90% which may have been slightly unrealistic. Also, small sample sizes (3 students) tended to skew the results. What changes or improvements have you made based on these assessment results? (For Academic Units Only) After reviewing the FY2013 assessment results, the following changes/improvements were made to the DNP program: Changed method of instruction percentages in the health policy analysis course Revised prerequisites for 4 courses Changed seminar and clinical application courses grading scale to Pass/Fail Revised DNP final project guidelines Developed clinical practicum hours policy to clarify the number of clinical hours that translate to a semester credit hour