Wittenberg Nursing Program Evaluation Committee Minutes ES 1

Transcription

1 Wittenberg Minutes ES 1 Wittenberg Minutes June 27, 2016 Participants Susan Moeller, RN (SM); Wittenberg RN-BSN, Manager, Case Management, SRMC Cherie Rebar (CR), PhD, MBA, RN, Professor of, Wittenberg Ryan Roark (RR), Wittenberg Pathway 1st Pathway cohort Elizabeth Sorensen (ES), PhD, RN; Chair, Professor and Director of, Wittenberg Tanya Williams (TW), MSN, RN; Adjunct Faculty, Manager of Regional Education, Community Mercy Health Partners, SRMC Call to order 12:35 pm Approve of previous (s) as posted on the website, to be approved at next reports - none Administrative reports: ES a. ES reported CCNE Team site visit Feb 17-19, 2016 b. ES described Response Apr 29, 2016 c. ES requested addition to Bylaws duties: g) Making data-driven decisions about maintenance and improvements to the nursing program d. ES requested revision of Systematic Plan: addition of measurable benchmarks Unfinished business - none New business a. Reviewed & approved revised Bylaws (addition) b. Reviewed & approved revised Systematic Plan (addition) c. Analyzed all data per SEP below d. Recommended program changes as noted within the attached SEP Adjourned 1:45pm as moved by TW, seconded by CR.

2 Wittenberg Minutes ES 2 Working Documents Purpose of this item: to share April 2016 CCNE Response to Site Visit compliance concern findings in Standards II & IV relevant to. CCNE Response Excerpts Standard II. Quality: Institutional Commitment and Resources Overall: Not Met. Compliance concerns: D, E, F Compliance Concern D CCNE Standard D. Faculty are: sufficient in number to accomplish the mission, goals, and expected program outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach. team report. Full-time faculty are expected to teach 24 semester hours per academic year as outlined on page 88 of the faculty handbook. The WU nursing program has a director/professor and two adjuncts. The two adjuncts are new, have taught their s only once before this current semester, and have teaching involvement in one each. A discrepancy in the resource room documentation was noted by the team for one adjunct who does not meet the requirement for academic preparation as required by CCNE and Ohio Law. Requirements for experiential preparation are met. An improvement plan dated January 13, 2016 encourages this faculty member to complete a BSN and to actively co-teach with the director for Fall Faculty CVs were provided and verified by the team. Personnel files, i.e., CVs, and licensure, maintained by the nursing program for adjuncts were provided in the resource room. The director stated that human resources maintains a more thorough personnel file. Full-time equivalency levels are provided in the self-study document. Faculty are academic and experientially prepared for the areas in which they teach, with the exception of the one adjunct who did not meet the academic requirements. The information provided indicates that the faculty in both BSN tracks are insufficient in number to accomplish the mission, goals, and expected program outcomes. Due to current staffing levels, the director reported that only one to two s could be taught per semester for the RN-BSN completion students. response. Progress toward standard. The CNA respectfully corrects the Team s Report that due to current staffing levels, the director reported that only one to two s could be taught per semester for the RN-BSN completion students. The CNA reported to the Team that the current staffing levels (one director and two adjuncts) and offering one to two RN-BSN s per term were appropriate for the part-time academic pace desired by current RN-BSN students, many of whom are concurrently working on completing general education requirements. The Team Report mentions two concerns: 1) use of an academically unqualified adjunct and 2) insufficient number of faculty. Subsequent to the site visit, improvement actions have included: Actions Completed Staffing Plan to need for full-time and adjunct faculty members. Decision to not re-hire the academically unqualified faculty member The Provost approved the Director s request to add a full-time, tenure-track nursing faculty position. Within the position posting s Preferred Credentials section we made sure to include experience teaching health informatics, content taught in summer 2015 by the academically unqualified adjunct. Posted position on Wittenberg s employment website and the employment opportunities sites of Inside Higher Ed, Higher Ed Jobs, Academic Keys, The Chronicle, and Minority Nurse. Completed Faculty Handbook which includes clear position qualifications and position descriptions Evidence PR Appendix PR-D PR Appendix PR-E Position posting NFH p. 8; Appendix NFH- B April 22, 2016 interviewed well-qualified candidate. Positive feedback from Search PR Appendix and students. PR-F Plan for commitment. The CNA will monitor faculty qualifications. The university is committed to hiring another full-time, tenure-track nursing faculty member and is currently engaged in the search and

3 Wittenberg Minutes ES 3 interview process. The CNA will continue recruiting qualified adjunct instructors and monitoring student enrollment and student experiences to determine the needs for additional faculty. Compliance Concern E CCNE Standard E. Preceptors, when used by the program as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. team report. While on site, the team reviewed the WU nursing faculty and s binder provided in the resource.room. No s were identified in the binder or through conversation on the first day of the on-site evaluation, however, faculty mentioned that they had ideas of who might be s. On the second day of the on-site evaluation, five s were identified, while the team was at the clinical location. No documentation was provided at WU of qualifications and/or experience. The team sought clarification regarding s, but documentation was not provided after requests were made, and the guidelines on roles with respect to teaching, supervision, and student evaluation were not clearly defined; congruent with mission, goals, and expected student outcomes; or congruent with relevant professional nursing standards and guidelines. The self-study document states that a written orientation guide is currently under development, but this was not provided. In a with the team, individuals who had been asked to be s could not articulate their roles and expectations. There are no precepted students at this time. The team while on site requested a draft syllabus for NURS 402 Practicum in Leadership and Management, and this was provided, but no mention of expectations and/or roles related to s was included. The identified s at the clinical site, Springfield Regional Medical Center (SRMC), have not precepted for this nursing program before, and the program did not provide performance expectations. When asked, while on site at SRMC, where the documentation regarding qualifications would be housed, it was stated that the documentation would be on site at WU and SRMC. The intended s introduced to the team offered business cards to the team, and these provided some information on qualifications. One affiliation agreement is completed and current for Community Mercy Health Plan (CMHP) where the RN-BSN student will complete their clinical hours for NURS 402 Practicum in Leadership and Management in This agreement was reviewed by the team online. To date, s have not been used for the RN-BSN track. The adjunct faculty member who teaches this has identified suitable candidates to be used as s for future cohorts of students. Documentation has not yet been developed to underpin orientation, evaluation, and forms. response. Progress toward standard. Subsequent to the site visit, improvement actions have included: Actions Completed NFH which includes qualifications, orientation, roles, and evaluation. Forms for student and faculty evaluations of s are found in the NFH and Handbook (NSH) appendices. Evidence NFH pp. 8, 9-10, 16-19, Appendices NFH-E, NFH-F; Appendix NSH-E. Obtained resumes from two of the five potential NURS 402 s at PR Appendix PR-G Springfield Regional Medical Center. Revised SEP to designate Curriculum as the responsible party NFH Appendix NFH-N to analyze curriculum data, which will include student and faculty evaluations of s. Created June 2016 Curriculum Agenda to reflect planned PR Appendix PR-H analysis of all curricular data with a focus on the roles of s and clinical sites. Plan for commitment. The CNA will continue to build a portfolio of qualified s and collect data on performance from student and faculty evaluations. In June 2016 the Curriculum will analyze all curriculum When s are used in Spring Term 2017, the CNA will elicit their feedback on the extent to which they feel the materials are clear and supportive. Compliance Concern F

4 Wittenberg Minutes ES 4 CCNE Standard F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. team report. Adjunct faculty were not able to describe professional and/or institutional support for faculty role expectations; however, these are not as clearly delineated as are for full-time faculty. Teaching support was described by the two adjunct faculty as assistance with updating published s. Adjunct faculty confirmed that evaluations are done at the endo the semester when s are taught, and evidence of written evaluations were provided in the resource room. Adjunct faculty do not have scholarship requirements, and they have not yet been able to use scholarship support as they have not met the three-year minimum required length of time teaching in their current role to qualify. The two adjunct faculty work in the areas in which they currently teach, i.e. management and informatics. The director/professor provides documentation in the self-study document regarding WU s and the nursing program s support for faculty teaching, scholarship, service, and practice. A hard copy of the WU faculty manual ( ) was provided in the resource room and confirmed in comparison with the self-study document by the team. response. Progress toward standard. During the February 2016 out-briefing the Team mentioned the need for an updated Adjunct Faculty Handbook to better support adjunct faculty member knowledge. A university-wide Adjunct Faculty Manual is under development. Subsequent to the site visit, improvement actions have included: Actions Evidence Completed NFH which includes: Departmental examples of activities which meet university expectations NFH pp for teaching, advising, scholarship, and service University professional development support Full-time and adjunct faculty orientation to university and departmental Appendix NFH-C procedures, policies, and logistics Appendix NFH-D A template for Faculty Annual and Cumulative Self- Revised SEP to reflect CNA responsibility for evaluating full-time and adjunct NFH Appendix NFH-N faculty members self-assessments and professional development plans. Created June 2016 Faculty Agenda to reflect planned analysis PR Appendix PR-C of Faculty Handbook. Plan for commitment. The University is deeply committed to the success of all faculty. The CNA and Faculty will continue to elicit faculty feedback and analyze data on the extent to which full-time and adjunct faculty find the Faculty Manual and other practices, e.g. support updating learning management platform s, to be helpful in supporting their success. Standard IV. Effectiveness: Assessment and Achievement of Objectives. Overall: Not Met. Not Met: IV-E, IV-F, IV-G, and IV-H Compliance Concern IV-E CCNE Standard IV-E. outcomes program effectiveness. team report. The program has a developed a new BSN graduate satisfaction survey that will be used to evaluation program learning outcomes. The team s examination of the survey identified questions related to program outcomes. The self-study document states that program outcomes will be evaluated using the SPEP (p. 74). The team was unable to identify expected level of achievement at the aggregate level for program outcomes. As of this time, no data is using the SPEP. Response. Progress toward standard. Subsequent to the site visit, improvement actions have included: Actions Completed NFH to include: Course Evidence process and Template Evidence NFH pp and Appendix NFH-M

5 Wittenberg Minutes ES 5 Revised Bylaws to reflect NFH Appendix NFH-A responsibility to analyze all curriculum data, which will include student evaluation data Revised SEP to: NFH Appendix NFH-N Ensure measurable benchmarks (% or Met/Not Met) for every SEP item Specify responsibility to analyze program data, make recommendations for maintaining or changing program strategies, and recording these actions in Created June 2016 Agenda PR Appendix PR-I Plan for commitment. The will meet twice each year to critique the Systematic Plan, evaluate all program data, make recommendations, and record these actions in their. The first opportunity for the to perform its analysis will be in June Compliance Concern IV-F CCNE Standard IV-F. Faculty outcomes, individually and in the aggregate, program effectiveness. team report. The team was unable to identify in the SPEP expected level of achievement for faculty outcomes at the individual or aggregate level. Response. Progress toward standard. Subsequent to the site visit, improvement actions have included: Actions Evidence Completed NFH to: Demonstrate examples for nursing faculty to meet departmental and university expectations NFH pp Include data collection tools for individual faculty, e.g. Faculty Annual and Cumulative Self- NFH Appendix NFH-D Revised SEP to include: NFH Appendix NFH-N Measurable individual and aggregate faculty outcomes Specify CNA responsibility to analyze individual faculty outcomes and to aggregate faculty outcomes for the Specify responsibility to analyze aggregate faculty outcomes Created June 2016 Agenda to show PR Appendix PR-I planned analysis of Standards II and IV data Plan for commitment. The CNA will collect individual faculty data and aggregate the results for submission to the. Twice a year the will analyze aggregate faculty data, make recommendations for maintaining or changing nursing program strategies, and record these actions in. The first opportunity for the to perform its analysis will be June Compliance Concern IV-G CCNE Standard IV-G. The program defines and reviews formal complaints according to established policies. team report. Procedures for informal and formal complaints are presented in the BSN student handbooks and outlined in the WU catalog. No formal complaints have been submitted. s were unable to confirm where to find policies and/or describe what they would do should they need to access this process. response. Progress toward standard.

6 Wittenberg Minutes ES 6 Subsequent to the site visit, improvement actions have included: Action Evidence Completed NFH and NSH to include: Orientation NSH pp. 6-7 Grievance Procedure NFH pp ; NSH pp. Faculty responsibility to report grievances to CNA Revised SEP to specify responsibility NFH Appendix N to analyze student grievances Created June 2016 Agenda to show PR Appendix PR-H planned work analyzing all student grievances and program response to grievances Plan for commitment. faculty members are responsible to report student grievances to the CNA. The CNA will keep a table of nursing student grievances via s, s, evaluations, or other. The CNA will categorize student grievances by type of complaint: grades, resources, attendance, and/or clinical performance. Twice a year the will analyze the list of aggregated grievances and determine the timeliness of resolution. Compliance Concern IV-H CCNE Standard IV-H. Data analysis is used to foster ongoing program improvement. team report. It is unclear if there is a clear understanding of what data needs to be gathered and how it would be used to inform program improvements. response. Progress toward standard. Subsequent to the site visit, improvement actions have included: Action Evidence Completed NFH and NSH to include multiple data collection procedures and forms which yield quantitative and qualitative data, e.g.: Faculty Annual and Cumulative Self- of Preceptor and Clinical Site Faculty of Preceptor Clinical Site Faculty of Clinical Performance Course Evidence Template BSN Revised SEP to include measurable benchmarks and to specify individuals/committees responsible for data analysis and making evidencebased program recommendations NFH Appendices NFH-D, NFH-E, NFH-F, NFH-K, NFH-M NSH Appendices NSH-E, NSH-G, NSH-H NFH Appendix NFH-N Created June 2016 nursing committee agendas to show planned analysis of PR Appendices PR-C, PR-G, program performance against benchmarks PR-H Plan for commitment. The CNA, senior administrators, and nursing committees will analyze data and recommend maintaining or changing current program practices as listed in the SEP. The first opportunity for committee data analysis will be in June For example, in preparation for the June 2016 the CNA is currently aggregating student evaluation

7 Wittenberg Minutes ES 7 Working Documents: Ohio Law Purpose of this item: to facilitate comparison of program administrator and faculty members credentials to Ohio Law qualifications Qualifications of administrators, faculty, teaching assistants and s for a registered nursing education program. (A) The minimum qualifications and academic preparation for administrator, faculty, teaching assistant and appointments for a registered nursing education program are as follows: (1) For administrator of a program: (a) Completion of an approved registered nursing education program in a jurisdiction as defined in paragraph (P) of rule of the Administrative Code; (b) Experience for at least five years in the practice of nursing as a registered nurse, two of which have been as a faculty member in a registered nursing education program; (c) A master's degree with a major in nursing; (d) Current, valid licensure as a registered nurse in Ohio; and (e) If the program is a baccalaureate or graduate program, an earned doctoral degree;... (3) For faculty teaching a nursing : (a) Completion of an approved registered nursing education program in a jurisdiction as defined in paragraph (P) of rule of the Administrative Code; (b) Experience for at least two years in the practice of nursing as a registered nurse; (c) A master's degree; (i) If the individual does not possess a bachelor of science in nursing degree, the master's or other academic degree, including, but not limited to a Ph.D., shall be in nursing; (ii) If the individual possesses a bachelor of science in nursing degree, the master's degree may be, but is not required to be, in nursing; and (d) Current, valid licensure as a registered nurse in Ohio;... (5) For a as defined in paragraph (X) of rule of the Administrative Code: (a) Completion of an approved registered nursing education program in a jurisdiction as defined in paragraph (P) of rule of the Administrative Code; (b) Experience for at least two years in the practice of nursing as a registered nurse with d competence in the area of clinical practice in which the provides supervision to a nursing student; (c) A baccalaureate degree in nursing is preferred; and (d) Current, valid licensure as a registered nurse in the jurisdiction or foreign country where the supervision of a nursing student's clinical experience occurs.

8 Wittenberg Minutes ES 8 Working Documents Wittenberg University SYSTEMATIC EVALUATION PLAN: Work of the The Wittenberg Systematic Plan (SEP) guides formal analysis of student, faculty and program outcomes and use of the results of that analysis to foster program improvement. The SEP guides the collection of data from multiple sources and provides benchmarks to which to compare the The SEP assists the program to answer the research questions: 1) To what extent is the program congruent with professional standards and regulatory requirements? 2) To what extent is the program accomplishing a) expected student outcomes, and b) expected program outcomes? 1) of for Compliance with CCNE Standards and Regulatory Agencies CCNE Standard II. Quality: Institutional Commitment and Resources The parent institution s ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected program outcomes. Expected levels of achievement: A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. C. The chief nurse administrator (CNA): Is a registered nurse (RN); Holds a graduate degree in nursing; Holds a doctoral degree if the nursing unit offers a graduate program in nursing; Is academically and experientially qualified to accomplish the mission, goals, and expected program outcomes; Is vested with the administrative authority to accomplish the mission, goals, and expected program outcomes; and Provides effective leadership to the nursing unit in achieving its mission, goals, and expected program outcomes. Meets Ohio law requirements for a BSN program administrator. D. Faculty: Are sufficient in number to accomplish the mission, goals, and expected program outcomes; Are academically and experientially prepared for the areas in which they teach; and Meet Ohio law requirements for BSN program faculty. E. Preceptors, when used by the program as an extension of faculty: Are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. Meet Ohio law requirements for BSN program s. F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes.

9 Wittenberg Minutes ES 9 Part Documents Method A. A. A. B. MGO, student enrollment, # faculty & admin offices, classrooms, computers, technology materials, texts, equipment & faculty use of academic support resources: 1. Advising 2. Disability Services 3. Library 4. Math Workshop 5. Tutoring 6. Writing Center 7. Templates MGO to physical resources MGO to material resources Analyze student & faculty selfreports. Analyze data from the service providers. Expected Achievement & Decision Rule 100% of fulltime faculty have physical resources sufficient to meet MGO. Adjunct faculty have a dedicated office space. Met/Not Met Material resources sufficient to meet MGO Met/Not Met Academic services are sufficient to meet quality needs. Met/Not Met Results of this Assessment ES 101A Shouvlin, sufficient physical resources. CR to be in 101B Shouvlin w furniture, IT in progress, due Aug 1. Both offices sufficient physical resources. 100%. Adjunct faculty office in 101 Shouvlin office suite. Met. Met. Met. members reported sufficient support services. Faculty described new student difficulty with academic writing & access to services. s reported new COMPASS Center for Engaged Learning center in Thomas Library. Data from service providers is scant. Recommendations to Maintain or Change Maintain. Monitor resources in 101B. Consider future growth needs of additional faculty & support staff. Maintain. Monitor effectiveness of space. Maintain. ES explained plans to purchase physical assessment equipment to enrich NURS 400. Continue collecting data from students, faculty, and service providers. Frequency Responsible Persons Type of Report document results, congruence, changes, improvements

10 Wittenberg Minutes ES 10 B. C. C. D. E. E. Chief Officer CV CNA RN license, CV, Ohio law Faculty RN licenses, CVs, Ohio law Preceptor CVs; faculty, student & CNA evaluations of s Preceptor CVs, RN licenses, Ohio law Analyze Curriculum & CNA qualifications to C qualifications CNA CV to Ohio law. Verify CNA RN license. faculty CV to Ohio law. Verify faculty RN licenses. CVs with NUR 402 objectives, MGO, & Ohio law CV to Ohio law. Verify RN licenses. Academic support services evaluated annually or as needs occur CNA meets 100% C qualifications. Met/Not Met CNA meets 100% Ohio law requirements. 100% of faculty meet Ohio law requirements. 100% s are academically & experientially qualified for role. 100% of s meet Ohio law requirements. Curriculum & of June 2016 reflect annual evaluation. Met Maintain. 100% met. Maintain. 100% met. Maintain. Currently 100%. Discussion of one adjunct faculty who was academically unqualified; will not re-hire. Reviewed potential NURS 402 resumes, business cards. Reviewed forms for collecting this Data collection 17SP NURS 402. Reviewed potential resumes, business cards. Reviewed forms for collecting this Data collection 17SP NURS 402. Maintain. Evaluate data when available. Evaluate data when available. CCNE Standard IV. Effectiveness: Assessment and Achievement of Outcomes

11 Wittenberg Minutes ES 11 The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. Expected levels of Achievement: IV-A. A systematic process is used to determine program effectiveness. IV-B. completion rates program effectiveness. IV-C. Licensure and certification pass rates program effectiveness. IV-D. Employment rates program effectiveness. IV-E. outcomes program effectiveness. IV-F. Faculty outcomes, individually and in the aggregate, program effectiveness. IV-G. The program defines and reviews formal complaints according to established policies. IV-H. Data analysis and results are used to foster ongoing program improvement. Part Documents Method Expected Achievement & Decision Rule IV-A. IV-B. IV-C. Systematic Plan (SEP), Curriculum, admissions, progress, graduation Clark State NCLEX-RN pass rates for Examine SEP for evaluation of Essentials, program objectives, program outcomes. Examine committee for use of SEP. # of students enrolled to # BSN graduates In collaboration with Clark State, track Pathway student The SEP facilitates program evaluation of Essentials, program objectives, program outcomes. Met/Not Met 70% of students admitted to program graduate from program 80% of Pathway students pass Results of this Assessment Recommendations to Maintain or Change Frequency Responsible Persons Met. Maintain. graduates Witt does not state a time limit for graduation. Pathway students have attempted NCLEX. Continue to monitor. Continue to monitor. Type of Report For all: document results, congruence, changes, improvements

12 Wittenberg Minutes ES 12 IV-C. IV- D. IV-E. IV-F. IV-G. Pathway students. Alumni feedback on professional certification. Alumni 6- month postgraduation student survey feedback on employment. All program data from program inception until 3 years of data; 3 years data thereafter. faculty CVs, annual selfevaluations and Director evaluations, Peer Reviews NFH, NSH, university policies on NCLEX-RN pass rates. Assess certification pass rates. Assess employment rates: # employed/ # of returned Aggregate cumulative program data, trend by program. with program outcomes & objectives below. faculty CVs, selfevaluations, Peer Reviews to NFH & WFM expectations Examine NFH, NSH, and university policies on student grievance NCLEX-RN on the first try. 80% of who attempt certification will pass. 70% of graduates report fulltime employment after 6 months. program data achievement of program outcomes. faculty meet university & departmental expectations Documents contain student grievance yet, however some existing students may have achieved certification during program. graduates 100% of students are employed fulltime at SRMC. 2 years aggregated evaluations indicate program outcomes & objectives. NA; before new faculty hire June 2016 there was only one faculty member whose 2015 tenure review was positive. University developing grievance policy. policy Assess existing students for certification. Maintain plans to assess for certification attempts. Maintain. Maintain. Continue collecting and aggregating Maintain; begin aggregating faculty Maintain. Ensure nursing policy congruent with

13 Wittenberg Minutes ES 13 IV-G. IV- H. student grievance Policies on student grievance, Director record of categorized student grievances. & trended data, Curriculum,, Advisory Council Director s record of student grievances to established policies. Assess evidence for faculty implementation of prior committee change recommendations, COI requests. Assess committee for changes in program policies or procedures resulting from definition and procedures. No more than 5 formal student grievances per year. grievances are resolved according to established policies. Met/Not Met Data analysis & results foster program improvement decisions to retain or change policies and procedures. NFH p. 22, NSH p. 16. Met Zero grievances. Met. Assessed faculty reflections & evidence for each. June 2016 Curriculum & reflect analyses, recommendations to change or maintain. Reviewed COI definition NFH p. 5, NSH p. 4. COI input evident in NURS 400 (SBAR) & 404 Community. Met. university policy. Maintain. Maintain. Consider Witt Health Services & athletic training room as part of COI. 2) of for Achievement of Objectives and Outcomes To assess for the extent to which the achieves its program objectives and outcomes, the will analyze Course Evidence, Alumni Surveys, and s, and Advisory.

14 Wittenberg Minutes ES 14 Crosswalk: Courses, Objectives, Outcomes, and AACN Essentials The table below s the expression within each BSN major of nursing Objectives, Outcomes, and AACN Essentials: NURS Objectives Outcomes AACN Essentials 300 2, 4, 5, 8, 9, 10 1, 4, 5, 6 II, IV, V, VI, VIII, IX 301 1, 4, 5, 7, 8, 9, 10 1, 2, 3, 4, 5, 6 I, V, VI, VII, VIII, IX 400 2, 3, 4, 6, 7, 8, 9, 10 1, 2, 3, 4, 5 III, IV, VI, VII, VIII, IX 401 2, 3, 5, 6, 9, 10 1, 2, 4, 5, 6 II, III, V, VI, VIII, IX 402 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 1, 2, 3, 4, 5, 6 I, II, III, IV, V, VI, VII, VIII, IX 403 2, 3, 4, 6, 7, 8, 10 1, 2, 4, 5, 6 I, III, IV, VI, VII, VIII, IX 404 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 1, 2, 3, 4, 5, 6 II, III, IV, V, VI, VII, VIII, IX 405 2, 3, 4, 5, 6, 8, 9 1, 2, 3, 5, 6 II, IV, V, VI, VIII, IX Major Courses NURS 300 Foundation and Contemporary Issues for RNs (2) NURS 301 Cultural Competency in Health Care (2) NURS 400 Health Assessment (4) NURS 401 Evolving Concepts in Leadership and Management (4) NURS 402 Practicum in Leadership (2) NURS 403 Research and Evidence-Based Practice (4) NURS 404 Concepts in Community Health (4) NURS 405 Health Care Informatics (2) Objective Documents Method 1. Understand the problems of contemporary health & illness. 2. Utilize a systematic approach to assess human responses to actual NURS 400 & 404, NURS 400, 403, 404, &. Expected Achievement & Decision Rule understanding contemporary health and illness. use of Results of this Assessment evals. Met. or evals. Met. Recommendations to Maintain or Change Reduce the number of Outcomes & Objectives, mirror Baccalaureate Essentials. collect & survey collect & survey Frequency Responsible Persons Type of Report

15 Wittenberg Minutes ES 15 and potential health problems in a variety of settings. 3. Directly provide and manage competent care for individuals, families and groups who have simple to complex health-care needs throughout the life span. 4. Employ interpersonal processes and therapeutic communication. 5. Integrate professional values and role behaviors., NURS 400, 401, 403, 404 evidence;, NURS 400, 401, 402, 404 evidence;, All,, &., &., &., &. a systematic processes to evaluate health. competency to manage health. therapeutic interpersonal communication. professional values and role behaviors. or evals. Met. or evals. Met. or evals. Met. or collect & survey collect & survey collect & survey

16 Wittenberg Minutes ES Collaborate with other groups in shaping health policies which affect both individual and community health. NURS 401, 402, &404,, &. collaborate with other groups in shaping health policies. BSN Alumni Survey evals. Met. or Outcome Documents Method 1. Demonstrate a solid base in liberal arts education that provides the cornerstone for the practice and education of nurses. 2. Demonstrate knowledge and skills in leadership, quality improvement, and patient safety necessary to provide high-quality health care.,,, &., &. Expected Achievement & Decision Rule solid base in liberal arts. knowledge and skills in leadership, quality improvement, and patient safety. BSN Alumni Survey. Results of this Assessment, or, or Recommendations to Maintain or Change Aggregate progress on liberal arts s. Maintain plans to collect, &. collect, & survey Frequency Responsible Persons Type of Report

17 Wittenberg Minutes ES Apply current evidence using clinical reasoning in one s professional nursing practice. 4. Demonstrate knowledge and skills in information management and patient care technology which are critical in the delivery of quality patient care. 5. Demonstrate knowledge regarding healthcare policies, including financial and regulatory, which directly and indirectly influence the nature and functioning of the healthcare system.,,,, &., &., &. therapeutic interpersonal communication. knowledge and skills in information management and patient care technology. BSN Alumni Survey knowledge of healthcare policies., or, or, or collect, & survey collect, & survey collect, & survey

18 Wittenberg Minutes ES Communicate and collaborate with the healthcare professionals critical to delivering high quality and safe patient care. 7. Demonstrate knowledge and skills in health promotion and disease prevention at the individual and population level necessary to improve population health. 8. Demonstrate professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice which are fundamental to the discipline of nursing. 9. Demonstrate knowledge skills, and attitudes necessary to care for,,,, &., &., &. therapeutic interpersonal communication. health promotion and disease prevention. professionalism. patient, or, or, or collect, & survey collect, & survey collect, & survey collect, &

19 Wittenberg Minutes ES 19 patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. 10. Understand and respect the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients JZ ES ES,,, &. care knowledge skills, and attitudes in all settings. BSN Alumni Survey respect for variations of care in all settings., or, or survey collect, & survey