School of Nursing Course Assessment and Summary Course: NURS 101 Introduction to Nursing, Miller Semester/Year: Fall 2012

Transcription

1 School of Nursing Course Assessment and Summary Course: NURS 101 Introduction to Nursing, Miller Semester/Year: Fall 2012 Enrollment:29 Withdrawals: 1 Reason: 1 unable to pass the course After date to withdraw: COURSE OBJECTIVES: 1. The course will examine professional issues related to current trends in healthcare. 2. The course will explore theories and styles of communication that serve as a basis for communications in the nurse-client relationship. 3. The course will focus on concepts designed to assist the nurses and the healthcare team in development of a safe environment for the client. 4. The course will present ethical and legal concepts related to issues in healthcare and essential to providing a standard of care in the nurseclient relationship. 5. The course will introduce concepts designed to equip nurses with the knowledge and skills needed to interact with client from varied cultural, ethnic, spiritual and socially diverse backgrounds. 6. The course will provide a framework for developing an understanding of health promotion, safety and continuity of care for the client across the lifespan. 7. The course will examine the principles of the nursing process and the use of the Maslow Hierarchy of Needs. STUDENT LEARNING OUTCOMES: 1. Describe the concept of health and current trends in the healthcare delivery system. 2. Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan. 3. Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and competent nursing care. 4. Understand ethical and legal issues related to healthcare and healthcare policy. 5. Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching.

2 6. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. 7. Understand the nursing process and Maslow s Hierarchy of Needs. Program Student Learning Outcomes Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. Course Objectives The course will examine professional issues related to current trends in healthcare. Course Student Learning Outcomes Describe the concept of health and current trends in the healthcare delivery system. Learning Activity Lecture Discussion Case studies Group project Data Source:(List assignments, exercises, exams, and/or Questions, etc. that measure this outcome) Exams Rubric for group project Assessment Measure (Describe how the data source(s) are measured, e.g. grading scales, rubrics, etc.) 3 Exam 60% Final Exam 25%: Research paper 10% Rubric Group project 5% Rubric Performance Criteria (Describe criteria for categorizing performances as Exceeding, Meeting, Approaching, and Not Meeting the Learning Outcome) Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%) Professional identity: Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an The course will explore theories and styles of communication that serve as a basis for communications in Apply theoretical principles of therapeutic communication to various ages and illnesses across the Lecture Discussion Case studies Exams 3 Exam 60% Final Exam 25%: Research paper 10% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%)

3 evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context. the nurse-client relationship. lifespan. Rubric Group project 5% Rubric Professional identity: Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context. The course will focus on concepts designed to assist the nurses and the healthcare team in development of a safe environment for the client. Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and competent nursing care. Lecture Discussion Case studies Exams Rubric for paper 3 Exam 60% Final Exam 25% Research paper 10% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%)

4 Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. The course will present ethical and legal concepts related to issues in healthcare and essential to providing a standard of care in the nurse-client relationship. Understand ethical and legal issues related to healthcare and healthcare policy. Lecture Discussion Case studies Research paper Exams Rubric for paper Exams (60%) Final Exam 25% Research Paper 10% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%) Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. The course will introduce concepts designed to equip nurses with the knowledge and skills needed to interact with client from varied cultural, ethnic, spiritual and socially diverse backgrounds. Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching. Lecture Discussion Case studies Research paper Exams Rubric for Paper Exams (60%) Final Exam 25% Research Paper 10% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%)

5 Human flourishing: Advocate for patients and families that promote their selfdetermination, integrity, and ongoing growth as human beings. The course will provide a framework for developing an understanding of health promotion, safety and continuity of care for the client across the lifespan. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. Case Studies Lecture Discussion Exams Research paper rubric Group Project Rubric 3 Exam 60% Final Exam 25% Research paper 10% Group project 5% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%) Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. The course will examine the principles of the nursing process and the use of the Maslow Hierarchy of Needs. Understand the nursing process and Maslow s Hierarchy of Needs. Case Studies Lecture Discussion Group project Exams 3 Exam 60% Final Exam 25% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%) Summary of Student Evaluations of Course and Instruction: NURS 101 Introduction Nursing 77% of the students reported satisfaction with the course and felt they met course objectives. 93% felt they met objectives to describe legal and ethical issues in healthcare.

6 95% felt they are able to describe the concepts of care, safety and health promotion for various clients incorporating evidence based practice and are able to apply principles of therapeutic communication to various ages and illnesses. 97% reported ability to recognize the impact of culture, ethnic and social diversity on health beliefs, health behaviors and health teaching. Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): 40% reported that the students did not like the text as an ebook. Offer choice of either ebook or text. (course did not require ebook but it came as part of the First Year program bundle) Results Number of Students Assessed: 29 (Palmer) Learning Outcome (80-100%) (75-79%) Meeting (70-74%) (<70%)Not Meeting Total of Exceeding Approaching Exceeding/Meeting Overall course: 45% 17% 17% 21% 62% Describe the concept of health and current trends in the healthcare delivery system: Group Project: 86% 0% 0 14% 86% Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan. 3 Exam 60% Exam 1: 35% Exam 2: 45% Exam 3: 59% Final: 41% Exam 1: 21% Exam 2: 7% Exam 3: 10% Final: 17% Exam 1: 24% Exam 2: 14% Exam 3: 10% Final: 28% Exam 1: 21% Exam 2: 35% Exam 3: 21% Final: 14% Exam 1:55% Exam 2: 52% Exam 3: 69% Final: 59% Understand the various roles of the nursing professional in collaboration with other Exam 1: 35% Exam 2: 45% Exam 3: 59% Final: 41% Exam 1: 21% Exam 2: 7% Exam 3: 10% Final: 17% Exam 1: 24% Exam 2: 14% Exam 3: 10% Final: 28% Exam 1: 21% Exam 2: 35% Exam 3: 21% Final: 14% Exam 1:55% Exam 2: 52% Exam 3: 69% Final: 59%

7 members of the healthcare team, to provide safe and competent nursing care. Exams as above Understand ethical and legal issues related to healthcare and healthcare policy. Research Paper: 86% 0% 7% 7% 86% Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. Understand the nursing process and Maslow s Hierarchy of Needs. Group project: 86% Group project: 86% Exam 1: 35% Exam 2: 45% Exam 3: 59% Final: 41% 0% 0% 14% 86% 0% 0% 14% 86% Exam 1: 21% Exam 2: 7% Exam 3: 10% Final: 17% Exam 1: 24% Exam 2: 14% Exam 3:10% Final: 28% Exam 1: 21% Exam 2: 35% Exam 3: 21% Final: 14% Exam 1:55% Exam 2: 52% Exam 3: 60% Final: 59%

8 Changes to be Made Based on Results Learning Outcome Proposed Action Timeline Describe the concept of health and Group project as a research project went current trends in the healthcare delivery system. well and the library course was well received. Change for Fall 2013 Showed improved understanding of APA. Topics were selected by student groups after a community assessment took place: change set up a system for approval of topic by a certain date. Add to group project rubric that visual (for ex. Power point) need to be submitted to the instructor. Also add a section for the individuals to submit their own work that they offered to the group. Apply theoretical principles of No proposed changes therapeutic communication to various ages and illnesses across the lifespan. Understand the various roles of the nursing professional in collaboration Time in lecture and students tested well in this area. Discuss with full faculty and at the end of the year meeting. If this is something we do will with other members of the healthcare team, to provide safe and competent Consider having rotation submissions from clinical added into this course. need to adjust the course description as well as the grading rubric. nursing care. Or, consider having students interview Understand ethical and legal issues related to healthcare and healthcare policy. various healthcare team members. Revise the WAAG to move the initial library class on APA style to a week or two later in the course so students have an opportunity to become accustomed to the course and program. Move the due date of the individual paper sooner in the course. Have due prior midterm. Add to WAAG for Fall 2013 Keep the focus on pre-selected research

9 Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. Understand the nursing process and Maslow s Hierarchy of Needs. articles that they will assess and write up. Goal will be to improve the outcomes to > 80% for exceeding and meeting same plan as above Keep speaker on Elder-abuse, received excellent feedback from students. Noted difficulty in the clinical setting using the clinical Maslow tool. Plan to incorporate the tool in the lecture on Maslow in addition to what is used. Give case example that the student will then apply the Maslow tool to in class Fall 2013 Other: Add to course description a clause on if a test is missed due to absence it must be made up within 1 week. Keep a submission site for the group project on Vancko for the group to submit their work for grading.

10 School of Nursing Course Assessment and Summary Course: NURS 101 Introduction to Nursing Semester/Year: Fall 2012 Enrollment:29 Withdrawals: 3 Reason: 2 for personal reasons, 1 unable to pass the course After date to withdraw: 1 no show COURSE OBJECTIVES: 1. The course will examine professional issues related to current trends in healthcare. 2. The course will explore theories and styles of communication that serve as a basis for communications in the nurse-client relationship. 3. The course will focus on concepts designed to assist the nurses and the healthcare team in development of a safe environment for the client. 4. The course will present ethical and legal concepts related to issues in healthcare and essential to providing a standard of care in the nurseclient relationship. 5. The course will introduce concepts designed to equip nurses with the knowledge and skills needed to interact with client from varied cultural, ethnic, spiritual and socially diverse backgrounds. 6. The course will provide a framework for developing an understanding of health promotion, safety and continuity of care for the client across the lifespan. 7. The course will examine the principles of the nursing process and the use of the Maslow Hierarchy of Needs. STUDENT LEARNING OUTCOMES: 8. Describe the concept of health and current trends in the healthcare delivery system. 9. Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan. 10. Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and competent nursing care. 11. Understand ethical and legal issues related to healthcare and healthcare policy.

11 12. Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching. 13. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. 14. Understand the nursing process and Maslow s Hierarchy of Needs. Program Student Learning Outcomes Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. Course Objectives The course will examine professional issues related to current trends in healthcare. Course Student Learning Outcomes Describe the concept of health and current trends in the healthcare delivery system. Learning Activity Lecture Discussion Case studies Group project Data Source:(List assignments, exercises, exams, and/or Questions, etc. that measure this outcome) Exams Rubric for group project Assessment Measure (Describe how the data source(s) are measured, e.g. grading scales, rubrics, etc.) 3 Exam 60% Final Exam 25%: Research paper 10% Rubric Group project 5% Rubric Performance Criteria (Describe criteria for categorizing performances as Exceeding, Meeting, Approaching, and Not Meeting the Learning Outcome) Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%)

12 Professional identity: Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context. Professional identity: Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context. The course will explore theories and styles of communication that serve as a basis for communications in the nurse-client relationship. The course will focus on concepts designed to assist the nurses and the healthcare team in development of a safe environment for the client. Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan. Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and competent nursing care. Lecture Discussion Case studies Lecture Discussion Case studies Exams 3 Exam 60% Exams Rubric for paper Final Exam 25%: Research paper 10% Rubric Group project 5% Rubric 3 Exam 60% Final Exam 25% Research paper 10% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%) Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%)

13 Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. The course will present ethical and legal concepts related to issues in healthcare and essential to providing a standard of care in the nurse-client relationship. Understand ethical and legal issues related to healthcare and healthcare policy. Lecture Discussion Case studies Research paper Exams Rubric for paper Exams (60%) Final Exam 25% Research Paper 10% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%) Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. Human flourishing: Advocate for patients and families that promote their selfdetermination, The course will introduce concepts designed to equip nurses with the knowledge and skills needed to interact with client from varied cultural, ethnic, spiritual and socially diverse backgrounds. The course will provide a framework for developing an understanding of Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching. Describe the concepts of care, safety, health promotion and continuity of care Lecture Discussion Case studies Research paper Case Studies Lecture Discussion Exams Rubric for Paper Exams Research paper rubric Group Project Rubric Exams (60%) Final Exam 25% Research Paper 10% 3 Exam 60% Final Exam 25% Research paper 10% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%) Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%)

14 integrity, and ongoing growth as human beings. Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. health promotion, safety and continuity of care for the client across the lifespan. The course will examine the principles of the nursing process and the use of the Maslow Hierarchy of Needs. for diverse clients using evidence based practice. Understand the nursing process and Maslow s Hierarchy of Needs. Case Studies Lecture Discussion Group project Group project 5% Exams 3 Exam 60% Final Exam 25% Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%) Summary of Student Evaluations of Course and Instruction: 80% of the students reported satisfaction with the course and felt they met course objectives. 100% felt they met objects to describe legal and ethical issues in healthcare. 92% felt they are able to describe the concepts of care, safety and health promotion for various clients incorporating evidence based practice and are able to apply principles of therapeutic communication to various ages and illnesses. 100% reported ability to recognize the impact of culture, ethnic and social diversity on health beliefs, health behaviors and health teaching. Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): 20% reported that the students did not like the text as an ebook. Offer choice of either ebook or text. (course did not require ebook but it came as part of the First Year program bundle)

15 Results Number of Students Assessed: 29 (Palmer) Learning Outcome (80-100%) Exceeding (75-79%) Meeting (70-74%) Approaching (<70%)Not Meeting Total of Exceeding/Meeting Overall course: 45% 21% 14% 10% 57% 10% withdrew Describe the concept of health and current trends in the healthcare delivery system: Group Project: 81% 4% 0 4% 85% Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan. 3 Exam 60% Exam 1: 45% Exam 2: 46% Exam 3: 50% Final: 36% Exam 1: 17% Exam 2: 29% Exam 3: 36% Final: 36% Exam 1: 31% Exam 2: 11% Exam 3: 2% Final: 16% Exam 1: 7% Exam 2: 14% Exam 3: 2% Final: 12% Exam 1:62% Exam 2: 75% Exam 3: 86% Final: 72% Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and competent nursing care. Exams as above Understand ethical and legal issues related to healthcare and healthcare policy. Recognize the impact of culture, ethnic, spiritual and social diversity on health Exam 1: 45% Exam 2: 46% Exam 3: 50% Final: 36% Exam 1: 17% Exam 2: 29% Exam 3: 36% Final: 36% Exam 1: 31% Exam 2: 11% Exam 3: 2% Final: 16% Exam 1: 7% Exam 2: 14% Exam 3: 2% Final: 12% Research Paper: 56% 15% 19% 10% 71% Group project: 81% 4% 11% 4% 85% Exam 1:62% Exam 2: 75% Exam 3: 86% Final: 72%

16 beliefs, health behaviors and health teaching. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. Understand the nursing process and Maslow s Hierarchy of Needs. Group project: 81% Exam 1: 45% Exam 2: 46% Exam 3: 50% Final: 36% 4% 11% 4% 85% Exam 1: 17% Exam 2: 29% Exam 3: 36% Final: 36% Exam 1: 31% Exam 2: 11% Exam 3: 2% Final: 16% Exam 1: 7% Exam 2: 14% Exam 3: 2% Final: 12% Exam 1:62% Exam 2: 75% Exam 3: 86% Final: 72% Changes to be Made Based on Results Learning Outcome Proposed Action Timeline Describe the concept of health and Group project as a research project went Change for Fall 2013 current trends in the healthcare delivery well and the library course was well system. received. Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan. Understand the various roles of the nursing professional in collaboration with other members of the healthcare Showed improved understanding of APA. Topics were selected by student groups after a community assessment took place: change set up a system for approval of topic by a certain date. Add to group project rubric that visual (for ex. Power point) need to be submitted to the instructor. Also add a section for the individuals to submit their own work that they offered to the group. No proposed changes Time in lecture and students tested well in this area. Consider having rotation submissions from Discuss with full faculty and at the end of the year meeting. If this is something we do will need to adjust the course description as well as

17 team, to provide safe and competent nursing care. Understand ethical and legal issues related to healthcare and healthcare policy. clinical added into this course. Or, consider having students interview various healthcare team members. Revise the WAAG to move the initial library class on APA style to a week or two later in the course so students have an opportunity to become accustomed to the course and program. Move the due date of the individual paper sooner in the course. Have due prior midterm. Keep the focus on pre-selected research articles that they will assess and write up. the grading rubric. Add to WAAG for Fall 2013 Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. Understand the nursing process and Maslow s Hierarchy of Needs. Goal will be to improve the outcomes to > 80% for exceeding and meeting same plan as above Keep speaker on Elder-abuse, received excellent feedback from students. Noted difficulty in the clinical setting using the clinical Maslow tool. Plan to incorporate the tool in the lecture on Maslow in addition to what is used. Give case example that the student will then apply the Maslow tool to in class Fall 2013 Other: Add to course description a clause on if a test is missed due to absence it must be made up within 1 week. Keep a submission site for the group project on Vancko for the group to submit their work for grading.

18 School of Nursing Course Assessment and Summary Course: NURS 110 Fundamentals of Nursing, Krzyston Semester/Year: Fall 2012 Date course reviewed: 01/08/2013 Reviewed by: J. Krzyston Enrollment Withdrawals Reason Personal reasons withdrew from college 1- Poor academic performance 1- Changed major 1- Unsuccessful in lab competency & therefore not passing the course The course will: 1. Identify evidence based therapeutic interventions designed to promote, maintain, and restore client wellness. 2. Explain the principles and techniques used by the nurse to meet the basic physical and psychosocial needs of the client. 3. Incorporate the nursing process as the foundation of nursing practice. 4. Describe how to perform data collection that assesses the holistic needs of the client and assists the client to progress from illness to wellness. 5. Explore interdisciplinary care strategies as part of a holistic nursing plan of care. Successful students in NURS 110 will: 1. Apply evidenced based therapeutic interventions in order to promote, maintain, and/or restore client health and well-being. 2. Describe nursing care techniques appropriate to meeting the basic physical and psychosocial needs of the client. 3. Use the nursing process to choose, prioritize, and evaluate the effectiveness of nursing care. 4. Interpret client data in order to choose evidenced based nursing interventions that assist the client to achieve optimal well-being. 5. Employ interdisciplinary strategies to ensure client safety, illness prevention, and recognition of alterations in normal functioning.

19 Program Student Learning Outcome Human flourishing: Advocate for patients and families that promote their selfdetermination, integrity, and ongoing growth as human beings Course Objective 1: Identify evidence based therapeutic interventions designed to promote, maintain, and restore client wellness. Course Student Learning Outcome 1: Apply evidenced based therapeutic interventions in order to promote, maintain, and/or restore client health and wellbeing. Learning Activity Facilitated discussion Group case studies Reading assignments Conceptual mapping Audio/visuals Pre-lecture preparatory assignments (5 worth 5% of grade w/ credit based on completion of assignment) Data Source (List assignments, exercises, exams, and/or questions, etc. that measure this outcome) HESI Case Studies (10 worth 10% of course grade) Unit Exams (5 worth 50% of course grade) Final Exam (worth 20% of course grade) Lab Quizzes (5 worth 10% of course grade) Skill Proficiency Exams (1 required to pass) ATI RN Fundamentals Exam (worth 5% of grade) Assessment Measure (Describe how the data source(s) are measured, e.g., grading scales, rubrics, etc.) HESI Case Studies were assessed using a percentagebased grading scale Exams were assessed using a percentagebased grading scale Final exam was assessed using a percentagebased grading scale Lab quizzes were assessed using a percentagebased grading scale Skill Proficiency was Performance Criteria (Describe criteria for categorizing performances as Exceeding, Meeting, Approaching, and Not Meeting the Learning Outcome) HESI Case Studies Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not Meeting (<70%) Exams Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not Meeting (<70%) Final Exam Exceeding (80-100%) Meeting (75-79%): Approaching (70-74%): Not Meeting (<70%)

20 assessed using a grading rubric ATI RN Fundamentals exam was assessed using a grading rubric Lab Quizzes Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%): Not Meeting (<70%) Skill Proficiency Meeting (Pass) Not Meeting (No Pass) Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of 2: Explain the principles and techniques used by the nurse to meet the basic physical and psychosocial needs of the client. 3: Incorporate 2: Describe nursing care techniques appropriate to meeting the basic physical and psychosocial needs of the client. 3: Use the ATI RN Fundamentals Exceeding (Proficiency level 3) Meeting (Proficiency level 2) Approaching (Proficiency level 1) Not Meeting (Proficiency level below 1) ** Same As above ** Same As above ** Same As above ** Same As above

21 patients within a family and community context. the nursing process as the foundation of nursing practice. nursing process to choose, prioritize, and evaluate the effectiveness of nursing care. Professional identity: Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidencebased practice, caring, advocacy, and safe quality care for diverse 4: Describe how to perform data collection that assesses the holistic needs of the client and assists the client to progress from illness to wellness. 5: Explore interdisciplinary care strategies as part of a holistic nursing plan of care. 4: Interpret client data in order to choose evidenced based nursing interventions that assist the client to achieve optimal wellbeing. 5: Employ interdisciplinary strategies to ensure client safety, illness prevention, and recognition of alterations in normal functioning. ** Same As above ** Same As above ** Same As above ** Same As above

22 patients within a family and community context. Summary of Student Evaluations of Course and Instruction: (Based on 21 responses out of 25 possible responders) % of students strongly agreed or agreed that they met course objectives. (**see note under additional comments) 76.2% of students rated satisfaction with the course as either good or excellent 95.2% of students strongly agreed or agreed that the methods of instruction utilized in this course enhanced learning. Many students commented that they enjoyed the discussions and the stimulation of critical thinking. 90.4% of students rated their satisfaction with the instructor as excellent, very good, or good. Some commented that things should be slowed down a bit and explained more in depth. Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): 33.3% of students disagreed or strongly disagreed that the textbooks helped to learn and synthesize nursing knowledge in this course. All comments were in regards to the electronic textbooks that students struggled getting used to them and didn t like reading from the computer all the time. The ATI Fundamentals predictor exam showed an Adjusted Group of 64.3% compared to the National average of 69.2%. This is slightly lower than performance from previous classes. Below are areas in which the group performed well below expectations and require review: o Positioning to prevent contractures and prevention of foot drop o Infection control measures especially removal of PPE o Perineal care and bathing a client diagnosed with dementia o Use of restraints (related to information technology) o Assistive devices including use of canes & crutches and assisting with hearing aids o Assessment of heart sounds and bowel sounds Results

23 Number of Students Assessed: 25 Student Learning Outcome % Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting SLO 1-5 Course HESI Case Studies Lab Quizzes Unit Exams (Overall) o Exam 1 (29 students) o Exam 2 (27 students) o Exam 3 (27 students) o Exam 4 (25 students) o Exam 5 (25 students) Final Exams ATI Exam Skill Proficiency

24 Changes to be Made Based on Results Student Learning Outcome Course Exams 2 & 4 e-textbooks Skill proficiency Additional comments: Proposed Action There was a significant drop in the number of students who met or exceeded expectations from the previous year. This change in academic performance has been seen across the program with this class. We are performing a systematic evaluation of this as there were no significant changes, other than the change to e- Textbooks, to the course or its curriculum. Exam 2 had a very good reliability coefficient of 0.85 so have reviewed the questions that were statistically a problem and will revise. Exam 4 had a lower reliability coefficient of 0.67 so will evaluate the exam and content for improvement. Based on feedback regarding the e-textbooks, they will probably be made optional for students instead of being required. Will also work to improve student orientation to these resources by introducing the concept at accepted student days. Have also worked with the Elsevier representative to put together electronic guides that will be ed to students before semester starts allowing students a jump start on learning these resources. The skill proficiency testing was moved to later in the semester than in previous years and the first less complex proficiency was eliminated from the semester. Statistics revealed a significant number of students required 2 attempts to pass the medication proficiency, as well as an increased number of students who did not meet expectations. There was also a dramatic decrease in use of the open lab early in the semester noted. This was most likely due to the lack of incentive from moving the proficiency exam. Will consider moving the skill proficiency back to an earlier time in the semester and reinstituting a less complex proficiency before starting medications so students understand testing expectations. The student survey used did not assess course objectives precisely; however questions asked did reflect the general principle of these objectives. Future student surveys will need to be reworded to more directly assess these objectives. Included in the assessment data is 1 student who did not withdraw from the course but stopped attending class and completing assignments resulting in an F for the course. Also included were 2 students who were informed that they would not be successful in course due to not meeting expectations on the Medication Administration proficiency. They continued with class to try to maintain their GPA but did not consistently complete assignments and continued to perform poorly on exams and both ended up with an F for the course. 3 students received a 0 on the

25 ATI Exam because they did not complete the required practice exam prior to testing and 1 student didn t show up to take the exam. Additionally, the student who withdrew for personal reasons had been exceeding expectations therefore impacting the statistical numbers.

26 School of Nursing Course Assessment and Summary Course: NURS 110 Fundamentals of Nursing, Sivers Semester/Year: Fall 2012 Date course reviewed: 01/07/2012 Reviewed by: D. Sivers Enrollment Withdrawals Reason were related to poor academic performance 1 for personal reasons The course will: 6. Identify evidence based therapeutic interventions designed to promote, maintain, and restore client wellness. 7. Explain the principles and techniques used by the nurse to meet the basic physical and psychosocial needs of the client. 8. Incorporate the nursing process as the foundation of nursing practice. 9. Describe how to perform data collection that assesses the holistic needs of the client and assists the client to progress from illness to wellness. 10. Explore interdisciplinary care strategies as part of a holistic nursing plan of care. Successful students in NURS 110 will: 6. Apply evidenced based therapeutic interventions in order to promote, maintain, and/or restore client health and well-being. 7. Describe nursing care techniques appropriate to meeting the basic physical and psychosocial needs of the client. 8. Use the nursing process to choose, prioritize, and evaluate the effectiveness of nursing care. 9. Interpret client data in order to choose evidenced based nursing interventions that assist the client to achieve optimal well-being. 10. Employ interdisciplinary strategies to ensure client safety, illness prevention, and recognition of alterations in normal functioning.

27 Program Student Learning Outcome Human flourishing: Advocate for patients and families that promote their selfdetermination, integrity, and ongoing growth as human beings Course Objective Course Student Learning Outcome Learning Activity 1 1 Facilitated discussion Group case studies Reading assignments Conceptual mapping Audio/visuals Pre-lecture preparatory assignments (5 worth 5% of grade w/ credit based on completion of assignment) Data Source (List assignments, exercises, exams, and/or questions, etc. that measure this outcome) HESI Case Studies (10 worth 10% of course grade) Unit Exams (5 worth 50% of course grade) Final Exam (worth 20% of course grade) Lab Quizzes (5 worth 10% of course grade) Skill Proficiency Exams (1 required to pass) ATI RN Fundamentals Exam (worth 5% of grade) Assessment Measure (Describe how the data source(s) are measured, e.g., grading scales, rubrics, etc.) HESI Case Studies were assessed using a percentage-based grading scale Exams were assessed using a percentage-based grading scale Final exam was assessed using a percentage-based grading scale Lab quizzes were assessed using a percentage-based grading scale Skill Proficiency was assessed using a grading rubric ATI RN Fundamentals exam was assessed using a grading rubric Performance Criteria (Describe criteria for categorizing performances as Exceeding, Meeting, Approaching, and Not Meeting the Learning Outcome) HESI Case Studies Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not Meeting (<70%) Exams Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not Meeting (<70%) Final Exam Exceeding (80-100%) Meeting (75-79%): Approaching (70-74%): Not Meeting (<70%) Lab Quizzes Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%): Not Meeting (<70%)

28 Skill Proficiency Meeting (Pass) Not Meeting (No Pass) Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. Professional identity: Implement one's role as a nurse in ways that reflect integrity, ATI RN Fundamentals Exceeding (Proficiency level 3) Meeting (Proficiency level 2) Approaching (Proficiency level 1) Not Meeting (Proficiency level below 1) 2,3,4 2,3,4 ** As above ** As above ** As above ** As above 5 5 ** As above ** As above ** As above ** As above

29 responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context. Summary of Student Evaluations of Course and Instruction: (Based on 19 responses out of 24 possible responders) 100% of students strongly agreed or agreed that all SLO s for this course objective were met. (**see note under additional comments) 89.5% of students rated their satisfaction with the course as either good or excellent 100% of students strongly agreed or agreed that the methods of instruction utilized in this course enhanced learning 100% of students strongly agreed or agreed that the instructor s conduct and methods of instruction enhanced learning 100% of students rated their satisfaction with the instructor as excellent or very good Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): 26.4% of students disagreed or strongly disagreed that the textbooks helped to learn and synthesize nursing knowledge in this course. All comments regarding this dissatisfaction were all related to the etextbook mode of delivery as opposed to the content of the textbooks. The ATI Fundamentals predictor exam showed an Adjusted Group of 64.3% compared to the National average of 69.2%. This is slightly lower than performance from previous classes. Below are areas in which the group performed well below expectations and require review: o Positioning to prevent contractures and prevention of foot drop o Infection control measures especially removal of PPE

30 o Perineal care and bathing a client diagnosed with dementia o Use of restraints (related to information technology) o Assistive devices including use of canes & crutches and assisting with hearing aids o Assessment of heart sounds and bowel sounds Results Number of Students Assessed: 24 Student Learning Outcome % Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting Course HESI Case Studies Lab Quizzes Unit Exams (Overall) o Exam 1 (31 students) o Exam 2 (30 students) o Exam 3 (29 students) o Exam 4 (24 students) o Exam 5 (24 students) Final Exams ATI Exam Skill Proficiency

31 Changes to be Made Based on Results Student Learning Outcome Course Exams 4&5 e-textbooks Skill proficiency Additional comments: Proposed Action We saw a significant drop in the number of students who met or exceeded expectations from the previous year. This change in academic performance has been seen across the program with this class. We are performing a systematic evaluation of this as there were no significant changes, other than the change to e-textbooks, to the course or its curriculum. Will review these exams as there was an increase in the percentages of students not meeting objectives however the statistical report for these exams showed a high reliability coefficient. This is most likely due to the fact that there were 2 students who stopped attending class and did not withdraw therefore received failing grades for these exams. Based on the feedback received regarding the e-textbooks, will likely make the e-textbook an option for students rather than a requirement. Also need to ensure that students have adequate information regarding how to set-up and access electronic resources. Handouts have already been gathered and will be included in either the accepted student day information or orientation material. The skill proficiency testing was moved to later in the semester than in previous years and there was a significant number of students who required 2 attempts to pass as well as an increased number of students who did not meet expectations. Also so a dramatic decrease in use of the open lab early in the semester, likely due to the lack of incentive from moving the proficiency exam. Will consider moving the skill proficiency back to an earlier time in the semester. The student survey used did not assess SLO s 3, 4, and 5 verbatim however questions asked did reflect the essence of these objectives. Future student surveys will need to reworded to more directly assess these objectives. Included in the assessment measure data are 2 students who did not withdraw from the course but stopped attending class and completing assignments. Also included is 1 student who was informed that she would not be successful in course prior to the withdrawal period but chose to stay in course. She attended class but did not consistently complete assignments. Additionally, the student who withdrew from the course for personal reasons had been exceeding expectations therefore impacted these numbers as well.

32 School of Nursing Course Assessment and Summary Course: NURS 120 Nursing Clinical I Semester/Year: Fall 2012 Date course reviewed: 01/11/2013 Reviewed by: J. Krzyston Enrollment Withdrawals Reason Personal reasons withdrew from college 7- Poor academic and clinical performance 1- Changed major 1- Unsuccessful in lab competency so withdrew from college The course will: 11. Explore impact of internal and external environments on the client. 12. Incorporate the nursing process as the basis for developing holistic client care. 13. Translate basic nursing assessment, communication techniques, and nursing procedures into nursing practice 14. Identify nursing principles, procedures, and techniques used to provide basic, holistic care for the client. Successful students in NURS 110 will: 11. Recognize impact of internal and external environments on the client. 12. Use the nursing process to begin developing a holistic client plan of care. 13. Demonstrate basic nursing assessment, communication techniques, and nursing procedures in the care of the client. 14. Employ appropriate principles, procedures, and techniques in the basic, holistic care of the client.

33 Program Student Learning Outcome Human flourishing: Advocate for patients and families that promote their selfdetermination, integrity, and ongoing growth as human beings Course Objective 1: Explore impact of internal and external environments on the client. Course Student Learning Outcome 1: Recognize impact of internal and external environments on the client. Learning Activity Hands-on Skills Practice Scenario based learning Supervised clinical practice Facilitated group debriefing Written care planning Observation of interdisciplinar y client care Data Source (List assignments, exercises, exams, and/or questions, etc. that measure this outcome) Group Practice Sessions Safe competent performance in the clinical setting Written assignments: Data collection and physical assessment Concept map Maslow map Assessment Measure (Describe how the data source(s) are measured, e.g., grading scales, rubrics, etc.) Written assignments: must pass 7 out of 10 assignments. Maslow and Concept map: Rubric with a passing grade of 7 out of 9 Data collection: 5.5 out of 7 to pass Rotation Objectives: 7.5 out of 10 to pass Clinical performance evaluation tool: pass/not pass; must achieve at Performance Criteria (Describe criteria for categorizing performances as Exceeding, Meeting, Approaching, and Not Meeting the Learning Outcome) Written assignments Meeting 7/10(Pass) Not Meeting <7/10(No Pass) Clinical Performance Evaluation Exceeding ( ) Meeting ( ) Approaching ( ) Not Meeting (133 or <)

34 Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context. 2: Incorporate the nursing process as the basis for developing holistic client care. 3: Translate basic nursing assessment, communication techniques, and nursing procedures into nursing practice 2: Use the nursing process to begin developing a holistic client plan of care. 3: Demonstrate basic nursing assessment, communication techniques, and nursing procedures in the care of the client. least 144 points on final evaluation to achieve a pass. ** Same As above ** Same As above ** Same As above ** Same As above Professional identity: Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence- 4: Identify nursing principles, procedures, and techniques used to provide basic, holistic care for the client. 4: Employ appropriate principles, procedures, and techniques in the basic, holistic care of the client. ** Same As above ** Same As above ** Same As above ** Same As above

35 based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context. Summary of Student Evaluations of Course and Instruction: (Based on 24 responses out of 49 possible responders) % of students strongly agreed or agreed that they met most of the course objectives (**see note under additional comments) 87.5% strongly agreed or agreed that they had efficient knowledge in medication administration and the nursing process. 83.3% of students rated satisfaction with the course as either good or excellent. Student comments were overall positive about their learning experience and really loved the clinical setting. Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): 95.8% of students strongly agreed or agreed that the clinical agencies provided a positive learning environment. Some students commented that overall the facilities were receptive but in some institutions they didn t feel welcome but no specific agency was mentioned. Results Number of Students Assessed: 49 Student Learning Outcome % Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting SLO 1-4 Course Written Assignments Clinical Performance Evaluation