Program Assessment Part I.

Transcription

1 Program Assessment Part I. Mission Statement, Goals, Program level Student Learning Outcomes, & Curriculum Map Due by: December 15, 2016 Please complete the form below for each program within your department submit it electronically to the office of Institutional Effectiveness Strategic Planning at by the above due date. Department & Nursing Program: Generic BSN Track& RN-BSN Completion Track Department Chair: Dr. Valerie Taylor-Haslip Department/Program Dr. Lilly Mathew Liaison: Other contributors: None Completed by: Dr. Lilly Mathew Date submitted: 12/14/2016 I. Program mission statement The mission of the York College Baccalaureate in programs is to offer a liberal artsbased educational experience to guide students in attaining the knowledge, skills, values essential for nurse leaders managers, including the ability to make sound judgments. Through the systematic study of the nature effect of, students are prepared to become effective nurse clinicians nurse scholars capable of addressing health care issues, being self-directed good communicators, being committed to the ethical care nurture of well sick people, individually in groups. II. List program goals [4 recommended; but feel free to add more] 1. To offer a liberal arts-based educational experience to guide students in attaining the knowledge, skills, values essential for nurse leaders managers. 2. To develop Professional nurses who are proactive in addressing health care issues able to make sound clinical judgments. 3. To develop Professional nurses who are self-directed effective communicators. 4. To develop nurses committed to the ethical care, nurture of well sick people, individually in groups. Program Outcomes 1. Generic graduate NCLEX-RN pass rate will meet or exceed the national mean pass rate. 1

2 2. 80% of generic track students will complete the program in five semesters (100% program length); 80% of RN-BS track students in four semesters (100% program length) % of graduates will report satisfaction with the program six-nine months after program completion; 80% of employers will report "good to excellent" ratings of graduates based on terminal student learning outcomes (SLOs) within one year of graduation % of generic track graduates will be employed as registered nurses six to twelve months after graduation; 80% of RN-BS track graduates, desiring a new position, will report attaining the position six-twelve months after graduation. III. Clearly state the Program level student learning outcomes [4 recommended; but feel free to add more] SLO #1. Effectively communicate with diverse client populations disciplines using a variety of strategies respecting client's cultural beliefs s. SLO #2. Make sound judgments that synthesize science knowledge from other disciplines in the provision of safe, quality care SLO # 3. Collaborate with, families, health team members to assist in achieving optimal wellness. SLO #4. Advocate for health policies that address local global health issues through participation in organizations. SLO # 5 Integrate a personal philosophy of incorporating legal, moral ethical stards SLO #6. Assume responsibility accountability for one s own education SLO #7 Provide a safe environment using technology information systems in SLO #8 Effectively manage patient care to ensure best possible health care outcomes SLO #9. Maintain a spirit of inquiry use findings to provide evidence-based 2

3 IV. Curriculum Map (add/delete columns rows as needed). Begin the curriculum map with at least three major courses, i.e. the introductory course required for students in the major, capstone course method course. Comparison of SLOs with AACN Essentials of BSN Education, QSEN, ANA Stards of Care, NLN Baccalaureate Competencies Student learning Outcomes/ essential curriculum concepts AACN BSN Essentials QSEN ANA Stards of Care NLN Baccalaureate Competencies 1.Effectively communicate with diverse client populations disciplines using a variety of strategies respecting client's cultural beliefs s Communication VI Inter Communication Collaboration Patient Centered Care Stard 11 Communication Human Flourishing 2.Make sound judgments that synthesize science knowledge from other disciplines in the provision of safe, quality Critical thinking/ process 3.Collaborate with, families, health team members to assist in achieving optimal wellness. Advocacy/ collaboration 4.Advocate for health policies that address local global health issues through participation in organizations. Advocacy/ collaboration 5.Integrate a personal philosophy of incorporating legal, moral ethical stards. Legal, moral, ethical 6. Assume responsibility accountability for one s own education. Professional accountability 7. Provide a safe environment using technology information systems in. Safety/ technology 8. Effectively manage patient care to ensure best possible health care outcomes. Leadership/ management 9. Maintain a spirit of inquiry use findings to provide evidence-based I Liberal education XI Baccalaureate Generalist Nursing VII Clinical Prevention Population Health V Health Care Policy Finance VIII Professionalism Professional Values VIII Professionalism Professional Values IV Information management Application of Patient Care Technology II Basic Organizational Systems leadership for Quality Care patient Safety III Scholarship for Evidenced Based Safety Stard 8 Education Nursing Judgment Teamwork Collaboration Teamwork Collaboration Informatics Stard 13 Collaboration Stard 10 Quality of Stard 7 Ethics Stard 14 Professional Practice Evaluation Stard 15 Resource Utilization Patient Centered Care Stard 12 Leadership Evidenced Based Stard 9 Evidence Based Practice Human Flourishing Spirit of Inquiry Professional Identity Professional Identity Professional Identity Professional Identity Spirit of Inquiry 3

4 Research Practice Research Generic Track: Relationship philosophy/ mission, SLOs course student learning outcomes Communication/ collaboration Professional nurses are self-directed, effective communicators, collaborate with team members are proactive in addressing health care issues N204 N210 N 302/ 314 N 320 N310/340 N 406/ 407 N420 N415/430 Terminal Student Learning Outcomes Identify Identify effective Use effective Use effective Use effective Communic Communicate Communicate Effectively communicate with effective communication communicati communicatio communication ate effectively diverse client populations communicatio techniques when on methods n methods methods with effectively with diverse collaborate disciplines using a variety of n techniques providing care to for varying with diverse with with strategies respecting client's when cultural during the child- multicultur cultural beliefs s. performing a. groups. bearing/ child- al complex individual, health rearing stages. health deviations in family, group assessment. Identify acute team physiological effective deviations in Use effective members to community Collaborate with, families, communicati physiological communication improve client systems health team members to assist on techniques methods with health/nursi Collaborate health in achieving optimal for managers. their families. ng care with, care team delivery. peers members to promote members of Describe maintain ways the the health client results from care team to wellness. provide care studies are that requires Communicate communica complex effectively ted through interventions. with reports. mental disorders. wellness. Safety/ technology The generic Baccalaureate program is designed is to prepare competent s able to provide safe care Identify safe techniques Correctly safely use Analyze the influence of Maintain safety in the Maintain safety in the execution Identify organization Demonstrate competence Demonstrate competence Provide a safe environment using technology information systems 4

5 when selected cultural execution of of selected al factors maintain maintain in. performing a technology when health belief selected technological that safety in the safety in physical providing care to systems on technological skills. negatively execution of community assessment. individual. health care s. Apply quality control stards as a basis for evaluating the effectiveness of organizations skills. Maintain safety in the execution of selected technological skills with. impact safe patient care. Adhere to ethical principles protect subjects. selected advanced technologica l skills. Maintain safety when caring for mentally ill. Critical thinking/ process Professional nurses are able to make sound clinical judgments Identify Use the Use problem Use the Use critical Analyze the Make sound Make sound Make sound judgments that critical process to develop solving skills thinking skills distribution judgments judgments synthesize science thinking appropriate in ethical process as a when impact for that skills needed concept maps for decisionmakingsolving the complex problem- intervening with of power of synthesize to accurately individual. perform a approach when during health/nursin deviations in health Use problem planning the child- g systems in physiologica science assessment. solving skills to analyze the dynamics of leadership management in. care for acute deviations in physiological bearing/ childrearing stages. Use critical thinking skills when intervening with their families. the formulation of public policy. Analyze selected studies in terms of implications for. l knowledge from other disciplines in the provision of safe, quality Make sound judgments for diverse mental knowledge from other disciplines in the provision of safe, quality 5

6 disorders. Leadership/ management Baccalaureate generalist essential components include leadership/ management skills Identify Identify Identify Use leadership Use leadership Synthesize Synthesize Delegate the Effectively manage patient care to leadership leadership effective skills skills leadership, leadership performance of ensure best possible health care skills related management leadership management management management selected tasks outcomes. to physical behaviors in self skills for principles in principles in, power, management to unlicensed health members of providing providing care to politics skills in the care givers in assessment. the health care care to the childbearing/ policy with provision of community team.. childrearing care settings. client. to Use the to Synthesize Use leadership effect leadership process, skills planned management management changes. complex management principles in deviations in principles in leadership providing care to Synthesize physiologica the provision theories as the leadership l of the basis for care for planning client. management decision principles in making in the mental health management process disorders. of an organization. Professional accountability/ advocacy Professional nurses are accountable for their own actions Identify Identify Reflect on Demonstrate Demonstrate Advocate for Assume Assume Assume responsibility principles of personal responsibility responsibility health accountability for one s own accountabilit accountability views of be policies that responsibilit accountability education. y when performing a health assessment. principles when providing care to individual. accountability responsibility in. accountable when providing accountability for own actions when caring for during the childbearing/ child- address local global issues. Participate in y accountabilit y for the care of responsibility in advocating for community health issues. Advocate for health policies that address local global health issues through participation in organizations. 6

7 Identify rearing stages. ongoing Assume accountability complex for own Advocate development deviations in responsibility promoting maintaining wellness for physiologica l accountability for utilizing organization care of management/l childbearing/chil s. eadership drearing theories. in a variety of settings. Demonstrate responsibility accountability in providing interventions to. Assume responsibilit y accountabilit y in in involving human subjects. mental health disorders. Legal, moral, ethical Baccalaureate generalist essential components include legal, moral, ethical Identify Identify legal, Use legal, Incorporate Incorporate Practice Practice Practice Integrate a personal philosophy of legal, moral, moral, ethical moral, ethical, moral ethical, moral within within within ethical issues when ethical legal legal moral, ethical, ethical, moral incorporating legal, moral principles providing care to principles principles in principles when ethical, legal moral legal ethical stards. related to individual. when providing caring for legal stards in health planning for care to during the child- regulatory stards in community assessment the bearing/ child- frame works providing of rearing stages. of care. needs of to.. Analyze the dynamics of leadership acute deviations in physiological Incorporate ethical, legal moral principles when intervening with stards of. Adhere to. Practice within ethical, moral legal stards to promote 7

8 Research management in change strategies as they relate to the ethical, moral legal dimensions of.. ethical principles protect subjects in studies. mental health of. Nurses identify questions in need of study, critique published, use available evidence as a foundation to providing Identify Identify the Identify the Use applicable Use applicable Evaluate Integrate Evaluate the Maintain a spirit of inquiry use relationship role of findings for impact of findings to provide findings between in findings in in providing applicability findings in economics, evidence-based related to evidenced- providing evidence based to the provision political, physical based evidence- care to evidenced- of evidence- social, the health when providing. based care to based based care to impact of the assessment. care to individual. Use findings related to management leadership as a basis for planning strategies with the health care team.. during the childbearing/ childrearing stages. Use applicable findings in providing evidence-based care to.. complex deviations in physiologica l global environment on the delivery of health care in the community. Integrate findings in the provision of evidence based care to mental health disorders. 8