2. Use the nursing process when providing care for individuals with multi-system alterations in human functioning;

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1 Yearly Assessment Report Associate of Science in Nursing Program Director: Kathleen Zajic Assessment Author: Nursing Assessment Committee (Chair: Christi Glesmann) Brief Executive Summary The Associate of Science in Nursing (ASN) program has been through many changes in the past few years and continues to conduct additional needs assessments. The NCLEX-RN pass rates are still below our goal of 86% and at this time the main focus is on the achievement of that goal and by what methods that can be accomplished. Over the academic year the program has undergone additional adjustments. However, the full result of these modifications will not be seen until the students entering in Fall 2011 graduate as they will be the first class who have completed the program after the changes had occurred. This entering class will be the first set of students with the raised entry level requirements as well as the new Assessment Technologies Institute (ATI) policy. This year the ASN program is preparing for the National League of Nursing Accrediting Commission (NLNAC) reaccreditation visit. This visit will be during the Fall 2011 semester. The hope is that the result will be reaccreditation for the full eight years. This will be a major undertaking for the nursing department. Mission and Purposes In accordance with the Mission and Purposes of College of Saint Mary (CSM), the Associate of Science in Nursing (ASN) program developed from society s need for nurses who provide competent, holistic, nursing care to people. The mission of the ASN program is to facilitate the acquisition of knowledge, skills and professional dispositions to demonstrate competence while providing holistic client care. The purposes of the ASN program are to facilitate the student to achieve the ASN program outcomes, which are: 1. Incorporate an understanding of the identified categories of human functioning into the planned nursing care of individuals with multi-system alterations; 2. Use the nursing process when providing care for individuals with multi-system alterations in human functioning; 3. Use effective communication skills and principles when interacting with the individual client and significant others and in collaboration with other health team members; 4. Apply knowledge of human development when caring for clients and when interacting as a member of the health care team; 5. Use teaching/learning principles as related to self in the educational process, as a member of the health care team and as a provider of client care; 6. Examine the role of the associate degree nurse as a member of the discipline of nursing; 1

2 7. Incorporate selected management principles and skills while functioning within the role of the associate degree nurse; 8. Use concepts of family in the provision of nursing care to individual clients; and 9. Identify community resources when appropriate for clients. Comparison of CSM Mission and Nursing Program Philosophy COLLEGE OF SAINT MARY MISSION 1. Committed to the works, values, and aspirations of the Sisters of Mercy, College of Saint Mary is a Catholic college dedicated to the education of women in an environment that calls forth potential and fosters leadership. 2. Inspires. Academic excellence, scholarship and life-long learning. NURSING PROGRAMS PHILOSOPHY 1.the graduate needs a general education that includes learning experiences that foster social and intellectual development of the individual. The Bachelor of Science Degree program builds upon the student s basic nursing program with upper division courses and emphasizes a basis in the liberal arts and sciences. Learning is influenced by conditions in the environment. A conducive learning environment includes the following attitudes and conditions: an environment which fosters open discourse, respect for the dignity of each individual, opportunity for creativity, freedom of expression, recognition and acceptance of responsibility, participation in decision making, and promotion of constructive citizenship and cooperative relationships. 2. Learning is the outcome of this educative process and is manifested by changes in behavior that persist. These changes occur in the way the learner thinks, feels and acts. Education involves the active efforts of learner through which identified goals are achieved. Each learner is responsible for her own learning. The teacher facilitates learner s efforts and evaluates achievement Professional nursing functions are based on knowledge of principles and theories from nursing and other natural and behavioral sciences. Graduates.provide a quality of nursing care within their scope of practice that reflects an approach based on the psychosocial, intellectual, developmental, spiritual, environmental and physical needs of the individual. The graduates appreciate the dynamic nature of nursing and accept 2

3 responsibility for personal and professional growth. Graduates are prepared to pursue advanced study in nursing. 3. Inspires. Regard for the dignity of each person 4. Inspires. Attention to the development of mind, body, and spirit 5. Inspires. Compassionate service to others 3. Each person is an individual with natural rights, dignity, worth and potential. Nurses.assist recipients of health care to achieve optimal level of wellness or a dignified death. 4. Education is one process whereby the capacities and potential of the individual are developed.the responsibility for one s state of wellness lies within each individual...person s response to need fulfillment results in varying degrees of health or illness 5. Nursing is an essential humanitarian service. Recipients of nursing may be individuals, families, groups communities or societies Stakeholders Possible Stakeholders (check the ones that apply) X Undergraduate students in the ASN program X Community constituents including all area healthcare settings and clients X Accrediting bodies including the Nebraska State Board of Nursing and the National League for Nursing Accrediting Commission (NLNAC) How Stakeholder Impacts or is Impacted by Your Program The ASN students invest time and money in the program with the goal of gaining a career as a licensed professional within the healthcare community. The attainment of said career is dependent upon the success of the student in the ASN program. With the current national nursing shortage, the Omaha healthcare community cannot function without the proper education of nurses. The community depends on nursing programs to educate registered nurses (RNs) to provide safe and effective client care. The Nebraska State Board of Nursing is responsible for ensuring every nursing program continues to meet the standards established in The 2006 Regulations Governing the Approval of Nursing Programs in Nebraska: Professional and Occupational Licensure, Chapter 97. The pass rate on the NCLEX-RN not only reflects the College of Saint Mary, but the state of Nebraska as a whole. 3

4 X Faculty COLLEGE OF SAINT MARY The NLNAC is a specialized accrediting agency for nursing education programs. The NLNAC ensures that CSM has clear and appropriate educational outcomes and achievement of said outcomes. The ASN program and its graduates represent CSM and the faculty in the healthcare community. Goals and Objectives Goal 1: Graduates of the ASN program will demonstrate knowledge, skills and professional dispositions needed to be professional nurses. - Objective 1: Upon successful completion of the Advanced level courses, at least 86% of the students will receive a minimum of 86% on the RN Comprehensive Predictor assessment by the Assessment Technologies Institute, LLC (ATI). - Objective 2: Upon successful completion of the Advanced level courses, at least 86% of the students will receive a Proficiency Level 2 or above on the Nursing Leadership assessment by ATI. - Objective 3: Upon successful completion of Advanced level nursing courses, at least 86% of the students will achieve a Proficiency Level 2 or above on the Adult Medical-Surgical assessment by ATI. - Objective 4: The graduates of the ASN program will successfully complete the NCLEX-RN at a firsttime pass rate of at least 86%. Link: This goal supports the entire mission statement of CSM but focuses upon academic excellence; regard for the dignity of each person; and attention to the development of mind, body and spirit. Goal 2: Fundamental and Intermediate level students of the ASN program will demonstrate knowledge, skills and professional behaviors appropriate to their level in the nursing program. - Objective 1: Upon successful completion of Introduction to Nursing courses, at least 86% of the students will achieve a Proficiency Level 2 or above on the Fundamentals of Nursing Assessment by ATI. - Objective 2: Upon successful completion of the Intermediate level nursing courses, at least 86% of the students will achieve a Proficiency Level 2 or above on the following assessments by ATI: i. Nursing Care of Children ii. Maternal-Newborn iii. Mental Health Link: This goal supports the entire mission statement of CSM but focuses upon academic excellence; regard for the dignity of each person; and attention to the development of mind, body and spirit. Goal 3: Graduates of the ASN program will be satisfied with the ASN educational program according to the ASN Graduate Satisfaction Survey. - Objective 1: At least 90% of the ASN graduates surveyed will express having educational goals beyond an ASN degree. - Objective 2: At least 90% of the ASN graduates surveyed will state that the ASN curriculum prepared them to meet the program objectives at a minimum of Meets Expectations. - Objective 3: At least 90% of the ASN graduates will state that the ASN program prepared them for beginning their nursing career. - Objective 4: At least 90% of the ASN graduates surveyed will state their level of overall satisfaction of the ASN program as Satisfied or Highly Satisfied. Link: This goal supports the entire mission statement of CSM but focuses on academic excellence, regard for the dignity of each person; and attention to the development of mind, body and spirit. 4

5 Assessment Matrix Tool 1 Tool 2 Tool 3 Goal 1 ATI NCLEX-RN Goal 2 ATI Goal 3 ASN Nursing Student Satisfaction Survey Assessment Tools Tool Tool 1 ATI Who Collects Data? (Position Title) Christi Glesmann (Instructor, ATI Coordinator) Who is Evaluated? All CSM students enrolled in the ASN nursing program Assessment Procedure (Brief description) ATI is a comprehensive and adaptive learning system to assist in the preparation of students with what they need to know to pass NCLEX-RN and to become compassionate skilled nurses. In order to achieve this goal, ATI has assessments leveled for each area of nursing. CSM s ASN program completed a curriculum alignment with ATI to ensure that the program Direct Measure? (check box) X Indirect Measure? (check box) Qual Measure? Quant Measure? X 5

6 outcomes per course matched with the ATI outcomes per assessment. A description of each assessment can be found below. The reported data is based upon the students first attempt at each test. However, the student is then encourage to complete remediation of the content and the student may, depending on course, retest. All assessments are scored according to below Level 1, Level 1, Level 2 and Level 3. ATI data states that a student who achieves a Level 2 or 3 on each assessment will be more likely to have success on NCLEX- RN than those who do not. Therefore, the standard benchmark is Level 2 to determine success on ATI assessments. Tool 2 The All CSM Each student X X 6

7 NCLEX- RN Tool 2 ASN Satisfaction Survey Nebraska Board of Nursing forwards program information to K. Zajic (Director of the ASN program). Ellen Jacobs, results to ASN nursing ASN educated candidates who requested permission to take the examination. All graduating ASN students COLLEGE OF SAINT MARY will request permission to take the NCLEX-RN. Once permission is granted, national and Nebraska NCLEX-RN quarterly and annual reports will present information regarding who is eligible to take the NCLEX-RN and the pass rates of those who have completed the examination. Of those that have completed the examination, national and Nebraska pass rates are presented in monthly, quarterly and annual reports. NCLEX-RN measures minimal competency of nursing program graduates to be sure that they can give safe, client care. Graduating ASN students are given a survey to complete as X X 7

8 assessment committee COLLEGE OF SAINT MARY they receive their cap/gown for graduation ceremonies. Questions on the survey include demographics and affective questions measured on a Likert scale. Please see attachment A. 8

9 ATI Assessment Name RN Fundamentals Nursing Care of Children Maternal Newborn Mental Health ATI Assessment Description (taken from ATI s website) This 60-item test offers an assessment of the student s basic comprehension and mastery of the fundamental principles for nursing practice. Concepts assessed include: 1) foundations of practice (health care delivery, thinking strategies for nursing practice, communication, professional standards, nursing through the lifespan, health assessment); 2) basic nursing care (admission, transfer and discharge processes, medication administration and error prevention, safety, infection control, comfort and basic needs and care of wounds); 3) support of psychosocial needs (psychosocial, family, cultural and spiritual health, end-of-life); 4) support of physiologic needs (oxygenation, circulatory, fluid, electrolyte and acidbase balance, gastroenteral, elimination, neurosensory); and 5) health assessment (e.g., assessment of vital signs and general and system specific assessments). The student has 60 min (1 hour) to complete this assessment. (Two forms of this assessment are Available.) This 60-item test offers an assessment of the student s basic comprehension and mastery of nursing care of children nursing principles. Assessed concepts include: 1) basic concepts (family-centered nursing care, cultural awareness, physical assessment, expected growth and development, nutritional needs, implications for safe administration of medications, hospitalization, pain management, death and dying); 2) care of children with system disorders; and 3) pediatric emergencies and psychosocial development disorders. The student has 60 min (1 hour) to complete this assessment. (Two forms of this assessment are available.) This 60-item test offers an assessment of the student s basic comprehension and mastery of maternal newborn nursing principles. Assessed concepts include: normal and high risk antepartum, intrapartum, postpartum and newborn care. Assessed principles include: the effective use of appropriate pharmacologic and nutritional interventions and awareness and sensitivity to cultural considerations. The student has 60 min (1 hour) to complete this assessment. (Two forms of this assessment are available.) This 60-item test offers an assessment of the student s basic comprehension and mastery of mental health nursing principles. Assessed concepts include: 1) basic concepts in mental health nursing (assessment, legal/ethical principles, therapeutic communication, therapeutic nurse-client relationship, anxiety and defense mechanisms, mental health nursing in diverse populations); 2) non-pharmacologic therapy of mental health disorders; 3) pharmacologic therapy of mental health disorders; and 4) nursing care of clients with various mental health disorders. The student has 60 min (1 hour) to complete this assessment. (Two forms of this 9

10 Adult Medical-Surgical Pharmacology Leadership RN Comprehensive Predictor COLLEGE OF SAINT MARY assessment are available.) This 90-item test offers an assessment of the student s basic comprehension and mastery of adult medical-surgical nursing principles related to the care of clients with respiratory, cardiovascular, hematologic, fluid and electrolyte, renal and urinary, endocrine, gastrointestinal, integumentary, neurosensory, musculoskeletal, lymph, immune, infectious and integumentary disorders. Assessed principles include: the effective use of all steps in the nursing process; therapeutic and effective communication skills; client education principles; cultural competence; related pharmacology and nutrition knowledge; and a holistic approach to health promotion and disease prevention. The student has 90 min (1.5 hours) to complete this assessment. (Two forms of this assessment are available.) This 65-item test offers an assessment of the student s basic comprehension and mastery of pharmacologic principles and knowledge of prototype drugs. Concepts assessed include: basic pharmacologic principles (pharmacodynamics, pharmacokinetics, safe medication administration, medication error prevention, agespecific considerations) and knowledge related to the safe administration and monitoring of prototype drugs that are used to treat infections, pain and inflammation; as well as those that affect the immune, nervous, cardiovascular, respiratory, renal, digestive, endocrine, reproduction systems and the blood. The student has 65 minutes to complete this assessment. (Two forms of this assessment are available.) This 60-item test offers an assessment of the student s basic comprehension and mastery of leadership and management principles. Assessed concepts include: 1) client and staff advocacy (advance directives, client rights, information technology, ethical practice, informed consent, legal rights/responsibilities); 2) provider of client care (resource management, safe use of equipment, handling infectious and hazardous materials, injury prevention, security plans, reporting incidents, priority setting); 3) supervisor of client care (assigning, delegating and supervising, conflict resolution, staff development and performance improvement, time management); and 4) collaborator/planner of client care (disaster and emergency management, collaboration with interdisciplinary team, continuity of care, case management and discharge planning). A significant focus of this assessment is the student s decisionmaking skills with regard to delegation and priority setting. The student has 60 min (1 hour) to complete this assessment. (Two forms of this assessment are available.) This 180-item test offers an assessment of the student s basic comprehension and mastery of basic principles including fundamentals of nursing; pharmacology; adult medical-surgical nursing; maternal newborn care; mental health nursing; nursing care of children; nutrition; leadership and community health nursing. The percentage of questions from all major NCLEX client need categories (management of care, safety and infection control, health promotion and maintenance, psychosocial integrity, basic care and comfort, pharmacological therapies and parenteral therapies, reduction of risk potential and physiological adaptation) will be similar to the percentage of questions on the NCLEX-RN,. This test will generate the following data: Individual Score (% Correct), Predicted Probability to Pass NCLEX-RN, National and Program Means, Individual Scores (% Correct) within Content Topic Categories, Topics to Review and Individual Scores (% Correct) within an Outcome 10

11 (Thinking Skills, Nursing Process, Priority Setting, NCLEX-RN Client Need Categories, Clinical Topics). The student has 180 min (3 hours) to complete this assessment. (Two forms of this assessment are available.) Data Collection Timeline Tool 1 ATI Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Jul. X X X Tool 2 NCLEX- RN Reports Tool 3 X X X X X X X X X X X X X X ASN Graduation Survey 11

12 Results of Assessment and Resulting Actions Goal 1 and Associated Objectives: Objective 1: Results of the ATI Comprehensive Predictor COLLEGE OF SAINT MARY Year 2009 Spring Summer TOTAL 2010 Spring Summer TOTAL 2011 Spring Summer TOTAL Number of Assessments Completed Number of Students who were Successful (above an 86%) Percentage Students Satisfied % % % % % % % % % 12

13 Results in graph format COLLEGE OF SAINT MARY Percent of students successful on the ATI Comprehensive Predictor Assessment and who successfully completed NUR 253/273. The ATI data, in general, is in its infancy. At this time, trending can just begin to determine any weakness in course content or program content. The ASN program will continue to gather data to determine what, if any, differences exist in the CSM determined course content and program content versus the ATI assessment content. The reason that 86% was chosen for the level of accomplishment is because that is the average of the National NCLEX-RN first-time pass rate over the last 5 years. This RN Comprehensive Predictor is the only ATI test where a percentage grade is given. This is also the only ATI assessment that was given in 2009 as ATI was formally adopted in Spring of The formal ATI policy was approved in the academic year. This can be found in the Nursing Program Student Manual. 13

14 Objective 2: Results of the Leadership Assessment Year 2010 Spring Summer Total 2011 Spring Summer Total Number of Assessments Completed Number of Students who were Successful (above an 86%) Percentage Students Satisfied % % % % % Results in graph format Percent of students successful on the ATI Leadership Assessment and who successfully completed NUR

15 The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine weakness in course content or program content. The ASN program will continue to gather data to determine what, if any, differences exist in the CSM determined course content and program content versus the ATI assessment content. There is currently only two years of data due to when ATI was implemented into the program. The Summer 2010 semester Leadership assessment was not given.. The formal ATI policy was approved in the academic year. This can be found in the Nursing Program Student Manual. 15

16 Objective 3: Results of the Adult Medical-Surgical Assessment Year Number of students who successfully completed the course who completed the assessment Number of Students who were Successful (at or above a Level 2) Percentage of Students Successful % Spring % Summer TOTAL % % Spring % Summer TOTAL % Results in graph format Percent of students successful on the ATI Adult Medical-Surgical Assessment and who successfully completed NUR 253/273. The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine weakness in course content or program content. The ASN program will continue to gather data to determine what, if any, differences exist in the CSM determined course content and program content versus the ATI assessment content. There is currently only two years of data due to when ATI was 16

17 implemented into the program. The low numbers of completed assessments are not understood at this time; however, the formal ATI policy was approved in the academic year. This can be found in the Nursing Program Student Manual. 17

18 Objective 4: Results of the NCLEX-RN (First time pass rates on licensure exams for Nursing) CSM Rate (National Rate) (87.5) % (81.47) % (85.5%) % (86.7%) % (86.7%) Spring 86.8% % (87.42%) Spring 2011 (year-to-date) Graph format of the NCLEX-RN results NCLEX-RN Results 86.67% Spring 92.5% 90.7% (87.7% ) Summer 62.5% Summer 68.42% Summer 66.67% *(year-to-date) 18

19 This data demonstrates that further analysis should be conducted in regards to why Spring semester students are achieving a higher first-time success rate on NCLEX-RN. Also, this timeline demonstrates that there are good years and bad years for NCLEX-RN pass rates. The reason for this inconsistency is also unknown. Therefore, more analysis must be done to determine if this is a content issue and if so, what content to increase versus decrease. Currently, statistical analysis is being conducted to determine any relationships between many different factors that have been found to affect results. Please see attachment B to see all factors. One possible cause may be the inconsistent faculty over the summer; therefore, beginning summer 2012, there will be two 12-month positions and this will hopefully ensure more consistent faculty. In an attempt to isolate areas of weakness, the following figures were composed. For each unsuccessful attempt on NCLEX-RN, the student and school receives a copy of the major content areas of the exam and whether or not that student was above the minimal competency level, near or below. All the students who were unsuccessful on the NCLEX-RN in 2009 and 2010 and 2011 were calculated in these figures (2011 data incomplete as final numbers are not calculated until 12/31/11). These figures were converted to percent of students per year based upon recommendations of the previous assessment reports. Please note at the variation of sample size when analyzing the following graphs. Results of NCLEX-RN Category Percentages of Those Who Were Unsuccessful 2009 (n=14) 19

20 2010 (n=10) COLLEGE OF SAINT MARY 2011* (n=4) *year-to-date Trending can just now begin since we will have three years of assessment data. The 2011 results are not final and will need to be updated for future assessment reports. Overall, Goal 1 was not met for the school year. However, the results demonstrate that the ASN program is closer to meeting said goals. 20

21 Goal 2 and Associated Objectives: Objective 1: Results of the Fundamentals of Nursing Assessment Year Number of students who successfully completed the course who completed the assessment Number of Students who were Successful (at or above a Level 2) Percentage of Students Successful % % Results in graph format Percent of students successful on the ATI Fundamentals of Nursing Assessment and who successfully completed NUR 100/170. The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine weakness in course content or program content. The ASN program will continue to gather data to determine what, if any, differences exist in the CSM determined course content and program content versus the ATI assessment content. However, the Fundamentals of Nursing scores are closer to our goal than the previous year. There is currently only two years of data due to when ATI was implemented into the program. 21

22 Objective 2: Results of the Nursing Care of the Child Assessment Year Number of students who successfully completed the course who completed the assessment Number of Students who were Successful (at or above a Level 2) Percentage of Students Successful % Fall % Spring TOTAL % % Fall % Spring TOTAL % Results in graph format Percent of students successful on the ATI Nursing Care of Child Assessment and who successfully completed NUR 201/271. The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine weakness in course content or program content. The ASN program will continue to gather data to determine what, if any, differences exist in the CSM determined course content and program content versus the ATI assessment content. There is currently only two years of data due to when ATI was implemented into the program. 22

23 Results of the Maternal Newborn Assessment Year Number of students who successfully completed the course who completed the assessment COLLEGE OF SAINT MARY Number of Students who were Successful (at or above a Level 2) Percentage of Students Successful % Fall % Spring TOTAL % % Fall % Spring TOTAL % Results in graph format Percent of students successful on the ATI Maternal Newborn Assessment and who successfully completed NUR 201/271. The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine weakness in course content or program content. The ASN program will continue to gather data to determine what, if any, differences exist in the CSM determined course content and program content versus the ATI assessment content. There is currently only two years of data due to when ATI was implemented into the program. 23

24 Results of the Mental Health Assessment Year Number of students who successfully completed the course who completed the assessment COLLEGE OF SAINT MARY Number of Students who were Successful (at or above a Level 2) Percentage of Students Successful % Fall % Spring TOTAL % % Fall % Spring TOTAL % Results in graph format Percent of students successful on the ATI Mental Health Assessment and who successfully completed NUR 202/

25 The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine weakness in course content or program content. The ASN program will continue to gather data to determine what, if any, differences exist in the CSM determined course content and program content versus the ATI assessment content. There is currently only two years of data due to when ATI was implemented into the program. Overall, Goal 2 was not met. 25

26 Goal 3 and Associated Objectives: COLLEGE OF SAINT MARY Objective 1: ASN Graduates Educational Goals: Percent of students who stated that they have thought about or plan to complete an advanced degree. This data was not reported in the previous annual assessment. However, the data had still been collected. This objective ties into one of the goals in the BSN assessment data and also demonstrates the program s drive of life-long learning. This encouragement of future, formal education will be continued. 26

27 Objective 2: Program Outcomes: Percent of Students who stated that program outcomes at least met expectations This data was not reported in the previous annual assessment. However, the data had still been collected. This objective demonstrates the goal of ties into one of the goals in the BSN assessment data and also demonstrates that the students agree that the program outcomes are being taught. 27

28 Objective 3: Preparation of Nursing Career: Percent of students who felt well prepared for beginning their professional nursing career This data was not reported in the previous annual assessment. However, the data had still been collected. This objective calls forward an area of concern. However, the students are surveyed before taking NCLEX-RN and beginning their nursing careers. At this point it is difficult for them to judge if, in fact, they are or are not prepared for their nursing career. 28

29 Objective 4: Results of Satisfaction by Categories: Percent of students satisfied with nursing program /program components Program Satisfaction Nursing Advisor Nursing Tutors Clinical Experience Efforts to Encourage Academic Integrity Overall ASN Program Satisfaction Goal This data was not reported in the previous annual assessment. However, the data had still been collected. The overall satisfaction with the ASN program remains in the 82-85% range. Please see the list of program changes over the previous two years to note the initiatives taken to increase the NCLEX- RN scores, preparation of students, and student satisfaction. 29

30 Overall Discussion of Goals: During the school year, the nursing program became aware of the low NCLEX-RN pass rate. In response to that, a number of changes began. However, the full results of those actions will not be known until the students entering in Fall 2011 graduates. This will be the first class to have all of the changes throughout their ASN program. NUR 170 clinical sites were changed to long-term care facilities to allow the students more time to develop thorough assessment and communication techniques before entering acute care. Acute care sites will now be during NUR 272 in place of long-term facilities. NUR 100/170, NUR 201, and NUR 253 exams were transitioned to Angel. This will allow the students more time to become comfortable with computerized test as NCLEX- RN is computerized. An experimental remedial course was initiated (NUR 181) to assist incoming students with time management, test taking, and medication calculation and administration. The students in need of this course are determined based upon entrance exam scores. NUR 181 and NUR 222, both remedial courses, were examined to ensure accurate content coverage to facilitate student success. NUR 253/273 began using ATI tutorials and practice assessments to provide students with additional NCLEX preparation. NUR 253/273 incorporated more clinical hours and less observation hours. Two 12-month contracts were approved, which will provide stability in the faculty that teaches NUR 253 in the Spring semester and the Summer semester. In response to the decreased NCLEX-RN pass rate, the numbers of alternative style questions were increased in each course during theory content as well as on exams to prepare the students for the types of questions that will be on the NCLEX-RN examination. Clinical post-conference topics were developed to correspond with NCLEX-RN categories to reinforce tested concepts. An examination of full-time faculty to part-time adjunct ratio was conducted and recommendations made to increase full-time faculty in the clinical area. Learning Circles were initiated into all theory courses beginning in the fall semester of The purpose of learning circles is to bring together the content from nursing theory and clinical courses and provide times for more active learning techniques. This is an optional course for the ASN students. The number of faculty tutor hours were increased to assist students as well as the number of open nursing laboratory hours. Implementation of new technologies were incorporated into the nursing curriculum including, but not limited, to Angel, Tegrity, and MyNursingLab. A MyCSM community site was incorporated into during the 2010 school year. ATI Coordinator and Assessment position proposed and accepted. Christi Glesmann will now serve in that role. A more consistent ATI implementation policy was adopted curing the academic year by the Nursing Curriculum committee. This includes the increased implementation in nursing courses, increased practice assessments being required, incentive to encourage students to take the ATI assessment more seriously, etc. Proposal of a change to the Annual Course Report forms to add the percent of successful students on the associated ATI assessment and an area to list changes that will be made to the course to achieve an 86% success rate on each ATI assessment on the first attempt. 30

31 A Maximum Capacity study was performed in with the ASN program to find that our starting maximum capacity should remain at 110 incoming students each fall. What has improved in your program based upon previous assessments? Please see notes in section, Overall Discussion of Goals. All of these changes have made a more positive learning environment. Response to Previous Years Assessment (Optional) There was a suggestion to make incremental goals for meeting the overall ATI benchmark assessment goal of 86% of students. This suggestion was taken back the nursing assessment committee who discussed the rationale and decided at this time that incremental goals would not be made yet. Future Goals During the previous year, the goals included the following which were implemented. - Upon successful completion of NUR 224, at least 86% of the students will achieve a Level 2 or above on the Pharmacology ATI assessment starting in Spring Upon successful completion of the ASN program, student satisfaction rate of the CSM ASN program will be at 80% or greater. This goal was implemented at a 90% or greater satisfaction rate which is in line with the BSN goal. The other suggested goals were not implemented at this time and remain possibilities for future goals. Currently, the main issue is raising the current NCLEX-RN pass rate. Until that goal is met, these other goals/objectives cannot be fully addressed. Though there are numerous goals/objectives listed, NLNAC requires that data be recorded for each of these item areas; therefore, as our program strengthens, it may be helpful to include these in the annual assessment. Future goals include a continuation of the current goals as well as these possible future goals/objectives which include, but are not limited to: - Upon successful completion of the ASN program, 86% or more of the students will achieve an 86% or above on the Critical Thinking Skills Exit ATI assessment. - The CSM ASN program graduation rate will meet or exceed the CSM graduation rate. - Upon successful completion of NCLEX-RN, the job placement rate will be at 80% or greater. - Upon successful job placement, employer satisfaction results with CSM ASN program graduates will be at 80% or greater. 31

32 Resource Needs As listed in the previous assessment report, there is still the need for more full-time faculty to conduct clinical as our current full-time faculty versus part-time adjunct ratio is not where the State of Nebraska recommends. This current problem has been brought forward to the VPAA. The current ratios for NUR 170 include a 33% full-time faculty versus 66% adjunct faculty in the laboratory setting; 63.6% full-time faculty versus a 36.4% adjunct faculty in clinical; and a total ratio of 52.9% full-time versus 47.1% adjunct faculty. NUR 271 ratios are 80% full-time faculty versus 20% adjunct. NUR 272 is 100% full-time faculty. NUR % full-time faculty versus 42.9% adjunct. Also previously listed is the need for additional nursing laboratory and classroom space so that there can better accommodation to our current class sizes and course requirements. In addition to this previous request is the need for electrical outlets in the classrooms to accommodate the increase computer usage by students during class. Many students have begun taking notes via computer rather than paper/pen. Another request is the need for increased space for computer testing and/or the use of a testing proctor. With the increased use of Angel testing, reserving the computer labs has become more difficult. Testing on your own time would be a solution to decrease the number of reservations but a permanent testing proctor would be needed. A suggestion might be a graduate assistant to proctor tests in computer lab 215. This would not have to be a full-time position but maybe hours/week. _Kathleen Zajic Signature of Program Director, if she/he is not Assessment Report Author 11/10/11 Date 32

33 Attachment A 2010 CSM ASN NURSING STUDENT SATISFACTION SURVEY Overall The purpose of the Student Satisfaction Survey is to gather feedback from undergraduate students from the CSM Nursing Program about their experiences at CSM, including their overall satisfaction with in- and out-ofclass experiences, their use of and satisfaction with various student services, and their campus involvement. This survey provides the college with information regarding the effectiveness of services and programs. Please focus your responses to the following questions on your nursing program experience. Place a checkmark in the column which reflects your opinion. Background 1.What is your age? or older 2. With regard to race/ethnicity, how would you best describe yourself? African American/Black Asian American/Pacific Islander Hispanic American/Latino/Chicano Native American/Tribal Affiliation White/Caucasian/European American multiracial other don t know 3. When are more of your current classes scheduled? before 5 pm after 5 pm evenly split don t know 4. What is your cumulative earned GPA at CSM? below or higher don t know 33

34 5. How many credits of coursework are you currently taking? 1 11 credits 12 or more credits don t know 6. How many of your classes do you skip in an average week? zero 1 3 classes 4 6 classes 7 9 classes 10 or more classes don t know 7. Have you been a member of a student club or organization? yes no don t know Minimal Meets Exceeds a. Incorporate an understanding of the identified categories of human functioning into the planned nursing care of individuals with multi-system alterations. b. Use the nursing process when providing care for individuals with multi-system alterations in human functioning. c. Use effective communication skills and principles when interacting with the individual client and significant others and in collaboration with other health team members. d. Apply knowledge of human development when caring for clients and when interacting as a member of the health care team. e. Use teaching/learning principles as related to self in the educational process, as a member of the health care team and as a provider of client care

35 This section focuses on some of your learning experiences outside of the classroom. During this current semester, how many hours do you spend in a typical week (7 days): 8. participating in intercollegiate athletics? zero 1 3 hours 4 6 hours 7 9 hours 10 or more hours 9. working (for pay) on campus? zero 1 5 hours 6 10 hours hours 15 or more hours 10. working (for pay) off campus? zero 1 3 hours 4 6 hours 7 9 hours 10 or more hours 11. working for pay (on or off campus combined)? zero 1 5 hours 6 10 hours hours 15 or more hours 12. studying/doing homework or team projects outside of class? zero 1 5 hours 6 10 hours hours hours hours 26 hours or more 35

36 13. volunteering/participating in a community service? zero 1 5 hours 6 10 hours hours hours 21 or more hours During this academic year, please estimate the number of times you have: 14. participated in spiritual/religious activities on/off campus (e.g. worship, meditation, prayer)? zero times 1 5 times 6 10 times times times 20 or more times 15. served on a university committee with faculty/staff (e.g., search committee, awards committee, college/department advisory board)? zero times 1 2 times 3 4 times 5 6 times 7 or more times 16. participated in community events or organizations (e.g. attended a local council meeting, served on a community committee)? zero times 1 2 times 3 4 times 5 6 times 7 or more times 17. How satisfied are you with the overall quality of your formal academic experiences? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied 36

37 18. What is your academic goal? Baccalaureate degree in Nursing Masters Degree in Nursing other don t know 19. How many faculty or staff members do you know well enough for a recommendation? none or more don t know 20. How satisfied were you with your nursing advisor? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied not applicable 21. How often have you used campus resources (i.e. student achievement center)? never once more than once not applicable don t know 22. If once or more, how satisfied were you? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied not applicable 37

38 23. If used campus library services once or more, how satisfied were you? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied not applicable 24. How often have you used nursing teaching tutors support services? never once more than once not applicable don t know 25. If once or more, how satisfied were you? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied not applicable 26. How satisfied were you with your clinical experience? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied not applicable Additional Comments: 27. How satisfied were you with the technology used as a student? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied not applicable 38

39 28. How often have you used student financial aid services? never once more than once not applicable don t know 29. If once or more, how satisfied were you? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied not applicable 30. How satisfied are you with the overall quality of the program s effort to encourage academic integrity? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied 31. How prepared are you for beginning your professional nursing career? not prepared somewhat prepared well prepared 32. Overall, how satisfied are you with your CSM nursing experience? 1 very dissatisfied 2 somewhat dissatisfied 3 neutral 4 somewhat satisfied 5 very satisfied 33. Would you recommend the CSM nursing program to friends and family? yes no neutral Comments: 39

40 Attachment B The data spreadsheet includes the information below. By collecting this information, we were successful in raising our admission standards. We are hopeful that this information will lead us in meeting program outcomes and NCLEX-RN success rates by finding areas that are in need of revisions. - Graduation year - ACT: Reading - ACT: Math - ACT: Science - ACT: English - ACT: Composite - TEAS: Reading - TEAS: Math - TEAS: Science - TEAS: English - TEAS: Composite o TEAS is an entrance test by ATI similar to ACT. This is given if the ATI results are more than two years old. - ATI Critical Thinking Entrance - ATI Critical Thinking Exit - ATI Fundamentals of Nursing - NUR 100 Grade - NUR 170 Grade - Learning Circle Participation - ATI Care of Child - ATI Maternal-Newborn - NUR 201 Grade - NUR 271 Grade - Learning Circle Participation - ATI Mental Health - NUR 202 Grade - NUR 272 Grade - Learning Circle Participation - ATI Nursing Leadership - NUR 213 Grade - ATI Pharmacology - NUR 224 Grade - ATI Adult Medical-Surgical - NUR 253 Grade - NUR 273 Grade - Learning Circle Participation 40 - ATI RN Predictor o At the end of the program, we give the students an ATI assessment that predicts the probability of them passing NCLEX without further preparation. - Spring versus Summer graduation - VATI Green Light Information o This is a virtual review process by ATI. Once the student achieves certain benchmarks in the review process, ATI will give them a green light to take NCLEX. It is not required that they receive a green light prior to taking NCLEX, just recommended. To date, no one who has received a green light has failed the NCLEX on the first attempt. - NCLEX-RN Pass/Fail on first attempt - Any courses repeated?

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