Nursing - AS Enhanced Comprehensive Academic Program Review

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1 Nursing - AS Enhanced Comprehensive Academic Program Review Associate in Science Degree: Nursing Academic Effectiveness and Assessment St. Petersburg College May 2017

2 Department of Institutional Research and Effectiveness St. Petersburg College P.O. Box St. Petersburg, FL (727) FAX (727) Enhanced Comprehensive Academic Program Review Produced by Nursing AS Program Susan Baker, Ph.D. Dean, College of Nursing Department of Academic Effectiveness and Assessment Amy Eggers, Ph.D. Research Analyst, Academic Effectiveness and Assessment Joseph Boyd, M.A. Assessment Coordinator, Academic Effectiveness and Assessment Magaly Tymms, M.A. Director, Academic Effectiveness and Assessment The Board of Trustees of St. Petersburg College affirms its equal opportunity policy in accordance with the provisions of the Florida Educational Equity Act and all other relevant state and federal laws, rules and regulations. The college will not discriminate on the basis of race, color, ethnicity, religion, sex, age, national origin, marital status, sexual orientation, gender identity, genetic information, or against any qualified individual with disabilities in its employment practices or in the admission and treatment of students. Recognizing that sexual harassment constitutes discrimination on the basis of sex and violates this Rule, the college will not tolerate such conduct. Data and information contained herein cannot be used without the express written authorization of St. Petersburg College. All inquiries about the use of this information should be directed to the Executive Director of Institutional Research and Effectiveness at St. Petersburg College. Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness ii Copyright St. Petersburg College, May All rights reserved.

3 Table of Contents Executive Summary... 1 SPC Mission Statement... 5 Introduction... 5 Institutional Effectiveness... 5 Educational Assessment... 6 Program Review Process... 7 Program Description... 9 Degree Offered... 9 Accreditation... 9 Program Learning Outcomes... 9 Measure Descriptions...11 Program Performance...16 Actual Course Enrollment...17 Unduplicated Headcount...18 SSH Enrollment...19 Percent Full...20 Course Success...21 Grade Distribution...22 Industry Certification Attainment...23 Internship Enrollment...24 Program Plans Taken by Plan...25 Program Graduates...26 Faculty/Adjunct Ratio...27 Occupation Profile...29 Occupation Description...30 State and County Trends and Wage Information...30 Major Employers...32 Total Placement...33 State Graduates Outcomes...34 Academics...37 Educational Outcomes...38 Stakeholder Perceptions...41 Student Survey of Instruction (SSI)...42 Recent Alumni Survey...43 Employer Survey...46 Labor Insight/Jobs...48 Program Action Plan...56 Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness iii Copyright St. Petersburg College, May All rights reserved.

4 References...58 Contact Information...58 Appendix A: Program Outline...60 Appendix B: Program Assessment Report...64 Appendix C: 2016 Advisory Committee Minutes and Recommendations...85 Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness iv Copyright St. Petersburg College, May All rights reserved.

5 Executive Summary Introduction The program review process at St. Petersburg College (SPC) is a collaborative effort designed to continuously measure and improve the quality of educational services provided to the community. Program Description Getting a nursing degree from SPC means students have made a solid career choice. With 2.6 million jobs, registered nurses constitute the largest health care occupation in the United States. With many nurses retiring and an aging population, Florida could face a critical nursing shortage in the coming years. Other features of the program include preparation for the national exam to become a Registered Nurse, a transitional program for paramedics, day and evening schedules, and transfer to SPC s B.S. degree in Nursing. Degree Offered An Associate in Science Degree in Nursing is offered at SPC. Program Performance Actual Course Enrollment decreased in 2015 (2,390) from the previous year (2,560). Unduplicated Headcount decreased in 2015 (724) from the previous year (787). SSH Enrollment decreased in 2015 (12,490) from the previous year (13,197). Comparisons between the Fall semesters indicated that the Percent Full Metric increased in Fall 2016 (94.9%) from Fall 2015 (93.9%). The course success rate decreased in 2015 (92.2%) from the previous year (94.2%). Grade Distribution indicated that almost all of the students (92%) received an A, B or C during An Industry Certification Attainment for the Nursing AS program revealed that the majority of students passed the National Licensure Exam between and (80.8%, 85.2%, 84.2%, and 86.6%, respectively). Internship Enrollment increased in Fall 2016 for NUR 1211C (68), NUR 2731C (171), and NUR 2811C (167) from the previous Fall (65, 148, and 127, respectively). Internship Enrollment decreased in Fall 2016 for NUR 1001C (21), NUR 1021C (125), NUR 2462C (158), and NUR 2511 (154) from the previous Fall (32, 127, 173, and 171, respectively). Program Plans Taken by Plan revealed that more than one-third of students who were enrolled in the program during fall 2014, and had not graduated, remained in the program by fall By fall 2016, less than five percent of the original (fall 2014) NURSE-AS students remained in the program. This measure does not display the number of students who graduated during any given term. The number of program graduates in the NURSE - AS program decreased in 2015 (257) from the previous year (327). Fulltime Faculty taught 76.5% of the ECHs in as compared to 74.2% in Adjunct Faculty taught 0.0% of the ECHs in and Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 1

6 The highest semester for Adjunct ECHs was Fall and Spring in which adjunct faculty taught 0.1% of the program s course load. The three-semester average for adjuncts (0.0%) is consistent with the College s general 55/45 Fulltime/Adjunct Faculty Ratio guideline. Occupation Profile One occupation description, Registered Nurses, was located in the Florida Department of Economic Opportunity (DEO) website for the Nursing AS program. The 2016 median hourly earnings for Registered Nurses was $30.45 in Florida and $30.87 in Pinellas County. Employment trend information for Registered Nurses showed an average annual increase (16.2% %) for the period between 2016 and 2024 across the state. The major employers of the Nursing AS graduates are HCA Largo Medical Center, Aventura Hospital and Medical Institute, BayCare Health Systems, Morton Plant Mease Hospital, SurgCenter Pinellas, HCA Northside Hospital, St. Anthony s Hospital, St. Joseph s Hospital, Tampa General Hospital, Bayfront St Petersburg Health, St. Petersburg General Hospital, Menorah Manor, Bon Secours Health System, Florida Department of Health, and Orlando Regional Health System. Total Placement in the Nursing AS program increased in (97%) from the previous year (95%). State Graduates data indicated that four thousand, six-hundred and fifty-two students completed one of the twenty-eight state Nursing AS programs in , of those 4,150 had some matching data and were employed. Ninety-six percent (96%) of those state graduates were employed at least a full quarter. Academics The Academic Program Assessment Report indicated that the desired results were met for all five Program Learning Outcomes (PLOs) assessed in the Nursing AS Program. The Academic Program Assessment Follow-Up Report was completed in July All of the action items were successfully completed, and the results published in the follow-up report. The next assessment report is scheduled to be completed during the academic year. Stakeholder Perceptions All the individual average content area scores for the Student Survey of Instruction (SSI) were above the traditional threshold (an average of 5.0) used by the College for evaluating seven-point satisfaction scales. These results suggest general overall satisfaction with the courses within the Nursing AS program; specifically, as they relate to faculty engagement, preparation and organization, and course instruction. Three-hundred and twenty-four Recent Alumni surveys were provided to the graduates of the Nursing AS program. Sixteen percent of the graduates responded to the survey (52 of the 324). Not all respondents answer every survey question; therefore, the percentages listed below represent the Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 2

7 responses to each survey question in relation to the total number of responses received for each question. Notable results include: o 42.3% of recent graduate survey respondents indicated their main goal in completing a degree or certificate at SPC was to Change career fields ; 19.2% selected Obtain employment ; 17.3% selected Continue my education ; 13.5% said Earn more money ; 3.8% Other ; another 1.9% selected Get a promotion ; while the remaining 1.9% selected Meet certification/training needs. o 34.6% of recent graduate survey respondents indicated that SPC did Exceptionally well in helping them meet their goal; another 42.3% selected Very well ; while the remaining 23.1% said Adequately. o 96.0% of recent graduate survey respondents would recommend SPC s Nursing program to another. Fifteen employer surveys were sent based on permissions provided by recent graduates in the recent alumni survey. Twenty-seven percent of the employers surveyed responded to the survey. Notable results include: o 100% of employers responding to the survey indicated they would hire another graduate from SPC. o 66.7% of employers responding to the survey had graduate employees who earned between $20.00 and $24.99 per hour ($42,000 and $51,999 annually); while 33.3% had employees who earned $25.00 or more per hour ($52,000 or more annually). Labor Insight/Jobs reports indicated the majority of workforce openings during the past six months, for Nurses were in Tampa, FL. The top skills listed in the openings were Patient care and case management; and the top industry sector was `Health Care and Social Assistance. Dean s Perspective: Issues, Trends, and Recent Successes The associate degree nursing (ADN) program provides Pinellas county and the surrounding communities with competent practitioners in nursing. Though enrollment declined 2% during the academic year, nearly 300 students graduate from the program each year. Also, success rates in the ADN program continue to be high with rates of 90.4% fall 2016 and 93.3% spring Ninety-eight percent of the recent graduates of the ADN are employed full-time with 50% reporting earnings of $20-$25 per hour and 46% reporting earnings more than $25 per hour. One hundred percent of the employers surveyed indicated that they would hire another ADN graduate from St. Petersburg College of Nursing. Significant numbers of associate degree nurses are continuing to seek the baccalaureate degree in nursing. Nursing program administrators and faculty consistently work to propel our graduates to that end. Students are directed by the dean, academic chairs, and faculty to begin preparation for entry into the RN to BSN program at St. Petersburg College while they are enrolled in the ADN program. Also, significant efforts to transition Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 3

8 re-enrolling students have been implemented by the ADN academic chair. These efforts include a face-to-face meeting and referrals to financial resources, tutoring, summer pilots to better prepare students for fall, and personal health and wellness resources. The returning student also establishes an action plan for success with the student support coordinator. These initiatives will maintain the volume and quality of ADN graduates at St. Petersburg College. Recommendations/Action Plan Program Recommendations and action plans are compiled by the Dean and Program Administrators, and are located at the end of the document. Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 4

9 SPC Mission Statement The mission of St. Petersburg College is to promote student success and enrich our communities through education, career development and selfdiscovery. St. Petersburg College fulfills its mission led by an outstanding, diverse faculty and staff and enhanced by advanced technologies, distance learning, international education opportunities, innovative teaching techniques, comprehensive library and other information resources, continuous institutional self-evaluation, a climate for student success, and an enduring commitment to excellence. Introduction In a holistic approach, the effectiveness of any educational institution is the aggregate value of the education it provides to the community it serves. For over eighty-five years, St. Petersburg College (SPC) has provided a wide range of educational opportunities and services to a demographically diverse student body producing tens of thousands of alumni who have been on the forefront of building this county, state, and beyond. This is due, in large part, to the College s institutional effectiveness. Institutional Effectiveness Institutional Effectiveness is the integrated, systematic, explicit, and documented process of measuring performance against the SPC mission for the purposes of continuous improvement of academic programs, administrative services, and educational support services offered by the College. Operationally, the institutional effectiveness process ensures that the stated purposes of the College are accomplished. In other words did the institution successfully execute its mission, goals, and objectives? At SPC, the Department of Academic Effectiveness works with all departments and units to establish measurable statements of intent that are used to analyze effectiveness and to guide continuous quality improvement efforts. Each of St. Petersburg College's units is required to participate in the institutional effectiveness process. The bottom-line from SPC s institutional effectiveness process is improvement. Once SPC has identified what it is going to do then it acts through the process of teaching, researching, and managing to accomplish Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 5

10 its desired outcomes. The level of success of SPC s actions is then evaluated. A straightforward assessment process requires a realistic consideration of the intended outcomes that the institution has set and a frank evaluation of the evidence that the institution is achieving that intent. There is no single right or best way to measure success, improvement, or quality. Nevertheless, objectives must be established, data related to those objectives must be collected and analyzed, and the results of those findings must be used to improve the institution in the future. The educational assessment is a critical component of St. Petersburg College s institutional effectiveness process. Educational Assessment Educational programs use a variety of assessment methods to improve their effectiveness. Assessment and evaluation measures are used at various levels throughout the institution to provide provosts, deans, program managers, and faculty vital information on how successful our efforts have been. While the focus of a particular educational assessment area may change, the assessment strategies remain consistent and integrated to the fullest extent possible. The focus of Associate in Arts degrees is students continuing on to four-year degree programs. The Associate in Science programs are targeted towards students seeking employable skills, which does not require but may include continuing on to a four-year program. The General Education based assessments focus on the general learning outcomes from all degree programs, while Program Review looks at the viability of the specific programs. The individual reports unique by their individual nature are nevertheless written to address how the assessments and their associated action plans have improved learning in their program. The College has developed an Educational Assessment Website to serve as repository for all SPC s educational outcomes reports and to systematically manage our assessment efforts. Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 6

11 Program Review Process The program review process at St. Petersburg College is a collaborative effort to continuously measure and improve the quality of educational services provided to the community. The procedures described below go far beyond the periodic review of existing programs required by the Florida College System, and exceed the necessary guidelines within the Southern Association of Community Colleges and Schools Commission on Colleges (SACSCOC) review procedures. State guidelines require institutions to conduct program reviews every seven years as mandated in chapter (13) of the Florida Statutes, the State Board of Education (formerly the Florida Board of Education) must provide for the review of all academic programs. (13) CYCLIC REVIEW OF POSTSECONDARY ACADEMIC PROGRAMS.--The State Board of Education shall provide for the cyclic review of all academic programs in Florida College System institutions at least every 7 years. Program reviews shall document how individual academic programs are achieving stated student learning and program objectives within the context of the institution's mission. The results of the program reviews shall inform strategic planning, program development, and budgeting decisions at the institutional level. In addition, Rule 6A (5) states that each community college shall: (5) Develop a comprehensive, long-range program plan, including program and service priorities. Statements of expected outcomes shall be published, and facilities shall be used efficiently to achieve such outcomes. Periodic evaluations of programs and services shall use placement and follow-up data, shall determine whether expected outcomes are achieved, and shall be the basis for necessary improvements. The recommended program review timeline at SPC is four years and is aligned with the long-standing three-year academic program assessment cycle, producing a coherent and integrated review process. Figure 1 Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 7

12 represents the relationship between program assessment, program review, and the viability report processes that comprise the academic program assessment cycle. Figure 1: Academic Program Assessment Cycle Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 8

13 Program Description Getting a nursing degree from SPC means students have made a solid career choice. With 2.6 million jobs, registered nurses constitute the largest health care occupation in the United States. With many nurses retiring and an aging population, Florida could face a critical nursing shortage in the coming years. Other features of the program include preparation for the national exam to become a Registered Nurse, a transitional program for paramedics, day and evening schedules, and transfer to SPC s B.S. degree in Nursing. Degree Offered An Associate in Science Degree in Nursing is offered at SPC. For a complete listing of all courses within the Nursing Program, please see Appendix A. Accreditation The Nursing AS Program at St. Petersburg College is accredited by the Accreditation Commission for Education in Nursing. The program was last accredited in 2012, and the next accreditation is scheduled for Program Learning Outcomes 1. Implement critical thinking by: a. successfully completing the clinical prep/plan of care; b. achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking Test. 2. Apply knowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by: a. successfully mastering the Nursing IV (NUR 2731C) summative Interpersonal Analysis (IPA) and a reliable, standardized, valid, commercially prepared therapeutic communication skills test. 3. Apply knowledge of therapeutic nursing interventions by providing a physically and psychologically safe and comfortable environment for clients by: a. achieving a satisfactory on the Nursing IV (NUR 2731C) clinical evaluation; b. achieving mastery on a reliable, standardized, valid, commercially prepared end of program examination; c. developing knowledge of alternative delivery of care settings, other than acute care settings (NUR 2731C); d. Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 9

14 achieving a satisfactory evaluation when practicing in a non-acute care setting (NUR 2731C). 4. The student will apply the role and knowledge of the Associate Degree Nurse as a manager of care and member of discipline by: a. performing a satisfactory clinical evaluation during the nursing management course (NUR 2811C); b. satisfactory attainment of the Major Learning Outcomes (MLOs) for Nursing IV (NUR 2731C); c. performing expected end of program clinical evaluation (NUR 2731C). 5. The student will formulate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by: a. developing the potential to pass the NCLEX-RN on an end of program reliable, standardized, valid, commercially prepared examination; b. performing a satisfactory end of program clinical summative evaluation (NUR 2811C). Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 10

15 Measure Descriptions The CAPR reports include twenty-three measures designed to provide an overview of all the various elements pertaining to the program. The source of the information for nine of the first ten measures is the Program Review CAPR Dashboard in the SPC Pulse/Business Intelligence system. Sources for the remaining measures can be found within their measure description. Measures obtained from SPC Pulse/Business Intelligence were extracted in fall Each measure is described in detail below. Measure #1: Actual Course Enrollment (Enrollment Count) Actual Course Enrollment is the sum of actual student enrollment for the courses within the specified Academic Organization during the selected academic years. This number is a duplicated headcount of students enrolled in the program's courses, and does not reflect the actual number of students enrolled in the program or its associated certificates (if applicable). The filters for the Actual Course Enrollment measure are as follows: Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Academic Plan - Multi: Undergraduate College - Group - Acad Org - Subject: Academic Organization All other filters: All Measure #2: Unduplicated Headcount Unduplicated Headcount is the total number of unduplicated students enrolled in courses within the specified Academic Organization during the selected academic years. The filters for the Unduplicated Headcount measure are as follows: Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Academic Plan - Multi: Undergraduate College - Group - Acad Org - Subject: Academic Organization All other filters: All Measure #3: SSH Enrollment Student Semester Hours (SSH) Enrollment is defined as the total number of student semester hours in the specified Academic Organization during the selected academic years. The filters for the SSH Enrollment measure are as follows: Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Academic Plan - Multi: Undergraduate College - Group - Acad Org - Subject: Academic Organization All other filters: All Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 11

16 Measure #4: Percent Full The Percent Full metric is the actual enrollment count of the specified Academic Organization divided by the Standard Course Load (SCL) for the selected academic terms. The filters for the Percent Full metric are as follows: Academic Year - Term Desc - Multi: Fall, Spring, Summer; Fall College - Group - Acad Org - Subject: Academic Organization Class Status: Active, Full, Stop Further Enrollment All other filters: All Measure #5: Course Success (Performance) The Performance measure is defined as the number of students successfully completing a course with a grade of A, B, or C (success rate), divided by the total number of students enrolled in courses within the Academic Organization during the selected academic years. The filters for the Performance measure are as follows: Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Academic Plan - Multi: Undergraduate College - Group - Acad Org - Subject: Academic Organization All other filters: All Measure #6: Grade Distribution The Grade Distribution measure reports the number of students receiving an A, B, C, D, F, N, W, or WF in courses within the academic program plan during the selected academic years. The filters for the Grade Distribution measure are as follows: Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Academic Plan - Multi: Program Plan All other filters: All Measure #7: Industry Certification Attainment The Industry Certification Attainment measure reports the number of students in the program plan that have attained an industry certification or have passed a licensing exam. Source: SPC Factbook, Table 9; Workforce database of student certifications. Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 12

17 Measure #8: Internship Enrollment (Course Groups) The Internship Enrollment measure reports the number of students enrolled in clinical, practicum, or internship courses within the program plan during the selected academic years. The filters for the Internship Enrollment measure are as follows: Academic Year - Term Desc - Multi: Fall, Spring, Summer; Fall Academic Plan - Multi: Program Plan All other filters: All Measure #9: Program Plans Taken by Plan The Program Plans Taken by Plan measure reports the number of students in the specified program plan in a selected cohort (by Term) that have continued in the plan, and the number of students that have since transferred to other plans, for the selected academic terms or years. The filters for the Program Plans Taken by Plan measure are as follows: Student Cohort Student Term History Academic Year-Term Desc: Fall Enroll History Acad Term Desc (must be same as above): Fall Student Term History Academic Plan: Applicable Program plan Comparison Filters Academic Year - Term Desc - Multi: Fall, Spring, Summer; Fall, Spring, Summer; Fall All other filters: All Measure #10: Graduates The Graduates measure depicts the total number of graduates within specified program plan(s) associated with the Academic Organization, for the selected academic years. The filters for the Graduates measure are as follows: Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Graduation Degree Plan Subplan - Multi: All Applicable Program Plans All other filters: All Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 13

18 Measure #11: Faculty/Adjunct Ratio The Faculty/Adjunct Ratio measure reports the number and percentage of program equated credit hours (ECHs) taught by the individual faculty classifications. Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT). Measure #12: Revenue and Expenses (will be available by December 2017) Measure #13: Capital Expenditures (will be available by December 2017) Measure #14: State and County Trends and Wage Information Employment trend information is reported by state and county. Jobs (2016) refers to the average annual job openings due to growth and net replacement; % Change ( ) depicts the percent change in the number of annual job openings during the eight-year period; and Median Earnings refers to the average earnings for the specified job title. Source: Florida Department of Economic Opportunity (DEO) Measure #15: Major Employers Major employers consist of the primary local employers of SPC graduates. These names are obtained from the Recent Alumni Survey Report and Program Administrators. Measure #16: Total Placement Total Placement is the percentage of students who have enlisted in the military, are continuing their education, or are employed in their field within the first year of graduation. Source: FETPIP Florida College System Vocational Reports Measure #17: State Graduates Outcomes State graduates outcomes provide reference data for the employment trend data. Specifically, data on former students and program participants who have graduated, exited or completed a public or training program within the State of Florida are documented. Source: FETPIP Florida College System Vocational Reports Measure #18: Educational Outcomes End-of-program assessment data that are reported in the program s most recent Academic Program Assessment Report (APAR) are summarized and reported with Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 14

19 the program s learning outcomes, means of assessment, and information about the program s next assessment report. Measure #19: Three-Year Course Review (will be available by December 2017) Measure #20: Student Survey of Instruction The Student Survey of Instruction (SSI) is electronically distributed to all students enrolled in traditional classroom sections, lab courses and self-paced or directed individual study, and online courses at the College. The purpose of the SSI is to acquire information on student perception of the quality of courses, faculty, and instruction, and to provide feedback information for improvement. Measure #21: Recent Alumni Survey Recent alumni surveys are administered to measure alumni satisfaction with SPC s education programs. The Recent Alumni Survey collects information related to career preparation, preparation for continuing education, and the current employment information and educational status of former students. Recent Alumni are surveyed six months after they graduate from SPC. Measure #22: Employer Survey Employer surveys are used to measure employer satisfaction with SPC graduates. Employers evaluate graduates from Bachelor of Science/Bachelor of Applied Science (BS/BAS), Associate in Science/Associate in Applied Science (AA/AS), and certificate programs. Surveys are sent to employers of recent graduates annually each spring semester. Measure #23: Labor Insight/Jobs Labor Insight/Jobs provides a variety of reports which are based on current workforce openings. Reports are available by occupations, top titles, education and experience, top skills, top industry sectors, top employers, salary distributions, and job counts. Filters allow the user to select a timeframe, geographic location, and job title. A license is required to access Burning Glass at Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 15

20 Program Performance Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 16

21 CAPR > Enrollment Page 1 of 1 4/21/2017 SharePoint Newsfeed OneDrive Sites Magaly Tymms One College Support Academic Departments College Administration Committees & Groups Executive Leadership SPC Locations SPC-Business Intelligence Strategic Initiatives Student Services Tra CAPR > Enrollment Enrollment Performance Percent Full Graduates Grade Distribution Course Groups Program Plans Taken by Plan Enrollment Count Graph Student System Cube Refresh Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Class Academic Career: Last Refresh: 4/21/2017 5:26:29 AM CAPR Process Document CAPR Process Document Academic Year - Term Desc - Multi 2012, 2013, 2014, 2015 Campus Description All Academic Plan - Multi All Enrollment Count College - Group - Acad Org - Subject NURSE-LD Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Class Academic Career: Term Academic Year - Term Desc Enrollment Count , , , ,390 Course Instructional Method Student Type (FTIC) All Class Academic Group All All Age Group All Ethnic Group All Gender All Custom Cohort All Student Group All Course Group All 17

22 Academic Program Viability Report > Enrollment Program Viabilit... 1 of 1 9/9/2016 1:14 PM SharePoint Newsfeed OneDrive Sites Susan Baker One College Support Academic Departments College Administration Committees & Groups Executive Leadership SPC Locations SPC-Business Intelligence Strategic Initiatives Student Services Training Academic Program Viability Report > Enrollment Search this site Enrollment Performance Percent Full Graduates Course Groups Unduplicated Student Count Graph Student System Cube Refresh Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Student Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Class Academic Car Last Refresh: 9/9/ :31:34 AM Academic Year - Term Desc - Multi 2012, 2013, 2014, 2015 Campus Description All Career - Program - Plan - Subplan - Multi Undergraduate College - Group - Acad Org - Subject NURSE-LD Unduplicated Student Count Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Student Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Class Academic Car Term Academic Year - Term Desc Unduplicated Student Count Course Instructional Method Student Type (FTIC) All Age Group All Ethnic Group All All Gender All Custom Cohort All Student Group All Course Group All 18

23 Academic Program Viability Report > Enrollment Program Viabilit... 1 of 1 9/9/2016 1:18 PM SharePoint Newsfeed OneDrive Sites Susan Baker One College Support Academic Departments College Administration Committees & Groups Executive Leadership SPC Locations SPC-Business Intelligence Strategic Initiatives Student Services Training Academic Program Viability Report > Enrollment Search this site Enrollment Performance Percent Full Graduates Course Groups SSH Enrollment Graph Student System Cube Refresh Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Student Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Class Academic Car Last Refresh: 9/9/ :31:34 AM Academic Year - Term Desc - Multi 2012, 2013, 2014, 2015 Campus Description All Career - Program - Plan - Subplan - Multi Undergraduate College - Group - Acad Org - Subject NURSE-LD SSH Enrollment Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Student Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Class Academic Car Term Academic Year - Term Desc Units Taken , , , ,490 Course Instructional Method Student Type (FTIC) All Age Group All Ethnic Group All All Gender All Custom Cohort All Student Group All Course Group All 19

24 Academic Program Viability Report > Percent Full Program Viabilit... 1 of 1 10/4/2016 3:12 PM SharePoint Newsfeed OneDrive Sites Joe Boyd One College Support Academic Departments College Administration Committees & Groups Executive Leadership SPC Locations SPC-Business Intelligence Strat Enrollment Performance Percent Full Graduates Course Groups Percent Full Metric Graph Class Status: Active, Full, Stop Further Enrollment, Class Academic Group: LD, UD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD Percent Full Metric by Instructional Method Class Status: Active, Full, Stop Further Enrollment, Class Academic Group: LD, UD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Filter empty rows and columns All Term Academic Year - Term Desc Measures Blended Face-to-Face Independent Study Fall Term (0505) Enrollment Count 1, Fall Term (0505) Standard Course Load 1, Fall Term (0505) Percent Full 93.9% 91.3% 92.8% 105.8% Spring Term (0510) Enrollment Count 1, Spring Term (0510) Standard Course Load 1, Spring Term (0510) Percent Full 96.4% 105.9% 94.8% 91.0% Summer Term (0515) Enrollment Count Summer Term (0515) Standard Course Load Summer Term (0515) Percent Full 93.1% 103.6% 88.5% Fall Term (0520) Enrollment Count 1, Fall Term (0520) Standard Course Load 1, Fall Term (0520) Percent Full 94.9% 91.4% 90.4% 126.5% 20

25 Academic Program Viability Report > Performance Program Viabilit... 1 of 1 9/9/2016 1:20 PM SharePoint Newsfeed OneDrive Sites Susan Baker One College Support Academic Departments College Administration Committees & Groups Executive Leadership SPC Locations SPC-Business Intelligence Strategic Initiatives Student Services Training Academic Program Viability Report > Performance Search this site Enrollment Performance Percent Full Graduates Course Groups Success Rate Graph Student Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Grade Success Rate Grading Basis: Y, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Student System Cube Refresh Last Refresh: 9/9/ :31:34 AM Academic Year - Term Desc - Multi 2012, 2013, 2014, 2015 Campus Description All Career - Program - Plan - Subplan - Multi Undergraduate Performance Student Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Grade Success Rate Grading Basis: Y, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Term Academic Year - Term Desc Enrollment Count Success Rate Withdrawal Rate F Rate WF Rate , % 1.2% 0.7% 0.1% , % 1.6% 0.9% 0.1% , % 1.9% 0.9% 0.4% , % 2.2% 1.0% 0.1% College - Group - Acad Org - Subject Course Instructional Method All Student Type (FTIC) All Age Group All NURSE-LD Ethnic Group All Gender All Student Group All Course Group All 21

26 CAPR > Grade Distribution Page 1 of 1 4/21/2017 SharePoint Newsfeed OneDrive Sites Magaly Tymms One College Support Academic Departments College Administration Committees & Groups Executive Leadership SPC Locations SPC-Business Intelligence Strategic Initiatives Student Services Tra CAPR > Grade Distribution Enrollment Performance Percent Full Graduates Grade Distribution Course Groups Program Plans Taken by Plan Student Grade Distribution Graph Student Term Career - Program - Plan - Subplan: UGRD, Academic Plan: NURSE-AS, Grade Success Rate Grading Basis: Y, Grade Success Rate Grade Input: Y, Class Academic Career: UGRD Student System Cube Refresh Last Refresh: 4/21/2017 5:26:29 AM CAPR Process Document CAPR Process Document Academic Year - Term Desc - Multi 2012, 2013, 2014, 2015 Campus Description All Academic Plan - Multi NURSE-AS Student Grade Distribution Student Term Career - Program - Plan - Subplan: UGRD, Academic Plan: NURSE-AS, Grade Success Rate Grading Basis: Y, Grade Success Rate Grade Input: Y, Class Academic Career: UGRD Course Instructional Method All Enrollment Count All Student Type (FTIC) All Term Academic Year - Term Desc A B C D F W WF ,084 1,352 1, , , Class Academic Group All ,651 1, , Age Group All Ethnic Group All Gender All Student Group All Course Group All 22

27 Industry Certification Attainment In the Nursing program the National Council Licensure Examination (NCLEX ) is used to evaluate the students. Nursing students are eligible to take the examination when they have graduated. The exam is required for licensure throughout the United States. Nursing National Licensure Exam Passing Rates National Exam** 80.8% 85.2% 84.2% 86.6% **Pass rate reflects the first attempt; actual results are substantially higher. Source: Factbook, Table 9 Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 23

28 View: Date: Dashboard: Parameter: Course Groups 10/3/2016 Course Groups Fall Term (0505),Spring Term (0510),Summer Term (0515),Fall Term (0520),All,Undergraduate,NURSE LD,All,All,All,All,All,All,All Class Course Group - Subject Catalog Nbr Fall Term (0505) Unduplicated Student Count Number of Classes Spring Term (0510) Unduplicated Student Count Number of Classes Summer Term (0515) Unduplicated Student Count Number of Classes Fall Term (0520) Unduplicated Student Count Number of Classes NUR1001C NUR1021C NUR1211C NUR2462C NUR2511C NUR2731C NUR2811C

29 CAPR > Program Plans Taken by Plan Page 1 of 2 4/21/2017 SharePoint Newsfeed OneDrive Sites Magaly Tymms One College Support Academic Departments College Administration Committees & Groups Executive Leadership SPC Locations SPC-Business Intelligence Strategic Initiatives Student Services Tra CAPR > Program Plans Taken by Plan Enrollment Performance Percent Full Graduates Grade Distribution Course Groups Program Plans Taken by Plan Program Plans Taken by Plan Student Enrollment History Class Academic Career: UGRD, Class Academic Career: UGRD, Student Enrollment History Academic Year - Term Desc: Fall Term (0490), Student Term History Academic Plan: NURSE-AS, Student Term History Academic Year - Term Desc: Fall Term (0490) Spring Term (0495) Summer Term (0500) Fall Term (0505) Spring Term (0510) Summer Term (0515) Fall Term (0520) Spring Term (0525) Academic Plan Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count All NURSE-AS GEN-AA NURSING-TR HSA-AS ENRCH-NO BACCAPP-NO ADS-CT BUS-AS BUS-TR 1 EMS-AS 1 ENVSC-AS HMGT-AS 1 HSA-BAS 1 1 INTRP-AS 1 1 MGTORG-BAS NURS-BS Student System Cube Refresh CAPR Process Document Last Refresh: 4/21/2017 5:26:29 AM CAPR Process Document Cohort Selection Filters Cohort Selection Filters Comparison Filters Student Term History Academic Year-Term Desc Fall Term (0490) Student Enroll History Instructional Modality All Academic Year - Term Desc - Multi Fall Term (0490), Spring Term Enroll History Acad Term Desc (must be same as above) Fall Term (0490) Student Term History Part Full Time All Student Term History Academic Plan NURSE-AS Student Term History Age Group All Student Term History FTIC All Ethnic Group All Student Term History Enrollment Type All Gender All Student Term History Total Cumulative Units All Custom Cohort All 25

30 Academic Program Viability Report > Graduates Program Viabilit... 1 of 1 9/9/2016 1:24 PM SharePoint Newsfeed OneDrive Sites Susan Baker One College Support Academic Departments College Administration Committees & Groups Executive Leadership SPC Locations SPC-Business Intelligence Strategic Initiatives Student Services Training Academic Program Viability Report > Graduates Search this site Enrollment Performance Percent Full Graduates Course Groups Overall Graduates Trend No background selections exist, Filter empty series and bottom axis items Student System Cube Refresh Last Refresh: 9/9/ :31:34 AM Academic Year - Term Desc - Multi 2012, 2013, 2014, 2015 Graduation Degree Plan Subplan - Multi NURSE-AS, NURSE-PR, NURSE-TP Age Group All Overall Graduates Count No background selections exist, Filter empty rows and columns Graduation Degree - Plan - Sub Plan Measures NURSE-AS Graduation Data Count Gender All Ethnic Group All Custom Cohort All Student Group All 26

31 Faculty/Adjunct Ratio Equated Credit Hours by Faculty Classification Number of ECHs Fulltime Faculty % of Classes Taught Percent of Load Faculty Number of ECHs % of Classes Taught Number of ECHs Adjunct Faculty % of Classes Taught Fall % % % Spring % % % Summer % % % Total % % % Fall % % % Spring % % % Summer % % % Total % % % Fall % % % Spring % % % Summer % % % Total % % % Fall % % % Spring % % % Summer % % % Total % % % Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT). Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 27

32 Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT). Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 28

33 Occupation Profile Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 29

34 Occupation Description There was no occupation description for Registered Nurses (291141) found in the DEO website. State and County Trends and Wage Information The distribution of 2016 wage information for Registered Nurses is located in the table below. The median hourly earnings for Registered Nurses was $30.45 in Florida and $30.87 in Pinellas County. Employment trend information for occupations related to Nursing are also provided in the tables. An average annual increase in employment for Registered Nurses (16.2% %) is shown for the period between 2016 and 2024, across the state and county. Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 30

35 Employment Data Growth for Registered Nurses Jobs (2016) % Change ( ) Median Earnings Florida 178, % $30.45/hr Pinellas County 10, % $30.87/hr Source: Florida Department of Economic Opportunity (DEO) Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 31

36 Major Employers Graduates of SPC s Nursing AS program are employed in various areas related to their field. The primary local employers of these graduates are HCA Largo Medical Center, Aventura Hospital and Medical Institute, BayCare Health Systems, Morton Plant Mease Hospital, SurgCenter Pinellas, HCA Northside Hospital, St. Anthony s Hospital, St. Joseph s Hospital, Tampa General Hospital, Bayfront St Petersburg Health, St. Petersburg General Hospital, Menorah Manor, Bon Secours Health System, Florida Department of Health, and Orlando Regional Health System, as depicted in the table below. Major Employers Employers of Nursing - AS Graduates HCA Largo Medical Center Aventura Hospital and Medical Institute BayCare Health Systems Morton Plant Mease Hospital SurgCenter Pinellas HCA Northside Hospital St. Anthony s Hospital St. Joseph s Hospital Tampa General Hospital Bayfront St Petersburg Health St. Petersburg General Hospital Menorah Manor Bon Secours Health System Florida Department of Health Orlando Regional Health Systems Source: Recent Alumni Survey reports and program administrator records Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 32

37 Placement Data NURSE AS Pool Count Percent Placed % % % % Source: FETPIP Follow-up Outcomes Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 33

38 State Graduates Outcomes Nursing Program Graduates Outcomes by Florida Community College Florida Community College Pasco- Hernando State College Eastern Florida State College College of Central Florida Chipola College Daytona State College Florida Southwestern State College Florida State College at Jacksonville Florida Keys Community College Gulf Coast State College Indian River State College Broward College Total Completers # Found Employed # Employed for a Full Qtr % Employed For a Full Qtr FETPIP Pool # Training Related (Employed, Education, or Military) Placement Rate % % % % % % % % % % % % % % % % % % % % % % Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 34

39 Florida Community College Florida Gateway College Lake-Sumter State College State College of Florida, Manatee- Sarasota Miami Dade College North Florida Community College Northwest Florida State College Palm Beach State College Pensacola State College Polk State College Santa Fe College Seminole State College of Florida South Florida State College St. Johns River State College Total Completers # Found Employed # Employed for a Full Qtr % Employed For a Full Qtr Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. FETPIP Pool # Training Related (Employed, Education, or Military) Placement Rate % % % % % % % % % % % % % % % % % % % % % % % % % % 35

40 Florida Community College Tallahassee Community College Valencia College Hillsborough Community College St. Petersburg College Total Completers # Found Employed # Employed for a Full Qtr % Employed For a Full Qtr FETPIP Pool # Training Related (Employed, Education, or Military) Placement Rate % % % % % % % % Total 4,652 4,150 3,982 96% 4,245 4,058 96% Source: FETPIP Florida College System Vocational Reports Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 36

41 Academics Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 37

42 Educational Outcomes As part of SPC quality improvement efforts, academic assessments are conducted on each AAS/AS/BS/BAS program every three years to evaluate the quality of the program s educational outcomes. The Nursing AS program was evaluated through an Academic Program Assessment Report (APAR). Each of the Program Learning Outcomes (PLOs) was evaluated during the assessment. Each of the five PLOs is listed below: 1. Implement critical thinking by: a. successfully completing the clinical prep/plan of care; b. achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking Test. 2. Apply knowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by: a. successfully mastering the Nursing IV (NUR 2731C) summative Interpersonal Analysis (IPA) and a reliable, standardized, valid, commercially prepared therapeutic communication skills test. 3. Apply knowledge of therapeutic nursing interventions by providing a physically and psychologically safe and comfortable environment for clients by: a. achieving a satisfactory on the Nursing IV (NUR 2731C) clinical evaluation; b. achieving mastery on a reliable, standardized, valid, commercially prepared end of program examination; c. developing knowledge of alternative delivery of care settings, other than acute care settings (NUR 2731C); d. achieving a satisfactory evaluation when practicing in a non-acute care setting (NUR 2731C). 4. The student will apply the role and knowledge of the Associate Degree Nurse as a manager of care and member of discipline by: a. performing a satisfactory clinical evaluation during the nursing management course (NUR 2811C); b. satisfactory attainment of the Major Learning Outcomes (MLOs) for Nursing IV (NUR 2731C); c. performing expected end of program clinical evaluation (NUR 2731C). 5. The student will formulate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by: a. developing the potential to pass the NCLEX-RN on an end of program reliable, standardized, valid, Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 38

43 commercially prepared examination; b. performing a satisfactory end of program clinical summative evaluation (NUR 2811C). Means of Assessment The purpose of the End of Program assessment is to make summative interpretations for program improvement. The Nursing (AS) program used the results of the Nursing IV Summative Clinical Prep/Plan of Care and the Assessment Technology Incorporated (ATI) Critical Thinking Process Test (PLO 1). For PLO 2, the results of the Interaction Process Analysis (IPA) and the Mental Health Assessment Technology Incorporated (ATI) were utilized. For PLO 3, the results of the Nursing IV summative clinical evaluation, the End of Program (ATI) standardized test, and a faculty evaluation were utilized. For PLO 4, the results of a faculty evaluation and the Major Learning Outcomes for NUR 2731C were utilized. For PLO 5, the results of the Assessment Technology RN Predictor end of program standardized test and clinical evaluation were utilized. The criteria for success stated that students should attain a minimum score of 80% on the Nursing IV course and score at or above the 50 th percentile on the ATI Critical Thinking Test (PLO 1). For PLO 2, the criteria for success stated students are expected to achieve a minimum score of 80% or higher on the Nursing IV summative IPA and score at or above the 50 th percentile on the Mental health ATI test. For PLO 3, the criteria for success stated students must receive a grade of Satisfactory to pass the course, score at or above the 50 th percentile on the ATI RN Predictor End of Program Assessment Test, and perform satisfactorily on the Clinical Performance Guide. For PLO 4, the criteria for success stated students should perform satisfactorily on the NUR 2811C and 2731C Performance Guide, and achieve a cumulative average of 80% on achievement tests. For PLO 5, the criteria for success stated students should achieve a score at or above the 50 th percentile on the ATI RN Predictor End of Program Assessment test and perform satisfactorily on the NUR 2811C Clinical Performance Guide. Data were collected during Fall 2009 through Spring 2015 for PLO 1 and Fall 2009 through Spring 2012 for PLOs 2 5. The students whom were assessed Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 39

44 achieved the minimum score or grade needed on all five PLOs and met the criteria for success. The follow-up report was completed in July All of the action items were successfully completed, and the results published in the follow-up report. The next assessment report is scheduled to be completed during the academic year. For the complete Nursing Program Assessment Report, please see Appendix B. Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 40

45 Stakeholder Perceptions Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 41

46 Student Survey of Instruction (SSI) Source: St. Petersburg College Student Survey of Instruction database Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 42

47 St. Petersburg College A.S. Degree: Nursing (R.N.) Nursing, A.S Alumni Survey Report Survey of Graduates Alumni Survey Information Graduates are sent one survey to complete, even in cases where they may have earned multiple degrees within the same year. In these cases, the reported number of surveys sent and responses received are counted once per degree or certificate awarded to the student. Three hundred and twenty-four Alumni Surveys were provided to the graduates of the Nursing, A.S. program. Responses were received from 52 A.S. graduates. Sixteen percent (52/324) of the graduates surveyed responded to the survey. After receiving permission from the respondents to contact their employers, fifteen employer surveys were sent out. Not all respondents answer every survey question; therefore, the percentages listed below represent the responses to each survey question in relation to the total number of responses received for each question. Notable results include: 97.9% (47/48) of recent graduate survey respondents, who were employed, were employed full-time. 97.9% (46/47) of recent graduate survey respondents had a current position related to their studies. 42.3% (22/52) of recent graduate survey respondents indicated their main goal in completing a degree or certificate at SPC was to Change career fields ; 19.2% (10/52) Obtain employment ; 17.3% (9/52) Continue my education ; 13.5% (7/52) Earn more money ; 3.8% (2/52) Other ; 1.9% (1/52) Get a promotion ; and 1.9% (1/52) Meet certification/training needs. 66.7% (34/51) of recent graduate survey respondents indicated that their SPC degree allowed them to Earn more money ; 62.7% (32/51) Change career fields ; 58.8% (30/51) Obtain employment ; 43.1% (22/51) Continue my education ; 25.5% (13/51) Meet certification/training needs ; 15.7% (8/51) Get a promotion ; and 3.9% (2/51) Other. [Note: The total may exceed 100% as this question allows multiple responses] 34.6% (18/52) of recent graduate survey respondents indicated that SPC did Exceptionally well in helping them meet their goal; 42.3% (22/52) Very well ; and 23.1% (12/52) Adequately. 50.0% (24/48) of recent graduate survey respondents indicated that they earned $20.00-$24.99 per hour ($42,000-$51,999 annually); 45.8% (22/48) earned $25.00 or more per hour ($52,000 or more annually); 2.1% (1/48) earned $15.00-$19.99 Recent Alumni Survey Report Page 1 of 3 May 16,

48 St. Petersburg College per hour ($31,000-$41,999 annually); and 2.1% (1/48) earned $10.00-$14.99 per hour ($21,000-$30,999 annually). 61.2% (30/49) of recent graduate survey respondents indicated they are continuing their education. 96.0% (48/50) of recent graduate survey respondents would recommend SPC s Nursing, A.S. program to another. An evaluation of Nursing, A.S. graduates general education outcomes is displayed in Table 1. Graduates indicated satisfaction with their college preparation in the area of general education outcomes. One outcome received a mean score of 4.5, twenty-two received mean scores between 4.0 and 4.4, and two received mean scores between 3.7 and 3.9. Table 1 College Preparation Ratings for Recent Nursing, A.S. Program Graduates General Education Outcomes (Five point rating scale with five being the highest) Item Ratings N Mean SD Communicating clearly and effectively with others through: Speaking Listening Reading Writing Your use of mathematical and computational skills: Comfortable with mathematical calculations Using computational skills appropriately Accurately interpreting mathematical data Using the following forms of technology: Word Processing Spreadsheets Databases Internet Research Thinking logically and critically to solve problems: Gathering and assessing relevant information Inquiring about and interpreting information Organizing and evaluating information Analyzing and explaining information to others Using information to solve problems Recent Alumni Survey Report Page 2 of 3 May 16,

49 St. Petersburg College General Education Outcomes (Five point rating scale with five being the highest) Item Ratings N Mean SD Working effectively with others in a variety of settings: Participating as a team player (e.g., group projects) Working well with individuals from diverse backgrounds Using ethical courses of action Demonstrating leadership skills Appreciating the importance of lifelong learning: Showing an interest in career development Being open to new ideas and challenges Willingness to take on new responsibilities Pursuing additional educational opportunities Recent Alumni Survey Report Page 3 of 3 May 16,

50 St. Petersburg College Nursing, A.S Employer Survey Report Employer Survey of Graduates Employer Survey Information Although employers are surveyed one time per graduate, some graduates may have earned multiple awards. Therefore, the number of surveys administered and responses received are reported for each degree or certificate the student was awarded. Fifteen employer surveys were sent out to employers based on the permission provided by recent graduates in the recent graduate survey. Twenty-seven percent of the employers surveyed responded to the survey (4/15). Not all respondents answer every survey question; therefore, the percentages listed below represent the responses to each survey question in relation to the total number of responses received for each question. Notable results include: 100% (3/3) of employers responding to the survey indicated they would hire another graduate from SPC. 66.7% (2/3) of employers responding to the survey had graduate employees who earned $20.00-$24.99 per hour ($42,000-$51,999 annually); and 33.3% (1/3) had employees who earned $25.00 or more per hour ($52,000 or more annually). An employer evaluation of Nursing, A.S. graduates general education outcomes is displayed in Table 1. Employers indicated satisfaction with graduates general education outcomes. Nine outcomes received mean scores between 4.0 and 4.3, fifteen received mean scores between 3.5 and 3.8, and one received a mean score of 3.3. Table 1 Employer Competency Ratings for Recent Nursing, A.S. Graduates General Education Outcomes (Five point rating scale with five being the highest) Item Ratings N Mean SD N/A* Communicate clearly and effectively with others through: Speaking Listening Reading Writing Use mathematical and computational skills: Comfortable with mathematical calculations Uses computational skills appropriately Accurately interprets mathematical data Employer Survey Report Page 1 of 2 July 27,

51 St. Petersburg College General Education Outcomes (Five point rating scale with five being the highest) Use the following forms of technology: Item Ratings N Mean SD N/A* Word Processing Spreadsheets Databases Internet Research Think logically and critically to solve problems Gathers and assesses relevant information Inquires and interprets information Organizes and evaluates information Analyzes and explains information to others Uses information to solve problems Work effectively with others in a variety of settings: Participates as team player (e.g., groups projects) Works well with individuals from diverse backgrounds Uses ethical courses of action Demonstrates leadership skills Appreciate the importance of lifelong learning: Shows interest in career development Open to new ideas and challenges Willing to take on new responsibilities Pursues additional educational opportunities *The survey allowed employers to select N/A if a competency was not applicable for an employee. Employer Survey Report Page 2 of 2 July 27,

52 Labor Insight Jobs Page 1 of 9 3/29/2017 NEW Snapshots Create Reports Dashboard Shared & Saved Reports Tampa, FL Saint Petersburg, FL Clearwater, FL Brooksville, FL Brandon, FL Largo, FL New Port Richey, FL Hudson, FL Spring Hill, FL Zephyrhills, FL Pinellas Park, FL Lutz, FL Plant City, FL Riverview, FL Dunedin, FL Palm Harbor, FL Seminole, FL Land O Lakes, FL Safety Harbor, FL Dade City, FL Valrico, FL Sun City Center, FL Port Richey, FL Wesley Chapel, FL Tarpon Springs, FL Registered Nurse 1,707 Licensed Practical Nurse (LPN) Intensive Care Unit (ICU) Registered Nurse Clinical Nurse Travel Registered Nurse Med/Surg Registered Nurse Home Health Registered Nurse Nurse Practitioner

53 Labor Insight Jobs Page 2 of 9 3/29/2017 Emergency Room Registered Nurse 68 Intensive Care Unit Nurse Registered Nurse - Case Manager Operating Room Registered Nurse Critical Care Registered Nurse Charge Nurse Cardiovascular Operating Room (CVOR) Registered Nurse Labor & Delivery ldrp Nurse Post-Anesthesia Care Unit (PACU) Registered Nurse Nurse Supervisor Telemetry Registered Nurse Nurse Manager Neonatal Intensive Care Registered Nurse Licensed Vocational Nurse (LVN) Pediatric Registered Nurse Operating Room Nurse Pediatric Intensive Care Unit Registered Nurse

54 Labor Insight Jobs Page 3 of 9 3/29/2017 High school or vocational training 26 Associate's degree 7% 91% 1,701 Bachelor's degree 11% 84% 1,251 Master's degree 72% 187 Doctoral degree years of experience 6 to 8 years of experience 3 to 5 years of experience 0 to 2 years of experience 50

55 Labor Insight Jobs Page 4 of 9 3/29/2017 Patient Care 745 Case Management Advanced Cardiac Life Support (ACLS) Telemetry Surgery Rehabilitation Dialysis Acute Care Interventional Radiology (IR) General Surgery Teaching Life Support Cardiopulmonary Resuscitation (CPR) Treatment Planning Critical Care 249 Home Health Supervisory Skills Hospice Patient/Family Education and Instruction Scheduling Hospital Experience Discharge Planning Post Anesthesia Care Unit (PACU) Staff Management Home Care

56 Labor Insight Jobs Page 5 of 9 3/29/2017 Health Care and Social Assistance 3,098 Information 343 Professional, Scientific, and Technical Services Public Administration Finance and Insurance Educational Services Retail Trade Other Services (except Public Administration) Transportation and Warehousing Management of Companies and Enterprises Construction Arts, Entertainment, and Recreation Remediation Services

57 Labor Insight Jobs Page 6 of 9 3/29/2017 Hospital Corporation of America 349 Baycare 184 Pprtravelnursing Com 99 Healthtrust Workforce Solutions Staffdna Healthtrust Workforce Saint Joseph Hospital Florida Hospital Deland Healthtrust Psa Healthcare Department of Veterans Affairs Onestaff Medical All Childrens Hospital DaVita Incorporated St Anthonys Hospital Corporation Nightingale Nurses Blake Medical Center Consulate Health Care Bayfront Health St Petersburg Suncoast Hospice St Petersburg General Hospital Moffitt Cancer Center Johns Hopkins Medicine Community Health System

58 Labor Insight Jobs Page 7 of 9 3/29/2017 More than $75, $50,000 to $74, $35,000 to $49, Less than $35,

59 Labor Insight Jobs Page 8 of 9 3/29/2017 Year To Date % 8.64% 9.96% % % % % % %

60 Program Action Plan Program: Nursing, AS Date Completed: June 2017 Prepared By: Susan A. Baker I. Action Plan Items: Action Item Measure Addressed Completion Date Responsibl e Party 1 Implement LPN Bootcamp course for LPN-RN transition students. Course Success/W- WF-F Rates June 2018 Susan A. Baker 2 Continue review of current ADN curriculum. Course Success/W- WF-F Rates June 2018 Susan A. Baker 3 Develop project management plan for 2020 ACEN accreditation visit. Course Success/W- WF-F Rates June 2018 Susan A. Baker Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 56

61 II. Special Resources Needed: An outside nursing curriculum expert may be needed as we continue to review the ADN curriculum. III. Area(s) of Concern/Improvement: Availability of clinical sites continues to affect the nursing enrollment in the lower division. However, the students that are retained and complete continue to pass the licensure exam at a rate 20% higher than the state average and 10% higher than the national average. Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved.

62 References Rule 6A (5). Florida Administrative Code, Accountability Standards. Retrieved October 2002, from the Division of Community Colleges Web site: Contact Information Please address any questions or comments regarding this evaluation to: Sabrina Crawford, Ph.D. Executive Director, Institutional Research and Effectiveness St. Petersburg College, P.O. Box 13489, St. Petersburg, FL (727) Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 58

63 Appendices Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 59

64 PROGRAM OF STUDY College of Nursing Nursing (R.N.) Associate in Science NURSE-AS Effective Beginning Catalog Term: Spring 2016 (0510) The requirements below may not reflect degree requirements for continuing students. Continuing students should visit My SPC and view My Learning Plan to see specific degree requirements for their effective Catalog term. Program Leadership Information Susan Baker, Dean - College of Nursing Program Summary Fully transferable to Bachelor s Degree at SPC or to any state university in Florida. Program begins in August and January with a day and evening format. The Academic Pathway is a tool for students that lists the following items: the recommended order in which to take the program courses suggested course when more than one option exists which semester each course is typically offered if the course has a prerequisite courses that may lead to a certificate (if offered in the program) If you are starting the program this term, click here to access the recommended Academic Pathway. If you have already started the program, click here for the archived Academic Pathways. Please verify the Academic Pathway lists your correct starting semester. Admission Rules Before entering the first term of the Nursing program courses students must complete a minimum of 11 credits from the general education and/or support courses listed below. Prior to admission, students must complete: BSC 2085 BSC 2085L BSC 2086 BSC 2086L PSY 1012 (or PSY 1020H) Computer and Information Literacy Competency Requirement General education and support courses do not have to be completed in the order listed. Candidates will also complete the Health Programs Application form. Please see a counselor or advisor. Access to a computer is helpful! Graduation Rules Minimum grade of "C" required in all courses. Any student who makes a grade of less than C in a course in the nursing program that is a prerequisite to a nursing course will be ineligible to continue in the nursing program. Likewise, the clinical component of any nursing rotation must be satisfactorily passed. An overall 2.0 average is required to enroll in sophomore nursing courses. Credit must be earned in or prior to the prescribed 60

65 sequence. AS GENERAL EDUCATION REQUIREMENTS Communications - Composition Complete 3 credits from the approved General Education Composition I coursework below. Minimum grade of "C" required. This requirement must be completed within the first 24 credits of coursework toward the AS degree. Credits Total Credits 3 3 AS GENERAL EDUCATION REQUIREMENTS Communications - Speech Complete 3 credits from the approved General Education Speech coursework. Minimum grade of "C" required. Credits Total Credits 3 3 AS GENERAL EDUCATION REQUIREMENTS Humanities and Fine Arts Complete 3 credits from the approved General Education Humanities and Fine Arts coursework. Minimum grade of "C" required. Credits Total Credits 3 3 AS GENERAL EDUCATION REQUIREMENTS Enhanced World View Complete at least one 3-credit course intended to enhance the student's world view in light of an increasingly globalized economy. Minimum grade of "C" required. In some cases, this course may also be used to satisfy another General Education Requirement. Credits Total Credits 0 SUPPORT COURSES Mathematics (Select 3 credits) Completion of this requirement satisfies the General Education Mathematics requirement for this AS degree. Credits STA 2023 * Elementary Statistics 3 STA 2023 H Honors Elementary Statistics 3 Total Credits 3 SUPPORT COURSES Ethics (Select 3 credits) Credits 61

66 Completion of this requirement satisfies the General Education Ethics requirement for this AS degree. Students are strongly advised to select the Healthcare Ethics topic when they register for PHI PHI 1600 Studies in Applied Ethics 3 PHI 1600 H Honors Studies in Applied Ethics 3 Total Credits 3 SUPPORT COURSES Social/Behavioral Science (Select 3 credits) Completion of this requirement satisfies the General Education Social/Behavioral Science requirement for this AS degree. Credits PSY 1012 General Psychology 3 PSY 1012 H Honors General Psychology 3 Total Credits 3 SUPPORT COURSES Other (Complete 12 credits) Credits BSC 2085 Human Anatomy & Physiology I 3 BSC 2085L Human Anatomy & Physiology Lab I 1 BSC 2086 Human Anatomy & Physiology II 3 BSC 2086L Human Anatomy & Physiology Laboratory II 1 MCB 2010 Microbiology 3 MCB 2010L Microbiology Laboratory 1 Total Credits 12 SUPPORT COURSES Computer and Information Literacy Competency (Complete 1 course) Competency may be demonstrated by completing the Computer Information and Literacy Exam (CGS 1070T) OR by successful completion of one of the approved Computer/Information Literacy Competency courses. No minimum credits required. Completion of this requirement satisfies the General Education Computer Competency requirement for this AS degree. Credits CGS 1070 Basic Computer and Information Literacy 1 CGS 1100 Computer Applications 3 EME 2040 Introduction to Educational Technology 3 Total Credits 0 MAJOR CORE COURSES 1st Term in Program (Complete 9 credits) Credits NUR 1021C Nursing I 9 Total Credits 9 62

67 MAJOR CORE COURSES 2nd Term in Program (Complete 11 credits) NUR 1142C Application of Pharmacology Concepts in Nursing Therapy Credits NUR 1211C Nursing II 10 Total Credits 11 1 MAJOR CORE COURSES 3rd Term in Program (Complete 10 credits) Credits NUR 2511C Psychosocial Nursing 1 NUR 2462C Nursing III 9 Total Credits 10 MAJOR CORE COURSES 4th Term in Program (Complete 12 credits) Credits NUR 2731C Nursing IV 8 NUR 2813 Role Transition in Nursing 1 NUR 2811C Nursing Care Management Practicum 3 Total Credits 12 Total Credits 72 **Acceptable substitutes: STA 2014, STA 2122, STA 2022 PID

68 Program Assessment Report Program: Nursing (R.N.) Report Year: Drafted by Susan Baker on Nov 3, 2015 Overall Introduction In support of the mission of St. Petersburg College, faculty committees established thirteen value statements. Three of these value statements are: Student Focus: We believe students are the heart of SPC! All SPC resources, decisions, and efforts are aligned to transform students lives to empower them to finish what they start! Academic Excellence: We promote academic excellence through interactive, innovative, and inquiry-centered teaching and learning. Culture of Inquiry: We encourage a data-driven environment that allows for open, honest dialogue about who we are, what we do, and how we continue to improve student success. It is the intent of St. Petersburg College to incorporate continuous improvement practices in all areas. Assessment reports provide comparisons of present and past results which are used to identify topics where improvement is possible. SPC has traditionally used past results as a vital tool in achieving its commitment to continuous improvement. Program Learning Outcomes #1: Implement critical thinking by: a. successfully completing the clinical prep/plan of care. b. achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking Test. I. Use of Past Results Between 2003 and 2006, findings on the Critical Thinking test indicated that a majority of students were meeting the 50th percentile standard recommended by the testing company. Fifty to sixty percent of the student population completing the test each semester met the standard with an average total of fifty-four percent across sessions. This was lower than results obtained from Education Resources Inc. (ERI) standardized testing. In previous years the results on the Critical Thinking test ranged from seventy-eight to eighty-seven percent. While we would have liked to see higher results, students did meet the National League for Nursing Accrediting Commission (NLNAC) accreditation requirement of "majority" set by the Nursing faculty. The MLO was met as demonstrated by a majority of students achieving the 50th percentile standard score, indicating mastery. The Assessment Technology Incorporated (ATI) company was selected by faculty because it was believed that their testing package was more rigorous and more reflective of current practice. The increased rigor may have impacted scores. The assessment report indicated the following results for this program learning outcome: Method 1: The holistic care plan has been an integral component in the nursing program as a part of documenting the students ability to think critically as a nurse. Of the students completing the care plan on the first attempt, between eighty-seven and one-hundred percent were successful. The data indicated that the standard was being met by most students on the first attempt without instructor feedback. Between ninety-nine and one-hundred percent of the students were successful after receiving some feedback from the instructor. The students ability to think critically was demonstrated very well by their ability to complete the holistic nursing care plan on the first attempt. Method 2: Findings on the Critical Thinking standardized test ranged from forty-three percent to fifty-six percent for students who were above the 50th percentile. In Spring 2007, forty-five percent of the class achieved the 50th percentile or better, and in Spring 2009, forty-three percent of the class met the benchmark for performance. Results from the other semesters indicated that between fifty-two and fifty-six percent of the students were above the 50th percentile. Faculty indicated that they would like the results to increase. However, students complete this test the week of graduation, and may not be applying themselves appropriately. There are no grades or points attached to the test, so there is a question of student commitment while taking the test. Critical Thinking Test scores may be a less reliable measure if the students are not committed to taking the test thoughtfully. 64

69 The assessment report indicated the following results for this program learning outcome: Method 1: The holistic care plan continues to be an integral component in the nursing program as part of documenting the students' ability to think critically as a nurse. Of the students completing the care plan on the first attempt, between ninety-eight and one-hundred percent were successful. The data indicated that the standard is being met by nearly all students on the first attempt without instructor feedback. One-hundred percent of the students were successful after receiving some feeback from the instructor. The students' ability to think critically was consistently demonstrated by their ability to complete the holistic nursing care plan on the first attempt. Method 2: Results on the Critical thinking standardized test indicated that between forty-four and eighty-nine percent of the students were above the 50th percentile. In Fall 2009, forty-four percent of the class achieved the 50th percentile or better. Results from the other semesters inidcated that between fifty-three and eighty-nine percent of the students were above the 50th percentile. Fifty-seven to sixty-seven percent of students were above the 50th percentile between Fall 2011 and Spring The average of students who achieved the 50th percentile or better was seventy-one percent from Spring 2011 to Spring 2012 compared to an average of fifty-two percent in the three semesters prior to Spring The variability of the scores may be due to the fact that there are no grades or points attached to the test so there is still a question of the level of student commitment while taking the test. Critical Thinking Test scores may be a less reliable measure if the students are not committed to taking the test thoughtfully. The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 1 was developed from the original MLO 1. For the assessment report, MLO 1: Student will demonstrate critical thinking by:a. Successfully completing the Nursing IV summative Clinical Prep/Plan of Care.b. Achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking test. II. Methodology Means of Assessment: The two methods listed below were utilized to assess Major Learning Outcome 1 in the Nursing program. Method 1: The results of the Nursing IV Summative Clinical Prep/Plan of Care were utilized to assess this major learning outcome. Method 2: The results of the Assessment Technology Incorporated (ATI) Critical Thinking Process Test were utilized to assess this major learning outcome. Date(s) of Administration: Fall 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012, Spring 2013, Fall 2013, Spring 2014, Fall 2014, and Spring 2015 Method 1: Nursing students completed the Nursing IV Summative Clinical Prep/Plan of Care. Faculty graded the Clinical Prep/Plan of Care utilizing the faculty developed Clinical Prep/Plan of Care scoring instrument. Assessment Instrument: Nursing IV Summative Holistic Nursing Care Plan Grading Tool Population: The sample consisted of students who had completed Nursing IV Clinical Course NUR 2731C. Domain Specifications: Student will demonstrate critical thinking by: Successfully completing the Nursing IV summative Clinical Prep/Plan of Care. Method 2: Nursing students completed the Assessment Technology Incorporated Critical Thinking Process Test. Assessment Instrument: Assessment Technology's Critical Thinking test, a nationally normed, reliable, valid standardized commercially prepared test Population: The sample consisted of students who had successfully completed Nursing IV level course work. Domain Specifications: Student will demonstrate critical thinking by: Achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking test. III. Criteria for Success Method 1: The Students are expected to achieve a minimum grade of 80% in order to attain a satisfactory grade on their holistic nursing care plan in the Nursing IV course, as determined by faculty using the faculty developed scoring instrument. Method 2: The students are expected to attain at (or above) the 50th percentile on the ATI Critical Thinking test. 65

70 IV. Summary of Assessment Findings Nursing IV Summative Holistic Nursing Care Plan Results (Clinical Prep/Plan of Care) Year Students Enrolled (minus withdrawals) First Successful Attempt Second Successful Attempt Number of Students who Met the Criteria Percent of Students who Met the Criteria Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring (99%) % (100%) % (100%) % (99%) % (98%) % (100%) % ATI Critical Thinking Test Results Graduation from Program Year Number of Test Takers Number of Students Above the 50 th Percentile Percent of Students Above the 50 th Percentile Fall % Spring % Fall % Spring % Fall % Spring % V. Discussion and Analysis of Assessment Findings Method 1: The clinical prep/plan of care continues to be an integral component in the nursing program as part of documenting the student's ability to think critically as a nurse. Of the students completing the plan of care on the first attempt, between ninety-eight and one-hundred percent were successful. The data indicated that the standard is being met by nearly all students on the first attempt without instructor feedback. Ninety-nine percent of the students were successful after receiving some feedback from the instructor. The students' ability to think critically was consistently demonstrated by their ability to complete the clinical prep/plan of care on the first attempt. 66

71 Method 2: Results on the Critical Thinking standardized test indicated that between ninety-six and ninety-nine percent of the students were above the 50th percentile. In Fall 2012, ninety-seven percent of the class achieved the 50th percentile or better. Results from the other semesters indicated that between ninety-six and ninety-nine percent of the students were aboce the 50th percentile. Ninety-six to ninety-nine percent of students were above the 50th percentile between Fall 2013 and Spring The average of students who achieved the 50th percentile or better was ninety-eight percent from Spring 2014 and Spring 2015 compared to an average of ninety-seven percent in the three semesters prior to Spring VI. Action Plan and Timetable for Implementation Based on the analysis of the results the following Action Plan Items have been selected for implementation: No Action Plan is deemed necessary #2: Apply knowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by: a. successfully mastering the Nursing IV (NUR 2731C) summative Interpersonal Analysis (IPA) and a reliable, standardized, valid, commercially prepared therapeutic communication skills test. I. Use of Past Results Between 2003 and 2006, the Group Composite National Percentile Rank scores indicated mastery for all but three subgroups. In Fall 2004, Generic Evenings and LPN-RN Transitional students were below the 50th percentile. In Spring 2005, Grant Groups containing only six students scored at the 36th percentile. Out of sixteen subgroups over four semesters, only three groups were below the norm and one group was a group of only six students. The range of scores across the four semesters were between the 54th percentile and 95th percentile exempting the three groups discussed above. The Fall 2005 and Spring 2006 range of scores were between the 73rd percentile and the 95th percentile. Overall the trend was very positive for mastery of this MLO. The results for student assessments conducted during 2006, 2007, 2008 and 2009 are summarized below. Method 1: The IPA has been an integral component in the nursing program as a part of documenting students ability to communicate therapeutically in their nursing role. The scores ranged from ninety-eight to one-hundred percent with only one group at the ninety-eight percent level. Missing data from three groups accounted for a lower number of students sampled in Fall Method 2: From Fall 2006 through Spring 2008 the Group Composite National Percentile rank ranged from sixtyeight to seventy-nine percent which was above the 50th percentile benchmark so the standard was met. In Fall 2008, the test was changed from the RN Predictor group subscore to the Mental Health test group score. This was due to the change in the ATI RN Predictor Test and the elimination of the therapeutic communication subscore. The Group Composite National Percentile rank scores indicated mastery for both fall and spring groups. The scores were somewhat lower when compared to the scores from previous groups. However the Mental Health test was a more indepth test therefore it was expected that the test scores would be lower. The assessment report indicated the following results for program learning outcome 2: Method 1: The IPA continues to be an integral component in the nursing program as a part of documenting students' ability to communicate therapeutically in their role as a nurse. The scores ranged from eighty-seven to one-hundred percent Method 2: From Fall 2009 through Spring 2011 the Group Composite National Percentile rank ranged from sixtythree percent to seventy-four percent which is above the 50th percentile benchmark. From Fall 2011 through Spring 2012, the scores remained above the 50th percentile with ranges from sixty-three percent to seventy-two percent. The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 2 was developed from the original MLO 2. For the assessment report, MLO 2: The student will demonstrate communication abilities by applying knowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by:a. Successfully completing the Nursing IV summative Interpersonal Analysis (IPA).b. Achieving mastery level on reliable, standardized, valid, commercially prepared therapeutic communication skills test. II. Methodology Means of Assessment: The two methods listed below were utilized to assess Major Learning Outcome 2, in the Nursing Program. Method 1: The results of the Interaction Process Analysis (IPA) were utilized to assess this major learning outcome. 67

72 Method 2: The results of the Mental Health Assessment Technology Incorporated (ATI) standardized test were utilized to assess this major learning outcome. Date(s) of Administration: all 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012 Method 1: Nursing students completed the Interaction Process Analysis. Faculty graded the IPA utilizing the faculty developed IPA scoring instrument. Assessment Instrument: Interaction Process Analysis Communication Analysis grading tool Population: The sample consisted of students who had completed Nursing IV Clinical Course NUR 2731C. Domain Specifications: Student will demonstrate communication abilities by applying knowledge of the use of the principles and concepts of therapeutic communication and interpersonal relationships by: Achieving mastery level on a teacher developed, faculty graded Interaction Process Analysis tool. Method 2: Nursing students completed the Assessment Technology s standardized Mental Health test. Assessment Instrument: Assessment Technology s Mental Health test, a nationally normed, reliable, valid, standardized commercially prepared test Population: The sample consisted of students who had completed the Psychosocial Nursing course on the Mental Health ATI test. Domain Specifications: The student will demonstrate communication abilities by applying knowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by; Achieving mastery level on reliable, standardized, valid, commercially prepared therapeutic communication skills test. III. Criteria for Success Method 1: Students are expected to achieve a satisfactory grade of 80% or higher on their Nursing IV summative IPA. Method 2: Students are expected to achieve a score at or above the national passing score of the 50th percentile on the Mental Health ATI test which includes therapeutic communication. The following change should be noted. The standardized test was changed from the therapeutic communication subscore on the RN Predictor End of Program standardized test taken at the end of Nursing IV to the Mental Health ATI test taken at the end of Nursing III, upon completion of the Psychosocial Nursing course. This change was made beginning in Fall 2008 due to the elimination of the subcategory on the RN Predictor exam. Since the Mental Health test is more in depth in terms of Psychcosocial Nursing, the scores are expected to be lower. IV. Summary of Assessment Findings Nursing IV Summative IPA and Assessment of Therapeutic Communication Year Students Enrolled (minus withdrawals) First Successful Attempt Second Successful Attempt Number of Students who Met the Criteria Percent of Students who Met the Criteria Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall (94%) % (100%) % (99%) % (99%) % (97%) % 68

73 Spring (100%) % Summary of Assessment of Therapeutic Communication/ATI End of Program Exit Test Subcomponent Fall Mental Health 2.1 (Form B) Communication Skills Group Score Spring Mental Health 2.1 (Form B) Communication Skills Group Score # of Test Takers (Group Size) Group Composite Score National Percentile Rank # of Test Takers (Group Size) Group Composite Score National Percentile Rank Generic Days Generic Evenings LPN-RN Transitional Total Fall Mental Health 2.1 (Form B) Communication Skills Group Score Spring Mental Health 2.1 (Form B) Communication Skills Group Score # of Test Takers (Group Size) Group Composite Score National Percentile Rank # of Test Takers (Group Size) Group Composite Score National Percentile Rank Generic Days Generic Evenings LPN-RN Transitional Total Fall Mental Health 2.1 (Form B) Communication Skills Group Score Spring Mental Health 2.1 (Form B) Communication Skills Group Score # of Test Takers(Group Size) Group Composite Score National Percentile Rank # of Test Takers(Group Size) Group Composite Score National Percentile Rank Generic Days Generic Evenings

74 LPN-RN Transitional Total V. Discussion and Analysis of Assessment Findings Method 1: The IPA continues to be an integral component of the nursing program as part of documenting students' ability to communicate therapeutically in their role as a nurse. The scores ranged from ninety-four to one-hundred percent. Method 2: From Fall 2012 through Spring 2014, the Group Composite National Percentile rank ranged from sixtyone percent to seventy-five percent which is above the 50th percentile benchmark. From Fall 2014 through Spring 2015, the scores remained above the 50th percentile with ranges from sixty-six percent to seventy-two percent. VI. Action Plan and Timetable for Implementation Based on the analysis of the results the following Action Plan Items have been selected for implementation: No Action Plan is deemed necessary No Action Plan is deemed necessary #3: Apply knowledge of therapeutic nursing interventions by providing a physically and psychologically safe and comfortable environment for clients by a. achieving a satisfactory on the Nursing IV (NUR 2731C) clinical evaluation b. achieving mastery on a reliable, standardized, valid, commercially prepared end of program examination. c. developing knowledge of alternative delivery of care settings, other than acute care settings (NUR 2731C). d. achieving a satisfactory evaluation when practicing in a non- acute care setting (NUR 2731C). I. Use of Past Results Between 2003 and 2006, the data indicated a decline in student's ability to achieve MLO 3. Most students were readmitted and did achieve the MLO on second attempt. A very liberal W/F policy allowed students with academic weaknesses to make it to Nursing IV. However, the greater complexity of this level, which requires the student to put all of pieces together at the RN level, often resulted in needing to take one more semester to achieve success. The College of Nursing returned to selective, competitive admissions (discontinued the Wait List Procedure), and this should result in an improvement in the achievement for the next rating period. Although the data was acceptable we were concerned about the data being lower than we would like it to be. The End of Program Assessment (EOP) Data indicated that between seventy and eighty percent of the students passed the EOP on first attempt. On retake, sixty-two to eighty-eight percent passed the EOP. Since our National Council Licensure Examination (NCLEX) Board scores were approximately 85%, this data did not seem to be too far out of line. The results for student assessments conducted during 2006, 2007, 2008 and 2009 are summarized below. Method 1: Clinical Performance Evaluation data were reflective of the methods of collecting data. Students who did not pass theory, did not pass clinical due to the linkage of the two grades. We were unable to track clinical performance separate from the grade. Unsuccessful attempts in theory also translated into failure to meet clinical criteria. The data indicated that 89% of the students in Fall 2008 met the Major Learning Outcomes and 88% of the students in Spring 2009 met the MLOs. We believe this is within an acceptable range although it is a decrease from previous years. Nursing IV theory and clinical are the most complex courses in the curriculum as the student is required to apply in nursing practice the previously learned theoretical concepts, along with new content related to the client with multisystem failure. Some of our students are unable to fit the pieces together and need an additional semester at Nursing IV to meet the standard. Method 2: Review of ATI End of Program Assessment indicated that from Fall 2006 through Spring 2009 students' success on the RN Predictor end of program test ranged from 54%-76% on the first attempt with an average of 69%. This increased to an average of 84% on the first retake. In Fall 2007 seventy-four percent of the class attained the 50th percentile or higher on the first take, while in Spring 2009 only fifty-four percent of the class attained the 50th percentile or higher on the first take. Faculty would like to see a higher success rate on the first take. There is some 70

75 concern about the Spring 2009 class being lower than the other groups, however there were unique issues that occurred in the Nursing IV level during the Spring semester that may have impacted student performance. The faculty would like to see a higher success rate on the first take of the EOP examination. The assessment report indicated the following results for program learning outcome 3: Method 1: It is important to note that theory and clinical course grades are linked. We are unable to track clinical performance separate from the grade. If the student is unsuccessful in theory, it will translate into an unsuccessful attempt in clinical. The data indicated that eighty-seven percent of the students in Fall 2011 met the criteria and eighty-five percent of the students in Spring 2012 met the criteria. While these ranges are acceptable, faculty would like to see the criteria met at or above ninety percent. Nursing IV theory and clinical are the most complex courses in the curriculum as they build on the courses in the previous three levels. Students at this level are also taught new advanced content related to the client with multisystem failure. Method 2: Review of the ATI End of Program Assessment indicated sucess rates on the first take from sixty-two percent to eighty-two percent with an average of seventy-three percent. The success rates on the retake ranged from eighty-one to ninety percent with an average of eighty-six percent. Faculty would like to see a higher success rate on the first take of the End of Program Assessment. The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 3 was developed from combining the original MLO 3 and MLO 4. For the assessment report, MLO 3: The student will demonstrate application of knowledge of therapeutic nursing interventions by providing a physically and psychologically safe and comfortable environment for clients by:a. Achieving a satisfactory Nursing IV summative clinical evaluation.b. Achieving mastery level on a reliable, standardized, valid, commercially prepared end of program test. For the assessment report, MLO 4: The student will demonstrate knowledge of alternative delivery of care settings, other than acute care setting by: achieving a satisfactory evaluation when practicing in a non-acute care setting (NUR 2731C). II. Methodology Means of Assessment: The three methods listed below were utilized to assess Major Learning Outcome 3, in the Nursing Program. Method 1: The results of the Nursing IV summative clinical evaluation were utilized to assess this major learning outcome. Method 2: The results of the End of Program (ATI) standardized test were utilized to assess this major learning outcome. Method 3: Nursing students were evaluated by faculty. Date(s) of Administration: Fall 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012 Method 1: Nursing students were evaluated by Faculty using the Clinical Performance Evaluation tool. Faculty graded individual student s performance using NUR 2731C Clinical Performance tool. Assessment Instrument: NUR 2731C faculty developed Clinical Performance Evaluation Tool Population: The sample consisted of students who have completed Nursing IV Clinical Course NUR 2731C. Domain Specifications: The student will demonstrate application of knowledge of therapeutic interventions by providing a physically and psychologically safe and comfortable environment for clients by achieving satisfactory on a teacher developed, faculty graded NUR 2731C Clinical Performance Evaluation tool. Method 2: Nursing students complete the Assessment Technology s standardized RN Predictor End of Program Assessment Test. Assessment Instrument: Assessment Technology s RN Predictor End of Program Assessment test, a nationally normed, reliable, valid standardized commercially prepared test Population: The sample consisted of students who have completed Nursing IV Clinical Course NUR 2731C. Method 3: Nursing students were evaluated by faculty. Faculty graded individual student s performance using the NUR 2731C Clinical Performance Tool. Assessment Instrument: NUR 2731C Clinical Performance Tool developed by faculty Population: The sample consisted of students who had successfully completed Nursing IV Theory and Clinical. Domain Specifications: Student will demonstrate application of knowledge of therapeutic interventions by providing a physically and psychologically safe and comfortable environment for clients by achieving mastery 71

76 level on reliable, standardized, valid, commercially prepared RN Predictor End of Program test. III. Criteria for Success Method 1: The Nursing IV students are expected to perform satisfactorily on the NUR 2731C Clinical Performance Guide. Students must receive a grade of 'Satisfactory' to pass the course. Students who receive a grade of 'Unsatisfactory', fail the course. Method 2: Students are expected to achieve a score at or above the 50th percentile on the ATI RN Predictor End of Program Assessment Test. Method 3: The Nursing IV students are expected to perform satisfactorily on the NUR 2731C Clinical Performance Guide. IV. Summary of Assessment Findings NUR 2731C Clinical Performance Evaluation Year Fall Term Number of Test Takers Number of Students Who Met the Criteria Percent of Students Who Met the Criteria % % % Year Spring Term Number of Test Takers Number of Students Who Met the Criteria Percent of Students Who Met the Criteria % % % ATI Summary of End of Program Assessment Test on First Take Year Fall Spring Number of Students Met Criteria Percent of Students Number of Students Met Criteria Percent of Students 72

77 % % % % % % ATI Summary of End of Program Assessment Test on First Re-Take Year Fall Spring Number of Students Met Criteria Percent of Students Number of Students Met Criteria Percent of Students % % % % % % NUR 2731C Hospice/Home Health Performance Evaluation Year Fall Term Students Enrolled (minus mid course withdrawals) Number of Students Who Met the Criteria Percent of Students Who Met the Criteria % % % Year Spring Term Students Enrolled (minus mid course withdrawals) Number of Students Who Met the Criteria Percent of Students Who Met the Criteria % 73

78 % % V. Discussion and Analysis of Assessment Findings Method 1: It is important to note that theory and clinical course grades are linked. We are unable to track clinical performance separate from the grade. If the student is unsuccessful in theory, it will translate into an unsuccessful attempt in clinical. The data indicated that eighty-four percent of the students in Fall 2012 met the criteria and ninety-two percent of students in Spring 2013 met the criteria. During the remainder of the semesters, the percentage of students who met the criteria ranged from eighty-one percent to ninety-five percent. While these scores are improved from previous years, the faculty would like to see the scores that are consistently above ninety percent. Nursing IV theory and clinical are the most complex courses in the curriculum as they build on the courses in the previous three levels. Students at this level are also taught new advanced content related to the client with multisystem failure. Method 2: Review of the ATI End of Program Assessment indicated success rates on the first take from eighty-one percent to eighty-nine percent with an average of eighty-five percent. The success rates on the retake ranged from eighty-nine percent to ninety-nine percent with an average of ninety-three percent. These scores have significantly improved over previous years as a result of one-on-one tutorials by academic chairs. VI. Action Plan and Timetable for Implementation Based on the analysis of the results the following Action Plan Items have been selected for implementation: Provide one-on-one and small group remedial sessions after each exam in Level IV - Susan Baker / Jul 2016 Budget / Planning Implications: Level IV academic chair will coordinate remedial sessions and enlist help of Level IV faculty #4: The student will apply the role and knowledge of the Associate Degree Nurse as a manager of care and member of discipline by: a. performing a satisfactory clinical evaluation during the nursing management course (NUR 2811C). b. satisfactory attainment of the Major Learning Outcomes (MLOs) for Nursing IV (NUR 2731C). c. performing expected end of program clinical evaluation (NUR 2731C). I. Use of Past Results Between 2003 and 2006, data indicated that the Nursing IV faculty were effective in determining student readiness to proceed to the Nursing Care Management course which is a preceptorship with an RN staff nurse. Once students reached Nursing Care management they were almost all successful with a 99% success rate. Since this is the capstone clinical practicum in an actual "on the job" setting, the data indicated that students were achieving the clinical competencies required to manage the care of multiple clients. The data revealed that students demonstrated the competencies required of an Associate Degree graduate nurse by the time they completed this course. This is a very important MLO and the data represented a very favorable outcome as a measure of quality of the program and of our graduates. This data also reflected that students did not enroll into the practicum unless they had the competencies to be successful. The results for student assessments conducted during 2006, 2007, 2008 and 2009 are summarized below. Data indicated that the Nursing IV faculty were effective in determining which students were ready to progress to the Nursing Care Management course, which is a preceptorship course with a registered nurse serving as the preceptor. Once the students reached Nursing Care Management the data indicated that ninety-nine to one-hundred percent of the students completed Nursing Care Management successfully. Thus, the standard was met. Since this is the capstone clinical practicum in an actual on the job setting, the data indicated that students had achieved clinical competencies required to manage the care of a group of clients. This data also indicated that the students did not progress to the practicum unless they had the competencies to be successful. 74

79 The assessment report indicated the following results for program learning outcome 5: Faculty in Nursing IV have effectively determined which students are ready to progress to the Nursing Care Management course. The data indicated that ninety-nine to one hundred percent of the students completed Nursing Care Management successfully. Since this is the capstone clinical practicum in a "on the job" setting, the data indicated that the students had achieved clinical competencies required to safely manage the care of a group of clients. The data also revealed that students did not progress to Nursing Care Management unless they had the competencies to be successful. The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 4 was developed from combining the original MLO 5 and MLO 6. For the assessment report, MLO 5:The student will demonstrate role of the Associate Degree Nurse as a manager of care by achieving a satisfactory clinical evaluation during the nursing management course (NUR 2811C). For the assessment report, MLO 6: The student will demonstrate knowledge of and application of the role of the Associate Degree Nurse as a member of the discipline of nursing by:a. Satisfactory attainment of MLOs for Nursing IV (NUR 2731C).b. Demonstrating expected end of program clinical competence during a summative end of program clinical evaluation (NUR 2731C). II. Methodology Means of Assessment: Three methods were utilized to assess this outcome. Method 1: The results of NUR 2811C Nursing Care Management summative clinical evaluation were utilized to assess this outcome. Method 2: The results of NUR 2731C Nursing IV theory MLO completion were utilized to assess this outcome. Method 3: The results of NUR 2731C Nursing IV clinical evaluation were utilized to assess this outcome. Date(s) of Administration: Fall 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012 Method 1: Nursing students were evaluated by faculty. Faculty graded individual student s performance using the NUR 2811C Clinical Performance Evaluation Tool. Assessment Instrument: NUR 2811C Clinical Performance Evaluation Tool developed by faculty Method 2: Nursing IV students who satisfactorily completed the Major Learning Outcomes of NUR 2731C. Assessment Instrument: Achievement Tests for NUR 2731C Population: The sample consisted of students who are enrolled in NUR 2731C. Domain Specifications: Student will demonstrate knowledge of and application of the role of the Associate Degree Nurse as a member of the discipline of nursing by satisfactory attainment of MLOs for Nursing IV NUR 2731C. Method 3: Nursing IV students who satisfactorily demonstrated clinical competence in NUR 2731C. Assessment Instrument: NUR 2731C Clinical Performance Evaluation Tool Population: The sample consisted of students who were enrolled in NUR 2811C. Domain Specifications: The student will demonstrate role of the Associate Degree Nurse as manager of care achieving a satisfactory clinical evaluation during the nursing management course (NUR 2811C). III. Criteria for Success Method 1: The Nursing IV students are expected to perform satisfactorily on the NUR 2811C Clinical Performance Guide. Method 2: The Nursing IV students who are enrolled in Nursing IV theory NUR 2731C must achieve a cumulative average of 80% on achievement tests. Method 3: The Nursing IV students are expected to perform satisfactorily on the NUR 2731C Clinical Performance Guide. IV. Summary of Assessment Findings 75

80 NUR 2811C Clinical Performance Evaluation Year Number of Enrolled Students Number of Students who Met the Criteria Percent of Students who Met the Criteria Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring % % % % % % NUR 2731C Nursing IV Completion of Major Learning Outcomes Year Number of Students Enrolled Number of Students Who Met the Criteria Withdrawals Course Failures Percent of Students Who Met the Criteria Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring % % % % % % Clinical Performance Evaluation Year Fall Term 76

81 Number of Students Enrolled Number of Students who Met the Criteria Percent of Students who Met the Criteria % % % Year Spring Term Number of Students Enrolled Number of Students who Met the Criteria Percent of Students who Met the Criteria % % % V. Discussion and Analysis of Assessment Findings Method 1: Successful completion of Nursing IV and the End of Program assessment effectively measure a student's readiness for Nursing Care Management. The data indicated that ninety-nine to one-hundred percent of the students completed Nursing Care Management successfully. Method 2: Eighty-two to ninety-three percent of students successfully completed NUR 2731C implying successful completion of major learning outcomes. Method 3: Eighty-two to ninety-five percent of students sucessfully completed the clinical competencies in NUR Faculty would like to see more students meet the criteria. It is important to note that theory and clinical course grades are linked. We are unable to track clinical performance separate from the grade. If the student is unsuccessful in theory, it will translate into an unsuccessful attempt in clinical. VI. Action Plan and Timetable for Implementation Based on the analysis of the results the following Action Plan Items have been selected for implementation: Provide more one-on-one clinical assistance through resource lab - Susan Baker / Jul 2016 Budget / Planning Implications: Resource lab facilitators will be pulled away from the lab to provide this assistance in the clinical agencies 77

82 #5: The student will formulate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by: a. developing the potential to pass the NCLEX-RN on an end of program reliable, standardized, valid commercially prepared examination. b. performing a satisfactory end of program clinical summative evaluation (NUR 2811C). I. Use of Past Results Between 2003 and 2006, the data results indicated that the students had difficulty achieving the 50th percentile on first take of the EOP standardized test in Spring 2005 (77%) and Fall 2005 (70%). It was unclear as to the cause of the variations. In January 2006, admissions standards were raised, and we moved to a competitive selective admissions process. College of Nursing data was presented to the Curriculum Committee and Evaluations Committee in Fall The results for student assessments conducted during 2006, 2007, 2008 and 2009 are summarized below. Method 1: The data indicated that from Fall 2006 through Spring 2009 students success on the RN Predictor end of program test ranged from fifty-four to seventy-six percent on the first attempt with an average of sixty-nine percent. This increased to an average of eighty-four percent on the first retake. In Fall 2007 seventy-four percent of the class attained the 50 th percentile or higher on the first take. In Spring 2009 only fifty-four percent of the class attained the 50 th percentile or higher on the first take. Faculty would like to see a higher success rate on the first take. There was some concern that the Spring 2009 class was lower than the other groups. There were unique issues that occurred in the Nursing IV level during the Spring semester that may have impacted student performance. However, the faculty would like to see a higher success rate on the first take of the EOP examination. Method 2: In the Nursing Program the Nursing IV students who were enrolled in Nursing Care Management were expected to perform satisfactorily. The data indicated that ninety-nine to one-hundred percent of the students passed NUR 2811C Nursing Care Management. Since this is the capstone clinical practicum in an actual on the job setting the data indicated that the students were achieving clinical competencies required to manage the care of clients. This data also indicated that the students did not progress to the practicum unless they had the competencies to be successful. The assessment report indicated the following results for program learning outcome 7: Method 1: Review of the ATI End of Program Assessment indicated sucess rates on the first take from sixty-two percent to eighty-two percent with an average of seventy-three percent. The success rates on the retake ranged from eighty-one to ninety percent with an average of eighty-six percent. Faculty would like to see a higher success rate on the first take of the End of Program Assessment. Method 2: Faculty in Nursing IV have effectively determined which students are ready to progress to the Nursing Care Management course. The data indicated that ninety-nine to one hundred percent of the students completed Nursing Care Management successfully. Since this is the capstone clinical practicum in a "on the job" setting, the data indicated that the students had achieved clinical competencies required to safely manage the care of a group of clients. The data also revealed that students did not progress to Nursing Care Management unless they had the competencies to be successful. The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 5 was developed from the original MLO 7. For the assessment report, MLO 7: The student will demonstrate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by: a. Demonstrating the potential to pass the NCLEX-RN on an end of program reliable, standardized, valid commercially prepared examination. b. Demonstrating expected end of program clinical competence during a summative end of program clinical evaluation (NUR 2811C). II. Methodology Means of Assessment: The two methods listed below were utilized to assess Major Learning Outcome 7, in the Nursing Program. Method 1: The results of the Assessment Technology RN Predictor end of program standardized test were utilized to assess this major learning outcome. Method 2: The results of the Nursing Care Management NUR 2811C clinical evaluation were utilized to assess this major learning outcome. Date(s) of Administration: Fall 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012 Method 1: Nursing IV students who demonstrate mastery on the end of program reliable, standardized, valid commercially prepared examination. 78

83 Assessment Instrument: ATI RN Predictior End of Program Exit Examination. Population: The sample consisted of students who successfully completed NUR 2731C. Domain Specifications: Student will demonstrate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by demonstrating the potential to pass the NCLEX-RN on an end of program reliable, standardized, valid commercially prepared examination. Method 2: Nursing IV students who satisfactorily completed NUR 2811C Nursing Care Management. Assessment Instrument: NUR 2811C Clinical Performance Evaluation Tool. Population: The sample consisted of students who are enrolled in NUR 2811C. Domain Specifications: Student will demonstrate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by demonstrating expected end of program clinical competencies during a summative end of program NUR 2811C clinical performance evaluation. III. Criteria for Success Method 1: The Nursing IV students are expected to achieve a score at or above the 50th percentile on the ATI RN Predictor End of Program Assessment Test. Method 2: The Nursing IV students are expected to perform satisfactorily on the NUR 2811C Clinical Performance Guide on 80% of the criteria listed and 100% on the critical criteria marked by bolded print. IV. Summary of Assessment Findings ATI Summary of End of Program Assessment Test on First Take Year Fall Spring Number of Students Met Criteria Percent of Students Number of Students Met Criteria Percent of Students % % % % % % ATI Summary of End of Program Assessment Test on First Re-Take Year Fall Spring Number of Students Met Criteria Percent of Students Number of Students Met Criteria Percent of Students % % % % % % 79

84 NUR 2811C Clinical Performance Evaluation Year Number of Students Enrolled Number of Students who Met the Criteria Percent of Students who Met the Criteria Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring % % % % % % V. Discussion and Analysis of Assessment Findings Method 1: Review of the ATI End of Program Assessment indicated success rates on the first take from eighty-one percent to eighty-nine percent with an average of eighty-five percent. The success rates on the retake ranged from eighty-nine percent to ninety-nine percent with an average of ninety-three percent. These scores have significantly improved over previous years as a result of one-on-one tutorials by academic chairs. Method 2: Successful completion of Nursing IV and the End of Program assessment effectively measure a student's readiness for Nursing Care Management. The data indicated that ninety-nine to one-hundred percent of the students completed Nursing Care Management successfully. VI. Action Plan and Timetable for Implementation Based on the analysis of the results the following Action Plan Items have been selected for implementation: Continue to provide small group remedial sessions for students prior to end of program examination and after first take - Susan Baker / Jul

85 Action Plan Category Action Plan Detail / Implications For PLO Responsible Party / Due Date A. Enable Greater Student Success E. None A1. Identify needs and address ways to improve overall student success Provide one-on-one and small group remedial sessions after each exam in Level IV Budget / Planning Implications: Level IV academic chair will coordinate remedial sessions and enlist help of Level IV faculty Provide more one-on-one clinical assistance through resource lab Budget / Planning Implications: Resource lab facilitators will be pulled away from the lab to provide this assistance in the clinical agencies #3 Susan Baker Jul 2016 #4 Susan Baker Jul 2016 Continue to provide small group remedial sessions for students prior to end of program examination and after first take #5 Susan Baker Jul 2016 E1. No Action Plan is deemed necessary No Action Plan is deemed necessary #1, #2 No Action Plan is deemed necessary #2 Evaluation of the Impact of Action Plan Items on Program Quality Provision of one-on-one clinical assistance for students who are having difficulty mastering clinical skills allow students the opportunity to receive individualized insttruction along with immediate feedback. Also, coordination of small group remeidation prior to end of program assessment will increase completion rates as well as improve NCLEX scores. Approvals Program Administrator: Susan Baker - Dean Approved by Susan Baker - Dean on Nov 3, 2015 Educational Outcomes Coordinator: Magaly Tymms - Assessment Director Approved by Magaly Tymms - Assessment Director on Nov 12, 2015 Dean: Susan Baker - Dean Approved by Susan Baker - Dean on Nov 19, 2015 Senior Vice President: Anne Cooper - Senior VP Instruction and Academic Programs Approved by Anne Cooper - Senior VP Instruction and Academic Programs on Nov 19,

86 Program Assessment Followup Report Program: Nursing (R.N.) Report Year: Drafted by Susan Baker on Jul 13, 2016 Overall Introduction Provision of one-on-one clinical assistance for students who are having difficulty mastering clinical skills allow students the opportunity to receive individualized insttruction along with immediate feedback. Also, coordination of small group remeidation prior to end of program assessment will increase completion rates as well as improve NCLEX scores. Program Learning Outcomes #1: #2: #3: #4: #5: Implement critical thinking by: a. successfully completing the clinical prep/plan of care. b. achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking Test. Apply knowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by: a. successfully mastering the Nursing IV (NUR 2731C) summative Interpersonal Analysis (IPA) and a reliable, standardized, valid, commercially prepared therapeutic communication skills test. Apply knowledge of therapeutic nursing interventions by providing a physically and psychologically safe and comfortable environment for clients by a. achieving a satisfactory on the Nursing IV (NUR 2731C) clinical evaluation b. achieving mastery on a reliable, standardized, valid, commercially prepared end of program examination. c. developing knowledge of alternative delivery of care settings, other than acute care settings (NUR 2731C). d. achieving a satisfactory evaluation when practicing in a non- acute care setting (NUR 2731C). The student will apply the role and knowledge of the Associate Degree Nurse as a manager of care and member of discipline by: a. performing a satisfactory clinical evaluation during the nursing management course (NUR 2811C). b. satisfactory attainment of the Major Learning Outcomes (MLOs) for Nursing IV (NUR 2731C). c. performing expected end of program clinical evaluation (NUR 2731C). The student will formulate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by: a. developing the potential to pass the NCLEX-RN on an end of program reliable, standardized, valid commercially prepared examination. b. performing a satisfactory end of program clinical summative evaluation (NUR 2811C). 82

87 Action Plan Completed Action Items Category Action Plan Detail / Completion Explanation For PLO Responsible Party / Due Date A. Enable Greater Student Success A1. Identify needs and address ways to improve overall student success Provide one-on-one and small group remedial sessions after each exam in Level IV Explanation: Students who are unsuccessful on Level IV exams meet with the Level IV academic chair or Level IV faculty member to review the deficient content areas Provide more one-on-one clinical assistance through resource lab Explanation: Resource lab facilitators continue to be utilized to provide one-on-one clinical assistance to students who are having trouble mastering selected clinical skills Continue to provide small group remedial sessions for students prior to end of program examination and after first take Explanation: The Level IV ADN academic chair meets with every student who is not successful on the first take of the end of program examination and develops a customized remedial plan to ensure success on subsequent takes #3 Susan Baker Jul 2016 #4 Susan Baker Jul 2016 #5 Susan Baker Jul 2016 Incomplete Action Items Category Action Plan Detail / Explanation / Completion Plan For PLO Responsible Party / Due Date E. None E1. No Action Plan is deemed necessary No Action Plan is deemed necessary #1, #2 -- None -- Plan for Completion: No Action Plan is deemed necessary #2 -- None -- Plan for Completion: Evaluation of the Impact of Action Plan Items on Program Quality Individual and small group remediation sessions have been critical to the success our students on the end of program examination as well as on the national nursing licensure examination (NCLEX). Our NCLEX pass rates for the first quarter of 2016, which represents our December 2015 graduating class, was 93 percent. 83

88 Approvals Program Administrator: Susan Baker - Dean Approved by Susan Baker - Dean on Jul 13, 2016 Educational Outcomes Coordinators: Joe Boyd - Assessment Coordinator Magaly Tymms - Assessment Director Approved by Joe Boyd - Assessment Coordinator on Jul 13, 2016 Dean: Susan Baker - Dean Approved by Susan Baker - Dean on Sep 28, 2016 Senior Vice President: Anne Cooper - Senior VP Instruction and Academic Programs Approved by Anne Cooper - Senior VP Instruction and Academic Programs on Sep 28,

89 Appendix C: 2016 Advisory Committee Minutes and Recommendations Advisory Board Meeting Minutes for May 2016 and September 2016 are provided within this Appendix. For additional Advisory Board Committee Minutes and Recommendations, please refer to the following link: Nursing - AS Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May All rights reserved. 85

90 St. Petersburg College College of Nursing Advisory Committee Meeting Minutes Date: May 10, 2016 Time: 8:30am 1 Members Present: Susan Baker SPC, Dr. Mary Jean Etten- Hospice, Kerry Carlisle Florida Department of Health in Pinellas County, Tina Spagnola All Children s Hospital, Latrese Taylor Pinellas Technical College, Deborah Covert Morton Plant Hospital, Susan Clark Largo Medical Center, Jackie Munro BayCare, Ellen Standtke BayCare Health System Topic Discussion Action/ Outcome/Person Responsible/Timeframe Welcome Call to order by the chairperson Dr. Baker welcomed the Advisory Committee members to the College of Nursing s Advisory Committee Meeting. T. Spagnola called the meeting to order. Informational Meeting came to order Introductions State of HEC State of SPC & Baccalaureate Programs All Advisory Board members introduced themselves. Dr. Carver welcomes everyone to the Health Education Center. SPC is transitioning to a new Academic Pathways approach, which will take a case management approach to student program plans and progression I. Changes to Orthotics & Prosthetics Program The National Organization has changed its criteria and now require students to earn a Master s Degree SPC will be sun-setting the current O&P program, with an anticipated teach-out timeline of 2 years AS program for O&P will remain at SPC Current students can go into Florida International University for graduate work for Orthotics & Prosthetics II. The RN-BSN Program There is a push to work on increasing enrollment for the program HEC is looking into expanding classrooms and resources for RN-BSN Students Informational Informational Informational Informational 86

91 Minutes of September 24, 2015 meeting III. SPC Initiatives Academic pathways and Career Communities Meeting Minutes approved as written Health Career Community will include all students in the health sciences majors; seminars, luncheons, etc. Goal is to create a collaborative community in an interdisciplinary setting. Also, will allow perspective students to determine if the specific program is desired. This project will be kicking off this Summer 2016 semester Informational Minutes of September 24 th meeting were approved as written 2 Employer Graduate Survey completion Status of the CON To be completed at the end of this meeting. I. Associate Degree program uniform change Change is effective in August 2016, LPN group to transition during the Summer 2016 semester New uniform: Navy blue tops and bottoms, with embroidered SPC logo Students wear uniform to campus classes as well as clinicals Students are required to wear black, white, or Navy Blue shoes only Three vendors are to be utilized in the transition; though Scrubs & Stuff donates a portion of their sales on SPC uniforms back to the CON Program II. RN-BSN Enrollment Expansion will be entirely online BSN Academic Chair; Dr. Louis, has been reaching out to surrounding counties (Hillsboro, Hernado, Pasco, Orlando) Program is contacting former students that have not yet completed the RN-BSN Program to possibly re-enroll Note: Approximately 6 states do not allow online students to attend Florida colleges due to fees required by states III. Academic Pathways a road map for students from Day 1 at SPC IV. Clinical Relationships This initiative will include career services which will focus on writing resumes and conducting mock interviews for students This is a primary focus for the Academic Chairs Please complete and turn in at the end of this meeting. Informational ADN students will have new uniforms effective in Fall 2016 Informational Informational Informational 87

92 Status of: ADN Program Enrollment NCLEX Pass Rates Master Rotation Faculty Program Director I. Enrollment II. NCLEX V. Schneider is over the BayCare relationships for the ADN program Dr. Baker to begin visiting clinical sites in the next Academic year 600 students in ADN; decreased enrollment in the LPN transitional program New LPN requirement: a minimum of 1 year of experience as an LPN within the past two years. Enrollment is expected to decrease, but success rates are expected to increase No plans to increase enrollment Recruiting ADN faculty; 3 faculty spots currently open Rosemary Keller and Marla Sutton are retiring Mary VanScoyoc is moving to Adjunct Academic Chairs are working on a 1-on-1 basis with any students that need to remediate; for students that do not pass EOP Level III students have summer semester homework to prepare for Level IV coursework in the Fall semester SPC s Pass Rates: % and first quarter % Florida s pass rate is 71.2%; which is one of the lowest pass rates in the entire country The proprietary schools which are not accredited and have low pass rates The board of nursing no longer has ability to oversee programs; legislature removed that right. The law must be overturned in order for these proprietary programs are overseen. Institutions are not being accredited by SACS. NLN has recently established their own accreditation board English as a second language is also an issue in state pass rates Clinical sites are asked to look at not allowing non-accredited programs 20+ schools currently attend master rotation; All Children s will be making changes regarding which students will be accepted moving forward. T. Spagnola will be attending the next Master Rotation to assist. SPC needs 100+ preceptors in just the last 3 weeks, so balancing between all the schools needs Informational Informational 3 88

93 Status of: RN to BSN Enrollment Recruitment/Retention Faculty Fall 2014 Course Changes Faculty Retirements III. Preceptors I. Enrollment Working on Level IV students working 12 hours for all of Level IV Currently 50% simulation is acceptable in the State of Florida, however, SPC aims to stay around 25%. Currently at around 12-15%. New simulation equipment is needed to increase the amount of simulation The Shafer family has donated around $1.4 Million to focus on baccalaureate; would like to use those funds to assist with simulation down the road Thank you to all sites for allowing the preceptors to work with SPC students, it is invaluable to our student s development and success. Awards will continue in the Fall for every hospital our students go to currently; decrease. Economy is recovering and people are going back to work force. Also, the 2020 BSN push by hospitals has been less intense recently. When BSN program changed from 5 ½ weeks to 8 weeks; students can take two classes every 8 weeks. Students can now graduate in 4 semesters; 5 semester minimum prior. No students were graduating within the 5 semesters in the past. New format is more student friendly to allow for full time or part time enrollment. If hospital has enough employees interested in BSN, the Dean and AC are willing and able to do on-site advising as requested Feedback is needed regarding what is happening in Nursing profession that will affect our curriculum to ensure students are prepared for the real-world of the profession. This is a main goal of this Advisor Board. Informational Informational Informational onsite program options are available 4 Job Market Statistics/Trends N/A N/A Advisory Committee Concerns and/or Recommendations Reports from Attending Members To be included in the reports from attending members. J. Munro BayCare Bartow hospital in Polk County has joined BayCare N/A 89

94 System Chief Nurse Officer position is now available Accepted position as System Officer; over 14 sites CNR residency has been implemented; 110 graduate nurses have been hired for this program 170 grad nurses in May will be hired Critical care environment incorporation of the specialty areas in clinical rotations. To prep for success. Home care and long term care is another opportunity T. Spagnola All Children s Hospital New hospital name and new CNO Adding institutes; cancer institute; population health and outpatient attention is growing Pushing for RN-BSN once again Will be applying for Magnet in L. Taylor Pinellas Technical College Students are doing well on state board scores Recently purchased software for medication (out of pixus system), to simulate medication delivery K. Carlisle FL Dept. of health New Director (Dr. Cho) is in place Elizabeth Smith replaced Carolyn Carr Looking for assistant community health director Senior community health nurse position currently available High School clinics; currently 4 sites one opening in Largo; have DNP available a few days a week immunizations and physicals. Boca, Gibbs, NE, and St. Pete Zika virus is being looked at Looking at shelter operations as well S. Clark Largo Medical Center 90

95 Grad nurses will be in Emergency department cohort in Fall 2 nd year of nurse residency program Kindey transplant program; 12 completed, liver transplant will be coming down the road nurses to oversee transplant programs will be needed Dr. Etten Suncoast Hospice New name: Empath Health Liaison Marie McBride is leaving; she is part of a military family that is moving to Italy HIV 1 st Ave s. Clinic with pharmacy will also be open to family members of clients Numbers (census) remaining the same in this local area; people are generally waiting until late to get involved with hospice PACE program OK for 100 more slots in program; encourage SPC to utilize; program for elderly picked up and transported to program to medical health services, pharmacy, psycho-social; members also seen in their home when needed (complementary) Approval to open a PACE program in Hillsboro 6 D. Covert Morton Plant Mease Camp Nurse Jr; 7-8 grade students. 3-days with longer hours this year. Students learn CPR, simulation, pathologist, lab, ICU with tele-medicine, pet therapy, yoga, and health careers. In July of Registration is currently open through website. Colleen Glass is over this program currently. Two new positions in department; Jackie changing roles. Advanced Education Specialist postions are being created. Earn as you learn changes; expecting less applicants at first. New requirement is 6mo experience in certain areas. Baycare medical group ARNP residency group is being established in August. Grant money from the Foundation to fund one; there will be three spots in the group. Announcements I. NCLEX is changing again adding a new format to the test, but SPC is not aware of that change yet. SPC takes steps to add new changes into program testing, and will do the same when these new changes are published. Changes at SPC are started at Level IV and work backward to ensure all students have exposure to those new format changes. Informational 91

96 Anticipated changes to be established in the Fall. A decrease in pass rates is expected until students have been exposed effectively to new standards. 7 Next Meeting Date Advisory Committee Evaluation Next Meeting Date is TBA The Fall meeting is where all advisory boards meet college-wide. All boards will be included in a breakfast meeting; which is a larger group than usual. Date will be sent out as soon as possible. Fall 2016 Advisory Board meeting date will be ed out as soon as it is available. Thank you for taking the time to complete the evaluation. Meeting adjourned at 9:45am Respectfully submitted, Melissa Sharp; Recorder 92

97 St. Petersburg College College of Nursing Advisory Committee Meeting Minutes Date: September 16, 2016 Time: 10:15am 1 Members Present: Susan Baker SPC, Allison Chen SPC, Dr. Mary Jean Etten- Hospice, Kerry Carlisle Florida Department of Health in Pinellas County, Debbie Covert Morton Plant Mease, Jacqueline Munro BayCare, Tina Spagnola All Children s Hospital, Anabelle Locsin Menorah Manor, Melissa Brickner BayPines, Krista Fusari SPC, Cindy Stehlin HCA Network Members Absent: Joanne Cattell, Jacqueline Hawkins-Johnson, Lisa Johnson, Thomas Mazzant, Beverly McGuire, Jacqueline Munro, Vivian Roy, Leslie Sabo, Walter Shaefer, Virginia Schneider, Ellen Standtke, Cindy Stehlin, JD Trent Welcome Topic Call to order by the chairperson Discussion Dr. Baker welcomed the Advisory Committee members to the College of Nursing s Advisory Committee Meeting. CON is very thankful for all of our community resources do for the students. Thank you to all members for participating in this committee. T. Spagnola called the meeting to order. Informational Meeting came to order Action/ Outcome/Person Responsible/Timeframe Introductions All Advisory Board members introduced themselves. State of HEC New building concept: 3 new buildings on site has been approved by BOT Informational Informational Corner of 66 th street; 3 story building to include student services, nursing program, simulation center Current scene was built in 2006 and is no longer meeting the demands for simulation Concept to include a quad The community will continue to be served by the HEC campus; possibly free clinics, etc. HEC is committed to building and fostering the community relationships Informational 93

98 State of SPC & Baccalaureate Programs Minutes of May 10, 2016 meeting Employer Graduate Survey completion Status of the CON Summer Institute Career & Academic Communities Academic Pathways HEC Developments Pathways Dr. Carver Changes No smoking on any SPC campus Food vendor: Natures Table; healthy food options Testing: increase in students needing testing accommodations; have been able to expand 7 study rooms Parking; faculty and staff parking area to allow students primary parking Added 14 new cameras in parking lots Greeter in lobby of the main building Transition is a bit easier for Health Programs, as this is more how things have been done for years Case management at 15 credit hour mark Working to assist students that are applying and unable to gain admittance Provost Role Change; Dr. Carver does not have any academic programs and is able to focus on community relationships Donor for BSN program; working with Dean and BSN Aca Chair to determine new ways to serve the BSN Students FL Dept of Health no high school clinic in St. Pete high school but is in Pinellas Park High School To be completed at the end of this meeting. CON Changing the climate within the college The changes that have been made at HEC and the CON; campus, uniforms, etc. have made a significant impact on students Summer Institute Informational Minutes of May 10 th meeting were approved with change 1 abstention Please complete and turn in at the end of this meeting. Informational 2 94

99 First summer was focused on honing down program learning outcomes Second summer was focused on developing program pathways; from day one to graduation. This has been found to be very successful and helpful to students 2016 summer the focus was on developing community pathways collegewide 10 communities college-wide Health programs have been collaborating prior to this initiative and have been able to strengthen this collaboration Community will bring programs together that have a commonality within the professional world Mission Statement has been written that will be the driving force for the community The first 15 credit hours for any health program will be essentially the same; which will include some experiences for desired majors; collaboration between other departments to assist with contextualizing basic pre-requisite courses for nursing Some of these new contextualized courses have already been rolled out for students There will be activities such as job shadowing, having experts in the field come to talk about their jobs, etc. This is designed to help students confirm their designated career path and major Examples of ways the CON has reached out to pre-nursing students: B. Keeney had students go into some A&P courses to reach out to those pre-nursing students to explain the benefits of high performance in A&P. PTA students have come into ADN courses to remind students of various issues patients have that would require collaboration between departments. There will be a contextualized Smart Start Orientation; online course that will help students be successful through the remainder of their program. Plans are being developed to assist students who are not accepted into Nursing Program to have another option; there is a great need for assistance in this area as the program admissions is highly competitive. Historically, these students 3 95

100 Status of: ADN Program Enrollment NCLEX Pass Rates Master Rotation Faculty Needs Preceptors Equipment NCLEX Enrollment often go to proprietary schools in the community which are not regionally accredited. Often times, those students have a hard time passing the NCELX; which contributes to FL being the lowest pass rate nation wide. Florida Board of Nursing regulatory board has been proposed for next legislative session. Community is urged to reach out to congress members and legislatures to express the importance of the Board of Nursing to have their regulatory authority reinstated. It is very important for professional leaders to speak out about the importance. Go to Legislative website for more information Down slightly; generally, have approximately 600 students, currently 546 students Changes are due to employment trends Contracts have changed at some organizations; such as Northside Hospital Enrollemnt anticipated to increase in the Spring semester Informational % pass rate in the Spring 2016 semester; above the national average Academic Chair efforts have made a huge impact on student success Faculty and Chairs have done a lot of work with students for testing 90.0% yearly pass rate in the last academic year Master Rotation October 26, 2016 will be the next Master Rotation Meeting Schedules have been sent out earlier and must be returned in a timely manner Collaboration has been very helpful with these efforts For community resources, if there have been any changes please report to CON 96

101 Negotiations will include preceptors during the next Master Rotation 5 Faculty Preceptors Equipment One full-time ADN Position available Adjuncts are always needed Looking into new ways to reward preceptors Plaques have been given out to Preceptors voted as Preceptors of the year; one at each hospital. These plaques are handed out by the Dean. Looking into possibly having a luncheon at the hospitals and possibly having a preceptor voted to receive a free 3-credit hour course at SPC Apollo simulator; high fidelity, and a new I-Stan mannequin New programing New parts for the Lucina mannequin All provided through a Perkins grant and are set to arrive in October Status of: RN to BSN Enrollment Family Orientation New initiative from SGA to support students by inviting support system to HEC to tour and orient families and support folks to the demands of the nursing program Will afford the opportunity for Faculty to engage with family Event will take place on September 23, 2016 Enrollment There are many students that have relationship problems as a result of the program demands This will start with Nursing program but will expand to all HEC programs Has increased in the current academic year; currently 708 students, which is approximately 30% increase Informational 97

102 Recruitment Activities BSN Academic Chair has been in the community recruiting new students for the program Job Market Statistics/Trends Advisory Committee Concerns and/or Recommendations Reports from Attending Members Recruitment Other T. Spagnola The increase has been all online students Curriculum is an 8-week format; many students attempt full-time but end up changing to a part-time status. Students can graduate in 4 semesters if attending on a full-time basis; 7 semesters at part-time. Will reflect on these changes at the end of the Spring 2017 semester to review effectiveness of these changes Smaller hospitals have reached out for program overview on-site for employees All hospitals are welcome to request this service If there are any major changes at facilities, please pass along to CON to assist students in being prepared for working world New critical care fellowship flow-pool; for experience (1 year min) nurses that will allow participants to float through three critical care departments CVICE, PICU, and NICU areas to be included in program Didactic, simulation, and hands-on September 16, 2016 is the interview fair for this initiative New building: research and education building Flu mist is not acceptable; shots are required Informational 6 S. Clark Largo is on 3 rd cohort for Emergency Nurse Program which has included for SPC grads; successful CNA programs are being revamped; as soon as students pass NCLEX they will transition into nursing position Progressive Care Unit program in the works as well Endotool; algorithm to manage diabetic patients; DNP to oversee 98

103 program should be live Oct 31 st 7 J. Dennis K. Carlisle Locsin Construction on-going; medical unit currently and will move through each unit upon completion of the previous unit 6 West will move over to 1 East to include more beds and private rooms to meet needs of community Open space will be an Intermediate ICU These changes will allow for flexibility for students completing clinical experiences at St. Pete Gen Several openings for Student Nurses; 51/2 and 6 hour shifts, one 8 hour position is available as Health Support Techs 3 LPN positions Several Registered Nurse positions Public health work closely with Pinellas County Schools; 7 schools will receive full-time LPN position PeopleFist vs PCB Flu Shots; Oct 26 th Flu-Boo drive through free flu shots Vision screenings Sept 19 th at St. Pete location; another date will be announced Offer free Zika testing on Mondays and Thursdays for pregnant women at multiple locations Flu mist is not acceptable; shots required per CDC Aug 1 st, new pharm Oct. 1 st new rehab company State Survey soon Renovations; Alzheimers unit more in line with environmental changes; inspection should be sometime in the next week 99

104 L. Taylor CON students will begin clinical in the Fall Continuing to do well on test scores No new changes currently 100+ students at each of the two campus; Clearwater and St. Pete Students are admitted up to 5 times per year; approximately 24 students accepted at each acceptance period to better assist students At times there are as many as 50 applications at each admission time Working with students from ITT to try to accommodate needs *** SPC cannot accept ITT nursing students due to accreditation issues ***QUIN has created a brochure for potential nursing students that discusses accreditation infomration Have had SPC Level IV failure students come into PTEC programs which required permission from the Board of Nursing to accept this group of students. There is a lot of clinical experience needed in these situations. 8 M. Etten State survet no recommendations Census; staying level locally PACE Program 385 slots and 150 slots in Hillsb Co; will eventually be opened up to community students for clinical needs. Includes EOL care Students participate in clinical experience at Hospice; evening students attend at Care Centers Purchasing simulation equipment BSN opportunities for preceptor needs Next Meeting Date Currently no date set. Dr. Baker will send potential dates out to group. Informational Advisory Committee Evaluation All members to complete before leaving meeting Thank you for taking the time to complete the evaluation. Meeting adjourned at 11:30am 100

105 Respectfully submitted, Melissa Sharp; Recorder 9 101

106 Data and information contained herein cannot be used without the express written authorization of the St. Petersburg College. All inquiries about the use of this information should be directed to the Executive Director of Institutional Research and Effectiveness at St. Petersburg College. Copyright St. Petersburg College, May All rights reserved.