Assessment Plan Report PROGRAM ASSESSMENT REPORT AY

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1 Assessment Plan Report PROGRAMASSESSMENTREPORT AY ReportDate: August1,2009 School/College: SchoolofNursing Department/Program: DNPprogram PersoncompletingtheReport: SusanPrion,AssociateProfessor&Chair,DNPDepartment 1. OverviewStatement:Brieflysummarizetheassessmentactivitiesthatwereundertaken thisacademicyear,indicating: a. Whichprogramlearningoutcomeswereassessedthisyear. b. Whoinyourdepartment/programwasinvolvedintheassessmentoftheabove learningoutcomes Thiswasthefirstfullyearofourprogramandwelookedatmostofprogramoutcomesto completesomeimmediaterevisionsandimprovements.theprogramoutcomesforthednp programareasfollows: UponcompletionoftheDNPprogram,thegraduatewillbeableto: Integratenursingsciencewithknowledgefromethics,thebiophysical, psychosocial,analytical,andorganizationalsciencetodevelopandevaluate nursingandcaredeliverymodels. Developandevaluateeffectivestrategiesformanagingtheethicaldilemmas inherentinpatientcare,thehealthcareorganization,informationtechnology, andresearch. Useanalyticmethodstodesign,implement,andevaluatebestmodels forpatientcareandsystemsofcaredelivery. Effectivelydevelop,implementandevaluateevidence basedapproachesto advancenursingandhealthcare. Demonstrateleadershipinthedevelopmentandimplementationofinstitutional, local,state,federal,andinternationalhealthpolicy. Advocateforsocialjustice,equity,andethicalpolicieswithinallhealthcare arenas. Effectivelyleadqualityimprovementandpatientsafetyinitiatives. Advancetheeffectiveuseofhealthcareinformationsystemstoassurehigh qualityhealthcareoutcomes. Employeffectivecommunicationandcollaborativeskillsinthedevelopmentand 1

2 Assessment Plan Report implementationofmodels,healthpolicy,standardsofcare,and organizationalissues. Analyzeandsynthesizeepidemiological,biostatical,environmental,cultural elementsrelatedtoindividual,aggregate,andpopulationhealth. Conductacomprehensiveassessmentofhealthandillnessparametersin complexsituations,incorporatingdiverseandculturallysensitiveapproachesin ordertodesign,implement,andevaluateevidence basedinterventions. Developandsustaintherapeuticrelationshipsandpartnershipswithpatients andotherprofessionalstofacilitateoptimalpatientoutcomes. Analyzethelinksamong,organizational,population,fiscal,andpolicy issuesinordertoeffectiveeducationindividualsandcolleagues. Satisfythecourseandclinicalrequirementsforspecialtycertification. AdvancethemissionandcorevaluesoftheUniversityofSanFrancisco. Specifically,theDNPdepartment(facultyandstudents)incollaborationwiththeSONProgram Evaluationcommitteecompletedaseriesofdirectandindirectassessmentstocollect informationaboutstudentaccomplishmentoftheseoutcomes. 2. PleaseAnswerstheFollowingQuestionsforEachoftheStudentOutcomesAssessed: a. Whatdidyoudo? Describeclearlyandconciselyhowyouassessedthelearningoutcomesthat wereevaluatedthisyear(e.g.,measures,researchmethods,etc.).[pleaseuse bulletpointstoanswerthisquestion] Weusedintegratedcollectionstrategiestogetfeedbackfromstudents,facultyand graduates,soiwilldiscussthevariousstrategiesasapackageratherthanbyeachslo. Wegraduatedourfirstgroupof6DNPgraduatesinDecember2008,andanadditional5 studentsinmay,soweusedtheopportunitytoadminister Ananonymous,open endedonlinesurveytothisgroupaskingfordetailed feedbackaboutstrengthsandweaknessesoftheprogram Basedonthatinformation,wedevelopedamixedfixedandopen ended responsesurveythatwassenttoallofourstudents(structuredaroundprogram Outcomes) Wealsoconductedseveral listeningsessions thatwerecarefullystructuredas focusgroupinterviewswithanystudentsintheprogram Studentsparticipatedinourdepartmentmeetings,offeringtheirperspectiveson variousissues. Wecollectedfeedbackfromenteringstudentsabouttheeffectivenessofthe newdnpenteringstudentorientationandwillaskagainattheconclusionofthe students firstsemester Wedistributedanemployersurveytoeachgraduateandaskedthemtoinvite 2

3 Assessment Plan Report theirsupervisortoprovideuswithsomefeedback(basedonprogramoutcomes) WeaskedenteringDNPstudentstoself assessmagainsttheprogramoutcomes ThedepartmentchairconductedaDNPfacultyfocusgrouptoexplore b. Whatdidthefacultyinthedepartmentorprogramlearn? Summarizeyourfindingsandconclusionsasaresultoftheassessmentindicating strengthsandweaknessesinstudentlearningdemonstratedbythisassessment. Thefacultyandstudentsinthedepartmentlearnedagreatdealasaresultofthis assessment.wefoundoutthat: Ouradmissionsprocesswasnotconsistentandreliedtooheavilyonstafffor importantdecisions Incomingstudentshadverydifferentlevelsofmasteryofthefoundational skills(scholarlywriting,presentation,grant writing,dataanalysisand researchcritique)necessarytofullyintegratethesophisticateddoctoral level content Upperlevelstudentsdidnotfeelwell preparedtomeettheexpectationsof thednpprojectbecauseoftheirlackofcourseworkfocusedonqualitative research Incomingstudentswerenotorientatedtotheexpectationsoftheprogramin ameaningfulandproductiveway,andstruggledtodecipherdepartmental policyandprocedures,especiallyforthequalifyingexamandcomprehensive examprocesses Thecommitteeselectionprocessforthequalifyingexamandcomprehensive examprocesswasfrustratingandconfusingtostudentsandfacultyalike c. Whatwillbedonedifferentlyasaresultofwhatwaslearned? Discusshowcoursesand/orcurriculawillbechangedtoimprovestudent learningasaresultoftheassessment.includeadiscussionofhowthefaculty willhelpstudentsovercometheirweaknessesandimprovetheirstrengths. ThecurrentMSNtoDNPprogramwasreconfiguredintooneprimarytrackratherthan anindirectanddirect.theclassesspecifictothecurrentdirecttrack(e.g.advanced PathophysiologyandAdvancedPharmacology)werediscontinuedandatransitionplan wasimplementedforthestudentsinthattrack. Thecurrentcurriculumwillunderwentthefollowingchanges: N704InstructionalDesignforHealthcarewasrevisedandrenamedHealthcare InformaticstoreflectanincreasedemphasisonInformatics,asidentifiedinthe programoutcomesanddnpessentials 3

4 Assessment Plan Report N714BioethicscontentwasemorecongruentlyintegratedintoN717Policyand ImplicationsforHealthcareOutcomes N712andN713WritingforPublicationandGrantwritingwasrevisedintoone3 unitclasscalledscholarlycommunicationemphasizingwriting,presentationand grantskills GEDU706BasicStatisticswasreplacedbyanewSONclassentitledAppliedData Analysisthatincludesastudyofbothqualitativeandquantitativedataanalysis techniquesthroughexplorationofcarefullyselectedresearchstudiesfromthe healthcareprofessionalliterature AnewclasstitledLeadershipinComplexadaptivesystemswasdevelopedand approvedtoprovidearichtheorybaseforhealthcaresystemsleadership Withthesechanges,thecredittotalincreasedfrom42unitsto45units,butthe programgainedastrongtheoreticalgrounding,becamemoreinternallycongruent,and shouldbetterfulfillthecontentexpectationsofthednpessentialsithroughviiiandthe DNPProgramOutcomes. Inaddition,thefollowingprocessesandactivitieswerealsocompleted: Twoonlineresourcesweredeveloped:theDNPStudentProfileandthedoctorallypreparedFacultyProfile.StartinginFall2009,DNPstudentsandqualifiedfaculty memberswillcompleteanonlineprofiledetailingtheirprofessionalexperience,research andclinicalexperiences,educationalpreparation,andadditionalrelevantinformation thatwillhelptoinformthednpcommitteeselectionprocess.thefacultyprofileswillbe availabletostudents,andthestudentprofileswillbeavailabletofacultytoguidebothin theselectionofadnpcommittee. A2 daydnpnewstudentorientationwasdevelopedandheldonaugust21 22for allincomingdnpstudents.expectationsofdnpstudents,resources,informatics,a discussionofthednpdegree,opportunitiestotalkwithcurrentstudents,alumsand facultymemberswereallpartoftheorientation.incomingstudentscompletedboth a selfassessmentofcoreskillsinventory andthe EnteringDNPstudentssurvey. TheEnteringStudentsurveyasksstudentstoself assessmentagainsttheprogram outcomes,andtheaggregateresultswillbetrendedbyrepeatcompletionofthe surveyatimportantmilestonesintheprogram. DepartmentmeetingsareheldonTeachingSaturdaysandallstudentsareinvitedto attendthemeetings. A2 hourdnpfacultyorientationwasconductedtointroducealldoctorally prepared facultytothespecificsofadvisingandservingasacommitteechairorcommittee memberforadnpstudent 4

5 Assessment Plan Report 3. Attachacopyofthecomponentsofthedepartment/programassessmentplanthathave beenmodifiedsinceitsinitialsubmission: a. ProgramMission b. ProgramLearningGoals c. ProgramLearningOutcomes d. ProgramLearningRubricsalignedwithoutcomes e. Curriculummapthatshowsthecoursesthatpertaintotheoutcome Pleasereturnto:ProvostOfficebyJune1,2009 copyto:provostoffice,lonemountainrossiwing4 th floor. Ifyouhaveanyquestions,pleasecontact:WilliamMurry,DirectorofInstitutionalAssessment 5

6 Assessment Plan Report DNP program assessment and evaluation plan draft 1. Graduated student qualitative online survey a. December 2008 (n = 6) i. Results collated and shared with DNP faculty and students February 2009 b. i. Results to be collated and shared with DNP faculty and students September Employer survey due August 2009 a. uses DNP Essentials and associated student learning outcomes to assess program b. Results to be collated and shared with DNP faculty and students September Alumni survey due December 2009 and 1 year after graduation for each subsequent class a. uses DNP Essentials and associated student learning outcomes to assess program b. includes narrative questions from graduated student survey 4. Current student survey due June 2009 a. uses DNP Essentials and associated student learning outcomes to assess program b. Results to be collated and shared with DNP faculty and students September DNP faculty survey due Fall 2009 a. uses DNP Essentials and associated student learning outcomes to assess program 6. Course assessment: ongoing 7. Individual student progression patterns: ongoing 8. Aggregated student performance (course grade) assessment: ongoing 6

7 University of San Francisco School of Nursing MSN to DNP program Healthcare Systems Leadership 7 N701 Applied Data Analysis Course Description DNP Essential(s) Special instructio ns This course introduces the DNP student to the process of qualitative and quantitative data analysis, including the procedures which are appropriate for handling these data in given situations. Students will also acquire the knowledge and skills to evaluate the use of data analysis techniques. Emphasis will be placed on the essential relationship between data analysis and the research process. A strong foundation of data and research analysis skills provides the DNP student with the tools to interpret and apply research findings to clinical for improved patient care. This information will be used to plan and evaluate care for individuals and families, and to effect and evaluate organizational changes. I. Scientific underpinnings for III. Clinical scholarship and analytical methods for evidence-based Completed during first 9 units of Probationar y Admission N702 Epidemiology This course provides the opportunity to explore the causes of health and disease through systematic and rigorous identification of patterns in populations, formulating causal hypotheses and testing those hypotheses by making group comparisons. Epidemiology is the basic science of public health, and as such, I. Scientific underpinnings for VII. Clinical prevention and population health for improving the nation s health Must complete N701 as prerequisite

8 provides the scientific underpinnings for understanding disease patterns so that effective interventions can be proposed, implemented and evaluated. 8 N704 Healthcare Informatics Participants in this course will gain the knowledge and skills necessary to use information systems and instructional technology to support and improve patient care and direct effective student, patient and staff education in the healthcare system and/or academic setting. IV. Information systems/technology and patient care technology for the improvement and transformation of healthcare N705 Scholarly Communication Exploration of scholarly writing and oral communication will assist the doctoral student in mastering methods of clear and persuasive argument. Emphasis will be placed on clear and articulate presentation of ideas to an audience of healthcare professionals and funding agencies. I. Scientific underpinnings for III. Clinical scholarship and analytical methods for evidence-based Completed during first 9 units of Probationar y Admission N711 Evidence-based in healthcare This course focuses on using research to evaluate policy, guidelines, and other related foci for improvement of patient care. Emphasized are critical analysis and synthesis of assessment, intervention, and evaluation of outcomes. Participants will evaluate research findings, develop, and support data-driven decisions. I. Scientific underpinnings for III. Clinical scholarship and analytical methods for evidence-based Completed during first 9 units of Probationar y Admission

9 9 N716 Advanced Practice Roles N754 Policy and ethical implications for healthcare outcomes N755 Leadership in complex adaptive systems Doctoral seminar: focus on analysis of the scope and nature of advanced roles and their implementation and utilization in health care systems. Issues and trends related to legislation, law, reimbursement and policy as it affects advanced nursing for direct and indirect care providers will be emphasized. Course focuses on the development of the nurse s role in health care planning and policy and responsibility for patient outcomes. Content includes the critical analysis of bioethical issues in the delivery of health care services. The concepts of access, quality, ethics and cost containment will be overarching themes in the course discussions. This course provides the doctoral student with an opportunity to engage in a study of current and cutting edge leadership theories and apply them directly to the of professional nursing at the advanced level. Historical, present-day, and future perspectives of leadership in nursing within the context of the dynamic nature of health care organizations will be explored. Specific emphasis will be on incorporating and viewing nursing leadership and organizations using the complexity science paradigm. Strategies for incorporating change management VIII. Advanced nursing I. Scientific underpinnings for II. Organization and systems V. Healthcare policy for advocacy in healthcare I. Scientific underpinnings for II. Organization and systems VIII. Advanced nursing

10 theories will also be addressed through the perspective of the emerging roles of the nurse as clinical nurse leader and practitioner, advocate, manager of resources and member of the interdisciplinary team. Finally, through the of Ignatian Pedagogy and reflective praxis, the student will engage in self assessment and self evaluation of their own leadership styles and values, ultimately creating a vision statement for their own personal development and strategic acquisition of leadership skills and knowledge for their advanced as a DNP. 10 N764 Advanced Management of Financial Resources N765 Project and management This course provides the DNP student with tools to critically analyze the principles of finance and fiscal management in health care systems. Economic issues that affect health care systems and patient care delivery will be analyzed. Financial reports and statements will be used to analyze the profitability and fiscal stability of organizations. Students will participate in all aspects of the budgeting process. Forecasting techniques and research will be used to evaluate the effectiveness of financial management strategies. The influence of global trends on the health care delivery system will be discussed. Doctoral seminar in which students will learn the basic principles of planning, scheduling and controlling activities related to in health care IV. Information systems/technology and patient care technology for the improvement and transformation of healthcare I. Scientific underpinnings for

11 N789 DNP project organizations. The conceptual underpinnings to apply knowledge, skills, tools and techniques to a broad range of activities in order to develop and manage a project to successful completion will be emphasized. Evidence-based project addressing a clinically relevant problem including review of literature, translation of findings to the setting, collaborative project design, implementation, and the evaluation of impact on patient outcomes and the care environment. The project is a faculty-guided scholarly experience that provides evidence of critical and ability to apply research principles through problem identification, proposal development, implementation, and evaluation. IV. Information systems/technology and patient care technology for the improvement and transformation of healthcare I. Scientific underpinnings of III. Clinical scholarship and analytical methods for evidence-based 11 N790 HSL Practicum I: Role Development A clinical course that provides for the role development of the health care systems leader at the doctoral level under the supervision of a preceptor and facilitated by faculty. Students will select a setting (i.e., hospital, long term, community health agency, etc.) where evidence-based leadership activities can IV. Information systems/technology and patient care technology for the improvement and Students can register for a range of units (2-5 units) for this course. For each unit of

12 N791 HSL Practicum II: Role implementation be employed. Students will determine individual goals and learning objectives consistent with a learning contract negotiated with a preceptor and approved by faculty. Students will develop and manage a project that will benefit the setting. Placement in a practicum site will be based on the students' clinical interest and the availability of preceptors. Clinical course in which the student implements the role of the clinical systems leader under the supervision of a preceptor. Students will select a setting (hospital, long term or community health agency) where concepts, theories, and principles of administration and management can be applied. Students will determine individual goals and learning objectives consistent with a learning contract negotiated with a preceptor and approved by faculty. Clinical placement transformation of healthcare VIII. Advanced nursing IV. Information systems/technology and patient care technology for the improvement and transformation of healthcare 12 credit during this practicum course, the student must complete 3 hours of (5 Units = 225 hours). The unit load for the course will be individualize d to each student in consultation with the academic advisor. Co-requisite N711 N790 or equivalency and permission of Instructor and academic advisor

13 will be based on students' clinical interest and the availability of preceptors. VIII. Advanced nursing 13 N792 HSL Practicum III: Role evaluation Clinical course in which the student evaluates the role of the healthcare systems leader. Students will develop, implement and evaluate an evidencebased program designed to positively impact patient care outcomes. Students will determine individual goals and learning objectives consistent with a learning contract negotiated with a preceptor and approved by faculty. Clinical placement will be based on students' clinical interest and the availability of preceptors. IV. Information systems/technology and patient care technology for the improvement and transformation of healthcare VIII. Advanced nursing N790, 791 or equivalency and Permission of Instructor and Academic Advisor.

14 14 N793 HSL Practicum IV: Role Synthesis Clinical focused on synthesis of the healthcare systems leader in an advanced role based on an evidence-based approach designed to bring high level change in a clinical system. Students will determine individual goals and learning objectives consistent with a learning contract negotiated with a preceptor and approved by faculty. Clinical placement will be based on students' clinical interest and the availability of preceptors. Faculty may serve as preceptor in this course. IV. Information systems/technology and patient care technology for the improvement and transformation of healthcare VIII. Advanced nursing N790, 791, 792 or equivalency and Permission of academic N795 DNP Residency Advanced residency. Structured immersion to mastery of a specific advanced nursing or systems leadership role. Individual contracts will be developed to meet the needs of the students and practicum placements will be dependent on current experiences and students goals. VIII. Advanced nursing Successful completion of Qualifying Exam & Progression to Residency. Permission of DNP chairperson N799 DNP Directed Study Variable Depends on topic area Permission of instructor and advisor