Graduate Nursing Programmatic Assessment of Student Learning Plan

Transcription

1 Graduate Nursing Programmatic Assessment of Student Learning Plan Summary of Graduate Nursing plan for Assessment of Student Learning and Program s: Three sections make up the Graduate Nursing Assessment Plan: Assessment of Student Learning s identified in the Annual Assessment Report. Assessment of Program s identified in the annual s Measures Report (OMR). Assessment of program quality and effectiveness guided by the Graduate Nursing Systematic Evaluation Plan (SEP). The Annual Assessment of Student Learning s Report reflects assessment data on institutional and program specific student learning outcome achievement. Curricular recommendations are identified based on the analysis of the data. This report is submitted to the college s office of Assessment. Data collected from the OMR evaluates overall outcomes of graduates. These include program completion rates, certification passage rates, graduate accomplishments, employment rate, student summative performance evaluation by faculty and the Student Exit Competency Portfolio, which includes program satisfaction data. The faculty has identified expected levels of achievement for graduation, certification passage, student summative performance evaluation of program outcomes, employment rates, and program satisfaction rates. This includes retention data, student formative report of outcome achievement and student overall satisfaction with educational experience. Proposed benchmarks have been defined, but final expectations will not be determined until a few years of data have been collected since this program is new. The Systematic Assessment Plan (SEP) is a continuous quality improvement process for all aspects of the nursing program. All program components are assessed at regularly scheduled intervals, with many on an annual basis. Graduate nursing faculty use the results identified in the SEP, OMR, and the annual Assessment of Student Learning s reports to make program and curricular changes. Details on the actions for the current year and recommendations for the following year are included on each report. I. Institutional Assessment Artifact Collection For the following five items describe the artifact that will be collected (middle column) and how/where it will be collected (right column). The collection point must be a required class or other required part of the program. OUTCOME ARTIFACT COLLECTION POINT Written Communication (Use Written Proficiency Artifact) Research Manuscript Political Voice Legislative Paper End of Program: Yearly with students enrolled in Capstone Course Mid-Point of Program: NURS 509 Health Care Policy/Economics

2 Oral Communication Integration/Synthesis Ethical Reasoning Critical Thinking Research Poster Presentation at Palmer CNL Elevator Speech Role Development Speech Evidence-based Capstone Project Health Care Teaching Project Capstone Evidence-based Project Analysis of Ethical Decision Making in Statistical Reports Capstone Evidence-based Practice Project Global Comparison Paper End of Program: Yearly with students enrolled in Capstone Course Mid-Point of Program: NURS Leadership for Advanced Nursing Course Mid-Point of Program: NURS 651 Advanced Role Development course End of Program: Yearly with students enrolled in Capstone Course Mid-Point of Program: NURS 516 Education in Practice course End of Program: Yearly with students enrolled in Capstone Course Mid-Point of Program: End of Program: Yearly with students enrolled in Capstone Course Mid-point of Program: NURS 509 Health Care Policy/Economics II. Addressing Essential Skills in the Program Briefly describe the two types of writing in the discipline that the program will address: Type 1: Persuasive Writing Type 2: Scientific Writing Briefly describe how you will address each of the following items : ITEM HOW THE PROGRAM WILL ADDRESS IT Writing in the discipline (Type 1) This written assignment is assess in the NURS 509 Health Care Policy/Economics course, which is taken at the beginning/mid-point in the student s plan of study. Students receive an individual grade based on their performance in meeting the project expectations. The faculty evaluates this paper using the writing rubric at the end of program for

3 Writing in the discipline (Type 2) aggregate data. Curriculum recommendations are made after evaluating the aggregate assessment data. This written assignment provides opportunity for students to learn how to express themselves with politically based communication. Students writes a parsimony letter to a legislator introducing a healthcare issue that relates to existing or potential health policies or legislation. The letter must address both sides (pros and cons) of the selected policy/political issue and includes supporting evidence. The student s opinion of the policy/political issue is stated in a persuasive manner, using supporting evidence. This project is completed in the Capstone Course (NURS 646/NURS 686) at the end of the student s plan of study. Students receive an individual grade based on their performance in meeting the project expectations. The faculty evaluates this paper at the end of program for aggregate data. Curriculum recommendations are made after evaluating the aggregate assessment data. Oral Communication in the discipline The purpose of developing the Research Manuscript is to prepare the research project for publication in a methodical process while evaluating the research project implementation. This Manuscript features the quantitative research findings and implications for practice. The CNL Elevator Speech or the Role Development Speech is evaluated in the NURS 613 (CNL) course or the NURS 651 (NP) course. This is assessed at mid-point in the student s plan of study. Students record and upload their speech for evaluation. Faculty evaluate the speech using the Oral Rubric. The aggregate data is evaluated and curricular recommendations are made based on the findings. An elevator role introduction speech is a three to five minute message that summarizes and highlights the unique aspects of the CNL or NP role. It s a well-developed sales pitch to a professional audience. The message is conveyed in conversational style and can be altered to fit the clinical setting or patient population. Integration/Synthesis in the discipline The Oral Communication is assessed in the Capstone course at the end of the program. Student present a poster presentation at the Morningside College Student Research Symposium. Faculty evaluate each student s oral presentation of their poster using the Poster Oral Presentation Rubric. Aggregate data is evaluated and curricular recommendations are made. The mid-point Integration/Synthesis is assessed in the NURS 516 Education in Practice course using the Healthcare Teaching Plan. The Healthcare Teaching Plan rubric developed by nursing faculty

4 incorporates concepts identified in the college s Integration/Synthesis rubric. Faculty uses this rubric to assess aggregate data of this learning outcome. Faculty makes curricular recommendation based on the aggregate data findings. Ethical Reasoning Critical Thinking The end of program Integration/Synthesis is assessed in the Capstone course using the Evidence-based Practice Project as the artifact. The nursing faculty incorporated concepts stated in the college s Integration/Synthesis rubric to develop the Evidence-based Practice Project Rubric. Aggregated data is evaluated and curricular recommendations are made. During all practicum encounters, students are evaluated on their ethical behavior and upholding the principles of the American Nurses Association s Code of Ethics. However, Ethical Reasoning is assessed at the mid-program point during the NURS 530 Statistic course with the Analysis of Ethical Decision Making in Statistical Reports assignment. The concepts taken from the college s Ethical Reasoning Rubric is used to assess this student-learning outcome. Ethical Reasoning is assessed using the Evidence-based Practice Capstone project completed at the end of program. The Evidencebased Capstone project uses a systematic method to detail and plan for successful Evidence-based practice implementation by documenting planned procedures that are useful, feasible, ethical, and accurate. Aggregate data is evaluated and curricular recommendations are made. The Global Comparison Paper is completed in the NURS 509 Health Care Policy/Economics course early/mid-point of the program. This paper provides the opportunity to expand critical thinking as the student compares and contrasts a selected country s healthcare system with the U.S. This process helps the student examine healthcare delivery from different perspectives. Furthermore, this assignment hones students professional writing skills needed for graduate level education. Students select a country of interest and describe its healthcare system. Students compare and contrast that country with the U.S. The Evidence-based Practice project is completed in the Capstone Course (NURS 646/NURS 686) at the end of the student s plan of study. Students receive an individual grade based on their performance in meeting the project expectations. The faculty evaluates this paper at the end of program for aggregate data. Curriculum recommendations are made after evaluating the aggregate assessment data. The Evidence-based Capstone project uses a systematic method to detail and plan for successful Evidence-based practice implementation by documenting planned procedures that are useful, feasible, ethical,

5 III. Program-specific s and accurate. This paper is evaluated in two ways: a) initially this paper is evaluated by the student s peers in the peer evaluation process; and b) secondarily this proposal is graded by faculty after any revisions made after the peer evaluation. The purpose of this paper is to provide students the opportunity to: 1) develop an Evidence-based Practice project proposal. Evidence-based Practice project proposal is designed to provide essential information to stakeholders who may want to approve, adopt or benefit from this proposal; and 2) showcase the learner s knowledge of Evidence-based practice. Students will follow the Iowa Evidence-based Practice Model, develop an Evidence-based project proposal. The proposal must reflect enough information in the plan so someone outside of the organization can understand the plan and how it will be implemented. Provide information for each program-specific outcome in the table below. The outcome goes in the first column, the artifact used to assess it in the second column, the first year that it will be assessed in the third column, and the frequency with which it will be assessed in the fourth column. OUTCOME 1. Synthesize knowledge from nursing and related sciences to deliver advanced nursing care while respecting diversity, human dignity, and beliefs, and by accepting each individual as a holistic being with an integrated body, mind, and spirit. (Holistic Care) 2. Integrate advanced communication and information technology skills when interacting and collaborating with patients, families, populations, and interprofessionals of the health care team. (Communication) ARTIFACT FOR ASSESSMENT Evidence-based Practice Capstone Project Research Poster Presentation (oral) Capstone Manuscript (Written) FIRST YEAR ASSESSED 2018 Annual ASSESSMENT FREQUENCY

6 3. Formulate decisions and behaviors using the critical thinking process to ensure advanced professional competency to deliver evidence-based clinical prevention and promotion interventions that improve patient and population health outcomes in a global and technical society. (Critical Thinking) 4. Construct patient-centered care which synthesizes the holistic nature of nursing, determinants of health, and diagnostic reasoning, and to improve patient outcomes across diverse settings while understanding that organizational and systems leadership are critical to promotion of quality and safe patient care. (Nursing Process) 5. Engage in interprofessional collaboration while exhibiting appropriate nursing roles in the provision and management of health care with attention given to legal, social, political, economic, and ethical issues that impact the quality and safety of patient and population outcomes. (Nursing Roles) 6. Illustrate ethical analysis and clinical reasoning to assess, intervene, and evaluate advanced nursing care delivery and professional and personal behavior. (Ethics) 7. Integrate relevant research and evidence from multiple sciences, clinical judgment, and interprofessional perspectives Capstone Evidence-based Practice Project Capstone Evidence-based Practice Project Capstone Evidence-based Practice Project Evidence-based Practice Capstone Project Research Manuscript

7 using translational processes to improve practice and health outcomes for patients and aggregates. (Research) 8. Assume responsibility and accountability for personal and professional growth and integrity by engaging in lifelong learning and a commitment to the values and principles governing the discipline of advanced practice nursing. (Life-long Personal and Professional Growth) Student Exit Competency Portfolio IV. Curriculum Map Use the table below to indicate where the program addresses the essential skills and programspecific outcomes. REQUIRED CLASS OR ELEMENT OF THE PROGRAM NURS 517 NURS 522 Writing Type 1 in the discipline Writing Type 2 in the discipline Oral Communication in the discipline Integration/ Synthesis in the discipline Ethical Reasoning in the discipline NURS 509 X X NURS 515 NURS 516 NURS 533 NURS 518 NURS 530 NURS 510 NURS 613 NURS 615 NURS 631 NURS 632 X X X Critical Thinking in the discipline

8 NURS 646 NURS 651 NURS 654 NURS 524 NURS 655 NURS 656 NURS 661 NURS 662 NURS 657 NURS 658 NURS 665 NURS 668 NURS 670 NURS 669 X NURS 686 X X X X X Yellow highlighted courses represent the MSN core courses required by all MSN students. Green highlighted courses represent the Clinical Nurse Leader specialty courses required by all student enrolled in the CNL track. Blue highlighted courses represent the Nurse Practitioner specialty required by all students enrolled in the NP track. Program Specific Curricular Map Program Specific Student Learning s: All eight student learning outcomes are addressed in each course in the context of the course content. REQUIRED CLASS OR ELEMENT OF THE PROGRAM NURS 517 X X X X X X X X 8 NURS 522 X X X X X X X X NURS 509 X X X X X X X X NURS 515 X X X X X X X X

9 NURS 516 X X X X X X X X NURS 533 X X X X X X X X NURS 518 X X X X X X X X NURS 530 X X X X X X X X NURS 510 X X X X X X X X NURS 613 X X X X X X X X NURS 615 X X X X X X X X NURS 631 X X X X X X X X NURS 632 X X X X X X X X NURS 646 X X X X X X X X NURS 651 X X X X X X X X NURS 654 X X X X X X X X NURS 524 X X X X X X X X NURS 655 X X X X X X X X NURS 656 X X X X X X X X NURS 661 X X X X X X X X NURS 662 X X X X X X X X NURS 657 X X X X X X X X NURS 658 X X X X X X X X NURS 665 X X X X X X X X NURS 668 X X X X X X X X NURS 670 X X X X X X X X NURS 669 X X X X X X X X NURS 686 X X X X X X X X

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