UNIVERSITY OF NEVADA, LAS VEGAS SCHOOL OF NURSING GRADUATE PROGRAMS. MSN PROGRAM OUTCOMES Manila St. Jude NURSE PRACTITIONER TRACKS

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1 1 UNIVERSITY OF NEVADA, LAS VEGAS SCHOOL OF NURSING GRADUATE PROGRAMS MSN PROGRAM OUTCOMES Manila St. Jude NURSE PRACTITIONER TRACKS Program Outcomes Measurement Report Date 1. Evaluate the principles, personal values, and beliefs that influence ethical decision making, which provides a framework for nursing practice 2. NURS 769L evaluation Fall --Even Years 2. Communicate effectively as a health care professional, creating collaborative interdependent relationships and act as advocates for the nursing profession and client population 3. Incorporate nursing theory and evidence based practice in advanced nursing roles 4. Understand the influences of human diversity and social issues in providing culturally sensitive health promotion and disease prevention strategies in a global society 5. Assume a leadership role in the management of human, fiscal and physical health care resources to improve nursing practice and health care delivery 3. Capstone Paper 2. Capstone Paper 3. Capstone Oral 4. Final Comprehensive Exam 2. Final Comprehensive Exam 3. NURS 769L evaluation 2. Capstone Paper 3. National Certification Exam 2. Capstone Paper 3. Alumni Survey Spring-- Even Years Fall--Odd Years Spring-- Odd Years Fall--Even Years 1. Competently assess, diagnose, prescribe, evaluate and create a holistic plan of treatment 2. Articulate the professional role, which includes the ethical code of conduct and scope of advanced practice 2. NURS 769L evaluation 3. Comprehensive Exam 4. Capstone Paper 2. NURS 769L evaluation 3. Capstone Paper 4. Comprehensive Fall--Even Years Spring-- Even Years

2 2 3. Develop and monitor comprehensive, holistic plans of care that address the health promotion and disease prevention needs of diverse client populations. 4. Assess and monitor teaching/learning needs in a diverse client population Exam 2. NURS 769L evaluation 3. Capstone Paper 4. Comprehensive Exam 2. NURS 769L evaluation 3. Capstone Paper 4. Comprehensive Exam Fall--Odd Years Spring-- Odd Years

3 UNLV SCHOOL OF NURSING PROGRAM EVALUATION PLAN Standard I. Program Quality: Mission and Governance The mission, goals, and expected outcomes of the program are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest all in the pursuit of the continuing advancement and improvement of the program. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. Color Codes per tasks Faculty Affairs Student Affairs Research Executive Faculty Organization Department Chairs Dean Team Assist. Dean /Research Key Element Method of Evaluation And Sources of Evidence Person/s Responsible for Assessment Timeframe for Assessment Changes/Decisions Resulting from Evaluation I-A. Mission, goals, and expected program outcomes are written, congruent with parent institution, consistent with professional nursing standards and guidelines for the preparation of nursing professionals. Comparison of SON mission, goals, and expected program outcomes with: -UNLV Mission and Goals Matrix of UNLV Mission and Goals and program outcomes with SON Mission and goals Matrix from I-B relates to professional nursing standards and guidelines. Affinity Matrix I-B. Mission, goals, and expected program outcomes reviewed periodically and revised, as appropriate to reflect professional standards and guidelines. Comparison of SON mission, goals, and expected program outcomes with: -Analyze matrixes created by BSN Coordinator comparing ANA Standards of Professional Practice with BSN program outcomes, -Analyze matrices created by BSN Coordinator comparing AACN Essentials of Baccalaureate Education for Professional Nursing Practice with BSN program outcomes, BSN Coordinator Affinity Matrix Every two years - AACN Essentials of Master's MSN Coordinator

4 Education for Advanced Practice Nursing -Analyze matrices comparing NONPF Criteria created by MSN Coordinator with MSN nurse practitioner program outcomes. -Analyze matrixes created by MSN Coordinator comparing core competencies of nursing educators (NLN) with MSN program outcomes,. Affinity Matrix 4 - Analyze matrices created by PhD coordinator comparing AACN Indicators of Quality in Research- Focused Doctoral Programs in Nursing with PhD Program Outcomes PhD Coordinator I-C. Mission, goals, and expected program outcomes reviewed and periodically revised to reflect the needs and expectations of the community of interest. Compare demographics of community with UNLV and SON -Collect and analyze data on needs of community (population groups, health care agencies and facilities) as presented in media, reports, literature, SON survey s and grant application. Collect data and analyze from: -Health Sciences Advisory Group -NSBN; Deans & Directors Meetings -Southern Nevada. of Nurse Executives Survey Professional Nursing Groups (NONL) for needs in Nevada : Much of discussion in the Executive Minutes Executive Committee I-D. Roles of the faculty and students in the governance of the program are clearly defined and enable meaningful participation. Analyze Faculty Bylaws and Student Handbook prescribing faculty and student participation in governance. Faculty Affairs -Current Faculty Bylaws Student Affairs s-current BSN, MSN, PhD handbook Report Faculty Affairs - Student Affairs s Analyze amount of participation as documented in: -Data collection for Faculty Annual Evaluations Identify participation in SON committees and adhoc Chairs, Spring, Fall

5 committees. and table 5 Analyze student participation as evidenced by attendance at faculty meetings and SNA membership. with data related to students. Approach SNA Advisor for numbers. Student Affairs, Spring Analyze faculty & student input and participation to improve nursing programs as evidenced by minutes. Faculty Organization President I-E. Documents and publications are accurate. Any references in promotional materials regarding program's offerings, outcomes, accreditation status, academic calendar, admission policies, grading policies, degree completion requirements, tuition, and fees are accurate. Evaluate all publications of SON and compare with UNLV Undergraduate and Graduate Catalogs to ensure compliance. Ensure accuracy of: - SON Student Handbooks - BSN, MSN, and PhD Brochures -SON calendars, fees -Website Team (ATM). Review SON admission policy, grading policy, and degree completion policies Student Affairs I-F. Policies of parent institution and nursing program are congruent with and support the mission, goals, and expected outcomes of the program; these policies are fair, equitable, and published, reviewed and revised as necessary to reflect ongoing improvement. Include, but not limited to, student recruitment, admission, and retention. Compare SON student policies and procedures with UNLV student policies and procedures relating to recruitment, admission and retention. SON Student Policy on Shared Drive Program Handbooks UNLV Student Policy Student Affairs Standard II. Program Quality: Institutional Commitment and Resources

6 6 The parent institution demonstrates ongoing commitment and support. The institution makes available resources to enable the program to achieve its mission, goals, and expected outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals and expected outcomes of the program. Key Element Method of Evaluation and Sources of Evidence Person/s Responsible for Assessment Timeframe for Assessment Changes/Decisions Resulting from Evaluation II-A. Parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected outcomes of the program. Tabulate Faculty Annual Work Reports -Faculty Development activities-faculty -Faculty Service -Faculty Practice Faculty Scholarship & Research SON Faculty Development Workshops and Presentations List UNLV Faculty Development Workshops and Presentations List Chairs Research Faculty Affairs Every three years Review and Compare UNLV and SON Faculty Policies relating to: -workload -teaching -financial support for faculty development - research (release time) Updated annually Maintains list of UNLV support services available to faculty for teaching Maintains list of UNLV support services available to faculty for research Research II-B. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. These resources are reviewed, revised, and improved as needed. Review SON Budget Compare faculty salaries with other units and other SON (AACN Data) Evaluate number and type of clinical sites for nursing students Table Dean Team Evaluate number and type of support, administrative & professional staff Inventory of SON physical resources (office space, classrooms, labs, technology, equipment, etc.) Identify areas of need Review NV State Board of Nursing Directives for Student-Teacher Ratios. Executive Assistant Dean of even years (in line with preparation of budget requests)

7 7 II-C. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Review academic support services for prenursing student advising,and advising of students in nursing program Identify On-Campus UNLV Services: Writing Center, Tutoring Center, Math Express, First Year Programs and Transition Services, Student Support Services from the Center for Academic Enrichment and Outreach, Learning Enhancement Services, English Language Center, Student Computing Services and List Team Student Affairs Identify SON Services: Actualize, Evolve and List Identify availability of support services for Distance Education Program and List Evaluate library resources & offerings -List Research II-D. The chief nurse administrator is academically and experientially qualified and is vested with the authority required to accomplish the mission, goals, and expected outcomes. The chief nurse administrator provides effective leadership to the nursing unit in achieving its mission, goals, and expected outcomes. Review criteria of Dean Job Description with CV of present Dean Review Organizational Flowcharts to ensure lines of authority within UNLV, Division of Health Sciences, and SON reflect Dean's authority Give examples of effective Leadership - impact of decisions and actions on SON Executive Committee Every 3 years Every 3 years II-E. Faculty members are academically and experientially qualified and sufficient in number to accomplish the mission, goals, and expected outcomes of the program. Update list of faculty with their current credentials and include teaching responsibilities - ensure yearly updating of CV's List Assistant Dean for Research II-F. The faculty roles in teaching, scholarship, service, and practice are identified clearly and are congruent with the mission, goals, and expected outcomes of the program. Review faculty job descriptions and compare with UNLV's criteria related to personnel policies. table Review policies on tenure and promotion, evaluation, and merit. table Faculty Affairs Every 3 years

8 Standard III. Program Quality: Curriculum and Teaching-Learning Practices The curriculum is developed in accordance with the mission, goals, and expected outcomes of the program and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. There is congruence between teachinglearning experiences and expected outcomes. The environment for teaching, learning, and evaluation of student performance fosters achievement of the expected outcomes. 8 Key Element Method of Evaluation And Sources of Evidence Person/s Responsible for Assessment Timeframe for Assessment Changes/Decisions Resulting from Evaluation III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected student learning outcomes that are consistent with professional nursing standards and guidelines and congruent with the program's mission, goals, and expected outcomes. III-B. The curriculum is developed, implemented, and revised to reflect professional nursing standards and guidelines. These standards and guidelines are clearly evident within the curriculum structure and expected learning outcomes. Course/Level outcomes are consistent with the roles for which the program is preparing its graduates. 1. The baccalaureate curriculum incorporates knowledge and skills identified in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 1998). Analyze matrixes which reflect the clarity and congruency of: - Mission - Vision - SON Goals - Philosophy - Curriculum Framework Model - Program Outcomes - Level Outcomes - Course Descriptions - Course Objectives - Course Content - Course Sequence Create and analyze Analyze matrix that compares ANA Standards with Program and Course Outcomes Create and Analyze Affinity Matrix Informal: Ongoing Formal: every 3 years a) Professional values are evident in the curriculum: altruism, autonomy, human Analyze matrix demonstrating placement of professional values identified in AACN Criteria throughout BSN program using BSN Coordinator

9 dignity, integrity and social justice BSN program and course objectives. 9 b) Core competencies are evident in the curriculum 1) Critical Thinking 2) Communication 3) Assessment 4) Technical Skills Analyze matrix demonstrating placement of core competencies (AACN) throughout curriculum using BSN program outcomes and course objectives. Analyze Joint Skills List to ensure technical skills are appropriate throughout curriculum. BSN Coordinator c) Core knowledge in the curriculum includes: Health promotion, illness and disease management, information and health care technologies, ethics, human diversity, global health care, health care systems and policy. Analyze matrixes demonstrating core knowledge (AACN) throughout curriculum using BSN program outcomes and course objectives. BSN Coordinator d) Examples of Role Development are evident in the curriculum: provider of care, coordinator of care, member of a profession. Analyze matrix demonstrating role development throughout curriculum using BSN program outcomes and course objectives. BSN Coordinator 2. The core content of the master's curriculum incorporates knowledge and skills identified in The Essentials of Master's Education for Advanced Practice Nursing (AACN, 1996). Analyze matrixes comparing MSN AACN Essentials Core curriculum content with MSN core program outcomes, and MSN core course objectives MSN Coordinator a) MSN core curriculum content includes: Research, Health Care Policy & Financing, Ethics, Professional Role Development, Theoretical Foundations of Nursing Practice, Human Diversity & Social Issues, Health Promotion and Disease Prevention Analyze matrixes comparing NONPF Criteria with MSN nurse practitioner program outcomes, and course objectives for nurse practitioner track. MSN Coordinator b). The Family Nurse Practitioner curricula demonstrates alignment with the Criteria for Evaluation of Nurse Practitioner Programs (NONPF, 2002). Analyze matrixes comparing core competencies of nursing educators (NLN) with MSN program outcomes, and course objectives for nurse educator track. MSN Coordinator c). The Nurse Educator Curricula demonstrates alignment with Core

10 Competencies of Nursing Educators (NLN, 2005) The PhD Program demonstrates incorporation of the Indicators of Quality in Research-Focused Doctoral Programs in Nursing (AACN, 2001). Analyze matrixes demonstrating quality indicators (AACN, 2001) are present in PhD program outcomes, and are sufficient in courses PhD Coordinator III-C. The curriculum is logically structured to meet expected program outcomes. 1. The baccalaureate curriculum builds upon a foundation of the arts, sciences, and humanities. Evaluate matrix of pre-requisite courses and their support of arts, sciences, and humanities matrix creation Every 4 years 2. The master's curriculum builds on the baccalaureate level foundation. Evaluate matrix reflecting the building of MSN curriculum upon the BSN foundation and matrix creation Every 4 years III-D. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Evaluate matrixes of teaching-learning practices used in courses throughout the BSN, MSN, and PhD curricula (i.e., papers, projects, care plans, concept mapping, journals, exams, etc.) Coordinators develop matrix and academic affairs council reviews BSN, MSN, and PhD Coordinators Critique use of new teaching-learning methods as they are phased into program, i.e., - Online math program - Mobile laptops - I Clickers - Mosby s Skill program - Simulation Utilize student feedback in course evaluations to assist in evaluation of meaningfulness of teaching learning practices. III-E. The didactic and clinical teaching-learning practices and learning environments support the achievement of student learning outcomes. See IIID for practices List and analyze all clinical facilities used by school, review evaluations received from students/faculty concerning clinical agencies, review contracts Assistant Dean for Each semester

11 11 III-F. The curriculum and teaching-learning practices consider the needs and expectations of the identified community interest. Review minutes of Advisory Committee for the SON. Review Employers surveys regarding community needs. Summarize and analyze information, and periodic surveys from community groups (SNMIC, Nurse Executives, hospitals and agencies). Executive Committee Ongoing Standard IV. Program Effectiveness: Student Performance and Faculty Accomplishments The program is effective in fulfilling its mission, goals, and expected outcomes. Actual student learning outcomes are consistent with the mission, goals, and expected outcomes of the program. Alumni satisfaction and the accomplishments of graduates of the program attest to the effectiveness of the program. Data on program effectiveness are used to foster ongoing improvement. Key Element Method of Evaluation And Sources of Evidence Person/s Responsible for Assessment Timeframe for Assessment Changes/Decisions Resulting from Evaluation IV-A. Student performance is evaluated by the faculty and reflects achievement of expected outcomes. Evaluation policies and procedures are defined and consistently applied. Review course exams, clinical evaluation forms, & other evaluation instruments to determine their relationship to the program outcomes. Analyze for student participation in evaluation (On Campus, and Distance Ed) Review course syllabi to ensure consistency with evaluation policies and procedures. Review ERI testing results, compare with national norm and nursing course grades. Analyze Student Progression, Retention and Graduation Data.- Asst. Dean of, Every semester Every semester IV-B. Surveys and other data sources are used to collect information about student, alumni, and employer satisfaction and demonstrated achievements of graduates. Student outcome data include, but are not limited to, graduation rates, NCLEX-RN pass rates, certification examination pass rates, and job placement rates, as appropriate. Analyze NCLEX pass/fail rates (no DE) Analyze Nurse Practitioner Certification Rates (DE only) Analyze evidence that the program's graduates have achieved the competencies congruent with the professional nursing standards and guidelines the program has adopted: - Graduating Student Exit Survey - New Graduate Survey - Employer Satisfaction Survey - Alumni Survey Team Each semester Every 3 years Compile Job Placement rates, and

12 describe areas of practice 12 IV-C. Program outcome data are analyzed to provide evidence of program effectiveness and are used to foster ongoing program improvement. Program Outcomes are analyzed in conjunction with UNLV Assessment plan and timeframe. Reports filed with UNLV Assessment Committee Chair. BSN, MSN, & PhD Coordinators write reports, Academic Affairs Team conducts analysis Twice a Year Detailed description of ongoing decisionmaking regarding the program is documented in the minutes of the s, Faculty Organization, BSN, MSN, & PhD meetings Team updates Program Evaluation Plan on Shared Drive. All Chairs place minutes on Shared Drive via the Administrative Assistant IV. Ongoing IV-D. Faculty outcomes demonstrate achievement of the program's mission, goals, and expected outcomes and enhance program quality and effectiveness. Summarize Faculty outcomes in the areas of teaching, scholarship, service, and practice using faculty evaluations and CV's. Analyze faculty data in relation to expected goals of the program. Chairs Every 3 years IV-E. The program has established policies and procedures by which it defines and reviews formal complaints; analyses of aggregate data regarding formal complaints are used to foster ongoing program improvement. Assess Policy for Student Grievances and record keeping format. Review records of formal complaints and grievances from students. Student Affairs Assistant Dean for Every 3 years As occur, summarize data every 2 years Approved by Faculty Organization 8/29/05 Revised 7/6/07 by Team