Bryan College of Health Sciences School of Nursing. Plan for Assessment of Student Learning

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1 Bryan College of Health Sciences School of Nursing Plan for Assessment of Student Learning Bryan College of Health Sciences Mission The mission of Bryan College of Health Sciences is to provide education in the health professions emphasizing clinical and academic excellence through collaboration with Bryan Health System and the healthcare community. Bryan College of Health Sciences Goals The goals of Bryan College of Health Sciences are to prepare graduates who: Are qualified to practice in entry level positions in primary, secondary, and tertiary health care environments; Are knowledgeable of themselves as individuals with strengths and limitations; Value life-long learning as a means of personal and professional growth; Serve as responsible citizens within the community; and Are able to meet the health care needs of an ever-changing society. School of Nursing Philosophy Statement Current Curriculum The faculty of Bryan College of Health Sciences, School of Nursing, believes that: Nursing is an art and a science: the embodiment of caring. It consists of a unique, integrated body of knowledge and requires critical thinking, decision making, and problem solving skills. Nursing addresses holistic human responses to varied levels of health in a variety of settings, and is concerned with illness prevention, health promotion, and health maintenance. Nurses actively collaborate with other healthcare professionals to promote holistic care of their clients. They provide care to individuals, families, groups, and communities. Nursing requires commitment and responsibility to society and to the profession. The individual is a unique and multidimensional being with inherent worth and dignity. Individuals interact with the environment in a dynamic process that requires change over time. Individuals have the capacity to care, to learn, and to change. They have the right to determine and participate in activities that affect their health status, and therefore are responsible for their own actions.

2 Environment is both internal and external. The internal environment is unique to the individual. The external environment is global, geopolitical, cultural, and technical. The relationship between the individual and the environment is both dynamic and reciprocal. Health is a dynamic state influenced by heredity, the environment, and the individual's life style. The state of health is reflected within an individual's physical, psychological, spiritual, developmental, and sociocultural dimensions. Individuals, families, and communities differ in how health is perceived and valued, and have the right to define their own health. The pursuit of health is the right and responsibility of each individual. Learning is a life-long, interactive process that builds on previous experience and ideally results in change in attitudes, beliefs, and/or behaviors. Learning occurs in a variety of environments, and involves the cognitive, affective, and psychomotor domains. Professional nursing education is built on an integrated study of the natural sciences, social sciences, and humanities in order to promote critical thinking, caring, respect, and concern for individuals, families, communities, and societies. This integrated program of nursing science and general education is designed to develop an appreciation for the arts and sciences. This contributes to an individual's understanding of and participation in society as a whole. The nursing major provides a theoretical base concurrent with practice in a variety of settings, and prepares a nurse generalist. Baccalaureate education provides the foundation for graduate education and advanced practice and expands an individual's perspectives on life, attitudes, values, and beliefs. The faculty are responsible as role models, mentors, and teachers for providing a caring environment in which students are free to explore and develop personally, professionally, and intellectually. The College provides a full range of nursing activities within the multiple contexts of legal and ethical boundaries, political and economic forces, sociocultural influences, and spiritual and historical factors. This environment will provide quality education that develops critical thinking and nursing competence. A graduate of the College will possess the ability to integrate theories, concepts, and research findings into nursing practice, shaping the future of nursing and meeting the emerging healthcare needs of society. New Curriculum Implementation Academic Year The undergraduate nursing faculty of Bryan College of Health Sciences believes: Nursing Nursing is an art and science, the embodiment of caring for individuals, families, and communities. It consists of a unique, integrated body of knowledge and requires critical thinking, information management, and problem solving skills. Nurses provide comprehensive, individualized care to promote optimal health, based on best current evidence. Nurses are leaders and collaborative members of the healthcare team who advocate for processes and systems to support safe, quality care. Nursing requires commitment and responsibility to the profession, society, and the global community. Human Beings Humans are unique and multidimensional beings with inherent worth and dignity. The interaction between humans and the environment is dynamic. Human beings have the capacity to

3 care, to learn, and to change. They are autonomous and therefore are responsible for their own behaviors. Health Health is a dynamic state of holistic well-being, influenced by biological, behavioral, and environmental factors and perceived through the context of the lived experience. The state of health is reflected through multiple dimensions. Individuals, families, and communities have the right to define their own health. Their pursuit of health is a right and choice. Education Learning is a life-long, interactive process that builds on previous experience and results in change in attitudes, beliefs, and/or behaviors. Learning occurs in a variety of environments and involves the cognitive, affective, and psychomotor domains. Education is optimized through learner-centered approaches that recognize the learner as a full partner with unique values, preferences, and needs in the education process. Professional Nursing Education Professional nursing education is built on an integrated study of the natural sciences, social sciences, and humanities in order to promote critical thinking, and evidence-based, personcentered care. General education is designed to develop a global citizen with an appreciation for the arts and sciences. Baccalaureate nursing education prepares a nurse generalist through theoretical and clinical education in a variety of settings. This framework provides the foundation for graduate education and advanced practice. Major Concepts and Sub-Concepts Current Curriculum MAJOR CONCEPTS NURSING CLIENT PROCESS HEALTH CARING ENVIRONMENT Roles and Professionalism Holism Critical Thinking Research Communication Leadership/ Management Teaching/Learning Ethics SUB-CONCEPTS Human Response Health Promotion Illness Prevention Health Restoration Health Maintenance Categories of Caring Actions External Internal

4 New Curriculum Implementation Academic Year MAJOR CONCEPTS PERSON- CENTERED CARE COLLABORATION CRITICAL THINKING LEADERSHIP INFORMATION MANAGEMENT SAFETY HEALTH GLOBAL COMMUNITY Learning Objectives/Outcomes Curriculum objectives/outcomes, based upon Major Concepts, for the graduates of the School of Nursing are clearly stated: Current Curriculum In order to implement the goals of the College, the faculty plan the curriculum so that upon completion of the program of studies, the student will: 1. assume the position of professional nurse through enactment of nursing roles, demonstration of professional behavior and practice and implementation of nursing care congruent with current nursing practice. 2. provide holistic nursing care that emphasizes interrelatedness of the physiological, spiritual, psychological, sociocultural, and developmental dimensions. 3. integrate the processes of critical thinking, nursing process, nursing research, leadership/management, learning, communication and ethics into the practice of professional nursing. 4. promote optimal health through analysis of responses to events and nursing interventions. 5. operationalize caring through self-development and interaction with individuals, families, communities and health care professionals. 6. integrate knowledge of the reciprocal relationships of environment, health status and health care. Program Outcomes New Curriculum Implementation Academic Year Upon completion of the program of study, the graduate will: 1. Provide person-centered care to enhance health. 2. Integrate critical thinking and information management to promote health and safety. 3. Collaborate as a member/leader of interprofessional teams to optimize systems and healthcare outcomes. 4. Commit to the profession of nursing within the context of the global community.

5 Measures and Methods for Assessing Learning Objectives 1. NCLEX Pass Rates All graduates are required to take the National Council Licensure Exam (NCLEX) to become registered nurses. The School of Nursing expects an NCLEX first-attempt pass rate above state and national norms. Therefore, the benchmark is set for the NCLEX pass rate to be at or above the state and national pass rates. This is a variable rate that changes annually. Data from the academic year will be assessed and reported by the Nursing Assessment Sub-Committee for this academic year. Data will be reported for the basic BSN option only. 2. Senior Exit Survey All students complete a senior exit survey upon graduation. Students assess their attainment of student learning objectives by answering yes or no. The benchmark for the Senior Exit Survey has been set in that 90% of the students who return the survey will answer yes in meeting the nursing learning objectives. The Nursing Assessment Sub-Committee will gather data from the December and May graduating classes and evaluate survey responses annually. Data from the December 2017 and May 2018 graduating class will be assessed and reported by the Nursing Assessment Sub-Committee for this academic year. Data will be reported separately for both program options (Basic and RN-BSN completion option). 3. Alumni Survey The School will administer an Alumni Survey to all graduates 6 to12 months following graduation. Graduates assess their attainment of student learning objectives by answering yes or no. The benchmark for the Alumni Survey has been set in that 90% of the alumni who return the survey will answer yes in meeting the nursing learning objectives. The Nursing Assessment Sub-Committee will evaluate survey responses on an annual basis from the December 2016 and May 2017 graduating class. Data will be reported separately for both program options (Basic and RN-BSN completion option).

6 4. Employer Survey For those graduates giving permission during the senior exit survey, the School sends an Employer Survey to the graduates current employer 6 to 12 months following graduation. Employers assess their employee s attainment of student learning objectives by answering yes or no. The benchmark for the Employer Survey is that the School expects that 90% of the employers who return the survey will answer yes to statements pertaining to our graduates meeting the nursing learning objectives. The Nursing Assessment Sub-Committee will evaluate survey responses on an annual basis from the December 2016 and May 2017 graduating class. Data will be reported for the basic BSN option only. 5. Graduation Rates Basic BSN option: Graduation rates are determined based on individuals who complete the program within the defined period of 1 ½ times or 150% the length of the program from the time of entry into the BSN program option (5 years). A benchmark of 60% of the students entering the program will graduate within the defined period. The Nursing Assessment Sub-Committee will evaluate graduation rates for students with a start date of January 2012 and August 2012 classes. RN-BSN completion option: Graduation rates are determined based on individuals who complete the RN-BSN completion option within the defined period of 1 ½ times or 150% the length of the program (3 years). A benchmark of 60% of the students entering the program will graduate within the defined period. The Nursing Assessment Sub-Committee will evaluate graduation rates for students with a start of August 2014 and January Employment Rates The Dean of Nursing collects employment information on new graduates 12 months following graduation. The College expects an employment rate of 90% for those graduates actively seeking employment in the nursing profession.

7 The Nursing Assessment Sub-Committee will evaluate employment rates on an annual basis from the December 2016 and May 2017 graduating class. Data will be reported for the basic BSN option only. Analysis of Assessment Results The Nursing Assessment Sub-Committee will collect the results of all assessment methods for the academic year. During the summer, the Committee will evaluate all measures for attainment of student learning objectives and determine gaps in learning based upon established benchmarks. Determining Reasons for Gaps in Student Learning The Nursing Assessment Sub-Committee will present the gaps in student learning to the following constituencies, as appropriate, and explore possible reasons for gaps. Course faculty Undergraduate Studies Committee; Nursing Curriculum Sub-Committee, Nursing Faculty, Nursing Admissions, Progression and Graduation Sub-Committee Other constituencies as needed Following these discussions, the Nursing Assessment Sub-Committee will clarify and identify the reasons for the gaps and submit them to the appropriate faculty, committees, and administrators for review. Adjustments to Narrow Gaps The appropriate constituencies will determine programmatic and/or operational adjustments to address identified gaps in learning. When needed, recommended adjustments will be presented to the appropriate committees, and Dean of Undergraduate Nursing for review and evaluation. Reports on recommended changes will go to the Nursing Assessment Sub-Committee, the Undergraduate Studies Committee, and the Nursing Faculty as needed. Planning and Budgetary Implications Recommended programmatic and/or operational adjustments will be integrated into annual planning and budgetary processes. The Nursing Assessment Sub-Committee will present programmatic changes and related budgetary requests to the Dean of Undergraduate Nursing for inclusion in the annual strategic planning and operational/capital budgetary cycles. As needed, the Committee will present program requests to the appropriate Faculty Senate committees and operational requests to Leadership Council.

8 Correlating Adjustments to Changes in Outcomes Each summer, when conducting the annual evaluation of assessment results, the Nursing Assessment Sub-Committee will determine changes in student learning and correlate those changes to previous programmatic and/or operational adjustments. Course faculty, the Nursing Assessment Sub-Committee, and the Nursing Faculty will routinely discuss ongoing changes and their impact on student learning. Refining the Assessment Plan and Processes Each summer, the Nursing Assessment Sub-Committee will evaluate the effectiveness of methods, measurements, and data analysis to determine if assessment processes need revision. Plan will be updated to reflect new curriculum concepts and outcomes. Measures and methods will be evaluated to determine if current methods will appropriately measure the new curriculum outcomes.

9 Bachelor of Science in Nursing Nursing Objectives Assessment Matrix Current Curriculum MAJOR CONCEPT Nursing Client Process Health Caring Environment CURRICULUM OBJECTIVES Assume the position of professional nurse through enactment of nursing roles, demonstration of professional behavior and practice, and implementation of nursing care congruent with current nursing practice Provide holistic nursing care that emphasizes interrelatedness of the physiological, spiritual, psychological, sociocultural and developmental dimensions. Integrate the processes of critical thinking, nursing process, nursing research, leadership/managem ent, learning, communication, and ethics into the practice of professional nursing. Promote optimal health through analysis of responses to events and nursing interventions. Operationalize caring through selfdevelopment and interaction with individuals, families, communities and health professionals. Integrate knowledge of the reciprocal relationship of environment, health status and health care delivery. METHODS OF ASSESSMENT NCLEX X X X X Senior Exit Survey X X X X X X Alumni Survey X X X X X X Employer Survey X X X X X X Employment Rates X Graduation Rates X X X X X X

10 Bachelor of Science in Nursing Nursing Program Outcomes Assessment Matrix New Curriculum Implementation Academic Year Provide person-centered care to enhance health. Person-Centered Care; Health Integrate critical thinking and information management to promote health and safety. Critical Thinking; Information Management; Health; Safety PROGRAM OUTCOMES Collaborate as a member/leader of interprofessional teams to optimize systems and healthcare outcomes MAJOR CONCEPTS Collaboration; Leadership Commit to the profession of nursing within the context of the global community. Global Community METHODS OF ASSESSMENT NCLEX X X X X Senior Exit Survey X X X X Alumni Survey X X X X Employer Survey X X X X Employment Rates X X X X Graduation Rates X X X X