Morningside College Department of Nursing Outcome Measures Report

Transcription

1 . Graduation Rates Morningside College Department of Nursing Outcome Measures Report % of students entering the nursing program will successfully complete the BSN in 5 years. Benchmark was met for the students entering the program in % of the students enrolled in the first nursing course in graduated in 5 years or less. Year Enrolled In First Nursing Class Number Enrolled Number of Graduates in Three Years (See notes below by academic year for explanation) Graduation percentage in three years Additional Graduates in Five Years Graduation Percentage Rate for Five Years % % % % % % % % % 5 72% % % % % % % % 73.8% % : Attrition: 2 students joined at 5 th sem.; 7-withdrawal from college (3 w/ failed course); 7-change of major (2 w/ failed course, 4 w/2> failed courses); 2-failure of course delaying graduation : Attrition: student joined at 3 rd sem.; 2-withdrawal from college; academic suspension from college; 7-change of major (3 w/ failed course, w/2 failed courses); -failure of course delaying graduation, w/2 failed courses-petitioned to stay-delayed graduation : Attrition: 9 change of major (3 w/2 failed courses; 4 GPA/ failed course); failed 2 courses, left college; left college in good standing; w/2 failed courses-petitioned to stay (failed 2 addtl. courses); failure of course delaying graduation; withdrew from courses delaying graduation : Attrition: 4 change of major ( w/2 failed courses; 2 w/ failed course); 6 left college (3 w/ failed course); 3 failure of course delaying graduation : Attrition: 3 change of major (2 w/2 failed courses; w/ failed course): failure of course delaying graduation

2 2 Actions in GPA requirements and admissions standards were reviewed. 2. Student progression in first year evaluated after implementation of 78% requirement. 3. Progression requirements from other programs in Iowa were discussed via the Iowa Association of Colleges of Nursing Deans and Chairs Recommendations: Year Evaluate impact of exam requirement on student progression beyond the first year. 2. Strengthen advising to direct students to effective resource use. 2. NCLEX Pass Rates 95% first-time pass rate. The benchmark was not met for 206, however, the pass rate was 9.67% for the 206 graduates. Of the students who tested and passed in 206, about one-third had a green light from ATI, and about one-third completed only part of the modules,. The primary reason for not getting a green light from ATI was a predictor test that did not meet the benchmark, some of the student scores were within -3% of the benchmark. Graduation Year Number Tested Number Passing First Time Passing Percentage Rate First Time Number Repeat Testers Passing Repeat Testers Passing Percentage Rate Total Percentage Passing Rate % / 00% 00% % 2/2 00% 00% % 2/2 00% 00% % 2/4 50% 84.6% % N/A N/A 00% % 7/7 00% 00% % 5/6 83% 95.6% % 6/6 00% 00% % 5/5 00% 00% % / 00% 00% % N/A N/A 00% % 5/5 00% 00% % 4/4 00% 00% % /2 50% 93.8% % 2/2 00% 00%

3 3 Actions in Continued integration of ATI into the curriculum. 2. Monitored the effectiveness and use of ATI s integration into curriculum. 3. Continued spring semester course schedule modifications for the seniors. 4. Exam average requirement was changed for fall 205 sophomores. 5. Nurs430 was restructured to require more of the ATI review in-class even though it is online and increased amount of review completion required for passing the course. 6. ATI resources required for the student were expanded. 7. MAP of ATI products is ongoing. 8. A new product was used for NCLEX prep in NUR430. Recommendations for Continue to refine the map of ATI products used in each course for clarity and to ensure that students are assigned ATI resources effectively within the curriculum. 2. Monitor impact of changes in curriculum starting in fall Develop plan to measure impact of simulation on student progression and NCLEX success. 5. Re-evaluate the resources for NURS430 NCLEX review to maximize student success. 3. Senior Summative Performance Evaluation by Faculty On a scale of -4, all students achieve a score of 2 or above for each of the 8 student outcomes from the faculty. Benchmark met, 3 students were evaluated and all students scored a 2 or higher on 8 student outcomes. Actions in :. Evaluations completed by the dept. chair and the faculty from the spring semester clinical course. 2. Three outcome categories (research, communication, nursing roles) had 4 or more students who had 2 as a score. Recommendations for Look at ways to enhance student use of research, develop communication skills and experience in multiple nursing roles or in interdisciplinary settings 2. Revise outcome to be consistent with new assessment plan and identify artifact and rubric for assessment of the outcome. 3. Look at summative data in comparison to sophomore & junior formative data for cohort.

4 4 4. Patterns of Employment Outcome Measure Patterns of employment include setting of nursing practice at one year for basic and RNDC graduates. 00% of all graduates will find employment after successfully completing NCLEX-RN. All graduates that responded to the survey found employment in nursing. Job placement rate information is gained from our graduate surveys and personal conversations/correspondence with past graduates Surveys sent to oneyear Basic students Surveys returned Basic RN students employed (%) 00 Surveys sent to oneyear RNDC completion Surveys returned RN Degree - Completion Students employed _ Surveys sent to fiveyear Basic and RNDC students Surveys returned 6 ( incompl ete) Students employed All RNs employed based on personal contact with graduates (%) 00% 00% 00% 00% 00% 00% 00% Actions in Faculty continued to support students in their employment searches and provide support as well as letters of recommendation if appropriate. 2. Electronic survey used for year and 5 year alumni survey and the employer survey. Alumni were contacted via Facebook, a personal invitation from a faculty member and a post card with a survey link. 3. Incentive (gift card) used to try and encourage responses.

5 5 Recommendations for Offer incentive again next year. 2. Brainstorm other options of connecting with graduates at and 5 year. Consider connecting with alumni in graduate program to increase survey response. 3. Remove RNDC lines from report 4. Maintain tabular data for 5 years in the report 5. Student and Alumni Program Satisfaction A. Senior Student Program Outcome Self-Evaluation Senior self-evaluation on exit survey reflects student perception of outcomes achievement for each of 8 outcomes is a 2 or higher. Benchmark met, all outcomes met the benchmark of 2 or higher. In outcomes (Holistic caring), 6 (Ethics), 8 (Life long learning) 5 more/23 marked a 4. Actions in this year:. Senior exit survey and interview was completed with each senior prior to graduation. 2. Used focus groups with senior students as the process to evaluate students perceptions of program effectiveness. 3. Clinical experiences were reviewed and re-configured for some courses. 4. Simulation experiences were expanded and revised based on new facility and best fit for courses and level of student skill. Recommendations for :. Continue focus group activity with senior students in spring semester. 2. Evaluate the common themes from the focus group information for process improvement feedback related to outcomes. B. Alumni One year survey of basic graduates and five year survey of basic and RNDC graduates. 25% response rate to the survey with a 90% satisfaction rate (excellent and good ratings on the overall preparation by concepts). The response rate for the Basic graduate one-year survey was 2.8 %. The response rate for the Basic graduate five-year survey was 0%. The response benchmark was not met for the - year and the 5-year survey. The 90% satisfaction rate on each of the program concepts ratings

6 6 for the one-year surveys that were returned was met. 00% of the responses achievement of the program outcomes as excellent or good. When asked about their overall preparation level at Morningside College, 4 concepts (research, collaboration, community health and ethical decision making) as excellent and good. Three concepts had a less than 90% satisfaction (leadership, communication, nursing issues). The small numbers of responses however, make data interpretation more difficult. Actions in Electronic survey utilized using SurveyMonkey. 2. Incentive offered for completing survey. 3. Initial invitation was followed up by a personal from Shar asking alumni to complete the survey. Recommendations for :. Continue to explore ways to stay connected to alumni. 2. Continue electronic survey method with follow-up . C. Employer Employer satisfaction is defined as the perceived level of satisfaction by current employers of program graduates. 00% of the employers would respond that they could hire another graduate from Morningside Nursing Education program. 75% of the employers would report that Morningside graduates demonstrate the 4 items on the survey in an excellent or good manner. The benchmark for employers hiring another Morningside graduate was met, however results are based on survey response. Employer surveys sent to -year and 5-year Basic and RN DC graduate employers Employer surveys returned Would hire another Morningside Nursing student *** 7*** 6 9 (23%) (3%) 2 (6%) % 0 00% 00% 00% 00% 00% ***Surveys were sent to those employers who the graduate provided an contact for.

7 7 Actions in :. Utilized having the graduate send an contact for the employer and a survey link sent from the faculty at Morningside College. 2. Continued to utilize the Advisory Council for employer/practice needs. Recommendations for Investigate other methods of gathering data from employers. 2. Utilize Advisory Council for input about employer/practice needs. 3. Survey nurse managers in local area since more graduates have stayed in this area. 4. Continue use of provided by alumni as way to contact supervisor/employer. 6. Student Program Satisfaction A. Senior student overall satisfaction with educational experience in the Department of Nursing (completed during senior summative appraisal) The 206 senior cohort data can be compared to the 205 junior cohort data. The mean response for the categories is fairly similar in the junior year to the senior year. One possible interpretation of this is that impressions perceptions of some part of the learning experience are formed early in the curriculum and it is difficult to shift those perceptions once they are present. Rating: 5=very satisfied, 4=satisfied, 3=neutral, 2=dissatisfied, =very dissatisfied Element Library learning resources Academic Support Services Nursing Learning Resources Classroom Education Clinical Experiences Seniors 206 Seniors Mea Mean Mean n

8 8 Themes of comments from the focus groups and exit summary : a. Communication 8 students commented on communication with faculty, 6 of the comments reflected that communication between faculty and students could be improved. b. Clinical experiences- A variety of comments about clinical- need more real life experiences, more experience communicating with other health care professionals and that clinical groups were too big sometimes. Need more OB and critical care clinical. Simulation was described as fantastic. c. Writing center is very helpful. d. Library- insufficient access to current full-text articles, CINAHL is confusing to use. B. Sophomore/Junior Students overall satisfaction with educational experience in Department of Nursing. (Sophomore and junior students) No data collected in the year 5 indicates very satisfied, 3 is neutral, very dissatisfied Juniors Mean Mean Mean Mean Library Resources Academic Support Services Classroom Education Nursing Learning Resources Clinical Experience Sophomores Mean Mean Mean Mean Library Resources Academic Support Services 3.84 Classroom Education 4.6 Nursing Learning Resources 3.94 Clinical Experience

9 9 E. Outcome Achievement Formative Assessment in sophomores & juniors No data was collected during the year. Proposed: 00% of junior students and 85% of sophomore students score a 2 or higher on the 8 outcomes. Benchmark was met. All of the outcomes had scores of 2 or higher. Actions Year No data was collected from sophomore and junior students. 2. Recommendations: Year Continue data collection with sophomores and juniors- develop concise plan for collecting data. 2. Evaluate data for trends across the 3 years of data for a cohort at end of year. 3. Writing across the discipline- evaluate the effectiveness of requiring the writing in nursing text and the increased attention to writing assignments in class. 7. Progression A. Progression 80% of students progress from first to second semester in the major. 85% of those students progress from second to third semester and 90% of those students progress in subsequent semesters. The 205 cohort met the proposed progression benchmark for first to second semester with an 87% progression. This cohort also met the benchmark for progression to the third semester. All other cohorts met the progression benchmark for progression beyond the third semester. Retention in the sophomore year is significantly improved in the last two years.

10 0 Progression Chart Initial Enrollment Beginning of Semester Cohort st sem. 2 nd sem. 3 rd sem. 4 th sem. 5 th sem. 6 th sem (9%) (90%) (82%) (00%) (00%) (74%) (95%) (00%) (00%) (00%) (76%) (95%) (72%) (00%) (00%) (63%) (95%) (83%) (00%) (00%) (74%) (90%) (8%) (00%) (00%) (6%) (9%) (00%) (00%) (00%) (7.4%) (00%) (00%) (96%) 00% Cohort 3 year graduation rate 22 (66.7%) 9 (67.8%) 3 (52%) 5 (50%) 2 (52.5%) 22 (00%) 30 (00%) (75%) 25+ (96%) 25 (96%) 24 (96%) 23 (95.8%) 23 (00%) (8%) (87.5) 32 94% % 29 (90.6%) Data categorization of progression data: Academic Failure sophomores 2 juniors 4 sophomores 4 juniors Changed major (not academic failure) Left college (in good academic standing)

11 Actions in :. Progression tracked from entry into program through graduation. 2. Data compared to proposed benchmarks. 3. Admission criteria were reviewed. 4. Applications for admission who did not meet criteria were denied. student petitioned for admission to take a course concurrently during the first semester and was admitted. 5. Progression data reviewed for trends and consistencies: retention in the sophomore year is improved Recommendations for :. Continue to track progression data. 2. Review data for emerging trends. 3. Evaluate progression data for sophomores related to exam average. 4. Consider adding data regarding transfer students progression and retention.