Name of the program: NURSING Year (e.g., AY16-17) of assessment report Date Submitted: Contact: Annual Program Learning Assessment:

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1 This report provides evidence that students are achieving end-of-program learning goals and that graduates are attaining achievement outcomes established by the program. Name of the program: NURSING Year (e.g., AY16-17) of assessment report Date Submitted: July 6, 2017 Have been in contact with Dr. Li for assessment support Contact: Dr. Susan Neville, PhD, RN, CDP, CADDCT I. Annual Program Learning Assessment: 1. GOALS: List program learning goals that have been assessed in AY Practice as a baccalaureate nurse generalist with patients across the lifespan and cross the continuum, while respecting the variations, complexities and resources needed for patient care. This year s focus: We focus on assessing Pharmacology Competency and the Administration of Safe and Competent Client, because our Pharm ATI score was lower than the peer programs at the national level. We have taken multiple initiatives to address the deficiencies since our previous professional accreditation (listed below), and need to learn its effectiveness. Pharmacology Course/Content Area Initiatives: 1) Pharmacology ATI Assessment was moved to Senior Year from Lower Junior Year. Rationale: Students would have increased knowledge and practice administration throughout clinical courses. Medications specific to specialty areas would be emphasized and correlated with clinical specialty rotations, (Psychiatric Mental Health and Wellness, Community, Maternal/Child Health). Additionally, the preceptored practicum clinical rotation (120 focused practice) includes medication protocols to multiple clients with each shift. This supports accreditation excepted student outcomes, specifically: a. Essential IX: Baccalaureate Generalist Nursing Practice The baccalaureate graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. 2) Nursing faculty at the end of each semester review the various ATI data and make course decisions that are data based. The Pharmacology assessment outcome data were reviewed and faculty identified areas on the sub-scales that were aggregately below 60%. Course syllabus and content mapping were analyzed to make sure content areas (below 60%) were presented and emphasized. The course professor made changes based on this analysis. For example, the pharmacology textbook was changed 3) Preceptored Practicum Course Journal Pharmacology Integration Requirements were revised to correlate a higher level of integration and rationale specific to individual clients. Students were required to document increased level of client efficacy and expected outcomes related to medication protocols. 4) Supplemental lab sessions related to medication administration & dosage calculation were required and interrelated with mandatory lab practice hours. 5) Course professor placed supplemental review materials for students to access on the course Bb site 6) As per DON Policy, all course exams were reviewed by level faculty for construct and content congruence and validity. Changes made based on faculty input. 7) Increased correlation between level courses of medication content in pivotal lectures. For example, NURS 310, NURS 301, NURS 315 (pharmacology) 8) NXCLEX-RN Boot Camp as part of the Capstone Course. Included a specific session on Pharmacology. 2. METHOD: Describe the method of assessment and attach measurement instruments (e.g., rubric, exam items, scoring guide for a particular task, supervisor evaluation form, and standardized assessment tool).

2 Students were required to take ATI Pharmacology standardized test as part of students final grade for pharmacology course. The ATI the aggregate ATI score benchmark NYIT students pharmacology competencies against peer programs at the national and local levels. NYIT students used to take ATI in NURSE 360 during the spring semester junior year. Based on previous year s assessment results, faculty has decided to move the ATI exam to senior year as a planned strategy. Students would have additional time to administer medications and would also have a concentration if specific medications across specialty courses, such as Maternity, Pediatrics, Psychiatric mental health and wellness, Preceptored practicum. The assumption being that they would score higher. ATI Pharm. Class 2015 Took Assessment fall Junior Year Class 2016 Took Assessment fall Junior year Class 2017 Took assessment spring Senior year Assessment exam was moved to Senior year as a planned strategy. Students would have additional time to administer medications and would also have a concentration if specific medications across specialty courses, such as Maternity, Pediatrics, Psychiatric mental health and wellness, Preceptored practicum. The assumption being that they would score higher. 3. ANALYSIS: Report assessment results per learning criteria (e.g., per row of rubric, subset of test items, components of a learning task). ATI Pharmacology Assessment: Definitions: Adjusted Group Score; The adjusted group score is the average of the adjusted individual scores for this group of students. It is on a scale of 0% to 100% Program Group Mean: This is the average score of all groups within your specified program (BS in Nursing) National Group Mean: This is the average score of all nursing programs (Associate degree, BS in Nursing, etc.) Data Support: Group Performance Profile Summary year analysis YEAR Number of Students Adjusted Group Score Group National Mean Group Program Mean % 63.4% 62.3% % 67.3% 66.2% % 60.7% 59.2% Sub Scales: Group performance in the Major Content Areas: Summary year analysis Total # of items: 60 N/A= indicates fewer than 5 items

3 Safety & Infection Control # of Items Group Score % % % Psychosocial Integrity % % 2015 This category is included in Pharmacological & Parental Therapies. N/A Pharmacological & Parental Therapies % % % 4. INTERPRETATION: Provide an interpretation of student strengths and weaknesses for a given program learning outcome. Analysis: Overall, there is an upward trend in the scores (taking into account the number of students in each group). Adjusted Group Score has increased from 55.2% to 63.5% over the 3 year time period 2017 the Adjusted Group Score is basically the same as the National Mean (all pre-licensure programs combined Associate degree, baccalaureate, etc.). However The NYIT Adjusted Group Score exceeds the National Program Mean. (BSN programs) Sub-Scores: 1. Safety & Infection Control increased significantly over the 3 years (75% from 60.4%) 2. Pharmacological & Parental Therapies increased significantly over the 3 years (62.8% from 52.7%) 3. Psychosocial Integrity (N/A) as this was based on 1 test item. This area decreased. 5. IMPROVEMENTS - PLANNED: Identify planned actions for improving student achievement of assessed program learning goals. Plan of Action: 1. Continue to monitor student course outcomes as this is a continuous quality assessment process 2. Continue to make changes based on analysis of course data 3. Continue to increase correlation of Pharmacological content across all courses through the increased use of lab simulations and case presentations in lecture courses. 4. Include specific pharmacological content in designated lab sessions specific to specialty courses. For example, a senior lab session on specific pediatric medications.

4 II. Summary of Improvements Made in Response to Assessment Results in the past few years: Year of Assessment Results AY13-14 Brief Name of Program Learning Goal (e.g., Writing) Culture and Global Health Provide nursing care that reflects the analysis of current trends, health care policy & environmental factors influencing local, national and global health care. Improvements Implemented Based on Assessment Results Each course syllabi (13 Nursing Courses: NURS 102, NURS 301, NURS 310, NURS 315, NURS 351, NURS 360, NURS 401, NURS 410, NURS 421, NURS 430, NURS 451, NURS 461, NURS 480 (Capstone) included Evidenced Based Reference Articles on Culture and Global Health and the identified Cultural Populations from Nursing Journals. Students were required to read and reflect on the implications for practice. In the clinical setting, post conferences and submitted care plans included the discussion of assigned clients, families and communities that supported the assigned culture. Impact of Improvements (report reassessment results if available) Cultural and Global interface by Semester: Semester 1: Introduction to Transcultural Nursing Semester 2: Irish, African, Latino, Slavic Semester 3: German, Native American, Caribbean, Greek Semester 4: Philippine, Jewish, Middle Eastern, Scandinavian Semester 5: Chinese/Korean, Russian, Italian, East Indian Lectures, assigned readings, online cultural content, case studies infused across courses. Additionally cultural assessment are a pivotal part of the Nursing Process. Healthy People 2020 AY14-15 AY15-16 Reaccreditation CCNE & NYS Office of the Professions, Nursing self-study Submitted.Nursing was prepared with updated student learning outcomes, strategic plans, and assessment activity and support data, including program outcome benchmarks. The program was awarded full 10 year re-accreditation (2027) with no compliance issues noted. ATI (ASSESSMENT TECHNOLOGY INSTITUTE COMPETENCY- STUDENT OUTCOMES The department addressed Four CCNE Standards of Accreditation as well as NYS Department of Education regulations. The full Accreditation Self Study is posted on the NYIT Assessment and Outcomes Site Analysis of data informed decisions regarding specific course outcomes based on ATI competency testing. Faculty continues to evaluate the weighted % of the ATI proctored Increased clinical exposure Integration of case-based learning and simulation exercises throughout the curriculum Workshops for clinical faculty that stress linkage of clinical

5 assessments and beginning in the fall of 2015 ATI practice and proctored assessments will weigh equally (10%) toward the student s course grade. experiences with the didactic curriculum. Increased use of pedagogies that encourage student reflection and critical thinking to match the complexity of care (e.g., nursing rounds, concept-based postconferences). Increased structure and supervision in nursing arts labs. PHARMACOLOGY: Analysis of the 2015 scores did not show improvement despite the reassignment of the instructor, restructuring of the course content and inclusion of voluntary student extra help sessions. The faculty decided to pilot moving the Pharmacology ATI proctored assessment to the spring of senior year thus assessing the cumulative student pharmacologic knowledge acquired over four semesters (rather than one semester) of clinical practice and course correlated pharmacokinetics Focus of assessment Plan: Revise an assessment instrument for professional communication, and have it implemented and collect data for next year s learning outcome assessment. Professor XXX will work with Planning & Assessment to finalize the instrument. Piloting information literacy assessment in our program, which include design assignment, and collect data and evaluate and report the data. Reassess admission criteria and modify based on analysis Raise required GPA for admission consideration to 2.85 Review student support resources and protocols Reconsider TEAS ATI level required for application consideration. Analyze sequence of Nursing courses to promote earlier engagement in the major Assess existing pre-requisite courses to the clinical phase for continued requirement as supportive to the major and make changes where necessary.

6 III. Brief Description of Faculty Engagement in the Current Annual Assessment Report: Faculty are engaged the CQI Assessment process. An assessment CQI Plan is in place with designated areas for focus. Faculty workshops provide discussion and assessment opportunities for faculty input and focus. Curriculum and Course revisions are based on data analysis. IV. Annual Program Achievement Goals: Please provide examples of readily available data on program student achievement (e.g., first-year retention rates, six-year graduation rates, average time to degree completion, certification exam pass rate, student satisfaction survey results, employer satisfaction results, % pursuing an advanced degree, % of job placement, etc.) Data Available Nursing Department. Current NCLEX-RN Pass rate 97.3% Table IV.4: Certification Test Report by BS Nursing graduating class of NYIT (2012, 2013, 2014, 2015, 2016) Number of graduates NYIT 1 st Attempt 18/20 90% 14/17 82% 25/ % 16/17 94% 41/42 97% NYIT 2nd Attempt 2/2 100% 0% 5/5 100% 1/1 100% 1/1 100% Overall Pass Rate 20/20 100% 14/17 82% 100% 100% 97.63% Employment Rate: Students are employed in Hospitals and Community Agencies upon Licensure and within 9 months post-graduation. Many students are in fellowship programs with our service partners. Department tracks graduates Nursing Alumni Survey Initiated Class 2016 Sample of data: Employment status

7 Table 1.2 Admission Trends Table 1.2 Please provide number of total admissions for the period of time starting August 1 of the year indicated and ending July 31 of the following year. 2015: : : : : 104 Table 3.2 The Number of Graduates: All graduates in the calendar year indicated 2016: : : : : 20 To What Extent did the Nursing program provide the knowledge to succeed?

8 N No immediate plans for additional education % Yes, additional study in a related field % Yes, additional study in an unrelated field % N = % D023. Continuing Education - What is the highest academic degree you have completed? N % of Total Bachelor's degree % Master's degree % Doctoral degree % % Resp = % N = 21 Note. Please contact Associate Director of Planning and Assessment, Shifang Li (sli09@nyit.edu) for assessment support.

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