(1) provide oversight and visionary leadership for curriculum revision;

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1 IU East School of Nursing Dean s Assessment Report: AY Overview: Systematic assessment and evaluation is an integral part of the School of Nursing. To that end, the School established an undergraduate evaluation committee and delegated the assessment/program evaluation functions for the graduate program to the graduate program committee. The School also has an undergraduate curriculum committee. Graduate Committee Committee chairperson: Tonya Breymier Committee membership: Paula Baumann, Curtis Bow, Karen Clark, Kim DeSantis, Cindy Farris, and Pat O Malley (adjunct). The purpose of the NFC Graduate Program Committee is to provide oversight to the Graduate Program, including development, review, implementation and evaluation of policies, practices, and procedures related to admission, progression, graduation, and student appeals as well as oversight for curriculum development, implementation, evaluation and revision. The committee will also address resource allocation related to teaching/learning resources. Functions specific to assessment/evaluation include: (1) provide oversight and visionary leadership for curriculum revision; (2) take leadership in the development, implementation, and evaluation of the nursing curricula to assure quality graduate nursing programs; and (3) assure implementation of academic policies of the University and the School of Nursing. Undergraduate Evaluation Committee: Committee chairperson: Diana Stanforth Committee membership: Carolyn Britt, Curtis Bow, Kim DeSantis, Kim Mackey The purpose of the NFC Undergraduate Evaluation Committee shall be to provide oversight for undergraduate program evaluation. The committee s functions are to: (1) oversee the development, implementation, evaluation and revision of the undergraduate program systematic evaluation plan. (2) take leadership in evaluation of the nursing curricula to assure quality nursing programs; (3) Make recommendations for curriculum/program revision based on assessment data.

2 Undergraduate Curriculum Committee: Committee chairperson: Cindy Farris Committee membership: Mary Folkerth, LaDonna Dulemba, Sherry Rankin, and Diane Baker The purpose of the Undergraduate Curriculum Committee is to provide oversight for curriculum development, implementation, evaluation and revision; and to address need and resource allocation for teaching/learning resources. Specifically the committee s functions related to assessment are to: (1) recommend approval/disapproval of proposals for addition/deletion of courses and changes in existing majors, tracks and courses and forward such recommendations to the appropriate body(s); (2) take leadership in the development and implementation of the nursing curricula to assure quality nursing programs; (3) provide oversight and visionary leadership during curriculum revision and implementation processes; and Summary: Systematic assessment and evaluation initiatives continued across both graduate and undergraduate programs. Undergraduate program accomplishments included: 1. Faculty reviewed EBI exit results for those graduating May 2014 and trended in comparison to May 2013 graduates. EBI is a national company, Educational Benchmarking, Inc. This company s focus is to complete exit, alumni, and employer assessment surveys and benchmark results nationally and against chosen peer institutions. Faculty reviewed the survey results in regularly scheduled faculty meetings. A score of 75% is deemed good, a score of 71-74% indicates needs work, and less than 70% indicates there are significant issues. There are 14 factors evaluated. The response rate was 64.8% and included RN to BSN students which may have skewed the results as the RN to BSN break out scores were typically higher than the traditional BSN scores. Results indicated the following: Overall Program Effectiveness 51.7% down from 76.8% in the previous year Quality of Nursing Instruction 54.5% down from 68.4% consistent with the previous year s rating Timely feedback in clinical and classroom rated the lowest in this area Work and Class Size 57.5% down from 75.8% in 2013 Course Lecturer and Interaction 67% down from 79.6% the previous year Facilities and Administration 55.2 % down from 68.8% in 2013 The lowest rated areas were career placement and responding to student concerns.

3 Classmates 63.5% down from 72.3% in Advisors Professional Values Core Competencies 68.7% (new factor this year) 77.5% down from 83.7% the previous year 74% down from 80.3% the previous year. Technical Skills 76.5% down from 82% in 2013 Core Knowledge 72.5% down from 80% in 2013 Role Development 64.7% down from 73.5% from the previous year Overall Satisfaction 50.8% down from 78% in 2013 Lowest rated areas were an accepting environment and a positive academic Experience Overall Learning 75.2% down from 86.2% in 2013 Lowest rated are was motivated to do my best work EBI results were discussed in the Undergraduate Evaluation committee and with all nursing faculty at a nursing meeting. Discussed the personality of the class as partial rationale for results as well as situation that resulted in disciplinary discussion with the class prior to graduation which may have impacted results. Dean discussed with faculty the need to provide timely and sound feedback to students. An expectation was set that clinical paperwork and exams were to be returned within one week and that major papers should be returned in no more than 3 weeks. This was monitored via Oncourse by the Dean and faculty were counseled when timeliness was lacking. Worked to develop a closer relationship with career placement. Career placement facilitated job fair and worked with students on resume development. Implemented the use of more active learning strategies for instruction along with weekly lesson plans posted to Oncourse. To address student concerns, Dean talked with classes and individuals students regarding concerns and addressed the process for their resolution. We will continue to use EBI (now SkyFactor) for tracking over time. 2. Faculty reviewed the NCLEX-RN scores and ATI predictor scores for NCLEX-RN success for the BSN class graduating May 2014 and ATI predictor scores for the BSN class of May NCLEX-RN May 2014 scores were less than the state required 80%. Faculty reviewed student predictor scores from ATI. Majority of the students did not have strong ATI predictors. Associate Dean of Undergraduate programs discussed NCLEX-RN performance with all 2014 NCLEX-RN failures. It was noted that several of those not passing NCLEX-RN were out of sequence students of those who had previously failed a nursing course. A policy was approved to require out of sequence student individualized success plan development with the Associate Dean of Undergraduate Programs. This policy will go into effect summer 2015.

4 The ATI testing and remediation plan was reviewed and enhanced use. Each course in the program is now required to integrate the use of ATI proctored content exams. The NURS S485 course requires the use of multiple ATI practice exams to better prepare students for the NCLEX-RN. A Hurst NCLEX-RN review was held in January of 2015 for senior students. This provided an opportunity to begin NCLEX-RN preparation early. Student who attended this session were able to attend another session free in May. Students who did not participate in May could also attend the review. Seniors in the BSN program took the ATI predictor exam in spring of 65 students scored less than an 85% probability of passing NCLEX-RN. The Associate Dean of Undergraduate Programs developed individual success plans for these students. After one month, students retested on a parallel version of the ATI predictor. All but 5 students hit the 85% probability benchmark on the second attempt. Students who did not hit the benchmark had revised success plans developed for them. After another month, these students tested with the ATI med-surgical final. All but one passed at a level 2. That student was given a remediation plan prior to a June graduation to enhance NCLEX-RN success. To date 50 of 56 exam takers have passed the NCLEX-RN from the May 2015 graduating class, for an 89% pass rate with 8 test takers remaining. 3. Revision of clinical, clinical paperwork, class preparation and integration of more active learning strategies. Clinical was changed from two days every other week to day every week for each clinical course to be consistent with the evidence that indicates learning is enhanced with consistent exposure. The faculty agreed to revise the clinical paperwork required for students to decrease the perceived amount of work while enhancing the usability of paperwork for clinical learning and assessment. We integrated the use of ATI learning templates and a revised, shortened evaluation tool. Anecdotal feedback from students indicated this was a more reasonable workload and provided for better learning. Faculty began using weekly lesson plans, posted to Oncourse a minimum of 5 days prior to class to assist students with class preparation. Students were given pre-class assignments as a ticket to class to be completed prior to the course meeting. The expectation was set that faculty would engage in more active learning strategies and to decrease the use of long lectures from powerpoint presentations. 4. Institution of a testing policy and testing committee. The NCLEX-RN released a new test plan for In the academic year, faculty completed a gap analysis related to the curriculum. It was decided that to better map the exams to program outcomes and the NCLEX-RN test plan, a testing committee and revised testing policy would be instituted. All test questions were mapped to the course outcomes, the NCLEX-RN test plan categories, client needs, and cognitive level. The testing policy required that all tests be submitted to the testing committee for review. In the academic year 10% of questions had to be submitted along

5 with the testing blueprint and question statistics. Student exams were standardized at 50 questions per exam, 100 questions per final, and no more than 3-4 exams per semester. Sophomore exams were to be at least 50% application/analysis, junior exams 70% application/analysis, and senior exams 80% analysis. Compliance to these levels were assured by the testing committee review of the test blueprint. 5. Curriculum Revision The Curriculum Committee worked with each course faculty to develop course learning outcomes for each didactic course in the BSN program. Outcomes were approved by the nursing faculty council (NFC). Outcomes were mapped to the program outcomes. A decision was made to move to a Concept-Based Curriculum. Three faculty attended a conference on moving to Concept-Based Curriculums. Discussion with IUPUI who had made this switch was held. Concepts were identified for inclusion in this curriculum. A draft of concepts to be integrated was shared with the School of Nursing Advisory Committee for feedback. Final determination of concepts to be used was made at the School of Nursing year end retreat. 6. Revision of BSN systematic evaluation to be consistent with new ACEN 2013 criteria. The Undergraduate Evaluation Committee revised the systematic evaluation plan consistent with the new ACEN criteria. The plan was approved by the School of Nursing faculty. Implementation of the plan is targeted for fall The next ACEN accreditation visit is scheduled for 2017, giving us two years of data prior to the visit. 7. Program assessment data integrated into WEAVE. The Associate Dean for Undergraduate Nursing Programs learned the WEAVE system and entered assessment data into the system. Undergraduate Program Next Steps: 1. Continue to investigate factors related to poor NCLEX-RN performance. Implement and evaluate policy changes. We will continue to review overall data such as ATI predictor scores, ATI proctored exam scores, remediation efforts, course grades, etc. The policy for individual success plan for out of sequence students will be implemented for those returning fall of 2015, requiring preparation work in the summer and fall of Active learning strategies will continue in the classroom. 2. Review clinical experiences for medical-surgical nursing clinical, revise as necessary. With the recent release of the National Council of State Boards Simulation study, it was determined that up to 50% of clinical done through simulation was as effective as on-site, hands-on clinical. Since medical-surgical nursing provides a solid foundation for a large percentage of NCLEX-RN related material, the faculty will review the amount and type of simulation used in the three medical-surgical courses. Additionally, faculty will review the type of and purpose for clinical experiences consistent with course and program outcomes.

6 3. Gain approval for the implementation of a Concept-Based Curriculum for the BSN program. Two additional faculty will attend a Concept-Based Curriculum conference the summer of Additional faculty will be sent throughout the academic year as funds and availability of conferences allow. A faculty subgroup will develop the curriculum during the summer and 2015 in collaboration with Pearson Publishing and the IUPUI/IU Bloomington Schools of Nursing. Curriculum will be presented in the fall of 2015 for approval by the faculty. Once approved, it will move through the approval processes for IU East, IU, the Indiana Commission on Higher Education, the Indiana State Board of Nursing, the Higher Learning Commission, and the Accrediting Commission on Education in Nursing. Depending on approval, targeted implementation is fall Implement revised evaluation plan. The School of Nursing will implement the revised evaluation plan approved May We will work with SkyFactor to collect data via an alumni survey and an employer survey in addition to the student exit survey. We will continue to collect the NCLEX-RN data as well as required ACEN data. Policies will be reviewed, revised, and approved as appropriate. Graduate Program Accomplishments 1. Review Mission and Vision The IU East School of Nursing Mission and Vision was reviewed and approved by Graduate Program faculty. 2. Review Policies/MSN handbook Curriculum policies were reviewed, revised, and approved. MSN handbook was reviewed, revised and approved for Course mapping Each course was reviewed by the graduate faculty throughout the year and approval was made to integrate graduate QSEN competencies to each course map. Courses reviewed this year were: N504; T679; Y515; N502; T670. The R590 Scholarly Project course map and rubrics were reviewed, revised and will be approved by the graduate faculty at the July 2015 meeting. 4. Curriculum revision Graduate faculty approved revision of the MSN Program Learning Outcomes as follows: At the end of the program, each student will have met the following learning outcomes: 1. Model excellence in nursing leadership to improve nursing practice within a complex health care system 2. Conduct advanced nursing practice within ethical-legal guidelines, professional policies and regulations, and standards of practice associated with a specialty area of practice 3. Synthesize knowledge from nursing as well as biological, behavioral, social, administrative, educational, and communication science for application to a chosen domain of advanced practice nursing 4. Demonstrate scholarly inquiry and reflection that exemplifies critical, creative, and systems thinking to advance the practice of nursing

7 5. Frame problems, design interventions, specify outcomes, and measure achievement of outcomes while balancing human, fiscal, and material resources to achieve quality health outcomes 6. Use information technology and knowledge-based resources to manage and transform data that inform clinical practice 7. Systematically apply evidence from research findings to answer clinical questions, solve clinical problems, and develop innovative nursing interventions and health policies for selected patient populations 8. Demonstrate collaborative practice and interpret nursing science within an interdisciplinary context 9. Articulate the effects of culture, diversity, values, and globalization in the design, delivery, and evaluation of health services 5. MSN program assessment and evaluation. Results are as follows: Faculty reviewed the Systematic Evaluation Plan, Tonya noted the new SEP for the 2015_2016 year will include the 2013 ACEN Standards and newly revised MSN program learning outcomes. Faculty Education exit surveys. All responses received agree or strongly agree response from the graduates. It was also noted that the spring R590 (Scholarly Project) evaluations were received and all categories received agree or strongly agree from the students (July 2015). The assessment report that was sent to the IUE campus was reviewed as well as the 2016 goals for the MSN program. It was noted that many of the goals have already been met. Faculty reviewed and revised the education portfolio rubric to improve interrater reliability. Revised rubric was used for 2015 assessment/portfolio review. Faculty reviewed NLN self-assessment scores for the education concentration graduates and compared to 2014 data (July 2015). Major Area Facilitate Learning Facilitate Learner Development and Socialization Use Assessment and Evaluation Strategies Points/Percent correct/2014 Average 8/16_50% 10/16_63% 14/16_88% 67% 59% 6/7_86% 7/7_100% 4/7_57% Points/Percent correct/ 2015 Average 8/16_50% 11/16_69% 7/16_44% 12/16_75% 3/7_43% 5/7_71% 2/7_19% 5/7_71% 81% 51% 7/10_70% 6/10_60% 6/10_60% 8/10_80% 7/10_70% 5/10_50% Points/Percent correct/ 2017 Average

8 Participate in Curriculum Design and Evaluation of Program Outcomes Pursue Continuous Quality Improvement in the Academic Nurse Educator Role Engage in Scholarship, Service, and Leadership Summary 6/10_60% 63% 65% 7/12_58% 8/12_67% 8/12_67% 6/12_50% 9/12_75% 8/12_67% 5/12_42% 67% 56% 4/8_50% 4/8_50% 5/8_63% /12_60% 8/12_67% 11/12_92% 4/8_50% 3/8_38% 3/8_38% 4/8_50% 73% 73% 39/65_60% 43/65_66% 49/65_75% Overall % average 67% 61% 9/12_75% 9/12_75% 8/12_67% 9/12_75% 40/65_62% 41/65_63% 33/65_57% 41/65_63% % of the class participated, students took on their own time at their homes % of the class participated, students took in class with moderator. Impression: Benchmarks still not available in the literature. Need to continue as moderated activity/assessment and see where we fall in Need to re-evaluate the course maps for areas consistently low, i.e. Pursue continuous quality improvement in the academic nurse educator role. 6. Graduation and Retention Four students graduated spring of 2015 in the education concentration. Currently there are 26 students in the MSN program: 12 FNP; 5 Education; and, 5 Administration with all three cohorts graduating in 2016 and Four Administration students to graduate spring Currently, retention is 100% for new admissions in the spring 2015 class. 7. FNP began admission spring of FNP program was officially approved and the first cohort admitted spring of First director was Rae Rader, Rae resigned end of fall semester and Amber Essman, MSN, CNP, FNP-BC, CNE began director duties January of WEAVE 2014/2015 assessment data has been uploaded successfully to WEAVE. 9. ACEN Accreditation The ACEN substantive planned change report was submitted related to the addition of the FNP program, revision of MSN program learning outcomes and deletion of required graduate stats course. ACEN has notified the school of nursing that a one-day abbreviated visit will occur spring of 2016.

9 10. IU Women s Philanthropy grant IU East and IU Kokomo worked collaboratively on a $30,000 grant for FNP equipment for the FNP programs. Grant was successfully funded at $15,000 each campus. 11. Writing across the curriculum Faculty agreed that consistent writing expectations needed to be integrated into the curriculum. The following writing rubric with written/formal papers throughout the curriculum: Writing Rubric Template Element Points possible Points earned Specific course/assignment elements Scholarly writing (5%): 1. The writing has a focus; there is an introduction, purpose, sense of audience, thesis statement, and conclusion. 2. The writing shows development, organization, and detail. It reveals the student s ability to develop ideas with balance and specific audience. 3. The writing has clarity. 4. There is coherence within and between paragraphs 5. All the writing reflects critical thinking, linking the specific to the general. APA & Grammar (5%): 6. All writing has appropriate sentence structure, variety, punctuation, spelling, and is free of boundary errors (commas, comma splices, fragmented sentences, run-on sentences). 7. The writing follows APA style and format. 8. The writing demonstrates original work. Where ideas or materials of others are used, appropriate credit is given to original sources. Total Points Possible Earned

10 12. Exit surveys Exit surveys- 67% cited the program as excellent related to satisfaction. 33% (1/3) cited as needs improvement. The graduate who cited needs improvement explained that she was not able to obtain a nurse educator position due to not having a doctorate, therefore, she was not adequately prepared nor satisfied with the program. Graduates noted would liked to have seen more practicum time and did not feel the concepts courses flowed together well. Graduates noted with strongly agree or agree to meeting the following NLN competencies: Facilitate learning Facilitate learner development and socialization. Use assessment and evaluation strategies. Participate in curriculum design and evaluation of program outcomes. Function as a change agent and leader. Pursue continuous quality improvement. Engage in scholarship. Creating an evidence-based practice. Function within the educational environment with the exception of (disagree from one graduate): Develop networks, partnerships in the academic environment; incorporate the goals of the nursing program and mission of the parent institution when proposing change; assume a leadership role in institutional government; advocate for nursing and nursing education in a political arena. Strengths were noted as a program that is individualized with strong faculty, and well balanced for personal growth. Weaknesses noted were not obtaining a job after graduation due to not having a doctorate, need more practice with exam writing and need more hands on teaching throughout the program. 13. Scholarly Project Evaluations April R590 Scholarly project evaluations toward meeting MSN program learning outcomes: 100% agree or strongly agree that all 8 program outcomes were met. 100% had positive results toward scholarly project mentor with exception of one who noted their mentor was not knowledgeable about their project nor available for feedback or timely with feedback. 14. Portfolio Review MSN Outcome- Portfolio Portfolio Portfolio Portfolio Assessment average average # # # #

11 # # # # # Impression: The goal is a 3, 6 of the 9 outcomes were attained. Graduate committee will continue to review Goals: 1) ACEN Change report visit: Successful ACEN accreditation visit, spring 2016 for FNP program. 2) Implement HESI exams for pathophysiology, pharmacology and physical assessment for FNP program assessment plan. 3) Implement Typhon data collection service for student immunization, CPR, and clinical experience tracking. 4) Continue regional and IUPUI campus collaborations, especially for the FNP program. 5) Continue to refine the portfolio process and integrate into Typhon tracking software. 6) Continue to recruit and retain faculty for the FNP and administration concentrations.