Weber State University Annual Assessment of Evidence of Learning Cover Page Department/Program: RN-BSN Degree in Nursing Academic Year of Report: 2013-2014 Date Submitted: 11/15/14 Report author: Kristy Baron PhD, RN Director of BSN Program on July 1, 2014 Contact Information: Phone: 6121 Email: baron@weber.edu 1
A. Brief Introductory Statement: Weber State University began the RN-BSN program in 1987 based on a need for associate prepared nurses in Northern Utah to continue to the next level of education. The program started Fall semester with an enrollment of 34 students. Currently, there are approximately 400 students in the baccalaureate program. In 1990, the program received initial accreditation from the National League for Nursing Accrediting Commission (NLNAC). The program provides students a foundation for the holistic practice of professional nursing. An important process in the program is continuous formative and summative evaluations as part of accreditation. This includes review of the following: faculty input and content updates of courses, admission processes, program documents, semester course and evaluation data, graduation rates, and employee/student program satisfaction data. B. Mission Statement Current C. Student Learning Outcomes The information below represents the revised curriculum that was implemented Fall Semester 2012. BSN Student Learning Outcomes Student Learning Outcomes / Competencies 1. Patient Centered Care- Integrate nursing expertise to include the patient in all care processes and decisions. Collaborate with patients, families, and communities to design unique and dynamic patient centered care environments. Related Coursework BSN Core Courses N4100 Complex Patient Centered Care 2 N4200 Scholarship for Evidence-Based Practice N4300 Healthcare Policy and Decision Making N4400 Population Health N4500 Nursing Management and Leadership N4600 Communication Collaboration and Information Management in Healthcare BSN Nursing Electives N4050 Nursing Assessment N4060 Oncology Nursing N 4070 Threats and Crises: Nursing Response N4080 High Risk Adult N4090 High Risk Family N4840 Honors Seminars in Nursing 2
2. Teamwork and Collaboration- Evaluate the ability to use effective communication and collaboration skills when working with patients, families, and colleagues. Adapt communication, leadership, and team building skills, to promote quality, competent and successful decision-making by nursing and collaborative interdisciplinary teams. 3. Evidence-Based Practice- Make judgments in practice substantiated with evidence that synthesizes nursing science and knowledge and integrate in the provision of competent care to individuals, families, and communities. 4. Quality Improvement- Monitor outcomes to apply evidence-based interventions to improve the quality of health care systems. 5. Patient Safety- Generate patient safety plan based on patient safety goals. 6. Informatics- Use information and technology to communicate, manage knowledge, mitigate error, and support decision making in a variety of patient care and community settings. N4700 Forensic Nursing All courses listed above. All courses listed above. All courses listed above. All courses listed above. All courses listed above. D. Curriculum Current E. Assessment Plan Current F. Report of assessment results for the most previous academic year: Evaluation Tool ELA Results End of Semester Course 100% of courses will score 3.0/5.0 on Likert Fall 2013 4.12 Evaluation Scale on question 4- Overall effectiveness of the Spring 2014 4.08 3
End of Semester Faculty Evaluation End of Program Evaluation course to support achievement of course learning outcomes. 100% of faculty will score 3.0/5.0 on Likert Scale on questions 1- Faculty overall performance. Questions 16-21 with associated School of Nursing Competencies. Averages Scores are reported on a Likert Scale of 1-5. Expected Level of Achievement (ELA) = 3.5. Fall 2013 4. 38 Spring 2014 4.35 SD=0.81 N #5 Patient-Centered Care 4.05 #6 Teamwork/Collaboration 4.11 #7 Evidence-Based Practice 4.1 #8 Quality Improvement 4.07 #9 Patient Safety 4.02 #10 Informatics 4.05 a. Evidence of Learning: Nursing 4100 Program Learning Goal Measurable Learning Outcome F. Evidence of Learning: Nursing 4100 Method of Findings Linked to Measurement Learning Outcomes Interpretation of Findings Action Plan/Use of Results Patient Centered Care- Integrate nursing expertise to include the patient in all care processes and decisions. Collaborate with patients, families, and communities to design unique and dynamic patient centered care environments. 1. Evaluate patientcentered care across the lifespan for individuals with chronic illness using nursing theory. Direct and Indirect Measures* Unit A: Group Discussions Unit A: Group Education Plan Assignment Students compared and contrasted nursing theories as they relate to case management and patient education for individuals with a chronic illness. Students used assessment data and best evidence to develop an education 4
Program Learning Goal Measurable Learning Outcome F. Evidence of Learning: Nursing 4100 Method of Findings Linked to Measurement Learning Outcomes Interpretation of Findings Action Plan/Use of Results Direct and Indirect Measures* plan for individuals with a chronic illness. Teamwork and Collaboration- Evaluate the ability to use effective communication and collaboration skills when working with patients, families, and colleagues. Adapt communication, leadership, and team building skills, to promote quality, competent and successful decisionmaking by nursing and collaborative interdisciplinary teams. Evidence-Based Practice- Make judgments in practice substantiated with evidence that synthesizes nursing science and knowledge and integrate in the 2. Demonstrate the ability to work with other disciplines when developing care for the chronically ill patient and their family. 3. Formulate and implement evidencebased nursing interventions as appropriate for managing the chronic care of patients. Unit D: Group Discussions Unit D: Role Transition Assignment: Educating and Promoting Quality of Life Assignment Units B: Group Discussions Students evaluated collaborative care management and techniques most appropriate for educating patients and families on stress and coping during death and dying. Students developed educational pamphlets that focused on key elements. One element was incorporating healthcare providers and resources for the patient who is chronically ill. Students examined and implemented evidence-based nursing interventions for managing the care of chronically ill patients who suffer 5
Program Learning Goal Measurable Learning Outcome F. Evidence of Learning: Nursing 4100 Method of Findings Linked to Measurement Learning Outcomes Interpretation of Findings Action Plan/Use of Results provision of competent care to individuals, families, and communities. Direct and Indirect Measures* from genetic disorders. Quality Improvement- Monitor outcomes to apply evidence-based interventions to improve the quality of health care systems. 4. Compare and contrast care models and theories used to assure quality care for individuals with chronic illness. Genetics and Epigenetics Group Presentations Units A and D Online Discussions Unit A: Group Education Plan Assignment Students formulated and presented evidence-based nursing interventions as appropriate for managing patients with genetic disorders and chronic conditions. Students successfully demonstrated the ability to use technology to increase patient safety and quality of care. Students used assessment data and best evidence to develop an education plan for individuals with a chronic illness. Part of this plan included methods of 6
Program Learning Goal Measurable Learning Outcome F. Evidence of Learning: Nursing 4100 Method of Findings Linked to Measurement Learning Outcomes Interpretation of Findings Action Plan/Use of Results Patient Safety- Generate patient safety plan based on patient safety goals. Informatics- Use information and technology to communicate, manage knowledge, mitigate error, and support decision making in a variety of patient care and community settings. 5. Assess nursing care based on evidence that contributes to safe patient outcomes as they relate to chronic illness. 6. Utilize data from relevant sources to develop care interventions for patients with chronic illness and their families. Direct and Indirect Measures* Unit C Discussion Advocacy Paper Unit B Discussions Role Transitions: Educating and Promoting Quality of Life Assignment evaluation to monitor outcomes. Students successfully demonstrated ability to employ health information to improve patient safety. Students evaluated the role a nurse plays as an advocate for patients with issues such as substance abuse or chronic conditions. Students utilized data from relevant sources to develop care interventions for patients with chronic illnesses and their families. Students examined educational websites that can assist the caregiver in their new role of caring for someone who is chronically ill. needed at this time needed at this time 7
G. Summary of Artifact Collection Procedure All student assignments that measure the learning outcomes are stored in Canvas at the course section level. All information for item E Assessment Plans is placed in the School of Nursing s Annual SPE. The SPE is saved in the School of Nursing s Box files. Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents. Faculty Headcount 46 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution) Full-time Tenured 6 Full-time Non-Tenured (includes tenure-track) 5 Part-time 1 With Master s Degrees Full-time Tenured 5 Full-time Non-Tenured 27 Part-time 2 With Bachelor s Degrees Full-time Tenured 0 8
Full-time Non-tenured 0 Part-time 0 Total Headcount Adjunct Faculty 10 Full-time Tenured 0 Full-time Non-tenured 10 (9 MSN, 1 PhD) Part-time 0 Total Headcount Faculty 56 Full-time Tenured 11 Full-time Non-tenured 32 Part-time 3 Adjunct Faculty 10 Please respond to the following questions. 1) Reflecting on this year s assessment(s), how does the evidence of student learning impact your faculty s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? The BSN program implemented the new curriculum Fall 2012. The first group of students enrolled in the revised curriculum completed the program Spring 2013. The End of Program Evaluation for Spring 2013 results exceeded the established ELAs. As well as the ELAs were exceeded in the report for Spring 2014, End of Program Evaluation. Faculty feel confident the learning outcomes in each course are appropriate for meeting the program level competencies. 2) With whom did you share the results of the year s assessment efforts? This information was shared with faculty and the SON Advisory Board. 3) Based on your program s assessment findings, what subsequent action will your program take? The program will continue to evaluate the academic year 2014-15 and compare data. 9
10