Assessment Plan Matrix BSN Curriculum School of Nursing Using the mission/philosophy and End of Program Objectives as a basis, specific major student outcome areas have been identified by the School of Nursing faculty. They are as follows: 1) Critical Thinking, 2) Communication, 3) Caring/Empathy, 4) Clinical Competence (therapeutic nursing interventions), 5) Autonomy, and 6) Leadership. The major student outcomes are cognitive, affective, and performance based and is evaluated in both a formative and summaritive manner. There are course embedded measures including classroom and clinical practice, specialized assessment tools, senior portfolio, and graduate data including End of Program Evaluation, and Educational Benchmarking Survey, one year and five year Alumni Surveys, Employer Surveys and the national NCLEX examination used in outcomes assessment. The following table identifies the primary methods of assessment for each area. Cycle or Time Frame Action Taken Learning Goals End of Program Learning Objectives/Outcomes 1. Critical Thinking: Utilize critical thinking to synthesize knowledge derived from nursing, natural and behavioral sciences, humanities and arts in the practice of professional nursing. Assessment Strategy or Method or Measure (Specialized Tools) California Critical Thinking Skills Test (CCTST) California Critical Thinking Dispositions Inventory (CCTDI) Critical Thinking Test semester sophomores in NUR 220 Wellness and last semester senior at the end of NUR 460- Capstone (2001-2006) year students in NUR 110 and last semester seniors at the end of NUR 460 Capstone (2001-2006) NUR 220 first semester sophomores beginning Fall 2004 and last semester seniors at the end of NUR 460 (Sp 2005) Findings (Analysis/ Interpretation/ Benchmarking) Mean score of 15 or greater Mean score of 300 or greater These tests are not at all specific to nursing and therefore there was no way to benchmark TCNJ students with other nursing students. This is nursing specific. Clinical simulation may also allow for assessment here. 2000 Decision made to change from the Watson Critical Thinking assessment tool to the CCTST and CCTDI ending with Class 2007. 2004 Decision made to change to the testing package that includes a critical thinking test. This program will allow for benchmarking with other baccalaureate nursing students.
2. Clinical Competence: Practice professional nursing competently in diverse settings, utilizing caring, critical thinking and therapeutic nursing interventions with individuals, families, aggregates and communities, at any developmental stage, to promote, maintain, and restore health. 3. Autonomy: Utilize the requisite knowledge and skill to practice independently and collaboratively with other health professions as an advanced beginner professional nurse. Mosby Assessment Test NLN Diagnostic Readiness RN-CAT Testing Clinical Performance Evaluations Boughn Autonomy Scale: Attitudes and Behaviors semester seniors at the end of NUR 424 (1994-2004) Administered to last semester seniors halfway through NUR 444. (1994-2004) Seniors must pass as part of NUR 460 beginning Spring 2004 Beginning Fall 2004, in all clinical practice courses and at the end of the program in NUR 460 semester sophomores in NUR 210-Role I and last semester seniors at the end of NURS 460-Capstone (since 1995). The Mosby and NLN tests were disappointing in their ability to predict performance on the NCLEX-RN examination. No ability to compare TCNJ students with others. Better predictive reliability 60 th percentile or 90% correct; comparative data provided with other BSN programs, study/remediation plans, testing uses computer-based format. Allows formative assessment across the program. Value added (an increase in mean score t-test to measure significance). Change from the Mosby and NLN tests to the comprehensive testing package that offers practice tests, study/remediation, plans, predictive ability, and comparative data for analysis.
4. Research & Theory: Integrate research findings and nursing theory in decision making in professional nursing practice. 5. Leadership: Apply concepts of leadership, autonomy, and management to the proactive of professional. NUR 328 Research Course NUR310 Role II course. ; emphasized in NUR460 Capstone Seminar: Leadership & Management in Nursing. Will be looking at assignments in the role and research courses. Clinical at end of each clinical course. Will determine how to assess in capstone. Test. Need to consider how to analyze and use the data being collected and whether or not other formative and summative assessments are needed. This is an area that we need to explicate the expected progression and final performance indicators. 6. Ethical principles: Integrate professional caring into practice decisions that encompass values, ethical, moral, and legal aspects of nursing. Thread in all clinical courses; emphasized in (NUR 310) Role II course. Junior year Clinical at end of each clinical course in the last 5 semesters of the program. Need to determine assessments and indicators of what we are looking for as evidence/progression. 7. Communication: Communicate effectively with clients, peers, and other healthcare providers. 8. Caring: Respect the dignity, worth, and uniqueness of self and others. Emphasized in all courses; Empathy Construct Rating Scale (ECRS) Emphasize in every course Every course Clinical at end of each clinical course administered to freshman in NURS 110 Life Span and last semester seniors at the end of NURS 460- Capstone (beginning Spring 1995). Essentials document emphasizes listening, oral, nonverbal, and written. Will examine assignments that have been used in the student portfolios that could assess this area. Value added (an increase in mean score). Rubric has been mentioned as a possibility to explore.
9. Professional Role: Participate in the advancement of the profession to improve health care for the betterment of the global society. Thread in all courses; and capstone Every course (specific assignments that assess this would be useful here). Clinical at end of each clinical. Will examine how this can be assessed across the program. Transformation? 10. Professional Responsibility: Accept responsibility and accountability for the effectiveness of one s own nursing practice and professional growth as a learner, clinician, and leader. Thread in all courses; and capstone Every course Clinical at end of each clinical course. We will consider what opportunities students have to demonstrate this. For example, extracurricular, student lab positions, PNOS (Professional Nursing Organization of Students) activities, independent studies for research, community based learning, problem solving in clinicals, internships, etc. Transformation? Beginning Fall 2005, the School of Nursing will focus annually on two end-of-program learning outcomes to answer questions identified here, review the plan, and make revisions. This process is consistent with our established approach for continuous quality improvement. The outcomes will be paired as follows: 2005 - Clinical Competence (2) and Critical Thinking (1) 2006 - Communication (7) and Leadership (5) 2007 - Caring (8) and Autonomy (3) 2008 - Research & Theory (4) and Ethical Principles (6) 2009 - Professional Role (9) and Professional Responsibility (10) Revised May 2005