Annual Program Assessment Nursing

EXECUTIVE SUMMARY: Annual Program Assessment Nursing 2009-2010 Over the past few years, the Nursing program has made a number of changes and improvements to its program offerings. Changes made to the program over the course of the past five years are all detailed in the Nursing Program 5-year (2004-2009) report which will be presented to the Educational Program Committee March 19, 2010. Some noted changes were as follows: Summer 2004: Assessment: Discovered new nursing program curriculum had 2 semesters of Psychiatric Nursing and no pediatric nursing content. Intervention: Revise curriculum to remove one Psyc Nursing course and add Pediatric Nursing course. Requested change which was approved through appropriate committees, and college personnel, & Virginia State Board of Nursing. Provides students with instruction in all major content areas needed. E valuation: 100% acceptance by students, faculty, and Nursing Advisory Committee Fall 2004: Assessment: Students currently receive instruction & practice in safe medication dosage in a 1 credit hour course over three semesters ( 136, 137, and 236). Students and faculty evaluation indicated there was insufficient time in the 1 st one credit hour course to ensure that students master calculation concepts & the general pharmacology that must be taught. Changing the first course to 2 credit hours would enable the faculty to give all instruction & practice calculations during the first semester. Intervention: Deleted 236 from 4 th semester, integrate pharmacology content throughout the program, and added one more credit hour to 136 making it 2 credit hours. Evaluation: Students still verbalize need more time but are able to complete course with 2 credit hours. Change - 100% acceptance by students, faculty, and Nursing Advisory Committee. Requested change and approved through appropriate committees and personnel It was recommended and approved by all individuals at all levels of the college and the State Board of Nursing for 136 to increase from 1 CH to 2 CH and 236 be deleted from the curriculum effective fall 2005. This has proven to be an effective decision. During the academic year 2005-2006: Assessment: the VCCS and Nursing Program Heads moved to standardize the admission criteria for all VCCS nursing program. The VCCS requested that its nursing programs use the designation HUM EEE instead of specifying a specific course for this 3 credit requirement. Intervention: Provides students with the flexibility to take a course they are interested in and can use at 4-year institutions. Evaluation: 100% acceptance by students, faculty, and Nursing Advisory Committee Requested change which was approved through appropriate committees and personnel Fall 2006: Assessment: In nursing curriculum Bio 150 is listed as a fall (4 th quarter) requirement however the course is currently only offered by the college in the summer (3 rd ) semester. Intervention: Moved BIO 150 from 4 th semester to third semester Requested change and approved through appropriate committees and personnel. Evaluation: Course now aligned on program plan with semester offered by college 100% acceptance by students, faculty, and Nursing Advisory Committee 1

Fall 2006: Assessment: To balance summer semester course offerings by moving PSY 230 from summer semester (moving BIO 150 into its place). Placing PSY 230 into fall semester where BIO 150 was. Intervention: Moved PSY 230 from 3 rd semester to fourth semester. Requested change and approved through appropriate committees and personnel. Evaluation: Course now balanced on program plan offered by college. Change - 100% acceptance by students, faculty, and Nursing Advisory Committee Fall 2010: Assessment: Student taking NCLEX review sources since spring 2006 (ECI, Hurst & Kaplan. Report Kaplan most effective in helping them review for NCLEX exam. Kaplan Integrated (content) Testing cost the same as ATI however included in cost is the NCLEX Review course. Faculty reviewed the offerings from Kaplan and agrees it is a more comprehensive assessment method. Intervention: Fall 2010 began using Kaplan Integrated Testing. Evaluation: 3-20-2010 Too early to evaluate at this time Based on the data from the 2008-2009 Course Reports, revisions for 2009-2010 academic year are as follows (Overall recommendations to be implemented in each nursing course beginning Fall 2009): o Require written drug cards on standing drugs. PRN drugs cards prepared just prior to administration. Student will add therapeutic effects expected an observed. o Alternate clinical experiences written assignment papers: one paper will be required in which the student describes the learning experience for all the experiences as they relate to the course objectives role of the RN and the Nursing Process. o Add ATI testing results to course reports o Strengthen integration of community health and based care in curriculum. Include test questions on this content in each course. o Track med admin experience for each student-ann will create form to track o All clinical assignments will be 2-6 hour shifts per week o Service Learning: N111 students are required to write a paper in which they seek an article about service learning and define service learning. Group projects will be assigned under supervision of clinical faculty. N170 plan identification for Service Learning will be required. The record of student Service Learning activities and verification of attendance forms will be maintained in the students clinical folder each course. The clinical instructor will approve the activities planned for that semester. A minimum of 10 hours is expected each semester (total of 4 semesters) with minimum of 30 hours total being the expectation. L. Chitwood suggested that the Service Learning activities planned be based on the students assessment of their community. o Changes to handbook: Add Faculty-Student Liaison committee In 2006, the VCCS approved five national nursing testing agencies the nursing programs could use to conduct admission and content testing in their program after review of the various agencies the PDC nursing program began using Assessment Technologies Institute (ATI). This testing service provided everything the nursing program required to assist the nursing students mastery of core content except an NCLEX Review course. In an effort to provide the students will all the tools possible to successfully pass the NCLEX exam the nursing faulty set up several 2

review courses for the students using different agencies. Based on feedback for graduates it was determined the best course to offer was the Kaplan Review. After presentations on their assessment offerings at the VCCS Nursing Program Head meeting held summer 2009, the PDC nursing faculty with support for its advisory committee agreed to change form the ATI assessments to the Kaplan Assessment. At this time we will continue to administer the ATI Nursing Admission (TEAS) test. The rationale is that the Kaplan test requires knowledge of anatomy and physiology and the ATI test requires general biology knowledge. The nursing program admission requirement is general biology. Therefore, at this time we will continue to administer the ATI TEAS Admission Test. Both of these testing services provide online student specific remediation and retesting as a component of student success. Students who do not score at or above the proficient level are required to complete remediation and retest until they demonstrate content mastery at a specific level. Remediation must be completed prior to the start of the next nursing course. The Virginia Community College System (VCCS) Policy 2.5 states that local citizens curricular advisory committees must be utilized to assist in development of all occupational/technical curricula and courses. Members for these local advisory committees are recommended by each program head to the community college president and then to the Local College Board for approval. Each local program advisory committee acts in an advisory capacity to the program head and shall meet as needed or at least once annually. In addition to recruitment and promoting an understanding of the community college, its assessment and evaluation duties include: Assisting the community college in the establishment of occupational/technical programs and curricula by: (a) Helping to identify present and future occupational needs within the college region and the skills and knowledge required by prospective employees; (b) Advising the community college concerning employment practices, specific certification and licensure requirements, job entry educational levels required by business, industry and the professions, standards and regulations relating to student employment, and occupational placement of graduates; (c) Reviewing and submitting recommendations regarding specific program and curricular proposals, and specialized equipment and facility requirements for new or innovative programs. Participate in the evaluation of community college programs as they relate to the educational and occupational needs of the region. As a result, the Nursing Advisory Committee plays a large part in discussions regarding student and graduate progress and make recommendations to improve the program. The Nursing faculty also plays a major role in the assessment of its students by using rubrics in the evaluation of various projects and clinical proficiency. The final action plans are based on the approval of both groups, and as appropriate the College Educational Planning Committee, College Board, and the Virginia State Board of Nursing. 3

Academic Dean s Analysis and Response: By any measure used the Nursing Program is well run. The only item, which is being worked on, is the pass rate for the RN exam has not been sustained at a level of 80% or more. The Nursing faculty is in the process of implementing systems to ensure higher pass rates in the future. Items that have been mentioned that would help with the RN pass rates are simulation hardware and software. I recommend that the faculty incorporate these findings when preparing their budget request for the College. All in all this is an excellent program. 4

PDC SING DEGREE (156) ASSESSMENT PLAN Program Student Learning Outcomes Assessment Plan Goal Being Assessed Evaluation method Findings/Results Action to be Taken Objective 1: Critical Thinking The student/graduate will use the nursing process and critical thinking to meet multiple health needs for clients across the lifespan in a variety of healthcare settings. Benchmark (measurement) for ATI Test administered in Objectives 1-10 ATI Testing (Began Fall 2006): Students are deemed proficient if they meet or exceed the group and national standard and nonproficient if they do not score at those levels In 2008 ATI conducted re-norming of test and changes to the following Leveling: Level 3 Advanced: Level 2 Proficient Level 1 or below Non-Proficient Students unsuccessful in meeting The primary measures which for this objective occurs in 202 Nursing 1 are the final exam, preceptorship, ATI NCLEX Readiness Exam, and NCLEX-RN exam results. The ATI Critical Thinking Entrance and Exit Exam have been administered in N111 & N202 respectively. VCCS administered Critical Thinking Core Competency test, College administered California Critical Thinking Test Note R/T Each Objective (1-10) Student proficiency of each learning outcome (1-10) is formatively assessed throughout the program by using multiple measures such as quizzes, unit examinations, final examinations, standardized content testing, service learning, health teaching, and written assignments. Additional Measures include skills laboratory, clinical learning, simulation, role playing, student presentations to students and community, small group interactions. ATI Critical Thinking (Administered Fall) Enter PDC Group National 2004-6 Not Administering 2005-7 Not administering 2006-8 70.0% 70.3% 2007-9 69.1% 68.0% 2008-10 Data not available 2009-11 68.8% 68.0% ATI Critical Thinking (Administered Spring) Exit PDC Group National 2004-6 Not Administering 2005-7 Not administering 2006-8 73.4% 70.3% 2007-9 68.1% 70.3% 2008-10 data available spring 2010 ATI NCLEX Readiness Exam (Administered Spring) PDC Group National 2004-6 Not Administering 2005-7 Not administering Level 3 Level 2 <Level 1 2006-8 %. %.8% 2007-9 2008-10 Data not available VCCS VCCS Critical Thinking Core Competency (Spring) PDC VCCS Test Norm Sp06[SD] 12.87 14.83 14.75 Sp07 [SD] 13.86 15.39 14.75 Based on the data 2008-2009 nursing course reports (critical thinking: Fall 2009) Increase use of simulation in clinical nursing courses Based on the data 2008-2009 course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. Based on the data 2008-2009 course Reports, beginning Fall2009: All clinical assignments will be two-6 hour shifts per week See 2008 Report to State Board of Nursing Re: NCLEX Results Use Kaplan Integrated Testing which included Kaplan NCLEX Review for all students beginning with Fall 2009 admissions (Class 2011) 5

proficiency levels are required to complete remediation and retest content until the achieve proficiency level. A review of all data is conducted the nursing faculty and Nursing Advisory Committee. Required data is sent to the National Council of State Boards of Nursing and the Virginia State Board of Nursing. Input from all sources is used to develop actions taken as appropriate for each objective (1-10).. California Critical Thinking Test 2006 PDC VCCS Test norm Analysis 3.53 3.99 4.13 Inference 6.03 6.82. 6.81 Induction 7.74 8.67 8.60 Deduction 5.13 6.16 6.15 Evaluation 3.31 4.02 3.81 Preceptorship (Spring) Data reported under Objective 8 NCLEX License Exam Data reported in Objective 10 Goal Being Assessed Evaluation method Findings/Results Action to be Taken Objective 2. Quantitative Reasoning: The student/graduate will integrate nursing theories, research and skills when providing care for groups of clients with multiple physiological and/or psychosocial needs in a caring and compassionate manner. The initial measure for Quantitative Reasoning occurs in 136, Principles of Pharmacology I. The ATI Pharmacology Exam. VCCS administered Quantitative Reasoning Core Competency test. 136 (Fall) Proficient Non-Proficient 2004 Data not available 2005 Data not available 2006 91.6 % 8.4% 2007 70.0% 30.0% 2008 91.1% 8.9 % 2009 85.7% 14.3% ATI Pharmacology Exam (Fall) PDC Group National 2004-6 Not Administering 2005-7 Not administering 2006-8 70.0% 70.3% Level 3 Level 2 <Level 1 2007-9 2.9% 37.1% 42.9% 2008-10 Data not available VCCS Quantitative Reasoning Core Competency (Administered Spring) 2005 PDC VCCS Change in Fall 2005 (increase in credit hours from 1 to 2) have proven successful in providing students with an additional hour per week to receive content. Changes implemented Fall 2008 have increased retention and student competency in course as long as students complete assignments and remediation. No additional changes recommended at this time. Based on the data 2008-2009 course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. 6

Advanced 5.2% 8.2% Proficient 49.4% 67.4% Non Proficient 45.5% 24.4% No additional action at this time. Objective 3: Communication The student/graduate will communicate therapeutically with individuals, groups and their families and significant others. The initial measures in 170, Essentials of Medical/Surgical Nursing are the final exam, clinical evaluation, and content mastery exam. VCCS administered Oral Communication Core Competency test 2009 PDC VCCS Advanced % % Proficient % % Non Proficient % % ATI Fundamentals of Nursing Exam (Administered Spring) PDC Group National 2004-6 Not Administering 2005-7 Not administering Level 3 Level 2 <Level 1 2006-8 % % % 2007-9 4.8% 54.8% 35.7% 2008-10 14.7% 55.9% 29.4% Kaplan Basic Nursing 2009-11 Data not available VCCS Oral Communication Core Competency (Administered Spring) PDC VCCS Sp 2006 55.3 60.9 Sp 2007 52.6 60.9 PDC need to develop strategies to reach 80% for VCCS Core Competency proficiency by 2009 Based on the data 2008-2009 course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. Based on the data 2008-2009 course Reports: Service Learning: N170 plan identification for Service Learning will be required. The record of student Service Learning activities and verification of attendance forms will be maintained in the students clinical folder each course. The clinical instructor will approve the activities planned for that semester. Nursing students currently assigned oral presentations in every nursing class as well as with their service learning experiences, patient teaching, and communication with other healthcare professionals and paraprofessionals. Speech Course is a Nursing program curriculum requirement 7

Goal Being Assessed Evaluation method Findings/Results Action to be Taken Objective 4 Communication: Written, Oral, and Computer Competency The student/graduate will synthesize and communicate relevant data in a comprehensive and concise manner, verbally and in writing and through information technology 246 Pediatric Nursing are the final exam, clinical evaluation, and content mastery exam. VCCS administered Writing Core Competency test ATI Pediatric Nursing Exam (Spring) PDC Group National 2004-6 Not Administering at this time 2005-7 70.0% 70.3% Level 3 Level 2 <Level 1 2006-8 17.6% 70.0% 11.8% 2007-9 3.2% 48.4% 48.4% 2008-10 7.7% 59.0% 33.4% Based on the data 2008-2009 Course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. No additional action at that time VCCS Writing Core Competency (Mean Score) PDC Nursing 2008 5.07 4.99 No additional data available at this time Based on VCCS Core Competency scores the faculty is reviewing the grading criteria for written assignments and revising as needed to strengthen grading criteria. Nursing students currently have multiple written assignments in every nursing course Require written drug cards on standing drugs. PRN drugs cards prepared just prior to administration. Student will add therapeutic effects expected an observed. Alternate clinical experiences written assignment papers: one paper will be required in which the student describes the learning experience for all the experiences as they relate to the course objectives role of the RN and the Nursing Process. Goal Being Assessed Evaluation method Findings/Results Action to be Taken 8

Objective 5 Communication: Written & Oral The student/graduate will integrate holistic health teaching into the care of the individual and groups. The primary measures which occurs in 180, Essentials of Maternal/Newborn Nursing are the final exam, clinical evaluation, and content mastery exam. VCCS administered Information Literacy Core Competency ATI Maternal/Newborn Exam (Spring) PDC Group National 2004-6 Not Administering 2005-7 Not administering Level 3 Level 2 <Level 1 2006-8 Data not available 2007-9 8.7% 52.2% 39.1% 2008-10 Data not available Based on the data 2008-2009 Course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. No additional action at that time Information Literacy Core Competency (Mean Score) [> 37 Proficient; > 42 Advanced Proficient] (Spring) PDC Nursing 2008 37.59 41.32 Due to the test results, the College now requires all courses to have a library component. No additional action at this time Objective 6 The student/graduate will integrate ethical values and legal principles into the delivery of nursing care. The primary measures which occurs in 201, Psychiatric Nursing are the final exam, clinical evaluation, and content mastery exam. ATI Mental Health Nursing Exam (Summer) PDC Group National 2004-6 Not Administering 2005-7 Not administering Level 3 Level 2 <Level 1 2006-8 Data not available 2007-9 4.8% 28.6% 76.6% 2008-10 0.0% 51.6% 48.4% 2009-11 Data not available Based on the data 2008-2009 Course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. No additional action at that time Based on the data 2008-2009 course Reports: Service Learning: A minimum of 10 hours is expected each semester (total of 4 semesters) with minimum of 30 hours total being the expectation. Service Learning activities are planned based on the students assessment of their community 9

Goal Being Assessed Evaluation method Findings/Results Action to be Taken Objective 7 Cultural and Social Enrichment The student/graduate will utilize management skills and concepts to plan and coordinate the care for a culturally diverse group of clients in a variety of settings. Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as numerous written assignments utilizing APA format, community teaching through service learning, quizzes, unit examinations, final examinations, health teaching, and nursing care plans. The primary measures which occurs in 212, Second Level Nursing II are the final exam, clinical evaluation, and content mastery exam. PDC Graduate Survey Healthy lifestyle is covered in all ING classes and STD 100 Preceptorship Experience (Spring) Data Reported under Objective 8 ATI Community Health Exam (Spring) Proficient Non-Proficient 2004-6 Not Administering 2005-7 Not administering Level 3 Level 2 <Level 1 2006-08 3.1% 50.0% 46.4% 2007-09 3.2% 32.3% 29.0% 2008-10 Data not available No additional action at this time No additional action at this time Preceptorship Experience ATI Community Health Exam ATI Adult Medical Surgical Nursing Exam ATI Adult Medical Surgical Nursing Exam (Spring) Proficient Non-Proficient 2004-6 Not Administering 2005-7 Not administering Level 3 Level 2 <Level 1 2006-08 21.9% 40.6% 37.5% 2007-09 6.5% 41.9% 51.7% 2008-10 Data not available Based on the data 2008-2009 Course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. Strengthen integration of community based health care in curriculum. Include test questions on this content in each course. No additional action at that time 10

Goal Being Assessed Evaluation method Findings/Results Action to be Taken Objective 8: The student/graduate will assume the role of the associate degree nurse as care provider, advocate, teacher and manager. The primary measures which occur in 202, Medical/Surgical Nursing I, are the final exam, successful completion of preceptorship, and ATI NCLEX Readiness exam. Preceptorship Experience (Spring) Proficient Non-Proficient 2004-6 100% 0 2005-7 100% 0 2006-8 100% 0 2007-9 100% 0 2008-10 Data not available 100% of students requiring preceptorship remediation (additional clinical assignments) successfully completed.. No additional action at that time Objective 9: Personal Development: The student/graduate will assume accountability and responsibility for his/her own actions and education as a contributing and competent member of the health care team, the nursing profession and society. The primary measures which occurs in 254, Dimensions of Professional Nursing, class presentations attendance at Annual VNA Legislative Day at the General Assembly, and the PDC graduate survey, and attendance at a professional nursing organization meeting, ATI NCLEX Readiness Exam (Spring) Proficient Non-Proficient 2004-6 Not Administering 2005-7 Not administering Level 3 Level 2 <Level 1 2006-08 21.9% 40.6% 37.5% 2007-09 2008-10 Data not available Annual VNA Legislative Day at the General Assembly (Spring) Attend Non-Attend 2004-6 100% 0% 2005-7 100% 0% 2006-8 100% 0% 2007-9 100% 0% 2008-10 100% 0% Based on the data 2008-2009 Course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. No additional action at that time Students not attending leg day must still complete required legislative assignment and since this is a clinical day the student must make-up the day as assigned by clinical instructor Professional Nursing Organization Meeting (other than leg day) (Spring) Attend Non-Attend 2004-6 100% 0% 2005-7 100% 0% 2006-8 100% 0% 2007-9 100% 0% 2008-10 Data not available ATI Leadership Exam (Spring) 2004-6 Not in use 2005-7 Not in use Based on the data 2008-2009 11

Level 3 Level 2 <Level 1 2006-08 0.0% 35.5% 64.5% 2007-09 2008-10 data available spring Course Reports: Add ATI testing results to course reports 100% of students requiring ATI remediation successfully completed. No additional action at that time Goal Being Assessed Evaluation method Findings/Results Action to be Taken Goal #10 At the completion of the nursing Program, the graduate will indicate academic achievement in program by: achievement of 75% or higher graduate rates; 80 % or higher licensure pass rates; 100% employment rates for those desiring employment at graduation; The primary measure is the VCCS reports on graduation rates with a review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. The primary measure is the score on the National Council License Examination for Registered Nurses (NCLEX-RN) and the Virginia Community College System (VCCS) Annual Nursing Report comparisons. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. The primary measure is the pregraduate Exit Surveys conducted in the Spring prior to graduation. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. 3-year Graduation Rates PDC Nsg VCCS Nsg 2004-07 77% 62% 2005-08 70% 65% 2006-09 Data not yet available Met Proficiency Level Licensure Pass Rates (Spring-Summer) PDC VA 2004-6 73.9% 85.8% 2005-7* 70.6% 79.7% 2006-8 81.8% 85.7% 2007-9 77.4% 87.3% 2010 data not yet available Mixed Proficiency Level Job Placement Rates (Spring) Those seeking and reporting employment were as follows: 2006: 100% employed 2007: 100% employed 2008: 100% employed 2009: 100% employed Met Proficiency Level No action required Standardized admission requirement changes Fall 2006 Use NCLEX Blueprint incorporated in all exams ATI TEAS Admit Test required >45 th percentile in each content area For Fall 2010, consider changing program pass grade (currently 75%) *2008 See Letter to the Virginia State Board of Nursing and Following table for strategies to improve NCLEX results No action required 12

Nursing Curriculum Map: X - primary course assessment; S secondary course assessment PROGRAM-SPECIFIC STUDENT LEARNING OUTCOMES Objective 1: Critical Thinking The student/graduate will use the nursing process and critical thinking to meet multiple health needs for clients across the lifespan in a variety of healthcare settings. Objective 2. Quantitative Reasoning: The student/graduate will integrate nursing theories, research and skills when providing care for groups of clients with multiple physiological and/or psychosocial needs in a caring and compassionate manner. 111 136 170 180 137 115 201 212 246 202 254 ASSESSMENT MEASURES X S S S S X S S S S S Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as quizzes, unit examinations, final examinations, standardized content testing, service learning, health teaching, and nursing care plans. The primary measures which occurs in 202 Nursing 1 are the final exam, preceptorship, Mock NCLEX Exam, and NCLEX-RN exam results. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. S X S S X X S S S S S Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as quizzes, unit examinations, final examinations, standardized content testing, service learning, health teaching, and nursing care plans. The initial measure for Quantitative Reasoning occurs in 136, Principles of Pharmacology I. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. 13

PROGRAM-SPECIFIC STUDENT LEARNING OUTCOMES Objective 3: Communication The student/graduate will communicate therapeutically with individuals, groups and their families and significant others. Objective 4 Communication: Written, Oral, and Computer Competency The student/graduate will synthesize and communicate relevant data in a comprehensive and concise manner, verbally and in writing and through information technology 111 136 170 180 137 115 201 212 246 202 254 ASSESSMENT MEASURES X S S S S X S S S S S Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as skills laboratory role playing, clinical experiences, student presentations to classmates and community (service learning), and human simulation, quizzes, unit examinations, final examinations, and nursing care plans. The initial measures in 170, Essentials of Medical/Surgical Nursing are the final exam, clinical evaluation, and content mastery exam. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. X S S S S X S S S S S Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as numerous written assignments utilizing APA format, community teaching through service learning, quizzes, unit examinations, final examinations, health teaching, and nursing care plans. The primary measures which occurs in 246 Pediatric Nursing are the final exam, clinical evaluation, and content mastery exam. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. 14

PROGRAM-SPECIFIC STUDENT LEARNING OUTCOMES Objective 5 Communication: Written & Oral The student/graduate will integrate holistic health teaching into the care of the individual and groups. Objective 6 The student/graduate will integrate ethical values and legal principles into the delivery of nursing care. 111 136 170 180 137 115 201 212 246 202 254 ASSESSMENT MEASURES X S S S S X S S S S S Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as numerous written assignments utilizing APA format, community teaching through service learning, quizzes, unit examinations, final examinations, health teaching, and nursing care plans. The primary measures which occurs in 180, Essentials of Maternal/Newborn Nursing are the final exam, clinical evaluation, and content mastery exam. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. X S S S S X S S S S S Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as numerous written assignments utilizing APA format, community teaching through service learning, quizzes, unit examinations, final examinations, health teaching, and nursing care plans. The primary measures which occurs in 201, Psychiatric Nursing are the final exam, clinical evaluation, and content mastery exam. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. 15

PROGRAM-SPECIFIC STUDENT LEARNING OUTCOMES Objective 7 Cultural and Social Enrichment The student/graduate will utilize management skills and concepts to plan and coordinate the care for a culturally diverse group of clients in a variety of settings. Objective 8: The student/graduate will assume the role of the associate degree nurse as care provider, advocate, teacher and manager. 111 136 170 180 137 115 201 212 246 202 254 ASSESSMENT MEASURES X S S S S X S S X S S Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as numerous written assignments utilizing APA format, community teaching through service learning, quizzes, unit examinations, final examinations, health teaching, and nursing care plans. The primary measures which occurs in 212, Second Level Nursing II are the final exam, clinical evaluation, and content mastery exam. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. X S S S S X S S S X X Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as numerous written assignments, community teaching through service learning, quizzes, unit examinations, final examinations, health teaching, and nursing care plans. The primary measures which occur in 202, Medical/Surgical Nursing I, are the final exam, successful completion of preceptorship, and NCLEX core competency exam. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. 16

PROGRAM-SPECIFIC STUDENT LEARNING OUTCOMES 111 136 170 180 137 115 201 212 246 202 254 ASSESSMENT MEASURES Objective 9: Personal Development: The student/graduate will assume accountability and responsibility for his/her own actions and education as a contributing and competent member of the health care team, the nursing profession and society. Objective 10 The student/graduate will indicate academic achievement in program by: achievement of 75% or higher graduate rates; 80 % or higher licensure pass rates; 100% employment rates for those desiring employment at graduation; S S S S S S S S S S X Student proficiency of this learning outcome is formatively assessed throughout the program by using multiple measures such as unit examinations, final examinations, written assignments and oral presentations. The primary measures which occurs in 254, Dimensions of Professional Nursing, class presentations, core competency exam, attendance at Annual VNA Legislative Day at the General Assembly, and attendance at a professional nursing organization meeting, A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. X X X X X X X X X X X The primary measure is the VCCS reports on graduation rates. The primary measure is the score on the National Council License Examination for Registered Nurses (NCLEX-RN) and the Virginia Community College System (VCCS) Annual Nursing Report comparisons. The primary measure is the pre-graduate Exit Surveys conducted in the Spring prior to graduation. A review of data by and with input from the nursing faculty, Nursing Advisory Committee and the Virginia State Board of Nursing is incorporated in actions taken as appropriate. 17

136 PRINCIPLE OF PHARMACOLOGY COURSE OBJECTIVES FALL 2009 By the completion of this course the student will: Proficient Non Proficient Demonstrate competency at or above the 75% (C) level in basic mathematical and dosage calculations Compute medication dosages using dimensional analysis for individuals throughout the lifespan at or above the 75% (C) level in basic mathematical and dosage calculations 12/8/09: 85.7% students taking course demonstrated final content proficiency with a grade of A, B, or C. Accurately interpret drug labels according to specified criteria at or above the 75% level in basic mathematical and dosage calculations Identify legislative acts that govern medication administration at or above the 75% (C) level in basic mathematical and dosage calculations Discuss ethical issues related to the administration of medications at or above the 75% (C) level in basic mathematical and dosage calculations Identify the role of the nurse when administering medications regarding individual responses, various side effects, and ethical-legal considerations at or above the 75% (C) level 9/09: 65.9 % students taking first exam demonstrated proficiency with a grade of A, B, or C. Apply critical thinking and problem-solving to everyday basic mathematical and dosage calculations situations encountered by the student at or above the 75% (C) Verbalize a basic understanding of general pharmacological terms and processes at or above the 75% (C) level Accurately calculate dosages for the administration of basic parenteral and nonparenteral medications at or above the 75% (C) level Accurately calculate dosages for the administration of basic intravenous and pediatric medications at or above the 75% (C) level 139 Principles of Pharmacology EXAMINATION BLUEPRINT WAS EXAM GREATER THAN OR EXAM # % APPLICATION EQUAL TO 80% APPLICATION &/OR EXAM MEAN &/OR ANALYSIS ANALYSIS? SCORE 12/8/09: 85.7% students taking course demonstrated final content proficiency with a grade of A, B, or C. COMMENTS Yes No 1 100% X 74.92 Focus general pharmacology 2 100% X 75.73 Focus Introduction to dimensional analysis 3 100% X 88.57 Calculating nonparenteral and parenteral medications 4 100% X 68.16 Calculating IV and pediatric medications Final 100% X 83.99 Comprehensive dosage calculation examination 18

Rubrics: Insert below is a list and copies of rubrics used in annual course assessments. 111: Grading Criteria For The Clinical Prep Form & Nursing Care Plan 111: Elderly Developmental Assessment 111: Reminiscing Assignment 111: Clinical Evaluation Tool Competency/Skills Checklist 212/211 Grading Criteria For Service Learning 212/211 Verification Of Attendance At Service Learning Event 212/211 Grading Criteria For The Daily Clinical Prep Form (S/U) 212/211 Grading Criteria For The Daily Clinical Prep Form (S/U) 212/211 Criteria For Grading The Major Nursing Care Plan 212/211 Clinical Case Study And Care Map With Oral Presentation Grading Criteria For 212/211 Alternate Clinical Rotation Experiences 211/212 Clinical Evaluation Tool 19

PAUL D. CAMP COMMUNITY COLLEGE Nursing Program 111 Grading Criteria for the Clinical Prep Form & Nursing Care Plan Name: Date: Mechanics (10 points) Correct grammar, punctuation, spelling, and sentence structure. Neatly typed using APA format. Includes title and reference pages. Textbook Description (15 points) 0 1 2 3 4 5 X 2 = Primary Medical/Surgical Diagnosis and Pathophysiology 0 1 2 3 4 5 X 1 = Clinical Manifestations 0 1 2 3 4 5 X 1 = Medical-Surgical/Nursing Management 0 1 2 3 4 5 X 1 = Development and Legal/Ethical Issues (20 points) Identified Developmental Theorist and Tasks according to text 0 1 2 3 4 5 X 1 = Client specific behaviors R/T achievement of developmental tasks. 0 1 2 3 4 5 X 1 = Psychosocial adaptation 0 1 2 3 4 5 X 1 = Legal/Ethical Concerns 0 1 2 3 4 5 X 1 = Community Resources per text and actual (5 points) 0 1 2 3 4 5 X 1 = Assessment of Self Care Deficit according to Orem (10 points) Identified the correct Nursing System according to Orem 0 1 2 3 4 5 X 1 = Identified at least two appropriate actual or risks self care deficits Reviewed 8-2-09 abp

0 1 2 3 4 5 X 1 = General Survey and Care Plan (50 points) General Survey (10) 0 1 2 3 4 5 X 2 = Laboratory values (5) 0 1 2 3 4 5 X 1 = Diagnostic tests (5) 0 1 2 3 4 5 X 1 = *Medications (5) 0 1 2 3 4 5 X 1 = Identified at least two priority Nursing Diagnoses (5) 0 1 2 3 4 5 X 1 = Identified a patient specific & measurable goal for each nursing diagnosis (5) 0 1 2 3 4 5 X 1 = Identified at least 6 patient specific nursing interventions & rationale (10) 0 1 2 3 4 5 X 2 = Made a patient specific evaluation statement specific to the goal (5) 0 1 2 3 4 5 X 1 = TOTAL POINTS = Reviewed 8-2-09 abp

PAUL D. CAMP COMMUNITY COLLEGE Nursing Program Nursing 111 Elderly Developmental Assessment Grading Criteria Student Name: Date: Clinical Instructor: Agency: I Mechanics (20%) Correct grammar, punctuation, spelling, and sentence structure. Typed using APA format. Includes title page and references. Submits 2 copies, on date assigned. II Content (80%) A Physiological Development (40%) 0 1 2 3 4 5 X 4 Changes in nervous system 0 1 2 3 4 5 X 1 Changes in gastrointestinal function a) Ingestion 0 1 2 3 4 5 X 1 b) Digestion 0 1 2 3 4 5 X 1 c) Elimination 0 1 2 3 4 5 X 1 Changes in cardiovascular function 0 1 2 3 4 5 X 1 Changes in pulmonary function 0 1 2 3 4 5 X 1 Changes in genitourinary system 0 1 2 3 4 5 X 1 Changes in endocrine regulation 0 1 2 3 4 5 X 1 B Psychological changes (15%) Psychological development 0 1 2 3 4 5 X 1 Body image changes 0 1 2 3 4 5 X 1 Cognitive changes 0 1 2 3 4 5 X 1 C Socioeconomic changes (10%) Family structure 0 1 2 3 4 5 X 1 Reviewed 8-2-09 abp

Retirement 0 1 2 3 4 5 X 1 D Comprehensive summary of comparisons (15%) 0 1 2 3 4 5 X 3 TOTAL Reviewed 8-2-09 abp

PAUL D. CAMP COMMUNITY COLLEGE Nursing Program Nursing 111 Reminiscing Assignment Grading Criteria Student Name: Clinical Instructor: Date: Agency: I Mechanics (20%) Correct grammar, punctuation, spelling, and sentence structure. Typed using APA format. Included title page and grading criteria, Submitted 2 copies. 0 1 2 3 4 5 X 4 II Content (80%) A Summary of conversation (40%) 0 1 2 3 4 5 X 8 B Interpretation of Reminiscing Experience (40%) 0 1 2 3 4 5 X 8 TOTAL (Satisfactory or Unsatisfactory grade assigned) Reviewed 8-2-09 abp

PAUL D. CAMP COMMUNITY COLLEGE SING PROGRAM 111: CLINICAL EVALUATION TOOL Introduction Clinical Experience is a required component of nursing courses. The experience is provided so that students can apply knowledge and practice skills learned in the college skills laboratory to prepare them for the roles of the associate degree nurse. The clinical evaluation tool is designed to meet the associate degree nurse clinical competencies. The core components of the ADN include: Nursing Process Teaching/Learning Effective Communicator Collaboration Clinical Decision Making Professional Ethics/Legally Grounded Therapeutic Interventions Manager of Care Safety & Infection Control Written Assignments Critical Thinker Client Advocate The clinical evaluation tool delineates expected and critical clinical behaviors of the clinical experience. Evaluation Process The goals of the clinical evaluation process are to: Determine whether the student has sufficient knowledge for the established level of practice. Determine whether the student is performing treatments and procedures effectively and safely. Provide feedback to encourage behaviors associated with professional nursing practice. Clinical Behaviors Each nursing course has a clinical evaluation tool with identified student behaviors. Critical behaviors are those aspects of nursing care, which are crucial to the client s physical and psychological well-being and are identified with an asterisk (*). The clinical instructor uses the following scale to evaluate weekly performance of clinical behaviors: 3 Student consistently functions independently without supporting cues or requires minimal prompting. Continues to update self & uses instructor guidance with growing independence. 2 Student functions with supervision, requiring occasional prompting &/or supporting cues 1 Student functions with assistance, requiring frequent instructor verbal prompting & occasional physical directive cues 0 Student functions dependently, requires continuous verbal & physical cues N/O Not observed by the instructor N/A Not applicable The weekly evaluation is shared with the student who is asked to initial the form. Each student is encouraged to conduct self-evaluation using the same evaluation form. A summary evaluation is written at the completion of the clinical rotation. The summary evaluation is satisfactory or unsatisfactory. No letter or numerical grades are given. In order to receive a satisfactory summary evaluation, the student must be performing at a level 2 or better in each of the critical behaviors by the end of the course. Student Clinical Agency Instructor Dates of Experience: Reviewed 8-2-09 abp

# CLINICAL BEHAVIOR DATES SING PROCESS 1* Identifies subjective & objective data from appropriate sources as evidence of actual or potential client problems 2 Formulates accurate and concise NANDA nursing diagnoses 3* Prioritizes nursing diagnoses 4 Formulates measurable goal with timeframe for each nursing diagnosis(includes at least 2 assessment, 2 therapeutic and 2 teaching interventions) 5 Provides referenced rationale for each nursing intervention 6 Includes a patient specific implementation and evaluation statement specific to the goal (includes time frame) COLLABORATION 1 Collaborates with client, family, and health team members; is aware of individual roles THERAPEUTIC INTERVENTIONS 1* Maintains client safety 2* Prepares for and performs clinical nursing skills accurately 3* Demonstrates accurate knowledge drug therapy prior to administration 4* Administers all medications safely and accurately 5* Utilizes universal precautions CLIENT TEACHING/LEARNING 1 Identifies learning needs of client/family 2 Evaluates the results of teaching/learning experience CLINICAL DECISION MAKING/CRITICAL THINKING 1* Prioritizes nursing care to best meet client s needs 2* Implements and contributes to assigned clients established plan of care 3* Reports significant client information to faculty and healthcare team members in a timely manner MANAGER OF CARE 1* Organizes and prioritizes nursing activities to meet the client s needs within the allotted timeframe 2 Utilizes clinical time effectively for Reviewed 8-2-09 abp

learning/improving skills COMMUNICATION 1* Communicates effectively with client, family, and health care team members 2* Coveys respect and acceptance of client by word and action 3* Communicates with faculty and staff with respect and professionalism 4 Records information on client s chart in an accurate, concise and legible manner according to agency policy PROFESSIONAL BEHAVIORS 1* Demonstrates a caring, professional attitude/demeanor 2* Demonstrates accountability and selfdirection 3* Seeks assistance when appropriate 4 Modifies behavior based on evaluation by self and others as appropriate 5* Adheres to the policies of PDCCC Nursing Student Handbook and the clinical agency 6* Maintains confidentiality of the client, family, staff, and clinical agency 7* Submits all required written clinical assignments WRITTEN ASSIGNMENTS Unsatisfactory in areas of written work means that student will have to revise and resubmit information before going on to the next course. A grade of I will be given. Student must submit two (2) typed copies of all graded (received % grade) assignments*. 1 Final Nursing History & Care Plan (S/U) Date Due: Date Submitted: Grade: 2 *Elderly Assessment (counts 2% course grade) Date Due: Date Submitted: Grade: 3 Reminiscing assignment (S/U) Date Due: Date Submitted: Grade: 4 *Service Learning paper (counts 3% course grade) Date Due: Date Submitted: Grade: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Comments Reviewed 8-2-09 abp

PAUL D. CAMP COMMUNMITY COLLEGE Nursing Program Nursing 111 Clinical Evaluation Name Date Clinical Agency Rating Scale 0 1 2 3 Assessment Management of Care Collaboration Therapeutic Interventions Teaching and Learning Clinical Decision Making Safety and Infection Control Written Assignments Work Ethics, includes Attendance and Punctuality Initiative Interpersonal skills (Communication) Professional Behaviors (including dress & demeanor) Prompt submission of assignments Rating Codes: 0 Student functions dependently, requiring continuous verbal and physical cues 1 Student functions with assistance, requiring frequent instructor verbal prompting and occasional physical directive cues 2 Student functions with supervision, requiring occasional prompting &/or supporting cues. Appropriately clarifies and asks questions. Uses instructor guidance and supervision appropriately. 3 Student consistently functions independently without supporting cues or requires minimal prompting. Continues to update self and uses instructor guidance with growing independence. NOTE: A rating code of 2.0 or above in each behavior is required by mid clinical and final clinical evaluation in order to pass Nursing. Student s Overall Score: Satisfactory Unsatisfactory Anecdotal Comments: Instructor s Signature & Date Student s Review Signature & Date Reviewed 8-2-09 abp

Paul D. Camp Community College Nursing Student Competency/Skills Checklist Student: Class of: Certain skills must be directly supervised by an instructor in the Clinical setting. Key: S = Satisfactory N = Needs Practice Knowledge & Skill Area Classroom Instruction, and/or Lab Practice Clinical Setting Infection Control Date S/N Comment Signature Date S/N Comment Signature Performs hand washing Dons & removes unsterile gloves Dons & removes sterile gloves Applies & removes mask Applies and removes Applies and removes gown Applies and removes goggles Activities of Daily Living Date S/N Comment Signature Date S/N Comment Signature Provides complete bed bath Provides shower Provides tub bath or whirlpool Provides skin care & back rub Shaves patient Combs hair Assists with dressing & undressing Provides nail care Reviewed 8-2-09 abp Date S/N Comment Signature Date S/N Comment Signature