Program Outcome (Stated in Measurable Terms) Distance learning (DL) foreigneducated students (FEP)-BSN will demonstrate professional nurse generalist content/discipline knowledge and skills on the EXIT examination. Content/discipline knowledge and skills are theory-based actions reflected in the core competencies found in Nursing: Scope and Standards of Practice (ANA, 2004). Pass rates: Standardized synthesis EXIT examination (HESI] completed during the final semester. Examination content includes all core competencies (ANA, 2004). Students will obtain an ERI score that is equal to or greater than the standardized National Average Score. 1) The EXIT examination will be administered during the final semester course. 2) Data will be aggregated to determine the percentile of the students who met the standard. Term # Students % Pass Sum 10 15 100% Use of for Improving Program In Summer 2010, 100% of the students passed the standardized synthesis EXIT examination (this was a secure examination unlike the previous EXIT examination). The HESI Evolve/Reach Testing & Remediation Program (Elsevier) was initiated by the Undergraduate BSN faculty during the 2009-2010 AY. Faculty and administrators will continue the following strategies for 2010-2011: Orient all students to the resources available through HESI. Explain the link between success on HESI and success on NCLEX examinations. Distribute the NCLEX review booklets provided by HESI at beginning of and throughout program. At the beginning of each semester, students will be informed about which HESI examinations they will be responsible for each semester. HESI examinations will be scheduled at the end of semester in which the content is taught. Faculty must utilize the Evolve Case Studies in all courses. After each secured HESI examination the student will bring a copy of the full report to their instructor. The report can be analyzed with the student to assist him/her in reading such a report and finding the review study opportunities on the HESI site. Each HESI examination report is accompanied by a detailed description of remediation activities. Students must be encouraged to take advantage of those activities. Each student will be encouraged to take a particular HESI practice examination until they pass that examination above the national average. Once that is accomplished the students are to bring in the examination report on the examination they passed. This exercise should have a due date. Schedule the HESI NCLEX review course before the standardized synthesis EXIT examination (HESI) each semester. See additional strategies under NCLEX (RN Licensing) examination pass rates. 1
Program Outcome (Stated in Measurable Terms) Post graduation, distance learning (DL) foreigneducated physician (FEP)- BSN graduates will demonstrate professional nurse generalist content/discipline knowledge and skills on the RN licensing examination (NCLEX). Annual pass rates of the NCLEX results (RN licensing examination) Pass rates for GENERIC graduates (first sitting) will be within a 10% range of the national pass rate. Pass rates will be taken from Board of Nursing NCLEX reports. NCLEX REPORT # CON % Pass Florida % Pass U.S. % Pass 2010 15 80.00% 88.97% 87.95% Use of for Improving Program In 2010 the NCLEX pass rate for only the DL FEP-BSN graduates was 80% which was just within the 10% range. For future cohorts (no cohorts are currently scheduled)) administrators and faculty teaching in the BSN program will continue with the following strategies: Orient all students to the alternative question format that is used on NCLEX and use such formats on nursing examinations in all classes (same as NCLEX). Either the midterm or final examination in each course should contain 75 or more questions so that the students become accustomed to longer examinations (same as NCLEX). All examinations will be timed so that the student receives no more than one minute per question (same as NCLEX). Conduct one examination from each course in a computer lab (NCLEX is on computer). Previous interventions will continue to be implemented (See previous BSN student learning outcome reports). See also interventions under standardized synthesis EXIT examination pass rates. 2
Program Outcome As nurse generalists in practice, distance learning (DL) foreigneducated physician (FEP)-BSN alumni will function as effective communicators. Alumni Survey: Effective communication item statements evaluated are noted in the results. On a 5 point Likert-type scale (1 = Not at all 5 = Very much), alumni will rate the communication survey items with an average of 3.5 or higher. 1) At two (2) months and one (1) year post graduation, alumni will be sent the survey. 2) Data will be aggregated to determine the mean of the statement. EXIT Alumni Survey: Sum 10 Return= 6 (40%) -#4 communicating effectively with individuals/families. 3.83 -#5 communicating effectively intra-professionally. 3.83 -#7 performing health education activities. 4.17 -#9 functioning as an advocate/change agent. 4.33 -#12 assuming leadership roles in nursing practice. 3.67 -#13 assuming leadership roles in nursing profession." 3.67 POST 1 YR Alumni Survey: (Spring 2011) Total Return = 34 (10%) Return= -#4 communicating effectively with individuals/families. 0.00 -#5 communicating effectively intra-professionally. 0.00 -#7 performing health education activities. 0.00 -#9 functioning as an advocate/change agent. 0.00 -#12 assuming leadership roles in nursing practice. 0.00 -#13 assuming leadership roles in nursing profession." 0.00 Use of for Improving Program Based on new published curriculum guidelines The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 2008), the BSN faculty members completed revising the BSN curriculum during 2009-2010 using recommendations from the CCNE professional accreditation visitors and the BSN consultant (Dr. Stanhope) along with feedback from students and alumni on the alumni surveys. The BSN faculty revised course objectives and topical outlines to strengthen the areas of information technology, assessment, complementary modalities, collaboration with diverse providers, leadership, ethical and legal issues, use of technology in the clinical setting, and integration of the global environment. A collaborative course is being initiated with students from the School of Medicine with BSN/COM student teams assigned to assist a designated family in the community. The curriculum revision was approved January 2010 and the new curriculum will be implemented fall 2010. A revision for the Foreign-Educated Physician track was approved in January 2010; since most FEP alumni apply to the MSN NP tracks on completing the BSN, FEP-BSN students will now have the option (if admitted) of tracking directly into the MSN program. If not admitted to the MSN program, the student will complete the BSN track. The new FEP-MSN curriculum/track will be implemented fall 2010. 3
Program Outcome As nurse generalists in practice, distance learning (DL) foreigneducated physician (FEP)-BSN alumni will function as effective caregivers. Alumni Survey: Effective caregiver item statements evaluated are noted in the results. On a 5 point Likert-type scale (1 = Not at all 5 = Very much), alumni will rate the caregiver survey items with an average of 3.5 or higher 1) At two (2) months and one (1) year post graduation, alumni will be sent the survey. 2) Data will be aggregated to determine the mean of the statement. EXIT Alumni Survey: Sum 10 (40%) Return=6 -#1 assessing an individual s needs. 4.00 -#2 assessing a family s needs. 3.67 -#3 assessing community needs. 3.50 -#6 performing nursing interventions with some degree of skill. 4.00 -#8 coordinating client care with other professionals. 3.67 -#10 analyzing/using research for improving nursing practice." 4.17 -#11 adapting the nursing process to specific situations. 4.33 -#14 understanding legal and ethical implications for nursing." 4.33 -#15 understanding cultural implications for nursing practice." 4.50 POST 1 YR Alumni Survey: (Spring 2011) Total Return = 34 (10%) Return= -#1 assessing an individual s needs. 0.00 -#2 assessing a family s needs. 0.00 -#3 assessing community needs. 0.00 -#6 performing nursing interventions with some degree of skill. 0.00 -#8 coordinating client care with other professionals. 0.00 -#10 analyzing/using research for improving nursing practice." 0.00 -#11 adapting the nursing process to specific situations. 0.00 -#14 understanding legal and ethical implications for nursing." 0.00 -#15 understanding cultural implications for nursing practice." 0.00 Use of for Improving Program Based on new published curriculum guidelines The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 2008), the BSN faculty members completed revising the BSN curriculum during 2009-2010 using recommendations from the CCNE professional accreditation visitors and the BSN consultant (Dr. Stanhope) along with feedback from students and alumni on the alumni surveys. The BSN faculty revised course objectives and topical outlines to strengthen the areas of information technology, assessment, complementary modalities, collaboration with diverse providers, leadership, ethical and legal issues, use of technology in the clinical setting, and integration of the global environment. A collaborative course is being initiated with students from the School of Medicine with BSN/COM student teams assigned to assist a designated family in the community. The curriculum revision was approved January 2010 and the new curriculum will be implemented fall 2010. A revision for the Foreign-Educated Physician track was approved in January 2010; since most FEP alumni apply to the MSN NP tracks on completing the BSN, FEP-BSN students will now have the option (if admitted) of tracking directly into the MSN program. If not admitted to the MSN program, the student will complete the BSN track. The new FEP-MSN curriculum/track will be implemented fall 2010. 4
Support System Assessment Method CNHS administrators and staff will provide courteous, timely, and competent services and effective support to BSN students. Alumni survey: Level of satisfaction item statements evaluated are noted in the results. On a 5 point Likert-type scale (1 = Not at all 5 = Very much), alumni will rate the level of satisfaction survey items with an average of 3.5 or higher. 1) At two (2) months and one (1) year post graduation, alumni will be sent the survey. 2) Data will be aggregated to determine the mean of the statement. Use of for Improving Student Learning All items were an average of 3.5 and above. EXIT Alumni Survey: Indicate your level of satisfaction for Nursing resources/ support services during your program of study: Summer 10 Return=6 (40%) NURSING program information (printed) 4.50 NURSING web site 4.67 NURSING support personnel (e.g., secretaries) 3.67 NURSING pre-program advisement services 4.17 NURSING program advisement services 4.00 NURSING scholarship/financial aid information 4.00 NURSING skills laboratory (ies) 3.80 NURSING audiovisual materials 4.20 NURSING computer laboratory 3.60 NURSING library materials 4.50 NURSING student governance 3.80 Indicate your level of satisfaction for Florida International University (FIU) resources/ support services during your program of study: FIU web site 4.50 FIU advisement service 4.33 FIU admission services 3.67 FIU registration services 3.50 FIU financial aid services 3.60 FIU Learning Center 4.67 FIU library services 4.00 FIU health services 3.60 FIU student governance 3.60 *< 3.50 5
Summarize use of results for continuous improvement of the educational program: EXIT Examination Pass Rates In Summer 2010, 100% of the students passed the standardized synthesis EXIT examination (this was a secure examination unlike the previous EXIT examination). The HESI Evolve/Reach Testing & Remediation Program (Elsevier) was initiated by the Undergraduate BSN faculty during the 2009-2010 AY. Faculty and administrators will continue the following strategies for 2010-2011: Orient all students to the resources available through HESI. Explain the link between success on HESI and success on NCLEX examinations. Distribute the NCLEX review booklets provided by HESI at beginning of and throughout program. At the beginning of each semester, students will be informed about which HESI examinations they will be responsible for each semester. HESI examinations will be scheduled at the end of semester in which the content is taught. Faculty must utilize the Evolve Case Studies in all courses. After each secured HESI examination the student will bring a copy of the full report to their instructor. The report can be analyzed with the student to assist him/her in reading such a report and finding the review study opportunities on the HESI site. Each HESI examination report is accompanied by a detailed description of remediation activities. Students must be encouraged to take advantage of those activities. Each student will be encouraged to take a particular HESI practice examination until they pass that examination above the national average. Once that is accomplished the students are to bring in the examination report on the examination they passed. This exercise should have a due date. Schedule the HESI NCLEX review course before the standardized synthesis EXIT examination (HESI) each semester. See additional strategies under NCLEX (RN Licensing) examination pass rates. NCLEX (RN Licensing) Examination Pass Rates In 2010 the NCLEX pass rate for only the DL FEP-BSN graduates was 80% which was just within the 10% range. For future cohorts (no cohorts are currently scheduled)) administrators and faculty teaching in the BSN program will continue with the following strategies: Orient all students to the alternative question format that is used on NCLEX and use such formats on nursing examinations in all classes (same as NCLEX). Either the midterm or final examination in each course should contain 75 or more questions so that the students become accustomed to longer examinations (same as NCLEX). All examinations will be timed so that the student receives no more than one minute per question (same as NCLEX). Conduct one examination from each course in a computer lab (NCLEX is on computer). Previous interventions will continue to be implemented (See previous BSN student learning outcome reports). See also interventions under standardized synthesis EXIT examination pass rates. S Alumni Surveys: Students graduated summer 2010. Based on new published curriculum guidelines The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 2008), the BSN faculty members completed revising the BSN curriculum during 2009-2010 using recommendations from the CCNE professional accreditation visitors and the BSN consultant (Dr. Stanhope) along with feedback from students and alumni on the alumni surveys. The BSN faculty revised course objectives and topical outlines to strengthen the areas of information technology, assessment, complementary modalities, collaboration with diverse providers, leadership, ethical and legal issues, use of technology in the clinical setting, and integration of the global environment. A collaborative course is being initiated with students from the School of Medicine with BSN/COM student teams assigned to assist a designated family in the community. The curriculum revision was approved January 2010 and the new curriculum will be implemented fall 2010. A revision for the Foreign-Educated Physician track was approved in January 2010; since most FEP alumni apply to the MSN NP tracks on completing the BSN, FEP-BSN students will now have the option (if admitted) of tracking directly into the MSN program. If not admitted to the MSN program, the student will complete the BSN track. The new FEP-MSN curriculum/track will be implemented fall 2010. 6
Program Support/Services All items were an average of 3.5 and above. NOTE: Due to low return rates on mailed Alumni EXIT and POST 1 YEAR surveys, the alumni surveys were developed in an online format during summer 2010 using Qualtrics software. New procedures will be developed on emailing these surveys during the 2010-11 academic year and forward. 7