1 Assessment Report 2015-2016 Department of Nursing May 2016 Chair: Dr. Susan Neville, PhD, RN, CADDCT, CDP, AACN Wharton Fellow Faculty: Dr. E. Della Vecvchia, PhD, RN, CNE Dr. C. Caico, PhD, RN, NP Dr. Lisa Sparacino, PhD, RN, CNE, CCRN Dr. Maureen Cardoza, PhD, RN, CADDCT, CDP Dr. B, Diggle-Fox, PhD, RN, NP Dr. C. Zauderer, PhD, RN, CNM, NP Dr. P. Treister, DNP, RN, CNE Prof. D. Darcy, MS, RN, CNE, PhD (c) Adjunct Faculty SPECIFIC ASSESSMENT FOCUS: ATI (ASSESSMENT TECHNOLOGY INSTITUTE COMPETENCY-STUDENT OUTCOMES This past year the Nursing program underwent its 5 year re--accreditation visit from CCNE (Commission on Collegiate Nursing Education) and a site visit by the NYS Education Department Office of the Professions, Nursing..As a part of that process, a self-study and addendum to the Office of Professions, Nursing was prepared with updated student learning outcomes, strategic plans, and assessment activity and support data, including program outcome benchmarks. The program was awarded full 10 year re-accreditation (2027) with no compliance issues noted. The department addressed Four CCNE Standards of Accreditation as well as NYS Department of Education regulations. The full Accreditation Self Study is posted on the NYIT Assessment and Outcomes Site. The following Four Standards were met and each standard was supported by data, assessment and evaluation. The Self-Study Document was 70 pages maximum in length with an accompanying 200+ pages of appendix (documents and supporting data and statistics not included in the study document. Aggregate Data involved 3 Years.
2 Standard I Program Quality: Mission and Governance The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in ongoing efforts to improve program quality. I-A. The mission, goals, and expected program outcomes are: for the preparation of nursing professionals. I-B. The mission, goals, and expected student outcomes are reviewed periodically and revised, as expectations of the community of interest. I-C. Expected faculty outcomes are clearly identified by the nursing unit, are written and communicated to the faculty, and are congruent with institutional expectations. I-D. Faculty and students participate in program governance. I-E. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications. I-F. Academic policies of the parent institution and the nursing program are congruent and program improvement. revised as necessary to foster Standard II Program Quality: Institutional Commitment and Resources The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected program outcomes. II-A. Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. II-B. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. II-C. The chief nurse administrator: is a registered nurse (RN); holds a graduate degree in nursing; holds a doctoral degree if the nursing unit offers a graduate program in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected program outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected program outcomes; and
3 provides effective leadership to the nursing unit in achieving its mission, goals, and expected program outcomes. II-D. Faculty are: sufficient in number to accomplish the mission, goals, and expected program outcomes academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach. II-E. Preceptors, when used by the program as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes II-F. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes Standard III Program Quality: Curriculum and Teaching-Learning Practices The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that are congruent with the program s mission and goals, and with the roles for which the program is preparing its graduates. III-B. Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). III- Baccalaureate curricula build upon a foundation of the arts, sciences, and humanities. III-D. Teaching-learning practices and environments support the achievement of expected student outcomes. IIIby faculty. III-F. The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. III-G. Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement Standard IV: Program Effectiveness: Assessment and Achievement of Program Outcomes The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other
4 outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement. IV-A. A systematic process is used to determine program effectiveness. IV-B. Program completion rates demonstrate program effectiveness. IV-C. Licensure and certification pass rates demonstrate program effectiveness. IV-D. Employment rates demonstrate program effectiveness IV-E. Program outcomes demonstrate program effectiveness. IV-F. Faculty outcomes, individually and in the aggregate, demonstrate program effectiveness IV-G. The program defines and reviews formal complaints according to established policies. IV-H Data analysis is used to foster ongoing program improvement. EXEMPLAR Standard IV-1A Goal 1. Graduates of DON will demonstrate the knowledge, skills and behaviors that qualify them to enter the nursing professions. Assessment Data sources Timing Responsibility Expected outcomes a. Student Learning Curriculum content map Course assignment Exam questions Clinical evaluation NCSBN NCLEXRN content format On going ATI Coordinator Clinical affiliation coordinator All faculty members in the department Curriculum content covers CCNE accreditation standards and professional standards. 100% graduates demonstrate meeting BS program learning outcomes. TEAS ATI assessment exam. ATI predictor exam EBI Skyfactor learning factors mean 5.5 or above. EBI learning factors b. NCLEX-RN Licensure exam NCLEX-RN results Quarterly Annual and Chair person Meet and exceed the
5 benchmark of CCNE 80% passing rate Meet and exceed the NYS average of 75% passing rate Supportive data: The program meets the 80% first-time pass certification examination pass rate benchmark. It also meets New York State s 75% average benchmark. 2012 2013 2014 Number of graduates NYIT 1st Attempt NYIT 2nd Attempt Overall Pass Rate 20 18 30 18/20 90% 14/17 82% 25/30 83.33% 2/2 100% 0% 5/5 100% 20/20 100% 14/17 82% 100% Table IV.4: Certification Test Report by BS Nursing graduating class of NYIT (2012, 2013, 2014) 2012 2013 2014 For the class 2015 (n=17), 16 passed on the first attempt and 1 passed on the second attempt.
6 Program Improvement Actions: Analysis of data informed decisions regarding specific course outcomes based on ATI competency testing. 1. Fundamentals (NURS 301) ATI Competency Assessment: Fundamentals Class of 2012 Class of 2013 Class of 2014 Class of 2015 NYIT 70.7 68.3 72.2 65.1 National Group Mean 70.5 68.6 68.8 (unavailable) Results from the ATI Fundamentals exam (administered in the spring semester, junior year) show consistent improvement over time vs. the group mean in fact the mean score for the class that graduated in May 2014 was above the group mean for the first time. This progress was due to a series of interventions including: Increased clinical exposure. Integration of case-based learning and simulation exercises throughout the curriculum (See Simulation CQI). Workshops for clinical faculty that stress linkage of clinical experiences with the didactic curriculum. Increased use of pedagogies that encourage student reflection and critical thinking to match the complexity of care (e.g., nursing rounds, concept-based post- conferences). Increased structure and supervision in nursing arts labs. The decrease in the Class of 2015 scores resulted in the restructuring of the number of lab faculty assigned each day to supervise and support student practice groups (two faculty assigned each day from Monday through Friday, with one faculty assigned on Saturday), increased nursing arts lab hours including open hours and the assignment of all students to specific designated time periods for focused practice. 2. Pharmacology: NURS 315 ATI Competency Assessment: Pharmacology Class of 2012 Class of 2013 Class of 2014 Class of 2015 NYIT 54.1 48.5 55.7 55.2 National Group Mean 62.5 59.2 59.2 59.2 Results from the ATI Pharmacology exam (administered at the end of fall semester in the junior year), show that while the mean score for NYIT remains lower than the group (national) mean, the point difference between the two is decreasing as a result of a series of targeted interventions:
7 Introduced follow-up on exam results in NURS 360 during the spring semester junior year. Faculty reviews test results, goes over areas of poor performance, and assigns ATI remediation where appropriate. Based on faculty analysis of 2012 results, NURS 315 (Pharmacology for Nursing) was redesigned with updated content and more emphasis on higher-order learning. To improve students motivation to spend time on task in this area, students scores on the ATI Pharmacology exam were made part of the final grade for the course. To improve students foundation math skills, a calculation workshop and pre-class calculation assignments were made mandatory prerequisites to NURS 315. Based on information from student evaluations of the course, a new instructor was assigned to teach the course beginning in 2014. Analysis of the 2015 scores did not show improvement despite the reassignment of the instructor, restructuring of the course content and inclusion of voluntary student extra help sessions. The faculty decided to pilot moving the Pharmacology ATI proctored assessment to the spring of senior year thus assessing the cumulative student pharmacologic knowledge acquired over four semesters (rather than one semester) of clinical practice and coursecorrelated pharmacokinetics IV-H Data analysis is used to foster ongoing program improvement. The department has developed CQI plans in a variety of areas: Department Of Nursing Strategic CQI Plan: 2013-2017 Department of Nursing ATI CQI Plan 2013-2017 Department of Nursing Simulation and Technology CQI Plan 2013-2017 Department of Nursing Clinical Affiliations CQI Plan 2014-2017 Department of Nursing ELNEC (End-of-Life Nursing Education Consortium) CQI PLAN 2013-2017 Department of Nursing NCLEX-RN Strategic Plan 2013-2017 Department of Nursing QSEN Project CQI PLAN 2013-2017 These plans set forth the ways in which data will be collected, analyzed, and discussed in order to improve the quality and effectiveness of the program (See CQI Plans in Appendices and in the Resource Room). As an example, the discussion below describes actions taken in the context of the ATI CQI plan. The purpose of ATI (Assessment Technologies Institute) practice and proctored assessments, a standardized national examination, is to provide a mechanism throughout the NYIT undergraduate nursing program for the student to access the targeted course tutorials and adjunctive self-directed learning methodologies that demonstrate critical analysis, mastery of nursing competencies and application of technology acquisition in preparation for successful NCLEX achievement. The ATI program is one measure of student learning; demonstrates nursing safety and competency and NYIT course curriculum effectiveness; and serves as an evaluation tool for individual and aggregate national nursing student status.
8 Implementation & Evaluation In a continued effort to evaluate teaching, student learning, and to improve the quality and results of the nursing program, each semester the nursing faculty individually and collectively, evaluate the ATI results of their course for each student and aggregate class data. That faculty analysis informs decisions of ATI testing, curriculum structures and areas of reconsideration. Throughout the nursing program all faculty assess student outcomes based on the 77% proficiency benchmark established for the NYIT nursing program as the minimal knowledge criteria established by the NYIT faculty in consultation with ATI experts. The identified ATI score range at a proficient level individual LEVEL 2 score is where 77% falls within the ATI scoring range. The level classifications were developed as the result of the ATI national standard-setting study and apply only to individual scores and not to groups. According to ATI, LEVEL 2 scores meet the proficient standards and may exceed minimum expectation of performance in the content area. Scores at Level 2 were judged by the content expert panel to indicate a student as certain to meet NCLEX-RN standards in the content area. Thus the LEVEL 2 benchmark most closely correlated with the 77% NYIT benchmark and NCLEX-RN success was established Action: In an effort to improve student motivation and utilization of the ATI program, beginning in the fall of 2012, the ATI Practice and Proctored assessment scores were % weighted in the students final grades. The subsequent results did improve the compliance of students using the ATI computerized program and did improve their scores in some areas. Faculty continues to evaluate the weighted % of the ATI proctored assessments and beginning in the fall of 2015 ATI practice and proctored assessments will weigh equally (10%) toward the student s course grade. Assessment Plan for 2016-2017: Area for Action Plan: Attrition Rate: Action Plan: All decisions will be data driven: Reassess admission criteria and modify based on analysis Raise required GPA for admission consideration to 2.85 Review student support resources and protocols Reconsider TEAS ATI level required for application consideration. Analyze sequence of Nursing courses to promote earlier engagement in the major Assess existing pre-requisite courses to the clinical phase for continued requirement as supportive to the major and make changes where necessary.,