Academic Program : Assessment Report 2011-2012 Mary Black School of Nursing€¦ · · 2017-09-01Academic Program : Assessment Report 2011-2012 ... a competent provider of nursing
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Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 1
Component Description
Program Mission Statement
From your Program Assessment Plan (Statement should articulate the unit/ program mission in support of the institutional mission and include a clearly defined purpose appropriate to collegiate education.)
MISSION: The primary mission of the Mary Black School of Nursing as part of the University of South Carolina Upstate is to serve the citizens of the Upstate South Carolina by providing education programs in nursing that are of the highest quality. Programs offered at the Mary Black School of Nursing use a variety of teaching modalities and foster inter-institutional articulation for students who are diverse in background, age, race, ethnicity, gender, educational experiences, and needs. Programs are founded upon strong partnerships with the community, including health care organizations and health care providers in Upstate South Carolina.
The faculty of Mary Black School of Nursing is committed to excellence in teaching, advising, and in providing experiential learning opportunities that empower students to become competent professionals who give high quality nursing care to diverse populations. The faculty provides leadership in addressing nursing educational needs and in promoting the health and welfare of the citizens of Upstate South Carolina
Goal 1
From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)
Use the nursing process to manage the care of clients with acute and chronic health alterations to maximize quality of life and optimize their levels of function and to assist with end-of life care. Reference: MBSON Student Learning Outcomes (Undergraduate Program Objectives) # 3
Objectives SLO’s (student learning outcomes)
From your Program Assessment Plan (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behaviors that demonstrate student learning and skill development along these goals.
1.1 The student will be a competent provider of nursing care who delivers safe, holistic, therapeutic interventions to individuals, families, and communities in a variety of clinical settings
Assessment Methods
From your Program Assessment Plan (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.)
Practicum Notebook from SBSN 461P (RN-BSN track students)
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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Assessment Criteria
Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)
Therapeutic nursing interventions have been assessed from the SBSN 461P Community & Public Health Nursing Practicum Notebook grades for the RN to BSN Track students. The notebook is a compilation of clinical practice materials and is graded by course faculty. Rubrics were developed for evaluation of the notebooks to ensure consistent grading among course faculty. Notebook grades will be forwarded to the Associate Dean for tabulation and then be forwarded to the Curriculum Committee for analysis. Satisfactory completion of therapeutic nursing interventions outcome is defined as 85% of RN to BSN Track students will achieve at least a grade of B (85) on the practicum notebook.
The Associate Dean will collect and tabulate the data and forward to the Curriculum Committee for analysis. The Curriculum Committee will analyze the data and present findings along with suggested recommendations to the faculty at a School meeting. Faculty will use assessment findings to evaluate the curriculum and make revisions as indicated. The Assessment Coordinator will collect and correlate the data and prepare the Assessment report in concert with the Strategic Performance Plan Committee.
The faculty will receive the Curriculum Committee’s report at a School meeting and will discuss the implications of the findings as they relate to program improvement. If the outcomes are met at the level established by the faculty, a recommendation to maintain the current standard may be made. If the outcome is not met or partially met, faculty will develop a plan of action to address concerns. The action plan will be implemented and evaluated using the assessment process. Assessment changes will be reflected in the School’s Strategic Performance Plan, documented in the School of Nursing Faculty Meeting minutes, and monitored on an ongoing basis. Ongoing assessment results will be used to evaluate the curriculum and to make program improvements. Findings, analyses, actions, and reevaluations will be documented in the SON Annual Report
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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Assessment Results
Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis.)
As a competent provider of care who delivers safe, holistic therapeutic interventions: 1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National
Exam Version Dec 2011 Spartanburg Dec 2011 Greenville May 2012 Spartanburg May 2012 Greenville 1 798 / 148 847/ 148 863 / 148 892 / 148 2 882 / 150 893 / 150 811 / 150 822 / 150
The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2010-2011 was 840. The assessment measure was met in the May 2011 Spartanburg cohort on Version 2 only. The national mean aggregate score among all RNs for 2011-2012 was 853. The assessment measure was met in the May 2012 for Spartanburg and Greenville cohorts on Version 1 only. The assessment measure was met in December 2011 for the Greenville and Spartanburg cohorts on Version 2 only. This is an improvement from previous years and from the December 2011 cohorts where the measure was met with Version 2 for the Greenville and Spartanburg cohorts.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
Exam Version Dec 2009 Spartanburg Dec 2009 Greenville May 2010 Spartanburg May 2010 Greenville 1 797 / 135 849 / 135 900 / 131 868 / 131 2 827 / 132 858 / 132 878 / 127 841 / 127 3 775 / 133 809 / 133
1. In comparing the scores from the 2010 – 2011 academic year to the 2011 – 2012 academic year on the therapeutic nursing interventions category, there was an increase in scores in all but the fall 2011 and spring 2012 Version 1 for the Spartanburg cohort. For the 2010 – 2011 academic year there was a decrease in scores in each semester and in each cohort compared to the 2009 – 2010 academic year. It is notable that there were different expectations between the two groups. While the 2009 – 2010 exam held the expectation the student would score at least 900 and was a condition of graduation with the conversion score counting as 10% of the SBSN 497 course grade, the 2010 – 2011 exam policy held the expectation the student would score at least 850 on one of 3 attempts and was not a condition of graduation with the score counting as 30 % of the course grade. The 2009 – 2010 results were based on the NLNAC curriculum category of therapeutic nursing interventions while the 2010 – 2011 and 2011 – 2012 results were based on the AACN curriculum category of BSN Generalist Nursing Practice category. The latter category contains more test items within the category -and could account for this year’s decreases in the 2010 – 2011 academic year. There was an overall increase in scores in the 2011 – 2012 academic year compared to the 2010 to 2011 academic year.
Commented [SA1]: Need to verify based on SBSN 497 policy from syllabus – see p. 8 move from p. 8 here
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
The national mean aggregate score among all RNs for 2011-2012 was 853, up from the score of 840 for 2010 -2011 and 823 for 2009-2010. The USC Upstate mean aggregate score (for Version 1) was 799 for the Spartanburg cohort and 846 for the Greenville cohort in fall 2011; 863 in the Spartanburg cohort and 891 in the Greenville cohort for spring 2012. The assessment measure was met for the spring 2012 Greenville and Spartanburg cohorts. The USC Upstate mean aggregate score (for Version 1) in fall 2010 was 838 for the Greenville cohort and was 801 for the Spartanburg cohort and in spring 2011 was 834 for the Greenville cohort and 790 for the Spartanburg cohort. The assessment measure was not met for the 2010 – 2011 year.
In comparison, the USC Upstate mean aggregate score (for Version 1) in fall 2009 was 848 for the Greenville cohort and was 796 for the Spartanburg cohort and in spring 2010 was 865 for the Greenville cohort and 890 for the Spartanburg cohort. The assessment measure was met in all but the fall 2009 semester for the Spartanburg cohort in the 2009 – 2010 academic year.
Of the 199 students taking the RN Exit Exam for the 2011 – 2012 academic year, 48.7% of students scored 850 or above on Version 1. Of the same 199 students, 72.4% of students obtained a score of 850 or above as the highest score of the exams the student had taken. The assessment measure was not met.
Summer 2011 70 69 99% MET Summer 2010 64 60 94% MET
Summer 2009 64 62 with 2 incomplete 100% MET
The RN-BSN students again demonstrated a high level of ability to demonstrate therapeutic Nursing interventions in their description of nursing care needed by community health clients.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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The correlation table illustrates that there is a significant strong positive correlation between the highest HESIscore and NCLEX-RN pass rate (r = .934; p = .033), meaning that the higher the HESIscore achieved on a possible three exams, the higher the NCLEX-RN pass rate. There is also a significant positrive correlation between the lowest admitting GPA for nursing students and NCLEX-RN pass rates (r = .911; p = .045). There is a strong positive correlation (r = .806) between the HESIScore achieved on the first attempt and NCLEX-RN pass rates that is not significant (p = .097).
This regression table shows that the highest predictor of NCLEX-RN pass rates was highest HESIscore which accounted for 32.5%; average GPA, which accounted for 11%; and lowest admitting GPA,.which accounted for 6.7% of the NCLEX-RN pass rate. 50.2%.of the NCLEX-RN pass rate can be accounted for by Highest HESIScore, lowest admitting GPA, and average GPA.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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Action Plan What actions or modifications have been or will be made based on this assessment?
Assessment Plan was amended to not have an additional course, NURS 495: Integrated Clinical Concepts (1). Instead, students who were unsuccessful on Version 2 were required to remediate prior to the next scheduled HESI Comprehensive Exam.
a. The HESI Version 1 Comprehensive Exam will be administered after completion of SBSN 450 (Health Alterations III) and SBSN 461Community and Public Health Nursing) and after completion of the Evolve NCLEX-RN® Review Course ..
b. Students must achieve a minimum score of 900 on the HESI exam. If the student does not achieve a minimum score of 900, the student is exempt from HESI Versions 2 and 3.
c. Students may take HESI Comprehensive Exam 2 for additional practice if they score 900 or greater. d. Students must repeat HESI Version 2 exit exam with a minimum score of 850. If the student does
not achieve a minimum score of 850 on Version 2 the student is required to purchase and take HESI Comprehensive Exam 3.
e. The highest score earned on the three attempts will be the recorded grade for the HESI Comprehensive Exam.
If students are unsuccessful on the first or second HESI Comprehensive Exam, they will be required to remediate prior to the next scheduled HESI.
3) Continue to use concept mapping. Conduct faculty development on concept mapping to ensure consistent
use. Explore avenues for measuring the implementation of concept mapping for effectiveness, 4) Consult with Loretta Manning and Lydia Zager to review and analyze examinations in all clinical courses to
ensure they are meeting the identified content of the NCLEX. 5) Integrate simulation intentionally with structured scenarios for meaningful evaluation of student performance. 6) Meet with students during advisement to review individualized HESI remediation plans. Trend student results
on HESI specialty exams to review trajectory towards graduation. Evaluate areas of weakness and assist students in a plan for improvement in those areas.
7) SBSN 308: Pathophysiological Topics in Health Care or SBIO 370: Pathophysiology added Spring 2013 as a requirement for the upper division to help students increase their understanding of disease processes, increase their success in subsequent courses in the program, and increase student performance on HESI tests and the NCLEX – RN (National Council Licensure Exam).
8) Combine didactic and practicum courses to assist students with better integration of the content and application of skills.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this year, and what was the impact?
The action plan for 2010 – 2012 was evaluated as follows: Implement a mandatory remediation program for students at each level by fall 2011. Remediation will be assigned to course faculty • If a student scores less than 850 on a HESI exam for any specialty course remediation is required. • Students must complete the remediation package provided by Evolve on content missed. • Students will be assigned a faculty mentor who will meet with students either collectively or individually for 4 additional weeks to review content missed and practice questions. This action was implemented as scheduled in fall 2011. The results as noted in the above reveal that this strategy was effective. The number of students scoring below 850, completing remediation, and passing the NCLEX exam on the first attempt increased suggesting the remediation program was an effective strategy. Endorse concept mapping as additional available faculty teaching strategy. This was endorsed in the May faculty organization meeting in Spring 2011 and implemented in fall 2011. The faculty reaffirmed the use of concept mapping as a teaching strategy and for student clinical planning of care in spring 2012. Offer faculty development programs on test writing in fall 2011 • Refer to Appendix B for the Faculty Development Programs • Focus programs on improving teaching strategies and content of the nursing process Provide course coordinators and senior faculty with Remediation Training for Students during Summer 2011 and Fall 2011. This action was completed by fall 2011. Define specific student learning outcomes and measures for nursing care through simulation scenarios. Individual instructors in clinical courses post their simulations, identifying learning outcomes for the scenarios. The students move through the simulation experience, pre-preparatory work, scenario experience, and debriefing. The simulation staff assists the faculty in meeting their goals with their students. The MBSON is a member of Healthcare Simulation of South Carolina (HSSC) which supports and trains faculty in implementing and enhancing learning through simulation (see Appendix B for Faculty Development). The School of Nursing receives the HSSC course catalog on a regular basis that includes all courses and scenarios currently offered and/or projected by HSSC. The scenarios are updated monthly. Create Integrated Clinical Concepts Course (1 hour) for all first semester juniors. • Meet once a week for two hours for the first 8 weeks of semester. • The purpose is to support, motivate, and test students, so that each student who graduates from MBSON would have an excellent likelihood of passing the NCLEX-RN. • Course will combine support for psychological issues (anxiety and negative self-talk) with cognitive preparation (test-taking strategies, practice questions, study skills). Critical thinking has been integrated into SBSN 306 rather than having a separate Integrated Clinical Concepts course. Note: There was improvement in the drug calculation test pass rate fall 2012 as a result of strategy of 5 weekly drug calculation problems solved by students each week.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this year, and what was the impact?
Evaluation of the modifications to the HESI policy are as follows: Implement the following policy in fall 2011: HESI Exam Policy for Specialty Exams 1) Students must complete case studies in order to take the HESI specialty exam. 2) Students must achieve a minimum score of 850 on the HESI exam. If the student does not achieve a minimum score of
850, the student will receive a grade of Incomplete for the course until the student: a) successfully completes the HESI remediation and b) remediates with course faculty and c) repeats Version 2 HESI exam
3) The HESI exam grade will be the grade achieved on the last HESI exam taken. 4) If the score is less than 850 on Version 2 HESI and the student achieves a course grade of 81 or less, the student will not
900, the student must: a) Enroll in NURS 495: Integrated Clinical Concepts (1). b) Repeat HESI Version 2 exit exam with a minimum score of 850. If the student does not achieve a minimum score of
850 the student must: i) Remediate with course faculty and ii) Repeat Version 3 HESI exam at the student’s own expense.
3) If the student earns a score of 850 or greater on Version 2 or 3 the exam grade will be the grade achieved on the last HESI exam taken.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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Component Description
Goal 2
From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)
Demonstrate critical thinking in making clinical judgments. Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 1
Objectives SLO’s (student learning outcomes)
From your Program Assessment Plan (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behaviors that demonstrate student learning and skill development along these goals.
2.1 The student will be a critical thinker who uses clinical judgment and ethical decision making to design/manage/ coordinate nursing care based on evidence and current research, a broad knowledge base and standards of nursing practice.
Assessment Methods
From your Program Assessment Plan (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.)
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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Assessment Criteria
Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)
Critical thinking will be assessed from the final course grade on a formal presentation in SBSN 461 Community & Public Health Nursing for the RN-BSN Track students by the course faculty. Satisfactory is defined as 85% of RN-BSN students will achieve at least a grade of B (85) on this measure.
The curriculum grid outlines course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for critical thinking will be conducted as indicated on the curriculum grid.
Learning Outcomes:
1st Semester Junior Year
2nd Semester Junior Year
1st Semester Senior Year
2nd Semester Senior Year
SLO 2.1 Taught (306) Integrated
(All courses)
Integrated (All courses)
Integrated (All courses)
Assessed (461) Integrated
(All courses)
The Associate Dean will collect and tabulate the data and forward to the Curriculum Committee for analysis. The Curriculum Committee will analyze the data and present findings along with suggested recommendations to the faculty at a School meeting. Faculty will use assessment findings to evaluate the curriculum and make revisions as indicated. The Assessment Coordinator will collect and correlate the data and prepare the Assessment report in concert with the Strategic Performance Plan Committee.
The faculty will receive the Curriculum Committee’s report at a School meeting and will discuss the implications of the findings as they relate to program improvement. If the outcomes are met at the level established by the faculty, a recommendation to maintain the current standard may be made. If the outcome is not met or partially met, faculty will develop a plan of action to address concerns. The action plan will be implemented and evaluated using the assessment process. Assessment changes will be reflected in the School’s Strategic Performance Plan, documented in the School of Nursing Faculty Meeting minutes, and monitored on an ongoing basis. Ongoing assessment results will be used to evaluate the curriculum and to make program improvements. Findings, analyses, actions, and reevaluations will be documented in the SON Annual Report.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 14
Assessment Results
Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis.)
As a critical thinker who uses clinical judgment and ethical decision making to design/manage/ coordinate nursing care based on evidence and current research, a broad knowledge base and standards of nursing practice:
Category Analysis on RN Exit (Comprehensive) Exam for Critical Thinking Student Aggregate HESI Score for Category / Number of Items in Category for 2011 - 2012
Exam Version Dec 2011 Spartanburg Dec 2011 Greenville May 2012 Spartanburg May 2012 Greenville 1 797/146 849/146 864/145 893/145 2 885/147 892/147 812/148 818/148
The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2010-2011 was 840. The assessment measure was met in the May 2011 Spartanburg cohort on Version 2 only. The national mean aggregate score among all RNs for 2011-2012 was 853. The assessment measure was met in the May 2012 Spartanburg and Greenville cohorts on Version 1 only. This is an improvement from previous years and from the December 2011 cohorts were the measure was met with Version 2.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
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Category Analysis on RN Exit (Comprehensive) Exam for Critical Thinking
Student Aggregate HESI Score for Category / Number of Items in Category for 2010 - 2011 Exam Version Dec 2010 Spartanburg Dec 2010 Greenville May 2011 Spartanburg May 2011 Greenville
Category Analysis on RN Exit (Comprehensive) Exam for Critical Thinking
Student Aggregate HESI Score for Category / Number of Items in Category for 2009 - 2010
Exam Version Dec 2009 Spartanburg Dec 2009 Greenville May 2010 Spartanburg May 2010 Greenville 1 790 / 145 845 / 145 883 / 143 862 / 143 2 830 / 144 862 / 144 869 / 145 848 / 145 3 777 / 150 806 / 149
1. The category analysis reference for both tables is the AACN curriculum category of critical thinking and most closely matches the student learning outcome of critical thinking. In comparing the scores from the 2009 – 2010 academic year to the 2010 – 2011 academic year on the critical thinking category, there was a decrease in all but for the Spartanburg cohort for Fall 2010 Versions 1 and 2. It is notable there were different expectations between the two groups. While the 2009 – 2010 exam policy held the expectation the student would score at least 900 and was a condition of graduation with the conversion score counting as 10% of the SBSN 497 course grade, the 2010 – 2011 exam policy held the expectation the student would score at least 850 on one of 3 attempts and was not a condition of graduation with the score counting as 30 % of the course grade. There is also a possible influence of fluctuation in class size and entering mean class grade point averages (GPA) for the spring 2011 cohort. The Greenville class cohort increased from 39 in December 2010 to 57 in May 2011. The GPA was lower for the Greenville cohort. In comparing the scores from the 2010 – 2011 academic year to the 2011 to 2012 academic year ,there was an increase in all but the December 2011 version 1 and May 2012 version 2 for the Spartanburg cohort.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
4 fail NCLEX-RN® who had scores > 850 on 1st attempt
w/ 2 unknown
There was an overall decrease in the number of students in 2011 – 2012 who did not obtain (HESIScore) of 850 and did not pass the NCLEX-RN® compared to 2010 – 2011.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
Summer 2010 64 48 75 % NOT MET Summer 2009 64 60 92.2 % MET
The number of students scoring 85 or above decreased from Summer 2009 to Summer 2010. Students were challenged with the applicability of the Epidemiology paper written in 2009 to their work experience and work areas. In an effort to make the paper more applicable to the student’s clinical practice area, faculty allowed students to choose between two topics. The topics were vulnerable populations or population focused community health care. Rubrics were developed. The students did not follow the rubrics. It is suspected that students were interested in their workplace issues and digressed from writing according to the required criteria that focused on vulnerable populations or population focused community health care to focusing on personal and work issues. Beginning in summer 2011 the RN-BSN students in SBSN 461 gave formal presentations. One hundred percent of the students scored 85 % or above, indicating that this measure was met.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 20
The correlation table illustrates that there is a significant strong positive correlation between the highest HESIscore and NCLEX-RN pass rate (r = .934; p = .033), meaning that the higher the HESIscore achieved on a possible three exams, the higher the NCLEX-RN pass rate. There is also a significant positrive correlation between the lowest admitting GPA for nursing students and NCLEX-RN pass rates (r = .911; p = .045). There is a strong positive correlation (r = .806) between the HESIScore achieved on the first attempt and NCLEX-RN pass rates that is not significant (p = .097).
This regression table shows that the highest predictor of NCLEX-RN pass rates was highest HESIscore which accounted for 32.5%; average GPA, which accounted for 11% and lowest admitting GPA,.which accounted for 6.7% of the NCLEX-RN pass rate. 50.2%.of the NCLEX-RN pass rate can be accounted for by Highest HESIScore, lowest admitting GPA, and average GPA.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 21
Action Plan What actions or modifications have been or will be made based on this assessment?
amended to not have an additional course, NURS 495: Integrated Clinical Concepts (1). Instead, students who were unsuccessful on Version 2 were required to remediate prior to the next scheduled HESI Comprehensive Exam.
a) The HESI Version 1 Comprehensive Exam will be administered after completion of SBSN 450 (Health Alterations III) and SBSN 461Community and Public Health Nursing) and after completion of the NCLEX-RN® Review Course .
b) Students must achieve a minimum score of 900 on the HESI exam. If the student does not achieve a minimum score of 900, the student is exempt from HESI Versions 2 and 3.
c) Students may take HESI Comprehensive Exam 2 for additional practice if they score 900 or greater. d) Students must repeat HESI Version 2 exit exam with a minimum score of 850. If the student does not achieve a
minimum score of 850 on Version 2 the student is required to purchase and take HESI Comprehensive Exam 3. e) The highest score earned on the three attempts will be the recorded grade for the HESI Comprehensive Exam.
If students are unsuccessful on the first or second HESI Comprehensive Exam, they will be required to remediate prior to the next scheduled HESI.
2) Continue to use concept mapping. Conduct faculty development on concept mapping to ensure consistent use. Explore avenues for measuring the implementation of concept mapping for effectiveness, 3) Consult with Loretta Manning and Lydia Zager to review and analyze examinations in all clinical courses to ensure they
are meeting the identified content of the NCLEX-RN® exam 4) Integrate simulation intentionally with structured scenarios for meaningful evaluation of student performance. 5) Meet with students during advisement to review individualized HESI remediation plans. 6) SBSN 308: Pathophysiological Topics in Health Care or SBIO 370: Pathophysiology added fall 2012 as a requirement for
the upper division to help students increase their understanding of disease processes, increase their success in subsequent courses in the program, and increase student performance on HESI tests and the NCLEX – RN (National Council Licensure Exam).
7) Combine didactic and practicum courses to assist students with better integration of the content and application of skills.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 22
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this year, and what was the impact?
The action plan for 2010 – 2012 was evaluated as follows: Implement a mandatory remediation program for students at each level by fall 2011. Remediation will be assigned to course faculty • If a student scores less than 850 on a HESI exam for any specialty course remediation is required. • Students must complete the remediation package provided by Evolve on content missed. • Students will be assigned a faculty mentor who will meet with students either collectively or individually for 4 additional weeks to review content missed and practice questions. This action was implemented as scheduled in fall 2011. The results as noted in the above reveal that this strategy was effective. The number of students scoring below 850, completing remediation, and passing the NCLEX exam on the first attempt increased indicating the remediation program was an effective strategy. Endorse concept mapping as additional available faculty teaching strategy. This was endorsed in the May faculty organization meeting in Spring 2011 and implemented in fall 2011. The faculty reaffirmed the use of concept mapping as a teaching strategy and for student clinical planning of care in spring 2012. Offer faculty development programs on test writing in fall 2011 • Refer to Appendix B for the Faculty Development Programs • Focus programs on improving teaching strategies and content of the nursing process Provide course coordinators and senior faculty with Remediation Training for Students during Summer 2011 and Fall 2011. This action was completed by fall 2011. Define specific student learning outcomes and measures for nursing care through simulation scenarios. Individual instructors in clinical courses post their simulations, identifying learning outcomes for the scenarios. The students move through the simulation experience, pre-preparatory work, scenario experience, and debriefing. The simulation staff assists them in meeting their goals for their students. The MBSON is a member of Healthcare Simulation of South Carolina (HSSC) which supports and trains faculty in implementing and enhancing learning through simulation (see Appendix B for Faculty Development). The School of Nursing receives the HSSC course catalog on a regular basis that includes all courses and scenarios currently offered and/or projected by HSSC. The scenarios are updated monthly. Create Integrated Clinical Concepts Course (1 hour) for all first semester juniors. • Meet once a week for two hours for the first 8 weeks of semester. • The purpose is to support, motivate, and test students, so that each student who graduates from MBSON would have an excellent likelihood of passing the NCLEX-RN. • Course will combine support for psychological issues (anxiety and negative self-talk) with cognitive preparation (test-taking strategies, practice questions, study skills). Critical thinking has been integrated into SBSN 306 rather than having a separate Integrated Clinical Concepts course. Note: There was improvement in the drug calculation test pass rate fall 2012 as a result of strategy of 5 weekly drug calculation problems solved by students each week.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 23
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this year, and what was the impact?
Evaluation of the modifications to the HESI policy are as follows: Implement the following policy in fall 2011: HESI Exam Policy for Specialty Exams 5) Students must complete case studies in order to take the HESI specialty exam. 6) Students must achieve a minimum score of 850 on the HESI exam. If the student does not achieve a minimum score of
850, the student will receive a grade of Incomplete for the course until the student: a) successfully completes the HESI remediation and b) remediates with course faculty and c) repeats Version 2 HESI exam
7) The HESI exam grade will be the grade achieved on the last HESI exam taken. 8) If the score is less than 850 on Version 2 HESI and the student achieves a course grade of 81 or less, the student will not
900, the student must: a) Enroll in NURS 495: Integrated Clinical Concepts (1). b) Repeat HESI Version 2 exit exam with a minimum score of 850. If the student does not achieve a minimum score of
850 the student must: i) Remediate with course faculty and ii) Repeat Version 3 HESI exam at the student’s own expense.
7) If the student earns a score of 850 or greater on Version 2 or 3 the exam grade will be the grade achieved on the last HESI exam taken.
8) If the student earns a score of less than 850 the student will receive a “0” as the exam grade.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 24
Component Description
Goal 3
From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)
Integrate complex verbal, nonverbal, written communication skills and information technology into professional nursing practice.
Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 2
Objectives SLO’s (student learning outcomes)
From your Program Assessment Plan (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behaviors that demonstrate student learning and skill development along these goals.
The student will:
3.1 Demonstrate effective communication skills through verbal, nonverbal, written and information technology modes.
3.2 An effective communicator who uses various modalities to provide caring, competent, and holistic nursing care to a diverse population across the lifespan.
Assessment Methods
From your Program Assessment Plan (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.)
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 25
Assessment Criteria
Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)
The faculty developed a curriculum grid outlining course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for communication will be conducted as indicated on the curriculum grid.
Learning Outcome:
1st Semester Junior Year
2nd Semester Junior Year
1st Semester Senior Year
2nd Semester Senior Year
SLO 3.1 Taught (306 Introduction to
Professional Nursing) Integrated (All courses)
Integrated (All courses)
Integrated (All courses)
Assessed (/497) Integrated (All courses)
SLO 3.2 Taught (306) Integrated (All courses)
Integrated (All courses)
Integrated (All courses)
Assessed (/497) Integrated (All courses)
The Associate Dean will collect and tabulate the data and forward to the Curriculum Committee for analysis. The Curriculum Committee will analyze the data and present findings along with suggested recommendations to the faculty at a School meeting. Faculty will use assessment findings to evaluate the curriculum and make revisions as identified. The Assessment Coordinator will collect and correlate the data and prepare the Assessment report in concert with the Strategic Performance Plan Committee. The faculty will receive the Curriculum Committee’s report at a School meeting and will discuss the implications of the findings as they relate to program improvement. If the outcomes are met at the level established by the faculty, a recommendation to maintain the current standard may be made. If the outcome is not met or partially met, faculty will develop a plan of action to address concerns. The plan will be implemented and evaluated using the assessment process. Assessment changes will be reflected in the School’s Strategic Performance Plan, documented in the School of Nursing Faculty Meeting minutes, and monitored on an ongoing basis. Ongoing assessment results will be used to evaluate the curriculum and to make program improvements. Findings, analyses, actions, and reevaluations will be documented in the SON Annual Report.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 26
Assessment Results
Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis.)
As an effective communicator who uses various modalities to provide caring, competent, and holistic nursing care to a diverse population across the lifespan.: 1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean
Version Category Dec 2011 Spartanburg Dec 2011 Greenville May 2012 Spartanburg May 2012 Greenville 1 Communication 828/22 905/22 862/23 901/23
Interprofessional Communication 811/19 901/19 841/22 892/22
2 Communication 878/27 898/27 835/27 812/27
Interprofessional Communication 879/26 898/26 84424/ 830/24
The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2010-2011 was 840. The assessment measure was met in the May 2011 Spartanburg cohort on Version 2 only. The national mean aggregate score among all RNs for 2011-2012 was 853. The assessment measure was met in the May 2012 for Spartanburg cohorts on Version 1 only for all but interprofessional communication. The assessment measure was met for the Greenville cohort in Version 1 for December 2011 and May 2012 for both communication and interprofessional communication.. This is an improvement from previous years and from the December 2011 cohorts were the measure was met with Version 2.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2010-2011 was 840. The assessment measure was met in the May 2011 Spartanburg cohort on Version 2 only.
1. In comparing the scores from the 2009 – 2010 academic year to the 2010 – 2011 academic year on the therapeutic communication category, there was an overall increase in scores in each semester and in each cohort. It is notable there were different expectations between the two groups. While the 2009 – 2010 exam policy held the expectation the student would score at least 900 and was a condition of graduation with the conversion score counting as 10% of the SBSN 497 course grade, the 2010 – 2011 exam policy held the expectation the student would score at least 850 on one of 3 attempts and was not a condition of graduation with the score counting as 30 % of the course grade. The 2009 – 2010 results were based on the NLNAC curriculum category of therapeutic curriculum while the 2010 – 2011 results were based on the AACN curriculum category of Communication (1998 Essentials) and Professional Communication (2008 Essentials). The latter category contains more test items within the category and could contribute to the mixed results. In comparing the scores from the 2010 to 2011 academic year to the 2011 to 2012 year on the therapeutic communication category, there was an overall increase in scores in the 2011 to 2012 academic year.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
The USC Upstate mean aggregate score (for Version 1) in fall 2010 was 838 for the Greenville cohort and was 801 for the Spartanburg cohort and in spring 2011 was 834 for the Greenville cohort and 790 for theSpartanburg cohort. The assessment measure was not met for the 2010 – 2011 academic year. In comparison, the USC Upstate mean aggregate score (for Version 1) in fall 2009 was 848 for the Greenville cohort and was 796 for the Spartanburg cohort and in spring 2011 was 865 for the Greenville cohort and 890 for the Spartanburg cohort. While the national mean aggregate scores for all RNs increased by 17 points, the USC Upstate MBSON scores increased in 3 of the 4 cohorts.
Of the 214 students taking the RN Exit Exam for the 2010 -2011 academic year, 36.5 % of students scored 850 or above on Version 1. Of the same 214 students, 63.1% of students obtained a score of 850 or above as the highest score of the exams the student had taken.
4 fail NCLEX-RN® who had scores > 850 on 1st attempt
w/ 2 unknown
There was an overalll decrease in the number of students in 2011 – 2012 who did not obtain (HESIScore) of 850 and did not pass the NCLEX-RN® compared to 2010 – 2011.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
Formal Online Ethics Presentation SBSN 497 for RN – BSN Track Students # Participating # ≥ 85% Percentage Assessment Summer 2011 75 75 100% Met
Debate/Oral Presentation SBSN 497 for RN – BSN Track Students # Participating # ≥ 85% Percentage Assessment Summer 2010 67 67 100% Met Summer 2009 71 70 98.6 % Met
The RN-BSN students again demonstrated a high level of ability to demonstrate communication. The scores improved the 2010 – 2011 and 2011 – 2012 academic years. One change that may have influenced the increase in percentages was the move of the presentation from a live (in-class) presentation to online Power Point presentations or You Tube video presentations. The RN-BSN students demonstrated a high level of ability to demonstrate communication in summer 2011 since 100% scored 85% or above.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 31
The correlation table illustrates that there is a significant strong positive correlation between the highest HESIscore and NCLEX-RN pass rate (r = .934; p = .033), meaning that the higher the HESIscore achieved on a possible three exams, the higher the NCLEX-RN pass rate. There is also a significant positrive correlation between the lowest admitting GPA for nursing students and NCLEX-RN pass rates (r = .911; p = .045). There is a strong positive correlation (r = .806) between the HESIScore achieved on the first attempt and NCLEX-RN pass rates that is not significant (p = .097).
This regression table shows that the highest predictor of NCLEX-RN pass rates was highest HESIscore which accounted for 32.5%; average GPA, which accounted for 11% and lowest admitting GPA,.which accounted for 6.7% of the NCLEX-RN pass rate. 50.2%.of the NCLEX-RN pass rate can be accounted for by Highest HESIScore, lowest admitting GPA, and average GPA.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 32
Action Plan What actions or modifications have been or will be made based on this assessment?
was amended to not have an additional course, NURS 495: Integrated Clinical Concepts (1). Instead, students who were unsuccessful on Version 2 were required to remediate prior to the next scheduled HESI Comprehensive Exam.
a. The HESI Version 1 Comprehensive Exam will be administered after completion of SBSN 450/450P (Health Alterations III) and SBSN 461/461P Community and Public Health Nursing) and after completion of the NCLEX-RN® Review Course.
b. Students must achieve a minimum score of 900 on the HESI exam. If the student does not achieve a minimum score of 900, the student is exempt from HESI Versions 2 and 3.
c. Students may take HESI Comprehensive Exam 2 for additional practice if they score 900 or greater. d. Students must repeat HESI Version 2 exit exam with a minimum score of 850. If the student does not
achieve a minimum score of 850 on Version 2 the student is required to purchase and take HESI Comprehensive Exam 3.
e. The highest score earned on the three attempts will be the recorded grade for the HESI Comprehensive Exam.
f. If students are unsuccessful on the first or second HESI Comprehensive Exam, they will be required to remediate prior to the next scheduled HESI.
3) Continue to use concept mapping. 4) Consult with Loretta Manning and Lydia Zager to review and analyze examinations in all clinical courses to ensure
they are meeting the identified content of the NCLEX. 5) Integrate simulation intentionally with structured scenarios for meaningful evaluation of student performance. 6) Faculty voted to create the Simulation Standing Committee spring 2012; the committee was previously an ad hoc
Committee. 7) Meet with students during advisement to review individualized HESI remediation plans. 8) SBSN 308: Pathophysiological Topics in Health Care or SBIO 370: Pathophysiology added fall 2012 as a
requirement for the upper division to help students increase their understanding of disease processes, increase their success in subsequent courses in the program, and increase student performance on HESI tests and the NCLEX – RN® Exam.).
9) Combine didactic and practicum courses to assist students with better integration of the content and application of skills.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 33
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this year, and what was the impact?
The action plan for 2010 – 2012 was evaluated as follows: Implement a mandatory remediation program for students at each level by fall 2011. Remediation will be assigned to course faculty • If a student scores less than 850 on a HESI exam for any specialty course remediation is required. • Students must complete the remediation package provided by Evolve on content missed. • Students will be assigned a faculty mentor who will meet with students either collectively or individually for 4 additional weeks to review content missed and practice questions. This action was implemented as scheduled in fall 2011. The results as noted in the above reveal that this strategy was effective. The number of students scoring below 850, completing remediation, and passing the NCLEX exam on the first attempt increased indicating the remediation program was an effective strategy. Endorse concept mapping as additional available faculty teaching strategy. This was endorsed in the May faculty organization meeting in Spring 2011 and implemented in fall 2011. The faculty reaffirmed the use of concept mapping as a teaching strategy and for student clinical planning of care in spring 2012. Offer faculty development programs on test writing in fall 2011 • Refer to Appendix B for the Faculty Development Programs • Focus programs on improving teaching strategies and content of the nursing process Provide course coordinators and senior faculty with Remediation Training for Students during Summer 2011 and Fall 2011. This action was completed by fall 2011. Define specific student learning outcomes and measures for nursing care through simulation scenarios. Individual instructors in clinical courses post their simulations, identifying learning outcomes for the scenarios. The students move through the simulation experience, pre-preparatory work, scenario experience, and debriefing. The simulation staff assists them in meeting their goals for their students. The MBSON is a member of Healthcare Simulation of South Carolina (HSSC) which supports and trains faculty in implementing and enhancing learning through simulation (see Appendix B for Faculty Development). The School of Nursing receives the HSSC course catalog on a regular basis that includes all courses and scenarios currently offered and/or projected by HSSC. The scenarios are updated monthly. Create Integrated Clinical Concepts Course (1 hour) for all first semester juniors. • Meet once a week for two hours for the first 8 weeks of semester. • The purpose is to support, motivate, and test students, so that each student who graduates from MBSON would have an excellent likelihood of passing the NCLEX-RN. • Course will combine support for psychological issues (anxiety and negative self-talk) with cognitive preparation (test-taking strategies, practice questions, study skills). Critical thinking has been integrated into SBSN 306 rather than having a separate Integrated Clinical Concepts course. Note: There was improvement in the drug calculation test pass rate fall 2012 as a result of strategy of 5 weekly drug calculation problems solved by students each week.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 34
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this year, and what was the impact?
Evaluation of the modifications to the HESI policy are as follows: Implement the following policy in fall 2011: HESI Exam Policy for Specialty Exams
9) Students must complete case studies in order to take the HESI specialty exam. 10) Students must achieve a minimum score of 850 on the HESI exam. If the student does not achieve a minimum score of
850, the student will receive a grade of Incomplete for the course until the student: a) successfully completes the HESI remediation and b) remediates with course faculty and c) repeats Version 2 HESI exam
11) The HESI exam grade will be the grade achieved on the last HESI exam taken. 12) If the score is less than 850 on Version 2 HESI and the student achieves a course grade of 81 or less, the student will not
be allowed to progress in the nursing program.
This was implemented in fall 2011. The students who scored below 850 usually scored lower on each HESI exam. As a result the student was limited in the time spent on each subject. Item 3 was changed to the highest grade achieved on either of the two exams. This could possibly result in cursory remediation to get the required content covered and calculating the score needed to pass the course may have affected the effort to improve the score on the second exam.
900, the student must: a) Enroll in NURS 495: Integrated Clinical Concepts (1). b) Repeat HESI Version 2 exit exam with a minimum score of 850. If the student does not achieve a minimum score of
850 the student must: i) Remediate with course faculty and ii) Repeat Version 3 HESI exam at the student’s own expense.
11) If the student earns a score of 850 or greater on Version 2 or 3 the exam grade will be the grade achieved on the last HESI exam taken.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 35
Component Description
Goal 4
From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)
Demonstrate the behaviors of a professional role model in all modalities of nursing. Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 4
Objectives SLO’s (student learning outcomes)
From your Program Assessment Plan (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behaviors that demonstrate student learning and skill development along these goals.
4.1. The student will be a professional role model who assumes responsibility and accountability for personal and professional behaviors, ethical practice, and client advocacy.
Assessment Methods
From your Program Assessment Plan (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.)
4.1.1. The student aggregate will obtain a minimum HESI Composite score
4.1.2. 100% of the 4-year and RN-BSN track students will obtain a satisfactory rating
on the final clinical evaluation tool.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 36
Assessment Criteria
Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)
The faculty developed a curriculum grid outlining course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for professional role model will be conducted as indicated on the curriculum grid.
Learning Outcomes:
1st Semester Junior Year
2nd Semester Junior Year
1st Semester Senior Year
2nd Semester Senior Year
SLO 2.1 Taught (306) Integrated
(All courses)
Integrated (All courses)
Integrated (All courses)
Assessed (499P/461P)
Integrated (All courses)
For the 4-Year Track student, the Professional Role Model section of the Clinical Evaluation Tool from the SBSN 499P Senior Practicum in Professional Nursing will be utilized. A student must receive a satisfactory rating to be successful in any practicum course. The Senior Practicum will be the course measured since the student must have performed satisfactorily to advance to this level. For the RN-BSN track students, the Nurse Manager Evaluation Tool from the SBSN 435P Professional Nursing Role Transition Practicum course was utilized for the 2009 – 2010 and 2010 – 2011 academic years. For the 2011 – 2012 academic year the assessment measure was a satisfactory rating on the SBSN 461P clinical evaluation tool. The Nurse Manager Evaluation Tool was discontinued as a result of the discontinuation of the clinical component of SBSN 435.
The Associate Dean will collect and tabulate the data and forward to the Curriculum Committee for analysis. The Curriculum Committee will analyze the data and present findings along with suggested recommendations to the faculty at a School meeting. Faculty will use assessment findings to evaluate the curriculum and make revisions as indicated.
The faculty will receive the Curriculum Committee’s report at a School meeting and will discuss the implications of the findings as they relate to program improvement. If the outcomes are met at the level established by the faculty, a recommendation to maintain the current standard may be made. If the outcome is not met or partially met, faculty will develop a plan of action to address concerns. The action plan will be implemented and evaluated using the assessment process. Assessment changes will be reflected in the School’s Strategic Performance Plan, documented in the School of Nursing Faculty Meeting minutes, and monitored on an ongoing basis. Ongoing assessment results will be used to evaluate the curriculum and to make program improvements. Findings, analyses, actions, and reevaluations will be documented in the SON Annual Report.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 37
Assessment Results
Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis.)
1 Professionalism/ Professional Values 702/8 771/8 930/10 899/10
Manager of Care 749/29 842/29 800/27 843/27
Member of Profession 746/5 863/5 Not measured Not measured
Provider of Care 801/136 842/136 867/139 888/139
2 Professionalism/ Professional Values 802/6 822/6 921/5 743/5
Manager of Care 892/33 918/33 843/28 844/28
Member of Profession 381/1 510/1 809/1 726/1
Provider of Care 878/132 888/132 808/136 814/136
The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2010-2011 was 840. The assessment measure was met in the May 2011 Spartanburg cohort on Version 2 only. The national mean aggregate score among all RNs for 2011-2012 was 853. The assessment measure was met in the May 2012 for the Spartanburg and Greenville cohorts on Version 1 only for professionalism and provider of care. This is an improvement from previous years and from the December 2011 cohorts where the measure was met with Version 2. The goal was not met for member of the profession which only included 1 test item for Version 2 for the December 2011 and May 2012 exams.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
Manager of Care 695 / 30 714 / 30 834 / 12 736 / 12
Member of Profession 903 / 1 826 / 1 852 / 32 767 / 32
Provider of Care 740 / 142 698 / 142 789 / 143 748 / 143
The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2010-2011 was 840. The assessment measure was met in the May 2011 Spartanburg cohort on Version 2 only. The national mean aggregate score among all RNs for 2011-2012 was 853. The assessment measure was met in the May 2012 for the Spartanburg and Greenville cohorts on Version 1 only for professionalism and provider of care. This is an improvement from previous years and from the December 2011 cohorts where the measure was met with Version 2. The goal was not met for member of the profession which only included 1 test item for Version 2 for the December 2011 and May 2012 exams.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
Exam Dec 2009 Spartanburg Dec 2009 Greenville May 2010 Spartanburg May 2010 Greenville 1 763–802/173 810–897/173 740–902/174 812–903/174
2 690–821/164 668–861/164 734–867/169 811–888/169
3 768 – 775 / 165 792 – 940 / 170
In comparing the scores from the 2009 – 2010 academic year to the 2010 – 2011 academic year in the role development category, there was an overall decrease in scores in each semester and in each cohort. It is notable there were different expectations between the two groups. However, the results are inconsistent among the cohorts. While the 2009 – 2010 exam policy held the expectation the student would score at least 900 and was a condition of graduation with the conversion score counting as 10% of the SBSN 497 course grade, the 2010 – 2011 exam policy held the expectation the student would score at least 850 on one of 3 attempts and was not a condition of graduation with the score counting as 30 % of the course grade. There is also a possible influence of fluctuation in class size and entering mean class grade point averages (GPA) for the spring 2011 cohort. The Greenville class cohort increased from 39 in December 2010 to 57 in May 2011. The GPA was lower for the Greenville cohort. The 2009 – 2010 results were based on the AACN curriculum categories of manager of care, provider of care, and member of profession while the 2010 – 2011 results were based on the additional AACN curriculum category professionalism/ professional values. The Leadership course moved from an in-class course to on-line during the 2010 – 2011 academic year. In comparing the scores from the 2010 – 2011 to the 2011 – 2012 academic years in the role development category, there was an overall increase in scores in each semester for each cohort in all role development categories in Version 1.
The national mean aggregate score among all RNs for 2011-2012 was 853, up from the score of 840 for 2010 -2011 and 823 for 2009-2010. The USC Upstate mean aggregate score (for Version 1) was 799 for the Spartanburg cohort and 846 for the Greenville cohort in fall 2011; 863 in the Spartanburg cohort and 891 in the Greenville cohort for spring 2012. The assessment measure was met for the spring 2012 Greenville and Spartanburg cohorts. The USC Upstate mean aggregate score (for Version 1) in fall 2010 was 838 for the Greenville cohort and was 801 for the Spartanburg cohort and in spring 2011 was 834 for the Greenville cohort and 790 for the Spartanburg cohort. The assessment measure was not met for the 2010 – 2011 academic year. In comparison, the USC Upstate mean aggregate score (for Version 1) in fall 2009 was 848 for the Greenville cohort and was 796 for the Spartanburg cohort and in spring 2010 was 865 for the Greenville cohort and 890 for the Spartanburg cohort. While the national mean aggregate scores for all RNs increased by 17 points, the USC Upstate MBSON scores increased in 3 of the 4 cohorts.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
3. 100% of the students will obtain a satisfactory rating on the final clinical evaluation tool. Percent of 4-Year Track Students Obtaining a Satisfactory Rating on the Final Clinical Evaluation Tool
Dec 2011 Spartanburg Dec 2011 Greenville May 2012 Spartanburg May 2012 Greenville 4 year Track
Students 100 % 100 % 100 % 100 %
Percent of RN-BSN Track Students Obtaining a Satisfactory Rating on the Final Clinical Evaluation Tool.
Summer 2011 Greenville RN – BSN
Track Students
100% (1 incomplete)
Percent of Students Obtaining a Satisfactory Rating on the Final Clinical Evaluation Tool
Dec 2010 Spartanburg Dec 2010 Greenville May 2011 Spartanburg May 2011 Greenville 4 year Track
Students 100 % 100 % 100 % 100 %
RN – BSN Track Students 100 % 100 % 100 % 100 %
Both the 4-year track and RN-BSN students again demonstrated professional role behaviors in the clinical area in the academic year from 2011 to 2012.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 43
The above graph shows that there appeared to be a positive relationship beween the highest HESI Score on the
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 44
The correlation table illustrates that there is a significant strong positive correlation between the highest HESIscore and NCLEX-RN pass rate (r = .934; p = .033), meaning that the higher the HESIscore achieved on a possible three exams, the higher the NCLEX-RN pass rate. There is also a significant positrive correlation between the lowest admitting GPA for nursing students and NCLEX-RN pass rates (r = .911; p = .045). There is a strong positive correlation (r = .806) between the HESIScore achieved on the first attempt and NCLEX-RN pass rates that is not significant (p = .097).
This regression table shows that the highest predictor of NCLEX-RN pass rates was highest HESIscore
which accounted for 32.5%; average GPA, which accounted for 11% and lowest admitting GPA,.which accounted for 6.7% of the NCLEX-RN pass rate. 50.2%.of the NCLEX-RN pass rate can be accounted for by Highest HESIScore, lowest admitting GPA, and average GPA.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 45
Action Plan What actions or modifications have been or will be made based on this assessment?
Assessment Plan was amended to not have an additional course, NURS 495: Integrated Clinical Concepts (1). Instead, students who were unsuccessful on Version 2 were required to remediate prior to the next scheduled HESI Comprehensive Exam.
a. The HESI Version 1 Comprehensive Exam will be administered after completion of SBSN 450/450P (Health Alterations III) and SBSN 461/461P Community and Public Health Nursing) and after completion of the NCLEX-RN® Review Course .
b. Students must achieve a minimum score of 900 on the HESI exam. If the student does not achieve a minimum score of 900, the student is exempt from HESI Versions 2 and 3.
c. Students may take HESI Comprehensive Exam 2 for additional practice if they score 900 or greater.
d. Students must repeat HESI Version 2 exit exam with a minimum score of 850. If the student does not achieve a minimum score of 850 on Version 2 the student is required to purchase and take HESI Comprehensive Exam 3.
e. The highest score earned on the three attempts will be the recorded grade for the HESI Comprehensive Exam.
f. If students are unsuccessful on the first or second HESI Comprehensive Exam, they will be required to remediate prior to the next scheduled HESI.
3. Continue to use concept mapping. 4. Consult with Loretta Manning and Lydia Zager to review and analyze examinations in all clinical courses to
ensure they are meeting the identified content of the NCLEX. 5. Integrate simulation intentionally with structured scenarios for meaningful evaluation of student performance. 6. Meet with students during advisement to review individualized HESI remediation plans. 7. SBSN 308: Pathophysiological Topics in Health Care or SBIO 370: Pathophysiology added fall 2012 as a
requirement for the upper division to help students increase their understanding of disease processes, increase their success in subsequent courses in the program, and increase student performance on HESI tests and the NCLEX – RN (National Council Licensure Exam).
8. Combine didactic and practicum courses to assist students with better integration of the content and application of skills.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 46
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this year, and what was the impact?
The action plan for 2010 – 2012 was evaluated as follows:
Implement a mandatory remediation program for students at each level by fall 2011. Remediation will be assigned to course faculty • If a student scores less than 850 on a HESI exam for any specialty course remediation is required. • Students must complete the remediation package provided by Evolve on content missed. • Students will be assigned a faculty mentor who will meet with students either collectively or individually for 4 additional weeks to review content missed and practice questions. This action was implemented as scheduled in fall 2011. The results as noted in the above reveal that this strategy was effective. The number of students scoring below 850, completing remediation, and passing the NCLEX exam on the first attempt increased indicating the remediation program was an effective strategy. Endorse concept mapping as additional available faculty teaching strategy. This was endorsed in the May faculty organization meeting in Spring 2011 and implemented in fall 2011. The faculty reaffirmed the use of concept mapping as a teaching strategy and for student clinical planning of care in spring 2012. Offer faculty development programs on test writing in fall 2011 • Refer to Appendix B for the Faculty Development Programs • Focus programs on improving teaching strategies and content of the nursing process Provide course coordinators and senior faculty with Remediation Training for Students during Summer 2011 and Fall 2011. This action was completed by fall 2011. Define specific student learning outcomes and measures for nursing care through simulation scenarios. Individual instructors in clinical courses post their simulations, identifying learning outcomes for the scenarios. The students move through the simulation experience, pre-preparatory work, scenario experience, and debriefing. The simulation staff assists them in meeting their goals for their students. The MBSON is a member of Healthcare Simulation of South Carolina (HSSC) which supports and trains faculty in implementing and enhancing learning through simulation (see Appendix B for Faculty Development). The School of Nursing receives the HSSC course catalog on a regular basis that includes all courses and scenarios currently offered and/or projected by HSSC. The scenarios are updated monthly. Create Integrated Clinical Concepts Course (1 hour) for all first semester juniors. • Meet once a week for two hours for the first 8 weeks of semester. • The purpose is to support, motivate, and test students, so that each student who graduates from MBSON would have an excellent likelihood of passing the NCLEX-RN. • Course will combine support for psychological issues (anxiety and negative self-talk) with cognitive preparation (test-taking strategies, practice questions, study skills). Critical thinking has been integrated into SBSN 306 rather than having a separate Integrated Clinical Concepts course. Note: There was improvement in the drug calculation test pass rate fall 2012 as a result of strategy of 5 weekly drug calculation problems solved by students each week.
Academic Program: Assessment Report 2011-2012 Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 47
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this year, and what was the impact?
Evaluation of the modifications to the HESI policy are as follows: Implement the following policy in fall 2011: HESI Exam Policy for Specialty Exams
1. Students must complete case studies in order to take the HESI specialty exam. 2. Students must achieve a minimum score of 850 on the HESI exam. If the student does not
achieve a minimum score of 850, the student will receive a grade of Incomplete for the course until the student:
a. successfully completes the HESI remediation and b. remediates with course faculty and c. repeats Version 2 HESI exam
3. The HESI exam grade will be the grade achieved on the last HESI exam taken. 4. If the score is less than 850 on Version 2 HESI and the student achieves a course grade of 81 or
1. The HESI Version 1 exit exam will be administered during week 4 of the semester. 2. Students must achieve a minimum score of 900 on the HESI exam. If the student does not
achieve a minimum score of 900, the student must: 3. Enroll in NURS 495: Integrated Clinical Concepts (1). 4. Repeat HESI Version 2 exit exam with a minimum score of 850. If the student does not achieve a
minimum score of 850 the student must: a. Remediate with course faculty and b. Repeat Version 3 HESI exam at the student’s own expense.
5. If the student earns a score of 850 or greater on Version 2 or 3 the exam grade will be the grade achieved on the last HESI exam taken.
6. If the student earns a score of less than 850 the student will receive a “0” as the exam grade.
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APPENDIX A.
STUDENT LEARNING OUTCOMES: BENCHMARKS AND PERFORMANCE INDICATORS
At the conclusion of the BSN program, the graduate will be: 1. A critical thinker who uses clinical judgment and ethical decision making to design/manage/ coordinate nursing care based on evidence and current research, a broad
Exit Exam *. b. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean Composite score on the critical thinking items
2. An effective communicator who uses various modalities to provide caring, competent, and holistic nursing care to a diverse population across the lifespan.
3. A competent provider of nursing care who delivers safe, holistic, therapeutic interventions to individuals, families, and communities in a variety of clinical settings
Exit Exam *. b. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean Composite score on the role development items
* The HESI score reflects application of the HESI Predictability Model (HPM) to the composite score. Research studies have found the HPM to be highly accurate in
predicting NCLEX-RN® EXAMINATION success. HESI scores range from 0 to over 1,000, and can be as high as 1,500 (depending on the difficulty level of the exam). Reach suggests 900 as a recommended score and 850 as an acceptable score. Students are provided with a "conversion score" defined as a weighted percentage score that considers the average difficulty of the exam and the average difficulty of the test items answered correctly. It is set on a traditional 0-100 scale. The percentile ranking measures the level of performance as compared to the performance of a national standard or norm group.
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APPENDIX B
FACULTY DEVELOPMENT PLAN EXAMPLES
Spring 2011: Train the Trainer Series Presenter: Deborah Charnley, PhD, RN through the Joint Center for Nursing Research and Scholarship (JCNRS) Session I Role Transition - Clinical Expert to Educator Session II Teaching Behaviours that Facilitate Learning Session III Patient Simulation Technology Design & Utilization Session IV Philosophy and Outcomes of Clinical Teaching Session V Ethical and Legal Issues in Clinical Teaching Session VI Assessment of Critical Thinking & Clinical Reasoning in Clinical Practice
1. Best Practices in Online Course Design Video: Planning an Online Course
2. Managing an Online Course Folder: Course Design Folder: Assessment of Learning
3. Tools for Teaching Online Folder: Teaching Strategies, Presentations, Media Folder: Community-Building & Communication Folder: Blackboard Tools Item: Teaching with Wikis and Blogs Screencast & PowerPoint file
4. Distance Learning Library Support 5. Universal Design and Accessibility for Learning 6. Copyright Considerations
August 17, 2011 = Margaret Hindman, PhD, RN, presented “Simulation.” This included:
• Acquainting faculty to the simulation resources available • Discussing the importance of preparing and following lesson plans with defined student learning outcomes
August 22, 2011 = Jim DiMartino presented, “The HESI Remediation Plan” students receive after each EVOLVE (HESI) Exam. This included:
• A review of the questions missed and rationale - available for students immediately following the exam. Students must complete this review prior to exiting the website. • A review of the remediation plan that is individualized to the students specific needs • Time for faculty to practice the remediation process and interpretation of the student and student aggregate results
September 26, 2011 = Test Analysis Presenter: Margaret Hindman, PhD, RN October 24, 2011 = Classroom Teaching Strategies
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November 14, 2011 = Nurse Squared (A clinical documentation system) Orientation by Elsevier August 16, 2012 Review, Revise, and Re-Energize Faculty: How to Make Test Questions Easy by Loretta Manning and Lydia Zager on strategies to improve NCLEX scores August 22, 2012 Simulation staff from the Medical University of South Carolina, representing Healthcare Simulation of South Carolina (HSSC) provided simulation training to
faculty to implement and enhance simulation experiences for students