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Academic Program: Assessment Report 2014-2015
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 through educational outreach, scholarship, and professional service.
Assessment Method: Overview of HESI and data collection process
semester. b. Students must achieve a minimum score of 900 on the HESI version 1 exam. If
a score of 900 is not achieved, the student must: a) Successfully complete the HESI customized self-remediation for version 1 then b) take HESI Comprehensive Exit Exam Version 2 with minimum score of 850.
c. If a minimum score of 850 is not achieved, the student must: a) self-remediate by completing the HESI customized self-remediation for version 2, b) take Comprehensive Exit HESI Exam Version 3 at the student’s own expense.
d. If student does not achieve a minimum of 850 on version 3, student must complete the prescribed customized self-remediation plan for version 3 before receiving the final grade for NURS 497.
e. If the HESI score is less than 850 and remediation is incomplete, the student will receive a grade of zero (0) for the HESI calculated portion of the final course grade.
f. The highest score will be used in the calculation of students final course grade.
g. Students who do not reach the designated scores as indicated above have an opportunity to remediate based on their scores to identify areas of strength and weakness. This remediation assists the student in preparing for
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 3
additional examination attempts. Students are also provided the opportunity to meet with faculty/advisors in developing a plan to improve.
Assessment Method (con’t)
The HESI score also reflects application of the HESI Predictability Model (HPM) to the student composite or aggregate score and is one measure to predict success on the NCLEX-RN® which measures the competencies needed to perform safely and effectively as a newly licensed, entry-level registered nurse. 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). Research suggests 900 as a recommended score and 850 as an acceptable score.
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
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 4
evaluate the curriculum and to make program improvements. Findings, analyses, actions, and reevaluations will be documented in the SON Annual Report.
Overall HESI Exit Exam Goals, Assessment Results, and Analysis
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 5
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.)
Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 6
3. Entry into the practice of nursing is regulated by the licensing authorities with each of the National Council State Boards of Nursing (NCSBN®). To ensure public protection, each jurisdiction requires candidates for licensure to meet set requirements that include passing an examination that measures the competencies needed to perform safely and effectively as a newly license, entry-level registered nurse. The NCLEX-RN® is the exam used. In measuring competence as a provider of care, 90% of the student cohort will pass NCLEX-RN exam on their first attempt.
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.)
Exam Version Dec2014 Spartanburg Dec2014 Greenville May 2015 Combined Campuses
1 903 900 866
2 855 892 828
Exam Version Dec 2013 Spartanburg
Dec 2013
Greenville
May 2014
Spartanburg
May 2014
Greenville
1 962 955 910 851
2 867 870 895 890
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 2014-2015 was 858. The assessment measure was met for all cohorts except for the May 2015 Combined Campus group taking version 2. Overall, scores decreased from 2013-2014. However, the assessment measure was still met.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 7
Action Plan What actions or modifications have been or will be made based on this assessment?
Action Plan for 2014-2015
1) The medical-surgical courses of NURS 330, NURS 410, and NURS 450 have instituted the requirement of student completion of PrepU mastery quizzes prior to each unit test and final exam. PrepU mastery level quizzes cover the content areas related to therapeutic nursing interventions as indicated in the assessment results section of Goal 1. The PrepU quizzes are validated tests that accompany the course textbooks of the indicated courses. Scores of 5 and higher have a positive correlation with passing the NCLEX-RN examination. In NURS 330, a score of 4 or higher is required while NURS 410 requires a score of 5 and NURS 450 requires a score of 6. The medical-surgical instruction team and curriculum committee will evaluate the results of this plan and its effectiveness.
2) NURS 410 has incorporated the use of Virtual Simulation (VSIM) as a part of the course. VSIM is a virtual patient environment where students interact with specific patient situations and receive debriefing on their strengths and weaknesses. This activity focuses on the components of Goal 1.
3) The nursing faculty are also considering a change from the HESI RN Exit Examination to ATI Examination and Resources. The ATI product has been evaluated to provide more practice and resources to students prior to their RN Exit Examination. With the ATI product, it offers a capstone course that would be utilized in NURS 497 Issues in Professional Nursing. This course identifies student strengths and weaknesses prior to the RN Exit Exam while providing a structured environment of instruction and practice exams. Faculty are scheduled to vote on this motion fall 2015.
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 2014-2015 was evaluated as follows: 1) Continue to use concept mapping. Feedback from faculty confirm that uniform
use of concept maps is occurring throughout the curriculum. 2) Continue trending HESI student results during advisement and review
individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)
3) Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 8
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 9
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 reasoning and ethical decision making to design, manage, and/or 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.)
Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 10
3.The Nursing Concept Map requires that students demonstrate an acceptable level of critical thinking in assessing, planning, implementing, and evaluating care of patients in various settings. 90% of students will obtain a score of 90% on Patient Care Concept Maps in NURS 330, 340, 410, and 441.
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 (497) Integrated
(All courses)
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.)
Category Analysis on RN Exit (Comprehensive) Exam for Critical Thinking Student Aggregate HESI Score for 2014-2015
Exam Version Dec 2014 Spartanburg Dec 2014 Greenville May 2015 Combined
Campuses
1 897 879 867 2 851 883 827
Exam Version Dec 2013 Spartanburg
Dec 2013 Greenville
May 2014 Spartanburg
May 2014 Greenville
1 961 958 917 950 2 873 873 887 880
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 2013-2014 was 858. The assessment measure was met by all cohorts except those taking Version 2 in the Dec 2014 Spartanburg and May 2015 Combined Campus cohorts.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 11
Patient Care Concept Map Scores for NURS 330, NURS 340, NURS 410, and NURS 441 Dec 14
The assessment measure for obtaining scores of 90% and higher on patient care concept maps was met for NURS 330 and NURS 340 for 2014-2015. The measure was not met in 2014-2015 for NURS 410. It was met in NURS 441 for Dec 14 Greenville and May 15 Greenville cohorts.
Action Plan What actions or modifications have been or will be made based on this assessment?
Action Plan for 2014-2015 1) The medical-surgical courses of NURS 330, NURS 410, and NURS 450 have
instituted the requirement of student completion of PrepU mastery quizzes prior to each unit test and final exam. PrepU mastery level quizzes cover the content areas related to critical thinking as indicated in the assessment results section of Goal 2. The PrepU quizzes are validated tests that accompany the course textbooks of the indicated courses. Scores of 5 and higher have a positive correlation with passing the NCLEX-RN examination. In NURS 330, a score of 4 or higher is required while NURS 410 requires a score of 5 and NURS 450 requires a score of 6. The medical-surgical instruction team and curriculum committee will evaluate the results of this plan and its effectiveness.
2) NURS 410 has incorporated the use of Virtual Simulation (VSIM) as a part of the course. VSIM is a virtual patient environment where students interact with specific patient situations and receive debriefing on their strengths and weaknesses. This activity focuses on the components of Goal 2.
3) The nursing faculty are also considering a change from the HESI RN Exit Examination to ATI Examination and Resources. The ATI product has been evaluated to provide more practice and resources to students prior to their RN Exit Examination. With the ATI product, it offers a capstone course that would be utilized in NURS 497 Issues in Professional Nursing. This course identifies student strengths and weaknesses prior to the RN Exit Exam while providing a structured environment of instruction and practice exams. Faculty are scheduled to vote on this motion fall 2015.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 12
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this y ear, and what was the impact?
The action plan for 2014-2015 was evaluated as follows:
1. Continue to use concept mapping. Feedback from faculty confirms that uniform use of concept maps is occurring throughout the curriculum.
2. Continue trending HESI student results during advisement and review individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)
3. Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 13
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 Be 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.)
3.2 Teaching/Learning Project in NURS 340 (Maternal/Child Nursing) and NURS 410 (Medical/Surgical Nursing)
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 14
Assessment Criteria
Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)
3. The successful completion of the teaching/learning project measures student achievement of all four program outcomes. Students demonstrate both verbal and written communication skills in completing this assignment, practicing its delivery to peers, then delivering the material to patients, families, or the community. 90% of students in NURS 340 (Maternal/Child Nursing) and NURS 410 (Medical/Surgical Nursing 2) will meet the performance standard on this assignment on first submission, and 100% will meet the standard upon revision.
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)
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 15
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.)
An effective communicator uses various modalities to provide caring, competent, and holistic nursing care to a diverse population across the lifespan.: 3. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the
The national mean aggregate score among all RNs for 2013-2014 was 858. The assessment measures for therapeutic communication were not met on the Version 1 for all cohorts. This measure demonstrated a decrease in scores from 2013-2014.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 16
Assessments Results (con’t)
Teaching Learning Project Scores in NURS 340 and NURS 410
Both courses at both campuses met the assessment criteria for scores greater than 90% for the teaching learning project. The assessment measure was met.
Action Plan What actions or modifications have been or will be made based on this assessment?
Action Plan for 2014-2015 1) The medical-surgical courses of NURS 330, NURS 410, and NURS 450 have
instituted the requirement of student completion of PrepU mastery quizzes prior to each unit test and final exam. PrepU mastery level quizzes cover the content areas related to communication as indicated in the assessment results section of Goal 3. The PrepU quizzes are validated tests that accompany the course textbooks of the indicated courses. Scores of 5 and higher have a positive correlation with passing the NCLEX-RN examination. In NURS 330, a score of 4 or higher is required while NURS 410 requires a score of 5 and NURS 450 requires a score of 6. The medical-surgical instruction team and curriculum committee will evaluate the results of this plan and its effectiveness.
2) NURS 410 has incorporated the use of Virtual Simulation (VSIM) as a part of the course. VSIM is a virtual patient environment where students interact with specific patient situations and receive debriefing on their strengths and weaknesses. This activity focuses on the components of Goal 3.
3) The nursing faculty are also considering a change from the HESI RN Exit Examination to ATI Examination and Resources. The ATI product has been evaluated to provide more practice and resources to students prior to their RN Exit Examination. With the ATI product, it offers a capstone course that would be utilized in NURS 497 Issues in Professional Nursing. This course identifies student strengths and weaknesses prior to the RN Exit Exam while providing a structured environment of instruction and practice exams. Faculty are scheduled to vote on this motion fall 2015.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 17
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this y ear, and what was the impact?
The action plan for 2013-2014 was evaluated as follows:
1) Continue to use concept mapping. Feedback from faculty confirms that uniform use of concept maps is occurring throughout the curriculum.
2) Continue trending HESI student results during advisement and review individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)
3) Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 18
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.)
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 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)
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.)
Version Category Dec 14 Spartanburg Dec 14 Greenville 1 Professionalism/Pro-
fessional Values 875 775
Manager of Care 900 906 Member of
Profession N/A N/A
Provider of Care 903 840 2 Professionalism/Pro-
fessional Values 889 833
Manager of Care 878 975 Member of the
Profession 885 939
Provider of Care 857 873 The national mean aggregate score among all RNs for 2013-14 858. The assessment measure was met in all categories for the Dec 14 Spartanburg cohort. The May 2015 did not meet the measure in the categories of professionalism/professional values and member of the profession (Version 1) and professionalism/professional values, manager of care, and provider of care (Version 2). The same trend was noted in the December 2014 Greenville cohort as professionalism/professional values ( Version 1 and 2), and provider of care (Version 1) were not met.
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 22
Action Plan What actions or modifications have been or will be made based on this assessment?
Action Plan for 2014-2015
4) The medical-surgical courses of NURS 330, NURS 410, and NURS 450 have instituted the requirement of student completion of PrepU mastery quizzes prior to each unit test and final exam. PrepU mastery level quizzes cover the content areas related to the professional role model as indicated in the assessment results section of Goal 4. The PrepU quizzes are validated tests that accompany the course textbooks of the indicated courses. Scores of 5 and higher have a positive correlation with passing the NCLEX-RN examination. In NURS 330, a score of 4 or higher is required while NURS 410 requires a score of 5 and NURS 450 requires a score of 6. The medical-surgical instruction team and curriculum committee will evaluate the results of this plan and its effectiveness.
5) NURS 410 has incorporated the use of Virtual Simulation (VSIM) as a part of the course. VSIM is a virtual patient environment where students interact with specific patient situations and receive debriefing on their strengths and weaknesses. This activity focuses on the components of Goal 4.
6) The nursing faculty are also considering a change from the HESI RN Exit Examination to ATI Examination and Resources. The ATI product has been evaluated to provide more practice and resources to students prior to their RN Exit Examination. With the ATI product, it offers a capstone course that would be utilized in NURS 497 Issues in Professional Nursing. This course identifies student strengths and weaknesses prior to the RN Exit Exam while providing a structured environment of instruction and practice exams. Faculty are scheduled to vote on this motion fall 2015.
Implementation and Evaluation of Previous Years’ “Action Plan”
How was the action plan identified in the previous year’s report implemented this y ear, and what was the impact?
The action plan for 2013-2014 was evaluated as follows:
1) Continue to use concept mapping. Feedback from faculty confirms that uniform use of concept maps is occurring throughout the curriculum.
2) Continue trending HESI student results during advisement and review individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)
3) Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all
Academic Program: Assessment Report 2014-2015
Unit/Department: Mary Black School of Nursing Division:
P&OD 2.11.10 23
essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.