Annual Assessment of Evidence of Learning Cover Page … - BSN/RN-BSN A… · Department/Program: RN-BSN Program Academic Year of Report: 2015/16 Date Submitted: Report author: Amy

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: RN-BSN Program Academic Year of Report: 2015/16 Date Submitted: Report author: Amy Stegen Contact Information: Amy Stegen Phone: 801-626-6808 Email: [email protected]

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A. Brief Introductory Statement:

Please review the Introductory Statement and contact information for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if this information is current, please place an ‘X’ below. No further information is

needed. We will indicate “Last Reviewed: [current date]” on the page.

__x_ Information is current; no changes required.

___ Information is not current; updates below.

Update:

http://www.weber.edu/portfolio/departments.html

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B. Mission Statement

Please review the Mission Statement for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if

it is current, please indicate as much; we will mark the web page as “Last Reviewed [current date]”. No further information is needed.

If the information is not current, please provide an update: ___ Information is current; no changes required.

_x__ Information is not current; updates below.

School of Nursing Mission Statement

The mission of Weber State University School of Nursing is to provide quality and safety education for nursing students who have the knowledge,

skills and attitudes in the following:

Patient-Centered Care

Teamwork and Collaboration

Evidence-Based Practice

Quality Improvement

Patient Safety

Informatics


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C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page as “Last Reviewed

[current date]”. No further information is needed.

If they are not current, please provide an update: _x_ Information is current; no changes required.

___ Information is not current; updates below.

Measurable Learning Outcomes

At the end of their study at WSU, students in this program will: 1) … 2) … 3) … 4) … 5) … 6) etc.


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D. Curriculum

Please review the Curriculum Grid for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if it

is current, please indicate as much; we will mark the web page as “Last Reviewed: [current data]”. No further information is needed.

If the curriculum grid is not current, please provide an update:

_x_ Information is current; no changes required.

___ Information is not current; updates below

Curriculum Map

Core Courses in Department/Program

Department/Program Learning Outcomes

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Notea: Define words, letters or symbols used and their interpretation; i.e. 1= introduced, 2 = emphasized, 3 = mastered or I = Introduced, E = Emphasized, U = Utilized, A = Assessed Comprehensively; these are examples, departmental choice of letters/numbers may differ Noteb: Rows and columns should be transposed as required to meet the needs of each individual department Additional Information (if needed)


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E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if the

plan current, please indicate as much; we will mark the web page as “Last Reviewed [current date]”. No further information is needed.

The site should contain an up-to-date assessment plan with planning going out a minimum of three years beyond the current year. Please review the

plan displayed for your department at the above site. The plan should include a list of courses from which data will be gathered and the schedule, as

well as an overview of the assessment strategy the department is using (for example, portfolios, or a combination of Chi assessment data and student

survey information, or industry certification exams, etc.).

Please be sure to include your planned assessment of any general education courses taught within your department. This information will be used to

update the General Education Improvement and Assessment Committee’s planning documentation. Assessment plan:

Date Course Type of Evaluation Date of Review Fall 2016 NRSG 4600 Faculty Review During semester All core and elective

courses Student Evaluations of course and faculty End of Program Evaluations Employer Surveys

End of Semester

Spring 2017

NRSG 4100 Faculty Review During semester

All core and elective courses

Student Evaluations of course and faculty End of Program Evaluations Employer Surveys

End of Semester

Fall 2017 NRSG 4200 Faculty Review During semester All core and elective


End of Semester

Spring 2018




End of Semester


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End of Semester

Spring 2019




End of Semester



End of Semester

Spring 2020




End of Semester

One core course will be evaluated each semester during a scheduled faculty meeting. The faculty will check to make sure learning outcomes are being addressed and met. Faculty will address evaluations and changes made based on evaluation data and any relevant current practice information.

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F. Report of assessment results for the most previous academic year:

There are a variety of ways in which departments can choose to show evidence of learning. This is one example. The critical pieces to include are 1) what learning outcome is being assessed, 2) what method of measurement was used, 3) what the threshold for ‘acceptable performance’ is for that measurement, 4) what the actual results of the assessment were, 5) how those findings are interpreted, and 6) what is the course of action to be taken based upon the interpretation.

A. Evidence of Learning: Courses within the Major Evidence of Learning Worksheet: Courses within the Major

Course: NURS 4600 Communication, Collaboration, and Information Management in Healthcare Course [Subject/Number] NURS 4600 Evidence of Learning: Courses within the Major Measurable Learning Outcome

Method of Measurement*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Learning Outcome 1: Appropriately adapt communication style to audience, considering such factors as culture, education, and environment for providing patient centered care. (Patient-centered care)

Measure 1: Direct Unit D: Online discussion

Measure 1: >90 % of Students will achieve >80% using a standardized rubric to grade

Measure 1: Standard met

Measure 1: No changes at this time

Continue to evaluate and revise as needed

Measure 2: Direct Unit D: Reflective journaling assignment




Learning Outcome 2: Demonstrate effective communication methods that foster successful coordination and collaboration of healthcare teams. (Teamwork and collaboration)

Measure 1: Direct Unit E: Online discussion





Measure 2: Direct Measure 2: Measure 2: Measure 2:

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Course [Subject/Number] NURS 4600 Evidence of Learning: Courses within the Major Measurable Learning Outcome






Unit E: Reflective journaling assignment

>90 % of Students will achieve >80% using a standardized rubric to grade

Standard met No changes at this time

Learning Outcome 3 Explain the collection, storage, and evaluation of data and information and the conversion of data and information into nursing knowledge to support quality patient care. (Evidence-based practice)

Measure 1: Direct Unit A WebQuest assignment





Measure 2: Indirect Class activity

Measure 2: On end of course evaluations > 80% of students will answer the questions, “activities and assignments enhanced my understanding of course concepts” with a (3) good to (5) excellent

Measure 2: Measure 2: No changes at this time

Learning outcome 4 Relate the use of technology and information management for increased quality of patient care. (Quality improvement)

Measure 1: Direct Unit B: Online Discussion





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Measure 2: Direct Unit C: Reflective journaling assignment




Learning outcome 5 Employ health information as a foundation for decision support tools that improve the efficiency and safety of patient care. (Patient safety)

Measure 1: Direct Unit C: Case study





Measure 2:

Measure 2: Measure 2: Measure 2:

Learning outcome 6 Use knowledge of systems models and theories pertinent to participation on teams developing and/or implementing healthcare technologies. (Informatics)

Measure 1: Direct Unit A: Reflective journaling





Measure 2: Direct Unit C: Online discussion

Measure 2: >90 % of Students will achieve >80% using a



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standardized rubric to grade

*Direct and indirect: at least one measure per objective must be a direct measure.

Additional narrative (optional – use as much space as needed):

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b. Evidence of Learning: High Impact or Service Learning This is an optional section. If you provide students with high impact or service learning opportunities you may briefly describe those opportunities and explain how you assess their impact on student learning. This excerpt from George D. Kuh provides a brief overview of high-impact practices. In NURS 4400 Population Health in Nursing has an assignment that requires the students to interact with an elementary school where they formulate a health teaching plan and teach to a group of students or community members.

http://apps.weber.edu/wsuimages/oie/Support%20Documents/Kuh_HighImpactActivities.pdf

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G. Summary of Artifact Collection Procedure

All student assignments that measure the learning outcomes are stored in Canvas at the course section level. All information for item E Assessment Plans is placed in the School of Nursing’s Annual Systematic Plan of Evaluation (SPE). The SPE is saved in the School of Nursing’s Box files and accessible for review at any time.

Summary Information (as needed)

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Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.

Faculty 2015-16 Headcount With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

Full-time Tenured 12 Full-time Non-Tenured (includes tenure-track) 2 Part-time and adjunct 1 With Master’s Degrees Full-time Tenured 6 Full-time Non-Tenured 25 Part-time and adjunct 6 With Bachelor’s Degrees Full-time Tenured 0 Full-time Non-tenured 0 Part-time and adjunct 0 Other Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty 52 Full-time Tenured 18 Full-time Non-tenured 27 Part-time 7

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Please respond to the following questions.

1) Based on your program’s assessment findings, what subsequent action will your program take?

The nursing program is continually evaluating the data from each semester and looking at current best practices in nursing and education to continually revise and update the curriculum.

2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them? Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate competencies of the nursing education unit. The Systematic Plan for Program Evaluation (SPE) tool reports aggregated data, analysis of data, and program responses to the evaluation data with reference to ongoing program development, maintenance, or revision will be completed and maintained annually by August of each year. Data is collected with course evaluations, program evaluations, alumni surveys, employer surveys, and course grades.