Assessment Report May 31, 2011 Department of Nursing Submitted By: Dr. Susan M. Neville, PhD, MS, RN Associate Professor & Chair Goal & Focus for Academic Year: Achieve National Accreditation Program Status from the Commission on Collegiate Nursing education (CCNE) Goal Achieved: Accreditation Granted April 16, 2011 . Full 5 years maximum Accreditation for First Time Program Accreditation - Effective: October 18, 2010 to June 30, 2016 >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Preparation for Accreditation status included submitting the following documentation prior to and after the site visit: Self Study (complete with data analysis Appendix NYIT Response to Site Visit Report Documentation of Standards Achievement - Documents assembled for site visit electronically as well as in hard copy ( document room) I have included a sampling of the documents that were prepared to address Individual /aggregate student and program outcome objectives. “NYIT is pleased that the Evaluation Team from the Commission on Collegiate Nursing Education found that its baccalaureate program in nursing meets all four of the Commission’s standards. The following documents are further submitted to clarify some areas” 1. Measurement Methods for Individual Learning Outcomes Appendix V outlines the individual student outcomes and measurements used to assess those outcomes. As the program moves forward and makes improvements in individual learning outcomes, faculty will be monitoring subsequent changes in the aggregate program outcomes. Up until this point in time, the focus has been on raising the NCLEX-RN scores and the overall program along with it. Using professional standards, such as the AACN Essentials and the CCNE Standards for accreditation, as models of best practice, modifications to the curriculum were made. Additionally, in response to suggestions from the New York State Office of the Professions, other adjustments in curriculum and entry requirements were instituted. Since the standards have now been met, the program is now implementing Phase Two of a plan to become distinctive by focusing in on the program outcomes and the unique mission and goals of the college. Over the next five years, individual student outcomes and their effects on aggregate outcomes will be assessed. In year one (2011-2012) faculty will choose two learning outcomes and design a method of data collection and analysis; they
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Assessment Report May 31, 2011 Department of Nursing Submitted By: Dr. Susan M. Neville, PhD, MS, RN Associate Professor & Chair Goal & Focus for Academic Year: Achieve National Accreditation Program Status from the Commission on Collegiate Nursing education (CCNE) Goal Achieved: Accreditation Granted April 16, 2011 . Full 5 years maximum Accreditation for First Time Program Accreditation - Effective: October 18, 2010 to June 30, 2016 >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Preparation for Accreditation status included submitting the following documentation prior to and after the site visit:
Self Study (complete with data analysis
Appendix
NYIT Response to Site Visit Report
Documentation of Standards Achievement - Documents assembled for site visit electronically as well as in hard copy ( document room)
I have included a sampling of the documents that were prepared to address Individual /aggregate student and program outcome objectives. “NYIT is pleased that the Evaluation Team from the Commission on Collegiate Nursing Education found that
its baccalaureate program in nursing meets all four of the Commission’s standards. The following documents
are further submitted to clarify some areas” 1. Measurement Methods for Individual Learning Outcomes
Appendix V outlines the individual student outcomes and measurements used to assess those outcomes. As the
program moves forward and makes improvements in individual learning outcomes, faculty will be monitoring
subsequent changes in the aggregate program outcomes. Up until this point in time, the focus has been on raising
the NCLEX-RN scores and the overall program along with it. Using professional standards, such as the AACN
Essentials and the CCNE Standards for accreditation, as models of best practice, modifications to the curriculum
were made. Additionally, in response to suggestions from the New York State Office of the Professions, other
adjustments in curriculum and entry requirements were instituted.
Since the standards have now been met, the program is now implementing Phase Two of a plan to become
distinctive by focusing in on the program outcomes and the unique mission and goals of the college. Over the next
five years, individual student outcomes and their effects on aggregate outcomes will be assessed. In year one
(2011-2012) faculty will choose two learning outcomes and design a method of data collection and analysis; they
make and implement recommendations based on those results. Subsequently, learning outcomes will be additive
over time and evolve to develop long-term over the life cycle of the program.
APPENDIX V Table 2. Measurement Methods for Individual Learning Outcomes
Individual Learning Outcome Measure
1. Demonstrate a theoretical
knowledge base that
incorporates critical
thinking and evidenced-
based research findings to
guide nursing practice and
clinical decision-making.
o TEAS (Test of Essential Academic
Skills)
o ATI Critical Thinking
Test
o ATI RN Comprehensive
Predictor Exam
o Course assignments
(ethnographic, reflections)
o Student clinical performance
evaluations
o Nursing care plans
o Course exams
o Senior Exit Survey-EBI
(Educational
Benchmark Institute)
o Capstone assignments
o NCLEX-RN exam
2. Provide culturally
competent holistic nursing
care that supports
diversity in health care
values, beliefs, attitudes
and supports the
uniqueness of individuals,
families, groups and
communities.
o Student clinical
performance
evaluations
o Nursing care plans
o Course exams
o Senior Exit survey-EBI
(Educational
Benchmark Institute
o Capstone assignments
o NCLEX-RN exam
3. Use interpersonal and
technological
communication effectively
in the delivery,
documentation and
evaluation of safe care.
o Course assignments
(ethnographic, reflections)
o Student clinical
performance evaluations
o Nursing care plans
o Course exams
o Senior Exit survey-EBI
(Educational
Benchmark Institute
o Capstone assignments
o NCLEX-RN exam
4. Apply leadership and
management principles to
act as a change agent and
patient advocate in health
care practice that
incorporates patient safety
and quality indicators.
o Course assignments
(ethnographic,
reflections)
o Nursing Colloquium
(reflection)
o Lobby Day (assignments)
o Student clinical
performance evaluation
o Course exams
o Senior Exit survey-EBI
(Educational
Benchmark Institute
o Capstone assignments
o NCLEX-RN exam
5. Demonstrate professional
behaviors that incorporate
legal/ethical responsibility,
professional nursing
codes/standards, client
advocacy, self-reflection
and evaluation to promote
professional growth with
lifelong learning.
o Course assignments
(ethnographic, reflections)
o Clinical course
evaluations
o Nursing care plans
o Course exams
o Lobby Day (assignments)
o NCLEX-RN exam
6. Collaborate with members
of the health care team in
the provision of holistic
and culturally competent
nursing care across the life
span to clients, families,
groups and communities in
a variety of health care
environments.
o Critical Thinking (ATI)
o Senior Clinical Evaluation
o Course assignments
(ethnographic, reflections)
o Nursing Colloquium
(reflections)
o Lobby Day (assignments)
o Clinical course
evaluations
o Course exams
o NCLEX-RN exam
7. Provide nursing care that
reflects the analysis of
current trends, health care
policy and environmental
factors influencing local,
national and global health
care.
o Course assignments
(ethnographic, reflections)
o Nursing Colloquium
(reflections)
o Lobby Day (assignments)
o Clinical course
evaluations
o Course exams
o NCLEX-RN exam
2. Aggregate student outcome data provide evidence of the program’s effectiveness in achieving its
mission, goals, and expected outcomes.
The DON has set expected aggregate outcomes for NCLEX-RN first time pass rate at 75%, Graduation
rate at 75%, Students satisfaction EBI score mean of 5.5. The current benchmarks for Employment Rates
and Alumni Satisfaction are established and only identify return rates. The faculty recognizes that
benchmarks need to be set for satisfaction levels in all the areas and will do so this spring 2011 semester. .
As indicated in the program response provided for comments related to Key Element III-A on page 4,
faculty created a table that more clearly illustrates the relationship between expected learning outcomes
and measurement tools. This table also delineates the direct and indirect methods used to measure the
achievement of these expected outcomes. Additionally, the Department’s Strategic CQI Plan (Appendix
VI) and the Preceptor & Faculty Student Clinical Performance Evaluation form (Appendix VII) were
revised to clearly indicate how these data are used to determine program effectiveness and learning
outcomes.
The DON established benchmarks for expected aggregate outcomes in our DON Strategic Plan (2008-
2011). Data related to these outcomes were analyzed and evaluated by the faculty and changes to the
curriculum design, courses and DON policies (such as admission and progression in the major) were
implemented. The department implemented the following changes (among others):
The department in conjunction with the Office of Institutional Research and Assessment designed
and completed a correlational study to identify potential background variables that impact student
success and progression in the major. These data were analyzed and evaluated and decisions
impacting DON policy were implemented.
Revised the criteria for admission and progression in the major., i.e. raised college GPA from
2.50 to 2.75: minimum grade of C+ in all nursing courses)
Mapped and revised the curriculum in place and made changes to course design, content,
evaluation methods in courses on each level. All clinical evaluation student performance tools
were revised.
Implemented ATI Support, Tutorial & Assessment Program and analyzed and evaluated
individual and aggregate data that informed decisions and changes.
Implemented an advisement protocol to assist students as they progress through the major.
Revised the DON admission process to reflect admission criteria that support success in the major
and timely progression toward graduation.
Revised DON undergraduate alumni survey to capture data that would inform decisions related to
department, program, and lifelong learning.
Implemented a senior capstone preceptored practicum and revised the External Preceptor /Faculty
Student Performance Evaluation form to better capture preceptor data related to student learning
outcomes.
Table 3: DON STRATEGIC CQI PLAN: Outcome and Program Evaluation: 2011-2014
Quality Indicator Expected
Outcomes Methods Analysis
Implementation Plan,
Responsibilities and Time
Frame
Evaluation/ Re-
evaluation Process
1. Profile of Nursing
Applicants
Meeting or
exceeding
admissions
committee criteria
by college and
nursing major
o Admission Application
o Letter of Intent
o Student transcripts
o GPA
o Student Degree Maps
o References
o Transfer equivalency form
o Demographic, education, experience,
credentials.
O Criteria for admission
Reviews applicants for the
clinical phase ever fall.
Reviews applicants for
admission to Nursing major
every spring.
Responsibility:
Nursing Admissions
committee
Time frame:
Semi-annually
Informs admission
& recruitment
strategies and/or
changes at the
institution and
department of
nursing levels.
2. Level program and
aggregate outcomes
A. Critical Thinking
B. Professional
communication
C. Professional
Roles and
behaviors
D. Professional
Development
Program outcomes
are consistent with
professional
standards
o AACN- Essentials of Baccalaureate
Education
o ANA Social Policy Statement
o ANA Code of Ethics
o CCNE -Standards for Accreditation
of Baccalaureate and Graduate
Nursing Programs
o New York State Nurse Practice Act
o NCSBN NCLEX-RN Content
Format
o TEAS (Test of Essential Academic
Skills)
o ATI Critical Thinking Test
Predictor Exam
o Course assignments
Review current standards
and guidelines
Responsibility:
Faculty & Curriculum
Committee
Time frame
Annually and as needed
whenever changes in
standards and guidelines are
released.
Determines the
appropriateness of
level, program
and aggregate
outcomes
Implement
curriculum
change
Implement
Strategies to
improve student
performance
Quality Indicator Expected
Outcomes Methods Analysis
Implementation Plan,
Responsibilities and Time
Frame
Evaluation/ Re-
evaluation Process
o Student clinical performance,
evaluations
o Nursing care plans
o Course exams
o Senior Exit Survey-EBI
(Educational
Benchmark Institute)
o Capstone Assignment
o NCLEX-RN exam
o Annual Nursing Colloquium
Student Reflection
o Lobby Day Assignment
3. Nursing Curriculum
Content Map
Each factor/item on
EBI Exit Survey is
at or above 5.5
mean for program
and comparison
schools.
AACN- Essentials of Baccalaureate
Education
Current research/evidence-based
practice findings
ANA Social Policy Statement
ANA Code of Ethics
CCNE -Standards for Accreditation of
Baccalaureate and Graduate Nursing
Programs
New York State Nurse Practice Act
NCSBN NCLEX-RN Content Format
Assessing Horizontal/
Vertical threads
Core concepts, Essential
Didactic, Clinical & Lab
knowledge
Evidenced Based Practice
Findings.
Responsibility:
Faculty & Curriculum
Committee
Time frame: Annually at the May
Department of Nursing
workshop
Informs changes to
the Nursing
Curriculum
Content Mapping
Implement
curriculum
change
Implement
Strategies to
improve student
performance
Quality Indicator Expected
Outcomes Methods Analysis
Implementation Plan,
Responsibilities and Time
Frame
Evaluation/ Re-
evaluation Process
4. ATI Support &
Assessment
ATI standard of
level two or above
on comprehensive
exams
o Didactic Competencies;
o TEAS (Test of Essential Academic
Skills)
o Course specific content testing
o ATI Critical Thinking Test
o ATI RN Comprehensive Predictor
Exam
Review results of
comprehensive exams each
semester
Responsibility:
ATI coordinator
Evaluation & Outcome
Committee
Faculty Curriculum
Committee
Time frame:
Program Entrance &
Exit
End of each course
End of Junior & Senior
levels
Ongoing
Implement
curriculum change
Implement
strategies to
improve student
performance
Informs decisions
related to program
effectiveness,
Informs decisions
related to
Curriculum design
& Administrative
policies
Informs content
and course
mapping
Implement
curriculum
strategies to
improve student
performance
5. Achievement of level,
program and
aggregate expected
outcomes
The mean for each
factor of the EBI
Exit Survey will be
at or above 5.5 for
program and
comparison
schools.
EBI Assessment Exit Survey Review/ analyze results of
EBI annually (August)
Responsibility:
Faculty Curriculum
Committee
Evaluation & Outcome
Committee
Time frame: Ongoing
Informs content
and course
mapping
Implement
curriculum
strategies to
improve student
performance
Quality Indicator Expected
Outcomes Methods Analysis
Implementation Plan,
Responsibilities and Time
Frame
Evaluation/ Re-
evaluation Process
A. NCLEX-RN pass rate
Progressive
movement toward
achieving first time
pass rate on
NCLEX-RN (NYS)
75%.
o RN-NCLEX
o RN Licensure Exam First Time &
Repeat Rates
o RN Boot Camp
o NCLEX questions infused into
exams
o NCLEX practice
o RN Comprehensive Predictor Exam
o Critical Thinking Exit
o Kaplan Review
o ATI Review
Assess Quarterly and
summary reports from NYS
office of the Professions
Responsibility:
Faculty & Curriculum
Committee
Evaluation & Outcome
Committee
Chair
Time frame:
Ongoing
Informs decisions
and strategies to
improve student
performance
B. Graduation rates Graduation rate of
75% of cohort
nursing class
Number of students admitted compared
to the number of students completing
nursing program
Assessing annual graduation
rates
Responsibility:
Faculty & Curriculum
Committee
Evaluation & Outcome
Committee
Time frame:
Annually
Informs decisions
and strategies to
increase student
retention once
admitted to the
major.
C. Student satisfaction EBI standard of
mean of 5.5 or
above
Under graduate Nursing Exit survey Review results of EBI to
Student Name: _________________________________________Semester__________COURSE___451______ The purpose of this form is for the Instructor to document and the student to acknowledge his/her progress at the mid-semester and final
points of this clinical rotation. Utilize the attached ANECDOTAL form for weekly comments adding additional anecdotal forms as needed. FACULTY MID- SEMESTER EVALUATION:
STUDENT MID- SEMESTER SELF- EVALUATION:
FACULTY SIGN________________________DATE: _____
STUDENT SIGN: _______________________DATE: ____
FACULTY SIGN________________________DATE: _______
STUDENT SIGN: ______________________DATE: _______
FACULTY FINAL EVALUATION: STUDENT FINAL SELF- EVALUATION:
FACULTY SIGN:______________________DATE: _______
STUDENT SIGN: _____________________DATE: _______
FACULTY SIGN:________________________DATE: ______
STUDENT SIGN: _______________________DATE: ______
Student has “Passed” Required Clinical Skills Checks: Yes No
Student has met required nursing lab hours: Yes No
Student has handed in and successfully completed all written documentation required: Yes No
STUDENTS MUST PASS BOTH THE MEDICAL SURGICAL CLINICAL COMPONENT AS WELL AS THE PSYCHIATRIC
NURSING CLINICAL COMPONENT IN ORDER TO PASS NURS 451.
FAILURE TO PASS BOTH COMPONENTS WILL RESULT IN COURSE FAILURE.