School of Nursing Course Assessment and Summary Semester ... · School of Nursing Course Assessment and Summary Course: NURS 101 Introduction to Nursing, Miller Semester/Year: Fall

School of Nursing Course Assessment and Summary

Course: NURS 101 Introduction to Nursing, Miller

Semester/Year: Fall 2012

Enrollment:29 Withdrawals: 1 Reason: 1 unable to pass the course After date to withdraw:

COURSE OBJECTIVES:

1. The course will examine professional issues related to current trends in healthcare. 2. The course will explore theories and styles of communication that serve as a basis for communications in the nurse-client relationship. 3. The course will focus on concepts designed to assist the nurses and the healthcare team in development of a safe environment for the

client. 4. The course will present ethical and legal concepts related to issues in healthcare and essential to providing a standard of care in the nurse-

client relationship. 5. The course will introduce concepts designed to equip nurses with the knowledge and skills needed to interact with client from varied

cultural, ethnic, spiritual and socially diverse backgrounds. 6. The course will provide a framework for developing an understanding of health promotion, safety and continuity of care for the client

across the lifespan. 7. The course will examine the principles of the nursing process and the use of the Maslow Hierarchy of Needs.

STUDENT LEARNING OUTCOMES:

1. Describe the concept of health and current trends in the healthcare delivery system. 2. Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan. 3. Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and

competent nursing care. 4. Understand ethical and legal issues related to healthcare and healthcare policy. 5. Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching.

6. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. 7. Understand the nursing process and Maslow‟s Hierarchy of Needs.

Program Student

Learning Outcomes

Course Objectives Course Student

Learning

Outcomes

Learning

Activity

Data

Source:(List

assignments,

exercises,

exams, and/or

Questions, etc.

that measure

this outcome)

Assessment

Measure

(Describe how

the data

source(s) are measured, e.g.

grading

scales,

rubrics, etc.)

Performance

Criteria

(Describe criteria for

categorizing

performances as Exceeding,

Meeting,

Approaching, and

Not

Meeting the

Learning Outcome) Nursing judgment:

Make judgments in

practice, substantiated

with evidence, that

integrate nursing

science in the provision

of safe, quality care

and promote the health

of patients within a

family and community

context.

The course will

examine

professional issues

related to current

trends in healthcare.

Describe the

concept of health

and current trends

in the healthcare

delivery system.

Lecture

Discussion

Case studies

Group project

Exams

Rubric for

group project

3 Exam 60% Final Exam 25%: Research paper 10% Rubric Group project 5% Rubric

Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not meeting (<70%)

Professional identity:

Implement one's role as

a nurse in ways that

reflect integrity,

responsibility, ethical

practices, and an

The course will

explore theories and

styles of

communication that

serve as a basis for

communications in

Apply theoretical

principles of

therapeutic

communication to

various ages and

illnesses across the

Lecture

Discussion

Case studies

Exams

3 Exam 60% Final Exam 25%: Research paper 10%


evolving identity as a

nurse committed to

evidence-based

practice, caring,

advocacy, and safe

quality care for diverse

patients within a family

and community

context.

the nurse-client

relationship.

lifespan. Rubric Group project 5% Rubric

Professional identity:

Implement one's role as

a nurse in ways that

reflect integrity,

responsibility, ethical

practices, and an

evolving identity as a

nurse committed to

evidence-based

practice, caring,

advocacy, and safe

quality care for diverse

patients within a family

and community

context.

The course will

focus on concepts

designed to assist

the nurses and the

healthcare team in

development of a

safe environment

for the client.

Understand the

various roles of the

nursing

professional in

collaboration with

other members of

the healthcare

team, to provide

safe and competent

nursing care.

Lecture

Discussion

Case studies

Exams

Rubric for

paper

3 Exam 60% Final Exam 25% Research paper 10%

Exceeding (80-100%)

Meeting (75-79%)

Approaching (70-

74%)

Not meeting (<70%)

Nursing judgment:

Make judgments in


with evidence, that

integrate nursing






context.

The course will

present ethical and

legal concepts

related to issues in

healthcare and

essential to

providing a

standard of care in

the nurse-client

relationship.

Understand ethical

and legal issues

related to

healthcare and

healthcare policy.

Lecture

Discussion

Case studies

Research

paper

Exams

Rubric for

paper

Exams (60%)

Final Exam

25%

Research Paper

10%

Exceeding (80-100%)

Meeting (75-79%)

Approaching (70-

74%)

Not meeting (<70%)

Nursing judgment:

Make judgments in


with evidence, that

integrate nursing






context.

The course will

introduce concepts

designed to equip

nurses with the

knowledge and

skills needed to

interact with client

from varied

cultural, ethnic,

spiritual and

socially diverse

backgrounds.

Recognize the

impact of culture,

ethnic, spiritual

and social diversity

on health beliefs,

health behaviors

and health

teaching.

Lecture

Discussion

Case studies

Research

paper

Exams

Rubric for

Paper

Exams (60%)

Final Exam

25%

Research Paper

10%

Exceeding (80-100%)

Meeting (75-79%)

Approaching (70-

74%)

Not meeting (<70%)

Human flourishing:

Advocate for patients

and families that

promote their self-

determination,

integrity, and ongoing

growth as human

beings.

The course will

provide a

framework for

developing an

understanding of

health promotion,

safety and

continuity of care

for the client across

the lifespan.

Describe the

concepts of care,

safety, health

promotion and

continuity of care

for diverse clients

using evidence

based practice.

Case Studies

Lecture

Discussion

Exams

Research paper

rubric

Group Project

Rubric

3 Exam 60%

Final Exam

25%

Research paper

10%

Group project

5%

Exceeding (80-100%)

Meeting (75-79%)

Approaching (70-

74%)

Not meeting (<70%)

Nursing judgment:

Make judgments in


with evidence, that

integrate nursing






context.

The course will

examine the

principles of the

nursing process and

the use of the

Maslow Hierarchy

of Needs.

Understand the

nursing process

and Maslow‟s

Hierarchy of

Needs.

Case Studies

Lecture

Discussion

Group project

Exams

3 Exam 60%

Final Exam

25%

Exceeding (80-100%)

Meeting (75-79%)

Approaching (70-

74%)

Not meeting (<70%)

Summary of Student Evaluations of Course and Instruction:

NURS 101 Introduction Nursing

77% of the students reported satisfaction with the course and felt they met course objectives.

93% felt they met objectives to describe legal and ethical issues in healthcare.

95% felt they are able to describe the concepts of care, safety and health promotion for various clients incorporating evidence based

practice and are able to apply principles of therapeutic communication to various ages and illnesses.

97% reported ability to recognize the impact of culture, ethnic and social diversity on health beliefs, health behaviors and health teaching.

Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks):

40% reported that the students did not like the text as an eBook. Offer choice of either eBook or text. (course did not require eBook but it

came as part of the First Year program bundle)

Results

Number of Students Assessed: 29 (Palmer)

Learning Outcome (80-100%)

Exceeding

(75-79%) Meeting (70-74%)

Approaching

(<70%)Not Meeting Total of

Exceeding/Meeting Overall course: 45% 17% 17% 21%

62%

Describe the concept of health and current trends in the healthcare delivery system:

Group Project: 86% 0% 0 14% 86%

Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan.

3 Exam 60%

Exam 1: 35% Exam 2: 45% Exam 3: 59% Final: 41%




Exam 1:55% Exam 2: 52% Exam 3: 69% Final: 59%

Understand the various

roles of the nursing

professional in

collaboration with other






members of the

healthcare team, to

provide safe and

competent nursing care.

Exams as above

Understand ethical and

legal issues related to

healthcare and

healthcare policy.

Research Paper: 86% 0% 7% 7% 86%

Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching.

Group project: 86%

0% 0% 14% 86%

Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice.

Group project: 86%

0% 0% 14% 86%

Understand the nursing process and Maslow‟s Hierarchy of Needs.



Exam 1: 24% Exam 2: 14% Exam 3:10% Final: 28%



Changes to be Made Based on Results

Learning Outcome Proposed Action Timeline

Describe the concept of health and current trends in the healthcare delivery system.

Group project as a research project went well and the library course was well received.

Showed improved understanding of APA. Topics were selected by student groups

after a community assessment took place: change set up a system for approval of topic by a certain date.

Add to group project rubric that visual (for ex. Power point) need to be submitted to the instructor. Also add a section for the individuals to submit their own work that they offered to the group.

Change for Fall 2013


No proposed changes

Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and competent nursing care.

Time in lecture and students tested well in this area.

Consider having rotation submissions from clinical added into this course.

Or, consider having students interview various healthcare team members.

Discuss with full faculty and at the end of the year meeting. If this is something we do will need to adjust the course description as well as the grading rubric.

Understand ethical and legal issues related to healthcare and healthcare policy.

Revise the WAAG to move the initial library class on APA style to a week or two later in the course so students have an opportunity to become accustomed to the course and program.

Move the due date of the individual paper

sooner in the course. Have due prior

midterm.

Keep the focus on pre-selected research

Add to WAAG for Fall 2013

articles that they will assess and write up.

Goal will be to improve the outcomes to > 80% for exceeding and meeting


same plan as above


Keep speaker on Elder-abuse, received

excellent feedback from students.


Noted difficulty in the clinical setting using the clinical Maslow tool.

Plan to incorporate the tool in the lecture on Maslow in addition to what is used.

Give case example that the student will then apply the Maslow tool to in class

Fall 2013

Other:

Add to course description a clause on if a test is missed due to absence it must be made up within 1 week.

Keep a submission site for the group project on Vancko for the group to submit their work for grading.


Course: NURS 101 Introduction to Nursing


Enrollment:29 Withdrawals: 3 Reason: 2 for personal reasons, 1 unable to

pass the course After date to withdraw: 1 no show

COURSE OBJECTIVES:

1. The course will examine professional issues related to current trends in healthcare. 2. The course will explore theories and styles of communication that serve as a basis for communications in the nurse-client relationship. 3. The course will focus on concepts designed to assist the nurses and the healthcare team in development of a safe environment for the

client. 4. The course will present ethical and legal concepts related to issues in healthcare and essential to providing a standard of care in the nurse-

client relationship. 5. The course will introduce concepts designed to equip nurses with the knowledge and skills needed to interact with client from varied

cultural, ethnic, spiritual and socially diverse backgrounds. 6. The course will provide a framework for developing an understanding of health promotion, safety and continuity of care for the client

across the lifespan. 7. The course will examine the principles of the nursing process and the use of the Maslow Hierarchy of Needs.

STUDENT LEARNING OUTCOMES:

8. Describe the concept of health and current trends in the healthcare delivery system. 9. Apply theoretical principles of therapeutic communication to various ages and illnesses across the lifespan. 10. Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and

competent nursing care. 11. Understand ethical and legal issues related to healthcare and healthcare policy.

12. Recognize the impact of culture, ethnic, spiritual and social diversity on health beliefs, health behaviors and health teaching. 13. Describe the concepts of care, safety, health promotion and continuity of care for diverse clients using evidence based practice. 14. Understand the nursing process and Maslow‟s Hierarchy of Needs.

Program Student

Learning Outcomes

Course Objectives Course Student

Learning

Outcomes

Learning

Activity

Data

Source:(List

assignments,

exercises, exams, and/or

Questions, etc.

that measure

this outcome)

Assessment

Measure

(Describe how

the data source(s) are

measured, e.g.

grading

scales,

rubrics, etc.)

Performance

Criteria

(Describe criteria for

categorizing performances as

Exceeding,

Meeting,

Approaching, and

Not

Meeting the

Learning Outcome) Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.

The course will examine professional issues related to current trends in healthcare.


Lecture Discussion Case studies Group project

Exams Rubric for group project



Professional identity: Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context.

The course will explore theories and styles of communication that serve as a basis for communications in the nurse-client relationship.


Lecture Discussion Case studies

Exams




The course will focus on concepts designed to assist the nurses and the healthcare team in development of a safe environment for the client.

Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and competent nursing care.

Lecture Discussion Case studies

Exams Rubric for paper



Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.

The course will present ethical and legal concepts related to issues in healthcare and essential to providing a standard of care in the nurse-client relationship.


Lecture Discussion Case studies Research paper

Exams Rubric for paper

Exams (60%) Final Exam 25% Research Paper 10%



The course will introduce concepts designed to equip nurses with the knowledge and skills needed to interact with client from varied cultural, ethnic, spiritual and socially diverse backgrounds.


Lecture Discussion Case studies Research paper

Exams Rubric for Paper

Exams (60%) Final Exam 25% Research Paper 10%


Human flourishing: Advocate for patients and families that promote their self-determination,

The course will provide a framework for developing an understanding of

Describe the concepts of care, safety, health promotion and continuity of care

Case Studies Lecture Discussion

Exams Research paper rubric Group Project Rubric



integrity, and ongoing growth as human beings.

health promotion, safety and continuity of care for the client across the lifespan.

for diverse clients using evidence based practice.

Group project 5%


The course will examine the principles of the nursing process and the use of the Maslow Hierarchy of Needs.


Case Studies Lecture Discussion Group project

Exams

3 Exam 60% Final Exam 25%



80% of the students reported satisfaction with the course and felt they met course objectives. 100% felt they met objects to describe legal and ethical issues in healthcare.

92% felt they are able to describe the concepts of care, safety and health promotion for various clients incorporating evidence based practice and are able to apply principles of therapeutic communication to various ages and illnesses.

100% reported ability to recognize the impact of culture, ethnic and social diversity on health beliefs, health behaviors and health teaching.


20% reported that the students did not like the text as an eBook. Offer choice of either eBook or text. (course did not require eBook but it came as part of the First Year program bundle)

Results

Number of Students Assessed: 29 (Palmer) Learning Outcome (80-100%)

Exceeding

(75-79%) Meeting (70-74%)

Approaching

(<70%)Not Meeting Total of

Exceeding/Meeting

Overall course: 45% 21% 14% 10% 10% withdrew

57%

Describe the concept of health and current trends in the healthcare delivery system:

Group Project: 81% 4% 0 4% 85%


3 Exam 60%






Understand the various roles of the nursing professional in collaboration with other members of the healthcare team, to provide safe and competent nursing care. Exams as above







Research Paper: 56% 15% 19% 10% 71%

Recognize the impact of culture, ethnic, spiritual and social diversity on health

Group project: 81%

4% 11% 4% 85%

beliefs, health behaviors and health teaching.


Group project: 81%

4% 11% 4% 85%










Group project as a research project went well and the library course was well received.

Showed improved understanding of APA.

Topics were selected by student groups after a community assessment took place: change set up a system for approval of topic by a certain date.

Add to group project rubric that visual (for ex. Power point) need to be submitted to the instructor. Also add a section for the individuals to submit their own work that they offered to the group.

Change for Fall 2013


No proposed changes

Understand the various roles of the nursing professional in collaboration with other members of the healthcare

Time in lecture and students tested well in this area.

Consider having rotation submissions from

Discuss with full faculty and at the end of the year meeting. If this is something we do will need to adjust the course description as well as

team, to provide safe and competent nursing care.

clinical added into this course.

Or, consider having students interview various healthcare team members.

the grading rubric.


Revise the WAAG to move the initial library class on APA style to a week or two later in the course so students have an opportunity to become accustomed to the course and program.

Move the due date of the individual paper sooner in the course. Have due prior midterm.

Keep the focus on pre-selected research articles that they will assess and write up.

Goal will be to improve the outcomes to > 80% for exceeding and meeting

Add to WAAG for Fall 2013


same plan as above


Keep speaker on Elder-abuse, received excellent feedback from students.


Noted difficulty in the clinical setting using the clinical Maslow tool.

Plan to incorporate the tool in the lecture on Maslow in addition to what is used.

Give case example that the student will then apply the Maslow tool to in class

Fall 2013

Other:

Add to course description a clause on if a test is missed due to absence it must be made up within 1 week.

Keep a submission site for the group project on Vancko for the group to submit their work for grading.

School of Nursing Course Assessment and Summary Course: NURS 110 Fundamentals of Nursing, Krzyston


Date course reviewed: 01/08/2013 Reviewed by: J. Krzyston

Enrollment Withdrawals Reason

29 4 1- Personal reasons withdrew from college

1- Poor academic performance

1- Changed major

1- Unsuccessful in lab competency &

therefore not passing the course

The course will:

1. Identify evidence based therapeutic interventions designed to promote, maintain, and restore client wellness. 2. Explain the principles and techniques used by the nurse to meet the basic physical and psychosocial needs of the client. 3. Incorporate the nursing process as the foundation of nursing practice. 4. Describe how to perform data collection that assesses the holistic needs of the client and assists the client to progress from illness to

wellness. 5. Explore interdisciplinary care strategies as part of a holistic nursing plan of care.

Successful students in NURS 110 will:

1. Apply evidenced based therapeutic interventions in order to promote, maintain, and/or restore client health and well-being. 2. Describe nursing care techniques appropriate to meeting the basic physical and psychosocial needs of the client. 3. Use the nursing process to choose, prioritize, and evaluate the effectiveness of nursing care. 4. Interpret client data in order to choose evidenced based nursing interventions that assist the client to achieve optimal well-being. 5. Employ interdisciplinary strategies to ensure client safety, illness prevention, and recognition of alterations in normal functioning.

Program Student

Learning

Outcome

Course Objective

Course Student

Learning

Outcome

Learning Activity Data Source (List assignments,

exercises,

exams, and/or

questions, etc.

that measure this

outcome)

Assessment Measure

(Describe how the

data

source(s) are

measured, e.g.,

grading scales,

rubrics, etc.)

Performance Criteria

(Describe criteria

for categorizing

performances as

Exceeding,

Meeting,

Approaching, and Not

Meeting the

Learning Outcome)

Human

flourishing: Advocate for patients and families that promote their self-determination, integrity, and ongoing growth as human beings

1: Identify evidence based therapeutic interventions designed to promote, maintain, and restore client wellness.

1: Apply evidenced based therapeutic interventions in order to promote, maintain, and/or restore client health and well-being.

Facilitated discussion

Group case studies

Reading assignments

Conceptual mapping

Audio/visuals

Pre-lecture preparatory assignments (5 worth 5% of grade w/ credit based on completion of assignment)

HESI Case Studies (10 worth 10% of course grade)

Unit Exams (5 worth 50% of course grade)

Final Exam (worth 20% of course grade)

Lab Quizzes (5 worth 10% of course grade)

Skill Proficiency Exams (1 required to pass)

ATI RN Fundamentals Exam (worth 5% of grade)

HESI Case Studies were assessed using a percentage-based grading scale

Exams were assessed using a percentage-based grading scale

Final exam was assessed using a percentage-based grading scale

Lab quizzes were assessed using a percentage-based grading scale

Skill Proficiency was

HESI Case Studies Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not Meeting (<70%)

Exams Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not Meeting (<70%)

Final Exam Exceeding (80-100%) Meeting (75-79%): Approaching (70-74%): Not Meeting (<70%)

assessed using a grading rubric

ATI RN Fundamentals exam was assessed using a grading rubric

Lab Quizzes Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%): Not Meeting (<70%)

Skill Proficiency Meeting (Pass) Not Meeting (No Pass)

ATI RN

Fundamentals Exceeding (Proficiency level 3) Meeting (Proficiency level 2) Approaching (Proficiency level 1) Not Meeting (Proficiency level below 1)

Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of

2: Explain the principles and techniques used by the nurse to meet the basic physical and psychosocial needs of the client. 3: Incorporate

2: Describe nursing care techniques appropriate to meeting the basic physical and psychosocial needs of the client. 3: Use the

** Same As above ** Same As above ** Same As above ** Same As above

patients within a family and community context.

the nursing process as the foundation of nursing practice. 4: Describe how to perform data collection that assesses the holistic needs of the client and assists the client to progress from illness to wellness.

nursing process to choose, prioritize, and evaluate the effectiveness of nursing care. 4: Interpret client data in order to choose evidenced based nursing interventions that assist the client to achieve optimal well-being.

Professional

identity:

Implement one's

role as a nurse in

ways that reflect

integrity,

responsibility,

ethical practices,

and an evolving

identity as a

nurse committed

to evidence-

based practice,

caring,

advocacy, and

safe quality care

for diverse

5: Explore interdisciplinary care strategies as part of a holistic nursing plan of care.

5: Employ interdisciplinary strategies to ensure client safety, illness prevention, and recognition of alterations in normal functioning.


patients within a

family and

community

context.

Summary of Student Evaluations of Course and Instruction: (Based on 21 responses out of 25 possible responders)

95.2- 100% of students strongly agreed or agreed that they met course objectives. (**see note under additional comments)

76.2% of students rated satisfaction with the course as either good or excellent

95.2% of students strongly agreed or agreed that the methods of instruction utilized in this course enhanced learning. Many students commented that they enjoyed the discussions and the stimulation of critical thinking.

90.4% of students rated their satisfaction with the instructor as excellent, very good, or good. Some commented that things should be slowed down a bit and explained more in depth.


33.3% of students disagreed or strongly disagreed that the textbooks helped to learn and synthesize nursing knowledge in this course. All

comments were in regards to the electronic textbooks that students struggled getting used to them and didn‟t like reading from the computer all

the time.

The ATI Fundamentals predictor exam showed an Adjusted Group of 64.3% compared to the National average of 69.2%. This is slightly

lower than performance from previous classes. Below are areas in which the group performed well below expectations and require review:

o Positioning to prevent contractures and prevention of foot drop o Infection control measures especially removal of PPE o Perineal care and bathing a client diagnosed with dementia o Use of restraints (related to information technology) o Assistive devices including use of canes & crutches and assisting with hearing aids o Assessment of heart sounds and bowel sounds

Results

Number of Students Assessed: 25

Student Learning Outcome % Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting

SLO 1-5 Course 48 20 20 12 68

HESI Case Studies 76 0 0 24 76

Lab Quizzes 68 16 4 12 84

Unit Exams (Overall) 32 24 20 24 56

o Exam 1 (29 students) 44.8 17.2 13.8 24.1 62

o Exam 2 (27 students) 11.1 22.2 22.2 44.4 33.3

o Exam 3 (27 students) 55.6 18.5 7.4 18.5 74.1

o Exam 4 (25 students) 20 24 16 40 44

o Exam 5 (25 students) 48 16 20 16 64

Final Exams 48 12 12 28 60

ATI Exam 8 20 32 40 28

Skill Proficiency - 88 - 12 88


Student Learning Outcome Proposed Action

Course There was a significant drop in the number of students who met or exceeded expectations from the previous year. This change in academic performance has been seen across the program with this class. We are performing a systematic evaluation of this as there were no significant changes, other than the change to e-Textbooks, to the course or its curriculum.

Exams 2 & 4 Exam 2 had a very good reliability coefficient of 0.85 so have reviewed the questions that were statistically a problem and will revise. Exam 4 had a lower reliability coefficient of 0.67 so will evaluate the exam and content for improvement.

e-Textbooks Based on feedback regarding the e-Textbooks, they will probably be made optional for students instead of being required. Will also work to improve student orientation to these resources by introducing the concept at accepted student days. Have also worked with the Elsevier representative to put together electronic guides that will be emailed to students before semester starts allowing students a jump start on learning these resources.

Skill proficiency The skill proficiency testing was moved to later in the semester than in previous years and the first less complex proficiency was eliminated from the semester. Statistics revealed a significant number of students required 2 attempts to pass the medication proficiency, as well as an increased number of students who did not meet expectations. There was also a dramatic decrease in use of the open lab early in the semester noted. This was most likely due to the lack of incentive from moving the proficiency exam. Will consider moving the skill proficiency back to an earlier time in the semester and reinstituting a less complex proficiency before starting medications so students understand testing expectations.

Additional comments:

The student survey used did not assess course objectives precisely; however questions asked did reflect the general principle of these objectives.

Future student surveys will need to be reworded to more directly assess these objectives.

Included in the assessment data is 1 student who did not withdraw from the course but stopped attending class and completing assignments

resulting in an „F‟ for the course. Also included were 2 students who were informed that they would not be successful in course due to not meeting

expectations on the Medication Administration proficiency. They continued with class to try to maintain their GPA but did not consistently

complete assignments and continued to perform poorly on exams and both ended up with an „F‟ for the course. 3 students received a „0‟ on the

ATI Exam because they did not complete the required practice exam prior to testing and 1 student didn‟t show up to take the exam. Additionally,

the student who withdrew for personal reasons had been exceeding expectations therefore impacting the statistical numbers.


Course: NURS 110 Fundamentals of Nursing, Sivers


Date course reviewed: 01/07/2012 Reviewed by: D. Sivers


31 7 6 were related to poor academic

performance

1 for personal reasons

The course will:

6. Identify evidence based therapeutic interventions designed to promote, maintain, and restore client wellness. 7. Explain the principles and techniques used by the nurse to meet the basic physical and psychosocial needs of the client. 8. Incorporate the nursing process as the foundation of nursing practice. 9. Describe how to perform data collection that assesses the holistic needs of the client and assists the client to progress from illness to

wellness. 10. Explore interdisciplinary care strategies as part of a holistic nursing plan of care.


6. Apply evidenced based therapeutic interventions in order to promote, maintain, and/or restore client health and well-being. 7. Describe nursing care techniques appropriate to meeting the basic physical and psychosocial needs of the client. 8. Use the nursing process to choose, prioritize, and evaluate the effectiveness of nursing care. 9. Interpret client data in order to choose evidenced based nursing interventions that assist the client to achieve optimal well-being. 10. Employ interdisciplinary strategies to ensure client safety, illness prevention, and recognition of alterations in normal functioning.

Program

Student Learning

Outcome

Course

Objective

Course

Student Learning

Outcome

Learning Activity Data Source

(List assignments, exercises,

exams, and/or

questions, etc.

that measure this

outcome)

Assessment Measure

(Describe how the data

source(s) are

measured, e.g.,

grading scales,

rubrics, etc.)


(Describe criteria for categorizing

performances as

Exceeding,

Meeting,

Approaching, and

Not

Meeting the Learning Outcome)

Human


1 1 Facilitated discussion

Group case studies

Reading assignments

Conceptual mapping

Audio/visuals

Pre-lecture preparatory assignments (5 worth 5% of grade w/ credit based on completion of assignment)

HESI Case Studies (10 worth 10% of course grade)

Unit Exams (5 worth 50% of course grade)

Final Exam (worth 20% of course grade)

Lab Quizzes (5 worth 10% of course grade)

Skill Proficiency Exams (1 required to pass)

ATI RN Fundamentals Exam (worth 5% of grade)

HESI Case Studies were assessed using a percentage-based grading scale

Exams were assessed using a percentage-based grading scale

Final exam was assessed using a percentage-based grading scale

Lab quizzes were assessed using a percentage-based grading scale

Skill Proficiency was assessed using a grading rubric

ATI RN Fundamentals exam was assessed using a grading rubric

HESI Case Studies Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not Meeting (<70%)

Exams Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%) Not Meeting (<70%) Final Exam Exceeding (80-100%) Meeting (75-79%): Approaching (70-74%): Not Meeting (<70%) Lab Quizzes Exceeding (80-100%) Meeting (75-79%) Approaching (70-74%): Not Meeting (<70%)

Skill Proficiency Meeting (Pass) Not Meeting (No Pass)

ATI RN

Fundamentals Exceeding (Proficiency level 3) Meeting (Proficiency level 2) Approaching (Proficiency level 1) Not Meeting (Proficiency level below 1)


2,3,4 2,3,4 ** As above ** As above ** As above ** As above

Professional identity: Implement one's role as a nurse in ways that reflect integrity,

5 5 ** As above ** As above ** As above ** As above

responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context.


100% of students strongly agreed or agreed that all SLO‟s for this course objective were met. (**see note under additional comments)

89.5% of students rated their satisfaction with the course as either good or excellent

100% of students strongly agreed or agreed that the methods of instruction utilized in this course enhanced learning

100% of students strongly agreed or agreed that the instructor‟s conduct and methods of instruction enhanced learning 100% of students rated their satisfaction with the instructor as excellent or very good


26.4% of students disagreed or strongly disagreed that the textbooks helped to learn and synthesize nursing knowledge in this course. All

comments regarding this dissatisfaction were all related to the eTextbook mode of delivery as opposed to the content of the textbooks.

The ATI Fundamentals predictor exam showed an Adjusted Group of 64.3% compared to the National average of 69.2%. This is slightly

lower than performance from previous classes. Below are areas in which the group performed well below expectations and require review:

o Positioning to prevent contractures and prevention of foot drop

o Infection control measures especially removal of PPE

o Perineal care and bathing a client diagnosed with dementia

o Use of restraints (related to information technology)

o Assistive devices including use of canes & crutches and assisting with hearing aids

o Assessment of heart sounds and bowel sounds

Results


Student Learning Outcome % Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting Course 54.2 8.3 25.0 12.5 62.5

HESI Case Studies 79.2 8.3 0 12.5 87.5

Lab Quizzes 83.3 0 4.2 12.5 83.3

Unit Exams (Overall) 33.4 8.3 20.8 37.5 41.7

o Exam 1 (31 students) 35.4 19.4 6.5 38.7 54.8

o Exam 2 (30 students) 33.3 26.7 10.0 29.0 58.1

o Exam 3 (29 students) 41.4 17.2 20.7 20.7 58.6

o Exam 4 (24 students) 25.0 20.8 20.8 33.4 37.5

o Exam 5 (24 students) 29.2 16.7 4.2 50.0 45.8

Final Exams 41.7 25.0 4.2 29.1 66.7

ATI Exam 12.5 25.0 45.8 16.7 37.5

Skill Proficiency - 87.5 - 12.5 87.5



Course We saw a significant drop in the number of students who met or exceeded expectations from the previous year. This change in academic performance has been seen across the program with this class. We are performing a systematic evaluation of this as there were no significant changes, other than the change to e-Textbooks, to the course or its curriculum.

Exams 4&5 Will review these exams as there was an increase in the percentages of students not meeting objectives however the statistical report for these exams showed a high reliability coefficient. This is most likely due to the fact that there were 2 students who stopped attending class and did not withdraw therefore received failing grades for these exams.

e-Textbooks Based on the feedback received regarding the e-Textbooks, will likely make the e-Textbook an option for students rather than a requirement. Also need to ensure that students have adequate information regarding how to set-up and access electronic resources. Handouts have already been gathered and will be included in either the accepted student day information or orientation material.

Skill proficiency The skill proficiency testing was moved to later in the semester than in previous years and there was a significant number of students who required 2 attempts to pass as well as an increased number of students who did not meet expectations. Also so a dramatic decrease in use of the open lab early in the semester, likely due to the lack of incentive from moving the proficiency exam. Will consider moving the skill proficiency back to an earlier time in the semester.


The student survey used did not assess SLO‟s 3, 4, and 5 verbatim however questions asked did reflect the essence of these objectives. Future

student surveys will need to reworded to more directly assess these objectives.

Included in the assessment measure data are 2 students who did not withdraw from the course but stopped attending class and completing

assignments. Also included is 1 student who was informed that she would not be successful in course prior to the withdrawal period but chose to

stay in course. She attended class but did not consistently complete assignments. Additionally, the student who withdrew from the course for

personal reasons had been exceeding expectations therefore impacted these numbers as well.


Course: NURS 120 Nursing Clinical I Semester/Year: Fall 2012

Date course reviewed: 01/11/2013 Reviewed by: J. Krzyston


60 11 2- Personal reasons withdrew from college

7- Poor academic and clinical performance

1- Changed major

1- Unsuccessful in lab competency so

withdrew from college

The course will:

11. Explore impact of internal and external environments on the client. 12. Incorporate the nursing process as the basis for developing holistic client care. 13. Translate basic nursing assessment, communication techniques, and nursing procedures into nursing practice 14. Identify nursing principles, procedures, and techniques used to provide basic, holistic care for the client.


11. Recognize impact of internal and external environments on the client. 12. Use the nursing process to begin developing a holistic client plan of care. 13. Demonstrate basic nursing assessment, communication techniques, and nursing procedures in the care of the client. 14. Employ appropriate principles, procedures, and techniques in the basic, holistic care of the client.

Program

Student

Learning

Outcome

Course

Objective

Course

Student

Learning

Outcome


(List assignments,

exercises,

exams, and/or questions, etc.

that measure this

outcome)

Assessment

Measure

(Describe how the

data source(s) are

measured, e.g.,

grading scales,

rubrics, etc.)

Performance

Criteria

(Describe criteria

for categorizing performances as

Exceeding,

Meeting,

Approaching, and

Not

Meeting the

Learning Outcome)

Human


1: Explore impact of internal and external environments on the client.

1: Recognize impact of internal and external environments on the client.

Hands-on Skills Practice

Scenario based learning

Supervised clinical practice

Facilitated group debriefing

Written care planning

Observation of interdisciplinary client care

Group Practice Sessions

Safe competent performance in the clinical setting

Written assignments:

Data collection and physical assessment

Concept map

Maslow map

Written assignments: must pass 7 out of 10 assignments.

Maslow and Concept map: Rubric with a passing grade of 7 out of 9

Data collection: 5.5 out of 7 to pass

Rotation Objectives: 7.5 out of 10 to pass

Clinical performance evaluation tool: pass/not pass; must achieve at

Written

assignments Meeting 7/10(Pass) Not Meeting <7/10(No Pass) Clinical

Performance

Evaluation Exceeding (154-192) Meeting (144-153) Approaching (134-143) Not Meeting (133 or <)

least 144 points on final evaluation to achieve a pass.


2: Incorporate the nursing process as the basis for developing holistic client care. 3: Translate basic nursing assessment, communication techniques, and nursing procedures into nursing practice

2: Use the nursing process to begin developing a holistic client plan of care. 3: Demonstrate basic nursing assessment, communication techniques, and nursing procedures in the care of the client.


Professional identity: Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-

4: Identify nursing principles, procedures, and techniques used to provide basic, holistic care for the client.

4: Employ appropriate principles, procedures, and techniques in the basic, holistic care of the client.


based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context.


95.8-100% of students strongly agreed or agreed that they met most of the course objectives (**see note under additional comments)

87.5% strongly agreed or agreed that they had efficient knowledge in medication administration and the nursing process.

83.3% of students rated satisfaction with the course as either good or excellent. Student comments were overall positive about their learning experience and really loved the clinical setting.


95.8% of students strongly agreed or agreed that the clinical agencies provided a positive learning environment. Some students commented

that overall the facilities were receptive but in some institutions they didn‟t feel welcome but no specific agency was mentioned.

Results


Student Learning Outcome % Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting

SLO 1-4 Course 73.4 26.5 73.4

Written Assignments 73.4 26.5 73.4

Clinical Performance Evaluation

40.8 32.6 8.2 18.4 73.4



Course Again in this course we are seeing a significant drop in the number of students who met or exceeded expectations from the previous year. We are performing a systematic evaluation of this as there were no significant changes to the course or its curriculum.

Written Assignments Many of these students stopped coming to clinical and completing written assignments which prevented them from meeting expectations. Some of these students were struggling with the assignments and it was also noted in the student course evaluations that students felt they weren‟t meeting these expectations. We will split the students among faculty in order to monitor them more closely to make sure they are receiving adequate remediation.

Clinical Performance Evaluation Student performance was discussed in our semester end clinical adjunct meeting and overall faculty felt that this group of students was noticeably weaker than past years. This is probably due to students not spending enough time practicing in open lab so it was discussed that maybe we could mandate a minimum amount of hours students need to attend open lab. It was also identified that students were weak in abbreviations so we will move the learning module to earlier in the semester. We will also try to get the medication administration proficiency scheduled earlier in the semester so students can have more exposure to medications due to the feedback received above from students on course evaluations.


The student survey used did not assess course objectives precisely; however questions asked did reflect the general principle of these objectives.

Future student surveys will need to be reworded to more directly assess these objectives.


Course: NURS 200


Enrollment 50 Withdrawals 3 Reason: Personal Reasons

COURSE OBJECTIVES: This course will:

1. Reinforce and expand upon the concepts of assessment and the nursing process for complex clients. 2. Utilize evidence-based practice as a foundation for the care of complex, diverse clients with various physiological and psychological

disorders. 3. Emphasize pharmacological principles in the care of complex clients.

STUDENT LEARNING OUTCOMES: At the completion of this course, the student will:

1. Integrate the nursing process in the care of acute or chronic problems of complex clients. 2. Apply a holistic approach to the care to diverse client populations. 3. Utilize pharmacological and nursing principles in relation to client needs. 4. Implement strategies for decision making, prioritization, and delegation to assure the delivery of competent, safe care. 5. Differentiate the roles of the nurse as advocate, liaison, co-coordinator, and colleague within the healthcare team.

Program Student

Learning Outcome

Course

Objective

Course Student

Learning Outcome


(List assignments,

exercises,

exams, and/or

questions, etc.

that measure this

outcome)

Assessment

Measure (Describe how

the data

source(s) are

measured, e.g.,

grading scales,

rubrics, etc.)

Performance

Criteria (Describe criteria

for categorizing

performances as

Exceeding,

Meeting,

Approaching,

and Not Meeting the

Learning

Outcome)

Human flourishing: Advocate for patients and families that promote their self-determination, integrity, and ongoing growth as human beings.

Objective 1, 2 1, 2, 4,5 Discussions Lecture Case Studies ATI Modules

Exams Writing Assignment

Grading scale: 75% or greater is passing Writing assignment rubric

80 – 100%-Exceeding 75 - meeting 70-74 – approaching <70 – Not meeting


Objective 1, 2, 3 1, 2, 3, 4, 5 Discussions Lecture Case Studies ATI Modules

Exams Writing Assignment ATI Modules



Professional identity: Implement one's role as a nurse

Objective 1, 2 1, 2, 3, 4, 5 Discussions Lecture Case Studies

Exams Writing Assignment

Grading scale: 75% or greater is passing

80 – 100%-Exceeding 75 - meeting

in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context.

ATI Modules ATI Modules Writing assignment rubric

70-74 – approaching <70 – Not meeting

Spirit of inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer insights to improve the quality of care for patients, families, and communities.

Objective 1, 2 1, 2, 4, 5, 6 Discussions Lecture Case Studies ATI Modules

Exams Writing Assignment ATI Modules



Summary of Student Evaluations of Course and Instruction: Objective 1 – 100% agree or strongly agree Objective 2 – 100% agree or strongly agree Objective 3 – 98% agree or strongly, 2% disagree Objective 4 – 100% agree or strongly agree

Objective 5 – 100% agree or strongly agree Facilities on campus – 96% agree or strongly agree they meet needs, 4% disagree Exams being fair – 25% strongly agree, 65% agree, 11% disagree Textbook – 93% agree with book, 7% dislike book Course satisfaction – 49% - excellent, 51% good Instructor held attention of class – 82% strongly agree, 18% agree Instructor had atmosphere of trust – 80% strongly agree, 20% agree Instructor was punctual and well-prepared – 85% strongly agree, 15% agree Overall satisfaction with instructor – 60% excellent, 36% very good, 4% good

Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): Students are seeking more case studies and NCLEX style questions incorporated into lectures. Also, requested more space on notes to write down what instructor says. Liked the ATI pharm modules but desire more pharm content in lecture.

Results


Learning Outcome % Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting 1-5 41% 55% 2% 2% 96%


Learning Outcome Proposed Action Timeline SLO 3 Incorporate more pharm content into lecture Spring 2013

SLO 5 Create more opportunities for group work through addition of case studies and scenarios

Spring 2013


Course: NURS 200 - Seminar


Enrollment 50 Withdrawals 3 Reason Personal Reasons


1. Incorporate concepts of assessment and the nursing process/concept mapping for complex clients. 2. Present and review medication calculations. 3. Examine the concepts of teaching/learning theory for the promotion of client health. 4. Explore professional issues and roles in nursing practice. 5. Present case studies/scenarios for critical thinking/correlation discussion.


1. Perform and document complete head to toe physical assessment of complex clients. 2. Accurately calculate complex drug dosages. 3. Articulate prioritization of client needs during scenario debriefing. 4. Demonstrate teaching for selected client populations by completing the teaching project. 5. Identify and articulate issues and roles of the professional nurse.

Program Student

Learning Outcome

Course

Objective

Course Student

Learning Outcome


(List assignments,

exercises,

exams, and/or

questions, etc.

that measure this

outcome)

Assessment

Measure (Describe how

the data

source(s) are

measured, e.g.,

grading scales,

rubrics, etc.)

Performance

Criteria (Describe criteria

for categorizing

performances as

Exceeding,

Meeting,

Approaching,

and Not Meeting the

Learning

Outcome)


Objective 3, 5 SLO 3, 4 Case studies Power Points Scenarios Lecture

Participation in scenarios and case studies Complete and present community teaching project

Grading rubric for community project

3. exceeds expectations 2. meets expectations 1.Below expectations


Objective 1, 2, 5 SLO 1, 2, 3 Lab scenarios Lectures Discussions ATI modules Practice questions

Quizzes – 4 Lab participation Assessment documentation assignments

80% or greater on math calculation test within 2 attempts Active participation in scenarios/case studies

80% or greater on math calculation test within 2 attempts

Professional identity: Implement one's role as a nurse

Objective 4 SLO 5 Power Point Lectures Journals

Quizzes Journals

Students will journal and reflect on clinical

3. exceeds expectations 2. meets

in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context.

issues and relate the issues to the role of the professional nurse and seminar topics.

expectations 1.Below expectations


Objective 3 SLO 4 Power Point Lecture Discussions

Community Teaching Project

Student groups will successfully complete and present a community teaching project.

3. exceeds expectations 2. meets expectations 1.Below expectations

Summary of Student Evaluations of Course and Instruction: Objective 1 – 98% agree or strongly agree, 2% disagree Objective 2 – 95% agree or strongly agree, 5% disagree Objective 3- 95% agree or strongly agree, 5% disagree

Objective 4 - 95% agree or strongly agree, 5% disagree Objective 5 - 98% agree or strongly agree, 2% disagree Students stated that many topics were those they felt they covered last year, wanted more time with mannequins, felt they wanted more adequate preparation for quizzes, felt the class was interesting, would like more pharmacology topics, enjoyed the two guest speakers.

Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): Wanted more hands-on with mannequins Good feedback from students regarding teaching project.

Results


Learning Outcome % Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting

1-5 96% 4%


Learning Outcome Proposed Action Timeline SLO 5 Journal grading criteria will be revised to make

expectations clearer to students to maximize learning.

SLO 3, 4 Augment case studies and scenarios to increase practice assessment time with mannequins.

SLO 4 Will include guidelines for in class presentation of the projects

Other:


Course: NURS 220


Enrollment 18 Withdrawals 0 Reason -

Program Student Learning Outcome

Course Objective

Course Student Learning

Outcome

Learning Activity Data Source (List

assignments,

exercises,

exams, and/or

questions, etc.

that measure this

outcome)

Assessment Measure

(Describe how

the data

source(s) are

measured, e.g.,

grading scales,

rubrics, etc.)


(Describe criteria

for categorizing

performances as

Exceeding,

Meeting,

Approaching,

and Not Meeting the

Learning

Outcome)


1. Focus on the therapeutic relationship and communication in the care of various clients. 5. Examine legal and ethical issues related to psychiatric

1. Integrate an eclectic and holistic approach to mental health nursing at various stages of the life cycle based on evidence based practice.

Lecture and discussion

Case studies

Tests

Quizzes ATI Proctored

Exam

Patient teaching assignment

Scantron item analysis ATI levels Rubric

Exceeding (80-100%): Meeting (75-79%): Approaching (70-74%): Not meeting (<70%):

clients. 6. Explore the various professional roles of the nurse.

4. Analyze current legal and ethical issues that impact care of the mentally ill. 5. Demonstrate the ability to identify the characteristics and appropriate usage of therapeutic communication and barriers to communication. 6. Understand the role of the professional nurse in the care of the psychiatric client including safety, prioritization and delegation of care.

Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a

1. Focus on the therapeutic relationship and communication in the care of various clients. 2. Integrate the nursing process and concept mapping as a critical thinking

1. Integrate an eclectic and holistic approach to mental health nursing at various stages of the life cycle based on evidence based practice. 2. Effectively


Case studies

ATI modules

Role play

Tests

Quizzes

ATI Proctored Exam



family and community context.

tool in the care of psychiatric clients utilizing evidence-based practice. 3. Present and integrate interventions including pharmacological agents for clients with mental illnesses. 5. Examine legal and ethical issues related to psychiatric clients.

utilize the nursing process to care for various mental illnesses. 3. Accurately integrate the nursing implications and client education related to the administration of pharmacological treatments 4. Analyze current legal and ethical issues that impact care of the mentally ill. 5. Demonstrate the ability to identify the characteristics and appropriate usage of therapeutic communication and barriers to communication. 6. Understand the role of the professional nurse in the care of the psychiatric client including safety,

prioritization and delegation of care.


4. Explore social, ethnic, and cultural diversity in the care of clients. 5. Examine legal and ethical issues related to psychiatric clients. 6. Explore the various professional roles of the nurse.

1. Integrate an eclectic and holistic approach to mental health nursing at various stages of the life cycle based on evidence based practice. 4. Analyze current legal and ethical issues that impact care of the mentally ill. 5. Demonstrate the ability to identify the characteristics and appropriate usage of therapeutic communication and barriers to communication. 6. Understand the role of the professional nurse in the care of the psychiatric client including


Case studies

Tests


Exam

Patient teaching assignment



safety, prioritization and delegation of care.


2. Integrate the nursing process and concept mapping as a critical thinking tool in the care of psychiatric clients utilizing evidence-based practice. 4. Explore social, ethnic, and cultural diversity in the care of clients. 5. Examine legal and ethical issues related to psychiatric clients.

1. Integrate an eclectic and holistic approach to mental health nursing at various stages of the life cycle based on evidence based practice. 4. Analyze current legal and ethical issues that impact care of the mentally ill.


Tests


Exam

Scantron item analysis ATI levels



1) Objective 1 – Upon completion of this course, I am able to integrate an eclectic and holistic approach to mental health nursing at various

stages of the life cycle based on evidence based practice.100% agree (agree and strongly agree)

2) Objective 2 – Upon completion of this course, I am able to utilize the nursing process to care for various DSM-IV mental illnesses. 88%

agree or strongly agree, 12% disagree

3) Objective 3 – Upon completion of this course, I am able to integrate the nursing implications related to the administration of psychotropic

pharmacological treatments.100 % agree or strongly agree

4) Objective 4 – Upon completion of this course, I am able to incorporate psychosocial and cultural needs of the client to the observed

behavior. 100% agree or strongly agree

5) Objective 5 – Upon completion of this course, I am able to integrate current legal and ethical issues that impact care of the mentally ill.

100% agree or strongly agree

6) Objective 6 Upon completion of this course, I am able to demonstrate the ability to identify the characteristics and appropriate usage of

therapeutic communication and barriers to communication.– 100 % agree or strongly agree

7) Objective 7 Upon completion of this course, I am able to understand the role of the professional nurse in the care of the psychiatric client

including safety, prioritization and delegation of care.– 100% agree or strongly agree

94% graded overall course satisfaction as good or excellent, 6% rated as fair.

Results



1-7 89% 11% 0% 0% 100%


Learning Outcome Proposed Action Timeline Integrate the nursing implications related to the administration of psychotropic pharmacological treatments.

Continue to use ATI Pharm Modules (new Fall 2012) improvement in test items. Review ATI technology as some had trouble with the modules and reported that on evaluation.

For Spring 2013

Understands the role of the professional nurse in the care of the psychiatric client including safety, prioritization and delegation of care.

Increase instruction time spent on restraints and legal, low scores on ATI exam in this area.

For Spring 2013


Course: NURS 230


Enrollment 50 Withdrawals 3 Reason - Personal reasons


1. Provide clinical experiences that incorporate evidence-based concepts in the care of complex clients. 2. Explores the prioritization of physical and psychosocial aspects of client care using the nursing process. 3. Emphasize the varied professional roles of the nurse in the clinical setting.


1. Successfully integrate individual plans of care using the nursing process and Maslow‟s Hierarchy to holistically care for diverse, complex clients.

2. Safely perform nursing procedures, principles, and techniques based on evidence-based practice while caring for diverse, complex clients. 3. Effectively utilize therapeutic communication and caring behaviors in meeting the needs of the client. 4. Provide accurate client education. 5. Competently perform the roles of the professional nurse within the health care team. 6. Demonstrate proficient decision making, prioritization, delegation and critical thinking in the care of diverse, complex clients. 7. Adhere to legal, ethical, and professional standards and behaviors.

Program Student

Learning Outcome

Course

Objective

Course Student

Learning

Outcome


(List

assignments,

exercises,

exams, and/or questions, etc.

that measure this

outcome)

Assessment

Measure

(Describe how

the data

source(s) are measured, e.g.,

grading scales,

rubrics, etc.)

Performance

Criteria

(Describe criteria

for categorizing

performances as Exceeding,

Meeting,

Approaching,

and Not

Meeting the

Learning

Outcome) Human flourishing: Advocate for patients and families that promote their self-determination, integrity, and ongoing growth as human beings.

Objectives 1, 2 Outcomes 1, 3, 4, 5

∙Direct client care ∙Clinical Paperwork ∙Lecture/workshops ∙Pre/post-conference

∙Meets or exceeds on Clinical Evaluation Tool ∙Average of 75% or greater on clinical paperwork

∙ Clinical Evaluation Tool Rubric ∙Clinical paperwork rubric

∙ Clinical Evaluation Tool Rubric – 3: exceeds expectations, 2: meets expectations, 1: not meeting expectations ∙Clinical paperwork rubric- 75% - meets expectations, <75% not meeting, >80% exceeds expectations

Nursing judgment: Make judgments in practice,

Objectives 1, 2, 3 Outcomes 1, 2, 6 ∙Direct client care ∙Clinical Paperwork ∙Lecture/workshops

∙Meets or exceeds on Clinical Evaluation Tool

∙ Clinical Evaluation Tool Rubric

∙ Clinical Evaluation Tool Rubric – 3:

substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.

∙Pre/post-conference

∙Average of 75% or greater on clinical paperwork

∙Clinical paperwork rubric

exceeds expectations, 2: meets expectations, 1: not meeting expectations ∙Clinical paperwork rubric- 75% - meets expectations, <75% not meeting, >80% exceeds expectations


Objective 3 Outcomes 1, 2, 3, 4, 5, 6, 7




∙ Clinical Evaluation Tool Rubric – 3: exceeds expectations, 2: meets expectations, 1: not meeting expectations ∙Clinical paperwork rubric- 75% - meets expectations, <75% not meeting, >80% exceeds expectations

Spirit of inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status

Objectives 1,2, 3 Outcomes 1, 3, 5, 6,




∙ Clinical Evaluation Tool Rubric – 3: exceeds expectations, 2: meets

quo, question underlying assumptions, and offer insights to improve the quality of care for patients, families, and communities.

expectations, 1: not meeting expectations ∙Clinical paperwork rubric- 75% - meets expectations, <75% not meeting, >80% exceeds expectations

Summary of Student Evaluations of Course and Instruction: 8) Objective 1 – 100% agree (agree and strongly agree) 9) Objective 2 – 97% agree or strongly agree, 3% disagree 10) Objective 3 – 100 % agree or strongly agree 11) Objective 4 – 97% agree or strongly agree, 3% disagree 12) Objective 5 – 93% agree or strongly agree, 7% disagree 13) Objective 6 – 90 % agree or strongly agree, 10% disagree 14) Objective 7 – 100% agree or strongly agree 15) Objective 8 – 70% agree or strongly agree, 17% disagree, 13 % strongly disagree 97% agree that campus facilities meet their needs. 93% agree that the clinical agencies provided a positive learning environment, 7% disagreed 100% agreed that they received enough technology instruction for the course. 83% graded overall course satisfaction as good or excellent, 13% rated as fair, 3% rated it as poor

Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): Student feedback supported poster presentation in mid-conference.

Results



1-7 100



SLO 1 - Paperwork Eliminate rationale essay and put rationale into column format. Adding the verbage: “because at the cellular or organ level…” Students will be required to use patho or MS book in order to complete rationale.

For Spring 2013 – Clinical 4

SLO 6 Increase use of “pod” nursing among students to increase care of complex and diverse patient populations.

Other:


Course: Nursing 255, Maternal Child Nursing


Date course reviewed: Reviewed by:


29 1 Did not return from October break

Course Objectives 1. This course will expand on the nursing care of the maternity, postpartum, newborn and pediatric populations using evidence based practice

concepts.

2. The course will emphasize pharmacological interventions in the care of the maternity, post-partum, newborn, and pediatric populations

Course Student Learning Outcomes here: 4

1.. Apply the nursing process utilizing Maslow’s hierarchy of needs in caring for childbearing individuals/families, newborns and pediatric

clients who are experiencing acute or chronic alterations in health.

2.. Identify the common pharmacological interventions and treatments for the childbearing and pediatric population. 3.. Demonstrate knowledge of therapeutic communication principles essential to interacting with and providing care for clients and family members. 4.. Demonstrate an understanding of the role of the professional registered nurse related to assessment, teaching, prioritization and delegation in both the acute care and community setting for the childbearing and pediatric populations.

Program Student

Learning

Outcome

Course Objective

Course Student Learning Outcome

Learning Activity Data Source (List

assignments,

exercises,

exams, and/or

questions, etc.

that measure

this outcome)

Assessment Measure

(Describe how

the data

source(s) are

measured, e.g.,

grading scales,

rubrics, etc.)


(Describe

criteria for

categorizing

performances as

Exceeding,

Meeting, Approaching,

and Not

Meeting the

Learning

Outcome) 1.Human flourishing: Advocate for patients and families that promote their self-determination, integrity, and ongoing growth as human beings

1.This course will expand on the nursing care of the maternity, postpartum, newborn and pediatric populations using evidence based practice concepts.

1.. Apply the

nursing process

utilizing Maslow’s

hierarchy of needs

in caring for

childbearing

individuals/families,

newborns and

pediatric clients

who are

experiencing acute

or chronic

alterations in

health.

3... Demonstrate knowledge of therapeutic

Case studies

Power point presentations

Lectures

ATI program

Infant/Adult manikin use

Text Book readings

*The RN practice ATI maternity exam. *The RN practice ATI Care of children exam *The RN ATI proctored maternity exam.

ATI RN Maternity practice exam : 0 % -100% grading scale. *ATI RN Nursing care of Children Practice exam : 0% - 100 % grading scale The RN ATI Proctored maternity exam:

Exceeding expectations= greater than 80% on the ATI RN Maternity and Nursing care of children practice exams. Meeting expectations: 80 % on the ATI RN Maternity and Nursing care of children practice exams. Not meeting expectations: < 80% on the RN ATI Maternity and nursing care of children practice exams

communication principles essential to interacting with and providing care for clients and family members. 4.. Demonstrate an understanding of the role of the professional registered nurse related to assessment, teaching, prioritization and delegation in both the acute care and community setting for the childbearing and pediatric populations.

*The RN ATI proctored Care of children exam. * 3 hourly in class course exams. *1 final

level grading scale of : Below 1 Level 1 Level 2 Level 3 The RN ATI Proctored care of children exam: level grading scale of: Below 1 Level 1 level 2 Level 3 0%- 100 % grading scale 0 %- 100 % grading scale

Exceeding expectations : level 3 on the RN Maternity and the RN Nursing care of children proctored exam.

Meeting expectations: Level 2 on the RN Maternity and the RN nursing care of children proctored exams

Not meeting expectations: Level 1 or below level 1 on the RN Maternity and Nursing care of children Proctored exams.

Exceeding expectations: 80% or greater hourly course exam course average . Meeting expectations: 75 %-79 % hourly exam course average

cumulative exam Not meeting expectations: <75% hourly exam course average Exceeding expectations: > 80 % on the cumulative final exam

Meeting expectations: 75 %-80% on the cumulative final exam

Not meeting

expectations: < 75 % on the cumulative final exam.

2. Nursing judgment: Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and promote the

1.. This course will expand on the nursing care of the maternity, postpartum, newborn and pediatric populations using evidence based practice concepts. 2.. The course

1.. Apply the

nursing process


hierarchy of needs

in caring for

childbearing


newborns and

pediatric clients

who are

Case studies


Lectures

ATI program

Infant/Adult manikins use

Text Book readings

*The RN practice ATI maternity exam. *The RN practice ATI Care of children exam

ATI RN Maternity practice exam : 0 % -100% grading scale. *ATI RN Nursing care of Children Practice exam : 0% - 100 % grading scale

Exceeding expectations= greater than 80% on the ATI RN Maternity and Nursing care of children practice exams.

Meeting expectations: 80 % on the ATI RN Maternity and

health of patients within a family and community context.

will emphasize pharmacological interventions in the care of the maternity, post-partum, newborn, and pediatri

experiencing acute

or chronic

alterations in

health.

2.. Identify the common pharmacological interventions and treatments for the childbearing and pediatric population. 4.. Demonstrate an understanding of the role of the professional registered nurse related to assessment, teaching, prioritization and delegation in both the acute care and community setting for the childbearing and pediatric populations.

*The RN ATI proctored maternity exam. *The RN ATI proctored Care of children exam. * 3 hourly in class course exams.

The RN ATI Proctored maternity exam: level grading scale of : Below 1 Level 1 Level 2 Level 3 The RN ATI Proctored care of children exam: level grading scale of: Below 1 Level 1 level 2 Level 3 0%- 100 % grading scale

Nursing care of children practice exams.

Not meeting expectations: < 80% on the RN ATI Maternity and nursing care of children practice exams

Exceeding

expectations : level 3 on the RN Maternity and the RN Nursing care of children proctored exam.

Meeting expectations: Level 2 on the RN Maternity and the RN nursing care of children proctored exams


Exceeding expectations:

*1 final cumulative exam

0 %- 100 % grading scale

80% or greater hourly course exam course average .

Meeting expectations: 75 %-79 % hourly exam course average Not meeting expectations: <75% hourly exam course average

Exceeding expectations: > 80 % on the cumulative final exam

Meeting expectations: 75 %-80% on the cumulative final exam

Not meeting


Professional identity: Implement one's role as a nurse in ways that reflect integrity,

This course will expand on the nursing care of the maternity, postpartum, newborn and

1.. Apply the

nursing process


hierarchy of needs

in caring for

Case studies


Lectures

ATI program use

*The RN practice ATI maternity exam. *The RN practice ATI Care of

ATI RN Maternity practice exam : 0 % -100% grading scale. *ATI RN

Exceeding expectations= greater than 80% on the ATI RN Maternity and Nursing care of

responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe quality care for diverse patients within a family and community context.

pediatric populations using evidence based practice concepts.

childbearing


newborns and

pediatric clients

who are

experiencing acute

or chronic

alterations in

health.

2.. Identify the common pharmacological interventions and treatments for the childbearing and pediatric population. 3.. Demonstrate knowledge of therapeutic communication principles essential to interacting with and providing care for clients and family members. 4… Demonstrate an understanding of the role of the professional registered nurse related to assessment,


Text Book readings

children exam *The RN ATI proctored maternity exam. *The RN ATI proctored Care of children exam.

Nursing care of Children Practice exam : 0% - 100 % grading scale The RN ATI Proctored maternity exam: level grading scale of : Below 1 Level 1 Level 2 Level 3 The RN ATI Proctored care of children exam: level grading scale of: Below 1 Level 1 level 2 Level 3

children practice exams. Meeting expectations: 80 % on the ATI RN Maternity and Nursing care of children practice exams. Not meeting expectations: < 80% on the RN ATI Maternity and nursing care of children practice exams Exceeding

expectations : level 3 on the RN Maternity and the RN Nursing care of children proctored exam. Meeting expectations: Level 2 on the RN Maternity and the RN nursing care of children proctored exams

Not meeting expectations: Level 1 or below level 1 on the RN Maternity and

teaching, prioritization and delegation in both the acute care and community setting for the childbearing and pediatric populations

* 3 hourly in class course exams. *1 final cumulative exam

0%- 100 % grading scale 0 %- 100 % grading scale

Nursing care of children Proctored exams.

Exceeding expectations: 80% or greater hourly course exam course average .

Meeting expectations: 75 %-79 % hourly exam course average

Not meeting expectations: <75% hourly exam course average


Meeting expectations: 75 %-80% on the cumulative final exam Not meeting


Spirit of inquiry: Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer insights to improve the quality of care for patients, families, and communities

1..This course will expand on the nursing care of the maternity, postpartum, newborn and pediatric populations using evidence based practice concepts

1.. Apply the

nursing process


hierarchy of needs

in caring for

childbearing


newborns and

pediatric clients

who are

experiencing acute

or chronic

alterations in

health.

4.. Demonstrate an understanding of the role of the professional registered nurse related to assessment, teaching, prioritization and delegation in both the acute care and community setting for the childbearing and pediatric populations.

Case studies

Power point presentation

Lectures

ATI program use


Text Book readings

Pediatric assignment

*The RN practice ATI maternity exam. *The RN practice ATI Care of children exam *The RN ATI proctored maternity exam. *The RN ATI proctored Care of children exam.

ATI RN Maternity practice exam : 0 % -100% grading scale. *ATI RN Nursing care of Children Practice exam : 0% - 100 % grading scale The RN ATI Proctored maternity exam: level grading scale of : Below 1 Level 1 Level 2 Level 3 The RN ATI Proctored care

Exceeding expectations= greater than 80% on the ATI RN Maternity and Nursing care of children practice exams.

Meeting expectations: 80 % on the ATI RN Maternity and Nursing care of children practice exams.

Not meeting expectations: < 80% on the RN ATI Maternity and nursing care of children practice exams

Exceeding

expectations : level 3 on the RN Maternity and the RN Nursing care of children proctored exam.

Meeting expectations: Level 2 on the RN Maternity and the RN nursing care

* 3 hourly in class course exams. *1 final cumulative exam

of children exam: level grading scale of: Below 1 Level 1 level 2 Level 3 0%- 100 % grading scale 0 %- 100 % grading scale Pass or Not Pass

of children proctored exams


Exceeding expectations: 80% or greater hourly course exam course average . Meeting expectations: 75 %-79 % hourly exam course average

Not meeting expectations: <75% hourly exam course average


Meeting expectations: 75 %-80% on the

Pediatric assignment

cumulative final exam Not meeting


Exceed or meet expectations: Pass

Not exceeding

expectations: Not Pass

Summary of Student Evaluations of Course and Instruction: 75 % of students are satisfied with their ability to apply the nursing process and apply prioritization to nursing care of the Maternal patient, childbearing family and pediatric client populations. 81 % of students are satisfied with their ability to apply pharmacological nursing interventions to the nursing care of the maternal patient, childbearing family, and pediatric client populations. 95 % of students are satisfied with their ability to apply the principles of therapeutic communication in working with the maternal patient, childbearing famioy and pediatric client populations. 100 % of students are satisfied with their ability function in the role of the professional nurse when providing nursing care to the maternal patient, childbearing family, and the pediatric client populations.

Other (clinical evaluations, clinical facilities and units, clinical experiences, practicum experiences, textbooks): Textbook is liked by most students

Results


Course Student

Learning Outcome

% Exceeding % Meeting % Approaching % Not Meeting % Exceeding/Meeting

1.. Apply the nursing

process utilizing

Maslow’s hierarchy of

needs in caring for

childbearing


newborns and pediatric

clients who are

experiencing acute or

chronic alterations in

health.

ATI Maternity practice exam= 100 % ATI Nursing care of children Practice exam= 96.5 % ATI Maternity Proctored exam= 2 students = 1 % ATI nursing care of children Proctored exam= 2 students = 1% 3 hourly exams Exam 1 = 15 st Exam 2 = 18 st Exam 3 = 14 st Final exam= 15

ATI Maternity Practice exam= 0 % ATI nursing care of children practice exam= 3.5 % ATI Maternity Proctored exam= 19 students= 68 % ATI nursing care of children = Proctored exam= 8 students = 29 % % 3 hourly exams Exam 1 = 5 st Exam 2 = 3 st Exam 3 = 7 st Final exam = 6

ATI Maternity Practice exam= 0 % ATI nursing care of children practice exam= 0 % ATI Maternity Proctored exam= 3 students 1 % ATI nursing care of children Proctored exam= 13 students 47 % 3 hourly exams Exam 1= 3 st Exam 2= 3 st Exam 3= 3 st

ATI Maternity Practice exam= 0 % ATI Nursing care of children practice exam= 0 % ATI Maternity Proctored exam= 4 students = 1 % ATI nursing care of children Proctored exam= 5 students = 18 % 3 hourly exams Exam 1 = 5 st Exam 2 = 4 st Exam 3= 4 st

ATI Maternity Practice exam= 100 % ATI Nursing care of Children practice exam=

100 % ATI Maternity Proctored exam= 21 students = 75

% ATI nursing care of children Proctored exam= 10 students= 36 % 3 hourly exams Exam 1 = 20 students = 72 %

Exam 2 = 21 students = 75

% Exam 3 =21 students = 75

%

Final exam= 5

Final exam= 2

Final exam= 21 = 75 %

2.. Identify the common pharmacological interventions and treatments for the childbearing and pediatric population.

ATI Maternity practice exam= 100 % ATI Nursing care of children Practice exam= 96.5 % ATI Maternity Proctored exam= 2 students = 1 % ATI nursing care of children Proctored exam= 2 students = 1% 3 hourly exams Exam 1 = 15 st Exam 2 = 18 st Exam 3 = 14 st Final exam= 15


ATI Maternity Practice exam= 0 % ATI nursing care of children practice exam= 0 % ATI Maternity Proctored exam= 3 students 1 % ATI nursing care of children Proctored exam= 13 students 47 % 3 hourly exams Exam 1= 3 st Exam 2= 3 st Exam 3= 3 st Final exam= 5

ATI Maternity Practice exam= 0 % ATI Nursing care of children practice exam= 0 % ATI Maternity Proctored exam= 4 students = 1 % ATI nursing care of children Proctored exam= 5 students = 18 % 3 hourly exams Exam 1 = 5 st Exam 2 = 4 st Exam 3= 4 st Final exam= 2



% ATI nursing care of children Proctored exam= 10 students= 36 % 3 hourly exams Exam 1 = 20 students = 72 %



% Final exam= 21 = 75 %

3..Demonstrate knowledge of therapeutic communication principles essential to interacting with and providing care for clients and family members.

ATI Maternity practice exam= 100 % ATI Nursing care of children Practice exam= 96.5 % ATI Maternity Proctored exam= 2 students = 1 % ATI nursing care of children Proctored exam= 2 students = 1% 3 hourly exams

ATI Maternity Practice exam= 0 % ATI nursing care of children practice exam= 3.5 % ATI Maternity Proctored exam= 19 students= 68 % ATI nursing care of children = Proctored exam= 8 students = 29 % 3 hourly exams Exam 1 = 5 st Exam 2 = 3 st Exam 3 = 7 st Final exam = 6

ATI Maternity Practice exam= 0 % ATI nursing care of children practice exam= 0 % ATI Maternity Proctored exam= 3 students 1 % ATI nursing care of children Proctored exam= 13 students 47 %

ATI Maternity Practice exam= 0 % ATI Nursing care of children practice exam= 0 % ATI Maternity Proctored exam= 4 students = 1 % ATI nursing care of children Proctored exam= 5 students = 18 %



% ATI nursing care of children Proctored exam= 10 students= 36 % 3 hourly exams

Exam 1 = 15 st Exam 2 = 18 st Exam 3 = 14 st Final exam= 15

3 hourly exams Exam 1= 3 st Exam 2= 3 st Exam 3= 3 st Final exam= 5

3 hourly exams Exam 1 = 5 st Exam 2 = 4 st Exam 3= 4 st Final exam= 2

Exam 1 = 20 students = 72 % Exam 2 = 21 students = 75


% Final exam= 21 = 75 %


ATI Maternity practice exam= 100 % ATI Nursing care of children Practice exam= 96.5 % ATI Maternity Proctored exam= 2 students = 1 % ATI nursing care of children Proctored exam= 2 students = 1%


ATI Maternity Practice exam= 0 % ATI nursing care of children practice exam= 0 % ATI Maternity Proctored exam= 3 students 1 % ATI nursing care of children Proctored exam= 13 students 47 %

ATI Maternity Practice exam= 0 % ATI Nursing care of children practice exam= 0 % ATI Maternity Proctored exam= 4 students = 1 % ATI nursing care of children Proctored exam= 5 students = 18 %



% ATI nursing care of children Proctored exam= 10 students= 36 %

3 hourly exams Exam 1 = 15 st Exam 2 = 18 st Exam 3 = 14 st Final exam= 15 Pediatric assignment= 0

Pediatric assignment= 28 st

3 hourly exams Exam 1= 3 st Exam 2= 3 st Exam 3= 3 st Final exam= 5 Pediatric assignment = 0

3 hourly exams Exam 1 = 5 st Exam 2 = 4 st Exam 3= 4 st Final exam= 2 Pediatric assignment= 0

3 hourly exams Exam 1 = 20 students = 72 %



% Final exam= 21 = 75 % Pediatric assignment= 100 %


Course Student Learning Outcome Proposed Action

1.. Apply the nursing process utilizing Maslow’s hierarchy of needs

in caring for childbearing individuals/families, newborns and

pediatric clients who are experiencing acute or chronic alterations

in health.

Review ATI Nursing care of children Proctored exam for course content. Label test questions as to where the information is taught in Nursing 255 and other courses of the nursing program. Meet with instructor of the course “introduction to Maternal child Nursing” to discuss first year content.

2.. Identify the common pharmacological interventions and treatments for the childbearing and pediatric population.

Discuss pharmacological interventions for Pediatric clients that are identified on the Nursing care of children test. Meet with first year nursing instructors and Nurs 220 (psychiatric Nursing) instructor regarding pharmacological treatment for hyperactivity, and basic newborn pediatric meds, including vitamins/ treatment of anemia.

3..Demonstrate knowledge of therapeutic communication principles essential to interacting with and providing care for clients and family members.

Continue with working plan.


Review ATI Nursing care of children Proctored exam for course content. Label test questions as to where the information is taught in Nursing 255 and other courses of the nursing program. Meet with instructor of the course “introduction to Maternal child Nursing” to discuss first year content. Continue with the Pass/ Not pass pediatric assignment started this year.

School of Nursing Course Assessment and Summary Semester ... · School of Nursing Course Assessment and Summary Course: NURS 101 Introduction to Nursing, Miller Semester/Year: Fall

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