COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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Yearly Assessment Report Associate of Science in Nursing
Program Director: Kathleen Zajic
Assessment Author: Nursing Assessment Committee (Chair: Christi Glesmann)
2010-2011
Brief Executive Summary
The Associate of Science in Nursing (ASN) program has been through many changes in the past few years and
continues to conduct additional needs assessments. The NCLEX-RN® pass rates are still below our goal of 86%
and at this time the main focus is on the achievement of that goal and by what methods that can be
accomplished.
Over the 2010-2011 academic year the program has undergone additional adjustments. However, the full result
of these modifications will not be seen until the students entering in Fall 2011 graduate as they will be the first
class who have completed the program after the changes had occurred. This entering class will be the first set
of students with the raised entry level requirements as well as the new Assessment Technologies Institute (ATI)
policy.
This year the ASN program is preparing for the National League of Nursing Accrediting Commission
(NLNAC) reaccreditation visit. This visit will be during the Fall 2011 semester. The hope is that the result will
be reaccreditation for the full eight years. This will be a major undertaking for the nursing department.
Mission and Purposes
In accordance with the Mission and Purposes of College of Saint Mary (CSM), the Associate of Science in
Nursing (ASN) program developed from society’s need for nurses who provide competent, holistic, nursing
care to people.
The mission of the ASN program is to facilitate the acquisition of knowledge, skills and professional
dispositions to demonstrate competence while providing holistic client care. The purposes of the ASN program
are to facilitate the student to achieve the ASN program outcomes, which are:
1. Incorporate an understanding of the identified categories of human functioning into the planned
nursing care of individuals with multi-system alterations;
2. Use the nursing process when providing care for individuals with multi-system alterations in
human functioning;
3. Use effective communication skills and principles when interacting with the individual client and
significant others and in collaboration with other health team members;
4. Apply knowledge of human development when caring for clients and when interacting as a
member of the health care team;
5. Use teaching/learning principles as related to self in the educational process, as a member of the
health care team and as a provider of client care;
6. Examine the role of the associate degree nurse as a member of the discipline of nursing;
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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7. Incorporate selected management principles and skills while functioning within the role of the
associate degree nurse;
8. Use concepts of family in the provision of nursing care to individual clients; and
9. Identify community resources when appropriate for clients.
Comparison of CSM Mission and Nursing Program Philosophy
COLLEGE OF SAINT MARY MISSION NURSING PROGRAMS’ PHILOSOPHY
1. Committed to the works, values, and
aspirations of the Sisters of Mercy,
College of Saint Mary is a Catholic
college …dedicated to the education of
women in an environment that calls
forth potential and fosters leadership.
1….the graduate needs a general education that
includes learning experiences that foster social and
intellectual development of the individual. The
Bachelor of Science Degree program builds upon the
student’s basic nursing program with upper division
courses and emphasizes a basis in the liberal arts and
sciences. Learning is influenced by conditions in the
environment. A conducive learning environment
includes the following attitudes and conditions: an
environment which fosters open discourse, respect for
the dignity of each individual, opportunity for
creativity, freedom of expression, recognition and
acceptance of responsibility, participation in decision
making, and promotion of constructive citizenship and
cooperative relationships.
2. Inspires.… Academic excellence,
scholarship and life-long learning.
2. Learning is the outcome of this educative process
and is manifested by changes in behavior that persist.
These changes occur in the way the learner thinks,
feels and acts. Education involves the active efforts
of learner through which identified goals are
achieved. Each learner is responsible for her own
learning. The teacher facilitates learner’s efforts and
evaluates achievement
Professional nursing functions are based
on knowledge of principles and theories
from nursing and other natural and
behavioral sciences.
Graduates….provide a quality of nursing
care within their scope of practice that
reflects an approach based on the
psychosocial, intellectual,
developmental, spiritual, environmental
and physical needs of the individual….
The graduates appreciate the dynamic
nature of nursing and accept
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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responsibility for personal and
professional growth.
Graduates are prepared to pursue
advanced study in nursing.
3. Inspires .…Regard for the dignity of
each person
3. Each person is an individual with natural rights,
dignity, worth and potential. Nurses….assist recipients
of health care to achieve optimal level of wellness or a
dignified death.
4. Inspires.…Attention to the development
of mind, body, and spirit
4. Education is one process whereby the capacities
and potential of the individual are developed
….the responsibility for one’s state of wellness
lies within each individual.
…..person’s response to need fulfillment results
in varying degrees of health or illness
5. Inspires.…Compassionate service to
others
5. Nursing is an essential humanitarian service.
Recipients of nursing may be individuals, families,
groups communities or societies
Stakeholders
Possible Stakeholders
(check the ones that apply)
How Stakeholder Impacts or is Impacted by Your
Program
X Undergraduate students in the ASN program The ASN students invest time and money in the
program with the goal of gaining a career as a
licensed professional within the healthcare
community. The attainment of said career is
dependent upon the success of the student in the ASN
program.
X Community constituents including all area
healthcare settings and clients
With the current national nursing shortage, the
Omaha healthcare community cannot function
without the proper education of nurses. The
community depends on nursing programs to educate
registered nurses (RNs) to provide safe and effective
client care.
X Accrediting bodies including the Nebraska State
Board of Nursing and the National League for
Nursing Accrediting Commission (NLNAC)
The Nebraska State Board of Nursing is responsible
for ensuring every nursing program continues to meet
the standards established in The 2006 Regulations
Governing the Approval of Nursing Programs in
Nebraska: Professional and Occupational Licensure,
Chapter 97. The pass rate on the NCLEX-RN ® not
only reflects the College of Saint Mary, but the state
of Nebraska as a whole.
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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The NLNAC is a specialized accrediting agency for
nursing education programs. The NLNAC ensures
that CSM has clear and appropriate educational
outcomes and achievement of said outcomes.
X Faculty The ASN program and its graduates represent CSM
and the faculty in the healthcare community.
Goals and Objectives
Goal 1: Graduates of the ASN program will demonstrate knowledge, skills and professional dispositions needed
to be professional nurses.
- Objective 1: Upon successful completion of the Advanced level courses, at least 86% of the students
will receive a minimum of 86% on the RN Comprehensive Predictor assessment by the Assessment
Technologies Institute, LLC (ATI).
- Objective 2: Upon successful completion of the Advanced level courses, at least 86% of the students
will receive a Proficiency Level 2 or above on the Nursing Leadership assessment by ATI.
- Objective 3: Upon successful completion of Advanced level nursing courses, at least 86% of the
students will achieve a Proficiency Level 2 or above on the Adult Medical-Surgical assessment by ATI.
- Objective 4: The graduates of the ASN program will successfully complete the NCLEX-RN® at a first-
time pass rate of at least 86%.
Link: This goal supports the entire mission statement of CSM but focuses upon academic excellence; regard
for the dignity of each person; and attention to the development of mind, body and spirit.
Goal 2: Fundamental and Intermediate level students of the ASN program will demonstrate knowledge, skills
and professional behaviors appropriate to their level in the nursing program.
- Objective 1: Upon successful completion of Introduction to Nursing courses, at least 86% of the students
will achieve a Proficiency Level 2 or above on the Fundamentals of Nursing Assessment by ATI.
- Objective 2: Upon successful completion of the Intermediate level nursing courses, at least 86% of the
students will achieve a Proficiency Level 2 or above on the following assessments by ATI:
i. Nursing Care of Children
ii. Maternal-Newborn
iii. Mental Health
Link: This goal supports the entire mission statement of CSM but focuses upon academic excellence; regard
for the dignity of each person; and attention to the development of mind, body and spirit.
Goal 3: Graduates of the ASN program will be satisfied with the ASN educational program according to the
ASN Graduate Satisfaction Survey.
- Objective 1: At least 90% of the ASN graduates surveyed will express having educational goals beyond
an ASN degree.
- Objective 2: At least 90% of the ASN graduates surveyed will state that the ASN curriculum prepared
them to meet the program objectives at a minimum of ‘Meets Expectations.’
- Objective 3: At least 90% of the ASN graduates will state that the ASN program prepared them for
beginning their nursing career.
- Objective 4: At least 90% of the ASN graduates surveyed will state their level of overall satisfaction of
the ASN program as ‘Satisfied’ or ‘Highly Satisfied’.
Link: This goal supports the entire mission statement of CSM but focuses on academic excellence, regard
for the dignity of each person; and attention to the development of mind, body and spirit.
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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Assessment Matrix
Tool 1 Tool 2 Tool 3
Goal 1 ATI NCLEX-RN®
Goal 2 ATI
Goal 3 ASN Nursing Student
Satisfaction Survey
Assessment Tools
Tool Who
Collects
Data?
(Position
Title)
Who is
Evaluated?
Assessment
Procedure
(Brief
description)
Direct
Measure?
(check
box)
Indirect
Measure?
(check
box)
Qual
Measure?
Quant
Measure?
Tool 1
ATI
Christi
Glesmann
(Instructor,
ATI
Coordinator)
All CSM
students
enrolled in
the ASN
nursing
program
ATI is a
comprehensive
and adaptive
learning system
to assist in the
preparation of
students with
what they need
to know to pass
NCLEX-RN®
and to become
compassionate
skilled nurses.
In order to
achieve this
goal, ATI has
assessments
leveled for each
area of nursing.
CSM’s ASN
program
completed a
curriculum
alignment with
ATI to ensure
that the
program
X X
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outcomes per
course matched
with the ATI
outcomes per
assessment. A
description of
each
assessment can
be found
below. The
reported data is
based upon the
students’ first
attempt at each
test. However,
the student is
then encourage
to complete
remediation of
the content and
the student
may, depending
on course,
retest. All
assessments are
scored
according to
below Level 1,
Level 1, Level
2 and Level 3.
ATI data states
that a student
who achieves a
Level 2 or 3 on
each
assessment will
be more likely
to have success
on NCLEX-
RN® than those
who do not.
Therefore, the
standard
benchmark is
Level 2 to
determine
success on ATI
assessments.
Tool 2 The All CSM Each student X X
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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NCLEX-
RN®
Nebraska
Board of
Nursing
forwards
program
information
to K. Zajic
(Director of
the ASN
program).
ASN
educated
candidates
who
requested
permission
to take the
examination.
will request
permission to
take the
NCLEX-RN®.
Once
permission is
granted,
national and
Nebraska
NCLEX-RN®
quarterly and
annual reports
will present
information
regarding who
is eligible to
take the
NCLEX-RN®
and the pass
rates of those
who have
completed the
examination.
Of those that
have completed
the
examination,
national and
Nebraska pass
rates are
presented in
monthly,
quarterly and
annual reports.
NCLEX-RN®
measures
minimal
competency of
nursing
program
graduates to be
sure that they
can give safe,
client care.
Tool 2
ASN
Satisfaction
Survey
Ellen
Jacobs,
results to
ASN
nursing
All
graduating
ASN
students
Graduating
ASN students
are given a
survey to
complete as
X X
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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assessment
committee
they receive
their cap/gown
for graduation
ceremonies.
Questions on
the survey
include
demographics
and affective
questions
measured on a
Likert scale.
Please see
attachment A.
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ATI Assessment Description
(taken from ATI’s website)
ATI Assessment Name
RN Fundamentals This 60-item test offers an assessment of the student’s basic comprehension and
mastery of the fundamental principles for nursing practice. Concepts assessed
include:
1) foundations of practice (health care delivery, thinking strategies for nursing
practice, communication, professional standards, nursing through the lifespan, health
assessment);
2) basic nursing care (admission, transfer and discharge processes, medication
administration and error prevention, safety, infection control, comfort and
basic needs and care of wounds);
3) support of psychosocial needs (psychosocial, family, cultural and spiritual health,
end-of-life);
4) support of physiologic needs (oxygenation, circulatory, fluid, electrolyte and acid-
base balance, gastroenteral, elimination, neurosensory); and
5) health assessment (e.g., assessment of vital signs and general and system specific
assessments).
The student has 60 min (1 hour) to complete this assessment. (Two forms of this
assessment are Available.)
Nursing Care of
Children
This 60-item test offers an assessment of the student’s basic comprehension and
mastery of nursing care of children nursing principles. Assessed concepts include:
1) basic concepts (family-centered nursing care, cultural awareness, physical
assessment, expected growth and development, nutritional needs, implications for
safe administration of medications, hospitalization, pain management, death and
dying);
2) care of children with system disorders; and
3) pediatric emergencies and psychosocial development disorders.
The student has 60 min (1 hour) to complete this assessment. (Two forms of this
assessment are available.)
Maternal Newborn This 60-item test offers an assessment of the student’s basic comprehension and
mastery of maternal newborn nursing principles. Assessed concepts include: normal
and high risk antepartum, intrapartum, postpartum and newborn care. Assessed
principles include: the effective use of appropriate pharmacologic and nutritional
interventions and awareness and sensitivity to cultural considerations.
The student has 60 min (1 hour) to complete this assessment. (Two forms of this
assessment are available.)
Mental Health This 60-item test offers an assessment of the student’s basic comprehension and
mastery of mental health nursing principles. Assessed concepts include:
1) basic concepts in mental health nursing (assessment, legal/ethical principles,
therapeutic communication, therapeutic nurse-client relationship, anxiety and defense
mechanisms, mental health nursing in diverse populations);
2) non-pharmacologic therapy of mental health disorders;
3) pharmacologic therapy of mental health disorders; and
4) nursing care of clients with various mental health disorders.
The student has 60 min (1 hour) to complete this assessment. (Two forms of this
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assessment are available.)
Adult Medical-Surgical This 90-item test offers an assessment of the student’s basic comprehension and
mastery of adult medical-surgical nursing principles related to the care of clients with
respiratory, cardiovascular, hematologic, fluid and electrolyte, renal and urinary,
endocrine, gastrointestinal, integumentary, neurosensory, musculoskeletal, lymph,
immune, infectious and integumentary disorders. Assessed principles include: the
effective use of all steps in the nursing process; therapeutic and effective
communication skills; client education principles; cultural competence; related
pharmacology and nutrition knowledge; and a holistic approach to health promotion
and disease prevention.
The student has 90 min (1.5 hours) to complete this assessment. (Two forms of this
assessment are available.)
Pharmacology This 65-item test offers an assessment of the student’s basic comprehension and
mastery of pharmacologic principles and knowledge of prototype drugs. Concepts
assessed include: basic pharmacologic principles (pharmacodynamics,
pharmacokinetics, safe medication administration, medication error prevention, age-
specific considerations) and knowledge related to the safe administration and
monitoring of prototype drugs that are used to treat infections, pain and
inflammation; as well as those that affect the immune, nervous, cardiovascular,
respiratory, renal, digestive, endocrine, reproduction systems and the blood.
The student has 65 minutes to complete this assessment. (Two forms of this
assessment are available.)
Leadership This 60-item test offers an assessment of the student’s basic comprehension and
mastery of leadership and management principles. Assessed concepts include:
1) client and staff advocacy (advance directives, client rights, information
technology, ethical practice, informed consent, legal rights/responsibilities);
2) provider of client care (resource management, safe use of equipment, handling
infectious and hazardous materials, injury prevention, security plans, reporting
incidents, priority setting);
3) supervisor of client care (assigning, delegating and supervising, conflict resolution,
staff development and performance improvement, time management); and
4) collaborator/planner of client care (disaster and emergency management,
collaboration with interdisciplinary team, continuity of care, case management and
discharge planning). A significant focus of this assessment is the student’s decision-
making skills with regard to delegation and priority setting.
The student has 60 min (1 hour) to complete this assessment. (Two forms of this
assessment are available.)
RN Comprehensive
Predictor
This 180-item test offers an assessment of the student’s basic comprehension and
mastery of basic principles including fundamentals of nursing; pharmacology; adult
medical-surgical nursing; maternal newborn care; mental health nursing; nursing care
of children; nutrition; leadership and community health nursing. The percentage of
questions from all major NCLEX® client need categories (management of care,
safety and infection control, health promotion and maintenance, psychosocial
integrity, basic care and comfort, pharmacological therapies and parenteral therapies,
reduction of risk potential and physiological adaptation) will be similar to the
percentage of questions on the NCLEX-RN®,. This test will generate the following
data: Individual Score (% Correct), Predicted Probability to Pass NCLEX-RN®,
National and Program Means, Individual Scores (% Correct) within Content Topic
Categories, Topics to Review and Individual Scores (% Correct) within an Outcome
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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(Thinking Skills, Nursing Process, Priority Setting, NCLEX-RN® Client Need
Categories, Clinical Topics).
The student has 180 min (3 hours) to complete this assessment. (Two forms of this
assessment are available.)
Data Collection Timeline
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Jul.
Tool 1
ATI
X
X
X
Tool 2
NCLEX-
RN®
Reports
X
X
X
X
X
X
X
X
X
X
X
X
Tool 3
ASN
Graduation
Survey
X X
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Results of Assessment and Resulting Actions
Goal 1 and Associated Objectives: Objective 1:
Results of the ATI Comprehensive Predictor
Year Number of
Assessments
Completed
Number of Students who were
Successful (above an 86%)
Percentage
Students Satisfied
2009
Spring
64 40 62.5%
Summer
28 12 42%
TOTAL
92 52 56.5%
2010
Spring
52 44 84.6%
Summer
22 10 45.5%
TOTAL
74 54 72.9%
2011
Spring
49 35 71.4%
Summer
18 12 66.7%
TOTAL
67 47 70.1%
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Results in graph format
Percent of students successful on the ATI Comprehensive Predictor Assessment and who successfully
completed NUR 253/273.
The ATI data, in general, is in its infancy. At this time, trending can just begin to determine any
weakness in course content or program content. The ASN program will continue to gather data to
determine what, if any, differences exist in the CSM determined course content and program content
versus the ATI assessment content. The reason that 86% was chosen for the level of accomplishment is
because that is the average of the National NCLEX-RN® first-time pass rate over the last 5 years. This
RN Comprehensive Predictor is the only ATI test where a percentage grade is given. This is also the
only ATI assessment that was given in 2009 as ATI was formally adopted in Spring of 2009. The
formal ATI policy was approved in the 2010-2011 academic year. This can be found in the Nursing
Program Student Manual.
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Objective 2:
Results of the Leadership Assessment
Year Number of
Assessments
Completed
Number of Students who were
Successful (above an 86%)
Percentage
Students Satisfied
2010
Spring
70 35 50%
Summer
0 0 0
Total
70 35 50%
2011
Spring
55 35 70%
Summer
10 15 66.67%
Total
65 50 76.9%
Results in graph format
Percent of students successful on the ATI Leadership Assessment and who successfully completed NUR
213.
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The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine
weakness in course content or program content. The ASN program will continue to gather data to
determine what, if any, differences exist in the CSM determined course content and program content
versus the ATI assessment content. There is currently only two years of data due to when ATI was
implemented into the program. The Summer 2010 semester Leadership assessment was not given. .
The formal ATI policy was approved in the 2010-2011 academic year. This can be found in the Nursing
Program Student Manual.
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Objective 3:
Results of the Adult Medical-Surgical Assessment
Year Number of students
who successfully
completed the course
who completed the
assessment
Number of Students who were
Successful (at or above a Level 2)
Percentage of
Students Successful
2010
Spring
4 2 50%
2010
Summer
16 10 62.5%
TOTAL 20 12 60%
2011
Spring
49 41 83.7%
2011
Summer
18 10 55.6%
TOTAL 67 51 76.1%
Results in graph format
Percent of students successful on the ATI Adult Medical-Surgical Assessment and who successfully
completed NUR 253/273.
The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine
weakness in course content or program content. The ASN program will continue to gather data to
determine what, if any, differences exist in the CSM determined course content and program content
versus the ATI assessment content. There is currently only two years of data due to when ATI was
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implemented into the program. The low numbers of completed assessments are not understood at this
time; however, the formal ATI policy was approved in the 2010-2011 academic year. This can be found
in the Nursing Program Student Manual.
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Objective 4:
Results of the NCLEX-RN® (First time pass rates on licensure exams for Nursing)
CSM Rate (National Rate)
2005 87.29 (87.5)
2006 67.8% (81.47)
2007 87.3% (85.5%)
2008 85.9% (86.7%)
2009 77.5% (86.7%)
Spring
86.8%
Summer
62.5%
2010
81.86% (87.42%)
Spring
86.67%
Summer
68.42%
2011 (year-to-date)
90.7% (87.7% )
Spring
92.5%
Summer
66.67%
Graph format of the NCLEX-RN results
NCLEX-RN Results
*(year-to-date)
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This data demonstrates that further analysis should be conducted in regards to why Spring semester
students are achieving a higher first-time success rate on NCLEX-RN®. Also, this timeline
demonstrates that there are good years and bad years for NCLEX-RN® pass rates. The reason for this
inconsistency is also unknown. Therefore, more analysis must be done to determine if this is a content
issue and if so, what content to increase versus decrease. Currently, statistical analysis is being
conducted to determine any relationships between many different factors that have been found to affect
results. Please see attachment B to see all factors. One possible cause may be the inconsistent faculty
over the summer; therefore, beginning summer 2012, there will be two 12-month positions and this will
hopefully ensure more consistent faculty.
In an attempt to isolate areas of weakness, the following figures were composed. For each unsuccessful
attempt on NCLEX-RN ®, the student and school receives a copy of the major content areas of the exam
and whether or not that student was above the minimal competency level, near or below. All the students
who were unsuccessful on the NCLEX-RN® in 2009 and 2010 and 2011 were calculated in these figures
(2011 data incomplete as final numbers are not calculated until 12/31/11). These figures were converted
to percent of students per year based upon recommendations of the previous assessment reports. Please
note at the variation of sample size when analyzing the following graphs.
Results of NCLEX-RN ® Category Percentages of Those Who Were Unsuccessful
2009 (n=14)
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2010 (n=10)
2011* (n=4)
*year-to-date
Trending can just now begin since we will have three years of assessment data. The 2011 results are not
final and will need to be updated for future assessment reports.
Overall, Goal 1 was not met for the 2010-2011 school year. However, the results demonstrate that the
ASN program is closer to meeting said goals.
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Goal 2 and Associated Objectives:
Objective 1:
Results of the Fundamentals of Nursing Assessment
Year Number of students
who successfully
completed the course
who completed the
assessment
Number of Students who were Successful
(at or above a Level 2)
Percentage of
Students Successful
2009 72 55 76.4%
2010 78 66 84.6%
Results in graph format
Percent of students successful on the ATI Fundamentals of Nursing Assessment and who successfully
completed NUR 100/170.
The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine
weakness in course content or program content. The ASN program will continue to gather data to
determine what, if any, differences exist in the CSM determined course content and program content
versus the ATI assessment content. However, the Fundamentals of Nursing scores are closer to our goal
than the previous year. There is currently only two years of data due to when ATI was implemented into
the program.
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Objective 2:
Results of the Nursing Care of the Child Assessment
Year Number of students
who successfully
completed the course
who completed the
assessment
Number of Students who were
Successful (at or above a Level 2)
Percentage of
Students Successful
2009
Fall
40 10 25%
2010
Spring
33 8 24.2%
TOTAL 73 18 24.7%
2010
Fall
25 11 44%
2011
Spring
34 19 55.9%
TOTAL 59 30 50.8%
Results in graph format
Percent of students successful on the ATI Nursing Care of Child Assessment and who successfully
completed NUR 201/271.
The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine
weakness in course content or program content. The ASN program will continue to gather data to
determine what, if any, differences exist in the CSM determined course content and program content
versus the ATI assessment content. There is currently only two years of data due to when ATI was
implemented into the program.
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Results of the Maternal Newborn Assessment
Year Number of students
who successfully
completed the course
who completed the
assessment
Number of Students who were
Successful (at or above a Level 2)
Percentage of
Students Successful
2009
Fall
40 21 52.5%
2010
Spring
33 14 42.4%
TOTAL 73 35 47.9%
2010
Fall
25 18 72%
2011
Spring
34 26 76.5%
TOTAL 59 44 74.6%
Results in graph format
Percent of students successful on the ATI Maternal Newborn Assessment and who successfully
completed NUR 201/271.
The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine
weakness in course content or program content. The ASN program will continue to gather data to
determine what, if any, differences exist in the CSM determined course content and program content
versus the ATI assessment content. There is currently only two years of data due to when ATI was
implemented into the program.
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Results of the Mental Health Assessment
Year Number of students
who successfully
completed the course
who completed the
assessment
Number of Students who were
Successful (at or above a Level 2)
Percentage of
Students Successful
2009
Fall
29 19 65.5%
2010
Spring
35 26 74.3%
TOTAL 64 45 70.3%
2010
Fall
41 37 90.2%
2011
Spring
38 25 65.8%
TOTAL 79 62 78.5%
Results in graph format
Percent of students successful on the ATI Mental Health Assessment and who successfully completed
NUR 202/272.
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine
weakness in course content or program content. The ASN program will continue to gather data to
determine what, if any, differences exist in the CSM determined course content and program content
versus the ATI assessment content. There is currently only two years of data due to when ATI was
implemented into the program.
Overall, Goal 2 was not met.
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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Goal 3 and Associated Objectives:
Objective 1:
ASN Graduates Educational Goals: Percent of students who stated that they have thought about or plan
to complete an advanced degree.
This data was not reported in the previous annual assessment. However, the data had still been
collected. This objective ties into one of the goals in the BSN assessment data and also demonstrates the
program’s drive of life-long learning. This encouragement of future, formal education will be
continued.
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Objective 2:
Program Outcomes: Percent of Students who stated that program outcomes at least met expectations
This data was not reported in the previous annual assessment. However, the data had still been
collected. This objective demonstrates the goal of ties into one of the goals in the BSN assessment data
and also demonstrates that the students agree that the program outcomes are being taught.
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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Objective 3:
Preparation of Nursing Career: Percent of students who felt well prepared for beginning their
professional nursing career
This data was not reported in the previous annual assessment. However, the data had still been
collected. This objective calls forward an area of concern. However, the students are surveyed before
taking NCLEX-RN and beginning their nursing careers. At this point it is difficult for them to judge if,
in fact, they are or are not prepared for their nursing career.
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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Objective 4:
Results of Satisfaction by Categories: Percent of students satisfied with nursing program /program
components
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011
Program Satisfaction
Nursing Advisor
Nursing Tutors
Clinical Experience
Efforts to EncourageAcademic Integrity
Overall ASN ProgramSatisfaction
Goal
This data was not reported in the previous annual assessment. However, the data had still been
collected. The overall satisfaction with the ASN program remains in the 82-85% range. Please see the
list of program changes over the previous two years to note the initiatives taken to increase the NCLEX-
RN® scores, preparation of students, and student satisfaction.
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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Overall Discussion of Goals:
During the 2009-2010 school year, the nursing program became aware of the low NCLEX-RN® pass
rate. In response to that, a number of changes began. However, the full results of those actions will not
be known until the students entering in Fall 2011 graduates. This will be the first class to have all of the
changes throughout their ASN program.
NUR 170 clinical sites were changed to long-term care facilities to allow the students
more time to develop thorough assessment and communication techniques before
entering acute care. Acute care sites will now be during NUR 272 in place of long-term
facilities.
NUR 100/170, NUR 201, and NUR 253 exams were transitioned to Angel. This will
allow the students more time to become comfortable with computerized test as NCLEX-
RN is computerized.
An experimental remedial course was initiated (NUR 181) to assist incoming students
with time management, test taking, and medication calculation and administration. The
students in need of this course are determined based upon entrance exam scores.
NUR 181 and NUR 222, both remedial courses, were examined to ensure accurate
content coverage to facilitate student success.
NUR 253/273 began using ATI tutorials and practice assessments to provide students
with additional NCLEX preparation.
NUR 253/273 incorporated more clinical hours and less observation hours.
Two 12-month contracts were approved, which will provide stability in the faculty that
teaches NUR 253 in the Spring semester and the Summer semester.
In response to the decreased NCLEX-RN ® pass rate, the numbers of alternative style
questions were increased in each course during theory content as well as on exams to
prepare the students for the types of questions that will be on the NCLEX-RN ®
examination.
Clinical post-conference topics were developed to correspond with NCLEX-RN ®
categories to reinforce tested concepts.
An examination of full-time faculty to part-time adjunct ratio was conducted and
recommendations made to increase full-time faculty in the clinical area.
Learning Circles were initiated into all theory courses beginning in the fall semester of
2010. The purpose of learning circles is to bring together the content from nursing theory
and clinical courses and provide times for more active learning techniques. This is an
optional course for the ASN students.
The number of faculty tutor hours were increased to assist students as well as the number
of open nursing laboratory hours.
Implementation of new technologies were incorporated into the nursing curriculum
including, but not limited, to Angel, Tegrity, and MyNursingLab. A MyCSM community
site was incorporated into during the 2010 school year.
ATI Coordinator and Assessment position proposed and accepted. Christi Glesmann will
now serve in that role.
A more consistent ATI implementation policy was adopted curing the 2010-2011
academic year by the Nursing Curriculum committee. This includes the increased
implementation in nursing courses, increased practice assessments being required,
incentive to encourage students to take the ATI assessment more seriously, etc.
Proposal of a change to the Annual Course Report forms to add the percent of successful
students on the associated ATI assessment and an area to list changes that will be made to
the course to achieve an 86% success rate on each ATI assessment on the first attempt.
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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A Maximum Capacity study was performed in with the ASN program to find that our
starting maximum capacity should remain at 110 incoming students each fall.
What has improved in your program based upon previous assessments?
Please see notes in section, ‘Overall Discussion of Goals’. All of these changes have made a more positive
learning environment.
Response to Previous Years’ Assessment (Optional)
There was a suggestion to make incremental goals for meeting the overall ATI benchmark assessment goal of
86% of students. This suggestion was taken back the nursing assessment committee who discussed the
rationale and decided at this time that incremental goals would not be made yet.
Future Goals
During the previous year, the goals included the following which were implemented.
- Upon successful completion of NUR 224, at least 86% of the students will achieve a Level 2 or above on the
Pharmacology ATI assessment starting in Spring 2011.
- Upon successful completion of the ASN program, student satisfaction rate of the CSM ASN program will be
at 80% or greater. This goal was implemented at a 90% or greater satisfaction rate which is in line with the
BSN goal.
The other suggested goals were not implemented at this time and remain possibilities for future goals.
Currently, the main issue is raising the current NCLEX-RN ® pass rate. Until that goal is met, these other
goals/objectives cannot be fully addressed. Though there are numerous goals/objectives listed, NLNAC
requires that data be recorded for each of these item areas; therefore, as our program strengthens, it may be
helpful to include these in the annual assessment.
Future goals include a continuation of the current goals as well as these possible future goals/objectives which
include, but are not limited to:
- Upon successful completion of the ASN program, 86% or more of the students will achieve an 86% or above
on the Critical Thinking Skills Exit ATI assessment.
- The CSM ASN program graduation rate will meet or exceed the CSM graduation rate.
- Upon successful completion of NCLEX-RN®, the job placement rate will be at 80% or greater.
- Upon successful job placement, employer satisfaction results with CSM ASN program graduates will be at
80% or greater.
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Resource Needs As listed in the previous assessment report, there is still the need for more full-time faculty to conduct clinical
as our current full-time faculty versus part-time adjunct ratio is not where the State of Nebraska recommends.
This current problem has been brought forward to the VPAA. The current ratios for NUR 170 include a 33%
full-time faculty versus 66% adjunct faculty in the laboratory setting; 63.6% full-time faculty versus a 36.4%
adjunct faculty in clinical; and a total ratio of 52.9% full-time versus 47.1% adjunct faculty. NUR 271 ratios
are 80% full-time faculty versus 20% adjunct. NUR 272 is 100% full-time faculty. NUR 273 57.1% full-time
faculty versus 42.9% adjunct.
Also previously listed is the need for additional nursing laboratory and classroom space so that there can better
accommodation to our current class sizes and course requirements. In addition to this previous request is the
need for electrical outlets in the classrooms to accommodate the increase computer usage by students during
class. Many students have begun taking notes via computer rather than paper/pen. Another request is the need
for increased space for computer testing and/or the use of a testing proctor. With the increased use of Angel
testing, reserving the computer labs has become more difficult. ‘Testing on your own time’ would be a solution
to decrease the number of reservations but a permanent testing proctor would be needed. A suggestion might be
a graduate assistant to proctor tests in computer lab 215. This would not have to be a full-time position but
maybe 15-20 hours/week.
_Kathleen Zajic___________________________________________________ __11/10/11________
Signature of Program Director, if she/he is not Assessment Report Author Date
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Attachment A
2010 CSM ASN NURSING STUDENT SATISFACTION SURVEY Overall
The purpose of the Student Satisfaction Survey is to gather feedback from undergraduate students from the
CSM Nursing Program about their experiences at CSM, including their overall satisfaction with in- and out-of-
class experiences, their use of and satisfaction with various student services, and their campus involvement.
This survey provides the college with information regarding the effectiveness of services and programs.
Please focus your responses to the following questions on your nursing program experience. Place a checkmark
in the column which reflects your opinion.
Background
1.What is your age?
18 – 19
20 – 21
22 – 23
24 – 26
27 – 30
31 – 40
41 or older
prefer not to answer
2. With regard to race/ethnicity, how would you best describe yourself?
African American/Black
Asian American/Pacific Islander
Hispanic American/Latino/Chicano
Native American/Tribal Affiliation
White/Caucasian/European American
multiracial
other
don’t know
prefer not to answer
3. When are more of your current classes scheduled?
before 5 pm
after 5 pm
evenly split
don’t know
prefer not to answer
4. What is your cumulative earned GPA at CSM?
below 2.75
2.75 – 3.49
3.50 or higher
don’t know
prefer not to answer
COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING
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5. How many credits of coursework are you currently taking?
1 – 11 credits
12 or more credits
don’t know
prefer not to answer
6. How many of your classes do you skip in an average week?
zero
1 – 3 classes
4 – 6 classes
7 – 9 classes
10 or more classes
don’t know
prefer not to answer
7. Have you been a member of a student club or organization?
yes
no
don’t know
prefer not to answer
Minimal Meets Exceeds
1 2 3 4 5
a. Incorporate an understanding of the identified
categories of human functioning into the planned
nursing care of individuals with multi-system
alterations.
b. Use the nursing process when providing care
for individuals with multi-system alterations in
human functioning.
c. Use effective communication skills and principles
when interacting with the individual client and
significant others and in collaboration with other
health team members.
d. Apply knowledge of human development when
caring for clients and when interacting as a
member of the health care team.
e. Use teaching/learning principles as related
to self in the educational process, as a
member of the health care team and as a
provider of client care.
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This section focuses on some of your learning experiences outside of the classroom.
During this current semester, how many hours do you spend in a typical week (7 days):
8. participating in intercollegiate athletics?
zero
1 – 3 hours
4 – 6 hours
7 – 9 hours
10 or more hours
prefer not to answer
9. working (for pay) on campus?
zero
1 – 5 hours
6 – 10 hours
11 – 14 hours
15 or more hours
prefer not to answer
10. working (for pay) off campus?
zero
1 – 3 hours
4 – 6 hours
7 – 9 hours
10 or more hours
prefer not to answer
11. working for pay (on or off campus – combined)?
zero
1 – 5 hours
6 – 10 hours
11 – 14 hours
15 or more hours
prefer not to answer
12. studying/doing homework or team projects outside of class?
zero
1 – 5 hours
6 – 10 hours
11 – 15 hours
16 – 20 hours
21 – 25 hours
26 hours or more
prefer not to answer
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13. volunteering/participating in a community service?
zero
1 – 5 hours
6 – 10 hours
11 – 15 hours
16 – 20 hours
21 or more hours
prefer not to answer
During this academic year, please estimate the number of times you have:
14. participated in spiritual/religious activities on/off campus (e.g. worship, meditation, prayer)?
zero times
1 – 5 times
6 – 10 times
11 – 15 times
16 -19 times
20 or more times
prefer not to answer
15. served on a university committee with faculty/staff (e.g., search committee, awards committee,
college/department advisory board)?
zero times
1 – 2 times
3 – 4 times
5 – 6 times
7 or more times
prefer not to answer
16. participated in community events or organizations (e.g. attended a local council meeting, served on a
community committee)?
zero times
1 – 2 times
3 – 4 times
5 – 6 times
7 or more times
prefer not to answer
17. How satisfied are you with the overall quality of your formal academic experiences?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
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18. What is your academic goal?
Baccalaureate degree in Nursing
Masters Degree in Nursing
other
don’t know
prefer not to answer
19. How many faculty or staff members do you know well enough for a recommendation?
none
1
2
3
4 or more
don’t know
prefer not to answer
20. How satisfied were you with your nursing advisor?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
not applicable
21. How often have you used campus resources (i.e. student achievement center)?
never
once
more than once
not applicable
don’t know
prefer not to answer
22. If once or more, how satisfied were you?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
not applicable
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23. If used campus library services once or more, how satisfied were you?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
not applicable
24. How often have you used nursing teaching tutors support services?
never
once
more than once
not applicable
don’t know
prefer not to answer
25. If once or more, how satisfied were you?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
not applicable
26. How satisfied were you with your clinical experience?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
not applicable
Additional Comments:
27. How satisfied were you with the technology used as a student?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
not applicable
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28. How often have you used student financial aid services?
never
once
more than once
not applicable
don’t know
prefer not to answer
29. If once or more, how satisfied were you?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
not applicable
30. How satisfied are you with the overall quality of the program’s effort to encourage academic
integrity?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
31. How prepared are you for beginning your professional nursing career?
not prepared
somewhat prepared
well prepared
prefer not to answer
32. Overall, how satisfied are you with your CSM nursing experience?
1—very dissatisfied
2—somewhat dissatisfied
3—neutral
4—somewhat satisfied
5—very satisfied
33. Would you recommend the CSM nursing program to friends and family?
yes
no
neutral
Comments:
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Attachment B
The data spreadsheet includes the information below. By collecting this information, we were successful in
raising our admission standards. We are hopeful that this information will lead us in meeting program
outcomes and NCLEX-RN success rates by finding areas that are in need of revisions.
- Graduation year
- ACT: Reading
- ACT: Math
- ACT: Science
- ACT: English
- ACT: Composite
- TEAS: Reading
- TEAS: Math
- TEAS: Science
- TEAS: English
- TEAS: Composite
o TEAS is an entrance test by ATI
similar to ACT. This is given if the
ATI results are more than two years
old.
- ATI Critical Thinking Entrance
- ATI Critical Thinking Exit
- ATI Fundamentals of Nursing
- NUR 100 Grade
- NUR 170 Grade
- Learning Circle Participation
- ATI Care of Child
- ATI Maternal-Newborn
- NUR 201 Grade
- NUR 271 Grade
- Learning Circle Participation
- ATI Mental Health
- NUR 202 Grade
- NUR 272 Grade
- Learning Circle Participation
- ATI Nursing Leadership
- NUR 213 Grade
- ATI Pharmacology
- NUR 224 Grade
- ATI Adult Medical-Surgical
- NUR 253 Grade
- NUR 273 Grade
- Learning Circle Participation
- ATI RN Predictor
o At the end of the program, we give
the students an ATI assessment that
predicts the probability of them
passing NCLEX without further
preparation.
- Spring versus Summer graduation
- VATI Green Light Information
o This is a virtual review process by
ATI. Once the student achieves
certain benchmarks in the review
process, ATI will give them a ‘green
light’ to take NCLEX. It is not
required that they receive a green
light prior to taking NCLEX, just
recommended. To date, no one who
has received a ‘green light’ has failed
the NCLEX on the first attempt.
- NCLEX-RN Pass/Fail on first attempt
- Any courses repeated?