duquesne university school of nursing evaluation plan ......implemented this comprehensive...

Duquesne University School of Nursing Evaluation Plan

Academic Year 2019-2020

Bachelors of Science in Nursing

Masters of Science in Nursing

Post-Master’s Certificate Programs

Doctor of Nursing Practice

Doctor of Philosophy in Nursing

Prepared by:

Dr. Rebecca Kronk, Associate Dean for Academic Affairs

Dr. Richard Zoucha, Chair of Advanced Role and Ph.D. Programs

Dr. Denise Lucas, Chair of Advanced Practice Programs

Dr. Torrie Snyder, Chair of Undergraduate Program

Dr. Kate DeLuca, Assistant Dean for Student Affairs

Dr. Susan Kelly, Director of Undergraduate Adjunct Faculty and Clinical Affairs

Sean Flaherty, Director of Operations

Samuel Duguid, Outcomes Coordinator

Evaluation Plan Approved by Evaluation Committee:

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Contents Introduction: .................................................................................................................................................................. 2

Non-Specialized Evaluations: ......................................................................................................................................... 4

Review of Identified Program Outcomes: ................................................................................................................. 4

Administrative Course Reviews ................................................................................................................................. 6

Faculty Peer Review ................................................................................................................................................ 10

Review of Program Exit Surveys .............................................................................................................................. 11

Review of Alumni Surveys ....................................................................................................................................... 12

Student Affairs Evaluation ....................................................................................................................................... 13

Program-Specific Improvement Initiatives .............................................................................................................. 13

US News and World Report:.................................................................................................................................... 13

Retention and Attrition Rates ................................................................................................................................. 14

Undergraduate-specific Evaluations ............................................................................................................................ 15

Clinical Evaluation Surveys ...................................................................................................................................... 15

Second Degree Focus Group: .................................................................................................................................. 16

Community Focus Groups ....................................................................................................................................... 16

Review of Student HESI Results............................................................................................................................... 17

Aggregate Faculty Outcome Assessment .................................................................................................................... 22

Teaching: Review of Student Evaluation Surveys (SES) ........................................................................................... 22

Scholarship: Publications and Grants ...................................................................................................................... 22

Service: .................................................................................................................................................................... 22

Final Reporting............................................................................................................................................................. 23

Appendices ..................................................................................................................... Error! Bookmark not defined.

Appendix A: Administrative Course Review Forms .................................................... Error! Bookmark not defined.

Appendix B: SES Survey Template .............................................................................. Error! Bookmark not defined.

Appendix C: Sample Clinical Evaluation Forms .......................................................... Error! Bookmark not defined.

Appendix D: Program Exit Survey Template .............................................................. Error! Bookmark not defined.

Appendix E: Peer Review Forms ................................................................................. Error! Bookmark not defined.

Appendix F: Program Alumni Survey Templates ........................................................ Error! Bookmark not defined.

Appendix G: Student Affairs Evaluation ..................................................................... Error! Bookmark not defined.

Appendix H: Focus Group Methodology .................................................................... Error! Bookmark not defined.

Appendix I: Community Feedback Survey .................................................................. Error! Bookmark not defined.

Appendix J: Monthly Committee Responsibilities ...................................................... Error! Bookmark not defined.

Appendix K: Program Outcome Template.................................................................. Error! Bookmark not defined.

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Introduction: Duquesne University and the School of Nursing (DUSON) places a high priority on ensuring that the programs of study offered are of the highest quality, as evidenced by systematic and formalized evaluation processes at the undergraduate and graduate levels. Duquesne University has declared that assessment enables the University to evaluate the competence of graduates in terms of both the program’s goals and those of the core curriculum and University mission. The ultimate purpose of assessment is to promote student learning and development. At the University, the process of outcomes assessment is guided by the following principles:

1. Responsibility and expertise for assessment reside with the faculty in each department and program. Faculty members determine the appropriate assessment plan and are involved in implementing the plan.

2. Assessment of student learning flows from the learning goals faculty establish for each program of study. These goals are written in terms of what students are expected to know, be able to do, and value.

3. These learning goals and assessment pertain to all learning environments, including classroom, distance learning, clinical, laboratory, practicum, and service-learning experiences.

4. Assessment methods (i.e., way of gathering information about student learning) are realistic, manageable, and meaningful within the culture of the particular academic program, department, or school. They are informed by the standards relevant to the discipline such as those established by national associations.

5. The usual learning activities in which students engage often provide an appropriate and feasible source of assessment information.

6. The results of assessment are interpreted, communicated, and used constructively to promote future program evaluation and continuous improvement.

7. The faculty regularly reflects upon and improves the assessment process itself. 8. Assessment at the course and program levels is aligned with institutional goals for

student learning.

DUSON emphasizes program evaluation and data analysis throughout its structure. The School of Nursing’s Evaluation Committee coordinates evaluation activities for the School and is responsible for developing and maintaining a systematic process for obtaining relevant data for determining program effectiveness. The Committee consists of the Associate Dean for

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Academic Affairs, the Assistant Dean for Student Affairs, the Director of Operations, the Chair of Undergraduate Program, the Chair of Advanced Role and PhD Program, the Chair of Advanced Practice Program, and the Outcomes Coordinator. The composition of the Committee is integral to meeting its goals, ensuring meaningful evaluation activities, and facilitating effective communication. In all areas of assessment the faculty bear the ultimate responsibility and oversight roles. At the beginning of the year all assessment instruments and plans are approved by faculty members in their individual program committees, as well as by those on the Evaluation Committee. Faculty members also collect the necessary data for the Administrative Course Reviews and Program Outcome reviews and mappings. Finally, at the beginning of each academic year, the faculty approve the data collected from the preceding year and decide on which changes to implement (if any). In order to carry out these assessments the Evaluation Committee has written and implemented this comprehensive Evaluation Plan. The Evaluation Plan is developed using the Standards for Accreditation of Baccalaureate & Graduate Nursing Programs (CCNE, 2018) and the Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2012). Together, this document outlines the process, timeline, and accountability, as well as plan for follow-up on the data including reporting of the actual outcome, the recommended action based on the outcome, the responsible party for follow-up, and the date of the follow-up or review and what is done in response to the data Evaluative Activities:

The evaluation plan consists of the completion of the following activities on a yearly basis:

• Non-Specialized Evaluations: o Program Outcome Evaluation o Administrative Course Review o Clinical evaluations o Student evaluation surveys o Student certification pass rate results o Alumni surveys o Faculty peer review o Student affairs evaluations o Student program exit surveys o US News and World Report Review

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• Undergraduate-specific evaluations: o Community focus group and survey results o Student grades and standardized test scores o Second Degree Focus Groups

The purpose of the Evaluation Committee is to coordinate and organize the collection of the above program information; however, the final review of the data, and any changes to be implemented as a result of the findings, are completed by faculty through program committees.

Non-Specialized Evaluations: Review of Identified Program Outcomes: The Evaluation Committee has set forth to coordinate the review of all Program Outcomes over the course of a four or five year period. By separating the outcomes over the course of multiple years, a more in-depth review of each outcome can be achieved. The Outcomes Coordinator will review the Instructor Course Reviews for evidence of student learning and compile that evidence into the Program Outcome Template. Once this template is complete it will be submitted to the program committees for review, approval, and comment. At the end of this four or five year period the Evaluation Committee will reexamine the Program Outcomes as they relate to their respective program essentials. Following this examination, the Outcomes Coordinator will oversee the mapping of the Program Outcomes to both the program essentials as well as the relevant course objectives. This will ensure that the essentials are continually reevaluated for relevance, and that they are being successfully translated into the Program Outcomes. Post-master’s students take courses with Master students, so these two programs are evaluated together. Both are evaluated and managed by the MSN Committee. The outcomes for the programs are scheduled to be evaluated on the following calendar:

BSN, Second Degree, and RN-BSN

Year of Review Outcome Outcome Outcome Outcome 2017/2018 Program

Outcome Mapping

2018/2019 #4 – Collaborative Efforts

#5 – Integrated Systems Analysis

#7 – Evidence-Based Practice

2019/2020 #1 – Clinical Judgement

#8 – Teaching/Learning

#12 – Leadership

2020/2021 #2 – Moral Agent

#9 – Ongoing Education

#11 – Communication

2021/2022 #3 – Caring Attitude

# 10 – Information Technologies

#6 – Diverse Populations

#13 – Interrelationship

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MSN/PMC

Year of Review Outcome Outcome Outcome 2017/2018 Program Outcome

Mapping

2018/2019 #5 – Health Care Systems

#8 – Lifelong Learning


#2 – Caring

2020/2021 #3 – Collaborative #4 – Evidence-Based Nursing Practice

2021/2022 #6 – Culturally Competent Practice

#7 – Ethical Decision Making

DNP


Mapping

2018/2019 #5 – Collaborative Learning

#6 – Exploration of Knowledge

2019/2020 #7 – Culturally Competent

#8 – Ethical Decision Making

2020/2021 #9 – Lead Change #10 – Moral Advocacy 2021/2022 #3 – Justice #4 – Patient Care

Services and Outcomes


#2 – Interprofessional Collaboration

Ph.D.


Mapping

2018/2019 #3 – Other Disciplines #4 – Reduce Health Care Disparities

2019/2020 #5 – New Evidence for Nursing Practice

#6 – Social Justice

2020/2021 #1 – Original Research

#2 – Scholarly Work

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Collection of this data occurs on the following timeline over the course of the academic year:

• October 2019 – Program Committees review the outcomes to be evaluated during the academic year.

• January 2019 – The Outcomes Coordinator will update the template with the results from the 2018 Fall Instructor Course Reviews.

• February – March 2020 - Program Outcome report is reviewed in program committees and recommendations based on the results are recorded. Final results are submitted to the Evaluation Committee for review.

• April 2020 – August 2020 – Action plan based on the results is developed with implementation goals for academic year 2020/2021.

In addition to the program committee reports to the Evaluation Committee, students are evaluated on their understanding of the Program Outcomes as part of the Student Exit Survey. Alumni are evaluated on their ability to achieve the stated Program Outcomes as part of the annual alumni survey. Further descriptions of these evaluative activities to follow.

Finally, the DNP committee will also be undertaking a review of its curriculum mapping in order to prepare for the 2020-2021 academic year.

The form used can be found in Appendix K

A complete table of Evaluation Committee responsibilities is available in Appendix J.

Administrative Course Reviews The administrative course review is an in-depth look at a specific course. Feedback is collected from all of the course stakeholders, so that information can be compared, and the most effective decisions about potential changes to the course can be made. An administrative course review consists of reviews of the following data points:

• Information contained in the course syllabus • Evaluation of student course evaluation surveys • Evaluation of instructor course review • Review of specific pedagogies used in instruction

Instructors of the courses being reviewed will be asked to complete an instructor course review that will be used as a supplemental document to the administrative review. In addition, all course instructors complete a shortened instructor course review ever semester.

A summary of the instructor course review will be provided to future instructors of the course so that they can make adjustments to future classes based off of the data collected. Administrative course reviews for each program will be completed based on the following calendar:

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BSN, Second Degree, RN-BSN Tracks

Semester of Review

Course Course Course Course Course

Fall 2018 UPNS 222: Exam Contem. Nurse (RN-BSN)

UPNS 339W: Genetics (SD)

UPNS 411: Ethics (BSN)

UPNS 112: Info. Tech (BSN)

UPNS 114: Service Learning (BSN)

Spring 2019

UPNS 324: Cultural App (BSN)

UPNS 355: Behavioral Health (SD)

UPNS 113: Human Dev. (BSN)

UPNS 223: Pop. Based Health (RN-BSN)

UPNS 357: Population Health (SD)

Summer 2019

UPNS 428: Nursing Leadership (RN-BSN)

Fall 2019 UPNS 326: Patho (SD)

UPNS 108: Freshman Seminar (BSN)

UPNS 111: Contemporary Prof. (BSN)

UPNS 325: Pharmacology II (BSN)

UPNS 327: Advocacy in Older Adults (RN-BSN)

Spring 2020

UPNS 103: Nutrition (BSN)

UPNS 426: Leadership (BSN)

UPNS 344: Nursing for Children’s Health (SD)

UPNS 348: Nursing for Maternal-Newborn Health (SD)

Summer 2020

UPNS 360: Perioperative Nurs. (BSN)

UPNS 422: Role Prep II (SD)

UPNS 400: Critically Ill Adult (SD)

Fall 2020 UPNS 124: Cult. Issues (SD)

UPNS 200: Fundamentals (BSN)

UPNS 119: Contemporary Pro. + Tech : Info Tech (SD)

UPNS 420: Role Prep I (BSN)

Spring 2021

UPNS 218: Health Assessment (BSN)

UPNS 338: Gerontology (BSN)

UPNS 309: Pharmacology (SD)

UPNS 323: Adult Health (BSN)

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MSN/PMC

Semester of Review

Course Course Course Course Course

Fall 2018 GNED 507: Found. In Ed. Theory (ED)

GPNG 527: Clinical Prevention (Core)

GNFO 517: Forensic Sci. and Legal System (FOR)

Spring 2019 GNFN 510: Foundations of Family and Ind. Care I (FNP)

GNFN 511: Foundations of Family and Ind. Care II (FNP)

Summer 2019 GNED 522: Innovative Curriculum Design (ED)

Fall 2019 GNED 531: Advanced Clinical Nursing (ED)

GNFO 520: Advanced Forensic Nursing II (FOR)

GNFN 512: Transitioning to APN (FNP)

Spring 2020 GNFO 521: Forensic Clinical and Capstone (FOR)

GNED 533: Nursing Faculty Role Practicum (ED)

GNED 532: Innovations in Teaching Nursing (ED)

Summer 2020 GNFN 509: Foundations of Family Care: Children (FNP)

GPNG 523: Hist. and Cont. Found. for APN (Core)

GPNG 530: Pharm for APN (Core)

Fall 2020 GNFO 519: Adv. Forensic Nursing I (FOR)

GPNG 528: PA for AP (Core)

GNFN 508: Foundations of Family Care: Women (FNP)

Spring 2020 GPNG 526: Ethics (Core)

GPNG 529: Pathophysiology (Core)

GNFO 518: Criminal Law and Courts (FOR)

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DNP

Semester of Review First Course Second Course Spring 2019 GPNS 907: Health Care Policy and

Finance GPNS 950: Found – Translating Evidence to Practice

Summer 2019 GPNS 952: DNP Leadership Residency I

Fall 2019 GPNS 953: DNP Leadership Residency II

GPNS 951: Program Analysis and Measuring Change

Spring 2020 GPNS 949: Found. Of EBP – Eval of Research

Summer 2020 GPNS 917: Transcultural Care GPNS 928: Social Justice Fall 2020 GPNS 916: Health Care Info Systems Spring 2021 GPNS 905: Epidemiology GPNS 937: Ethical Leadership

Ph.D.

Semester of Review First Course Second Course Spring 2019 GPNG 923: Methods of Scientific Inqu.

I GPNG 925: Grantsmanship

Summer 2019 GPNG 924: Methods of Scientific Inquiry II

GPNG 921: Found of Social and Distributive Justice

Fall 2019 GPNG 918: Research and Theory in Health Behavior

GPNG 922: Philos. Of Science and Theory

Spring 2020 GPNG 915: Dissertation Seminar – Topic Defense

Summer 2020 GPNG 915: Dissertation Seminar – Proposal Development

Fall 2020 GPNG 931: Applied Qualitative Practicum

GPNG 927: Structure of Knowledge

Spring 2021 GPNG 940: Stats. II GPNG 930: App. Quantitative Practicum

Summer 2021 GPNG 901: State of Science and Discovery

GPNG 903: Measurement Issues

Administrative Course review forms are available as Appendix A.

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• September 2019 – Program Committees review and approve the completed administrative course reviews from the Spring 2019 academic term. Program Committees make recommendations based on the administrative course reviews. After the review is completed, the Program Committee makes recommendations for completion of Summer 2019 administrative course reviews. Final reviews and faculty comments are submitted to the Evaluation Committee.

• November 2019 – Program committees review and approve the completed administrative course reviews from the Summer 2019 academic term. Program committees make recommendations based on the administrative course reviews. Final reviews and faculty comments are submitted to the Evaluation Committee.

• April 2020 – Program committees review and approve administrative course reviews from Fall 2019 semester and makes recommendations for action. Final review and recommendations are submitted to the Evaluation Committee.

• April 2020-August 2020 – Evaluation Committee combines information from all administrative reviews and creates an action plan with implementation for 2020/2021 academic year.

A complete table of committee responsibilities is available in Appendix J.

Faculty Peer Review Duquesne University School of Nursing engages in peer reviews of faculty to ensure the quality of the educational experience received by students. The peer review is conducted each academic year following a set of pre-approved guidelines. Peer review assignments are made by October 1st of the academic year; however, changes may be made to accommodate changes or specific issues. The guidelines for peer review are as follows:

• All full-time faculty members will receive peer reviews based on their rank and tenure status

o New/Junior full-time faculty will receive one peer review each semester for their first three years with the exception of new faculty brought in at the rank of Professor

o Instructors, Assistant Professors, and Associate Professors with more than three years of experience will receive one peer review annually

o Professors will receive peer reviews on request o Faculty members can request additional peer reviews, as needed or wanted, for

promotion and professional development o Chairs or Administrators can also request peer reviews for particular courses or

faculty based on specific concerns or issues.

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• All full-time faculty members are expected to participate as peer reviewers. During the first two years of appointment, faculty will not be assigned as peer reviewers, but are expected to participate through their faculty mentors.

• Due to the mix of faculty, some senior faculty members may be asked to complete two peer reviews each year. Tenured and tenure-track faculty with over five years’ experience within their current appointment are asked to complete two reviews a year.

• Peer reviewers will be assigned by the Associate Dean for Academic Affairs based on experience, content area, and familiarity with the format (online or face-to-face), with input from Chairs. This will include assigning both the faculty reviewer and the course to be reviewed.

• Peer reviews can be completed by faculty who are rank & tenure at or above the rank & tenure of the person they are to review.

• Appendix A of the Faculty Handbook describes the Peer review process and the required components of the Peer Review.

For peer reviews completed for face-to-face courses, a peer review form has been created and is available in Appendix E. For online courses, faculty have the option of choosing the method of review that they feel best meets the needs of the medium; however, Merlot evaluation has been the standard and is available in Appendix E. The results of the Peer Reviews will not be reported as part of the annual evaluation report due to the individual nature of this evaluation. Instead, the results of Peer Review Evaluation will be included in the annual faculty/staff review. As necessary, the Chair will discuss the need for any training or improvement plans based on the results of the peer review.

Review of Program Exit Surveys Each graduating class is asked to complete an exit survey designed to collect student perspective on the quality of university services, the quality of instruction, and their satisfaction with the program as a whole. At the end of each term, surveys will be administered to the graduates of every program.

The results of the program exit surveys will be compiled and submitted for review to the respective program committee. Results are to be used to help shape the direction of the new academic year. The Evaluation Committee has recommended that all survey questions measured on a 5 point scale receive a mean score of at least 3.00 for the 2019-2020 academic year.

A copy of the program exit survey is available as Appendix D


• September 2019 – The Program Committees review the results of the program exit surveys as part of the annual report and make recommendations to the Evaluation Committee for action. Evaluation Committee creates action plan for implementation

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during the 2019/2020 academic year based on the results of the annual evaluation report and the exit survey data.

• October 2019-April 2020 – Action plan is implemented by the designated groups and data collected for review by program committees.

• December 2019 – Program Exit Survey is deployed to those students who graduated after the Fall 2018 term.

• May 2020 – Program Exit Surveys are deployed to those students who graduated after the Spring 2019 term.

• August 2020 – Results of the Exit surveys are compiled and added to the 2019-2020 annual report for faculty review.


Review of Alumni Surveys Alumni surveys will be completed annually during the summer semester for graduates from any of our programs from one year, three years, and five years prior to the date of administration. During the summer of 2020, survey responses will be solicited from individuals who graduated in 2019, 2017, and 2015. This pattern of collection will continue forward. The results of the alumni survey will be summarized and shared with program committees to be considered while making decisions regarding instruction within the program. The Evaluation Committee has recommended that all questions receive a mean score of 3.00 out of 5.00 for the 2019-2020 academic year.

A copy of the alumni survey is available as Appendix F


• September 2019 – Alumni data collected during the summer of 2019 is summarized in the annual evaluation report and reviewed by program committees or faculty. Comments are included as part of the report to the Evaluation Committee.

• April 2020 – Evaluation Committee reviews and approves the tool for collection of alumni data.

• June 2020 – Alumni surveys are deployed. • August 2020 – Alumni data is included in the annual evaluation report for faculty.


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Student Affairs Evaluation The Office of Student Affairs will conduct an assessment of the services offered to all students through the Office of Student Affairs. It will alternate assessment of the graduate and RN-BSN (online tracks) and the undergraduate (traditional and second-degree tracks) in the spring of each year. In the spring of 2019, undergraduate students were surveyed. Online students will be surveyed in spring of 2020. Data collection will take place in March of each year so that the analysis can be completed and reviewed prior to the beginning of the next academic year. Results will be shared with the Office of Student Affairs staff and School of Nursing Administration.

A copy of the tool is available in Appendix G.

Review of Certification Pass Rates

Students graduating from either the BSN or Second Degree tracks are required to be licensed through the NCLEX-RN examination. Successful completion of this exam is a requirement for practice in nursing. An acceptable first-time pass rate for a university is 80%. The reporting period for this rate is from October 1st of any given year until September 30th of the following year. The Outcomes Coordinator is responsible for tracking and reporting the pass rate to faculty at the end of the reporting period. As part of program committee meetings, faculty will review the pass rate and make curricular recommendations as necessary.

Graduates from the MSN/PMC in Family (Individual Across the Lifespan) Nurse Practitioner program are certified through either the American Academy of Nurse Practitioner Certification Program (AANP) or the American Nurses Credentialing Center (ANCC) exam. The national average for pass rate on the AANP exam is 80%, so the SON has set a goal of an 86% pass rate for this exam. Pass rates for students sitting for these exams will be reviewed by program committee and recommendations will be made as necessary. Certification pass rates are reported both by track and degree.

Program-Specific Improvement Initiatives Each academic year the Outcomes Coordinator works with the program chairs to develop a program-specific goal to research. This is normally met through the weekly work of the committees in an ad-hoc basis. This process ensures that such evaluations are included in the annual report.

US News and World Report: Each year the Outcomes Coordinator will review the US World News Report rankings for the School of Nursing’s Online, MSN and DNP rankings. This review will focus on ways to improve the rankings for the School of Nursing and will identify areas of potential growth. Once completed the review will be submitted to the Evaluation Committee for further assignments.

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Retention and Attrition Rates At the beginning of each semester the Outcomes Coordinator will review the most up-to-date Attrition Report with the Evaluation Committee. The Committee will review the data and take any actions deemed necessary.

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Undergraduate-specific Evaluations Clinical Evaluation Surveys Duquesne University School of Nursing has purchased ProjectConcert for the completion of all clinical evaluations in the undergraduate program within the School of Nursing. Project Concert allows for students and faculty to both complete their clinical evaluations electronically and works as a database of student evaluations for reporting and tracking.

Mid-term evaluations for clinical courses will open by the start of the 5th week of classes. Students will have one week to complete their self-evaluation before it closes for review by the clinical faculty. The faculty will review the student’s self-evaluation and complete the mid-term evaluation by the end of the 7th week of classes including a review of results with the students. The one exception to this is the 8-week BSN courses which will only have the final evaluation.

Final evaluations for clinical courses will open by the start of the 13th week of classes. Students will have one week to complete their self-evaluation before it closes for review by the clinical faculty. The faculty will review the student’s self-evaluation and complete the final evaluation by the end of the semester including a review of results with the students. After all of the clinical evaluations are completed, the Faculty of Record of the course will review all failing evaluations for the clinical portion of the course before moving forward with failing the student.

In addition to student clinical evaluations, the students will also use ProjectConcert to evaluate the clinical sites themselves. The evaluation period for the clinical site will open the 13th week of the semester and will have to be completed by the end of the term. The Director of Adjunct Faculty and Clinical Affairs will review the results of these surveys and follow-up on any negative feedback about a clinical site.

The Faculty of Record along with the Director of Adjunct Faculty and Clinical Affairs will be responsible for evaluating the clinical faculty during the term. The self-evaluation for Clinical Faculty will open at the start of the 13th week of the semester and will need to be completed by the end of the term. The Faculty of Record will then complete their evaluation before turning over to the Director of Adjunct Faculty and Clinical Affairs for final review.

The clinical faculty also have the opportunity to evaluate the faculty of record and their clinical sites for the course. For these evaluations, Qualtrics will be used. At the end of the 13th week of the term, the Outcomes Coordinator will send the survey to the Clinical Faculty for them to complete. Results of the survey will be given to the Director of Adjunct Faculty and Clinical Affairs for review.

For Lab Evaluations, the School of Nursing will use ProjectConcert. All clinical work within UPNS 218: Health Assessment is completed in the lab along with some activities in other clinical courses. After each lab is completed, an Ad Hoc evaluation will be completed based on the student’s performance in the lab. An Ad Hoc evaluation is an evaluation that is not scheduled in

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advance, but completed on site by the clinical faculty and immediately reviewed with the student. The Ad Hoc evaluations are designed to act as a formative evaluation for the student as they move through the course.

A copy of the tools used for clinical evaluation can be found in Appendix C.

Second Degree Discussion Group: Each spring the Outcomes Coordinator will organize 3-4 discussion groups made up of 8-10 Second-Degree students and led by the Second Degree Coordinator. The Evaluation Committee will determine the agenda for these focus groups during the January committee meeting. The results from these focus groups will be evaluated in the April Evaluation Committee meeting.

These discussion groups are centered on student opinions about their orientation experience but also included discussion on a variety of issues.

Community Focus Groups In addition to collecting data on alumni performance by surveying the alumni themselves, the school of nursing strives to conduct a number of focus group meetings with community partners. These focus groups are designed to obtain the viewpoint of hospital leadership on the performance of Duquesne University School of Nursing graduates. Focus groups will be completed based on the following calendar:

Academic Year

Location 1 Location 2 Location 3 Location 4 Location 5 Location 6

2018-2019 Western Psych Institute and Clinic

UPMC Mercy

St. Clair Hospital

UPMC Children’s

VA (3rd Attempt) (DNP)

2019-2020 UPMC East

UPMC Passavant

Forbes Regional Hospital

AGH UPMC Mercy (2nd Attempt)

2020-2021 UPMC Shady Side

Canonsburg Hospital (2nd Attempt)

Heritage Valley Health System (2nd Attempt)

UPMC Presbyterian

UPMC East

2021-2022 UPMC Magee

VA UPMC McKeesport

UPMC St. Margaret’s

Jefferson Regional

(Note: Any location with the (DNP) indicates a hospital that was contacted but did not participate in a focus group)

Members of the Evaluation Committee will conduct the focus groups with the community partners and summarize the results, to be reviewed by faculty in program committee meetings.

A copy of the focus group methodology is available as Appendix H.

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A survey will be sent to those locations not receiving a focus group in any given year, so that feedback may be collected from all community stakeholders. A copy of the survey tool is available as Appendix I.

Focus group meetings will be conducted over the course of the entire academic year at the availability of the hospital sites. The current list of locations are suggestions for review and are subject to hospital interest and availability. Should the need arise, different locations may be asked to participate.


Review of Student HESI Results As a student progresses through the schools BSN and Second Degree programs, he or she takes a number of HESI examinations. The HESI packages are constantly evolving, so often different student levels are using different HESI packages. This means that a student might be taking different HESI tests in his or her class. The schedule for these exams is as follows:

Sophomores (Class of 2022) Fall 2019

Fundamentals V-1 Final Exam

Spring 2020

Med-Surg Custom (75 items) Final Exam Adult Health

Fall 2020

Custom Peds (50 items) Final Exam

Custom OB (50 Items) Final Exam

Custom Behavioral 50 Items) Final Exam

Pharmacology V-1 Final Exam

Spring 2021

Custom Gero ( 75 items) Final Exam

Fall 2021

Fundamentals V-2 Role Prep I

Med Surg V1 Role Prep I Mid Term

Med Surg V2 Role Prep I Final Exam

Critical Care Final Exam

Spring 2022

Pharm V2 Role Prep II

Hesi Exits As per Role Prep II Course Profile

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Lx & Management Final Exam

Junior (Class of 2021) Fall 2019

Custom Peds (50 items) Final Exam

Custom OB (50 Items) Final Exam

Custom Behavioral(50 Items) Final Exam

Pharmacology V-1 Final Exam

Spring 2020

Custom Gero ( 75 items) Final Exam

Fall 2020

Fundamentals V-2 Role Prep I


Med- Surg V2 Role Prep I Final Exam


Spring 2021

Pharm V2 Role Prep II



Senior (Class of 2020) Fall 2019

Fundamentals V2 Role Prep I

Patho Role Prep I


Med- Surg V2 Role Prep I Final


Spring 2020

Pharmacology V2 Role Prep II


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Second Degree (Class of 2020; 12 month) Fall 2019


Spring 2020

Custom Med Surg ( 75 items) Final Exam Adult Health

Pharm V-1 Final Exam

Custom Peds 50 items Final Exam

Custom OB ( 50 items) Final Exam

Custom Behavioral (50 Items) Final Exam

Summer 2020

Custom Gero (75 items) Final Exam



Fundamentals V 2 Role Prep

Pharmacology Role Prep


Second Degree (Class of December 2020; 16 month) Fall 2019


Spring 2020

Custom Med Surg ( 75 items) Final Exam Adult Health


Custom Peds 50 items OR Fall 2019 Final Exam

Custom OB ( 50 items) OR Fall 2019 Final Exam

Custom Behavioral (50 Items) OR Fall 2019 Final Exam

Summer 2020



Fall 2020



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HESI Exits As per Role Prep II Course Profile

BME (Class of 2021 - Group 1 ) (SAME AS SECOND DEGREE) Fall 2019


Spring 2020

Custom Med Surg ( 75 items) Final Exam


Spring 2021

Custom Peds ( (50 items) Final Exam

Custom OB ( (50 items) Final Exam


Summer 2021







BME (Class of 2020 - Group 2) (SAME AS SECOND DEGREE) Fall 2018


Spring 2019

Custom Med Surg ( 75 items) Final Exam


Spring 2020

Custom Peds ( (50 items) Final Exam

Custom OB ( (50 items) Final Exam


Summer 2020



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The results of the HESI examinations are compiled and summarized for review by course instructors, the Director of the Nursing Lab, the Remediation Coordinator, the Chair of Undergraduate program, the coordinator of the Second Degree track, the Associate Dean for Academic Affairs, the Assistant Dean for Student Affairs, and the Dean of the School of Nursing. The summary of HESI results will be used to make decisions regarding student progression through the program and remediation requirements. Group data will be used to evaluate student understanding of concepts taught within courses and to evaluate potential success on NCLEX examinations. The summary of HESI results is an ongoing evaluation that occurs immediately after each exam is administered. HESI data will be kept and reviewed over time, so a record of class success on these exams can be created. Changes made to the curriculum designed to impact student success on these exams can be measured for success based on these data points. Annually, the faculty will be presented with information regarding HESI results, and recommendations will be made for any action that needs to be made.

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Aggregate Faculty Outcome Assessment Teaching: Review of Student Evaluation Surveys (SES) Duquesne University School of Nursing uses a number of survey tools to collect information regarding the teaching within its classes. The SES survey is a University run evaluation that examines teaching according to four domains:

• Instructional design • Instructional delivery • Attitudes toward student learning • Faculty availability

These surveys are administered to students at the end of each term, and results are made available to the faculty that was evaluated, the chair of the program in which the course was offered, the Associate Dean for Academic Affairs, and the Dean of the School of Nursing. While considered in a broad sense as part of the Administrative Review of Courses, the SES survey is an individual quality improvement tool and is reviewed and considered as part of a faculty member’s annual review with their immediate supervisor. For those on tenure track or considering promotion, SES surveys make up a portion of their review. Because the SES survey is an individual quality improvement tool, individual results are not shared with all faculty; however, school level, aggregate results will be shared as part of the school’s annual evaluation report. The SES survey uses a 5 point scale in its evaluations. The Evaluation Committee has recommended a minimum score of 3.0 on a 5.0 scale for any individual survey question for the surveys completed during the 2019-2020 academic year.

A copy of the student evaluation survey is available as Appendix B.

Scholarship: Publications and Grants The faculty of the School has a commitment to scholarship in balance with their commitment to teaching, aligned with the University’s notion of the scholar teacher. In partnership with faculty and administration, the current annual goal for faculty has been: 1 publication per faculty member per year and 1 external grant submission per tenure track or tenured faculty member per year.

Service: Committees All faculty members are expected to serve on at least one School Of nursing or University Committee

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Final Reporting At the end of each academic year, Evaluation Committee, will release an annual evaluation report. The annual evaluation report will include:

• Outcome findings for the previous academic year • The proposed evaluation plan for the next academic year • The proposed evaluation goals for the next academic year

The final report will be reviewed by faculty as part of the first committee meetings of the year.

duquesne university school of nursing evaluation plan ......implemented this comprehensive...

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