instructional comprehensive program planning … · 1 san luis obispo county community college...
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INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW
(CPPR)
Only to be completed by those programs scheduled for the year according to the institutional
comprehensive planning cycle for instructional programs (i.e., every four years for CTE
programs and five years for all other instructional programs), which is produced by the Office of
Academic Affairs.
Program: Registered Nursing (NRAD)
Planning Year: 2014-2015 for 2015-2016
Last Year CPPR Completed: 2010-2011 for 2011-2012
Unit: Nursing Allied Health
Cluster: Math, Nursing, Biological and Physical Sciences, Kinesiology/Health Sciences & Athletics
NARRATIVE: Instructional CPPR
Please use the following narrative outline:
I. GENERAL PROGRAM INFORMATION
A. Associate Degree Nursing Program Mission Statement:
The mission of the Cuesta College Associate Degree Nursing Program is to provide for
the educational preparation of registered nursing students. The student will be
prepared as a generalist to practice at an entry level with the ability to apply critical
thinking skills and the nursing process in a caring and individualized manner to help
others maintain or regain optimal health, or a peaceful death.
B. Brief history of the program:
The Associate Degree Nursing Program was accredited by the California State Board of
Registered Nurses in 1967. The program was put into place to meet a significant
community need by placing well-educated RN graduates into the local workforce. The
program continues to meet this need. The majority of our graduates remain in the
community and become seasoned nurses who work side by side current nursing
students. Since its inception, the Cuesta College RN Program has produced over 1,700
Associate Degree.
The program has earned a positive reputation in the community and state as reflected
in employer and alumni surveys and community advisory boards. The program
consistently receives more applications each year than spaces in the program.
Graduates of our program pass their RN licensure exam (NCLEX) with a higher than 90%
first time pass rate.
In 2010, the nursing classroom and skills lab were remodeled with state-of-the art
technology and a high fidelity simulation lab was built.
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C. Include significant changes/improvements since the last Program Review:
Selection of Applicants:
The Cuesta College Associate Degree Nursing (ADN) Program exhausted students placed
on a waitlist from a qualified applicant pool that entered the program in fall of 2009. At
that time, the program was admitting 56 students per year, of which 20 were supported
by a two grants from the Chancellor’s Office.
In fall 2010, Cuesta College adopted the California Chancellor’s Office approved multi-
criteria selection process for admission of students entering the program. This
admission criterion was a direct result of Assembly Bill 1559 and the Education Code
(Section 78261.5) and is utilized to select the most qualified candidates for admission.
In this same year, admissions were reduced to 46 per year, following evaluation of
available clinical facilities, community need and premature loss of the Workforce
Initiative (WIA) Grant that supported 10 students.
In fall 2012, the program began reserving three (3) spaces for Advanced Placement
Licensed Vocational Nurses (LVN’s) with a minimum of one year work experience to
enter into the 2nd
semester of the program by admitting 43 generic students into the 1st
semester, with a goal of continuing to graduate 46 per year.
Organizational Structure and Faculty Changes:
The nursing program has gone through significant changes to the organizational chart
change. These changes occurred to provide additional support for the Director of
Nursing and Allied Health in a division that had eight regulated programs, two of which
were newly created in 2006/07. The addition of a Division Chair for Nursing and Allied
Health division began in 2007/08. The Director of Nursing and Allied Health position
was divided into two director roles in 2008/09, with the Director of Nursing given
oversight for the ADN, LVN and CNA programs, and the newly created Director of Allied
Health given oversight for the other five smaller programs.
Two tenured faculty left the program through resignation and retirement. Both of these
resignations were replaced with full-time, tenured, qualified nurses who had previous
experience as clinical adjunct faculty. Another long-time tenured faculty member
retired effective May 2014. Advertising occurred in fall 2013 for a full-time, tenure
replacement, but did not result in a qualified applicant for the position. Instead, a part-
time lecture and part-time clinical faculty have been hired for fall 2014, and we will
advertise again for a tenure faculty position beginning spring 2015. These automatic
replacements of full-time faculty who resign or retire demonstrate the strong support
and commitment that our program receives from administration to run the nursing
program.
Curriculum:
All curricula have consistently been reviewed at least annually during Program Review
meetings held at the completion of each semester. Program Review encompasses
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student feedback on course surveys, faculty analysis of student learning outcomes,
input from community agencies, and student success indicators of NCLEX pass rates and
employment tracking. Our philosophy and curriculum has continued to be timely and
relevant in today’s healthcare setting. However, faculty members have determined it is
time for an in-depth curriculum review which began with a workshop led by a
consultant with expertise in quality and safety in nursing education (QSEN). Review and
revisions are taking place now with plans to continue during the 2015/2016 academic
year.
Simulation Liaison:
A simulation Liaison position was created to oversee the high fidelity simulation lab
created in 2010. The purchase of equipment for this lab was provided through grant
and donor funding. The simulation lab now encompasses simulations in every semester
and provides patient care experiences throughout the lifespan.
Retention:
The nursing program continues to aggressively implement student success strategies to
foster student’s successful completion of the program on time and to prepare students
as entry level clinicians. Our retention rate was over 90% for the classes completing in
2012 and 2013.
RN Licensure Prep:
Since 2007, online NCLEX practice tests have been incorporated throughout all
semesters along with a live content review course immediately following graduation to
prepare students for the licensure exam. Our 1st
time pass rate over the past five years
has ranged from a low of 93% to a high of 100% in 2014.
ADN to BSN Education Pathways:
A partnership was created with California State University Channel Islands (CSUCI) Fast-
Track Hybrid ADN to BSN Program to ensure an option into the CSU system for a BSN.
Representatives have come to campus to inform and advise students of this pathway to
4th
semester students in spring 2012, 2013 and 2014. Other ADN to BSN options are
being sought. An Articulation Agreement with Chamberlain College was established
spring 2014 that offers an all-online option and 10% discount off regular tuition for our
students. We hosted an ADN to BSN Transfer Fair in spring 2014 with nine colleges
present. The fair was attended by 90% of our students, and many alumni attended as
well. Students voiced their appreciation loudly. Plans exist to repeat this event in spring
2015.
Electronic Healthcare Record System:
The introduction of electronic healthcare records in our hospitals mandated we
introduce this concept into our curriculum and the purchase Pearson Cerner Academic
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Electronic Healthcare Record System. This system was purchased for students with
grant funding in 2013/14, and utilizing clinical facility donations to the college
foundation for 2014/15. Students are able to orient and practice with electronic
healthcare records in the skills lab and from their home setting. This system mimics
what students use in the clinical setting.
D. List current and/or new faculty, including part-time faculty
Full-Time RN Faculty and Content Specialty:
Marcia Scott – Director
Linda Harris – Division Chair, Medical-Surgical, Geriatric
Antonia Torrey – Pediatric, Obstetrics, Medical-Surgical
Monica Millard – Medical-Surgical, Geriatric
Richard Staley – Assistant Director, Medical-Surgical, Geriatric
Beth Johnson – Medical-Surgical, Geriatric
Part-Time:
Vickie Valenziano - Simulation Liaison /Coordinator
Dawn Santos – Psychiatric Nursing Lecture and Clinical
Sammye Anne Davis – Psychiatric Nursing Clinical
Ellyn Winslow – Medical Surgical, Geriatric Clinical
Courtney Honeycutt – Medical Surgical, Geriatric Clinical
Karen Randolph – Medical Surgical, Geriatric Clinical and Skills Lab
Ann Miller – Medical Surgical, Geriatric, Obstetrics, Pediatric Clinical and Skills Lab
Bridgette Bateman – Medical Surgical, Geriatric Clinical
Stacy Tidd – Medical Surgical, Geriatric Clinical
E. Describe how the Program Review was conducted and who was involved
The ADN program recently underwent its routine continued program approval in fall
2014 through the Board of Registered Nursing (BRN). The Director of Nursing, Division
Chair and faculty met weekly throughout spring 2014 to complete a self-study report to
submit to the BRN and prepare for a 2-day site visit that took place November 2014.
This self-study was an extensive comprehensive program evaluation that provided
thorough preparation for the CPPR process. Results of Student and Program Learning
Outcomes were reviewed in preparation for writing the BRN self-study and this program
review. The Division Chair, Nursing Program Director, and faculty contributed to writing
and editing this final document.
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II. PROGRAM SUPPORT OF DISTRICT’S MISSION STATEMENT, INSTITUTIONAL GOALS,
INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES
A. Identify how your program addresses or helps to achieve the District’s Mission
Statement.
The Cuesta College ADN Program, in alignment with the school’s mission, vision, and
values, works to maintain the quality of education our program by:
a. Maintaining our tradition of providing accessible, high-quality instruction to support
and enhance student success and to enter the health care workforce prepared.
b. Seeking advice from our community to assure educational programs address current
healthcare standards.
B. Identify how your program addresses or helps to achieve the District’s Institutional
Goals and Objectives, and/or operational planning initiatives.
Institutional Goal 1: San Luis Obispo County Community College District will enhance
its programs and services to promote students’ successful completion of transfer
requirements, degrees, certificates, and courses.
Institutional Objective 1.1: Increase the percentage of transfer-directed students who
are transfer prepared by 2% annually.
a. Hosted an ADN to BSN Pathway Information Fair in spring 2014 to provide academic
advisement toward an efficient articulation for the BSN degree. Our current RN
students, Hancock students, alumni and community nurses were invited. This was
very well attended in 2014, so we are repeating in March 2015.
b. A partnership continues with the CSUCI Fast-Track Hybrid ADN to BSN Program to
ensure an option into the CSU system for a BSN following completion of Cuesta’s
nursing program. A new partnership was added with Chamberlain online program
that provides our students a 10% credit off tuition. Additional partnerships with
schools for our students to obtain their BSN efficiently and seamlessly are being
sought.
c. Created a pre-nursing flowchart to facilitate student understands of prerequisite
coursework, and made available to students in the college catalog, Information
Sessions offered each semester, and in counseling appointments.
Institutional Objective 1.2: Increase the percentage of degree- or certificate- directed
students who complete degrees or certificates by 2% annually.
a. Provided Information Sessions to interested applicants twice a year to explain the
selection process and resources necessary to have in place prior to beginning the
program in order to successfully complete the program.
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b. Created a pre-nursing flowchart to facilitate student understands of prerequisite
coursework, and made available to students in the college catalog, Information
Sessions offered each semester, and in counseling appointments.
c. Increased pre-nursing advisement by offering pre-nursing group counseling sessions
weekly.
d. Identified the need for a pre-nursing degree and have scheduled meetings to
explore during spring 2015. Provided Information Sessions to interested applicants
twice a year to explain the selection process and resources necessary to have in
place prior to beginning the program in order to successfully complete the program.
e. Provided a six hour incoming student orientation to explain the time commitment,
academic rigor, clinical agency travel requirements, and anticipated cost of the
program to help students understand resources necessary to have in place during
program to successfully complete the program.
f. Provided financial aid information to interested applicants at Information Sessions,
and again to admitted students in the Incoming Student Orientation. Students were
informed and encouraged to attend financial aid workshops offered by the college.
Emergency loans from a nursing foundation account are offered to students in the
program who encounter unanticipated hardship situations and would otherwise
need to drop the program due to financial constraints.
g. Provided scholarship information to admitted students. The Success Specialist met
with students to increase awareness of opportunities and facilitate the scholarship
application process. All students that applied received at least one nursing
scholarship.
h. Provided information to students needing accommodations on how to contact DSPS
prior to each nursing course and student needs were accommodated to facilitate
successful completion of courses.
i. Continued to secure grant funding from the Chancellor’s Office to fund/ support the
Success Specialist position to maintain the retention and on time completion of
students who are accepted into the RN program above 90%.
j. Maintained and/or purchased new equipment and supplies for student learning that
mimics what will be used for patient care in the healthcare agencies.
k. Provided instructional learning utilizing realistic patient care scenarios in the
Simulation Lab with both high-fidelity and low-fidelity simulation. This allowed all
students to perform critical patient care situations in the simulation setting, with
faculty available as a resource, before the patient care situation was encountered in
healthcare agencies.
l. Provided students with handheld electronic devices with nursing application
resources to facilitate efficient patient research in the clinical and classroom setting.
Applications include a drug book, medical dictionary and diagnostic test book. This
handheld device also promoted student to faculty communication through email
when on or off campus.
m. Purchased an electronic healthcare record program to facilitate student access and
proficiency with the medical records during clinical and after graduation.
n. Increased the use of the Kaplan integrated NCLEX content review /online test
practice during the four semesters of the program.
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o. Continued to provide a comprehensive four day NCLEX Live Review on campus, free
of charge, for students completing the RN program to facilitate their successful
passing of the licensure exam and ability to be hired promptly after completing the
program.
p. Continued strategies to enhance faculty ability to develop effective evaluation
measures: a) National Council State Board of Nursing (NCSBN) licensure test (NCLEX)
report and b) Apperson test scanner enabling detailed analysis of exam reliability
and quality c) employer, alumni and student surveys.
Institutional Objective 1.3: Increase successful completions in distance education
courses by 2% annually.
a. The faculty that teach distant education, NRAD 201, 204 and 222 courses completed
DE technology training and successfully converted from Blackboard to Moodle.
Attrition in NRAD 201 DE is related to pre-RN students who do not complete due to
life issues, not interested in nursing, or academic reasons. Those students who are
in the RN program, complete the course successfully.
Institutional Goal 2: San Luis Obispo County Community College District will build a
sustainable base of enrollment by effectively responding to the needs of its local
service area.
Institutional Objective 2.1: Increase the capture rate of the local 24- 40 age cohort by
2% annually.
a. Informed the community of program application periods and criteria through public
info sessions, flyers, press releases, courteous responses to phone and walk-in
inquiries, and website announcements.
b. Continued to improve our division website to be more modern and user friendly in
order to provide program announcements and useful resources that assist potential
students.
Institutional Objective 2.2: Increase the local high school capture rate by 2% annually.
a. Attended high school career fairs to represent Cuesta in general and nursing/allied
health professions in particular.
b. Promoted the College Promise that provides a scholarship for every new SLO
county high school graduate at community events and healthcare agency advisory
meetings.
Institutional Goal 3: San Luis Obispo County Community College District will assess and
improve the quality and effectiveness of its participatory governance and
decision-making structures and processes.
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Institutional Objective 3.1: Develop and distribute an institutional decision-making
handbook that clarifies and documents the purpose, membership, meeting schedule,
and reporting structure of its participatory governance and decision-making bodies.
a. Full-time faculty have reviewed, and increased numbers of part-time faculty, have
reviewed the College Handbook and online resources to various district plans as well
as accreditation updates found on the districts WEB site.
Institutional Objective 3.2: Assess participatory governance and decision-making
structures and processes and revise as needed to ensure that the processes are
effective, transparent, and include broad participation.
a. Full-time faculty are fully involved in the participatory process/committee work and
provide feedback to structural and process revisions.
b. Part-time faculty assignments are typically completely off campus in healthcare
agencies making it difficulty for them to participate in the governance process.
Nevertheless, part-time clinical nursing faculty members regularly collaborate with
full-time faculty through weekly level meeting attendance, during which they share
their observations and evaluations of students’ clinical performances.
Institutional Goal 4: San Luis Obispo County Community College District will
implement, assess, and improve its integrated planning processes.
Institutional Objective 4.1: Train the internal community about the integrated
planning processes.
a. Presented the Integrated Planning Model to faculty at bimonthly faculty meetings.
Copies were placed in nursing and allied health break room for reading.
b. College committee reports are a regular agenda item for faculty meetings, allowing
faculty to be appraised of ongoing integrated planning efforts at various committee
levels.
Institutional Goal 5: San Luis Obispo County Community College District will
strengthen its partnerships with local educational institutions, civic organizations,
businesses, and industries.
Institutional Objective 5.1: Increase participation at district events for business and
civic leaders.
a. Maintained Director communications and meetings with community healthcare
agency administration a minimum of once a semester.
b. Hosted Community Advisory Meetings each semester with representatives from
clinical sites and potential employers. The agenda and overall purpose of these
meetings was to ascertain the program is educating nursing students who are
prepared to transition into the workforce smoothly and efficiently.
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c. Hosted RN Pinning Celebration (graduation) at the end of each year in May to
highlight the accomplishments of the RN students and program in a venue with
family, friends, potential future students and community. This is streamed online
for family and friends who cannot attend.
d. Participated in community service activities throughout the year to reach out to our
community. Volunteer groups of students and faculty participated in numerous
community events such as: flu shot clinics, Heart Walk, Athletic Dept 5K, AA
convention, 1st
aid booths and Fort Hope. Faculty member serves on a local hospital
community board and participation with community scholarship committee.
e. Addressed a local community group of business professionals at a Rotary meeting to
explain the current nursing selection policies, highlight the RN program’s impressive
retention and licensure pass rates statistics, and share the overall positive effect of
program graduates in our community.
Institutional Objective 5.2: Increase participation at district events for K-12 districts
and Universities.
a. Faculty, success specialist, and directors attended high school career days and
middle school outreach programs. The district maintains the attendance records.
C. Identify how your program helps students achieve Institutional Learning Outcomes.
ILO 1. Personal, Academic, and Professional Development
Students achieving this outcome will be able to:
• Recognize, assess, and demonstrate the skills and behaviors that promote
academic and professional development
• Demonstrate the professional skills necessary for successful employment
a. Students are taught the importance of choosing a lifestyle that promotes
personal health and mental well-being through the nursing program’s Caring
Philosophy and Framework.
b. Student’s are taught to demonstrate the professional skills necessary for
successful employment as an entry level nurse in a variety of healthcare settings
during weekly lecture, skills lab practice and clinical patient care practicum
throughout the four semesters of the nursing program.
ILO 2. Critical Thinking and Communication
Students achieving this outcome will be able to:
• Analyze and evaluate their own thinking processes and those of others
• Communicate and interpret complex information in a clear, ethical, and logical
manner
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a. Students are taught to critically think through patient care scenarios in the skill
lab and simulation lab. Debriefings occur in small, confidential group setting to
reflect and strengthen one’s own thinking.
b. Students perform patient care in the clinical setting weekly. Patient care
expectations progress from simple to complex throughout the four semesters.
Students research patient care the evening prior to attending clinical and submit
forms to faculty for review, and faculty question students in the clinical setting
to assure student’s have adequately prepared prior to implementing care that
incorporates physical and emotional patient assessment, medical orders, lab and
diagnostic test results.
c. Students are taught the ethical and legal elements of patient confidentiality.
ILO 3. Scientific and Environmental Understanding
Students achieving this outcome will be able to:
• Draw conclusions based on the scientific method, computations or
experimental and observational evidence
• Analyze the relationship between people's actions and the physical world
• Make decisions regarding environmental issues based on scientific evidence
and reasoning
a. Students are taught to use evidence-based research throughout the nursing
program to meet the complex needs of patients.
b. The importance of lifelong learning is emphasized to keep pace with an ever
changing healthcare world.
c. Nursing process is the scientific method that forms the foundation of nursing
practice and is at the core of our curriculum.
ILO 4. Social, Historical, and Global Knowledge and Engagement
Students achieving this outcome will be able to:
• Analyze, evaluate, and pursue their opportunities and obligations as citizens in
a complex world
• Demonstrate understanding of world traditions and the interrelationship
between diverse groups and cultures
a. Students engage in patient care scenarios that involve patients throughout the
lifespan and of a multitude of cultural backgrounds.
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ILO 6. Technical and Informational Fluency
Students achieving this outcome will be able to:
• Recognize when information is needed, and be able to locate and utilize
diverse sources effectively and ethicall
• Produce and share electronic documents, images, and projects using modern
software and technology
a. Healthcare informatics are introduced in the first semester and students
participate in the use of informatics systems throughout the program.
III. PROGRAM DATA ANALYSIS AND PROGRAM
A. Enrollment
The number of enrollments reflects the number of pre
courses as well as the nursing program. This high number
interest for our program.
RN program enrolls 46 students per year. We continue to have a large qualified application
pool and turn away over 150
steady despite a decrease in the job market for new graduates in the state. Forecasting
indicates a higher demand for new graduates by 2015 and beyond with healthcare reform.
Community need/interest and healthcare agency budgets play a role in the number of students
given RN Internship opportunities. Therefore, enrollment in NRAD 219
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ILO 6. Technical and Informational Fluency`
s outcome will be able to:
Recognize when information is needed, and be able to locate and utilize
diverse sources effectively and ethically
Produce and share electronic documents, images, and projects using modern
software and technology
Healthcare informatics are introduced in the first semester and students
participate in the use of informatics systems throughout the program.
PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS
number of enrollments reflects the number of pre-nursing students enrolled in prerequisite
courses as well as the nursing program. This high number demonstrates the demand and
interest for our program.
RN program enrolls 46 students per year. We continue to have a large qualified application
over 150 eligible applicants each year. Our applicant pool has remained
a decrease in the job market for new graduates in the state. Forecasting
indicates a higher demand for new graduates by 2015 and beyond with healthcare reform.
Community need/interest and healthcare agency budgets play a role in the number of students
given RN Internship opportunities. Therefore, enrollment in NRAD 219—
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Recognize when information is needed, and be able to locate and utilize
Produce and share electronic documents, images, and projects using modern
Healthcare informatics are introduced in the first semester and students
participate in the use of informatics systems throughout the program.
nursing students enrolled in prerequisite
demonstrates the demand and
RN program enrolls 46 students per year. We continue to have a large qualified application
. Our applicant pool has remained
a decrease in the job market for new graduates in the state. Forecasting
indicates a higher demand for new graduates by 2015 and beyond with healthcare reform.
Community need/interest and healthcare agency budgets play a role in the number of students
—internship is variable.
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B. Student Demand (Fill Rate
Fill rates for the beginning of the RN program are always 100%.
150 – 200 applicants per admission cycle.
87% and 95%. This is because in August, we admit 43 out of the 46 students saving 3
slots for the spring allowing LVN to RN advanced placement students to enter. Any
other variance in fill rate is related to a student dropping and inability to fill the spot
because it is too late for student to make up the
each semester (academic or life issues) will decrease fill rates for the next semester.
Our distance education fill rates are very high.
NRAD data reflects NRAD 201 wher
students have a choice to take this course distance ed or live (on campus) therefore the
number of students in the course may not reach the CAP that was set. Stand alone
courses always fill to 100% (NRAD
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Student Demand (Fill Rate)
Fill rates for the beginning of the RN program are always 100%. The program
200 applicants per admission cycle. The data reflects that our fill rates
. This is because in August, we admit 43 out of the 46 students saving 3
slots for the spring allowing LVN to RN advanced placement students to enter. Any
other variance in fill rate is related to a student dropping and inability to fill the spot
it is too late for student to make up the clinical content. Attrition at the end of
each semester (academic or life issues) will decrease fill rates for the next semester.
Our distance education fill rates are very high.
NRAD 201 where pre-RN (elective course) and RN (required course)
students have a choice to take this course distance ed or live (on campus) therefore the
of students in the course may not reach the CAP that was set. Stand alone
courses always fill to 100% (NRAD 222).
S e r v i c e s C o m p r e h e n s i v e P r o g r a m P l a n n i n g & R e v i e w 2 0 1 5 - 2 0 1 6
The program turns away
The data reflects that our fill rates between
. This is because in August, we admit 43 out of the 46 students saving 3
slots for the spring allowing LVN to RN advanced placement students to enter. Any
other variance in fill rate is related to a student dropping and inability to fill the spot
content. Attrition at the end of
each semester (academic or life issues) will decrease fill rates for the next semester.
RN (elective course) and RN (required course)
students have a choice to take this course distance ed or live (on campus) therefore the
of students in the course may not reach the CAP that was set. Stand alone
13 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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C. Efficiency (FTES/FTEF)
The RN program has both lecture and clinical patient care courses that affect efficiency.
The table above reflects efficiency numbers for
efficiency of the clinical patient care courses
necessary student to faculty ratio as mandated by the Board of Registered Nursing
ensure all nursing students are adequately supervised and all patients receive safe care.
The table above reflects the efficiency of the nursing theory courses, without the clinical
patient care component, in which one faculty lectures to all students resulting in
S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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(FTES/FTEF)
RN program has both lecture and clinical patient care courses that affect efficiency.
efficiency numbers for both lecture and clinical courses. The
efficiency of the clinical patient care courses are lower in respect to the colle
student to faculty ratio as mandated by the Board of Registered Nursing
ensure all nursing students are adequately supervised and all patients receive safe care.
the efficiency of the nursing theory courses, without the clinical
patient care component, in which one faculty lectures to all students resulting in
S e r v i c e s C o m p r e h e n s i v e P r o g r a m P l a n n i n g & R e v i e w 2 0 1 5 - 2 0 1 6
RN program has both lecture and clinical patient care courses that affect efficiency.
ecture and clinical courses. The
in respect to the college due to a
student to faculty ratio as mandated by the Board of Registered Nursing to
ensure all nursing students are adequately supervised and all patients receive safe care.
the efficiency of the nursing theory courses, without the clinical
patient care component, in which one faculty lectures to all students resulting in
14 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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efficiency significantly above the overall college efficiency.
The RN program admits 46 students annual
cannot add more mandated credits into the four semesters of the nursing program due
to BRN regulations. We cannot admit more students because we need to fit into the
healthcare agencies that students are placed in for
addition, adding students would require additional faculty for the clinical patient care
course to meet the regulatory student to faculty ratio making this number neutral.
To augment FTES, we have increased the nu
terminology) during Summer 2014. NRAD 222 is a course open to and popular with all
of allied health programs/certs.
D. Student Success – Course Completion
This table represents successful completion of all required courses in the four semesters of
the RN program (NRAD). Elective courses have been removed. The nursing program
success rate has been above 90% for the past five years of this review. This exce
overall college rate by over 20% each year. This can be contributed to many factors
including, but not limited to, the selection process of our applicants, the strong desire of
student’s to become nurses, strong and comm
2011 represented the last of our waitlisted students. 43% of attrition was attributed to
academic or clinical failure and the other 57% attributed to personal reasons.
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efficiency significantly above the overall college efficiency.
admits 46 students annually and generates around 141 FTES. We
cannot add more mandated credits into the four semesters of the nursing program due
to BRN regulations. We cannot admit more students because we need to fit into the
healthcare agencies that students are placed in for clinical patient care experiences. In
addition, adding students would require additional faculty for the clinical patient care
course to meet the regulatory student to faculty ratio making this number neutral.
To augment FTES, we have increased the number of sections in NRAD 222 (medical
terminology) during Summer 2014. NRAD 222 is a course open to and popular with all
of allied health programs/certs.
Course Completion
This table represents successful completion of all required courses in the four semesters of
the RN program (NRAD). Elective courses have been removed. The nursing program
success rate has been above 90% for the past five years of this review. This exce
overall college rate by over 20% each year. This can be contributed to many factors
including, but not limited to, the selection process of our applicants, the strong desire of
tudent’s to become nurses, strong and committed faculty and our Succe
2011 represented the last of our waitlisted students. 43% of attrition was attributed to
academic or clinical failure and the other 57% attributed to personal reasons.
S e r v i c e s C o m p r e h e n s i v e P r o g r a m P l a n n i n g & R e v i e w 2 0 1 5 - 2 0 1 6
141 FTES. We
cannot add more mandated credits into the four semesters of the nursing program due
to BRN regulations. We cannot admit more students because we need to fit into the
clinical patient care experiences. In
addition, adding students would require additional faculty for the clinical patient care
course to meet the regulatory student to faculty ratio making this number neutral.
mber of sections in NRAD 222 (medical
terminology) during Summer 2014. NRAD 222 is a course open to and popular with all
This table represents successful completion of all required courses in the four semesters of
the RN program (NRAD). Elective courses have been removed. The nursing program
success rate has been above 90% for the past five years of this review. This exceeds the
overall college rate by over 20% each year. This can be contributed to many factors
including, but not limited to, the selection process of our applicants, the strong desire of
uccess Specialist.
2011 represented the last of our waitlisted students. 43% of attrition was attributed to
academic or clinical failure and the other 57% attributed to personal reasons.
15 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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2012 represents the first class using the Chancellor’s multi
Applications continue to exceed capacity for the program. Results showed the lowest
attrition over a 7 year period.
2014 had an increase in attrition again. Seven s
personal reasons, and 3 have reentered and are on target to graduate in 2015. Two
were academic drops of which one is reentering this fall.
The Successful course completion by modality table
education courses have a high attrition rate. In the RN program, NRAD 204 is a
required DE course with a
required however, this course also allows Pre
class in the program where Pre
must pass the course in order to continue in the RN program.
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2012 represents the first class using the Chancellor’s multi-criteria selection process.
Applications continue to exceed capacity for the program. Results showed the lowest
attrition over a 7 year period.
2014 had an increase in attrition again. Seven students drop in the first year for
personal reasons, and 3 have reentered and are on target to graduate in 2015. Two
were academic drops of which one is reentering this fall.
The Successful course completion by modality table is above. Typically, distance
education courses have a high attrition rate. In the RN program, NRAD 204 is a
with a success and retention are at 100%. NRAD
required however, this course also allows Pre-RN students to enter. This
class in the program where Pre-RN students may drop/withdraw. All RN students
must pass the course in order to continue in the RN program.
S e r v i c e s C o m p r e h e n s i v e P r o g r a m P l a n n i n g & R e v i e w 2 0 1 5 - 2 0 1 6
criteria selection process.
Applications continue to exceed capacity for the program. Results showed the lowest
tudents drop in the first year for
personal reasons, and 3 have reentered and are on target to graduate in 2015. Two
Typically, distance
education courses have a high attrition rate. In the RN program, NRAD 204 is a
success and retention are at 100%. NRAD 201 is also
RN students to enter. This is the only
All RN students
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E. Degrees and Certificates Awarded
The Registered Nursing C.A. and Registered Nursing A.S. represent above a 90%
retention rate for all years reviewed. 100% of the RN graduates who receive their
A.S. degree and Certificate of Achievement, so these numbers match precisely.
The 30-60 unit certificate option is a non-degree LVN to RN 30 unit option pathway.
This option an LVN to enter into the 3rd
semester of the RN program on a space
available basis only, granting educational credit for acquired LVN knowledge and
work experience to waive the 1st
and 2nd
semesters. There is no guaranteed
entrance for this pathway in a given year. Therefore, the numbers for this option
are inconsistent and low.
17 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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IV. CURRICULUM REVIEW
CURRICULUM REVIEW GUIDE and WORKSHEET
Courses and Programs Current Review Date: February 2015
Reviewers: Marcia Scott, Linda Harris, Beth Johnson, Antonia Torrey, Rick Staley, Monica
Millard and Dawn Santos
1. All Courses active in the 4 semester nursing program that have been active since the last CPPR
are listed below. The CurricUNET Course Outline of Record (COR) for each course has been
reviewed as indicated yes/no for each column below.
Course (Prefix /
Number)
Currently
active
New course
since last CPPR
Major
modification
since last CPPR
Minor
modification
since last CPPR
Deactivated since
last CPPR Notified impacted
program(s)* NRAD 004E yes / no no / yes: date no / yes: date no / yes: SP08 no / yes: date NRAD 103H yes / no no / yes: date no / yes: date no / yes: SU04 no / yes: date NRAD 120 yes / no no / yes: date no / yes: date no / yes: SU04 no / yes: date NRAD 201 yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 201A yes / no no / Yes: date no / yes: F13 no / yes: date no / yes: date NRAD 201B yes / no no / yes: date no / yes: F13 no / yes: date no / yes: date NRAD 201D yes / no no / yes: date no / yes: F13 no / yes: date no / yes: date NRAD 202A yes / no no / yes: date no / yes: F13 no / yes: date no / yes: date NRAD 202B yes / no no / yes: F13 no / yes: F13 no / yes: date no / yes: date NRAD 202D yes / no no / yes: date no / yes: F13 no / yes: date no / yes: date NRAD 203 yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 203A yes / no no / yes: date no / yes: date no / yes: F04 no / yes: date NRAD 203B yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 203D yes / no no / yes: date no / yes: date no / yes: F04 no / yes: date NRAD 204 yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 204A yes / no no / yes: date no / yes: date no / yes: SP05 no / yes: date NRAD 204B yes / no no / yes: date no / yes: date no / yes: SP05 no / yes: date NRAD 204D yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 219 yes / no no / yes: date no / yes: date no / yes: SU08 no / yes: date NRAD 222 yes / no no / yes: date no / yes: date no / yes: SU04 no / yes: date
*Note: Please state if the deactivated course impacted any other program(s) and if and when
the affected program(s) was/were notified:
Deactivated Course Impacted Program (s) Date affected program was notified
None since last CPPR
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Approved Document to be Used for Submission Spring 2015
2. Course Review: The following current CurricUNET CORs for all active courses have been reviewed
by the faculty on record for currency and accuracy as annotated below.
Course Number 201 201A 201B 201D 1. Effective term listed on COR Date: Fall 2012 Date: Fall
2013
Date: Fall 2013 Date: Fall 2013
2. Catalog / schedule description is appropriate yes / no1
yes / no1
yes / no1
yes / no1
3. Pre-/ co-requisites / advisories (if applicable) are
appropriate
yes / no2 yes / no
2 yes / no
2 yes / no
2
4. “Approved as Distance Education” is accurate yes / no4 yes / no
4 yes / no
4 yes / no
4
5. Grading Method is accurate yes / no1 yes / no
1 yes / no
1 yes / no
1
6. Repeatability is zero yes / no4 yes / no
4 yes / no
4 yes / no
4
7. Class Size is accurate yes / no2 yes / no
2 yes / no2 yes / no
2 8. Objectives are aligned with methods of
evaluation
yes / no1 yes / no
1 yes / no
1 yes / no
1
9. Topics / scope are aligned with objectives yes / no1 yes / no
1 yes / no
1 yes / no
1
10. Assignments are aligned with objectives yes / no1 yes / no
1 yes / no
1 yes / no
1
11. Methods of evaluation are appropriate yes / no1 yes / no
1 yes / no
1 yes / no
1
12. Texts, readings, materials are dated within last 5
years
yes / no3 yes / no
3 yes / no
3 yes / no
3
13. CSU / IGETC transfer & AA GE information (if
applicable) is correct
yes / no4 yes / no
4 yes / no
4 yes / no
4
14. Degree / Certificate information (if applicable) is
correct
yes / no4 yes / no
4 yes / no
4 yes / no
4
15. Course Student Learning Outcomes are accurate yes / no4 yes / no
4 yes / no
4 yes / no
4
16. Library materials are adequate and current * yes / no1 yes / no
1 yes / no
1 yes / no
1
Course Number 202A 202B 202D 120 1. Effective term listed on COR Date: Fall 2013 Date: Fall
2013
Date: Fall 2013 Date: Summer
2004
2. Catalog / schedule description is appropriate yes / no1
yes / no1
yes / no1
yes / no1
3. Pre-/ co-requisites / advisories (if applicable)
are appropriate
yes / no2 yes / no
2 yes / no
2 yes / no
2
4. “Approved as Distance Education” is accurate yes / no4 yes / no
4 yes / no
4 yes / no
4
5. Grading Method is accurate yes / no1 yes / no
1 yes / no
1 yes / no
1
6. Repeatability is zero yes / no4 yes / no
4 yes / no
4 yes / no
4
7. Class Size is accurate yes / no2 yes / no
2 yes / no2 yes / no
2 8. Objectives are aligned with methods of
evaluation
yes / no1 yes / no
1 yes / no
1 yes / no
1
9. Topics / scope are aligned with objectives yes / no1 yes / no
1 yes / no
1 yes / no
1
10. Assignments are aligned with objectives yes / no1 yes / no
1 yes / no
1 yes / no
1
11. Methods of evaluation are appropriate yes / no1 yes / no
1 yes / no
1 yes / no
1
12. Texts, readings, materials are dated within last
5 years
yes / no3 yes / no
3 yes / no
3 yes / no
3
13. CSU / IGETC transfer & AA GE information (if
applicable) is correct
yes / no4 yes / no
4 yes / no
4 yes / no
4
14. Degree / Certificate information (if applicable)
is correct
yes / no4 yes / no
4 yes / no
4 yes / no
4
15. Course Student Learning Outcomes are
accurate
yes / no4 yes / no
4 yes / no
4 yes / no
4
16. Library materials are adequate and current * yes / no1 yes / no
1 yes / no
1 yes / no
1
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Approved Document to be Used for Submission Spring 2015
Course Number 203 203A 203B 203D 1. Effective term listed on COR Date: Fall 2012 Date: F2004 Date: Fall 2012 Date:F2004
2. Catalog / schedule description is appropriate yes / no1
yes / no1
yes / no1
yes / no1
3. Pre-/ co-requisites / advisories (if applicable) are
appropriate
yes / no2 yes / no
2 yes / no
2 yes / no
2
4. “Approved as Distance Education” is accurate yes / no4 yes / no
4 yes / no
4 yes / no
4
5. Grading Method is accurate yes / no1 yes / no
1 yes / no
1 yes / no
1
6. Repeatability is zero yes / no4 yes / no
4 yes / no
4 yes / no
4
7. Class Size is accurate yes / no2 yes / no
2 yes / no2 yes / no
2 8. Objectives are aligned with methods of
evaluation
yes / no1 yes / no
1 yes / no
1 yes / no
1
9. Topics / scope are aligned with objectives yes / no1 yes / no
1 yes / no
1 yes / no
1
10. Assignments are aligned with objectives yes / no1 yes / no
1 yes / no
1 yes / no
1
11. Methods of evaluation are appropriate yes / no1 yes / no
1 yes / no
1 yes / no
1
12. Texts, readings, materials are dated within last 5
years
yes / no3 yes / no
3 yes / no
3 yes / no
3
13. CSU / IGETC transfer & AA GE information (if
applicable) is correct
yes / no4 yes / no
4 yes / no
4 yes / no
4
14. Degree / Certificate information (if applicable) is
correct
yes / no4 yes / no
4 yes / no
4 yes / no
4
15. Course Student Learning Outcomes are accurate yes / no4 yes / no
4 yes / no
4 yes / no
4
16. Library materials are adequate and current * yes / no1 yes / no
1 yes / no
1 yes / no
1
Course Number 204 204A 204B 204D 1. Effective term listed on COR Date: F2012 Date: Date: S2005 Date: Fall 2012
2. Catalog / schedule description is appropriate yes / no1
yes / no1
yes / no1
yes / no1
3. Pre-/ co-requisites / advisories (if applicable) are
appropriate
yes / no2 yes / no
2 yes / no
2 yes / no
2
4. “Approved as Distance Education” is accurate yes / no4 yes / no
4 yes / no
4 yes / no
4
5. Grading Method is accurate yes / no1 yes / no
1 yes / no
1 yes / no
1
6. Repeatability is zero yes / no4 yes / no
4 yes / no
4 yes / no
4
7. Class Size is accurate yes / no2 yes / no
2 yes / no2 yes / no
2 8. Objectives are aligned with methods of
evaluation
yes / no1 yes / no
1 yes / no
1 yes / no
1
9. Topics / scope are aligned with objectives yes / no1 yes / no
1 yes / no
1 yes / no
1
10. Assignments are aligned with objectives yes / no1 yes / no
1 yes / no
1 yes / no
1
11. Methods of evaluation are appropriate yes / no1 yes / no
1 yes / no
1 yes / no
1
12. Texts, readings, materials are dated within last 5
years
yes / no3 yes / no
3 yes / no
3 yes / no
3
13. CSU / IGETC transfer & AA GE information (if
applicable) is correct
yes / no4 yes / no
4 yes / no
4 yes / no
4
14. Degree / Certificate information (if applicable) is
correct
yes / no4 yes / no
4 yes / no
4 yes / no
4
15. Course Student Learning Outcomes are accurate yes / no4 yes / no
4 yes / no
4 yes / no
4
16. Library materials are adequate and current * yes / no1 yes / no
1 yes / no
1 yes / no
1
1 If no, a major modification is needed within the next 5 years (see five-year cycle calendar).
2 If no, a major modification is needed in the current term. (For increase in class size, see your curriculum
representative for details.) 3
If no, a minor modification is needed in the current term.
3. Programs
20 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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All programs/certificates active at the time of the last CPPR are listed below.
Program / Certificate
Title
Currently
active
New
program
since last
CPPR
Program
modification
since last
CPPR
Deactivated since last
CPPR
Nursing Registered –
A.S. Degree,
yes / no no / yes:
date
no / yes:
date
no / yes:
date
Nursing Registered -
C.A. Certificate
yes / no no / yes:
date
no / yes:
date
no / yes:
date
Nursing Registered –
(30 unit option) -C.A.
Certificate
yes / no no / yes:
date
no / yes:
date
no / yes:
date
4. Program Review The CurricUNET “Program of Study” outline for each active program/certificate
has been reviewed with annotations as indicated below:
B. All curriculums have consistently been reviewed at least annually during Program Review
meetings held at the completion of each semester. Program Review encompasses student
feedback on course surveys, faculty analysis of student learning outcomes, student success
indicators of NCLEX pass rates, employment tracking, input from Advisory Committees and
community healthcare agencies. Our philosophy and curriculum has continued to be timely
and relevant in today’s healthcare setting. However, faculty members have determined it is
time for an in-depth curriculum review that is in process. A two-day workshop was held in
2012 with a nationally known nursing content expert to inject updated national quality and
safety content and look at the state curriculum model that is in process. Faculty retreats and
program review meetings have continued this process which will continue into the 2015/16
academic year. Upon completion, these changes will be submitted to the Board for approval,
as well as follow the college curriculum process.
Faculty Content Experts are required in five content areas to meet BRN regulations to monitor
nursing curriculum: medical-surgical, geriatrics, pediatrics, obstetrics and psychiatric nursing.
Currently active
Program / Certificate:
Title
Required courses and electives, incl.
course numbers, course titles, and course
credits, are accurate
Program
description is
current
Program
Learning
Outcomes are accurate and
include method
of assessment
Associate Degree,
Registered Nursing
yes / no* yes / no* yes / no**
Registered Nursing, C.A. yes / no* yes / no* yes / no**
Registered Nursing, 30
unit non-degree option
yes / no* yes / no* yes / no**
21 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
Content Experts review and monitor the program’s curricular content in their designated
nursing area. Particularly to curriculum planning, they ensure currency and depth of content in
practice, review for consistent implementation of content, textbook recommendations, review
and student scope of practice. Recommendations for content or sequencing of course content
are agendized at RN faculty meetings. Decisions are made by consensus of faculty following a
discussion based on research of evidence based practice.
The nursing program has just completed its regular continued program approval with the Board
of Registered Nursing (BRN) in fall 2014. All courses were evaluated by faculty in preparation
for this review, and the courses met regulatory scrutiny, that the following COR’s were current
and accurate for the following in CurricUNET :
• Course description
• Student learning outcomes
• Pre-requisites/co-requisites
• Topics and scope
• Course objectives
• Alignment of topics and scopes, methods of evaluation, and assignments with objectives
• Alignment of SLOs and objectives with approved requirement rubrics (General Education, Diversity,
Health, Liberal Arts)
• Textbooks
• CSU/IGETC transfer and AA GE information
• Degree and Certificate information
22 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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V. PROGRAM OUTCOMES, ASSESSMENT AND IMPROVEMENTS
A. Assessment cycle calendars for all nursing courses and overall program follow:
COURSE SLOs NRAD Assessment and Evaluation Cycle Calendar
SEMESTER FALL 2012
CTE year SPR 2013 FALL 2013 SPR 2014
FALL 2014
CPPR year SPR 2015 FALL 2015 SPR 2016
ASSESSMENT OR RE-
ASSESSMENT NRAD
201, 201A,
201B, 201D,
203, 203A,
203B, 203D
219 222
refer to
Assessment
Tools
NRAD
202A, 202B,
202D, 204,
204A, 204B,
204D
refer to
Assessment
Tools
NRAD
201, 201A,
201B, 201D,
203, 203A,
203B, 203D
219 222
refer to
Assessment
Tools
NRAD
202A, 202B,
202D, 204, 204A,
204B, 204D
refer to
Assessment
Tools
NRAD
201, 201A,
201B, 201D,
203, 203A,
203B, 203D
219 222
refer to
Assessment
Tools
NRAD
202A, 202B,
202D, 204,
204A, 204B,
204D
refer to
Assessment
Tools
NRAD
201, 201A, 201B,
201D, 203,
203A, 203B,
203D 219
222 refer to
Assessment
Tools
NRAD
202A, 202B,
202D, 204, 204A,
204B, 204D
refer to
Assessment
Tools
ANALYZE RESULTS &
PROGRAM
IMPROVEMENT
NRAD
201, 201A,
201B, 201D,
203, 203A,
203B, 203D
219 222
NRAD
202A, 202B,
202D, 204,
204A, 204B,
204D
NRAD 201,
201A, 201B,
201D, 203, 203A,
203B, 203D
219 222
NRAD
202A, 202B,
202D, 204,
204A, 204B,
204D
NRAD
201, 201A,
201B, 201D,
203, 203A,
203B, 203D
219 222
NRAD
202A, 202B,
202D, 204,
204A, 204B,
204D
NRAD 201,
201A, 201B,
201D, 203, 203A,
203B, 203D
219 222
PLAN IMPLEMENTATION
Implement
change on all
Fall courses
Implement
change on all
Spring courses
Implement
change on
all Fall
courses
Implement
change on all
Spring courses
Implement
change on all
Fall courses
Implement
change on all
Spring courses
Implement
change on all
Fall courses
Implement
change on all
Spring courses
23 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
PROGRAM Assessment and Evaluation Cycle Calendar
SEMESTER FALL 2012
CTE year SPR 2013 SUM 2013 FALL 2013 SPR 2014 SUM 2014
FALL 2014
CPPR &
CTE Year
SPR 2015 SUM 2015 FALL 2015 SPR 2016 SUM 2016
ASSESSMENT OR
RE-ASSESSMENT NRAD
1. NCSBN
NCLEX
PROGRAM
REPORT
2. NCLEX
exam
NRAD
1.Program
Student
Survey
2. Clinical
Evaluation
3. Culmination
SIM
NRAD
1. Alumni
Survey
2.
Employee
Survey
NRAD
1. NCSBN
NCLEX
PROGRAM
REPORT
2. NCLEX
exam
NRAD
1.Program
Student
Survey
2. Clinical
Evaluation
3. Culmination
SIM
NRAD
1. Alumni
Survey
2. Employee
Survey
NRAD
1. NCSBN
NCLEX
PROGRAM
REPORT
2. NCLEX
exam
NRAD
1.Program
Student
Survey
2. Clinical
Evaluation
3. Culmination
SIM
NRAD
1. Alumni
Survey
2.
Employee
Survey
NRAD
1.NCSBN
NCLEX PROGRAM
REPORT
2. NCLEX
exam
NRAD
1.Program
Student
Survey
2. Clinical
Evaluation
3. Culmination
SIM
NRAD
1.Alumni
Survey
2.
Employee
Survey
DEC DEC DEC DEC
ANALYZE RESULTS
& PROGRAM
IMPROVEMENT
Program
Review
Class of
2011
cohort
Program
Review
Class of
2012
COHORT
Program
Review
Class of
2013
COHORT
Program
Review
Class of
2014
COHORT
PLAN
IMPLEMENTATION
Implement changes Implement changes Implement changes
Implement changes
CTE completed every 2 years
CPPR completed every 4 years
Process for Program Review/Assessment--Analysis--Implementation occurs over 1 year cycle
**COHORT EXAMPLE: For Class of 2012---look at Program Evals 2012; NCSBN from 2012; NCLEX 2012; Alumni Evals 2013; Employee Evals 2013
Notes for developing the calendar:
• Maintain realistic goals. The assessment cycle calendar should have reachable timelines, considering faculty workload,
classroom time needed for assessment, and the inevitable adjustments and improvements in assessment tools and
methodology.
• All courses, degrees and programs do need to be assessed at least once per program review cycle.
• Not all SLOs have to be assessed every semester.
• Assessment activities don’t need to occur every semester
24 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
B. Program Assessment Summary and the Course Assessment Summary (CPAS) may be referenced in
Section VII: End Notes.
C. Mapping for course level SLOs to the Program-level SLOs is embedded within the Program Outcomes &
Assessment Tracking Form.
D. Improvement efforts that have resulted from SLO and program assessment include:
a. Professional development for faculty to remain content experts in BRN required areas of geriatrics
(all), maternal child health, psychiatric health and medical-surgical nursing (all).
b. Purchase of electronic healthcare record program for students through all semesters of the program.
c. Maintain current technology, equipment and skills practice supplies in the skills lab.
d. Continued purchase of National Council of State Boards of Nursing (NCSBN) Program Report.
e. Need to update instructional media for specific content as indicated throughout SLOs.
f. Need to expand the simulation Lab to include multiple patients and scenarios on time management
and prioritization skills. Other simulations that will be emphasized more include: medication
administration, assessment techniques, psychiatric nursing communication and assessment.
g. Creative selfcare methods will be added to discussions in psychiatric nursing clinicals.
h. Continue mock interviews and panel discussions to prepare students for employment.
i. Continue use of Apperson test scoring analysis.
j. Consider moving the culturally competent nursing care course SLO to a program outcome.
E. Unit plan has been completed for the entire division, and is attached. Faculty Hiring Prioritization
Information is below:
The nursing program has had fulltime faculty turnover in the last 5 years. Two tenured faculty left the
program through resignation and retirement in 2013. These two were replaced with full-time, tenured,
qualified nurses who had previous experience as clinical adjunct faculty. Another long-time tenured
faculty member retired effective May 2014. Advertising occurred in fall 2013 for a full-time, tenure
replacement, but did not result in a qualified applicant for the position. Instead, a part-time lecture and
part-time clinical faculty have been hired for fall 2014, and we will advertise again for a tenure faculty
position beginning spring 2015.
Due to Board of Registered Nursing mandates, the Cuesta College Registered Nursing Program has
automatic replacement of full-time faculty positions. The Board of Registered Nursing mandates that at
least one content expert in each of the following areas. Content experts must be approved by the BRN
and must be present and available to recommend and guide curriculum at faculty meetings and program
reviews. The number of fulltime faculty at Cuesta College needs to be sufficient to realistically be able to
comply with this requirement and expectation.
a. Medical-Surgical
b. Pediatrics
c. Obstetrics
d. Mental health/Psychiatric
e. Geriatric
25 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
F. Budget requests that are related to SLOs have been included in the spring 2015-2016 Unit Plan.
a. Professional development for faculty to remain content experts in BRN required areas of geriatrics
(all), maternal child health, psychiatric health and medical-surgical nursing (all).
b. Continue to fund Simulation Liaison to oversee the simulation lab which has been integrated into
all four semesters and encompasses lifespan and diversity issues.
c. Simulation Lab expansion to include multiple patients to increase scenarios on time management
and prioritization skills. Other simulations that will be continued or emphasized more include:
medication administration, assessment techniques, psychiatric nursing communication and
assessment.
d. Continue to purchase electronic healthcare record program for students through all semesters of
the program. The current program (Pearson EHR Academic) is per student and an ongoing
expense.
e. Update equipment to meet what is utilized in the clinical patient care environment and
replacement of equipment that is consistently worn and used during the year.
f. Continue to review skills kit content for currency, necessity and cost of supplies. It is important to
have students purchase a kit (materials fee) that is usable and supports the course objectives.
g. Continued purchase of National Council of State Boards of Nursing (NCSBN) Program Report data
to assist in measuring student performance on their licensure exam (NCLEX) in specific areas of
learning to assist in program review each year.
h. Update content specific instructional media as indicated throughout SLOs.
VI. PROGRAM DEVELOPMENT/FORECASTING
The following is a brief description of the nursing program’s forecasting elements and support efforts
to continue to meet course and program outcomes.
Anticipated changes in curriculum and scheduling
Nursing faculty are in the process of reviewing the nursing program philosophy and curriculum
content to make shifts/additions/deletions based the healthcare industry and professional trends,
and looking toward the state transfer model as a reference. The model that is being formed has 36 –
40 credits at the ADN level, which is significantly lower than the 45.5 credits in our nursing program.
We may need to decrease credits in the future depending where the nursing model curriculum
settles.
The curriculum revisions will continue to promote student learning outcomes in congruence with the
program Mission Statement, Program Outcomes, Student Learning Outcomes, Institutional Goals,
and the Institutional Learning Outcomes described earlier in this document. The revisions will be
submitted to the Board of Registered Nursing for approval, as well as follow the college curriculum
process.
Levels or delivery of support services
New support services that could benefit all nursing and allied health students would be a process on
campus to complete required pre-program physical examination and proof of immunity
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Approved Document to be Used for Submission Spring 2015
requirements, American Heart Association Healthcare Provider CPR certification during the summer
prior to admission.
The nursing program will continue to collaborate with the following college departments to best
serve the nursing students as they prepare to apply for the program, complete nursing courses
within the program, successfully apply and pass their licensure examination and obtain timey
employment in the field:
− Counseling to provide academic advisement to pre-RN applicants. A portion of the nursing
counselor’s salary has been augmented through RN grant monies that completes in June 2015.
− Admissions &Records to assure selection criteria and the application process is efficient, accurate
and consistent for all applicants. Currently 50% of A&R analyst salary comes from RN grant
monies that completes in June 2015.
− Work with Research to evaluate selection criteria and evaluate student success and retention in
the program. Assure sufficient research infrastructure is available to gather and validate data for
regulatory reporting. The Research Department has been augmented funding for salaries by RN
grants monies over the past 5 years.
− Assessment Department staff to implement scheduling and proctors for assessment testing of
applicants, currently the TEAS V test. Assessment tests and testing to date has been paid fully by
RN grant monies. The college will need to absorb this cost as grant monies complete.
− Fiscal Analysis to maintain RN grant records and reporting.
− Foundation to promote and maintain community partnerships and donor relations.
Facilities changes
a. Remodel and expand the nursing /allied health office. This office space is shared by two clerical
positions and is crowded and with a high volume of foot traffic daily including staff, students and
potential students to our programs. This environment is shared by two full-time clerical positions
and each needs own space to be able to focus and complete duties.
b. Increased parttime faculty office space. Parttime faculty find office space on a day to day basis
pending what office in lowest demand. Parttime faculty have used the outdoor picnic table or
corners of classrooms for student appointments.
c. Additional classroom and meeting space. Classrooms and meeting space is shared between
nursing and allied health programs and finding rooms/scheduling rooms is very difficult and time
consuming. Our division spends way too much time with the tedious scheduling of room
reservations prior to each semester beginning, as well as throughout the semester as
unanticipated needs arise, because every classroom and space is occupied.
d. Expand simulation lab to allow for multiple patient simulations to better replicate the clinical
setting. Space is needed for at least two additional beds with viewing windows and a debriefing
classroom with ability to project scenarios.
e. Identify larger storage space that will allow for more organized storage of current and future
purchased simulation lab equipment.
f. Locate additional storage for skills lab supplies and equipment.
g. Paint and carpet in the 2300 Building is outdated, stained and needs replacing.
h. Ergonomic office evaluation for faculty who sit at desks for long periods of time.
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Approved Document to be Used for Submission Spring 2015
Staffing projections
a. 1 RN full time faculty position will be replaced for 2015-2016 academic year due to a retirement
June, 2014. The hiring process was unsuccessful to fill this position in 2014/15 and was filled
temporarily with parttime lecture and clinical faculty.
b. Simulation Lab Liaison is retiring May 2015 and will need replacement on both the SLO and NCC.
This has been a parttime RN faculty with an MOU to provide SIM coordination duties. The
expansion of the SIM program to the north county LVN and CNA programs has caused the part-
time SIM faculty to be stretched to the max. Continued expansion of simulation in RN and LVN
programs will require technical support. The Simulation Liaison oversees the computerized
simulation scenarios, maintains sophisticated simulation equipment, develops simulation
scenarios, problem solves technical issues and assures adequate supplies/equipment.
c. Simulation and skills lab purchasing has been completed utilizing an RN faculty member due the
complexities and specifics of supplies needed. This position will need replacing with the
resignation of the faculty who has been doing this as an extra duty assignment.
d. RN Success Specialist half-time position will need funding when the grant ends in June 2015. A
new grant is being pursued to fund through June 2016, but the Board of Registered Nursing has
recommended the college absorb the cost of this position.
e. Office support on both the SLO and NCC nursing and allied health offices. The NCC Sec 3 has been
completely funded by the RN grant at 20 -24 hours/week, and needs to be increased to full time
to facilitate unmet clerical needs within the division that are necessarily absorbed by Faculty,
Directors and Success Specialists.
f. Support the use of student help. We have been successful in using students from CALWORKs
program rather than pay for hourly help. Student help has been beneficial to setting up for skills
and breaking down of skills. Student help has also benefited us in reprographics and filing.
g. Continue to pursue outside funding for clinical assistants to support NRAD faculty in clinical
practicum. This position has been funded by healthcare agencies.
h. It is projected that two full-time RN faculty will retire in the next 1 – 3 years.
Strategies for responding to the predicted budget and FTES target for the next academic year
a. Evaluate community need to determine the best number of students to admit annually into the
RN program due to recent market changes for new grads. Currently we have an RN grant from the
Chancellor’s Office through June 2015 and applying for a new grant through June 2016 that funds
10 additional students (46 total). Cuesta’s baseline number of RN students without grant funding
was 36 students.
b. Keep close reference to the nursing transfer model will take place as the state academic senate
has vetted a version twice with the Chancellor’s Office. The model is being formed that currently
has 36 – 40 credits at the ADN level, which is significantly lower than the 45.5 credits in our
nursing program. We may need to decrease credits in the future depending where the nursing
model curriculum settles.
c. Continue to offer the online Medical Terminology course which allows a higher volume of
students than only those admitted in the RN program.
d. Preserve on-going financial support from community partners who currently provide funding for
agency clinical assistants to support faculty and students during peak skill / medication
administration hours of patient care courses.
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Approved Document to be Used for Submission Spring 2015
e. Work closely with the foundation to maintain community partnerships to remain current in
healthcare trends and technology.
f. Continue to rent IV infusion and pain pumps, rather than purchase costly equipment that outdates
frequently, and that reflects current equipment students will utilize in the clinical setting. This is
currently accomplished through foundation funding from agency partners.
g. Continue to review skills kit content for currency, necessity and cost of supplies. It is important to
have students purchase a kit (materials fee) that is usable and supports the course objectives.
Materials fees are adjusted every 2 years (odd years) because the cost of supplies from the
vendors is unpredictable.
h. Consider developing simulation course for RN curriculum (pass/fail) when the college is needing to
grow FTES
i. Evaluate possibility of CPR classes that nursing students need prior to beginning the program, and
ACLS course in the final semester of the nursing program.
VII: End Notes
The Associate Degree Nursing Program at Cuesta College has just received continued approval for the
next five years following an extensive Self Study completed by the ADN Program Director and faculty in
spring 2014, followed by a 2-day site visit by two Nurse Education Consultant (NEC) members of the
BRN, and presentation of findings at the March 2015 BRN Education Licensing Committee (ELC).
The Associate Degree Nursing Program graduates consistently maintain a high success rate on the RN
licensure examination (NCLEX) that is the final step after program completion to becoming a Registered
Nurse. NCLEX first time pass rates of Cuesta College graduates have maintained or improved, despite a
drop in the national and state average, with recent changes to the test blueprint. First time pass rates
over the last five years have ranged from a low of 90.91% (2008/2009) to a high of 100% (2013/2014).
The Program Assessment Summary (CPAS) form for the A.S. Nursing, Registered; C.A. Nursing,
Registered; and C.A. Nursing, Registered (30 Unit Option) may be referenced below. All have the
same program outcomes. Following the Program Assessment Summary are the Course Assessment
Summary (CPAS) for all required courses in the Registered Nursing program.
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Approved Document to be Used for Submission Spring 2015
PROGRAM OUTCOMES & ASSESSMENT TRACKING FORM
(kept in the department files and maintained by program faculty)
PROGRAM NAME A.S. Nursing, Registered; C.A. Nursing, Registered; C.A. Nursing, Registered (30 Unit Option) X CERTIFICATE AND X DEGREE
PROGRAM REVIEW DECEMBER 12, 2014 –DATA FOR CLASS OF 2013
Program Surveys May 2013 (13 responders), Alumni (12 responders), Employer Surveys June 2014 (5 /6 responders),
Goals of the RN Program:
1. Students are able to obtain licensure/certification and pursue a career in nursing.
2. Student has facilitated optimal health for individuals, families and groups
Upon completion of the Program, the student will be able to:
OUTCOME
MAPPING
Course #
that
correlates
to the
outcome
METHOD OF ASSESSMENT
(Describe Below –
Instruments are in the Division
Files)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
1. Demonstrate effective
therapeutic
communication
NRAD
201,
201A,
201B,
202A,
202B,
202D,
203A,
203B,
203D,
204A,
204B,
204D
a. Program Survey sent at
completion of program.
Benchmark 75% at the
“very often” or “always”
b. Alumni survey sent 1 year
post-graduation.
Benchmark 75% in the
“Satisfied” or “Very Satisfied”
ratings
c. Employer Survey sent
approximately 1 year after
program completion to
review 1 year of RN work
performance
Benchmark 75% in the
“satisfied” or “very satisfied”
a. Program Survey with 13/38 responders:
Never 0%
Rarely 0%
Sometimes 7.69%
Very Often 76.92%
Always 15.38%
= 92.3% (94.44% last year) at benchmark
b. Alumni Survey:
Very Dissatisfied 0%
Dissatisfied 0%
Satisfied 45.45%
Very Satisfied 54.55%
= 100% (Last year same)
c. Employer Survey with 5/6 responses:
Very Dissatisfied 0
Dissatisfied 0
Satisfied 20%
Very Satisfied 80%
= 100% (100% last year)
a. Benchmark met.
b. Benchmark met
c. Benchmark met
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Approved Document to be Used for Submission Spring 2015
OUTCOME
MAPPING
Course #
that
correlates
to the
outcome
METHOD OF ASSESSMENT
(Describe Below –
Instruments are in the Division
Files)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
ratings
d. Preceptor Evaluation of
students communication
during preceptorship of
graduating year
Communication—
Benchmark 75% at the
satisfactory or above
d. Preceptorship evaluation in communication
shows 100% of students were evaluated as
satisfactory or above in communication.
d. Benchmark met.
2. Implement critical
thinking effectively
when applying the
nursing process and
caring framework in
providing patient care.
NRAD
201,
201A,
201B,
202A,
202B,
202D,
203A,
203B,
203D,
204A,
204B,
204D
a. NCSBN NCLEX PROGRAM
REPORT: Nursing Process.
Benchmark above the 50th
percentile compared to
National Population of
Graduates.
b. Program Survey sent at
completion of program.
Benchmark 75% at the
“very often” or “always”
c. Alumni survey sent 1 year
post-graduation.
Benchmark 75% in the
“Satisfied” or “Very Satisfied”
ratings
a. NCSBN Report results:
• 57 (38) in Assessment
• 70 (58) in Analysis
• 69 (71) in Planning
• 64 (55) in Implementation
• 73 (51) in Evaluation
(Parenthesis is previous year data)
b. Program Survey:
Never 0%
Rarely 0%
Sometimes 0%
Very Often 92.31%
Always 7.69%
= 100% (100% last year)
c. Alumni Survey:
Very Dissatisfied 0%
Dissatisfied 9% (1 person)
Satisfied 63.64% (7 persons)
Very Satisfied 27.27% (3 persons)
=90.91% (84. 62 last year)%
a. Benchmark met
Improvement noted in assessment
skills. Strove for consistent Agency
Clinical Assistants to foster stronger
assessment skills by increasing
available instruction for students in
clinical.
b. Benchmark met.
c. Benchmark met.
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Approved Document to be Used for Submission Spring 2015
OUTCOME
MAPPING
Course #
that
correlates
to the
outcome
METHOD OF ASSESSMENT
(Describe Below –
Instruments are in the Division
Files)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
d. Employer Survey sent 1year
after completion.
Benchmark 75% in the
“satisfied” or “very Satisfied”
ratings.
e. Faculty Evaluation of
Culminating Simulation
Project at end of 4th
semester. Benchmark @
MAJORITY of faculty will
agree that project meets
objectives.
d. Employer Survey:
Very Dissatisfied 0
Dissatisfied 0
Satisfied 20%
Very Satisfied 80%
= 100%
e. Simulation included psych component and
complexity with greater emphasis on
interpretation of data and implementation of
plan of care. Faculty agreed learning objective
was met.
d. Benchmark met.
e. Benchmark met.
3. Integrate knowledge
gained from biological,
social, and nursing
sciences into clinical
practice.
NRAD
201,
201A,
201B,
202A,
202B,
202D,
203A,
203B,
203D,
204A,
204B,
204D
a. NCSBN NCLEX PROGAM
REPORT:
Human Function;
Health Alterations;
Wellness/ Illness;
Stress Adaptation & Coping.
Benchmark above 50th
percentile within majority
these areas.
a. NCSBN Report Results:
• Human Function: Above 50% in all 8
subareas (last year the one outlier was
sensory/ perceptual functions at38th
%).
• Health Alterations: 2 outliers of 10
categories measured < 50% are
Endocrine/metabolic and Respiratory (last
year three outliers of 10 subcategories were
CV 38, neuro/sensory 49, respiratory 42).
• Wellness/Illness Continuum: All 4
categories are >50% (last year one outlier
was health promotion 46)
• Stress Adaptation & Coping:
Physiologic needs, self-concept
a. Benchmark met.
Improvements were noted from
prior year analysis. We have
identified strategies to strengthen
the outlier areas by additional
critical thinking scenarios in class,
case presentations.
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Approved Document to be Used for Submission Spring 2015
OUTCOME
MAPPING
Course #
that
correlates
to the
outcome
METHOD OF ASSESSMENT
(Describe Below –
Instruments are in the Division
Files)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
b. NCLEX pass rates for 1st
time
test takers Benchmark @ 90%
c. Program Survey of graduates
at completion of program.
Benchmark 75% at the “very
often” or “always”.
d. Alumni survey sent June
2014/ 1 year following
graduation.
Benchmark 75% in the
“very often” or “always”
ratings
(This question not on Employer
Survey)
>50%; Interdependence 43 (72)
b. NCLEX pass rate: 35 /35 graduates tested
to date have passed 1st
time = 100%.
Other 3 are yet to test.
c. Program Survey:
Never 0%
Rarely 0%
Sometimes 0%
Very Often 84.62%
Always 15.38%
=100% (100% last year)
d. Alumni Survey:
Very Dissatisfied 0
Dissatisfied 0
Satisfied 72.73%
Very Satisfied 27.27%
= 100 %(81. 31% last year
b. Benchmark met. Will continue
NCLEX review course. Kaplan survey
received 100% positive feedback from
students.
c. Benchmark met
d. Benchmark met.
4. Practice safely and
ethically within scope
of practice while
providing patient care
and working with the
health care team
NRAD
201,
201A,
201B,
201D,
202A,
202B,
202D,
a. Program Survey of graduates
at completion of program.
Benchmark 75% at the “very
often” or “always”.
a. Program Survey:
• Never 0%
• Rarely 0%
• Sometimes 0%
• Very Often 38.46%
• Always 61.54%
=100% ( 94.44% last year)
a. Benchmark met
33 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
OUTCOME
MAPPING
Course #
that
correlates
to the
outcome
METHOD OF ASSESSMENT
(Describe Below –
Instruments are in the Division
Files)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
203A,
203B,
203D,
204A,
204B,
204D
204
b. Alumni survey sent 1 year
following graduation.
Benchmark 75% in the
“very often” or “always”
ratings
c. Employer Survey sent to
evaluate hires after
completion of
approximately 1 year RN
work experience.
Benchmark 75% in the
“very often” or “always”
ratings
b. Alumni Survey:
Very Dissatisfied 0
Dissatisfied 0
Satisfied36.36
Very Satisfied 64.64%
= 100% (100% last year)
c. Employer Survey:
Very Dissatisfied 0
Dissatisfied 0
Satisfied 20%
Very Satisfied 80%
= 100% (100% last year)
b. Benchmark met
c. Benchmark met
5. Demonstrate basic
leadership in nursing
practice.
NRAD
201,
201A,
201B,
201D,
202A,
202B,
202D,
203A,
203B,
203D,
204A,
204B,
204D
204
a. Program Survey of students
completing May 2013.
Benchmark 75% at the
“very often” or “always”.
b. Alumni survey sent June
2014/ 1 year following
graduation.
Benchmark 75% in the
“very often” or “always”
ratings.
a. Program Survey:
• Rarely 0%
• Sometimes 0%
• Very Often 61.54%
• Always 38.46%
=100% (100% last year)
b. Alumni Survey:
Very Dissatisfied 0
Dissatisfied 0
Satisfied 63.64%
Very Satisfied 36.36%
= 100% (92.31% last year)
a. Benchmark met
b. Benchmark met
34 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
OUTCOME
MAPPING
Course #
that
correlates
to the
outcome
METHOD OF ASSESSMENT
(Describe Below –
Instruments are in the Division
Files)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
c. Employer Survey sent to
evaluate hires after
completion of
approximately 1 year RN
work experience.
Benchmark 75% in the
“very often” or “always”
ratings
c. Employer Survey
Very Dissatisfied 0
Dissatisfied 0
Satisfied 20%
Very Satisfied 80%
= 100% (100% last year)
c. Benchmark met
6. Apply age appropriate
concepts in nursing
practice
NRAD
201,
201A,
201B,
201D,
202A,
202B,
202D,
203A,
203B,
203D,
204A,
204B,
204D
a. NCSBN NCLEX PROGRAM
REPORT in: Stages in
Maturity.
Benchmark above the
50th percentile
compared to National
Population of Graduates
within majority these
areas.
b. Program Survey sent to
students at completion of
program.
Benchmark 75% at the
“very often” or “always”.
c. Alumni survey sent 1 year
following graduation.
Benchmark 75% in the
“very often” or “always”
ratings
a. All categories >50% (last year outliers were
natal 46 & older adult 49)
b. Program Survey:
• Rarely 0%
• Sometimes 0%
• Very Often 61.54%
• Always 38.46%
• =100% (100% last year)
c. Alumni Survey:
Very Dissatisfied 0
Dissatisfied 0
Satisfied63.64%
Very Satisfied 36.36%
a. Benchmark met!!
b. benchmark met.
c. Benchmark met
35 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
OUTCOME
MAPPING
Course #
that
correlates
to the
outcome
METHOD OF ASSESSMENT
(Describe Below –
Instruments are in the Division
Files)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
d. Employer Survey sent to
evaluate hires after
completion of
approximately 1 year RN
work experience.
Benchmark 75% in the
“very often” or “always”
ratings
= 100% (100% last year)
d. Employer Survey (5/6):
Very Dissatisfied 0
Dissatisfied 0
Satisfied 0
Very Satisfied 100%
= 100% (100% last year)
d. Benchmark met.
7. Apply cultural sensitivity
when providing patient
care.
NRAD
201,
201A,
201B,
202A,
202B,
202D,
203A,
203B,
203D,
204A,
204B,
204D
a. Program Survey sent to
students at completion of
program.
Benchmark 75% at the
“very often” or “always”.
b. Alumni survey sent 1 year
following graduation.
Benchmark 75% in the
“very often” or “always”
ratings
c. Employer Survey sent to
evaluate hires after
completion of
approximately 1 year RN
work experience.
Benchmark 75% in the
“very often” or “always”
a. Program Student Survey:
Rarely 0%
Sometimes 7.69%
Very Often 76.92%
Always 15.38%
= 92.3% (94.45% last year)
b. Alumni Survey:
Very Dissatisfied 0
Dissatisfied 0
Satisfied 54.55%
Very Satisfied 45.45%
= 100% (100% last year)
c. Employer Survey:
Very Dissatisfied 0
Dissatisfied 0
Satisfied 40%
Very Satisfied 60%
= 100% (100% last year)
a. Benchmark met
b. Benchmark met
c. Benchmark met
36 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
OUTCOME
MAPPING
Course #
that
correlates
to the
outcome
METHOD OF ASSESSMENT
(Describe Below –
Instruments are in the Division
Files)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
ratings
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Program SLO Faculty dialogue took place at the RN faculty meeting on Dec 12, 2014. 5 fulltime faculty/1
parttime/1 director attended. A review of the data was addressed during the presentation.
RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on PLO results. Full discussion and all comments are addressed in “need for change”
column. We will repeat the evaluation and discussion of Program Assessment yearly.
37 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMENT TRACKING FORM
COURSE NAME: NRAD 201 - LIVE REVIEW DATE: FALL 2013
Upon completion of the course, the student will be able to:
OUTCOME
METHOD OF ASSESSMENT
(Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
2. Apply ethical and legal principles to nursing practice.
a. Student Surveys BENCHMARK 75% ---“always” or “often” agree that they apply ethical and legal principles to nursing practice.
b. Quizzes: selected questions BENCHMARK 75%--- apply ethical and legal principles to nursing practice.
c. FINAL selected questions BENCHMARK 75%--- apply ethical and legal principles to nursing practice.
(21 responses) (a) 81% (2012 96%) of the student
responses (b) 8 out of 8 Legal questions (quiz 1)--understanding of Legal issues was 100%;(2012 was 100%); 7 out of 8 Ethics questions (quiz 2). understanding of the Ethical principles was 88% (2012 was 88%) (c) FINAL exam LEGAL 14 questions overall 93% understand. (2012 was 94%) ETHICS 6 questions overall 83% understand (2012 was 86%)
(a) Benchmark met— however, will continue to find relevance, interest and utilization of teaching strategies to make content interesting and essential to the student’s professional development. (b & c) Benchmark met
3. Demonstrate knowledge of current nursing practice issues.
a. Student Surveys 75% benchmark
b. Nursing issues paper; expert faculty opinion on quality of submissions.
(a) 85% (20 responses) (2012 87%) of the student responses “always” or “often” agree that they demonstrate knowledge of current nursing practice issues. (b) Good variety of issues presented. Average score was 91% (2012 = 92.67%)
(a) Benchmark met—Will continue to find relevance, interest and utilization of teaching strategies to make content interesting and essential to the student’s professional development. (b) Benchmark met—2 out of the 3 pre-RN students showed lower scores (no experience to draw from). I will continue to revise instructions for clarity; encourage students to watch APA PowerPoint; utilize librarian services; focus on 2 KEY peer reviewed journals rather than lots of ”ok” journal. Interestingly, students choosing to write about workplace violence is on the rise
4. Identify the RN scope of practice using the California Nurse
a. Student Surveys BENCHMARK 75% ---“always” or “often” agree that
(a) 71% (21 responses) (2012 87%) of the student responses (b) 8 out of 8 Nurse Practice
(a) Benchmark not met— This is obscure and difficult content because the students do not have much RN
38 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
OUTCOME
METHOD OF ASSESSMENT
(Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
Practice Act and ANA standards of practice.
they identify the RN scope of practice using the California Nurse Practice Act and ANA standards of practice.
b. Quizzes selected questions BENCHMARK 75%
c. Final selected questions BENCHMARK 75%
Act/ANA questions (quiz 1)--understanding of scope of practice was 100%; (2012 was 100%); (c) FINAL: 9 out of 10 NPA/ANA questions were at 90% (2012 was 87%) understanding.
professional exposure at this point. Will continue to identify teaching methods to explain this concept and the importance for safe practice. Interestingly, they did fine on the objective material on this subject but do not feel confident yet with this material. I think this is to be expected. (b) Benchmark met. I will continue to seek out examples even though I met my benchmark since this is the RN scope of practice. This was a compressed semesters—only had 14 out of 18 wks. (c ) Benchmark met
4. Demonstrate knowledge of the Caring Conceptual Framework as it relates to nursing practice.
a. Student Surveys BENCHMARK 75% --- agree that they demonstrate knowledge of the Caring Conceptual Framework as it relates to nursing practice.
b. Quizzes selected questions BENCHMARK 75%
c. Final selected question BENCHMARK 75%
(a) 76% (2012 78%) of the student responses “always” or “often” (b) 5 out 6 Caring Framework questions (quiz 1). understanding of the Caring Curriculum was 83% (2012 89% 2011 83% and 2010 67%) (c ) FINAL 12 out of 14 questions---86% (2012 82%) level of understanding
(a) Benchmark met— However, students continue to think that they don’t understand or have difficulty applying the caring curriculum (b) Benchmark met. However, this is not an easy concept and (a) I will continue to review the question for reliability and validity (2) providing better examples that explain each caring curriculum component has helped (3) Revised my critical thinking scenario and reviewed the time constraints (classroom management) that make it hard to discuss all the scenario examples. I added 2 more CARING questions to the FINAL (c ) Benchmark met; I think the questions on the final are easier than the quizzes—maybe too much GAP from the time the content is taught and the final exam
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the 1/31/2014 meeting; 5 (100%) FT and 1 PT faculty and 1 director attended the 15 minute presentation. RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Comments includes: (1) difficult for AND students to grasp the concept of a “framework” (2) we have lost the integration of the Caring Framework within our courses. Plan to identify methods to infuse into the program We will repeat the evaluation and discussion of Course SLOs yearly. FACULTY DISCUSSION: maybe address the timing that thi s class is taught when looking at curriculum revision
39 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
COURSE NAME: NRAD 201 (DE) REVIEW DATE: FALL 2013
OUTCOME METHOD OF ASSESSMENT (Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to
the Program based on results)
EVALUATE THE NEED FOR CHANGE
1. Apply ethical and legal principles to nursing practice.
a. Student Surveys: “I am able to apply ethical and legal principles to nursing practice.” 75% respond very often or always.
b. Quizzes: selected questions 75%
c. Final selected questions
75%
a. Survey respondents: 13/13 100% responded “Very often” b. Overall Test Score 84% Ethics Questions (6) average 84% Legal Questions (6) average 90% c. Final overall test score 89% Ethics questions average 86% (range 77 – 100%) Legal questions average 84% (range 73 – 100%)
a. Benchmark met . b. Benchmark met. c. Benchmark met.
2. Demonstrate knowledge of current nursing practice issues.
a. Student Surveys “I am able to demonstrate knowledge of current nursing practice issues.” 75% respond very often or always
b. Nursing issues paper; expert faculty opinion on quality of submissions.
c. Final selected questions 75%
a. Survey respondents: 12/13 92% responded “Very often” b. Nursing Issues Paper Average Score 86% c. Selected Test Questions: 92% (range 77 – 100%)
a. Benchmark met. b. Benchmark met . Will continue to monitor and refine expectations, review topics for currency. c. Benchmark met. Will evaluate selected question with < 75% (2) for clarity. Added more questions this year on Informatics – all
40 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
OUTCOME METHOD OF ASSESSMENT (Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to
the Program based on results)
EVALUATE THE NEED FOR CHANGE
questions but one scored above benchmark.
3. Identify the RN scope of practice using the California Nurse Practice Act and ANA standards of practice.
a. Student Surveys “I am able to identify the RN scope of practice using the California Nurse practice Act and ANA Standards of practice.” 75% respond very often or always
b. Quizzes selected questions 75%
c. Final selected questions 75%
a. Survey respondents: 12/13 92% responded “Very often” or “Always” b. Overall test score 85% Selected Questions (7) 78% c. Selected questions 91% (range 77% - 100%)
a. Benchmark met. b. Benchmark met. Scores lower than prior year. c. Benchmark met.
4. Demonstrate knowledge of the Caring Conceptual Framework as it relates to nursing practice.
a. Student Surveys “I am able to demonstrate knowledge of the Caring conceptual Framework as it relates to nursing practice.” 75% respond very often or always
b. Quizzes selected questions 75%
c. Final selected questions 75%
a. Survey respondents: 13/13 100% responded “Very often” or “Always” b. Overall Test Score 84% Selected Questions (5) 89% c. Selected questions 86% (range 50% - 100%)
a. Benchmark met. b. Benchmark met . c. Benchmark met . Will evaluate selected question with < 75% (1) for clarity. Class evaluated is 52% RN program enrolled students and 48% pre-RN students.
41 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
OUTCOME METHOD OF ASSESSMENT (Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to
the Program based on results)
EVALUATE THE NEED FOR CHANGE
Students in this DE class demonstrate higher degree of confidence in ability to demonstrate SLO’s as opposed to the live class. Discussion focused on any identifiable differences between DE and Live student cohorts – no specific difference was identified.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the 5 FT and 1 PT faculty and 1 director meeting during the meeting. Attended the 15 minute presentation, 1/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. No suggestion/ comments We will repeat the evaluation and discussion of Course SLOs yearly. FACULTY DISCUSSION: Maybe address the timing that this class is taught when looking at curriculum revision.
42 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
COURSE NAME: NURSE CARING CONCEPTS NRAD 201A CERTIFICATE DEGREE REVIEW DATE: FALL 2013
Upon completion of the course, the student will be able to:
OUTCOME
METHOD OF ASSESSMENT RESULTS OF ASSESSMENT(S)
a. Percent of students achieving
70% proficiency on selected
questions scores
b. 90% survey response rate
(37/41)
EVALUATE THE NEED
FOR CHANGE
1. Understand and
begin to apply
techniques of
therapeutic
communication.
a. Benchmark: 100% of
students will achieve 70%
proficiency on selected
questions from the final
b. Student self-assessment at
conclusion of course –
benchmark 75%
a. 17 questions = 95.1%
b. Very often (56.41) + Always
(30.77) = 87.18
a. Did not meet benchmark.
b. Met the benchmark.
DISCUSSION
a. Two students did not achieve 70%
proficiency (65%, 65%). This is the first
time I have measured SLO assessment
using a proficiency standard, which
constitutes a more rigorous
benchmark.
In addition, I revised exams this year to
increase rigor and develop questions
that were more reflective of NCLEX.
Final exam average was 83.07% and
KR20 64.2%.The reading supported the
concepts underlying the questions but
next year will emphasize concepts
during lecture. I plan to give SAMPLE
test questions as a testing strategy.
2. Demonstrate a
beginning ability to
organize
assessment data
and develop a
nursing care plan
for the adult who is
experiencing an
alteration in
health.
a. Benchmark: 100% of
students will achieve 70%
proficiency on selected
questions from the final
b. Student self-assessment at
conclusion of course–
benchmark 75%
a. 72 questions =95.1%
b. Very often (35.90) + Always
(38.46) = 74.36
a. Did not meet benchmark.
b. Did not meet benchmark.
DISCUSSION
a. Two students did not achieve 70%
proficiency (65%, 67%). This is the first
time I have measured SLO assessment
using a proficiency standard, which
constitutes a more rigorous
benchmark.
In addition, I revised exams this year to
increase rigor and develop questions
that were more reflective of NCLEX.
43 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
3. Demonstrate a
beginning ability to
apply adult
teaching/learning
principles to the
care of an adult.
a. Benchmark: 100% of
students achieving 70%
proficiency on selected
questions from the final
b. Student self-assessment at
conclusion of course–
benchmark 75%
a. 5 questions =100%
b. Very often (48.72) + Always
(41.03) = 89.75%
a. Met the benchmark.
b. Met the benchmark.
No changes anticipated.
4. Describe the
principles of
culturally
competent
nursing care and
begin to apply
cultural
knowledge and
sensitivity to the
nursing role.
a. Benchmark: 100% of
students achieving 70%
proficiency on selected
questions from the final
b. Student self-assessment at
conclusion of course–
benchmark 75%
a. 6 questions =87.8%
b. Very often (51.28) + Always
(28.21) = 79.49
a. Did not meet benchmark
b. Met the benchmark
DISCUSSION
a. Five students did not achieve 70%
proficiency (50%, 6%7, 67%, 67%,
67%). This is the first time I have
measured SLO assessment using a
proficiency standard, which constitutes
a more rigorous benchmark.
In addition, I revised exams this year to
increase rigor and develop questions
that were more reflective of NCLEX.
Final exam average was 83.07% and
KR20 64.2%.
FACULTY DISCUSSION: W e realized
that this may be a program outcome
Final exam average was 83.07% and
KR20 64.2%. The reading supported
the concepts underlying the questions
but next year will emphasize concepts
during lecture.
b. Students self-assessed just below the
benchmark for the first time (2011 and
2012, students self-assessed this SLO
as 100% and 92% respectively). This
90% survey response rate supports the
validity of this year’s ratings. Students
continue to communicate frustration
with finding scientific rationale to
support interventions and first year
faculty are discussing using a text that
provides ready-made careplans.
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Approved Document to be Used for Submission Spring 2015
rather than a course outcome. In this
course, it may be premature to have
this expectation.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at 5/16/14nursing faculty meeting. The 15
minute presentation was attended by 5 FT faculty and 0 PT faculty and 1 Director .
RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Faculty discussion written in the Evaluation for Change column.
We will repeat the evaluation and discussion of Course SLOs yearly.
45 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t
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Approved Document to be Used for Submission Spring 2015
COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMENT TRACKING FORM
(Kept in the department files and maintained by course faculty)
X DEGREE
COURSE NAME: NRAD 201B NURSE CARING PRACTICUM ���� CERTIFICATE REVIEW DATE FALL 2013 __
Upon completion of the course, the student will be able to:
OUTCOME
“A sentence that describes a major
piece of knowledge, skill, ability or
attitude that students can
demonstrate by the end of the
course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to
demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
1. Demonstrate application of the
nursing process to the care of the
adult and geriatric patient in the
long-term care and medical-surgical
setting.
a. Faculty level discussion about the
nursing process portion of the clinical
preparation, (concept maps/careplans)
b. Clinical Evaluations (benchmark 80%)
c. Course assessment: Student survey
(benchmark 75%)
d. 80% of students complete 1st
semester clinical without a
(CPP) related to inadequate/ incomplete
clinical prep.
a. Faculty decided that the concept care
map that included the care plan was
not working as planned. There was
too much info put on a single page.
Decision was made to go back to
original form or care plan. Much
discussion also on clinical prep and
how to reduce student stress in this
area. Students have complained that
the rationales on the care plans take
the most time and keep them up late
with clinical prep. Students did well
overall taking just one patient entire
first semester.
b. Clinical grades ranged from 72-96%,
with a class average of 86%.
c. Of the 37 completed surveys, 1
responded “sometimes”, 21
responded “very often”, 15
responded “always” (97%)
d. 97% of students (40 ) completed 1st
semester without a CPP related
inadequate/ incomplete clinical prep.
a. Ongoing faculty discussions about our choice of
nursing diagnosis textbooks and the need for
student clinical preparation being balanced with the
importance of getting enough sleep before clinical.
For second semester we continuing pattern of
having parts of paperwork is due each day to
distribute the work over two days instead of one.
No concept maps in second semester will be
required. Students continue to take two patients in
2nd
semester. New pilot tool, (Monica’s), not being
used at this time. We made changes to the
careplan text.
b. Benchmark Met. Continue to emphasize concepts
related to nursing process in the theory portion of
class.
c. Benchmark Met.
d. Benchmark Met
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Approved Document to be Used for Submission Spring 2015
OUTCOME
“A sentence that describes a major
piece of knowledge, skill, ability or
attitude that students can
demonstrate by the end of the
course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to
demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
2. Apply verbal/nonverbal
communication techniques to
establish a therapeutic relationship.
a. Clinical Evaluations/ Level Faculty
discussion
b. Course assessment: Student survey
(Benchmark 75%).
c.80% of students complete 1st semester
clinical without a (CPP) related to
communication.
a. Students developing communication skills
that foster therapeutic relationships.
History taking critical thinking exercise
completed this year as well to help
students become comfortable with history
taking with patients.
Observed assessments also helped
faculty assess communication skills.
b. This year student responses ranged from 1
rarely, 1 “sometimes”, 15 “very often”, 20
“always”, and two missing (95%)
c. _98% of students ( 40 ) completed 1st
semester without a CPP related
communication.
a. Seek additional opportunities for students to practice
utilizing verbal and non-verbal communication to help
them become more comfortable with developing
therapeutic relationships. Observed assessments will be
continued next year. Continue to utilize simulation to
allow students to practice and evaluate their own
communication techniques.
b. Benchmark met
c. Benchmark met
3. Utilize the nursing process and
level specific critical elements when
administering medications and
other skills taught in this course.
a. Clinical Evaluations/Level Faculty
discussion
b. Tracking Tool 80% of students complete
1st semester clinical without a (CPP) related
to med admin and other skills
c. Skills Testing: Med Admin; Foley insert
(benchmark 100% pass within 2X)
d. Course assessment: Student survey
(benchmark 75%)
a. Students administered meds utilizing the
nursing process and critical elements.
b. 98 % of students completed first semester
without a CPP related to Medication
administration
c. 100% of students passed Med Admin. &
Foley insertion skills testing within the
required time frame, but a number did not
pass on their first attempt. Many of the
errors with Foleys were due to poor sterile
technique.
d. 37 responded: Survey results were as follows:
no students responded “never” or “rarely”, 2
stated “sometimes,” 14 “very often,” and 21
replied “always.” (97%)
a. Encourage students to spend time practicing new skills in the
lab, even after the class has moved on to new skills. Encourage
the student to practice with variables and distractions to mimic
the clinical setting.
b. Benchmark met.
c. Benchmark met. Continue to emphasize sterile technique
during that lab, which comes prior to the teaching of
catheterization
Foley skill practice was added to 3H class
We will separate the content of sterile technique and
catheterization so that it is not on the same day
d. Benchmark met
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OUTCOME
“A sentence that describes a major
piece of knowledge, skill, ability or
attitude that students can
demonstrate by the end of the
course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to
demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
4. Demonstrate and accurately
document a psychosocial and
physical assessment of the adult
and geriatric patient, differentiating
normal and abnormal findings.
a. Selected questions from the final
BENCHMARK: > 75% of the
students will answer correctly
b. Clinical Evaluations
c. Student survey (benchmark 75%)
a. Questions: # 1, 11, 12, 20, 30, 81. Qu. 1-
95%, Qu. 11-100%, Qu. 12-95%, Qu. 20-
73%, Qu. 30-100%, Qu. 81-100%. (average-
94%)
b. Students’ assessment skills demonstrated
continual improvement.
c. 37 responded: Survey results as follows: 1
stated rarely, 4 sometimes, 13 stated “very
often,” 19 “always,” (86%)
a. Benchmark met (94%). Continue to emphasize assessment in
lecture in lab and model assessment to students in lab and
clinical whenever possible. Clinical faculty will continue to do
witnessed assessments both in long term care and in the 1rst
semester acute care clinical to assist students with sharpening
assessment skills.
b.Benchmark met. Students assessments continued to be
witnessed in long-term care & acute care by clinical instructors
to assist students with sharpening assessment skills.
c. Benchmark met. Continue to encourage students to ask for
assist with assessments prn from clinical instructors
5. Apply principles of infection
control to the care of the client in
long-term care and medical-surgical
settings.
a. Selected questions from the final
BENCHMARK: > 75% of the students
will answer correctly
b. Tracking Tool 80% of students complete
1st semester clinical without a (CPP) related
to infection control
c. Student survey, (benchmark 75%)
a. Questions: 19, 52, 54, 73.
Students averaged 92% on these combined
benchmark questions, with scores of 97,
97, 100, and 73. on the selected questions.
b. No CPP regarding infection control noted
c. Student surveys were as follows; 1 student
stated “rarely”, 1 student stated “sometimes”,
11 students stated “very often”, 24 students
stated “always” and 2 were missing.
a. Benchmark met.
b. Benchmark met.
c. Benchmark met.
6. Demonstrate patient
confidentiality in all personal and
professional settings.
a. Tracking Tool 100% of students complete
1st semester clinical without a (CPP) related
to confidentiality
b. Selected questions from the final
BENCHMARK: 100% of the students will
answer correctly
c. Student survey (benchmark 75%)
a. No CPP on lack of compliance
b. Question 17.All students answered this
benchmark question correctly. (100%)
c. Survey results as follows; 1 sometimes, 6 very
often, 29 always, and 3 were missing. (97%)
a. Benchmark met. Continue to emphasize the importance of
confidentiality throughout all aspects of this course and
program. Include social media sites, photographing patients,
and EMR issues. Repeat this message regularly.
b. Benchmark met.
c. Discuss professional nurses role in maintaining
confidentiality. We are going to create a PowerPoint that
relates to HIPAA and give visual examples for patient
confidentiality and identify violations
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Approved Document to be Used for Submission Spring 2015
OUTCOME
“A sentence that describes a major
piece of knowledge, skill, ability or
attitude that students can
demonstrate by the end of the
course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to
demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
FACULTY DISCUSSION: we covered ANA policy about social
media in NRAD 201
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the 5 FT and 0 PT faculty and 1 director meeting during the 5/16/14 meeting.
Attended the 15 minute presentation.
RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. suggestion/ comments are listed
We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMEN T TRACKING FORM (Kept in the department files and maintained by cou rse faculty)
DEGREE
COURSE NAME: NRAD 201D DECISION DATA MAKING I ���� CERTIFICATE REVIEW DATE: FALL 2013 Upon completion of the course, the student will be able to:
OUTCOME “A sentence that describes a major piece of knowledge, skill, ability or
attitude that students can demonstrate by the end of the
course.”
METHOD OF ASSESSMENT “Major assignment, project, or test used to demonstrate or apply outcomes” (Attach the Instrument)
RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED FOR CHANGE
1. Utilize learned skills to calculate
medication dosage ranges for safe medication administration and utilize the nursing process to interpret clinical data: (age, culture, ethnicity, pharmacology, labs, diagnostics, nutrition).
a. Selected questions from final
examination with a benchmark > 75%
b. Course assessment: Student survey with a benchmark > 75% at “Very often” or “Always”
(decision made for benchmark. Not present in previous fall 2011 or 2012 SLOs)
a. Final Exam: 24/75 questions 89.48% answered selected questions
correctly. b. Fall 2013: 37/41 returned surveys
82.5% responding to survey indicated “always” or “very often”
a. Fall 2013: Benchmark met.
5/24 questions addressing this outcome scored < 75%. Exam questions will be evaluated for clarity.
b. Fall 2013: Benchmark met.
2. Apply critical thinking to problem
solving, decision making and advocacy in nursing practice in relation to medication administration, fluid and electrolyte balance, nutrition, laboratory values, and pain management.
a. Selected questions from final
examination with a benchmark >75%
c. Course assessment: Student survey with a benchmark >
75% at “Very often” or “Always”
a. Final Exam: 34/75 questions
90.56% answered selected questions correctly.
b. Fall 2013: 37/41 returned surveys
62.5% responding to survey indicated “always” or “very often” (30% responded “sometimes”)
b. Fall 2013: Benchmark met.
4/34 questions addressing this outcome scored < 75%. Exam questions will be evaluated for clarity.
b. Fall 2013: Benchmark not met.
Need to incorporate in-class case scenarios and/or study guides to help students apply content and assist with problem-solving.
FACULTY DISCUSSION: MIGHT NEED TO REVISE THE SLO SO THAT IT IS MORE MEASURABLE WITH LESS VARIABLES AT BEGINNING LEVEL STUDENTS
3. Demonstrate an awareness of impact
of health and illness upon clients of all ages, ethnicities, and family groups.
a. Selected questions from final
examination with a benchmark > 75%
a. Final Exam: 17/75 questions
92.41% answered selected questions correctly.
a. Fall 2013: Benchmark met.
1/17 questions addressing this outcome scored < 75%. Exam question will be evaluated for clarity.
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OUTCOME “A sentence that describes a major piece of knowledge, skill, ability or
attitude that students can demonstrate by the end of the
course.”
METHOD OF ASSESSMENT “Major assignment, project, or test used to demonstrate or apply outcomes” (Attach the Instrument)
RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED FOR CHANGE
New SLO: Demonstrate an awareness of impact of health and illness upon adult, geriatric, and clients of varying ethnicities. MAKE SURE THIS IS CHANGED ON COURSE SURVEY FALL 2014 Done.
b. Course assessment:
Student survey with a benchmark > 75% at “Very often” or “Always”
b. Fall 2013: 37/41 returned surveys
75% responding to survey indicated “always” or “very often” (17.5% responded “sometimes”)
b. Fall 2013: Benchmark met.
SLO surveys awareness in clients of all ages and family groups however content is geared towards the adult and geriatric clients only (COR also reviewed). Request for new SLO has been submitted addressing this change in content. Need to incorporate in-class case scenarios and/or study guides to help students apply content and assist with problem-solving.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at 5/16/14nursing faculty meeting. The 15 minute presentation was attended by 5 FT faculty and 0 PT faculty and 1 Director . RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Faculty discussion written in the Evaluation for Change column. We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMENT TRACKING FORM
COURSE DATE: SPRING 2014
COURSE NAME NURSE CARING CONCEPTS NRAD 202A CERTIFICATE DEGREE REVIEW DATE: FALL 2014
Upon completion of the course, the student will be able to:
OUTCOME
METHOD OF ASSESSMENT
RESULTS OF ASSESSMENTS
a. Percent of students achieving 70%
proficiency on selected questions scores.
Final exam KR20 53.6% (≥ 60% desirable)
b. 50% survey response rate 21/42)
EVALUATE THE NEED FOR CHANGE
4. Demonstrate the
ability to organize
assessment data
and plan nursing
care for the
childbearing
woman.
c. Benchmark: 100% of
students achieving
70% proficiency on
selected questions
from the final
d. Student self-
assessment at
conclusion of course -
benchmark 75%
b. 26 questions =97.6%
c. Very often (66.67) + Always (23.81)
=90.48
a. Benchmark not met
b. Benchmark met
DISCUSSION
a. The benchmark was not met as a result of
one student assessing below proficiency
(69).
For the fourth year in a row, the final
question assessing understanding of the
indications for RhoGam administration
received a low average score. Despite
increasing a focus on this year (31%) was
even lower than last year (33.5%).
However, the metrics associated with this
question were improved this year:
• Discrimination index 75%
(excellent)
• Point biserial 13% (marginal
I plan to retain the question in its current
form but will include this content in a
homework assignment next year to
strengthen student acquisition of content.
b. Students responding to survey perceive
they are able to organize data/plan care for
childbearing women.
3. Demonstrate the
ability to organize
assessment data
and plan nursing
care plan for the
newborn.
a. Benchmark: 100% of
students achieving
70% proficiency on
selected questions
from the final
b. Student self-assessment
at conclusion of
course- benchmark
75%:
a. 14 questions = 95.2%
b. Very often (71.43) + Always (14,29)
=85.72
a. Benchmark not met
b. Benchmark met
DISCUSSION
a. Although the benchmark was not met,
this measure assessed higher than in 2013
(87.2%). Two students did not achieve 70%
proficiency (57and 64) as compared to 5
students below proficiency in 2013. There
were no lower average scores associated
with test items assessing students’
knowledge of newborn care.
b. Students responding to survey perceive
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Approved Document to be Used for Submission Spring 2015
they are able to organize data/plan care for
newborns.
3. Demonstrate the
ability to organize
assessment data
and plan nursing
care for the child
experiencing an
alteration in
health.
a. Benchmark: 100% of
students achieving
70% proficiency on
selected questions
from the final
b. Student self-
assessment at
conclusion of course-
benchmark 75%:
a. 60 questions = 100%
b. Very often (80.95) + Always (9.52)
=90.47
a. Benchmark met
b. Benchmark met
DISCUSSION
a. Although the aggregate results met the
benchmark, I am concerned about the low-
average scores associated with four test
items (Kawasaki disease s/sx (33.33)and,
RSV management ( 47.62) are essentially
unchanged from 2013. The metrics
associated with both of these items were
strong (discrimination index/pt biserial
60/22 and 71/28 respectively). Two
questions used for the first time to assess
head lice s/sx and suspected child abuse
management assessed at 50% and had less
than acceptable metrics (discrimination
index/pt biserial 40/0 and -33/-4)
respectively. I will evaluate how this content
can be presented to strengthen acquisition
of this important content.
Note: Pediatric growth and development
was previously identified as a content area
in need of strengthening last year when
assessing 202A course SLOs as well as the
RN program SLOs. Two new learning
activities were assigned in 2014 to address
this deficit. Students completed a
comprehensive assessment of a well child in
the community that involved analysis of
growth and development measures. In
addition, the annual Children’s Center
Project was revised to focus on pediatric
growth & development. Students developed
group activities that allowed analyses of
achievement of motor milestones for
different age groups. The six final exam
questions that reflected this content were
associated with an aggregate score of 92%.
b. Students responding to survey perceive
they are able to organize data/plan care for
children.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty 1 part-time faculty and 1 director. 10/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above under evaluation column. We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMENT TRACKING FORM
(Kept in the department files and maintained by course faculty)
COURSE NAME: NRAD 202 B NURSE CARING PRACTICUM ���� CERTIFICATE X DEGREE
REVIEW DATE 10-30-2014 SPRING 2014 __
Upon completion of the course, the student will be able to:
OUTCOME
“A sentence that describes a major piece of knowledge, skill, ability or attitude that
students can demonstrate by the end of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to demonstrate or apply
outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
1. Demonstrate application of
the nursing process to the
care of adult, geriatric,
pediatric, maternity and
infant patients in the clinical
setting.
a. Faculty discussion of level specific
Clinical Nursing Care Plans.
b. Clinical Evaluations- Benchmark- 80 %
average
c. Course assessment: Student survey,
benchmark -75%
a. Students have generally been able to apply
concepts of care planning toward caring for
diverse populations; Faculty had decided to
change care plan guide to Doenges in order
to strengthen scientific rationales for
interventions. Ladewig and Ackley were not
providing students with good enough
rationale for interventions.
b. Clinical evaluations met benchmark average
of >80%
c. Course assessment- Course surveys
indicated Likert responses of “Sometimes”-9
“Very often”-15 and “Always”- 4. No
responses of “rarely”, or “never” were
entered.
a. Benchmark met: Will evaluate student care plans at the end of the year
to see if they have improved using Doenges.
Continue current method of evaluation with faculty discussion of care
plans and care plan guides.
b. Benchmark met: Will continue current method of evaluation.
c. Met benchmark: Course surveys- 80%
BB.. Utilize the nursing process
and pharmacologic
principles (level specific)
when administering
medications.
a. Utilize the clinical practice plan tool to
identify any weak areas or significant
trends or deficiencies in the area of
medication administration.
b. Math Competency Testing-100 %
a. The clinical practice plan tool revealed that
trends in deficiencies with medication
administration were decreased in Spring
2013 overall although there were still 7 CPPs
for wrong time, 4 CPPs and one probation
for unsafe pattern of medication
administration and 5 misses with armbands.
Most of these stats were reduced from
Spring 2012. All of SLO county is now using
electronic EMR for the first time starting in
Fall 2014.
b.100 % students passed math competency
a. Emphasize “right time” during teaching about medication
administration and continue to reinforce during med
administration. Monica reviewed many real life scenarios
regarding unsafe med practice in her lecture this year.
Continue current practice of reviewing clinical practice plan tool
each Spring semester. Plan to continue reviewing med
administration policies as well as impact of EMR on SLO county.
Using Cerner academic for teaching students familiarity with EMR,
specifically Cerner prior to going to Acute care.
b. Benchmark met--Continue current model.
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OUTCOME
“A sentence that describes a major piece of knowledge, skill, ability or attitude that
students can demonstrate by the end of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to demonstrate or apply
outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
benchmark
c. Course assessment: Student survey- 75%
benchmark
testing in Spring by deadlines outlined in 202 B
syllabus
c. Course surveys 100% overall. Likert responses
of “Sometimes”-0, “Very often”-8, and
“Always”- 13, Met benchmark.
Course surveys up from 80% last year.
c. Continue to evaluate current model with EMR the standard throughout
county.
CC.. Utilize nursing process
and legal standards,
construct accurate and
complete Nursing
documentation.
a. Review of Nursing documentation by
clinical faculty & discussion
b. Course assessment: Student survey-75 %
benchmark
a. Although nursing documentation
principles have been relatively
unchanged over the years, the
transition to EMR has significantly
altered the extent of narrative
documentation. It is generally
discouraged and now our current
model of documentation is by
exception.
b. Course surveys indicated results of
95%. Likert responses of “Sometimes”-
1, “Very often”-13, and “Always”-7.
Met benchmark
a. Continue current model and methods of instruction and continue to
evaluate once EMR solidly in place.
b. We will continue orienting our students to electronic medical records and
documentation this year using Cerner academic whenever possible.
DD.. Apply assessment skills
and maintain critical
elements while
performing skills
learned in this course
with patients across the
lifespan.
a. Selected questions from the tests/ final
BENCHMARK: > 75% of the students will
answer correctly
a. Test # 1-(questions; 7,17,27,28)-met
benchmark
Test # 2-(questions; 15, 18, 19, 20)-met
benchmark
Test # 3-(questions; 6, 10, 14, 23)-met
benchmark
Test # 4-(questions; 6, 10, 11, 13)-met
benchmark
Test # 5-(questions; 7, 10)-met benchmark
Final-(questions; 4, 6, 10, 15, 20, 32, 50)-met
benchmark except # 15
a. Continue current method of assessment
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OUTCOME
“A sentence that describes a major piece of knowledge, skill, ability or attitude that
students can demonstrate by the end of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to demonstrate or apply
outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED
FOR CHANGE
b. Clinical Evaluations
c. Course assessment: Student survey-
75% benchmark
b. Clinical evaluations demonstrated an overall
aptitude for applying assessment and
maintaining critical elements while
performing skill learned in this course with
patients across the lifespan.
c. Course surveys 100% overall. Likert
responses of “Sometimes”-0, “Very often”-
12, and “Always”-9. Met benchmark.
b. Continue current method of assessment. Also continue witnessed
assessments in Fall 2014 both in long term care and acute care.
c. Continue current method of assessment.
5. Demonstrate and document an
age-appropriate psychosocial and
physical assessment of the infant,
pediatric and adult patient
differentiating between normal and
abnormal findings.
a. Selected questions from the tests/ final
BENCHMARK: > 75% of the students will
answer correctly
b. Clinical evaluations
c. Course assessment: Student survey-
Benchmark-75%
a. Test # 1-(questions; 1, 2, 5, 18)-met
benchmark on questions 2, 5, & 18.
Test # 2-(questions; 4, 8, 13, 14)-met
benchmark on qu. 8, 13 & 14
Test # 3-(questions; 2, 4, 12, 20)-met
benchmark on qu. 4, 12, & 20.
Test # 4-(questions; 16, 20, 23, 25)-met
benchmark on all qu.
Test # 5-(questions; 3, 4, 6, 17)-met
benchmark on 3, 4, & 6
Final-(questions; 3, 8, 13, 22, 31, 54, 69)-met
benchmark on all qu.
b. Clinical evaluations demonstrated student’s
understanding and overall age-appropriate
assessment of patients throughout the
lifespan.
c. Course surveys 100% overall. Likert
responses of “Sometimes”-0, “Very often”-
12, and “Always”-9)
a. Benchmark met: Continue current method of evaluation.
b. Continue current method of assessment
c. Met benchmark- Continue current methods of assessment in this area.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty 1 part-time faculty and 1 director. 10/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above under evaluation column. We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMENT TRACKING FORM
(Kept in the department files and maintained by course faculty)
���� DEGREE
COURSE NAME: NRAD 202D NURSE CARING PRACTICUM ���� CERTIFICATE REVIEW DATE: SPRING 2014_
Upon completion of the course, the student will be able to:
OUTCOME
“A sentence that describes a major piece of knowledge, skill, ability or attitude that students can demonstrate by the end of
the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
1. Utilize the nursing process, teaching, and learning principles based on interpretation of clinical data: (age, culture, ethnicity, pharmacology, labs, diagnostics, & nutrition).
a. Selected questions from final examination with a benchmark of 75%
b. Course assessment: Student Survey,
benchmark 75% at Very often or Always
a. Spring 2014 Final Exam: 81.89% answered the selected questions correctly.
Final Exam Mean: 83.83%
b. Spring 2014: 20/21 students who returned
surveys responded to this question. 95.24% responding to survey chose
“very often” or “always”.
a. Spring 2014: Benchmark met.
9/28 questions scored <75%
Will evaluate test questions < 75% for clarity and SATA format. Spring 2013 Final Exam average (79.72%) and selected questions answered correctly (79.13%) showed improvement in Spring 2014.
b. Spring 2014:
Benchmark met.
2. Demonstrate the ability to research and apply information and knowledge about patients’ various pharmacologics in selected drug categories.
a. Selected questions from final examination with a benchmark of 75%.
b. Course assessment: Student Survey
benchmark 75% at Very often and Always.
a. Spring 2014 Final Exam: 82.26% answered the selected questions correctly. Final Exam Mean: 83.83%
b. Spring 2014: 20/21 students returned surveys. 95.24 % responding to survey chose
“very often” or “always”.
a. Spring 2014: Benchmark met. 11/51 questions scored < 75% Will evaluate test questions < 75% for clarity. Spring 2013 Final Exam average (79.72%) and selected questions answered correctly (81.4%) demonstrated improvement in 2014. Questions answered incorrectly were mostly related to drug indications and a couple related to adverse drug effects.
b. Spring 2014: Benchmark met.
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Approved Document to be Used for Submission Spring 2015
OUTCOME
“A sentence that describes a major piece of knowledge, skill, ability or attitude that students can demonstrate by the end of
the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
3. Apply the nursing process to plan, implement, and evaluate care for patients with: hypertension, diabetes, and selected respiratory disorders.
a. Selected questions from final examination with a benchmark of 75%.
b. Course assessment: Student Survey
benchmark 75% at Very Often and Always.
a. Spring 2014 Final Exam: 91.13% answered the selected questions correctly. Final Exam Mean: 83.83%
b. Spring 2013:
20/21 students who returned surveys responded to this question.
90.48% responding to survey chose “very often” or “always”.
a. Spring 2014: Benchmark met.
2/18 questions scored < 75% Will evaluate test questions < 75% for clarity. Spring 2013 Final Exam average (79.72%) and selected questions answered correctly (78.21%) showed improvement from Spring 2013. However, this SLO was revised from Spring 2013 and no longer includes chronic pain which is covered in 201A.
b. Spring 2014: Benchmark met.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty 1 part-time faculty and 1 director. 10/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above under evaluation column. We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMENT TRACKING FORM
(Kept in the department files and maintained by course faculty)
X DEGREE
COURSE NAME: NRAD 203A NURSE CARING PRACTICUM ���� CERTIFICATE REVIEW DATE FALL 2013
Upon completion of the course, the student will be able to:
OUTCOME
“A sentence that describes a major piece of
knowledge, skill, ability or attitude that
students can demonstrate by the end of the
course.”
METHOD OF ASSESSMENT
“Major assignment, project, or
test used to demonstrate or
apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions
to the Program based on results)
EVALUATE THE NEED
FOR CHANGE
1. Demonstrate application of the nursing
process to the care of adults experiencing
disorders in:
4. musculoskeletal
5. connective tissue
6. chronic neurological
7. men & women’s health
8. vascular
9. shock
10. gastrointestinal
11. hematology & oncology
12. burns
13. respiratory
14. hepatic
a. Selected questions from
examines & final. (75%
benchmark)
a. 79.4 % (2012 was 94%)
“always” or “very often”
agree that it helped them
apply critical thinking to
nursing process and patient
care. Test 1 and 2: 28 out of
30 questions were ≥ 75%,
understanding of the nursing
process to the care of adults
with musculoskeletal and
connective tissue disorders
was 86-93%.
Test 3 and 4: 27 out of 30
questions were ≥ 75%,
understanding of the nursing
process to the care of adults
with musculoskeletal and
connective tissue disorders
were 91-94%.
Test 5 27-30 questions were ≥
75 understanding of the
nursing process to the care of
adults with musculoskeletal
and connective tissue
disorders were 91-92%.
d. Benchmark met. Will always analyze
quizzes and Final for reliability and
accuracy of test questions per
Apperson. Will revise examination to
reflect relevant course content
Discussion: As a new faculty plan to revise
test questions. This is also the 1st
semester that we changed the format of
our test questions to include “alternate
format” questions”—student don’t like
them however see on NCLEX. Faculty
agree to remove the simulation as a tool
for this course and revise the outcome to
be more focused and measurable (too
many
FACULTY DISCUSSION: This class may not
feel as confident in their ability. Certainly
there is a mismatch between perception
and test scores
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Approved Document to be Used for Submission Spring 2015
OUTCOME
“A sentence that describes a major piece of
knowledge, skill, ability or attitude that
students can demonstrate by the end of the
course.”
METHOD OF ASSESSMENT
“Major assignment, project, or
test used to demonstrate or
apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions
to the Program based on results)
EVALUATE THE NEED
FOR CHANGE
b. Student Survey (75%
benchmark)
c. Comprehensive Critical
Thinking Simulation
(student survey question
and faculty evaluation)
(75% benchmark)
REMOVE THIS FOR FALL
2014 SURVEY
b. 84.3 %( 2012 was 75%)
“always” or “very often” agree
that they demonstrate application
of nursing process to the care of
adults experiencing disorders.
c. 74.2% (2012 was 75%) “always”
or “very often” help are able to
apply critical thinking to nursing
process and patient care.
b. Benchmark met
c. Benchmark not met. Wasn’t applicable
at this time
FACULTY DISCUSSION: make changes to
the course survey
2. Demonstrate ability to prioritize
interventions for client’s based on integrated
clinical data.
a. Selected questions from
examines & final. (75%
benchmark)
b. Student Survey (75%
benchmark)
a. 90.6 % (2012 was 87.5 %)
“always” or “very often”
agree that they can prioritize
interventions for client’s
based on integrated clinical
data
b. Test 3 and 4: 27 out of 30
questions were ≥ 75%, total
of knowledge applied to
patient prioritization were 91-
94%.
a. Benchmark met
b. Benchmark met-Will revise current
case presentations in lecture and add
increased class participation to case
presentations augmented by Journal
articles and Academic Cerner
assignments
3. Utilize the nursing process and
pharmacologic principles, when
determining nursing interventions &
appropriate patient teaching.
a. Selected questions from
examines & final. (75%
benchmark)
a. 87% (2012 was 93.75%)
“always” or “very often”
agree that they can utilize the
nursing process and
pharmacologic principles,
when determining nursing
interventions & appropriate
a. Benchmark met. Will always analyze
quizzes and Final for reliability and
accuracy of test questions per
Apperson
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Approved Document to be Used for Submission Spring 2015
OUTCOME
“A sentence that describes a major piece of
knowledge, skill, ability or attitude that
students can demonstrate by the end of the
course.”
METHOD OF ASSESSMENT
“Major assignment, project, or
test used to demonstrate or
apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions
to the Program based on results)
EVALUATE THE NEED
FOR CHANGE
b. Student Survey (75%
benchmark)
c. Core Measure Presentation
Project—(75% benchmark)
patient teaching.
b. Test 5 27-30 questions were ≥
75%, total of integration
pathological conditions
applied to patient
prioritization were 91-92%.
c. 82.3% (2012 was 99.1.%)
Student Core Measure
presentations Project
b. Benchmark met
c. Benchmark met. Core measure
Project was revised to make it of
greater value to the students. The
intent was to utilize Academic
Cerner’s Neighborhood to support
student integration of pertinent
content. Due to problems with the
Cerner programming, this option was
not available which left some
confusion in the implementation.
Still want to pursue the use of the
“Neighborhood”—will discuss as a
purchase to augment the core
measure presentation project.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the 6 FT and 0 PT faculty and 1 director
meeting during the 5/16/14 meeting. Attended the 15 minute presentation.
RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. suggestion/ comments are listed
We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE NAME: NURSE CARING PRACTICUM III NRAD 203B REVIEW DATE: FALL 2013 Upon completion of the course, the student will be able to:
OUTCOME “A sentence that describes a
major piece of knowledge, skill, ability or attitude that students can demonstrate by the end of the course.”
METHOD OF ASSESSMENT “Major assignment, project, or
test used to demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the Program based on results)
EVALUATE THE NEED FOR CHANGE
11.. Demonstrate integration of patient medical condition, PMH, with medications and labs with multiple and more complex patients.
a. Self-evaluation “I feel I integrate patient medical condition, PMH, with medications and labs to multiple and more complex patients.” Benchmark 80%
b. Faculty expert opinion and
discussion at level meetings, documentation on clinical evaluation tool. Goal average 80%
c. 80% of student complete 3rd
semester clinical without a (CPP) related to lack of integration of patients medical condition, PMH, medications and labs. (communication, judgment, energy)
a. Self-evaluation: 29/32 (91%) responded “very often” or “always”. b. Average Clinical Grade: 88% c. 97% of students (38/39) completed 3rd semester without a CPP related to lack of integration of patient medical condition, PMH, medications and labs. One student was placed on probation after and was unsuccessful in the program. Performance issues were a continuing trend from 1st and 2nd semester.(communication, judgment, energy)
a. Benchmark met. b. Benchmark met. Reflects one clinical failure. c. Benchmark met.
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Approved Document to be Used for Submission Spring 2015
OUTCOME “A sentence that describes a
major piece of knowledge, skill, ability or attitude that students can demonstrate by the end of the course.”
METHOD OF ASSESSMENT “Major assignment, project, or
test used to demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the Program based on results)
EVALUATE THE NEED FOR CHANGE
22.. Utilize effective methods to organize and prioritize nursing care to multiple and more complex clients.
a. Faculty expert opinion and feedback on quality of student submissions on Critical Thinking Exercise on Prioritization of patient care
b. Test questions – 80%
accuracy
c. Midterm & Final – 80%
accuracy d. Student survey: “I am able to utilize effective methods to organize and prioritize nursing care to multiple and more complex clients.” Benchmark 80%
a. Faculty satisfied with quality of submissions. Faculty agreed this is a valuable exercise. Objective met. b. Test Average score: 83% Selected Questions (3) 79% c. Midterm : Total Test 89% Selected Questions (5) 98% Final: Total Test 90% Selected Questions (6) range 89% - 100% Average 95% d. Self-evaluation: 28/32 (87.5%) responded “very often” or “always”.
a. Benchmark met b. Benchmark not met. One question scored lower than in prior years. Will continue evaluate test questions for clarity and currency. Since this question has scored above the benchmark in past years will review how content was taught – less emphasis than in past years? Unexplained anomaly? c. Benchmark met. Scores higher than last year. Will continue to evaluate test questions for clarity and currency. d. Benchmark met.
33.. Maintain critical elements of skills with multiple and more complex patients
a. 80% of student complete 3rd semester clinical without a documented violation of critical elements (CPP)
a. 95% of students (37/39) completed 3rd semester clinical without a documented violation of critical elements (CPP)
a. Benchmark met
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Approved Document to be Used for Submission Spring 2015
OUTCOME “A sentence that describes a
major piece of knowledge, skill, ability or attitude that students can demonstrate by the end of the course.”
METHOD OF ASSESSMENT “Major assignment, project, or
test used to demonstrate or apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the Program based on results)
EVALUATE THE NEED FOR CHANGE
b. Student survey: “I felt I was able to maintain critical elements…” Benchmark 80%
b. Self-evaluation: 31/32 (97%) responded “very often” or “always”.
b. Benchmark met.
4. Communicate effectively with the healthcare team.
a. Faculty expert opinion and feedback on quality of student submissions on Critical Thinking Exercise on Communication
b. Student survey “I feel I
communicate effectively….” Benchmark 80%
a. Faculty satisfied with quality of submissions. Faculty agreed this is a valuable exercise.
Objective met. b. Self-evaluation: 28/32 (87.5%) responded “very often” or “always”.
a. Benchmark met. b. Benchmark met. Higher survey response than in prior years. Results reflect an appropriate level of confidence as third semester students.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty and 1 director. 1/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE OUTCOMES & ASSESSMENT TRACKING FORM
(kept in the department files and maintained by course faculty)
���� DEGREE
COURSE NAME NRAD 203D ���� CERTIFICATE REVIEW DATE FALL 2014
Upon completion of the course, the student will be able to:
OUTCOME
METHOD OF ASSESSMENT
(Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
1. Demonstrate
understanding of
patient care when
diagnosed with
neurological disorders in
the acute and
rehabilitative phase.
a. Student survey BENCHMARK 75%
b. Quizzes BENCHMARK 75%
c. Final BENCHMARK 75% on
selected questions
(a) 95% (2013 88 %) “always” or
“often” agree that they understand
neuro content.
(b) Quiz 1: 30 questions with Class
average of 85.6% and (2013 was 84%)
Quiz 2: 30 questions Neuro was Class
average 87.3% and (2013 was 83%)
(c) FINAL 39 questions overall 92%
(2013 was 90%)
(a) benchmark met
(b) benchmark met.-quiz content will be revised to
reflect new content and video in hopes to improve
student understanding.
(c) benchmark met-Will plan to update all videos
to help students understand core class content.
2. Demonstrate
understanding of patient
care when diagnosed
with endocrine
disorders.
a. Student survey BENCHMARK 75%
b. Quizzes BENCHMARK 75%
c. Final BENCHMARK 75% on
selected questions
(a) 90% (2013 81%) “always” or
“often” agree that they understand
endocrine content.
(b) Quiz 4 is 20 questions open book;
multiple choice—100% overall
understanding
(c) FINAL 32 out of 38 questions 84%
(2013 was 89%) understanding of
content
(a) benchmark met ; Will continue to revise
content and identify various teaching techniques
for endocrine content. This is content that
students rarely get to experience in clinical. It is
also difficult to know how much time students
study the content.
(b) benchmark met. -quiz content will be revised
to reflect new content and video in hopes to
improve student understanding.
Take home quiz added good group discussion—
students know that even if they complete the
take-home quiz together, the FINAL will require
them to know the content independently.
Students verbalized that the pictures of endocrine
problems helped with assessment/care planning.
(c) benchmark met
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Approved Document to be Used for Submission Spring 2015
OUTCOME
METHOD OF ASSESSMENT
(Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
3. Demonstrate
understanding of patient
care when diagnosed
with genito-urinary
disorders.---
a. Student survey BENCHMARK 75%
b. Quizzes BENCHMARK 75% of
selected questions
c. Final BENCHMARK 75% on
selected questions
(a) 100% (2013 91%) “always” or
“often” agree that they understand GU
content.
(b) Quiz 3 questions 92% class average
with overall understanding of content
(2013 was 93%)
(c) FINAL 7 questions overall 87.3%
understanding of content (2013 was
84%)
(a) benchmark met
(b) benchmark met.
(c) benchmark met
4. Demonstrate
understanding of patient
care when diagnosed
with acute or chronic
renal disorders.
a. Student survey BENCHMARK 75%
b. Quizzes BENCHMARK 75% of
selected questions
c. Final BENCHMARK 75% on
selected questions
(a) 100% (2013 94%) “always” or
“often” agree that they understand
renal content.
(b) Quiz 3 questions 92% class average
with overall understanding of content
(2013 was 93%)
(c) FINAL 16 questions overall 94%
understanding of content (2013 was
94%)
(a) benchmark met
(b) benchmark met.
(c) benchmark met
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at 5 FT faculty and 1 director meeting during
the ______ meeting. Attended the 15 minute presentation.
RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. No suggestion/ comments
We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE OUTCOMES & ASSESSMENT TRACKING FORM
(kept in the department files and maintained by course faculty)
���� DEGREE
COURSE NAME NRAD 204 ���� CERTIFICATE REVIEW DATE SPRING 2014
Upon completion of the course, the student will be able to:
OUTCOME
METHOD OF ASSESSMENT
(Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
1. Demonstrate knowledge
of leadership abilities,
delegation and
supervision skills based
on legal scope of
practice.
a. Delegation assignment—
benchmark 80%
b. Student survey (75% state very
often or always)
Sample size small: 21 students
completed the survey.
a. 100% were of the students were
clear about the scope of VN
practice
b. 74%(88.89%-in 2013) demonstrate
knowledge of leadership abilities,
delegation and supervision skills
based on legal scope of practice
a. Benchmark met: I provided posted info on VN
scope of practice that helped.
b. Benchmark not met. Last year, this was met I
am believe the exposure to VN’s and CNA’s
has declined in most acute care hospitals. One
hospital has entirely removed ALL CNA’s at
the bedside. I plan to this year to emphasize
the importance of the Staff Nurse position as
a leader which I hope will make a difference in
the student understanding. Added
management vignettes in the PowerPoints
will help emphasize lecture content.
2. Determine readiness and
preparedness to
transition into my new
role as registered nurse.
a. Resume
b. Student survey (75% very often
or always)
a. 100% completed their resume—
informal student feedback was
positive
b. 78%(88.9%-in 2013) determine
readiness and preparedness to
transition into my new role as
registered nurse.
a. A mock interview with panel discussion
provided this year students with open
opportunities to meet and greet potential
managers and human resource personal. We
created a workshop for educators and
potential job fair to assist students in
applications.
b. Benchmark met-
Students again are concerned about the job
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Approved Document to be Used for Submission Spring 2015
OUTCOME
METHOD OF ASSESSMENT
(Describe Below & Attach the
Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
3. Integrate leadership
knowledge into my own
practice as a staff nurse.
a. MOODLE discussion (>75%)
b. Final Paper (>75
%)
c. Student survey (75% very
often or always)
a. MOODLE discussions were
thoughtful on how they saw
themselves as team leaders.
b. All Final papers reflected a broader
understanding of a managers role and
how a staff nurse would interface with
this type of manager
c. 82%(94.45% in 2013) integrate
leadership knowledge into my own
practice as a staff nurse.
a. Students had a good debate about types of
leaders they felt they would want to be. Some
student comments were that they more closely
identified with a “Laissez-faire” or “Servant”
management style. Many who did not see
themselves in the manager role.
b. Benchmark met
c. Benchmark met. Will continue to add group
discussion to identify how as a staff nurse they are
leaders.
4. Explain various
leadership and
management styles
providing examples of
effective use.
a. Discussion board (>75%)
b. Student survey (75% very often
or always)
a. All of the students were
thoughtful in their leadership style
answers and clear of each style as
well as able to self
reflect which styles would benefit
them in their first job.
78%(88.9% in 2013) able to explain
various leadership and management
styles providing examples of
effective use.
a. Benchmark met--No change
b. Benchmark met—The role of the charge
nurse in the agencies held some confusion
for students. They commented on how
powerful this role seemed to them working
at the bedside. They were confused how
“charge nurse” did not fit into the traditional
role of a manager. In the future more
explanations through vignettes of the charge
nurse role verses a management role will be
presented for better understanding.
5. Apply ethical principles to
my own nursing practice.
a. Discussion board
b. Student surveys (75% very often
or always)
a. application of nursing ethics was
applied to practice; their examples
were sound in ethical principles
b. 96%(94.4% in 2013) able to apply
ethical principles to my own nursing
practice.
a. Continue to emphasize the importance of
applying ethical principles to their RN practice.
b. Benchmark met. Students were very interested
in their role to apply ethical principles into their
own practice. It would be great to have this at
100%. Student’s comments were they felt they
were not empowered to make these types of
decisions as students. Will continue to find
teaching strategies to make foster a strong ethical
practice.
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the 9/27/13 faculty meeting for a 15
minute presentation. Attendance: 5 FT and 1 PT faculty and 1 director.
RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments are to pursue the idea of using
YouTube. We will repeat the evaluation and discussion of Course SLOs yearly.
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Approved Document to be Used for Submission Spring 2015
COURSE NAME: NRAD 204A REVIEW DATE SPRING 2014
Upon completion of the course, the student will be able to:
OUTCOME
METHOD OF ASSESSMENT
(Describe Below & Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED FOR CHANGE
1. The student will utilize the nursing process in the care of patients with mental health problems.
a. Clinical Log Objectives documentaion---Responses from student while in Psych Rotation (benchmark 90%)
b. Faculty expertise in the clinical setting (benchmark 90%)
c. Student Survey (benchmark all responses will fall in category of “very” often or “always”)
a. 100% of the students completed psychiatric clinical log entries focusing on the nursing process. b. Weakness seen in application of assessment while in the inpatient unit. c. Seems that the students are stronger with assessment in the acute ASH setting.
a. benchmark met; for NRAD 204A plan to add a teaching strategy to practice nursing process; might consider adding an essay question to the final exam that relates to nursing process. b. In 204A, have students share experiences o using the nursing process in psych clinical setting. c. Benchmark met however the clinical logs reflected that the students were better at writing a care plan for psych patient than the student surveys reflect that they can write a careplan for the mentally ill patient.
2. The student will apply accurate assessment of the patient with mental health problems.
a. Mental status exam clinical assignment (benchmark 100%) b. NRAD 204A psych clinical
evaluation (benchmark 85%) c. Student Survey (benchmark all
responses will fall in category of “very” often or “always”)
a. 100% of the students were able to complete a Mental Status Exam and document it following the professional format provided. b. 100% of students were able to complete all objectives in Psychiatric Nursing clinical setting.
a. Set up role play scenarios in class to practice interviewing skills of psychiatric patients to help students overcome their insecurities/fears associated with Mental Health patients. b. Benchmark met c. Benchmark met
3. The student will integrate psychopharmacology principles to a variety of mental illnesses.
a. Final Exam---Questions on Psychopharmacology (benchmark 95%)
b. NRAD 204A psych clinical evaluation (benchmark 85%)
c. Student Survey (benchmark all responses will fall in category of “very” often or “always”)
d. Post Clinical/Class discussion of actual patients’ psychopharmacology regimens.
a. 95% passed final exam questions associated with psychiatric medications b. 95% able to integrate psychopharmacology principles to a variety of mental illness.
a. Plan to add more case studies to discuss in class involving psychiatric medications. b. Plan to emphasize psychopharmacology more in the clinical setting. c. Benchmark met--will continue to find teaching strategies (i.e.,study guide modules, academic DVD’s) to increases students understanding of medications in psychiatric nursing.
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OUTCOME
METHOD OF ASSESSMENT
(Describe Below & Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the Program
based on results)
EVALUATE THE NEED FOR CHANGE
4. The student will demonstrate knowledge of behaviors, signs and symptoms that define psychiatric illness.
a. Final Exam Questions on psychiatric illness (benchmarks 85%)
b. Student Survey (benchmark all responses will fall in category of “very” often or “always”)
c. Mental Status Exam assignment to interview a patient and write up a formal Mental Status Exam using the format provided.
a. . 95% passed questions associated knowledge of psychiatric illness and associated behaviors.
. b. 100% completion of MSE
assignment including all critical sections of exam/assessment
a. Plan to add more specific case studies for class discussion/critical thinking regarding experiences of mental health and associated behaviors. b. Benchmark met c. Benchmark met
5 The student will apply therapeutic communication techniques when caring for patients with mental health problems.
6. The student will demonstrate professional behavior in their responsibility for self and learning, - in appearance and demeanor - in attendance, punctuality, preparation - in communications with clients, peers, instructors and clinical staff in the execution of psychiatric nursing care.
a. NRAD 204A psych clinical evaluation (benchmark 90%)
b. Student Survey (benchmark all responses will fall in category of “very” often or “always”)
c. Evaluation of Clinical log entry focusing on this objective and discussion/problem solving in Post-Clinical/Classroom setting.
a. Clinical performance is graded pass/fail and is evaluated on the basis of the written clinical objectives, completion of a self-care activity, feedback from clinical preceptors, and active participation in Post Clinical conferences.
a. 100 % of students were able to document their observations and critical analysis regarding observations of therapeutic communication in their psych clinical setting.
b. 95% very often or always able to apply therapeutic communication techniques when caring for mental health patient
a. All 100% of students completed written objectives in a log format in addition to a written description of self-care activities in the clinical setting. All students displayed professionalism in the psychiatric clinical settings. All students received PASS grade in Psychiatric Clinicals.
a. Benchmark met. Discuss their observations both positive and negative regarding therapeutic communications in post clinical conferences/class. b. Benchmark met-- will continue to foster/role model therapeutic communication techniques during class and Post-Clinical conferences. a. Benchmark met. Collaborative exploration of alternative creative self care methods will be added to discussions in psych clinical.
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COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMENT TRACKING FORM
(kept in the department files and maintained by course faculty)
COURSE NAME: NURSE CARING FOR CLIENTS AT RISK PRACTICUM NRAD 204B REVIEW DATE SPRING 2014
Upon completion of the course, the student will be able to:
OUTCOME
“A sentence that describes a
major piece of knowledge,
skill, ability or attitude that
students can demonstrate
by the end of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test
used to demonstrate or apply
outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
1. Demonstrate increasing
independence with
planning and
prioritization of care for
multiple patients with
more complex problems.
a. Student Survey benchmark 75%
b. Faculty expert opinion and
discussion at level meetings,
documentation on clinical
evaluation tool.
c. Faculty evaluation and expert
opinion on quality of student‘s
clinical log submissions
d.99% of student’s complete 4th
semester clinical without a CPP
related to planning and
prioritization of patient care.
a. 90% “always” or “often” agree
that they can demonstrate
increasing independence with
planning and prioritization of care
for multiple patients with more
complex problems.
b. 2014 90% average clinical grade is
compared to 2013 91%; No clinical
failures or clinical probation.
c. Spring 2014 – Level faculty
evaluation quality of student
submissions met objective.
d. 99% (41 out of 42 students) did
not receive a CPP related to
planning and prioritization of
patient care.
a. Benchmark met
b. Benchmark met; Clinical grading guidelines
are used by ALL clinical instructors. A new
clinical grading tool is being developed for
future less subjective instructor input.
c. Benchmark met
d. Benchmark met-one student received a CPP
for no ID of pt prior to med pass.
2. Develop and coordinate
a plan of care for
patients and families in
crisis.
a. Student Survey “I am able to
develop and
coordinate…..”75% benchmark
a. 89% “always” or “often” agree
that they can develop and
coordinate a plan of care for
patients and families in crisis.
a. Benchmark met
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OUTCOME
“A sentence that describes a
major piece of knowledge,
skill, ability or attitude that
students can demonstrate
by the end of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test
used to demonstrate or apply
outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
b. Faculty evaluation & expert
opinion on quality student‘s
clinical log submissions
c. Faculty expert opinion and
discussion at level meetings,
documentation on clinical
evaluation tool.
b. Spring 2014 – Level faculty
evaluation quality of student
submissions met objective.
c. 2014 90% average clinical grade is
compared to 2013 91%; No clinical
failures or clinical probation.
b. Benchmark met
c. Benchmark met
3. Demonstrate increasing
independence
collaborating with the
multi-disciplinary team
to implement the patient
plan of care and/or safe
discharge.
a. Student Survey “I am able to
demonstrate……” 75% benchmark
b. Faculty evaluation and expert
opinion on quality of student‘s
clinical log submissions.
a. 86.3% (76% 2013) “always” or
“often” agree that they can
demonstrate increasing
independence collaborating with
the multi-disciplinary team to
implement the patient plan of
care and/or safe discharge.
b. Spring 2014 – Level faculty
evaluation quality of student
submissions met objective.
a. Benchmark met
b. Benchmark met-examples placed in the
“mycuesta” site for students to access
improved students achievement of the
objectives and maintaining consistent format
Prior discussion: Students have difficulty writing
their own learning objectives for the
preceptorship. Students struggle with
understanding the value of the objectives.
SUGGESTION: faculty have made available to
students previously developed learning objectives
as “good” examples
4. Demonstrate self-
directed learning
through development
and implementation of
individualized learning
objectives for
a. Student Survey “I am able to
demonstrate……” 75% benchmark
a. 90% (89% 2013) “always” or
“often” agree that they can
demonstrate self-directed learning
through development and
implementation of individualized
learning objectives for
a. Benchmark met
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Approved Document to be Used for Submission Spring 2015
OUTCOME
“A sentence that describes a
major piece of knowledge,
skill, ability or attitude that
students can demonstrate
by the end of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test
used to demonstrate or apply
outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
preceptorship.
b. Faculty feedback and expert
opinion on quality of submitted
objectives for preceptorship
preceptorship.
b. Spring 2014 – Level faculty
evaluation quality of student
submissions met objective.
b. Benchmark met
DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the _______ faculty meeting for a 15
minute presentation. Attendance: 5 FT and 1 PT faculty and 1 director.
RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. No suggestions comments
We will repeat the evaluation and discussion of Course SLOs yearl
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COURSE NAME: NURSE CARING FOR PEOPLE AT RISK NRAD 204D REVIEW DATE: SPRING 2014 X DEGREE
Upon completion of the course, the student will be able to:
OUTCOME
“A sentence that describes a major piece
of knowledge, skill, ability or attitude that
students can demonstrate by the end
of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to demonstrate or
apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
1. Develop nursing care plans for patients with disorders of cardiac function.
a. Self-evaluation “I feel prepared to develop care plans for patients with disorders of cardiac function.” 80% benchmark for answers “always” or “very often”.
b. 80% accuracy selected test
questions
a. Spring 2014 95.5% (21/22) responded Very Often/Always Weighted score 4.36 (87%) b. Spring 2014 Average Test #1 84% Selected Test Questions: 86% 3/11 questions score < 80%, one outlier due to faulty distracter. Average Test #2 78% Selected Test Questions 74.45% 7/17 questions < 80% of those, 6 were “Select all that apply” Final Average 90% Selected Test Questions 93% 5/25 questions scored < 80% of those 3 were “Select all that apply”
a. Spring 2014 Benchmark met. b. Spring 2014 Benchmark met. Test #2 Several low scoring questions from the previous year were modified to insure clarity and emphasis was paid in class to difficult concepts. There was no change in test scores. SATA type questions continue to be more challenging for students. Test scores on the final were higher than previous year.
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OUTCOME
“A sentence that describes a major piece
of knowledge, skill, ability or attitude that
students can demonstrate by the end
of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to demonstrate or
apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
2. Recognize and take action during emergent client care situations (Code Blue, Rapid response)
a. Student evaluation of Code Blue/Rapid Response simulation.
b. Faculty observation student
performance during Code Blue/Rapid Response simulation
c. 80% accuracy selected test
questions.
a. Spring 2014 91% (20/22) responded Very Often/Always Weighted score 4.32 (86.4%) b. Spring 2014 – 100% student participation. Students demonstrated appropriate responses. c. Spring 2014 Average Test #3: 87% Selected Test Questions: 91% 1/7 questions scored < 80% Final Average: 90% Selected Test Questions: 97%
a. Spring 2014 Benchmark met. b. Spring 2014 Benchmark met. Students performed well. A practice session was conducted prior to the simulation. A “surprise” element is added for realism and was well received by students. A survey was conducted at the end of preceptorship. Among students responding to the survey 33% (10/30) participated in an RRT or Code Blue during preceptorship. 40% (12/30) participated in a change in condition defined as “Code Stroke”, transfusion reaction, change in cardiac rhythm requiring intervention, MI or other significant change in condition requiring immediate intervention. This data emphasizes the identified need and value of the RRT/Code Blue simulation experience. c. Spring 2014: Benchmark met.
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OUTCOME
“A sentence that describes a major piece
of knowledge, skill, ability or attitude that
students can demonstrate by the end
of the course.”
METHOD OF ASSESSMENT
“Major assignment, project, or test used to demonstrate or
apply outcomes”
(Attach the Instrument)
RESULTS OF ASSESSMENT(S)
(Student Evaluations; Revisions to the
Program based on results)
EVALUATE THE NEED
FOR CHANGE
No questions scored < 80%
3. Demonstrate interventions for managing the patient and family in crisis situations.
a. Self-evaluation “I feel prepared to care for patients and families in crisis.” 80% benchmark for answers “always” or “very often”.
b. 80% accuracy selected test
questions c. Faculty observation during
4th semester culminating simulation experience.
a. Spring 2014 91% (20/22) responded Very Often/Always Weighted score 4.33 (86.6%) b. Spring 2014 Average Test #1 84% Selected Test Questions 88% 1/5 questions <80% Final Average 90% Selected Test Questions: 98% No questions < 80% c. Spring 2014 – 100% student participation. Students demonstrated appropriate responses. This was the second year scenario implemented that incorporated more complexity and psychiatric component.
a. Spring 2014: Benchmark met b. Spring 2014: Benchmark met c. Spring 2014 Benchmark met. Faculty agreed that the learning objectives were met. No changes for Simulation for this year. Integration of Psych component has been effective.
Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty 1 part-time faculty and 1 director. 10/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above under evaluation column. We will repeat the evaluation and discussion of Course SLOs yearly.
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Dean’s/manager’s Analysis of Comprehensive Program Planning & Review (CPPR)
MARCIA AND JASON AND LINDA IN NOVEMBER
Program: Planning Year: Last Year CPPR Completed:
Unit: Cluster:
A. CPPR Pre-Meeting
It is strongly recommended that the Vice President and/or Dean meet with Division Chair/Director/designee
and the program faculty and/or staff involved in preparing the CPPR prior to the completion of the review
documents. The discussion should include an overview of the CPPR document and expectations of what
should be considered and focused on when developing the CPPR.
If a Pre-CPPR meeting occurred, please list those in attendance, when the meeting occurred and a summary
of what was discussed.
B. Narrative Analysis of CPPR Sections
Please provide an analysis and comments of programmatic information for each of the CPPR sections below.
• General Information and Program Outcomes (Required for Instruction/Student Services/Administrative
Services):
• Program Support of Institutional Goals and Objectives, and/or Institutional Learning Outcomes
(Required for Instruction/Student Services/Administrative Services):
• Program Data Analysis and Program-Specific Measurements (Required for Instruction/Student
Services/Administrative Services):
• Curriculum Review (Required for Instruction and may be Applicable to Student Services):
• Program Support of Institutional Goals and Objectives and Student Learning Outcomes (Required for
Instruction/Student Services/Administrative Services):
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• Program Data Analysis, Assessment and Improvements (Required for Student Services/Administrative
Services):
• Program Outcomes, Assessments and Improvements (Required for Instruction/Student
Services/Administrative Services):
• Anticipated Service Challenges/Changes (Required for Student Services/Administrative Services):
• Program Development Forecast (Required for Instruction/Student Services/Administrative Services):
• Overall Budget Implications (Required for Student Services/Administrative Services):
• End Notes/Additional Comments (Required for Instruction/Student Services/Administrative Services):
C. Commendations/Considerations:
Please provide a list of commendations and considerations based on the CPPR.
Commendations:
Comments in this area summarize how the program has demonstrated its effectiveness.
Considerations:
Comments in this area constitute advice to help the program meet or surpass expectations for effectiveness.
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D. Applicable Signatures:
Vice President/Dean Date
Division Chair/Director/Designee Date
Other (when applicable) Date
The above-signed individuals have read and discussed this review. The Director/Coordinator, Faculty, and staff in the program involved
in the preparation of the CPPR acknowledge the receipt of a copy of the Vice President/ Dean’s narrative analysis. The signatures do
not necessarily signify agreement.