college assessment plan report of college goal … us/institutional report/2016-2017...achievement...

COLLEGE ASSESSMENT PLAN

Report of College Goal Achievement

2016-2017

Allen College

Goal 1

Prepare outstanding healthcare practitioners

who are committed to lifelong learning.

Report of College Goal Achievement: College Goal 12016-2017 Reporting Year

Unit Name OutcomeName Outcome Measure Target Result Action

Admin - Administration AO 4.0 Allen College hasappropriatetechnology forfacilities,resources, andeducationservices.

Library SurveyQuestion: Howeasy is it to find thephysical materialsyou’re looking forin Barrett Library?(very difficult,somewhat difficult,somewhat easy,very easy)

75% of respondentswho use the libraryreport that it is veryeasy to find thephysical materialsthey are looking forin the library.

Target not met. Of the 148 respondents to the 2016-2017 Library Survey, 147 answered this question. Ofthe 147 who answered the question, 58 responded"not applicable: I have never searched for physicalmaterials." Of the 89 who had searched for physicalmaterials, 85 (96%) reported that it was easy (48%) orsomewhat easy (47%) to find the physical materialsthey were looking for in the library. There were 3respondents who reported that it was somewhatdifficult and 1 who reported that it was very difficult tofind what they were looking for in the library.

The most comparable question from the most recentprevious library survey (2010) was "How would yourate the ease-of use-of the library?" Of the 33respondents who answered this question, 32 had usedthe library. Of those 32, ease-of-use was rated assomewhat easy by 11 (34%), very easy by 18 (56%) ,not easy by 2 (6%).

We will strive to meet the targetin this area by doing thefollowing:1. Increase budget to buyphysical copies.2. Encourage students tolearn how to search Primoplatform for book call numbersfirst and get used to using thelibrary ILS system for searchingbefore classes start instead ofrushing to the library rightbefore the assignment duedate--- we lack the man powerto meet all requests during peakhours of the library

AO 4.0 Allen College hasappropriatetechnology forfacilities,resources, andeducationservices.

Library SurveyQuestion: Howwould you rate thequality of BarrettLibrary’s physicaland onlinecollections (poor,average, goodexcellent)?

75% favorableresponses (good orexcellent)

Of the 148 respondents to the 2016-2017 LibrarySurvey, 146 answered this question (86%). Of the 146who answered the question, 20 reported it as notapplicable because they had not used the library'sonline or physical collections. Of the 126 respondentswho rated the quality of the collections, 119 (95%)rated the online and physical collections as excellent(n= 54, 43%) or good (n = 65, 52%).

The most comparable question on the most recentprevious Library Survey (2010) was "How satisfied areyou with the library collection?" Of the 33respondents to the 2010 Library Survey, 5 reporteddon't know (15%), indicating they had not used thecollection. Of the respondents who had used thecollection (n = 28), 3 reported not being satisfied(11%), 12 reported being somewhat satisfied (43%),and 13 reported being very satisfied (46%).

Continue to make all resourcesin diverse formats easy friendlyand searchable for all patrons.More online resources havebeen activated more onlineresources. Increase the target to85% favorable responses (goodor excellent) .

AO 4.0 Allen College hasappropriatetechnology forfacilities,

Library SurveyQuestion: Howwould you rate thequality of Barrett


New measure to be activated after 2016-2017reporting year. No results expected until nextscheduled reporting year.

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AO 4.0 resources, andeducationservices.

Library’s physicaland onlinecollections (poor,average, goodexcellent)?




Library SurveyQuestion: Howwould you rate thequality of serviceprovided by BarrettLibrary staff?(poor, average,good, excellent)


Target exceeded. The results of the 2016-2017 LibrarySurvey showed that of the 148 respondents, 146answered this question. Of the 146 respondents whoanswered the question, 133 reported having used thelibrary services. Of these 133, 130 (98%) rated thequality as excellent (74%) or good (24%). There were 2respondents who rated the quality of service asaverage and 1 who rated it as poor.

The most comparable item from the most recentLibrary Survey (2010) is "Rate the quality of instructionprovided in the library" (poor, average, good,excellent). Of the 33 respondents, 0 the quality ofinstruction provided in the library as poor, 4 rated itaverage (12%), 14 rated it excellent (42%)t, and 15rated it good (45%).

We will continue to achieve byrequesting 5 additional hours foreach library assistant so thecirculation desk is alwaysmonitored. Currently there is astaffing shortage during librarypeak hours---for example, noone covers the circulation deskfrom 12-1 pm Monday throughThursdays, and many studentschoose to take exams during thisperiod of time.


Number of FTEsallocated forinstructionaltechnology, mediaservices, and,instructional,designer.

College provides atleast 2.0 FTEs tosupport facultytechnology needs.

The college currently has 3.0 FTEs to support thecollege technology needs. Two are specificallyinstructional design and specialist and one is a CAMScoordinator that writes scripts for our studentinformation system, CAMS and for Blackboard needs.The past two years, especially with Blackboard, theCAMS Coordinator has crossed over to help behind thescenes with instructional technology for Blackboard.

2.0 FTEs are adequate tosupport the instructionaltechnology needs of AllenCollege. If the needs of theCollege change, the number ofFTEs needed will be re-evaluated.


Number of majorrequests by AllenCollege forhardware-software

50% of requestsapproved

13/13 hardware/software request forms wereapproved for the 2016-17 academic year. This is100%. When compared to the number ofhardware/software requests for 2015-16, the resultsremained at 100% to 100%, both of which are still overthe 50% approval target.

Evaluate each request forsoftware/hardware to verify thatit is necessary in order to avoidmaking requests that are likelyto be denied.

Admin - Teaching &Learning Committee

TLC 1.0 Allen Collegecourses will reflectQuality Mattersstandards.

Mean rating of all 8items on courseevaluation toolcompleted bystudents (1.0 =strongly disagree,2.0 = disagree, 3.0= agree, 4.0 =

100% of courses willhave a mean ratingfor all 8 items of atleast a 3.0 (agree) ona 4.0 (strongly agree)scale.

100% (11/11) of the Graduate Nursing Coursesachieved a 3.0 or above on the eight-item courseevaluation.

Target was met. Continue toassess annually and observe forpatterns and trends in results.Announcement made to Facultyregarding student response ratefor graduate courses.

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strongly agree).The mean rating ofeach item will beaveraged for anoverall mean ratingfor each course.





Mean rating of all 8items on courseevaluation toolcompleted bystudents (1.0 =strongly disagree,2.0 = disagree, 3.0= agree, 4.0 =strongly agree).The mean rating ofeach item will beaveraged for anoverall mean ratingfor each course.


100% (4/4) of the Undergraduate nursing coursesachieved a 3.0 or above on the eight-item courseevaluation.

Target was met. Continue toassess annually and observe forpatterns and trends in results.




82% (23/28) of the Graduate Health Science coursesachieved a 3.0 or above on the eight-item courseevaluation.

Target was not met. Dean ofHealth Sciences notified ofmeasure to discuss action planamong Health Science Faculty.Will continue to assess annuallyand observe for patterns andtrends in results.


Mean rating of all 8items on courseevaluation toolcompleted bystudents (1.0 =strongly disagree,2.0 = disagree, 3.0= agree, 4.0 =strongly agree).The mean rating ofeach item will be


95% (35/37) Undergraduate Health science coursesachieved a 3.0 or above on the eight-item courseevaluation.


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averaged for anoverall mean ratingfor each course.




TLC 2.0 Allen Collegecourses will reflectChickering andGamson's 7principles of goodteaching/education practice.

Mean rating of 7items on instructorevaluation tool (1.0= strongly disagree,2.0 = disagree, 3.0= agree, 4.0 =strongly agree).The mean rating ofeach item will beaveraged for anoverall mean ratingfor each course.

100% of courses willhave an overall meanrating at least 3.0.

100% (11/11) of the graduate nursing coursesachieved a 3.0 or above on the seven-item instructorevaluation.

First time measure wasassessed. Target was met.Assess annually and observe forpatterns and trends in results.Faculty notified of studentsresponse rate.




100% (4/4) of the Undergraduate Nursing coursesachieved a 3.0 or above on the seven-item instructorevaluation.

First time measure assessed.Target was met. Assess annuallyand observe for patterns andtrends in results.




71% of Graduate Health science courses achieved a3.0 or above on the seven-item instructor evaluation.


TLC 2.0 Allen College Mean rating of 7 100% of courses will 95% (35/37) undergraduate health science courses Target was not met. Dean of

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TLC 2.0 courses will reflectChickering andGamson's 7principles of goodteaching/education practice.

items on instructorevaluation tool (1.0= strongly disagree,2.0 = disagree, 3.0= agree, 4.0 =strongly agree).The mean rating ofeach item will beaveraged for anoverall mean ratingfor each course.

have an overall meanrating at least 3.0.

achieved a 3.0 or above on the eight-item courseevaluation.

Health Sciences notified ofmeasure to discuss action planamong Health Science Faculty.Will continue to assess annuallyand observe for patterns andtrends in results.

TLC 3.0 Graduates willdemonstratecommitment tolifelong learning

Alumni surveylifelong learningitems

100% of alumni willreport at least onelifelong learningactivity in theprevious 12 months

After May 2017, Allen College surveys of alumniincluded a definition of lifelong learning andrespondents were asked to describe their lifelonglearning experiences.

Lifelong learning . . . is a dynamic process, whichencompasses both personal and professional life. Thislearning process is also both formal and informal. . . .The most essential characteristics of a lifelong learnerare reflection, questioning, enjoying learning,understanding the dynamic nature of knowledge, andengaging in learning by actively seeking learningopportunities. Keeping the mind active is essential toboth lifelong learning and being able to translateknowledge into the capacity to deliver high quality . . .care. (Davis, Taylor, & Reis, 2014, p. 444)

Davis, L., Taylor, H., & Reyes, H. (2014). Lifelonglearning in nursing: A Delphi study. Nurse EducationToday, 34, 441-445.http://dx.doi.org/10.1016/j.nedt.2013.04.014

Not all respondents completed this item, butrespondents to ASR, MSN, DNP, and BSN alumnisurveys of 2015-2016 graduates revealed the followingcategories lifelong learning activities currently pursuedby Allen College graduates:1. Employer-provided training or education for jobcompetence/effectiveness2. Studying or preparing for professional licensureand/or certification3. Earning or planning to earn an additional and/oradvanced academic degree4. Continuing education activities required to maintain

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TLC 3.0 Graduates willdemonstratecommitment tolifelong learning

Alumni surveylifelong learningitems

100% of alumni willreport at least onelifelong learningactivity in theprevious 12 months

licensure or certification5. Attending professional conferences6. Providing health care to clients7. Reflecting on professional practice and experiences8. Reading professional and/or scholarly publications(e.g., journal articles, textbooks, practice updates, etc.)9. Collaborating with colleagues10. Synthesizing and disseminating evidence forevidence-based practice

These categories will be used to craft specific itemsthat can be used to assess graduates' committment tolifelong learning.

Additionally, a survey of Allen College Alumni wasadministered by the Allen College Alumni Associationis currently underway (January and February, 2018).Items on this survey measure respondents' interest incontinuing education events, speaking at a continuingeducation event. currently, 62% of respondentsexpressed interest in attending continuing educationevents; 14.5% expressed interest in serving as a guestspeaker at such an event.

Program (HS) - Associateof Science in Radiography(ASR)

ASR 1.1 Students willpractice properradiationprotection

RA: 135CompetencyTesting/CCE Part II,numbers 5, 7, 9,15, 17

Average score of >= 3(0-4 pt. scale)

2016 = 3.89 (n=13)Previous data2015 = 3.95 (n=16)2014 = 3.97 (n=17)

Students continue todemonstrate clinicalcompetence and practice properradiation protection. Althoughthere was a slight decline in theaverage score for 2016, this wasa smaller cohort. A few studentsreceived a score of 2 oncollimation and many received ascore of 3. Benchmark Met.Continue to monitor.


RA: 275 FinalClinicalCompetencyTesting/ CCE Part II,numbers5,7,9,15,17


2017 = 3.96 (n=15)Previous data:2016=3.96 (n=17)2015=3.96 (n=15)2014=3.99 (n=17)2013=3.98 (n=16) 2012=3.97 (n=16)

No significant change in the last5 years. The studentsdemonstrated clinicalproficiency and competency inproviding radiation protection.The program’s curriculumintegrates radiation protectionconcepts each semester. Eachstudent’s performancedemonstrates that they are

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prepared for graduation.Continue to keep thisassessment due to variation inthe type of patient, and the factthat it is evaluated by the clinicalinstructor.

ASR 1.2 Students will applycorrect positioningskills

RA: 145CertificationTesting/Part I, numbers3,12,14,15

Average score of >=3. (0-4 pt. scale)

2017 = 4 (n=12)Benchmark/Target met.2016 = 3.96 (n=16)2015=3.79 (n=17)2014=3.86 (n=15)2013=3.9 (n=17)2012=3.87 (n=17)

Students continue to exceedbenchmark. The students wereable to apply correct positioningskills. The students aredemonstrating knowledge ofpositioning in relation to theirlevel of placement in the ASRprogram. Faculty would like tocontinue with this assessment ascertification testing is completedat various clinical sites and withdifferent clinical instructors.


RA: 265CertificationTesting/Part I,numbers3,12,14,15


2016=3.97(n=15)Previous data2015=3.99 (n=17)2014= 3.96 (n=15)2013= 3.96 (n = 17)2012= 3.99 (n=17)2011= 3.89 (n=16)

Average scores exceedbenchmark. Studentsdemonstrated clinicalcompetence by applying correctpositioning skills. This is the finalsemester that certifications arecompleted in the ASR Program.Beginning in FA17, the programfaculty will distribute a list ofexams the Clinical Instructorscan select for certifications. Forexample: C-spine with obliqueswill be included, but hand andfoot will not.

ASR 2.1 Students willdemonstrateeffectivecommunicationskills in the clinicalsetting

RA:135 ClinicalCompetencyEvaluation/ Part I –Number 4 Part III-Numbers 1,3,6-8

Average score >= 3(0-4 pt. scale)

2016=3.92Previous data2015= 3.99 (n=16)2014=3.98 (n=172013=3.94 (n=16)2012=3.96 (n=17)2011=3.93 (n=17)

Students exceeded thebenchmark. The students aredemonstrating clinicalcommunication skills reflectiveof their level in the program.

ASR 2.1 Students willdemonstrateeffectivecommunication

RA:135 ClinicalInstructor/PreceptorEvaluations/

Average score >= 3.5(0-4 pt. scale)

Fall 2016 average score was 3.56 (N=13)FA 2015=3.81(n=16)

This year student’s scoresdecreased in all of the areas. Thedrop in the scores could be dueto a student that failed the RA

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ASR 2.1 skills in the clinicalsetting

Numbers 3, 6,10,11



135 course or the lower numberof students in the coursecompared to last year. Theupdated grading scale for thestudent evaluation and changesto the rating scale on theevaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue todemonstrate effectivecommunication in the clinicalsetting.


RA:275Final ClinicalCompetencyEvaluation/Part I – Number 4Part III- Numbers1,3,6-8


2017=4(n=15)Benchmark met.2016=4 (n=17)2015=3.99 (n=15)2014=3.99 (n=17)2013=4 (n=16)2012=4 (n=16)2011=3.95 (n=16)

Students continue to exceed thebenchmark. Studentsdemonstrated excellentcommunication skills in theclinical setting. Many of thisyear’s final CCE’s wereperformed on patients thatrequired multiple exams andextensive patientcommunication.


RA:275 ClinicalInstructor/PreceptorEvaluations/Numbers 3, 6,10,11


Students achieved an average score of 3.95 (n=15)Benchmark met.SP 2016 3.97 (n=17)SP 2015 3.95 (n=15)SP 2014 3.97 (n=17)SP 2013 3.99 (n=16)SP 2012 3.94 (n=16)

Student scores were verycomparable to the previous yearwith a slight decline ininterpersonal relationships andan increase in multiculturaldiversity. The rating scale on theevaluation form was updated toutilize the .5 instead of .25increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. Beginning summer2017, all student clinicalevaluations will be completedutilizing the online softwareprogram Trajecsys to streamlinethe evaluation process. Studentscontinue to use effectivecommunication skills in theclinical setting.

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ASR 2.2 Students willpractice writtencommunicationskills

RA: 115 PatientCare Presentation

Average score of >=85%

Results: Fall 2016- 97% (N=13)Previous data:2015=98.01% (n=16)2014=98.2% (n=17)2013= 99.1% (n=16)2012= 98.98% (n=17)2011= 98.51% (n=17)

Areas of deduction on thereference page include; fourstudents did not utilize properspacing of the references, twostudents did not use the hangingindent, one student did not usethe proper font size and onestudent neglected to center theword reference on the top of thereference page. Under theformat portion of the evaluationform; four students did not haveproper margins in their paperand one student did not meetthe requirements of a two pagepaper. The research paper isdiscussed in detail on the firstday of class with the instructor.The course instructor provided alink on APA review-BasicFormatting Rules which islocated on the Allen Collegewebsite to assist students withthe research papers. Studentscontinue to demonstrateeffective written communicationskills.


RA:258 PathologySystemsPresentation


Results: Fall 2016- 97% (N=15)Previous data:2015-97.5% (n=17)2014-98.06% (n=15)2013= 98.7% (n=17)

This is the third year studentswrote and presented two papersfor this course. Fourteen of thethirty papers written haddeductions on the referencepage. Eight papers had errorswith spacing, nine papers didnot have the hanging indent,two students numbered theirreferences, and five students didnot correctly title the referencepage. Four students haddeductions in the format sectionfor grammar and spelling. Theinstructor encouraged studentsto review their first paperpresentation to give them theopportunity to improve on the

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second paper. Six of the fifteenstudents reviewed their firstpaper presentation and receivedfeedback from the instructor.Five of these six studentsimproved on their second paper.The requirements for thesepapers are discussed in detailthe first day of class. The courseinstructor provided a link on APAreview-Basic Formatting Ruleswhich is located on the AllenCollege website to assiststudents with the researchpapers. Students continue todemonstrate effective writtencommunication skills.

ASR 2.3 Students willdemonstrate oralcommunicationskills



Results: Fall 2016- 99% (N=13)Previous data:2015=94.53% (n=16)2014=100% (n=17)2013= 99.75% (n=16)2012= 99.6% (n=17)

There were just two papers withdeductions in the oralpresentation portion. Onestudent read their paper veryquickly and the other wasdeducted in the area of propervoice level. Students continue todemonstrate effectivecommunication skills.




Results: Fall 2016- 95% (N=15)Previous data:2015= 98.82% (n=17)2014= 99.13%(n=15)2013= 99.52% (n=17)2012= 98.58% (n=17)2011= 94.75% (n=16)

There were four papers thatreceived deductions in the oralpresentation portion of theevaluation. Two papers did notmeet the length of presentationrequirement of eight minutes.Four papers did not include all ofthe information needed duringthe presentation of the paper.For example, the discussion ofexposure factors used during theprocedure and one paper wasnot presented due to studentabsence. This could be thereason for the lower score in theoral presentation. Studentscontinue to exhibit effective oralcommunication skills.

ASR 3.1 Students will RA: 255 Average score of >= 2016: 90.19% (n=16) The course weight was changed

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ASR 3.1 appropriatelycritiqueradiographicimages

Radiographic imageanalysisworksheets

80% Previous data2015: 89.88% (n=17)2014: 89.13%(n= 15)spring level 1 2013: 93.76%(n= 17).spring level 1 2012: 88.8%(n=17)

from 10 to 25% this year toencourage student engagement.This year, a much improved 4thedition textbook was used andthe workbook was optional. The2014 cohort was the first cohortto complete this activity duringRA255 summer level 2; previousyears were part of the RA145spring level 1 course. In 2013and previous years, the onlineworksheets were unlimitedattempts and not timed. 2014the highest score on theworksheet was recorded. 2015and 2016 the assignment wasallotted two attempts, untimed,and the scores were averaged. Afew students within this cohortdid not submit scores of 75% orgreater on a few of theassignments, but overall thiscohort was engaged inradiograph critique.

ASR 3.1 Students willappropriatelycritiqueradiographicimages

RA: 265Radiographic imageanalysisworksheets


FA 2016 = 91.66% (n=15)Previous dataFA 2015= 90.71% (n=17)FA 2014= 93.13% (n=15)FA 2013= 94.63% (n=17)FA 2012 = 96.7% (n=17)FA 2011 = 95.35%. (n=16)

Students continue todemonstrate their ability tocritique radiographic images. Nosignificant change whencompared to last year. Theoverall average is lower than2014 and all previous years, butin previous years the worksheetswere unlimited attempts, nottimed and the highest score wasrecorded. The assignmentparameters were changed in2015 and subsequent years toallow only two untimedattempts and the scores wereaveraged. In FA 15 the courseweight for the worksheets wasincreased from 15% to 20%. Nochanges recommended.

ASR 3.2 Students willdemonstrate

RA: 203B Corectecexams

> 80% of thestudents will achieve

2017 (n=15), 93% of the students received a passingscore after the 4th exam.

One student did not achieve a70 on any of the 4 Corectec

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ASR 3.2 ability to practicecritical thinking


a passing score of 70or greater on one ofthe four exams.

Previous data2016 (n=17) 100%2015 (n=15) 93%2014 (n=17) 76%2013 (n=16) 100%2012 (n=16) 100%

exams. This year’s Corectecexams reflected the new ARRTcontent specs. Studentscontinue to demonstrate theirability to practice criticalthinking. The course instructorrecommends that thebenchmark be changed to state“will achieve a Corectec examscore of 70 or greater.”

ASR 3.2 Students willdemonstrateability to practicecritical thinking

RA:145 ScientificExhibit Evaluation


2017 = 92.14%N= 7 posters (12 students)Previous data2016 = 92.6%N= 10 posters (16 students)2015 = 96.5%,N= 11 posters (17 students)2014= 94%,N = 11 posters (15 students)

Scores for 2017 continue todemonstrate the student’sability to practice criticalthinking skills when developingtheir scientific exhibits. Averagescores continue to exceed thebenchmark of 80%. No changesrecommended.

ASR 3.3 Students will beable to criticallythink in the clinicalsetting

RA:145 ClinicalInstructor/PreceptorEvaluations/Numbers 2,4,7,8

Average score >= 3.(0-4 pt. scale)

2016-2017: average score was 3.63 (N=12)Previous dataSpring 2016 3.63(n=16)Spring 20153.67 (N-17)Spring 20143.62 (N=15)Spring 20133.82 (N=17)

Student scores were verycomparable to the previous yearwith a slight decline in the areaof ability to follow directions.The rating scale on theevaluation form was updated toutilize the .5 instead of .25increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. During the 2017 springsemester, two of the clinicalsites were part of a pilot studyutilizing Trajecsys for thecompletion of student clinicalevaluations. The pilot study wasa success. The clinical instructorshad no issues with completion ofthe student evaluations.Trajecsys :allows the clinicalinstructors to complete thestudent evaluations online andthen each student is able to viewtheir completed evaluation.During summer 2017, all studentclinical evaluations will be

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completed utilizing Trajecsys tostreamline the evaluationprocess. Students continue touse critical thinking skills in theclinical setting. Continue tomonitor.




Fall 2016 average score was 3.86 (N=15)Previous dataFall 2015=3.81(n=17)Fall 2014-3.75(n=15)

This year student’s scoresincreased in the areas ofapplication of knowledge, self-image for Level in the ASRProgram and composure andadaptability. There was a slightdecline in ability to followdirections. The updated gradingscale for the student evaluationand changes to the rating scaleon the evaluation form thatwere implemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue tobe able to critically think in theclinical setting.

ASR 4.1 Students willintegrateleadership skillsand constructprofessionalpractices

RA: 265CommunityService/ServiceLearning Evaluation


2016: 93.4% (N=15)Previous data2015: 82.47% (n=17)2014: 99.13% (n=15)2013: 97.59% (n=17).2012: 100%(n-17)2011: 98% (n=17)

One student was late submittingthe assignment and received agrade reduction. Some studentsmissed points for grammar andpunctuation errors. Overall, theservice learning reflectionpapers demonstrated leadershipskills and professionalism.


RA:135 CommunityService/ServiceLearning Evaluation


2016: 72% (n=13)Previous data2015: 92.56% (n=16)2014: 97.94% (n=17)2013: 99.28 (n=16)2012= 99.41% (n=17)2011=99% (n=16)

The service learning paperaccounts for 10% of the coursegrade. One student did notsubmit a paper and received azero, which decreased theoverall average score for thiscohort. Many of the students didnot follow the assignment

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instructions and did not earn thehighest points possible. Of thestudents who completed theassignment, the overall averagewas score was 78.41%. Multiplestudents performed servicelearning independently througha variety of organizations.Students have demonstratedleadership skills andprofessionalism through theirservice learning activities.

ASR 4.2 Students willpracticeprofessionalism

RA:135 ClinicalInstructor/Preceptor EvaluationsNumbers1,5,9,12,13


Fall 2016 average score was 3.6 (N=13)Previous dataFA 2015=3.83(n=16)FA 2014=3.80(n=17)

This year student’s scoresdecreased in all of the areas. Thedrop in the scores could be dueto a student that failed the RA135 course or the lower numberof students in the coursecompared to last year. Theupdated grading scale for thestudent evaluation and changesto the rating scale on theevaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue topractice professionalism.




Spring 2017 average score was 3.96 (n=15)Previous dataSP 2016 3.98(n=17SP 2015 3.91(n=15SP 2014 3.95 (n=17)SP 2013 3.98 (n=16)SP 2012 3.9 (n=16)2010-2011 3.85

Student scores were verycomparable to the previous yearwith a slight increase inorganization of assignments anda decrease in initiative andethical and professionalbehaviors. The rating scale onthe evaluation form wasupdated to utilize the .5 insteadof .25 increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. Beginning summer2017, all student clinicalevaluations will be completedutilizing the online software

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program Trajecsys to streamlinethe evaluation process. Studentscontinue to integrate leadershipskills and practiceprofessionalism in the clinicalsetting.

Program (HS) - Doctor ofEducation (Ed.D.)

EdD 1.2 Students willassume leadershiproles ininterprofessionalcollaboration toimprove thehealth outcomesof individuals,families, andpopulationsthrough theeducationalpreparation andgraduation ofhealth science andnursingprofessionals.

EdD 710: Leading aHealth SciencesLearningOrganization –Case Study:Making Changes inHigher Education

100% of students willreceive a score of>=85%

Course was not offered.


EdD 730:Professional,Ethical and LegalIssues and Trendsin HealthProfessionsEducation –Literature Review

Each student willreceive an averagescore of >80%

For the Fall 2016 semester, 87.5% of students (n=7 outof 8) received an average score of >80% on theliterature review. This was the first time EdD 730 wasoffered so no historical data is available forcomparison.

A comprehensive literaturereview was the main assessmentconducted in EdD 730 whichhelps prepare educators andleaders for roles in a variety ofeducational settings. Theliterature review is required tofocus on some form of legal,ethical, or professional issue ofthe student’s choosing. Having acomprehensive knowledge ofthe legal, ethical, andprofessional issues supportsGoal #1 and the outcome bypreparing the student for theirdissertation and graduationfrom the EdD program. Bychoosing a topic related to legal,

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EdD 730:Professional,Ethical and LegalIssues and Trendsin HealthProfessionsEducation –Literature Review


For the Fall 2016 semester, 87.5% of students (n=7 outof 8) received an average score of >80% on theliterature review. This was the first time EdD 730 wasoffered so no historical data is available forcomparison.

ethical, or professional issues,the students will have the skillsnecessary to collaborate withthe campus community toimprove the outcomes of theirstakeholders. The target forthis measure was not met, andthe course instructors and EdDDirector discussed resources toimprove students’ performance.The most common area wherepoints were lost was in APAformatting and writing structure.As a result, the students will bemore informed of the writingresources available to them bothbefore and during the class.


EdD 740: Today’sHealth SciencesStudent: Trends,Issues andChallenges –Service LearningProject

Students will receivean average score of>80%

11 studentsEarned an average of 20.3 out of 24 points = 84.5%

New assessment item for this year.

This project was developed sothat students could develop anindividual or groupinterprofessional servicelearning project. Two groupswere able to implement projectsin which their studentscompleted service learningprojects. Two other groupsworked on planning a projectand/or conducting a pilot study.Students were engaged with theproject and explored servicelearning as a viable teachingstrategy within their educationalsetting. The requirement forthis project was a narratedpresentation. Generalobservations included issueswith integrating literaturethroughout the presentation tohelp support their observations.Organization was also an issueto guide students to developpresentations that would holdsomeone’s attention whileviewing a recordedpresentation. Continue to

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EdD 740: Today’sHealth SciencesStudent: Trends,Issues andChallenges –Service LearningProject




monitor and consider raisingtarget.

EdD 2.1 Students willfacilitatecurriculum design,development, andevaluation ofprogram andlearner outcomesusing evidence-based strategies.

EdD 760:Pedagogy in HealthProfessionsEducation –Student ChoiceActivities

Students will receivean average score ofat least 90% acrossthe three studentchoice activities



EdD 790:Practicum in HealthProfessionsEducation – ProjectConferences


Spring 20177 students

Earned an average of 160 out of 160 points = 100%


Students were directed tocomplete an education-orientedproject that had practicalapplication for this courseproject (see attachment). Theproject also had to contain anevaluation component.Students were given specificdeadlines and expectations forthree face-to-face conferencesto provide an overview of theirprojects in order to satisfy therequirements for eachconference. Students createdprojects that will continue onafter the course is over, meaningthat they develop work that isvaluable and useable in theirteaching environments.

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Continue to monitor and revisethe target.

EdD 4.1 Students will applyanalytical methodsand research todevelop bestpractices andpracticeguidelines.

EdD 800: EvidenceBased Practice inthe HealthProfessions – FinalWritten Report

Students will receivean average score ofat least 80%



EdD 810: Methodsof Inquiry –QualitativeResearch – FinalProject Paper




EdD 820: Methodsof Inquiry -QuantitativeResearch –Research Proposal




EdD 830:DissertationSeminar –Prospectus


5 studentsEarned an average of 20 out of 20 points = 100%


The goal of this course is forstudents to examine potentialdissertation topics as well asexplore the dissertation process– establish a research question,work on a literature review, andconsider methodology.Currently, students are directedto take this course during theirsecond summer in the program,and that may be too early forthem in the doctoral program tofully understand the process.While the students in this course

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EdD 830:DissertationSeminar –Prospectus


5 studentsEarned an average of 20 out of 20 points = 100%


all did well with the prospectusassignment, a lot of time haspassed before they can use whatthey work on as it applies to thedissertation. There may be abetter point in the program toplace this course. Continue tomonitor and consider revisingthe target.

EdD 5.1 Students willadvance thescholarship ofeducation in avariety of healthscience andnursingprofessions.

EdD 780:IntegratingEvolvingTechnology inHealth ProfessionsEducation –HomeworkAssignments




EdD 790:Practicum in HealthProfessionsEducation – CourseDiscussions



Earned an average of 204.7 out of 210 points = 97.5%


Course discussions centered onthe application of teachingconcepts covered in the course.Using a textbook designed for K-12 educators, we related theconcept of making learningvisible to students throughdifferent types of learning(surface, deep, and transfer) tohealth sciences educationalenvironments. Topics werediscussed within each module,and then students were asked todemonstrate how they wouldapply the concepts in theirindividual settings. This allowedstudents to visualize differentways they could advancescholarship in their own settingsby using advice not necessarilydirected to health scienceseducational environments.Continue to monitor and raisethe target.

Program (HS) - MedicalLaboratory Science (MLS)

MLS 1.1 Students will applytheory andprinciples relatedto laboratory

Exam scores – MLS302: ClinicalHematology andHemostasis


Fall 201613 studentsEarned 1039/1170available points = 88% average score

This course represents an entrylevel course in the MLS program.Three proctored exams weregiven in this course with 5 extra

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MLS 1.1 testing Exam scores – MLS302: ClinicalHematology andHemostasis


Fall 201613 studentsEarned 1039/1170available points = 88% average score

credit points offered (notincluded in average exam score).This is a change for 2016-2017due to curriculum changes.Content was removed so onlythree exams were necessary.This course was peer reviewedand will be put through a QMtemplate in the future. Therewill also be additionalhomework questions added andless extra credit on the examsfor 2017-2018. Continue tomonitor.

MLS 1.1 Students will applytheory andprinciples relatedto laboratorytesting

Exam Scores – MLS404: ClinicalMicrobiology


Spring 201712 studentsEarned average of 96.08/120 points = 80.1%

Lower scores over the past twoyears reflect the 2016 change tothree proctored multiple choiceexams. This was a change fromprevious years, when low stakesformative open-book examswere given for each chapter.Competency exams were alsorequired for the lab componentat the end of this course, and allstudents passed. Those scoreswere not included in theaverages as the competencyexams were scored as pass/fail.Together, the multiple choiceexams and the hands-oncompetency exam help preparestudents for clinical rotations,where theory and principles ofmicrobiology will be applied.Continue to monitor.

MLS 1.2 Students will applyconcepts andprinciples oflaboratoryoperations in aclinical setting

Case studydiscussions – MLS406: ClinicalMicrobiology


Summer 201615 studentsEarned an average of 92.27/100 available points =92.3%

This assignment is given to helpstandardize the organisms andtests included in the knowledgebase for the BOC exam, despitethe clinical location wherestudents are based. Students didvery well identifyingmicroorganisms. Commondeductions were due to notfollowing directions on the

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Case studydiscussions – MLS406: ClinicalMicrobiology


Summer 201615 studentsEarned an average of 92.27/100 available points =92.3%

assignment (late, no references).Continue to monitor.


MediaLab ExamSimulator Scores –MLS 410: ClinicalReview Practicum


13 studentsEarned 419.6/440 available points = 95.4%

Exam Simulator (ES) is apreparatory resource wepurchase for students to helpthem prepare for the BOC exam.Points were awarded based onperformance on assignmentsstarting in 2015. Students weregiven percentage goals to meetwithin this resource as well as aquestion difficulty level goal tomeet as part of the computer-adaptive (CAT) mode that veryclosely simulates conditions ofthe BOC exam. Additionally,students in the 2015-2016cohort started working in the ESearlier than in previous years.We have found performance onthe CAT to be a good predictorof performance on the BOCexam. Starting with the 2016-2017 cohort, students will haveto meet a prescribed CAT goal inorder to successfully completeMLS 410. Continue to monitorand shift measure to CATdifficulty level 5.5.

MLS 2.2 Students willassess theaccuracy oflaboratory testresults bycorrelatinglaboratory datawith clinicaldiagnoses

Case studydiscussions – MLS410: ClinicalReview Practicum


13 studentsEarned an average of 91.5/100 available points =91.5%

This assignment was changedthis year – students wereassigned a certain number ofcases to complete whichincluded open-ended questionsthat referred to the cases. Theanswer keys released shortlyafter the due date/time.Students were given points forcompleting all of the casequestions, but determiningcorrectness of their answers was

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Case studydiscussions – MLS410: ClinicalReview Practicum


13 studentsEarned an average of 91.5/100 available points =91.5%

up to the student. Studentswere asked to reflect on theircase answers in a separateassignment. The intent of thisassignment was to make theirlearning more self-directed sincethis course is essentially theprogram capstone course.Students lost points for turningin assignments late and notanswering all case questions.Continue to monitor andconsider raising the target.


Graphic Organizerassignment – MLS402: ClinicalChemistryPracticum


12 students2016-2017Earned average of 98.41/100 points = 98.0%

The graphic organizerassignment incorporates allchemistry analytes from theASCP BOC Exam ContentGuideline as a study supplementto the chemistry practicumcourse. In this assignment,students complete fivecategories for each test,including reference ranges,reflex tests, and diseasecorrelation; in order to associatehigh, low, or normal results andrelated tests with the clinicalcondition of the patient.Continue to monitor.


Virtual MicroscopeAssignments – MLS401: ClinicalHematologyPracticum


Fall – 20165 studentsEarned an average of 171.0/180 available points =95.0%

Spring – 20178 studentsEarned an average of 172.1/180 available points =95.6%

2016-2017 average = 95.4%

The virtual microscope (VM)allows students to practicedifferentials on their personalcomputer as a bridging activityto performing them on amicroscope during clinicalrotations. These assignmentsprovide patient case history, sostudents are able to correlatetheir results with potentialclinical diagnoses. One of themost powerful aspects of theVM allows the instructor to takesnapshots of actual cells on eachdifferential to use as a teachingtool to help students classify

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Virtual MicroscopeAssignments – MLS401: ClinicalHematologyPracticum


Fall – 20165 studentsEarned an average of 171.0/180 available points =95.0%

Spring – 20178 studentsEarned an average of 172.1/180 available points =95.6%

2016-2017 average = 95.4%

cells. Students were required tospend 12 hours of rotation timewith a hematology instructorduring the didactic portion ofthe program. Consider revisingtarget. Continue to monitor.

MLS 3.1 Students willmaintaincompetency in thelaboratory field ofstudy

AnnotatedBibliographies –MLS 426:Evidence-BasedLaboratoryMedicine


13 studentsEarned an average of 43.3/45 available points = 96.2%

Students were required to usethe evidence based practice(EBP) process to completeannotated bibliographies on twopieces of evidence that relatedto a student-selected topic.Skills learned throughout thecourse culminated in a finalproject that encompassed theentire EBP process. Studentswere provided with a list ofexpectations along with abreakdown of how points wereearned to help guide projectdevelopment. This course wasdeveloped to meet the needs oflearners with varyingbackgrounds in research to showhow the EBP process is used inthe laboratory setting. Somestudents in this group chosetopics that relate to theirworkplace and were encouragedto share the results of theirproject with their employer.Continue to monitor andconsider raising the target.

Program (HS) - NuclearMedicine Technology(NMT)

NMT 3.2 Students will jointhe Society ofNuclear Medicineand participate inlocal meetings

Eastern Iowa ofSociety of NuclearMedicineAttendance Roster

All students willattend one meetingper year

For the Spring 2017 semester 100% of the studentsattended a local meeting. For the Spring 2016semester 100% of the students attended a localmeeting. For the Spring 2015 semester 100% of thestudents attended a local meeting. No results areavailable from 2014 because the EIS-SNM subchapterwas in hiatus due to lack of officials.

The results from spring 2017were unchanged from spring2016. This year, the student hadthe option to go to any face-to-face continuing educationmeeting due to the paucity oflive meetings. Both students

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Eastern Iowa ofSociety of NuclearMedicineAttendance Roster

All students willattend one meetingper year

For the Spring 2017 semester 100% of the studentsattended a local meeting. For the Spring 2016semester 100% of the students attended a localmeeting. For the Spring 2015 semester 100% of thestudents attended a local meeting. No results areavailable from 2014 because the EIS-SNM subchapterwas in hiatus due to lack of officials.

provided documentation ofparticipating in a meetinghosted by the radiopharmacylocally in Waterloo. The studentsdemonstrated commitment toparticipating in the local meetingand mentioned it was anexcellent networkingopportunity with othertechnologists.


Society of NuclearMedicine Directory

All students will jointhe Society ofNuclear Medicine

For 2016-2017, 100% of NMT students joined theSociety of Nuclear Medicine. For 2015-2016, 100% ofNMT students joined the Society of Nuclear Medicine.For 2014-2015, 100% of NMT students joined theSociety of Nuclear Medicine.

The 2016-2017 results wereunchanged from 2015-2016.The students demonstrate acommitment to life-longlearning and excellence byjoining the Society of NuclearMedicine and receiving theJournal of Nuclear Medicine.The students even discussedattending the SNMMI annualmeeting in June 2017 in Denver,Colorado.

Program (HS) - PublicHealth (PH)

PH 1.1 Student will beable to identifydeterminants ofhealth and illness

Community needsassessment as partof mid-termproject.

Average score of>80%

This was the PH 440 mid-term project. All (n=2)students scored above 80%, with an average score of94.5%. In Fall 2015, five students earned an average of88.16% on the assignment as part of PH 420.

This is the first time this projectwas offered in this course. It willbe used again next year tomonitor progress.


PH: 430 Final exam Average score of>80%

In Fall 2016, one student took the class and earned an83% on the final exam. In Fall 2015, six students tookthe class and earned an average of 88.16% on the finalexam.

The target was barely met andlow student enrollment makes itdifficult to predict future results.This outcome and measure willbe revisited in the CAP for 2017-2018 academic year to be morespecific to the goal.

PH 1.2 Student will beable to identifysources of publichealth data andinformation


Successfulcompletion of reportAverage score of>80%

As a part of the mid-term needs assessment in PH 440,students were asked to identify data sources. All (n=2)students scored above 80%, with an average score of87.5%. In Fall 2015, five students earned an average of88.16% on the assignment in PH 420.

This is the first time thismeasure was separated fromthe midterm project as a whole.It will be used again next year tomonitor progress.

PH 2.1 Student will beable to gatherinformation onpolicy

PH 490 Final Exam(Ethics, Law, andHealth Care Policy

Average score > 80% One student took the course and received a 93% onthe final exam. Previous years data is not available dueto a transition in program staff.

This is the first time the measurewas used and there was onlyone student in the course. Thismeasure will remain in placeuntil there is more data.

PH 2.2 Student will be PH 480 Final Exam. Average score > 80% All (n=2) students scored above 80%, with an average This tool appears to be effective

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PH 2.2 able to identifymechanism toevaluate programsfor their qualityand effectiveness

(Public HealthResearch andEvaluation)

Average score > 80% score of 93.6%. The Previous year’s data not availabledue to change in program staff.

and will be used again next year.

PH 3.2 Student should beable to describesthe role ofgovernmental andnon-governmentalorganizations inthe delivery ofcommunity healthservices


In Fall 2016, four students took the class and earnedan average of 83.7% on the final exam. In Fall 2015,seven students took the class and earned an averageof 94.71%

The target was barely met andlow student enrollment makes itdifficult to predict future results.Additionally, the instructor,course text, and final textchanged between academicyears, making these resultsimpossible to compare year-over-year. This measure will berevisited in the CAP for 2017-2018 academic year to create amore precise measurement.

PH 4.1 Student should beable to describethe scientificfoundation of thefield of publichealth

PH: 400 Identifyprominent eventsin the history ofpublic healthMidterm Exam andassignments


No midterm was given. One student in the coursereceived cumulative scores for quizzes from the half ofthe course were 33/44, or 75%. In the previous year,seven students took the class. They earned an averageof 312.8/335 points = 93.37 % on the mid-termexamination

The new instructor was unawareof the measure and this scorewas the closest proxy. The dropin score was likely do to achange in instructor and incourse materials. Instructor willreview the assessment plan tocreate a more specific measure.



In Fall 2016, one student took the class. They earnedan 83% on the final exam. In Fall 2015, six studentstook the class, earning an average of 88.16% on thefinal exam.

The target was barely met andlow student enrollment makes itdifficult to predict future results.This measure was also used inOutcome 1.3, so a new measurewill be created for the 2017-2018 CAP.

Program (Nursing) -Bachelor of Science inNursing (BSN)

BSN 1.0 Lead Provide basicorganizational andsystemsleadership.

Alumni SurveyItem: How often incurrentprofessionalnursing practiceyou provide basicorganizational andsystems leadership(1= not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =

75% of respondentswill report that theyprovide basicorganizational andsystems leadershipsome or most of thetime in their currentprofessional nursingpractice.

Survey of 2015-2016 graduates: 0% rarely; some of thetime 46.67%; Most of the time 53.33%.Survey of 2014-2015 graduates: 8% rarely, 29% someof the time, 63% most of the time.Results show that graduates consistently reportperforming the outcome some of most of the time.

Given low response rate, valueof results questionable. Consideralternative methods of assessingalumni perceptions of the extentto which education preparedthem to demonstrate programoutcome (e.g., online focusgroups via Skype or GoToMeeting).

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not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that theyprovide basicorganizational andsystems leadershipsome or most of thetime in their currentprofessional nursingpractice.

Survey of 2015-2016 graduates: 0% rarely; some of thetime 46.67%; Most of the time 53.33%.Survey of 2014-2015 graduates: 8% rarely, 29% someof the time, 63% most of the time.Results show that graduates consistently reportperforming the outcome some of most of the time.



Alumni SurveyItem: How wellBSN educationprepared you toprovide basicorganizational andsystems leadership(1= very poorly, 2 =poorly, 3 = well, 4 =very well).

75% of respondentswill report that theirBSN educationprepared them wellor very well toprovide basicorganizational andsystems leadership.

Survey of 2015-2016 BSN graduates: 53.33% well;33.33% very well.May '15, Dec. '14, Aug. '14 graduates surveyed spring2016: 38% well; 63% very well.Results from most recent survey a slightly lessfavorable than previous survey, but previous surveyincluded several reporting years and had a better,albeit low, response rate. Response rate for mostrecent alumni survey was 12%.



Employer SurveyItem: How oftenBSN graduateprovides basicorganizational andsystems leadership(1= not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =not applicable, e.g.,does not performoutcome oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate providesbasic organizationaland systemsleadership some ormost of the time incurrent professionalnursing practice.

Survey of employers of 2014-2015 graduates (n = 5):some of the time (2) or most of the time (3); some ormost of the time = 5 (100%). Target met again.Consider low response rate.Survey of employers of 2014-2015 graduates (n = 16):not at all 6.3%, some of the time 25%, most of thetime 68.8%

Employer survey response rateis low, most likely due to lowgraduate response rate.Consider alternative means ofidentifying employerperceptions of the how oftenand how well graduatesdemonstrate program outcomes(e.g., method that does not relyon graduates to provideemployers with survey).


Employer SurveyItem: How wellBSN graduateprovides basicorganizational andsystems leadership(1= very poorly, 2 =poorly, 3 = well, 4 =very well, NA = not

75% of respondentswill report that theBSN graduateprovides basicorganizational andsystems leadershipwell or very well.

Survey of employers of 205-2016 graduates (n = 5responses): poorly = 1, well = 1, very well = 3 (60%);well + very well = 4/5 (80%). Target was exceeded, butresults demonstrate decrease in percentage offavorable responses compared to previous survey:Survey of employers of 2014-2015 graduates (n = 16responses): poorly 6.3%, well 31.3%, very well 62.5%

Low response rate creates riskthat results do not accuratelyrepresentation of employerperceptions. Response rate ofemployer survey relies ongraduates to provide employerswith the survey. A betterresponse by graduates mayresult in a better response by

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applicable, e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

75% of respondentswill report that theBSN graduateprovides basicorganizational andsystems leadershipwell or very well.

Survey of employers of 205-2016 graduates (n = 5responses): poorly = 1, well = 1, very well = 3 (60%);well + very well = 4/5 (80%). Target was exceeded, butresults demonstrate decrease in percentage offavorable responses compared to previous survey:Survey of employers of 2014-2015 graduates (n = 16responses): poorly 6.3%, well 31.3%, very well 62.5%

employers. Traditionallyemployers can be depended onto complete the survey if it isgiven to them.


NU 450 TeachingProject assignment

100% of students willachieve at least 75%on the teachingproject assignment.

The teaching paper was discussed frequently duringclass and questions answered weeks prior to the duedate. Summer 2016 –100% of students achievedabove 75% on the teaching project assignment. Fall2016 (UD) - 100% of students achieved above 75% onthe teaching project assignment. Fall 2016(LPN)—100% of students achieved above 75% on theteaching project assignment. Spring 2017 (UD)- 100%of students achieved above 75% on the teachingproject assignment

In order to meet this target inthe future course faculty willreview the teaching projectassignment criteria a minimumof 2 times and provide 1:1guidance during office hours forthose who request additionalassistance.


NU 460 ChangeProposal Paper

100% of students willachieve at least 75%on change proposalpaper.

A new rubric was created for this assignment for thisacademic year. Students completed a root causeanalysis to help them determine the root of theproblem before writing their change proposal. 100%of UD/Acc students for Summer 16, Fall 16, and Spring17 100% of students achieved 73% or higher onChange Proposal

In order to continue to meet thistarget, faculty will remindstudents of the importance ofchanges in health care and howto identify needs and take stepsto make improvements.

BSN 10.0Synthesis ofKnowledge

Synthesizeknowledge fromliberal andbaccalaureatenursing educationto guide generalistpractice.

Alumni SurveyItem: How often inprofessionalnursing practiceyou synthesizeknowledge fromliberal andbaccalaureatenursing educationto guide generalistpractice (1= not atall, 2 = rarely, 3 =some of the time, 4= most of the time,NA = notapplicable, e.g., notworking in a BSNnursing role, oroutcome notapplicable tocurrent role).

75% of respondentswill report that theysynthesizeknowledge fromliberal andbaccalaureatenursing education toguide generalistpractice some ormost of the time incurrent professionalnursing practice.

Survey of 2015-2016 graduates: rarely = 2, some of thetime = 7, most of the time= 6; some or most of thetime =13 (86.67%). Target met again this year.Consider low response rate.Survey of 2014-2015 graduates: some of the time 38%,most of the time 63%.

Given low response rate,responses may not reflectcohort of graduates. Consideralternative methods of assessingalumni perceptions of the extentto which education preparedthem to demonstrate programoutcome (e.g., online focusgroups via Skype or GoToMeeting).

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Alumni SurveyItem: How wellBSN educationprepared you tosynthesizeknowledge fromliberal andbaccalaureatenursing educationto guide generalistpractice (1= verypoorly, 2 = poorly,3 = well, 4 = verywell).

75% of respondentswill report that theirBSN educationprepared them wellor very well tosynthesizeknowledge fromliberal andbaccalaureatenursing education toguide generalistpractice.

Survey of 2015-2016 graduates: poorly = 2, well = 9,very well = 6; well or very well =14 (93%). Target metagain this year. Consider low response rate.Survey of 2014-2015 graduates: well 46%, very well54%.




Employer SurveyItem: How oftenBSN graduatesynthesizesknowledge fromliberal andbaccalaureatenursing educationto guide generalistpractice (1= not atall, 2 = rarely, 3 =some of the time, 4= most of the time,NA = notapplicable, e.g., notworking in a BSNnursing role, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate synthesizesknowledge fromliberal andbaccalaureatenursing education toguide generalistpractice some ormost of the time incurrent professionalnursing practice.

Survey of employers of 2015-2016 graduates: some ofthe time 2, most of the time 3; some or most of thetime = 5 (100%). Target met, but low response rate.Survey of employers of 2014-2015 graduates: not at all6.3%, some of the time 18.8%, most of the time 75.0%




Employer SurveyItem: How wellBSN graduatesynthesizesknowledge fromliberal andbaccalaureatenursing educationto guide generalistpractice (1= very

75% of respondentswill report that BSNgraduate synthesizesknowledge fromliberal andbaccalaureatenursing education toguide generalistpractice well or verywell.

Survey of employers of 2015-2016 graduates: well = 2,very well = 3; well or very well = 5 (100%). Target metagain. Consider low response rate.Survey of employers of 2014-2015 graduates: poorly6.3%, well 25%, very well 68.8%

Employer survey response rateis low, most likely due to lowgraduate response rate.Consider alternative means ofidentifying employerperceptions of the how oftenand how well graduatesdemonstrate program outcomes(e.g., method that does not relyon graduates to provide

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poorly, 2 = poorly,3 = well, 4 = verywell, NA = notapplicable, e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate synthesizesknowledge fromliberal andbaccalaureatenursing education toguide generalistpractice well or verywell.

Survey of employers of 2015-2016 graduates: well = 2,very well = 3; well or very well = 5 (100%). Target metagain. Consider low response rate.Survey of employers of 2014-2015 graduates: poorly6.3%, well 25%, very well 68.8%

employers with survey).



NU 400 NutritionProctored ATIAssessment & NU405 NutritionProctored ATIAssessment

60% of students willachieve at least aLevel 2 or 3 onNutrition proctoredATI exam

Goal was met by moving the exam to a later semester.Additional data will be gathered during the 2017-2018academic year to evaluate if this move to a latersemester is beneficial. Due to the change of placementin the curriculum, the exam was not given in NU 400during the 2016-2017 academic year. It was onlyadministered once, Spring 2017, in NU 405, results areas follows: 88.8% of students received a level 2 or 3.

In order to continue to meet thistarget, the results of studentperformance on the exam willbe evaluated each semester toassist in determining if this examhas been correctly placed in thecurriculum.



NU450 CommunityHealth proctoredATI exam

80% of students willachieve at least aLevel 2 or 3 onCommunity Healthproctored ATI exam

Students continue to demonstrate the ability tosynthesize knowledge gained from their BSNeducation as their take the ATI proctored exam.Content from the ATI book is used in developingclassroom activities and exam questions so studentsmust access this information/study by reading theirATI book. Classroom instructors encourage studentsthroughout the semester (at least 3-4 times) to reviewtheir ATI books. Summer 2016– 91.6% (33/36) ofstudents achieved a Level 2 or 3 on the ProctoredCommunity Health ATI exam. Fall 2016 (UD/Accel) –90.5 % of the students achieved a Level 2 or 3 on theProctored Community Health ATI exam. Fall 2016(LPN) -75% (12/16) of students achieved a Level 2 or 3on the Proctored community Health ATI exam. Spring2017 (UD)-81.8%of students achieved a level 2 or 3 onthe proctored ATI exam. Total students achieving Level2 or 3 on the Proctored Community Health ATI exam112/135=82.96%

In order to consistently achievethis target, course faculty willencourage students severaltimes throughout the semesterto utilize their ATI text and studyas they proceed through thesemester and not wait until rightbefore the exam. The instructorwill continue to ask students atleast twice during the semesterto indicate the time they havespent studying for the ATI examand indicate which content areawas the most challenging forthem.



NU460 Leadershipproctored ATIexam

55% of students willachieve at least aLevel 2 or 3 onLeadership proctoredATI exam

The target for this measure was decreased to 55% dueto historical trends of student performance. Summer2016 (Acc)-69.4% 25/36 students achieved a Level 2 orLevel 3 on the Leadership Proctored ATI exam.Summer 2016 (LPN)-31.25% 5/16 students achieved aLevel 2 or Level 3 on the Leadership Proctored ATIexam. Fall 2016 (UD)- 45% 9/20 students achieved a

In order to continue to meet thisbenchmark in the future, facultywill encourage students to readthe ATI Leadership book andreview the content associatedwith the exams. Faculty will alsoencourage students to take both

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NU460 Leadershipproctored ATIexam

55% of students willachieve at least aLevel 2 or 3 onLeadership proctoredATI exam

Level 2 or Level 3 on the Leadership Proctored ATI. Fall2016 (Acc)- 95 % 18/19 students achieved a Level 2 orLevel 3 on the Leadership Proctored ATI. Spring 2016(UD)- 84% 38/45 student achieved a Level 2 or Level 3on the Leadership Proctored ATI. Total number ofstudents achieving a Level 2 or Level 3 on theLeadership Proctored ATI: 95/136 = 69.85%

versions of the practice ATIbefore taking the proctoredassessment.



NU480Pharmacologyproctored ATIexam

60% of students willachieve at least aLevel 2 or 3 onPharmacologyproctored ATI exam

Pharmacology and the application of medicationscontinue to be a priority during NU480. Case studiesutilized include a heavy emphasis on medications andtheir use during each particular case study. Studentsvoiced appreciation at the end of the semester for theinclusion of medications during the case studyanalysis. Students performed well on thePharmacology Made Easy quizzes and the SP17 groupperformed well on the Pharmacology content masteryexam. FA16 - 45% achieved a Level 2 or 3; SP17 63.7%achieved a level 2 or 3 on pharmacology contentmastery exam.

The common medicationassignment has been removedfrom the first clinical journalassignment as students felt itwas repetitive. Students willcontinue to receive exam pointsfor Pharmacology made easyquizzes and case studies willcontinue to includepharmacology as a maincomponent of each case study. Course faculty will provideweekly lists of medications forstudents to know for each casestudy starting in the FA17semester.



NU485CPharmacologyproctored ATIexam

60% of students willachieve at least aLevel 2 or 3 onPharmacologyproctored ATI exam

Students completed the Pharmacology Made Easymodules and quizzes in ATI and completed 15 drugcards. Fall 2016 - 95%, Summer, 2016 - 66%, Fall,2016 - LPN - 63% of students received a level 2 or 3 onthe Pharm ATI.

Continue to use thePharmacology quizzes andencourage students to utilize theATImodules to prepare for thequizzes and proctored ATI. Students will not complete drugcards. Students are required toidentify and discuss medicationsas part of the clinicaljournal assignments.



NU499 ATI RNPredictor exam,predictedprobability ofpassing NCLEX-RN

80% of students willachieve at least 94%predicted probabilityof passing NCLEX-RNon RN Predictor ATIexam

Capstone course was implemented in the FA16semester. Students were not required to enroll inVATI unless they did not attend all 3 days of the NCLEXLive Review course. Points were assigned based onATI RN Predictor scores and for the LWW assignments;this will continue as it does appear to providemotivation for meeting the benchmark on the ATI RNPredictor. 67.5% of students (summer, fall, spring)achieved a predictability score of 94% on the first

Will possibly consider requiringvirtual ATI again during the Fall2017 semester for thosestudents who have notperformed well on the ATIcontent mastery series. Willcontinue to offer evidence basedcase studies during class timerelated to prioritization,

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NU499 ATI RNPredictor exam,predictedprobability ofpassing NCLEX-RN

80% of students willachieve at least 94%predicted probabilityof passing NCLEX-RNon RN Predictor ATIexam

attempt of the ATI RN Predictor. This is significantlyincreased since 2015-2016. 45% of students achieveda predictability score of 94% or higher on the secondRN predictor.

including alternate format itemsto provide the studentsadditional preparation for theATI RN predictor and NCLEX.

BSN 2.0 EBP Integrateevidence-basedpractice in nursingcare.

Alumni Surveyitem: How often incurrentprofessionalnursing practiceyou integrateevidence-basedpractice in nursingcare (1= not at all,2 = rarely, 3 = someof the time, 4 =most of the time,NA = notapplicable, e.g., notworking in a BSNnursing role, oroutcome notapplicable tocurrent role).

75% of respondentswill report that theyintegrate evidence-based practice innursing care some ormost of the time incurrent professionalnursing practice.

Survey of 2015-2016 graduates (15 responses): rarely= 2 (13.33%), some of the time = 4 (26.7%) most of thetime = 9 (60%). Some or most of the time = 13 (86.7%).Target exceeded, but response rate low (12%).Survey of 2014-2015 graduates: some of the time =42%, most of the time = 58%



Alumni Surveyitem: How well BSNeducationprepared you tointegrate evidence-based practice innursing care (1=very poorly, 2 =poorly, 3 = well, 4 =very well).

75% of respondentswill report that theirBSN educationprepared them wellor very well tointegrate evidence-based practice innursing care.

Survey of 2015-2016 alumni (n = 15 responses): well =9 (60%), very well = 5 (33.33.%), poorly = 0. Favorableresponse rate = 15 (100%). Target is exceeded, butresponse rate low.Survey of 2014-2015 alumni: 42% well, 54% very well.



Employer Surveyitem: How oftenBSN graduateintegratesevidence-basedpractice in nursingcare (1= not at all,2 = rarely, 3 = someof the time, 4 =

75% of respondentswill report that BSNgraduate integratesevidence-basedpractice in nursingcare some or most ofthe time in currentprofessional nursingpractice.

Survey of employers of 2015-2016 graduates: some ofthe time = 2, most of the time = 3. Some or most ofthe time = 5 (100%). Target met again, but considerlow response rate.Survey of employers of 2014-2015 graduates: some ofthe time 31.3%, most of the time 68.8%

Employer survey response rateis low, most likely due to lowgraduate response rate.Consider alternative means ofidentifying employerperceptions of the how oftenand how well graduatesdemonstrate program outcomes(e.g., method that does not rely

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most of the time,NA = notapplicable, e.g., notworking in a BSNnursing role, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate integratesevidence-basedpractice in nursingcare some or most ofthe time in currentprofessional nursingpractice.

Survey of employers of 2015-2016 graduates: some ofthe time = 2, most of the time = 3. Some or most ofthe time = 5 (100%). Target met again, but considerlow response rate.Survey of employers of 2014-2015 graduates: some ofthe time 31.3%, most of the time 68.8%

on graduates to provideemployers with survey).


Employer Surveyitem: How well BSNgraduate integratesevidence-basedpractice in nursingcare (1= verypoorly, 2 = poorly,3 = well, 4 = verywell, NA = notapplicable, e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate integratesevidence-basedpractice in nursingcare well or verywell.

Survey of employers of 2015-2016 graduates: poorly 0,2 well, 3 very well. Well or very well = 5 (100%). Targetexceeded, but cannot ignore implications of lowresponse rate.Survey of employers of 2014-2015 graduates: poorly6.3%, well 18.8%, very well 75%



NU480 Nursingcare plan, refereedjournal articleprovided tosupport nursinginterventions

100% of students willprovide refereedjournal article tosupport nursinginterventions fornursing care plan

Clinical paperwork was emphasized during clinicalorientation. Guidelines for paperwork highlights theimportance of supporting an intervention with anevidence based article. 100% of students from Fall2016 and Spring 2017 provided an evidence basedarticle with each journal reflection.

References for all aspects ofclinical paperwork must beeither a textbook or an evidencebased article. Students will nolonger be able to use internetbased resources for clinicalpaperwork. The clinical journalformat was changed toemphasize this requirement.


NU485C Nursingcare plan, refereedjournal articleprovided tosupport nursinginterventions

100% of students willprovide refereedjournal article tosupport nursinginterventions fornursing care plan

It was difficult to track submission of an EBP journalarticle to support the students’ nursing interventionswhen the assignment was submitted electronically.Not all students provided a copy of the article nor didthey cite the article in the assignment. Students weredocked 1-3 points if no article was cited in theassignment and/or submitted. Summer, 2016 71% Fall 2016 - LPN 53% and Fall 2016 -68% met the target.Results did not improve and in fact were worse.

Change the measure to: NU485C Clinical Seminar, refereedjournal article provided tosupport nursing interventions.And target to: 100% of studentswill provide referred journalarticle to support nursinginterventions discussed inclinical seminar.

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BSN 3.0Informatics

Managehealthcare data,information,knowledge, andtechnology.

Alumni SurveyItem: How often incurrentprofessionalnursing practiceyou managehealthcare data,information,knowledge, andtechnology (1= notat all, 2 = rarely, 3 =some of the time, 4= most of the time,NA = notapplicable, e.g., notworking in a BSNnursing role, oroutcome notapplicable tocurrent role).

75% of respondentswill report that theymanage healthcaredata, information,knowledge, andtechnology some ormost of the time incurrent professionalnursing practice.

Survey of 2015-2016 graduates: rarely 0, some of thetime= 7, Most of the time = 8; Some or most of thetime = 15 (100%). Target exceeded. Response ratelow.Survey of 2014-2015 graduates: rarely 4%, some ofthe time 13 %, Most of the time 83%.


BSN 3.0Informatics


Alumni SurveyItem: How wellyour BSNeducationprepared you tomanage healthcaredata, information,knowledge, andtechnology (1=very poorly, 2 =poorly, 3 = well, 4 =very well).

75% of respondentswill report that theirBSN educationprepared them wellor very well tomanage healthcaredata, information,knowledge, andtechnology.

Survey of 2015-2016 graduates: poorly = 3, well = 7,very well = 5; well or very well = 12/15 (80%). Targetexceeded. Low survey response rate (12%).Survey of 2014-2015 graduates: poorly 4%, well 42%,very well 54%.


BSN 3.0Informatics


Employer SurveyItem: How oftenBSN graduatemanageshealthcare data,information,knowledge, andtechnology (1= notat all, 2 = rarely, 3 =some of the time, 4= most of the time,NA = notapplicable, e.g., not

75% of respondentswill report that BSNgraduate manageshealthcare data,information,knowledge, andtechnology some ormost of the time incurrent professionalnursing practice.

Survey of employers of 2015-2016 graduates: not at all= 1, rarely = 0, some of the time = 1, most of the time= 3. Some or most of the time = 3 (60%). Target notmet. Must consider low response rate.Survey of employers of 2014-2015 graduates: rarely6.3%, most of the time 93.8%


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BSN 3.0Informatics


working in a BSNnursing role, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate manageshealthcare data,information,knowledge, andtechnology some ormost of the time incurrent professionalnursing practice.

Survey of employers of 2015-2016 graduates: not at all= 1, rarely = 0, some of the time = 1, most of the time= 3. Some or most of the time = 3 (60%). Target notmet. Must consider low response rate.Survey of employers of 2014-2015 graduates: rarely6.3%, most of the time 93.8%


BSN 3.0Informatics


Employer SurveyItem: How wellBSN graduatemanageshealthcare data,information,knowledge, andtechnology (1=very poorly, 2 =poorly, 3 = well, 4 =very well, NA = notapplicable, e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate manageshealthcare data,information,knowledge, andtechnology well orvery well.

3 of 5 (60%) employers reported that the BSNgraduate performs this outcome very well. 1 reportedvery well, and one reported poorly. 80% reported well(20%) or very well (60%).

Target was exceeded, but lowrepresentation of employerscannot be ignored. Considerdifferent means of obtainingemployer perceptions of howwell Allen College BSN graduatesperform the program outcomes.

BSN 3.0Informatics


NU480 informaticsclinicalcompetencies onclinical evaluationtool

100% of students willreceive "S" rating forInformatics clinicalcompetencies onclinical evaluationtool.

The clinical evaluation tool was reviewed at clinicalorientation. A CEU offering for preceptors wasavailable during the 2016-2017 academic year on theclinical evaluation tool and method to evaluatestudents on each criteria was included. Studentstypically receive an "S" rating for the Informaticscompetency on the clinical evaluation tool. FA 16 andSP 17 100% of students received an "S" rating on theinformatics competency.

The clinical evaluation tool willbe reviewed at clinicalorientation starting in Fall 2017so students are aware of thecriteria with which they will beevaluated during this clinicalexperience. Clinical faculty willalso be encouraged to reviewthe clinical evaluation tool withpreceptors when making sitevisits.

BSN 3.0Informatics


NU485Cinformatics clinicalcompetencies onclinical evaluationtool

100% of students willreceive "S" rating forInformatics clinicalcompetencies onclinical evaluationtool.

During clinical orientation faculty reviewed the clinicalevaluation tool with all students. Fall 2016 - 100%,Summer 2016 - 100%, Fall 2016, LPN- 100% ofstudents met the target. Results remain the same.

In order to continue to meet thistarget in the future, coursefaculty will remind students thatthey will be evaluated on theirinformatics competency by theirclinical preceptor.

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BSN 4.0 HCPolicy &Finance

Demonstrateunderstanding ofhealthcare policy,finance, andregulatoryenvironments.

Alumni SurveyItem: How often incurrentprofessionalnursing practicethey demonstrateunderstanding ofhealthcare policy,finance, andregulatoryenvironments (1=not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that theydemonstrateunderstanding ofhealthcare policy,finance, andregulatoryenvironments someor most of the timein currentprofessional nursingpractice.

Survey of 2015-2016 graduates: not at all = 0, rarely =3 (20%), some of the time = 7 (46.67%), most of thetime = 5 (33.33%), 80% reported demonstratingoutcome some or most of the time, which is anincrease compared to last year, but must consider lowresponse rate.Survey of 2014-2015 graduates: not at all 13%, rarely8%, some of the time 46%, most of the time 29%, NA4%. 75% reported demonstrating outcome some ormost of the time.




Alumni SurveyItem: How wellBSN educationprepared you todemonstrateunderstanding ofhealthcare policy,finance, andregulatoryenvironments (1=very poorly, 2 =poorly, 3 = well, 4 =very well).

75% of respondentswill report that theirHow well BSNeducation preparedthem well or verywell to demonstrateunderstanding ofhealthcare policy,finance, andregulatoryenvironments.

Survey of 2015-2016 graduates: very poorly =0,poorly= 5 (33/33%), well = 7 (46.67%), very well = 3(20%); well or very well = 67%. Target not met thisyear, but was met last year. It may be that graduatesrarely have the opportunity to demonstrate outcome.Survey of 2014-2015 graduates: very poorly 4%, poorly21%, well 63%, very well 13%.




Employer SurveyItem: How oftenBSN graduatedemonstratesunderstanding ofhealthcare policy,finance, andregulatoryenvironments (1=not at all, 2 =rarely, 3 = some of

75% of respondentswill report that BSNgraduatedemonstratesunderstanding ofhealthcare policy,finance, andregulatoryenvironments someor most of the timein current

Survey of employers of 2015-2016 graduates: not at all=0, rarely 1= 2, some of the time = 2, most of the time=1. Some or most of the time = 3 (60%). Target notmet. Consider low response rate.Survey of employers of 2014-2015 graduates: not at all6.3%, rarely 12.5%, some of the time 37.5%, most ofthe time 43.8%


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the time, 4 = mostof the time, NA =not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

professional nursingpractice.

Survey of employers of 2015-2016 graduates: not at all=0, rarely 1= 2, some of the time = 2, most of the time=1. Some or most of the time = 3 (60%). Target notmet. Consider low response rate.Survey of employers of 2014-2015 graduates: not at all6.3%, rarely 12.5%, some of the time 37.5%, most ofthe time 43.8%




Employer SurveyItem: How wellBSN graduatedemonstratesunderstanding ofhealthcare policy,finance, andregulatoryenvironments (1=very poorly, 2 =poorly, 3 = well, 4 =very well, NA = notapplicable, e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduatedemonstratesunderstanding ofhealthcare policy,finance, andregulatoryenvironments well orvery well.

Survey of employers of 2015-2016 graduates: poorly =, well = , very well = ,Survey of employers of 2014-2015 graduates: poorly6.3%, well 43.8%, very well 43.8%, NA--does notperform outcome or outcome not applicable to role6.3%




NU460 Health CareCosts assignment

100% of students willachieve at least 73%on health care costsassignment

Students were able to choose their own countries forthe assignment. During class each group presentedtheir comparison to the class. Summer 2016 (Accel):100% of students achieved 73% on the health carecosts assignment; Fall 2016 (UD) 100% of studentsachieved 73% on the health care costs assignment.Spring 2017 (UD) 100% of students achieved 73% orgreater on the healthcare costs assignment.

In order to continue to meet thistarget, this assignment will becompleted in class wherestudents work in groupscomparing health care costs tothe US. They will then presenttheir findings to the class andlead class discussion.

BSN 5.0Teamwork &Collaboration

Facilitate inter-professionalcommunicationand collaborationin healthcareteams.

Alumni SurveyItem: How often incurrentprofessionalnursing practiceyou facilitate inter-professionalcommunication

75% of respondentswill report thatfacilitate inter-professionalcommunication andcollaboration inhealthcare teamssome or most of the

Survey of 2015-2016 graduates: some of the time 3(20%), most of the time 12 (80%). Target met. Resultsdemonstrate that respondents do have theopportunity to perform this outcome, but resultsabout how well they were prepared to do it areunfavorable. Target met last year as well.Survey of 2014-2015 graduates: some of the time 13%,most of the time 88%.

Given low response rate,responses may not reflectcohort of graduates. Consideralternative methods of assessingalumni perceptions of the extentto which education preparedthem to demonstrate programoutcome (e.g., online focus

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and collaborationin healthcareteams (1= not atall, 2 = rarely, 3 =some of the time, 4= most of the time,NA = notapplicable, e.g., notworking in a BSNnursing role, oroutcome notapplicable tocurrent role).

time in currentprofessional nursingpractice .

Survey of 2015-2016 graduates: some of the time 3(20%), most of the time 12 (80%). Target met. Resultsdemonstrate that respondents do have theopportunity to perform this outcome, but resultsabout how well they were prepared to do it areunfavorable. Target met last year as well.Survey of 2014-2015 graduates: some of the time 13%,most of the time 88%.

groups via Skype or GoToMeeting).



Alumni SurveyItem: How wellBSN educationprepared you tofacilitate inter-professionalcommunicationand collaborationin healthcareteams (1= verypoorly, 2 = poorly,3 = well, 4 = verywell).

75% of respondentswill report that theirBSN educationprepared them wellor very well tofacilitate inter-professionalcommunication andcollaboration inhealthcare teams.

Survey of 2015-2016 graduates: very poorly = 2, poorly= 2, well = 5, very well = 6. Well or very well = 11/15(73.33%). Results demonstrate improvementcompared to previous year, but target not met.Respondents did not have perception that they wereprepared to facilitate IPC and collaborate in ahealthcare team. Response rate low.Survey of 2014-2015 graduates: poorly 4%, well 33%,very well 63%




Employer SurveyItem: How oftenBSN graduatefacilitates inter-professionalcommunicationand collaborationin healthcareteams (1= not atall, 2 = rarely, 3 =some of the time, 4= most of the time,NA = notapplicable, e.g., notworking in a BSNnursing role, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate facilitatesinter-professionalcommunication andcollaboration inhealthcare teamssome or most of thetime in currentprofessional nursingpractice .

Survey of employers of 2015-2016 graduates: some ofthe time = 1, most of the time = 4; some or most ofthe time = 5 (100%). Target met again. Consider lowresponse rate.Survey of employers of 2014-2015 graduates; rarely6.3%, some of the time 12.5%, most of the time81.3%.


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Employer SurveyItem: How wellBSN graduatefacilitates inter-professionalcommunicationand collaborationin healthcareteams (1= verypoorly, 2 = poorly,3 = well, 4 = verywell, NA = notapplicable, e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate facilitatesinter-professionalcommunication andcollaboration inhealthcare teamswell or very well.

Survey of employers of 2015-2017 graduates: 100%well (60%) or very well (40%). Results consistent withprevious reporting year.

Results must be considered inthe context of a low responserate to the survey. Consideralternate means of obtainingemployers' perceptions ofgraduates' performance ofprogram outcomes.



NU 480 & NU 485CInterprofessionalSimulation Activity

100% of students willachieve at least 75%on Interprofessionalsimulation rubric.

Communication with simulation faculty was notadequately completed. Students were not gradedusing the simulation rubric and thus no points wereawarded for this experience. Fall 2016 - 100% ofstudents satisfactorily completed the interprofessionalsimulation. No score was given for the simulation.

This has been a difficult measureto capture for the past twoacademic years. Students are atmultiple hospitals and differenttypes of units for this clinicalexperience where theinterprofessional collaborationvaries. The measure will changeto NU 499 InterprofessionalAssignment. The target will be100% of students will achieve atleast 75% on theInterprofessional assignment.

BSN 8.0 QI Use data tomonitor outcomesand improve care.

Alumni SurveyItem: How often incurrentprofessionalnursing practiceyou use data tomonitor outcomesand improve care(1= not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =not applicable, e.g.,not working in a

75% of respondentswill report that theyuse data to monitoroutcomes andimprove care someor most of the timein currentprofessional nursingpractice.

Survey of 2015-2016 graduates: Rarely = 2, Some ofthe time 2, Most of the time 10. NA = 1. Some or mostof the time = 12/14 = 86%.Survey of 2014-2015 graduates: Not at all 8%, Rarely4%, Some of the time 17%, Most of the time 71%


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BSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that theyuse data to monitoroutcomes andimprove care someor most of the timein currentprofessional nursingpractice.

Survey of 2015-2016 graduates: Rarely = 2, Some ofthe time 2, Most of the time 10. NA = 1. Some or mostof the time = 12/14 = 86%.Survey of 2014-2015 graduates: Not at all 8%, Rarely4%, Some of the time 17%, Most of the time 71%



Alumni SurveyItem: How wellBSN educationprepared you touse data tomonitor outcomesand improve care.

75% of respondentswill report that theirBSN educationprepared them wellor very well to usedata to monitoroutcomes andimprove care (1=very poorly, 2 =poorly, 3 = well, 4 =very well).

Survey of 2015-2016 graduates: poorly= 4, well = 4(26.67), very well = 7 (46.67)%; well or very well = 11(73.34%). Target not met this year; it was met lastyear. Response rate must be considered.Survey of 2014-2015 graduates: poorly 4%, well 50%,very well 46%



Employer SurveyItem: How oftenBSN graduate usesdata to monitoroutcomes andimprove care (1=not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate uses datato monitor outcomesand improve caresome or most of thetime in currentprofessional nursingpractice.

Survey of employers of 2015-2016 graduates: some ofthe time =2, most of the time = 2, NA = 1; some ormost of the time = 4/4 (100%). Target met, butconsider low response rate.Survey of employers of 2014-2015 graduates: not at all12.5%, some of the time 18.8%, most of the time68.8%



Employer SurveyItem: How wellBSN graduate usesdata to monitoroutcomes andimprove care.

75% of respondentswill report that theBSN graduate usesdata to monitoroutcomes andimprove care (1=very poorly, 2 =poorly, 3 = well, 4 =

Survey of employers of 2015-2016 alumni: 100% (n =5) reported well (40%) or very well (60%).Improvement compared to previous survey.Survey of employers of 2014-2015 alumni: very poorly6.3%, well 31.3%, very well 62.5%

Low response rate warrantsconsideration of moreproductive way to obtainemployers' perceptions ofgraduates' performance ofprogram outcomes.

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Employer SurveyItem: How wellBSN graduate usesdata to monitoroutcomes andimprove care.

very well, NA = notapplicable, e.g., doesnot performoutcome, oroutcome notapplicable to currentrole).

Survey of employers of 2015-2016 alumni: 100% (n =5) reported well (40%) or very well (60%).Improvement compared to previous survey.Survey of employers of 2014-2015 alumni: very poorly6.3%, well 31.3%, very well 62.5%

Low response rate warrantsconsideration of moreproductive way to obtainemployers' perceptions ofgraduates' performance ofprogram outcomes.


NU460 fish bonediagramassignment

100% of students willachieve at least 75%on the fish bonediagram assignment

The fishbone diagram was continued as an in classactivity for this measure during the academic year.100% of students completed and achieved at least75% on this assignment.

In order to better measure thisoutcome in the future, themeasure will be changed to theroot cause analysis assignment.The target will be that 100% ofstudents will achieve at least75% on the root cause analysisassignment.

BSN 9.0 SafeCare

Deliver safe carethrough systemeffectiveness andindividualperformance.

Alumni SurveyItem: How often incurrentprofessionalnursing practiceyou deliver safecare throughsystemeffectiveness andindividualperformance (1=not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that theydeliver safe carethrough systemeffectiveness andindividualperformance someor most of the timein currentprofessional nursingpractice .

Survey of 2015-2016 graduates: Some of the time= 3,Most of the time = 12. Some or most of the time = 15(100%). Target met again this year. Consider lowresponse rate.Survey of 2014-2015 graduates: Some of the time 8%,Most of the time 88%, NA 4%.


BSN 9.0 SafeCare


Alumni SurveyItem: How wellBSN educationprepared you todeliver safe carethrough systemeffectiveness andindividualperformance (1=

75% of respondentswill report that theirBSN educationprepared them wellor very well todeliver safe carethrough systemeffectiveness andindividual

Survey of 2015-2016 graduates: poorly = 1, well = 7,very well = 6. Well or very well = 13 (86.67%). Targetmet again this year. Consider low response rate.Survey of 2014-2015 graduates: poorly 4%, well 8%,very well 88%

Given low response rate,responses may not reflectcohort of graduates. Consideralternative methods of assessingalumni perceptions of the extentto which education preparedthem to demonstrate programoutcome (e.g., online focusgroups via Skype or GoTo

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BSN 9.0 SafeCare


very poorly, 2 =poorly, 3 = well, 4 =very well).

performance. Survey of 2015-2016 graduates: poorly = 1, well = 7,very well = 6. Well or very well = 13 (86.67%). Targetmet again this year. Consider low response rate.Survey of 2014-2015 graduates: poorly 4%, well 8%,very well 88%

Meeting).

BSN 9.0 SafeCare


Employer SurveyItem: How oftenBSN graduatedelivers safe carethrough systemeffectiveness andindividualperformance (1=not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate deliverssafe care throughsystem effectivenessand individualperformance someor most of the timein currentprofessional nursingpractice .

Survey of employers of 2015-2016 graduates: some ofthe time =1, most of the time = 4; some or most of thetime = 5 (100%). Target met again. Consider lowresponse rate.Survey of employers of 2014-2015 graduates: rarely6.3%, some of the time 6.3%, most of the time 87.5%


BSN 9.0 SafeCare


Employer SurveyItem: How wellBSN graduatedelivers safe carethrough systemeffectiveness andindividualperformance (1=very poorly, 2 =poorly, 3 = well, 4 =very well, NA = notapplicable, e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate deliverssafe care throughsystem effectivenessand individualperformance well orvery well.

Survey of employers of 2015-2016 graduates: verywell = 5 (100%). Target met again. Consider lowresponse rate.Survey of employers of 2014-2015 graduates: poorly12.5%, well 18.8%, very well 68.8%


BSN 9.0 SafeCare


NU400 homesafety assessmentassignment

100% of students willachieve a 80% ofhome safetyassessmentassignment

A separate rubric for the safety assessment wascreated which assisted students in meeting this target.100% of the students received 100% on the safetyassessment.

In order to continue to meet thistarget in the future, coursefaculty will continue to evaluatethe effectiveness of the currentrubric for grading of the safety

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BSN 9.0 SafeCare


NU400 homesafety assessmentassignment

100% of students willachieve a 80% ofhome safetyassessmentassignment

A separate rubric for the safety assessment wascreated which assisted students in meeting this target.100% of the students received 100% on the safetyassessment.

assessment.

BSN 9.0 SafeCare


NU405 Safetyassessment activity

100% of students willachieve at least 80%on safety assessmentactivity

Using the grading rubric for the safety assessmentensured consistency among clinical faculty and clearexpectations for students. 100% of the studentsreceived 100% on the safety assessment.

In order to continue to meet thistarget in the future the rubricand assignment will beexplained to clinical adjunctsduring the preparation for thesemester meeting and studentsduring clinical orientation.

BSN 9.0 SafeCare


NU499 ATI RNPredictor exam,QSEN Category ofSafety

Group score of atleast 75% will beachieved in the QSENCategory of Safety onATI RN Predictorexam

ATI Capstone course was implemented during theFA16 semester. This 8 week course assists students toprepare for the ATI RN Predictor. The ATI RN Predictorwas moved to the 9th week of the semester sostudents had time to complete the Capstone courseprior to taking the predictor. The SP17 cohort didperform well on the predictor as 31/44 achieved thebenchmark score on the first attempt and groupscores were higher than they have historically been forthis group. Average group score of 73.54% wasachieved in the QSEN safety category on the firstattempt of the ATI RN Predictor. Of note, the spring2017 group achieved a group score of 76.4% on thefirst ATI RN Predictor which could be the result ofcompleting the Capstone Course prior to taking thefirst predictor.

This course continues to belimited related to credit hour asit is only a 1 credit hour courseand it is a challenge to addadditional requirements. VirtualATI is only required for studentswho do not attend all 3 days ofthe NCLEX Live Review at theend of the semester. RequiringVATI for those students who donot achieve the benchmark onthe ATI RN Predictor and forthose students who haveperformed poorly on the ATIcontent mastery exams will beconsidered for the FAll 2017semester. The Capstone coursewill continue to be administeredduring the first 8 weeks of thesemester and the predictor willbe given at week 9; The use ofLippincott RN PassPoint willcontinue to be used during thesecond half of the semester tocontinue to prepare students forNCLEX and for the second RNPredictor if the student need torepeat it. These actions mayassist in raising this score in thefuture.

Program (Nursing) -Doctor of Nursing Practice(DNP)

DNPO 1.0 Practice at thehighest level ofnursing through

DNP AlumniEmployer Survey:Employer

75% of respondentswill report thatgraduates practice at

Employer survey not conducted because employerperceptions of DNP graduates' performance ofprogram outcomes will be obtained in a future focus

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DNPO 1.0 integration andapplication ofnursing science inclinical practice,management, andeducation

perceptions of howoften graduatespractice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation (not atall, rarely, some ofthe time, most ofthe time).

the highest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation some ormost of the time.

group.

DNPO 1.0 Practice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation

DNP AlumniEmployer Survey:Employerperceptions of howwell graduatespractice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation (verypoorly, poorly,well, very well).

75% of respondentswill report that DNPgraduate practices atthe highest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation well orvery well.

Employer survey not conducted because employerperceptions of DNP graduates' performance ofprogram outcomes will be obtained in a future focusgroup.


DNP AlumniSurvey: Graduateperceptions of howwell their DNPeducationprepared them topractice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation (very

75% of respondentswill report that theirDNP educationprepared them topractice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation well orvery well.

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported being "very well"prepared by Allen College DNP education to performoutcome.Survey of 2013-2014 (n = 2) and 2014-2015 (n = 1)DNP graduates: Both respondents perceived that theirDNP education prepared them very well to practice atthe highest level of nursing through integration andapplication of nursing science in clinical practice,management, and education.

Target met, but response ratelow. Consider alternative meansof measuring graduates'perceptions of how well theywere prepared to perform theoutcome (e.g., focus groupsusing Go-to-meeting or Skype).

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poorly, poorly,well, very well).

75% of respondentswill report that theirDNP educationprepared them topractice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation well orvery well.

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported being "very well"prepared by Allen College DNP education to performoutcome.Survey of 2013-2014 (n = 2) and 2014-2015 (n = 1)DNP graduates: Both respondents perceived that theirDNP education prepared them very well to practice atthe highest level of nursing through integration andapplication of nursing science in clinical practice,management, and education.



DNP AlumniSurvey: Graduateperceptions of howoften they practiceat the highest levelof nursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation (not atall, rarely, some ofthe time, most ofthe time).

75% of respondentswill report that theypractice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,management, andeducation some ormost of the time.

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported performing theoutcome most of the time. These results areconsistent with the previous alumni survey.Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates reportedthey practice at the highest level of nursing throughintegration and application of nursing science inclinical practice, management, and education most ofthe time.

Target exceeded, but responserate low. Consider alternativemeans of measuring graduates'perceptions of how often theyperform the outcome (e.g.,focus groups using Go-to-meeting or Skype). Considerimportance and relevance ofmeasuring how often graduatesperform the outcome.


NU710 AdvancedTheory FinalTheory Applicationassignment

100% of students willachieve 73% orhigher on FinalTheory Applicationassignment

Course is on a 2-year cycle and was not offered duringthe 2016-2017 academic year.

Evaluate results at next courseoffering.

DNPO 1.0 Practice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,

Practice at thehighest level ofnursing throughintegration andapplication ofnursing science inclinical practice,

100% of studentsachieve anacceptable level (1)on a scale of 0-2

100% (n=2) of DNP students achieved an acceptablelevel or above on this criterion of DNP SummativeEvaluation. Target was achieved for 2015-2016 as well,with 2 of 2 students meeting all criteria scored on thesummative evaluation form.

Continue to monitor and likelyuse this target as the number ofDNP graduates remains low.These two students were in onlythe fourth graduating DNP classand the total number of grads isonly 8 as of May, 2017.

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DNPO 1.0 management, andeducation

management, andeducation




DNPO 2.0 Demonstrateorganizational andsystemsleadership toadvance qualityimprovement andsystems change

Demonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems change





DNP AlumniEmployer Survey:Employerperceptions of howoften DNPgraduatesdemonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems change(not at all, rarely,some of the time,most of the time).

75% of respondentswill report thatgraduatesdemonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems changesome or most of thetime.



DNP AlumniEmployer Survey:Employerperceptions of howwell DNP graduatesdemonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems change(very poorly,poorly, well, verywell).

75% of respondentswill report that DNPgraduatesdemonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems change wellor very well.


DNPO 2.0 Demonstrate DNP Alumni 75% of respondents Survey of 2015-2016 DNP graduates (1/2 completed Low response rate (n = 1 of 2

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DNPO 2.0 organizational andsystemsleadership toadvance qualityimprovement andsystems change

Survey: Graduateperceptions of howoften theydemonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems change(not at all, rarely,some of the time,most of the time).

will report that theydemonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems changesome or most of thetime.

survey): Respondent reported performing theoutcome rarely. These results are not consistent withthe previous alumni survey.

Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates reportedthey demonstrate organizational and systemsleadership to advance quality improvement andsystems change most of the time.

graduates), so results not likelyrepresentative of all DNPgraduates. Consider alternativemeans of measuring graduates'perceptions of how often theyperform the outcome (e.g.,focus groups using Go-to-meeting or Skype). Considerimportance and relevance ofmeasuring how often graduatesperform the outcome.


DNP AlumniSurvey: Graduateperceptions of howwell their DNPeducationprepared them todemonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems change(very poorly,poorly, well, verywell).

75% of respondentswill report that theirDNP educationprepared them wellor very well todemonstrateorganizational andsystems leadershipto advance qualityimprovement andsystems change

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported being "well" preparedby Allen College DNP education to perform outcome.Results are consistent with previous survey.

Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates perceivedthat their DNP education prepared them very well todemonstrate organizational and systems leadership toadvance quality improvement and systems change.



NU720 QualityOutcomes forOrganizations andSystems CQIAnalysis Paper

100% of students willachieve 73% orhigher on CQIAnalysis Paper



DNPO 3.0 Apply analyticalmethods andresearch todevelop bestpractices andpractice guidelines

Apply analyticalmethods andresearch todevelop bestpractices andpractice guidelines




DNPO 3.0 Apply analyticalmethods andresearch to


75% of respondentswill report thatgraduates apply


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DNPO 3.0 develop bestpractices andpractice guidelines

perceptions of howoften DNPgraduates applyanalytical methodsand research todevelop bestpractices andpractice guidelines(not at all, rarely,some of the time,most of the time).

analytical methodsand research todevelop bestpractices andpractice guidelinessome or most of thetime.

group.


DNP AlumniEmployer Survey:Employerperceptions of howwell DNP graduatesapply analyticalmethods andresearch todevelop bestpractices andpractice guidelines(very poorly,poorly, well, verywell).

75% of respondentswill report that DNPgraduates applyanalytical methodsand research todevelop bestpractices andpractice guidelineswell or very well.



DNP AlumniSurvey: Graduateperceptions of howwell their DNPeducationprepared them toapply analyticalmethods andresearch todevelop bestpractices andpractice guidelines(very poorly,poorly, well, verywell).

75% of respondentswill report that theirDNP educationprepared them toapply analyticalmethods andresearch to developbest practices andpractice guidelineswell or very well.

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported being "very well"prepared by Allen College DNP education to performoutcome. Results are consistent with previous survey.

Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates perceived thattheir DNP education prepared them well (n =1) andvery well (n =1) to apply analytical methods andresearch to develop best practices and practiceguidelines.


DNPO 3.0 Apply analyticalmethods andresearch todevelop bestpractices and

DNP AlumniSurvey: Graduatesperceptions of howoften they applyanalytical methods

75% of respondentswill report that theyapply analyticalmethods andresearch to develop

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported performing theoutcome some of the time. These results areconsistent with the previous alumni survey.

Survey of 2015-2016 DNPgraduates (1/2 completedsurvey): Respondent reportedperforming the outcome most ofthe time. These results are

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DNPO 3.0 practice guidelines and research todevelop bestpractices andpractice guidelines(not at all, rarely,some of the time,most of the time).

best practices andpractice guidelinessome or most of thetime.

Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates reported theyapply analytical methods and research to develop bestpractices and practice guidelines some of the time (n =1) and most of the time (n =1).

consistent with the previousalumni survey.


NU740 AnalyticalMethods forEvidence-BasedPractice Critique ofDNP SampleProject final exam

100% of students willachieve 80% orhigher on theCritique of DNPSample Project finalexam



DNPO 4.0 Use informationsystems andtechnology-basedresources tosupport clinicaland administrativedecision makingand to improvethe health care ofindividuals,families andpopulations

DNP AlumniEmployer Survey:Employerperceptions of howoften DNPgraduates applyanalytical methodsand research todevelop bestpractices andpractice guidelines(not at all, rarely,some of the time,most of the time).

75% of respondentswill report thatgraduates useinformation systemsand technology-based resources tosupport clinical andadministrativedecision making andto improve thehealth care ofindividuals, familiesand populationssome or most of thetime.



DNP AlumniEmployer Survey:Employerperceptions of howwell DNP graduatesuse informationsystems andtechnology-basedresources tosupport clinical andadministrativedecision makingand to improve thehealth care ofindividuals, familiesand populations(very poorly,

75% of respondentswill report that DNPgraduates useinformation systemsand technology-based resources tosupport clinical andadministrativedecision making andto improve thehealth care ofindividuals, familiesand populations wellor very well.


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poorly, well, verywell).

75% of respondentswill report that DNPgraduates useinformation systemsand technology-based resources tosupport clinical andadministrativedecision making andto improve thehealth care ofindividuals, familiesand populations wellor very well.



DNP AlumniSurvey: Graduateperceptions of howwell their DNPeducationprepared them touse informationsystems andtechnology-basedresources tosupport clinical andadministrativedecision makingand to improve thehealth care ofindividuals, familiesand populations(very poorly,poorly, well, verywell).

75% of respondentswill report that theirDNP educationprepared them touse informationsystems andtechnology-basedresources to supportclinical andadministrativedecision making andto improve thehealth care ofindividuals, familiesand populations wellor very well.


Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates perceived thattheir DNP education prepared them well (n =1) andvery well (n =1) to use information systems andtechnology-based resources to support clinical andadministrative decision making and to improve thehealth care of individuals, families and populations.


DNPO 4.0 Use informationsystems andtechnology-basedresources tosupport clinicaland administrativedecision makingand to improvethe health care ofindividuals,families and

DNP AlumniSurvey: Graduatesperceptions of howoften they useinformationsystems andtechnology-basedresources tosupport clinical andadministrativedecision making

75% of respondentswill report that theyuse informationsystems andtechnology-basedresources to supportclinical andadministrativedecision making andto improve thehealth care of


Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates reported theyuse information systems and technology-basedresources to support clinical and administrativedecision making and to improve the health care ofindividuals, families and populations some of the time

Target met, but response ratelow. Consider alternative meansof measuring graduates'perceptions of how often theyperform the outcome (e.g.,focus groups using Go-to-meeting or Skype). Considerimportance and relevance ofmeasuring how often graduatesperform the outcome.

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DNPO 4.0 populations and to improve thehealth care ofindividuals, familiesand populations(not at all, rarely,some of the time,most of the time).

individuals, familiesand populationssome or most of thetime.

(n = 1) and most of the time (n =1). Target met, but response ratelow. Consider alternative meansof measuring graduates'perceptions of how often theyperform the outcome (e.g.,focus groups using Go-to-meeting or Skype). Considerimportance and relevance ofmeasuring how often graduatesperform the outcome.


NU541 Health CareInformatics WWWEvaluationassignment

100% of students willachieve 85% orhigher on the WWWEvaluationassignment

Not evaluated as no students took NU541 during the2015-2016 academic year.

Evaluate this target/measure thenext time DNP students take theNU541 course.


Use informationsystems andtechnology-basedresources tosupport clinical andadministrativedecision makingand to improve thehealth care ofindividuals, familiesand populations




DNPO 5.0 Advocate forhealthcare changethrough policydevelopment andevaluation.

Advocate forhealthcare changethrough policydevelopment andevaluation.




DNPO 5.0 Advocate forhealthcare changethrough policy


75% of respondentswill report thatgraduates advocate


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DNPO 5.0 development andevaluation.

perceptions of howoften DNPgraduates advocatefor healthcarechange throughpolicydevelopment andevaluation (not atall, rarely, some ofthe time, most ofthe time).

for healthcarechange throughpolicy developmentand evaluation someor most of the time.

group.


DNP AlumniEmployer Survey:Employerperceptions of howwell DNP graduatesadvocate forhealthcare changethrough policydevelopment andevaluation (verypoorly, poorly,well, very well).

75% of respondentswill report that DNPgraduates advocatefor healthcarechange throughpolicy developmentand evaluation wellor very well.



DNP AlumniSurvey: Graduateperceptions of howwell their DNPeducationprepared them toadvocate forhealthcare changethrough policydevelopment andevaluation (verypoorly, poorly,well, very well).

75% of respondentswill report that theirDNP educationprepared them toadvocate forhealthcare changethrough policydevelopment andevaluation well orvery well.


Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates perceived thattheir DNP education prepared them well (n =1) andvery well (n =1) to advocate for healthcare changethrough policy development and evaluation.



DNP AlumniSurvey: Graduatesperceptions of howoften theyadvocate forhealthcare changethrough policydevelopment andevaluation (not at

75% of respondentswill report that theyadvocate forhealthcare changethrough policydevelopment andevaluation some ormost of the time.


Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates reportedthey advocate for healthcare change through policydevelopment and evaluation some of the time .

Target met, but response ratelow. Consider alternative meansof measuring graduates'perceptions of how often theyperform the outcome (e.g.,focus groups using Go-to-meeting or Skype). Considerimportance and relevance ofmeasuring how often graduates

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all, rarely, some ofthe time, most ofthe time).

75% of respondentswill report that theyadvocate forhealthcare changethrough policydevelopment andevaluation some ormost of the time.


Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates reportedthey advocate for healthcare change through policydevelopment and evaluation some of the time .

perform the outcome.


NU810 Health CareEconomics,Finance, and PolicyHealth Care PolicyWhite Paperassignment

100% of students willachieve 80% orhigher on the HealthCare Policy WhitePaper assignment

9 of 9 students (100%) achieved 80% or higher on thisassignment during the Spring 2017 offering. This is thefirst time an assignment-specific target wasestablished this outcome, so a trend is not applicable.It should be noted that due to some changes in coursestructure, the assignment was changed to allow morestudent choice in the format of the assignment(designated as Student Choice Assignment).

In order to meet this target nextyear, course faculty will continueto offer up-to-date resources onhealth care finance andeconomics topics. Faculty willalso provide references forcommon types of StudentChoice Assignment (SCA)formats so there is a sharedunderstanding of expectationsfor high quality SCAs of differenttypes. Finally, modify target toread "100% of students willachieve 80% or higher on theHealth Care Policy StudentChoice Assignment"

DNPO 6.0 Assume leadershiproles ininterprofessionalcollaboration toimprove thehealth outcomesof individuals,families, andpopulations

Assume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations





DNP AlumniEmployer Survey:Employerperceptions of howoften DNPgraduates assumeleadership roles ininterprofessionalcollaboration toimprove the health

75% of respondentswill report thatgraduates assumeleadership roles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals, families,and populations


02/13/2018 1:38 Page 52 of



outcomes ofindividuals,families, andpopulations (not atall, rarely, some ofthe time, most ofthe time).

some or most of thetime.



DNP AlumniEmployer Survey:Employerperceptions of howwell DNP graduatesassume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations (verypoorly, poorly,well, very well).

75% of respondentswill report that DNPgraduates assumeleadership roles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals, families,and populations wellor very well.



DNP AlumniSurvey: Graduateperceptions of howwell their DNPeducationprepared them toassume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations (verypoorly, poorly,well, very well).

75% of respondentswill report that theirDNP educationprepared them toassume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals, families,and populations wellor very well.


Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates perceivedthat their DNP education prepared them very well toassume leadership roles in interprofessionalcollaboration to improve the health outcomes ofindividuals, families, and populations.


DNPO 6.0 Assume leadershiproles ininterprofessional

DNP AlumniSurvey: Graduatesperceptions of how

75% of respondentswill report that theyassume leadership

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported performing theoutcome most of the time. These results are an

Target met, but response ratelow. Consider alternative meansof measuring graduates'

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DNPO 6.0 collaboration toimprove thehealth outcomesof individuals,families, andpopulations

often they assumeleadership roles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations (not atall, rarely, some ofthe time, most ofthe time).

roles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals, families,and populationssome or most of thetime.

improvement compared to previous alumni survey.

Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates reported theyassume leadership roles in interprofessionalcollaboration to improve the health outcomes ofindividuals, families, and populations rarely (n = 1) andmost of the time (n = 1).

perceptions of how often theyperform the outcome (e.g.,focus groups using Go-to-meeting or Skype). Considerimportance and relevance ofmeasuring how often graduatesperform the outcome.


NU750 Leadershipand CollaborationService-LearningProject assignment

100% of students willachieve 80% orhigher on theService-LearningProject assignment

6 of 6 (100%) of students met this target during theSummer 2016 course offering. This is the first time anassignment-specific target was established thisoutcome, so a trend is not applicable.

In order to meet this target withall groups next year, coursefaculty will provideopportunities for collaborationthroughout the course, inaddition to the assigned servicelearning project. Providingexamples of where the servicelearning project might beimplemented may assiststudents with realistic settingsfor the summer. In addition,providing more opportunities forstudent dialogue among peersregarding the service learningproject would be beneficial.

DNPO 7.0 Incorporate a firmconceptualfoundation forclinical preventionand populationhealth.

DNP AlumniEmployer Survey:Employerperceptions of howoften DNPgraduatesincorporate a firmconceptualfoundation forclinical preventionand populationhealth (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill report thatgraduatesincorporate a firmconceptualfoundation forclinical preventionand populationhealth some or mostof the time.


DNPO 7.0 Incorporate a firmconceptual

DNP AlumniEmployer Survey:

75% of respondentswill report that DNP

Employer survey not conducted because employerperceptions of DNP graduates' performance of

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DNPO 7.0 foundation forclinical preventionand populationhealth.

Employerperceptions of howwell DNP graduatesincorporate a firmconceptualfoundation forclinical preventionand populationhealth (very poorly,poorly, well, verywell).

graduatesincorporate a firmconceptualfoundation forclinical preventionand populationhealth well or verywell.

program outcomes will be obtained in a future focusgroup.


DNP AlumniSurvey: Graduateperceptions of howwell their DNPeducationprepared them toincorporate a firmconceptualfoundation forclinical preventionand populationhealth (very poorly,poorly, well, verywell).

75% of respondentswill report that theirDNP educationprepared them toincorporate a firmconceptualfoundation forclinical preventionand populationhealth well or verywell.


Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates perceived thattheir DNP education prepared them well ( n = 1) andvery well (n = 1) to incorporate a firm conceptualfoundation for clinical prevention and populationhealth.



DNP AlumniSurvey: Graduatesperceptions of howoften theyincorporate a firmconceptualfoundation forclinical preventionand populationhealth (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill report that theyincorporate a firmconceptualfoundation forclinical preventionand populationhealth some or mostof the time.

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported performing theoutcome most of the time. These results areconsistent with the previous alumni survey.

Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates reported theyincorporate a firm conceptual foundation for clinicalprevention and population health rarely (n = 1) andsome of the time (n = 1).



Incorporate a firmconceptualfoundation forclinical preventionand populationhealth.




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NU730 ClinicalPrevention andPopulation HealthHealth DisparitiesPresentationassignment

100% of students willachieve 80% orhigher on HealthDisparitiesPresentationassignment



DNPO 8.0 Synthesizeadvanced practicenursing knowledgeand competenciesinto the practicerole.

DNP AlumniEmployer Survey:Employerperceptions of howoften DNPgraduatessynthesizeadvanced practicenursing knowledgeand competenciesinto the practicerole (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill report thatgraduates synthesizeadvanced practicenursing knowledgeand competenciesinto the practice rolesome or most of thetime.



DNP AlumniEmployer Survey:Employerperceptions of howwell DNP graduatessynthesizeadvanced practicenursing knowledgeand competenciesinto the practicerole (very poorly,poorly, well, verywell).

75% of respondentswill report that DNPgraduates synthesizeadvanced practicenursing knowledgeand competenciesinto the practice rolewell or very well.



DNP AlumniSurvey: Graduateperceptions of howwell their DNPeducationprepared them tosynthesizeadvanced practicenursing knowledgeand competenciesinto the practice

75% of respondentswill report that theirDNP educationprepared them tosynthesize advancedpractice nursingknowledge andcompetencies intothe practice role wellor very well.


Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates perceivedthat their DNP education prepared them very well tosynthesize advanced practice nursing knowledge andcompetencies into the practice role.


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role (very poorly,poorly, well, verywell).

75% of respondentswill report that theirDNP educationprepared them tosynthesize advancedpractice nursingknowledge andcompetencies intothe practice role wellor very well.


Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates perceivedthat their DNP education prepared them very well tosynthesize advanced practice nursing knowledge andcompetencies into the practice role.



DNP AlumniSurvey: Graduatesperceptions of howoften theysynthesizeadvanced practicenursing knowledgeand competenciesinto the practicerole (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill report that theysynthesize advancedpractice nursingknowledge andcompetencies intothe practice rolesome or most of thetime.

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported performing theoutcome most of the time. These results areconsistent with the previous alumni survey.

Both respondents (n = 2) to the survey of 2013-2014(n = 2) and 2014-2015 (n = 1) DNP graduates reportedthey synthesize advanced practice nursing knowledgeand competencies into the practice role most of thetime.



Synthesizeadvanced practicenursing knowledgeand competenciesinto the practicerole.




Program (Nursing) -Master of Science inNursing (MSN)

MSNO 1.0 Synthesizeknowledge fromnursing scienceand relateddisciplines in orderto develop afoundation toguide practice.

Clinical Evaluations 90% of studentsachieve anacceptable level (1)on all criteria on ascale of 0-2

100% of students in NU600C, NU605C, NU610C, 612C,615C, 620C, 625C, 635C, 675C, 680C, and 685Cachieved an acceptable level (1) or better for the"Critical Thinking" criteria on the Faculty ClinicalEvaluation Tool. In NU600C, 98% of students (40 of41) achieved this target, and in NU620C, 92% (11of 12)achieved the target. These data are consistent withfindings from the 2015-2016 academic year when100% of students in clinical courses also achieved (1)or better for the “Critical Thinking” criteria on theFaculty Clinical Evaluation Tool. As indicated in theaction plan, faculty members have documentedcontact with students and preceptors throughout theclinical courses to evaluate progress towardestablished outcomes.

In order to continue to meettarget with all groups in the nextacademic year, faculty willcontinue to evaluate studentself-ratings and preceptorratings of students on thiscriterion. Will maintain contactwith preceptors throughoutindividual precepted clinicalexperiences to evaluate progresstoward outcomes. Also notethat the single student inNU600C who failed to achievethe target dropped the course,but did not do so by the

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100% of students in NU600C, NU605C, NU610C, 612C,615C, 620C, 625C, 635C, 675C, 680C, and 685Cachieved an acceptable level (1) or better for the"Critical Thinking" criteria on the Faculty ClinicalEvaluation Tool. In NU600C, 98% of students (40 of41) achieved this target, and in NU620C, 92% (11of 12)achieved the target. These data are consistent withfindings from the 2015-2016 academic year when100% of students in clinical courses also achieved (1)or better for the “Critical Thinking” criteria on theFaculty Clinical Evaluation Tool. As indicated in theaction plan, faculty members have documentedcontact with students and preceptors throughout theclinical courses to evaluate progress towardestablished outcomes.

established deadline so receiveda failing grade and relatedfailure to achieve target forclinical evaluation criteria. Forthis reason, it is alsorecommended that the target bere-worded to state, “90% ofstudents who complete theclinical experience achieve anacceptable level (1) or better forthe “Critical Thinking” criterionon the Faculty Clinical EvaluationTool.


MSN AlumniSurvey--How oftenMSN graduatessynthesizesknowledge fromnursing science andrelated disciplinesin order to developa foundation toguide practice (notat all, rarely, someof the time, mostof the time).

75% of respondentswill report that theysynthesizeknowledge fromnursing science andrelated disciplines inorder to develop afoundation to guidepractice some ormost of the time.

Survey of 2015-2016 MSN graduates: 100% ofrespondents (n = 10) reported perform this outcomesome of the time (20%) or most of the time (80%).These results are consistent with the previous alumnisurvey.



MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them tosynthesizeknowledge fromnursing science andrelated disciplinesin order to developa foundation toguide practice(very poorly,poorly, well, verywell).

75% of respondentswill report feelingwell or very wellprepared tosynthesizeknowledge fromnursing science andrelated disciplines inorder to develop afoundation to guidepractice.

Survey of 2015-2016 MSN graduates: 100% ofrespondents (n = 10) reported that the MSN programprepared them well (50%) or very well (50%) toperform this outcome. These results are consistentwith the previous alumni survey.

Target exceeded, but responserate low. Consider alternativemeans of measuring graduates'perceptions of how well theywere prepared to perform theoutcome (e.g., focus groupsusing Go-to-meeting or Skype).

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75% of respondentswill report feelingwell or very wellprepared tosynthesizeknowledge fromnursing science andrelated disciplines inorder to develop afoundation to guidepractice.




MSN GraduateEmployer Survey--How often MSNgraduatesynthesizesknowledge fromnursing science andrelated disciplinesin order to developa foundation toguide practice (notat all, rarely, someof the time, mostof the time).

75% of respondentswill report that MSNgraduates synthesizeknowledge fromnursing science andrelated disciplines inorder to develop afoundation to guidepractice some ormost of the time.

The employer survey was not administered. Keystakeholders will be surveyed fall 2017 to identify theirperceptions of Allen College MSN graduates'performance of the program outcomes.


MSN GraduateEmployer Survey--How wellemployers perceivethat MSNgraduatessynthesizeknowledge fromnursing science andrelated disciplinesin order to developa foundation toguide practice(very poorly,poorly, well, verywell).

75% of employerswill report that MSNgraduates provideorganizational andsystems leadership inpractice, service, andscholarship well orvery well.


MSNO 1.0 Synthesizeknowledge fromnursing science

NU696 GraduateSeminar II Paper III

100% of studentsachieve 73% orhigher on Paper III

Results were as follows:Summer 2016: 100% (14 of 14) achieved at least 73%,Fall 2016: 100% (12 of 12) achieved at least 73%,

In order to meet this target withall groups next year, the targetwill be revised to reflect “100%

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MSNO 1.0 and relateddisciplines in orderto develop afoundation toguide practice.

NU696 GraduateSeminar II Paper III

Draft of MSNGraduate ProjectProposal assignment.

Spring 2017: 95% (21 of 22) achieved at least 73%2016-2017 total: 98% (47 of 48)These results show some improvement from the rateof 95% that was achieved during the 2015-2016academic year. It is believed that front loading morecourse content to allow students longer to write andrevise this Paper III Draft of the MSN Graduate ProjectProposal assignment has been effective in allowingmore students to be successful. Note that one part ofthe action plan was to revise the target to a morerealistic 90%, however it was determined by programleadership that the target should stay at 100% for atleast one more year to establish trends withassignment-specific targets.

of all students who complete thePaper III Draft of MSN GradProject Proposal assignment willachieve at least 73%.” Thisrevision was suggested by theGraduate Curriculum Committeeto reflect the potential negativeimpact on results from studentswho leave the course too late inthe semester to be consideredformally "withdrawn," but donot complete the assignment. Inaddition, the schedule will befront-loaded to the degreepossible in all three semesters toallow for at least one revision forstudents who do not achieve73% on Paper III on firstsubmission.

MSNO 2.0 Provideorganizational andsystemsleadership inpractice, serviceand scholarship.

MSN AlumniSurvey--How oftenMSN graduatesprovideorganizational andsystems leadershipin practice, service,and scholarship(not at all, rarely,some of the time,most of the time).

75% of MSNgraduates will reportthat they provideorganizational andsystems leadership inpractice, service, andscholarship some ormost of the time.

Survey of 2015-2016 MSN graduates: 90% ofrespondents (n = 9) reported perform this outcomesome of the time (50%) or most of the time (40%).One reported "not at all." These results are consistentwith the previous alumni survey.



MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them toprovideorganizational andsystems leadershipin practice, serviceand scholarship(very poorly,poorly, well, verywell).

75% of MSNgraduates will reportbeing well or verywell prepared bytheir MSN educationto provideorganizational andsystems leadership inpractice, service andscholarship.



MSNO 2.0 Provide MSN Employer 75% of employers The employer survey was not administered. Key

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MSNO 2.0 organizational andsystemsleadership inpractice, serviceand scholarship.

Survey--How oftenemployers perceivethat MSNgraduates provideorganizational andsystems leadershipin practice, service,and scholarship(not at all, rarely,some of the time,most of the time).

will report that MSNgraduates provideorganizational andsystems leadership inpractice, service, andscholarship some ormost of the time.

stakeholders will be surveyed fall 2017 to identify theirperceptions of Allen College MSN graduates'performance of the program outcomes.


MSN EmployerSurvey--How wellemployers perceivethat MSNgraduates provideorganizational andsystems leadershipin practice, serviceand scholarship(very poorly,poorly, well, verywell).

75% of employerswill report that MSNgraduates provideorganizational andsystems leadership inpractice, service andscholarship well orvery well.



NU505 NursingLeadership forAdvanced PracticeLeadershipDevelopmentpaper

1005 of students willachieve 73% orbetter on LeadershipDevelopment paper

Results were as follows: Fall 2016 - 88.24% (15 of 17)achieved at least 73%Spring 2017 - 97.37% (37 of 38) achieved at least 73%This reflects a total for the year of: 52/55 (95%),which is a significant improvement from the previousacademic year (42/55; 76%). Note that one part of theaction plan was to revise the target to a more realistic90%, however it was determined by programleadership that the target should stay at 100% for atleast one more year to establish trends withassignment-specific targets.

In order to better meet thistarget with all groups next year,course faculty will add a rubricdescribing more specificallywhat is expected on the finalpaper. The Panopto recordingwill also be recreated withupdated information. Inaddition, the target wording willbe revised to read "100% ofstudents who complete theassignment will achieve 73% orbetter on the LeadershipDevelopment paper." Thisrevision was suggested by theGraduate Curriculum Committeeto reflect the potential negativeimpact on results from studentswho leave the course too late inthe semester to be consideredformally "withdrawn," but donot complete the assignment.

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MSNO 3.0 Apply qualityprinciples topromote patientsafety and positiveindividual andsystemsoutcomes.


100% of students in NU600C, NU605C, NU610C, 612C,615C, 620C, 625C, 635C, 675C, 680C, and 685Cachieved an acceptable level (1) or better for the"Safety/Outcomes" criteria on the Faculty ClinicalEvaluation Tool. In NU600C, 98% of students (40 of41) achieved this target. These data are consistentwith findings from the 2015-2016 academic year when100% of students in clinical courses also achieved (1)or better for the “Critical Thinking” criteria on theFaculty Clinical Evaluation Tool. As indicated in theaction plan, faculty members have documentedcontact with students and preceptors throughout theclinical courses to evaluate progress towardestablished outcomes.

Will maintain contact withpreceptors throughoutindividual precepted clinicalexperiences to evaluate progresstoward outcomes. Also notethat the single student inNU600C who failed to achievethe target dropped the course,but did not do so by theestablished deadline so receiveda failing grade and relatedfailure to achieve target forclinical evaluation criteria. Forthis reason, it is alsorecommended that the target bere-worded to state, “90% ofstudents who complete theclinical experience achieve anacceptable level (1) or better forthe “Safety/Outcomes” criterionon the Faculty Clinical EvaluationTool.


Graduate ProjectSummary Paperand PresentationEvaluation Form -Item #3 Applyquality principlesto promote patientsafety and positiveoutcomes

100% of studentsachieve anacceptable level (1)on both paper andpresentation

63 of 63 (100%) of students achieved an acceptablelevel (1) on both paper and presentation. This isconsistent with previous outcomes and as expectedfor an end-of-program project that is guided by afaculty preceptor and approved prior to the finalpresentation.

In order to continue to meet thistarget for all students, graduateproject faculty advisers willmaintain close workingrelationships with students asthey plan, implement, andevaluate their evidence-basedpractice/quality improvementprojects. This should assure ahigh quality presentation andsummary paper at the end ofthe process. This is stillperceived to be a valuablemeasure of student attainmentof this outcome; maintainmeasure and target.


MSN AlumniEmployer Survey--How often MSNgraduates applyquality principlesto promote patientsafety and positive

75% of respondentswill report that MSNgraduates applyquality principles topromote patientsafety and positiveindividual and


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individual andsystems outcomes(not at all, rarely,some of the time,most of the time).

systems outcomessome or most of thetime.



MSN AlumniEmployer Survey--How well MSNgraduates applyquality principlesto promote patientsafety and positiveindividual andsystems outcomes(very poorly,poorly, well, verywell).

75% of respondentswill report MSNgraduates applyquality principles topromote patientsafety and positiveindividual andsystems outcomeswell or very well.



MSN AlumniSurvey--How oftenMSN graduatesapply qualityprinciples topromote patientsafety and positiveindividual andsystems outcomes(not at all, rarely,some of the time,most of the time).

75% of respondentswill report applyingquality principles topromote patientsafety and positiveindividual andsystems outcomessome or most of thetime.




MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them toapply qualityprinciples topromote patientsafety and positiveindividual andsystems outcomes(very poorly,poorly, well, very

75% of respondentswill report feelingwell or very wellprepared to applyquality principles topromote patientsafety and positiveindividual andsystems outcomes.



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well). 75% of respondentswill report feelingwell or very wellprepared to applyquality principles topromote patientsafety and positiveindividual andsystems outcomes.



MSNO 4.0 Use scholarlyinquiry andevidence toadvance thepractice ofnursing.

MSN AlumniEmployer Survey--How oftenemployers perceivethat MSNgraduates usescholarly inquiryand evidence toadvance thepractice of nursing(not at all, rarely,some of the time,most of the time).

75% of respondentswill report that MSNgraduates usescholarly inquiry andevidence to advancethe practice ofnursing some ormost of the time.



MSN AlumniEmployer Survey--How wellemployers perceivethat MSNgraduates usescholarly inquiryand evidence toadvance thepractice of nursing(very poorly,poorly, well, verywell).

75% of respondentswill report that MSNgraduates usescholarly inquiry andevidence to advancethe practice ofnursing well or verywell.



MSN AlumniSurvey--How oftenMSN graduates usescholarly inquiryand evidence toadvance thepractice of nursing(not at all, rarely,some of the time,most of the time).

75% of respondentswill report usingscholarly inquiry andevidence to advancethe practice ofnursing some ormost of the time.

Survey of 2015-2016 MSN graduates: 90% ofrespondents (n = 9) reported perform this outcomesome of the time (10%) or most of the time (80%).One respondent reported rarely performing outcome.These results are consistent with the previous alumnisurvey.


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MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them touse scholarlyinquiry andevidence toadvance thepractice of nursing(very poorly,poorly, well, verywell).

75% of respondentswill report feelingwell or very wellprepared to usescholarly inquiry andevidence to advancethe practice ofnursing.




NU540 PreliminaryLiterature Reviewassignment

100% of studentsachieve 73% orbetter on PreliminaryLiterature Reviewassignment

Results were as follows:Fall 2016 - 100% (35 of 35) achieved at least 73%,Spring 2017 - 100% (19 of 19) achieved at least 73% onthis assignment. This is an improvement from theprevious academic year (50 of 54; 94%).Note that one part of the previous action plan was torevise the target to a more realistic 90%, however itwas determined by program leadership that the targetshould stay at 100% for at least one more year toestablish trends with assignment-specific targets.

In order to continue to meet thistarget with all groups, willcontinue current strategies toprovide clarity on courseassignment and additionalresources to students asrequested. In addition, suggestre-wording of target to read,"100% of students whocomplete assignment willachieve 73% or better onPreliminary Literature Reviewassignment." This revision wassuggested by the GraduateCurriculum Committee to reflectthe potential negative impact onresults from students who leavethe course too late in thesemester to be consideredformally "withdrawn," but donot complete the assignment.


NU596 MajorWrittenAssignment

100% of studentsachieve 73% orbetter on the majorwritten assignment.

Fall semester 2016: 91% (39 of 43) achieved at least73% on Academic Paper Assignment; 9 studentsscored <73% on the paper and were eligible to revise.All 9 revised; 4 scored <73% on the revised paper; 3passed the class despite failing grades on the paper; 1failed the class.

Spring semester 2017: 88% (36 of 41) achieved at least73% on Academic Paper Assignment; 9 studentsscored <73% on the paper and were eligible to revise:

Score of at least 73% will berequired to pass the class. Thecourse paper will be simplifiedby removing content aboutclassifying sources as research ornon-research evidence.Recognizing primary-sourceinformation and correctapplication of APA editorial stylewill be emphasized.

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NU596 MajorWrittenAssignment

100% of studentsachieve 73% orbetter on the majorwritten assignment.

1 chose not to revise, 3 scored <73% on the revisedpaper; 2 passed the class despite failing grades on thepaper; 1 failed the class.

These results represent slightly poorer performancecompared the 2015-2016 academic year when 93%(Fall '15) and 97% (spring '16) of students score atleast 73% on the academic paper. The 2015-2016action plan to require students who scored <73% onthe paper to revise it was not implemented. However,only one student (spring '17) chose not to revise thepaper and still passed the class; 7 students who scored< 73% on the revised paper were still able pass theclass. Students struggle with the evidence-basedpractice concepts, which involve using the JohnsHopkins Nursing EBP model to differentiate betweenresearch and non-research evidence. Students alsostruggle with the concept of primary-sourceinformation and basic rules of APA editorial style (e.g.,grammar, punctuation, citations, reference listentries).

Measure has been assessed last two reporting years(2015-2016, 2016-2017). Target not met either year.

Score of at least 73% will berequired to pass the class. Thecourse paper will be simplifiedby removing content aboutclassifying sources as research ornon-research evidence.Recognizing primary-sourceinformation and correctapplication of APA editorial stylewill be emphasized.

MSNO 5.0 Use informaticsand healthcaretechnologies toenhance patientcare and toimprovehealthcaresystems.

MSN AlumniEmployer Survey--How oftenemployers perceivethat MSNgraduates useinformatics andhealthcaretechnologies toenhance patientcare and toimprove healthcaresystems (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill report that MSNgraduates useinformatics andhealthcaretechnologies toenhance patient careand to improvehealthcare systemssome or most of thetime.


MSNO 5.0 Use informaticsand healthcaretechnologies toenhance patientcare and to

MSN AlumniEmployer Survey--How wellemployers perceivethat MSN

75% of respondentswill report that MSNgraduates useinformatics andhealthcare


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MSNO 5.0 improvehealthcaresystems.

graduates useinformatics andhealthcaretechnologies toenhance patientcare and toimprove healthcaresystems (verypoorly, poorly,well, very well).

technologies toenhance patient careand to improvehealthcare systemswell or very well.



MSN AlumniSurvey--How oftenMSN graduates useinformatics andhealthcaretechnologies toenhance patientcare and toimprove healthcaresystems (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill report usinginformatics andhealthcaretechnologies toenhance patient careand to improvehealthcare systemssome or most of thetime.




MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them touse informatics andhealthcaretechnologies toenhance patientcare and toimprove healthcaresystems (verypoorly, poorly,well, very well).

75% of respondentswill report feelingwell or very wellprepared to useinformatics andhealthcaretechnologies toenhance patient careand to improvehealthcare systems.



MSNO 5.0 Use informaticsand healthcaretechnologies toenhance patientcare and toimprovehealthcare

NU541 Health CareInformatics WWWEvaluationAssignment

100% of students willachieve 73% orhigher on HealthCare InformaticsWWW EvaluationAssignment

Results were as follows:Summer 2016: 98% achieved at least 73%, (Notoffered Summer 2015)Fall 2016: 92%% achieved at least 73%, (66% achievedat least 73% in Fall 2015)Spring 2017: 100% achieved at least 73% (95%achieved at least 73% in Spring 2016)

In order to meet this target withall groups next year, the targetwill be revised to reflect “100%of all students who complete theHealth Care Informatics WWWEvaluation assignment willachieve at least 73%.” This

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MSNO 5.0 systems. NU541 Health CareInformatics WWWEvaluationAssignment

100% of students willachieve 73% orhigher on HealthCare InformaticsWWW EvaluationAssignment

These data show considerable improvement over theresults from the 2015-2016 academic year (see resultsnext to 2016-2017 data above). As begun in Spring2016, information on the directions/rubric documentfor the WWW assignment was revised so that theassignment more closely followed the MSN Programoutcome #5. The assignment was also revised to focusmore on evaluating health care websites, anddetermining professional and patient use.

revision was suggested by theGraduate Curriculum Committeeto reflect the potential negativeimpact on results from studentswho leave the course too late inthe semester to be consideredformally "withdrawn," but donot complete the assignment.

MSNO 6.0 Employ advocacystrategies toinfluence healthpolicy and toimprove outcomesof care.

MSN AlumniEmployer Survey--How oftenemployers perceivethat MSNgraduates employadvocacy strategiesto influence healthpolicy and toimprove outcomesof care (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill report that MSNgraduates employadvocacy strategiesto influence healthpolicy and toimprove outcomes ofcare some or most ofthe time.



MSN AlumniEmployer Survey--How wellemployers perceivethat MSNgraduates employadvocacy strategiesto influence healthpolicy and toimprove outcomesof care (verypoorly, poorly,well, very well).

75% of respondentswill that MSNgraduates employadvocacy strategiesto influence healthpolicy and toimprove outcomes ofcare well or verywell.



MSN AlumniSurvey--How oftenMSN graduatesemploy advocacystrategies toinfluence healthpolicy and toimprove outcomesof care (not at all,

75% of respondentswill report employingadvocacy strategiesto influence healthpolicy and toimprove outcomes ofcare some or most ofthe time.

Survey of 2015-2016 MSN graduates: 50% ofrespondents (n = 5) reported perform this outcomesome of the time (40%) or most of the time (10%).Three reported "rarely," and 2 reported "not at all."These results are not consistent with those of previousreporting year.

Target not achieved, whichcould be a function of the lowresponse rate. Considerrelevance of the outcome toactual practice. Respondentsreported being well prepared toperform it, but may have noopportunities to do so. Consideralternative means of measuring

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rarely, some of thetime, most of thetime).

75% of respondentswill report employingadvocacy strategiesto influence healthpolicy and toimprove outcomes ofcare some or most ofthe time.

Survey of 2015-2016 MSN graduates: 50% ofrespondents (n = 5) reported perform this outcomesome of the time (40%) or most of the time (10%).Three reported "rarely," and 2 reported "not at all."These results are not consistent with those of previousreporting year.

graduates' perceptions of howoften they perform the outcome(e.g., focus groups using Go-to-meeting or Skype). Considerimportance and relevance ofmeasuring how often graduatesperform the outcome.


MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them toemploy advocacystrategies toinfluence healthpolicy and toimprove outcomesof care (verypoorly, poorly,well, very well).

75% of respondentswill report feelingwell or very wellprepared to employadvocacy strategiesto influence healthpolicy and toimprove outcomes ofcare.

Survey of 2015-2016 MSN graduates: 80% ofrespondents (n = 8) reported that the MSN programprepared them well (50%) or very well (30%) toperform this outcome. One respondent reported"poorly" and another reported "very poorly." Theseresults are consistent with the previous alumni survey.



NU520 Policy,Organization, andFinancing of HealthCare Paper III:Health Care PolicyBrief

100% of studentsachieve 73% orhigher on Paper III:Health Care PolicyBrief

Results were as follows:Fall 2016: 100% (14 of 14) achieved at least 73%,Spring 2017: 94% (32 of 34) achieved at least 73%.Total for 2016-2017: 96% (46 of 48)A considerable improvement over the 2015-2016 data(91% overall) was noted. This may be in part due toinstructor provision of more real world examples ofpolicy briefs to facilitate understanding of theassignment. In addition, one part of the action planwas to revise the target to a more realistic 95%,however it was determined by program leadershipthat the target should stay at 100% for at least onemore year to establish trends with assignment-specifictargets.

In order to meet this target withall groups next year, coursefaculty will give targetedfeedback to students on Papers Iand II that build to Paper III.Also note that in Spring 2017,two students who did not meettarget were again students whohad dropped from the course(but too late to be removedfrom the course). To address thisissue, this target will bemodified to read “100% ofstudents who complete theassignment will achieve at leasta 73%...” per therecommendation of theGraduate Nursing CurriculumCommittee.

MSNO 7.0 Collaborate withininter-professionalteams to manageand improve

Clinical Evaluations 90% of studentsachieve anacceptable level (1)on all criteria on a

100% of students in NU600C, NU605C, NU610C, 612C,615C, 620C, 625C, 635C, 675C, 680C, and 685Cachieved an acceptable level (1) or better for the"Safety/Outcomes" criteria on the Faculty Clinical

Will maintain contact withpreceptors throughoutindividual precepted clinicalexperiences to evaluate

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MSNO 7.0 health careservices forindividuals,families andpopulations.

Clinical Evaluations scale of 0-2 Evaluation Tool. In NU600C, 98% of students (40 of41) achieved this target. These data are consistentwith findings from the 2015-2016 academic year when100% of students in clinical courses also achieved (1)or better for the “Safety/Outcomes” criteria on theFaculty Clinical Evaluation Tool. As indicated in theaction plan, faculty members have documentedcontact with students and preceptors throughout theclinical courses to evaluate progress towardestablished outcomes.

progress toward outcomes. Alsonote that the single student inNU600C who failed to achievethe target dropped the course,but did not do so by theestablished deadline so receiveda failing grade and relatedfailure to achieve target forclinical evaluation criteria. Forthis reason, it is alsorecommended that the target bere-worded to state, “90% ofstudents who complete theclinical experience achieve anacceptable level (1) or better forthe “Safety/Outcomes” criterionon the Faculty Clinical EvaluationTool.

MSNO 7.0 Collaborate withininter-professionalteams to manageand improvehealth careservices forindividuals,families andpopulations.

MSN AlumniEmployer Survey--How oftenemployers perceivethat MSNgraduatescollaborate withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populations(not at all, rarely,some of the time,most of the time).

75% of respondentswill report that MSNgraduatescollaborate withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populationssome or most of thetime.



MSN AlumniEmployer Survey--How wellemployers perceivethat MSNgraduatescollaborate withininter-professionalteams to manageand improve healthcare services for

75% of respondentswill report that MSNgraduatescollaborate withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populations wellor very well.


02/13/2018 1:38 Page 70 of



individuals, familiesand populations(very poorly,poorly, well, verywell).




MSN AlumniSurvey--How oftenMSN graduatescollaborate withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populations(not at all, rarely,some of the time,most of the time).

75% of respondentswill reportcollaborating withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populationssome or most of thetime.




MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them tocollaborate withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populations(very poorly,poorly, well, verywell).

75% of respondentswill report feelingwell or very wellprepared tocollaborate withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populations.



MSNO 7.0 Collaborate withininter-professionalteams to manageand improvehealth care

NU695 GraduateProject SummaryPaper andPresentationEvaluation Form -


63 of 63 (100%) of students achieved an acceptablelevel (1) on both paper and presentation. This isconsistent with previous outcomes and as expectedfor an end-of-program project that is guided by afaculty preceptor and approved prior to the final

In order to continue to meet thistarget for all students, graduateproject faculty advisers willmaintain close workingrelationships with students as

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MSNO 7.0 services forindividuals,families andpopulations.

Item #7Collaborate withininterprofessionalteams.


presentation. they plan, implement, andevaluate their evidence-basedpractice/quality improvementprojects. This should assure ahigh quality presentation andsummary paper at the end ofthe process. This is stillperceived to be a valuablemeasure of student attainmentof this outcome; maintainmeasure and target.

MSNO 8.0 Integrate patient-centered andculturallyresponsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focused services.


100% of students in NU600C, NU605C, NU610C, 612C,615C, 620C, 625C, 635C, 675C, 680C, and 685Cachieved an acceptable level (1) or better for the"Clinical Interventions" criteria on the Faculty ClinicalEvaluation Tool. In NU600C, 98% of students (40 of41) achieved this target. These data are consistentwith findings from the 2015-2016 academic year when100% of students in clinical courses also achieved (1)or better for the “Clinical Interventions” criteria on theFaculty Clinical Evaluation Tool. As indicated in theaction plan, faculty members have documentedcontact with students and preceptors throughout theclinical courses to evaluate progress towardestablished outcomes.

Will maintain contact withpreceptors throughoutindividual precepted clinicalexperiences to evaluate progresstoward outcomes. Also notethat the single student inNU600C who failed to achievethe target dropped the course,but did not do so by theestablished deadline so receiveda failing grade and relatedfailure to achieve target forclinical evaluation criteria. Forthis reason, it is alsorecommended that the target bere-worded to state, “90% ofstudents who complete theclinical experience achieve anacceptable level (1) or better forthe “Clinical Interventions”criterion on the Faculty ClinicalEvaluation Tool.


MSN AlumniEmployer Survey--How oftenemployers perceivethat MSNgraduates integratepatient-centeredand culturallyresponsivestrategies into thedelivery of clinicalprevention, health

75% of respondentswill report that MSNgraduates integratepatient-centered andculturally responsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focusedservices some ormost of the time.


02/13/2018 1:38 Page 72 of



promotion, andpopulation-focusedservices (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill report that MSNgraduates integratepatient-centered andculturally responsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focusedservices some ormost of the time.



MSN AlumniEmployer Survey--How wellemployers perceivethat MSNgraduates integratepatient-centeredand culturallyresponsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focusedservices (verypoorly, poorly,well, very well).

75% of respondentswill report that MSNgraduates integratepatient-centered andculturally responsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focusedservices well or verywell.



MSN AlumniSurvey--How oftenMSN graduatesintegrate patient-centered andculturallyresponsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focusedservices (not at all,rarely, some of thetime, most of thetime).

75% of respondentswill reportintegrating patient-centered andculturally responsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focusedservices some ormost of the time.

Survey of 2015-2016 MSN graduates: 80% ofrespondents (n = 8) reported perform this outcomesome of the time (10%) or most of the time (70%).One reported that the outcome was not applicable;another reported rarely performing the outcome.These results are consistent with the previous alumnisurvey.


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MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them tointegrate patient-centered andculturallyresponsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focusedservices (verypoorly, poorly,well, very well).

75% of respondentswill report feelingwell or very wellprepared to integratepatient-centered andculturally responsivestrategies into thedelivery of clinicalprevention, healthpromotion, andpopulation-focusedservices.




NU530 PopulationHealth Issues Paper

100% of students willachieve 73% orbetter on PopulationHealth Issues Paper

Results were as follows:Summer 2016 95% or (18/19) achieved at least 73%(N/A Summer 2015)Fall 2016 100% or (17/17) achieved at least 73% (90%[18 of 20] Fall 2015)Spring 2017 95% or 19/20 achieved at least 73% (93%[27 of 29] Spring 2016)Overall 2016-2017 Academic Year: 96% (54 of 56)(Overall 2015-2016 Academic Year 92% [45 of 49])

A considerable improvement over the 2015-2016 data(92% overall) was noted. This may be in part due tofact that course faculty reviewed the assignmentcriteria with the students and revised the instructionsto assist the students in understanding theexpectations. The instructor also provided helpfulannouncements prior to this assignment to assiststudents in addressing each section of the paper. Thecourse was completely revised and is now a certifiedQuality Matters course. Finally, one part of the actionplan was to revise the target to a more realistic 95%,however it was determined by program leadershipthat the target should stay at 100% for at least onemore year to establish trends with assignment-specifictargets.

In order to meet this target withall groups next year allassignment instructions andpoint values will be evaluated inorder to make clarifications orrevisions based on studentfeedback. In addition, the targetwill be revised to reflect “100%of all students who complete theNU530 Population Health IssuesPaper assignment will achieve atleast 73%.” This revision wassuggested by the GraduateCurriculum Committee to reflectthe potential negative impact onresults from students who leavethe course too late in thesemester to be consideredformally "withdrawn," but donot complete the assignment.

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Allen College

Goal 2

Develop and implement accessible academic

programs of excellence that are responsive to the

workforce needs of Iowa and the nation.



Admin - Administration AO 4.0 Allen College hasappropriatetechnology forfacilities,resources, andeducationservices.

Library SurveyQuestion: Howeasy is it to find thephysical materialsyou’re looking forin Barrett Library?(very difficult,somewhat difficult,somewhat easy,very easy)

75% of respondentswho use the libraryreport that it is veryeasy to find thephysical materialsthey are looking forin the library.

Target not met. Of the 148 respondents to the 2016-2017 Library Survey, 147 answered this question. Ofthe 147 who answered the question, 58 responded"not applicable: I have never searched for physicalmaterials." Of the 89 who had searched for physicalmaterials, 85 (96%) reported that it was easy (48%) orsomewhat easy (47%) to find the physical materialsthey were looking for in the library. There were 3respondents who reported that it was somewhatdifficult and 1 who reported that it was very difficult tofind what they were looking for in the library.

The most comparable question from the most recentprevious library survey (2010) was "How would yourate the ease-of use-of the library?" Of the 33respondents who answered this question, 32 had usedthe library. Of those 32, ease-of-use was rated assomewhat easy by 11 (34%), very easy by 18 (56%) ,not easy by 2 (6%).

We will strive to meet thetarget in this area by doing thefollowing:1. Increase budget to buyphysical copies.2. Encourage students tolearn how to search Primoplatform for book call numbersfirst and get used to using thelibrary ILS system for searchingbefore classes start instead ofrushing to the library rightbefore the assignment duedate--- we lack the man powerto meet all requests during peakhours of the library


Library SurveyQuestion: Howwould you rate thequality of BarrettLibrary’s physicaland onlinecollections (poor,average, goodexcellent)?


Of the 148 respondents to the 2016-2017 LibrarySurvey, 146 answered this question (86%). Of the 146who answered the question, 20 reported it as notapplicable because they had not used the library'sonline or physical collections. Of the 126 respondentswho rated the quality of the collections, 119 (95%)rated the online and physical collections as excellent(n= 54, 43%) or good (n = 65, 52%).

The most comparable question on the most recentprevious Library Survey (2010) was "How satisfied areyou with the library collection?" Of the 33 respondentsto the 2010 Library Survey, 5 reported don't know(15%), indicating they had not used the collection. Ofthe respondents who had used the collection (n = 28),3 reported not being satisfied (11%), 12 reported beingsomewhat satisfied (43%), and 13 reported being verysatisfied (46%).

Continue to make all resourcesin diverse formats easy friendlyand searchable for all patrons.More online resources havebeen activated more onlineresources. Increase the target to85% favorable responses (goodor excellent) .

AO 4.0 Allen College hasappropriatetechnology forfacilities,

Library SurveyQuestion: Howwould you rate thequality of Barrett



02/13/2018 12:50 Page 1 of


AO 4.0 resources, andeducationservices.

Library’s physicaland onlinecollections (poor,average, goodexcellent)?




Library SurveyQuestion: Howwould you rate thequality of serviceprovided by BarrettLibrary staff?(poor, average,good, excellent)


Target exceeded. The results of the 2016-2017 LibrarySurvey showed that of the 148 respondents, 146answered this question. Of the 146 respondents whoanswered the question, 133 reported having used thelibrary services. Of these 133, 130 (98%) rated thequality as excellent (74%) or good (24%). There were 2respondents who rated the quality of service asaverage and 1 who rated it as poor.

The most comparable item from the most recentLibrary Survey (2010) is "Rate the quality of instructionprovided in the library" (poor, average, good,excellent). Of the 33 respondents, 0 the quality ofinstruction provided in the library as poor, 4 rated itaverage (12%), 14 rated it excellent (42%)t, and 15rated it good (45%).

We will continue to achieve byrequesting 5 additional hoursfor each library assistant so thecirculation desk is alwaysmonitored. Currently there is astaffing shortage during librarypeak hours---for example, noone covers the circulation deskfrom 12-1 pm Monday throughThursdays, and many studentschoose to take exams duringthis period of time.


Number of FTEsallocated forinstructionaltechnology, mediaservices, and,instructional,designer.

College provides atleast 2.0 FTEs tosupport facultytechnology needs.

The college currently has 3.0 FTEs to support thecollege technology needs. Two are specificallyinstructional design and specialist and one is a CAMScoordinator that writes scripts for our studentinformation system, CAMS and for Blackboard needs.The past two years, especially with Blackboard, theCAMS Coordinator has crossed over to help behind thescenes with instructional technology for Blackboard.

2.0 FTEs are adequate tosupport the instructionaltechnology needs of AllenCollege. If the needs of theCollege change, the number ofFTEs needed will be re-evaluated.


Number of majorrequests by AllenCollege forhardware-software

50% of requestsapproved

13/13 hardware/software request forms wereapproved for the 2016-17 academic year. This is100%. When compared to the number ofhardware/software requests for 2015-16, the resultsremained at 100% to 100%, both of which are still overthe 50% approval target.

Evaluate each request forsoftware/hardware to verifythat it is necessary in order toavoid making requests that arelikely to be denied.



Mean rating of all 8items on courseevaluation toolcompleted bystudents (1.0 =strongly disagree,2.0 = disagree, 3.0= agree, 4.0 =




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strongly agree).The mean rating ofeach item will beaveraged for anoverall mean ratingfor each course.







100% (4/4) of the Undergraduate nursing coursesachieved a 3.0 or above on the eight-item courseevaluation.

Target was met. Continue toassess annually and observe forpatterns and trends in results.




82% (23/28) of the Graduate Health Science coursesachieved a 3.0 or above on the eight-item courseevaluation.



Mean rating of all 8items on courseevaluation toolcompleted bystudents (1.0 =strongly disagree,2.0 = disagree, 3.0= agree, 4.0 =strongly agree).The mean rating ofeach item will be




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averaged for anoverall mean ratingfor each course.







100% (11/11) of the graduate nursing coursesachieved a 3.0 or above on the seven-item instructorevaluation.

First time measure wasassessed. Target was met.Assess annually and observe forpatterns and trends in results.Faculty notified of studentsresponse rate.




100% (4/4) of the Undergraduate Nursing coursesachieved a 3.0 or above on the seven-item instructorevaluation.

First time measure assessed.Target was met. Assess annuallyand observe for patterns andtrends in results.




71% of Graduate Health science courses achieved a 3.0or above on the seven-item instructor evaluation.


TLC 2.0 Allen College Mean rating of 7 100% of courses will 95% (35/37) undergraduate health science courses Target was not met. Dean of

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TLC 2.0 courses will reflectChickering andGamson's 7principles of goodteaching/education practice.

items on instructorevaluation tool (1.0= strongly disagree,2.0 = disagree, 3.0= agree, 4.0 =strongly agree).The mean rating ofeach item will beaveraged for anoverall mean ratingfor each course.

have an overall meanrating at least 3.0.

achieved a 3.0 or above on the eight-item courseevaluation.

Health Sciences notified ofmeasure to discuss action planamong Health Science Faculty.Will continue to assess annuallyand observe for patterns andtrends in results.






Students continue todemonstrate clinicalcompetence and practiceproper radiation protection.Although there was a slightdecline in the average score for2016, this was a smaller cohort.A few students received a scoreof 2 on collimation and manyreceived a score of 3.Benchmark Met. Continue tomonitor.





No significant change in the last5 years. The studentsdemonstrated clinicalproficiency and competency inproviding radiation protection.The program’s curriculumintegrates radiation protectionconcepts each semester. Eachstudent’s performancedemonstrates that they areprepared for graduation.Continue to keep thisassessment due to variation inthe type of patient, and the factthat it is evaluated by theclinical instructor.




2017 = 4 (n=12)Benchmark/Target met.2016 = 3.96 (n=16)2015=3.79 (n=17)2014=3.86 (n=15)2013=3.9 (n=17)

Students continue to exceedbenchmark. The students wereable to apply correct positioningskills. The students aredemonstrating knowledge ofpositioning in relation to their

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2012=3.87 (n=17) level of placement in the ASRprogram. Faculty would like tocontinue with this assessmentas certification testing iscompleted at various clinicalsites and with different clinicalinstructors.





Average scores exceedbenchmark. Studentsdemonstrated clinicalcompetence by applying correctpositioning skills. This is the finalsemester that certifications arecompleted in the ASR Program.Beginning in FA17, the programfaculty will distribute a list ofexams the Clinical Instructorscan select for certifications. Forexample: C-spine with obliqueswill be included, but hand andfoot will not.










This year student’s scoresdecreased in all of the areas.The drop in the scores could bedue to a student that failed theRA 135 course or the lowernumber of students in thecourse compared to last year.The updated grading scale forthe student evaluation andchanges to the rating scale onthe evaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluating

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students. Students continue todemonstrate effectivecommunication in the clinicalsetting.










Student scores were verycomparable to the previousyear with a slight decline ininterpersonal relationships andan increase in multiculturaldiversity. The rating scale on theevaluation form was updated toutilize the .5 instead of .25increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. Beginning summer2017, all student clinicalevaluations will be completedutilizing the online softwareprogram Trajecsys to streamlinethe evaluation process.Students continue to useeffective communication skillsin the clinical setting.





Areas of deduction on thereference page include; fourstudents did not utilize properspacing of the references, twostudents did not use thehanging indent, one student didnot use the proper font size andone student neglected to center

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the word reference on the topof the reference page. Underthe format portion of theevaluation form; four studentsdid not have proper margins intheir paper and one student didnot meet the requirements of atwo page paper. The researchpaper is discussed in detail onthe first day of class with theinstructor. The courseinstructor provided a link onAPA review-Basic FormattingRules which is located on theAllen College website to assiststudents with the researchpapers. Students continue todemonstrate effective writtencommunication skills.





This is the third year studentswrote and presented twopapers for this course.Fourteen of the thirty paperswritten had deductions on thereference page. Eight papershad errors with spacing, ninepapers did not have the hangingindent, two students numberedtheir references, and fivestudents did not correctly titlethe reference page. Fourstudents had deductions in theformat section for grammar andspelling. The instructorencouraged students to reviewtheir first paper presentation togive them the opportunity toimprove on the second paper.Six of the fifteen studentsreviewed their first paperpresentation and receivedfeedback from the instructor.Five of these six studentsimproved on their secondpaper. The requirements for

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these papers are discussed indetail the first day of class. Thecourse instructor provided a linkon APA review-Basic FormattingRules which is located on theAllen College website to assiststudents with the researchpapers. Students continue todemonstrate effective writtencommunication skills.




Results: Fall 2016- 99% (N=13)Previous data:2015=94.53% (n=16)2014=100% (n=17)2013= 99.75% (n=16)2012= 99.6% (n=17)

There were just two papers withdeductions in the oralpresentation portion. Onestudent read their paper veryquickly and the other wasdeducted in the area of propervoice level. Students continueto demonstrate effectivecommunication skills.





There were four papers thatreceived deductions in the oralpresentation portion of theevaluation. Two papers did notmeet the length of presentationrequirement of eight minutes.Four papers did not include allof the information neededduring the presentation of thepaper. For example, thediscussion of exposure factorsused during the procedure andone paper was not presenteddue to student absence. Thiscould be the reason for thelower score in the oralpresentation. Students continueto exhibit effective oralcommunication skills.




2016: 90.19% (n=16)Previous data2015: 89.88% (n=17)2014: 89.13%(n= 15)spring level 1 2013: 93.76%(n= 17).

The course weight was changedfrom 10 to 25% this year toencourage studentengagement. This year, a muchimproved 4th edition textbookwas used and the workbook wasoptional. The 2014 cohort

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spring level 1 2012: 88.8%(n=17)

was the first cohort to completethis activity during RA255summer level 2; previous yearswere part of the RA145 springlevel 1 course. In 2013 andprevious years, the onlineworksheets were unlimitedattempts and not timed. 2014the highest score on theworksheet was recorded. 2015and 2016 the assignment wasallotted two attempts, untimed,and the scores were averaged.A few students within thiscohort did not submit scores of75% or greater on a few of theassignments, but overall thiscohort was engaged inradiograph critique.





Students continue todemonstrate their ability tocritique radiographic images. Nosignificant change whencompared to last year. Theoverall average is lower than2014 and all previous years, butin previous years theworksheets were unlimitedattempts, not timed and thehighest score was recorded. Theassignment parameters werechanged in 2015 andsubsequent years to allow onlytwo untimed attempts and thescores were averaged. In FA 15the course weight for theworksheets was increased from15% to 20%. No changesrecommended.



> 80% of thestudents will achievea passing score of 70or greater on one ofthe four exams.

2017 (n=15), 93% of the students received a passingscore after the 4th exam.Previous data2016 (n=17) 100%2015 (n=15) 93%2014 (n=17) 76%

One student did not achieve a70 on any of the 4 Corectecexams. This year’s Corectecexams reflected the new ARRTcontent specs. Studentscontinue to demonstrate their

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2013 (n=16) 100%2012 (n=16) 100%

ability to practice criticalthinking. The course instructorrecommends that thebenchmark be changed to state“will achieve a Corectec examscore of 70 or greater.”




2017 = 92.14%N= 7 posters (12 students)Previous data2016 = 92.6%N= 10 posters (16 students)2015 = 96.5%,N= 11 posters (17 students)2014= 94%,N = 11 posters (15 students)

Scores for 2017 continue todemonstrate the student’sability to practice criticalthinking skills when developingtheir scientific exhibits. Averagescores continue to exceed thebenchmark of 80%. No changesrecommended.





Student scores were verycomparable to the previousyear with a slight decline in thearea of ability to followdirections. The rating scale onthe evaluation form wasupdated to utilize the .5 insteadof .25 increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. During the 2017 springsemester, two of the clinicalsites were part of a pilot studyutilizing Trajecsys for thecompletion of student clinicalevaluations. The pilot study wasa success. The clinicalinstructors had no issues withcompletion of the studentevaluations. Trajecsys :allowsthe clinical instructors tocomplete the studentevaluations online and theneach student is able to viewtheir completed evaluation.During summer 2017, allstudent clinical evaluations willbe completed utilizing Trajecsysto streamline the evaluationprocess. Students continue to

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use critical thinking skills in theclinical setting. Continue tomonitor.





This year student’s scoresincreased in the areas ofapplication of knowledge, self-image for Level in the ASRProgram and composure andadaptability. There was a slightdecline in ability to followdirections. The updated gradingscale for the student evaluationand changes to the rating scaleon the evaluation form thatwere implemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue tobe able to critically think in theclinical setting.





One student was latesubmitting the assignment andreceived a grade reduction.Some students missed pointsfor grammar and punctuationerrors. Overall, the servicelearning reflection papersdemonstrated leadership skillsand professionalism.





The service learning paperaccounts for 10% of the coursegrade. One student did notsubmit a paper and received azero, which decreased theoverall average score for thiscohort. Many of the studentsdid not follow the assignment

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instructions and did not earnthe highest points possible. Ofthe students who completedthe assignment, the overallaverage was score was 78.41%.Multiple students performedservice learning independentlythrough a variety oforganizations. Students havedemonstrated leadership skillsand professionalism throughtheir service learning activities.





This year student’s scoresdecreased in all of the areas.The drop in the scores could bedue to a student that failed theRA 135 course or the lowernumber of students in thecourse compared to last year.The updated grading scale forthe student evaluation andchanges to the rating scale onthe evaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue topractice professionalism.





Student scores were verycomparable to the previousyear with a slight increase inorganization of assignments anda decrease in initiative andethical and professionalbehaviors. The rating scale onthe evaluation form wasupdated to utilize the .5 insteadof .25 increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. Beginning summer2017, all student clinicalevaluations will be completedutilizing the online software

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program Trajecsys to streamlinethe evaluation process.Students continue to integrateleadership skills and practiceprofessionalism in the clinicalsetting.

Program (HS) - DiagnosticMedical Sonography(DMS)

DMS 1.1 Students will showknowledge ofultrasoundtransducers

Students willconstructtransducer model

Each student willreceive a score of >=80%

This is a new measurement tool. Students required toconstruct a model of an ultrasound transducer. Rubricwas furnished. Grade based upon accuracy ofinformation, creativity and craftsmanship. Spring 2107Scores: 90,82,78,88,88,96,96,94 One score belowbenchmark.

Lack of craftsmanship wasfactor in lower grade. Actionwill include emphasize that allaspects of assignment areimportance. Continue as acourse assignment.

DMS 1.1 Students will showknowledge ofultrasoundtransducers

UltrasoundTransducer Exam

Students will receivean average score of>= 80%

All students received score above target. StudentScores: 93,99,97,90,82,94,100,92 %Results exceeded Target. With exception of onestudent in one cohort year, results met target.

Fall 2015 =93.5(n=5)Fall 2014-=90%(6),59%(1)Fall 2013- 104.6%(n=7)Fall 2012-92%(n=8)Fall 2011-83.4%(n=5Fall 2010-100% (n=6

Graded homework assignmentsand construction of transducermodel were required prior toexam.Students were also encouragedto participate in tutoringsessions. To determineconsistency of trend, willcontinue to use measure.

Also, previously, measurementtool occurred in Fall semester.Moved to Spring semester dueto restructure of topics in thephysics courses. Benchmarkchanged from students willreceive an average score of 80%to Each student will receivescore = 80%.This change is a betteridentifier of knowledge level ofeach student.

DMS 1.2 Students will applycorrect scanningskills

DMS 307: PracticalTesting inLaboratory on thefollowing:

90% of students willpass lab practical on1st attempt

Spring 2017 :All 8 students passed the thyroid practicalon the 1st attempt. This is the second year in a rowthat all have passed. This reflects steady increase inscore in the last 4 years.

DMS faculty available for extrascanning sessions beyondregular class time. Studentbenefitted from additional

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Thyroid• ExamProtocol

90% of students willpass lab practical on1st attempt

Spring 2017 :All 8 students passed the thyroid practicalon the 1st attempt. This is the second year in a rowthat all have passed. This reflects steady increase inscore in the last 4 years.

sessions with faculty thatincluded review of images,scanning techniques ,andadherence to protocol .Toenhance learning of examprotocols, students wererequired to submit a portfolioof specified ultrasound exams.

Due to change in curriculum.DMS 307 will no longer beoffered and evaluation will takeplace in DMS 303 ABD 2The measurement tool will alsobe changed to evaluate allaspects of the thyroid practical:protocol, image quality,instrumentation


DMS:207 LabImaging Practical

Students will achievean average score of>= 80%.

For the Fall 2016 semester, 7 out of 8 students scored= 80% (range, 83%-92%); 1 out of 8 students scored <80% (74%). Trend follows previous three years ofscores at or just above benchmark.

Faculty will continue to provideInstruction on anatomy, imagingtechniques and instrumentationthrough demonstration, verbaland written instruction,individual and group image,technique review , protocolnotebook, and sonographicportfolio Additional scanningsessions will be offered bymultiple instructors.

DMS 2.1 Students willdemonstrateeffectivecommunicationskills in theimaging lab setting

DMS:408 ClinicalInstructor/Preceptor Evaluations 2, 3,10, 11,17

On a scale from 1-5,5 being the highestrating, the average ofall the responses >=4

Fall 2016 semester, the student’s average score is4.80. Scores remain consistently high. Fall 2015student's average was 4.89. Students aredemonstrating effective communication skills in theclinical setting.

Students are demonstratingeffective communication skills.CI added comments onstudents’ performance to rubricand to additional clinicaldevelopment evaluation form.Faculty will continue to obtainand assess feedback fromclinical instructors.

DMS 2.1 Students willdemonstrateeffectivecommunicationskills in the

DMS:409 ClinicalInstructor/Preceptor Evaluations 2, 3,10, 11, 17


Spring 2017 avg score 4.78 n=4). These results reflectfeedback from clinical instructors. Scores remain highand consistent with precious years.

Students are demonstratingeffective communication skills.CI added comments onstudents’ performance to rubricand to additional clinical

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DMS 2.1 imaging lab setting DMS:409 ClinicalInstructor/Preceptor Evaluations 2, 3,10, 11, 17


Spring 2017 avg score 4.78 n=4). These results reflectfeedback from clinical instructors. Scores remain highand consistent with precious years.

development evaluation form.Faculty will continue to obtainand assess feedback fromclinical instructors. Todetermine consistency of trend,no change in measurement toolfor another cycle of data.

DMS 2.2 Students willsuccessfully obtainpatient history

DMS 307Ultrasound Imaging2 Lab

Each student willreceive score = 80%

Spring 2017 100 % of students passed. Results areconsistent with results of previous cohorts when dataobtained in Fall DMS 207 courseFall 2015 100%Fall 2014 100%Fall 2013- 100%Fall 2012 - 100%Fall 2011- 100%

As this tool has achievedbenchmark for last six years,proposal for 2017-2018 is toidentify a new outcome andmeasurement tool for this goal.DMS 300 Patient Care offered inSpring 2018 will be anopportune platform for newoutcome /tool.


DMS:207 LabPractical

100 % of studentswill pass lab practical

Fall 2015 100% of students passed. The trend isconsistent with results of previous years.



DMS:408 ClinicalInstructor/Preceptor EvaluationsNumber 1


Fall 2016 avg 4.71. trend is consistent with previousyears

As there was a change in theform and the Likert scale andto establish a trend, there willbe no changes to measurementtool or benchmark.

DMS 3.1 Students willsuccessfullyanalyzesonographicimages

DMS:207Ultrasound ImagingImaging Portfolio


Fall 2016: 7 out of 8 students scored = 80% (82-88%)1 received 78%

this is new measurement tool

This is a new measurement tool.Students submit a portfolio ofrequired ultrasound images ofthe 8 organs included in acomplete ABD exam. Thisassignment is opportunity forfaculty and students to identifywhat factors contribute to makean exam “diagnostic”. Continueto use Portfolio assignment incourse

DMS 3.1 Students will DMS:307 Each student will Spring 2017 7 out of 8 students scored = 80% (82- This is a new measurement tool.

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DMS 3.1 successfullyanalyzesonographicimages

Ultrasound Imaging2 Portfolio -Thyroid

receive score = 80% 88%)1 of 8 received 77%new assessment tool

Students submit a portfolio ofrequired ultrasound images ofthe thyroid. Criteria forevaluation included adherenceto protocol ( including correctorgan, measurements) andimage quality ( correctinstrumentation, position,artifacts, diagnostic quality)Expectations were thatstudents would evaluate(analyze) images whenscanning( accept/reject) thenevaluate (analyze) images forquality/ protocol a 2nd timewhen compiling images forportfolio for submission.This assignment wasopportunity for faculty andstudents to identify whatfactors contribute towardqualifying images of anultrasound exam as“diagnostic”.

Continue to use Portfolioassignment in course.

Continue to use measurementtool but will change to DMS303 ABD 2 due to changes incurriculum plan

DMS 3.2 Students will beable to criticallyreflect on theirperformance inthe clinical lab

DMS:408 StudentSelf Evaluation

On a scale from 0-4,4 being the highestrating, the average ofall the responses >= 3

Average score Fall 2016 = 3.35. Compared to previousreporting years, scores remain high; target isconsistently met. Comparing this information againstfeedback from clinical instructors has proven toprovide good feedback to the students.

To determine consistency oftrend, no change inmeasurement tool for anothercycle of data.

DMS 3.2 Students will beable to criticallyreflect on theirperformance inthe clinical lab

DMS:409 StudentSelf evaluation


Average score Spring 2017 avg 3.57 (n=4). Theseresults do not differ substantially from those ofprevious reporting years. The target is consistentlymet.

To determine consistency oftrend, no change inmeasurement tool for anothercycle of data

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DMS 4.1 Students willdemonstrateprofessionalgrowth or learning

Directory: SDMS,I.S.U., AIUM

80% of students willjoin by year’s end

Results: 2016-2017 100% student participation. Thisis consistent with previous years.

Change of measurement tooland benchmark that requiresstudent to submit graded reportor PP presentation from aminimum of 3 professionalsources. Suggested topics :newtrends in sonography,bioeffects of sonography

DMS 4.1 Students willdemonstrateprofessionalgrowth or learning

Sonographywebinar

80% of students willview webinar

100% viewed webinar. Trend is consistent withprevious three years.

Change target to gradedassignment or presentation ofviewed webinar for 2017-2018.

DMS 4.2 Students willpracticeprofessionalism inthe clinical labsetting

DMS:408 ClinicalInstructor/PreceptorEvaluationsNumbers 1,2,10-13,15-19


Results: For the fall 2016 semester, the student’saverage score is 4.86 (n=5). Scores remain high.





Results: For Spring 2017 avg 4.83. Results remainconsistently high over the last 4 years

To determine consistency oftrend, no change inmeasurement tool for anothercycle of data


EdD 1.1 Students willdemonstrateadvancededucatorcompetencies toenact increasinglycomplex facultyand leadershiproles.

EdD 700:OrganizationalDevelopment andChange inEducation – FinalPaper




EdD 720: Financeand FiscalManagement –Budget Assignment


For the Spring 2017 semester, 100% of students (n=12)scored >80% on the budget assignment. This was thefirst time EdD 720 was offered so no historical data isavailable for comparison.

The budget assignment directlysupports the outcome that thestudents can demonstratecompetence in a faculty and/orleadership role. The budgetassignment is a scenario-drivenapproach where the studentsare expected to develop a pro-forma (budget) financial

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EdD 720: Financeand FiscalManagement –Budget Assignment


For the Spring 2017 semester, 100% of students (n=12)scored >80% on the budget assignment. This was thefirst time EdD 720 was offered so no historical data isavailable for comparison.

summary for a proposed newhealth professions program.Preparing a budget is a criticalskill necessary to be successfulin a leadership position as ahealth professions educator andthis assignment allows for thedemonstration of competencein preparing a budget. The onlysuggested change for thisassignment will be to add morepoints to the overall weight ofthe assignment in comparisonto the other class activities. Thestudents spent significant timeon this assignment and it wasonly worth 15% of the overallcourse grade. This assignmentshould be worth ~25-30% of theoverall course grade.


EdD 740: Today’sHealth SciencesStudent: Trends,Issues andChallenges – FinalPaper




The purpose of this paper wasfor students to speak to thecourse objectives whichincluded addressing trendswithin, the culture of, andsolutions/adaptations for healthsciences educationalenvironments. This assignmentwas graded using a rubric basedon the writing rubric developedfor the EdD program. Generalobservations of the feedbackgiven included verbs used thataffected how the writing wasconstrued – fact vs. opinion.Additionally, feedback includedthe necessity for usingtransitions, including citations,and integrating literature.Students in this class were a mixof newly incoming students andthose with more writingexperience, so theseobservations can be used tohelp develop writing support

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EdD 740: Today’sHealth SciencesStudent: Trends,Issues andChallenges – FinalPaper




seminars or activities to benefitall students within the program.The findings from thisassignment were used to helpdevelop content for the EdD845d: Literature Review Prepelective course. Continue tomonitor and consider revisingtarget.


EdD 780:IntegratingEvolvingTechnology inHealth ProfessionsEducation –ASSURETechnologyIntegration FinalProject




EdD 790:Practicum in HealthProfessionsEducation – Let’sGet CreativeAssignment



Earned an average of 20 out of 20 points = 100% forassignment #1

Earned an average of 20 out of 20 points = 100% forassignment #2


This assignment was completedover two modules. In oneassignment, students weregrouped together as instructorsand had to create anassignment that the studentshad to complete. When in thestudent group, students workedindividually. Instructors had toreflect on the process ofworking as a group to create theassignment and about theassignment they created. Thisallowed students to work fromtwo different vantage points – aleadership role to complete afaculty-level project and as astudent to work within aframework created by fellowstudents. The assignmentscreated by the students werecomplex and related to thecourse content. Continue tomonitor and revise the target.

EdD 2.1 Students willfacilitate

EdD 760:Pedagogy in Health

Students will receivean average score of


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EdD 2.1 curriculum design,development, andevaluation ofprogram andlearner outcomesusing evidence-based strategies.

ProfessionsEducation –Student ChoiceActivities

at least 90% acrossthe three studentchoice activities








Students were directed tocomplete an education-orientedproject that had practicalapplication for this courseproject (see attachment). Theproject also had to contain anevaluation component.Students were given specificdeadlines and expectations forthree face-to-face conferencesto provide an overview of theirprojects in order to satisfy therequirements for eachconference. Students createdprojects that will continue onafter the course is over,meaning that they developwork that is valuable anduseable in their teachingenvironments. Continue tomonitor and revise the target.


MLS 2.1 Students willdemonstratetechnicalcompetency in thedelivery of qualitylaboratory service

Affectiveevaluation– MLS418:Immunohematology Practicum


12 studentsEarned an average of 91.4%

This is final semester forstudents and the third or fourthrotation as they progressthrough the program, sostudents are learning andretaining behaviors needed tobe successful in a workplacesetting. However, we havenoticed disparities in howdifferent clinical sites gradestudents. As a result, we havestreamlined our affectiveevaluation for the 2016-2017clinical rotations to make itmore objective. Students willbe assessed on interest inlearning, initiative,

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Affectiveevaluation– MLS418:Immunohematology Practicum


12 studentsEarned an average of 91.4%

communication skills,acceptance of constructivecriticism, and safety.Additionally, this grade willcontribute less weight-wise tothe overall course grade.Continue to monitor.


Clinical rotationchecklist – MLS401: ClinicalHematologyPracticum and MLS406 ClinicalMicrobiologyPracticum

90% of students willsatisfy requirement

MLS 401:Fall 2017 – 100%Spring 2017 – 100%

MLS 406:Summer 2016 – 100%

Starting the 2015-2016academic year, we stoppedproviding a grade based onstudent competency levels onchecklists due to subjectivitynoted from the various rotationsites. The requirement for thechecklists was changed tosubmission only for feedbackpurposes and to record the levelof technical competency thestudents achieved while inrotation. All checklists for thecourses included in this toolwere submitted. Because thisitem provides limited data, itwill be deleted from the CAPgoing forward.

MLS 4.2 Students willcommunicateeffectively in anonlineenvironment

Discussion Boardposts – MLS 408:Clinical LaboratoryManagement andEducation


Spring 201713 StudentsEarned an average of194.9/200 available points = 97.5%

Students discuss laboratory-based cases each week that arerelated to the weeklyobjectives. As the casespresented in the discussionsmimic real world examples,students tend to be engagedand interested in thediscussions. Faculty facilitatethe discussions and providereal-life examples related toeach case with examples ofsolutions to the cases whilepushing students to criticallythink through the cases eachweek. The discussion boardsare graded with a rubric used inall MLS courses. Since this is adiscussion-intensive course, wewill continue to monitor this

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Discussion Boardposts – MLS 408:Clinical LaboratoryManagement andEducation


Spring 201713 StudentsEarned an average of194.9/200 available points = 97.5%

item to assess communicationeffectiveness in the onlineenvironment. We will alsoconsider raising the target.


Journal entries –MLS 406: ClinicalMicrobiologyPracticum


Summer 2016:15 studentsEarned an average of 13.87/15 available points =92.5%

In MLS 406, students wererequired to complete a journalentry after each clinical rotationday. Prompts were provided tohelp structure their entries.Journal entries help provide asense of community and helpthe instructor gauge how therotation is progressing for eachstudent, in addition to reflectingon what has been learned.Lower averages this year weredue to a couple students notcompleting all required entries.Continue to monitor.


NMT 1.1 Students will becompetent inNuclear MedicineProcedures

ProcedureCompetencies(CCEs) - fall

Students will have 2CCEs completed bythe end of the fallsemester with ascore of 75% orhigher

For the Fall 2016 semester, 100% of studentscompleted 2 CCEs with a score of 75% or higher (n=2).For the fall 2015 semester 100% of all studentscompleted 2 CCEs with a score of 75% or higher. Forthe fall 2014 semester 100% of all students completed2 CCEs with a score of 75% or higher.

The Fall 2016 results were notchanged from Fall 2015. Thisassessment has been met forthe past three academic years.The tool evaluates how thestudents are performingclinically during the fallsemester. The students onlyhave 35 clinical days in the fallsemester so it does not providemuch time for students todemonstrate competency. Thisis a programmatic requirementto ensure the students areexerting clinical effort. Sincethe NMT program is suspendedfor the 2016-2017 academicyear, no changes arerecommended.


ProcedureCompetencies(CCEs) - spring

Students will have 18CCEs completed bythe end of the springsemester with ascore of 75% orhigher

For 2016-2017, 100% of students passed 18 CCEs witha score of 75% or higher (n=2). For 2015-2016, 100%passed (n=3). For 2014-2015, 67% passed 18 CCEs

The scores from spring 2017were unchanged from spring2016. The students were ableto obtain the necessarycompetencies to complete theminimum before the end of the

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ProcedureCompetencies(CCEs) - spring

Students will have 18CCEs completed bythe end of the springsemester with ascore of 75% orhigher

For 2016-2017, 100% of students passed 18 CCEs witha score of 75% or higher (n=2). For 2015-2016, 100%passed (n=3). For 2014-2015, 67% passed 18 CCEs

semester. This year was thefirst year that one student wassolely assigned to Allen Hospitaland one Student at Covenant.They both had moreopportunities to participate ingeneral NM procedures and candemonstrate competence inthose procedures.

NMT 1.2 Students willpractice properaseptic techniquewhile preparingkits

NMT:401PharmacyCompetencyExamination,Numbers, 3,4,5,6

Students will have anaverage score of >=80% whiledemonstratingaseptic technique

For the Fall 2016 semester, the student’s averagescore was 88% (n=2). For the Fall 2015 semester, thestudent’s average score was 98.1%. For the Fall 2014semester, the student’s average score for thePharmacy Competency Exam (number 3-6) was 97.3%.

The Fall 2016 results decreasedsubstantially compared to theFall 2015 results. One studentwas admittedly not preparedfor this competency evaluationand struggled with the content.Nevertheless, this toolmeasures how students aredemonstrating aseptictechnique. The scores from thiscohort of studentsdemonstrated their ability todisplay competency in aseptictechnique with radiopharmacykit preparation. Since the NMTprogram is suspended for the2016-2017 academic year, nochanges are recommended.

NMT 1.3 Students willpractice properradiationprotectionmeasures

Dosimetry Reports 0% of studentsreceive notificationletter from theradiation safetyofficer

Fall 2016 (Oct-Dec):No NMT students received notification of a Level IALARA from the Radiation Safety Officer.

Spring 2017 (Jan-March) No NMT students receivednotification of a Level I ALARA from the RadiationSafety Officer.

The 2016-2017 results did notchange from 2015-2016.Throughout the history of theNMT program, no student hasreceived a Level I ALARA. Thestudent’s dosimeter reports areclosely monitored by the RSOand the NMT Program Director.The radiation levels for allstudents are well below theLevel I ALARA limits (for bothmonthly and quarterlyexposure). This demonstratesthe students have receivedproper radiation safetyclassroom education and wasshown proper radiation safetytechniques in the clinic. The

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NMT 1.3 Students willpractice properradiationprotectionmeasures

Dosimetry Reports 0% of studentsreceive notificationletter from theradiation safetyofficer

Fall 2016 (Oct-Dec):No NMT students received notification of a Level IALARA from the Radiation Safety Officer.

Spring 2017 (Jan-March) No NMT students receivednotification of a Level I ALARA from the RadiationSafety Officer.

students are applying thisknowledge and aredemonstrating proper radiationprotection measures. Radiationsafety has been a topic ofdiscussion with the clinicalpreceptors to ensure they arecorrecting any habits that couldpotentially pose a radiationsafety concern.

NMT 2.2 Students willsuccessfullyanalyze NuclearMedicine Images

NMT:401ProceduresEvaluation

Students will have anaverage score of >=80%

For the Fall 2016 semester, the average score was94%. For the Fall 2015 semester, the average scorewas 97.6%. For the Fall 2014 semester, the student’saverage score for the Procedures Evaluation was95.6%.

The Fall 2016 scores wereunchanged from the Fall 2015scores. The results are wellabove the target of >80%. Theexamination includes severalnew NMT images from variousprocedures that the studentsneed to analyze to identify theprotocol used. Since the NMTprogram is suspended for the2016-2017 academic year, nochanges are recommended.

NMT 2.2 Students willsuccessfullyanalyze NuclearMedicine Images

NMT:403 CameraQuality ControlAssignment

Students will achievean average score of>= 80%.

For the Spring 2017 semester, the average score onthe QC assignment is 97.5%. For the Spring 2016semester, the average score on the QC assignmentwas 93.6%. For the Spring 2015 semester, the averagescore on the QC assignment was 90%.

The spring 2017 scoresincreased from spring 2016.The Quality Control Assignmentis a set of images/dataresults/artifacts on it and thestudents must determine if theequipment is working properlyand/or what corrective actionsneed to be taken. A new set ofimages was used this yearcompared to 2016 (due to anew textbook that providedupdated images). The imageshad more choices of artifactsand were more relevant fornewer SPECT/CT systems. Thestudents were successfully ableto analyze the images anddemonstrated the ability tocritically think through QCartifacts and/or errors.

NMT 2.3 Students willdemonstrate a

NMT:404 MockBoard Exam

Students will achievean average score of

For the Spring 2017 Semester, the average score forthe mock board exam is 72%. For the Spring 2016

This year’s scores decreasedsubstantially with previous year’

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NMT 2.3 thoroughknowledge ofNuclear Medicineprocedures

>= 70% Semester, the average score for the mock board examwas 81.6%. For the Spring 2015 Semester, theaverage score for the mock board exam was 67.3%.For 2013-2014 students, the average score for themock board exam was 70.25%. For 2012-2013, theaverage score was 71%.

Grade Distribution:100-90% = 089-80% = 079-70% = 269-60% = 059-50% = 0< 50% = 0

s scores. The end of the springsemester relates to 2/3rds ofthe entire program and even atthis stage, the students aredemonstrating knowledge ofnuclear medicine. The mockboard exam scores will becorrelated with the nationalregistry exam when completeand as long as the certificationexams continue to have a 100%pass rate, no changes arerecommended. The studentswill take 3 more mock boardexams throughout theremainder of the summersemester to prepare them forthe registry examination.

NMT 4.1 Students willdemonstrateeffectivecommunicationskills in the clinicalsetting

NMT:402 ClinicalInstructor/PreceptorEvaluations/Numbers 3,4,10,11


For the Fall 2016 semester, the average score is 3.725.For the Fall 2015 semester, the average score is 3.25.For the fall 2014 semester, the average score was 2.56.

In 2016, the scores increasedsubstantially comparable to the2015 results. Both studentsperformed extremely wellclinically and technologists fromboth clinical sites have madeseveral comments about howwell their students areperforming. Since the NMTprogram is suspended for the2016-2017 academic year, nochanges are recommended.


NMT:403 ClinicalInstructor/PreceptorEvaluations/Numbers 3,4,10,11


For the Spring 2016-2017 students, the average scoreis 3.75 (n=2). For the Spring 2015-2016 students, theaverage score is 3.5 (n=3). For the Spring 2014-2015students, the average score was 3.1125 (n=3).

The results from the spring2017 semester were slightlyhigher than the spring 2016results. Review of the clinicalevaluations showed that thestudents are demonstratingeffective communication. Thiscohort of students had a veryhigh level of communicationreported on their fall clinicalevaluations which is notcommon. The personalities ofboth students allow them toexcel in this area and will makethem great technologists.

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NMT:404 ClinicalCompetencyEvaluation/ Part I –Number 4 Part III-Numbers 1,3,6-8


The average score for the 2016-2017 students is 4.0(n=2). The average score for the 2015-2016 students is3.75 (n=3). The average score for the 2014-2015students was 3.75 (n=3). The average score for the2013-2014 students was 3.133 (n=2).

The spring 2017 results wereslightly higher than the spring2016 results. The students’scores on the clinicalcompetency demonstrate thatthey are showing the skillsnecessary to be competentmembers of the healthcareteam. This assessment reviewshow the students interact withother staff and the patient andconduct the exam in accordancewith the ethics of theprofession.

NMT 4.2 Students willsuccessfully writea scientific report

NMT:401RadiopharmacyResearch Paper


For the Fall 2016 semester, the student’s averagescore was 94%. For the Fall 2015 semester, thestudent’s average score on the radio pharmacy paperwas 97%. For the Fall 2014 semester, the student’saverage score on the radio pharmacy paper was90.7%.

The Fall 2016 results wereessentially unchanged over theFall 2015 results. Based uponlast year’s assessment data, thestudents were given morewriting assignments, specificallyin NMT 300. The studentsdemonstrated a solidunderstanding of APA that wasdeveloped with the papers theywrote in NMT 300 and that wasdemonstrated with thisassignment. It is recommendedto continue to look forassessments to evaluatestudents writtencommunication skills.

NMT 4.3 Students willsuccessfullypresent a report

NMT:401RadiopharmacyResearchPresentation


For the Spring 2017 semester, the student’s averagescore on the radio pharmacy presentation is 100%(note, this presentation was moved to the springsemester for the 2016/2017 academic year due toinclement weather at the end of the fall semester).For the Fall 2015 semester, the student’s averagescore on the radio pharmacy presentation was 100%.

The results from the spring2017 semester were unchangedfrom the spring 2016 semester.Since there were only twostudents in this year’s cohort,the presentations wereconducted a little different thanprevious years. The studentswere given 30 minutes to givetheir presentation, including a10 minute interactive sessionwhere they had to perform ahand’s on demonstration. Thestudents commented that they

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NMT 4.3 Students willsuccessfullypresent a report

NMT:401RadiopharmacyResearchPresentation


For the Spring 2017 semester, the student’s averagescore on the radio pharmacy presentation is 100%(note, this presentation was moved to the springsemester for the 2016/2017 academic year due toinclement weather at the end of the fall semester).For the Fall 2015 semester, the student’s averagescore on the radio pharmacy presentation was 100%.

really liked this activity andexcelled with their topics. Thestudents clearly demonstratedtheir ability to present in frontof a group with this assessment.





This was the PH 440 mid-term project. All (n=2)students scored above 80%, with an average score of94.5%. In Fall 2015, five students earned an average of88.16% on the assignment as part of PH 420.

This is the first time this projectwas offered in this course. It willbe used again next year tomonitor progress.



In Fall 2016, one student took the class and earned an83% on the final exam. In Fall 2015, six students tookthe class and earned an average of 88.16% on the finalexam.

The target was barely met andlow student enrollment makes itdifficult to predict futureresults. This outcome andmeasure will be revisited in theCAP for 2017-2018 academicyear to be more specific to thegoal.

PH 1.2 Student will beable to identifysources of publichealth data andinformation


Successfulcompletion of reportAverage score of>80%

As a part of the mid-term needs assessment in PH 440,students were asked to identify data sources. All (n=2)students scored above 80%, with an average score of87.5%. In Fall 2015, five students earned an average of88.16% on the assignment in PH 420.

This is the first time thismeasure was separated fromthe midterm project as a whole.It will be used again next year tomonitor progress.

PH 1.3 Student will beable to analyzedata


In Fall 2016, one student took the class. They earnedan 83% on the final exam. In Fall 2015, six studentstook the class. They earned an average of 88.16% onthe final exam.

The target was barely met andlow student enrollment makes itdifficult to predict futureresults. This outcome andmeasure will be revisited in theCAP for 2017-2018 academicyear to be more specific to thegoal.

PH 2.2 Student will beable to identifymechanism toevaluate programsfor their qualityand effectiveness

PH 480 Final Exam.(Public HealthResearch andEvaluation)

Average score > 80% All (n=2) students scored above 80%, with an averagescore of 93.6%. The Previous year’s data not availabledue to change in program staff.

This tool appears to be effectiveand will be used again nextyear.

PH 3.1 Student will beable to recognizesthe role of culturalfactors in thedelivery of publichealth services

PH: 420 Finalreport


In Fall 2016, two students taking the course receivedaverage of 81%. For fall 2015, five students took theclass. They earned an average of 56.4/60 points = 94%.

The drop in score was likely doto a change in instructor andcourse materials. Additionally,the small number of students inthe course make it difficult togauge the quality of the results.

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PH: 420 Finalreport



This measure will be used againand compared to year-over-yearresults.


PH: 400 Identifyprominent eventsin the history ofpublic healthMidterm Exam andassignments


No midterm was given. One student in the coursereceived cumulative scores for quizzes from the half ofthe course were 33/44, or 75%. In the previous year,seven students took the class. They earned an averageof 312.8/335 points = 93.37 % on the mid-termexamination

The new instructor wasunaware of the measure andthis score was the closest proxy.The drop in score was likely doto a change in instructor and incourse materials. Instructor willreview the assessment plan tocreate a more specific measure.



In Fall 2016, one student took the class. They earnedan 83% on the final exam. In Fall 2015, six studentstook the class, earning an average of 88.16% on thefinal exam.

The target was barely met andlow student enrollment makes itdifficult to predict futureresults. This measure was alsoused in Outcome 1.3, so a newmeasure will be created for the2017-2018 CAP.

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Allen College

Goal 3

Recruit and retain students, faculty, and staff who

represent diverse populations and who embrace

diversity, cultural and global awareness, and the

inclusion of all its members.



Admin - Administration AO 2.0 Environmentencourages AllenCollege employeesto maximize theirperformance

Annual report ofFaculty GoalAchievement-progress onscholarlyenrichment

85% of nursingprogram facultydemonstrateprogress on scholarlyenrichment plans.

91.7% (33/36) of nursing faculty demonstratedprogress on their scholarly enrichment plan (long-termplan). This is an increase from last year. In addition,8.3% (3/36) faculty completely met their long-termscholarly enrichment goal and set new long term goals.

Continue to coach facultyduring annual evaluationsregarding scholarly enrichment(long-term) goals. Encouragefaculty to take advantage ofwork release to completescholarly enrichment asappropriate.

AO 2.0 Environmentencourages AllenCollege employeesto maximize theirperformance

Annual report ofFaculty GoalAchievement-shortterm teachinggoals

85% of nursingprogram facultycompletely meetshort term teachinggoals

77.8% (28/36) of faculty completely met their shortterm teaching goals for 2016. While this does not meetthe target of 85%, the remainder of faculty, 22.2%(8/36), partially met their short-term teaching goals for2016.

Will add a discussion regardinggoals to the fall meetings forworkload. Faculty generallymeet with the Dean during thefall semester to determineworkload for spring. This will bean ideal time to re-visit thegoals set during the previousspring.


ProfessionalDevelopment andWelfare (PDW)committee annualscholarlyrecognition report.[NEW MEASUREFOR 2016-2017]

55% of full timefaculty and staff arerecognized at annualscholarship banquet.

40/71 (56%) of faculty and staff were recognized atthe 14th annual faculty and staff scholarly recognition.36 faculty and staff were honored for scholarlyaccomplishments and 19 were honored for communityservice achievement. This demonstrates a 10%increase from 2016. Faculty and staff voicedappreciation for the ability to directly submit scholarlyaccomplishments following the new process of using aGoogle document. Adjusting the time frame forscholarly submissions also made the process moreflexible for faculty and follows a more logical timeframe.

[Results from previous reporting years to be reflectedon]2015-2016: 29/63 (46%) full-time faculty and staffwere recognized at the annual service and scholarlyrecognition on Thursday February 18th, 2016.2014-2015: 32/58 (55%) full time faculty and staffwere recognized for scholarly achievement onFebruary 12, 2015.

This year faculty and staff wereasked to submit their scholarlyaccomplishments via a Googledocument created solely for thispurpose rather than email theinformation to a PDWcommittee member. Thisprocess was successful inobtaining the informationneeded to determine scholarlyaccomplishments. The PDWcommittee also met in Januaryto review the submissions toensure all submissions metcriteria for scholarlyachievement. The CommunityService Committee kept track ofservice hours completed byfaculty and staff. Faculty andstaff were notified if they werereceiving a service award priorto the banquet. If faculty andstaff questioned their servicehours, they were able to review

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the hours they had submittedover that last year.The PDW committee alsorevised the timeline forscholarly achievements. facultyand staff had until December31st to submit scholarlyachievements which provided amore flexible time frame forsubmissions.


Salary comparisontools (e.g., IAICU,etc.)

Faculty salaries willbe at the averagecomparable salaryfor rank at peerinstitutions.

Most recent data available was 2015-16. Allen Collegeis above 2015-16 average salaries for all ranks whencompared to Iowa colleges with nursing pre-licensureprograms. Iowa private colleges (IAICU) was used andfor the pre-licensure colleges that reported, Allensalaries met or exceeded the average in all ranks.These results are comparable to those of the previousreporting year, during which the target was also met.

Continue to compare annuallyfaculty salaries with state,regional and national data ifavailable. Make salaryadjustments as necessary basedon data and trends.


Summary ofExpenditures forFaculty and StaffProfessionalDevelopment [e.g.,number ofworkshop requestforms and totaldollars spent formeetings, travel,and educationalexpenses].

College providedfinancial support tocollege faculty andstaff to attendprofessionaldevelopmentactivities

In 2016 $79,877 was spent on tuition assistance forfaculty and staff and $95,348 was spent on conferenceand meeting travel totaling $175,225 for faculty andstaff. For 2017 there is $234,050 budgeted foreducation and travel

Continue to budget educationand travel expenses annually forfaculty and staff professionaldevelopment. $234,050 isbudgeted for education andtravel in 2017 and $262,850 isbudgeted for 2018.

AO 3.0 College receivesexternal monetarycontributions inthe form of grants,

Internal TotalDonations toCollege for Year

Amount of monetarydonations increase.

June 1, 2016 – May 31, 2017 Allen College received thefollowing gifts: Cash: $2,132,343.60; Gift-in-Kind:$14,656.67; Pledges: $829,790.94; Stock/Property:$54,063.13 for a total of $3,030,854.34; the total was

No action needed. The totalcontributions increased almost$1 million from 2015-2016.Mainly due to the capital

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AO 3.0 scholarships, andgifts



$2,047,864 in 2015-2016. The total contributionsincreased from 2015-2016 by almost $1 million mainlydue to receiving final payment on the largestscholarship contribution in the college’s history anddue to the capital campaign.

campaign and due to the factthe college received paymenton a pledge for the largestscholarship contribution to thecollege in its history.

Admin - Office of DiversityServices

ODS 1.1 Recruit and retaina diverse studentbody [ODS Goal 1:RepresentationalDiversity--Recruit,retain, advance,recognize, andpromote ...]

Ethnic DiversityAssessment[Report of, basedon ethnic diversitydata obtained fromStudent Servicesand compared tomost recent Iowafigures.]

Ethnicity of studentbody reflects thediversity of the stateof Iowa (e.g., if 5.5%of the Iowapopulation iscomprised ofHispanics or Latinos,then the AC Hispanic-Latino Target for thestudent body wouldbe 5.5%)

The diversity of the student body for the 2015-2016academic school year is 5.32%. The percentage ofWhite students is 87.1%. Race/Ethnicity is unknownfor 7.58% of students who did not self-identify. The USCensus list Iowa's 2016 population as 8.6% diverse byrace and 14.4% diverse including those of Hispanicdecent. The White percentage for the state of Iowa is91.4% for White alone and 86.2 including those ofHispanic decent. The White percentage at AllenCollege falls between the states white percentages.

The actual raw number of minority students hasincreased from 32 to 33 although the percentage ofminority students has demonstrated a minordecreased from 2014 (5.57%) to 2016 (5.32%). Therecord enrollments help to account for the decreasingpercentage of minority students while actual rawnumbers have increase. In addition, the increasingamount of students who fail to self identify make itdifficult to determine the actual number of minoritystudents enrolled and the exact percentages. Overallthis goal is unmet because the percentages of diversestudents at Allen College are lower than theircomparative percentages in the state of Iowa.

The ODS continue to offerpipeline programs of SummerNurse Camp and Career Dayprograms to reach out todiverse and underrepresentedgroups to build interest inpursuing careers in Nursing andAllied Health ScienceProfessions post high schoolgraduation. The studentservices department continuesto hold recruiting events aimedat recruiting students from allrace/ethnic backgrounds intobachelors and masters healtheducation programs at AllenCollege.


Pipeline ProgramDevelopmentReport [Report ofODS efforts torecruit studentswho representtraditionally under-representedgroups, e.g., males,Hispanics, AfricanAmericans, etc.]

There will beevidence of regularactivities designed torecruit students whorepresent under-represented groups(e.g., at least 6 careerdays for surroundingcommunitiesannually; annualsummer nurse campfor at least 25students).

The ODS held 8 Career Day events for 112 middle andhigh school students from surrounding communities inthe 2016-2017 school year. This is one additionalevent in comparison to the 2015-2016 year when theODS held seven Career Day activities for middle andhigh school students.

The ODS held Summer Nurse Camp 2016 enrolling 40students and graduating 36 for a retention andgraduation rate of 90%. We were able to do betterwith Summer Nurse Camp retention and graduation inthe 2015 school year as compared to the 2016. In theyear 2015 we enrolled 40 students and graduated 38for a retention/graduation rate of 95%. Some studentsreported leaving camp in 2016 for a

The ODS will continue topartner with the WaterlooCommunity School District andother surrounding schoolsdistricts to offer Career Day/ADay in the Life immersionactivities to middle and highschool students to help themdevelop realistic understandingsof what nursing and alliedhealth professionals do in hopesof more students selectingnursing and health care careerspost high school graduation.

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Pipeline ProgramDevelopmentReport [Report ofODS efforts torecruit studentswho representtraditionally under-representedgroups, e.g., males,Hispanics, AfricanAmericans, etc.]

There will beevidence of regularactivities designed torecruit students whorepresent under-represented groups(e.g., at least 6 careerdays for surroundingcommunitiesannually; annualsummer nurse campfor at least 25students).

requirement to attend summer school. We will screenmore closely for that in future summers to help keepstudents who are able to remain enrolled andgraduate from the program.

In addition next year we will beworking with our Partner InEducation Carver Middle Schoolto over Career Day/A Day in theLife immersion programs to theentire 8th grade.

We will also continue to workwith the University of NorthernIowa's TRIO program and allsurrounding school districts toreach out to students interestedin the Summer Nurse Camp for2018.


Student GenderDiversityAssessment[Report based ongender diversitydata obtained fromStudent Servicesand compared tomost recent figuresfor eachprofession]

Gender diversity ofstudent body reflectsthat of theprofessionsrepresented by AllenCollege academicprograms (e.g., ifmales represent 8%of the nursingprofession, thenmales will represent8% of the studentcomposition of thenursing program)

The gender diversity of the student body at AllenCollege for the 2016-17 school year encompassed89.35% (554) female students and 10.65% ( 66) malestudents.

The number and percentage of males increased in the(Year 3) 2016-2017 school year as compared to the2015--2016 (Year 2) school year. The raw number ofmen in Year 3 was 66 as compared to 51 in Year 2. Thepercentage increased significantly from 8.87% in Year1 to 10.65% in Year 3.

The ODS will continue to offerpipeline programs of Career Dayand Summer Nurse Camp whichencourage males to learn aboutNursing and Health ScienceCareers. The ODS will continueto offer mentor and peer-to-peer support programs for menwho are underrepresented onthe colleges campus. The ODSwill continue to work with thestudent services to encouragerecruiting events forprospective male students.


StudentRecruitmentAssessment[Report of effortsto recruit studentswho representtraditionally under-representedgroups, e.g., males,Hispanics, AfricanAmericans, etc.]

There will beevidence of regularactivities designed torecruit students whorepresent under-represented groups(e.g., studentrecruiters attend orhost 6 recruitmentevents annually insettings wherecontact withunderrepresentedgroups is possible).

Hosted a booth at the Waterloo West High SchoolCareer FairHosted a booth at the Waterloo East High SchoolCareer FairHosted Men in Nursing dinnerHosted A Day in the LifeHosted a booth at the Latino/a Expo at DrakeUniversityHosted a booth at the Meskwaki Higher EducationProgram College & Career Fair

Continue to provide evidence ofregular activities designed torecruit students who representunder-represented groups (e.g.,student recruiters attend orhost 6 recruitment eventsannually in settings wherecontact with underrepresentedgroups is possible).

ODS 1.2 Recruit and retaina diverse faculty,staff, and

Associate EthnicDiversityAssessment

Diversity of AllenCollege associateswill reflect the ethnic

Summary: During the 2016-17 academic year 23persons were interviewed among four departments,which accounted for 13 hires. Of the new hires one

The College has met it's ethnicdiversity target activitieshowever we realize the need to

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ODS 1.2 administration[ODS Goal 1:RepresentationalDiversity--Recruit,retain, advance,recognize, andpromote ...]

[Report of facultyethnic diversitydata obtained fromadministration andcompared to mostrecent Iowafigures]

and cultural diversityof the state of Iowa[e.g., if 5.5% of theIowa population iscomprised ofHispanics or Latinos,then the AC Hispanic-Latino Target forassociates would be5.5%)

(7.6%) was considered from ethnic diverse decent.Two of the additional candidates not hired were froman ethnic diverse decent. The person from an ethnicdiverse background was hired for a custodial position.Health Science:• Occupational Therapy - interviewed two candidatesfor an assistant profession position; both were hired to assistant faculty position. Both are white non-Hispanic females.• DMS – interviewed one candidate (female) non-Hispanic white.• Imaging MR/CT - interviewed one candidate (female)non-Hispanic white.Nursing:• Faculty– interviewed one non-Hispanic white, femaleapplicant. One hired.• Adjunct faculty – interviewed 4 candidates foradjunct faculty positions, all non-Hispanic whitefemales. Four were hired.Business, Finance, & Environmental Services:. Financial Aid Counselor - interviewed threecandidates which included two females and one male.All candidates were non-Hispanic and white. The malewas hired.. Custodial Services - six people were interviewed fortwo positions. This included four females and twomales. One female and one male were hired. ThreeAfrican American's were interviewed, which included 1Hispanic, and two African Americans. One AfricanAmerican male was hired.Student Services:. Admissions Administrative Assistant - 5 persons wereinterviewed. All candidates were non-Hispanic whitefemales.

Fall 2017 data indicated total ethnic diversity amongfaculty and staff at Allen is 6.89%.

We continue to recruit, interview and hire applicantsfrom underrepresented groups in an attempt toensure our faculty and staff are reflective of thediversity of the State of Iowa. In the 2014-2015 yearour diverse hire percentage was larger than in the2015-2016 year. However, in 2015-2016 we hired agreater number of employees from historicallyunderrepresented groups. In the 2014-2015 school

continue to reach out andinterview all qualifiedcandidates for available facultyand staff positions and tocontinue to create an inclusiveenvironment at the college. Allopen college positions areposted on the HR website andall qualified applicants willcontinue to be interviewed,which is standard HR practice.The position descriptions andaccess to the application can beaccessed by both internal andoutside candidates. The Collegedoes not have a standard policyto advertise in specializedjournals except for a positionthat is hard to fill with localtalent, which at the time we doexpand our advertising.

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ODS 1.2 Recruit and retaina diverse faculty,staff, andadministration[ODS Goal 1:RepresentationalDiversity--Recruit,retain, advance,recognize, andpromote ...]

Associate EthnicDiversityAssessment[Report of facultyethnic diversitydata obtained fromadministration andcompared to mostrecent Iowafigures]

Diversity of AllenCollege associateswill reflect the ethnicand cultural diversityof the state of Iowa[e.g., if 5.5% of theIowa population iscomprised ofHispanics or Latinos,then the AC Hispanic-Latino Target forassociates would be5.5%)

year we interviewed 23 candidates, hired 13 of which2 were from underrepresented groups for a total of23% diverse hires. In 2015-2016 we interviewed 24individuals, hired 19 of which 4 were fromunderrepresented groups for a total of 17% diversehires.

The College has met it's ethnicdiversity target activitieshowever we realize the need tocontinue to reach out andinterview all qualifiedcandidates for available facultyand staff positions and tocontinue to create an inclusiveenvironment at the college. Allopen college positions areposted on the HR website andall qualified applicants willcontinue to be interviewed,which is standard HR practice.The position descriptions andaccess to the application can beaccessed by both internal andoutside candidates. The Collegedoes not have a standard policyto advertise in specializedjournals except for a positionthat is hard to fill with localtalent, which at the time we doexpand our advertising.


AssociateRecruitmentAssessment[Report of effortsto recruitassociates whorepresent under-represented groupsfor open positionsand success ofthose efforts; e.g.,number of newlyhired associateswho representunderrepresentedgroups].

There will beevidence of regularactivities designed torecruit associateswho representunder-representedgroups to fill openpositions (e.g.,advertisements inmale nurse journalsto recruit malefaculty;advertisements inAfrican Americanpublications torecruit Black facultyand staff)

Allen College hired 13 new employees in the 2016-2017 school year of which 7.6% were ethnicallydiverse. All open college positions were posted on theHR website and all qualified applicants wereinterviewed which is standard HR practice. Newlyhired employees accounted for a diverse percentage of7.6 % which is greatly than the diverse percentages inthe State of Iowa Currently all new positions at AllenCollege and there descriptions can be accessed byboth internal and outside candidates. The College doesnot have a standard policy to advertise in specializedjournals except for a position that is hard to fill withlocal talent or if diverse applicants are consistently notin the applicant pool. Allen College has advertised inspecialty sources and is not hesitant to do in the futureif our current diverse applicant pool shrinks orpositions are difficult to fill.We realize the need to continue to; reach out todiverse applicants, to interview all qualified candidatesfor open positions, to continue to monitor ourapplicant pools for diversity and to expand our

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advertising to publications reaching a largerpercentage of diverse and male populations as theneed arises.




Positions were posted on the HR website, which maybe accessed by both internal and outside candidates.The number of candidates for each position wassufficient to fulfill the positions. The OT positions wereadvertised in two specialty journals, in the Chronical ofHigher Education and on a higher education job’swebsite. Twenty three persons were interviewedamong four departments, which accounted for 13hires. Of the new hires three (23%) were consideredfrom underrepresented groups, which included malesand ethnic diversity in this report. Three of theadditional candidates not hired were fromunderrepresented groups.

The percent of new hires considered to be from anunder-represented diverse population increased from20% in 2014-15 to 33% in 2015-16.


Faculty GenderDiversityAssessment[Report of genderdiversity dataobtained fromadministration andcompared to mostrecent figures foreach professionalprogram.]

Gender diversity offaculty reflects thatof the professionsrepresented by AllenCollege academicprograms (e.g., ifmales represent 8%of the nursingprofession, thenmales will represent8% of the faculty

Summary: During the 2016-17 academic year 23persons were interviewed among four departments,which accounted for 13 hires. Of the new hires two(15.3%) were males. One of the additional candidatesnot hired was a male.

Health Science:• Occupational Therapy - interviewed two candidatesfor an assistant profession position; both were hired to assistant faculty position. Both are white non-Hispanic females.

The College has met it's FacultyGender Diversity targetactivities however we realizethe need to continue to reachout and interview all qualifiedcandidates for available facultypositions and to continue tocreate an inclusive environmentat the college. All open collegefaculty positions are posted onthe HR website and all qualified

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Faculty GenderDiversityAssessment[Report of genderdiversity dataobtained fromadministration andcompared to mostrecent figures foreach professionalprogram.]

composition innursing programs)

• DMS – interviewed one candidate (female) non-Hispanic white.• Imaging MR/CT - interviewed one candidate (female)non-Hispanic white.Nursing:• Faculty– interviewed one non-Hispanic white, femaleapplicant. One hired.• Adjunct faculty – interviewed 4 candidates foradjunct faculty positions, all non-Hispanic whitefemales. Four were hired.Business, Finance, & Environmental Services:. Financial Aid Counselor - interviewed threecandidates which included two females and one male.The male was hired.. Custodial Services - six people were interviewed fortwo positions. This included four females and twomails. One female and one male were hired.Student Services:. Admissions Administrative Assistant - 5 persons wereinterviewed. All candidates were female.

Fall 2017 data indicated total gender diversity amongfaculty and staff at Allen is 13.79%.

The college met and maintained its faculty genderdiversity target.

applicants will continue to beinterviewed, which is standardHR practice. The positiondescriptions and access to theapplication can be accessed byboth internal and outsidecandidates. The College doesnot have a standard policy toadvertise in specialized journalsexcept for a position that is hardto fill with local talent, which atthat time we do expand ouradvertising.

Admin - Student Services SSO 1.0 Retain Students AdmissionsReports;DashboardStatistics, CensusReport found athttp://quickfacts.census.gov/qfd/states/19/19013.html

Diverse population atAllen College is equalto the diversepopulation of BlackHawk County.

According to the 2010 Census for Black Hawk County,13.9% are ethnic minority. Allen College had 5.16%ethnic minority in the fall 2016.

During the 2017-18 academicyear, Diversity Services andAdmissions will continue tomeet and will work on acollaboration between highschool and community collegerecruitment by merging "CareerDays" with "A Day in the Life"activities.

SSO 1.0 Retain Students Graduation Rateswithin 150%

70% ofundergraduatestudents completetheir program within150% of the programcompletion time.

School of Health Sciences Graduation RatesASR Program - 2014 cohort = 100% graduation rateDMS Program - 2014 cohort = 71% graduation rateMLS Program - 2014 cohort = 78% graduation rateNMT Program - 2014 cohort = 100% graduation rateSchool of Nursing Graduation RatesBSN Upper Division Program- fall 2013 cohort = 100% graduation rate

Although the graduation ratesmeet the target, there is roomfor improvement, especially insmaller programs. Admissionpolicies will be reviewed afteranalyzing data to determine ifchanges in those policies arenecessary.

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SSO 1.0 Retain Students Graduation Rateswithin 150%

70% ofundergraduatestudents completetheir program within150% of the programcompletion time.

- spring 13 cohort = 84% graduation rate- Accelerated Nursing Program – SU-2014 cohort = 97%graduation rate

Graduation rates are steady in the undergraduateprograms. Most graduation rates over the last 2 yearshave been 90% or above.

Although the graduation ratesmeet the target, there is roomfor improvement, especially insmaller programs. Admissionpolicies will be reviewed afteranalyzing data to determine ifchanges in those policies arenecessary.

SSO 1.0 Retain Students ProgramCompletion Rates(Graduation RatesSpreadsheet)

70% of graduatestudents completetheir program

Spring 2011 cohort graduation rate = 72% (there is stillone student enrolled in this cohort)Fall 2011 cohort graduation rate = 79%

After review of the currenttutoring company andcompetitors, the studentsuccess office determined that anew company had additionalresources for masters anddoctoral students. Beginningspring 2017, all graduatestudents were introduced tothis new system.

SSO 1.0 Retain Students Retention Plan 100% of tuteesachieve a C or higherin tutored courses

Tutoring is no longer hired in-house. Students hadaccess to Tutor.com and NetTutor for the 2016-17academic year. This outcome should be retired as datacannot be collected in the same way. A newmeasurement will be used in 2017-18.

The student success coordinatorwill develop a measurementtool for measuring theeffectiveness of tutoring.

SSO 1.0 Retain Students Retention rates 90% of first yearstudents retained inall programs.

In the 2015-2016 academic year, 95% of all studentswere retained. (See page 6 of Dashboard Report).Allen College typically has a first year retention rate ofabove 90%.

Continue to monitor studentretention and offer retentionservices as needed.

SSO 7.0 Qualified studentsare admitted tocollege programs

Enrollmentincreases in underenrolled programs(AdmissionsReport;CorrespondenceSpreadsheet;DashboardStatistics)

Admit students tounderenrolledprograms at thegraduate level.Increase enrollmentby 25% in thefollowing programs:NMT, RN-BSN/MSN,MSN-Edu, MSN-CPH,MSN-Lead and DNP.

Enrollment changes from fall 16 to fall 17:NMT - no longer accepting applicationsRN-BSN - 13% decreaseMSN-ED - 17% increaseMSN-CPH - 100% increaseMSN-Lead - 100% decreaseDNP - 30% increase

*The NMT program did not accept applications for the2017-18 academic year.

Review viability of NMT and RN-BSN programs. All targetedmarking dollars were spent onunder-enrolled programs forthe 2017 calendar year. Theadmissions office is workingclosely with the regionalmarketing director to createplans for future targetmarketing campaigns.

Need to change the following:Remove NMT from listAdd Public Health

SSO 7.0 Qualified studentsare admitted to

Google WebsiteAnalytics Report

An average of 9000unique hits per

Access to Analytics was given in early 2017 and 2016data was retrieved. From Jan 1, 2016 - Dec 31, 2016,

Beginning in early 2017, theadmissions office has sought

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SSO 7.0 college programs Google WebsiteAnalytics Report

month betweenJanuary 1 -December 31.

the college averaged 7,717 unique hits. the assistance of the marketingdepartment through UnityPointHealth. The entire marketingstrategy has been redesignedand ads will focus on drivingprospective students and othervisitors directly to the website.This will be evaluated again in2017.

SSO 7.0 Qualified studentsare admitted tocollege programs

ProgramEnrollment(AdmissionsReport;CorrespondenceSpreadsheet;DashboardStatistics)

Fill programs withqualified students asfollows: School ofHealthSciences—100%AcceleratedBSN—100% UpperDivision BSN—100%

For the 2016-2017 academic year, programs werefilled as follows:ASR - filled at 100% (16/16)MLS - filled at 100% (15/15)DMS - filled at 100% (8/8)NMT - filled at 29% (2/7)PH – filled at 25% (1/4)DH – filled at 0% (0/4)Accelerated BSN (Summer Start) - 88% of programfilled (28/32)Accelerated BSN (Fall Start) - 91% of program filled(29/32)Upper Division BSN Fall 2016 - 100% of program filled(24/24)Upper Division BSN Spring 2017 - 83% of program filled(40/48)

During 2017, targetedmarketing dollars were spent onPublic Health, Dental Hygiene,and RN-BSN. In working closelywith the regional marketingdirector, an ad agency was hiredto produce and promoteprograms through online adsand social media.

SSO 8.0 Increase thenumber ofunderrepresentedstudents enrolledat Allen College.

AdmissionsReports;DashboardStatistics, CensusReport found athttp://quickfacts.census.gov/qfd/states/19/19013.html

Diverse population atAllen College is equalto the diversepopulation of BlackHawk County.

According to the 2010 Census for Black Hawk County,13.9% are ethnic minority. Allen College had 5.16%ethnic minority in the fall 2016.

During the 2017-18 academicyear, Diversity Services andAdmissions will continue tomeet and will work on acollaboration between highschool and community collegerecruitment by merging "CareerDays" with "A Day in the Life"activities. (05/10/2017)


Retention of ethnicminority and malestudents(Recruitment Plan;Retention Plan;Graduation Rates;DashboardStatistics)

Retention rates ofethnic minority andmale students areequal to or greaterthan the entire AllenCollege population.

The retention rate of ethnic minority students in the2015-16 academic year was 84%. The retention rate ofAllen College was 95%. The retention rate did increasethis year. The 2014-15 retention rate of ethnicminority students was 79%.

The retention coordinatorcontinues to monitor studentneeds and provides services forstudents who are strugglingacademically.

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Student awarenessof servicesprovided byretention services(Retention Plan)

90% of studentsidentified as ethnicminority or male areaware of servicesprovided fromretention services.

All students are notified of services offered by theretention office annually in orientation materials.

Continue to publicize retentionservices at orientation and usingthe Student Services course inthe online course managementsystem.


Use of servicesprovided by theretention office(Retention Plan)

25% of studentsidentified as ethnicminority or maleattend servicesprovided fromretention services.

Of those students identified as male and/or ethnicminority, 38% used services provided by the StudentSuccess Office (formerly the Retention Office).

The Student Success Office willcontinue to reach out to ethnicminority and male students andencourage their participation inthe services offered.











This year student’s scoresdecreased in all of the areas.The drop in the scores could bedue to a student that failed theRA 135 course or the lowernumber of students in thecourse compared to last year.The updated grading scale forthe student evaluation andchanges to the rating scale onthe evaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue todemonstrate effectivecommunication in the clinicalsetting.

ASR 2.1 Students willdemonstrateeffectivecommunication

RA:275Final ClinicalCompetencyEvaluation/


2017=4(n=15)Benchmark met.2016=4 (n=17)2015=3.99 (n=15)

Students continue to exceed thebenchmark. Studentsdemonstrated excellentcommunication skills in the

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ASR 2.1 skills in the clinicalsetting

Part I – Number 4Part III- Numbers1,3,6-8


2014=3.99 (n=17)2013=4 (n=16)2012=4 (n=16)2011=3.95 (n=16)

clinical setting. Many of thisyear’s final CCE’s wereperformed on patients thatrequired multiple exams andextensive patientcommunication.










Areas of deduction on thereference page include; fourstudents did not utilize properspacing of the references, twostudents did not use thehanging indent, one student didnot use the proper font size andone student neglected to centerthe word reference on the topof the reference page. Underthe format portion of theevaluation form; four studentsdid not have proper margins intheir paper and one student didnot meet the requirements of atwo page paper. The researchpaper is discussed in detail onthe first day of class with theinstructor. The course

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instructor provided a link onAPA review-Basic FormattingRules which is located on theAllen College website to assiststudents with the researchpapers. Students continue todemonstrate effective writtencommunication skills.





This is the third year studentswrote and presented twopapers for this course.Fourteen of the thirty paperswritten had deductions on thereference page. Eight papershad errors with spacing, ninepapers did not have the hangingindent, two students numberedtheir references, and fivestudents did not correctly titlethe reference page. Fourstudents had deductions in theformat section for grammar andspelling. The instructorencouraged students to reviewtheir first paper presentation togive them the opportunity toimprove on the second paper.Six of the fifteen studentsreviewed their first paperpresentation and receivedfeedback from the instructor.Five of these six studentsimproved on their secondpaper. The requirements forthese papers are discussed indetail the first day of class. Thecourse instructor provided a linkon APA review-Basic FormattingRules which is located on theAllen College website to assiststudents with the researchpapers. Students continue todemonstrate effective writtencommunication skills.

ASR 2.3 Students will RA: 115 Patient Average score of >= Results: Fall 2016- 99% (N=13) There were just two papers with

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ASR 2.3 demonstrate oralcommunicationskills

Care Presentation 85% Previous data:2015=94.53% (n=16)2014=100% (n=17)2013= 99.75% (n=16)2012= 99.6% (n=17)

deductions in the oralpresentation portion. Onestudent read their paper veryquickly and the other wasdeducted in the area of propervoice level. Students continueto demonstrate effectivecommunication skills.









2017 (n=15), 93% of the students received a passingscore after the 4th exam.Previous data2016 (n=17) 100%2015 (n=15) 93%2014 (n=17) 76%2013 (n=16) 100%2012 (n=16) 100%

One student did not achieve a70 on any of the 4 Corectecexams. This year’s Corectecexams reflected the new ARRTcontent specs. Studentscontinue to demonstrate theirability to practice criticalthinking. The course instructorrecommends that thebenchmark be changed to state“will achieve a Corectec examscore of 70 or greater.”




2017 = 92.14%N= 7 posters (12 students)Previous data2016 = 92.6%N= 10 posters (16 students)2015 = 96.5%,

Scores for 2017 continue todemonstrate the student’sability to practice criticalthinking skills when developingtheir scientific exhibits. Averagescores continue to exceed the

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N= 11 posters (17 students)2014= 94%,N = 11 posters (15 students)

benchmark of 80%. No changesrecommended.





Student scores were verycomparable to the previousyear with a slight decline in thearea of ability to followdirections. The rating scale onthe evaluation form wasupdated to utilize the .5 insteadof .25 increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. During the 2017 springsemester, two of the clinicalsites were part of a pilot studyutilizing Trajecsys for thecompletion of student clinicalevaluations. The pilot study wasa success. The clinicalinstructors had no issues withcompletion of the studentevaluations. Trajecsys :allowsthe clinical instructors tocomplete the studentevaluations online and theneach student is able to viewtheir completed evaluation.During summer 2017, allstudent clinical evaluations willbe completed utilizing Trajecsysto streamline the evaluationprocess. Students continue touse critical thinking skills in theclinical setting. Continue tomonitor.





This year student’s scoresincreased in the areas ofapplication of knowledge, self-image for Level in the ASRProgram and composure andadaptability. There was a slightdecline in ability to followdirections. The updated grading

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scale for the student evaluationand changes to the rating scaleon the evaluation form thatwere implemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue tobe able to critically think in theclinical setting.










The service learning paperaccounts for 10% of the coursegrade. One student did notsubmit a paper and received azero, which decreased theoverall average score for thiscohort. Many of the studentsdid not follow the assignmentinstructions and did not earnthe highest points possible. Ofthe students who completedthe assignment, the overallaverage was score was 78.41%.Multiple students performedservice learning independentlythrough a variety oforganizations. Students havedemonstrated leadership skillsand professionalism throughtheir service learning activities.





This year student’s scoresdecreased in all of the areas.The drop in the scores could bedue to a student that failed theRA 135 course or the lowernumber of students in the

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course compared to last year.The updated grading scale forthe student evaluation andchanges to the rating scale onthe evaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue topractice professionalism.





Student scores were verycomparable to the previousyear with a slight increase inorganization of assignments anda decrease in initiative andethical and professionalbehaviors. The rating scale onthe evaluation form wasupdated to utilize the .5 insteadof .25 increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. Beginning summer2017, all student clinicalevaluations will be completedutilizing the online softwareprogram Trajecsys to streamlinethe evaluation process.Students continue to integrateleadership skills and practiceprofessionalism in the clinicalsetting.


EdD 5.2 Students willevaluate,synthesize, utilizeand disseminatethe scholarshiprelated todiscovery,integration,application, andteaching to furtherknowledge andcompetencies of

EdD 770:Assessment andEvaluation inHealth SciencesEducation –AssessmentProcessAssignment

Students will receivean average score atleast 80%


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EdD 5.2 the health scienceand nursingeducationprofessions.

EdD 770:Assessment andEvaluation inHealth SciencesEducation –AssessmentProcessAssignment

Students will receivean average score atleast 80%



MLS 3.2 Students willintegrate team-building skills intoprofessionalpractice

Journal posts(clinicalexperience) – MLS305: Phlebotomy


2016: 11 studentsEarned an average of 13.64/15 available points =90.9%

Students were required tocomplete a journal entry aftereach clinical rotation day spentat the ACE-SAP clinic. Journalentries help provide a sense ofcommunity and help theinstructor see what students aregetting out of the rotationexperience. Scores were lowerthis year due to two studentsthat did not meet the deadlinefor the assignment. Continue tomonitor.


Service LearningProject

Students will receivean average score of>= 80% on the overallproject

Spring 201713 studentsEarned an average of 138.5/145 available points =95.5%

The Service Learning projectwas presented as separateweekly modules during thespring 2017 MLS 408 course.Students work on ServiceLearning projects during thefirst 11 weeks of the course,individually or in groups.Students were directed tocomplete projects for a STEMfair developed in conjunctionwith the recruiting department.One student served as theproject manager, and all workon the STEM fair booths wascoordinated with her to helppromote team-building skills.Students completed modulediscussions that helped themcollect information needed fortheir final presentation.Additionally, students had tocomplete weekly journal entriesto keep me updated on the

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Service LearningProject

Students will receivean average score of>= 80% on the overallproject

Spring 201713 studentsEarned an average of 138.5/145 available points =95.5%

progress of their project.Students were engaged withthis project and enjoyed sharinginformation about the labprofession with students thatattended the STEM fair. Nextyear, this project will be carriedout in a separate course taughtin the fall. Continue to monitorand raise the target.


NMT 2.1 Students will beable to criticallyreflect on theirperformance

NMT:405 StudentSelf Evaluation

Students will have anaverage score of >=85%.

For the Summer 2017 semester, the student’s averagescore for the self-evaluation is 98% (N=2). For theSummer 2016 semester, the student’s average scorefor the self-evaluation is 95% (N=3). For the Summer2015 semester, the student’s average score for theself-evaluation was 98% (N=3)

The Summer 2017 scores werehigher than the summer 2016scores. The student self-evaluation demonstrates thatthe students are able tocritically reflect on theirperformance as they prepare toenter the workforce. Bothstudents had jobs lined up aftergraduation and they had bothtremendously increased theirconfidence throughout thesemester. Overall, the studentsare prepared to take theircertification exam and moveinto the workforce.

NMT 3.1 Students willparticipate in aservice learningproject

CELL CommunityService HoursWorksheet

Students will have aminimum of 5 hoursof community service

In the Fall 2016 semester, 50% (1 of 2) studentscompleted 5 or more community service hours. In theFall 2015 semester, 67% (2 of 3) students completed 5or more community service hours. In the fall 2014semester, 100% (3 of 3) students completed 5 or morecommunity service hours.

Like the 2015 cohort, the 2016cohort of students did notcomplete the necessary servicehours and the results wereunchanged from fall 2016 to fall2015. When investigating whyone student did not completethe necessary hours, he statedthat he works 30+ hours perweek and did not have time tocomplete community service.This assessment is intended toshow that students aredemonstrating a commitmentto lifelong excellence. Thestudent received informationabout CELL during orientationand their first week in class.Since the NMT program is

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suspended for the 2016-2017academic year, no changes arerecommended.


NMT 404: ServiceLearning Evaluation


For 2016-2017, the average score for the servicelearning evaluation is 100%. For 2015-2016, theaverage score for the service learning evaluation was100%. For 2014-2015, the average score was 95%.

The students’ scores on theservice learning project weremaximum for the assignmentand the spring 2017 resultswere unchanged from spring2016. The students completeda pre- and post- journal thatwas a critical reflection of theirparticipation in a servicelearning project.



PH: 420 Finalreport



The drop in score was likely doto a change in instructor andcourse materials. Additionally,the small number of students inthe course make it difficult togauge the quality of the results.This measure will be used againand compared to year-over-yearresults.


BSN 6.0Patient-CenteredCare

Use patient-centeredstrategies whendelivering care todiverse individualsand populations.

Alumni SurveyItem: How often incurrentprofessionalnursing practiceyou use patient-centered strategieswhen deliveringcare to diverseindividuals andpopulations (1= notat all, 2 = rarely, 3 =some of the time, 4= most of the time,NA = notapplicable, e.g., notworking in a BSNnursing role, oroutcome notapplicable to

75% of respondentswill report they usepatient-centeredstrategies whendelivering care todiverse individualsand populationssome or most of thetime in currentprofessional nursingpractice.

Survey of 2015-2016 graduates: rarely = 0, some of thetime = 3, most of the time = 12, some or most of thetime = 15 (100%). Target met last year as well.Response rate worse this year.Survey of 2014-2015 graduates: rarely 8%, some of thetime 17%, most of the time 71%, NA 4%.

Given low response rate,responses may not reflectcohort of graduates. Consideralternative methods ofassessing alumni perceptions ofthe extent to which educationprepared them to demonstrateprogram outcome (e.g., onlinefocus groups via Skype or GoToMeeting).

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current role). 75% of respondentswill report they usepatient-centeredstrategies whendelivering care todiverse individualsand populationssome or most of thetime in currentprofessional nursingpractice.

Survey of 2015-2016 graduates: rarely = 0, some of thetime = 3, most of the time = 12, some or most of thetime = 15 (100%). Target met last year as well.Response rate worse this year.Survey of 2014-2015 graduates: rarely 8%, some of thetime 17%, most of the time 71%, NA 4%.




Alumni SurveyItem: How wellBSN educationprepared you touse patient-centered strategieswhen deliveringcare to diverseindividuals andpopulations (1=very poorly, 2 =poorly, 3 = well, 4 =very well)..

75% of respondentswill report that theirBSN educationprepared them wellor very well to usepatient-centeredstrategies whendelivering care todiverse individualsand populations.

Survey of 2015-2016 graduates: poorly = 1, well = 7,very well = 7. Well or very well = 14 (93%). Target metagain this year. Must consider low response rate.Survey of 2014-2015 graduates: poorly 4%, well 29%,very well 67%




Employer SurveyItem: How oftenBSN graduate usespatient-centeredstrategies whendelivering care todiverse individualsand populations(1= not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate usespatient-centeredstrategies whendelivering care todiverse individualsand populationssome or most of thetime in currentprofessional nursingpractice.

Survey of employers of 2015-2016 graduates; some ofthe time = 1, most of the time =4; some or most of thetime = 5 (100%). Target met again, but consider lowresponse rate.Survey of employers of 2014-2015 graduates; some ofthe time 18.8%, most of the time 81.3%

Employer survey response rateis low, most likely due to lowgraduate response rate.Consider alternative means ofidentifying employerperceptions of the how oftenand how well graduatesdemonstrate programoutcomes (e.g., method thatdoes not rely on graduates toprovide employers with survey).

BSN 6.0Patient-Centered

Use patient-centeredstrategies when

Employer SurveyItem: How wellBSN graduate uses

75% of respondentswill report that BSNgraduate uses

Survey of employers of 2015-2016 graduates: 100%very well. Improvement over previous survey, but lowresponse rate.

Target exceeded, and resultsmore favorable than previousyear. Consider results in context

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Care delivering care todiverse individualsand populations.

patient-centeredstrategies whendelivering care todiverse individualsand populations(1= very poorly, 2 =poorly, 3 = well, 4 =very well, NA = notapplicable, e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

patient-centeredstrategies whendelivering care todiverse individualsand populations wellor very well.

Survey of employers of 2014-2015 graduates: well18.8%, very well 81.3%

of low response rate. Consideralternative means of obtainingemployer/stakeholderperceptions of graduates'performance of programoutcomes.



NU450 CommunityAssessment paper

100% of students willachieve at least 75%on communityassessment paper.

The community assessment paper was discussedfrequently during class. The due date was changed toSunday night rather than Friday night in the Fall andSpring semesters to allow students a few extra days tocomplete. Summer 2016 –100% of students achievedabove 75% on the community assessment paper. Fall2016 (UD) - 100% of students achieved above 75% onthe community assessment paper. Fall 2016(LPN)—100% of students achieved above 75% on thecommunity assessment paper. Spring 2017 (UD)- 100%of students achieved above a 75% on the communityassessment paper.In order to meet this target in thefuture course faculty will review the teaching projectassignment criteria a minimum of 2 times and provide1:1 guidance during office hours for those who requestadditional assistance.

In order to meet this target inthe future, course faculty willreview the paper criteria withthe students at the beginning ofthe semester to acquaint thestudents with the requirementsof this assignment. Theassignment criteria will again bereviewed prior to conductingthe community assessment.Emphasis will be placed on theuse of APA format andcompleteness in answering allparts of the criteria withexamples of what faculty wouldexpect to see. Continue to offeradditional assistance duringoffice hours as studentsneeded.

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Allen College

Goal 4

Promote a commitment by all members of the Allen

College community to lives of service to others.



Admin - Administration AO 2.0 Environmentencourages AllenCollege employeesto maximize theirperformance

Annual report ofFaculty GoalAchievement-progress onscholarlyenrichment

85% of nursingprogram facultydemonstrateprogress on scholarlyenrichment plans.

91.7% (33/36) of nursing faculty demonstratedprogress on their scholarly enrichment plan (long-termplan). This is an increase from last year. In addition,8.3% (3/36) faculty completely met their long-termscholarly enrichment goal and set new long term goals.

Continue to coach facultyduring annual evaluationsregarding scholarly enrichment(long-term) goals. Encouragefaculty to take advantage ofwork release to completescholarly enrichment asappropriate.


Annual report ofFaculty GoalAchievement-shortterm teachinggoals

85% of nursingprogram facultycompletely meetshort term teachinggoals

77.8% (28/36) of faculty completely met their shortterm teaching goals for 2016. While this does not meetthe target of 85%, the remainder of faculty, 22.2%(8/36), partially met their short-term teaching goals for2016.

Will add a discussion regardinggoals to the fall meetings forworkload. Faculty generallymeet with the Dean during thefall semester to determineworkload for spring. This will bean ideal time to re-visit thegoals set during the previousspring.






This year faculty and staff wereasked to submit their scholarlyaccomplishments via a Googledocument created solely for thispurpose rather than email theinformation to a PDWcommittee member. Thisprocess was successful inobtaining the informationneeded to determine scholarlyaccomplishments. The PDWcommittee also met in Januaryto review the submissions toensure all submissions metcriteria for scholarlyachievement. The CommunityService Committee kept track ofservice hours completed byfaculty and staff. Faculty andstaff were notified if they werereceiving a service award priorto the banquet. If faculty andstaff questioned their servicehours, they were able to review

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the hours they had submittedover that last year.The PDW committee alsorevised the timeline forscholarly achievements. facultyand staff had until December31st to submit scholarlyachievements which provided amore flexible time frame forsubmissions.


Salary comparisontools (e.g., IAICU,etc.)

Faculty salaries willbe at the averagecomparable salaryfor rank at peerinstitutions.

Most recent data available was 2015-16. Allen Collegeis above 2015-16 average salaries for all ranks whencompared to Iowa colleges with nursing pre-licensureprograms. Iowa private colleges (IAICU) was used andfor the pre-licensure colleges that reported, Allensalaries met or exceeded the average in all ranks.These results are comparable to those of the previousreporting year, during which the target was also met.

Continue to compare annuallyfaculty salaries with state,regional and national data ifavailable. Make salaryadjustments as necessary basedon data and trends.


Summary ofExpenditures forFaculty and StaffProfessionalDevelopment [e.g.,number ofworkshop requestforms and totaldollars spent formeetings, travel,and educationalexpenses].

College providedfinancial support tocollege faculty andstaff to attendprofessionaldevelopmentactivities

In 2016 $79,877 was spent on tuition assistance forfaculty and staff and $95,348 was spent on conferenceand meeting travel totaling $175,225 for faculty andstaff. For 2017 there is $234,050 budgeted foreducation and travel

Continue to budget educationand travel expenses annually forfaculty and staff professionaldevelopment. $234,050 isbudgeted for education andtravel in 2017 and $262,850 isbudgeted for 2018.

Admin - Center forEngagement, Learning,and Leadership

AU 1.1 Allen Collegeculture supportsand sustainscommunity service

Exit surveyquestion "Do youintend to volunteerin your community

50% of exitingstudents report thatthey intend tovolunteer in their

Data was not collected from the respondents whostated that they did not intend to volunteer in thefuture. However, this is a very small percentage of thestudents who were surveyed.

In order to continue to meetthis target in the future, AllenCollege will continue to offer avariety of service and service-

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Admin - Center forEngagement, Learning,and Leadership

AU 1.1 and service-learning

in the future? communities in thefuture.

91.7% report they intend to volunteer in the future(n=209/228). College wide results include:• Accelerated BSN summer 2016 – 89%(n=32/36)• Accelerated BSN fall 2016 – 94.4% (n=17/18)• Upper division BSN fall 2016 – 95% (n=19/20)• LPN-BSN fall 2016 – 93.8% (n=15/16)• Upper division BSN spring 2017 – 97.7%(n=43/44)• MSN program summer 2016 – 100% (n=7/7)• MSN program fall 2016 – 78.6% (n=22/28)• MSN program spring 2017 – 88.9% (n=24/27)• DNP program spring 2017 – 100% (n=2/2)• ASR program – 93% (n=14/15)• DMS program – 100% (n=2/2)• NMT program – 100% (n=2/2)• MLS program – 87.5% (n=7/8)• Public health program – 100% (n=3/3)• Dental hygiene program – 100% (n= 2/2)

learning opportunities bothwithin and outside of theacademic curriculums. For the2017-2018 academic year,increase the target to 90% fromthe current 50%.

AU 1.1 Allen Collegeculture supportsand sustainscommunity serviceand service-learning

Service-LearningFaculty ScholarsAssessment

100% of Allen Collegeprogramsincorporate serviceand/or learningactivities into theircurricula.

The McElroy Endowed Chair for InterdisciplinaryStudies followed up with the Dean of the School ofHealth Sciences to discuss ways to promote formalizedservice-learning into the health sciences curriculums.Faculty Scholars was not offered as an option tofaculty during the 2016-2017 academic year. Facultymay be incorporating service-learning opportunitiesinto their classes, but no formal education wascompleted this year to formalize what they are doingor ensure that the activities are appropriate to belabeled as “service-learning”. Programs that haveformalized the use of service-learning teachingstrategies through the completion of the FacultyScholars Program are: BSN (Upper Division andAccelerated), MSN (NP tracks), DNP, MLS, and EdD.

Offer the service-learningfaculty scholars program in the2017-2018 academic year tofaculty to formalize the use ofservice-learning in academicprograms.

AU 2.1 Alumni willdemonstratecommunity service

Alumni surveyitem: How manyhours ofcommunity servicehave you beeninvolved in duringthe past 12months?

60% of alumniresponding to thesurvey reportperforming at least25 hours ofcommunity serviceeach year.

The response rate for all of the alumni surveys for allprograms remains low. This results in inadequate datato draw conclusions. However, there is a trend ofrecent graduates reporting less than the 25+ hours ofcommunity service that we have as our target.17% (7/41) alumni responding to the 6 monthgraduate survey reported completing 25+ hours ofcommunity service during the past 12 months.• BSN program – 18.75% (3) 25+ hours of

In order to meet this target inthe future, the target will bechanged to be 60% of alumnireport performing at least 9hours of service during the past12 months. This change in thetarget will be monitored todetermine if Allen Collegegraduates are volunteering after

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Alumni surveyitem: How manyhours ofcommunity servicehave you beeninvolved in duringthe past 12months?

60% of alumniresponding to thesurvey reportperforming at least25 hours ofcommunity serviceeach year.

community service, n=16• MSN program – 30% (3) 25+ hours ofcommunity service, n=10• DNP program – 100% (1) 25+ hours ofcommunity service, n=1• ASR program – 0% (0) 25+ hours ofcommunity service, n=8• DMS program – question not asked onalumni survey• NMT program - 0% (0) 25+ hours ofcommunity service, n=1• MLS program - 0% (0) 25+ hours ofcommunity service, n=5• Public health program – 0% (0) 25+ hours ofcommunity service, n=2

graduation.


Alumni surveyitem: To whatextent did youreducationalexperienceinfluence yourdesire to provideservice to yourcommunity?

50% of alumnireported that theireducationalexperienceinfluenced theirdesire to provideservice to theircommunities at least"some" (i.e., 1 = verylittle, 2 = some, 3 =quite a bit, 4 = verymuch).

A Likert scale was used on all alumni surveys to collectdata regarding this measure.63% (26/41) of alumni responding to the 6 monthgraduate survey reported that their educationalexperience influenced their desire to provide serviceto their communities at least “some”.• BSN program – 37.5% (6) (n=16)• MSN program – 80% (8) (n=10)• DNP program – 100% (1) (n=1)• ASR program – 87.5% (7) (n=8)• DMS program – question not asked on survey• NMT program - 100% (1) (n=1)• MLS program – 60% (3) (n=5)

In order to increase the numberof alumni who meet this target,the CELL will implement severalstrategies during the 2017-2018academic year to improve thetransparency of service at AllenCollege. This will include servicetestimonials using social media,keeping the CELL bulletin boardup to date, and attempting tobe more transparent in allacademic programs about howservice is part of the mission atAllen College.

AU 2.2 Promoteleadershipdevelopmentthroughcommunity service

Exit Survey:Managing orleading anorganization.

25% of therespondents reportmanaging or leadingan organization.

An additional question was not added to the exitsurvey as it was discussed that it may be difficult to getstudents involved in on and off campus activities ingeneral, and very difficult to become leaders withinthose organizations. 15.4% reported managing orleading an organization (n=35/228). College wideresults include:• Accelerated BSN summer 2016 – 11%(n=4/36)• Accelerated BSN fall 2016 – 5.6% (n=1/18)• Upper division BSN fall 2016 – 35% (n=7/20)• LPN-BSN program fall 2016 – 6.3% (n=1/16)• Upper division BSN spring 2017 – 18.2%(n=8/44)• MSN program summer 2016 – 14% (n=1/7)

These results are lower than theresults from the 2015-2016academic year. Again, ifparticipation in on and offcampus activities is low, it willalso be harder for many ofthese students to be leaders ifthey are not even participating.When looking at the questionrelated to participation,approximately 50% of thestudents are participating, and ifthe target is 25% are leading,this would equate to half of thestudents who participate are

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Exit Survey:Managing orleading anorganization.

25% of therespondents reportmanaging or leadingan organization.

• MSN program fall 2016 – 14.3% (n=4/28)• MSN program spring 2017 – 11.1% (n=3/27)• DNP program spring 2017 – 50% (n=1/2)• ASR program – 27% (n=4/15)• DMS program – question not included onsurvey• NMT program - 0% (n=0/2)• MLS program – 12.5% (n=1/8)• Public health program – 0% (n=0/3)• Dental hygiene program – 0% (n= 0/2)

serving in leadership roles.Thus, it would be reasonable todecrease this target to 15% forthe 2017-2018 academic year.


Exit Survey:Participation in on-and off-campuscommittees,organizations, orprojects.

60% of therespondents reportparticipation ineither on- or off-campus committees,organizations, orprojects.

Additional questions were not added to any of thesurveys for the 2016-2017 academic year. 51.8%report participation in on- or off-campus activities(n=118/228). College wide results include:• Accelerated BSN summer 2016 – 42%(n=15/36)• Accelerated BSN fall 2016 – 66.7% (n=12/18)• Upper division BSN fall 2016 – 80% (n=16/20)• LPN-BSN fall 2016 – 0% (n=0/16)• Upper division BSN spring 2017 – 84.1%(n=37/44)• MSN program summer 2016 – 71% (n=5/7)• MSN program fall 2016 – 39.3% (n=11/28)• MSN program spring 2017 – 18.5% (n=5/27)• DNP program spring 2017 – 100% (n=2/2)• ASR program – 67% (n=10/15)• DMS program – 50% (n=1/2)• NMT program – 100% (n=2/2)• MLS program – 25% (n=2/8)• Public health program – 0% (n=0/3)• Dental hygiene program – 0% (n= 0/2)

In order to meet this target inthe future, the CELL committeeas well as the CIRE, deans, andprogram chairs will worktogether to re-word thisquestion and clarify exactlywhat the question is asking.


Honors Programand ServiceLearning courserosters

20% of each cohortin the upper divisionpre-licensure BSNprogram enrolls inthe service honorsprogram or a servicelearning elective.

Service honors as well as travel courses that providedservice-learning opportunities were offered during the2016-2017 academic year.37% (20/54) upper division pre-licensure BSN studentsenrolled in service honors or a service-learningelective.• Fall 2017 cohort – 38% (8/21) enrolled inservice honors program or service-learning elective• Spring 2018 cohort – 36.3% (12/33) enrolledin service honors program or service-learning elective• Other cohorts have yet to all enroll in theirnursing elective.

Based on the trends from theprevious years, the target willbe increased to 35% of eachcohort in the upper division pre-licensure BSN program enrollsin the service honors programor a service-learning elective.Continue to offer a variety ofservice-learning options forelectives for the upper divisionnursing students.

AU 3.1 Collaborate withpartners in the

Services storiesposted on social

Featured servicestories on social

Spring 2017:• NU445T posting about service trip to Denver,

In order to meet this target inthe future, the CELL will

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AU 3.1 community media media will reach1,500 people andhave 15 “likes”.

CO - Reach: 1,164 and Likes: 18.• ASRO highway clean up - Reach: 1,155 andLikes: 27.• Health Fair at Mt. Carmel Baptist Church-Reach: 4,142 and Likes: 53.• Salvation Army Waterloo (students helping topaint)- Reach: 3,466 and Likes: 70

continue to publicize serviceevents and activities that arehappening on the campus. Thegoal will be to increase thenumber of events that arepublicized which may help tocontinue to meet this target inthe future.

AU 3.1 Collaborate withpartners in thecommunity

Sign up sheetsfrom service days

15% of studentsattend college-widecommunity serviceevents yearly.

18.8 % (117/622 students) participated in the college-wide community service event this academic year.There may be some duplicate students counted in thisnumber, as only numbers were collected, not studentnames to check for duplication.• Fall 2016 - 65 students representing the BSNand MS in OT programs participated in the Fall 2016Service Day. Agencies served included NE Iowa FoodBank, Cedar Valley Arboretum, House of Hope,Salvation Army, and St. Vincent DePaul• Spring 2017 – 52 students participated in thisactivity serving Love, Inc., House of Hope, SalvationArmy, Cedar Valley Arboretum, NE Iowa Foodbank, St.Vincent DePaul, and UnityPoint-Allen Hospital. Twodays were offered.

In order to assure that we areaccurately reporting this data,student names will be compiledfor each service day during the2017-2018 academic year sothat the number that isreported next year avoidsduplication of students fromsemester to semester.

Admin - Student Services SSO 10.0 Recognize StudentScholarship

GPA criteriarecorded in CAMS

All students whomeet honor criteriaare recognized

As during the 2015-2016 academic year, all studentswho qualified for honors were recognized, which is thesame as last academic year. Students will continue tobe recognized per polices.

Continue to monitor the honorspolicies and recognize studentsper policy.











The service learning paperaccounts for 10% of the coursegrade. One student did notsubmit a paper and received azero, which decreased theoverall average score for thiscohort. Many of the studentsdid not follow the assignment

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instructions and did not earnthe highest points possible. Ofthe students who completedthe assignment, the overallaverage was score was 78.41%.Multiple students performedservice learning independentlythrough a variety oforganizations. Students havedemonstrated leadership skillsand professionalism throughtheir service learning activities.





This year student’s scoresdecreased in all of the areas.The drop in the scores could bedue to a student that failed theRA 135 course or the lowernumber of students in thecourse compared to last year.The updated grading scale forthe student evaluation andchanges to the rating scale onthe evaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue topractice professionalism.





Student scores were verycomparable to the previousyear with a slight increase inorganization of assignments anda decrease in initiative andethical and professionalbehaviors. The rating scale onthe evaluation form wasupdated to utilize the .5 insteadof .25 increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. Beginning summer2017, all student clinicalevaluations will be completedutilizing the online software

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program Trajecsys to streamlinethe evaluation process.Students continue to integrateleadership skills and practiceprofessionalism in the clinicalsetting.








DMS:207 LabPractical

100 % of studentswill pass lab practical

Fall 2015 100% of students passed. The trend isconsistent with results of previous years.










Results: For the fall 2016 semester, the student’saverage score is 4.86 (n=5). Scores remain high.


DMS 4.2 Students willpracticeprofessionalism in

DMS:409 ClinicalInstructor/Preceptor

On a scale from 1-5,5 being the highestrating, the average of

Results: For Spring 2017 avg 4.83. Results remainconsistently high over the last 4 years

To determine consistency oftrend, no change inmeasurement tool for another

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DMS 4.2 the clinical labsetting

EvaluationsNumbers 1,2,10-13,15-19

all the responses >=4 Results: For Spring 2017 avg 4.83. Results remainconsistently high over the last 4 years

cycle of data


EdD 3.1 Students willdemonstrateorganizational andsystemsleadership toadvance qualityimprovement andsystems change.

EdD 710: Leading aHealth SciencesLearningOrganization –Strategic PlanningProject




MLS 3.1 Students willmaintaincompetency in thelaboratory field ofstudy

AnnotatedBibliographies –MLS 426:Evidence-BasedLaboratoryMedicine


13 studentsEarned an average of 43.3/45 available points = 96.2%

Students were required to usethe evidence based practice(EBP) process to completeannotated bibliographies ontwo pieces of evidence thatrelated to a student-selectedtopic. Skills learned throughoutthe course culminated in a finalproject that encompassed theentire EBP process. Studentswere provided with a list ofexpectations along with abreakdown of how points wereearned to help guide projectdevelopment. This course wasdeveloped to meet the needs oflearners with varyingbackgrounds in research toshow how the EBP process isused in the laboratory setting.Some students in this groupchose topics that relate to theirworkplace and wereencouraged to share the resultsof their project with theiremployer. Continue to monitorand consider raising the target.






Like the 2015 cohort, the 2016cohort of students did notcomplete the necessary servicehours and the results wereunchanged from fall 2016 to fall2015. When investigating why

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one student did not completethe necessary hours, he statedthat he works 30+ hours perweek and did not have time tocomplete community service.This assessment is intended toshow that students aredemonstrating a commitmentto lifelong excellence. Thestudent received informationabout CELL during orientationand their first week in class.Since the NMT program issuspended for the 2016-2017academic year, no changes arerecommended.


NMT 404: ServiceLearning Evaluation


For 2016-2017, the average score for the servicelearning evaluation is 100%. For 2015-2016, theaverage score for the service learning evaluation was100%. For 2014-2015, the average score was 95%.

The students’ scores on theservice learning project weremaximum for the assignmentand the spring 2017 resultswere unchanged from spring2016. The students completeda pre- and post- journal thatwas a critical reflection of theirparticipation in a servicelearning project.



PH: 420 Finalreport



The drop in score was likely doto a change in instructor andcourse materials. Additionally,the small number of students inthe course make it difficult togauge the quality of the results.This measure will be used againand compared to year-over-yearresults.




The target was barely met andlow student enrollment makes itdifficult to predict futureresults. Additionally, theinstructor, course text, and finaltext changed between academicyears, making these resultsimpossible to compare year-over-year. This measure will berevisited in the CAP for 2017-

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2018 academic year to create amore precise measurement.


BSN 7.0ProfessionalRole

Model theprofessional role.

Alumni SurveyItem: How often incurrentprofessionalnursing practiceyou model theprofessional role(1= not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that theymodel theprofessional rolesome or most of thetime in currentprofessional nursingpractice .

Survey of 2015-2016 graduates: Some of the time = 2,most of the time = 13; Some or most of the time = 15(100%). Target exceeded again, but must consider lowresponse rate.Survey of 2014-2015 graduates: most of the time 100%




Alumni SurveyItem: How wellBSN educationprepared you tomodel theprofessional role(1= very poorly, 2 =poorly, 3 = well, 4 =very well).

75% of respondentswill report that theirBSN educationprepared them wellor very well to modelthe professional role.

Survey of 2015-20165 graduates: poorly = 1, well = 6,very well = 8; well or very well = 93%. Target met againthis year, but at a lower rate than last year. Mustconsider low response rate.Survey of 2014-2015 graduates: well 8%, very well 92%




Employer SurveyItem: How oftenBSN graduatemodels theprofessional role(1= not at all, 2 =rarely, 3 = some ofthe time, 4 = mostof the time, NA =

75% of respondentswill report that BSNgraduate models theprofessional rolesome or most of thetime in currentprofessional nursingpractice.

Survey of employers of 2015-2016 graduates: some ofthe time 2, most of the time = 3. Some or most of thetime = 5 (100%). Target met again. Consider lowresponse rate.Survey of employers of 2014-2015 graduates: some ofthe time 12.5%, most of the time 87.5%

Employer survey response rateis low, most likely due to lowgraduate response rate.Consider alternative means ofidentifying employerperceptions of the how oftenand how well graduatesdemonstrate programoutcomes (e.g., method that

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not applicable, e.g.,not working in aBSN nursing role,or outcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate models theprofessional rolesome or most of thetime in currentprofessional nursingpractice.

Survey of employers of 2015-2016 graduates: some ofthe time 2, most of the time = 3. Some or most of thetime = 5 (100%). Target met again. Consider lowresponse rate.Survey of employers of 2014-2015 graduates: some ofthe time 12.5%, most of the time 87.5%

does not rely on graduates toprovide employers with survey).



Employer SurveyItem: How wellBSN graduatemodels theprofessional role(1= very poorly, 2 =poorly, 3 = well, 4 =very well, NA = notapplicable (e.g.,does not performoutcome, oroutcome notapplicable tocurrent role).

75% of respondentswill report that BSNgraduate models theprofessional role wellor very well.

Survey of employers of 2015-2016 graduates: well40%, very well 60%= 100% well or very well. consistentwith previous survey results.Survey of employers of 2014-2015 graduates: well25%, very well 75%

Consider alternative means ofmeasuring employers'perceptions of graduates'performance of programoutcomes, given low responserate.



NU 480 & NU 485CClinical Reflection#1

100% of students willachieve at least 75%on Clinical Reflection#1.

Students were required to address the nurse's role ofpatient advocate in Clinical Reflection #1. Summer2016 - 100%, Fall 2016 - 95%, Fall 2016-LPN - 100%met this target

This assignment has beenrevised and no longer requiresstudents to discuss the nurses'role as patient advocate. Ratherthan limiting the role toadvocate, students will be ableto describe the role that thatthey fulfilled during the clinicalexperience.



NU480 ClinicalEvaluation ToolProfessionalBehavior clinicalcompetencies

100% of students willreceive "S" rating forProfessional Behaviorclinical competencieson clinical evaluationtool.

During clinical orientation faculty reviewed the clinicalevaluation tool with all students. FA16 and SP17 –100% of students received an “S” rating on the clinicalevaluation tool related to the professionals behaviorclinical competencies

The clinical evaluation tool willbe reviewed during clinicalorientation to orient thestudents to specifically whatthey will be evaluated onregarding professionalbehaviors.



NU485C ClinicalEvaluation ToolProfessionalBehavior clinicalcompetencies

100% of students willreceive "S" rating forProfessional Behaviorclinical competencieson clinical evaluationtool.

During clinical orientation faculty reviewed the clinicalevaluation tool with all students. Faculty made contactwith all preceptors to ensure that they did not haveany questions about the use of the evaluation tool orconcerns with the students professional behaviors. Fall2016 - 100% , Summer, 2016 - 100%, Fall 2016-LPN -100% met the target

In order to continue to meetthis target in the future, coursefaculty will instruct studentsthat they will be evaluated ontheir professional behavior bytheir clinical preceptor.

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Assume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations





DNP AlumniEmployer Survey:Employerperceptions of howoften DNPgraduates assumeleadership roles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations (not atall, rarely, some ofthe time, most ofthe time).

75% of respondentswill report thatgraduates assumeleadership roles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals, families,and populationssome or most of thetime.



DNP AlumniEmployer Survey:Employerperceptions of howwell DNP graduatesassume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations (verypoorly, poorly,well, very well).

75% of respondentswill report that DNPgraduates assumeleadership roles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals, families,and populations wellor very well.


DNPO 6.0 Assume leadershiproles in

DNP AlumniSurvey: Graduate

75% of respondentswill report that their

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported being "very well"

Target met, but response ratelow. Consider alternative means

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DNPO 6.0 interprofessionalcollaboration toimprove thehealth outcomesof individuals,families, andpopulations

perceptions of howwell their DNPeducationprepared them toassume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations (verypoorly, poorly,well, very well).

DNP educationprepared them toassume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals, families,and populations wellor very well.

prepared by Allen College DNP education to performoutcome. Results are consistent with previous survey.

Both respondents (n = 2) to the survey of 2013-2014 (n= 2) and 2014-2015 (n = 1) DNP graduates perceivedthat their DNP education prepared them very well toassume leadership roles in interprofessionalcollaboration to improve the health outcomes ofindividuals, families, and populations.

of measuring graduates'perceptions of how well theywere prepared to perform theoutcome (e.g., focus groupsusing Go-to-meeting or Skype).


DNP AlumniSurvey: Graduatesperceptions of howoften they assumeleadership roles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals,families, andpopulations (not atall, rarely, some ofthe time, most ofthe time).

75% of respondentswill report that theyassume leadershiproles ininterprofessionalcollaboration toimprove the healthoutcomes ofindividuals, families,and populationssome or most of thetime.

Survey of 2015-2016 DNP graduates (1/2 completedsurvey): Respondent reported performing theoutcome most of the time. These results are animprovement compared to previous alumni survey.

Respondents (n = 2) to the survey of 2013-2014 (n = 2)and 2014-2015 (n = 1) DNP graduates reported theyassume leadership roles in interprofessionalcollaboration to improve the health outcomes ofindividuals, families, and populations rarely (n = 1) andmost of the time (n = 1).






In order to meet this target withall groups next year, coursefaculty will provideopportunities for collaborationthroughout the course, inaddition to the assigned servicelearning project. Providingexamples of where the servicelearning project might beimplemented may assiststudents with realistic settingsfor the summer. In addition,providing more opportunitiesfor student dialogue amongpeers regarding the service

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learning project would bebeneficial.




100% of students in NU600C, NU605C, NU610C, 612C,615C, 620C, 625C, 635C, 675C, 680C, and 685Cachieved an acceptable level (1) or better for the"Safety/Outcomes" criteria on the Faculty ClinicalEvaluation Tool. In NU600C, 98% of students (40 of41) achieved this target. These data are consistentwith findings from the 2015-2016 academic year when100% of students in clinical courses also achieved (1)or better for the “Critical Thinking” criteria on theFaculty Clinical Evaluation Tool. As indicated in theaction plan, faculty members have documentedcontact with students and preceptors throughout theclinical courses to evaluate progress towardestablished outcomes.

Will maintain contact withpreceptors throughoutindividual precepted clinicalexperiences to evaluateprogress toward outcomes.Also note that the singlestudent in NU600C who failedto achieve the target droppedthe course, but did not do so bythe established deadline soreceived a failing grade andrelated failure to achieve targetfor clinical evaluation criteria.For this reason, it is alsorecommended that the targetbe re-worded to state, “90% ofstudents who complete theclinical experience achieve anacceptable level (1) or better forthe “Safety/Outcomes” criterionon the Faculty ClinicalEvaluation Tool.




63 of 63 (100%) of students achieved an acceptablelevel (1) on both paper and presentation. This isconsistent with previous outcomes and as expected foran end-of-program project that is guided by a facultypreceptor and approved prior to the finalpresentation.

In order to continue to meetthis target for all students,graduate project facultyadvisers will maintain closeworking relationships withstudents as they plan,implement, and evaluate theirevidence-based practice/qualityimprovement projects. Thisshould assure a high qualitypresentation and summarypaper at the end of the process.This is still perceived to be avaluable measure of student

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attainment of this outcome;maintain measure and target.


MSN AlumniEmployer Survey--How often MSNgraduates applyquality principlesto promote patientsafety and positiveindividual andsystems outcomes(not at all, rarely,some of the time,most of the time).

75% of respondentswill report that MSNgraduates applyquality principles topromote patientsafety and positiveindividual andsystems outcomessome or most of thetime.



MSN AlumniEmployer Survey--How well MSNgraduates applyquality principlesto promote patientsafety and positiveindividual andsystems outcomes(very poorly,poorly, well, verywell).

75% of respondentswill report MSNgraduates applyquality principles topromote patientsafety and positiveindividual andsystems outcomeswell or very well.



MSN AlumniSurvey--How oftenMSN graduatesapply qualityprinciples topromote patientsafety and positiveindividual andsystems outcomes(not at all, rarely,some of the time,most of the time).

75% of respondentswill report applyingquality principles topromote patientsafety and positiveindividual andsystems outcomessome or most of thetime.



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MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them toapply qualityprinciples topromote patientsafety and positiveindividual andsystems outcomes(very poorly,poorly, well, verywell).

75% of respondentswill report feelingwell or very wellprepared to applyquality principles topromote patientsafety and positiveindividual andsystems outcomes.





100% of students in NU600C, NU605C, NU610C, 612C,615C, 620C, 625C, 635C, 675C, 680C, and 685Cachieved an acceptable level (1) or better for the"Safety/Outcomes" criteria on the Faculty ClinicalEvaluation Tool. In NU600C, 98% of students (40 of41) achieved this target. These data are consistentwith findings from the 2015-2016 academic year when100% of students in clinical courses also achieved (1)or better for the “Safety/Outcomes” criteria on theFaculty Clinical Evaluation Tool. As indicated in theaction plan, faculty members have documentedcontact with students and preceptors throughout theclinical courses to evaluate progress towardestablished outcomes.

Will maintain contact withpreceptors throughoutindividual precepted clinicalexperiences to evaluateprogress toward outcomes.Also note that the singlestudent in NU600C who failedto achieve the target droppedthe course, but did not do so bythe established deadline soreceived a failing grade andrelated failure to achieve targetfor clinical evaluation criteria.For this reason, it is alsorecommended that the targetbe re-worded to state, “90% ofstudents who complete theclinical experience achieve anacceptable level (1) or better forthe “Safety/Outcomes” criterionon the Faculty ClinicalEvaluation Tool.

MSNO 7.0 Collaborate withininter-professionalteams to manageand improvehealth careservices forindividuals,families and

MSN AlumniEmployer Survey--How oftenemployers perceivethat MSNgraduatescollaborate withininter-professional

75% of respondentswill report that MSNgraduatescollaborate withininter-professionalteams to manageand improve healthcare services for


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MSNO 7.0 populations. teams to manageand improve healthcare services forindividuals, familiesand populations(not at all, rarely,some of the time,most of the time).

individuals, familiesand populationssome or most of thetime.



MSN AlumniEmployer Survey--How wellemployers perceivethat MSNgraduatescollaborate withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populations(very poorly,poorly, well, verywell).




MSN AlumniSurvey--How oftenMSN graduatescollaborate withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populations(not at all, rarely,some of the time,most of the time).

75% of respondentswill reportcollaborating withininter-professionalteams to manageand improve healthcare services forindividuals, familiesand populationssome or most of thetime.



MSNO 7.0 Collaborate withininter-professionalteams to manageand improvehealth careservices forindividuals,families and

MSN AlumniSurvey--How wellMSN graduatesperceive that theirMSN educationprepared them tocollaborate withininter-professional

75% of respondentswill report feelingwell or very wellprepared tocollaborate withininter-professionalteams to manageand improve health



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MSNO 7.0 populations. teams to manageand improve healthcare services forindividuals, familiesand populations(very poorly,poorly, well, verywell).

care services forindividuals, familiesand populations.




NU695 GraduateProject SummaryPaper andPresentationEvaluation Form -Item #7Collaborate withininterprofessionalteams.



In order to continue to meetthis target for all students,graduate project facultyadvisers will maintain closeworking relationships withstudents as they plan,implement, and evaluate theirevidence-based practice/qualityimprovement projects. Thisshould assure a high qualitypresentation and summarypaper at the end of the process.This is still perceived to be avaluable measure of studentattainment of this outcome;maintain measure and target.

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Allen College

Goal 5

Adopt management practices that demonstrate

outstanding stewardship of all resources to our

constituents.



Admin - Administration AO 1.0 Remain a fiscallysound institution

AACN, IAICU, AAUP(etc.) annual salarydata compared tocurrent averagefaculty salaries andranges for rank

Salaries and salaryranges equivalent tocomparison data.

Most recent data available was 2015-16. Allen College2015-16 faculty average full time salaries by rankexceeded the 2015-16 salary averages by rank for allranks for Iowa private colleges (IAICU data) and for allranks for the American Health Science EducationConsortium (AHSEC) data. For regional comparisonwith American Association of University Professors(AAUP) NW Central average data and for nationalcomparison with IPEDS, Allen College salaries laggedbehind the average in all ranks except instructor. Thisreview is done annually in preparation for salary rangereview and contract renewal and issuance for the nextacademic year. When compared to the 2015-16 CAPresults, the 2016-2017 cap results show that facultysalaries by rank continue to be competitive with ourpeer institutions in Iowa.

As part of keeping salaries atour institution competitive, wewill continue to monitor facultysalaries as compared to Iowa,regional and national data, aswell as like institutions.

AO 1.0 Remain a fiscallysound institution

Allen Collegebalance sheet:CompareDecember 31 ofcurrent year toprior year.

Annual increase inCollege’s endowment

Upon review of the December 31, 2016 balance sheet,the temporarily and permanently restricted net assetsincreased from prior year by from $9,044,000 at 12/31/15 to $10,435,000 at12/31/16 which is a 15.38% increase. When looking atthe last several years, the college endowment grewsteadily, which is one indication of a fiscally soundinstitution.

The college and foundation willcontinue to raise funds forpermanently and temporarilyrestricted net assets for thebenefit of the college and itsstudents.


Allen College yearend incomestatementcompared toparentorganization’syear-end incomestatement

Allen College’sannual budgetedprofit marginpercentage (PMP) isat least that of theparent organization’sannual budgetedPMP (100%).

Allen College profit margin percentage for the yearended 2016 was 16.38% and the hospital's PMP forthe year ended 2016 was 1.85%. Allen College's PMPstill continues to be at least that of the hospital's PMPfor the year ended 2016.

Continue to monitor thesepercentages during thebudgeting process so AllenCollege's operating margin % ismeeting or exceeding theHospital operating margin %.For the 2017 budget processand for the 2018 budget processthe college is budgeted toexceed the hospital PMP.


Allen foundationrecord ofscholarships

Annual increase innumber of endowedscholarships

Five new endowed scholarships were established in2016-2017 (five new scholarships were created in2015-2016). The endowed scholarships will beawarded when they have had time to mature. Twelveendowed scholarships that were created duringanother academic year showed financial investmentincome and were awarded for the first time; nine of

The College chancellor andFoundation staff will continueto seek new endowedscholarships to help assiststudents with the rising cost ofeducation.

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Allen foundationrecord ofscholarships

Annual increase innumber of endowedscholarships

them were matching class scholarships. The goal wasto increase the number of endowed scholarships sothe target was met – five new endowed scholarshipswere established.

The College chancellor andFoundation staff will continueto seek new endowedscholarships to help assiststudents with the rising cost ofeducation.


Grant proposalwriter’s record ofsubmissions

Annual increase inthe number of grantapplications

Target met. Fourteen grant applications weresubmitted between 06/01/2016 and 5/31/2017, whichis an increase of five from the previous year (9 weresubmitted 06/01/2015 to 05/31/2016). Oneapplication, for the Rehabilitation Sciences Building,was tabled to be resubmitted once the PhysicalTherapy program is closer to launching. Seven wereapproved for a total of $685,030 and six weredeclined.

A new grant writer who focusessolely on Allen College grantpursuits was hired in June 2017.She will continue to seekmeaningful grants for theCollege in collaboration with theChancellor, AssociateChancellor, and Manager ofGrant Services for AllenFoundation.


Iowa Student AidCommission dataused to compareAllen collegetuition and fees totuition and fees ofother comparableprivate institutions

Allen College isamong the leastexpensive privatecolleges offering pre-licensure BSNprograms.

Based on the information gathered for the 2017budget process, Allen College remains among the leastexpenses private colleges in Iowa offering pre-licensure BSN programs. Please see attached chart.

We are a tuition driveninstitution, therefore we willcontinue to monitor tuition andfees to and expenses keep AllenCollege competitively affordablefor current and prospectivestudents.


Projected credithours compared toactual credit hours.

Actual credit hoursmeet or exceedprojected creditshours annually.

During the 2016 year, 15,431 credit hours werebudgeted and 14,501 credit hours were taught. Thiswas mainly due to higher than usual attrition rate inthe BSN program and more attrition than expected inthe MSN program. Additionally, several smallerprograms did not attain their budgeted credit hourgoals.

For budget for the 2017calendar year, adjustmentswere made to the enrollmentforecasting template used toproject credit hours. Eventhough the credit hourprojection is an estimate basedon student plans of study,attrition is difficult to predict inthe various programs, as is finalnumber of incoming students innew and smaller programs. Wewill continue to monitor credithour trends and budgetconservatively.

AO 3.0 College receivesexternal monetarycontributions inthe form of grants,scholarships, and



June 1, 2016 – May 31, 2017 Allen College received thefollowing gifts: Cash: $2,132,343.60; Gift-in-Kind:$14,656.67; Pledges: $829,790.94; Stock/Property:$54,063.13 for a total of $3,030,854.34; the total was$2,047,864 in 2015-2016. The total contributions

No action needed. The totalcontributions increased almost$1 million from 2015-2016.Mainly due to the capitalcampaign and due to the fact

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AO 3.0 gifts Internal TotalDonations toCollege for Year


increased from 2015-2016 by almost $1 million mainlydue to receiving final payment on the largestscholarship contribution in the college’s history anddue to the capital campaign.

the college received paymenton a pledge for the largestscholarship contribution to thecollege in its history.

Admin - Office of DiversityServices

ODS 3.0 Diverserepresentation inall collegematerials andbuildings (ODSGoal 3: Welcomingand inclusivecampus climate--Events, messages,symbols, andvalues of thecampus make it awelcoming andinclusiveenvironment forall students,faculty, staff, andmembers of thebroadercommunity.)

InclusivityAssessment (i.e.,Report ofadvertising,marketingmaterials, website,pamphlets, etc. toensure theypromoteinclusivity)

50% of materials(e.g., advertising,marketing material,website, and images)promote inclusivity.

The Allen College website, web pages, and all printmaterial promote inclusivity by including diverseimages of in race, age, and gender in more than 50% ofthe colleges print material and web photos. The ODShighlights underrepresented students by having aStudent of the Month from a diverse background fourmonths or each semester. The college advertises indiverse publications each year.

This is the first time for measurement of this goal. Wewill compare this report at the next reporting period.

The ODS will continue tomonitor the promotion ofdiverse images in college printmedia, website and socialmedia. The ODS will ensure thecollege will continue tosubscribe to diverse magazinessuch as Minority Nurse, andDiverse Issues in HigherEducation Resources for thebenefit of faculty, staff, andstudents. The college willcontinue to advertise in diversepublications locally andregionally to reach a wide arrayof Iowans.

ODS 4.0 Offer programsand activities thatpromote academicsuccess, retention,and graduation ofunderrepresentedstudents.(ODS Goal 4:Support diversestudents . . .)

Retention andgraduation rates ofunderrepresentedstudents [Report ofretention andgraduation rates ofdiverse studentsfor all programs]

Retention andgraduation rates areequal to those of theCollege.

These numbers represent the latest available data.

Of the 1 minority accelerated students in the summer2014 cohort, all students graduated. (100%)Of the 4 male accelerated students in the summer2014 cohort, all 4 students graduated (100%)Of the 39 accelerated students in the summer 2014cohort, 38 students graduated. (97%)

Of the 3 minority LPN-BSN students in the fall 2012cohort, 2 students graduated. (67%)There were no male students in the fall 2012 LPN-BSNcohort. (NA)Of the 20 LPN-BSN students in the fall 2012 cohort, 16students graduated. (80%)

Of the 0 minority upper division students in the spring2013 cohort, NA student graduated (NA%)Of the 4 male upper division students in the spring2013 cohort, 3 students graduated (75%)Of the 57 upper division students in the spring 2013

The ODS will continue to offerCareer Day and Summer NurseCamp programming whichcontribute to historicallyunderrepresented studentslearning about opportunities inNursing and Health CarePrograms. The ODS willcontinue to attend localinformation sessions inchurches, businesses, andcommunity agencies to shareinformation on Nursing andAllied Health Care careers withpotential students and theirfamilies. The ODS will continueto collaborate with the StudentServices staff to reach out tounderrepresented groups atrecruiting events. The ODS willalso continue to work with

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ODS 4.0 Offer programsand activities thatpromote academicsuccess, retention,and graduation ofunderrepresentedstudents.(ODS Goal 4:Support diversestudents . . .)

Retention andgraduation rates ofunderrepresentedstudents [Report ofretention andgraduation rates ofdiverse studentsfor all programs]

Retention andgraduation rates areequal to those of theCollege.

cohort, 48 students graduated (84%)

Of the 0 minority upper division students in the fall2013 cohort, NA student graduated (NA%)Of the 1 male upper division students in the fall 2013cohort, 1 students graduated (100%)Of the 17 upper division students in the fall 2013cohort, 17 students graduated (100%)

26/31 minority students were retained from 2015 to2016 for a total retention rate of 84%

54/59 male students were retained from 2015 to 2016for a total retention rate of 92%

579/611 students were retained from 2015 to 2016 fora total retention rate of 95%

Compared to Year 1 reporting these resultsdemonstrate a slight decrease in the actual retentionand graduation rates of underrepresented students.However, some of the decrease is attributed to thefact that we had larger numbers of underrepresentedstudents enrolled in the program as compared to theprevious reporting year. In the Year 1 (2013-2014)report we had a total of 24 minorities and weincreased that number to 31 in Year 3 (2015-2016). InYear 1 (2013-2015) we enrolled 40 male students andretained 38 while in Year 3 (2015-2016) we increasedour male enrollment to 59, which is nearly double thenumber of men enrolled in Year 1, and we graduated54 or them. Total Retention rates for minority andmale students were increase in Year 3 (2015-2016) ascompared to Year 1 (2013-2014) which accounts forthe overall goal being met.

faculty to identify at-riskstudents early and get themengaged in services with theretention coordinator in anattempt to improve their overallperformance and retention.The ODS coordinator willcontinue to offer mentorsupport to demonstrate theinstitutions commitment toeach individuals studentssuccess






Students continue todemonstrate clinicalcompetence and practiceproper radiation protection.Although there was a slightdecline in the average score for2016, this was a smaller cohort.A few students received a scoreof 2 on collimation and many

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received a score of 3.Benchmark Met. Continue tomonitor.





No significant change in the last5 years. The studentsdemonstrated clinicalproficiency and competency inproviding radiation protection.The program’s curriculumintegrates radiation protectionconcepts each semester. Eachstudent’s performancedemonstrates that they areprepared for graduation.Continue to keep thisassessment due to variation inthe type of patient, and the factthat it is evaluated by theclinical instructor.




2017 = 4 (n=12)Benchmark/Target met.2016 = 3.96 (n=16)2015=3.79 (n=17)2014=3.86 (n=15)2013=3.9 (n=17)2012=3.87 (n=17)

Students continue to exceedbenchmark. The students wereable to apply correct positioningskills. The students aredemonstrating knowledge ofpositioning in relation to theirlevel of placement in the ASRprogram. Faculty would like tocontinue with this assessmentas certification testing iscompleted at various clinicalsites and with different clinicalinstructors.





Average scores exceedbenchmark. Studentsdemonstrated clinicalcompetence by applying correctpositioning skills. This is the finalsemester that certifications arecompleted in the ASR Program.Beginning in FA17, the programfaculty will distribute a list ofexams the Clinical Instructorscan select for

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certifications. For example: C-spine with obliques will beincluded, but hand and foot willnot.










This year student’s scoresdecreased in all of the areas.The drop in the scores could bedue to a student that failed theRA 135 course or the lowernumber of students in thecourse compared to last year.The updated grading scale forthe student evaluation andchanges to the rating scale onthe evaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue todemonstrate effectivecommunication in the clinicalsetting.






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Areas of deduction on thereference page include; fourstudents did not utilize properspacing of the references, twostudents did not use thehanging indent, one student didnot use the proper font size andone student neglected to centerthe word reference on the topof the reference page. Underthe format portion of theevaluation form; four studentsdid not have proper margins intheir paper and one student didnot meet the requirements of atwo page paper. The researchpaper is discussed in detail onthe first day of class with theinstructor. The courseinstructor provided a link onAPA review-Basic FormattingRules which is located on theAllen College website to assiststudents with the researchpapers. Students continue to

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demonstrate effective writtencommunication skills.





This is the third year studentswrote and presented twopapers for this course.Fourteen of the thirty paperswritten had deductions on thereference page. Eight papershad errors with spacing, ninepapers did not have the hangingindent, two students numberedtheir references, and fivestudents did not correctly titlethe reference page. Fourstudents had deductions in theformat section for grammar andspelling. The instructorencouraged students to reviewtheir first paper presentation togive them the opportunity toimprove on the second paper.Six of the fifteen studentsreviewed their first paperpresentation and receivedfeedback from the instructor.Five of these six studentsimproved on their secondpaper. The requirements forthese papers are discussed indetail the first day of class. Thecourse instructor provided a linkon APA review-Basic FormattingRules which is located on theAllen College website to assiststudents with the researchpapers. Students continue todemonstrate effective writtencommunication skills.

ASR 2.3 Students willdemonstrate oral



Results: Fall 2016- 99% (N=13)Previous data:

There were just two papers withdeductions in the oral

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ASR 2.3 communicationskills



2015=94.53% (n=16)2014=100% (n=17)2013= 99.75% (n=16)2012= 99.6% (n=17)

presentation portion. Onestudent read their paper veryquickly and the other wasdeducted in the area of propervoice level. Students continueto demonstrate effectivecommunication skills.









2016: 90.19% (n=16)Previous data2015: 89.88% (n=17)2014: 89.13%(n= 15)spring level 1 2013: 93.76%(n= 17).spring level 1 2012: 88.8%(n=17)

The course weight was changedfrom 10 to 25% this year toencourage studentengagement. This year, a muchimproved 4th edition textbookwas used and the workbook wasoptional. The 2014 cohort wasthe first cohort to complete thisactivity during RA255 summerlevel 2; previous years werepart of the RA145 spring level 1course. In 2013 and previousyears, the online worksheetswere unlimited attempts andnot timed. 2014 the highestscore on the worksheet wasrecorded. 2015 and 2016 theassignment was allotted twoattempts, untimed,

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2016: 90.19% (n=16)Previous data2015: 89.88% (n=17)2014: 89.13%(n= 15)spring level 1 2013: 93.76%(n= 17).spring level 1 2012: 88.8%(n=17)

and the scores were averaged.A few students within thiscohort did not submit scores of75% or greater on a few of theassignments, but overall thiscohort was engaged inradiograph critique.





Students continue todemonstrate their ability tocritique radiographic images. Nosignificant change whencompared to last year. Theoverall average is lower than2014 and all previous years, butin previous years theworksheets were unlimitedattempts, not timed and thehighest score was recorded. Theassignment parameters werechanged in 2015 andsubsequent years to allow onlytwo untimed attempts and thescores were averaged. In FA 15the course weight for theworksheets was increased from15% to 20%. No changesrecommended.




2017 (n=15), 93% of the students received a passingscore after the 4th exam.Previous data2016 (n=17) 100%2015 (n=15) 93%2014 (n=17) 76%2013 (n=16) 100%2012 (n=16) 100%

One student did not achieve a70 on any of the 4 Corectecexams. This year’s Corectecexams reflected the new ARRTcontent specs. Studentscontinue to demonstrate theirability to practice criticalthinking. The course instructorrecommends that thebenchmark be changed to state“will achieve a Corectec examscore of 70 or greater.”




2017 = 92.14%N= 7 posters (12 students)Previous data2016 = 92.6%

Scores for 2017 continue todemonstrate the student’sability to practice criticalthinking skills when developing

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N= 10 posters (16 students)2015 = 96.5%,N= 11 posters (17 students)2014= 94%,N = 11 posters (15 students)

their scientific exhibits. Averagescores continue to exceed thebenchmark of 80%. No changesrecommended.





Student scores were verycomparable to the previousyear with a slight decline in thearea of ability to followdirections. The rating scale onthe evaluation form wasupdated to utilize the .5 insteadof .25 increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. During the 2017 springsemester, two of the clinicalsites were part of a pilot studyutilizing Trajecsys for thecompletion of student clinicalevaluations. The pilot study wasa success. The clinicalinstructors had no issues withcompletion of the studentevaluations. Trajecsys :allowsthe clinical instructors tocomplete the studentevaluations online and theneach student is able to viewtheir completed evaluation.During summer 2017, allstudent clinical evaluations willbe completed utilizing Trajecsysto streamline the evaluationprocess. Students continue touse critical thinking skills in theclinical setting. Continue tomonitor.





This year student’s scoresincreased in the areas ofapplication of knowledge, self-image for Level in the ASRProgram and composure andadaptability. There was a slightdecline in ability to follow

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directions. The updated gradingscale for the student evaluationand changes to the rating scaleon the evaluation form thatwere implemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue tobe able to critically think in theclinical setting.










The service learning paperaccounts for 10% of the coursegrade. One student did notsubmit a paper and received azero, which decreased theoverall average score for thiscohort. Many of the studentsdid not follow the assignmentinstructions and did not earnthe highest points possible. Ofthe students who completedthe assignment, the overallaverage was score was 78.41%.Multiple students performedservice learning independentlythrough a variety oforganizations. Students havedemonstrated leadership skillsand professionalism throughtheir service learning activities.




Fall 2016 average score was 3.6 (N=13)Previous dataFA 2015=3.83(n=16)FA 2014=3.80

This year student’s scoresdecreased in all of the areas.The drop in the scores could bedue to a student that failed theRA 135 course or the lower

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(n=17) number of students in thecourse compared to last year.The updated grading scale forthe student evaluation andchanges to the rating scale onthe evaluation form that wereimplemented in fall 2014continue to assist the clinicalinstructors/preceptors withclarification when evaluatingstudents. Students continue topractice professionalism.





Student scores were verycomparable to the previousyear with a slight increase inorganization of assignments anda decrease in initiative andethical and professionalbehaviors. The rating scale onthe evaluation form wasupdated to utilize the .5 insteadof .25 increments to support theTrajecsys software. The gradingscale was updated to reflect thisupdate. Beginning summer2017, all student clinicalevaluations will be completedutilizing the online softwareprogram Trajecsys to streamlinethe evaluation process.Students continue to integrateleadership skills and practiceprofessionalism in the clinicalsetting.







DMS 2.2 Students will DMS:207 Lab 100 % of students Fall 2015 100% of students passed. The trend is As this tool has achieved

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DMS 2.2 successfully obtainpatient history

Practical will pass lab practical consistent with results of previous years. benchmark for last six years,proposal for 2017-2018 is toidentify a new outcome andmeasurement tool for this goal.DMS 300 Patient Care offered inSpring 2018 will be anopportune platform for newoutcome /tool.








EdD 780:IntegratingEvolvingTechnology inHealth ProfessionsEducation –HomeworkAssignments




EdD 790:Practicum in HealthProfessionsEducation – CourseDiscussions



Earned an average of 204.7 out of 210 points = 97.5%


Course discussions centered onthe application of teachingconcepts covered in the course.Using a textbook designed for K-12 educators, we related theconcept of making learningvisible to students throughdifferent types of learning(surface, deep, and transfer) tohealth sciences educationalenvironments. Topics werediscussed within each module,and then students were askedto demonstrate how they wouldapply the concepts in theirindividual settings. This allowedstudents to visualize differentways they could advancescholarship in their own settingsby using advice not necessarilydirected to health scienceseducational environments.Continue to monitor and raisethe target.

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NMT 2.1 Students will beable to criticallyreflect on theirperformance

NMT:405 StudentSelf Evaluation

Students will have anaverage score of >=85%.

For the Summer 2017 semester, the student’s averagescore for the self-evaluation is 98% (N=2). For theSummer 2016 semester, the student’s average scorefor the self-evaluation is 95% (N=3). For the Summer2015 semester, the student’s average score for theself-evaluation was 98% (N=3)

The Summer 2017 scores werehigher than the summer 2016scores. The student self-evaluation demonstrates thatthe students are able tocritically reflect on theirperformance as they prepare toenter the workforce. Bothstudents had jobs lined up aftergraduation and they had bothtremendously increased theirconfidence throughout thesemester. Overall, the studentsare prepared to take theircertification exam and moveinto the workforce.


PH 2.1 Student will beable to gatherinformation onpolicy

PH 490 Final Exam(Ethics, Law, andHealth Care Policy

Average score > 80% One student took the course and received a 93% onthe final exam. Previous years data is not available dueto a transition in program staff.

This is the first time themeasure was used and therewas only one student in thecourse. This measure willremain in place until there ismore data.

PH 2.2 Student will beable to identifymechanism toevaluate programsfor their qualityand effectiveness

PH 480 Final Exam.(Public HealthResearch andEvaluation)

Average score > 80% All (n=2) students scored above 80%, with an averagescore of 93.6%. The Previous year’s data not availabledue to change in program staff.

This tool appears to be effectiveand will be used again nextyear.




The target was barely met andlow student enrollment makes itdifficult to predict futureresults. Additionally, theinstructor, course text, and finaltext changed between academicyears, making these resultsimpossible to compare year-over-year. This measure will berevisited in the CAP for 2017-2018 academic year to create amore precise measurement.

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college assessment plan report of college goal … us/institutional report/2016-2017...achievement...

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