instructional comprehensive program planning … · 1 san luis obispo county community college...

1 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

I n s t r u c t i o n a l S e r v i c e s C o m p r e h e n s i v e P r o g r a m P l a n n i n g & R e v i e w 2 0 1 5 - 2 0 1 6

Approved Document to be Used for Submission Spring 2015

INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW

(CPPR)

Only to be completed by those programs scheduled for the year according to the institutional

comprehensive planning cycle for instructional programs (i.e., every four years for CTE

programs and five years for all other instructional programs), which is produced by the Office of

Academic Affairs.

Program: Registered Nursing (NRAD)

Planning Year: 2014-2015 for 2015-2016

Last Year CPPR Completed: 2010-2011 for 2011-2012

Unit: Nursing Allied Health

Cluster: Math, Nursing, Biological and Physical Sciences, Kinesiology/Health Sciences & Athletics

NARRATIVE: Instructional CPPR

Please use the following narrative outline:

I. GENERAL PROGRAM INFORMATION

A. Associate Degree Nursing Program Mission Statement:

The mission of the Cuesta College Associate Degree Nursing Program is to provide for

the educational preparation of registered nursing students. The student will be

prepared as a generalist to practice at an entry level with the ability to apply critical

thinking skills and the nursing process in a caring and individualized manner to help

others maintain or regain optimal health, or a peaceful death.

B. Brief history of the program:

The Associate Degree Nursing Program was accredited by the California State Board of

Registered Nurses in 1967. The program was put into place to meet a significant

community need by placing well-educated RN graduates into the local workforce. The

program continues to meet this need. The majority of our graduates remain in the

community and become seasoned nurses who work side by side current nursing

students. Since its inception, the Cuesta College RN Program has produced over 1,700

Associate Degree.

The program has earned a positive reputation in the community and state as reflected

in employer and alumni surveys and community advisory boards. The program

consistently receives more applications each year than spaces in the program.

Graduates of our program pass their RN licensure exam (NCLEX) with a higher than 90%

first time pass rate.

In 2010, the nursing classroom and skills lab were remodeled with state-of-the art

technology and a high fidelity simulation lab was built.




C. Include significant changes/improvements since the last Program Review:

Selection of Applicants:

The Cuesta College Associate Degree Nursing (ADN) Program exhausted students placed

on a waitlist from a qualified applicant pool that entered the program in fall of 2009. At

that time, the program was admitting 56 students per year, of which 20 were supported

by a two grants from the Chancellor’s Office.

In fall 2010, Cuesta College adopted the California Chancellor’s Office approved multi-

criteria selection process for admission of students entering the program. This

admission criterion was a direct result of Assembly Bill 1559 and the Education Code

(Section 78261.5) and is utilized to select the most qualified candidates for admission.

In this same year, admissions were reduced to 46 per year, following evaluation of

available clinical facilities, community need and premature loss of the Workforce

Initiative (WIA) Grant that supported 10 students.

In fall 2012, the program began reserving three (3) spaces for Advanced Placement

Licensed Vocational Nurses (LVN’s) with a minimum of one year work experience to

enter into the 2nd

semester of the program by admitting 43 generic students into the 1st

semester, with a goal of continuing to graduate 46 per year.

Organizational Structure and Faculty Changes:

The nursing program has gone through significant changes to the organizational chart

change. These changes occurred to provide additional support for the Director of

Nursing and Allied Health in a division that had eight regulated programs, two of which

were newly created in 2006/07. The addition of a Division Chair for Nursing and Allied

Health division began in 2007/08. The Director of Nursing and Allied Health position

was divided into two director roles in 2008/09, with the Director of Nursing given

oversight for the ADN, LVN and CNA programs, and the newly created Director of Allied

Health given oversight for the other five smaller programs.

Two tenured faculty left the program through resignation and retirement. Both of these

resignations were replaced with full-time, tenured, qualified nurses who had previous

experience as clinical adjunct faculty. Another long-time tenured faculty member

retired effective May 2014. Advertising occurred in fall 2013 for a full-time, tenure

replacement, but did not result in a qualified applicant for the position. Instead, a part-

time lecture and part-time clinical faculty have been hired for fall 2014, and we will

advertise again for a tenure faculty position beginning spring 2015. These automatic

replacements of full-time faculty who resign or retire demonstrate the strong support

and commitment that our program receives from administration to run the nursing

program.

Curriculum:

All curricula have consistently been reviewed at least annually during Program Review

meetings held at the completion of each semester. Program Review encompasses




student feedback on course surveys, faculty analysis of student learning outcomes,

input from community agencies, and student success indicators of NCLEX pass rates and

employment tracking. Our philosophy and curriculum has continued to be timely and

relevant in today’s healthcare setting. However, faculty members have determined it is

time for an in-depth curriculum review which began with a workshop led by a

consultant with expertise in quality and safety in nursing education (QSEN). Review and

revisions are taking place now with plans to continue during the 2015/2016 academic

year.

Simulation Liaison:

A simulation Liaison position was created to oversee the high fidelity simulation lab

created in 2010. The purchase of equipment for this lab was provided through grant

and donor funding. The simulation lab now encompasses simulations in every semester

and provides patient care experiences throughout the lifespan.

Retention:

The nursing program continues to aggressively implement student success strategies to

foster student’s successful completion of the program on time and to prepare students

as entry level clinicians. Our retention rate was over 90% for the classes completing in

2012 and 2013.

RN Licensure Prep:

Since 2007, online NCLEX practice tests have been incorporated throughout all

semesters along with a live content review course immediately following graduation to

prepare students for the licensure exam. Our 1st

time pass rate over the past five years

has ranged from a low of 93% to a high of 100% in 2014.

ADN to BSN Education Pathways:

A partnership was created with California State University Channel Islands (CSUCI) Fast-

Track Hybrid ADN to BSN Program to ensure an option into the CSU system for a BSN.

Representatives have come to campus to inform and advise students of this pathway to

4th

semester students in spring 2012, 2013 and 2014. Other ADN to BSN options are

being sought. An Articulation Agreement with Chamberlain College was established

spring 2014 that offers an all-online option and 10% discount off regular tuition for our

students. We hosted an ADN to BSN Transfer Fair in spring 2014 with nine colleges

present. The fair was attended by 90% of our students, and many alumni attended as

well. Students voiced their appreciation loudly. Plans exist to repeat this event in spring

2015.

Electronic Healthcare Record System:

The introduction of electronic healthcare records in our hospitals mandated we

introduce this concept into our curriculum and the purchase Pearson Cerner Academic




Electronic Healthcare Record System. This system was purchased for students with

grant funding in 2013/14, and utilizing clinical facility donations to the college

foundation for 2014/15. Students are able to orient and practice with electronic

healthcare records in the skills lab and from their home setting. This system mimics

what students use in the clinical setting.

D. List current and/or new faculty, including part-time faculty

Full-Time RN Faculty and Content Specialty:

Marcia Scott – Director

Linda Harris – Division Chair, Medical-Surgical, Geriatric

Antonia Torrey – Pediatric, Obstetrics, Medical-Surgical

Monica Millard – Medical-Surgical, Geriatric

Richard Staley – Assistant Director, Medical-Surgical, Geriatric

Beth Johnson – Medical-Surgical, Geriatric

Part-Time:

Vickie Valenziano - Simulation Liaison /Coordinator

Dawn Santos – Psychiatric Nursing Lecture and Clinical

Sammye Anne Davis – Psychiatric Nursing Clinical

Ellyn Winslow – Medical Surgical, Geriatric Clinical

Courtney Honeycutt – Medical Surgical, Geriatric Clinical

Karen Randolph – Medical Surgical, Geriatric Clinical and Skills Lab

Ann Miller – Medical Surgical, Geriatric, Obstetrics, Pediatric Clinical and Skills Lab

Bridgette Bateman – Medical Surgical, Geriatric Clinical

Stacy Tidd – Medical Surgical, Geriatric Clinical

E. Describe how the Program Review was conducted and who was involved

The ADN program recently underwent its routine continued program approval in fall

2014 through the Board of Registered Nursing (BRN). The Director of Nursing, Division

Chair and faculty met weekly throughout spring 2014 to complete a self-study report to

submit to the BRN and prepare for a 2-day site visit that took place November 2014.

This self-study was an extensive comprehensive program evaluation that provided

thorough preparation for the CPPR process. Results of Student and Program Learning

Outcomes were reviewed in preparation for writing the BRN self-study and this program

review. The Division Chair, Nursing Program Director, and faculty contributed to writing

and editing this final document.




II. PROGRAM SUPPORT OF DISTRICT’S MISSION STATEMENT, INSTITUTIONAL GOALS,

INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES

A. Identify how your program addresses or helps to achieve the District’s Mission

Statement.

The Cuesta College ADN Program, in alignment with the school’s mission, vision, and

values, works to maintain the quality of education our program by:

a. Maintaining our tradition of providing accessible, high-quality instruction to support

and enhance student success and to enter the health care workforce prepared.

b. Seeking advice from our community to assure educational programs address current

healthcare standards.

B. Identify how your program addresses or helps to achieve the District’s Institutional

Goals and Objectives, and/or operational planning initiatives.

Institutional Goal 1: San Luis Obispo County Community College District will enhance

its programs and services to promote students’ successful completion of transfer

requirements, degrees, certificates, and courses.

Institutional Objective 1.1: Increase the percentage of transfer-directed students who

are transfer prepared by 2% annually.

a. Hosted an ADN to BSN Pathway Information Fair in spring 2014 to provide academic

advisement toward an efficient articulation for the BSN degree. Our current RN

students, Hancock students, alumni and community nurses were invited. This was

very well attended in 2014, so we are repeating in March 2015.

b. A partnership continues with the CSUCI Fast-Track Hybrid ADN to BSN Program to

ensure an option into the CSU system for a BSN following completion of Cuesta’s

nursing program. A new partnership was added with Chamberlain online program

that provides our students a 10% credit off tuition. Additional partnerships with

schools for our students to obtain their BSN efficiently and seamlessly are being

sought.

c. Created a pre-nursing flowchart to facilitate student understands of prerequisite

coursework, and made available to students in the college catalog, Information

Sessions offered each semester, and in counseling appointments.

Institutional Objective 1.2: Increase the percentage of degree- or certificate- directed

students who complete degrees or certificates by 2% annually.

a. Provided Information Sessions to interested applicants twice a year to explain the

selection process and resources necessary to have in place prior to beginning the

program in order to successfully complete the program.




b. Created a pre-nursing flowchart to facilitate student understands of prerequisite

coursework, and made available to students in the college catalog, Information

Sessions offered each semester, and in counseling appointments.

c. Increased pre-nursing advisement by offering pre-nursing group counseling sessions

weekly.

d. Identified the need for a pre-nursing degree and have scheduled meetings to

explore during spring 2015. Provided Information Sessions to interested applicants

twice a year to explain the selection process and resources necessary to have in

place prior to beginning the program in order to successfully complete the program.

e. Provided a six hour incoming student orientation to explain the time commitment,

academic rigor, clinical agency travel requirements, and anticipated cost of the

program to help students understand resources necessary to have in place during

program to successfully complete the program.

f. Provided financial aid information to interested applicants at Information Sessions,

and again to admitted students in the Incoming Student Orientation. Students were

informed and encouraged to attend financial aid workshops offered by the college.

Emergency loans from a nursing foundation account are offered to students in the

program who encounter unanticipated hardship situations and would otherwise

need to drop the program due to financial constraints.

g. Provided scholarship information to admitted students. The Success Specialist met

with students to increase awareness of opportunities and facilitate the scholarship

application process. All students that applied received at least one nursing

scholarship.

h. Provided information to students needing accommodations on how to contact DSPS

prior to each nursing course and student needs were accommodated to facilitate

successful completion of courses.

i. Continued to secure grant funding from the Chancellor’s Office to fund/ support the

Success Specialist position to maintain the retention and on time completion of

students who are accepted into the RN program above 90%.

j. Maintained and/or purchased new equipment and supplies for student learning that

mimics what will be used for patient care in the healthcare agencies.

k. Provided instructional learning utilizing realistic patient care scenarios in the

Simulation Lab with both high-fidelity and low-fidelity simulation. This allowed all

students to perform critical patient care situations in the simulation setting, with

faculty available as a resource, before the patient care situation was encountered in

healthcare agencies.

l. Provided students with handheld electronic devices with nursing application

resources to facilitate efficient patient research in the clinical and classroom setting.

Applications include a drug book, medical dictionary and diagnostic test book. This

handheld device also promoted student to faculty communication through email

when on or off campus.

m. Purchased an electronic healthcare record program to facilitate student access and

proficiency with the medical records during clinical and after graduation.

n. Increased the use of the Kaplan integrated NCLEX content review /online test

practice during the four semesters of the program.




o. Continued to provide a comprehensive four day NCLEX Live Review on campus, free

of charge, for students completing the RN program to facilitate their successful

passing of the licensure exam and ability to be hired promptly after completing the

program.

p. Continued strategies to enhance faculty ability to develop effective evaluation

measures: a) National Council State Board of Nursing (NCSBN) licensure test (NCLEX)

report and b) Apperson test scanner enabling detailed analysis of exam reliability

and quality c) employer, alumni and student surveys.

Institutional Objective 1.3: Increase successful completions in distance education

courses by 2% annually.

a. The faculty that teach distant education, NRAD 201, 204 and 222 courses completed

DE technology training and successfully converted from Blackboard to Moodle.

Attrition in NRAD 201 DE is related to pre-RN students who do not complete due to

life issues, not interested in nursing, or academic reasons. Those students who are

in the RN program, complete the course successfully.

Institutional Goal 2: San Luis Obispo County Community College District will build a

sustainable base of enrollment by effectively responding to the needs of its local

service area.

Institutional Objective 2.1: Increase the capture rate of the local 24- 40 age cohort by

2% annually.

a. Informed the community of program application periods and criteria through public

info sessions, flyers, press releases, courteous responses to phone and walk-in

inquiries, and website announcements.

b. Continued to improve our division website to be more modern and user friendly in

order to provide program announcements and useful resources that assist potential

students.

Institutional Objective 2.2: Increase the local high school capture rate by 2% annually.

a. Attended high school career fairs to represent Cuesta in general and nursing/allied

health professions in particular.

b. Promoted the College Promise that provides a scholarship for every new SLO

county high school graduate at community events and healthcare agency advisory

meetings.

Institutional Goal 3: San Luis Obispo County Community College District will assess and

improve the quality and effectiveness of its participatory governance and

decision-making structures and processes.




Institutional Objective 3.1: Develop and distribute an institutional decision-making

handbook that clarifies and documents the purpose, membership, meeting schedule,

and reporting structure of its participatory governance and decision-making bodies.

a. Full-time faculty have reviewed, and increased numbers of part-time faculty, have

reviewed the College Handbook and online resources to various district plans as well

as accreditation updates found on the districts WEB site.

Institutional Objective 3.2: Assess participatory governance and decision-making

structures and processes and revise as needed to ensure that the processes are

effective, transparent, and include broad participation.

a. Full-time faculty are fully involved in the participatory process/committee work and

provide feedback to structural and process revisions.

b. Part-time faculty assignments are typically completely off campus in healthcare

agencies making it difficulty for them to participate in the governance process.

Nevertheless, part-time clinical nursing faculty members regularly collaborate with

full-time faculty through weekly level meeting attendance, during which they share

their observations and evaluations of students’ clinical performances.

Institutional Goal 4: San Luis Obispo County Community College District will

implement, assess, and improve its integrated planning processes.

Institutional Objective 4.1: Train the internal community about the integrated

planning processes.

a. Presented the Integrated Planning Model to faculty at bimonthly faculty meetings.

Copies were placed in nursing and allied health break room for reading.

b. College committee reports are a regular agenda item for faculty meetings, allowing

faculty to be appraised of ongoing integrated planning efforts at various committee

levels.

Institutional Goal 5: San Luis Obispo County Community College District will

strengthen its partnerships with local educational institutions, civic organizations,

businesses, and industries.

Institutional Objective 5.1: Increase participation at district events for business and

civic leaders.

a. Maintained Director communications and meetings with community healthcare

agency administration a minimum of once a semester.

b. Hosted Community Advisory Meetings each semester with representatives from

clinical sites and potential employers. The agenda and overall purpose of these

meetings was to ascertain the program is educating nursing students who are

prepared to transition into the workforce smoothly and efficiently.




c. Hosted RN Pinning Celebration (graduation) at the end of each year in May to

highlight the accomplishments of the RN students and program in a venue with

family, friends, potential future students and community. This is streamed online

for family and friends who cannot attend.

d. Participated in community service activities throughout the year to reach out to our

community. Volunteer groups of students and faculty participated in numerous

community events such as: flu shot clinics, Heart Walk, Athletic Dept 5K, AA

convention, 1st

aid booths and Fort Hope. Faculty member serves on a local hospital

community board and participation with community scholarship committee.

e. Addressed a local community group of business professionals at a Rotary meeting to

explain the current nursing selection policies, highlight the RN program’s impressive

retention and licensure pass rates statistics, and share the overall positive effect of

program graduates in our community.

Institutional Objective 5.2: Increase participation at district events for K-12 districts

and Universities.

a. Faculty, success specialist, and directors attended high school career days and

middle school outreach programs. The district maintains the attendance records.

C. Identify how your program helps students achieve Institutional Learning Outcomes.

ILO 1. Personal, Academic, and Professional Development

Students achieving this outcome will be able to:

• Recognize, assess, and demonstrate the skills and behaviors that promote

academic and professional development

• Demonstrate the professional skills necessary for successful employment

a. Students are taught the importance of choosing a lifestyle that promotes

personal health and mental well-being through the nursing program’s Caring

Philosophy and Framework.

b. Student’s are taught to demonstrate the professional skills necessary for

successful employment as an entry level nurse in a variety of healthcare settings

during weekly lecture, skills lab practice and clinical patient care practicum

throughout the four semesters of the nursing program.

ILO 2. Critical Thinking and Communication


• Analyze and evaluate their own thinking processes and those of others

• Communicate and interpret complex information in a clear, ethical, and logical

manner




a. Students are taught to critically think through patient care scenarios in the skill

lab and simulation lab. Debriefings occur in small, confidential group setting to

reflect and strengthen one’s own thinking.

b. Students perform patient care in the clinical setting weekly. Patient care

expectations progress from simple to complex throughout the four semesters.

Students research patient care the evening prior to attending clinical and submit

forms to faculty for review, and faculty question students in the clinical setting

to assure student’s have adequately prepared prior to implementing care that

incorporates physical and emotional patient assessment, medical orders, lab and

diagnostic test results.

c. Students are taught the ethical and legal elements of patient confidentiality.

ILO 3. Scientific and Environmental Understanding


• Draw conclusions based on the scientific method, computations or

experimental and observational evidence

• Analyze the relationship between people's actions and the physical world

• Make decisions regarding environmental issues based on scientific evidence

and reasoning

a. Students are taught to use evidence-based research throughout the nursing

program to meet the complex needs of patients.

b. The importance of lifelong learning is emphasized to keep pace with an ever

changing healthcare world.

c. Nursing process is the scientific method that forms the foundation of nursing

practice and is at the core of our curriculum.

ILO 4. Social, Historical, and Global Knowledge and Engagement


• Analyze, evaluate, and pursue their opportunities and obligations as citizens in

a complex world

• Demonstrate understanding of world traditions and the interrelationship

between diverse groups and cultures

a. Students engage in patient care scenarios that involve patients throughout the

lifespan and of a multitude of cultural backgrounds.


I n s t r u c t i o n a l S e r v i c e s C o m p r e h e n s i v e P r o g r a m P l a n n i n g & R e v i e w 2 0 1 5


ILO 6. Technical and Informational Fluency


• Recognize when information is needed, and be able to locate and utilize

diverse sources effectively and ethicall

• Produce and share electronic documents, images, and projects using modern

software and technology

a. Healthcare informatics are introduced in the first semester and students

participate in the use of informatics systems throughout the program.

III. PROGRAM DATA ANALYSIS AND PROGRAM

A. Enrollment

The number of enrollments reflects the number of pre

courses as well as the nursing program. This high number

interest for our program.

RN program enrolls 46 students per year. We continue to have a large qualified application

pool and turn away over 150

steady despite a decrease in the job market for new graduates in the state. Forecasting

indicates a higher demand for new graduates by 2015 and beyond with healthcare reform.

Community need/interest and healthcare agency budgets play a role in the number of students

given RN Internship opportunities. Therefore, enrollment in NRAD 219

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

S e r v i c e s C o m p r e h e n s i v e P r o g r a m P l a n n i n g & R e v i e w 2 0 1 5


ILO 6. Technical and Informational Fluency`

s outcome will be able to:

Recognize when information is needed, and be able to locate and utilize

diverse sources effectively and ethically

Produce and share electronic documents, images, and projects using modern

software and technology

Healthcare informatics are introduced in the first semester and students


PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS

number of enrollments reflects the number of pre-nursing students enrolled in prerequisite

courses as well as the nursing program. This high number demonstrates the demand and

interest for our program.


over 150 eligible applicants each year. Our applicant pool has remained

a decrease in the job market for new graduates in the state. Forecasting



given RN Internship opportunities. Therefore, enrollment in NRAD 219—

S e r v i c e s C o m p r e h e n s i v e P r o g r a m P l a n n i n g & R e v i e w 2 0 1 5 - 2 0 1 6

Recognize when information is needed, and be able to locate and utilize

Produce and share electronic documents, images, and projects using modern

Healthcare informatics are introduced in the first semester and students


nursing students enrolled in prerequisite

demonstrates the demand and


. Our applicant pool has remained

a decrease in the job market for new graduates in the state. Forecasting



—internship is variable.




B. Student Demand (Fill Rate

Fill rates for the beginning of the RN program are always 100%.

150 – 200 applicants per admission cycle.

87% and 95%. This is because in August, we admit 43 out of the 46 students saving 3

slots for the spring allowing LVN to RN advanced placement students to enter. Any

other variance in fill rate is related to a student dropping and inability to fill the spot

because it is too late for student to make up the

each semester (academic or life issues) will decrease fill rates for the next semester.

Our distance education fill rates are very high.

NRAD data reflects NRAD 201 wher

students have a choice to take this course distance ed or live (on campus) therefore the

number of students in the course may not reach the CAP that was set. Stand alone

courses always fill to 100% (NRAD




Student Demand (Fill Rate)

Fill rates for the beginning of the RN program are always 100%. The program

200 applicants per admission cycle. The data reflects that our fill rates

. This is because in August, we admit 43 out of the 46 students saving 3



it is too late for student to make up the clinical content. Attrition at the end of


Our distance education fill rates are very high.

NRAD 201 where pre-RN (elective course) and RN (required course)


of students in the course may not reach the CAP that was set. Stand alone

courses always fill to 100% (NRAD 222).


The program turns away

The data reflects that our fill rates between

. This is because in August, we admit 43 out of the 46 students saving 3



content. Attrition at the end of


RN (elective course) and RN (required course)


of students in the course may not reach the CAP that was set. Stand alone




C. Efficiency (FTES/FTEF)

The RN program has both lecture and clinical patient care courses that affect efficiency.

The table above reflects efficiency numbers for

efficiency of the clinical patient care courses

necessary student to faculty ratio as mandated by the Board of Registered Nursing

ensure all nursing students are adequately supervised and all patients receive safe care.

The table above reflects the efficiency of the nursing theory courses, without the clinical

patient care component, in which one faculty lectures to all students resulting in




(FTES/FTEF)

RN program has both lecture and clinical patient care courses that affect efficiency.

efficiency numbers for both lecture and clinical courses. The

efficiency of the clinical patient care courses are lower in respect to the colle

student to faculty ratio as mandated by the Board of Registered Nursing


the efficiency of the nursing theory courses, without the clinical



RN program has both lecture and clinical patient care courses that affect efficiency.

ecture and clinical courses. The

in respect to the college due to a

student to faculty ratio as mandated by the Board of Registered Nursing to


the efficiency of the nursing theory courses, without the clinical





efficiency significantly above the overall college efficiency.

The RN program admits 46 students annual

cannot add more mandated credits into the four semesters of the nursing program due

to BRN regulations. We cannot admit more students because we need to fit into the

healthcare agencies that students are placed in for

addition, adding students would require additional faculty for the clinical patient care

course to meet the regulatory student to faculty ratio making this number neutral.

To augment FTES, we have increased the nu

terminology) during Summer 2014. NRAD 222 is a course open to and popular with all

of allied health programs/certs.

D. Student Success – Course Completion

This table represents successful completion of all required courses in the four semesters of

the RN program (NRAD). Elective courses have been removed. The nursing program

success rate has been above 90% for the past five years of this review. This exce

overall college rate by over 20% each year. This can be contributed to many factors

including, but not limited to, the selection process of our applicants, the strong desire of

student’s to become nurses, strong and comm

2011 represented the last of our waitlisted students. 43% of attrition was attributed to

academic or clinical failure and the other 57% attributed to personal reasons.




efficiency significantly above the overall college efficiency.

admits 46 students annually and generates around 141 FTES. We



healthcare agencies that students are placed in for clinical patient care experiences. In



To augment FTES, we have increased the number of sections in NRAD 222 (medical


of allied health programs/certs.

Course Completion



success rate has been above 90% for the past five years of this review. This exce



tudent’s to become nurses, strong and committed faculty and our Succe




141 FTES. We



clinical patient care experiences. In



mber of sections in NRAD 222 (medical




success rate has been above 90% for the past five years of this review. This exceeds the



uccess Specialist.






2012 represents the first class using the Chancellor’s multi

Applications continue to exceed capacity for the program. Results showed the lowest

attrition over a 7 year period.

2014 had an increase in attrition again. Seven s

personal reasons, and 3 have reentered and are on target to graduate in 2015. Two

were academic drops of which one is reentering this fall.

The Successful course completion by modality table

education courses have a high attrition rate. In the RN program, NRAD 204 is a

required DE course with a

required however, this course also allows Pre

class in the program where Pre

must pass the course in order to continue in the RN program.




2012 represents the first class using the Chancellor’s multi-criteria selection process.


attrition over a 7 year period.

2014 had an increase in attrition again. Seven students drop in the first year for


were academic drops of which one is reentering this fall.

The Successful course completion by modality table is above. Typically, distance


with a success and retention are at 100%. NRAD

required however, this course also allows Pre-RN students to enter. This

class in the program where Pre-RN students may drop/withdraw. All RN students

must pass the course in order to continue in the RN program.


criteria selection process.


tudents drop in the first year for


Typically, distance


success and retention are at 100%. NRAD 201 is also

RN students to enter. This is the only

All RN students




E. Degrees and Certificates Awarded

The Registered Nursing C.A. and Registered Nursing A.S. represent above a 90%

retention rate for all years reviewed. 100% of the RN graduates who receive their

A.S. degree and Certificate of Achievement, so these numbers match precisely.

The 30-60 unit certificate option is a non-degree LVN to RN 30 unit option pathway.

This option an LVN to enter into the 3rd

semester of the RN program on a space

available basis only, granting educational credit for acquired LVN knowledge and

work experience to waive the 1st

and 2nd

semesters. There is no guaranteed

entrance for this pathway in a given year. Therefore, the numbers for this option

are inconsistent and low.




IV. CURRICULUM REVIEW

CURRICULUM REVIEW GUIDE and WORKSHEET

Courses and Programs Current Review Date: February 2015

Reviewers: Marcia Scott, Linda Harris, Beth Johnson, Antonia Torrey, Rick Staley, Monica

Millard and Dawn Santos

1. All Courses active in the 4 semester nursing program that have been active since the last CPPR

are listed below. The CurricUNET Course Outline of Record (COR) for each course has been

reviewed as indicated yes/no for each column below.

Course (Prefix /

Number)

Currently

active

New course

since last CPPR

Major

modification

since last CPPR

Minor

modification

since last CPPR

Deactivated since

last CPPR Notified impacted

program(s)* NRAD 004E yes / no no / yes: date no / yes: date no / yes: SP08 no / yes: date NRAD 103H yes / no no / yes: date no / yes: date no / yes: SU04 no / yes: date NRAD 120 yes / no no / yes: date no / yes: date no / yes: SU04 no / yes: date NRAD 201 yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 201A yes / no no / Yes: date no / yes: F13 no / yes: date no / yes: date NRAD 201B yes / no no / yes: date no / yes: F13 no / yes: date no / yes: date NRAD 201D yes / no no / yes: date no / yes: F13 no / yes: date no / yes: date NRAD 202A yes / no no / yes: date no / yes: F13 no / yes: date no / yes: date NRAD 202B yes / no no / yes: F13 no / yes: F13 no / yes: date no / yes: date NRAD 202D yes / no no / yes: date no / yes: F13 no / yes: date no / yes: date NRAD 203 yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 203A yes / no no / yes: date no / yes: date no / yes: F04 no / yes: date NRAD 203B yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 203D yes / no no / yes: date no / yes: date no / yes: F04 no / yes: date NRAD 204 yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 204A yes / no no / yes: date no / yes: date no / yes: SP05 no / yes: date NRAD 204B yes / no no / yes: date no / yes: date no / yes: SP05 no / yes: date NRAD 204D yes / no no / yes: date no / yes: date no / yes: F12 no / yes: date NRAD 219 yes / no no / yes: date no / yes: date no / yes: SU08 no / yes: date NRAD 222 yes / no no / yes: date no / yes: date no / yes: SU04 no / yes: date

*Note: Please state if the deactivated course impacted any other program(s) and if and when

the affected program(s) was/were notified:

Deactivated Course Impacted Program (s) Date affected program was notified

None since last CPPR




2. Course Review: The following current CurricUNET CORs for all active courses have been reviewed

by the faculty on record for currency and accuracy as annotated below.

Course Number 201 201A 201B 201D 1. Effective term listed on COR Date: Fall 2012 Date: Fall

2013

Date: Fall 2013 Date: Fall 2013

2. Catalog / schedule description is appropriate yes / no1

yes / no1

yes / no1

yes / no1

3. Pre-/ co-requisites / advisories (if applicable) are

appropriate

yes / no2 yes / no

2 yes / no

2 yes / no

2

4. “Approved as Distance Education” is accurate yes / no4 yes / no

4 yes / no

4 yes / no

4

5. Grading Method is accurate yes / no1 yes / no

1 yes / no

1 yes / no

1

6. Repeatability is zero yes / no4 yes / no

4 yes / no

4 yes / no

4

7. Class Size is accurate yes / no2 yes / no

2 yes / no2 yes / no

2 8. Objectives are aligned with methods of

evaluation

yes / no1 yes / no

1 yes / no

1 yes / no

1

9. Topics / scope are aligned with objectives yes / no1 yes / no

1 yes / no

1 yes / no

1

10. Assignments are aligned with objectives yes / no1 yes / no

1 yes / no

1 yes / no

1

11. Methods of evaluation are appropriate yes / no1 yes / no

1 yes / no

1 yes / no

1

12. Texts, readings, materials are dated within last 5

years

yes / no3 yes / no

3 yes / no

3 yes / no

3

13. CSU / IGETC transfer & AA GE information (if

applicable) is correct

yes / no4 yes / no

4 yes / no

4 yes / no

4

14. Degree / Certificate information (if applicable) is

correct

yes / no4 yes / no

4 yes / no

4 yes / no

4

15. Course Student Learning Outcomes are accurate yes / no4 yes / no

4 yes / no

4 yes / no

4

16. Library materials are adequate and current * yes / no1 yes / no

1 yes / no

1 yes / no

1

Course Number 202A 202B 202D 120 1. Effective term listed on COR Date: Fall 2013 Date: Fall

2013

Date: Fall 2013 Date: Summer

2004


yes / no1

yes / no1

yes / no1

3. Pre-/ co-requisites / advisories (if applicable)

are appropriate

yes / no2 yes / no

2 yes / no

2 yes / no

2


4 yes / no

4 yes / no

4


1 yes / no

1 yes / no

1


4 yes / no

4 yes / no

4




evaluation

yes / no1 yes / no

1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1

12. Texts, readings, materials are dated within last

5 years

yes / no3 yes / no

3 yes / no

3 yes / no

3



yes / no4 yes / no

4 yes / no

4 yes / no

4

14. Degree / Certificate information (if applicable)

is correct

yes / no4 yes / no

4 yes / no

4 yes / no

4

15. Course Student Learning Outcomes are

accurate

yes / no4 yes / no

4 yes / no

4 yes / no

4


1 yes / no

1 yes / no

1




Course Number 203 203A 203B 203D 1. Effective term listed on COR Date: Fall 2012 Date: F2004 Date: Fall 2012 Date:F2004


yes / no1

yes / no1

yes / no1


appropriate

yes / no2 yes / no

2 yes / no

2 yes / no

2


4 yes / no

4 yes / no

4


1 yes / no

1 yes / no

1


4 yes / no

4 yes / no

4




evaluation

yes / no1 yes / no

1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1


years

yes / no3 yes / no

3 yes / no

3 yes / no

3



yes / no4 yes / no

4 yes / no

4 yes / no

4


correct

yes / no4 yes / no

4 yes / no

4 yes / no

4


4 yes / no

4 yes / no

4


1 yes / no

1 yes / no

1

Course Number 204 204A 204B 204D 1. Effective term listed on COR Date: F2012 Date: Date: S2005 Date: Fall 2012


yes / no1

yes / no1

yes / no1


appropriate

yes / no2 yes / no

2 yes / no

2 yes / no

2


4 yes / no

4 yes / no

4


1 yes / no

1 yes / no

1


4 yes / no

4 yes / no

4




evaluation

yes / no1 yes / no

1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1


1 yes / no

1 yes / no

1


years

yes / no3 yes / no

3 yes / no

3 yes / no

3



yes / no4 yes / no

4 yes / no

4 yes / no

4


correct

yes / no4 yes / no

4 yes / no

4 yes / no

4


4 yes / no

4 yes / no

4


1 yes / no

1 yes / no

1

1 If no, a major modification is needed within the next 5 years (see five-year cycle calendar).

2 If no, a major modification is needed in the current term. (For increase in class size, see your curriculum

representative for details.) 3

If no, a minor modification is needed in the current term.

3. Programs




All programs/certificates active at the time of the last CPPR are listed below.

Program / Certificate

Title

Currently

active

New

program

since last

CPPR

Program

modification

since last

CPPR

Deactivated since last

CPPR

Nursing Registered –

A.S. Degree,

yes / no no / yes:

date

no / yes:

date

no / yes:

date

Nursing Registered -

C.A. Certificate

yes / no no / yes:

date

no / yes:

date

no / yes:

date

Nursing Registered –

(30 unit option) -C.A.

Certificate

yes / no no / yes:

date

no / yes:

date

no / yes:

date

4. Program Review The CurricUNET “Program of Study” outline for each active program/certificate

has been reviewed with annotations as indicated below:

B. All curriculums have consistently been reviewed at least annually during Program Review

meetings held at the completion of each semester. Program Review encompasses student

feedback on course surveys, faculty analysis of student learning outcomes, student success

indicators of NCLEX pass rates, employment tracking, input from Advisory Committees and

community healthcare agencies. Our philosophy and curriculum has continued to be timely

and relevant in today’s healthcare setting. However, faculty members have determined it is

time for an in-depth curriculum review that is in process. A two-day workshop was held in

2012 with a nationally known nursing content expert to inject updated national quality and

safety content and look at the state curriculum model that is in process. Faculty retreats and

program review meetings have continued this process which will continue into the 2015/16

academic year. Upon completion, these changes will be submitted to the Board for approval,

as well as follow the college curriculum process.

Faculty Content Experts are required in five content areas to meet BRN regulations to monitor

nursing curriculum: medical-surgical, geriatrics, pediatrics, obstetrics and psychiatric nursing.

Currently active

Program / Certificate:

Title

Required courses and electives, incl.

course numbers, course titles, and course

credits, are accurate

Program

description is

current

Program

Learning

Outcomes are accurate and

include method

of assessment

Associate Degree,

Registered Nursing

yes / no* yes / no* yes / no**

Registered Nursing, C.A. yes / no* yes / no* yes / no**

Registered Nursing, 30

unit non-degree option

yes / no* yes / no* yes / no**




Content Experts review and monitor the program’s curricular content in their designated

nursing area. Particularly to curriculum planning, they ensure currency and depth of content in

practice, review for consistent implementation of content, textbook recommendations, review

and student scope of practice. Recommendations for content or sequencing of course content

are agendized at RN faculty meetings. Decisions are made by consensus of faculty following a

discussion based on research of evidence based practice.

The nursing program has just completed its regular continued program approval with the Board

of Registered Nursing (BRN) in fall 2014. All courses were evaluated by faculty in preparation

for this review, and the courses met regulatory scrutiny, that the following COR’s were current

and accurate for the following in CurricUNET :

• Course description

• Student learning outcomes

• Pre-requisites/co-requisites

• Topics and scope

• Course objectives

• Alignment of topics and scopes, methods of evaluation, and assignments with objectives

• Alignment of SLOs and objectives with approved requirement rubrics (General Education, Diversity,

Health, Liberal Arts)

• Textbooks

• CSU/IGETC transfer and AA GE information

• Degree and Certificate information




V. PROGRAM OUTCOMES, ASSESSMENT AND IMPROVEMENTS

A. Assessment cycle calendars for all nursing courses and overall program follow:

COURSE SLOs NRAD Assessment and Evaluation Cycle Calendar

SEMESTER FALL 2012

CTE year SPR 2013 FALL 2013 SPR 2014

FALL 2014

CPPR year SPR 2015 FALL 2015 SPR 2016

ASSESSMENT OR RE-

ASSESSMENT NRAD

201, 201A,

201B, 201D,

203, 203A,

203B, 203D

219 222

refer to

Assessment

Tools

NRAD

202A, 202B,

202D, 204,

204A, 204B,

204D

refer to

Assessment

Tools

NRAD

201, 201A,

201B, 201D,

203, 203A,

203B, 203D

219 222

refer to

Assessment

Tools

NRAD

202A, 202B,

202D, 204, 204A,

204B, 204D

refer to

Assessment

Tools

NRAD

201, 201A,

201B, 201D,

203, 203A,

203B, 203D

219 222

refer to

Assessment

Tools

NRAD

202A, 202B,

202D, 204,

204A, 204B,

204D

refer to

Assessment

Tools

NRAD

201, 201A, 201B,

201D, 203,

203A, 203B,

203D 219

222 refer to

Assessment

Tools

NRAD

202A, 202B,

202D, 204, 204A,

204B, 204D

refer to

Assessment

Tools

ANALYZE RESULTS &

PROGRAM

IMPROVEMENT

NRAD

201, 201A,

201B, 201D,

203, 203A,

203B, 203D

219 222

NRAD

202A, 202B,

202D, 204,

204A, 204B,

204D

NRAD 201,

201A, 201B,

201D, 203, 203A,

203B, 203D

219 222

NRAD

202A, 202B,

202D, 204,

204A, 204B,

204D

NRAD

201, 201A,

201B, 201D,

203, 203A,

203B, 203D

219 222

NRAD

202A, 202B,

202D, 204,

204A, 204B,

204D

NRAD 201,

201A, 201B,

201D, 203, 203A,

203B, 203D

219 222

PLAN IMPLEMENTATION

Implement

change on all

Fall courses

Implement

change on all

Spring courses

Implement

change on

all Fall

courses

Implement

change on all

Spring courses

Implement

change on all

Fall courses

Implement

change on all

Spring courses

Implement

change on all

Fall courses

Implement

change on all

Spring courses




PROGRAM Assessment and Evaluation Cycle Calendar

SEMESTER FALL 2012

CTE year SPR 2013 SUM 2013 FALL 2013 SPR 2014 SUM 2014

FALL 2014

CPPR &

CTE Year

SPR 2015 SUM 2015 FALL 2015 SPR 2016 SUM 2016

ASSESSMENT OR

RE-ASSESSMENT NRAD

1. NCSBN

NCLEX

PROGRAM

REPORT

2. NCLEX

exam

NRAD

1.Program

Student

Survey

2. Clinical

Evaluation

3. Culmination

SIM

NRAD

1. Alumni

Survey

2.

Employee

Survey

NRAD

1. NCSBN

NCLEX

PROGRAM

REPORT

2. NCLEX

exam

NRAD

1.Program

Student

Survey

2. Clinical

Evaluation

3. Culmination

SIM

NRAD

1. Alumni

Survey

2. Employee

Survey

NRAD

1. NCSBN

NCLEX

PROGRAM

REPORT

2. NCLEX

exam

NRAD

1.Program

Student

Survey

2. Clinical

Evaluation

3. Culmination

SIM

NRAD

1. Alumni

Survey

2.

Employee

Survey

NRAD

1.NCSBN

NCLEX PROGRAM

REPORT

2. NCLEX

exam

NRAD

1.Program

Student

Survey

2. Clinical

Evaluation

3. Culmination

SIM

NRAD

1.Alumni

Survey

2.

Employee

Survey

DEC DEC DEC DEC

ANALYZE RESULTS

& PROGRAM

IMPROVEMENT

Program

Review

Class of

2011

cohort

Program

Review

Class of

2012

COHORT

Program

Review

Class of

2013

COHORT

Program

Review

Class of

2014

COHORT

PLAN

IMPLEMENTATION

Implement changes Implement changes Implement changes

Implement changes

CTE completed every 2 years

CPPR completed every 4 years

Process for Program Review/Assessment--Analysis--Implementation occurs over 1 year cycle

**COHORT EXAMPLE: For Class of 2012---look at Program Evals 2012; NCSBN from 2012; NCLEX 2012; Alumni Evals 2013; Employee Evals 2013

Notes for developing the calendar:

• Maintain realistic goals. The assessment cycle calendar should have reachable timelines, considering faculty workload,

classroom time needed for assessment, and the inevitable adjustments and improvements in assessment tools and

methodology.

• All courses, degrees and programs do need to be assessed at least once per program review cycle.

• Not all SLOs have to be assessed every semester.

• Assessment activities don’t need to occur every semester




B. Program Assessment Summary and the Course Assessment Summary (CPAS) may be referenced in

Section VII: End Notes.

C. Mapping for course level SLOs to the Program-level SLOs is embedded within the Program Outcomes &

Assessment Tracking Form.

D. Improvement efforts that have resulted from SLO and program assessment include:

a. Professional development for faculty to remain content experts in BRN required areas of geriatrics

(all), maternal child health, psychiatric health and medical-surgical nursing (all).

b. Purchase of electronic healthcare record program for students through all semesters of the program.

c. Maintain current technology, equipment and skills practice supplies in the skills lab.

d. Continued purchase of National Council of State Boards of Nursing (NCSBN) Program Report.

e. Need to update instructional media for specific content as indicated throughout SLOs.

f. Need to expand the simulation Lab to include multiple patients and scenarios on time management

and prioritization skills. Other simulations that will be emphasized more include: medication

administration, assessment techniques, psychiatric nursing communication and assessment.

g. Creative selfcare methods will be added to discussions in psychiatric nursing clinicals.

h. Continue mock interviews and panel discussions to prepare students for employment.

i. Continue use of Apperson test scoring analysis.

j. Consider moving the culturally competent nursing care course SLO to a program outcome.

E. Unit plan has been completed for the entire division, and is attached. Faculty Hiring Prioritization

Information is below:

The nursing program has had fulltime faculty turnover in the last 5 years. Two tenured faculty left the

program through resignation and retirement in 2013. These two were replaced with full-time, tenured,

qualified nurses who had previous experience as clinical adjunct faculty. Another long-time tenured

faculty member retired effective May 2014. Advertising occurred in fall 2013 for a full-time, tenure

replacement, but did not result in a qualified applicant for the position. Instead, a part-time lecture and

part-time clinical faculty have been hired for fall 2014, and we will advertise again for a tenure faculty

position beginning spring 2015.

Due to Board of Registered Nursing mandates, the Cuesta College Registered Nursing Program has

automatic replacement of full-time faculty positions. The Board of Registered Nursing mandates that at

least one content expert in each of the following areas. Content experts must be approved by the BRN

and must be present and available to recommend and guide curriculum at faculty meetings and program

reviews. The number of fulltime faculty at Cuesta College needs to be sufficient to realistically be able to

comply with this requirement and expectation.

a. Medical-Surgical

b. Pediatrics

c. Obstetrics

d. Mental health/Psychiatric

e. Geriatric




F. Budget requests that are related to SLOs have been included in the spring 2015-2016 Unit Plan.

a. Professional development for faculty to remain content experts in BRN required areas of geriatrics

(all), maternal child health, psychiatric health and medical-surgical nursing (all).

b. Continue to fund Simulation Liaison to oversee the simulation lab which has been integrated into

all four semesters and encompasses lifespan and diversity issues.

c. Simulation Lab expansion to include multiple patients to increase scenarios on time management

and prioritization skills. Other simulations that will be continued or emphasized more include:

medication administration, assessment techniques, psychiatric nursing communication and

assessment.

d. Continue to purchase electronic healthcare record program for students through all semesters of

the program. The current program (Pearson EHR Academic) is per student and an ongoing

expense.

e. Update equipment to meet what is utilized in the clinical patient care environment and

replacement of equipment that is consistently worn and used during the year.

f. Continue to review skills kit content for currency, necessity and cost of supplies. It is important to

have students purchase a kit (materials fee) that is usable and supports the course objectives.

g. Continued purchase of National Council of State Boards of Nursing (NCSBN) Program Report data

to assist in measuring student performance on their licensure exam (NCLEX) in specific areas of

learning to assist in program review each year.

h. Update content specific instructional media as indicated throughout SLOs.

VI. PROGRAM DEVELOPMENT/FORECASTING

The following is a brief description of the nursing program’s forecasting elements and support efforts

to continue to meet course and program outcomes.

Anticipated changes in curriculum and scheduling

Nursing faculty are in the process of reviewing the nursing program philosophy and curriculum

content to make shifts/additions/deletions based the healthcare industry and professional trends,

and looking toward the state transfer model as a reference. The model that is being formed has 36 –

40 credits at the ADN level, which is significantly lower than the 45.5 credits in our nursing program.

We may need to decrease credits in the future depending where the nursing model curriculum

settles.

The curriculum revisions will continue to promote student learning outcomes in congruence with the

program Mission Statement, Program Outcomes, Student Learning Outcomes, Institutional Goals,

and the Institutional Learning Outcomes described earlier in this document. The revisions will be

submitted to the Board of Registered Nursing for approval, as well as follow the college curriculum

process.

Levels or delivery of support services

New support services that could benefit all nursing and allied health students would be a process on

campus to complete required pre-program physical examination and proof of immunity




requirements, American Heart Association Healthcare Provider CPR certification during the summer

prior to admission.

The nursing program will continue to collaborate with the following college departments to best

serve the nursing students as they prepare to apply for the program, complete nursing courses

within the program, successfully apply and pass their licensure examination and obtain timey

employment in the field:

− Counseling to provide academic advisement to pre-RN applicants. A portion of the nursing

counselor’s salary has been augmented through RN grant monies that completes in June 2015.

− Admissions &Records to assure selection criteria and the application process is efficient, accurate

and consistent for all applicants. Currently 50% of A&R analyst salary comes from RN grant

monies that completes in June 2015.

− Work with Research to evaluate selection criteria and evaluate student success and retention in

the program. Assure sufficient research infrastructure is available to gather and validate data for

regulatory reporting. The Research Department has been augmented funding for salaries by RN

grants monies over the past 5 years.

− Assessment Department staff to implement scheduling and proctors for assessment testing of

applicants, currently the TEAS V test. Assessment tests and testing to date has been paid fully by

RN grant monies. The college will need to absorb this cost as grant monies complete.

− Fiscal Analysis to maintain RN grant records and reporting.

− Foundation to promote and maintain community partnerships and donor relations.

Facilities changes

a. Remodel and expand the nursing /allied health office. This office space is shared by two clerical

positions and is crowded and with a high volume of foot traffic daily including staff, students and

potential students to our programs. This environment is shared by two full-time clerical positions

and each needs own space to be able to focus and complete duties.

b. Increased parttime faculty office space. Parttime faculty find office space on a day to day basis

pending what office in lowest demand. Parttime faculty have used the outdoor picnic table or

corners of classrooms for student appointments.

c. Additional classroom and meeting space. Classrooms and meeting space is shared between

nursing and allied health programs and finding rooms/scheduling rooms is very difficult and time

consuming. Our division spends way too much time with the tedious scheduling of room

reservations prior to each semester beginning, as well as throughout the semester as

unanticipated needs arise, because every classroom and space is occupied.

d. Expand simulation lab to allow for multiple patient simulations to better replicate the clinical

setting. Space is needed for at least two additional beds with viewing windows and a debriefing

classroom with ability to project scenarios.

e. Identify larger storage space that will allow for more organized storage of current and future

purchased simulation lab equipment.

f. Locate additional storage for skills lab supplies and equipment.

g. Paint and carpet in the 2300 Building is outdated, stained and needs replacing.

h. Ergonomic office evaluation for faculty who sit at desks for long periods of time.




Staffing projections

a. 1 RN full time faculty position will be replaced for 2015-2016 academic year due to a retirement

June, 2014. The hiring process was unsuccessful to fill this position in 2014/15 and was filled

temporarily with parttime lecture and clinical faculty.

b. Simulation Lab Liaison is retiring May 2015 and will need replacement on both the SLO and NCC.

This has been a parttime RN faculty with an MOU to provide SIM coordination duties. The

expansion of the SIM program to the north county LVN and CNA programs has caused the part-

time SIM faculty to be stretched to the max. Continued expansion of simulation in RN and LVN

programs will require technical support. The Simulation Liaison oversees the computerized

simulation scenarios, maintains sophisticated simulation equipment, develops simulation

scenarios, problem solves technical issues and assures adequate supplies/equipment.

c. Simulation and skills lab purchasing has been completed utilizing an RN faculty member due the

complexities and specifics of supplies needed. This position will need replacing with the

resignation of the faculty who has been doing this as an extra duty assignment.

d. RN Success Specialist half-time position will need funding when the grant ends in June 2015. A

new grant is being pursued to fund through June 2016, but the Board of Registered Nursing has

recommended the college absorb the cost of this position.

e. Office support on both the SLO and NCC nursing and allied health offices. The NCC Sec 3 has been

completely funded by the RN grant at 20 -24 hours/week, and needs to be increased to full time

to facilitate unmet clerical needs within the division that are necessarily absorbed by Faculty,

Directors and Success Specialists.

f. Support the use of student help. We have been successful in using students from CALWORKs

program rather than pay for hourly help. Student help has been beneficial to setting up for skills

and breaking down of skills. Student help has also benefited us in reprographics and filing.

g. Continue to pursue outside funding for clinical assistants to support NRAD faculty in clinical

practicum. This position has been funded by healthcare agencies.

h. It is projected that two full-time RN faculty will retire in the next 1 – 3 years.

Strategies for responding to the predicted budget and FTES target for the next academic year

a. Evaluate community need to determine the best number of students to admit annually into the

RN program due to recent market changes for new grads. Currently we have an RN grant from the

Chancellor’s Office through June 2015 and applying for a new grant through June 2016 that funds

10 additional students (46 total). Cuesta’s baseline number of RN students without grant funding

was 36 students.

b. Keep close reference to the nursing transfer model will take place as the state academic senate

has vetted a version twice with the Chancellor’s Office. The model is being formed that currently

has 36 – 40 credits at the ADN level, which is significantly lower than the 45.5 credits in our

nursing program. We may need to decrease credits in the future depending where the nursing

model curriculum settles.

c. Continue to offer the online Medical Terminology course which allows a higher volume of

students than only those admitted in the RN program.

d. Preserve on-going financial support from community partners who currently provide funding for

agency clinical assistants to support faculty and students during peak skill / medication

administration hours of patient care courses.




e. Work closely with the foundation to maintain community partnerships to remain current in

healthcare trends and technology.

f. Continue to rent IV infusion and pain pumps, rather than purchase costly equipment that outdates

frequently, and that reflects current equipment students will utilize in the clinical setting. This is

currently accomplished through foundation funding from agency partners.

g. Continue to review skills kit content for currency, necessity and cost of supplies. It is important to

have students purchase a kit (materials fee) that is usable and supports the course objectives.

Materials fees are adjusted every 2 years (odd years) because the cost of supplies from the

vendors is unpredictable.

h. Consider developing simulation course for RN curriculum (pass/fail) when the college is needing to

grow FTES

i. Evaluate possibility of CPR classes that nursing students need prior to beginning the program, and

ACLS course in the final semester of the nursing program.

VII: End Notes

The Associate Degree Nursing Program at Cuesta College has just received continued approval for the

next five years following an extensive Self Study completed by the ADN Program Director and faculty in

spring 2014, followed by a 2-day site visit by two Nurse Education Consultant (NEC) members of the

BRN, and presentation of findings at the March 2015 BRN Education Licensing Committee (ELC).

The Associate Degree Nursing Program graduates consistently maintain a high success rate on the RN

licensure examination (NCLEX) that is the final step after program completion to becoming a Registered

Nurse. NCLEX first time pass rates of Cuesta College graduates have maintained or improved, despite a

drop in the national and state average, with recent changes to the test blueprint. First time pass rates

over the last five years have ranged from a low of 90.91% (2008/2009) to a high of 100% (2013/2014).

The Program Assessment Summary (CPAS) form for the A.S. Nursing, Registered; C.A. Nursing,

Registered; and C.A. Nursing, Registered (30 Unit Option) may be referenced below. All have the

same program outcomes. Following the Program Assessment Summary are the Course Assessment

Summary (CPAS) for all required courses in the Registered Nursing program.




PROGRAM OUTCOMES & ASSESSMENT TRACKING FORM

(kept in the department files and maintained by program faculty)

PROGRAM NAME A.S. Nursing, Registered; C.A. Nursing, Registered; C.A. Nursing, Registered (30 Unit Option) X CERTIFICATE AND X DEGREE

PROGRAM REVIEW DECEMBER 12, 2014 –DATA FOR CLASS OF 2013

Program Surveys May 2013 (13 responders), Alumni (12 responders), Employer Surveys June 2014 (5 /6 responders),

Goals of the RN Program:

1. Students are able to obtain licensure/certification and pursue a career in nursing.

2. Student has facilitated optimal health for individuals, families and groups

Upon completion of the Program, the student will be able to:

OUTCOME

MAPPING

Course #

that

correlates

to the

outcome

METHOD OF ASSESSMENT

(Describe Below –

Instruments are in the Division

Files)

RESULTS OF ASSESSMENT(S)

(Student Evaluations; Revisions to the Program

based on results)

EVALUATE THE NEED

FOR CHANGE

1. Demonstrate effective

therapeutic

communication

NRAD

201,

201A,

201B,

202A,

202B,

202D,

203A,

203B,

203D,

204A,

204B,

204D

a. Program Survey sent at

completion of program.

Benchmark 75% at the

“very often” or “always”

b. Alumni survey sent 1 year

post-graduation.

Benchmark 75% in the

“Satisfied” or “Very Satisfied”

ratings

c. Employer Survey sent

approximately 1 year after

program completion to

review 1 year of RN work

performance


“satisfied” or “very satisfied”

a. Program Survey with 13/38 responders:

Never 0%

Rarely 0%

Sometimes 7.69%

Very Often 76.92%

Always 15.38%

= 92.3% (94.44% last year) at benchmark

b. Alumni Survey:

Very Dissatisfied 0%

Dissatisfied 0%

Satisfied 45.45%

Very Satisfied 54.55%

= 100% (Last year same)

c. Employer Survey with 5/6 responses:

Very Dissatisfied 0

Dissatisfied 0

Satisfied 20%

Very Satisfied 80%

= 100% (100% last year)

a. Benchmark met.

b. Benchmark met

c. Benchmark met




OUTCOME

MAPPING

Course #

that

correlates

to the

outcome


(Describe Below –


Files)



based on results)

EVALUATE THE NEED

FOR CHANGE

ratings

d. Preceptor Evaluation of

students communication

during preceptorship of

graduating year

Communication—


satisfactory or above

d. Preceptorship evaluation in communication

shows 100% of students were evaluated as

satisfactory or above in communication.

d. Benchmark met.

2. Implement critical

thinking effectively

when applying the

nursing process and

caring framework in

providing patient care.

NRAD

201,

201A,

201B,

202A,

202B,

202D,

203A,

203B,

203D,

204A,

204B,

204D

a. NCSBN NCLEX PROGRAM

REPORT: Nursing Process.

Benchmark above the 50th

percentile compared to

National Population of

Graduates.

b. Program Survey sent at

completion of program.



c. Alumni survey sent 1 year

post-graduation.


“Satisfied” or “Very Satisfied”

ratings

a. NCSBN Report results:

• 57 (38) in Assessment

• 70 (58) in Analysis

• 69 (71) in Planning

• 64 (55) in Implementation

• 73 (51) in Evaluation

(Parenthesis is previous year data)

b. Program Survey:

Never 0%

Rarely 0%

Sometimes 0%

Very Often 92.31%

Always 7.69%

= 100% (100% last year)

c. Alumni Survey:

Very Dissatisfied 0%

Dissatisfied 9% (1 person)

Satisfied 63.64% (7 persons)

Very Satisfied 27.27% (3 persons)

=90.91% (84. 62 last year)%

a. Benchmark met

Improvement noted in assessment

skills. Strove for consistent Agency

Clinical Assistants to foster stronger

assessment skills by increasing

available instruction for students in

clinical.

b. Benchmark met.

c. Benchmark met.




OUTCOME

MAPPING

Course #

that

correlates

to the

outcome


(Describe Below –


Files)



based on results)

EVALUATE THE NEED

FOR CHANGE

d. Employer Survey sent 1year

after completion.


“satisfied” or “very Satisfied”

ratings.

e. Faculty Evaluation of

Culminating Simulation

Project at end of 4th

semester. Benchmark @

MAJORITY of faculty will

agree that project meets

objectives.

d. Employer Survey:

Very Dissatisfied 0

Dissatisfied 0

Satisfied 20%

Very Satisfied 80%

= 100%

e. Simulation included psych component and

complexity with greater emphasis on

interpretation of data and implementation of

plan of care. Faculty agreed learning objective

was met.

d. Benchmark met.

e. Benchmark met.

3. Integrate knowledge

gained from biological,

social, and nursing

sciences into clinical

practice.

NRAD

201,

201A,

201B,

202A,

202B,

202D,

203A,

203B,

203D,

204A,

204B,

204D

a. NCSBN NCLEX PROGAM

REPORT:

Human Function;

Health Alterations;

Wellness/ Illness;

Stress Adaptation & Coping.

Benchmark above 50th

percentile within majority

these areas.

a. NCSBN Report Results:

• Human Function: Above 50% in all 8

subareas (last year the one outlier was

sensory/ perceptual functions at38th

%).

• Health Alterations: 2 outliers of 10

categories measured < 50% are

Endocrine/metabolic and Respiratory (last

year three outliers of 10 subcategories were

CV 38, neuro/sensory 49, respiratory 42).

• Wellness/Illness Continuum: All 4

categories are >50% (last year one outlier

was health promotion 46)

• Stress Adaptation & Coping:

Physiologic needs, self-concept

a. Benchmark met.

Improvements were noted from

prior year analysis. We have

identified strategies to strengthen

the outlier areas by additional

critical thinking scenarios in class,

case presentations.




OUTCOME

MAPPING

Course #

that

correlates

to the

outcome


(Describe Below –


Files)



based on results)

EVALUATE THE NEED

FOR CHANGE

b. NCLEX pass rates for 1st

time

test takers Benchmark @ 90%

c. Program Survey of graduates

at completion of program.

Benchmark 75% at the “very

often” or “always”.

d. Alumni survey sent June

2014/ 1 year following

graduation.



ratings

(This question not on Employer

Survey)

>50%; Interdependence 43 (72)

b. NCLEX pass rate: 35 /35 graduates tested

to date have passed 1st

time = 100%.

Other 3 are yet to test.

c. Program Survey:

Never 0%

Rarely 0%

Sometimes 0%

Very Often 84.62%

Always 15.38%

=100% (100% last year)

d. Alumni Survey:

Very Dissatisfied 0

Dissatisfied 0

Satisfied 72.73%


= 100 %(81. 31% last year

b. Benchmark met. Will continue

NCLEX review course. Kaplan survey

received 100% positive feedback from

students.

c. Benchmark met

d. Benchmark met.

4. Practice safely and

ethically within scope

of practice while

providing patient care

and working with the

health care team

NRAD

201,

201A,

201B,

201D,

202A,

202B,

202D,

a. Program Survey of graduates

at completion of program.

Benchmark 75% at the “very

often” or “always”.

a. Program Survey:

• Never 0%

• Rarely 0%

• Sometimes 0%

• Very Often 38.46%

• Always 61.54%

=100% ( 94.44% last year)

a. Benchmark met




OUTCOME

MAPPING

Course #

that

correlates

to the

outcome


(Describe Below –


Files)



based on results)

EVALUATE THE NEED

FOR CHANGE

203A,

203B,

203D,

204A,

204B,

204D

204


following graduation.



ratings

c. Employer Survey sent to

evaluate hires after

completion of

approximately 1 year RN

work experience.



ratings

b. Alumni Survey:

Very Dissatisfied 0

Dissatisfied 0

Satisfied36.36


= 100% (100% last year)

c. Employer Survey:

Very Dissatisfied 0

Dissatisfied 0

Satisfied 20%

Very Satisfied 80%

= 100% (100% last year)

b. Benchmark met

c. Benchmark met

5. Demonstrate basic

leadership in nursing

practice.

NRAD

201,

201A,

201B,

201D,

202A,

202B,

202D,

203A,

203B,

203D,

204A,

204B,

204D

204

a. Program Survey of students

completing May 2013.


“very often” or “always”.

b. Alumni survey sent June

2014/ 1 year following

graduation.



ratings.

a. Program Survey:

• Rarely 0%

• Sometimes 0%


• Always 38.46%

=100% (100% last year)

b. Alumni Survey:

Very Dissatisfied 0

Dissatisfied 0

Satisfied 63.64%


= 100% (92.31% last year)

a. Benchmark met

b. Benchmark met




OUTCOME

MAPPING

Course #

that

correlates

to the

outcome


(Describe Below –


Files)



based on results)

EVALUATE THE NEED

FOR CHANGE



completion of


work experience.



ratings

c. Employer Survey

Very Dissatisfied 0

Dissatisfied 0

Satisfied 20%

Very Satisfied 80%

= 100% (100% last year)

c. Benchmark met

6. Apply age appropriate

concepts in nursing

practice

NRAD

201,

201A,

201B,

201D,

202A,

202B,

202D,

203A,

203B,

203D,

204A,

204B,

204D

a. NCSBN NCLEX PROGRAM

REPORT in: Stages in

Maturity.

Benchmark above the

50th percentile

compared to National

Population of Graduates

within majority these

areas.

b. Program Survey sent to

students at completion of

program.



c. Alumni survey sent 1 year




ratings

a. All categories >50% (last year outliers were

natal 46 & older adult 49)

b. Program Survey:

• Rarely 0%

• Sometimes 0%


• Always 38.46%

• =100% (100% last year)

c. Alumni Survey:

Very Dissatisfied 0

Dissatisfied 0

Satisfied63.64%


a. Benchmark met!!

b. benchmark met.

c. Benchmark met




OUTCOME

MAPPING

Course #

that

correlates

to the

outcome


(Describe Below –


Files)



based on results)

EVALUATE THE NEED

FOR CHANGE

d. Employer Survey sent to


completion of


work experience.



ratings

= 100% (100% last year)

d. Employer Survey (5/6):

Very Dissatisfied 0

Dissatisfied 0

Satisfied 0

Very Satisfied 100%

= 100% (100% last year)

d. Benchmark met.

7. Apply cultural sensitivity

when providing patient

care.

NRAD

201,

201A,

201B,

202A,

202B,

202D,

203A,

203B,

203D,

204A,

204B,

204D

a. Program Survey sent to

students at completion of

program.







ratings



completion of


work experience.



a. Program Student Survey:

Rarely 0%

Sometimes 7.69%

Very Often 76.92%

Always 15.38%

= 92.3% (94.45% last year)

b. Alumni Survey:

Very Dissatisfied 0

Dissatisfied 0

Satisfied 54.55%


= 100% (100% last year)

c. Employer Survey:

Very Dissatisfied 0

Dissatisfied 0

Satisfied 40%

Very Satisfied 60%

= 100% (100% last year)

a. Benchmark met

b. Benchmark met

c. Benchmark met




OUTCOME

MAPPING

Course #

that

correlates

to the

outcome


(Describe Below –


Files)



based on results)

EVALUATE THE NEED

FOR CHANGE

ratings

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Program SLO Faculty dialogue took place at the RN faculty meeting on Dec 12, 2014. 5 fulltime faculty/1

parttime/1 director attended. A review of the data was addressed during the presentation.

RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on PLO results. Full discussion and all comments are addressed in “need for change”

column. We will repeat the evaluation and discussion of Program Assessment yearly.




COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMENT TRACKING FORM

COURSE NAME: NRAD 201 - LIVE REVIEW DATE: FALL 2013

Upon completion of the course, the student will be able to:

OUTCOME


(Describe Below & Attach the

Instrument)


(Student Evaluations; Revisions to the

Program based on results)

EVALUATE THE NEED

FOR CHANGE

2. Apply ethical and legal principles to nursing practice.

a. Student Surveys BENCHMARK 75% ---“always” or “often” agree that they apply ethical and legal principles to nursing practice.

b. Quizzes: selected questions BENCHMARK 75%--- apply ethical and legal principles to nursing practice.

c. FINAL selected questions BENCHMARK 75%--- apply ethical and legal principles to nursing practice.

(21 responses) (a) 81% (2012 96%) of the student

responses (b) 8 out of 8 Legal questions (quiz 1)--understanding of Legal issues was 100%;(2012 was 100%); 7 out of 8 Ethics questions (quiz 2). understanding of the Ethical principles was 88% (2012 was 88%) (c) FINAL exam LEGAL 14 questions overall 93% understand. (2012 was 94%) ETHICS 6 questions overall 83% understand (2012 was 86%)

(a) Benchmark met— however, will continue to find relevance, interest and utilization of teaching strategies to make content interesting and essential to the student’s professional development. (b & c) Benchmark met

3. Demonstrate knowledge of current nursing practice issues.

a. Student Surveys 75% benchmark

b. Nursing issues paper; expert faculty opinion on quality of submissions.

(a) 85% (20 responses) (2012 87%) of the student responses “always” or “often” agree that they demonstrate knowledge of current nursing practice issues. (b) Good variety of issues presented. Average score was 91% (2012 = 92.67%)

(a) Benchmark met—Will continue to find relevance, interest and utilization of teaching strategies to make content interesting and essential to the student’s professional development. (b) Benchmark met—2 out of the 3 pre-RN students showed lower scores (no experience to draw from). I will continue to revise instructions for clarity; encourage students to watch APA PowerPoint; utilize librarian services; focus on 2 KEY peer reviewed journals rather than lots of ”ok” journal. Interestingly, students choosing to write about workplace violence is on the rise

4. Identify the RN scope of practice using the California Nurse

a. Student Surveys BENCHMARK 75% ---“always” or “often” agree that

(a) 71% (21 responses) (2012 87%) of the student responses (b) 8 out of 8 Nurse Practice

(a) Benchmark not met— This is obscure and difficult content because the students do not have much RN




OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

Practice Act and ANA standards of practice.

they identify the RN scope of practice using the California Nurse Practice Act and ANA standards of practice.

b. Quizzes selected questions BENCHMARK 75%

c. Final selected questions BENCHMARK 75%

Act/ANA questions (quiz 1)--understanding of scope of practice was 100%; (2012 was 100%); (c) FINAL: 9 out of 10 NPA/ANA questions were at 90% (2012 was 87%) understanding.

professional exposure at this point. Will continue to identify teaching methods to explain this concept and the importance for safe practice. Interestingly, they did fine on the objective material on this subject but do not feel confident yet with this material. I think this is to be expected. (b) Benchmark met. I will continue to seek out examples even though I met my benchmark since this is the RN scope of practice. This was a compressed semesters—only had 14 out of 18 wks. (c ) Benchmark met

4. Demonstrate knowledge of the Caring Conceptual Framework as it relates to nursing practice.

a. Student Surveys BENCHMARK 75% --- agree that they demonstrate knowledge of the Caring Conceptual Framework as it relates to nursing practice.

b. Quizzes selected questions BENCHMARK 75%

c. Final selected question BENCHMARK 75%

(a) 76% (2012 78%) of the student responses “always” or “often” (b) 5 out 6 Caring Framework questions (quiz 1). understanding of the Caring Curriculum was 83% (2012 89% 2011 83% and 2010 67%) (c ) FINAL 12 out of 14 questions---86% (2012 82%) level of understanding

(a) Benchmark met— However, students continue to think that they don’t understand or have difficulty applying the caring curriculum (b) Benchmark met. However, this is not an easy concept and (a) I will continue to review the question for reliability and validity (2) providing better examples that explain each caring curriculum component has helped (3) Revised my critical thinking scenario and reviewed the time constraints (classroom management) that make it hard to discuss all the scenario examples. I added 2 more CARING questions to the FINAL (c ) Benchmark met; I think the questions on the final are easier than the quizzes—maybe too much GAP from the time the content is taught and the final exam

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the 1/31/2014 meeting; 5 (100%) FT and 1 PT faculty and 1 director attended the 15 minute presentation. RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Comments includes: (1) difficult for AND students to grasp the concept of a “framework” (2) we have lost the integration of the Caring Framework within our courses. Plan to identify methods to infuse into the program We will repeat the evaluation and discussion of Course SLOs yearly. FACULTY DISCUSSION: maybe address the timing that thi s class is taught when looking at curriculum revision




COURSE NAME: NRAD 201 (DE) REVIEW DATE: FALL 2013

OUTCOME METHOD OF ASSESSMENT (Describe Below & Attach the

Instrument)

RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to

the Program based on results)

EVALUATE THE NEED FOR CHANGE

1. Apply ethical and legal principles to nursing practice.

a. Student Surveys: “I am able to apply ethical and legal principles to nursing practice.” 75% respond very often or always.

b. Quizzes: selected questions 75%

c. Final selected questions

75%

a. Survey respondents: 13/13 100% responded “Very often” b. Overall Test Score 84% Ethics Questions (6) average 84% Legal Questions (6) average 90% c. Final overall test score 89% Ethics questions average 86% (range 77 – 100%) Legal questions average 84% (range 73 – 100%)

a. Benchmark met . b. Benchmark met. c. Benchmark met.

2. Demonstrate knowledge of current nursing practice issues.

a. Student Surveys “I am able to demonstrate knowledge of current nursing practice issues.” 75% respond very often or always

b. Nursing issues paper; expert faculty opinion on quality of submissions.

c. Final selected questions 75%

a. Survey respondents: 12/13 92% responded “Very often” b. Nursing Issues Paper Average Score 86% c. Selected Test Questions: 92% (range 77 – 100%)

a. Benchmark met. b. Benchmark met . Will continue to monitor and refine expectations, review topics for currency. c. Benchmark met. Will evaluate selected question with < 75% (2) for clarity. Added more questions this year on Informatics – all





Instrument)




questions but one scored above benchmark.

3. Identify the RN scope of practice using the California Nurse Practice Act and ANA standards of practice.

a. Student Surveys “I am able to identify the RN scope of practice using the California Nurse practice Act and ANA Standards of practice.” 75% respond very often or always

b. Quizzes selected questions 75%


a. Survey respondents: 12/13 92% responded “Very often” or “Always” b. Overall test score 85% Selected Questions (7) 78% c. Selected questions 91% (range 77% - 100%)

a. Benchmark met. b. Benchmark met. Scores lower than prior year. c. Benchmark met.

4. Demonstrate knowledge of the Caring Conceptual Framework as it relates to nursing practice.

a. Student Surveys “I am able to demonstrate knowledge of the Caring conceptual Framework as it relates to nursing practice.” 75% respond very often or always

b. Quizzes selected questions 75%


a. Survey respondents: 13/13 100% responded “Very often” or “Always” b. Overall Test Score 84% Selected Questions (5) 89% c. Selected questions 86% (range 50% - 100%)

a. Benchmark met. b. Benchmark met . c. Benchmark met . Will evaluate selected question with < 75% (1) for clarity. Class evaluated is 52% RN program enrolled students and 48% pre-RN students.





Instrument)




Students in this DE class demonstrate higher degree of confidence in ability to demonstrate SLO’s as opposed to the live class. Discussion focused on any identifiable differences between DE and Live student cohorts – no specific difference was identified.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the 5 FT and 1 PT faculty and 1 director meeting during the meeting. Attended the 15 minute presentation, 1/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. No suggestion/ comments We will repeat the evaluation and discussion of Course SLOs yearly. FACULTY DISCUSSION: Maybe address the timing that this class is taught when looking at curriculum revision.




COURSE NAME: NURSE CARING CONCEPTS NRAD 201A CERTIFICATE DEGREE REVIEW DATE: FALL 2013


OUTCOME

METHOD OF ASSESSMENT RESULTS OF ASSESSMENT(S)

a. Percent of students achieving

70% proficiency on selected

questions scores

b. 90% survey response rate

(37/41)

EVALUATE THE NEED

FOR CHANGE

1. Understand and

begin to apply

techniques of

therapeutic

communication.

a. Benchmark: 100% of

students will achieve 70%

proficiency on selected

questions from the final

b. Student self-assessment at

conclusion of course –

benchmark 75%

a. 17 questions = 95.1%

b. Very often (56.41) + Always

(30.77) = 87.18

a. Did not meet benchmark.

b. Met the benchmark.

DISCUSSION

a. Two students did not achieve 70%

proficiency (65%, 65%). This is the first

time I have measured SLO assessment

using a proficiency standard, which

constitutes a more rigorous

benchmark.

In addition, I revised exams this year to

increase rigor and develop questions

that were more reflective of NCLEX.

Final exam average was 83.07% and

KR20 64.2%.The reading supported the

concepts underlying the questions but

next year will emphasize concepts

during lecture. I plan to give SAMPLE

test questions as a testing strategy.

2. Demonstrate a

beginning ability to

organize

assessment data

and develop a

nursing care plan

for the adult who is

experiencing an

alteration in

health.


students will achieve 70%




conclusion of course–

benchmark 75%

a. 72 questions =95.1%


(38.46) = 74.36

a. Did not meet benchmark.

b. Did not meet benchmark.

DISCUSSION

a. Two students did not achieve 70%

proficiency (65%, 67%). This is the first

time I have measured SLO assessment

using a proficiency standard, which

constitutes a more rigorous

benchmark.







3. Demonstrate a

beginning ability to

apply adult

teaching/learning

principles to the

care of an adult.


students achieving 70%





benchmark 75%

a. 5 questions =100%


(41.03) = 89.75%

a. Met the benchmark.

b. Met the benchmark.

No changes anticipated.

4. Describe the

principles of

culturally

competent

nursing care and

begin to apply

cultural

knowledge and

sensitivity to the

nursing role.


students achieving 70%





benchmark 75%

a. 6 questions =87.8%


(28.21) = 79.49

a. Did not meet benchmark

b. Met the benchmark

DISCUSSION

a. Five students did not achieve 70%

proficiency (50%, 6%7, 67%, 67%,

67%). This is the first time I have

measured SLO assessment using a

proficiency standard, which constitutes

a more rigorous benchmark.





KR20 64.2%.

FACULTY DISCUSSION: W e realized

that this may be a program outcome


KR20 64.2%. The reading supported

the concepts underlying the questions

but next year will emphasize concepts

during lecture.

b. Students self-assessed just below the

benchmark for the first time (2011 and

2012, students self-assessed this SLO

as 100% and 92% respectively). This

90% survey response rate supports the

validity of this year’s ratings. Students

continue to communicate frustration

with finding scientific rationale to

support interventions and first year

faculty are discussing using a text that

provides ready-made careplans.




rather than a course outcome. In this

course, it may be premature to have

this expectation.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at 5/16/14nursing faculty meeting. The 15

minute presentation was attended by 5 FT faculty and 0 PT faculty and 1 Director .

RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Faculty discussion written in the Evaluation for Change column.

We will repeat the evaluation and discussion of Course SLOs yearly.





(Kept in the department files and maintained by course faculty)

X DEGREE

COURSE NAME: NRAD 201B NURSE CARING PRACTICUM �� CERTIFICATE REVIEW DATE FALL 2013 __


OUTCOME

“A sentence that describes a major

piece of knowledge, skill, ability or

attitude that students can

demonstrate by the end of the

course.”


“Major assignment, project, or test used to

demonstrate or apply outcomes”

(Attach the Instrument)



based on results)

EVALUATE THE NEED

FOR CHANGE

1. Demonstrate application of the

nursing process to the care of the

adult and geriatric patient in the

long-term care and medical-surgical

setting.

a. Faculty level discussion about the

nursing process portion of the clinical

preparation, (concept maps/careplans)

b. Clinical Evaluations (benchmark 80%)

c. Course assessment: Student survey

(benchmark 75%)

d. 80% of students complete 1st

semester clinical without a

(CPP) related to inadequate/ incomplete

clinical prep.

a. Faculty decided that the concept care

map that included the care plan was

not working as planned. There was

too much info put on a single page.

Decision was made to go back to

original form or care plan. Much

discussion also on clinical prep and

how to reduce student stress in this

area. Students have complained that

the rationales on the care plans take

the most time and keep them up late

with clinical prep. Students did well

overall taking just one patient entire

first semester.

b. Clinical grades ranged from 72-96%,

with a class average of 86%.

c. Of the 37 completed surveys, 1

responded “sometimes”, 21

responded “very often”, 15

responded “always” (97%)

d. 97% of students (40 ) completed 1st

semester without a CPP related

inadequate/ incomplete clinical prep.

a. Ongoing faculty discussions about our choice of

nursing diagnosis textbooks and the need for

student clinical preparation being balanced with the

importance of getting enough sleep before clinical.

For second semester we continuing pattern of

having parts of paperwork is due each day to

distribute the work over two days instead of one.

No concept maps in second semester will be

required. Students continue to take two patients in

2nd

semester. New pilot tool, (Monica’s), not being

used at this time. We made changes to the

careplan text.

b. Benchmark Met. Continue to emphasize concepts

related to nursing process in the theory portion of

class.

c. Benchmark Met.

d. Benchmark Met




OUTCOME





course.”







based on results)

EVALUATE THE NEED

FOR CHANGE

2. Apply verbal/nonverbal

communication techniques to

establish a therapeutic relationship.

a. Clinical Evaluations/ Level Faculty

discussion

b. Course assessment: Student survey

(Benchmark 75%).

c.80% of students complete 1st semester

clinical without a (CPP) related to

communication.

a. Students developing communication skills

that foster therapeutic relationships.

History taking critical thinking exercise

completed this year as well to help

students become comfortable with history

taking with patients.

Observed assessments also helped

faculty assess communication skills.

b. This year student responses ranged from 1

rarely, 1 “sometimes”, 15 “very often”, 20

“always”, and two missing (95%)

c. _98% of students ( 40 ) completed 1st

semester without a CPP related

communication.

a. Seek additional opportunities for students to practice

utilizing verbal and non-verbal communication to help

them become more comfortable with developing

therapeutic relationships. Observed assessments will be

continued next year. Continue to utilize simulation to

allow students to practice and evaluate their own

communication techniques.

b. Benchmark met

c. Benchmark met

3. Utilize the nursing process and

level specific critical elements when

administering medications and

other skills taught in this course.

a. Clinical Evaluations/Level Faculty

discussion

b. Tracking Tool 80% of students complete

1st semester clinical without a (CPP) related

to med admin and other skills

c. Skills Testing: Med Admin; Foley insert

(benchmark 100% pass within 2X)

d. Course assessment: Student survey

(benchmark 75%)

a. Students administered meds utilizing the

nursing process and critical elements.

b. 98 % of students completed first semester

without a CPP related to Medication

administration

c. 100% of students passed Med Admin. &

Foley insertion skills testing within the

required time frame, but a number did not

pass on their first attempt. Many of the

errors with Foleys were due to poor sterile

technique.

d. 37 responded: Survey results were as follows:

no students responded “never” or “rarely”, 2

stated “sometimes,” 14 “very often,” and 21

replied “always.” (97%)

a. Encourage students to spend time practicing new skills in the

lab, even after the class has moved on to new skills. Encourage

the student to practice with variables and distractions to mimic

the clinical setting.

b. Benchmark met.

c. Benchmark met. Continue to emphasize sterile technique

during that lab, which comes prior to the teaching of

catheterization

Foley skill practice was added to 3H class

We will separate the content of sterile technique and

catheterization so that it is not on the same day

d. Benchmark met




OUTCOME





course.”







based on results)

EVALUATE THE NEED

FOR CHANGE

4. Demonstrate and accurately

document a psychosocial and

physical assessment of the adult

and geriatric patient, differentiating

normal and abnormal findings.

a. Selected questions from the final

BENCHMARK: > 75% of the

students will answer correctly

b. Clinical Evaluations

c. Student survey (benchmark 75%)

a. Questions: # 1, 11, 12, 20, 30, 81. Qu. 1-

95%, Qu. 11-100%, Qu. 12-95%, Qu. 20-

73%, Qu. 30-100%, Qu. 81-100%. (average-

94%)

b. Students’ assessment skills demonstrated

continual improvement.

c. 37 responded: Survey results as follows: 1

stated rarely, 4 sometimes, 13 stated “very

often,” 19 “always,” (86%)

a. Benchmark met (94%). Continue to emphasize assessment in

lecture in lab and model assessment to students in lab and

clinical whenever possible. Clinical faculty will continue to do

witnessed assessments both in long term care and in the 1rst

semester acute care clinical to assist students with sharpening

assessment skills.

b.Benchmark met. Students assessments continued to be

witnessed in long-term care & acute care by clinical instructors

to assist students with sharpening assessment skills.

c. Benchmark met. Continue to encourage students to ask for

assist with assessments prn from clinical instructors

5. Apply principles of infection

control to the care of the client in

long-term care and medical-surgical

settings.

a. Selected questions from the final

BENCHMARK: > 75% of the students

will answer correctly

b. Tracking Tool 80% of students complete


to infection control

c. Student survey, (benchmark 75%)

a. Questions: 19, 52, 54, 73.

Students averaged 92% on these combined

benchmark questions, with scores of 97,

97, 100, and 73. on the selected questions.

b. No CPP regarding infection control noted

c. Student surveys were as follows; 1 student

stated “rarely”, 1 student stated “sometimes”,

11 students stated “very often”, 24 students

stated “always” and 2 were missing.

a. Benchmark met.

b. Benchmark met.

c. Benchmark met.

6. Demonstrate patient

confidentiality in all personal and

professional settings.

a. Tracking Tool 100% of students complete


to confidentiality

b. Selected questions from the final

BENCHMARK: 100% of the students will

answer correctly

c. Student survey (benchmark 75%)

a. No CPP on lack of compliance

b. Question 17.All students answered this

benchmark question correctly. (100%)

c. Survey results as follows; 1 sometimes, 6 very

often, 29 always, and 3 were missing. (97%)

a. Benchmark met. Continue to emphasize the importance of

confidentiality throughout all aspects of this course and

program. Include social media sites, photographing patients,

and EMR issues. Repeat this message regularly.

b. Benchmark met.

c. Discuss professional nurses role in maintaining

confidentiality. We are going to create a PowerPoint that

relates to HIPAA and give visual examples for patient

confidentiality and identify violations




OUTCOME





course.”







based on results)

EVALUATE THE NEED

FOR CHANGE

FACULTY DISCUSSION: we covered ANA policy about social

media in NRAD 201

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the 5 FT and 0 PT faculty and 1 director meeting during the 5/16/14 meeting.

Attended the 15 minute presentation.

RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. suggestion/ comments are listed





COURSE STUDENT LEARNING OUTCOMES (SLOs) & ASSESSMEN T TRACKING FORM (Kept in the department files and maintained by cou rse faculty)

DEGREE

COURSE NAME: NRAD 201D DECISION DATA MAKING I �� CERTIFICATE REVIEW DATE: FALL 2013 Upon completion of the course, the student will be able to:

OUTCOME “A sentence that describes a major piece of knowledge, skill, ability or

attitude that students can demonstrate by the end of the

course.”

METHOD OF ASSESSMENT “Major assignment, project, or test used to demonstrate or apply outcomes” (Attach the Instrument)

RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the



1. Utilize learned skills to calculate

medication dosage ranges for safe medication administration and utilize the nursing process to interpret clinical data: (age, culture, ethnicity, pharmacology, labs, diagnostics, nutrition).

a. Selected questions from final

examination with a benchmark > 75%

b. Course assessment: Student survey with a benchmark > 75% at “Very often” or “Always”

(decision made for benchmark. Not present in previous fall 2011 or 2012 SLOs)

a. Final Exam: 24/75 questions 89.48% answered selected questions

correctly. b. Fall 2013: 37/41 returned surveys

82.5% responding to survey indicated “always” or “very often”

a. Fall 2013: Benchmark met.

5/24 questions addressing this outcome scored < 75%. Exam questions will be evaluated for clarity.

b. Fall 2013: Benchmark met.

2. Apply critical thinking to problem

solving, decision making and advocacy in nursing practice in relation to medication administration, fluid and electrolyte balance, nutrition, laboratory values, and pain management.


examination with a benchmark >75%

c. Course assessment: Student survey with a benchmark >

75% at “Very often” or “Always”

a. Final Exam: 34/75 questions

90.56% answered selected questions correctly.

b. Fall 2013: 37/41 returned surveys

62.5% responding to survey indicated “always” or “very often” (30% responded “sometimes”)


4/34 questions addressing this outcome scored < 75%. Exam questions will be evaluated for clarity.

b. Fall 2013: Benchmark not met.

Need to incorporate in-class case scenarios and/or study guides to help students apply content and assist with problem-solving.

FACULTY DISCUSSION: MIGHT NEED TO REVISE THE SLO SO THAT IT IS MORE MEASURABLE WITH LESS VARIABLES AT BEGINNING LEVEL STUDENTS

3. Demonstrate an awareness of impact

of health and illness upon clients of all ages, ethnicities, and family groups.


examination with a benchmark > 75%

a. Final Exam: 17/75 questions

92.41% answered selected questions correctly.

a. Fall 2013: Benchmark met.

1/17 questions addressing this outcome scored < 75%. Exam question will be evaluated for clarity.




OUTCOME “A sentence that describes a major piece of knowledge, skill, ability or

attitude that students can demonstrate by the end of the

course.”

METHOD OF ASSESSMENT “Major assignment, project, or test used to demonstrate or apply outcomes” (Attach the Instrument)

RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the



New SLO: Demonstrate an awareness of impact of health and illness upon adult, geriatric, and clients of varying ethnicities. MAKE SURE THIS IS CHANGED ON COURSE SURVEY FALL 2014 Done.

b. Course assessment:

Student survey with a benchmark > 75% at “Very often” or “Always”

b. Fall 2013: 37/41 returned surveys

75% responding to survey indicated “always” or “very often” (17.5% responded “sometimes”)


SLO surveys awareness in clients of all ages and family groups however content is geared towards the adult and geriatric clients only (COR also reviewed). Request for new SLO has been submitted addressing this change in content. Need to incorporate in-class case scenarios and/or study guides to help students apply content and assist with problem-solving.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at 5/16/14nursing faculty meeting. The 15 minute presentation was attended by 5 FT faculty and 0 PT faculty and 1 Director . RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Faculty discussion written in the Evaluation for Change column. We will repeat the evaluation and discussion of Course SLOs yearly.





COURSE DATE: SPRING 2014

COURSE NAME NURSE CARING CONCEPTS NRAD 202A CERTIFICATE DEGREE REVIEW DATE: FALL 2014


OUTCOME


RESULTS OF ASSESSMENTS

a. Percent of students achieving 70%

proficiency on selected questions scores.

Final exam KR20 53.6% (≥ 60% desirable)

b. 50% survey response rate 21/42)


4. Demonstrate the

ability to organize

assessment data

and plan nursing

care for the

childbearing

woman.

c. Benchmark: 100% of

students achieving

70% proficiency on

selected questions

from the final

d. Student self-

assessment at

conclusion of course -

benchmark 75%

b. 26 questions =97.6%

c. Very often (66.67) + Always (23.81)

=90.48

a. Benchmark not met

b. Benchmark met

DISCUSSION

a. The benchmark was not met as a result of

one student assessing below proficiency

(69).

For the fourth year in a row, the final

question assessing understanding of the

indications for RhoGam administration

received a low average score. Despite

increasing a focus on this year (31%) was

even lower than last year (33.5%).

However, the metrics associated with this

question were improved this year:

• Discrimination index 75%

(excellent)

• Point biserial 13% (marginal

I plan to retain the question in its current

form but will include this content in a

homework assignment next year to

strengthen student acquisition of content.

b. Students responding to survey perceive

they are able to organize data/plan care for

childbearing women.

3. Demonstrate the

ability to organize

assessment data

and plan nursing

care plan for the

newborn.


students achieving

70% proficiency on

selected questions

from the final

b. Student self-assessment

at conclusion of

course- benchmark

75%:

a. 14 questions = 95.2%

b. Very often (71.43) + Always (14,29)

=85.72

a. Benchmark not met

b. Benchmark met

DISCUSSION

a. Although the benchmark was not met,

this measure assessed higher than in 2013

(87.2%). Two students did not achieve 70%

proficiency (57and 64) as compared to 5

students below proficiency in 2013. There

were no lower average scores associated

with test items assessing students’

knowledge of newborn care.






newborns.

3. Demonstrate the

ability to organize

assessment data

and plan nursing

care for the child

experiencing an

alteration in

health.


students achieving

70% proficiency on

selected questions

from the final

b. Student self-

assessment at

conclusion of course-

benchmark 75%:

a. 60 questions = 100%

b. Very often (80.95) + Always (9.52)

=90.47

a. Benchmark met

b. Benchmark met

DISCUSSION

a. Although the aggregate results met the

benchmark, I am concerned about the low-

average scores associated with four test

items (Kawasaki disease s/sx (33.33)and,

RSV management ( 47.62) are essentially

unchanged from 2013. The metrics

associated with both of these items were

strong (discrimination index/pt biserial

60/22 and 71/28 respectively). Two

questions used for the first time to assess

head lice s/sx and suspected child abuse

management assessed at 50% and had less

than acceptable metrics (discrimination

index/pt biserial 40/0 and -33/-4)

respectively. I will evaluate how this content

can be presented to strengthen acquisition

of this important content.

Note: Pediatric growth and development

was previously identified as a content area

in need of strengthening last year when

assessing 202A course SLOs as well as the

RN program SLOs. Two new learning

activities were assigned in 2014 to address

this deficit. Students completed a

comprehensive assessment of a well child in

the community that involved analysis of

growth and development measures. In

addition, the annual Children’s Center

Project was revised to focus on pediatric

growth & development. Students developed

group activities that allowed analyses of

achievement of motor milestones for

different age groups. The six final exam

questions that reflected this content were

associated with an aggregate score of 92%.



children.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty 1 part-time faculty and 1 director. 10/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above under evaluation column. We will repeat the evaluation and discussion of Course SLOs yearly.






COURSE NAME: NRAD 202 B NURSE CARING PRACTICUM �� CERTIFICATE X DEGREE

REVIEW DATE 10-30-2014 SPRING 2014 __


OUTCOME

“A sentence that describes a major piece of knowledge, skill, ability or attitude that

students can demonstrate by the end of the course.”


“Major assignment, project, or test used to demonstrate or apply

outcomes”




based on results)

EVALUATE THE NEED

FOR CHANGE

1. Demonstrate application of

the nursing process to the

care of adult, geriatric,

pediatric, maternity and

infant patients in the clinical

setting.

a. Faculty discussion of level specific

Clinical Nursing Care Plans.

b. Clinical Evaluations- Benchmark- 80 %

average

c. Course assessment: Student survey,

benchmark -75%

a. Students have generally been able to apply

concepts of care planning toward caring for

diverse populations; Faculty had decided to

change care plan guide to Doenges in order

to strengthen scientific rationales for

interventions. Ladewig and Ackley were not

providing students with good enough

rationale for interventions.

b. Clinical evaluations met benchmark average

of >80%

c. Course assessment- Course surveys

indicated Likert responses of “Sometimes”-9

“Very often”-15 and “Always”- 4. No

responses of “rarely”, or “never” were

entered.

a. Benchmark met: Will evaluate student care plans at the end of the year

to see if they have improved using Doenges.

Continue current method of evaluation with faculty discussion of care

plans and care plan guides.

b. Benchmark met: Will continue current method of evaluation.

c. Met benchmark: Course surveys- 80%

BB.. Utilize the nursing process

and pharmacologic

principles (level specific)

when administering

medications.

a. Utilize the clinical practice plan tool to

identify any weak areas or significant

trends or deficiencies in the area of

medication administration.

b. Math Competency Testing-100 %

a. The clinical practice plan tool revealed that

trends in deficiencies with medication

administration were decreased in Spring

2013 overall although there were still 7 CPPs

for wrong time, 4 CPPs and one probation

for unsafe pattern of medication

administration and 5 misses with armbands.

Most of these stats were reduced from

Spring 2012. All of SLO county is now using

electronic EMR for the first time starting in

Fall 2014.

b.100 % students passed math competency

a. Emphasize “right time” during teaching about medication

administration and continue to reinforce during med

administration. Monica reviewed many real life scenarios

regarding unsafe med practice in her lecture this year.

Continue current practice of reviewing clinical practice plan tool

each Spring semester. Plan to continue reviewing med

administration policies as well as impact of EMR on SLO county.

Using Cerner academic for teaching students familiarity with EMR,

specifically Cerner prior to going to Acute care.

b. Benchmark met--Continue current model.




OUTCOME





outcomes”




based on results)

EVALUATE THE NEED

FOR CHANGE

benchmark

c. Course assessment: Student survey- 75%

benchmark

testing in Spring by deadlines outlined in 202 B

syllabus

c. Course surveys 100% overall. Likert responses

of “Sometimes”-0, “Very often”-8, and

“Always”- 13, Met benchmark.

Course surveys up from 80% last year.

c. Continue to evaluate current model with EMR the standard throughout

county.

CC.. Utilize nursing process

and legal standards,

construct accurate and

complete Nursing

documentation.

a. Review of Nursing documentation by

clinical faculty & discussion

b. Course assessment: Student survey-75 %

benchmark

a. Although nursing documentation

principles have been relatively

unchanged over the years, the

transition to EMR has significantly

altered the extent of narrative

documentation. It is generally

discouraged and now our current

model of documentation is by

exception.

b. Course surveys indicated results of

95%. Likert responses of “Sometimes”-

1, “Very often”-13, and “Always”-7.

Met benchmark

a. Continue current model and methods of instruction and continue to

evaluate once EMR solidly in place.

b. We will continue orienting our students to electronic medical records and

documentation this year using Cerner academic whenever possible.

DD.. Apply assessment skills

and maintain critical

elements while

performing skills

learned in this course

with patients across the

lifespan.

a. Selected questions from the tests/ final

BENCHMARK: > 75% of the students will

answer correctly

a. Test # 1-(questions; 7,17,27,28)-met

benchmark

Test # 2-(questions; 15, 18, 19, 20)-met

benchmark


benchmark


benchmark

Test # 5-(questions; 7, 10)-met benchmark

Final-(questions; 4, 6, 10, 15, 20, 32, 50)-met

benchmark except # 15

a. Continue current method of assessment




OUTCOME





outcomes”




based on results)

EVALUATE THE NEED

FOR CHANGE

b. Clinical Evaluations

c. Course assessment: Student survey-

75% benchmark

b. Clinical evaluations demonstrated an overall

aptitude for applying assessment and

maintaining critical elements while

performing skill learned in this course with

patients across the lifespan.

c. Course surveys 100% overall. Likert

responses of “Sometimes”-0, “Very often”-

12, and “Always”-9. Met benchmark.

b. Continue current method of assessment. Also continue witnessed

assessments in Fall 2014 both in long term care and acute care.

c. Continue current method of assessment.

5. Demonstrate and document an

age-appropriate psychosocial and

physical assessment of the infant,

pediatric and adult patient

differentiating between normal and

abnormal findings.

a. Selected questions from the tests/ final

BENCHMARK: > 75% of the students will

answer correctly

b. Clinical evaluations

c. Course assessment: Student survey-

Benchmark-75%

a. Test # 1-(questions; 1, 2, 5, 18)-met

benchmark on questions 2, 5, & 18.


benchmark on qu. 8, 13 & 14


benchmark on qu. 4, 12, & 20.


benchmark on all qu.


benchmark on 3, 4, & 6

Final-(questions; 3, 8, 13, 22, 31, 54, 69)-met

benchmark on all qu.

b. Clinical evaluations demonstrated student’s

understanding and overall age-appropriate

assessment of patients throughout the

lifespan.

c. Course surveys 100% overall. Likert

responses of “Sometimes”-0, “Very often”-

12, and “Always”-9)

a. Benchmark met: Continue current method of evaluation.

b. Continue current method of assessment

c. Met benchmark- Continue current methods of assessment in this area.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty 1 part-time faculty and 1 director. 10/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above under evaluation column. We will repeat the evaluation and discussion of Course SLOs yearly.






�� DEGREE

COURSE NAME: NRAD 202D NURSE CARING PRACTICUM �� CERTIFICATE REVIEW DATE: SPRING 2014_


OUTCOME

“A sentence that describes a major piece of knowledge, skill, ability or attitude that students can demonstrate by the end of

the course.”


“Major assignment, project, or test used to demonstrate or apply outcomes”





EVALUATE THE NEED

FOR CHANGE

1. Utilize the nursing process, teaching, and learning principles based on interpretation of clinical data: (age, culture, ethnicity, pharmacology, labs, diagnostics, & nutrition).

a. Selected questions from final examination with a benchmark of 75%

b. Course assessment: Student Survey,

benchmark 75% at Very often or Always

a. Spring 2014 Final Exam: 81.89% answered the selected questions correctly.

Final Exam Mean: 83.83%

b. Spring 2014: 20/21 students who returned

surveys responded to this question. 95.24% responding to survey chose


a. Spring 2014: Benchmark met.

9/28 questions scored <75%

Will evaluate test questions < 75% for clarity and SATA format. Spring 2013 Final Exam average (79.72%) and selected questions answered correctly (79.13%) showed improvement in Spring 2014.

b. Spring 2014:

Benchmark met.

2. Demonstrate the ability to research and apply information and knowledge about patients’ various pharmacologics in selected drug categories.

a. Selected questions from final examination with a benchmark of 75%.

b. Course assessment: Student Survey

benchmark 75% at Very often and Always.

a. Spring 2014 Final Exam: 82.26% answered the selected questions correctly. Final Exam Mean: 83.83%

b. Spring 2014: 20/21 students returned surveys. 95.24 % responding to survey chose


a. Spring 2014: Benchmark met. 11/51 questions scored < 75% Will evaluate test questions < 75% for clarity. Spring 2013 Final Exam average (79.72%) and selected questions answered correctly (81.4%) demonstrated improvement in 2014. Questions answered incorrectly were mostly related to drug indications and a couple related to adverse drug effects.

b. Spring 2014: Benchmark met.




OUTCOME

“A sentence that describes a major piece of knowledge, skill, ability or attitude that students can demonstrate by the end of

the course.”


“Major assignment, project, or test used to demonstrate or apply outcomes”





EVALUATE THE NEED

FOR CHANGE

3. Apply the nursing process to plan, implement, and evaluate care for patients with: hypertension, diabetes, and selected respiratory disorders.

a. Selected questions from final examination with a benchmark of 75%.

b. Course assessment: Student Survey

benchmark 75% at Very Often and Always.

a. Spring 2014 Final Exam: 91.13% answered the selected questions correctly. Final Exam Mean: 83.83%

b. Spring 2013:

20/21 students who returned surveys responded to this question.

90.48% responding to survey chose “very often” or “always”.

a. Spring 2014: Benchmark met.

2/18 questions scored < 75% Will evaluate test questions < 75% for clarity. Spring 2013 Final Exam average (79.72%) and selected questions answered correctly (78.21%) showed improvement from Spring 2013. However, this SLO was revised from Spring 2013 and no longer includes chronic pain which is covered in 201A.

b. Spring 2014: Benchmark met.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty 1 part-time faculty and 1 director. 10/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above under evaluation column. We will repeat the evaluation and discussion of Course SLOs yearly.






X DEGREE

COURSE NAME: NRAD 203A NURSE CARING PRACTICUM �� CERTIFICATE REVIEW DATE FALL 2013


OUTCOME

“A sentence that describes a major piece of

knowledge, skill, ability or attitude that

students can demonstrate by the end of the

course.”


“Major assignment, project, or

test used to demonstrate or

apply outcomes”



(Student Evaluations; Revisions

to the Program based on results)

EVALUATE THE NEED

FOR CHANGE

1. Demonstrate application of the nursing

process to the care of adults experiencing

disorders in:

4. musculoskeletal

5. connective tissue

6. chronic neurological

7. men & women’s health

8. vascular

9. shock

10. gastrointestinal

11. hematology & oncology

12. burns

13. respiratory

14. hepatic

a. Selected questions from

examines & final. (75%

benchmark)

a. 79.4 % (2012 was 94%)

“always” or “very often”

agree that it helped them

apply critical thinking to

nursing process and patient

care. Test 1 and 2: 28 out of

30 questions were ≥ 75%,

understanding of the nursing

process to the care of adults

with musculoskeletal and

connective tissue disorders

was 86-93%.

Test 3 and 4: 27 out of 30

questions were ≥ 75%,

understanding of the nursing

process to the care of adults

with musculoskeletal and

connective tissue disorders

were 91-94%.

Test 5 27-30 questions were ≥

75 understanding of the

nursing process to the care of

adults with musculoskeletal

and connective tissue

disorders were 91-92%.

d. Benchmark met. Will always analyze

quizzes and Final for reliability and

accuracy of test questions per

Apperson. Will revise examination to

reflect relevant course content

Discussion: As a new faculty plan to revise

test questions. This is also the 1st

semester that we changed the format of

our test questions to include “alternate

format” questions”—student don’t like

them however see on NCLEX. Faculty

agree to remove the simulation as a tool

for this course and revise the outcome to

be more focused and measurable (too

many

FACULTY DISCUSSION: This class may not

feel as confident in their ability. Certainly

there is a mismatch between perception

and test scores




OUTCOME




course.”




apply outcomes”





EVALUATE THE NEED

FOR CHANGE

b. Student Survey (75%

benchmark)

c. Comprehensive Critical

Thinking Simulation

(student survey question

and faculty evaluation)

(75% benchmark)

REMOVE THIS FOR FALL

2014 SURVEY

b. 84.3 %( 2012 was 75%)

“always” or “very often” agree

that they demonstrate application

of nursing process to the care of

adults experiencing disorders.

c. 74.2% (2012 was 75%) “always”

or “very often” help are able to

apply critical thinking to nursing

process and patient care.

b. Benchmark met

c. Benchmark not met. Wasn’t applicable

at this time

FACULTY DISCUSSION: make changes to

the course survey

2. Demonstrate ability to prioritize

interventions for client’s based on integrated

clinical data.



benchmark)


benchmark)

a. 90.6 % (2012 was 87.5 %)


agree that they can prioritize

interventions for client’s

based on integrated clinical

data

b. Test 3 and 4: 27 out of 30

questions were ≥ 75%, total

of knowledge applied to

patient prioritization were 91-

94%.

a. Benchmark met

b. Benchmark met-Will revise current

case presentations in lecture and add

increased class participation to case

presentations augmented by Journal

articles and Academic Cerner

assignments

3. Utilize the nursing process and

pharmacologic principles, when

determining nursing interventions &

appropriate patient teaching.



benchmark)

a. 87% (2012 was 93.75%)


agree that they can utilize the

nursing process and

pharmacologic principles,

when determining nursing

interventions & appropriate

a. Benchmark met. Will always analyze

quizzes and Final for reliability and

accuracy of test questions per

Apperson




OUTCOME




course.”




apply outcomes”





EVALUATE THE NEED

FOR CHANGE


benchmark)

c. Core Measure Presentation

Project—(75% benchmark)

patient teaching.

b. Test 5 27-30 questions were ≥

75%, total of integration

pathological conditions

applied to patient

prioritization were 91-92%.

c. 82.3% (2012 was 99.1.%)

Student Core Measure

presentations Project

b. Benchmark met

c. Benchmark met. Core measure

Project was revised to make it of

greater value to the students. The

intent was to utilize Academic

Cerner’s Neighborhood to support

student integration of pertinent

content. Due to problems with the

Cerner programming, this option was

not available which left some

confusion in the implementation.

Still want to pursue the use of the

“Neighborhood”—will discuss as a

purchase to augment the core

measure presentation project.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the 6 FT and 0 PT faculty and 1 director

meeting during the 5/16/14 meeting. Attended the 15 minute presentation.

RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. suggestion/ comments are listed





COURSE NAME: NURSE CARING PRACTICUM III NRAD 203B REVIEW DATE: FALL 2013 Upon completion of the course, the student will be able to:

OUTCOME “A sentence that describes a

major piece of knowledge, skill, ability or attitude that students can demonstrate by the end of the course.”

METHOD OF ASSESSMENT “Major assignment, project, or

test used to demonstrate or apply outcomes”


RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to the Program based on results)


11.. Demonstrate integration of patient medical condition, PMH, with medications and labs with multiple and more complex patients.

a. Self-evaluation “I feel I integrate patient medical condition, PMH, with medications and labs to multiple and more complex patients.” Benchmark 80%

b. Faculty expert opinion and

discussion at level meetings, documentation on clinical evaluation tool. Goal average 80%

c. 80% of student complete 3rd

semester clinical without a (CPP) related to lack of integration of patients medical condition, PMH, medications and labs. (communication, judgment, energy)

a. Self-evaluation: 29/32 (91%) responded “very often” or “always”. b. Average Clinical Grade: 88% c. 97% of students (38/39) completed 3rd semester without a CPP related to lack of integration of patient medical condition, PMH, medications and labs. One student was placed on probation after and was unsuccessful in the program. Performance issues were a continuing trend from 1st and 2nd semester.(communication, judgment, energy)

a. Benchmark met. b. Benchmark met. Reflects one clinical failure. c. Benchmark met.











22.. Utilize effective methods to organize and prioritize nursing care to multiple and more complex clients.

a. Faculty expert opinion and feedback on quality of student submissions on Critical Thinking Exercise on Prioritization of patient care

b. Test questions – 80%

accuracy

c. Midterm & Final – 80%

accuracy d. Student survey: “I am able to utilize effective methods to organize and prioritize nursing care to multiple and more complex clients.” Benchmark 80%

a. Faculty satisfied with quality of submissions. Faculty agreed this is a valuable exercise. Objective met. b. Test Average score: 83% Selected Questions (3) 79% c. Midterm : Total Test 89% Selected Questions (5) 98% Final: Total Test 90% Selected Questions (6) range 89% - 100% Average 95% d. Self-evaluation: 28/32 (87.5%) responded “very often” or “always”.

a. Benchmark met b. Benchmark not met. One question scored lower than in prior years. Will continue evaluate test questions for clarity and currency. Since this question has scored above the benchmark in past years will review how content was taught – less emphasis than in past years? Unexplained anomaly? c. Benchmark met. Scores higher than last year. Will continue to evaluate test questions for clarity and currency. d. Benchmark met.

33.. Maintain critical elements of skills with multiple and more complex patients

a. 80% of student complete 3rd semester clinical without a documented violation of critical elements (CPP)

a. 95% of students (37/39) completed 3rd semester clinical without a documented violation of critical elements (CPP)

a. Benchmark met











b. Student survey: “I felt I was able to maintain critical elements…” Benchmark 80%

b. Self-evaluation: 31/32 (97%) responded “very often” or “always”.

b. Benchmark met.

4. Communicate effectively with the healthcare team.

a. Faculty expert opinion and feedback on quality of student submissions on Critical Thinking Exercise on Communication

b. Student survey “I feel I

communicate effectively….” Benchmark 80%

a. Faculty satisfied with quality of submissions. Faculty agreed this is a valuable exercise.

Objective met. b. Self-evaluation: 28/32 (87.5%) responded “very often” or “always”.

a. Benchmark met. b. Benchmark met. Higher survey response than in prior years. Results reflect an appropriate level of confidence as third semester students.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty and 1 director. 1/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above We will repeat the evaluation and discussion of Course SLOs yearly.




COURSE OUTCOMES & ASSESSMENT TRACKING FORM

(kept in the department files and maintained by course faculty)

�� DEGREE

COURSE NAME NRAD 203D �� CERTIFICATE REVIEW DATE FALL 2014


OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

1. Demonstrate

understanding of

patient care when

diagnosed with

neurological disorders in

the acute and

rehabilitative phase.

a. Student survey BENCHMARK 75%

b. Quizzes BENCHMARK 75%

c. Final BENCHMARK 75% on

selected questions

(a) 95% (2013 88 %) “always” or

“often” agree that they understand

neuro content.

(b) Quiz 1: 30 questions with Class

average of 85.6% and (2013 was 84%)

Quiz 2: 30 questions Neuro was Class

average 87.3% and (2013 was 83%)

(c) FINAL 39 questions overall 92%

(2013 was 90%)

(a) benchmark met

(b) benchmark met.-quiz content will be revised to

reflect new content and video in hopes to improve

student understanding.

(c) benchmark met-Will plan to update all videos

to help students understand core class content.

2. Demonstrate

understanding of patient

care when diagnosed

with endocrine

disorders.


b. Quizzes BENCHMARK 75%


selected questions

(a) 90% (2013 81%) “always” or


endocrine content.

(b) Quiz 4 is 20 questions open book;

multiple choice—100% overall

understanding

(c) FINAL 32 out of 38 questions 84%

(2013 was 89%) understanding of

content

(a) benchmark met ; Will continue to revise

content and identify various teaching techniques

for endocrine content. This is content that

students rarely get to experience in clinical. It is

also difficult to know how much time students

study the content.

(b) benchmark met. -quiz content will be revised

to reflect new content and video in hopes to

improve student understanding.

Take home quiz added good group discussion—

students know that even if they complete the

take-home quiz together, the FINAL will require

them to know the content independently.

Students verbalized that the pictures of endocrine

problems helped with assessment/care planning.

(c) benchmark met




OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

3. Demonstrate


care when diagnosed

with genito-urinary

disorders.---


b. Quizzes BENCHMARK 75% of

selected questions


selected questions

(a) 100% (2013 91%) “always” or

“often” agree that they understand GU

content.

(b) Quiz 3 questions 92% class average

with overall understanding of content

(2013 was 93%)

(c) FINAL 7 questions overall 87.3%

understanding of content (2013 was

84%)

(a) benchmark met

(b) benchmark met.

(c) benchmark met

4. Demonstrate


care when diagnosed

with acute or chronic

renal disorders.


b. Quizzes BENCHMARK 75% of

selected questions


selected questions

(a) 100% (2013 94%) “always” or


renal content.

(b) Quiz 3 questions 92% class average

with overall understanding of content

(2013 was 93%)

(c) FINAL 16 questions overall 94%

understanding of content (2013 was

94%)

(a) benchmark met

(b) benchmark met.

(c) benchmark met

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at 5 FT faculty and 1 director meeting during

the ______ meeting. Attended the 15 minute presentation.

RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. No suggestion/ comments





COURSE OUTCOMES & ASSESSMENT TRACKING FORM


�� DEGREE

COURSE NAME NRAD 204 �� CERTIFICATE REVIEW DATE SPRING 2014


OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

1. Demonstrate knowledge

of leadership abilities,

delegation and

supervision skills based

on legal scope of

practice.

a. Delegation assignment—

benchmark 80%

b. Student survey (75% state very

often or always)

Sample size small: 21 students

completed the survey.

a. 100% were of the students were

clear about the scope of VN

practice

b. 74%(88.89%-in 2013) demonstrate

knowledge of leadership abilities,

delegation and supervision skills

based on legal scope of practice

a. Benchmark met: I provided posted info on VN

scope of practice that helped.

b. Benchmark not met. Last year, this was met I

am believe the exposure to VN’s and CNA’s

has declined in most acute care hospitals. One

hospital has entirely removed ALL CNA’s at

the bedside. I plan to this year to emphasize

the importance of the Staff Nurse position as

a leader which I hope will make a difference in

the student understanding. Added

management vignettes in the PowerPoints

will help emphasize lecture content.

2. Determine readiness and

preparedness to

transition into my new

role as registered nurse.

a. Resume

b. Student survey (75% very often

or always)

a. 100% completed their resume—

informal student feedback was

positive

b. 78%(88.9%-in 2013) determine

readiness and preparedness to

transition into my new role as

registered nurse.

a. A mock interview with panel discussion

provided this year students with open

opportunities to meet and greet potential

managers and human resource personal. We

created a workshop for educators and

potential job fair to assist students in

applications.

b. Benchmark met-

Students again are concerned about the job




OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

3. Integrate leadership

knowledge into my own

practice as a staff nurse.

a. MOODLE discussion (>75%)

b. Final Paper (>75

%)

c. Student survey (75% very

often or always)

a. MOODLE discussions were

thoughtful on how they saw

themselves as team leaders.

b. All Final papers reflected a broader

understanding of a managers role and

how a staff nurse would interface with

this type of manager

c. 82%(94.45% in 2013) integrate

leadership knowledge into my own

practice as a staff nurse.

a. Students had a good debate about types of

leaders they felt they would want to be. Some

student comments were that they more closely

identified with a “Laissez-faire” or “Servant”

management style. Many who did not see

themselves in the manager role.

b. Benchmark met

c. Benchmark met. Will continue to add group

discussion to identify how as a staff nurse they are

leaders.

4. Explain various

leadership and

management styles

providing examples of

effective use.

a. Discussion board (>75%)

b. Student survey (75% very often

or always)

a. All of the students were

thoughtful in their leadership style

answers and clear of each style as

well as able to self

reflect which styles would benefit

them in their first job.

78%(88.9% in 2013) able to explain

various leadership and management

styles providing examples of

effective use.

a. Benchmark met--No change

b. Benchmark met—The role of the charge

nurse in the agencies held some confusion

for students. They commented on how

powerful this role seemed to them working

at the bedside. They were confused how

“charge nurse” did not fit into the traditional

role of a manager. In the future more

explanations through vignettes of the charge

nurse role verses a management role will be

presented for better understanding.

5. Apply ethical principles to

my own nursing practice.

a. Discussion board

b. Student surveys (75% very often

or always)

a. application of nursing ethics was

applied to practice; their examples

were sound in ethical principles

b. 96%(94.4% in 2013) able to apply

ethical principles to my own nursing

practice.

a. Continue to emphasize the importance of

applying ethical principles to their RN practice.

b. Benchmark met. Students were very interested

in their role to apply ethical principles into their

own practice. It would be great to have this at

100%. Student’s comments were they felt they

were not empowered to make these types of

decisions as students. Will continue to find

teaching strategies to make foster a strong ethical

practice.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the 9/27/13 faculty meeting for a 15

minute presentation. Attendance: 5 FT and 1 PT faculty and 1 director.

RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments are to pursue the idea of using

YouTube. We will repeat the evaluation and discussion of Course SLOs yearly.




COURSE NAME: NRAD 204A REVIEW DATE SPRING 2014


OUTCOME


(Describe Below & Attach the Instrument)



based on results)


1. The student will utilize the nursing process in the care of patients with mental health problems.

a. Clinical Log Objectives documentaion---Responses from student while in Psych Rotation (benchmark 90%)

b. Faculty expertise in the clinical setting (benchmark 90%)

c. Student Survey (benchmark all responses will fall in category of “very” often or “always”)

a. 100% of the students completed psychiatric clinical log entries focusing on the nursing process. b. Weakness seen in application of assessment while in the inpatient unit. c. Seems that the students are stronger with assessment in the acute ASH setting.

a. benchmark met; for NRAD 204A plan to add a teaching strategy to practice nursing process; might consider adding an essay question to the final exam that relates to nursing process. b. In 204A, have students share experiences o using the nursing process in psych clinical setting. c. Benchmark met however the clinical logs reflected that the students were better at writing a care plan for psych patient than the student surveys reflect that they can write a careplan for the mentally ill patient.

2. The student will apply accurate assessment of the patient with mental health problems.

a. Mental status exam clinical assignment (benchmark 100%) b. NRAD 204A psych clinical

evaluation (benchmark 85%) c. Student Survey (benchmark all

responses will fall in category of “very” often or “always”)

a. 100% of the students were able to complete a Mental Status Exam and document it following the professional format provided. b. 100% of students were able to complete all objectives in Psychiatric Nursing clinical setting.

a. Set up role play scenarios in class to practice interviewing skills of psychiatric patients to help students overcome their insecurities/fears associated with Mental Health patients. b. Benchmark met c. Benchmark met

3. The student will integrate psychopharmacology principles to a variety of mental illnesses.

a. Final Exam---Questions on Psychopharmacology (benchmark 95%)

b. NRAD 204A psych clinical evaluation (benchmark 85%)

c. Student Survey (benchmark all responses will fall in category of “very” often or “always”)

d. Post Clinical/Class discussion of actual patients’ psychopharmacology regimens.

a. 95% passed final exam questions associated with psychiatric medications b. 95% able to integrate psychopharmacology principles to a variety of mental illness.

a. Plan to add more case studies to discuss in class involving psychiatric medications. b. Plan to emphasize psychopharmacology more in the clinical setting. c. Benchmark met--will continue to find teaching strategies (i.e.,study guide modules, academic DVD’s) to increases students understanding of medications in psychiatric nursing.




OUTCOME


(Describe Below & Attach the Instrument)



based on results)


4. The student will demonstrate knowledge of behaviors, signs and symptoms that define psychiatric illness.

a. Final Exam Questions on psychiatric illness (benchmarks 85%)

b. Student Survey (benchmark all responses will fall in category of “very” often or “always”)

c. Mental Status Exam assignment to interview a patient and write up a formal Mental Status Exam using the format provided.

a. . 95% passed questions associated knowledge of psychiatric illness and associated behaviors.

. b. 100% completion of MSE

assignment including all critical sections of exam/assessment

a. Plan to add more specific case studies for class discussion/critical thinking regarding experiences of mental health and associated behaviors. b. Benchmark met c. Benchmark met

5 The student will apply therapeutic communication techniques when caring for patients with mental health problems.

6. The student will demonstrate professional behavior in their responsibility for self and learning, - in appearance and demeanor - in attendance, punctuality, preparation - in communications with clients, peers, instructors and clinical staff in the execution of psychiatric nursing care.

a. NRAD 204A psych clinical evaluation (benchmark 90%)

b. Student Survey (benchmark all responses will fall in category of “very” often or “always”)

c. Evaluation of Clinical log entry focusing on this objective and discussion/problem solving in Post-Clinical/Classroom setting.

a. Clinical performance is graded pass/fail and is evaluated on the basis of the written clinical objectives, completion of a self-care activity, feedback from clinical preceptors, and active participation in Post Clinical conferences.

a. 100 % of students were able to document their observations and critical analysis regarding observations of therapeutic communication in their psych clinical setting.

b. 95% very often or always able to apply therapeutic communication techniques when caring for mental health patient

a. All 100% of students completed written objectives in a log format in addition to a written description of self-care activities in the clinical setting. All students displayed professionalism in the psychiatric clinical settings. All students received PASS grade in Psychiatric Clinicals.

a. Benchmark met. Discuss their observations both positive and negative regarding therapeutic communications in post clinical conferences/class. b. Benchmark met-- will continue to foster/role model therapeutic communication techniques during class and Post-Clinical conferences. a. Benchmark met. Collaborative exploration of alternative creative self care methods will be added to discussions in psych clinical.






COURSE NAME: NURSE CARING FOR CLIENTS AT RISK PRACTICUM NRAD 204B REVIEW DATE SPRING 2014


OUTCOME

“A sentence that describes a

major piece of knowledge,

skill, ability or attitude that

students can demonstrate

by the end of the course.”


“Major assignment, project, or test

used to demonstrate or apply

outcomes”





EVALUATE THE NEED

FOR CHANGE

1. Demonstrate increasing

independence with

planning and

prioritization of care for

multiple patients with

more complex problems.

a. Student Survey benchmark 75%

b. Faculty expert opinion and

discussion at level meetings,

documentation on clinical

evaluation tool.

c. Faculty evaluation and expert

opinion on quality of student‘s

clinical log submissions

d.99% of student’s complete 4th

semester clinical without a CPP

related to planning and

prioritization of patient care.

a. 90% “always” or “often” agree

that they can demonstrate

increasing independence with

planning and prioritization of care

for multiple patients with more

complex problems.

b. 2014 90% average clinical grade is

compared to 2013 91%; No clinical

failures or clinical probation.

c. Spring 2014 – Level faculty

evaluation quality of student

submissions met objective.

d. 99% (41 out of 42 students) did

not receive a CPP related to

planning and prioritization of

patient care.

a. Benchmark met

b. Benchmark met; Clinical grading guidelines

are used by ALL clinical instructors. A new

clinical grading tool is being developed for

future less subjective instructor input.

c. Benchmark met

d. Benchmark met-one student received a CPP

for no ID of pt prior to med pass.

2. Develop and coordinate

a plan of care for

patients and families in

crisis.

a. Student Survey “I am able to

develop and

coordinate…..”75% benchmark

a. 89% “always” or “often” agree

that they can develop and

coordinate a plan of care for

patients and families in crisis.

a. Benchmark met




OUTCOME









outcomes”





EVALUATE THE NEED

FOR CHANGE

b. Faculty evaluation & expert

opinion on quality student‘s

clinical log submissions

c. Faculty expert opinion and

discussion at level meetings,

documentation on clinical

evaluation tool.

b. Spring 2014 – Level faculty



c. 2014 90% average clinical grade is

compared to 2013 91%; No clinical

failures or clinical probation.

b. Benchmark met

c. Benchmark met

3. Demonstrate increasing

independence

collaborating with the

multi-disciplinary team

to implement the patient

plan of care and/or safe

discharge.


demonstrate……” 75% benchmark

b. Faculty evaluation and expert

opinion on quality of student‘s

clinical log submissions.

a. 86.3% (76% 2013) “always” or

“often” agree that they can

demonstrate increasing

independence collaborating with

the multi-disciplinary team to

implement the patient plan of

care and/or safe discharge.




a. Benchmark met

b. Benchmark met-examples placed in the

“mycuesta” site for students to access

improved students achievement of the

objectives and maintaining consistent format

Prior discussion: Students have difficulty writing

their own learning objectives for the

preceptorship. Students struggle with

understanding the value of the objectives.

SUGGESTION: faculty have made available to

students previously developed learning objectives

as “good” examples

4. Demonstrate self-

directed learning

through development

and implementation of

individualized learning

objectives for


demonstrate……” 75% benchmark

a. 90% (89% 2013) “always” or

“often” agree that they can

demonstrate self-directed learning

through development and

implementation of individualized

learning objectives for

a. Benchmark met




OUTCOME









outcomes”





EVALUATE THE NEED

FOR CHANGE

preceptorship.

b. Faculty feedback and expert

opinion on quality of submitted

objectives for preceptorship

preceptorship.




b. Benchmark met

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Course SLO Presentation/Faculty Dialogue took place at the _______ faculty meeting for a 15

minute presentation. Attendance: 5 FT and 1 PT faculty and 1 director.

RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. No suggestions comments

We will repeat the evaluation and discussion of Course SLOs yearl




COURSE NAME: NURSE CARING FOR PEOPLE AT RISK NRAD 204D REVIEW DATE: SPRING 2014 X DEGREE


OUTCOME

“A sentence that describes a major piece

of knowledge, skill, ability or attitude that

students can demonstrate by the end

of the course.”


“Major assignment, project, or test used to demonstrate or

apply outcomes”





EVALUATE THE NEED

FOR CHANGE

1. Develop nursing care plans for patients with disorders of cardiac function.

a. Self-evaluation “I feel prepared to develop care plans for patients with disorders of cardiac function.” 80% benchmark for answers “always” or “very often”.

b. 80% accuracy selected test

questions

a. Spring 2014 95.5% (21/22) responded Very Often/Always Weighted score 4.36 (87%) b. Spring 2014 Average Test #1 84% Selected Test Questions: 86% 3/11 questions score < 80%, one outlier due to faulty distracter. Average Test #2 78% Selected Test Questions 74.45% 7/17 questions < 80% of those, 6 were “Select all that apply” Final Average 90% Selected Test Questions 93% 5/25 questions scored < 80% of those 3 were “Select all that apply”

a. Spring 2014 Benchmark met. b. Spring 2014 Benchmark met. Test #2 Several low scoring questions from the previous year were modified to insure clarity and emphasis was paid in class to difficult concepts. There was no change in test scores. SATA type questions continue to be more challenging for students. Test scores on the final were higher than previous year.




OUTCOME




of the course.”



apply outcomes”





EVALUATE THE NEED

FOR CHANGE

2. Recognize and take action during emergent client care situations (Code Blue, Rapid response)

a. Student evaluation of Code Blue/Rapid Response simulation.

b. Faculty observation student

performance during Code Blue/Rapid Response simulation

c. 80% accuracy selected test

questions.

a. Spring 2014 91% (20/22) responded Very Often/Always Weighted score 4.32 (86.4%) b. Spring 2014 – 100% student participation. Students demonstrated appropriate responses. c. Spring 2014 Average Test #3: 87% Selected Test Questions: 91% 1/7 questions scored < 80% Final Average: 90% Selected Test Questions: 97%

a. Spring 2014 Benchmark met. b. Spring 2014 Benchmark met. Students performed well. A practice session was conducted prior to the simulation. A “surprise” element is added for realism and was well received by students. A survey was conducted at the end of preceptorship. Among students responding to the survey 33% (10/30) participated in an RRT or Code Blue during preceptorship. 40% (12/30) participated in a change in condition defined as “Code Stroke”, transfusion reaction, change in cardiac rhythm requiring intervention, MI or other significant change in condition requiring immediate intervention. This data emphasizes the identified need and value of the RRT/Code Blue simulation experience. c. Spring 2014: Benchmark met.




OUTCOME




of the course.”



apply outcomes”





EVALUATE THE NEED

FOR CHANGE

No questions scored < 80%

3. Demonstrate interventions for managing the patient and family in crisis situations.

a. Self-evaluation “I feel prepared to care for patients and families in crisis.” 80% benchmark for answers “always” or “very often”.

b. 80% accuracy selected test

questions c. Faculty observation during

4th semester culminating simulation experience.

a. Spring 2014 91% (20/22) responded Very Often/Always Weighted score 4.33 (86.6%) b. Spring 2014 Average Test #1 84% Selected Test Questions 88% 1/5 questions <80% Final Average 90% Selected Test Questions: 98% No questions < 80% c. Spring 2014 – 100% student participation. Students demonstrated appropriate responses. This was the second year scenario implemented that incorporated more complexity and psychiatric component.

a. Spring 2014: Benchmark met b. Spring 2014: Benchmark met c. Spring 2014 Benchmark met. Faculty agreed that the learning objectives were met. No changes for Simulation for this year. Integration of Psych component has been effective.

Course SLO Presentation/Faculty Dialogue took place at the faculty meeting for a 15 minute presentation. Attendance: 5 FT faculty 1 part-time faculty and 1 director. 10/31/14 RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. Suggestion/ comments---see above under evaluation column. We will repeat the evaluation and discussion of Course SLOs yearly.




Dean’s/manager’s Analysis of Comprehensive Program Planning & Review (CPPR)

MARCIA AND JASON AND LINDA IN NOVEMBER

Program: Planning Year: Last Year CPPR Completed:

Unit: Cluster:

A. CPPR Pre-Meeting

It is strongly recommended that the Vice President and/or Dean meet with Division Chair/Director/designee

and the program faculty and/or staff involved in preparing the CPPR prior to the completion of the review

documents. The discussion should include an overview of the CPPR document and expectations of what

should be considered and focused on when developing the CPPR.

If a Pre-CPPR meeting occurred, please list those in attendance, when the meeting occurred and a summary

of what was discussed.

B. Narrative Analysis of CPPR Sections

Please provide an analysis and comments of programmatic information for each of the CPPR sections below.

• General Information and Program Outcomes (Required for Instruction/Student Services/Administrative

Services):

• Program Support of Institutional Goals and Objectives, and/or Institutional Learning Outcomes

(Required for Instruction/Student Services/Administrative Services):

• Program Data Analysis and Program-Specific Measurements (Required for Instruction/Student

Services/Administrative Services):

• Curriculum Review (Required for Instruction and may be Applicable to Student Services):

• Program Support of Institutional Goals and Objectives and Student Learning Outcomes (Required for

Instruction/Student Services/Administrative Services):




• Program Data Analysis, Assessment and Improvements (Required for Student Services/Administrative

Services):

• Program Outcomes, Assessments and Improvements (Required for Instruction/Student

Services/Administrative Services):

• Anticipated Service Challenges/Changes (Required for Student Services/Administrative Services):

• Program Development Forecast (Required for Instruction/Student Services/Administrative Services):

• Overall Budget Implications (Required for Student Services/Administrative Services):

• End Notes/Additional Comments (Required for Instruction/Student Services/Administrative Services):

C. Commendations/Considerations:

Please provide a list of commendations and considerations based on the CPPR.

Commendations:

Comments in this area summarize how the program has demonstrated its effectiveness.

Considerations:

Comments in this area constitute advice to help the program meet or surpass expectations for effectiveness.




D. Applicable Signatures:

Vice President/Dean Date

Division Chair/Director/Designee Date

Other (when applicable) Date

The above-signed individuals have read and discussed this review. The Director/Coordinator, Faculty, and staff in the program involved

in the preparation of the CPPR acknowledge the receipt of a copy of the Vice President/ Dean’s narrative analysis. The signatures do

not necessarily signify agreement.

instructional comprehensive program planning … · 1 san luis obispo county community college...

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