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- NURSING TECHNOLOGY, Levels I and II

Plan for Assessment of Student Academic Achievement 2007-2008

From the Mission of Hocking College

To prepare learners for technical careers or for transfer to other institutions of higher learning.

Mission of Academic Affairs Unit

To nurture learning and learner success.

Mission of Nursing Technology

To meet the educational needs of individuals who wish to enter the nursing profession

or to advance their nursing skills and to meet the health care needs of the extended community.

Central Objective

Graduates of the Nursing Technology will have the knowledge and skills to become

safe entry-level practitioners for a diverse client population.

Secondary Objective A

Graduates will obtain employment within a health-related field within one year of graduation.

Secondary Objective B

Students/graduates will agree that they are satisfied

with the Nursing Program at Hocking College.

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Success Skills The following general outcomes are life and work skills cultivated in all students seeking the Associate Degree. 1. Communicates effectively.

2. Demonstrates math skills.

3. Demonstrates learning and critical thinking skills.

4. Maintains professional skills and attitudes.

5. Practices human relations skills.

6. Demonstrates knowledge of science and the environment.

7. Demonstrates community, cultural, and global awareness.

8. Maintains a code of ethics.

Program Outcomes

Level I Program Outcomes Level II Program Outcomes Within the scope of practical nursing and at the direction of a licensed physician, dentist, podiatrist, optometrist, chiropractor, or registered nurse the graduate:

Within the scope of registered nursing the graduate:

Nursing Process Nursing Process 1. Participates collaboratively in the nursing process by

contributing to assessment, planning, implementation and evaluation of individualized, holistic plans of care.

2. Uses critical thinking skills in all areas of LPN practice.

1. Uses the nursing process (assessment, analysis, development of nursing diagnoses, implementation, and evaluation) as a basis for decision making in developing individualized, holistic plans of care.

2. Uses the nursing process to collaboratively develop a plan of care with the client and other health team members.

Communication/Relational Skills Communication/Relational Skills 3. Provides empathetic and compassionate care. 4. Practices basic principles of effective and

therapeutic communication with clients, significant others, and health team members.

5. Provides basic information to meet the learning needs of clients.

3. Provides empathetic and compassionate care. 4. Applies and facilitates all levels of communication

with a focus on therapeutic communication in the nurse-client relationship.

5. Develops and implements teaching plans that are specific to the clients’ level of development and understanding.

Clinical Skills Clinical Skills 6. Uses nursing knowledge, skills, and current

technology to provide and promote safe nursing practice.

7. Provides basic nursing care based on developmental, biological, psychological, socio-cultural, and spiritual differences in clients.

8. Safely performs basic clinical skills 9. Safely administers and contributes to the evaluation

of the effectiveness of medications and treatments

6. Uses nursing knowledge, critical thinking, judgment, skills, and current technology to provide and promote safe nursing practice.

7. Adapts and provides specialized nursing care based on knowledge of developmental, biological, psychological, socio-cultural, and spiritual differences in clients.

8. Safely performs basic and complex clinical skills. 9. Safely administers and evaluates the effectiveness of

medications and treatments.

Program Outcomes continued on next page.

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Program Outcomes continued.

Level I Program Outcomes Level II Program Outcomes Professionalism Professionalism

10. Practices within the profession’s ethical and legal framework and is accountable for own nursing practice and care delegated.

11. Assumes responsibility for professional growth, self-development, and lifelong learning.

12. Demonstrates understanding of the levels of authority and responsibility and uses basic leadership skills to delegate nursing care tasks.

10. Practices within the profession’s ethical and legal framework and is accountable for own nursing practice and for those under supervision.

11. Assumes responsibility for professional growth, self-development, and the use of resources for life-long learning.

12. Demonstrates leadership skills through use of assertive behaviors, appropriate delegation of tasks, and supervision of assistive and/or unlicensed personnel, and licensed practical nurses.

13. Demonstrates an awareness of community and world health issues and their impact on individuals and health care.

The Success Skills and Program Outcomes combine to form a single set of skills, behaviors, and attitudes determined desirable for entry-level practitioners in Nursing, for graduates transferring to four-year institutions, and for educated citizens.

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Criteria for Assessing Student Academic Achievement 1. The aggregate score for each Program Outcome evaluated by graduates of Nursing program on a

survey will be 3.5 or higher (on a 5-point scale), indicating that they consider their preparation for entry-level employment to be better-than-average.

Data gathered for 2006-2007: *

Level I (PN) Number of students completing Level I (PN) Number of surveys returned

Program Outcome** Aggregate Respondents 1. Participates collaboratively in the nursing process by

contributing to assessment, planning, implementation, and evaluation.

2. Uses critical thinking skills in all areas of LPN practice.

3. Provides empathetic and compassionate care.

4. Practices basic principles of effective and therapeutic communication with clients, significant others, and health team members.

5. Provides basic information to meet the learning needs of clients.

6. Uses nursing knowledge, skills, and current technology to provide and promote safe nursing practice.


8. Safely performs basic clinical skills.

9. Safely administers and contributes to the evaluation of effectiveness of medications and treatments.

10. Practices within the profession’s ethical and legal framework and is accountable for own nursing practice and care delegated.

11. Assumes responsibility for professional growth, self-development, and lifelong learning.


Overall Aggregate

* Source of information: 2006-2007Hocking College Graduate Surveys (September 2008).

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Criterion 1 continued.

Level II (RN) Number of Graduates Number of surveys returned

Program Outcome*** Aggregate Respondents 1. Uses the nursing process (assessment, analysis, development of

nursing diagnoses, implementation, and evaluation) as a basis for decision making in developing individualized, holistic plans of care.

2. Uses the nursing process to collaboratively develop a plan of care with the client and other health team members.

3. Provides empathetic and compassionate care.

4. Applies and facilitates all levels of communication with a focus on therapeutic communication in the nurse-client relationship.

5. Develops and implements teaching plans that are specific to the clients’ level of development and understanding.

6. Uses nursing knowledge, critical thinking, judgment, skills, and current technology to provide and promote safe nursing practice.

7. Adapts and provides specialized nursing care based on knowledge of developmental, biological, psychological, socio-cultural, and spiritual differences in clients.

8. Safely performs basic and complex clinical skills.

9. Safely administers and evaluates the effectiveness of medications and treatments.

10. Practices within the profession’s ethical and legal framework and is accountable for own nursing practice and for those under supervision.

11. Assumes responsibility for professional growth, self-development, and the use of resources for life-long learning.

12. Demonstrates leadership skills through use of assertive behaviors, appropriate delegation of tasks, and supervision of assistive and/or unlicensed personnel, and licensed practical nurses.

13. Demonstrates an awareness of community and world health issues and their impact on individuals and health care.

Overall Aggregate

* Source of information: 2006-2007 Hocking College Graduate Surveys (October 2008).

Analysis of data: No graduate data was available this year. Last year: Level I (PN): Due to the low number of respondents the data is not valuable.

During the previous reporting period, a limited survey of 45 Spring Quarter 2005 graduates was conducted, 16 graduates responded rating the Program Outcomes with an overall aggregate of 4.19 exceeding the goal of 3.5 (on a 5-point scale). In addition, each of the individual aggregates was above goal.

Criterion 1 continued on next page.

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Criterion 1 continued. Level II (RN): Twelve graduate surveys were returned for this reporting period. All areas met the benchmark of 3.5 or above. Due to the low level of responses the data is not significant. During the previous reporting period, a limited survey of 30 Spring Quarter 2005 graduates was conducted, 8 graduates responded rating the Program Outcomes with an overall aggregate of 4.27 exceeding the goal of 3.5 (on a 5-point scale). In addition, each of the individual aggregates was above goal. The number of responses is not great enough to give significant data.

Does this analysis support conclusions drawn from other assessment data analyzed for 2006-2007? Please elaborate. No analysis possible without data.

* Graduate and employer survey results for 2006-2007 are reported with data for 2007-2008survey results are not available until 15 months following June graduation.

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2. The aggregate score for each Success Skill evaluated by graduates of the Nursing program on a

survey will be 3.5 or higher (on a 5-point scale), indicating the graduates’ satisfaction with their Hocking College preparation in life/job skills.


Level I (PN) Level II (RN) Number of Graduates Number of Graduates Number of surveys returned Number of surveys returned

Success Skill ** Aggregate Success Skill ** Aggregate 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8

Overall Aggregate Overall Aggregate

* Source of information: 2006-2007Hocking College Graduate Surveys (September 2008). ** See page 2 of this report for Success Skills statements.

Analysis of data:

No graduate data was available for this reporting period. Level I (PN): Not enough data to be significant for this reporting period. During the previous reporting period, a limited survey of 45 Spring Quarter 2005 graduates was conducted, 16 graduates responded rating the Success Skills with an overall aggregate of 4.16 exceeding the goal of 3.5 (on a 5-point scale). In addition, each of the individual aggregates was above goal. Data was insignificant due to the low response rate. Level II (RN): Data is not significant due to number of completed responses (11).

During the previous reporting period, a limited survey of 30 Spring Quarter 2005 graduates was conducted, 8 graduates responded rating the Success Skills with an overall aggregate of 4.13 exceeding the goal of 3.5 (on a 5-point scale). In addition, each of the individual aggregates was above goal. Data was insignificant due to the low response rate.

Does this analysis support conclusions drawn from other assessment data analyzed for 2006-2007? Please elaborate. Changes in criterion statement for 2008-2009: The aggregate score for each Success skill evaluated by graduates of the Nursing program on a survey will be 3.0 or higher for Level I graduates and 3.5 or higher for Level II graduates (on a 5-point scale) indicating the graduates’ satisfaction with their Hocking College preparation in life/job skills. * Graduate and employer survey results for 2006-2007 are reported with data for 2007-2008; survey results are not available until 15 months following June graduation.

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3. Graduates responding to a survey will indicate their satisfaction with the Nursing program with an

aggregate score of 3.5 or higher (on a 5-point scale).


Level I (PN) Number of graduates: Number of surveys returned: Number of actual responses to this criterion: Aggregate score for satisfaction with the Level I (PN) Nursing Program:

Level II (RN) Number of graduates: Number of surveys returned: Number of actual responses to this criterion: Aggregate score for satisfaction with the Level II (RN) Nursing Program:

Analysis of data:

No graduate data was available for this reporting period. Unfortunately no data was collected for this reporting period.

Does this analysis support conclusions drawn from other assessment data analyzed for 2006-2007? Please elaborate.

No supportive data was available for analysis.

* Graduate and employer survey results for 2006-2007 are reported with data for 2007-2008; survey results are not available until 15 months following June graduation.

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4. On graduate surveys administered within one year of graduation, graduates will indicate their

employment within a health-related field or will have returned to school (85 percent for PN’s, 90 percent for RN’s).


Level I (PN)

Number of graduates available for employment Number of responses including surveys, phone calls, & faculty input: Number of graduates employed related to technology: Number of graduates employed unrelated to technology: Number in military: Number of graduates continuing education: Number of graduates continuing education and employed: Number of graduates seeking employment: Number of graduates not in labor force: Number of graduates “unknown”:

Level II (RN) Number of graduates available for employment Number of responses including surveys, phone calls, & faculty input: Number of graduates employed related to technology: Number of graduates employed unrelated to technology: Number in military: Number of graduates continuing education: Number of graduates continuing education and employed: Number of graduates seeking employment: Number of graduates not in labor force: Number of graduates “unknown”:

Analysis of data: No graduate data was available for this reporting period. Of the graduates responding during the previous reporting period, 100% of the Level I and II graduates reported either being employed, and/or returning for continuing education. Does this analysis support conclusions drawn from other assessment data analyzed for 2006-2007? Please elaborate.



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5. The aggregate score for each Program Outcome evaluated by employers of Nursing graduates on a

survey will be 3.5 or higher (on a 5-point scale), indicating better-than-satisfactory to superior performance.

Data gathered for 2006-2007*:

Level I (PN) Number of employer surveys mailed for Level I (PN) Number of employer surveys returned for Level I (PN)

Program Outcome** Aggregate Respondents 1. Participates collaboratively in the nursing process by

contributing to assessment, planning, implementation, and evaluation.

3.3 6

2. Uses critical thinking skills in all areas of LPN practice. 3.5 6

3. Provides empathetic and compassionate care. 3.7 6

4. Practices basic principles of effective and therapeutic communication with clients, significant others, and health team members.

3.1 6

5. Provides basic information to meet the learning needs of clients. 3.5 6

6. Uses nursing knowledge, skills, and current technology to provide and promote safe nursing practice. 3.5 6


3.6 6

8. Safely performs basic clinical skills. 3.4 6

9. Safely administers and contributes to the evaluation of effectiveness of medications and treatments. 3.5 6

10. Practices within the profession’s ethical and legal framework and is accountable for own nursing practice and care delegated. 3.5 6

11. Assumes responsibility for professional growth, self-development, and lifelong learning. 3.6 6


3.5 6

Overall Aggregate 3.5 * Source of information: 2006-2007Hocking College Employer Surveys (September 2008).

Criterion 5 continued on next page.

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Level II (RN) Number of employer surveys mailed for Level II (RN) Number of employer surveys returned for Level II (RN)

Program Outcome*** Aggregate Respondents 1. Uses the nursing process (assessment, analysis, development of

nursing diagnoses, implementation, and evaluation) as a basis for decision making in developing individualized, holistic plans of care. 4.6

8

2. Uses the nursing process to collaboratively develop a plan of care with the client and other health team members. 3.3 8

3. Provides empathetic and compassionate care. 4.6 8

4. Applies and facilitates all levels of communication with a focus on therapeutic communication in the nurse-client relationship. 4.3 8

5. Develops and implements teaching plans that are specific to the clients’ level of development and understanding. 3.8 8

6. Uses nursing knowledge, critical thinking, judgment, skills, and current technology to provide and promote safe nursing practice. 3.9

8

7. Adapts and provides specialized nursing care based on knowledge of developmental, biological, psychological, socio-cultural, and spiritual differences in clients. 4

8

8. Safely performs basic and complex clinical skills. 4 8

9. Safely administers and evaluates the effectiveness of medications and treatments. 3.9 8

10. Practices within the profession’s ethical and legal framework and is accountable for own nursing practice and for those under supervision. 3.9

8

11. Assumes responsibility for professional growth, self-development, and the use of resources for life-long learning. 4.1 8

12. Demonstrates leadership skills through use of assertive behaviors, appropriate delegation of tasks, and supervision of assistive and/or unlicensed personnel, and licensed practical nurses. 3.9

8

13. Demonstrates an awareness of community and world health issues and their impact on individuals and health care. 3.9 8

Overall Aggregate 4

* Source of information: 2006-2007Hocking College Employer Surveys (September 2008).

Analysis of data:

Six employer surveys were returned for PN graduates and eight employer surveys were returned for RN graduates. Although the sampling size is small, the criterion outcome was met. Employers rated both the PN and RN graduates at an aggregate of 3.5 for the program outcomes, indicating better than satisfactory performance.

No employer data was available for the previous reporting period for either PN or RN graduates..

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Does this analysis support conclusions drawn from other assessment data analyzed for 2006-2007? Please elaborate. No supportive data was available for analysis.


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6. The aggregate score for each Success Skill evaluated by employers of Nursing graduates on a survey will be 3.5 or higher (on a 5-point scale), indicating better-than-satisfactory to superior performance.


Level I (PN) Level II (RN)

Number of surveys mailed: 21 Number of surveys mailed: 15 Number of surveys returned: 6 Number of surveys returned: 8

Success Skill ** Aggregate Success Skill ** Aggregate 1 3.6 1 4.3 2 3.3 2 3.9 3 3.3 3 3.9 4 3.3 4 4.1 5 3.6 5 4.3 6 3.5 6 3 7 3.3 7 4 8 3.5 8 4.3

Overall Aggregate 3.4 Overall Aggregate 4

* Source of information: 2006-2007Hocking College Employer Surveys (September 2008). ** See page 2 of this report for Success Skill statements.

Analysis of data: Level I (PN): Six employer surveys were completed during this reporting period. The aggregate score for LPN graduates for the success skills was 3.4. This is slightly below our goal of 3.5. Level I students have not completed all of the general courses or nursing courses for an associate degree. After discussion, it was determined that students at this level of education should not be held to the same standard as Level II graduates. No employer data was collected for the previous reporting period.

Level II (RN): Eight employer surveys were completed during this reporting period. The aggregate score for the success skills for RN graduates was 4, indicating that employers’ rate the graduates at more than satisfactory performance. No employer data was collected for the previous reporting period.


No supportive data was available for analysis. Changes to criterion statement The aggregate score for each Success Skill evaluated by employers of Nursing graduates on a survey will be 3.0 or higher for Level I graduates and 3.5 or higher for Level II graduates (on a 5-point scale), indicating satisfactory to superior performance.

• Graduate and employer survey results for 2006-20067are reported with data for 2007-2008; survey results are not available

until 15 months following June graduation.

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7. On annual employer surveys returned, the employers will rate Hocking College graduates

knowledge of technical theory at a level of 3.5 or above (on a 5-point scale).


Level I (PN) Level II (RN) Number of surveys mailed: 21 Number of surveys mailed: 15 Number of surveys returned: 6 Number of surveys returned: 8

Score Number of Employers Rating Score Number of Employers Rating 5 1 5 0 4 2 4 6 3 3 3 2 2 0 2 0 1 0 1 0

NR 0 NR 0 Aggregate

Score 3.8 Aggregate Score 3.8


Analysis of data: Both LPN and RN graduates were rated by employers at an aggregate of 3.8 for knowledge of technical theory, indicating a more than satisfactory rating with their technical knowledge. The criterion was met for both Level I and II graduates. No employer data was collected for the previous reporting period.



• Graduate and employer survey results for 2006-2007are reported with data for 2007-2008; survey results are not available until 15 months following June graduation.

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8. On annual employer surveys returned, the employers will rate Hocking College graduates ability

to apply theory to practice at a 3.5 or higher (on a 5-point scale).




NR 0 NR 0 Aggregate



Analysis of data: Employers of both LPN graduates and RN graduates rated their ability to apply theory to practice at an aggregate of 3.8, indicating more than satisfaction with their ability to apply theory to practice. The criterion was met. No employer data was collected for the previous reporting period. Does this analysis support conclusions drawn from other assessment data analyzed for 2006-2007? Please elaborate. No supportive data was available for analysis.

• Graduate and employer survey results for 2006-2007 are reported with data for 2007-2008; survey results are not available until 15 months following June graduation.

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9. On annual employer surveys returned, the employers will indicate their overall satisfaction with

the level of preparedness of Hocking College graduates by rating them at a 3.5 or higher (on a 5-point scale).




NR 0 NR 0 Aggregate


* Source of information: 2006-2007 Hocking College Employer Surveys (September 2008).

Analysis of data:

Employers of LPN graduates rated their level of preparedness at 3.6 (aggregate). Employers of RN graduates rated their level of preparedness at 4.3 (aggregate). The criterion was met for both Level I and II graduates. No employer data was collected for the previous reporting period.


Although no data was collected for this outcome, members of our Advisory Committee consistently give us feedback about our graduates and their satisfaction with their level of preparedness.

• Graduate and employer survey results for 2006-2007 are reported with data for 2007-2008; survey results are not available until

15 months following June graduation.

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10. On the School of Nursing Exit Interview form, students will indicate satisfaction with the Nursing

program at a 3.5 minimum aggregate score (on a 5-point scale).

Data gathered for 2007-2008:

Number of students interviewed: 155 95

Nursing Exit Interview Item Level I (PN) Aggregate

Level II (RN) Aggregate

1. Clinical experiences varied. 4.5 4.2 2. Regular feedback and conferences. 4.7 4.5 3. Comfortable asking questions. 4.5 4.4 4. Clinical instructors available. 4.4 4.1 5. Classroom presentations organized. 4.4 3.8 6. Classroom instructors accurate, current, and knowledgeable. 4.4 3.7 7. All instructors courteous and approachable. 4.0 4.0 8. Felt free to ask questions/express opinions. 4.0 3.9 9. Nursing curriculum prepared me. 4.7 4.1 10. College environment conducive to learning. 4.5 4.0 11. Learning resources adequate. 4.5 4.0 12. Support services adequate 4.0 3.6 13. SON policies communicated well and were appropriate. 4.5 3.8 14. Satisfied with Hocking College Nursing program. 4.5 3.8

Overall Aggregate 4.4 3.9

Analysis of data:

Level I (PN): 115 Level I students completed the exit survey. All items were rated above 3.5. Items receiving the highest rating of 4.7 included: 2) Regular feedback and conferences 9) Nursing curriculum prepared me. It is important to note that all of the items were rated well above 3.5. The lowest ratings were at 4.0. Those items included: 7) All instructors courteous and approachable. 8) Felt free to ask questions/express opinions. 12) Support services adequate. The overall aggregate for the Level I exit survey was 4.4, exceeding the goal of 3.5. The aggregate for this year is similar to last year’s aggregate (4.43). The criterion was met, indicating the Level I students are satisfied with the nursing program.

Criterion 10 continued on next page

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Narrative comments Level I (PN): Students’ comments for program strengths included: Great LPN program Knowledgeable and passionate instructors Good clinical experiences Skills lab is a strength Great theory courses Hands on Suggestions for program improvements: More medication day experience More experience with procedures Eliminate nutrition days in clinical Some instructors not approachable Do not use DxR Delete work requirement between Level I and II Put OB and peds in the same quarter Use concept mapping throughout program The strengths of the program are similar compared to last year’s comments. A new concern of students is the work hours between Level I and II. It is becoming more difficult for students to find jobs to obtain their work hours. A common theme in changes needed in the program was that students would like to be able to continue into Level II without stopping out to work. Another common theme was the DxR program used as part of the capstone for Level I students. There were frequent comments about more med days and opportunities to do procedures. Level II (RN): 95 Level II students completed surveys. All items of the survey were rated above 3.5. Items receiving the highest rating of 4.4 and 4.5 included: 2) Regular feedback and conferences (4.5) 3) Comfortable asking questions (4.4) The lowest rated items were still rated above 3.5. Those items included: 6) Classroom instructors accurate, current, and knowledgeable (3.7) 12) Support services adequate (3.6) The overall aggregate for the Level II exit survey was 3.9, exceeding the goal of 3.5 (on a 5-point scale). The aggregate was somewhat lower than last year’s aggregate (4.28). The criterion was met, indicating the Level II students are satisfied with the nursing program.

Narrative comments Level II (RN): Level II Students’ comments for strengths of the program: Instructors helpful at clinical sites Good instructors Skills review day is helpful Applied pharm is an excellent course Learned a lot in clinical

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Suggestions for improvement in program Certain courses unorganized and confusing Too much information in too short of time Do not use DxR Less mental health, more acute care Strengthen patho Look at drop/retention rates for Level II Level II students consistently commented that instructors in clinical and theory courses were one of the strengths of the program. A consistent theme for program improvement was more organization for specific courses and narrow down the amount of information to what is necessary to know. Students were concerned with the number of people who drop or fail during Level II. As compared to last year’s comments, the strengths were similar. The DxR and amount of information to learn were themes noted from last year’s report. Program change planned for 2008-2009 as a result of this analysis: None at this time. Faculty will discuss the current difficulty in students’ obtaining employment for work hours between Level I and II. The DxR and methods of improving directions for the program will also be discussed. More detail about the support services that students feel need improved will be requested from the students.

This Criterion will be changed to read as follows in our 2008-2009Plan: No change.

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11. On the National Council of Licensure Examination (NCLEX), the percentage of our graduates achieving a passing grade will be at or above state and national averages; subcategories will be compared to national performance.

Data gathered for 2007-2008:

Level I (PN) Summer 2007-Spring 2008*

Number of students tested 157 Percent Passing NCLEX 98.09 Ohio Pass Rate 91.35 National Pass Rate 85.89

Level II (RN) Summer 2007Spring 2008* Number of students tested 156 Percent Passing NCLEX 97.44 Ohio Pass Rate 85.97 National Pass Rate 84.60

*The Ohio Board of Nursing reports statistics quarterly. The above statistics are for students who took NCLEX during the time period of July 2007 through June 2008.

Analysis of data: The percentage of Level I and II graduates passing NCLEX is well above the state and national averages for the exam. Level I graduates had a 98.09% pass rate while Level II graduates had a 97.44% pass rate. The outcome criterion was met for this reporting year.

Hocking College graduates exceeded the state and national averages for NCLEX performance during the previous reporting period.

Level I - PN 157 Level I graduates took the PN NCLEX from Summer, 2007 through Spring, 2008. 98.09% of the graduates passed the NCLEX on the first attempt, as compared to the state average of 91% and the national average of 85% Areas of strength based on the program report include: Health Restoration Acute/Simple Adulthood Areas with potential for improvement: Sensory-Perceptual Functions Comfort, Rest, Activity, Mobility Integumentary/Musculoskeletal Psychosocial Behaviors Health Restoration Acute/Complex Natal Lifespan

Last year: During this reporting period, 166 Level I students took the PN NCLEX from Summer 2006 through Spring of 2007. 98% of the first time NCLEX test takers passed. The Ohio rate was 93% and the National pass rate was 87%. Areas of strength based on the program report include:

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Implementation (nursing process) Comfort/Rest/Activity/Mobility (human functioning) Fluid-Gas Transport (human functioning) Childhood (stages of maturity) Areas with potential for improvement: Psychosocial Integrity (client needs) Endocrine/Metabolic (health assessment) Psychosocial Behaviors (health alterations) Older Adulthood (stages of maturity) Self-Concept (stress, adaptation, and coping) Role Function (stress, adaptation, and coping)

The pass percentage for Level I graduates remains consistently high as compared to the past 2 reporting periods.

Level II - RN 156 Level II graduates took the RN NCLEX from Summer, 2007 through Spring, 2008. 97.4% of the graduates passed the NCLEX on the first attempt, as compared to the state average of 85.9% and the national average of 84.6% Areas of strength based on the program report for graduates of Level II included: Pharmacological and Parenteral therapies

Reduction of Risk Potential Comfort, Rest, Activity, Mobility Fluid-Gas Transport Elimination Endocrine/Metabolic Gastro-intestinal Childhood Adulthood

Areas with potential for improvement: Health promotion and maintenance Immune Respiratory Health Promotion

Last year: During this reporting period, 133 Level II graduates took the RN NCLEX during the time period of Summer, 2006 through Spring, 2007. 94% of the first time test takers passed NCLEX. The Ohio pass rate was 89% and the National pass rate was 87.6%. The criterion was met for this outcome. Areas of strength based on the program report for graduates of Level II included: Implementation (nursing process) Elimination (human functioning) Renal/Urinary (health alterations) Interdependence (stress, adaptation, and coping) Areas with potential for improvement based on the program report included: Health Promotion and Maintenance (client needs) Analysis (nursing process) Comfort/Rest/Activity/Mobility (human functioning) Growth and Development (human functioning) Respiratory (health alterations) Natal (stages of maturity)

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Role Function (stress, adaptation, and coping)

The pass percentage for Level II graduates for the 2006/2007 reporting period (97.44%) has increased as compared to the pass rates for 2006/2007(94%) and 2005/2006 (94.4%).

Program change planned for 2008-2009 as a result of this analysis:

The faculty discussed methods for increasing discussion and information about Health Promotion and Maintenance throughout the Level I and II curriculum.

This Criterion will be changed to read as follows in our 2008-2009 Plan: No Change.

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12. The annual aggregate HESI mean score of Hocking College Level I and Level II students will meet or exceed the annual average HESI composite score for all PN and RN students taking the exam. Scores in individual activities and subcategories will be compared to previous year’s data for continual analysis of strengths and areas for improvement in the program. Data gathered for 2007-2008

Breakdown of Scores on HESI test - PN

Quarter >1000 900-999 850-899 800-849 750-799 700-749 <700 Summer 07 5 7 8 9 8 6 6 Fall 07 19 7 5 5 2 2 1 Win 08 6 6 10 7 7 3 2 Spring 08 2 5 9 10 7 2 1 Year’s Total 32 25 32 31 24 13 10

Breakdown of Scores on HESI Test - RN

Quarter >1000 900-999 850-899 800-849 750-799 700-749 <700 Summer 07 6 18 5 5 4 1 1 Fall 07 11 16 10 10 4 1 0 Win 08 8 12 6 2 3 1 0 Spring 08 2 10 4 8 8 2 0 Year’s Total 27 56 25 25 19 5 1

Level I (PN) gathered for 2007-2008

Level I (PN) During the academic year of 2007, Level I students who did not score at 800 or above on the HESI exit exam had to remediate before their Certification of Program Completion was sent to the state board of nursing. Students were required to take an online NCLEX review course and submit a receipt for proof of purchase to the associate dean of Level I. One hundred and sixty-seven (167) Practical nursing students took the HESI test during the last assessment period. One hundred and twenty (71.8%) of the students scored at or greater than 800; 28.2% scored less than 800. The average scores for Level I students for Summer, 07, Fall 07, Winter 08, and Spring 08 were 824, 928, 842, 843, respectively, with the year’s average calculated at 859. HESI data shows the national average scores for the same time period as 824. Hocking College PN student scores are above the national average. Outocme #12 has been met successfully during this reporting period. In interpreting individual item scores, 900-950 is a strength of the program because HESI data confirms that students scoring above 900 on the exam are likely to pass the NCLEX-PN. Scores greater than 950

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are superior. Scores less than 800 are considered needing improvement because 800 is the lowest passing score for Hocking College nursing students. Areas of strength and weakness have remained constant over all over the past year.

Areas of Strength for Level I (PN) Pharmacology and parenteral tx Musculoskeletal Neuro Respiratory Endocrine Pathophysiology Immune/Hematology Medication Administration Renal Cultural/Spiritual Integumentary Geriatrics

Areas Scored Superior

Math Critical Care Community Health

Areas of Weakness

Nursing Process Teaching Trauma/Emergency Anxiety/Communication Oncology Sensory Psychosocial Integrity Operative A table follows with the specific scores recorded in each area tested on the HESI exam. Other data discussed in the text of this report is also provided in table format for clarification.

HESI Category Scores Sum 07 – Spr 08 (Level I-PN)

Category

Sum 07

Fall 07

Win 08

Spr 08 Average Str Wns

Nursing Process Assessment 758 871 819 825 818 Analysis 905 1005 782 739 857 Planning 846 890 849 897 870 Implementation 817 943 869 858 871 Evaluation 872 900 765 879 854 Client Needs Safe/Effective Environment 799 965 842 847 863 Management of Care 785 829 883 846 835 Safety and Infection Control 820 1063 792 855 882 Health Promo & maintenance 870 871 1038 736 878 Psychosocial Integrity 651 857 814 876 799 X Physiological Integrity 862 929 813 854 864 Basic Care/Comfort 819 971 872 829 872 Pharm & Parenteral Tx 874 909 846 1004 908 X Reduce Risk Potential 828 901 841 863 858 Physiological Adaptation 922 929 716 791 839 Specialty Areas Community Health 962 962 XX

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Critical Care 1087 1087 XX Fundamentals 863 979 833 862 884 Geriatrics 881 919 911 943 913 X Maternity 803 880 843 810 834 Medical Surgical 841 972 832 860 876 Pathophysiology 927 1042 893 755 904 X Pediatrics 791 919 926 791 856 Professional Issues 801 849 850 878 844 Psychiatric/Mental Health 682 875 758 906 805 Fundamentals Med Administration 927 982 852 864 906 X Math 925 1023 1033 1003 996 XX Basic Nursing Skills 842 961 826 870 874 Maternity Antepartum 907 706 922 958 873 Intrapartum 1024 697 860 Newborn 985 869 526 986 841 Postpartum 677 997 1024 679 844 Professional Issues Cultural/Spiritual 903 903 X Documentation 961 850 917 756 871 Leadership 823 873 880 896 868 Legal/Ethical 814 854 879 929 869 Nursing Process 830 625 640 698 X Research/Theory Teaching 673 673 X Psychiatric/Mental Health Abuse 806 1027 884 768 871 Anxiety/Communications 730 773 637 872 753 X Depression/Grief 609 903 760 979 812 Psychoses 859 773 945 859 Str WnsClinical Concepts: Med-Surg. Ped/Geri Cardiovascular 903 988 864 829 896 Endocrine 857 858 877 1058 912 X GI/Hepatic 949 936 620 904 852 Growth & Development 688 846 1118 898 887 Immune/Hematology 875 753 1117 935 920 X Integumentary 658 1135 1057 936 946 X Musculoskeletal 883 1025 1057 936 946 X Neurological 782 928 1111 849 917 X Oncology 950 523 866 779 X Operative 851 828 830 595 776 X Physical Assessment 905 908 858 921 898 Renal 933 1029 869 844 918 X Respiratory 875 1089 925 719 902 X Reproductive 765 860 713 916 813 Sensory 957 1156 682 332 781 X Trauma/Emergency 727 650 688 X

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NLNAC Accreditation Categories - Details Critical Thinking 822 928 842 851 860 Therapeutic Communications 776 902 776 860 828 Therapeutic Nursing Interventions 829 934 846 844 863

Last year: (2006-2007) One hundred and seventy eight (178) practical nursing (PN) students took the HESI test during the last assessment period. One hundred thirty-nine (78%) of the students scored greater than 800; thirty-nine (22%) scored less than 800. The average scores for Hocking College PN students for Summer 2006, Fall 2006, Winter 2007, and Spring 2007 were 882 & 909 (Day and E/W groups), 858, 833, 875, respectively, with the year’s average calculated at 871.4. HESI data shows the national average score for the same time period as 842.5 for PN programs. Hocking College PN student scores are above the reported national average for students taking the HESI PN Exit Exam. ****Program Change planned for 2008-2009 as a result of this analysis

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Level II (RN) In Fall 2007, a change in the remediation requirement for HESI retesting was instituted. Students were required to score 800 on the retest to continue on to take the state board exam. If the student did not score 800 on the retest, then they were required to take an "in class" review course and provide evidence to the school that it was completed before the “Incomplete" course grade was changed to a letter grade in NT 220. All students who scored less than 800 on the first test, but scored above 800 on the retest passed the NCLEX-RN. One hundred and fifty eight (158) associate degree (ADN) nursing students took the HESI test during the last assessment period. One hundred thirty three (84%) of the students scored greater than 800; twenty five (16%) scored less than 800. Fifteen of the 25 remediated. Nine of the 25 failed theory and repeated the quarter. One student voluntarily took an "in class" review course and asked not to repeat the HESI since they were going to do the review course anyway. One other student has done this and was successful in passing NCLEX-RN. However, this student was not successful. In the next reporting period there are 2 more students who have been given permission to do this. Next year we will look at the data and determine if this is a practice we want to continue. Of the 15 students remediated, one did not score above 800 on the retest and was required to complete an “in class” review course and was successful in passing NCLEX-RN on the first attempt. The average scores for Hocking College ADN students for Summer 2007, Fall 2007, Winter 2008, and Spring 2008 were 902, 920, 824, 864, respectively, with the year’s average calculated at 902.5. HESI data shows average scores for the same time period as 832 for ADN programs; 820 for diploma programs; 819 for bachelor’s programs; and 825 for all RN programs. Hocking College ADN student scores are well above all these scores. In comparing last year's data with this year's data, it is noted that there has been a significant drop in the average scores on the HESI for all types of programs, but Hocking College's has stayed the same, and, as before, is significantly higher than all the others. Outcome #12 has been met successfully during this reporting period. In interpreting individual item scores, 900-950 is a strength of the program because HESI data confirms that students scoring above 900 on the exam are likely to pass the NCLEX-RN. Scores greater than 950 are superior. Scores less than 800 are considered a weakness because 800 is the lowest passing score for Hocking College nursing students. Scores in the 800–849 range are areas we still feel need to be monitored at least through next year. Areas of strength and weakness have remained pretty constant over the last year, with a little fluctuation between areas. Some categories are examined specifically in the following analysis because of program changes during the previous year.

Areas of Strength

Assessment Implementation Safe/Effective environment Management of care Safety/Infection control Physiologic integrity Pharmacology and parenteral tx Physiological adaptation Critical Care Fundamentals Medical/Surgical Professional Issues Basic Nursing skills Leadership Teaching Depression/Grief Psychoses Cardiovascular Integumentary Musculoskeletal Oncology Respiratory Operative Therapeutic nursing interventions Illness and disease management Human diversity Management of care

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Areas Scored Superior Geriatrics Medication Administration Math Legal/Ethical Endocrine Renal Trauma/Emergency Information and healthcare technology Healthcare Systems

Areas of Weakness Antepartum Newborn Documentation Research/Theory

Areas to Monitor Health Promotion and maintenance Psychosocial Maternity Pediatrics Psychiatric/Mental health Intrapartum Cultural/Spiritual Nursing Process Abuse Anxiety/Communications Neurology Physical Assessment Sensory A table follows with the specific scores recorded in each area tested on the HESI exam. Other data discussed in the text of this report is also provided in table format for clarification.

HESI Category Scores Sum 07 – Spr 08 (Level II, RN)

Category

Sum 07

Fall 07

Win 08


Nursing Process Assessment 931 935 884 857 901.75 X Analysis 878 893 914 912 899.25 Planning 898 920 852 861 882.75 Implementation 921 918 963 867 917.25 X Evaluation 916 875 960 795 886.5 Client Needs Safe/Effective Environment 909 871 984 947 927.75 X Management of Care 881 888 951 985 926.25 X Safety and Infection Control 943 848 982 897 917.5 X Health Promo & maintenance 863 760 921 673 804.25 X Psychosocial Integrity 830 928 827 799 846 X Physiological Integrity 925 952 907 876 915 X Basic Care/Comfort 846 1013 862 842 890.75 Pharm & Parenteral Tx 976 974 945 833 932 X Reduce Risk Potential 940 875 849 908 893 Physiological Adaptation 914 952 955 918 934.75 X Specialty Areas Community Health 796 825 936 886 860.75 Critical Care 877 785 945 1023 907.5 X Fundamentals 933 953 965 910 940.25 X Geriatrics 1060 1126 863 789 959.5 XX Maternity 780 839 857 748 806 X

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Medical Surgical 970 940 964 878 938 X Pathophysiology 825 797 1031 882 883.75 Pediatrics 812 840 803 914 842.25 X Professional Issues 881 904 921 908 903.5 X Psychiatric/Mental Health 838 922 839 791 847.5 X Fundamentals Med Administration 1014 1105 1048 893 1015 XX Math 983 1121 956 1012 1018 XX Basic Nursing Skills 893 909 945 924 917.75 X Maternity Antepartum 707 624 907 708 736.5 XX Intrapartum 895 827 809 714 811.25 X Newborn 715 803 806 686 752.5 XX Postpartum 762 974 898 888 880.5 Professional Issues Cultural/Spiritual 733 780 908 903 831 X Documentation 427 853 967 950 799.25 XX Leadership 874 935 937 1019 941.25 X Legal/Ethical 933 973 905 1066 969.25 XX Nursing Process 735 736 963 865 824.75 X Research/Theory 662 853 378.75 XX Teaching 1182 960 809 731 920.5 X Psychiatric/Mental Health Abuse 900 942 754 743 834.75 X Anxiety/Communications 841 895 838 732 826.5 X Depression/Grief 988 846 931 915 920 X Psychoses 675 1169 871 911 906.5 X Sum07

Fall 07

Win 08


Clinical Concepts: Med-Surg. Ped/Geri Cardiovascular 956 840 958 936 922.5 X Endocrine 1055 1072 891 848 966.5 XX GI/Hepatic 839 969 929 838 893.75 Growth & Development 880 881 966 761 872 Immune/Hematology 862 902 967 854 896.25 Integumentary 1027 1001 901 684 903.25 X Musculoskeletal 895 919 998 832 911 X Neurological 729 956 822 852 839.75 X Oncology 884 1048 791 924 911.75 X Operative 1004 854 769 997 906 X Physical Assessment 812 886 1053 591 835.5 X Renal 942 908 918 1120 972 XX Respiratory 941 922 955 875 923.25 X Reproductive 912 833 945 881 892.75 Sensory 983 1006 797 429 803.75 X Trauma/Emergency 1032 1001 1007 926 991.5 XX NLNAC Accreditation Categories - Details Critical Thinking 909 911 910 865 898.75 Therapeutic Communications 828 890 878 839 858.75 Therapeutic Nursing Interventions 924 920 920 866 907.5 X Core Categories Assessment 911 894 905 856 891.5

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Critical Thinking 909 912 910 866 899.25 Communication 802 912 905 824 860.75 Technical Skills 911 888 919 872 897.5 Core Knowledge Ethics 833 842 780 1009 866 Global Health Care System Health Promotion/Risk/Prevention 912 903 920 845 895 Illness & Disease Management 910 942 903 875 907.5 X Information & health Care Technology 978 951 998 900 956.75 XX Health Care Systems & Policy 960 908 909 1025 950.5 XX Human Diversity 974 991 905 876 936.5 X Role Development Manage of Care 912 922 922 957 928.25 X Member of Profession 942 1007 620 1029 899.5 Provider of Care 908 915 907 865 898.75 Average 902 920 924 864 902.5

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Breakdown of HESI Scores Sum 07 – Spr 08

HESI Test Scores of Student Failing NCLEX-RN

1 Failure – Student scored in 750-799 range on HESI.

Quarter >1000 900-999

850-899

800-849

750-799

700-749

<700

Sum 07 6 18 5 5 4 1 1

Fall 07 11 16 10 10 4 1 0

Win 08 8 12 6 2 3 1 0

Spr 08 2 10 4 8 8 2 0

Year’s Total

27 56 25 25 19 5 1

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Program Change planned for 2008-2009 as a result of this analysis Four students who have scored less than 800 on the HESI in the past year have been permitted to skip one step of the established remediation and go straight to an “in class” review course. One has passed the NCLEX-RN, and 1 has failed. Two have not yet taken the exam. The results of these four students’ success will be examined by the Outcomes Committee and the Team Leader/Curriculum Committee to determine if this is something we will continue to do in the next year. Changes that were made in the Obstetrics/pediatrics (OB/Peds) Level II course have had a positive impact on scores in those areas for the most part. Maternity, intrapartum, and newborn scores improved from last year’s levels but were still below 850. Postpartum score is now above 850 with a score of 881. Antepartum score which was 879.5 last year fell to 736.5 this year. In examining the changes and the content of the course, no reason for this can be seen. We will continue to monitor this class through the next year and decide then if further changes need to be made. Another concern last year was Physical Assessment scores in Level II. The physical assessment class in our program is in Level I. In looking at our student population in Level II, more than 50% of the students came from other programs and therefore did not have our formal assessment class. Our score last year was 800.75, and this year was 836, so there has been some improvement but not enough. A change was instituted in the program in Fall 08. The emphasis of the clinical day in the Enrichment quarter has been changed from medication administration to assessment. Medication administration will now be done in the laboratory instead of the clinical setting to allow time for instructor assisted physical assessment on real clients instead. The effectiveness of this strategy will be examined next year by looking at physical assessment scores on the HESI and also by talking to quarter 6 and quarter 7 clinical instructors to see if they can see improvements in performance in the clinical setting. It has been suggested that we have a physical assessment course as part of the Level II curriculum, but it is at maximum credit hours now. The addition of a course would require the deletion of another. Another change in the program for the next year is the addition of hybrid courses. Several courses now have some internet components to be completed instead of the standard in class only work. Class hours were shortened to compensate for the added time needed to complete internet assignments. The classes changed this year are as follows: Leadership- NT 220; Pathophysiology- BIOS 200; Adult Health Nursing- NT140. The information taught in these classes will be examined next year to determine the effectiveness of this teaching method. These classes were changed due to requests from students to have more on line work.

This Criterion will be changed to read as follows in our 2008-2009 Plan:

No change planned

nursing technology, levels i and ii plan for assessment of ...€¦ · nurse-client relationship....

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