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Systematic Program Evaluation PlanSYSTEMATIC PROGRAM EVALUATION PLAN

Standard I

Mission/Philosophy/ Conceptual Framework

DefinitionsMission: A philosophy or creed focusing on the character, role development, values, and contributions of graduates for the nursing profession and the communities they serve.

Philosophy: Provides a viewpoint and implies a system of values and beliefs. It gives meaning to experiences, and directs behavior and attitudes.

Conceptual framework: A concept, theory, or basic idea around which an educational framework is organized and developed.

Philosophy level of achievement: 100% of the nursing faculty agree that the RN-BSN Nursing Mission, philosophy, and conceptual framework are congruent with the Olympic College Mission, Vision, and Value Statements.

Strategies that have been or will be used to address the area(s) identified as needing improvement.

Component Documentation Person Responsible

Frequency of Assessment

Assessment Method

Findings Used for Program

ImprovementDevelopment Maintenance Revision

Mission

Philosophy (Vision)

Conceptual framework

RN-BSN Student Handbook, college catalog, and online

Nursing faculty and Associate Dean of Nursing

Annually in spring

Comparative analysis of Nursing Unit Mission, philosophy, and conceptual framework with and Olympic College Mission, Vision, and Values Statements

Congruence between Nursing and Olympic College

All RN-BSN Program syllabi reflect Nursing Mission Statement.

Reflected in RN-BSN Handbook.

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SYSTEMATIC PROGRAM EVALUATION PLANStandard I

Mission/Philosophy/ Conceptual Framework

(continued)

DefinitionsMission: A philosophy or creed focusing on the character, role development, values, and contributions of graduates for the nursing profession and the communities they serve.

Philosophy: Provides a viewpoint and implies a system of values and beliefs. It gives meaning to experiences, and directs behavior and attitudes.

Conceptual framework: A concept, theory, or basic idea around which an educational framework is organized and developed.

Philosophy level of achievement: 100% of the nursing faculty agree the RN-BSN Nursing Mission, philosophy, and conceptual framework are congruent with the Olympic College Mission, Vision, and Value Statements.

Strategies that have been or will be used to address the area(s) identified as needing improvement.



Assessment Method



2016-20172017-20182018-2019

100% of the nursing faculty agree the RN-BSN Nursing Mission, philosophy, and conceptual framework are congruent with the Olympic College Mission, Vision, and Values statements.

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SYSTEMATIC PROGRAM EVALUATION PLANStandard I

Faculty, administrator, and students participate in governance as defined by the governing organization and nursing education unit.

Definitions

Faculty: Faculty teaching in the RN-BSN Program.

Administrator: Associate Dean of Nursing.

Students: Those admitted into the RN-BSN Program.

Level of achievement: Nursing Program is represented on Olympic College Campus Committees (including governance).

Strategies that have been or will be used to address the area(s) identified as needing improvement



Assessment Method

Findings Used for Program Improvement Development Maintenance Revision

Governance of institution

Faculty meeting minutes

Campus Committee meeting minutes

IPC minutes

IAM minutes

RN-BSN Student/Faculty Governance Committee Meeting Minutes

Faculty

Associate Dean of Nursing

Yearly Faculty will document participation in campus committees in professional development files, division faculty meetings.

IPC and IAM minutes

RN-BSN faculty Governance meeting minutes

The Nursing Program has representation on campus governance and college-wide committees.

2018-2019A nursing representative participated on the budget committee.

2016-20172017-20182018-2019 A nursing representative participates on college-wide accreditation, budget, FCC, AHE, ATD, safety, harassment, distance learning, Learning Assessment Council, RN-BSN Faculty Curriculum Team, RN-BSN admissions, and hiring committees.

RN-BSN Student/Faculty Governance Committee.2016-20172017-20182018-2019 Associate Dean of Nursing participates in bi-monthly President’s Council meetings, IAM, Mission Fulfillment Team, and IPC.

Continue faculty and student attendance and participation.

Associate Dean of Nursing will participate in Instructional Administrators Meetings (IAM) and Instructional Policies Committee (IPC), and President’s Council, Mission Fulfillment Team as scheduled.

RN-BSN student representatives will participate in quarterly student/faculty governance meetings.

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SYSTEMATIC PROGRAM EVALUATION PLAN(continued) Strategies that have been or will be used to

address the area(s) identified as needing improvement



Assessment Method



RN-BSN faculty meetings

RN-BSN faculty meeting minutes

Faculty


Quarterly and as needed

Evaluation of content of meetings

RN-BSN meeting minutes will reflect issues raised by students/faculty and actions to be taken.

RN-BSN Team consistently attend scheduled RN-BSN Curriculum Program meetings.

*please see meeting minutes for fall 2016-summer 2019.

Students participate in governance of the organization and nursing unit

Campus Committee meeting minutes

Student/Faculty governance committee meeting minutes.

Committees will meet as scheduled quarterly in fall, winter and spring.

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SYSTEMATIC PROGRAM EVALUATION PLAN

Standard I

Policies of Nursing Unit Consistent with Governing Institution

Definition: Policies of nursing unit consistent with governing institution. Level of achievement: 100% of policies of nursing unit are consistent with the policies of the governing institution or differences are justified by program purposes.




Assessment Method



Policies of nursing unit

Differences are justified by the nursing unit goals and objectives.

Collective Bargaining Agreement (CBA)

Nursing faculty As new policies specific to nursing are revised or established

Comparative review of nursing policies and college-wide policies

Met.

2016-20172017-20182018-2019

Level of achievement met: There are no policies relative to faculty or to program operation specific to the Nursing Program. Nursing is consistent with other faculty policies. These are available in the CBA and policies and procedures for Olympic College faculty.

Same.

RN-BSN faculty load is 450 hrs. per year.

2016-2019:RN-BSN class size limited to 25 in writing intensive courses.

.

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Standard I

Nursing Student Program Policies and Procedures

Definition: Directions that guide RN-BSN Program activities for prospective and in-program students and faculty.

Level of achievement: 100% of nursing faculty agree that RN-BSN Program policies and procedures are congruent with the governing institution, accessible, non-discriminatory, and consistently applied. Differences are justified by nursing education unit purposes.



Frequency of

AssessmentAssessment

MethodFindings Used for

Program Improvement Development Maintenance Revision

Academic Admission,Progression,Grading,Retention,Withdrawal,Dismissal,Graduation requirements

AdmissionProcedure Packet

RN-BSN Student Handbook

Associate Dean of Nursing in collaboration with nursing faculty

Annually or as needed

Review and compare policies and procedures with college policies and identify rationale for any differences.

Review and approval by Instructional Policies Council (IPC)

Level of achievement met.

100% of RN-BSN faculty agree that policies in place are congruent with governing institution, accessible, non-discriminatory, and consistently applied.

Policies that differ are justified. They are: Competitive

admissions Progression standards CPR for Healthcare

Providers Immunizations Professional liability

insurance

Students receive information in RN-BSN info sessions, brochures, catalog, nursing web site, student handbook, and syllabi.

2019: Non-discrimination, sexual misconduct (and other discrimination and harassment), disability and pregnancy-related adjustments and accommodations, and authorized absences for reasons of faith or conscience policies were added to Olympic College

2019: Progression plan policy was amended in the RN-BSN program.

Continue annual review.

2016-2019:Personalized educational plans created annually by the RN-BSN recruiter. Students are required to sign and return.

2019: New college policies and RN-BSN program policy were added to the RN-BSN Program Student Handbook and online.

Non–academic Complaint procedure,Grade appeal,Non-discrimination, Sexual harassment

OC catalogOC website

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Standard I

Nursing Program Public DocumentsDefinition: Written documents that describe the program purpose, curriculum, and requirements for progression and graduation.

Level of achievement: All public documents are accurate and consistent.

Strategies that have been or will be used to address the area (s) identified as needing improvement



Assessment Method



Admission procedure

Application packet,OC catalog,RN-BSN brochure, information session PowerPoint,RN-BSN Student Handbook and Website

RN-BSN Recruiter

Annually and as needed

Comparative analysis

2016-20172017-20182018-2019Public documents are accurate and consistent.

Continue annual review, and update as needed.

The RN-BSN Recruiter is tasked with keeping all program information current, consistent, and accurate.

RN-BSN Student Handbook reviewed and revised every summer.

Program progression

RN-BSN brochure,OC catalog,RN-BSN Student Handbook

BSN degree requirements

OC catalogApplication packetBSN websiteRN-BSN Student Handbook

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Standard I

Nursing Program ComplaintsDefinition: Expression of dissatisfaction about something or someone that is the cause or subject of protest. A formal allegation against a party or institution usually expressed in a signed, written statement.

Level of achievement: No more than three complaints are made against the RN-BSN Program per year. 100% of written documentation of Nursing Program complaints will reflect compliance with stated Olympic College procedures. Complaints are used for program improvement, if appropriate.

Strategies that have been or will be used to address the area (s) identified as needing improvement



Assessment Method



Grade appeals procedure

Associate Dean of Nursing files


Ongoing, as complaints arise

Review, investigate, discuss, and analyze the complaint for accuracy, validity, and consistency, per stipulated policy and procedures.

Rationale: To ensure students are not treated capriciously and arbitrarily and that policies and procedures are accurately followed.

2016-2017:No formal complaints



See Standard IV on Self-Study

2016-2019:Nursing Programs report directly to VPI.

Current policies and procedures are same.

Student complaint procedure

Vice President of Student Services files


Sexual harassment policy

Human Resources Office

Vice President of Students Services

Non-discrimination policy


Director of Human Resources

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Standard I

Student/Faculty Governance Committee (SFGC)

Definition: Committee whose purpose is to solicit student feedback on program components. The RN-BSN SFGC will be a conduit for ongoing assessment, evaluation, revision, and development, leading to an excellent RN-BSN program.

Level of achievement: Two student representatives from each cohort will meet quarterly with the RN-BSN Curriculum Committee.




Assessment Method

Findings Used for Program Improvement

Development Maintenance Revision

Student/faculty governance

Meeting minutes RN-BSN Curriculum Committee

Quarterly, excluding summer

Discussion and meeting minutes

*please see meeting minutes for fall 2016-summer 2019.

Continue to meet quarterly.

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SYSTEMATIC PROGRAM EVALUATION PLANStandard II

Nursing Administrator (Associate Dean of Nursing)

Definitions

Nursing Administrator: A nurse who is academically and experientially qualified for the Nursing Administrator position, and who has the authority and responsibility for development and administration of the program. Level of achievement: Nursing Administrator has a Master of Nursing degree and a doctoral degree in either nursing or a health or related educational field (WAC 246-840-517) with experience in teaching and administration. Associate Dean of Nursing has authority and responsibility for program development and administration.




Assessment Method




Associate Dean of Nursing position description


Annually by Human Resources and Nursing Program.

Compare Associate Dean of Nursing position description to the minimum desired qualifications as specified by the Washington NCQAC.

The Associate Dean of Nursing meets the academic requirements with a Master of Nursing and PhD degrees and more than 20 years of nursing practice. She taught and developed curricula in the ADN program, transition to associate degree (TADN) program and RN-BSN Program at Olympic College as well as the Advanced Practice Immersion graduate program at Seattle University. Her leadership experience in policy development, multi-disciplinary project management, current knowledge in evidence-based practices, innovative teaching strategies, and curriculum development provides a background for

Associate Dean continues to attend conferences to develop administrative skills and abilities. 2012-2013: Enrolled in EdD Program2013-2014 Enrolled in EdD Program2014-2015 Enrolled in EdD Program2015-2016 Enrolled in EdD Program

Faculty will evaluate Associate Dean’s performance each spring.

2016-2017 earned doctorate.Assumed pro-tem position on the Nursing Care Quality Assurance Commission (NCQAC)2018-2019.Interim Associate Dean appointed as former dean resigned. Interim Associate Dean is also experientially qualified with 45 years nursing practice and expertise in curriculum development and

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leadership as the Associate Dean of Nursing at Olympic College.

The Associate Dean of Nursing, per faculty review, has the authority and responsibility for the development and administration of the program.

education. 2019-2020New Associate Dean assumed position in August 2019.


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Standard II

Nursing faculty are academically and experientially qualified.

Definitions

Nursing faculty: Theory and Fieldwork nursing instructors in the RN-BSN program. Level of achievement: All full-time nursing faculty have a minimum of a Master of Nursing degree, have at least five years of Fieldwork expertise, and meet Washington (WA) NCQAC requirements. All part-time nursing faculty meet WA NCQAC requirements. All RN-BSN faculty engage in professional development activities.




Assessment Method



Faculty members’ academic and experiential qualifications

Human Resources:faculty personnel files

Tenure binders/PortfoliosPost tenure review documentation

Executive Director of Human Resources


Faculty

Upon hiring

Annually in spring

TenureQuarterly for 3 yearsEvery 5 years

Human Resources and Nursing Screening Committees review qualifications in comparison with expectations of NCQAC and accreditation.

Comparison to PCEC guidelines.

Attainment of professional development goals.

Classroom observation.

1. All full-time and part-time nursing faculty have a Master of Nursing degree or higher and meet NCQAC standards.

2. All faculty engage in professional development activities that allow for maintenance of expertise in areas of responsibility.

3. All tenure track and tenured faculty received approval of tenure committee.

Increase number of doctoral prepared nursing faculty as enrollment increases. 2013-20142014-2015Two current faculty are in year two of an EdD program. 2015-20162016-2017One current faculty is enrolled in EdD program.2017-20182018-2019

Continue current standards. 2013-2014Three adjunct, and one tenure-track nursing faculty are PhD prepared.2014-2015Three adjunct, and one tenured nursing faculty are PhD prepared.

2015-20163 adjunct and 3 tenured faculty with doctorates.



2015-2016Two faculty awarded doctorates. 2017-2018Faculty for Community Health and Population Theory course promoted to County Health Department director. Certified in Public Health.

Electronic Tenure binders/Portfolios were instituted. 2018-2019 One faculty awarded doctorate.

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Area of qualification:Teaching

Definitions: The scholarship of teaching is conducted through: application of knowledge of the discipline or specialty area in the teaching-learning process; the development of innovative teaching and evaluation methods; program development; learning outcome evaluation; and professional role modeling.

Level of achievement: 100% of RN-BSN tenured faculty Professional Development Plans (PDPs) will reflect application of nursing knowledge in the teaching-learning process, the development of innovative teaching and evaluation methods, program development, learning outcome evaluation, and professional role modeling.




Assessment Method



Teaching Professional Development Plans (PDP)

Tenure track faculty

Faculty Every five years

PDP Individual faculty evaluations and peer evaluations available in faculty files.

See appendix on faculty development in Self-Study

2016-2017Interactive synchronous distance education developed for Nursing Informatics course2018-2019 Interactive. 2017-2018Interactive synchronous distance education developed for Nursing Research course.

Participation in faculty development opportunities encouraged.

2013-20142015-20162016-20172017-2018 one course by interactive television2018-2019 two courses by interactive television

2017-2018 Nursing Informatics taught by Interactive television 2018-2019Nursing Research taught by Interactive television


Quarterly, for non-tenured and adjunct faculty, per CBA

Student evaluations for non-tenured faculty

Student and peer evaluations

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Area of qualification:Practice

Definitions: Fieldwork expertise in nursing as evidenced by professional certifications, master’s degree or higher, and other specialty credentials and peer evaluations of practice.

Level of achievement: 40% of full-time RN-BSN faculty will have professional certifications. 100% will have a Master of Nursing or higher and 20% will have specialty credentials.




Assessment Method



Expertise in Fieldwork practice

Professional Development Plans (PDP)

PCEC Minutes

Curriculum Vitae

Specialty certificates

Peer evaluations

Faculty


Annually Review of PDP

Curriculum Vitae

Peer evaluation tool

100% have Master of Nursing degreeWith emphasis in community health or maternal child nursing Advanced practice certification. 2013-2014 2014-20152015-2016 2016-2017 2017-2018 2018-2019 Specialty Credentials2013-2014 100%2014-2015 75%2015-2016 33%2016-2017 50%2017-2018 50%2018-2019 50%

One faculty (2016) employed in areas of nursing specialization to substantiate current Fieldwork expertise.

2013-20142014-20152015-20162016-2017One faculty employed in community health specialty area. 2017-2018Two faculty employed in community health specialty. 2018-2019Two faculty are employed in areas of nursing specialization to substantiate current Fieldwork expertise

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Area of qualification: Service

Definitions: Participation on committees for the college, RN-BSN program, or community committees. Includes mentoring of students and faculty.

Level of achievement: 100% of full-time RN-BSN faculty will serve on college committees, RN-BSN program committees, and/or community committees.




Assessment Method


Service Meeting minutes or committee rosters

Faculty


Year Meeting rosters of college or RN-BSN program committees

Community meeting minutes

Holk (2013-2019)Curriculum CommitteeBSN TeamBSN Student/Faculty Governance KCHP/OC CommitteeDestination ImaginationCCNE-Continuous Improvement Process Report CommitteeEvaluation CommitteeTenure Committees (3) Faculty and dean search committees Wareham (2013-2019)Faculty Curriculum CouncilEvaluation CommitteeCurriculum Committee Doherty (2013-2019)Tenure Committees (3)Evaluation CommitteeCurriculum CommitteeBSN Team CommitteeCCNE-Continuous Improvement Process Report Committee Mulligan ((2013-2019)Distance Learning CommitteeBSN Student/Faculty GovernanceBSN Team CommitteeCurriculum Committee, chairCCNE-Continuous Improvement Process Report CommitteeTechnology CommitteeTenure Committees (4)Faculty Search Committees 2 for

Holk (2013-2019)Curriculum CommitteeBSN TeamBSN Student/Faculty Governance KCHP/OC CommitteeDestination ImaginationCCNE-Continuous Improvement Process Report CommitteeEvaluation CommitteeTenure Committees (3) Wareham (2013-2019)Faculty Curriculum CouncilEvaluation Committee

2017-20182018-2019Minerva Holk, President of Sigma © chapter 2018-2019 Interim Associate Dean of Nursing

Allison Wareham, Sabbatical 2019-2020

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nursing and 2 for other disciplinesTreasurer for Navy Nurse Corps Association

Curriculum Committee Doherty (2013-2019)Tenure Committees (3)Evaluation CommitteeCurriculum CommitteeBSN Team CommitteeCCNE-Continuous Improvement Process Report Committee Mulligan ((2013-2019)Distance Learning CommitteeBSN Student/Faculty GovernanceBSN Team CommitteeCurriculum Committee, chairCCNE-Continuous Improvement Process Report CommitteeTechnology Committee

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Nursing Faculty are academically and experientially qualified

Area of qualification:Scholarship

Definition: Scholarship in nursing is defined as those activities that systematically advance the teaching, and practice of nursing through rigorous inquiry that (1) is significant to the profession; (2) is creative; (3) can be documented; (4) can be replicated or elaborated; and (5) can be peer-reviewed through various methods (AACN Position Statement, 1999). Level of achievement: 100% of RN-BSN faculty will actively engage in scholarship activities: attend a national or local professional conference or obtain continuing education credits.




Assessment Method


The collective talents of the faculty reflect scholarship through teaching, application, and the integration and discovery of knowledge as defined by the governing organization within the nursing education unit.

Faculty

Human Resources

Professional Credit Evaluation Committee(PCEC)

Faculty Annually in spring

Faculty determine individual goals for each year, and activities to reach those goals.

Scholarship activities for each faculty member are reviewed during the tenure process, the faculty assessment cycle, and PCEC meetings.

100% of RN-BSN faculty are engaged in scholarly activities. Professional development funds are adequate.

Minerva Holk & Anne Mulligan are affiliate clinical faculty at UWT. Sabbatical of three faculty supported. 2016-2017: Two faculty Presentation at the American Association of the Colleges of Nursing Baccalaureate Education Conference Inclusion of Military Medics into a Veterans Bachelor of Science in Nursing Program2017-2018: Presentation at Sigma Theta Tau Region 1 Policy Education and Advocacy for Military Medics and Licensed Practical Nurses transitioning into an Accelerated Bachelor of Science in Nursing Program 2018-2019 International Conference CCBA Development and Support of Veteran Military Medics and Licensed Practical Nurses

2014-2015Two faculty on sabbatical for doctoral research for two quarters. 2019-2020 One faculty supported for one quarter sabbatical for scholarly work.

Continue to promote scholarly activities among all faculty.2014-20152015-20162016-20172017-20182018-2019 Continue to promote scholarly activities among all faculty.Associate Dean continues on Advisory Board School of Nursing UWT.Varied membership in professional nursing organizations e.g., AACN, Sigma Theta Tau

2013-2014Associate Dean invited to Advisory Board School of Nursing UWT.

2018-2019Interim Associate Dean of Nursing invited to Advisory Board School of Nursing UWT.


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Standard II

Faculty Professional Development Resources

Definition: Funds used to update faculty knowledge.

Level of achievement: At least one nursing faculty is funded to attend a national conference annually.




Assessment Method



Professional Credit Evaluation Committee (PCEC)

PCEC meeting minutes

Vice President of Instruction

Dean for Workforce Development

PCEC

Annually Budget sheets reviewed for resources available to nursing faculty.

Professional development funds are adequate.

Documentation available in 5-year tenure review for full-time faculty.

Continue to encourage faculty to pursue professional development opportunities. National conference funds available and used annually. Attendance at local conferences is robust. Continue to pursue opportunities for Industry-based professional development

Professional - Technical

Workforce Development Office


Instructional funds

$300 discretionary fund

Vice President Instruction

Industry-based professional development



Annually Budget sheets

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Faculty Utilization

Definitions

Faculty: Tenured and tenure-track academic employees. Level of achievement: 100% of full-time faculty teach 450 contact hours per year for the RN-BSN program. Instructor to student ratios will not exceed 1:12 in the fieldwork area or 1:35 in theory and for writing intensive courses 1:25.




Assessment Method


Number and utilization of full-time and part-time faculty meet the needs of the nursing education unit to fulfill its purposes.

Schedule adjustment forms


Quarterly Quarterly assessment of needs and how needs were meet

100% of full-time faculty teach 450 contact hours per year.

Instructor-to-student ratios are below 1:35 in theory courses and are at or below 1:12 in Fieldwork courses.

Continue to search for full time faculty 2013-20142014-2015One new tenure track faculty2015-20162016-20172017-20182018-2019

Maintain current instructor-to-student ratios. Nursing Program Advisor/BSN Recruiter faculty position retained, new person hired for position

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Standard II

Faculty ProfessionalDevelopment Resources

Definition: Funds utilized to update faculty knowledge.

Level of achievement: All faculty have access to funds annually for professional development. At least one nursing faculty is funded to attend a national conference annually.




Assessment Method


ImprovementDevelopment Maintenance Revisio

n

Professional Credit Evaluation Committee(PCEC)

PCEC meeting minutes



PCEC

Annually Budget sheets Professional development funds are adequate.

All faculty show evidence of professional development.

Documentation available in resource room.

2013-20142014-2015Minerva Holk, Sigma Theta Tau Leadership Conference2015-20162016-2017Sue Riddle, Anne Mulligan & Minerva Holk, AACN2017-2018Anne Mulligan & Minerva Holk, Sigma Theta Tau International Conference2018-2019

Carl Perkins GrantsVocational Funding



Instructional funds

$400 discretionary fund


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Industry-based professional development



Annually Budget sheets

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Supportive ServicesDefinition: Services that foster the development and achievement of individual students’ personal and education goals.

Level of achievement: 80% of in-program students will rate supportive services good to excellent.




Assessment Method


Financial aid

Access services

Advising and counseling center

Career center

Multicultural center

Tutoring services

Safety and security

Child care services

Pre-RN-BSN advising

Writing center

Graduate survey

Mid-Point and End of Program Survey

Office of the Vice President of Student Services

Faculty

Nursing Program Advisor


Vice President of Student Services

Annually Annual student satisfaction surveys,

Graduate satisfaction surveys at one and three years

Midpoint2013-2014 all criteria met2014-2015 all criteria met2015-2016 all criteria met2016-2017 all criteria met2017-2018 all criteria met2018-2019 all criteria met End of program2013-2014 all criteria met2014-2015 all criteria met2015-2016 all criteria met2016-2017 all criteria met2017-2018 all criteria met2018-2019 all criteria met 1 Year Post survey comments2013-2014 Met2014-2015 Met2015-2016 Met2016-2017 Met2017-2018 Met2018-2019 in process

Ongoing revision of survey master plan Ongoing pursuit of support for survey completion at Nursing Advisory Board meetings and in all work settings.

2014-20153-year post survey review discontinued due to low return rate. Survey modified for automated raw data analysis. 2016-2017

While criteria met, special support in financial aid for RN BSN students’ needs instituted.

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Educational and Financial RecordsLevel of achievement: 100% of RN-BSN faculty agree that policies are in place for financial and educational records and that they are followed by the institution.




Assessment Method



Policies concerned with educational and financial records are established and followed by the institution or nursing education unit.

College policies and procedures

Dean of Registration and Records

Director of Admissions and Outreach


Faculty

Nursing Programs Advisor/BSN Recruiter

Whenever policies are established or changed

When new clerical personnel are in place

Compare policies to FERPA and NCQAC regulations and to what is being done for accuracy and congruence.

In program student files are locked and kept in the nursing programs Office2013-2014 met2014-2015 met2015-2016 met2016-2017 met2017-2018 met2018-2019 met

RN-BSN applications, program plans, and class schedules archived after graduation.

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BudgetDefinition: RN-BSN budget provides funding for Office supplies, professional development, and equipment for the RN-BSN Program.

Level of achievement: Budget allocations are adequate to meet the RN-BSN Program needs.




Assessment Method



RN-BSN program budget

Nursing Program Administrative Office


Nursing Budget Representative

Quarterly and annually

Comparative analysis of budgets for other disciplines

Identification of needs of RN-BSN program and comparison with budget resources available

Level of achievement met. Adequate budget

2014-20152015-20162016-20172017-20182018-2019 Budget process is stable with state allocation of $6,300 per year per FTE. Other income from 45 upper division credits of student tuition.

2013-2014Received additional $37000 budget allocation.

2019-2020 House Bill 5158 Workforce Development Funds – Nurse Educator Salary and Retention 26.5% increase for nursing faculty in Community and Technical Colleges.

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Standard II

Computer/AV Technology to Support Nursing Program

Definition: Software, computer hardware, TVs, and VCRs used to support the Nursing Program.

Level of Achievement: (1) Computer hardware is replaced per IT recycle schedule and/or when unable to support software systems. (2) Computer technology and software are replaced when they no longer support current scientific knowledge and/or Fieldwork practice standards.




Assessment Method



Faculty, staff, student computer software

Teaching station in each classroom:TV/VCR, DVD, ELMO, and computer in each classroom and specialized rooms have ITV capability

Distance learning, web-enhanced or hybrid in Canvas©


Nursing Program Office

IT Office


Faculty

Nursing Program Budget Representative

Information Technology (IT)


Instructional Technology department procedures

Software evaluated for in-program use by faculty expert in content area

Student satisfaction survey

Technology adequate to support nursing curriculum.

2018-2019 Initiated further discussion with Distance Learning council to move forward with development of hybrid courses in compliance with WAC.

2013-20142014-20152015-20162016-20172017-20182018-2019Faculty active member of college-wide distance learning council. Electronic portfolio development OngoingPERLA software updates done on nursing faculty computers.2018-2019 RN-BSN student continue to use technology-rich learning modality

2013-2014Discontinued pursuit of hybrid teaching-learning model in favor of a face to face program in compliance with current WAC. 2017-2018New campus building with a room used by RN-BSN students equipped with technology- rich active learning modalities.

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classroom


Physical Facilities Definition: Building that houses Nursing Program faculty and staff Offices, classrooms, labs, restroom, and educational records area.

Level of achievement: 80% of graduates, faculty, and staff will rate physical facilities good to excellent.




Assessment Method


Classrooms

Faculty Offices

Program Assistant’s Office

Student study space

Bookstore

Restrooms

Food services

RN-BSN meeting minutes

Facility Committee meeting minutes

Vice President of Administrative Services, Olympic College Bremerton

Dean


Annually Qualitative interviews of faculty, staff, and students

Staff satisfaction survey annually.Student Satisfaction at mid-point2013-2014 Met2014-2015 Met2015-2016 Met2016-2017 Met2017-2018 Met2018-2019 Met End of program2013-2014 all criteria met2014-2015 all criteria met2015-2016 all criteria met2016-2017 all criteria met2017-2018 all criteria met2018-2019 all criteria met 1 Year Post survey comments2013-2014 Met2014-2015 Met2015-2016 Met2016-2017 Met2017-2018 Met

2013-20142014-20152015-20162016-2017All rooms use for RN-BSN courses are in a state of the art soundly constructed building.Student and faculty surveys indicate satisfaction. 2017-20182018-2019With use of two building, satisfaction surveys and remain good to excellent.

2017-2018One RN -BSN course moved to newly opened campus building with theater arts auditorium for student presentations and one technology rich course

One and three years after graduation

Graduate surveys

Annually in spring

Student satisfaction surveys

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Library Media Center Definition: A place where books, periodicals, reference material, audiovisual materials, and online computerized indexes and databases are housed.

Level of achievement: Nursing holdings are replaced when they no longer support current scientific knowledge and/or Fieldwork practice standards. 80% of students will rate library resources good to excellent.




Assessment Method


Books

Periodicals

AV material

Computer technology,

Nursing faculty meeting minutes


Library Review Committee (RN-BSN Curriculum Committee and library faculty)


Review of current library holdings

Student and graduate satisfaction surveys

Library Media Center has strong holdings to support nursing curriculum. Classes taught at the Bremerton campus are close to main library

2017-2018 Library faculty developed an online module for literature search review for winter

All RN’s in the state of Washington have access to University of Washington Health Sciences Library.Continue review annually and as

2015-2016 Presentation practice room remodeled in library For

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such as online library catalog databases

resources. Midpoint2013-2014 Met2014-2015 Met2015-2016 Met2016-2017 Met2017-2018 Met2018-2019 Met End of program2013-2014 all criteria met2014-2015 all criteria met2015-2016 all criteria met2016-2017 all criteria met2017-2018 all criteria met2018-2019 all criteria met 1 Year Post survey comments2013-2014 Met2014-2015 Met2015-2016 Met2016-2017 Met2017-2018 Met2018-2019 Met

BNURS 340. Students complete one literature search with librarian faculty.

needed. 24/7 “Ask a Librarian” services are available on-line. Library faculty participate in student orientation and in BNURS 350 and BNURS 340.

electronic database budget: 2013-2014: $27,698

2014-2015:$27,304

2015-2016: $31,927

2016-2017:$24,599

2017-2018: $30,149.

SYSTEMATIC PROGRAM EVALUATION PLANStandard III

Nursing Curriculum Including teaching-learning practices

Definition: A cohesive, coherent plan of study developed by the nursing faculty that flows from the RN-BSN Program’s philosophy and conceptual framework. A logical progression of course outcomes designed to meet program/student outcomes that prepare graduates for positions requiring baccalaureate preparation.

Level of Achievement: At least 95% of RN-BSN faculty agree that the curriculum is a cohesive, coherent plan of study that prepares graduates for positions requiring a baccalaureate degree.




Assessment Method



RN-BSN curriculum

RN-BSN facultymeeting minutes

Curriculum Committee meeting

Faculty


RN-BSN


Analysis of data (in-program student evaluation, graduate and employer survey data, advisory

All faculty agree that the curriculum prepares graduates for baccalaureate RN positions

2014-20151. BNURS450

Professional Development and Seminar I, added content related to group dynamics and peer review.

Continue to maintain connections between courses.

2016-2017

2013-2014:BNURS 412- Deleted textbook requirement, changed to current evidence-based articles on healthcare leadership theories, change theory, finance, and current issues in healthcare leadership.

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minutes Curriculum Committee

board input, and quality of available Fieldwork experiences) to determine trends, strengths, and areas in need of improvement

RN-BSN curriculum reviewed quarterly and yearly.

Quarterly review by RN-BSN Curriculum Committee

Faculty course reviews

and is a cohesive, coherent plan of study.

Table 14 in the CIPR (2019) shows the general education distribution requirements for the RN-BSN curriculum.

2. Ethics faculty attend UW ethics conference and revision made to BNURS410 Ethics in Nursing.

3. BNURS411 and BNURS409 changes to organization of content related to community assessment.

4. BNURS 411 professional behaviors.

2017-2018:1. Created Fieldwork

Evaluation Form for direct measure of student learning by faculty.

2. Reviewed curricular threads related to genomics.

BNURS 4501. Developed format

for online portfolio creation in google sites.

2017-20182018-2019

Links between theory and fieldwork.

BNURS 411Professional Values/Role Development link to course outcomes identified and included in syllabus

2017-2018BNURS 450

Minor changes to formatting of electronic portfolio. Students provided PowerPoint with instructions

BNURS 340 Genomic content

moved from BNURS 340 to BNURS 402.

BNURS 408 Review leadership and

add Professional Values/Role Development.

BNURS 409 Fewer guest speakers Give class time for

group work. BNURS 411

Add Professional Values/Role Development to course outcome

Orientation to Fieldwork.

2018-2019:BNURS 408- Minor revision to Fieldwork Evaluation Form. BNURS 450- Changes to portfolio development due to changes in Google sites.

2019-2020: Revision to nomenclature from community to population health.

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General Education Courses

Definition: Courses in the arts, sciences, and humanities provide a forum for the study of values, ethical principles, and the physical world as well as opportunities to reflect and to apply knowledge to professional practice. Level of achievement: At least 80% of graduates will rate general education courses good to excellent, in the following areas: content, relevance, sequencing, rigor, and student input.




Assessment Method



30

Foreign Language: 10 credits in one language May also be fulfilled with two years in high

school of a single foreign language. Students educated in another language through the eighth grade, can waive this requirement.

Mathematics Requirement fulfilled by advanced math or

statistics (with petition).

Quantitative/Symbolic Reasoning: 5 credits

Writing: 15 credits Must include 5 credits of English composition

and 10 additional credits of writing-intensive coursework.

Humanities: 15 credits College-level foreign language credits can be

applied toward this requirement and may be completed while in ADN or RN-BSN program.

Social Sciences: 15 credits May be completed in ADN and/or BSN

programs.

Natural Sciences: 28 credits Must include 5 credits of college-level

chemistry, 10 credits of anatomy and physiology (can be met via examination), 3 credits of microbiology (can be met via examination), 5 credits of advanced math (can be petitioned) and 5 credits of statistics.

Electives: 65 credits General education requirements


Graduate surveys

Associate Dean of Nursing, in collaboration with RN-BSN nursing faculty and general education faculty

Annually in spring, one year post-graduation

Graduate survey

Pending. New electives created for upper division humanities and social sciences: 2018-2019Pathophysiology Advanced

Discussion regarding relevancy is ongoing. Students matriculating from other programs may skew data.

2018ENGL 328 changed from British Literature Advanced to Literature and Medicine

HUM 320 Changed from Women in America- Advanced to Women and Gender Studies-Advanced

31


Textbooks Definition: Books used to support the RN-BSN Program curriculum.

Level of Achievement: Textbooks are up-to-date and reflect, as appropriate, current professional nursing standards and evidence-based practice. RN-BSN Curriculum Committee will review and select textbooks for adoption.




Assessment Method



Textbooks Annual textbook list


Faculty

Annually Comparative analysis between content-specific texts regarding current nursing practice and student learning needs

RN-BSN textbooks are current and appropriate.

Considering books that meet the OER or cost less than $50.

Annual review of current texts 2013-2014

BNURS 412 Deleted textbook.

BNURS 430: new textbook selected.

2011-2012:BNURS 430 Communication book discontinued

BNURS 407: Select textbooks removed from requirementsBNURS 410 discontinued textbook; current articles

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Standard III

Program Design

Definition: Program design provides an opportunity for students to achieve program/student outcomes and acquire knowledge, skills, values, and competencies necessary for professional nursing practice.

Level of achievement: 100% of RN-BSN faculty agree that program design provides opportunity for students to achieve program/student outcomes and acquire knowledge, skills, values, and competencies necessary for professional nursing practice.




Assessment Method


Program design provides an opportunity for students to achieve program/student outcomes and acquire knowledge, skills, values, and competencies necessary for professional nursing practice.

Student Learning Outcomes Assessments (SLOA)


RN-BSN Curriculum Committee meeting minutes

Faculty


Ongoing each quarter

Summarized yearly

Employer surveys

Student Learning Outcomes Assessments

Graduate surveys

Faculty discussion

Professional portfolio review midpoint and end of program student satisfaction surveys

Annual student satisfaction surveys

2018-2019 2017-20182016-2017

100% of faculty agree that program design provides opportunity for students to achieve program outcomes and acquire knowledge, skills, values, and competencies necessary for nursing practice.

2018-2019 2017-20182016-2017

Data from faculty, discussion, portfolio review and SLOA 100% reflect achievement of program outcomes.

2019-2020Investigating hybrid and distance learning course delivery for some BNURS courses.

Continue to assess program design on ongoing basis.

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Fieldwork FacilityResources

Definition: Environment that allows RN-BSN students to meet program outcomes and role development in provider of care, manager of care, and member of the profession.

Level of achievement: 100% of faculty and 80% of students and graduates will rate fieldwork facilities good to excellent in providing fieldwork experiences that facilitate student achievement of program/student outcomes.



Frequency of



Program Improvement


Fieldwork facility

RN-BSN faculty minutes

Graduate survey

In-program student evaluations of fieldwork sites


Full-time faculty overseeing fieldwork courses


Graduate survey one- and three-years’ post-graduation

Review of faculty minutes, fieldwork agency evaluation forms, and graduate surveys

Analysis of faculty, graduate, and student data to assess quality of fieldwork facilities

Qualitative evaluation of fieldwork site by faculty

Annual student satisfaction surveys

2018-2019 2017-20182016-2017

100% of faculty verbally report that the level of achievement is being met at this time.

2018-2019 2017-20182016-2017

100% of students report level of achievement is being met.

Fieldwork groups limited to no more than five students each.

Agency availability provided to students during fieldwork orientation. This allows informed decision making

Faculty have no more than three fieldwork sites/student groups, preferably two.

2016-20172017-20182018-2019Updated fieldwork preceptor handbook.

Fieldwork preceptor


RN-BSN Fieldwork faculty

Completion of BNURS 408-411

Preceptor evaluation tool

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Fieldwork Agency Contracts Definition: A legally binding contract between Olympic College and the health agency.

Level of Achievement: Contracts are signed and in place for all fieldwork experiences. Contracts meet current needs of RN-BSN program for educational experiences and conform to College legal requirements.



Frequency of Assessment Assessment Method Findings Used for

Program Improvement Development Maintenance Revision

Fieldwork agency contracts

Fieldwork agency agreement notebook in the Nursing Program Office


Fieldwork Placement Liaison

College Procurement Officer

Legal Counsel when appropriate

Annuallyand as needed

Files reviewed for current contracts for all fieldwork agencies.

Fieldwork agency agreements reviewed to ascertain control of education and continuity of educational experience.

College legal representative reviews contracts when new content is proposed by agencies.

2016-20172017-20182018-2019

Current Health Agency Agreement is in place for each individual fieldwork facility.

2016-20172017-2018New fieldwork site added. Investigate additional fieldwork sites

Continue annual review

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SYSTEMATIC PROGRAM EVALUATION PLANStandard IV

Faculty Assessment Definition: The assessment process is qualitative and formative, and is designed to promote and encourage academic growth and development.

Level of achievement: All tenured, probationary, and adjunct faculty are assessed per the Collective Bargaining Agreement (CBA).




Assessment Method


Tenured CollectiveBargaining Agreement

Human Resources



TenureCommittees

Every five years

Academic Employee Assessment Procedure is completed per faculty contract.


2013-2014 Met2014-2015 Met2015-2016 Met2016-2017 Met2017-2018 Met2018-2019 Met

All FT RN-BSN faculty are currently tenured.

Adjunct faculty are evaluated quarterly.

2018-2019 – Dr. Anne Mulligan successfully completed 5-year review.

Probationary Quarterly

Adjunct Quarterly

Faculty job description

CollectiveBargaining Agreement

OC Associationfor Higher Education (OCAHE)

CBA is renegotiated every four years.

Negotiated via collective bargaining.

Faculty hiring committees write specific job descriptions for each discipline.


2013-2014 Met2014-2015 Met2015-2016 Met2016-2017 Met2017-2018 Met2018-2019 Met

Job description is stable.

36


Program Satisfaction(Employer)

Definition: The perceived level of approval of the RN-BSN Program by the employers of graduates. Employers’ approval of graduates’ functioning in the role of a professional, baccalaureate-prepared nurse.

Level of achievement: 80% of employers will rate that the graduate has acquired knowledge, skills, and values necessary for baccalaureate nursing practice.




Assessment Method



Employers of graduate



One year after graduation

Qualitative;Employer Satisfaction Survey at one-year post gradQ 30

2013-2014 100%2014-2015 100%2015-2016 100%2016-2017 100%2017-2018 100%2018-2019 100%

2014-2015Three-year post grad employer survey discontinued.

37


Program Satisfaction

GraduatesIn-program students

Definition: Graduates’ perceived level of approval of the RN-BSN Program, including the educational environment, the curriculum, policies, learning resources, professional preparation, and facilitation of personal development. Included data on certifications, employment, and program/student outcomes.

Level of achievement: At least 80% of graduates will rate program satisfaction good to excellent.




Assessment Method



RN-BSN graduates

Certification rates

Employment rates

Program/student outcomes



RN-BSN faculty

End of program and one year after graduation

End of Program, Graduation surveys

Rationale: Data are analyzed to determine actual program satisfaction compared to expected level of achievement. Results are used to identify strengths and areas for improvement for program and/or tools.

.

Student satisfaction



RN-BSN faculty

Annually in spring

Student satisfactionQ 21Q 1.21

2013-20142014-20152015-20162016-20172017-20182018-2019

Final RN-BSN student satisfaction survey met for all areas.

2017-2018 Turned survey data over to ISS resulting in numbering changes

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Standard IV

Graduate Survey Definition: Nursing roles requiring advanced nursing education beyond the basic baccalaureate preparation. Academic preparation for advanced nursing may occur at the master’s and/or doctoral level.

Level of achievement: At least 20% of graduates plan to enroll in graduate study within three years of graduation.




Assessment Method


ImprovementDevelopme

nt Maintenance Revision

Enrolled in graduate program




One-year post graduation survey Q 27Q 2.31

2013-2014 58.33%2014-2015 55.56%2015-2016 50% 2016-2017 0%2017-2018 62.5%2018-2019 100%

2017-2018 Turned survey data over to ISS resulting in numbering changes

Ongoing discussion with UW/T graduate program and employers/nursing advisory committee

Added “communication with faculty” as a strategy to capture graduates continuing with graduate studies.

39


Standard IV

Promotion/Job change Definition: Number of graduates employed in a position or reporting an increase in job responsibilities, for which the program prepared them, within one to three years post-graduation.

Level of achievement: At least 30% of graduates will report a change in job description or increased in responsibilities.




Assessment Method



Promotion

Job change




One-year post graduation surveyQ 26Q 2.29

2013-2014 50%2014-2015 67%2015-2016 50%2016-2017 50%2017-2018 67%2018-2019 100%

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Standard IV

Employment Definition: Working as a registered nurse.

Level of achievement: 100% of RN-BSN graduates who seek employment are employed as registered nurses.




Assessment Method



Employment Nursing Program Office



One-year post graduate surveyQ 22Q 2.22

2013-2014 100%2014-2015 88.892015-2016 100%2016-2017 100%2017-2018 100%2018-2019 100%

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Standard IV

Graduation Rates

Definition: A student will graduate within four years of taking the first BNURS course.

Level of achievement: 75% of students will graduate within four years of taking the first BNURS course.



Frequency of


MethodFindings Used

for Program Improvement


Program statistics

RN-BSN statistics Office of the RN-BSN Advisor/ Recruiter

Quarterly and yearly

Review of enrollments, withdrawals, and progression

(Adjusted)2013-2014 100%2014-2015 100%2015-2016 100%2016-2017 100%2017-2018 100%

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Standard IV

Program/Student Expected Outcome

Leadership

Definition: Leadership (Manager of Care, Member of the Profession)The graduate will apply leadership skills as evidenced by: • Providing, coordinating, designing and evaluating client care in a variety

of settings. (Synthesis, Evaluation)• Advocating quality health care for individuals, families, groups and

communities through understanding health care delivery systems, as shaped by public health policies and societal issues. (Application, Synthesis)

• Developing policies and strategies to promote cost-effective, quality care for health and wellness. (Synthesis)

• Generating communication, collaboration, negotiation, delegation, coordination and evaluation of interdisciplinary teams. (Synthesis, Evaluation)

• Fostering readiness in others to alter responses and actions in professional practice. (Evaluation)

Level of achievement: 1.80% of respondents on graduate survey; student satisfaction survey, and

employer survey will rate achievement of leadership competencies good to excellent.

2.100% of student portfolio reflections on leadership will document achievement of the leadership program/student expected outcome.

3.80% of students will state BNURS 412 (SLOA) helped them develop or achieve the student expected outcome of leadership.



Frequency of



Program Improvement


1. Student satisfaction survey RN-BSN

Curriculum Team Committee

Yearly at RN-BSN team meeting

Aggregate data analysis of: Student

satisfaction survey

Graduate Survey

Employer survey

SLOA Portfolio

Student satisfaction survey2013-2014 96%2014-2015 100%2015-2016 98%2016-2017 94%2017-2018 100%2018-2019 100%

On-going direct measure rubric used to document student achievement of Leadership outcomes at end of program as evidenced at community health presentations.

2. Graduate survey Graduate survey2013-2014 95%2014-2015 98%2015-2016 100%2016-2017 98%2017-2018 95%2018-2019 100%

3. Employer survey Employer survey2013-2014 91%2014-2015 100%2015-2016 100%2016-2017 92%2017-2018 100%

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2018-2019 100%4. Student Learning

Outcome Assessment (SLOA)

SLOA BNURS 4122013-2014 100%2014-2015 94%2015-2016 86%2016-2017 96%2017-2018 93%2018-2019 86%

5. Portfolio Portfolio2013-2014 100%2014-2015 100%2015-2016 100%2016-2017 100%2017-2018 100%2018-2019 100%

44


Standard IV


Analytic Reasoning

Definition: Analytic Reasoning (Provider of Care, Manager of Care)The graduate will utilize and apply analytical reasoning in professional practice as evidenced by:• Integrating research and scholarship modalities in the nursing process

for the care of individuals, families, groups and communities. (Synthesis)• Synthesizing information, questioning discrepancies and inconsistencies

to enhance care and promote health. (Synthesis, Evaluation)• Recognizing assumptions regarding clinical practice, research and

theory in challenging habitual approaches to thinking and acting. (Application)

• Utilize insight, creative analysis and reasoning for critical thinking in all aspects of professional practice. (Synthesis, Evaluation)

• Critiquing research findings to determine applicability and appropriateness in theory-based practice. (Evaluation)

• Applying epidemiology, clinical research, outcomes research, social science and health systems information in identifying efficient, evidence-based quality approaches to care. (Application)

Level of achievement: 1. 80% of respondents on graduate survey, student satisfaction, and

employer survey will rate achievement of analytic reasoning competencies good to excellent.

2. 80% of students will state BNURSE 340, 350, 403 helped them develop or achieve the program/student expected outcome of analytic reasoning.

3. 100% of student portfolio reflections on analytic reasoning will document achievement of the analytic reasoning program/student expected outcome.



Frequency of


MethodFindings Used







satisfaction survey

Graduate Survey

Employer survey

SLOA Portfolio


On-going direct measure rubric used to document student achievement of Analytic Reasoning outcomes at end of program as evidenced at community health presentations.


3. Employer survey Employer survey2013-2014 94%

45

2014-2015 96%2015-2016 100%2016-2017 100%2017-2018 100%2018-2019 100%

4. Student Learning Outcome Assessment (SLOA)

SLOA BNURS 340, 2013-2014 86%2014-2015 82%2015-2016 95%2016-2017 86%2017-2018 95%2018-2019 88%BNURS 350, 2013-2014 75%2014-2015 90%2015-2016 89%2016-2017 87%2017-2018 81%2018-2019 100%BNURS 4032013-2014 78%2014-2015 ND2015-2016 94.3%2016-2017 91%2017-2018 85%2018-2019 ND


46


Standard IV


Community, Health and Wellness

Definition: Community, Health and Wellness (Manager of Care, Provider of Care) The graduate will promote health and wellness in the community as evidenced by:• Assessment of global environmental factors that impact the health status of individuals, families, groups and communities. (Comprehension)

• Implementing nursing care that is directed toward creating, modifying and enhancing environments to promote optimal health. (Evaluation)

• Assisting individuals, families, groups and communities to incorporate attitudes and behaviors that maintain wellness within the cultural frameworks in which they make decisions. (Synthesis)


employer survey will rate achievement of Community, Health and Wellness competencies good to excellent.

2. 80% of students will state BNURSE 402, 408, 409, 411 helped them develop or achieve the program/student expected outcome of Community, Health and Wellness.

3. 100% of student portfolio reflections on Community, Health and Wellness will document achievement of the Community, Health and Wellness program/student expected outcome.



Frequency of


MethodFindings Used







satisfaction survey

Graduate Survey

Employer survey

SLOA Portfolio


On-going direct measure rubric used to document student achievement of Community, Health and Wellness outcomes at end of program as evidenced at community health presentations.


3. Employer survey Employer survey2013-2014 96%2014-2015 87%2015-2016 100%2016-2017 100%2017-2018 100%2018-2019 100%

4. Student Learning Outcome Assessment

SLOA BNURS 402,

47

(SLOA) 2013-2014 60%2014-2015 70%2015-2016 83%2016-2017 96%2017-2018 92%2018-2019 75%BNURS 408, 2013-2014 82%2014-2015 73%2015-2016 89%2016-2017 90%2017-2018 95%2018-2019 100%BNURS 409, 2013-2014 96%2014-2015 90%2015-2016 96%2016-2017 96%2017-2018 85%2018-2019 89%BNURS 4112013-2014 89%2014-2015 85%2015-2016 85%2016-2017 96%2017-2018 93%2018-2019 75%


48


Standard IV


Professional Values/Role Development

Definition: Professional Values/Role Development (Member of the Profession) The graduate will demonstrate professional values as evidenced by:• Integrating caring behaviors encompassing empathy, listening,

genuineness, warmth, sensitivity and respect for human dignity in professional nursing practice. (Synthesis)

• Demonstrating professional role behaviors including autonomy, altruism, integrity, social justice, ethical principles and self-regulation. (Application)

• Applying the theoretical body of knowledge specified in the Washington State Nurse Practice Act, the ANA: Standards of Clinical Practice, Code of Ethics and Social Policy Statement. (Application)

• Demonstrating accountability for one’s own practice. (Application)• Engaging in ongoing independent, self-directed, life-long learning.

(Synthesis)• Increasing public awareness regarding the roles and values of the

Professional Nurse as they relate to health care. (Synthesis)• Participating in professional nursing activities. (Application)Level of achievement: 1. 80% of respondents on graduate survey, student satisfaction, and

employer survey will rate achievement of Professional Values/Role Development competencies good to excellent.

2. 80% of students will state BNURSE 407, 410, 430, 450, 451 helped them develop or achieve the program/student expected outcome of Professional Values/Role Development.

3. 100% of student portfolio reflections on Professional Values/Role Development will document achievement of the Professional Values/Role Development program/student expected outcome.



Frequency of


MethodFindings Used







satisfaction survey

Graduate Survey

Employer survey

SLOA Portfolio


On-going direct measure rubric used to document student achievement of Professional Values/Role Development outcomes at end of program as evidenced at community health presentations.


3. Employer survey Employer survey2013-2014 97%

49

2014-2015 98%2015-2016 100%2016-2017 100%2018-2019 100%

4. Student Learning Outcome Assessment (SLOA)

SLOA BNURS 407,2013-2014 81%2014-2015 81%2015-2016 80%2016-2017 82%2017-2018 73%2018-2019 77%BNURS 410,2013-2014 100%2014-2015 85%2015-2016 84%2016-2017 77%2017-2018 72%2018-2019 94%BNURS 430,2013-2014 77%2014-2015 76%2015-2016 96%2016-2017 82%2017-2018 67%2018-2019 81%BNURS 450,2013-2014 100%2014-2015 63%2015-2016 73%2016-2017 68%2017-2018 75%2018-2019 81%BNURS 4512013-2014 97%2014-2015 85%2015-2016 100%2016-2017 93%2017-2018 92%2018-2019 100%


50


Standard IV


Scholarly Inquiry

Definition: Scholarly Inquiry (Member of the Profession, Manager of Care, Provider of Care) The graduate will demonstrate scholarly inquiry as evidenced by:• Using nursing theorists, models and ethical frameworks to make clinical

decisions. (Evaluation)• Independent and collaborative decision making, clinical judgment and

creative problem solving. (Synthesis, Evaluation)• Critiquing, applying and promoting use of evidence-based findings in

practice to reduce risk and maintain or restore the health of clients. (Evaluation)

• Planning, implementing and evaluating care of individuals, families, groups and communities. (Synthesis, Evaluation)


employer survey will rate achievement of Scholarly Inquiry competencies good to excellent.

2. 80% of students will state BNURSE 340, 403, 411 helped them develop or achieve the program/student expected outcome Scholarly Inquiry.

3. 100% of student portfolio reflections on Scholarly Inquiry will document achievement of Scholarly Inquiry program/student expected outcome.



Frequency of


MethodFindings Used







satisfaction survey

Graduate Survey

Employer survey

SLOA Portfolio


On-going direct measure rubric used to document student achievement of Scholarly Inquiry outcomes at end of program as evidenced at community health presentations



4. Student Learning Outcome Assessment

SLOA BNURS 340

51

(SLOA) 2013-2014 77%2014-2015 68%2015-2016 81%2016-2017 86%2017-2018 80%2018-2019 88%

BNURS 403, 2013-2014 82%2014-2015 ND2015-2016 91%2016-2017 91%2017-2018 95%2018-2019 ND

BNURS 4112013-2014 63%2014-2015 71%2015-2016 70%2016-2017 79%2017-2018 68%2018-2019 65%


52


Standard IV


Communication

Definition: Communication (Member of the Profession, Manager of Care, Provider of Care) The graduate will demonstrate effective communication; an ongoing and dynamic process, as evidenced by:• Effectively communicating in many forms (e.g. verbal, nonverbal, written

and technological) with individuals, families, groups, communities and members of the health care team. (Application)

• Addressing the health needs of individuals, families, groups and communities through exploring, defining and clarifying data. (Evaluation)

• Providing teaching and emotional support to individuals, families, groups, communities and health care team members. (Evaluation)

• Assisting clients to interpret the meaning and validity of health care information. (Evaluation).


employer survey will rate achievement of Communication competencies good to excellent.

2. 80% of students will state BNURSE 350, 402, 407, 412, 430, 450, 451 helped them develop or achieve the program/student expected outcome Communication.

3. 100% of student portfolio reflections on Communication will document achievement of Communication program/student expected outcome.



Frequency of


MethodFindings Used







satisfaction survey

Graduate Survey

Employer survey

SLOA Portfolio


On-going direct measure rubric used to document student achievement of Communication outcomes at end of program as evidenced at community health presentations.



4. Student Learning SLOA

53

Outcome Assessment (SLOA)

BNURS 350, 2013-2014 75%2014-2015 68%2015-2016 89%2016-2017 70%2017-2018 76%2018-2019 86%BNURS 407, 2013-2014 85%2014-2015 81%2015-2016 86%2016-2017 68%2017-2018 86%2018-2019 100%BNURS 412, 2013-2014 93%2014-2015 80%2015-2016 86%2016-2017 89%2017-2018 69%2018-2019 87%BNURS 430, 2013-2014 93%2014-2015 90%2015-2016 100%2016-2017 91%2017-2018 100%2018-2019 94%BNURS 450, 2013-2014 100%2014-2015 71%2015-2016 78%2016-2017 59%2017-2018 60%2018-2019 88%BNURS 4512013-2014 85%2014-2015 70%2015-2016 93%2016-2017 100%2017-2018 92%2018-2019 88%

5. Portfolio Portfolio2013-2014 100%2014-2015 100%2015-2016 100%2016-2017 100%2018-2019 100%

54