verification team report - napa valley college homepage report… · verification team report ......

Verification Team Report

Program/Service: Napa Valley College Vocational Nursing Date Verification Review Completed: 2/13/17 A. Program Evaluation & Planning Writing Team Members: Janice Ankenmann

Verification Team Members: Matt Christensen, Antonio Castro, and Amber Wade

B. Status of Curriculum Revision (for instructional programs)

The curriculum was reviewed and approved by the Board of Vocational Nursing and Psychiatric Technicians. The COR classes, Nur 131, 132, and 233 were updated and approved by the BVNPT in 2014, however they need to be updated in Curricunet.

C. Status of Outcomes Assessment The Student Learning Outcomes (SLOs) for Vocational Nursing are in progress as that the program is scheduled differently than the school’s semester program because it has a 2 year cycle. The current class will graduate in December, at which time the SLOs can then be assessed for that group of students. The Student Learning Outcomes and Course Outlines of Record are in line with the program level outcomes, but they are also in progress of being updated in the COR courses. It has to be noted that the students enrolled in vocational nursing have a main goal of meeting the Board of Vocational Nursing and Psychiatric Technicians (BVNPT) requirements and passing the NCLEX-VN (licensing) exam in order to become board certified vocational nurses. By being aware of the objectives required to pass the exam they are also indirectly being made aware of the program-level outcomes and this is reflected in the SLOs; however the students have a difficult time realizing the terminology. The student’s awareness of understanding the PLOs from 4% in 2010 to 19% in 2016 shows that more is being done to make the PLOs and SLOs a part of the program.

D. Statement of Completion The PEP report was completed and signed by all required levels in the division.

E. Description of Process for Completing the PEP Report

The PEP report is complete with the exception of the Status of Curriculum Revision.

F. Strengths of the Program/Service The program does an excellent job with their course completion rate ranging from 80.8%-100%. They developed an idea to accept a couple of provisional students to make up for some of the students that drop the course in the first couple of weeks, which has been a success. The program also continues to maintain the BVNPT requirements, which evaluates their program every 4 years. They do course evaluation prior to each new cohort, which provides continual growth and addresses any problems made evident by the prior cohort. Their program has a NCLEX-VN pass rate of 88%, which is higher than the state average of 73% and above the national norm of 84%.

G. Areas for Improvement in the Program/Service The COR classes, Nur 131, 132, and 233 were updated and approved by the BVNPT in 2014, however they need to be updated in Curricunet. The program needs to continue to develop awareness in their students about PLO’s and SLO’s and how they correlate to their program.

H. Summary of Verification Team Recommendations The program should continue to operate as it does now and continue to maintain the BVNPT requirements. As stated above the program needs to update the COR courses in Curricunet to stay current. The program should explore the possibility of bringing back a “bridge” program VN/Paramedic to AND Program, which was cut due to funding. The students are currently being referred to PUC and Solano Community College, both of whom have “bridge” programs. Also it was recognized that the program would benefit from a consistent counselor to help students specifically in the Health Occupations courses. A “nursing counselor” would be able to provide student support to HEOC students specially designed for the unique profession of nursing. A “nursing counselor” would better understand the special skills and difficulties that accompany the profession on a learning and professional level.

Signatures: Faculty: ______________________________________________________ Classified: ______________________________________________________ Administrative/Confidential: ______________________________________________________

Instructional Program Evaluation & Planning (PEP) Report Part 1 – Spring 2016

Program: Napa Valley College Vocational Nursing Lead Writer: Janice Ankenmann RN MSN CCRN FNP-C, Program Director

1. Mission

A. Program Mission Statement

Write or review the program’s mission statement. Revise if necessary. Identify the program’s mission statement in the space below. The college mission statement is provided for reference.

Napa Valley College Mission Napa Valley College prepares students for evolving roles in a diverse, dynamic, and interdependent world. The college is an accredited open-access, degree- and certificate-granting institution that is committed to student achievement through high-quality programs and services that are continuously evaluated and improved. The college serves students and the community in the following areas: transfer courses, career-technical education and training, basic skills, and self-supporting contract education and community education classes.

The purpose of the Vocational Nursing (VN) Program is to educate students to be safe, competent, critical thinking, and caring vocational nurses by meeting the BVNPT (Board of Vocational Nursing and Psychiatric Technicians) requirements, to pass the NCLEX-VN exam ( licensing exam), and to be active members of the health care team.

B. Alignment of Program Mission & College Mission

Describe how the program mission aligns with the college’s mission and how the program contributes to the achievement of the college’s mission. Highlight specific features of the college’s mission statement relevant to the program.

The VN program mission statement aligns with the NVC mission by offering to members of the community a career-technical education in vocational nursing , that is high quality and committed to student achievement as evidenced by an NCLEX-PN pass rate (resulting in licensure as a Vocational Nurse) that is above the standard in the state of California.

C. The program falls within one or more of the following categories (check all that

apply):

Transfer/Degree

1

X Career-Technical Basic Skills Non-Credit/Community Education

2. Accreditation, Licensing & Previous PEP

A. If the program is accredited or licensed by another agency, specify the name(s) of that agency.

BVNPT ( Board of Vocational Nursing and Psychiatric Technicians, State of California)

B. Review the recommendations from those licensing or accreditation bodies. Discuss

the recommendations of the review teams relevant to the program and how the program responded.

It was recommended in 2013, by the BVNPT, that we update the formatting of our program as well as have a plan for data collection and evaluation that helps to describe and define the program attributes and needs. Program formatting was changed as per the recommendation of the BVNPT consultant and a plan developed for evaluation of SLO’s , NCLEX-PN pass rates, and attempts to collect information on hiring (after licensure) of our graduates.

C. Review NVC’s Accreditation Planning Summary and recommendations included in

the Accreditation Evaluation Team Report (http://www.napavalley.edu/AboutNVC/Planning/accreditation/Pages/Accreditatio nReports.aspx). Discuss the recommendations relevant to the program and how the program has responded.

Accreditation planning summary and recommendations have been reviewed. Recommendations relevant to the VN Program include development of PLO’s which has been done recently and entered into TracDat. SLO’s for the VN program are in process of evaluation at the end of every VN semester and then every two years (length of the VN Program), and assessments will be entered into TracDat for both college accreditation as well as BVNPT accreditation purposes to strengthen the program outcomes. We have started collaboration efforts with the high schools to encourage student interest and preparation for health sciences prior to high school graduation via health fairs and informational sessions.

D. Review the program’s previous PEP report. Describe what the program has done to

promote/realize the objectives listed on the Unit Plan (Schedule A) and address the areas for improvement identified in the Verification Team Report.

The last PEP schedule A lists two goals: devise a system to collect data that accurately reflects enrollment trends and productivity of the VN program and then to collect data that will accurately track course completion trends. We have

2

http://www.napavalley.edu/AboutNVC/Planning/accreditation/Pages/AccreditationReports.aspx



(1) entered the SLO’s into TracDat and have started to enter data and evaluations (2) sent out surveys to past graduates, as well as during the course of the two year program encouraged students to “keep in touch” after graduation (3) been tracking the students NCLEX-VN pass rate, (4) tracking the number of VN students who get IV certification, and (5) developed a system to pass on information regarding job opportunities and further education by posting these on the VN website and offering to write letters of recommendation. These efforts have improved the program director’s ability to track post-graduation information on the VN students.

The program director has also worked with Chris Farmer on how data is collected from an institutional perspective by sharing more clearly how the VN program is calendared, as this program does not conform to the usual calendars of the rest of campus, which then causes data to be skewed and then not useful to the program or program director.

E. Reflect on the responses to the prompts in Section 2: Accreditation, Licensing &

Previous PEP. Note activities/initiatives to maintain quality and address areas for improvement on Schedule A: Instructional Program Plan.

As noted above, the VN Program does not conform to usual calendar patterns of the rest of campus, with the first course in the program lasting only 19 weeks and the second course in the program lasting 32 weeks (from June of one year to April of the next) and the third course spanning 30 weeks, so getting data to reflect these timeframes more accurately should be helpful in obtaining more useful data. Information obtained from SLO data, student input, advisory committee input, and faculty input, especially in this rapidly changing healthcare environment, will help to keep our program outcomes successful.

3. Curriculum, Instruction & Articulation

NOTE: A Curriculum Action Plan (CAP) must be completed and submitted as part of Section 3 of the PEP Report. The Verification Team will check the alignment between the PEP Report narrative for Section 3 and the plan outlined in the CAP.

A. Review all program degrees and certificates.

1) Assess the currency and appropriateness of the degree and certificates.

Program approval by the BVNPT through May 10, 2018.

2) Evaluate the appropriateness of courses to the program.

Appropriate and approved by the BVNPT through May 10, 2018.

3

3) Describe plans for Associate Degree for Transfer (ADT) for the program (existing degree(s) or anticipated degree(s)).

Currently this is a certificate program with the option of obtaining an Associate’s degree for transfer, which is helpful for those wishing to further their education by obtaining an Associate’s Degree in Nursing or a Bachelor’s Degree in Nursing.

B. Review all Course Outlines of Record.

1) Assess the appropriateness of current pre- and co-requisites and recommended

preparation. Note whether pre- and co-requisites have been validated through the NVC curriculum process.

Current pre-requisites and co-requisites are appropriate, have been approved by the BVNPT, and have been validated through the NVC curriculum process in the past.

2) Review all Course Outlines of Record (CORs) and note any that have not been

updated since the last program evaluation or within the past five years. Summarize status of CORs here.

COR’s for Nurs 131, 132, and 233 have not been updated in Curricunet since 2005 though they were updated and approved by the Board of Vocational Nursing and Psychiatric Technicians in May, 2014.

C. Review existing articulation agreements with high schools and other colleges.

Are they adequate? Current? Effective?

Current articulation agreements are adequate and appropriate for the pre- requisite courses as per their specialty divisions. Vocational Nursing courses are part of a certificate program and are to “articulate” if there is BVNPT approval as an accredited program, which we have as per section 3.A. 1.

D. Describe how the program ensures that the syllabi for each instructor are

congruent with the Course Outline of Record (COR). Describe what measures are taken if any syllabi are incongruent with the COR.

The syllabi do reflect the general principles of the Course Outline of Record (COR). Syllabi are specific and approved by the BVNPT, as of May 2014. As previously noted, the CORs in Curricunet need to be made current.

E. Instructional Methods

4

Institutional Effectiveness below, and reflect on the information provided.

1) Discuss the methods used by the program to ensure that similar standards of academic rigor of the Course Outline of Record are followed by all instructors in the discipline.

Lecture content is provided primarily by full-time faculty or consistent adjunct instructors in the program. Course syllabi have been developed by program director with instructor input and review for consistency and inclusion of all pertinent factors. Testing and grading as well as assignments are consistent and presented to students after program director and instructor agreement. This small program has consistency of faculty and adjuncts which helps to maintain academic rigor.

2) Discuss the instructional methods used by the program faculty to address the

diverse student population and to encourage retention and persistence.

Reading materials are appropriate to VN content and reading levels that are between a 10th grade and 12th grade reading level to accommodate our culturally diverse and ESL students. The small group presentations, discussions, and assignments encourage participation by all and model for all to use direct eye contact, speak their opinions, use evidence as a basis for their opinions, use appropriate language and professional demeanor, and other culturally influenced behaviors.

3) Discuss the instructional methods used by the program faculty to address the

differences in learning styles and to encourage retention and persistence.

Instructional methods include lecture, on-line case studies and practice exams, in class discussion, small group discussion, assignments that include presentations, written assignments, group projects, and reading. Also included are observational experiences, clinical and lab experiences, simulation lab experiences. The kinesthetic, verbal, and auditory learning styles are all experienced to encourage growth in and understanding of material by students with all types of learning styles.

F. Online Offerings

1) List the online and hybrid courses that are offered in this program. (Contact the Office of Research, Planning & Institutional Effectiveness to conduct an analysis of retention and successful course completion rates among online, hybrid, and in-person equivalent courses affiliated with the program.)

There are no online or hybrid courses offered in this nursing program other than the option to choose pre-requisite and co-requisite courses that are offered either in- person or on-line.

2) Paste the data and analysis generated by the Office of Research, Planning &

5

Not applicable.

3) Are 50% or more of the courses required for a degree in the program (including General Education requirements) eligible to be offered through a mode of distance or electronic delivery? Yes No_X

4) Discuss the program’s plans for future online offerings. . Identify specific courses

targeted for distance education and explain how adding a distance education component (100% online or hybrid) meets the needs of students or/and aligns with course content.

There are no current plans for future on-line offerings in this program.

5) Describe any challenges that have been identified and needs that must be addressed to support the development of online offerings.

On-line education is not appropriate for our population of students nor is the content we need to cover. We still have students who do not have computer access at home and many who struggle with on-line assignments!

G. Reflect on the responses to the prompts in Section 3: Curriculum, Instruction &

Articulation. Note activities/initiatives to maintain quality and address areas for improvement on Schedule A: Instructional Program Plan.

Of note is the need to get the CORs updated and approved by the curriculum committee--- changes made for the BVNPT requirements in 2014 are non- substantive to the CORs that are currently present in Curricunet. The COR for Nurs 131, 132, 233 are general enough to accommodate the more specific changes woven into the syllabi for these courses.

4. Enrollment Trends

A. Enrollment Trends (Course & Program Levels)

The following description and analysis of recent enrollment trends in the program was provided by the Office of Research, Planning & Institutional Effectiveness:

Standard Analysis for Instructional Programs

For the PEP 2016 cycle, data spanning AY 2012-2013, 2013-2014, & 2014-2015 were analyzed and should be discussed in the report. The data pertaining to this

section are presented at the end of Section 4.

Enrollment in LVN Program: Enrollments in the LVN courses decreased in recent

years, while enrollments across NVC credit programs likewise decreased. Between

6

calendar of the school, thus data gathering in the usual manner for other campus

2012-2013 and 2014-2015, enrollments in LVN decreased by 56.3%. During the

same period, enrollments in NVC credit courses decreased by 1.2%.

Enrollment in LVN Courses: Although enrollments in the LVN program decreased

between 2012-2013 and 2014-2015, the decrease was not uniform across all LVN

courses.

The following LVN courses claimed 0 enrollments in 2014-2015 as well as previous

years (either because they were not offered or did not have enough enrollments to

continue beyond the first class meeting), as indicated below:

o NURS 131 (2013-2014 and 2014-2015), and o NURS 132 (2012-2013 and 2014-2015).

No courses experienced a decline in enrollment exceeding 10% between 2012-2013

and 2014-2015.

The 56.3% decrease in enrollments in the LVN program between 2012-2013 and

2014-2015 was accompanied 50% decrease in the number of sections offered (from 2 in 2012-2013 to 1 in 2014-2015).

Program-Specific Analysis For the following analysis, data spanning AY 2008-2009 through 2014-2015 were

analyzed to obtain three complete cohorts of students within in the LVN program,

with each cohort spanning across three academic years.

Between 2008-2009 and 2014-2015, enrollments in LVN cohorts fluctuated,

decreasing by 13.3% between the 2008 cohort and the 2010 cohort, followed by a 7.1% increase in the 2012 cohort, resulting in a net decrease of 6.7% across the period examined (as determined by initial enrollment in NURS 131).

The following course experienced a decline in enrollment exceeding 10% between

the 2008 cohort and the 2012 cohort:

o NURS 233 (-19.2%).

Reflect on the enrollment trends data and analysis provided. Identify areas for concern as well as continued success in both program-level and course-level enrollment. Are there external factors such as community demographics or the economy that have affected the program? What are the plans to address these factors?

The Vocational Nursing (VN) Program is a part-time program, meaning classes are offered only on Thursdays and Fridays over a 23-month period of time to complete all three courses in the program. The VN courses do not fit the usual semester

7

programs may result in less accurate information for this program. Between 2012-2013 and 2014-2015, enrollments in LVN decreased by 56.3%. During the same period, enrollments in NVC credit courses decreased by 1.2%.

2012 -2013 and 2014 -2015 are reflective of the end of one cohort and the beginning

of another. Admissions are always 30 to start, so it is reflective of the decline in

graduating students from the program. The NVC RPIE department has done a valiant job of trying to provide us with useful information from cohort to cohort this year---thank you! Thus, every other year, some classes will show a significant decline in enrollment because it is not being offered—or only a portion of the course is being counted in the semester due to calendar differences. The most useful piece of information is the decline in enrollment in Nurs 233 (last course of the program) from 2008 and 2012---again reflective of the decline in enrollment at the end of the program. Historically we do lose a few students academically or clinically as the program progresses and as the content and concepts become more difficult. Since our program is small (maximum class of 30), two or three students leaving the program appears as a large percentage (10%). Recently Nursing faculty have noticed a trend of an increasing number of students leaving the program for personal issues (financial difficulty, the need to work full time, moving due to spouse’s job, childcare issues). The poor economic climate in the US seems to have had an impact on our students even with financial aid and other support services on campus. We do offer all scholarships available to students and encourage them to take advantage of on-campus resources as appropriate. Child care is often an issue, especially for those who are single parents. We do, and will continue to explain to students prior to their entering the program the time commitment required for even a part-time program and the need for family/ friend support as well as the financial commitments. The need for mentors/support counselors for nursing students is evident as the burden of familufamilystressors our diverse population of students encounter in the program does affect their success and ability to complete the program.

B. Load, Productivity, and Average Class Size

The following description and analysis of faculty load-related data was provided by the Office of Research, Planning &Institutional Effectiveness:

Standard Analysis for Instructional Programs

For the PEP 2016 cycle, data spanning AY 2012-2013, 2013-2014, & 2014-2015 were analyzed and should be discussed in the report. The data pertaining to this

section are presented at the end of Section 4.

8

Load & Productivity: Load and productivity within LVN decreased between 2012-

2013 and 2014-2015. Load and productivity within LVN was consistently below

load and productivity across college credit programs between 2012-2013 and 2014-

2015. During this time period, LVN load ranged from approximately 145.2 to 287.0

(vs. range of 401.2 to 486.0 across the college), and LVN productivity ranged from

approximately 4.5 to 9.6 (vs. range of 13.4 to 16.2 across the college). Over the past

three years, the program ranked 42nd (among 45 instructional programs) in load

and productivity (based on three-year totals). The target for faculty load is 525. The

target for productivity is 17.5.

Between 2012-2013 and 2014-2015, LVN load and productivity decreased due to

decreases in WSCH and FTES in conjunction with an increase in FTEF (the

denominator in both measures).

Average Class Size: As noted above, enrollments and the number of sections offered

in LVN decreased between 2012-2013 and 2014-2015. The combined effect of these

trends has been a decrease in the average class size within LVN.

Average class size within LVN was below the average class size across NVC credit

programs for each of the years examined. Average class size for LVN ranged from

21.0 to 26.0 students per section over the past three years, while the corresponding

range for NVC credit classes was 25.6 to 30.0 students per section.

No LVN courses that had enrollments in 2012-2013 and 2014-2015 experienced

increases in average class size that exceeded one (1) student per section.

Program Specific Analysis

For the following analysis, data spanning AY 2008-2009 through 2014-2015 were

analyzed to obtain three complete cohorts of students within in the LVN program,

with each cohort spanning across three academic years.

Load and Productivity

Between 2008-2009 and 2014-2015, load and productivity for LVN cohorts

fluctuated, increasing between the 2008 cohort and the 2010 cohort, followed by a

decrease in the 2012 cohort. Among the three cohorts examined, load ranged from

153.9 to 192.4 and productivity ranged from 5.1 to 6.4.

Average Cohort Size

Between 2008-2009 and 2014-2015, the average beginning cohort size fluctuated,

decreasing from thirty (30) students in the 2008 cohort and to twenty-six (26)

students in the 2010 cohort, and then increasing to twenty-eight (28) students in the

2012 cohort.

Reflect on the load, productivity, and average class size data and analysis provided, and use the information provided to identify faculty load-related issues within the

9

program. (Provide some examples.) Summarize those issues below.

The maximum admissions to the VN program is 30, as allowed by the Board of Vocational Nursing. We accept 30 students to each cohort every two years but found that students were dropping or not showing up to class within the first two weeks, specifically during the 2008, 2010 cohorts. We decided to accept the 30 students allowed in 2012 along with two provisional students in case we had any vacancies to fill; this improved our capacity to 28 in 2012 as we were able to accept the two provisional students at short notice (and to their pleasure!). Load and productivity are impacted by the requirement of the Board of Vocational Nursing for “student to faculty” ratios in the clinical setting, their requirement for “concurrent theory and clinical experience” at a 1:3 hours ratio, and also the clinical facility ratio requirements based on patient acuity and unit staffing availability.

C. Training/Education

Does the program offer unique training/education (and not represent unnecessary duplication of training/education) in the NVC service area? If applicable, what documented labor market demand does this program address? Labor Market information and projections for Napa County are available on the Employment Development Department website: http://www.calmis.ca.gov/htmlfile/county/napa.htm. The projections are categorized by industry, occupation, occupations with the most job openings, and fastest growing occupations.

The Vocational Nursing Program is unique to Napa Valley College and meets a need for a section of our student population: those who are interested in nursing but may not have the time, resources, or ability to meet the demands of the Associate Degree nursing program. Another population served is the aspiring Registered Nurses who have seen how difficult it is to enter an RN program, who have discovered the ability to enter the VN program (no wait list, fewer pre-requisites, ability to work or deal with family issues as it is a part time program) and then “bridge” into a RN program as a Licensed Vocational Nurse. According to the California State Government 2012-2022 Occupational Employment Projections for Napa County, there are about 170 Vocational Nurses (VN’s) employed in Napa, and there are about five job openings per year, and the projected growth over ten years is only about 3%. This is confirmed by the casual surveys done by our program every two years that show us that the size of our current program does meet our community needs. LVN’s are employed by skilled nursing facilities, assisted living facilities, physician offices, clinics, and home care agencies. There has been a trend away from using LVN’s in acute care hospitals over the past five to ten years. There has also been an abundance of new RN’s with no jobs available in this community in acute care; thus they have started working more in the same settings VN’s have previously been employed in, thus limiting the market for the VN’s. I believe this trend will change again in the near future as the cost of health care continues to rise and VN’s cost about half what an RN does, and the market will need to adjust back

10

http://www.calmis.ca.gov/htmlfile/county/napa.htm

again at some point. Health care is also a very variable commodity these days, and no one is keeping up with it well—but the reality is we will always need care providers!

D. Reflect on the responses to the prompts in Section 4: Enrollment Trends. Note

activities/initiatives to maintain quality and address areas for improvement on Schedule A: Instructional Program Plan.

The VN Program needs to continue to evolve with the rest of the healthcare arena, and requires our director and instructors remain current in new trends and policy. The BVNPT requires we maintain a plan to keep the program current, and we do evaluate our courses prior to the entry of each new cohort. The BVNPT re- evaluates our program and practices every four years, next scheduled for May, 2018.

11

Enrollment Trends at College and Program Levels

College-Wide

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Enrolled 37,856 39,439 38,590 37,132 35,662 35,596 35,224

% Growth -- 4.2% -2.2% -3.8% -4.0% -0.2% -1.0%

Program Enrollments

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Vocational Nursing 30 27 52 24 48 27 21

% Growth -- -10.0% 92.6% -53.8% 100.0% -43.8% -22.2%

Course Enrollments within Program

Vocational Nursing

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

NURS-131 30 -- 26 -- 28 -- --

NURS-132 -- 27 -- 24 -- 27 --

NURS-233 -- -- 26 -- 20 -- 21

Program Total 30 27 52 24 48 27 21

Load and Productivity at College and Program Levels

Enrollment Measures

Vocational Nursing

ACADEMIC YEAR

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-201

WSCH 1,160.1 519.9 1,222.8 588.3 999.9 540.9 920.1

FTES 38.7 17.3 40.8 19.6 33.3 18.0 30.7

FTEF 6.7 4.3 6.9 3.7 3.5 4.0 6.3

Load 172.9 121.9 176.0 161.2 287.0 135.4 145.2

Productivity 5.8 4.1 5.9 5.4 9.6 4.5 4.8

12

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Avg Class Size 25.4 30.6 29.5 30.6 30.0 27.6 25.6

Enrollment Measures

College-Wide

ACADEMIC YEAR

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-201

Load 406.8 465.0 466.8 466.4 486.0 424.9 401.2

Productivity 13.6 15.5 15.6 15.5 16.2 14.2 13.4

FALL SEMESTER

Load 382.7 457.8 459.9 473.0 499.8 437.5 421.2

Productivity 12.8 15.3 15.3 15.8 16.7 14.6 14.0

SPRING SEMESTER

Load 432.2 472.6 473.8 459.8 472.8 413.1 383.3

Productivity 14.4 15.8 15.8 15.3 15.8 13.8 12.8

Load and Productivity by Cohort

FTEF FTES WSCH Productivity LOAD

Spring 2009 to Fall 2010 10.8 55.3 1659.9 5.1 153.9

NURS-131 2.9 18.7 560.1 6.5 195.9

NURS-132 4.3 17.3 519.9 4.1 121.9

NURS-233 3.7 19.3 579.9 5.3 158.2

Spring 2011 to Fall 2012 8.5 54.4 1631.1 6.4 192.4

NURS-131 3.3 21.4 642.9 6.5 195.8

NURS-132 3.7 19.6 588.3 5.4 161.2

NURS-233 1.5 13.3 399.9 8.6 259.1

Spring 2013 to Fall 2014 9.9 52.0 1560.9 5.3 158.4

NURS-131 1.9 20.0 600.0 10.3 309.2

NURS-132 4.0 18.0 540.9 4.5 135.4

NURS-233 3.9 14.0 420.0 3.6 107.2

Overall 29.1 161.7 4851.9 5.6 166.6

Average Class Size at College and Program Levels

Vocational Nursing

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

NURS-131 31.0 -- 26.0 -- 30.0 -- --

NURS-132 -- 27.0 -- 26.0 -- 26.0 --

NURS-233 -- -- 26.0 -- 20.0 -- 21.0

Program Average 31.0 27.0 26.0 26.0 25.0 26.0 21.0

College-Wide

13

Average Class Size Detail within Program

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Vocational Nursing

Enroll Sec Enroll Sec Enroll Sec Enroll Sec Enroll Sec Enroll Sec Enroll Sec

NURS-131 31 1 -- -- 26 1 -- -- 30 1 -- -- -- --

NURS-132 -- -- 27 1 -- -- 26 1 -- -- 26 1 -- --

NURS-233 -- -- -- -- 26 1 -- -- 20 1 21 1

Vocational Nursing Sum 31 1 27 1 52 2 26 1 50 2 26 1 21 1

5. Student Success & Equity

A. Retention (Course & Program Levels)

The following description and analysis of retention was provided by the Office of Research, Planning, and Institutional Effectiveness:

Program Retention: Standard Analysis for Instructional Programs For the 2016 PEP cycle, data spanning AY 2012-2013, 2013-2014, & 2014-2015 were analyzed and should

be discussed in the report. The data pertaining to this section are presented at the end of Section 5.

Program-Level Retention: Between 2012-2013 and 2014-2015, the LVN program-level retention rate

consistently exceeded the campus-wide retention rate. During this period, LVN claimed a 100% retention

rate, while the retention rate across the college ranged from 88.7% to 89.2%. The summary of retention rates

across all credit programs (reported at the end of Section 5) shows that the LVN retention rate exceeded the

mean and median retention rates among NVC credit programs during the period examined.

Course-Level Retention: Over the past three years, all LVN courses claimed 100% retention rates.

Program-Specific Analysis

For the following analysis, data spanning AY 2008-2009 through 2014-2015 were analyzed to obtain three

complete cohorts of students within in the LVN program, with each cohort spanning across three academic

years. For this section, retention is defined as the proportion of students that enrolled in the final course of

the LVN sequence (NURS 233) out of the number of students that enrolled in the initial course (NURS 131). Retention in the LVN program decreased by 7.4% between the 2008 cohort and the 2012 cohort. Among the three cohorts examined, retention rates ranged from 70.0% to 77.4%.

Note: The above descriptions of retention are intended to increase awareness of student performance

in the program. It is included in the PEP process to inform discussion so that writing teams can

develop strategies for improvement and, if appropriate, target those strategies in certain areas. Low

retention rates might be appropriate for some programs and courses. If any unique characteristics of

the program (or courses in the program) might be affecting retention, those unique characteristics

should be highlighted in the discussion below.

Reflect on the data and analysis provided above and identify areas for improvement among individual courses (based on course-program comparison) and within the program as a whole (based on program-college comparison).

14

The Vocational Nursing Program is a two-year investment of time, energy, and resources. Students are well prepared for what to expect on entry and are usually not compelled to leave unless they have significant personal reasons or are not able to meet the objectives and fail from the program. We have started offering more remediation opportunities throughout the program, giving students the ability to re-focus and re-educate to demonstrate their ability to meet objectives, both clinically and didactically. We also encourage their using campus resources for support including the library, counselling, and the student health center, to name a few. As described in section 4A, the economic climate has affected retention as there are times when students leave the program due to the need to work or other personal/ financial needs. This is beyond the scope of the program to resolve. We would like to propose a “nursing counselor” to help with mentoring and supporting students, as nursing is a unique profession with special skills not usually understood by the lay public. Our culturally diverse population often has difficulty with the very personal care we have to provide, the gender roles that we seem to defy, and the need to have direct eye contact and advocate for our patients. Having access to a nursing mentor would perhaps resolve some of the issues our students struggle with, beyond the scope of the program. Over the past three years the VN Program has had a 100% retention rate (of the students who have met objectives and have opted to stay) as reported above. At the end of every VN semester we survey all class participants anonymously to get feedback on what we do well and what we could improve on, with suggestions requested. Any suggestions received are thoughtfully considered and implemented if realistically possible.

B. Successful Course Completion (Course & Program Levels)

The following description and analysis of successful course completion was provided by the Office of Research, Planning, and Institutional Effectiveness:

Program Successful Course Completion: Standard Analysis for Instructional Programs For the 2016 PEP cycle, data spanning AY 2012-2013, 2013-2014, & 2014-2015 were analyzed and should be discussed in the report. The data pertaining to this section are presented at the end of Section 5.

Program-Level Successful Course Completion: Between 2012-2013 and 2014-2015, the LVN program-

level successful course completion rate consistently exceeded the campus-wide successful course

completion rate. During this period, successful course completion within LVN ranged from 80.8% to

100.0%, while the successful course completion rate across the college ranged from 72.4% to 74.0%. The

summary of successful course completion rates across all credit programs (reported at the end of Section

5) shows that the LVN successful course completion rate exceeded the mean and median successful course completion rates among NVC credit programs in all three years examined.

Course-Level Successful Course Completion: Over the past three years, no LVN courses consistently (in

all three years) claimed successful course completion rates lower than the program-level successful

course completion rates.

The following course was not offered in each of the three years examined, but claimed a successful course

completion rate lower than the program-level rate in the year it was offered:

o NURS 131 (2012-2013). No courses claimed successful course completion rates at least 5% lower than the program rate in at

15

least two of the three years examined.

Program-Specific Analysis For the following analysis, data spanning AY 2008-2009 through 2014-2015 were analyzed to obtain three complete cohorts of students within in the LVN program, with each cohort spanning across three academic years. For this section, successful completion is defined as the proportion

of students that successfully completed the final course of the LVN sequence (NURS 233) out of

the number of students that enrolled in the initial course (NURS 131).

Successful course completion in the LVN program fluctuated, increasing by 2.7% between the 2008 cohort and the 2010 cohort, then decreasing by 6.9% among the 2012 cohort for a net

decrease of 4.2% across the three cohorts examined. Across the three cohorts examined,

completion rates ranged from 70.0% to 76.9%.

Note: The above descriptions of successful completion are intended to increase awareness of student

performance in the program. It is included in the PEP process to inform discussion so that writing teams

can develop strategies for improvement and, if appropriate, target those strategies in certain areas. Low

successful course completion rates might be appropriate for some programs and courses. If any unique

characteristics of the program (or courses in the program) might be affecting successful course

completion, those unique characteristics should be highlighted in the discussion below.

Reflect on the data and analysis provided above and identify areas for improvement among individual courses (based on course-program comparison) and within the program as a whole (based on program-college comparison).

In the LVN program passing is 75%, a B starts at 83%, and an A at 92%. Students are unable to attend clinical if their didactic score is not passing. If they cannot go to clinical until passing, they are not meeting their clinical objectives, and one may fail the course if unable to pass clinical. The program and course expectations are high—and clearly stated from the beginning of the program. This is necessary due to the nature of the work being done, as patient safety is the priority, and the potential for harm is great. Course content is essentially dictated by the requirements to pass the state licensure exam and by the Board of Vocational Nursing (and approved by them). Students do work hard to pass this program—and remain motivated to do so for two primary reasons: their investment is high and the desired outcome is a passion for them. They have a desired goal in mind when they enroll, which helps retention in the program! We try to motivate them and fan that passion, as it inspires and encourages them to continue through….

C. Enrollment by Equity Group

The following description and analysis of enrollment by equity group was provided by the Office of Research, Planning, and Institutional Effectiveness:

Enrollment by Demographic group

For the 2016 PEP cycle, data spanning AY 2012-2013, 2013-2014, & 2014-2015 were analyzed and

should be discussed in the report. The data pertaining to this section are presented at the end of Section

5.

16

Enrollments among demographic groups (gender, race/ethnicity, age group, and disability status) in LVN

were compared with enrollments among demographic groups across all NVC credit programs to identify

differences between the LVN student population and the college as a whole.

Over the past three years, the following subgroups consistently (across all three years examined) claimed

a significantly smaller proportion of enrollments in the LVN program than they did in NVC credit

programs as a whole.

o Males, o Hispanics, o Students under the age of 21, and o Students with no disability reported.

The LVN program adds to the diversity of the NVC student population by consistently (across all three

years examined) claiming a significantly larger proportion of enrollments (vis-à-vis the college) among

the following subgroups:

o Females, o Students age 30 to 39, o Students age 40 to 49 and o Students with a disability reported.

The differences between the program enrollment rates and the college enrollment rates among the

subgroups listed above are statistically significant.

Note: The above description of enrollment by demographic group is intended to increase

awareness of the program’s student population. It is included in the PEP process to inform

discussion so that writing teams can identify areas for improvement. Differences between the

overall NVC credit-student population and the population of students enrolled in the program are

to be expected and might be appropriate for some programs. The differences between the two

populations should be discussed below, highlighting any unexpected findings.

Reflect on the data and analysis provided above and identify areas for improvement within the program as a whole (based on program-college comparison).

The VN program has a smaller percentage of male enrollments as nursing is still a predominately female field, though this is slowly changing. Our population of students is often Filipino, African American, and Caucasian, with some but not many Hispanics. This is unusual as we do have a high Hispanic population in Napa, but we find that the majority of our students do not live in Napa. Due to the need for a high school education (or equivalent) and several pre-requisite courses, it would be difficult for too many under the age of 21 years to apply.

Of our student population, we do have predominately females, ages 30-50 and about 20% with a disability reported….being learning disabilities of some kind. These learning disabilities may not be known or reported prior to admission but are often discovered during the time in the program and then diagnosed and accommodated.

17

D. Retention by Equity Group

The following description and analysis of retention by equity group was provided by the Office of Research, Planning, and Institutional Effectiveness:


should be discussed in the report. The data pertaining to this section are presented at the end of Section 5.

LVN Program vs. Institution-Level Rates

Retention rates among demographic groups (gender, race/ethnicity, age group, and disability status) in

the program were compared with the college-wide rates for each group. The number of subgroups within

each that claimed lower retention rates in the program is reported below. If a subgroup consistently (in

all 3 years) claimed lower retention rates in the program, a test of statistical significance was conducted.

The results of that analysis are highlighted below.

Just as the LVN program-level retention rates tend to exceed the retention rates of NVC as a whole,

retention rates among demographic groups in LVN tend to exceed the retention rates claimed by each

group at the institutional level. Of the 16 subgroups examined, none claimed lower retention rates within

LVN than they did across college credit programs at some point in the three-year period examined.

Within LVN Program

The equity analysis included at the end of Section 5 provides a means of assessing performance of

demographic groups within the program (rather than in the program vs. the college as a whole). The

analysis was conducted for LVN using data summed across the academic years 2012-2013, 2013-2014, &

2014-2015 for each group examined.

Since all subgroups within LVN claimed 100% retention rates during the period examined, an equity

analysis could not be performed.

Summary

All subgroups claimed 100% retention rate in LVN for the three-year period examined.

Note: The above description of retention by demographic group is intended to increase awareness

of student performance in the program. It is included in the PEP process to inform discussion so

that writing teams can identify areas for improvement. If any consistent differences in the

performance of subsets of students were found, they should continue to be monitored, and a plan

for monitoring and addressing the differences should be outlined below.

Reflect on the data and analysis provided above and identify areas for improvement among groups of students (based on equity analysis/any disparities identified).

No comment not already mentioned.

E. Successful Course Completion by Equity Group

18

The following description and analysis of successful course completion by equity group was provided by the Office of Research, Planning, and Institutional Effectiveness:


should be discussed in the report. The data pertaining to this section are presented at the end of Section

5.

LVN Program vs. Institution-Level Rates

Successful course completion rates among demographic groups (gender, race/ethnicity, age group, and

disability status) in the program were compared with college-wide rates for each group. The number of

groups within each that claimed lower successful course completion rates in the program is reported

below. If a subgroup consistently (all three years) claimed lower successful course completion rates in

the program, a test of statistical significance was conducted. The results of that analysis are highlighted

below.

Just as the LVN program-level successful course completion rates tend to exceed the successful course

completion rates of NVC as a whole, successful course completion rates among demographic groups in

LVN tend to exceed the successful course completion rates claimed by each group at the institutional

level. Of the 16 subgroups examined, three (3) (Asian/Pacific Islanders, students age 21 to 24, and

students age 50 and over) claimed lower successful course completion rates within LVN than they did

across college credit programs in a single year in the three-year period examined.

No subgroup consistently claimed lower successful course completion rates in LVN than across college

credit programs in all three years:

Within LVN Program

The equity analysis provides a means of assessing performance of demographic groups within the

program (rather than in the program vs. the college as a whole). The equity analysis was conducted for

LVN using data summed across the academic years 2012-2013, 2013-2014, & 2014-2015 for each group

examined. Results of the equity analysis, as well as a year-by-year breakdown for those subgroups with

differences identified as significant, are included at the end of Section 5.

No significant differences were found between any subgroup’s share of the population of successful

students and its respective share of the baseline population of students enrolled in the LVN program. That

is, no subgroup claimed a significantly lower proportion of the successful student population, given the

population share that group claimed among the population of students enrolled in LVN courses.

Summary

In summary, no subgroup claimed significantly lower successful course completion rates in LVN than

they did across all college programs in the three years examined. In addition, no subgroup claimed a

significantly lower proportion of the successful course completers than would be expected, given their

share of enrollments within the LVN program.

Note: The above description of successful course completion by demographic group is intended to

increase awareness of student performance in the program. It is included in the PEP process to inform

discussion so that writing teams can identify areas for improvement. If any consistent differences in the

performance of subsets of students were found, they should continue to be monitored, and a plan for

19

monitoring and addressing the differences should be outlined below.

Reflect on the data and analysis provided above and identify areas for improvement among groups of students (based on equity analysis/any disparities identified).

No comment of data provided.

F. At-Risk Students

Identify strategies used to identify and assist students at risk. Discuss their effectiveness.

At risk students are often identified early in our program. We have attempted to accommodate those who have English as a second language as we have found them to be at risk in the past. We have chosen text books with a slightly lower reading level and have found this to be successful for our students’ understanding of the material. We also encourage all students to work in study groups to increase support, learning, and comprehension. Other at risk students are those who need to work for financial and health insurance reasons. We attempt to limit additional costs in the program as able, encourage students to apply for scholarships and aid as available. When possible we attempt to find funding resources to assist with lowering student cost for Intravenous certification courses and NCLEX preparation courses so that they can participate with negligible impact to their lives/ families.

G. Links with Other NVC Programs

What has the program done to create links with support services for students? What has the program done to create links with other NVC instructional programs?

(Examples of links with support services for students: incorporating Writing Center/Math Lab time into course requirements, linking courses with Writing Center course, securing Supplemental Instruction for courses. Examples of links with other NVC instructional programs: establishing learning communities (with linked inter-disciplinary courses), development of courses such as Occupational Spanish, relationship between basic skills and program).

We are linked with other NVC courses as we have pre-requisite classes that must be taken and passed in order to qualify for our program. We ask the librarian to work with our students to encourage use of the library and its resources. Student Health services are referred to all of the time, especially the mental health counselors to assist with stress disorders and personal issues. We also link to the writing center, math centers, testing and tutoring center and academic counselors. We have utilized assistance/ services from Perkins VTEA funding and HWI.

20

H. Program Completion

The following information about degrees and certificates was provided by the Office of Research, Planning, and Institutional Effectiveness:

Program Completion


should be discussed in the report. The data pertaining to this section are presented at the end of Section 5.

PEP is intended to increase awareness of how each instructional program contributes to student success

and achievement indicators at the institutional level. Courses offered in LVN contribute to successful

degree/certificate completion within Licensed Vocational Nursing. Degrees and certificates conferred

within this areas are discussed below.

Between 2012-2013 and 2014-2015, NVC awarded 20 Licensed Vocational Nursing degrees (averaging 7

per year), and 40 Licensed Vocational Nursing certificates (averaging 13 per year). During this time

period, the number of degrees awarded within this category increased by 1 and the number of certificates

awarded remained constant (20).

Between 2012-2013 and 2014-2015, the number of degrees conferred by the institution increased by

12.2%, and the number of certificates increased by 34.4%.

Vocational Nursing accounts for 1.2% of degrees conferred and 5.5% of certificates awarded by NVC

over this time span.

Reflect on degree/certificate data and analysis provided and assess the effectiveness of the program in terms of program completion. If applicable/available, provide job placement data pertaining to the program and assess the effectiveness of the program in terms of job placement.

The Vocational Nursing Program has a NCLEX –VN pass rate of 88%, which means 88% of our students are licensed in the state of California after graduation on their first testing attempt. We have not yet achieved the 100% rate we would like though we do have approximately 93% pass rate total (meaning some may have to test a second time to be able to pass and get a California VN license). Once licensed, Students ability to obtain a job as a VN is much improved though data is difficult to verify once students leave the campus and state Board confines. We do know that we see many of our past graduates working in the facilities we currently take our students to for clinical, or we see them enrolled in the ADN program!

I. Standards of Achievement

Review program-level data and establish program-level standards of achievement for retention, successful course completion, and degree/certificate conferral appropriate for the program.

21

1) Identify the program-level standards of achievement:

The VN program has program level learning objectives which are determined by the director and faculty, and then approved by the Board of Vocational Nursing. These objectives are based on the requirements for VN licensure in the state. The standard level of achievement would be successful completion of the program, passing the NCLEX-VN on the first try, and obtaining a VN license.

2) Describe the process used to establish the program-level standards of

achievement.

As stated above, learning objectives are determined by the director and faculty, and then approved by the Board of Vocational Nursing. These objectives are based on the requirements for VN licensure in the state. Meeting of these objectives are routinely evaluated by student self- evaluation and faculty evaluation. The objectives are also measured against state and national norms via intermittent standardized testing.

3) Discuss recent program performance relative to established program-level

standards.

As described above in section H

4) Describe how the program will regularly monitor program performance relative

to the program-level standards and describe the process that will be used to address performance that falls below the established standard.

Program performance is monitored by course and cohort every two years. Indicators include (1) students successfully meeting clinical objectives each semester (2) students maintaining a passing didactic grade each semester, inclusive of standardized testing and (3) students pass rate on the NCLEX-VN after graduation. If performance falls below the establish standard, we will evaluate the data, evaluate our curriculum as compared to the NCLEX test plan, and make revisions as needed.

J. Reflect on the responses to the prompts in Section 5: Student Success & Equity. Note activities/initiatives to maintain quality and address areas for improvement on Schedule A: Instructional Program Plan.

As stated in previous sections, we do need to update the COR for the VN program, upgrade our available electronic media, continue to find sources to assist in decreasing the cost of Intravenous Certification and NCLEX-VN prep courses, maintain faculty currency with BVNPT and CVNE meetings, and pilot a nurse mentor support role to encourage improved program completion. We do also need to continue to meet BVNPT requirements and successfully pass our next program review in May, 2018!

22

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Vocational Nursing NURS-131 83.9% -- 100.0% -- 100.0% -- --

NURS-132 -- 92.6% -- 83.3% -- 100.0% --

NURS-233 -- -- 100.0% -- 100.0% -- 100.0%

Program 83.9% 92.6% 100.0% 83.3% 100.0% 100.0% 100.0%

Summary of Retention Rates Across all Credit Programs

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Mean 86.5% 86.0% 87.2% 87.5% 89.7% 90.4% 89.7% Median 86.2% 86.3% 87.5% 86.9% 89.9% 90.0% 90.1%

Minimum 61.4% 56.7% 73.4% 74.1% 73.7% 77.7% 75.8%

Maximum 99.6% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Standard Deviation 7.4% 7.3% 6.9% 6.4% 5.8% 5.1% 5.6%

NURS 131 NURS 132

% Retained

NURS 233

%Retained

Vocational Nursing

Cohort 1 Spring 2008 to Fall 2010 31 87.1% 77.4%



Overall 87 88.5% 74.7%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Vocational Nursing NURS-131 83.9% -- 92.3% -- 90.0% -- --

NURS-132 -- 88.9% -- 83.3% -- 80.8% --

NURS-233 -- -- 95.8% -- 100.0% -- 100.0%

Program 83.9% 88.9% 94.0% 83.3% 94.0% 80.8% 100.0%

Retention Rates within Program

Retention Rates at Institutional Level

College-Wide

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Retention Rate 86.0% 84.9% 86.1% 86.4% 89.1% 89.2% 88.7%

Retention Rates among Credit Programs

Program-Specific Retention Rates

Successful Course Completion Rates within Program

Successful Course Completion Rates at Institutional Level

College-Wide

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

SCC Rate 71.1% 71.3% 73.4% 73.2% 74.0% 73.0% 72.4%

Successful Course Completion Rates among Credit Programs

23

NURS 131 NURS 132

% Complete

NURS 233

% Complete

Vocational Nursing




Overall 87 74.7% 73.6%

Summary of Successful Course Completion Rates Across all Credit Programs

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Mean 70.8% 72.2% 74.5% 75.3% 76.0% 74.4% 73.9% Median 68.0% 71.6% 72.7% 75.3% 75.3% 72.4% 74.5%

Minimum 42.5% 47.8% 54.1% 51.3% 57.8% 52.5% 47.8%

Maximum 96.8% 95.4% 99.0% 96.5% 100.0% 100.0% 98.7%

Standard Deviation 12.3% 11.5% 11.9% 11.0% 10.7% 11.0% 12.5% Program-Specific Successful Course Completion Rates

24

Enrollment among Equity Groups within Program Gender 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Female 87.1% 88.9% 96.0% 95.8% 94.0% 92.3% 90.5%

Male 12.9% 11.1% 4.0% 4.2% 6.0% 7.7% 9.5%

Racial / Ethnic Group 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

African American / Black 6.5% 7.4% 20.0% 25.0% 20.0% 11.5% 9.5%

Asian / Pacific Islander -- -- 4.0% 8.3% 12.0% 15.4% 14.3%

Filipino 41.9% 37.0% 24.0% 12.5% 16.0% 19.2% 23.8%

Hispanic 29.0% 25.9% 20.0% 16.7% 22.0% 23.1% 23.8%

Native American -- -- -- -- 2.0% 3.8% --

White 6.5% 11.1% 22.0% 29.2% 24.0% 23.1% 28.6%

Unknown 16.1% 18.5% 10.0% 8.3% 4.0% 3.8% --

Age Group 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Under 21 -- -- 2.0% -- 2.0% -- --

21 to 24 9.7% 7.4% 10.0% 16.7% 18.0% 11.5% 9.5%

25 to 29 22.6% 25.9% 26.0% 29.2% 12.0% 23.1% 28.6%

30 to 39 41.9% 37.0% 44.0% 37.5% 38.0% 30.8% 33.3%

40 to 49 19.4% 22.2% 12.0% 12.5% 14.0% 19.2% 19.0%

50 and over 6.5% 7.4% 6.0% 4.2% 16.0% 15.4% 9.5%

Disability Status 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Disability Reported 22.6% 18.5% 26.0% 25.0% 22.0% 23.1% 23.8%

No Disability Reported 77.4% 81.5% 74.0% 75.0% 78.0% 76.9% 76.2%

25

Retention Rates among Equity Groups within Program Gender 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Female 85.2% 100.0% 100.0% 82.6% 100.0% 100.0% 100.0%

Male 75.0% 33.3% 100.0% 100.0% 100.0% 100.0% 100.0%




Filipino 76.9% 90.0% 100.0% 66.7% 100.0% 100.0% 100.0%

Hispanic 77.8% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Native American -- -- -- -- 100.0% 100.0% --

White 100.0% 100.0% 100.0% 71.4% 100.0% 100.0% 100.0%

Unknown 100.0% 80.0% 100.0% 50.0% 100.0% 100.0% --

Age Group 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Under 21 -- -- 100.0% -- 100.0% -- --

21 to 24 100.0% 100.0% 100.0% 50.0% 100.0% 100.0% 100.0%

25 to 29 85.7% 85.7% 100.0% 85.7% 100.0% 100.0% 100.0%

30 to 39 76.9% 100.0% 100.0% 88.9% 100.0% 100.0% 100.0%

40 to 49 83.3% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

50 and over 100.0% 50.0% 100.0% 100.0% 100.0% 100.0% 100.0%




26

Successful Course Completion Rates among Equity Groups within Program Gender 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Female 85.2% 95.8% 93.8% 82.6% 93.6% 79.2% 100.0%

Male 75.0% 33.3% 100.0% 100.0% 100.0% 100.0% 100.0%




Filipino 76.9% 90.0% 100.0% 66.7% 87.5% 100.0% 100.0%

Hispanic 77.8% 85.7% 90.0% 100.0% 90.9% 83.3% 100.0%

Native American -- -- -- -- 100.0% 0.0% --

White 100.0% 100.0% 100.0% 71.4% 100.0% 100.0% 100.0%

Unknown 100.0% 80.0% 80.0% 50.0% 100.0% 0.0% --

Age Group 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Under 21 -- -- 100.0% -- 100.0% -- --

21 to 24 100.0% 100.0% 100.0% 50.0% 88.9% 66.7% 100.0%

25 to 29 85.7% 71.4% 92.3% 85.7% 100.0% 100.0% 100.0%

30 to 39 76.9% 100.0% 90.9% 88.9% 94.7% 87.5% 100.0%

40 to 49 83.3% 100.0% 100.0% 100.0% 100.0% 80.0% 100.0%

50 and over 100.0% 50.0% 100.0% 100.0% 87.5% 50.0% 100.0%




27

Equity Analysis within Program Based on cumulative enrollment and performance data 2012-2013 through 2014-2015

Statistically significant values highlighted in bold

Population Proportion Claimed Equity Indices

Gender Group

Enrolled Retained Succes s ful Retained Succes s ful

Female 92.3% 92.3% 92.3% 1.00 1.00

Male 7.7% 7.7% 7.7% 1.00 0.99

Race / Ethnic Group

African American / Black 15.2% 15.2% 13.4% 1.00 0.88

As ian / Pacific Is lander 12.3% 12.3% 12.6% 1.00 1.02

Filipino 24.6% 24.6% 26.0% 1.00 1.05

His panic 21.0% 21.0% 20.5% 1.00 0.97

Native American / Alas ka Native 1.4% 1.4% 0.8% 1.00 0.54

White 25.4% 25.4% 26.8% 1.00 1.06

Age Group

Under 21 0.7% 0.7% 0.8% 1.00 1.09

21 to 24 14.8% 14.8% 14.6% 1.00 0.99

25 to 29 19.0% 19.0% 20.8% 1.00 1.09

30 to 39 35.2% 35.2% 35.4% 1.00 1.00

40 to 49 17.6% 17.6% 16.9% 1.00 0.96

50 and Over 12.7% 12.7% 11.5% 1.00 0.91

Disability Status

Students w/ dis ability reported 21.8% 21.8% 22.3% 1.00 1.02

Students w/o dis ability reported 78.2% 78.2% 77.7% 1.00 0.99

28

Enrollment %

2012-2013 2013-2014 2014-2015

54.4% 55.6% 55.7%

45.4% 44.1% 44.0%

0.2% 0.3% 0.3%

Retention Rate

2012-2013 2013-2014 2014-2015

89.4% 89.5% 88.7%

88.6% 88.7% 88.6%

91.0% 95.7% 91.8%

Successful Course Completion Rate

2012-2013 2013-2014 2014-2015

74.9% 74.2% 73.6%

72.8% 71.3% 70.8%

80.6% 84.6% 82.1%

Enrollment %

2012-2013 2013-2014 2014-2015

6.9% 8.0% 7.1%

3.3% 3.0% 2.9%

10.6% 11.1% 11.2%

36.1% 39.5% 40.7%

0.4% 0.4% 0.3%

29.2% 29.7% 29.4%

6.7% 5.8% 6.4%

6.9% 2.5% 1.9%

Retention Rate

2012-2013 2013-2014 2014-2015

83.6% 85.9% 83.2%

91.4% 90.7% 89.7%

90.6% 90.0% 90.4%

89.7% 89.1% 88.4%

89.1% 85.1% 89.6%

89.1% 89.9% 89.5%

88.0% 87.6% 89.1%

89.1% 89.5% 88.8%


2012-2013 2013-2014 2014-2015

60.6% 60.7% 58.6%

79.2% 76.4% 74.4%

76.8% 76.2% 75.9%

73.7% 70.8% 70.8%

66.7% 70.0% 76.3%

77.1% 77.2% 76.1%

72.6% 72.4% 71.9%

70.7% 78.8% 75.7%

Enrollment %

2012-2013 2013-2014 2014-2015

49.5% 49.2% 48.6%

23.8% 25.1% 26.1%

10.4% 9.9% 10.7%

8.9% 8.9% 7.9%

3.9% 3.6% 3.4%

3.5% 3.3% 3.4%

Retention Rate

2012-2013 2013-2014 2014-2015

90.0% 89.9% 89.9%

86.8% 87.4% 86.3%

87.6% 88.2% 88.1%

89.3% 90.3% 88.4%

91.7% 88.1% 90.8%

92.4% 92.6% 90.2%


2012-2013 2013-2014 2014-2015

74.0% 73.7% 73.0%

70.0% 68.1% 68.5%

74.8% 72.7% 71.4%

77.3% 77.9% 75.7%

80.1% 75.7% 78.3%

83.8% 83.1% 81.5%

Enrollment %

2012-2013 2013-2014 2014-2015

6.2% 6.4% 6.8%

93.8% 93.6% 93.2%

Retention Rate

2012-2013 2013-2014 2014-2015

91.1% 90.2% 90.1%

88.9% 89.1% 88.6%


2012-2013 2013-2014 2014-2015

78.4% 75.5% 76.5%

73.7% 72.8% 72.1%

Enrollment, Retention Rates, and Successful Course Completion Rates among Equity Groups at Institutional Level

Gender

Female

Male

Unknown

Racial/Ethnic Group

African American / Black

Asian / Pacific Islander

Filipino

Hispanic

Native American

White

Multiple / Other

Unknown

Age Group

Under 21

21 to 24

25 to 29

30 to 39

40 to 49

50 and over

Disability Status

Disability Reported

No Disability Reported

29

PEP Form Revised January 2015

138 128 148 81 99 71

136 68 11 1 142 119 120 221

3 23

455 464 356 286 215 212 167

185 176 271 279 297 359 338

Degrees and Certificates Awarded at Program and Institutional Levels

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Associate of Science (A.S.) Degree

Licensed Vocational Nursing I 12 I -- I 6 I 5 I 7 I 5 I 8

Certificate requiring 30 to< 60 semester units

Licensed Vocational Nursing I 25 I -- I 23 I -- I 20 I -- I 20

Total 37 -- 29 5 27 5 28

College-Wide Degrees and Certificates

30


Instructional Program Evaluation & Planning (PEP) Report Part 2 – Fall 2016

Program: Vocational Nursing Lead Writer: Janice Ankenmann

Community Outreach

A. Off-Campus Offerings

1) List the off-campus courses offered in the program and the location (Upper Valley Campus,

American Canyon/South County, other/identify).

Not applicable

2) Discuss the program’s plans for future off-campus offerings.

Not applicable

3) Describe any identified challenges and needs that must be addressed to support off-campus

offerings.

Not applicable

B. What recruitment activities has the program engaged in or initiated?

Participating in HWI meetings with high schools and have presented to high school students

C. What has the program done to establish relationships with secondary schools and/or four-year

institutions?

Our students are encouraged to “bridge” into Associate Degree Nursing (ADN) Programs and then from there can work with BSN programs. NVC has had a “VN/ Paramedic to ADN Program” in the past, but this has been eliminated due funding issues. Currently they are referred to PUC and Solano Community College, both of whom have bridge programs, as well as any accredited program they can find on the BVNPT/ BRN websites.

D. What has the program done to establish relationships with the business community?

Our students do clinicals in the Skilled nursing / rehabilitative facilities locally as well as the

31


Veteran’s Home and local hospitals, thus do have knowledge of them and they of us. The Director of the VN Program also participates in the Community Collaborative Meeting with all of these facilities to hear current trends and issues and to keep them updated on progress in this Vocational Nursing Program. This relationship benefits both the business community and the program and its’ graduates and also serves as part of our program Advisory Board.

E. Vocational Programs only: How has the involvement of the advisory committee helped in improving

and/or promoting the program? Describe the size, membership and regularity of meetings.

Meetings are quarterly and involve usually the administrator and Director of Nursing of all local Skilled Nursing Facilities (Piners, Meadows, Golden Living, Napa Care Center), discharge planners from the same facilities as well as Queen of the Valley Medical Center and occasionally St. Helena Hospital, Hospice, Adult Day Care and some Home Health agencies. These meetings allow the Program Director to keep current with ongoing issues and trends that impact the needs of patients and businesses so that students who graduate from our program are prepared to meet these needs/ challenges.

F. Reflect on the responses to the prompts in Section 6: Community Outreach. Note

activities/initiatives to maintain quality and address areas for improvement on Schedule A:

Instructional Program Plan.

At some point in the future, the Program Director would like to look at the feasibility of re- opening the VN/ Paramedic Bridge into the ADN Program.

7. Student Learning Outcomes (SLO) Assessment

A. Review the Student Learning Outcomes identified at the course and program levels (CLOs and PLOs). Revise and archive, if necessary. Describe the status of the current CLOs and PLOs in TracDat.

The CLO’s in TracDat need to be updated and PLO’s added--- this is in progress.

B. Complete the Student Learning Outcome (SLO) Curriculum Map and include it with this

report. (See template and instructions at the end of the PEP report form.) Identify any disconnects identified through the curriculum mapping process.

THE SLO curriculum map is complete and revised and reflective of our program that is scheduled differently than the schools semester system and has a two year cycle.

C. How does the program communicate its expected learning outcomes to students and the

public? Check all that apply: X Syllabi X Catalog Brochure Articulation/Transfer agreements

32


X Website Other_

D. Review the SLOs identified on the Course Outlines of Record (CORs) for all courses within

the program for currency. Discuss the alignment between current SLOs and those listed on the CORs.

The SLO’s and CLO’s are in line with the program PLO’s---again these are in progress of being added/updated to the COR for the VN program at this time.

E. Review the status of SLO assessment within all courses affiliated with the program. Attach a

copy of the “Unit Course Assessment Report – Four Column” report from TracDat. Summarize the status of course-level SLO assessment.

The SLO assessment for the Vocational Nursing Program is in process, as current cohort of students will complete the program mid December, at which time we can evaluate the outcomes of the SLO’s for this group of students.

F. Review the status of program-level outcomes (PLO) assessment for the program. Attach a

copy of the “Unit Assessment Report – Four Column” from TracDat. Summarize the status of PLO assessment.

The PLO assessment for the Vocational Nursing Program is in process, as current cohort of students will complete the program mid December, at which time we can evaluate the outcomes of the PLO’s for this group of students.

G. Describe how the program has used the findings from SLO assessment to improve teaching

and student learning. Provide specific examples of improvements that have been implemented or are planned based on the results of outcomes assessment.

SLO assessment is used to improve student learning. When there are areas noted of deficiency or weakness, faculty determine what needs to be emphasized or reviewed again to better meet those needs. For example, students were not meeting clinical objectives regarding patient care planning utilizing nursing process. This was determined by faculty to need review of materials and classroom/lab practice to improve their outcomes. This was effective as students were then able to meet the objectives.

H. How are the results of SLO assessment shared with appropriate stakeholders, including

students and the public?

Students are made aware of deficiencies in meeting SLO’s at least twice a semester and often more often as they receive their formative and summative clinical evaluations, which are distinctly based on SLO’s. Advisory Board members are notified of assessment outcomes as needed/ requested.

33


I. How does this program facilitate the achievement of the college’s stated institution-level

outcomes (ILOs)? Include TracDat report illustrating alignment of CLOs and/or PLOs to ILOs.

Vocational Nursing CLO’s and PLO’s are in alignment and reflect three of the ILO’s: communication and collaboration, personal responsibility, and critical thinking and Information competency.

J. Provide examples of how the program faculty and staff maintain ongoing, self-reflective

dialogue about program quality and improvement.

Program faculty have informal and formal meetings to discuss student issues and outcomes. We evaluate outcomes as measured by SLO and PLO assessment, student feedback, clinical facility feedback, standardized test outcomes and NCLEX pass rates to determine program improvements that are needed and implement them for the next semester/ program as indicated.

K. Outcomes-Related Results from Student Surveys

1) SLO Awareness among Students

The following analysis of student SLO awareness based on the results of the student survey was provided by the Office of Research, Planning, and Institutional Effectiveness:

The PEP survey forms include an open-ended portion, in which students are asked to identify two SLOs associated with the program or courses affiliated with the program. The Office of Research, Planning, and Institutional Effectiveness reviewed students’ responses and categorized them, as described below.

A summary of the PEP surveys collected within LVN in 2010 and 2016 appears in the table below. In 2010, 44% of LVN students who participated in the survey conveyed responses related to knowledge gained or a skill acquired that is associated with the program or the course in which the survey was administered. In 2016, this figure increased to 52% (including 14% of respondents that directly cited an SLO), indicating an 8% increase in the proportion of students demonstrating an awareness of SLOs over the past seven years. In 2010, 52% of students listed an outcome related to an educational goal or academic requirement, and the remaining 4% were unable to identify a goal, purpose, objective, or SLO associated with the program or the course in which the survey was administered. By 2016, both proportions shifted to 19%, and the remaining 10% of respondents indicated that SLOs can be found on the syllabus.

PEP Year

Responses Related to Knowledge

or Skill Acquired

Responses Directly Citing an

SLO

Responses Related to

Educational Goal or

Requirement

Responses Demonstrating Awareness of

Location of SLOs

Responses Suggesting Lack

of Understanding

of SLOs

Number of Survey

Forms Collected

2010 44% -- 52% -- 4% 23 2016 38% 14% 19% 10% 19% 21

34


Reflect on the information and analysis provided and assess the level of SLO awareness among students within the program.

The 2010 cohort was introduced to SLO’s in the middle of their program as we were just developing and initiating them at that time. We have since added the SLO’s to the VN Student Handbook, discuss them during orientation and at the beginning of each of our semesters. The SLO’s are clearly reflected in our clinical evaluation tools and the students utilize these routinely…..but the “title” SLO has little importance to them as their main goal is to meet objectives and pass the program on their way to attain licensure!

2) Alignment between SLOs Identified by Students & Program’s Stated PLOs

The following analysis of alignment between outcomes students identified on the survey and the program’s stated PLOs was provided by the Office of Research, Planning, and Institutional Effectiveness:

This section lists the program-level outcomes (PLOs) for LVN, along with a few of the best examples of student responses that appear to be associated with each stated PLO.

These examples are intended to help facilitate a qualitative evaluation of students’ awareness of SLOs within the program. For more complete, detailed information about all responses to the student surveys, refer to the summary of survey results provided in support of this PEP report.

1. The student will demonstrate the use of the nursing process when caring for pediatric,

adult, and geriatric patients with selected health alterations.

Demonstrate the use of the nursing process when caring for the pediatric, adult, geriatric patients

Nursing process demonstrating use 2. The student will assume responsibility to use legal and ethical practice in collaboration

with patients, families and members of the interdisciplinary healthcare team (i.e. Vocational Nurse Practice Act, ANA Code of Ethics, Vocational Nurse Practice Standards).

Assume responsibility to use legal and ethical practice in collaborations with patients and families

3. The student will demonstrate the use of goal-directed communication to effect change in patient behavior. Collaborates with individuals, families, groups, and the healthcare team using therapeutic communication.

None 4. The student will set priorities and make decisions based on a systematic method

utilizing theory and evidence-based knowledge for decision making to guide nursing practice.

None 5. The student will provide care to pediatric, adult and geriatric patients with alterations

in health, integrating leadership and management principles.

Provides care to pediatric, adult, and geriatric patients

35


ourse Responses % (N=20)

NURS 131 19 95.0%

NURS-132 19 95.0%

Care of the patient with immune system disorders

Nursing care of the patient with endocrine system disturbances

Nursing care of the patient with disease of the musculoskeletal system 6. The student will demonstrate consistent commitment to professional growth and self-

development, ultimately demonstrated by passing NCLEX exam and receiving Vocational Nursing licensure.

Demonstrates commitment to improving clinical performance

Reflect on the information and analysis provided and assess students’ awareness and understanding of specific PLOs.

As mentioned above, the students are aware of the objectives required to pass the program, as these are approved by the Board of Vocational Nursing. These are equivalent to our PLO’s and are reflected in the SLO’s. Faculty have made an attempt to reinforce the educational terminology as compared to the Board of Vocational Nursing terminology by stating SLO’s and PLO’s in the Student handbook and referencing them in the clinical evaluation tool. Improved scores from 4% to 19% demonstrate this has had some positive effect in students’ awareness/ understanding of PLO’s.

8. Student Satisfaction (Survey Results)

A. General Survey Results

The following descriptions of the program and the students that participated in the survey were collected on the survey forms and provided by the Office of Research, Planning, and Institutional Effectiveness:

21 students enrolled in courses affiliated with Vocational Nursing participated in the survey conducted in spring 2016.

Description of Students:

Survey respondents indicated that they had taken the following courses within the program:

C

Note: The percentages reported in this table sum to more than 100% because students were asked to select all that apply.

Students reported that they enrolled in courses within Vocational Nursing for the following reasons:

Reason for Attending Course Responses % (N=20)

36


rength(s) of the Program Responses % (N=21)

Instructor(s) / Classroom Instruction 19 90.5%

Real-World Application of Material 12 57.1%

Hands-on Work 12 57.1%

Facilities / Classroom setting 9 42.9%

Course Content / Material / Skills Learned 8 38.1%

Contribution toward Educational Goal 8 38.1%

Group Work / Class Discussions 6 28.6%

Resources / Support Provided to Students 6 28.6%

Career Enhancement 5 23.8%

Mode of Delivery (online, hybrid, etc.) 4 19.0%

Other 2 9.5%

Degree or Certificate Requirements 19 95.0%

Personal Interest 11 55.0%

Transfer Requirements 1 5.0%

General Education Requirements 1 5.0%


Students identified the following instructional methods used within the program:

Method of Instruction Responses % (N=21)

Tests / Classroom Assignments 21 100.0%

Group Work / Class Discussions 21 100.0%

Lecture 21 100.0%

Student Performance / Presentations 20 95.2%

Hands-On Work / Projects / Labs 19 90.5%

Movies, Videos, Audio, etc. 8 38.1%

Physical Activity / Exercise 3 14.3%

Other 2 9.5%


Other Responses:

clinical

The following were identified by students as the primary strengths of the program:

St


37


Other Responses

clinical

skills lab

Review the information provided and identifying any unexpected results.

Expected to see that students enrolled in the program with the goal of degree or certificate achievement as that is the ultimate goal of the program--- licensure! Nice to see that most feel classroom instruction/ instructors are the primary strengths of the program, but would also hope that more would see real world application of material and hands on work (clinical) would rate higher.

B. Scheduling of Classes

The following information about class scheduling was collected from the student surveys conducted among all class sections affiliated with the program during the spring semester and compiled by the Office of Research, Planning, and Institutional Effectiveness:

Student responses to the “grid” portion of the survey (in which respondents were asked whether they agreed or disagreed with a series of positive statements about the program) were reviewed to identify potential areas for improvement. The following criteria were used to identify potential areas for improvement:

<75% of respondents agreed/strongly agreed, or/and ≥ 10% of respondent disagreed with the statement.

Based on the above criteria, neither of the two scheduling-related questions on the survey identified potential areas for improvement in terms of course offerings and course scheduling within NURS.

81% of respondents agreed/strongly agreed that courses affiliated with the NURS

program are offered at convenient times (38% strongly agreed; 43% agreed), while 5% disagreed, and 14% were neutral.

81% of respondents indicated that they were satisfied with the NURS course offerings

(24% strongly agreed; 57% agreed), while 5% disagreed, and 14% were neutral.

There were no suggestions pertaining to the scheduling of courses, or course offerings in the open-ended section of the survey.

Since survey respondents were able to enroll in the courses offered and adjust their schedules to make that possible, the survey likely underestimates the number of students that are not satisfied with the times NURS courses are offered.

Review student satisfaction survey results (pertaining to scheduling) summarized above as well as the program’s schedule of classes. Discuss whether the courses are scheduled appropriately to meet student needs.

38


This program is advertised as a part time program - two days a week, being Thursday and Friday only- and that there would be both day shift and pm shift clinicals required. There is limited availability for flexibility due to hourly requirements of the Board of Vocational Nursing and the need to pre-plan approval for clinical sites and hours for the two year program. Two years of time is a long time to commit to most every Thursday and Friday being focused at school work, but students are aware of this commitment before choosing this program. Course offerings are not optional as content is mandated by the Board of Vocational Nursing.

C. Student Satisfaction

The following summary of the results from the student surveys conducted among all class sections affiliated with the program during the spring semester was provided by the Office of Research, Planning, and Institutional Effectiveness:

Student responses to the “grid” portion of the survey (in which respondents were asked whether they agreed or disagreed with a series of positive statements about the program) were reviewed to identify potential areas for improvement. The following criteria were used to identify potential areas for improvement:

<75% of respondents agreed/strongly agreed, or/and ≥ 10% of respondent disagreed/strongly disagreed with the statement.

Using the above criteria, two of the seven statements regarding student satisfaction were flagged for improvement.

71% (<75%) of respondents agreed/strongly agreed (33% strongly agreed; 38% agreed)

and 14% (>=10%) disagreed/strongly disagreed (9% disagreed; 5% disagreed) with the statement that ‘Syllabi for courses in this program are clear and easy to understand,’ while 14% were neutral.

67% (<75%) of respondents agreed/strongly agreed with the statement that ‘The

instructors in this program use a variety of teaching techniques to address different ways students learn’ (24% strongly agreed; 43% agreed), while 33% were neutral.

Discuss the results of the student satisfaction survey, identifying areas for improvement and continued success.

Syllabi are consistent throughout the program and are explained in detail at the beginning of the program. Most students understand how the syllabi can be used to facilitate studying and learning (71 % agreed/ strongly agreed and 14% neutral)…and 14% disagreed. We plan to spend more time with explanation on how to use the syllabus and continue to edit format as needed to increase ease of use.

Teaching techniques include lecture, discussion, student presentations, small group work, case studies, video, computer case studies, skills lab, simulation lab scenarios, demonstration, skill practice in lab and in clinical setting. 67% were satisfied with teaching techniques and 33%

39


neutral. There were no negative comments or suggestions, though we are open to them and do ask for feedback.

D. Areas for Improvement

The instructional PEP survey provided an opportunity for students to make suggestions for improvement in the program. The following summary of the responses was provided by the Office of Research, Planning, and Institutional Effectiveness:

In addition to the areas for improvement identified above, some survey responses related to improvements in the following areas (with some examples of student comments provided):

Instructor:

o Finding a permanent teacher, I’m surprised to find a substitute teacher Study/Review Time:

o More review of nursing skills o More review time and helpful study guides for exams o The group study guides are helpful, so more of these o More skills review and specific instruction for procedures required for the LVN

certificate

Discuss the results of the student satisfaction survey, identifying areas to be addressed.

Student satisfaction survey is relatively positive, but clarity of syllabus and trying to better explain program expectations prior to the start of the program will be looked into. Being a part time program, “permanent teachers” are hard to come by. We actually do quite well with four consistent instructors--- two working part time from the ADN program for specific components and two that consistently do clinical instruction through the two year period of time. There have been two changes to one clinical rotation over the two year period of time, but clinical groups change, so this should not have been too disturbing to anyone--- though I guess it was to one person! These survey results are taken during the beginning of the program, where “skills” are a big issue for students--- though not the most important ones. Students to have access to the skills lab open hours to practice skills above and beyond classroom hours should they so choose to spend the time. Every syllabus includes a study guide for material students need to know for testing. Every syllabus has the SLO’s for each course, the Program (VN)Student Handbook has the PLO’s and both are included as required learning objectives to pass the clinical portion of each course.

E. Reflect on the responses to the prompts in Section 8: Student Satisfaction (Survey Results). Note

activities/initiatives to maintain quality and address areas for improvement on Schedule A: Instructional Program Plan.

Most students seem satisfied with the courses/ program. It seems a few are not clear on what is available to them or where it is to be found, even after more than a year. We will certainly try to make this clearer to the few who need this.

40


9. Planning, Budget & Resource Requests

A. Program Plan. Reflect on the responses to all of the questions above. If changes and/or improvements are needed, write objectives on Schedule A. Add other objectives that will help achieve the mission of the program. The objectives must support the NVC Strategic Plan Goals and Objectives.

For each objective included in Schedule A, identify: o the Goal and Objective in the NVC Strategic Plan that the program objective supports

(column 1); o the section(s) of the PEP report in which the objective is identified/discussed (column 2); o the activities/actions that will help the program achieve the objective (column 5); and o any additional resources that are needed to accomplish the objective (column 6). Program objectives should be listed in priority order (according to column 4).

Schedule A will be become the six-year plan for the program and will be sent to the division chair/dean to be included as part of the division plan. Complete Schedules B – J, as needed, to justify requests for additional resources. Following each prompt in the remainder of this section, provide a brief summary justifying the need for the resources requested on Schedules B – J. If the program does not have resource requests associated with a particular Schedule, indicate “not applicable (N/A)” in the box following that prompt.

B. Faculty and Staff. Summarize the current staffing resources and any additional needs or changes in

staffing identified in Schedule A. Complete Schedule B: New Permanent Faculty and Staff Request form as needed.

Faculty will be retiring over the next 2-5 years and will need to be replaced.

C. Operational Budget. Are operational funds sufficient to implement the plans identified in Schedule

A? If not, how would additional operational funds be used to enhance program success? Complete Schedule C: Operating Budget Augmentation Request form as needed.

Keeping simulation center and skills lab current for the Health Occupations Department and general classroom space is necessary for this Program’s success, though not specific to this program itself. Vocational Nursing instructors need funds to meet annual updates from the Vocational Board of Nursing (BVNPT) as well as local conference for the Vocational Educators to meet currency requirements .

D. Program-Specific Equipment. Discuss the strengths and weaknesses of the current program-specific

equipment. What needs remain, and how will additional equipment enhance program success?

41


What strategies are planned to help meet those needs? Complete Schedule D: Program-Specific Equipment Request form as needed.

As stated above in C.

E. Technology. Discuss the strengths and weaknesses of the current technology available in the

program. What needs remain, and how will additional technology enhance program success? What strategies are planned to help meet those needs? Complete Schedule E: Technology Request form as needed.

Availability of computer classrooms for student testing and class use remains a need in the Health Occupations Department in general, and applies to the needs of the Vocational Nursing Program as well.

F. Facilities Improvement/Renovation. Discuss the strengths and weaknesses of the physical resources

available in the program. What needs remain, and how will additional facilities enhance program success? What strategies are planned to help meet those needs? Complete Schedule F: Facilities Improvement/Renovation Request form as needed.

As stated in section E, there are computer classroom needs for Health Occupations programs as a general need as the nursing programs require on line testing to meet licensing skills.

G. Professional Development. Review the Professional Development Information forms completed by

faculty and staff affiliated with the program. Summarize the professional development activities recently undertaken by faculty and staff. Identify areas of focus for future professional development by completing Schedule G: Professional Development Needs form as needed.

Note: Travel and Conference requests related to professional development should be noted in Schedule C. Operating Budget Augmentation Request.

See section C above.

H. Learning Resources/Media Materials. What learning resources (e.g., books, periodicals, videos) are needed to enhance program success? Complete Schedule H: Learning Resources/Media Materials Request form as needed.

CINHL and other resources used for the Associate Degree Nursing Program are appropriate for the VN Program as well.

I. Research. Does the program require additional data or research to be conducted to inform decision

making or planning? Complete Schedule I: Research Project Request form as needed.

It has been suggested that we look at data to see if our prerequsite classes are appropriate for current needs and trends in our program. Please see Schedule I for more details of requested research.

42


Program Evaluation Summary

Program: Vocational Nursing Program

Complete the following sections based on the completed Program Evaluation & Planning Report. This summary will be shared with the Planning Committee and the Budget Committee after the verification phase is complete.

Program Achievements (major achievements, changes, implementations, progress since last program review)

The Vocational Nursing Program at Napa Valley College has facilitated the achievement of 52 newly licensed Vocational Nurses available to the community in the past three cohorts (2011, 2013, 2015) and has a graduating class of 18 preparing to take state licensure exams in February, 2017. Our last “first time test taker” pass rate was 85% which is above that of the state of California (approximately 73%) and slightly above that of the national norm (approximately 84%).

Strengths (unique characteristics, special capacities)

The Vocational Nursing Program at Napa Valley College is a part time program designed to allow working adults or those with families and other obligations to return to school and concurrently participate in learning a new career over a 23 month period of time.

Challenges (concerns, difficulties, areas for improvement)

The Vocational Nursing Program was updated several years ago and needs to update COR to meet these modifications. Review of pre-requisites may help students be better prepared for content in the course and improve attrition as well as NCLEX pass rates.

Briefly describe the process used to complete the PEP.

PEP Process included review of COR, program content, student and instructor feedback, and consideration for meeting community needs.

43


Final (Parts 1 & 2): Review & Signatures

Part 2 of the PEP Report is to be reviewed by faculty and staff affiliated with the program and then signed by the Lead Writer of the PEP Report.

The complete PEP Report is then forwarded to the Division Chair/Dean as well as the Vice President of Instruction for review and signature. If the Division Chair/Dean or Vice President has any concerns about the program evaluation report, those concerns should be discussed with the lead writer so that the writing team can address them before the verification phase.

Note that the Vice President should not sign the Schedules associated with the PEP Report until the verification phase is complete. (See Acknowledgement Phase below.)

The PEP Report is complete once all signatures have been collected (in the box below).

The signed copy of the program evaluation report should be submitted to the Faculty PEP Coordinator by October 23.

Lead Writer Signature: Date:

Division Chair/Dean Signature: Date:

Vice President Signature: Date:

44


Verification Phase

The verification team reviews the PEP Report for accuracy, completeness, consistency between the report narrative and the resulting plans and resource requests, and confirms that the process used to develop the report was inclusive.

Verification Team Member Signature: Date:



Once the report is verified, it is forwarded to the Vice President of Instruction.

45


Acknowledgement Phase

The Vice President reads the Verification Team Report and reviews any changes to the PEP Report resulting from the verification process. The Vice President reviews and signs the Schedules attached to the PEP Report. The Vice President indicates his/her approval of the final Program Evaluation & Planning Report by signing in the box below.

The Vice President then sends a letter to the Lead Writer of the report, acknowledging completion of the report and outlining next steps regarding resource requests. The letter includes a cc to all faculty and staff affiliated with the program, the Division Chair/Dean, the Director of Research, Planning & Institutional Effectiveness, and the College President.

The signed copy of the PEP Report is sent to the Office of Research, Planning & Institutional Effectiveness (RPIE), where it remains on file. An electronic version of the complete report (minus the Professional Development Information forms) is then posted on the RPIE website.

The Vice President uses Program Evaluation & Planning results to inform discussions and decision making, advocate for program needs, and inform program- and area-level planning.

Vice President Signature: Date:

Date Letter Sent:

Recommend review in 2 years: Yes No

46


STUDENT LEARNING OUTCOME (SLO) CURRICULUM MAP

Accreditation Reference: The institution identifies student learning outcomes for courses, programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements.

SLO Curriculum Map Program Name:

PLO 1 PLO 2 PLO 3 . . . . . . . . . Course 1 Course 2 Course 3 . . . . . . . . .

Complete the SLO Curriculum Map above in three steps.

Step 1: Basic Matrix Linking Courses to Program-Level Outcomes

Complete Step 1 by: 1. listing the program-level outcomes (PLOs) across the column headings, 2. listing the courses associated with the program down the rows, and 3. indicating which PLOs are addressed in each class, by inserting an X in the appropriate cell(s)

(i.e., where the course and the relevant PLO(s) intersect).

If a PLO is not covered by any courses in the program or a course does not contribute to any PLOs, outline a plan to address the gap by reviewing the course curriculum or expanding the PLOs in Section 7.B of the Program Evaluation & Planning Report. An example is provided below.

Example of Step 1:

PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 Course 1 X X Course 2 X X X Course 3 X X X

The grid above indicates that Course 1 contributes to PLO 1 and PLO 3. Course 2 contributes to PLO 2, PLO 3, and PLO 4. Course 3 contributes to PLO 2, PLO 3 and PLO 6. PLO 5 is not covered by any course, indicating a need to adjust the curriculum to cover PLO 5 or adjust the program-level outcomes (PLOs) if PLO 5 is not covered by the curriculum.

Step 2: Identify the Level of Instructional Activity in the Course, Related to the Program-Level Outcome

50


Replace the X’s in the basic matrix resulting from Step 1 with more detail regarding the level of skill attainment (related to each PLO) that is expected within each course. This step involves making a professional judgment regarding the instructional activities associated with each PLO in each class (i.e., the degree to which students are exposed to the concepts associated with the attainment of each PLO).

Three “Levels of Instructional Activity” are identified for this exercise:

Introduced (I): Course activities introduce students to general concepts associated with the PLO.

o Students are not expected to be familiar with the content or skill at the collegiate level. o Instruction and learning activities focus on basic knowledge, skills, and/or competencies and

entry-level complexity. o Only one or a few aspects of a complex program outcome is/are addressed in the course.

Reinforced (R): Course activities reinforce students’ understanding and skills associated with the PLO.

o Students are expected to possess a strong foundation in the knowledge, skill, or competency at the collegiate level.

o Instructional and learning activities continue to build upon previous competencies and increased complexity.

Advanced (A): Course activities provide students with an opportunity to apply what they have learned to a variety of contexts, allowing them to demonstrate advanced skill attainment.

o Students are expected to possess an advanced level of knowledge, skill, or competency at the collegiate level.

o Instructional and learning activities focus on the use of the content or skills in multiple contexts and at multiple levels of complexity.

Complete Step 2 by:

1. discussing the level of instructional activity among colleagues, and 2. replacing the X’s from Step 1 with codes of I, R, and A to indicate the level of instructional

activity and skill attainment expected of students in each course that contributes to the PLO.

Example of Step 2: PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6

Course 1 I I I I Course 2 I I I A Course 3 R R R I R Course 4 R R I Course 5 A R R R Course 6 A A A

The above grid indicates that PLO 1, PLO 2, and PLO 5 are covered in a sequence across the curriculum, providing students with an opportunity to develop and solidify their knowledge, skills, and abilities

51


PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 Course 1 I:

Embedded questions

on an exam

I: Class

assignment

I: Presentation

Course 2 I: Embedded

questions on an exam

I: Lab

report/ paper

R: Reflective

essay

I: Class

assignment

R: Critique

Course 3 R:

Lab report

R: Essay

question on an exam

R: Critique

I: Class

assignment

Course 4 R:

Lab report

A: Exam

focused on PLO

A: Term paper

R: Embedded questions on

an exam

R: Critique

A: Critique

Course 5 A: Reflective

essay

A: Presentation

R: Critique

Course 6 A: Class

assignment

A: Term paper

related to the three PLOs. Students are given an opportunity to reinforce skills related to PLO 3 and PLO 6. However, there is no opportunity (or expectation) for students to reach the advanced level for PLO 3 and PLO 6. (This apparent disconnect may or may not be appropriate, depending on the PLO.) The skill development opportunity for students might be out of sequence for PLO 4, depending on course sequencing and existing prerequisites. If students are expected to enroll in Course 2 prior to Course 5, then the expectations related to these two courses are out of alignment, as students are expected to demonstrate an advanced level of attainment on PLO 4 in Course 2 and then skills are reinforced in Course 5.

Step 3: Identify the Methods of Assessment

Complete Step 3 by:

1. identifying the method (or assignment) that is used to assess the PLO in each course.

Example of Step 3:

52

5 + 1 SLO ASSESSMENT PLAN

INSTRUCTIONAL PROGRAM NAME:

Accreditation reference:

The institution identifies student learning outcomes for courses, programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements.

Identify outcomes assessment activities that will be completed by the program/service area over the next six years. Use information stored in TracDat to identify the term in which outcomes associated with courses, programs, and services were assessed and the results of those assessments.

Program Outcomes (PLOs) Last Term Outcomes Were Assessed

Summary of Results, Findings, and Actions Based on Last Assessment

Next Term Outcomes to be Assessed

Notes

Course Outcomes (CLOs) Last Term

Outcomes Were Assessed

Summary of Results, Findings, and Actions Based on Last Assessment

Next Term Outcomes to be Assessed

Notes

53

SCHEDULE A

Instructional Program Plan – 2016 PEP

PROGRAM NAME VOCATIONAL NURSING PROGRAM

NVC Strategy from Strategic

Plan 1.a – 4.c

Program

Evaluation Section

Objectives

Priority In Rank Order

Program Activities/Actions The specific activities that will be implemented to accomplish the objectives (e.g. implement a new course).

Resources* Any additional resources needed to accomplish the objectives. Please be realistic.

4A, 5A

1. Student Success and Equity : support for students in the VN program and improve retention

1. 1. Utilize current student support services on campus

1. Mentor/ Support counselor for nursing

4A, 5A 2. Student Success and Equity : support for students in the VN program and improve retention

2. 2. Utilize current student support services on campus

2.Research as requested to have evidence of potential need to alter pre-reqs

2 3.Maintain faculty currency in rapidly changing health care arena to facilitate transference to nursing students

3. 3.continue current self learning activities, conferences, and community practice

3. funds for attending CVNE conferences/ meetings and those by the BVNPT

*New requests should be defined on resource forms and included in the unit budget.

Program Evaluation Section

2. Accreditation, Licensing & Previous PEP 3. Curriculum, Instruction & Articulation 4. Enrollment Trends 5. Student Success & Equity 6. Community Outreach 7. Student Satisfaction (Survey Results) 8. Student Learning Outcomes Assessment

54

SCHEDULE B

New Permanent Faculty and Staff Request

PROGRAM/UNIT NAME VOCATIONAL NURSING PROGRAM

Accreditation reference: Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement.

Project additional needs above and beyond the current status. The projected needs should include any known position that will be vacated due to retirement. List in priority order. Replacement positions are not guaranteed. Information will be used in the faculty and staff prioritization processes.

Job Title and Justification N/R* FTE

Part time VN Instructor R 0.5

Part time VN Instructor

R

0.5

*N=New, R=Replacement

Submitted By: Reviewed By: Budget Center

Manager Vice President

55

SCHEDULE C

Operating Budget Augmentation Request


Budget Center: Activity

Accreditation Reference: Financial planning is integrated with and supports all institutional planning.

Operating Budget

This section is used to request and justify non-capital outlay additions to the department’s budget. This form applies only to Account Codes 113XX, 114XX, 523XX, 524XX, 54XXX and 55XXX. List in priority order.

Account No. & Description Additional Amt Requested Justification (Link to Plan)

$900.00 annually Payment of BVNPT Meeting transportation to Sacramento as well as Northern California Vocational Nursing Teachers Conference fee and transportation for faculty and Director annually.

Submitted By: Reviewed By:

Budget Center Manager Vice President

56

SCHEDULE D

Program-Specific Equipment Request


Accreditation rationale: Equipment supports student learning programs and services and improves institutional effectiveness.

Examples of program specific equipment include maps, skeletons, microscopes, artifacts, etc. They may be located in each classroom or centrally located in a workroom. For this request, consider equipment with a value greater than $200. All technology requests should be listed on Schedule E. List in priority order.

Estimated Estimated Annual Description Cost Maintenance Cost Justification (Link to Plan)

A. Instructional

B. Non-instructional



57

Schedule E

Technology Request


Accreditation reference: Technology planning is integrated with institutional planning. The institution assures that any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and operational systems.

In order to determine the feasibility of the project, it is necessary to consult with the Information Technology (IT) Department. It is important that all computer related technology be centrally coordinated. This will allow the IT Department to know the full picture of the need, to plan for adequate capacity of equipment and infrastructure, and to ensure standardized equipment is purchased, if possible. It is equally important that all technology requests are consistent with the NVC Technology Plan.

List in priority order. Provide a general description of the project that includes:

1. The equipment needed, students and/or staff who will be served, and how often it will be used. 2. Will installation and maintenance support be required? 3. Where will the equipment be located? Will space need to be modified? 4. Describe the infrastructure requirements (i.e. network, power, connectivity, security, etc.) 5. Software support needed (i.e. new licenses, upgrades, system integration, ongoing support) 6. Is additional furniture necessary? 7. Useful life of equipment – when will the equipment need to be replaced?

As mentioned in PEP report sections 9C and 9E:

- Continued support for HEOC skills lab and lab manager with health care background, preferably nursing - Continued support for Wine Country Simulation Lab with support tech and manager, preferably with nursing background - Computer Lab for Health Occupations as campus access is limited and not always available around our scheduled classes

and clinicals---and not always updated to meet our standardized testing needs

Cost estimates will be provided for priority projects only.



58

Schedule F

Facilities Improvement/Renovation Request


Accreditation reference: Facilities support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning.

Please consult with the Director of Facilities Services before submitting this form to confirm that the program’s request is feasible and meets legal requirements. Some smaller projects can be addressed with work order requests as part of routine building maintenance and will be completed without a Facilities Improvement/Renovations Request (Schedule F).

Small projects include remodeling a small area, reconfiguring walls, building shelving, etc. and should be under $20,000.

Large projects include construction and renovation projects costing more than $20,000.

Provide a description of the project that includes:

How the project supports the mission and objectives of the program

Project description

Location of the proposed project

Health and safety impacts of the project

On-going maintenance that will be necessary

List requests in priority order

Describe Small Project(s) under $20,000

Describe Large Project(s) over $20,000

Cost estimates will be provided for priority projects only.



59

SCHEDULE G

Professional Development Needs


Accreditation reference: The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs.

Please identify the professional development needs required for faculty and staff to stay current in the discipline, technology, diversity, safety, instructional methods, and other areas.

See schedule A



Revised February 2012

60

SCHEDULE H

Learning Resources/Media Materials Request

PROGRAM/UNIT NAME VOCATIONAL NURSING PROGRAM Books desired for the Library including Reference: (please list)

Estimated cost for new materials:

Periodical Titles: (Newspapers, Journals, Magazines) (please list)


Electronic Databases and Indexes: (please list)

CINAHL, which we currently have access to!


Media Collection (all visual materials must have closed captioned capability): (please list)


Will library/learning resources assignments be used in courses affiliated with the program? Yes X No

I would like to meet with a Librarian for developing a plan for selecting and adding materials to the Library or Media Center.



REVISED FEBRUARY 2012

61

SCHEDULE I

Research Project Request


Accreditation references:

The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. Evaluation is based on analyses of both quantitative and qualitative data. (Standard I.B.3)

The president guides institutional improvement of the teaching and learning environment by ensuring that evaluation and planning rely on high quality research and analysis on external and internal conditions. (Standard IV.B.2.b)

If a need for research or interest in a research project is identified through the Program Evaluation & Planning (PEP) process, please complete this form. Contact the Office of Research, Planning & Institutional Effectiveness with any questions.

List research projects/requests in priority order. Provide the following information about each project/request:

Project description: past data collection and evaluation regarding student pre-req scores and passing VN program

Purpose of project: noticing attrition rate is increasing and students struggling more with course content; suggested that entry level English and Math courses may not be rigorous enough to meet program needs

Link between project and NVC’s strategic goals: student success; meeting community needs

Question(s) project is intended to answer: Are the pre-requisite courses sufficient to provide adequate baseline knowledge to be successful in the VN program and attain licensure to practice.

Potential changes to current practice that will result from research findings: .need to demonstrate statistical correlation and explanation to increase program pre-requisite requirements to assist in student success in program as well as being able to pass NCLEX-VN exam on the first try. .

Relevant page(s)/section(s) of PEP report identifying need for research: section 9. I. Timeline for conducting/completing the project: within one year


Budget Center Manager Vice President 62

09/13/2016 12:01 AM Generated by TracDat a product of Nuventive. Page 1 of 2

Assessment Plan

Napa Valley College

Program (HEOC) - Vocational Nursing


Program Learning Outcome: Nursing Process

The student will demonstrate the use of the nursing process when caring for pediatric, adult, and geriatric patients with selected health alterations.

Related Courses

Start Date: 12/10/2010

PLO Status: Current

- NURS 131 - VOCATIONAL NURSING 1



Program Learning Outcome: Ethical & Legal Guidelines

The student will assume responsiblilty to use legal and ethical practice in collaboration with patients, families and members of the interdisciplinary healthcare team

(i.e. Vocational Nurse Practice Act, ANA Code of Ethics, Vocational Nurse Practice Standards).


PLO Status: Current

Related Courses




Program Learning Outcome: Communication

The student will demonstrate the use of goal-directed communication to effect change in patient behavior. Collaborates with individuals, families, groups, and the

healthcare team using therapeutic communication.


PLO Status: Current

Related Courses




Program Learning Outcome: Decision Making

The student will set priorities and make decisions based on a systematic method utilizing theory and evidence-based knowledge for decision making to guide

nursing practice.

Related Courses


PLO Status: Current




Program Learning Outcome: Leadership & Management

The student will provide care to pediatric, adult and geriatric patients with alterations in health, integrating leadership and management principles.


PLO Status: Current 64


Related Courses




Program Learning Outcome: Committment

The student will demonstrate consistent committment to professional growth and self development, ultimately demonstrated by passing NCLEX exam and receiving

Vocational Nursing licensure.


PLO Status: Current

Related Courses




65

09/12/2016 11:59 PM Generated by TracDat a product of Nuventive. Page 1 of 4

Unit Course Assessment Report - Four Column

Napa Valley College


Course Learning Outcomes Means of Assessment & / Tasks Assessment Results Action & Follow-Up

Program (HEOC) - Vocational Nursing - NURS

132 - VOCATIONAL NURSING 2 - SLO 1 -

Use the nursing process in various settings to

assist individuals and groups to promote,

maintain, and restore health. (Created By

Program (HEOC) - Vocational Nursing)

CLO Assessment Schedule:

2012-2013 (Spring 2013)


CLO Status: Current



Integrate ethical and legal guidelines from the

Vocational Nurse Practice Act, ANA Code of

Ethics and Vocational Nurse Practice Standards.

(Created By Program (HEOC) - Vocational

Nursing)


CLO Status: Current



Collaborate with individuals, families, groups,

and the health care team using therapeutic

communication. (Created By Program (HEOC) -

Vocational Nursing)


CLO Status: Current



Utilize theory and evidence-based knowledge for

decision making to guide nursing practice.

Assessment Method:

Utilizing Nurs 132 clinical evaluation tool, 90%

of the class will meet clinical objectives at the

summative evaluation and will be able to move

on to NURs 233. Assessment Method Category:

Survey Assessment Method:





Survey

Assessment Method:








05/05/2016 - 94% students met clinical objectives at

summative evaluation demonstration nursing process to

assist individuals and groups to promote, maintain and

restore health.

Criterion Met:

Yes

Assessment Year:

2015-2016

05/05/2016 - 94% of students met objectives of

integrating ethical and legal guidelines from the VN

Nurse Practice Act, ANA Code of Ethics and VN

Practice Standards.

Criterion Met:

Yes

Assessment Year:

2015-2016 06/02/2016 - 94% students met objectives of

collaborating with individuals, families, groups and

health care team using therapeutic communication.

Criterion Met:

Yes

Assessment Year:

2015-2016 05/05/2016 - 94% students met objectives for utilizing

theory and evidence based knowledge for decision

making to guide nursing practice. 66


Course Learning Outcomes Means of Assessment & / Tasks Assessment Results Action & Follow-Up


Nursing)


CLO Status: Current



Integrate leadership and management principles

in the nursing care of individuals or groups with

alterations in health. (Created By Program

(HEOC) - Vocational Nursing)


CLO Status: Current



Demonstrate consistent commitment to

professional growth and self development.


Nursing)


CLO Status: Current



Use the nursing process in various settings to

assist individuals and groups to promote,

maintain, and restore health. (Created By

Program (HEOC) - Vocational Nursing)


CLO Status: Current



Integrate ethical and legal gudielines from the

Vocational Nurse Practice Act, ANA Code of

Ethics and Vocational Nurse Practice Standards.


Nursing)

Start Date:



Survey

Assessment Method:










Survey

Criterion Met:

Yes

Assessment Year:

2015-2016 05/05/2016 - 94% of students met objectives for

integrating leadership and management principles in the

nursing care of individuals and groups with alterations

in health.

Criterion Met:

Yes

Assessment Year:

2015-2016 05/05/2016 - 94% of students met objectives of

demonstrating consistent commitment to professional

growth and self development

Criterion Met:

Yes

Assessment Year:

2015-2016

67


Course Learning Outcomes Means of Assessment & / Tasks Assessment Results Action & Follow-Up 12/13/2010

CLO Status: Current



Collaborate with individuals, families, groups,

and the health care team using therapeutic

communication. (Created By Program (HEOC) -

Vocational Nursing)


CLO Status: Current



Utilize theory and evidence-based knowledge for

decision making to guide nursing practice.


Nursing)


CLO Status: Current



Integrate leadership and management principles

in the nursing care of individuals or groups with

alterations in health. (Created By Program

(HEOC) - Vocational Nursing)


CLO Status: Current



Demonstrate consistent commitment to

professional growth and self-development.


Nursing)


CLO Status: Current

68


69


Unit Assessment Report - Four Column

Napa Valley College


Program Learning Outcomes Means of Assessment & / Tasks Assessment Results Action & Follow-Up

Program (HEOC) - Vocational Nursing -

Nursing Process - The student will demonstrate

the use of the nursing process when caring for

pediatric, adult, and geriatric patients with

selected health alterations.


PLO Status: Current

Program (HEOC) - Vocational Nursing - Ethical

& Legal Guidelines - The student will assume

responsibility to use legal and ethical practice in

collaboration with patients, families and

members of the interdisciplinary healthcare team

(i.e. Vocational Nurse Practice Act, ANA Code

of Ethics, Vocational Nurse Practice Standards).


PLO Status: Current


Communication - The student will demonstrate

the use of goal-directed communication to effect

change in patient behavior. Collaborates with

individuals, families, groups, and the healthcare

team using therapeutic communication.


PLO Status: Current


Decision Making - The student will set priorities

and make decisions based on a systematic

method utilizing theory and evidence-based

knowledge for decision making to guide nursing

practice.

70


Program Learning Outcomes Means of Assessment & / Tasks Assessment Results Action & Follow-Up


PLO Status: Current


Leadership & Management - The student will

provide care to pediatric, adult and geriatric

patients with alterations in health, integrating

leadership and management principles.


PLO Status: Current


Committment - The student will demonstrate

consistent committment to professional growth

and self development, ultimately demonstrated

by passing NCLEX exam and receiving

Vocational Nursing licensure.


PLO Status: Current

71

verification team report - napa valley college homepage report… · verification team report ......

Documents