Program Information
Name of Program: / BSN in Nursing / College: / CoEHHSPrepared By:
(Department Chair/Program Coordinator) / Denise Boren/Interim Director / Date: / November 1, 2011
Email Address: / / Extension: / 7553
PART A: Annual Assessment Report AY 10-11 Due by May 27, 2011
Please note: Should you need additional time to analyze data gathered in Spring 2011, please send an email requesting an extension to Jennifer Jeffries ().
Jennfier Jeffiresto
1) Please describe:A. the program student learning outcomes you focused on for assessment this year.
B. the assessment activities you used to measure student learning in these areas.
C. the results of your assessment(s).
D. the significance of your results.
A. Apply theoretical and empirical knowledge from the science of nursing, the humanities, and the social, natural, medical sciences to practice of professional nursing at the student/BSN graduate level.
B. 1. Data on the completion of Level I and II Student Learning Outcomes for the BSN program
2. Theory/Clinical course pass rates
3. ATI test scores (program for predicting success on NCLEX)
4. Pass rate on the NCLEX examination (state board examination)
5. BSN end of program, BSN graduate and Agency evaluation surveys
C. Results of Assessment:
Assessment Activities / Results of Assessment / Changes for Improvement
Level I and II Student Learning Outcomes for the BSN program / Level I Outcomes reflect formative assessment of students in the professional roles of the nurse as described in the student handbook and other foundational program documents. This assessment is performed by clinical faculty at the end of the advanced medical-surgical courses (NURS 321 for generic BSN and NURS 325 for ABSN programs).
Level II Outcomes reflect summative assessment of students in the professional roles of the nurse as described in the student handbook and other foundational program documents. This assessment is performed by clinical faculty in the senior year during the community health nursing rotation (NURS445 for generic BSN and NURS447 for ABSN programs).
Both of these tools are formatted on a likert scale with 1= unsatisfactory and 5 = exceeds expectations. 3=meets expectations
Cohorts / Level I Ratings / Level II ratings
ABSN 1-4 / 99% of students rated 3 or higher / 100% of students rated 3 or higher
BSN 1-4 / 99% of students rated 3 or higher / 100% of students rated 3 or higher
/ Leveling data analysis shows that students are meeting this expectation in formative and summative assessments. Continue evaluating Level I and II Outcomes in evaluation of the nursing program.
Theory/Clinical course pass rate / Course Pass Rate Data:
Program / Theory / Clinical / %
Generic BSN / 2 / 2 / 3%
ABSN / 3 / 0 / 2%
/ Of these 7 students, 4 can petition to return on a space available basis. It is the policy that students can fail two courses prior to being dropped from the program.
ATI Test Scores / ATI Data:
The School of Nursing began using ATI for NCLEX preparation beginning with our first cohort. ATI practice and proctored exams are given throughout the curriculum. NURS 490 is the culminating course where students review and take comprehensive exams until they meet a benchmark. All students met the bench mark for the course. The following data is for the Spring 2011 graduating generic BSN and ABSN groups:
Cohort / National Mean / CSUSM Score
Generic BSN 4 / 71 / 73.8
ABSN 4 / 71 / 74.1
/ ATI has been effective in predicting student success on the NCLEX. Setting a high benchmark is effective in preparing the students for the exam. The faculty are learning ATI and have collectively assisted students in preparation throughout the curriculum for the comprehensive exam.
Pass rate on the NCLEX / The following data is collected from July 1 to June 30 each year. CSUSM pass rates for NCLEX in 2010/2011 cycle is:
Year / # students tested / Pass rate
2011 / 127 / 90%
/ Continue using an ATI benchmark for students in preparing for the NCLEX. It prepares students for success on the NCLEX.
End of Program and Graduate Surveys / Common themes related to the surveys:
Highest ratings included (1) hands on instruction in the skills lab; (2) the variety of clinical nursing content; (3) availability of courses; (4) specialized facilities such as skills lab, simulation center, and equipment for learning the nursing techniques needed for competent practice; (4) mutual respect between students, faculty and staff; and (5) the use of simulation for teaching and evaluation.
Lowest ratings included (1) disorganization due to the newness of the program and of staff; (2) technical difficulties with distance education and online exams; (3) flexibility of the program to meet individual needs; (4) availability and usefulness of open lab; and (5) use of Moodle for course content and communication.
When asked about perceived level of competence:
Highest ratings included ability to (1) communicate with clients; (2) formulate nursing diagnoses; and (3) preform basic nursing techniques.
Lowest scores included the ability to (1) facilitate change in the profession; and (2) critiques and apply research.
There were numerous positive comments on faculty involvement in making improvements; preparation; teaching skills; caring. / The School of Nursing programs are administratively managed in two different areas: the generic/basic program is managed solely by the School of Nursing and the Accelerated BSN is administrated (advisement, admissions, registration into courses each semester, graduation paperwork, etc.) in Extended Learning and the School of Nursing (scheduling, clinical placements, student issues). This arrangement was disorganized and confusing at times. Steps initiated for continuous improvement include:
1. A monthly meeting with School of Nursing/Extended Learning called “What’s happening?” was initiated to communicate and discuss processes, educate one another on issues, and pass along student information. This has made an incredible difference in working together to decrease any disorganization and confusion. In addition, there was turn-over of administrative staff in the School of Nursing which added more work to others and processes ran less smoothly. One full-time and two part-time administrative staff were hired, and a full-time MSN was hired for clinical placements and a student work study was hired to begin fall 2012. One part-time staff member has been assigned to assist the Associate Director with program evaluation.
2. Technical problems included either difficulty getting connected or loss of connectivity. The faculty were not fully competent to deal with these issues. The new location of the Temecula site has better internet service so connectivity is much better. An ITTS technician is assigned to the Temecula site so problems with technology are solved immediately. Faculty are becoming more competent with the equipment and ability to handle the technical issues that may arise.
3. A policy for assignment of clinical placements was established in order to manage our growing program and issues in the student community when students did not get the clinical placement they wanted. This policy is less flexible than the lottery that was in place, but necessary to diffuse the issues occurring with clinical placements. Students are informed regarding this policy at information sessions, orientation and each semester when registering for courses.
4. Skills lab assistants for both the San Marcos and Temecula sites were hired and open lab is offered more at both sites.
Employer Surveys / The survey was sent to employers of our graduates in San Diego and riverside Counties. Of those responding, 75% were extremely satisfied and 25% were very satisfied with CSUSM graduates. / Continue to survey employers about satisfaction with our graduates.
D. The BSN/ABSN programs are very successful according to the results of the assessment. Two identified issues are disorganization and technological issues with distance learning and online exams.
2) As a result of your assessment findings, what changes at either the course- or program-level are being made and/or proposed in order to improve student learning? Please articulate how your assessment findings suggest the need for any proposed changes.
The results of the assessment are very acceptable and all data will continue to be collected for our program evaluation plan. This data is requested by the regulatory and accreditation agencies for our program. In addition to the changes described above, data collection for program evaluation/assessment needs improvement. The issues of disorganization and technology problems with distance learning and online exams are being focused on for continuous improvement.
Due to a number of reasons (administrative staff turnover, etc.), program evaluation surveys have been sporadic. To improve the regularity of surveying students, graduates and employers, the Associate Director will have oversight of the Program Evaluation activities and ensure data is collected on a routine schedule. One of the administrative staff will be assigned to collect data.
3) If you used the resources that were given to you as stated in your plan, please check here.
If you used them differently, please provide specifics.
PART B: Planning for Assessment in 2011-2012 Required by October 3, 2011
1) Describe the proposed PSLO activities for AY 2011-12. (Note that assessing PSLOs can take many forms. Programs may find the attached list of sample assessment activities helpful. Please check the Assessment website for additional resources at www.csusm.edu/assessment/resources/).In addition to continuing to collect and analyze data on the 2010/2011 assessment activities, the following student learning outcome will be assessed:
Apply the nursing process through critical thinking and professional nursing judgment to provide and evaluate nursing care needed to sustain life, to recover from disease and injury, and cope with their effects in acute and long term care institutional and community settings.
2) What specific assessment activities will you conduct this year in order to measure student achievement of these outcomes?
§ Develop a rubric template for assessing Nursing Care Plans
§ Review a sampling of Nursing Care Plans in NURS 221, 223, and 323
§ Review midterm and final students clinical evaluations by medical-surgical faculty
§ Medical-surgical nursing ATI scores on nursing process content
3) Please describe how the assessment support of $750 will be used.
§ Administrative support for data collection
§ Copying and other administrative supplies
Sample of assessment activities:
· Development (or review and refinement) of measurable program student learning outcomes.
· Development of program student learning outcome matrix, showing in what courses each PSLO is assessed, or each PSLO is introduced, reinforced and expected to be mastered.
· Identification and assessment of one or two program SLOs.
· Development of rubrics for assessing PSLOs.
· Development of commonly agreed upon “signature assignments” designed to assess mastery of PSLOs.
· Faculty assessment retreat.
· Dissemination and/or discussion of PSLOs with students in the program.
· Development of course learning outcomes and delineation of their relationship to PSLOs.
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