Office of Student Services Program Goals and Mission Statement:

The Office of Student Services provides a variety of student services for the School of Nursing & Dental Hygiene from pre-admission to beyond graduation. The services of this office include: responding to inquiries, handling admissions, academic advisement, facilitation of scholarships/awards, monitoring progress toward degree and certification of graduation. This office also maintains and monitors records of student’s information (i.e., records of immunization, CPR, and others) required by clinical agencies affiliated with UHM nursing programs. It also creates and maintains databases and provides assistance with survey data. Post-graduation services include verification of completion of degree requirements for board certifications.

Student Learning Outcomes:

Student Outcome #1 - Self-Reflection & Goal Setting: Students will be able to identify personal, academic, educational, and career goals that incorporate his/her interests, strengths, values, and skills.

Student Outcome #2 - Academic Planning: Students will be able to develop, implement, and manage an academic and educational plan by preparing for advising sessions and understanding degree/program requirements, as well as, University policies.

Student Outcome #3 - Resources & Activities: Students will be able to utilize resources in order to succeed and accomplish their educational goal at the University and prepare to enter the workforce.

Spring 2013 - Student Experience Survey Questions Asked:

Students were asked to rate the following services provided by the Office of Student Services:

1) Academic advising by the Office of Student Services (i.e., registration, scholarship, graduation, leave of absence). (Targeted Student Outcomes 2 & 3)

2) The information received about University support services (i.e., Financial Aid, Kokua, Learning Assistance Center, libraries, counseling). (Targeted Student Outcomes 2 & 3)

3) Notification about lapses in important clinical documentation in time to take care of the requirements (i.e., CPR, health and insurance liability).

4) The availability of pre-arranged CPR Courses.

5)  Overall experience with the Office of Student Services (i.e. prompt response, friendliness, helpfulness). (Targeted Student Outcomes 2 & 3)

Spring 2013 New Student Orientation - (Co-Coordinated by Office of Student Services & Events Coordinator)

Students were asked to rate the usefulness of each session of the orientation.  The sessions were as follows:

1) Overall  

2) Kaplan Orientation and Study/Test Taking Strategies (Targeted Student Outcome 1 & 2)

3) Welcome and Overview/Faculty Introductions

4) UHM Honor’s Program (Targeted Student Outcomes 1 & 2)

5) Student Handbook (Targeted Student Outcome 2)

6) Academic Integrity and Proper Clinical Site Decorum

7) Library Orientation

8) Tales and Tips: Survival Strategies

9) Lunch and Learning More About Each Other

10) Conversations with Nurse Leaders, Preparing for Graduation & Beyond – Mean (Targeted Student Outcome 1)

11) Simulation Lab Experience

Fall 2013 New Student Orientation - (Co-Coordinated by Office of Student Services & Events Coordinator)

Students were asked to rate the usefulness of each session of the orientation.  The sessions were as follows:

1) Overall

2) Welcome and Overview/Faculty Introductions

3) Student Handbook (Targeted Student Outcome 2)

4) Academic Integrity and Proper Clinical Site Decorum

5) UHM Honor’s Program (Targeted Student Outcomes 1 & 2)

6) Library Orientation

7) Survival Strategies

8) Conversations with Nurse Leaders, Preparing for Graduation & Beyond – Mean (Targeted Student Outcome 1)

9) Simulation Lab Experience

10) Kaplan Orientation and Study/Test Taking Strategies (Targeted Student Outcome 1 & 2)

Students were also asked to provide comments on the following topics:

11) Feedback on this orientation (what was helpful or enjoyable)

12) Suggestions to add or remove from this orientation

Spring 2013 - Student Experience Survey Questions Asked:

358 Respondents - a mix of all nursing students.

Spring 2013 New Student Orientation - (Co-Coordinated by Office of Student Services & Events Coordinator)

57 Respondents - All incoming new students to the nursing program.

Fall 2013 New Student Orientation Part II - (Co-Coordinated by Office of Student Services & Interim Events Coordinator)

55 Respondents - All incoming new students to the nursing program.

The assessment tools addressed in this report, did indeed assess the services provided by our office as listed above. However, they did not target the program mission, goals, and student learning outcomes as stated in our 2011 Annual Assessment Report, which at that time was our Assessment Plan. 

In our Assessment Plan, we tried to create a set of goals and student learning outcomes which addressed the needs of our students socially, academically, and personally (please refer to section 1 of this report for the mission, goals, and student learning outcomes proposed in the planning stage).  However, we were unable to completely implement/integrate these into the services we provided in the past year and therefore did not assess what we had proposed to assess. 

To accomplish the student learning outcomes proposed in the Assessment Plan, we had planned to implement advising with our students at three different stages/time periods throughout the 3 year nursing program (please refer to activity map in section 3 of this report) starting with the Spring of 2013 class.  As identified through this assessment report, the assessment tools used over the past year do somewhat target the learning outcomes of Phase I on our activity map.  Through our advising sessions with our incoming students and the mandatory new student orientations, students are able to: 1) recognize motivations for entering and completing the program; 2) identify program/degree requirements; 3) complete their academic plan; 4) identify campus resources; and 5) prepare a schedule and calculate hours needed for school and other activities (i.e. time management).  Yet, there were some things that were not addressed such as: 1) outlining short and long term goals; 2) identifying and describing academic strengths and weaknesses; 3) identifying at least one extra-curricular activity;  4) identifying other areas of academic interests; and 5) making students aware of the advising cycle. 

The second phase and third phase as identified in our activity map should take place in May 2014 (mid-program) and the third phase in March/April 2015 (final year of students' program).  Therefore, there is nothing to be reported about these stages at this time. 

However, reflecting on how our first stage of implementation progressed, it seems that these goals and student learning outcomes, although well intended, may not be realistic.  Currently, our advising sessions with our new incoming students takes about 10-15 minutes.  Due to the time consuming schedule of our nursing students we are only able to schedule advising sessions with them during one day of the week, therefore it takes us about 5-6 weeks from the start of the semester to meet with all 56 (66 in previous semesters) students.  Trying to accomplish all outcomes proposed for stage one would mean increasing the advising time of each student to 30 minutes which would further extend the time it takes for us to complete advising with all students.  Our students already feel so overwhelmed with their new nursing schedule and appreciate the efficient advising provided at the start of their nursing program, which outlines their academic plan.  They are open to giving us 10-15 minutes of their time but anything more than that would become a burden. 

In foresight for stage two, we would have to mandate that the students come in during their 3rd semester for advising in which we would then conduct another 30 minute advising session targeting the outcomes outlined on the activity map.  Again, students may view this as unnecessary and therefore a poor use of their time.  Through my experiences, our students have very little spare time and value the spare moments they do have to study or catch up on their sleep.  Furthermore, their time spent on-campus is minimal, so trying to catch them before or after a class (i.e. coming from or leaving for their clinicals) is quite difficult. 

Similarly, for stage three, currently we meet with the whole graduating class in one large group in order address some of the concerns that arise in their last semester (e.g. graduation, license exam, etc.).  In this meeting some of the outcomes for stage three are addressed such as: 1) completing graduation forms and 2) preparing for career in nursing.  However, meeting the other outcomes outlined in stage three would mean having another 30 minute mandatory advising session in their last semester or increasing the time needed for the large group meeting which is normally conducted during their class time (as that is the only time we can get all students together).  Not only does this take away valuable time from the teacher, but students in their last semester have so much to think about and complete, that extended activities that may not seem useful at the time would not be well received.

Although, the goals identified in the activity map are ideal to promote the overall well being and self awareness of our students, the time and resources it would take to implement and measure these outcomes would not be well utilized, especially if the students do not find them useful.  In summary, we will need to revise our original assessment plan and try to incorporate the student learning outcomes in the activities and services already provided by our office.