Office of Student Services Program Goals and Mission Statement:

The Office of Student Services (OSS) 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. OSS 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. 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.

2013-2014 Student Experience Survey Questions Asked:

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

1) Assistance with the application/admissions process

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

3) Availability of advising appointments/scheduling times

4) Notification about lapses in important clinical documentation

5) The availability of pre-arranged CPR Courses.

6) Timely response to inquiries

7) Communication of various resources (i.e., Financial Aid, Learning Center, Kokua). (Targeted Student Outcomes 2 & 3)

8) Helpfulness of Office of Student Services Staff

9) Friendliness of Office of Student Services Staff

10) Knowledge of Office of Student Services Staff

11)  Overall experience with the Office of Student Services. (Targeted Student Outcomes 1, 2 & 3)

Spring 2014 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 to the Ohana, Faculty Introductions, Overview of the Orientation Program

3) Student Icebreaker Activity (Target Student Outcome 1)

4) Dean’s Remarks

5) Faculty Introductions

6) Student Handbook (Targeted Student Outcomes 2 & 3)

7) Academic Integrity and Proper Clinical Site Decorum

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

9) Library Orientation

10) Survival Strategies (Targeted Student Outcomes 1, 2, & 3)

11) Conversations with Nurse Leaders, Preparing for Graduation & Beyond – Mean (Targeted Student Outcomes 1 & 3)

12) Simulation Lab Experience (Targeted Student Outcome 3)

13) Rehearse Pledging Ceremony

14) Group Photo

15) Convocation, Pledging, and Reception

16) Pledging Keynote Speaker

17) Kaplan Orientation and Study Skills/Test Taking Skills (Targeted Student Outcomes 1 & 2)

18) Bus to Ho’oulu ’Aina & Overview of Ho’oulu ’Aina Experience

19) Ho’oulu ’Aina

20) Wrap up and Orientation Evaluation

2013 - 2014 - Student Experience Survey Questions Asked:

Unknown # of Respondents – Undergraduate Nursing students (# not reported by staff who analyzed data and no longer works for Nursing Dept)

Spring 2014 New Student Orientation - (Co-Coordinated by Office of Student Services & Events Coordinator)

52 Respondents - All incoming new students to the Nursing program.

Currently our office (Office of Student Services) as stated on our website: “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. OSS 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. Post-graduation services include verification of completion of degree requirements for board certifications.”

The assessment tools addressed in this report, did indeed assess the services provided by our office as listed above.

In our Assessment Plan, we created 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). 

To accomplish the student learning outcomes proposed in the Assessment Plan, we plan to implement advising with our students at three different stages/time periods throughout duration of our 3-year nursing program (please refer to activity map in section 3 of this report) starting with the incoming 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 as identified in our activity map took place in March 2014 (mid-program) and the third phase will be in March/April 2015 (final year of students’ program).  Therefore, there is nothing to be reported about these stages at this time since we have not gone through a complete cycle with the students through all 3 phases.

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 hindsight for stage two, we gave students the option to 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.  We decided to make it optional because this was a very busy time for our students because they are halfway through the program and it was a busy semester for them.  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, we plan to offer optional advising sessions for students who want to come in for a final grad check.  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.