Degree Program Assessment Reports : View Reports

Unit: Nursing
Program: Nursing (BS)
Degree: Bachelor's
Date: Tue Oct 21, 2014 - 11:45:40 am

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. 1. A competent nurse’s professional actions are based on core nursing values, professional standards of practice, and the law.

(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

2. 1.1. Core nursing values include social justice (from the ANA statement), caring, advocacy, respect for self and others, collegiality, and ethical behavior.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

3. 1.2. Ethical dilemmas are embedded in clinical practice; an obligation of nurses is to notice, interpret respond and reflect on these dilemmas using ethical principles and frameworks as a guideline. 1.3. It is essential for nurses to participate in discussions of ethical issues in health care as they affect communities, society, and health professions.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

4. 1.3. It is essential for nurses to participate in discussions of ethical issues in health care as they affect communities, society, and health professions.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

5. 1.4. Professional nursing functions within legally defined standards of practice and state specific regulations.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

6. 2. A competent nurse develops insight through reflective practice, self-analysis, and self care through the understanding that…

(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

7. 2.1. Ongoing reflection, critical examination and evaluation of one’s professional and personal life improves nursing practice.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

8. 2.2. Reflection and self-analysis encourage self- awareness and self-care.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

9. 2.3. Pursuing and advocating healthy behaviors enhance nurses’ ability to care for client.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

10. 3. A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research with the understanding that . . .

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)

11. 3.1. Knowledge and skills are dynamic and evolving, in order to maintain competency one must continuously update their knowledge using reliable, current sources of information from the biological, social, medical, public health, and nursing sciences.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)

12. 3.2. The nurse uses legitimate sources of evidence for decision-making such as research evidence, standards of care, community perspectives and practical wisdom gained from experience.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)

13. 3.3. As “best practices” are continuously modified and new interventions are constant, the nurse incorporates changes into practice.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)

14. 4. A competent nurse demonstrates leadership in nursing and health care through the understanding that …

(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

15. 4.1. An effective nurse is able to take a leadership role to meet client needs, improve the health care system, and facilitate community problem solving.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

16. 4.2. A competent nurse effectively uses management principles, strategies, and tools.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

17. 4.3. An effective nurse works with the health care team including the delegation of responsibilities and supervision.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

18. 5. A competent nurse collaborates as part of a health care team.

(1a. General education, 1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

19. 5.1. The client is an essential member of the healthcare team.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

20. 5.2. A collegial team is essential for success in serving clients.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

21. 5.3. Effective team members must be able to give and receive constructive feedback.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

22. 5.4. Colleagues create a positive environment for each other that values holistic client care.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

23. 6. A competent nurse practices within, utilizes, and contributes to the broader health care system.

(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)

24. 6.1. All components of the healthcare system must be incorporated when providing interdisciplinary care.

(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)

25. 6.2. The effective nurse contributes to improvements of the health care system through involvement in policy, decision- making processes, and political activities.

(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)

26. 7. A competent nurse practices client-centered care.

(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

27. 7.1. Effective care is centered around a respectful relationship with the client that is based on empathy, caring, mutual trust, and advocacy.

(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

28. 7.2. Nursing practice should reflect the attitudes, beliefs and values of clients.

(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

29. 7.3. An understanding of the culture and history of the community is fundamental in the practice of nursing.

(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

30. 8. A competent nurse communicates and uses technology effectively through the understanding that …

(1a. General education, 1b. Specialized study in an academic field, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

31. 8.1. Effective use of communication is an essential part of all interventions to establish caring and therapeutic relationships to educate and advocate for clients.

(1b. Specialized study in an academic field, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

32. 8.2. When working with colleagues or clients, it is important to ensure that accurate, timely and complete communication has occurred.

(1b. Specialized study in an academic field, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

33. 8.3. Successful communication requires attention to elements of cultural influences, variations in the use of language and a participatory approach.

(1b. Specialized study in an academic field, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

34. 8.4. Information and communication technologies provide essential information for delivery of effective nursing care.

(1b. Specialized study in an academic field, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

35. 9. A competent nurse demonstrates clinical judgment/critical thinking in the delivery of care of clients while maintaining safety through…

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

36. 9.1. Analysis and integration of available data.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

37. 9.2. Implementation of prioritized care based on evaluation of data.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

38. 9.3. Evaluation and analysis of the nurse’s personal clinical performance

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

39. 9.4. A competent nurse engages in risk reduction activities, recognizes, communicates and intervenes to promote client safety.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: http://www.nursing.hawaii.edu/sites/web41.its.hawaii.edu.www.nursing.hawaii.edu/files/image/documents/Nursing%20Program%20Outcomes_Fall%202010.pdf

Student Handbook. URL, if available online: http://www.nursing.hawaii.edu/sites/web41.its.hawaii.edu.www.nursing.hawaii.edu/files/documents/DON%20Student%20Handbook%202010-2011.pdf

Information Sheet, Flyer, or Brochure URL, if available online:

UHM Catalog. Page Number:

Course Syllabi. URL, if available online: Specific course objectives that are linked directly to the BS in Nursing programs SLO's identified in Question #1 are on all course syllabus

Other: Accreditation Documents

Other:

3) Select one option:

Curriculum Map File(s) from 2014:

File (03/16/2020)

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

0%

1-50%

51-80%

81-99%

100%

5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

Yes

No (skip to question 14)

6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

Assessment of Academic Program Evaluation Matrix

Mission: Develop and implement an evaluation process that supports continuous quality improvement for Department of Nursing courses and program outcomes aligned with indicators of excellence in nursing education.

Talking Points

Ad hoc committee membership (N=15) includes DON faculty and students from our undergrad and grad programs as well as ongoing consultation from College of Education’s Assessment Coordinator.
Ad hoc committee members are responsible for educating faculty and students about the evaluation plan and what the committee’s recommendations for revision will be.
Faculty and student input are critical for these revisions.
Some current methods of data collection are comprehensive but there is redundancy and significant burden for faculty and students.
UH is working to make significant revisions to ecafe results that allow for greater transparency. That UH system-wide committee is also comprised of faculty, student and administrator.
The DON ad hoc committee’ s recommendations will account for the following:

Position us to be ‘ready’ to respond to accreditation requirements (WASC,CCNE)
Outcome data must be meaningful to faculty
Outcome data must be meaningful to students
Greater transparency is needed about what the data collected will be used for and what will be accomplished (e.g. improvements are made) with the finding.

Standards to Achieve With Evaluation Plan Revisions

Evaluation must account for accreditation requirements (WASC, CCNE)
Reduce student burden
Reduce faculty burden
Collect student feedback that is meaningful to faculty and program development
Greater awareness and understanding about this evaluation process - educate faculty, students, and staff about our process and what is developed
Outcome data must be meaningful for detecting areas of strength as well as opportunities and need for improvement in courses and programs.
Use web-based and annual reports to publish select evaluation outcomes as a way to market and promote the School (e.g. COE model)

Timeline

November →

December →

January/February →

March/April →

Fall 2014

Big Picture Overview of our Current Process-Consider What is Possible?

Course evaluation as RT curriculum/program evaluation and faculty effectiveness

-Educate DON community about this effort

-Design & Revisions

Recommendation to DON

Implement new process

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

DEPARTMENT OF NURSING EVALUATION MATRIX (APPROVED 5/5/14)

BS, MEPN, MS, DNP & PhD Programs

Data Source	Purpose	Frequency of Collection	Frequency of Review	Review and Feedback to Students
Annual Program Evaluation (all students)	Formative evaluation of students’ experiences**	Annual, spring semester	Annual	Review: Academic Team*, Undergraduate and Graduate Program Directors, Director Office of Student Services, Director of IT, Committees: Undergraduate, Master’s, DNP and PhD Curriculum & Evaluation & Student Affairs Student Feedback: key findings and plans for action provided by appropriate program director. Aggregate data posted to SONDH website.
Annual Program Evaluation (all students)	Point Person: ADAA Process: Electronic distribution via E*Value to all levels of students in February with 2-week response period. Program Directors send students 2 email reminders. Reports distributed to appropriate units in March to be reviewed and discussed; action plan formed by units in April; due to the ADAA by May. ADAA monitors to ensure revision, as appropriate, and compiles trend data to assure maintenance of improvement. Expected Outcome Benchmark: ≥ 85% of the student responses meet minimum expectations (at least 3 on a 4-point Likert scale for all items and total mean scores). Response rate 40% of sample
Course/ Teaching Evaluations (all students)	Summative evaluation of students’ perception of meeting program standards** related to courses	Every semester	Fall, spring and summer semesters	Review: Academic Team*, Course Coordinator, Faculty Member, Committees: Undergraduate, Master’s, DNP and PhD Curriculum & Evaluation Student Feedback: key findings and plans for action provided by faculty to students of course. Aggregate data posted to SONDH website.
Course/ Teaching Evaluations (all students)	Point Person: ADAA Process: Electronic distribution of via E*Value to students enrolled in each course 2 weeks before the end of the semester and 2 email reminders. Evaluations are completed online prior to the end of the course. Results are reported after final grades have been posted. Department and Graduate Chairs are responsible to follow up on recommendations to ensure revision, when appropriate. Faculty may provide class time for students to complete either online or using hard copy. Expected Outcome Benchmark: ≥ 85% of the student responses meet minimum expectations (at least .0 on a 4-point Likert scale for all items and total mean scores). Target response rate for course evaluations is 40% of sample.

Data Source	Purpose	Frequency of Collection	Frequency of Review	Review and Feedback to Students
UHHSSC Surveys (students involved with simulation)	Summative evaluation of students’ perception of success in meeting simulation quality and objectives	Every semester	Fall, Spring	Review: Academic Team*, Director of THCCS, THSSC team, Committees (as needed): Undergraduate, Master’s Curriculum & Evaluation Student Feedback: key findings and plans for action posted in the simulation lab
UHHSSC Surveys (students involved with simulation)	Point Person: Associate Director for Quality & Patient Safety Process: Electronic distribution of via E*Value to students engaged in simulation activities 2 weeks before the end of the semester and 2 email reminders. Director of THSSC responsible to follow up on recommendations to ensure revision, when appropriate. Expected Outcome Benchmark: ≥ 85% of the student responses meet minimum expectations (at least 3 on a 4-point Likert scale for all items and total mean scores). Response rate 40% of sample.
Simulation iClicker Surveys (students involved with simulation)	Formative evaluation of students’ perception of success in meeting simulation quality of each simulation session	End of each simulation session	Fall and Spring	Review: Academic Team*, Director of THSSC, THSSC team, Committees (as needed): Undergraduate, Master’s Curriculum & Evaluation Student Feedback: key findings and plans for action posted in the simulation lab
	Point Person: Associate Director for Quality & Patient Safety Process: Use of iClickers at end of each simulation session. Director of THSCC responsible to follow up on recommendations to ensure revision, when appropriate. Expected Outcome Benchmark: ≥ 85% of the student responses meet minimum expectations (at least 3 on a 4-point Likert scale for all items and total mean scores). Response rate 40% of sample.

Data Source

Purpose

Frequency of Collection

Frequency of Review

Review and Feedback to Students

Clinical Site 360

Evaluation - Students

(prelicensure, post licensure MS and DNP students)

Summative evaluation of student clinical experience

Prelicensure & Graduate students: at clinical services or agency

DNP students: at SIP location

Fall and Spring for prelicensure and graduate

Spring (annual) for DNP

Fall and Spring for prelicensure and graduate

Spring (annual) for DNP

Prelicensure & Graduate: Academic Team*, Course Coordinators (Course specific data only) & Clinical Agencies (Agency specific data only), Program Directors

DNP: Academic Team*, Program Director and DNP CESA

Student Feedback: Program director will inform the students of the key themes and action plans.

Point Person: ADAA

Process: Electronic distribution via E*Value to students enrolled in clinical courses through Banner and 3 email reminders. For prelicensure and graduate program 1/3 of all clinical/field work courses will be sampled fall and spring semesters. For DNP 360 evaluation will be done annually in the spring semester.

Expected Outcome Benchmark: ≥ 85% of the student responses to the clinical site evaluation questions meet minimum expectations (at least 3 on a 4- point Likert scale for all items and total mean scores). Response rates for program evaluation 40% of sample

Clinical Site 360

Evaluation: Community Input

(Prelicensure and post licensure MS students: Clinical Services/ Agencies; DNP: External Advisor)

Summative evaluation of clinical agencies experiences with students and faculty

Fall & spring for prelicensure and graduate students

Spring (annual) for DNP

Fall & spring for prelicensure and graduate students

Spring (annual) for DNP

Prelicensure & Graduate: Academic Team*, Course Coordinators (Course specific data only) & Clinical Agencies (Agency specific data only), Program Directors & Graduate Chair

DNP: Academic Team*, DC, GC, Program Director and DNP CESA

Feedback: Program director will inform the clinical sites of the key themes and action plans

Point Person: ADAA

Process: Electronic distribution via E*Value to students enrolled in clinical courses through Banner and 3 email reminders. For prelicensure and graduate program 1/3 of all clinical/field work courses will be sampled fall and spring semesters. For DNP 360 evaluation will be done annually in the spring semester.

Expected Outcome Benchmark: ≥ 85% of the student responses to the clinical site evaluation questions meet minimum expectations (at least 3 on a 4- point Likert scale for all items and total mean scores). Response rates for program evaluation 40% of sample

Data Source	Purpose	Frequency of Collection	Frequency of Review	Review and Feedback to Students
Clinical Site 360 Evaluation: Faculty (Prelicensure and post licensure MS courses Faculty; DNP: Academic Advisor)	Summative evaluation of faculty experiences at each clinical agency	Fall & spring for prelicensure and graduate students Spring (annual) for DNP	Fall & spring for prelicensure and graduate students Spring (annual) for DNP	Prelicensure & Graduate: Academic Team, Course Coordinators (Course specific data only) & Clinical Agencies (Agency specific data only), Program Directors DNP: Academic Team, , Program Director and DNP CESA Feedback: Program director will inform the Faculty of the key themes and action plans
	Point Person: ADAA Process: ADAA’s office contacts the course coordinators during the spring semester for names and emails of the faculty teaching each section of clinical rotations. The ADAA’s office sends the online survey to the faculty member with 3 email reminders. Reports are distributed for review. Department Chair responsible to follow up with course coordinators on recommendations to ensure action, when appropriate. Expected Outcome Benchmark: ≥ 85% of the faculty member responses to the clinical site questions meet minimum expectations (at least 3 on a 4-point Likert scale for all items and total mean scores). Response rates for program evaluation 40% of sample
End of Program Evaluation (all students) Educational Bench- marking, Inc (EBI) Survey	Summative evaluation of student’s overall experiences as a DON student	Each final semester for graduating students	Fall, Spring, Summer	Academic Team*, Curriculum & Evaluation Committees, Student Feedback: key findings and plans for action of aggregate data posted on SONDH website
	Point Person: ADAA Process: ADAA’s office orders tool from EBI and obtain the list of graduating students (names and emails) from the OSS 2 months prior to graduation. For undergraduate students and pre-licensure MEPN completers, the ADAA’s office coordinates with the faculty teaching the final course to schedule a time for all students to take the EBI end of program survey (paper). For graduate students, the survey is done online; the ADAA’s office emails the graduate students with 3 follow up reminders, 1-2 weeks prior to graduation. In the spring semester, the ADAA’s office obtains the reports from the EBI website and distributes for review. The Curriculum & Evaluation Committees provides recommendations for action to the Department/Graduate Chairs. Expected Outcome Benchmark: ≥ 85% of the students’ responses to the end of program questions meet minimum expectations (at least 4.0 on a 7-point Likert scale for all items and total mean scores). Response rate 20%.

Data Source	Purpose	Frequency of Collection	Frequency of Review	Review and Feedback to Students
Alumni Survey (all alumni) Educational Bench- marking, Inc (EBI) Survey	Summative evaluation of perceived preparation for nursing roles by graduates at 1 and 3 years post- graduation	Annually, 1 & 3 years post graduation	Annually, fall semester	Academic Team*, Director of Development, Manager for Marketing and Communications, Nursing Alumni Chapter President Alumni Feedback: post key themes of aggregate data on website
	Point Person: ADAA Process: ADAA’s office orders tool from EBI and obtains the names and emails of graduates from the previous 1 and 3 years from the OSS. ADAA’s office forwards list to EBI for email distribution of the alumni surveys with automated reminders; the survey remains open for 4 weeks. Once complete, the ADAA’s office obtains the report online from EBI and distributes for review to the Academic Team* and action, if appropriate. Expected Outcome Benchmark: ≥ 85% of the alumni responses to the end of program questions meet minimum expectations (at least 4.0 on a 7-point Likert scale for all items and total mean scores). Response rate 20%
Undergraduate & Graduate Employers Survey Educational Bench- marking, Inc (EBI) Survey	Summative evaluation of perceived preparation for nursing roles by employers of DON alumni at 1 and 3 years post- graduation	Annually, 1 & 3 years post- graduation	Annually, fall semester	Academic Team* Employer feedback: post key themes of aggregate data on website
	Point Person: ADAA Process: This survey is linked to the initial EBI alumni survey. Once a person completes the alumni survey, they are asked to provide the name and email of their employer. EBI sends out the survey to the employer. The ADAA’s office obtains the report online from EBI and distributes for review to the Academic Team* for action, if appropriate. Expected Outcome Benchmark: ≥ 85% of the employers’ responses to the end of program questions meet minimum expectations (at least 4.0 on a 7-point Likert scale for all items and total mean scores). Response rate 20%

* Academic Team: Dean, Associate Dean of Academic Affairs, Department Chair, Graduate Chair

** WASC and CCNE standards, SONDH Strategic Plan Approved UH Mānoa Department of Nursing May 5, 2014

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

See Department of Nursing Academic Program Evaluation Matrix. Faculty, Undergraduate Curriculum and Evaluation Committee and academic leadership team review all survey responses. Surveys are disseminated to all enrolled students.

9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)

Faculty committee

Ad hoc faculty group

Department chairperson

Persons or organization outside the university

Faculty advisor

Advisors (in student support services)

Students (graduate or undergraduate)

Dean/Director

Other:

10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide

Scored exams/tests/quizzes

Used professional judgment (no rubric or scoring guide used)

Compiled survey results

Used qualitative methods on interview, focus group, open-ended response data

External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

Other:

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

During the 2013-14 academic year, the benchmark goal for course evalutions is 90% are expected to reach an overall mean of 3.5 (5 point Likert scale). This goal was reached for spring 2014 but not summer or fall 2013 undergraduate courses. For all courses the Deparment Chair meets with the faculty to discuss the reasons the overall course rating fell below 3.5.

Student experience surveys for the undergraduate program met the overall mean benchmark goal of 3.5 or greater (5 point Likert scale).

360 evaluations have been placed on hold due to reduced personnel.

The SONDH Strategic Plan identifies specific outcome goals for our graduates. UHM Goal #1 Transformative Teaching and Learning Environment specifices that for BS graduates 85% will pass the NCLEX exam on the first attempt. During the 2013 and 2014 academic year, fall 2013 graduates fell short of this goal with 78% passing the NCLEX on their first attempt. The preliminary report for spring 2014 graduates indicates 86% passed on their 1st attempt.

12) State how the program used the results or plans to use the results. Please be specific.

For undergraduate courses the problem most often related to the course being a new teaching assignment for a faculty member, poor faculty performance, or faculty teaching to an unfamiliar student population. Corrective actions range from not hiring the faculty to teach again or plans for ongoing contact and monitoring by the Department Chair.

With respect to the low pass rate (78%) for fall 2013 BS graduates, students who failed were contacted. They were provided additinal support including extended access to Kaplan test preparation resources. To date 44% passed on their 2nd attempt. Additionally the school had implemented a significant chance in the curriculum, this was the first graduating class. This curriculum change unintentionally coincided with an increase in the difficulty of the National Council of State Board of Nursing Examination. This has had consequence for all nursing programs across the US, most Schools experienced at least a 10% drop in pass rates. In response, UHM Department of Nursing faculty have made adjustments to the curriculum and continue to monitor course and program outcomes closely.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

No

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

Our program assessment activities were approved at the May 2014 faculty meeting. We anticipate implementing those approved processes during this 2014-15 academic year.