Unit: Nursing
Program: Nursing (MS)
Degree: Master's
Date: Mon Oct 13, 2014 - 1:24:57 pm

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

University of Hawai`i at Mānoa
School of Nursing and Dental Hygiene
Department of Nursing

BS, MS, DNP and PhD in Nursing Competencies

The competencies arise from the understanding of nursing as a theory-guided, evidenced -based discipline. Graduates from the curriculum are expected to possess distinctive values, attitudes, habits and skills in both professional behaviors and nursing care competencies that are described in this document.  The professional competencies--define the values, attitudes and practices that competent nurses embody and may share with members of other professions; the nursing care competencies--define  relationship  capabilities  that  nurses  need  to  work  with  clients  and colleagues, the knowledge and skills of practicing nursing and competencies that encompass understanding of the broader health care system.  In all cases, the client is defined as the recipient of care, is considered active participant in care, and includes the individual, family or community. Nursing  care  competencies  recognize  that  a  competent  nurse  provides  safe  care  across  the lifespan directed toward the goals of helping clients (individuals, families or communities) promote health, recover from acute illness and/or manage a chronic illness and support a peaceful and  comfortable  death. The  following  document  describes  the  key  competencies  within  the context of professional expectations for baccalaureate, masters, DNP and PhD prepared nurses. At the conclusion of the program each graduate from the UHM SONDH is prepared to begin practice in their respective role guided by these professional competencies and expectations.

COMPETENCIES

Professional actions are based on core nursing values, professional standards of practice, and the law.

Develops insight through reflective practice, self-analysis, and self care

Engages in ongoing self-directed learning and provides care based on evidence supported by research

Demonstrates leadership in nursing and health care

Collaborates as part of a health care team

Practices within, utilizes, and contributes to the broader health care system

Practices client-centered care

Communicates effectively and uses technology

Demonstrates clinical judgment/critical thinking in the delivery of care of clients while maintaining

safety

BACCALAUREATE NURSING

MASTERS IN NURSING

DOCTOR OF NURSING

PRACTICE

PHILOSOPHY

DOCTORATE IN NURSING

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

1.1. Core nursing

values include social justice

(from the ANA

statement), caring,

advocacy,

respect for self and others,

collegiality, and

ethical behavior.

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.

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

1.1. The

Master’s prepared

nurse demonstrate

s accountabili ty for

specialist legal scope

of practice, professional standards

and code of ethics.

1.2. It is a responsibilit y of the

Master’s prepared

nurse to participate

in professional organization

s to support nursing

practice.

1.3. Ethical analysis and

clinical reasoning

are required for

advanced

nursing practice.

1.4. The Master’s prepared nurse articulates and actualizes a personal philosophy

1.1. The DNP prepared nurse

integrates nursing science with knowledge from

ethics, the biophysical, psychosocial, analytical,

and organizational sciences as the basis for the highest level of

nursing practice.

1.2. Uses science-based theories and concepts to:

•     determine the nature and significance of health and health care delivery phenomena;

•     describe the actions and advanced strategies to enhance, alleviate and ameliorate health and health care delivery phenomena as appropriate; and

•     evaluate outcomes.

1.3. Develops and evaluate

new practice approaches based on nursing theories and theories from other disciplines.

1.4. Develops and evaluate care delivery approaches

that meet current and

future needs of patient populations based on

scientific findings in

nursing and other clinical sciences as well as organizational, political, and economic sciences.

1.5. Develops and evaluate

1.1. It is

expected that the

nurse prepared at

the PhD level will lead efforts

in professional

organization s to develop policy and

standards for nursing

practice.

1.2. In positions of

responsibilit y, the PhD

prepared nurse

advocates for the ethical

conduct of practice.

of nursing

that incorporates ethics, values, and professional standards.

effective strategies for

managing the ethical dilemmas inherent in patient care, the health care organization, and research.

1.6. Provides leadership in the evaluation and resolution of ethical and legal issues within healthcare systems relating to the use of information, information technology, communication networks, and patient care technology.

1.7. Advocates for social justice, equity, and ethical policies within all healthcare arenas.

1.8. Designs, implements, and evaluates therapeutic

interventions based on

nursing science and other sciences.

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

2.1. Ongoing

reflection, critical

examination

and evaluation of one’s professional and personal life improves

nursing practice.

2.2. Reflection and

self-analysis encourage self- awareness and self-care.

2.3. Pursuing and

2.1. The Master’s

prepared nurse

continually

engages in self reflection in order to design strategies that promote lifelong learning of self to guide advanced practice.

2.1. The DNP nurse critically

examines data-based sources and individual

experiences to analyze

and develop leadership strategies for dealing with social, ethical, cultural, economic and political issues related to nursing, health care, and research.

2.1. The PhD

nurse critically

examines

data-based sources and individual experiences to analyze and develop leadership strategies for dealing with social, ethical, cultural, economic

advocating

healthy behaviors enhance nurses’ ability to care for client.

and political

issues related to nursing, health care, and research.

3.   A competent nurse engages in ongoing self-directed learning and provides care based on

evidence  supported by research with the understanding that . . .

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.

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.

3.3. As “best practices” are continuously

modified and new interventions are

constant, the

nurse incorporates changes into

3.1. The Master’s

prepared nurse critically

examines and utilizes evidence-

based sources to support advanced practice.

3.2. In specialist nursing, the

practitioner is able to identify problems

amenable to research.

3.3. The Master’s prepared nurse

participates in the process of evaluating

evidence in collaboration with

other members of the health care team.

3.4. The Master’s prepared nurse

maintains competency through the

development of a personal plan for

lifelong learning and continued

professional

3.1. The DNP nurse

uses analytic methods to

critically appraise existing literature

and other evidence to determine and

implement the best evidence of

practice.

3.2. Functions as a practice

specialist/consulta nt in collaborative

knowledge- generating

research.

3.3. Analyzes epidemiological,

biostatistical, environmental,

and other appropriate scientific data

related to individual,

aggregate, and population health.

3.1. The PhD nurse

develops and uses existing and

evolving knowledge to

improve nursing education and practice.

3.2. The PhD nurse conducts research

to improve and maintain the

health of a diverse

society.

3.3. The PhD nurse employs

translational

models for applying research evidence to nursing practice.

3.4. The PhD nurse disseminates

innovative

outcomes and findings from

evidence-based

research improve practice and health care outcomes.

             

practice.

development.

3.5. Professional practice obligations dictate that one will demonstrate initiative and self- direction in seeking ways to improve health

and health care.

4.   A competent nurse demonstrates leadership in nursing and health care through the

understanding that …

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.

4.2. A competent

nurse effectively uses management principles, strategies, and tools.

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

and supervision.

4.1. The Master’s

prepared nurse is expected to demonstrate leadership skills and decision making in the provision of nursing care, team coordination, and accountability for care delivery at

the micro-systems level.

4.2. Assuming a leadership role for

patient safety and quality improvement

initiatives is expected from a

master’s prepared nurse.

4.3. Advanced nursing requires an understanding of

how healthcare delivery systems

are organized and financed and how this affects patient

care.

4.4. The Master’s prepared nurse articulates to a variety of audiences the

4.1. The DNP nurse

ensures accountability for quality of health care and patient safety for populations with whom they work.

•     Uses advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems.

•     Employs principles of business, finance, economics, and health policy to practice initiatives that will improve the quality of care delivery.

•     Develops and/or monitor budgets for practice initiatives.

•     Analyzes the cost- effectiveness of practice initiatives accounting for

risk and

3.1. The PhD nurse

assumes a leadership role in the development of research and clinical practice models to

improve outcomes to meet health

care needs of culturally diverse

populations.

3.2. The PhD nurse assumes a

leadership role in conducting and

using research findings and other health information

to design and evaluate systems

of care for culturally diverse

populations.

evidence base for

practice decisions.

4.5. Leadership skills are required to

teach, coach, and mentor other

members of the healthcare team.

improvement of

health care outcomes.

•     Demonstrates sensitivity to diverse organizational cultures and populations, including patients and providers.

4.2. Demonstrates leadership in the development and implementation of institutional,

local, state, federal, and/or international health policy.

4.3. Influences policy makers through

active

participation on committees, boards, or task forces at the institutional, local, state,

regional, national, and/or

international levels to improve

health care delivery and outcomes.

4.4. Advocates for the nursing profession

within the policy and healthcare communities.

4.5. Develops, evaluates, and provides leadership for health care policy that shapes health care financing, regulation, and delivery.

4.6. Guides, mentors,

and supports other nurses to achieve excellence in nursing practice.

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

5.1. The client is an

essential member of the healthcare

team.

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

5.3. Effective team members must be

able to give and

receive constructive

feedback.

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

5.1. Collaborative

strategies are required in the

design,

coordination, and evaluation of patient-centered care.

5.2. The Master’s prepared nurse

understands other

professions’ scope of practice, and

demonstrates

highly developed strategies to support communication among team members, patients, and health care professionals.

5.3. The Master’s prepared nurse

demonstrates

critical skills in leading inter-

professional

teams and partnerships.

5.4. Coordinating comprehensive care for patients within and across settings and among care providers is expected of the master’s prepared nurse.

5.1. The DNP nurse

employs effective communication

and collaborative

skills in the development and implementation of practice models, peer review, practice guidelines, health policy, standards of care, and/or other scholarly products.

5.2. Leads interprofessional

teams in the analysis of

complex practice and organizational issues.

5.3. Employs consultative and

leadership skills with intraprofessional

and interprofessional

teams to create change in health

care and complex healthcare delivery systems.

5.1. The PhD nurse

participates in collaborative

team(s) to

generate empirical knowledge that improves practice, health care outcomes, and policy change.

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

6.1. All components of

the healthcare system must be incorporated when providing interdisciplinary care.

6.2. The effective nurse contributes

to improvements of the health care

system through involvement in policy, decision-

making processes, and political

activities.

6.1. The Master’s

prepared nurse is charged with bringing the nursing perspective to policy development by advocating for policies that improve the health of the public and the profession of nursing.

6.2. Practice guidelines to

improve practice

and the care environment are developed by the Master’s prepared nurse.

6.3. The Masters’ prepared nurse is expected to analyze how policies influence the structure and financing of health care practice and health outcomes on an

institutional, local, and state

level.

6.4. Examining the effect of legal and

regulatory

processes on nursing practice,

healthcare

delivery, and outcomes is the responsibility of the Master’s prepared nurse.

6.5. The Master’s prepared nurse advances

6.1. The DNP nurse

designs and implements processes to evaluate outcomes of practice, practice patterns, and systems of care within a practice setting, health care organization, or community

against national benchmarks to

determine

variances in practice outcomes and population trends.

6.2. Applies relevant findings to develop practice guidelines and improve practice and the practice environment.

6.3. Disseminates findings from

evidence-based

practice and research to

improve

healthcare outcomes.

6.4. Designs, selects,

uses, and evaluates programs that evaluate and monitor outcomes of care, care systems, and quality improvement including consumer use of health care information systems.

6.5. Educates others,

6.1 The PhD nurse

assumes a leadership role in the political process to improve the quality and safety of health care and advance nursing education.

6.2 The PhD nurse develops

educational

programs that are accountable to the

community of

interest in preparation of professional nurses.

equitable and

efficient prevention services through population based health promotion and disease prevention services.

including policy

makers at all levels, regarding nursing, health policy, and patient care outcomes.

6.6. Synthesizes concepts, including psychosocial dimensions and cultural diversity, related to clinical prevention and population health in developing, implementing, and evaluating interventions to address health

promotion/disease prevention efforts,

improve health

status/access patterns, and/or address gaps in care of individuals, aggregates, or populations.

6.7. Evaluates care delivery models

and/or strategies

using concepts related to community, environmental and occupational health, and cultural and socioeconomic dimensions of health.

6.8. Conducts a comprehensive and systematic assessment of health and illness parameters in complex situations,

incorporating

diverse and culturally sensitive approaches.

6.9. Educates and guides individuals

and groups

through complex health and

situational

transitions.

7.   A competent nurse practices client-centered care.

7.1.   Effective care is centered around a respectful relationship

with the client that is based on empathy, caring, mutual trust,

and advocacy.

7.2.   Nursing practice should reflect

the attitudes, beliefs and values of

clients.

7.3.   An understanding

of the culture

and history of the community is fundamental in the practice of nursing.

7.1. Advanced nursing includes advocating for patients, families, caregivers, and members of the healthcare team.

7.2. Preparing clinical practice

guidelines appropriate for

diverse cultures

is expected of the advanced

practice nurse.

7.3. Advanced knowledge of the

effects of

bio/psycho/social determinants of health is required to design, evaluate, and implement

patient care.

7.1. The DNP nurse

designs, directs, and evaluates quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.

7.2. Evaluates consumer health

information sources for

accuracy, timeliness, and

appropriateness.

7.3. Critically analyzes health policy proposals, health policies, and related issues from the perspective of consumers, nursing, other health professions, and other

stakeholders in policy and public forums.

7.1  The PhD nurse generates nursing knowledge about health care systems and care models.

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

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.

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

8.3.   Successful communication

requires

attention to elements of cultural influences, variations in the use of language and a participatory approach.

8.4.   Information and communication

technologies

provide essential

information for

delivery of effective nursing care.

8.1. The Master’s prepared nurse demonstrates effective communication across and within all professional spheres including the interdisciplinary team, peers, clients and the community.

8.2. The Master’s prepared nurse

uses information

technology and research methods appropriately to identify gaps in evidence for practice and collect appropriate and accurate data to generate

evidence for nursing practice.

8.3. The Master’s prepared nurse analyzes current

and emerging technologies to

optimize patient safety, cost effectiveness,

and outcomes of care.

8.4. The Master’s prepared nurse in a leadership

position implements the

use of information

technologies to coordinate and integrate patient

care and transitions of

8.1. The DNP nurse

uses information technology and research methods appropriately to collect appropriate and accurate data to generate

evidence for nursing practice; inform and guide the design of databases that generate meaningful evidence for nursing practice; analyze data

from practice;

design evidence- based

interventions;

predict and analyze outcomes; examine patterns of behavior and outcomes; identify gaps in evidence for practice.

8.2. Analyzes and communicate critical elements necessary to the selection, use and evaluation of health care information systems and patient care technology.

8.3. Demonstrates the conceptual

ability and technical skills to develop and

execute an evaluation plan

involving data

8.1. The PhD nurse participates in collaborative team(s) to generate empirical knowledge that improves practice, health care outcomes, and policy change.

care across

settings and among healthcare providers.

8.5. The Master’s prepared nurse

holds the responsibility of ensuring the use

of ethical principles and

legal policies in the integration and use of patient

care and information

technologies into care delivery.

extraction from

practice information systems and databases.

8.4. Develops and sustains

therapeutic

relationships and partnerships with

patients

(individual, family or group) and other professionals to facilitate optimal care and patient outcomes.

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

9.1.   Analysis and integration of available data.

9.2.   Implementation of prioritized

care based on

evaluation of data.

9.3.   Evaluation and

analysis of the nurse’s personal clinical performance

9.4.   A competent nurse engages in

risk reduction

activities, recognizes, communicates and intervenes to promote client safety.

9.1. The Master’s prepared nurse must critically analyze the best evidence to determine practice implications.

9.2. The delivery of advanced nursing

care to diverse

populations requires an integration of knowledge of nursing and related sciences.

9.3. The Master’s prepared nurse is

equipped to

design care for a clinical or

community-

based population.

9.4. The Master’s prepared nurse

uses quality improvement

practices to ensure patient safety and the

highest quality nursing care.

9.5. A professional environment with high level

communication skills is required

for peer review, advocacy for patients and

families, reporting of

errors, and professional

writing.

9.6. The Master’s prepared nurse is

expected to identify factors to

9.1. The DNP nurse

demonstrates advanced levels or clinical judgment, systems thinking, and

accountability in designing,

delivering, and evaluating

evidence-based care to improve patient outcomes.

9.2. Uses conceptual and analytical

skills in evaluating the

links among practice, organizational,

population,

fiscal, and policy issues.

9.1. The PhD nurse systematically investigates a clinically focused area of nursing to advance health care in culturally diverse populations.

mitigate risks in

the practice setting.

9.7. The Master’s

prepared nurse uses epidemiological, social, and environmental data for drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles.

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: All course objectives are on course syllabi and are directly linked to the overall SLO's listed on Q#1
Other: Accreditation documents
Other:

3) Select one option:

Curriculum Map File(s) from 2014:

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:
  1. Position us to be ‘ready’ to respond to accreditation requirements (WASC,CCNE)
  2. Outcome data must be meaningful to faculty
  3. Outcome data must be meaningful to students
  4. 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.

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.

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

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, Masters 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 evaluations is 90% are expected to reach an overall mean of 3.5 (5 point Likert scale). This goal was reached for summer 2013, fall 2013 and spring 2014 masters courses.  There were some courses that fell below the 3.5 benchmark. In these instances the Department Chair meets with the faculty to discuss the reasons the overall course rating fell below 3.5.

Student experience surveys (SES) for the masters programs 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 MS graduates eligible for national certification, 85% will pass the APRN certification on the first attempt. Based on inconsisten data reporting, we have met this benchmark goal.

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

For master courses the problem most often related to being new to teaching or poor faculty performance. Corrective actions range from not hiring the faculty to teach again or plans for ongoing contact and monitoring by the Department Chair.

On the student experience survey most response rates for individual specialties met the 40% or greater benchmark but program directors did follow up with students to close the loop on the findings of the 2013-2014 SES. Either in written email or in group discussions program directors shared the overall themes of the SES noting the student identified strengths and areas that needed improvement. For areas needing improvement, action plans were shared with students that included some of the following strategies: focused IT support for faculty to ease issues with the technology component of delivering classes online, the development of a communication policy that included expectations about faculty responsiveness on emails, efforts by program directors to send course projections to the department chair to facilitate earlier distribution of the schedule of classes. Closing the loop with students about these SES finding was done to convey to students that their feedback was important and students were directly encouraged to continue to complete surveys to assist with  the School efforts toward continuous program improvement.

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.