Program: Nursing (PhD)
Degree: Doctorate
Date: Mon Oct 13, 2014 - 1:26:12 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
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Professional actions are based on core nursing values, professional standards of practice, and the law. |
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Develops insight through reflective practice, self-analysis, and self care |
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Engages in ongoing self-directed learning and provides care based on evidence supported by research |
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Demonstrates leadership in nursing and health care |
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Collaborates as part of a health care team |
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Practices within, utilizes, and contributes to the broader health care system |
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Practices client-centered care |
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Communicates effectively and uses technology |
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Demonstrates clinical judgment/critical thinking in the delivery of care of clients while maintaining safety |
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BACCALAUREATE NURSING |
MASTERS IN NURSING |
DOCTOR OF NURSING PRACTICE |
PHILOSOPHY DOCTORATE IN NURSING |
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1. A competent nurse’s professional actions are based on core nursing values, professional standards of practice, and the law. |
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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. |
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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. |
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2. A competent nurse develops insight through reflective practice, self-analysis, and self care through the understanding that… |
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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 |
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advocating healthy behaviors enhance nurses’ ability to care for client. |
and political issues related to nursing, health care, and research. |
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3. A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research with the understanding that . . . |
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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. |
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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. |
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4. A competent nurse demonstrates leadership in nursing and health care through the understanding that … |
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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. |
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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. |
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4.6. Guides, mentors, and supports other nurses to achieve excellence in nursing practice. |
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5. A competent nurse collaborates as part of a health care team. |
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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. |
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6. A competent nurse practices within, utilizes, and contributes to the broader health care system. |
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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. |
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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, |
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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.
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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 …
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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. |
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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…
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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. |
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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: NA Other: Accreditation Materials Other: 3) Select one option:
- 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
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November → |
December → |
January/February → |
March/April → |
Fall 2014 |
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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
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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
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Data Source |
Purpose |
Frequency of Collection |
Frequency of Review |
Review and Feedback to Students |
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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. |
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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 |
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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. |
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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. |
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Data Source |
Purpose |
Frequency of Collection |
Frequency of Review |
Review and Feedback to Students |
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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 |
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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. |
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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 |
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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. |
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Data Source |
Purpose |
Frequency of Collection |
Frequency of Review |
Review and Feedback to Students |
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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. |
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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 |
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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 |
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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 |
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Data Source |
Purpose |
Frequency of Collection |
Frequency of Review |
Review and Feedback to Students |
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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 |
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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 |
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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 |
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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%. |
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Data Source |
Purpose |
Frequency of Collection |
Frequency of Review |
Review and Feedback to Students |
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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 |
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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% |
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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 |
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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% |
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* 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, the PhD Committee (with curriculum and evaluation responsibilities) 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 that 90% are expected to reach an overall mean of 3.5 (5 point Likert scale). This goal was not reached for summer 2013 or fall 2013 or spring 2014 PhD courses. For all courses the Department Chair meets with the faculty to discuss the reasons the overall course rating fell below 3.5.
The student experience survey (SES) results for the PhD program exceeded the overall mean benchmark mean goal of 3.5 (5 point Likert scale) by scoring 4.21. The 56% response rate was also well above the minimum expectation of 40%.
12) State how the program used the results or plans to use the results. Please be specific.
For PhD courses the problems most often related to faculty performance. The Department Chair met with faculty individually. Corrective actions included faculty not being assigned to teach the PhD course and in other instances there will be continued monitoring by the Department Chair.
The overall results of the PhD student experience survey (SES) were shared with enrolled students in an email by the PhD program director. Key themes that underscored program strengths as well as areas needing improvement were shared with students. For example students were thanked for their robust response rate. Additionally student feedback about 1. problems with timely responses back from faculty, 2. inconsistent teaching quality, 3. greater awareness about scholarship and grant opportunities, 4. more information was needed about the leave of absence policy, 5. the need for a more timely release of the schedule of classes (SOC), and 6. the lack of nursing electives. Action plans were also shared with the students specifically: 1. faculty would establish expectations about timely responses to student inquiry, 2. information about the restructuring of the curriculum was shared in response to teaching inconsistencies, 3. students were directed to the PhD portal on Laulima for information about scholarships/grants, 4. this PhD portal also has information about LOA policy/procedure and it would be discussed during the summer face to face intensives, 5. greater clarity for realistic expectation about the SOC timeline was provided, and 6. the availability of NEXus for electives was also provided. 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.