Program: Nursing (MS)
Degree: Master's
Date: Tue Nov 17, 2015 - 3:02:59 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
Program Outcomes for MS students
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A. Provider of Care Definition: Advocate and provide high quality care to improve and maintain the health of a diverse society.
1. Engage in professional advanced nursing specialty practice for individuals, groups, and communities in a variety of settings 2. Integrate concepts, theories, and research from nursing and related disciplines as a basis for expert judgments within a specialized area of practice. 3. Deliver an advanced practice level of nursing care or service appropriate for diverse cultures. |
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B. Coordinator of Care Definition: Direct, supervise and collaborate with others to organize care.
1. Collaborate with individuals, groups, communities, colleagues, and interdisciplinary member to direct the delivery of quality, culturally competent advanced nursing specialty practice. |
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C. Member of a Profession Definition: Advancing the profession through lifelong learning, participating in professional organizations and practicing in a confident, competent, compassionate and accountable manner.
1. Demonstrate accountability for advanced nursing specialty’s legal scope of professional standards of practice and code of ethics. 2. Participate in professional organizations to establish policy and standards to refine advanced nursing specialty practice. 3. Participate in the political process to improve quality of care |
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D. Knowledge Developer Definition: Develop culturally appropriate clinical knowledge by examining, processing and disseminating knowledge to improve and maintain the health of a diverse society.
1. Use information technologies for the management and processing of data, information, and knowledge to guide advanced nursing specialty practice. 2. Critically examine data-based sources and individual experience to make professional advanced nursing specialty decisions. 3. Identify advanced nursing specialty practice problems relevant to Research. 4. Critically analyze research findings to determine advanced nursing specialty practice implications. |
MS in Nursing AACN Competencies
The competencies arise from the understanding of nursing as a theory-guided, evidenced -based discipline. Graduates are expected to possess the 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 an 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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1. A competent nurse’s professional actions are based on core nursing values, professional standards of practice, and the law. 1.1 The Master’s prepared nurse demonstrates accountability for specialist legal scope of practice, professional standards and code of ethics. 1.2 It is a responsibility of the Master’s prepared nurse to participate in professional organizations 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 of nursing that incorporates ethics, values, and professional standards. |
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2. A competent nurse develops insight through reflective practice, self-analysis, and self care through the understanding that… 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. |
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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 . . . 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 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 … 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 evidence base for practice decisions. 4.5 Leadership skills are required to teach, coach, and mentor other members of the healthcare team. |
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5. A competent nurse collaborates as part of a health care team. 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. |
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6. A competent nurse practices within, utilizes, and contributes to the broader health care system. 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 equitable and efficient prevention services through population based health promotion and disease prevention services. |
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7. A competent nurse practices client-centered care. 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. |
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8. A competent nurse communicates and uses technology effectively through the understanding that … 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 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. |
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9. A competent nurse demonstrates clinical judgment/critical thinking in the delivery of care of clients while maintaining safety through… 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 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. |
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: 
Student Handbook. URL, if available online: http://www.nursing.hawaii.edu/sites/www.nursing.hawaii.edu/files/image/Grad%20Student%20Handbook%202015-2016%20final%209-3-2015.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. Syllabi are available within SONDH intranet, but not the public website. Other: Accreditation documents Other: 3) Please review, add, replace, or delete the existing curriculum map.
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 learning assessment activities between June 1, 2014 and September 30, 2015?
Yes No (skip to question 16)6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey) Collect/evaluate student work/performance to determine SLO achievement Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring) Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement. Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: 7) Briefly explain the assessment activities that took place in the last 18 months.
As a professional school, we conduct continuous assessment as a component of our quality improvement effort to maintain accreditation from the Commission on Collegiate Nursing Education http://www.aacn.nche.edu/ccne-accreditation/ . The Graduate Chair is responsible for managing program assessment for all graduate programs (MS, DNP, and PhD). She does this in concert with the DON Chair and the relevant DON Committee. For the master’s program, it is the Master’s Curriculum Evaluation and Student Affairs Committees. Assessment activities were conducted in accordance with our assessment/evaluation matrix.
Please see our Department Evaluation Matrix which was uploaded as "Curriculum Map #2" in question #3 of this survey.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Other 1: Other 2: Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement Employer meetings/discussions/survey/interview of student SLO achievement Interviews or focus groups that contain self-reports of SLO achievement Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement. Student surveys that contain self-reports of SLO achievement Other 1: Other 2: Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
The master’s program uses electronic surveys for the program assessment strategies described in question #8. Each student is emailed a program evaluation survey with three reminders and the survey is open for 1 month. The 2014-2015 student response rate was 58% (72 of 125 enrolled students).
10) 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: Graduate Chair11) 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: 12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
The program evaluation survey indicated that students reported meeting the SLOs.
The alumni survey response rate is lower than targeted and we consulted with Educational Benchmarking Inc. (EBI) to understand the poor response rate. They administer this survey to the majority of national nursing graduate programs and noted that our experience is common. This is an area for activity in 2015-2016.
13) What best describes how the program used the results? (Check all that apply.)
Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.) Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements) Personnel or resource allocation changes Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form) Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops) Celebration of student success! Results indicated no action needed because students met expectations Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue) Other: 14) Please briefly describe how the program used the results.
The assessment activities indicated that students met performance expectations. The results were celebrated with faculty.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
None at this time.
16) If the program did not engage in assessment activities, please explain.
N/A