Unit: Nursing
Program: Nursing Practice (DNP)
Degree: Doctorate
Date: Tue Nov 17, 2015 - 3:08:38 pm

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

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

 

Program Outcomes for DNP students

 

A.    Provider of Care

Definition: Advocate and provide high quality care to improve and maintain the health of a diverse society.

 

1.   Demonstrate leadership in organizations and health care systems to promote safe, efficient care delivery to both individuals and populations.

2.   Design, influence and implement health care policies that affect health care financing, practice regulation, access to care, safety, quality, and efficacy of care.

B.    Coordinator of Care

Definition: Direct, supervise and collaborate with others to organize care.

 

1.   Collaborate with interdisciplinary professionals and teams to improve patient and population health outcomes.

2.   Utilize technology and informatics to improve health care and to implement change in health care systems.

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.   Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical and organizational sciences.

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.   Assumes a leadership role in the translation and application of research and clinical practice models to improve outcomes to meet health care needs of culturally diverse populations.

 

 

DNP 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

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

 
 

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

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 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  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.

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 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/consultant in collaborative knowledge-generating research.

3.3  Analyzes epidemiological, biostatistical, environmental, and other appropriate scientific data related to individual, aggregate, and population health.

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

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 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 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.

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

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, 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  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.

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

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 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  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.

 

 

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. 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.

Curriculum Map File(s) from 2015:

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 as required to maintain accreditation from the Commission on Collegiate Nursing Education http://www.aacn.nche.edu/ccne-accreditation/about/. The DNP program enrolled its first student in fall 2012, and in 2014 received five year accreditation continuing through 2019.

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 DNP program, it is the DNP 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 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 76% (16 of 21 enrolled students). 

The post-master’s DNP student develops and conducts a Scholarly Project during their 2 year course of study.  In 2014-2015, 17 students presented their proposal and 16/17 met the rubric requirements to proceed to implementation. The proposal was successfully completed and presented to their committee and sponsoring agency by 9 students. The 9 graduates met the criteria for the program SLOs.

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 Chair

11) 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 DNP students are meeting program requirements. 

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 results were shared with the DNP faculty and it was agreed that no program modification was needed.

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