Program: Nursing (PhD)
Degree: Doctorate
Date: Fri Oct 16, 2015 - 3:55:51 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 PhD 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. Assume a leadership role in the development of clinical practice models to improve outcomes to meet health care needs of culturally diverse populations. 2. Systematically investigate a clinically focused area of nursing to advance health care in culturally diverse populations. |
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B. Coordinator of Care Definition: Direct, supervise and collaborate with others to organize care. 1. Assume 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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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. Develop educational programs that are accountable to the community of interest in preparation of professional nurses. 2. Lead efforts in professional organizations to develop policy and standards for nursing practice. 3. Assume a leadership role in the political process to improve the quality of health care and nursing education. |
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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 to further nursing knowledge. 2. Critically examine data-based sources and individual experience to analyze and develop leadership strategies for dealing with social, ethical, cultural, economic and political issues related to nursing, health care and research. 3. Develop and use existing and evolving knowledge to improve nursing education and practice. 4. Conduct research to improve and maintain the health of a diverse society. |
PhD 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 It is expected that the nurse prepared at the PhD level will lead efforts in professional organizations to develop policy and standards for nursing practice. 1.2 In positions of responsibility, the PhD prepared nurse advocates for the ethical conduct of practice. |
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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 PhD 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. |
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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 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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4. A competent nurse demonstrates leadership in nursing and health care through the understanding that … 4.1 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. 4.2 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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5. A competent nurse collaborates as part of a health care team. 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. 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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7. A competent nurse practices client-centered care. 7.1 The PhD nurse generates nursing knowledge about health care systems and care models. |
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8. A competent nurse communicates and uses technology effectively through the understanding that … 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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9. A competent nurse demonstrates clinical judgment/critical thinking in the delivery of care of clients while maintaining safety through… 9.1 The PhD nurse systematically investigates a clinically focused area of nursing to advance health care in culturally diverse populations. |
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 Materials 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.
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 PhD program, it is the PhD 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 57% 25 of 44 enrolled students.
In 2014-2015, 8 students successfully completed the comprehensive examinations. The dissertation proposal defense was completed by 11 students who met the rubric requirements. The proposal was successfully completed and presented to their committee by 7 students. The 7 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 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 PhD 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 faculty. The DON has begun a program review/self-study following established guidelines set forth by Executive Policy E5.202: "Review of Established Programs."
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.
Not at this time
16) If the program did not engage in assessment activities, please explain.
N/A