Unit: Nursing
Program: Nursing (BS)
Degree: Bachelor's
Date: Thu Dec 06, 2018 - 2:38:48 pm

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

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

(1b. Specialized study in an academic field)

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

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)

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

(1b. Specialized study in an academic field)

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

(1b. Specialized study in an academic field)

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

(1b. Specialized study in an academic field)

6. A competent nurse practices within, utilizes, and contributes to the broader health care system (including the Global Community).

(1b. Specialized study in an academic field)

7. A competent nurse practices client-centered care

(1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)

8. A competent nurse communicates effectively and uses technology to support the delivery of health services

(1b. Specialized study in an academic field, 2c. Communicate and report)

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

(1b. Specialized study in an academic field, 2a. Think critically and creatively)

2) Your program's SLOs are published as follows. Please update asneeded.

Department Website URL:
Student Handbook. URL, if available online: https://nursing.hawaii.edu/wp-content/uploads/Undergraduate-Student-Handbook-8-9-18-Final.pdf
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

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.


5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)

8) Briefly explain the assessment activities that took place.

Comprehensive assessment program in the SONDH includes evaluating every course every semester, mapping curriculum to national standards for the nursing profession, and ensuring that all accreditation criteria are met. 

Student self-report of SLO achievements

All graduating students are administered the End-of-Program Survey which asks the students' perceptions of their confidence in fulfilling the program's competencies.  Examining two of the questions from the 2017 survey: 1) "Quality of overall academic experience," students rated the BS program a 3.72 (range 1-5); and 2) "Confidence of achieving competencies required for practice" was rated 4.31 (range 1-5). In May 2018, the program competencies were updated.

NCLEX Certification Pass Rates

The school is demonstrating achievement of required program outcomes regarding licensure using the indicator that the rate for each track is 80% or higher for first-time takers for the most recent calendar year. In 2017, 66 out of the 68 graduates (97.1%) passed the NCLEX on the first time. In 2018, 28 out of the 30 graduates (93%) passed the NCLEX on the first time.


The Program Effectiveness Council was created on a trial basis during the fall of 2018 at the school-level with representation from all programs. The goal of the PEC is to assure that all programs meet their expected program competencies, and are consistent across degree programs and pathways (relating to program delivery standards and student affairs).


9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

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
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
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

End of Program Surveys = surveys were provided to all graduating students during their last semester  (2017 = 36, 2018 = 60) 

Alumni Surveys - surveys were provided to students one year after graduation ifor those who graduated from 2014-2017 (2015 = 53,  2016 = 66, 2017 = 40, 2018 = 36). During the fall of 2018, it was decided that the school would begin to conduct 6-month alumni surveys as well as the 12-month surveys beginning with those who graduated Spring 2018 (n=104)

Preceptor Surveys - surveys were provided to all preceptors of last semester nursing students (2016 = 71, 2017 = 45, 2018 (Spring and Summer) = 29)


11) 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)

12) 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)

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

See question number 8 which includes a description of assessment activities and results.

14) 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)

15) Please briefly describe how the program used the results.

The program used the results to update the curriculum.

16) 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.

During this time, it was seen that there are some gaps in the assessment program. We are currently shifting to go beyond course evaluations and surveys to examine other ways to assess our students' accomplishments of the program competencies. 

17) If the program did not engage in assessment activities, please justify.