Unit: Nursing
Program: Nursing (MS)
Degree: Master's
Date: Thu Dec 06, 2018 - 1:30:08 pm

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

1. The professional actions of a competent nurse in an advanced role are based on core nursing values, professional standards of practice, and the law.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

2. A competent nurse in an advanced role develops insight through reflective practice, self-analysis, and self-care through the understanding of the law.

(4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

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

(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

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

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 7. Interact professionally with others.)

5. A competent nurse in an advanced role collaborates as part of a health care team.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

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

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

7. A competent nurse in an advanced role practices client-centered care.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

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

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)

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

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

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

Department Website URL:
Student Handbook. URL, if available online: https://nursing.hawaii.edu/wp-content/uploads/Graduate-Student-Handbook-9-14-18-Final.pdf
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other:
Other:

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.

0%
1-50%
51-80%
81-99%
100%

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):

No
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?

Yes
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)
Other:

8) Briefly explain the assessment activities that took place.

Student Work

The Clinical Nurse Specialist (CNS) graduates are prepared for and eligible to take the ANCC certification exam upon graduation.  The CCNE benchmark for the AGCNS program was not met. In 2017, 40% of the students (2/5) passed the ANCC certification exam.

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 Master's program a 3.92 (range 1-5); and 2) "Confidence of achieving competencies required for practice" was rated 3.89 (range 1-5). During spring 2018, 100% of those who responded felt confident in their ability to perform each competency for the MS APHN program and MS CNS program.

In May 2018, the program outcomes were updated to the program competencies. 

Programmatic Decisions

Master CNS Curriculum.  During the 2016-2017 academic year, the ADAA led an extensive analysis of the AGCNS program. The analysis included: a review of the curriculum including mapping coursework to the ANCC Adult-Gerontology CNS certification content areas; telephone interviews with recent graduates; and key informant interviews with employers. 

Based on the findings, the School recognized that job market demand for the role of the CNS was not adequate to support the program and ceased the admission of new students. (The last cohort of GEPN AGCNS are anticipated to graduate in August 2019.)  We also developed and implemented a plan to better support the currently enrolled AGCNS students.

Overall

The Program Effectiveness Council (PEC) was created at the school-level with representation from all programs. The goal of the PEC is to assure that each program meets its 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 student during their last semester (2017 = 5, 2018 = 3)

Alumni Surveys - surveys were provideed to students one year after graduation (2015 = 36, 2016 = 27, 2017 = 23, 2018 = 13). Beginning the fall of 2018, we will begin conducting 6-month and 12-month alumni surveys, with those who graduated in spring 2018.

CNS Key informant Interviews were conducted in 2016-2017. Eight of the 27(30%) responded. 

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)
Dean/Director
Other: Program director

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)
Other:

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)
Other: Stopped out CNS program due to low job market demand

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

The program used the results to make curriculum changes and eventually decided that the Department of Nursing will no longer offer the Master CNS program when the final group of students graduate in August 2019.

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.