Program: Nursing Practice (DNP)
Degree: Doctorate
Date: Thu Dec 06, 2018 - 1:25:25 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.
(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., 7. Interact professionally with others.)
5. A competent nurse in an advanced role collaborates as part of a health care team.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 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.
(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 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., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)
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., 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.)
2) Your program's SLOs are published as follows. Please update asneeded.
Department Website URL: 
Student Handbook. URL, if available online: 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.
- File (03/16/2020)
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 SLOs6) 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
Capstone project papers were reviewed by the DNP director, and DNP project chairs and it was determined that these papers could be refocused and reduced in the number of pages. In making this change, courses were also evaluated to determine if the students were being taught what was needed to fulfill both the course student learning outcomes, program competencies, and AACN DNP Essentials.
The Nurse Practitioner APRN graduates are eligible to take either the American Nurses Credentialing Center (ANCC) or the American Academy of Nurse Practitioners (AANP) certification exam. The school is demonstrating achievement of required program outcomes regarding certification for the FNP specialty using the indicator that the certification pass rate is 80% or higher for takers for the most recent calendar year. In 2017, 12/14 (86%) passed either the ANCC or AANP certification. Similarly, the school is demonstrating achievement of required program outcomes regarding certification pass rates for the AGPCNP. In 2017, 5/6 (83%) passed either the ANCC or AANP.
Student self-report of SLO achievements
All graduating students are administered the End-of-Program Survey which asks the students perception 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 DNP program a 4.20 (range 1-5) and 2) "Confidence of achieving competencies required for practice" was rated 3.24 (range 1-5). In spring 2018, for the program learning outcomes, 71% felt confident that they were able to perform the following: 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.", 3) "Collaborate with interdisciplinary professionals and teams to improve patient and population health outcomes.", 4) " Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical and organizational sciences.", and 5) "Assume 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." Only 57% felt confident they were able to "Utilize technology and informatics to improve health care and implement change in health care systems." In May 2018, the program competencies were updated.
Programmatic Decisions
The SONDH DNP program was first initiated during 2012. We recognized that new programs need to be closely monitored and adjustments would likely need to be made. During the first five years of the program the curriculum, time to completion rates, the DNP project process and end of program survey data have been monitored. Along the way opportunities for improvement have been identified.
DNP Curriculum. Employer and graduates feedback indicated that the DNP program curriculum did not support the evolving primary care role of the nurse practitioner. During the 2016-2017 academic year, an extensive evaluation of the DNP curriculum and the DNP project was completed (as part of a five-year review of the program). Faculty, students and key stakeholders from the community were consulted and strengths, as well as opportunities to improve the curriculum and the DNP project, were identified. In response, a task group of faculty worked to make adjustments to the curriculum. Seven courses were revised, from the advanced practice core (N612, N616), DNP core (N662, N746, N750), and specialty nurse practitioner courses (N633, N695). In addition, the advanced practice primary care clinical courses (N675) were split into multiple courses that were leveled with regards to increase competency in the program (first, second and third year). Finally, a clinical skills course (N615) was reintroduced into the program.
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 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
Alumni surveys - surveys were provided to students one year after graduation. However, beginning with those who graduated during Spring 2018, the Department will begin to administer an alumni survey 6-months and 12-months after graduation. For those who graudated in spring 2017, 5 students responded.
Preceptor Surveys - surveys were provided to preceptors of DNP students (2018 = 28)
Focus groups - the focus groups were conducted during 2017 with both alumni (n=3) and current students (n=5) as the Department was assessing the overall DNP program.
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 director12) 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: Certification Exam Pass Rates13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
See the response to question 8 which included the description of the assessment activities and the 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: 15) Please briefly describe how the program used the results.
The results were used to change the curriculum pathway of the DNP program by creating new courses and updating 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.