Program: Nursing (BS)
Degree: Bachelor's
Date: Tue Dec 01, 2020 - 12:37:50 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, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)
2. A competent nurse develops insight through reflective practice, self-analysis, and self care
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
3. A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
4. A competent nurse demonstrates leadership in nursing and health care
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)
5. A competent nurse collaborates as part of a health care team
(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2c. Communicate and report)
6. A competent nurse practices within, utilizes, and contributes to the broader health care system
(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2c. Communicate and report)
7. A competent nurse practices client-centered care
(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)
8. A competent nurse communicates and uses technology effectively
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)
9. A competent nurse demonstrates clinical judgment and critical thinking in the delivery of care of clients
(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: https://nursing.hawaii.edu/nursing-bachelor/ Student Handbook. URL, if available online: https://nursing.hawaii.edu/wp-content/uploads/Undergraduate-Student-Handbook-2020-2021-Final.pdf Information Sheet, Flyer, or Brochure URL, if available online: 
UHM Catalog. Page Number: Course Syllabi. URL, if available online: Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (11/30/2020)
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 November 1, 2018 and October 31, 2020?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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 other pressing issue related to student learning achievement for the program (explain in question 8) Other: 8) Briefly explain the assessment activities that took place since November 2018.
Since November 2018, the SONDH has begun to use Activity Insight to implement a comprehensive course and program assessments.
Faculty evaluation of the implications of implementing one course (NURS320/NURS320L) that contained two separate areas of nursing practice: pediatrics and women’s health/OB in terms of:
- The meaningfulness of the data from its course evaluation
- Implications on students’ GPAs if they did poorly in this 10-credit course
Analysis of the competiveness of the ADN < BS program in terms of cost and program attractiveness for incoming ADN RN students from the community colleges
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement
Didactic Course Evaluation Survey (At the end of each semester (April, August, and November): Student assessment of faculty, course material, learning environment and achievement of student learning outcomes (SLOs)
Clinical Course Evaluation Survey (At the end of each semester: April, August, and November): Student assessment of faculty, course material, learning environment, and achievement of student learning outcomes and preceptor effectiveness (where applicable)
Preceptor Course 360° Evaluation: Student, preceptor and faculty (At the end of each semester: April, August, and November): Student, faculty and preceptor input relative to the clinical course. Student (see above); Faculty: suitability of the site to support the SLOs for the course; and Preceptor: level of support provided by UHM and satisfaction with serving as a preceptor
Clinical Translational Health Sciences Simulation Center (THSSC) Surveys and Direct Observation (Continuous): Student learning outcomes in THSSC, faculty skills assessment/development for simulation supported instruction Note: The THSSC has a comprehensive performance improvement program that addresses the requirements of national accreditation by the Society for Simulation in Healthcare.
(Continuing) Student Experience Survey (Spring semester of each academic year: April): Instruction, academic support services, suggestions for improvement in the program
End of Program Survey (At the conclusion of the final semester for graduating students and GEPN students completing pre-licensure year): Satisfaction with program, instruction, achieving of professional program outcomes/competencies, academic support services, employment
Alumni Survey (Within 12 months postgraduation: May or June): Employment, career accomplishments, perception of quality of education
NCLEX-RN® Reports • NCSBN Program Report to School • Hawaiʻi BON Report (NCSBN: May and November BON: Monthly): NCLEX-RN® pass rates: by program (BS and GEPN), first-time takers, all takers, and number of times taken
APRN Certification Pass Rates (ANCC/AANP) (Annual): Certification pass rates by specialty program (FNP, AGPCNP, AGCNS), overall pass rate, first time pass rate, number of times taken
Completion Rate (Annual;): Students who graduated within the DON program defined completion time
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.
Reporting period: Summer 2019-Spr 2020) The program uses electronic surveys for the program assessment strategies described in question #8. Each student is emailed a respective survey with three reminders and the survey is open for 1 month.
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: course coordinators12) 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: Nursing Board Exam (NCLEX) 1st time pass rates13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
The BS students are meeting program SLOs.
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: Revised courses and program pathway as well as introduced new courses to meet revised accreditation requirements15) Please briefly describe how the program used its findings/results.
The results were used to refine and update the curriculum pathway of the DNP program by creating new courses and updating the curriculum.
The one course (NURS320/NURS320L) that contained two separate areas of nursing practice: pediatrics and women’s health/OB was split into 2 separate Nursing courses each with their own CRN:
- NURS 321/321L: Women, Newborn, and Family Health (2) and Women, Newborn, and Family Health Lab (3)
- NURS 322/322L: Child and Family Health (2) and Child and Family Health Lab (3)
To facilitate the competiveness of the ADN < BS program in terms of cost and program attractiveness for incoming ADN RN students from the community colleges, a new ADN < BS pathway was created. Key features of this program are: • Asynchronous online format (can log on any time/day each week), • Updated curriculum to align with contemporary nursing (Community Health replaced with Population Health; Complex Care/ Leadership coursework strengthened), • Reduced clinical hours requirement (30 hours/course), • Credit for prior experience for those with RN experience there is a potential to portfolio out of either the Population Health clinical OR Complex Care/ Leadership clinical courses, • Full and Part time pathways available: Ability to enter via a full time (one year to completion) or part time (two year completion) pathway. Existing ADN < BS courses were revised to incorporate contemporary BS-RN practice issues.
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.
The SONDH has begun to use Activity Insight to implement a comprehensive course and program assessments. Now in its 3rd year, all assessment procedures and the content of surveys are standardized and managed by the office of the Associate Dean of Research. Timely feedback is efficiently disseminated to all levels of individuals ranging from individual course faculty to those with program implementation and evaluation responsibilities.
17) If the program did not engage in assessment activities, please justify.
n/a