Degree Program Assessment Reports : View Reports

Unit: Nursing
Program: Nursing Practice (DNP)
Degree: Doctorate
Date: Mon Nov 30, 2020 - 1:49:21 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.

(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 advanced practice nurse develops insight through reflective practice, self-analysis, and self-care through the understanding of the law

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

(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., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

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

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

6. A competent advanced practice nurse 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., 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., 7. Interact professionally with others.)

7. A competent advanced practice nurse practices client-centered care.

(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., 7. Interact professionally with others.)

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

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

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

Department Website URL: https://nursing.hawaii.edu/wp-content/uploads/Graduate-Student-Handbook-2020-2021-Final-updated-8-6-20.pdf

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: SONDH Intranet

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

Curriculum Map File(s) from 2020:

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.

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):

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 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.

Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.

Re-evaluation of quality, length and course content in the DNP Program pathway. The program length was 9 semesters with students completing in Summer which precluded them from taking national certification exams on time and applying for summer nurse residencies. In Fall 2000 the program length was revised to 8 semesters – now ending in Spring. Faculty, alumni, students and key stakeholders from the community were consulted and strengths, as well as opportunities to improve the curriculum. A task group of faculty, practitioners and students worked to refine the curriculum using the stakeholder’s input and student learning outcomes, program competencies, and AACN DNP Essentials.

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

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: 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: Certification Exam Pass Rates

13) 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 DNP 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 requirements

15) Please briefly describe how the program used its findings/results.

As the length and quality of the DNP practice project’s (capstone) report needs to be geared towards use of the project’s results be organizations/agencies and practitioners, the DNP curriculum committee continues to refine the project’s guidance based on their review of the previous year’s written project reports.

The SONDH has engaged the services of a National certification review company to provide a certification review for the graduating FNP/DNP students in their final semester.

Student clinical practicums are now evaluated using a CR/NC format because of the potential for occurrence of numerous mitigating circumstances that are beyond the students’ control.

New courses added to strengthen the curriculum: Applied Biostatistics and Epidemiology for Nurses in Advance Practice (NURS 607); Diagnosis and Management of Complex Care Across the Lifespan (NURS 681); Advanced Gerontology: Promotion and Maintenance (NURS 701); Effective Program Evaluation for Quality Improvement (NURS 735); and Health Policy and Economics (NURS 740).

Courses revised to increase emphasis on clinical applications: Mental Health In Primary Care (NURS 616), clinical courses (NURS 676L, 677L, 678L, 679L), Primary Care IV Seminar: Primary Care Integration Across the Lifespan (NURS 679)

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 3^rd 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