Program: Nursing (MS)
Degree: Master's
Date: Thu Sep 02, 2010 - 12:51:50 pm
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
In the tables below are the Student Learning Outcomes for the BS in Nursing, MS in Nursing, and PhD in Nursing programs. The SLO's are the basis for program evaluation.
University of Hawai`i at Mānoa
School of Nursing and Dental Hygiene
Department of Nursing
HSNC Competencies, BS, MS & PHD Program Outcomes
The competencies arise from the understanding of nursing as a theory-guided, evidenced -based discipline. Graduates from the curriculum are expected to possess distinctive values, attitudes, habits and skills in both professional behaviors and nursing care competencies that are described in this document. The professional competencies--define the values, attitudes and practices that competent nurses embody and may share with members of other professions; the nursing care competencies--define relationship capabilities that nurses need to work with clients and colleagues, the knowledge and skills of practicing nursing and competencies that encompass understanding of the broader health care system. In all cases, the client is defined as the recipient of care, is considered active participant in care, and includes the individual, family or community. Nursing care competencies recognize that a competent nurse provides safe care across the lifespan directed toward the goals of helping clients (individuals, families or communities) promote health, recover from acute illness and/or manage a chronic illness and support a peaceful and comfortable death. The following document describes the key competencies within the context of professional expectations for baccalaureate, masters and PhD prepared nurses. At the conclusion of the program each graduate from the UHM SONDH is prepared to begin practice in their respective role guided by these professional competencies and expectations.
COMPETENCIES
|
Professional actions are based on core nursing values, professional standards of practice, and the law. |
|
Develops insight through reflective practice, self-analysis, and self care |
|
Engages in ongoing self-directed learning and provides care based on evidence supported by research |
|
Demonstrates leadership in nursing and health care |
|
Collaborates as part of a health care team |
|
Practices within, utilizes, and contributes to the broader health care system |
|
Practices client-centered care |
|
Communicates effectively and uses technology |
|
Demonstrates clinical judgment/critical thinking in the delivery of care of clients while maintaining safety |
|
BACCALAUREATE NURSING |
MASTERS IN NURSING |
PHD IN NURSING |
|
1. A competent nurse’s professional actions are based on core nursing values, professional standards of practice, and the law. |
||
|
1.1 Core nursing values include social justice (from the ANA statement), caring, advocacy, respect for self and others, collegiality, and ethical behavior. 1.2 Ethical dilemmas are embedded in clinical practice; an obligation of nurses is to notice, interpret respond and reflect on these dilemmas using ethical principles and frameworks as a guideline. 1.3 It is essential for nurses to participate in discussions of ethical issues in health care as they affect communities, society, and health professions. 1.4 Professional nursing functions within legally defined standards of practice and state specific regulations. |
1.1. The Master’s prepared nurse demonstrates accountability for specialist legal scope of practice, professional standards and code of ethics. 1.2. It is a responsibility of the Master’s prepared nurse to participate in professional organizations to support nursing practice. 1.3. Ethical analysis and clinical reasoning are required for advanced nursing practice. 1.4. The Master’s prepared nurse articulates and actualizes a personal philosophy of nursing that incorporates ethics, values, and professional standards. |
1.1. It is expected that the nurse prepared at the PhD level will lead efforts in professional organizations to develop policy and standards for nursing practice. 1.2. In positions of responsibility, the PhD prepared nurse advocates for the ethical conduct of practice. |
|
2. A competent nurse develops insight through reflective practice, self-analysis, and self care through the understanding that… |
||
|
2.1. Ongoing reflection, critical examination and evaluation of one’s professional and personal life improves nursing practice. 2.2. Reflection and self-analysis encourage self-awareness and self-care. 2.3. Pursuing and advocating healthy behaviors enhance nurses’ ability to care for client. |
2.1. The Master’s prepared nurse continually engages in self reflection in order to design strategies that promote lifelong learning of self to guide advanced practice. |
2.1. The PhD nurse critically examines data-based sources and individual experiences to analyze and develop leadership strategies for dealing with social, ethical, cultural, economic and political issues related to nursing, health care, and research. |
|
3. A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research with the understanding that . . . |
||
|
3.1. Knowledge and skills are dynamic and evolving, in order to maintain competency one must continuously update their knowledge using reliable, current sources of information from the biological, social, medical, public health, and nursing sciences. 3.2. The nurse uses legitimate sources of evidence for decision-making such as research evidence, standards of care, community perspectives and practical wisdom gained from experience. 3.3. As “best practices” are continuously modified and new interventions are constant, the nurse incorporates changes into practice. |
3.1. The Master’s prepared nurse critically examines and utilizes evidence-based sources to support advanced practice. 3.2. In specialist nursing, the practitioner is able to identify problems amenable to research. 3.3. The Master’s prepared nurse participates in the process of evaluating evidence in collaboration with other members of the health care team. 3.4. The Master’s prepared nurse maintains competency through the development of a personal plan for lifelong learning and continued professional development. 3.5. Professional practice obligations dictate that one will demonstrate initiative and self-direction in seeking ways to improve health and health care. |
3.1. The PhD nurse develops and uses existing and evolving knowledge to improve nursing education and practice. 3.2. The PhD nurse conducts research to improve and maintain the health of a diverse society. 3.3. The PhD nurse employs translational models for applying research evidence to nursing practice. 3.4. The PhD nurse disseminates innovative outcomes and findings from evidence-based research improve practice and health care outcomes. |
|
4. A competent nurse demonstrates leadership in nursing and health care through the understanding that … |
||
|
4.1. An effective nurse is able to take a leadership role to meet client needs, improve the health care system, and facilitate community problem solving. 4.2. A competent nurse effectively uses management principles, strategies, and tools. 4.3 An effective nurse works with the health care team including the delegation of responsibilities and supervision. |
4.1. The Master’s prepared nurse is expected to demonstrate leadership skills and decision making in the provision of nursing care, team coordination, and accountability for care delivery at the micro-systems level. 4.2. Assuming a leadership role for patient safety and quality improvement initiatives is expected from a master’s prepared nurse. 4.3. Advanced nursing requires an understanding of how healthcare delivery systems are organized and financed and how this affects patient care. 4.4. The Master’s prepared nurse articulates to a variety of audiences the evidence base for practice decisions. 4.5. Leadership skills are required to teach, coach, and mentor other members of the healthcare team. |
4.1. The PhD nurse assumes a leadership role in the development of research and clinical practice models to improve outcomes to meet health care needs of culturally diverse populations. 4.2. The PhD nurse assumes a leadership role in conducting and using research findings and other health information to design and evaluate systems of care for culturally diverse populations. |
|
5. A competent nurse collaborates as part of a health care team. |
||
|
5.1. The client is an essential member of the healthcare team. 5.2. A collegial team is essential for success in serving clients. 5.3. Effective team members must be able to give and receive constructive feedback. 5.4. Colleagues create a positive environment for each other that values holistic client care. |
5.1. Collaborative strategies are required in the design, coordination, and evaluation of patient-centered care. 5.2. The Master’s prepared nurse understands other professions’ scope of practice, and demonstrates highly developed strategies to support communication among team members, patients, and health care professionals. 5.3. The Master’s prepared nurse demonstrates critical skills in leading inter-professional teams and partnerships. 5.4. Coordinating comprehensive care for patients within and across settings and among care providers is expected of the master’s prepared nurse. |
5.1. The PhD nurse participates in collaborative team(s) to generate empirical knowledge that improves practice, health care outcomes, and policy change. |
|
6. A competent nurse practices within, utilizes, and contributes to the broader health care system. |
||
|
6.1. All components of the healthcare system must be incorporated when providing interdisciplinary care. 6.2. The effective nurse contributes to improvements of the health care system through involvement in policy, decision-making processes, and political activities. |
6.1. The Master’s prepared nurse is charged with bringing the nursing perspective to policy development by advocating for policies that improve the health of the public and the profession of nursing. 6.2. Practice guidelines to improve practice and the care environment are developed by the Master’s prepared nurse. 6.3. The Masters’ prepared nurse is expected to analyze how policies influence the structure and financing of health care practice, and health outcomes on an institutional, local, and state level. 6.5. Examining the effect of legal and regulatory processes on nursing practice, healthcare delivery, and outcomes is the responsibility of the Master’s prepared nurse. 6.6. The Master’s prepared nurse advances equitable and efficient prevention services through population based health promotion and disease prevention services. |
6.1. The PhD nurse assumes a leadership role in the political process to improve the quality and safety of health care and advance nursing education. 6.2. The PhD nurse develops educational programs that are accountable to the community of interest in preparation of professional nurses. |
|
7. A competent nurse practices client-centered care. |
||
|
7.1. Effective care is centered around a respectful relationship with the client that is based on empathy, caring, mutual trust, and advocacy. 7.2. Nursing practice should reflect the attitudes, beliefs and values of clients. 7.3. An understanding of the culture and history of the community is fundamental in the practice of nursing. |
7.1. Advanced nursing includes advocating for patients, families, caregivers, and members of the healthcare team. 7.2. Preparing clinical practice guidelines appropriate for diverse cultures is expected of the advanced practice nurse. 7.3. Advanced knowledge of the effects of bio/psycho/social determinants of health is required to design, evaluate, and implement patient care. |
7.1 The PhD nurse generates nursing knowledge about health care systems and care models. |
|
8. A competent nurse communicates and uses technology effectively through the understanding that … |
||
|
8.1. Effective use of communication is an essential part of all interventions to establish caring and therapeutic relationships to educate and advocate for clients. 8.2. When working with colleagues or clients, it is important to ensure that accurate, timely and complete communication has occurred. 8.3. Successful communication requires attention to elements of cultural influences, variations in the use of language and a participatory approach. 8.4. Information and communication technologies provide essential information for delivery of effective nursing care. |
8.1. The Master’s prepared nurse demonstrates effective communication across and within all professional spheres including the interdisciplinary team, peers, clients and the community. 8.2. The Master’s prepared nurse uses information technology and research methods appropriately to identify gaps in evidence for practice and collect appropriate and accurate data to generate evidence for nursing practice. 8.3. The Master’s prepared nurse analyzes current and emerging technologies to optimize patient safety, cost effectiveness, and outcomes of care. 8.4. The Master’s prepared nurse in a leadership position implements the use of information technologies to coordinate and integrate patient care and transitions of care across settings and among healthcare providers. 8.5. The Master’s prepared nurse holds the responsibility of ensuring the use of ethical principles and legal policies in the integration and use of patient care and information technologies into care delivery. |
8.1. The PhD nurse participates in collaborative team(s) to generate empirical knowledge that improves practice, health care outcomes, and policy change. |
|
9. A competent nurse demonstrates clinical judgment/critical thinking in the delivery of care of clients while maintaining safety through… |
||
|
9.1. Analysis and integration of available data. 9.2. Implementation of prioritized care based on evaluation of data. 9.3. Evaluation and analysis of the nurse’s personal clinical performance 9.4. A competent nurse engages in risk reduction activities, recognizes, communicates and intervenes to promote client safety. |
9.1. The Master’s prepared nurse must critically analyze the best evidence to determine practice implications. 9.2. The delivery of advanced nursing care to diverse populations requires an integration of knowledge of nursing and related sciences. 9.3. The Master’s prepared nurse is equipped to design care for a clinical or community-based population. 9.4. The Master’s prepared nurse uses quality improvement practices to ensure patient safety and the highest quality nursing care. 9.5. A professional environment with high level communication skills is required for peer review, advocacy for patients and families, reporting of errors, and professional writing. 9.6. The Master’s prepared nurse is expected to identify factors to mitigate risks in the practice setting. 9.7. The Master’s prepared nurse uses epidemiological, social, and environmental data for drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles. |
9.1. The PhD nurse systematically investigates a clinically focused area of nursing to advance health care in culturally diverse populations. |
8/30/10
2) As of last year, your program's SLOs were published as follows. Please update as needed.
Department Website URL: 
Student Handbook. URL, if available online: NA Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: All course objectives are on course syllabi and are directly linked to the overall SLO's listed on Q#1 Other: Accreditation documents Other: 3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.
0% 1-50% 51-80% 81-99%
100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
In the School’s Strategic Plan 2010-2012, the DON identified a strategic imperative for Educational Effectiveness to support progression and successful graduation of all students, including those from underrepresented groups (i.e., Native Hawaiians and Pacific Islanders). The DON Logic Model provides a pictorial view of the resources, activities, outputs, outcomes and impact for the educational programs. The ADAA and the Department/Graduate Chairs are responsible to ensure confidential and consistent data collection; timely analysis and dissemination to stakeholders; and to assure program response to outcome analyses. Curriculum and Evaluation Committees are charged to act on outcomes that fail to meet benchmarks. The School’s quality management effort is designed to assure that CCNE and UHM standards are met or exceeded.
The DON Evaluation Matrix outlines the type of evaluation, purpose, point person, frequency of administration, and the review process for quantitative data collection, as well as providing established benchmarks aligned with CCNE standards (Question 6). Processes are in place for the regular collection of aggregate student outcome data. All information is confidential and individual student identifiers are not traceable. As we expand use of electronic tools for data collection, we are continually reviewing data sources and improving processes to increase response rates. The DON administration, ADAA, and Dean, meet regularly with students for informal “talk story” sessions. The Student Nurses Organization provides valuable input to administration. The DON Bylaws include student representatives on student affairs and the curriculum and evaluation committees.
6) State the type(s) of evidence gathered.
Table 1. DON Evaluation Matrix: BS, MEPN, MS & PhD Programs including Data Sources, Purpose,
Point Person, Data Collection, Review Process, and Benchmarks
|
Data Sources |
Purpose |
Point Person |
Frequency of Collection |
Frequency of Review |
Results Reviewed by |
|
Student Experience Survey |
Formative evaluation of experiences as a DON BS, MEPN, MS, Post-MS, and PhD student |
ADAA |
Annual, spring semester |
Annual |
Academic Team*, Director Office of Student Services, Director of IT, Directors for the Graduate Programs, including MEPN (graduate responses only), PhD Director (PhD responses only), Student Nurses Organization (summary) |
|
Process: Electronic distribution of online survey tool to all levels of students by the Evaluation Specialist (ES) in March with a 4-week response rate time and 3 email reminders. The ES creates reports with data summarized by total responses and program (BS, MEPN, MS, Post-MS, and PhD). Reports distributed to appropriate units in May to be reviewed and discussed, with action plan due to the ADAA by July. ADAA monitors to ensure revision, as appropriate, and compiles trend data to assure maintenance of improvement. Expected Outcome Benchmark: ≥ 90% of the student responses to the satisfaction questions meet minimum expectations (at least 3.5 on a 5-point Likert scale for all items and total mean scores). |
|||||
|
Course Evaluation: Students |
Summative evaluation of students reported perception of success in meeting course objectives that map to program outcomes |
ADAA |
Every semester |
Fall and spring semesters |
DON Chair, Graduate Chair, Course Coordinator, Faculty Member, Undergraduate (UG) and Master’s Program Curriculum & Evaluation Committees |
|
Process: Electronic distribution of online survey tool to students enrolled in each course 1 week before the end of the semester and 3 email reminders for all courses except those that require a HESITM/KaplanTM. For these courses, evaluations are done online prior to the testing. The ES creates reports and distributes for review. DON and Graduate Chairs are responsible to follow up on recommendations to ensure revision, when appropriate. Expected Outcome Benchmark: ≥ 90% of the student responses to the end of course evaluation questions meet minimum expectations (at least 3.5 on a 5-point Likert scale for all items and total mean scores). |
|||||
|
Clinical Site 3600 Evaluation: Student |
Summative evaluation of student experiences at clinical agencies |
ADAA |
Annual, spring semester |
Annual |
UG: Academic Team*, Course Coordinators (Course specific data only), & Clinical Agencies (Agency specific data only) Graduate: Program Directors & Graduate Chair |
|
Process: Electronic distribution of online survey tool to students in clinical courses through Banner and 3 email reminders. The ES creates reports and distributes for review/action to UG: Academic Team*, Course Coordinators (course specific data only), Program Directors & Clinical Agencies (agency specific data only); Graduate: Academic Team*, Course Coordinators. DON and Graduate Chairs responsible to follow up on recommendations to ensure action, when appropriate. Expected Outcome Benchmark: ≥ 90% of the student responses to the clinical site evaluation questions meet minimum expectations (at least 3.5 on a 5-point Likert scale for all items and total mean scores). |
|||||
|
Clinical Site 3600 Evaluation: Clinical Agencies |
Summative evaluation of clinical agencies experiences with students and faculty |
ADAA & Course Coordinators |
Annual, spring semester |
Annual |
UG Academic Team*, Course Coordinators (Course specific data only), & Clinical Agencies (Agency specific data only) Graduate: Program Directors & Graduate Chair |
|
Process: ES contacts the course coordinators during the spring semester for names and emails of the clinical unit managers/ lead contact at healthcare agencies. The ES sends the online survey to the agency contact person with 3 email reminders. Reports are distributed for review. Department Chair responsible to follow up on recommendations to ensure action, when appropriate. Expected Outcome Benchmark: ≥ 90% of the clinical agencies responses to the clinical site questions meet minimum expectations (at least 3.5 on a 5-point Likert scale for all items and total mean scores). |
|||||
|
Clinical Site 3600 Evaluation: Faculty |
Summative evaluation of individual faculty experiences at each clinical agency |
ADAA & Course coordinators |
Annual, spring semester |
Annual |
UG Academic Team*, Course Coordinators (Course specific data only) & Clinical Agencies (Agency specific data only) Graduate: Program Directors & Graduate Chair |
|
Process: Evaluation Specialist (ES) contacts the course coordinators during the spring semester for names and emails of the faculty teaching each section of clinical rotations. The ES sends the online survey to the faculty member with 3 email reminders. Reports are distributed for review. Department Chair responsible to follow up with course coordinators on recommendations to ensure action, when appropriate. Expected Outcome Benchmark: ≥ 90% of the faculty member responses to the clinical site questions meet minimum expectations (at least 3.5 on a 5-point Likert scale for all items and total mean scores). |
|||||
|
End of Program Evaluation for Baccalaureate and Master’s programs Educational Bench-marking, Inc (EBI) Survey |
Summative evaluation of student’s overall experiences as a DON student |
ADAA |
Final semester for graduating students |
Annually, spring semester |
Curriculum & Evaluation Committees, DON Chair and Graduate Chair |
|
Process: ES orders tool from EBI and obtains the list of graduating students (names and emails) from the OSS 2 months prior to graduation. For undergraduate students and pre-licensure MEPN completers, the ES coordinates with the faculty teaching the final course to schedule a time for all students to take the EBI end of program survey (paper). For graduate students, the survey is done online; the ES emails the graduate students with 3 follow up reminders, 1-2 weeks prior to graduation. In the spring semester, the ES obtains the reports from the EBI website and distributes for review. The Curriculum & Evaluation Committees provides recommendations for action to the Department/Graduate Chairs. Expected Outcome Benchmark: ≥ 90% of the students’ responses to the end of program questions meet minimum expectations (at least 4.0 on a 7-point Likert scale for all items and total mean scores). |
|||||
|
Under-graduate & Graduate Alumni Survey Educational Bench-marking, Inc (EBI) Survey |
Summative evaluation of perceived preparation for nursing roles by graduates at 1 and 3 years post-graduation |
ADAA |
Annually, 1 & 3 years post graduation |
Annually, fall semester |
Academic Team* |
|
Process: ES orders tool from EBI and obtains the names and emails of graduates from the previous 1 and 3 years from the OSS. ES forwards list to EBI for email distribution of the alumni surveys with automated reminders; the survey remains open for 4 weeks. Once complete, the ES obtains the report online from EBI and distributes for review to the Academic Team* and action, if appropriate. Expected Outcome Benchmark: ≥ 90% of the alumni responses to the end of program questions meet minimum expectations (at least 4.0 on a 7-point Likert scale for all items and total mean scores). |
|||||
|
Under-graduate & Graduate Employers Survey Educational Bench-marking, Inc (EBI) Survey |
Summative evaluation of perceived preparation for nursing roles by employers of DON alumni at 1 and 3 years post-graduation |
ADAA |
Annually, 1 & 3 years post graduation |
Annually, fall semester |
Academic Team* |
|
Process: This survey is linked to the initial EBI alumni survey. Once a person completes the alumni survey, they are asked to provide the name and email of their employer. EBI sends out the survey to the employer. The ES obtains the report online from EBI and distributes for review to the Academic Team* for action, if appropriate. Expected Outcome Benchmark: ≥ 90% of the employers’ responses to the end of program questions meet minimum expectations (at least 4.0 on a 7-point Likert scale for all items and total mean scores). |
|||||
7) Who interpreted or analyzed the evidence that was collected?
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: 8) How did they evaluate, analyze, or interpret the evidence?
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: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
The process for data collection for each assessment is described in Question 5. All BS students were sent electronic surveys, via emails. Other data was obtained from official reporting mechanisms (i.e., NCLEX pass rates)
10) Summarize the actual results.
Below is an example of two
of the actual results. All other results data are available by request.
End of Program Evaluation
Table 2 provides a longitudinal look at the factor means for the MS EBI End of Program Evaluation for the last three years. In the last two years, the program came close to the ≤ 90% benchmark (895). The 2009-2010 data will be reported in September 2010.
Table 2. Factor Means for MS Nursing Students Learning Outcomes, End of Program Survey, 2006-2009
| Learning Outcome Factors | 2006-07* | 2007-08 | 2008-09 |
| N=6 / RR 86% | N=21 / RR 68% | N=12 / RR 49% | |
| Quality of Faculty and Instruction | 4.7 | 5.6 | 5.1 |
| Quality and Availability of Curriculum | 5.4 | 6.0 | 5.3 |
| Administration and Academic Advising | 5.5 | 5.4 | 4.9 |
| Quality of Support Services | 5.2 | 5.4 | 4.2 |
| Role Development | 5.4 | 5.9 | 5.0 |
| Core Knowledge | 5.3 | 5.9 | 5.3 |
| Financial Aspect of Health Care | 5.2 | 5.3 | 3.9 |
| Research Aspects | 5.1 | 5.4 | 5.1 |
| Advanced Health Assessment | 5.1 | 5.0 | 5.6 |
| Differential Findings | 4.3 | 4.3 | 4.6 |
| Acute and Chronic Conditions | 5.0 | 4.6 | 5.0 |
| Prescription Drugs | 4.7 | 4.0 | 5.1 |
| Didactic/clinical patient care | 5.4 | 5.3 | 5.3 |
| Didactic/clinical course work | 4.6 | 3.7 | 4.1 |
| Clinical Lab Procedures | 3.7 | 2.9 | 3.6 |
| Clinical Principles of Epidemiology | 5.9 | 5.5 | 5.8 |
| Overall Program Effectiveness | 4.9 | 4.4 | 4.4 |
| % at 4.0 or above, Benchmark 90% | 94% | 88% | 88% |
* NP students only participated
in the evaluation
Master’s Certification Rate
Table 3 outlines our current
MS certification rates by specialty area. Since 2008, we have met our
benchmark of 90% first time pass rate.
Table 3. National Certification Rate for Master's Specialty Programs, 2007-2009
| Year | Certification Organization | Certification Exam
(by specialty area) |
# Students Taking Exam | Certification Pass Rate |
| 2007 | AANP | ANP | 0 | - |
| FNP | 0 | - | ||
| ANCC | ANP | 4 | 25% | |
| CNS Core | 0 | - | ||
| CNS Psych MH | 0 | - | ||
| PNP^ | 1 | 100% | ||
| FNP | 5 | 100% | ||
| PNCB | PNP | 0 | - | |
| 2008 | AANP | ANP | 1 | * |
| FNP | 3 | * | ||
| ANCC | ANP | * | * | |
| CNS Core | 0 | - | ||
| CNS Psych MH | 0 | - | ||
| FNP | 4 | 100% | ||
| PNP^ | 1 | 100% | ||
| PNCB | PNP^ | 1 | 100% | |
| 2009 | AANP | ANP | 0 | - |
| FNP | 3 | * | ||
| ANCC | ANP | * | * | |
| CNS Core | * | * | ||
| CNS Psych MH | * | * | ||
| FNP | 12 | 100% | ||
| PNP^ | 1 | 100% | ||
| PNCB | PNP | 0 | - | |
| * Indicates that the number of candidates was too small for reporting purposes. ^ Data obtained from graduates | ||||
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
|
Master’s Program Improvement Examples |
||
|
Data Source |
Evaluation |
Actions |
|
Student Experience Survey |
In 2010, we added several items addressing online education to the student experience survey. Although these items do not have any trend data, the mean scores for several items could be improved. In addition, the qualitative data suggests that students would like the School to standardize online course work and the quality of course design. |
Department and Graduate Chairs discussed findings with faculty and formulated the following action plan for graduate program online educational improvement: Form an ad hoc task group to develop a strategy to enhance distance based instruction in the graduate program. Group will meet in fall 2010 and provide a report to the Chairs by December. Develop short term and long term strategies to enhance distance education: Short term (fall 2010). Engage the UHM OFDAS, and identify special programs for faculty engaged in distance education and encourage faculty to participate. Offer to each faculty member engaged in distance education Dragon SpeakTM software (a voice recognition transcription tool). Faculty will be able to more efficiently provide feedback to the online students. |
|
Data Source |
Evaluation |
Actions |
|
Student Experience Survey (continued) |
Long term. A FIPSE grant was submitted in July 2010 to provide financial support to engage the UHM College of Education in distance based education improvements. Additional strategies to be developed by the task group. |
|
|
Clinical Site 3600 |
The response rates for the MS program clinical site surveys can be improved. In moving to online evaluations, we may not be accessing the correct email addresses of students and preceptors. |
ADAA will attempt to increase response rates by providing reminders and ensuring correct email addresses for all students; faculty members will be asked to remind preceptors and verify contact information during site visits. |
|
End of Program Survey |
The EBI end of program student feedback data for the academic year of 2008-2009 indicated overall program effectiveness at UHM was reported at 4.4, compared to 5.1 for all institutions in the pool. |
DON determined the following high priority action items: Learning Outcomes from Didactic/Clinical: “Clinical Laboratory Procedures” and “Didactic/Clinical Coursework”. During the 2009/10 year, a Student Portfolio system was developed to monitor student progress towards achievement of essential competencies. It will be piloted in fall 2010. Each Program Director will review this portfolio with the student at least once or twice each year, and at the beginning of the clinical capstone course. Clinical coursework will be planned to ensure that students acquire all required specialty competencies before graduation. |
|
Graduation Rate |
In the MS nursing major program, the 2004 graduation rate was well below the benchmark; the rate has increased beginning with the 2006 class. |
Scheduling of courses was identified as a barrier to timely progression for students. The DON now offers the four core courses each spring and fall semester, and plans to begin to offer physical assessment, pathophysiology and pharmacology in spring and fall as well. This is expected to facilitate student progression. In addition, students are able to decelerate in their program if work or life events arise; several students choose to take 4+ years to complete their MS degrees (sometimes one course at a time). Graduate Advisor provides semester reports on student progression to program Directors and Graduate Chair. These reports are used to identify students who decelerate and support progression and graduation. |
|
Alumni Survey & End of Program Survey |
Low EBI Alumni Survey Factor 20 Mean Score for APN: Enhanced Clinical Laboratory Procedures in 2009-2010. |
The APN program one-day workshop in casting, suturing, and radiology is not enough to build competence in advanced procedural skills. In fall 2010, the APN Program Directors will propose options to include in-depth training in these areas and add an inter-professional simulation learning activity. |
12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.
no.
13) Other important information:
none