Degree Program Assessment Reports : View Reports

Unit: Nursing
Program: Nursing (PhD)
Degree: Doctorate
Date: Wed Dec 26, 2012 - 5:47:43 pm

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

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 improve 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.

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

Department Website URL: http://www.nursing.hawaii.edu/sites/web41.its.hawaii.edu.www.nursing.hawaii.edu/files/image/documents/Nursing%20Program%20Outcomes_Fall%202010.pdf

Student Handbook. URL, if available online: http://www.nursing.hawaii.edu/sites/web41.its.hawaii.edu.www.nursing.hawaii.edu/files/documents/DON%20Student%20Handbook%202010-2011.pdf

Information Sheet, Flyer, or Brochure URL, if available online:

UHM Catalog. Page Number:

Course Syllabi. URL, if available online: NA

Other: Accreditation Materials

Other:

3) Select one option:

Curriculum Map File(s) from 2012:

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.

1-50%

51-80%

81-99%

100%

5) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

Yes

No (skip to question 14)

6) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

The program is effective in fulfilling its mission and goals as demonstrated by aggregate student and faculty outcomes. The accomplishments of graduates of the program with the strong alumni and employer satisfaction attest to the effectiveness of the program. Data on program effectiveness is collected regularly and used to foster ongoing program improvement.

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.

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

Table 1: DON Evaluation Matrix: BS, MEPN, MS & PhD Programs including Data Sources, Purpose, Point Person, Data Collection, Review Process, and Benchmarks

Form	Purpose	Point Person	Frequency of Administration	Frequency of Review	Results Reviewed by	Comments/Notes
Course Evaluations	Summative Evaluation of students perceptions about meeting course objectives and course delivery	Evaluation Specialist	Every semester	Every semester	Academic Team*, Department Chair, Faculty Member, Undergraduate & Graduate Curriculum & Evaluation Committees (CEC)
Course Evaluations	Process: Online distribution directly to students enrolled in each course about 1 week prior to the end of the semester (with 3 follow up email reminders) for all courses except those that require a HESI/Kaplan. For HESI/Kaplan courses, evaluations are done online prior to HESI/Kaplan testing. Evaluation specialist creates reports and distributes to Dean/ADAA (first review) and Department Chairs, Faculty Member and CEC. CEC provides recommendations based on these evaluations to Department Chairs. Department Chairs follow up on recommendations. 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 Evaluations: Students	Summative Evaluation of students experiences at clinical agencies	Evaluation Specialist & Course coordinators	Annual, Fall semester	Annual	Undergraduate: Academic Team, Course Coordinators (Course specific data only), & Clinical Agencies (Agency specific data only) Graduate: Academic Team, Course Coordinators
Clinical Site Evaluations: Students	Process: Evaluation Specialist (ES) sends the online survey to students with 3 email reminders. Reports are distributed for review/action to above people. Clinical site evaluations are combined with course evaluations when applicable. 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 Evaluations: Clinical Agencies	Summative Evaluation of clinical agencies experiences with students and faculty	Evaluation Specialist & Course coordinators	Annual, Fall semester	Annual	Undergratuate: Academic Team, Course Coordinators (Course specific data only), & Clinical Agencies (Agency specific data only) Graduate: Academic Team, Course Coordinators
(continued) Clinical Site Evaluations: Clinical Agencies	Process: Evaluation Specialist (ES) contacts the course coordinators during the Fall semester and get the names and emails of the head nurses on the clinical units to the lead people working with students at healthcare agencies. The ES sends the online survey to the agency contact person with 3 email reminders. Reports are distributed for review/action to above people. 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 Evaluations: Faculty	Summative Evaluation of faculty members experiences with clinical agencies	Evaluation Specialist & Course coordinators	Annual, Fall semester	Annual	Undergratuate: Academic Team, Course Coordinators (Course specific data only) & Clinical Agencies (Agency specific data only) Graduate: Academic Team, Course Coordinators
Clinical Site Evaluations: Faculty	Process: Evaluation Specialist (ES) contacts the course coordinators during the Fall semester and get the 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/action to above people. 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).
Student Experience Survey	Formative Evaluation re: Experiences as a School of Nursing student	Evaluation Specialist	Annual, Spring semester	Annual	Academic Team*, Director Student Services, Director of Technology, Director of IT, Director of MEPN (MEPN responses only), Directors for each Graduate Programs (graduate responses only), PhD Director (PhD responses only), Students (In a summary format)
Student Experience Survey	Process: Online distribution to all levels of students by Evaluation Specialist in March with a 4 week response rate time (with 3 email reminders). Data summarized by total responses and also by type of student (BS, MEPN, MS, Post-MS, and PhD) and Master of Science Specialties (Nurse Practitioner, Pediatric Nurse Practitioner, Family Nurse Practitioner, Dual NP (FNP or PNP) with Advanced Public Health Nursing, Advanced Public Health Nursing, Adult Health Clinical Nurse Specialist , Nursing Administration). Executive reports compiled for Department of Dental Hygiene and Department of Nursing to include qualitative analysis of open-ended responses, recommendations and considerations. Reports distributed in May distributes to Dean/ADAA (first review) and Department Chairs with responses for action related to data due to the ADAA by July. 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).
Undergraduate & Graduate Alumni Survey EBI	Summative Evaluation of perceived preparation for nursing roles by graduates at 1 and 3 years post-graduation.	Evaluation Specialist	Every semester for alumni, 1 & 3 years post graduation	Annually, Fall semester	Academic Team*
Undergraduate & Graduate Alumni Survey EBI	Process: Evaluation Specialist obtains names and email of graduates from the previous 1 and 3 years from the Office of Student Services. This list is sent to EBI for email distribution of the alumni surveys with automated reminders; the survey remains open for 4 weeks. Once complete, the Evaluation Specialist obtains the report online from EBI and distributes for review and action (if any). 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).
Undergraduate & Graduate Employers Survey EBI	Summative Evaluation of perceived preparation for nursing roles by employers of University of Hawaii School of Nursing & Dental Hygiene alumni at 1 and 3 years post-graduation.	Evaluation Specialist	Every semester, 1 & 3 years post graduation	Annually, Fall semester	Academic Team*
Undergraduate & Graduate Employers Survey EBI	Process: This survey is linked to the alumni survey. Once a person completes the alumni survey, they are asked to provide the name and email of their employer. EBI automatically sends out the employer’s survey to the employer. Once complete, the Evaluation Specialist obtains the report online from EBI and distributes for review and action (if any). 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).

* Academic Team = Dean, Associate Dean for Academic Affairs, Associate Dean for Research, Director of OREP, Department Chair for Nursing and Graduate Chair, Director PhD Program, and President DON Faculty Senate.

OTHER DATA COLLECTED & Reviewed By Department Chair, Graduate Chair, Associate Dean for Academics:

1. Graduation Rates (Updated Annually)

2. Employment Rates (Updated Annually)

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

The process of data collection for each assessment is described in Question 7. All PhD students were sent electronic surveys via email. Other data was obtained from official reporting mechanisms.

9) 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: Evaluation Specialist

10) 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:

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

· N753: The mean for the course was 3.04 with 5 out of 9 students responding.

o Problem: This was the first and only time this faculty (who is from JABSOM) taught this course. The main issue was that the faculty did not provide practical application of the statistical methods that were being taught.

o Solution: In response to the students’ need for practical application of advanced statistics and biostatistics principles, the DON requests mentoring by senior DON faculty familiar with these courses to guide the new faculty in ways to incorporate applications that will assist student learning.

12) State how the program used the results or plans to use the results. Please be specific.

Courses identified as needing solutions are described in question 11 with solutions also provided-again, see question 11.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

Generic assessments tools are used in the program. Some items found on some of the assessment tools are not applicable to the PhD program. The indices require review and modifications to better address the needs of online PhD students.

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

The PhD program conducts three annual summer intensives (newly admitted cohort, year 2 cohort, year 3 cohort). Each summer intensive session is evaluated for participant satisfaction and effectiveness. Participant feedback is used to modify and improve future intensive sessions