Graduation. Nursing. Pre-Nursing

Transcription

1 EVALUATION AND TECHNICAL SUPPORT CAPACITY XXXXXX has agreed to lead assessment efforts. The evaluation of the project will be greatly enhanced by Dr. XXXX expertise in evaluation, research design and knowledge in program evaluation. Dr.XXXX is outside of the Department of Nursing and is not a member of the student support staff. She is ideally suited to evaluate the retention project due to her experience in.. Specifically, Dr. XXXX will provide assistance in the analysis of evaluation data and will be responsible for employing a multi-method design involving surveys, performance on knowledge tests, cumulative grade point average, NECLEX-RN scores, and various rates, such as use of provided academic supports, and attrition and graduation rates. We elaborate on this Evaluation Plan chart, below. SCU has experience using standard methodologies 33, 68 in developing a prenursing and nursing database in the associate degree and LPN-RN programs to track the success of students through the pipeline as a result of a GHR Foundation Solutions Grant. This experience can be translated to other programs at the baccalaureate and RN-BS levels for prenursing and nursing. Work to develop a common Nursing Analytics Database, building on strengths for both programs, will be a powerful outcome of this program. Dr. XXXX will work closely with the Program Manager in the administration of the surveys and knowledge tests to ensure reliability, as well as will guide analysis of the results in concert with XXXXX, statistician. Dr. XXXXX will provide reports to the Project Steering Committee so that student progress through the pipeline is well managed. Pre-Nursing Retention Rates Admission Rates Support Use Rate Support Service Satisfaction Climate Assessment Nursing Knowledge tests Retention Rates Attrition Rates Support Use Rates Support Service Satisfaction Climate Assessment Graduation Graduation Rates Predictor Tests NCLEX-RN Preparation Employment Recruitment & Admission to the University Recruitment Data: Participation in First Step and Step to Success summer residential programs, Gear UP, and on-site employer recruiting programs with our partner organizations will be maintained to analyze growth of programs and need for further outreach in existing programs and in new programs that may need to be developed. 31, 62 The number of recruitment events at community colleges for RN to BS and number of recruitment events at health care organizations and long-term care facilities for LPN to RN program and for the RN to BS program will be logged as well. We will determine the frequency of use of social and support services

2 provided students at their worksites as a part of helping employees enter the pre-nursing and nursing programs. Yield of recruitment events into admissions will be examined to determine adequacy of admission supports and attractiveness and feasibility of pre-nursing and nursing curricula. Minority and financially and educational disadvantage admission rate into the university will be monitored to assess effectiveness of recruiting methods and processes. ACT COMPASS: This test is a post-admission placement examination, testing the students math, reading and writing skills, and testing ESL level for course placement into foundational writing, mathematics and ESL courses in the pre-nursing AS program. The AS faculty and support staff have extensive experience in administering and using the COMPASS test as all admitted AS degree students are currently required to take these tests. These examinations help identify at-risk students who need functional support to move from prenursing into nursing. Administering these tests is a recommended approach to enhance student retention. 2 Students are tested after admission to the University and then are placed into the foundations courses, when indicated. As a part of this grant application, students placing into these foundations courses will be tested a second time to note extent of improvement. The student s advisor and faculty teaching the foundations courses discuss the COMPASS testing results to develop a remediation plan in math, reading, and writing. They currently assess the student s progress during the foundation coursework. Students who do not progress will meet with their academic and career advisors to determine next steps in their Individual Academic Plan, whether it is to engage in remediation of foundational coursework, receive more advanced supports within regular coursework, or explore other career options. Kaplan Nursing Admission Test: This test is used with AS-Nursing students after admission to the University and after admission into the associate degree nursing program. Low scores on the math, science, reading, writing, and critical thinking identify students who need remediation of the supporting knowledge prior to the students starting the nursing coursework. Aggregate results from the Admission test will be given to the Liberal Arts and Science faculty and the staff of the learning Center and Admissions to inform curricular revision and any need for changes in pre-requisites. Nursing faculty advisors use this data to become aware of at-risk students in order to seek students out for early offering of and use of academic supports. Noel-Levitz College Student Inventory TM (CSI): This assessment will be administered to associate and baccalaureate degree pre-nursing students. Baccalaureate staff members have used this instrument since 1996 and have extensive expertise administering it and using results to drive improvement. AS-Nursing will use it for the first time on this project. The survey will establish a baseline of student needs and profile information. We will administer the Noel-Levitz Mid-Year Student Assessment (MYSA), the CSI follow-up survey at the mid-point of their first year. Results will be used to adjust interventions. Both instruments allow the student and the advisor to have a meaningful interpretative discussion using the Student Report. It is in the oneon-one discussion that meaningful referrals to support programs and offerings are made. For the RN-BS students, we will use a different format of the CSI as the language and scales are revised for an adult population. 19 These reports also generate an Institutional Summary Report which allows the University to identify common themes, issues and areas of challenge for the students as a cohort. The University has used these data to inform program planning, delivery of support services as well as assessment. In addition, we will use the Noel-Levitz Second-Year Student Assessment to identify the specific needs of at-risk, second-year students, including their level of

3 engagement, commitment to college, and receptivity to assistance from advisors, academic support offices, career counseling, and other campus services. Student Perception Appraisal Revised: This survey is developed by Jeffreys, M.R. 40 to ascertain the perception of support of students in nursing programs, which Williams 92 and Shelton 80 identified as important factors contributing to student persistence. This survey will be administered after admission to nursing and then once per year thereafter. Results will be given as aggregate data to all the nursing advisors so that they can work together to improve their advising strategies and regular implementation of strategies, such as empowering students to take control of their Individualized Success Plans. 94 The Director of Advising for the University will use the data to develop nursing advisor training sessions to address the student feedback. Support Service Use Rates: These output measures on student services use will be used partially to indicate whether students are aware of services available. Service availability for students is linked to higher graduation rates. 16, 82, 93 Use rates will also trigger assessment on how use rates match needs of students to indicate whether service mix is appropriate to meet student needs. Student and faculty input into service availability and timing will be gathered as well. Improvements to support service scheduling and timing will occur using this information. Term-to Term Persistence, Fall-to-Fall Retention Rates, Pre-Nursing/Nursing GPAs, Nursing admission rates, and Nursing graduation rates: All nursing programs will collect and analyze term-to-term persistence both pre-nursing and in nursing programs, collecting qualitative data on reasons students choose not to persist. Persistence data is analyzed to determine need for changes in services. 72 Pre-nursing course grades are used to trigger support services, particularly as an intervention to turn around mid-term grades and course performance prior to. Post-course grades and semester GPAs are analyzed with the student to determine the need for other foundational coursework to enhance understanding and preparation prior to submitting a nursing application. Persistence rates, fall-to-fall retention rates, course grades and semester GPAs also help determine where success barriers. When identified, barrier courses and nursing curricular choke points can include more academic supports, such as tutoring and remediation, as well as will suggest need for curricular redesign. The nursing admission rates are an outcome measure to determine the impact of the supports and remediation designed for the pre-nursing students. Likewise, nursing graduation rates give similar information about the supports and remediation processes available for students in nursing programs. These outcomes data are analyzed along with the persistence and retention rates to revise the supports, develop remediation processes, institute curricular revisions, and work with partners who precept students. 28 Kaplan End of Course Tests, Nursing GPAs, and Kaplan Predictive Exit Tests: The Department of Nursing has two years of experience in using the Kaplan testing and remediation products for preparing the students for the NCLEX-RN examination. Students performance in the AS degree, LPN-RN, and baccalaureate degree nursing take the Kaplan End of Course Tests. To prepare for the end-of-course tests, students take Kaplan Focus exams that provide experience with on-line testing and provide automatic remediation when selecting the wrong answer. Students receive a report of their performance as does their nursing advisor on the end-of-course tests. Scores on these end-of-course tests are not part of the course grade, but tests must be completed to pass the course. Remediation plans are developed if performance indicates the

4 student has yet to grasp sufficiently the course content. 84 In addition, faculty receive an aggregate report for each course that can be used to strengthen course content and evaluate pedagogies used to deliver the content. Course GPAs and semester GPAs in nursing can be correlated with the Kaplan end of course tests to determine relationships. The Kaplan Predictive Exit Tests are taken immediately prior to and post- graduation from the nursing programs, except the RN-BS program, and are used in an ethical manner important for high stakes testing. 79 Predictor 1 is scheduled the last month of the final course and students complete Trainers 1, 2, and 3 in preparation for Predictor 1. Predictor 1 is analyzed by the students who identify areas of strength and top three areas of needed improvement, and then students remediate and focus their studies on the three weakest areas, reading textbooks and using the online Kaplan content. The Readiness Exam in on the last day of the NCLEX-RN Prep course, which is scheduled the week of graduation. Predictor 2 is two weeks after the Readiness examination. If students do not reach the benchmarks for Predictor 1 and the Readiness exam, the students must develop a plan for success. They are assigned a faculty member as a NCLEX-RN coach who has weekly contact with the students until the students take the NCLEX-RN licensing examination. The Predictive test scores are reported as aggregate to the nursing faculty and guide examination of the curriculum in terms of promoting understanding of key content areas. Nursing program GPAs can be correlated with the predictive test results to determine curricular changes needed. NCLEX-RN: This licensure examination is the outcome measure for the AS degree, LP-RN, and the baccalaureate degree program. First-time pass rates of persons of diversity, economically disadvantaged, and academically unprepared will be examined as long as the student gives us permission to learn of his or her performance. Permission will not be mandatory as it is up to the student, but the student will be assured of data confidentiality and will be informed of its use in terms of helping the student prepare for another exam and to provide feedback to the curriculum. Aggregate NCLEX-RN pass rates will be examined by nursing faculty to assess content issues and appropriate pedagogies 21 in the curriculum. Employment: Data from nursing graduates in the BS-Nursing, AS-Nursing, LPN-RN, and RN-BS will be collected and analyzed to determine the employment rate and time to employment. Employer surveys will be sent after one year of employment to determine satisfaction with graduates. These data will be used to inform curriculum and career advising staff to determine added career support needs. The Evaluation Plan chart, below, addresses evaluation processes overall and for developing culturally sensitive and inclusive curricula for AS-Nursing, LPN-RN Mobility, BS-Nursing, and the RN-BS nursing programs. Research supports addition of multicultural content and appropriate pedagogies to enhance the environment for diverse learners and promote skills in cultural competence. 44, 75, 82, 93 SCU s Equity and Inclusivity Council, Chair and Coordinator will work with faculty to examine alignment of current courses with a multicultural perspective using an adaptation of the Texas State University-San Marcos Multicultural Assessment Instrument. Nursing students, regardless of program, will complete the Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals at admission to nursing (pre-test), at midpoint in the curriculum, and as a post-test prior to graduation. 43 This process will measure changes in cultural competence throughout the nursing program. Faculty and community preceptor partners will also complete the multicultural survey before and after training to

5 promote culturally sensitive and inclusive education and supervision. Data regarding availability of diverse clinical experiences will be maintained to inform contracting process for clinical placements so all students have access to inclusive clinical experiences. Change in multicultural competence for students, faculty, and partners will be examined and used to drive subsequent improvements to the curriculum.

6 PROGRAM EVALUATION CHART OUTCOME: Nursing Programs Recruitment and Financial Concept Measure Frequency Nursing Program Output-Recruit Recruitment programs Participation in First Step summer residential program, Step to Recruitment AS & BS nursing High school Success summer residential program, Gear UP events Nursing Progression Recruitment and support programs Recruitment events at diverse community colleges for AS to BSN, engage long-term care facilities in events for LPN to RN Recruitment events RN to BS, LPN to RN programs Frequency of use social and support services provided students Once/year at their worksites. Financial Stipends and scholarships Numbers of stipends and scholarships offered Annually AS, RN to BS, LPN to RN Outcome Recruitment Minority, financial & educational disadvantage Minority, financially and educational disadvantage admission rate into the university Every term Annually RN to BS, AS, BS, LPN to RN admitted to University OUTCOME: Retention in Pre-Nursing Input: Baseline A. Academic performance GPA Performance in pre-nursing Pre Nursing Students B. College placement test ACT COMPASS reading, writing skills, writing essay, math, Post admission AS and ESL for course placement to the university Throughput: Students C. Quality of the student experience A. Quality of the student experience Student Satisfactory Inventory TM (CSI), Adult Student Priority Survey TM Student Satisfactory (MYSA) & Second Year Student Assessments Pre-nursing 1 st semester Mid of first term & Term 1-year 2 B. Persistence Term-to-term persistence rate Each term to nursing admit C. Retention Fall-to-fall retention rates Each year to AS, BS nursing admit OUTPUT: A. Use of support service Frequency of use of financial, social support, mentoring, and Each term Students academic readiness OUTCOME: A. Successful nursing admission Admission to program Application B. Minority, financially and educational disadvantage admission C. Length of time for successful admission Minority, financially and educational disadvantage admission rate into nursing Number of consecutive terms until admissions and number of stop outs Application for admission Until admission

7 OUTCOME: Students Attrition Drop out Involuntary and voluntary Term-to-term Fall-to-fall AS, BS, RN-to BS, LPN AS, BS Retention In Nursing Concept Measure Frequency Nursing Program Input: Students A. Demographic factors (student risk factors) Adapt pre-licensure and RN-BSN demographic forms 40 Post Admission to nursing LPN to RN B. Perception of Environmental risk factors Student Perception Appraisal Revised 40 Post Admission to nursing LPN to RN C. Preparation for nursing Kaplan admission test of reading, math, science skills and a Post Admission AS program critical thinking score to nursing Throughput: Student A. Academic performance Nursing GPA Every term in nursing LPN to RN B. Perception of Environmental risk factors Student Perception Appraisal Revised 40 Once a year LPN to RN C. Persistence Term-to-term persistence rate Each term until completion LPN to RN D. Retention Fall-to-Fall retention rates Each year to AS, BS E. Nursing content knowledge and application completion Kaplan end of course tests Each term Output: Student A. Use of support services Frequency of financial, social support, mentoring, and academic support use B. Development of a pipeline Complete database of admission, graduation, retention, database NCLEX-RN, employment measures Outcome A. Graduation Graduation rate of minority, financially, and educationally disadvantage B. RN licensure NCLEX-RN pass rates of minority, financially, and educationally disadvantaged C. Employment Rate of employment of minority, financially, and educationally disadvantaged D. Nursing content knowledge and application Each term End of first 6 months of grant On graduation First time pass rates 6 mo from graduate Post-graduation LPN to RN LPN to RN AS, BS, RN-to BS, LPN Kaplan predictive exit tests Post-graduation

8 Nursing Programs Cultural Competency Concept Measure Frequency Nursing Program Input 1. Curriculum 2. Student, faculty, and partners Throughput Student Output Student, faculty and partners Partnerships Faculty Outcome Student, faculty, and partners A. Assessment of curriculum for multicultural alignment and consistency Texas State University-San Marcos Multicultural Assessment Instrument Mayo, S. & Larke, P. J. (eds.) (2013). Integrating Multiculturalism into the Curriculum From the Liberal Arts to the Sciences, New York: Peter Lang International Publishers. B. Cultural competence Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals (IAPCC-R ) and student version A. Cultural competence Inventory for Assessing Process of Cultural Competency Among Healthcare Professionals (IAPCC-R ) and student version A. Completion of cultural Percent of completion of training programs competency trainings B. Participation in workshops Percent of students, faculty and partners at workshops for cultural competence C. Growth in diverse clinical experiences D. Participate in motivational pedagogies and interactive advising Cultural competence Semester before the course is taught For students prior to the beginning of the nursing program Partner preceptors, faculty pre cultural training Mid-point in nursing program Completion of training programs At end of the workshop Number of diverse clinical experiences Annually Number of faculty completing motivational teaching pedagogies, interactive advising education Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals (IAPCC-R ) and student version Post training End of program, prior to graduation Partner preceptors, faculty after cultural training