Online Assessment Report. Assessment Process Overview

Transcription

1 Online Assessment Report Assessment Process Overview The Online Campus embraces a philosophy of continuous quality improvement and requires program administrators to use a variety of robust assessments to ensure that the stated mission and goals are achieved. Both internal and external assessments are utilized to monitor and evaluate the graduate program, allocate resources, create professional development, and update processes as part of the continuous quality improvement cycle. Specifically, the graduate program assessment process is designed to evaluate data from three areas: 1) direct measures of student learning outcomes, 2) indirect measures and 3) key performance indicators. Faculty members, in collaboration with instructional designers, are responsible for developing standardized assessment materials to be used within courses. Authentic assessment materials are designed to evaluate student capabilities as they relate to program and institutional outcomes. These standardized assessment instruments become a part of the course, and all faculty members teaching the course are required to administer the instruments. It should be noted that all standardized assessment instruments are developed with the intent to embed the assessment process within the course. In this manner, students are not asked to complete additional assignments or assessments beyond those that are a part of the normal educational process. This embedding of assessment measures is important to the faculty of the Center for Graduate Studies, who believe that assessment should be an integral piece of the educational process, not an addition to it. The assessment materials are designed to support faculty members in their classroom assessment and evaluation, present students with clear expectations and performance parameters, and provide students detailed feedback on performance as it relates to learning outcomes. In addition to the direct measures, data are collected through the use of indirect measures, including surveys of program graduates, employer surveys, and/or accrediting agency reports. These data are combined with direct measures to complete the assessment data set Key Performance Indicators (KPI) have been developed to complete the assessment plan. These KPI are intended to measure programs in relation to priorities that have been set by the Institution based on our mission and values. The Center has identified the following as key performance indicators for evaluating the success of graduate programs: Enrollments Retention Graduation rates Employment rates of graduates Faculty credentials These KPIs provide data for analysis and evaluation on metrics beyond teaching and learning. These metrics provide the primary operational data necessary for evaluating the stability of the program as well as for planning, budgeting, high level assessment of operations, and how the program contributes to the mission and guiding principles of the institution. Additionally, these

2 metrics are compared across graduate programs developing benchmarks, internal targets, and minimum performance standards. Annually, the program administrator has the responsibility of compiling the data, discussing and analyzing the data with the faculty council, and collaboratively developing a continuous improvement plan. The continuous improvement plan is designed to identify the steps necessary for improving student learning in the designated areas. To address specific findings, the plan may include identifying actions such as redevelopment of a course, seeking additional data to clarify student achievement, or requesting alteration of specific assignments or teaching strategies to improve attainment of learning outcomes. Based on the findings, the plan may also include operational alterations to such areas as student services or faculty development. In addition to a review of data collected, the program administrator and the Faculty Council will undertake an annual review of the program assessment plan to determine the effectiveness of the plan, and the quality and usefulness of the data collected. As a portion of this annual review, it is anticipated that the assessment plan for each program will remain a dynamic document, continuing to evolve as the faculty become more experienced in the process of program assessment.

3 Assessment Report Program: Bachelor of Science in Nursing (BSN)/Master of Science in Nursing (MSN) Dean/Program Director: Lesley Morgan, PhD, MBA, ARNP Year: Assessment Process: 1. Collect data regarding: a. Student learning (direct measures/course embedded assessments) b. Indirect measures c. Key performance indicators 2. Review and analyze data with the following stakeholders: a. Nursing Faculty b. Advisory Board c. Baker College Online 3. Develop a Continuous Improvement Action Plan in collaboration with faculty: 4. Submit assessment report: a. Chief Academic Officer b. Commission on Collegiate Nursing Education (CCNE) 5. Publish assessment report: a. Faculty consumption b. Student consumption c. Staff and other stakeholders 6. Implement Continuous Improvement Action Plan 7. Review progress on the Continuous Improvement Action Plan of the prior year assessment report Results: Direct Measures of Student learning The direct measure of student learning, for both institutional outcomes and BSN program outcomes, were quite positive. This Waypoint information represents 9 students and 2 faculty. For the next academic year it is hoped to increase the number of faculty oriented to teach the capstone course by at least one to further validate grading distribution. There are also revisions planned to the grading rubrics to better represent student outcomes, primarily involving language consistency. As seen in the two Waypoint data graphs all evaluated students Met or Exceeded performance expectations for all 1 criteria for both major assignments in the Capstone Course, NUR 482. Student performance is directly measured against the 1 BSN program outcomes for two separate assignments. The portfolio rubric has a maximum point total for each criterion of 3 with students required to score a minimum of 24 points. The capstone project has a maximum point total for each criterion of 15 points with students required to score a minimum of 12 points.

4 Portfolio Rubric Capstone Project Rubric

5 Results: Indirect Measures of Student Learning The RN to BSN program has a total of 12 graduates to date, nine during this academic period. The BSN evaluation plan calls for students to be surveyed at one and 5 years post-graduation. Surveys will be sent to all graduates to date in the Summer of 214, upon final decision by the School of Nursing (SON) Assessment Committee of a survey tool. Due to the small number of graduates over the past 2 years, and with the intent to preserve student anonymity, graduate students will be surveyed as a group of 3 graduating years. Students in the BSN program are asked to evaluate the program at the end of the capstone course, the final course in the program curriculum. Student responses are shown in Appendix A. The data indicate the majority of students were Very Satisfied or Satisfied with all aspects of the program. Two students indicated they were Dissatisfied with the resources available for the program, and two students indicated they were Very Dissatisfied with specific resource availability of clerical staff, tutoring, etc., Upon review of individual student comments it was found these comments were directed towards academic advising. Overall the written comments by the students were positive, offering specific areas for improvement. The comment regarding the difficulty in obtaining courses was specific to the senior nursing courses. As a result of this and other anecdotal comments by students and advisors, additional courses were added in the summer, specifically the capstone and elective courses to allow students to complete the program in time for Fall admission to nursing graduate programs. Results: Key Performance Indicators The BSN program has completed Year 4 and continues to mature as a program with enrollment increasing each year. The state of Michigan State Board of Nursing continues to support the Institute of Medicine (IOM) report calling for eighty percent of practicing registered nurses to hold, at minimum, a bachelor degree by the year 22. This is coupled by hospitals in Michigan striving for Magnet status, one criterion of which is a high percentage of baccalaureate nurses. These two situations are expected to contribute to a continuing growth in enrollment. The expected completion time for a working nursing student is approximately three years. Based on the expected graduation period of 15% we expect at least 8% of students to complete the program within 5 years. As we are in year 4 of the program, data for this criterion will not be available until the end of Academic Year

6 BSN Program Total New Students Total Registered Students Retention Rate 63.% 57.2% 7.8% 67.3% 1st Year Persistence Rate N/A 33.3% 6.% 25.% Total Graduates 3 9 Graduation Rate N/A N/A Employment Rate N/A N/A 1.% 1.% Related Employment Rate N/A N/A 1.% 1.% Note: New Students refer to students newly enrolled at Baker College. This number does not represent students who have previously received a degree or taken courses at Baker College prior to enrolling in the BSN program. Faculty Four new part-time faculty were recruited to teach in the BSN program during this academic period. New Part-Time Degree Program Beck, Debbie MSN/MHA (PhDc) RN-BSN Bobo, Maria DNP WHNP-BC RN-BSN Hart, Leigh PhD, FNP-BC RN-BSN Wyatt, Theresa MSN (PhDc) RN-BSN Four part-time faculty members continue to teach in the BSN program. Prior Part-Time Degree Program Elmers, Coleen MSN/MSEd (PhD student) RN-BSN Frander, Elizabeth DNP, FNP-BC RN-BSN Grant, Catherine DNP, FNP-BC RN-BSN Morgan, Hilary PhD, CNM RN-BSN Progress Report on Continuous Improvement Plan 1. Increased enrollment in RN-BSN Program. Since the last academic year enrollment has increased by 37 students. Much of this increase is due to marketing by the campus Directors of Nursing to their ADN graduates and to the requirement from many Michigan acute care facilities

7 to hire only BSN prepared RNs. Secondarily, upward mobility within these same health care facilities is severely limited for RNs who are not educated at the BSN level. 2. Obtain a graduation rate of at least 8%. Note: graduation rate is calculated at 15% of projected time (part-time) to complete the RN to BSN program (projected time 3 years x 1.5 = 4.5 years). Data will be available for this benchmark at the end of the academic year. 3. Strengthen faculty/student engagement via the discussion board. Faculty annual evaluations were heavy weighted this academic year on the quality of discussion board interactions with students. All new faculty attended an orientation program emphasizing best practices in engaging student/faculty interaction. Additionally existing faculty attended a similar course. Auditing of faculty discussion board activity indicates strong student engagement and the use of multiple techniques to push content to students. Objective Description Timeline Responsible Party Measure of Success 1. Increase enrollment in RN-BSN Program Continuous Lesley Morgan Campus Directors of Annual student enrollment numbers Nursing (DON) 2. Graduation Rate Summer 214 Lesley Morgan Online Campus *Graduation rate equal to or above 8% 3. Strengthen faculty/student engagement via the discussion board Summer 214 Lesley Morgan Observation of Faculty DB during annual faculty evaluation. *Graduation rate 15% of planned completion time of 3 years Identified Improvement Areas/Action Plan: Continuous Improvement Action Plan 1. Increase faculty awareness of the assessment initiative 2. Increase indirect measure of program outcomes by surveying program graduates at least one year post graduation 3. Increase availability of senior nursing courses to better meet student academic needs

8 4. Improve satisfaction of students toward Baker College support services, specifically academic advising 5. Incorporate and market MSN program to Baker College BSN graduates and to other qualified student Michigan and surrounding area Improvement Strategy In the academic year the following activities will be conducted to address the areas for improvements. Discuss the assessment report with faculty, identifying gaps and strategies to student learning Revise Waypoint assessment rubric for NUR 482 to improve evaluation data available for program assessment. Increase the number of faculty oriented to Waypoint and thus available to teach NUR 482. Conduct meetings with student advisors assigned to the nursing program Increase indirect measures to student learning by assessing program alumni Encourage nursing faculty to attend the Faculty Development Seminar Develop the MSN Curriculum and courses based on the American Association of Colleges of Nursing (AACN) The Essentials of a Master s Education in Nursing Market and recruit students to begin the MSN program Fall 214

9 Nursing Program Exit Survey Friday, September 2, 213 Very Satsified = "4"... Very Dissatisfied = "1" # Question Total Responses Very Satisfied Satisfied Dissatisfied Very Dissatisfied Average Rating 1 Overall satisfaction with the program: Informational resources to support the program were available: Lab assistants, coordinators, work-studies, clerical staff, tutoring, etc. were adequate, appropriate, and available Resources were adequate, appropriate, and available for this program: Opportunities for exposure to and interaction with professionals in this field were incorporated Develop appreciation for the liberal arts Knowledge of different cultures, societies, and ideas Utilize critical thinking Ability to synthesize information to solve problems Understand and apply the nursing process Deliver holistic and patient-centered care Opportunity to apply learned knowledge into clinical practice Experience in a varierty of settings Appreciation of the patient care needs within communitities Knowledge and skill in patient care technologies Use of information technology to keep current with nursing practice Evaluate selected research for applicability to nursing practice Apply scientific methods and principles Utlilize nursing journals Utilize beginning nursing leadership skills Understand economic impact of health care Manage time efficiently and effectively Participate in quality and patient safety initiatives Implement resource saving patient care Knowledge of state and national regulatory environments Function as a healthcare advocate Utilize healthcare team coordination Demonstrate strong communication skills Provide nursing care that implements patient safety Support collaborative strategies in the delivery of patient care Demonstrate in practice professional, legal and ethical standards Assume responsibility for personal and professional behavior Respect privacy and confidentiality of patients Ability to serve as mentor/preceptor Value lifelong learning Commitment to attaining excellence when practicing nursing % 49.9% 49.5%.3%.3% Nursing Program Exit Survey Page 1 of 3

10 Summary of Responses F212 - Present 2 2 Very Satisfied Satisfied Dissatisfied Very Dissatisfied Session Total Responses Very Satisfied Satisfied Dissatisfied Very Dissatisfied Average Rating S F S X % 49.9% 49.5%.3%.3% 1) Overall satisfaction with the program: S13 Satisfied Difficult to obtain needed courses in many of the semesters! S13 Satisfied Difficult to register for courses due to unavailable courses. X13 Satisfied A bit disorganized 3) Lab assistants, coordinators, work-studies, clerical staff, tutoring, etc. were adequate, appropriate, and available S13 Satisfied Assistance with TurnItIn was minimal and delayed us multiple times. X13 Satisfied Unorganized at times 4) Resources were adequate, appropriate, and available for this program: 37) Program Strengths S13 Dissatisfied Academic advisor not knowledgeable about program. S13 Satisfied The librarians were amazing. Constantly changing academic advisors was not helpful. X13 Dissatisfied No contact from advisor unless initiated by me At no point did I feel like I was wasting my time by taking a course. I always learned something new and could incorporate it into my nursing practice in someway. I think the program is on the right track for future successes. I have a great appreciation for this program and for Dr. Morgan. I feel that this was an excellent starting point for my continuing educational process. See above. 38) Comments for Strength I would recommend this program to my co-workers for the fact that the clinicals are easy & flexible in the last seminar. The quizzes always froze up and I feel I was always rushed during the. I feel I don't learn as much and retain material when imam rushed. I would have liked to actually be able to have time to read through them longer and apply my knowledge more. Real nurses that have clinical knowledge and apply to learning. The only issues I ever encountered were technical. Once pointed out they were always corrected in a timely manner. Instructed were spread thin, many were too busy at times to be readily available. Courses were not offered when needed. Grading inconsistencies were an issue at times as some professors grade based on if the assignment was turned in and other pick the assignment to shreds. These inconsistencies were constantly an issue, but nothing we were not able to easily learn based o Nursing Program Exit Survey Page 2 of 3

11 For a 3 week course, there was FAR too much busy work. In addition to weekly projects, DQ's and discussion board participation, there was a 3 page art exhibition that we had to create. This semester was by far the most difficult due to the sheer amount o There needs to be more accurate information regarding what will be expected in terms of providing our own clinicals. It was much more involved and labor intensive than my original expectations based on what I was told in the beginning. I enjoyed it and le Functional Spanish would be a better addition to the BSN program. A class that teaches how to communicate in a medical setting would be much more useful than conjugating a verb. I hope future students could have an outline of how long this program really is and a layout of the class availability so one can plan their work/life balance. Portfolio was discussed but had to completely change all of the progress made to adjust to program outcomes. 1. Clinicals presented in last class&cr;&lf;2. not all classes available to take 4 per quarter&cr;&lf;3. 5 day participation not conducive of a part time school schedule&cr;&lf;4. I do not intent to have any employer review a school portfolio. More time Not offering every class on a regular basis. Several times we were told "If you can find other students that need a class we can open it." It should not be our responsibility to solicit students. Nursing Program Exit Survey Page 3 of 3