Assessment Report School of Nursing Nursing, MSN. Expected Outcome 1 Title Professional Role Development

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1 Assessment Report School of Nursing Nursing, MSN Expected Outcome 1 Title Professional Role Development Full description of Expected Outcome: AU/AUMSON MSN students will be able to articulate their transition from a student to a professional advanced practice nurse in the area of nursing education or primary care nurse practitioner. Internal and external outcome assessments will be described in regard to professional role development. Assessment Method 1: Marketing e Portfolio Assessment Method 1 details: Nurse Practitioner Students will construct a Marketing e Portfolio and aggregate student average will be 80% or greater (Internal Measure). This assignment is in their last course in the Primary Care Nurse Practitioner (PCNP) curriculum which gives the student ample time and experience to provide curricular outcome reflection while at the same time creating a document that can be provided for potential future employers. Description of assessment method: NURS 7920 Primary Care Practicum: e PORTFOLIO: CAREER PLANNING AND DEVELOPMENT The PCNP Marketing Portfolio is a reflection of the student s achievement and growth. A portfolio is an excellent medium whereby the student can demonstrate knowledge attained in a broad spectrum of related topics and issues from the nursing educational experience. Each portfolio should reflect learning and accomplishment of program (PCNP) outcomes, but is expected to be individualized. Guidelines are provided and intended to assist the student in the development of the portfolio, but creativity is encouraged. The course faculty summarize the portfolio findings and evaluate the effectiveness of the project in regard to evidence of student achievement of curricular outcomes. Findings: : Twenty two (22) PCNP Students that graduated in spring All students submitted a very comprehensive and usable marketing e portfolio. As the market changes students will be encourage to incorporate changes in the health care environment in their e portfolios. Review of the spring 2013 PCNP graduates student reflections in the Marking Portfolio helped the NP faculty identify a need to expand detail in clinical (SOAP) note criteria to help the student become a more informed provider of primary health care to all population regardless of race, education, social economic background, while assessing overall health care economics. The revised clinical (SOAP) note format was provided to the cohort. 1

2 How did you use findings to make program improvements? The Marketing Portfolio is an internal method of evaluation that asks the students to reflect on all of their classes in the 6 semesters of required coursework and provides information as to how the students feels they have mastered the PCNP program outcomes and what they feel has helped them with professional role development. Additional comments: The Marketing Portfolio provides a comprehensive annual review of the PCNP program outcomes from the students perspective. Information from the student feedback is combined with appropriate curricular design and teaching learning strategies. Assessment Method 2: AACN/EBI Benchmarking survey related to the application of nursing theory to practice. Assessment method details: Distribution of American Association of Colleges of Nursing (AACN)/Educational Benchmarking (EBI) Master s Level benchmarking assessments and graduation (exit) and one (1) year post graduation (Alumni). AACN/EBI are standardized assessment survey findings are provided for each individual school and compared to three (3) groups: (1) Select 6 six (6) schools that are selected as comparable to Auburn University; (2) Carnegie Class framework for recognizing and describing institutional diversity in U.S. higher education. This framework has been widely used in the study of higher education, both as a way to represent and control for institutional differences, and also in the design of research studies to ensure adequate representation of sampled institutions, students, or faculty; and (3) All institutions represents all AACN/EBI participating institutions. Aggregate means for the 3 groups are reported and categorized as Issue (0 70%), Needs Work (71 74%), and Good (75 100%). This survey was distributed to 28 graduates with a 68% response rate. Expected AU/AUMSON outcome measure is that the student will rate themselves a five (5) or higher on a seven (7) point Likert scale with 1 reflecting that the student feels they are not at all able to perform a particular assessment question to 7 reflecting that the student feels they are extremely prepared to perform a particular learning outcome. Assessment of EBI Exit survey question # 44 measures the degree that the student feels the AU/AUSON MSN courses prepared then to apply nursing theory to guide practice. Alumni survey questions #51, 52 measuring the student s assessment of how the MSN curriculum prepared then to apply advanced practice nursing collaboration skills when working with other health care providers in the delivery of education and primary care. (External Measure) Findings: Results for spring graduates: AACN/EBI Exit # 44 is reflected in EBI report under Factor 17: Learning Outcomes from Core Masters: Evidence Based Knowledge; Q158 Theories and evidence based knowledge in leading the healthcare team to deliver appropriate health care 2

3 19 of 28 graduates spring 2013 graduates responded (RR 68%) with a score of 94.7%. This score is higher than our select 6, Carnegie Class and all institutions. Even though the Exit assessment data revealed that AU/AUMSON MSN program scored higher than the select 6, Carnegie Class, and all institutions analysis of results discovered that we scored lower than we would like in the areas revealed in Factor 23: Learning Outcomes for Didactic/Clinical Course Work related to genetics (78.8%), immunology (85.3%), and understanding the International Classification of Diseases (ICD) Procedural and Diagnostic Coding and current procedural terminology (87.8%) EBI Alumni surveys are provided to students 1 year post graduation. Projected distribution of this alumni survey, to 28 graduates, is summer How did you use findings to make program improvements: The AACN/EBI benchmarking and assessment annual reports provide valuable analysis that highlights issues or areas of improvement that are unique to your school while comparing your data to 1,500 other institutions. Even though AUSON scored higher than select 6, Carnegie Class, and all institutions it was felt that improvements could be made. Expansion of course content in genetics and immunology will be added to the pathophysiology course (taken by both NE/NP students) and all PCNP clinical courses for future cohorts. ICD and procedural and diagnostic coding was added as a requirement for all PCNP clinical (SOAP) notes. Additional comments: AACN/EBI is a rigorous, research based assessment that provides meaningful data to assess current curricular practices and guide quality improvement efforts. 3

4 Expected Outcome 2 Title Advanced Practice Knowledge Full description of Expected Outcome: AU/AUMSON MSN students will be able to transition from a student to a professional advanced practice nurse in the area of nursing education or primary care nurse practitioner. Internal and external outcome assessments will be described in regard to advanced practice knowledge. Assessment Method 1: Application of Advanced Practice Knowledge (Internal Measures) Assessment Method 1 details: (1) NURS 7810 Teaching Learning Modules are a series of course assignments that require the nurse educator students construct and implement effective educational materials to a variety of target audiences. These modules provided assignments built on established teachinglearning strategies with the final project evaluated for inclusion of effective educational methods. AU/AUMSON expected outcome is an aggregate average of 80% or higher on these modules. The grading rubric for this assessment is included below. NURS 7810 Teaching Learning Modules Faculty Evaluation Sheet Assignment components Points possible Points awarded Module I: Intra professional Education: Complexity, Challenges and Issues 20 Use of appropriate technology Synthesis of theories and research Articulate the role of the educator Module II: Developing Curriculum/Course Frameworks, Outcomes, and Competencies 20 Educational services for diverse populations Sensitive, ethical, and competent teaching learning processes with diverse groups Synthesis of theories and research Articulate the role of the educator Module III: Using innovative and evolving technologyadvantages and disadvantages 20 Use evidence based practices Use of appropriate technology Participate in on line discussion 25 APA format Flow and comprehensive documentation of ideas 15 Lack of typos and spelling/grammar errors TOTAL POINTS Points possible Points awarded 100 (2) NURS 7440/7550 Health Promotion Project requires the primary care nurse practitioners to assess their current clinical (practice) setting to identify learning needs for a selected group of 4

5 patients. Once the learning needs and target audience are identified the student constructs and implements a teaching project with a health promotion focus. This assignment requires the student to present their project in a written form for faculty evaluation, implementation of the project in the clinical setting with evaluation by their healthcare preceptors, and present to peer students results in a peer evaluation. AU/AUMSON expected outcome is an aggregate average of 80% or higher on both written and oral communication of project. Course faculty will evaluate the findings from these projects and modify course content as indicated. The grading rubric for this assessment is included below. NURS 7440/7550 Health Promotion Project Grading Guidelines and Scoring Sheet for written and oral presentation Project components WRITTEN COMPONENT 70% of total grade Definition of health problem Points available 10 Student score Design Implementation Delivery Evaluation Written Presentation 20% of total grade Writing skills and organization APA format and references ORAL PRESENTATION 10% of total grade Professional presentation is clear and visually appealing, appropriate use of medical terminology, irrelevant and redundant words, phases, and other distracting information in avoided 10 Findings: NURS 7810, spring 2013, was completed by 11 nurse educator students. Student strengths were collective reflected in the use of technology. In the case where points were deduced, they were deducted from sections asking the students to synthesize the findings of their research for each section. It is unclear if these point deductions were from the student s lack of understanding of the evidence or their ability to articulate their thoughts NURS 7440/7550, fall 2012 was completed by 22 nurse practitioner students. Definition of health problem and oral presentation were noted as student strengths by faculty evaluating this project. Overall, points were primarily deducted from the sections where the 5

6 student was to provide reflective and objective feedback of their project implementation effectiveness. Effective of project implementation was evaluated by off site preceptors, patients, and families who usually evaluate the student high and do not consistently provide any constructive feedback. Therefore, student reflection was probably inadequate because of lack of proper feedback. Feedback regarding a realistic evaluation was provided by faculty reviewers. How did you use findings to make program improvements: Since both of these projects meet or exceed the benchmark, minimal changes will be made in the assignments for the next cohort. Information related to synthesis and reporting of evidence will be emphasized in both of these courses. Monitoring of these internal measures will continue to be measured. Changes in future assignments will be made related to student outcomes as well as changes in the educational and health promotion literature. Additional comment: Ongoing assessment of student performance related teaching learning strategies and educational methods is critical to prepare a nurse to be an effective teacher at the MSN level. Health promotion is the future of healthcare and reduction of health care costs and therefore essential for a NP student and practicing nurse practitioner. Assessment Method 2: HESI APRN_Family NP Exit Exam Health Education Systems, Inc. (HESI) Advanced Practice Registered Nurse (APRN) Family Nurse Practitioner Comprehensive Exit Exam. (External Measure) Assessment method details: The HESI APRN _ Family NP Exit Exam was developed based on the American Nurses Credentialing Association (ANCC) and American Association of Nurse Practitioners (AANP) domains of practice to be a predictive test for successful passing of national certification. HESI has identified a raw score of 800 on this exam as highly predictive of the student passing the national certification examination required to practice as a family nurse practitioner. This exam consists of 100 application items covering the area of family nurse practitioner practice. Clinical practice questions are included on this HESI examination and assess advanced practice knowledge related to the care of geriatric, adult, women, and pediatric patients. HESI APRN_ Family NP Exit Exam also assesses, leadership knowledge and skills, National Organization of Nurse Practitioner Faculty (NONPF) core competencies related to patient management, patient relationships, teaching, coaching, profession roles, managing/negotiation the health care delivery system, patient care safety and quality measures, and cultural competence. Students are given 2 opportunities to score 800 or higher on this exam. PCNP graduates will be able to score 800 or higher on the HESI APRN _ Family NP Exit Exam prior to graduation. HESI _Family NP Exit Exam is a copyrighted and secured document. However, the company provides content guides, live and on line review courses and allows each student to sign up and receive a question practice exam. 6

7 Findings: students completed this assessment measure. In review of the HESI report several areas of student strengths and weaknesses were identified. Major aggregate student strength was reflected in questions related to the National Organization of Nurse Practitioner Faculty (NONPF) competencies. HESI Class Scores NONPF Domains and Core Competencies Category Score # Items in Category (1) NONPF Domains and Core Competencies (2) Management of Patient Health/Illness Status (3) The Nurse Practitioner Patient Relationship (4) The Teaching Coaching Function (5) Professional Role (6) Develops and Implements Role (7) Directs Care (8) Managing/Negotiating Health Care Delivery Systems (9) Monitoring/Ensuring Quality of Hlth Care Prac (10) Cultural Competence Areas of improvement were noted in content areas related to the immune system, skin, respiratory, mental health, and some maternity questions. Students are provided with an individualized student report that guides their remediation for the national certification exam. HESI Class Scores APN Maternity Category Score # Items in Category (1) Antepartum (2) lntrapartum (3) Postpartum (4) Newborn Care of a pregnant woman or a newborn does not typically fall within the scope of practice for a family nurse practitioner (FNP). Since these questions appear on this predictor exam, content related to maternity care will be added to clinical course content. How did you use findings to make program improvements? HESI provides a detailed report that lists all of the specialty area and topic categories that were assessed by this exam. Average scores are provided for your institution/students as well as the national average with a breakdown of the specialty area and topic by item number. Individual institution scores are graphed in regard to exam score, acceptable sores, and recommended scores. Aggregate HESI assessment data is used to modify or add content to the various course provided for the student in the six (6) semester primary care nurse practitioner (PCNP) program. The HESI exam supported the AACN/EBI data in regard to a deficiency of content on immune disorders. This content will be identified to pathophysiology and clinical courses for 7

8 future cohorts. Another deficient content area that noted by this assessment exam was related to care of the newborn. Content will be expanded in the health assessment (7110) and clinical practice course related to pediatric care (7440) for future cohorts. Additional comments: The HESI APRN _ Family NP Exit Exam pilots 10 new questions with each exam and is constantly updating the 100 exam and 10 pilot questions to reflect current evidence based science and practice guidelines. 8

9 Expected Outcome 3 Title Clinical ethics, judgment, and evidence based practice Full description of Expected Outcome: Graduates for AU/AUMSON MSN program will be able to practice within ethical guidelines, using sound clinical judgment and teaching strategies based on the latest evidenced based literature. Assessment Method 1: Evidence Based Practice (EBP) (Internal Measure) Assessment Method 1 details: AU/AUMSON Nurse Educator and Primary Care Nurse Practitioner students complete a 3 semester sequence of EBP courses. MSN program graduates will be able to apply evidence to practice through implementation of a small test of change project in EBP III. AU/AUMSON expected outcome is that students score 80% or higher on EBP III project. Twenty six (26) students completed the EBP course series and the small test of change project. Small test of change project is evaluated using the following rubric: NURS 7940 Paper Grading Rubric Total Points = 100 Part I Total points for Part I = 30 Introduction 5 points Framework 5 points Review of Literature 10 points Critical Appraisal of Evidence 10 points Part II Total points for Part II = 30 Needs Assessment 10 points Plans 10 points Evaluation 10 points Part III Total points for Part III = 40 Findings/Discussion 20 points Recommendations for future research 10 points and/or practice change Conclusions 10 points Findings: : EBP III (spring 2013) Small test of change paper was completed by 26 students. Students were able to successfully develop ideas and implement a small test of change project. Strengths were noted in the areas of needs assessment, plans, and evaluations. Weakness noted in the review of literature, critical appraisal of evidence, recommendations for future research and/or practice change. It is recognized that students are consistently weak in research knowledge coming into this course series that impacts the weak areas noted above. A pre MSN program workshop has been suggested by the course faculty. 9

10 How did you use findings to make program improvements: Course evaluations and course grades are used to make improvement to individual courses. The EBP series is essential to the education of an advanced practice nurse. Any improvements made in these courses would improve the overall MSN program for both NE and NP students. Based on the evaluation data the EBP faculty plan to get EBP I students involved with the AU librarian to more efficiently conduct literature search, move the submission date for the small test of change in EBP II earlier in the semester, and in EBP III explore methods to incorporate student presentations within the main AU Research Week with the next cohort of students. Additional comments: Practice essentials and guidelines for advanced practice nurse educators and nurse practitioners come from the evidence based literature making this content a cornerstone of a MSN program. Assessment Method 2: Brief name or label AACN/EBI Benchmarking related to Ethical Decision Making (External measure) Assessment method details: Distribution of American Association of Colleges of Nursing (AACN)/Educational Benchmarking (EBI) Master s Level benchmarking assessments and graduation (exit) and one (1) year post graduation (Alumni). AACN/EBI are standardized assessment survey findings are provided for each individual school and compared to three (3) groups: (1) Select 6 six (6) schools that are selected as comparable to Auburn University; (2) Carnegie Class framework for recognizing and describing institutional diversity in U.S. higher education. This framework has been widely used in the study of higher education, both as a way to represent and control for institutional differences, and also in the design of research studies to ensure adequate representation of sampled institutions, students, or faculty; and (3) All institutions represents all AACN/EBI participating institutions. Aggregate means for the 3 groups are reported and categorized as Issue (0 70%), Needs Work (71 74%), and Good (75 100%). Expected AU/AUMSON outcome measure is that the student will rate themselves a five (5) or higher on a seven (7) point Likert scale with 1 reflecting that the student feels they are not at all able to perform a particular assessment question to 7 reflecting that the student feels they are extremely prepared to perform a particular learning outcome. Assessment of EBI Exit survey question # 45, measure the degree that the student feels the AU/AUMSON MSN courses prepare then to make ethical decisions related to patient care. Assessment of EBI Alumni survey questions # 59, 60 measures the degree that the student feels the AU/AUMSON MSN courses prepared then to make ethical decisions related to patient care. This survey was distributed to 28 graduates with a 68% response rate. 10

11 Findings: EBI Exit Survey Results for spring graduates: 19 of 28 graduates from spring 2013 graduates responded to questions related to ethical decision making. Below is the breakdown of these findings. Q130. To what degree did your MSN program enhance leadership skills that: Emphasize ethical decision making N % of Total (1) Not at all 0 0.0% (2) 0 0.0% (3) 0 0.0% (4) Moderately 0 0.0% (5) 1 5.3% (6) % (7) Extremely % % Resp = 90.5% N = 19 Mean = 6.79 Std Dev= 0.52 This score is equal to our select 6, and higher than the Carnegie Class and all institutions. This strong score of this cohort on the national benchmarking survey reflects student integration of ethical decision making across practice settings. Student content will need to be updated as more ethical dilemmas surface in health care settings EBI Alumni surveys are provided to students 1 year post graduation. Projected distribution of this alumni survey, to the 28 spring 2013 graduates, is summer How did you use findings to make program improvements? Although outcomes are met, ethical decision making is an important concept for the advanced practice nurse and therefore, program improvements are evolving such as increasing exposure to situations that require some level of ethical decision making process. The AACN/EBI benchmarking and assessment annual reports provide valuable analysis that highlights issues or areas of improvement that are unique to your school while comparing your data to 1,500 other institutions. Additional comments: AACN/EBI is a rigorous, research based assessment that provides meaningful data to assess current curricular practices and guide quality improvement efforts. 11

12 Expected Outcome 4 Title Advanced leadership and health policy Full description of Expected Outcome: The MSN prepared advanced practice nurse (APN) will understand the impact of health policy on health care. PCNP graduates will demonstrate knowledge of National Organization of Nurse Practitioner Faculty (NONPF) core competencies. Assessment Method 1: Institutional Assessment (Internal Measure) Assessment Method 1 details: NURS7250 Institutional Assessment project nurse educator and primary care nurse practitioner students to assess the current state of healthcare delivery and how to work with current and be a change agent for future health care policy development. This assignment requires the student to present their project in a written form for faculty evaluation. AU/AUMSON expected outcome is an aggregate average of 80% or higher on both written and oral communication of project. The grading rubric for this project is below. INSTITUTIONAL ASSESSMENT CRITERIA Possible Pts. Pts. Earned Comments Describe the nature of the change (for example, is it a policy, 10 procedure, new skill or behavior) and identify the change as simple or complex. Identify all stakeholders and state if and why it is a significant issue. 10 Is the focus of the change a national policy, guideline, or standard? If 10 yes, describe. Is the change a mandate with which the institution or agency must be 10 in compliance? If yes, describe. Are there major problems associated with the change, such as an 10 increase in errors or resistance to the change by the inter or intra professional team? If yes, describe and state how the major problems will be addressed. Are there vested interests? If yes, who is likely to gain from the change 10 and who will view the change as a loss (e.g., power) Identify the human drivers by position (not name), and the human 10 resistors of the change. Are there resources implications other than human? If yes, describe 5 Written Formal Report using APA style and format; proper use of 20 English Language Conventions; Virtual Powerpoint presentation posted according to directions Practicum 5 Log completed and demonstrates a minimum of 20 hours collecting data for the assessment, writing a formal report of findings, and presented findings to a macro system leader. GRADE 12

13 Findings: : NURS 7250, fall 2012, was completed by 8 nurse educator and 22 primary care nurse practitioner students. Consistent strong student area included identification of appropriate assessment, change and evaluation theories but they failed to consistently provide a detailed analysis of these theories. Being one of the early courses offered in the MSN curriculum professional writing skills is a struggle for over ½ of these students. How did you use findings to make program improvements: Since this project meet the benchmark, minimal changes will be made in the assignment for the next cohort. Monitoring of this internal measure will continue to be assessed. Changes in future assignments will be made related to student outcomes as well as changes in the educational and health promotion literature. Additional comments for assessment method: Ongoing assessment of student performance to health policy recognition and change is an important skill needed for both nurse educator and nurse practitioner students. Health care delivery is in the process of going through major changes that will impact all health care providers with the expected implementation of the Affordable Care Act in January Assessment Method 2: Brief name or label National Organization of Nurse Practitioner Faculty (NONPF) Exit Survey (External Measure) Assessment method details: At the end of the six (6) semester nurse practitioner curriculum, NP students are asked to respond yes or no to the specific NONPF core competencies. The exit NONPF core competencies survey lists in detail the core competencies and asks the NP student whether they feel that the AU/AUMSON MSN/PCNP curriculum provided them with the foundation for practicing within the competencies. If the student does not feel they received the foundation for any of the competencies they are asked to provide an explanation so curricular revisions can be made. The NONPF core competencies exit survey is grouped in 9 sections with numerous questions under each of the 9 sections. The following list provides the heading for the 9 sections: (1) Scientific Foundation Competencies (2) Leadership Competencies (3) Quality Competencies (4) Practice Inquiry Competencies (5) Technology and Information Literacy Competencies (6) Policy Competencies (7) Health Delivery Systems Competencies (8) Ethics Competencies (9) Independent Practice Competencies 13

14 Findings: out of 22 graduating NP students were asked to complete the NONPF core competencies exit survey (91% response rate). Aggregate data from this survey reflected student understanding of the core competencies for a being nurse practitioner. Students felt that their confidence level in regard to these competencies would improve the first year of practice. How did you use findings to make program improvements? Core competencies for nurse practitioners will change over time based on new evidence and federal and state practice regulation guidelines. Monitoring of this internal measure will continue to be assessed. Changes in future assessments will be made related to perceived student achievement of NP core competencies as new or updated NONPF core competencies are published. Additional comments: NONPF core competencies are considered the gold standard for NP practice in the United States. 14

15 Expected Outcome 5 Certification Exam pass rates Full description of Expected Outcome: Program outcomes demonstrate program effectiveness. AU/AUMSON program effectiveness is measure each semester in the form of individual course evaluations. National certification examinations are available as a measure of competency for both nurse educator and nurse practitioner advanced practice nurses. Advanced practice as a nurse educator taking a certification examination. Nurse Practitioner students must sit and successfully pass a national certification examination to meet credentialing standards for all of the states in the United States. Assessment Method 1: MSN Student Course Evaluations and Faculty Course Summaries (Internal Measure) Assessment Method 1 details: Individual course evaluations are provided to the students in an electronic format at the end of each semester. The AUSON technology staff member sends the survey with instructions of completion to all currently enrolled students at the end of each semester. The course evaluations are available to the student for no less than 7 days to complete. Student responses to course evaluations are anonymous and presented to nursing administration and faculty in an aggregate format. Comments are encouraged and provided for review by nursing administration and individual faculty members. The course evaluation tool is a Likert scale as follows: 1 Strongly Agree; 2 Agree; 3 Neither Agree or Disagree; 4 Disagree; 5 Strongly Disagree. Ninety eight (98) student surveys were distributed summer 2012 with a 39% response rate; fall surveys distributed with a 57% response rate; and spring surveys distributed with a 59% response rate. The following nine (9) questions comprise the course evaluation tool: (1) The course was a challenging educational experience (2) The objectives indicated what students should learn. (3) The course built on previous learning. (4) Tests were representative of material and relevant to course objectives. (5) Assignments in this course contributed to learning. (6) The textbook(s) for this course contributed to learning. (7) Class sessions contributed to learning. (8) Supplemental readings, videos, and CAIs contributed to learning. (9) The amount of work required in the course was appropriate for credit hours obtained. AU/AUMSON expected outcome is that aggregate course evaluation means will be 3.5 or higher on a 5.0 scale. MSN Faculty compile a course summary that information related to student grades, student course evaluation tool mean, summary of preceptor and/or faculty evaluation tools, identification of course strengths and areas for improvement or recommendations. Faculty 15

16 course summaries are shared with all MSN faculty through a MSN drop box or at a scheduled MSN faculty meeting. Findings: Aggregate course evaluation means = 4.35 for all NE and NP courses (14 courses). Student responses were highest on questions 1, 2, 3, and 7 (strongly agree or agree). Lower scores were noted on questions 4, 5, 6, and 9 (agree, neither agree or disagree, or disagree). There were no strongly disagree responses on any of the student surveys during this period. Two (2) of the 14 course faculty revised their textbook selections in response to student comments. Assignment revisions were made to six (6) of the fourteen courses in the form of more detailed assignment instructions and/or more detailed grading rubrics. How did you use findings to make program improvements: Student course evaluation means and student comments are used to improve or enhance each individual course. Faculty course summaries provide insight into the effectiveness or the course and analyzes student and faculty input to determine course improvements. Courses and course evaluations are reviewed at the end of each semester and at the faculty evaluation retreat in the fall semester. Minor course revisions are allowed without full faculty approval. Full faculty approval is needed on any major course changes. Additional comments: Student course evaluations and faculty course summaries are essential tools to provide continuous quality improvement to individual courses and the MSN program as whole. Assessment Method 2: National Certification (External measure) Assessment method details: Annual aggregate reports are provided to AU/AUMSON that provides the name of the certification examination, year of the exam, number of students that took each exam, program average, national average, pass rate, percentage of those taking the exam that passed, percentage of those that passed on the 1 st take, and identification of major categories for each exam. The American Association of Nurse Practitioners (AANP) has four (4) major categories (Assessment, Diagnosis, Planning, Evaluation) in which questions are grouped. These national certification exams are updated each year to measure to current standards of practice for nurse educators and nurse practitioners. All graduates of the PCNP program (n=6) were completed a Family Nurse Practitioner (FNP) certification examination. Findings: The 2012 AANP annual report related the results of the Family Nurse Practitioner (FNP) certification exam for the six (6) May 2012 nurse practitioner graduates revealed a 100% pass rate on the 1 st take. Further results revealed that the school average was 618 with a national average of 585 In the subcategories the school average surpassed the national average in all 4 sections: 16

17 Assessment School = 37; National = 35 (48 test items) Diagnosis School = 24; National = 24 (33 test items) Planning School = 23; National = 22 (31 test items) Evaluation School = 19; National = 18 (23 test items) No nurse educator students took a certification exam in 2012 (not required for practice) The 2013 AANP or ANCC aggregate annual report will be released in February 2014 and provide the breakdown above for the twenty two (22) May 2013 nurse practitioner graduates. Nurse educator certification bodies will provide an aggregate annual report to the school for any nurse educator students that sit the exam in How did you use findings to make program improvements: Our accreditation body, Commission on Collegiate Nursing Education (CCNE), states that the aggregate results from national certification examinations is evidence of a program outcome that demonstrates program effectiveness. Since these certification examinations are updated each year it is essential that the MSN faculty are aware of any revision and/or updates to the test plan and adjust course content accordingly. This is an ongoing assessment process and the responsibility of the individual MSN course faculty and the collective MSN administration and faculty. Additional comments: National certification examinations are the current practice competency assessment tool for all new nurse practitioners. Revised ; ; ; ;

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