DEPARTMENTAL/PROGRAM REPORT I. DEPARTMENT/PROGRAM VISION, MISSION, PHILOSOPHY AND DESCRIPTION

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1 DEPARTMENTAL/PROGRAM REPORT Department: H.E. Stuckenhoff Department of Nursing Department Head: Hear Huber, MS, RN, CNE I. DEPARTMENT/PROGRAM VISION, MISSION, PHILOSOPHY AND DESCRIPTION A. Department Vision Statement: At this time, Department does not have an official vision statement. The Nursing Department Curriculum Committee is scheduled to review department mission statement in Fall of In mean-time, director will ask committee develop a vision statement for department to present to Total Nursing Faculty for, revision as necessary, and a final vote. B. Department Mission Statement: The mission of Casper College H.E. Stuckenhoff Department of Nursing is to be hallmark of learning for education promoting health in our community and professionalism in through provision of basic requirements for a practical nurse certificate or an associate degree, assuring graduate s ability to take eir National Council Licensure Examination (NCLEX-PN or NCLEX-RN) for licensure as a licensed practical or a registered nurse. C. Philosophy: 1. Teaching Philosophy and Pedagogy: The faculty subscribes to stated vision, mission, values and goals of Casper College in its entirety. We believe it is our responsibility as faculty to offer within college structure preparation for practice of, including support for dual enrollment s. The nurse believes in intrinsic value and worth of every person. Each person is comprised of five dimensions consisting of physiological, psychological, socio-cultural, developmental, and spiritual. The person, who is primary focus of care, is viewed holistically and is greater than sum of his/her parts. The person is an open system in total interface with environment and is product of genetic heritage and life experiences. The environment can be internal or external, harmful or beneficial. The environment consists of all factors affecting or affected by person. 2. Distance Education Philosophy: We believe that education should be realized in or emanate from an institution of higher learning which includes opportunities for distance education courses. The purpose of education is to provide both general and technical education for practice. Nursing education programs should provide opportunity for articulation among levels of. 3. Dual Enrollment Philosophy: See Teaching Philosophy and Pedagogy of Department D. Articulation agreements (if any): The program participates in articulation agreement between University of Wyoming (UW) and Casper College (CC) that was signed in Nursing s who graduate from CC with an AS degree can articulation to RN to BSN program offered by UW. Students who desire to continue ir education at UW may take UW classes that are recommended by UW advisor during time y are enrolled as a Casper College. The department invites a UW advisor to participate during Advising Week to promote a smooth articulation process for our s. Additional courses required to qualify for BSN include Biology 1010, Chemistry 1000 with a B or better, Math 1400 and statistics. 1

2 E. Advisory Committee- Membership and Function: The advisory board of H.E. Stuckenhoff Department of Nursing meets annually in fall semester. It consists of various members of professional community agencies that interface with school of. A health care consumer is included on advisory board. The faculty and a member of Casper College administration also attend yearly advisory meeting. Student representatives from department committees as well as a Student Nurse Association officer are also invited. Or agencies that are invited to participate include Wyoming Medical Center, Wyoming Surgical Center, Wyoming Behavioral Institute, Life Care Center, Shepherd of Valley Care Center, Poplar Living Center, Central Wyoming Hospice and Transitions, Natrona County Public Health Department, Natrona County High School, Kelly Walsh High School, University of Wyoming School of Nursing faculty advisor, Casper Surgical Center, Elkhorn Valley Rehabilitation Hospital, Mountain View Regional Hospital, Converse County Memorial Hospital, and Meadow Wind Assisted Living Community, as well as or individual preceptor sites. The meeting allows communication regarding program outcomes, curriculum, and or information with communities of interest. Anor function of this meeting is for facilities to provide regarding our recruitment practices, graduate preparation, and opportunity to make recommendations toward program improvement and meeting community needs. F. Special events or activities: Annually, Nursing Department participates in School of Health Science open house in which public and high school s are invited to attend and become acquainted with each of health science programs. G. Personnel: The Department of Nursing utilizes eleven (11) full-time faculty members, plus four (4) adjunct faculty to maintain 1:8 faculty to ratio in setting mandated by Wyoming State Board of Nursing. 1. Departmental faculty members, full-time: Nubia Arana MS RN Marge Christiansen MSN RN CEN Teresa Corkill MSN RN CNE Lori Fichman MSN RN CNE Gail Gallagher MS RN Heidi Loucks MS RN CNE Marianne Madariaga MSN RN Kelly Politte MS RN CNE Karen Price MSN RN Tracy Suhr MSN RN C-OB Jennifer Taulealea MSN FNP 2. Departmental faculty members, adjunct: The Department of Nursing has four (4) adjunct faculty. Two (2) of those positions are Clinical Faculty Associates (CFA) through a joint appointment with Wyoming Medical Center (WMC). The number depends on enrollment and availability of WMC personnel, and those instructors oversee s during rotations on medical and surgical units at WMC. The two additional adjunct faculty instruct s in lab setting during first semester which is primarily on campus followed by a rotation into long term care settings in community at end of semester. Donna Kathan MS RN CCRN (CFA) Patti Legler MSN RN NIC Darlene Pisani MS RN Mindy Walden MSN RN/BC (CFA) 2

3 3. Or Personnel: The department also has up to four (4) laboratory work-study s who assist in arts lab. Their duties are assigned by faculty member who acts as lab coordinator. Their main responsibility is to maintain lab hours for access outside of normal schedule. This allows s to access laboratory facilities for practicing skills and remediation on weekends and during evening hours. H. Enrollment trends: FALL Qualified applicants: 90 Students admitted: 64 FALL-2010 Qualified applicants: 100 Students admitted: 64 FALL-2011 Qualified applicants: 100 Students admitted: 32 SPRING-2012 Qualified applicants: 69 Students admitted: 32 Fall-2012 Qualified applicants: 41 Students admitted: 32 SPRING-2013 Qualified applicants: 40 Students admitted: 32 FALL-2013 Qualified applicants: 45 Students admitted: 32 SPRING-2014 (application date 3/1/14, qualification data not yet available) Applications submitted: 64 Student cohort limit: 32 II. PROGRAM STRATEGIC PLANNING REPORT SUMMARY A. Departmental Goals: Goal 1: To provide an innovative and effective learning environment. Goal 2: To provide enrollment to meet changing demands of healthcare environment. Goal 3: Support for faculty development B. Departmental Strengths: a. Director of Nursing: encourages participation of faculty as a team in decision-making and curriculum changes. b. Faculty committed to ADN education c. Faculty who are supportive of s continuing ir education to BS or higher degree/s d. Qualified faculty Eleven (11) full-time, and four (4) adjunct faculty members have a master s degree in. Five faculty members are Certified Nurse Educators through National League of Nursing. Nursing faculty with multiple specialties and current practice who strive to maintain and enhance ir knowledge and skills. A diverse faculty who demonstrate cohesiveness while viewing issues from multiple perspectives. Adjunct faculty, including two (2) shared position with one of sites, bring fresh perspectives and experience from or healthcare settings e. Administrative support f. Autonomy of DON and faculty to provide best education in a format that is designed to support success of s g. Pool of qualified applicants for admission each year h % employment of graduates who want to be employed each year 3

4 i. A variety of health care agencies in community support and participate in education of Casper College s. j. Up-to-date availability of resources for faculty and s: ATI testing and support; SmartThinking online tutoring program Clinical arts laboratory with Alaris IV pumps and simulation manikins Multi-media center with new computers Excellent library resources including those with online accessibility State-of--art Health Science Simulation Center staffed by a masters prepared RN to assist with simulation development and implementation New laptops: a total of sixty-four (64), with thirty-two (32) in two (2) classrooms, and updated wifi in building to accommodate online testing. k. Modern, attractive facility maintained by supportive physical plant personnel l. Institutional Career Center schedules a health professions career fair on campus each February. m. Associate Degree in Nursing, ACEN accredited and WSBON approved n. Continued improvement in NCLEX-RN 1 st time pass rate o. Diverse agency advisory board participation. p. Recruitment support q. Workforce development r. Strong college CNA program for pre- requirement. s. Additional lab space for use by and CNA program t. Office staff support available as needed u. Excellent Digital Learning (DL) department to providing support and training v. Supportive Academic Testing Center (ATC) w. While we were recommended by site visitors for a full 8 year accreditation in 2011, ACEN Commission approved our program with conditions, requiring a follow-up report due October 30, 2013 addressing following areas: 1. In need of development: NLCEX licensure exam rate, which has been above 91% 2. Area of non-compliance: percent of faculty with Masters' degree's, which is now 100% The follow-up report was filed and Evaluation Review Panel voted for approval. This report was n sent to ACEN Commission for final approval. This decision will be made at ir March meeting. C. Department Challenges: a. Technology, both in faculty and staff offices, is outdated. b. Ongoing implementation of ATI for both faculty and s. c. Full-time faculty needs to return to a minimum of thirteen (13). d. Retention of s once admitted: Faculty have no control over s personal issues that arise once enrolled in program, or change of mind regarding selection of as a major. e. Maintain NCLEX-RN 1 st time pass rate above 90%. f. Time, manpower, and resources needed to implement changes are challenging. Flipped Classroom model implemented in some aspect in all 4 semesters. Continuous need for faculty support and education as we continue to develop Interactive Content Reinforcement (ICR) modules for in-class activities Bi-annual admissions allow all for semesters to be active at one time, which challenges scheduling for classrooms and lab space. is involved in ReNEW (Revolutionize Nursing Education in Wyoming) toward development of a statewide curriculum with or community college programs and University of Wyoming. Instituting new curriculum will be a significant challenge. Integration of more simulation experiences through curriculum with advent of Health Science Simulation Center g. Ongoing issues with course management system platform, Moodle. Move to upgraded versions requires faculty to be oriented to new features. 4

5 Operations: h. Our use of DL support is extensive and a course designer would be extremely helpful i. Lack of higher education reimbursement or than BOCES for faculty who attend institutions outside of Wyoming j. Lack of Wyoming Investment in Nursing (WYiN) for faculty pursuing advanced degrees outside of University of Wyoming. k. Lack of WYiN funding for doctoral degrees for faculty teaching at community colleges. l. Institution of a Culture of Civility into Nursing Education at our college m. Understanding ever-changing financial aid restrictions when advising s Yes No Program assessment plan(s) on file? The department continually maintains ad updates a Systematic Program Evaluation Plan (SPEP) at monthly committee meetings as part of ACEN accreditation process. Each committee follows a calendar outlining v criterion to be addresses throughout academic year. New standards were instituted by ACEN to be fully operational beginning January The director and seven (7) faculty members attended workshops over past year in preparation for transitioning to new standards. Departmental equipment and facilities: Department equipment available for faculty use includes copy machine, fax machine, printer and a laptop. Nursing instructors whose offices are not conveniently located to general printer have had individual printers installed in ir offices. Lab facilities for department are becoming dated. The department continually works to maintain and update lab equipment. Equipment that is available to s for learning experiences includes twenty three (23) care-giving units set up in 4 lab spaces, 3 of which are contiguous. Furr equipment is comprised of a variety of manikins including Five (5) mid-fidelity simulation manikins and or equipment to facilitate learning experiences. The CNA classes now have a lab that is available for those hours so scheduling lab time has improved. We continue to offer three (3) CNA courses each semester, including a special BOCES section to accommodate twelve (12) s from local high schools. With expansion to four lab spaces, came need for more basic manikins and beds. It is department s plan to begin replacement cycle to assure update of lab facilities in manageable increments. This year department will request three (3) manikins and two (2) beds to begin that process. Budget Request: Budget Granted and Requests Line Item 9110 Educational supplies Category AY AY CHANGE $ $ Subscriptions $ $ Books $ $ Office supplies $1, $1, Medical supplies $10, $10, Software $1, $1, Graduation $2, $3, $ Advertising $0 $ $ Accreditation $3, $4, $ Laundry $3, $3, Professional fees $2, $2, Speaker fees $3, $3,

6 9227 Or contracted services- ATI *($42,000.00) *($43,000.00) ( $ ) 9232 Repairs/equip $2, $3, $ Dues/memberships $ $2, $2, Reg/Entry fees $ $ & 9330 Employ travel-in-state Employ travel-out-ofstate $13, Total $15, $2, Recruitment $ $ Or operating $3, $3, expenses 9820 Lab/classroom 0 $1, $1, Computer equip $ Clinical Faculty $50, $50, $50, Associate Salary (2) TOTAL $48, ($42, ATI) $57, ($43, ATI) $ ($1, ATI) TOTAL with ATI $140, $150, $10, & CFA Salary *ATI budget funds are re-paid by s in Business Office with lab fees Justification for increase in budget requests per 2014 Nursing Department Review Plan: Department Goal 1: To provide an innovative and effective learning environment. Line item 9214: Accreditation: ACEN (formerly NLNAC) accreditation fees have increased last year, so cost for maintaining accreditation also increased. The fees for participation in accreditation process, such as a subscription to National Council for State Boards of Nursing NCLEX program reports, have also increased. We subscribe to this for both RN and PN option of program. The ACEN has released new Standards, and all faculty must attend self study forums over next several years to make necessary changes to our Systematic Program Evaluation Plan (SPEP). The ReNEW statewide curriculum has reached a point that courses are being developed. This curriculum change will necessitate faculty attendance at some conferences for concept-based learning during next year as we plan ahead for substantive change to be submitted to ACEN. Faculty must be prepared for this aspect in curriculum change to maintain our accreditation. Line item 9232: Equipment repair: This is cost of service agreement for Hill-ROM beds. We have had to use this in past when college experienced a power outage and electronic components for beds were damaged. It is important to maintain this agreement. Line item 9310: Dues/Memberships: In addition to ACEN fees, re are or organizations that program maintains affiliation for support toward accreditation and maintaining high standards of education. The program is a member of National League for Nursing (NLN), National Organization for Associate Degree Nursing (NOADN), and Wyoming Center for Nursing and Health Care Partnerships (WCNHCP). These organizations provide support and educational opportunities and as well as assisting in staying abreast of trends and best practices in Nursing and Nursing education. Our membership to Mountain Measurement NCLEX and Program Management provides information on status of NCLEX results in relation to our curriculum both for RN and PN programs. This information is used to improve course content and delivery. 6

7 Line Item 9820: Lab/Classroom: Equipment needed for classroom include a new Elmo for CNA classroom and purchase of 2 IPads for faculty to use for Interactive Content Reinforcement (ICR) in flipped classroom. Line item 9830: Computer Equipment: moved this to Lab and Classroom 9820 Line item 9227: ATI testing- requested $43, is to cover initial cost of testing materials for s and s n pay back fee each semester to cover cost of materials. There was a fee increase in Spring 2014, and this fee will be in effect for Fall 2014, however we expect anor small increase again in Spring of Department Goal 2: To provide enrollment to meet changing demands of healthcare environment. Line item 9145: Graduation: With biannual admissions, graduates will have Pinning Ceremony will be occurring twice per year so expenses incurred will also increase. Line item 9212: Advertising. The opportunity to perform advertising is not only to continue to be a visible presence in community, but also to attract both s and new faculty to Casper College and to program. The program would also like to thank community partners who provide sites for s, and placing an ad in publication such as Wyoming Nurse would lend itself to that end. Department Goal 3: Support faculty development: Line Item 9310: Dues/Memberships: See information under Goal #1. This also supports faculty development. Line Items 9320 & 9330: Employee Travel: It is anticipated that need for faculty travel will increase in coming year for several reasons: 1) The program is involved in development of a statewide curriculum for education through ReNEW. All of programs in state are joined toger in this endeavor. It is vital that many of our faculty participate on committees in development of this new curriculum. Those faculty members must attend meetings throughout year. All faculty need to be updated and educated regarding curriculum development, and much of that information is obtained by attending WNA and Nursing Summit conferences planned yearly. The faculty will also need to attend conferences related to concept-based education in preparation for curriculum change. 2) One requirement of maintaining accreditation is for faculty to stay current in ir specialty areas as well as in education, refore it is important for department to support continuing education for faculty. After department has helped with costs up to $500 faculty can still attend, but must pay for ir own expenses. This is very important as faculty now can only access senate faculty development money every or year. Nursing Budget Request for Nursing Budget Code Educational Supplies $ Subscriptions $ Books $ Office Supplies $1, Medical Supplies $10, Software $1, Graduation Supplies $3, Supplies Reimbursable $0 7

8 9212 Advertising $ Accreditation $4, Laundry Services $3, Professional fees $2, Speaker Fees $3, Or contracted services-ati* *($43,000.00) 9232 Repairs - Equipment $3, Dues/Memberships $2, Registration/Entry Fees $ & 9330 Employee Travel $15, Recruitment $ Or Operating Expenses $3, Lab/Classroom $1, Computer Equipment $0 Clinical Faculty Associate Salary $50, TOTAL ( budget only) +($43, ATI) TOTAL with ATI and CFA salary $150, *ATI budget funds are re-paid by s in Business Office with course fees. There has been a price increase for coming year as reported to Board of Trustees. Nursing Lab WS (NRST) (FA/SP) Lab WS (NRST) (FA/SP) Lab WS (NRST) (FA/SP) Nursing Work Study Request for Hours Per Week F-14/ S-15 F-14/ S-15 F-14/ S-15 Program Director Huber Huber Huber Number of Weeks F-15/ S-15 F-15/ S-15 F-15/ S-15 Total Hours Cost (anticipated $8.00/hr) 450 $3, $3, $3, Lab WS (CNA, NRST) Su - 15 Huber Su $ Total 1590 $12, III. ASSESSMENT UPDATES A. Executive Summary: 1. General Education Outcomes As a department, written papers and group projects will have APA citation of resources. Assignments will specify use of APA citation with initial instructions provided in first semester of program, including ability to summarize or paraphrase content and cite source material ly. Furr use and reinforcement of this will take place when s develop group projects in subsequent semesters, and with submission of required paper during final semester of program in capstone course. As this is threaded through program, it will be applicable to General Education Outcomes 6, 1, 2, 8

9 2. Program-Level Assessment During course of program we will continue to provide varied assessments including testing techniques, use of ATI throughout program, and utilizing 10% of course points from projects or or assignments, and evaluations rated S/U as determined by instructors to assess course outcomes. The program uses a Systematic Program Evaluation Plan (SPEP) to track and document our assessment of program outcomes. Some of items used to determine outcomes include, but are not limited to national exam pass rates, employment rates, and employer satisfaction surveys, and completion rates. (See Appendix A: Program Completion Rate table, and Appendix B: Program Completion and Pass Rate Comparison Table Comparison table) B. General Education Outcomes Assessment: Describe changes to instruction, program advising or strategy as a result of last general education outcomes assessment results As graduates of Casper College, s will be able to 1. Demonstrate effective oral and written communication 2. Use scientific method 3. Solve problems using critical thinking and creativity 4. Demonstrate knowledge of diverse cultures and historical perspectives 5. Appreciate aestic and creative activities 6. Use technology and information to conduct research 7. Describe value of personal, civic, and social responsibilities 8. Use quantitative analytical skills to evaluate and process numerical data C. Department/Program Name: 1. Associate Degree in Nursing (ADN) a. Associate of Applied Science in Nursing (AAS) b. Associate of Science in Nursing (AS) 2. Certificate in Practical Nursing (PN) D. Student Learning Outcomes and Assessment by Degree/Certificate Associate Degree in Nursing (both AAS and AS) Learning Outcomes (Program) How/Where is outcome learned Evidence/ Indicator(s) of learning Collection method(s) for each source of evidence Analysis method(s) for each source of evidence Feedback Procedures (faculty, staff, & s) 9

10 Assist client to use adaptive mechanisms to attain homeostasis in physiological, psychological, sociocultural, developmental, and spiritual dimensions; Throughout program. attached map of program outcomes as y are leveled through program. Appendix C In Nursing Process courses, s receive some or all lecture materials online in course Moodle shell, and n attend Interactive Content Reviews (ICRs) during class time to apply concepts being studied. Students attend specified hours in a variety of settings and planned simulation experiences in each semester. Attendance is tracked in each course providing ICR s. Students also provide effectiveness of ICR develop in r/t patient care Computerized testing in all NRST Nursing Process courses asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) take attendance in classroom ICR s and in setting. Student course evaluations. developed in setting Grades are generated via computerized testing and monitored by faculty Exit Survey, Graduate Survey, Employer Survey Tracking of ICR attendance as well as course evaluations allow faculty to assess effectiveness of activities in learning. S/U grading scale on and performance in setting Statistics are generated for each test item and monitored by faculty over time with 75% at passing grade. Statistics are prepared for all surveys by CC Assessment specialist. The results are committees for inclusion in SPEP ICR attendance is correlated with grades in course. This can be used in development of success contracts if needed. Student evaluations assist faculty toward improving ICR development. provide to each or and to s weekly and communicate and faculty receive grades for each exam. Grades and statistics are shared with DON. semester Survey results are reported to faculty, advisory board, dean, and posted on website Integrate knowledge from biological, physiological, and behavioral sciences to provide humanistic client care. Throughout program. Appendix C In Nursing Process courses, s receive some or all lecture materials develop in r/t holistic care of patient Computerized testing in all NRST Nursing developed in setting Grades are generated via computerized testing and monitored by S/U grading scale on 75% is passing grade. Statistics are generated for each test item and monitored by faculty over Faculty provide to each or and to s weekly and communicate Students and faculty receive grades for each 10

11 Use process in a structured setting to provide client care for individuals and groups across lifespan. Perform rapeutic interventions in a safe manner. online in course Moodle shell, and n attend Interactive Content Reviews (ICRs) during class time to apply concepts being studied. Throughout program. Appendix A In Nursing Process courses, s receive some or all lecture materials online in course Moodle shell, and n attend Interactive Content Reviews (ICRs) during class time to apply concepts being studied. Throughout program. Appendix C Process courses develop using process in setting r/t patient care Computerized testing in all NRST Nursing Process courses asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) Student learning new skills are performed and tested in lab develop in r/t patient care asked to respond to specific assessment questions prior to graduation 11 faculty time exam. Grades and statistics are shared with DON. developed in setting Grades are generated via computerized testing and monitored by faculty Exit Survey, Graduate Survey, Employer Survey Student skills are tested by faculty in lab developed in setting Exit Survey, Graduate Survey, Employer Survey S/U grading scale on 75% is passing grade. Statistics are generated for each test item and monitored by faculty over time Statistics are prepared for all surveys by CC Assessment specialist. The results are committees for inclusion in SPEP skills are grade S/U S/U grading scale on Statistics are prepared for all surveys by CC Assessment specialist. The results are committees for inclusion provide to each or and to s weekly and communicate and faculty receive grades for each exam. Grades and statistics are shared with DON. semester Survey results are reported to faculty, advisory board, dean, and posted on website. provide immediate ; Results are communicate d to faculty, with remediation and re-testing of unsuccessful s. provide to each or

12 Utilize interpersonal skills and behaviors when providing holistic care to clients. Individualize safe comprehensive client care on a day-to-day basis for people experiencing commonly recurring health problems. Throughout program. Appendix C Throughout program. Appendix C (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) provided opportunities to perform interpersonal skills and behaviors while providing care in a simulation environment asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) develop in r/t patient care Computerized testing in all NRST Nursing Process courses Student learning new skills are performed and tested in lab provided opportunities perform evaluations of simulation with self-assessment included in debriefing Exit Survey, Graduate Survey, Employer Survey developed in setting Grades are generated via computerized testing and monitored by faculty Student skills are tested by faculty in lab perform evaluations of simulation with in SPEP Faculty analyze evaluation data and selfassessments Statistics are prepared for all surveys by CC Assessment specialist. The results are provided to committees for inclusion in SPEP S/U grading scale on 75% is passing grade. Statistics are generated for each test item and monitored by faculty over time skills are grade S/U analyze evaluation data and self- and to s weekly and communicate Survey results are reported to faculty, advisory board, dean, and posted on website. receive in debriefing. Faculty use information gared to confirm quality of simulation and modify as needed. Survey results are reported to faculty, advisory board, dean, and posted on website. provide to each or and to s weekly and communicate and faculty receive grades for each exam. Grades and statistics are shared with DON. 12

13 to perform patient care in a safe simulation environment perform patient care in setting at various facilities in one Nursing Process course in each semester asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) self-assessment included in debriefing Student patient care experiences are evaluated by faculty using course objectives as determined by program outcomes Exit Survey, Graduate Survey, Employer Survey assessments Student performance is graded S/U Statistics are prepared for all surveys by CC Assessment specialist. The results are committees for inclusion in SPEP provide immediate ; Results are communicate d to faculty, with remediation and re-testing of unsuccessful s. receive through debriefing. Faculty use information gared to confirm quality of simulation and modify as needed. receive timely. Faculty communicat e weekly for consistency in evaluation and to address problems. Survey results are reported to faculty, advisory board, dean, and posted on website 13

14 Supervise ors less skilled in technical aspects of. Collaborate with or members of interdisciplinary health care team. During second year of program in NRST 2635 & NRST 2645 s learn about, and n apply principles of delegation and supervising nonlicensed personnel. Appendix C Throughout program. Appendix C in NRST 2635 begin to delegation in ir rotations. in NRST 2645 are in precepted settings and upon completion of rotations are taking responsibility of a team asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 In NRST 2635, faculty perform evaluations for each according to course objectives as determined by program outcomes. In NRST 2645, s preform selfevaluations following each shift that are reviewed with faculty. Preceptors also submit to faculty after each shift for faculty to use toward s evaluation. Faculty also perform site visits to assess performance and preceptor support. Exit Survey, Graduate Survey, Employer Survey Exit Survey, Graduate Survey, Employer Survey Student performance is graded S/U Student performance is graded S/U. Preceptors are evaluated by s with provided s. Faculty analyzes all evaluation data to generate evaluations and preceptor. Statistics are prepared for all surveys by CC Assessment specialist. The results are committees for inclusion in SPEP Statistics are prepared for all surveys by CC Assessment specialist. The results are receive timely. Faculty communicate with preceptors for information toward evaluation and to address problems. provide to preceptors related to preceptor evaluations. Survey results are reported to faculty, advisory board, dean, and posted on website Survey results are reported to faculty, advisory board, dean, and posted on website. 14

15 Utilize interdisciplinary resources in institution or community according to identified need(s). Demonstrate responsibility for continued personal and professional growth and education. Demonstrate responsibility and accountability inherent in associate degree nurse role. Demonstrate professionalism and practice competencies based on learning environment in program. Throughout program. Appendix C Throughout program. Appendix C Throughout program. Appendix C Throughout program. Appendix C months (9 month Survey) asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are polled at 9 months (9 month Survey) asked to respond to specific assessment questions prior to graduation (Exit Survey). Employers and graduates are Exit Survey, Graduate Survey, Employer Survey Exit Survey, Graduate Survey, Employer Survey Exit Survey, Graduate Survey, Employer Survey Exit Survey, Graduate Survey, Employer Survey committees for inclusion in SPEP Statistics are prepared for all surveys by CC Assessment specialist. The results are committees for inclusion in SPEP Statistics are prepared for all surveys by CC Assessment specialist. The results are committees for inclusion in SPEP Statistics are prepared for all surveys by CC Assessment specialist. The results are committees for inclusion in SPEP Statistics are prepared for all surveys by CC Assessment specialist. The results are Survey results are reported to faculty, advisory board, dean, and posted on website. Survey results are reported to faculty, advisory board, dean, and posted on website. Survey results are reported to faculty, advisory board, dean, and posted on website. Survey results are reported to faculty, advisory board, dean, and posted on website. 15

16 polled at 9 months (9 month Survey) committees for inclusion in SPEP Practical Nursing Certificate Learning How/Where is Outcomes outcome learned Distinguish responsibilities and limitations of PN role. Implement care at PN level directed toward person s PPSDS dimensions along health-illness continuum. In lecture course NRST 1970 Lecture and experiences Evidence/ Indicator(s) of learning Preceptor faculty for performance in site. Testing in NRST Practical national exam pass rate (NCLEX-PN). Preceptor faculty for performance in site. Testing in NRST Collection method(s) for each source of evidence Preceptor use specific form for on course outcomes given faculty following each experience Results of national pass rate reported to program through Wyoming State Board of Nursing (WSBN) Preceptor use specific form for on course outcomes given faculty following each experience Analysis method(s) for each source of evidence Test statistics available through Moodle testing are examined after each test by faculty. Faculty confers with and preceptor during evaluation process. Feedback Procedures (faculty, staff, & s) Results provided to faculty and s, and DON following each test National examination pass rate results are reported to faculty, DON, advisory board, dean, and posted on website. Student is provided following each experience Intervene at PN level for stressors within internal and external environment that affect person s health status. Lecture and experiences Practical national exam pass rate (NCLEX-PN). Preceptor faculty for performance in site Testing in NRST Preceptor faculty for performance in site Faculty confers with and preceptor during evaluation process. Student is provided following each experience Practical national exam 16

17 Utilize process within limits of PN role in care of persons with commonly recurring health problems. Safely perform PN level skills in practicum. Demonstrate effective communication skills in care of clients. Perform needs assessment for Lecture and experiences Clinical experiences Classroom and sites Service Learning assignment pass rate (NCLEX-PN). Preceptor faculty for performance in site. Testing in NRST Practical national exam pass rate (NCLEX-PN). Preceptor faculty for performance in site. Students have previously learned skills in first two semesters of curriculum Preceptor faculty for performance in site. Pre and post conference participation Student reflection submitted Submission of service learning project to Preceptor use specific form for on course outcomes given faculty following each experience Results of national pass rate reported to program through Wyoming State Board of Nursing (WSBN) Preceptor faculty for performance in site. Students provide written skills inventory s checklist form previous semesters in program. Preceptor faculty for performance in site. Student reflection assignment submitted. Service learning project shared with facility and peers Service learning project shared Faculty confers with and preceptor during evaluation process. Faculty confers with and preceptor during evaluation process. Faculty reviews skills checklist. Faculty confers with and preceptor during evaluation process. Faculty use of rubric to grade reflection and service learning assignments Faculty use of rubric to grade Student is provided following each experience Student is provided following each experience Safety issues require following facility and department policies and procedures. Student is provided following submission and grading of assignments Student is provided 17

18 facility partnerships. facility. Both oral and written report. with facility and peers service learning assignment following submission and grading of assignments E. Assessment Activities and Results (raw data reports) 1. Associate Degree in Nursing(ADN) Reports of surveys are examined by DON and committees. Faculty use data related to specific criterion in SPEP. Reports from WSBN regarding NCLEX-RN, national licensure examination for first time pass rates for graduates RN licenses are reported to DON. 2. Certificate in Practical Nursing (PN) Reports from WSBN regarding NCLEX-PN, national licensure examination for first time pass rates for graduates PN licenses are reported to DON. F. Assessment Analysis (changes made or planned based on data) 1. Associate Degree in Nursing (ADN) DON and Committee members use data related to specific criterion in SPEP to support documentation of reaching outcomes, and/or to determine need for possible changes to be made in program. The ongoing use of SPEP allows for changes to be made in a purposeful manner. Current changes are being considered related to use of concept-based teaching strategies into flipped classroom, integration of ATI learning systems and remediation into each semester, and incorporation of simulation into curriculum based on evaluations and best practice research in education. 2. Certificate in Practical Nursing (PN) DON and Faculty instructors use pass-rate data, evaluations and best practice research to determine changes needed in PN bridge course. One change currently being made is movement to a hybrid course to allow s opportunity to receive resources online as well as perform computerized testing. preceptor and site evaluations drive decisions for future placement of PN s. G. Department/Program Level Assessment Results and Analysis 1. External Assessment Data Relevant to Department/Program Current assessment results include both PN and RN pass rates above national average: o NCLEX-RN 91% o NCLEX-PN 100% Current employment rates for graduates who are seeking employment = 100% Employers answering survey stated o Met ADN Program Educational Outcomes = 84.2% o Demonstrates satisfactory practice = % Graduates answering survey responded o Graduates believe y met ADN Program Educational Outcomes = Third Party comments/evaluations Accreditation Commission for Education in Nursing (ACEN) excerpt from site visit response in February, 2011 Patterns of strength are: 18

19 Systematic Program Evaluation Plan Available Student Services Patterns of concern are: Previous NCLEX First-time pass rates o This has been successfully improved for past 2 years. Point of Consideration: All faculty are not academically prepared with a master s degree with a major in. Required Follow-Up Report - Standard 2 Condition o The required Follow-Up Report concerning masters prepared faculty was filed with ACEN in October, The ACEN Evaluation Review Committee met on January 23, 2014 and voted to accept Follow-Up Report and forwarded ir recommendation to Board of Commissioners. The department should receive Commissioners reply in approximately thirty (30) days for continued accreditation through Wyoming State Board of Nursing (WSBN) - excerpt from site visit report dated April 6, 2011 Summary of Strengths: The faculty support of Director and program vision Faculty enthusiasm The Casper Nursing Program has an excellent reputation in community Budget currently adequate for program needs Administrative support for program and faculty (Faculty receive overload for meetings during semester) Summary of Weaknesses: NCLEX passing rate Shortage of hours Inequitable experiences Inadequate support/clerical personnel Lack of all Master s prepared faculty Response from WSBN regarding 2013 Annual Report: WSBN commended Nursing Department on improved pass rate and completion rate reported in annual report. 3. Department/Program Overall Assessment Analysis The Nursing department will continue to make changes following analysis of assessment data toward program improvement. The following changes will be implemented in future: o Threading simulation through curriculum o Adjusting implementation of ATI program in each semester The following changes are being considered o Concept based pedagogy o ReNEW curriculum change 19

20 Appendix A: Program Completion Rate Table: ADN Graduates completing in 4 semesters and 6 semesters Admi t Sem 1 Sem 2 Sem 3 Sem 4 Sem 5 Sem 6 Class of 2010 Class of 2011 Class of 2012 Class of May 2013 Class of Dec 2013 Class of May 2014 Class of Dec 2014 Class of May 2015 Fa 08 Fa 09 Fa 10 Fa 11 Sp 12 Fa 12 Sp 13 Fa admits 64 admits 64 admits 32 admits 32 admits 32 admit s 1 AP 4 AP 4 AP 0 AP 2AP 1TR 2AP 40 graduates completed in 4 semesters 40/64 = 62.5% +2 from Fa 07 admits = 42 graduates 42/64=65.62 % completed in 6 semesters 49 graduates completed in 4 semesters 50/64 =76.12% +2 from Fa 08 admits =51 graduates 51/64=79.68 % completed in 6 semesters 42 graduates completed in 4 semesters 42/64=66.6 % (+2 from Fa 08 in 7 semesters) 19 graduates completed in 4 semesters 19/32=59% + 6 from Fa10 in 6 sems =25 graduates 25/32=78.13 % completed in 6 semesters 20 graduates completed in 4 semesters 20/32=63.5 % (+1 Fa10 in 7 sems) +3 Fa11 in 6 sems =23 graduates 23/32 =71.87% in 6 semesters 32 admit s 1 TR Total grad AP- Advanced Placement LPN TR Transfer Student (Parensis) - indicate greater than 6 semester for completion Bold indicates > program completion results 32 admit s Appendix B: Program Completion Rate and Pass Rate Comparison Table Graduation Class Completion Rate NCLEX-RN 1 st time pass rate (admission year) Benchmark= 70% NLNAC Benchmark= 85% 2010* (Fa 08) 65.62% *79.1% 2011 (Fa 09) 79.68% 81.8% 2012 (Fa 10) (four semesters only) 66.6% 95.45% May 2013** (Fa 11) 78.13% (22 /24 tested, 25 in class) 91.67% Dec 2013 (Sp 12) 71.87% Red font indicates < program benchmark; Black font indicates > program benchmark * indicates NCLEX difficulty upgrade ** class size decreased to 32 with biannual admissions and NCLEX difficulty upgrade 20

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