Online Assessment Report. Assessment Process Overview

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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 1

2 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 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. 2

3 Assessment Report Program: Bachelor of Science in Nursing (BSN) 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 3 students and 1 faculty so assessor distribution is not relevant for this reporting period. For academic year two additional faculty will teach the capstone course so these data will be more valuable for the next reporting period. 3

4 Level of student performance on each competency 4

5 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO Exemplary Accomplished Satisfactory Approaches Satisfactory Does Not Meet Expectations Performance level on each criterion for Capstone project 5

6 Performance level on each criterion for the capstone portfolio Results: Indirect Measures of Student Learning At this point the BSN program has three students who have successfully completed the program requirements, Spring The BSN evaluation plan calls for students and employers to be surveyed at one and 5 years post-graduation. Surveys will be sent to students Spring of Graduates of the BSN program were asked to evaluate the BSN program during the capstone course. Of the three students who participated in the capstone course and successfully graduated two completed the end of program survey. Their responses are summarized along with pertinent comments. Category Synthesize knowledge from a liberal arts education as the basis for decision making in nursing practice 7. Develop appreciation for the liberal arts (2/3) 8. Knowledge of different cultures, societies, and ideas (2/3) Apply the nursing process to manage the diverse needs of individuals, families, and communities in diverse environment using a holistic and patient-centered approach. 9. Utilize critical thinking (2/3) Very Satisfied Satisfied Dissatisfied Very Dissatisfied 50% 50% %

7 10. Ability to synthesize information to solve problems (2/3) 11. Understand and apply the nursing process (2/3) 12. Deliver holistic and patient centered care (2/3) Illustrate the importance of health promotion, disease, and injury prevention to improving populace health. 13. Opportunity to apply learned knowledge into clinical practice (2/3) 14. Experience in a variety of settings (2/3) 15. Appreciation of the patient care needs within communities (2/3) Use and manage information technology to communicate and provide safe and effective patient care 16. Knowledge and skill in patient care technologies (2/3) 17. Use of information technology to keep current in nursing practice (2/3) Use evidence-based research to guide nursing practice 18. Evaluate selected research for applicability to nursing practice (2/3) 19. Apply scientific methods and principles (2/3) 20. Utilize nursing journals (2/3) Apply theories of leadership and management to provide quality patient care and patient safety 21. Utilize beginning nursing leadership skills (2/3) 22. Understand economic impact of health (2/3) 23. Manage time efficiently and effectively (2/3) 24. Participate in quality and patient safety initiatives (2/3) Investigate current issues in health care politics, finance, and regulatory environments to guide nursing practice 83.3% 16.7% % 25% % 40% % 37% % 50% 0 0 7

8 and client care 25. Implement resource saving patient care (2/3) 26. Knowledge of state and national regulatory environments (2/3) 27. Function as a healthcare advocate (2/3) Use inter-professional communication and collaboration for improving patient health outcomes 28. Utilize healthcare team coordination (2/3) 29. Demonstrate strong communication skills (2/3) 30. Provide nursing care that implements patient safety (2/3) 31. Support collaboration strategies in the delivery of patient care (2/3) Create an environment that adheres to professional values and behaviors, a professional code of ethics, professional standards, and legal statutes as they relate to the nursing practice 32. Demonstrate in practice professional, legal, and ethical standards (2/3) 33. Assume responsibility for personal and professional behavior (2/3) 34. Respect privacy and confidentiality of patients, patient records, and patient information (2/3) 35. Ability to serve as mentor/preceptor (2/3) Recognize the importance of lifelong learning and professional career development in the field of nursing 36. Value lifelong learning (2/3) 37. Commitment to attaining excellence when practicing nursing (2/3) Overall Satisfaction Level (N=2) Summarized Weaknesses 50% 50% % 63% % % 50% 0 0 Technical: The only issues I ever encountered were technical. Once pointed out they were always corrected in a timely manner. 8

9 Faculty: Instructors were spread thin; many were too busy at times to be readily available. Comment Baker College has a policy that faculty are to be engaged in the online classroom 6 out of 7 days a week. With a new program and new, although experienced nursing faculty, some were not able to meet this commitment. Faculty who could not meet the student engagement commitment are no longer teaching in the program. Courses: Courses were not offered when needed. Comment With low initial enrollment numbers for this new program NUR courses were offered once or twice a year. With an increase in enrollment the 300 level courses are offered 2-3 times a year and the 400 level courses 1-2 times per year depending on student numbers. The required general education courses, with the exception of Music Appreciation and Art Appreciation (once per year) are offered at least every quarter and often every term. Summarized Strengths Courses: Great courses, the inclusion of nursing informatics and cultural awareness were strong points. Student Comment At no point did I feel like I was wasting my time taking a course. I always learned something new and could incorporate into my nursing practice in some way. Results: Key Performance Indicators The BSN program has completed Year 3 and is maturing 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 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. BSN Program Total New Students Total Registered 103 Students Retention Rate N/A N/A N/A 63.0% 57.2% 70.70% 1st Year Persistence Rate N/A N/A N/A N/A 33.3% 60% 9

10 Total Graduates Graduation Rate N/A N/A N/A N/A N/A N/A Employment Rate N/A N/A N/A N/A N/A N/A Related Employment Rate 30 BSN - New Students BSN - Total Registered 80.0% BSN - Retention Rate 60.0% 40.0% 20.0% 0.0%

11 80.0% BSN - Persistence Rate 60.0% 40.0% 20.0% 0.0% Three new part-time faculty were recruited to teach in the BSN program during this academic period. New Part-Time Degree Program Coleen Elmers MSN (enrolled in PhD program) RN-BSN Elizabeth Franders DNP, FNP RN-BSN Catherine Grant DNP, FNP RN-BSN Two part-time faculty members continue to teach in the BSN program. Prior Part-Time Degree Program Mary Jane Heaney PhD RN-BSN Hilary Morgan PhD, CNM RN-BSN Progress Report on Continuous Improvement Plan 1. Completion and submission of Self Study Document to CCNE- completed January 25, Successful CCNE accreditation visit 5-7 MAR 2012 accreditation granted OCT Evaluation of program student learning objectives during capstone course utilizing Waypoint initiated Spring Program mapping to include ISLOs completed Fall

12 Objective Description Timeline Responsible Party Measure of Success Self-Study Document to CCNE Accreditation Visit by CCNE Use of Waypoint to evaluate program SLO during capstone course Program Mapping will be updated to include ISLOs Due 25 January 2012 Lesley Morgan Document represents BSN program Completed Task 5-7 March 2012 Lesley Morgan Awarding of CCNE Online Campus accreditation Fall, 2012 Completed Task Spring 2012 Lesley Morgan Student able to show meeting of program SLOs with objective data Completed Task OCT 2011 Lesley Morgan Completed Task Continuous Improvement Action Plan Identified Improvement Area: Increase enrollment in the RN-BSN program: Promotion of the RN to BSN program has been promoted heavily by the Directors of the 7 ADN programs. This promotion, coupled with the granting of accreditation by CCNE, should support the projection of a steady increase in student enrollment. Enrollment Fall 2011 approximately 100 students. Strive for a Graduation Rate of 85% (Students considered for the graduation rate calculation will be those students who are admitted to the program and successfully complete 2 nursing courses): In compliance with CCNE accreditation standards, the graduation rate is expected to be at least 85%. This percentage is designed for pre licensure nursing programs and thus may not be applicable to a RN to BSN program. This coupled with Baker College s philosophy of right to try may make this benchmark difficult to achieve. Strengthen faculty/student engagement via the discussion board: During the previous two years of the program faculty performance has been triaged for those educators 12

13 who embrace the student learning process and engage in active and beneficial discussion board interactions. It is felt the five part-time faculty teaching in the program are actively engaged. Faculty Blackboard interactions will be observed during the faculty evaluation process. In the academic year, the following activities will be conducted to address the areas for improvements. Current Results: 1. Increase faculty awareness of the assessment initiative Develop BSN Assessment Report Discuss assessment report with faculty Make report and data available to faculty by posting on Nursing Blackboard page. 2. Increase use of authentic assessment to measure student achievement with Program SLOs (PSLOs) and Institutional SLOs (ISLOs). Determine if ISLOs are mapped to PSLOs in Waypoint assessment Orient and train additional nursing faculty on the use of the Waypoint Assessment tool. This will allow for inter-rater reliability and more objective assessment of student performance and achievement of program outcomes. 3. Increase use of indirect assessment via alumni and employer survey Send alumni survey to those students who graduated during the previous academic year (for = 3) Send employer survey to employers of recent BSN graduates Expected Results: The improvement strategies are expected to achieve the following benchmarks or results. 1. Increase number of part-time faculty who attend the annual Faculty Workshop 2. All part-time faculty will complete AIM training (currently 4 out of 5 have completed) 3. Increase number of faculty who teach NUR 482, the capstone course to validate Waypoint assessment tool. 13

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