ANNUAL PROGRAM LEARNING OUTCOMES ASSESSMENT SUMMARY REPORT

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1 ASSESSMENT SCHEDULE - Due: December 16, Past Year: Indicate which program level learning outcomes assessment or any other assessment projects you completed in the academic year. Learning Outcomes: ACTION: DATE COMPLETED: Utilize Knowledge gained from nursing, biology, social and behavioral sciences delivery of care Demonstrate cognitive competence using critical thinking in solving clinical problems and making clinical decisions Assessed the relationship between TEAS scores and academic success in the program. Please note this was an assessment not a research project. Other Assessment Activities: Assess impact or Academic advising for students with low TEAS scores and success in program Assess impact of tutoring of students with low TEAS scores and success in the program. 2. Current Year: Indicate which program level outcomes you plan to assess or other assessment projects you plan to complete in : Learning Outcomes: ACTION: COMPLETE BY: Utilize technology and both human and material resources in a cost effective manner Assess the client as a unique biopsychosocial being, total individual or family Implementation of Angel for courses June 2010 Implementation of changes to clinical forms June 2010

2 Demonstrate psychomotor competence through the skillful use of complex equipment and procedures to provide care. Utilize technology and both human and material resources in a cost-effective manner Readiness for implementation of Simulation Technology in the curriculum June If you have a longer term assessment plan that spans more than two years, please describe. [Each fall you will report on the past year s assessment activities under section #1 above. You will report your plans for the current year under section #2 above. You do not need to assess all outcomes each year. Pick one or two areas of concern in your curriculum and put your focus there. Define the problem and create a plan to address it. This is the focus of the annual reports. Program reviews will look at the assessment reports you create each year as part of the review. If you have a longer term plan, report them here under #3.] Other Assessment Activities: ASSESSMENT REPORT for academic year DEMONSTRATION OF LEARNING: What assignments or projects demonstrate student learning outcomes are achieved? What evidence do you have that students are achieving the learning outcomes? You may choose to focus on one or two learning outcomes each year. Learning Outcomes Assessment methods Evidence of Learning Assessment of the correlation between Analysis provided clear indication of Utilize Knowledge the Test of Essential Academic Skills correlation between TEAS scores and gained from (TEAS) scores and academic success in academic success in the program. the program was undertaken. nursing, biology, The program began piloting the TEAS social and when Assessment Technologies Institute

3 behavioral sciences delivery of care Demonstrate cognitive competence using critical thinking in solving clinical (ATI) testing was adopted. The correlation of TEAS as a predictor of success in the program was subjectively identified by faculty as an indicator of student success. Following this the TEAS was moved to the summer prior to or the 1 st week of fall quarter and academic advising initiated. Gathering of current and prior student s scores, prerequisite course grades and nursing course grades for 3 cohort groups was analyzed in addition to those subjectively assessed and used to set minimum score. EXTERNAL EVIDENCE? Literature analysis Alumni, employer, Curriculum Review or Technical Advisory Committee feedback? What data from outside the classroom have led to curriculum changes? Student success and retention are priorities for all nursing programs and admission and progression policies are important considerations in fulfilling this. Literature review has suggested a strong correlation between program selection and academic success in nursing programs (Bolan&Grainger 2003). Programs are generally classified as applying a rank or rolling admission practice. The ranked method requires candidates to apply to a program and a committee evaluates them on the basis of predetermined criteria. Candidates are rank ordered and offered admission based upon the committee evaluation. In contrast, in rolling admissions students are admitted based upon meeting the programs minimum admission requirements; as a result students may vary greatly in academic preparedness. Seattle Centrals nursing program is an open door program and as considered rolling admissions vs. ranked although the program does not offer an ongoing waiting list. Students enter the program upon successful completion of six prerequisite courses with a minimum grade. Seattle Centrals program began with the open door policy and continues in an effort to support the philosophy of the college. The intent is to offer equal access to all students. As

4 a result the program continues to be one of the most diverse nursing programs in the state. Literature review cites many predictors of student s success in a nursing program and Newton, Smith, Moore and Magnan (2007) reported that both pre-nursing GPA and scores on the TEAS were able to predict first semester nursing success. In 2004 following an extensive review and analysis of admission criteria the minimum grade for entering the program was raised along with a change in prerequisites. This change addressed the predictor of prenursing grades thus leaving the TEAS scores for analysis. The Test of Essential Academic Skills (TEAS) assesses the academic preparedness of entry-level nursing students in Reading, Math, Science, and English and Language Usage. The TEAS consists of multiple-choice questions in the four content areas listed. FINDINGS: What do you conclude from your outcomes assessment activities? Are curriculum changes needed? The finding showed correlation between the TEAS score and academic success in the program. Students with TEAS scored below an identified minimum were assessed in relation to completion of the program. The chart below depicts the results. In Cohort #1 of the students with TEAS below the minimum 92% failed to continue in the program. Cohort # 2, despite academic advising of students with focus on weak areas resulted in 95% of those with sores below identified minimum continuing. In cohort #3 of the students with TEAS scores below the minimum 85% were unsuccessful in completing the program. Of the 15% that did continue analysis showed all attended tutoring that was offered by the program. 96% 94% 92% 90% 88% 86% 84% 82% 80% Cohort #1 Cohort # 3 3-D Column 1 3-D Column 2 3-D Column 3 Students with TEAS scores below the minimum cutoff were at a higher risk for not completing the program than those achieving higher scores. This finding proved to have a stronger correlation than those at risk with minimum or near minimum grades in the pre request courses. There was however a correlation between low TEAS scores and the number of prerequisite courses with a minimum or near minimum grade and success in the program.

5 The addition of academic advising did not dramatically impact the results; however the addition of tutoring did result in some students continuing despite low TEAS scores. ACTIONS TAKEN: What, if any, program changes have you made in the past year as a result of assessment activities. WHAT WAS THE IMPETUS FOR THE CHANGE? The program began academic advising of all students following the TEAS. Students with low TEAS scores were advised regarding specific remediation techniques. Resources for remediation were made available to students as well as continued advising. Students with low TEAS scores were advised to and given priory to attend on campus tutoring provided by the nursing program. ACTIONS PLANNED: Based on what you learned from assessment activities this last year for the above learning outcomes or other assessment activities, are there any follow-up activities planned or required? The nursing program has made a decision to add the requirement TEAS with a minimum score to the admission criteria for incoming students effective fall The cut of score was based upon the results of the trending and analysis and will be reviewed on going based upon student outcomes.