CENTRAL METHODIST UNIVERSITY DEPARTMENT OF NURSING SYSTEMATIC PROGRAM EVALUATION PLAN AY13-14 PROGRAMS:

CENTRAL METHODIST UNIVERSITY DEPARTMENT OF NURSING SYSTEMATIC PROGRAM EVALUATION PLAN AY13-14 PROGRAMS: BSN-Generic (BSN-G) and Accelerated BSN (A-BSN), BSN-Completion (BSN-C), MSN- Nurse Leader (MSN-CNL) CCNE Standard I: Quality: Mission and Governance The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve quality. Key Element I-A: The mission, goals, and expected program outcomes of the program are: congruent with those of the parent institution; and consistent with the relevant professional nursing standards and guidelines for the preparation of nursing professionals. University Mission Statement, University Values, Nursing Department Philosophy, and Outcomes Essentials of Baccalaureate Education for Professional Nursing Practice University website, University catalogs (CLAS and CGES); Student Handbooks for BSN-G & ABSN, BSN-C,& CNL; Department of Nursing syllabi Nursing Outcomes for: Bachelors level BSN-G ABSN Nursing Coordinator, and Nursing s Committee Nursing Coordinator, and hod Benchmark Results Action website, Congruency between all catalogs, handbooks, documents; professional syllabi standards evident in documents of Outcomes, syllabi Consistency between documents; professional standards evident in documents met 1

(AACN, 2008), Essentials of Master s Education in Nursing (AACN, 2011) BSN-C Masters level CNL ANE Nursing s Committee Key Element I-B: The mission, goals, and expected student outcomes are reviewed and periodically revised, as appropriate, to reflect: professional nursing standards and guidelines; and the needs and expectations of the community of interest. Mission, goals and expected student outcomes compared with professional standards Professional accreditation reports (HLC, CCNE, MOSBN); certification and NCLEX pass rates; graduation rates; job placement rates; achievement of student outcomes/course objectives; student rating of self and program for achievement of program outcomes Nursing Coordinator, and Nursing s Committee hod Benchmark Results Action actual HLC: full accreditation achievement rate for identified criteria with MoSBN: full approval established thresholds CCNE: Full accreditation Certification and NCLEX pass rates: 80% Graduation rates: 80% Achievement of individual course student outcomes/ objectives: 80% Student evaluation of selfachievement of program outcomes: 80% AY12-13- 88.24% Not met: 64%, 98.17, 100% 2

Student evaluation of program facilitation of program outcomes achievement: 80% 100% Mission, goals, and expected outcomes compared with expectations of the community of interest Professional accreditation reports (HLC, CCNE, MOSBN); certification and NCLEX pass rates; graduation rates; job placement rates Advisory Board chairperson; Nursing Coordinator, and Nursing s Committee Documented discussion of thresholds and achievement rates with Advisory Board; Graduate/alumni/Empl oyer surveys Student acceptance or continuance of employment utilizing knowledge/skills gained in program at time of graduation: 50% Advisory board reviews and approves mission, goals, and expected outcomes. Alumni, and employer surveys indicate mission, goals, and program outcomes are congruent with expectations in practice environment: 80% rate extremely well or well. 65.62% 90.35% Key Element I-C: Expected faculty outcomes are clearly identified by the nursing unit, are written and communicated to the faculty, and are congruent with institutional expectations. Faculty outcomes in teaching, scholarship, service, and practice compared to Faculty handbook, Scholarly activities specific to nursing faculty; NLN Core Competencies of Nurse Educators, Faculty files, SEIs, Nursing Coordinator, Dean of University hod Benchmark Results Action job descriptions 80% of faculty will be rated positively on teaching, faculty scholarship, service, and evaluation (includes practice in annual faculty self-evaluation, evaluation Department Chair evaluation of faculty, 3

mission, goals, and expected outcomes surveys, faculty job descriptions and response from Dean s office) Student evaluations of instruction (SEI) Mean SEI score for faculty will 3.25 or greater Threshold consistently met so faculty voted to raise threshold to 4.0 surveys from alumni SEIs of Instructors indicate that 80% or more of students strongly agreed or agreed with the quality indicators for clinical education. Outlier: AB is slow to respond with feedback; will review expectations Key Element I-D: Faculty and students participate in program governance. Faculty participation in program and university-wide governance Student participation in Faculty Handbook, Nominations committee assignments, Meeting minutes from various university-wide committees, Minutes from Nursing Department Faculty meetings (both CLAS and CGES) Nursing Department Student Handbook, Meeting Nursing Coordinators hod Benchmark Results Action of committee Faculty will participate in assignments and program and university wide meeting minutes governance of meeting minutes Students will participate in program governance 4

program governance Minutes from Nursing Department Faculty meetings (both CLAS and CGES) Nursing Coordinators Key Element I-E: Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications. University and program documents and publications University catalogs(cges and CLAS), university website, Nursing Student Handbooks, marketing brochures Nursing Coordinators Director of Admissions, Director of Marketing hod Benchmark Results Action of documents Information in all documents and publications and publications is accurate. web page last updated 5/8/14 Key Element I-F: Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected student outcomes. These policies are: fair, equitable; published and accessible; and reviewed and revised as necessary to foster program improvement. Academic policies: admission, transfer, academic conduct, scholastic University catalogs (CLAS and CGES), Nursing Department Student Handbook, University website, individual course syllabi Nursing Coordinators Nursing s Committee, hod Benchmark Results Action policies for Academic policies of the congruency; University and the Nursing Departmentspecific Department of Nursing are academic congruent. policies for fairness and equitability and Nursing Department-specific academic policies are fair, 5

standards, (retention and progression) Nursing Department Curriculum Committee (BSN- G) CCNE Standard II: Quality: Institutional Commitment and Resources ability to improve programs equitable, and reflective ongoing attempts at program improvement and increasing professional standards. The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty, as a resource of the program, enable the achievement of the mission, goals, and expected program outcomes. Key Element II-A: Fiscal and physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed. Fiscal and physical resources including: personnel resources, fiscal/budget resources, physical plant resources, clinical resources Personnel resources: Faculty load assignment grid Fiscal/budget resources: University budget (CLAS and CGES), Department of Nursing Budget Physical plant resources: any existing building blueprints, classroom space availability grids Nursing Nursing s Committee, VP and Dean of the University, VP of Finance/CFO, Nursing Department Coordinator hod Benchmark Results Action resources to Faculty teaching load determine if there are averages 12 hours per most any deficiencies in semester; faculty may elect, faculty personnel, fiscal, with Chair approval, to teach have physical plant, or overload for pay some clinical resources. overload graduate survey results to determine student perceptions of adequacy of these resources. SEIs to review student perceptions of the adequacy of clinical sites. Student-to-faculty ratios in NU courses do not exceed 25:1 in the classroom (online or on ground) and 8:1 in the clinical setting; 6:1 in highacuity clinical settings. Fiscal resources are adequate to support and maintain for all inclass, not met for NU322 clinicals Need another clinical adjunct for NU322 hired for AY14-15 6

resources: Mid-Missouri Coordinating Council clinical assignment grid Surveys functioning of all nursing programs, including provisions for growth. Physical plant resources are adequate to accommodate planned and actual cohort numbers for each nursing program. new bldg. planned to open Aug 2015 BSN-G & ABSN clinical site evaluations indicate 80% or more of students are satisfied with clinical settings SEIs indicate that 80% or more of students agree or agree strongly that faculty provide appropriate support and services Partially met: NU307: 81.75% NU309: 100% NU322: 72.6% NU334: 97.6% NU434: 95.2% NU451: 100% : 92.6% Will not use Rusk for NU307 FOR FY 14-15. Nu322: This could be due to faculty relationship with unit staff. Have ClinFac repeat unit orientation with emphasis on relationship building with unit staff. Coordinator provide each clinical faculty member with what MMCCC granted CMU for their area. 7

Graduate surveys will indicate that 80% or more of students are satisfied or better with University-level support services; -level services; and effectiveness Not reported New surveys for Graduate, Alumni, and Employer developed for AY13-14 will be distributed December 2014 Key Element II-B: Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Academic support services: Library, Center for Learning and Teaching, Technology Services Description of services: Library, Center for Learning and Teaching, Technology Services Description of resources: Library, Center for Learning and Teaching, Technology Services Surveys Director of Information Resources, Director of Center for Learning and Teaching, VP for Information Services, Nursing Coordinators hod Benchmark Results Action resources to determine if there are any deficiencies in academic support services. alumni survey results to determine alumni perceptions of adequacy of academic support services. Academic support services are adequate to facilitate student learning and success in both the traditional classroom and online learning environments. Academic support services are solvent enough to support planned growth in programs. Graduate surveys will indicate that 80% or more of graduates are satisfied or better with overall performance of support services Not reported Policy with specific language re: student responsibilities for obtaining test accommodations and included in course syllabi. New surveys for Graduate, Alumni, and Employer developed for AY13-14 will be be distributed until December 2014 8

Key Element II-C: The chief nurse administrator: is a registered nurse (RN); holds a graduate degree in nursing; holds a doctoral degree if the nursing unit offers a graduate program in nursing; is academically and experientially qualified to accomplish the mission, goals, and expected program outcomes; is vested with the administrative authority to accomplish the mission, goals, and expected program outcomes; and provides effective leadership to the nursing unit in achieving its mission, goals, and expected program outcomes. Academic, experiential, and leadership qualifications of chief nurse administrator CV of chief nurse administrator, Guidelines from MOSBN and CCNE, Faculty handbook, surveys VP and Dean of the University hod Benchmark Results Action of CV of chief nurse administrator guidelines from MOSBN and CCNE to determine if chief nurse administrator meets qualifications set out by those bodies. evaluation of chief nurse administrator (includes selfevaluation and response from Dean s office) Chief nurse administrator meets qualifications as required by MOSBN and CCNE. Chief nurse administrator is reappointed to his/her position. 80% of graduates will report chief nursing administrator was responsive to student concerns (#15) Not Reported New surveys for Graduate, Alumni, and Employer developed for AY13-14 will be distributed December 2014 Faculty evaluation of chief nurse 9

administrator (nursing faculty evaluates performance of Division Chair) student evaluations of instruction (SEI) (if pertinent) graduate surveys Key Element II-D: Faculty members are: sufficient in numbers to accomplish the mission, goals, and expected program outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas in which they teach. Faculty academic and experiential preparation CV of faculty, Guidelines from MOSBN and CCNE, Faculty handbook Nursing VP and Dean of the University hod Benchmark Results Action of updated faculty CVs faculty evaluation (includes self-evaluation, Department Chair evaluation of faculty, and response from Dean s office) Faculty academic and experiential preparation for all nursing programs meets requirements of the university, MOSBN, and CCNE 80% of faculty in all nursing programs will attend or participate in at least one continuing education activity, pertinent to their courses taught, per year. 100% 10

Numbers of qualified faculty and adequacy of those numbers Faculty load assignment grid, Guidelines from MOSBN Nursing VP and Dean of the University numbers of faculty (and load assignments) to determine if there are any deficiencies in ability to effectively deliver classroom and clinical education to students SEIs to determine student perceptions of adequacy of numbers of faculty graduate survey results to determine student perceptions of adequacy of numbers of faculty. Faculty teaching load in all nursing programs averages 12 hours per semester; faculty may, with Chair approval, teach overload for additional pay Student-to-faculty ratios do not exceed 25:1 in NU courses in the classroom (online or on ground) and 8:1 in the clinical setting; 6:1 in high-acuity clinical settings. Mean SEI score for faculty will 3.25 or greater in the areas of professor was available outside of class for help and professor provided results of graded assignments in a timely fashion. for in-class, partially met for clinical; NU322 has too many per group. sp13 4.36%; fall13 4.54 Range 3.8 to 5 Added 1 section for NU322 clinicals for AY14-15. Threshold consistently met so faculty voted to raise threshold to 4.0 Key Element II-E: Preceptors, when used by the program as an extension of the faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student outcomes. Academic and experiential MOSBN preceptor guidelines (State of hod Benchmark Results Action academic and Academic and experiential experiential qualifications of preceptors 11

qualifications of preceptors MO Nursing Practice Act and Rules, Statute: Chapter 335-0111), Preceptor licensure information and verification (available on MOSBN website), BSN Preceptor Handbook, MSN Preceptor Handbook Nursing Coordinator (BSN) qualifications of preceptors are congruent with MOSBN preceptor guidelines. 80% or more of precepted students in the BSN-level programs will rate their preceptor as good or excellent in providing the right amount of supervision and assistance and was competent and knowledgeable. 88.8% & 88.8% Key Element II-F: The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes. hod Benchmark Results Action Institutional and program support for faculty teaching, scholarship, service, and practice Faculty handbook, budgets for CLAS and CGES VP and Dean of the University, Nursing Coordinators policies regarding faculty teaching, scholarship, service, and practice. faculty utilization of resources for development. Policies regarding faculty teaching, scholarship, service, and practice are in place, current, and readily available to faculty. 80% of faculty utilize development resources for scholarly endeavor/support. 92.3% CCNE Standard III: Quality: Curriculum and Teaching-Learning Practices 12

The curriculum is developed in accordance with the program s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with the expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Key Element III-A: The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that are congruent with the program s mission and goals, and with the roles for which the program is preparing its graduates. BSN-level curriculum and learning outcomes MSN levelcurriculum and learning outcomes University catalog (CLAS & CGES), Nursing Student Handbooks, BSNlevel syllabi University catalog (CGES), MSN Student Handbook, MSN syllabi Nursing BSN-level Curriculum Committee (all BSN-level full time faculty Nursing MSN-level Curriculum Committee hod Benchmark Results Action BSN-level BSN-level curriculum clearly met curriculum and reflects expected learning learning outcome outcomes (in the form of statements to ensure course objectives and congruency with program outcomes) that are program s mission, congruent with the program s goals and expected mission, goals, and student student outcomes outcomes. MSN curriculum and learning outcome statements to ensure congruency with program s mission, goals and expected aggregate student outcomes MSN curriculum clearly reflects expected learning outcomes (in the form of course objectives and program outcomes) that are congruent with the program s mission, goals, and aggregate student outcomes. Key Element III-B: Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). Master s program curricula incorporate professional standards and guidelines as appropriate. 13

a. All master s degree programs incorporate The Essentials of Master s Education in Nursing (AACN, 2011) and additional relevant professional standards and guidelines as identified by the program. b. All master s degree programs that prepare nurse practitioners incorporate Criteria for of Nurse Practitioner s (NTF, 2012). BSN-level curriculum, learning outcomes, and professional nursing standards and guidelines MSN-CNL curriculum, learning outcomes, and professional nursing standards and guidelines University catalogs (CLAS and CGES), Nursing Student Handbooks, BSNlevel syllabi, The Essentials of Baccalaureate Education for Professional Nursing Practice University catalog (CGES), MSN-CNL Student Handbook, MSN-CNL syllabi, The Essentials of Master s Education for Advanced Practice Nursing Nursing BSN-level Curriculum Committee Nursing MSN-level Curriculum Committee hod Benchmark Results Action BSN-level BSN-level curricula clearly met curricula and learning reflect expected learning outcome statements outcomes (in the form of to ensure congruency course objectives and with The Essentials of program outcomes) that are Baccalaureate congruent with The Essentials Education for of Baccalaureate Education for Professional Nursing Professional Nursing Practice Practice (See Standard Alignment Grids) MSN-level curriculum and learning outcome statements to ensure congruency with The Essentials of Master s Education for Advanced Practice Nursing(See Standard Alignment Grids) MSN curriculum clearly reflects expected learning outcomes (in the form of course objectives and program outcomes) that are congruent with The Essentials of Master s Education for Advanced Practice Nursing Key Element III-C: The curriculum is logically structured to achieve expected student outcomes. Baccalaureate curricula build upon a foundations of the arts, sciences, and humanities. Master s curricula build on a foundation comparable to baccalaureate level nursing knowledge. 14

BSN-G, A-BSN, and BSN-C curricular structure University catalogs (CLAS and CGES), BSN-G, A-BSN, and BSN-C Student Handbooks Nursing BSN-level Curriculum Committee hod Benchmark Results Action course The baccalaureate curricula sequencing and build upon a foundation of curricular structure the arts, sciences, and humanities. Students will complete prerequisites for the major and general education coursework. Courses in the baccalaureate curricula are sequenced in a way to allow student development from knowledge to application and analysis. met Discussion of 8-week courses and allowing continuation of semester if not successful. BSN-G faculty ultimately determined that there was no advantage to students and certain disadvantages in availability of clinical space to revert to all 16-week courses. BSN-G will develop and pilot use of 15

MSN-CNL curricular structure University catalog (CGES), MSN-CNL Student Handbook Nursing MSN-level Curriculum Committee course sequencing and curricular structure The MSN curriculum builds on a foundation comparable to baccalaureate level nursing knowledge. Students will complete baccalaureate requirements prior to admission into the MSN program (a BSN portfolio may be used to demonstrate the completion of baccalaureate requirements). skills checklist that follows student through program to start AY14-15 with AH200 Key Element III-D: Teaching-learning practices and environments support the achievement of expected student outcomes. BSN- level teachinglearning practices/ environments and student outcomes SEI reports for each course, graduate survey reports, clinical site evaluations, simulation evaluations, preceptor evaluations, Course summaries (or exemplars), NCLEX- Nursing Coordinator, BSN-level Curriculum Committee (Minimum of ly) hod Benchmark Results Action data from: Mean SEI scores (all SEI reports, survey categories) will exceed 3.25 reports, site for all nursing courses and evaluations, nursing professors in BSNlevel simulation programs. evaluations, preceptor evaluations, course summaries, NCLEX- 80% of students will report Partially RN reports, HESI satisfaction with their met: reports, Senior clinical site placement and Threshold consistently met so faculty voted to raise threshold to 4.0 Will not use Rusk for NU307 FOR FY 14-15. 16

RN exam report, course assessment reports, HESI-Exit exam reports, scores on Senior Thesis, Department of Nursing Administrative Database (attrition rates, graduation rates, survey reports) Thesis scores, Attrition reports, employer surveys Mid-MO Coordinating Council minutes to determine numbers and variety of clinical sites clinical preceptors (BSN-G and ABSN) NU307: 81.75% NU309: 100% NU322: 72.6% NU334: 97.6% NU434: 95.2% NU451: 100% Nu322: This could be due to faculty relationship with unit staff. Have ClinFac repeat unit orientation with emphasis on relationship building with unit staff. Coordinator provide each clinical faculty member with what MMCCC granted CMU for their area. 80% or more of students will agree strongly or agree that simulation opportunities allowed me to gain a better understanding of how to critically think during patient care and reinforced lecture content and helped with my retention of the concepts and information. (BSN-G & ABSN) Simulation not part of SCIs and not specifically surveyed this year Kim and Roxanne will develop sim survey to be used annually to monitor student satisfaction with this aspect of clinical education. Will use new survey for AY14-15. 80% or more of students will report in course Not part of the Eliminate from SPEP 17

assessments that the course prepared them to meet the designated program outcomes. 80% or more of graduates will pass the NCLEX-RN exam on their first attempt (BSN-G & ABSN) 80% or more of students will meet or exceed the 80% threshold for individual course learning assessments 80% or more of students will achieve a score of 850 or greater on the HESI-Exit Exam (maximum of 3 attempts). (BSN-G & ABSN) On SEIs, 80% or more of students will agree strongly or agree with faculty attributes that support education online SEIs or a specific courselevel assessment 88.24% (AY12-13) 98.17% 84% sp13: 95.8% fall13: 85.2 No grads for ABSN new offering Big drop! Monitor for trends. 18

The annual attrition rate in program will be at or less than 15% for each program. BSN-G : 3.4% out of program, 11.4% repeating The graduation rate from the program will be 80% or higher. ABSN: not met 16.7% *Not met: 64% - Monitor; small numbers make this very sensitive to fluctuations this criterion not valid until grad class of 2016 when grad class under admission criteria MSN teachinglearning practices/ environments and student outcomes SEI reports for each course, survey reports, clinical site evaluations, online course evaluations (specific to online learning), course summaries (exemplars), CNL certification exam reports; Department of Nursing MSN-level Curriculum Committee (Minimum of ly) data from: SEI reports, survey reports, clinical site evaluations, online course evaluations, course summaries (exemplars), CNL certification exam reports Mean SEI scores (all categories) will exceed 3.2 5 for all nursing courses and nursing professors in MSN program. 80% or more of students will report that the program prepared them to meet the designated program outcomes. 100% 19

Nursing Administrative Database (attrition rates, graduation rates, surveys reports) The MSN/CNL certification pass rate meets or exceeds 80% on the first attempt. The MSN/NE students will pass the practice CNE exam at or above 70%. Not met 66.7% No students eligible during AY13-14 This test will be required beginning with cohort 10. Until this occurs, the n will not be large enough to provide legitimate data for analysis. The annual academic attrition rate in program will be at or less than 15%. 3% The graduation rate from the program will be 80% or higher. 80% Key Element III-E: The curriculum includes planned clinical practice experiences that: Enable students to integrate new knowledge and demonstrate attainment of program outcomes; and Are evaluated by faculty. BSN-level students in each track have the opportunity to develop professional competencies in practice settings. The Faculty evaluation of student clinical performance, provider facility evaluation of clinical groups and instructors, student evaluation of clinical placements, student Nursing Coordinator, BSN-level Curriculum Committee (Minimum of ly) hod Benchmark Results Action data from 100% of students who Faculty evaluation of earned a passing grade in a student clinical course with a clinical performance, component passed the provider facility clinical component with a evaluation of clinical satisfactory or higher rating groups and instructors, student 80% or more of provider evaluation of clinical facilities rate 100% 20

design, implementation, and evaluation of clinical practice experiences are aligned to student and program outcomes. evaluation of preceptor, student evaluation of clinical instructor, student self-evaluation of achievement of program outcomes. placements, student evaluation of preceptor, student evaluation of clinical instructor, and student selfevaluation of achievement of program outcomes. communication involving student clinical experiences as satisfactory or better (BSN-G & ABSN) 80% or more of students indicate they are satisfied or better with clinical provider organizations utilized 80% or more of students are satisfied or higher with preceptors 80% or more of BSN-G & ABSN students are satisfied or higher with clinical instructors 80% of students on their self-evaluation of achievement of program outcomes rate themselves at or better than the 2.5 threshold (lower number is better) Partially met: NU307: 81.75% NU309: 100% NU322: 72.6% NU334: 97.6% NU434: 95.2% NU451: 100% 88.8% (19/32 submitted) Will not use Rusk for NU307 FOR FY 14-15. Nu322: This could be due to faculty relationship with unit staff. Have ClinFac repeat unit orientation with emphasis on relationship building with unit staff. Coordinator provide each clinical faculty member with what MMCCC granted CMU for their area. 21

MSN-level students have the opportunity to develop professional competencies in practice settings. The design, implementation, and evaluation of clinical practice experiences are aligned to student and program outcomes. Faculty evaluation of student achievement of clinical outcomes, student evaluation of preceptor, student selfevaluation of achievement of program outcomes. Nursing Coordinator, MSN-level Curriculum Committee (Minimum of ly) data from faculty evaluation of student achievement of clinical outcomes, student evaluation of preceptor, student self-evaluation of achievement of program outcomes. 100% of students who earned a passing grade in a course with a clinical component passed the clinical component with a satisfactory or higher rating 80% or more of students are satisfied or higher with preceptors 80% of students on their self-evaluation of achievement of program outcomes rate themselves at or better than the 2.5 threshold (lower number is better) NA 100% Data not gathered. Item will be removed from SPEP format. Key Element III-F: The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. Curriculum and teachinglearning practices compared with needs and expectations of the community of interest Advisory board meeting minutes, Employer Satisfaction Surveys, Accreditation reports from MOSBN and CCNE, preceptor evaluations of students Nursing Coordinator, BSN and MSN-level Curriculum Committees hod Benchmark Results Action Advisory board The curriculum and teachinglearning for meeting minutes, practices will meet sp13; Employer Satisfaction the needs and expectations of Surveys, and the identified community of partially monitor Accreditation reports interest. met for teaching from MOSBN and Fall 13 style in CCNE, preceptor SEIs, NU434 evaluations of students New surveys for Graduate, Alumni, and 22

Employer developed for AY13-14 will be distributed December 2014 Key Element III-G: Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. policies and procedures for individual student performance are defined and consistently applied. Faculty evaluation of and communication of individual student performance University catalogs (CLAS and CGES), BSN-G, A-BSN, BSN- C, and MSN Student Handbooks, Course syllabi, SEI reports, survey reports, Student assignments, Curriculum Alignment Grids Nursing Coordinator, BSN-level Committee, MSN-level Committee (Minimum of ly) hod Benchmark Results Action Curricular Faculty evaluates expected Alignment Grids to individual student learning Outliers determine evaluation outcomes and are KO criteria for each communicates that and AB course evaluation in a timely archived fashion to students. assignments or portfolios for examples of feedback provided to students SEI and graduate survey reports to determine student perceptions of evaluative feedback provided by faculty Faculty use appropriate assignments and evaluation methods to show achievement of outcomes and objectives Portfolios or archived assignments will demonstrate examples of evaluative feedback provided to students. Coord will monitor for compliance Prog Admin has requested MyCMU access to all appropriate courses for the Coordinators and herself to facilitate the 23

ease of monitoring and data gathering and providing accreditors with example assignments. On SEIs, 80% of students will either agree or agree strongly that course assignments and exams fairly evaluated knowledge and that faculty provided results of graded assignments in a timely fashion. sp13: 87% fl13: 4.0 sp13: 95% fl13: 4.15 Revise SPEP to reflect changed rating scale of electronic SEIs. (grading) policies and procedures for both classroom and clinical performance defined University catalogs (CLAS and CGES), BSN-G, A-BSN, BSN- C, and MSN Student Handbooks, Course syllabi Nursing Coordinator, BSN-level Committee, MSN-level (Minimum of ly) all documents to determine clarity of evaluation policies and procedures On SEIs, 80% of students will either agree or agree strongly that the faculty attributes support knowledge acquisition. policies and procedures will be clearly defined in relevant documentation (catalogs, handbooks, and syllabi). evaluation policies (including grading rubrics and clinical evaluation tools) will be as clearly defined as sp13: 96% fl13: 4.25 faculty requesting more Faculty will revise clinical evaluation 24

Committee classroom evaluation policies. guidance for student clinical evals. tools and instructor guidelines to be more specific policies are defined and consistently applied within each program (BSN-G, ABSN, BSN-C, & MSN) Key Element III-H: Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. schedules of curriculum and teachinglearning practices Minutes from BSN-G and A-BSN departmental faculty meetings (monthly and May special meeting), Minutes from BSN-C and MSN faculty meetings (these meetings may be held virtually), Guidelines as defined by (this document) Nursing Coordinator, BSN-level and Curriculum Committees, MSN-level and Curriculum Committees (Minimum of ly) hod Benchmark Results Action meeting Curriculum and teachinglearning minutes practices will be evaluated at regularly scheduled intervals, as defined by the plan, to foster ongoing improvement. CCNE Standard IV: Effectiveness: Aggregate Student and Faculty Outcomes 25

The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing improvement. Key Element IV-A: A systematic process is used to determine program effectiveness. BSN-G & ABSN surveys and data sources are used to determine program effectiveness Student Surveys: SEIs for each course, Course summaries, evaluation surveys for clinical courses, Preceptor evaluation surveys Graduate Surveys Alumni Surveys Employer surveys Standardized Exam Data: HESI Specialty exam reports, HESI- Exit exam reports, NCLEX-RN pass rate reports, MSN/CNL certification pass rate reports Nursing Coordinator, and BSN-level Committee hod Benchmark Results Action surveys and Surveys and other data are data sources used to collect information 96.35% about student, graduate, alumni, and employer satisfaction and demonstrated achievements of graduates. Surveys and other data sources will provide appropriate information for analysis 100% of graduating students will receive (be sent) surveys and 50% of alumni will be sent surveys to complete. Employer surveys will be sent to at least 10 facilities where graduates are employed. NA NA New surveys for Graduate, Alumni, and Employer developed for AY13-14 will be distributed December 2014 Direct Data Sources: Grading rubrics for individual course assignments and the students completed 26

BSN-C surveys and data sources are used to determine program effectiveness assignments, and Simulation Tools (student performance). Student Surveys: SEIs for each course, Course summaries Graduate surveys Alumni Surveys Employer surveys Direct Data Sources: Grading rubrics for individual course assignments and copies of students completed assignments Nursing Coordinator, and BSN-level Committee surveys and data sources Surveys and other data are used to collect information about student, alumni, and employer satisfaction and demonstrated achievements of graduates. Surveys and other data sources will provide appropriate information for analysis 100% of students will receive (be sent) surveys and 50% of alumni will be sent surveys to complete. NA New surveys for Graduate, Alumni, and Employer developed for AY13-14 will be distributed December 2014 MSN surveys and data sources are used to Student Surveys: SEIs for each course, Course summaries, evaluation Nursing surveys and data sources Employer surveys will be sent to at least 10 facilities where graduates are employed will track number of graduates who report postprogram employment as RN with employers who prefer BSN-level preparation. Surveys and other data are used to collect information about student, graduate, alumni, and employer NA 27

determine program effectiveness surveys for each clinical course Graduate surveys Alumni Surveys Employer surveys Coordinator, and MSN-level Committee satisfaction and demonstrated achievements of graduates. Surveys and other data sources will provide appropriate information for analysis Standardized Exam Data: CNL Certification exam reports Direct Data Sources: Grading rubrics for individual course assignments and archived examples of students completed assignments, Tools 100% of students will receive (be sent) surveys and 50% of alumni will be sent surveys to complete. Employer surveys will be sent to at least 10 facilities where graduates are employed NA NA New surveys for Graduate, Alumni, and Employer developed for AY13-14 will be distributed December 2014 28

Key Element IV-B: completion rates demonstrate program effectiveness. Attrition and graduation rates demonstrate program effectiveness. database section that tracks attrition and graduation rates. Nursing Coordinators (Minimum of ly) hod Benchmark Results Action BSN-G: In-year attrition rate BSN-G will be less than 15%. 3.4% out of program, 11.4% repeating a course. Graduation rate will be 80% or higher. ABSN: Term-to-term attrition rate will be less than 15%. Graduation rate will be 80% or higher. Not met 64% Not 16.7% to date Not : 76.9% not a valid assessment point until grad class of 2016 (need 3 years data) Not valid assessment until 3 years of data available. Will monitor for trends. Not valid assessment until 3 years of data available. Will monitor for trends 29

BSN-C: Term-to Term attrition rate will be less than 15%. Not reported Not Available Not tracked during calyr 14. Prog Coord will set process in place for CalYr 15. Graduation rate will be 80% or higher. MSN: academic attrition rate will be less than 15%. Graduation rate will be 80% or higher. Not possible to track this information from current database. 3% 80% 218 graduates in AY13-14. SPEP will be updated to reflect number of graduates per calendar year. Key Element IV-C: Licensure and certification pass rates demonstrate program effectiveness. Licensure and certification rates demonstrate program effectiveness. Reports of NCLEX pass rates; reports of pass rate for CNL certification. Nursing Coordinators (Minimum of ly) hod Benchmark Results Action of NCLEX pass 80% first-time NCLEX pass rate reports and CNL rate 88.24% certification pass rate (AY12- reports. 13) 75% second-time NCLEX pass rate 80% 30

80% CNL certification pass rate 70% NE practice exam pass rate Notmet 66.7% No takers for AY13-14 This test will be required beginning with cohort 10. Until this occurs, the n will not be large enough to provide legitimate data for analysis. Key Element IV-D: Employment rates demonstrate program effectiveness. Employment rates demonstrate program effectiveness. Student reports of employment from Graduate surveys. Nursing Coordinators (Minimum of ly) hod Benchmark Results Action of studentreported 50% BSN-G and ABSN BSN-G employment student report an offer of post program employment as an RN at the 65.62% completion. time of graduation 90% of graduates report RN employment at receipt of graduate survey (6-12 months post-graduation) NA Data not available New surveys for Graduate, Alumni, and Employer developed for AY13-14 will be 31

90% of BSN-C and MSN graduates report employment as an RN that utilizes their advanced degree at time of graduate survey (6-12 months). Data not available distributed December 2014 Key Element IV-E: outcomes demonstrate program effectiveness. Analysis of actual and expected student outcomes demonstrate program effectiveness. Minutes from BSN-G and A-BSN departmental faculty meetings (monthly and May special meeting), Minutes from BSN-C and MSN-CNL faculty meetings (these meetings may be held virtually), Guidelines as defined by (this document), Results and Action columns of (this document), Any tables or graphs Nursing Coordinator, and BSN-level and MSN-level Committees (Minimum of ly) hod Benchmark Results Action Compare actual Aggregate student outcome student outcomes to data will be analyzed and expected student compared with expected outcomes (benchmarks student outcomes. Analysis set in this will be shown in Results ) and section of analyze differences. Discuss analysis in Results/Action sections (or attached Action s) of the Major benchmarks for analysis are as follows: BSN-G and A-BSN: Surveys and SEI benchmarks as discussed in previous sections of the 80% of graduates will pass NCLEX-RN exam on their first attempt for BSN-G ABSN report in fall 32

created to provide visual representation of analyzed data 80% or more of students will successfully achieve courselevel assessment thresholds. 96.66 80% or more of students will achieve a score of 850 or greater on the HESI-Exit Exam (maximum of 3 attempts). 80% or more of students will report in course summaries that the course prepared them to meet the designated program outcomes. 100% of students will achieve a grade of B or higher on their Senior Thesis In-year attrition rate will be less than 15%. BSN-G: 84% ABSN: 100% Data not collected BSN-G: 100% ABSN: 100% BSN-G 3.4% ABSN Not 23.1% ABSN grad in July Eliminate from SPEP Monitor for trend. Not valid measure until 3 years of data gathered Not met: 33

Graduation rate will be 80% or higher. BSN-C: Survey and SEI benchmarks as discussed in previous sections of the 80% or more of students will report in course summaries that the course prepared them to meet the designated program outcomes. 100% of students will achieve a grade of B or higher on their Senior Thesis Term-to-Term attrition rate will be less than 15%. Graduation rate will be 80% or higher. BSN-G: 64% ABSN: 76.9 95.9 Not reported NA not valid criteria until grad class of 2016 for 3 years data at current admission standard New surveys for Graduate, Alumni, and Employer developed for AY13-14 will be distributed December 2014 Not tracked during AY13-14. Prog Coord will set process in place for AY14-15. 34

MSN: 80% or more of students will report in course summaries or exemplar that the course prepared them to meet the designated program outcomes. 80% of MSN-CNL graduates who attempt will pass the CNL certification exam on their first attempt. 70% or more of NE graduates will pass the NE practice exam with 70% or better on the first attempt Attrition rate will be less than 15%. Graduation rate will be 80% or higher. 100% Not 66.7% No test takers for AY13-14 3% 80% 218 graduates in AY13-14. SPEP will be updated to reflect number of graduates per calendar year. This test will be required beginning with cohort 10. Until this occurs, the n will not be large enough to provide legitimate data for analysis. 35

Key Element IV-F: Faculty outcomes, individually and in the aggregate, demonstrate program effectiveness. Faculty outcomes, individually and in the aggregate, demonstrate program effectiveness. CV of faculty, Faculty handbook, Faculty transcripts and/or CEU certificates, SEI reports, faculty evaluations and Dean of the University hod Benchmark Results Action of and of faculty aggregation of data outcomes is consistent with regarding faculty the institution s and outcomes in teaching, program s definition of faculty scholarship, service, role expectations. and practice. faculty role descriptions and responsibilities There is congruence between expectations of the faculty in their roles and evaluation of faculty performance. Key Element IV-G: The program defines and reviews formal complaints according to established policies. Formal complaints (grievances) and program quality and effectiveness University catalogs (CLAS and CGES), Student Handbooks (BSN-G, A-BSN, BSN- C, MSN), Complaint Forms (housed in evaluation binder) and Dean of the University hod Benchmark Results Action of grievance Grievance policies and policy and all formal procedures present and used grievances received to foster program quality and effectiveness. All grievances will be reviewed and used, as appropriate, to foster program quality and effectiveness. Nursing programs will demonstrate 100% compliance with CMU grievance policies. 36

Key Element IV-H: Data analysis is used to foster ongoing program improvement. Aggregate outcome data is analyzed and used to foster ongoing program improvement Faculty meeting minutes (all programs) and Action column on Nursing Coordinator, BSN-level and Curriculum Committees, MSN-level and Curriculum Committees (Minimum of ly) hod Benchmark Results Action of all outcome data in comparison to benchmarks for achievement of mission, goals, and expected outcomes. meeting minutes and to ensure If aggregate student, faculty, and program outcome data do not demonstrate evidence of program effectiveness, a detailed plan for improvement will be developed and provided at programmatic meetings and appended to this. If there is not sufficient space in the Meeting Minutes or to describe plan for ongoing program improvement, a separate Improvement document may be created in response. Action plan available from Administrator. 37