Academic Program: Assessment Report 2013-2014

Academic Program: Assessment Report 2013-2014

Unit/Department: Mary Black School of Nursing Division:

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Component Description

Program Mission Statement

From your Program Assessment Plan (Statement should articulate the unit/ program mission in support of the institutional mission and include a clearly defined purpose appropriate to collegiate education.)

The primary mission of the Mary Black School of Nursing as part of the University of South Carolina Upstate is to serve the citizens of the Upstate South Carolina by providing education programs in nursing that are of the highest quality. Programs offered at the Mary Black School of Nursing use a variety of teaching modalities and foster inter-institutional articulation for students who are diverse in background, age, race, ethnicity, gender, educational experiences, and needs. Programs are founded upon strong partnerships with the community, including health care organizations and health care providers in Upstate South Carolina.

The faculty of Mary Black School of Nursing is committed to excellence in teaching, advising, and in providing experiential learning opportunities that empower students to become competent professionals who give high quality nursing care to diverse populations. The faculty provides leadership in addressing nursing educational needs and in promoting the health and welfare of the citizens of Upstate South Carolina



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Assessment Method: Overview of HESI and data collection process

All four program goals (outlined below) will be assessed through the EVOLVE®(HESI) RN Exit Exam for the 4-year Track student. The test will be administered the last semester of the senior year in SBSN 497 Issues in Professional Nursing. EVOLVE© (HESI) defines the recommended performance on EVOLVE© (HESI) RN Exit Exam as scoring at, or above, a 900 composite score. The acceptable performance is defined as scoring at, or above, an 850 composite score. The recommended and acceptable student performance scores are based on the HESI Predictability Model (HPM) of student success on (passing) the National Council Licensure Examination for Registered Nurses (NCLEX-RN®) examination. After graduation, students must pass the NCLEX-RN® to enter into the practice of nursing. It is regulated by the National Council of State Boards of Nursing (NCSBN®) and measures the competencies needed to perform safely and effectively as a newly licensed, entry-level registered nurse. In measuring competency in the nursing process and care, the following student outcomes will be measured and analyzed. 1. The student aggregate will obtain a minimum HESI Composite score (HESI Score) at or above the

National Mean Composite score on the EVOLVE© (HESI) RN Exit Exam *. 2. The student aggregate will obtain a minimum HESI Composite score (HESI Score) at or above the

National Mean Composite score on the all four program goal items on the EVOLVE© (HESI) RN Exit Exam *.

3. Ninety percent of students will obtain a minimum HESI Composite score (HESI Score) of 900 on the EVOLVE© (HESI) RN Exit Exam *.

Students will be provided the opportunity to take the EVOLVE© (HESI) RN Exit Exam three times in order to achieve a minimum HESI Score of 900. Three versions will be available.

The EVOLVE© (HESI) RN Exit Exam was given to second semester seniors in fall 2013 and spring 2014. The national norm group for this time period consisted of nursing students from all types of RN programs (diploma, associate degree, and baccalaureate degree). Scores are based on the number of students taking the EVOLVE© (HESI) RN Exit Exam in the last 365 days. The exam consisted of 150 scored test questions and 10-11 non-scored test questions. Based on the Kuder-Richardson 20 statistical formula where the KR20 ranges from a -1 to +1, the reliability of the examination (KR20) was 0.81 in December 2013, 0.74 in May 2014. The closer the KR20 is to +1, the more internal consistency the exam possesses. A test item question may measure more than one defined category. This is the third year the EVOLVE© (HESI) RN Exit Exam was given at this university.

1) HESI Exam Policy for EVOLVE© (HESI) RN Comprehensive Exam a. The HESI version 1 Comprehensive Exam will be administered during the final

semester. b. Students must achieve a minimum score of 900 on the HESI version 1 exam. If

a score of 900 is not achieved, the student must: a) Successfully complete the HESI customized self-remediation for version 1 then b) take HESI Comprehensive Exit Exam Version 2 with minimum score of 850.

c. If a minimum score of 850 is not achieved, the student must: a) self-remediate by completing the HESI customized self-remediation for version 2, b) take Comprehensive Exit HESI Exam Version 3 at the student’s own expense.

d. If student does not achieve a minimum of 850 on version 3, student must complete the prescribed customized self-remediation plan for version 3 before receiving the final grade for NURS 497.



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Assessment Method (con’t)

a. If the HESI score is less than 850 and remediation is incomplete, the student

will receive a grade of zero (0) for the HESI calculated portion of the final course grade.

b. The highest score will be used in the calculation of students final course grade.

The HESI score also reflects application of the HESI Predictability Model (HPM) to the student composite or aggregate score and is one measure to predict success on the NCLEX-RN® which measures the competencies needed to perform safely and effectively as a newly licensed, entry-level registered nurse. HESI scores range from 0 to over 1,000, and can be as high as 1,500 (depending on the difficulty level of the exam). Research suggests 900 as a recommended score and 850 as an acceptable score.

As a competent provider of care who delivers safe, holistic therapeutic interventions: The pre-licensure student aggregate will obtain a minimum HESI Composite score (HESI Score) at or above the National Mean Composite score on the therapeutic nursing interventions, therapeutic communication, critical thinking, and professional role model items on the EVOLVE© (HESI) RN Exit Exam * RN-BSN students will score 85% or greater on the SBSN 461P Practicum notebook.

Students could take all 3 comprehensive exit exams. The highest score of the 3 attempts counted

as 40 percent of the final 497 grade. The student’s highest score was calculated in the course grade and was not a required achievement of graduation. EVOLVE© (HESI) computes a "conversion score" defined as a weighted percentage score that considers the average difficulty of the exam and the average difficulty of the test items answered correctly. It is set on a traditional 0-100 scale. The conversion score was used for grade calculation.

The Associate Dean will collect and tabulate the data and forward to the Curriculum Committee for analysis. The Curriculum Committee will analyze the data and present findings along with suggested recommendations to the faculty at a School meeting. Faculty will use assessment findings to evaluate the curriculum and make revisions as indicated. The Assessment Coordinator will collect and correlate the data and prepare the Assessment report in concert with the Strategic Performance Plan Committee.

The faculty will receive the Curriculum Committee’s report at a School meeting and will discuss the implications of the findings as they relate to program improvement. If the outcomes are met at the level established by the faculty, a recommendation to maintain the current standard may be made. If the outcome is not met or partially met, faculty will develop a plan of action to address concerns. The action plan will be implemented and evaluated using the assessment process. Assessment changes will be reflected in the School’s Strategic Performance Plan, documented in the School of Nursing Faculty Meeting minutes, and monitored on an ongoing basis. Ongoing assessment results will be used to evaluate the curriculum and to make program improvements. Findings, analyses, actions, and reevaluations will be documented in the SON Annual Report.



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Overall HESI Exit Exam Goals, Assessment Results, and Analysis

While these HESI goals are not tied to any specific program goal, they do measure overall changes in student performance on the EVOLVE© (HESI) RN Exit Exam. They provide a wider view of how achievement in each of the sub-tests (outlined below) correlates with final test scores. 1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the

National Mean Composite score on the EVOLVE© (HESI) RN Exit Exam *. The national mean aggregate score among all RNs for 2012-2013 was 846, down from the score of 853 for 2011-2012. The USC Upstate mean aggregate score (for Version 1) was 903 for the Spartanburg cohort and 886 for the Greenville cohort in fall 2012; 835 in the Spartanburg cohort and 990 in the Greenville cohort for spring 2013. The assessment measure was met for the Fall 2012 Greenville and Spartanburg cohorts and Spring 2013 for Greenville.

2. Ninety percent of students will obtain a minimum HESI Composite score (HESIScore) 850 on the EVOLVE© (HESI) RN Exit Exam *. Of the 197 students taking the RN Exit Exam for the 2013-2014 academic year 63% of students scored 900 or above on Version 1. Of the same 197 students, 85% of students obtained a score of 900 or above as the highest score of the exams the student had taken. There were improvements in ‘highest score’ across all cohorts from 2012-13 even though pass criteria had changed from 850 to 900. This assessment measure was still not met.

Number & Percent of Students Obtaining (HESIScore) of 900 on the EVOLVE© (HESI) RN Exit Exam *

Students

Reaching 850 Dec 2013

Spartanburg Dec 2013 Greenville

May 2014 May 2014 All cohorts

On 1st attempt Version 1

37/58=64% 26/39=67% 31/56=55% 30/44=68% 124/197=63%

As highest score

49/58=84% 31/39=79% 49/56=88% 39/44=89% 168/197=85%

Students Reaching 850

Dec2012 Spartanburg

Dec2012 Greenville

May2013 Spartanburg

May2013 Greenville

All Cohorts

On 1st Attempt Version 1

35/55=64% 19/40=48% 25/59=42% 31/36=86% 110/190=58%

As highest score

41/55=75% 28/40=70% 32/59=54% 33/36=92% 134/190=71%



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Goal 1 From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)

Use the nursing process to manage the care of clients with acute and chronic health alterations to maximize quality of life and optimize their levels of function and to assist with end-of life care. Reference: MBSON Student Learning Outcomes (Undergraduate Program Objectives) # 3

Objectives SLO’s (student learning outcomes)

From your Program Assessment Plan (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behaviors that demonstrate student learning and skill development along these goals.

1.1 The student will be a competent provider of nursing care who delivers safe, holistic, therapeutic interventions to individuals, families, and communities in a variety of clinical settings

Assessment Methods

From your Program Assessment Plan (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.)

1.1 1. EVOLVE© (HESI) RN Exit Exam (4 year track students),

2. Practicum Notebook from SBSN 461P (RN-BSN track students)

Assessment Criteria

Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)

1. HESI Exam score above the national mean aggregate (described above)

2. Therapeutic nursing interventions have been assessed from the SBSN 461P Community & Public Health Nursing Practicum Notebook grades for the RN to BSN Track students. The notebook is a compilation of clinical practice materials and is graded by course faculty. Rubrics were developed for evaluation of the notebooks to ensure consistent grading among course faculty. Notebook grades will be forwarded to the Associate Dean for tabulation and then be forwarded to the Curriculum Committee for analysis. Satisfactory completion of therapeutic nursing interventions outcome is defined as 85% of RN to BSN Track students will achieve at least a grade of B (85) on the Community Health Practicum Notebook.



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Assessment Results

Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis.)

Category Analysis on EVOLVE© (HESI) RN Exit Exam for Therapeutic Nursing Interventions as Measured by BSN Generalist Nursing Practice Category Student Aggregate HESI Score in Category for 2013-2014

Exam Version Dec2013 Spart Dec2013Grvl May2014Spart May2014Grvl

1 962 955 910 851

2 867 870 895 890

Exam Version Dec2012Spart Dec2012Grvl May2013Spart May2013Grvl

1 890 913 840 994

2 838 817 814 838

The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2013-2014 was 853. The assessment measure was met for all cohorts except for May 2014 Greenville. Overall scores show improvement over 2012-13.

SBSN 461P RN-BSN Practicum Notebook (Therapeutic Nursing Interventions) # Completing Notebook # ≥ 85% Percentage Assessment

Summer 2013 87 85 98% MET Summer 2012 65 64 98% MET Summer 2011 70 69 99% MET

The RN-BSN students again demonstrated a high level of ability to demonstrate Therapeutic Nursing Interventions in their care of community health clients. Therapeutic interventions included assessment of blood pressure, BMI, diabetes, HIV, and other activities and education needed by the community.



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Action Plan What actions or modifications have been or will be made based on this assessment?

Action Plan for 2013-14

1) Continue to use concept mapping. Feedback from faculty confirm that uniform use of concept maps is occurring throughout the curriculum.

2) Continue trending HESI student results during advisement and review individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)

3) Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.

Implementation and Evaluation of Previous Years’ “Action Plan”

How was the action plan identified in the previous year’s report implemented this year, and what was the impact?

The action plan for 2012-13 was evaluated as follows:

1. Consistent use of the HESI specialty and exit exam through the curriculum has led to increased scores in 2012-13. Advisers also use a HESI tracking form, analyze student weaknesses, and assist students in creating a plan for improvement. The HESI Exit Exam is predictive of performance on the NCLEX-RN exam which students complete after graduation. NCLEX-RN pass rates have remained level which will require further analysis as to underlying variables and possible interventions.

2. The uniform use of concept mapping throughout the curriculum continues to be monitored, both in Curriculum Committee and in course and level meetings with faculty. Student understanding and performance has improved as a result of this consistency



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Goal 2

From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)

Demonstrate critical thinking in making clinical judgments. Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 1



2.1 The student will be a critical thinker who uses clinical judgment and reasoning along with ethical decision making to design/manage/ coordinate nursing care based on evidence and current research, a broad knowledge base and standards of nursing practice.

Assessment Methods


2.1 1. Critical thinking test items on the EVOLVE© (HESI) RN Exit Exam 2. SBSN 461P Community Health Notebook (RN-BSN Track) 3. SBSN 461P Community Health Ethics Presentation

Assessment Criteria


Critical thinking will be assessed for RN-BSN students from the grade earned on a final Community Health Notebook in SBSN 461P: Community & Public Health Nursing.

Critical thinking will be assessed through the EVOLVE© (HESI) RN Exit Exam for the 4-Year Track student. The test will be administered the last semester of the senior year in SBSN 497 Issues in Professional Nursing. EVOLVE© (HESI) defines the recommended performance on EVOLVE© (HESI) RN Exit Exam as scoring at, or above, a 900 composite score. For further description of this tool see page 2.

The curriculum grid outlines course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for critical thinking will be conducted as indicated on the curriculum grid.

Learning Outcomes:

1st Semester Junior Year

2nd Semester Junior Year

1st Semester Senior Year

2nd Semester Senior Year

SLO 2.1 Taught (306) Integrated

(All courses)

Integrated (All courses)


Assessed (497) Integrated

(All courses)



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Assessment Results


1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean Composite score on the critical thinking items on the EVOLVE© (HESI) RN Exit Exam *

Category Analysis on RN Exit (Comprehensive) Exam for Critical Thinking Student Aggregate HESI Score for 2013-2014

Exam Version Dec2013Spart Dec2013 Grvl May2014Spart May2014Grvl

1 961 958 917 950 2 873 873 887 880

Exam Version Dec2012 Spart Dec2012Grvl May2013Spart May2013Grvl 1 903 894 835 990 2 811 837 819 825

The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2013-2014 was 853. The assessment measure was met by all cohorts.

SBSN 461P RN-BSN Practicum Notebook (Critical Thinking)

# Completing Notebook # ≥ 85% Percentage Assessment Summer 2014 90 89 99% MET Summer 2013 87 85 98% MET Summer 2012 65 64 98% MET

The RN-BSN students again demonstrated a high level of ability to demonstrate Critical Thinking as they dealt with complex situations in the community. Specifically, students completed concept maps and determined appropriate community resources to combat problems faced by their patients. SBSN 497 RN-BSN Ethics Presentation

#Completing Assignment

#≥85% Percentage Assessment

Summer 2014 90 90 100% MET The Ethics Presentation replaces a previous assignment used to measure critical thinking and ethics. In this assignment RN-BSN students demonstrated a clear ability to analyze ethical situations that consistently confront practicing nurses and impact the nurse’s ability to intervene therapeutically with individuals, families, and communities.



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Action Plan for 2013 to 2014 1) Continue to use concept mapping. Feedback from faculty confirms that

uniform use of concept maps is occurring throughout the curriculum. 2) Continue trending HESI student results during advisement and review

individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)



How was the action plan identified in the previous year’s report implemented this y ear, and what was the impact?



2. The uniform use of concept mapping throughout the curriculum continues to be monitored, both in Curriculum Committee and in course and level meetings with faculty. Student understanding and performance has improved as a result of this consistency



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Goal 3

From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)

Integrate complex verbal, nonverbal, written communication skills and information technology into professional nursing practice.

Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 2



The student will:

3.1 Demonstrate effective communication skills through verbal, nonverbal, written and information technology modes.

3.2 Be an effective communicator who uses various modalities to provide caring, competent, and holistic nursing care to a diverse population across the lifespan.

Assessment Methods


3.1 Therapeutic Communication on the EVOLVE© (HESI) RN Exit Exam, NURS 497 Ethics Presentation (RN-BSN Track), NURS 461P Practicum Notebook (RN-BSN Track)

3.2 Therapeutic Communication on the EVOLVE© (HESI) RN Exit Exam, NURS 497 Ethics Presentation (RN-BSN Track), NURS 461P Practicum Notebook (RN-BSN Track)



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Assessment Criteria


1. Therapeutic communication will be assessed from the final course grade on an online ethics presentation in SBSN 497: Issues in Professional Nursing Practice for the RN-BSN Track students by the course faculty and satisfactory completion of the 461P Practicum Notebook. Satisfactory is defined as 85% of RN-BSN students achieving at least a grade of B (85) on this measure.

2. Therapeutic Communication will be assessed through the EVOLVE (HESI)RN Exit Exam for the 4-year Track student. The test will be administered the last semester of the senior year in SBSN 497: Issues in Professional Nursing.

The faculty developed a curriculum grid outlining course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for communication will be conducted as indicated on the curriculum grid.

Learning Outcome:


2nd Semester

Junior Year

1st Semester

Senior Year 2nd Semester Senior Year

SLO 3.1 Taught (306 Introduction to Professional Nursing) Integrated (All courses)

Integrated (All

courses)

Integrated (All

courses) Assessed (497)


SLO 3.2 Taught (306) Integrated (All courses)

Integrated (All

courses)

Integrated (All





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Assessment Results


An effective communicator uses various modalities to provide caring, competent, and holistic nursing care to a diverse population across the lifespan.: 3. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the

National Mean Composite score on the communication items on the EVOLVE© (HESI) RN Exit Exam *

Category Analysis on RN EVOLVE© (HESI) RN Exit Exam for Therapeutic Communication Student Aggregate HESI Score for Category

Version

Category Dec13Spar Dec13Grvl May14Spar May14Grvl

1 Communication 913 950 978 948 Interprofessional

Communication 918 956 986 975

2 Communication 883 885 833 865 Interprofessional

Communication 840 866 822 848

Version Category May12Spar May12Grvl Dec12Spar Dec12Grvl May13Spar May13Grvl

1

Communi-cation

862 901 862 901 779 963 Interprofes-

sional Communi-

cation

841 892 899 893 788 956

2

Communi-cation

835 812 771 854 837 800 Interprofes-

sional Communi-

cation

844 830 781 868 796 799

The national mean aggregate score among all RNs for 2013-2014 was 853. The assessment measure was met for all cohorts on Version 1 (both semesters) for both communication and interprofessional communication. The assessment measure was met for all cohorts Version 2 except for Spartanburg Dec13 and May 14 for interprofessional communication and communication. The assessment measure was not met for Version 2 Greenville May 14. Overall, scores improved from 2012-13.



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Assessments Results (con’t)

SBSN 461P RN-BSN Practicum Notebook (Therapeutic Communication) # Completing Notebook # ≥ 85% Percentage Assessment

Summer 2014 90 89 99% MET Summer 2013 87 85 98% MET Summer 2012 65 64 98% MET

The RN-BSN students again demonstrated a high level of ability to demonstrate therapeutic communication as they dealt with complex situations in the community. Students demonstrated communication and negotiating skills in group discussions about patient care. Activities required that students communicate effectively with the community. SBSN 497 RN-BSN Ethics Presentation



Summer 2014 90 90 100% MET Summer 2013 92 92 100 MET

The Ethics Presentation replaces a previous assignment used to measure critical thinking and ethics. In this assignment RN-BSN students demonstrated a clear ability to analyze ethical situations that consistently confront practicing nurses and impact the nurse’s ability to intervene therapeutically with individuals, families, and communities. Students also demonstrated their ability to discuss ethical situations with patients, peers, and faculty.



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Action Plan for 2013-2014 4) Continue to use concept mapping. Feedback from faculty confirms that

uniform use of concept maps is occurring throughout the curriculum. 5) Continue trending HESI student results during advisement and review

individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)






5. The uniform use of concept mapping throughout the curriculum

continues to be monitored, both in Curriculum Committee and in course and level meetings with faculty. Student understanding and performance has improved as a result of this consistency



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Goal 4 From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)

Demonstrate the behaviors of a professional role model in all modalities of nursing. Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 4



4.1. The student will be a professional role model who assumes responsibility and accountability for personal and professional behaviors, ethical practice, and client advocacy.

Assessment Methods


4.1.1. The student aggregate will obtain a minimum HESI Composite score (HESI Score) of 850 points on the role development portion of the EVOLVE© (HESI) RN Exit Exam *.

4.1.2. 1. 85% of RN-BSN students will achieve ≥ 85% on the SBSN 497 Ethics Presentation and the SBSN 461P Community Health Notebook



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Assessment Criteria


1. Professional Role Model will be assessed from the final course grade on an online ethics presentation in SBSN 497: Issues in Professional Nursing Practice for the RN-BSN Track students by the course faculty and satisfactory completion of the 461P Practicum Notebook. Satisfactory is defined as 85% of RN-BSN students will achieve at least a grade of B (85) on this measure.

2. Professional Role Model will be assessed through the EVOLVE (HESI)RN Exit Exam for the 4-year Track student. The test will be administered the last semester of the senior year in SBSN 497: Issues in Professional Nursing.

The faculty developed a curriculum grid outlining course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for Professional Role Model will be conducted as indicated on the curriculum grid.

Learning Outcome:


2nd Semester

Junior Year

1st Semester

Senior Year 2nd Semester Senior Year

SLO 3.1

Taught (306 Introduction to Professional Nursing) Integrated (All courses)

Integrated (All

courses)

Integrated (All



SLO 3.2

Taught (306) Integrated (All courses)

Integrated (All

courses)

Integrated (All





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Assessment Results


The student who is a professional role model assumes responsibility and accountability for personal and professional behaviors, ethical practice, and client advocacy. The student aggregate will obtain a minimum HESI Composite score (HESI Score) at or above the National Mean Composite score on the Professional Role Model items on the EVOLVE© (HESI) RN Exit Exam. Category Analysis on RN EVOLVE© (HESI) RN Exit Exam for Professional Role Model

Version Category May14Spart May14Grvl 1 Professionalism/Pro-

fessional Values 989 825

Manager of Care 944 888 Member of the

Profession NA NA

Provider of Care 924 956 2 Professionalism/Pro-

fessional values 892 807


Profession 825 880

Provider of Care 896 882

Version Category Dec13Spart Dec13Grvl 1 Professionalism/Pro-


Manager of Care 927 984 Member of

Profession 796 930

Provider of Care 964 958 2 Professionalism/Pro-



Profession 997 866

Provider of Care 871 873 The national mean aggregate score among all RNs for 2013-14 853. The assessment measure was met in all categories and all cohorts except: Manager of care (version 2 all cohorts) and Member of the Profession (Version 2 Spart May14 and Version 1 Spart Dec 13). Overall, scores were increased from 2012-2013 (see next page).



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Assessment Results (con’t)

Version Category May2013 Spart May2013 Grvl

1 Professionalism/Professional Values

659 943

Manager of Care 737 924 Member of Profession 612 931 Provider of Care 848 1000

2 Professionalism/Professional Values

749 628

Manager of Care 843 830 Member of Profession 990 618 Provider of Care 825 832

SBSN 461P RN-BSN Practicum Notebook (Therapeutic Nursing Interventions)

# Completing Notebook # ≥ 85% Percentage Assessment Summer 2014 90 89 99% MET Summer 2013 87 85 98% MET Summer 2012 65 64 98% MET

The RN-BSN students demonstrated themselves to be Professional Role Models throughout their community health experience. This achievement is integrated into the completion of the Practicum Notebook. Students were expected to dress and act professionally in the community, act independently by setting up health screenings, and be confident in speaking to and working with members of the community. SBSN 497 RN-BSN Ethics Presentation



Summer 2014 90 90 100% MET Summer 2013 92 92 100% MET

The Ethics Presentation replaces a previous assignment used to measure critical thinking and ethics. In this assignment RN-BSN students demonstrated a clear ability to analyze ethical situations that consistently confront practicing nurses and impact the nurses ability to intervene therapeutically with individuals, families, and communities.



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Action Plan for 2013-2014

7) Continue to use concept mapping. Feedback from faculty confirms that uniform use of concept maps is occurring throughout the curriculum.

8) Continue trending HESI student results during advisement and review individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)




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7. The uniform use of concept mapping throughout the curriculum

continues to be monitored, both in Curriculum Committee and in course and level meetings with faculty. Student understanding and performance has improved as a result of this consistency



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Documents

Academic Program: Assessment Report 2013-2014