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PROGRAM PLANNING REPORT SAN JOSÉ STATE UNIVERSITY
THE VALLEY FOUNDATION SCHOOL OF NURSING BS – NURSING
RN TO BSN MS – NURSING
NURSE ADMINISTRATOR, NURSE EDUCATOR, FAMILY NURSE PRACTITIONER
DOCTOR OF NURSING PRACTICE PROGRAM CERTIFICATE: WOUND AND OSTOMY PROGRAM
COLLEGE OF APPLIED SCIENCES AND ARTS
Website: sjsu.edu/nursing
Department Chair or School Director: Dr. Colleen O’Leary-Kelley, Health Building 417, colleen.oleary-
[email protected], 408-924-1319
Faculty Program Plan Leader: Dr. Colleen O’Leary-Kelley
External Reviewer: Dr. Carol Velas, California Board of Registered Nursing, Nurse Education Consultant,
Sacramento, CA
[email protected]; 916-500-8184
Date of Report: June 20, 2018
Date Due to PPC: Fall 2017
Current Chair of Program Planning Committee: Brandon White
UGS Administrative Support for Program Planning: Nicole Loeser
Submissions: Reports are to be submitted electronically via email. Please email the program plan, request for
external reviewer (if applicable), and external reviewer’s report to [email protected]. In addition, please
cc the above email on all communications with the dean, external reviewer, Program Planning Committee, and
UGS on matters pertaining to your program plan.
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TABLE OF CONTENTS
1. PROGRAM DESCRIPTIONS
a. Program Mission and Goals – p 5-6
b. Curricular Content of Degrees, Minors, and Certificates – p 6
c. Service Courses - p 7
2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS
a. Progress on action plan of previous program review -p 7-8
b. Significant changes to the program and context – p 9
3. ASSESSMENT OF STUDENT LEARNING
a. Program Learning Objectives (PLO) – pp 9-10
b. Map of PLOs to University Learning Goals (ULG) Appendix D
c. Matrix of PLOs to Courses p 11-14
d. Assessment Data pp 15-20-
e. Assessment Results and Interpretation pp 15-20
f. Placement of Graduates – pp 20-21
4. PROGRAM METRICS AND REQUIRED DATA
a. Enrollment, Retention, and Graduation rates - p 22-24
b. Headcount in Sections - p 24
c. FTES, Induced Load Matrix - p 24-25
d. FTEF, SFR, Percentage T/TT Faculty p 25-26
5. PROGRAM RESOURCES
a. Faculty – pp 26
b. Support Staff p 27-28
c. Facilities p 29
6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES AND CHALLENGES – pp 30-31
7. DEPARTMENT ACTION PLAN p 26
8. APPENDICES CONTENT
a. Required Data Elements
b. Accreditation Reports: California Board of Registered Nursing Self-Study (BRN - SS) Fall
2017; Commission on Collegiate Nursing Education (CCNE) Interim Report Fall 2016; WASC
Annual Assessment Reports March 2017 SEE LINKs
c. (Example) Curriculum flow charts
d. (Example) Assessment rubrics p 27
e. (Example) Student success data summary p
f. Other (as determined by the program)
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Reports referenced:
1.0 California Board of Registered Nursing Self-Study (BRN-SS) August 2017.
BRN Self Study 2017
2.0 Commission on Collegiate Nursing Education Interim Progress Report (CCNE)
December 2016. CCNE Report
3.0 Western Association of Schools and Colleges Annual Assessment Reports (WASC)
March 2017
WASC - Baccalaureate
WASC - Masters
WASC - DNP
Abbreviations used:
ADN = Associate Degree in Nursing
BS = Baccalaureate Program
RN to BS = Advanced Placement “Bridge” Program
MS = Graduate Program
DNP = Doctor of Nursing Practice Program
W/O = Wound and Ostomy Program
PROGRAM DESCRIPTION
The Valley Foundation School of Nursing (TVFSON) baccalaureate program opened in 1953. It
is approved by the California Board of Registered Nursing (BRN; 2017, 5-year re-approval term)
and accredited by the Commission on Collegiate Nursing Education (CCNE; 2011, 10 year
accreditation term). The terminal degree for the baccalaureate program is a BSN.
Career possibilities for Bachelor of Science prepared nurses include but are not limited to: Home
Health Care Nurse, Case Manager, Sub-Acute Nurse, Hospital Staff Nurse, Ambulatory Care
Nurse, Advice Nurse, Public Health Nurse, Nurse Manager, Nurse Administrator, Nurse
Educator, Staff Developer, School Nurse, and Primary Care Nurse. Nursing careers vary over a
lifetime and permit changing careers within one profession.
TVFSON also offers an RN to BSN program for registered nurses to obtain a BS in Nursing.
These students are designated “Bridge” or “Advanced Placement” students. Bridge students have
completed an ADN program and obtained their RN license. In addition to the RN to BSN
program, a partnership was initiated with Evergreen Community College (CC) to allow a
seamless pathway through a funded collaborative in 2011. This Partnership allows Bridge
students to transfer directly from CC into TVFSON program with seamless admission.
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The VFSON offers a Master of Science degree in nursing which has CCNE accreditation. The
concentrations include nursing education, health informatics, family nurse practitioner (FNP) or
nursing administration. We are currently not accepting students into the nurse administrative and
nursing informatics tracks. The reinstated FNP program is being well received by the community
with 22 students starting in Fall 2017. Strengths and challenges related to the graduate program
are in the CCNE Report pp. 46.
The joint Doctor of Nursing Practice (DNP) degree in collaboration with CSU Fresno began in
Fall 2012 and is accredited by CCNE. This is a post-masters online doctoral program focused on
advanced clinical practice, evidence-based leadership, and faculty preparation. The purpose of
the Doctor of Nursing Practice (DNP) is to prepare experts in specialized advanced nursing
practice. The DNP program prepares graduates for leadership and clinical roles and to engage in
evidence-based inquiry. Graduates may also serve as clinical faculty in postsecondary nursing
education programs. The DNP program has CCNE accreditation. The program is designed for
working professionals with the majority of coursework provided via distance modalities. The
cohort-based DNP program is designed to be completed in five semesters (fall, spring, summer,
fall, spring) of full-time study consisting of 37 doctoral units and a culminating doctoral project.
The California State University Northern California Consortium Doctor of Nursing Practice
Program (CSUNCCDNP) involves a partnership of Fresno State and San Jose State University
(SJSU). The collaborative approach to offering this degree was selected to generate a sizable
group of CSU faculty to oversee curriculum development and instruction. The CSUNCCDNP
program uses an online approach. The program was nationally accredited by the Commission on
Colleges of Nursing Education (CCNE) after the first year of operation and approved by the
Senior Commission of the Western Association of Schools and Colleges (WASC). The five-
semester CSUNCCDNP program prepares graduates for increasingly complex evidence-based
practice as well as for faculty and leadership roles in nursing that demand application of the
highest level of scientific knowledge and practice expertise to assure quality patient outcomes. A
unique aspect of the CSUNCCDNP is the inclusion of courses in curriculum development and
evaluation that prepares students for success in faculty roles. The Memorandum of
Understanding signed by the Presidents of the two Consortium campuses outlines the fiscal
support of the CSUNCCDNP program.
The Wound and Ostomy Education Program at San Jose State University (WO Program) is
accredited by the Wound Ostomy Continence Nursing Society (WOCN). WOCN is a
professional, international nursing society whose members are experts in the care of patients with
wound, ostomy, and incontinence. This nursing specialty is recognized by the American Nurses
Association (ANA). The WOCN Certification Board's certifications meet the accreditation
standards of the National Commission for Certifying Agencies (NCCA) and the Accreditation
Board for Specialty Nursing Certification (ABSNC).
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The WO Program consists of both didactic and practicum components, incorporating an
interactive online and onsite instructional design. A dual specialty program in wound and ostomy
nursing requires a minimum of 200 hours of student contact, including 80 hours of the practicum
component. A single specialty program in either wound or ostomy requires 100 hours of student
contact, including 40 hours of the practicum component.
The didactic portion of a single specialty course is five weeks in duration and consists of
approximately 40 hours of online instruction and 20 hours of onsite instruction. Interactive
classes in 3-hour blocks are conducted online via WebEx three times a week throughout each of
the five-week course (10 weeks for the dual specialty). Canvas is the learning platform for
instructional materials and exams. Onsite days are designed for skills demonstration and practice,
guest lectures, and vendor exhibition. Each onsite day is an immersive 10-hour learning
experience.
Students are required to achieve a final score of at least 80% on the didactic component (with at
least 80% in both midterm and final exams) and a passing credit in practicum to complete the
WO Program. This post-Baccalaureate continuing education program offers Board of Registered
Nursing (BRN) approved 73.3 continuing education contact hours (7.3 CEUs) per specialty upon
completion of all the requirements of the program. With the certificate of completion, registered
nurses can take the WOCN-Certification Board exams in one or both specialties. For master-
prepared nurses, they may take the Advanced Practice (AP) certification in wound and/or ostomy
specialties.
California is among many states that continue to experience a nursing shortage. This workforce
shortage is anticipated to increase as California's demographics grow and shift.
1a. Program mission and goals:
BSN and Master Degrees Mission/Vision statements are located in the BRN-SS pp 16-17.
The mission of the DNP program is to prepare promising nursing leaders, advanced practice
clinicians, and nursing faculty with high leadership potential to examine critically current
healthcare practices and policies from a broad theoretical and practical perspective; and to
formulate clinical, administrative, and instructionally effective leadership approaches that can
improve the quality of healthcare throughout the state.
The vision is to be an exceptional advanced nursing degree program that will prepare nurses at a
doctoral level to lead health care change, serve as nursing faculty, and advance health throughout
California's communities. Our graduates will serve as stewards of the nursing discipline and
work collaboratively with other disciplines to improve the health care systems in our
community.
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The Wound and Ostomy Education Program at The Valley Foundation School of Nursing offers
access to specialty education in wound and ostomy care to all interested nurses who meet the
criteria of enrollment. We empower these nurses to eventually improve the quality of care in
people with wound, ostomy, fistula and drains, and pressure injuries.
1b. Curricular Content of Degrees, Minors, Certificates, and Credentials
BS: See CCNE report pp 19-20.
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RN to BS: The 2009 Community College Chancellor’s (CCC) collaborative grant between Evergreen Valley Community College
(EVC) and SJSU to develop a program to ease the transition for students from the community college into the CSU system activities
concluded in Spring 2011. Seventeen EVC nursing students started the grant funded program which allowed them to concurrently
enroll in and complete 2 SJSU nursing courses (N128, HS 100W). Thirteen (76%) continued with the RN to BSN program at SJSU of
whom 10 students graduated in Spring 2011. Two articles were published in peer-reviewed nursing journals regarding the
collaborative. See Article 1 and Article 2for these articles.
Although the Seamless RN to BSN program ceased in Spring 2011, EVC and SJSU continued their collaboration and secured Song
Brown funding to continue. Furthermore, the program was modified based on “lessons learned” from the CCC grant. Song Brown
provided funding for 2 years (Aug 2015 - May 2017). See Appendix B Final Grant report. Seeing the benefit of this collaboration, all
program activities as of Aug 2017 are funded entirely by EVC Administration
MS: An overview of the Master’s program, courses, and outcomes are in the CCNE Report and pp. 24-25.
DNP: Please refer to the following link for the DNP program courses, and outcomes. Fresno State
1c. Service Courses
Nursing is a service learning profession. There are no specially designated service learning courses.
SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS
2a. Progress on action plan of previous program review
2013 Tasks 2017 Response
1. Letter to Provost will be updated to include the most recent data for facility construction. Summer Study Abroad, RN examination and majors.
Completed December 2013.
2.Ensure mission and PLOs are stated clearly on the SON website. It is recommended that these also be posted on the website as they can inform students and applicants regarding specific expectation.
The website update is complete. PLO for all programs including the FNP Master Program are accessible on the SON website. Verified that current mission statement is posted on TVFSON website.
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3. It is expected that all programs develop a curriculum map aligning each individual course with specific program learning outcomes.
Completed and sent to J Rhee January 2014. Curriculum mapping for all program levels is included in WASC and CCNE reports attached in appendices of program plan.
4. Talk with other CSU Colleagues regarding economy of scale related to class size.
Ongoing discussions at relevant meetings. Began April 2014 under Director Katherine Abriam Yago will continue Spring 2018 with new Director Colleen O’Leary Kelley. Facilitated at CACN meeting.
5. Develop a mechanism for students to connect and be involved with the program. Having students assist with developing events for the program. This would help with funding issues to hold these types of events and develop a sense of community.
DNP students held a conference at SJSU April 2017. Undergraduate students coordinate CPR courses across the curriculum; participate in Associate Student clubs, which conduct programs and presentations for all students within the nursing program. Pre nursing students participate in some club programs and peer mentoring.
6. Consider building a cohort model, to help maximize course planning.
All program levels use a cohort model including Masters and DNP. New FNP program Fall 2017 cohort style utilized. Fall 2018 Nurse Educator Master’s program is also cohort style.
7. Look at retention and graduation initiative for graduate students.
The Nurse Educator concentration conducted and completed a curriculum update to meet accreditation body’s new requirements (CCNE) 2015-2016 academic year. In addition, support services to graduate students were included in graduate orientations and course work related to new writing and statistical services available on campus for students. We experienced low enrollment for the Nurse Administrator concentration and within the Nurse Informatics program. Both concentration were no longer offered and a complete teach out of these programs is to be completed 2018. At this time, the Family Nurse Practitioner program course syllabi were be developed and going through the college and university process. Program roll out scheduled Fall 2017.
8. Nursing will become owner of HB408, but will be responsible for providing equipment for space (technology, desk, etc).
This action item is completed. Room turned over to Nursing Dept. March 2014.
9. Work with dean Bullock regarding technology needs and have him include that in his SSETF funding request. Include need; Impact on student learning, and quotes from vendors. Staff positions can be included in proposal as well. Anything for student success or technology can be included.
This action item is completed. Received approval for $70,000 to upgrade both HB 407 & 408 during summer 2014.
10. Submit an official progress report on DNP Program by end of Spring for WASC report.
The attached WASC report was compiled by Fresno State and SJSU Team.
11. Take time to start working on the DNP and making 11. AB422 was passed by the California Legislature, November 2017, which
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recommendation and /or brainstorming ideas on marketing and recruitment for the program collaboratively with Fresno to increase enrollments.
awarded full authority to the CSU system for Doctorate of Practice Programs. Continual collaboration with Fresno Pilot - June 2018. President Pappazian is currently considering options for DNP model ( shared or owned)
12. Provost office will be finalizing the DNP MOU on the budget side with Fresno by end of Fall Semester.
12. DNP MOU completed December 2013 with expiration June 2018.
13. Meet with Fresno to spell out what needs to be done, timelines and who will do it(outline via a spreadsheet or flowchart). This is necessary to ensure workload is shared for upcoming accreditation review and future work. Have Deans there as mediators.
13. DNP program has been moving cohorts through since 2013. Collaboration with Fresno State was constant throughout the pilot program. Future partnerships are to be determined.
14. 2017 full review of DNP pilot with WASC Report included in Program Plan.
15. Next Program Plan Due Fall 2017 Report delayed due to Accreditation Site Visit- submitted January 2018.
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2b. Significant changes to the program and context, if any
Summary of changes to the baccalaureate program are in the BRN-SS pp 3-4.
The nursing major decreased to 120 units in Fall 2014 to meet the Chancellor’s mandate and included a request for a permanent
waiver of the physical education requirement.
The BS program is currently under a curriculum revision that is scheduled for implementation Fall 2019.
MS: Major changes since the last program planning report include the cessation of the nurse administrative and nursing informatics
tracks due to lack of student interest. Additional changes include the approval to reinstate our Family Nurse Practitioner (FNP)
program as of Fall 2017. Actions/Updates since 2011: The nurse educator track reflects new requirements including advanced
pharmacology, pathophysiology, and physical assessment. See Graduate Website for course descriptions and tracks for the Nurse
Educator and Family Nurse Practitioner programs.
DNP: The California State University System was approved to award the Doctorate of Nursing Practice by legislation for
implementation January 2018.
Wound/Ostomy: The WO Program was started in Fall 2014 and has received a full seven-year accreditation until December 31, 2022.
ASSESSMENT OF STUDENT LEARNING
3a. Program Learning Objectives (PLO)
Assessment Overview: CCNE pp. 31-32.
Baccalaureate Program/RN to BS Program: See CCNE Report pp 20 – 23; WASC Annual Report 2017. TVFSON faculty are
undertaking a major curriculum revision and have recently revised the PLOs which will be implemented Fall 2019. Senior level
students reviewed a draft of the new PLOs and some revisions were made based on student input. Feedback from recent WASC
Annual Assessment Report indicate that our current PLOs are “highly developed.” All PLOs are assessed annually.
MS: See WASC Annual Report 2017
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DNP: See DNP WASC Annual Assessment Report
The primary Student Learning Outcomes are taken directly from the American Association of Colleges of Nursing’s The Essentials of
Doctoral Education for Advanced Nursing Practice (2006). The eight overarching essentials form the DNP program’s core concepts
which are threaded throughout coursework.
PROGRAM OUTCOMES
BS: Program Learning Outcomes are located on the School of Nursing webpage. Please see Baccalaureate Outcomes
MS: Program Learning Outcomes are located on the School of Nursing webpage. Please see MS PLO
DNP: The goal of the Doctor of Nursing Practice program is to prepare nurses for advanced practice roles, as clinical scholars, and health policy
leaders. Program learning outcomes have been identified as preparing the graduate to:
1. Provide safe, effective, and efficient care within the scope of advanced nursing practice.
2. Develop effective strategies to ensure the safety of patients and populations.
3. Critically analyze literature and develop best practices.
4. Translate research into clinical practice.
5. Measure patient outcomes.
6. Design, implement, and evaluate quality improvement measures.
7. Analyze the cost-effectiveness of practice initiatives.
8. Evaluate information systems and patient care technology.
9. Influence health care policy, educate others about health disparities, and advocate for social justice.
10. Demonstrate leadership skills to ensure patient outcomes, enhance communication, and create change in healthcare.
. Map of PLOs to University Learning Goals (ULG)
See Appendix D
3c. Matrix of PLOs to Courses
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San José State University The Valley Foundation School of Nursing
Curriculum Map – Course Objectives and Alignment with Program Learning Outcomes (Revision Dates: 12/12/2013; 5/29/2014; 5/2015; 5/25/2016; 11/6/2017)
1. Conduct Assessments
2. Provides Client-centered Care
3. Nursing Process and EBP
4. Client-centered Ed. Health Literacy, Culture
5. Advocacy
6. Safe Practice Medications
7. Technology
8. Communication
9. Clinical Judgment Delegation
10. Prof. Accountability
11. Coordinates and Manages Care
12. Health Policy Regulations
N23 I
N24 R R R R R R R R
N33 I I I I I I I I I
N34A R R R R R R R R R R
N43 I I I I
N44 R R R R R R R R R R R R
N53 I I I I I I I I I
N54 R R R R R R R R
N125 R R R R R R R R R
N126 R R R R R R R R R R R R
N127A R R R R R R R R R R R R
N127B R R R R R R R R R R R R
N128 I R R R R R R
N133 R R R R R R R R R
N136 R R R R R R R R R
N137 R R R R R R R R R R R R
N138 M M M M M M M M M
N145 R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M
N146A R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M
N146B R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M
N147A R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M
N147B R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M
148A M M M M M M M M M M M M
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MS: See below Curriculum Mapping Matrix – Family Nurse Practitioner
I=Introduced, D=Developed, and/or M=Mastered.
NURS 200
Population
based health
NURS 201
Clinical
leadership role
development
NURS 202
Theoretical
foundations
NURS 248
Advanced
health
assessment
NURS 250
FNP I
Concepts
NURS 251
FNP II theory
NURS 252A
FNP III theory
NURS 253
FNP I
Practicum
SLO 1 D I D D D D
SLO 2 D I D D D D
SLO 3 D I I/D D D D D
SLO 4 I I D D D D
SLO 5 I D D D D D
SLO 6 I D D D D
SLO 7 I/D D D D D
SLO 8 D I D D D
SLO 9 I D D D D
SLO 10 D I D D D
NURS
254
FNP II
practicum
NURS 256
FNP III
practicum
NURS 258
Professional
issues for NP
NURS 259
Advanced
pharmacology
Nurs 260
Advanced
pathophys
iology
NURS 295A
Research
methods
NURS 297
Masters
project
SLO 1 M D D M
SLO 2 M D D D M
SLO 3 D M
SLO 4 D M D D D
SLO 5 D M D D
SLO 6 D M D D
SLO 7 D M D D
SLO 8 D M
SLO 9 D M D D
SLO 10 D M D
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Curriculum Mapping Matrix – Nurse Educator
Note that at a masters level many students will come to some courses with a beginning understanding of
the content. Course list does not mirror the progression through courses
I=Introduced, D=Developed, and/or M=Mastered.
NURS 200
Population
based health
NURS 201
Clinical
leadership role
development
NURS 202
Theoretical
foundations
NURS 212
Curriculum
Design
NURS 214
Nurse
Educator-
Theory &
Practicum I
NURS 216
Nurse
Educator-
Theory &
Practicum II
NURS 248
Advanced
Health
Assessment
NURS 259
Adv
Pharmacology
SLO 1 D/M I/D I/D D D/M
SLO 2 D/M I/D D D/M D
SLO 3 D/M I/D I/D D D/M I/D
SLO 4 I/D I/D D D/M D
SLO 5 I/D D/M D D/M
SLO 6 I/D D D D
SLO 7 I/D D D I/D D
SLO 8 D/M
SLO 9 I/D D D
SLO 10 D/M D D/M D D
NURS 260
Advanced
Physiology &
Pathophysiology
NURS 295
Research Methods
NURS 297.1 &.2
Masters Project
EDU 186
Instructional
Design
SLO 1 D D/M
SLO 2 D D D/M I/D
SLO 3
SLO 4 D
SLO 5 D D/M
SLO 6 D
SLO 7 D
SLO 8
SLO 9 D D/M I/D
SLO 10 D/M I/D
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DNP:
http://www.fresnostate.edu/chhs/nursing/documents/CSUNCCDNP%20Student%20Handbook%202017
-18.pdf Pages 12-17. WASC Annual Assessment Report 2017 pp 6-9.
3d. Assessment Data
Baccalaureate Program:
A. WASC Annual Assessment Reports -- All PLOs are assessed via the capstone clinical
preceptorship course NURS 148A. The PLOs are the course objectives for NURS 148A. The
number of students passing the NURS 148A course are tracked. Students’ knowledge of PLOs is
assessed at the mid-point of the curriculum (in NURS 125) and at the end of the program (in
NURS 138). Students consistently can state in their own words 10-12/12 PLOS in NURS 125 and
12/12 by the end of the program.
B. NCLEX-RN results are received from the California Board of Registered Nursing quarterly. Results are filed in the nursing office and are available to faculty for review. Program learning outcomes are measured in the Capstone Clinical Course (NURS 148A) for every student in that course, every semester. This information is filed in the student’s file in the nursing office.
C. Implementation of changes and re-assessment are based on findings. Major curricular changes may take up to 1 ½ years to implement due to current University policies/procedures, accreditation regulations, and the cohort model of the curriculum.
See WASC Annual Assessment report for the March 2017 National Council Licensing
Examination for Registered Nurses (NCLEX) Results – See BRN-SS pp 7-8.
Quarterly and annual results are tracked by faculty. First time pass rates exceed the Commission
for Collegiate Nursing Education (CCNE) and BRN benchmarks (80% and 75%).
3e. Assessment Results and Interpretation
Baccalaureate Program:
A. Please See WASC Annual Report. The majority of students are meeting the PLOs by the end of
the program.
B. First time pass rates meet or exceed CCNE and BRN benchmarks. See Table 1.1
C. For a comparison of annual first time pass rates for SJSU and similar programs. A decrease in
Pass rates for 2014 - 2015 was seen across programs due to the change in scoring methodology
beginning with the April 2014 NCLEX testing period. A review of students who failed the NCLEX
indicates that ESL status and lower theory course grades may be contributing factors.
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Table 1.1 Percentage of SJSU Graduates Passing NCLEX Compared to Other Groups
Dates SJSU % Jurisdiction % Similar Programs %
National %
APR 16 – MAR 17 95 89 89 85
APR 15 – MAR 16 90 73 87 83
APR 14 – MAR 15 80 71 79 82
APR 13 – MAR 14 90 82 84 82
APR 12 – MAR 13 95 90 91 90
Source: Mountain Measurement, Inc. NCLEX-RN Program Annual Reports.
Annual NCLEX-RN First Time Pass Rates 2011 - 2017 Quarterly NCLEX-RN First Time Pass Rates January 2016 – March 2017
01/01/2016- 03/31/2016
04/01/2016- 06/30/2016
07/01/2016- 09/30/2016
10/01/2016- 12/31/2016
01/01/2017- 03/31/2017
N % N % N % N % N %
54 94.44 7 100 56 96.43 13 92.31 42 92.86
The NURS 148A senior preceptorship/project course objectives are the PLOs and are reflected on the clinical evaluation tool. Students must apply theoretical knowledge and specialized skills in the clinical setting. Pass rates for this course for the previous 5 semesters are shown below (Note: Summer NURS 148A students are included in Fall data). Data are tracked every spring and reviewed by the Curriculum Coordinator and the Semester 6 Chair. Issues with course pass rates are addressed at the next Curriculum Committee meeting.
NURS 148A – Preceptorship Pass Rates Fall 2014 – Fall 2016
N 148A Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017
N 86 88 105 78 89 68
% Pass 98% 100% 100% 100% 100% 100%
Analysis: Annualized pass rates remain above California Board of Registered Nursing and CCNE standards. Results shared with Full Faculty. Recommended Actions: Continue to monitor pass rates and discuss at Curriculum, Executive, and Full Faculty meetings. Implement a formal remediation program for students at risk based on theory grades and HESI standardized achievement examination scores.
MS: See WASC Annual Assessment Report for MS outcomes.
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DNP: Fresno State requires each school or department to write, report, and review their
assessment plan annually. The university-wide template identifies the Student Outcome
Assessment Plan (SOAP). The DNP program uses a systematic process to evaluate the
program. The plan is divided by three main sections: Direct measures (Student Learning
Outcomes), Indirect measures (Aggregate Student Learning Outcomes) and Closing the Loop
which includes culminating DNP outcomes. The DNP program is cohort based and designed
to be completed in five semesters consisting of 37 doctoral units and a culminating doctoral
project. As per the DNP SOAP, the ELT measures the following key student factors related
to completion rate: retention, progression and graduation. The benchmark for
retention/graduation is set at 90%. Cohort enrollment ranged from 35 to 24 while the
graduation rate ranged from 93% to 79%.
The American Association of Colleges of Nursing’s The Essentials of Doctoral Education for
Advanced Nursing Practice (2006) is the primary resource of the Student Learning Outcomes
(SLO). The eight overarching essentials provide the foundation that unites SLOs for the DNP
program. The underlying assessment methodology of SLO’s are aligned with the outcomes
of each course and are based on the eight Essentials. Therefore all SLO’s are reported via the
benchmark of meeting the DNP Essentials. Each course syllabus provides specific grading
criteria and evaluation rubrics. A graphic representation of the relationship between the
Essentials, SLO’s and Program Outcomes is provided in each syllabus. A requirement for
student progression in the program is that they must maintain a B average in all course work.
Program advisors maintain contact with students and faculty to address progress or issues
with students. The ELT addresses issues and progress of students during their monthly
meeting.
DNP Curriculum and Evaluation Plan
Curriculum Intensive/Survey/
Fall Year 1 NURS 574 The Role of Diversity & Social Issues in Health Care (2 units) NURS 575 Application of Theories to Healthcare Leadership (2 units) NURS 576 Application of Biostatistics to Populations (3 units)
Intensive
Chancellor survey
Intensive eval
Spring Year 1
NURS 583 Leadership & Professional Responsibility in Complex
Healthcare Systems (2 units)
NURS 584 Technology, Informatics, & Data Management in the Transformation of Healthcare (3 units)
NURS 585 Foundations of Evidence-based Practice (2 units) NURS 295 Practicum (6 units) Contingent on hour requirement (270 hours)
Intensive
Course eval of Fall
Intensive eval
Summer Year 1 NURS 586 Transformation of Healthcare Systems: Health Policy &
Economics (2 units) NURS 587 Principles of Epidemiology (3 units) NURS 595 Translating Evidence into Reflective Practice I (2 units) NURS 295 Practicum (6 units) Contingent on hour requirement (270
hours)
Intensive
Course eval of Spring
Intensive eval
Page 18 of 69
Fall Year 2
NURS 591 Curriculum Development (3 units)
NURS 593 Financial Aspects of Projects & Practice (2 units) NURS 596 Translating Evidence into Reflective Practice II (2 units) NURS 295 Practicum (6 units) Contingent on hour requirement (270 hours)
Intensive
Course eval of Summer
Intensive eval
Chancellors survey-supplement
Spring Year 2
NURS 592 Evaluation in Education (3 units)
NURS 594 Application of Evidence-based Teaching in Nursing elective (2 units)
NURS 597 Doctoral Project (2units)
NURS 295 Practicum (6 units) Contingent on hour requirement (270 hours)
Intensive
Course eval for fall
Intensive eval
Exit survey
Course evaluation for spring: need to complete before diploma will be mailed. (Finals week)
PLO Assessment
Students are required to document achievement of PLO's with examples
each semester following the first one. The student final project requires
mastery of several of the PLO's to get the project to completion. Those
are assessed and accomplished within courses 595, 596, and 597.
E-Portfolios are reviewed each semester by the student's advisor to be sure that they are making progress toward outcomes.
1 year Post DNP Graduation Alumni Survey
Practicum Hours & E-logs System
Students must complete a minimum of 1,000 hours of clinical practice post-baccalaureate as part
of a supervised academic program. These hours include clinical hours completed in the Master's
program as well as during the DNP program. Since students enter the DNP program with
differing amounts of supervised clinical practice from their master’s program, students needing
more clinical hours to reach this total may have to repeat NURS 295. The E-logs System is used
to document completed practicum hours. Progress of student hours are evaluated and verified by
the program advisor at the end of 2nd and during 5th semester.
Portfolio
Students develop a portfolio that serves as a repository for evidence of completion of program
outcomes. Pathbrite is the system for the repository. Students identify and submit coursework
that meets each essential. Portfolios are reviewed by the advisor at the end of the 2nd semester
during the Qualifying Assessment and during the 5th semester. The following table reflects the
S17 cohort which had 19 graduates
Qualifying Assessment
At the end of the 2nd semester, successful course progression, portfolio submission, practicum
hour progression, progress toward national certification, and finalization of project committee
members is assessed by each program advisor and reviewed with each student. The following
table reflects the S 16 and S17 cohorts’ results.
Page 19 of 69
Doctoral Project
All students must complete a Doctoral Project prior to conferral of the doctoral degree. The
project relates to advanced practice and focuses on a potential or existing health problem or issue
affecting a group or community, rather than an individual. DNP projects can be accessed on
ScholarWorks http://scholarworks.sjsu.edu/etd_doctoral/
Course Evaluations by Students
Course evaluations by students are completed for each course. Results are reviewed by the ELT
and changes are made as indicated by aggregate data results. The course evaluation tool design
lends itself to assessing the program's culminating outcomes as represented by the Essentials
inherent to each course. Upon review of each course evaluations by students, the ELT forwards
data to faculty member for their evaluation and completion of a CESAP for the semester. The
following are examples of course evaluation data by students
Employer Survey
The survey is being developed and will include employment questions to gather further data.
Alumni Survey
The survey is being developed and will include employment questions to gather further data.
Other Measures of Student Accomplishments
Graduates have demonstrated scholarly, academic, and service accomplishments. For example,
39 publications in professional, peer-reviewed journals; 121 local, state, national and
international presentations, and numerous other scholarly and service activities including grants
and appointments to state, local, and national offices. Appendix C, Publications Presentations
Scholarly and Service Achievements provides detailed information of graduate
accomplishments. A key legislative intent of the CSUNCCDNP program is to produce graduates
prepared for employment as faculty in postsecondary educational programs. At the time of
admission to the program, 11 students in the first two cohorts were employed in faculty roles
(full- or part-time). By January 2017, there were over 24 graduates educating in university
systems or in educational leadership positions. Most of the DNP students are employed at the
time they enter the program. Many remain in their specialty areas while assuming more complex
roles after graduation. Below is employment data related to S16 and S17 cohorts.
Page 20 of 69
DNP Outcomes
SEMESTER NUMBER
GRADUATED
PUBLICATIONS PRESENTATIONS OTHER SCHOLARLY WORKS
Spring 2014 30 22 67 9
From 2014-
2017
Includes grants, honors,
statewide offices held
Spring 2015 26 12 46 17
Includes grants, honors, state
& nationwide offices held
Spring 2016 24 5 8 6
Includes grants, honors, state
& nationwide offices held
Spring 2017 21
Spring 2018 26
Page 21 of 69
Wound/Ostomy Outcomes:
A. WOCN certification exam
Students typically take the WOCN certification board exam in subsequent semesters upon
completion of practicum. The first-time passing rate has been improving and curriculum
changes have been made to enhance student learning outcome. Data from the exam board
does not include the total number of students who passed the exam. Only the exam result of
first-time takers is available (Table 4).
Table 4. Certification exam for first-time exam takers
First-time takers who passed
certification exams
First-time passing rate (%)
Wound Ostomy Wound Ostomy
Fall 14 N/A N/A N/A N/A
2015 7 5 63.64 38.46
2016 11 6 47.62 54.33
Spring 17
(Jan – March)
10 7 90 85.71
Spring 17 (April
– June)
4 6 25 50
The certification board is not providing results for the total number of students certified
(including first-time takers and repeaters). The total number of first-time takers who passed the
certification exams are 32 and 24 in wound and ostomy specialties respectively.
B. Evaluations
The Wound and Ostomy Education Program conducts evaluations every semester. Qualtrics
survey data are collected on each course content, didactic and clinical teaching, and total
program evaluations. Preliminary analysis of evaluation data showed that all areas (teaching,
practicum, course content, and overall program) received a student rating of 4 -5 on a 5-point
Likert scale, with 5 being the highest. Written comments were mostly positive. Students liked
the interactive online classroom setting where they could talk to the instructor and fellow
students. They valued the hands-on onsite days but some asked for increased hours in the
physical learning environment. They also enjoyed learning from each other by critiquing
other classmates’ assignments online. A few students suggested lengthening the program to
allow more time to learn the content. Some students complained of technological difficulty in
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uploading presentation assignments to Canvas. Since the program is only in its sixth
semester, we are still collecting evaluation data for ongoing benchmarking and quality
improvement.
3f. Placement of Grads
Baccalaureate Program
Employment Report – SJSU Career Center 2017
ID Grad Date Outcome Employer Type PT/FT Status Job Function
53695 12/1/2016 Still Looking
55200 12/1/2016 Still Looking
55707 12/1/2016 Still Looking
92159 5/1/2017 Still Looking
96460 5/1/2017 Still Looking
96857 5/1/2017 Still Looking
96895 5/1/2017 Still Looking
97017 5/1/2017 Still Looking
100128 5/1/2017 Still Looking
53995 12/1/2016 Working c dudley Other Industries
Part-Time
Babysitter and Nanny
54044 12/1/2016 Working San Jose Behavioral Health Hospital
Healthcare
Full-Time
Registered Nurse
54971 12/1/2016 Working Stanford Health Care
Healthcare
Full-Time
Clinical Nurse
55128 12/1/2016 Working UC Davis Health System
Healthcare
Full-Time
95129 5/1/2017 Working Santa Clara Valley Medical Center
Healthcare
Full-Time cna
95007 5/1/2017 Working Kindred Healthcare Healthcare
Part-Time
Registered Nurse
95031 5/1/2017 Working Caring Hearts Healthcare
Part-Time
Personal caregiver
96462 5/1/2017 Working Nordstrom Retail Stores
Part-Time
Server/Hostess
Page 23 of 69
100144 5/1/2017 Working Doordash
Transportation & Logistics
Part-Time Courier
54255 6/1/2017 Still Looking
99662 5/1/2017 Still Looking
52306 12/1/2016 Working
Kaiser Permanente Northern California, Division of Research- Delivery Science Fellowship Program
Healthcare
Part-Time
Registered Nurse
55464 12/1/2016 Working Satellite healthcare center
Healthcare
Full-Time
Registered nurse
91259 5/1/2017 Working Kaiser Permanente Healthcare
Full-Time Staff Nurse
93000 5/1/2017 Working Pacific Sales
Electronic & Computer Hardware
Part-Time
Customer Service Supervisor Trainer
97390 12/1/2018 Working Valley Healthcare Center
Healthcare
Part-Time
Clinical nurse 1
98076 12/1/2019 Working San Jose State University
Higher Education
Full-Time Supervisor
98348 5/1/2017 Working Santa Clara Valley medical Center
Healthcare
Part-Time
Registered Nurse
99368 5/1/2018 Working Part-Time
53695 12/1/2016 Still Looking
Part-Time
55200 12/1/2016 Still Looking
Full-Time
55707 12/1/2016 Still Looking
Full-Time
92159 5/1/2017 Still Looking
Full-Time
See CCNE Report p. 42 for additional employment information.
Page 24 of 69
MS: Data unavailable
DNP: See chart in previous section.
4. PROGRAM METRICS AND REQUIRED DATA
The Required Data Elements discussed in this section are attached in Appendix B of this
report.
4a. Enrollment, retention, graduation rates, and graduates
Baccalaureate Program: Students do not enter the undergraduate nursing program as
freshman. Students must have completed a minimum of 8 nursing prerequisites to apply to
the program. Transfer students are eligible in Fall semesters only for enrollment.
MS: No students are currently being admitted to the Nurse Administrator concentration at
this time. The Nurse Educator track experienced low enrollment during the 2016-2017
academic year while the School of Nursing was simultaneously implementing the new
Family Nurse Practitioner concentration and having a shift in leadership at the graduate
level. During this period Nurse Educator students were not admitted. The program was
moved from Special sessions into regular sessions for Fall 2018
DNP:
4b. Headcount in sections
Baccalaureate Program: Overall average headcount has remained stable for the past 5 years.
The average nursing class size is smaller relative to other majors due to small (n = 10-12)
clinical course sizes needed for adequate supervision to ensure patient safety. Enrollment is
regulated by accrediting bodies: 60 students are enrolled per semester as approved by the
Page 25 of 69
Board of Registered Nursing. Up to 40 Advanced Placement students are admitted each
semester. Numbers have varied from 24 to 34 on average.
MS:
A cohort of 18 students is expected Fall 2018 for the Nurse Educator concentration.
Currently there are: 5 Nurse Administration students, and 11 Nurse Educator students
slotted for May 2018 graduation date.
DNP:
C. Wound/Ostomy:
Wound/Ostomy Table 1. Student Enrollment information from Fall 2014 to Spring 2018.
Applicants Enrolled students Total #
of
courses
Total #
of
enrolled
students
Acceptance
rate (%)
Attrition rate
(%)
Wound Ostomy
Fall 14 16 12 13 25 16 100 6 (one student
was deceased)
Spring 15 18 11 11 22 11 60 0
Fall 15 21 15 15 30 17 80
Spring 16 32 22 16 38 24 75 4.5 (1 student
did not take
final, 1 student
unable to start
practicum due
to RN license
issue)
Fall 16 39 21 12 33 22 56
Spring 17 38 21 17 38 23 60 4 (1 student did
not take
practicum)
Fall 17 52 23 20 43 29 56 0
Spring 18
Total 216 125 104 229 142
All students are registered nurses who have at least a baccalaureate degree in nursing or in
another field. Among the 29 students (20.4%) who obtained a master degree or higher, three
had a doctoral degree. Twelve students (8%) were male. Fifty-six students (39%) lived
Page 26 of 69
outside of the San Francisco Bay Area and ten (7.0%) were from out-of-state. One student
came from Canada.
Wound/Ostomy Table 2. Demographic data based on a total of 142 students from Fall 2014 to
Fall 2017
Male
student
Outside Bay
Area
Out-of-state Out of the U.S. Master’s degree or
doctorate
Fall 14 0 2 1 2
Spring 15 0 6 2 2
Fall 15 1 5 1 5
Spring 16 3 7 2 1 6
Fall 16 3 15 0 9
Spring 17 1 12 3 4
Fall 17 4 9 1 0 1
Spring 18
Total 12 56 10 1 29
4c. FTES, Induced Load Matrix
Baccalaureate Program: The Director meets with CASA Dean regarding FTES for the
semester based on enrollment. Study abroad programs for credit towards major impact Fall
FTES. Advanced Placement students who have been recently hired as nurses, and must
attend orientation programs full time, also account for some semester’s decreased FTES.
Masters Program: Fall 2017 applicant pool was inadequate to run the Nurse Educator
concentration in the Masters program, which effected FTE’s as well. Recruitment is
underway for Fall 2018 cohort.
4d. FTEF, SFR, Percentage T/TT Faculty
Total FTEF has remained stable. For Ay 2016-2017 there were 20 Tenured/Tenure-Track
faculty members and 39 temporary faculty. Tenured/Tenure-Track faculty accounted for
30% of the total instructional faculty headcount in Spring 2017. Since then, we have lost 2
tenure-track faculty members and anticipate a minimum of 2 retirements in AY 2016-2017.
The high number of temporary faculty reflect the need for instructors with clinical expertise
Page 27 of 69
in a variety of specialty areas. The low SFR is related to the need for small clinical sections
to meet agency requirements and ensure patient safety.
PROGRAM RESOURCES
5a. Faculty
Please see: BRN SS p. 14, Tables 1 and 2
TVFSON relies heavily on clinically competent temporary faculty as clinical instructors.
Only 5 of the Tenured/Tenure Track faculty members are not eligible for FERP or
retirement. At least 5 faculty members anticipate retiring in the next 5 years. We are
currently recruiting for 2 tenure track faculty and have an urgent need for an additional 2
positions.
Please see: BRN SS Appendix N “Report on Faculty” EDP-P-10a forms for a summary of
faculty qualifications and areas of clinical expertise.
MS: In TVFSON Tenured track/ tenured faculty teach in both the BSN and MS program. We
currently have adequate FNP faculty to ensure program success.
DNP: Because the program has access to faculty throughout the California State University
system, sufficient faculty numbers are available for teaching online doctoral courses and
supervising Doctoral Projects. Faculty workload is reimbursed to each campus through the
CSUNCCDNP budget. Tenured and tenure-track faculty meet established hiring standards to
assure highly qualified faculty for the program. Faculty from related fields must meet the
hiring guidelines of the CSU campus to which they are assigned. A majority of faculty
teaching in the program are in full-time, tenured or tenure-track positions and demonstrate
content expertise. For consistency, DNP Directors and Coordinators function as program
advisors and assist students in developing their plan of study and securing Doctoral Project
Chair and committee. The advisors counsel and assist students with program issues or
concerns as they arise. The average advisee load is between 9 and 12 per advisor.
Wound/Ostomy: There are two part-time faculty who serve as Director and Assistant
Director and lead faculty for the program. In addition, there are over 70 preceptors on our
program record. All preceptors volunteer their time and expertise in supporting the WO
Program. Majority of the preceptors are located in California. Preceptors must be WOCN-
certified nurses and with at least two years of specialty experience. Preceptors can only
mentor students in their contracted agencies. A student may precept with one or more
preceptors (Table 3). The WO Program has approximately 40 current student placement
contracts from clinical agencies throughout California and beyond. New contracts are being
Page 28 of 69
established when students request to have practicum done at their hometown. It takes an
average of four to six months to set up a student clinical agreement contract.
Table 3. Preceptors and clinical agencies
# of enrolled students # of preceptors # of clinical agencies
Fall 14 16 13 12
Spring 15 11 14 12
Fall 15 17 16 13
Spring 16 24 24 20
Fall 16 22 16 16
Spring 17 23 26 21
Fall 17 29 20 16
Spring 18
Total 113 109 94
5b. Support staff
Please see BRN SS p. 10.
Two staff members left the department in 2015/2016. Two new staff members joined our
team in 2016. These new ASAs have been oriented to department specific procedures and are
assisting faculty with scheduling, clinical onboarding, and room assignments in addition to
general front office duties. Our staff meets our general program support needs with the
exception of onboarding and compliance. A part-time or full-time Onboarding Coordinator
could assume duties currently handled by 2 faculty members (onboarding students and
faculty, overseeing contract renewals, requesting clinical placements, etc.)
Lori Roesbery- Administrative Analyst/Specialist: Faculty Affairs Specialist (1.0 time base)
Kim Le- Administrative Analyst/Specialist: Department Resources Analyst (1.0)
Desiree Velez- Administrative Support Coordinator: Project Manager and Scheduler (.50 GF /
.50 CERF)
Page 29 of 69
Samantha Davis- Administrative Support Assistant I: Department Assistant to Faculty &
Students (.75 GF / .25 CERF)
Open - Simulation Technician (1.0 Tower Foundation)
MS: Hong Phuong Chau-Tran - FNP Administrative Support Coordinator (.50 CERF)
DNP: Support staff includes one FTE administrative assistant at Fresno State, dedicated to the
DNP and 0.5 FTE at SJSU. Hong Phuong Chau-Tran - Administrative Support Coordinator –
DNP Support Coordinator (.50 GF)
Wound and Ostomy: Diane Gerrity - Wound and Ostomy Coordinator (.50 GF)
5c. Facilities –
See- BRN SS pp 9-10, 13
There is a need for a larger computer lab in which to administer standardized assessment
examinations. The BRN reviewer stated a concern for test security with our present
arrangement of multiple test administration times due to limited space in CASA computer
labs. HB 106 was not completed in time for Fall 2017 thus some of our large lecture classes
were moved into smaller rooms. This resulted in students sitting on the floor, using chairs as
desks to take exams, etc.
TVFSON has a simulation lab that has been shared with other disciplines within CASA such
as Nutrition, OT, and Social Work. It is challenging for faculty to find classroom space on
campus to meet for post conference and debriefing sessions with students who attend off-site
practica.
MS: Program utilizes facilities is the SON and in the Health and Wellness Center.
DNP: This is an online program and uses few on site facility resources. Those used include
library services and classrooms once per semester.
6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES, AND CHALLENGES
Baccalaureate Program Students participate in a capstone course (NURS 148A) which
requires 180 hours of a preceptorship experience and a seminar
course (NURS 138) which requires a quality improvement research
project. Some students enroll in NURS 180 (Independent Study) for
units to work with a faculty member on research projects. Three
nursing students participated in the McNair Scholars program in the
past 5 years. Students have an option to participate in global studies
for credit to major in the capstone courses (N148A & N138).
Page 30 of 69
Major gifts, donations, or
endowed chairships
TVFSON has one endowed chairship (Dr. O’Leary-Kelley’s
position).
External funding or research
productivity Dr. Abriam-Yago maximized the available resources by conducting
an annual fundraising campaign and secured over $59,000 for
TFVSON’s Advancement Account. An additional $40,000 was
recently donated to our Scholarship fund from a new donor.
RN – BS Dr. D. Goyal worked with Evergreen Valley Community College to
secure Song Brown funding to provide a seamless transition for ADN
students into the Advanced Placement program.
Faculty, alumni, or student
accomplishments See CCNE Report p. 44, Table 4 for summary of faculty scholarship
Unique student compositions,
backgrounds, or other
contributions
Baccalaureate Program
Males are an under-represented group in nursing and comprise 20%
of the BS nursing students. The national average is 8%.
DNPAs a post-master’s program, the DNP curriculum builds upon
the professional/educational standards of Master’s graduates. The
nursing courses and plans of study are consistent with the
professional competencies and program guidelines. To assure the
linkages across standards and confirm their operationalization in the
curricula, a series of “crosswalks” have been prepared and used to
guide curriculum development and ongoing review. The curricular
design of the program is based on the Essentials of Doctoral
Education for Advanced Nursing Practice (AACN, 2006) and
learning outcomes are mapped to the essentials. Program pedagogy is
geared to adult learners who come with a strong clinical focus and
expertise. Thus, active learning strategies are favored, with an
emphasis for students to search the literature and review practice to
become experts in translating knowledge with goals of improving
patient care outcomes. Students are not only users of research and
tools of informatics (e.g., computerized databases, electronic health
records), but are able to implement, document, and evaluate
evidence-based strategies in a variety of settings. DNP didactic and
practica experiences are designed to provide systematic opportunities
for feedback and reflection, as well as involvement with experts in
nursing and other disciplines/professions. In addition, the ELT realize
that leadership and collaboration between Fresno State and San Jose
State University contribute greatly to the success of this regional,
online program. The following two areas of improvement have been
identified by the ELT, Ongoing curriculum review and revision,
strengthening the process of project development, implementation
and evaluation.
Page 31 of 69
7. DEPARTMENT ACTION PLAN
Action Item Expected Outcome Tasks Responsibility Time Frame Final Outcome
Curriculum
Revision for
undergraduate
program
A quality 5
semester Nursing
program Fall 2019
(reduced from 6
semesters)
Redesign Sequencing of
curriculum
Create Competency based
curriculum
Conduct faculty
development sessions
Introduce new pedagogies
(VSim)
Streamline program
continuity and consistency
Submit new course syllabi
to University and
Accrediting Bodies
Full Faculty,
Curriculum Coor.
Director
Curriculum Coor.
2015-2019
Beginning
collaboration with
hospital partners
for undergraduate
program.
Extend nursing
program to off-site
locations with
hybrid /online
program.
increase
partnerships with
hospital agencies
Stanford
Monterey Peninsula CC
O’Connor
Stanford Task Force
Director/Asst.
Director
Adv. Placement
Coordinator
2018 - 2020
Continue to
develop
interdisciplinary
programs with
other depts. (i.e.,
social work,
psychology, etc.)
Conduct inter-
professional
simulations and
research activities
Adv Placement
Program:
One year hybrid
(heavily online)
Meet with Adv Placement
committee to redesign
Adv Placement
Coord.
2018-2019
Page 32 of 69
Conduct
curriculum
revision
program curriculum
Collaborate with accrediting
body to design core
competencies
Literature review and
program reviews
Create Roadmap
Provide training to faculty
for online teaching as
needed
Masters: Develop
strong sustainable
partnerships with
large medical
sites for FNP and
Nurse Educators
preceptorships
Create historical
placement sites
Graduate Coord.
Admin. Asst
2018-2020
Masters:
Expanding to
include an online
School Nurse
Credentialing/
Masters program
Implement online
School Nurse
program by 2021
Surveyed local schools
offering degree
Collaborate with College of
Education
Recruit SN credentialed
faculty
Initiate School Nurse
Practicum sites
Graduate Coord.,
graduate committee,
2018-2022
Masters: Review
of Nurse Educator
program for
curriculum
revision
Graduate Coord.,
graduate committee,
2018-2019
DNP: Increase the
visibility of the
TBA- New
Coordinator Fall
DNP Coord.
Page 33 of 69
program in the
greater Bay Area,
Central Valley, &
Northern CA.
2018
DNP: Increase
applicant pool for
admission to 30-
40 qualified
applicants for
each semester.
TBA- New
Coordinator Fall
2018
DNP Coord.
DNP: Encourage
and support
alumni to publish,
present, and lead
in California.
TBA- New
Coordinator Fall
2018
DNP advisors 2018-2022
DNP: Determine
future of program
with Chancellor’s
Office and Fresno
State.
TBA- New
Coordinator Fall
2018
SJSU President/
Chancellor
DNP: Consider
and evaluate BSN
to DNP program
TBA- New
Coordinator Fall
2018
Page 34 of 69
8. APPENDICES
A. Required Data Elements
Exhibit 1 Number of Course Sections
Number of Course Section - Data Exhibit 1
Prefix NURS - Nursing
Overall Total
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Fall
2015
Fall
2016
Fall
2017
Lower Division Course
Count
9 8 8 8 8 9 8 8 8 8 8 8 8 8 8
Section
Count
21 24 26 24 24 25 21 21 21 20 20 19 20 19 20
Upper Division Course
Count
23 20 22 21 21 21 21 20 20 18 18 19 20 19 19
Section
Count
93 86 96 88 90 87 94 85 95 77 61 70 61 63 64
Graduate
Division
Course
Count
8 8 6 6 7 6 5 2 4 3 2 3 1 4 1
Section
Count
16 16 11 7 10 11 7 3 6 3 2 4 1 4 2
Course Count Total 40 36 36 35 36 36 34 30 32 29 28 30 29 31 28
Section Count Total 130 126 133 119 124 123 122 109 122 100 83 93 82 86 86
Page 35 of 69
Lab Courses (LAB)
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Fall
2015
Fall
2016
Fall
2017
Lower Division
Course Count
1 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Section Count
10 17 16 17 17 17 14 13 13 13 13 12 13 12 13
Upper
Division
Course
Count
6 6 8 8 8 8 8 7 7 6 6 5 5 5 5
Section Count
41 46 56 52 56 56 55 53 57 45 40 37 32 35 36
Course Count Total 7 9 11 11 11 11 11 10 10 9 9 8 8 8 8
Section Count Total 51 63 72 69 73 73 69 66 70 58 53 49 45 47 49
Lecture Courses (LEC)
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Fall
2015
Fall
2016
Fall
2017
Lower
Division
Course
Count
8 5 5 5 5 6 5 5 5 5 5 5 5 5 5
Section
Count
11 7 10 7 7 8 7 8 8 7 7 7 7 7 7
Upper
Division
Course
Count
16 13 13 12 12 12 12 12 12 11 11 12 13 12 12
Section
Count
48 37 38 32 31 28 35 29 35 28 17 23 20 19 20
Course Count Total 24 18 18 17 17 18 17 17 17 16 16 17 18 17 17
Section Count Total 59 44 48 39 38 36 42 37 43 35 24 30 27 26 27
Seminar Courses (SEM)
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Fall 2016
Graduate
Division
Course
Count
6 5 5 5 6 5 4 1 2 2 1 2 3
Section
Count
11 9 9 5 8 9 5 1 4 2 1 2 3
Course Count Total 6 5 5 5 6 5 4 1 2 2 1 2 3
Section Count Total 11 9 9 5 8 9 5 1 4 2 1 2 3
Page 36 of 69
Supervision Courses (SUP)
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Fall
2015
Fall
2016
Fall
2017
Upper Division
Course Count
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Section Count
4 3 2 4 3 3 4 3 3 4 4 4 2 2 2
Graduate
Division
Course
Count
2 3 1 1 1 1 1 1 2 1 1 1 1 1 1
Section Count
5 7 2 2 2 2 2 2 2 1 1 2 1 1 2
Course Count Total 3 4 2 2 2 2 2 2 3 2 2 2 2 2 2
Section Count Total 9 10 4 6 5 5 6 5 5 5 5 6 3 3 4
Page 37 of 69
Exhibit 2 Average Headcount per Section
Average Headcount per Section - Data Exhibit 2
Prefix NURS - Nursing
Cross listed course redistributions are included in this report Overall Total
Average Section
Size
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Fall
2015
Fall
2016
Fall
2017
Lower Division 31.3 27.1 20.4 29.0 28.8 26.6 27.7 24.1 23.0 24.3 24.2 25.3 24.4 25.2 24.0
Upper Division 15.4 16.8 16.1 14.2 14.4 17.0 14.5 15.2 14.9 19.4 17.0 16.8 19.2 17.9 19.1
Graduate Division 6.1 7.6 9.5 13.1 6.8 5.8 10.3 9.0 9.7 14.3 9.5 12.5 2.0 11.2 6.0
All Level 16.8 17.6 16.4 17.1 16.6 17.9 16.5 16.7 16.0 20.2 18.5 18.4 20.2 19.2 20.0
Lab Courses (LAB)
Average
Section Size
Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
Lower Division 8.4 15.3 12.4 15.4 15.1 13.8 15.6 14.6 14.0 14.3 14.1 15.0 14.1 14.9 13.8
Upper Division 10.1 11.1 11.0 9.3 9.4 10.5 9.5 9.6 9.0 12.0 9.3 8.9 9.4 8.7 9.2
All Level 9.8 12.2 11.3 10.8 10.7 11.3 10.7 10.6 9.9 12.5 10.5 10.4 10.7 10.3 10.5
Lecture Courses (LEC)
Average Section
Size
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Fall 2015
Fall 2016
Fall 2017
Lower Division 52.2 55.7 33.2 62.0 62.0 53.8 52.0 39.5 37.6 42.9 43.1 42.9 43.7 42.7 42.9
Upper Division 20.3 24.5 23.4 22.9 23.8 30.6 22.6 26.1 25.2 32.9 37.2 32.5 37.4 38.3 40.0
All Level 26.3 29.5 25.5 29.9 30.8 35.7 27.5 29.0 27.5 34.9 38.9 34.9 39.0 39.5 40.7
Seminar Courses (SEM)
Average Section Size Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2016
Graduate Division 6.5 8.8 7.9 14.4 6.4 5.2 9.0 13.0 11.5 17.0 11.0 15.5 11.7
All Level 6.5 8.8 7.9 14.4 6.4 5.2 9.0 13.0 11.5 17.0 11.0 15.5 11.7
Page 38 of 69
Supervision Courses (SUP)
Average Section
Size
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Fall
2015
Fall
2016
Fall
2017
Upper Division 9.0 10.7 20.0 8.0 10.7 9.7 11.0 7.7 7.7 7.8 7.5 8.2 14.0 10.5 9.0
Graduate Division 5.2 6.1 16.5 10.0 8.5 8.5 13.5 7.0 6.0 9.0 8.0 9.5 2.0 10.0 6.0
All Level 6.9 7.5 18.2 8.7 9.8 9.2 11.8 7.4 7.0 8.0 7.6 8.7 10.0 10.3 7.5
Exhibit 3 Student to Faculty Ratio
Data Exhibit 3
Student to Faculty Ratio (SFR) Course Prefix: NURS
SFR Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
Lower Division 16.2 18.7 19.0 17.7 13.9 13.1 12.4 14.7 14.7 13.5 15.7 14.4
Upper Division 9.3 11.1 12.8 8.9 9.0 9.2 10.0 8.6 9.4 10.0 9.7 10.2
Graduate Division 12.2 5.7 5.7 10.0 5.6 9.8 9.9 5.4 9.3 4.0 9.9 /0
Total 11.1 12.2 13.5 10.4 10.0 10.0 10.5 9.9 10.5 10.9 10.9 11.2
Note: Student/Faculty Ratios (SFR) = Full-time Equivalent Students(FTES)/Full-time Equivalent Faculty (FTEF)
REDIST_FTES Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
Lower Division 110.4 109.2 104.7 92.1 92.9 84.6 85.5 84.9 84.0 85.7 83.5 84.0
Upper Division 201.6 224.4 238.6 215.5 207.2 215.6 246.6 179.1 197.3 197.5 205.7 209.0
Graduate Division 18.2 13.7 12.3 15.2 4.4 12.5 9.2 3.1 9.5 0.3 9.6 1.1
Total 330.2 347.3 355.6 322.7 304.5 312.7 341.4 267.1 290.8 283.5 298.9 294.1
FTEF Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
Lower Division 6.8 5.8 5.5 5.2 6.7 6.5 6.9 5.8 5.7 6.3 5.3 5.8
Upper Division 21.6 20.2 18.6 24.3 23.0 23.4 24.8 20.7 21.0 19.7 21.2 20.4
Graduate Division 1.5 2.4 2.2 1.5 0.8 1.3 0.9 0.6 1.0 0.1 1.0 0.0
Total 29.9 28.4 26.3 31.1 30.4 31.1 32.6 27.1 27.7 26.1 27.5 26.2
Page 39 of 69
Exhibit 4 Induced Course Load Matrix
Induced Course Load Matrix (ICLM) - # Seats Occupied
Spring 2018 All Courses Offered with Prefix: NURS
Student Major
Undup.HC
Nursing 461
Pre-Nursing 4
Undeclared 12
3
Total 480
Courses Offered Total
Lower Division Upper Division
497 1,215 1,712
10 10
12 12
8 3 11
505 1,240 1,745
Page 40 of 69
Exhibit 5 Applied, Admitted, Enrolled
Applied, Admitted & Enrolled by Age
Program: NURS - Nursing
TOT Fall 2014 Fall 2016 Fall 2017
Applied Indicator
Admitted Indicator
Enrolled Indicator
Applied Indicator
Admitted Indicator
Enrolled Indicator
Applied Indicator
Admitted Indicator
Enrolled Indicator
19 under 438 0 0 17 0 0 80 2 1
20-24 2 0 0 1 0 0 1 0 0
Total 440 0 0 18 0 0 81 2 1
Admit Rate ( Adm/App )
Enrollment Rate ( Enr/App )
Show Rate ( Enr/Adm )
TOT Fall 2014 Fall 2016 Fall 2017
Applied Indicator
admit Rate
enroll rate
show rate
Applied Indicator
admit Rate
enroll rate
show rate
Applied Indicator
admit Rate
enroll rate
show rate
19 under
438 17 80 2% 1% 50%
20-24 2 1 1
Total 440 18 81 2% 1% 50%
Page 41 of 69
Exhibit 6 Enrollment by Class Level with FTES
Enrollment by Class Level Full-Time Equivalent Students (FTES) - Rebenched (for Major Only)
Program: NURS - Nursing
TOT Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
Freshmen 1 1
Sophomores 2 3 3 8 5
Juniors 84 89 95 99 104
Seniors 341 333 333 297 310
2nd/Post Bac 14 27 33 32 34
Graduates 26 31 19 26 12
Total Headcount Enrollment 468 483 484 462 465
Estimated FTES Total** 322.78 336.02 331.83 333.32 334.70
TOT Spring 2014 Spring 2015 Spring 2016 Spring 2017 Spring 2018
Freshmen 2
Sophomores 2 5 2 8 6
Juniors 52 72 84 75 89
Seniors 346 348 309 320 329
2nd/Post Bac 17 22 29 34 42
Graduates 25 31 20 17 4
Total Headcount Enrollment 442 480 444 454 470
Estimated FTES Total** 315.98 338.22 323.83 335.15 346.35
Page 42 of 69
Exhibit 7 Enrollment by Major and Concentration
Full Time Equivalent Students by Major
Program: NURS - Nursing - CY 2017/18
Total Fall 2017 Spring 2018 CY
Avg UG Grad Total UG Grad Total
Nursing 279.87 2.17 282.03 286.80 1.08 287.88 284.96
Nursing with
RN
52.67 52.67 58.47 58.47 55.57
Total 332.53 2.17 334.70 345.27 1.08 346.35 340.53
Exhibit 8 Degrees Awarded
Degrees Awarded by Major & Concentration Broken down by None
Nursing
2012/13 2013/14 2014/15 2015/16 2016/17
Bachelor Master Total Bachelor Master Total Bachelor Master Total Bachelor Master Total Bachelor Master Total
Nursing F 150 6 156 103 7 110 99 2 101 101 6 107 89 17 106
M 32 32 30 1 31 20 20 23 1 24 29 2 31
Total 182 6 188 133 8 141 119 2 121 124 7 131 118 19 137
Nursing with RN F 1 1 1 1 48 48 44 44 32 32
M 1 1 2 2 10 10 9 9
Total 1 1 2 2 50 50 54 54 41 41
Total 183 6 189 135 8 143 169 2 171 178 7 185 159 19 178
Page 43 of 69
Exhibit 9 First Year Retention Rates N/A
First-Time Freshmen Undergraduate Transfers 1-Year Rate 6-Year Rate 1-Year Rate 3-Year Rate
Num Entering Major
Total 7 0.0%
College
100.0%
Univ
100.0%
Major
14.3%
College
42.9%
Univ
57.1%
1
2
Num Entering Major
Total 15 66.7%
College
86.7%
Univ
86.7%
Major
66.7%
College
80.0%
Univ
80.0%
Gender Num Entering Major
Female 4 0.0%
Male 3 0.0%
College
100.0%
100.0%
Univ
100.0%
100.0%
Major
0.0%
33.3%
College
50.0%
33.3%
Univ
75.0%
33.3%
Gender Num Entering Major
Female 13 69.2%
Male 2 50.0%
College
84.6%
100.0%
Univ
84.6%
100.0%
Major
69.2%
50.0%
College
76.9%
100.0%
Univ
76.9%
100.0%
Ethnicity Gender Enter Major
Asian Female 3 0.0%
Male 3 0.0%
Asian 6 0.0%
Hisp Female 1 0.0%
Hisp 1 0.0%
Total 7 0.0%
College
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Univ
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Major
0.0%
33.3%
16.7%
0.0%
0.0%
14.3%
College
66.7%
33.3%
50.0%
0.0%
0.0%
42.9%
Univ
66.7%
33.3%
50.0%
100.0%
100.0%
57.1%
Ethnicity Gender Enter Major
AmInd Female 2 50.0%
AmInd 2 50.0%
Black Male 1 100.0%
Black 1 100.0%
Asian Female 3 66.7%
Male 1 0.0%
Asian 4 50.0%
Hisp Female 2 50.0%
Hisp 2 50.0%
White Female 4 100.0%
White 4 100.0%
Foreign Female 1 0.0%
Foreign 1 0.0%
Other Female 1 100.0%
Other 1 100.0%
Total 15 66.7%
College
50.0%
50.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
0.0%
0.0%
100.0%
100.0%
86.7%
Univ
50.0%
50.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
0.0%
0.0%
100.0%
100.0%
86.7%
Major
50.0%
50.0%
100.0%
100.0%
100.0%
0.0%
75.0%
0.0%
0.0%
100.0%
100.0%
0.0%
0.0%
100.0%
100.0%
66.7%
College
50.0%
50.0%
100.0%
100.0%
100.0%
100.0%
100.0%
50.0%
50.0%
100.0%
100.0%
0.0%
0.0%
100.0%
100.0%
80.0%
Univ
50.0%
50.0%
100.0%
100.0%
100.0%
100.0%
100.0%
50.0%
50.0%
100.0%
100.0%
0.0%
0.0%
100.0%
100.0%
80.0%
Page 44 of 69
Exhibit 10 Graduation Rates
First-Time Freshmen Undergraduate Transfers 6-Year Rate 8-Year Rate 3-Year Rate 5-Year Rate
Num Entering
Graduated in the Same Major
Total 219 8.7%
Graduated in Any
Program in
the College
23.7%
Graduated in Any
Program at
SJSU
35.6%
Graduated in the Same
Major
13.2%
Graduated in Any
Program in
the College
31.5%
Graduated in Any
Program at
SJSU
46.6%
12
Num Entering
Graduated in the Same Major
Total 91 8.8%
Graduated in Any
Program in
the College
12.1%
Graduated in Any
Program at
SJSU
15.4%
Graduated in the Same
Major
35.2%
Graduated in Any
Program in
the College
39.6%
Graduated in Any
Program at
SJSU
48.4%
Gender Num Entering
Graduated in the Same Major
Female 189 9.0%
Male 30 6.7%
Graduated in Any
Program in
the College
24.3%
20.0%
Graduated in Any
Program at
SJSU
36.5%
30.0%
Graduated in the Same
Major
13.2%
13.3%
Graduated in Any
Program in
the College
31.2%
33.3%
Graduated in Any
Program at
SJSU
47.1%
43.3%
Gender Num Entering
Graduated in the Same Major
Female 77 9.1%
Male 14 7.1%
Graduated in Any
Program in
the College
13.0%
7.1%
Graduated in Any
Program at
SJSU
16.9%
7.1%
Graduated in the Same
Major
36.4%
28.6%
Graduated in Any
Program in
the College
41.6%
28.6%
Graduated in Any
Program at
SJSU
51.9%
28.6%
Ethnicit
y
Gend
er
Ente
r
Graduat
ed in the Same
Major
Black Femal
e
13 7.7%
Male 2 0.0%
Black 15 6.7%
Asian Femal
e
107 10.3%
Male 26 7.7%
Asian 133 9.8%
PacIsl Femal
e
3 0.0%
Graduate
d in Any Program
in the
College
38.5%
0.0%
33.3%
24.3%
23.1%
24.1%
0.0%
0.0%
18.2%
Graduate
d in Any Program
at SJSU
61.5%
0.0%
53.3%
34.6%
34.6%
34.6%
0.0%
0.0%
22.7%
Graduate
d in the Same
Major
7.7%
0.0%
6.7%
17.8%
15.4%
17.3%
0.0%
0.0%
4.5%
Graduate
d in Any Program
in the
College
38.5%
0.0%
33.3%
34.6%
38.5%
35.3%
0.0%
0.0%
27.3%
Graduate
d in Any Program
at SJSU
61.5%
0.0%
53.3%
46.7%
50.0%
47.4%
0.0%
0.0%
40.9%
Ethnicit
y
Gend
er
Ente
r
Graduat
ed in the Same
Major
Black Femal
e
2 0.0%
Black 2 0.0%
Asian Femal
e
35 8.6%
Male 12 8.3%
Asian 47 8.5%
PacIsl Femal
e
3 0.0%
PacIsl 3 0.0%
Graduate
d in Any Program
in the
College
0.0%
0.0%
11.4%
8.3%
10.6%
33.3%
33.3%
11.1%
11.1%
Graduate
d in Any Program
at SJSU
50.0%
50.0%
14.3%
8.3%
12.8%
33.3%
33.3%
11.1%
11.1%
Graduate
d in the Same
Major
0.0%
0.0%
37.1%
25.0%
34.0%
0.0%
0.0%
44.4%
44.4%
Graduate
d in Any Program
in the
College
0.0%
0.0%
40.0%
25.0%
36.2%
33.3%
33.3%
44.4%
44.4%
Graduate
d in Any Program
at SJSU
50.0%
50.0%
48.6%
25.0%
42.6%
33.3%
33.3%
55.6%
55.6%
Page 45 of 69
PacIsl 3 0.0%
Hisp Femal
e
22 4.5%
Male 2 0.0%
Hisp 24 4.2%
White Femal
e
32 9.4%
White 32 9.4%
Foreign Female
4 0.0%
Foreign 4 0.0%
Other Femal
e
8 12.5%
Other 8 12.5%
Total 219 8.7%
0.0%
16.7%
21.9%
21.9%
25.0%
25.0%
37.5%
37.5%
23.7%
0.0%
20.8%
43.8%
43.8%
25.0%
25.0%
50.0%
50.0%
35.6%
0.0%
4.2%
9.4%
9.4%
0.0%
0.0%
12.5%
12.5%
13.2%
0.0%
25.0%
21.9%
21.9%
25.0%
25.0%
37.5%
37.5%
31.5%
0.0%
37.5%
46.9%
46.9%
50.0%
50.0%
62.5%
62.5%
46.6%
Hisp Femal
e
9 11.1%
Hisp 9 11.1%
White Femal
e
15 13.3%
Male 1 0.0%
White 16 12.5%
Foreign Femal
e
1 0.0%
Foreign 1 0.0%
Other Femal
e
12 8.3%
Male 1 0.0%
Other 13 7.7%
Total 91 8.8%
13.3%
0.0%
12.5%
0.0%
0.0%
16.7%
0.0%
15.4%
12.1%
20.0%
0.0%
18.8%
0.0%
0.0%
16.7%
0.0%
15.4%
15.4%
40.0%
100.0%
43.8%
0.0%
0.0%
41.7%
0.0%
38.5%
35.2%
46.7%
100.0%
50.0%
0.0%
0.0%
50.0%
0.0%
46.2%
39.6%
53.3%
100.0%
56.2%
0.0%
0.0%
66.7%
0.0%
61.5%
48.4%
Also calculate T/TT instructional faculty percentage. From www.iea.sjsu.edu/Faculty/default.cfm#Dept, select your department. Under
“Instructional Faculty – FTEF”, select “by Tenure Status”. Add together “Tenured” and “Probationary” numbers, and divide sum by
“Total”. >
Instructional Headcount by Tenure Status
Department of Nursing
Headcount 2013/14 2014/15 2015/16 2016/17 2017/18
Fall
2013
Spring
2014 Avg Fall
2014
Spring
2015 Avg Fall
2015
Spring
2016 Avg Fall
2016
Spring
2017 Avg Fall
2017
Spring
2018 Avg
Tenured 11 10 10 13 12 12 11 11 11 13 10 12 10 8 9
Probationary 6 5 6 2 3 2 4 4 4 8 7 8 6 5 6
Temporary 30 29 30 34 34 34 37 39 38 39 39 39 39 43 41
Total 47 44 46 49 49 49 52 54 53 60 56 58 55 56 56
Page 46 of 69
Appendix B
Accreditation Report Links
BRN Self Study 2017
CCNE Report
WASC - Baccalaureate
WASC - Masters
WASC - DNP
Page 47 of 69
Appendix C Examples of PLO’s
Baccalaureate
The baccalaureate program prepares the graduate to be a competent professional nurse who
demonstrates the ability to:
1. Conduct comprehensive and focused biopsychosocial and environmental assessments of
health and illness parameters in clients, using culturally appropriate approaches.
2. Plan, implement, and evaluate client-centered care that demonstrates the safe application of
the pathophysiological, medical, and nursing management of common acute and chronic
illnesses, and health promotion.
3. Use the nursing process to provide appropriate evidence-based nursing care to manage the
client’s experience and promote health.
4. Deliver client-centered education that integrates the application of developmental stages
across the lifespan, cultural background, educational level, and health literacy considerations.
5. Act as a client advocate to develop strategies for addressing adherence/compliance issues in
client-centered care.
6. Demonstrates accountability for safe administration and evaluation of pharmacologic agents
and complementary modalities used in health promotion as well as acute and chronic illnesses.
7. Use relevant technology to provide nursing care that contributes to safe and high quality client
outcomes.
8. Communicate effectively with clients and members of the interprofessional healthcare team to
improve client outcomes.
9. Demonstrate beginning levels of clinical judgment, systems thinking, and accountability for
client outcomes when delegating to and supervising other members of the healthcare team.
10. Assumes responsibility for and evaluates own professional nursing practice according to the
ethical standards of the ANA Code for Nurses, standards of nursing practice, and legal mandates.
11. Coordinate and manage healthcare for a group of individuals across the lifespan in order to
maximize health, independence, and quality of life.
Page 48 of 69
12. Analyze the influence of health care policy, finance, and regulatory environments on nursing
practice in the global community.
Masters
The Valley Foundation School of Nursing Master’s Program Outcomes: Incorporating systems theory concepts, ANA Social Policy Statement (2015), relevant ANA Standards of Care, AACN Essentials for Master’s Education for Advanced Practice Nurses (2011), National Organization of Nurse Practitioner Faculties (NONPF), and the California Board of Nursing requirements, the master’s nursing graduate will: PLO1 Apply critical thinking and ethical decision making, including the use of nursing and research processes
PLO1 Apply critical thinking and ethical decision making, including the use of nursing and research processes PLO2 Provide theory and research-based culturally competent, safe therapeutic nursing interventions for clients in advanced nursing practice PLO 3 Employ advanced interpersonal skills in professional relationships with clients, families/caregivers, and multidisciplinary health care team members PLO 4 Support health promotion and disease prevention activities in developing and monitoring holistic plans of care for well and at-risk clients, considering access, quality and cost PLO 5 Demonstrate the collaborative and leadership skills required in advanced nursing practice within a multidisciplinary and multicultural community healthcare context PLO 6 Plan, implement, and evaluate advanced nursing practice that promotes and preserves health and healthy lifestyles of individual clients and aggregates PLO 7 Plan, implement, and evaluate advanced therapeutic nursing practice in a rapidly changing multicultural healthcare environment PLO 8 Implement care management, including but not limited to case management, resource management, advocacy, and outcome evaluation PLO 9 Employ information technology in advanced nursing practice to evaluate and improve healthcare delivery and outcomes PLO 10 Actualize the advanced nursing practice role by incorporating professional standards, ethical guidelines, legal mandates, and professional activities
DNP
PLO 1 ~ Scientific Underpinnings for Practice
Page 49 of 69
1.1 Integrate nursing science with knowledge from ethics, the biophysical, psychosocial,
analytical, and organizational sciences as the basis for the highest level of nursing practice.
1.2 Use science-based theories and concepts to:
Determine the nature and significance of health and health care delivery phenomena. Describe the actions and advanced strategies to enhance, alleviate. Ameliorate health and health care delivery phenomena as appropriate. Evaluate outcomes.
1.3 Develop and evaluate new practice approaches based on nursing theories and theories from
other disciplines
PLO 2 ~ Organizational and Systems Leadership for Quality Improvement & Systems Thinking
2.1. Develop and evaluate care delivery approaches that meet current and future needs of
patient populations based on scientific findings in nursing and other clinical sciences, as well as
organizational, political, and economic sciences.
2.2. Ensure accountability for quality of health care and patient safety for populations with
whom they work.
Use advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care.
Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of care delivery.
Develop and/or monitor budgets for practice initiatives. Analyze the cost-effectiveness of practice initiatives accounting for risk and
improvement of health care outcomes. Demonstrate sensitivity to diverse organizational cultures and populations, including
patients and providers. 2.3. Develop and/or evaluate effective strategies for managing the ethical dilemmas inherent
in patient care, the health care organization, and research.
PLO 3 ~ Clinical Scholarship and Analytical Methods for Evidence-based Practice 13
3.1. Use analytic methods to critically appraise existing literature and other evidence to
determine and implement the best evidence for practice.
3.2. Design and implement processes to evaluate outcomes of practice, practice patterns, and
systems of care within a practice setting, health care organization, or community against
national benchmarks to determine variances in practice outcomes and population trends
3.3. Design, direct, and evaluate quality improvement methodologies to promote safe, timely,
effective, efficient, equitable, and patient-centered care.
Page 50 of 69
3.4. Apply relevant findings to develop practice guidelines and improve practice and the
practice environment
3.5 Use information technology and research methods appropriately to:
Collect appropriate and accurate data to generate evidence for nursing practice. Inform and guide the design of databases that generate meaningful evidence for
nursing practice. Analyze data from practice. Design evidence-based interventions. Predict and analyze outcomes. Examine patterns of behavior and outcomes. Identify gaps in evidence for practice.
3.6. Function as a practice specialist/consultant in collaborative knowledge-generating
research.
3.7. Disseminate findings from evidence-based practice and research to improve healthcare
outcomes
PLO 4 ~ Information Systems/Technology and Patient Care Technology for the Improvement &
Transformation of Healthcare
4.1. Use analytic methods to critically appraise existing literature and other evidence to
determine and implement the best evidence for practice.
4.2. Analyze and communicate critical elements necessary to the selection, use and evaluation
of health care information systems and patient care technology.
4.3. Demonstrate the conceptual ability and technical skills to develop and execute an
evaluation plan involving data extraction from practice information systems and databases.
4.4. Provide leadership in the evaluation and resolution of ethical and legal issues within
healthcare systems relating to the use of information, information technology, communication
networks, and patient care technology.
4.5. Evaluate consumer health information sources for accuracy, timeliness, and
appropriateness.
PLO 5~ Health Care Policy for Advocacy in Healthcare
5.1. Critically analyze health policy proposals, health policies, and related issues from the
perspective of consumers, nursing, other health professions, and other stakeholders in policy
and public forums.
Page 51 of 69
5.2. Demonstrate leadership in the development and implementation of institutional, local,
state, federal, and/or international health policy.
5.3. Influence policy makers through active participation on committees, boards, or task
forces at the institutional, local, state, regional, national, and/or international levels to improve
health care delivery and outcomes.
5.4. Educate others, including policy makers at all levels, regarding nursing, health policy, and
patient care outcomes.
5.5. Advocate for the nursing profession within the policy and healthcare communities.
5.6. Develop, evaluate, and provide leadership for health care policy that shapes health care
financing, regulation, and delivery.
5.7. Advocate for social justice, equity, and ethical policies within all healthcare arenas.
PLO 6 Interprofessional Collaboration for Improving Patient & Population Health Outcomes
6.1. Employ effective communication and collaborative skills in the development and
implementation of practice models, peer review, practice guidelines, health policy, standards of
care, and/or other scholarly products.
6.2. Lead interprofessional teams in the analysis of complex practice and organizational issues.
6.3. Employ consultative and leadership skills with intraprofessional and interprofessional
teams to create change in health care and complex healthcare delivery systems
PLO 7 ~ Clinical Prevention and Population Health for Improving the Nation’s Health
7.1. Analyze epidemiological, biostatistical, environmental, and other appropriate scientific
data related to individual, aggregate, and population health.
7.2. Synthesize concepts, including psychosocial dimensions and cultural diversity, related to
clinical prevention and population health in developing, implementing, and evaluating
interventions to address health promotion/disease prevention efforts, improve health
status/access patterns, and/or address gaps in care of individuals, aggregates, or populations
7.3. Evaluate care delivery models and/or strategies using concepts related to community,
environmental and occupational health, and cultural and socioeconomic dimensions of health.
PLO 8 ~ Advanced Nursing Practice
8.1. Conduct a comprehensive and systematic assessment of health and illness parameters in
complex situations, incorporating diverse and culturally sensitive approaches.
Page 52 of 69
8.2. Design, implement, and evaluate therapeutic interventions based on nursing science and
other sciences.
8.3. Develop and sustain therapeutic relationships and partnerships with patients (individual,
family or group) and other professionals to facilitate optimal care and patient outcomes.
8.4. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in
designing, delivering, and evaluating evidence-based care to improve patient outcomes.
8.5. Guide, mentor, and support other nurses to achieve excellence in nursing practice.
8.6. Educate and guide individuals and groups through complex health and situational
transitions.
8.7. Use conceptual and analytical skills in evaluating the links practice, organizational,
population, fiscal, & policy issues.
Appendix D Curriculum flow charts & Mappings
Nursing PLO’s Linked to Undergraduate Learning Goals (2013 – Reviewed Annually)
UNIVERSITY LEARNING GOALS Specialized Knowledge
Broad Integrative Knowledge
Intellectual Skills
Applied Knowledge
Social and Global Responsibilities
PROGRAM LEARNING OUTCOMES
1. Conduct comprehensive and focused bio-psychosocial and environmental assessments of health and illness parameters in clients, using culturally appropriate approaches.
X
X
X
X
X
2. Plan, implement, and evaluate client-centered care that demonstrates the safe application of the pathophysiological, medical, and nursing management of common acute and chronic illnesses, and health promotion.
X
X
X
X
X
3. Use the nursing process to provide appropriate evidence-based nursing care to manage the client’s experience and promote health.
X
X
X
X
X
4. Deliver client-centered education that impacts the health literacy of individuals, groups, and communities.
X
X
X
X
X
5. Act as a client advocate to develop strategies for managing client-centered care and addressing client’s rights.
X
X
X
X
X
Page 53 of 69
6. Demonstrates accountability for safe administration and evaluation of pharmacologic agents and complementary modalities used in health promotion as well as acute and chronic illnesses.
X
X
X
X
X
7. Use relevant technology to provide nursing care that contributes to safe and high quality client outcomes.
X X X X X
8. Communicate effectively with clients and members of the inter-professional healthcare team to improve client outcomes.
X X X X X
9. Demonstrate beginning levels of clinical judgment, systems thinking, and accountability for client outcomes when delegating to and supervising other members of the healthcare team.
X X X X X
10. Assumes responsibility for and evaluates own professional nursing practice according to the ethical standards of the ANA Code for Nurses, standards of nursing practice, and legal mandates.
X
X
X
X
X
11. Coordinate and manage healthcare for a group of individuals across the lifespan in order to maximize health, independence, and quality of life.
X X X X X
12. Analyze the influence of health care policy, finance, and regulatory environments on nursing practice in the global community.
X X X X X
Last Reviewed: 5/24/2016
Page 54 of 69
MS: Map of PLOs to University Learning Goals (ULGs)
ULG 1 – Specialized Knowledge PLO- 1-10
ULG 2 – Broad Integrative Knowledge 1-10
ULG 3 – Intellectual Skills 1-10
ULG 4 – Applied Knowledge 1-10
ULG 5 – Social and Global Responsibilities 1-10
DNP: PLOs Mapped to ULGs
ULG 1 – Specialized Knowledge PLO: 1-8
ULG 2 (A and B) – Broad Integrative Knowledge PLO: 1; 2
ULG 3 – Intellectual Skills PLO: 3,4,5,7,8
ULG 4 – Applied Knowledge PLO: 2-8
ULG 5 – Social and Global Responsibilities PLO: 5-8
Page 55 of 69
Appendix E Assessment Rubrics
Baccalaureate students are evaluated with multiple rubrics depending on pathway of capstone project
or practicum. This is the rubric used for the project pathway in addition to the PLO’s.
The Valley Foundation School of Nursing
NURS 148A -- EVALUATION BY CLINICAL PRECEPTOR/CLINICAL FACULTY
(Non-Acute Care Experience)
Name of Student _______________________________ Instructor ____________
Preceptor ___________________Agency/Hospital____________ Unit____________
Project Title____________________________________________________________
DIRECTIONS: Please rate this student’s performance for the following behaviors using the
rating scale. Circle O the number in the column to the right of each statement for the Midterm
evaluation and use a Square □ for the Final evaluation. Additional written comments are
welcome and may be written on the back of the last page or attached separately.
3 Student meeting course objectives, with minimal assistance.
2 Student sometimes meets course objectives, but needs significant
assistance or supervision.
1 Student is not meeting course objectives or is not doing so consistently.
0 Unsatisfactory performance
NO Not observed or situation did not present itself
Project Scoring System
(3= Satisfactory; 2 = Developing; 1= Needs Improvement;
0= Unsatisfactory NO= Not Observed)
SAFETY
1 Practices safely at all times 3 2 1 0 NO
2 Identifies and implements strategies to prevent and analyze
errors, increase safety, reduce risk, and support quality
patient/client and family care in project area.
3 2 1 0 NO
Page 56 of 69
Client-Centered Care
3 Demonstrates respect and sensitivity for patient/ client and family
preferences, values, and needs in the provision of care.
3 2 1 0 N.O.
4 Synthesizes data in regard to project and communicates these to
preceptor/faculty and project stakeholders.
3 2 1 0 NO
5 Evaluates patient or clients culturally needs and provides patient
centered care with regard to project as applicable
3 2 1 0 NO
6 Relates knowledge of pathophysiology, differentiates normal from
abnormal findings (as applicable for project topic.)
3 2 1 0 NO
7 Includes psychosocial needs, educational level, and spirituals
preferences into plan of care or project goals as appropriate for
project.
3 2 1 0 NO
8 Sets appropriate priorities. 3 2 1 0 NO
Evidence-based Practice
9 Incorporates scientific principles, theoretical, and developmental
knowledge in the performance of safe and effective care via this
project and integrates previous learning into project deliverable.
3 1 0 NO
10 Uses sound theory and evidence from the research to improve
practice and patient /client outcomes
3 1 0 NO
11 Aware of and shares concerns with faculty, regarding legal, ethical,
and policy issues in the delivery of optimal health care.
3 1 0 NO
12 Researches topic thoroughly and evaluates and implements
recommendations from faculty member for other related areas of
research or practice.
Informatics
13 Utilizes technology to access, assess and communicate
information to faculty and project stakeholders.
3 2 1 0 NO
Page 57 of 69
14 Applies technology and information management tools to
support safe processes of care as related to project.
3 2 1 0 NO
TEAMWORK AND COLLABORATION
15 Works cooperatively as a member of a project team,
collaborating with faculty and stakeholders.
3 2 1 0 NO
16 Participates in clinical conferences as scheduled and notifies
faculty and stakeholders of absences when presence is
expected.
3 2 1 0 NO
QUALITY IMPROVEMENT
17 Discusses recommendations for changes in practice- based on a
synthesis of evidence-based practices and standards of care.
3 2 1 0 NO
18 Shares with faculty and stakeholders how the safety, quality and
cost effectiveness of health care can be improved with specific
regard to this project.
3 2 1 0 NO
19
Determines ‘deliverables’ initially and produced agreed upon
deliverables according to time line, with instructor approval.
Please attach written Deliverables to this form.
COMMUNICATION
20 Communicates with faculty and stakeholders appropriately
and effectively
3 2 1 0 NO
21 Demonstrates respectful, professional, culturally
appropriate, and non-judgmental communications. (verbal,
written, electronic, etc).
3 2 1 0 NO
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LEADERSHIP/ADVOCACY
22 Researches and implements sound decision making for quality
improvement, safety, and standards of practice as relates to
project.
3 2 1 0 NO
23 Takes initiative when situation calls for action (and keeps
faculty and stakeholder informed).
3 2 1 0 NO
24 Recognizes own limits and scope of practice; seeks assistance
when appropriate.
3 2 1 0 NO
25 Recognizes factors that place patient/clients at risk for unsafe
conditions, via project (as appropriate).
3 2 1 0 NO
26 Recognizes when becoming overwhelmed with project and
consults with faculty/stakeholder.
3 2 1 0 NO
27
Accepts responsibility for own actions and attitudes.
3 2 1 0 NO
28
Demonstrates personal and professional ethics, honesty and
integrity
3 2 1 0 NO
29 Demonstrates professional appearance and a professional
presentation in clinical conference and when interacting with
various stakeholders.
3 2 1 0 NO
30 Accepts constructive criticism and takes appropriate action,
based on faculty/stakeholder input.
3 2 1 0 NO
31 Follows agency/SJSU rules, policies, & procedural guidelines. 3 2 1 0 NO
32 Seeks new experiences and takes initiative. 3 2 1 0 NO
TIME MANAGEMENT/PRIORITIZATION
33 Completes work in a timely fashion and meets mutually accepted
deadlines (faculty/stakeholder/student).
3 2 1 0 NO
34 Demonstrates the ability to use good judgment in all decision
making and provides sound rationale/s for actions.
3 2 1 0 NO
Page 59 of 69
STUDENT NAME__________________________________
Midterm Evaluation Final Evaluation
Date of in-person meetings with
faculty/preceptor/student
Number of shifts worked with student
Student’s Name:__________________________ Preceptor’s Name_______________________________
Student’s Signature:________________________ Preceptor’s Signature____________________________
PRECEPTOR'S MIDTERM COMMENTS: DATE:_________________ PLEASE DISCUSS PT. LOAD, STRENGTHS, AREAS FOR IMPROVEMENTS & ADDRESS ANY SCORES OF 0 (ZERO) OR 1’S
PRECEPTOR’S FINAL COMMENTS: DATE:__________________
PLEASE FEEL FREE TO DISCUSS PT. LOAD, STRENGTHS, AREAS FOR IMPROVEMENTS & ADDRESS ANY SCORES OF 0 (ZERO) OR 1’S
Preceptorship
The Valley Foundation School of Nursing at San Jose State University
NURS 148A- SEMESTER 6 CLINICAL EVALUATION TOOL
COURSE: N148A: Final Nursing Practicum and Preceptorship Semester: Fall
Spring Summer YR__________
Student Name: _____________________________ Student ID# _________________
Midterm Evaluation Date: _______________________ Clinical Faculty: ______________
Final Evaluation Date: ____________________________ Clinical Site and Unit : ____
Clinical Conferences completed:__________________ Preceptor Name: ________________
Page 60 of 69
Instructions: Please evaluate the student’s performance, using the following rating scale S = Satisfactory D= Developing NI = Needs Improvement U=
Unsatisfactory
RATING SCALE
Satisfactory
Almost Never Requires (<10% of the
time)
Direction
Guidance
Monitoring
Support
Almost Always Exhibits (>90% of the
time)
A focus on the client or system
Accuracy, safety & skillfulness
Assertiveness and initiative
Efficiency and organization
An eagerness to learn
Developing
Occasionally requires (25% of the time)
Direction
Guidance
Monitoring
Support
Very often exhibits (75% of the time)
A focus on the client or system
Accuracy, safety & skillfulness
Assertiveness and initiative
Efficiency and organization
An eagerness to learn
Needs Improvement
Often requires (50% of the time)
Direction
Often Exhibits (50% of the time)
A focus on the client or system
QSEN Competencies
1. Patient-centered Care Recognize the patient or designee as the source of control and full partner in
providing compassionate and coordinated care based on respect for patient's
preferences, values, and needs.
2. Teamwork and Collaboration Function effectively within nursing and inter-professional teams, fostering
open communication, mutual respect, and shared decision-making to achieve
quality patient care.
3. Evidence Based Practice Integrate best current evidence with clinical expertise and patient/family
preferences and values for delivery of optimal health care.
4. Quality Improvement (QI) Use data to monitor the outcomes of care processes and use improvement
methods to design and test changes to continuously improve the
quality and safety of health care systems.
5. Safety Minimizes risk of harm to patients and providers through both system
effectiveness and individual performance.
6. Informatics Use information and technology to communicate, manage knowledge,
mitigate error, and support decision making.
Page 61 of 69
Guidance
Monitoring
Support
Accuracy, safety & skillfulness
Assertiveness and initiative
Efficiency and organization
An eagerness to learn
Unsatisfactory
Very often requires (75% of the time)
Direction
Guidance
Monitoring
Support
Occasionally Exhibits (25% of the time)
A focus on the client or system
Accuracy, safety & skillfulness
Assertiveness and initiative
Efficiency and organization
An eagerness to learn
***Criteria marked with ** indicate knowledge, skills, or attitudes expected to be satisfactorily
demonstrated at all times.
Note: In N148A all criteria must be MET at the level of ‘’Developing or ‘Satisfactory’ by the
end of the N148A clinical experience. Any student performing at the levels of ‘Needs
Improvement’ or ‘Unsatisfactory’ at the end of the assigned clinical hours will NOT PASS the
N148A course and will receive a grade of “No Credit” for the course.
Program Outcome #1
Conducts comprehensive and
focused bio-psychosocial and
environmental assessments of
health and illness parameters in
clients, using culturally
appropriate approaches. (QSEN
1)
MIDTERM FINAL
COMMENTS
1. Demonstrates respect and
sensitivity for patient and family
preferences, values, and needs in
the provision of care.
S/ D/ NI/ U
S/ D/ NI/ U
2. Implements a comprehensive
plan of holistic care in
collaboration with the patient
and family based on their
preferences, values, and needs.
S/ D/ NI/ U
S/ D/ NI/ U
3. Incorporates analysis of data,
priority nursing assessments, and
diagnoses, and expected outcome
criteria.
S/ D/ NI/ U
S/ D/ NI/ U
4. Evaluates patient centered,
culturally sensitive care
provided to individuals,
families, and communities with
chronic or acute illnesses with
complex health systems.
S/ D/ NI/ U
S/ D/ NI/ U
Page 62 of 69
5. Relates knowledge of
pathophysiology and patient’s
conditions differentiating
normal from abnormal findings
and follows up with appropriate
intervention on abnormal
findings.
S/ D/ NI/ U
S/ D/ NI/ U
6. Recognizes the boundaries of
therapeutic relationships. S/ D/ NI/ U
S/ D/ NI/ U
Program Outcome #2:
Plans, implements, and evaluates
client-centered care that
demonstrates the safe application
of the pathophysiological,
medical, and nursing
management of common acute
and chronic illnesses, and health
promotion. [Essent. 2](QSEN
1,4,5)
MIDTERM FINAL
COMMENTS
1. Demonstrates proficiency in
performing comprehensive
assessments of the health
status of diverse patients and
families.
S/ D/ NI/ U
S/ D/ NI/ U
2. Incorporates scientific
principles, theoretical, and
developmental knowledge in
the performance of safe and
effective care and performance
of skills, integrating previous
learning into performance.
S/ D/ NI/ U
S/ D/ NI/ U
3. Demonstrates knowledge and
skill in the administration of
medications using standardized
practice guidelines.
S/ D/ NI/ U
S/ D/ NI/ U
4. Identifies and implements
strategies to prevent and
analyze errors, increase safety,
reduce risk, and support
quality patient and family care.
S/ D/ NI/ U
S/ D/ NI/ U
Page 63 of 69
Program Outcome #3
Uses the nursing process to
provide appropriate evidence-
based nursing care to manage
the client’s/clients’ experience
and promote health (QSEN 3).
MIDTERM FINAL COMMENTS
1. Uses sound theory and
evidence from the research to
improve practice and patient
outcomes.
S/ D/ NI/ U
S/ D/ NI/ U
2. Evaluates research and
determines the merits of its
use when applied to practice
(see research activity).
S/ D/ NI/ U
S/ D/ NI/ U
3. Integrates legal, ethical, and
policy issues in the delivery
of optimal health care.
S/ D/ NI/ U
S/ D/ NI/ U
Program Outcome #4
Delivers client centered
education that impacts the
health literacy of individuals,
groups, and communities
(QSEN 1, 4, 5)
MIDTERM FINAL
COMMENTS
1. Examines common barriers to
active involvement of
patients and provides access
to resources.
S/ D/ NI/ U
S/ D/ NI/ U
2. Describes strategies to
empower patients or families
in all aspects of the health
care process.
S/ D/ NI/ U
S/ D/ NI/ U
3. Examines how the safety,
quality and cost effectiveness
of health care can be
improved through the active
involvement of patients and
families.
S/ D/ NI/ U
S/ D/ NI/ U
Page 64 of 69
Program Outcome #5
Acts as a client advocate to
develop strategies for managing
client-centered care and
addressing client’s rights.
(QSEN 1)
MIDTERM FINAL COMMENTS
1. Advocates for quality care for
clients.
S/ D/ NI/ U
S/ D/ NI/ U
2. Takes initiative when
situation calls for action.
S/ D/ NI/ U
S/ D/ NI/ U
3. Recognizes factors that place
clients at risk for abuse
and/or neglect, and/or unsafe
conditions.
S/ D/ NI/ U S/ D/ NI/ U
Program Outcome #6
Demonstrates accountability for
safe administration and
evaluation of pharmacologic
agents and complementary
modalities used in health
promotion as well as acute and
chronic illnesses. (QSEN 5)
MIDTERM FINAL COMMENTS
1. Safe with IVs, medications,
and adjuvant therapies. S/ D/ NI/ U
S/ D/ NI/ U
2. Includes medication teaching
to client and /or family as
appropriate for setting.
S/ D/ NI/ U
S/ D/ NI/ U
3. Calculates correct dosages
100% of the time. S/ D/ NI/ U
S/ D/ NI/ U
Program Outcome #7
Uses relevant technology to
provide nursing care that
contributes to safe and high
quality client outcomes. (QSEN
#6)
MIDTERM FINAL COMMENTS
1. Utilizes technology to
document and communicate
patient assessment, plan of
care, referrals, and
interventions performed.
S/ D/ NI/ U
S/ D/ NI/ U
Page 65 of 69
2. Applies technology and
information management tools
to support safe processes of
care.
S/ D/ NI/ U
S/ D/ NI/ U
Program Outcome #8
Communicates effectively with
clients and members of the
inter-professional health care
team to improve client
outcomes. (QSEN #2)
MIDTERM FINAL COMMENTS
1. Analyzes effective teamwork
and collaborative strategies to
address concerns of diverse
populations, identifying
system barriers and
facilitators.
S/ D/ NI/ U
S/ D/ NI/ U
2. Communicates effectively
with nursing and
interdisciplinary team
members to meet patient and
family needs, adapting own
style to meet needs of patients,
teams and situation.
S/ D/ NI/ U
S/ D/ NI/ U
3. Follows communication and
documentation practices that
minimize risk associated with
handoffs among providers and
across transitions in care,
utilizing SBAR or agency’s
guidelines.
S/ D/ NI/ U
S/ D/ NI/ U
Program Outcome # 9
Demonstrates beginning levels of
clinical judgment, systems
thinking, and accountability for
client outcomes when delegating
to and supervising other
members of the health care team.
(QSEN #4)
MIDTERM FINAL COMMENTS
1. Coordinates and delegates the
delivery of care for multiple
patients as appropriate for
setting.
S/ D/ NI/ U
S/ D/ NI/ U
Page 66 of 69
Program Outcome #10
Assumes responsibility for and
evaluates own professional
nursing practice according to the
ethical standards of the ANA
Code for Nurses, standards of
nursing practice, and legal
mandates. (QSEN #3, 4)
MIDTERM FINAL COMMENTS
1. Accepts responsibility for own
actions and attitudes. S/ D/ NI/ U
S/ D/ NI/ U
2. Demonstrates a respectful
sensitive, and non-judgmental
manner when communicating
with others. [“Others” are
defined as: peers, faculty,
clients, staff, families,
community, and staff].
S/ D/ NI/ U
S/ D/ NI/ U
3. Demonstrates personal and
professional ethics, honesty
and integrity.
S/ D/ NI/ U
S/ D/ NI/ U
4. Provides prior notification to
appropriate faculty, and
follow-up when he/she is
unable to meet commitments,
or requirements.
S/ D/ NI/ U
S/ D/ NI/ U
5. Participates in clinical
activities as scheduled,
arriving on time and prepared
for the daily assignments.
S/ D/ NI/ U
S/ D/ NI/ U
6. Demonstrates professional
appearance and professional
presentation in clinical
settings, and SJSU sponsored
activities.
S/ D/ NI/ U
S/ D/ NI/ U
7. Demonstrates the ability to use
good judgment in all decision
making and provides sound
rationale for actions.
S/ D/ NI/ U
S/ D/ NI/ U
8. Respects others during clinical
activities (i.e., no talking while
others are talking, cell phones
are silenced and no
inappropriate use of
computers).
S/ D/ NI/ U
S/ D/ NI/ U
Page 67 of 69
9. Communicates with others
with respect, sensitivity, and
politeness in all forms (verbal,
nonverbal, written, and
electronic; includes listening
and caring behaviors).
S/ D/ NI/ U
S/ D/ NI/ U
10. Maintains confidentiality of all
client information in
conversation, electronic and
written means.
S/ D/ NI/ U
S/ D/ NI/ U
Program Outcome #11
Coordinates and manages health
care for a group of individuals
across the lifespan in order to
maximize health, independence,
and quality of life. (QSEN #1, 3,
5)
MIDTERM FINAL COMMENTS
1. Identifies and questions
inconsistencies in practice at the
unit, department, and/or agency
levels.
S/ D/ NI/ U
S/ D/ NI/ U
2. Provides recommendations for
changes in practices based on a
synthesis of evidence-based
practices and standards of care.
S/ D/ NI/ U
S/ D/ NI/ U
3. Demonstrates the ability to
manage a beginning
patient/client assignment
expected of a new baccalaureate
registered nurse.
S/ D/ NI/ U
S/ D/ NI/ U
Program Outcome #12
Analyze the influence of health
care policy, finance, and
regulatory environments on
nursing practice in the global
community. (QSEN #3, 4, 6)
MIDTERM FINAL COMMENTS
Page 68 of 69
NURS 148A COURSE EVALUATION TOOL
ADDITIONAL COMMENTS: Comment on student’s overall strengths, weaknesses, and next steps for
professional development and transitioning to practice.
MIDTERM EVALUATION
Faculty Signature: ______________________Date_______ Student Signature: __________________
FINAL EVALUATION
Faculty Signature: _____________________Date______ Student Signature: ______________
Page 69 of 69
Appendix F Student Success Data Summary
The Valley Foundation School of Nursing (TVFSON) has an excellent reputation for educating highly skilled and compassionate nursing
professionals. As recorded in this program planning report, student outcomes are satisfactory in all programs offered. At the culmination of the
undergraduate program, graduates are ready for practice in a variety of settings and are prepared for licensing as a Registered Nurse (RN). As
noted in the report, first-time pass rates for the NCLEX-RN examination are greater than 80%, and most BSN graduates obtain RN employment
within 9 months to one-year post-graduation. Attrition rates are consistently less that 3 percent, and total time to graduation is less than 6 years
for most students.
Students benefit from the state-of-the-art Simulation center and skills lab through participation in active learning and realistic clinical scenarios.
This feature of the curriculum provides students with opportunities for coached, deliberate practice that serves to enhance confidence and
performance in the clinical setting. Students also have ample opportunity to take part in any of the five student-led organizations within the
school. Many students are actively involved in these groups which serve to build leadership and teamwork skills; and promote unity between the
semester cohort groups.
For the past five years senior-level undergraduate students have had the opportunity to participate in the faculty led global programs initiative.
Through this program TVFSON faculty have created a unique partnership with St. George’s University in Grenada. Each Spring, 10 to 15 nursing
students provide health care education to underserved populations in the local community and work with the Ministry of Health of Grenada.
This program is unique in that it offers credit-toward-major coursework. As a result, students who may not otherwise be able to participate in a
study abroad program can do so because it provides course credit in the major. The students graduate in the summer which allows them to
enter the workforce one semester earlier. The course offers a unique cultural experience that can enhance cultural competency.
