ANNUAL ASSESSMENT AND OUTCOMES REPORT … to act as a change ... course objective related to ... implement a community health education program utilizing culturally sensitive teaching

ANNUAL ASSESSMENT AND OUTCOMES REPORT

DEPARTMENT OF NURSING

2012-2013 ACADEMIC YEAR

Dr. Susan Neville, PhD, RN

Professor and Chairperson

Department of Nursing

Professor Donna Darcy, MS, RN

Co-Committee Chairperson

DON Assessment & Outcomes Committee

Faculty: Lab Faculty:

Dr. Carol Caico Professor Kathy Eisenstein

Dr. Maureen Cardoza, Professor Jennifer Lincks

Professor B. Suzy Diggle-Fox, Professor Barbara Wighton Professor Lisa Sparacino

Dr. Sharon Sussman

Professor Pamela Treister

Dr. Cheryl Zauderer

Goal and Focus for Academic Year 2012-2013: Culture and Professional Behaviors

1. Provide culturally competent holistic nursing care that supports diversity in health

care values, beliefs, attitudes and supports the uniqueness of individuals, families,

groups and communities.

2. Collaborate with members of the health care team in the provision of holistic and

culturally competent nursing care across the life span to clients, families, groups and

communities in a variety of health care environments.

3. Demonstrate professional behaviors that incorporate legal/ethical responsibility,

professional nursing codes/standards, client advocacy, self-reflection and evaluation

to promote professional growth with lifelong learn.

Goal and Focus for Academic year 2013-2014: Global

1. Provide nursing care that reflects the analysis of current trends, health care policy

and environmental factors influencing local, national and global health care.

Design and Analysis Methodology: Department of Nursing

1. Measurement Methods for Individual Learning Outcomes

Appendix V outlines the individual student outcomes and measurements used to assess

outcomes. As the program moves forward and makes improvements in individual

learning outcomes, faculty will be monitoring subsequent changes in the aggregate

program outcomes. Using professional standards, such as the AACN Essentials and the

CCNE Standards for accreditation, as models of best practice, modifications to the

curriculum were made. Additionally, in response to suggestions from the New York State

Office of the Professions, other adjustments in curriculum and entry requirements were

instituted.




APPENDIX V

Table 2 Measurement methods for Individual

Learning Outcomes

Individual Learning Outcome Measure

1. Demonstrate a theoretical knowledge

base that incorporates critical thinking

and evidenced-based research findings

to guide nursing practice and clinical

decision-making.

ASSE$SSMENT 2011-2012 Academic Year

o TEAS (Test of Essential Academic Skills)

o ATI Critical Thinking

Test

o ATI RN Comprehensive

Predictor Exam

o Course assignments

(ethnographic, reflections)

o Student clinical performance evaluations

o Nursing care plans

o Course exams

o Senior Exit Survey-EBI

(Educational

Benchmark Institute)

o Capstone assignments

o NCLEX-RN exam

2. Provide culturally competent holistic

nursing care that supports diversity in

health care values, beliefs, attitudes and

supports the uniqueness of individuals,

families, groups and communities.

ASSE$SSMENT 2011-2012 Academic year

o Student clinical

performance

evaluations


o Course exams

o Senior Exit survey-EBI

(Educational

Benchmark Institute


o NCLEX-RN exam

3. Use interpersonal and technological

communication effectively in the

delivery, documentation and evaluation

of safe care.




o Student clinical

performance evaluations


o Course exams


(Educational

Benchmark Institute


o NCLEX-RN exam

4. Apply leadership and management

principles to act as a change agent and

patient advocate in health care practice

that incorporates patient safety and

quality indicators.


(ethnographic,

reflections)

o Nursing Colloquium

(reflection)

o Lobby Day (assignments)




Individual Learning Outcome Measure

o Student clinical

performance evaluation

o Course exams


(Educational

Benchmark Institute


o NCLEX-RN exam

5. Demonstrate professional behaviors that

incorporate legal/ethical responsibility,

professional nursing codes/standards,

client advocacy, self-reflection and

evaluation to promote professional

growth with lifelong learning.




o Clinical course

evaluations


o Course exams


o NCLEX-RN exam

6. Collaborate with members of the health

care team in the provision of holistic and

culturally competent nursing care across

the life span to clients, families, groups

and communities in a variety of health

care environments.

o Critical Thinking (ATI)

o Senior Clinical Evaluation




(reflections)


o Clinical course

evaluations

o Course exams

o NCLEX-RN exam

7. Provide nursing care that reflects the

analysis of current trends, health care

policy and environmental factors

influencing local, national and global

health care.




(reflections)


o Clinical course

evaluations

o Course exams

o NCLEX-RN exam




Data, Analysis and Action Taken Related to Each Goal:

All hard data is on file in the nursing office for review and verification. This includes, Exam

spreadsheets, clinical assignments, care plans, ethnographic posters, student reflections, student

evaluations, course evaluations, student self-evaluations, student performance matrix and

anecdotal, etc.

1. Provide culturally competent holistic nursing care that supports diversity in health care

values, beliefs, attitudes and supports the uniqueness of individuals, families, groups and

communities.

2. Collaborate with members of the health care team in the provision of holistic and

culturally competent nursing care across the life span to clients, families, groups and

communities in a variety of health care environments.

Faculty Reviewed and Analyzed Collected Data from Several of the Outcome Measures

Listed in our CQI Plan:

1. The NYIT Nursing Program has as its major curriculum focus across all courses and

levels the emphasis on Transcultural Nursing and Best Practices at the Point of Care.

Transcultural Nursing practice prepares students to care for patients from diverse

backgrounds. This sensitive, in-depth focus on the health beliefs and values of various

cultural groups provides our students for practice in hospital facilities, private practices,

schools, organizations and community agencies. Each nursing course has a specific

course objective related to Culture: awareness, correctness and building individual

cultural practice competency.

2. Each of the 5 semesters has specific cultures that are emphasized for care exemplars and

projects:

Cultural and Global interface by Semester:

Semester 1: Introduction to Transcultural Nursing

Semester 2: Irish, African, Latino, Slavic

Semester 3: German, Native American, Caribbean, Greek

Semester 4: Philippine, Jewish, Middle Eastern, Scandinavian

Semester 5: Chinese/Korean, Russian, Italian, East Indian

Action:

1. Each course syllabi (13 Nursing Courses: NURS 102, NURS 301, NURS 310, NURS

315, NURS 351, NURS 360, NURS 401, NURS 410, NURS 421, NURS 430, NURS

451, NURS 461, NURS 480 (Capestone) included Evidenced Based Reference Articles

on Culture and the identified Cultural Populations from Nursing Journals. Students were

required to read and reflect on the implications for practice. In the clinical setting, post-

http://www.nyit.edu/nursing/academics/transcultural_nursing/




conferences and submitted care plans included the discussion of assigned clients, families

and communities that supported the assigned culture.

A Few Exemplars:

NURS 310: Transcultural Nursing 1:

Course Objective # 6: Identify, discuss and incorporate cultural values, beliefs and practices

among selected cultures to facilitate the delivery of holistic culturally correct nursing care.

Selected Readings:

Allen, N.; Melkus, G. & Chyun, D. (2011). Physiological and Behavioral Factors Related to

Physical Activity in Black Women with Type 2 Diabetes Mellitus. Journal of

Transcultural Nursing. Vol 22 No. 4, October. pp. 376-385.

Hulme, P. (2010). Cultural Considerations in Evidence-Based Practice. Journal of

Transcultural Nursing. 21 (3). 271-280

Wung, SF.; Hickey, K.; Taylor, J. & Gallek, M. (2013) Cardiovascular Genomics. Journal of

Nursing Scholarship. Vol. 45 No 1. First Quarter 2013. Pp. 60-68.

Selected Course Content

Holism, Culture and Practice Domains, Concepts and Challenges in Client Management: Pain &

Culturally Correct Nursing Care

NURS 102: Introduction to the Nursing Profession and the Nursing Process:

Course Objectives # 1: Articulate various nursing Theories emphasizing Madeleine Leininger’s

Sunrise Model of Culture Care into current nursing practice as it relates to its culture and

philosophical precepts.

Course Objective # 7: Identify and describe cultural or linguistic barriers that affect client

healthcare and access, as well as the influence of culture on palliative care for patients across

the life span.

Selected Readings:

Giger, J.N., Davidhizar, E. (2007). Transcultural Nursing. ISBN # 0323048110

Leininger, M. (2001).Culture Care Diversity and Universality: A Theory of Nursing

ISBN # 0763718254

Purnell, L. (2008). Transcultural Health Nursing: A culturally competent approach.ISBN #

0803618654




Selected Course Content:

Concepts of Cultural Diversity, Cultural Influences on Health, Health Care and Illness,

Cultural Competence, Cultural Theoretical Frameworks.

NURS 410- TRANSCULTURAL NURSING

Course Objective # 1: Identify the holistic health care needs as they relate to

psychosocial, physiologic, and cultural aspects of women, children and families

Selected Readings:

Erickson- D’Avanzo, C. (2008). Pocket Guide to Cultural Health Assessment (4th

Ed.). St. Louis:

Mosby.

Andrews, M.M., Boyle, J.S. (2007). Transcultural Concepts in Nursing Care (5th

Ed.).

Philadelphia, PA: Lippincott, Williams & Wilkins. (Purchased in NURS 102)

Lewallen L.P. (2011) The importance of culture in childbearing. JOGNN. 40(1), 4-8

Selected Course Content:

Cultural Issues related to childbirth

NURS 421: Community Health Nursing

Course Objective Didactic # 3: Demonstrate the knowledge to perform a culturally sensitive,

caring and holistic community assessment of health needs and current resources to plan,

implement & evaluate a community health education project.

Course Objective Clinical #2: Collaborate with the interdisciplinary team to develop and

implement a community health education program utilizing culturally sensitive teaching and

learning strategies

Selected Readings:

Geissler, E. (2003). Cultural Assessment (3rd

ed.) St. Louis, MO: Mosby, Inc. Read pages on

East Indian, Caribbean cultures http://www/medscape.com. Register onto website, it is

free. Type in search box: cultural web cast and view: Title: Cultural Awareness: A

Prescription for more Effective Medicine

Andrews & Boyle Transcultural Nursing Assessment

http://www.ons.org/clinical/special/documents/andrews.pdf

Healthy People 2020

http://www/medscape.com

http://www.ons.org/clinical/special/documents/andrews.pdf




http://www.healthypeople.bgov/2020/default.aspx

Selected Content:

Transcultural Nursing in the community: Guiding Class discussion:

1. The students share some of their own cultural experiences when confronted with a

different culture, while they were vacationing or visiting another country, as a new

resident in a different region of the country or as a new immigrant. What aspects of their

day-to-day living were impacted by the cultural differences?

2. The clinical group shares cultural rules from their own family. Are there more

differences or similarities. Were they expected or did the students think they would be

more alike or more different?

3. Review and discuss developing cultural competence (pg 113 in text)

4. Review the use of the cultural assessment guide and process of the Two-Phased Cultural

Assessment in preparation for the clinical setting(TABLE 5.7, pg 114 & TABLE 5.8, pg

115 in text).

5. Exam Questions (NCLEX-RN Format based) reflected the emphasis on culture either by

a direct question or by using the Culture as a basis for a case study. For example:

Case Scenario: Questions 1-9

Mr. Gomez and his family migrated to the United States from Mexico approximately one

year ago. In the last few weeks, Mr. Gomez has not been sleeping well. He complains of

night sweats, fatigue, general malaise and a productive cough. At times he feels warm. He

decides to go to the local community hospital emergency room for care.

6. The Nursing ARTS lab which includes culturally correct Hi and Low Fidelity Simulation

Models is in place and is used across all Practice sessions. The Department has in place a

CQI Simulation Plan which involves multiple culturally correct simulation scenarios that

the students participate in to prepare them to meet the challenges of a multicultural

society. Scenario evaluation data supports many positive aspects of the experiences and

faculty members have used the data to plan for 2013-2014 simulation scenarios.

7. Clinical Placement Rotations: The Department of Nursing has over 23 Individual

Clinical Affiliations (including all sites within each Affiliation: for example: North

Shore/LIJ Hearth Care corporation includes all 19 sites).serving multiple and diverse

populations.

The DON uses several clinical sites and continues to expand our partnerships and clinical

affiliations. The DON added 2 affiliations this year that further support diverse population

health. This coming Academic year, we will continue to increase our affiliation student

opportunities by further expanding in underserved areas.

Cold Spring Hills Center for Nursing and Rehabilitation: Community, Geriatrics,

Rehabilitation

Creedmoor Psychiatric Center: Psychiatric

http://coldspringhills.net/coldspringhills/

http://www.omh.state.ny.us/omhweb/facilities/crpc/facility.htm




Dolan Community Health Center: Med-Surgery, Adult Health, Community, Psychiatric

Flushing Hospital Medical Center: Adult Health, Maternal Child Health/PEDS

Good Samaritan Hospital: Med-Surgery, OB/PEDS, Adult Health

Huntington Hospital: Med-Surgery, Adult Health, Community, Psychiatric, Preceptored

Practicum

Lenox Hill Hospital: OB, Psychiatric, Med-Surgery

Long Beach Medical Center: Psychiatric, Preceptored Practicum

Mercy Medical Center: Adult Health, Med-Surgery, OB, Mental Health

Nassau County Department of Health (NEW Clinical Affiliation!)

NuHealth (Formerly Nassau University Medical Center): Adult Health, Med-Surgery,

OB/PEDS, Community, Psychiatric, Preceptored Practicum

North Shore Long Island Jewish Health System: Adult Health, Med-

Surgery, OB/PEDS, Community, Psychiatric, Preceptored Practicum

North Shore/LIJ Health Systems Extended Care & Rehabilitation: Community,

Preceptored Practicum

North Shore/LIJ Health Care System-Manhasset: Adult Health w/ CCU/ICU Rotation,

Med-Surgery, OB/PEDS, Psychiatric, Preceptored Practicum

Queens Hospital Center: NYC Health & Hospital Corp. (HHC): Adult Health, Med-

Surgery, Psychiatric, Community, OB/PEDS, Preceptored Practicum

St. Barnabas Hospital: Adult Health, Med-Surgery, Psychiatric, Ambulatory Care,

OB/PEDS (New Clinical Affiliation)

St. Francis Hospital: Adult Health, Med-Surgery, Preceptored Practicum

St. Mary's Children's Hospital: Pediatrics

Steven and Alexandra Cohen Children's Medical Center of New York: Pediatrics

South Nassau Communities Hospital: Adult Health, Med-Surgery, OB/PEDS,

Psychiatric

Union Community Health Center: Community

Visiting Nurse Service of New York: Community, Preceptored Practicum

Westbury Health Center: Adult Health, Med-Surgery, OB/PEDS, Community,

Psychiatric, Preceptored Practicum

Individual Clinical Course Student Evaluations have performance sections specific to

Culture: An Exemplar

http://www.hunthosp.org/centers/dolan.html

http://www.flushinghospital.org/

http://www.good-samaritan-hospital.org/index.php

http://www.hunthosp.org/

http://www.lenoxhillhospital.org/

http://www.lbmc.org/

http://www.mercymedicalcenter.chsli.org/

http://www.nassaucountyny.gov/agencies/health/

http://www.numc.edu/

http://www.northshorelij.com/NSLIJ/NSLIJ+HomePage

http://www.northshorelij.com/NSLIJ/cecr

http://www.northshorelij.com/NSLIJ/nsuh

http://www.nyc.gov/html/hhc/html/facilities/queens.shtml

http://sbhny.org/

http://www.stfrancisheartcenter.com/index.html

http://stmaryskids.org/

http://www.northshorelij.com/ccmcny/home

http://www.southnassau.org/

http://www.uchcbronx.org/

http://www.vnsny.org/

http://www.nuhealth.net/about/centers-of-care.asp#fhc




NURS 351

3. Course Objective: Formulate a written holistic nursing

plan of care reflecting evidenced based practice,

incorporating theoretical knowledge that facilitates the

delivery of culturally sensitive care.

Performs a cultural assessment on assigned clients

Expected outcomes are determined and consistent with the

client’s health status

Provides caring behavior reflecting standards and scope of

practice.

Perform skills, application of knowledge and therapeutic

communication, in caring for hospitalized clients in a culturally

aware and sensitive manner.

Interprets the impact of societal and environmental trends on the

provision of health care to promote individual and group

optimum level of wellness and functioning in pre and post

conference and within the client’s nursing care plan.

Identifies current evidenced based practice in the care of an

adult or older client

Demonstrates knowledge of transcultural nursing and culturally

sensitive care and the nursing process

Establishes nursing diagnosis

Accurately documents results of assessment

Documents extent to which expected outcomes have been

achieved

Revises nursing care plan in coordination with patient and

health care team




Nursing Spring Colloquium March, 2013. This included a required student reflection.

Post-Traumatic Stress Disorder

8th Annual NYIT Department of Nursing Spring Colloquium Old Westbury Campus

W. Kenneth Riland

Academic Health Care Center Auditorium

March 28, 2013

9:00 am- 1:30 pm

Registration begins at 8:30 am.

Program Overview The purpose of this colloquium is to provide a forum that explores PSTD. An examination of

how various populations and cultures are impacted by stressful events and how health care

workers can minimize the negative impact of stressful situations, as well as assist people

affected by PSTD to a state of optimal health and wellness. The program will include an

exploration into the challenges faced by those who work in the helping capacity with people

who are victims of severe stress. The unique needs of our veterans’ population as related to

PSTD will also examined within a cultural context.



2012-2013 ACADEMIC YEAR ATI Competency Exams in designated Content Area: All students are required to take ATI Competency Exams in designated content areas. Students are expected to achieve identified benchmarks. Grading and review modules are weighted and are part of the final course grade. This academic year the DON piloted this change a part of an overall strategy to increase student outcomes. The data revealed an increase in the number of students achieving the required benchmark and above. This information supports the continued use of this strategy as it has been effective this past academic year. Individual and aggregate data to support this decision is protected. Available to the committee and on file on the Nursing office Protected Shared drive.

ATI Tutorial Program

Students are required to utilize the ATI online Tutorial Program for a minimum of 1 hour weekly

in the topic areas that correspond to the weekly lecture content. Tracking of ATI usage will be

conducted by faculty.

ATI Policy: General Information and Requirements

Test of Essential Academic Skills (TEAS)

All nursing students are required to take the TEAS exam currently administered in NURS 102.

The TEAS is the Test of Essential Academic Skills offered by Assessment Technologies Institute

(ATI). It is designed to assess the general academic preparedness of students entering a nursing

program in the areas of Science, Mathematics, Reading and English (grade is currently weighted

10% in NURS 102). Prep Books are available for this Exam.

The current exam for the NYIT Department of Nursing is Version V of the TEAS.

ATI EXAMS

ATI’s are a series of examinations designed to measure competencies in selected areas of

nursing education and provide feedback regarding the individual and aggregate nursing

students status.

All students need to create an account on atitesting.com in order to use all the

components of ATI.

ONCE YOU HAVE AN ATI ACCOUNT, YOU DO NOT RE-CREATE AN

ACCOUNT EVERY SEMESTER. Please keep your ATI code in a safe and accessible

place (i.e. Smartphone)

You will use the same user name and password every time you access ATI.

There is an ATI orientation at the beginning of every semester.

There will be no makeup times for the ATI exam. If a student fails to keep his/her exam

date, he/she will receive a 0% grade for the ATI exam.

Each proctored assessment is administer once with no remediation or retakes.

A mandatory four day on-site review is held at the completion of NURS: 480 (1st week of June)




Questions regarding ATI’s should be directed via e-mail to the ATI representative

[email protected]

ATI EXAM GRADING

Exact dates for the ATI exams are To Be Determined (TBD) each semester. The

examinations are scheduled once in the semester in which an ATI proctored assessment is

offered. The date, time and method of administration of the ATI proctored assessment

may be within or outside of the scheduled course timeframe.

The ATI grades account for 10% of selected course grades and will include the ATI

Practice Exams and the ATI Proctored Assessments and or quiz grades where indicated

on the course syllabus. Grade point allocations are set at a benchmark of Proficiency

Level 2 or above (see grid).

Accountability and Benchmarking Plan/Grid includes: (10% of the course grade)

Proficiency on Content

Proctored Exams

Points Awarded for

Achievement on Proctored

Assessments

Points Awarded for

Submission of ALL Practice

Exams

Proficiency Level 3 6 pts. 4 pts.

Proficiency Level 2 5.5 pts. 4 pts.

Proficiency Level 1 0 pts. 4 pts.

Below Proficiency Level 1 0 pts. 4 pts.

ATI exams are given when you are enrolled in the following courses:

NYIT Course ATI Proctored Examination Administered

**NURS 102 Introduction to Nursing and the

Nursing Process

Critical Thinking Entrance

**TEAS grade weighted

Sophomore- Spring

**NURS 310:

Transcultural Nursing I

No ATI exam in this area. ATI Custom

quiz grades as designed by the course

professor will be weighted a total of

10% toward the final grade.

Junior-Fall

NURS 315 Pharmacology for Nursing

RN Pharmacology

** final grade weighted

Junior- Fall

NURS 360 Transcultural Nursing II

Fundamentals


Junior- Spring

NURS 470 Leadership in Professional

RN Leadership


Junior- Spring




Nursing

NURS 410 Transcultural Nursing III

RN Maternal Newborn

RN Nursing Care of Children

** BOTH exam final grades weighted

for a total of 10%

Senior- Fall

Senior- Fall

NURS 421 Nursing in the Community

RN Community


Senior- Fall

NURS 461 Transcultural Nursing IV

RN Mental Health

RN Adult Medical Surgical

*BOTH exam final grades weighted for

a total of 10%

Senior- Spring

Senior- Spring

NURS 480 Nursing Capstone

RN Comprehensive NCLEX Predictor


Critical Thinking Exit

Senior- Spring

Senior- Spring

Data, Analysis and Actions taken related to each goal:

All hard data is on file in the nursing office for review and verification. This includes, Exam

spreadsheets, clinical assignments, care plans, ethnographic posters, student reflections, student

evaluations, course evaluations, student self-evaluations, student performance matrix and

anecdotal, etc.

3. Demonstrate professional behaviors that incorporate legal/ethical responsibility, professional nursing codes/standards, client advocacy, self-reflection and evaluation to promote professional growth with lifelong learn Each course syllabi( 13 Nursing Courses: NURS 102, NURS 301, NURS 310, NURS 315,

NURS 351, NURS 360, NURS 401, NURS 410, NURS 421, NURS 430, NURS 451, NURS

461, NURS 480 (Capestone) includes Evidenced Based Reference Articles on The development

of the above.

Students were required to read and reflect on the implications for practice. In the clinical setting,

post-conferences and submitted care plans included the discussion of assigned clients, families

and communities that support the development of professionalism, advocacy and adherence to

the legal and ethical scope of practice.

Selected Content: NURS 480 Capstone Course

Legal , Ethical & Bioethical Issues Impacting the Nursing Profession:

Legal Practice Parameters: Nursing Profession

Whistle-Blowing

Assuring Provider Competency

Developing Principled Behavior in the Professional Domain

Practice Dilemmas




Forensic Nursing: Legal Implications

C0-Teacher: Legal Nurse Consultant

Transitioning from the Student Role to the Professional Role: Global Consciousness in the

21st Century:

Re-visioning Nursing

ELNEC for Veterans and Vulnerable Populations

Global Needs and Finite Resources

NCLEX-RN Information

A Seat at the Table: Economics, Politics & Civic Engagement: Dr. Zauderer

Nursing and Public Policy: Nursing’s Mandate

Health Care Economics and Current Trends

Policy Goals for Nursing

Interprofessional Team Core Competency Simulation: Dr. Neville, Prof. Sparacino and

team: NYITCOM ICC (Institute for Clinical Competency) Team Building capacity and

Professional Role responsibility/Safe and Effective Team Communication.

Students from Nursing, NYITCOM and PA participated in a ½ day Clinical Simulation

Scenario.

ACTION:

Evaluation data supports continuation of experience and development of an Ethical Round

table and a Discharge Planning Committee Standardized patient Scenarios.




2013 LOBBY DAY: NURS 480 Capstone Course: NYS Nurses Association, Albany, NY.

Senior Students accompanied by faculty attended this important Nursing Profession Advocacy

Day to lobby for the passage of selected legislation related to nursing practice. Each student

group prepared Brochures related to their selected NYS Bill.




Student Evaluation Criteria: Selected Exemplar

NYIT Nursing Dept. Student Clinical Performance

Evaluation

NURS 351 Spring 2013

Program core essentials: Communication, Holism,

Critical Thinking, Culture, Caring Global/World

View, Professionalism & Information Technology

Mid-

Sem

Mid-

Sem

Mid-

Sem

Final Final

STUDENT NURSE BEHAVIORAL OBJECTIVES

PASS FAIL N I PASS FAIL

1.Course Objective: Fulfills his/her professional,

ethical and legal responsibilities as a member of the

health team:

Adheres to the NYIT student code of conduct, dress

Adheres to the NYS and the ANA Standards of

Nursing Practice and Code of Ethics

Demonstrates concern, respect and the privacy for the

rights of others

Identifies and utilizes members of the health team

appropriately

Works cooperatively with members of the health team

-Instructor, students, staff, client, family, community

Seeks supervision when his/her limitations are

recognized and accepts constructive critique

Manages time effectively and responsibly

Seeks out new learning experiences

Actively participates in meetings/conferences in a

professional manner

Demonstrates responsibility for being prompt, accurate

and client focused

Follows established policy when late or absent

Follows institutional policy /procedures

Submits assignments- neatly written, on time,

complete and students own original work.




Selected data that Informs decisions related to the development of professionalism,

curriculum and overall program effectiveness.

EBI Outcomes Data 2008 - 2012 Graduates (Educational Benchmarking Institute).

Since 2008, the New York Institute of Technology has subscribed to the EBI® Undergraduate

Nursing Education Exit Assessment. All graduating seniors are asked to complete this survey in

their final semester. The assessment consists of various questions in 10 different factors. Data

is submitted electronically by respondents, then collated by the EBI® and a report generated for

the School of Nursing. Data is made available for the current year and trended and compared

over time.

NYIT’s results are then compared against six peer institutions. The report provides aggregate

information from these institutions. They are: College of New Rochelle, Farleigh Dickinson

University, Long Island University/Brooklyn, CUNY New York City College of Technology,

LaSalle University, and University of Detroit/Mercy (known as Select 6). Results are also

compared against 74 colleges/universities in similar Carnegie class and against 247 other

colleges/universities subscribing to this survey.

This report will serve to summarize the five-year data and provide a comparison: 1. between the

last 5 graduating classes of NYIT; 2. against the six selected colleges/universities known as the

Select 6, the Carnegie class schools and all colleges/universities using the EBI® survey.

The students respond to a Likert scale of 0 (strongly disagree) to 7 (7 = highly agree).

In April 2013, an electronic report summarizing results for academic years 2008-2012 was

received. The summary is as follows:

I. THE OVERALL EFFECTIVENESS OF THE PROGRAM:

2008 2009 2010 2011 2012

NYIT 5.19 4.74 5.58 3.52 5.97

Select 6 4.60

(2 of 7)

4.44

(3 of 7)

4.44

(1 of 7)

4.19

(6 of 7)

4.58

(1 of 7)

Carnegie group 4.86

(23 of 55)

4.83

(33 of 60)

4.93

(16 of 63)

4.85

(68 of 71)

5.09

(9 of 74)

All colleges /

universities

4.82

(78 of 194)

4.77

(120 of 220)

4.83

(42 of 225)

4.85

(223 of 234)

4.96

(19 of 247)

In 2012 and 2010, NYIT led the Select 6 with the highest score in this category. NYIT ranked

2nd

in this category in 2008 and 3rd

in 2009. In 2011, NYIT ranked 6th

of the 7 schools.

In 2012, in addition to scoring first in the Select 6 group, NYIT scored 9th

in the Carnegie class

(of 74 schools) and 19th

(of 247 schools) nationally.




II. GREATEST STRENGTH

2008 2009 2010 2011 2012

Factor 6

Professional

Values

Factor 6

Professional

Values

Factor 6

Professional

Values

Factor 8

Technical

Skills

Factor 8

Technical

Skills

NYIT 6.38 6.63 6.30 4.8 6.61

Select 6 6.07

(2 of 7)

6.05

(1 of 7)

5.89

(2 of 7)

5.70

(7 of 7)

5.90

(1 of 7)

Carnegie class 6.24

(23 of 55)

6.25

(7 of 60)

6.09

(20 of 63)

5.96

(70 of 71)

6.06

(4 of 74)

All colleges /

universities

6.20

(68 of 194)

6.18

(16 of 220)

5.99

(44 of 225)

5.96

(229 of 234)

6.00

(8 of 247)


2nd

in this category in 2008 and 2010, and 7th

of 7 schools in 2011.





III. GREATEST WEAKNESS

2008 2009 2010 2011 2012

Factor 11

Overall

Program

Effectivenes

s

Factor 11

Overall

Program

Effectivenes

s

Factor 4

Facilities and

Administratio

n

Factor 11

Overall

Program

Effectivenes

s

Factor 4

Facilities and

Administratio

n

NYIT 5.19 4.74 5.42 3.52 5.57

Select 6 4.86

(2 of 7)

4.44

(3 of 7)

4.44

(1 of 7)

4.19

(6 of 7)

4.50

(1 of 7)

Carnegie

class

6.24

(23 of 55)

4.83

(33 of 60)

4.83

(13 of 63)

4.85

(68 of 71)

5.02

(12 of 74)

All colleges

/

universitie

s

4.82

(78 of 194)

4.77

(120 of 220)

4.86

(40 of 225)

4.85

(223 of 234)

4.97

(39 of 247)


2nd

in this category in 2008 and 3rd

2009, and 6th

of 7 schools in 2011.





MOST IMPROVED AND LEAST IMPROVED: For the last 3 years EPI® has reported the factors most improved and least improved since the

last survey. In 2012, the category most improved was Factor 11 Overall Program Effectiveness;




in 2011, Factor 5 Classmates; and in 2010, Factor 11 Overall Program Effectiveness. In 2012,

the category least improved was Factor 8 Technical Skills; in 2011, Factor 3 Course Lecture and

Interaction; and in 2010, Factor 10 Role Development.

STANDARDS:

In survey years 2010 - 2012, students responded to questions in regards to preparations for

nursing practice based on the Essentials of Baccalaureate Education for Professional Nursing

Practice, updated October 2009 (American Association of Colleges of Nursing). The results are

as follows:

THE ESSENTIALS OF BACCALAUREATE EDUCATION FOR PROFESSIONAL

NURSING PRACTICE, OCT 2009

GREATEST STRENGTH

2012 2011 2010

Essential IX.

Baccalaureate

Generalist Nursing

Practice

Essential IX.

Baccalaureate

Generalist Nursing

Practice

Essential VIII.

Professionalism and

Professional Values

NYIT 6.57 4.72 6.30

Select 6 5.79 (1 of 7) 5.62 (7 of 7) 5.89 (2 of 7)

Carnegie class 5.97 (4 of 74) 5.88 (70 of 71) 6.09 (20 0f 63)

All colleges /

universities

5.90 (8 of 247) 5.85 (231 of 234) 5.99 (44 of 225)

GREATEST WEAKNESS

2012 2011 2010

Essential I. Liberal

Education for

Baccalaureate

Generalist Nursing

Practice


Education for

Baccalaureate

Generalist Nursing

Practice


Education for

Baccalaureate

Generalist Nursing

Practice

NYIT 5.80 4.06 5.55

Select 6 5.02 (1 of 7) 4.83 (7 of 7) 5.05 (2 of 7)

Carnegie class 5.08 (3 of 74) 5.21 (69 of 71) 5.45 (25 of 63)

All colleges /

universities

5.12 (15 of 247) 5.19 (231 of 234) 5.26 (62 of 225)

In 2012, NYIT led the Select 6 with the highest score in these categories. NYIT ranked 2nd

in

these categories in 2010.

In 2012, in addition to scoring first in the Select 6 group, NYIT scored 3rd in the Carnegie class



NLNAC – NATIONAL LEAGUE FOR NURSING ACCREDITING COMMISSION, INC.

In survey years 2011 – 2012, students responded to questions in regards to preparations for




nursing practice based on the standards of the NLNAC National League for Nursing Accrediting

Commission, Inc. The results are as follows

GREATEST STRENGTH

2012 2011

NLNAC

IV. Curriculum

NLNAC

IV. Curriculum

NYIT 6.37 4.37

Select 6 5.50 (1 of 7) 5.33 (7 of 7)

Carnegie class 5.73 (4 of 74) 5.64 (70 of 71)

All colleges /

universities

5.65 (10 of 247) 5.62 (232 of 234)

GREATEST WEAKNESS

2012 2011

NLNAC

IV. Students

NLNAC

VI. Outcomes

NYIT 5.64 3.52

Select 6 4.50 (1 of 7) 4.19 (6 of 7)

Carnegie class 4.93 (6 of 74) 4.85 (68 of 71)

All colleges /

universities

4.87 (17 of 247) 4.85 (223 of 234)

In 2012, NYIT led the Select 6 with the highest score in these categories and scored well both in

the Carnegie class and nationally overall.

In summary, student satisfaction has shown an overall improvement since first initiating this tool

in 2008. Satisfaction in academic year 2012 showed marked increase in all categories, ranking

far above acceptable performance criteria.

Academic year 2013 survey has been distributed to students and results are pending.

AVAILABLE SEPTEMBER 2013.

Respectfully submitted,

Donna Darcy, MA, RN, ACNS-BC




EBI also provides the Department of Nursing with performance scores on professional

standards and The Essentials of Baccalaureate Nursing Education compared to our

external benchmark groups (2012). This data is directly related to the curriculum and

individual and aggregate outcomes.

Analysis and Action:

The NYIT Nursing program is above the mean of all six comparison institutions.

Essential IX represent the expected exit outcomes. 92.8%. This is the culmination of all

the Accreditation Standards upon which our program is accredited. Faculty continues

to evaluate and implement changes to our course syllabi, pedagogy and content

supportive of forward movement. This includes further development of Simulation

Scenarios that enhance course content. Content remapping was completed this may

2013 at our curriculum workshop, reflecting data outcomes from ATI and EBI related

to adding new content and currency of content required for Competent and safe novice

practice upon graduation.

Essential VIII: Professionalism and Professional Values+ = 92.5% supports Goal # 3:

Demonstrate professional behaviors that incorporate legal/ethical

Responsibility, professional nursing codes/standards, client advocacy,

self-reflection and evaluation to promote professional growth with lifelong

learning. Faculty continue to evaluate and implement changes to our course syllabi, pedagogy

and content supportive of forward movement and sustainability in this area.

- - - - - -

' THE E S S E N T I A L S O F BACCALAUREATE EDUCATION F O R P R O F E S S I O N A L NURSING

P R A C T I C E , -- - -

Essential IX: Baccalaureate Generalist Nursing

Practice

Essential VIII: Professionalism and Professional

Values

A

A

A 20 6.55 0.63 92.5%

Essential IV: Information Management and

Application of Patient Care Technology

A

A

A 20 6.50 0.67 91.7%

Essential V: Health Care Policy, Finance, and

Regulatory Environments A " A 20 6.48 0.68 91.3%

Essential VI: lnterprofessional Communication and Collaboration for Improving Patient Health

A A A 20 6.48 0.68 91.3%

Outcomes Essential ill: Scholarship for Evidence Based A A .A 20 6.47 0.69 91.2%

Practice Essential II: Basic Organizational and Systems A A A 20 6.45 0.97 90.8%

Leadership for Quality Care and Patient Safety




Essential VII: Clinical Prevention and Population A A A 20 6.40 0.73 90.0%

Health Essential I: Liberal Education for Baccalaureate A A A 20 5.80 0.87 80.0%

Generalist Nursing Practice Summary: The DON has demonstrated commitment to assessment, analysis, and evaluation of data on an ongoing basis and has made program, administrative and curricular decisions related to the 3 selected foci for the 2012-2013 Academic year. The faculty, at the annual Curriculum workshop held in May 2013, completed the revision of the curriculum mapping in preparation for the Interim Report due to CCNE December 2013. All courses for fall were revised accordingly and changes made based on the above data. Faculty developed a Competency Return grid for returning students to ensure safe and competent preparation for progression in the nursing major. This is submitted as part of the Academic year program analysis.





