ANNUAL PROGRAM PLANNING WORKSHEET (APPW) · PDF file · 2018-01-03ANNUAL PROGRAM PLANNING WORKSHEET (APPW) Program: ... clinical enrolling 15 students in each, ... schooling required

Original Approved March 2007

Draft Revision February 2008

ANNUAL PROGRAM PLANNING WORKSHEET (APPW)

Program: NAST148 Certified Nursing Assistant

Planning Year: 2014-2015 for 2015-16

Last Year CPPR Completed: 2013-2014

Unit: Nursing Allied Health

Cluster: Math, Nursing, Biological and Physical Sciences, Kinesiology/Health Sciences & Athletics

Next Scheduled CPPR: 2018-2019 for 2019-2020

NARRATIVE: APPW

I. Program Support of District Mission, Institutional Goals, Institutional Objectives,

and/or Institutional Learning Outcomes:

Institutional Goal 1: San Luis Obispo County Commun ity College District will enhance its programs and services to promote students’ successful completion of transfer requirements, deg rees, certificates, and courses.

Institutional Objective 1.2: Increase the percentage of degree- or certificate-

directed students who complete degrees or certificates by 2% annually

a. In 2013-2014, we issued 52 Certificates of Specialization (58 in 2012/13, 24

in 2011/12, 41 in 2010/11, 28 in 2009/10).

b. Internal data showed persistency in 2013/14, with CNA program having

89.56% of student’s continuing education at the community college level.

(97.44% in 2012/13, 86.89% in 2011/12, 90.59% in 2010/11 and 91.89% in

2009/10))

c. Since Fall of 2013, the cap for theory has been 30, with two sections of

clinical enrolling 15 students in each, one funded through a community

healthcare partnership. Thus 60 NAST 148 seats are offered each year. This

has proven to be cost effective as well as meeting community and college

needs.

Referring qualifying students to the Reentry Program.

d. Purchased current equipment that is the industry standard to maintain the

high success rate of our students.

e. Provided LVN CNA Success Specialist support to at risk students.

f. Added a simulation experience to prepare students for the certification

skills test.



Institutional Goal 2: San Luis Obispo County Commun ity College District will build a sustainable base of enrollmen t by effectively responding to the needs of its local service area.

Institutional Objective 2.1: Increase the capture rate of the local 24- 40 age

cohort by 2% annually

a. NAST 148 has no prerequisites therefore increasing access to the 24 –

40 age.

Institutional Objective 2.2: Increase the local high school capture rate by 2%

annually

a. Continued faculty, staff and students participation in high school

outreach activities (CTE college/career fairs, College night, Grizzly

Academy BRIDGE Program).

b. Distribute promotional flyers explaining what a CNA is, amount of

schooling required and average wage to local high schools and website

postings.

c. Continue to improve program website to be user friendly and more

modern.

Institutional Goal 3: San Luis Obispo County Commun ity College District will assess and improve the quality and ef fectiveness of its participatory governance and decision ‐‐‐‐making structures and processes. Institutional Objective 3.1: Develop and distribute an institutional decision-

making handbook that clarifies and documents the purpose, membership,

meeting schedule, and purporting structure of its participatory governance and

decision-making boddies.

a. The full-time NAST (CNA) faculty reviewed and College Handbook and

online resources to various district plans and accreditation updates found

on the district website.

Institutional Goal 4: San Luis Obispo County Commun ity College District will implement, assess, and improve its in tegrated planning processes.

Institutional Objective 4.1: Train the internal community about the integrated

planning processes.

a. The Integrated Planning Model was presented and discussed during an

allied health faculty meeting, and was made available in the nursing

workroom for review and questions.



Institutional Goal 5: San Luis Obispo County Commun ity College District will strengthen its partnerships with loca l educational institutions, civic organizations, businesses, and industries.

Institutional Objective 5.1: Increase participation at district events for business

and civic Leaders.

a. Hosted advisory meetings each semester and regularly interface with

affiliate agencies in our community.

b. Collaborated with community members and the college foundation to

maintain community partnerships which funded a parttime clinical

faculty position.

c. Implemented methods to increase the number of employer and alumni

surveys that are returned to the department so that we have better

gainful statistical data from employers in our community.

d. Collaborated with Health Workforce Initiative to continue to offer state

certification testing on the North County Campus for our students and as

a benefit for those completing CNA courses in the community.

ILO 1. Personal, Academic, and Professional Development

Students achieving this outcome will be able to:

• Recognize, assess, and demonstrate the skills and behaviors that

promote academic and professional development

• Recognize, assess, and practice lifestyle choices that promote personal

health and mental well-being

• Demonstrate the professional skills necessary for successful employment

NAST students are entering the healthcare profession as a first time

student, re-entry or student who is pursuing a higher degree. The Cuesta

Certified Nurses Assistant program frequently has a 100% success rate on

their national exam. They are very marketable in the community as CNAs

or continue their professional development in other healthcare

occupations.

ILO 2. Critical Thinking and Communication


• Analyze and evaluate their own thinking processes and those of others

• Communicate and interpret complex information in a clear, ethical, and

logical manner

NAST students learn to critically think within their scope of practice and

know what information must be communicated to licensed personnel.



The team approach is important to communicate what is accurate, clear,

and logical as well as provide ethical care.

ILO 3. Scientific and Environmental Understanding


• Draw conclusions based on the scientific method, computations or

experimental and observational evidence

• Construct and analyze statements in a formal symbolic system

• Analyze the relationship between people's actions and the physical

world

• Make decisions regarding environmental issues based on scientific

evidence and reasoning

NAST students learn to provide basic care; and communicate with

people who are feeling their worst and most vulnerable. Students are

taught to provide nonjudgmental care demonstrating no bias. A

person is rendered care simply because they exist as a human.

Students are taught to conserve supplies in an effort to decrease

adding to landfills.

Students are taught to evaluate an environment to ensure it is sae for the

patient.

ILO 4. Social, Historical, and Global Knowledge and Engagement


• Analyze, evaluate, and pursue their opportunities and obligations as

citizens in a complex world

• Demonstrate understanding of world traditions and the

interrelationship between diverse groups and cultures

Students are taught how people differ in their family organization, communication, need for personal space, health practices, religion, dietary restrictions and traditions.

ILO 5. Artistic and Cultural Knowledge and Engagement


• Identify, create, or critique key elements of inspirational art forms

• Demonstrate knowledge of and sensitivity to diverse groups and

cultures through studying the world's languages, societies, and histories



Students are taught to create word charts for any resident who does not

speak English. This means they are to post key words to properly

communicate with the resident o

that the resident speaks and understands.

ILO 6. Technical and Informational Fluency


• Recognize when information is needed, and be able to locate and utilize

diverse sources effectively and ethically

• Produce and share electronic documents, images, and projects using

modern software and technology

A national mandate for

generated will take place in 2014

learning to document

II. Program Data Analysis a

This should be an update on the data analysis from the last CPPR

A. Enrollment

The Certified Nursing Assist

and clinical patient care

Students want to take this class for an entry level career into nursing that

provides a livable wage in our county.

students in 2012/13 to

year. This increase in enrollment was made possible by a healthcare partner

donating one faculty for the clinical patient care component. One faculty

lectures to 30 students, however two faculty



communicate with the resident over the resident’s bed in the language

that the resident speaks and understands.

ILO 6. Technical and Informational Fluency


Recognize when information is needed, and be able to locate and utilize

se sources effectively and ethically

Produce and share electronic documents, images, and projects using

modern software and technology

national mandate for patient medical records to be electronically

will take place in 2014 - 2015 and NAST students will be

learning to document care electronically.

and Program-Specific Measurements

This should be an update on the data analysis from the last CPPR

Certified Nursing Assistant (CNA) program comprises of lecture (NAST 148)

and clinical patient care (NAST 148A) courses that must be taught concurrently.


provides a livable wage in our county. NAST added an additional section

to enroll 30 students for 9 weeks each semester

This increase in enrollment was made possible by a healthcare partner


lectures to 30 students, however two faculty are required to teach the clinical



ver the resident’s bed in the language

Recognize when information is needed, and be able to locate and utilize

Produce and share electronic documents, images, and projects using

medical records to be electronically

NAST students will be

(NAST 148)

courses that must be taught concurrently.


section of 15

30 students for 9 weeks each semester, or 60 per

This increase in enrollment was made possible by a healthcare partner


are required to teach the clinical



section due to the 1:15 faculty to student ratio

Public Health.

B. Student Demand (Fill Rate)

CNA (NAST 148) has high student demand with

registration opens and

semester. The fill rate does not reflect 100% because 1

the first week of the program and cannot be replaced due to content already

covered that cannot be made up. Reasons for drops can be personal or inability

to meet mandatory screening

Department of Public Health.

higher than the overall college fill rate of 83%.

above 90%.

1:15 faculty to student ratio required by the Department of

(Fill Rate)

) has high student demand with fill rates at 100% shorty after

registration opens and has students who want to enroll turned away every

The fill rate does not reflect 100% because 1 – 2 students drop within



to meet mandatory screening criteria for the class as set forth by the

Department of Public Health. The NAST courses consistently fill significantly

higher than the overall college fill rate of 83%. The retention in this program is

required by the Department of

shorty after

urned away every

2 students drop within



criteria for the class as set forth by the

The NAST courses consistently fill significantly

in this program is



C. Efficiency (FTES/FTEF)

Certified Nursing Assistant lecture and clinical patient care courses (

148 and 148A ) have FTES, FTEF and ratio for the past two academic years as

indicated in the table

numbers which placed the

eliminated in 2013/14

at College Council and in the 2013/14 CPPR.

preserve the program

complete in 9 weeks and make a livable wage, as well as be a career ladder

into higher nursing degrees

increased to 30 students (NAST 148)

(NAST 148A) at the mandated student to faculty ratio of

the California Department of Public

The 2nd faculty member required for the additional cli

contracted through a

CNA’s, which allowed this bump in efficiency at no cost to the college

model was implemented in Fall 2013

2015/16.

NAST 145, an Acute Care Aid course, was last offered in 2011/2012 due to poor

efficiency during the fall 2012 budget cuts. NAST 125, an elective EKG

Interpretation class, w

buddgetary reasons. Anecdotally, students commented that the courses were

difficult, demanding of their time, not required for nursing school, and expensive

because of the acute care (hospital) c

exam, immunization, background check and drug screen

TEF)

Certified Nursing Assistant lecture and clinical patient care courses (NAST

e FTES, FTEF and ratio for the past two academic years as

indicated in the tables above. This efficiency is below the overall college

placed the CNA program on the list of program at risk to be

eliminated in 2013/14. Justification to continue the program was provided

at College Council and in the 2013/14 CPPR. College Council voted to

preserve the program seeing value in this program that allows students to


into higher nursing degrees. To be more efficient the theory class was

to 30 students (NAST 148) while keeping the lab/clinical portion

the mandated student to faculty ratio of 15:1 set forth by

ia Department of Public Health which regulates the program.

member required for the additional clinical section wa

a community healthcare partnership that employs

, which allowed this bump in efficiency at no cost to the college

model was implemented in Fall 2013 and continues into 2014/15 and



Interpretation class, was also offered for the last time in 2011/12 due to college



acute care (hospital) clinical agency requirements of physical

exam, immunization, background check and drug screen.

NAST

e FTES, FTEF and ratio for the past two academic years as

is below the overall college

at risk to be

to continue the program was provided

voted to

seeing value in this program that allows students to


was

keeping the lab/clinical portion

set forth by

Health which regulates the program.

was fully

that employs

, which allowed this bump in efficiency at no cost to the college. This

and



as also offered for the last time in 2011/12 due to college



s of physical



D. Student Success – Course Completion

Successful course completion for the Certified Nursing Assistant

program is 89% - 96.7% over the past five years.

success and completion rates of the college.

from the LVN Success Specialist who

students on the North County Campus. Students that do not complete

the course are often personal rea

Course Completion

Successful course completion for the Certified Nursing Assistant

96.7% over the past five years. This exceeds the

success and completion rates of the college. At risk students benefit

from the LVN Success Specialist who also contributes time to CNA


the course are often personal reasons, rather than academic.

At risk students benefit




E. Degrees and Certificates Awarded

52 Certificates were awarded in C.S. Nursing Assistant

slightly lower than 2012/13 due to student drops for personal or academic

reasons. The student completion rate of this course is above 90%. Nursing

Assistant ranks highest, at 52 certificates awared in 2013/14, when compared to

other certificates awarded

The CNA certificate is a “feeder” course into the LVN program. It also is

attractive to RN students who receive RN admission points for working in

healthcare or having a healthcare license/certificate.

The C.S. for NAST 145 and 125 were eliminated when the courses were no longer

offered after 2011/12.

ertificates Awarded

52 Certificates were awarded in C.S. Nursing Assistant in 2013/14 which




other certificates awarded in the 6 or less credits category.



healthcare or having a healthcare license/certificate.

NAST 145 and 125 were eliminated when the courses were no longer

offered after 2011/12.

which is






NAST 145 and 125 were eliminated when the courses were no longer



III. Program Outcomes Assessment and Improvements

A. Assessment Cycle Calendar may be referenced in Section V: End Notes.

B. The NAST 148 Program and Course Assessment Summary (CPAS) may be

referenced in Section V: End Notes.

C. Program improvements or changes that have been implemented since the last

APPW or CPPR include:

a. Provided professional development opportunities for our full time NAST

faculty.

b. Updated forms and information packets for NAST 148

c. Emphasized safety in patient care, HIPPAA, and competency in skills and

functioning in their scope of practice.

d. Maintained or purchased modern equipment and supplies for students to

practice patient care in a realistic skills lab setting.

e. Added one simulation to prepare students for the state certification test.

D. Identify and describe any budget requests that are related to student learning

outcomes assessment results or institutional/programmatic objectives.

a. Purchase and maintain state of the art equipment to insure our capacity to

teach current practices in safe patient care. We will continue to monitor

industry standards to determine what equipment needs to be updated

and/or replaced.

b. Mentor new part time faculty who will be teaching the addition NAST

section.

c. Secure ongoing funding source to hire a full time NCC secretary III position.

This position is currently being funded with grant funds.

IV. Program Development/Forecasting for the Next Academic Year:

Development forecasting elements for the CNA program are described

below, including how they support efforts to achieve any of the following,

where applicable: Program Outcomes, Institutional Goals, Institutional

Objectives, and/or Institutional Learning Outcomes.

a. Evaluate the increased CAP of 30. The class filled on the second day of

registration for the Spring 2015 semester. The wait list filled also, with

eleven students. There were also numerous calls inquiring if they should

show up for the first class since they could not get on the wait list.

b. Collaborate with the Admissions and Records and Counseling Department

to develop access strategies for low priority registration students. We

inform students about the Re-entry priority registration program.

c. Continue to purchase current equipment that is the industry standard

and maintain the high success rate of our students.



d. Continue to be able to refer at risk students immediately to our

Nursing/Allied Health Success Specialist on the North County campus as

proven to be invaluable for student success rate.

e. Continue to recommend students join study groups. Currently there are

two study groups meeting on Thursdays after clinical from 1:30-2:30. One

meets at Country Care, and the other meets at Mission View. Students

who met with our success specialist and joined the study group all

improved their next test score.

f. Continue course assignments (load) with an additional clinical and skills

lab faculty. Students complained on a survey conducted last Fall 13, that

the 30 students to 1 instructor in lecture/lab was not conducive to

learning.

g. Continue to inform high school students about NAST 148. The minimum

age requirement to take the national certification test is 16 as mandated

in California’s Code of Regulation, Title 22. High school students could

obtain high school and college credit.

d. Continue faculty, staff and students participation in high school outreach

activities (CTE college/career fairs, College night, Grizzly Academy).

e. Continue to offer state certification locally for our students and nursing

assistants in our community. Communicate closely with community

agencies with training classes to allow efficient state certificatin testing of

their students at Cuesta. The testing is now offered four times each

semester.

Anticipated changes in curriculum and scheduling

a. Continue model enrolling 30 students in the lecture portion (NAST 148)

and run 2 clinical groups (regulations require a 15:1 ratio in clinical) with

1 of the clinical groups funded by an outside source (NAST 148L). It was

decided to also have the contracted employee participate on campus

lecture/lab days as well to facilitate student skills being supervised and

evaluated.

b. State reports and EDD report that Home Health Aide is a growing need,.

We will survey local facilities to determine community need.

c. The full time tenured faculty teaches CNA the first nine weeks of each

semester, then teaches in the LVN program the second nine weeks. This

has proven to be a good fit for the tenured faculty. This fills a need for

faculty in the LVN program, which has had a faculty retention problem.

Levels or delivery of support services

a. Access to Success Specialist

b. Continued ability to do certification test preparation in simulation lab.

c. Adequate clerical support.



Facilities changes

a. Evaluate the Districts master plan for allocating space in NCC to Allied

Health programs—remodeled N2801 into an allied health lab/classroom.

In Fall 2013 the first Nursing Assistant Class and EMT class met in the

completed allied health lab room 2801. It houses 3 beds, and has plenty

of storage space. LVN shares N2407 with Phlebotomy. However, with 30

students trying to perform skills in 3 beds, it was decided to allow Nursing

Assistant students to share N2407 for skills on Mondays, because LVN

students are not on campus. This is working well, but if the LVN schedule

changes to include Monday instruction, the room will not be available for

Nursing Assistant students.

Staffing projections

a. The load for teaching NAST theory and clinical is 50%.

b. Currently two parttime faculty members are donated by a community

partnership that is not guaranteed to continue.

c. Continue to support the NCC Secretary III position and increase to

fulltime to support the North County LVN, EMS, NAST and MAST

programs .

d. It is projected that our single NAST faculty who also teaches in the LVN

Program will retire in the next 1 – 3 years.

Strategies for responding to the predicted budget and FTES target for the next

academic year:

a. Continue to foster community partnerships to provide alternative funding

to support the general fund and maintain state of the art education for

nursing and allied health education.

b. Continue to seek out funds for professional development opportunities

for faculty in their pursuit of teaching excellence and their desire to

maintain currency within their academic discipline.

c. Seek outside funds for equipment (new and replacement). As with all of

the courses and programs in the Nursing and Allied Health department, it

is essential to purchase and maintain state of the art equipment to insure

our capacity to teach current practices in safe patient care. We will

continue to monitor industry standards to determine what equipment

needs to be updated and/or replaced.



V. End Notes:

A. NAST 148 (CNA) course completers go on to take the National Nurse Aide

Assessment Program (NNAA) state certification test with 1st

time pass rates

frequently at 100%. Test results for the past four years are below:

Year/Quarter Written Test Hands-on Skills Test

2014 Jan-June 85% 100%

2014 Oct – Dec 89% 96%

2013 Apr - June 100% 100%

2012 Apr - June 100% 100%

2012 Oct - Dec 100% 92%

2011 Apr - June 100% 100%

2011 Oct - Dec 100% 100%

B. The following forecasting data was reported in a study conducted by Health

Workforce Initiative and The Health Professions at the University of California,

San Francisco, in November 2014, Certified Nursing Assistant Programs in

California- A Survey of Community Colleges.

− In California, the number of Nursing Aides, Orderlies, and Attendants is

expected to grow much faster than average growth rate for all

occupations. Jobs for Nursing Aides, Orderlies, and Attendants are

expected to increase by 22.5percent, or 22,700 jobs between 2008 and

2018.

− In San Luis Obispo County, the number of Nursing Aides, Orderlies, and

Attendants is expected to grow much faster than average growth rate for

all occupations. Jobs for Nursing Aides, Orderlies, and Attendants are

expected to increase by 16.9 percent, or 150 jobs between 2008 and

2018.

C. The NAST 148 Annual Program and Course Assessment Calendar and

Course Outcome and Assessment Tracking Form (CPAS) follow:



Annual Program and Course Assessment Calendar

Appendix A. Nursing and Allied Health Division SLO Assessment Calendar

Program: EMS/CNA/MASTAug Sept Oct Nov Dec Jan Feb Mar Apr May June July

EMS/CNA/MAST Courses and Certificates

Analysis of Data/Planning from previous semester---completed in first month of the beginning of semester

Implementation based on the evaluation from the Previous Year

Post-Implementation AKA (Program Review of core courses taking place at the end of each semester). Discussion includes: summary of changes brought on by course SLO data and how it was implemented; need for curriculum change; content integration issues that arise concerning each level; program successes; community input.

SLO fclty mtg in May

CTE Questions (1-3) (see other form): completed eve ry 2 years (EVEN or ODD)

SLO Assessment Calendar--EMS/MAST/NAST Courses/Cert ificates

Assess objective &/or performance based tools in the Fall

Assess objective &/or performance based tools in the Spring

EMS 201 EMS 102 EMS 130 EMS 131 EMS 103 NAST 125 NAST 145/L

NAST 148/L MAST 109/L MAST 110 MAST 111/L

Fall Semester

Student Surveys

Spring Semester

SLO Assessment of Current Courses

Summer

EMS 201 EMS 102 EMS 130 EMS 131 EMS 103 NAST 125

NAST 145/L NAST 148/L MAST 109/L MAST 110 MAST 111/L

Fall Sem. Courses are analyzed

Implement changes from the previous Fall



COURSE OUTCOMES & ASSESSMENT TRACKING FORM (kept in the department files and maintained by course faculty)

COURSE NAME NAST 148 CERTIFIED NURSING ASSISTANT X CERTIFICATE REVIEW DATE SEPTEMBER: 2013

Upon completion of the course, the student will be able to:

OUTCOME

METHOD OF ASSESSMENT

(Describe Below & Attach the

Instrument)

RESULTS OF ASSESSMENT(S)

(Student Evaluations; Revisions

to the Program based on results)

EVALUATE THE NEED

FOR CHANGE

1. Apply current state regulations regarding the scope of practice of a C.N.A.

a. Passage of the state competency WRITTEN exam. BENCHMARK: > 85% of the students will pass.

b. Clinical Evaluation Tool- students must pass the tool BENCHMARK: 85% of the students will pass the tool with an 80% or better.

c. Quiz #1 pertains to Title 22 students will be successful at a 90% rate.

a. For the past 5 years, 100% of students have passed the exam.

b. All students passed the clinical evaluation tool with an 80% or better. c. One student missed question #1 which requires students to know how many hours of theory and clinical are required to take the state competency exam.

a. No content shifts are necessary. Will change the BENCHMARK to 95% for Fall 2013

b. No content shifts are needed. Will change the BENCHMARK to 90% for Fall 2013. c. 93% of students correctly answered question #1. Each student will continue to be required to go through the syllabus schedule of classes and add up the hours of theory and clinical. Besides each student adding up the hours, they will also need to refer to Title 22 guidelines regarding the required number of hours. The BENCHMARK was reached. Will keep the BENCHMARK at 90%.



OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

d. Student Survey

d. Student surveys dated this Spring 2013 received and evaluated.

No content shift required at this time. d. All students rated their ability to apply current state regulations regarding the scope of practice of a C.N.A. as either Always or Very often.

2. Demonstrate application of the nursing process to the care of the geriatric client.

a. Competency Check-off list b. Clinical Evaluation Tool c. Clinical nursing care plans d. Selected questions from the quizzes. Benchmark: 75% of students will pass each quiz with a 70% or better.

a. & b. This Spring 100% of the students completing the course were competent as demonstrated by the competency check off list and clinical evaluation tool. c. This Spring 2013 all students knew their patient’s care plans well enough to be considered knowledgeable in how to care for their clients. d. Spring 2013- 1 student out of 15 students (7%) passed all quizzes with a 70% or better. This is a 26% decline from Spring 2012-

a. and b. No content shifts are needed at this time. c. No content shifts are needed. I will continue to require students to write out the care plans for each client that they care for and have them in their pockets for quick reference. This has proven to be very helpful, as demonstrated by all students knowing their patient’s care plans. d. The data showed that 6 of the 14 students only failed one test, 7 of the 14 students failed two tests, and one student failed 3 tests. Students are allowed to not count one quiz, so for those students who failed 2 or 3 tests, their overall theory grade was affected. The benchmark was not reached. Will continue requiring students to answer the practice critical thinking questions at the end of each chapter (there are usually 3-4 questions) I will continue to organize study groups for students who are struggling with the critical thinking questions. I have added even more written critical thinking questions



OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

to their classwork. I will continue Quiz review the Friday before the Monday test during post-conference at the hospital. The morning of the test students are asked if they have any questions regarding the content that will be on the quiz. New for Spring 2013- If a student scores below 70% on one test, they must make an appointment with our Allied Health Success Specialist.

3. Demonstrate responsibility and accountability for beginning nursing assistant practice.

e. Student survey a. Pass the state of California Nurse Assessment MANUAL exam. BENCHMARK: 90% or > b. Facility survey

e. Student surveys dated Spring 2013 received and evaluated. a. For the past 13 years, 100% of students have passed the exam. b. Since 99% of my classes are usually pre-nursing students waiting to be accepted into an RN or VN program, most students do not seek employment as a nursing assistant. New Fall 2013- To meet the demand of certified nursing assistants, and be mindful of budgetary constraints, Cuesta increased the cap on the class from 15 to 30. One of our Skilled

e. All of the students answered Strongly Agree or Agree regarding the tests reflecting the course content. The students admitted that they were surprised how difficult the tests were in the C.N.A. class. a. No content shifts are necessary. Will keep the BENCHMARK at 90%. b. An online facility satisfaction survey was created by the Division Chair Spring semester 2012. I sent the link to the contact people at each hospital for them to complete the survey. In the past compliance from former students and facilities have been poor when surveys were sent in the mail. The compliance was poor as well from the online survey. Only one facility responded to the survey. The facility had hired one of Cuesta’s nursing assistants. They were pleased with the employee’s performance with no



OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

Nursing partners in the community offered a contract employee. There are two clinical groups concurrently offered each semester with 15 students in each group. The Acute Care Nursing Assistant course is no longer going to be offered since C.N.A. is required for most nursing schools in the state (including our VN program) and ACNA is not. Also due to the nurse patient ratio mandate in acute care, hospitals cannot afford to hire as many ACNA’s as they once did.. Nurses are doing primary care nursing.

suggestions for improvement. It could be that not many of my students sought employment, and that would explain the poor compliance.

4. Use language and skills that promotes inter-professional communication, and client aide communication, being sensitive to cultural differences including medical terminology.

a. Med. terminology Quizzes BENCHMARK: 85% of students will pass terminology quizzes. b. Report taking – students must receive report (using the level of care sheet) from the night shift aide going off duty @ 0645 to determine any changes in client’s condition. I also attend a Level of Care Update meeting each week with the lead aide at the facility the day before students report to clinical. BENCHMARK: 100%

a. Last Spring 2013, 100% of students passed the Medical Terminology Quizzes with a 75% or better. b. For fourteen years, there has never been an incident where a client was harmed because of a student not being aware of their condition.

a. No content shifts are necessary b. No content shifts are needed at this time



OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

of students will receive report in the am before caring for their residents. c. Clinical Evaluation tool Students must write communication skills to be used for the demented, hearing impaired, and vision impaired during their clinical evaluation at the end of this course. They also must demonstrate during their clinical rotation that they can apply those skills. BENCHMARK: 90% of students will be able to list skills to use with the various impairments. d. Quiz #1 requires students to write 4 communication skills to be used with the hearing impaired. e. Quiz #3 asks students skills to communicate with the demented. BENCHMARK: 90% of students will answer multiple choice questions correctly which refer to communicating with the demented.

c. Last Spring 2013 – All students could list 4 skills to be used when communicating with the hearing impaired, and the demented. 15 out of 15 students could also list 4 techniques to be used when communicating with the vision impaired. The Benchmark was reached. d. 3/2013 All but one student was able to list 4 skills to communicate with the hearing impaired. The one student listed 3 skills, and said she blanked after that. e. Last Spring 2013 all students answered the question correctly regarding communicating with the demented.

c. Currently a guest speaker from the Alzheimer’s Association teaches a two hour session on the skills to use to communicate with the Demented. Since hearing loss is a normal aspect of aging, most students had residents who were hearing impaired, but not vision impaired. Last Spring 2013, I added more questions addressing vision impaired on quizzes which will be before the clinical evaluation tool is used to assess students’ success- see d below. No content shifts needed at this time. d. I am keeping Quiz #1 a question requiring students to list 4 communication skills to use with the vision impaired, since this is where the deficiency was. e. No content shifts needed at this time. Kept the benchmark to 90%



OUTCOME



Instrument)




EVALUATE THE NEED

FOR CHANGE

f. Quiz #2 also has questions referring to communicating with different cultures. BENCHMARK: 85% of students will answer selected communication questions referring to culture correctly. g. Student Survey

f. Last Spring 2013, all 15 students answered the cultural communication questions correctly. g. Student surveys dated Spring 2013 received and evaluated.

f. The benchmark was exceeded with 100% of students answering the culturally sensitive questions correctly. Content shifts will not need to be made. The state does not mandate that I spend a certain amount of time on communicating with culturally sensitive individuals. During the last 5 years, I have included a group class exercise where each of the 4 groups shared with the class ways to communicate with a certain culture. This has been very effective. g. All students answered either Always or Very often in regards to being able to use language that promotes inter-professional communication, and being sensitive to cultural differences including medical terminology.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLAN S: Course SLO Presentation/Faculty Dialogue took place at the Allied Health faculty meeting on 4/15/13 for a 15 minute presentation. Attendance: Division Chair, 1 FT and 2 PT faculty and 1 director. RECOMMENDATIONS FOR CHANGE: Presenter revised plan to include any feedback that may improve the course. Suggestions/Comments: Due to NAST 148 being an impacted course, and a pre-req for the LVN program, the decision was made to have only one section in the Fall and one section in the Spring with 30 students enrolled each semester. A contract faculty member will teach the second clinical section each semester. We will repeat the evaluation and discussion of Course SLOs yearly.

Documents

ANNUAL PROGRAM PLANNING WORKSHEET (APPW) · PDF file · 2018-01-03ANNUAL PROGRAM PLANNING WORKSHEET (APPW) Program: ... clinical enrolling 15 students in each, ... schooling required