Assessment of Student Learning Plan (ASLP)...student learning outcomes are assessed and in which courses: Please see Appendix A If your program’s curriculum assessment map is not

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Assessment of Student Learning Plan (ASLP)

2019-2020 Academic Year

Reminder: All Department/Program Chairs are responsible for completing an ASLP form by the end of this

academic year for each academic program in your department. This campus-wide (annual) form is used to

document the ongoing program assessment activities in each department/program. The form is designed to align

with the NECHE (New England Commission of Higher Education) accreditation- assessment standards. If you have

questions about this form, or need assistance with your program assessment plans, please contact Susan King,

Director of Academic Assessment, 780-4681, [email protected]. Please email this form by May 31, 2020.

Overview Information:

College CSTH Department Nursing Degree Program BS in Nursing, MS in Nursing, Doctor of Nurse Practice

Contact Person for the Assessment Plan: Brenda Petersen

Current Date: July 2, 2020 (Late submission due to COVID-19)

List the date of the most recent academic program review/self-study:

Commission on Collegiate Nursing Education (CCNE) Self- Study submitted 12/30/19

CCNE reaccreditation site visit February, 2020. Site visitor team report indicated

Standards I-IV met, with final decision of the CCNE Accrediting Board anticipated in

September, 2020.

Program Assessment Plan Information:

Do you have a Formal Program Assessment Plan? _x_Yes ____No

If YES, please attach your Program Assessment Plan/Cycle, or indicate the link on your website:

Please see Appendix A.

mailto:[email protected]

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Then, complete Step 3 of this ASLP form (see pages 4-5) to describe how the assessment results

were used for program improvement purposes.

If NO, your department/program does not have a Formal Assessment Plan (beyond this

academic year), please complete all sections of this ASLP form.

*(Please see assessment website for an example/template of a 3-year assessment plan)

Mission Statement:

1. Provide your program’s mission statement in the space below, or provide a link to the

statement from your program’s webpage.

The University Of Southern Maine School Of Nursing is dedicated to advancing the health and

well-being of its community through the education of caring and competent nurses prepared

for the challenges of 21st-century nursing practice.

2. Briefly describe the ways in which your program’s mission statement is aligned with the USM

mission.

Please see Appendix B

Diversity, Equity, and Inclusion If your program has diversity, equity, and inclusion related goals, or a diversity, equity, and inclusion statement; please provide a link to the statement and/or goals. Then, briefly describe any assessment activities related to your program statement/goals regarding diversity, equity, and inclusion.

A new program outcome adopted in March, 2020 as follows:

"The baccalaureate graduate will be able to explain the present and historical context of how

racism and other forms of oppression influence health inequities, and consider the responsibility

of nurses in dismantling oppression throughout health systems.”

Goals:

1) SP 2020: Diversity Retreat was held for faculty supported by the Pillar Grant “Beyond Cultural Competence: Interprofessional Anti-Racist Pedagogy in the Health and Social Service Professions.”

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2) SU 2020: Faculty workgroup formed to develop antiracism and oppression curriculum resources for infusion throughout curriculum.

3) FA 2020: Organize a collaborative DEI, oppression and anti-racism task force of faculty and staff to form a consortium between UMS sister nursing schools. 4) Spring 2020/Fall 2020: Conduct DEI/oppression/antiracism curriculum gap analysis through the Anti-racism Pillar Grant. 5) Fall 2020: Outcome driven interprofessional faculty development based on gap analysis for oppression, antiracism and DEI through Pillar Grant. 6) Spring 2021: Interprofessional faculty development continues through Pillar Grant. Develop outcome measures and evaluate events pre and post. In addition, development of proposed Presidential Lecture Series in collaboration with UMS sister nursing schools. DEI/Oppression book club, and panel discussions. Engage our employer/clinical partners and our alumni. 7) Fall 2021: Pillar Grant events including outcome measures, for all professions (Inter-professional). Continuation of proposed Presidential Lecture Series. Evaluate outcomes of faculty development.

Assessment of Student Learning: Program Assessment Steps

Step 1: Program-level Student Learning Outcomes (SLO’s)

a. Please provide the URL for your program-level student learning outcomes as

published on your department’s website:

https://usm.maine.edu/nursing/undergraduate-program-student-learning-outcomes

https://usm.maine.edu/nursing/masters-program-objectives

b. Please provide the URL of your curriculum assessment map showing when your

student learning outcomes are assessed and in which courses:

Please see Appendix A

If your program’s curriculum assessment map is not published, please complete the

template (on page 6 of this document), and include it with your ASLP, or attach your

own version.

Please see Template.

https://usm.maine.edu/nursing/undergraduate-program-student-learning-outcomeshttps://usm.maine.edu/nursing/masters-program-objectives

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c. Please list the program learning outcomes which were assessed since the submission

of your last ASLP (May 2019).

CCNE reaccreditation self-study was submitted 12/30/2019. Program level

outcomes and course level SLOs are measured as part of the SPOE (see appendix A).

Aggregate program and student learning outcomes are measured by standardized

national testing at the undergraduate and graduate level through certification

exams; i.e., NCLEX-RN and Advanced Practice Nurse Practitioner (APRN) certification

exams that to licensure to practice as a registered nurse (undergraduate) or APRN

(graduate).

Undergraduate Program Outcomes Measured through SPOE:

1. Integrate theoretical knowledge from nursing science, the arts and humanities, the social sciences, and the biological sciences in the development of clinical reasoning for the practice of nursing care.

2. Demonstrate professional, and ethical behaviors through reflective practice, strong communication, and respectful disciplinary, and interprofessional collaboration.

3. Appraise effective use of technology and information systems to communicate, manage knowledge, minimize error, and generate data to support evidence-based decision making for safe nursing practice.

4. Provide culturally appropriate patient centered care across the lifespan based on knowledge of individual, family and community preferences, values, and needs.

5. Advocate for the health and well-being of individuals and communities based on an understanding of current healthcare systems and policies.

Graduate level program outcomes measured through SPOE:

Advanced Practice Registered Nurse (APRN) Program Outcomes

By the end of the advanced practice registered nurse program, the graduate will be able to:

1. Demonstrate advanced practice clinical decision making, utilizing critical thinking grounded in the sciences and humanities, to interpret patient and diagnostic test data and formulate differential diagnoses and a plan of care for patients in their population foci. (Competency:* 1; Essential:** 1, 9)

2. Implement effective strategies for engaging individuals from selected client populations in health promotion and maintenance. (Competency: 9; Essential: 8, 9)

3. Advocate for patients and families to provide cost-effective, culturally evidence-based, ethical, quality care in and across health care settings. (Competency: 2, 3, 6,7, 8, 9; Essential: 2, 6, 7)

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4. Analyze socio-cultural, spiritual, economic, legal, and political issues that influence and lead to the highest level of nursing practice. (Competency: 4,6,7; Essential: 1, 4, 8 )

5. Demonstrate the ability to effectively communicate, and engage in collaborative intra and inter-professional relationships efforts, to develop and implement policies to improve health care delivery and outcomes. (Competency 2, 7; Essential: 6, 7)

6. Demonstrate leadership and effective management strategies for advanced practice, including proficiency in the use of information technology/technology resources to support practice and ensure continuity of patient care. (Competency 2, 5; Essential: 2, 5)

7. Translate research into practice through activities that reflect critical appraisal of existing evidence, development of evidence-based practice, and evaluation of outcomes. (Competency 1, 3, 4; Essential: 1, 3, 4, 9)

*Competency refers to:

National Organization of Nurse Practitioner Faculties (NONPF). (2012). Nurse practitioner core competencies. Washington, DC: NONPH http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdf

**Essentials refer to:

American Association of Colleges of Nursing (AACN). (2011). The essentials of master’s education in nursing. Washington, DC: AACN http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf

4.9.2015

Master’s in Administration Program Outcomes

By the end of the Master’s in Administration program, the graduate will be able to:

1. Demonstrate an advanced level of understanding of nursing, other sciences, humanities, and theory, and integrates this knowledge to manage and improve nursing care across diverse settings. (Essentials*: 1, 9) (Competencies**: 2,3,5)

2. Effectively communicate and use leadership skills to foster intra and inter-professional relationships to shape and implement system change; and promote teamwork, a positive work environment, and delivery of high quality, safe, and cost effective care. (Essentials: 2 & 7) (Competencies: 1,3,4)

3. Promote and improve quality in organizations through quality improvement practices. (Essential 3) (Competencies: 3,5)

4. Translate research into practice through critical appraisal of existing evidence to: address problems, improve practice, and disseminate results. (Essentials: 1,4) (Competencies: 2,3,5)

5. Utilize technology and information systems to enhance communication, decision making, integration, improvement, and coordination of care. (Essentials: 3, 5) (Competencies: 1,5)

6. Intervene at the system level through the policy process and use advocacy strategies to influence health, health care, and outcomes. (Essential 6) (Competencies: 2,3,4)

7. Synthesize broad organizational, financial, economic, client-centered, culturally appropriate concepts to address prevention and population health. (Essential 8) (Competencies: 2,3)* Essentials refer to:

American Association of Colleges of Nursing (AACN). (2011). The essentials of master’s education in nursing. Washington, DC: AACN http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf

** Competencies refer to:

http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdfhttp://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdfhttp://www.aacn.nche.edu/education-resources/MastersEssentials11.pdfhttp://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf

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American Organization of Nurse Executives. (2015). AONE Nurse Executive Competencies. Chicago, IL: AONE http://www.aone.org/resources/nec.pdf

Approved By GCAAC 3.28.2019

Approved by SON Faculty 4.4.2019

Master’s in Education Program Outcomes

By the end of the Master’s in Education program, the graduate will be able to:

1. Demonstrate an advanced level of understanding of nursing, other sciences, humanities, and education theory, and integrates this knowledge to facilitate learning and improve nursing care across diverse settings

(Essentials*: 1, 9; NLN Core Competency**: 1).

2. Demonstrate teaching effectiveness in the application of quality principles, in health care and nursing education, to improve patient outcomes. (Essential 3: NLN Core Competency: 6)

3. Demonstrate leadership skills to shape and implement change in practice and education systems. (Essential: 2; NLN Competency: 2).

4. Create learning experiences which support cognitive, psychomotor, and affective development. (Essential: 9; NLN Competency: 2).

5. Demonstrate the ability to formally and informally assess and evaluate cognitive, psychomotor, and affective learning. (Essential: 9; NLN Competency: 3).

6. Utilize technology in the teaching-learning process to support delivery of high quality and safe patient care. (Essentials: 3, 5; NLN Competency: 1).

7. Synthesize broad ecological, global, epidemiological, cultural, and social determinants of health in order to integrate evidence-based population principles into the nursing curricula (Essentials: 1, 4, 8; NLN Core

Competency: 4).

8. Demonstrate the ability to effectively communicate and engage in collaborative intra and inter-professional relationships at the systems level to develop and implement policies to influence health, health care outcomes, and

innovative education practices. (Essentials: 6, 7; NLN Core Competencies: 5, 8)

9. Translate research into practice through critical appraisal of existing evidence to: resolve education and practice problems; develop evidence-based teaching, assessment and evaluation practices; and disseminate

results. (Essentials: 1,4; NLN Core Competencies: 1, 3, 7)

* Essentials refer to:

American Association of Colleges of Nursing (AACN). (2011). The essentials of master’s education in

nursing. Washington, DC: AACN http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf

**NLN Core Competencies refer to

National League for Nursing (NLN). (2005). Core competencies of nurse educators. Washington, DC: NLN.

4.9.2015

Step 2: Assessment Methods Selected and Implemented /Summary of Results

a. Identify the assessment measures (evidence of student learning) that were used to

determine whether students achieved the stated learning outcomes for the degree.

Please check all the measures used since the submission of your last ASLP (May 2019), on

the chart below. Also indicate when you implemented the assessment activity.

http://www.aone.org/resources/nec.pdfhttp://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf

7

Check Assessment Methods Used this Academic Year When Implemented

__Artistic Exhibition/Types of Performance Fall Spring Summer

_x_Class assignments/Exams/Papers (completed in course) Fall Spring Summer

_x_Capstone Project (written project, non-thesis paper) Fall Spring Summer

_X_Comprehensive or licensure exam (created by external org) Fall Spring Summer

_X_Exit Exam (created by department or program) Fall Spring Summer

__Exit Interview (individual or indiv self-reports of outcomes) Fall Spring Summer

__Employer meetings/discussions on student outcomes Fall Spring Summer

__Focus Groups (self-reports of outcome attainment) Fall Spring Summer

_X Internship/Fieldwork (evaluations of performance)-Clinical Fall Spring Summer

__Oral Performance/conference presentation Fall Spring Summer

X_Portfolio of student work Fall Spring Summer

X_Reflection Essays (self-report of outcome achievement) Fall Spring Summer

_X_Research Papers (used for course & program assessment) Fall Spring Summer

__Supervisor/Employer Evaluation (performance outside of class) Fall Spring Summer

_X_Student Survey information (student self-reports on outcomes) Fall Spring Summer

_X_Thesis/Dissertation (used for course & program assessment) Fall Spring Summer

__Other: please explain

b. Briefly describe the implementation process (i.e. where were students assessed,

what courses, what class levels, or any other specific details, etc). Please see

Appendix A for Systematic Plan of Evaluation.

c. Provide a brief summary (numerical or narrative) of your assessment results (e.g., .

an illustration of the rubric-based scores, percentage of those who met the learning

outcome you assessed, number of students assessed and findings, copies of

instruments or rubrics used, etc.).

The American Association of Colleges of Nurses provide “Essentials” of BS, MS and

DNP education that align with program outcomes and SLOs shown on SPOE.

Aggregate program student learning outcomes are measured through national

certification for licensure exams to practice. At the graduate level, all Nurse

Practitioner students successfully passed certifying licensure exam in 2019. At the

undergraduate level 89.3% (n=147) of BS students passed NCLEX-RN™ exam (an

increase from 86% in 2018).

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d. Provide a brief summary of what your program learned or concluded from the

evidence you collected (e.g., did your program meet the expected goal or

benchmark, does the new knowledge raise additional questions, do you need to

collect additional types of data, did you get insights about the assessment

procedures or about teaching and learning in your program?, etc.).

At the graduate level, expected goals were met in 2019. At the undergraduate level,

evaluation of NCLEX-RN pass rates continues. An analysis correlated to ATI Predictor

exam that is a nationally normed assessment intended to predict NCLEX success was

conducted. This analysis indicates the need to implement a remediation strategy for

students who do not meet benchmark, creating a new goal for AY 20/21 to utilize

remediation strategies to improve NCLEX-RN pass rate.

Step 3: Using the Assessment results to Improve Student Learning

a. Who interpreted or analyzed the results that were collected this past year? (check all

that apply)

_x_Program instructors/faculty _x_Faculty committee _x_Ad hoc faculty group (CCNE Self-Study Work Groups) _x_Dept Chair/Program Director/Dean __Faculty advisor _X_Students (assistants, interns) _X_Other: please explain: A group of undergraduate students provided significant

input to the nursing faculty related to the need to create a new nursing program outcome connected to the historical structures of oppression and racism and their impact on healthcare.

b. How did they evaluate, analyze, or interpret those results? (check all that apply)

_X_ Used a rubric or scoring guide(s) for an assignment, paper, etc.

_X_ Scored exams/tests/quizzes

_X_Used professional judgments (no rubric or scoring guide)

_X_Compiled or reviewed survey results

_X_Reviewed qualitative methods (interviews, focus groups, open-ended responses)

_X_External organization scored/analyzed data (licensure, comp exams)

_X_Other: please explain

c. Indicate how the program will use (or has used) the results (check all that apply):

_X_Assessment procedure change (student outcomes, curriculum map, rubric,

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evidence collected, sampling procedure, communications with faculty, etc.)

_X_Course changes (course content, courses offered, new course, pre-requisites,

course requirements, etc.)

_X Course pedagogy changes (teaching)

_X_Personnel or resource allocation changes

__Program policy changes (admission requirements, student probation policies,

course feedback forms, etc.)

__Student’s out-of-course experiences (co-curricular requirements, program

website, program handbook, student workshops, etc.)

_X Student Advising experiences (advisor-advisee relationship, communication of

changes or expectations, etc.)

__Results indicated no action needed, students met expectations

__Other: please explain

d. Briefly explain each of the program changes/improvements indicated above.

The School of Nursing Systematic Plan of Evaluation (SPOE) outlines the outcomes used to assess program effectiveness based upon standards of nursing education. A review of the benchmarks and aggregate data demonstrate that all actual outcomes meet the stated benchmark in the SPOE. Despite this finding, there are a few areas where processes can be improved. In the fall 2019 semester, a group of nursing students reached out to faculty to present a proposal

related to their concerns that there was a need to integrate antiracism and oppression teaching

throughout the nursing curriculum. In the spring semester, nursing faculty unanimously adopted a new

program outcome: The baccalaureate graduate will be able to explain the present and historical context

of how racism and other forms of oppression influence health inequities, and consider the responsibility

of nurses in dismantling oppression throughout health systems.

The SON associate dean and peers in public health and social work are the recipients of a Provost’s

Office Pillar Grant. The project is titled “Beyond Cultural Competence: Interprofessional Anti-Racist

Pedagogy in the Health and Social Science Professions.” This funding supports a series of professional

development, curricular, and scholarship activities that promote antiracism in the health and social

professions.

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The 2019 results of the commencement survey are reported for 56 undergraduate and 16 graduate respondents. Under the category of overall satisfaction while at USM the first question asked graduates to evaluate their entire educational experience at USM. The results show that for undergraduate students 32% rated it as excellent and 61% as good. The results for graduate students show that 6% rated the experience as excellent and 75% as good. When asked if they would recommend USM to other people, 100% of undergraduate students and 81% of graduate students said they would. The program specific question asked students to rate their overall experience in their major/program. For this item, 41% of undergraduates indicated they were very satisfied and 57% indicated they were satisfied for an overall result of 98% being very satisfied or satisfied with the undergraduate program that is above the identified benchmark. For graduate students, 6% said they were very satisfied and 81% said they were satisfied for a total of 87% that is above the benchmark. An intervention to improve student satisfaction includes the Associate Dean hosting Town Hall meetings with undergraduate students, and increasing supportive communication directly to students via listServ. Goals to increase student engagement will continue at the undergraduate and graduate level and include plans to more actively engage and connect alumni with current students. Through an intervention to improve program outcomes related to NCLEX pass rate, a Part Time Faculty

Task Force was formed in the fall. The task force conducted a survey of PT faculty to evaluate strengths

and weaknesses of the support system, for the high volume of nursing clinical and lab faculty. This

survey validated a need for additional support for these faculty. A model of “course leads” was adopted

to ensure that PT faculty have adequate support for consistency in course delivery. The associate dean

communicates regularly with PT faculty via ListServ.

Indicate when the program improvements (noted above) will be implemented or if you already made

program changes (e.g., during the summer months, beginning of the fall semester, etc.).

Course lead model continues. As COVID19 moved nursing education online in spring 2020, the nursing

faculty work to ensure that learning outcomes are achieved in the “high-touch” profession of nursing

became a critical area for immediate innovation and adaptation. The extensive efforts of full-time and

part time clinical and lab faculty (supported by staff coordinators) led to the adoption of new nursing

education pedagogy that includes virtual simulation and tele-simulation. Faculty and faculty support

simulation staff have attended webinars for training, to support the transformation of the clinical and

lab curriculum in unprecedented way. This was accomplished through a COVID-19 task force and

supported by the course lead model beginning spring, 2020. Extensive virtual simulation and tele-

simulation training, curriculum redesign with integration of virtual simulation continues through

Summer/Fall 2020.

Curriculum assessment is being conducted through the Pillar Grant to identify antiracism and oppression

content, with ongoing faculty development to support infusion of this content throughout the

curriculum.

Faculty are engaged in the summer of 2020 to begin to build faculty resources for antiracism curriculum

in nursing. In the fall 2020 semester, this work will include support for faculty development through the

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Pillar Grant, along with collaboration with Orono and Fort Kent nursing programs to establish a system

wide nursing task force to address oppression and racism in healthcare.

A

Other Assessment Activities: Briefly describe any additional assessment-related activities being done at

the course level (e.g., common assignments and/or assignment rubrics for use across different sections

of required courses, examining student progress in entry-level, capstone, or other courses, other

assessment projects implemented by individual faculty, etc.)

In the undergraduate program, a core group of faculty solicited feedback from full-time and part-time faculty teaching in NUR 307, 313, and 413 requesting suggestions for course revisions and/or improvements. The feedback included student course evaluation data, course report data, and anecdotal experiences. The core group of faculty then met and reviewed changes. The work of the change was divided up amongst the core group that met multiple times to review and finalize changes. Changes were then presented back to faculty who could ask questions and give any additional feedback. Changes were based upon anecdotal student feedback (things heard through student conversation and assigned self-reflection assignments), formal student feedback (course evaluations), and instructor experiences. The graduate program used feedback from the course report process to make a variety of changes in the graduate curriculum. For example, NUR 690 Role Seminar was recommended for elimination from the APRN curriculum. This recommendation was based on the fact that the course objectives did not related to the master’s essentials or to the NONPF competencies. Instead the essential content will be integrated into the seminar associated with each practicum course. Another example, is the change to offering one pediatric related course for the FNP students that is a combination of the two prior courses. This allows for improved scheduling and more comprehensive coverage of the content.

No assessment activities: If your program did not engage in any assessment activities this past

academic year, please explain, and please indicate what assistance you need.

Reminder: Please complete and submit this form by May 31, 2020.

Assessment Template

CCNE Accreditation Key Element III-I. Individual student performance is evaluated by the faculty and

reflects achievement of expected student outcomes. Evaluation policies and procedures for individual

student performance are defined and consistently applied

Responsibility Frequency Method/Data Source Action/Feedback Loop

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Individual

Faculty

UGCC

UGAAC

GCAAC

Ongoing

According to

peer review

process

Individual faculty and

respective committees review

the following documents as

appropriate for consistency and

adherence to policies:

Course syllabi

Clinical Evaluation Tools

Course Evaluations

Undergraduate and Graduate

advancement policies

Course evaluation data analyzed

by course faculty.

Tests & final exam

Standardized content-based

testing reports

Projects

Clinical experiences

Course evaluations summarized

by course faculty as part of the

peer review process and end of

course reports.

Course faculty submit summaries of

course and clinical evaluations from

faculty and students to respective

curriculum committee for review with

recommendations.

Learning experiences examined in

relation to program and appropriate

course outcomes..

Recommendations made by respective

curriculum committee regarding

changes course(s).

Recommendations and subsequent

changes are reflected in the respective

committee minutes and in the Faculty

Organization minutes when appropriate.

CCNE Accreditation Key Element III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals and evaluation data are used to foster ongoing improvement for each

program.

Responsibility Frequency Method/Data

Source

Action/Feedback Loop

13

Peer Review

Program

Evaluation

Committee

UGCC

GCAAC

Individual Course

Faculty

Based on Peer

Review

Schedule in

AFUM contract

Each semester

Course evaluations

summarized by

course faculty.

Learning experiences

are examined in

relation to program

outcomes.

Student course

evaluations

Tests and final exam,

Projects


End of Course

Reports

Reports generated by

the Office of

Academic

Assessment upon

request

Course faculty submit end of course reports

that includes summaries of student evaluations

and their own assessment of course evaluation

to respective curriculum committee for review

with recommendations. Courses are reviewed

on a rotating basis.

Learning experiences examined in relation to

program and appropriate course outcomes.

Feedback from the curriculum committee is

shared with individual faculty and is noted in

minutes.

Substantive changes are shared with full faculty

during course updates in May.

Faculty Organization Meeting Minutes reflect

discussion and any changes.

Assessment Template

University of Southern Maine School of Nursing DNP Program Crosswalk with ANCC (2006) DNP Essentials

DNP Program Outcome DNP Essential

Course/Courses

addressing

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1. Evaluate scientific underpinnings that contribute to translation of nursing research to improve practice.

I, II NUR 624 NUR 693 MPH 535 MPH 670 MPH 683 DNP SEMINAR

SEQUENCE (NUR

710-715) 2. Evaluate nursing actions that influence health care outcomes

for individuals, families, and populations.

II, III NUR 624 MPH 670 LOS 611 DNP SEMINAR

SEQUENCE (NUR

710-715) 3. Use knowledge gained through the evaluation of nursing

actions that influence health outcomes to improve care

delivery, patient outcomes, and systems management.

III, IV, VI NUR 702 MPH 670 MPH 535 DNP SEMINAR

SEQUENCE (NUR

710-715) NUR 705-706

4. Evaluate evidence pertaining to the direct care of patients and management of care for individuals, families, systems, and

populations.

VII, VIII NUR 624 MPH 583 DNP SEMINAR

SEQUENCE (NUR

710-715) NUR 705-706

5. Translate evidence gained through the evaluation of direct care of patients and management of care for individuals, families,

systems, and populations to improve and implement health

policy.

V, VI, VII NUR 624 MPH 670 DNP SEMINAR

SEQUENCE (NUR

710-715) NUR 705-706

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Appendix A – Systematic Plan of Evaluation (SPOE)

Standard I Program Quality: Mission and Governance

The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect

professional nursing standards and guidelines, and consider the needs and expectations of the community of interest.

Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected

outcomes. The faculty and students of the program are involved in the governance of the program and in the

ongoing efforts to improve program quality.

Key Element I-A. The mission, goals, and expected program outcomes are: congruent with those of the parent

institution; are

reviewed periodically and revised as appropriate.

Responsibility Minimum

Frequency

Method/Data Source Action/Feedback Loop/

Last Updates

Program

Evaluation

Committee

(PEC)

Undergraduate

Curriculum

Committee

(UGCC)

Graduate

Curriculum,

Admissions

and

Advancement

Committee

(GCAAC)

Associate Dean

Coordinator of

Undergraduate

Nursing Education

5 Years:

Spring 2019

Spring 2024

Spring 2029

or as stimulated

by program,

college or

university

changes.

Website,

catalog and

handbooks

updated

annually in

Spring

Table comparing university, college,

and SON mission, philosophy, goals

and program outcomes are reviewed

every five years in preparation for

reaccreditation during the self study

phase. In addition, when there are

major changes to any of these that

will generate a review and alignment.

Review USM website, SON catalog,

Nursing Student Handbook(s) and

other publications for clarity and

congruence.

Update Organizational chart of SON,

College and University as warranted.

Website, catalog and handbooks

updated annually in Spring according

to university deadlines by the

Coordinator of Undergraduate

Nursing Education.

Strategic Planning Work Group 2018

Report to faculty organization

with recommendations for

revision as appropriate.

Recommendations and

revisions reflected in Faculty

Organization Minutes.

Recommendations and

revisions reflected in catalogs

and on the website and other

publications as appropriate.

Updates disseminated to web

and catalog and handbook by

the Coordinator of

Undergraduate Nursing

Education

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Key Element I-B. The mission, goals, and expected program outcomes are consistent with relevant

professional nursing standards and guidelines for the preparation of nursing professionals.


Associate Dean

UGCC

GCAAC

5 Years:

Fall 2019

Fall 2024

Fall 2029

SON mission, goals and expected

program outcomes for each degree or

certification are reviewed by respective

committee to ascertain that they reflect

professional nursing standards.

Relevant standards identified by CCNE

and faculty:

The Essentials of Baccalaureate

Education for Professional Nursing

Practice (AACN, 2008)

The Essentials of Master’s Education for

Professional Nursing Practice (AACN,

2008)

The Essentials of Doctoral Education for

Advanced Nursing Practice (AACN,

2006)

Criteria for Evaluation of Nurse

Practitioner Programs (NTF, 2016)

Nurse Practitioner Core Competencies

(NONPF, 2012)

Population Focused Nurse Practitioner

Competencies -

Report to faculty organization with

recommendations for revision as

appropriate. Recommendations and



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● Family Across the Lifespan (NONPF, 2013)

● Psychiatric Mental Health (NONPF, 2013)

● Adult-Gerontology Acute Care and Primary Care Nurse

Practitioner Competencies

(NONPF, 2016)

National League for Nursing Core

Competencies of Nurse Educators.

(NLN, 2018)

Maine Nurse Core Competencies (2013)

Nursing: Scope and Standards of

Practice, 3rd Edition (2015)

Guide to the Code of Ethics for Nurses

with Interpretive Statements:

Development, Interpretation, and

Application, 2nd Edition (2015)

Guide to Nursing’s Social Policy

Statement: Understanding the Profession

from Social Contract to Social Covenant

(ANA, 2015)

Key Element I-C. The mission, goals and expected program outcomes reflect the needs and expectations of

the community of interest.

Responsibility Minimal

Frequency

Method/Data Source Action/Feedback Loop

18

Associate Dean

Faculty

UGCC

GCAAC

5 Years:

Spring 2019

Spring 2024

Spring 2029

Reviewed every five

years during self study

and during changes in

programs and

constituency.

School of Nursing Defines the

community of interest (COI) as :

USM community

Current and prospective students,

Potential employers (healthcare

institutions, schools, LTC facilities,

state agencies, home health

agencies, community service

agencies, primary and acute care

provider settings, etc.)

Maine State Board of Nursing

(MSBN)

Citizens of Maine

Information obtained via formal

and informal methods:

Feedback from students - course

evaluations,

Feedback from agencies - clinical

placement communications, ad hoc

advisory meetings, staff, faculty

and Associate Dean meetings with

agency personnel and agency

leadership.

Participation in Organization of

Maine Nurse Executives (OMNE)

Community nursing leaders

involvement in SON special

initiatives such as searches for

Associate Dean 2017/18, grant

writing and research.

Centralized Clinical Placement

System (CCPS) meetings

University System of Maine (UMS)

across campus works groups

Broad participation in local,

state and national nursing

coalitions to gather data on

national,state and local needs:

Advisory Group meetings

OMNE work groups

MeNEC

MSBN meetings

CCPS meetings

Statewide work groups

Key Element I-D Expected faculty outcomes are are written and communicated to the faculty, and are

congruent with institutional expectations.

Responsibility Minimal

Frequency

Method/Data Source Action/Feedback Loop

19

Peer Review

Committee

(PRC)

Associate Dean

Dean

Provost

Generally done

annually at according

to peer review

schedule PRC or

Provost develops

based on the collective

bargaining agreement

(CBA)

Peer Review guidelines are

developed in accordance with

Board of Trustee and collective

bargaining agreement..

Peer Review guidelines are

reviewed and revised if indicated

annually.

All new full-time tenure track

faculty participate in an

orientation that includes

information on the peer review

process and expected outcomes.

Full-time lecturer and clinical

track faculty also offered the

option of participating in

orientation.

Peer review criteria posted on the

Provost website and on the SON

website.

Provost hosts an open meeting on

the peer review process annually

Evaluation letter filed by PRC

and the Dean in each full time

faculty personnel file

according to PR schedule and

contract obligations.

PT faculty evaluation

completed by the Associate

Dean and faculty according to

the collective bargaining

agreement

Provost website updates by

staff according to BOT and

collective bargaining

agreements.

SON PRC and faculty suggest

changes in expectations and

measurements as needed. Once

approved by SON faculty they

are sent through Dean’s office

to Provost.

Review, revisions and

approvals reflected in PRC

minutes and Faculty


Key Element I-E. Faculty and students participate in program governance


Associate Dean

UGCC

Annually Faculty and student participation

is confirmed in program

governance documents including

SON bylaws, AFUM contracts,

and USM governance document

(2005).

Faculty nominated for the Faculty

Senate and voted on by all college

faculty.

20

GCAAC

Learning Resource

and Simulation

Committee

(LRSC)

Faculty

AD creates tentative committee

assignments and submits to

faculty each spring for the

following academic year. Faculty

are able to negotiate their

assignments if needed.

Committee assignments

distributed again at first faculty

meeting in the fall.

Representatives to the SON Peer

Review committee are

nominated and elected each

spring according to the SON

bylaws.

Faculty representatives are

elected to college and/or

university committees as

opportunities arise.

Representatives to the Faculty

Senate are nominated and elected

per senate guidelines.

Faculty governance is

documented in USM governance

constitution (2005)

University, College, School

organizational charts,

USM Faculty Handbook ,

School of Nursing Faculty

Bylaws,

Position Descriptions, AFUM

documents, Faculty Senate

reports, minutes and website.

Recommendations and revisions to

faculty committee structure reflected in

Faculty Organization Minutes

Meeting minutes will list attendees

including students and if only portion of

meeting appropriate for student, this

will be recorded as well.

Students will be solicited for committee

participation via list servs or via class

announcements as openings occur or by

faculty recruitment/recommendations.

Solicitation will include students in all

programs and on both LAC and

Portland campuses.

21

Faculty and student participation

will be documented in:

SON Committees (membership,

minutes, reports),

college wide committee

membership and minutes, and

University wide committee

membership and minutes.

Key Element I-F Academic policies of the parent institution and the nursing program are congruent and

support achievement of the mission, goals, and expected student outcomes. These policies are fair, equitable,

and published and accessible; reviewed and revised as necessary to foster program improvement.


Source


Coordinator, Graduate

Nursing Programs

Coordinator of

Undergraduate

Nursing Education.

Associate Dean

UGAAC

UGCC

GCAAC

Annually,

Spring

Analysis of accuracy,

fairness and

congruence

of policies in:

USM Undergraduate

Catalog

USM Graduate

Catalog

USM website

USM School of

Nursing website

USM School of

Nursing publications

Report to faculty organization with

recommendations and revision as appropriate.

Recommendations and revisions reflected in

Faculty Organization minutes and in

subsequent documents

Changes are made to catalog and handbooks

by the Associate Dean and other appropriate

staff and faculty in coordination with the

Associate Dean of CSTH.

Key Element I-G. The program defines and reviews formal complaints according to established policies.


22

Associate Dean

UGAAC

GCAAC

Faculty

The Dean of Students

Office and the Deputy

Title IX Coordinator

Complaints

handled as they

arise

Review and analyze policies

related to student

complaints.

Assess documentation to

verify adherence to formal

complaint process.

Analysis of accuracy and

congruence of formal

complaint process in

Provost Website and

catalogs

Student handbook, catalog, Provost

websites, syllabi

Records of formal complaints within

the SON are maintained by the

Associate Dean and appropriate

staff in a secure location.

Key Element I-H. Documents and publications are accurate. A process is used to notify constituents about

changes in documents and publications.


Coordinator, Graduate

Nursing Programs

Coordinator of

Undergraduate

Nursing Education.

Marketing

Associate Dean

Annually,

Spring

Documents and

publications are reviewed

annually with updates:

USM Undergraduate

Catalog

USM Graduate Catalog

USM School of Nursing

Graduate Student

Handbook

USM Advising Bulletins

USM website

Print and non-print media

released through Public

Relations and Marketing

Documentation of review in nursing

committee agendas and minutes.

Revisions submitted to the appropriate

departments throughout the university or

School of Nursing Committees as

appropriate.

Annual committee reports to faculty

organization and program Associate

Dean

23

Listservs are maintained

for communication with

students via email.

Standard II Program Quality: Institutional Commitment and Resources

The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution

makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty,

as a resource of the program, enable the achievement of the mission, goals, and expected program outcomes.

Key Element II-A. Fiscal resources are sufficient to enable the program to fulfill its mission, goals, and

expected outcomes. Adequacy of fiscal resources is reviewed periodically and resources are modified as

needed.


Associate Dean

Dean’s office staff

(Financial manager)

Coordinator,


Education

Coordinator,Graduate

Nursing Programs

SON Search Committee

Annually late fall

early spring for

following

academic year

and ongoing as

needed

Review fiscal resources to verify

that they are sufficient to meet

program outcomes.

Review: budget allocations

/expenditures, Departmental

Program Indicator (DPI) reports,

faculty/student ratios, faculty

salaries and workload, course

fees, adequacy of staff

Associate Dean will negotiate

budgetary needs with the Dean

of CSTH

Report to faculty

organization regarding fiscal

issues with recommendations

and revisions as appropriate.

Recommendations and



Course fees reviewed and

revised annually.

24

Key Element II-B Physical resources and clinical sites enable the program to fulfill its mission, goals, and

expected outcomes.

Adequacy of physical resources and clinical sites is reviewed periodically, and resources are modified as

needed.


Associate Dean

LRSC lab manager

LRSC committee

Clinical Placement

Coordinator

Coordinator,

Undergraduate

Nursing Education

Coordinator,

Graduate Nursing

Programs

Annually,

Spring

Review physical resources to verify that

they are sufficient to meet program

outcomes.

Review budget allocations /expenditures,

adequacy of facilities (classrooms,

conference spaces, offices administrative

space, lab space and equipment)

Negotiate space needs through Dean’s

office and Space Committee- computers

and office equipment for faculty and staff

- two campuses.

Clinical site arrangements negotiated by

Clinical placement coordinator in

conjunction with the Coordinator of

Undergraduate Education and Graduate

Nursing Programs Coordinator.

Examine adequacy of clinical facilities to

provide opportunities for a variety of

learning activities that promote attainment

of the objectives of the curriculum:

Review agency contracts and letters for

completeness.

CCPS system utilized for coordination

and communication.

Report to faculty organization

regarding physical issues with

recommendations and

revisions as appropriate.

Recommendations and


Organization Minutes as

appropriate.

LRSC suggests/proposes

needs,

25

Typhon computer system to track

experiences and quality of clinical for

Graduate program placements/preceptors.

Key Element II-C. Academic support services are sufficient to ensure quality and are evaluated on a regular

basis to meet program and student needs.


Associate Dean

Coordinator Graduate

Nursing Programs

Coordinator of

Undergraduate

Nursing Education

Clinical Placement

Coordinator

Library Liaison

Simulation Lab

Coordinator

Every 5

years

Fall 2019

Fall 2024

Fall 2029

Assess availability, adequacy of

academic support systems to

meet program outcomes:

● Academic Assessment

● Advising, Professional

and Faculty

● Athletics

● Career and

Employment Hub

● Computing Services

● Disability Services

Center

● English for Speakers of

Other Languages

● Instructional

Technology and Media

Services

● Learning Assistance

and Tutoring: Learning

Commons

The university conducts evaluations,

accreditations, certifications and

assessment of their departments and

shares reports regularly.

Updates and changes are

disseminated to the university

community, administration, faculty or

staff.

SON faculty and staff request input

from respective university offices on

services available as need arises.

26

● Recovery Oriented

Campus center (ROC)

● Office of Prior

Learning Assessment

● Office of Residential

Life

● Student Health and

Counseling Services

● Veterans' Services

● University Libraries

Key Element II-D. The chief nurse administrator: is a registered nurse (RN); holds a graduate degree in

nursing; holds a doctoral degree in nursing; is academically and experientially qualified to accomplish the

mission, goals, and expected program outcomes; is vested with the administrative authority to accomplish the

mission, goals, and expected program outcomes; and provides effective leadership to the nursing unit in

achieving its mission, goals, and expected program outcomes.


Source


Dean

Peer Review

Committee

According to Peer Review

Process

Additional evaluation as

appropriate based on

performance.

Peer Review

Document

Associate Dean’s

Curriculum vita

Position Description

Dean’s evaluation as

warranted

Peer Review Committee Reviews

according to Collective Bargaining

Unit stipulations.

Dean makes recommendations to

Provost as appropriate.

Dean evaluates Associate Dean as

warranted

Key Element II-E. Faculty are sufficient in number to accomplish the mission, goals, and expected program

outcomes; academically prepared for the areas in which they teach; and experientially prepared for the areas

in which they teach.

27


Associate Dean

Coordinator

Graduate Nursing

Programs

Coordinator

Undergraduate

Nursing Programs

Peer Review

Committee

Search Committee

Each semester

during workload

assignments

Spring and Fall

Annually submit

position requests

via Dean’s

office.

Part time hiring

ongoing year

round.

Review curriculum vitae & analyze

faculty profiles in relation to course

assignments. Determine if minimal

preparation is appropriate to teaching

assignments using the Maine State

Board of Nursing regulations.

Examine maintenance of current

knowledge, clinical expertise and

certification as applicable in area of

teaching responsibility.

Curriculum vitae and credentials

Peer Review Process

Workload document.

Determine percentage of full-time and

part-time faculty and submit waiver

requests to Maine Board of Nursing

as indicated.

Coordinators report to

Associate Dean each semester

as workload being developed

and negotiated.

Full-time faculty qualifications

documented in Peer Review

Committee minutes

Part-time faculty qualifications

assessed by Associate Dean,

respective coordinator, and

faculty involved in hiring

process.

Key Element II-F Preceptors (e.g., mentors, guides, coaches) are academically and experientially qualified for

their role.


Undergraduate

faculty teaching

senior practicum

course

Graduate Nursing

Programs

Coordinator

Each semester

during

placement work,

ongoing

Review policies regarding

preceptor qualifications

and selection.

Review respective

Preceptor

Handbook/Packet

annually.

Review preceptor

evaluations by students

and faculty.

Reviewed each semester by respective

course faculty.

When concerns are identified by

students, preceptors, or faculty they are

further analyzed by the respective course

faculty and/or coordinator and other

individuals as warranted.

28

Clinical Placement

Coordinator

Course Faculty

Review clinical site

evaluations by students

and faculty.

Maintain data on

licensure and certification

of preceptors via CCPS

and Typhon

Graduate Nursing

Program

Advanced Practice

Concentrations

Preceptor and Student

Handbook

2019-2020

• Adult-Gerontology

Acute Care Nurse

Practitioner

Students

• Adult-Gerontology

Primary Care Nurse

Practitioner Students

• Family Nurse

Practitioner Students

Graduate Nursing

Program

Advanced Practice

Concentrations

Preceptor and Student

Handbook

2019-2020

Psychiatric/Mental Health

Nurse Practitioner

Students

Action items implemented to address

concerns as needed. For example,

location removed from graduate

preceptor list because students were only

being allowed to observe not provide

care to patients.

Preceptors and/or clinical agencies

involved in feedback loop and actions as

appropriate.

29

Key Element II-G. The parent institution and program provide and support an environment that encourages

faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty

outcomes.

Responsibility Frequency Method/Data Source Action/Feedback

Loop

Associate Dean

Peer Review

Committee

Coordinator of


Education

Coordinator of

Graduate Programs

Ongoing as

needed.

Negotiated during collective bargaining

process which occurs every two years.

SON Associate Dean and CSTH Dean

provide support for faculty professional

development.

Faculty workload document reflects

assignments appropriate to each full-time

faculty rank and in alignment with the

collective bargaining agreement.

AFUM contract

PRC minutes

Faculty CVs and

Dossiers

Workload

Spreadsheet

MaineStreet

Infosileum

30

Standard III Program Quality: Curriculum and Teaching-Learning Practices.

The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The

curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community

of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for

teaching-learning fosters achievement of expected student outcomes.

Key Element III-A. The curriculum is developed, implemented, and revised to reflect clear statements of

expected student outcomes that are congruent with the program’s mission and goals, and with the roles for

which the program is preparing its graduates; considering the needs of the identified COI.


Undergraduate Curriculum

Committee (UGCC)

Graduate Curriculum and

Admissions and

Advancement Committee

(GCAAC)

SON Faculty

Associate Dean

5 years:

Spring 2024

Spring 2029


Outcomes compared to program

mission, goals, and expected

outcomes.

Curriculum outcomes are

evaluated; curriculum revised.

UGCC reviews the undergraduate

programs

GCAAC does a crosswalk every

3 years for each master’s (and

corresponding post-master’s)

track on rotational basis.

GCAAC reviews DNP

Report to Faculty Organization

with recommendations and

revisions as appropriate.

Minutes of the respective

curriculum committee and

SON Faculty Organization

Key Element III-B. Baccalaureate curricula are developed, implemented, and revised to reflect relevant

professional nursing standards and guidelines, which are clearly evident within the curriculum and within

the expected student outcomes (individual and aggregate).


31

UGCC 5 years:

Spring 2024

Spring 2029

Ongoing as stimulated

by individual faculty

course review and

revision.

The Essentials of Baccalaureate

Education for Professional Nursing

Practice (AACN, 2008)

Maine Core Competencies

Nursing: Scope and Standards of

Practice, 3rd Edition

Guide to the Code of Ethics for

Nurses with Interpretive Statements:

Development, Interpretation, and

Application, 2nd Edition

Guide to Nursing’s Social Policy

Statement: Understanding the

Profession from Social Contract to

Social Covenant (ANA, 2010)

Course Descriptions

Course Syllabi


Course Evaluations

End of Course Reports

Recommended revisions

reflected in the UGCC

Minutes

Presented to SON Faculty

Organization and reflected

in minutes.

Key Element III-C. Master’s curricula are developed, implemented, and revised to reflect relevant

professional nursing standards and guidelines, which are clearly evident within the curriculum and within

the expected student outcomes (individual and aggregate).


32

GCAAC 3 years:

Spring 2019

Spring 2022

Individual course review process with 3 year

sequence of review of content and outcomes

by GCAAC

with evaluation methods, writing, practice,

evidenced based activities.

Criteria for Evaluation of Nurse Practitioner

Programs (NTF,2012)

APRN Regulations: Licensure,

Accreditation, Certification (Maine BON)

The Essentials of Masters Education in

Nursing (AACN, 2011)

NONPF Guidelines

ANCC/AANP Requirements for

Certification


Competencies -



● Adult-Gerontology Acute Care and Primary Care Nurse Practitioner

Competencies (NONPF, 2016)

National League for Nursing Core

Competencies of Nurse Educators. (NLN,

2018)

Recommended revisions

reflected in the GCAAC

minutes.


Organization and reflected in

minutes.

Key Element III-D DNP curricula are developed, implemented, and revised to reflect relevant professional

nursing standards and guidelines, which are clearly evident within the curriculum and within the expected

student outcomes (individual and aggregate).


33

GCAAC 3 years:

Spring 2019

Spring 2022

Individual course review process of

content and outcomes by GCAAC

The Essentials of Doctoral Education

for Advanced Nursing Practice (AACN,

2006)

Recommended revisions reflected

in the GCAAC minutes.


Organization and reflected in

minutes.

Key Element III-E Post graduate APRN certification program curricula are developed, implemented, and

revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the

curriculum and within the expected student outcomes (individual and aggregate).


GCAAC 3 years:

Spring 2019

Spring 2022

Individual course review process with 3

year sequence of review of content and

outcomes by GCAAC

with evaluation methods, writing,

practice, evidenced based activities.

Criteria for Evaluation of Nurse

Practitioner Programs (NTF,2012)

APRN Regulations: Licensure,

Accreditation, Certification (Maine

BON)

The Essentials of Masters Education in

Nursing (AACN, 2011)

NONPF Guidelines

ANCC/AANP Requirements for

Certification


Competencies -


in the GCAAC and brought to full

faculty for vote as indicated.

34



● Adult-Gerontology Acute Care and Primary Care Nurse

Practitioner Competencies

(NONPF, 2016)

Key Element III-F. The curriculum is logically structured to achieve expected student outcomes.

Baccalaureate curricula build upon a foundation of the arts, sciences, and humanities.

Master’s curricula build on a foundation comparable to baccalaureate level nursing knowledge.

DNP curricula build on a baccalaureate and/or master’s foundation, depending on the level of entry

of the student.

Post-graduate APRN certificate programs build on graduate level nursing competencies and

knowledge base.


UGCC

GCAAC

Ongoing with

curriculum

review process.

Core Curriculum Requirements in

USM Undergraduate Catalog

compared to Core Curriculum

Requirements embedded in the

Nursing courses

USM Undergraduate catalog

USM Graduate catalog


Admission Requirements

Faculty representative to the USM

Core Curriculum Committee brings

information to the full faculty and

to the UGCC.

UGCC reviews CCCC

recommendations and determines if

changes needed in the UG

curriculum.


in the UGCC Minutes and

presented to faculty for approval.

UGCC notifies GCAAC of any

revisions to the UG curriculum.

35

GCAAC reviews information and

recommended revisions to graduate

curriculum as appropriate.

Discussion and actions reflected in

Graduate Committee Minutes and

presented to faculty for approval.

Key Element III-G. Teaching-learning practices and environments support the achievement of expected

student outcomes; consider the needs and expectations of the identified community of interest and expose

students to individuals with diverse life experiences, perspectives and backgrounds.


Associate Dean

UGCC

GCAAC

Peer Review

Committee

Individual

faculty

5 years:

Spring 2024

Spring 2029

Per peer review

schedule

Whenever warranted

by changes in

standards or

recommendations

from COI.

Course evaluations are

completed each semester for all

courses via an electronic

system.

Faculty include course

evaluation information in their

peer review dossier and address

criteria around teaching

methodology.

The PRC reviews all faculty

dossiers according to the set

schedule.

The Simulation Committee

reviews current simulation

standards and suggests

revisions or additions to current

simulation practices.

PRC Dossiers

Respective curriculum

committees review end of course

reports and make

recommendations for changes as

warranted. Recommendations

presented to Faculty

Organization.

Minutes from the Simulation

committee, PRC, UGCC,

GCAAC, and Faculty

Organization meetings.

Course Syllabi

Changes implemented as

recommended and appropriate.

36

The UGCC and GCAAC

committees review current

teaching and learning practices

as part of the end of year course

reports and make

recommendations for changes

as appropriate.

Key Element III-H. The curriculum includes planned clinical practice experiences that: enable students to

integrate new knowledge and demonstrate attainment of program outcomes; and are evaluated by faculty.


Associate Dean

UGCC

GCAAC

Clinical Placement

Coordinator

Coordinator of


Education

Graduate Programs

Coordinator

Ongoing Review and make

recommendations based

on:

Course

descriptions/course

syllabi

Course Evaluations

End of Course Reports

NONPF Guidelines

APRN Certification

requirements

NCLEX-RN test plan

Maine State Board of

Nursing

Information in Typhon

CCPS

COI input

Recommendations reflected in respective

committee minutes, and communicated to

all faculty in Faculty Organization minutes.

Key Element III-I. Individual student performance is evaluated by the faculty and reflects achievement of

expected student outcomes. Evaluation policies and procedures for individual student performance are

defined and consistently applied.

37


Individual

Faculty

UGCC

UGAAC

GCAAC

Ongoing

According to

peer review

process

Individual faculty and

respective committees review

the following documents as

appropriate for consistency and

adherence to policies:

Course syllabi


Course Evaluations


advancement policies

Course evaluation data analyzed

by course faculty.

Tests & final exam

Standardized content-based

testing reports

Projects


Course evaluations summarized

by course faculty as part of the

peer review process and end of

course reports.

Course faculty submit summaries of

course and clinical evaluations from

faculty and students to respective

curriculum committee for review with

recommendations.

Learning experiences examined in

relation to program and appropriate

course outcomes..

Recommendations made by respective

curriculum committee regarding

changes course(s).

Recommendations and subsequent

changes are reflected in the respective

committee minutes and in the Faculty

Organization minutes when appropriate.

Key Element III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled

intervals and evaluation data are used to foster ongoing improvement for each program.


Source


Peer Review

Based on Peer

Review

Course evaluations

summarized by

course faculty.

Course faculty submit end of course reports

that includes summaries of student evaluations

and their own assessment of course evaluation

to respective curriculum committee for review

38

Program

Evaluation

Committee

UGCC

GCAAC

Individual Course

Faculty

Schedule in

AFUM contract

Each semester

Learning experiences

are examined in

relation to program

outcomes.

Student course

evaluations

Tests and final exam,

Projects


End of Course

Reports

Reports generated by

the Office of

Academic

Assessment upon

request

with recommendations. Courses are reviewed

on a rotating basis.

Learning experiences examined in relation to

program and appropriate course outcomes.

Feedback from the curriculum committee is

shared with individual faculty and is noted in

minutes.

Substantive changes are shared with full faculty

during course updates in May.

Faculty Organization Meeting Minutes reflect

discussion and any changes.

39

Standard IV Program Effectiveness: Assessment and Achievement of Program Outcomes

The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes.

Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data

on program effectiveness are used to foster ongoing program improvement.

Key Element IV-A. A systematic process is used to determine program effectiveness.


PEC

Associate Dean

Full Faculty

SON Committee

Chairs

annually Systematic Plan of Evaluation

(SPOE) created, evaluated

and approved by faculty (last

review 5/2019)

Committee chairs will review

SPOE each fall for action

items for their committee for

that academic year.

Informed by Standards for

Accreditation of

Baccalaureate and Graduate

Programs, CCNE (Amended

2018)

PEC, Associate Dean, and/or appropriate

committees will review SPOE each year and

report to Faculty Organization any

recommendations and revisions to SPOE as

warranted.

This will be reflected in Faculty

Organization minutes.

Committee minutes will reflect committee

review and actions as indicated.

Key Element IV-B. Program completion rates demonstrate program effectiveness, for each of the programs.


Associate Dean

PEC

Coordinator of

Undergraduate

Nursing Education

Annually -

Based on

calendar year.

Students are tracked from admission,

progression and completion data

maintained by staff for SON.

Completion rates/Graduation rates

compared to benchmarks, attrition

explanations examined.

Information shared with

Faculty Organization.

Compared to Institutional

Research data for graduation

rates when available.

40

Coordinator of

Student Services

Coordinator of

Graduate Programs

Completion rates for undergraduate

students and masters students are

calculated from enrollment in health

assessment to program completion.

Completion rates for post graduate

APRN CAS students are calculated

from matriculation to program

completion.

Completion rates for Doctor of

Nursing Practice (DNP) students are

calculated from matriculation to

program completion.

Benchmark is 70% or greater

completion in 48 months for

Baccalaureate, Masters and post

graduate APRN CAS students.

Benchmark is 70% or greater

completion in 6 years for Doctor of

Nursing Practice (DNP)

Discussion reflected in

Faculty Organization

Minutes

Key Element IV-C. Licensure pass rates demonstrate program effectiveness for each of the programs.


Associate Dean

Staff

PEC

Annually NCLEX-RN pass rate data

collected by staff and PEC or

Associate Dean.

MSBN reports are requested

annually by the PEC or their

designee.

Reports are analyzed by PEC or

designee

Reports submitted to the Faculty

Organization by the Associate Dean

and/or PEC

Recommendations and revisions

reflected in SON minutes.

41

Comparison to benchmarks and

analysis of variances from

benchmarks

BENCHMARK: 80%

Key Element IV-D. Certification pass rates demonstrate program effectiveness for each of the programs.


Associate Dean

PEC

GCAAC

Annually Certification pass rate data collected

by staff and PEC or Associate Dean

from certification agencies (AANP,

ANCC, AACP, NLN).

Results are reviewed by PEC

Comparison to benchmarks and

analysis of any areas as outlined by

benchmarks

BENCHMARK: 80%

Reports shared with Coordinator of

Graduate Programs and submitted to

the Faculty Organization by the

Associate Dean and/or PEC.

Recommendations and revisions are

sent to the Faculty Organization for

vote.

Key Element IV-E. Employment rates demonstrate program effectiveness - for each of the programs.


PEC

Associate Dean

Annually

Employment rates gathered 6-12 months

post graduation via email surveys to

NUR 470 students for undergraduate

students and 474 students for RN-BS,

For Masters and Post-graduate APRN

CAS graduates data is collected from the

Reports submitted to the SON

Faculty Organization.

Recommendations and suggested

revisions when appropriate are

reflected in Faculty Organization

minutes

42

MSBN website and NURSYS (lists

certification, licensure and employer).

For Nursing Education tracks and DNP

graduates data is collected 6-12 months

post graduation either verbally or via

email (small numbers of graduates).

BENCHMARK: 70% or higher

Key Element IV-F Data regarding completion, licensure, certification, and employment rates are used, as

appropriate, to foster ongoing program improvement.


Associate Dean

PEC

UGAA

UGCC

GCAAC

Annually Data collected and reviewed annually.

Minutes of respective committee reflect

review and discussion as well as any

action plans being suggested and/or

implemented.

Areas where benchmark not met are

further analyzed and addressed as

warranted.

This is done by the PEC, respective

committee, and the Associate Dean

and/or their designee.

Discussion and actions are reflected

in respective minutes.

Key Element IV-G. Aggregate faculty outcomes demonstrate program effectiveness.


PRC

Every 5 years;

more often as

indicated

Internal faculty surveys to collect information

on faculty service, teaching, publication,

presentation, and practice. Data compared to

benchmarks delineated below.

PEC gathers aggregate data

q 5 years for CCNE

reporting and self study/

evaluation.

43

Associate Dean

PEC

Peer review dossiers submitted as required by

collective bargaining agreement.

Committee assignments and committee

minutes.

BENCHMARK:

1) >90% of FT faculty will engage in teaching

annually.

2) >90% of FT faculty will engage in service

internal to the college annually.

3) >30% of FT faculty will engage in service

at the university level annually.

4) >80% of FT faculty will engage in

community professional service annually.

5) 100% of FT clinical track faculty will

maintain a current practice in the area of

her/his specialty.

6) >80% of FT tenure track and tenured

faculty will produce scholarly work annually.

Scholarly work includes:

a. Articles: Peer reviewed

b. Articles & book chapters: Other

c. Books

d. Presentations, podium or poster

e. Grants and other funding: Funded

f. Grant and other funding: Unfunded

Applications

g. Conferences/symposia/meetings attended

h. Manuscript reviews

Data are compared to

benchmarks and shared

with the Faculty

Organization as

appropriate.

44

Key Element IV-H. Aggregate faculty outcomes data are analyzed and used, as appropriate, to foster ongoing

program improvement.


PEC

Associate Dean

PRC

Every 5 years;

more often as

indicated

Aggregate data reviewed and

analyzed by PEC and

compared with set

BENCHMARKS (delineated

in IV-G).

Aggregate data shared with

faculty.

Areas where aggregate data do not meet

benchmarks are analyzed and

recommendations for improvement or

change are made to Faculty Organization

by the respective committee.

Discussion and subsequent action items

are recorded in the minutes.

Key Element IV-I. Program outcomes demonstrate program effectiveness.


Associate Dean

PEC

School of

Nursing Faculty

Annually for USM

Surveys, as needed for

other data listed –

dependent on program

needs.

Student Satisfaction data is

collected through the graduating

senior survey and an alumni

surveys that are conducted each

spring by USM Office of

Academic Assessment.

Benchmark: 80% or greater in

questions related to student

satisfaction (recommend program;

rate program as good or excellent).

Participation in a capstone project

(completion of NUR 470 or NUR

658). Benchmark: 95%.

Findings reported to Faculty

Organization and discussion

and action items recorded in

minutes.

45

Post-graduate APRN CAS students

complete their program specific

hours (will vary depending on

track).

DNP students complete a DNP

Project completion of (NUR 705

and 706).

Key Element IV-J Program outcome data are used, as appropriate, to foster ongoing program improvement.


Source


PEC

Associate Dean

Faculty

Administrative Staff

maintain website and

data sources

Ongoing Quantitative data:

USM reports on

graduation and

completion rates

NCLEX reports

Certification reports

ATI scores

Employment rates

USM Graduate and

Exit surveys

Qualitative data:

Analyzing trends

End of course reports

Review and analysis of data completed by the

PEC or other committee if appropriate.

Areas where the Benchmark is not met are

further analyzed to identify contributing

factors.

Action items are identified as appropriate.

Results and subsequent recommended action

items are reported to the Faculty Organization

and acted or or referred to the respective

committee for follow-up.

46

Student course

evaluation data

Respective

curriculum

committee minutes

Associate Dean

Employer feedback

Discussion and results are reported in the

minutes.

9-18-19 KMM

Appendix B

USM Mission SON Mission and

Philosophy

Baccalaureate

Program

Outcomes

Master’s and Post-

Master’s APRN

Programs Outcomes

DNP Program

Outcomes

Through its

undergraduate,

graduate, and

professional

programs, USM

faculty members

educate future

leaders in the

liberal arts and

sciences,

engineering and

technology,

health and social

services,

education,

business, law,

and public

service.

Baccalaureate

nursing education is

guided by theory and

knowledge from

nursing science, the

arts and humanities,

the social sciences,

and the biological

sciences. It builds on

this background to

advance the art and

science of nursing

using informatics,

technology, and

evidence to address

issues of quality and

safety.

Graduate nursing

education builds on

baccalaureate

education and is

guided by advanced

theory and

knowledge from

nursing and other

sciences.

1. Integrate

theoretical

knowledge from

nursing science,

the arts and

humanities, the

soBial sciences,

and the biological

sciences in the

development of

clinical reasoning

for the practice of

nursing care.

APRN and APRN Post-

Master’s 1. Demonstrate advanced

practice clinical decision

making, utilizing critical

thinking grounded in the

sciences and humanities, to

interpret patient and

diagnostic test data

and formulate differential

diagnoses and a plan of

care for patients in their

population foci.

Nursing Education 1. Demonstrate an

advanced level of

understanding of nursing,

other sciences, humanities,

and education theory, and

integrates this knowledge

to facilitate learning and

improve nursing care

across diverse settings.

2. Demonstrate teaching

effectiveness in the

application of quality

principles, in health care

and nursing education, to

improve patient outcomes.

1. Evaluate

scientific

under