Follow-Up Report to the National League for Nursing Accrediting Commissionlahc.edu/govplanning/collegeplans/2012programreviews... · · 2013-03-01Follow-Up Report to the National

Associate Degree Registered Nursing Program

Follow-Up Report to the National League

for Nursing Accrediting Commission

September, 2012

1

Table of Contents

Section 1: Introduction 3

Section2: Presentation of Standards Found to be in Noncompliance 12

Appendix A Faculty Professional Development/Scholarly Activities 35

Appendix B New Faculty Orientation and Checklist 50

Appendix C Systematic Program Evaluation Plan Calendar 59

Appendix D Systematic Program Evaluation Plan with Aggregated Data 61

2

Section 1:

Introduction

3

Name and Address of Governing Organization:

Los Angeles Harbor College

1111 Figueroa Place

Wilmington, California 90744

Los Angeles Community College District

770 Wilshire Boulevard

Los Angeles, California 90017

Name, Credentials, and Title of Chief Executive Officer of Governing Organization:

Mr. Marvin Martinez

President, Los Angeles Harbor College

Name of Institutional Accrediting Body:

Accrediting Commission for Community and Junior Colleges (ACCJC)

Western Association of Schools and Colleges

10 Commercial Boulevard, suite 204

Novato, California 94949

Date of last Review and Action Taken: June , 2012- On Probation

Name and Address of Nursing Education Unit:

Los Angeles Harbor College Associate Degree Nursing Program

1111 Figueroa Place

Wilmington, California 90744

Name, Credentials, Title, Contact Information for Administrator of Nursing Education Unit:

Lynn Yamakawa, RN, MSN, ACNS-BC

Chairperson, Health Sciences Division

Address same as above

310-233-4361(office) 310-233-4683 (fax) [email protected]

mailto:[email protected]

4

Name of State Board of Nursing:

California Board of Registered Nursing

1747 North Market Boulevard, suite 150

Sacramento, California 95834

May, 2010: “Continue Approval of LAHC Associate Degree Nursing Program”

Date of Most Recent NLNAC Accreditation Visit and Action Taken:

February 17-19, 2010: Site Visit

June 29-30, 2010: Continuing Accreditation with Conditions

Year Nursing Program Was Established: 1963

Completed Faulty Profile Form: 13 Full-time (includes Nurse Administrator); 10 Part-time

See pages 5-11

Total Number of Full-time and Part-time Students Currently Enrolled: 170 FT (projected for fall 2012)

Length of Program in Semester Credits: 4 semesters

64 total units for licensure; 71 total units for graduation

5

Faculty Profile Faculty Name FT/PT Date of Initial

Appointment Rank Bachelor

Degree (Credential)

Institution Granting Degree

Graduate Degree (Credential)


Areas of Clinical Expertise

Academic Teaching (T) and Other (O) Areas of Responsibility

Jenny Arzaga FT 2010 Instructor BSN 2006 CSU Dominguez Hills

MSN 2010 CSU Dominguez Hills

Medical-Surgical

N 364 (Pharm) N 313/315 Clinical Instr N 321 (Nursing Process)

Division Committees: Faculty Curriculum Evaluation Scholarship Campus: Academic Sen.

Lourdes Antonio PT 2007 Asst. Instructor

BSN 1974 Philippine Women’s University

Medical-Surgical

Clinical Instructor, Nursing 323/325 (NPP adult I/II)

Beverly Berlin PT 2006 Asst. Instructor

BSN 2006 Mt. St. Mary’s College

MSN 2011 Mt. St. Mary’s College

Simulation Medical-Surgical Pediatrics

Pediatrics Simulation

Tutor

Patricia Beuoy PT 2005 Asst. Instructor

BSN 1992 USC

MSN 1995 USC

Women’s Health/OB

Clinical Instructor, Nursing 333 (NPP Women)

Katherine Cleland-Ball

FT 1981 Professor BSN 1976 CSU Long Beach

MSN 1983 CSU Long Beach

Pediatrics Medical-Surgical

Lead Instructor Nursing 335 (NPP Child) Clinical Instructor, Nursing 335 (NPP Child) Clinical Instructor, Nursing 347 (Preceptor)

Content Expert Peds

Division Committees: Faculty Curriculum Evaluation Suspension & Readmission (Chair) Admissions Overload assignment: N323 clinic (.15 FTE)

6

Faculty Profile

Faculty Name FT/PT Date of Initial Appointment

Rank Bachelor Degree (Credential)






Bradley Brown PT 2006 Asst. Instructor

BSN 1999 University of Phoenix

Medical-Surgical Simulation

Simulation Instructor, Medical-Surgical

Nina Collins PT 2006 Asst. Instructor

Bachelor’s Degree-German

1970 USC

MSN 2004 University of Phoenix

Psychiatric-Mental Health Medical-Surgical

Clinical Instructor, Nursing 343 (Psychosocial Nursing)

Elizabeth Froes PT 2001 Asst. Instructor

BSN 1997 CSU Dominguez Hills


Psychiatric- Mental Health

Clinical Instructor, Nursing 343 (Psychosocial Nursing)

Nancy Giallombardo

PT 2007 Asst. Instructor

BSN 1996 CSU Dominguez Hills

Medical-Surgical

Clinical Instructor, Nursing 313 (Introduction)

Deborah Larson FT 2010 Instructor BSN 1977 Barry College

MN 1985 UC Los Angeles

Pediatrics Medical-Surgical

Nursing 335 (NPP Child) Clinical Instructor, Nursing 335 (NPP Child)

Division Committees: Faculty Curriculum Evaluation Campus: Facilities Com.

Evelyn Lum FT 1999 Professor BSN 1984 Andrews University


Medical-Surgical Geriatrics

Lead Instructor, Nursing 345 (NPP AdultIII) Clinical Instructor, Nursing 345 (NPP Adult III) Clinical Instructor, Nursing 339

Division committees Faculty Curriculum Evaluation

7

Faculty Profile








Marguerite McCormick

PT 2009 Asst. Instructor

BSN 1971 Villanova University


Medical-Surgical

Clinical Instructor, Nursing 345 (NPP Adult III)

Edie Moore FT 2006 Instructor BSN 1994 CSU Dominguez Hills


Neuro-Psychiatric Geriatrics

Lead Instructor, Nursing 343 (Psychosocial Nursing) Lead Instructor, Nursing 339 (Geriatrics) Clinical Instructor, Nursing 343 (Psychosocial Nursing) Clinical Instructor, N339 (Geriatric/HH) Content Expert P-MH

Division committees Faculty Curriculum Evaluation Campus: Faculty Hiring Priority

Susan Morales PT 2009 Asst. Instructor

BSN 1978 Boston College

MSN 2011 University of Phoenix

Medical-Surgical

Clinical Instructor, Nursing 323/325 (NPP Adult I/II)

8

Faculty Profile








Susan Nowinski FT 2004 Associate Professor

BSN 1974 CSU Long Beach

MSN 1989 CSU Los Angeles

Medical- Surgical Geriatrics Leadership

Lead Instructor, Nursing 313 (Introduction) Nursing 315 (Fundamentals) Nursing 347 (Leadership and Mgmt) Clinical Instructor, Nursing 313 (Introduction) Clinical Instructor, Nursing 315 (Fundamentals) Content Expert Geriatrics

Division committees Faculty Curriculum Evaluation Campus: Flex Staffing Overload assignment: N347 lecture (.05 FTE)

Nobeyba Ortega FT 2011 Instructor BSN 2004 CSU Dominguez Hills


Medical-Surgical

Nursing 345 (NPP Adult III) Clinical Instructor, Nursing 323/325 (NPP Adult I/II) Clinical Instructor, Nursing 347 (Preceptor)

Division committees Faculty Curriculum Evaluation

9

Faculty Profile








Joyce Saxton FT 1987 Professor BSN 1981 University of Rochester

MSN 1986 University of Utah, Salt Lake City

Maternal-Newborn Medical-Surgical Geriatrics

Lead Instructor, Nursing 333 (NPP Women) Clinical Instructor, Nursing 333 (NPP Women) Clinical Instructor, Nursing 339 (Geriatrics) Content Expert OB

Division committees Faculty Curriculum Evaluation Campus: Academic Senate

Arlene Smith FT 2000 Professor BSN 1987 Chapman College


Medical-Surgical

Nursing 313 (Introduction) Lead Instructor, Nursing 315 (Fundamentals) Clinical Instructor, Nursing 313/315 Nursing 311

Division committees Faculty Curriculum (Chair) Evaluation

10

Faculty Profile








Kathy Vo FT 2010 Instructor BSN 2005 CSU Dominguez Hills


Medical-Surgical

Nursing 323/325 (NPP Adult I/II) Clinical Instructor, Nursing 323/325 (NPP Adult I/II)

Division committees Faculty Curriculum Evaluation (Co-chair)

Doris Webster FT 1979 Professor BSN 1970 CSU Los Angeles


Medical-Surgical

Lead Instructor, Nursing 323/325 (NPP Adult I/II) Clinical Instructor, Nursing 323/325 (NPP Adult I/II) Content Expert MS

Division Committees Faculty Curriculum Evaluation

Mary Patricia Wickers

FT 1994 Professor BSN 1979 University of Utah

MSN 1983 CSU Chico

Maternal-Child Medical-Surgical Simulation

Simulation Instructor, Medical-Surgical Assistant Director Grant Manager

Division Committees Faculty Curriculum Evaluation Campus: Curriculum Assessment Distance Learn. Grant/EWD

Krista Yachechak PT 2006 Asst. Instructor

BSN 1986 University of Phoenix


Medical-Surgical

Nursing 329A/B (Role Transition LVN to RN)

11

Faculty Profile








Lynn Yamakawa FT 1995 Professor BSN 1987 CSU Long Beach


Medical-Surgical

Director Division Committees Faculty Curriculum Evaluation (Co-chair) Campus: Division Counc. Academic Aff. EWD Budget Achieve the Dream Core CPC LACCD: ADN Directors

12

Section 2:

Presentation of NLNAC Standards Found to be in

Non-compliance

13

Standard 2: Faculty and Staff- Qualified faculty and staff provide leadership and support necessary to

attain the goals and outcomes of the nursing education unit.

Evidence of Non-compliance: Criteria 2.1, 2.1.1, 2.1.2, and 2.4

All full-time faculty are not credentialed with a minimum of a master’s degree with a major in

nursing

There is not a majority of part-time faculty credentialed with a minimum of a master’s degree

with a major in nursing

Rationale is not provided for acceptance of less than the required educational credentials

The number and utilization of faculty do not ensure that program outcomes are met

_____________________________________________________________________________________

2.1 Full-time faculty are credentialed with a minimum of a master’s degree with a major in nursing

and maintain expertise in their areas of responsibility.

The nursing education unit has a total of 13 full-time faculty members, which includes the Director. The

Director is considered a faculty member but does not have any classroom responsibilities; 100% of her

time is committed to the administration of the Health Sciences division. 100% of the full-time faculty

members are credentialed with a master’s degree with a major in nursing. At the time of the last NLNAC

visit, one faculty member had a master’s degree in Public Health; she has since resigned her position.

All faculty maintain current knowledge and clinical expertise in their areas of responsibilities by

attending professional conferences/inservices/workshops; participating in college professional

development activities; “shadowing” clinical staff nurses in assigned areas prior to the start of a clinical

rotation; and successfully completing required examinations and competences as required by clinical

agencies. In addition, many nursing faculty remain employed in a clinical setting; one faculty member

has extensive expertise in simulation debriefing, having published a journal article and presented at

professional conferences; one faculty member has extensive expertise in holistic nursing; and another

has recently reviewed and edited two medical-surgical nursing textbooks. See Appendix A: Full-time

Faculty Professional Development/Scholarly Activities.

14

2.1.1 The majority of part-time faculty are credentialed with a minimum of a master’s degree with a

major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a

major in nursing.

The nursing education unit has 10 part-time faculty members; 7 of them are credentialed with a

master’s degree in nursing (70%). The remaining 3 part-time faculty members are credentialed with a

bachelor’s degree in nursing (30%).

At the last NLNAC visit in 2010, the nursing education unit had 25 part-time faculty members; 9 of them

were credentialed with a master’s degree in nursing (36%) and 64% were credentialed with a bachelor’s

degree in nursing; 4 were working towards completion of a master’s degree in nursing. Please refer to

Criterion 2.4, page 16 for a detailed explanation for the decrease in PT faculty.

2.2.2 Rationale is provided for utilization of faculty who do not meet the minimum credential.

Not applicable

2.2 Faculty (full-time and part-time) credentials meet governing organization and state requirements.

The minimum standard for an Instructor in nursing for the California community colleges and the LACCD

are a master’s degree in nursing OR a bachelor’s degree in nursing AND a master’s degree in health

education or health science OR the equivalent OR the minimum qualifications as set by the Board of

Registered Nursing (BRN), whichever is higher. The BRN, through California Code of Regulations (CCR)

1425(d), requires that an Instructor shall be a Registered Nurse and possess a master’s (or higher)

degree which includes course work in nursing, education, or administration; the equivalent of one year

full-time experience providing direct patient care within the last five years; and completion of at least

one year of experience teaching courses related to Registered Nursing OR completion of a post-

baccalaureate course which includes practice in teaching Registered Nursing. CCR 1425(d) also requires

that an Instructor be clinically competent, possessing the learning, skill, care, and experience equivalent

to a staff level Registered Nurse in the area to which the faculty member is to be assigned.

The minimum standards for a clinical nursing instructor in the California community colleges and the

LACCD are a bachelor’s degree in nursing and two years of experience, or an associate degree and six

years of experience. The BRN qualifications for an Assistant (clinical) Instructor, through CCR 1425(e),

requires an Assistant Instructor to be a Registered Nurse and possess a baccalaureate degree in nursing

or related fields and at least one year of continuous full-time experience providing direct patient care as

15

a Registered Nurse within the past five years. An Assistant Instructor may teach in the classroom but

may not take full responsibility for the course and must work under the direction of the Instructor who

has the final responsibility for the student in the clinical area.

All full-time and part-time Instructors in the nursing education unit meet the above qualifications. All

were approved by the LACCD and the state Board of Registered Nursing upon hire.

2.3 Credentials of practice laboratory personnel are commensurate with their level of responsibilities.

The nursing education unit is fortunate to have a full-time Nursing Instructional Assistant and Simulation

Technician as part of its staff.

The Nursing Instructional Assistant is responsible for monitoring the nursing skills practice laboratory;

maintaining equipment, supplies, and the nursing library; setting up for classroom demonstrations and

skills practicums; coordinating the purchase of equipment and supplies; and supervising student workers

in the Rhode Nursing Library. The LACCD requires that a Nursing Instructional Assistant be licensed by

the state of California as a Registered Nurse. The nursing education unit Instructional Assistant has been

in the position since 1996 and holds an active license as a Registered Nurse in the state of California.

The Simulation Technician is responsible for the set-up of scenarios, operating the technological

equipment during simulation, and the maintenance of manikins, audio-visual equipment, and supplies in

the Simulation Laboratory. The Simulation Technician functions under the supervision of the Simulation

Instructor, who holds a master’s degree with a major in nursing. Currently, the nursing education unit

has a full-time Simulation Technician who has a background as a Certified Nurses’ Aide and who

underwent significant Simulation training.

2.4 The number and utilization of faculty (full- and part-time) ensure that program outcomes are

achieved.

At the time of the NLNAC visit in 2010, there were 12 full-time faculty members (this total included the

Director and a faculty member who was 100% reassigned to managing program grants). Two of the full-

time instructors were specially funded by grant funds. In that same year, the college made the

commitment to replace the specially funded positions with permanent, tenure track positions.

Additionally, in 2011 the nursing education unit requested ,and was given, two additional full-time

positions through the college governance Faculty Hiring Priority Committee. Thus, the nursing education

unit has hired four full-time faculty members in the last two years and there are a total of 13 full-time

16

faculty members in the nursing education unit. This includes the Director who has no teaching

assignment. The faculty member who was reassigned to grant management has been returned to the

classroom for 50% of the time. To summarize, the nursing education unit had 10 faculty members with

teaching assignments in 2010; currently the program has 11.5 faculty members with teaching

assignments.

At the time of the NLNAC visit in 2010, the nursing education unit had 25 part-time faculty members;

currently there are 10 part-time faculty. The need for part-time faculty has decreased for two reasons:

(1) the ability to hire full-time faculty resulted in permanent faculty members assuming assignments

previously held by part-time faculty; and (2) most of the grant and partnership expansion obligations

that existed in 2010 have been completed, resulting in a decreased total number of students enrolled in

the nursing education unit. There were 224 students enrolled at the last NLNAC visit and there are

currently 170 students projected for fall, 2012.

Full-time faculty assignments are outlined in the 2011-2014 AFT Agreement between the Los Angeles

Community College District and the Los Angeles College Faculty Guild, Local 1521. Full-time faculty are

contracted to work 33.5 hours per week with 20 student contact hours within a compressed 15-week

academic calendar. In addition to the teaching commitment, all full-time nursing faculty members are

active participants in the division Faculty, Curriculum, and Evaluation committees. Meetings are

scheduled on a rotating basis each Monday, from 12:45pm to 2:00pm. Full-time nursing faculty

members also are responsible for ongoing course curriculum review/revision, participating in monthly

team meetings, updating and revising course syllabi, assisting in the preparation of accreditation

reports, and implementing total program evaluation plan activities, such as data collection and analysis.

In addition, all full-time faculty members are required to schedule 2 hours and 15 minutes of posted

office hours per the AFT agreement. Many faculty members (58%) also participate in college governance

activities.

The teaching load for full-time faculty members is defined by the AFT agreement and is 18 standard

teaching hours for the semester. Faculty assignments typically consist of both a theory and clinical

component. The faculty to student ratio in the classroom ranges from 1:20 to 1:50, depending on

semester, and the faculty to student ratio in the clinical setting is 1:10 for all semesters. Although the

state Board of Registered Nursing does not specify an instructor to student ratio in the clinical setting,

the nursing education unit’s clinical partners have requested no more than 10 students per clinical

rotation. Currently, there are two faculty members who have a very small overload assignment and

17

choose to work extra hours. The AFT Agreement stipulates that all extra assignments are offered to

faculty according to seniority and these two particular faculty members have a high seniority. At the

time of the NLNAC visit in 2010, there were six faculty members who had an overload assignment.

Part-time adjunct faculty rights and obligations are also addressed in the AFT agreement. Part-time

faculty members may not exceed 67% of a full-time load when averaged over the semester and salary is

based on a step-system as outlined in the Agreement. Part-time faculty members also receive a salary

differential for office hours which are held at a reasonable time for student consultation and vary

according to the assigned standard teaching hours. Adjunct faculty members are invited to, but not

required to attend, the monthly division Faculty, Curriculum, and Evaluation meetings.

Although not considered faculty members, the nursing education unit engages the assistance of staff

Registered Nurses at assigned clinical agencies to serve as preceptors for senior nursing students in the

final four weeks of the fourth semester. Preceptors are experienced R.N.s who are highly qualified

practitioners and have expressed a desire to be a preceptor; have been recommended by their

supervisor; and have attended all pre-experience training sessions given by the nursing faculty. Each

student is assigned a preceptor and follows the preceptor’s full-time schedule. Students are introduced

to the practice and role of the Registered Nurse; preceptors are responsible for facilitating the

experience, supervising the student, serving as a role model, and giving feedback to both the instructor

and student. However, it is the clinical instructor’s ultimate responsibility to evaluate a student and

assign a clinical grade for this rotation.

In summary, the program has experienced a decreased number of students, an increased number of full-

time faculty, and a decreased need for part-time faculty over the past two years. There are no

deficiencies in coverage in any course and the number and utilization of faculty are adequate to ensure

that program outcomes are achieved.

2.5. Faculty (full- and part-time) performance reflects scholarship and evidence-based teaching and

clinical practices.

The faculty of the nursing education unit defines scholarship as participation in “activities that increase

knowledge and expertise; support personal and professional development; and lead to the identification

of evidence-based practices and the attainment of nursing education unit outcomes”. Based on a

modification of Boyer’s (1990) Model of Scholarship, these activities include the scholarships of

18

discovery (analysis of research), integration (application of knowledge across disciplines), service to the

profession, and teaching.

Nursing faculty members are engaged in a number of scholarship activities including continuing

education and college coursework, workshops and inservices, professional certification, mentoring,

consulting, grant writing, simulation, and involvement in professional organizations. To maintain

licensure in the state of California, faculty members must complete 30 contact hours of continuing

education every two years. In addition, each faculty member must complete at least 34.5 hours of

professional development each year for the college.

The scholarship activities of the nursing faculty also lead to the identification of evidence-based, or best

practices. Faculty members keep abreast of the current literature in nursing education and clinical

practice areas through professional journals and national clinical practice guidelines, professional

organizations, through collaboration with other nursing education faculty, and from affiliate partnership

meetings. Refer to Appendix A, Faculty Professional Development/Scholarly Activities.

There is funding available for scholarly activities for faculty members through various grants, Perkins

funds, and campus Professional Development funds.

2.6 The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the

program goals and outcomes.

Non-nurse faculty and staff include a Senior Office Assistant, Nursing Success Counselor, Simulation

Technician, and Nursing Instructional Assistant. These staff members assist in the achievement of

program goals and outcomes.

The full-time Senior Office Assistant has been in the position for ten years and is responsible for

addressing inquiries by telephone and e-mail, processing all the various paperwork of the unit, preparing

correspondence from the Director and nursing education unit, and accepting applications from potential

students.

The nursing education unit has had a full-time Nursing Success Counselor since 2007. The Nursing

Success Counselor is a master’s prepared Counselor who advises pre-nursing students and also oversees

all remediation activities in the nursing education unit. Most recently, in collaboration with the Director

and the faculty, the Nursing Success Counselor has had greater responsibility for planning, facilitating,

and evaluating activities aimed towards student success.

19

Standard 2.3 discusses the Nursing Instructional Assistant and Simulation Technician.

2.7 Faculty (full- and part-time) are oriented and mentored in their areas of responsibilities.

Both full-time and part-time faculty members are oriented over time to the LACCD, LAHC, and the

nursing education unit. New faculty receive an overview and orientation to the LACCD via the LACCD

Portal system (https://portal.laccd.edu/irj/portal; this site is password protected). Here, new faculty can

receive orientation to required forms and documents and receive tips and references for the first day,

month, and year of employment.

The LAHC Faculty Handbook serves as a reference for both established and new faculty members.

Information in this handbook includes professional responsibilities, classroom policies, attendance and

accounting, student services, and compliance regulations. This handbook is being revised by the college

at the time of this writing. The college is also planning monthly informational sessions for new faculty

for fall, 2012.

Orientation to the nursing education unit consists of a half-day meeting with the Director, who gives an

overview of the nursing education unit mission and philosophy, student and program learning

outcomes, load assignments and obligations per the AFT contract, and other administrative items. New

faculty members also meet with the Lead faculty member and course team prior to the start of an

assignment and frequent team communication occurs during the assignment in- person or by email or

telephone. Orientation to the theory portion of a course begins with an examination of course student

learning outcomes, level student learning outcomes, course syllabi, and course resources. A new faculty

member may choose to observe the Lead Instructor in the classroom for one or more sessions. For

clinical orientation, a new faculty member meets with the clinical agency liaison who reviews all student

health and safety requirements and agency/unit policies. The new faculty member then arranges a unit

orientation with clinical staff to learn policies and routines of the particular unit. The Lead Clinical

Instructor reviews clinical responsibilities and obligations with the new faculty member. Additionally, all

new full-time faculty members are assigned a mentor to assist with role development for the first year.

Since 2009, the nursing education unit has oriented new full-time and part-time faculty members

utilizing a checklist developed by the Health Workforce Initiative (HWI) which was specifically developed

for new nursing faculty orientation. Completed checklists are then placed in the faculty member’s

personnel file. See Appendix B for New Faculty Orientation content and checklist.

https://portal.laccd.edu/irj/portal

20

All new and returning part-time faculty members are required to attend an annual Adjunct Faculty

meeting for orientation and updates, given by the Director on an annual basis.

2.8 Systematic assessment of faculty (full- and part-time) performance demonstrates competencies

that are consistent with program goals and outcomes.

Full- and part-time faculty members in the Health Sciences division are evaluated according to the

procedures and guidelines outlined in the 2011-2014 Agreement between the LACCD and the American

Federation of Teachers (AFT) College Guild, Local 1521. In accordance with the Agreement, tenured

faculty members are evaluated every three academic years, alternating between a basic and

comprehensive evaluation, the latter which involves the formation of a peer review committee to

conduct the evaluation. Probationary instructors are evaluated every year with a comprehensive

evaluation until tenured. Part-time and limited faculty members are evaluated by the program

Chairperson or designee before the end of their second semester of employment and at least once

every six semesters of employment thereafter. Competencies that are assessed include professionalism

(keeps current in discipline, maintains records, submits documents on time), communication,

participation in college committees or special projects, and contributions to the discipline. Sources of

data for both basic and comprehensive evaluations may include team/faculty input, student work

samples with examples of feedback, review of feedback provided on weekly Clinical Evaluation Tools for

students, student evaluations of the instructor, and portfolios demonstrating activities and development

of teaching materials within the division.

The Chairperson of the Health Sciences division receives an Administrative Evaluation at the end of the

first year of service which is conducted by the Vice-President or designee.

Records of faculty evaluations may be found in faculty files in the Nurse Administrator’s office and a

copy is also forwarded to the LACCD office. A calendar of faculty evaluation dates ensures that

evaluations are completed as required.

The AFT Agreement may be found at: http://www.aft1521.org/docs/AFT%20Contract%202011-2014.pdf

2.9 Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of

the governing organization.

Non-nurse faculty and staff in the Health Sciences division are evaluated according to the procedures

and guidelines outlined in the 2011-2014 Agreement between the American Federation of Teachers

http://www.aft1521.org/docs/AFT%20Contract%202011-2014.pdf

21

(AFT) Staff Guild, Local 1521A and the LACCD. In accordance with the Agreement, the Senior Office

Assistant, Nursing Instructional Assistant, and Simulation Technician are evaluated once yearly by the

Division Chairperson or designee. All required evaluations are up-to date.

2.10 Faculty (full- and part-time) engage in ongoing development and receive support in distance

education modalities including instructional methods and evaluation.

There are two nursing course delivered by distance education, which are the LVN to RN bridge courses

(Nursing 329A and Nursing 329B). They are offered in this modality because many LVNs desire to work

while taking pre-requisite courses to the RN bridge program.

The LAHC Academic Senate has approved guidelines for all instructors who teach an online Distance

Education course for the first time. These include (1)-completion of a 3-week training course in the

college Course Management System, Etudes; and (2)-completion of a training course dealing with the

pedagogy of teaching online, or (3)- the equivalency of one and two as determined by the instructor’s

department Chairperson, in consultation with the Distance Learning committee. Evidence to be

maintained by the Division Chairperson includes the instructor’s user ID or copy of certificate of

completion of Etudes training; certificates, transcripts, or letters confirming completion of pedagogy of

teaching online; or the equivalence of one and two as determined by the instructor’s department

chairperson.

LAHC has a Distance Learning subcommittee of the College Academic Senate that meets on a monthly

basis to discuss faculty and student issues with the course management system (CMS), distance learning

standards, online retention, and updates to distance learning course offerings. The committee makes

recommendations to the Academic Senate regarding distance learning policies and Memorandum of

Understandings. The nursing education unit has a faculty member who is a representative on this

committee.

California community college faculty members have access to online development courses through

@One Institute (http://www.onefortraining.org/), which offers online courses to learn how to use

technology to enhance student learning and success and online teaching and pedagogy modalities.

@One also has Facebook and Twitter sites for Distance Learning faculty to network and share ideas.

____________________________________________________________________________________

http://www.onefortraining.org/

22

Standard 6: Outcomes- Evaluation of student learning demonstrates that graduates have achieved

identified competencies consistent with the institutional mission and professional standards and that

the outcomes of the nursing education unit have been achieved.

Evidence of Non-compliance: Criteria 6.1, 6.2, 6.4, and 6.5

There is a lack of consistent and ongoing use of the systematic plan for evaluation for ongoing

assessment of program outcomes, student learning outcomes, and NLNAC standards

There is limited evidence that aggregated evaluation findings are used to inform program

decision-making and used to maintain or improve student learning outcomes

There is limited evidence that graduate competencies have been evaluated, trended, and

analyzed

There is limited documentation of the evaluation process

_______________________________________________________________________________

6.1 The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the

student learning and program outcomes of the nursing education unit and NLNAC standards.

At the time of the NLNAC re-accreditation visit in 2010, the site visitors reported that there had been a

nearly 20-year lapse in the use of the systematic program evaluation plan (SPEP). This was an inaccurate

statement and the nursing education unit attempted to correct it on the draft report, but it was still

included in the final site visitor’s report. After the NLNAC Commission issued “non-compliance” in

Standard 6, it was apparent to the nursing faculty that the SPEP needed to be assessed, improved,

refined, and better communicated. The faculty also realized that though evaluation data had been

collected and aggregated over the years, it was scattered in various locations and could not be easily

retrieved and utilized; therefore actions/decisions based on data analysis were not always obvious. The

faculty felt the SPEP needed to be “pulled together” to make it more efficient, usable, and

understandable.

In order to gain a better perspective on the evaluation process, three members of the Evaluation

Committee participated in a webinar entitled “NLNAC Process”, which was sponsored by the Health

Workforce Initiative in November, 2010. The purpose of the webinar was to review and discuss the

NLNAC Outcome standard and criteria with representatives from many NLNAC- accredited Associate

23

Degree Nursing programs in the area. In addition, the Evaluation Chairperson attended a NLNAC Self-

Study Forum which included a special session on Standard 6 in April, 2011.

The evaluation of the SPEP was the focus for the Evaluation Committee, which is a committee of the

whole, during the 2010-2011 academic year. During this time, the faculty made revisions to improve the

plan’s effectiveness and usability. Each criterion in the SPEP was reviewed, estimated levels of

achievement (ELA) were evaluated to ensure that they were clearly defined and measurable, and

congruence between assessment methods and ELAs were examined. An evaluation calendar was revised

so that all activities could be monitored and tracked. See Appendix C for SPEP calendar.

The “pulled together” SPEP continues to be a comprehensive plan which identifies specific criteria to be

measured, expected levels of achievement/goals, frequency of assessment, assessment methods, and

person(s) responsible. The SPEP is based upon the 2008 NLNAC Standards and Criteria, the California

BRN regulatory requirements, and the LAHC reporting requirements for Student Learning Outcomes

(SLO) and program assessment. The assessment of SLOs, program outcomes, and NLNAC standards are

measured in a consistent manner through the use of the SPEP. The objective of the SPEP is to maintain

and/or improve the quality of the nursing program. See Appendix D for SPEP and aggregated data for

2009-2012.

All program evaluation activities occur within the purview of the Evaluation Committee which meets

monthly during the academic year and culminates with an annual meeting in June in which detailed

course analysis are presented by each faculty member. The committee works to analyze and trend data;

identify areas of strengths and areas needing improvement; and plan, implement and evaluate specific

strategies to address areas needing improvement.

6.2 Aggregated evaluation findings inform program decision making and are used to maintain or

improve student learning outcomes.

Multiple formative and summative assessment measures are incorporated in the SPEP, thus, there are

tremendous amounts of data to analyze and trend. Data is collected from course examinations, Weekly

Clinical Evaluation Tools (WCETs), standardized testing, end-of-course student evaluations, Student Exit

surveys, New Graduate surveys, Preceptor Surveys, Employer Satisfaction Surveys, Instructor Evaluation

of Clinical Setting survey, and anecdotal sources such as Advisory Committee meetings and verbal and

written comments from community partners. Table 6.1 illustrates assessment methods and data

yielded.

24

Table 6.1: Assessment Measures and Data Yielded in SPEP

Assessment Method Data Yielded Responsibility

Embedded questions in course examinations

Course SLOs Course Instructor(s)

WCET Course/program SLOs Course Instructor(s)

End-of-course student surveys Course content, textbook, assignments, teaching strategies, course materials, course instructor(s), clinical facility, simulation experience, suggestions for improvement

Course Instructor(s)

Integrated standardized testing Course SLOs Course Instructor(s)

Calculation of course attrition Attrition rate Course Instructor(s)

Calculation of program completion rate

Retention/Attrition/Completion Program outcome

Nursing Education Unit Administrator Evaluation Committee

Student Exit Survey (10 days before graduation)

Campus/program resources, simulation experiences, program adherence to mission statement, individual course review, program satisfaction, strengths/weaknesses of program

Evaluation Chair Evaluation Committee

Preceptor Survey Preparation for practice, program satisfaction

Preceptor Instructors

New Graduate Survey (6-12 months after graduation)

Preparation for practice, program satisfaction, job placement

Evaluation Chair Evaluation Committee

Employer Satisfaction Survey Preparation for practice, program satisfaction Program outcome

Sent out by Evaluation Chair Evaluation Committee

Instructor Evaluation of Clinical Agency survey

Adequacy of practice area Evaluation Chair Evaluation /Curriculum Comm.

Advisory Committee Preparation for practice, program satisfaction, input from partnerships

Nurse Administrator Evaluation Committee

Verbal/written communication (Anecdotal data)

Preparation for practice, program satisfaction, input from partnerships

Nurse Administrator Evaluation Committee

Standardized NCLEX-RN Predictor Examination

Preparation for practice, SLOs Nursing 347 Instructor Evaluation Committee

California BRN annual NCLEX-RN First Time Pass Rates report

Preparation for practice Program Outcome

Nursing Education Unit Administrator Evaluation Committee

25

Opportunities for improvement are identified from the analysis and trending of multiple sources of data.

Some examples of strategies to improve SLO and program outcomes based on aggregated evaluation

findings include:

Nursing 321 Course Revision (Assessment source: End-of-course Student Surveys/SLO #1)

Findings: This course serves as the foundation for the nursing process, which is a program student

learning outcome. Although 90% (or greater) of students enrolled complete the course satisfactorily, the

analysis and trending of student end-of-course evaluations have identified below benchmark scores for

the overall course for the past three semesters. ELA was identified as 3.75 or above on a scale of 1 to 5,

with 1 being “unsatisfactory” and 5 being “excellent”. Specific areas that did not meet the benchmark

were course activities, reading/homework assignments, course content, organization, and examinations.

The course has been taught by a new tenure-track instructor for the past year.

Actions/Strategies: After discussion by all faculty at the end-of-year Evaluation meeting in June, 2012,

the following strategies have been identified: 1) review (and revision) of syllabus, course materials, and

examinations by course instructor and Nurse Administrator (in a mentoring role) over the summer

2012; 2) change teaching methodologies to decrease lecture and increase student participation (e.g.,

group activities, clickers in the classroom) as classroom strategies for fall, 2012; 3) summer intersession

introduction (1st semester students) and review (2nd-4th semester students) to Roy Adaptation Model

and nursing process, scheduled for August, 2012; and 4) analysis and presentation of student end-of-

course evaluation data at October, 2012 Evaluation Committee meeting to assess effectiveness of

strategies.

4th Semester Schedule Adjustments (Assessment source: End-of-course Student Surveys)

Findings: The required courses in the fourth semester of the program are Nursing 343 (Psychosocial

Adaptation), Nursing 345 (Adult Client III), and Nursing 347 (Leadership and Management). Student

end-of-course surveys have met all benchmarks. However, over the past few semesters, there have

been repeated anecdotal comments about the scheduling of the courses-- Nursing 347 follows Nursing

343 and Nursing 345 on the same day of the week. Student comments indicated it was difficult to focus

on the less rigorous Nursing 347 after having taken Nursing 343 and Nursing 345. The course instructor

for Nursing 347 also observed that students often appeared tired and not engaged.

26

Actions/Strategies: The 4th semester team met to discuss possible strategies in May, 2011. The plan was

to move Nursing 343 lecture to a different day of the week starting in the fall 2011 semester. Nursing

345 lecture would also move to a different day starting in the fall 2012 semester (In hindsight, the

proposed solution(s) were obvious, but would have been missed if the student end-of-course surveys

had not been analyzed and aggregated). As this strategy has been partially implemented, the faculty

also discovered an additional benefit to this schedule change—students were unable to work as much

since they had to attend class at least one more day a week .Hopefully, this will lead to increased study

time and decreased fatigue. The evaluation of part of these changes took place with the analysis of

Nursing 347 end-of-course evaluations for 2011-2012. The analysis of data revealed student comments

related to the overall rigor of fourth semester, but there were no comments related to the daily

scheduling sequence of the courses. In fact, some even mentioned that they wanted a more

“condensed” schedule so they could be allowed to work more often.

Revision of Data Collection Instruments (Assessment source: Evaluation of SPEP)

Findings: It was discovered that survey designs did not always measure that for which they were

intended to measure. For example, it was discovered that the Preceptor Survey did not include queries

about student preparation and SLOs. Additionally, it has been somewhat difficult to ensure an adequate

response to surveys for Employer Satisfaction. Prior to 2008, survey return rates were very low (<30%).

Actions/Strategies: Survey collection tools were reviewed and revised as necessary so that they measure

SLOs and program outcomes. Qualitative assessment was added as a method of measurement for

employer satisfaction, allowing data to be collected through means other than surveys. Surveys were

put in an on-line format and emailed to respondents; this is done by the Evaluation Chairperson. Survey

response rates have improved greatly, and range anywhere from 50% to 100% (with the exception of

the Employer Satisfaction Survey).

Student Success Initiatives (Assessment source: Student Attrition/Program Completion)

Findings: Student attrition rate has been a concern for the nursing program over the years. Data

collection and aggregation reveals that the majority of student attrition occurs in the first year of the

nursing program and ranges anywhere from 4% to 37% (the first year benchmark has been identified as

attrition <25%). Table 6.2 illustrates the aggregation of attrition data for the nursing program for the

past three years.

27

Table 6.2: Summary of Attrition Rates by Course, 2009-2012

Course Fall 09 Spring 10 Fall 10 Spring 11 Fall 11 Spring 12 Reasons for Attrition

N 313 15% 21% 19% 16% 20% 21% Academic. Note: Withdrawals within first 2 weeks of school were not counted

N 315 7% 0% 5% 0% 0% 3% Academic

N323 4% 26% * 28% * 25% * 31% * 17% Academic

N325 37%* 5% 2% 14% 16% 22% Academic

N333 3% 0% 2% 7% 3% 9% Math; a few personal WDs

N335 7% 9% 9% 0% 3% 15% Some math; a few personal WDs

N339 0% 0% 2% clinic 0% 3% 0% Clinic

N343 2% 6%plagiarism 0% 2%plagiarism 0% 0% Plagiarism

N345 0% 0% 2%clinical 0% 0% 0% Clinical

N347 0% 3%clinical 2%clinical 0% 0% 2%clinical Clinical

Actions/Strategies: There has been a collaborative effort between the Nursing Success Counselor and

the nursing faculty to decrease attrition and increase success, especially in the first year of the nursing

program. In 2011, LAHC became an “Achieve the Dream” campus, thus, these nursing initiatives have

reflected the philosophy of the governing organization very well. For more information on “Achieve the

Dream”, see http://www.achievingthedream.org/.

Briefly, some of the strategies that have been implemented are:

Addition of the Nursing Success Counselor in 2007 to assist with development and

implementation of best practices in nursing education to improve student success and to

oversee remediation for students experiencing academic difficulties. This position has been and

will continue to be funded with state grant funds. (Note- there has been a break in continuity for

this position from 2010-2011 when the previous Counselor resigned)

Test-taking workshop- October 2009: Although students indicated a need for a workshop to

review specific nursing test taking strategies, this two hour class was poorly attended. It was

offered on a Saturday, which may have been a reason for low attendance. Those that did attend

had positive evaluations of the course.

Family Night- Family Night was borne after a discussion among the faculty who said that

oftentimes, students and their families/significant others do not realize “what they are getting

http://www.achievingthedream.org/

28

into” when they start the nursing program and often do not realize the importance of getting off

to a good start. The first Family Night was offered to incoming students in fall, 2010 and

continues until the present time. All generic and LVN-to-RN students and their

families/significant others are invited to attend this two-hour event hosted by the faculty and

Nursing Success Counselor. The purpose of this evening is to introduce students and their

families to the rigors and demands of the nursing program, to discuss strategies for success, and

to suggest tangible ways that the family can support the nursing student. This event has evolved

over the years to include student panels and assigning a fourth semester mentor to each

incoming student. Family Night is scheduled approximately one week before the start of each

semester and takes place during evening hours to allow working family members to attend.

Dinner is provided by the nursing department. The majority of incoming students attend Family

Night and evaluations have been extremely positive. The evidence that Family Night, in and of

itself, decreases attrition remains to be seen. However, it is an inexpensive strategy which

introduces students and families to the rigors of the nursing program and the many support

systems the program offers. Students and families have positive feedback about this event.

LVN Orientation- LVNs who enter the program through the career ladder option oftentimes had

difficulty adjusting to becoming a student in a rigorous program. This was reflected in a 50%

attrition rate for LVN-to-RN students in spring 2010 and fall 2010. In spring, 2011, the LVN-to-RN

attrition rate was 66%. However, most of these LVNS were able to complete the program after

individualized remediation and readmission into the program. In fall 2011, a separate

orientation designed specifically for LVNs was initiated and continues until the present time. The

orientation is given by a second semester instructor and introduces them to the guidelines and

requirements of the program. In addition, LVNs are also encouraged to attend Family Night.

In- person NCLEX-RN review- a portion of the funds from a partnership with the Department of

Health Services Tutoring and Mentoring program is utilized to provide all graduates with an in-

person NCLEX-RN review before taking the NCLEX-RN examination. The first course took place in

January 2011 and continues until the present time. Evaluations of the course are

overwhelmingly positive so this will continue as a strategy; although it does not affect attrition,

the faculty considers this a student success initiative.

Early Alert- This program was started in fall, 2011 and continues until the present time. Students

who score less than 75% on a course examination and/or who are performing below standard in

clinic are automatically referred to the Nursing Success Counselor for assessment and early

29

intervention. In addition, any student can “self-refer” if they feel they are in jeopardy of not

successfully completing a course. Interventions can range from weekly tutoring to referrals to

the Life Skills Center for interpersonal issues. The Nursing Success Counselor maintains records

of all contacts via Early Alert and follows-up with students. Data is still being collected from

Early Alert, but preliminary results are illustrated in Table 6.3:

Table 6.3: Student Success Initiative: Early Alert Results

Semester # Early Alert Students Retention/Attrition Attrition Factors

Fall 2011 21 15 retained (71%)

6 not retained (29%)

Time management

Test anxiety

Working (30-40 h/wk)

Spring 2012 42 30 retained (71%)

12 not retained (29%)

Time management

Working (10-35h/wk)

Family issues

Yoga/Stress Management- Stress is highly visible in the nursing program. This course was an

attempt to assist students in stress management. The class was poorly attended (5 people), thus

the strategy is being altered. An intersession course, “Get a Jump-Start On Stress” has been

scheduled prior to the beginning of the fall 2012 semester. This course will focus on overall

health—proper nutrition, exercise, and relaxation techniques.

Intersession Workshops- Summer, 2011: Students indicated via survey that they would most

likely attend additional nursing courses and workshops during the intersessions, not during the

school year when they are stressed with course demands and assignments. Courses on Physical

Assessment and Dosage Calculation were offered in the summer 2011 intersession. Also, the

Nursing Skills Laboratory was opened to allow students to practice skills and procedures.

Student evaluations were extremely positive. Winter and intersession workshops continue to be

offered so that students can preview and review content/skills for the new semester.

Electronic Syllabi and Course Materials- Students have 24/7 access to syllabi and course

materials since fall 2011, when all documents were posted on a password-protected web page.

The Nursing Success Counselor was in charge of the project and continues to update the course

materials as needed.

30

RN Tutor- Since fall 2011, an RN tutor has been available by appointment or on a drop-in basis

every Monday from 1:00pm to 5:00pm. The tutor has a Master’s Degree with a major in nursing

and is an expert in the Roy Adaptation Model and nursing process. Student feedback has been

extremely positive. The Department of Health Services Tutoring and Mentoring partnership

funds the tutor. Since it was so successful, the tutor was made available on Fridays for a trial

period. However, this was discontinued due to lack of student attendance.

Intersession Workshops-Summer,2012: Anatomy & Physiology Review, Dosage Calculation,

Introduction/Review of the Roy Adaptation Model and Nursing Process, Simulation experiences,

Nursing Skills Laboratory practice, and “Get a Jumpstart on Stress” are a few of the workshops

that have been scheduled this summer (2012)to review concepts and for facilitate student

success

Hiring newly graduated students to work under the supervision of Nursing Success Counselor to

assist with student follow-up and to design a written program success document. Funding for

these student workers was made possible by the Department of Health Services Tutoring and

Mentoring partnership.

As can be seen, there have been many strategies that have been implemented to decrease student

attrition. Time will tell if these strategies do indeed improve attrition in the program and data is

continually being collected and evaluated. However, there are two important facts that must be

mentioned. The first fact is that the program cannot select the students who enter. LACCD

Administrative Regulation E-10 specifies that the admission process is done by random lottery. This is an

LACCD policy and it applies to all seven LACCD nursing programs thus, it cannot easily be changed.

Program data that has been collected indicates that some of the major reasons for student attrition are

excess work hours, personal/family issues, and time management. Because the program cannot screen

for these factors and because it is limited in ability in what can be done to support the student in these

areas, attrition may likely be an ongoing problem. The program has responded by trying to prepare

students as much as possible for the rigorous first year of the program BEFORE the semester begins.

Secondly, in fall, 2010, Administrative Regulation E-10 was revised to stipulate that any student who fails

a nursing course in the first semester in the nursing program would be disqualified from the program

(meaning they could not apply for readmission). This has affected the program’s completion rate

because previous to this revision, students could have re-entered a first semester nursing course with

the hope of completing the program.

31

Decrease in job placement of program graduates (Assessment Source: Job Placement)

Findings: Prior to 2008, more than 90% of program graduates consistently secured employment within 6

months of passing the NCLEX-RN. Since fall 2008, graduates who respond to the New Graduate Survey

have reported a job placement rate ranging from 55% to 74%. This has been consistent with California

nursing forecast predictions which indicate that approximately 40% of new graduates have been unable

to find first-time employment. The program ELA is “90% of students will be employed in a nursing

position within 6 months of passing NCLEX-RN”.

Actions/Strategies: In the competitive job market, each student has received assistance in preparing a

resume and also attends a seminar on interview preparation given by the Nursing Education Unit

Administrator since fall 2010. The program has also worked with a local university to develop a

“roadmap” leading to seamless transition into its BSN program; all students are encouraged to pursue a

minimum of a bachelor’s degree in nursing. Students are exposed to exploring options other than acute

care placement (e.g., sub- acute care, long term care, or community care settings) in Nursing 347. At the

time of this writing, the nurse administrator is planning a New Graduate Transition program, with the

support of the Health Workforce Initiative (HWI). This is expected to be offered in January, 2013 and

would be a 10-week post-graduate internship at participating acute care facilities.

6.3 Evaluation findings are shared with communities of interest.

With today’s economic budget constraints, the nursing education unit has openly and honestly shared

outcomes and evaluation findings with communities of interest. Attrition/retention rates, first-time

NCLEX-RN pass rates, course and program SLO assessments, student/employer satisfaction, and job

placement rates are some of the evaluation data that are shared with college Administration through

Program Reviews, Division Chairpersons in monthly Division Council meetings, the Nursing Advisory

Committee, and state and federal agencies in the form of grant applications and reports.

6.4 Graduates demonstrate achievement of competencies appropriate to role preparation.

The competencies appropriate to role preparation are identified in the nursing education unit’s Student

Learning Outcomes (SLOs):

1. Integrate the nursing process to promote adaptation of individuals and groups in each of the

four modes: physiologic, self-concept, role function, and interdependence.

2. Internalize professional behaviors within nursing practice.

32

3. Assimilate effective therapeutic skills verbally, non-verbally, and in writing.

4. Formulate clinical decision making that is accurate and safe and that moves the patient and

significant others towards positive outcomes.

5. Utilize evidence-based information, collected electronically or through other means, to support

clinical decision making.

6. Determine teaching and learning processes to promote health and reduce risks.

7. Collaborate as part of an interdisciplinary team to deliver patient-centered care to individuals

and groups.

8. Manage health care to assist the patient towards positive outcomes.

These outcomes are leveled at each semester and form the basis for course SLOs, learning activities, and

assessment and evaluation of the learning process. There are specific measures of SLOs identified for

each course in the nursing curriculum. These may include embedded questions in course examinations,

standardized testing at the end of the course, WCET (progressive to concept), end-of-course student

evaluations, and Exit surveys. In the final semester of the program, the Nursing 347 WCET and

Preceptor Survey evaluate graduate competencies in role preparation. Post graduation, the New

Graduate Survey and Employer Satisfaction Survey measure achievement of program SLOs and graduate

role preparation. Through data collection and analysis, the nursing education unit has met this standard

in competency and role preparation. See Appendix D for SPEP and aggregate data.

6.5 The program demonstrates evidence of achievement in meeting the following program outcomes:

6.5.1 The licensure pass rate will be at or above the national mean.

Table 6.4 illustrates that the nursing education unit has consistently met this program outcome:

Table 6.4: NCLEX-RN Pass Rates for First Time Test Takers (2009-2012)

Year # Students Taking Test Pass Rate

2008-2009 97 95.88%

2009-2010 105 95.24%

2010-2011 104 98.08%

Jan 2012-March 2012 *quarterly report 35 100%

33

6.5.2 Expected levels of achievement for program completion are determined by the faculty and

reflect program demographics, academic progression, and program history.

Los Angeles Harbor College (LAHC) is located in Wilmington, approximately 22 miles south of the city of

Los Angeles. The primary service area includes the 15th District of Los Angeles (Harbor City, Harbor

Gateway, San Pedro, and Wilmington), the cities of Carson, Gardena, Lomita, and some parts of Long

Beach and Redondo Beach.

Of the 10,000 students attending LAHC, 67% represent underserved minorities, 28% are non-native

English speaking, 58% are at or below the poverty line, and 17% are from homes in which parents only

received an elementary school education. The profile of the nursing education unit very closely mirrors

the ethnic, cultural, and economic diversity of the larger college.

By virtue of LAHC’s geographic location 100% of clinical experiences take place in Registered Nurse

Shortage Areas (RNSA) as defined by the state of California.

Students in the nursing program are considered high risk students. The program is very rigorous and

stressful and it can be difficult for a student who may have multiple priorities. Many students are first-

time college students in their families and thus may lack needed support.

The ELA for program completion is “70% of all students will complete the program in three years”. The

completion rate for 2007-2008 was 63%; 2008-2009-76%; and 2009-2010-63%; the program has not

consistently met benchmark. Additionally, the fall, 2010 change in Administration Regulation E-10 that

has been previously discussed (see Criterion 6.2) will negatively impact program completion, in that

students who fail a first semester course are disqualified from the program.

The student success initiatives that were discussed in Criterion 6.2 have been implemented in response

to student attrition and completion.

6.5.3 Program Satisfaction measures (qualitative and quantitative) address graduates and their

employers.

Graduates are surveyed within 10 days of graduation (Exit Survey) and at 6-12 months after graduation

(New Graduate Survey). A portion of both of these surveys measures program satisfaction of graduates.

Employers and clinical agencies evaluate graduate satisfaction through the Preceptor Survey and

Employer Satisfaction Survey. The Preceptor Survey is distributed to all preceptors at the completion of

34

the 136-hour clinical experience; the completion rate is nearly 100%. The Employer Satisfaction Survey is

distributed to clinical agencies which employ program graduates. The response rate has not been

optimal; therefore qualitative measures are also used to reinforce and complement the survey.

Examples of these measures are personal phone-calls, emails, and Advisory Committee input.

Overwhelmingly, graduates and employers indicate satisfaction with program graduates. The nursing

program has an unsurpassed reputation in the community it serves.

Table 6.5: New Graduate Program Satisfaction (ELA: 95% of graduates will rate the program as satisfactory or better)

Class Surveyed Survey Response Rate % Satisfied or better

Fall 2009 60% 100%

Spring 2010 51% 96%

Fall 2010 76% 97%

Spring 2011 76% 100%

* Source: New Graduate Survey sent to graduates 6-12 months after graduation (“What is your degree of satisfaction with the nursing program?”) Table 6.6: Employer Satisfaction (ELA: 90% of employers will rate satisfaction with program graduates (within 1 year of graduation) as “satisfactory” or better

Year Sample Size % satisfied Competency of graduates for practice (SLOs)

2009 14 100% >3.0 for all SLOs

2012 5 100% >3.0 for all SLOs

*Source: Employer Satisfaction Survey (“What is your overall satisfaction with nursing graduates of LAHC?”. Asked to rate nursing graduates in each program SLO on a scale of 1-4, with 1 being “very dissatisfied” and 4 being “very satisfied”. 6.5.4 Job placement rates are addressed through quantified measures that reflect program

demographics and history.

The New Graduate Survey assesses graduate job placement at 6-12 months after graduation. The

analysis of data indicates that the majority of graduates remain in the community when seeking

employment. Prior to fall, 2008, almost 100% of graduates were able to secure employment within 6

months of passing the NCLEX-RN and most had secured jobs during their last preceptorship rotation.

However, since that time, the expected level of achievement has declined for this program outcome.

This has coincided with the economic difficulties in the state and local economies. See discussion in

Criterion 6.2 for strategies to address this decline in employment rates.

35

Appendix A:

Faculty Scholarly Activities

36

Name:_Jenny Arzaga, RN, MSN

Date Professional Development/Conference Attendance/Scholarly Activities Location Contact Hours

09/14/12 Organization of Healthcare Educators (OHE) Building Bridges: Spanning the Generations and Gifts: Great Ideas for Teaching Staff/Students/Stuff (Registration in process)

Torrance Memorial Medical Center

3.5

06/07/12 Countywide Sidewalk Cardiopulmonary Resuscitation Day Los Angeles Harbor College N/A

05/29/12 Advanced Cardiac Life Support & Basic Life Support Recertification 911 Medical Education, LB 8.0

05/23/12 Medication Safety Presentation Attendance Los Angeles Harbor College 2.0

04/22/12 County of Los Angeles DHS 2012 Licensed Nursing Inpatient Annual Core Competency

Harbor-UCLA Medical Center 2.0

03/18/12 Los Angeles Marathon- Medical Tent Volunteer Los Angeles 8.0

Spring 2012 Academic Senate Senator (Health Sciences) Los Angeles Harbor College N/A

01/10/12 Clinical Faculty Academy Training (Day 2)- HWI Golden West College 7.0

01/09/12 Clinical Faculty Academy Training (Day 1)- HWI Golden West College 7.0

01/06/12 Introduction to SimMan Essentials (Day 2) Los Angeles Harbor College 7.0

01/05/12 Introduction to SimMan Essentials (Day 1) Los Angeles Harbor College 7.0

11/12/11 Sexual Harassment Prevention Training Harbor -UCLA Medical Ctr 1.0

09/26/11 Harbor –UCLA Medical Center 2011 Annual Reorientation & Skills Assessment Workshop

Harbor- UCLA Medical Ctr 2.5

08/23/11 California Advanced Medical Information System Training PLCMMC-T 4.0

Fall 2011 Academic Senate Senator (Health Sciences) Los Angeles Harbor College N/A

04/14/11 College Violence Prevention Intervention Training Los Angeles Harbor College 2.0

04/10/11 County of Los Angeles DHS 2011 Licensed Nursing Inpatient Annual Core Competency


04/08/11 Institutional Student Learning Outcome #1: Communication Campus Wide Discussion of Pre-Test Results Feedback Meeting

Los Angeles Harbor College N/A

03/20/11 Los Angeles Marathon- Medical Tent volunteer Los Angeles 8.0

09/26/10 Harbor –UCLA Medical Center 2010 Annual Reorientation /Assessment Harbor- UCLA Medical Center 2.5

08/25/10 Incorporating Art in Your Academic Program Los Angeles Harbor College 1.5

08/25/10 Using Electronic Curriculum Development (ECD) Los Angeles Harbor College 2.0

08/25/10 Interactive Reading in the Classroom Los Angeles Harbor College 2.0

37

08/25/10 Online Early Alert Los Angeles Harbor College 1.0

08/25/10 Course Assessment Los Angeles Harbor College 1.5

08/24/10 New Attendance Accounting Online Policies

Los Angeles Harbor College 1.0

04/25/10 County of Los Angeles Department of Health Services 2010 Licensed Nursing Inpatient Annual Core Competency


01/21/10 Pediatric Advanced Life Support 911 Medical Education Inc., Long Beach, CA

8.0

12/30/09 Advanced Cardiac Life Support Recertification 911 Medical Education Inc., Long Beach, CA

8.0

09/20/09 Harbor –UCLA Medical Center 2009 Annual Reorientation & Skills Assessment Workshop

Harbor- UCLA Medical Center 2.5

09/15/09 Emergency Department Critical Event Team Training Kaiser Permanente –South Bay 4.0

08/04/09 Harbor –HUCLA Medical Center Medical-Surgical Nursing Class Harbor-UCLA Medical Center 8.0

04/25/09 County of Los Angeles Department of Health Services 2009 Licensed Nursing Inpatient Annual Core Competency


Jenny Arzaga (continued)

38

Name: _Katherine Cleland, RN, MSN


8-5-12 Heart Failure RN.org 2

5-23-12 Detection and Prevention of Medication Errors LAHC 2

4-15-12 Department of Health Services Core Competency Skills-Care of the Septic Patient; Medication Safety

HUCLA Medical Center 0

1-20-12 Affiliate Nursing Faculty Spring 2012 Orientation HUCLA Medical Center 0

1-5&6-12 Introduction to Sim Man LAHC 12

12-9-11 Autism Spectrum Disorders RN.org 3

12-8-11 Pediatric Head Trauma- Shaken Baby Syndrome RN.org 2

10-14-11 Leukemia-ALL;CML;CLL;AML RN.org 3

8-12-11 Affiliate Nursing Faculty Fall 2011 Orientation HUCLA Medical Center 0

4-10-11 Department of Health Services Core Competency Skills- Insulin Administration; Care of Pressure Ulcers


2-25-11 12th Annual Pediatric Updaate Children’s Hospital of Orange County

7

1-4&5-11 Transforming Nursing Education Cerritos College 12

1-21-11 Affiliate Nursing Faculty Spring 2011 Orientation HUCLA Medical Center 0

4-12-10 Department of Health Services Core Competency Skills- Care of Patient in Restraints; Pediatric BCLS


3-26-10 Hospital Information Systems Training HUCLA Medical Center 6

2-26-10 4th Annual Service Academia Kaiser Permanente Medical Center

7

2-25-10 New International Pressure Ulcer Guidelines Norwalk, Ca 6

February 09 10th Annual Pediatric Update Children’s Hospital of Orange County

7

10-23-09 NCLEX-Item Writing Workshop Saddleback College 5

39

Name: Deborah Larson, RN, MN


5/23/12 Detection and Prevention of Medication Errors LAHC 2

4/4/12 Acute Care: Palliative Pediatric Care Ped Nrsg Cert Board 7.5

4/3/12 Primary Care: Care of Newborn/Genetic Syndromes Ped Nrsg Cert Board 7.5

3/3/12 Advancing Pediatric Nursing Care NaPNAP-LA 6

6/2011 2011 Pharmacology Update- Infection Disease Stds Assessment Exam Ped Nrsg Cert Board 7.5

6/2011 2011 Pharmacology- Current Concepts and Standards Ped Nrsg Cert Board 7.5

6/2010 Pediatric Primary Care Ped Nrsg Cert Board 15

8/6/10 Right Vs. Left Ventricular Infarctions, Afib, Card, Autoimmune, Asthma in Children and various medical-surgical topics

Nurse.Com 25

2010-present Volunteer for Boy Scouts- First Aid, Disability Awareness, Emergency Preparedness

1981-present Pediatric Nurse Practitioner Certification Ped Nrsg Cert Board

40

Name: Evelyn Lum, RN, MN


August 2012 Disaster and Evacuation Plan for faculty Los Angeles Harbor College 2

February 2012 Introduction to Sim Man Essential Los Angeles Harbor College 12

May 2012 Detecting and Preventing Medication Errors Los Angeles Harbor College 2

November 2011 Mechanical Ventilation Workshop Torrance 4

July 2011 Novice to Expert: Through the Stages to Success in Nursing Torrance 4

May 2011 Understanding Conscious Sedation Long Beach 4

March 2011 NCLEX Regional Workshop for Educators Santa Monica 5

December 2010 Updates on Understanding Alzheimer Disease Los Angeles 4

September 2010 Cardiovascular disease in Women Torrance 6

September 2010 Camus EMR training Torrance 4

September 2010 Infection Control Best Practices- Providence Torrance 2

1987-Present Critical Care Registered Nurse

41

Name: Edie Moore, RN, MN


7/29/12 Advances in Parkinson’s Disease Los Angeles 1

7/29/12 Surviving Caregiver Stress Syndrome Los Angeles 1

7/27/12 Maximizing Pharmacotherapy – Getting your Patient Well Los Angeles 1

7/26/12 Connecting the Dots in Antipsychotic Maintenance Therapy Los Angeles 1

7/24/12 AHRQ’s Comp. Effect. Research-Nonpharmacological Treat. Of Depress. Los Angeles 1

7/24/12 Approaching Smoking Cessation with Alchohol Use Disorder Los Angeles 1

7/23/12 Summ. Of the Comp. Effect. Review on off-label Atypical Antipsychotics Los Angeles 2

7/22/12 Returning from War with Invisible Wounds Los Angeles 1

7/20/12 Novel Dev. in Glutamate Modulation in Schizophrenia Los Angeles 1

7/17/12 Case Studies in Schizophrenia Medication Management Los Angeles 1

11/22/11 CPI Certification: Non-Violent Crisis Intervention Irvine 8

7/5/11 Wound healing, Scar Form/ Therapies /Prevention/Treatment of Scar Torrance 1

7/13/11 Mind Your manners --- Multi culturally Long Beach 1

7/13/11 Happiness: The evidence Behind the Emotion Long Beach 1

9/30/11 How the Brain Forms New habits: Why Willpower is Not Enough Santa Monica 1

3/18/10 Dermatology Grand Rounds Torrance 1

4/7/10 Infusing Humor into Healthcare Irvine 10

5/17/10 Teaching Tomorrow’s Nurses: What’s happening in the Classroom Nurses.com 1

6/1/10 Improving Your Ability to Think Critically Torrance 1

6/1/10 Post-Traumatic Stress Disorder, Part 1 – An Overview Torrance 1

8/7/10 Adult Obesity in the United States: A Growing Epidemic Irvine 1

8/7/10 Chinese-American Patients: What Culture Means to Care Irvine 1

8/7/110 Caring: The Essence of Nursing Irvine 1

42

Name: Susan Nowinski, RN, MSN


July 2012 Care for the Caregiver Retreat Mary & Joseph Retreat 10

June 2012 Understanding Our Multicultural Community Mary & Joseph Retreat 6

June 2012 Holistic Nurses: Catalysts for Conscious Change Snowbird, Utah 14

June 2012 Holistic Nurses: Catalysts for Conscious Change Snowbird, Utah 18

May 2012 Detection and Prevention of Medication Errors LAHC 2

January 2012 Integrating Spirituality into Your Healthcare Practice Mary & Joseph Retreat 6

January 2012 Natural Supplements: An Evidence-Based Update San Diego 17

2012 Auscultation Skills: Breath Sounds On Line 15

2012 Auscultation Skills; Heart Sounds On Line 18

2012 IV Therapy: Essentials of Safe Practice On Line 20

2012 Cardiovascular Pharmacology 2nd Edition On Line 10

2012 Evidence-based Practice: What Every Nurse Needs to Know On line 2

2012 Protecting Patient Safety: Preventing Medical Errors On Line 2.0

2011 Transforming Nursing Education: Implications for Pre-Licensure ADN RN-to BSN Educator Practice (QSEN)

Cerritos College 12

2010 Preventing Sexual Harassment LAHC 1

2010 Management and Leadership in Nursing On Line 20

2010 Geriatric Assessment On Line 12

2010 Infection control Training for Healthcare Workers On Line 3

2010 Mosby’s Faculty Development Institute San Diego 23

2009 American Holistic Nursing Assc. 29th Annual Conference Lake Tahoe 23

43

Name: Joyce Saxton, RN, MA, MS, ARNP


2/09 – 2/12 Preceptor for 5 postgrad/graduate students CSUDH 50

7/31/12 Influenza: A Comprehensive Review CME Resource 10

7/31/12 Autoimmune Diseases CME Resource 15

7/31/12 Medication Error Prevention and Root Cause Analysis CME Resource 2

7/31/12 Domestic Violence: The Florida Requirement CME Resource 2

6/8/12 Diabetes Pharmacology CME Resource 10

6/8/12 Hyperlipidemias and Cardiovascular Disease CME Resource 10

6/8/12 Detection and Prevention of Medication Errors CME Resource 2

6/8/12 Osteoarthritis CME Resource 10

5/23/12 Detection and Prevention of Medication Errors: a

Nursing Perspective

L.A.H.C. 2

5/20/11 Postoperative Complications CME Resource 15

5/20/11 Foodborne Illness CME Resource 10

5/20/11 Burnout: The Impact on Nursing CME Resource 5

2/4-5/10 Inpatient OB Professional Ed. Cntr. 16

1/25/10 Electronic Fetal Monitoring: Advanced Concepts Professional Ed. Cntr. 13

10/23/09 Item Writing Workshop NCLEX Reg. Program 5

5/22/09 Diabetes Education and Self Management Western Schools 5

5/22/09 Diabetes Care and Management Western Schools 15

5/20/09 Infusing Humor into Healthcare Western Schools 10

4/8/09 The Anatomy of a Trial CA Assc. Occu. Hlth Nurses

1.5

44

Name: Arlene E Smith, RN, MSN


8-15-2012 Quality ^& Safety Education for Nurse Educators & Clinical Leaders Ontario, CA 8

4-18 to 20-2011 15th Annual Healthcare Educator Institute Ontario 24

4-1-2011 ATI Educator Enrichment Conference Fullerton, CA 6.5

4-14-2011 Forum for Innovations in Nursing Education Pasadena, CA 6.5

1-21-2009 Perspectives UTI Online 1

2-26-2010 Developing Critical Thinking Skills in New Graduate Nurses Pasadena, CA 6.5

10-23-2009 NCLEX Regional Workshop for Educators Mission Viejo, CA 5.0

4-2 to 4-2012 16th Annual Health Occupations Educator Institute Ontario 24

9-30-2011 Nursing Forum Spring 2011 Long Beach, CA 8

7-15-2010 Wound Assessment Seminar Norwalk, CA 3.0

12-10-2010 Partnering for the Future Torrance 4.0

10-29-2010 ATI Educator Enrichment Conference Mission Viejo, VA 6.5

4-16-2010 Techniques to teach Dosage Calculation Web seminar 1.0

3-12-2010 Cengage Learning’s Nursing Forum Long Beach, CA 4.5

2-20-2009 Evolve Education Event for Nursing Northridge, CA 6.5

45

Name: Kathy Vo, RN, MSN, CCRN


04/2009 Critical Care RN – certified; recertified (2012) 100

04/2009 American Association of Critical Care Nurses (AACN)

07/2009 Good Samaritan Medical Dental Ministry Tra Vinh, Vietnam 2 weeks

07/2011 Good Samaritan Medical Dental Ministry Hue, Vietnam 1 week

05/2011 CCRN Review Course with Laura Gasparis Vonfrolio, RN, Ph.D Torrance, Ca 8 hours

06/2012 Alabama Honduras Education Medical Network Limon, Honduras 2 weeks

46

Name: Doris Webster, MN, RN, CCRN


August 24, 2012 Harbor UCLA Faculty orientation Harbor UCLA 0730-1130

June 28, 2012 The World of Skin Care: Wound and ulcer prevention RN.Com 3

June 20, 2012 Medical Errors Reduction: A key to quality care RN.Com 2

February 26, 2012 Bringing Evidence Based Practice to Life RN.Com. 1

March 14, 2012 Prevalence Study Harbor UCLA 0700-1100

April 15, 2012 LA County: DHS competencies: sepsis, medication and environmental safety- demonstration of medication safety

Harbor UCLA Competency demonstration

Nov. 17, 2011 QSEN Workshop: Tim Bristol 8 hours LASC Nov. 17, 2011

Nov. 7, 2011 Lupus: Deciphering the Clues RN. Com 2

Sept, 2011 Book reviewer: Medical-Surgical Text. Lippincott & Williams Home reviewer

Spring 2012 Curriculum meeting: Discussion Evidenced Based Practice: Incorporating culture competence and validation of NG tube placement.

LAHC: Curriculum meeting

April, 2011 LA County: DHS competencies: Medication Safety, NPSG, Insulin administration, and pressure ulcers.

Harbor UCLA Competencies demonstration.

April, 2010 LA County DHS competencies: Medication and environmental Safety, Restraints and Bag & Mask Resuscitation

Harbor UCLA Competencies Demonstration

Sept. 19, 2010 Metabolic Syndrome: An Insidious Disease RN. Com 2

Jan. 14, 2011 The health of Minority Women RN.Com 2

July 21, 2010 Prof. Nrsg Practice: Nurse Practice Acts/ Professional Standards/Ethics RN.Com 6

September 3, 10 Infection Control Advance News Magazine 3

September 3, 2010

Documentation: Will We Ever Get it Right? Advance Magazine 1

January13, 2010 Advocating for yourself and Your Patient RN. Com 5

January 15, 2010 Administering Medications to the Elderly: Physiology of Aging RN.Com 2

April 18th, 2009 12Lead ECGs: Ischemia, Injury, Infarction RN.Com 4

April 11, 2009 Thrombolytic Therapy for Acute Ischemic Stroke: tP-A RN. Com 2

April 10, 2010 Arthritis: Another name for Inflammation of the joints RN.Com 2

April 9, 2009 Introduction to Trauma Systems: History and Timeline RN. Come 2

April 11, 2009 High Alert Medications RN. Com 5

April 5, 2009 Inflammatory Bowel Disease RN.Com 3

47

Name: Mary Patricia Wickers, RN, MSN


6/8/2012 Simulation User Group (SUN) Conference Mission Viejo, CA 4

3/1-2/2012 COADN Spring Conference Sacramento, CA 8

1/5-6/2012 Introduction to SimMan Essential Wilmington, CA 12

7/13/2011 Simulation for Competency Based Learning Webinar 1

10/5-7/2011 Future of Nursing, Leading Change in California Long Beach, CA 9

10/4/2011 How Nursing Students Study San Diego, CA 1

10/4/2011 Increasing the Comprehension of Test Items by EAL Students San Diego, CA 1

10/4/2011 Overcoming the Challenges of Non-Self Efficacious Students San Diego, CA 1

10/4/2011 Teaching the i-Pod Generation San Diego, CA 1

3/4-5/2010 COADN/CACN Director Conference Sacramento, CA 13.5

2/7-9/2010 Association of Clinical Nurse Leaders (ACNL) Nurse Leadership Conf Monterey, CA 19

2/4/2010 Google Applications Wilmington ,CA 1

2/2/2010 Updating Course Outlines Wilmington, CA 3

Ongoing Subscribe to NURSING 2012, AJN, NURSING EDUCATION

SCHOLARLY ACTIVITIES: COLLEGE/DEPARTMENT COMMITTEE MEMBER

1996-present Member of Nursing Department Curriculum and Evaluation Committees

2010-present LA Harbor College Course Assessment Committee

2009-present LA Harbor College Accreditation Committee-Standard IA Co-Chair

2008-present LA Harbor College Curriculum Committee

2005-present LA Harbor College Distance Learning Committee

2008-2011 Chair Nursing Curriculum Committee

SCHOLARLY ACTIVITIES: ARTICLES/GRANTS/SCENARIOS

2012 Authored State Chancellor’s Nursing Enrollment Grant

2011 Authored DKA and CVA patient simulation scenarios

2010 Authored article, “Establishing the Climate For A Successful Debriefing” Clinical Simulation in Nursing, Vol. 6, Issue 3, May/June 2010, pp, e83-e86

48

SCHOLARLY ACTIVITIES: PRESENTATIONS

5/24/2012 Gave presentation on Multi-Patient Scenarios to SCSA Torrance Memorial Med. Center

2010 Debriefing in Simulation Based Learning University of Los Vegas

SCHOLARLY ACTIVITIES: PROFESSIONAL ASSOCIATIONS

Association of California Nurse Learders (ACNL) (2010 Education Committee)

National League of Nursing

Sigma Theta Tau, National Honor Society of Nursing

Association of Women’s Health, Obstetric and Neonatal Nurses (AWHONN)

Advisor Committee SCSC

Providence Little Company of Mary Torrance Home Health Advisory Committee

Southern California Organization of AND Directors

Mary Patricia Wickers (continued)

49

Name: Lynn Yamakawa, RN, MSN


3/13/2009 The NLN Preparation Course for Certification as Nurse Educator Los Angeles -6-

10/7-9/2009 Times Are Changing- A Paradigm Shift (COADN/CACN Conference) Monterey, Ca -9.5-

2/26/2010 4th Annual Joint Service Academia- Kaiser Permanente Pasadena, Ca -5-

4/10/2010 Southern California ADN Director meeting Cerritos, Ca NA

4/15/2010 CSU Dominguez Hills Advisory Committee member Carson, Ca NA

10/6-8/2010 Fall 2010 COADN/CACN Director’s Conference Monterey, Ca -9-

12/1/2010 PLCMMC Advisory Meeting Torrance, Ca NA

1/21/2011 H-UCLA Affiliate Meeting Torrance, Ca NA

3/4-5/2011 COADN Spring Conference: Creating our Future San Diego, Ca -7.75-

4/25/2011 Childhood Obesity Los Angeles, Ca -20-

4/25/2011 Health Aging Los Angeles, Ca -10-

4/27-28/2011 NLNAC Self-Study Forum Anaheim, Ca -10-

8/12/2011 H-UCLA Affiliate meeting Torrance, Ca NA

9/9/2011 Southern California ADN meeting Wilmington, Ca NA

10/5-7/2011 The Future of Nursing: Leading Change in California CACN San Diego, Ca -9-

10/4/2011 Overcoming the Challenges of the Non-Self-Efficacious Student San Diego, Ca -1-

10/4/2011 How Nursing Students Study San Diego, Ca -1-

10/4/2011 Increasing the Comprehension of Test Items by EAL Nursing Students San Diego, Ca -1-

10/4/2011 Teaching the IPOD Generation San Diego, Ca -1-

1/20/2012 H-UCLA Affiliate meeting Torrance, Ca NA

2/7-8/2012 Song-Brown Presentation Sacramento, Ca NA

2/24/2012 6th Annual Joint Service Academia- Kaiser Permanente Pasadena, Ca NA

3/1-2/2012 The Future of Nursing is Now Sacramento, Ca -8-

50

Appendix B:

New Faculty

Orientation & Check-off

51

Strategy: Model Orientation Target audience: Deans, Directors, Assistant Directors Purpose: To assist deans, directors, assistant directors in providing new nursing faculty a complete orientation program to help them be successful in their role of adjunct or full time faculty. The orientation will assist new faculty in adapting to the college environment and acquaint them with policies and procedures, and department activities. Process: A. Overview

1. The orientation will include elements related to both clinical, classroom, and skills labs. It is important to inform the faculty member about responsibilities and expectations related to the role.

2. Checklist—Use to track completion—See Appendix B. General Campus Orientation

1. Orientation materials a. Employee Handbook b. Human Resources paperwork c. Campus Phone directory d. Campus Calendar e. Webpage/Online services/Network f. Parking g. ID badge h. Pay/Benefits i. Philosophy of school and nursing program j. Organizational structure k. Key administrators/chain of command l. Student rights/Disciplinary policies/Grade appeal policy

2. Orientation meetings a. Full time faculty are expected to attend the campus wide orientation and the

nursing department orientation. b. Depending on the institution, adjunct faculty are required or strongly encouraged

to attend nursing orientation, team meetings and flex time depending on their load.

3. Campus Tour

a. Campus Map b. Human Resources c. Student Services d. Counseling services e. Health Services f. Reprographics

52

g. Audiovisual Department h. Admissions & Records i. Library Services j. Learning Center k. Disabled Students Center l. Financial Aid/Scholarship m. Career Center n. Tech Center o. Classrooms and meeting rooms

C. Department Orientation 1. Environment

a. Department Tour b. Department/faculty introductions c. Socials/Faculty break room d. Mailboxes/Email e. Faculty Phone List f. Classrooms/labs g. Secretarial support

2. Philosophy of nursing program 3. Faculty Evaluation 4. Resources

a. Blood-borne pathogen/HIPPA learning module b. Description of programs/courses/brochures c. Student handbook d. Desk Copies of Textbooks e. Previews of CDs/CAI f. Conference awareness

5. Faculty meetings/required activities 6. Social activities 7. Resource people 8. Xerox—rules for use; reprographics dept. 9. AV resources 10. Scheduling/Room Reservations 11. Department Forms

a. Inner-Campus forms for equipment problems (AV, Computer Services etc.) on line, let the director know for follow up

b. Health Insurance - forms up in the administration building c. Conference request and staff development d. College reimbursement - you MUST save receipts, canceled checks credit card

print outs are not accepted e. Equipment/Computer repairs or needs f. Flex Time g. Unpaid workload exchange h. Secretarial support (form and folders) i. Add/Drop slips

53

j. Absence forms k. Facility Forms l. Student Forms m. Accident Forms

D. Communication Systems 1. Voice Mail, message retrieval on and off campus 2. Faculty/facilities phone directory 3. Networking System (computer services) 4. E-mail Account (computer services) 5. Inner-Campus forms for equipment problems (AV, Computer Services etc.) 6. Campus mail 7. Beeper/cell phone 8. Reporting need for personal time/absence

E. Teaching Orientation/Professional development

1. Faculty responsibilities/expectations a. See District/Campus job description b. Refer to DACUM job analysis c. Syllabi preparation

Semester/yearly revisions

Date changes

Textbook/materials changes

Skills lab assignments 2. Orientation resources (see also Faculty Teaching Resource)

a. www.4faculty.org b. Strategies for Teaching Clinical Nursing by Kathy Kolster and Dan Comins (CD) c. Washington website http://www.wa-skills.com/proftech.html d. Clinical Instruction and Evaluation: A teaching resource by Andrea B. O’Connor

pub is NLN press and available at Amazon.com e. Strategies for Student Success by RHORC (CD) f. Website for teaching strategies and student activities from Orange Coast

College ―Work-Based Learning Connections‖ website. Subscribe to receive free web-based ―On the QT‖ newsletters http://wbl.occ.cccd.edu

3. Library resources/literature searches 4. Conferences 5. Recommended reading/books available 6. Curriculum process

a. The curricular process is guided by many state regulations. It takes a year to develop a new course and or make changes in existing course. Make note of due dates.

b. Role of curriculum committee and academic senate c. Syllabus development must be done according to department policy. Changes to

objectives and evaluations need to be approved. Input from the department team is crucial to maintaining the integrity of the program.

http://sohstream.csudh.edu/Desktop/RHORC2/resource/dacunursing.pdf

http://sohstream.csudh.edu/Desktop/RHORC2/resource/Faculty_Teaching_Resources.doc

http://www.4faculty.org/

http://www.wa-skills.com/proftech.html

http://wbl.occ.cccd.edu/

54

d. Review of your program’s total curriculum helps you see the "big picture". e. Location of curriculum files f. Curriculum forms—keep a list of curricular issues as you are teaching—then

address at meeting w/ faculty g. Syllabus development **(plan to discuss the syllabi timeline). The syllabus

should reflect the most current course outline. 7. On-line/hybrid course procedures

F. Classroom Orientation 1. Use of computer for instruction 2. Use of video projector/other AV equipment 3. Scantron options for tests 4. Identifying CAI/CD - Rom and Video that would apply to your class 5. Procedure for viewing and evaluating CAI/CD-ROM and Video 6. Free preview policy 7. Locks and lights 8. Phone access for emergency/security

G. Classroom Management 1. Attendance

a. Be aware if your class is positive attendance b. Know how to obtain class roster. Accurate attendance records and rosters are

critical. Be aware of add, drop, and withdraw policies. If you have questions you can discuss this with the director/designee.

c. Review Tardy policy d. As applicable discuss sign-in sheet, Census Report , and other attendance

forms 2. Evaluation/Grading policies

a. Student Evaluation Tool—faculty consistency b. Critical Elements

c. Clinical Remediation Probation Dismissal d. Student Retention strategy/form i.e. Early alerts for academic and/or clinical

performance is a retention strategy used by some campuses e. Grading methodology f. Grade recording and posting/protect student confidentiality.

3. Incompletes/Drops/Withdrawal Policies 4. Exams

a. Review make-up exam policy b. Final exams

Schedule

Student absences (different than routine tests)

Scantron form and computer services c. Test development, secretary duties, copying (time frame) d. Test Security—Shredding old tests e. Exam review policy

5. Data collection for program outcomes

55

6. Coaching/Counseling/Student Success Strategies 7. Classroom Environment

a. Be aware of campus policies b. Create of an environment that is a positive learning experience for all students. If

you have a disruptive student, discuss with your team, other faculty and or the director on tips to manage this behavior.

c. Teaching is based on a 50 minute hour. This can be negotiated with the class. 8. Text Book Ordering - if you work on a team textbook decisions are a team/program

decision. Be sure that you have the latest edition of your text book. If a new edition of a textbook is coming out a few weeks before a semester starts it is recommended that you use the older edition (it is not uncommon for anticipated publication dates to be postponed).

9. Organization/Time management a. Discuss ways to organize time b. Manage all the paper work - mail, student papers etc.

H. Skills Lab Orientation 1. Binder (supplies, scenarios) 2. Simulation Equipment/Mannequins 3. Discuss policies related to student supplies 4. Discuss computer use policies for faculty and students 5. Critical elements for skills 6. Policies for sharps 7. Skills lab assignment 8. Opening and Closing the Lab 9. Skills Checklist 10. Policy for Injury 11. Skills lab supply ordering

I. Clinical Orientation

1. Meet with lead instructor to obtain information necessary to prepare for clinical 2. Identify contact person for orientation 3. Beepers may be available to enhance student access to faculty 4. Hospital orientation requirements for your facility 5. Provide documentation of student information per facility policy 6. Make room reservations for student orientation, pre and/or post conference. 7. Student assignment grid for students and facilities (discuss w/ faculty placement of

students in hospitals) Final grid should be posted on each applicable unit and given to:

Office Secretary and Program Director

Facility DON, Educator, Unit manager, hard to over communicate! 8. Mail clinical objectives and skills list to managers of hospital and DON of facility, you

will want to do this on College letterhead 9. Clinical Objectives need to be posted on the unit 10. Competency of skill within that clinical facility---schedule inservice time for yourself 11. Staff communication and Staff Meetings (as needed)

56

12. Public relations with facility/Feedback from staff 13. Post-conference activities 14. Identify community based out-rotations, contact person, address, directions to facility 15. Communication requirements 16. Student evaluation/remediation/probation policies 17. Teaching and Coaching VS Evaluating of students 18. Injury policy 19. Abiding by clinical agency policies and procedures related to supplies

Materials: Faculty Manual – full time or part time Nursing Division Student Handbook

Nursing Division Faculty Manual Oches and Nkomo – The Teaching Bridge (in the workroom, faculty resource section) Orientation checklist—see Appendix References: Journals, links to websites Activity developed by: Faculty Recruitment Committee

See next page for Orientation Check list

57

Completed Activity

General Campus Orientation Orientation materials Orientation Meetings Campus tour

Department Orientation Environment

Philosophy of nursing program Faculty Evaluation Resources Faculty meetings/required activities Social activities Resource people Xerox—rules for use; reprographics dept. AV resources Scheduling/Room Reservations Department Forms

Orientation Modules reviewed/completed www.4faculty.org Strategies for Teaching Clinical Nursing by Kathy Kolster and Dan Comins (CD) Washington website http://www.wa-skills.com/proftech.html San Diego on-line course Strategies for Student Success by RHORC (CD)

Communication Systems Voice Mail, message retrieval on and off campus Faculty/facilities phone directory Networking System (computer services) E-mail Account (computer services) Inner-Campus forms for equipment problems (AV, Computer Services etc.) Campus mail Beeper/cell phone Reporting need for personal time/absence

Teaching Orientation/Professional Development Faculty responsibilities/expectations Orientation resources Library resources/literature searches Conferences Recommended reading/books available Curriculum process/Syllabus development On-line/hybrid course procedures

Classroom Orientation Use of computer for instruction Use of video projector/other AV equipment Scantron options for tests Identifying CAI/CD - Rom and Video that would apply to your class Procedure for viewing and evaluating CAI/CD-ROM and Video Free preview policy Locks and lights Phone access for emergency/security

http://www.4faculty.org/

http://www.wa-skills.com/proftech.html

58

Classroom Management Attendance Evaluation/Grading policies Incompletes/Drops/Withdrawal Policies Exams Data collection for program outcomes Coaching/Counseling/Student Success Strategies Classroom Environment Text Book Ordering Organization/Time management

Skills Lab Orientation Binder (supplies, scenarios) Simulation Equipment/Mannequins Discuss policies related to student supplies Discuss computer use policies for faculty and students Critical elements for skills Policies for sharps Skills lab assignment Opening and Closing the Lab Skills Checklist Policy for Injury Skills lab supply ordering

Clinical Orientation Meet with lead instructor Identify contact person for orientation Beepers Hospital orientation Provide documentation of student information per facility policy Make room reservations Student assignment grid for students and facilities Mail clinical objectives and skills list to facility Clinical Objectives need to be posted on the unit Faculty Competency of skill schedule inservice time for yourself Staff communication and Staff Meetings (as needed) Public relations with facility/Feedback from staff Post-conference activities Identify community based out-rotations Communication requirements Student evaluation/remediation/probation policies Teaching and Coaching VS Evaluating of students Injury policy Clinical agency policies and procedures related to supplies

59

Appendix C:

Systematic Program Evaluation Plan Calendar

Los Angeles Harbor College Associate Degree Nursing Program

Systematic Program Evaluation Plan (SPEP) Annual Calendar

September October November December

Student Demographic Survey

Faculty Profile

Faculty Evaluations begin (must be completed by week #12)

End-of-Course evaluations Learning Resources (Every 3 years) Next review- 2012

Admission and Selection

End-of Course evaluations, Integrated testing, attrition rate, Course SLOs , strengths/areas for improvement * Preceptor Survey

Exit Survey

January February March April

Calculation of admission statistics (# applicants/%accepted/%turned away)

Mission & Philosophy (Every 4 years) Next review- 2016 Student Demographic Survey

Faculty Profile

Curriculum Review- Rigor, currency, Best Practice, QSEN Fall, 2012

End-of-Course evaluations

Facilities Survey (Every 3 years) Next survey- 3/2014

Faculty Scholarship (submit CV & report to Evaluation Committee) (Every 2 years) Next- 2014 Admission and Selection

May June July August

Student/Faculty Participation in Governance Instructor Evaluation of Clinical Setting

End-of Course evaluations, Integrated testing, attrition rate, Course SLOs , strengths/areas for improvement*

Preceptor Survey

Exit Survey

Employer Satisfaction Survey (every 2 years) Next survey- 6/2014 Aggregation of annual data collected for SLOs, program outcomes Advisory Meeting

New Graduate Survey

_____________________________

Evaluation Committee (of the whole) meets monthly during academic year)

* Aggregated and reported by faculty at End-of-Year Evaluation meeting

Revision of Student Handbook

Calculation of admission statistics (# applicants/%accepted/%turned away) PT Faculty annual meeting Review of previous academic year outcome findings at monthly Evaluation meeting Review to check if faculty evaluations completed; planning for next round

60

Appendix D:

Systematic Program Evaluation Plan with

Aggregated Data 2009-2012

61

Plan Implementation Component Expected Level of

Achievement Frequency of Assessment Person(s) Responsible

Assessment/Methods

Results of Data Collection and Analysis

Actions of Program Development, Maintenance or Revision

62

Mission and Administrative Capacity The nursing education unit’s mission and philosophy will be congruent with LAHC and LACCD

There will be faculty consensus that there is congruence between mission and philosophy of nursing education unit, LAHC, and LACCD

Every 4 years OR as needed based on revisions in LAHC and/or LACCD mission and philosophy Evaluation Committee

Comparison of nursing education unit, LAHC, & LACCD mission and philosophy to determine congruence

March 2008: Faculty affirmed that nursing education unit, LAHC, & LACCD mission and philosophies were congruent. Faculty developed mission statement for nursing education unit based on mission & philosophy Fall 2009: Evaluation Committee linked program SLOs with institutional SLOs Fall 2011: LAHC revised mission and goals Spring 2012: Evaluation Committee reviewed updated LAHC mission/goals and compared with nursing education unit. Faculty reached consensus that LAHC and nursing education unit remain congruent

The nursing education unit mission and philosophy are communicated in the Nursing Handbook and on the nursing website. Nursing education unit SLOs are communicated in every course syllabus

are in every WCET(progressive to concept). Course SLOs and program outcomes are posted on line at www.lahc.edu

http://www.lahc.edu/



Assessment/Methods



63

Mission and Administrative Capacity The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities

Student Forum and Student Council will take place at least twice per semester (Sept/Nov and Feb/April) At least 50% of faculty will participate in a college governance committee 100% of faculty participate in division Faculty, Evaluation and Curriculum committees There will be at least 2 student representatives at Evaluation and Curriculum committee meetings for at least 90% of scheduled meeting dates

Every semester Evaluation Chairperson Curriculum Chairperson Evaluation Committee

Student Forum minutes Student Council minutes Evaluation minutes Curriculum minutes Reports by faculty during monthly Faculty meeting regarding campus committees

F09, S10, F10, S11, F11, S12: Student Forum and Student Council held twice a semester F09, S10, F10- standard not met for faculty participation in college governance (ELA was 75%) S11, F11, S12- 50% of faculty attend college committees 100% of faculty participate in division Faculty, Evaluation and Curriculum committees Minutes show at least 2 student representatives for at least 90% of scheduled Evaluation and Curriculum meetings

F10: Evaluation Committee discussion and decision to decrease ELA to 50% for faculty participation in college committee. Previous standard of 75% had never been met since many college committee meetings occurred during clinical hours. Faculty members who serve as Chair of a division committee would not be required to participate on a college committee. Continue to monitor



Assessment/Methods



64

Faculty and Staff

All FT faculty are credentialed with a minimum of a master’s degree with a major in nursing.

100% of FT faculty are credentialed with master’s degree with a major in nursing (or higher)

Every semester Nurse Administrator

Review of credentials

Spring 2010: 92% (10 out of 11) FT faculty credentialed with master’s degree with major in nursing. 1 FT faculty credentialed with master’s degree with major in Public Health Fall 2010: 100% (12 out of 12) have MSN. Faculty with master’s degree in PH resigned. Spring, 2011: 100% (12 out of 12) have MSN Fall, 2011: 100% (13 out of 13) have MSN Spring 2012: 100% (13 out of 13) have MSN

Standard has been met since fall 2010. Continue to assure this standard has been met in each faculty hiring process Spring 2012: recommend that frequency of assessment be changed to ”with each new hire”



Assessment/Methods



65

Faculty and Staff The majority of part-time faculty are credentialed with a minimum of a master’s degree in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing

At least 50% of PT faculty are credentialed with a minimum of a master’s degree in nursing; the remaining PT faculty hold a minimum of a baccalaureate degree with a major in nursing

Every semester

Nurse Administrator

Review of credentials

Spring 2010: Total PT faculty- 25 36% MSN (9/25) 64% BSN (16/25) 4 enrolled in MSN prg Fall 2010: Total PT faculty- 16 50% MSN (8/16) 50% BSN (8/16) 4 enrolled in MSN prg Spring 2011: Total PT faculty- 15 53% MSN (8/15) 46% BSN (7/15) 3 enrolled in MSN prg Fall 2011: Total PT faculty- 12 58% MSN (7/12) 42% BSN (5/12) 1 enrolled in MSN prg Spring 2012: Total PT faculty- 10 70% MSN (7/10) 30% BSN (3/10)

Standard has been met since fall 2010. Continue to assure this standard has been met in each faculty hiring process Spring 2012: recommend that frequency of assessment be changed to ”with each new hire”



Assessment/Methods



66

Faculty and Staff The number and utilization of faculty (FT &PT) ensure that program outcomes are achieved

100% of theory courses will taught by FT instructors For clinical assignments: no more than 12 students per instructor (1st sem) and no more than 10 students per instructor (2nd-4th semesters) FT :PT faculty ratio >1:1

Every semester Nurse Administrator

Review of faculty FT & PT faculty assignments Comparison of FT to PT faculty ratios; note changes Comparison of FT faculty to student ratio; note changes

Fall09- All theory courses by FT inst; clinical ratio met. FT:PT ratio- 10:24 Students-240 Spring10 All theory courses by FT inst; clinical ratio met. FT:PT ratio- 11:25 Students-240 Fall10 All theory courses by FT inst; clinical ratio met. FT:PT ratio-11.5:16 Students-221 Spring11 All theory courses by FT inst; clinical ratio met. FT:PT 10.5:15 Students 215 Fall11 All theory courses by FT inst; clinical ratio met. FT:PT- 11.5:11 Students-177 Spring12 All theory courses by FT inst; clinical ratio met. FT:PT- 11.5:10 Students-151

The nursing education unit has improved in the number and utilization of faculty to ensure outcomes are achieved. At all times, theory courses have been taught by FT instructors and clinical ratios have been maintained. FT faculty has increased and the need for PT faculty has decreased. FT faculty to student ratios have decreased from a high of 24:1 in 2009 to 14:1 in 2012 FT:PT faculty ratio has decreased from 10:24 in 2009 to 11.5: 10 in 2012.



Assessment/Methods



67

Faculty and Staff Faculty (full- and part-time) performance reflects scholarship and evidence-based teaching and clinical practices Definition of scholarship: Activities that increase knowledge and expertise; support personal and professional development; and lead to the identification of evidence-based practices and the attainment of nursing education unit outcomes. These include scholarship of discovery, integration, service to the profession, and teaching. Can include continuing education and college coursework, workshops, professional certification, mentoring, consulting, grant writing, simulation, and involvement in professional organizations

(Boyer, 1990)

100% of PT and FT faculty meet LAHC professional development (Flex) requirements annually 100% of PT and FT faculty participation in scholarly activities

Every year for college professional development requirements Every 2 years for scholarship & EBT and clinical practices Evaluation Committee Nurse Administrator

Flex Reports from Flex Officer for compliance Submission of Curriculum Vitae from all PT & FT faculty members Self-Report from FT faculty to Evaluation Committee

2009, 2010, 2011,2012: All PT & FT faculty fulfilled professional development requirements for college 2010, 2012: Updated CVs submitted by all PT & FT faculty which document scholarly activities 2012: Self report of scholarly activities in Evaluation committee

ELA met Continue to monitor



Assessment/Methods



68

Faculty and Staff Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes

FT & PT faculty evaluations are performed per AFT contract and are satisfactory. If less than satisfactory, there will be a plan for improvement with a timeframe identified.

FT Tenure track: annually until tenure granted Tenured FT: every 3 years, alternating between basic and comprehensive evaluation Adjunct (PT): every 6 semesters Nurse Administrator Assistant Director

List of all FT and PT faculty evaluation schedules maintained by Nurse Administrator. Yearly review to check for completion.

2009, 2010, 2011, 2012: All PT & FT faculty have had evaluations per AFT contract. Areas evaluated: Current in discipline Peer interaction Constructive Criticism Appropriate records Submits grades on time Attends meetings Regularly available to students Fulfills professional development responsibilities SLO participation College committee Contribution to discipline These are competencies that are consistent with program goals and outcomes

Continue to adhere to evaluation schedule



Assessment/Methods



69

Students Admission and Selection procedure BRN Regulation 1424(b)(1): The nursing

program shall have a written plan for evaluation of the total program, including admission and selection procedure, attrition and retention of students, and performance of graduates in meeting community needs.

Student admission into the nursing program shall be in accordance with LACCD Regulation E-10 (random selection process) Patterns and trends in admission data will be identified

Every semester Admission Committee Nurse Administrator

Admission statistics: #applicants/#accepted/# turned away Admission Committee meeting minutes

F09: 143 eligible apps 77 selected in lottery (7 declined; 3 did not show up on 1st day)=67 % accepted:54% % not accepted: 46% Sp10: 144 eligible apps 81 selected in lottery (15 declined/6 failed TEAS)=60 %accepted: 52% %not accepted:48% F10: 171 eligible apps 66 selected in lottery (16 declined)= 48 % accepted: 39% % not accepted: 61% S11: 165 eligible apps 85 selected in lottery (27 declined/NS)=58 %accepted: 52% %not accepted:48% F11: 140 eligible apps 77 selected in lottery (23declined/7 failed TEAS)= 47 %accepted: 55% %not accepted: 45% S12: 197 eligible 107 selected in lottery (33 declined/23 did not pass TEAS)=51 % accepted: 54% %not accepted: 46%

Findings are consistent with the Annual BRN Survey of Nursing programs:

There continues to be more applicants than space

Overall, the number of student enrollments has decreased d/t completion of partnership since 2011 Continue to monitor trends in demand and qualifications for admission *11-12 year: 30 applicants failed the entrance test for basic academic skills. Needs to be further monitored for pattern



Assessment/Methods



70

Students Student policies of the nursing education unit are congruent with those of the governing organization, publically accessible, non-discriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit.

Policies of the nursing education unit are congruent with LAHC and LACCD policies: Non-discrimination Admission Progression Grading Challenge Transfer of Credits Retention Grievance Readmission Financial Aid Counseling Governance participation Health requirements Graduation requirements Support services

Annually (during summer) Nurse Administrator

Nursing Education Unit faculty Committees: Admission Curriculum Readmission & Suspension

Comparison of nursing education unit policies with those of LAHC and LACCD

Summer 10, 11: Policies reviewed & consistent with LAHC & LACCD, with the exception of : Admission Health/immunizations Background check Progression Readmission (rationale: Admin Reg E-10, clinical agency policies) Summer 10, 11, 12: Student Handbook updated and approved by the faculty as a whole for the upcoming academic year.

Next policy review- Summer, 13



Assessment/Methods



71

Students Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner

Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner

Every fall and as needed with change in policy and procedure Nurse Administrator Faculty

Instructor confirmation of Student Handbook (acknowledgement each fall semester)

Fall 10, 11, 12: Student Handbook updated. It can be accessed on line 24/7 and students are responsible for reviewing it and return acknowledgement which is placed in student file. Instructors verified collection of all acknowledgment forms for all courses.

Continue to update/communicate changes



Assessment/Methods



72

Students Attrition rates will be monitored and patterns identified BRN Regulation 1424(b)(1): The nursing

program shall have a written plan for evaluation of the total program, including admission and selection procedure, attrition and retention of students, and performance of graduates in meeting community needs.

Attrition rates less than 25% for 1st and 2nd semester Attrition rates less than 10% for 3rd and 4th semesters

Each semester Nurse Administrator Evaluation Committee Nursing Success Counselor

Course reports from faculty of attrition rates per course; patterns, if any, are identified Review of student exit data (exit forms) to identify reasons for attrition

F09: N313: n=67; 10 exits (15%) N315: n=57; 4 exits (7%) N323: n=67; 3 fails (4%) N325: n=60; 22 fails (37%) N333: n= 68; 2fail(3%) N335: n=73; 5 fail (7%) N339: n=66; 0 fail (0%) N343: n=43; 1 fail (2%) N345: n=44; (0%) N347: n=43; (0%) S10: N313: n=60; 7WD/11 fail (21%) N315: n=43; 3WD/0 fail (0%) N323: n=76; 20 fail (26%) N325: n=66; 3 fail (5%) N333: n=39; 1WD (0%) N335: n=46; 4 fail (9%) N339: n=43; 0% attrition N343: n=66; 4 fail d/t Plagiarism (6%) N345: n=61; 0% attrition

Fall 2010: Incorporation of test taking examples into 323, 325 Nursing Success Counselor formed student study group cohorts and practice test taking techniques Monthly student newsletters initiated (ongoing) Family Night for incoming students & families/SO; continues to present Test Strategies Workshop Orientation specific to LVN-to-RN students initiated DHS Tutoring & Mentoring funds: NCLEX-RN review provided for graduates (continues to present)



Assessment/Methods



73

Students Attrition rates will be monitored and patterns identified (BRN Administrative Regulation1424(b)(1) Continued




N347: n=61; 2 clinical Fail (3%) F10: N313: n=47; 3WD; 9 fail (ESL) (19%) N315: n=35; 2 WD/2 fail (5%) N323: n=56; 16 fail (28%) N325: n= 42; 1 fail (2%) N333: n=63; 1 mathWD/2WD (2%) N335: n=64; 6 fail (9%) N339: n=59; 1 clinic fail (2%) N343: n=46, 0% attrition N345: n=47; 1 clinic fail (2%) N347: n=47; 1 clinic fail (2%) 1WD S11: N313: n=56; 6WD; 9 fail (16%) N315: n=41; 2personal WD; 0% attrition N323: n=53; 13 fail (25%) N325: n=41; 6 fail (14%) N333: n=45; 1 mathWD; 2 fail (7%)

Spring 2011: Stress Reduction/yoga Faculty-Student Social to increase feeling of support for students N313/315 increased examination time from 60 t0 70 minutes Fall 2011: Numerous intersession workshops and open laboratory practice during summer intersession MSN prepared tutoring available; continues until present time Early Alert” system initiated Spring 2012: Intersession reviews provided and open laboratory practice Alumni students (RNs) recruited as learning coaches and tutors



Assessment/Methods



74

Students Attrition rates will be monitored and patterns identified (BRN Administrative Regulation1424(b)(1) Continued




N335: n=47; 0% attrition N339: n=42; 0% attrition N343: 58; 1 plagarism (2%) N345: n=58; 0% attrition N347: n=50; 0% attrition F11: N313: n=47; 6WD, 8 fail (20%) N315: n=33; 0% attrition N323: n=51; 16 fail (31%) N325: n=37; 6 fail (16%) N333: n=40; 5 WD or fail (3%) N335: n=35; 1fail (3%) N339: n=35 (0% attrition) N343: n=43 (0% attrition) N345: n=43 (0% attrition) N347: n=43; (0% attrition) S12: N313: n=48; 10 fail (21% N315: n=38; 1 fail (3%) N323: n=46; 8 fail



Assessment/Methods



75

(17.3%) N325: n=41; 8 fail (22%) N333: n=31; 2 WD& 1 fail (9%) N335: n=29; 1math, 2WD, 2fail (15%) N339: n=24 (0% attrition) N343: n= (0% attrition) N345: n=43 (0% attrition) N347: n=43; (0% attrition) LVN attrition: F09- n=5 (20%) S10- n=13 (30%) F10- n=6 (0%) S11- n=9 F11- n=5 S12- n=4 (Note: This data is summarized on Table 6.2 of Follow-up Report)



Assessment/Methods



76

Curriculum The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes

The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes AEB: Identification of professional standards Incorporated into SLOs

Every 3 years Curriculum Committee

Review of literature and practice/professional standards; compare with competencies and student learning/program outcomes

Program mission and philosophy, student learning, and program outcomes reviewed and revised in 2008. BRN approved in spring, 2009. Professional standards and guidelines that are incorporated into curriculum and student learning outcomes: National Council of State Boards of Nursing NLNAC Educational Competencies 2000 ANA Standards of Nursing Practice Institute of Medicine, Core Competencies Needed for Health Care Professionals, 2003 California BRN Standards of Competent Performance (1443.5)

On Curriculum Committee agenda for fall 2012. Anticipated time for review is 1 academic year.

Need to ensure QSEN competencies are evident in curriculum at that time



Assessment/Methods



77

Curriculum The curriculum is developed by the faculty and regularly reviewed for rigor and currency.

The curriculum is developed by the faculty and regularly reviewed for rigor and currency NCLEX-RN first time pass rates >85%


Review of literature and practice standards for currency; compare with curricular elements Review of NCLEX-RN first time pass rates

The faculty as a whole comprise the

Curriculum Committee and have input into curricular components. Last review for rigor and currency was 2008-2009 in which student learning outcomes were revised based on current standards (see previous) 2009, 2010, 2011, 2012: NCLEX first time pass rates > 85%

Curriculum review scheduled by Curriculum Committee for 2012-2013 academic year Anticipated time for review is 1 academic year.

Need to ensure QSEN competencies are evident in curriculum at that time

NCLEX-RN pass rates that exceed national averages reflect currency in curriculum



Assessment/Methods



78

Curriculum The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress

The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress


Review/discussion of mission & philosophy & conceptual framework Course syllabi demonstrate linkage between program student learning outcomes and SLOs at designated learner level Clinical Evaluation Tool will reflect course student learning outcomes at designated learner level in accordance with conceptual framework At least 4 teaching methodologies will be utilized to assist students in achieving course SLOs

2008:Revised program mission&philosophy & conceptual framework. BRN approved revisions in 2009 In 2009, all course syllabi were revised. Program student learning outcomes were linked to course SLOs at designated learner level in accordance with conceptual framework 2009: Clinical Evaluation tools were revised to learner level student learning outcomes. 2010: Clinical Evaluation tool revisions evaluated by faculty and minor changes made in format 2009: Verified at least 4 teaching methodologies are used in all courses: lecture, discussion, case study, clinical experience, simulation, AV assignments, etc

Review scheduled for 2012-2013 by Curriculum Committee Anticipated time for review is 1 academic year. Need to ensure QSEN competencies are evident in SLOs at that time



Assessment/Methods



79

Curriculum The curriculum includes cultural, ethnic, and socially diverse concepts and may include experiences from regional, national, or global perspectives

The curriculum includes cultural, ethnic, and socially diverse concepts and may include experiences from regional, national, or global perspectives


Review of mission & philosophy, conceptual framework, and SLOs to confirm the inclusion of diversity Identification of curricular thread of diversity in each nursing course

2009: Mission of program includes “an appreciation for other people and cultures”. Program philosophy includes “the consideration of socio-cultural, psychological, spiritual, and developmental variables in the process of adaptation” (Roy). SLO “adapt care in consideration of patient’s developmental stage, values, culture…” 2009: cultural diversity identified as curricular thread in each nursing course 2010: BRN confirmed cultural thread in curriculum

Review scheduled for 2012-2013 by Curriculum Committee Anticipated time for review is 1 academic year.



Assessment/Methods



80

Curriculum Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes

Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes


Identification of evaluation methodologies utilized to measure program outcomes

2009: Evaluation instruments utilized to measure competencies, student learning, and program outcomes: WCET, progressive to concept Skills check-off and evaluation Care plan rubrics Unit and final exams End-of-course student evaluations Standardized testing (2009-2011: ATI; 2011: changed to Kaplan) Student Exit Surveys New Graduate Surveys Employer Satisfaction Surveys & input Preceptor Surveys Advisory Committee input NCLEX-RN pass rates




Assessment/Methods



81

Curriculum The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances

The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances


Identification of each component within curriculum

2009: Educational theory: simple to complex, variety of learning experiences; adult learning theory, assumption that learning is evidenced by behavioral changes Benner’s Novice to Expert Working as part of an interdisciplinary team is a program SLO and included in each course in the curriculum Best Practices: NPSG Braden Scale HAI Bundle AHRQ dressing rec. SIP Bundle Universal protocol Morse Fall Risk Assess Infant pain rating scale ANA Practice Stds for Gerontological nrsg Hartford Competencies Core Measures-vent, AMI, heart failure Pain Stds (Joint Com) RRT




Assessment/Methods



82

Curriculum Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes

Students will rate queries related to clinical experiences as 3.0 or higher, on a scale of 1 to 4, with 1 being “strongly disagree” and 4 being “strongly agree” for all course evaluations >75% of students will agree or strongly agree with simulation laboratory queries for all course evaluations >75% of students will rate the nursing practice laboratory as “satisfactory” or better on student Exit Surveys Clinical instructors will rate queries related to clinical practice sites as 3.0 or higher, on a scale of 1 to 4, with 1 being “strongly disagree” and 4 being “strongly agree” on the Instructor Evaluation of Clinical Setting survey There will be a pre-clinical meeting and post-clinical follow-up between clinical instructor & facility

Every 3 years and PRN Curriculum Committee Evaluation Committee Pre- and Post- Clinical Agency conferences by Clinical Instructors

Course evaluation surveys after every course Exit Survey within 10 days of graduation Instructor Evaluation of Clinical Setting survey every academic year Pre- and Post- agency follow-up and evaluation minutes

F09, S10, F10, S11, F11, S12- students rated queries related to clinical experiences as 3.0 or higher for all courses with clinical component F09, S10, F10, S11, F11, S12- >75% of students agreed or strongly agreed with simulation laboratory queries for all courses which had simulation component F09, S10, F10, S11, F11, S12->75% of students rated the nursing practice laboratory as “satisfactory” or better on student Exit surveys F09/S10 & F10/S11-all clinical queries related to clinical practice sites rated as 3.0 and higher on Instructor Evaluation of Clinical Setting survey F09, S10, F10, S11, F11, S12- no reports from clinical faculty of unresolved problems

The nursing education unit continues to receive strong support from community clinical agencies. Of concern are Magnet hospital journeys, the requests for BSN prepared students at the bedside, and clinical agencies receiving more clinical placement requests from schools traditionally not in the community. However, this has not affected clinical placement for this program thus far. The nursing education unit needs to remain proactive and to keep lines of communication open with clinical agencies.



Assessment/Methods



83

Resources Physical resources (classrooms, laboratories, offices, etc) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students

>75% of students and faculty will “agree” or “strongly agree” that:

Classroom space is adequate

Classroom technology supports instruction

Adequate space exists for skills practice

Adequate resources are available for skills practice

Equipment is representative of the clinical environment

Every 3 years Curriculum Chairperson

Nursing Program Facilities survey distributed to students and faculty

March 2008: Survey had a different scale-students ranked statements from 1-5, with 1 being “strongly disagree” and 5 being “strongly agree”

Adequate class space 3.9

Adequate demo for practice 3.9

Adequate resources 3.7

Equipment representative 3.7

February 2011: >75% of students and faculty agree or strongly agree on all queries related to physical resources

The Facilities survey was reviewed and revised prior to distribution in February of 2011. A question was added pertaining to technology in the classroom and the rating was changed from numerical scale to strongly disagree to strongly agree ratings. The Capacity Grant enabled the nursing education unit to enlarge and add technology to classrooms in 2009. The nursing education unit physical resources are uniquely suited to the achievement of outcomes. The physical lay-out, classroom, skills practice, and simulation areas are adequate.



Assessment/Methods



84

Resources Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery.

Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery.

Every 3 years All nursing faculty Instructional Assistant (catalogs and maintains resources)

Review for currency and relevance of books, periodicals, CAI in Rhode Nursing Library

Fall 09- instructors reviewed required and recommended supplemental books, periodicals, and CAI in Rhode Library for currency and relevance. Resource list was updated by Nursing Instructional Assistant Spring 12- E-charts added to Simulation experience. Nursing unit opted not to purchase commercial produces for e-charting and instead devised own e-charting using Excel software

Next resource evaluation scheduled for fall 2012 Need to add E-charting evaluation to Simulation experience evaluation Perkins funds, DHS Tutoring and Mentoring funds, and Enrollment grants have enabled the nursing education unit to acquire current and relevant resources. Faculty make initial request(s) based on preview of materials and expert evaluation of resource(s). Faculty members are notified of new additions to Rhode Library resources.



Assessment/Methods



85

Outcomes Graduates demonstrate achievement of competencies appropriate to role preparation: SLO 1-Integrate the nursing process to promote the adaptation of individuals and groups in each of the four modes: physiologic, self-concept, role function, interdependence.

1a- At least 90% of students enrolled in N321 will achieve 75% or higher for final course grade

1b- Students who successfully complete each course will perform satisfactorily in Competency 1 (nursing process) on the WCET (progressive to concept) at least 75% of the time

1c-Preceptors who complete the “Preceptor Evaluation of Experience” will rate “utilized the nursing process in caring for clients” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree”

1d- Graduates who complete the “New Graduate Survey” will rate “preparation to utilize the nursing process” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4”being SA

Every semester Course Instructor Every semester Clinical Instructors Every semester Preceptor Instructors Every 6 months Evaluation Committee

Average of assignments and examinations and calculation of final grade

Rubric for WCET Formative & summative evaluation; reported at end-of-year Evaluation meeting

Preceptor Evaluation of Experience survey

New Graduate Survey (sent to all program graduates 6-12 months after graduation)

F09- 69/75 students achieved 75% or higher (6 were not in nursing program) S10, F10, S11-100% F11- 98% S12- 93% (7% wereLVN) F09, S10, F10, S11, F11, S12- No failures in any course based on Competency 1 F09- n=52; 3.82 S10- n=66; 3.76 F10- n=45; 3.89 S11- n=59; 3.86 F11- n=42; 3.73 S12- n=34; 3.70 F09- Response rate 60%; 3.22 S10- Response rate 51%; 3.75 F10: Response rate 76%; 3.12 S11: Response rate 76%; 3.48 F11: survey for 7/12

N321 is foundational class for nursing process. Since fall 2011, a MSN-RN tutor who is an expert in the Roy Model has been available for assistance with the nursing process & care plans on a drop-in basis





Assessment/Methods



86

Outcomes SLO 2- Internalize professional behaviors within nursing practice

2a- Students who successfully complete each course will perform satisfactorily in Competency II (professional behaviors) on the WCET (progressive to concept) at least 75% of the time 2b- There will be no incidents of plagiarism for N343 research papers (all papers checked with “Turnitin” software 2c- Preceptors who complete the “Preceptor Evaluation of Experience” will rate “demonstrated professional behavior” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree”

Every semester Clinical Instructors Every semester N 343 Lead Instructor Every semester Preceptor Instructors

Rubric for WCET Formative & summative evaluation; reported at end-of-year Evaluation meeting

All papers submitted to Turnitin and checked for plagiarism


F09, S10, F10, S11, F11, S12- No failures in any course based on Competency II F09- 0 incidents S10- 4 students admitted to plagiarism F10- 0 incidents S11- 1 student admitted to plagiarism F11- 0 incidents S12- 0 incidents

F09- n=54; 3.79 S10- n=66; 3.79 F10- n=45; 3.87 S11- n=59; 3.93 F11- n=42; 3.76 S12- n=34; 3.82

ELA met Continue to monitor F10- All course syllabi incorporated school policy on plagiarism F10- N 343 initiated emphasis on plagiarism and program policy on academic dishonesty.




Assessment/Methods



87

Outcomes SLO 2- Internalize professional behaviors within nursing practice (continued) SLO 3- Assimilate effective therapeutic communication skills verbally, non-verbally, and in writing

2d- Graduates who complete the “New Graduate Survey” will rate “preparation to practice within the ethical, legal, and regulatory frameworks of nursing and standards of nursing practice” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree” 3a- At least 90% of students enrolled in N321 will achieve 75% or higher for final course grade

Every 6 months Evaluation Committee Every semester Course Instructor


Average of assignments and examinations and calculation of final grade

F09- Response rate 60%; 3.32 S10- Response rate 51%; 3.67 F10- Response rate 76% 3.11 S11- Response rate 76%;3.55 F11- survey scheduled for July, 2012 F09- 98% S10- 100% F10- 96% S11- 96% F11- 95% S12- 100%

ELA met Continue to monitor Professionalism is in mission statement of nursing education unit and continues to be stressed throughout the program All clinical courses incorporate SBAR, verbal report, written reports, and interdisciplinary communication. All Simulation experiences incorporate verbal and written communication. Since S2012, electronic charting has been used in Simulation



Assessment/Methods



88

Outcomes SLO 3- Assimilate effective therapeutic communication skills verbally, non-verbally, and in writing (continued)

3b- Students who successfully complete each course will perform satisfactorily in Competency III (therapeutic communication skills) on the WCET (progressive to concept) at least 75% of the time. 3c- Preceptors who complete the “Preceptor Evaluation of Experience” will rate “demonstrated effective communication skills with clients, significant others, and staff” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree

3d- Graduates who complete the “New Graduate Survey” will rate “preparation to utilize therapeutic communication skills” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4SA

Every semester Clinical Instructor Every semester Preceptor Instructors Every 6 months Evaluation Committee

Rubric for WCET. Formative & summative evaluation; reported at end-of-year Evaluation meeting

Preceptor Evaluation of Experience survey New Graduate Survey (sent to all program graduates 6-12 months after graduation)

F09, S10, S11, F11,S12- No failures in any course based on Competency III. F10- Verbal communication was supplemental factor in two 4

th semester

Preceptorship failures. (Student-preceptor-instructor) F09-n=54; 3.76 S10- n=66; 3.71 F10- n=45; 3.80 S11- n=59; 3.81 F11- n=42; 3.80 S12- n=34; 3.61 F09- Response rate 60%; 3.52 S10- Response rate 51%; 3.71 F10- Response rate 76%; 3.12 S11- Response rate 76%; 3.43 F11- survey 7/12

Students were referred to Life Skills Counselors for brief treatment Examples of communication: SBAR, written documentation samples, interdisciplinary communication, clinical write-ups. See individual clinical rubrics

ELA met Continue to monitor ELA met Continue to monitor



Assessment/Methods



89

Outcomes SLO 4-Formulate clinical decision making that is accurate and safe and that moves the patient and significant others towards positive outcomes

4a-95% of the students enrolled in N 347 will perform satisfactorily in Competency IV (Clinical decision making) on the WCET. (N347 is final clinical course of the program) 4b- Preceptors who complete the “Preceptor Evaluation of Experience” will rate “performed safe and competent interventions ” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree **Note- For fall 2011, the query was changed to: “incorporated and applied critical thinking in making clinical decisions”

Every semester Preceptor Instructors Every semester Preceptor Instructors

N 347 rubric for WCET. Formative & summative evaluation; reported at end-of-year Evaluation meeting


F09- 100% S10- 96% (2 out of 61 students; exit d/t medication errors F10- 98% (1 out of 47 students; exit d/t inability to make clinical decisions at required level S11- 100% F11- 100% S12- 97% (1 out of 34 students; exit d/t medication error) F09- n=54;3.82 S10-n=66; 3.80 F10-n=45; 3.80 S11-n=59; 3.79 F11-n=42; 3.80 * S12-n=34; 3.71

Students who did not meet outcomes were required to clinically remediate, and had other individualized remediation activities before applying for readmission into nursing program & were able readmit & complete program Survey design was changed to better reflect SLO in fall 2011. ELA met Continue to monitor



Assessment/Methods



90

Outcomes SLO 4-Formulate clinical decision making that is accurate and safe and that moves the patient and significant others towards positive outcomes (continued) 5- Integrate caring interventions that assist patients in meeting their bio-psychosocial needs

4c- Graduates who complete the “New Graduate Survey” will rate “preparation to incorporate and apply critical thinking in making clinical decisions” and “utilize evidence-based information to support clinical decisions” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree” 5a- 95% of the students enrolled in N 347 will perform satisfactorily in Competency V (Caring interventions) on the WCET. (N347 is final clinical course of the program)

Every 6 months Evaluation Committee Every semester Preceptor Instructors


N 347 rubric for WCET. Formative & summative evaluation; reported at end-of-year Evaluation meeting

F09- Response rate 60%; 3.52 & 3.37 S10- Response rate 51%; 3.75 & 3.71 F10- Response rate 76%; 3.21 & 3.15 S11- Response rate 76%; 3.48 & 3.48 F11- survey scheduled for July, 2012 F09- 100% S10- 96%. Competency V was contributing factor in exit of 2 students F10-98%. Competency V was contributing factor in exit of1 student S11-100% F11- 100% S12- 97%. Competency V was contributing factor in exit of 1 student

The rating for this SLO dropped slightly in fall 2010, however, this pattern did not continue. ELA met Continue to monitor For above episodes: Medication errors caused unsafe patient environment; therefore, students who earned unsatisfactory rating for competency IV also received unsatisfactory rating for competency V. ELA met Continue to monitor



Assessment/Methods



91

Outcomes SLO 5- Integrate caring interventions that assist patients in meeting their bio-psychosocial needs (continued)

5b- Preceptors who complete the “Preceptor Evaluation of Experience” will rate: “Performed nursing skills

competently” & “Provided a safe physical and psychosocial environment” & “Adapted care in consideration of patient’s culture”

as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree **Note- For fall 2011, the Preceptor Survey was revised to include all of the above. Prior to fall 2011, only “competent nursing skills” and “culture” were surveyed

Every semester Preceptor Instructors


F09- n=54; 3.82 & 3.79 S10-n=66; 3.80 & 3.74 F10-n=45; 3.80 & 3.84 S11-n=59; 3.77 & 3.83 F11-n=42; 3.70, 3.87 & 3.80 S12-n=34; 3.79, 3.85& 3.82

Survey design was changed to better reflect SLO in fall 2011. ELA met Continue to monitor



Assessment/Methods



92

Outcomes SLO 5- Integrate caring interventions that assist patients in meeting their bio-psychosocial needs (continued) SLO 6- Determine teaching and learning processes to promote health and reduce risk

5c- Graduates who complete the “New Graduate Survey” will rate: “Performed nursing skills

competently” & “Provided a safe physical and psychosocial environment” & “Adapted care in consideration of patient’s culture”

as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree” 6a- Students who successfully complete each course will perform satisfactorily in Competency VI (teaching and learning processes) on the WCET (progressive to concept) at least 75% of the time.

Every 6 months Evaluation Committee Every semester Clinical Instructor

New Graduate Survey (sent to all program graduates 6-12 months after graduation Rubric for WCET. Formative & summative evaluation; reported at end-of-year Evaluation meeting

F09- Response rate 60%; 3.26, 3.44 & 3.33 S10- Response rate 51%; 3.63, 3.71 & 3.67 F10- Response rate 76%; 3.09, 3.24, 3.09 S11- Response rate 76%; 3.40, 3.52 & 3.36 F11- survey scheduled for July, 2012 F09, S10, F10, S11, F11, S12- No course failure due to Competency VI

The rating for this SLO dropped slightly in fall 2010, however, this pattern did not continue. ELA met Continue to monitor ELA met Continue to monitor



Assessment/Methods



93

Outcomes SLO 6- Determine teaching and learning processes to promote health and reduce risk (continued)

6b- Preceptors who complete the “Preceptor Evaluation of Experience” will rate “Implemented teaching and learning processes ” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree” ** Note- data has only been collected from fall 2011 6c-Graduates who complete the “New Graduate Survey” will rate “Preparation to implement teaching and learning processes” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree

Every semester Preceptor Instructors Every 6 months Evaluation Committee

Preceptor Evaluation of Experience survey New Graduate Survey (sent to all program graduates 6-12 months after graduation

F09- n=54; no data S10-n=66 ; no data F10-n=45; no data S11-n=59; no data F11-n=42; 3.68 S12-n=34; 3.85 F09- Response rate 60%; 3.26 S10- Response rate 51%; 3.75 F10- Response rate 76%; 3.0 S11- Response rate 76%; 3.45 F11- survey scheduled for July, 2012

In fall 2011, the Preceptor survey was revised to better measure SLOs and also because evaluation of teaching and learning processes had inadvertently left off previous surveys. Continue to monitor, especially since the measurement tool has been recently revised to improve data collection The rating for this SLO dropped slightly in fall 2010, however, this pattern did not continue. ELA met Continue to monitor



Assessment/Methods



94

SLO 7- Collaborate as part of an interdisciplinary team to deliver patient-centered care to individuals and groups

7a- Students who successfully complete each course will perform satisfactorily in Competency VII(patient centered care and interdisciplinary team) on the WCET (progressive to concept) at least 75% of the time. 7b- Preceptors who complete the “Preceptor Evaluation of Experience” will rate “Worked as part of interdisciplinary team ” as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree” 7c- Graduates who complete the “New Graduate Survey” will rate “Preparation to work as part of an interdisciplinary team “as 3 or higher, on a scale of 1-4, with 1 being “strongly

disagree” and 4 being “strongly agree”

Every semester Clinical Instructor Every semester Preceptor Instructors Every 6 months Evaluation Committee

Rubric for WCET. Formative & summative evaluation; reported at end-of-year Evaluation meeting Preceptor Evaluation of Experience survey New Graduate Survey (sent to all program graduates 6-12 months after graduation

F09, S10, F10, S11, F11, S12- No course failure due to Competency VII F09- n=54; 3.76 S10-n=66 ; 3.80 F10-n=45; 3.87 S11-n=59; 3.83 F11-n=42; 3.80 S12-n=34; 3.82 F09- Response rate 60%; 3.19 S10- Response rate 51%; 3.71 F10- Response rate 76%; 2.97 *** S11- Response rate 76%; 3.45 F11- survey scheduled for July, 2012

ELA met Continue to monitor ELA met Continue to monitor Below ELA for fall, 2010, however does not continue Continue to monitor



Assessment/Methods



95

Outcomes SLO 8-Manage health care to assist the patient toward positive outcomes

8a- Students who successfully complete each course will perform satisfactorily in Competency VIII(manage health care) on the WCET (progressive to concept) at least 75% of the time. 8b- Preceptors who complete the “Preceptor Evaluation of Experience” will rate “prioritized patient care” &

“delegated/supervised/ evaluated aspects of care” & “provided cost effective care”

as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree

Every semester Clinical Instructor Every semester Preceptor Instructors

Rubric for WCET. Formative & summative evaluation; reported at end-of-year Evaluation meeting Preceptor Evaluation of Experience survey

F09- outcome met S10- Competency VIII was contributing factor in 2 students exit from N 347 F10- Competency VIII was contributing factor in 1 student exit from N 347 S11- outcome met F11-outcome met S12- outcome met F09- n=54; no data S10-n=66 ; no data F10-n=45; no data S11-n=59; no data F11-n=42; 3.61, 3.51, & 3.65 S12-n=34; 3.70, 3.55, &3.70

ELA met Continue to monitor In fall 2011, the Preceptor survey was revised to better measure SLOs and also because evaluation of “manage health care” had inadvertently left off previous surveys. Continue to monitor, especially since the measurement tool has been recently revised to improve data collection



Assessment/Methods



96

Outcomes SLO 8-Manage health care to assist the patient toward positive outcomes

8c-Graduates who complete the “New Graduate Survey” will rate “prioritized patient care” &

“delegated/supervised/ evaluated aspects of care” & “provided cost effective care”

as 3 or higher, on a scale of 1-4, with 1 being “strongly disagree” and 4 being “strongly agree

Every 6 months Evaluation Committee

New Graduate Survey (sent to all program graduates 6-12 months after graduation

F09- Response rate 60%; 3.11, 2.96*, 3.0 S10- Response rate 51%; 3.54, 3.67, 3.29 F10- Response rate 76%; 3.0, 3.03, 2.88* S11- Response rate 76%; 3.50, 3.17, 3.12 F11- survey scheduled for July, 2012

Monitor: Delegate/supervise & evaluate aspects of care (below ELA fall, 2009) “Provided cost effective care” (below ELA fall, 2010) Assess for continued results below ELA



Assessment/Methods



97

Outcomes The program demonstrates achievement in the meeting the following program outcomes: Performance on

licensure examination

85% of graduates will pass the NCLEX for Registered Nursing on the first attempt

Annually Nurse Administrator Evaluation Chairperson Evaluation Committee

Review of annual NCLEX-RN reports published by the California Board of Registered Nursing

2008-2009: 95.88% 97 candidates 2009-2010: 95.24% 105 candidates 2010-2011:98.08% 104 candidates Quarterly report for Jan 2012 to March 2012: 100% 35 candidates

ELA consistently met Continue to monitor



Assessment/Methods



98

Program completion

70% of all students admitted will complete the program in 3 years

Annually Nurse Administrator Evaluation Chairperson Evaluation Committee

Calculation of number of students entering program and number of students who complete program

F07-S08: 63% F08-S09: 76% F09-S10:63% F10-S11: in process Note: In Spring 2009, LACCD Administrative Regulation E-10 was updated and applied to all nursing programs. A student who fails a course in the 1

st

semester is disqualified from the program. This will affect completion rates in the future since students cannot return.

There have been ongoing efforts to increase program completion rates: 2005-2006: mandatory remediation policy 2006: readmission into course not passed; tracking form developed 2007: Nursing Success Counselor position created 2008: math and A&P reviews during intersession 2009: Curriculum revisions to link SLOs Also see strategies discussed in Criterion 6.2



Assessment/Methods



99

Program satisfaction

95% of current graduates and alumni (6-12 months after graduation) will rate program satisfaction as “satisfactory” or better 90% of employers surveyed will rate satisfaction with program graduates (within 1 year of graduation) as “satisfactory” or better

Every 6 months Evaluation Chairperson Evaluation Committee Every2 years Evaluation Chairperson Evaluation Committee

Exit Survey (10 days before graduation) New Graduate Survey (6-12 months after graduation) Employer Satisfaction Survey

Exit Survey: F09: 100% response rate; 100% S10: 98% response rate; 97% F10: 100% response rate; 94% S11: 100% response rate; 100% F11: 98% response rate; 98% S12: 100% response rate; 97% New Graduate Survey: F09- Response rate 60%; 100% S10- Response rate 51%; 96% F10- Response rate 76%; 97% S11- Response rate 76%; 100% F11- survey scheduled for July, 2012 2009: n=14; 100% rated graduates as “satisfactory” or higher. 2012: n=5; 100% rated graduates as “satisfactory” or higher.

ELA met Continue to monitor It is difficult to consistently collect quantitative data due to poor response rates and follow-up, thus have started other means to gather data (see next page)



Assessment/Methods



100

Program

satisfaction

(continued)

90% of employers surveyed will indicate satisfaction with competency of graduates as defined by SLOs by ratings >3, on a scale of 1-4, with 1 being “very dissatisfied” and 4 being “very satisfied” Qualitative data (phone-calls, emails, Advisory input) will reflect satisfaction with program graduates

Every year Nursing Education Unit Administrator Evaluation Chairperson

Emails, Advisory Committee minutes

2009: n=14; all SLOs rated >3 012: n=5; all SLOs rated >3 Phone conversations, emails, and Advisory Committee minutes reflect employer satisfaction with program graduates

Qualitative data has been collected via email correspondences and at yearly Advisory meetings. Continue to seek feedback about program graduates by means other than return surveys



Assessment/Methods



101

Job placement

90% of graduates will be employed in a nursing position within 6 months of passing NCLEX-RN

Every 6 months Evaluation Chairperson Evaluation Committee

New Graduate Survey

F09- Response rate 60%; 74% S10- Response rate 51%; 55% F10- Response rate 76%; 69% S11- Response rate 76%; 59% F11- survey scheduled for July, 2012

Since 2008, new graduates have reported difficulty in getting hired at community hospitals. The economic downturn and the push for Magnet status at many hospitals has affected hiring practices. The nursing education unit encourages students to continue seamlessly into a BSN program or accept a job in a non-traditional area (LTC, home health) during the tough job market. Since fall, 2010, the Nursing Education Unit Administrator presents a seminar “Preparing for Interviews” for all senior students New Grad Transition program planned for Jan 2013

Documents

Follow-Up Report to the National League for Nursing Accrediting Commissionlahc.edu/govplanning/collegeplans/2012programreviews... · · 2013-03-01Follow-Up Report to the National