Systematic Plan for Evaluation Franklin Pierce …...1 Rev. 8/14 LH Systematic Plan for Evaluation Franklin Pierce University RN to BS in Nursing Program 2013-2014 AY 2014-2015 AY

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Systematic Plan for Evaluation Franklin Pierce University

RN to BS in Nursing Program 2013-2014 AY 2014-2015 AY

Standard 1: Mission and Administrative Capacity 1.1 The mission/philosophy and program outcomes of the nursing education unit are congruent with the core values and mission/goals of the governing organization. Component

Expected Level of Achievement

Frequency of Assessment

Assessment Method Results of Data Collection, Assessments, and Analysis

Actions for Program Development, Maintenance or Revision

Mission, Philosophy and outcomes

100% The mission / philosophy and outcomes of the nursing education unit are congruent with those of the governing organization. To reflect: an education that matters; fosters intellectual curiosity; experiential and applied learning; enables each

Review every 3 years by Nursing faculty. Due 2017

Comparison of mission and philosophy documents by the nursing faculty to determine currency and congruency with that of the University. Documents to be investigated: • FP Academic

Catalog • Nursing student

handbook Reviewed September, 2015

100% Reviewed and Revised 2011, 2014 Reviewed 2015 The mission and philosophy state the beliefs of the nursing faculty were updated to reflect to focus on the knowledge, skills, and attitudes of the practice environment including evidence-based practice, patient-centered care, professionalism, leadership, systems-based practice, informatics and

The mission and philosophy was revised to reflect NOF competencies and changed in the Nursing Student Handbook 6/14 and AY 14-15 Academic Catalog.

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student to discover his or her own potential; leaders of conscience.

technology, communication, teamwork and collaboration, safety, and quality improvement (Massachusetts Department of Higher Education, Nurse of the Future Nursing Core Competencies©, 2010).

1.2 The governing organization and nursing education unit ensure representation of the nurse administrator and nursing faculty in

governance activities; opportunities exist for student representation in governance activities. Component





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Committees

100% Full-time faculty will serve on University and College committees Provision are made for students to serve on nursing advisory committee.

Review every 1 year at the end of the AY and as needed by Director of Nursing Education (DNE)

Review of bylaws and Nursing department representation on governance activities, (committee participation). Reviewed 2015

Congruency: 100% 100% full-time faculty on University and College wide committees, some faculty participate on more than one college committee 100% full-time faculty participate in Department of Nursing Education Committees (Committee-of-the-Whole) Students participate in Department of Nursing Education advisory Committee.

Maintain participation in committees. Monitor for changes in membership. Actively seek out students to attend nursing advisory committee meetings.

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Nursing Bylaws 100% The nursing organization bylaws depict the nursing unit’s policies, procedures, and governing structure.

Review every 2 years and as needed by Nursing faculty

Review of Nursing organization bylaws. Last reviewed by the Nursing faculty in 2012 and 2013. Reviewed 2015

Revised 1/12 Reviewed 2/13 Revised 7/13 Student, faculty, and administrative representation and participation reviewed in 2013

1/2012 revisions: In bylaws • Director of

Nursing Education title changed to “Director of Nursing Education Programs”

• Title of shell review committee to “ Quality Shell Assurance Committee”

7/2013 revisions: Committee-of-the-Whole and bylaws to reflect a shared governance model for decision making in the nursing organization.

Governing Organizational Chart

100% The university organizational chart depicts the governing structure of the organization.

Review every 2 years by DNE Due 2016

Review of the university organizational chart. Reviewed 2014 Reviewed 2015

Congruency:100% Reviewed 2014 Organizational chart revisions reflect new CGPS administrative positions in the university

Continue to monitor for changes by DNE

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Department of Nursing Education Organizational Chart

100% The nursing program organizational chart depicts the nursing faculty organization

Review every 2 years and as needed by DNE Due 2016

Review nursing program organizational chart. Reviewed 2014.

Revised 2010 Revised 2012 Revised 2013 Revised 2014

Revised to reflect new DNE faculty, staff, and administration.

1.3 Communities of interest have input into program processes and decision-making. Component





Advisory Committee 100% Nurse leaders in the NH community with an interest and experience in nursing education and students participate in the Department of Nursing Education processes and decision-making

Review yearly by DNE. Due 2016

Review Advisory committee membership and minutes review Reviewed 2015

Compliant: 100% Reviewed and membership revised, 2012, 2013, 2014, 2015

Continued participation of communities of interest New members added Need to replace student member.

Continue to monitor for student and community participation. Encourage student participation in committee involvement. Student involvement for committee service will be solicited in September each academic year by DNE and faculty.

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Focus Group Meetings with nursing administrators, educators and staff at various healthcare agencies

100% The Department of Nursing Education has, and will continue to, periodically hold focused meetings with nursing administrators, educators and staff at various healthcare agencies to garner important feedback and information that guide our decision-making

Reviewed yearly the need and performed Periodic by DNE Due 2016

Meet with Stakeholders open discussion of current trends in healthcare and brainstorm new ideas for our nursing curriculum, which will inform future curriculum improvements. Reviewed : 2014 Reviewed : 2015

January 2014, the FPU Department of Nursing met with nursing representatives and stakeholders from Dartmouth Hitchcock Medical Center. The agenda included a focus on current trends in healthcare and brainstorm new ideas for our nursing curriculum, which will inform future curriculum improvements.

Continue to review each year for the need to hold focus meeting to garner feedback from healthcare agencies.

Focus Group Meetings with Students

100% The Department of Nursing Education has, and will continue to, periodically hold focused meetings with students to garner important feedback and information that guide our decision-making

Reviewed yearly the need and performed Periodic by DNE Due 2016

Meet with Students and garner feedback that will inform future programmatic improvements. Reviewed : 2014 Reviewed : 2015

April 2014, the FPU Department of Nursing met with students from the Wentworth Douglass RN to BS cohort to garner feedback on the RN to BS program

Continue to review each year for the need to hold focus meeting to garner feedback from students

1.4 Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community. Component




Actions for Program Development,

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Maintenance or Revision

Articulation / Affiliation/ MOU Partnership Agreements

Documents and agreements exist between the university and any agencies in which formal partnerships have been formed.

Review annually and periodically as needed by DNE Due 2016

Review agency agreements associated with dual enrollment, MCC pathway, and partnerships. Reviewed 2014 Reviewed 2015

Articulation and MOU agreements reviewed in 2014, 2015. MCC articulation agreement is up-to-date, Exeter Hospital MOU and affiliation up to date, WDH and DHMC affiliation agreements up to date

Continue to evaluate based on university and agency needs by DNE

1.5 The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing and is doctorally prepared. Component





Director of Nursing Education Qualifications

100% The Director of Nursing Education qualifications include a Doctorate in Nursing or related field and Administrative experience in nursing education

As needed with change in the Nursing program director Due: As needed

Review of personnel file of the Director.

Education credentials and personnel file examined in 2013 upon hire by search committee, Dean, Provost.

Last reviewed 2015

Compliance: 100% Director of Nursing Education holds a DNP and a PhD in Instructional Management and Leadership. She is academically experienced in administration.

Review DNE qualification if any changes in nursing administration occur.

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1.6 The nurse administrator is experientially qualified, meets governing organization and state requirements, and is oriented and mentored to the role. Component





Director of Nursing Education Qualifications

100% The Director of Nursing Education will adhere to practice regulations of the Nurse Practice Act and the administrative rules of the New Hampshire State Board of Nursing. The DNE will meet the requirements for a


Review of personnel file of the Director.

Education credentials and personnel file examined in 2013 upon hire by search committee, Dean, Provost.

Last reviewed 2015

Compliance: 100% The Director of Nursing Education adheres to practice regulations of the Nurse Practice Act and the administrative rules of the New Hampshire State Board of Nursing. She meets the requirements for a nurse administrator to administer both the RN-BS and MSN programs and standards established by the University.

Review DNE qualification if any changes in nursing administration occur.

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nurse administrator to administer both the RN-BS and MSN programs and standards established by the University.

Director of Nursing Education Orientation / Mentoring

100% The Director of Nursing Education will oriented and mentored upon hire.


Review mentoring plan and checklist upon hire Reviewed 2013 Reviewed Sept, 2015

Compliance: 100% The Director of Nursing Education received university orientation, and mentoring. Orientation and mentoring checklist completed 2013. Director attended the ACEN New Nurse Administrator workshop 1/2014

Review DNE orientation and mentoring if any changes in nursing administration occur.

1.7 When present, nursing program coordinators and/or faculty who assist with program administration are academically and experientially qualified. Component





Nursing Program Coordinators

100% Nursing Program coordinators will be academically qualified, meet national guideline criteria, and have

As needed with a change or hire of Program coordinators or administrators

Review of personnel file of the program coordinators or administrators.

Compliance: 100% Currently no program coordinators in the Department of Nursing Education. DNE is the chief administrator of the nursing program, and has

No program coordinators. Will need to consider monitoring this if we have lead faculty in the future.

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authority and responsibility over the program/track.

the authority and responsibility for the development and administration of the nursing programs.

1.8 The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities. Component





Nurse administrator has authority and responsibility for the development and administration of the program

100% Director of Nursing Education has authority and responsibility for the development and administration of the Department of Nursing Education

As needed with change in the change in the Nursing Director job description (HR, Administration) Annually and as Needed

Review of Nursing Director Job Description, Nursing Bylaws and organizational charts. Faculty protocol. Reviewed 2014 Reviewed 2015

Compliance: 100% Nursing Director Job Description, Bylaws and Nursing Organizational chart reflects the DNE has authority and responsibility for the department of Nursing Education

Review Nursing Director Job Description if any program or administrative structure change occurs.

1.9 The nurse administrator has the authority to prepare and administer the program budget with faculty input. Component





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Nurse administrator has authority to prepare and administer the program budget with faculty input.

100% Director of Nursing Education has authority to prepare and administer the program budget with faculty input.

As needed with change in the Nursing Director job description (HR, Administration) Due annually and as needed

Review of Nursing Director Job Description, Nursing Bylaws and organizational charts. Reviewed 2014 Reviewed 2015

Compliance: 100% Nursing Director Job Description, Bylaws and Nursing Organizational chart reflects the DNE has authority and responsibility for the department of Nursing Education

Review Nursing Director Job Description if any program or administrative structure change occurs.

1.10 Policies for nursing faculty and staff are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit.

Component





Faculty Policies 100% Department of Nursing Education faculty policies are congruent with and support the University’s mission and purpose

Review yearly and upon any change in department, university policies or faculty protocol by Nursing Faculty. Due 2016

Compare congruency in policy and practice to University policy and faculty protocol. Reviewed in 2014 Reviewed in 2015

Congruency:100% Reviewed by faculty and revisions were made to make faculty evaluations consistent with the new CGPS faculty protocol which was adopted 7/13 Faculty Protocol is scheduled for revision in 2015-2016 AY

Updated for consistency with the CGPS faculty protocol. Continue to monitor for deviations from the faculty protocol by DNE.

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1.11 Distance education, when utilized, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit.

Component





Distance Education 100% Distance education programs, as defined by the nursing education unit, will be congruent with the mission of the governing organization and the mission and philosophy of the nursing education unit.

Review every two years and with all nursing program changes. Due 2016

Review Curriculum and mission and philosophy for distance education Reviewed in 2014 Reviewed in 2015

Congruency: 100% Nursing program delivers courses from the eCollege online platform in both 100% online and hybrid course delivery. Distance education as defined by the DNE is considered when the majority of the instruction occurs outside of the face to face classroom.

Compared mission and discussed among faculty curriculum, delivery of courses.

Continue to Monitor University/ College procedures for congruence as the need for distance education increases.

Standard II: Faculty and Staff

2.1 Full-time faculty hold a minimum of a graduate degree with a major in nursing; a minimum of 25% of the full-time faculty also hold an earned doctorate or are currently enrolled in doctoral study. Full- and part-time faculty include those individuals teaching and/or evaluating students in classroom, clinical, or laboratory

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settings.

Component





Faculty Appointment/ Qualifications/ Position Descriptions Full-Time Faculty

100% Full-time faculty hold a minimum of a graduate degree with a major in nursing; 25% Full-time faculty also hold an earned doctorate or are currently enrolled in doctoral study. Faculty Qualifications as defined by ACEN. Job Description of faculty roles.

Upon hire and review every year by DNE. Due 2016

Review of personnel files, ACEN standards and CGPS faculty protocol. Reviewed in 2014. Reviewed in 2015.

Compliance: 100% full- time faculty hold a minimum of a graduate degree with a major in nursing. 33.3% of the full-time faculty also hold an earned doctorate. Congruent with ACEN and FPU Faculty Protocol and Job Description.

Continue to monitor and evaluate for congruency with ACEN standards and the CGPS faculty protocol and Job Description By the DNE.

Full-Time and Part-Time Faculty

100% Full-time and part-time faculty hold a minimum of a graduate degree with a major in


Review of personnel files, ACEN standards and CGPS faculty protocol. Reviewed in 2014.

Compliance: 100% full- time and part-time faculty hold a minimum of a graduate degree with a major in nursing

Continue to monitor and evaluate for congruency with ACEN standards and the CGPS

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nursing 25% Full-time faculty also hold an earned doctorate or are currently enrolled in doctoral study. Faculty Qualifications as defined by ACEN

Reviewed in 2014 42.1% 19 full and part-time faculty in which 8 hold an earned doctorate or are currently enrolled in doctoral study. Congruent with ACEN and FPU Faculty Protocol and Job Description.

faculty protocol and Job Description By the DNE.

2.2 Part-time faculty hold a minimum of a graduate degree with a major in nursing.

Component





Part-Time Faculty 100% Part-time faculty hold a minimum of a graduate degree with a major in nursing Faculty Qualifications as defined by ACEN


Review of personnel files, ACEN standards and CGPS faculty protocol. Reviewed in 2014. Reviewed in 2015

Compliance: 100% part-time faculty hold a minimum of a graduate degree with a major in nursing; Congruent with ACEN and FPU Faculty Protocol and Job Description.


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



Assessment Method Results of Data Collection, Assessments,

Actions for Program

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and Analysis Development, Maintenance or Revision

Full-Time and Part-Time Faculty

100% Full-time and part-time faculty hold a minimum of a graduate degree with a major in nursing Faculty Qualifications as defined by ACEN


Review of personnel files, ACEN standards and CGPS faculty protocol. Reviewed in 2014. Reviewed in 2015.

Compliance: 100% full- time and part-time faculty hold a minimum of a graduate degree with a major in nursing Congruent with ACEN and FPU Faculty Protocol and Job Description.


2.4 Preceptors, when utilized, are academically and experientially qualified, oriented, mentored, and monitored, and have clearly documented roles and responsibilities. Component





Preceptors 100% Preceptors, when utilized, are academically and experientially qualified, oriented, mentored, and monitored, and have clearly documented roles and responsibilities.

Review every year by DNE.

Review of CVs Compliance: 100% Currently preceptors are not utilized.

None at this time

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2.5 The number of full-time faculty is sufficient to ensure that the student learning outcomes and program outcomes are achieved.

Component





Faculty Workload

100% The number and utilization of full- time and1- half-time faculty ensure that program outcomes are achieved. Full-time faculty teaching load will not exceed 24 credits. Half-time faculty 12 credits Faculty/Student ratio will be 22 or less for all courses. Advising work load will be 25 or less for each

Review each year by DNE Due 2016

Review course registration, enrollment course schedules. Review of nursing department faculty workload data (teaching and advising). Reviewed in 2014 Reviewed in 2015

Compliant: 100% All FT and PT nursing positions are filled; teaching needs are met for all course Faculty teaching load is 24 credits for full-time and 12 credits for half-time faculty. Faculty have not exceeded this workload. Student ratio is not more than 1 to 22 per course. (Courses capped at 22 in both online and hybrid). Advising workload less than 25. (CGPS faculty protocol caps faculty advising at 25 students). Program outcomes have been achieved according to

Continue to Monitor faculty teaching and advising workload data by DNE.

Continue to evaluate student, faculty and employer surveys and program completion rates for increased program completion.

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faculty member. student, faculty, and program completion data.

2.6 Faculty (full- and part-time) maintain expertise in their areas of responsibility, and their performance reflects scholarship and evidence-based teaching and clinical practices. Component





Faculty scholarship and evidence based practice

100% Faculty (full-time and part-time) performance will reflect scholarship and evidence-based practice using the Boyer Model for scholarship.

Review yearly by DNE

Due 2016

Review Annual activity report . Review CVs Reviewed 2014

Reviewed in 2015

Compliant: 100% Faculty are engaged in scholarly activity and maintain expertise in their practice.

Continue to monitor faculty scholarly activity and practice.

2.7 The number, utilization, and credentials of staff and non-nurse faculty within the nursing education unit are sufficient to achieve the

program goals and outcomes.

Component





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Administrative Staff

100% The number, utilization, and credentials of administrative staff are sufficient to achieve the program goals and outcomes.

Review yearly by DNE Due 2016

Review Job Description/tasks/roles of Administrative Assistant for Nursing Department. Reviewed 2014 Reviewed in 2015

Compliant: 100% The Administrative Assistant has a Bachelor’s Degree and three years of office experience. The current Administrative Assistant has been in the role since 12/12 and has a positive impact on the Department of Nursing activities. The Department of Nursing has a half-time graduate assistant to assist in the administrative staff duties for the AY 13-14 and has been approved for AY 14-15.

Continue to monitor by DNE

2.8 Faculty (full- and part-time) are oriented and mentored in their areas of responsibility. Component





Orientation/mentoring of Faculty

100% Faculty are oriented and mentored in their areas of responsibilities.

Upon hire and reviewed yearly by DNE.

Faculty Orientation And Mentor Checklist; review of personnel files for completed checklists.

Full and Part-time faculty participate in the University orientation program. All faculty participate in

Monitor effectiveness Of orientation / mentoring Process

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Due : 2016

Reviewed 2014 Reviewed in 2015

orientation to the eCollege system and are certified for online education. DNE has developed an orientation/mentoring checklist for affiliate nursing faculty to guide the new faculty and mentor through the orientation process. A faculty resource page online is currently being revised

Department of Nursing will implement new Orientation and mentoring plan and revised faculty resource page on eCollege.

2.9 Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes. Component





Faculty Course Evaluations

100% Course evaluations of all faculty are systematically assessed.

Review each term by DNE. Due: Each term

Reviews of overall student course evaluations. Last Reviewed Term 5 2015

Compliance: 100% Overall course evaluations are satisfactory. Faculty performance is consistent with program goals and outcomes.

Continue to Monitor course evaluations. The DNE will continue to give feedback to instructors each term.

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Evaluation of Nursing Faculty

100% A continuous process of evaluation will be conducted to encourage continuing improvement in performance by all Nursing Faculty.

Yearly between April and May by DNE. Due: 2016

Review of Annual Activity Report, student evaluations, the Faculty member’s goals from the previous year and the progress on accomplishing those goals with faculty member. Reviewed 2014 Reviewed in 2015

Compliance: 100% Yearly evaluation of faculty is a new process established with the revision of the new CGPS Faculty Protocol in July 2013. No annual faculty evaluations were done in the past. Faculty activity reports were performed in 4/14

Changes in the Department of Nursing Faculty Handbook were made to include evaluation input from the program directors. Monitor and begin yearly faculty reviews and evaluations starting July 2013 and continue each April by DNE.

Rolling Contracts/ Promotion

100 % Faculty are systematically assessed and demonstrate competencies that are consistent with program goals and outcomes.

Yearly by Dean , Provost , CGPS Faculty Affairs Committee According to CGPS Faculty Protocol Due 2015

Review CGPS Faculty Protocol for policies and procedures. Last Reviewed 2014.

100% The CGPS Faculty Protocol was revised in 2013. A comprehensive evaluation of a full-time Faculty member will be conducted when a CGPS Full-time faculty member applies for a contract change, applies for promotion or at five (5) year intervals.

Continue to Monitor Faculty Protocol for changes.

Classroom Observation 100% Classroom observation of all faculty are systematically

As needed According to CGPS Faculty Protocol by DNE

Review affiliated faculty teaching schedule

Review faculty up for rolling contracts, five

Before July 2013 classroom observations were performed on a five-year cycle along with the comprehensive

DNE Monitor and perform faculty classroom observations as outline in the

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Performed. Due as needed

year reviews and promotion.

Review CGPS Faculty Protocol for policies and procedures.

Reviewed 2014.

Reviewed in 2015

performance evaluation for full-time faculty. (Faculty Protocol 2012) There was no policy in place for affiliated faculty classroom evaluations. New CGPS faculty protocol (2013) established procedures for classroom observation of all faculty including affiliated faculty.

The Academic Program Director (CGPS) has conducted a class observation for each faculty up for promotion which becomes part of the candidate’s personnel file.

New Affiliated Faculty are evaluated in their second and fourth term.

Continuing Affiliated Faculty members are evaluated at least every other academic year or at the completion of four courses, whichever is sooner.

CGPS Faculty Protocol (approved July 1, 2013)

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

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Component





Faculty Development and Support /Distance Education

100% Faculty (full- and part-time) engage in ongoing development and receive support in distance education modalities including instructional methods and evaluation.

Review yearly by DNE Due 2016

Review online training activities with Director of Online Education. Review Professional Development funds with CGPS Dean. Review Professional development Annual Activities report of faculty. Reviewed 2014 Reviewed in 2015

100% All Full and Part-time faculty have participate in orientation to the eCollege system and are certified for online education. and some faculty have taken advanced certification for Class Live pro. All full-time faculty have received professional development monies to attend or present at national and international conferences.

Continue to monitor faculty development and support Continue to seek support for Professional development and Distance Education.

Standard III: Students

3.1 Policies for nursing students are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the student learning outcomes and program outcomes.

Component





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Student Policies 100% Department of Nursing student policies are congruent with those of the governing organization, publicly accessible, nondiscriminatory, and consistently applied. 100% Differences are justified by the goals and outcomes of the nursing education unit.

Review yearly by Nursing Faculty and upon any change in department, or university policies.

Due 2016

Review of Documents: Nursing Student Handbook, Academic Catalog, Nursing Faculty Handbook. Reviewed in 2014 Reviewed in 2015

100% All Department of Nursing student policies are congruent with the University’s policies.

100% The nursing program subscribes to the policies in the university catalog, with exceptions, the nursing program has developed several policies in addition related to nursing practice.

Policies are publicly accessible online in the Nursing Student Handbook and the University Academic Catalog and are nondiscriminatory.

Revisions were made to Student Handbook 6/11, 6/13, 9/14, 9/15

Continue to monitor for changes in University student policies with the annual update of the Academic Catalog.

The Nursing Student Handbook was updated 1/12,6/13. 9/14, 9/15 and clearly communicated to student via email and placed on the nursing webpages.

An online student web page is currently being revised for access to all policies and changes in policies

3.2 Public information is accurate, clear, consistent, and accessible, including the program’s accreditation status and the ACEN contact information.

Component





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Integrity and Consistency / Accreditation Status

Integrity and consistency exist for all information intended to inform the public, including the program’s accreditation status and ACEN contact information.

Reviewed yearly by the Nursing faculty and DNE Due 2016

Review of documents and electronic sites displaying nursing program information Reviewed 2014 Reviewed in 2015

In the fall of 2013 inconsistencies were found in ACEN address. “Suite 500” changed to “Suite 850” in the Academic Catalog, and nursing website.

ACEN contact information changes requested by DNE. Continue monitoring process.

3.3 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely

manner.

Component





Change in Policies 100% Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner.

Policies reviewed yearly by Nursing Faculty. Due 2016 Ongoing with program changes

Cross check and review of Documents and publications: Nursing Student Handbook, Academic Catalog, Nursing Faculty Handbook. Reviewed in 2014 Reviewed in 2015

Compliance: 100% All Department of Nursing student policies are publicly accessible online in the Nursing Student Handbook and the University Academic Catalog.

Changes in policies, procedures, and program information are primarily

An online student web page is currently being developed for access to all policies and changes in policies as an alternative method for communicating to students.

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Students are informed of all policy changes.

conveyed to students electronically via individual emails. DNE and faculty realize the need to develop an additional method for ensuring that all students receive information.

Therefore, an electronic student nursing resource page is currently being revised and updated as a place to post policies, procedures, and program information. This can be found on the eCollege website.

The Nursing Student Handbook was updated 1/12, 6/13, 9/14 and communicated to student via email and placed on the nursing webpages.

3.4 Student services are commensurate with the needs of nursing students, including those receiving instruction using alternative methods of delivery.

Component





Student Support Services 100% Students will have IT support, library support, financial aid, and center for academic excellence support.

Yearly. Reviewed by Nursing Faculty yearly in accordance with university policies.

Review Alumni Survey Review access to services.

Compliance:100% 100% of services are available to all students online. Student surveys reflect satisfaction with student

Library, center for academic excellence, and financial aid now visit each center every other month. Online services

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100% Services will be satisfactory and meet the needs of students receiving both hybrid and online delivery

Due: 2016 Reviewed 2014 Reviewed in 2015

services and meet the needs of students taking both hybrid and online courses.

will continue.

Continue to monitor student and alumni surveys.

3.5 Student educational records are in compliance with the policies of the governing organization and state and federal guidelines.

Component





Compliance with Maintenance of Educational and Financial Records

100% Student Education records are in compliance with College policy and federal regulations

Policies reviewed by University leadership, registrar, enrollment management DNE reviews the maintenance of the education records in each academic center Due 2016

Review of policies related to student records. Check to ensure Department of Nursing Records are kept in a secure locked cabinet in each academic center Reviewed 2014 Reviewed in 2015

Compliance: 100% Franklin Pierce University collects and maintains student’s information for both statistical reporting and operation of the University. The information is retained electronically and/or on paper records kept secure in the following offices: Registrar, Center for Academic Excellence, Student Financial Services, Student Affairs, Health Center, College Relations,

Continue current monitoring process.

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Education Centers, and Campus Safety. Educational Record Policy‐ 100% compliance Educational records policies are in place and followed for both the nursing program and University. Nursing faculty aware of FERPA policies. Department of Nursing Records are kept in a secure locked cabinet in each academic center

3.6 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained, including default rates and the results of financial or compliance audits.

Component





Compliance with the Higher Education Reauthorization Act Title IV

100% Student Financial records are in compliance with Title IV.

Reviewed every 2 years by DNE. Financial aid Office is ongoing throughout the

Financial Aid Office Documents review by financial Aid office. DNE has direct contact with Director of Student Financial Services periodically.

Compliance: 100% Student records are maintained for privacy by the Financial Aid department. Higher Education


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award year Due 2016

DNE monitors financial aid documents Reviewed 2014

Opportunity Act (HEOA) disclosures can be found on the University website.

3.6.1 A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and

cooperation with lenders is available. Written Comprehensive Loan repayment

100% Written student loan repayment program is available.

Reviewed every 2 years by DNE. Due 2016

Financial Aid Office website and documents Reviewed 2014

Compliance: 100% There is a written comprehensive loan repayment program addressing loan information, counseling and monitoring on the Financial aid website. Higher Education Opportunity Act (HEOA) disclosures can be found on the University website which include written student loan repayment and counseling info.


3.6.2 Students are informed of their ethical responsibilities regarding financial assistance.

Informed Students of Financial responsibility

100% Students will be informed of their financial responsibility


Financial Aid Office website and documents. Academic Catalog Reviewed 2014

Compliance: 100% The Financial aid office works with the Department of Education to inform students of federal loan rights, responsibilities, loan repayment,


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and deferment . This is visible on the financial aid website. Higher Education Opportunity Act (HEOA) disclosures can be found on the University website which include written student loan repayment and counseling info. Students are eligible for financial aid following matriculation into the nursing program and are informed of their ethical responsibility regarding repayment this can be found in the academic catalog.

3.6.3 Financial aid records are maintained in compliance with the policies of the governing organization, state, and federal guidelines.

Compliance with Maintenance of Financial Records

100% Student financial records are in compliance with College policy and federal regulations


Review of policies related to financial records. Reviewed 2014

Franklin Pierce University collects and maintains student’s information for both statistical reporting and operation of the University. The information is retained electronically and/or on paper records kept secure in Student Financial Services office


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3.7 Records reflect that program complaints and grievances receive due process and include evidence of resolution.

Component





Grievances 100% Program complaints and student grievances receive due process and will follow the university policy.


Audit of complaints and student grievances. Reviewed 2014. Reviewed in 2015

Compliance: 100% At the program level students are requires to address the grievance with the faculty member in writing before involving the Program Director. If the compliant is not resolved between the student and faculty member then the Program Director will get involved and attempt to address the grievance. If the grievance is not settled at the program level then it will go to the CGPS Dean and through the process outlined in the Academic Catalog “Academic Grievance” There were no formal grievances during the 2014-15 AY or the 2015-2016 AY.

Monitor and continue to evaluate the process at the program level by the DNE Monitor the University grievance policy by DNE.

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3.8 Orientation to technology is provided, and technological support is available to students.

Component





Orientation to Technology and Technological Support

100% Students have access to an online tutorial for online and hybrid course delivery. Tech support is available 24 hours a day / 7 days a week by phone and or online.


Review online documents on eCollege for orientation and technical support Reviewed 2014 Reviewed in 2015

Compliance 100% Online orientation and tutorial available to students. Faculty review courses at the beginning of each term to ensure all students are able to use the online platform. Faculty available to assist students will online methods as needed. Technology support available to students. There is a tech support tab in eCollege which gives students access to live chat, email or telephone support 24/7.

Maintain current procedure for review

3.9 Information related to technology requirements and policies specific to distance education is clear, accurate, consistent, and accessible.

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Component





Information related to technology requirements and policies are clear, accurate, consistent, and reliable

100% Students receive technology requirements in a clear, consistent way

Reviewed yearly by Department of online education and training and by the Nursing faculty. Due 2016

Review of University Publications, website and syllabi for accurate information about technology requirements Reviewed 2014 Reviewed in 2015

Congruency: 100% 100% students receive technology requirements on each course syllabus and on the eCollege log in page.

Maintain current procedure for review

Standard IV: Curriculum 4.1 The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student

learning outcomes and program outcomes consistent with contemporary practice. Component





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Student Learner Outcomes (SLOs)/ Program outcomes consistent with contemporary practice

100% RN to BS student learning outcomes (SLOs) are congruent with professional nursing standards and guidelines: • AACN • Nurse of the

Future (NOF)

Reviewed yearly years by Nursing Faculty Due: 2016

Review SLO for consistency with professional nursing standards:

• AACN • NOF

Reviewed 1/2014 Reviewed in 2015

Compliance: 100% 100% compliance SLOs congruency with professional competencies. SLOs revised this 2014 to reflect NOF competencies. Data collection for revised SLO’s started in the fall of 2015

All SLO revised to be in measureable terms. Continue to monitor

Alumni Surveys 100% 1-Year Post Graduation Alumni surveys will reflect congruency of SLOs with professional standards. 80% RN to BS Graduates perceive a high level of achievement of SLOs (strongly (agree or agree)

Reviewed yearly by Nursing Faculty. Alumni surveys sent out yearly in May. Due 2015

Congruency: 100% 2013 Surveys reviewed for Congruency. 100% congruence with SLOs 1-Year Post Graduation Alumni and Employer surveys were developed to be measureable and to be congruent with the Mission / Philosophy and SLOs ALUMNI SURVEYS See Standard 6.4 for aggregated data according to date, location, and program option 2014 (n=53, 33% return rate) 94% satisfied with the program 100% strongly agree or

Continue to monitor Survey data. Institutional Research office will collect program outcome data. DNE and Nursing faculty along with graduate assistant will collect and analyze data gathered by Institutional Research

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agree leadership abilities have improved. 100% strongly agree or agree ability to collaborate has improved. 95% strongly agree or agree they able to integrate technology and informatics 2013 > 80% graduate survey respondents indicated perceived high level with meeting majority of SLOs SLO #5-70% Practice as care designer, coordinator and manager. SLO#8- 70% Function in the role of change agent. SLO #10 - 40% Identify importance of active participation in healthcare political and regulatory process. 2012 coll. 5/14 > 80% graduates indicated perceived high level with meeting majority of SLOs 2011 (n = 4) coll. 5/14

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> 80% graduates indicated perceived high level with meeting of SLOs (1-9, 11, 12-15) and competency 2, 4-7, 9-13). Competency 1: INFORMATICS (SLO 14, 15) 75% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0) Not directly evaluated Competency 1: LIBERAL EDUCATION Competency 3: SAFETY (SLO #12) Competency 8: HEALTH POLICY (SLO#10)

Employer Surveys 1-Year Post Graduation Employer survey reflects congruency of SLOs with professional standards. 80% of employers are satisfied or very satisfied with

Employer surveys sent out yearly. Due 2015

EMPLOYER SURVEYS See Standard 6.4 for aggregated data according to date, location, program option. 2014 (N=7) 100% strongly agree or agree that graduates utilize organizational and systems theories to promote high quality and safe patient care.

Continue to monitor Survey data. Institutional Research office will collect program outcome data. DNE and Nursing faculty along with

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the graduate’s ability to apply SLOs.

100% strongly agree or agree that graduates integrate evidence for optimal patient outcomes. 100% strongly agree or agree that graduates utilize communication skills effectively. 100% strongly agree or agree that graduates utilize technology to coordinate care. 100% strongly agree or agree that graduates advocate for optimal healthcare services. 100% strongly agree or agree that graduates act as leader of interprofessional team. 100% strongly agree or agree that graduates demonstrate commitment to life-long learning.

graduate assistant will collect and analyze data gathered by Institutional Research

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2013 (n = 7) >80% Employer survey respondents strongly agreed or agreed that the graduates had the ability to apply each SLO and met role-specific competencies. Overall (SLO #1-15) >80% Concord/MHT (n=2) >80% Lebanon (n = 1) >80% Portsmouth (n = 2) >80% WDH (n = 2) 2012(n = 3) coll. 5/14 Overall (SLO 1-9, 11-15) >80% Concord/MHT (n=1) N/A Lebanon (n = 0) >80% Portsmouth (n = 2) N/A WDH (n = 0) SLO # 10- 66.6% HEALTH POLICY: Able to identify the importance of active participation in healthcare political and regulatory process 33% of employer survey respondents were neutral in their response. 0% Concord/MHT (n=1) N/A Lebanon (n = 0)

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100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n =6) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared and met SLOs (1-9, 11, 12-15) and competency 2, 4-7, 9-14). Not directly evaluated Competency 1: LIBERAL EDUCATION Competency 3: SAFETY (SLO #12) Competency 8: HEALTH POLICY (SLO#10) 2011( n = 2) coll. 5/14 Overall (SLO 1-4, 6,7, 9,11-15) >80% Concord/MHT (n=1) N/A Lebanon (n = 0) >80% Portsmouth (n = 1) N/A WDH (n = 0) SLO #5 – 50% LEADERSHIP: Designer, manager, coordinator of care…and leadership

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50% of employer survey respondents were neutral in their response to Q #20 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) SLO #8 – 50% QI: Change agent for healthcare improvement 50% of employer survey respondents were neutral in their response to Q #13 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) SLO # 10- 0% HEALTH POLICY: Able to identify the importance of active participation in healthcare political and regulatory process 100% of employer survey respondents were neutral in their response to Q #15 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 0% Portsmouth (n = 1) 2011 Mentor Survey (n =6) 100% employer survey

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respondents strongly agree or agree that the graduate was very or well prepared and met SLOs (1-9, 11, 12-15) and competency 2, 4-7, 9-14). Not directly evaluated Competency 1: LIBERAL EDUCATION Competency 3: SAFETY (SLO #12) Competency 8: HEALTH POLICY (SLO#10)

4.2 The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and

evaluate student progress.

Component





Student Learner Outcomes are used to organize curriculum

100% SLO outcomes used to organize the curriculum

Reviewed every year by Nursing Faculty. Due 2015

Review of course documents: syllabus, assignments, study supplements, textbooks Review course shells Each lead instructor reviews the courses they are responsible for.

Congruence: 100% SLO and program concepts derived from organizing frameworks are used to organize the curriculum. Courses and syllabi reviewed and revisions are being made to ensure congruency with NOF and

Continue to monitor SLO, and curriculum.

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Reviewed 2014 Reviewed 2015

with new SLOs as of 5/2014. All course shells were reviewed by course leads in 2015.

4.3 The curriculum is developed by the faculty and regularly reviewed to ensure integrity, rigor, and currency. Component





The curriculum is developed by the faculty and regularly reviewed for rigor and currency

100% The curriculum is developed by the nursing faculty and flows from the philosophy and organizing framework. The curriculum is regularly reviewed for rigor and currency.

Ongoing at faculty meeting and reviewed every year by Nursing Faculty at curriculum workshop. Ongoing by individual course lead faculty.

Review of course documents: syllabus, assignments, study supplements, textbooks Review course shells. Reviewed 2014 Reviewed 2015

Compliant: 100% Curriculum is developed by the faculty Course shells have been reviewed and updated regularly. Syllabi and Book list update in 2014. Course syllabi updated by course leads in 2015.

Continue to monitor curriculum, course shells and syllabi.

4.4 The curriculum includes general education courses that enhance professional nursing knowledge and practice. Component



Assessment Method Results of Data Collection, Assessments,

Actions for Program

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and Analysis Development, Maintenance or Revision

General Education

100% The curriculum includes general education courses.

Every 2 years by the Nursing Faculty. Due 2016

Review Academic Catalog, BS nursing curriculum. Reviewed 2014 Reviewed 2015

Congruency: 100% The curriculum has been reviewed and incorporates courses from the liberal arts. RN to BS students are required to take many of the same liberal arts courses as other baccalaureate level students.

Continue to monitor curriculum .

4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or

global perspectives. Component





Cultural and ethnic diversity

100% The curriculum is designed so that graduates of the program are able to practice in a culturally and ethnically diverse global society.

Every 2 years by the Nursing Faculty. Due 2016

Review Syllabi, and Courses content. Review Post graduation alumni survey.

Congruency: 100% Overall the curriculum prepare students to practice in a culturally and ethnically diverse global society. Objectives, instruction and learning activities are found in NR 330, 400, 420, and the community health courses.

Continue to monitor curriculum for content related to practice in a culturally and ethnically diverse global society. Continue to monitor survey

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80% of graduates feel the program adequately taught them how to practice in a culturally and ethnically diverse global society. 80% Employers feel the program adequately prepared graduates how to practice in a culturally and ethnically diverse global society.

2013 RN to BS alumni survey 90% of graduates felt the program adequately taught them how to practice in a culturally and ethnically diverse global society. 2013RN to BS Employer survey 100% of employers felt the program adequately prepared graduates how to practice in a culturally and ethnically diverse global society.

responses for preparing graduates to practice in a culturally and ethnically diverse global society.

4.6 The curriculum and instructional processes reflect educational theory, inter-professional collaboration, research, and current

standards of practice. Component





Educational Theory, research, best practices

100% Andragogy The curriculum and instructional processes will uses

Yearly Reviewed by faculty on a course by course basis, at faculty

Review courses, syllabi, assignments, learning activities.

Congruency: 100% Both Hybrid and 100% online courses are offered for flexibility. Hybrid remains desirable

Continue to monitor hybrid and number of online courses. Both modalities

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adult learner theory to ensure flexibility. Constructivism Constructivist learning activities allow students to construct knowledge based on personal experiences and through social negotiation that can be applied to their professional nursing careers. Educational practices reflect: •AACN essentials •NOF

meetings and yearly at curriculum workshop. Due 2016

Reviewed 2014 Reviewed 2015

according to communities of interest Through the assignment of the NR 490 Capstone log, students describe actual occurrences within the clinical setting, reflect on those events, and draw conclusions for nursing practice. Threaded discussions are in each course. Students share their own clinical nursing experiences while reflecting on the experience of their classmates. The curriculum is built on contemporary nursing practice with relevance to the student’s nursing career. Need to incorporate more inter-professional collaborative activities. Initial discussions with the CGPS Dean have begun to include inter-professional lectures to students from health science programs.

are desirable at this time.

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Review and comparison of professional guidelines and standards. Alumni surveys includes items that ask how well the program prepared the graduates for each competency and reflect high level of achievement of SLOs

4.7 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of

the student learning outcomes. Component





Evaluation methodologies 100 % Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes.

Reviewed yearly by course lead faculty Due 2016

Review of course documents: evaluation grading tools, assignments, final grades. Review course content in shells, and syllabi Reviewed 2014 Reviewed 2015

Congruency: 100% Scholarly Papers, Group Work and threaded discussions are part of every course. Other work consists of presentations, posters, portfolios, Capstone work. Assignments reflect AACN and NOF competencies and professional standards.

Continue to monitor courses, tools assignments and grades compare to SLOs and program outcomes.

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Course Learning Objectives reflect professional standards Rubric for threaded discussion, scholarly paper and group work revised in 2014.

4.8 The length of time and the credit hours required for program completion are congruent with the attainment of identified student

learning outcomes and program outcomes and consistent with the policies of the governing organization, state and national standards, and best practices.

Component





Program length 80% Students will graduate from the MSN program within 1.5 times the length of the program ( 42 months) Notes: 120 credits - 30 nursing cr. transferred in = 90 cr. Full-time study 6 credits per term would take 15 terms/ 28 months

Yearly by DNE and at faculty and curriculum meeting. Due 2016

Review annual Summary Profile of Graduates Reviewed 2014 Reviewed 2015

90% of students graduated from the RN to BS program in< 42 months

Continue to monitor and report.

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4.9 Practice learning environments support the achievement of student learning outcomes and program outcomes.

Component





Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes Current written agreements specify expectations for all parties and ensure the protection of students.

100% Students will reflect on their own nursing practice and use their experiences when discussing various topics in courses. They will demonstrate integration of theory into practice to meet SLOs.

Reviewed in each course Every term NR 490 is offered by faculty.

Thread discussions, reflective assignments, scholarly papers, capstone project. NR 490 mentor feedback forms NR490 Student evaluation of the capstone project experience. Reviewed 2014 In 2015, the RN to BS capstone project was reviewed by faculty to asses congruence with program outcomes

Compliance: 100% Students meet SLOs as evidenced in threaded discussions, coursework, mentor feedback, student evaluations of the capstone project experience. 2014 NR 490 forms are being reviewed by faculty. In 2015 faculty recommended that the RN to BS capstone project be revised to be more congruent with program outcomes and an appropriate rubric be developed

Continue to monitor coursework, NR 490 capstone project feedback forms and Student Evaluation of the capstone experience RN to BS capstone project was revised. (See paperwork and rubric in SPE notebook)

4.10 `Students participate in clinical experiences that are evidence-based and reflect contemporary practice and nationally established

patient health and safety goals.

Component




Actions for Program Development,

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Maintenance or Revision

Integrating theory into clinical practice

100% RN to BS student will integrate evidence and nationally established patient health and safety goals into their current nursing practice.

Reviewed in each course. Every term NR 490 is offered by faculty.

Thread discussions, reflective assignments, scholarly papers, capstone project. NR 490 mentor feedback forms NR490 Student evaluation of the capstone project experience.

Compliance: 100% Students meet SLOs as evidenced in threaded discussions, coursework, mentor feedback, student evaluations of the capstone project experience. 2014 NR 490 forms and rubric are being reviewed by faculty. In 2015 capstone and rubric were revised.

Continue to monitor coursework, NR 490 capstone project feedback forms and Student Evaluation of the capstone experience (See revised capstone and rubric in SPE notebook)

4.11 Written agreements for clinical practice agencies are current, specify expectations for all parties, and ensure the protection of

students.

Component





Current written agreements specify expectations for all parties and ensure the protection of students

100% Current contract agreements, specify expectations & responsibilities of Department of Nursing Education

Every term NR 490 is offered by DNE. Due 2016

Current contract Agreement files Reviewed 2014 Reviewed 2015

Compliance: 100% All Contract Agreements reviewed by DNE.

Continue to monitor contract agreements

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and clinical agencies.

4.12 Learning activities, instructional materials, and evaluation methods are appropriate for all delivery formats and consistent with the

student learning outcomes.

Component





Learning Activities, instruction, and Evaluation Methodologies / Distance

100% Learning activities, instruction and evaluation methodologies are appropriate for delivery format and consistent with SLOs for online and hybrid courses.

Reviewed on a course to course basis and yearly Due 2016

Review course shells, course content, syllabi, assignments, learning activities. Reviewed 2014 Reviewed 2015

Congruency: 100% All course shells, content, syllabi assignments, learning activities reviewed and consistent for both hybrid and online. Rubrics for threaded discussions, scholarly papers, and group work revised

Continue to monitor, update courses as needed.

Standard V Resources

5.1 Fiscal resources are sustainable, sufficient to ensure the achievement of the student learning outcomes and program outcomes, and commensurate with the resources of the governing organization.

Component




Actions for Program Development, Maintenance or

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Revision

Fiscal Resources 100% Nursing fiscal resources are adequate for the needs of the program

Reviewed annually and ongoing Due: 2016

Review budget meet with the finance department. Ongoing review of resources at multiple levels in relation to program needs Reviewed 2014 Reviewed 2015

Compliance: 100% The CGPS has adequate funding to ensure achievement of the SLOs and program outcomes. Fiscal allocations for the Department of Nursing at Franklin Pierce University are commensurate with other departments within the CGPS.

Continue to monitor

5.2 Physical resources are sufficient to ensure the achievement of the nursing education unit outcomes, and meet the needs of the faculty, staff, and students.

Component





Physical Resources / Classrooms / Offices

100% Physical resources are adequate for the needs of the program Classroom space is

Reviewed annually and ongoing Due 2016

Ongoing review of Physical resources at multiple levels, and as staff increased, offices moved Reviewed 2014 Reviewed 2015

Compliance: 100% Nursing currently operates out of three academic centers and two medical facilities where classroom space is available to our nursing students.

Continue to monitor

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sufficient for teaching.

Faculty office space is sufficient for the DNE and all faculty at all centers.

Classroom and office space at all centers and affiliated partners is 100% sufficient for teaching.

5.3 Learning resources and technology are selected with faculty input and are comprehensive, current, and accessible to faculty and students.

Component





Library 100% Library and librarian resources for books, e-books, and nursing databases will be adequate and accessible to all students.

Reviewed annually by DNE and Faculty Due: 2016

Review of library Resources. Reviewed 2014 Reviewed 2015

Compliance: 100% Library and librarian resources for books, e-books, and nursing data bases are adequate and accessible to all students. E-books added for all courses as supplemental references.

Continue to monitor

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Nursing Faculty representation on Library and Technology Committee

5.4 Fiscal, physical, technological, and learning resources are sufficient to meet the needs of the faculty and students engaged in alternative methods of delivery.

Component





Fiscal, physical, technological, and learning resources to meet the needs of distance education

100% Resources are sufficient to meet needs of faculty and students engaged in distance education.

Ongoing by faculty, and DNE Due: 2016

Ongoing review of resources at multiple levels in relation to program needs Reviewed 2014 Reviewed 2015

Compliance: 100% Resources are sufficient to meet needs of faculty and students engaged in distance education.

Continue to monitor

Online Platform

100% The eCollege will be sufficient , comprehensive, current, and accessible to faculty and students.

Reviewed annually by DNE and Director of Online Education and faculty Due: 2016

Courses review for currency and comprehensiveness. Reviewed 2014 Reviewed 2015

Compliance: 100% The online platform is sufficient, currency and comprehensive.

Faculty design online courses.

Continue current review process of course shells. Director of Online Education will continue to work collaboratively with faculty in the

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design and maintenance of online courses

Standard 6 Outcomes:

6.1 The systematic plan for evaluation of the nursing education unit emphasizes the ongoing assessment and evaluation of each of the following: Student learning outcomes; Program outcomes; Role-specific graduate competencies; and the ACEN Standards.

Component





Systematic Plan for Evaluation (SPE)

The systematic plan for evaluation is current, reflects student learning outcomes, program outcomes, and ACEN standards

Ongoing and annually reviewed by the faculty and DNE The time frame for each component is described in this document

Due 2016

Review Systematic plan of evaluation for the Department of Nursing Education. Last Reviewed 5/2014 and 8/2014 Revised September 2015

The SPE was revised in 2013 to reflect levels of attainment, actions, strategies, and outcome. SPE Updated 5/2014 Again in Aug. 2014, the SPE was revised to include role-specific competencies, SLOs aggregating, and trending according to program option, location, date of completion. Revised in 2015 to combine all programs

Ongoing assessment is

Continue to assess role-specific competencies, SLOs and program outcomes with SPE. SPE needs to be revised based on new ACE standards.

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described in the SPE document.

6.2 Evaluation findings are aggregated and trended by program option, location, and date of completion and are sufficient to inform

program decision-making for the maintenance and improvement of the student learning outcomes and the program outcomes. Component





Aggregated and trended data

100% The SPE will reflect data that is trended by program option, location, date of completion.

Reviewed annually by the DNE

Due 2016

Review Systematic plan of evaluation for the Department of Nursing Education. Last Reviewed 5/2014 and 8/2014, 9/2015

Compliance 100% The SPE was revised in 2014 twice to reflect data is trended by program option, location, date of completion. The DNE noted in Aug. 2014 the SPE did not clearly reflect the program was collecting, aggregating, and trending individual role-specific competencies, and SLOs according to program option, location, date of completion. The SPE was revised accordingly. Program Completion Rates- added data trended by date, location

Continue to assess program outcome data, role-specific competencies and SLOs. Will need to aggregate 100% online graduates in 2016.

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Individual Role-Specific competencies and SLOs –added data trended by date, location from alumni and employer surveys. Added data from 2013 CGPS Advising Survey

6.3 Evaluation findings are shared with communities of interest.

Component





Evaluation findings shared

100% Evaluation findings are shared with communities of interest.

Yearly by DNE Due 2016

Review of minutes, And advisory committee meetings minutes. Reviewed 2014 Reviewed 2015

Compliance: 100% Meeting minutes with advisory board reflect evaluation finding shared with communities.

Continue to share findings at annual advisory meetings

6.4 The program demonstrates evidence of achievement in meeting the program outcomes.

Component




Actions for Program Development, Maintenance

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or Revision

Program Completion 80% Students will graduate from their program within 1½ times the length of the program (42 mo.) Notes: 120 credits - 30 nursing cr. transferred in = 90 cr. Full-time study 6 credits per term would take 15 terms/ 28 months

Yearly by DNE. Due 2016

Track students from each cohort for 150% time frame completion of the program Reviewed 2014 Reviewed 2015

PROGRAM COMPLETION RATES 2015 2014-2015 AY the completion rate was 90%. 2014 Added a Exeter Cohort and 100% online option. No graduates from these programs at this time. 2013 Overall 90% of students graduated from the RN to BS program in< 42 months (mean 29.7 months). Range 12 - 60 mo. 91.3 % Lebanon (Grads = 23, > 42 mo. = 2) 81.3% Concord/Manchester (Grads = 16, > 42 mo. = 3) 100% Portsmouth (Grads = 11, > 42 mo. = 0) 2012 Overall 85.7% of students graduated from the RN to BS program in< 42 months (mean 29.2). Range 7-47 mo.

Continue to monitor

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88.9 % Lebanon (Grads = 18, > 42 mo. = 2) 88.2% Concord/Manchester (Grads = 17, > 42 mo. = 2) 81% Portsmouth (Grads = 21, > 42 mo. = 4) 2011 Overall 97% of students graduated from the RN to BS program in< 42 months (mean 25.5). Range 11- 43 mo. 92.3 % Lebanon (Grads = 13, > 42 mo. = 1) 100% Concord/Manchester (Grads = 17, > 42 mo. = 0) 100% Portsmouth (Grads = 4, > 42 mo. = 0)

Graduate (Alumni) Program Satisfaction

80% Graduate respondents of the alumni survey will express overall satisfaction with the program (very satisfied-satisfied)

Reviewed every year by Nursing Faculty DNE. Due 2015

Review and analyze data from alumni surveys Last: 2014

ALUMNI SURVEYS 2014(N=53, 33% response rate)) Overall 100% of graduate respondents of the alumni survey were satisfied with overall experience at FPU. 2013 (n =10) Overall 100% of Graduate

Continue to monitor. The Department of Nursing and Institutional Research /Alumni Relations will work closely to

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respondents of the alumni survey were satisfied with overall experience at FPU. 100% Concord/MHT (n=2) 100% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 7) coll. 5/14 Overall 100% of Graduate respondents of the alumni survey were satisfied with overall experience at FPU. 100% Concord/MHT (n=3) 100% Lebanon (n = 3) 100% Portsmouth (n = 1) N/A WDH (n = 0) 2011( n = 4) coll. 5/14 Overall 100% of Graduate respondents of the alumni survey were satisfied with overall experience at FPU. 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) coll. 2012 Overall 83.3% of Graduate respondents of the alumni survey were satisfied with overall experience at FPU.

collect future data.

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87% Concord/MHT (n=8) 75% Lebanon (n = 4) N/A Portsmouth (n = 0)

Student Learning Outcomes- Alumni Surveys- Overall

80% RN to BS Graduates perceive a high level of achievement of SLOs (strongly (agree or agree)

Reviewed every year by DNE. Due 2015

Review Alumni and employer surveys for congruency of survey questions with SLOs. Review 1-Year Post Graduation Alumni and Employer surveys for graduates’ achievement of SLOs Review RN to BS Program Completion Rates Last reviewed 5/ 2014.

ALUMNI SURVEYS 2014 (n=53) 100% of graduates agreed that they were satisfied with their educational program 2013 > 80% graduate survey respondents indicated perceived high level with meeting majority of SLOs SLO #5-70% Practice as care designer, coordinator and manager. SLO#8- 70% Function in the role of change agent. SLO #10 - 40% Identify importance of active participation in healthcare political and regulatory process. 2012 coll. 5/14 > 80% graduates indicated perceived high level with meeting majority of SLOs 2011 (n = 4) coll. 5/14 Overall 100% graduate survey

Continue to monitor Survey data. Institutional Research office will collect program outcome data. DNE and Nursing faculty along with graduate assistant will collect and analyze data gathered by Institutional Research

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respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) coll. 2012 > 80% graduates indicated perceived high level with meeting of SLOs and competency (2, 4-7, 9-13). Not directly evaluated Competency 1: LIBERAL EDUCATION Competency 3: SAFETY (SLO #12) Competency 8: HEALTH POLICY (SLO#10)

Competency 1 LIBERAL EDUCATION A solid base in liberal education that provides the cornerstone for the practice and education of nurses. AACN I 2009 SLO #3 2014 SLO #2

80% of graduates will demonstrate competency in Liberal Education Care by responding strongly agree or agree on graduate (alumni) surveys

Annually reviewed by the faculty and DNE Due 2015

Review of Survey results aggregate by location and program options Last Reviewed 2014

ALUMNI SURVEYS 2014 This question was not specifically addressed 2013 (n =10) Q #11 Integrate and synthesize knowledge from sciences, humanities and nursing ...(SLO #3) Overall 90% graduate survey respondents strongly agree or

Continue to monitor Survey data. Update new alumni surveys to reflect new SLOs

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agree they meet competency 100% Concord/MHT (n=2) 75% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q #11 Integrate and synthesize knowledge from sciences, humanities and nursing ... (SLO #3) Overall 100% graduate survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) 100% Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) Coll. 5/14 Q #11 Integrate and synthesize knowledge from sciences, humanities and nursing ... (SLO #3) Overall 100% graduate survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1)

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2011 (n = 12) Coll. 2012 Not directly evaluated

Competency 2 LEADERSHIP The process by which nurses influence the behavior of individuals or groups of individuals within their environment in a way that will facilitate the establishment and acquisition/achievement of shared goals. This includes the use of a set of skills that directs and influences others in the provision of individualized, safe, quality client care. Leadership activities include delegation and supervision. AACN essential II NOF competency 3 2009 SLO #5 2014 SLO #5

80% of graduates will demonstrate competency in Leadership by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 (N=53) 93% reported that leadership skills had improved 2013 (n =10) Q#13 Designer, manager, coordinator of care…and leadership (SLO #5) Overall 70% graduate survey respondents strongly agree or agree they meet competency 50% Concord/MHT (n=2) 50% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#13 Designer, manager, coordinator of care….and leadership (SLO #5) Overall 100% graduate survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0)

Survey Q#13 Designer, manager, coordinator of care) Re-write survey questions Better define this competency in the next surveys. Graduates may be meeting competency, but don’t understand definition. Relook at curriculum, for Competencies Designer, manager, coordinator of care NR 400, 420,442, 444, 490

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N/A WDH (n = 0) 2011 ( n = 4) Coll. 5/14 Q#13 Designer, manager, coordinator of care…and leadership (SLO #5) Overall 100% graduate survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) Coll. 2012 Designer, manager, coordinator of care (SLO #5) Overall 91.7% graduate survey respondents strongly agree or agree they meet competency 87.5% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Competency 3 SAFETY The minimization of risk of harm to patients and providers through both system effectiveness and individual performance.

80% of graduates will demonstrate competency in Safety by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 This question was not specifically addressed 2013 (n =10) Q#20 Advocate for safety and privacy… (SLO#12)


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AACN Essential II NOF Competency 8 2009 SLO #12 2014 SLO #4,5

Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#20 Advocate for safety and privacy…(SLO#12) Overall 100% graduate survey respondents agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) Coll. 5/14 Q#20 Advocate for safety and privacy…(SLO#12) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) Coll. 2012 Not directly evaluated

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Competency 4 QUALITY IMPROVEMENT The use of data to monitor the outcomes of care processes, and uses improvement methods to design and test changes to continuously improve the quality and safety of health care systems. AACN essential II NOF competency 9 2009 SLO #8 2014 SLO #4

80% of graduates will demonstrate competency in Quality Improvement by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 This question was not specifically addressed 2013 (n =10) Q#16 Change agent for healthcare improvement (SLO #8) Overall 70% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 25% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#16 Change agent for healthcare improvement (SLO #8) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) Coll. 5/14 Q#16 Change agent for

Survey Q#16 Change agent Re-write survey questions Better define this competency in the next surveys. Graduates may be meeting competency, but don’t understand definition. Relook at curriculum, for Competencies QI Safety Content NR 300,320,400, 420,490 Continue to monitor Survey data. Update new alumni surveys to reflect new SLOs

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healthcare improvement (SLO #8) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) Coll. 2012 Change Agent (SLO #8) Overall 91.7% graduate survey respondents strongly agreed or agreed they meet competency 87.5% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Competency 5 SYSTEMS-BASED PRACTICE An awareness of and responsiveness to the larger context of the health care system, and a willingness to demonstrate the ability to effectively call on microsystem resources to provide care that is of optimal quality

80% of graduates will demonstrate competency in Systems-based Practice by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 This question was not specifically addressed

Continue to monitor Survey data. Update new alumni surveys to reflect new competency

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and value. AACN essential II NOF competency 4 2009 SLO #8, 12 2014 SLO #4 Competency 6 EVIDENCE-BASED PRACTICE The ability to identify, evaluate, and use the best current evidence coupled with clinical expertise and consideration of patients' preferences, experience and values to make practice decisions. AACN essential III NOF competency 10 2009 SLO #3 2014 SLO #10

80% of graduates will demonstrate competency in Evidence-based Practice by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 This question was not specifically addressed 2013 (n =10) Q #11 Integrate and synthesize knowledge....make best decisions on best evidence… (SLO#3) Overall 90% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 75% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#11 Integrate and synthesize knowledge....make best decisions on best evidence…(SLO#3) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency


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100% Concord/MHT (n=3) 100% Lebanon (n = 3) 100% Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) Coll. 5/14 Q# 11 Integrate and synthesize knowledge....make best decisions on best evidence…(SLO#3) Overall 100% graduate survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) Coll. 2012 Make Informed decisions based on evidence (SLO #3) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Competency 7 INFORMATICS

80% of graduates will demonstrate competency in Informatics by

Annually reviewed by the faculty and DNE

Review of Survey results aggregate by location and program options

ALUMNI SURVEYS 2014 88% reported that they are able to integrate technology and

Continue to monitor Survey data. Update new

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The use of information and technology to communicate, manage knowledge, mitigate error, and support decision making. AACN essential IV NOF competency 5 2009 SLO #14,15 2014 SLO #6

responding strongly agree or agree on graduate (alumni) surveys

Due 2015

Last Reviewed 2014

informatics 2013 (n =10) Q#22 Proficiency in health information literacy skills (SLO#14) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) Q#23 Integrate knowledge of informatics and technology for contemporary nursing practice (SLO#15) Overall 90% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 4) 66.6% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#22 Proficiency in health information literacy skills (SLO#14) Overall 100% graduate survey

alumni surveys to reflect new SLOs

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respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) Q#23 Integrate knowledge of informatics and technology for contemporary nursing practice (SLO#15) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) coll. 5/14 Q#22 Proficiency in health information literacy skills (SLO#14) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) Q#23 Integrate knowledge of

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informatics and technology for contemporary nursing practice (SLO#15) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) coll. 2012 Integrate Knowledge of nursing informatics (SLO#15) Overall 83.3% graduate survey respondents strongly agreed or agreed they meet competency 75% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Competency 8 HEALTH POLICY Nurses consider and directly and indirectly influence healthcare policy, including regulatory and financial policies and influence the nature and functioning of the healthcare system.

80% of graduates will demonstrate competency in Health Policy by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 This question was not specifically addressed 2013 (n =10) Q#18 Able to identify the importance of active participation in healthcare political …. (SLO #10) Overall 40% graduate survey

Survey Q#16 Change agent Re-write survey questions Better define this competency in the next surveys. Graduates may

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AACN essential V NOF competency 4 2009 SLO # 10 2014 SLO #9

respondents strongly agreed or agreed they meet competency 0% Concord/MHT (n=2) 25% Lebanon (n = 4) 33.3% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#18 Able to identify the importance of active participation in healthcare political ….(SLO #10) Overall 83.3% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 66.6% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) coll. 5/14 Q#18 Able to identify the importance of active participation in healthcare political ….(SLO #10) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1)

be meeting competency, but don’t understand definition. Relook at curriculum, for Competencies Health Policy Content NR 300,400, 420, 442,444,490 Continue to monitor Survey data. Update new alumni surveys to reflect new SLOs

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2011 (n = 12) Coll. 2012 Not directly evaluated

Competency 9 TEAM & INTERPROFESSIONAL COLLABORATION The effective delivery of patient care, in partnership with interdisciplinary teams, fostering open communication, mutual respect, shared decision- making, team learning, and development. AACN essential VI NOF competency 7 2009 SLO #4,6 2014 SLO #3

80% of graduates will demonstrate competency in Team and Interprofessional Collaboration by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2013 (n =10) Q#14 Collaborate as partners with other healthcare professionals (SLO #6) 2014 (n=53) 100% graduates agree that ability to collaborate has improved 2013 Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) Also See Competency #10 communication 2012(n = 6) coll. 5/14 Q#14 Collaborate as partners with other healthcare professionals (SLO #6) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency


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100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) Also See Competency #10 communication 2011 ( n = 4) coll. 5/14 Q#14 Collaborate as partners with other healthcare professionals (SLO #6) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) Also See Competency #10 communication 2011 (n = 12) coll. 2012 Collaborate with healthcare partners to improve patient outcomes (SLO #6) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord (n=8) 100% Lebanon (n = 4)

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N/A Portsmouth (n = 0)

Competency 10 COMMUNICATION The process of interacting effectively with patients, families, and colleagues, fostering mutual respect and shared decision making, to enhance patient satisfaction and health outcomes. AACN essential VI NOF competency 6 2009 SLO #4, 6 2014 SLO #8

80% of graduates will demonstrate competency in Informatics by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 (n=53) 100% of graduates agreed that their ability to collaborate has improved 2013 (n =10) Q#12 Proficiency in using varied communication methods to convey ideas and information (SLO #4) 2014 This question was not specifically addressed 2013 Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) Also See Competency #9 Interprofessional collaboration 2012(n = 6) coll. 5/14 Q#12 Proficiency in using varied communication methods to convey ideas and information (SLO #4) Overall 100% graduate survey


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respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) Also See Competency #9 Interprofessional collaboration 2011 ( n = 4) coll. 5/14 Q#12 Proficiency in using varied communication methods to convey ideas and information (SLO #4) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) Also See Competency #9 Interprofessional collaboration 2011 (n = 12) coll. 2012 Collaborate with healthcare partners to improve patient outcomes (SLO #6) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency

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100% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Competency 11 CLINICAL PREVENTION & POPULATION HEALTH Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. AACN essential VII NOF competency 1 2009 SLO # 9,11 2014 SLO #1

80% of graduates will demonstrate competency in Clinical Prevention and Population Health by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 This question was not specifically addressed 2013 (n =10) Q#17 individual and community advocate by practicing health promotion …..(SLO #9) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) Q#19 Demonstrate knowledge and skill to assess , manage physical, and treat disease …..(SLO #11) Overall 90% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 75% Lebanon (n = 4) 100% Portsmouth (n = 3)


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100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#17 individual and community advocate by practicing health promotion …..(SLO #9) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) Q#19 Demonstrate knowledge and skill to assess , manage physical, and treat disease …..(SLO #11) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) coll. 5/14 Q#17 individual and community advocate by practicing health promotion …..(SLO #9)

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Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) Q#19 Demonstrate knowledge and skill to assess , manage physical, and treat disease …..(SLO #11) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) coll. 2012 Community Advocate (SLO #9) 100% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Competency 12 PROFESSIONALISM & PROFESSIONAL VALUES / ETHICS

80% of graduates will demonstrate competency in Professionalism and Professional

Annually reviewed by the faculty and DNE

Review of Survey results aggregate by location and program options

ALUMNI SURVEYS 2014 This question was not specifically addressed

Continue to monitor Survey data. Update new alumni surveys

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The behavior of the nurse that incorporates accountability for the delivery of standard-based nursing care that is consistent with moral, altruistic, legal, ethical, regulatory, and humanistic principles. AACN essential VIII NOF competency 2 2009 SLO #1, 7, 13 2014 SLO #7

Values by responding strongly agree or agree on graduate (alumni) surveys

Due 2015 Last Reviewed 2014 2013 (n =10) Q#15 Ethical Leadership (SLO #7) Q#21 Professionalism /Lifelong learning (SLO #1, 13) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#15 Ethical Leadership (SLO #7) Q#21 Professionalism /Lifelong learning (SLO #1, 13) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) N/A Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) coll. 5/14 Q#15 Ethical Leadership

to reflect new SLOs

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(SLO #7) Q#21 Professionalism /Lifelong learning (SLO #1, 13) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) coll. 2012 Professionalism / Ethical behavior (SLO #1, 7) 100% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Competency 13 PATIENT-CENTERED CARE

The provision of holistic care that recognizes an individual's preferences, values, and needs and respects the patient or designee as a full partner in providing compassionate, coordinated, age and

80% of graduates will demonstrate competency in Patient-Centered Care by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 This question was not specifically addressed 2013 (n =10) Q#9 Patient-Centered Care (SLO #1, 2, 9) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2)


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culturally appropriate, safe and effective care.

AACN IX NOF 1 2009 SLO # 1,2, 9 2014 SLO #1

100% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#9 Patient-Centered Care (SLO #1, 2, 9) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3) 100% Lebanon (n = 3) 100% Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) coll. 5/14 Q#9 Patient-Centered Care (SLO #1, 2, 9) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) Coll. 2012 Critical Thinking (SLO #2) 100% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0) 2011 (n = 12) coll. 2012

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Community Advocate (SLO #9) 100% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Competency 14 GENERALIST NURSING PRACTICE The baccalaureate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate nurse understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. AACN, IX NOF competency 1 2009 SLO # 2 2014 SLO #1

80% of graduates will demonstrate competency in Generalist nursing practice by responding strongly agree or agree on graduate (alumni) surveys



ALUMNI SURVEYS 2014 This question was not specifically addressed 2013 (n =10) Q#10 Demonstrate critical thinking in the application of nursing care….(SLO #2) Overall 90% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=2) 75% Lebanon (n = 4) 100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 6) coll. 5/14 Q#10 Demonstrate critical thinking in the application of nursing care….(SLO #2) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=3)


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100% Lebanon (n = 3) 100% Portsmouth (n = 0) N/A WDH (n = 0) 2011 ( n = 4) coll. 5/14 Q#10 Demonstrate critical thinking in the application of nursing care….(SLO #2) Overall 100% graduate survey respondents strongly agreed or agreed they meet competency 100% Concord/MHT (n=1) 100% Lebanon (n = 2) 100% Portsmouth (n = 1) 2011 (n = 12) Coll. 2012 Critical Thinking(SLO #2) 100% Concord (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

Employer Program Satisfaction- Overall

80% 80% Employer respondents of the employer survey will express overall satisfaction with students meeting SLOs


Review and analyze data from employer surveys Last Reviewed: 2014

EMPLOYER SURVEYS 2014 This question was not specifically addressed 2013 (n = 7) >80% Employer survey respondents strongly agreed or agreed that the graduates had the ability to apply each SLO and met role-specific competencies.

Continue to monitor Survey data. Update new employer surveys to reflect new SLOs The Department of Nursing and

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Overall (SLO #1-15) >80% Concord/MHT (n=2) >80% Lebanon (n = 1) >80% Portsmouth (n = 2) >80% WDH (n = 2) 2012(n = 3) coll. 5/14 Overall (SLO 1-9, 11-15) >80% Concord/MHT (n=1) N/A Lebanon (n = 0) >80% Portsmouth (n = 2) N/A WDH (n = 0) SLO # 10- 66.6% HEALTH POLICY: Able to identify the importance of active participation in healthcare political and regulatory process 33% of employer survey respondents were neutral in their response. 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n =6) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared and met SLOs (1-9, 11, 12-15) and competency 2, 4-7, 9-14).

Institutional Research /Alumni Relations will work closely to collect future data. Relook at curriculum, for Competencies Health Policy Content NR 300,400, 420, 442,444,490 Designer, manager, coordinator of care NR 400, 420,442, 444, 490 QI Safety Content NR 300,320,400, 420,490

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Not directly evaluated Competency 1: LIBERAL EDUCATION Competency 3: SAFETY (SLO #12) Competency 8: HEALTH POLICY (SLO#10) 2011( n = 2) coll. 5/14 Overall (SLO 1-4, 6,7, 9,11-15) >80% Concord/MHT (n=1) N/A Lebanon (n = 0) >80% Portsmouth (n = 1) N/A WDH (n = 0) SLO #5 – 50% LEADERSHIP: Designer, manager, coordinator of care…and leadership 50% of employer survey respondents were neutral in their response to Q #20 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) SLO #8 – 50% QI: Change agent for healthcare improvement 50% of employer survey respondents were neutral in their response to Q #13 0% Concord/MHT (n=1)

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N/A Lebanon (n = 0) 100% Portsmouth (n = 1) SLO # 10- 0% HEALTH POLICY: Able to identify the importance of active participation in healthcare political and regulatory process 100% of employer survey respondents were neutral in their response to Q #15 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 0% Portsmouth (n = 1) 2011 Mentor Survey (n =6) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared and met SLOs (1-9, 11, 12-15) and competency 2, 4-7, 9-14). Not directly evaluated Competency 1: LIBERAL EDUCATION Competency 3: SAFETY (SLO #12) Competency 8: HEALTH POLICY (SLO#10)

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Competency 1 LIBERAL EDUCATION A solid base in liberal education that provides the cornerstone for the practice and education of nurses. AACN I 2009 SLO #3 2014 SLO #2

80% Employers satisfied with graduate’s ability to demonstrate competency in Liberal Education Care by responding strongly agree or agree on employer surveys


Review of Survey results aggregate by date, location and program options Last Reviewed 2014

EMPLOYER SURVEYS 2014 This question was not specifically addressed

2013 (n = 7) Q #7 Integrate and synthesize knowledge from sciences, humanities and nursing ...(SLO #3) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) coll. 5/14 Q #7 Integrate and synthesize knowledge from sciences, humanities and nursing ...(SLO #3) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0)

Continue to monitor Survey data. Update new employer surveys to reflect new SLOs The Department of Nursing and Institutional Research /Alumni Relations will work closely to collect future data.

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2011( n = 2) coll. 5/14 Q #7 Integrate and synthesize knowledge from sciences, humanities and nursing ...(SLO #3) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) N/A WDH (n = 0)

Competency 2 LEADERSHIP The process by which nurses influence the behavior of individuals or groups of individuals within their environment in a way that will facilitate the establishment and acquisition/achievement of shared goals. This includes the use of a set of skills that directs and influences others in the provision of individualized, safe, quality client care. Leadership activities include delegation and

80% Employers satisfied with graduate’s ability to demonstrate competency in Leadership by responding strongly agree or agree on employer surveys.


Review of Survey results aggregate by location and program options Last Reviewed

EMPLOYER SURVEYS 2014 (n=7) 100% agreed that graduate can act as leader of interprofessional team 2013 (n = 7) Q#20 Designer, manager, coordinator of care…and leadership (SLO #5) Overall 85.7% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 50% WDH (n = 2) 2012(n = 3) coll. 5/14

Continue to monitor Survey data. Update new employer surveys to reflect new SLOs Relook at curriculum, for Competencies Designer, manager, coordinator of care NR 400, 420,442, 444, 490

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supervision. AACN essential II NOF competency 3 2009 SLO #5 2014 SLO #5

Q#20 Designer, manager, coordinator of care…and leadership (SLO #5) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n =6) Practice as Designer, manager, coordinator of care…and leadership (SLO #5) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency. 2011( n = 2) coll. 5/14 Q#20 Designer, manager, coordinator of care…and leadership (SLO #5) Overall 50% employer survey respondents strongly agree or agree they meet competency 0% Concord/MHT (n=1) N/A Lebanon (n = 0)

The Department of Nursing and Institutional Research /Alumni Relations will work closely to collect future data.

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100% Portsmouth (n = 1) 2011 Mentor Survey (n = 6) Practice as Designer, manager, coordinator of care (SLO #5) 83.4% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency. 16.7 % were less than satisfied with graduates preparedness.

Competency 3 SAFETY The minimization of risk of harm to patients and providers through both system effectiveness and individual performance. AACN Essential II NOF Competency 8 2009 SLO #12 2014 SLO #4,5

80% Employers satisfied with graduate’s ability to demonstrate competency in Safety by responding strongly agree or agree on employer surveys



EMPLOYER SURVEYS 2014 (n=7) 100% agree that graduates are able to utilize organizational and systems theories to promote high quality and safe patient care 2013 (n = 7) Q#18 Advocate for safety and privacy… (SLO#12) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2)


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2012(n = 3) coll. 5/14 Q#18 Advocate for safety and privacy… (SLO#12) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2011( n = 2) coll. 5/4 Q#18 Advocate for safety and privacy… (SLO#12) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1)

Competency 4 QUALITY IMPROVEMENT The use of data to monitor the outcomes of care processes, and uses improvement methods to design and test changes to

80% Employers satisfied with graduate’s ability to demonstrate competency in Quality Improvement by responding strongly agree or agree on employer surveys



EMPLOYER SURVEYS 2014 (n=7) 100% agree that graduates are able to Integrate evidence for optimal patient outcomes 2013 (n = 7) Q#13 Change agent for healthcare improvement (SLO #8)

Continue to monitor Survey data. Update new employer surveys to reflect new SLOs Relook at

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continuously improve the quality and safety of health care systems. AACN essential II NOF competency 9 2009 SLO #8 2014 SLO #4

Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) coll. 5/14 Q#13 Change agent for healthcare improvement (SLO #8) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n = 6) Function in the role of change agent. (SLO #8) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency. 2011( n = 2) coll. 5/14 Q#13 Change agent for healthcare improvement (SLO

curriculum, for Competencies QI Safety Content NR 300,320,400, 420,490 The Department of Nursing and Institutional Research /Alumni Relations will work closely to collect future data.

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#8) Overall 50% employer survey respondents strongly agree or agree they meet competency 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) 2011 Mentor Survey (n = 6) Function in the role of change agent. (SLO #8) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

Competency 5 SYSTEMS-BASED PRACTICE An awareness of and responsiveness to the larger context of the health care system, and a willingness to demonstrate the ability to effectively call on microsystem resources to provide care that is of optimal quality and value. AACN essential II

80% Employers satisfied with graduate’s ability to demonstrate competency in Systems-based Practice by responding strongly agree or agree on employer surveys



EMPLOYER SURVEYS 2014 (n=7) 100% agree that graduates are able to utilize organizational and systems theories to promote high quality and safe patient care

Continue to monitor Survey data. Update new employer survey to reflect new competency

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NOF competency 4 2009 SLO #8, 12 2014 SLO #4

Competency 6 EVIDENCE-BASED PRACTICE The ability to identify, evaluate, and use the best current evidence coupled with clinical expertise and consideration of patients' preferences, experience and values to make practice decisions. AACN essential III NOF competency 10 2009 SLO #3 2014 SLO #10

80% Employers satisfied with graduate’s ability to demonstrate competency in Evidence-based Practice by responding strongly agree or agree on employer surveys



EMPLOYER SURVEYS 2014(n=7) 100% agree that graduates are able to integrate evidence for optimal patient outcomes 2013 (n = 7) Q #7 Integrate and knowledge....make best decisions based on best evidence… (SLO#3) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) coll. 5/14 Q #7 Integrate and knowledge....make best decisions based on best evidence… (SLO#3)


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Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n = 6) Make informed decisions based on evidence (SLO #3) 100% employer survey respondents strongly agree or agree that the graduates were very or well prepared to meet the competency. 2011( n = 2) coll. 5/14 Q #7 Integrate and knowledge....make best decisions based on best evidence… (SLO#3) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) 2011 Mentor Survey (n = 6) Make informed decisions

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based on evidence (SLO #3) 100% employer survey respondents strongly agree or agree that the graduates were very or well prepared to meet the competency.

Competency 7 INFORMATICS The use of information and technology to communicate, manage knowledge, mitigate error, and support decision making. AACN essential IV NOF competency 5 2009 SLO #14,15 2014 SLO #6

80% Employers satisfied with graduate’s ability to demonstrate competency in Informatics by responding strongly agree or agree on employer surveys



EMPLOYER SURVEYS 2014 (n=7) 100% agree that graduates are able to utilize technology to coordinate care 2013 (n = 7) Q#19 Proficiency in health information literacy skills and Integrate knowledge of informatics and technology for contemporary nursing practice (SLO#14, 15) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) coll. 5/14 Q#19 Proficiency in health information literacy skills and Integrate knowledge of informatics and technology


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for contemporary nursing practice (SLO#14, 15) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n = 6) Integrate knowledge of nursing informatics and technology (SLO #14, 15) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency. 2011( n = 2) Coll. 5/14 Q#19 Proficiency in health information literacy skills and Integrate knowledge of informatics and technology for contemporary nursing practice (SLO#14, 15) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1)

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N/A Lebanon (n = 0) 100% Portsmouth (n = 1) 2011 Mentor Survey (n = 6) Integrate knowledge of nursing informatics and technology (SLO #14, 15) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

Competency 8 HEALTH POLICY Nurses consider and directly and indirectly influence healthcare policy, including regulatory and financial policies and influence the nature and functioning of the healthcare system. AACN essential V NOF competency 4 2009 SLO # 10 2014 SLO #9

80% Employers satisfied with graduate’s ability to demonstrate competency in Health Policy by responding strongly agree or agree on employer surveys



EMPLOYER SURVEYS 2014 (n=7) Question not addressed specifically 2013 (n = 7) Q#15 Able to identify the importance of active participation in healthcare political …. (SLO #10) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) coll. 5/14 Q#15 Able to identify the importance of active

Continue to monitor Survey data. Update new employer surveys to reflect new SLOs Relook at curriculum, for Competencies Health Policy Content NR 300,400, 420, 442,444,490 The Department of

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participation in healthcare political …. (SLO #10) Overall 66.6 % employer survey respondents strongly agree or agree they meet competency 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2011( n = 2) coll. 5/4 Q#15 Able to identify the importance of active participation in healthcare political …. (SLO #10) Overall 0% employer survey respondents strongly agree or agree they meet competency. They were neutral in their response. 0% Concord/MHT (n=1) N/A Lebanon (n = 0) 0% Portsmouth (n = 1)

Nursing and Institutional Research /Alumni Relations will work closely to collect future data.

Competency 9 TEAM & INTERPROFESSIONAL COLLABORATION The effective delivery of

80% Employers satisfied with graduate’s ability to demonstrate competency in Team and Interprofessional



EMPLOYER SURVEYS 2014 (n=7) 100% agree that graduates are able to act as leader of interprofessional team 2013 (n = 7)

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patient care, in partnership with interdisciplinary teams, fostering open communication, mutual respect, shared decision- making, team learning, and development. AACN essential VI NOF competency 7 2009 SLO #4, 6 2014 SLO #3

Collaboration by responding strongly agree or agree on employer surveys

Q#12 Collaborate as partners with other healthcare professionals (SLO #6) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) Also See Competency #10 communication 2012(n = 3) coll. 5/14 Q#12 Collaborate as partners with other healthcare professionals (SLO #6) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) Also See Competency #10 communication 2012 Mentor Survey (n = 6) Collaborate with health partners to improve pt. care (SLO #6)

SLOs The Department of Nursing and Institutional Research /Alumni Relations will work closely to collect future data.

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100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency. 2011( n = 2) coll. 5/14 Q#12 Collaborate as partners with other healthcare professionals (SLO #6) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) Also See Competency #10 communication 2011 Mentor Survey (n = 6) Collaborate with health partners to improve pt. care (SLO #6) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

Competency 10

80% Employers satisfied with

Annually reviewed by the

Review of Survey results aggregate by

EMPLOYER SURVEYS 2014 (N=7)

Continue to monitor

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COMMUNICATION The process of interacting effectively with patients, families, and colleagues, fostering mutual respect and shared decision making, to enhance patient satisfaction and health outcomes. AACN essential VI NOF competency 6 2009 SLO #4,6 2014 SLO #8

graduate’s ability to demonstrate competency in Informatics by responding strongly agree or agree on employer surveys

faculty and DNE Due 2015

date, location and program options Last Reviewed 2014

100% agree that graduates are able to utilize communication skills effectively 2013 (n = 7) Q#10 Communicates verbal and written ideas in a professional manner (SLO #4) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) Also See Competency #9 interprofessional collaboration 2012(n = 3) coll. 5/14 Q#10 Communicates verbal and written ideas in a professional manner (SLO #4) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0)

Survey data. Update new employer surveys to reflect new SLOs The Department of Nursing and Institutional Research /Alumni Relations will work closely to collect future data.

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Also See Competency #9 interprofessional collaboration 2012 Mentor Survey (n = 6) Collaborate with health partners to improve pt. care (SLO #4) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency. 2011( n = 2) coll. 5/14 Q#10 Communicates verbal and written ideas in a professional manner (SLO #4) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n =0) 100% Portsmouth (n = 1) Also See Competency #9 interprofessional collaboration 2011 Mentor Survey (n = 6) Collaborate with health partners to improve pt. care (SLO #4)

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100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

Competency 11 CLINICAL PREVENTION & POPULATION HEALTH Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. AACN essential VII NOF competency 1 2009 SLO # 9,11 2014 SLO #1

80% Employers satisfied with graduate’s ability to demonstrate competency in Clinical Prevention and Population Health by responding strongly agree or agree on employer) surveys


Review of Survey results aggregate by date, location and program options Last reviewed 2014

EMPLOYER SURVEYS 2014 (n=7) 100% agree that graduates are able to advocate for optimal healthcare services 2013 (n = 7) Q#14 Community advocate by practicing health promotion …..(SLO #9) Q#17 Demonstrate knowledge and skill to assess , manage physical, and treat disease …..(SLO #11) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) coll. 5/14 Q#14 Community advocate by practicing health promotion …..(SLO #9)


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Q#17 Demonstrate knowledge and skill to assess , manage physical, and treat disease …..(SLO #11) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n = 6) Function in the role of community advocate (SLO # 9) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency. 2011( n = 2) coll. 5/14 Q#14 Community advocate by practicing health promotion …..(SLO #9) Q#17 Demonstrate knowledge and skill to assess , manage physical, and treat disease …..(SLO #11) Overall 100% employer survey

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respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) 2011 Mentor Survey (n = 6) Function in the role of community advocate (SLO # 9) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

Competency 12 PROFESSIONALISM & PROFESSIONAL VALUES / ETHICS The behavior of the nurse that incorporates accountability for the delivery of standard-based nursing care that is consistent with moral, altruistic, legal, ethical, regulatory, and humanistic principles. AACN essential VIII

80% Employers satisfied with graduate’s ability to demonstrate competency in Professionalism and Professional Values by responding strongly agree or agree on employer surveys



EMPLOYER SURVEYS 2014 This question was not specifically addressed 2013 (n = 7) Q#3 Practices as a responsible professional… (SLO #1) Q#11 Ethical Leadership (SLO #7) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2)

Continue to monitor Survey data. Update new employer surveys to reflect new SLOs The Department of Nursing and Institutional Research /Alumni Relations will work closely to collect future

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NOF competency 2 2009 SLO #1, 7 2014 SLO #7

100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) coll. 5/14 Q#3 Practices as a responsible professional… (SLO #1) Q#11 Ethical Leadership (SLO #7) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n = 6) Practice ethically and legally (SLO# 7) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency. 2011( n = 2) coll. 5/14 Q#3 Practices as a responsible professional…(SLO #1) Q#11 Ethical Leadership (SLO #7)

data.

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Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) 2011 Mentor Survey (n = 6) Practice ethically and legally (SLO# 7) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

Competency 13 PATIENT-CENTERED CARE

The provision of holistic care that recognizes an individual's preferences, values, and needs and respects the patient or designee as a full partner in providing compassionate, coordinated, age and culturally appropriate, safe and effective care.

80% Employers satisfied with graduate’s ability to demonstrate competency in Patient-Centered Care by responding strongly agree or agree on employer surveys



2014 This question was not specifically addressed 2013 (n = 7) Q#3 Practices as a responsible professional… (SLO #1) Q#4 and 5 critically think to apply nursing across the life span and populations with diverse culture beliefs (SLO#2) Overall 100% employer survey respondents strongly agree or

Continue to monitor Survey data. Update new employer surveys to reflect new SLOs The Department of Nursing and Institutional Research /Alumni Relations will work closely to

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AACN IX NOF 1 2009 SLO # 1,2, 9 2014 SLO #1

agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) coll. 5/14 Q#3 Practices as a responsible professional… (SLO #1) Q#4 and 5 critically think to apply nursing across the life span and populations with diverse culture beliefs (SLO#2) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 2) N/A WDH (n = 0) 2012 Mentor Survey (n =6) Demonstrates higher level critical thinking (SLO # 2) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

collect future data.

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2011( n = 2) coll. 5/14 Q#3 Practices as a responsible professional… (SLO #1) Q#4 and 5 critically think to apply nursing across the life span and populations with diverse culture beliefs (SLO#2) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) 2011 Mentor Survey (n =6) Demonstrates higher level critical thinking (SLO # 2) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

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Competency 14 GENERALIST NURSING PRACTICE The baccalaureate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate nurse understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. AACN, IX NOF competency 1 2009 SLO # 2 2014 SLO #1

80% Employers satisfied with graduate’s ability to demonstrate competency in Generalist nursing practice by responding strongly agree or agree on employer surveys



2014 (n=7) 100% agree that graduates are able to utilize organizational and systems theories to promote high quality and safe patient care 2013 (n = 7) Q#4 and 5 critically think to apply nursing across the life span and populations with diverse culture beliefs (SLO#2) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=2) 100% Lebanon (n = 1) 100% Portsmouth (n = 2) 100% WDH (n = 2) 2012(n = 3) Q#4 and 5 critically think to apply nursing across the life span and populations with diverse culture beliefs (SLO#2) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0)


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100% Portsmouth (n = 2) N/A WDH (n = 0) 2011( n = 2) Q#4 and 5 critically think to apply nursing across the life span and populations with diverse culture beliefs (SLO#2) Overall 100% employer survey respondents strongly agree or agree they meet competency 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) 2011 Mentor Survey (n =6) Demonstrates higher level critical thinking (SLO # 2) 100% employer survey respondents strongly agree or agree that the graduate was very or well prepared to meet the competency.

Job Placement Rates

80% Graduates will be employed in a RN position.


Review and analyze data from employer surveys Last Reviewed: 2014

ALUMNI SURVEY 2014 (n=53) 100% employed, 44% were in a new position 2013 (n =10) 100% Concord/MHT (n=2) 100% Lebanon (n = 4)

Continue to monitor. The Department of Nursing and Institutional Research

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100% Portsmouth (n = 3) 100% WDH (n = 1) 2012(n = 7) 100% Concord/MHT (n=3) 100% Lebanon (n = 3) 0% Portsmouth (n = 1) incomplete survey. N/A WDH (n = 0) 2011( n = 4) collected 2014 100% Concord/MHT (n=1) N/A Lebanon (n = 0) 100% Portsmouth (n = 1) N/A WDH (n = 0) 2011 (n = 12) collected 2012 91.6% employed in RN role. 87.5% Concord/MHT (n=8) 100% Lebanon (n = 4) N/A Portsmouth (n = 0)

/Alumni Relations will work closely to collect future data.

Additional Survey Data Results (2013)

CGPS ADVISING SURVEY 2013 (n =29) Q #1: % Students get the majority of their advising from Center Director Overall: 27.59% students rated the Center Director (advisor) as their first place to get the majority of their advising. 0% Concord/MHT (n=8)

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62.5% Lebanon (n = 8) 12.5% Portsmouth (n = 8) 50% WDH (n = 2) 33.3% Exeter (n = 3) 23.1 % Ports w/ Cohorts (n =13) Q #2: % of the time the Advisor initiates communication Overall: Often (55.17%) of the time it depends on the situation, but 37.93% the student initiates the conversation, and only 6.9% of the time the advisor initiates the communication. 0% Concord/MHT (n=8) 0% Lebanon (n = 8) 12.5% Portsmouth (n = 8) 0% WDH (n = 2) 0% Exeter (n = 3) 7.7% Ports w/ Cohorts (n =13) Q #4: % Students satisfied with amount of communication with their advisor (satisfied or very satisfied) Overall: 65% of the students responded very satisfied or satisfied with the amount of communication between themselves and their advisor.

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62.5% Concord/MHT (n=8) 75% Lebanon (n = 8) 62.5% Portsmouth (n = 8) 50% WDH (n = 2) 66.7% Exeter (n = 3) 61.5% Ports w/ Cohorts (n =13)