SJSU Annual Program Assessment Form Academic Year … Program... · SJSU Annual Program Assessment...

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NURSINGAnnualProgramAssessmentREV5.29.14

SJSU Annual Program Assessment Form Academic Year 2013-2014

Department: The Valley Foundation School of Nursing Program: Baccalaureate College: CASA Website: SJSU.edu/nursing _ Check here if your website addresses the University Learning Goals. <If so, please provide the link.> Program Accreditation (if any): Commission on Collegiate Nursing Education (CCNE) Contact Person and Email: Dr. Lori Rodriguez ; [email protected] Date of Report: May 29, 2014

PART A 1. List of Program Learning Outcomes (PLOs)

Baccalaureate program learning outcomes (PLOs) were developed based on The Essentials for Baccalaureate Nursing Practice (American Association of Colleges of Nursing, 2008) for the nurse generalist. The PLOs were then leveled for each Semester into Semester Level Student Learning Outcomes (Appendix A). The determination of PLO’s, followed by their semester leveling, took place over a year. All faculty participated through specific semester, curricular and faculty meetings. Basic content for the PLO’s was obtained through our national accrediting agencies, the American Association of the Colleges of Nursing (AACN) and the California Board of Registered Nursing (CABRN). Faculty then shaped these into measurable competencies.

Table 1. Baccalaureate Nursing Student Learning Outcomes End-of-Program Competencies The baccalaureate program prepares the graduate to be a competent professional nurse who demonstrates the ability to: 1. Conduct comprehensive and focused biopsychosocial and environmental assessments of health and illness parameters in clients, using culturally appropriate approaches. 2. Plan, implement, and evaluate client-centered care that demonstrates the safe application of the pathophysiological, medical, and nursing management of common acute and chronic illnesses, and health promotion. 3. Use the nursing process to provide appropriate evidence-based nursing care to manage the client’s experience and promote health. 4. Deliver client-centered education that integrates the application of developmental stages across the lifespan, cultural background, educational level, and health literacy considerations. 5. Act as a client advocate to develop strategies for addressing adherence/compliance issues in client-centered care. 6. Demonstrates accountability for safe administration and evaluation of pharmacologic agents and complementary modalities used in health promotion as well as acute and chronic illnesses. 7. Use relevant technology to provide nursing care that contributes to safe and high quality client outcomes.

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8. Communicate effectively with clients and members of the interprofessional healthcare team to improve client outcomes. 9. Demonstrate beginning levels of clinical judgment, systems thinking, and accountability for client outcomes when delegating to and supervising other members of the healthcare team. 10. Assumes responsibility for and evaluates own professional nursing practice according to the ethical standards of the ANA Code for Nurses, standards of nursing practice, and legal mandates. 11. Coordinate and manage healthcare for a group of individuals across the lifespan in order to maximize health, independence, and quality of life. 12. Analyze the influence of health care policy, finance, and regulatory environments on nursing practice in the global community. (NOTE: Revised 3/19/2008 Curriculum Revision Task Force; Approved Full Faculty 4/7/2008; Amended and Approved Full Faculty 11/10/2008, Rev. 2/2009 Amended and Approved Full Faculty 3/9/ 2009) 2. Map of PLOs to University Learning Goals (ULGs)

The School of Nursing’s program learning outcomes directly support the university learning goals. The delivery of nursing care exemplifies the integration of specialized and broad integrative knowledge, intellectual skills, applied knowledge, and social and global responsibility.

ULG 1: Professional nursing knowledge and theory is specialized ULG 2: The nursing baccalaureate education supports the opportunity to gain a broad liberal education ULG 3: The rigorous nursing curriculum demands intellectual skills ULG 4: The service learning component of nursing education demands that knowledge be applied in clinical and community settings. ULG 5: Social and global responsibility is an integral part of the curriculum

Appendix B maps the Program Learning Outcomes to the University Learning Goals

3. Alignment – Matrix of PLOs to Courses See Curriculum Map ( Appendix C). The Curriculum Map was created based on a review of course greensheets by members of TVFSON Curriculum Committee as part of our ongoing curriculum evaluation process. This Curriculum Map was the final step of our recent Program Planning report submission (approved December 2013). 4. Planning – Assessment Schedule

In the baccalaureate program data are collected on every student’s performance, measuring the leveled SLOs for that student, every semester. Students in Semester 1 are introduced to nursing content and concepts. Students’ theory grades and final course grades in the beginning skills course (NURS 53) are used as achievement measures. In NURS 53, students complete a skills check-off that evaluates competencies for future clinical practice. For students in Semesters 2-6 of the nursing program, the clinical evaluation tool is used each semester to measure student achievement and these tools are placed in the student’s file in the nursing office. Because nursing requires mastery, students are not passed on to the next semester level unless they have achieved the leveled SLO’s

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for that semester. Program learning outcomes are measured in the Capstone Clinical Course for every student in that course, every semester. This evaluation tool is placed in the student’s file in the nursing office.

Table 2. Program Planning Cycle Assessment Schedule – Baccalaureate Program

SLO’s 1-12

Leveled Student Learning Outcomes measured every semester in the culminating clinical evaluation (Semesters 2-6); course grades for Semester 1 students.

PLO’s 1-12

All Outcomes Assessed Annually via Capstone Clinical Course (N 148A) evaluation tool. First-time pass rates on the NCLEX-RN are reviewed by Full Faculty each semester.

Table 3. Program Planning Cycle Assessment Schedule—Graduate Program PLO’s 1-10 Master’s Program Learning Outcomes

All Outcomes Assessed Annually via Master’s Project/Thesis. Manuscript submission and program completion data are collected

each semester.

OUTCOMES - MS NURSING: Incorporating systems theory concepts, ANA Social Policy Statement (1995), relevant ANA Standards of Care, AACN Essentials for Masters Education for Advanced Practice Nursing (1996), National Organization of Nurse Practitioner Faculties (NONPF); and the California Board of Nursing, the master's nursing graduate will: 1. Apply critical thinking and ethical decision-making including the use of the nursing and research processes; 2. Provide theory and research-based culturally competent, safe therapeutic nursing interventions for clients in advanced nursing practice; 3. Employ advanced interpersonal skills in professional relationships with clients, families/caregivers, and multidisciplinary health care team members; 4. Support health promotion and disease prevention activities in developing and monitoring holistic plans of care for well and at-risk clients, considering access, quality, and cost; 5. Demonstrate the collaborative and leadership skills required in advanced nursing practice within a multidisciplinary and multicultural (community) health care context; 6. Plan, implement, and evaluate advanced nursing practice that promotes and preserves health and healthy lifestyles of individual clients and aggregates;

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7. Plan, implement, and evaluate advanced therapeutic nursing practice in a rapidly changing, multicultural health care environment; 8. Implement care management, including but not limited to case management, resource management, advocacy, and outcome evaluation; 9. Employ information technology in advanced nursing practice to evaluate and improve health care delivery and outcomes; 10. Actualize the advanced nursing practice role by incorporating professional standards, ethical guidelines, legal mandates, and professional activities. See Appendix F for ULGs/Master’s Program PLOs.

5. Student Experience – The PLOs are posted on TVFSON website (http://www.sjsu.edu/nursing/docs/BA%20Nursing%20SLOs.pdf). Program Learning Outcomes are also included in the Student Handbook. Each nursing course greensheet links the class objectives to the PLOs. The Program Learning Outcomes were developed after intensive review of the Commission on Collegiate Nursing Education (CCNE) accreditation standards, California Board of Registered Nursing Rules and Regulations, American Nurses Association guidelines, and the National Council of State Boards of Nursing licensure examination blueprint. Student input was not solicited.

PART B 6. Graduation Rates for Total, Non URM and URM students (per program and degree)

The rates published on the university website (Total 297 44.4%; URM 68 35.3%; Non-URM 207 48.3%; Other 22 36.4%) are not an accurate reflection of the actual graduation rates from the nursing school. These larger numbers reflect students who are admitted to the university into the "pre-nursing" major category. A large percentage of these "pre-nursing" majors are never admitted into The Valley Foundation School of Nursing. The following table is a more accurate depiction of numbers admitted compared to numbers graduating from the school of nursing.

Table 4. Graduation Rates

Year # of Applicants

Admitted to BSN Generic

RN to BSN Applicants

Admitted to RN to BSN

Total Admitted

Approx # Graduated

% Graduated

2008 364 156 27 27 183 182 99.5% 2009 274 156 35 28 184 168 91% 2010 209 128 49 29 157 147 94% 2011 185 121 35 32 153 138 90% 2012 197 124 50 50 174 142 82% 2013 234 122 33 33 155 161 103% TOTAL 1463 807 229 199 1006 938 93% Generic BSN

with completed applications and eligible

* *RN to BSN with completed applications and eligible

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The next table is a listing of demographics for our nursing students. In the nursing profession, males are considered an underrepresented minority.

Table 5. Undergraduate Nursing Students Spring 2013 N=385

License Status Pre licensed 343 Licensed = 42 Gender Male 79 Female 306 Marital Status Single 312 Divorced 10 Married/Partner

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Ages 20-24 259 25-29 63 30-34 28 35-39 17 40-44 10 45-49 6 50-54 1

Table 6. Undergraduate Nursing Students Ethnic/Cultural Background Spring 2013 N = 274

African American = 4 Caucasian = 115 Korean = 9 Cambodian = 5 Chinese = 37 East Indian/Pakistani = 5 Filipino = 85 Hispanic/Latino = 27 Japanese = 1 American Indian = 1 Pacific Islander = 1 Vietnamese = 49 Ethiopian = 1 Iranian = 1 Armenian = 1 Burmese = 1 Nepali = 1 Taiwanese = 1 Multiracial = 29 Total= 274 Languages Spoken by Students in Nursing Program (ESL n = 87) American Sign, Burmese, Chinese, Cambodian, Taiwanese, Spanish, Tagalog, Illocano, Polish, Teochow, Hindi, Mandarin, Hokkien, Korean, Punjabi, Russian, Vietnamese, German, Farsi, Ibibio, Amharic, Gujarati, French, Madyalam First in family to attend college: n = 102

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7. Headcounts of program majors and new students (per program and degree) OIR report is inserted here. As an impacted program with a fixed number of admissions, increasing enrollment is not an indicator of the demand for the program. Due to impaction, a limited number of students can be accepted into TVFSON. This limited number of students is influenced by the student-faculty ratio in the clinical setting as determined by our clinical agencies and the California Board of Registered Nursing. Teaching and supporting nursing students is costly. In order to understand the demand for the program, refer to Table 8. TVFSON Undergraduate and Graduate Coordinators track the number of applicants into nursing programs. Additional Master’s program data are found in Appendix G.

Table 7. OIR Report Headcount of Program Majors and New Students by Programs and Degree

Fall 2013

New Students Continuing Students Total Degree 1st Fr UG

Trans New Creds

1st Grads

UBs Creds Grads UGs Creds Grads

Total 0 62 0 8 380 0 18 442 0 26 BS 0 62 0 0 380 0 0 442 0 0 MS 0 0 0 8 0 0 18 0 0 26

Table 8. TVFSON Baccalaureate Program Admission Data

Year # of

Applicants Admitted to BSN Generic

RN to BSN Applicants

Admitted to RN to BSN

2008 364 156 27 27 2009 274 156 35 28 2010 209 128 49 29 2011 185 121 35 32 2012 197 124 50 50 2013 234 122 33 33 TOTAL 1463 807 229 199 * Generic BSN

with completed applications and eligible

*RN to BSN with completed applications and eligible

8. SFR and average section size (per program) These figures are suggested to provide a measure of cost-effectiveness and faculty load. In comparison to other departments in the university the nursing department does not compare well and is not cost-effective. As stated earlier, regulatory bodies and community partners dictate many of our nursing class sizes. We are comparable to other nursing schools in this area. Two factors contribute to the need for limits on faculty load:

• The students placed clinically are providing hands-on care for individuals who are acutely ill and/or have chronic health conditions that require monitoring. Students

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require close supervision by faculty in complex, fast-paced healthcare environments. • The coursework for nursing is rigorous and requires mastery.

Table 9. Average Headcount Per Section

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9. Percentage of tenured/tenure-track instructional faculty (per department): Table 10. Instructional FTEF by Tenure Status

TVFSON

2011/2012 2012/2013 2013/2014 FA 11 SP 12 Avg FA 12 SP 13 Avg FA 13 SP 14 Avg

Tenured 7.7 8.0 7.9 7.4 9.1 8.3 7.3 7.0 7.2 Probationary 4.5 3.8 4.2 6.7 6.1 6.4 4.8 3.1 4.0 Temporary 18.9 20.3 19.6 18.5 16.2 17.3 15.0 16.1 15.5 Total 31.1 32.1 31.6 32.6 31.3 32.0 27.1 26.2 26.7 % Tenured/ Tenure Track Faculty

39% 36.7% 38% 43.2% 49% 46% 45% 39% 42%

PART C 10A. Closing the Loop/Recommended Actions 1. Maintain NCLEX Pass Rates: With the 2013 changes to the NCLEX-RN test blueprint and the increase in the passing standard from -.27 to -.21 logits in 2014, we will carefully monitor and adjust our teaching/learning strategies if our pass rates decrease. Historically, pass rates decline across the nation when changes to the passing standard (increase) are made.

Table 11. First Time NCLEX Pass Rates

NCLEX-RN Pass Rates 2011 2012 2013 National 89.76 91.66 84.99 SJSU 91.84 94.23 93.94

Closing the Loop on Program Planning Items from TVFSON Action Plan: 2. Posting of Mission and PLO’s on website: Completed December 2013 3. Gather and maintain statistical data on Simulation: Completed April 2014 4. Develop a Curriculum map aligning course objectives with PLOs: Completed December 2013

(Appendix C) 5. Increase student involvement in master’s program: A new plan has been developed including the

reopening of the Family Nurse Practitioner Program, which is in high demand from students. 6. Utilize cohort model for graduate program: Changes to the graduate program include use of a cohort

model. 8. Consider a retention and graduation initiative for the master’s program -- ongoing 9. Assume stewardship of HB 408 – Turned over to Nursing in Spring 2014 10 Work with Deans’ office on funding upgrades to HB 408 – Funding received. Improvements to begin

in Fall 2014. 11. Submit official progress report on DNP program by end of Spring for WASC report. This report is

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available but due to its length, it is not included in this document. 12. DNP Marketing and Recruitment (See Appendix D).

10B. Indicate and describe activities undertaken this year designed to improve learning and/or program quality and health. Please see Appendix E.

11. Assessment Data Data are collected and reviewed regularly. NCLEX-RN pass rates are received from the California Board of Registered Nursing every quarter and are reviewed by the Curriculum Committee and reported to Full Faculty each semester. NURS 148A pass rates are collected every spring and reviewed by the Curriculum Coordinator. Issues with pass rates for NURS 148A are addressed in the next Curriculum Committee meeting. For the Masters program, Graduation Rates, manuscript submissions and acceptances are tracked each Spring by the Graduate Coordinator and reported to Full Faculty.

12. Analysis

Baccalaureate Program: Analysis of NCLEX-RN results for the past year indicate that our first-time pass rates remain high (94%). NURS 148 (the Capstone Clinical) pass rates for Fall 20 13 = 100% (N = 85) and for Spring 2014 = 100% (N = 50).

Graduate Program: A total of 10 students completed Orals and submitted their manuscripts for AY 2013 – 2014. Fall 2013 5/8 (63%) students in the capstone project course (NURS 297) participated in Orals and 2 (25%) of these students graduated (Nurse Educator track). Spring 2014, 5/6 (83%) students in NURS 297 participated in Orals. Seven students met the requirements for graduation (2 = Nurse Educator, 1 = School Nurse, 4 = Nurse Administrator track). To date, two manuscripts that were submitted December 2013 have been accepted for publication for a 40% publication rate.

13. Proposed Changes and Goals 1. Maintain quality of baccalaureate program and monitor NCLEX-RN pass rates. 2. Expand the graduate program by adding the Family Nurse Practitioner Program and increasing recruiting efforts. Target date to begin the new program = Fall 2015. 3. Implement the Wound-Ostomy Certification Program in Fall 2014. 4. Reinstate Family Nurse Practitioner Program Fall 2015.

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APPENDIX A – STUDENT LEARNING OUTCOMES LEVELED BY SEMESTER

Semester Level Student Learning Outcomes Approved March 9, 2009

The baccalaureate program prepares the graduate to be a competent professional nurse who demonstrates the ability to: 1. Conduct comprehensive and focused biopsychosocial and environmental assessments of health and illness parameters in clients, using culturally appropriate approaches. [Essent. 7] Note: All program outcomes are addressed across the lifespan, include evidence-based practice, and culturally appropriate approaches. By the end of the semester, the student will: SEMESTER 1: Collect physical and psychosocial data on a well person using a systematic and culturally appropriate approach. SEMESTER 2: With moderate assistance, perform a complete and focused biopsychosocial assessment on a medical-surgical client using a systematic and culturally appropriate approach. SEMESTER 3: With moderate assistance, perform a complete and accurate biopsychosocial and environmental assessment for childbearing and childrearing clients and families using a systematic and culturally appropriate approach. SEMESTER 4: With minimal assistance, perform a complete and focused biopsychosocial assessment on multiple medical-surgical clients using a systematic and culturally appropriate approach. SEMESTER 5: Independently perform a comprehensive, focused environmental and biopsychosocial assessment on individuals, groups, and communities in both the mental health and community health settings using systematic and culturally appropriate approaches. SEMESTER 6: Program outcome. 2. Plan, implement, and evaluate client-centered care that demonstrates the safe application of the pathophysiological, medical, and nursing management of common acute and chronic illnesses, and health promotion. [Essent. 2] SEMESTER 1: a) Describe pathophysiological processes underlying many common acute and chronic illnesses. b) Discuss the relationship of the nursing process and health promotion activities to acute and chronic illnesses. SEMESTER 2: Apply the nursing process to assess and plan the care of medical-surgical clients. SEMESTER 3: Use the nursing process to apply physiologic and pathophysiological theory to safely manage a client’s care with moderate assistance in the childbearing/childrearing setting.

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SEMESTER 4: Apply the nursing process to safely prioritize and manage client care in the medical-surgical setting with minimal assistance. SEMESTER 5: Apply the nursing process to safely prioritize and manage the nursing care of individuals, groups and communities in mental health and community health settings with minimal assistance. SEMESTER 6: Program outcome. 3. Use the nursing process to provide appropriate evidence-based nursing care to manage the client’s experience and promote health. [Essent. 4 & 7] SEMESTER 1: Identify the nursing process as a framework for providing evidence-based nursing care. SEMESTER 2: With moderate assistance, use the nursing process to provide evidence-based nursing care to medical-surgical clients (1-2 clients). SEMESTER 3: Use the nursing process to develop a comprehensive evidence-based plan of care for childbearing/childrearing clients and families. SEMESTER 4: With minimal assistance, use the nursing process to manage the care of multiple (2-3 clients) medical-surgical clients. SEMESTER 5: Coordinate and manage evidence-based health care for individuals, groups, and communities in the mental health and community health settings. SEMESTER 6: Program outcome. 4. Deliver client-centered education that impacts the health literacy of individuals, groups, and communities. [modified Essent. 7] SEMESTER 1: Identify health promotion and learning needs for a specific client using collected health assessment data. SEMESTER 2: Use the nursing process to develop and deliver a teaching plan that addresses specific health literacy needs for medical-surgical clients. SEMESTER 3: Use appropriate community resources that address the health literacy needs of clients and families. SEMESTER 4: Consistently integrate individualized education and resources that address health literacy in medical-surgical clients. SEMESTER 5: Consistently integrate relevant education and resources that address health literacy in individuals and aggregates in mental health and community health settings. SEMESTER 6: Program outcome.

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5. Act as a client advocate to develop strategies for managing client-centered care and addressing client’s rights. (revised 2/2/09 CCC) SEMESTER 1: Identify ethical and legal guidelines (mandates) related to the role of the nurse as a client advocate. SEMESTER 2: Recognize advocacy behaviors among professional healthcare providers in the medical-surgical setting. SEMESTER 3: Initiate client advocacy interventions in the childbearing/childrearing setting with moderate assistance. SEMESTER 4: Implement client advocacy strategies for clients in the acute medical-surgical setting. SEMESTER 5: Implement client advocacy strategies in the mental health and community health settings. SEMESTER 6: Program outcome. 6. Demonstrates accountability for safe administration and evaluation of pharmacologic agents and complementary modalities used in health promotion as well as acute and chronic illnesses. (changed 2/2/09 CCC) SEMESTER 1: Identify priorities of care for pharmacologic agents used in both acute and chronic illnesses including client education, nursing implementation and safety aspects in the delivery of medication. SEMESTER 2: Under direct supervision, demonstrate accountability by safely administering and evaluating pharmacologic and complementary modalities used in the medical-surgical setting to assigned clients. SEMESTER 3: Under direct supervision, demonstrate accountability by safely administering and evaluating pharmacologic and complementary modalities used in the pediatric and obstetric settings. SEMESTER 4: With supervision, demonstrate accountability by safely administering and evaluating pharmacologic and complementary modalities to multiple clients in the medical-surgical setting. SEMESTER 5: With supervision, demonstrate accountability for monitoring, assessing, and evaluating pharmacologic and complementary modalities to multiple clients in the mental health/community health settings. SEMESTER 6: Program outcome. 7. Use relevant technology to provide nursing care that contributes to safe and high quality client outcomes. [Essent. 4] (changed 2/2/09 CCC)

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SEMESTER 1: Recognize relevant technology used to provide nursing care and to improve client outcomes. SEMESTER 2: Use relevant health care technology to find information related to care of clients in medical-surgical settings. SEMESTER 3: Use relevant healthcare technology to provide nursing care to clients in the childbearing/childrearing settings. SEMESTER 4: Surveys relevant healthcare technology and its application to the care of clients in the medical-surgical setting. SEMESTER 5: Use relevant healthcare technology to provide nursing care and to examine client outcomes in mental health and community health settings. SEMESTER 6: Program outcome. 8. Communicate effectively with clients and members of the interprofessional healthcare team to improve client outcomes. [Essent. 6] SEMESTER 1: Identify effective verbal, non-verbal, and written communication strategies. SEMESTER 2: Select effective communication strategies appropriate for medical-surgical clients and members of the inter-professional healthcare team. SEMESTER 3: Apply appropriate communication skills with clients/families and members of the inter-professional healthcare team. SEMESTER 4: Consistently demonstrate therapeutic and professional communication with client, family, and members of the inter-professional healthcare team. SEMESTER 5: Evaluate client outcomes related to the use of therapeutic communication with client, family, and members of the inter-professional healthcare team in the mental health and community health settings. SEMESTER 6: Program outcome. 9. Demonstrate beginning levels of clinical judgment, systems thinking, and accountability for client outcomes when delegating to and supervising other members of the healthcare team. [Essent. 2 & 4] SEMESTER 1: Describe the nurse’s accountability for delegation and supervision in various healthcare settings. SEMESTER 2: Recognize nurses’ delegation and supervision activities in the medical-surgical setting. SEMESTER 3: Determine the appropriateness of delegating nursing activities in the childbearing/childrearing settings.

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SEMESTER 4: In consultation with nursing professionals, appropriately delegate basic nursing activities to Nursing Assistive Personnel for 2-3 clients in the medical-surgical setting. SEMESTER 5: Recognize the nurse’s role in working with other members of the healthcare team including Nursing Assistive Personnel and Psychiatric Technicians in the mental health and community health settings. SEMESTER 6: Program outcome. 10(new). Assumes responsibility for and evaluates own professional nursing practice according to the ethical standards of the ANA Code for Nurses, standards of nursing practice, and legal mandates. SEMESTER 1: Identify relevant practice standards, guidelines, rules, and regulations affecting professional nursing practice. SEMESTER 2: Explain how relevant practice standards, guidelines, rules, and regulations affect professional nursing practice. SEMESTER 3: Consistently demonstrate safe nursing practice according to professional nursing standards in the childbearing/childrearing setting. SEMESTER 4: Consistently demonstrate safe nursing practice according to professional nursing standards in the medical-surgical setting. SEMESTER 5: Consistently demonstrate safe nursing practice according to professional nursing standards in the mental health and community health settings. SEMESTER 6: Program outcome. (11 new). Coordinate and manage healthcare for a group of individuals across the lifespan in order to maximize health, independence, and quality of life. [Essent. 7] (pg. 36 of AACN outcomes) SEMESTER 1: Differentiate roles of the interprofessional healthcare team. SEMESTER 2: Identify appropriate members of the interprofessional healthcare team when coordinating client care in an acute medical-surgical setting. SEMESTER 3: Implement safe nursing care incorporating appropriate members of the interprofessional health care team. SEMESTER 4: Prioritize, implement, and evaluate an individualized plan care for a med/surg client, incorporating appropriate members of interprofessional health care team. SEMESTER 5: Coordinate and manage healthcare for groups or communities across the lifespan in order to maximize health, independence, and quality of life.

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12 (new). Analyze the influence of health care policy, finance, and regulatory environments on nursing practice in the global community. (New #5 from AACN workgroup) SEMESTER 1: Identify how various healthcare systems affect individuals. SEMESTER 2: Discuss how finance policies affect client-centered care in the acute care setting. SEMESTER 3: Identify health care policies relevant to childbearing/childrearing families. SEMESTER 4: Demonstrate awareness of state and federal regulations affecting client-centered care in the acute setting. SEMESTER 5: Integrate health policy, regulations, and financial considerations into the plan of care for mental health and community health clients. SEMESTER 6: Program Outcome. (Note: Program Outcomes Revised 3/19/2008 Curriculum Revision Task Force; Approved Full Faculty 4/7/2008; Amended and Approved Full Faculty 11/10/2008) Program outcomes revised 2/12/09 – approved Full Faculty 3/9/09.

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APPENDIX B – UNIVERSITY LEARNING GOALS LINKED TO PROGRAM LEARNING OUTCOMES

The Valley Foundation School of Nursing At San Jose State University

Program Learning Outcomes Linked to Undergraduate Learning Goals – 2013 UNIVERSITY LEARNING GOALS

Spec

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Inte

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Know

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Appl

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Kn

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Glob

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Resp

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PROGRAM LEARNING OUTCOMES

1. Conduct comprehensive and focused bio-psychosocial and environmental assessments of health and illness parameters in clients, using culturally appropriate approaches.

X

X

X

X

X

2. Plan, implement, and evaluate client-centered care that demonstrates the safe application of the pathophysiological, medical, and nursing management of common acute and chronic illnesses, and health promotion.

X

X

X

X

X

3. Use the nursing process to provide appropriate evidence-based nursing care to manage the client’s experience and promote health.

X

X

X

X

X

4. Deliver client-centered education that impacts the health literacy of individuals, groups, and communities.

X

X

X

X

X

5. Act as a client advocate to develop strategies for managing client-centered care and addressing client’s rights.

X

X

X

X

X

6. Demonstrates accountability for safe administration and evaluation of pharmacologic agents and complementary modalities used in health promotion as well as acute and chronic illnesses.

X

X

X

X

X

7. Use relevant technology to provide nursing care that contributes to safe and high quality client outcomes.

X X X X X

8. Communicate effectively with clients and X X X X X

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members of the interprofessional healthcare team to improve client outcomes. 9. Demonstrate beginning levels of clinical judgment, systems thinking, and accountability for client outcomes when delegating to and supervising other members of the healthcare team.

X X X X X

10. Assumes responsibility for and evaluates own professional nursing practice according to the ethical standards of the ANA Code for Nurses, standards of nursing practice, and legal mandates.

X

X

X

X

X

11. Coordinate and manage healthcare for a group of individuals across the lifespan in order to maximize health, independence, and quality of life.

X X X X X

12. Analyze the influence of health care policy, finance, and regulatory environments on nursing practice in the global community.

X X X X X

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APPENDIX C – CURRICULUM MAP

San Jose State University The Valley Foundation School of Nursing

Curriculum Map – Course Objectives and Alignment with Program Learning Outcomes (December 12, 2013; *Revised May 29, 2014)

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6. S

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7. T

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. He

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N23 I N24 R R R R R R R R N33 I I I* I I I I I I I N34 R R R R R R R R N43 I I I I N44 R R R R R R R R R R R R N53 I I I I I I I I I N54 R R R R R R R R N125 R R R R R R R R R N126 R R R R R R R R R R R R N127A R R R R R R R R R R R R N127B R R R R R R R R R N128 R R R R R R R N133 R R R R R R R R R N136 R R R R R R R R R N137 R R R R R R R R R R R R N138 M M M M M M M M M N145 R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M N146A R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M N146B R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M N147A R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M N147B R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M R,M N148A M M M M M M M M M M M M

I = Introduced; R = Reinforced/Practiced with Feedback, M = Demonstrated at the Mastery Level Appropriate for Graduation

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Appendix D -- DNP RECRUITMENT

Recruiting Plan July 1, 2013 - June 30, 2014 Cohort 3 - Spring 2016 Phase I - Applicant Pool

● Similar to last year, keep a database of potential applicants for Fall 2014. The new plan will track where the applicant was generated from to foster the building of relationship with the applicant. The new plan will include a form used at all events, if possible, for applicant data entry versus using a sign-up sheet then manual entry. (61 received as of April 14, 2014 )

● Maintain list of education events invited to for 2012-2013 and confirm if we are invited again

● Send semester newsletter to applicant database - analyze the usage reports and follow-up with applicants as appropriate

Phase II - Calendar of Information Sessions

● Similar to last year, identify dates and advertise on the website the informational sessions for program.

● The new plan will include an event each month with a schedule to be released by the end of June and advertised in newsletter or email to applicant database (as rooms and times secured, table will be updated)

● Number of applicants in attendance added in parentheses after each session

Month Date and Location in Fresno area Date and Location in San Jose area

July No sessions scheduled Monday, July 8 5-6pm (0) HB Room 306

August Monday, August 26, 2013 7:00-8:00pm Fresno State McLane Hall Room 280 (1 applicant)

Friday, August 16, 2013 5:30-7:30pm (4 applicants and 5 same day cancellation; 17 students/1 guest; 3 leadership/staff, 1 SON Director) Bella Mia Restaurant *Reception - RSVP required *Send email to [email protected]

September Thursday, September 19, 2013 7:00-8:00pm

Thursday, September 12, 2013 5-7:30pm

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Fresno State McLane Hall Room 280 (1 applicant)

(9 applicants and 10 same day cancellation; 6 students/1 guest; 3 leadership/staff, 1 SON Director) Old Spaghetti Factory *Dinner - RSVP required *Send email to [email protected]

October Tuesday, October 15, 2013 5:30-7:30pm (6 applicants; 2 leadership, 1 faculty) Marie Callender’s E. Shaw location *Dinner - RSVP required *Send email to [email protected]

Thursday, October 17, 2013 5:00-6:00pm SJSU Health Building Room 301E or Dial-In Registration (5 applicants - 3 dial-in, 2 present, 2 no show dial-in; 2 leadership/staff)

November Tuesday, November 5, 2013 7:00-8:00pm Fresno State McLane Hall Room 280 (no applicants)

Thursday, November 7, 2013 3:30-5:30pm El Camino Hospital 2500 Grant Road - Meeting Rooms E & F, Mt.View, CA 94040 ECH flier (6 applicants; 1 student, 1 leadership) Thursday, November 14, 2013 5:00-6:00pm SJSU Health Building Room 301E or Dial-In Registration (5 applicants - 3 dial-in, 2 present, 3 no show dialin; 2 leadership/staff) Monday, November 18, 2013 6:00-7:00pm Our CSU colleagues at SFSU will

mailto:[email protected]

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host us in Burk Hall - Room 376, 1600 Holloway Ave, San Francisco, CA 94132 (2 applicants; 1 student; 1 leadership)

December Monday, December 2, 2013 7:00-8:00pm Fresno State McLane Hall Room 280 (no applicants)

Thursday, December 12, 2013 5:00-6:00pm SJSU Health Building Room 301E or Dial-In Registration (5 applicants - 4 dial-in, 1 present, 1 leadership)

January Thursday, January 30, 2014 7:00-8:00pm Fresno State McLane Hall Room 280 (1 applicant)

Thursday, January 23, 2013 4:00-5:00pm Our CSU colleagues at CSU East Bay will host us on their Concord campus Administration Services (AS) - Room 120, 4700 Ygnacio Valley Road, Concord, CA 94521 (3 applicants; 6 faculty; 1 student; 1 leadership) Thursday, January 30, 2013 6:00-7:00pm Our CSU colleagues at SSU will host us in Library - Schultz Room 3001, 1801 East Cotati Ave, Rohnert Park, CA 94928 (29 applicants; 3 faculty; 2 leadership)

February Monday, February 24, 2014 7:00-8:00pm Fresno State McLane Hall Room 280 (1 applicant)

Tuesday, February 11, 2013 5:00-6:00pm SJSU Health Building Room 301E or Dial-In Registration (4 applicants dial-in; 2 leadership/staff)

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March Tuesday March 11, 2014 7:00-8:00pm Fresno State McLane Hall Room 280 (no applicants)

No March sessions scheduled Complete an Information Request form (5 info forms completed)

Phase III - Proactive Marketing and Recruiting [LR = L. Rodriguez, RR = R. Rosenblum]

● Issue the program newsletter at least once in the Fall and Spring semesters - increase CSU branding, highlight program success/milestones and that of students

● Schedule an information session at the following identified locations a. Community Colleges - DeAnza (LR), Evergreen (LR) and Cabrillo (RR) b. CSU Campuses - East Bay, San Francisco, Sonoma (SR) c. Hospitals - Kaiser 11/12 approx. 60 in the audience, VMC scheduled 11/19

approx. 15 in the audience (RR) d. DNP student employer site - El Camino Hospital initiated and scheduled on

November 7 from 3:30-5:30pm by Chris Tarver (LR). Chris created flier. ● Maximize California Association for Nurse Practitioners (CANP) membership

a. Similar to last year, booth at conference and electronic interest list. New Plan: advanced planning, improved descriptors in printed program, and marketing giveaways

b. Advertise on website c. Attend at least one local chapter event - March dinner meeting held at

Maggiano’s approx 20 guests (RR) ● Partner at CSU level for newly revised marketing materials ● Complete the PREZI file and post ● Complete the program scorecard and incorporate as appropriate in marketing ● Leverage existing meetings or conferences already scheduled to attend (keep list and

tally potential applicants in parentheses) a. Quality and Safety Education for Nurses (QSEN) Conference 6/13 (1) b. Valley Medical education fair 6/20 (2) c. Simulation Conference CSA 6/26 (2) d. LA conference 7/25 (audience general 350) e. Advanced Practice Leadership seminar at Stanford 9/19-20 (audience size

approx 150) f. Kaiser NP Seminar at Santa Clara Homestead Hospital 11/12 (audience size

approx. 60) g. Research Days 10/25 (audience size approx 300; follow-up 2 applicants Erin ?

from Stanford and Tammy Boroughf; email to Diane Katsma CSU Stanislaus) h. Simulation intensive with nurse educators 3/37-29 (18)

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i. CASN Conference 4/3 (120) Summary of Recruiting Results as of April 14, 2014

Phase 1 Increase Applicant Database Number July 2013

Number June 2014

Information Request Form 0 61

Mailchimp Database 106 317

NEW future app

Fall 2015 0 10 applicants self identified

Phase 2 Increase Applicant Attendance at Information Sessions

Number of Attendees

Number of Applications Fall 2014 related to event

August 5

September 10 2

NEW dial-in

October

11 (3 Dial-In)

2

NEW dial-in

November 13 (3 Dial-In)

1

NEW dial-in

December 5 (4 Dial-In)

January 42 (9 faculty)

NEW dial-in

February 5 (4 Dial-In)

March

Phase 3 Proactive Marketing Goal attained

Number of Applications Fall 2014 related to event

Community Colleges (DeAnza, Cabrillo, Evergreen)

0/3 0%

CSU partnerships (Sonoma, East Bay, San Francisco)

3/3 100% 3

NEW

Hospitals (Kaiser, Valley Medical) Hospital - Student employer site

3/2 150%

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(El Camino Hospital)

Leverage existing meetings or conference attended (9 venues to date)

Audience size 224

Interested applicants added to database is 8 1

CANP advertising 3/3 100%

NEW Applicants - Previously accepted and fully qualified but did not start program

0 1

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Appendix E -- Part C: ACTIVITES UNDERTAKEN TO IMPROVE LEARNING, PROGRAM QUALITY, AND PROGRAM HEALTH

Improvements Activity Explanation Outcomes

Improved Learning Linking Baccalaureate and Doctoral Students

Students working with Sharon Castellanos on Brandon’s Crossroads, doing research, marketing, presentations

Student working with Lisa Walker: Interpreting Qualitative Interviews

Student working with Korinne Van Keuren on drug prevalence project

Students working with Mercy Egbujor with San Jose’s homeless

Increased student exposure to advanced practice, research, statistics, community teaching

Senior Research Poster Presentation

Research Posters created and shared by senior nursing students

December 4, 2013 Student Union

May 9, 2014 MLK 225

Increased student experience with research and presentation

Implementation of HESI HESI is a software based testing company that produces standardized and customized learning materials and tests for nursing students to enhance learning and success.

September 2013

Increased use of case study and problem solving learning

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Improvements

Activity Explanation Outcomes

Speaker from the California Institute for Nursing and Health Care

The Future of Nursing and discussion of the initiatives. This followed an in class project on the IOM initiatives

Increased student engagement, learning and involvement

Public Health Nursing Club (PHNC)and the South Bay Assembly of Nurses (SBAN) Presentation on “TB Unmasked” (4/14/14)

Student-driven evening seminar with nationally known guest speaker

Increased knowledge of attendees on this health issue of importance to Santa Clara Co.

Global Service Learning: Grenada

20 Students with Dr. McKinnon and Deborah Nelson Summer of 2014

Cultural health and community health service learning

Global Service Learning: Taiwan

10 Student with Dr. Mao (2013)9 Students with Dr. Mao (2014)

Cultural competence, health and learning about another

Increased number of Nurse Managed Care sites and Partnership with the Health Trust

Delivering primary health care at targeted community sites.

Established a new Nurse Managed Center site at Cambrian Center.Improved Community Health

The Home Hospital Initiative A plan to efficiently cut down on the amount of student orientation needed at each hospital, minimize need for multiple computer trainings, maximize the focus on patients and learning.

Strong student satisfaction with this program.

Increased Simulations Community Health: The first knock; Psych: Use of Standardized patient scenarios; Interdisciplinary Collaborative: work with the nutrition dept.

Simulation is now fully integrated into the curriculum.

Increased learner engagement and knowledge/skills

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Improvements Activity Explanation Outcomes Senior Student Leadership

Projects Service learning

Applied leadership and project management

Increased learning

DNP Students as Student Teachers in the baccalaureate program

In Leadership Class, Community Health, Med Surg and OB classes.

Increased learning, link to the real world, role modelling

Improved Program Quality

Increased Measurement and Assessment

Use of Qualtrics to obtain information from faculty

Faculty survey on professional accomplishments

Survey of clinical faculty on numbers of patients seen and on writing assignments.

Reporting and Measurement of Quality Indicators

Able to put together a “State of the School Presentation” that shared data regarding our students, demographics, graduation

Closing Loop with Evaluation data: Report on Strategic Plan; This report

Purchase of access to online faculty training program

Faculty access to Nurse Tim

Over 200 online webinars and classes for faculty

Together faculty watched “The Flipped Classroom”

Individual faculty may access from home.

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Improvements Activity Explanation Outcomes Improved Program Health

Community of Interest Meeting

May 20, 2014 30 Attendees; Chief Nursing Executives, Directors, Managers, Nurse Educators, and faculty. Outreach to our community and information gathering on community needs and priorities.

Dr. Abriam-Yago’s campaign to raise financial interest in the school

Connecting with alumni;

Secured Donor support for students on Global Service Learning Project

To date: $35,000

Outreach to Andrew Hill High School by SBAN students

Exposure to the health professions and nursing by baccalaureate students

Future recruitment of minority students

Planning of Wound Ostomy Program

To improve wound-ostomy care in the South Bay. Program begins Fall 2014.

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Appendix F -- MASTERS PROGRAM: MAPPING OF UNIVERSITY LEARNING GOALS TO PROGRAM LEARNING OUTCOMES

Program: Nursing; Graduate Coordinator Dr. D. Canham; [email protected]

PLO#/ULG Specialized Broad Integrative Intellectual Applied Social/Global

Knowledge Knowledge Skills Knowledge Responsibility

1. apply critical thinking and ethical decision making x x x

Including the use of nursing and research processes

2. provide theory and research-based culturally competent x x x x

safe therapeutic nursing interventions for clients in advanced

Nursing practice;

3. employ advanced interpersonal skills in professional x

Relationships with clients, families, caregivers, and multi-

Disciplinary health care team members

4. support health promotion and disease prevention x

activities in developing and monitoring holistic plans of

care for well and at risk clients, considering access, quality,

and cost

5. demonstrate the collaborative and leadership skills x x x

required in advanced nursing practice within a multidisciplinary

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and multicultural (community) health care context

6. plan, implement, and evaluate advanced nursing practice that

promotes and preserves health and healthy lifestyles of individual

clients and aggregates x

7. plan, implement, and evaluate advanced therapeutic x

nursing practice in a rapidly changing, multicultural health care

environment

8 implement care management, including but not limited to case x management, resource management, advocacy, and outcome evaluation 9 employ information technology in advanced nursing practice x to evaluate and improve health care delivery and outcomes 10 actualize information technology in the advanced nursing x x practice role by incorporating professional standards, ethical guidelines, legal mandates, and professional activities

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ULGs are addressed by the Masters Program Outcomes: ULG PROGRAM OUTCOME 1 PlO #4,8 2A PLO #2 2B PLO #1 3A PLO #2,9 3B PLO #1,2,3,5 4A PLO#2,6 4B PLO#10 4C PLO#5,6 5A PLO #1,2,5,7,10 5B PLO #7

Alignment of PLOs to courses: This is currently in progress as the Masters in Nursing program is in the process of a program revision. In addition, the WASC process is being implemented in the Graduate Studies division and delineating the course alignment of PLOs is in progress.

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APPENDIX G -- MASTERS PROGRAM ADMISSION, GRADUATION DATA ADMISSIONS FALL 2012-FALL 2014 SEMESTER NUMBER ADMITTED NUMBER ENROLLED FALL 2012 12 12 SPRING 2013 8 8 FALL 2013 11 11 SPRING 2014 8 6 FALL 2014 16 16 GRADUATES SPRING 2012-SPRING 2014 SEMESTER NUMBER GRADUATED SPECIALTY AREAS SPRING 2012 4 1 NURSE EDU; 3 NURSE ADMIN FALL 2012 4 3 NURSE EDU; 1 NURSE ADMIN SPRING 2013 1 1 NURSE EDU FALL 2013 2 2 NURSE EDU SPRING 2014 7 2 NURSE EDU; 4 NURSE ADMIN; 1 SCHOOL NURSE CNS The Masters in Nursing program maintained a total student enrollment of 45 to 55 students over the past 5 years. PROPOSED CHANGES AND GOALS – Includes continuing program revision to incorporate the new Masters Essentials (AACN) and increase visibility of the program in the greater Bay Area. A greater number of applicants was noted for Fall 2014; however, not all were eligible for acceptance.

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