Standards and Criteria STANDARD 6 Outcomes · Standards and Criteria . ... STANDARD 6 OUTCOMES ....

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Standards and Criteria

STANDARD 6

Outcomes

Prepared for ACEN Focused Review

November 20, 2013

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STANDARD 6

OUTCOMES

Evaluation of student learning demonstrates that graduates have achieved identified

competencies consistent with the institutional mission and professional standards and that

the outcomes of the nursing education unit have been achieved.

Criterion 6.1: The systematic plan for evaluation emphasizes the ongoing assessment and

evaluation of the student learning and program outcomes of the nursing

education unit and NLNAC standards.

The School of Nursing and Health Sciences RN-BSN completion program utilizes a systematic

plan for program evaluation outlined in Table 6-1. This plan serves to ensure responsibility and

accountability for performance standards and compliance with the requirements of SACS,

Georgia BON and with ACEN standards. The plan allows for the evaluation of structure and

governance, resources, administration, faculty, students, graduates, and integrity within the

Nursing Program. The RN-BSN nursing program outcomes evaluated include the themes of

caring, competence, culture, and communication. Additionally, the outcomes of program

satisfaction and graduation rates as they relate to student academic achievement are evaluated.

The Dean and RN-BSN coordinator are responsible for overseeing and coordinating the

evaluation process. Feedback from various evaluations is reviewed by the RN-BSN faculty and

revisions are made as needed (Table 6-2).

The systematic plan of evaluation validates the strength of Gordon State College Nursing

Program, which includes the congruence between the program outcomes and the Gordon State

College mission as well as faculty involvement in the functions of the college and student

involvement in the nursing program. Strengths of the RN-BSN completion program include: 1) a

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highly motivated and diverse faculty, 2) the variety of student services available to nursing

students, 3) the curriculum which provides a strong background to prepare nurse leaders who

will serve individuals and communities through critical thinking and culturally competent,

evidence-based nursing practice, 4) the college and community support for the nursing program

and 5) interdepartmental collaboration among the nursing faculty, staff, and administration.

The systematic plan for Standard 6 is found on the following table (Table 6-1):

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Table 6-1 SYSTEMATIC PLAN FOR PROGRAM EVALUATION

PROGRAM EVALUATION

Standard 1 Mission and Administrative Capacity The nursing education unit’s mission reflects the governing organization’s core values and is congruent with its strategic goals and objectives.

PLAN IMPLEMENTATION

Component

Expected Level of

Achievement (or program terminology

Frequency of Assessment Assessment Method/s*

Results of Data Collection and Analysis ♠ Including actual level/s of

achievement

Actions for Program Development, Maintenance, or Revision

Congruency of mission and philosophy of College and Division of Nursing.

The College and the Division of Nursing’s mission and philosophy are expected to be congruent 100% of the time.

Annually in June

Comparative analysis of missions/philosophies of GC and the Division of Nursing.

There is congruency between the college and the Division of Nursing, with nursing being more specific to the goals and outcomes for nursing. Fall 2013 Revisions to be made as programs develop within the School of Nursing.

Submit findings to and Faculty Senate for evaluation and approval if revisions are indicated to assure congruency with governing organization Fall 2013 Mission and Philosophy of Gordon State College remains congruent with the School of Nursing.

Faculty, administrators and students participate in governance activities

Faculty, administrators and students participate in 90% of governance activities.

Every year Review for scope of faculty and student involvement:

• Organizational Chart of College and Department of Nursing

• Faculty Statutes

Opportunities are available for students to participate in governance activities and students are encouraged to participate. Opportunities are available to RN-BSN students; however, due to personal obligations students

• Student Affairs Committee identify strategies to increase student participation on Departmental Committees

GABON suggestion that students attend and participate in nursing faculty

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Component

Expected Level of




achievement


• Faculty Senate minutes • Committee minutes and

reports • Nursing student

organizations’ meeting minutes

• College-wide Faculty/Student Councils/Committees minutes • Student Affairs

minutes

may choose not to participate.

meetings. RN-BSN faculty will continue to encourage students to participate in governance activities. Sept. 2013 RN-BSN students continue to be invited to faculty meetings. Minimal attendance. Department Chair reviews, and revises organizational chart as needed and sends to VP Academic Affairs for approval. July 1, 2013 Division Chair now named as Dean of the School of Nursing

Nursing Program processes and decision making show involvement of

100% Initially every semester and then every two years beginning with the year

Review recommendations and suggestions from communities of interest: • GC Nursing Alumni • Nursing Advisory Board

Suggestion from area nurse administrators to have class on Wednesday because that is the best day for reducing the number of staff on the unit.

• Submit recommendations from communities of interest to Nursing faculty and/or appropriate Division Committee.

• If decisions involve

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Component

Expected Level of




achievement


communities of interest

2012.

• Clinical Agencies and Partners • Faculty/Student

Councils & Committees

curricular changes, Academic Policy Committee will forward all recommended actions to Faculty Senate for approval.

Advisory Council 4-11-12 Lamar Co. HD appreciated RN-BSN students’ contribution to Low Birth Weight Initiative. Advisory Council 4-24-13 Manager of Sacred Journey Hospice requested RN-BSN students that have had a minimum of 1 year experience as RN prior to coming to her facility for management. Complimented Gordon curriculum for incorporating more end of life care issues to meet patient needs.

Partnerships are reviewed and

All partnerships are reviewed.

Every year Review recommendations and suggestions from:

All agency contracts were reviewed on initial program

Submit findings to Clinical Placement Coordinator,

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Component

Expected Level of




achievement


selected that promote and enhance excellence in nursing education and benefit communities

• Advisory Board • Alumni Association • Course Meetings • Faculty Senate • Annual reports from

Faculty Committees

development and will be re-evaluated in May 2011. 2011-2012 New clinical partnerships needed as student enrollment increases.

Course Coordinators to ensure dissemination of partnership opportunities and benefits. 2011-2012 Created partnership with Georgia Free Clinic Network for community health clinical sites. Fall 2012 Added clinical sites for community health. Obtained MOU’s (see minutes 9/17/12). 2012-2013 Reviewed timeline for clinical agency site visits. 25 visits in 2012 and 32 visits in 2013 were made by nursing faculty.

Nursing education unit administrator is a qualified nurse who has responsibility for the

The nurse administrator will meet 100% of the academic requirements for the development and

Every year

Review of the following: • Job description of Dean

of Nursing Chair • Curriculum Vitae of

Dean for Review by VP of Academic Affairs for

The unit administrator meets the qualifications. July 1, 2013 With the reorganization of the College, Divisions were

Review by VP of Academic Affairs for appropriate action as indicated. July 1, 2013 Dr. Anne Purvis, EdD, RN (GSC 1995 – present)

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Component

Expected Level of




achievement


program. administration of the GC nursing program.

appropriate action as indicated verification of qualifications

• Organizational Chart of College and School of Nursing

divided into Schools, thus the new identity: School of Nursing and Health Sciences. New Dean appointed. Currently there is no job description on file. The College has contracted with the Carl Vinson Center for a compensation study.

Results of Compensation Study will create a new job description and which will be kept on file in Human Resources.

The Nursing Education Unit is administered by a qualified nurse with authority, adequate time, resources, and responsibility for the program.

The nurse administrator will have 100% of the authority for development and administration of the GC nursing programs.

Every year Review of the following:

• Job Description for School of Nursing Dean

• Organizational Chart of College and Department of Nursing

• Dean workload and support resources

There is adequate time and resources for administration of the program.

Review by Vice President for Academic Affairs for appropriate action as indicated. The nurse administrator’s workload decreased and number of advisees decreased.

Fiscal resources are available to support the nursing education unit. Nursing faculty have input regarding how

The budget will be sufficient to meet the program’s needs. The budget will be equitable with other division

Every year Review of the following: • Accounting of past

expenditures • Number of anticipated

students • Number of faculty • Currency of equipment • Technological needs to

Fiscal resources are adequate. • Review budget plan with VP of Academic Affairs.

• Review budget plan with VP of Business/Finance

• Solicit faculty input • Prepare budget requests

based on data collection.

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Component

Expected Level of




achievement


the funds are utilized.

resources at GC. project fiscal needs for coming fiscal year • Participation in

budget planning process with college administrators

Policies of the nursing education unit are comprehensive and congruent with policies of the governing organization

100% Every year Review of the following: • Comparative analysis of

College Faculty Handbook

• Faculty statutes for Evaluation, Promotion and Tenure

• Division of Nursing New Faculty Mentoring sheet

Policies are currently congruent

• Submit findings to Academic Policy Committee to be forwarded to Faculty Senate for evaluation and approval of revisions as indicated.

• Faculty Handbook is maintained by Academic Affairs.

Complaints and grievances are documented and receive due process

100% of reported complaints and grievances receive due process and resolution.

Every year Review of the following: • Documented grievances • GC statutes

There are no complaints or grievances to date.

Submit findings to VP of Academic Affairs for appropriate action and dissemination of data to appropriate departmental committees 2010-2013 No formal grievances. Grievance policy located in

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Component

Expected Level of




achievement


GSC catalog. Students have access to faculty and Dean of School of Nursing. 2014 Will add statement in RN-BSN handbook about GSC grievance procedure.

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SYSTEMATIC PLAN FOR PROGRAM EVALUATION

PROGRAM EVALUATION

Standard 2 Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit.

PLAN IMPLEMENTATION

Component

Expected Level of Achievement (or program terminology

Frequency of

Assessment

Assessment Method/s*


achievement

Actions for Program Development,

Maintenance, or Revision Faculty are credentialed with a minimum of a master’s degree with a major in nursing and maintain expertise in their areas of responsibility. A minimum of 25% of the full-time faculty hold earned doctorates

100% of full time faculty will possess master’s degrees A minimum of 25% of full time faculty will hold earned doctorates

Faculty licenses and certifications are reviewed prior to hiring and annually thereafter College transcripts of faculty are on file in Human Resources

Review of : Faculty resumes Faculty interviews Faculty transcripts Faculty job descriptions Faculty annual evaluations SACS requirements

There are currently two full time faculty members. The program coordinator holds MS and DNS degrees. The other full time faculty member holds an MSN and is a PhD candidate. One part time faculty member holds MSN and EdD. One part time faculty member holds MSN and is certified as a pediatric nurse practitioner. Another part time faculty member holds MSN, MPH, and is certified as a family nurse practitioner 2012 One new full time faculty

Continued reevaluation to ensure that a minimum of 25% of full time faculty will hold earned doctorates Any new faculty members will minimally possess a master’s degree with a major in nursing, doctorate preferred. 2012 New faculty member has

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Component


Frequency of

Assessment



achievement


Maintenance, or Revision added to RN-BSN. MS and is enrolled in

doctoral program 2013 RN-BSN Faculty:

• 1 in dissertation phase of doctoral program

• 1 in proposal stage of doctoral program

• 1 with DNS (refer to ACEN Faculty Profile Table 6-5)

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

100% of RN-BSN faculty will retain license to practice nursing in the state of Georgia

At time of hire and annually thereafter

Credentials are updated annually and faculty qualification records are sent to the Georgia Board of Nursing

All RN-BSN faculty are currently licensed to practice nursing in the state of Georgia

Any new faculty members will retain license to practice nursing in the state of Georgia

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

100% of laboratory personnel hold credentials commensurate with their level of responsibilities

At time of hiring and annually

Review of job descriptions, annual evaluations and faculty qualification records

Practice laboratory personnel for the RN-BSN program are experientially qualified to provide practice laboratory learning experiences. RN-BSN students attend

Any new faculty members who participate in practice laboratory will hold credentials commensurate with their level of responsibilities

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Component


Frequency of

Assessment



achievement


Maintenance, or Revision

practice lab for Health Assessment and Health Promotion. Laboratory personnel for the RN-BSN program include the course coordinator who holds MS and DNS degrees and the full time faculty member who holds MSN and is a PhD candidate. The full time faculty member completed an advanced physical assessment course in her Master’s program and continues to work in the clinical setting

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

Number and utilization of faculty (full and part time) will meet the Georgia Board of Nursing requirements for student:faculty ratios with the majority of faculty having full-time status and ensure that program outcomes are achieved.

Annually Analysis of : 1. End of course

reviews 2. Student

enrollment data 3. Faculty number

and utilization adherence to Georgia Board of Nursing Rules regarding

2010 Classroom student:faculty ratio was 25:2 Clinical student:preceptor ratio is 1:1 2012 With increased enrollment, new 1 new faculty hired to meet GBON requirements for student:faculty ratio

2011 Classroom student:faculty ratio was 40:2 2012 Classroom student:faculty ratio was 53:3

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Component


Frequency of

Assessment



achievement


Maintenance, or Revision student:faculty ratios

2013 Classroom student:faculty ratio was 57:3 Continue to ensure that student:faculty and student: preceptor ratios will continue to meet the Georgia Board of Nursing requirements

Faculty (full and part time) performance reflects scholarship and evidence based practice

100% of faculty will be evaluated annually to validate demonstration of scholarship and evidence based practice in their teaching

Annually Review of: 1. Annual faculty

evaluations 2. Student

evaluations of faculty

3. Classroom teaching observation for scholarship and inclusion of evidence based teaching and clinical practices by the Chair for the Division of Nursing and Health Sciences

Evaluations are on file with the Chair for the Division of Nursing and Health Sciences

Any new faculty will be evaluated annually to validate demonstration of scholarship and evidence based practice in their teaching 2013 In compliance with annual evaluations from Dean and peer evaluations complete. Located in individual faculty folders.

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Component


Frequency of

Assessment



achievement


Maintenance, or Revision 4. Peer teaching

observation for scholarship and inclusion of evidence based teaching and clinical practices

The number, utilization, and credentials of non-nursing faculty and staff are sufficient to achieve the program goals and outcomes

100% of staff will have appropriate credentials and experience to effectively perform their job duties. The number and utilization of staff members will contribute to the achievement of program goals and outcomes

Upon hiring and annually thereafter

Analysis of: 1. Job descriptions

for staff and credentials that these employees hold

2. Number of staff positions in relation to enrollment statistics and numbers of nursing faculty

3. Work assignments in relation to supporting the achievement of program goals and outcomes

The Gordon College RN-BSN program does not utilize non-nurse faculty. The RN-BSN program currently employs one part time staff member who serves as the program’s academic aide. The number, utilization, and credentials of staff are sufficient to achieve the RN-BSN program goals and outcomes December 2012 Due to growth of RN-BSN program, full time Academic Aide is required.

Findings are submitted to the Chair for the Division of Nursing and Health Sciences. As the RN-BSN program grows and need increases, staff changes will be implemented to maintain 100% compliance November 2010 Part time Academic Aide was hired. March 2013 Full time Academic Aide was hired.

Faculty (full and part time)

100% of full time and part time faculty will be oriented

Upon hiring each new

Analysis of Faculty Mentor Sheet

100% of RN-BSN faculty have been oriented and

As new faculty members are hired they will be

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Component


Frequency of

Assessment



achievement


Maintenance, or Revision are oriented and mentored in their areas of responsibility

and mentored in their areas of responsibility

faculty member is assigned a mentor for one year

mentored assigned a mentor to orient them and assist them in assuming the responsibilities of their position

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

100% of faculty will be evaluated and be observed in classroom as required in the Gordon College Faculty Statues. These can be accessed online at http://www.gordonstate.edu/ departments/ resources/chapter3.asp

Annual faculty evaluations Classroom observation by the Chair for the Division of Nursing and Health Sciences will be carried out annually. For faculty with less than one year of teaching experience, classroom observation will be

Analysis of: 1. Annual faculty

evaluations 2. Evaluation of

classroom teaching by Division Chair

3. Student evaluations of faculty teaching at the end of each semester

4. Peer evaluation of classroom teaching

Annual faculty evaluations and periodic classroom observations are performed as required by Gordon College and are outlined in the Gordon College Faculty Statues

100% of faculty have been evaluated and have had classroom observation in accordance with the Gordon College Faculty Statues

New faculty will be evaluated and be observed in the classroom in accordance with Gordon College Faculty Statutes. Faculty will seek to meet self-identified goals and improve teaching, scholarship, and service. Continued peer evaluation of teaching by Division Chair with plan for improvement.

http://www.gordonstate.edu/%20departments/

http://www.gordonstate.edu/%20departments/

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Component


Frequency of

Assessment



achievement


Maintenance, or Revision carried out every semester for one year, then annually thereafter Each semester each faculty member has a peer evaluation of classroom teaching by another faculty member

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

100% of staff members will be evaluated annually

100% of staff members will be evaluated annually

Performance evaluation conducted by the Chair of the Division of Nursing and Health Sciences with input from RN-BSN faculty

The Gordon College RN-BSN Program does not employ non-nurse faculty Staff member performance is reviewed annually in accordance with the policies of Gordon College

Any new staff members will be evaluated annually in accordance with the policies of Gordon College

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Component


Frequency of

Assessment



achievement


Maintenance, or Revision organization

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PROGRAM EVALUATION

Standard 3 Student policies, development, and services support the goals and outcomes of the nursing education unit

PLAN IMPLEMENTATION

Component

Expected Level of


Frequency of

Assessment


Results of Data

Collection and Analysis ♠ Including

actual level/s of achievement


Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied. Differences are justified by the goals and outcomes of the nursing

Congruency is expected between student policies of the Gordon RN-BSN program and Gordon College Any policies that may be different are clearly justified in the RN-BSN Nursing Student Handbook

Annually Annual review of Gordon College Academic Catalog and RN-BSN Nursing Student Handbook to assure congruence and clarity

Student policies of the nursing education unit are congruent with those of the governing organization. Summer 2011-2013 All RN-BSN students have received the RN-BSN Handbook, and have signed receipt of the Handbook

Continued review and revision as needed Handbook Additions: Summer 2011 Student services such as counseling, health and tutoring added to handbook (minutes: 10/5/10). Clarified RN Portfolio Assignment (pg. 15), Amended Rewrite Policy (pg. 33), (minutes: 5/25/11). Summer 2013 Added more details for Desire2Learn (D2L), the online distance learning program used by University System of Georgia (USG) schools. Changed RN Portfolio Assignment to use the Gordon State network drive to retrieve and store content. Added clinical paperwork to include updated checklist.

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Component

Expected Level of


Frequency of

Assessment


Results of Data




education unit.

indicating that they have read and understand the student policies. All students have access to the Gordon College Website where they can access information regarding policies. Admission requirements, clinical requirements and grading scale are more stringent for nursing students and this is explained in

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Component

Expected Level of


Frequency of

Assessment


Results of Data




RN-BSN Nursing Student Handbook. 2011-2013 RN-BSN Handbook modified for clarification of policies.

Student services are commensurate with the needs of students pursuing or completing the baccalaureate program, including those receiving instruction

Student services will be commensurate with the needs of all RN-BSN students and are open to all students

Annually and as new services are instituted Student evaluations are administered at the end of each course

Review of Gordon College Academic Catalog Review of RN-BSN Nursing Student Handbook Student Evaluations

All RN-BSN students are assigned a nursing advisor Students report overall satisfaction (evaluations on file)

Continued maintenance and review of established student services. Alternative methods of delivery evaluated annually. Summer 2011, 2012, and 2013 Representative from Student Success Center came to class to share information about their services such as tutoring. Counseling services are recommended to students as needed. Additionally, these services are described in the RN-BSN Handbook. 2013

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Component

Expected Level of


Frequency of

Assessment


Results of Data




using alternative methods of delivery

A representative from Instructional Technology Department came to class and presented information on switching from GeorgiaView to Desire2Learn. Students have access to computer services on campus as well as online help.

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

Student educational and financial records will be 100% in compliance

Each semester and as required when changes in guidelines occur

Faculty report failing grades at midterm and all grades at the end of each semester to the office of the Registrar The Registrar updates student records at the end of each semester The Financial Aid office maintains records and reports in accordance with state and federal policies.

Student educational and financial aid records are 100% in compliance 4/7/11 Meeting Director of Financial Aid reported on changes in Financial Aid coming in the Fall 2011 semester regarding repeating course work

Maintain ongoing review to assure policy compliance 2011 Director of Financial Aid provided inservices for faculty on campus.

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Component

Expected Level of


Frequency of

Assessment


Results of Data




and financial aid ramifications.

Compliance with Higher Education Reauthorization Act Title IV eligibility, and certification requirements is maintained

The Director of Financial Aid will maintain 100% compliance with the Higher Education Reauthorization Act Title IV

Annually and as needed if changes in requirements occur

The Financial Aid Office maintains reports in accordance with state and federal policies.

The Financial Aid Office maintains documents indicating compliance with the Higher Education Reauthorization Act Title IV

Maintain ongoing review of financial aid policies in relation to state and governing organization requirements 2011-2013 The Financial Aid Office at Gordon State College has developed a power point presentation specifically designed for the RN-BSN student which is located on the Nursing webpage at: http://www.gordonstate.edu/bsn/. (To be updated in Spring 2014.)

A written, comprehensive student loan repayment program addressing student loan information, counseling,

100 % of students have available to them written information on the student loan repayment program

Annually This information is on various websites (www.fafsa.gov, www.studentloans.gov) and is reviewed annually to ensure that policies are followed

Information about loan repayment, counseling, monitoring, and cooperation with lenders is available online

The Financial Aid Office maintains documentation of student loan information

http://www.gordonstate.edu/bsn/

http://www.fafsa.gov/

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Component

Expected Level of


Frequency of

Assessment


Results of Data




monitoring, and cooperation with lenders is available Students are informed of their ethical responsibilities regarding financial assistance

All students receiving financial aid through the student loan program are informed of their ethical responsibilities regarding financial assistance

Each semester

Review of student responsibilities regarding financial assistance by way of entrance and exit counseling online at https://www.dl.ed.gov

The Financial Aid Office is notified of students who have received counseling

The Financial Aid Office maintains records that show students are informed of their ethical responsibilities regarding financial aid Students are contacted for any changes in their eligibility for financial aid or about any situation that could impact their financial aid

Integrity and consistency exist for all information intended to inform the public including the program’s

All information intended to inform the public is accurate

Annually Each semester

Gordon State College Academic Catalog (GSCAC) is reviewed annually and updated/revised as needed Online information as

Information is current Information regarding accreditation is available in the RN-BSN handbook and

Maintain integrity and consistency of information Maintain communication to the public regarding accreditation status 2011-2013 Any catalog changes are reviewed by RN-BSN faculty prior to publication.

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Component

Expected Level of


Frequency of

Assessment


Results of Data




accreditation status and NLNAC contact information

well as information sheets (handouts) are reviewed each semester for accuracy and consistency by the RN-BSN faculty and staff

GSCAC 2013 Website and printed materials have been updated to reflect the accreditation contact information to ACEN.

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

Changes are clearly and consistently communicated

Annually and as needed when changes arise during the semester

Review and revision of RN-BSN Nursing Student Handbook. Review and revision of GSCAC

June 2012 Academic Affairs and Registrar have announced new College requirements for Area B and

Continued annual review of program information, policies and procedures Nursing student information is reviewed and revised annually and as needed if changes arise during the semester. If changes are made after handbook or catalog printing, students will be given two copies documenting the change. Students will sign and return one copy and retain the other. June 2012 Students have been being advised of these changes. Documentation on worksheets and on Gordon State College website have been changed to reflect these curricular changes.

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Component

Expected Level of


Frequency of

Assessment


Results of Data




Area G. In Area B, a colloquium will be required for any Gordon State College student who starts as a freshman in Fall 2012. In Area G, a 1 credit hour of a physical activity course will be required starting with the Fall 2012 catalogue. PHED 1010 will be acceptable since it has an activity.

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Component

Expected Level of


Frequency of

Assessment


Results of Data




Orientation to technology is provided and technological support is available to students

100% RN-BSN students will attend an orientation to GeorgiaVIEW on the first day of class in summer semester 100% RN-BSN students are required to take online library orientation 100% RN-BSN students attend an onsite library orientation which includes orientation to technology used to access materials

Annually Monitor student attendance at orientation sessions Review of quizzes from online library orientation Monitor student attendance at orientation sessions

In summer 2010, 100% of RN-BSN students attended onsite orientations and participated in online orientations 2011-2013 In summer semesters, students continue to attend orientations. 2011-2012 Use of GeorgiaView for online activities

Continue to require attendance to onsite and participation in online orientations Continue to monitor adequacy of support from computer services http://www.gdn.edu/departments/computerservices/ 2012 A representative from Computer Services Department came to class and presented information on the use of GeorgiaView. Students have access to computer services on campus as well as online help. 2013 A representative from Computer Services Department came to class and presented information on switching from

http://www.gdn.edu/departments/computerservices/

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Component

Expected Level of


Frequency of

Assessment


Results of Data




GeorgiaVIEW has 24 hour online support available to all students and faculty All students new to Gordon College receive technology orientation to Banner Web during New Student Orientation Computer support services are available to all students, faculty and staff to assist with any computer

2013 GSC changing method of online course delivery from GeorgiaView to Desire2Learn.

GeorgiaView to Desire2Learn. Students have access to computer services on campus as well as online help.

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Component

Expected Level of


Frequency of

Assessment


Results of Data




problems

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PROGRAM EVALUATION

Standard 4. Curriculum: The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments.

PLAN IMPLEMENTATION

Component

Expected Level of



Results of Data Collection and Analysis

♠ Including actual level/s

of achievement



The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes.

100% of student learning and program outcomes reflect professional standards, guidelines, and competencies

Program outcomes evaluated yearly.

Initially: • Program outcomes reviewed

in July 2010 after NLN candidacy report received.

Annually: • Program outcomes will be

evaluated to ensure they reflect professional standards, guidelines, and competencies

• Reports from ACEN, IOM, and AHRQ examined for suggested changes in professional guidelines and competencies

• Syllabi in all courses reviewed for learning outcomes that are appropriate

Summer 2010: Table 4-1 developed in NLNAC report to validate the themes of Caring, Competence, Culture, and Communication were found throughout the curriculum BSN Essentials & QSEN data needs to be incorporated in more detail in RN-BSN courses (minutes 2/7/13 & 6/11/13).

Summer 2013 NURS 3992 added BSN Essentials & QSEN SPRING 2014 NURS 4922 to add BSN Essentials & QSEN NURS 4093 to add AONE Standard

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Component

Expected Level of





of achievement



and match program outcomes

• Minutes of RN-BSN faculty meetings related to student learning and program outcomes

• Summer 2010: Table 4-1

placed in ACEN report and updated annually as indicated

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

The nursing curriculum is developed 100% by the nursing faculty and systematically reviewed for rigor and currency

Initially developed 2010. Annual review beginning with May 2011

Initially: • At end of each semester

(2010-2011) , and then annually, Student course evaluations and RN Portfolios examined for critique of courses, curriculum, and suggestions for improving the curriculum.

Annually: • Course learning outcomes

and program outcomes reviewed for logical progression of curriculum.

• Reports from NLNAC, IOM, AHRQ examined for new

Summer 2010: students recommended moving content on critical thinking in NURS 3992 to earlier in the semester Fall 2010: Students had favorable evaluations of textbooks in NURS 3922 and NURS 3993. Students suggested moving some of content from lecture to on-line format in NURS 3922 and 3993

Recommendations from the literature analyzed for use in the RN-BSN curriculum initially. Recommendations from students for any curricular changes discussed between the RN-BSN faculty and the course instructor. Analyze and discuss student and employer surveys for curricular rigor and currency

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Component

Expected Level of





of achievement



data on nursing education • RN-BSN nursing faculty

identify and report any curriculum issues or need for alterations at end of semester meetings and annually

• Curricular changes only with agreement of all RN-BSN faculty

• Review results of End of Program evaluation, Post Graduate Survey, and Employer Satisfaction Survey for validation of students’ or graduates’ competency

Any identified and approved changes in the curriculum will be incorporated into the RN-BSN handbook, course syllabi, and all course materials (printed and on-line) Summer 2010: content on critical thinking will be moved to earlier in the semester for NURS 3992; additionally a new edition of Paul and Elder’s guide for Critical Thinking will be ordered for Summer 2011. Fall 2010: Textbooks for NURS 3922 and 3993 will remain for Fall 2011. 2011-2013 Curriculum reviewed per semester and annually

Any significant changes will be sent through APC and Faculty Senate committees Considerations for increased on-line learning activities will be evaluated for all courses. 2011-2013 Detailed description of modifications found in Table 6-2

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Component

Expected Level of





of achievement



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

All student learning outcomes organize the curriculum, guide the delivery of instruction, direct learning activities, and are used to evaluate student progress

Initially at end of each semester during the first year of the program (2010-2011). Annually beginning with review in May 2012

Review of the following: • Course syllabi including

course learning activities and course evaluation methods/assignments for evidence that student learning outcomes are included in the organization and delivery of the curriculum.

• Evaluation of student progress through each course and through completion of the curriculum.

• RN Portfolio for evaluation from students of achievement of learning outcomes per course

RN-BSN faculty meetings with each course instructor evaluating the delivery of instruction, appropriateness of learning activities, and student progress.

Learning activities and outcomes have guided the curriculum and delivery of instruction. Summer 2010: All students met learning outcomes through completion of learning activities and evaluation methods in NURS 3092 and 3992. Student evaluation of learning activities for NURS 3992 suggested that some of the learning activities be placed on-line instead of in classroom environment. Student evaluation of learning activities for NURS 3092 did not offer any suggestions for changes in the course. Fall 2010: Student and faculty evaluations of NURS 3922, 3993, and 3093 indicated

Any changes in learning activities will be approved by consensus of RN-BSN faculty. Revise course learning activities based on suggestions of RN-BSN faculty or student evaluations. Summer 2010: RN-BSN faculty met for discussion of student learning outcomes and course delivery. RN-BSN faculty voted to modify syllabi regarding the following courses: NURS 3992 learning activities will be modified to have at least one of the papers due as an on-line format. Classroom time will be altered to focus on the lecture topic with discussions placed in the

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Component

Expected Level of





of achievement



completion of learning outcomes through activities as described in RN-BSN portfolios. End of Semester Meetings (detailed in faculty minutes). May 2011, 2012, 2013 RN Portfolios collected

on-line environment. NURS 3092 format of lecture and simulation lab will not be modified at this time. Fall 2010: no changes will be made for 2011 to guide the delivery of instruction, guide learning activities, and evaluate student progress. Student summaries regarding achievement of learning objectives and curriculum themes from RN Portfolios used to improve curriculum on an annual basis (examples of RN Portfolio summaries are found in faculty minutes)

The curriculum includes cultural, ethnic, and socially diverse

Cultural, ethnic, and socially diverse concepts are

Initially at end of each semester during the first

Review of the following: • Review course syllabi

including lectures and assignments to track

Current program outcome #4 is focused on demonstrating culturally competent

Change course syllabi as new cultural, ethnic, or socially diverse concepts emerge and approve by

35

Component

Expected Level of





of achievement



concepts and may also include experiences from regional, national, or global perspectives.

evident throughout the curriculum and include regional, national or global perspectives

year of the program (2010-2011). Annually beginning with review in May 2012

evidence of cultural, ethnic, and socially diverse concepts in the curriculum as well as community activities.

• RN-BSN curriculum for assignments that are relevant, and current with cultural, ethnic, and socially diverse concepts

care. Several courses in current curriculum contain cultural, ethnic, and socially diverse concepts (NURS 3992, 3092, 3093, and 4922) and are described in Criterion 4.4 2011-2013: Theme of culture continues to be incorporated throughout curriculum (table excerpt 4-1 from Self Study attached to this document)

RN-BSN faculty. Monitor curriculum for continued updating of new or relevant cultural or ethnic concepts 2011-2013: Course assignments continue to include cultural ethnic, and socially diverse concepts as well as experiences from regional, national, and global perspectives.

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

100% of evaluation methodologies are used to reflect professional and practice competencies, and measure achievement of

Initially at end of each semester during the first year of the program (2010-2011). Annually beginning with

Review the following: • Minutes of RN-BSN course

meetings discussing evaluation methodologies and measurement of student learning and program outcomes.

• Achievement of professional practice through evaluating the RN-BSN Clinical

2010: program outcomes were matched with course learning outcomes as well as with evaluation methodologies to assure the achievement of all outcomes. Professional practice

After review of evaluation methodologies, make recommendations to RN-BSN faculty for approval of any changes

36

Component

Expected Level of





of achievement



and program outcomes.

student learning and program outcomes.

review in May 2012

Evaluation tool • Results of student’s End of

Program Evaluation, Post Graduate Survey, and Employer Satisfaction Survey for achievement of student learning and program outcomes

competencies are evaluated by the clinical evaluation tool as well as through written papers, presentations, and discussions 2011-2013 Evaluations methods critiqued at end of each semester (faculty minutes)

2011-2013 Detailed description of modifications found on Table 6-2

The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances

The curriculum and instructional processes in nursing courses will reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and


Review the following: • NLN Educational

Competencies for any new reports; and assess RN-BSN curriculum for evidence of NLN Educational Competencies in program

• Any new best practice standards as published in research and reported in IOM, ANA, and AHRQ

• Minutes from end of semester course meetings for evidence of discussion of educational theory, interdisciplinary collaboration, research, and

Instructional technology is used in each course in the RN-BSN curriculum.

2010: Revised course learning outcomes and evaluation methods to reflect the four threads of caring, competence, culture, and communication. Educational recommendations from IOM reports have been included in curriculum such as the importance of the US Public Health system; and the use of evidence-based practice have been included in

37

Component

Expected Level of





of achievement



technological advances.

best practice standards in the curriculum

Evaluate on-line educational methods for innovation, flexibility, and any new technological advances

2012-2013 IOM/QSEN & BSN Essentials need to be stronger in RN-BSN program (per meetings with Dean 11/2012 & 2/7/13)

several courses. (NURS 3093-Community Health, NURS 3993-Research) Summer 2013 NURS 3992 added BSN Essentials & QSEN SPRING 2014 NURS 4922 to add BSN Essentials & QSEN NURS 4093 to add AONE Standard

Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards, and best practices.

90% or more of pre-graduates and graduates will indicate that the length of the program is adequate to achieve the identified outcomes; 90% or more of employers will indicate some or

Initially at end of first year of program (May 2011) Annually beginning with 2012

Review the following: • Nursing curriculum plan and

minutes from RN-BSN course meetings for faculty input related to adequacy of program length

• evaluations from students regarding program length

• RN Portfolio for students critique of attainment of program outcomes within length of program

• Employer surveys for

2011-2013 RN-BSN Program remains full-time curriculum with cohort groups admitted each summer. RN portfolios are reviewed annually. Students have indicated success at meeting course learning objectives. Suggestions from students in RN portfolio ongoing course

2011-2013 Full-time curriculum remains. No part-time option available. Fall 2013 Method of delivery altered from a hybrid approach to more online (ACEN Report 5/5/13)

38

Component

Expected Level of





of achievement



much confidence when evaluating the overall competency of employee graduates

evidence that program length is adequate to achieve identified outcomes

• Present any program modifications to the governing organizations as appropriate (Academic Affairs Committee, Faculty Senate Committee, GA State Board of Nursing)

evaluations to increase online component in order to allow time to complete clinical hours (minutes 2/4/13, ACEN Report 5/5/13)

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% of the 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


Review of the following: • Clinical placement files for

evidence of selection, monitoring, and evaluation of practice learning environments

• Student and faculty clinical and preceptor evaluations

• Faculty evaluation of facility • Preceptor qualification forms

for attainment of preceptor requirements

• Evaluate each new preceptor through use of preceptor qualification form

Fall 2010: • Community health

agencies follow guidelines set by the Department of Human Services (DHS) and were used to support student learning activities

• Student evaluations of learning environments/clinical sites have been positive during Fall 2010.

• Student evaluations of preceptors

Maintain practice learning environments and renew MOU’s as indicated. Obtain new MOU’s when new learning environments are identified. 100% of agencies used for community health clinical have signed agreements (Memorandum of Understanding –MOU) These MOU’s are kept on file in the nursing office

39

Component

Expected Level of





of achievement



Student clinical experiences reflect current best practices and nationally established patient health and safety goals.

ensure the protection of students. Student clinical experiences consistently reflect current best practices and nationally established patient health and safety goals.

indicated 86% thought preceptor was an above average to excellent role model of a professional nurse

2011-2013 Surveys of preceptors per online Survey Monkey at end of Fall and Spring semesters Spring 2012 95% of responses to preceptor survey were rated as above average to excellent on questions regarding preceptor ability to offer constructive criticism, relating clinical

2011-2013 Continue end of semester surveys for Community Health and Leadership courses. To increase response rate, students will be encouraged to use Survey Monkey during last week of class for evaluations. Spring 2012 Efforts will be made to maintain positive working relationships with clinical sites and preceptors through written and oral communication. Face-to-face visits are made

40

Component

Expected Level of





of achievement



assignments to theory, facilitating meeting clinical objectives, and being a role model of a professional nurse. Comments from students include: “It made me get more familiar with the citizens and really have a peek as to the strengths and weaknesses of the county” and “I learned how much actually goes into being a nurse manager including the wide array of responsibilities of the manager.” Preceptor Qualification Forms and Communication Records obtained each semester

throughout the semester and documented on Communication Records. (see below) Preceptor Qualification Forms and Communication Records reviewed per semester for appropriate placement of students. Sept. 2012 New MOU’s obtained

41

Component

Expected Level of





of achievement



for Employee health, County School Systems, and Georgia Free Clinics. Preceptors at all sites visited during the semester. Jan. 2013 New Mou’s for Leadership Course: Emory Clinic, Georgia Hospital Association, Hospice and several outpatient care facilities. Preceptors at all sites visited during the semester. Sept. 2013 All sites being utilized. Most students have been placed in Public Health. Preceptors at all sites visited during the semester.

42


PROGRAM EVALUATION

Standard 5: RESOURCES: Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.

PLAN IMPLEMENTATION

Component

Expected Level of



Results of Data Collection and

Analysis ♠ Including actual level/s

of achievement



Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization.

100% Every semester the first year and annually thereafter.

• Utilization of cost accounting of past expenditures, number of anticipated students, number of faculty needed to assure compliance with Georgia Board of Nursing Rules & Regulations for student:faculty ratios for class and clinical components; currency of equipment and replacement costs if indicated, anticipated technology needs (hardware & software), faculty and staff development requests to project fiscal needs for coming fiscal year.

Participation in budget planning process with college administrators.

Data revealed a need to increase the equipment in the lab that would be used for Health Assessment.

Purchased videos, ophthalmoscopes , and rulers. Continue to monitor need for additional resources and new technology.

Physical resources (classrooms, laboratories, offices, etc.) are

100% Every semester and annually thereafter.

Review of the following:

• Course summaries, course evaluations, clinical practice laboratory evaluations, clinical

2010 Nursing courses spread over campus in buildings other than the nursing building. i.e.

Should be resolved with new building.

43

Component

Expected Level of





of achievement



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

simulation lab evaluations, and tutorial lab evaluations to assess adequacy of physical resources in meeting current and long-term needs of the nursing program.

• Review laboratory spaces and resources available to the nursing program

• Review computer laboratory space and resources

• Review non-instructional and office space

• Review administrative services • Review clerical services

Instructional Complex utilized for classes. Lab in nursing building is cramped for space and did not allow for privacy during health assessment class. 2011 Completion of Nursing and Allied Health Building. All offices, classes and laboratories are in the NAH Bldg.

2011 Completion of 53,000 sq. ft. Nursing and Allied Health Building houses faculty offices, lecture halls, classrooms, and laboratories adequate for RN-BSN students to remain in one building during their time spent on campus. Simulation Laboratories are state of the art with adequate space allowing for privacy during health

44

Component

Expected Level of





of achievement



assessment class. Learning resources and technology are comprehensive, current, developed with nursing faculty input and accessible to faculty and students including those engaged in alternate methods of learning.

100% of learning resources and technology are comprehensive, current, developed with faculty input and accessible to faculty and students

Initially developed 2010. Annual review beginning with 2011.

Review the following for adequacy, accessibility and to assess for future needs:

• Nursing literary holdings, periodicals, journals

• Technology (computers and software)

• Nursing laboratory/ simulation equipment

• Tutorial Lab

New library resources added: Patient Safety: A Human Factors Approach, Dekker, S., 2011 Just Culture, Dekker, S., 2012 Book purchased for RN-BSN faculty: Toxic Nursing: Managing Bullying, Bad Attitudes, and Total Turmoil, Dellasega, C. & Volpe, R., 2013

Ordered books consistent with BSN program outcomes New information will be utilized in RN-BSN courses. Nursing and Allied Health Building houses a 40 station computer lab. Computers are also available in the Student Success Center with extended hours.

45

Component

Expected Level of





of achievement



Fiscal, physical, technological and learning resources are available for students to achieve learning outcomes.

100% of fiscal, physical, technological and learning resources are available for students to achieve learning outcomes.

Annually beginning May 2011.

• Utilize accounting of past expenditures, number of anticipated students, number of faculty, currency of equipment, anticipate technological needs, and faculty requests to project fiscal needs for coming fiscal year.

Participate in budget planning process with college administrators

Current GeorgiaVIEW problematic: downtime, problems with browser Jan. 2013 Changed from GeorgiaView to Desire2Learn. 2012 Faculty was inadequate for increased enrollment. Faculty currently offers input into budget planning to ensure students can achieve learning outcomes

Jan. 2013 Learning resource of D2L (used as online platform as described in detail in Standard 3) 2012 Added one full-time faculty. Continue to have faculty participate in budget planning.

46

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

or improve student learning outcomes

Any substantial changes in the courses in the curriculum have been supported by research or best practices or

have to be driven by evaluations including RN portfolios. Substantive changes can be found in the end-of-

semester meeting minutes, which are kept in the nursing office and which will be on display in the reading room

for the reviewers. Changes that have been made in courses due to course evaluations since program inception

are documented in Table 6-2 – Curriculum Review and Modifications to supplement the Systematic Plan for

Program Evaluation in the previous pages.

47

Curriculum Review and Modifications per Semester

Table 6-2

COURSE SEMESTER CHANGE IN LEARNING ACTIVITIES W/RATIONALE

CHANGE IN EVALUATION METHODS W/RATIONALE

NURS 3092-Health Assessment

SUMMER 2011

Change in environment with new simulation lab which allows for privacy. Clarified Family Assessment to not perform on immediate family Retained use of videos Changed book from Dillon to Bates due to errors found in text(minutes 7/28/10)

Decreased number of tests from 5 to 4 (minutes 7/28/10) Kept final exam Changed online discussions from 5% to 15% of grade Changed health promotion case study to health promotion teaching tool and decreased percentage of grade to 15% from 20%.

SUMMER 2012

Above average feedback on textbook. Bates retained. (minutes 8/30/11) Physical assessment worksheets added

No change in evaluation methods (minutes 8/30/11) Quizzes changed from 4 to 3 and worksheets given percentage of grade

SUMMER 2013

< 50% wanted to keep text. Cited as being too advanced. Changed textbook to Bates for Nurses. Students to view videos that came with text prior to class meetings. Change in skills focus to exam techniques most commonly used by RNs according to literature (minutes 2/4/13)

Kept health promotion activities and evaluation methods. Seen as favorable by students (minutes 9/4/12)

********** ******** ********************** **************************** COURSE SEMESTER CHANGE IN LEARNING

ACTIVITIES W/RATIONALE CHANGE IN EVALUATION METHODS W/RATIONALE

NURS 3992 Professional Concepts

SUMMER 2011

Change paper to online/discussion question assignments. ‘Experience in Nursing’ assignment altered to be online discussion question (minutes 7/28/10)

Course grading percentages remain the same as 2010 and a rubric was added for online assignments. Retained ‘Progress in Nursing’ as final

48

paper; added rubric to match instructions (minutes 7/28/10)

SUMMER 2012

Textbook reviewed; new edition published (minutes 8/30/11)

No change in evaluation methods (minutes 8/30/11)

SUMMER 2013

No textbook changes (minutes 9/4/12) Incorporated BSN Essentials and QSEN documents into course (minutes 2/7/13 & 6/11/13)

Increased online discussion questions/assignments. Grade percentage increased from 15 to 25% (minutes 9/4/12)

*********** ********** ********************************** ******************************* COURSE SEMESTER CHANGE IN LEARNING


NURS 3993-Research

FALL 2011 Added more direction to initial research critique assignment to help them understand that a quantitative study was necessary

Same testing and papers as in Fall 2010

FALL 2012

Students continued to have difficulty finding appropriate quantitative studies. Added instructor input into which study they would critique. Textbook evaluation by students continues to be favorable.

Added some peer evaluation of research projects Students evaluated Evidence Based Practice assignments on discussion board on GAView

FALL 2013

Instructor provided 6 quantitative studies for students to choose from for initial critique. For second critique, students will locate their own article with instructor approval. Changes in evidence based practice assignment to reflect current nursing practice. Textbook retained and will be reevaluated December 2013.

Utilizing discussion board with more evaluative components. Continue to have three exams worth 50% of grade for objective evaluation method. Continue to have written paper on evidence based practice.

********** ********* ******************************** ******************************** COURSE SEMESTER CHANGE IN LEARNING


49

NURS 3922-Patho/ pharm

FALL 2011 All powerpoints put online Detailed instructions given for online discussions (minutes 12/10/10)

Online discussions increased from 15% to 20% of total grade Added research paper to incorporate evidence based practice into course.

FALL 2012

Learning activities remain the same as in 2011

Favorable student comments related to research paper include increased use of research process and provided in depth understanding of pathophysiological processes. Increased percentage of grade for online quizzes. New RN to BSN faculty added and guest lectures (minutes 7/7/12)

FALL 2013

Kept research paper per positive comments from students (minutes 12/11/12). Elsevier pathophysiology online course incorporated this semester with continued classroom attendance (minutes 12/11/12) Genomics component included as new topic in online modules per BSN Essentials (2/7/13)

End of module exams Research paper Case study for final exam Interactive modules online Group activities and discussions during class meetings and presentation of findings in class (minutes 8/8/13)

********** ******** ******************** *************************** COURSE SEMESTER CHANGE IN LEARNING


NURS 3093-Comm Health

FALL 2011 Moved windshield survey assignment to earlier in the semester to encourage students to work on community assessment earlier. Per student evaluations, group size limited to 4 students or less. (minutes 12/10/10).

Grade for windshield survey incorporated into community assessment (minutes 12-10-10).

FALL 2012

New clinical sites added to accommodate increased volume of students (employee health; school health; free clinics) (minutes 9/17/12) New edition of Community Health textbook utilized.

Evaluation method remained as Fall 2011

50

FALL 2013

Students very much appreciated guest speakers (quality and variety); will continue to invite guest lecturers. Community assessment assignment altered – may be completed by group or individual student(s) (minutes 10-22-12) “Adams County Data” and other community/public health related online activities added (minutes 12-11-12) Community Health textbook retained from Fall 2012 and will be reevaluated in December 2013.

Clinical journal structure, rubric, and instructions improved/clarified. Community Assessment to be evaluated on group or individual basis. (minutes 10-22-12) Community assessment abbreviated and more content included in windshield survey. Community Health project limited to students’ clinical site/agency (minutes 12-11-12)

********** ******** ******************** *************************** COURSE SEMESTER CHANGE IN LEARNING


NURS 4922 Critical Analysis of Acute and Chronic Illness

SPRING 2012

More specific instructions given for how to present case studies and use of power point (minutes 5/25/11)

Changed percentage of grade for online discussions from 10% to 15% (minutes 5/25/11)

SPRING 2013

Changed to more current textbook (minutes 6/5/12)

Evaluation method remained as Spring 2012

SPRING 2014

Plan to increase online time. Discussion for this began on May 25, 2011 (minutes) Plan to revise case study presentations per student feedback (minutes 6/11/13) Plan to include QSEN and BSN Essentials (minutes 2/7/13 and 6/11/13) Text from Spring 2013 too basic. Will evaluate for new text

********** ********* ********************************** ********************************

51

COURSE SEMESTER CHANGE IN LEARNING ACTIVITIES W/RATIONALE

CHANGE IN EVALUATION METHODS W/RATIONALE

NURS 4093 Nursing Leadership & Management

SPRING 2012

Clinical hours expanded to include attendance at meetings/conferences, etc. related to nursing management, leadership, or political issues (i.e. GNA Legislative Day). Activities to be approved by faculty (minutes 5/25/11)

Summary of these activities will be provided by students in the clinical journal (minutes 5/25/11)

SPRING 2013

Content experts invited to speak (ex: hospital CEO, HR director, Dir of Education) (minutes 6/5/12)

Clinical hours awarded for leadership project. Quizzes added as evaluation methods

SPRING 2014

Reinstate hours applicable to leadership project, add online hours (webinars, etc.) Plan to add AONE Standards

Improve clinical evaluation tool to better reflect leadership/management components

********** ********** ****************************** ********************************* COURSE SEMESTER CHANGE IN LEARNING


NURS 4994 Synthesis in Professional Nursing:Capstone

SPRING 2012

No changes from Spring 2011. Positive feedback from students on RN portfolios and Survey Monkey

More details given in syllabus regarding final paper (minutes 5/25/11)

SPRING 2013

Add Peer Review on draft of change proposal. Using GA View online component. Syllabus updated to include more details on peer review and final paper (minutes 6/5/12)

Use Peer Review assignment to reflect 15% of total grade.

SPRING 2014

Continue to use Peer Review as both a learning activity and evaluative activity (minutes 5/6/13) Continue to use all textbooks from program rather than a new textbook.

Add an objective measure of evaluation such as midterm or final regarding Change Theory (minutes 5/6/13)

52

Criterion 6.3 Evaluation findings are shared with communities of interest

Changes in the program, particularly those that affect the clinical facilities, are discussed

at the annual Advisory Council meeting. The members of the council are also encouraged to share with the

faculty any changes that need to be made or any problems that have been identified with the program or the

graduates from the program. The Advisory Council meeting occurs on a yearly basis in the spring semester (see

details in Table 6-1 – Standard 1).

Student evaluations of clinical sites are summarized and the results are sent to the facilities with the thank you

letter sent by the RN-BSN coordinator. Any problems with clinical sites are investigated by the coordinator or

other RN-BSN faculty involved and resolved as soon as possible.

Criterion 6.4: Graduates demonstrate achievement of competencies appropriate to role preparation

The Educational Competencies in the RN-BSN program are based upon the NLN’s major categories

including professional behaviors, communication, assessment, clinical decision making, caring interventions,

teaching and learning, collaboration and managing care. The RN-BSN faculty determined which competencies

would be appropriate for individual courses. As a result, these competencies are staggered across the

curriculum, with all the competencies covered by the end of the program. The following table (Table 6-3)

depicts these relationships:

Table 6-3

Educational Competencies

RN-BSN Course Learning Outcome and Evaluation Method

Professional Behaviors

NURS 3092 NURS 3093

Demonstrate competency in performing a complete age appropriate physical assessment using appropriate techniques, equipment, and descriptive terminology (Evaluation of weekly simulation laboratory assessment) Apply knowledge from public health nursing and related sciences in providing culturally competent, holistic care for individuals, families, populations and communities through precepted experiences.

53

NURS 4093

(RN-BSN Clinical Evaluation Tool—preceptor evaluates students professional behaviors) Compare and contrast management, organizational, and leadership theories and apply the similarities and differences to a professional nursing practice situation; Identify the essential leadership/management skills required to become an effective leader and provider of competent care (RN-BSN Clinical Evaluation Tool—preceptor evaluates students professional behaviors)



Communication

NURS 3092 NURS 3992 NURS 3922 NURS 3993 NURS 4093 NURS 4994

Accurately document health history and physical assessment findings using appropriate descriptive terminology (documentation required after each simulation laboratory) Demonstrate skills in collaboration and critical thinking through written, oral, and electronic communication (Class presentation on culture; discussion on-line format) Explain pharmacological and pathological principles and nursing responsibilities underlying the use of specific medications in the treatment of major health problems (Case presentations by students in classroom environment) Collaborate with other nurses and other disciplines to identify potential research problems (Evidence-base practice assignment) Discuss the concepts of effective communication and how they can be used to manage a variety of nursing situations (Conflict resolution presentation and discussion topics on-line) Prepare a change project using effective written and oral communication (Change project paper and presentation)



Assessment

NURS 3092 NURS 3093

Demonstrate competency in performing a complete age appropriate physical assessment using appropriate techniques, equipment, and descriptive terminology (Evaluation of weekly simulation laboratory assessment) Analyze and report community assessment data to identify health needs and appropriate interventions for the

54

NURS 4093

promotion of health (Community Assessment and Evaluation-written and oral report; and Community Project) Identify the essential leadership/management skills required to become an effective leader and provider of competent care (Scholarly paper related to observation and evaluation of manager role)



Clinical decision making

NURS 3092 NURS 3093 NURS 4994

Analyze assessment data to determine the client’s health status, identify risks, and plan health promoting activities (Weekly on-line quizzes; simulation laboratory assessment) Analyze and report community assessment data to identify health needs and appropriate interventions for the promotion of health (Community Assessment and Evaluation-written and oral report; and Community Project) Evaluate the processes and implementation of change occurring in the clinical setting (Development of a written proposal for change within a healthcare environment)



Caring interventions

NURS 3092 NURS 3992 NURS 4093 NURS 4994

Performance of health assessment in simulation labs Identifying characteristics of the professional nurse (Experience in nursing posting/Philosophy of professional nursing practice paper) Discussion of how caring can be incorporated in the role of leader/manager (Scholarly paper related to observation and evaluation of manager role) Describe attributes of a change agent (Written proposal developed for change in a healthcare organization)



Teaching and NURS Analyze and apply evidence-based research to teach clients

55

Learning

3092 NURS 3093 NURS 4994

health promotion, health protection and disease prevention strategies (Case study presentation related to health promotion) Analyze and report community assessment data to identify health needs and appropriate interventions for the promotion of health (Community Project developed and implemented from data obtained from Community Assessment Evaluation) Present the proposal for change in class and to the appropriate supervisor to facilitate change/resolution of the identified problem (Change project presented to nurse leaders or patients as appropriate)



Collaboration


Collaborate with nurses and other disciplines to identify potential research problems and participate on research teams (Evidence-based Practice assignment) Analyze and report community assessment data to identify health needs and appropriate interventions for the promotion of health (Community Assessment and Community Project—collaborated with community agencies and worked in student groups together through all phases of each assignment) Identify independent, dependent, and collaborative nursing interventions for patients with complex health care problems (Case studies - students collaborate with each other to prepare and educate the class on weekly patient cases)



Managing Care

NURS 3093 NURS 4994

Apply knowledge from public health nursing and related sciences in providing culturally competent, holistic care for individuals, families, populations and communities through precepted experiences (Clinical component of course in community health settings) Develop a plan to improve outcomes in an acute care or community setting using evidence-based practice (Change Project - paper and presentation)

56

NURS 4093

Compare and contrast management, organizational, and leadership theories and apply the similarities and differences to a professional nursing practice situation (Clinical component of course - managing care from a leadership perspective)

Competencies are also evaluated through achievement of program outcomes in clinical courses by using

the RN-BSN clinical evaluation tool. The evaluation tool identifies student progress on program outcomes and

competencies and is completed by preceptors, discussed with the student, and signed by the course instructor

and student each semester.

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

outcomes: Performance on licensure exam; program completion; program satisfaction;

job placement

Criterion 6.5.1. The licensure exam pass rates will be at or above the national mean.

Not applicable. Students licensed before admission to program and are validated before first clinical

course in the Fall semester.

RN-BSN students must have a valid Georgia Board of Nursing registered nurse license prior to starting

any clinical courses in the Fall semester of the program. Any student admitted in the Summer without a nursing

license will sign a form acknowledging that they must obtain a nursing license prior to registering for any Fall

semester courses.

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

and reflect program demographics, academic, progression, and program history.

57

In the original Self Study (February 2011) the expected overall graduation rate was 80% of all students

entering the RN-BSN nursing program will graduate within one year of entry. See the following table (Table 6-

4) for details.

Table 6-4

Admission Date Number admitted

Students to withdraw or stop

out from the program

Graduation Rate

Summer 2010

27

2 25/27 (92.5%)

Summer 2011

43 4 39/43

(90.6%)

Summer 2012

53 0 53/53

(100%)

Summer 2013

56 5 51/56

(Current Retention)

Criterion 6.5.3. Program satisfaction measures (qualitative and quantitative) address graduates and their

employers.

Students are required to complete a RN-BSN Portfolio and turn it in at the end of their program. Each

student addresses questions regarding learning objectives and teaching methods throughout the curriculum.

These responses are compiled and reviewed by the nursing faculty at the completion of each cohort of students

as they graduate.

A RN-BSN Post-Graduate Evaluation is mailed six to twelve months post-graduation. Results from

graduates from May 2011 indicated that all would recommend the program and thought the method of

instruction worked well (12/25 responses). Of this group, three have obtained MSN degrees, one obtained a

MBA degree, and six have been promoted since graduation.

58

Results from graduates from May 2012 indicated that all would recommend the program and thought the

method of instruction worked well (10/39 responses). Of this group, three are enrolled in a MSN program, one

enrolled in a PNP program, one enrolled in a DNP program, and three have obtained a promotion since

graduation.

Results from the 2013 graduates are unavailable since they will be mailed February 2014.

Employers of each cohort of graduates are first identified by the students then mailed a Graduate

Competency Survey by Agency within 6 months of graduation. The employer is asked to evaluate competencies

related to the program outcomes. The results are used to inform us of strengths and weaknesses in

accomplishing RN-BSN program outcomes. A majority of responses are rated as Good to Excellent in each of

the seven competencies. Any competency rated as unsatisfactory by the employer is reviewed and evaluated for

program modifications by the RN-BSN faculty.

Students have had favorable responses to the quality of their RN-BSN education. Some student

comments about the RN-BSN program found in their RN Portfolios include: “the program assisted me

personally with my communication skills as well as teaching me how to respond to certain situations

professionally and correctly”; “I think the hybrid teaching method is a very effective way of learning; the on-

line component allows for greater discussion of topics”; “I have enjoyed each of my courses for this program. I

feel that each course has given me a vital piece of my practice that I was missing. I gained more thorough and

complete physical assessment skills, I understand the value and can now perform research that enhances my

practice and I am now able to write a proposal that could result in a change to benefit my profession”; “I

enjoyed the hybrid teaching method. I like the interaction that I receive from attending a class and I can also

appreciate the online portion because it allows for more time to think about assignments and reflect on what I

am learning.”

59

Criterion 6.5.4. Job placement rates are addressed through quantified measures that reflect program

demographics and history.

Of the 2011 graduates, three have obtained MSN degrees, one obtained a MBA degree, six have been

promoted since graduation, and one is now a manager at a public health agency. Of the 2012 graduates, three

are enrolled in a MSN program, one enrolled in a PNP program, one enrolled in a DNP program, and three have

obtained a promotion since graduation.

The nursing faculty encourage students to pursue additional methods of demonstrating academic and

professional advancement while in the program and when they complete the program.

Criterion 6.6: This program is not engaged in distance education; therefore this criterion is not

applicable

60

Faculty Profile

Table 6-5

Faculty Name

FT/ PT

Date of Initial

Appointment

Rank

Bachelor Degree

(credential)

Institution Granting Degree

Graduate Degrees*

(credential)

Institution Granting Degrees*

Areas of Clinical

Expertise

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

Responsibility

Davis, Kathy

FT 8/1/03 Associate Professor

ASN, 1976 BSN, 1993

Clayton State

University

MSN, 2001

CWOCN, 2002

PhD (c)

Kennesaw State

University

Georgia State

University

T NURS 3902 NURS 3922 NURS 4922

O

Jackson, Annette


BSN, 1993 Georgia Baptist

College of Nursing

MSN, 2005

DNS (c)

University of Pheonix

Kennesaw

State University


Quinn, Christina


BSN, 1980 University of San

Francisco

MS, 1988

DNS, 1998

Texas Woman’s University

Louisiana

State University Medical College

NURS 3093 NURS 3993 NURS 4093 NURS 4994

RN-BSN Program Director

61

EXCERPT FROM SELF-STUDY-FEBRUARY 2011 Table 4-1: Themes Threaded Through Curriculum and Included in Selected Course Learning Outcomes

NURS 3092 Health Assessment and Health Promotion

Caring Competence Culture Communication

12. Demonstrate caring by respecting individuals’ sense of dignity, modesty, personal space and appropriate use of touch when interviewing and performing health assessments

2. Demonstrate competency in performing a complete age appropriate physical assessment using appropriate techniques, equipment, and descriptive terminology

6. Analyze assessment data to determine the client’s health status, identify risks, and plan health promoting activities

7. Recognize cultural differences in health promotion activities

8. Perform a family health assessment with consideration of the environmental, psychosocial, developmental, economic, and socio-cultural health needs of families

2. Demonstrate competency in performing a complete age appropriate physical assessment using appropriate techniques, equipment, and descriptive terminology

4. Accurately document health history and physical assessment findings using appropriate descriptive terminology

NURS 3992 Professional Nursing Concepts


8. Identify characteristics and responsibilities of the professional nurse

3. Discuss the contributions of the humanities, scientific knowledge, and evidence based practice on the development of nursing practice from an occupation to a profession

4. Explain the impact of cultural, legal, ethical, social, and political forces on the evolution of nursing’s role on the interdisciplinary health care team.

7. Demonstrate skills in collaboration and critical thinking through written, oral and electronic communication

62

NURS 3922 Pathophysiology/Pharmacology


1. Analyze human responses to pathological conditions using scientific knowledge

3. Explain the impact of pharmacological agents on selected disease processes

2. Describe the pathophysiology of selected diseases and conditions with individual patients across the lifespan.

4. Utilizing the scientific process and current research findings, explain pharmacological and pathological principles and nursing responsibilities underlying the use of specific medications in the treatment of major health problems

NURS 3993 Research and Evidence-Based Practice


1. Describe research as an essential means of acquiring knowledge to build competent, scientifically grounded professional nursing practice at the generalist level

3. Discuss ethical principles and human rights that are essential in conducting, reporting, or assisting with research with diverse populations

6. Apply knowledge of the research process to critique published research studies for guidance in delivering culturally sensitive, competent, holistic nursing care

2. Collaborate with nurses and other disciplines to identify potential research problems and participate on research teams

3. Discuss ethical principles and human rights that are essential in conducting, reporting, or assisting with research with diverse populations

63

NURS 3093 Community Health Nursing


1. Apply knowledge from public health nursing and related sciences in providing culturally competent, holistic care for individuals, families, populations and communities through precepted experiences

5. Critically evaluate pertinent epidemiological trends in the health of populations

6. Analyze and report community assessment data to identify health needs and appropriate interventions for the promotion of health

3. Identify legal, cultural, ethical, and legislative issues in the practice of community health nursing

4. Apply knowledge from public health nursing and related sciences in providing culturally competent, holistic care for individuals, families, populations and communities through precepted experiences

6. Analyze and report community assessment data to identify health needs and appropriate interventions for the promotion of health

NURS 4922 Critical Analysis: Acute and Chronic Illness


1. Utilize knowledge from nursing and health sciences in the development of plans of care for patients with complex health problems

3. Describe the pathophysiology of complex health care problems including physical examination and laboratory tests appropriate to weekly cases

5. Describe the psychosocial, spiritual, and cultural aspects of the patient’s needs and the nurse’s response

6. Develop clinical vocabulary and use appropriate methods of communication to nurse colleagues and health care providers regarding patient health problems

64

NURS 4093 Leadership and Management in Nursing


6. Discuss how caring can be incorporated in the role of a leader/ manager

4. Utilize evidence-based quality improvement processes to identify and evaluate outcomes of practice changes

2. Analyze the cultural, legal, ethical, and political dynamics of nursing leadership and management roles in a variety of health care settings

5. Discuss the concepts of effective communication and how they can be used to manage a variety of nursing situations

NURS 4994 Synthesis in Professional Nursing


4. Describe attributes of a change agent

2. Evaluate the processes and implementation of change occurring in the clinical setting

6. Develop a plan to improve outcomes in an acute care or community setting using evidence-based practice

7. Develop a written proposal for change within a healthcare organization

8. Prepare a proposed change project using effective written and oral communication

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