UND CNPD Department of Nursing Policy Manual #471 471.1 Policy Number: 471 Policy Name: MASTER EVALUATION PLAN Reviewed by: Nursing Faculty Last Review Date: 3/22/2019 This portion of the College of Nursing and Professional Disciplines (CNPD) Department of Nursing (DON) Assessment and Evaluation Plan, titled the Master Evaluation Plan (M.E.P), focuses on CCNE Standards and Key Elements which provide reassurance to the CNPD nursing programs as well as the accrediting institution that we are in compliance with these evaluative criteria. The focus of this portion of the CNPD Department of Nursing Assessment and Evaluation Plan emphasizes the following: congruence between the CNPD Department of Nursing mission statements/goals/program outcomes and UND mission and goals; congruence between CNPD nursing program academic programs and professional nursing standards; adequacy of academic support and resources; curriculum integrity and delivery; faculty preparation and performance (including aggregate faculty data); and overall quality of the CNPD DON programs. Each CNPD Department of Nursing program (BSN, MS, DNP, PhD) has a Program-specific Evaluation Plan or a Track-specific Evaluation Plan that focuses on the assessment and attainment of program specific outcomes, track specific objectives, quality, student satisfaction and performance, and program effectiveness. STANDARD I. PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality. Key Element of Evaluation Evaluation Indicators/Criteria vs. Expected Outcomes Evaluative Approach/Method Evaluation Frequency Accountability Supporting Documentation I- A. The mission, goals, and expected student outcomes are: • congruent with those of the parent institution; and • reviewed periodically and revised as appropriate. DON mission, goals, and expected student outcomes are congruent with those of UND. Comparative analysis of nursing department’s mission, philosophy, purpose, goals and objectives with UND’s mission. Strategic Plan review and update to ensure alignment with UND strategic priorities. Ongoing. Formal review every 5 years. Dean Associate Dean Department Chairs Program/Track Directors One UND Strategic Plan Document, DON Mission, Vision, Values and Goals CNPD Strategic Plan CCNE Self Studies and Continuous Improvement Progress Reports
Transcript
UND CNPD Department of Nursing Policy Manual #471
471.1
Policy Number: 471 Policy Name: MASTER EVALUATION PLAN Reviewed by: Nursing Faculty Last Review Date: 3/22/2019
This portion of the College of Nursing and Professional Disciplines (CNPD) Department of Nursing (DON) Assessment and Evaluation Plan, titled the Master Evaluation Plan (M.E.P), focuses on CCNE Standards and Key Elements which provide reassurance to the CNPD nursing programs as well as the accrediting institution that we are in compliance with these evaluative criteria. The focus of this portion of the CNPD Department of Nursing Assessment and Evaluation Plan emphasizes the following: congruence between the CNPD Department of Nursing mission statements/goals/program outcomes and UND mission and goals; congruence between CNPD nursing program academic programs and professional nursing standards; adequacy of academic support and resources; curriculum integrity and delivery; faculty preparation and performance (including aggregate faculty data); and overall quality of the CNPD DON programs. Each CNPD Department of Nursing program (BSN, MS, DNP, PhD) has a Program-specific Evaluation Plan or a Track-specific Evaluation Plan that focuses on the assessment and attainment of program specific outcomes, track specific objectives, quality, student satisfaction and performance, and program effectiveness. STANDARD I. PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality.
Key Element of Evaluation
Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
I- A. The mission, goals, and expected student outcomes are: • congruent with those of
the parent institution; and
• reviewed periodically and revised as appropriate.
DON mission, goals, and expected student outcomes are congruent with those of UND.
Comparative analysis of nursing department’s mission, philosophy, purpose, goals and objectives with UND’s mission. Strategic Plan review and update to ensure alignment with UND strategic priorities.
Ongoing. Formal review every 5 years.
Dean Associate Dean Department Chairs Program/Track Directors
One UND Strategic Plan Document, DON Mission, Vision, Values and Goals CNPD Strategic Plan CCNE Self Studies and Continuous Improvement Progress Reports
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Key Element of Evaluation
Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
I- B. The mission, goals, and expected program outcomes are consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals.
Professional nursing standards and guidelines are relevant to the degree program and level of nursing practice.
Review of DON expected program outcomes for alignment with relevant professional nursing standards and guidelines.
Ongoing. Formal review every 5 years.
Program/Track Directors UG Semester Coordinators Department Chairs Nursing Faculty Dean’s Office
Copies or access to all professional nursing standards used by programs: The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)The Essentials of Master’s Education in Nursing (AACN, 2011) The Scope of Practice for Academic Nurse Educators (NLN, 2012) The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016) Nurse Practitioner Core Competencies (NONPF, 2017) Standards for Accreditation of Nurse Anesthesia Educational Programs (COA, 2015, rev 2018) Administrative Rules and Regulations (NDBON, 2014) UG and Grad Council minutes
I-C. The mission, goals, and expected program outcomes reflect the needs and expectations of the community of interest.
DON mission, goals, and expected outcomes are congruent with the needs of the DON’s Communities of Interest.
Review expected program specific outcomes and track specific objectives for alignment with DON mission, values, and goals
Ongoing. Formal review every 5 years.
Dean Associate Dean Department Chairs Program/Track Directors UG Semester Coordinators
Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
to ensure they reflect the needs of communities of interest.
UG and Grad Councils
Council of Chairs minutes CCNE, HLC, and COA Self Study Reports and Continuous Improvement Progress Reports UG and Grad Council minutes
I-D. The nursing unit’s expectations for faculty are written and communicated to the faculty and are congruent with institutional expectations.
DON promotion, evaluation and tenure criteria are approved by Nursing Faculty. They are written, shared with faculty, and used to guide annual performance, tenure and promotion reviews.
Review of appointment, evaluation and promotion criteria for alignment with UND policy and expectations. Promotion, evaluation and tenure policies and resources are accessible to all faculty and used as reference standards during annual and tenure reviews.
Annual performance review PTE as appropriate
Dean Associate Dean Department Chairs Program/Track Directors Policy Committee Promotion and Tenure Committees
UND Faculty personnel policies UND Faculty Handbook DON Policy & Procedure Electronic Manual Nursing Faculty (NFO) minutes College Faculty (CFO) minutes Annual Faculty Contracts Position Descriptions University Essential Elements of Departmental Guidelines for Evaluation, Promotion and Tenure (from Provosts’ office)
I-E. Faculty and students participate in program governance.
DON faculty and students participate in departmental, College and University governance with guaranteed membership on councils/committees. Roles are clearly defined and enable meaningful participation. .
Review of Bylaws, committee structures, membership and attendance to assure participation of students and faculty in programmatic governance. Governance-related meetings in which faculty and/or students participation is important are recorded and archived. Distance students and faculty have opportunities for participation in
Annual evaluation of student representation on and documentation of their involvement in governance.
Dean Associate Dean Department Chairs Nursing Faculty NFO and CFO Chairs Student government leaders
DON Policies, bylaws CNPD/DON Organizational chart DON Student Council minutes NFO and UG/Grad Council minutes, attendance, reports CFO minutes Assessment Committee minutes Research and Scholarship Committee minutes
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Key Element of Evaluation
Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
governance through on-line mechanisms.
I-F. Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected program outcomes. These policies are: • fair, equitable; • published and
accessible; and • reviewed and revised as
necessary to foster program improvement.
Academic policies of DON are congruent with UND and support the mission, goals, and expected student outcomes. Established process for development, review and revision of policies.
Comparison of DON policies with those of UND. Review for consistency and alignment of all published (web, handbooks). DON policies, procedures and guidelines with DON and UND policies.
Annually by Policy Committee. Rotation of policy review to be determined by committee.
Dean Associate Dean Department Chairs Policy Committee Office of Student Services UG and Graduate Council
UND Code of Student Life UND Academic Catalog Master’s and Doctoral Handbooks (SGS) DON Graduate & Undergraduate Student Handbooks UND/CNPD/DON websites UND/CNPD/DON DON Electronic Policy Manuals UG and Graduate Council minutes
I-G. The program defines and reviews formal complaints according to established policies.
The DON describes a formal complaint as: any signed, written claim brought by a student alleging discriminatory, improper, or arbitrary treatment as outlined in the UND policies. The DON describes an academic complaint as: a statement expressing a complaint, resentment, or accusation lodged by a student about an academic circumstance (such as grading, testing, and quality of instruction), which is thought by the student to be unfair.
Documentation of student concerns and resultant action taken. Documentation of Dean or OSS recommendations. Documentation of finding of UND investigation of formal complaints.
Program Student Handbooks updated annually. UND and DON policies reviewed for consistency every 5 years and as needed. Complaints procedures initiated as needed.
Dean Associate Dean Department Chairs Office of Student Services UND Affirmative Action Office UND Human Resources
Program/Track Student Handbooks UND Policies DON Policies Formal Student Complaint Log (maintained in Dean’s Office)
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Key Element of Evaluation
Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
All DON Program/Track Student Handbooks outline a suggested process through which students can raise concern.
I-H. Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications.
Document and publication content is current and accurate. Students receive student handbooks during orientation. Changes communicated online and to student representatives on departmental committees.
Ongoing review of written and electronic documentation. Marketing and promotional materials accurately reflect DON and UND expectations related to professional and program standards.
Annual revision of program/track materials; ongoing revisions as needed Student Handbooks reviewed and updated annually
Dean Associate Dean Department Chairs Program/Track Directors Office of Student Services (OSS) Director Online & Distance Education Office
UND Academic Catalog DON Student Handbooks (updated and current) DON and UND Web pages (updated and current) Examples of promotional material (updated and current) Examples of electronic communication about changes to students from Dean’s Office
STANDARD II. PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty, as resources of the program, enable the achievement of the mission, goals, and expected program outcomes.
Key Area of Evaluation Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Methods
Evaluation Frequency Accountability Supporting Documentation
II-A. Fiscal resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed.
DON Budget is balanced and transparent DON Dashboard Metrics guide resource allocation decisions
Budgetary decisions are informed by UND policy, CNPD Strategic Plan Comparison of compensation with peer institutions.
Ongoing and annual review
Dean Associate Dean Department Chairs Program/Track Directors Business Officer
DON Annual Budget Faculty and administrative Salary Data Council of Chairs minutes NFO minutes End of-Program Evaluations Alumni Evaluations CNPD Strategic Plan
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Key Area of Evaluation Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Methods
Evaluation Frequency Accountability Supporting Documentation
Resources are adequately allocated to the DON and meet the needs of the DON Mission, Vision, Goals and Strategic Plan Resource allocation and budgetary decisions are transparent.
Documentation of criterion-referenced decision making (meeting minutes)
II-B. Physical resources are sufficient to enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of resources is reviewed periodically and resources are modified as needed.
Resources are adequately allocated to the DON and meet the needs of the DON Mission, Vision, Goals and Strategic Plan. Resource allocation and budgetary decisions are transparent. Clinical sites are sufficient, appropriate, and available to achieve the program’s mission, goals and expected outcomes.
Physical resource decisions are informed by UND policy and CNPD Strategic Plan. Review of Clinical Sites
Annually
Dean Associate Dean UG Chair UG Semester Coordinators Program/Track Directors CRSC Director Teaching
DON Annual Budget Council of Chairs minutes Program/Track specific curricular review committee minutes NFO minutes End of-Program Evaluations Alumni Evaluations Instructional Support Documents SELFI Data CNPD Strategic Plan Clinical Site Evaluation
II-C. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs.
Academic support services are adequate to meet program and student needs. Academic advisement provided to all students.
Review of program, course, and student satisfaction data.
End of each semester Ongoing and as needed
Dean Associate Dean Department Chairs Office of Student Services (OSS) Program/Track Director
DON Annual Budget Annual Reports from OSS & Research Office CNPD Strategic Plan Nursing faculty annual workload assignment Instructional support documents End of-Program Evaluations Alumni Evaluations SELFI Data Starfish Data Perceptive Content Example
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Evaluation Frequency Accountability Supporting Documentation
II-D. The chief nursing administrator of the nursing unit: • is a registered nurse
(RN); • holds a graduate degree
in nursing; • holds a doctoral degree
if the nursing unit offers a graduate program in nursing;
• is vested with the administrative authority to accomplish the mission, goals, and expected program outcomes; and
• provides effective leadership to the nursing unit in achieving its mission, goals, and expected program outcomes.
Dean/Chief Nursing Administrator meets the educational and experiential requirements listed in II-D. Dean/Chief Nursing Administrator’s education and experience is comparable to that of other administrators in academic units within the institution. Dean demonstrates leadership and has authority comparable to other UND Deans.
Dean’s performance is evaluated annually by the University Provost.
Annually
Dean Provost
Dean’s CV Dean’s position description UND & CNPD Organizational Chart Dean’s Annual Evaluation Advisory Board minutes NFO minutes CFO minutes
II-E. Faculty are: • sufficient in number to
accomplish the mission, goals, and expected outcomes;
• academically prepared for the areas in which they teach; and
• experientially prepared for the areas in which they teach.
50% of full-time faculty have doctoral degrees. Part-time clinical faculty are academically and experientially prepared. Didactic and clinical staffing meet state and national guidelines. Strategic plan supports the recruitment of doctorally-prepared faculty.
Verification of faculty qualifications and licensure. Teaching assignments are based on workload guidelines, are transparent, and consistent with national guidelines. Signed faculty contract to fulfill assigned teaching responsibilities.
End of each semester Annual evaluation of all faculty
Dean Department Chairs Program/Track Directors Faculty Search Committee Business Office Personnel
Faculty CVs CNPD Strategic plan NDBON Chapter 54.03.2-04 faculty FTE and experience document NDBON regulations SELFI Data Documentation of faculty recruitment process and decision-making Faculty candidate evaluation criteria Faculty workload policies
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Evaluative Approach/Methods
Evaluation Frequency Accountability Supporting Documentation
Faculty search process and evaluation of candidates is transparent and criterion referenced.
II-F. Preceptors (mentors, guides, coaches) when used by the program as an extension of faculty, are academically and experientially qualified for their role.
Preceptors are academically and experientially qualified and adequately prepared.
Preceptor qualifications, licensure, and performance review. Student evaluation of preceptor.
Preceptors evaluated each semester
Program/Track Directors Director of Clinical Placements
Documentation of preceptor qualifications and performance Policies and/or Procedures regarding preceptor qualifications and evaluation. Preceptor handbooks Preceptor agreements Student evaluations of clinical courses and preceptors
II-G. The parent institution and program provide and support an environment that encourages faculty teaching, scholarship, service, and practice in keeping with the mission, goals, and expected faculty outcomes.
Allocation of faculty time for research, service, teaching and practice is commensurate with their appropriate rank, role, and professional goals. Professional development opportunities are provided to support faculty in their achievement of teaching, research, service, and practice goals.
Ongoing review and synthesis of faculty performance, expectations, and feedback. Comparison with peer institutions. Intentional use of multiple opportunities to solicit faculty input: monthly departmental meetings, faculty meetings, and faculty performance reviews.
Ongoing and annually
Dean Associate Dean Department Chairs CNPD Office of Research
UND Faculty personnel policies UND Faculty Handbook DON Policies & Procedures NFO minutes UG and Grad Council minutes Example of faculty performance review Workload document Faculty annual contracts Document of faculty development offerings Documentation of professional development-related travel support Documentation of TTaDA and other educational offerings Faculty CVs
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STANDARD III. PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes.
Key Element of Evaluation
Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that: • are congruent with the
program’s mission, goals;
• are congruent with the roles for which the program is preparing its graduates; and
• consider the needs of the program-identified community of interest.
All courses within each curriculum show evidence of being based on DON mission, goals and expected student outcomes and demonstrate a logical fit and organizational consistency.
Documentation of curriculum analysis that uses current program-specific criteria (crosswalk document).
Reviewed by individual program/track directors annually on a rotating schedule and with any major change
Department Chairs Program/Track Directors UG and Grad Council
Crosswalk Document UG and Grad Council minutes Course Syllabi Curriculum schema documents End-of-Program Evaluation Exit Interview Alumni Evaluations Program/Track specific curricular review committee minutes SELFI Data Advisory Board minutes
III-B. Baccalaureate curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). • Baccalaureate program
curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008).
Universally recognized standards and guidelines for the preparation of pre-licensure students and professionals are reflected in DON curricula.
Documentation of curriculum analysis that uses current program-specific criteria (crosswalk document).
Reviewed by program/track directors annually or with major change.
UG Chair UG Semester Coordinators RN to BSN Director UG Council
Crosswalk Document Course Syllabi Professional standards and guidelines documents UG Council minutes Examples of course assignments reflecting incorporation of professional standards.
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Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
III-C. Master’s curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). • Master’s program
curricula incorporate professional standards and guidelines as appropriate. a. All master’s degree
programs incorporate The Essentials of Master’s Education in Nursing (AACN, 2011) and additional relevant professional standards and guidelines as identified by the program.
b. All master’s degree programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016).
• Graduate-entry master’s program curricula incorporate The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008)
Universally recognized standards and guidelines for the preparation of graduate nursing students and professionals are reflected in DON curricula.
Documentation of curriculum analysis that uses current program-specific criteria (crosswalk document).
Reviewed by program/track directors annually or with major change.
Grad Chair Program/Track Directors Grad Council
Crosswalk Document Course Syllabi Professional standards and guidelines documents Grad Council minutes Examples of course assignments reflecting incorporation of professional standards Program/Track specific curricular review committee minutes
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and appropriate graduate program standards and guidelines.
III-D. DNP curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). • DNP program curricula
incorporate professional standards and guidelines as appropriate. a. All DNP programs
incorporate The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006) and additional relevant professional standards and guidelines if identified by the program.
b. All DNP programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016).
• Graduate-entry DNP programs curricula incorporate The
Universally recognized standards and guidelines for the preparation of graduate nursing students and professionals are reflected in DON curricula.
Documentation of curriculum analysis that uses current program-specific criteria (crosswalk document).
Reviewed by program/track directors annually or with major change.
Grad Chair Program/Track Directors Grad Council
Crosswalk Document Course Syllabi Professional standards and guidelines documents Grad Council minutes Program/Track specific curricular review committee minutes (NA and DNP) Examples of course assignments reflecting incorporation of professional standards
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Evaluation Indicators/Criteria vs. Expected Outcomes
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Evaluation Frequency Accountability Supporting Documentation
Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008) and appropriate graduate program standards and guidelines.
III-E. Post-graduate APRN certificate program curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). Post-graduate APRN certificate programs that prepare nurse practitioners incorporate Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016).
Universally recognized standards and guidelines for the preparation of graduate nursing students and professionals are reflected in DON curricula.
Documentation of curriculum analysis that uses current program-specific criteria (crosswalk document).
Reviewed by program/track directors annually or with major change.
Grad Chair Program/Track Directors Grad Council
Crosswalk Document Course Syllabi Professional standards and guidelines documents Grad Council minutes Program/Track specific curricular review committee minutes (NP and DNP) Examples of course assignments reflecting incorporation of professional standards
III-F. The curriculum is logically structured to achieve expected student outcomes. • Baccalaureate curricula
build upon a foundation of the arts, sciences, and humanities.
• Master’s curricula build on a foundation comparable to baccalaureate-level
All courses within each curriculum show clear alignment with stated outcomes and demonstrate a logical fit within the curriculum, contributing to organization consistency. Program curricula are based on appropriate foundation
Documentation of curriculum analysis that uses current program-specific criteria (crosswalk document). Review of course syllabi for inclusion of program specific outcomes and track/course specific objectives.
Reviewed by program/track directors annually or with major change. Every 3 years
Department Chairs UG Semester Coordinators Program/Track Directors UG and Grad Council
Program Outcomes Track Objectives Course Syllabi UG and Grad Council minutes Crosswalk documents Curriculum schema documents
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Evaluation Indicators/Criteria vs. Expected Outcomes
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Evaluation Frequency Accountability Supporting Documentation
nursing knowledge. • DNP curricula build on a
baccalaureate and/or master’s foundation, depending on the level of entry of the student.
• Post-graduate APRN certificate programs build on graduate level nursing competencies and knowledge base.
Learning assessment methods align with student learning outcomes.
III-G. Teaching-learning practices: • support the achievement
of expected student outcomes;
• consider the needs and expectations of the identified community of interest; and
• expose students to individuals with diverse life experiences, perspectives, and backgrounds.
Evidence of a variety of instructional formats and technologies. (on-line, hybrid, on-campus, intensives, alternative learning environments) Evidence of a wide range of instructional and clinical settings relevant to student learning goals and in line with DON mission and student learning outcomes. Members of DON communities of interest provide feedback to the DON for strategic planning; curriculum development, implementation and revision.
Faculty Annual Evaluations Program/Track outcome data reports analyzed for teaching learning practices that support student achievement of outcomes. Participation of members of community of interest in discussions of new programs and program revisions. Meetings are summarized in minutes.
SELFI: End of each semester Faculty Evals: Annually Annually Annually
Course Faculty Program/Track Directors Department Chairs Dean UG and Graduate Councils
Course syllabi SELFI Data Faculty evaluation Examples of student assignments Affiliation agreements Advisory Meeting minutes CNPD Strategic Plan UG and Grad Council minutes Evidence of Administrative meetings with major clinical partners
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Evaluation Indicators/Criteria vs. Expected Outcomes
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Evaluation Frequency Accountability Supporting Documentation
III-H. The curriculum includes planned clinical practice experiences that: • enable students to
integrate new knowledge and demonstrate attainment of program outcomes;
• foster interprofessional collaborative practice; and
• are evaluated by faculty.
Clinical agencies used for student experiential learning are appropriate to the student’s level of expertise and sufficient in number to provide for achievement of course and program goals. Students have opportunities for interprofessional collaboration. Clinical practice and simulation experiences are structured to integrate new knowledge and develop student outcome-relevant competence.
Document students’ clinical learning needs and the availability of appropriate clinical sites and preceptors to meet student outcomes. Review of student evaluation of clinical courses and preceptors. Documentation of students’ clinical hours and experiences. Documentation of students’ simulation hours and experiences. Review of Syllabi for inclusion of planned clinical practice.
End of each semester End of each semester Ongoing End of each semester End of each semester
Course Faculty Clinical Placement Coordinator UG Semester Coordinators Program/Track Directors CRSC Director Department Chairs UG and Grad Councils
Course syllabi Faculty evaluation of clinical sites Student evaluation of clinical sites Student evaluation of preceptors/mentors Examples of clinical experiences that prepare interprofessional collaboration. Examples of clinical simulation experiences
III-I. Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied.
Student academic and clinical performance evaluation criteria are clearly defined. Student performance and progression policies are documented and applied consistently. .
Evidence of review of student grades/progression policies for congruence and consistency. Review of student-advisor meeting notes. Review of clinical/practicum evaluation of students Syllabi review for stated evaluation methods
Every 2 years Annually Annually End of each semester
Nursing Faculty UG and Graduate Council Department Chairs Program/Track Directors
Student handbooks UG and Graduate Council minutes Evaluations of student clinical performance Minutes from student progression meetings Student-advisor meeting notes Clinical progression policies Grading policies Course syllabi
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Evaluation Indicators/Criteria vs. Expected Outcomes
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Evaluation Frequency Accountability Supporting Documentation
III-J. The curriculum and teaching-learning practices are evaluated at regularly scheduled intervals, and evaluation data are used to foster ongoing improvement.
Evaluation of teaching practices included in faculty annual review. Teaching performance is considered in Appointment and Promotion process.
Evaluative data (quantitative and qualitative) inform curriculum review and teaching performance improvement.
Ongoing
Course Faculty Program/Track Directors UG Semester Coordinators Department Chairs Assessment Committee UG and Grad Councils
SELFI Data Evaluation of Preceptors Peer evaluations End-of-program evaluations Alumni evaluations Faculty annual evaluations Assessment committee minutes UG and Grad Council minutes Program/Track specific curricular review committee minutes
STANDARD IV. PROGRAM EFFECTIVENESS: ASSESSMENT AND ACHIEVEMENT OF PROGRAM OUTCOMES The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program improvement.
Element of Evaluation Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
IV-A. A systematic process is used to determine program effectiveness.
Evaluation process is: Formalized in writing, comprehensive, and applied systematically for all evaluation elements.
Synthesis and review of evaluation indicators, data and professional standards informs revision to the Master Evaluation Plan (M.E.P) Academic program and track-specific evaluation criteria are reviewed.
M.E.P. reviewed every five years and as needed. Annually
Dean Associate Dean Department Chairs Program/Track Directors UG and Grad Council Assessment Committee
M.E.P. Program and Track-Specific Assessment Plans NFO minutes UG and Grad Council minutes Assessment Committee minutes
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IV-B. Program completion rates demonstrate program effectiveness.
Graduation rates and established benchmarks: BSN (all options): 80% of students will graduate within 1.5 times the enrolled program of study Master’s: 80% of students will graduate within 1.5 times the enrolled program of study Post-Graduate Certificate: 80% will of students will complete within 1.5 times the enrolled program of study DNP: 80% of students will graduate within 1.5 times the enrolled program of study PhD: 80% of MS-PhD students will graduate within 7 years
Summary of admissions, attrition and graduation data for each academic program/track.
After each UND graduation
Dean Department Chairs Program/Track Directors Office of Student Services
Program Completion Rates from OSS
IV-C. Licensure pass rates demonstrate program effectiveness.
BSN: 80% of graduates who take the NCLEX-RN will pass on the first attempt.
First-time pass rates as reported by the appropriate agencies
IV-F. Data regarding completion, licensure, certification, and employment rates are used, as appropriate, to foster ongoing program improvement.
The DON utilizes a formal evaluation process to inform ongoing program improvement.
Collection, review, and synthesis of data, as outlined in the M.E.P, informs ongoing program quality improvement throughout the DON. Each program/track utilizes the program-specific assessment plan to identify areas for ongoing program improvement specific to a program or specialty track.
Ongoing
Dean Associate Dean Department Chairs Program/Track Directors UG and Graduate Council Assessment Committee
M.E.P. Program and Track-specific assessment plans Program/Track specific curricular review committee minutes Assessment Committee minutes. UG and Graduate Council minutes
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IV-G. Aggregate faculty outcomes demonstrate program effectiveness.
Faculty perform effectively in teaching, scholarship, practice and/or service roles. Faculty Teaching Annual Performance Benchmark: 95% of faculty will meet or exceed performance expectations for teaching standards appropriate for their appointed rank by achieving a rating of “3 – Performance Expectations Fulfilled” or higher on their performance evaluation. The aggregate faculty benchmark for student satisfaction of instruction, is an average mean of a 4.0 or higher on selected SELFI questions related to instruction for all nursing courses offered in the fall and spring academic semesters. Selected SELFI Questions: # 5: Instructor was engaged while teaching the course # 10: Instructor fostered a class environment that was conducive to my learning.
# 18: Instructor provided useful/meaningful feedback to assist learning. # 20: Overall, the instructor was effective in promoting
Aggregate faculty outcome data: teaching effectiveness, scholarship, practice (if applicable) and service.
Aggregate data collected annually.
Dean Associate Dean Department Chairs CNPD Office of Research
SELFI results Annual summary of faculty publications and presentations Annual summary of sponsored projects Faculty CVs
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Element of Evaluation Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
my learning in this course. Scholarship: 75% of faculty at the ranks of associate professor on the clinical track and assistant professor, associate professor, or professor (50% FTE or higher) on the tenure track will engage in a minimum of one scholarship activity per annual year. Scholarship activities include (1) peer-reviewed journal publications; (2) books or book chapters (authored or co-authored); (3) non-peer reviewed publications related to nursing, nursing education, or health-related sciences (authored or co-authored); (4) sponsored research or scholarly inquiry supported through grants or extramural funding; and (5) presentations (podium or poster) at local, national, or international conferences. Service: 100% of faculty at 60% FTE or higher will engage in service activities by department, college, or university committee membership.
UND CNPD Department of Nursing Policy Manual #471
471.20
Element of Evaluation Evaluation Indicators/Criteria vs. Expected Outcomes
Evaluative Approach/Method
Evaluation Frequency Accountability Supporting Documentation
IV-H. Aggregate faculty outcome data are analyzed and used, as appropriate, to foster ongoing program improvement.
The DON utilizes a formal evaluation process to inform ongoing program improvement.
Collection, review, and synthesis of data, as outlined in the M.E.P, informs ongoing program quality improvement throughout the DON.
Aggregate data collected annually.
Dean Associate Dean Department Chairs CNPD Office of Research Nursing Faculty UG and Graduate Council
Annual summary of aggregate faculty outcome (i.e. SELFIs, publications, presentations, projects, service) Faculty CVs UG and Graduate Council Minutes
IV-I. Program outcomes demonstrate program effectiveness.
Program outcomes and track specific objectives are achieved by the established benchmark or assessment measures.
As indicated in the program-specific plan or track-specific plan
Department Chairs Program/Track Directors Assessment Committee
Program and Track-specific assessment plans Assessment Committee minutes
IV-J. Program outcome data are used, as appropriate, to foster ongoing program improvement.
The DON utilizes a formal evaluation process to inform ongoing program improvement.
Collection, review, and synthesis of data, as outlined in the M.E.P, informs ongoing program quality improvement throughout the DON. Each program/track utilizes the program/track-specific assessment plan to identify areas for ongoing program improvement specific to the program or specialty track.
Annually
Dean Associate Dean Department Chairs Program/Track Directors OSS UG and Grad Council Assessment Committee
M.E.P. Program and Track-specific assessment plans Program/Track specific curricular review committee minutes UG and Grad Council minutes Assessment Committee minutes.
UND CNPD Department of Nursing Policy Manual #471
471.21
PROGRAM EVALUATION MODEL
EVALUATION A. Of What/Whom B. By Whom C. When/Time Frame D. How/Agenda Item
DECISIONS A. By Whom B. When: As designated at
time decision made
DATA ANALYZED AND RECOMMENDED FORMULATED
A. By Whom B. To Whom C. When: Within the first half of the
semester following evaluation
RECOMMENDATIONS CONSIDERED AND DECISIONS MADE
A. By Whom B. When: Within the semester following
evaluation
Approved by Nursing Assessment Committee R 04/08/16, R 3/6/19
Approved by Nursing Faculty R 04/29/16, R 09/20/17, R 3/22/19
