University of Alabama at Birmingham

8/12/2014 Reporting

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University of Alabama at Birmingham

Detailed Assessment Report2012-13 Nursing, BSN

As of: 8/12/2014 06:37 PM EST

(Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.)

Mission / Purpose

Contribution to School/Unit Mission:The undergraduate nursing faculty are committedto the tripartite roles of teaching, scholarship, and service. All ranked faculty whoseprimary appointment is to the Undergraduate Program (N=24) are doctorallyprepared and teach both clinical and didactic courses. Their teaching activities aresupplemented by 10 master's prepared Teaching Staff (individuals with less than amaster's degree are not used in any teaching activities), therefore, teaching is highlyvalued and accomplished by academically and clinically qualified individuals. Morethan one-half of the ranked faculty are consistently involved in scholarlyactivities/research. Each ranked faculty and teaching staff member is involved ineither professional and/or community service activities annually. Thus the mission ofUAB and that of the Undergraduate Program in Nursing are mutually collaborativeand supportive. Contribution to Program or Department Mission:The mission of theSON is to "...educate nurse leaders as clinical scholars, researchers, and serviceproviders/participants who will advance knowledge and deliver quality, holistic care ina variety of settings to the people of Alabama, the nation, and the world." Based uponthe specified state-wide core and pre-nursing curriculum this upper division BSNprogram provides the didactic and clinical foundational preparation so that graduates(as beginning professionals) may practice across a variety of settings; providecompetent, culturally sensitive, evidence-based care to individuals and groups of allages; participate as members of interdisciplinary health-care teams; and utilizeleadership skills to advocate for and/or facilitate change. Graduates of the BSNprogram assume roles as direct-care providers and leaders/administrators in urbanand rural agencies across the state, nation, and world. Participants in the discipline-specific Honors Program receive additional mentored and research-based clinicallyrelevant experiences. Data reveal that a significant proportion of the BSN graduatescontinue their education and evolve into nurse-researchers and educators whosupport the continued development of the profession, thus providing evidence thatthe Undergraduate Program contributes to the mission of the SON (department) aswell as that of the University as a whole.

1) Synthesize theoretical and empirical knowledge from nursing, scientific, andhumanistic disciplines in making professional practice decisions. (2) Provideprofessional nursing care that includes health promotion and maintenance, illnesscare, restoration, rehabilitation, health counseling, and education based onknowledge derived from theory and research. (3) Demonstrate the ability toindependently and/or collaboratively apply the nursing process in a variety of settingsto facilitate clients' adaptation to multiple and/or complex environmental variables forthe purpose of achieving maximum health. (4) Engage in critical inquiry andincorporate patient findings into the practice of professional nursing. (5) Collaboratewith clients, health care providers, and members of the general public to promote theachievement of health care goals. (6) Use leadership and managerial skills to providequality nursing care in a variety of settings. (7) Engage in professional role behaviorsthat serve to improve nursing and health care delivery and meet the changing needsof society. (8) Incorporate professional, ethical, legal, and institutional standards intonursing practice. (9) Demonstrate responsibility and accountability for own and

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selected others' nursing practice decisions, interventions, and outcomes.

Goals

G 1: Innovative Programs Innovative programs lead evidence-based education, practice, research and service.

G 2: Collaborative Partnerships Mutually beneficial partnerships transform health and healthcare delivery.

G 3: Sustainable Scholarship Sustainable scholarship generates and translates the best evidence to improvehealth outcomes.

G 4: Global Leadership UAB Nursing is a global leader and trendsetter in nursing, health and healthcare.

Student Learning Outcomes/Objectives, with Any Associations andRelated Measures, Targets, Findings, and Action Plans

SLO 1: Knowledge of the discipline A student graduating with a BSN in Nursing should be able to demonstrate knowledgeof the discipline through standardized testing.

Relevant Associations:

General Education/Core Curriculum Associations

1.2 Collect and evaluate information within the context of the scientificmethod.1.3 Read with comprehension, attention to detail, and awareness of context.1.5 Synthesize information, make reasonable arguments, and arrive atlogical conclusions.2.5 Accurately use the writing conventions appropriate to a discipline.3.1.0 Compute using arithmetic, algebra, units, verbal descriptions,mathematical forms, and reason.3.1.1 Define and use units of measurement correctly.3.1.2 Perform arithmetic and algebraic calculations correctly.3.4.0 Use quantitative evidence as a basis for reasoning, problem solving,and argument.3.4.2 Formulate a problem, set it up for solution, solve it, and judge thereasonableness of the answer.3.6.0 Communicate quantitative information4.1.0 Understand and practice ethical reasoning and decision-making.4.1.1 List and evaluate sources of information for ethical and social issues.4.1.2 Distinguish among courses of action and act ethically.4.1.3 Integrate essential components of moral reasoning and ethicalbehavior into defined activities.4.2.3 Demonstrate local and global civic knowledge.4.3.2 Contribute in practical ways to the educational and local communityand to the larger society.4.3.3 Define the workings of the organizations, institutions, and communitiesin which they are involved.4.3.4 Explain why and how their knowledge and skills can serve the greatergood throughout their lives.4.3.5 Identify and apply their rights and responsibilities as local and globalcitizens.

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4.3.6 Identify rights and responsibilities as students in the university.4.4.0 Understand role and value of diversity.

Institutional Priority Associations

1.16 Retention Rate1.17 Graduation Rate

Strategic Plan Associations

UAB1.1 Offer exceptional curricula that are relevant, current andcomprehensive.1.2 Ensure high-quality instruction, advising and student services.1.6 Improve retention and graduation rates.

Related Measures

M 1: Comprehensive ATI Exam Subscale Percentile RankingsThe Comprehensive Assessment Technologies Institute (ATI) examination isdesigned to measure knowledge of the discipline in students graduating from aprogram of study in nursing. The total score on the examination predicts theprobability of a student's success on the NCLEX-RN licensure examination. Inaddition, students receive a score and percentile ranking on eight subscaleswhich are the same as the subscales on the NCLEX-RN. Percentile rankings onthe major subscales of the examination provide norm referenced data for use inquality improvement.

Source of Evidence: Standardized test of subject matter knowledge

Target: The achievement target is a group percentile rank score on each of the majorsubscales of the ATI Comprehensive examination that is greater than thenational program mean as reported by ATI.

Finding (2012-13) - Target: MetSubscale Sum09 Sp10 Sum10 Sp11 Sum 11 Sp 12 Sum 12 Sp 13Management of Care 97 91 73 76 72.6 (73.8) 75.1 (71.8) 75.2 (72.1) 74.8(72.1) Safety and Infection Control 63 52 56 73.3 71.1 (69.0) 71.5 (65.9)77.4 (66.9) 74.9 (66.9) Health Promotion and Maintenance 72 90 78 71.472.6 (69.4) 76.3 (70.2) 74.7 (70.8) 73.0 (70.8) Psychosocial Integrity 8886 76 69 72 (65.9) 71.0 (67.9) 71.3 (68.1) 69.4 (68.1) Basic Care andComfort 65 69 84 67 66.7 (63.9) 74.3 (65.9) 73.0 (66.4) 70.3 (66.4)Pharmacological and Parenteral Therapies 66 64 39 70.6 74 (69.9) 78.3(70.6) 76.4 (72.1) 74.0 (72.1) Reduction of Risk Potential 86 89 79 75.571 (68.2) 73.9 (66.5) 75.5 (67.6) 75.5 (67.6) Physiological Adaptation 8878 76 73.2 72 (69.0) 74.8 (69.5) 76.8 (70.2) 77.6 (70.2) The table aboverepresents the percentile ranking of UABSON BSN students on thecontent areas of the ATI (Assessment Technologies Institute)Comprehensive Exam. The percentile rankings are derived fromcomparisons to all other BSN Programs in the U.S. using the ATIComprehensive Exam. Since performance on the ATI ComprehensiveExam predicts performance on the NCLEX-RN Exam, student scores canhelp to identify areas of strength and weakness in relation to contentmastery. The benchmark was revised for AY 2011-12. It was determinedthat the orginal benchmark of a percentile score of > 75% in all areas wasnot realistic given the national and program means. Therefore, the targetbenchmark was revised. The new benchmark is that UABSON BSNstudents will score higher than the national group mean in all subscales.During 2012-2013, the ATI Comprehensive exam was administered inSummer 2012 (n = 93) and Spring 2013 (n = 95). Results indicate student

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achievement of the benchmark in all) in all subscales. NOTE: the score inparentheses indicates the national program mean for the ATIComprehensive exam. UABSON BSN students performed highest in theareas of safety/ infection control and reduction of risk potential.

Finding (2011-12) - Target: MetSubscale Sum09 Sp10 Sum10 Sp11 Sum 11 Sp 12 Management of Care97 91 73 76 72.6 (73.8) 75.1 (71.8) Safety and Infection Control 63 52 5673.3 71.1 (69.0) 71.5 (65.9) Health Promotion and Maintenance 72 90 7871.4 72.6 (69.4) 76.3 (70.2) Psychosocial Integrity 88 86 76 69 72 (65.9)71.0 (67.9) Basic Care and Comfort 65 69 84 67 66.7 (63.9) 74.3 (65.9)Pharmacological and Parenteral Therapies 66 64 39 70.6 74 (69.9) 78.3(70.6) Reduction of Risk Potential 86 89 79 75.5 71 (68.2) 73.9 (66.5)Physiological Adaptation 88 78 76 73.2 72 (69.0) 74.8 (69.5) The tableabove represents the percentile ranking of UABSON BSN students on thecontent areas of the ATI (Assessment Technologies Institute)Comprehensive Exam. The percentile rankings are derived fromcomparisons to all other BSN Programs in the U.S. using the ATIComprehensive Exam. Since performance on the ATI ComprehensiveExam predicts performance on the NCLEX-RN Exam, student scores canhelp to identify areas of strength and weakness in relation to contentmastery. The benchmark was revised for AY 2011-12. It was determinedthat the orginal benchmark of a percentile score of > 75% in all areas wasnot realistic given the national and program means. Therefore, the targetbenchmark was revised. NOTE: the score in parentheses indicates thenational program mean for the ATI Comprehensive exam. During 2011-2012, the ATI Comprehensive exam was administered in Summer 2011 (n= 93) and Spring 2012 (n = 115). Summer 2011 results indicated studentachievement of the benchmark in all but one subscale (management ofcare). In spring 2011, the benchmark was achieved in all subscales.

Related Action Plans (by Established cycle, then alpha):

For full information, see the Details of Action Plans section of this report.

Changes to capstone course/ Simulation ExperiencesEstablished in Cycle: 2010-11Revisions were made to the BSN capstone course (NUR 456L) inSummer 2011. Clinical logs were revised to integrate critical conce...

Curriculum RevisionEstablished in Cycle: 2011-12A BSN Curriculum Revision Task force was formed in Fall 2011. Arevised plan of study has been developed and tentatively endors...

Revision to ATI policy/ ATI Remediation PolicyEstablished in Cycle: 2011-12Two new policies were implemented beginning in Fall 2011 term. Thefirst policy, the ATI policy, was revised so that students ...

Review of BSN admission criteria and processEstablished in Cycle: 2012-13A review of current BSN admission criteria and evaluation process isplanned for AY 2013- 2014.

M 2: NCLEX-RN Examination Pass RateThe NCLEX-RN is a comprehensive criterion referenced examination developedand administered by the National Council of State Boards of Nursing. TheNCLEX-RN examination measures the competencies needed to perform safely

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and efficiently as a newly licensed, entry-level registered nurse. State boardjurisdictions use the examination to assist in making licensure decisions and toensure public protection. Success on the NCLEX-RN examination is required forprofessional nursing practice.

Source of Evidence: Certification or licensure exam, national or state

Target: The achievement target for the first-time pass rate on the NCLEX-RN for newgraduates of the BSN Program is ≥90%.

Finding (2012-13) - Target: MetThe reporting period for Alabama NCLEX-RN results runs from Oct.1st -Sept.30th. For the the 2011-2012 reporting period, the NCLEX pass ratefor first time exam takers was 92.6%. This pass rate is above the ALstatewide pass rate of 88.1%, and above the national NCLEX pass rate of89.%. During this time period, 196 BSN graduates took the NCLEX examwith 180 passing the exam (91.8%). The first-time NCLEX pass rate for thefirst two reporting quarters of AY 2011 – 12 is 98.7% for all prelicensuregraduates and 96.3% for BSN students. . This results in a total of 26 BSNfirst-time takers during this time period (Oct. 1, 2012 – March 31, 2013).For 2011-12, the UAB NCLEX-RN pass rate successfully met ourestablished benchmark of 90%. Beginning with AY 2012 – 2013, thebenchmark has been increased to 95%. After the first two quarters of the2012- 2013 reporting period, we are exceeding this new benchmark.2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012- 2013UAB 94.9% 87.9% 87.8% 89.5% 92.6% 98.7%* Alabama 89.2% 89.6%85.5% 88.1% 88.1% US 86.9% 88.2% 87.6% 87.8% 89.2% *Reflects only2 quarters of AY 2012-2013.

Finding (2011-12) - Target: Not MetThe reporting period for Alabama NCLEX-RN results runs from Oct.1st -Sept.30th. For the the 2010-2011 reporting period, the NCLEX pass ratefor first time exam takers was 89.5%. This pass rate is above the AL passrate of 88.1%, and above the national NCLEX pass rate of 87.8%. For2010-11, the UAB NCLEX-RN pass rate fails to meet our establishedbenchmark; however, our pass rate does exceed the national andAlabama average. Examination of NCLEX results for BSN students whograduated in Spring 2011 indicates that of the 121 students whograduated in that cohort, 103 passed NCLEX on the first attempt, 12students were unsuccessful and results of 6 students in that cohort areunknown (possibly due to taking NCLEX out –of-state). Based on thesenumbers, this BSN class had a 89.6% success rate on the NCLEX examon the first attempt. The NCLEX results were improved for the Summer2011 cohort. For the 93 students who graduated in August 2011, 79students were successful on the first attempt on NCLEX (93%), 6 studentswere unsuccessful and the status of 8 students is unknown. The first-timeNCLEX pass rate for the first two reporting quarters of AY 2011 – 12 is82.6%. This results in based on a total of 41 first-time takers during thistime period (Oct. 1, 2011 – March 31, 2012). 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012* UAB 94.9% 87.9% 87.8% 89.5% 82.6%*Alabama 89.2% 89.6% 85.5% 88.1% 88.1%* US 86.9% 88.2% 87.6%87.8% 89.2%* *Reflects only 2 quarters of AY 2011-2012.



Changes to capstone course/ Simulation ExperiencesEstablished in Cycle: 2010-11

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Revisions were made to the BSN capstone course (NUR 456L) inSummer 2011. Clinical logs were revised to integrate critical conce...

Curriculum RevisionEstablished in Cycle: 2010-11A revision to the BSN curriculum is planned for AY 2011 - 2012. Afaculty task force will be identified in June 2011. A plan wil...

Revision to ATI PolicyEstablished in Cycle: 2010-11A faculty task force reviewed the current ATI policy and sought inputfrom ATI as well as other resources to make recommendati...


Progression PolicyEstablished in Cycle: 2011-12The BSN progression policy was revised related to course failures andcourse withdrawals. The new policy permits no more than 2 ...

Revision to ATI policy/ ATI Remediation PolicyEstablished in Cycle: 2011-12Two new policies were implemented beginning in Fall 2011 term. Thefirst policy, the ATI policy, was revised so that students ...


SLO 2: Critical Analysis A student graduating with a BS in Nursing should be able to construct an analysis ofan issue in nursing as measured by a rubric.


General Education/Core Curriculum Associations

1.2 Collect and evaluate information within the context of the scientificmethod.1.3 Read with comprehension, attention to detail, and awareness of context.1.5 Synthesize information, make reasonable arguments, and arrive atlogical conclusions.2.1 Respond to an assigned topic in a way that shows responsible concernfor an identified audience.2.2 Write a logical argument with a clear claim, appropriate evidence, andothers' perspectives.2.3 Incorporate and document external sources accurately, appropriately,and with academic integrity.2.4 Demonstrate an appropriate level of competence in grammar, usage,and mechanics.2.5 Accurately use the writing conventions appropriate to a discipline.3.4.0 Use quantitative evidence as a basis for reasoning, problem solving,and argument.3.6.0 Communicate quantitative information3.6.1 Use words and numbers at a level appropriate for the intended

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audience.4.1.1 List and evaluate sources of information for ethical and social issues.4.2.0 Demonstrate knowledge of contemporary events and issues.4.2.2 Analyze and evaluate society's problems in a systematic, reasonedmanner.4.4.0 Understand role and value of diversity.4.4.2 Analyze consequences of current social circumstances on disparategroups of people.


1.16 Retention Rate1.17 Graduation Rate

Related Measures

M 3: Scoring Rubric for Critical AnalysisThis is a new learning outcome for the BSN Program and still in the pilot stage.The analysis of an issue in nursing is planned as an assignment for the courseselected for QEP designation in writing. A scoring rubric will be used to identifythe percentage of students who are able to demonstrate critical analysis of anissue at a level expected of a graduate with a BSN degree.

Source of Evidence: Written assignment(s), usually scored by a rubric

Target: An achievement target of 80% of students achieving a level 2 or level 3 onthe scoring rubric.

Finding (2012-13) - Target: MetWriting literacy for BSN students was evaluated using a scoring rubric.The scoring rubric has a possible 9 points. For purposes of thisevaluation, a score of 8 or 9 is a level 3; a score of 6 or 7 is a level 2, anda score of 5 or less is a level 1. Results for AY 2012 - 2013 are as follows:In Fall 2012, the papers of 56 students enrolled in NUR 445 wereevaluated using the rubric developed for this assessment. The paperswere divided amongst 6 faculty. Outcomes of the evaluations using thescoring rubric were: Level 3: 51.8% (n= 29) (24.5% for AY 2011- 12) Level2: 37.5% (n = 21) (61.2% fir AY 2011- 12) Level 1: 10.7% (n = 6) (14.3%for AY 2011- 12) 89.3% scored a level 2 or 3, exceeding the establishedbenchmark. 2. In Spring 2013, the papers of 18 students enrolled in NUR445 were evaluated using the rubric developed for this assessment. Thepapers were divided amongst 6 faculty. After all papers were evaluated,interrater reliability was assessed. The goal for interrater reliability wasthat there would be a difference of no more than 1 point between twoevaluators of the same paper. Interrater reliability was 75%. Outcomes ofthe evaluations using the scoring rubric were: Level 3: 50% (n = 9) (34%for AY 2011-12) Level 2: 44.4% (n = 8) (42% AY 2011-12) Level 1: 5.5%(n = 1) (24% for AY 2011-12) 94.4% scored a level 2 or 3, exceeding theestablished benchmark. The benchmark was changed for this academicyear. The new benchmark is more realistic than the previous benchmark(75% of students will achieve Level 3), thereby contributing to theachievment of this goal. However, the number of students scoring a level 3increased significantly this year. These outcomes indicate an overallimprovement in the ability of the BSN students to critically analyze anissue. With the implementatino of a new curriculum beginning in Fall 2013,this outcome measure will no longer be used. Beginning in Fall 2013,results of a standardized critical thinking test will be used as a measure ofthis outcome of critical analysis.

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Finding (2011-12) - Target: Partially MetWriting literacy for BSN students was evaluated using a scoring rubric.The scoring rubric has a possible 9 points. For purposes of thisevaluation, a score of 8 or 9 is a level 3; a score of 6 or 7 is a level 2, anda score of 5 or less is a level 1. Results for AY 2011 - 2012 are as follows:1. In Fall 2011, the papers of 50 students enrolled in NUR 445 wereevaluated using the rubric developed for this assessment. The paperswere divided amongst 6 faculty. After all papers were evaluated, interraterreliability was assessed. The goal for interrater reliability was that therewould be a difference of no more than 1 point between two evaluators ofthe same paper. Interrater reliability was 84%. Outcomes of theevaluations using the scoring rubric were: Level 3: 24.5% (24% for AY2010-11) Level 2: 61.2% (64% for AY 2010 -11) Level 1: 14.3% (10% forAY 2010 -11) 2. In Spring 2012, the papers of 50 students enrolled in NUR445 were evaluated using the rubric developed for this assessment. Thepapers were divided amongst 6 faculty. After all papers were evaluated,interrater reliability was assessed. The goal for interrater reliability wasthat there would be a difference of no more than 1 point between twoevaluators of the same paper. Interrater reliability was 75%. Outcomes ofthe evaluations using the scoring rubric were: Level 3: 34% (44% for AY2010-11) Level 2: 42% (50% for AY 2010-11) Level 1: 24% (6% for AY2010-11) The target of 75% of students will achieve Level 3 was onlypartially met. Improvement has been seen since evaluation of this goalbegan. After 3 years of monitoring this outcome, faculty have determinedthat the target of 75% of students achieving a level 3 is not realistic. ForAY 2012-2013, the target will be changed to 80% of students achieving alevel 2 or level 3 on the scoring rubric.



Curriculum RevisionEstablished in Cycle: 2010-11A revision to the BSN curriculum is planned for AY 2011 - 2012. Afaculty task force will be identified in June 2011. A plan wil...

Change in benchmarkEstablished in Cycle: 2011-12After 3 years of monitoring this outcome, faculty have determined thatthe target of 75% of students achieving a level 3 is not ...


Writing AssignmentEstablished in Cycle: 2011-12A faculty task force will be convened to work with NUR 445 faculty onrevised the writing guidelines for the assignment that is ...


Details of Action Plans for This Cycle (by Established cycle, then alpha)

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ATI predicted probability score and review course

In an attempt to improve first time NCLEX-RN pass rates, the predicted probabilityscore on the Comprehensive Assessment Technologies Institute (ATI)examination was raised from 92% probability to 95% probability in the summerterm 2009. This predicted probability score indicates the likelihood that thegraduate will pass the NCLEX-RN examination. Students are allowed twoopportunities to pass the Comprehensive ATI examination at the 95% probabilitylevel. If unsuccessful on the second attempt, the student receives an incompletein the last didactic course of the program and must remediate and pass the exambefore graduating. To assist students to be successful on the NCLEX-RNexamination, the School also instituted an optional three day review course for allgraduating students in August 2009. Plan updated in May 2010: Students enrolledin NUR 455 (the course in which students take the ATI Comprehensive Exam) arenow required to attend the live NCLEX-RN Review. Additionally, students weregiven a schedule/plan using ATI resources for reviewing all NCLEX content areas,test-taking strategies, alternative format questions, and critical thinking using twonew tutorial programs by ATI: NurseLogic and Learning System RN

Established in Cycle: 2008-09

Implementation Status: FinishedPriority: High

Projected Completion Date: 07/2009

Responsible Person/Group: BSN Program Coordinator and Faculty teaching inBSN program.

Enhancement of Teaching

Three (3) Teaching Assistants were added to the pre-licensure courses in theBSN Program to assist students in courses that traditionally are difficult:Pathophysiology, Foundations of Nursing, and Adult Nursing. Educationalsessions aimed at improving academic skills such as note-taking, test-taking, andstudy skills are presented each semester in a venue called "Lunch-and-Learn".Update of plan as of June 2010: An educational consultant is scheduled to do aworkshop for faculty on Sept. 21 related to test development and the NCLEXblueprint. Faculty development is ongoing.

Established in Cycle: 2008-09Implementation Status: Finished

Priority: High

Pilot

A pilot to test the scoring rubric will be performed during the 2009 fall term with fullimplementation of this learning outcome expected in spring 2010.



Implementation Description: Pilot is complete.


Responsible Person/Group: Coordinator of BSN Program

Pre-Nursing GPAUpon review of the academic records of students, a strong correlation was notedbetween the GPA in the required "Pre-Nursing" courses, especially the naturalsciences, and student success in the BSN Program. As a result, the weight of thepre-nursing GPA was increased in the admission criteria for in-coming students.


Implementation Status: Finished

Priority: High

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Curriculum Review

A curriculum review is planned for Summer and Fall 2010. As part of th review,specific NCLEX-RN content will be mapped to identify strengths and weaknessesin content areas within the School's curriculum.




Responsible Person/Group: BSN Program Coordinator and faculty teaching inthe BSN program.

Student Writing

Based on the results of the pilot completed for the outcome related to "CriticalAnalysis" the following plan has been identified: 1. Review directions provided tothe students for the written assignment. 2. Provide additional writing resourceswith NUR 445 for students including information about the Writing Lab. 3.Implement a standard resource on APA within all courses in the BSN program. 4.Incorporate student education on library use and literature searches in thecurriculum. 5. Review entire curriculum and "map" student written assignments.


Priority: Medium


Responsible Person/Group: BSN Program Coordinator and BSN CourseManagers

Changes to capstone course/ Simulation ExperiencesRevisions were made to the BSN capstone course (NUR 456L) in Summer 2011.Clinical logs were revised to integrate critical concepts (patient centered care,safety, evidence-based practice). A clinical simulation immersion experience wasadded to provide a critical -thinking simulation for all senior student prior tobeginning their preceptorship. Additionally, an interprofessional simulationexperience has been added for students.



Priority: High

Relationships (Measure | Outcome/Objective):Measure: Comprehensive ATI Exam Subscale Percentile Rankings |Outcome/Objective: Knowledge of the disciplineMeasure: NCLEX-RN Examination Pass Rate | Outcome/Objective:Knowledge of the discipline

Implementation Description: Above changes implemented Summer 2011

Responsible Person/Group: BSN Program Coordinators/ NUR 456L CourseManager and Faculty/ Simulation lab faculty and staff

Curriculum RevisionA revision to the BSN curriculum is planned for AY 2011 - 2012. A faculty taskforce will be identified in June 2011. A plan will be presented to the entire SONfaculty for review by Sept 1, 2011. Anticipated date of implementation is Fall 2012.



Priority: High

Relationships (Measure | Outcome/Objective):

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Measure: NCLEX-RN Examination Pass Rate | Outcome/Objective:Knowledge of the disciplineMeasure: Scoring Rubric for Critical Analysis | Outcome/Objective:Critical Analysis


Responsible Person/Group: Assistant Dean for Undergraduate & PrelicensurePrograms, BSN Program Coordinators and faculty.

Revision to ATI Policy

A faculty task force reviewed the current ATI policy and sought input from ATI aswell as other resources to make recommendations for changes in the ATI policy.The ATI policy has been revised incorporating the following recommendations.The policy will be implemented Fall 2011. o Recommendation 1: ATI Live Reviewrequired for all students in NUR 455 (previously was optional) o Recommendation2: Require students who are unsuccessful after 3 attempts on the ATIComprehensive exam to complete an independent study/ focused remediationunder the guidance of a faculty member prior to graduation. o Recommendation3: Require all students who score below level 2 on proctored course assessmentsto register for a remediation course in the following semester.


Priority: High

Relationships (Measure | Outcome/Objective):Measure: NCLEX-RN Examination Pass Rate | Outcome/Objective:Knowledge of the discipline


Responsible Person/Group: BSN Program Coordinators and Faculty

Additional Resources: Proposal being developed to have a portion of a facultymember's time be devoted to serving as ATI Coordinator.

Change in benchmarkAfter 3 years of monitoring this outcome, faculty have determined that the targetof 75% of students achieving a level 3 is not realistic. For AY 2012-2013, thetarget will be changed to 80% of students achieving a level 2 or level 3 on thescoring rubric.



Priority: High

Relationships (Measure | Outcome/Objective):Measure: Scoring Rubric for Critical Analysis | Outcome/Objective:Critical Analysis

Implementation Description: Benchmark has been revised for AY 2012-2013.

Projected Completion Date: 08/2012Responsible Person/Group: Assistant Dean for Undergraduate & PrelicensureProgram

Additional Resources: None

Curriculum Revision

A BSN Curriculum Revision Task force was formed in Fall 2011. A revised plan ofstudy has been developed and tentatively endorsed by the undergraduate faculty.Work has now begun on developing course overviews and topical outlnes for thenew curriculum.


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Implementation Status: In-Progress

Priority: High

Relationships (Measure | Outcome/Objective):Measure: Comprehensive ATI Exam Subscale Percentile Rankings |Outcome/Objective: Knowledge of the disciplineMeasure: NCLEX-RN Examination Pass Rate | Outcome/Objective:Knowledge of the disciplineMeasure: Scoring Rubric for Critical Analysis | Outcome/Objective:Critical Analysis

Implementation Description: Fall 2012: Approval of new curriculum byUndergraduate faculty and Faculty Organization Spring/ Summer 2013:Development of teaching strategies for all courses Fall 2013: Implement firstsemester of new curriculum

Responsible Person/Group: Assistant Dean for Undergraduate andPrelicensure Programs BSN Program Co-Coordinators

Progression PolicyThe BSN progression policy was revised related to course failures and coursewithdrawals. The new policy permits no more than 2 attempts (failure orwithdrawal) in the program. After the second attempt, the student is dismissedfrom the program. Under the previous policy, students were allowed 2 withdrawalsand could be reinstated after one course failure. Analysis of student progressionand NCLEX results indicated that students who were unsuccessful in a course andwho used their options to withdraw from courses were at increased risk for beingunsuccessful on NCLEX.



Priority: High

Relationships (Measure | Outcome/Objective):Measure: NCLEX-RN Examination Pass Rate | Outcome/Objective:Knowledge of the discipline

Implementation Description: Implementation began with the Spring 2012admission cohort.

Responsible Person/Group: BSN Program CooridnatorsAdditional Resources: None

Revision to ATI policy/ ATI Remediation Policy

Two new policies were implemented beginning in Fall 2011 term. The first policy,the ATI policy, was revised so that students who do not score a level 2 or level 3on a proctored ATI assessement must register for a 1 credit hour remediationcourse the next semester. Additionally, students who do not score the requiredbenchmark of the 95% predictability score for NCLEX success on the ATIComprehensive exam after the second attempt are required to register for a 2credit hour remediation course in the following semester. The second policyaddressed ATI remediation. After 2 semesters of implementation, we have begunto see some early results. For the Spring 2011 and Summer 2011 graduatingclasses, 20 plus students had to complete the ATI Comprehensive exam 3 timesbefore meeting the benchmark. For the Spring 2012 graduating class, only 7students did not meet the benchmark after 2 attempts on the exam. For studentsin NUR 435 Adult Health, 20 students who took the class in Fall 2011 had toremediate to achieve a level 2 on the Adult Health Proctored Assessment; for theSpring 2012 Adult Health class, only 10 students had to remediate.



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Priority: High

Relationships (Measure | Outcome/Objective):Measure: Comprehensive ATI Exam Subscale Percentile Rankings |Outcome/Objective: Knowledge of the disciplineMeasure: NCLEX-RN Examination Pass Rate | Outcome/Objective:Knowledge of the discipline

Implementation Description: See above

Responsible Person/Group: Prelicensure faculty

Additional Resources: A faculty member was appointed as ATI Coordinator,recieving 10% towards their workload.

Writing AssignmentA faculty task force will be convened to work with NUR 445 faculty on revised thewriting guidelines for the assignment that is used to evaluate student writing. Thetask force will also be asked to identify recommendations for strategies to supportstudent achievement of this outcome in the new curriculum to be implemented inFall 2013.


Implementation Status: On-Hold

Priority: Medium

Relationships (Measure | Outcome/Objective):Measure: Scoring Rubric for Critical Analysis | Outcome/Objective:Critical Analysis

Implementation Description: Summer 2012: Convent task force to revisewriting guidelines for the assignment. Fall 2012: Recommendations from the taskforce to the BSN Curriculum Revision Task force for strategies to supportdevelopment of writing skills for students.

Projected Completion Date: 07/2012Responsible Person/Group: BSN Program Co-Coordinators.


Review of BSN admission criteria and process

A review of current BSN admission criteria and evaluation process is planned forAY 2013- 2014.


Implementation Status: PlannedPriority: High

Relationships (Measure | Outcome/Objective):Measure: Comprehensive ATI Exam Subscale Percentile Rankings |Outcome/Objective: Knowledge of the disciplineMeasure: NCLEX-RN Examination Pass Rate | Outcome/Objective:Knowledge of the disciplineMeasure: Scoring Rubric for Critical Analysis | Outcome/Objective:Critical Analysis

Implementation Description: The Assistant Dean for Undergraduate /Prelicensure Programs, Assistant Dean for Student Affairs and the BSN ProgramCoordinators will review current admission criteria to the BSN program along withthe process for reviewing applications.

Responsible Person/Group: Assistant Dean for Undergraduate & PrelicensurePrograms


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Detailed Assessment Report2012-13 Nursing, DNP (joint)

As of: 8/12/2014 06:37 PM EST


Mission / Purpose

Contribution to School/Unit Mission: The UAB School of Nursing's vision is:"Innovative leaders transforming health." The School of Nursing's mission is: "UABSchool of Nursing, as part of a research university and academic health center,shapes patient-centered healthcare by preparing recognized nurse leaders who excelas clinicians, reearchers, and educators in Alabama, nationally and internationally."The DNP program goals of innovative programs, collaborative partnerships,sustainable scholarship, and global leadership support the School of Nursing's visionand mission, as well as that of the university at large. Contribution to Program orDepartment Mission: The curriculum leading to the Joint DNP program with theUniversity of Alabama in Tuscaloosa and the University of Alabama at Huntsville isdesigned to prepare a nurse to function at the highest level of advanced clinicalpractice or executive nurse leadership. Graduate Studies (MSN, DNP, and PhD)contribute to the School's, and ultimately the University's, mission through thepreparation of Advanced Practice Nurses (Nurse Practitioners, Clinical NurseSpecialists, Certified Registered Nurse Anesthetists, and Doctors of NursingPractice), Educators, Administrators, and Researchers who deliver health care,provide clinical leadership, teach new nursing students, and conduct research for thepurpose of alleviating healthcare problems. The DNP program is available to master'sprepared nurse anesthetists, nurse practitioners, clinical nurse specialists, and nurseadministrators. In particular, the mission of the Doctor of Nursing Practice (DNP) is apractice-focused terminal degree to prepare graduates to practice at the highestlevel in specialty practice or to assume leadership positions in health care. Graduatesof the DNP program will focus on providing care to populations and communities withan emphasis on improving quality and access to underserved, diverse populations.Graduates will employ abilities and skills to advocate for reasonable, rational, anddata-driven health regulations, standards, and evidence-based practices; sustaincollaborative and strategic relationships; promote innovative, effective health-careprograms and form partnerships with diverse groups to address health disparities.The three components of the DNP program are advanced clinical specialty practice,leadership, and practice inquiry. Thus, the DNP program articulates with theleadership, research, and service components of the School of Nursing missionstatement.

Upon completion of this program, the students will be able to:

1) Synthesize scientific evidence for the development of clinical interventions forpractice2) Evaluate policy, care delivery, and organizational systems for current and futurehealth care needs3) Demonstrate intra and interprofessional collaboration to address health disparitiesand to improve health care quality across diverse populations and cultures4) Incorporate knowledge of current and emerging health technologies to improvecare delivery and organizational systems5) Translate scientific, theoretical, and ethical principles into health care forindividuals, families, and populations6) Assume complex leadership roles to advance clinical practice and health caredelivery at the organizational and systems level and to improve health outcomes ofindividuals and populations

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7) Advocate for social justice, equity, and ethical policies in health care.

Goals

G 1: Innovative Programs Innovative programs lead evidence-based education, practice, research and service.

G 2: Collaborative Partnerships Mutually beneficial partnerships transform health and healthcare delivery.

G 3: Sustainable Scholarship Sustainable scholarship generates and translates the best evidence to improvehealth outcomes.

G 4: Global Leadership UAB Nursing is a global leader and trendsetter in nursing, health and healthcare.


SLO 1: Scholarly Practice Inquiry Students graduating from the DNP program will demonstrate knowledge of scholarlypractice inquiry


UAB2.1 Ensure curricula of superior academic quality.4.1 Educate and train productive citizens to live and work inAlabama.4.2 Ensure excellence in patient care.4.3 Work with partners to close the gap in health and economicdisparities.

Related Measures

M 1: Scholarly Practice InquiryStudents graduating from the DNP program will complete a scholarly practiceproject that is evidence-based and designed to improve health outcomes orintroduce a system improvement.

Source of Evidence: Academic direct measure of learning - other

Target: Eighty percent of students graduating from the DNP program will successfullycomplete a rigorous scholarly project (i.e. quantitative research methods;systematic review).

Finding (2012-13) - Target: MetWe have met this target with 100% of our students completing rigorous,scientific scholarly projects ranging from systematic reviews of importantpractice phenomena to retrospective descriptive, case control, cohortstudies, and quasi-experimental studies. Our students’ work has beenpresented regionally, nationally, and this year for the first time,internationally, and has been published in scientific journals. The caliberof our students has improved significantly over the course of the past twoyears, and this will continue to support our ability generate scholarship.

Finding (2011-12) - Target: Partially Met

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We have selected this new program target so that we can formally monitorthe rigor of the culminating exercise of the DNP program, the ScholarlyProject. Of the 2011-2012 program graduates, 74% completed projectsthat demonstrate the degree of program rigor desired. We did not meetthe target this year, primarily because of students that had started theirproject well over a year ago, prior to this program target being set. Weanticipate that we will improve steadily in this area over the course of thenext year because of the changes we have made in course content andfaculty, as well as the new expectations for mandatory orientation.



Scholarly Practice InquiryEstablished in Cycle: 2010-11Continue to monitor and evaluate the curriculum, faculty and studentperformance in relation to this goal. Complete additiona...

Other Outcomes/Objectives, with Any Associations and RelatedMeasures, Targets, Findings, and Action Plans

O/O 2: Excellence in Clinical Practice Students graduating from the DNP Program will function at the highest level of clinicalpractice or executive nurse leadership.


UAB2.1 Ensure curricula of superior academic quality.4.1 Educate and train productive citizens to live and work inAlabama.4.2 Ensure excellence in patient care.4.3 Work with partners to close the gap in health and economicdisparities.

Related Measures

M 2: Excellence in Clinical PracticeStudents will evidence excellence in role preparation for clinical practice upongraduation.

Source of Evidence: Project, either individual or group

Target: Excellence in clinical practice will be evident by at least 25% of activestudents participating in a acholarly endeavor (publication, presentation) orservice leadership activity.

Finding (2012-13) - Target: MetOur measurement of student participant in scholarly endeavors and/orservice leadership shows that 70% have presented their work via oral orposter presentation at scientific conferences and/or through publication ina scientific journal. 100% of our students also present their work to theirpeers and faculty across all three campuses annually at the DNP Intensivethat rotates each year among the three participating universities in ourJoint DNP Program. This year, the program was held in Huntsville at theUAH site, and UAB DNP students brought home top honors in allcategories earning first, second and third place for both oral and posterpresentations, thereby sweeping all award categories.

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Finding (2011-12) - Target: MetThe 2011-2012 academic year was filled with a number of studentscholarly accomplishments, including a total of 23 publications, of which13 (56.5%) were co-authored student-faculty publications, 18presentations of which 8 (44%) were national presentations and 1 was aninternational presentation. Additionally, 11 students hold nationalappointments on healthcare professional organizations or panels, and 10received regional or national awards. All considered, 30.7% of students inthe program demonstrated evidence of scholarship and/or serviceleadership.


Excellence in Clinical Practice Action PlanEstablished in Cycle: 2009-10Continue to ensure that students complete a minimum of 500 clinicalhours in advanced nursing practice or executive nurse lead...


O/O 3: Evidence of Scholarly Productivity Students will present evidence of their scholarly productivity.


UAB2.1 Ensure curricula of superior academic quality.3.1 Improve research productivity4.1 Educate and train productive citizens to live and work inAlabama.4.2 Ensure excellence in patient care.4.3 Work with partners to close the gap in health and economicdisparities.

Related Measures

M 1: Scholarly Practice InquiryStudents graduating from the DNP program will complete a scholarly practiceproject that is evidence-based and designed to improve health outcomes orintroduce a system improvement.

Source of Evidence: Academic direct measure of learning - other

Target: Eighty-five percent of the DNP students will receive an above average ratingon a poster presented during the DNP Intensive or other approvedprofessional venue. Fifty percent of the DNP graduates will have a scholarlywork accepted for publication, oral presentation or poster presentation withintwo years of graduation.

Finding (2012-13) - Target: MetThe number of scholarly projects is equal to the number of graduates(n=66) with 100% rated as above average or superior in scientific quality,and 46 (70% of graduates) peer reviewed publications and podium orposter presentations were reported. Students are provided with theexpectation for scholarship and leadership during the very first experiencethey have as incoming students during New Student Orientation. Duringthis two day immersion experience, the Program Director and lead DNPfaculty interact with students and discuss expectations of UAB students;our revised admissions process includes decision by committee, with thehighest determinants for student selection including "ability to contribute to

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the profession and healthcare as a scholar and leader." This is clearlyexplained to all incoming students so that the bar is set high on entry tothe program. By creating a culture of scholarship and leadership, we areseeing our students raise their standards for what they want to accomplishin the program, as well as in the future. This culture has encouraged ourstudents to be very forthcoming about their accomplishments and enjoysharing these with both faculty and peers, and the program leadershipenthusiastically celebrates these events in a highly public manner. Whilethe numbers of publications and presentations reported above issignificant, it does not include our students' scholarly work presented atthe Joint DNP Program’s Annual DNP Intensive. This year, UAH hosted theIntensive in Huntsville, and the event was attended by approximately 350attendees from across the nation. UAB DNP students brought in tophonors for scholarship accepting first, second and third place for a cleansweep of awards in both the original scientific oral and poster presentationcategories. In total, UAB DNP students presented a total of 68presentations at the Intensive event.

Finding (2011-12) - Target: MetThe number of scholarly projects is equal to the number of graduates for2008-2009—263. Of these, 103 peer reviewed publications and podium orposter presentations were reported. Scholarly productivity data areobtained throughout the year from requests presented to students onblast email by the Program Coordinator. Students are provided with theexpectation for scholarship and leadership during the very first experiencethey have as incoming students during New Student Orientation. Duringthis two day immersion experience, the Program Coordinator and leadDNP faculty interact with students and discuss expectations of UABstudents; our newly revised admissions process includes decision bycommittee, with the highest determinants for student selection including“ability to contribute to the profession and healthcare as a scholar andleader.” This is clearly explained to all incoming students so that the bar isset high on entry to the program. By creating a culture of scholarship andleadership, we are beginning to see our students raise their standards forwhat they want to accomplish in the program, as well as in the future.Students are now very forthcoming about their accomplishments andenjoy sharing these with both faculty and peers, and the programleadership enthusiastically celebrates these events in a highly publicmanner. This report does not include our students’ scholarly workpresented at the Joint DNP Program annual DNP Intensive. This year, UABhosted the Intensive in Birmingham at the DoubleTree Hotel, and theevent was attended by almost 300 attendees from across the nation. UABDNP students presented 2 (33%) original scientific oral papers and 43(75%) original scientific posters. Evaluations from the event indicated avery high rate of attendee satisfaction, with several students indicatingthat the conference was among the most impactful professional events oftheir careers.


Schlarly ProductivityEstablished in Cycle: 2010-11Utilize an applicant review process that includes only experienced DNPfaculty to review applications and make decisions colle...

Scholarly Practice InquiryEstablished in Cycle: 2010-11Continue to monitor and evaluate the curriculum, faculty and studentperformance in relation to this goal. Complete additiona...

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Excellence in Clinical Practice Action Plan

Continue to ensure that students complete a minimum of 500 clinical hours inadvanced nursing practice or executive nurse leadership on which to build theirDNP scholarship. Continue to seek qualified mentors for DNP students. Continuewith new established, successful methods for overseeing student scholarship byappropriate faculty assignment and continued engagement in studentdevelopment/learning.


Implementation Status: In-ProgressPriority: High

Relationships (Measure | Outcome/Objective):Measure: Excellence in Clinical Practice | Outcome/Objective:Excellence in Clinical Practice

Implementation Description: Applicants are required to submit verification ofcompletion of a minimum of 500 clinical hours in both the master's and DNP post-master's program. DNP faculty clinical practice expertise and scholarship are tiedto the area of student's role preparation. An approval process for the appointmentof mentors is in place. Students are surveyed at graduation and one year later todetermine if they are practicing in their area of role preparation, and to measurepost-graduate scholarship.

Responsible Person/Group: DNP Program Coordinator, DNP Faculty, Office ofStudent Affairs, Assistant Dean for Program Evaluation

Scholarly Practice Inquiry

Continue a discussion of the Scholarly Practice Project. Continue to refine studentGuidelines for the Scholarly Practice Project. Increase discussions ofrequirements for a Scholarly Project with applicants to the DNP program. Orientstudents to the expectations for completion of the Scholarly Practice Project.Continue to monitor national expectations of "the Scholarly Project or Capstone"DNP project. Continue faculty development on the expectations for a DNPScholarly Project. Identify resources to assist students in scholarly writing.



Implementation Description: A discussion of the Scholarly Project was an itemon each DNP faculty agenda. The Guidelines for the Scholarly Project werereviewed during DNP faculty meetings. Faculty discussed with applicants to theDNP program the requirements a Scholarly Project. Advisors worked with studentsto refine the student's Scholarly Project early in their doctoral study.

Responsible Person/Group: DNP faculty, advisors, and DNP ProgramCoordinator

Additional Resources: NoneBudget Amount Requested: $0.00 (no request)

Scholarly Project Action Plan

The Orientation for DNP students was modified to include discussions of ScholarlyWriting expectation for the DNP program. A list of resources on scholarly writingwas distributed to new students. The School of Nursing has worked with theGraduate School's Professional Development Program to identify courses thatsupport DNP student's writing needs. A member of the Graduate School's

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Professional Program attended the Orientation of new DNP students in July todescribe resources that are currently available. A task force with members fromthe School of Nursing and the Graduate School's Professional DevelopmentProgram will meet during the coming academic year to explore the development ofan on-line offering tailored for DNP students. Continue to monitor students'Scholarly Projects. Identify opportunities for students disseminate their scholarlywork.



Priority: HighImplementation Description: Additional resources were identified to assiststudents to improve their writing skills. Because most of the students are NursePractitioners and have not exercised their scholarly writing, this aspect of doctoralstudy continues to take a lot of faculty time.

Responsible Person/Group: Faculty and DNP Program Coordinator

Excellence in Clinical Practice

Adjust acceptance process to include only those students with clear leadershipgoals related to their clinical practice role; utilize a faculty panel to determineacceptance of applicants into the program. Ensure that students have 500 clinicalhours in advanced nursing practice or executive nurse leadership on which tobuild the DNP practice. Offer opportunities for students lacking the requisitenumber of hours to complete those requirements. Continue to seek qualifiedmentors for DNP students. Follow established guidelines for the appointment ofmentors. Ensure that students' Scholarly Practice Project is in the area of studentpreparation. Continue to survey successive cohorts of students to see if they arepracticing in the area of role preparation. We will also continue to solicit feedbackfrom employer practices regarding graduates performance.



Implementation Description: The UAB DNP program is well prepared tobecome increasingly selective about the quality of applicants accepted. This willsupport improved scholarly output among our students and graduates, therebyfurthering the image and reputation of our program.

Responsible Person/Group: Anne Alexandrov, DNP Steering Committee andDNP Faculty

Schlarly Productivity

Utilize an applicant review process that includes only experienced DNP faculty toreview applications and make decisions collectively about acceptance; include inthis process a review of each applicant's scholarly writing skills. Continuouslyupdate the DNP information page on the SON website to include description of theScholarly Practice Project and other student expectations with regard toscholarship; include on this page a list of student and graduate accomplishmentsto showcase the type of student/graduate achievements that we expect and wantto become known for within the professional nursing/healthcare community.Charge the DNP faculty with ongoing oversight of the quality of studentscholarship and scholarly practice projects. Complete curriculum revisions duringupcoming academic year.

Established in Cycle: 2010-11Implementation Status: In-Progress

Priority: High

Relationships (Measure | Outcome/Objective):Measure: Scholarly Practice Inquiry | Outcome/Objective: Evidence

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of Scholarly Productivity

Implementation Description: As a doctoral level program, students areexpected to produce scholarly output. By admitting the best of our applicant pooland showcasing the accomplishments of our students and graduates, we will havepositioned ourselves as the program of choice for students with high leadershippotential in the southeastern U.S.A.

Responsible Person/Group: Anne Alexandrov, DNP Steering Committee andDNP Faculty

Scholarly Practice Inquiry

Continue to monitor and evaluate the curriculum, faculty and student performancein relation to this goal. Complete additional curriculum revisions in 2013-2014 inconcert with the other two campuses, including the addition of three new coursesin statistics, writing scholarship, and program evaluation. Continue with our highlysuccessful orientation program, monitoring student evaluations and classroomperformance associated with orientation objectives.

Established in Cycle: 2010-11Implementation Status: In-Progress

Priority: High

Relationships (Measure | Outcome/Objective):Measure: Scholarly Practice Inquiry | Outcome/Objective: Evidenceof Scholarly Productivity| Scholarly Practice Inquiry

Implementation Description: We have invested significant effort in curricularrevisions, course additions, our highly structured orientation process, strictrequirements for scholarship, and selection of high caliber students.

Responsible Person/Group: Anne Alexandrov and DNP Program Faculty

Detailed Assessment Report2012-13 Nursing, MSN

As of: 8/12/2014 06:37 PM EST


Mission / Purpose

Contribution to School/Unit Mission: The UAB School of Nursing's vision is:"Innovative leaders transforming health." The School of Nursing's mission is: "UABSchool of Nursing, as part of a research university and academic health center,shapes patient-centered healthcare by preparing recognized nurse leaders who excelas clinicians, reearchers, and educators in Alabama, nationally and internationally."This mission is consistent with the university mission: "...discovers, teaches, andapplies knowledge for the intellectual, cultural, social, and economic benefit ofBirmingham, the state, and beyond." We share the tripartite mission of teachingstudents to become health care providers, health care researchers, and citizens whomake their contributions through research and provision of health care. Contributionto Program or Department Mission: Graduate Studies (MSN, DNP, and PhD)contribute to the School's, and ultimately the University's, mission through thepreparation of Advanced Practice Nurses (Nurse Practitioners, Clinical NurseSpecialists), Educators, Researchers and Administrators who deliver health care,provide clinical leadership, teach nursing students, and conduct research for thepurpose of alleviating healthcare problems.

The specific objectives of the MSN program were derived from the SON mission,

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philosophy, and organizing framework, and serve as the basis for the fivecompetencies required for the master's graduate.

Upon completion of this program, the students will be able to: 1) Synthesize research, theoretical formulations, and principles of scientific inquiry toprovide evidence-based practice2) Assume leadership in managing and evaluating quality improvement processes3) Use information systems/technology to evaluate programs of care, outcomes ofcare and care systems4) Advocate and implement health care policies that improve access, equity,efficiency, and social justice in the delivery of health care5) Design innovative educational programs for patients, nursing staff, and nursingstudents using teaching and learning principles6) Provide ethical, culturally sensitive care in an advanced nursing role independentlyand collaboratively with professionals from multiple disciplines7) Monitor the quality of one's own nursing practice based on professional practicestandards and relevant statutes and regulations8) Apply theories and principles of marketing, economics, consultation, management,and leadership to comprehensively perform an advanced nursing role

Goals

G 1: Career Preparedness Students completing the didactic and clinical coursework in the Masters of NursingScience Program possess knowledge to begin a competent and safe career inadvanced nursing practice.

G 2: Professional Involvement Students are intellectually and personally committed to advancing their professionaldevelopment throughout their nursing careers.


SLO 1: Comprehensive Knowledge of Advanced Nursing Students graduating with an MSN degree in Nursing will demonstrate advanced andcomprehensive knowledge of the discipline of nursing science.


UAB2.1 Ensure curricula of superior academic quality.4.1 Educate and train productive citizens to live and work inAlabama.4.2 Ensure excellence in patient care.

Related Measures

M 1: Performance on national certification examinationsMSN graduates will pass a national certification examination specific to theirspecialty (i.e. Pediatric Nurse Practitioner, Family Nurse Practitioner, Adult NursePractitioner). .

Source of Evidence: Standardized test of subject matter knowledge

Target: 95% of students graduating from an Advanced Practice Nursing (APN)

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specialty track in the MSN program will pass the specialty track certificationexamination required to practice as an APN.

Finding (2012-13) - Target: Partially MetFour of the nine reported tracks have certification exam pass rates thatmeet or exceed the benchmark of 95% (set in 2012) and these includeAdult Acute and Continuing Care (100%), Women’s Health (100%),Psychiatric Mental Health (100%) and Gerontology (100%). Neonatal(62.5%), Adult Primary Care (77.8%), Pediatric Acute and ContinuingCare (86%), Nurse Anesthesia (88%), and Family Primary Care (88.4%)failed to meet the 95% benchmark. Certification pass rates are reporteddifferently depending on the certifying body. Women’s Health andNeonatal results are reported by National Certification Corporation (NCC);Pediatric Primary and Acute are reported by the Pediatric NursingCertification Board (PNBC); Psych/Mental Health is reported by AmericanNurses Credentialing Center (ANCC); Adult/Gero Primary Care and FamilyPrimary Care students have the option of sitting for the ANCC and/or theAmerican Association of Nurse Practitioners (AANP) Exam; and Adult/GeroAcute and Continuing Care students have the option of taking the ANCCand/or American Association of Critical Care Nurses (AACN) exam.Although it is ideal to report first-time attempt pass rates separate forsecond or more attempts, it is not currently possible based on limitationsin the methods used by the certification agencies which often do notaccount for repeat vs. first time test takers. Additionally, certifying agencyrecordkeeping limitations, including a history of lost certification recordsand miscoding of the university represented, limit our ability to know withabsolute certainty the results of our graduates on certification exams.Therefore, the rates we report are based on the information that iscurrently available from these agencies to us at this time, along withcertification results shared with us by our graduates. The overall SONMSN certification pass rate based on this information was 86.2% forAY2012-2013.

Finding (2011-12) - Target: Not MetFor 2011-12 (August to May), 219 MSN graduates sat for certification and89.5% passed (196/219), which is just short of the benchmark of 90%.

Finding (2010-11) - Target: Met90.3% of students graduating from a Nurse Practitioner specialty track inthe MSN program passed the specialty track certification examinationrequired to practice as a Nurse Practitioner.



Faculty monitor results: More rigorous standards setEstablished in Cycle: 2008-091. Improve the comprehensive examination preparation which is usedto prepare graduates to achieve a high score on national cer...

Improve performance on national certification examsEstablished in Cycle: 2011-12In April 2012 the MSN leadership team met to discuss the MSNcurriculum strengths and weaknesses. The APRN Consensus Model,AA...

M 2: Comprehensive ExaminationMSN students in their culminating or residency course will pass an examinationencompassing knowledge learned throughout the MSN program of study.

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Source of Evidence: Comprehensive/end-of-program subject matter exam

Target: 100% of students in their culminating course will pass a comprehensiveexamination prior to graduation.

Finding (2012-13) - Target: MetAll students are required to pass the track specific certification exam priorto graduation. Any student not passing the certification exam on firstattempt will be given one additional opportunity. Eight students failed topass their comprehensive examination on during AY 2012-2013. Sevenstudents required a second attempt of which they were successful andone student will make a second attempt this summer 2013 term.

Finding (2011-12) - Target: Met100% of students passed their comprehensive examination.



Faculty monitor results: More rigorous standards setEstablished in Cycle: 2008-091. Improve the comprehensive examination preparation which is usedto prepare graduates to achieve a high score on national cer...

SLO 2: High satisfaction with program effectiveness Student graduating from the MSN program will possess a high degree of satisfactionwith the effectiveness of their preparation for their advanced nursing practice role.



2.1 Masters/Postmasters enrollment2.7 % Minority masters/postmasters


UAB2.1 Ensure curricula of superior academic quality.2.3 Strengthen recruitment of students who are well-qualified,intellectually curious and diverse.5.3 Increase alumni engagement.

Related Measures

M 3: Level of New Graduate Satisfaction w/ PreparationMSN Graduates will report a high degree of satisfaction with the effectiveness oftheir preparation for their advanced nursing practice role as measured throughan annual survey of new graduates and alumni using the services of an externalorganization, Education Benchmark Institute.

Source of Evidence: Student satisfaction survey at end of the program

Target: New graduates will indicate a high degree of satisfaction (equal to or greaterthan 5.5 on a 7 point scale) with the MSN program.

Finding (2012-13) - Target: Not MetExit Survey: The 2012-2013 EBI survey data is not yet available. In 2011-2012, 324 graduates were surveyed with 127 responding, for a responserate of 39.8%. When compared with Select 6, Carnegie Class and allinstitutions, Overall Program Effectiveness scores were statistically equal.UABSON mean scores from 2010-2011 and 2011-2012 are statistically

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equal. Overall program effectivess was rated at 4.87/7. Alumni Data: The2012-2013 EBI survey data is not yet available. In 2011-2012, 261 alumni,for whom contact information was available, were surveyed, of which 33responded for a response rate of 13% (down from 20% in 2010-2011).This response rate is lower than Select 6 with 25%, Carnegie Class with22% and All Participating Institutions with 23%. Of the 33 respondents,24% graduated within 12 months of the survey and 76% within 13-24months of the survey. In review of findings related to Overall ProgramEffectiveness, UABSON mean was statistically higher than Select 6 andCarnegie class. The UABSON MSN Program ranked 1st (1/7) within Select6, 1st (1/18) within Carnegie Class and 14th (14/64) within all participatinginstitutions. A continued concern is the continued low response to thesurvey; however the response rate is improving as we have been moreaggressive in obtaining follow-up e-mail addresses and phone numbers.We are working on additional planning to secure correct contactinformation for all our graduates.

Finding (2011-12) - Target: Not Reported This CycleData is not yet available. Results will be reported in September 2012.

Finding (2010-11) - Target: Not MetOverall 103 students ranked their satisfaction with the MSN program as5.05 on a 7 point scale.



Improved SatisfactionEstablished in Cycle: 2010-11MSN Curriculum is currently under revision and will be mapped to MSNessentials required by certifying bodies; this revision w...

SLO 3: Achievement of high standard of Professionalism in Advanced NursingPractice

Students graduating with an MSN degree in Nursing will demonstrate an advancedlevel of professionalism in nursing practice.


1. Involvement with National and State Professional Nursing Organizations 2.Contribution to the Professor of Nursing through publications and presentations


UAB4.2 Ensure excellence in patient care.

Related Measures

M 4: Professional PortfolioMSN students submit individual professional portfolios demonstrating their skilldevelopment and professional products in final semester or residency.

Source of Evidence: Portfolio, showing skill development or best work

Target: 90% of MSN students will achieve a satisfactory or above rating on theirprofessional portfolios.

Finding (2012-13) - Target: Met100% of students required to submit a professional portfolio received agrade of pass prior to graduation. The purpose and design of the porfoliois being redesigned for AY 2013-2014.

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Finding (2011-12) - Target: Met100% of MSN students achieved satisfactory or above rating on theirprofessional portfolios.

Finding (2010-11) - Target: Met100% of MSN graduate candidates achieved satisfactory or above ratingson their professional portfolios.



Professional PortfolioEstablished in Cycle: 2010-11The purpose and design of the porfolio is being redesigned for AY2013-2014.


Faculty monitor results: More rigorous standards set

1. Improve the comprehensive examination preparation which is used to preparegraduates to achieve a high score on national certification examinations. 2. Addpolicy requiring a pass grade on an Objective Structured Clinical Examination forprogression into the final and culminating residency course.


Implementation Status: In-ProgressPriority: High

Relationships (Measure | Outcome/Objective):Measure: Comprehensive Examination | Outcome/Objective:Comprehensive Knowledge of Advanced NursingMeasure: Performance on national certification examinations |Outcome/Objective: Comprehensive Knowledge of AdvancedNursing

Implementation Description: All specialty tracks have implemented the morerigorous comprehensive examination preparation policy. The OSCE progressionpolicy was enforced during the final semester of the 2008-09 academic year.


Responsible Person/Group: School of Nursing Masters faculty

Additional Resources: NoneBudget Amount Requested: $0.00 (no request)

Connected DocumentsCompetency Evaluation of StudentsMSN Comprehensive Examination PolicyMSN Progression and Graduation Policy

Continue to monitor graduate satisfaction

The School of Nursing has contracted with the EBI to survey recent graduates andalumni. The next report for this current cycle is due to the School of Nursing inSeptember, 2012, and results will be reported in the next WEAVE cycle.



Implementation Description: Measure will be implemented by external agencyin September, 2012, for the current cycle data.

Responsible Person/Group: Associate Dean for Academic Office withEducational Benchmark Institute.

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Additional Resources: None.

Budget Amount Requested: $0.00 (no request)

Satisfactory Portfolio Scores

Continue to monitor student portfolios in all specialty tracks for satisfactory orhigher ratings.

Established in Cycle: 2009-10Implementation Status: Planned

Priority: High

Implementation Description: Continuing implementation

Responsible Person/Group: Faculty in specialty trackAdditional Resources: None

Budget Amount Requested: $0.00 (no request)

Improved Satisfaction

MSN Curriculum is currently under revision and will be mapped to MSN essentialsrequired by certifying bodies; this revision will ensure the integration of emergingessentials for MSN education and will include cutting-edge content and innovativeteaching/learning experiences.



Relationships (Measure | Outcome/Objective):Measure: Level of New Graduate Satisfaction w/ Preparation |Outcome/Objective: High satisfaction with program effectiveness


Professional Portfolio

The purpose and design of the porfolio is being redesigned for AY 2013-2014.



Priority: High

Relationships (Measure | Outcome/Objective):Measure: Professional Portfolio | Outcome/Objective: Achievementof high standard of Professionalism in Advanced Nursing Practice

Improve performance on national certification examsIn April 2012 the MSN leadership team met to discuss the MSN curriculumstrengths and weaknesses. The APRN Consensus Model, AACN Essentials,NONPF Competencies, LACE, Criteria for Evaluation of Nurse Practitionerprograms (AACN/NONPF), certification pass rates, certification agencyrequirements, IDEA evaluation scores and comments, and EBI data were utilizedduring this evaluation stage. The revision format was based on the fact thatsuccessful distanced education requires innovation in teaching, evaluation, andcommunication. This required each faculty member to be committed to theUABSON Core Values: excellence, caring, innovation, diversity, integrity andcommunication. Review of current programs of study for each specialty trackrevealed inconsistency in number of program hours from 40 – 47 hours. The finalprogram of studies reflects a 44 hour program for all tracks (excluding dual tracks– however each dual track follows new content revision). Tracks that had addedadditional specialty content courses developed the new standardized specialtytrack courses to integrate the specialty content into existing courses. Thisdecision was made to decrease variation in program hours and present thematerial to students at the higher level of synthesis to enhance clinical decision

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making. The revised curriculum will go into effect Fall 2013. Spring and Summer2013 terms were a time of transitioning current students into the new curriculum.This is an ongoing effort by Student Affairs and the MSN leadership team. Otherchanges include: 1) Core course content, in addition to a strong foundation duringthe first year, is threaded throughout the curriculum to achieve mastery ofcontent; 2) Course descriptions and objectives are consistent in all NP specialtytracks, tailored only for population of interest; 3) communication with students willbe frequent and consistent utilizing multiple methods; 4) students will only form asense of community with faculty dedication to early and often communication(addition of on campus orientation, three additional on campus student visits); 5)admission to the MSN program will be for fall and summer terms; 6) students areto follow the set program of studies – taking courses in sequence with pre- andco- requisites thus improving graduation rates and certification pass rates. Thiscohort approach will also allow for more reliable tracking of student progressionand graduation. The University will begin the trimester calendar (Fall, Spring, andSummer each 14 weeks in length) in Fall 2013. This change complements the newMSN curriculum where each semester carries a similar course credit load.Currently the MSN faculty members are mapping content in the specialty trackcourses. It is expected that revision of non-NP tracks will begin AY 2013-2014.



Priority: High

Relationships (Measure | Outcome/Objective):Measure: Performance on national certification examinations |Outcome/Objective: Comprehensive Knowledge of AdvancedNursing

Responsible Person/Group: MSN Faculty, Office of the Senior Associate Deanfor Academic Affiars and Office of Student Affairs

Detailed Assessment Report2012-13 Nursing, PhD

As of: 8/12/2014 06:37 PM EST


Mission / Purpose

Contribution to School/Unit Mission: The UAB School of Nursing's vision is:"Innovative leaders transforming health." The School of Nursing's mission is: "UABSchool of Nursing, as part of a research university and academic health center,shapes patient-centered healthcare by preparing recognized nurse leaders who excelas clinicians, reearchers, and educators in Alabama, nationally and internationally."The PhD program contributes to the mission and vision through the generation ofnurse scientists to support the complex healthcare needs of a global community.Contribution to Program or Department Mission: Graduate Studies (MSN, DNP, andPhD) contribute to the School's, and ultimately the University's, mission through thepreparation of Advanced Practice Nurses (Nurse Practitioners, Clinical NurseSpecialists), Educators, and Administrators who deliver health care, provide clinicalleadership, teach new nursing students, and conduct research for the purpose ofalleviating healthcare problems. In particular, the mission of the PhD program is to"prepare professional nurses as scholars and researchers who will make asubstantive contribution to the body of knowledge for the discipline of nursing andthereby improve health services for those who receive nursing care." Thus, the PhDprogram contributes to the preparation of researchers and scholars who can provide

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leadership to advance health of consumers locally, nationally, and internationally.

Upon completion of this program, the students will be able to: 1) examine models, concepts and theories for their application in expanding the bodyof nursing and health-care knowledge; 2) contribute to nursing science and health care through research that isdisseminated in professional publications and presentations to the scientificcommunities and health-care consumers; 3) conduct health-care investigations based upon scientifically sound conceptual andmethodological decisions about research designs, measures, and analytic methods;4) reflect a consistent commitment to scientific integrity in the design, conduct, anddissemination of research; 5) initiate and collaborate in interdisciplinary research and scholarly endeavors thatcontribute to health outcomes in a culturally effective manner; and 6) assume leadership roles in research and scholarship.

Goals

G 1: Prepare professional nurses as scholars and researchers The goal of the PhD in Nursing program is to prepare professional nurses asscholars and researchers.


SLO 1: Demonstrate conceptual and methodological knowledge Students graduating from the PhD in Nursing program will demonstrate knowledge ofconceptual foundations and research methodologies appropriate for the conduct ofhealth care investigations in a selected substantive area within the scope of nursingscience.



2.14 # doctorates awarded


UAB2.1 Ensure curricula of superior academic quality.

Related Measures

M 1: Dissertation completionStudents graduating from the PhD in Nursing Program will demonstrateknowledge though the development and execution of a doctoral dissertation.

Source of Evidence: Senior thesis or culminating major project

Target: A minimum of five (5) students will successfully complete their dissertationprojects during the current IPEDS reporting period.

Finding (2012-13) - Target: MetNine (9) students successfully completed their dissertation projects duringthe current IPEDs reporting period.

8/12/2014 Reporting


Finding (2011-12) - Target: MetTen (10) students successfully completed their dissertation projectsduring the 2011-2012 IPEDS reporting period.



PhD Program QualityEstablished in Cycle: 2010-11Actions to evaluate and improve program quality will include:(Person(s) Responsible) (1) Monitoring students’ academic perfor...

Other Outcomes/Objectives, with Any Associations and RelatedMeasures, Targets, Findings, and Action Plans

O/O 2: Demonstrate scholarly productivity Students graduating from the PhD in Nursing program will demonstrate scholarlyproductivity through oral and written presentations.



2.14 # doctorates awarded


UAB2.1 Ensure curricula of superior academic quality.

Related Measures

M 2: Presentations, written and oralStudents graduating from the PhD in Nursing program will demonstrate scholarlyproductivity through submission of an annual report, documenting publicationsand presentations during each academic year.

Source of Evidence: Portfolio, showing skill development or best work


PhD Program Quality

Actions to evaluate and improve program quality will include: (Person(s)Responsible) (1) Monitoring students’ academic performance in individual courses(Course faculty/Advisors/Program Coordinator) (2) Review of individual courseevaluations from students to identify areas of strength and weakness (Coursefaculty/Program Coordinator) (3) Review of results from comprehensiveexaminations for areas of strength and weakness in preparation (PhD ProgramCoordinator/PhD Steering Committee) (4) Completion of annual student progressreports to document progress toward achievement of dissertation objectives (PhDstudents/Advisors), with subsequent review to determine adequacy of progress(PhD Program Coordinator/PhD Steering Committee) (5) Completion of annualstudent progress reports to document scholarly prodcutivity during the previousacademic year (PhD students/Advisors), with subsequent review to determineaggregate program outcomes (PhD Program Coordinator/PhD SteeringCommittee) (6) To increase research related outcomes by graduates (e.g.scholarly publications and research grants) we are currently changing the Ph.D.curriculum to enhance skill builded related to graduate student publications (7) Toincrease scholarly publications and presentations by pre-candidacy students we

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need to increase the student immersion experience. This will be accomplished byrevising the Ph.D. curriculum to include two semesters of research immersion witha funded research team with the goal that all students will publish at least onedata based article during the immersion. (8) To increase scholarly publications allcourses are being redesigned so that writted assignments can potentially lead topublishable papers (9) To increase scholarly publications and research grants thenew cuuriculum will include two writing courses that focus on writing for publicationwith the number of manuscripts submitted for publication as an outcome measure



Priority: High

Relationships (Measure | Outcome/Objective):Measure: Dissertation completion | Outcome/Objective:Demonstrate conceptual and methodological knowledgeMeasure: Presentations, written and oral | Outcome/Objective:Demonstrate scholarly productivity

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