academic program: assessment report 2014-2015 · national mean composite score on the evolve©...

Academic Program: Assessment Report 2014-2015

Unit/Department: Mary Black School of Nursing Division:

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Component Description

Program Mission Statement

From your Program Assessment Plan (Statement should articulate the unit/ program mission in support of the institutional mission and include a clearly defined purpose appropriate to collegiate education.)

MISSION: The primary mission of the Mary Black School of Nursing as part of the University of South Carolina Upstate is to serve the citizens of the Upstate South Carolina by providing education programs in nursing that are of the highest quality. Programs offered at the Mary Black School of Nursing use a variety of teaching modalities and foster inter-institutional articulation for students who are diverse in background, age, race, ethnicity, gender, educational experiences, and needs. Programs are founded upon strong partnerships with the community, including health care organizations and health care providers in Upstate South Carolina.

The faculty of Mary Black School of Nursing is committed to excellence in teaching, advising, and in providing experiential learning opportunities that empower students to become competent professionals who give high quality nursing care to diverse populations. The faculty provides leadership in addressing nursing educational needs and in promoting the health and welfare of the citizens of Upstate South Carolina through educational outreach, scholarship, and professional service.

Assessment Method: Overview of HESI and data collection process

All four program goals (outlined below) will be assessed through the EVOLVE®(HESI) RN Exit Exam for the 4-year Track student. The test will be administered the last semester of the senior year in NURS 497 Issues in Professional Nursing. EVOLVE© (HESI) defines the recommended performance on EVOLVE© (HESI) RN Exit Exam as scoring at, or above, a 900 composite score. The acceptable performance is defined as scoring at, or above, an 850 composite score. The recommended and acceptable student performance scores are based on the HESI Predictability Model (HPM) of student success on (passing) the National Council Licensure Examination for Registered Nurses (NCLEX-RN®) examination. After graduation, students must pass the NCLEX-RN® to enter into the practice of nursing. It is regulated by the National Council of State Boards of Nursing (NCSBN®) and measures the competencies needed to perform safely and effectively as a newly licensed, entry-level registered nurse. In measuring competency in the nursing process and care, the following student outcomes will be measured and analyzed. 1. The student aggregate will obtain a minimum HESI Composite score (HESI Score) at or above the

National Mean Composite score on the EVOLVE© (HESI) RN Exit Exam *. 2. The student aggregate will obtain a minimum HESI Composite score (HESI Score) at or above the

National Mean Composite score on the all four program goal items on the EVOLVE© (HESI) RN Exit Exam *.

3. Ninety percent of students will obtain a minimum HESI Composite score (HESI Score) of 900 on the EVOLVE© (HESI) RN Exit Exam *.



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Students will be provided the opportunity to take the EVOLVE© (HESI) RN Exit Exam a maximum of three times in order to achieve a minimum HESI Score of 900. Three versions are available to ensure consistency and reliability of test questions for each attempt should a student not reach the HESI Score of 900 on their first attempt. Giving them the same exam on additional attempts would modify their results; therefore, it would not provide an accurate representation of students’ knowledge.

The EVOLVE© (HESI) RN Exit Exam was given to second semester seniors in fall 2014 and spring 2015. The national norm group for this time period consisted of nursing students from all types of RN programs (diploma, associate degree, and baccalaureate degree). Scores are based on the number of students taking the EVOLVE© (HESI) RN Exit Exam in the last 365 days. The exam consisted of 150 scored test questions and 10-11 non-scored test questions. Based on the Kuder-Richardson 20 statistical formula where the KR20 ranges from a -1 to +1, the reliability of the examination (KR20) was 0.78 in December 2014, 0.87 in May 2015. The closer the KR20 is to +1, the more internal consistency the exam possesses. A test item question may measure more than one defined category. This is the fourth year the EVOLVE© (HESI) RN Exit Exam was given at this university.

1) HESI Exam Policy for EVOLVE© (HESI) RN Comprehensive Exam a. The HESI version 1 Comprehensive Exam will be administered during the final

semester. b. Students must achieve a minimum score of 900 on the HESI version 1 exam. If

a score of 900 is not achieved, the student must: a) Successfully complete the HESI customized self-remediation for version 1 then b) take HESI Comprehensive Exit Exam Version 2 with minimum score of 850.

c. If a minimum score of 850 is not achieved, the student must: a) self-remediate by completing the HESI customized self-remediation for version 2, b) take Comprehensive Exit HESI Exam Version 3 at the student’s own expense.

d. If student does not achieve a minimum of 850 on version 3, student must complete the prescribed customized self-remediation plan for version 3 before receiving the final grade for NURS 497.

e. If the HESI score is less than 850 and remediation is incomplete, the student will receive a grade of zero (0) for the HESI calculated portion of the final course grade.

f. The highest score will be used in the calculation of students final course grade.

g. Students who do not reach the designated scores as indicated above have an opportunity to remediate based on their scores to identify areas of strength and weakness. This remediation assists the student in preparing for



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additional examination attempts. Students are also provided the opportunity to meet with faculty/advisors in developing a plan to improve.

Assessment Method (con’t)

The HESI score also reflects application of the HESI Predictability Model (HPM) to the student composite or aggregate score and is one measure to predict success on the NCLEX-RN® which measures the competencies needed to perform safely and effectively as a newly licensed, entry-level registered nurse. HESI scores range from 0 to over 1,000, and can be as high as 1,500 (depending on the difficulty level of the exam). Research suggests 900 as a recommended score and 850 as an acceptable score.

As a competent provider of care who delivers safe, holistic therapeutic interventions: The pre-licensure student aggregate will obtain a minimum HESI Composite score (HESI Score) at or above the National Mean Composite score on the therapeutic nursing interventions, therapeutic communication, critical thinking, and professional role model items on the EVOLVE© (HESI) RN Exit Exam *

Students could take all 3 comprehensive exit exams. The highest score of the 3 attempts counted as 40 percent of the final 497 grade. The student’s highest score was calculated in the course grade and was not a required achievement of graduation. EVOLVE© (HESI) computes a "conversion score" defined as a weighted percentage score that considers the average difficulty of the exam and the average difficulty of the test items answered correctly. It is set on a traditional 0-100 scale. The conversion score was used for grade calculation.

The Associate Dean will collect and tabulate the data and forward to the Curriculum Committee for analysis. The Curriculum Committee will analyze the data and present findings along with suggested recommendations to the faculty at a School meeting. Faculty will use assessment findings to evaluate the curriculum and make revisions as indicated. The Assessment Coordinator will collect and correlate the data and prepare the Assessment report in concert with the Strategic Performance Plan Committee.

The faculty will receive the Curriculum Committee’s report at a School meeting and will discuss the implications of the findings as they relate to program improvement. If the outcomes are met at the level established by the faculty, a recommendation to maintain the current standard may be made. If the outcome is not met or partially met, faculty will develop a plan of action to address concerns. The action plan will be implemented and evaluated using the assessment process. Assessment changes will be reflected in the School’s Strategic Performance Plan, documented in the School of Nursing Faculty Meeting minutes, and monitored on an ongoing basis. Ongoing assessment results will be used to



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evaluate the curriculum and to make program improvements. Findings, analyses, actions, and reevaluations will be documented in the SON Annual Report.

Overall HESI Exit Exam Goals, Assessment Results, and Analysis

While these HESI goals are not tied to any specific program goal, they do measure overall changes in student performance on the EVOLVE© (HESI) RN Exit Exam. They provide a wider view of how achievement in each of the sub-tests (outlined below) correlates with final test scores. 1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the

National Mean Composite score on the EVOLVE© (HESI) RN Exit Exam *. The national mean aggregate score among all RNs for 2014-2015 was 858, up from the score of 856 for 2013-2014. The USC Upstate mean aggregate score (for Version 1) was 902 for the Spartanburg cohort and 896 for the Greenville cohort in fall 2014; 866 for both the Spartanburg and Greenville campuses. Starting in spring 2015, reports were combined for both campuses. The assessment measure was met for the fall 2014 Greenville and Spartanburg cohorts and spring 2015 for both campuses.

2. Ninety percent of students will obtain a minimum HESI Composite score (HESIScore) 850 on the EVOLVE© (HESI) RN Exit Exam *. Of the 179 students taking the RN Exit Exam for the 2014-2015 academic year 63% of students scored 900 or above on Version 1. Of the same 179 students, 75% of students obtained a score of 900 or above as the highest score of the exams the student had taken. There were improvements in ‘highest score’ across all cohorts from 2014-2015 even though pass criteria had changed from 850 to 900. This assessment measure was still not met.

Number & Percent of Students Obtaining (HESIScore) of 900 on the EVOLVE© (HESI) RN Exit Exam *

Students Reaching 900

Dec 2014 Spartanburg

Dec 2014 Greenville

May 2015 Combined Campus

All cohorts

On 1st attempt Version 1

34/49=69% 27/42=64% 52/88=59% 113/179=63%

As highest score

40/49=82% 32/42=76% 63/88=72% 135/179=75%

Students

Reaching 850 Dec 2013

Spartanburg Dec 2013 Greenville

May 2014 May 2014 All cohorts

On 1st Attempt Version 1

37/58=64% 26/39=67% 31/56=55% 30/44=68% 124/197=63%

As highest score

49/58=84% 31/39=79% 49/56=88% 39/44=89% 168/197=85%



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Goal 1 From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)

Use the nursing process to manage the care of clients with acute and chronic health alterations to maximize quality of life and optimize their levels of function and to assist with end-of life care. Reference: MBSON Student Learning Outcomes (Undergraduate Program Objectives) # 3

Objectives SLO’s (student learning outcomes)

From your Program Assessment Plan (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behaviors that demonstrate student learning and skill development along these goals.

1.1 The student will be a competent provider of nursing care who delivers safe, holistic, therapeutic interventions to individuals, families, and communities in a variety of clinical settings

Assessment Methods

From your Program Assessment Plan (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.)

EVOLVE© (HESI) RN Exit Exam, NCLEX-RN® pass rate (4 year track students)

Assessment Criteria

Level of achievement you are targeting (Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan)

Therapeutic nursing interventions will be assessed through the EVOLVE© (HESI) RN Exit Exam for the 4-Year Track student. The HESI Version 1 Comprehensive Exam will be administered after completion of NURS 450 (Health Alterations III) and NURS 461 (Community and Public Health Nursing) and after completion of the Evolve NCLEX-RN® Review Course. All coursework from previous semesters must be successfully completed (> C on didactic grade and satisfactory on clinical component). Students will be provided the opportunity to take the EVOLVE© (HESI) RN Exit Exam three times in order to achieve a minimum HESI Score of 850. Three versions will be available.

EVOLVE© (HESI) defines the recommended performance on EVOLVE© (HESI) RN Exit Exam as scoring at, or above, a 900 composite score. The acceptable performance is defined as scoring at, or above, an 850 composite score. In measuring competency in the nursing process and care, the following student outcomes will be measured and analyzed.

1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean Composite score on the therapeutic nursing interventions items on the EVOLVE© (HESI) RN Exit Exam *.

2. Ninety percent of students will obtain a minimum HESI Composite score (HESIScore) of 850 on the EVOLVE© (HESI) RN Exit Exam *.



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3. Entry into the practice of nursing is regulated by the licensing authorities with each of the National Council State Boards of Nursing (NCSBN®). To ensure public protection, each jurisdiction requires candidates for licensure to meet set requirements that include passing an examination that measures the competencies needed to perform safely and effectively as a newly license, entry-level registered nurse. The NCLEX-RN® is the exam used. In measuring competence as a provider of care, 90% of the student cohort will pass NCLEX-RN exam on their first attempt.

Assessment Results

Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis.)

Category Analysis on EVOLVE© (HESI) RN Exit Exam for Therapeutic Nursing Interventions as Measured by BSN Generalist Nursing Practice Category Student Aggregate HESI Score in Category for 2014-2015

Exam Version Dec2014 Spartanburg Dec2014 Greenville May 2015 Combined Campuses

1 903 900 866

2 855 892 828

Exam Version Dec 2013 Spartanburg

Dec 2013

Greenville

May 2014

Spartanburg

May 2014

Greenville

1 962 955 910 851

2 867 870 895 890

The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2014-2015 was 858. The assessment measure was met for all cohorts except for the May 2015 Combined Campus group taking version 2. Overall, scores decreased from 2013-2014. However, the assessment measure was still met.



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Action Plan What actions or modifications have been or will be made based on this assessment?

Action Plan for 2014-2015

1) The medical-surgical courses of NURS 330, NURS 410, and NURS 450 have instituted the requirement of student completion of PrepU mastery quizzes prior to each unit test and final exam. PrepU mastery level quizzes cover the content areas related to therapeutic nursing interventions as indicated in the assessment results section of Goal 1. The PrepU quizzes are validated tests that accompany the course textbooks of the indicated courses. Scores of 5 and higher have a positive correlation with passing the NCLEX-RN examination. In NURS 330, a score of 4 or higher is required while NURS 410 requires a score of 5 and NURS 450 requires a score of 6. The medical-surgical instruction team and curriculum committee will evaluate the results of this plan and its effectiveness.

2) NURS 410 has incorporated the use of Virtual Simulation (VSIM) as a part of the course. VSIM is a virtual patient environment where students interact with specific patient situations and receive debriefing on their strengths and weaknesses. This activity focuses on the components of Goal 1.

3) The nursing faculty are also considering a change from the HESI RN Exit Examination to ATI Examination and Resources. The ATI product has been evaluated to provide more practice and resources to students prior to their RN Exit Examination. With the ATI product, it offers a capstone course that would be utilized in NURS 497 Issues in Professional Nursing. This course identifies student strengths and weaknesses prior to the RN Exit Exam while providing a structured environment of instruction and practice exams. Faculty are scheduled to vote on this motion fall 2015.

Implementation and Evaluation of Previous Years’ “Action Plan”

How was the action plan identified in the previous year’s report implemented this year, and what was the impact?

The action plan for 2014-2015 was evaluated as follows: 1) Continue to use concept mapping. Feedback from faculty confirm that uniform

use of concept maps is occurring throughout the curriculum. 2) Continue trending HESI student results during advisement and review

individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)

3) Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.



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Goal 2

From your Program Assessment Plan (Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program.)

Demonstrate critical thinking in making clinical judgments. Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 1



2.1 The student will be a critical thinker who uses clinical reasoning and ethical decision making to design, manage, and/or coordinate nursing care based on evidence and current research, a broad knowledge base and standards of nursing practice.

Assessment Methods


Critical thinking test items on the EVOLVE© (HESI) RN Exit Exam (4-year track students), Nursing Concept Maps in NURS 330, 340, 410, and 441.

Assessment Criteria


Critical thinking will be assessed through the EVOLVE© (HESI) RN Exit Exam for the 4-Year Track student. The HESI Version 1 Comprehensive Exam will be administered after completion of NURS 450 (Health Alterations III) and NURS 461 (Community and Public Health Nursing) and after completion of the Evolve NCLEX-RN® Review Course. All coursework from previous semesters must be successfully completed (> C on didactic grade and satisfactory on clinical component). Students will be provided the opportunity to take the EVOLVE© (HESI) RN Exit Exam three times in order to achieve a minimum HESI Score of 850. Three versions will be available.

EVOLVE© (HESI) defines the recommended performance on EVOLVE© (HESI) RN Exit Exam as scoring at, or above, a 900 composite score. The acceptable performance is defined as scoring at, or above, an 850 composite score. In measuring competency in critical thinking, the following student outcomes will be measured and analyzed.

1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean Composite score on the critical thinking items on the EVOLVE© (HESI) RN Exit Exam.

2. Ninety percent of students will obtain a minimum HESI Composite score (HESIScore) of 850 on the EVOLVE© (HESI) RN Exit Exam.



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3.The Nursing Concept Map requires that students demonstrate an acceptable level of critical thinking in assessing, planning, implementing, and evaluating care of patients in various settings. 90% of students will obtain a score of 90% on Patient Care Concept Maps in NURS 330, 340, 410, and 441.

The curriculum grid outlines course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for critical thinking will be conducted as indicated on the curriculum grid.

Learning Outcomes:

1st Semester Junior Year

2nd Semester Junior Year

1st Semester Senior Year

2nd Semester Senior Year

SLO 2.1 Taught (306) Integrated

(All courses)

Integrated (All courses)


Assessed (497) Integrated

(All courses)

Assessment Results


1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean Composite score on the critical thinking items on the EVOLVE© (HESI) RN Exit Exam

Category Analysis on RN Exit (Comprehensive) Exam for Critical Thinking Student Aggregate HESI Score for 2014-2015

Exam Version Dec 2014 Spartanburg Dec 2014 Greenville May 2015 Combined

Campuses

1 897 879 867 2 851 883 827

Exam Version Dec 2013 Spartanburg

Dec 2013 Greenville

May 2014 Spartanburg

May 2014 Greenville

1 961 958 917 950 2 873 873 887 880

The Exam Version was numbered in the order the exams were administered. For example, Version 1 was the first exam administered to students with Version 2 as the second exam administered. The national mean aggregate score among all RNs for 2013-2014 was 858. The assessment measure was met by all cohorts except those taking Version 2 in the Dec 2014 Spartanburg and May 2015 Combined Campus cohorts.



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Patient Care Concept Map Scores for NURS 330, NURS 340, NURS 410, and NURS 441 Dec 14

Spartanburg Dec 14

Greenville May 15

Spartanburg May 15

Greenville NURS 330 90% 93% 92% 92% NURS 340 93% 91% 94% 91% NURS 410 85% 87% 88% 87% NURS 441 87% 90% 88% 91%

The assessment measure for obtaining scores of 90% and higher on patient care concept maps was met for NURS 330 and NURS 340 for 2014-2015. The measure was not met in 2014-2015 for NURS 410. It was met in NURS 441 for Dec 14 Greenville and May 15 Greenville cohorts.


Action Plan for 2014-2015 1) The medical-surgical courses of NURS 330, NURS 410, and NURS 450 have

instituted the requirement of student completion of PrepU mastery quizzes prior to each unit test and final exam. PrepU mastery level quizzes cover the content areas related to critical thinking as indicated in the assessment results section of Goal 2. The PrepU quizzes are validated tests that accompany the course textbooks of the indicated courses. Scores of 5 and higher have a positive correlation with passing the NCLEX-RN examination. In NURS 330, a score of 4 or higher is required while NURS 410 requires a score of 5 and NURS 450 requires a score of 6. The medical-surgical instruction team and curriculum committee will evaluate the results of this plan and its effectiveness.





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How was the action plan identified in the previous year’s report implemented this y ear, and what was the impact?

The action plan for 2014-2015 was evaluated as follows:

1. Continue to use concept mapping. Feedback from faculty confirms that uniform use of concept maps is occurring throughout the curriculum.

2. Continue trending HESI student results during advisement and review individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)

3. Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.



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Goal 3


Integrate complex verbal, nonverbal, written communication skills and information technology into professional nursing practice.

Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 2



The student will:

3.1 Demonstrate effective communication skills through verbal, nonverbal, written and information technology modes.

3.2 Be an effective communicator who uses various modalities to provide caring, competent, and holistic nursing care to a diverse population across the lifespan.

Assessment Methods


3.1 Therapeutic Communication on the EVOLVE© (HESI) RN Exit Exam,

3.2 Teaching/Learning Project in NURS 340 (Maternal/Child Nursing) and NURS 410 (Medical/Surgical Nursing)



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Assessment Criteria


Therapeutic Communication will be assessed through the EVOLVE© (HESI) RN Exit Exam for the 4-Year Track student. The HESI Version 1 Comprehensive Exam will be administered after completion of SBSN 450 (Health Alterations III) and SBSN 461 (Community and Public Health Nursing) and after completion of the Evolve NCLEX-RN® Review Course. All coursework from previous semesters must be successfully completed (> C on didactic grade and satisfactory on clinical component). Students will be provided the opportunity to take the EVOLVE© (HESI) RN Exit Exam three times in order to achieve a minimum HESI Score of 850. Three versions will be available

EVOLVE© (HESI) defines the recommended performance on EVOLVE© (HESI) RN Exit Exam as scoring at, or above, a 900 composite score. The acceptable performance is defined as scoring at, or above, an 850 composite score. In measuring competency in communication, the following student outcomes will be measured and analyzed.

1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean Composite score on the therapeutic communication items on the EVOLVE© (HESI) RN Exit Exam *.

2. Ninety percent of students will obtain a minimum HESI Composite score (HESIScore) of 850 on the EVOLVE© (HESI) RN Exit Exam .

3. The successful completion of the teaching/learning project measures student achievement of all four program outcomes. Students demonstrate both verbal and written communication skills in completing this assignment, practicing its delivery to peers, then delivering the material to patients, families, or the community. 90% of students in NURS 340 (Maternal/Child Nursing) and NURS 410 (Medical/Surgical Nursing 2) will meet the performance standard on this assignment on first submission, and 100% will meet the standard upon revision.

The faculty developed a curriculum grid outlining course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for communication will be conducted as indicated on the curriculum grid.

Learning Outcome:


2nd Semester Junior Year

1st Semester Senior Year

2nd Semester Senior Year

SLO 3.1 Taught (306 Introduction to Professional Nursing) Integrated (All courses)

Integrated (All

courses)

Integrated (All

courses) Assessed (497)


SLO 3.2 Taught (306) Integrated (All courses)

Integrated (All

courses)

Integrated (All





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Assessment Results


An effective communicator uses various modalities to provide caring, competent, and holistic nursing care to a diverse population across the lifespan.: 3. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the

National Mean Composite score on the communication items on the EVOLVE© (HESI) RN Exit Exam *

Category Analysis on RN EVOLVE© (HESI) RN Exit Exam for Therapeutic Communication Student Aggregate HESI Score for Category

Version

Category Dec 2014 Spartanburg

Dec 2014 Greenville

May 2015 Combined Campuses

1 Communication 833 846 843 Interprofessional

Communication 837 861 861

2 Communication 843 936 837 Interprofessional

Communication 851 930 843

Version Category Dec 13 Spartanburg

Dec 13 Greenville

May 14 Spartanburg

May 14 Greenville

1

Communication 913 950 978 948

Interprofessional


2

Communication 883 885 833 865 Interprofessional


The national mean aggregate score among all RNs for 2013-2014 was 858. The assessment measures for therapeutic communication were not met on the Version 1 for all cohorts. This measure demonstrated a decrease in scores from 2013-2014.



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Assessments Results (con’t)

Teaching Learning Project Scores in NURS 340 and NURS 410

Dec 14 Spartanburg

Dec 14 Greenville

May 15 Spartanburg

May 15 Greenville

NURS 340 92% 93% 91% 91% NURS 410 99% 97% 100% 100%

Both courses at both campuses met the assessment criteria for scores greater than 90% for the teaching learning project. The assessment measure was met.


Action Plan for 2014-2015 1) The medical-surgical courses of NURS 330, NURS 410, and NURS 450 have

instituted the requirement of student completion of PrepU mastery quizzes prior to each unit test and final exam. PrepU mastery level quizzes cover the content areas related to communication as indicated in the assessment results section of Goal 3. The PrepU quizzes are validated tests that accompany the course textbooks of the indicated courses. Scores of 5 and higher have a positive correlation with passing the NCLEX-RN examination. In NURS 330, a score of 4 or higher is required while NURS 410 requires a score of 5 and NURS 450 requires a score of 6. The medical-surgical instruction team and curriculum committee will evaluate the results of this plan and its effectiveness.





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1) Continue to use concept mapping. Feedback from faculty confirms that uniform use of concept maps is occurring throughout the curriculum.

2) Continue trending HESI student results during advisement and review individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)

3) Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.



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Goal 4


Demonstrate the behaviors of a professional role model in all modalities of nursing. Reference: MBSON Learning Outcomes (Undergraduate Program Objectives) # 4



4.1. The student will be a professional role model who assumes responsibility and accountability for personal and professional behaviors, ethical practice, and client advocacy.

Assessment Methods


Role Development category on the EVOLVE© (HESI) RN Exit Exam.

Assessment Criteria


The student as a professional role model will be assessed through the EVOLVE© (HESI) RN Exit Exam for the 4-Year Track student. The HESI Version 1 Comprehensive Exam will be administered after completion of NURS 450 (Health Alterations III) and NURS 461 (Community and Public Health Nursing) and after completion of the Evolve NCLEX-RN® Review Course. All coursework from previous semesters must be successfully completed (> C on didactic grade and satisfactory on clinical component). Students will be provided the opportunity to take the EVOLVE© (HESI) RN Exit Exam three times in order to achieve a minimum HESIScore of 850. Three versions will be available.

EVOLVE© (HESI) defines the recommended performance on EVOLVE© (HESI) RN Exit Exam as scoring at, or above, a 900 composite score. The acceptable performance is defined as scoring at, or above, an 850 composite score. In measuring competency in critical thinking, the following student outcomes will be measured and analyzed.

1. The student aggregate will obtain a minimum HESI Composite score (HESIScore) at or above the National Mean Composite score on the role development items on the EVOLVE© (HESI) RN Exit Exam.



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2. Ninety percent of students will obtain a minimum HESI Composite score (HESIScore) of 850 on the EVOLVE© (HESI) RN Exit Exam.

The faculty developed a curriculum grid outlining course content related to goals and student learning outcomes. All of the goals/outcomes are leveled by academic year and are recurring themes throughout the program of study. Assessment of the student learning outcomes for Professional Role Model will be conducted as indicated on the curriculum grid.

Learning Outcome:


2nd Semester

Junior Year

1st Semester

Senior Year 2nd Semester Senior Year

SLO 3.1

Taught (306 Introduction to Professional Nursing) Integrated (All courses)

Integrated (All

courses)

Integrated (All



SLO 3.2

Taught (306) Integrated (All courses)

Integrated (All

courses)

Integrated (All



Assessment Results


The student who is a professional role model assumes responsibility and accountability for personal and professional behaviors, ethical practice, and client advocacy. The student aggregate will obtain a minimum HESI Composite score (HESI Score) at or above the National Mean Composite score on the Professional Role Model items on the EVOLVE© (HESI) RN Exit Exam.



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Category Analysis on RN EVOLVE© (HESI) RN Exit Exam for Professional Role Model

Version Category May 2015 Combined Campuses

1 Professionalism/Pro- fessional Values

845

Manager of Care 944 Member of the Profession 779

Provider of Care 874 2 Professionalism/Pro-

fessional values 805

Manager of Care 816 Member of the Profession 876

Provider of Care 827

Version Category Dec 14 Spartanburg Dec 14 Greenville 1 Professionalism/Pro-

fessional Values 875 775

Manager of Care 900 906 Member of

Profession N/A N/A

Provider of Care 903 840 2 Professionalism/Pro-


Manager of Care 878 975 Member of the

Profession 885 939

Provider of Care 857 873 The national mean aggregate score among all RNs for 2013-14 858. The assessment measure was met in all categories for the Dec 14 Spartanburg cohort. The May 2015 did not meet the measure in the categories of professionalism/professional values and member of the profession (Version 1) and professionalism/professional values, manager of care, and provider of care (Version 2). The same trend was noted in the December 2014 Greenville cohort as professionalism/professional values ( Version 1 and 2), and provider of care (Version 1) were not met.



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Assessment Results (con’t)

Category Analysis on RN EVOLVE© (HESI) RN Exit Exam for Professional Role Model

Version Category May 14 Spartanburg

May 14 Greenville


989 825


Profession NA NA


fessional values 892 807


Profession 825 880

Provider of Care 896 882

Version Category Dec 13 Spartanburg

Dec 13 Greenville


978 981

Manager of Care 927 984 Member of

Profession 796 930




Profession 997 866

Provider of Care 871 873



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Action Plan for 2014-2015

4) The medical-surgical courses of NURS 330, NURS 410, and NURS 450 have instituted the requirement of student completion of PrepU mastery quizzes prior to each unit test and final exam. PrepU mastery level quizzes cover the content areas related to the professional role model as indicated in the assessment results section of Goal 4. The PrepU quizzes are validated tests that accompany the course textbooks of the indicated courses. Scores of 5 and higher have a positive correlation with passing the NCLEX-RN examination. In NURS 330, a score of 4 or higher is required while NURS 410 requires a score of 5 and NURS 450 requires a score of 6. The medical-surgical instruction team and curriculum committee will evaluate the results of this plan and its effectiveness.






1) Continue to use concept mapping. Feedback from faculty confirms that uniform use of concept maps is occurring throughout the curriculum.

2) Continue trending HESI student results during advisement and review individualized HESI remediation plans. Evaluate areas of weakness and assist students in developing a plan for improvement in those areas. Curriculum and SPP committees will gather reports from faculty regarding the effectiveness of this process. (See HESI policy on page 1)

3) Curriculum Committee has completed thorough reviews of each course in the curriculum: analyzing pedagogy and alignment with program objectives. This is a continuous quality improvement process that provides valuable feedback for faculty and administration. It provides a mechanism for assuring that all



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essential content (as outlined in the NCLEX test plan) is being covered in the upper division nursing program.

academic program: assessment report 2014-2015 · national mean composite score on the evolve©...

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