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Wittenberg Nursing Curriculum Committee Minutes 6.27.16 ES 1

Wittenberg Nursing Curriculum Committee Meeting Minutes

June 27, 2016 10:00a – 12:00 noon

Participants

Susan Moeller, RN (SM); Wittenberg RN-BSN Student, Manager, Case Management, SRMC

Cherie Rebar (CR), PhD, MBA, RN, Professor of Nursing, Wittenberg

Ryan Roark (RR), Wittenberg Nursing Pathway Student 1st Nursing Pathway cohort

Elizabeth Sorensen (ES), PhD, RN; Committee Chair, Professor and Director of Nursing, Wittenberg

Tanya Williams (TW), MSN, RN; Adjunct Faculty, Manager of Regional Education, Community Mercy Health

Partners, SRMC

Called to order 10:10am

Welcome and Introductions Approve minutes of previous meeting(s) – as posted on the Nursing website, to be approved at next meeting Committee Reports - none Administrative Reports: ES

a. ES reported CCNE Evaluation Team site visit Feb 17-19, 2016; Program Response April 2016

b. ES requested addition to Nursing Bylaws regarding Curriculum Committee duties:

g) Reviewing and analyzing all curriculum-related data

c. ES requested addition to Systematic Evaluation Plan: measureable benchmarks

d. ES shared report to Ohio Department of Higher Education June 30, 2016

e. ES reported aggregated grades & course evaluations

Unfinished business - none

New business

a. Reviewed CCNE Table of Contents to understand program general strengths and compliance

concerns & Standard III Program Response to focus on curriculum issues

b. Reviewed & approved Bylaws addition (to review & approve curriculum-related data)

c. Reviewed & approved revised Systematic Evaluation Plan (added measureable benchmarks)

d. Reviewed aggregated grade distributions & course evaluations

e. Used Systematic Evaluation Plan to analyze all curriculum data

f. Recommended curricular changes as noted within attached SEP

Adjourned 11:55 am as moved by SM, seconded by TW.


Curriculum Committee Working Documents CCNE Program Response Excerpt: Table of Contents Purpose: to inform Curriculum Committee of the general strengths & compliance concerns found by CCNE site visitors in February 2016.

Program Response Table of Contents Page Introduction 3 Standard I. Program Quality: Mission and Governance (Met) 3 Compliance Concern I-E. Documents and Publications 3 Standard II. Program Quality: Institutional Commitment and Resources (Not Met) 5 Compliance Concern II-D. 5 Compliance Concern II-E. 6 Compliance Concern II-F. 7 Standard III. Program Quality: Curriculum and Teaching-Learning Practices (Met) 8 Compliance Concern III-B. 9 Compliance Concern III-E. 10 Compliance Concern III-G. 11 Compliance Concern III-H. 12 Standard IV. Program Effectiveness: Assessment and Achievement of Program Objectives (Not Met)

13

Compliance Concern IV- E. 13 Compliance Concern IV-F. 14 Compliance Concern IV-G. 15 Compliance Concern IV-H. 15

Appendices

PR-A Excerpt of 3.28.16 Memo to Registrar Requesting 2015-16 Academic Catalog Revisions 17 PR-B Revised RN-BSN and Nursing Pathway Brochures 18 PR-C June 2016 Nursing Faculty Committee Agenda 22 PR-D Nursing Staffing Plan 2014-2019 26 PR-E Wittenberg University Position Posting 28 PR-F Nursing Faculty Interview Summary 30 PR-F Example Springfield Regional Medical Center Preceptor Resumes 32 PR-G June 2016 Nursing Curriculum Committee Agenda 35 PR-H June 2016 Nursing Program Evaluation Committee Agenda 40

Supporting Documents

Nursing Faculty Handbook (NFH) 51 Nursing Student Handbook (NSH) 142


CCNE Program Response Excerpt: Standard III

Purpose of this item: To share actual Witt Nursing Program Responses to Standard III Teaching & Learning compliance concerns.

Standard III. Program Quality: Curriculum and Teaching-Learning Practices Overall: Met. Compliance concerns: III-B, III-E, III-G, and III-H

Compliance Concern III-B

CCNE Standard III-B. Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate).

Evaluation team report. The program identifies the Baccalaureate Essentials as the guideline for curriculum development. Table 3.6 (self-study document, pp. 50-51) delineates which nursing courses meet the Baccalaureate Essentials. The team’s examination of course syllabi and assignments confirmed integration of the Baccalaureate Essentials in each course. For example, in Nursing 300: Foundations and Contemporary Issues students complete written assignments and online discussions on quality and safety. In NURS403: Research and Evidence-based Nursing, student complete assignments in research ethics, quantitative data analysis, and research evidence review. NURS405: Healthcare Informatics focuses on information management, as assignments pertain to electronic medical records, privacy, and security. The self-study document states that the nursing curriculum committee meets twice per year to review course evidence and the curriculum (p. 52). Although changes have been made in the curriculum since its inception, a review of nursing curriculum committee meetings by the team did not show evidence that changes have been based on evaluation of courses or student feedback.

Program response. Progress toward meeting standard. Course-level curricular decisions to maintain or change

teaching-learning strategies including the length of time in which a course is offered can be found within each Course Evidence notebook. The Evaluation Team cited a lack of evidence in Curriculum Committee minutes of the committee’s evaluation of all elements of the curriculum, and use of those evaluation results to guide curricular adaptions. Subsequent to the site visit, improvement actions have included:

Actions Evidence Revised SEP: With measurable data regarding Standard III curriculum To specify Nursing Curriculum Committee responsibility for analyzing curriculum, making recommendations, and reporting results in meeting minutes

NFH Appendix NFH-N

Revised Nursing Bylaws to reflect Nursing Curriculum Committee responsibility for analysis of all curriculum data

NFH Appendix NFH-A

Created June 2016 Nursing Curriculum Committee Agenda to reflect planned analysis of Nursing Faculty Handbook.

PR Appendix PR-G

Plan for Commitment. The CNA will ensure continued collection of Course Evidence and other forms of curricular data for submission to the Nursing Curriculum Committee. Twice a year, the Nursing Curriculum Committee will analyze all curriculum data, make recommendations, and reflect these actions in meeting minutes. The first opportunity for the Nursing Curriculum Committee to conduct its analysis will be in June 2016. Compliance Concern III-E

CCNE Standard III-E. The curriculum includes planned clinical practice experiences that: enable students to integrate new knowledge and demonstrate attainment of program outcomes; and are evaluated by faculty.

Evaluation team report. Two clinical courses at WU complete the BSN requirements for student in both tracks: NURS404: Community and NURS402: Practicum in Leadership and Management. Nursing pathway student complete clinical experiences at CSCC, graduate with an associate degree in nursing, then return to WU for the BSN. NURS404: Community Health has been offered once. The course was built around two community-based clinical practice experiences at WU, so it does not require an external affiliation agreement. The team was unable to locate an evaluation of the clinical site by either students or faculty that


indicates that the site support program outcomes. NURS402: Practicum in Leadership and Management will not be offered until Spring 2017. A clinical affiliation agreement is in place with CMHP in preparation for this clinical experience, and preceptors will be used for this clinical experience. Preceptor expectations for this course are still in development. The team met with potential preceptors at CMHP who have the qualifications for preceptorship. The regional manager of CMHP indicated that the agency has the resources and commitment to support the NURS402 practicum.

Program response. Progress toward meeting standard. Subsequent to the site visit, improvement actions have

included: Action Evidence Completed NFH and NSH: Student Evaluation of Preceptor and Clinical Site Faculty Evaluation of Preceptor and Clinical Site Faculty Evaluation of Student Clinical Performance Student Learning Plan and Evaluation of Clinical Performance

NFH Appendices NFH-E, NFH-F, NFH-K, and NFH-L; NSH Appendices NSH-D, NSH-E

Revised Nursing Bylaws to specify Nursing Curriculum Committee responsibility for analyzing all curriculum data and making data-based recommendations for maintaining or changing curriculum strategies

NFH Appendix NFH-A

Revised SEP to include measurable outcomes and specify Nursing Curriculum Committee responsibility to analyze curricular data

NFH Appendix NFH-N

Created June 2016 Nursing Curriculum Committee Agenda NFH Appendix NFH-G Plan for Commitment. The CNA will monitor student and faculty use of the new evaluation forms for

preceptors and clinical sites, and ensure the collection and aggregation of this data for submission to the Nursing Curriculum Committee. For example, in preparation for the June 2016 the CNA aggregated course grades:

Aggregated Student Grades for Nursing Curriculum Committee Analysis

N Students Grade

Course A A- B+ B B- C+ C C- D+ D D- F

14SP1 NURS 300 3 3

14 SP2 NURS 301 5 5

15SU2 NURS 401 6 5 1

14FA NURS 403 7 7

15SP NURS 404 10 10

15SU NURS 405 11 11

15SU NURS 300 8 8

15SU NURS 301 7 6 1

15FA NURS 400 14 14 Twice a year, the Nursing Curriculum Committee will analyze all curriculum data, make recommendations, and reflect these actions in meeting minutes. The first opportunity for the Nursing Curriculum Committee to conduct its analysis will be in June 2016. Compliance Concern III-G

CCNE Standard III-G. Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied.

Evaluation team report. Grading criteria are defined for courses and communicated to students though course syllabi. The team identified inconsistencies in the grading scale in course syllabi. The director of the nursing program stated that the grading scale for nursing courses is in blocks, unlike the college grading scale, which has a grade plus and minus scale. The team’s examination of course syllabi showed that some courses have a scale with a plus or minus, for example NURS405: Healthcare Informatics and NURS403: Research and Evidence-based Nursing Practice, while NURS401: Evolving Concepts in Leadership and


Management and NURS400: Health Assessment have a block grading scale in the syllabi. Two nursing courses have a clinical component. The director of the program who teaches NURS404: Community stated that clinical evaluation in the course is complete based on “products produced by students, assignments, and presentations.” NURS402: Practicum in Leadership and Management has not yet been taught. Identified potential preceptors for this clinical experience (NURS402) stated that clinical evaluation will be completed by the faculty member teaching the course with input from them. The self-study document indicates that student performance is evaluated by faculty in “classroom, clinical, and preceptor settings’ (p. 68). The team did not identify any preceptor guidelines for evaluation in clinical settings.

Program response. Progress toward meeting standard. The inconsistent use of the university +/- grading scale was a

CNA mistake which has been corrected. Subsequent to the site visit, improvement actions have included: Actions Evidence Corrected all syllabi to the university +/- grading scale Completed NFH and NSH to include: University +/- grading scale Departmental grading rubrics for oral presentations and paper assignments

NFH p. 21 and Appendix NFH-I; NSH p. 13 and Appendix NSH-D

Completed NFH to include: Faculty Evaluation of Preceptor and Clinical Site Faculty Evaluation of Student Clinical Performance

NFH Appendices NFH-F, NFH-K

Revised SEP to include measurable outcomes and specify Nursing Curriculum Committee responsibility to analyze curricular data

NFH Appendix NFH-N

Created June 2016 Nursing Curriculum Committee Agenda PR Appendix PR-H Plan for commitment. The CNA and Nursing Curriculum Committee will review departmental

practices for congruence with university policies. The Nursing Curriculum Committee will review all curriculum evidence twice a year to determine the use of the university grading scale, departmental grading rubrics, and clinical preceptor and site evaluation tools. Compliance Concern III-H

CCNE Standard III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. Evaluation team report. The team confirmed student evaluation of teaching using the college’s Individual Development and Educational Assessment (IDEA) form but was unable to confirm use of the data to foster improvement. A template is used to collect course evidence for each nursing course after it is taught, and student in the RN-BSN program are able to provide feedback on online classes through evaluations completed at the end of each course and though other survey measures. The self-study document states: “results are shared with department chairs and program directors, and used for program improvement” (p. 70). Although the team identified the collection of course data, an examination of meeting minutes did not confirm use of this data for course or program improvement. The self-study document states that program learning outcomes are evaluated using the SPEP and reviewed by the Program Evaluation Committee. The team was unable to confirm use of the SPEP data for improvement of program learning outcomes in the Program Evaluation Committee meeting minutes. Program response.

Progress toward meeting standard. Respectfully, the CNA made an editorial mistake in the self-study statement by placing the statement that “program learning outcomes are evaluated using the SPEP and reviewed by the Program Evaluation Committee” (p. 70). While the statement is technically correct – program learning outcomes are reviewed by the Nursing Program Evaluation and that committee bears responsibility for recording in its committee minutes its analysis of program learning outcomes against program benchmarks – the statement should not have been placed in Standard III. The Nursing Curriculum Committee has responsibility for evaluating all Standard III curriculum data and teaching-learning practices, and recording its findings in its meeting minutes. Beginning in Fall 2016 the university is changing from the Individual Development and Educational Assessment (IDEA) form to the Student Evaluation of Educational Quality (SEEQ) form for collecting data about students’ experiences in courses. Subsequent to the site visit, improvement actions have included:


Actions Evidence Completed NFH to include: Course Evidence Template which reports teaching-learning practices (TLP), instructor reflection, and recommendations for maintaining/changing TLP Course Evidence process

NFH Appendix NFH-M NFH p. 23-24

Revised Nursing Bylaws to reflect Nursing Curriculum Committee responsibility to analyze all Standard III curriculum data, make recommendations, and record these actions in meeting minutes

NFH Appendix NFH-A

Revised SEP to include measurable outcomes and specify Nursing Curriculum Committee responsibility to analyze Standard III curricular data

NFH Appendix NFH-N

Created June 2016 Nursing Curriculum Committee Agenda PR Appendix PR-H Plan for commitment. Faculty will submit course evidence within 30 days of posting final grades.

CNA will collect faculty course evidence, student SEEQ feedback, and all other curriculum data for submission to the Nursing Curriculum Committee. Twice a year the Nursing Curriculum Committee will review curriculum evidence as listed in the SEP. The Nursing Curriculum Committee minutes will reflect recommendations to the CNA as the feedback loop into the continuous quality improvement process.


Report to the Ohio Department of Higher Education

Purpose of this item: To inform Curriculum Committee of the most recent Nursing Program status report to the Ohio Department of Higher Education (formerly the Ohio Board of Regents) in June 2016.

Matt Exline Assistant Director for Program Development and Approval Ohio Department of Higher Education 25 South Front Street Columbus OH 43215 614.728.3095 [email protected] May 25, 2016

Elizabeth Sorensen, PhD, RN, CNOR (E) Professor and Director of Nursing Wittenberg University 737 N. Fountain Blvd. Springfield OH 45501-0720 Office 937.327.7012, Cell 937.469.5883 [email protected]

Dear Mr. Exline,

Wittenberg University’s RN-BSN degree completion program was originally approved by the Chancellor in October 2013 with provisional authorization through December 2016 contingent upon submission of annual progress reports which address “any concerns that remain”. We submitted reports in 2014 and 2015 but did not receive ODHE feedback or notification of concerns in response to either year. Please accept this June 30, 2016 Wittenberg Nursing Progress Report to complete our provisional obligation.

In February 2015 the ODHE approved Wittenberg’s request to offer the Nursing Pathway, a seamless 1+2+1 collaborative program with Clark State Community College in which pre-licensure nursing students earn Clark State’s Associate of Applied Sciences (AAS) degree and Wittenberg’s Bachelor of Science in Nursing (BSN) degree. Clark State reserves 25 seats annually for Nursing Pathway students. The Higher Learning Commission approved in May 2015. As requested I will report on both programs.

Significant nursing events between June 2015 and June 2016 included application for nursing program accreditation; launch of the Nursing Pathway; release of our new Nursing website; RN-BSN curriculum innovations; and hire of a second full-time doctoral faculty member. University-wide events included transition from 130 to 120-126 credit hours required for the baccalaureate degree.

Accreditation Wittenberg initiated first-time Commission on Collegiate Nursing Education (CCNE) nursing program accreditation in April 2015. Our Self Study was submitted in January 2016. We hosted our site visit in February 2016, received the CCNE Evaluation Team Report in April 2016, and submitted our Program Response in April 2016. We will learn the official results in November 2016. We believe our accreditation prospects are favorable. Nursing Pathway Wittenberg’s role in the Nursing Pathway includes delivering general education courses in Years 1 and 4 and RN-BSN completion courses in Year 4. Through all four years students live at Wittenberg and fully participate in all facets of student life. Students sign FERPA release forms to allow inter-institutional communication. We have launched three cohorts of nursing students: Cohort 1: Eight Wittenberg students entered Clark State’s registered nursing courses in fall 2015. Cohort 2: Twenty-seven fall 2015 freshmen took Wittenberg general education courses; from this pool 20 academically-qualified candidates were selected. Cohort 2 will begin Clark State courses in fall 2016. Cohort 3: Of 48 incoming fall 2016 freshmen and transfer students who indicated interest in nursing, to date 26 have declared the Nursing Pathway major. We continue to carefully monitor student progress and provide academic support when needed. Nursing Website

mailto:[email protected]

mailto:[email protected]


In November 2015 Wittenberg released our Nursing website, a comprehensive source of information for current and prospective students. The Director of Nursing has website editing ability. This effort includes ensuring that all Wittenberg publications contain accurate information about nursing.

RN-BSN Curriculum Innovations We continue to deliver the planned curriculum of 24 credits of BSN major courses and whatever general education courses RN-BSN students need to complete Wittenberg graduation requirements. Shorter Time Frames. In Summer Term 2015 we began experimenting with delivering BSN major courses in shorter time frames to facilitate program completion. This model allows students to take one course at a time but complete two courses per semester, as in other universities. Overall, student response to shorter course duration has been positive.

Course (credits) Before Summer 2015 Since Summer 2015 NURS 300 Foundations & Contemporary Issues (2)

Sp14 8 weeks Thurs only, alternating classroom & online

Su15 3 weeks Tues online, Thurs classroom

NURS 301 Cultural Competency in Health Care (2)

Sp14 8 weeks Thurs only, alternating classroom & online

Su15 3 weeks Tues online, Thurs classroom

NURS 400 Health Assessment (4) Not yet offered Fa15 8 weeks Tues online, Thurs classroom

NURS 401 Evolving Concepts in Leadership & Mgmt. (4)

Su14 12 weeks Thurs only, alternating classroom & online

Sp16 8 weeks Tues online, Thurs classroom

NURS 402 Practicum in Leadership (2)

Not yet offered TBA Sp17

NURS 403 Research & Evidence-based Nursing (4)

Fa14 16 weeks Thurs only, alternating classroom & online

Fa16 12 weeks Tues online, Thurs classroom

NURS 404 Community Health (4) 16 weeks Thurs only, alternating classroom & online

TBA Sp17

NURS 405 Informatics (2) 8 weeks Thurs only, alternating classroom & online

Su15 5 weeks, Fa16 3 weeks Tues online, Thurs classroom.

Healthcare-Focused Spanish Language. Wittenberg developed an RN-BSN-only healthcare-focused Spanish series and offered it for the first time in Spring & Summer Terms 2016. Enrollments were initially robust but fell to 6 students as some staff RNs found the Tuesday & Thursday 3.5-hour classroom time obligation too intense for their work schedules. RN-BSN Enrollment RN-BSN enrollment has remained consistent overall with about 22 students admitted with some students enrolling regularly and some enrolling sporadically. Since the table below does not include general education courses it does not comprehensively reflect academic progress. We anticipate that 3 RN-BSN students will complete their BSN degree requirements in Spring Term 2017.

RN-BSN Course Enrollments Number of Enrolled Students Term Sp

14 Su 14

Fa 14

Sp 15

Su 15

Fa 15

Sp 16

Su 16

Fa 16

NUR 300 Foundations & Contemporary Issues for RNs (2)

3 9 3*

NUR 301 Cultural Competency in Health Care (2)

5 8 3*

NUR 400 Health Assessment (4) 9 NUR 401 Evolving Concepts in Leadership and Management (4)

7 13

http://www.wittenberg.edu/nursing


NUR 402 Practicum in Leadership (2) NUR 403 Research and Evidence-based Practice (4)

7 7*

NUR 404 Community Health (4) 10 NUR 405 Informatics (2) 11 4*

* Note: Summer & Fall 2016 enrollments to date.

Faculty and Resources We are happy to report the hire of a new full-time, tenure-track doctoral faculty member, effectively doubling our full-time faculty. Dr. Cherie Rebar, formerly the Director of Registered Nursing at Kettering College, will be teaching informatics, research, and leadership. Dr. Elizabeth Sorensen continues to teach and direct the program. Ms. Tanya Williams continues to teach leadership and management as a valued adjunct faculty member. As reported last year, additional qualified adjunct faculty are available. A robust fiscal budget with lines for adjunct instructors, professional institutional memberships, accreditation, and faculty development is in place to continue the program. Physical resources and library holdings continue to support the program.

Thank you for considering this 2016 final Progress Report. Please contact me if you have questions.

Sincerely,

Elizabeth Sorensen, PhD, RN, CNOR (E)

Wittenberg Nursing Curriculum Committee Minutes 6.27.16 ES 10 Aggregated Course Evaluations: IDEA Forms employed Fall & Spring Terms

300 14SP 301 14SP 400 15FA 401 14SU 401 16SP 403 14FA 404 15SP

Course N 3 5 14 7 13 7 10

# Respondents 1 4 5 No evals 5 5 7

% Responding Insuff 80 36 No evals 38 71 70

Your Average Scores

A. Progress on Relevant Objectives 5 5 3.8 5 4.4

B. Excellent Teacher 5 5 3.4 5 4.3

C. Excellent Course 4.8 5 3.6 4.8 4.1

D. Average of B&C 4.9 5 3.5 4.9 4.2

Summary Average of A&D 5 5 3.7 5 4.3

Instructor

1. Displayed a personal interest in students and their learning 5 5 4.2 5 4.9

2. Found way to help students answer their own questions 5 4.8 4.4 5 4.7

3. Schedule course work (class activities, tests, projects) in ways... 5 5 3 5 3.7

4. Demonstrated the importance and significance of the subject matter 5 5 4.2 5 4.7

5. Formed teams or discussion groups to facilitate learning 5 4.8 4.4 5 4.7

6. Made it clear how each topic fit into the course 5 4.8 4.2 5 4.9

7. Explained the reasons for criticisms of students' academic ... 4 4.8 4 5 4.9

8. Stimulated students to intellectual effort beyond that required by most courses 5 4.8 4 5 4.7

9. Encouraged students to use multiple resources (e.g. data banks, ... 5 4.8 4.6 5 4.9

10. Explained course materials clearly and concisely 5 4.6 3.4 5 4.6

11. Related course material to real life situations 5 4.8 4.4 5 4.9

12. Gave tests, projects, etc. that covered the most important points... 5 5 4.2 5 4.9

13. Introduced stimulating ideas about the subject 5 5 4 5 4.9

14. Involved students in hands on projects such as research, case ... 5 4.8 4.6 5 4.9

15. Inspired students to set and achieve goas which really... 5 4.8 4.4 5 4.7

16. Asked students to share ideas and experiences with others... 5 5 4.4 5 4.9

17. Provided timely and frequent feedback on tests, reports, ... 5 5 2.6 4.8 3.6

18. Asked students to help each other understand ideas or concepts 5 5 4.2 5 4.7

19. Gave projects, tests, or assignments that required original or ... 5 4.8 4.4 5 4.9

20. Encouraged student-faculty interaction outside of class (office ... 5 4.8 4.4 5 4.7 Notes: 1 = Hardly Ever, 2 = Occasionally, 3 = Sometimes, 4 = Frequently, 5 = Almost Always

A. Progress on Relevant Objectives


21. Gaining factual knowledge (terminology, classification, methods, trends) 5 5 4 5 4.1

22. Learning fundamental principles, generalization or theories 5 5 4 5 4.3 23. Learning to apply course material (to improve thinking problem solving, and decisions) 5 5 4.4 5 4.4 24. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course 5 5 3.6 4.8 4.4

25. Acquiring skills in working with others as a member of a team 5 5 3.8 5 4.6 26. Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.) 5 5 3.6 4.8 4.4 27. Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.) 5 5 3.6 5 4.4

28. Developing skill in expressing myself orally or in writing 5 5 3.6 5 4.1 29. Learning how to find and use resources for answering questions or solving problems 5 5 3.8 5 4.4

30. Developing a clearer understanding of, and commitment to, personal values 5 5 3.8 5 4.4

31. Learning to analyze and critically evaluate ideas, arguments, and points of view 5 5 3.8 5 4.4 32. Acquiring an interest in learning more by asking my own questions and seeking answers 5 5 3.8 5 4.4

Notes: 1= Not Apparent Progress, 2 = Slight progress, 3 = Moderate Progress, 4 = Substantial Progress, 5 = Exceptional Progress

Course Description

33. Amount of reading 2.8 3.8 3.4 3.5 3

34. Amount of work in other (non-reading) assignments 2.8 3.8 3.6 3.8 3.1

35. Difficulty of subject matter 2.8 3.6 3 4 3.1

Notes: 1 = Much Less than Most, 2 = Less than Most, 3 = About Average, 4 = More than Most, 5 = Much More than Most

Student Description

36. I had a strong desire to take this course. 4 4.6 4.2 4.4 4.7

37. I worked harder on this course than on most courses I have taken. 3.8 4.6 3.6 4.5 3.9

38. I really wanted to take a course from this instructor 4.5 5 3 4.2 4.3

39. I really wanted to take this course regardless of who taught it. 3.8 3.6 4 3.8 3.3

40. As a result of taking this course, I have more positive feelings... 5 4.4 3.4 4.8 4.7

41. Overall, I rate this instructor an excellent teacher. 5 5 3.4 5 4.3

42. Overall, I rate this course as excellent. 4.8 5 3.6 4.8 4.1

43. As a rule, I put forth more effort than other students on academic work. 3.5 3.8 3.8 3.8 4.3

Notes: 1 = Definitely False, 2 = More False than True, 3 = In Between, 4 = More True than False, 5 = Definitely True

Wittenberg Nursing Curriculum Committee Minutes 6.27.16 ES 12 Aggregated Course Evaluations: Self-designed Forms for Summer Terms

300 15SU 301 15SU 405 15SU

Course N 8 7 11

# Respondents 8 7 11

% Responding 100 100 100

The Instructor:

1. Presented course concepts clearly. 5.75 5.86 5.09

2. Demonstrated concern for student learning. 5.63 5.86 5.64

3. Was open to student questions. 5.88 5.86 5.82

4. Promoted an atmosphere which encourages work and learning. 5.75 5.86 5.64

5. Demonstrated enthusiasm for learning. 5.86 5.86 5.91

6. Was fair in evaluating performance. 5.88 5.86 5.64

7. Provided prompt feedback on assignments and exams. 5.43 5.86 5.27

8. Stimulated independent thinking. 5.63 5.86 5.55

9. Was available for consultation outside of class. 5.63 5.86 5.7

10. Overall quality of instruction. 5.63 5.86 5.5

The Course:

11. The organization of the course facilitated my learning. 4.86 5.71 5.27

12. Class room sessions were instructive. 5.57 5.71 5.09

13. Course assignments (including papers, labs, field experiences, and other work) contributed to my learning. 5.57 5.86 4.82

14. Assessments (including tests, critiques, and other reviews) helped my learning of the course materials. 5.57 5.86 4.82

15. The amount of work for this course was appropriate. 5.43 5.71 5.55

16. The overall quality of the course. 5.43 5.86 5.27 Notes: Strongly Agree/Superior = 6, Agree/Above Average = 5, Somewhat Agree/Average = 4, Somewhat Disagree/Below Average = 3, Disagree/Inferior = 2, Strongly Disagree = 1


Wittenberg University Nursing SYSTEMATIC EVALUATION PLAN: Work of the Curriculum Committee Purpose of this item: to guide Curriculum Committee’s systematic analysis of CCNE Standard III and determine needed changes. The Wittenberg Nursing Systematic Evaluation Plan (SEP) guides formal analysis of student, faculty and program outcomes and use of the results of that analysis to foster program improvement. The SEP guides the collection of data from multiple sources and provides benchmarks to which to compare the data. The SEP assists the program to answer the research questions: 1) To what extent is the program congruent with professional standards and regulatory requirements? 2) To what extent is the program accomplishing a) expected student outcomes, and b) expected program outcomes? 1) Evaluation of Program for Compliance with CCNE Standards and Regulatory Agencies Decision Rule for Action: Met/not met. Evidence that criteria are met per expected level of achievement. CCNE Standard III. Program Quality Curriculum and Teaching and Learning Practices The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes. Expected levels of achievement: III-A. The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that are congruent with the program’s mission and goal, and with the roles for which the program is preparing its graduates. III-B. Curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). III-C. The curriculum is logically structured to achieve expected student outcomes. III-D. Teaching-learning practices support the achievement of expected student outcomes. III-E. The curriculum includes planned clinical practice experiences that: Enable students to integrate new knowledge and demonstrate attainment of program outcomes; and Are evaluated by faculty III-F. The curriculum and teaching-learning practices consider the needs and expectations of the identified community of interest. III-G. Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied. III-H. Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement.

Part Documents Evaluation Method

Expected Achievement

& Decision Rule

Results of this Assessment

Recommendations to Maintain or

Change

Evaluation Frequency

Responsible Persons

Type of Report

III-A.

Nursing MGO,

Analyze clarity of expected student

100% clear student outcomes

Examined NFH p. 7, NSH p. 6

Check most recent syllabi for updated grading scales.

Annually Nursing Curriculum Committee

For all: Committee meeting


course syllabi, program objectives, program outcomes

outcomes in course objectives, grading scale, rubrics, program objectives, program outcomes

Curriculum includes liberal education, diversity, collaboration, research; builds logically Met/Not Met

Crosswalk; grading scales 100% clear student outcomes. Met.

Consider revision of program objectives & outcomes for greater clarity.

minutes document results, congruence, changes, improvements

III-A.

Clinical affiliation agreements (CAA)

Examine CAA 100% of CAA are current, include expectations for all parties, and protect students

CMHP 100%. Maintain. Annually Nursing Curriculum Committee

Committee meeting minutes

III-A.

Compare course expected student outcomes to MGO

Course expected student outcomes are congruent with MGO Met/Not Met

Met. Maintain. Annually Nursing Curriculum Committee


III-A.

Nursing MGO, roles within mission

Compare course expected student outcomes with roles

Course expected student outcomes are congruent with roles Met/Not Met



III-A.

Compare program expected student outcomes with roles

Program MGO are congruent with roles Met/Not Met

Met. Reviewed NFH p. 6, NSH p. 5. Discussed “skills” acquisition in NURS 400 via graduate version of software.

Maintain; maintain graduate version of NURS 400 software.




III-B.

Course syllabi, syllabus templates, course evidence, AACN Essentials

Compare course syllabi to AACN Essentials

100% of course syllabi reflect AACN Essentials

100%. Maintain. Annually Nursing Curriculum Committee


III-B.

AACN Essentials, NFH crosswalk

Compare Essentials to NFH crosswalk

Crosswalk will reflect AACN Essentials Met/Not Met

NFH p. 6. Met. Maintain. Annually Nursing Curriculum Committee


III-B.

Individual student outcomes, AACN Essentials

Compare individual student outcomes to AACN Essentials

Individual student outcomes reflect AACN Essentials Met/Not Met

Review most current syllabi. Met.

Maintain. Annually Nursing Curriculum Committee


III-B.

Aggregate student outcomes, AACN Essentials

Compare Aggregate student outcomes to AACN Essentials

Aggregate student outcomes reflect AACN Essentials Met/Not Met

Met. NFH p. 7, NSH p. 6.



III-C.

Course sequencing, student progress, expected student outcomes

Analyze course sequencing, student progress, student outcomes

Curriculum is structured to achieve student outcomes. Met/Not Met

Met. Discussed new students’ difficulty with writing & strategies to promote emotional and academic success.

Maintain. Continue exploring online support for fundamental writing skills, e.g. offer NURS 405 Informatics each term or add to Nursing website.



III-D.

Course syllabi, course evidence, student assignments,

Examine Teaching Learning Practices (TLP), instructor

TLP support student outcomes. Met/ Not Met.

Aggregated grades, course evaluations indicate positive response to TLP. Discussed hybrid,

Maintain. Consider requiring that students a general ed. and a nursing major concurrently.




student grades, Peer Reviews

reflections, Peer Reviews, and student outcomes

shorter classes; 2 courses per term.

III-E.

NURS 402 student evaluations of clinical site, faculty evaluations of clinical site, faculty evaluations of student clinical performance forms

Compare student and faculty evaluations of clinical site and clinical experiences. Review forms for demonstration of program outcomes.

Clinical evaluation forms include program outcomes. Student and faculty evaluations of clinical site demonstrate attainment of 70% of program outcomes.

Reviewed forms developed for collecting this data but course has not yet been offered. Will be offered 17SP.

Maintain. Continue plan to collect data.



III-F.

Syllabi, TLP, course evidence, employer satisfaction with graduates survey, Nursing Advisory Council minutes, other meeting minutes.

Evaluate TLP, meeting minutes, syllabi, course evidence, employer survey for evidence that community of interest (COI) is 1) identified and COI needs & expectations are considered

Evidence of meeting with COI leaders. The needs and expectations of the COI are considered. Met/Not Met

Met. ES reported meeting with SRMC chief nurse Sherry Nelson, and meets frequently with TW. ES increased SBAR charting in NURS 400. NURS 404 assessed COI needs.



III-G.

Syllabi, course evidence, student assignments, faculty

Compare student assignments to course objectives.

Student assignments in syllabi demonstrate course objectives.




evaluations of student clinical performance

III-G.

Compare syllabi grading scales to university grading scales.

Grading scale in 100% of syllabi match university grading scale. Met/Not Met

100% met. Maintain. Continue to review most current syllabi & maintain syllabus template with university grading scale.


III-G.

Examine NURS 402 preceptor & faculty input on faculty evaluations of clinical performance

Faculty assign course grades with preceptor input Met/Not Met.

Examined forms developed for collecting this data but course will be first offered in 17SP. Not applicable.

Maintain forms & plans to collect this data.



III-G.

Examine syllabi for use of departmental grading rubrics.

Evaluation policies & procedures are defined and consistently applied.

NFH p. 21, NSH p. 26 contain departmental rubrics. Syllabi contain rubrics.

Maintain. Review most currently syllabi for rubrics.



III-H.

Course evidence, Peer Reviews

Examine course evidence for instructor reflections on course & TLP.

Instructors provide course evidence within 30 days of submitting final grades.

Examined all course evidence notebooks. Instructor reflections present 90%.

Maintain. Inform faculty of 30-day reflection submission policy.



III-H.

Instructors evaluate course by reflecting on course & TLP, make suggestions for future courses.

Met. Examined all course evidence notebooks. Instructor reflections present 90%.




III-H.

Examine Peer Reviews

Peer Reviews document evaluation of TLP.

ES reported Peer Reviews contained TLP evaluations.

Maintain. ES will Peer Evaluate CR this Fall.



III-H.

Examine Nursing Curriculum Committee minutes

Nursing Curriculum Committee minutes reflect regular, annual evaluation of entire curriculum & TLP; committee recommends improvements

June 27, 2016 Curriculum minutes will reflect curriculum evaluation & recommendations. Met.



5.20.13 JZ 1.2.16 ES 4.18.16 ES

Respectfully submitted,

Elizabeth Sorensen 6.27.16