Download West Hills College Lemoore Program Level Student Learning

West Hills College Lemoore
Program Level Student Learning Outcomes
Program Name/Title: Associate Degree Nursing Program
Originator(s): Leslie Catron, RN, Marleen Smart, RN, Cynthia Dolata, RN
Date: 4/16/2012, Final Revision 8/28/2012
Assessment for Class of 2010, 2011, 2012
I. Expected Program Level Student Learning Outcomes Defined
SLO 1:
Formulate a comprehensive plan of care using all components of the nursing process.
With each semester’s course, students are required to develop patient care plans, the core of the
nursing process and patient care. This begins with a simple patient case in the first semester
and finishes with comprehensive complex care plans for critically ill patients in the fourth
semester.
The objective threads throughout all nursing courses are:
 Describe the importance of developmentally sensitive, age appropriate nursing care.
 Utilize the nursing process and therapeutic communication to complete a
comprehensive plan of care including assessment (for all age groups).
 Develop a plan of care for a client who has (course specific conditions), including
teaching and discharge planning.
 Implement a plan of care that is developmentally appropriate and demonstrates cultural
sensitivity.
 Develop and implement a plan of care for a client (all age groups).
SLO 2:
Safely perform basic psychomotor skills in the delivery of care as a technically competent
clinician.
Beginning with the first semester, students progressively learn and develop nursing skills in the
on-campus skills lab and healthcare clinical setting under the instruction of a registered nurse
(adjunct, faculty, and institution staff). The expectation is the delivery of these skills using
safe, evidenced based technique to the level of pre-licensure competence.
The objective threads throughout all nursing courses are:
 Discuss providing nursing care (activities of daily living) to all age groups.
 Discuss providing nursing care to all age groups.
 Perform an age-appropriate physical examination (for all age groups).
 Differentiate between common assessment abnormalities (terminologies) (for all age
groups).
 Identify the essential data to be collected as part of an assessment (for all age groups).
WHCL Program Level SLO Form SLO 3:
Manage the clinical environment through assessment, planning, intervention, and evaluation.
Starting in the first medical-surgical nursing course (first semester) and ending in the critical
care nursing course, students must provide safe, competent (to their level of knowledge) patient
care and manage the environment of care with team members. This happens in the healthcare
clinical rotations under the supervision of a registered nurse (adjunct, faculty, and institution
staff).
The objective threads throughout all nursing courses are:
 Implement care for the client
 Assume responsibility and accountability for nursing activities in the role of the nurse.
 Provide competent care and comfort to the client considering developmental, biopsychosocial, cultural/spiritual needs in a safe environment.
 Provide safe and competent care to the antepartum, intrapartum and postpartum client
SLO 4:
Apply critical thinking skills to make judgments based on evidence (fact) rather than
conjecture.
Critical thinking skills develop progressively over the course of four semesters through theory
and clinical course work being taught by qualified nursing instructors. This happens through
Socratic questioning, interactive learning, and application of knowledge to practice.
The objective threads throughout all nursing courses are:
Scientific nursing knowledge:
 Describe anatomy and physiology of each body system.
 Discuss the pathophysiology of specific diseases and complications.
 Describe common signs and symptoms of altered functioning.
 Describe the etiology, pathophysiology, assessment, nursing diagnosis, and
management of diseases, disorders, syndromes, and complications.
Safe administration of medications:
 Define the basic responsibilities and accountability as a professional in terms of the legal
aspects of medication administration.
 Discuss principles and safety measures of preparation of medications for
administration
 Utilize the nursing process for medication administration.
 Discuss principles and safety measures of preparation of medications for
administration.
 Implement age-appropriate techniques for the safe, accurate administration of
medications, including intravenous therapy.
Associate Degree Nursing Program
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WHCL Program Level SLO Form II. Mapping Program Level SLOs to Courses/Learning Experiences/Requirements
Map the expected program level student learning outcomes (Section I) to all the courses,
program requirements, and/or other learning experiences (i.e. work experience,
internships, support services, etc.) that are a part of the program. Place an “X” in the
box for each program level SLO that is introduced, emphasized, or reinforced in each of
the listed courses or learning experiences.
SLO 1
SLO 2
SLO 3
SLO 4
SLO 5
Course or Learning Experience
Foundations of Nursing
X
X
X
Introduction to Medical Surgical
Nursing 1
X
X
X
X
Beginning Medical Surgical Nursing
II
X
X
X
X
Intermediate Medical Surgical
Nursing III
X
X
X
X
Advanced Medical Surgical IV
X
X
X
X
Obstetrics Maternity Nursing
X
X
X
X
Psychiatric Nursing
X
X
Pediatric Nursing
X
X
X
X
Gerontology Nursing
X
X
X
X
Nursing Leadership, Delegation, and
Management
X
Pharmacology and Advanced
Pharmacology
X
Associate Degree Nursing Program
X
X
X
X
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WHCL Program Level SLO Form Nursing Learning Labs: Beginning,
Pharmacology and Obstetrical,
Specialty, and Advanced
Simulation Education: Clinical
Simulation Day, Learning Lab, Open
Lab, Student Simulation Assistant
Program
NC100 – Open Lab Tutoring
Associate Degree Nursing Program
X
X
X
X
X
X
X
X
X
X
X
X
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WHCL Program Level SLO Form III. Defining Assessment of Expected Student Learning Outcomes
Identify appropriate assessment methodologies for the programmatic student learning
outcomes, including summative assessments where appropriate.
1.) Formulate a comprehensive plan of care using all components of the nursing process.
Method of Assessment
Successful completion of patient care planning demonstrated by a score of 85% or better on
written patient care plans in all courses.
2.) Safely perform basic psychomotor skills in the delivery of care as a technically competent
clinician.
Method of Assessment
Demonstrate safe performance and management of patient care as seen by an 85% or better
score in the clinical course work. Determine through provision of the activities of daily living,
full patient assessment and intravenous skills.
3.) Manage the clinical environment through assessment, planning, intervention, and
evaluation.
Methods of Assessment
 Successful completion of patient care planning demonstrated by written patient care
plans and a score of 85% or better in all nursing courses
 Acceptable Clinical Evaluation completed by the instructor with input from the
institution registered nurse working with the student demonstrated by a score of 85% or
better
Associate Degree Nursing Program
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WHCL Program Level SLO Form 4.) Apply critical thinking skills to make judgments based on evidence (fact) rather than
conjecture.
Methods of Assessment
 Demonstrate critical thinking and the ability to make sound, safe judgments for patient
care. Determine through successful achievement of passing scores of 77% or better on
all nursing course exams and medication mathematics exams.
 California Board of Registered Nursing NCLEX: 85% of all students graduating will
pass the on the first attempt.
Determined by using the California Board of Registered Nursing NCLEX Scoreboard
and Summary Report Department of Consumer Affairs Board of Registered Nursing
http://www.rn.ca.gov/schools/passrates.shtml
Statistics are July 1 to June 30
Comparison Data:
 National Council of State Boards of Nursing NCLEX-RN Pass Rate by Discipline
https://www.ncsbn.org/1237.htm
 ATI Comprehensive Predictor Exam: All students who complete the nursing program
will pass the 84% predicted probability for passing the NCLEX-RN®
Individual score >66.7%
Comparison Data:
 Assessment Technologies Institute, Inc.(ATI) RN Comprehensive Predictor Exam
http://www.atitesting.com/ati_next_gen/Reports/
Associate Degree Nursing Program
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WHCL Program Level SLO Form IV. Assessing Student Learning Outcomes
Have the expected student learning outcomes for all courses or other experiences required
in the program (sections II and III) been assessed? If all relevant courses and/or other
experiences have been assessed, summarize the assessment data.
Class of 2010
SLO 1: Four semester average - 92.6%
SLO 2: Four Semester average (beginning SLO data collection was not consistent course to course,
some semesters have no data assessed)
ADL’s – 93/5%
Assessment – 97.4%
IV Skills – 100% (semester two only)
SLO 3: Four semester average (beginning SLO data collection was not consistent course to course,
some semesters have no data assessed)
Care Plan – Management of Care – 92.6%
Clinical Evaluation – 96%
SLO 4:
 Course Exams Average – 87.7%
 Medication Exams
Semester 1: 36%
Semester 2: 86%
Semester 3: 89.5%
Semester 4: 89.8%
 Number of students passing NCLEX-RN® first time
2009- 2010 Taken through Jun 30: 2; Passed: 2; Pass Rate: 100%
2010- 2011 Jul-Sept: Taken: 29; Passed:25; Pass Rate: 86.21%
Oct-Dec: Taken: 2; Passed: 0; Pass Rate: 0%
Combined score: 93.1%
Comparison Data:
National: 87.41% (Jan-Dec)

Number of students passed ATI greater than 85% predicted probability – individual score
>66.7%: 28/35 80%
Comparison Data:
Group Mean – National: 71.0%
Group Mean – This Program: 71.2%
Associate Degree Nursing Program
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WHCL Program Level SLO Form IV. Assessing Student Learning Outcomes
Have the expected student learning outcomes for all courses or other experiences required in
the program (sections II and III) been assessed? If all relevant courses and/or other
experiences have been assessed, summarize the assessment data.
Class of 2011
SLO 1: Four Semester Average – 94.89%
SLO 2: Four Semester average (beginning SLO data collection was not consistent course to course,
some semesters have no data assessed)
ADL’s – 88.2%
Assessment – 93.9%
IV Skills – 95.8% (semester two only)
SLO 3: Four semester average (beginning SLO data collection was not consistent course to course,
some semesters have no data assessed)
Care Plan – Management of Care – 94.89%
Clinical Evaluation – 98% (2 courses, third semester)
SLO 4:
 Course Exams Average – 89.47%
 Medication Exams Semester 1: 56%
Semester 2: 99.3%
Semester 3: 100%
Semester 4: 90%
 Number of students passing the NCLEX-RN® first time:
2010- 2011 Apr-June: Taken: 18; Passed: 18; Pass Rate: 100%
Annual rate: Taken: 49; Passed: 43; Pass Rate: 87.76%
2011-2012 Jul-Sept: Taken: 15; Passed: 13; Pass Rate: 86.67%
Oct-Dec: Taken: 3; Passed: 2; Pass Rate: 66.67%
Combined Score: 85.3%
Comparison Data:
National: 87.9% (Jan-Dec)
 Number of students passed ATI greater than 85% predicted probability – individual score
>66.7%: 29/35 82%
Comparison Data:
Group Mean – National: 68.7%
Group Mean – This Program: 68.3%
Associate Degree Nursing Program
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WHCL Program Level SLO Form IV. Assessing Student Learning Outcomes
Have the expected student learning outcomes for all courses or other experiences required
in the program (sections II and III) been assessed? If all relevant courses and/or other
experiences have been assessed, summarize the assessment data.
Class of 2012
SLO 1: Four Semester Average – 91.2%
SLO 2: Four Semester average (beginning SLO data collection was not consistent course to course,
some semesters have no data assessed)
ADL’s – 95.75%
Assessment – 91.57% (2 courses only – 1st & 2nd semester)
IV Skills – 100% (semester two only)
SLO 3: Four semester average (beginning SLO data collection was not consistent course to course,
some semesters have no data assessed)
Care Plan – Management of Care – 91.2%
Clinical Evaluation – 98.95% (2 courses only, third semester)
SLO 4:
 Course Exams Average – 87.7%
 Medication Exams –
Semester 1: 85%
Semester 2: 86%
Semester 3: 100%
Semester 4: 93.6%
 Students passed the NCLEX-RN® first time
2012 Apr-June: Taken: 16; Passed: 16; Pass Rate: 100%
Annual rate: Taken: 34; Passed: 31; Pass Rate: 91.18%
Comparison Data:
State : no data available
National: 92% (Jan-Jun)

Number of students passed ATI greater than 85% predicted probability – individual
score >66.7%: 20/27 (ADN) 74% 5/7 71% (LVN-RN) = Total 25/34 73.5%
Comparison data:
LVN-RN Group Mean – National: 69.7%
LVN-RN Group Mean – This Program: 70.2%
Traditional Group Mean - National: 69.7%
Traditional Group Mean – This Program: 70.2%
Associate Degree Nursing Program
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WHCL Program Level SLO Form V. Analyzing the Results of Assessment
Have the assessment results for all courses and/or other experiences required in the program
(sections II and III) been analyzed? If so, summarize those analyses. In other words, what
does the relevant SLO assessment data tell you about student learning in this program.
 The final data demonstrates students’ progress and learning through the four semesters
of this program. In that, beginning to advanced beginner competency is noted from the
first to the last semester in all areas evaluated, establishing the student for entry into the
healthcare field upon graduation.
 All data met and/or exceeded the expected outcomes for all three classes to date in all
four student-learning outcomes.
 With the ongoing analysis, development and revision of the program, the data again
indicates student learning remained consistent and even improved from one graduating
class to the next. Example, medication mathematics not only showed improvement by
semester as this material was continually reinforced but also year by year as the
introduction to medication math principles were taught earlier and with more emphasis
in the first semester course.
 All three classes met or exceeded the National pass rates for first-time test takers.
Further, each class also met or exceeded the national mean on the ATI comprehensive
predictor examination. The class of 2012 dropped below 80% on the percentage of
students who passed the ATI predictor, a marked difference from the class of 2010 and
2011. However, this class (2012) had a considerably higher first-time pass rate on the
NCLEX-RN® of 91% nearly matching the national rate of 92%, which has risen from
87%. A probable reason for this success is that four students took an NCLEX-RN®
review and the NCLEX-RN® exam the week after graduation. All passed. This trend
continued through June and July. It must be noted: the ATI predictor exam does
provide a correlating indicator of the percentage of students who will pass the NCLEXRN® the first time with the Class of 2012 exceeding the prediction and remains as an
“exit” exam to the nursing program.
 More importantly, evaluating the overall program revealed inconsistencies in individual
course evaluations. Not all courses focused on the same student learning outcome
criteria. Each course does have specific objectives with coordinating student learning
outcome evaluation for that objective, an important component to meet course
expectations. However, all courses over the four semesters are linked to these four
student-learning outcomes. Due to insufficient discussion from the inception of this
new nursing program, data was not captured for clinical evaluations and psychomotor
tasks (ADL’s and assessments). Fortunately, at least one course from each semester
provided insight into the students’ progression.
 ATI assessment exam data for each specific course was not evaluated in a consistent
manner, either from a comparison with the national mean or with the percentage of
those who passed at a Level II. Although all faculty review the results of these exams
and make adjustments in their classroom teaching, deciding on a consistent outcome
would be helpful for the program to evaluate course-by-course.
Associate Degree Nursing Program
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WHCL Program Level SLO Form VI. Planning/implementing changes to pedagogy, facilities, etc. to improve learning
Using the assessment results from sections IV and V, have changes to pedagogy, facilities,
etc. been planned and implemented to improve learning in the program? Explain how the
assessment results were used to plan and make changes to improve learning; and describe
the changes implemented. If no changes are planned, explain why.
Class of 2010
This was the inaugural graduating class for this new associate degree nursing program. All
course material had just been newly developed by faculty and approved by the BRN.
Simulation education was introduced to this class for the first time in the second semester and
then again in the third semester during the pediatric theory with four simulation experiences.
Two medical/surgical simulation experiences were provided in the fourth semester including an
Advanced Life Support simulation before graduation.
It was considered by faculty to be a successful year. The prepared curriculum needed only
minor revisions to meet expected objectives in the class room and the clinical setting.
This class had a high first-time NCLEX-RN® pass rate, and retention, well above national,
state and valley averages.
Action:
No changes were made to the curriculum or course content. Faculty agreed that expectations
were met and it was still too early in the program to make significant changes. It was agreed
that at the end of 2011, course content and skills would be evaluated for changes based on
student outcomes.
Medication Mathematics will have a stronger emphasis in the first semester foundations course
with pre-course practice and preparation encouraged. The instructor will provide practice
material to the students before and during the course. Tutorial and remediation will be
available on a volunteer basis by the student with qualified instructors. The expectation is to
see higher scores earlier in the program.
Simulation will be developed and integrated into all courses. Although not captured here,
satisfaction with simulation education was high and requested. The simulation coordinator
added three important developmental concepts:
1. Each simulation will focus on the Quality and Safety Education in Nursing (QSEN) six
core competencies for the pre-licensure student
2. Each simulation scenario will have evidenced based practice incorporated as indicated
by peer-reviewed journal references (within the past five years), and each will be
reviewed by content experts in that field (medical-surgical, obstetrical, psychiatric,
pediatric and leadership nursing).
3. The simulation lab will be separated from the skills lab into a classroom space (711).
This will provide improved availability for high fidelity simulation away from the
practice of skills. This should be accomplished by December 2010 for use in the spring
of 2011.
Associate Degree Nursing Program
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WHCL Program Level SLO Form VI. Planning/implementing changes to pedagogy, facilities, etc. to improve learning
Using the assessment results from sections IV and V, have changes to pedagogy, facilities,
etc. been planned and implemented to improve learning in the program? Explain how the
assessment results were used to plan and make changes to improve learning; and describe
the changes implemented. If no changes are planned, explain why.
Class of 2011
 This class also met or exceeded goals and expectations. Simulation experiences started in first
semester and included a student orientation to the simulation experience. By the end of
graduation, these students experienced 12 simulated patient encounters tying theory and clinical
knowledge to practice.
 The first-time NCLEX-RN® pass rate was lower and that was due to the fact many students
waited past three months post-graduation to take the test. This demonstrated the importance of
resency when taking an adaptive computerized exam where competency is measured. Further,
these students elected not to take the N101 course third and fourth semesters. These support
courses demonstrated in the previous class of 2010 a stronger adaption to nursing concepts.
Action:
 Subsequent classes will have early exposure in the third and fourth semesters to registering for
an NCLEX-RN® test date for June and July. Faculty will assist with this process ensuring more
students take the exam early post-graduation. In addition, representatives from ATI, Kaplan,
and Hurst will provide information regarding NCLEX-RN® review.
 The elective N101 course curriculum will be changed and developed into the program
curriculum, approved by the WHCL curriculum committee and the California Board of Nursing.
The course is to be renamed and made mandatory for completion within the nursing program.
New course titles: NURS 14A-Introduction to Nursing Learning Lab, 14B-Pharmacology
/Obstetrical Nursing Learning Lab, 14C-Specialty Nursing Learning Lab, 14D-Advanced
Nursing Learning Lab. These four courses (one each semester) are two units and incorporate
theory concepts and interactive learning. This will provide a faculty to focus on the aspects that
will increase cognitive and psychomotor learning through case studies, article review, workbook
chapter review, and simulation experiences. These have been made part of the permanent
program curriculum as of fall 2011 for the graduating class of 2012.
 College counseling will ensure that all students have an education plan their first semester and
they are completing the required courses for graduation with an Associate Degree. This will
enable students take required courses earlier in the program ensuring completion before
graduation.
 NC100 will be implemented with the arrival of new full-time faculty. This open lab experience
will be on Tuesdays and Thursdays from 3:00 to 4:00 p.m. During this time, students will have
tutoring in medical math and writing an effective care plans along with skills and
communication practice.
 Simulation will be fully integrated for the graduating class of 2012, with 21 simulation
encounters. Simulation development will continue with content expert review, evidenced based
practice and QSEN competency focus. The fall of 2011 will offer the first 12-hour clinical
simulation day with students rotating out of the hospital.
 As part of the 5-Year Curriculum Review Process, faculty will ensure that psychomotor skills
are taught at the same time as the theory component ensuring student learning. Highlighting the
QSEN competencies within the nursing curriculum will be the next steps in aligning all
curriculum. These six competencies will be assessed in the next program review.
Associate Degree Nursing Program
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WHCL Program Level SLO Form VI. Planning/implementing changes to pedagogy, facilities, etc. to improve learning
Using the assessment results from sections IV and V, have changes to pedagogy, facilities,
etc. been planned and implemented to improve learning in the program? Explain how the
assessment results were used to plan and make changes to improve learning; and describe
the changes implemented. If no changes are planned, explain why.
Class of 2012
An important outcome for this graduating class is the increase in the first semester medication
math scores. The focus by the first semester instructor on pre-class and in-class work proved
successful.
Graduation, retention and first-time NCLEX-RN® exam scores remained consistent with this
class and met or exceeded the program goals. The decreased graduation rate was a result of the
early counseling with students who still needed to meet general education requirements for
Associate Degree. Students opted to extend their graduation date, taking these courses after
completion of the RN program. This gave them opportunity to focus on nursing concepts. This
was evident in the higher pass rate than previous classes. Further, it can be concluded that the
addition of the NURS 14 classes and full integration of simulation education contributed to the
higher first-time pass rate.
Action:
 Counseling will continue early in the first semester and include a clear education plan
with the Associate Degree as a goal for May graduation. Counselors will meet with
students during the NURS 14A class and continue to meet with students on an as needed
basis.
 New full-time faculty will take the first semester NURS14A class in the fall of 2012 and
one full-time faculty will with NURS 14B, 14C, and 14D providing consistency in
teaching and ensuring correlation with theory content.
 The NC 100 class was implemented in the fall of 2012 with new full-time faculty who
give clear direction and course work focus for the students who elect or are required to
attend related to their academic standing.
 The NURS 14B,C,D courses will have increased focus on evidenced based practice
article review. Mini-simulation experiences (15 minutes patient cases) will be added in
these courses to increase cognitive and psychomotor skills. These courses will also
implement leadership, delegation, and prioritization content coordinating with the
medical-surgical course module on leadership. The intent is to guide the student into
nursing leadership responsibility and accountability earlier in the program thus
providing opportunity to recognize nursing leadership and practice in the clinical
setting.
 Finalize the 5-Year Curriculum Review ensuring the alignment of curriculum for
student success.
Associate Degree Nursing Program
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