Download Assessment: Course Four Column TheCourses - Nursing

Assessment: Course Four Column
TheCourses - Nursing
Mission Statement: TheCourses is the centralized location for all course assessment data related to this school or discipline. Departmental syllabi may be appended here, and
records of curriculum change noted in the 'description' field.
Assessment Contact: Ron Hutchins, Interim Associate Dean
HLTH101:Introduction to Medical Terminology
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Comprehend and Define - 1.
Comprehend and define medical
words/terms used in the medical
profession.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20142015
Start Date: 01/15/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Exam/Quiz - within the
course - Mid-Term and Final Exams
30% of semester grade
Criterion/Target/Threshold: Attain a
grade of 72% or greater on both
exams.
Schedule/Notes:
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Common Intellectual Experiences
Finding Reporting Year: 2013-2014
Goal met: Yes
Spring 2014 all students attained an 72 % or greater on the
Mid-Term and Final Exams taken through the semester.
(06/26/2014)
Optional Data Point:
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional): Spring 2014
null.courseAction: Next year we
will use the rubric from the final
paper on Medical Terminology to
assess student learning on this
outcome (06/26/2014)
Construction of Medical Words - 2.
Identify the components that make
up the construction of medical words.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20142015
Start Date: 01/15/2014
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Homework, Writing
Assignment - Weekly chapter
homework graded during class as an
assignment.
Criterion/Target/Threshold:
Homework 15% of grade
Schedule/Notes: To attain this the
student will submit and have graded
weekly chapter assignments
following the course rubric.
High Impact Course Practices 2:
Common Intellectual Experiences
Finding Reporting Year: 2013-2014
Goal met: Yes
80% of the students achieved a grade of 72% on weekly
chapter homework by identifying the components that
make up the construction of medical words. (06/30/2014)
null.courseAction: Encourage all
students to complete all of the
weekly homework in order to
identify the components of the
construction of medical words.
(06/30/2014)
09/02/2015
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Page 1 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
High Impact Course Practices 1:
Learning Communities
Related Documents:
Chap 12 Learning Exercise
Integumentary System.pdf
Word Structures - 3. Analyze word
structures according to their roots,
prefixes and suffixes.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20142015
Start Date: 01/15/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Exam/Quiz - within the
course - Completion of weekly
homework due next course date and
graded by class interaction.
Criterion/Target/Threshold: Point
Values:
Quizzes (15)
375
points
Medical Word Report
100
points
Homework
1875
points
Total 2350
points
Potential Bonus Points
30
points
Finding Reporting Year: 2014-2015
Goal met: Yes
The homework focus is on learning word parts and
definitions to prepare for the quiz. The student will be able
to apply this information to their health care practice. 78%
of the students were able to attain a C+ or better with
completion of homework for the course. 5 students out pf
37 did not attain a passing grade of 72% or higher for this
course. These 5 students were in the group who did not
attain at least 75% of the homework points. Completing the
homework assists in assimilating the information for course
outcomes. (08/28/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
Learning Communities
09/02/2015
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HLTH104:Nutrition for Early Childhood
Course Student Learning
Outcome
Food Management Strategies - 7.
Understand food management
strategies needed to effectively
plan/implement a day care center
menu.
Course Outcome Status: Active
Start Date: 01/07/2013
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Assessment Methods
Finding
Action to be Taken
Other Findings
Finding Reporting Year: 2013-2014
Goal met: No
Results from Spring 2014 final/midterm exam questions
pertaining to food safety in the care of children. Specific
questions addressed with results from 11 students in the
class and compared to the reference of 24 students from
previous assessment.
Choking in Infants - Question 13=10/11 = 90.9% (reference
91.6%) and Toddlers - Question 34 = 10/11 = 90.9%
(reference 50%)
Consumption of Honey by Infants - Question 14 = 11/11 =
100% (reference 83.3%)
Preparation of infant formula - Question 17 = 8/11 = 72.7%
(reference 91.7%) and Question 2 (midterm) = 11/11 =
100% (reference 91.7%)
Lead Poisoning - Question 36 = 8/11 = 72.7% (reference
41.67%)
Infants and Food Allergies - Question 51 = 10/11 = 90.9%
(reference 83.33%)
Prevention of Foodborne Illness - Question 21 (midterm) =
8/11 = 72.7% (reference 91.7%)
Question 82 (Handwashing) = 11/11 = 100% (reference
79.7%)
Question 34 (midterm) (Handwashing)= 11/11 = 100%
(reference 83.3%)
Foodborne Illness during Pregnancy - Question 93 = 4/11 =
36.4% (reference 87.5%) (01/19/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Action to be Taken: Emphasis in
Spring 2015 - preparation of infant
formula - important for both
nurses and early childhood
educators; prevention of lead
poisoning; prevention of
foodborne illness and special
emphasis on Foodborne Illness
during Pregnancy - we will use
video and lecture and case
scenarios to discuss each of the
four topics. (01/19/2015)
Finding Reporting Year: 2012-2013
Goal met: Yes
Results from final exam questions pertaining to food safety
in the care of children. Specific questions addressed with
results from 24 students.
Action to be Taken: Spring 2014 Emphasis on Choking in Toddlers,
Honey Ingestion by Infants, Lead
Poisoning, Food Allergies and
Infants, Handwashing as means to
prevent disease and illness, and
Foodborne Illness in Pregnancy in
lecture and written exercises.
Choking in Infants - Question 13=22/24 = 91.67% and
Toddlers - Question 32 = 12/24 = 50%
09/02/2015
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Other Findings
(09/13/2013)
Consumption of Honey by Infants - Question 14 = 20/24 =
83.33%
Preparation of infant formula - Question 17 = 22/24 =
91.67% and Question 33 = 22/24 = 91.67%
Lead Poisoning - Question 34 = 10/24 = 41.67%
Infants and Food Allergies - Question 51 = 20/24 = 83.33%
Prevention of Foodborne Illness - Question 73 = 22/24 =
91.67%, Question 82 (Handwashing) = 19/24 = 79.67%,
Question 94 (Handwashing)= 20/24 = 83.33%
Foodborne Illness during Pregnancy - Question 93 = 21/24 =
87.5%
(09/13/2013)
Optional Data Point: 85
Description of Assessment Method
(optional): Review of scantron
results for specific questions for food
safety.
09/02/2015
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HLTH208:Principles of Human Nutrition
Course Student Learning
Outcome
Assessment Methods
Finding
Lifestyle and Health Impact - 5.
Recognize the importance of fitness,
physical activity and nutrients in
weight management, eating
disorders, athletes, bone health,
dental health, and cardiovascular
health.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20142015
Start Date: 01/12/2015
Inactive Date: 05/01/2015
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Direct - Homework, Writing
Assignment - Students who
complete the SMART Goal Analysis
Worksheet (#2) will be able to
correctly identify a chronic health
condition (and/or
obesity/overweight prevention)
where risk for that condition may be
prevented or delayed as a result of
their SMART goal.
Criterion/Target/Threshold: At least
80% of students who complete the
worksheet will be able to correctly
identify a chronic health condition.
Schedule/Notes: Assess upon
receipt of SMART Goal Analysis
Worksheet (#2)
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2014-2015
Goal met: Yes
27/32 (84.375%) students correctly identified that their
SMART Goal may prevent risk for CVD, DMT2, Osteoporosis,
OW/Overweight, HTN, Diverticulos or Cancer
5/32 (15.625%) students identified that their SMART Goal
would prevent or reduce the risk for dehydration,
malnutrition, or scurvy and provided continued support for
recovery from their eating disorder. (12/15/2014)
SMART Goal Setting and Dietary
Analysis - 6. Apply basic nutrition
knowledge by evaluating one's diet,
including interpreting and
formulating recommendations to
improve personal eating habits.
Course Outcome Status: Active
Start Date: 01/07/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Other Findings
Finding Reporting Year: 2013-2014
Goal met: Yes
FALL 2014 - 30/32 = 93.75% of students were able to
positively state at least one skill/behavior/attribute that
they had learned from this project and/or about themselves
and that they would utilize in the future for improving their
personal eating habits and/or the eating habits of others.
Two students did not complete the assignment. [more]
(08/26/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
Finding Reporting Year: 2012-2013
Goal met: No
09/02/2015
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Action to be Taken
Action to be Taken: Continue to
emphasize the importance of
Page 5 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Other Findings
SPRING 2013 - 19/21 = 85.7% of students were able to
positively state at least one skill/behavior/attribute that
they had learned from this project and/or about themselves
and that they would utilize in the future for improving their
personal eating habits and/or the eating habits of others.
One student did not think the SMART goal project was of
any use while they were at LSSU, one student did not feel
he needed to make any changes and one student did not
complete the assignment at all. (09/13/2013)
good self-care, setting attainable
behavioral change goals and the
importance of understanding
what "change" entails to the
individual and the amount of
energy needed to make a
"change" in personal habits.
(09/13/2013)
Finding Reporting Year: 2012-2013
Goal met: No
SPRING 2013 - 76.19% received a score of 17/20 or higher.
14.29% received a score of 16/20. 4.76% received a score of
10.5/20 and one person (4.76%) did not complete the
project. (09/13/2013)
Description of Assessment Method
(optional): Instructor will grade the
HLTH 208 SMART Goal Project's two
worksheets - Developing a SMART
Goal Worksheet and the SMART
Goal Analysis Worksheet - for a total
of 20 points. Goal = At least 85% of
students who complete the project
will achieve a score of 17/20 (85%)
or better on the SMART Goal Project.
Action to be Taken: Instructor will
continue to work closely with
students to achieve success with
this project by helping them to
interpret data and work on
developing skills to improve
personal habits. (09/13/2013)
Indirect - Survey, including selfevaluation, peers, or graduates Instructor will review students'
answers to part #6 on SMART Goal
Project - SMART Goal Analysis
Worksheet (What have you learned
from doing this project? What have
you learned about yourself and
setting goals? How will this help you
in the future?).
Criterion/Target/Threshold: At least
90% of students who complete the
worksheet will be able to state at
09/02/2015
Finding Reporting Year: 2014-2015
Goal met: Yes
SPRING 2015 - 20/20 = 100% of students were able to
positively state at least one skill/behavior/attribute that
they had learned from this project and/or about themselves
and that they would utilize in the future for improving their
personal eating habits and/or the eating habits of others.
(08/26/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
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Course Student Learning
Outcome
Assessment Methods
Finding
least one thing that they have
learned from this project and/or
learned about themselves that will
be able to utilize in the future for
improving personal eating habits
and/or the eating habits of others.
Schedule/Notes: Review conducted
at the completion of the SMART
Goal Project by the instructor
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
SMART Goal Worksheet_Analysis of
Project_FINAL.doc
Finding Reporting Year: 2013-2014
Goal met: Yes
FALL 2014 - 30/32 = 93.75% of students were able to
positively state at least one skill/behavior/attribute that
they had learned from this project and/or about themselves
and that they would utilize in the future for improving their
personal eating habits and/or the eating habits of others.
Two students did not complete the assignment due to
absence for family/personal reasons. (08/26/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
Action to be Taken
Finding Reporting Year: 2013-2014
null.courseAction: Continue with
Goal met: Yes
project for next year.
SPRING 2014 - 31/33 = 93.9% of students were able to
(06/03/2014)
positively state at least one skill/behavior/attribute that
they had learned from this project and/or about themselves
and that they would utilize in the future for improving their
personal eating habits and/or the eating habits of others.
Two students did not complete the assignmentl.
(06/03/2014)
Finding Reporting Year: 2012-2013
Goal met: Yes
32/34 = 94.12% of students were able to positively state at
least one skill/behavior/attribute that they had learned
from this project and/or about themselves and that they
would utilize in the future for improving their personal
eating habits and/or the eating habits of others.
One student did not think the SMART goal was possible
until he had more money and another student did not think
that he needed to make any changes at all in his intake or
think about future changes. 2/34 = 5.88%
Two students did not complete the assignment at all = 2/36.
(12/14/2012)
Description of Assessment Method
(optional):
Direct - Homework, Writing
09/02/2015
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Course Student Learning
Outcome
Assessment Methods
Finding
Assignment - Instructor will grade
the HLTH 208 SMART Goal Project's
two worksheets - Developing a
SMART Goal Worksheet and the
SMART Goal Analysis Worksheet for a total of 20 points.
Criterion/Target/Threshold: At least
85% of students who complete the
project will achieve a score of 17/20
(85%) or better on the SMART Goal
Project.
Schedule/Notes: Assessment will be
completed when the project is
graded.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
SMART Goal Worksheet_Developing
a SMART Goal_FINAL.doc
SMART Goal Worksheet_Analysis of
Project_FINAL.doc
Finding Reporting Year: 2014-2015
Goal met: Yes
SPRING 2015 - 100% of students completed the SMART Goal
Project and Worksheets and 100% achieved a score of
13.25/15 (88.3%) or higher. Please note that the total score
for the project was changed from 20 to 15 in Fall 2014.
(08/26/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
FALL 2014 - 29/30 = 96.7% of students who completed the
project worksheets achieved a score of 12.75/15 (85%) or
higher on the SMART Goal Project. 1/30 (3.3%) had a score
of 12.25 (81.7%). Two students did not complete the the
second worksheet for the project. Total points for the
project were changed from 20 to 15 this semester.
(08/26/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
Finding Reporting Year: 2013-2014
Goal met: Yes
SPRING 2014 - 31 students completed the project, 90.3%
(28/31) of students received a score of 17/20 or higher.
Three (3) students received an 80% for the project.
(06/03/2014)
Description of Assessment Method
(optional): Note that grading scale
was changed this semester with
project now worth 10 points instead
of 20 points
Finding Reporting Year: 2012-2013
Goal met: Yes
Two of the 36 students did not complete the assignment.
30/34 (88.23%) students received a score of 17/20 or higher
09/02/2015
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Course Student Learning
Outcome
Assessment Methods
Indirect - Survey, including selfevaluation, peers, or graduates Instructor will review students'
answers to part #6 on SMART Goal
Project - SMART Goal Analysis
Worksheet (What have you learned
from doing this project? What have
you learned about yourself and
setting goals? How will this help you
in the future?).
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding
(7 = 20/20; 13 = 19-9.9/20; 6 = 18-18.9/20; 4 = 17-17.9/20)
4/34 (11.77%) students received a score of 13.5-16.5/20
(12/14/2012)
Finding Reporting Year: 2014-2015
Goal met: Yes
SPRING 2015 - 100% of students completed the SMART Goal
Analysis Worksheet and 100% were able to state which
chronic condition or obesity/overweight would/could be
affected by their SMART Goal lifestyle change.
(08/26/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
Related Documents:
SMART Goal Worksheet_Analysis of Project_FINAL_SPRING
2015.doc
SMART Goal Worksheet_Developing a SMART
Goal_FINAL.doc
Action to be Taken
null.courseAction: Continue to
assess this aspect of the SMART
Goal Project and discuss in the
classroom to elaborate on
techniques for successful goal
setting and change for self and
when working with future
patients/clients. (08/26/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
Fall 2014 - 30/32 (93.75%) of students completed the
SMART Goal Analysis Worksheet and 100% of those 30
students were able to state which chronic condition or
obesity/overweight would/could be affected by their
SMART Goal lifestyle change. (08/26/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
Disorders and Disease Process - 7.
Apply basic nutrition knowledge in
various disorders and disease
processes.
Course Outcome Status: Active
Start Date: 11/14/2014
09/02/2015
Students attend
lecture/discussion/workgroup on
diabetes meal planning and
complete Worksheet #3 of Dietary
Analysis Project II. Students identify
carbohydrate groups needed for
carbohydrate counting, design a
personal meal plan based on gender,
Finding Reporting Year: 2014-2015
Goal met: Yes
Final Scores on Diabetes Meal Planning - Worksheet #3 Dietary Analysis Project II
60-69% - 3/34 = 9%
70-79% - 3/34 = 9%
80-89% - 10/34 = 29%
90-99% - 16/34 = 47%
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null.courseAction: Professor will
continue this work group/
discussion/ lecture session to
improve competence in meal
planning. Professor will advertise /
announce in class and describe on
Course Schedule in an effort to
improve attendance at session.
Page 9 of 140
Course Student Learning
Outcome
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
Action to be Taken
edit and modify food choices to
meet diabetes meal /snack planning
requirements.
Criterion/Target/Threshold: 80% of
students will demonstrate
competence in meal planning for
diabetes as evidenced by a score of
80% or higher on Worksheet #3 in
Dietary Analysis Project II.
Schedule/Notes: Lecture / work
group on 11/14 with assignment due
to instructor on 11/21
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Collaborative Assignments, Projects
100% - 2/34 = 6%
Professor conducted work group
in 50 minute session and will
change to 100 minute session with
75 minutes dedicated to meal
planning for diabetes in an effort
to improve competency to 85% of
students will attain a score of 85%
or higher on assignment in Spring
2015. (12/15/2014)
Nutrition Throughout the Life Cycle - Other Findings
Students will demonstrate the
importance of food safety practices
throughout the life cycle.
Course Outcome Status: Active
Start Date: 01/07/2013
Inactive Date: 01/30/2015
Course Goal Differentiation: MidLevel (Analyzing/Applying)
82% of students successfully demonstrated competence at
80% or higher for diabetes meal planning. 53%
demonstrated competence at 90% or higher. 100% of
students who received a score of 79% or lower did not
attend the work group/lecture on diabetes meal planning
and did not attend contact professor for assistance in
completing the project.
(12/15/2014)
Finding Reporting Year: 2012-2013
Goal met: No
Review of results from final exam specific to food safety
practices throughout the life cycle:
Action to be Taken: Emphasis in
2013-2014 on Prevention of Lead
Poisoning, Storing Foods at Safe
Temperatures, and Prevention of
Listeria to improve level of
Question 1 - Prevention of Lead Poisoning All Ages= 15/21 = understanding and ability to apply
71.43%
knowledge as evidenced by final
Question 6 - Infants and Honey Ingestion = 19/21 = 90.48% exam scores (09/13/2013)
Question 44 - Risk of Foodborne Illness throughout Life
Cycle = 21/21 = 100%
Question 50 and 64 - Choking Hazards for Infants = 20/21 =
95.24 % + 19/21=90.48%
Question 67 - Infant Food Allergies = 20/21 = 95.24%
Question 68 - Environmental Contamination = 21/21 = 100%
Question 69 - S/S of Foodborne Illness = 21/21 = 100%
Question 74 - Temperatures to Prevent Foodborne Illness =
17/21 = 80.96%
Question 89 - Prevention of Listeria = 18/21 = 85.71%
Question 97 - Food Safety and Elders = 20/21 = 95.24%
(09/13/2013)
Optional Data Point: 90
Direct - Exam/Quiz - Standardized 09/02/2015
Finding Reporting Year: 2014-2015
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null.courseAction: Overall, there
Page 10 of 140
Course Student Learning
Outcome
09/02/2015
Assessment Methods
Finding
Action to be Taken
Class scores on Final Exam were
reviewed for the eleven questions
(of 100) in that addressed food
safety and prevention of food borne
illness throughout the life cycle.
Criterion/Target/Threshold: Class
score for each question will be
evaluated using Scantron analysis.
85% of students will receive a score
of 75% or higher for each question.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Learning Communities
Goal met: Yes
Results from thirty-four exams completed for Fall 2014 as
compared to thirty-one exams for Spring 2014:
was an improvement in scores for
questions on the final exam
covering foodborne illness. The
topic of foods at risk for Listeria
needs continued review and
discussion in Spring 2015. All
other methodologies from Fall
2014 will be included. In Fall 2014,
students completed Blackboard
Quiz/Assessment on food safety,
watched a video from FDA on
foodborne illness, had PPT
slides/lecture re: food safety,
received additional written
materials on mercury and
organochlorines in fish and
Professor Kellan came into
classroom and spoke to class re:
Listeria. (12/15/2014)
Question #1 addresses Lead Poisoning 29/34 = 85.3%
improved over S’ 2014 - 24/31 = 77.4%;
Question #5 addresses At-Risk Population Groups 34/34 =
100% maintaining level in S’2014 - 31/31 = 100%;
Question #6 addresses use of Honey in Infancy 33/34 =
97.1% improved over S’ 2014 - 27/31 = 87.1%
Question #42 is an Overview of Foodborne Illness /Foods at
Risk for Listeria 32/34 = 94.1% improved over S’2014 23/31 = 74.2%
Question #46 Prevention of Foodborne Illness 31/34 =
91.2% decrease from S’2014 but acceptable- 31/31 = 100%
Question #50 Bottle Propping in Infancy 32/34 = 94.1%
improved over S’ 2014 - 27/31 = 87.1%
Question #68 Mercury in Fish 34/34 = 100% slightly
improved over S’2014 – 30/31 = 96.8%
Question #69 Signs and Symptoms of Foodborne Illness
34/34 = 100% maintains S’ 2014 result - 31/31 = 100%
Question #74 Temperature and Foodborne Illness 30/34 =
88.2% acceptable and slight improvement over S’ 2014 27/31 = 87.1%
Question #89 Prevention of Listeria 27/34 = 79.4%
acceptable and exceeds S’ 2014 - 22/31 = 71.0%
Question #97 Food Storage/Consumption of Leftovers
32/34 = 94.1% improved over S’ 2014 - 25/31 = 80.6%
Overall, there was an improvement in scores for questions
on the Fall 2014 final exam covering foodborne illness. The
topic of foods at risk for Listeria needs continued review
and discussion in Spring 2015. All other methodologies from
Fall 2014 will be included.
In Fall 2014, students completed Blackboard
Quiz/Assessment on food safety, watched a video from FDA
on foodborne illness, had PPT slides/lecture re: food safety,
received additional written materials on mercury and
organochlorines in fish and Professor Kellan came into
classroom and spoke to class re: Listeria.
(12/15/2014)
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Page 11 of 140
Course Student Learning
Outcome
Role of Nutrition Throughout the
Lifecycle - Students will demonstrate
improved level of knowledge of basic
nutrition upon completion of the
course
Course Outcome Status: Active
Start Date: 01/06/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Direct - Exam/Quiz - within the
course - A 20 question pretest was
completed on the first day of the
course and the same 20 questions
were utilized as the first 20
questions on the final exam.
Criterion/Target/Threshold: The
average pretest score for the class
will improve by at least 50% on the
final exam.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Learning Communities
Finding
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
Results from thirty-one exams completed for Spring 2014:
#1 - 24/31 = 77.4%
#5 - 31/31 = 100%
#6 - 27/31 = 87.1%
#42 - 23/31 = 74.2% (foods at risk for Listeria)
#46 - 31/31 = 100%
#50 - 27/31 = 87.1%
#69 - 31/31 = 100%
#74 - 27/31 = 87.1%
#89 - 22/31 = 71.0% (prevention techniques for Listeria)
#97 - 25/31 = 80.6% (safe storage and consumption of
leftovers) (06/03/2014)
null.courseAction: FALL 2014 stronger emphasis on Listeria in
Food Safety lecture and develop
case study including Listeria
prevention in Prenatal Nutrition
discussion/lecture session.
Emphasis on food safety and
handling leftovers in Food Safety
lecture and in discussion of meal
planning throughout the lifecycle.
(06/03/2014)
Finding Reporting Year: 2014-2015
Goal met: Yes
34 students completed the 20 question pretest and the
class average was 9.9 (49.5%)
34 students completed the final exam and the class average
for the first 20 questions and the class average was 15.7
(78.5%) demonstrating an improvement of 58.6%.
(12/15/2014)
Description of Assessment Method
(optional): An identical 20 question
pre- and post-test assessment was
conducted on the first and last class
days of the semester and answers
were recorded on a green scantron.
Class average on the Scantron Item
Analysis was compared from each.
Finding Reporting Year: 2014-2015
Goal met: Yes
29 students completed the 20 question pretest and the
class average was 9.9 (49.5%)
31 students completed the final exam and the class average
for the first 20 questions and the class average was 16
(80%) demonstrating an improvement of 61.6%.
(06/03/2014)
09/02/2015
Generated by TracDat® a product of Nuventive
null.courseAction: Noted - class
scores for questions related to
adolescent snacking habits,
calculation of protein
requirements, food sources of
saturated fats and soluble fiber,
lycopene, functions of Vitamin C
and food sources of Vitamin D
were < 75% and these topics will
Page 12 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
be emphasized in Fall 2014
lecture/discussion/case studies.
(06/03/2014)
null.courseFollowUp: Correct
results from Fall 2014 Posttest in
areas of concern noted in Spring
2014 - #13 adolescent snacking
habits - 19/34 = 55.9% (still below
75%); #16 calculation of PRO
requirements - 29/34 = 85.3%
(met); #17 food sources of
saturated fat - 24/34 = 70.6% (still
below 75%); #10 food sources of
soluble fiber 25/34 = 73.5% (still
below); #14 lycopene - 24/34 =
70.6% (still below 75%); #15
functions of vitamin C - 29/34 =
85.3% (met) and #20 food sources
of vitamin D - 14/34 = 41.2% (still
below 75%); in addition, #10
classifications of vegetarianism 24/34 = 70.6% was also below the
threshold of 75%. Instructor will
add new teaching methodologies
in Spring 2015 to improve scores
in these topic areas. (12/15/2014)
09/02/2015
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Page 13 of 140
HLTH209:Pharmacology
Course Student Learning
Outcome
Assessment Methods
Pharmacodynamic and
Pharmacotheraputic Actions - 1.
Understand pharmacodynamic and
pharmacotheraputic actions of
specific therapeutic agents.
Direct - Exam/Quiz - within the
course - Final Exam
Criterion/Target/Threshold: 80% of
class will choose correct answers for
exam questions related to learning
outcome.
Course Outcome Status: Active
Acetylsalicylic acid (Aspirin) is used
for all of the following except:
Course Goal Differentiation: LowLevel (Understanding/Remembering) (Correct) Gastric ulcer healing.
Nitrates dlate the vascular smooth
muscle, which results in what effect?
(Correct) decreased preload
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
First-year Seminar and Experiences
History and Current Drug Standards
and Legislation - 2.Student will
comprehend history and events
leading to development of current
drug standards and legislation.
Direct - Exam/Quiz - within the
course - Comprehensive final exam
Criterion/Target/Threshold: 80%
correct on questions regarding Drug
Standards and Legislation questions:
Federal legislation dictates a lenghty
Course Outcome Status: Active
and rigorous process of testing for
new drug. What is the primary
Course Goal Differentiation: LowLevel (Understanding/Remembering) purpose of this testing process/
(Correct) To ensure the safety of the
public.
09/02/2015
Finding
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: Yes
92% of the students were able to correctly identify the
pharmacodynamics and the pharmacotheraputic actions of
both drugs. (04/29/2015)
Description of Assessment Method
(optional): Direct through
examination
null.courseAction: Assess other
therapeutic agents through
examination. (12/16/2015)
Finding Reporting Year: 2013-2014
Goal met: No
100% of the class correctly answered Aspirin question
30% of class correctly answered the Nitrate question
(12/10/2014)
Description of Assessment Method
(optional): Final exam multiple
choice questions
null.courseAction: Will choose
another question besides Aspirin
to assess the classes
understanding of
Pharmacotheraputics.
Will find other ways to educate
class on pharmacodynamics of
drugs, will use more videos, put
pharmacodynamics on
assignments and course exams.
(12/10/2014)
Finding Reporting Year: 2013-2014
Goal met: No
An average of 53% of students got both questions correct.
18% for Aspirin question correct
88% for Nitrate question correct (08/21/2014)
null.courseAction: Use formative
questioning during classes to
assess student comprehension of
actions of drugs on body.
(12/08/2014)
Finding Reporting Year: 2014-2015
Goal met: Yes
96% of students correctly identify the answer and rationale
for this question on the final exam (04/29/2015)
Description of Assessment Method
(optional): Direct
null.courseAction: Assess
historical perspectives of drug
evolution and safety on Fall Final
exam (12/16/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
83% of the class correctly answered the question.
(12/10/2014)
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Page 14 of 140
Course Student Learning
Outcome
Drug reactions and routes. - 3.
Student will be knowledgeable of
therapeutic assessment of clients and
correct administration of drugs.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
Action to be Taken
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
88% of students choose correct answer (08/21/2014)
Finding Reporting Year: 2012-2013
Goal met: Yes
Exam question #12 -83% and #35- 55% of class had correct
answers (01/16/2013)
null.courseAction: Reviewed
content with class, will reassess on
final exam. (12/20/2012)
Direct - Exam/Quiz - within the
course - Final Exam
Criterion/Target/Threshold: 80%of
the students will attain correct
answers on the questions pertaining
to drug therapeutics, administration,
action, and or side effects. Question:
A patient with a recent diagnosis of
acute renal failure has a longstanding seizure disorder which as
been successfully controlled for
several years with anti-seizure
medicaions. The nurseshould
recognize that the patient's
compromised renal function will
likely:
(Correct) Increase the half-life of
medications that are metabolized by
the kidneys.
Finding Reporting Year: 2014-2015
Goal met: Yes
87% of students answered this question correctly.
(04/29/2015)
Description of Assessment Method
(optional): Direct
null.courseAction: Assess
administration of drugs in the fall
semester. (12/16/2015)
Finding Reporting Year: 2013-2014
Goal met: No
33% answered correctly on Final exam
(12/10/2014)
Description of Assessment Method
(optional): Final Exam multiple
choice question
null.courseAction: Will include
more case studies around the
therapeutics and assessments of
clients and administration of
drugs. (12/10/2014)
Finding Reporting Year: 2014-2015
Goal met: Yes
18% answered correctly (08/21/2014)
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
09/02/2015
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Page 15 of 140
HLTH210:Introduction to Health Care Concepts and Issues
No data found for the selected criteria.
09/02/2015
Generated by TracDat® a product of Nuventive
Page 16 of 140
HLTH232:Pathophysiology
Course Student Learning
Outcome
Cell injury, Inflammation, Healing
and Fever - 1.
Understand the
basic mechanisms of cell injury,
inflammation, healing and fever
Course Outcome Status: Active
Start Date: 01/15/2014
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Assessment Methods
Finding
Action to be Taken
Other Findings
Finding Reporting Year: 2014-2015
Goal met: Yes
The class average on exam 1 was 83% (05/01/2015)
Description of Assessment Method
(optional):
Finding Reporting Year: 2014-2015
Goal met: No
2/35 (5%) of students scored below the 72% threshold.
(12/19/2014)
Description of Assessment Method
(optional): Unit exam 1 contains the
content related to cell injury,
inflammation, healing, and fever
Action to be Taken: Continue to
monitor as this result only
demonstrates one semester of
increased scores (08/27/2015)
Direct - Exam/Quiz - within the
course - First unit exam
Criterion/Target/Threshold: Class
average minimum of 72% on first
unit exam
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Signs and Symptoms to Diseases - 2. Other Findings
Relate signs and symptoms
to diseases to these basic functions
Course Outcome Status: Active
Start Date: 01/15/2014
Course Goal Differentiation: LowLevel (Understanding/Remembering) Direct - Homework, Writing
Assignment - Written assignment.
Student's choice of
disease/condition with research
including signs and symptoms
09/02/2015
null.courseAction: Modify target
threshold to allow for more
meaningful assessment of
outcome (01/15/2015)
Finding Reporting Year: 2013-2014
Goal met: No
Fall, 2013 all students were in the nursing program and
successfully passed the first unit exam with a 72% or
greater. However, Spring, 2014 had nursing and exercise
students combined and the exercise students had increased
difficulty with the course material and scored less than 72%
on their first unit exam. (06/27/2014)
Description of Assessment Method
(optional): Scantron scoring based
on a 50 question multiple choice
exam.
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students scored >80% on this assignment
(05/01/2015)
Description of Assessment Method
(optional):
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students scored higher than 80% on this
assignment (12/19/2014)
null.courseAction: Continue to
monitor for trends (01/15/2015)
Finding Reporting Year: 2013-2014
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Page 17 of 140
Course Student Learning
Outcome
Principles of Immune System and
Development of Cancers - 3.
Understand the principles of
immune response, immune
dysfunction, and the development of
cancers
Course Outcome Status: Active
Start Date: 01/15/2014
Course Goal Differentiation: LowLevel (Understanding/Remembering)
09/02/2015
Assessment Methods
Finding
Action to be Taken
Criterion/Target/Threshold: 100%
of students will achieve a minimum
of 80% on this assignment
Schedule/Notes: Students were
assigned in groups of 2 and
presented in class via power point
and peer handouts on specific
disease states that included
definitions, signs/symptoms, and
standard treatments based on
evidenced based nursing practice.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
Disease Assignment.docx
Goal met: Yes
All students in HLTH 232 scored a 90% or greater on their
disease assignments in Fall, 2013 and Spring, 2014.
(06/27/2014)
Direct - Exam/Quiz - within the
course - Multiple choice questions
on final exam related to immune
response, immune dysfunction, and
the development of cancers.
Criterion/Target/Threshold: average
80% minimum correct response rate
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
TracDat Course Assessment 232 test
questions.docx
Finding Reporting Year: 2014-2015
Goal met: No
75.5% average correct response rate. (05/01/2015)
Description of Assessment Method
(optional):
null.courseAction: This semester's
assessment may not be accurate
as some 3 of the 7 questions were
removed or altered. Change
Assessment method to any final
exam questions on this topic (not
specifically the 7 previously
outlined) (08/27/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
Unsure: 86.7% correct responses for the 14 questions on
exam one focused on this content. (12/19/2014)
null.courseAction: Current target
threshold is very challenging to
assess and obtain data from
exams. Modify target threshold
criterion to allow for evaluation
and assessment of student
outcome (01/15/2015)
Finding Reporting Year: 2012-2013
Goal met: Yes
98% of students achieved minimum of 80% (12/05/2012)
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Page 18 of 140
HLTH235:Healthcare Informatics
Course Student Learning
Outcome
Assessment Methods
Finding
Identifies Knowledge and Skills
Needed to Provide Health Care - Obj.
#2. Identifies knowledge and skills in
leadership, quality improvement, and
patient safety to provide health care
as evidenced by identifying valid data,
information, and knowledge
resources for health care practice.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Homework, Writing
Assignment - Write a paper defining
the various types of research articles
and compare and contrast them.
Criterion/Target/Threshold:
Students will receive at least an 80%
on the paper allowing for one
rewrite to get a passing grade.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
Students obtained 88% average score on the paper and
article submissin. (05/08/2014)
Optional Data Point: 100
Related Documents:
HLTH 235 CompareandContrast (1).docx
TD Gradebook_GPA HLTH 235_S14_Final.xls
Evidence Based Practice - Obj. #3.
Identifies and describes
research for potential application for
evidence based practice as evidenced
by completing identification and
analysis of evidence based practice
hard copy and electronic resources.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Homework, Writing
Assignment - Search various nursing
data bases such as CINAHL,
Cochrane Library, Pub Med,
Guidelines.gov, etc., and LSSU library
periodicals for examples of eight
different types of research articles
(i.e. systematic review, metaanalysis, primary studies, literature
reviews etc.)
Criterion/Target/Threshold: 80% of
students will obtain an 80% or
greater on the literature search.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
HLTH 235_001_S14_SYLB.doc
Finding Reporting Year: 2013-2014
Goal met: Yes
Students obtained an 88% on the paper with several
resubmitting their paper for a passing grade. (05/08/2014)
Optional Data Point: 100
Related Documents:
TD Gradebook_GPA HLTH 235_S14_Final.xls
Knowledge/Skills in Information
Management and Patient Care - Obj.
#4.
Illustrates knowledge and
skills in information management and
Direct - Exam/Quiz - Standardized Final exam questions related to EHR,
clinical decision making technology,
and patient care technology.
Finding Reporting Year: 2013-2014
Goal met: Yes
___ % of students answered the patient care technology,
EHR, and clinical decision system questions correctly.
09/02/2015
Generated by TracDat® a product of Nuventive
Action to be Taken
null.courseAction: Separate the
assignment. Have library search
count separately from the paper.
(05/08/2014)
Page 19 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
patient care technology in the
delivery of quality patient care as
evidenced by demonstrated
understanding, development, and
dissemination of data, information,
and knowledge for the purpose of
patient care.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Criterion/Target/Threshold: 75% of
the students will get questions
related to patient care informatics
and EHR correct.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
HLTH 235 Final Exam Item Statistics
Report (2).pdf
(05/09/2014)
Related Documents:
HLTH 235 Final Exam Item Statistics Report (2).pdf
Health Care Policies - Obj. #5.
Identifies health care
policies, including financial and
regulatory, directly and indirectly
influencing the nature and function of
the health care system as evidenced
by ability to discuss how information
technologies are impacted and
impact health care systems.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Exam/Quiz - Standardized Exam questions on HITECH and
HIPAA
Criterion/Target/Threshold: 85% of
students will correctly answer the
midterm questions #21, 34, & 44,
and final exam questions 4, 12, 13,
and 26 related to HITECH, HIPAA,
and meaningful use objectives.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
___% of students got 85 % or better on Q21
___% of students got 85 % or better on Q34
___% of students got 85 % or better on Q44
___% of students got 85 % or better on Q4
___% of students got 85 % or better on Q12
___% of students got 85 % or better on Q13
___% of students got 85 % or better on Q26
(05/09/2014)
Related Documents:
HLTH 235 Midterm Item Statistics Report (3).pdf
HLTH 235 Final Exam Item Statistics Report (2).pdf
Communication and Collaboration Obj #6. Develops communication
and collaboration among health care
professionals and patients to deliver
high quality and safe patient care as
evidenced by acquisition of
knowledge regarding nursing and
other health related taxonomies.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Group project, collaborative
learning - Class project of
completing an Omaha System care
plan
Criterion/Target/Threshold: Class
Completion of Omaha System Care
Plan
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
Omaha System Worksheet_1-17-
Finding Reporting Year: 2013-2014
Goal met: Yes
Students input on Omaha System Care Plan (05/08/2014)
Related Documents:
Completed Omaha System Worksheet_Heart Surgery.doc
09/02/2015
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Action to be Taken
Page 20 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
14_D.doc
Bill T Post Open Heart.doc
Health Promotion and Disease
Prevention in Informatics - Obj. #7.
Defines and applies health
promotion and disease prevention at
the individual and population health
levels as evidenced by development
of health education materials using
the science of healthcare informatics.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Homework, Writing
Assignment - SBAR of a selected
patient and a targeted education
pamphlet or booklet with an
appropriate SMOG literacy level.
Criterion/Target/Threshold: Literacy
level will be appropriate for the
selected patient.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
Over 90% students had appropriate literacy level in their
educational pamphlet. (05/08/2014)
Related Documents:
HLTH 235 Health literacy SBAR Paper (1).docx
HLTH 235 Health Literacy Pamphlet docx.docx
Professionalism/ethics/integrity/soci
al justice as evidenced by ability to
discuss ethical use of data,
information, and knowledge related
in health informatics. - Obj. #8.
Defines professionalism and
inherent values of ethics, integrity,
and social justice as evidenced by
ability to discuss ethical use of data,
information, and knowledge related
in health informatics.
Direct - Exam/Quiz - Standardized Discussion thread on blackboard
reflecting on a Medscape podcast on
medical ethics dilemma and a man's
right to die of bed sores.
Criterion/Target/Threshold: Each
student will submit a reflective
comment about the podcast.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
87.5% of students submitted a reflection of their perception
of a patient's right to die (05/08/2014)
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
09/02/2015
Finding Reporting Year: 2013-2014
Goal met: Yes
91% of the students posted their reflection about the
ethical dilemma onto black board. (05/08/2014)
Related Documents:
Ethics discussion thread.docx
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Page 21 of 140
HLTH328:Multicultural Approaches to Health Care
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Diversity in American Society - 1.
Discuss racial and cultural
diversity in American society.
a.
Define the concept of
culture.
b.
Differentiate the concepts of
ethnocentrism and cultural relativity.
c.
Compare and contrast values
of selected cultural groups.
d.
Explore the relationship of
culture, kinship systems, religious
practices,
language and customs.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
09/02/2015
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Page 22 of 140
HLTH329:Women's Health Issues
No data found for the selected criteria.
09/02/2015
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Page 23 of 140
HLTH330:Applied Nutrition
No data found for the selected criteria.
09/02/2015
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Page 24 of 140
HLTH352:Health Issues of Aging Populations
Course Student Learning
Outcome
Physiological and Psychological
Changes - 1. Identify expected
physiological and psychological
changes associated with advancing
age.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Assessment Methods
Finding
Direct - Group project, collaborative
learning - Group Physiological and
psychological systems review via
activity project.
Criterion/Target/Threshold: 100%
of students will participate in weekly
group activities, development of
activity related to selected
physiological and pshycological
system, and implementation of
group activity project in a near by
home for the aged
Finding Reporting Year: 2013-2014
Goal met: No
100% of students participated in group activities related to
a selected physiological system and presented ways to the
elderly could improve the health status of that body system.
(06/19/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of the students participated in this activity.
(04/30/2014)
Description of Assessment Method
(optional): Students attended a local
Adult Day Care where they were
active in interactions with the
elderly. Each student reported on
their activities.
Related Documents:
Elder Visit #1.pdf
Finding Reporting Year: 2011-2012
Goal met: Continuing or Ongoing Assessment Activity Action Plan recommended
95% of students participated in this activity (01/04/2013)
Description of Assessment Method
(optional): Submission of plan for
activity and a sign in sheet
Common Pathological Conditions - 2.
Categorize common pathological
conditions associated with advancing
age.
Course Outcome Status: Active
Start Date: 01/13/2014
Inactive Date: 04/25/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Exam/Quiz - within the
course - Direct
Criterion/Target/Threshold: 100%
of students will pass the course
exams with a 72% or greater
Action to be Taken
null.courseAction: No action
taken. One student did not
participate and withdrew from the
course at a later date.
(01/04/2013)
Finding Reporting Year: 2013-2014
Goal met: Yes
Students took midterm and final exam in this class. The
exam covered common pathological conditions associated
with aging. 100% of students passed this exam with 72% or
higher. (04/25/2014)
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students passed the course exams with a 72% or
greater (01/04/2013)
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Page 25 of 140
Course Student Learning
Outcome
Personal Values - 3. Recognize the
impact of one's personal values on
the interaction process when working
with older individuals.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Aging Theories - 4. Utilize knowledge
of aging theories during
interdisciplinary assessment of
selected
situations common to the elderly
client system.
Course Outcome Status: Active
Start Date: 01/13/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Epidemiological Model - 5. Utilize an
epidemiological model to explore
preventive and treatment
interventions in the promotion of
"successful" aging.
09/02/2015
Assessment Methods
Finding
Direct - Exam/Quiz - within the
course - Final examination essay
Criterion/Target/Threshold: 100%
of students will complete the final
exam and essay
Finding Reporting Year: 2013-2014
Goal met: No
100% of students completed the final exam.
100% of students participated in discussion board related to
sexuality of the elderly. (06/19/2014)
Action to be Taken
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of remaining students completed the final exam and
essay (01/04/2013)
Indirect - Focus Group or Interview - Finding Reporting Year: 2013-2014
Goal met: Yes
Students interviewed an active and
vibrant person in the community and All students participated in the interview, and all students
completed the report of the interaction. (04/25/2014)
submitted a report of that
Related Documents:
interaction.
Criterion/Target/Threshold: 100%
Elder Visit #2.doc
participation and 100% completion
of the interview report.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Direct - Experiential , including
Service Learning Experience
Evaluation - Participation in the
"Take 5 Program" with a written
experience evaluation
Criterion/Target/Threshold: 100%
of students will participate in the
Take 5 program and submit a written
evaluation of their learning
experience and observations
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students participted in the Take 5 program and
submitted a written evaluation of their learning experience
and observations (01/04/2013)
Direct - Case Analysis - Course
lecture case study review in groups
with presentations and collaboration
in class
Criterion/Target/Threshold: 100%
of students will participate when in
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students participated when in attendance
(01/04/2013)
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Page 26 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
attendance
Review Strategy to Effectively Meet
Needs of Elderly - 6. Critically review
strategy options intended to
effectively meet the needs of the
older client.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Homework, Writing
Assignment - Each student will
complete a Capstone Final Paper
assignment addressing a topic in the
aging population which will contain a
section on the strategy/options for
meeting the needs of the older client
Criterion/Target/Threshold: 100%
of students will complete the
Capstone Final Paper Assignment
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students completed and submitted the final
Capstone paper assignment (01/04/2013)
Commitment to Protect the Rights 7. Demonstrate a commitment to
protect the rights of the older client
that are associated with human
dignity.
Direct - Group project, collaborative
learning - Sensory presentation,
Direct
Criterion/Target/Threshold: 100%
of students in attendance will
participate actively in sensory deficit
role play focusing on maintaining
dignity with age
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students in attendance actively participated in
sensory deficit role play (01/04/2013)
Description of Assessment Method
(optional): Classroom discussion
regarding the dignity of our aging
population
Direct - Field Placement/Internship
Evaluation - Direct/Indirect
Criterion/Target/Threshold: 100%
of students will participate in the
Take 5 program
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students participated in the Take 5 program and
evaluated its usefulness in assisting the care and service to
elders in the community. (06/19/2014)
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Community Resources Aimed at
Assisting - 8. Evaluate community
resources aimed at assisting in the
care and service to elders in the
community.
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students participated in the Take 5 program
(01/04/2013)
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Evidence Based Research and
National Standards - 9. Utilizes
evidence based research and national
standards in the contact and
interactions with the aging
09/02/2015
Action to be Taken
Direct - Homework, Writing
Assignment - Direct writing
assignment
Criterion/Target/Threshold: 100%
of students will complete their
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students completed their assigned Capstone Final
Paper (01/04/2013)
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Page 27 of 140
Course Student Learning
Outcome
population.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Action to be Taken
assigned Capstone Final Paper
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Page 28 of 140
HLTH452:Contemporary Issues in Nutrition
No data found for the selected criteria.
09/02/2015
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Page 29 of 140
HLTH490:Independent Study in Health
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Scholarly Research/Resources Demonstrate proficiency in the
utilization of current scholarly
research/resources for use as a
foundation in exploring a selected
topic at various levels within the
contextual frame of human nutrition.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20132014
Start Date: 08/25/2014
Inactive Date: 12/19/2014
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Direct - Presentation, Performance Students will score at least 28 points
on sections of HLTH 490 Grading
Criteria Tool exploring use of
research and development of the
project abstract.
Criterion/Target/Threshold: 28/35
total points = 80%
Schedule/Notes: Instructor will
utilize completed Grading Criteria
Tool for determining results
High Impact Course Practices 2:
Capstone Course(s), Projects
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
Two students completed HLTH 490 - Independent Study in
Health-Nutrition in Fall 2014. One student scored 34.75/35
or 99.3% and the other student scored 31.5/35 or 90% objective met (08/26/2015)
Course Instructional Modality:
Independent/Directed Study
Description of Assessment Method
(optional):
Related Documents:
HLTH 490_Ind Study Grading Criteria Tool.doc
null.courseAction: Continue with
project format as designed.
(08/26/2015)
Dissemination of Information Demonstrate proficiency in analyzing
interdisciplinary research findings
about a selected nutritional topic, and
providing those finding in an
appropriate foment for
dissemination.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20132014
Start Date: 08/25/2014
Inactive Date: 12/19/2014
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Direct - Presentation, Performance Students will develop and
successfully complete project
presentations with a score of 80% or
higher as evidenced by HLTH 490
Grading Criteria Tool scores for
Professional Presentation (total 50
points) and Student Presentation
(total 25 points).
Criterion/Target/Threshold: 40/50
for Professional Presentation +
20/25 Student Presentation = at
least 60/75 total points for
presentations
Schedule/Notes: Instructor will
tabulate peer/professional
evaluations and complete grading
tool. Instructor will utilize final
scores for each section to determine
results.
High Impact Course Practices 2:
Finding Reporting Year: 2013-2014
null.courseAction: Continue with
Goal met: Yes
project as outlined (08/26/2015)
Two students completed this Independent Study course in
Fall 2014. One student received 73.45/75 possible points or
97.9% and the other student received 69.77/75 or 93%
(08/26/2015)
Course Instructional Modality:
Independent/Directed Study
Description of Assessment Method
(optional):
Related Documents:
HLTH 490_Ind Study Grading Criteria Tool.doc
09/02/2015
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Page 30 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Capstone Course(s), Projects
High Impact Course Practices 1:
Capstone Course(s), Projects
09/02/2015
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Page 31 of 140
NURS211:Introduction to Professional Nursing
Course Student Learning
Outcome
Support of professional nursing
practice - Develop a solid base in
liberal education for nursing practice
as evidenced by acquisition of a
theoretical knowledge base from
nursing, history, education, and
related disciplines to support
professional nursing practice.
Course Outcome Status: Active
Start Date: 08/30/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
SLO2 - Identify knowledge and skills in
leadership, quality improvement, and
patient safety to provide health care
as evidenced by acquisition of
knowledge related to critical thinking,
decision making, and professional
nursing roles.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Action to be Taken
Other Findings
Finding Reporting Year: 2014-2015
Goal met: No
95.8% of students attained a C (72%) or better on their
Philosophy paper (05/01/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
Action to be Taken: All but one
student met the goal. New
textbook with content more
focused on applying nursing
theory to the metaparadigm is
being integrated with additional
work earlier in the semester to
role-model this application
(08/26/2015)
Direct - Homework, Writing
Assignment - Philosophy paper
based on the nursing metaparadigm.
Criterion/Target/Threshold: 100%
of students will achieve a C (72%) or
greater on the Philosophy paper
High Impact Course Practices 2:
Diversity/Global Learning
High Impact Course Practices 1:
Diversity/Global Learning
Finding Reporting Year: 2014-2015
Goal met: Yes
93.8% average on Personal Philosophy papers. 24 of 25
students earned a score over 90% (12/19/2014)
Description of Assessment Method
(optional): Personal Philosophy
paper that integrates nursing
metaparadigm with nursing theories
and students own philosophy.
null.courseAction: Continue
monitoring of outcome for
trending. (01/15/2015)
Other Findings
Finding Reporting Year: 2014-2015
Goal met: Yes
Students earned an average of 95.8% on THINK Critical
thinking model short answer questions on Final exam
(05/01/2015)
Description of Assessment Method
(optional):
Finding Reporting Year: 2014-2015
Goal met: Yes
Students achieved a 90% on critical thinking model
application on final exam (12/19/2014)
Description of Assessment Method
(optional): Short answer question on
final exam requiring students to
Direct - Exam/Quiz - within the
course - Students will identify
components of critical thinking and
apply basic principles of THINK
critical thinking model.
Criterion/Target/Threshold:
Students will achieve a class average
Finding Reporting Year: 2013-2014
Goal met: Yes
95% had 82% or higher on the writing assignment.
(06/10/2014)
Generated by TracDat® a product of Nuventive
Action to be Taken: Monitor for
one more semester. (05/01/2015)
null.courseAction: Continue to
monitor this objective for trending
data (01/15/2015)
Page 32 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
of 85% or higher on test questions
related to identification and
application of critical thinking model.
(Test 1)
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Common Intellectual Experiences
identify the steps of the Critical
Thinking tool 'THINK' and apply it to
a situation.
SLO3 - Identify and describe evidence Other Findings
based practice by defining the
components and resources for
professional nursing practice.
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Homework, Writing
Assignment - Students will be able
to define evidence based practice
and identify library resources to
support practice
Criterion/Target/Threshold: 100%
of students will participate in library
resources activity and apply
knowledge in providing Evidence
Based resources on their Personal
Philosophy paper
Schedule/Notes: Definitions of EBP
will also be included in Tests 1,2,3
High Impact Course Practices 2:
Undergraduate Research
High Impact Course Practices 1:
Common Intellectual Experiences
Reference supported person nursing Direct - Homework, Writing
philosophy - Illustrate knowledge and Assignment - Development of
09/02/2015
Finding Reporting Year: 2013-2014
Goal met: Yes
Using 9 questions in test 1: the class average was 84.6%.
62.2% of class members met the 85% or higher threshold. A
transition in class instructors occurred during this section of
the course. Material was reinforced throughout remainder
of course, but no specific assessment questions were
included in tests 2 and 3.
(06/10/2014)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students participated in library resources activity
and provided evidence-based resources on their Personal
Philosophy paper (05/01/2015)
Description of Assessment Method
(optional):
Finding Reporting Year: 2013-2014
Goal met: Yes
Findings All students participated successfully in PICO
discussion exercise. (06/10/2014)
Finding Reporting Year: 2014-2015
Goal met: Yes
Generated by TracDat® a product of Nuventive
Action to be Taken
null.courseAction:
Continue presenting THINK critical
thinking model and discussion
posting requirement.
(06/10/2014)
null.courseAction: As criterion
changed this semester, continue
to monitor for 2 more semesters
(08/26/2015)
null.courseAction: Drop in overall
Page 33 of 140
Course Student Learning
Outcome
skills in information management as
evidenced by developing a reference
supported personal nursing
philosophy.
Course Outcome Status: Active
Start Date: 08/26/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
Action to be Taken
reference supported personal
nursing philosophy
Criterion/Target/Threshold:
minimum average of 85% on
Personal Philosophy paper
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Students average of 86.1% on personal philosophy paper
(05/01/2015)
Description of Assessment Method
(optional):
average this semester. With
integration of new text that
integrates more on theory into
the metaparadigm, continue to
monitor. (08/26/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
93.8% average on Personal Philosophy papers. 24 of 25
students earned a score over 90% (12/19/2014)
Description of Assessment Method
(optional): Personal philosophy
paper based upon the nursing
metaparadigm, nursing theories.
null.courseAction: Modify target
threshold to allow for more
meaningful evaluation of
objective. Change to: minimum
85% average on personal
philosophy paper. (01/15/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
Writing assignment 04/02/14; 23/23 had C or better
(100%); 22/23 had B or better (95.7%) (06/10/2014)
Finding Reporting Year: 2012-2013
Goal met: Yes
23/24 students had C or better (96%): 21/24 students had a
B or better (87.5%) (01/11/2013)
SLO5 - Identify health care policies,
including financial and regulatory,
directly and indirectly influencing the
nature and function of the health
care system as evidenced by
discussing how health care change
occurs through the use of power and
political action.
Inactive Date: 08/25/2015
Course Goal Differentiation: LowLevel (Understanding/Remembering)
09/02/2015
Direct - Exam/Quiz - within the
course - Students will be able to
define statutory, regulatory, and
case law. Students will be able to
define and provide examples of
negligence, malpractice, informed
consent, false imprisonment, assault
and battery. Students will be able to
define and identify parameters of
patients eligible for Medicaid,
Medicare, and other governmental
health care services.
Criterion/Target/Threshold: 100%
of students will obtain 80% or better
on final exam questions regarding
legal and regulatory questions
High Impact Course Practices 2: Not
Finding Reporting Year: 2014-2015
Goal met: No
This criterion needs to be revised to better assess student
achievement of outcomes (05/01/2015)
Description of Assessment Method
(optional):
Finding Reporting Year: 2013-2014
Goal met: Yes
17 questions on final exam N=23-87% answers correct/
74% of students obtained 80% or better (06/10/2014)
Generated by TracDat® a product of Nuventive
null.courseAction: Recommend
additional student centered
learning activities related to legal
and policy issue (06/10/2014)
Page 34 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: Yes
97.5% average on SBAR final exam questions (05/01/2015)
Description of Assessment Method
(optional):
Finding Reporting Year: 2014-2015
Goal met: No
Average of 3 questions: 73.6% of students responded
correctly. (12/19/2014)
Description of Assessment Method
(optional): 3 multiple choice
questions on final exam
Action to be Taken: Continue to
monitor (08/26/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
3/1/14 Exam 1,2 _4 questions -72% correct N=23
(06/10/2014)
null.courseAction: Expand
discussion posting on SBAR
subject.
(06/10/2014)
applicable to this outcome
High Impact Course Practices 1:
Common Intellectual Experiences
Patient safety and collaborative
practice measures. - Develop an
understanding of the need for
communication and collaboration
among health care professionals and
patients to deliver high quality and
safe patient care as evidenced by
acquisition of knowledge regarding
components of health care delivery
systems, communication techniques,
and collaborative roles in health care.
Course Outcome Status: Active
Start Date: 08/27/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Other Findings
Direct - Exam/Quiz - within the
course - Direct - application
questions on final unit exam related
to SBAR communication method
Criterion/Target/Threshold: 80%
average on SBAR related questions
on final exam
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
null.courseAction: Add SBAR
activity to allow for application of
material (01/15/2015)
Finding Reporting Year: 2012-2013
null.courseAction: Add article
Goal met: Continuing or Ongoing Assessment Activity search and discussion posting on
Action Plan recommended
SBAR subject. (01/11/2013)
3 questions on final q1. 18/24; q.2 22/24; q.3 24/24 on 75%
of students answered 100% of the questions correctly
(01/11/2013)
09/02/2015
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Page 35 of 140
NURS212:Health Appraisal
Course Student Learning
Outcome
Health Assessment Skills - 3.
Demonstrate beginning of
health assessment skills on healthy
clients as a first stepin the nursing
process.
a.
Use inspection, palpation,
percussion and auscultation skills
appropriately when conducting a
physical assessment.
b.
Use appropriate oral
communication skills in obtaining and
relaying pertinent health assessment
information.
c.
Use appropriate
documentation skills to relay
information obtained during the
assessment process.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Direct - Laboratory, Clinical,
Skill/Competency Assessments Return demonstration of skills with
final skill Head to Toe checkoff
graded as either satisfactory or
unsatisfactory
Criterion/Target/Threshold: 100%
of students will pass the skill
checkoff at a satisfactory level
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of the students passed the skill check off at a
satisfactory level. (05/02/2014)
Related Documents:
Head to Toe.doc
Direct - Exam/Quiz - within the
course - Students will be able to
identify 8 of 10 standard
components of skin assessment
within one week of completing the
skin assessment module, and again
at the conclusion of the course. This
will be repeated once during NURS
213 to see if the students are able to
maintain this knowledge more than
one semester.
Criterion/Target/Threshold:
Identification of 8 of 10 standard
skin assessment components
Schedule/Notes: Within one week of
completion of the skin assessment
module, and as part of the course
Final Exam
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
First-year Seminar and Experiences
Related Documents:
Skin Descriptors Exercise.doc
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students passed final head to toe skill checkoff at a
satisfactory level (04/25/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% pass rate for final Head to Toe Skill Checkoff
(12/05/2012)
Finding Reporting Year: 2014-2015
Goal met: No
The first phase of data collection showed an outcome of 13
of 26 students (50%) achieved the desired outcome of 8/10
or greater. The mean was 7.58; the mode 7; the median
7.5; the range was 7. The assessment will be repeated as
part of the Final Examination. (10/07/2014)
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Page 36 of 140
Course Student Learning
Outcome
Abnormalities in Health Assessment
Findings - 6.
Begin to recognize
some common abnormalities in
health assessment findings and the
importance for referral.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Direct - Exam/Quiz - within the
course - 10 multiple choice
questions from the final cumulative
exam that directly relate to
identifying common abnormalities
and the need for referral
Criterion/Target/Threshold:
Students will achieve minimum 80%
average on 10 questions
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
TracDat Course Assessment 212 test
questions.docx
Finding Reporting Year: 2013-2014
Goal met: No
The examination has been changed. There are questions
addressing common abnormalities and other questions
addressing the need for referral or intervention by others
on the health care team, but none that pointedly combine
both issues in a single question. The exam is under review
and revision; this assessment method will be re-evaluated
when the pool of questions for the Final Exam has been
finalized. (05/02/2014)
Action to be Taken
Finding Reporting Year: 2012-2013
Goal met: Yes
87.7% average on 10 questions (04/25/2013)
Related Documents:
TracDat Course Assessment 212 test questions S13.docx
Generated by TracDat® a product of Nuventive
Page 37 of 140
NURS213:Fundamentals of Nursing
Course Student Learning
Outcome
Safety, quality, critical thinking,
decision making - #2 Identifies
knowledge and skills in leadership,
quality improvement, and patient
safety to provide quality health care
as evidenced by the demonstration of
critical thinking and decision making
skills while performing basic nursing
care and procedures
Course Outcome Status: Active
Start Date: 08/27/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Action to be Taken
Direct - Laboratory, Clinical,
Skill/Competency Assessments Video Skill Demonstration
Live Skill Demonstration
Medication Dosage Exam
Criterion/Target/Threshold: 80% of
students will achieve satisfactory in
first time skill demonstration via
video or live
80% of students will achieve 80%
pass rate on final medication dosage
exam
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
213 medication dosage final.pdf
213 Skill Check Off Number 1 Back
Massage.doc
213 Skill Check Off Number 1 Hand
Hygiene.doc
213 Skill Check Off Number 1
Hygiene.doc
213 Skill Check Off Number 1
Occupied Bed.doc
213 Skill Check Off Number 1 Oral
Care.doc
213 Skill Number 1 Applying
Restraints.doc
213 Skill Number 1 Assisting the
Patient with Turning.doc
213 Skill Number 1Transfer from Bed
to Chair.doc
213 Skill Number 2 Mixing Two
Medications from Separate Vials to
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a first time satisfactory in skill
demonstration for hygiene, transfer and safety, and
medication administration. 96% of students achieved a
satisfactory in first time skill demonstration for sterile
technique and wound care and 100% of student achieved a
satisfactory in third time demonstration of this skill. 92% of
students achieved a satisfactory in first time demonstration
of foley catheterization and 100% achieved a satisfactory in
second time demonstration.
null.courseAction: I will change
this measurement to assess first
time pass rates of demonstrated
skills. (04/30/2015)
100% of students achieved an 80% or greater pass rate on
the final dosage exam (04/30/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory in skill
demonstration via video or live and 100% of students
achieved an 80% or greater on the final medication dosage
exam (01/06/2015)
Description of Assessment Method
(optional): Direct and Indirect via
live demonstration and examiniation
null.courseAction: No action to be
taken at this time. Will continue
with this outcome measurement
(01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved satisfactory in skill
demonstration via video or live
96% of students achieved an 80% pass rate on the final
medication dosage exam (05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
95% of students achieved a satisfactory rating in skill
demonstration
100% of students achieved greater than an 80% pass rate
on the final dosage exam (12/12/2013)
Description of Assessment Method
(optional): Live and Video skill
Generated by TracDat® a product of Nuventive
null.courseAction: No action to be
taken. Continue with this outcome
as stated (12/12/2013)
Page 38 of 140
Course Student Learning
Outcome
Assessment Methods
One Syringe.doc
213 Skill Number 2 Removing
Medication from a Vial.doc
213 Skill Number 2 Subcutaneous
Injection.doc
213 Skill Number 2Intradermal
Injection.doc
213 Skill Number 2Intramuscular
Injection.doc
213 Skill Number 2Oral
Medications.doc
213 Skill Number 2Removing
Medicaiton from an Ampule.doc
213 Skill Number 3Cleaning a Wound
and Applying a Sterile Dry
Dressing.doc
213 Skill Number 3Personal
Protective Equipment.doc
213 Skill Number 3Preparing a
Sterile Field and Adding of
Supplies.doc
213 Skill Number 3Putting on Sterile
Gloves.doc
213 Skill Number 4Catheterizing the
Female Bladder.doc
213 Skill Number 4Catheterizing the
Male Bladder.doc
Evidence Based Practice - #3
Identifies and describes research for
potential application for evidencedbased practice as evidenced by
summaraization of a research article
that applies to the comprehnsive care
plan and identificatio of evidencebased nursing protocols that support
nursing care inthe clinical setting.
Course Outcome Status: Active
09/02/2015
Direct - Homework, Writing
Assignment - Comprehensive Care
Plan
Advocacy Paper
Criterion/Target/Threshold: 80% of
students will select, review and
apply one scholarly primary nursing
research journal article/resource for
completion of the comprehensive
care plan
Finding
Action to be Taken
demonstration
Written Exam (not multiple choice)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students achieved satisfactory in skill
demonstration via video or live
100% of students achieved an 80% pass rate or higher on
the final medication dosage exam
Spring Semester 2013 (08/21/2013)
Finding Reporting Year: 2011-2012
Goal met: Continuing or Ongoing Assessment Activity Action Plan recommended
94% of students successfully passed the video skill
demonstration, live skill demonstration and Medication
dosage exam
Fall Semester 2012 (01/04/2013)
null.courseAction: Will assess the
standard set one more semester.
Consideration must be made for
the individuality of each student
and the unrealistice expectation
that 100% of students always pass
exams.
Considerations are made in the
syllabus for multiple attempts to
be successful on the skill
demonstrations and for
supportive weekly quizzing in
preparation for success at 80% on
the final dosage exam
(01/04/2013)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students selected, reviewed and applied on
scholarly primary nursing research journal article/resource
for completion of the comprehensive care plan.
null.courseAction: No action to be
taken. (04/30/2015)
100% of students supported their views while advocating
for patient care by utilizing one evidence based reference in
their written assignment (04/30/2015)
Finding Reporting Year: 2014-2015
Generated by TracDat® a product of Nuventive
null.courseAction: Will continue
Page 39 of 140
Course Student Learning
Outcome
Start Date: 08/27/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
Action to be Taken
80% of students will support their
views while advocating for patient
care by utilizing one evidenced
based reference in their written
assignment
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
Writing-Intensive Course(s)
Related Documents:
213 Comprehensive Assessment
Redo NURS 213 c.pdf
213 EBP ccp grading tool.doc
213 Advocacy Paper.doc
Goal met: Yes
100% of students selected, reviewed and applies a
minimum of one scholarly journal article/resource for their
CCP and their Advocacy paper assignment (01/06/2015)
to measure this outcome and
change the requirement to a
minimum of 1 primary nursing
research article related to the
CCP. The purpose of this change is
to promote scholarly research
related specifically to nursing and
promoting an understanding of
the use of evidence to support
professional practice in nursing
(01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students selected, reviewed and applied one
scholarly journal article/resource for completion of the
comprehensive care plan
100% of students utilized one evidenced based reference in
their written assignment (05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students selected, reviewed, and applied one
scholarly journal article for the comprehensive care plan
and 100% of students utilized one evidence based reference
in their written assignment (12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students achieved the Criterion/Target/Threshold
via application of one scholarly journal article/resource for
both the CCP and Advocacy paper
Spring Semester 2013 (08/21/2013)
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students were successful in achieving this
Criterion/Target/Threshold
Fall Semester 2012 (01/04/2013)
Health Promotion and Disease
Prevention - #7 Defines and applies
health promotion and disease
09/02/2015
Weekly Care Planning and
Documentation
Criterion/Target/Threshold: 80% of
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory rating on their
Generated by TracDat® a product of Nuventive
null.courseAction: No action to be
taken (04/30/2015)
Page 40 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
prevention at the individual and
population health levels as evidenced
by demonstration of patient care
teaching.
Course Outcome Status: Active
Start Date: 08/27/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
students will achieve a Satisfactory
rating on their weekly Care Planning
and Documentation
Schedule/Notes: Weekly care
planning and documentation
addresses patient teaching
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
Diversity/Global Learning
weekly care planning and documentation (04/30/2015)
Liberal Arts/Nursing Theory - #1
Develops a solid base in liberal arts
education for nursing practice as
evidenced by relation of nursing
theories to practice both in the
classroom and clinical nurisng
settings.
Course Outcome Status: Active
Start Date: 08/27/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Case Analysis - End of course
simulation
Criterion/Target/Threshold: 80% of
students will participate in the final
course simulation.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Common Intellectual Experiences
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students participated in the final course simulation
(04/30/2015)
Description of Assessment Method
(optional): Direct and Indirect
Assessment completed
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students received a satisfactory rating on their
weekly care planning and documentation as reported by
their assigned clinical instructors (01/06/2015)
Action to be Taken
null.courseAction: No action to be
taken. Will continue to monitor
this outcome (01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved a Satisfactory rating on their
weekly Care Planning and Documentation (05/01/2014)
null.courseAction: No action to be
taken. This experience was well
done! (04/30/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
96% of students participated in the final course simulation
(05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students participated in the final course simulation
(12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students participated in the final case study review
Spring Semester 2013 (08/21/2013)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Direct
Criterion/Target/Threshold: 80% of
09/02/2015
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students participated in the final case study review
Fall Semester 2012 (01/04/2013)
Finding Reporting Year: 2014-2015
null.courseAction: No action to be
Goal met: Yes
taken (04/30/2015)
100% of students received a satisfactory rating on all weekly
clinical paperwork and participation (04/30/2015)
Generated by TracDat® a product of Nuventive
Page 41 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
students will receive a satisfactory
rating on all weekly clinical
paperwork and participation
High Impact Course Practices 2:
Diversity/Global Learning
High Impact Course Practices 1:
Writing-Intensive Course(s)
Related Documents:
213 Weekly Clinical Packet for
Students[1]2.pdf
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students received a satisfactory rating on all weekly
clinical paperwork and participation (05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved a satisfactory rating on all
weekly clinical paperwork and participation (12/12/2013)
Description of Assessment Method
(optional): Direct Observation and
worksheets
Action to be Taken
null.courseAction: No action to be
taken (12/12/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
96% of students received a satisfactory rating on all weekly
clinical paperwork and participation
Spring Semester 2013 (08/21/2013)
Information Management and
Technology - #4 Illustrates knowledge
and skills in information management
and patient care technology in the
delivery of quality patient care as
evidenced by the demonstration of
the use of electonic medical records,
a variety of approved documentation
methods, confidentiality protocols,
databases, communication methods,
and record depositories
09/02/2015
Direct - Homework, Writing
Assignment - Direct weekly
documentation writing assignments
Criterion/Target/Threshold: 80% of
students will receive a satisfactory
rating on all documentation
assignments
High Impact Course Practices 2:
Diversity/Global Learning
High Impact Course Practices 1:
Writing-Intensive Course(s)
Finding Reporting Year: 2011-2012
Goal met: Inconclusive - Must address through Action Plan
100% of students received a satisfactory rating on all weekly
clinical paperwork and 82 % of students received a
satisfactory rating on participation and clinical skill
performance in the clinical setting
Fall Semester 2012 (01/04/2013)
Description of Assessment Method
(optional): Clinical Evaluation and
direct observation
null.courseAction: Evaluation of
student performance issues
performed with the students.
Changes in the clinical settings
made, methods of instruction
supported and reinforced for
consistency, first week orientation
to the course re-designed. Will
assess the effects of these
changes this coming semester
(01/04/2013)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students received a satisfactory rating on all
documentation assignments (04/30/2015)
null.courseAction: No action to be
taken (04/30/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students received a satisfactory rating on all
documentation assignments as reported by their assigned
clinical instructors (01/06/2015)
null.courseAction: No action to be
taken (01/06/2015)
Finding Reporting Year: 2013-2014
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Page 42 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Goal met: Yes
100% of students received a satisfactory rating on all
documentation assignments (05/01/2014)
Course Outcome Status: Active
Related Documents:
Start Date: 08/27/2012
213 FOCUS.pdf
Course Goal Differentiation: Low213 PIE.pdf
Level (Understanding/Remembering)
213 SOAPIE.pdf
213 Traditional.pdf
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students received a satisfactory rating on all
documentation assignments (12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students received a satisfactory rating on all
documentation assignments
Spring Semester 2013 (08/21/2013)
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students received a satisfactory rating on all on-line
documentation assignments
Fall Semester 2012 (01/04/2013)
Description of Assessment Method
(optional): Direct observation
through the use of an online
documenation program called
DocuCare in the hospice setting
Direct - Laboratory, Clinical,
Skill/Competency Assessments Use of electronic medical records
program for patient documentation
in the clinical setting
Criterion/Target/Threshold: 80% of
students will achieve a satisfactory
rating for on-line documentation in
the clinical and on-campus lecture
and laboratory setting where
required
High Impact Course Practices 2:
Diversity/Global Learning
High Impact Course Practices 1:
Writing-Intensive Course(s)
Related Documents:
213 Student guide to DocuCare.pdf
09/02/2015
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students participated in on-line documentation in
the clinical and on-campus lecture and laboratory setting.
100% of students demonstrated satisfactory ability to
document correctly in the electronic medical record. Less
than 80% of students did not achieve the goal of the final
assignment as demonstrated by not documenting the
appropriate nursing diagnosis for a patient in the end stages
of life. (04/30/2015)
null.courseAction: The action
taken based on this discovery was
to re-educate on priority nursing
diagnosis and the difference
between saving or curing and
caring or supporting in the end of
life. Future lectures and
experiences will include this
discussion and application.
(04/30/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory rating for on-line
documentation in the clinical setting where required as
reported by their assigned clinical instructor (01/06/2015)
Description of Assessment Method
null.courseAction: Plan to
incorporate on-line
documentation in the on-campus
laboratory with each clinical skill
demonstration and practice to
allow for more student exposure
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Page 43 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
(optional): Direct
Action to be Taken
to electronic medical record
documentation and management
(01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved a satisfactory rating for on-line
documentation in the clinical setting and in the laboratory
and simulation setting where required (05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved a satisfactory rating for on-line
documentation both in the clinical setting and use of
docucare in the classroom (12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: No
Unable to achieve due to access issues. 100% of students
were able to log into clinical setting systems
Spring Semester 2013 (08/21/2013)
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students achieved satisfactory rating for on-line
documentation where required
Fall Semester 2012 (01/04/2013)
Direct - Laboratory, Clinical,
Finding Reporting Year: 2014-2015
Goal met: Yes
Skill/Competency Assessments Direct observation of presentation of 100% of students achieved a satisfactory rating for
communication via SBAR format when giving and receiving
SBAR report
Criterion/Target/Threshold: 80% of patient care report (04/30/2015)
students will achieve a satisfactory
Finding Reporting Year: 2014-2015
rating for communicating via SBAR
Goal met: Yes
format when giving and receiving
100% of students achieved a satisfactory rating for
patient care report
communicating via SBAR when giving patient report as
High Impact Course Practices 2:
reported by their assigned clinical instructor and observed
Common Intellectual Experiences
by their course coordinator during lecture and laboratory
High Impact Course Practices 1:
periods (01/06/2015)
Collaborative Assignments, Projects
Finding Reporting Year: 2013-2014
Related Documents:
Goal met: Yes
213 Weekly Clinical Packet for
100% of students achieved a satisfactory rating for
Students[1]2.pdf
09/02/2015
Generated by TracDat® a product of Nuventive
null.courseAction: will work more
closely with clinical sites to assure
student access for documentation
(08/21/2013)
null.courseAction: No action
taken (04/30/2015)
null.courseAction: No action to be
taken (01/06/2015)
Page 44 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
communicating via SBAR format when giving and receiving
patient care report (05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved a satisfactory rating for
communicating via SBAR when giving and receiving patient
care report (12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students achieved this Criterion/Target/Threshold
Spring Semester 2013 (08/21/2013)
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students achieved a satisfactory rating for
utilization of SBAR when giving and receiving patient care
report
Fall Semester 2012 (01/04/2013)
Description of Assessment Method
(optional): Direct observation and
indirect reporting via clinical
instructors
Communication, Collaboration,
safety, and quality - #6 Develops
communication and collaboration
among health care professionals and
patients to deliver high qulaity and
safe patient care as evidenced by
relation of individual patient needs to
the plan of care
Course Outcome Status: Active
Start Date: 08/27/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Homework, Writing
Assignment - Weekly clinical
paperwork, comprehensive care
plan development, and completed
SBAR
Criterion/Target/Threshold: 80% of
all students will achieve a
satisfactory rating on all weekly
paper work and a 72% minimum on
the comprehensive care plan
assignment
High Impact Course Practices 2:
Writing-Intensive Course(s)
High Impact Course Practices 1:
Diversity/Global Learning
Related Documents:
213 Weekly Clinical Packet for
Finding Reporting Year: 2014-2015
null.courseAction: No action to be
Goal met: Yes
taken (04/30/2015)
100% of students achieved a satisfactory rating on all
weekly paper work. 96% of students achieved a minimum of
72% on the comprehensive care plan assignment with their
first submission. 100% of students achieved a 72%
minimum with the second submission. (04/30/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory rating on all
weekly paperwork as reported by their assigned clinical
instructor. 95% of students achieved a satisfactory rating on
the comprehensive care plan assignment (01/06/2015)
null.courseAction: No action to be
taken. Will continue with the step
process for care plan development
and the offering of additional
support hours with faculty for the
CCP completion. (01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
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Page 45 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Students[1]2.pdf
213 Comprehensive Assessment
Redo NURS 213 c.pdf
100% of students achieved a satisfactory rating on all
weekly paper work and achieved a 72% minimum on the
comprehensive care plan assignments (05/01/2014)
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
95% of all students achieved a satisfactory rating on all
weekly paperwork and a 72% on the comprehensive care
plan (12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students achieved this Criterion/Target/Threshold
Spring Semester 2013 (08/21/2013)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Observation of presentation of SBAR
report
Observation of student
communication and colloaboration
with health care professionals in the
clinical setting
Direct communication with students
during pre and post conferencing in
the clinical setting
Criterion/Target/Threshold: 80% of
students will achieve a satisfactory
rating for the semester in the clinical
setting
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
213 Weekly Clinical Packet for
09/02/2015
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students achieved a satisfactory rating on all
weekly paper work and a 72% minimum on the
comprehensive care plan assignment
Fall Semester 2012 (01/04/2013)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory rating for the
semester in the clinical setting (04/30/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory rating for the
semester in the clinical setting (04/30/2015)
null.courseAction: No action to be
taken (04/30/2015)
null.courseAction: No action to be
taken (04/30/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved a satisfactory rating for the
semester in the clinical setting (05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
95% of students achieved a satisfactory rating for the
semester in the clinical setting (12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: No
92% of students achieved a satisfactory rating for the
semester in the clinical setting
Generated by TracDat® a product of Nuventive
null.courseAction: Evaluation of
the expectation of this goal
(08/21/2013)
Page 46 of 140
Course Student Learning
Outcome
Standards of Practice, Policy, and
Regulation - #5 Identifies health care
policies, including finaical and
regulatory, direclty and indirectly
influencing the nature and
functioning of the health care system
as evidenced by summarization of
ANA nursing standards and code of
ethics, national patient safety goals,
applicable core measure standards,
and MDS data requirements
Course Outcome Status: Active
Start Date: 08/27/2012
Course Goal Differentiation: LowLevel (Understanding/Remembering)
09/02/2015
Assessment Methods
Finding
Students[1]2.pdf
Spring Semester 2013 (08/21/2013)
Direct - Exam/Quiz - within the
course - 5 questions presented on
the final exam or in a quiz
Criterion/Target/Threshold: 80% of
students will answer with 100%
accuracy the 5 selected questions
measuring this learning outcome
High Impact Course Practices 2:
Diversity/Global Learning
High Impact Course Practices 1:
Common Intellectual Experiences
Related Documents:
213 Test Questions assessing
outcome.doc
Action to be Taken
Finding Reporting Year: 2011-2012
Goal met: Inconclusive - Must address through Action Plan
82% of students achieved a satisfactory rating for the
semester in the clinical setting
Fall Semester 2012 (01/04/2013)
Description of Assessment Method
(optional): Direct observation via
clinical instructor and course
evaluation tool
null.courseAction: Will continue
to monitor and assess student
support needs inthe clinical
setting. Consideration will be
made after one more semester
with a 100% goal to alter the
standard of achievment to
account for student individuality
related to ability to suceed as the
goal was not achived due to
serious safety concerns in student
performance (01/04/2013)
Finding Reporting Year: 2014-2015
Goal met: No
This outcome was not measured via test questions this
semester. Although test questions were asked and
answered by the students and 100% of students did answer
the regulatory questions accurately. (01/06/2015)
null.courseAction: Will develop a
written quiz focusing on this
outcome. Currently students are
testing in an on-line format and
exams are shuffled creating
difficulty for question review. This
outcome is met via the
completion of the advocacy paper,
use of evidence based support for
the CCP and weekly paperwork,
lecture and discussion, and
resources provided for student
review on blackboard.
(01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
80% of students answered questions related to standards of
practice with accuracy (12/12/2013)
Description of Assessment Method
(optional): Multiple Choice test
questions
null.courseAction: This outcome
was measured via examination.
Difficulty in assessment arose as
exams have been converted to online examinations and each
student receives a different copy
of the same exam. For all future
classes these questions will be
posed via in-class written multiple
choice quiz at mid-term.
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Page 47 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
(12/12/2013)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Direct Observation via on-site clinical
rotation, laboratory skill
demonstration via live and video
performance
Criterion/Target/Threshold: 80% of
students will achieve a satisfactory
rating in the laboratory and clinical
setting in the application and
demonstration of nursing care
standards, health care policy, quality
measures, and documentation
requirements
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Diversity/Global Learning
09/02/2015
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory rating
(04/30/2015)
null.courseAction: No action to be
taken (04/30/2015)
Finding Reporting Year: 2014-2015
null.courseAction: No action to be
Goal met: Yes
taken (01/06/2015)
95% of students achieved a satisfactory rating (01/06/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
95% of students achieved a satisfactory rating in the
laboratory and clinical setting in the application and
demonstration of health care policy, quality measures, and
documentation requirements (01/06/2015)
null.courseAction: No action to be
taken at this time. (01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved a satisfactory rating in the
laboratory and clinical setting in the application and
demonstration of nursing care standards, health care policy,
quality measures, and documentation requirements
(05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
95% of students achieved a satisfactory rating in the
laboratory and clinical setting (12/12/2013)
Description of Assessment Method
(optional): Direct Observation and
Weekly clinical paperwork
null.courseAction: No action to be
taken (12/12/2013)
Finding Reporting Year: 2012-2013
Goal met: No
92% of students achieved this Criterion/Target/Threshold
Spring Semester 2013 (08/21/2013)
null.courseAction: Re-evalutate
the expectation of this goal
(08/21/2013)
Finding Reporting Year: 2011-2012
Goal met: Inconclusive - Must address through Action Plan
82% of students were successful achieving a satisfactory
rating
Fall Semester 2012 (01/04/2013)
Description of Assessment Method
null.courseAction: Will monitor
one more semester to identify the
abilit of 100% of students to
achive this threshold.
Consideration for individual
student ability must be taken.
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Page 48 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
(optional): Direct observation and
clinical course evaluation tool
Professionalism and Values - #8
Defines profesisonalism an dinherent
values of altruism, autonomy, human
dignity, integrity, and social justice as
eviedenced by demonstration of
respect for the ideas and
contributions of colleagues, others,
and participation with and support of
each other during group activities,
profesisonal behavior and dress when
interacting in real world organizations
during learning experiences
Course Outcome Status: Active
Start Date: 08/27/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Group project, collaborative
learning - Direct observation of role
play exercise related to chapters 42
and 44 sensory and stress
adaptation or via sensory and stress
group activity with care mapping.
Criterion/Target/Threshold: 80% of
students will actively participate in
this group activity. Group
attendance will be monitored for
measurement.
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
Diversity/Global Learning
Related Documents:
213 NURS 213 Stress and Sensory
Role Play.docx
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students actively participated in this group activity
(04/30/2015)
Action to be Taken
(01/04/2013)
null.courseAction: No action to be
taken (04/30/2015)
Finding Reporting Year: 2014-2015
null.courseAction: No action to be
Goal met: Yes
taken at this time (01/06/2015)
100% of students actively participated in this group activity.
100% of students attended this session (01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students participated in the on-line discussion
related to this activity. 0% of students actively participated
in a group physical activity (05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students actively participated in this group activity
(12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students actively participated in this group activity
Spring Semester 2013 (08/21/2013)
Direct - Homework, Writing
Assignment - Self awareness values
writing assignment to explore and
identify ones own feelings and
values towards issues in an attempt
to become more sensative to others
and be able to recognize when ones
own values may be inhibiting a
09/02/2015
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students actively participated in this group activity
Fall Semester 2012 (01/04/2013)
Description of Assessment Method
(optional): Class attendance
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students completed all 4 values exercises and
achieved a satisfactory grade (04/30/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students completed all 4 values exercises and
achieved a satisfactory grade (01/06/2015)
Generated by TracDat® a product of Nuventive
null.courseAction: No action to be
taken (04/30/2015)
null.courseAction: No action at
this time. A change in the format
of this assignment is being taken
into consideration. (01/06/2015)
Page 49 of 140
Course Student Learning
Outcome
Lifespan/Cultural - #9 Recognizes
and/or applies the lifespan and across
continuum of helath care
environments and the variations of
care, the increased complexity, and
the increased use of health care
resources inherent in caring for
patients as evidenced by
identification of factors that affect
consume health care decisions when
panning an implementing care
Course Outcome Status: Active
Start Date: 08/27/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Action to be Taken
patients ability to express theirs
Criterion/Target/Threshold: 80% of
students will complete all 4 values
exercises and achieve a satisfactory
grade
High Impact Course Practices 2:
Writing-Intensive Course(s)
High Impact Course Practices 1:
Diversity/Global Learning
Related Documents:
213 values 1.pdf
213 values 2.pdf
213 values 3.pdf
213 values 4.pdf
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students completed all 4 values exercises and
achieved a satisfactory grade (05/01/2014)
Direct - Case Analysis - Case study
Criterion/Target/Threshold: 80% of
students will participate in class
room case study discussion, analysis
and application. Attendance will be
monitored via class lecture
attendance or hybrid discussion
assignments on blackboard
Schedule/Notes: Related documents
are samples subject to change
High Impact Course Practices 2:
Diversity/Global Learning
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
Tracdat Global.docx
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students participated in class room case study
discussion, analysis and application. (04/30/2015)
null.courseAction: No action to be
taken (04/30/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students participated in this classroom case study
discussion, analysis and application. (01/06/2015)
null.courseAction: Will update
this outcome to evaluate
attendance via in class or through
hybrid discussion (01/06/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students participated in class room case study
discussion via hybrid blackboard discussion assignment
(12/12/2013)
Description of Assessment Method
(optional): Blackboard discussion
thread
null.courseAction: No action to be
taken (12/12/2013)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students completed all 4 values exercises and
achieved a satisfactory grade (12/09/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of all students completed this assignment with a
satisfactory grade
Spring Semester 2013 (08/21/2013)
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students completed the values exercises with a
satisfactory grade
Fall Semester 2012 (01/04/2013)
Description of Assessment Method
(optional): values exercises turned in
for review
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Page 50 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students participated in this activity
Spring Semester 2013 (08/21/2013)
Finding Reporting Year: 2011-2012
Goal met: Yes
100% of students participated in class room case study
Fall Semester 2012 (01/04/2013)
09/02/2015
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Page 51 of 140
NURS290:Directed Study in Nursing
No data found for the selected criteria.
09/02/2015
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Page 52 of 140
NURS325:Nursing of Childbearing Families
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Health Promotion - Demonstrates
health promotion and disease
prevention strategies, at the
individual and population based
health levels as evidenced by the
provision of professional leadership
skills of organization, priority setting,
communication and cost-containment
while providing care for childbearing
families.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
A Comprehensive Care Plan will be
completed for both a mother and
baby dyad that the student has
assessed, planned care for and
implemented. Nursing interventions
for health promotion and disease
prevention to be demonstrated, as
well as a list of priority interventions.
Communication to be demonstrated
by documenting mutually set pt
goals and client response. Clinical
instructor input is utilized in final
grading for actual implementation of
the care plan.
Criterion/Target/Threshold:
Students will acheive 80% or higher
on their CCP.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2014-2015
Goal met: No
Total number of students in Fall 2014 cohort: 22
90.9% received a score of 80% or higher
16 students (72%) received a score above 90%
4 students (18%) received a score between 80-89%
2 students (.09%) received a score below 80% (01/28/2015)
null.courseAction: Will look at
revising syllabus to having a
remediation activity required for
those not scoring above an 80%
on their CCP. (04/30/2015)
Research - Applies research for
potential application for evidencebased practice as evidenced by the
ability to relate current research to
clinical practice issues related to
childbearing.
Course Outcome Status: Active
Start Date: 10/31/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Presentation, Performance A populations based teaching
presentation to be prepared to a
given childbearing population
(expectant parents, new moms etc)
on a topic of the student's choice,
supported by evidenced based
practice and current research.
Finding Reporting Year: 2013-2014
Goal met: No
71% of students scored above 75% for incorporation of
evidenced based practice/current research.
Students worked in groups of 2-4. There were 7 groups and
two groups received a score of 50% on this particular area.
Points were taken off as students did not cite sources when
referencing material on their powerpoint slides and as well,
they did not put in any detail about the specific study they
researched, outcome findings or implications as related to
their presentation. Other groups did well in this area,
however only one group scored 100%. (01/28/2015)
null.courseAction: Continue with
this assessment criteria for the
next two semesters as previous
semesters had achieved this goal
to see a pattern. Also, plan to
further expand instruction on
requirements for incorporating
evidence based data. Another
consideration-is that the program
curriculum has changed so that
future cohorts after the Fall of
2014 will have had Nursing
Research-and should have a
better understanding of utilizing
research in practice.
09/02/2015
Criterion/Target/Threshold: 90% of
students will score 75% on
incorporation of evidenced based
practice/current research. See
related document. Rubric.
Schedule/Notes: Assignment is due
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Page 53 of 140
Course Student Learning
Outcome
Assessment Methods
the last week of class.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
Rubric
Health policies - Demonstrates
knowledge of health care policies,
including financial and regulatory,
directly and indirectly influencing the
nature and functioning of the health
care system as evidenced by the
ability to identify factors which
impede and/or facilitate access to the
health care system.
Course Outcome Status: Active
Start Date: 10/31/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Homework, Writing
Assignment - A worksheet will be
assigned asking the student to
identify and discuss several policies
in the United States related to
maternity care services, including
how the Affordable Health Care act
applies to maternity care as well as
other pending legislation. As well,
the student will be asked to identify
the major organizations that impact
maternity care policy in the United
States.
Criterion/Target/Threshold: 100%
of students will score 80% or better
on this assignment.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding
Action to be Taken
(01/28/2015)
Finding Reporting Year: 2012-2013
Goal met: Yes
100% scored 4 out of 5 or better. Lowest score of 4.5. Total
points were adjusted from 4 to 5 after initial Tracdat
assessment was made. (12/20/2013)
Description of Assessment Method
(optional): Teaching
plan/presentation.
Finding Reporting Year: 2013-2014
Goal met: Yes
96% of students scored better than 80% on this assignment.
1 student out of 28 scored 70% on this assignment.
(06/22/2014)
Description of Assessment Method
(optional): Worksheet
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NURS326:Nursing of Children and Families
Course Student Learning
Outcome
Analyze and Synthesize related
theoretical knowledge development
- 1. Demonstrates acquisition of a
solid base in liberal education into
nursing practice as evidenced by use
of a theoretical knowledge base from
nursing and related disciplines (ie.
growth and development, grief,
pathophysiology, and multicultural) in
planning nursing care of children.
Course Outcome Status: Active
Start Date: 01/15/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Direct - Homework, Writing
Assignment - Growth and
Development Paper
1.
Topic must be in regards to
a patient the student have during
their clinical experience where you
would have spent sufficient time
with the patient to gather data. The
topic is to focus on growth and
development. Example ? the patient
may have a diagnosis of asthma ?
how does this affect all aspects of
the child?s growth and development
including theoretical perspective.
2.
The paper must be 5 pages
in length excluding the title page,
reference page and appendices. You
must include at least 4 scholarly
references.
3.
The student must include a
(new) detailed care plan which
addresses growth & development
and clinical data sheet (from SAH
clinical) for the patient and include it
in the appendix (appendix must be
referred to in the body of paper and
formatted correctly according to
APA).
4.
The paper must be in APA
FORMAT, scholarly paper style,
which includes an introduction and
conclusion.
A rub
Criterion/Target/Threshold: 80% of
students will obtain a score of at
least 13 out of a possible 15 points.
High Impact Course Practices 1: Not
Finding Reporting Year: 2012-2013
Goal met: Yes
19 out of 23 students (82.6%) obtained a score of at least 13
out of a possible 15 points. (01/03/2013)
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Action to be Taken
Page 55 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: No
Reviewed Fall, 2014 Final Exam for question 19 to assess
pediatric patient care regarding nephrotic syndrome. 15
students out of 22 answered the question correctly with a
class average of 68% which was an improvement from
Spring, 2014, but continues to demonstrate the need for
improved instructional strategies for pediatric kidney
disease to meet the goal of 80%. The final exam for both
Spring, 2014 and Fall, 2014 are located in the department
red book for NURS 326 for review. (01/19/2015)
Finding Reporting Year: 2012-2013
Goal met: Yes
Questions 3,4 and 6 on exam 2 were analyzed. 83% of
students answered question 3 correctly, 96% of students
answered question 4 correctly and 83% of students
answered question 6 correctly. (04/22/2013)
Action to be Taken: For Spring,
2015 instruction emphasis for
pediatric nephrotic syndrome will
include on campus lab simulation
patient care interventions.
(01/19/2015)
applicable to this outcome
Related Documents:
NURS 326 - Growth and Dev Paper
Rubric.docx
Quality Health Care - 2. Develops
Other Findings
knowledge and skills in leadership,
quality improvement, prioritization,
and patient safety to provide quality
health care as evidenced by
integrating critical thinking,
prioritization, and problem solving
skills in the nursing care of children in
the clinical setting.
Course Outcome Status: Active
Start Date: 01/15/2014
Course Goal Differentiation: MidDirect - Exam/Quiz - within the
Level (Analyzing/Applying)
course - The 2014 Clinical Quality
Measures Prediatric Recommended
Core Measures and the ORYX core
measures identify childhood
immunizations as an area of focus.
Three multiple choice or short
answer questions on exam 2 will be
used to measure students ability to
identify safe care related to
immunizations.
Criterion/Target/Threshold: 80% of
students will correctly answer all
three questions.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Direct - Exam/Quiz - within the
course - All students will receive an
80% or higher on specific pediatric
multiple choice questions on the
final examination designed to
measure patient safety and the
09/02/2015
Finding Reporting Year: 2014-2015
Goal met: Yes
In terms of question 19 and past student responses that did
not indicate adequate integration in caring for pediatric
patients with nephrotic syndrome, additional course
content included expanded teaching strategies within both
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Course Student Learning
Outcome
Assessment Methods
Finding
appropriate interventions to provide
evidenced based safe quality health
care.
Criterion/Target/Threshold: Results
will be tabulated for questions 18,
19,23,25,and 26.
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
Common Intellectual Experiences
the theoretical and clinical/lab content components. A
successful outcome was met with this question on the
Spring, 2015 final exam with 18 out of 22 NURS 326
pediatric nursing students giving a correct response with a
class average of 81.8%.
(08/28/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional):
Finding Reporting Year: 2013-2014
Goal met: Yes
Question 18 = 26/28 = 92%
Question 19 = 15/28 = 53%
Question 23 = 26/28 = 92%
Question 25 = 26/28 = 92%
Question 26 = 23/28 = 82%
Overall student class average for all 5 Questions = 82%
(09/15/2014)
Description of Assessment Method
(optional): Review/tabulation of
Spring, 2014 final exam document
conducted by Professor Maureen
O'Shea in preparation as new course
coordinator for Fall, 2014.
Action to be Taken
null.courseAction: In review of
question 19, the students need a
better understanding of the
priority interventions while caring
for a pediatric nephrotic patient.
This will be reassessed in Fall 2014
for improved student outcomes in
terms of educational strategies to
prioritize safe patient nursing
interventions in terms of children
with nephrotic syndrome. It will
be covered more comprehensively
in lecture 14 when genitourinary
function is covered.
(11/19/2014)
Students will provide evidencebased practice for pediatric patient
in selected Simulation Scenarios. - 3.
Applies research for evidence-based
practice as evidences by reading and
reviewing research articles to
integrate into nursing care plans and
demonstrating current knowledge
and competence in the clinical setting
with pediatric patients.
Course Outcome Status: Active
Start Date: 01/15/2014
09/02/2015
Direct - Presentation, Performance Teaching Assignment
1.
Students will be assigned a
topic area, based on lecture content,
and will then select an area within
the topic that the patient/family
would need education regarding.
For example, a child with a diagnosis
of diabetes might benefit from
education on the diabetic diet.
2.
Students will select
learning activities that engage the
Finding Reporting Year: 2012-2013
Goal met: Yes
23 out of 23 students (100%) acheived a score of at least 9
out of a possible 10 points on the assignment. (01/03/2013)
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Course Student Learning
Outcome
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: Yes
All student groups averaged a 95% for their Pediatric
Teaching/Learning Assignments. (01/19/2015)
Action to be Taken: For Spring,
2015 students and their
teaching/learning projects,
greater instructional emphasis will
be placed on writing more
measurable student learning
outcome objectives and effective
use of pre/post evaluation
strategies. (01/19/2015)
target patient/family and are
effective in promoting learning. They
must also select an appropriate
evaluation plan to use with the
patient/family. The evaluation plan
needs to measure the learning
obtained by family.
3.
Students will present the
teaching session in lab to their fellow
students and submit a complete and
comprehensive teaching plan.
Students should aim for 10 -15
minutes of education.
4.
At least three scholarly
resources should be utilized in the
preparation of the teaching session.
One resource should support why
the topic would be important for
parents to know.
A rubric will be utilized to assess the
presented teaching assignment
Criterion/Target/Threshold: 80% of
student groups will acheive a score
of at least 9 out of a possible 10
points on the assignment
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
NURS 326 Teaching Rubric.docx
Health Promotion and Disease
Other Findings
Prevention - 7. Demonstrates health
promotion and disease prevention
strategies at the individual and
population health levels as evidenced
by using nursing process in
developing a nursing care plan and
growth and development paper.
Course Outcome Status: Active
09/02/2015
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Direct - Laboratory, Clinical,
Skill/Competency Assessments - As
part of their clinical assignment,
students go to the LMAS DHD and
complete a careplan for a child with
a chronic illness, including referrals
for community resources. At the
conlusion of the experience,
students complete a reflection form
that asks how they can utilize what
they learned in future clinical
practice.
Criterion/Target/Threshold: 80% of
student will identify the role of
referrals in their clinical reflection
form.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
NU 326 Community Clinical
documentation.doc
Finding Reporting Year: 2012-2013
Goal met: No
5 students out of 17 identified in their reflection the role of
referrals (29%). (04/22/2013)
null.courseAction: Additional
emphasis on the role of referrals
should be incorporated into this
clinical site. (04/22/2013)
Start Date: 01/15/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Nursing Practice - 9. Applies nursing
practice with patients, individuals,
families, groups, communities and
populations across the lifespan and
across the continuum of health care
environments and the variations of
care, the increased complexity, and
the increased use of health care
resources inherent in caring for
patients as evidenced by caring for
pediatric patients and their families in
the hospital and community setting
and referring them to community
resources/ support groups.
Course Outcome Status: Active
Start Date: 01/15/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
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NURS327:Adult Nursing I
Course Student Learning
Outcome
Liberal education - Demonstrates a
solid base in liberal education for
nursing practice as evidenced by
integrating current nursing and
related theories and evidence-based
practice research to clinical practice.
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Quality Care and Patient Safety Develops knowledge and skills in
leadership, quality improvement, and
patient safety to provide quality
health care as evidenced by
integrating critical thinking and
decision making skills with minimal
direction for more than one patient.
Course Goal Differentiation: HighLevel (Creating/Evaluating)
09/02/2015
Assessment Methods
Finding
Direct - Case Analysis - Students
participate in pre and post clinical
conferences, classroom discussion
and case studies. They submit
weekly care plans and work sheets.
Students also submit 2
Comprehensive Care Plans during
the clinical experience. They must
achieve a score of 72% or higher on
these.
Criterion/Target/Threshold: To pass
the class, the students must submit
satisfactory care plans and work
sheets each week.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Common Intellectual Experiences
Related Documents:
CCP packet.pdf
Comprehensive Care Plan
Guidelines.pdf
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students scored 72% or higher on both of their
CCP's (04/29/2015)
Course Instructional Modality:
Clinical
Description of Assessment Method
(optional):
Direct - Presentation, Performance Students participate in clinical
conferences and patient reports
using SBAR communication. They
submit weekly care plans and work
sheets, along with their written
version of SBAR communication.
Students adhere to Joint
Commission Safety Standards.
Students participate in team leading
with fellow students on a team of 34 patients.
Criterion/Target/Threshold:
Satisfactory or Unsatisfactory
Finding Reporting Year: 2014-2015
Goal met: No
Students struggle with SBAR reports during interdisciplinary
communications. (04/29/2015)
Course Instructional Modality:
Clinical
Description of Assessment Method
(optional): Practice SBAR reporting
was added to campus lab activities
for both Fall 2014 and Spring 2015.
Faculty continue to refine student
SBAR reporting in both clinical and
simulation settings.
Finding Reporting Year: 2013-2014
Goal met: Yes
All students in the Spring 2014 cohort completed CCP's and
participated in pre and post clinical conferences. All
students achieved a score of 72% or higher on their CCP's
(06/19/2014)
Description of Assessment Method
(optional):
Action to be Taken
null.courseAction: Continue to
monitor. (04/28/2015)
Finding Reporting Year: 2014-2015
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Course Student Learning
Outcome
Assessment Methods
Finding
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Goal met: Yes
Students were required to use SBAR reporting while
performing care at the Simulation Center. 25 students in
the cohort demonstrated correct use of the SBAR reporting
format (04/28/2015)
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
28 students in the Fall 2013 cohort - all participated at the
satisfactory level. (01/03/2014)
Scholarship for evidence-based
practice - Applies research for
potential application for evidencebased practice as evidenced by
integrating current nursing and
related theories, recognizing the
impact of health care systems,
policies and other factors that affect
client care, and demonstrates
responsibility, accountability and
values of lifelong learning in caring for
assigned patients.
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Students submit 2 Comprehensive
Care Plans (CCP) during the
semester. These must incorporate
research literature that is current
within 5 years.
Criterion/Target/Threshold:
Satisfactory or Unsatisfactory as
measured by a score of 72% or
higher on the CCP
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students scored 72% or higher on both of their
CCP's (04/29/2015)
Course Instructional Modality:
Clinical
Description of Assessment Method
(optional):
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students in the cohort obtained 72% or higher
(satisfactory grade) on both of their CCP's. A portion of that
score is evaluating the use of research literature current
within 5 years. (04/28/2015)
Finding Reporting Year: 2013-2014
Goal met: No
All students completed CCPs using data that was current
within 5 years. (06/19/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
All students in the Fall 2013 cohort achieved the 72% or
higher on the CCPs. (01/03/2014)
Patient Care Technology - Applies
knowledge and skills in information
management and patient care
technology in the delivery of quality
patient care as evidenced by using
appropriate technology to access
09/02/2015
Other Findings
Finding Reporting Year: 2015-2016
Goal met: No
Students are sub-optimally prepared to used IV pumps
when coming to their Simulation Center scenarios. a.
Unable to correctly prime the pump tubing. b. Unable to
recall how to set the drip rate. (04/29/2015)
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Course Student Learning
Outcome
Assessment Methods
scientific data, retrieve patient
Other Findings
information, document client
information, and plan nursing care for
individuals and their families.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Exam/Quiz - Standardized Students are expected to complete
Prep U/CoursePoint adaptive
quizzing to a level 5 prior to lecture.
Criterion/Target/Threshold:
Completion of all adaptive quizzing
prior to lecture.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Regular, recurring - Students
satisfactorily use agency specific
technology while providing patient
care. This includes Electronic Health
Record (EHR), bar coded medication
administration, blood glucose
monitoring equipment.
Criterion/Target/Threshold:
Satisfactory or Unsatisfactory on the
clinical performance evaluation.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
09/02/2015
Finding
Action to be Taken
Course Instructional Modality:
Clinical
Description of Assessment Method
(optional): Direct observation by
clinical staff during a skills check.
Students will correctly prime the IV
pump tubing for both types of IV
pumps used in local acute care
facilities, especially the facility they
are currently assigned to. Students
will correctly set the IV pump drip
rate 100% accuracy. Students will be
expected to go to the skills lab to
practice the skill prior to going to the
Simulation Center to perform
patient care.
Finding Reporting Year: 2014-2015
Goal met: Yes
88% or better of students completed their adaptive
quizzing to a level 5 prior to lecture on about 90% of the
assignment days. (04/28/2015)
Description of Assessment Method
(optional):
Finding Reporting Year: 2014-2015
Goal met: Yes
Students continue to satisfactorily use agency specific
technology while providing patient care. Additionally they
demonstrate satisfactory novice level use of specific
technology such as blood glucose testing devices, IV pumps,
and monitoring equipment. (04/28/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
All 28 students in the Fall 2013 cohort were satisfactory on
their clinical performance evaluation. (01/03/2014)
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
Fall 2013, Spring 2014, Fall 2014 Students all performed
satisfactorily in the communication section on the NURS
327 Adult 1 Clinical Evaluation form. Continue to monitor.
(04/28/2015)
Description of Assessment Method
(optional): Students continue to
perform satisfactorily on the
communication section of the NURS
327 Adult 1 Clinical evaluation form.
Additionally, the demonstrate
collaborative care using the SBAR
reporting format.
Related Documents:
327 Clinical Evaluation Tool.doc
Action to be Taken: Continue to
monitor. (04/28/2015)
Common Intellectual Experiences
Communiction and Collaboration for Other Findings
Improving Patient Outcomes Models communication and
collaboration among health care
professionals and patients to deliver
high quality and safe patient care as
evidenced by forming partnerships
and using effective communication
skills.
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Clinical prevention and population
health - Demonstrates health
promotion and disease prevention at
the individual and population health
levels as evidenced by using the
nursing process in implementation of
strategies for disease prevention,
health maintenance, promotion and
restoration.
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Professionalism and professional
values - Models professionalism and
inherent values of altruism,
autonomy, human dignity, integrity,
and social justice as evidenced by
09/02/2015
Direct - Presentation, Performance Patient education is incorporated
into daily patient care. Additionally,
each student must submit and
implement one formal education
plan for a patient during the
semester.
Criterion/Target/Threshold: 72% or
higher score on the formal teaching
plan.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students exceeded the threshold on the formal
teaching plan. (04/29/2015)
Description of Assessment Method
(optional):
Other Findings
Finding Reporting Year: 2014-2015
Goal met: No
100% students in the Spring 2014 cohort achieved a
satisfactory level of professionalism by the end of the S 14
semester. (11/17/2014)
Finding Reporting Year: 2014-2015
Goal met: Yes
Students continue to show their ability to teach. 100% have
demonstrated 90% or higher on formal patient teaching
plans. (04/28/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
28 students in the Fall 2013 cohort - all scored 90% or above
on their teaching plans. (01/03/2014)
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Course Student Learning
Outcome
progressively integrating critical
thinking and decision making skills in
order to practice nursing safely and
with minimal direction for more than
one patient and demonstrating
competent, caring behaviors by
respecting the legal, ethical and
moral rights and values of others.
Course Outcome Status: Active
Start Date: 09/05/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Incorporate evidence based care Students will incorporate least one
research article into the care plan of
the patient on whom they did their
CCP.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20142015
Start Date: 09/05/2014
Course Goal Differentiation: Mid09/02/2015
Assessment Methods
Finding
Other Findings
Description of Assessment Method
(optional): Students must achieve a
satisfactory level evaluation by their
clinical instructor by the end of the
clinical semester.
Related Documents:
327 Clinical Evaluation Tool.doc
Direct - Laboratory, Clinical,
Skill/Competency Assessments - Pre
and post clinical conference, SBAR
reporting, communication with
health team members in provision of
nursing care, ethical discussions in
clinical and lecture, Team STEPPS.
Criterion/Target/Threshold:
Satisfactory or Unsatisfactory
performance on weekly worksheets
and care plans, pre and post clinical
discussion and off campus
observational experiences with
preceptors using the preceptor
reporting tool.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
Student Observation Preceptor Eval
form.pdf
Finding Reporting Year: 2014-2015
Goal met: Yes
All preceptor reporting tools are reviewed by the clinical
instructors and the course coordinator. Field preceptors
have not reported any concerns. (04/28/2015)
Other Findings
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of student incorporate current research into their
care plans. (04/29/2015)
Course Instructional Modality:
Clinical
Description of Assessment Method
(optional):
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
All 28 students in the Fall 2013 cohort returned off campus
observational experiences from preceptors. All of these
reported satisfactory performance of the students.
(01/03/2014)
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Direct - Laboratory, Clinical,
Skill/Competency Assessments Students will use the SBAR reporting
tool when giving patient reports to
fellow students or nursing staff
members or physicians in both the
clinical and Simulation Center
activities.
Criterion/Target/Threshold: SBAR
reporting will occur 100% of the time
in the Simulation Center.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2014-2015
Goal met: No
A total of 10 calls were placed that required a patient
report. Approximately 50% of the calls required prompting
to adhere to SBAR reporting format. (11/17/2014)
Description of Assessment Method
(optional): Students participated in 5
simulations that were directly
observed by this professor. Students
were required to call physician or
other health professionals during the
scenarios.
Related Documents:
SBAR RN to RN Guidelines.pdf
SBARGuidelinesFinal.pdf
SBAR Tool for clinical.pdf
null.courseAction: Students will
be reminded at the beginning of
the Simulation Scenarios that
SBAR reporting is expected.
(11/17/2014)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Clinical instructors will evaluate the
students at mid-term and end of
semester for progress on
communication skills.
Criterion/Target/Threshold: All
students are expected to
satisfactorally communicate and
collaborated with health care
professionals to deliver high quality
and safe patient care by the end of
the clinical semester.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2014-2015
Goal met: No
All calls placed to physician or ancillary services in the
Simulation Center were placed using SBAR format.
(04/28/2015)
null.courseAction: Continue to
monitor and coach SBAR reporting
as necessary. (04/28/2015)
Level (Analyzing/Applying)
Models Communication - Models
communication and collaboration
among health care professionals and
patients to deliver high quality and
safe patient care as evidenced by
forming partnerships and using
effective communication skills.
Course Outcome Status: Active
Start Date: 08/29/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
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Page 65 of 140
NURS328:Multicultural Approaches to Health Care
No data found for the selected criteria.
09/02/2015
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Page 66 of 140
NURS352:Health Issues of Aging Populations
No data found for the selected criteria.
09/02/2015
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Page 67 of 140
NURS360:Professional Nursing Concepts
Course Student Learning
Outcome
Assessment Methods
Finding
History of Nursing - 1.
Discuss
the historical development of nursing
as a profession
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Exam/Quiz - within the
course - Students will demonstrate
through exam questions key
historical, religious, and political
factors in the development of
western modern nursing.
Criterion/Target/Threshold: 80% of
students will obtain an 80% grade on
influences of history quiz.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Common Intellectual Experiences
Finding Reporting Year: 2013-2014
Goal met: Yes
80% of students obtained 80% or higher grade on quiz.
Class average score 89% (03/27/2015)
Critical Thinking - 3.
Analyze
the process of critical thinking and
decision making responsibilities of
the nurse in relation to ethical, moral,
economic, and legal issues in nursing
and health care.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Group project, collaborative
learning - Discussion response to
application of THINK critical thinking
model in both case study and work
experience
Criterion/Target/Threshold: 85% of
students will fully participate in
online discussion and fully
demonstrate all components of
THINK model
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Common Intellectual Experiences
Finding Reporting Year: 2013-2014
Goal met: Yes
90% of students fully participated in discussion and met the
criteria of full demonstration of THINK model. (03/27/2015)
Principles of Teaching and Learning 4.
Examine principles of
teaching and learning.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Group project, collaborative
learning - Student will be able to
describe the at least two learning
models and discuss their application
to health teaching.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Finding Reporting Year: 2013-2014
Goal met: Yes
100% student participation in online discussion. Multiple
learning theories were discussed and applied. Student
responses demonstrated basic understanding of application
of learning models. 90% of students earned full points for
assignment. (03/27/2015)
09/02/2015
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Action to be Taken
Page 68 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Common Intellectual Experiences
Philosophy of nursing - 8. Examine
own beliefs and develop or formulate
a philosophy of nursing.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Homework, Writing
Assignment - Students will submit a
personal philosophy paper which
includes the metaparadigm of
nursing. Positions must be
supported by nursing theory.
Criterion/Target/Threshold: 90% of
students will earn a 80% or higher on
the personal philosophy assignment.
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
Writing-Intensive Course(s)
Finding Reporting Year: 2013-2014
Goal met: Yes
90% of students earn a 90% or higher on the personal
philosophy assignment. (03/27/2015)
Course Instructional Modality: Fully
Online independent (asynchronous)
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Page 69 of 140
NURS363:Comprehensive Health Appraisal
Course Student Learning
Outcome
Health Assessment Skills - 3.
Demonstrate health
assessment skills necessary or the
collection of data for
comprehensive health appraisal.
a.
Apply communications
theory when obtaining a health
history.
b.
Recognize normal physical
findings representative of different
racial groups. Differentiate between
normal, deviation of normal, and
abnormal assessment findings.
Assessment Methods
Direct - Laboratory, Clinical,
Skill/Competency Assessments Students will effectively and
accurately conduct a head to toe
assessment meeting the skill points
included on the Bedside Head To Toe
Assessment Skill Check Off form.
Criterion/Target/Threshold: 100%
of students will demonstrate an
accurate and effective assessment
on a volunteer patient which
includes 90% or more of the skill
points on the Bedside Head To Toe
Skill Check Off form.
Course Outcome Status: Active
Schedule/Notes: Each student will
perform in person or by videotaping
Course Goal Differentiation: LowLevel (Understanding/Remembering) by the last week of classes for that
semester.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Capstone Course(s), Projects
09/02/2015
Finding
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: No
!00% of the students in the course completed the Bedside
Head To Toe Assessment at a 90% proficiency or greater.
However, these results did not occur uniformly with the
first attempt. The assessments were videotaped and,
contrary to the written and verbal criteria for the
assessments, some of the students appeared to be receiving
off-camera cuing for the assessment components.
(08/01/2014)
Course Instructional Modality:
Regional Campus Face-to-Face
Description of Assessment Method
(optional): Review of videotaped
assessments; the suspect
assessments were repeated in
person.
null.courseAction: Further course
offerings will continue to have the
students demonstrate their
proficiencies but will do so in
person rather than allowing
videotaping. (08/29/2014)
Generated by TracDat® a product of Nuventive
Page 70 of 140
NURS365:Family Nursing Theory
Course Student Learning
Outcome
Family Theory Directs Practice - 1.
Analyze how family theory directs
nursing practice of families.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
Action to be Taken
Direct - Homework, Writing
Assignment - Students will review
the criteria for evaluating Family
Theories. Students will reflect, in
discussion forum, why it is important
for nurses to integrate conceptual
and theoretical frameworks when
working with families. Students will
respond to at least one other
student's posting adding to the
academic value of the discussion.
Criterion/Target/Threshold: 90% of
students will achieve 2/2 points for
collaborative discussion module 3 part 3.
Finding Reporting Year: 2014-2015
Goal met: No
80% of students received 2/2 or 100% on module 3 - part 3
and responded to one other students discussion response
with academic value. (12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
MODULE 3.pdf
null.courseAction: No action to be
taken at this time. Will continue
with this outcome measurement.
12/22/2014 (12/22/2014)
null.courseAction: Will assess this
outcome when course is offered
again for BSN Completion
Program students. Consideration
must be made for the individuality
of each student.
(12/22/2014)
Finding Reporting Year: 2014-2015
Goal met: No
90% of students (n = 9/10) received 18/20 (90%) and 10% of
students (n = 1/10) received 17/20 (85%) on the
Comprehensive Family Assessment Paper assignment.
(12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
Family Assessment Rubric
NURS365.Family Assessment Consent.doc
null.courseAction: Plan is to
incorporate more education about
need for pertinent theory
identification and inclusion of
family dynamics. Most points lost
for assignment centered around
the exclusion of theory into
written family assessment.
Additionally, the other area where
student lost points was for
grammar and APA formatting.
Schedule/Notes: Refer to Module 3
placed in document file.
High Impact Course Practices 2:
Service Learning, Community-based
learning
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
MODULE 3
Relationships of Family - 2. Analyze
the relationships of family structure,
roles, and functions to health status.
Course Outcome Status: Active
Start Date: 08/25/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Homework, Writing
Assignment - Family Assessment and
Comprehensive Care Plan. Each
student will choose and interview a
family in community of choice and
assess this family according to the
concepts and components of Marilyn
Friedman Family Nursing Theory
Model while focusing on mental
health. A written formal APA paper
will be submitted. The paper
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Page 71 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
should be at least 15 pages in length,
NURS365 FriedmanTheory Short Form.pdf
including Genogram, Eco map,
relevant OMAHA nursing focus area,
goals, and proposed nursing
interventions (do not need to carry
them out). The family chosen should
not be known to the student prior to
this semester. The family must sign
a consent form to participate form
and a copy must be submitted with
the assignment. The intent of the
assignment is for students to use
their communication skills to gain
assessment data from the family.
Students need to ensure that the
assessment includes data that
provides a clear picture of the status
of the family. For example,
communication skills need to be
expanded beyond "family
communicates well". There should
also be consistency between the
assessment narrative and the
Genogram and Eco map. A rubric is
used to assess.
Criterion/Target/Threshold: 95% of
students will attain at least a 18 or
higher/20 points (90%) on rubric
category of content.
Schedule/Notes: Refer to Family
Assessment Rubric and assignment
information.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Service Learning, Community-based
learning
Influence of Spirituality, Culture,
Direct - Homework, Writing
Finding Reporting Year: 2014-2015
Social Class - 3. Discuss the influence Assignment - Students will reflect, in Goal met: No
09/02/2015
Generated by TracDat® a product of Nuventive
Action to be Taken
Plan will be to offer resources for
APA formatting and suggestions to
utilize grammar/spell checker
within Word program.
Will assess this outcome when
course is offered again for BSN
Completion Program students.
Consideration must be made for
the individuality of each student.
(12/22/2014)
null.courseAction: Will assess this
outcome when course is offered
Page 72 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
of spirituality, culture and social class
on family health.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
discussion forum, on a movie or
book from a culture different than
their own. Students will document
and discuss observations on family
communication style, distance,
touch, folk practices, health beliefs,
time orientation, gender roles,
rituals and types of foods, making
sure to include any implications for
nursing care from what was
observed. Students will respond to
at least one other student's posting
adding to the academic value of the
discussion.
Criterion/Target/Threshold: 90% of
students will achieve 3/3 points for
collaborative discussion module 6 part 3.
High Impact Course Practices 2:
Service Learning, Community-based
learning
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
MODULE 6
70% of students received 3/3 on Module 6 - part 3 written
assignment and responded to one other students discussion
response with academic value.. (12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
MODULE 6.pdf
again for BSN Completion
Program students. Consideration
must be made for the individuality
of each student. (12/22/2014)
Family Developmental Tasks
Through Family Life Span - 4. Discuss
how family developmental tasks
through the family life span affect
nursing care.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Exam/Quiz - within the
course - Students will complete
comprehensive essay question
presented on Quiz #1.
Criterion/Target/Threshold: 90% of
students will answer with 90-100%
accuracy, receiving a score of 9 or
higher (9/10), on essay question
measuring learning outcome.
Schedule/Notes: Refer to Quiz 1.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
Finding Reporting Year: 2014-2015
Goal met: No
80% of students (n = 8/10) received 9/10 or higher (90100%) on Quiz #1. (12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
NURS356 Quiz 1
null.courseAction: Most points
lost for quiz centered around
spelling/grammar and APA
formatting. Plan will be to offer
resources for APA formatting and
suggestions to utilize
grammar/spell checker within
Word program. Will assess this
outcome when course is offered
again for BSN Completion
Program students. Consideration
must be made for the individuality
of each student.
(12/22/2014)
09/02/2015
Generated by TracDat® a product of Nuventive
Page 73 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
learning
Related Documents:
NURS356 Quiz 1
Impact of Illness - 5. Analyze the
impact of illness (acute, chronic, and
terminal phases) on family roles and
functioning, and the related nursing
care implications.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Exam/Quiz - within the
course - Students will complete
comprehensive essay question
presented on final exam.
Criterion/Target/Threshold: 90% of
students will answer with 100%
accuracy, receiving a score of 20/20,
essay question measuring learning
outcome.
Schedule/Notes: Refer to Final Exam
Essay Question placed in document
file.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2014-2015
Goal met: Yes
90% of students (n = 9/10) received 20/20 or 100% on the
Comprehensive Final Essay Exam. 1 student attained 16/20
points. (12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
NURS365 Final Exam
null.courseAction: Most points
lost for final exam (1 student)
centered around
spelling/grammar and APA
formatting. Plan will be to offer
resources for APA formatting and
suggestions to utilize
grammar/spell checker within
Word program.
Will assess this outcome when
course is offered again for BSN
Completion Program students.
Consideration must be made for
the individuality of each student.
(12/22/2014)
Goals of Family Mental Health - 6.
Discuss the goals of family mental
health nursing interventions in health
promotion, acute illness, and chronic
illness.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Homework, Writing
Assignment - Students will reflect, in
discussion forum, on the role of the
family nurse, as well as provide
personal experiences of what and
why a family-centered care nurse is
an important role in working with
families. Students will respond to at
least one other student's posting
adding to the academic value of the
discussion.
Criterion/Target/Threshold: 95% of
students will achieve 2/2 points for
collaborative discussion module 2 part 4.
High Impact Course Practices 2:
Service Learning, Community-based
learning
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students received 2/2 or 100% on Module 2 - part 4
written assignment and responded to one other students
discussion response with academic value. (12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
Module 2.Family Health Promotion and Health Protection
null.courseAction: No changes
made. Will assess this outcome
when course is offered again for
BSN Completion Program
students. Consideration must be
made for the individuality of each
student.
(12/22/2014)
09/02/2015
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Page 74 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: Yes
90% of students (n = 9/10) received 18/20 (90%) and 10% of
students (n = 1/10) received 17/20 (85%) on the
Comprehensive Family Assessment Paper assignment.
(12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
Family Assessment Rubric
NURS365.Family Assessment Consent.doc
NURS365 FriedmanTheory Short Form.pdf
null.courseAction: Plan is to
incorporate more education about
need for pertinent theory
identification and inclusion of
family dynamics. Most points lost
for assignment centered around
the exclusion of theory into
written family assessment.
Additionally, the other area where
student lost points was for
grammar and APA formatting.
Plan will be to offer resources for
APA formatting and suggestions to
utilize grammar/spell checker
within Word program.
Will assess this outcome when
course is offered again for BSN
Completion Program students.
Consideration must be made for
the individuality of each student.
(12/22/2014)
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
Module 2.Family Health Promotion
and Health Protection
Alterations in Family Structure - 7.
Analyze the nursing implications of
alterations (dysfunctional) in family
structure, function, and process.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Homework, Writing
Assignment - Family Assessment and
Comprehensive Care Plan. Each
student will choose and interview a
family in community of choice and
assess this family according to the
concepts and components of Marilyn
Friedman Family Nursing Theory
Model while focusing on mental
health. A written formal APA paper
will be submitted. The paper should
be at least 15 pages in length,
including Genogram, Eco map,
relevant OMAHA nursing focus area,
goals, and proposed nursing
interventions (do not need to carry
them out). The family chosen should
not be known to the student prior to
this semester. The family must sign
a consent form to participate form
and a copy must be submitted with
the assignment. The intent of the
assignment is for students to use
their communication skills to gain
assessment data from the family.
Students need to ensure that the
assessment includes data that
provides a clear picture of the status
of the family. For example,
communication skills need to be
expanded beyond "family
communicates well". There should
also be consistency between the
assessment narrative and the
Generated by TracDat® a product of Nuventive
Page 75 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: Yes
90% of students (n = 9/10) received 18/20 (90%) and 10% of
students (n = 1/10) received 17/20 (85%) on the
Comprehensive Family Assessment Paper assignment.
(12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
Family Assessment Rubric
NURS365.Family Assessment Consent.doc
NURS365 FriedmanTheory Short Form.pdf
null.courseAction: Plan is to
incorporate more education about
need for pertinent theory
identification and inclusion of
family dynamics. Most points lost
for assignment centered around
the exclusion of theory into
written family assessment.
Additionally, the other area where
student lost points was for
grammar and APA formatting.
Plan will be to offer resources for
APA formatting and suggestions to
utilize grammar/spell checker
within Word program. Will assess
this outcome when course is
offered again for BSN Completion
Program students. Consideration
must be made for the individuality
of each student. (12/22/2014)
Genogram and Eco map. A rubric is
used to assess.
Criterion/Target/Threshold: 95% of
students will attain at least a 18 or
higher/20 points (90%) on rubric
category of content.
Schedule/Notes: Refer to the Family
Assessment Rubric and Assignment
Information.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Service Learning, Community-based
learning
Effective and Ineffective Family
Communication - 8. Differentiate
between effective and ineffective
family communication patterns.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Homework, Writing
Assignment - Family Assessment and
Comprehensive Care Plan. Each
student will choose and interview a
family in community of choice and
assess this family according to the
concepts and components of Marilyn
Friedman Family Nursing Theory
Model while focusing on mental
health. A written formal APA paper
will be submitted. The paper should
be at least 15 pages in length,
including Genogram, Eco map,
relevant OMAHA nursing focus area,
goals, and proposed nursing
interventions (do not need to carry
them out). The family chosen should
not be known to the student prior to
this semester. The family must sign
a consent form to participate form
and a copy must be submitted with
the assignment. The intent of the
assignment is for students to use
their communication skills to gain
assessment data from the family.
Generated by TracDat® a product of Nuventive
Page 76 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: Yes
90% of students (n = 9/10) received 18/20 (90%) and 10% of
students (n = 1/10) received 17/20 (85%) on the
Comprehensive Family Assessment Paper assignment.
(12/22/2014)
Course Instructional Modality: Fully
Online independent (asynchronous)
Related Documents:
Family Assessment Rubric
NURS365.Family Assessment Consent.doc
NURS365 FriedmanTheory Short Form.pdf
null.courseAction: Plan is to
incorporate more education about
need for pertinent theory
identification and inclusion of
family dynamics. Most points lost
for assignment centered around
the exclusion of theory into
written family assessment.
Additionally, the other area where
student lost points was for
grammar and APA formatting.
Plan will be to offer resources for
APA formatting and suggestions to
utilize grammar/spell checker
within Word program. Will assess
this outcome when course is
Students need to ensure that the
assessment includes data that
provides a clear picture of the status
of the family. For example,
communication skills need to be
expanded beyond "family
communicates well". There should
also be consistency between the
assessment narrative and the
Genogram and Eco map. A rubric is
used to assess.
Criterion/Target/Threshold: 95% of
students will attain at least a 18 or
higher/20 points (90%) on rubric
category of content.
Schedule/Notes: Refer to the Family
Assessment Rubric and Assignment
Information.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Service Learning, Community-based
learning
Internal Family Coping Strategies - 9.
Discuss the common internal family
coping strategies to stress, and the
appropriate nursing interventions to
enhance external family coping
strategies to stress.
Course Outcome Status: Active
Start Date: 08/25/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Homework, Writing
Assignment - Family Assessment and
Comprehensive Care Plan. Each
student will choose and interview a
family in community of choice and
assess this family according to the
concepts and components of Marilyn
Friedman Family Nursing Theory
Model while focusing on mental
health. A written formal APA paper
will be submitted. The paper should
be at least 15 pages in length,
including Genogram, Eco map,
relevant OMAHA nursing focus area,
goals, and proposed nursing
interventions (do not need to carry
Generated by TracDat® a product of Nuventive
Page 77 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
them out). The family chosen should
not be known to the student prior to
this semester. The family must sign
a consent form to participate form
and a copy must be submitted with
the assignment. The intent of the
assignment is for students to use
their communication skills to gain
assessment data from the family.
Students need to ensure that the
assessment includes data that
provides a clear picture of the status
of the family. For example,
communication skills need to be
expanded beyond "family
communicates well". There should
also be consistency between the
assessment narrative and the
Genogram and Eco map. A rubric is
used to assess.
Criterion/Target/Threshold: 95% of
students will attain at least a 18 or
higher/20 points (90%) on rubric
category of content.
Schedule/Notes: Refer to the Family
Assessment Rubric and Assignment
Information.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Service Learning, Community-based
learning
09/02/2015
Generated by TracDat® a product of Nuventive
Action to be Taken
offered again for BSN Completion
Program students. Consideration
must be made for the individuality
of each student. (12/22/2014)
Page 78 of 140
NURS431:Adult Nursing II
Course Student Learning
Outcome
Uses safe nursing practices in
provision of nursing care, developing
a group change project to improve
patient outcomes/nursing practice,
developing collegial relationships
with health care team. - Group
change project presentation-80% of
students will demonstrate a minimum
grade of 72% when answering the
question "Identify and validate the
need for change based on a review of
the current literature."
Course Outcome Status: Active
Start Date: 09/03/2013
Course Goal Differentiation: HighLevel (Creating/Evaluating)
09/02/2015
Assessment Methods
Finding
Action to be Taken
Direct - Presentation, Performance Creation of a power point
presentation and oral delivery of this
presentation to the professor and
the students peers.
Criterion/Target/Threshold: 80% of
the students will have met or
exceeded the performance criteria
as evidenced by the minimum grade
of 72% defined by the grading rubric
for this assignment.
Schedule/Notes: Students do not
have to directly apply the concepts
from their change project to an
actual change withing their assigned
organizations. However students
must ensure that proposed change
they are making will improve quality
care and is fiscally possible with the
approval of the organizations
Directorship.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
Change Project Grading Rubric
Red Zone Change trac dat.pptx
Finding Reporting Year: 2014-2015
Goal met: Yes
95% (21 out of 22 students) of students identified a
minimum of 3 scholarly evidenced-based literature to
validate and support the need for change (04/28/2015)
Related Documents:
Sp15grading rubric.docx
TracDat example SP15.pptx
null.courseAction: Continue to
monitor assignment results for
Fall 2015. (04/28/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students met the performance criteria as
evidenced by overall grades greater than 72% for this
assignment. (12/04/2014)
Description of Assessment Method
(optional): direct observation of
presentation, power point
presentation created by students.
Related Documents:
F14Handwashing afterPPETrac dat.pptx
null.courseAction: Continue to
measure this outcome for Spring
of 2015 to ensure effective
student learning for the 20152015 academic year. (12/04/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students met the performance criteria for the
change presentation and corresponding power point
presentation as evidenced by receiving a minimum grade of
72% or higher (04/30/2014)
Related Documents:
Spring 2014change project.docx
Reducing Clostridium Difficile rates through planned
change[1].pptxSP14.pptxTracdat.pptx
null.courseAction: Continue to
assess and monitor this outcome
to ensure that finding is consistent
with student learning
(05/01/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
95% of students met or exceed the minimum grading
criteria of 72% for this assignment. (12/12/2013)
Related Documents:
Red Zone Change trac dat.pptx
Change Project Presentationgrading.docx
null.courseAction: Continue to
monitor the findings for this
outcome to ensure the forward
progression of student learning
(12/20/2013)
Generated by TracDat® a product of Nuventive
Page 79 of 140
Course Student Learning
Outcome
Utilizes clinical practice guidelines
and critiques nursing research and
journal articles for relevance to
acute care practice settings. Critique of applicable nursing
research article for comprehensive
care plans(2).
Course Outcome Status: Active
Start Date: 01/16/2014
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Assessment Methods
Finding
Action to be Taken
Direct - Homework, Writing
Assignment - Application of critique
guidelines
Criterion/Target/Threshold: 80% of
the students will receive a 4 out of a
possible 5 points for correctly
critiquing an applicable evidencedbased nursing research article for
both comprehensive care plans per
the critique guideline and show how
they would apply it to their patient
care.
Schedule/Notes: Applicable to CCP
#1 & #2
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
nurs431 ccp research article
formatSp14.doc
CCP
1studentcritiqueexample431.docx
CCP 2.docx
Finding Reporting Year: 2014-2015
Goal met: Yes
80% of students received a 4 out of a possible 5 points for
correctly critiquing an evidenced-based research article for
either CCP #1 or CCP #2 (12/04/2014)
Description of Assessment Method
(optional): per grading rubric
Related Documents:
CCP#1F14-student exampleTracdate.docx
null.courseAction: Continue with
current assessment method for
2014-2015 academic year to
ensure student learning as
evidenced by maintaining or
showing an increase in finding
(12/04/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
80% of students received a 4 out of a possible 5 points for
correctly applying the nursing research article critique for
an applicable evidenced based nursing research article for
CCP's 1 & 2 (04/30/2014)
Related Documents:
nurs431 ccp research article format.doc
Nursing Article Critique.docSP14.doc
Nursing Research Article
Critique.docxStudentexampleSP14.docx
null.courseAction: Continue to
use this outcome to ensure that
target is maintained to ensure
student learning and forward
progression (05/01/2014)
Displays professional demeanor and Other Findings
dress, recognizes unsafe practices,
becomes more intedendent in
nursing practice, recognizing and
learning from mistakes, and
demonstrates respect for patients'
rights and autonomy. - 80% of
students will achieve a satisfactory on
their final clinical evaluation related
to the objective "demonstrates
respect for human dignity, freedom
and self-direction at all times, being
sensitive to issues of cultural diversity Direct - Field Placement/Internship
and discrimination."
Evaluation - Direct observation by
09/02/2015
Finding Reporting Year: 2014-2015
Action to be Taken: Continue to
Goal met: Yes
monitor student performance for
95 % of students received a satisfactory on their final clinical Fall 2015 (04/28/2015)
evaluation related to the objective of demonstrating
respect for human dignity, freedom and self-direction at all
times, being sensitive to issues of cultural diversity and
discrimination. (04/28/2015)
Description of Assessment Method
(optional): Direct observation
Related Documents:
Clinical Evaluation Template 2013 revised
3_20_13CCNE.docx
Finding Reporting Year: 2014-2015
Goal met: Yes
Generated by TracDat® a product of Nuventive
null.courseAction: Continue to
use current assessment method to
Page 80 of 140
Course Student Learning
Outcome
Course Outcome Status: Active
Start Date: 08/29/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Provides safe and evidence based
nursing practice to acutely ill
patients and assumes 75% of RN
role/assignment by end of
leadership clinical rotation. Satisfactory leadership clinical
evaluation.
Course Outcome Status: Active
09/02/2015
Assessment Methods
Finding
Action to be Taken
clinical instructor on each clinical day
in accordance with the LSSU School
of Nursing Handbook.
Criterion/Target/Threshold: 90% of
students will receive a clinical
evaluation at the satisfactory level
by end of the clinical component of
this course for the requirement of:
-maintains professional appearance
& manner at all times.
Schedule/Notes: Mid-term
evaluation if not satisfactory,
collaborative success plan to be
developed to assist with success by
final evaluation.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Internships
Related Documents:
Clinical Evaluation Template 2013
revised 3_20_13.docx
100% of students (30 students) received a satisfactory
clinical evaluation related to the clinical component of
maintains a professional appearance & manner at all times.
(12/04/2014)
Description of Assessment Method
(optional): Direct observations of
student at clinical site in accordance
with the LSSU nursing handbook
monitor criterion for academic
year 2014-2015. If target
consistently met for academic
year then change criterion for
academic year 2015-2016
(12/04/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
91% of students received a clinical evaluation at the
satisfactory level by the end of the clinical component of
the Spring 2014 semester. (11 out of 12 students)
(04/30/2014)
Description of Assessment Method
(optional): Clinical evaluation tool
Related Documents:
Clinical Evaluation Template 2013 revised 3_20_13.docx
null.courseAction: Continue to
use current assessment method to
monitor results of target and
ensure consistency (05/01/2014)
Finding Reporting Year: 2012-2013
Goal met: Yes
95% of students received achieved a clinical evaluation at
the satisfactory level on the final clinical evaluation for this
course to the requirement:
-maintain professional appearance & manner at all times.
(11/15/2013)
Description of Assessment Method
(optional): Direct weekly
observation of student by clinical
instructor
Related Documents:
Clinical Evaluation Template 2013 revised 3_20_13.docx
null.courseAction: Continue to
use assessment method to
monitor the attainment of the
target for the academic year to
ensure consistency and show
progression of student
obtainment (12/20/2013)
Direct - Presentation, Performance Clinical evaluation form
Criterion/Target/Threshold: 100
percent of students will earn a
satisfactory clinical performance
score.
Finding Reporting Year: 2014-2015
Goal met: No
95% of students earned a satisfactory clinical performance
score (04/28/2015)
Description of Assessment Method
(optional): Preceptor evaluation tool
Related Documents:
null.courseAction: Continue with
assessment means for 2015-2016
year (04/28/2015)
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Page 81 of 140
Course Student Learning
Outcome
Start Date: 01/16/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Action to be Taken
PRECEPTOR_EVALUATION_OF_STUDENT[09].doc
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students (30 students) received a satisfactory
clinical performance score at the end of their leadership
rotation as evidenced by their final clinical leadership
evaluations. (12/04/2014)
Description of Assessment Method
(optional): Direct observation during
clinical rotations, data collection
from preceptor evaluations
Related Documents:
PRECEPTOR_EVALUATION_OF_STUDENT[09].doc
nu 431 student self evaluation[09].doc
null.courseAction: At this time, no
action to be taken. Continue to
use assessment method to
monitor obtainment of target for
academic year 2014-2015
(12/04/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
91% of students (11 out of 12) received a satisfactory final
evaluation demonstrating they provided safe and
evidenced-based nursing care to acutely ill patients and
assumed 75% of the RN role by the end of their leadership
clinical rotation. (04/16/2014)
Description of Assessment Method
(optional): Direct (eye on)
supervision from clinical faculty
member & nurse assigned preceptor
to meet objectives on evaluation
tool.
Related Documents:
Faculty Evaluation of Student Performance.docx
null.courseAction: No action to be
taken. Continue with assessment
method to monitor target.
(04/16/2014)
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Page 82 of 140
NURS432:Nursing of Populations
Course Student Learning
Outcome
Assessment Methods
Finding
Liberal Education for Baccalaureate
Generalist Nursing Practice - Obj. #1.
Synthesize a solid base in liberal
education for nursing practice as
evidenced by application of
theoretical/empirical knowledge from
nursing and related disciplines into
community health practice.
Course Outcome Status: Active
Start Date: 01/01/2013
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Direct - Exam/Quiz - within the
course - Final exam
Criterion/Target/Threshold:
Students will receive 85% or greater
on final exam.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students received 85% or better on the final exam.
(05/09/2014)
Related Documents:
TD_NURS 432 gradebook_gpa_Final_S14_5-4
Submitted.xlsb
Leadership for Quality Care and
Patient Safety - Obj. #2.
Synthesize knowledge and
skills in leadership, quality
improvement, and patient safety to
provide health care as evidenced by
provision of professional leadership
skills of organization, priority setting,
communication, and cost
containment while providing care for
populations and individuals receiving
community based care.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20142015
Start Date: 01/01/2013
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Direct - Laboratory, Clinical,
Skill/Competency Assessments - A
written comprehensive care plan
that includes patient assessment,
examining patient’s medical records
to review of pertinent medical and
social history, medications, any
abnormal lab reports and create a
problem list a or any potential
problems that could affect patient
using the Omaha System.
Criterion/Target/Threshold: Goal:
100 percent of students will achieve
40/50 points or higher for overall
comprehensive care plan.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
Omaha System Worksheet_1-1714_D.doc
Clinical Comprehensive Assessment
Finding Reporting Year: 2014-2015
Goal met: Yes
Students received scores of 90%or greater on their
comprehensive care plans (08/23/2015)
Course Instructional Modality:
Clinical
Description of Assessment Method
(optional):
Related Documents:
Clinical Comprehensive Assessment Data Form.doc
Home Visit Care Plan.doc
09/02/2015
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students received over 40/50 or 80% on the
Comprehensive Care Plan . (05/09/2014)
Description of Assessment Method
(optional): Examples of CCP, Patient
Care Map, and Omaha Care Plan
Exam data
Related Documents:
Omaha Care Plan .docx
SD Care Map - home visit.docx
Home Visit Care Plan.doc
TD_NURS 432 gradebook_gpa_Final_S14_5-4 Submitted.
Generated by TracDat® a product of Nuventive
Action to be Taken
null.courseAction: Revise
assignment to address aggregates
of populations rather than
individual care plans.
(08/23/2015)
Budget Request Rationale Assessment unit: No change in
budget
Page 83 of 140
Course Student Learning
Outcome
Scholarship for Evidence Based
Practice - Obj. #3. Evaluate and
describe research for potential
application for evidence based
practice as evidenced by
incorporation of evidence based
nursing practice in nursing care of
populations.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Information Management and
Application of Patient Care
Technology - Obj. #4.
Adapts
knowledge and skills in information
management and patient care
technology in the delivery of quality
patient care as evidenced by using
09/02/2015
Assessment Methods
Finding
Data Form.doc
xlsb
Direct - Presentation, Performance Literature reviews related nursing
student stress as part of the
Community Health Needs
Assessment-Intervention (CHNA-I)
project.
Criterion/Target/Threshold:
Aggregation of student's literature
reviews as part of executive
summary of CHNA-I
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
Pre and post test conducted using SurveyMonkey of the
identified population of pre nursing and nursing student
emotional well being and satisfaction of intervention.
(05/09/2014)
Related Documents:
TD NURS 432 Community Assessment Spring 14 (1).pptx
TD NURS 432_S14 Literature Review Final.doc
Direct - Group project, collaborative
learning - Executive summary of
national, local, and population data
related to selected diagnosis of
emotional well being.
Criterion/Target/Threshold:
Communication of research
summary data using charts and
graphs
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Undergraduate Research
Finding Reporting Year: 2013-2014
Goal met: Yes
Executive summary using PowerPoint to communicate
study findings (05/09/2014)
Related Documents:
TD NURS 432 Community Assessment Spring 14 (1).pptx
Direct - Laboratory, Clinical,
Skill/Competency Assessments Proper utilization of computer
software to document patient
assessment and interventions data
after home visit.
Criterion/Target/Threshold:
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students received satisfactory feedback from their
preceptors related to communication of patient care.
(05/09/2014)
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
Each student submitted a summary of a EBP literature
review and another student aggregated the findings.
(05/09/2014)
Related Documents:
TD NURS 432_S14 Literature Review Final.doc
Generated by TracDat® a product of Nuventive
Page 84 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
technology to gather data and
disseminate health care information
to populations.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Acceptable preceptor evaluation of
student competency with computer
software
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Health Care Policy, Finance and
Regulatory Environments - Obj. #5.
Analyzes health care policies,
including financial and regulatory,
directly and indirectly influencing the
nature and function of the health
care system as evidenced by using the
political process to advocate for high
quality, accessible, cost-effective
health care delivery as well as
assisting clients to navigate health
payment systems.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Reflective journaling of clinical
experience delineating what public
health core functions they
experienced.
Criterion/Target/Threshold:
Appropriate description of each of
the public health core functions
(assessment, policy development,
and assurance)
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2013-2014
Goal met: Yes
Students were able to identify the core functions by
midsemester (05/09/2014)
Related Documents:
Example of Journaling.docx
Inter-professional Communication
and Collaboration for Improving
Patient Health Outcomes - Obj. #6.
Appraises communication
and collaboration among health care
professionals and patients to deliver
high quality and safe patient care as
evidenced by forming partnerships to
us primary, secondary and tertiary
levels of prevention in populations
and integrating case management
concepts into health care planning for
populations.
Course Outcome Status: Active
Students properly journal the level
of prevention they provide to their
patients and each of the public
health core functions of assessment,
policy development, and assurance
they encountered their clinical
experience by mid semester.
Criterion/Target/Threshold:
Journals of various clinical
encounters throughout the
semester; skilled or basic home care
of patients, high school teaching of
Michigan Model, home assessments,
foot care clinics, immunizations
Finding Reporting Year: 2013-2014
Goal met: Yes
Students accurately identified when they were preforming
the various core public health functions and the various
levels of prevention. (05/09/2014)
Related Documents:
Example of Journaling.docx
09/02/2015
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
Students correctly identified the public health core
functions of assessment, policy development, and
assurance they encountered their clinical experience by mid
semester. (05/09/2014)
Generated by TracDat® a product of Nuventive
Page 85 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Course Goal Differentiation: MidLevel (Analyzing/Applying)
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Clinical Prevention and Population
Health - Obj.#7. Develops health
promotion and disease prevention at
the individual and population health
levels as evidenced by employing the
nursing process within an
interdisciplinary environment to
promote and restore health and
prevent disease in populations.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Direct - Group project, collaborative
learning - Executive summary of the
Community Health Needs
Assessment of a selected population.
Criterion/Target/Threshold: Each
student will participate in the CHNAI and provide input into the
executive summary presentation.
High Impact Course Practices 2:
Service Learning, Community-based
learning
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
WHO Student Imput Activites for
Community health needs
assessment.doc
Meet the Seniors Flyer (2).pub
Finding Reporting Year: 2013-2014
Goal met: Yes
Students applied the nursing process using the World
Health Organization tool kit to assess, plan, diagnose,
implement and evaluate a community health needs
assessment and intervention. (05/09/2014)
Related Documents:
TD NURS 432 Community Assessment Spring 14 (1).pptx
Professionalism and Professional
Values - Obj.#8. Emulates
professionalism and inherent values
of altruism, autonomy, human
dignity, integrity, and social justice as
evidenced by respecting the rights
and values of the client population,
colleagues and faculty. Integrate
caring behaviors which assist clients
to maintain human dignity, worth,
and integrity.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Faculty and clinical preceptor
evaluation of student.
Criterion/Target/Threshold:
Satisfactory clinical evaluation from
the LSSU clinical faculty and their
community clinical preceptor.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
NURS432 Preceptor Evaluation of
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students obtained a satisfactory evaluation from
the LSSU faculty and their community preceptors by the end
of the semester. (05/10/2014)
09/02/2015
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Action to be Taken
Page 86 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Student Form. (1).doc
Clinical Evaluation Template (1).doc
09/02/2015
Generated by TracDat® a product of Nuventive
Page 87 of 140
NURS433:Community Mental Health Nursing
Course Student Learning
Outcome
Liberal Education Base - Synthesizes
acquisition of a solid base in liberal
education into nursing practice as
evidenced by the acquisition of a
theoretical knowledge base from
nursing and related disciplines in
planning mental health care.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
09/02/2015
Assessment Methods
Finding
Action to be Taken
Direct - Laboratory, Clinical,
Skill/Competency Assessments Completion of a written
comprehensive mental health
assessment and care plan that
includes: accurate face-to-face
patient assessment; examination of
patient's medical records for review
of pertinent physical, medical and
psycho-social information,
medications, labs and medical
procedures. Plan of care will be
completed utilizing the Omaha
System.
Criterion/Target/Threshold: 100%
of students will receive satisfactory
clinical assessment, as well as attain
30/35 points or higher on
medication cards, comprehensive
assessment and care plan.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students received satisfactory (passing) clinical
evaluation (n=29).
55% of students attained 35/35 points, 31% of students
attained 34/35 points, 7% of students attained 33/35
points, 4% of students attained 32/35 points, 0% of
students attained 31/35 points and 3% of students attained
30/35 points on medication cards, comprehensive
assessment and care plan. (05/11/2015)
Related Documents:
NU433 Med Notecards Template.docx
NU433 Medications for Med Cards.docx
NURS433 Assessment Sheet 2015.docx
NURS433 Omaha System Worksheet 2015.docx
null.courseAction: Plan is to work
with (2) clinical preceptors to
create Care Plan grading rubric, as
well as make some minor changes
to Patient Assessment form. A
change will be made to
medications list to be more
representative of medications
seen in clinical setting. Plan to
continue to provide Omaha Care
Planning educational sessions
prior to first clinical experience.
Additionally, plan is to incorporate
the "Hearing Voices" simulation
into curriculum - which will be
completed with students prior to
first clinical experience. Will
continue with this outcome
measurement 05/11/2015.
(05/11/2015)
Finding Reporting Year: 2014-2015
Goal met: No
100% of students received satisfactory (passing) clinical
evaluation (n=11).
27% of students attained 35/35 points, 9% of students
attained 34/35 points, 9% of students attained 33/35
points, 9% of students attained 32/35 points, 18% of
students attained 31/35 points, 9% of students attained
30/35 points and 19% of students ts attained 29 or
below/36 points on medication cards, comprehensive
assessment and care plan. (12/15/2014)
Course Instructional Modality:
Clinical
Related Documents:
NU433 Med Notecards Template.docx
NU433 Medications for Med Cards.docx
Generated by TracDat® a product of Nuventive
Page 88 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
NURS433 Assessment Sheet.docx
Omaha System Worksheet.docx
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students received a satisfactory (passing) clinical
evaluation.
97% of students attained 25/25 points. 2% of students
attained 24/25 points and 1% of students attained 23/25
points. (04/28/2014)
Course Instructional Modality:
Clinical
Provision of Quality Health care Synthesizes knowledge and skills in
leadership, quality improvement, and
patient safety to provide quality
health care as evidenced by provision
of professional leadership skills of
organization, priority setting,
communication, and costcontainment while providing mental
health care.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
09/02/2015
Direct - Laboratory, Clinical,
Skill/Competency Assessments Faculty and Clinical
Instructor/Preceptor(s) evaluation of
student.
Criterion/Target/Threshold: 100%
of students will achieve satisfactory
clinical evaluation from course
instructor, plus receive 3/4 or higher
student rating on Evaluation Form
from clinical instructor/preceptor(s).
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
NURS433 Preceptor Evaluation
Form.1
Instructor Clinical Evaluation of
Student
Finding Reporting Year: 2014-2015
Goal met: No
100% of students (n = 29) achieved a satisfactory (passing)
clinical evaluation.
69% of students received 4/4, 28% of students received 3/4
and 3% of students received 2/4 on Clinical Preceptor
Evaluation Forms. (05/11/2015)
Related Documents:
Instructor Clinical Evaluation of Student.doc
NURS433 Preceptor Evaluation Form.doc
null.courseAction: Plan is to work
with (2) clinical preceptors to
create Care Plan grading rubric, as
well as make some minor changes
to Patient Assessment form. A
change will be made to
medications list to be more
representative of medications
seen in clinical setting. Plan to
continue to provide Omaha Care
Planning educational sessions
prior to first clinical experience.
Additionally, plan is to incorporate
the "Hearing Voices" simulation
into curriculum - which will be
completed with students prior to
first clinical experience. Will
continue with this outcome
measurement 05/11/2015.
(05/11/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory (passing) clinical
evaluation.
100% of students received 3/4 on Clinical Preceptor
Evaluation Form. (12/15/2014)
Course Instructional Modality:
Generated by TracDat® a product of Nuventive
Page 89 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Clinical
Related Documents:
Instructor Clinical Evaluation of Student.doc
NURS433 Preceptor Evaluation Form.doc
Evidence Based Practice - Evaluates
research for potential application for
evidence based practice as evidenced
by the ability to relate current
research to clinical practice issues
related to mental health.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Technology - Adapts knowledge and
skills in information management and
patient care technology in the
delivery of quality patient care as
evidenced by use of the nursing
process to promote mental health
and provide therapeutic treatment to
clients with mental health needs.
09/02/2015
Direct - Group project, collaborative
learning - Students will work in
groups of 2 and chose (3) evidencebased research articles related to
chapter or one of the chapter’s
content for the week group is listed.
From these 3 articles, students will
synthesize the content into one
PowerPoint Presentation which will
be presented during selected class
period.
Criterion/Target/Threshold: 100%
of student groups will present a
thorough synthesized literature
review, achieving a satisfactory for
review and presentation.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Collaborative Assignments, Projects
Related Documents:
NURS433 EBP Assignment
NURS433.SROL.EBP Guide.doc
EBP for Academic Researchers
Article
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students (n = 29) achieved a satisfactory (passing)
review for EBP review, preparation and presentation.
(05/11/2015)
Related Documents:
NURS433 EBP Assignment Sp15.docx
NURS433.SROL.EBP Guide.doc
Organization & Preparation Tips.pdf
Direct - Laboratory, Clinical,
Skill/Competency Assessments Students will provide care and
document in electronic record of
patient(s) at in-patient psychiatric
care facility as assessed and
reported by clinical instructor.
Criterion/Target/Threshold: 100%
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students (n = 29) were able to successfully
document patient care in EHR during clinical experience.
(05/11/2015)
Related Documents:
Instructor Clinical Evaluation of Student.doc
null.courseAction: No action to be
taken. This experience was
completed very well! 05/11/2015
(05/11/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students (n = 11) achieved a satisfactory (passing)
review for EBP review, preparation and presentation.
Students for this semester completed and presented their
EBP presentations individually due to small cohort size.
(12/15/2014)
Course Instructional Modality: Main
Campus Face-to-Face
Related Documents:
NURS433 EBP Assignment Sp15.docx
NURS433.SROL.EBP Guide.doc
Organization & Preparation Tips.pdf
null.courseAction: No action to be
taken. Plan is to continue to have
students document in EHR during
clinical experiences. 05/11/2015
(05/11/2015)
Finding Reporting Year: 2014-2015
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Page 90 of 140
Course Student Learning
Outcome
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Assessment Methods
Finding
of students will successfully
document care in the electronic
record of a least one patient during
clinical experience at WMH BHC.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
NURS433 Student Clinical
Assignments Template
Goal met: Yes
100% of students (n = 11) were able to successfully
document patient care in EHR during clinical experience.
(12/15/2014)
Course Instructional Modality:
Clinical
Related Documents:
Instructor Clinical Evaluation of Student.doc
Direct - Exam/Quiz - Standardized Students will complete assigned
Prep-U/CoursePoint adaptive
quizzing, reaching minimum level of
5, prior to weekly class periods.
Criterion/Target/Threshold: 95% of
students will complete all assigned
adaptive quizzing, earning 25/25
points, prior to lecture.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Learning Communities
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of students were able to document a minimal level of
patient care in the patient record. Logistic issues hinder a
more fuller implementation of the documentation process.
(04/22/2013)
Finding Reporting Year: 2014-2015
Goal met: No
86% of students (n = 25/29) completed all required weekly
Prep-U adaptive quizzing earning 25/25 points for each quiz.
(05/11/2015)
Related Documents:
NURS433 Sp 15 Prep.U.docx
Action to be Taken
null.courseAction: Efforts should
be taken to provide students with
a greater level of documentation
experience in the mental health
unit. (04/22/2013)
Finding Reporting Year: 2014-2015
Goal met: No
82% of students (n = 9/11) completed all required weekly
Prep-U adaptive quizzing earning 25/25 points for each quiz.
(12/15/2014)
Course Instructional Modality:
Independent/Directed Study
Related Documents:
NURS433 F14 Prep.U.docx
Health Care Systems - Analyzes
knowledge of health care policies,
including financial and regulatory,
directly and indirectly influencing the
nature and functioning of the health
care system as evidenced by the
09/02/2015
Direct - Homework, Writing
Assignment - Community Mental
Health Resource Assessment. All
students will research area mental
health resources including criteria to
receive services, funding sources and
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students (n = 29) attained a score of 5/5 possible
points on assignment. (07/01/2015)
Related Documents:
NURS433 Mental Health Resource Assignment.docx
Generated by TracDat® a product of Nuventive
null.courseAction: No action to be
taken. Plan will be to continue to
offer this as a learning method.
05/11/2015 (05/11/2015)
Page 91 of 140
Course Student Learning
Outcome
ability to identify factors which
impede and/or facilitate access to
appropriate mental health services
and resources.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Communication and Collaboration Appraises communication and
collaboration among health
professionals and patients to deliver
high quality and safe patient care as
evidenced by integrating critical
09/02/2015
Assessment Methods
Finding
contact information (address and
phone number) for the resource.
Students will identify potential
barriers and/or gaps in services and
identify at least two ways that the
field of nursing could play a role in
diminishing barriers and gaps in
services. Students should attempt to
contact some of the resources to
determine other barriers clients may
face and verify resources. Students
may choose which community they
would like to assess. Students are
encouraged to consider the
community they plan to practice in
after graduation. The intent of this
assignment is to increase awareness
of and/or lack of resources in a
community and create a resource
that can be used in future practice.
The majority of mental health
resources for the area must be
covered. Length of assignment and
format will vary, but must be at least
4 pages long.
Criterion/Target/Threshold: 90% of
students will obtain a score of at
least 4 out of a possible 5 points.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students (n = 11) attained a score of 4/5 possible
points on assignment. (12/15/2014)
Course Instructional Modality: Main
Campus Face-to-Face
Related Documents:
NURS433 Mental Health Resource Assignment.docx
Direct - Exam/Quiz - within the
course - The 2015 National Patient
Safety Goals (Goal #15) related to
behavioral health care identify
assessing patients for suicide risk as
an important focus. Student’s ability
Finding Reporting Year: 2014-2015
Goal met: Yes
99% of students answered (3) multiple choice questions
correctly related to suicide assessment earning 6/6 points.
1% of students answered (1/3) suicide assessment
questions incorrectly. (05/11/2015)
Action to be Taken
Finding Reporting Year: 2012-2013
Goal met: Yes
22 out of 23 students (95.7 %) obtained a score of at least 4
out of 5 points. (01/03/2013)
Generated by TracDat® a product of Nuventive
null.courseAction: No action to be
taken. Plan to continue with
current examination methods.
5/11/2015 (05/11/2015)
Page 92 of 140
Course Student Learning
Outcome
thinking, self-reflection and
therapeutic communication in
providing nursing care for clients with
mental health needs.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Assessment Methods
Finding
Related Documents:
to assess patient suicide risk will be
assessed using (3) multiple choice
NURS433 Sp15 Exam.midterm.doc
essay questions on mid-term exam.
Criterion/Target/Threshold: 90% of
students will correctly answer (3)
multiple choice essay questions (#'s
4, 8, and 10) on mid-term related to
suicide assessment by achieving a
score of 100% or 6/6 points (2 points
ea. question).
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Direct - Exam/Quiz - within the
course - The 2013 National Patient
Safety Goals related to behavioral
health care identify assessing
patients for suicide risk as an
important focus. Students ability to
assess patient suicide risk will be
assessed using (2) multiple choice
essay questions on Exam #2 related
to suicide assessment.
Criterion/Target/Threshold: 90% of
students will correctly answer (2)
multiple choice essay questions
(#20; #22) related to suicide
assessment by achieving a score of
100% or 4/4 points.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
NURS433 .F14.Exam 2.doc
Finding Reporting Year: 2014-2015
Goal met: Yes
96% of students answered (2) multiple choice questions
correctly related to suicide assessment earning 4/4 points.
4% of students answered either (1) or (2) suicide
assessment questions incorrectly. (12/22/2014)
Related Documents:
NURS433 .F14.Exam 2.doc
Direct - Laboratory, Clinical,
Finding Reporting Year: 2014-2015
Goal met: No
Skill/Competency Assessments 100% of students (n = 29) achieved a satisfactory (passing)
Faculty and Clinical
Instructor/Preceptor(s) evaluation of
09/02/2015
Action to be Taken
Generated by TracDat® a product of Nuventive
null.courseAction: Plan is to work
with (2) clinical preceptors to
create Care Plan grading rubric, as
Page 93 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
student.
Criterion/Target/Threshold: 100%
of students will achieve satisfactory
clinical evaluation from course
instructor, plus receive 4/4 student
rating on Evaluation Form from
clinical instructor/preceptor(s)
related to suicide/harm risk patient
assessment.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
Instructor Clinical Evaluation of
Student
NURS433 Preceptor Evaluation Form
NURS433 Assessment Sheet.docx
clinical evaluation. 70% of students (n = 20) received 4/4;
27% (n = 8) received 3/4 and 3% ( n=1) received 2/4 on
Clinical Preceptor Evaluation Form. (05/11/2015)
Related Documents:
Instructor Clinical Evaluation of Student.doc
NURS433 Assessment Sheet 2015.docx
NURS433 Preceptor Evaluation Form.doc
well as make some minor changes
to Patient Assessment form. A
change will be made to
medications list to be more
representative of medications
seen in clinical setting. Plan to
continue to provide Omaha Care
Planning educational sessions
prior to first clinical experience.
Additionally, plan is to incorporate
the "Hearing Voices" simulation
into curriculum - which will be
completed with students prior to
first clinical experience.
Consideration must be made for
the individuality of each student.
Will continue with this outcome
measurement 05/11/2015.
(05/11/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a satisfactory (passing) clinical
evaluation. 100% of students received 3/4 on Clinical
Preceptor Evaluation Form. (12/15/2014)
Course Instructional Modality:
Clinical
Related Documents:
Instructor Clinical Evaluation of Student.doc
NURS433 Assessment Sheet 2015.docx
NURS433 Preceptor Evaluation Form.doc
Direct - Exam/Quiz - within the
course - The 2013 National Patient
Safety Goals related to behavioral
health care identify assessing
patients for suicide risk as an
important focus. Students ability to
assess patient suicide risk will be
assessed using (3) multiple choice
questions on exam #2 related to
09/02/2015
Finding Reporting Year: 2012-2013
Goal met: Yes
Due to changes in course schedule. Content was covered
on exam 3. 100% of students selected the correct answer
on question 13, 94% of students selected the correct
answer on question 92 and 71% of students received full
points on question 94. Average on the three questions was
88%. (04/23/2013)
Generated by TracDat® a product of Nuventive
Page 94 of 140
Course Student Learning
Outcome
Assessment Methods
suicide assessment.
Criterion/Target/Threshold: 80% of
students will correctly answer (3)
multiple choice questions on exam
#2.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Direct - Exam/Quiz - within the
course - The 2015 National Patient
Safety Goals (Goal #15) related to
behavioral health care identify
assessing patients for suicide risk as
an important focus. Student’s ability
to assess patient suicide risk will be
assessed using (1) multiple choice
essay question on final exam.
Criterion/Target/Threshold: 90% of
students will correctly answer (1)
multiple choice essay question (#13)
on final exam related to suicide
assessment by achieving a score of
100% or 2/2 points.
Health Promotion and Disease
Prevention - Develops health
promotion and disease prevention
strategies at the individual and
population health levels as evidenced
by the identification, developed and
delivery of interventions to address
the mental health needs of
individuals and populations.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
09/02/2015
Direct - Homework, Writing
Assignment - Family Assessment and
Care Plan. All students will choose a
family in community of choice and
assess this family according to the
concepts and components of Marilyn
Friedman family nursing theory
while focusing on mental health. A
written formal APA paper will be
submitted. The paper should be at
least 15 pages in length, including
Genogram, Eco map, relevant
OMAHA nursing focus area, goals,
and proposed nursing interventions
(do not need to carry
Finding
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: No
31% of students (n = 9/29) answered (1) multiple choice
questions correctly related to suicide assessment earning
2/2 points. 69% of students (n = 20/29) answered (1) suicide
assessment questions incorrectly. (05/11/2015)
Related Documents:
NURS433 Final Exam Sp15.docx
null.courseAction: Plan will be to
keep the same question for Final
Exam but incorporate more
education into the scenario
presented in relation to its
association with suicide
assessment. Outcome sought will
be for students to have better
clarification of the types of patient
scenarios that could/would alert
them to a potential suicide
situation. (05/11/2015)
Finding Reporting Year: 2014-2015
Goal met: No
28% (n = 8/29) students attained 95% or higher on family
assessment assignment. 34% (n = 10/29) students attained
90% and 38% (n = 11/29) attained 85% or lower on family
assessment assignment. (05/11/2015)
Related Documents:
NURS 433 Family Assessment Rubric.doc
NURS433 Family Assessment Consent.doc
NURS433 FriedmanTheory Short Form.pdf
NURS433 Omaha System Worksheet_12-17-13.doc
null.courseAction: Plan is to
incorporate more education about
need for pertinent theory
identification and inclusion of
family dynamics. Most points lost
for assignment centered around
the exclusion of theory into
written family assessment.
Additionally, the other area where
students lost points were for
grammar and APA formatting.
Plan will be to offer resources for
APA formatting and suggestions to
utilize grammar/spell checker
Generated by TracDat® a product of Nuventive
Page 95 of 140
Course Student Learning
Outcome
Assessment Methods
them out). The family chosen should
not be known to the student prior to
this semester. The family must sign
a consent form to participate form
and a copy must be submitted with
the assignment. The intent of the
assignment is for students to use
their communication skills to gain
assessment data from the family.
Students need to ensure that the
assessment includes data that
provides a clear picture of the status
of the family. For example,
communication skills need to be
expanded beyond "family
communicates well". There should
also be consistency between the
assessment narrative and the
Genogram and Eco map.
A rubric is used to assess.
Criterion/Target/Threshold: 100%
of students will obtain at least a
score of 18/20 point or 90% on
comprehensive family assessment
assignment.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
NURS 433 Family Assessment Rubric
Professionalism - Emulates
professionalism and inherent values
of altruism, autonomy, human
dignity, integrity and social justice as
evidenced by the demonstration of
competent, caring behaviors and
professional values in interactions
09/02/2015
Direct - Laboratory, Clinical,
Skill/Competency Assessments Faculty and Clinical
Instructor/Preceptor(s) evaluation of
student.
Criterion/Target/Threshold: 100%
of students will achieve satisfactory
Finding
Action to be Taken
within Word program. Will
continue with this outcome
measurement 05/11/2015.
(05/11/2015)
Finding Reporting Year: 2014-2015
Goal met: No
72% ( n - 8/11) students attained 95% or higher on family
assessment assignment. 27% (n = 3/11) attained 88% or
lower o n family assessment assignment. (12/15/2014)
Course Instructional Modality: Main
Campus Face-to-Face
Related Documents:
NURS 433 Family Assessment Rubric.doc
NURS433 Family Assessment Consent.doc
NURS433 FriedmanTheory Short Form.pdf
NURS433 Omaha System Worksheet_12-17-13.doc
Finding Reporting Year: 2014-2015
Goal met: No
100% of students (n = 11) achieved a satisfactory (passing)
clinical evaluation. 69% of students ( n = 20/29) received
4/4 on Clinical Preceptor Evaluation form. 28% of students
(n = 8) received 3/4 and 3% (n = 1) of students received 2/4
on Clinical Preceptor Evaluation form. (05/11/2015)
Generated by TracDat® a product of Nuventive
null.courseAction: Plan is to work
with (2) clinical preceptors to
create Care Plan grading rubric, as
well as make some minor changes
to Patient Assessment form. A
change will be made to
medications list to be more
Page 96 of 140
Course Student Learning
Outcome
with clients with mental health needs,
colleagues, and faculty
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Assessment Methods
clinical evaluation from course
instructor, plus receive 3/4 or higher
student rating on Evaluation Form
from clinical instructor/preceptor(s).
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
Instructor Clinical Evaluation of
Student
NURS433 Preceptor Evaluation Form
Finding
Related Documents:
Instructor Clinical Evaluation of Student.doc
NURS433 Preceptor Evaluation Form.doc
Action to be Taken
representative of medications
seen in clinical setting. Plan to
continue to provide Omaha Care
Planning educational sessions
prior to first clinical experience.
Additionally, plan is to incorporate
the "Hearing Voices" simulation
into curriculum - which will be
completed with students prior to
first clinical experience.
Consideration must be made for
the individuality of each student.
Will continue with this outcome
measurement 05/11/2015.
(05/11/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students (n = 11) achieved a satisfactory (passing)
clinical evaluation. 73% of students ( n = 8/11) received 4/4
and 27% of students (n = 3/11) received 3/4 on Clinical
Preceptor Evaluation form. (12/15/2014)
Course Instructional Modality:
Clinical
Related Documents:
Instructor Clinical Evaluation of Student.doc
NURS433 Preceptor Evaluation Form.doc
Nursing Practice - Synthesizes nursing
practice with patients, individuals,
groups, communities and populations
across the lifespan and across the
continuum of health care
environments and the variations of
care, the increased complexity and
the increased use of health care
resources inherent in caring for
patients as evidenced during planning
provision of care for clients with
mental health needs.
09/02/2015
Direct - Case Analysis - Family
Assessment and Care Plan. All
students will choose a family in
community of choice and assess this
family according to the concepts and
components of Marilyn Friedman
family nursing theory while focusing
on mental health. A written formal
APA paper will be submitted. The
paper should be at least 15 pages in
length, including Genogram, Eco
map, relevant OMAHA nursing focus
Finding Reporting Year: 2014-2015
Goal met: No
90% of students (n = 26/29) attained score of 17/20 (85%)
or higher and 10% (n = 3/29) attained a score lower than
82% on Family Assessment. (05/11/2015)
Related Documents:
NURS 433 Family Assessment Rubric.doc
NURS433 Family Assessment Consent.doc
NURS433 FriedmanTheory Short Form.pdf
NURS433 Omaha System Worksheet_12-17-13.doc
Generated by TracDat® a product of Nuventive
null.courseAction: Plan is to
incorporate more education about
need for pertinent theory
identification and inclusion of
family dynamics. Most points lost
for assignment centered around
the exclusion of theory into
written family assessment.
Additionally, the other area where
students lost points were for
grammar and APA formatting.
Plan will be to offer resources for
Page 97 of 140
Course Student Learning
Outcome
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Assessment Methods
area, goals, and proposed nursing
interventions (do not need to carry
them out). The family chosen should
not be known to the student prior to
this semester. The family must sign
a consent form to participate form
and a copy must be submitted with
the assignment. The intent of the
assignment is for students to use
their communication skills to gain
assessment data from the family.
Students need to ensure that the
assessment includes data that
provides a clear picture of the status
of the family. For example,
communication skills need to be
expanded beyond "family
communicates well". There should
also be consistency between the
assessment narrative and the
Genogram and Eco map.
A rubric is used to assess.
Criterion/Target/Threshold: 100%
of students will obtain at least a
score of 17/20 points or 85% on
comprehensive family assessment
assignment.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
NURS 433 Family Assessment Rubric
Direct - Case Analysis - Family
Assessment and Care Plan. All
students will choose a family in
community of choice and assess this
family according to the concepts and
components of Marilyn Friedman
09/02/2015
Finding
Action to be Taken
APA formatting and suggestions to
utilize grammar/spell checker
within Word program. Will
continue with this outcome
measurement 05/11/2015.
(05/11/2015)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students (n = 11) attained score of 17/20 (85%) or
higher on Family Assessment. (12/15/2014)
Course Instructional Modality: Main
Campus Face-to-Face
Related Documents:
NURS 433 Family Assessment Rubric.doc
NURS433 Family Assessment Consent.doc
NURS433 FriedmanTheory Short Form.pdf
NURS433 Omaha System Worksheet_12-17-13.doc
Finding Reporting Year: 2012-2013
Goal met: Yes
21 out of 23 students (91.3 %) obtain a score of at least 8
out of a possible 10 points in Fall 2012. (01/03/2013)
Generated by TracDat® a product of Nuventive
Page 98 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
family nursing theory while focusing
on mental health. A written formal
APA paper will be submitted. The
paper should be at least 15 pages in
length, including Genogram, Eco
map, relevant OMAHA nursing focus
area, goals, and proposed nursing
interventions (do not need to carry
them out). The family chosen should
not be known to the student prior to
this semester. The family must sign
a consent form to participate form
and a copy must be submitted with
the assignment. The intent of the
assignment is for students to use
their communication skills to gain
assessment data from the family.
Students need to ensure that the
assessment includes data that
provides a clear picture of the status
of the family. For example,
communication skills need to be
expanded beyond "family
communicates well". There should
also be consistency between the
assessment narrative and the
Genogram and Eco map.
A rubric is used to assess.
Criterion/Target/Threshold: 100%
of students will obtain at least a
score of 9/10 point or 90% on
comprehensive family assessment
assignment.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
NURS433 Family Assessment Rubric
09/02/2015
Generated by TracDat® a product of Nuventive
Page 99 of 140
NURS434:Nursing Research
Course Student Learning
Outcome
Identify levels of evidence and locate
nursing, health, and other relevant
research literature reporting EBP Obj. #2. Synthesizes knowledge and
skills in leadership, quality
improvement and patient safety to
provide quality health care as
evidenced by explaining the value of
nursing research for evidence-based
nursing practice by locating and
evaluate sources of nursing research
information, from paper and
electronic database search strategies
(e.g.., CINAHL, PubMed, Cochrane)
and other Internet sources of
evidence by midterm.
Assessment Methods
Finding
Direct - Homework, Writing
Assignment - 1. Paper defining 10
different types of research articles
such as systematic reviews, metaanalysis, primary qualitative and
quantitative, cohort studies, case
control studies etc.
2. Students will search various data
bases such as Cochrane Library,
CINAHL, Pub Med, Clinical Practice
Guidelines.gov, for examples of each
of the different types of research
articles.
Finding Reporting Year: 2013-2014
Goal met: Yes
Seventy percent of the students were able to search and
identify 80% of the assigned articles.
(05/07/2014)
Related Documents:
NURS 434 TD gradebook_gpa_S14_Final_MT 30 pts.xls
ResearchCompare&Contrast.docx
Finding Reporting Year: 2013-2014
Goal met: Continuing or Ongoing Assessment Activity Action Plan recommended
The students obtained an 81.43% on the final exam.
(01/15/2013)
Action to be Taken
null.courseAction: might not have
something but can say continue to
do this good job as always
otherwise build a good plan in the
future (01/15/2013)
Criterion/Target/Threshold: 1. 80%
or higher on evaluation rubric
2. Students will correctly identify at
Applying the systematic process for
least 8 of the 10 different types of
identifying
articles assigned or an 80% on the
the evaluation and application of that assignment.
scientific evidence to practice.
Schedule/Notes: Optional
High Impact Course Practices 2: Not
Course Outcome Status: Active
applicable to this outcome
High Impact Course Practices 1:
Course Goal Differentiation: HighWriting-Intensive Course(s)
Level (Creating/Evaluating)
Understanding of the basic elements
of the research process - Obj #1.
Synthesize a solid base in liberal
education into nursing practice as
evidenced by the understanding of
the process of conducting research
Direct - Exam/Quiz - within the
course - 1. midterm exam questions
related to key research concept and
steps in qualitative and quantitative
research and research problems,
research questions, and hypotheses
2. writing a PICO question.
Identify principles and models of
Criterion/Target/Threshold:
evidence based practice, including
Average midterm multiple choice
basic qualitative and/or quantitative score will be >80% and total scores
research designs, corresponding PICO on multiple choice and application
questions, and analytically methods
09/02/2015
Finding Reporting Year: 2013-2014
Goal met: Yes
The average of student scores on midterm multiple choice
and application fill in the blank was 86%. (05/07/2014)
Related Documents:
NURS 434 TD gradebook_gpa_S14_Final_MT 30 pts.xls
Finding Reporting Year: 2013-2014
Goal met: Yes
90 % of the Students obtained > 80% (05/07/2014)
Related Documents:
NURS 434 TD gradebook_gpa_S14_Final_MT 30 pts.xls
Generated by TracDat® a product of Nuventive
Page 100 of 140
Course Student Learning
Outcome
related to the research questions, and
limits on implications of findings (e.g.,
causal vs. relational) by the end of the
course.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Assessment Methods
Direct - Homework, Writing
Assignment - Read and critique a
primary quantitative research article
and present the critique to the class.
Criterion/Target/Threshold:
Students will obtain a grade of 85%
or greater.
Schedule/Notes: See syllabus for
details on this assignment.
High Impact Course Practices 2: Not
applicable to this outcome
Selecting and critique appropriate
qualitative and quantitative research High Impact Course Practices 1:
studies, and identifies strengths of a Writing-Intensive Course(s)
rigorous study and questions
Related Documents:
limitations on implications of findings NURS434_001_S14_SYLB.doc
(e.g., causal vs. relational).
Direct - Group project, collaborative
09/02/2015
Action to be Taken
questions will be > 80%.
Schedule/Notes: Students will
obtain > than 80% on the composite
score of the multiple choice and
application questions on the
midterm exam.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Writing-Intensive Course(s)
Related Documents:
NURS 434 TD
gradebook_gpa_S14_Final_MT 30
pts.xls
Appraise, and synthesize research
evidence to differentiate clinical
opinion from research and evidence
summaries. - Obj. #3. Evaluates
research for potential application for
evidence based practice as evidenced
by critiquing qualitative and
quantitative research articles for
strengths and limitations.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Finding
learning - The class will collectively
critique a primary qualitative
research study in class. Students will
read the assigned qualitative
research study prior to class, and
work in groups to discuss and write
up their segment of the critique and
present critique to the class.
Criterion/Target/Threshold: 100%
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students received a 90% or better on the critique.
(05/08/2014)
Related Documents:
NURS 434 Quantitative Research Article Critique Paper.docx
Finding Reporting Year: 2013-2014
Goal met: Yes
Students obtained an average 98% on the critique.
(05/08/2014)
Optional Data Point: 100
Generated by TracDat® a product of Nuventive
Page 101 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
of the students will accurately and
thoroughly write up and present a
qualitative critique.
Schedule/Notes: Students are given
an article by C. Beck (2009) as an
example of how to critique a
qualitative study.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Writing-Intensive Course(s)
Related Documents:
Qualitative Critique Guidelines .doc
Beck's Qualitative Critique
Example.pdf
Protection of human subjects in the
conduct of research - Obj #4. Adapts
knowledge and skills in information
management and patient care
technology in the delivery of quality
patient care as evidenced by
demonstrating understanding of the
rights and responsibilities relative to
legal and ethical issues or research
involving human subjects
1. Students participate in a "mock
experiment" the first day of class
and read and complete a proper
informed consent to conduct
research.
2. On the final exam, students
analyze an informed consent to
conduct research and identify where
each of the Belmont Report ethical
principles are applied.
Identify the required components of Criterion/Target/Threshold: 90% of
a proper informed consent when
students will correctly identify all of
conducting research for the
the Belmont Report principles on the
Protection of Human Subjects of
final exam
Research defined by the Belmont
Report.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Critical appraisal of applied
Direct - Homework, Writing
research related to healthcare
Assignment - Writing a paper on a
quality and safety measures. - Obj. # Critically Appraised Topic (CAT)
09/02/2015
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students correctly identified all the standards of
ethical conduct as stated in the Belmont Report.
(05/08/2014)
Optional Data Point: 100
Related Documents:
TD Mock Informed Consent.docx
Finding Reporting Year: 2013-2014
Goal met: Yes
90% of students obtained a grade of 85% or better on the
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Course Student Learning
Outcome
Assessment Methods
5 Appraises communication and
collaboration among health care
professionals and patients to
deliver high quality and safe
patient care as evidenced by
developing presentations of evidence
based practice protocols through
poster presentations to colleagues.
related to nursing care.
Criterion/Target/Threshold:
Students will obtain a grade of 85%
or better on the CAT paper.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Writing-Intensive Course(s)
Related Documents:
Critically appraises topics based on
Student Poster of Critically
driving research agendas such as
Appraised Topic (CAT ).ppt
nurse sensitive quality indicators and NURS434_001_S14_SYLB.doc
performance measures (Magnet
Status, Core Measures, CMS, TJC,
clinical practice guidelines, etc.)
Finding
Action to be Taken
CAT paper (05/08/2014)
Optional Data Point: 100
Related Documents:
Student's Paper: The Heart of the Matter- CAT.docx
Finding Reporting Year: 2013-2014
Goal met: Yes
90% of the Students received a score of 90% or greater.
(05/08/2014)
Optional Data Point: 100
Related Documents:
Student Poster of Critically Appraised Topic (CAT ).ppt
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Disseminates research evidence. Obj#6. 6. Emulates professionalism
and inherent values of altruism,
autonomy, human dignity, integrity,
and social justice as evidenced by
developing and presenting research
posters.
Share evidence of best practice with
the interprofessional team.
develops a protocol/guideline for
practice and dissemination the
findings by the end of the course.
Course Outcome Status: Active
Course Goal Differentiation: HighLevel (Creating/Evaluating)
09/02/2015
Direct - Presentation, Performance Development of research poster
about their Critically appraised topic
that includes a protocol that a nurse
could implement independently.
Criterion/Target/Threshold: 90% of
the students will get a score of 90%
or greater on the poster and
presentation
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Writing-Intensive Course(s)
Related Documents:
Student Poster of Critically
Appraised Topic (CAT ).ppt
Finding Reporting Year: 2013-2014
Goal met: Yes
90% of the students received a score of 90% or better on
their poster and presentation. (05/08/2014)
Optional Data Point: 100
Related Documents:
Student Poster of Critically Appraised Topic (CAT ).ppt
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NURS435:Management in Nursing
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Direct review of student work via
paper submission
Criterion/Target/Threshold: 90% of
student groups will present a
thorough literature review citing
greater than 5 sources providing
support for their chosen nursing
management and leadership
capstone program/project and
achieve a minimum of 80% on this
assignment
High Impact Course Practices 2:
Capstone Course(s), Projects
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of student groups submitted a written literature
presentation citing greater than 5 sources. 100% of
students achieved a 90% or greater on this assignment
(04/27/2015)
Course Instructional Modality: Main
Campus Face-to-Face
null.courseAction: This was an
excellent learning experience for
students. The plan is to continue
with this outcome assessment
(04/27/2015)
Liberal Education - Synthesize a solid
base in liberal education into nursing
practice as evidenced by application
of nursing and managment theories
both in the classroom and through
assignments.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Quality Care - Synthesizes knowledge
and skillsin leadership, quality
improvement and patient safety to
provide quality health care as
evidenced by the ability to analyze
the impact of organizational
structures, missions, philosophy,
culture and delivery systems on
professional nursing practice and
management and leadership.
Course Outcome Status: Active
Start Date: 01/07/2013
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Evidenced-Based Practice - Evaluates
research for potential application for
evidence based practice as evidenced
by the utilization of scholarly
resources to support discussion,
reflections, learning experiences and
classroom presentation, and
develepment of personal
management/leadership philosophy.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
High Impact Course Practices 1:
Capstone Course(s), Projects
Technology - Adapts knowledge and
skills in information management and
patient care technology in the
delivery of quality patient care as
evidenced by the appraisal of
methods used in managment and
leadership to communicate,support
change, motivate teams and support
delivery of care processes.
Course Outcome Status: Inactive
Start Date: 01/07/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Heath Care Systems - Analyzes health
care policies, including financial and
regulatory, directly and indirectly
influencing the nature and
functioning of the health care system
as evidenced by the analysis of
financial and regulatory concepts
through group interactions with chief
financial officers, nursing leaders and
leaders through the community
Course Outcome Status: Active
Start Date: 01/07/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
80% of student groups will achieve a
minimum of 80% on the completion
of a minimum of 3 and maximum of
a 5 page paper using APA 6th edition
and a minimum of 3 current
resources outlining the financial
projections in budget format and
discussing the feasibility of the
implementation of their nursing plan
or project
High Impact Course Practices 2:
Capstone Course(s), Projects
High Impact Course Practices 1:
Capstone Course(s), Projects
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students achieved a minimum of 92% or greater on
this assignment. (04/27/2015)
null.courseAction: It was
discovered that this assignment
was a challenge for nursing
students. Due to their novice level
in finance and understanding
finance in health care as well as
their role as a nurse and a nurse
manager I am going to keep this
assignment and continue to
measure this outcome. I will be
incorporating more resources for
students in the course to provide
them with a greater
understanding of the subject
matter. (04/27/2015)
Communication and Collaboration Appraises communication and
collaboration among health care
professionals and patient to deliver
high quality and safe patient care as
evidenced by the use of application
tools for problem solving, conflict
Peer Review and Self Evaluations
Criterion/Target/Threshold: 80% of
students will demonstrate the ability
to professionally communicate and
collaborate during group activities to
develop a strong nursing program or
project for improving patient care
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students demonstrated the ability to professionally
communicate and collaborate during group activities.
Ratings from peer reviews were inflated however 100%
provided satisfactory ratings. (04/27/2015)
null.courseAction: No action to be
taken. This outcome will continue
to be measured via Peer and Self
Evaluations. (04/27/2015)
09/02/2015
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Page 105 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
resolution and motivation.
Course Outcome Status: Active
Start Date: 01/07/2013
Course Goal Differentiation: LowLevel (Understanding/Remembering)
outcomes as evidenced by
satisfactory ratings from Peer
Review of performance and Self
Evaluations
High Impact Course Practices 2:
Capstone Course(s), Projects
High Impact Course Practices 1:
Common Intellectual Experiences
Health Promotion - Develops health
promotion and the disease
prevention strategies at the individual
and population health levels as
evidenced by the evaluation of
nursing roles in health resource
management, marketing and program
or service evaluation.
Course Outcome Status: Active
Start Date: 09/09/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct Nursing Business Plan/Project
development and presentation
Criterion/Target/Threshold: 90% of
student groups will develop
applicable nursing management and
leadership capstone projects for the
improvement of patient care
outcomes and achieve a minimum of
80% on this assignment
High Impact Course Practices 2:
Service Learning, Community-based
learning
High Impact Course Practices 1:
Capstone Course(s), Projects
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students developed applicable nursing
management and leadership capstone projects. These were
excellent! The students achieved the meeting of this
objective with surprising talent. 100% of students achieved
a minimum of 80% on this assignment. (04/27/2015)
null.courseAction: No action to be
taken. Will continue to measure
this outcome through this means
of assessment. (04/27/2015)
Professionalism - Emulates
professionalism and inherent values
of altruism, autonomy, human
dignity, integrity and social justice as
evidenced by demonstration of
respect for the ideas and
contributions of colleague, others and
participation with and support of
each other during group activities,
professional behavior and dress when
interacting in real world organizations
during learning experiences.
Course Outcome Status: Active
Start Date: 01/07/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Final semester presentations
Criterion/Target/Threshold: 90% of
students will actively engage and
participate in the final presentation
of their groups capstone project
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
Capstone Course(s), Projects
Finding Reporting Year: 2014-2015
Goal met: No
86% of students actively engaged and participated in the
final presentation. 2 students were absent for the majority
of presentations due to be involved in a motor vehicle
accident. 1 student came upon the accident on their way to
class and stopped to be of assistance if needed. 100% of
students were in attendance once released from the
hospital for the second half of class. (04/27/2015)
null.courseAction: No action to be
taken. The outcome measurement
was unavoidable due to weather
conditions and student
involvement in a motor vehicle
accident. This course is being
presented in an on-line format for
fall 2015. (04/27/2015)
09/02/2015
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Page 106 of 140
NURS436:Contemporary Issues in Nursing
Course Student Learning
Outcome
Critical Thinking and Reflective
Practice - 1.
Demonstrate
competencies of critical thinking and
reflective practice when making
decisions related to contemporary
professional issues.
Course Outcome Status: Active
Start Date: 01/12/2015
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
Direct - Capstone Project - including
undergraduate research - Each
student writes a Critical Analysis
Paper on a contemporary issue in
nursing.
Criterion/Target/Threshold: 72% or
higher on the paper.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Capstone Course(s), Projects
Finding Reporting Year: 2014-2015
Goal met: Yes
28 of 29 students (96%) scored 72% or higher on the paper.
The paper involves selecting an issue, analyzing two sides of
the issue, forming a personal opinion and making a
recommendation about the issue. (04/29/2015)
Description of Assessment Method
(optional):
Action to be Taken
Finding Reporting Year: 2014-2015
null.courseAction: Continue to
Goal met: Yes
monitor. (04/28/2015)
Added emphasis was placed on the importance of the paper
being a means of analyzing 2 different points of view about
a topic, making a decision using the information gathered
and then making a recommendation. 29 students in the
Spring 2015 cohort - all scored above 90% on this paper.
(04/27/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional): Critical Analysis Grading
rubric.
Related Documents:
Garding Rubric for Critical Analysis Paper.doc
Finding Reporting Year: 2013-2014
Goal met: Yes
17 students in the Fall 2014 cohort - all achieved at least
72% on the paper. (01/03/2014)
Description of Assessment Method
(optional): grading rubric
Related Documents:
Grading Rubric for Critical Analysis Paper.doc
Legal, Ethical, and Economic - 2.
Evaluate the effects of legal,
ethical, and economic issues on
health care.
Course Outcome Status: Active
09/02/2015
Active participation in classroom
discussion.
Criterion/Target/Threshold:
satisfactory or unsatisfactory
participation
Finding Reporting Year: 2014-2015
Goal met: Yes
Students viewed PBS Frontline telecast called "Being
Mortal." They then participated in a discussion board about
how nursing can promote honest conversations about
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Page 107 of 140
Course Student Learning
Outcome
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Participates in Political Process - 3.
Actively participates in the
political process.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
death and dying. 100% of students participated.
(04/28/2015)
Direct - Homework, Writing
Assignment - Students are expected
to write a letter to their legislator
regarding a bill currently in
discussion on the State House or
Senate floor. The letter expresses
support or opposition to the bill,
along with rationale.
Criterion/Target/Threshold:
satisfactory or unsatisfactory
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2014-2015
Goal met: No
100% of students participated in this activity. The letters
were mailed using the USPS. (04/29/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional): Since none of the letters
were answered by State of Michigan
legislators, the students will be
required to email the letter rather
than submit it by USPS. This may
initiate a more prompt response
from the legislator.
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
All students participated. (01/03/2014)
Finding Reporting Year: 2014-2015
Goal met: Yes
Topics were expanded to include other health care issues
that are not necessarily related to a bill in discussion. These
topics included insurance for the uninsured, health care
spending, public education. All students successfully
participated in this activity. (04/27/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students in the Spring 2014 cohort wrote letters to
their legislator expressing support or opposition to a bill
currently before the State House or Senate. (06/19/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
17 students in the Fall 2013 cohort. All participated in the
assignment. (01/03/2014)
Ramifications of One?s Actions and
Responsibilities - 6.
Analyze
09/02/2015
Each student attends a lecture
presented by a representative from
Finding Reporting Year: 2014-2015
Goal met: Yes
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Course Student Learning
Outcome
the ramifications of one?s actions and
responsibilities in professional
practice.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
the Health Professionals Recovery
Program, and participates in
discussion of the topics presented.
Criterion/Target/Threshold:
Satisfactory or Unsatisfactory
participation.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
100% of students participated in this presentation by asking
questions in regards to HPRP. (04/29/2015)
Description of Assessment Method
(optional):
Action to be Taken
Finding Reporting Year: 2014-2015
Goal met: No
Students continue to attend the HPRP lecture. 3 students
also presented critical analysis papers on drug diversion,
drug screening, and consequences of ineffective stress
management. (04/28/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
All students in the Spring 2014 cohort attended this lecture.
(06/19/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
All students participated. (01/03/2014)
Marketing Oneself - 7.
Demonstrates leadership
behaviors in marketing oneself and
the nursing profession.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Other Findings
Direct - Homework, Writing
Assignment - Each student attends
the guest speaker presentation on
how to write a resume and how to
interview for professional nursing
position. Each student submits a
09/02/2015
Finding Reporting Year: 2014-2015
Goal met: No
Students have not participated in marketing the nursing
profession. This activity could include a visit to a children's
classroom or some other activity that would promote the
nursing career. (04/29/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional): Students will select a
group to market nursing as a
profession to. Students will plan the
activity and create the methods by
which the profession will be
presented.
Finding Reporting Year: 2014-2015
Goal met: Yes
Students submit their own unique resume for critique.
Additionally students participate in a mock interview in the
classroom and critique each others answers to interview
questions. (04/28/2015)
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null.courseAction: Continue to
monitor. (04/28/2015)
Page 109 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
resume for critique.
Finding Reporting Year: 2013-2014
Goal met: Yes
Each student enthusiastically participated in mock
interviews and submitted a resume for review to both the
instructor, and at an on-campus workshop held by Career
Services. (06/19/2014)
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
All students satisfactorily completed the resume
assignment. All attended the guest speaker presentation.
(01/03/2014)
Research in Analyzing Contemporary
Issues - 8.
Integrates research
findings in analyzing contemporary
issues and trends influencing the
quality of health care.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Critical Analysis paper
Criterion/Target/Threshold: 72% on
the paper
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Capstone Course(s), Projects
Finding Reporting Year: 2014-2015
Goal met: Yes
Again, added emphasis was placed on the importance of the
paper being a means of analyzing 2 different points of view
about a topic, making a decision using the information
gathered and then making a recommendation. 29 students
in the Spring 2015 cohort - all scored above 90% on this
paper. (04/28/2015)
Finding Reporting Year: 2013-2014
Goal met: Yes
All students satisfactorily completed the paper.
(01/03/2014)
Synthesize Knowledge in Analyzing
Contemporary Issues. - 9.
Synthesize
theoretical/empirical knowledge from
nursing, the physical and behavioral
sciences, and the humanities in
analyzing contemporary issues.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Homework, Writing
Assignment - Critical Analysis Paper
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
All students successfully completed the Critical Analysis
Paper. (06/19/2014)
Transition to Professional Role - 10.
Explores transition from
student role to professional role.
Course Outcome Status: Active
Other Findings
Finding Reporting Year: 2012-2013
Goal met: No
NCLEX RN pass rate dropped below the national average for
first time test takers. Investigation revealed that students
09/02/2015
Finding Reporting Year: 2013-2014
Goal met: Yes
All students satisfactorily completed the Critical Analysis
Paper (01/03/2014)
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Action to be Taken: Students are
now assigned at least one
assignment from each client need
area addressed on the NCLEX
Page 110 of 140
Course Student Learning
Outcome
Assessment Methods
Other Findings
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Homework, Writing
Assignment - NCLEX Success Plan
Criterion/Target/Threshold:
Satisfactory or Unsatisfactory
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding
Action to be Taken
were not using the Pass Point testing product for practice
testing in client need areas where they felt they were
profeceint, but rather only for areas where they felt they
needed more study. (10/27/2014)
Course Instructional Modality:
Independent/Directed Study
Related Documents:
NCLEX-RN Success Plan F 14-1.pdf
NCLEX-RN Success Plan S15.pdf
exam. They must complete these
to a proficiency level of 6 or
higher within the Pass Point
program. (11/12/2014)
Finding Reporting Year: 2014-2015
Goal met: Yes
100% of students satisfactorily completed the NCLEX
Success Plan. (04/29/2015)
Description of Assessment Method
(optional):
Finding Reporting Year: 2014-2015
Goal met: Yes
24 of the 29 students in the spring 2015 graduating class
report they will use Prep-U Pass Point as part of their study
plan for NCLEX.
Additionally 15 students report purchasing the Kaplan
review course to help them prepare for the NCLEX-RN test.
7 students state they are using the review program by the
NCSBN.
Other sources the students report using are review guides
by Saunders, Mosby, Princeton, and their school text books.
(04/21/2015)
Course Instructional Modality: Main
Campus Face-to-Face
Description of Assessment Method
(optional): Survey of students.
Finding Reporting Year: 2014-2015
Goal met: No
16 students (about 1/2 of the class) report they will study
for NCLEX 10-20 hours a week.
7 students report they will study for NCLEX 20-30 hours a
week (04/21/2015)
Course Instructional Modality: Main
Campus Face-to-Face
09/02/2015
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Page 111 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Description of Assessment Method
(optional): Direct survey to students
Finding Reporting Year: 2013-2014
Goal met: Yes
All students completed the NCLEX Success Plan
satisfactorily. (01/03/2014)
09/02/2015
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Page 112 of 140
NURS437:Professional Nursing Leadership
No data found for the selected criteria.
09/02/2015
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Page 113 of 140
NURS490:Directed Study in Nursing
No data found for the selected criteria.
09/02/2015
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Page 114 of 140
PNUR101:Introduction to Practical Nursing I
Course Student Learning
Outcome
Campus Resources and Services - 1.
Identify campus resources and
services and have used and/or visited
various campus resources and
services.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Learning and Study Strategies - 4. Be
knowledgeable of various learning
and study strategies to improve upon
academic success (i.e. note-taking,
study skills, test preparation, and
test-taking techniques).
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
09/02/2015
Assessment Methods
Finding
Direct - Homework, Writing
Assignment - Assignment submitted
in course tool book (worth 30%) of
the final course grade. Of this 30%,
the student can earn up to 5%/30%
on the "campus resources and
services assignment's" submitted via
the course tool book.
Criterion/Target/Threshold: Student
will achieve 4.5/5% on campus
resources and services assignment
High Impact Course Practices 2:
First-year Seminar and Experiences
High Impact Course Practices 1:
First-year Seminar and Experiences
Related Documents:
PNUR 101 Getting to Know Your
Campus scavenger hunt SU 13.doc
Tool Book Grading Sheet LMK.doc
PNUR 101 Tool Book Check List SU
13.docx
Finding Reporting Year: 2013-2014
Goal met: Yes
N=11. 100% of students completed thoroughly the campus
resources and service assignment at 5%/%5 (06/20/2014)
Description of Assessment Method
(optional): This assignment fall
under the University Seminar: First
year/time in college at LSSU.
Students complete a list of questions
via the University's website or by
visiting the campus resource or
service area. Students then select a
service area of interest to them and
create a poster board describing the
resource or service area. Last, in
small groups, they present the data
to the class.
Direct - Exam/Quiz - within the
course - Essay questions on midterm
related to learning and study
strategies to improve academic
success
Criterion/Target/Threshold: The
student will achieve a minimum of
80% on questions in the midterm
exam related to various learning and
study strategies to improve upon
academic success (i.e. note-taking,
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students achieved an 80% pass rate or higher on
the midterm exam related to various learning and study
strategies to improve upon academic success (06/21/2014)
Finding Reporting Year: 2012-2013
Goal met: Yes
All students enrolled in PNUR 101 summer of 2013 received
a 4.5 or higher on the campus resources and services
assignment (12/30/2013)
Optional Data Point: 100
Description of Assessment Method
(optional): see related documents
Generated by TracDat® a product of Nuventive
Action to be Taken
null.courseAction: Continue with
campus resources and services
assignment in PNUR 101
Introduction to Practical Nursing.
From this assignment the students
select a service or campus
resource to present to the class in
small groups. (08/02/2013)
Page 115 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
study skills, test preparation, and
test-taking techniques).
High Impact Course Practices 2:
First-year Seminar and Experiences
High Impact Course Practices 1:
First-year Seminar and Experiences
Strengths and Limitations, Values
and Beliefs - 5. Develop an
awareness of personal strengths and
limitations, values and beliefs.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Homework, Writing
Assignment - Pass/fail
Criterion/Target/Threshold: All
student will complete all 6 Values
Clarification Exercises to receive Pass
grade
Schedule/Notes: Values
Clarification:
1. Review of life goals
2. Self evaluation of success
strategies
3. determining beliefs re: the metaparadigms of nursing
4. Self exploration of the concept of
caring
5. Review of embraced personal
values
6. Envision life goals
High Impact Course Practices 2:
First-year Seminar and Experiences
High Impact Course Practices 1:
First-year Seminar and Experiences
Teaching/Learning Styles - 6.
Understand your individual learning
styles and how to adjust for various
teaching styles.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Exam/Quiz - within the
Finding Reporting Year: 2012-2013
null.courseAction: Continue with
course - Essay questions on midterm Goal met: Yes
assessment method summer 2014
Out of 20 students in class, 2 scored below 80% in the mid- (12/16/2013)
re: types of learning styles.
term exam. Of these two students, each scored at 80% or
Criterion/Target/Threshold: The
higher on the learning styles essay questions. (08/02/2013)
Optional Data Point: 80
student will achieve a minimum of
80% on questions in the midterm
exam related to types of learning
styles.
Schedule/Notes: Use lecture
09/02/2015
Finding Reporting Year: 2013-2014
Goal met: Yes
N=11. 100% of students completed values clarification
exercises at a satisfactory (pass) level (06/20/2014)
Finding Reporting Year: 2013-2014
Goal met: Yes
All students in course comprehensively completed values
clarification exercises (06/14/2014)
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null.courseAction: Continue with
values clarification exercises
(06/14/2014)
Page 116 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
discussion, assigned reading, and
assigned PowerPoint lecture content
on blackboard through week three
to answer the following questions.
1. Give the definition of an
“auditory learner”. (1 point)
2. List 4 examples, or tools, that
auditory learners utilize. (4 points)
3. Give the definition of a “visual
learner”. (1 point)
4. List 4 examples, or tools, that
visual learners utilize. (4 points)
5. Give the definition of a
“kinesthetic learner”. (1 point)
6. List 4 examples, or tools, that
kinesthetic learners utilize. (4points)
High Impact Course Practices 2:
First-year Seminar and Experiences
High Impact Course Practices 1:
First-year Seminar and Experiences
Study Tech./Test Taking - 7. Apply
various note-taking, test preparation,
test-taking, and study techniques to
improve your academic success.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Direct - Exam/Quiz - within the
course - Student will demonstrate
application of various note-taking,
test preparation, test-taking, and
study techniques to improve your
academic success as evident by
passing course final exam at 72% or
higher.
Criterion/Target/Threshold: 80% of
students will pass final exam at 72%
or higher
High Impact Course Practices 2:
First-year Seminar and Experiences
High Impact Course Practices 1:
First-year Seminar and Experiences
Finding Reporting Year: 2013-2014
Goal met: Yes
81.8% of the students achieved a 72% or higher on the final
exam. Two students achieved 70% (06/21/2014)
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Course Student Learning
Outcome
Assessment Methods
Finding
Clinical Permit - 8. Provide proof of
the School of Nursing clinical permit
requirements
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Homework, Writing
Assignment - In preparation for
service learning, community based
learning, the students must provide
the School of Nursing: history of
immunizations; proof of Hepitis B
series; 2-step TB testing results;
proof of CPR certification; read and
sign 4 School of Nursing policies;
provide proof being free of criminal
activity via FBI fingerprinting results;
and have obtained a physical exam
with N-95 mask fitting completed.
Criterion/Target/Threshold: 100%
of students submit completed
clinical permit via course tool book
High Impact Course Practices 2:
First-year Seminar and Experiences
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
PN Clinical Permit updated June
2013.doc
PNUR 101 Student instructions for
clinical permit S14 update.doc
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students submitted completed clinical permits
(06/20/2014)
History of Nursing - 10. Discuss the
history of practical nursing and
nursing in general.
Course Outcome Status: Active
Start Date: 06/20/2014
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Exam/Quiz - within the
Finding Reporting Year: 2013-2014
course - Final exam test questions on Goal met: Yes
Criterion met. (06/20/2014)
history of nursing
Criterion/Target/Threshold: 80% of
the students will achieve 72% or
higher on 5 test questions on the
history of nursing.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
First-year Seminar and Experiences
Action to be Taken
null.courseAction: 2 new videos
purchased by the School of
Nursing to enhance learning
(06/20/2014)
Code of Ethics - 13. Be
09/02/2015
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Page 118 of 140
Course Student Learning
Outcome
knowledgeable of the nursing code of
ethics.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Assessment Methods
Finding
Direct - Group project, collaborative
learning - 1%/10% online
assignment
Criterion/Target/Threshold: 100%
of students participate in group
activity describe below, then present
to their finding (with an example) to
their peers on the assigned code of
ethic(s).
Schedule/Notes: 1. In class,
student's compare and contrast the
ANA's code of ethics and the
NAPNES code of ethics for practical
nurses, then give an example of the
application of the code in practice.
This exercise is in preparation for
graded group discussion on
blackboard which requires the
student to link the concepts found in
the code of ethics, the patient bill of
rights and the ANA's position
statement on the use of social
media, including legal implications.
Finding Reporting Year: 2013-2014
Goal met: Yes
N=11. 100% of the students participated in the group
activity at a satisfactory level. (06/20/2014)
Action to be Taken
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of N=21 participated in the group activity
(08/10/2013)
Description of Assessment Method
(optional): Student's divided into
groups to review and interpret the 2
code of ethics assigned to the group
and then devise an example of each
code.
The group also compared and
contrast the assigned ANA Code of
Ethics to the NAPNES Code of Ethics
for LPNs.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
First-year Seminar and Experiences
09/02/2015
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PNUR102:Drugs and Dosages
Course Student Learning
Outcome
"Rights of Medication Administration
- The learner will be able to identify
and demonstrate the 7 rights of
medication administration.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20142015
Start Date: 08/26/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Action to be Taken
Direct - Laboratory, Clinical,
Skill/Competency Assessments - The
students will demonstrate
appropriate use the the 7 rights for
medication administration for oral
and parenteral administration during
their lab skill check off procedures.
Criterion/Target/Threshold: 100%
of students will proficiently verbalize
and demonstrate the appropriate
use of the 7 rights of medication
administration during their
laboratory skill check off procedures
on a satisfactory basis.
Schedule/Notes: All students
demonstrated proficiency while
using the 7 rights during their Fall
2013 check-off on a satisfactory
basis at 100%.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Related Documents:
PN 102 Skill Check off Summary
Form.doc
Direct - Laboratory, Clinical,
Skill/Competency Assessments Students demonstrate medication
administration proficiency in the lab
setting using skill check off lists.
Criterion/Target/Threshold: All
students have three attempts at
each of the 7 tested skills. They
must pass all skill checks in order to
proceed in the program
Schedule/Notes: 90% of students
Finding Reporting Year: 2013-2014
Goal met: Yes
88% of students passed skills check offs on the first attempt.
All passed after remediation and a 2nd attempt.
(01/18/2014)
null.courseAction: Students will
be required to show evidence of
skill checking each other prior to
coming into the actual skill check
testing. (05/13/2015)
Finding Reporting Year: 2011-2012
Goal met: Yes
90% of students passed skills check offs on the first attempt.
All passed after remediation and a 2nd attempt.
(09/28/2012)
null.courseAction: Students are
now required to perform 2 mock
skill checks in front of their peers,
prior to the formal skill check with
the instructor. (09/28/2012)
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
passed skills checks on the first
attempt.
100% of students passed skills
checks on the 2nd attempt.
Recommend student peer check
prior to actual testing out of the skill.
High Impact Course Practices 1: Not
applicable to this outcome
Calculate medication dosages Performs conversions from one
system to another to correctly
calculate medication dosages.
Course Outcome Status: Active
Start Date: 08/26/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Exam/Quiz - within the
course - All learners passed the
Dosage Final Exam with 80% or
better on their first exam attempt.
Medication side effects - The student
will identify common side effects and
nursing implication for common
medications.
Course Outcome Status: Active
Start Date: 08/31/2011
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Documentation - The student will
correctly document administration of
medications.
Course Outcome Status: Active
09/02/2015
Finding Reporting Year: 2013-2014
Goal met: Yes
All learner achieved an 80% or higher on the final
medication dosage exam (01/18/2014)
Finding Reporting Year: 2012-2013
Goal met: Continuing or Ongoing Assessment Activity Action Plan recommended
All learners passed the Dosage Final Exam with 80% or
higher. Two learners obtained 72% or less on the first
dosage quiz, but all passed the second dosage quiz with
72% or higher. (01/07/2013)
null.courseAction: Entry into
program now requires MATH 086,
instead of 083. (01/07/2013)
Direct - Homework, Writing
Assignment - Students are assigned
a list of medications each week.
They are to complete a medication
sheet on each medication.
Criterion/Target/Threshold:
Students will complete a medication
sheet for each medication assigned.
Schedule/Notes: All students
completed a medication sheet for
each medication assigned.
Finding Reporting Year: 2012-2013
Goal met: Continuing or Ongoing Assessment Activity Action Plan recommended
The medication sheet was changed to a medication "card"
measuring 4 x 6 inches. All students completed these
medication cards satisfactorily. (01/07/2013)
null.courseAction: Begin to
monitor test questions directly
related to side effects of
medications. (01/07/2013)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Documentation of medication
administration is part of the skill
Finding Reporting Year: 2013-2014
Goal met: Yes
Documentation is included as part of the medication skill
check off for oral, IM, and reconstitution of powdered
Criterion/Target/Threshold: 100%
of students achieved an 80% pass
rate or higher on their final
medication dosage exam with their
first attempt.
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
First-year Seminar and Experiences
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Page 121 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
check off for each skill tested.
Criterion/Target/Threshold: All
students must correctly document
medication administration during
their skill check off.
Schedule/Notes: All students were
able to document their medication
administration in the lab setting with
coaching.
medications, administering insulin and heparin skill
demonstrations. After all skills demonstrated, 100% of the
students, the correctly documented their medication
administration. This goal will be continue to monitored in
PNUR 201 with live patient scenarios. (01/18/2014)
Commitment to life-long learning The student will recognize that the
skills, competencies, and values for a
successful lifetime of practical nursing
practice require a continuing
commitment to learn.
Course Outcome Status: Active
Start Date: 08/26/2013
Course Goal Differentiation: HighLevel (Creating/Evaluating)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Safety: Students will successfully
demonstrate appropriate
medications procedures for
laboratory skill check offs for oral
and parenteral medications on a
satisfactory basis.
Criterion/Target/Threshold: 100%
of students will successfully their
skill check offs on a satisfactory
basis.
Schedule/Notes: All PN students
successfully passed their Fall, 2013
PNUR 102 skill check off procedures
on a satisfactory basis.
High Impact Course Practices 2:
Common Intellectual Experiences
High Impact Course Practices 1:
First-year Seminar and Experiences
Finding Reporting Year: 2012-2013
Goal met: Yes
Students viewed video on medication error, then wrote a
100 word paragraph on how that video made them feel,
what actions can be taken to prevent medication errors and
how they plan to incorporate those actions into their own
patient care. All students completed this assignment
satisfactorily. (01/07/2013)
basic medication knowledge - The
student will apply basic knowlege of
medications to various patient
conditions.
Course Outcome Status: Active
Course Goal Differentiation: Mid-
Direct - Exam/Quiz - within the
course - Written tests x 3, midterm
and final exam administered to all
students in the class.
Criterion/Target/Threshold: 72% or
higher cumulative average of the
Finding Reporting Year: 2012-2013
Goal met: Yes
Total students = 25
Quiz 1 - 19 people scored above 70. Quiz 2 - 16 people
scored above 70. Quiz three 20 people scored above 70.
Mid-term - (05/14/2013)
Start Date: 08/31/2011
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Action to be Taken
Finding Reporting Year: 2012-2013
Goal met: Continuing or Ongoing Assessment Activity Action Plan recommended
Documentation is included as part of the skill check off for
each skill. All students correctly documented their
medication during the skill check off with coaching.
Continue to monitor. (09/28/2012)
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Course Student Learning
Outcome
Level (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Action to be Taken
tests, midterm and final exam.
Schedule/Notes: For Fall 2011, the
three tests were studied: Test #1, 19
of 25 students scored 70% or higher.
Test #2, 16 of 25 students scored
70% or higher. Test #3, 20 of 25
students scored 70% or higher.
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PNUR104:Introduction to Practical Nursing II
Course Student Learning
Outcome
Assessment Methods
Finding
Culture, Religion, Values - 3. Develop
an awareness and sensitivity of
different cultural and religious beliefs
and values.
Course Outcome Status: Active
Start Date: 08/26/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Presentation, Performance The student will develop a poster,
power point and 1 page paper on a
chosen religious, spiritual or culture
subject using an evidence based
research article to present to the
PNUR104 class.
Finding Reporting Year: 2013-2014
Goal met: Yes
80% of the students achieved 25 points or greater as 15% of
the course grade. (06/30/2014)
Action to be Taken
Criterion/Target/Threshold: The
student will attain up to 30 points to
be applied to the grading rubric for
15% of the course grade.
High Impact Course Practices 2:
Collaborative Assignments, Projects
High Impact Course Practices 1:
First-year Seminar and Experiences
Related Documents:
PUR104 F13 Student Grade for
PresentationPoster&Paper.doc
Levels of Nursing Care - 5. Discuss
holistic health care, health
promotion, health restoration, and
rehabilitation.
Course Outcome Status: Active
Start Date: 08/26/2013
Course Goal Differentiation: HighLevel (Creating/Evaluating)
09/02/2015
Direct - Presentation, Performance Students developed and presented a
report on their chosen
complementary alternative medicine
to achieve a satisfactory or
unsatisfactory for the grade.
Criterion/Target/Threshold: 100%
of the students will achieve a
satisfactory for this classwork.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Collaborative Assignments, Projects
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of the students achieved a grade of satisfactory for
this classroom presentation. (06/30/2014)
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PNUR107:Understanding Clinical Nutrition Lab for Practical Nurses
Course Student Learning
Outcome
Assessment Methods
Finding
Nutrition - client support - The
student will show evidence of
competency to provide fluid and
nutrition support to clients under
their care.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20142015
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Presentation, Performance Students created posters that
explained various aspects of a diet, a
specific food, or a cultural aspect of
food. These posters were then
explained in a presentation in the
classroom, as well as a presentation
open to the campus public. Poster
and presentation were scored using
a rubric.
Criterion/Target/Threshold:
Students were required to score 15
of the 20 points available on the
rubric in order to receive a passing
grade on the project.
Schedule/Notes: Students were
given the option of working
independently or with one other
student on this project. Students
were also required to bring in a small
sample of a food as part of the
project.
Finding Reporting Year: 2013-2014
Goal met: Yes
All students participated in the diet poster/powerpoint
presentations. All students acquired the maximum number
of points available on this assignment. (06/19/2014)
Nutrition - knowledge and skills The student will correctly apply
specific knowlege and skills related to
fluid administration at the practical
nursing level.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Written exam for calculation of
intravenous fluids.
Demonstration of skills.
Criterion/Target/Threshold:
Satisfactory demonstration of skills
which included priming IV lines,
discontinuing IV access, and
administration of enteral feeding
solutions.
Schedule/Notes: 7 of 24 students
scored 71% or lower on the IV fluids
calculation test. These students
Finding Reporting Year: 2013-2014
Goal met: Yes
All students demonstrated satisfactory skill check of priming
IV lines, discontinuing IV assess and administration of
enteral feeding solutions. (06/19/2014)
09/02/2015
Action to be Taken
Finding Reporting Year: 2012-2013
Goal met: Yes
All students participated. 2013 - students used power point
instead of posters. This worked made the presentations
more dynamic. (05/14/2013)
Finding Reporting Year: 2012-2013
Goal met: Yes
All participants obtained over 72% overall on the calculation
of IV fluids, with one student who needed remediation. All
students passed demonstration of the skills on first
attempt. (05/14/2013)
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Course Student Learning
Outcome
Assessment Methods
were provided remedial instruction
and subsequently passed the IV
fluids calculation test.
2 students did not pass one skill
check on the first attempt. They
passed on the second attempt.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Direct - Exam/Quiz - within the
course - Written exam of course
content.
Criterion/Target/Threshold: All
students passed the course content
written exams with 72% or higher.
72% or higher on written exams
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
09/02/2015
Finding
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
All students passed the written exams with 72% or higher.
(06/19/2014)
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PNUR113:Fundamentals of Practical Nursing
Course Student Learning
Outcome
Critical Thinking - 1. Use beginning
critical thinking and decision making
skills in performing basic nursing
procedures and implementing plans
of care.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Competent Care - 2. Demonstrate
competent care of the elderly
resident.
Course Outcome Status: Active
Start Date: 09/16/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Assessment Methods
Finding
Direct - Laboratory, Clinical,
Skill/Competency Assessments PNUR 113 Fundamental of Practical
Nursing Clinical Evaluation Tool.
Criterion/Target/Threshold: 80% of
students will achieve satisfactory
performance on care plans, pre and
post clinical discussion and clinical
resident care provided as evident by
passing satisfactorily the PNUR 113
Fundamental of Practical Nursing
Clinical Tool.
High Impact Course Practices 2:
Internships
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
PNUR 113 Clinical Evaluation Tool
Fall 2013.pdf
Finding Reporting Year: 2013-2014
Goal met: Yes
Fall 2013: 88% of the class (15/17) passed the clinical
evaluation tool with a satisfactory. One of the two that did
not, changed major during the middle of the semester and
did not continue with the clinical portion of the course.
(12/13/2013)
Related Documents:
PNUR 113 Clinical Evaluation Tool Fall 2013.pdf
Direct - Laboratory, Clinical,
Skill/Competency Assessments PNUR 113 Fundamental of Practical
Nursing Clinical Evaluation Tool.
Criterion/Target/Threshold: 80% of
student satisfactorily passes all
clinical objectives on PNUR 113
Fundamental of Practical Nursing
Clinical Evaluation Tool.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2013-2014
Goal met: Yes
Fall 2013: 88% of the class (15/17) passed the clinical
evaluation tool with a satisfactory. One of the two that did
not, changed major during the middle of the semester and
did not continue with the clinical portion of the course.
(12/20/2013)
Related Documents:
PNUR 113 Clinical Evaluation Tool Fall 2013.pdf
Action to be Taken
Finding Reporting Year: 2012-2013
Goal met: Yes
N= 8 100% of students enrolled in the course at the end of
the semester passed the clinical evaluation at the
satisfactory level in the long term care setting. (12/20/2012)
Finding Reporting Year: 2012-2013
Goal met: Yes
N= 8 100% of students enrolled in the course at the end of
the semester passed the clinical evaluation at the
satisfactory level in the long term care setting. (12/19/2012)
Promote Holistic Health - 3. Promote
09/02/2015
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Page 127 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
the holistic health of the elderly in the
clinical setting.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Experiential , including
Service Learning Experience
Evaluation - Satisfactorily provides
basic safe holistic care for elderly
residents of a nursing home
Criterion/Target/Threshold: 80% of
students will achieve satisfactory
performance on weekly worksheets
and care plans, pre and post clinical
discussion and the clinical resident
care provided as evident by passing
satisfactorily the PNUR Fundamental
of Practical Nursing Clinical Tool.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2013-2014
Goal met: Yes
88.24% of the students in the course at the end of the
semester achieved satisfactory performance on weekly
worksheets and care plans, pre and post clinical discussion
and the clinical care provided for the elderly in the long
term care setting and in simulation as evident by
satisfactorily passing the Fundamental of Practical Nursing
Clinical Evaluation Tool. (06/20/2014)
Related Documents:
PNUR 113 Clinical Evaluation Tool Fall 2013.pdf
Nursing Process - 5. Demonstrate
application of the nursing process in
providing holistic practical nursing
care with elderly populations.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Experiential , including
Service Learning Experience
Evaluation - Students will
satisfactorily demonstrate use of the
nursing process in the provision of
safe, basic nursing care of the elderly
resident as evident by meeting all
objectives on the PNUR 113
Fundamental of Practical Nursing
Clinical Evaluation Tool.
Criterion/Target/Threshold: 80% of
the student's enrolled in PNUR 113
by the end of the semester will pass
the clinical evaluation tool at a
satisfactory level.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2013-2014
Goal met: Yes
N= 17 88.25% of students enrolled in the course passed the
clinical evaluation demonstrating application of the nursing
process in providing holistic practical nursing care with
elderly populations at the satisfactory level. (06/20/2014)
Related Documents:
PNUR 113 Clinical Evaluation Tool Fall 2013.pdf
09/02/2015
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Action to be Taken
Page 128 of 140
Course Student Learning
Outcome
Assessment Methods
Finding
Values/Attitudes in Development of
Caring - 6. Identify personal values
and attitudes that contribute to
development of professional caring.
Course Outcome Status: Active
Start Date: 09/16/2013
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Laboratory, Clinical,
Skill/Competency Assessments Models professionalism and
inherent values of altruism,
autonomy, human dignity, integrity,
and social justice as evidenced by
progressively integrating critical
thinking and decision making skills in
order to practice nursing safely and
with minimal direction for one
resident of a Long Term Care agency
and demonstrates competent basic
nursing care, including caring
behaviors by respecting the legal,
ethical and moral rights and values
of others.
Criterion/Target/Threshold: 80% of
students will achieve satisfactory
performance on weekly worksheets
and care plans, pre and post clinical
discussion and clinical resident care
provided as evident by passing
satisfactorily the PNUR Fundamental
of Practical Nursing Clinical Tool.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
PNUR 113 Clinical Evaluation Tool
Fall 2013.pdf
Finding Reporting Year: 2013-2014
Goal met: Yes
88% of students received achieved a clinical evaluation at
the satisfactory level on the final clinical evaluation for this
course (01/19/2014)
Related Documents:
PNUR 113 Clinical Evaluation Tool Fall 2013.pdf
Safe, Ethical, Moral, and Legal Client
Care - 7. Demonstrate safe, ethical,
moral, and legal client care at a
beginning practical nursing level
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Experiential , including
Service Learning Experience
Evaluation - Satisfactorily pass
clinical evaluation in long term care
setting
Criterion/Target/Threshold: 80%
pass clinical evaluation satisfactorily
Finding Reporting Year: 2013-2014
Goal met: Yes
N= 17 88.25% of student's enrolled in the course passed
the clinical evaluation at the satisfactory level in the long
term care setting. (06/20/2014)
Related Documents:
PNUR 113 Clinical Evaluation Tool Fall 2013.pdf
09/02/2015
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Action to be Taken
Page 129 of 140
Course Student Learning
Outcome
Assume Accountability - 10. Begin to
assume accountability and
responsibility in practical nursing
roles.
Course Outcome Status: Active
Start Date: 09/16/2013
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
High Impact Course Practices 2:
Internships
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
PNUR 113 Clinical Evaluation Tool
Fall 2013.pdf
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of the 8 students enrolled at the end of the semester
passed clinical evaluation satisfactorily in the Long Term
Care setting. (12/20/2012)
Description of Assessment Method
(optional): One student dropped
out of the course reducing the N to 8
Direct - Laboratory, Clinical,
Skill/Competency Assessments Students will satisfactorily
demonstrate accountability and
responsibility for the provision of
safe, basic nursing care of the elderly
resident as evident by meeting all
objectives on the PNUR 113
Fundamental of Practical Nursing
Clinical Evaluation Tool.
Criterion/Target/Threshold: 80% of
students will achieve satisfactory
performance on accountability and
responsibility for practical nursing
care provided in the Long Term Care
setting as evident by passing
satisfactorily the PNUR Fundamental
of Practical Nursing Clinical
Evaluation Tool.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
PNUR 113 Clinical Evaluation Tool
Fall 2013.pdf
Finding Reporting Year: 2013-2014
Goal met: Yes
N= 17 88.25% of students enrolled in the course at the end
of the semester, satisfactorily passed the clinical evaluation
tool section on demonstrating accountability and
responsibility in practical nursing roles in the care of elderly
residents in a long term care setting. (06/20/2014)
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
N= 17 88.25% of student's enrolled in the course passed the
clinical evaluation at the satisfactory level in the long term
care setting. (06/20/2014)
Related Documents:
PNUR 113 Clinical Evaluation Tool Fall 2013.pdf
Finding Reporting Year: 2012-2013
Goal met: Yes
100% of the class (8/8) passed the clinical evaluation tool at
a satisfactory level in the long term care setting.
(01/19/2013)
Description of Assessment Method
(optional): Note: one student
dropped out of the program and
changed major mid semester and did
not continue with the clinical portion
of the course.
Related Documents:
PNUR 113 Clinical Evaluation Tool Fall 2013.pdf
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PNUR201:Medical Surgical Practical Nursing
Course Student Learning
Outcome
Use Nursing Process - 1.
Use the
nursing process to care for adults
with well-defined nursing problems
Course Outcome Status: Active
Start Date: 01/13/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Assessment Methods
Finding
Direct - Homework, Writing
Assignment - Careplans: students
must complete two (2)
Comprehensive Assessment and
Care Plan assignments during the
semester
Criterion/Target/Threshold: Grading
Rubric minimum of 72% or required
to re-write.
80% of the student's will achieve a
grade of 72% or higher on the
Surgical Assessment and Care Plan
80% of the student's will achieve a
grade of 72% or higher on the
Medical Assessment and Care Plan
High Impact Course Practices 2:
Service Learning, Community-based
learning
High Impact Course Practices 1:
Writing-Intensive Course(s)
Related Documents:
Comprehensive Assessment & Care
Plan Form S14 LMK.doc
Comprehensive Assessment & Care
Plan Instructions and Rubric S14
LMK.docx
Direct - Experiential , including
Service Learning Experience
Evaluation - Satisfactorily passes all
clinical objectives on PNUR 201
Clinical Evaluation Tool addressing
use of the nursing process in the
care of adults on medical surgical
unit.
Criterion/Target/Threshold: 85% of
the student enrolled at the end of
the semester will satisfactorily
Finding Reporting Year: 2014-2015
Goal met: Yes
Surgical Care Plan: 84.6% obtained a 72% or higher
Medical Care Plan: 92.3% obtained a 72% or higher
(06/21/2014)
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of the student enrolled at the end of the semester will
satisfactorily passes all clinical objectives on PNUR 201
Clinical Evaluation Tool addressing the use of the nursing
process in the care of adults on medical surgical unit.
(06/21/2014)
Description of Assessment Method
(optional): Two students withdrew
from the course before the end of
the semester
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
passes all clinical objectives on PNUR
201 Clinical Evaluation Tool
addressing the use of the nursing
process in the care of adults on
medical surgical unit.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Service Learning, Community-based
learning
Safe Care - 2. Demonstrate safe
effective care of adults with welldefined health problems.
Course Outcome Status: Active
Start Date: 01/13/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Experiential , including
Service Learning Experience
Evaluation - Satisfactorily passes all
clinical objectives on PNUR 201
Clinical Evaluation Tool addressing
safe effective care of adults on
medical surgical unit.
Criterion/Target/Threshold: 85% of
the student enrolled at the end of
the semester will satisfactorily
passes all clinical objectives on
PNUR 201 Clinical Evaluation Tool
addressing safe effective care of
adults on medical surgical unit with
well-defined health problems.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
2013-2014 Clinical Evaluation Tool
for PNUR 201.doc
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of the student enrolled at the end of the semester will
satisfactorily passes all clinical objectives on PNUR 201
Clinical Evaluation Tool addressing safe effective care of
adults on medical surgical unit with well-defined health
problems. (06/21/2014)
Communication Skills - 3. Use
therapeutic communication skills in
caring for adults.
Course Outcome Status: Active
Course Goal Differentiation: Mid-
Direct - Experiential , including
Service Learning Experience
Evaluation - Satisfactorily passes all
clinical objectives on PNUR 201
Clinical Evaluation Tool addressing
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of the student enrolled at the end of the semester will
satisfactorily passes all clinical objectives on PNUR 201
Clinical Evaluation Tool addressing communication skills in
09/02/2015
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Course Student Learning
Outcome
Assessment Methods
Finding
Level (Analyzing/Applying)
communication skills in the care of
the care of adults on medical surgical unit.
adults on medical surgical unit.
(06/21/2014)
Criterion/Target/Threshold: 85% of
the student enrolled at the end of
the semester will satisfactorily
passes all clinical objectives on PNUR
201 Clinical Evaluation Tool
addressing communication skills in
the care of adults on medical surgical
unit.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
2013-2014 Clinical Evaluation Tool
for PNUR 201.doc
Time Management in Providing Care
- 4. Develop organizational skills,
flexibility and prioritization in
providing nursing care.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Experiential , including
Service Learning Experience
Evaluation - Satisfactorily passes all
clinical objectives on PNUR 201
Clinical Evaluation Tool addressing
organizational skills, flexibility and
prioritization in providing nursing
care in the adult patient(s) on
medical surgical unit.
Criterion/Target/Threshold: 85% of
the student enrolled at the end of
the semester will satisfactorily
passes all clinical objectives on PNUR
201 Clinical Evaluation Tool
addressing organizational skills,
flexibility and prioritization in
providing nursing care in the adult
patient(s) on medical surgical unit.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
09/02/2015
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of the student enrolled at the end of the semester will
satisfactorily passes all clinical objectives on PNUR 201
Clinical Evaluation Tool addressing organizational skills,
flexibility and prioritization in providing nursing care in the
adult patient(s) on medical surgical unit. (06/21/2014)
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
Service Learning, Community-based
learning
Related Documents:
2013-2014 Clinical Evaluation Tool
for PNUR 201.doc
Member of Team - 5. Begins work as
a member of the health care team to
optimize patient care.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Experiential , including
Service Learning Experience
Evaluation - Satisfactorily passes all
clinical objectives on PNUR 201
Clinical Evaluation Tool addressing
student's collaboration with member
of the health care team to optimize
patient care adults on medical
surgical unit.
Criterion/Target/Threshold: 85% of
the student enrolled at the end of
the semester will satisfactorily
passes all clinical objectives on PNUR
201 Clinical Evaluation Tool
addressing student's collaboration
with member of the health care
team to optimize patient care adults
on medical surgical unit.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
2013-2014 Clinical Evaluation Tool
for PNUR 201.doc
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of the student enrolled at the end of the semester will
satisfactorily passes all clinical objectives on PNUR 201
Clinical Evaluation Tool addressing student's collaboration
with member of the health care team to optimize patient
care adults on medical surgical unit. (06/21/2014)
Scope of Practice - 6. Provide care
within the legal scope of practical
nursing.
Course Outcome Status: Active
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Experiential , including
Service Learning Experience
Evaluation - Satisfactorily passes all
clinical objectives on PNUR 201
Clinical Evaluation Tool assessing the
student's provision of care within
the legal scope of practice for a
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of the student enrolled at the end of the semester will
satisfactorily passes all clinical objectives on PNUR 201
Clinical Evaluation Tool addressing the student's provision
of care within the legal scope of practice for a practical
nursing when providing care for adults on medical surgical
09/02/2015
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Course Student Learning
Outcome
Assessment Methods
Finding
Action to be Taken
practical nursing when providing
unit. (06/21/2014)
care for adults on medical surgical
unit.
Criterion/Target/Threshold: 85% of
the student enrolled at the end of
the semester will satisfactorily
passes all clinical objectives on PNUR
201 Clinical Evaluation Tool
addressing the student's provision of
care within the legal scope of
practice for a practical nursing when
providing care for adults on medical
surgical unit.
High Impact Course Practices 2:
Learning Communities
High Impact Course Practices 1:
Service Learning, Community-based
learning
Related Documents:
2013-2014 Clinical Evaluation Tool
for PNUR 201.doc
09/02/2015
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PNUR202:Legal/Ethical Issues in Practical Nursing
Course Student Learning
Outcome
Assessment Methods
Finding
Scope of Practice - 1. The student will
describe the scope of practice for a
licensed practical nurse.
Course Outcome Status: Active
Start Date: 06/18/2012
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Direct - Homework, Writing
Assignment - Participation in class
room discussion of scope of practice
issues, laws relating to practical
nurse scope of practice, professional
organization impact on scope of
practice.
Criterion/Target/Threshold:
Students are expected to participate.
Finding Reporting Year: 2011-2012
Goal met: Continuing or Ongoing Assessment Activity Action Plan recommended
All students attended the presentation by the guest speaker
from the Michigan LPN Association. Scope of practice was
reviewed, as well as the State of Michigan Public Health Law
section on Practical Nursing. (09/28/2012)
Laws that Impact License - 2. Identify
various laws that impact licensed
practical nursing practice.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
All students completed the "Ladies
and Gentlemen of the Jury"
education article and answered the
questions at the end.
Criterion/Target/Threshold: 80% or
higher on the self study questions at
the end of the article.
Finding Reporting Year: 2011-2012
Goal met: Yes
All students obtained at least 80% on this self-study
module. 2013 - All students obtained at least 80% again this
year. (09/28/2012)
Ethical Issues - 3. Discuss current
ethical issues that impact nursing
care.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Homework, Writing
Assignment - Learners explored
ethical topic of their choice in a term
paper using three credible
references. All students participated
in this project.
Criterion/Target/Threshold: All
students participate.
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2012-2013
Goal met: Yes
A grade rubric was used to score the papers. Several
students scored poorly on this project, three students
scored less than half of the available points. Suggest next
semester, the project be assigned to two people or perhaps
presented as a poster project. 2013 - Students were
assigned in pairs to turn in separate discussion papers on
pro or con of a particular issue. All scored at least 15 of the
20 points available for this paper. (09/28/2012)
Description of Assessment Method
(optional): grade rubric.
Values/Accountability - 4. Assimilate
the personal values of honesty,
integrity and accountability for
practice within the practical nursing
environments.
Course Outcome Status: Active
Direct - Group project, collaborative Finding Reporting Year: 2011-2012
Goal met: Yes
learning - Students participated in
All students participated. (09/28/2012)
role play activities that challenged
their nursing actions in difficult
situations. They then used different
charting formats to document the
09/02/2015
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Action to be Taken
Page 136 of 140
Course Student Learning
Outcome
Assessment Methods
Course Goal Differentiation: MidLevel (Analyzing/Applying)
care they provided.
Criterion/Target/Threshold: All
students participate.
High Impact Course Practices 1: Not
applicable to this outcome
Life Long Learning - 5. Recognize the
need for professional growth and life
long learning.
Course Outcome Status: Active
Course Goal Differentiation: LowLevel (Understanding/Remembering)
Direct - Homework, Writing
Assignment - Students complete a
homework assignment designed to
promote self-study of these topis.
Criterion/Target/Threshold: All
students participate.
Role Transition - 6. Explore transition Direct - Group project, collaborative
from student nurse role to licensed
learning - Each student submitted
practical nursing practice.
their resume for review. Each
student participated in role play
activities that simulated interview
Course Outcome Status: Active
situations, and arrived to class on a
designated day dressed as they
Course Goal Differentiation: LowLevel (Understanding/Remembering) would for an interview.
Criterion/Target/Threshold: All
students submit a resume.
All students arrive dressed for an
interview.
09/02/2015
Finding
Action to be Taken
Finding Reporting Year: 2011-2012
Goal met: Inconclusive - Must address through Action Plan
Students answered questions in class related to Michigan
LPN Association and National Association of PN Education
Services regarding professional growth and how to obtain
continuing education credits for re-licensing. (09/28/2012)
Finding Reporting Year: 2011-2012
Goal met: Inconclusive - Must address through Action Plan
All students submitted a resume and revised it to reflect the
suggestions presented in the classroom lecture.
Five of the 21 students did not arrive dressed for an
interview. Their reasons for not participating varied.
(09/28/2012)
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PNUR205:Maternal/Child Practical Nursing
Course Student Learning
Outcome
Assessment Methods
Apply and assist - 3. Assist with
Other Findings
nursing interventions used during
labor to increase clients’ comfort and
ability to cope.
Course Outcome Status: Active
Start Date: 05/19/2014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
09/02/2015
Finding
Action to be Taken
Finding Reporting Year: 2013-2014
Goal met: Yes
All students will participate in the SIM experience working
as a team to apply the learned nursing interventions
applicable to the experience content to achieve a
satisfactory grade. (07/01/2014)
Description of Assessment Method
(optional): Observation of group
dynamics involved in the assessment
process.
Action to be Taken: Observation
of group participation in the
assessment of the maternal/child
experience in the SIM area.
(07/01/2014)
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Follow-Up: All students achieved
a satisfactory on the SIM
experiences. Will continue to
monitor when involved in the out
patient clinic sites at CCHD, EHS
and SWH. (07/01/2014)
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PNUR206:Ambulatory Care Practical Nursing
Course Student Learning
Outcome
Assessment Methods
Finding
Standards of Practice - 1. Discuss
how the practical nursing standards
of practice are appropriately applied
in the ambulatory setting.
Direct - Laboratory, Clinical,
Skill/Competency Assessments Completion of clinical objectives
work sheets.
Course Goal Differentiation: LowHigh Impact Course Practices 2: Not
Level (Understanding/Remembering) applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2013-2014
Goal met: Yes
All students completed the clinical objectives work sheets
satisfactorily. (07/31/2014)
Related Documents:
PNUR 206 Office Clinical Objectives.doc
Practice Environments - 2. List the
practice environments of practical
nurses in community based settings
across the lifespan.
Direct - Laboratory, Clinical,
Skill/Competency Assessments Students are assigned to various
clinical agencies in the community.
They have to report on their
Course Goal Differentiation: LowLevel (Understanding/Remembering) activities at each agency.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1:
Service Learning, Community-based
learning
Finding Reporting Year: 2013-2014
Goal met: Yes
100% of students were able to report on their experiences
at various community agencies. (07/31/2014)
Related Documents:
Cardiac Clinical Objectives.doc
Communication - 3. Communicate
effectively with clients and health
team members to assist in assessing
client needs with respect for physical,
psychological, sociocultural, and
spiritual dimensions.
Course Outcome Status: Active
Opt. Assess Yr. or GenEd Flag: 20132014
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Finding Reporting Year: 2013-2014
Goal met: No
Students report to health care team members using SBAR
format. Students had to be reminded and prompted to use
this format. (07/31/2014)
Course Instructional Modality: Main
Campus Face-to-Face
Related Documents:
SBAR for Calling Physician.pdf
Client needs and care - 4.
09/02/2015
Direct - Presentation, Performance Students participate in 4 Simulation
Center scenarios to demonstrate
effective communication. They
critique each other and are also
given feedback by the instructor on
the effectiveness of their
communication during these
interactions.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Action to be Taken
null.courseAction: Students will
be provided with the SBAR for
calling a physician form to review
prior to and to use during the
simulations. (05/13/2015)
Assist in
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Page 139 of 140
Course Student Learning
Outcome
planning client care, identifying client
needs and nursing measures
necessary to promote, maintain or
restore a state of health.
Course Goal Differentiation: MidLevel (Analyzing/Applying)
Office support - 8. Demonstrate
ability to provide effective office
support in health care environments
while utilizing communication skills,
organizational abilities, and
informatics.
Course Goal Differentiation: HighLevel (Creating/Evaluating)
09/02/2015
Assessment Methods
Finding
Direct - Presentation, Performance Simulation scenarios with discussion
and feed back from fellow students
and instructor.
High Impact Course Practices 2: Not
applicable to this outcome
High Impact Course Practices 1: Not
applicable to this outcome
Finding Reporting Year: 2013-2014
Goal met: Yes
In particular, students are presented with a simulation
scenario where they have to assess a patient in the office
who is a domestic violence victim. All students followed
proper procedure for reporting domestic violence.
(07/31/2014)
Other Findings
Finding Reporting Year: 2013-2014
Goal met: Yes
Students are assigned clinical experiences in various office
settings where the function under the direct supervision of
the office staff. Students are required to turn in an
evaluation of their performance as proctored by an office
staff member. 100% of students turned in the evaluations.
No deficiencies were noted. (05/13/2015)
Related Documents:
PN Student Observation Preceptor Eval form-1.doc
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Action to be Taken
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