Assessment Details
Academic Year: 2020-2021 Level: Undergraduate
Campus Department: Connell School of Nursing [UG and Grad]
Program Type: Major [UG] / Program [Grad]
Program Name: Nursing BS (Link)
Description of Data Collection:
NCLEX: The nursing licensure exam (NCLEX-RN®) is an important measure of our undergraduate program effectiveness. We receive detailed reports each year about our students’ achievement, including areas of strength and weakness in numerous categories. These data are reviewed by the Associate Dean and the Baccalaureate Program Committee and are used to inform decisions about curriculum change.
EBI Assessment: A nursing education exit assessment survey prepared by Educational Benchmarking, Inc. is administered to graduating seniors. General areas evaluated are: overall program effectiveness, role development, core knowledge, core competencies, technical skills, professional values, classmates, facilities & administration, course lecture and interaction, work and class size, and quality of nursing instruction. Results are compared with 6 “benchmark” schools as well as the overall pool. Since May 2011, we specifically asked graduates to evaluate how well each of the Baccalaureate Program Outcomes were met. The results are presented to faculty at Program Evaluation Day each May, and areas of concern are forwarded to the appropriate committee or department.
HESI Evolve Reach® RN Exit Assessment Test: This is a standardized exam that simulates the RN licensure exam (NCLEX-RN). It is administered to seniors to evaluate their preparation for the licensure exam. The student receives detailed feedback from the test company and reviews the results with his or her academic advisor. Students who are identified to be at risk are targeted for remediation programs. Students pay a fee for this exam.
Senior Exit Interview: Each May, members of the CSON undergraduate graduating class attend a group exit interview conducted by the Associate Dean for the undergraduate program. Topics include satisfaction with the curriculum, instruction, student life, et al. We collect information about job placement at this interview. Concerns are recorded and shared with CSON faculty at the annual Program Evaluation meeting, where curricular changes are suggested and forwarded to the Baccalaureate Program committee and/or the Educational Policy Committee.
Employer and alumni surveys: We administer surveys to our alums ever few years to determine satisfaction with the program, job placement, etc.
Review Process:
See above
Resulting Program Changes:
Some examples of recent program changes (largely 2018-2020) that were implemented as a result of student feedback and test scores include:
• The addition of high-fidelity simulation to most clinical nursing courses
• The addition of a required freshman professional development seminar
• The development of a new course called “Principles of Evidence-based Nursing”
• The addition of an annual career fair in conjunction with the BC Career center
• The addition of additional opportunities to participate in global initiatives (service trip to Haiti, Jamaica, Dominican Republic, Chile, Guatemala, Nicaragua, community health nursing in Ecuador, Adult health nursing in Ireland).
• The restructuring of the curriculum to ensure that every CSON student has Adult Health I clinical in Spring of sophomore year.
• The development of Health Assessment Theory and the revision of the senior year Transitions course (now called Actualizing the Role of the Professional Nurse to stand as university social science core courses. This provides CSON students with additional elective options.
• Development of CSON minors in Hispanic Studies and Psychology and participation in Health and Humanities minor, Public Health for the Common Good minor as well as minors offered by Carroll School of Management and the Lynch School of Education and Human Development.
• The revision of a detailed student advising guide with links to create a “living document”
• Standardization of clinical evaluation procedures within courses and across the curriculum
• Increased efforts to promote diversity and provide leadership opportunities and networking for our minority students.
• The implementation of study halls for first year students and biweekly review sessions for second year students in Pathophysiology and Pharmacology. The development of the Seacole Scholars program for first year students of color and sustained commitment to the Keys to Inclusive Leadership in Nursing (KILN) program for first generation, and or students of color.
• An explicit commitment to combatting structural racism and conducting curricular review and revision to ensure an inclusive, anti-racist nursing education that is in line with the competency-based education set forth in the 2021 Baccalaureate Essentials.
Date of Most Recent Program Review:
Some examples of recent program changes (largely 2018-2020) that were implemented as a result of student feedback and test scores include:
• The addition of high-fidelity simulation to most clinical nursing courses
• The addition of a required freshman professional development seminar
• The development of a new course called “Principles of Evidence-based Nursing”
• The addition of an annual career fair in conjunction with the BC Career center
• The addition of additional opportunities to participate in global initiatives (service trip to Haiti, Jamaica, Dominican Republic, Chile, Guatemala, Nicaragua, community health nursing in Ecuador, Adult health nursing in Ireland).
• The restructuring of the curriculum to ensure that every CSON student has Adult Health I clinical in Spring of sophomore year.
• The development of Health Assessment Theory and the revision of the senior year Transitions course (now called Actualizing the Role of the Professional Nurse to stand as university social science core courses. This provides CSON students with additional elective options.
• Development of CSON minors in Hispanic Studies and Psychology and participation in Health and Humanities minor, Public Health for the Common Good minor as well as minors offered by Carroll School of Management and the Lynch School of Education and Human Development.
• The revision of a detailed student advising guide with links to create a “living document”
• Standardization of clinical evaluation procedures within courses and across the curriculum
• Increased efforts to promote diversity and provide leadership opportunities and networking for our minority students.
• The implementation of study halls for first year students and biweekly review sessions for second year students in Pathophysiology and Pharmacology. The development of the Seacole Scholars program for first year students of color and sustained commitment to the Keys to Inclusive Leadership in Nursing (KILN) program for first generation, and or students of color.
• An explicit commitment to combatting structural racism and conducting curricular review and revision to ensure an inclusive, anti-racist nursing education that is in line with the competency-based education set forth in the 2021 Baccalaureate Essentials.
Attachments (if available)