St. Cloud Technical and Community College
ACEN 2013 Standard 6 Self Study
Fall 2013
STANDARD 6: Outcomes - PN
Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate competencies of the nursing education unit.
6.1: The systematic plan for evaluation of the nursing education unit emphasizes the ongoing assessment and evaluation of each of the following:

Student learning outcomes;

Program outcomes;

Role-specific graduate competencies; and

The ACEN Standards.
The systematic plan of evaluation contains specific, measurable expected levels of achievement; appropriate assessment methods; and a minimum of three (3) years of data for each component
within the plan.
Nursing faculty recognize the value of ongoing systematic evaluation of the nursing program. The
Systematic Evaluation Plan (SEP) serves as a working template which faculty utilizes to measure and evaluate the degree to which student learning outcomes, program outcomes, role-specific graduate competencies, and ACEN standards are achieved. Faculty actively engages in measuring and evaluating student learning outcomes, program outcomes, graduate competencies, and the ACEN standards at designated pre-determined intervals both formally and informally as needed. Standards are tracked in our meeting minutes and follow the monthly review calendar’s schedule. The SEP monthly review calendar was developed and was utilized in 2012 as a means to review and update the SEP yearly. The
Administrative Assistant (OASI) places the scheduled standard on the meeting agenda. The review process and updates will be added to the appropriate section of the SEP by the nursing faculty at the meeting time. The SEP further serves to assure that the curriculum and teaching methods remain high quality, relevant, current, evidence based, and based on clinical standards.
SEP Monthly Review
Calendar
Meeting Minutes
Template
The SEP delineates a very specific path for achievement of student learner outcomes and program outcomes and thus drives everything we do as a program. Program decisions are formulated after thoughtful consideration of findings yielded through the process of systematic program evaluation.

The nursing faculty developed the SEP over several semesters. Prior to the development of the nursing department’s SEP in 2012, evaluation was done informally and poorly documented. Changes to curriculum were often based on informal data collection. Developing the SEP has produced the following outcomes:

A standardized means for evaluating all aspects of the nursing program

An ongoing list of components and frequency of assessment for the coming years
The SEP contains specific and measurable expected levels of achievement (ELA) and assessment methods. As stated earlier, prior to implementing our SEP, evaluation was done informally and was not consistently documented.
In regards to role-specific graduate competencies, the curriculum was originally guided by the
Minnesota Board of Nursing Abilities. As of June 28, 2011, the abilities are no longer required by the
Minnesota Board of Nursing. However, the nursing program has chosen to retain some of the abilities as “Critical Competencies” as they are a part of the conceptual framework. These abilities are integrated throughout the program beginning with the first semester.
The critical competencies although taught throughout the program are specifically measured in the
Skills course, the Pharmacology course, in Clinical Application I and Clinical Application II. The critical competencies must be passed in these courses in order to graduate. The students have two attempts to pass the critical competency. If a student does not pass on the first attempt, he/she can re-do the competency. If a student does not pass the competency on the second attempt, that student fails the course. The table below displays where the critical competencies are specifically measured and the
SLOs that are primarily focused on, which specifically include safety, patient centered care, and nursing judgment. Table 4.1 displays the critical competencies throughout the program.
The Critical Competencies in the PN program include:

Oxygenation

Medication Administration

End of Life (Hospice) care

Two Patient Assignment – Clinical Application II
Table 4.1 SLO, CO,
CC
Critical Competencies
Measurement
The documents below are the measurement tools and rubrics for grading the critical competencies.

Med Admin Med Admin Med Admin Med Admin Med Admin Med Admin for Sim I
End of Life Med Admin Med Admin Med Admin Med Admin Med Admin
Med Admin Med Admin Med Admin Med Admin
Med Admin
Med Admin
Oxygenation Oxygenation Oxygenation 2-pt assignment 2-pt assignment
The ACEN Standards are assessed and evaluated using the SEP. All of the standards are contained within the SEP and are evaluated based on a pre-determined schedule. The SEP contains specific, measurable expected levels of achievement and appropriate assessment methods.
The SEP is placed on the Shared Drive for easier access to all instructors.
6.2: Evaluation findings are aggregated and trended by program options, locations, and date of completion and are sufficient to inform program decision-making for the maintenance and improvement of the student learning outcomes and the program outcomes.
SCTCC collects and evaluates the findings of assessment tools to improve student learner outcomes, program outcomes, and to make program decisions. The program has assessment tools to ascertain the following data: attainment in fall 2013

6 month post-graduation Employer satisfaction, which includes employer evaluation of student’s ability to perform SLOs

6 month post-graduation student satisfaction survey , which includes student selfevaluation of ability to perform SLOs
The evaluation data garnered from these surveys was reviewed according to the SEP which identified areas for improvement. The summary of this data, program changes, and rationale are included on the table.

Student Clinical Site Evaluation

Exit graduate satisfaction survey, which will include student self-evaluation of SLO
Table 6.1: PN Program Outcomes Changes

Item
Skills Course
Admission
Process
NLCEX pass rates,
Program completion
Date
2010
PN minutes:
2/26/2010
2/23/2010
Curriculum minutes:
5/13/2010
PN minutes:
1/19/2010
2010
PN minutes:
6/16/2010
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change Rationale
1. Upon review of the skills schedule, content, and faculty assignments in the
Skills course, it was agreed upon that theory was a part of the Skills course and should be labeled appropriately.
Credit breakdown needs to be modified.
1. Skills course credits revised to one theory credit and two lab credits. It was three lab credits previously.
2. It was also decided to change the numbers of students in the second session of
Skills. Skills course meets two days per week for each student. On the first day, 25 students are in a section and all 50 students were in the section on the second day.
2. The change was made to break up the sections on the second day to having 25 per section thus making two skills sections on the second day.
This year we have made changes to our admission process for the PN Nursing program. Our 2009
NCLEX pass rates were 85.8% which was above the
Implemented the TEAS entrance exam (Test of Essential Academic
Skills) offered through ATI for our spring 2011 applicants. This exam measures entry level academic readiness of nursing program applicants in reading, math, science and English. The result of this exam
This was the entrance exam chosen for the program to assure quality candidates who had the academic ability to complete our nursing program.
Review of the skills schedule, content, and faculty assignments in the Skills course indicated that theory was a part of the Skills course and should be labeled appropriately.
Although more faculty were scheduled in the second session, we realized that is was difficult to monitor and evaluate the learning of
50 students. Students felt that the numbers were too high as well.

Item
MBON Abilities
Critical
Competencies
2011
Date
NCLEX pass rates and program evaluation
2011
PN minutes:
10/11/2010
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change national rate, but below MN rates.
Faculty also reviewed students who did not complete or had to review courses. It was determined that many of them were not prepared for the rigor of a nursing program. along with their rubric score determined the top 50 students accepted into the program.
Increase NCLEX pass rates
Rationale
2009 NCLEX scores were 85.8% but did start to improve in
2010. TEAS entrance exam was implemented in spring 2011, but students and program need more assessment and evaluation of learning.
ATI implemented for Level I students in Fall of 2011.
MBON no longer requiring the State
Board Abilities.
Improve NCLEX pass rates, assess mastery of content, give the students a predictor exam which guides their NCLEX review, and also gives the faculty program evaluation data
Changed the Abilities to “Critical
Competencies.” The competencies that remain a part of our program are oxygenation, medication administration, end of life (hospice) care, and 2-patient assignment.
Faculty felt the Abilities were still substantial to our program and wanted to continue to use them as competencies for

Item Date
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change Rationale
Nursing Dept. minutes:
10/24/11
Curriculum minutes:
11/3/2011
SLOs, program outcomes, and course outcomes
2011
Curriculum minutes:
2/10/2011
5/4/2011
11/3/2011
11/13/2012
Skills Review 2010
PN minutes:
6/16/2010
PT cohort sequence of courses
2011
Curriculum minutes:
5/4/2011
PN minutes:
2/21/2012
The new competencies were revised with new checklists and rubrics. However, the requirement for students to pass every competency to graduate did not change. Critical competencies are evaluated in the Skills course and
Clinical I and Clinical II. The student must pass the critical competency in order to pass the course in which the competency is evaluated. graduation and evaluation of students.
Seeking ACEN accreditation.
Currently ACEN standards, QSEN, and NAPNES are not part of our program and curriculum
Developed and/or revised course outcomes, program outcomes, and
SLOs to align with ACEN standards,
QSEN, and NAPNES
To align with national standards
Student surveys revealed that more skills needed in second semester of program
Skills review added to the
Simulation portion of Clinical
Application II, which is second semester
To improve student confidence and safe, proficient performance of nursing skills in the clinical setting during
Clinical Application II
Student feedback received on sequencing of courses. PT group feedback was for
Skills to occur the semester before clinicals started for retention of skills performance.
Previously, Skills was the first semester.
Scheduled Med-Surg I and
Pharmacology fall semester with
Basic Concepts and Skills spring semester. Clinical I scheduled May and summer terms.
To improve student proficiency, retention, and safe performance of nursing skills in the clinical setting during
Clinical Application I

Item
SLOs, program outcomes, and course outcomes
2012
NLNAC minutes:
4/23/2012,
5/10/2012
PN minutes:
11/5/2012
ATI and PrepU 2011 and
2012
Curriculum minutes:
5/4/2011
NLNAC minutes:
5/10/2012
Clinical
Evaluation
2012
Date
PN minutes:
12/18/2012
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change Rationale
Continuing with accreditation process. Rewriting and revising SLOs, program outcomes, and course outcomes to be measurable and meet the ACEN
Standards and to meet SCTCC AASC standards
Revised course outcomes, program outcomes, and SLOs to align with
ACEN standards, QSEN, and NAPNES and to meet SCTCC standards
To align with national and college standards
Student feedback indicated that ATI lacked change in questions on quizzes
(numerous repeat questions). Faculty began to seek a new testing and evaluation product.
PrepU was determined to be more cost effective and easier to use and maintained the ability of faculty to evaluate mastery of content.
Changed to PrepU for the FT group.
The current PT group had already purchased the ATI package so will continue ATI with this PT group.
Next PT cohort will utilize PrepU.
Maintained the Practice
Comprehensive and Proctored
Comprehensive Predictors due to
PrepU not having a predictor exam
Prep U has 10,000 questions with mastery levels that students can meet. Faculty can choose to use mastery level exams or can create exams. We found that it was a better way to evaluate student mastery/learning of the content. Students requested change.
With new course outcomes and SLOs, it became necessary to revise the clinical evaluation tool.
Leveling between
Clinical I and Clinical
II was also needed.
Lastly, faculty feedback indicated that the numbers on the tool need better explanation for both faculty and students
To begin in Spring 2013, Clinical
Application I and II evaluation tool revised to include the SLOs. Added description of standard for each number in the scale and expanded the Likert numbering scale to include 1.5 and 2.5. This then changed the total passing score for each clinical
Alignment of clinical evaluation tools with new SLOs and course outcomes. Allows for measuring and evaluating student achievement of SLOs.
New numbering and number explanation allows for more accurate and consistent measurement of student learning

Item Date
Professionalism,
Soft skills
2012
Adv Board minutes:
4/11/2012
PN minutes:
12/22/2012
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change Rationale
Based on feedback from Advisory
Committee meeting and due to unprofessional behavior in the classroom, determined that
SCTCC PN graduates have a strong skill base but need to work on professionalism and soft skills
Began to utilize the “Faculty and
Student Expectation Form.” The form explains expected student and faculty behaviors. The expectations were added to the PN student handbook and are included in new student orientation. Soft skills presentation added to new student orientation and expectations are threaded throughout the program
Advisory Board/Clinical site representative recommendations.
These are expected behaviors in the classroom, clinical site, and to prepare the student for job site behavior expectations.
Hybrid/Partially on-line teaching
2012
PN minutes:
2/21/2012
3/19/2012
Noted need for program guidelines for teaching on-line.
Reinforce college guidelines also to offer quality on-line courses.
Faculty decided that courses offered on-line will be 60:40 which is 60% in class time and 40% online. There can be more in- class time, but cannot be more than 40% on-line. It was also decided that any faculty that teaches on-line must teach the course face to face at least once before teaching it online. Also, all faculty must meet the college requirements to teach online (Quality Matters) and attend training. At the time of writing, we currently have offered Bridging to Nursing Practice and Mental
Health in the PT cohort as hybrid/partially on-line courses.
To provide a quality hybrid/partially on-line course
Credit length 2012
NLNAC minutes:
10/31/2012
PN minutes:
1/29/2013
Nationally, most PN programs are 40 or less credits.
Currently, our
Diploma is 42 credits.
1.
Changed pre-requisite
Analytical Writing (4 cr) to
Written Communication (3 cr)
2.
Changed nursing course
Bridging to Nursing Practice to
2 credits (was 3 credits).
PN Diploma is 40 credits
To come in line with national average for program credit length.

Item Date
End dating of
AAS degree
2012
PN minutes:
1/29/2013
Student 6 month or 1 year graduate survey
2012 and
2013
Nursing
Department minutes:
11/6/12,
12/4/12
Evaluation minutes:
5/7/2013
Employer
Surveys
2012 and
2013
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change Rationale
Informed that ACEN will only accredit one degree per program
End dated AAS degree. PN program will offer Diploma only.
ACEN accreditation.
Decision to maintain
Diploma was due to credit length and the majority of nursing programs in MN offer the Diploma
The return rate was
26% for 2011. The return rate for 2012 was 30% (still collecting fall 2012 surveys)
There were no surveys returned in
2010. Had 12 surveys returned in
2011/2012. Faculty hand delivered these surveys, but unsure
Action plan to improve the number of returns on the 6 month graduation survey include:
1.
Collecting personal emails and updated phone numbers for the students at the time of graduation.
2.
Using survey monkey to collect data.
3.
Using Facebook for follow up on our graduates at 6 months and to remind them to complete the survey.
4.
Before graduation, inform students of the survey and the importance of completing it. Encourage and remind students before they graduate to complete the survey when received.
5.
Career Services office is implementing improved tracking of our graduates to increase the number of
6 month graduate results for the future.
Action plan to improve the number of returns on the 6 month employer survey include:
1.
Collecting personal emails and updated phone numbers for the students at the time of graduation
Improve and increase the number of returns on the 6 month surveys. As we develop, our ELA will be 50% return rate on graduate surveys.
Survey returns did improve from 2011 to
2012.
Improve and increase the number of returns on the employer surveys to measure satisfaction and the employer’s evaluation of student’s ability to perform SLOs. As we

Item
Clinical
Evaluation and
Critical
Competencies
Date
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change Rationale
Adv Board minutes:
9/25/2012 how many were delivered.
For fall 2012 graduates:
PN minutes:
5/14/2013am
Adv Board minutes:
4/25/2013
38 surveys delivered to employers. Of the
38, 5 surveys were not eligible to receive back, as the clinical site informed us they would not fill out surveys due to their company’s policy. There were 3 additional surveys that were returned blank explaining the graduate no longer works there.
(Therefore, of the original 38, only 30 surveys were available to be returned).
We received a total of 15 completed surveys back. With the 30 eligible surveys sent out, this is a 50% return rate.
(Of the original 38 surveys, the 15 surveys equal a 39% return rate).
2013 Faculty feedback, both permanent and adjunct, indicates revision of tool needed to clarify the
Faculty revised the descriptions of the scale for measuring student performance, removed the level of assistance column and added that into the standard of performance
2.
Students are encouraged to inform faculty where they are working. Faculty will forward information to the Career Services office.
3.
Using Facebook for students to post job information and for the program to post reminders to keep us updated.
4.
Career Services office is implementing improved tracking of our graduates.
5.
Before graduation, inform students that the program will survey their employers and the importance of keeping us updated on employment.
6.
At Advisory Board meetings, asked members for input to improve return rates. Asked about paper surveys vs. survey monkey and clarified who the appropriate person at the facility is to receive the survey. Also, encouraged the employers to complete the surveys and stressed the importance of the data.
7.
Starting with fall of 2012 graduates, each faculty member was assigned an employer and hand delivered surveys to those employers.
8.
Tracking is now in place of how many surveys are distributed with each graduating class develop, our ELA will be a 50% return rate on graduate surveys.
Improve the evaluation of student achievement of SLOs and critical competencies.
Provides more accurate

Item Date
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change Rationale
PN minutes:
5/14/2013pm scale for measuring student performance and to update/change the performance criteria. Leveling between Clinical I and Clinical II addressed as well. column, updated the performance criteria, reviewed and updated leveling, and added critical competencies to the tool.
Developed a table that demonstrates where and how the critical competencies are measured throughout the program. and consistent measurement of student learning, SLOs, and critical competencies.
Also in performing program review, it was noted that the critical competencies are evaluated in clinical but were not displayed on the clinical evaluation tool.
SEP, Tracking and documenting program changes
2013
PN minutes:
6/11/2013
Prior to the development and use of the nursing department’s SEP, evaluation was done informally and poorly documented.
Changes to curriculum and to the program were often based on informal data collection.
Action Plan to improve tracking and documentation of program changes and maintaining SEP beginning fall
2013:
1.
Faculty or OASI will take minutes at all meetings.
If faculty takes minutes, will forward minutes to
OASI.
2.
Utilize and complete the
Tracking and
Documenting Form when program changes are made. When forwarding minutes to OASI, faculty will highlight program changes for OASI to add to form and SEP, if applicable. Will also utilize the Survey
Assignments tool.
Improve the process of tracking and documentation of program changes, maintaining a current
SEP, and improve the evaluation process of the program, SLOs and program outcomes.

Item Date
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change
Tracking form
Rationale
SLOs, Course
Outcomes,
Outcome
Measures for
Clinical
Application I and
Clinical
Application II
2013
PN minutes:
6/11/2013
PT cohort sequence of courses
2013
PN minutes:
2/12/2013
2/26/2013
Clinical II utilized portfolio, Clinical I did not.
Documentation needed for measurement of clinical outcomes
Student feedback received on sequencing of courses. PT group feedback was for
Basic Concepts and
Skills first before
Pharmacology and
Med-Surg I.
Survey Assignments
3.
Follow through with SEP
Monthly Review calendar and update assigned standards in the SEP that month
4.
Continue to utilize the
Course Notebooks, course, clinical site, and instructor evaluations to track and document course changes
Clinical faculty developed a Clinical I and Clinical II Outcome Measures table. This includes the course outcomes and how the outcome is measured. Also, starting Fall of
2013, Clinical Application I will require students to maintain a clinical portfolio. Clinical
Application II updated the content requirements for that portfolio.
Designated the assignments that go into each portfolio.
Confirms that all clinical course outcomes are measured and met.
Since the SLOs are correlated with the course outcomes, also demonstrates achievement of SLOs.
Provides a tool for demonstrating leveling between Clinical
Application I and
Clinical Application II.
Clinical Outcomes
For fall 2013, scheduled Basic
Concepts and Skills. This is the cohort’s first semester. Med-Surg I and Pharmacology are scheduled for Spring 2014.
Students believed that having Basic Concepts and Skills first would assist them with
Pharmacology and
Med-Surg I. Faculty raised concern with the break between skills and clinical (which is

Item
NCLEX pass rates, NCLEX
Review
Date
2013
PN minutes:
1/29/2013
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change Rationale
Previously, Skills was the second semester. summer of 2014).
Both students and faculty thought a skills refresher could be added to Clinical
Application I. Plan is to add skills review/refresher to
Clinical Application I for this cohort. This will improve student confidence and safe, proficient performance of nursing skills in the clinical setting during
Clinical
Application I.
Due to Bridging to
Nursing Practice decreasing by one credit, the systematic NCLEX
Review was removed from the course beginning fall
2013. Student course evaluations were split on the usefulness of the review. Faculty felt the review was beneficial but not always complete.
One example is covering cardiac content in 1 ½ hours.
Concern was raised by faculty about
NCLEX pass rates with this removed.
Question was raised about the program requiring an NCLEX
Review or having the
1.Will not pursue a programrequired NCLEX review at this time.
Business and Industry Training:
Health will continue to offer the course depending on enrollment.
Faculty will encourage students who don’t perform to standards on the
ATI Predictor will be encouraged to take the course or take an on-line one if there is not one offered at
SCTCC.
2.A “Plan for NCLEX
Success/Predictor Study Tool” will be implemented in the Bridging to
Nursing Practice course fall 2013.
This form will be completed by all students after they take their
Proctored Predictor.
Predictor Study Tool
Will continue to monitor NCLEX pass rates
Faculty agreed that using PrepU throughout the program, maintaining the use of PrepU:
NCLEX 5000 in the
Bridging course, using computerized exams with NCLEX style questions in theory courses, and the ATI
Comprehensive
Predictor prepares students for NCLEX
The new form will confirm students are reviewing their results and have a plan in place for NCLEX success.

Item Date
PN Program Outcomes/SLOs/Critical Competencies
Trends Based on
Data
Program Change
Business and
Industry Training:
Health program offer an NCLEX
Review course.
Student feedback was desired so second semester students, both FT and PT, were surveyed spring
2013. Survey results showed: 21 students would prefer an optional review course while
23 would prefer a required review course. Business and Industry
Training: Health held informational sessions with both
Kaplan and ATI for students. There were not enough students enrolled in an optional NCLEX
Review course to hold the course.
Rationale
In addition to the five aforementioned surveys, SCTCC utilizes the following sources of evaluation data:

National Council of State Boards of Nursing Program Reports (pass rates)

MBON Licensure Exam Pass Rates

SCTCC PN Completion and Attrition rates

SCTCC PN Job Placement and Continuing Education rates

ATI Proctored Comprehensive Predictor Exams

PrepU (Data at this time is limited)
SLOs were initially written in 2011. In 2011, these were included on the graduate surveys as PLOs
(program learner outcomes) and on the employer surveys. At that time we were able to measure and evaluate student achievement of the learning outcomes. In 2012, the SLOs were re-written to be measurable and in-line with national and college standards. These current SLOs were adopted into our

program in 2012. The SLOs were added to the clinical evaluation tools to allow measurement and evaluation.
During this process of completing the SEP and self-study, it was noted that the SLOs were not on our exit survey, which is given at the time of graduation. Although the specific SLOs were not on this survey, we were measuring some of the outcomes informally with the following questions:
“The Nursing Program curriculum includes culturally, ethnically, and socially diverse concepts.”
“The Nursing Program leads students to develop professional ethics, values, and accountability.”
The SLOs will be on the exit survey beginning fall 2013. Faculty will begin to measure SLOs in spring
2013.
Every semester, students complete course evaluations and instructor evaluations in every theory course.
Also, every semester, the students complete clinical site evaluations and instructor evaluations. Starting in spring 2013, the students also complete a self-evaluation after every clinical rotation. These survey results are reviewed by each faculty every semester. If areas of improvement are identified, the instructor makes the change. This process is tracked through the Course Notebook for each course. If a program wide change is identified after review of evaluations, the instructor shares the data with other faculty.
The faculty then decides on program changes and implementation. These program changes are tracked through the SEP and Program Changes form. To better track and document program changes, the following forms will be utilized in fall 2013: Tracking and Documentation form and the Survey Assignment form.
Tracking form Survey Assignments
ATI Proctored Comprehensive Predictor results are shared with all faculty. The Predictor is administered in the Bridging for Nursing practice course. The faculty in that course distributes a copy of the results to all faculty. Faculty reviews and makes course changes if necessary. An example is that the Predictor showed low performance on acid-base. This content is covered in Med-Surg I but faculty decided that they need a refresher before NCLEX. In 2012, the content was added to the NCLEX Review portion of
Bridging to Nursing Practice. In fall 2013, the NCLEX review portion will be removed from that course so that content will now be covered in Med-Surg II. Course changes are tracked through Course Notebooks and program changes will be tracked through the SEP, program changes table, and the tracking and documentation form.
6.3: Evaluation findings are shared with communities of interest
Nursing faculty values the program’s communities of interest and acknowledges them as stakeholders in the program’s success. Faculty believes stakeholders have a right to be informed, provide input, and receive feedback in regards to the program. Recognized communities of interest include:


Nursing students

Advisory committee members

Clinical site partners

The college at large

The public

Regulatory agencies
Nursing students
Nursing students have an obvious role in quality improvement initiatives as it is their academic experience and future at stake. Nursing students have representatives at both faculty and advisory committee meetings. Students who participate in these meetings represent their class, bring forth student issues and concerns, and also convey information from the meetings back to the nursing student body.
Advisory Committee Members
Advisory committee members represent their institutions at SCTCC Nursing Department’s fall and spring meetings. At this meeting, members are supplied with program outcomes results such as NCLEX results, completion rates, student satisfaction, and job placement statistics. In the past we did not share all of these at every meeting. We share the NCLEX pass rates every Advisory Board and then it varies from year to year what other outcomes are covered. In 2010 we shared job placement and in
2011 we shared program completion rates. Curriculum and program changes and updates are also shared. Starting spring 2013, tabulated paper copies of student clinical site evaluation survey results were shared. Copies of these evaluations were given to the clinical sites that were in attendance. The remaining were mailed to the sites. Based on this self-study, starting fall of 2013, the program will share evaluations of all the program outcomes to include NCLEX pass rates, program completion, graduation satisfaction, employer satisfaction, and placement results. This will be an on-going agenda item for every Advisory Board meeting.
Clinical Site Partners
Clinical site partners have spokespeople on our Advisory Committee, who represent their institutions at the Advisory Committee meetings. In the past, we have not officially shared clinical site evaluations, but did unofficially speak with clinical sites about strengths and concerns from both faculty and students. Starting spring 2013, we officially shared the student clinical site evaluation summaries with the clinical sites.
College
The college community is informed via venues as the college newsletter TechComm Today, SCTCC web site, In the Works magazine, division and campus wide faculty/staff meetings, and executive leadership meetings. Below are a few examples of nursing program information from the News page of the SCTCC web site (this tab is on the front page of the SCTCC web site, so anyone who accesses the web site has access to this news):

July 2012: Nursing accreditation candidacy approved


August 2012: Nursing graduates excel on NCLEX
Regulatory Agencies
The Dean of Nursing completes the yearly Minnesota Board of Nursing reports.
Public
Our nursing programs enjoy local news coverage. Some of the newspaper articles written about our program are:

August 2011: New Health Science Building opens at SCTCC (See D2L).

February 2013: Article on Alzheimer’s disease and how our program is preparing graduates for Alzheimer’s care (See D2L).

March 2013: Article on SCTCC health programs’ collaboration with CentraCare Health
System. SCTCC hosts a Bone Marrow drive with CentraCare. Nursing was not specifically mentioned in the article, but nursing students participate in this collaborative volunteer experience

March 2013: An article and video about how local colleges, including SCTCC, impact the economy. While nursing was not the focus of the article, PN nursing students were featured in the video. This video also appeared on Laerdal’s Facebook page.
In October 2011, the Stearns-Benton Employment Training Center (SBETC) received non-profit of the year. The featured testimonial video is of one of our nursing students who was a truck driver. Due to being laid off, he had an assessment at SBETC and was told he’d make a great nurse. He completed both our PN and ADN programs. That video was part of the award celebration as well as promoted in all the
Initiative Foundation literature about the awards.
Lastly, in the fall of 2011, nursing was featured in the magazine, In the Works. This magazine is published by the Office of Institutional Advancement at SCTCC. Its publication number is 18,000 and it showcases students, alumni, faculty, and staff. The cover story was “Here’s to Your Health” which focused on the opening of the Health Science Building and the health programs’ Simulation labs.
Besides all of the above, our program endeavors and accomplishments have been communicated through the following means:

Open houses

Pinning ceremonies

Commencement ceremonies

SCTCC and SCTCC Nursing Facebook pages
6.4: The program demonstrates evidence of achievement in meeting the program outcomes.
6.4.1: Performance on licensure exam: The program’s 3-year mean for the licensure exam pass rate will be at or above the national mean for the same 3-year period.

The ELA for performance on the licensure exam is, “SCTCC PN Nursing Program graduate’ first time
NCLEX 3-year mean will be at or above the national mean for the same 3 year period.” The data from years 2010-2012 shows that the outcome and ELA were met. In all three years, our successful pass rate on NCLEX exceeded the national average. SCTCC’s 3-year mean at 94% was above the national mean at
85% for the same 3-year period.
Chart 6.1: Percentage of First-Time Success Rate of NCLEX-PN
98
96
94
92
90
88
86
84
82
80
78
76
US
MN
SCTCC
2009
85,73
88,56
85,86
2010
87,06
91,66
91,84
2011
84,84
87,71
92,98
2012
84,23
89,66
96,88
Year
Year
2010
2011
2012
# of students tested
98
114
96
Table: NCLEX First Time Pass Rates
Year Yearly Statewide Pass
Rates for SCTCC PN
2010
2011
91.84%
92.98%
SCTCC PN
Average for past 3 years
94%
Yearly National Pass
87.06%
84.84%
Rates
National Average for past 3 years
85%

2012 96.88% 84.23%
Table 6.2: PN NCLEX First Time Pass Rates
6.4.2: Program completion: Expected levels of achievement for program completion are determined by the faculty and reflect student demographics and program options.
The faculty determined that the ELA for program completion rate: “80% of students admitted to the
SCTCC nursing program will successfully complete the nursing program within 150 % of the time from entry into the program (3 semesters for FT PN, 7 semesters for PT PN). Our full- time PN program is two semesters (one year) once admitted to the nursing program and our part-time PN program is five semesters (two years) once admitted to the nursing program. 150% completion for the FT group is three semesters and seven semesters for the PT group. The faculty did consider demographics and our program options when determining the ELA. We believe that three semesters is a reasonable time frame for the full time group as students can join the next semester if they need to repeat a course or if they need to withdraw for personal or health reasons. We also determined that three semesters was an appropriate time frame due to retention of previously learned material. This is done to increase the retention of material and success on the NCLEX for the student.
If a student in the part-time group needs to repeat a course or withdraw for personal or health reasons, they will be allowed to complete the course with the full-time group in the next semester, if space is available. If they choose not to join the course with the full-time group or if space is not available, they have to wait until the course is offered again with the part time group. This will affect our program completion time due to the part time group beginning a new cohort every two years. This student may not finish within 7 semesters. If possible, the student will be encouraged to complete the course in the next semester due to retention of material.
Program retention is high for both our FT and PT options. In 2010, retention rates were 100% for spring semester and 94% for fall. In 2011, rates were 92% in spring for full time, and 100% for part-time. In the fall of that year, the retention was 92%. Spring 2012 showed a slight increase to 96% and another increase in the fall with 98%. This data shows that we met our ELA in all three years.
Chart 6.2: PN Attrition Rates

Graduating Classes Spring 2010 - Fall 2012
60
50
40
54 54
49
46
50
46
50
46
50
48 49 48
30
20
10
0
53
46 44
25 25
25
45 45
48
Started Program
Completed Program that Year
Completed Program in 150%
S 10 F 10 S 11 S 11
(PT)
F 11
Graduating Class Year
S 12 F 12
Chart 6.3: PN Completion Rates
30
20
10
0
60
50
40
100
90
80
70
100
94
92
100
92
96
98
Percentage Completed
Program within 150% of
Entry into Program
S 10 F 10 S 11 S 11
(PT)
F 11
Graduating Class Year
S 12 F 12
6.4.3: Graduate Program Satisfaction: Qualitative and Quantitative measures address graduates six to twelve months post-graduation.

SCTCC faculty determined that the ELA for graduate program satisfaction is as follows:
1.
Satisfaction:
80% of SCTCC graduates who respond to the exit survey will report program satisfaction (SA or A rating on the SA-SD Likert Scale). 80% of SCTCC graduates who respond to the 6-month graduate survey will report satisfaction with an average of 3 on a 1-4 Likert scale with the preparation for nursing practice provided by the program.
2.
SLO’s: 80% of SCTCC graduates who respond to the survey will report an average of a 3 on a 1 to
4 Likert Scale in their ability to perform the student learning outcomes of the program.
3.
Percentage: 30% of graduates will respond to the 6-month graduate survey.
80% of graduates will complete the exit survey.
Both quantitative and qualitative data is obtained on the surveys. Qualitative data is obtained by an open ended question in which graduates can comment on the program.
SCTCC does a graduate satisfaction survey at graduation/exit and at six months post-graduation. The satisfaction survey that is completed at the time of graduation/exit is completed via D2L in one of their courses at the time of the final exam. Due to fluctuations in completion of this exit survey, starting in spring 2013, this survey will be completed on D2L during finals week in Bridging to Nursing Practice.
This course has a permanent faculty that will administer it. In fall 2010, the survey was not completed and in fall 2012, the return rate was below the ELA.
In 2010, there were 98 completed. In 2011, there were 70 completed. This included the PT group that graduated in spring of 2011, but surveys were not done in the fall of 2011. In 2012, there were 71 completed. In spring 2013, both FT and PT groups combined totaled 73 surveys completed. You can view the tabulated results in the following documents (also available on D2L shell):
PN Exit 2010-2011 PN Exit 2011-2012 PN Exit 2013
Again, due to us not systematically collecting date before the development of our SEP, we attempted to collect the six- month survey data. It is now part of our SEP for those surveys to be completed in
November for the spring graduates and in June for the fall graduates. For 2010 graduates, only 30 out of 103 graduates completed the survey which is a return rate of 29%. In 2011, there were 124 graduates with 32 completing the survey. This is a return rate of 26%. In 2012, there were 30 out of 99 graduates who completed the survey. This is a return rate of 30%. At the time of this writing, we are still collecting fall of 2012 results. The tabulated survey results are also located on D2L:
PN 2010 Spring 6mo
Grad Survey
PN 2010 Fall 6mo
Grad Survey
PN 2011 Spring 6mo
Grad Survey
PN 2011 Spring-PT
6mo Grad Survey

PN 2011 Fall 6mo
Grad Survey
PN 2012 Spring 6mo
Grad Survey
PN 2012 Fall 6mo
Grad Survey
Some of changes we have made to improve the return rates are changing it from a 1-year survey to a 6month survey so the information is not so far removed from their memories. We now have systems in place to keep in contact with our graduates. These are to work closely with our Career Services Center, connecting with graduates on Facebook (which also includes a reminder to complete the survey), using
Survey Monkey for the survey, and collecting personal e-mails and phone numbers at the time of graduation. During the Bridging to Nursing Practice course, students are also informed of the survey and encouraged to complete it upon receipt.
6.4.4: Employer Program Satisfaction: Qualitative and Quantitative measures address employer satisfaction with graduate preparation for entry-level positions at six to twelve months postgraduation.
1.
SLO’s: 80% of employers of graduates who respond to the employer survey will report satisfaction (2 or above rating on a 1 to 4 Likert Scale) with the competency of graduates from
SCTCC as defined by the student learning outcomes
2.
Satisfaction: 80% of employers of graduates who respond to the graduate survey will state that the SCTCC nursing program prepared the graduates for entry level practice as an LPN (2 or above rating on a 1-4 Likert Scale)
3.
Percentage: 30% of employers will respond to the employer survey
Both quantitative and qualitative data is obtained on the surveys. Qualitative data is obtained by open ended questions in which employers can comment on the program.
In order to collect data from the past three years, SCTCC sent out surveys in 2012 for years 2010, 2011, and 2012. Once we found out where our graduates were employed, faculty hand-delivered surveys to these employers. It is now in our SEP to perform employer satisfaction surveys six months after each graduation date. We now have systems in place to keep in contact with our graduates to stay current with their employers. These systems are to work closely with our Career Services Center, faculty will forward any employment information to Career Services, connecting with graduates on Facebook for employment information, and collecting personal e-mails and phone numbers at the time of graduation.
At our fall 2012 Advisory meeting, we asked the members for their input on who in the organization should receive the surveys and the best method of survey delivery. We also discussed the importance of employers completing the surveys. It was stressed that we value their feedback.
We did not receive any back from the year 2010. The number of completed employer surveys of graduate performance for the graduation year 2011-2012 was 12. The return rate can’t be determined due to an unknown number that were distributed. Tracking of numbers of surveys distributed is now being done by the OASI. The following is the employer surveys from 2011/2012. The tabulated survey results are also available on D2L:

PN 2011-2012 6mo
Employers Survey
To obtain data for the fall 2012 graduates, each faculty member was assigned an employer and hand delivered surveys to those employers. For these grads, the ELAs for SLOs, satisfaction, and return rates were all met.
PN Fall 2012 graduates employer surveys
6.4.5: Job Placement Rates: Expected levels of achievement are determined by the faculty and are addressed through quantified measures six to twelve months post-graduation.
The faculty determined that the ELA for job placement is “80% of graduates will be employed as an LPN or enrolled for continuing education within 6 months of program completion.”
Six month post-graduation job placement and/or continuing education data for PN graduating classes is obtained through Career Services, our six-month graduate survey, as well as communication with graduates from Facebook or e-mails. Not counting graduates with an “unknown” status, our job placement rate averages between 97 and 100% for past graduating classes. See table 6.1 and chart 6.4 below. Although the ELA was met all three years, it was noted that in 2011 there was 22 students with unknown status and 20 students with unknown status in 2012. In order to decrease this number and improve our data, we are working closely with our Career Services Center, faculty is forwarding any student employment information to Career Services, connecting with graduates on Facebook for employment information (which also includes reminding them to reply to Career Services), and collecting personal e-mails and phone numbers at the time of graduation.
Table 6.3: Job Placement Rates of PN Graduates
Grad
Class
Total
Number of Grads
Related
Work Full-
Time or
Part-Time
Continuing
Education
S 2010
F 2010
53
46
S 2011 44
S 2011 PT 25
F 2011
S 2012
F 2012
45
45
48
18
18
23
3
16
16
38
32
27
19
17
12
15
3
0
0
1
0
1
1
0
Unrelated
Work /
Unemployed
3
1
1
5
16
13
7
Status
Unknown
Percentage of Related
Work and Continuing
Education of Graduates with Known Status
100%
100%
98%
100%
97%
97%
100%

Chart 6.4: Job Placement Rates in Comparison with Expected Level of Achievement
100 100
98
100
97 97
100
100
90
80
70
60
50
40
30
20
10
0
SCTCC PN Job
Placement/Continuing
Education Percentage
Expected Level of
Achievement of 80%
S 10 F 10 S 11 S 11 PT F 11
Graduating Class
S 12 F 12