LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Health Sciences
Discipline/Program:
Nursing
Course Number and Name: N321: Nursing Process and Roy Adaptation Model
Program Contact Person: _Jenny Arzaga_____________________
Phone: (310) 233 – 4384_______________________________
Reviewed by:
Date:
Institutional
Learning
Outcomes
2
5
Joachin Arias, Ph.D., SLO Assessment Coordinator
December 18, 2014
Program Learning
Outcomes
Course Intended
Outcomes
Means of
Assessment and
Criteria for Success
Summary of Data
Collected
Integrate the nursing
process using the Roy
Adaptation Model to
promote adaptation of
individuals, groups, and the
community.
Establish and demonstrate a
theory based for understanding
and implementing the basic
concepts of the Roy
Adaptation Model for Nursing.
Mean: Quiz #1
Criteria: 80% of students
will answer 75% or > on
multiple-choice questions
related to the basic
concepts of the Roy
Adaptation Model
Correctly.
Fall 2014:
10 questions on quiz #1
Roy Adaptation Model
(51 students took Quiz
#1): 45/50 students
received >75%; 90%
obtained > 75% on Quiz
#1.
Internalize professional
standards of nursing
practice
Describe the organization
framework of the ADN
curriculum and how it is
derived from the mission and
philosophy of the program.
Mean: Lecture &
discussion; Verification of
Receipt of Nursing
Program Student
Handbook.
Criteria: Quiz #1.
Fall 2014:
Typically when students
asked of LAHC Nursing
Program organizational
framework of ADN
curriculum, only few
1
Use of Results
Fall 2014:
Criteria met in Quiz #1
specific to Roy Adaptation
Model. Continue with
concepts from Roy
Adaptation Model and
continue making concepts of
model student friendly for
beginning level nursing
students, providing every
day real life problems to
apply to model initially.
Continue with Introduction
to Roy Adaptation Model
Workshop for incoming 1st
semester nursing students.
Continue focusing on Roy
Adaptation Model for
understanding 2nd level
stimuli.
Fall 2014:
Reviewing LAHC Nursing
Program organizational
framework of ADN
curriculum assists incoming
students to understand
2
Formulate clinical
judgments in practice that
promote the health of
patients
Correctly use beginning level
interviewing, history taking
and physical assessment and
measurement skills to collect a
database for nursing practice.
2
80% of students will
answer 75% or > on
multiple-choice questions;
100% of students will
submit signed form of
Verification of Receipt of
Nursing Program Student
Handbook by end of first
clinical week.
aware of, therefore first
class meeting students
instructed to research
organizational framework
of ADN curriculum
found in LAHC nursing
website for discussion
during next class
meeting. In addition to,
students instructed to
peruse through the
California Board of
Registered Nurses
website.
1 question on Quiz #1
specific to theorist used
at LAHC ADN Program.
100% of students
answered 1/1 question
correctly; 100% of
students submitted signed
form of Verification of
Receipt of Nursing
Program Student
Handbook to respective
clinical instructor end of
first clinical week.
organization of curriculum
and how will proceed
through each semester in
nursing program. Assist
students to make connection
with and understand how
chosen nursing model
utilized throughout program.
Consistently, when students
return next class meeting to
discuss findings of
California Board of
Registered Nurses website,
many students intrigued with
information found in
disciplinary actions. Will
continue to discuss LAHC
Nursing Program
organizational framework of
ADN curriculum, as well as
continue to introduce
California Board of
Registered Nurses website
for professional
development.
Mean: Quiz #3 & Final
Examination.
Criteria: 80% of students
will answer 75% of
questions related to
history and physical
assessment correctly on a
multiple choice Quiz #3
and Final Examination.
Students as a cohort will
score above the national
percentage in the Kaplan
Test of Fundamentals of
Nursing.
Fall 2014:
30 questions on quiz #3
Physiological Mode.
(51 students took Quiz
#3):
44/51 students received >
75%; 86% obtained >
75% on Quiz #3.
Final Examination
median score 41/60 =
68%.
Fall 2014:
Criteria met in Quiz #3.
Content also taught in
concurrent N313 course, will
continue to focus on nursing
physical assessment skills
and keep concurrent with
what learned in N313 for
consistency and
reinforcement.
Continued to utilize History
& Assessment form and have
students fill out using course
case study Mr. CVA.
Criteria not met in final,
same median score as last
semester. Will continue to
spend more time with
beginner level assessment
and measurement skills for
collecting database for
nursing practice –to include
more attention to ineffective
behaviors and clustering of
modes according to Roy
Adaptation Model. Plan to
revise/rewrite final exam
questions as per student
evaluations, several
comments regarding final
exam item writing.
Criteria not met, according
to Kaplan, national
percentage in the Nursing
Process: Assessment
category is 60.0% (Kaplan
and Lippincott & Wilkins,
2008).
2
1, 4
Provide safe, patientcentered care
Discuss the components of a
nursing model, including
definitions, assumptions,
beliefs, and application to
nursing practice.
Mean: Quiz #1, #2, &
Final Examination.
Criteria: 80% of students
will be able to define
person, environment,
nursing, health as
identified by the model
with a score greater than
75% on a multiple choice
examination.
Fall 2014:
10 questions on quiz #1
Roy Adaptation Model
(51 students took Quiz
#1): 45/50 students
received >75%; 90%
obtained > 75% on Quiz
#1.
20 questions on quiz #2
Nursing Process (51
students took Quiz #2):
44/51 students received >
75%; 86% obtained >
75% on Quiz #2.
Fall 2014:
Criteria met in Quiz #1
specific to Roy Adaptation
Model and Quiz #2 Nursing
Process. Continue to
monitor.
Assimilate effectively
within nursing and interprofessional teams
fostering effective
communication to achieve
quality patient care
Utilize prototype case studies
to develop nursing care plans
using the Roy Adaptation
Model.
Mean: Care Plan Rubric
Criteria: 95% of students
in class will score an
average of 7.5 or above
out of a maximum 10
points in writing nursing
care plans utilizing a
Fall 2014:
All students participated.
Four nursing care plans
assigned.
NCP #1: 44/51 = 86%
obtained > 75% on NCP
#1
Fall 2014:
Criteria not met in NCP #1 –
first NCP of class, remainder
of NCPs criteria met. NCP
# 3, #4 one LVN student
stopped attending class, and
did not officially drop
3
2
Integrate best current
evidence with clinical
expertise for optimal health
care
Describe the relationship of the
nursing process and a critical
thinking model for nursing
practice.
4
prototype case study.
NCP #2: 51/51 = 100%
obtained > 75% on NCP
#2
NCP #3: 50/51= 98%
obtained > 75% on NCP
#3
NCP #4: 50 /51 =98%
obtained > 75% on NCP
#4
Overall, 96% achieved
7.5 points or above in
writing 4 nursing care
plans per rubric.
course, skewing results.
Mean: Kaplan Integrated
Testing Fundamentals
Criteria: Students as a
cohort will score above
the national percentage in
the Kaplan Test of
Fundamentals of Nursing.
Fall 2014: Students as a
cohort scored in the
components of the
nursing process
1) Assessment: students
as a cohort scored
63.1%,whereas the
normed scored 60.0%,
2) Diagnose: students as
a cohort scored 69.1%,
whereas the normed
scored 67.0%,
3) Planning: students as a
cohort scored 73.0%,
whereas the normed
scored 68.0%,
4) Implementation:
students as a cohort
scored 66.5% *, whereas
the normed scored
68.0%,
5) Evaluation: students as
a cohort scored 70.9%,
whereas the normed
scored 62.0%.
Students as a cohort
scored 74.0% in Clinical
Concept: Critical
Thinking, whereas the
normed scored 70.0%.
Fall 2014:
Using Kaplan Integrated
Testing Fundamentals,
criteria not met for
Implementation, students as
a cohort scored 66.5%,
whereas the normed scored
68.0%.
Last semester did not meet
benchmark for assessment
(barely 60.5%), and did not
meet benchmark for
implementation (67.0%).
This semester met
benchmark for assessment
and did not meet benchmark
for implementation. Nursing
process relies on assessment
first in order to execute
problem-solving method.
Continue with time spent
with beginner level
assessment and measurement
skills for collecting database
for nursing practice –to
include more attention to
ineffective behaviors and
include nursing
interventions/implementation
to make ineffective
behaviors effective.
5
3
Describe strategies for
improving outcomes of care
in clinical practice
Incorporate information
and technology to
communicate, manage
knowledge, mitigate error,
and support decision
making
N/A
N/A
N/A
Begin to document assessment
data, plan, implement and
evaluate nursing care using
SOAPIE and FOCUS format
for documentation.
Mean: Documentation
using a SOAPIE note with
all modes and needs areas
of the nursing model.
Criteria: 90% of the
students will develop a
SOAPIE note with each 4
nursing care plans.
Fall 2014:
Briefly spent time
informing students that in
reviewing NCP
formulated could take
apart sections of NCP
(i.e. assessment,
intervention, and
evaluation) to formulate a
FOCUS note.
5
Criteria met, according to
Kaplan, national percentage
in the Clinical Concept:
Critical Thinking category is
71.8% (Kaplan and
Lippincott & Wilkins, 2008).
N/A
Fall 2014:
Continued to apply objective
briefly this semester.
Most local hospitals, if not
all facilities LAHC Nursing
Program affiliates with has
transitioned into Electronic
Medical Records (EMR),
displacing much need for
handwritten focus
notes/charting. Although,
still an important
fundamental nursing concept
to continue to speak of.
Content taught in concurrent
course N313.
6