Year-end Report – Teaching Department
Queensborough Community College
DEPARTMENT:
Year: 2014- 2015
Nursing
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2014-15
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
Number Served
464
10,284 student visits
464
2,583 student visits
464
138
31
84
Nursing Resource Center
Nursing Practice Labs
Virtual Hospital/Simulation Lab
Orientation Workshop for incoming NU 101 Students
Speech Remediation Workshop for Nursing Students
HESI Live Review for NCLEX Prep January & June
Mentoring Program
Area of service (for example): a department-run learning laboratory (not laboratories for which students register as part of their courses), the reference desk or reserve area of the Library, department tutoring program, etc.
(Note: Do not report courses or laboratories for which students register.)
2.
Department-sponsored faculty/staff development activities
Type of Activity and Topic
Date
Number Attending
11/19/14 20
HESI Faculty Workshop
Advancing Health, Leading Change: The Evolving Role of the Nurse
Transforming Nursing Education: Successful Strategies to Prepare for Professional Practice
3/20/15
10
5/26/15
21
Note: Faculty and staff development activities (grants, presentations, exhibitions, performances, publications, instructional improvement activities, laboratory development, curriculum development, etc.)
B. COURSE CHANGES IN 2014-15
New, revised, or
deleted
Not applicable
Course
number
Course title
Semester approved
Comments
1
Year-end Report – Teaching Department
Queensborough Community College
Year: 2014- 2015
C. PROGRAM CHANGES IN 2014-15
Program
Program change*
Effective Date (Semester Comments
and year)
Spring 2015
Approved by CUNY BOT & NYS Ed
Dual/ Joint Program with School of Initiated
Professional Studies(SPS)
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
D. DEPARTMENT CHANGES IN 2014-15
Type (see menu below)
Professor Regina Cardaci
Description of Change
resignation
Reason for Change
Higher salary
Date/Semester
Fall 2014
Professor Eileen Tittmann
resignation
Spring 2015
Professor Janet Franzese
New hire
Travia/Fall 2014
Retirement/Spring 2015
Retirement
Camille Testa COA
resignation
Higher salary
Fall 2014
Daina Rivera COA
New hire
Replacement line
3/2/15
Spring 2015
Evaluation of Change*
Hired new faculty member for
Fall 2015
Hired new faculty member for
Spring 2015
Replacement for Eileen
Tittmann. Janet is a productive
and collegial member of the
faculty. Satisfactory student
and peer evaluations.
Hired new COA
Daina is highly productive and
collegial. Works well with
students and faculty and has
done an excellent job with our
Fall 2015 Admissions.
*Please note that, if change has been too recent to evaluate, you may indicate NA.
E. DEPARTMENT ASSESSMENT IN 2014-15
1.
Departmental procedures for conducting assessment
The fundamental elements of standard 14 (assessment of student learning) of the Middle States Commission on Higher Education include: clearly articulated
statements of expected student learning outcomes…at all levels (institution, degree/program, course) and for all programs that aim to foster student learning and
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Year-end Report – Teaching Department
Queensborough Community College
Year: 2014- 2015
development; a documented, organized, and sustained assessment process to evaluate and improve student learning; evidence that student learning assessment
information is shared and discussed with appropriate constituents and is used to improve teaching and learning.
Describe below the department’s ongoing procedures for assessing student learning and using assessment results to improve teaching and learning. In
your description, please explain how the department fulfills each of the Middle States fundamental elements above.
The Nursing Department assessment involves student, course and program assessment. Student assessment includes Clinical Progress Reports,
Course Department Exams and Writing Intensive Assignments. Course Assessment includes End-of Semester Course and Facilities Evaluation and
course data on student progression (lecture grades, clinical grades and exam reports). Program Assessment includes NCLEX Pass Rates, Program
Completion Rates, and program satisfaction as indicated on the Graduate Follow-Up Questionnaire, Employer Survey, Exit Questionnaire and Job
Placement Rates as indicated by the Graduate Follow-Up Survey responses.
Aggregated evaluation findings are reported and discussed at the SEP (Systematic Evaluation Plan) Meetings in January and June and End-ofSemester Meetings to inform Program decision making and maintain or improve student learning outcomes. Evaluation findings are shared with
communities of interest (Advisory Council, Graduates, Students, Grant Sponsors and the College Community/Academic Senate). Data and decisions
are reported in the SEP. Decisions, requests and actions are then reported in the End-of Year Reports and submitted to Academic affairs for inclusion
in the College Strategic Plan.
Regular Advisory Board Meetings and Nassau/Suffolk Council Meetings provide feedback from clinical agencies as to whether students are prepared
for the workforce and meet the needs of the agencies that hire QCC students.
2a.
Departmental participation in self-study/program review during 2014-2015, if applicable Not applicable
2b.
Program review follow-up (from 2013-14 to 2014-15)
Action item from program review
Timeline for completion
Accomplishments during current year
Not applicable
Note: If your department was involved in a program review in the previous academic year, the table above must be filled in.
3a.
Course assessment follow-up (from 2013-14 to 2014-15)
Course(s)
assessed from
previous year
Action plan from
previous year
Evaluation of Results
Follow-up
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Year-end Report – Teaching Department
Queensborough Community College
NU 101
Continue to
Monitor
surveys.
NU 102
Continue to
monitor
surveys.
NU 201
Continue to
monitor
surveys.
NU 202
Continue to
monitor
surveys.
On Graduate Exit Questionnaire, student’s comments
recommended that psych content be together. As a
result of changes in earlier Nursing courses, NU 202
changes will be implemented In January 2017.
NU 204
Continue to
monitor
surveys.
Expected Level of Achievement met.
3b.
Of the Fall NU 101 students,
97.7 % reported that they strongly agree or agree that
the Course content /campus labs and clinical
experience correlated with course outcomes. However
in the fall NU 202 exit questionnaire, only 28.2% of
students reported that NU 101 prepared them for NU
102.
Of the Fall NU 102 students
95.9 % strongly agreed or agreed that that course
content, campus labs and clinical experience
correlated with course outcomes.
95.8% of Fall NU 201 students strongly agreed or
agreed that course, campus and clinical experience
correlated with course outcomes.
Year: 2014- 2015
Continue to monitor surveys. Curriculum Committee to
review NU 101 content to respond to student surveys to
include more relevant med-surg content in NU 101.
Failure rate in NU 102 remains high. Curriculum
Committee revision recommendations approved by
faculty and Peds and Psych will be moved out of NU
102.
NU 201 will be revised to include Peds/ women’s Health
beginning in Fall 2016, to facilitate a stronger med/surg
program within the first year of the Program. On
Graduate Exit Questionnaire, students comments
recommended that psych content be together, rather than
in two semesters and Peds/Women’s’ Health be taught
together.
All Psych content will move up to NU 202 in January
2017.
Monitor Student Course and Graduate Exit Surveys.
Course assessment: current year NU 102
Relevant General Educational
Outcomes
1.Communicate effectively
through reading, writing,
listening and speaking
Relevant Curricular Outcomes
•Communication
Demonstrate effective therapeutic communication through verbal, nonverbal, written and technological communication when providing clientcentered care.
Evaluation of
Assessment Results
See pages:12-15
Action plan
See pages:12-15
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Queensborough Community College
2. Use analytical reasoning to
identify issues or problems and
evaluate evidence in order to
make informed decisions.
3. Reason quantitatively and
mathematically as required in
their fields of interest and in
everyday life.
4. Use information management
and technology skills
Effectively for academic
research and lifelong learning.
5. Integrate knowledge and skills
in their program of study.
(5 continued) …
6. Differentiate and make
informed decisions about issues
based on multiple value systems.
Year-end Report – Teaching Department
• Clinical Decision Making
Apply critical thinking strategies, NU-102 and general education course
content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric client(s).
• Assessment
Conduct comprehensive assessments of adult and pediatric clients utilizing
the nursing process, multiple data sources and incorporating developmental
and cultural influences to establish a foundation of nursing care.
• Clinical Decision Making
Apply critical thinking strategies, Nu-102 and general education course
content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric client(s).
•Professional Behaviors
Apply knowledge of nursing best practice and professional standards when
planning and implementing safe, effective, quality, client-centered nursing
care for the adult and pediatric client.
•Managing Care
Utilize agency management systems to provide safe, effective clientcentered care to the adult and pediatric
client(s).
• Clinical Decision Making
Apply critical thinking strategies NU-102 and general education course
content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric client(s).
• Caring Interventions
Demonstrate compassionate and respectful nursing behaviors when caring
for diverse adult and pediatric client(s) and working with members of the
healthcare team that results in dignified quality care.
• Teaching/Learning
Incorporate principles of teaching, learning, and developmental and cultural
influences when developing a teaching plan for the adult and pediatric
client(s).
• Clinical Decision Making
Apply critical thinking strategies, NU-102 and general education course
content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric client(s).
Year: 2014- 2015
See pages:12-15
See pages:12-15
See pages:12-15
See pages:12-15
See pages:12-15
See pages:12-15
See pages:12-15
See pages:12-15
See pages:12-15
See pages:12-15
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Year-end Report – Teaching Department
Queensborough Community College
Year: 2014- 2015
7. Work collaboratively in
diverse groups directed at
accomplishing learning
objectives
8. Use historical or social
sciences perspectives to examine
formation of ideas, human
behavior, social institutions, or
social processes.
9. Employ concepts and methods
of the natural and physical
sciences to make informed
judgments.
• Collaboration
Interact respectfully with peers and agency nursing staff in shared decisionmaking to administer quality, safe, effective care to adult and pediatric
clients.
• Clinical Decision Making
Apply critical thinking strategies, NU-102 and general education course
content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric client(s).
See pages:12-15
See pages:12-15
See pages:12-15
See pages:12-15
• Clinical Decision Making
Apply critical thinking strategies, NU-102 and general education course
content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric client(s).
See pages:12-15
See pages:12-15
10. Apply aesthetic and
intellectual criteria in the
evaluation or creation of works
in the humanities or the arts.
• Caring Interventions
Demonstrate compassionate and respectful nursing behaviors when caring
for diverse adult and pediatric client(s) and working with members of the
healthcare team that results in dignified quality care.
See pages:12-15
See pages:12-15
Analysis of Assessment Results:
The NU-102 clinical instructors record the grades of each student at midterm and end of semester and a written report is provided to each student.
The following tables demonstrate that a total of 33 students, or 54%, received a NI – Needs Improvement at midterm and 1 student received a U - Unsatisfactory.
The remaining 35 students, or 56%, received S – Satisfactory. By end-of-semester 57 students received S – Satisfactory and 1 student received U –
Unsatisfactory.
Midterm Evaluation
n
Percent
S – Satisfactory
28
45%
NI – Needs Improvement
33
54%
U - Unsatisfactory
Total
1
62
1%
100%
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Year-end Report – Teaching Department
Queensborough Community College
Final Evaluation
S – Satisfactory
U – Unsatisfactory
Total
n
Percent
57
93%
1
1%
58
94%
Year: 2014- 2015
Four (4) students, or 6%, dropped out of the course after midterm but prior to end-of-semester due to failing grades in theory. Students must be successful in
both the clinical and theory components of this course in order to move forward to the next semester.
The following tables provide a further breakdown examining the number of students who successfully achieved each of the Student Learning
Outcomes at mid-term and end-of-semester.
Mid-Semester – Fall 2014
Student Learning Outcomes
Professional Behaviors – Apply knowledge of nursing best practice and professional standard
when planning and implementing safe, effective, quality, client-centered care for the adult and
pediatric client.
Communication – Demonstrate effective therapeutic communication and other appropriate
Communication modalities when providing client-centered care.
Assessment – Perform comprehensive assessments on adult and pediatric clients utilizing the
nursing process, multiple data sources and incorporating developmental and cultural
influences to establish a foundation of nursing care.
Clinical Decision Making – Apply critical thinking strategies, NU-102 and general
education course content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric clients.
Caring Interventions – Demonstrate compassionate and respectful nursing behaviors when
caring for diverse adult and pediatric client(s) and members of the healthcare team that results
in dignified, quality care.
Teaching Learning – Incorporate principals of teaching learning, and developmental and
cultural influences when developing a teaching plan for the adult and pediatric client(s).
Collaboration – Interact respectfully with peers and agency nursing staff in shared decisionmaking to administer quality, safe, effective care to adult and pediatric clients.
Managing Care – Utilize agency management systems to provide safe, effective clientcentered care to the adult and pediatric client(s).
S
NI
U
53
9
0
49
13
1
43
19
1
35
27
0
54
7
1
52
10
0
48
13
1
48
13
1
7
Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
Clearly the student-learning outcome Clinical Decision Making was the most difficult outcome for these nursing students to achieve. 27 of 62
students, or 43%, needed to improve their clinical decision making skills at mid-semester. Assessment followed with 19 students, or 31%, needing
improvement, Collaboration, Communication, and Managing Care each show 13 students, or 21%, needing improvement, Professional Behaviors
with 9 students, or 15%, Teaching Learning with 10 students, or 16%, and Caring Interventions with 7 students, or 11%, needing improvement in
attaining the Student Learning Outcomes.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
End-of-Semester - Fall 2014
Student Learning Outcomes
S
Professional Behaviors – Apply knowledge of nursing best practice and professional standard
when planning and implementing safe, effective, quality, client-centered care for the adult and
pediatric client.
Communication – Demonstrate effective therapeutic communication and other appropriate
Communication modalities when providing client-centered care.
Assessment – Perform comprehensive assessments on adult and pediatric clients utilizing the
nursing process, multiple data sources and incorporating developmental and cultural
influences to establish a foundation of nursing care.
Clinical Decision Making – Apply critical thinking strategies, NU-102 and general
education course content, and fundamental evidence-based best practice information to plan
and implement safe, effective, quality care for adult and pediatric clients.
Caring Interventions – Demonstrate compassionate and respectful nursing behaviors when
caring for diverse adult and pediatric client(s) and members of the healthcare team that results
in dignified, quality care.
Teaching Learning – Incorporate principals of teaching learning, and developmental and
cultural influences when developing a teaching plan for the adult and pediatric client(s).
Collaboration – Interact respectfully with peers and agency nursing staff in shared decisionmaking to administer quality, safe, effective care to adult and pediatric clients.
Managing Care – Utilize agency management systems to provide safe, effective clientcentered care to the adult and pediatric client(s).
NI
U
57
0
0
57
0
1
57
0
1
57
0
0
57
0
1
57
0
0
57
0
1
57
0
1
The above chart demonstrates that most of the students, or 93%, were successful in converting their NI – Needs Improvement performance
to a S- Satisfactory grade by end-of-semester. One student was not successful in achieving a satisfactory performance for the Student
Learning Outcomes of Communication, Assessment, Caring Interventions, Collaboration and Managing Care. This student was
Unsatisfactory at midterm and final. Four (4) students, or 6%, dropped out of the course after midterm but prior to end-of-semester due to
failing grades in theory. Students must be successful in both the clinical and theory components of this course in order to move forward to
the next semester.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
Student Learning Outcomes
NU 102 Clinical Progress Report Results and Student Learning Outcomes
The assessment results for the fall 2014 semester provide confirmation of the Student Learning Outcomes that have been
achieved, and those which were not met for the sample of NU102 students evaluated at the end of the semester. Overall, the
results indicate that this sample of students performed successfully in the clinical component of this course.
The one student who did not move forward to the next nursing course did not meet the competencies of Communication,
Assessment, Caring Interventions, Collaboration and Managing Care and was therefore unable to achieve the Student Learning
Outcome associated with those competencies. Students must achieve all of the Student Learning Outcomes in order to be
successful and move forward in the program. The majority of students, however, have demonstrated proficiency in meeting the
competencies associated with each of the Student Learning Outcomes.
The difficulty in achieving the student-learning outcome, Clinical Decision Making, reflects the complex content of this
nursing skill. Nursing students are required to apply general education, nursing theory, critical thinking and evidence-based
information to support clinical judgments to achieve positive outcomes in adult and pediatric clients. This is an intricate skill
that requires consistency, practice and active learning from the nursing student.
Students should be supported throughout the semester to continue to work on their Clinical Decision Making skills. Students
who receive a NI – Needs Improvement at midterm, in any of the eight (8) student learning outcomes, will meet with their
clinical instructor to develop a written contract outlining specific criteria required to obtain a satisfactory grade.
Suggestions for Addressing Areas of Improvement
Suggestions for working on areas of improvement focus on creative and innovative approaches to teaching learning in the
clinical area and on bringing the clinical experience into the theory component of the course, facilitating student’s ability to put
their classroom knowledge to practice in the clinical setting. Students must be encouraged throughout the semester to become
active participants in their learning experience.
Active learning pedagogies must take place in the classroom to engage students with clinical realities. Students must actively
participate, experience and apply knowledge in order to understand the clinical implications of nursing knowledge.
There are many driving forces creating changes in nursing and healthcare today. It is imperative that we develop new ways of
content delivery and teaching methods to support and encourage student’s clinical thinking/reasoning skills.
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
4.
Results of certification examinations, employer and alumni surveys, student surveys, advisory board
recommendations (if applicable, please use the table below)
Data Source
Results
Action plan
Certification exams
NCLEX Pass Rates for 2014 90.91%
NYS Pass Rate 76.76%
Met ELOA: above State and National Rate.
National Pass Rate 82%
Employer/alumni
surveys, including
graduation and
placement survey
Graduate Surveys 50% response rate with a positive
evaluation of the Program.
Employer Surveys 3 responed.
Met ELOA for alumni.
Student surveys
(current students)
Overall, students satisfied with Program.
Met ELOA
Advisory Board
recommendations
Met on May 28, 2015. Recommendations include focus
on collaboration within the healthcare team, importance
of teaching assertive communication with physician
team members and preparing patients for transition to
home and community settings.
Continue to discuss these topics and implement
these skills across the curriculum.
5.
Continue to email employers and send follow-up
emails to encourage response. Use of computer to
complete survey at meeting as well as paper copies.
Other assessment activity (if applicable) Not applicable
F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2014-2015
(Please indicate [Yes or No] if the objectives were part of the College’s Strategic Plan for 2014-2015.)
Departmental
goals/objectives
2014/2015
Implement 3rd
Dual/Joint Program
with CUNY School
Strategic Plan
Y/N
Evaluation of achievement
Resulting action plan
Assist Students to
achieve career
goals.
Open for first cohort this spring. Only one student
applied.
Met with QCC Faculty
Advisor for SPS
Dual/Joint. Advisor
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Year-end Report – Teaching Department
Queensborough Community College
Year: 2014- 2015
of Professional
Studies (SPS)
Review PNET
Courses and
establish clear
Department
guidelines and
policies.
2.
Assist students to
achieve career
goals.
PNET courses are offered in NU 201, 202 and NU
204.NU 101 offers PNET for mostly posting videos and
for independent work outside of the classroom.
PNET Courses are evaluated in the Course Evaluations at
the end of each semester. In Nu 201, 202 and 204,
students were mostly satisfied with the partially online
course. In fall 2014, in NU 201, only 50% were satisfied
with taking a partially online course. In spring 2015, 70%
were satisfied. The goal to establish a faculty panel was
not met. However a discussion with the NU 201
Coordinator, who is enrolled in the June 2015, PNET
Faculty Development Workshop resulted in a plan to
revisit a panel for fall 2015 where faculty offering a
PNET course, meet regularly to align content and discuss
best practices..
will meet with new
incoming class to
introduce program and
address student
questions.
Set date for first
meeting of PNET
Faculty in fall 2015.
Goals/objectives for 2015-2016
(Explain how these goals/objectives align with the College’s goals and Strategic Plan for 2015-2016)
Departmental
goals/objectives 2015-2016
Implement curricula changes
in NU 101 for fall 2015 and
for NU 102, for spring 2016.
Increase retention rates in first
year students.
Mission/Strategic Plan
Planned method of evaluation
Demonstrate mastery of discipline-specific
knowledge, skills, and tools required for entry into
or advancement in the job market in their field.
Demonstrate mastery of discipline-specific
knowledge, skills, and tools required for entry into
or advancement in the job market in their field.
Monitor Course /Evaluations, exam
grades, HESI Standardized Exams and
progression rates.
Track retention rates through office of
Institutional Research & Assessment.
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