Barbara Blake-Campbell
Assessment Institute Fall 2015
NU 101 Course Assessment Report
Introduction:
NU 101 – Safe and Effective Care of Nursing Care of Clients – level 1 is a 7-Credit course
offered by the Nursing Department. This course provides the student with the
theoretical basis and practical application of nursing concepts underlying the practice of
safe and effective nursing care - across the life cycle - with a focus on the aging
population. Primary emphasis is placed on meeting the client’s basic self-care needs.
Communication techniques (written and oral), legal/ethical parameters of healthcare,
basic pharmacology, cultural considerations and teaching-learning principles are
described and utilized with individuals and small groups. The nursing process, as a
problem-solving tool, provides the basis of patient care. Students learn basic assessment
skills for individual clients. Critical thinking techniques necessary for diagnosing and
treating human responses to actual or potential health problems are utilized. Clinical
experiences in the college laboratories, hospitals, nursing homes and community settings
provide the basis for the development of professional behaviors.
This assessment project aimed at the knowledge, skills and attitudes necessary to
successfully complete the course. The tool used in this assessment is a modified Clinical
rubric from Clarke University (Dubuque, Iowa), to identify competency in the course’s
eight core competences listed below:
QCC CORE COMPETENCES




Professionalism
Safety
Assessment
Patient Centered Care
Teamwork and Collaboration
Evidence-Based Practice
Quality Improvement
Informatics
Student Learning Outcomes for NU 101 are listed in the table below.
NU 101 STUDENT LEARNING OUTCOMES
1.Demonstrates behaviors that are guided by ethical and legal standards.
2.Recognize delegation and prioritization as an important skill in managing
care.
3. Work collaboratively with peers, instructor and health care team to
1
achieve positive patient –centered outcomes.
4. Demonstrate effective and appropriate verbal, non-verbal, and written
communication skills to provide safe and effective patient care for the
adult and aging population.
5. Analyze and integrate best current evidence with clinical expertise and
patient/family preferences and values for delivery of optimal care.
6.Compare and validate laboratory data to monitor the outcomes of care
processes and the improvement methods to design and test changes to
continuously improve the quality and safety of health care systems.
7.Demonstrate safe, timely administration of medications stating
pharmacologic complications as they relate to the adult patient with health
alterations.
8.Demonstrate a systemic approach to collection of subjective and
objective data on assigned patient(s).
_________________________________________________________________
THE GENERAL EDUCATION OBJECTIVES:
To achieve these goals, students graduating with an associate
degree will:
1. Communicate effectively through reading, writing, listening
and speaking
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
6. Differentiate and make informed decisions about issues
based on multiple value systems
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
2
sciences to make informed judgments
10.Apply aesthetic and intellectual criteria in the evaluation
or creation of works in the humanities or the arts
The General Education Objectives that align with the course’s student
learning outcomes
Relevant General Education
Objective
Student Learning Outcomes
7. Work collaboratively in diverse groups
directed at accomplishing learning
objectives
3.Work collaboratively with peers,
instructor and health care team to
achieve positive patient –centered
outcomes.
1. Communicate effectively through
reading, writing, listening and speaking
4.Demonstrate effective and appropriate
verbal, non-verbal, and written
communication skills to provide safe and
effective patient care for the adult and
aging population
5. Analyze and integrate best current
evidence with clinical expertise and
patient/family preferences and values for
delivery of optimal care.
6. Compare and validate laboratory data
to monitor the outcomes of care
processes and the improvement methods
to design and test changes to
continuously improve the quality and
safety of health care systems.
5.Integrate knowledge and skills in their
program of study.
6.Differentiate and make informed
decisions about issues based on multiple
value systems.
Purpose of Assessment
NU 101 curriculum content has been rearranged/revised with emphasis on three distinct
areas of focus:


Principles of Diagnostic Testing, and Laboratory Data
The Nurse’s role in diagnostic testing: Consent, scheduling, preparation and teaching.
Hypertension: Stages, Risk Factors, Initial Treatment, including first line medications
3

Expansion on Infectious Disease content to include Nosocomial Infections
The goal: NU 101 nursing students will be challenged to exercise more critical and
analytical reasoning in selecting appropriate interventions to assist adult clients in
attaining, maintaining or regaining optimum wellness.
The expectations are that these changes will improve student-learning outcomes in
the second semester, and that there will be an increase in the number of students
who progress from NU 101 to NU 102, which historically has been very challenging.
Target area: Improvement in clinical performance evidenced by being better
prepared to manage their clinical assignments and improve in their ability to apply
theory to practice.
INSTRUMENT:
1. RUBRIC for Faculty to examine Clinical performance in the specific Core
Competences. Namely,
 Professionalism
 Safety
 Assessment
 Patient-Centered Care
 Teamwork and Collaboration
 Evidence-Based Practice (EBP)
 Quality Improvement
 Informatics
The practicum, in which a student is placed with an individual RN
preceptor/instructor in a clinical setting during each semester has been
identified as providing a potentially effective and innovative way to facilitate
the development of student clinical competence
In this assessment, all the eight Core Competences listed above scored on a
scale of 1-4 by a total of eight instructors. Four instructors in the second
semester NU102, and four instructors in the current NU 101. A total of 58
students were assessed. Formative assessment was conducted at midsemester, and a summative assessment at the conclusion of the semester on
the usual elements of practice in the standard Clinical component of the
program.
This report represents the first of a three phase assessment:
a) Rating of the current NU 101 – Fall 2015 – GROUP#1- MID- Semester [By Oct.
28th & End of Semester- December 10, 2015
b) Rating of the current NU 102 – Fall 2015- GROUP #2 MID Semester [By Oct. 28th
& End of Semester – December 10, 2015 -baseline
4
c) Rating of Group #1 (same cohort)- who have progressed to NU 102 Spring
2016- Mid & End of Semester- 2016
The practicum, in which a student is placed with an individual RN
preceptor/instructor in a clinical setting during each semester, has been
identified as providing a potentially effective and innovative way to facilitate
the development of student clinical competence.
NU 101
METHODOLOGY FOR ASSESSMENT
1. Tool:
Clinical Assessment Rubric attached
(Adapted from Clarke College, Dubuque, Iowa.)
II. Assessment Question:
Will students who participate in the restructured NU 101 course curriculum
demonstrate an improvement in critical thinking and clinical reasoning
evidenced by their ability to analyze and apply theory to practice?
[FOCUS: higher level thinking that coincides with National Council Licensure
Examination (NCLEX) requirements.]
CLINICAL RUBRIC (Adapted from Clarke College, Dubuque, Iowa.)
5
Rating Scale
Assess
EVIDENCE-BASED
PRACTICE
1.Demonstrates
ability to perform
basic skills
previously learned
Integrating best
current evidence and
clinical expertise
Program
OutcomesNu
mber
5
1.
2. ASEPSIS &
SAFETY
Demonstrates
knowledge of
principles of sterile
technique and ability
to maintain sterility.
(E.g. Injections,
dressing changes,
etc.)
3. SAFETY & ASEPSIS
Applies principles of
safety.
(E.g. personal safety,
check ID band
4. PROFESSIONALISM
Utilizes professional
therapeutic
communication
techniques with
patients, staff, family,
instructor, and other
students.
5. PATIENTCENTERED CARE
Demonstrates a
sense of
responsibility in
initiating and
Completing patient
care needs.
1, 2
1
1, 4
4, 5
Score
4
3
2
1
Consistently
demonstrates
ability to
perform skills
previously
learned with
minimal or no
instructor
assistance or
cueing.
Demonstrates
ability to
perform skills
previously
learned.
Requires
moderate
instructor
assistance and
cueing.
Inconsistently
demonstrates
ability to
perform skills
previously
learned.
Requires
maximum
instructor
assistance and
cueing.
Does not
demonstrate
ability to
perform skills
previously
learned. Has
demonstrated
unsafe patient
care.
Consistently
demonstrates
knowledge of
sterile
technique. Able
to verbalize and
perform
technique with
minimal or no
instructor
cueing or
feedback.
Demonstrates
knowledge of
sterile
technique. Able
to verbalize and
perform
technique with
moderate
instructor
cueing or
feedback.
Inconsistently
demonstrates
knowledge of
sterile
technique. Not
able to verbalize
or perform
technique,
requires
maximum
instructor
feedback and
cueing
Does not
demonstrate
knowledge
sterile
technique. Has
no recollection
of technique or
procedure. Has
demonstrated
unsafe patient
care.
Consistently
demonstrates
knowledge of
safety. Keeps
the patients
safety in the
forefront of
patient care
with minimal or
no instructor
reminders or
cueing.
Demonstrates
knowledge of
safety. Keeps
the patients
safety in the
forefront of
patient care
with moderate
instructor
reminders or
cueing.
Inconsistently
demonstrates
knowledge of
patient safety.
Requires
maximum
instructor
reminders and
cueing about
patient safety.
Does not
demonstrate
knowledge of
patient safety.
Has no
recollection of
patient safety
issues. Has
demonstrated
unsafe patient
care, below
level of safety.
Consistently
demonstrates
knowledge of
therapeutic
communication
with patients,
staff, etc. with
minimal or no
instructor
cueing.
Consistently
demonstrates
knowledge &
responsibility in
initiating and
completing
patient cares.
Requires a
minimal or no
amount of
instructor
intervention
and cueing.
Demonstrates
knowledge of
therapeutic
communication
with patients,
staff, and etc.
moderate
instructor
cueing.
Inconsistently
demonstrates
knowledge of
therapeutic
communication.
Requires
maximum
instructor
involvement
and cueing.
Inconsistently
demonstrates
knowledge &
responsibility in
initiating and
completing
patient cares.
Requires
maximum
instructor
intervention
and cueing.
Does not
demonstrate
knowledge of
therapeutic
communication.
Has
demonstrated
unsafe patient
care.
6
Demonstrates
knowledge &
responsibility in
initiating and
completing
patient cares.
Requires a
moderate
amount of
instructor
intervention
and cueing.
Does not
demonstrate
responsibility in
initiating and
completing
patient cares.
Consistently
demonstrates
unsafe and
dangerous
patient care.
6. ASSESSMENT
Completes
assessment
worksheets and
prepare Care Plans
Accurately, utilizing
systematic approach.
7. ASSESSMENT
Perform a basic
physical &mental
health/environmenta
l assessment on
assigned patient.
8. SAFETY
Verbalizes an
understanding of the
medications and
treatments of the
patient.
9.
PROFESSIONALISM
Performs care within
scope of knowledge
and limits of
licensure. Seeks
assistance, reports
changes, etc.
10. COLLABORATION
Follows up on
instructors or staff
suggestions for
improving care.
11.
PROFESSIONALISM
Conducts self in
mature and
responsible manner.
Displays positive
attitude.
12. PATIENTCENTERED CARE
Demonstrates
organization and
prioritization of care.
3, 6
6
1
1, 3
4, 5,6,7
1
1, 3
Consistently
completes the
assessment
Worksheets and
preparation
work correctly.
Instructor
makes minimal
or no
corrections and
additions to
paperwork.
Completes the
assessment
worksheet and
preparation
work correctly.
Instructor
makes a
moderate
amount of
corrections and
additions to
paperwork.
Inconsistently
completes the
assessment
worksheets and
preparation
work correctly.
Instructor has
to make
maximum
amounts of
corrections and
additions to
paperwork.
Does not
complete the
assessment
worksheets and
preparation
work correctly.
Completes a full
body
assessment.
Demonstrates
above average
level of
competence in
assessment
skills.
Consistently
demonstrates
above average
knowledge and
competence in
med knowledge
and treatments
for the patient.
Consistently
performs care at
an above
average level,
seeks
assistance, and
reports changes
as needed.
Completes a full
body
assessment.
Requires a
moderate level
of instructor
involvement in
the assessment
process.
Demonstrates
an average level
of knowledge
and competence
in medication
knowledge and
treatments for
the patient.
Performs care at
an average
level, seeks
assistance, and
reports changes
as needed.
Completes a full
body
assessment.
Requires a
maximum level
of instructor
involvement in
the assessment
process.
Consistently
demonstrates a
below average
level of
knowledge in
medications and
treatments for t
Completes a full
body
assessment. .
Consistently
performs care at
a below average
level of
competence and
relies heavily on
instructor
feedback and
suggestions.
Consistently
performs care at
an unsafe level,
tasks are not
completed, and
relies heavily on
instructor
feedback and
suggestions.
Consistently
follows up on
instructor’s
suggestions and
makes
improvements
accordingly at
an above
average level of
competence.
Consistently
demonstrates
an above
average level in
attitude and
conducts self in
a mature and
responsible
manner.
Consistently
demonstrates
organization &
prioritization in
initiating and
completing
Follows up on
instructor’s
suggestions and
makes
improvements
accordingly at
an average level
of competence.
Inconsistent on
following up on
instructor’s
suggestions.
Shows a below
average level of
competence.
Does not follow
up on
instructors or
staff suggestions
for improving
patient care.
Demonstrates
an average level
in attitude and
conducts self in
a mature and
responsible
manner.
Consistently
demonstrates a
below average
level in attitude
and does not
conduct self in a
mature and
responsible
manner.
Demonstrates
organization &
prioritization in
initiating and
completing
patient care at a
Consistently
irresponsible
and immature
manner and
demonstrates a
below average
level in attitude.
7
Demonstrates
organization &
prioritization in
initiating and
completing
patient care at
*Student needs
to make
appointment to
see instructor
regarding poor
paperwork.
Consistently
demonstrates
an unsafe level
of knowledge in
medications and
treatments for
the patient.
Consistently
demonstrates
knowledge or
behavior, which
reflects unsafe
levels of care.
13. TEAMWORK &
COLLABORATIONALI
SM
1, 9
Documents and
reports findings
timely and
appropriately
Utilizing informatics
and technology.
14.
PROFESSIONALISM
Dresses according to
policy.
patient care at
an above
average
competence,
requiring
minimal or no
instructor
intervention.
Consistently
reports and
documents
findings
appropriately at
an above
average level of
competence,
with minimal or
no instructor
intervention.
1
an average level
of competence,
requiring a
moderate
amount of
instructor
intervention.
below average
level of
competence,
requiring a
maximum
amount of
instructor
intervention.
Inconsistently
reports and
documents
findings at a
below average
level of
competence,
with maximum
amount of
instructor
intervention.
Tasks are not
completed and
performance is
unsafe.
Consistently
dresses
according to
policy.
Is inconsistent
with dressing
according to
policy.
Needs constant
reminders to
dress according
to policy.
Consistently
arrives on time
and/or notifies
instructor of
absence.
Inconsistent
with arriving on
time and
notifying
instructor or
floor of absence.
Consistently
arrives late,
does not notify
instructor or
assigned floor of
absence.
Absence is
unexcused.
Reports and
documents
findings
appropriately at
an average level
of competence,
with moderate
amount of
instructor
intervention.
Consistently
demonstrates
an unsafe level
of competence
in reporting and
documenting
findings.
**See Student
handbook regarding
dress policy.
15.
PROFESSIONALISM
Arrives on time.
Notifies instructor of
absence.
1,
Maximum
Possible Score
Total Score
Final Clinical
Grade (S or U)
Comments: ________
_________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
__________________________________________________________________
Instructor Signature: ___________________________________________________________
Student Signature:______[Optional)_______________________________________________________
Date:_________________________________________________________________________
8
9
Average Scores
Group - NU 101
Mean
Pre
Post
2.95
3.59
10
Average Scores
Group - NU 101
Mean
Pre
Post
3.37
3.65
11
Analysis:
The students learning outcomes assessed were: Professionalism, Safety, Assessment, Patientcentered Care, Teamwork and Collaboration, Evidence-Based Practice, Quality Improvement
and Informatics.
There is statistically significant difference in the NU 101 and NU 102 performance at midsemester and at the end of semester assessment. The T test is significant for both groups of
students evidenced by the overall improvement between pre and post for descriptors
overall which scored better in the post than in the pre for both NU 101 and NU102.
The t-test p<.05.
Results:
The results of this assessment demonstrated that the acquisition and development
of these outcomes occurred in all categories especially for the NU 101 students
where the margin of growth was more significant in all core competencies except
for Professionalism where adherence to dress code, punctuality and attendance
remained stable.
12
The faculty members who participated in the study recommended that the rubric be
further refined to reduce the number of items.
Conclusions:
Ongoing refinement for future testing is required to validate the use of this rubric in
assessing core competences in the clinical environment. The ultimate goal is that it
is a valid and reliable tool for use on entry, during and at the end of the nursing
program
13