Nursing: Program Planning Report, Spring 2012
Nursing Program Instructional Program Plan
Spring 2012
TABLE OF CONTENTS
I.
Background, Evaluation and Analysis ...........................................
1
Program Description ......................................................................
1
Relationships .................................................................................
1
Costs .............................................................................................
3
Student Learning Outcomes .........................................................
4
Student Success ...........................................................................
5
Results of Student Surveys ..........................................................
7
Results of External Data Research ..............................................
8
Curriculum Review .......................................................................
8
II.
New Directions .............................................................................
10
III.
Program Goals and Recommendations .......................................
10
Program Planning Goals and Recommendations Table ..............
12
APPENDICES ..............................................................................
13
A. SLO Assessments Summary .................................................
13
B. SLO Assessment Analysis Reports .......................................
17
C. Program Assessment Plan .....................................................
38
D. Nursing Program 2010-2011 Catalog Pages .........................
41
E. Detailed Equipment and Laboratory Supplies ........................
44
VI.
Page 1 of 44
Nursing Program Instructional Program Plan
February 10, 2012
I. BACKGROUND, EVALUATION AND ANALYSIS
Program Description
The Associate Degree Nursing (ADN) Program is a full time, two-year course of study with an integrated
curriculum that focuses on the knowledge, skills, and attitudes needed to function in the role of a
registered nurse. Using a team-teaching approach and the Neuman Systems Model as a theoretical
framework, a carefully planned sequence of theory, process lab (skills laboratory), simulation, clinical
practicum, and pharmacology courses are taught. During the final fourth semester, students prepare to
assume the role of graduate nurse by completing a rigorous clinical preceptorship. Cabrillo’s nursing
program is highly respected in the region and the state. The ADN Program is accredited by the California
Board of Registered Nursing.
Nursing education aligns with the mission and vision of Cabrillo College. The Nursing Program supports
the goals for career preparation and transfer education. The curriculum emphasizes the development of
critical thinking, oral and written communication, and technological literacy in the health care field.
Cultural awareness and the strength of diversity in team work performance and patient care are threaded
throughout the curriculum. Students graduate prepared for national examination and licensure as
registered nurses. Associate degree nurses are prepared, through articulation programs, to both co-enroll
in a Bachelor of Science in Nursing (BSN) Program, or transfer to a four-year BSN university program.
Relationships
Community Relationships: Today’s Cabrillo nursing graduates continue a nearly 52-year tradition of
providing well-educated professionals for local and regional health care facilities. Cabrillo offers the only
nursing program in Santa Cruz County. An advisory committee of representatives from local hospitals
and agencies meets semi-annually with nursing faculty to share information and make recommendations.
In addition, Cabrillo College and the Cabrillo nursing program are active participants in the county wide
Health Career Partnership. This collaborative partnership brings together educators and employers and
has been so successful at meeting collaborative goals that it is now being replicated at a regional level. In
addition, our clinical partners have contributed financially to our expansion. Community support for the
program is evidenced by a generous allocation of grants and scholarships, $400,000 and $650,000 over 5
years respectively, made available to the department and nursing students.
In the health care industry a national and statewide nursing shortage is imminent. By 2017, six million
newly insured Californians will enter the health care system. Santa Cruz County has been noted to have
one of the lowest nurse-to-population ratios in California. Nurses play a vital role from entry-level
positions to advanced-practice professionals in meeting health care needs of the community. Cabrillo
nurses are well prepared to enter this job market and to continue into Baccalaureate education.
Nurses are working in a wide variety of acute care and community settings, such as hospitals, outpatient
clinics, home health agencies and extended care facilities. Entry-level salaries for nurses are highly
competitive. Students who graduated in 2010 earned on the average $25,031 before the program and
$54,190 after graduation as an entry-level salary, with an average RN salary of over $80,000. In the
recent economic recession job availability has become a concern. Starting in 2009 post graduation
employment has decreased from nearly 100% to 80% within six months of graduation. In two sets of data
concerning employment in the 2010 cohort, the program survey found 80% of students employed in
nursing within six month of graduation. The Career Technical Education (CTE) Completers and Leavers
Page 1 of 44
Nursing: Program Planning Report, Spring 2012
Survey for 2010 had 35 responses: 2 unemployed, and 28 working in the field, 80% employed in nursing.
California Occupational Employment data from the Bureau of Labor Statistics places nursing as one of
the top 50 occupations in the state with the most job openings in the 2008-2018 projections period. This is
a growth rate of 20.5% or more (2010/11 California workforce data). This growth does not include
openings due to separations, retirement in an aging work force or leaving the occupation. Despite
economic difficulties that keep RNs employed past retirement age, our graduates are finding employment
in the field; and as noted earlier, labor market projections show an imminent nursing shortage for a
variety of reasons including “Obama care” and the aging RN workforce.
The Cabrillo College Nursing program has signed a memorandum of understanding with CSU Monterey
Bay that allowed a limited number of students to co-enroll in the collaborative BSN program. This
program officially begins its first class in the summer of 2012. Cabrillo’s Nursing Program also
encourages students to continue their education in nursing at San Jose State University, San Francisco
State University or CSU Dominguez Hills, to mention a few. The nursing program can anticipate periodic
program modifications in order to stay current with the rapidly changing health care field. Improved
articulation programs and incentives for students to enter into BSN and advanced practice education will
provide additional opportunities for Cabrillo graduates.
Community relationships have been expanded by the provision of simulation based training for the interprofessional staff in Perinatal and Medical Surgical departments at Sutter Maternity and Surgery Center
(SMSC). Following the Institute of Medicine (IOM) recommendations for patient safety, scenarios were
developed to provide practice and rehearsal with high risk situations integrating agency specific policies
and procedures. In the summer of 2011, 20 nursing and Medical staff from SMSC were trained in 8
simulations; all evaluated positively. Plans are progressing to offer these courses quarterly for SMSC and
other clinical partners with grant funding and a fee for service basis.
Campus Relationships
The nursing department works closely with the science departments to provide critical prerequisite
courses for nursing students. Many other departments such as math, English, speech and social sciences
offer additional prerequisite and degree-required courses. In addition many students on the nursing
waitlist are taking transfer courses toward a further degree.
Collaboration with our Allied Health partners has been enhanced by our relocation to the new state of the
art Health and Wellness Building. The Allied Health website has been standardized and cross linked
resulting in more fluid navigation for students. Applications and information are more standardized across
programs. Complex clinical compliance processes have been standardized and coordinated through online
tracking systems to meet agency needs. Allied Health programs are working closely with A&R to
streamline and coordinate application processes for improved student service and A&R efficiency. The
building itself has brought the Allied Health students together in a shared learning environment. The
Collaborative Learning Center supports students that need computer access and a quiet learning
environment, with space for group activities. The Allied Health programs share many challenges in
common. Working closely toward solutions will enhance all programs.
One focus of the nursing program is student development of computer skills and the utilization of
electronic resources for health science information. The Library/Learning Resource Center has developed
a short course specifically for nursing students to utilize the internet for health science information. This
course is required for all first semester nursing students and is provided as part of their clinical practicum.
Student Health Services provides flu vaccines to Cabrillo students. Under the direction of the Students
Health Services nurses, nursing students participate by administering flu vaccines. This allows the
Student Health Services to see many more students at a time. The nursing department has strong
relationships with other occupational programs. Notably the Stroke Center and the nursing program
Page 2 of 44
Nursing: Program Planning Report, Spring 2012
collaborate to enhance the gerontology/community clinical rotation in the third semester of the nursing
program. The Stroke Center is a valuable clinical site for community health education, which in turn
supports the health of Stroke Center students.
The Cooperative Work Experience Education (CWEE) program for nursing is a major contributor to
students’ confidence and skill acquisition. This program is in high demand by nursing students. The
overall goal is to better prepare students for clinical practice. Though difficult to manage in its complexity
and coordination with outside agencies, faculty has recognized that students who participate in CWEE are
more confident in the clinical area.
Increased diversity of the nursing workforce is a positive step in meeting the diverse needs of our
community. The nursing program through the Health Careers Advocate, a grant-funded position, the
nursing program reached out to students in our community that are under-represented in nursing. Due to a
long wait list the fruits of these efforts may not be realized for a year or more. To promote strategies that
foster success with an increasingly diverse student body the nursing program needs to remain sensitive to
changes in our student population, in age, gender, and cultural/ethnicity.
Costs
Teaching nursing is comparatively costly due to the relatively small number of students (30) who enroll in
each of the four semesters in the nursing program. Low student-faculty ratios in both clinical (10:1) and
skills laboratory (15:1) courses increase the cost of the program. The Board of Registered Nursing (BRN)
mandates a low student-faculty ratio during clinical practicum. Community agencies require a
student/faculty ratio of 10:1 or less during clinical practicum to assure adequate supervision and patient
safety. With the increased patient acuity and complex medical technologies now common in hospitals,
even this ratio can be problematic.
Table 1: Comparison of Nursing Base Expenditures with College Base Expenditure
Academic
Year
2006/07
2007/08
2008/09
2009/10
2010/11
Program
College
$649,055
$763,877
$776,273
$794,303
$810,796
$26,934,725
$29,023,043
$28,658,802
$27,072,480
$26,778,795
Percent of
Expense
2.410%
2.632%
2.709%
2.934%
3.028%
Percents
of FTES
1.522%
1.681%
1.938%
1.703%
1.629%
Income/Expense
Ratio
0.63%
0.64%
0.72%
0.58%
0.54%
Data for nursing confirm that the program is expensive, consistently falling well below the college load
average. In 2008/2009 a contract faculty was added paid for by grant funding. However, the above cost
for the program in 2007/2008 includes the cost of the salary for this faculty member. Expenses were
moved from the base budget to the grant budget at the end of the year.
The nursing program has a base budget for 80 students per year. With a grant from the Chancellor’s
Office, nursing has maintained an enrollment of 120 students per year. In the years of 2006-08 the nursing
program began the expansion with these grant funds. An increase in efficiency is observed in 2008-2009
because the nursing program took an additional 20 students per year, with additional grant funds. Since
2009 the nursing program has returned to its current expanded enrollment of 120 students per year. The
nursing program income to base ratio has declined over the years of 2006-07 through 2010-11 because the
nursing personnel cost have increased, though the college average expenses have decreased as the college
has reduced sections.
Cabrillo’s nursing program has 99% of its courses in the core. The two courses that are electives directly
support student success in the program; N109 open skills practice lab and CWEE. Both increase
confidence and competency of skills learned in the program.
Page 3 of 44
Nursing: Program Planning Report, Spring 2012
Table 2: Comparison of LOAD (WCHS/FTES) in Nursing with College Total
Academi
c Year
2006/07
2007/08
2008/09
2009/10
2010/11
FTES
Fall
Spring
70.1
96.3
100.1
95.2
147.9
102.5
101.9
106.2
91.3
95.2
WSCH
Fall
Spring
2,182.1 3,015.7
3,156.4 3,007.0
4,719.8 3,223.3
3,214.8 3,366.7
3,012.4 3,006.4
FTEF
Fall
Spring
7.9
11.5
12.3
11.5
11.5
11.5
11.5
11.5
10.6
10.6
WSCH/FTEF=Load
Fall
Spring
275.5
263.1
257.4
262.1
412.1
281.5
280.5
293.4
283.3
282.7
It is important to note that while the nursing program itself, with its low student/faculty ratio is costly,
nursing students contribute significantly to many supporting disciplines including the prerequisite course
work in science, English and math. Nursing majors complete all pre-requisite and general education
courses required for graduation. The nursing program makes a significant and tangible contribution to the
welfare of the local community. Registered Nurses who have graduated from Cabrillo College contribute
to the stability of the heath care work force, deliver consistent high quality health care, and as employees
RNs are tax payers. In total the nursing program must be considered a significant economic multiplier for
Santa Cruz County.
Possible Funding Sources
The creation of the new Health and Wellness Center provides a unique opportunity to develop further
outside funding sources. In recent years, the nursing department has been successful in obtaining student
senate and faculty grants for some program needs for the new simulation center. The Crocker Grant
generously funded needed lab equipment, pumps for medication delivery for a total of $52,000. Regional
grants are another funding source. The nursing program has been able to purchase new manikins and
update laboratory equipment with grant funding. The nursing program through the Central Coast Area
Health Education Center (AHEC) and a UC system health education collaborative was a recipient of
$30,000 for a high fidelity manikin to update the simulation lab in fall 2011. Collaboratives such as these
are a real opportunity to maintain a state of the art nursing laboratory. The nursing department will
collaborate with Career Education & Economic Development and the Cabrillo Foundation to explore and
earmark community collaborations and resources for the nursing program. In addition, the nursing
simulation program has great potential for outside funding through development and implementation of a
business plan.
The nursing program continues to receive grant funding from the Chancellor’s Office for enrollment and
growth, and has received support from Career Education and Economic Development program (CEED).
The Chancellor’s office of the California Community Colleges continues a grant program to expand
nursing education and build capacity in nursing programs throughout the system. Financial aid options for
nursing students, as well as support for nursing programs, are needed to assure adequate nursing staff
throughout the state. Given the current state budget problems the nursing program will need to carefully
monitor and be responsive to changes in the state budget and grant funding.
Student Learner Outcomes
The nursing program is historically grounded in outcomes based learning, so it is a natural transition to
highlight student learner outcomes to improve student success. The nursing department imbeds the core
competencies of communication, critical thinking, global awareness in the areas of scientific complexity
and social diversity, personal responsibility and professional development in its student objectives and
outcomes. In addition, national quality and safety competencies in nursing are included in program
outcomes and threaded throughout the curriculum. The nursing department derives semester appropriate
student learner outcomes from program outcomes. The student can compare semester outcomes as the
student progresses each semester toward program outcomes. All semester and program outcomes are
Page 4 of 44
Nursing: Program Planning Report, Spring 2012
given to the student in the Nursing Student Handbook as the student enters the nursing program. Course
objectives are designed to assist the student to meet semester objectives and are included in the course
syllabus for each class.
Since our last program planning report the nursing faculty evaluated all nine program outcomes across the
entire curriculum. The nursing program also evaluates student success in passing the National Council
Licensure Examination (NCLEX), designed by extensive research to test entry-level competency into
nursing practice. The results in general are very positive. Specific NCLEX results are presented under
student success. The Nursing Program is facing multiple challenges critical to the future success of the
program stemming from changes in industry standards. As a result changes to student learner outcomes
effective fall 2012 are in the curriculum approval process at the time of this report.
The faculty gleaned several gems from the evaluation process. Overall our students performed
very well in meeting the program outcomes, in some cases exceeding specific course and
program objectives. However inconsistencies were uncovered in student evaluation process,
specifically differences between regular faculty and the growing and changing number of adjunct
clinical faculty. We found this an opportunity to improve our internal process through staff
development. Evaluation results also validated the importance of quality and safety integration
into the curriculum, which has been our focus for the past two years. While our efforts were
aimed at the measurement of the terminal nursing program outcomes; the course outcomes,
course objectives, student clinical evaluations and course exam questions proved successful as
evaluative measures toward that end.
The Student Learner Outcomes Assessment Summary includes assessment outcomes, priority
recommendations, the report of progress toward completion, and indications for program planning. The
Student Learner Outcomes Assessment Summary is the product of Occupational Program Assessment
Analysis. They are included in the Program Outcomes 2006-2011 SLO Assessment Summary (Appendix
A). See also Occupational Program Assessment Analysis Reports (Appendix B).
Students have the opportunity to evaluate the nursing program each semester. Overall scores run good to
excellent. One of the trends is that students score their clinical experience the highest with excellent
ratings. The theory component scores are good to excellent. Of note, students highlight the importance of
pharmacology and request additional pharmacology theory. In light of the continued trend of increased
pharmacology on the NCLEX exam and the students request for more information in this area, the faculty
needs to address this issue in an innovative manner.
The nursing program measured the terminal program objective for the student learner outcomes measures.
We did not measure each course outcome. The plan is to meet with the slo coordinator to set up an
evaluation schedule to include course outcomes.
Student Success
Nursing is fortunate to attract highly motivated students. The goal of the nursing program is student
success. Learner outcomes in nursing are closely aligned with the skills and competencies required to
practice successfully in a variety of clinical settings. Theoretical content, laboratory skills and critical
thinking approaches to problem solving are taught and support clinical performance. Student learner
outcomes are reviewed at flex week department meetings with the highest faculty attendance, and as
needed. Ultimately, the measure of success is that Cabrillo graduates find and maintain employment in
nursing. Each year, students from the previous year’s graduating class are contacted by electronic survey
and/or telephone and asked about their employment. This feedback is shared with our Advisory Counsel
and Health Career Partnership, and is used to evaluate program needs.
Page 5 of 44
Nursing: Program Planning Report, Spring 2012
Student success measures include retention and completion of required courses and passing the NCLEXRN national licensing examination. The state and national averages in Table 3 below includes all prelicensure RN programs. Cabrillo student’s NCLEX pass rates are comparable to state and national
averages. The score for passing the NCLEX, with the rigor of the exam itself has risen in the past few
years. In the past year there has been a slight dip in Cabrillo’s pass rate, the faculty has examined possible
reasons noting that students who do not score higher that 75% on our exams are at high risk for not
passing the NCLEX. As a result the exam pass score for the Cabrillo college nursing program was
increase from 70% to the 75%. In addition, prioritizing contract faculty hiring, and increasing emphasis
on NCLEX test taking skills earlier in the program are needed and planned to support student success.
Table 3: NCLEX Program Reports: Cabrillo, Statewide and National Averages
2006/2007
NCLEX Pass Rates
Cabrillo College
California Average
National Average
#
Taken
55
2007/2008
#
% Pass
Taken
87.27%
61
88.93%
84.80%
% Pass
93.44%
87.87%
86.20%
2008/2009
#
% Pass
Taken
64
85.94%
88.93%
87.61%
2009/2010
#
Taken
57
2010/2011
#
% Pass
Taken
85.96%
65
89.00%
86.46%
% Pass
80.00%
87.00%
87.49%
Every effort is made with counseling and pre-requisite instructors to address basic skill shortcomings
before admission to the nursing program. Early identification, referral to Disabled Student Program and
Services and other appropriate campus support for students with learning disabilities and other challenges
that decrease student success are a priority in the nursing program. The team teaching approach in the
nursing program cross references student learning across classes and allows specific student challenges to
be identified earlier so that follow-up occurs.
Faculty identified that some nursing students lack college level writing skill; even though english 1a is a
required prerequisite to the program. The long “wait list” time of 4 years may cause students to get out of
the habit of good writing. English as a second language may also be a factor. The nursing faculty met
with the english department instructors in fall 2012, to discuss the type of writing required in the nursing
program. Nursing paper rubrics were reviewed and many positive recommendations came from this
meeting. Nursing’s student support faculty will meet with instructors in the writing center spring of 2012
to review current utilization of the writing center and support available for students.
Student retention strategies are important in the nursing program. Elective courses to strengthen study
skills through the tutorial center have been made available to students in the nursing program. Individual
tutoring in nursing is available through the tutoring department. The nursing program embraces the
concept of student to student support and facilitates study groups. Additional faculty guidance is offered
through N109 Nursing Skills Practice Lab, providing space in the nursing lab and Collaborative Learning
Center for individual study plans to meet for facilitated learning. Nursing faculty often provide
individualized assistance to at-risk students. This multifaceted approach has contributed to high success
and completions rates by nursing students.
Table 4: Comparison of College and Program Student Success/Completion
Academic
year
2006/07
2007/08
2008/09
2009/10
2010/11
College Course
Success
Fall
Spring
66.7%
66.6%
67.3%
67.8%
68.5%
68.9%
69.7%
70.6%
71.0%
71.9%
Nursing Course
Success
Fall
Spring
93.5%
98.0%
97.4%
94.2%
93.3%
95.6%
93.9%
94.2%
95.1%
98.3%
College Course
Completion
Fall
Spring
80.6%
80.3%
80.6%
82.0%
85.7%
84.6%
85.3%
84.7%
85.8%
86.3%
Nursing Course
Completion
Fall
Spring
94.3%
98.4%
97.8%
95.4%
94.8%
96.6%
94.5%
94.4%
95.5%
98.5%
Page 6 of 44
Nursing: Program Planning Report, Spring 2012
The nursing program has increased the scores required for passing grades to 75% in the nursing theory
courses to align with an increase in professional rigor. The nursing program is aware of the potential
impact of this change to future retention and completion rates. A student who fails a semester may repeat
once during the four semesters, with an approved remediation plan in place. Proactively the program is
reviewing student support and plans to utilize program data more closely to identify groups at risk, and
reevaluate student support and resources to optimize success. Currently, for students who do not complete
any given semester, there is about equal attrition due to course failure and personal reasons.
Results of the Students Survey
Interesting facts about Cabrillo nursing students were revealed in the nursing program student survey. Our
students are mostly female, comprising 81.1% and 18.9% male. This shows a small increase from
previous surveys in male students, and a general continuing disparity of men in the field. Our students are
getting younger. The age range of 26-40 comprises 66% of the class. Prior to entering the program a
majority of students (52%) have a college degree, an associate (25.6%), baccalaureate (21.1%) or
master’s degree (4%).
Due to the rigor of the program, study time was of major interest to faculty. A majority of students spend
greater than 7 hours per week studying. A large group of students 36.3% spend 10 + hours, 19.8% spend
7-9 hours, however, 31.9% spend 4-6 hours and 12.1% spend less than 4 hours studying per week. Most
students, 79% reported that the overall workload assigned to students was appropriate. This is higher than
in previous survey. Students (98.9%) reported that the class outlines and syllabi provided by the
instructors actually reflected what was taught in class. Finally, students (93.4%) recommend classes in the
nursing department to other students.
Students identified needed improvements in the facilities and classroom equipment. This was addressed
with the move to the new Allied Health complex in fall of 2010 and with recent instructional equipment
and media purchases.
Several themes arise out of open-ended questions and written comments. Students rated faculty as
excellent, experienced, rigorous yet approachable, committed, prepared, knowledgeable, and willing to
help. Students consistently appreciated early entry into the clinical area. Two aspects were highlighted;
the hands-on experience of the clinical area and guided learning by knowledgeable instructors.
Students commented on areas needing improvement. Students noted inconsistency in exam item
construction. Students commented that the wait list was too long and prerequisite courses too long ago. A
majority of comments were around building and facilities which have been addressed. Students have
asked for more summer work experience (CWEE). Students identified the need for more 1:1 with faculty
in clinical for learning and patient safety. The college survey results and department program surveys had
very similar responses. Student survey data and SLOs guide program recommendations.
Results of External Data Research
In recent years, the Cabrillo nursing program increased enrollment from a base of 40 to grant funded
expansion of an additional 20 students per year, or a total of 60 students each year and moved to twice per
year admission in response to a critical local and state nursing shortage. In the past two years the critical
nursing shortage has subsided. This temporary decline in a demand for new nursing graduates is due to
multiple factors that include a state wide economic decline and its effect on health care; decrease in
reimbursement rates for health services, delayed retirement of nurses, and a decrease in insured
Californians resulting in decease health care utilization. A reevaluation of state wide nursing needs
requires updating.
Page 7 of 44
Nursing: Program Planning Report, Spring 2012
The Center for California Health and Workforce Studies (CCHWS) at the University of California, San
Francisco was commissioned by the BRN to create a forecast model of the Registered Nurse workforce in
California. The forecast model was guided by input from the California Office of Statewide Health
Planning (OSHPD) California Department of Finance (DOF) with additional input from Chief Nursing
Officers from around the state. The forecast model was updated in 2011. In their report published in June
2011, the CCHWS predicts that if we maintain our current nursing education expansion we may be able
to meet our nursing needs into the year 2030. The authors caution that this is a conservative estimate and
that future nursing shortage may still occur with the current education capacity. There are several
complex factors involved. Health Care Reform will insure an additional 6 million Californians by 2017.
This will require nurses to take an expanded role in healthcare delivery. Nurses across the state who have
delayed retirement due to the economic crisis will begin to retire. Locally two nursing programs have
since decreased enrollment in response to immediate local decline in new graduate demands. The capacity
to provide nurses locally therefore has decreased. We currently have over 800 qualified students on our
wait list and our current plan in light of the larger picture is to hold enrollment at current levels.
Curriculum Review
The nursing curriculum is designed to meet all BRN requirements and to prepare students to pass
successfully the NCLEX-RN licensing examination. The nursing curriculum prepares students to meet
competency standards and outcomes for entry-level nursing practice.
Theory and pharmacology are integrated with clinical and skills laboratory and team-taught by nursing
instructors who coordinate learning in these diverse settings. Students indicate that they need further
emphasis on pharmacology, and that will need to be examined more closely. Semester and course
coordination, although time-consuming, is crucial to organizing and assuring a smooth, effective course
of study. Over the past several years the number of contract faculty has declined, causing an increase in
the use of adjunct faculty. This shift has been noted to cause problems with overall program coordination,
program development, and implementation of new processes. Therefore, one recommendation will be to
increase contract faculty, which will also increase the cost of the program.
Nursing is an evolving profession in knowledge and skills. Increased complexity of care, emphasis on
pharmacological therapies, national quality and safety education for nurses (QSEN) competencies,
healthcare technology, team communication/collaboration, delegation, scope of practice issues and
shorter nurse to patient interaction time challenge the current nursing program to evolve and meet
program outcomes. The nursing faculty are working with the QSEN initiative, a two year funded project
through the Gordon and Betty Moore Foundation, established through the National League for Nursing,
to meet the national standards for quality and safety in nursing education. An in-depth review of
philosophy, content and methodology was completed and several changes were made. The curriculum
adjustments are completed and in curriculum review for fall implementation. The next step is to engage in
quality curriculum review to make sure the changes are embedded as intended, flow seamlessly through
the curriculum, and are consistently implemented across courses and clinical.
Cultural sensitivity and competence is an important concern in health care delivery and is part of the qsen
patient-centered-care and communication focus. Cultural competence is challenging given the abstract
nature of the concept, relating in part to race or ethnicity and the attempts to associate culture
with health disparities. In the nursing program cultural sensitivity and knowledge of cultures is
threaded throughout the curriculum in nursing theory courses. The content has particular
emphasis in maternal child health, reviewing cultural aspects of pregnancy, delivery, and care of
the new born. Community health focuses on culture in the community, geriatric health, and
access to the health care systems. Aurelie Chinn our clinical lab instructor, using the diversity in
Page 8 of 44
Nursing: Program Planning Report, Spring 2012
our local community, has developed a virtual patient community to use in the nursing lab and
simulation center. This virtual community highlights cultural differences and gives the student an
opportunity to advance their knowledge and self awareness in a supportive learning environment.
The Cabrillo virtual community and has been represented as a poster presentation in a statewide
professional conference at Asilomar.
In recent years the complexity of the nursing role has expanded, requiring innovative teaching strategies
in the quest for reaching critical learning outcomes. In the effort to respond to these increased needs,
simulation based training was integrated into all clinical courses in 2007 with grant funding and is an
essential part of the nursing program. Funds were utilized to develop the program, develop faculty skills,
purchase manikins and equipment and remodel laboratory space to house a fully operational simulation
room. As noted, we are currently engaged in the development of a business plan to keep the simulation
program self-supporting.
Simulation based learning has roots in Contextual Learning theory, a proven concept incorporating
current research in cognitive sciences. In the past, nursing education moved from theory and skill
practice on static manikins to actual patients in the clinical setting. High fidelity simulation provides a
much needed bridge from theory and basic skills to clinical practice. The realistic scenarios, with a
manikin that responds to whatever the learner does or does not do, allows the learner to receive immediate
feedback; providing all learners the opportunity to assess a critical incident, collaborate with team
members, intervene to stabilize the situation and evaluate patient outcomes. The nursing program is in the
process of fully integrating QSEN competencies into the simulation experience. Looking into the future,
pharmacological therapies and patient safety are areas requiring further evaluation beyond what has been
accomplished in the curriculum review.
Responding to state mandates, California State Universities and California Community Colleges have set
a goal to complete nursing associate nursing education in 40 units and complete the total AS degree
within 70 units. The Cabrillo College Nursing Program is one of the few in the state to reach this goal,
while maintaining a quality program. Faculty looked to the method of instruction for the answer to both
issues of economy and targeted outcome. It takes a collaborative and informed faculty to support students
toward outcomes. Program quality and responsiveness to student needs are an ongoing priority and goal.
II. NEW DIRECTIONS
The Cabrillo College nursing program is in the middle of a very pivotal era in nursing. The Institutes of
Medicine Future of Nursing Report call-to-action is understood and embraced by the nursing faculty. The
report set out goals that cover the next ten years of work for nursing as a whole. Nursing education is a
part of the whole report, with the goal of having a seamless transition in the education level of nurses
from ADN to PhD. The report includes a mandate to have 80% of nurses prepared at the BSN level or
above. Quality and safety (QSEN) competencies are aligned with the future of nursing education goals,
and will evolve as the health care environment and patient populations change over time. Keeping in
mind the larger role of nurses in health care, local nursing needs and program recommendations, the
nursing program has specific goals and directions.
First the program is in the process of curriculum revision to include the QSEN competencies. This must
be completed and quality checked. One focus for the next year is to look closely at processes to maintain
quality and safety for patients in the clinical area with students. We will work with our clinical partners to
assure high quality program implementation.
The Cabrillo nursing program supports the regional CSU Monterey Bay Nursing Program. The Directors
of Cabrillo, Hartnell, and MPC have developed a regional best practice collaborative. The Directors of the
nursing programs have been meeting every 1-2 months to discuss issues in common. A faculty summer
Page 9 of 44
Nursing: Program Planning Report, Spring 2012
conference is planned to share best practices and challenges in nursing education. The plan is to share
best practices in the regional programs and what we have learned throughout the state through a collegial
and collaborative model.
A priority is to build and sustain quality and consistency across a complex curriculum, semesters, and
clinical groups, to supports student success toward outcomes. This will include sensitivity to student and
faculty feedback, and Student Learner Outcome measurement. Faculty development will be a focus in a
wide variety of area including, identified needs from outcomes, electronic clinical systems, teaching
strategies, national and local standards, test writing to NCLEX standards and test mapping.
It is a goal to build a sustainable simulation program through the development and implementation of a
business plan. It will be important to seek community and grant support for this project. The office of
CEED with the support of our Dean, are offering their time and expertise to work toward this goal.
Finally, the nursing program has changed its admissions process to accommodate the changes in
admissions and records (A&R); supporting their limited resources and work schedules. Nursing
applications will be accepted only within a two month window starting may 1, 2012. The applications
will then be processed by A&R during a time they are more available to do the work. The goal is to create
a more smooth process for students with timely feedback on application acceptance or denial.
III. PROGRAM GOALS AND RECOMMENDATIONS
1. Support students to reach student learner and program outcomes and be prepared to meet
competencies for entry-level into nursing practice by maintaining quality and consistency of
instruction in team taught and integrated curriculum.
The goal is to maintain two full time contract faculty (FTCF) per program level, plus adjunct faculty.
When the nursing program expanded to twice yearly admission the goal for contract faculty was a
decrease to two FTCF per level. Expansion, economic reductions across campus and loss of faculty to
retirement has left the nursing program with one FTCF in three levels. This is a problem because of
turn-over of adjunct faculty each semester, adjunct faculty sharing clinical groups, and lack of depth
of knowledge of the integrated curriculum makes consistency difficult. This diminishes the strength
of an integrated curriculum.
A) 2 contract faculty per level at approximately $66,000 plus benefits each. Some of this cost would
be met with a unit for unit replacement of adjunct units.
Level one has one FTCF, goal-addition of one FTCF
Level two has one FTCF, goal-addition of one FTCF
Level three has two FTCF, no addition needed
Level four has one FTCF, goal-addition of one FTCF
2. Increase student learning by replacing outdated equipment and upgrading simulation learning
environment in skills laboratory. Hospitals are a rapidly changing environment and are becoming
increasingly more technologically advanced. The students need an environment where they can learn
how to manipulate and operate equipment, and process patient case scenarios at their own pace,
without jeopardizing patients. In addition, there are regular supplies needed to maintain lab
instruction.
A) Maintain or update equipment over the next 1-5 years (See Appendix E) for a detailed itemized
list of Instructional Equipment:
High fidelity simulation manikins (2)
Hospital bed replacement with over bed tables and side table/stands (1-2)
Equipment to help practice IV skills, including various pumps and replacement IV arms
Tube feeding pump
Cost: $117,772.00 most of the cost will rely on grant funding
Page 10 of 44
Nursing: Program Planning Report, Spring 2012
B) Maintain lab supplies that students may not purchase for the basic running of the nursing lab for
instruction purposes. (See Appendix E for a detailed itemized list of instructional supplies)
Dressing materials
IV catheters, tubing and syringes
Tape, alcohol prep pads
Isolation gowns, allergy bands
Fake blood and others in Appendix E
Cost: $1000.00 over 1-2 years instruction covered by the instruction supply budget no
additional cost.
3. Improve learner outcomes with diverse students by continued analysis of the curriculum and support
structures in response to changes in the profession and Occupational Program Assessment Analysis.
A) Increase student competency in electronic health information technology and the use of computer
systems to access information and manage care with the new SimChart program.
B) Elsevier SimChart yearly college user fee of $1000.00, currently VTEA money. The VTEA grant
pool is decreasing, this will become and ongoing expense and would like to shift funding to
nursing budgeted item.
Cost: $1,000.00 yearly user fee
C) Centralized Clinical Placement System (CCPS) users fee for Bay Area Nursing Resource
Center clinical placement scheduling system for Santa Clara Valley clinical schedules.
Cost: $975.00 yearly user fee
D) Continue to develop the simulation program and work to build a more sustainable model.
Develop and implement a business plan over the next 3-5 years, through grant funding,
collaboration with CEED and community partners, plan for community use of the facilities.
Cost: no additional cost to the college
E) Develop nursing theory examinations that follow the new NCLEX test pattern format. Provide
resources, programs or funding for courses so that faculty can improve test writing skills. If
possible, send a faculty representative to the NCLEX test writing course and pool.
Cost: Out of state attendance $1500 for traveling, room and board expenses, or on-line course
$200-300, grant funding. No additional cost to the college
F) Support students to improve success in light of the increase in theory scoring, test taking
strategies and NCLEX style question starting in semester one, and direct instructor intervention
for those students who are at risk. In addition, redesign student support strategies through the
students support committee, utilizing data now available at course level.
Cost: no additional cost to the college
G) Maintain quality of the nursing program by staying up to date on national, state and local nursing
issues and regulations, complete QSEN competencies in the curriculum, update curriculum
(ongoing), and assure accreditation.
Maintain California Organization Associate Director of Nursing Membership, $50.00
Curriculum work is supported by QSEN stipends donated by faculty
California Simulation Alliance membership fee, $300.00. Simulation Program fund
Page 11 of 44
Nursing: Program Planning Report, Spring 2012
Nursing Program Planning Goals and Recommendations
Rank
Goal or Recommendation
1.
Staffing: maintain 2 FTCF per
level immediate need hire 3
FTCF, 2 urgently
2.
Electronic health information
technology system SimChart
3.
Centralized Clinical Placement
System (CCPS) users fee
4.
Nursing Laboratory Supplies
ongoing expense with yearly
price adjusting
Instructional Equipment
Seeking grant funding
5.
Projected Cost
Replace adjunct
units, with addition
of benefits
$66,000/ea
$1000.00/yr
$957.00
$1000.00 /yr
$117,772.00
Evidence of need (SLO
Assessment, etc.)
SLO assessment 3/9/09 indicated
need for improvement in
consistent clinical evaluation.
Student survey reflected more
consistency among instructors in
each level.
Supports QSEN and IOM
competency in informatics and
electronic health information
management.
Supports Cabrillo core value of
technology competence in the
field
New graduate survey reflects
student desire to have “more
computer learning in health care.”
Required clinical placements in
the Bay area in order for students
to meet clinical SLOs.
Lab supplies support learning in
the lab.
Student surveys indicate that up to
date equipment in the lab assisted
in learning.
Simulation experience was noted
by student survey as a reason for
job placement.
Page 12 of 44
Nursing: Program Planning Report, Spring 2012
APPENDICES
APPENDIX A
SLO Assessment Summary
Program Outcome
& date measured by
faculty
1. Provide safe direct
nursing care to
individuals and groups
by using evidence
based practice, the
nursing process and
principles of caring to
assess and diagnose
health status, plan
goals, implement and
evaluate outcomes
taking into
consideration the
physiological,
psychological, sociocultural,
developmental, and
spiritual dimensions of
care. (Spring 2006)
Priorities Identified-Faculty
Recommendations
Outcomes met or ongoing
plans
Faculty comments
Student surveys
indicate a desire
for additional
pharmacology
course work or
class.
Increase emphasis
on NCLEX exam.
May consider
offering a
community
education course
in the future.
Encourage faculty to
share conference
topics and worksheets
or activities that might
enhance student
learning of
pharmacology in the
clinical setting.
Encourage students to
work in study groups
to increase knowledge
base and team work
skills.
Utilize the skills lab
for needed practice as
indicated.
Shared at Faculty
meeting and
communicate via
level coordinators at
flex week meeting
Fall 2006
Checked in with
Faculty re student
progress and student
feedback Spring
2007 flex week
Implemented and
ongoing
Increase in-class
discussions and
activities
Provide more frequent
in class participation
using the I clicker
classroom response
system
Assist adjunct and all
faculty to evaluate
with knowledge of
program outcomes
that inform the
evaluation process
Meeting/ workshop
for faculty to share
strategies, review
excessive use of EO
Spring 2011 faculty
development with
use of webinars, for
pilot use in Fall 2011
Implemented
Faculty started using
ICliker for in class
participation and
feedback Fall 2011.
Workshop and
meetings held with
faculty that focused
on program based
clinical student’s
evaluations, Fall
2007 and Spring
2008.
The assessment
demonstrated
excessive use of the
EO exceeds objective,
Faculty agreed to only
us EO if they can
support the finding, to
achieve accurate
evaluation of the
student.
Reassessment needed
in next evaluation
cycle.
(Administers
Medications Safely
and Accurately
2. Demonstrate
comprehensive nursing
knowledge of health
promotion-asintervention along the
wellness/illness
continuum (Fall 2010).
3. Utilize critical
thinking skills to
provide effective
nursing care for
individuals and groups
throughout the
developmental stages.
(Spring 2007)
Page 13 of 44
Nursing: Program Planning Report, Spring 2012
4. Integrate knowledge
of cultural diversity,
legal aspects and
ethical principles to
provide and/or manage
client care in a variety
of health care
environments (Spring
2011)
Examine methods of
test construction that
encourage
competency in this
topic
Explore test mapping
as an improvement
tool
Faculty development
planned, workshop
on test mapping,
with instructor or
online Spring 2012
Look for programs
already prepared to
share or use in the
workshop
5. Demonstrate
effective
communication skills
in nurse/client and
professional
relationships in the
practice of nursing.
(Fall 2008)
Provide more frequent
feedback on student
progress
Use methods of
questions that
encourage
competency
Faculty Flex activity
to assist faculty in
documentation of
student progress,
“How to deliver bad
news” completed.
Faculty uses a check
list to help prompt
questions of the
student in case of an
event or need for
additional
information
Faculty met and
revised the clinical
evaluations criteria
to be more explicit in
the areas of needs
improvement and
meets objectives.
This is in an effort to
provide more
consistency in
grading between
members of the
faculty. Completed.
Faculty will pursue
additional grant
funding for the
expansion and
support of the
Nursing Simulation
Program. Ongoing
The faculty plans to
review the nursing
curriculum to
examine the threads
and overview of the
students
understanding and
demonstration of
incorporation of the
Joint Commission
safety goals, and
how simulation can
reinforce this
learning. Ongoing
State criteria for
grading more
explicitly
Write collaborative
grants to fund
departmental projects
to improve teaching
Analyze course
curriculum to
determine that
competency skills are
taught, so that the
department can build
a progression of skills
as students advance
through courses
Test mapping
workshop for faculty
planned spring 2012
or Fall 2012.
Page 14 of 44
Nursing: Program Planning Report, Spring 2012
6. Act as an advocate
in order to assist the
individual or group’s
progress towards
optimal wellness by
minimizing harmful
stressors, strengthening
coping abilities and
maximizing available
resources. (Spring
2010)
7. Provide health
teaching for
individuals, families
and/or groups with the
goal of promoting
healthy behaviors,
reducing stressors, and
enhancing coping
resources. (Fall 2010).
8. Incorporate sound
leadership principles
according to the
Standards of
Competent
Performance in
planning, managing,
and delivering health
care in
interdisciplinary teams,
including delegation
and supervision of
nursing care being
delivered by others.
Increase in-class
discussions and
activities
Revise content of
socio cultural
concerns/competency
assignment/activities
Encourage faculty to
share activities that
foster competency
Utilize Quality and
Safety in Nursing
Education (QSEN)
website to explore and
share instructor
strategies, starting
with patient centered
care
o
o
Increase student
collaboration and/or peer
review by engaging
students in alternative
learning modalities,
activities and experiential
learning, discussion
groups
Provide more frequent
feedback on student
progress
Nothing; assessments
indicate no
improvements needed
Reviewed SLO data
and QSEN
competencies
Utilizing QSEN
funds, January 2011
faculty curriculum
retreat placed QSEN
competencies in the
curriculum for
curriculum review
spring 2012.
Program plan work
spring 2011 and fall
2011.
Full implementation
schedule Fall 2012
Through the Program
Planning process and
Curriculum
modification we will
integrate the QSEN
competencies in the
program
Staff development in
Curriculum
integration and
implementation of
the QSEN
competencies; these
include Team work
and Collaboration,
Quality and Safety,
Informatics, Patient
centered care and
Evidence based
Nursing
Retreat education for
staff completed
January 2011
Flex week workshop
and staff development
in meeting QSEN
competencies
expectations of their
integration into the
curriculum and
develop individual
course strategies at the
four levels
None
Page 15 of 44
Nursing: Program Planning Report, Spring 2012
(Spring 2011)
9. Assume
responsibility and
accountability for role
function in the practice
of nursing as defined
by the Nurse Practice
Act and professional
standards of nursing.
(Fall 2009)
Consistently apply the
student evaluation
process by all faculty,
full time and adjunct
by: Interpreting
SLO’s, course
outcomes and Cabrillo
nursing program
outcomes (grid p26 in
the student
handbook.) and
explaining through
narrative any
evaluation other than
meets objective MO
designation on the
student evaluation.
Plan an education
program for faculty
to increase
effectiveness of task
of clinical student
evaluation, collect
examples of
evaluations from all
faculty, to facilitate
the learning process.
Fall 2010 Flex week
activity as part of the
faculty meeting so
all faculty can attend.
Completed
Student evaluation is a
major focus when
training new clinical
faculty. Clinical
teaching and
evaluation takes
several semesters to
gain experience.
Adjunct faculty
turnover is an issue.
Page 16 of 44
Nursing: Program Planning Report, Spring 2012
APPENDIX B
Occupational Program Assessment Analysis Reports
Occupational Program Assessment Analysis
Nursing Department Spring 2011
Department
Nursing
Meeting Date
September 1, 2011
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured # 4
Faculty in attendance, 6 FT= ( 85%) of FT
+ 4 adjunct = ( 40 %) of 25 total faculty
Assessment Tool
(Briefly describe assessment
tool)
Assessment Results
(Summarize the overall
results of your department
including any students needs
and issues that emerged)
Same as above
Integrate knowledge of cultural diversity, legal aspects and ethical
principles to provide and/or manage client care in a variety of
health care environments
Spring of 2011 all Nursing Theory courses were surveyed under
program outcome: Integrate knowledge of cultural diversity, legal
aspects and ethical principles to provide and/or manage client care
in a variety of health care environments. In the area of, Professional
behaviors, the measured outcome is consistent but depth of
knowledge, attitude and skill acquisition, is progressive in each
succeeding level, and is detailed in the program outcomes grid in
the nursing student handbook. Each nursing course, student
learning outcomes are derived directly from the program outcomes.
Professional behavior is a critical skill required by nurses and the
development of the knowledge base, attitude and skill acquisition is
progressive over the nursing program levels.
The faculty chose to measure this objective throughout each of the
4 levels in the Theory course exam questions. Those questions that
covered this outcome or concept were selected in order to evaluate
how our students were progressing toward the program outcome in
this area.
Total students measured – 117
N14 Level 1 :
Total students – 30
Total number of questions – 12
Highest % total answered correct on any single question – 100%
Lowest % total answered correct on any single question – 23%
Average % total correct on all questions – 79%
N24 Level 2 :
Total students – 28
Total number of questions – 3
Highest % total answered correct on any single question – 100%
Page 17 of 44
Nursing: Program Planning Report, Spring 2012
Lowest % total answered correct on any single question – 83%
Average % total correct on all questions – 93%
N34 Level 3 :
Total students –29
Total number of questions – 17
Highest % total answered correct on any single question – 100%
Lowest % total answered correct on any single question – 62%
Average % total correct on all questions – 88%
Next Step in the Classroom
to Improve Student Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things faculty
felt would most improve
student learning)
Implementation
N44 Level 4 :
Total students – 30
Total number of questions – 24
Highest % total answered correct on any single question – 100%
Lowest % total answered correct on any single question –17%
Average % total correct on all questions – 79%
o Examine methods of test construction that encourage
competency in this topic
o Explore test mapping as an improvement
tool
o
Examine methods of test construction that encourage
competency in this topic
o Explore test mapping as an improvement
tool
o
Examine methods of test construction that encourage
competency in this topic
o Explore test mapping as an improvement
tool
1) Faculty development workshop on Test mapping
(List the departmental plans
to implement these priorities)
Timeline for Implementation
2) Look for programs already prepared that we might share or use
as a plan for the workshop
Flex week January 2012
(Make a timeline for
implementation of your top
priorities
Page 18 of 44
Nursing: Program Planning Report, Spring 2012
Occupational Program Assessment Analysis
Nursing Department Spring 2011
Department
Nursing
Meeting Date
September 1, 2011
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Faculty in attendance, 6 FT = ( 85%) + 4 adjunct= ( 40
%) of 25 total faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured # 8
Same as above
Assessment Tool
(Briefly describe assessment
tool)
Incorporate sound leadership principles according to the
Standards of Competent Performance in planning,
managing, and delivering health care in interdisciplinary
teams, including delegation and supervision of nursing care
being delivered by others.
Spring of 2011 all medical surgical clinical sections were
surveyed under program outcome area of: Professional
behaviors, the specific outcome of, Time management
principles use to organize and complete care were
measured. In the area of professional behavior, the
measured outcome is consistent but depth of skill
acquisition, is progressive in each succeeding level, and is
detailed in the program outcomes grid in the nursing
student handbook. The clinical practicum objectives are
derived directly from the program outcomes.
Professional behavior is a critical skill required by nurses
and the development of the skill progresses over the
nursing program levels. The faculty chose to measure this
objective at the end of each of the 4 levels in the medicalsurgical rotations to evaluate how our students were
progressing toward the program outcome in this area.
N15 Level 1: Uses time management principles to
complete basic care
N25 Level 2: Uses time management principles to organize
and complete care
N35 Level 3: Uses time management principles to organize
and complete care
N45 Level 4: Uses time management principles to organize
and complete care
Assessment Results
(Summarize the overall
results of your department
including any students needs
Total students measured – 117
N15 Level 1: Uses time management principles to
complete basic care
Total students – 30
Page 19 of 44
Nursing: Program Planning Report, Spring 2012
and issues that emerged)
Exceeds objective - 0
Meets objective - 30, 100%
Needs improvement - 0
N25 Level 2: Uses time management principles to organize
and complete care
Total students – 28
Exceeds objective – 4, 15%
Meets objective - 24, 85 %
Needs improvement - 0
N35 Level 3: Uses time management principles to organize
and complete care
Total students – 29
Exceeds objective -13, 48%
Meets objective – 15, 51%
Needs improvement - 1
Next Step in the Classroom
to Improve Student Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
N45 Level 4: Uses time management principles to organize
and complete care
Total students – 30
Exceeds objective - 0
Meets objective - 30, 100%
Needs improvement - 0
o Nothing; assessment indicates no improvement
necessary
o
Nothing; assessments indicate no improvements
necessary
NONE
(List the top 3-6 things faculty
felt would most improve
student learning)
Implementation
NONE
(List the departmental plans
to implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
NONE
Page 20 of 44
Nursing: Program Planning Report, Spring 2012
Occupational Program Assessment Analysis
Nursing Department Spring 2010
Department
Nursing
Meeting Date
November 11, 2010
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
faculty in attendance, 6 FT = ( 86%) + 1 adjunct=
(30%) of 23 total faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured
Same as above
Assessment Tool
(Briefly describe assessment
tool)
Act as an advocate to assist the individual or group’s
progress towards optimal wellness by minimizing harmful
stressors, strengthening coping abilities and maximizing
available resources.
Spring of 2010 all medical surgical clinical sections were
surveyed under program outcome area of: Professional
behaviors, the specific outcome of, act as an advocate to
assist the individual; or group’s progress towards optimal
wellness was measured. In the area of professional
behavior, the measured outcome is consistent but depth of
skill acquisition, is progressive in each succeeding level,
and is detailed in the program outcomes grid in the nursing
student handbook. The clinical practicum objectives are
derived directly from the program outcomes.
Professional behavior is a critical skill required by nurses
and the development of the skill progresses over the
nursing program levels. The faculty chose to measure this
objective at the end of each of the 4 levels in the medicalsurgical rotations to evaluate how our students were
progressing toward the program outcome in this area.
Assessment Results
(Summarize the overall
results of your department
including any students needs
and issues that emerged)
N15 Level 1: Describes client rights in the health care
system
N25 Level 2:Identifies situations where clients’ rights may
be a concern
N35 Level 3: Identifies situations where clients’ rights are
compromised and intervenes with guidance
N45 Level 4: Informs clients about and advocates for
clients’ rights
Total students measured - 122
N15 Level 1: : Describes client rights in the health care
system
Total students - 29
Exceeds objective - 0
Meets objective - 29, 100%
Needs improvement - 0
Page 21 of 44
Nursing: Program Planning Report, Spring 2012
N25 Level 2: Identifies situations where clients’ rights may
be a concern
Total students - 28
Exceeds objective - 0
Meets objective 28, 100 %
Needs improvement - 0
N35 Level 3 Identifies situations where clients’ rights are
compromised and intervenes with guidance
Total students - 28
Exceeds objective – 2, %
Meets objective – 25, %
Needs improvement - 0
N/A - 1. %
N45 Level 4: Informs clients about and advocates for
clients’ rights
Next Step in the Classroom
to Improve Student Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things faculty
felt would most improve
student learning)
Implementation
(List the departmental plans
to implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
Total students - 37
Exceeds objective – 1, %
Meets objective – 36,
Needs improvement - 0
Revise content of socio cultural concerns/competency
assignment/activities
Increase in-class discussions and activities
Encourage faculty to share activities that foster competency
Utilize Quality and Safety in Nursing Education (QSEN)
website to explore and share instructor strategies, starting
with patient centered care
Increase in-class discussions and activities
Review SLO data and QSEN competencies
Use data to form program planning
January 2011 faculty curriculum retreat and work on
Program plan spring 2011 and fall 2011.
Page 22 of 44
Nursing: Program Planning Report, Spring 2012
Occupational Program Assessment Analysis
Nursing Department Fall 2010
Department
Nursing
Meeting Date
February 10, 2011
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured
Faculty in attendance, 6 FT = ( 86%) of FT + 1 adjunct =
( 30%) of 23 total faculty
Assessment Tool
(Briefly describe assessment
tool)
Same as above
Provide health teaching for individuals, families and /or
groups with the goal of promoting healthy behaviors,
reducing stressors, and enhancing coping resources.
Fall of 2010 all Medical Surgical and Specialty Clinical
sections were surveyed under program outcome area:
Teaching and Learning, the specific outcome of, Provide
health teaching for individuals, families and /or groups
with the goal of promoting healthy behaviors, reducing
stressors, and enhancing coping resources.. In the area of
Teaching and Learning, the measured outcome is
consistent but depth of skill acquisition, is progressive in
each succeeding level, and is detailed in the program
outcomes grid in the nursing student handbook. The
clinical practicum objectives are derived directly from the
program outcomes.
Teaching and Learning is a critical skill required by nurses
and the development of the skill is progressive over the
nursing program levels. The faculty chose to measure this
objective at the end of each of the 4 levels in the medicalsurgical and specialty rotations to evaluate how our
students were progressing toward the program outcome in
this area.
N15 Level 1: With guidance implements a standardized
teaching plan
N25 Level 2: Modifies and implements standardized
teaching plan
Peds- Implements standardized teaching plan
N35 Level 3 Prioritizes, plans and provides individualized
teaching to clients and families with guidance,
Geri- Designs and conducts class presentation
N45 Level 4: Assess, prioritizes, provides, and evaluates
health teaching for clients, families and caregivers
Psych- Provides health teaching as needed
Page 23 of 44
Nursing: Program Planning Report, Spring 2012
Assessment Results
(Summarize the overall
results of your department
including any students needs
and issues that emerged)
Total students measured - 115
N15 Level 1: With guidance implements a standardized
teaching plan
Total students - 29
Exceeds objective - 0
Meets objective - 29, 100%
Needs improvement - 0
N25 Level 2: Modifies and implements standardized
teaching plan
Total students - 28
Exceeds objective - 0
Meets objective 28, 100%
Needs improvement - 0
N35 Level 3: Prioritizes, plans and provides individualized
teaching to clients and families with guidance, - Designs
and conducts class presentation
Total students - 29
Exceeds objective – 9, 31%
Meets objective – 20, 69%
Needs improvement - 0
Next Step in the Classroom
to Improve Student Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
N45 Level 4: Assess, prioritizes, provides, and evaluates
health teaching for clients, families and caregivers
Provides health teaching as needed
Total students - 29
Exceeds objective – 0,
Meets objective – 29, 100%
Needs improvement - 0
o Increase student collaboration and/or peer review
o Provide more frequent feedback on student progress
o
o
(check all that the department
felt would help them improve
student learning)
o
o
Priorities to Improve Student
Learning
(List the top 3-6 things faculty
felt would most improve
student learning)
o
o
Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
Consult teaching and learning experts about teaching
methods
Encourage faculty to share activities that foster
competency
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
Increase student collaboration and/or peer review by
engaging students in alternative learning modalities,
activities and experiential learning, discussion groups
Provide more frequent feedback on student progress
Page 24 of 44
Nursing: Program Planning Report, Spring 2012
Implementation
(List the departmental plans
to implement these priorities)
Through the Program Planning process and Curriculum
modification we will integrate the QSEN Quality and
Safety in Education of Nurses competencies
Staff development in Curriculum integration and
implementation of the QSEN competencies; these include
Team work and Collaboration, Quality and Safety,
Informatics, Patient centered care and Evidence based
Nursing
Timeline for Implementation
Spring 2011 and Fall 2011 is our Planning cycle
(Make a timeline for
implementation of your top
priorities
Flex week workshop and staff development in meeting
QSEN competencies expectations of their integration into
the curriculum and develop individual course strategies at
the four levels
Page 25 of 44
Nursing: Program Planning Report, Spring 2012
Occupational Program Assessment Analysis
Nursing Department Fall 2010
Department
Nursing
Meeting Date
March 17, 2011
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Faculty in attendance, 6 FT= ( 86 %) of FT
+ 2 adjunct = ( 35 %) of 23 total faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured
Same as above
Assessment Tool
(Briefly describe assessment
tool)
Demonstrate comprehensive nursing knowledge of health
promotion-as-intervention along the wellness/illness
continuum
Fall of 2010 all Nursing Theory courses were surveyed
under program outcome area: Demonstrate comprehensive
nursing knowledge of health promotion-as-intervention
along the wellness/illness continuum. In the area of,
Nursing knowledge and the promotion of healthy behaviors
the measured outcome is consistent but depth of
knowledge, attitude and skill acquisition, is progressive in
each succeeding level, and is detailed in the program
outcomes grid in the nursing student handbook. Each
nursing course student learning outcomes are derived
directly from the program outcomes.
Nursing knowledge and the promotion of healthy behaviors
are critical skills required by nurses and the development of
the knowledge base, attitude and skill acquisition is
progressive over the nursing program levels.
The faculty chose to measure this objective at the end of
each of the 4 levels in the Theory course final grade to
evaluate how our students were progressing toward the
program outcome in this area.
N14 Level 1:Apply theoretical knowledge, clinical decision
making skills and the nursing process to analyze situations
and draw conclusions about common and predictable
health problems for medical/surgical and peri-natal clients/
client systems.
N24 Level 2: Apply theoretical knowledge, clinical
decision making skills and the nursing process to analyze
data and draw conclusions in increasingly complex studies
in pediatric and medical/surgical situations.
N34 Level 3 Apply theoretical knowledge, clinical decision
making skills and the nursing process to analyze data and
draw conclusions regarding moderately complex health
Page 26 of 44
Nursing: Program Planning Report, Spring 2012
problems for medical/surgical, geriatric and communitybased clients/ client systems.
Assessment Results
(Summarize the overall
results of your department
including any students needs
and issues that emerged)
N44 Level 4: Apply theoretical knowledge, clinical
decision making skills and the nursing process to critique
multiple levels of data, integrate and differentiate the
nursing competencies and communication skills required
for effective care in a variety of medical/surgical and
psychiatric settings.
Total students measured - 115
N14 Level 1: Total students - 29
Excellent –6, = 21 %
Above Average - 19,= 65 %
Average – 4, =14 %
Below Average- 0
N24 Level 2: Total students - 28
Excellent – 3, =11 %
Above Average -17 ,= 61 %
Average – 7, =25 %
Below Average- 1, = 3%
N34 Level 3: Total students - 29
Excellent – 6, = 21 %
Above Average -19 ,= 65 %
Average – 4, =14 %
Below Average- 0
N44 Level 4: Total students – 29
Excellent – 2, = 7 %
Above Average -19 ,=65 %
Average – 7, = 24%
Below Average- 1, = 4 %
Next Step in the Classroom
to Improve Student Learning
o
o
Increase in-class discussions and activities
Provide more frequent in class participation using the I
clicker classroom response system
o
Faculty development to explore and implement new
teaching strategies in use of classroom response system
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Page 27 of 44
Nursing: Program Planning Report, Spring 2012
Priorities to Improve Student
Learning
o
o
Increase in-class discussions and activities
Provide more frequent in class participation using the I
clicker classroom response system
(List the top 3-6 things faculty
felt would most improve
student learning)
Implementation
Fall 2011
(List the departmental plans
to implement these priorities)
Timeline for Implementation
Spring 2011 faculty development with use of webinars, for
pilot use in Fall 2011
(Make a timeline for
implementation of your top
priorities
Page 28 of 44
Nursing: Program Planning Report, Spring 2012
Occupational Program Assessment Analysis
Nursing Department Fall 2009
Department
Nursing
Meeting Date
March 9, 2010
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
7 faculty in attendance, 6 FT = ( 75%) + 1 adjunct= (30%)
of 20 total faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
Same as above
SLO(s) Competency
Measured
Assume responsibility and accountability for the role
function in the practice of nursing as defined by the Nurse
Practice Act and professional standards of nursing.
Demonstrates responsibility and accountability for own
actions
Assessment Tool
(Briefly describe assessment
tool)
Fall of 2009 all Medical Surgical Clinical sections were
surveyed under program outcome area: Professional
Behaviors, the specific outcome of Assume responsibility
and accountability for role function in the practice of
nursing, was measured. In the area of Professional
Behavior, the measured outcome is consistent but depth of
skill acquisition, is progressive in each succeeding level,
and is detailed in the program outcomes grid in the nursing
student handbook. The clinical practicum objectives are
derived directly from the program outcomes.
Professional Behavior is a critical skill required by nurses
and the development of the skill is progressive over the
nursing program levels. The faculty chose to measure this
objective at the end of each of the 4 levels in the medicalsurgical rotations to evaluate how our students were
progressing toward the program outcome in this area.
N15 Level 1: Accepts responsibility and accountability for
own actions within the student nurse role.
N25 Level 2: Demonstrates responsibility and
accountability for own actions.
N35 Level 3: Demonstrates responsibility and
accountability for own actions.
N45 Level 4: Demonstrates responsibility and
accountability for own actions.
Page 29 of 44
Nursing: Program Planning Report, Spring 2012
Assessment Results
(Summarize the overall
results of your department
including any students needs
and issues that emerged)
Total students measured - 121
N15 Level 1: Accepts responsibility and accountability for
own actions within the student nurse role.
Total students - 29
Exceeds objective - 0
Meets objective - 28, 97%
Needs improvement - 1, 3%
N25 Level 2: Demonstrates responsibility and
accountability for own actions
Total students - 26
Exceeds objective - 0
Meets objective 26, 100 %
Needs improvement - 0
N35 Level 3: Demonstrates responsibility and
accountability for own actions
Total students - 38
Exceeds objective - 16, 42%
Meets objective - 22, 58%
Needs improvement - 0
N45 Level 4: Demonstrates responsibility and
accountability for own actions
Total students - 28
Exceeds objective - 5, 18%
Meets objective - 23, 82%
Needs improvement - 0
Next Step in the Classroom
to Improve Student Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things faculty
felt would most improve
student learning)
Implementation
(List the departmental plans
to implement these priorities)
o
State goals or objectives of courses as part of the
program plan
Instruct faculty how to be more explicit in student
evaluation feedback (NI, EO, U) by utilizing case studies
and group learning approaches.
Consistently apply the student evaluation process by all
faculty, particularly adjunct faculty by: Interpreting
SLO’s, course outcomes and Cabrillo nursing program
outcomes (grid p26 in the student handbook.) and
explaining through narrative any evaluation other than
meets objective MO designation on the student evaluation.
Plan an education program for faculty to increase
effectiveness of task of student evaluation, collect
examples of evaluations from all faculty, to facilitate the
learning process.
Page 30 of 44
Nursing: Program Planning Report, Spring 2012
Timeline for Implementation
Fall 2010 Flex week activity as part of the faculty meeting
so all faculty can attend.
Occupational Program Assessment Analysis
Nursing Department Fall 2008
Department
Nursing
Meeting Date
September 18, 2008, review December 11, 2009
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
11 faculty in attendance, 6 FT = (63%) + 5 adjunct=
3(36%) of 22 total faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured
Same as above
Assessment Tool
(Briefly describe assessment
tool)
Use communication skills in the nurse/patient and
collaborative professional relationships in the practice of
nursing
Identify and communicate pertinent client data to
appropriate team members
Under program outcome area: Communication, the specific
outcome of communication of pertinent client data to
appropriate team members was measured. In the area of
communication the measured outcome is consistent but
depth of skill acquisition, is progressive in each succeeding
level, and is detailed in the program outcomes grid in the
nursing student handbook. The clinical practicum
objectives are derived directly from the program outcomes.
Communication is a critical skill required by nurses and the
development of the skill is progressive over the nursing
program levels. The faculty chose to measure the team
communication objectives at the end of each of the 4 levels
in the medical-surgical rotations to evaluate how our
students were progressing toward the program outcome in
this area.
N15 Level 1: Identifies and communicates pertinent client
data to appropriate team members.
N25 Level 2: Communicates assessment data and client
status to appropriate team members.
N35 Level 3: Communicates client’s status to appropriate
team members.
N45 Level 4: Effectively communicates with
interdisciplinary team.
Page 31 of 44
Nursing: Program Planning Report, Spring 2012
Assessment Results
(Summarize the overall
results of your department
including any students needs
and issues that emerged)
Total students measured - 125
N15 Level 1: Identifies and communicates pertinent client
data to appropriate team members.
Total students-28
Exceeds objective14, 50 %
Meets objective 14, 50%
Needs improvement 0, 0
N25 Level 2: Communicates assessment data and client
status to appropriate team members
Total students - 29
Exceeds objective12, 42 %
Meets objective 16, 55%
Needs improvement 1, 3%
N35 Level 3: Communicates client’s status to appropriate
team members
Total students- 28
Exceeds objective 20, 70 %
Meets objective 8, 30%
Needs improvement 0, 0
N45 Level 4 Effectively communicates with
interdisciplinary team.
Total students-40
Exceeds objective 10, 25%
Meets objective 30, 75%
Needs improvement 0
Next Step in the Classroom
to Improve Student Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
o
o
o
o
o
o
(check all that the department
felt would help them improve
student learning
o
Priorities to Improve Student
Learning
o
o
(List the top 3-6 things faculty
felt would most improve
student learning)
State goals or objectives of assignment/activity more
explicitly
Provide more frequent feedback on student progress
Use methods of questions that encourage competency
Ask a colleague to critique assignment
Collect more data
Write collaborative grants to fund departmental
projects to improve teaching
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
1. Provide more frequent feedback on student progress
2. Use methods of questions that encourage
competency
3. State criteria for grading more explicitly
4. Write collaborative grants to fund
projects to improve teaching
departmental
Page 32 of 44
Nursing: Program Planning Report, Spring 2012
o
Implementation
(List the departmental plans
to implement these priorities)
5. Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
1. Faculty held a well attended Flex activity to assist
faculty in documentations of student progress,
“How to deliver bad news”.
2. Faculty now uses a check list to help prompt
questions of the student in case of an event or need
for additional information
3. Faculty met and revised the clinical evaluations
criteria to be more explicit in the areas of needs
improvement and meets objectives. This is in an
effort to provide more consistency in grading
between members of the faculty
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
4. Faculty will pursue additional grant funding for the
expansion and support of the Nursing Simulation
Program
5. The faculty plans to review the nursing curriculum to
examine the threads and overview of the students
understanding and demonstration of incorporation of the
Joint commission safety goals, and how simulation can
reinforce this learning
1-3 implement by Fall 09
4&5 phase in by Fall 2010
Page 33 of 44
Nursing: Program Planning Report, Spring 2012
Occupational Program Assessment Analysis
Nursing Department Spring 2007
Department
Meeting Date
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time and
adjunct plus total)
SLO(s) Competency
Measured
Nursing
Fall 2007
Faculty in attendance, 6 FT = ( 86 %)
+2 adjunct= (35) of 23 total faculty
Assessment Tool
(Briefly describe assessment
tool)
Spring of 2007 Level 2 and Level 4 medical surgical clinical
sections were surveyed under program outcome area of:
Critical thinking and Clinical Decision making, searches for
missing information for routine or complex problems was
measured. In the area of Critical thinking, the measured
outcome is consistent but depth of skill acquisition, is
progressive in each succeeding level, and is detailed in the
program outcomes grid in the nursing student handbook.
The clinical practicum objectives are derived directly from
the program outcomes.
Critical thinking and decision making is a critical skill
required by nurses and the development of the skill
progresses over the nursing program levels. The faculty
chose to measure this objective at the end of each of the 2
levels in the medical-surgical rotations to evaluate how our
students were progressing toward the program outcome in
this area.
N25 Level 2: Searches for missing or concealed information
for routine problems
N45 Level 4: Uses critical thinking skills in setting priorities
and managing patient care problems
Total students measured – 64
Assessment Results
(Summarize the overall
results of your department
including any students needs
and issues that emerged)
Same as above
Utilize critical thinking skills to provide effective nursing
care for individuals and groups throughout the
developmental stages.
N25 Level 2: Searches for missing or concealed information
for routine problems
Total students - 30
Exceeds objective – 23, 77%
Meets objective 7, 23%
Needs improvement - 0
N45 Level 4: Uses critical thinking skills in setting priorities
and managing patient care problems
Total students - 34
Exceeds objective – 8, 24%
Meets objective – 26, 76 %
Needs improvement - 0
Page 34 of 44
Nursing: Program Planning Report, Spring 2012
Next Step in the Classroom
to Improve Student Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
o
o
o
Provide more frequent feedback on student progress
Use methods of questions that encourage competency
State criteria for grading more explicitly
o
Offer/encourage attendance at seminars, workshops or
discussion groups about grading methods, review
outcomes grid with adjunct faculty
Visit classrooms to provide feedback (mentoring)
Other (please describe)
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
o
o
(List the top 3-6 things faculty
felt would most improve
student learning)
Implementation
Meeting / workshop for faculty to share strategies.
(List the departmental plans
to implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
Assist adjunct and all faculty to evaluate with knowledge of
program outcomes that inform the evaluation process.
Assist adjunct and all faculty to evaluate with knowledge of
program outcomes that inform the evaluation process.
Meeting / workshop for faculty to share strategies.
This fall in faculty meetings, and next Spring Flex week
topic
Page 35 of 44
Nursing: Program Planning Report, Spring 2012
Occupational Program Assessment Analysis
Nursing Department
Fall 2006
Department
Nursing
Meeting Date
August 31, 2006
Number of Faculty in
Attendance
13 Faculty
Number of Faculty sharing
Assessment Results – if
applicable
SLO(s) Competency
Measured
13 Faculty
Administers Medications Safely and Accurately
N25 Level 2: Administers assigned medications safely and
accurately with supervision.
N84 Level 4: Administers medications safely and accurately
Assessment Tool
(Briefly describe assessment
tool)
Under program outcome area: Patient care provider- safety,
the specific outcome of safe administration of medications
was measured. In the area of medication administration
safety the measured outcome is consistent but depth of skill
acquisition, is progressive in each succeeding level, and is
detailed in the program outcomes grid in the nursing student
handbook. The clinical practicum objectives are derived
directly from the program outcomes.
Safe medication administration is a critical skill required by
nurses and the development of the skill is progressive over
the nursing program levels. The faculty chose to measure
the team communication objectives at the end of the 2nd
level and 4th level medical-surgical rotations to evaluate how
our students were progressing toward the program outcome
in this area.
Assessment Results
(Summarize the overall
results of your department)
N25 Level 2: Administers all medication safely and
accurately with supervision.
Total students 30
Exceeds objective 8, 27%
Meets objective 22, 73%
Needs improvement 0, 0%
N84 Level 4: Administers medications safely and accurately.
Total students 56
Exceeds objective 7, 13%
Meets objective 49, 88%
Needs improvement 0
Page 36 of 44
Nursing: Program Planning Report, Spring 2012
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty
felt would help them improve
student learning)
Next Step in the Department
to Improve Student Learning
o
o
o
o
o
o
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things faculty
felt would most improve
student learning)
o
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Increase guidance for students as they work on
assignments
Use methods of questions that encourage competency
Encourage faculty to share activities that foster
competency
Nothing; assessments indicate no improvements
necessary
Other (please describe)
1. Encourage faculty to share conference topics and
worksheets or activities that might enhance student
learning of pharmacology in the clinical setting.
2. Encourage students to work in study groups to increase
knowledge base and team work skills
3. Utilize the skills lab for needed practice as indicated
Implementation
(List the departmental plans
to implement these priorities)
Share at Faculty meeting and communicate via level
coordinators
Timeline for Implementation
Fall 2006- Spring 2007
(Make a timeline for
implementation of your top
priorities
Fall 2006, by October, share with faculty #1-3
Spring 2007 flex week, check in with faculty re progress and
student feedback.
Page 37 of 44
Nursing: Program Planning Report, Spring 2012
APPENDIX C
Nursing Program Assessment Plan
Evaluation
Overall
Nursing
Program
Responsible
Person(s) and
Committee
a. Faculty with
Program
Director,
Evaluation
Committee
b.
Time Frame
Documentation
Tool
Each semester
&
Six months
after
graduation
a.
Students
c. New Graduate
Faculty
minutes,
Curriculum
Committee
Manual,
Evaluation
Committee
b. Total Program
Evaluation Tool
c. New graduate
evaluation survey
tool
Process
a.
Faculty
meetings,
curriculum
revision
b. Scantron
forms to IR,
summary placed
in program eval
binder, report
made to
faculty& levels
by eval
committee
c. Sent and
collated by eval
comm., report to
faculty meeting
each semester
Curriculum
Revision 2011
Criteria
Program
Outcomes
Program
outcomes,
BRN
guidelines
Philosophy
and Objectives
Faculty with
Curriculum
Committee
Every 5 years
Curriculum
minutes, faculty
minutes
Theoretical
Framework
Faculty with
Curriculum
Committee
Every 5 years
Curriculum
minutes, faculty
minutes
Curriculum
Revision 2011
Overall
curriculum,
Concepts &
Threads
Faculty with
Curriculum
Committee
Every 5 years
Curriculum
minutes, faculty
minutes
Curriculum
Revision 201105
Program,
semester
outcomes,
BRN
guidelines
Semester
Content
a.
a.
a.
Curriculum
Revision 2011
Program,
semester
outcomes,
BRN
guidelines
Curriculum
Revision 2011
Eval data in
reports, filed
Program,
semester,
course
outcomes,
BRN
guidelines
Semester
faculty with
recommendation
s to total faculty
b.
Individual
Course and
Content
Objectives
Student
Semester faculty
and students
Ongoing
– weekly
and last
week of
semester
b. Every
semester
Last week of
semester
Semester /level
minutes
b. Student
evaluation of
semester in total
program eval
Semester minutes,
Program Evaluation
Tool summary
Program,
semester
outcomes,
BRN
guidelines
Program,
semester
outcomes,
BRN
guidelines
Page 38 of 44
Nursing: Program Planning Report, Spring 2012
College and
BRN
guidelines
Program Plan,
BRN
Student
Learning
Outcomes
(SLO)
Faculty, students
Yearly
Curriculum
minutes, faculty
minutes, program
eval tool
Program Planning
Report, Nursing
Education
Department 2012
Faculty
Division Chair
and designated
Peer Nursing
Director
Every 3 years
after tenure
Every other
semester for
adjunct
Faculty Evaluation
Tool per union
contract
Faculty union
contract,
eval by peers
Administrator
Faculty
performance,
program
outcomes,
faculty contract
Students in each
course
Every year
before tenure
& During the
semester eval
is due
Last week of
semester,
rotation
Faculty evaluation
by student tool
Level minutes,
Clinical Agency
tool summary
Each student in
each clinical area,
collected &
collated by each
Instructor,
summary filed in
agency file,
communication to
agency by faculty.
Student and
faculty
evaluation
tools, program
outcomes
Clinical faculty
Each semester
Clinical
Communication
form
Enrollment,
promotion,
retention, and
re-enrollment
procedures and
policies
Student Support
Committee,
Faculty
Curriculum
Committee
Yearly
Faculty minutes,
Policy and
Procedure Binder,
Student Handbook
Instructor
communicates
with agency,
completed form to
agency file.
Faculty annual
review, faculty
meeting minutes,
BRN yearly
report, curriculum
revision 2011
Policies &
Procedures,
Grievance,
Transfer,
Advanced
Placement
Faculty,
Curriculum
Committee,
Student Support
Committee
Yearly
Faculty minutes,
Policy and
Procedure Binder
Reviewed in
Faculty meetings,
online
discussions,
curriculum
revision 2011
BRN
guidelines
Student
Handbook
Faculty, Student
Every year in
spring
Faculty minutes
BRN
guidelines
Faculty
Handbook
Faculty
Every year in
spring
Faculty minutes
Reviewed in
Faculty meetings,
online discussions
Reviewed in
Faculty meetings,
online discussions
Clinical
agencies
Level faculty and
students
Program
outcomes,
student
performance,
student
completion of
program, BRN
guidelines
Page 39 of 44
Nursing: Program Planning Report, Spring 2012
Faculty
Orientation
Plan
Director, Faculty
Every 2 years
in fall
Faculty minutes
Reviewed in
Faculty meetings,
online discussions
Review
Library
Holdings
Student
Performance
Faculty
Every 2 years
Faculty minutes
Flex week activity
Level faculty,
clinical faculty
a.
a.
a.
Completed by
each clinical
faculty,
conferences
with student, file
in student file
b. BRN report
(Table 2)
c. Placed in
student file,
preceptorship
files
Semester
clinical
objectives
Specialty
clinical
objectives
Quarterly
NCLEX
Report from
BRN
Preceptorship
guidelines
Cabrillo College
survey
VETA
funding,
Deliverable
Data Reports
BRN
guidelines
Every
semester,
Every
specialty,
clinical
rotation
b. Upon
graduation
c. End of
each
preceptorshi
p
Preceptorship
Faculty, preceptor,
student
Student Data
Faculty, Research
Department
Entrance to
program,
yearly update
New Graduate
performance
Employing
agencies
Every
semester
Clinical
Evaluation Tool
b. NCLEX Pass
Rate
c.
Preceptorship
Program
Evaluation Tool
by: preceptor,
student evaluation
of preceptor by
student
Student
Demographic
Survey, VETA
survey
Advisory
Committee meeting
minutes (No
Agency Tool)
Biannual
Advisory
Committee
meetings are held;
feedback from
each agency is
asked for at that
time
Page 40 of 44
Nursing: Program Planning Report, Spring 2012
APPENDIX D
Nursing Program 2010-2011 Catalog Pages
PROGRAM OF STUDY
Associate in Science in Nursing
Associate Degree Nursing Program
Students are admitted to the Associate Degree Nursing (ADN) Program in August or February of each year. Theory
courses, practice skills labs and clinical experiences are coordinated to enhance the student's' learning. Students are
eligible to write the
National Council Licensure Examination for Registered Nurses (NCLEX-RN) at the completion of all required
courses. Due to the intense nature of the Associate Degree Nursing Program, it is advisable to complete as many of
the general education requirements as possible before entering.
How To Apply
Admission to the nursing program requires a separate and additional process to the general college admission.
Nursing program information and application forms are available in the Nursing Education Department Office (Room
1550) and on the website www.cabrillo.edu/academics/nursing and in the Nursing Education Department Office,
Room 1550.
General college application materials are available: in the Admissions and Records Office, Enrollment Services
Center, Building 100, (831) 479-6201; online www.cabrillo.edu or by mailing a written request for the application to
Cabrillo College Admissions and Records, 6500 Soquel Drive, Aptos, CA 95003.
Read all material in the application packet and the appropriate sections of the Cabrillo College Catalog about the
associate degree of nursing program, academic regulations, attendance, and graduation requirements. Return the
completed nursing application forms to the Nursing Education Department by certified mail. You must include two
sets of official transcripts from all colleges attended (including Cabrillo College transcripts).
Applications will not be considered complete if prerequisites are in progress and/or the student's files are incomplete.
Students are responsible for submitting a complete application to the Nursing Department Education office, which
must be sent by certified mail. It is the responsibility of the student to inform the Nursing Education Department of any
change in address or telephone number.
Process of Application
Students will be selected according to the certified mail postmark date when a completed application is filed in the
Nursing Education Department office.
A complete application includes:
• Nursing application form,
• Two sets of official, sealed college transcripts from all colleges attended (including Cabrillo College) showing
completion of all prerequisites,
• A high school transcript is only required if a high school course will be used to meet a nursing prerequisite.
All prerequisites and nursing courses must be completed with a grade of "C" (2.0 GPA) or better, except BIO 5 and
BIO 6. These courses must be completed with a combined GPA of 2.5 or better.
Prerequisites
BIO 4 *
BIO 5 *
BIO 6 *
ENGL 1A *
Human Anatomy
Human Physiology
Microbiology
College Composition
or
ENGL 1AH *
Honors College Composition
or
ENGL 1AMC *
College Composition: Multicultural Emphasis
or
ENGL 1AMCH * Honors College Composition: Multicultural Emphasis
(MATH 154, or equivalent is a prerequisite for CHEM 30A; CHEM 30A
or CHEM 32** is a prerequisite for BIO 5 and BIO 6.) **
Units
4
4
4
3
3
3
3
Page 41 of 44
Nursing: Program Planning Report, Spring 2012
Math Competency Requirement
The A.S. Degree Mathematics Requirement may be met by successful completion of Intermediate Algebra
or equivalent or a higher-level mathematics course with a grade of "C" or better. Successful completion must
be verified by an official college transcript or by an appropriate score on the Cabrillo mathematics
assessment.
Multicultural Requirement
An approved multicultural course is required for graduation. This course may be double counted with
general education or other program graduation requirements. Courses taken at other regionally accredited
colleges can be used when approved by a Cabrillo counselor.
Security Screening
To comply with state and local regulations for health care providers, students enrolled in the Cabrillo College
Nursing program are required to meet vaccination and drug testing requirements and provide documentation
to the Student Health Center before entering the program. Students are also required to complete criminal
background checks, and may be required to undergo fingerprinting.
RN Transfer/LVN Students
RN transfer students and LVNs who desire admission to and/or advanced placement in the Cabrillo College
Associate Degree Nursing program must meet the program prerequisites. Students are accepted on a space
available basis. LVNs will be evaluated for placement and may enter the 2nd or 3rd semester of the Nursing
Program. Contact the Nursing Education Department Office for details.
Thirty-Unit Option
Any student with a current LVN license may apply for the 30-unit option program. The 30-unit option plan
provides the necessary course work required to take the National Council Licensure Examination for
Registered Nurses (NCLEX-RN). Completion of the program does not constitute graduation from the
Cabrillo College Nursing Program nor does it make students eligible for the Associate Degree in Nursing.
Licensure is limited to California when taking the 30-unit option. Contact the Nursing Education Department
Office for details.
Pre-Nursing Transfer Information
Transfer students have three sets of requirements to consider for successful transfer to UC, CSU and most
private institutions. They are:
1. admission requirements to the specific university,
2. general education requirements at the specific university, and
3. lower division preparation in the major (courses needed to be admissible to the major.)
To ensure that you understand and include all of the above in your educational plan, it is essential to meet
with a counselor early in your attendance at Cabrillo College. Information on equivalencies for general
education and
major requirements at UC and CSU are available at www.assist.org.
BIO 4
Human Anatomy
BIO 5
Human Physiology
BIO 6
Microbiology
CAHM 20
Nutrition
CHEM 30A
Inorganic Chemistry for Health Occupations
and
CHEM 30B
Introductory Organic Chemistry and Biochemistry for Health Occupations
or
CHEM 32 *
Chemistry for the Allied Health Major
COMM 1
Public Speaking
or
COMM 1H
Honors Public Speaking
ENGL 1A
College Composition
or
ENGL 1AH
Honors College Composition
or
ENGL 1AMC
College Composition: Multicultural Emphasis
or
ENGL 2
Composition and Critical Thinking
or
ENGL 2H
Honors Composition and Critical Thinking
ENGL 1AMCH
Honors College Composition: Multicultural Emphasis
MATH 12
Elementary Statistics
Units
4
4
4
3
4
4
5
3
3
3
3
3
3
3
3
5
Page 42 of 44
Nursing: Program Planning Report, Spring 2012
or
MATH 12H
Honors Elementary Statistics
PSYCH 1
General Psychology
Consult appropriate catalog for specific requirements.
5
3
General Education + Prerequisites
GE Units 30
Nursing students are exempt from the 3 unit Area E requirement (Lifelong Understanding & SelfDevelopment) on the 21 unit A.S. general education pattern. As such, this A.S. Degree requires completion
of an 18-unit general education pattern (see Cabrillo College Catalog under Associate in Science Degree or
the A.S. Degree worksheets available in the Counseling Division or on the Transfer and Articulation website
at www.cabrillo.edu.)
Completing a U.S. History or U.S. Political Science course and a Humanities course, in addition to the above
Prerequisites and Graduation Requirements, will complete the A.S. Degree general education pattern for
nursing
students.
A Bachelor of Science/Bachelor of Arts Degree from a regionally accredited college or university will satisfy
all
general education and competency requirements for Cabrillo's non-transfer A.A. and A.S. Degrees, with the
exception of program specific graduation requirements.
Core Courses
(40 Units)
N 14
Foundations of Nursing Practice: Theory I
N 24
Nursing in Wellness and Illness: Theory II
N 34
Nursing in Wellness and Illness: Theory III
N 44
Nursing in Wellness and Illness: Theory IV
N 15
Clinical Skills and Nursing Practicum I
N 25
Clinical Skills and Nursing Practicum II
N 35
Clinical Practicum and Nursing Care Management III
N 45
Clinical Practicum and Nursing Care Management IV
N 16
Basic Nursing Skills and Medications Laboratory I
N 26
Advanced Nursing Skills and Medications Laboratory II
N 17
Pharmacology A
N 27
Pharmacology B
N 48
Clinical Nursing Preceptorship
Additional Graduation Requirements
COMM 1
Public Speaking
or
COMM 1H
Honors Public Speaking
or
COMM 2
Group Discussion
PSYCH 1
General Psychology
SOC 2 Contemporary Social Problems
or
SOC 2H
Honors Contemporary Social Problems
or
ANTHR 2
Introduction to Anthropology: Cultural
**Please note that the above courses may also be used to satisfy appropriate general education areas.
Nursing Electives: not required for Nursing Degree
ALH 101 A
Review of Anatomy and Physiology
N 105
Role Transition
N 109
Nursing Skills Practice Lab
N 199C
Nursing Cooperative Work Experience
Units
4
5
5
3
4
4
5
3.5
1.5
1.5
0.5
0.5
2.5
3
3
3
3
3
3
3
Units
2
1
0.5 - 3
1-4
Total Units 60
*These prerequisites may also be used to satisfy appropriate general education areas.
******
**CHEM 32 is a one-semester alternative that satisfies the CHEM 30A/CHEM 30B two semester sequence required
for students transferring to some 4-year Nursing Programs- please see a counselor or check www.assist.org for more
information. CHEM 32 also satisfies the prerequisite requirement for BIO 5 and BIO 6.
*CHEM 32 is a one-semester alternative that satisfies the CHEM 30A/CHEM 30B two-semester sequence required
for students transferring to some 4-year Nursing Programs. Please see a counselor or check www.assist.org for more
information. CHEM 32 also satisfies the prerequisite requirement for BIO 5 and BIO 6.
Page 43 of 44
Nursing: Program Planning Report, Spring 2012
APPENDIX E
Detailed Equipment Replacements over 3-5 Years
Prepared by Aurelie Chinn, Academic Lab Specialist
Equipment Item
Simulation Birthing Manikin
Warranty needed – includes
manikin, installation and training
Simulation Child “Hal”
replacement– includes manikin,
installation and training
Warranty needed
Hospital bed
Includes bed, over table, bedside
stand
Over the bed table
Bed Side Stand
IV pump – Colleague
IV pump – Abbott
IV pump Horizon
IV pump Alaris
PACU and PCA models
- PCU main module
- 1 IV solution module
- 1 PCa module
IV Standard
Manual Sphygmomanometer
IV arm skin – male
IV arm skin – female
IV arm – male multi venous IV
training arm
Syringe pump
Tube feeding pump
Total
Vendor
Laerdal
Replacement
Cost
$51,000.00
Laerdal
$42,000.00
Pocket Nurse
$3,000.00
Pocket Nurse
Pocket Nurse
Ardus
Ardus
Ardus
Ardus
$300.00
$175.00
$750.00
$1,000.00
$5,000.00
$7,000.00
Ardus
Ardus
Ardus
Pocket Nurse
Pocket Nurse
Laerdal
Laerdal
laerdal
$1,200.00
$2,500.00
$3,100.00
$200.00
$37.00
$180.00
$175.00
$505.00
Baxter/Ardus
Kangaroo
$2,000.00
$600.00
$117,772.00
Detailed Laboratory Supplies over 1-2 Years
Prepared by Aurelie Chinn, Academic Lab Specialist
* Item ordered each year
Supply Items
Cost per Unit
*IV catheters – Insyte Autogaurd Safety
139.75/box, 2 boxes
catheter 22G X 1”
*IV catheters – Protective Safety catheter
115.50/box, 2 boxes
22G x1”
*IV tubing – Alaris Medley – IV pump
140.00/box approx
tubing
*IV tubing – Baxter – Clearlink –
6.00/set, 6 sets
continuous with 3 ports – primary – 10
gtt/mL
Total Cost
$280.00
$231.00
$140.00
$36.00
Page 44 of 44
Nursing: Program Planning Report, Spring 2012
IV tubing – Baxter – Clearlink - secondary
*Gloves – SafeTouch – powder free nitrile
exam gloves
Large
Medium
Small
*Needle pro syringe and needle with
needle protection device - Syringes with
needles 23G X 1”
2.09/set, 6 sets
6.95/box all sizes, 1
each
$12.00
$21.00
16.95/box
$16.95
*Safety Insulin syringes with needles 28G
X ½”
*Safety TB syringe with needle 27G X ½”
*Needles 23G X 1”
*OSHA Compliant Sharps container
*4 X 4 sterile gauze dressings (2/pkg)
*4 X 4 non sterile for practice
*5 X 9 ABD dressing non-sterile
*2 X 2 sterile dressing
*2 X 2 non-sterile dressing for practice
*Sterile split drainage (trach) dressing
4 x 4 ¾ Transparent dressings 3M
2 3/8 X 2 ¾ transparent dressing 3M
Paper tape – 3M 1” X10 yards
Transpore clear plastic tape 3M 1”X10
yrds
*Alcohol prep pads
Isolation gowns (newer with thumb hooks)
Gowns are getting old need new
Isolation gown – yellow classic – getting
old and need new
*Mask Fit test kit
Tube feeding bag
Irrigation tray with piston syringe 60 mL
CVC triple lumen catheters
Fake blood units
Glo germ 8 oz bottle 75-100 applications
ChloroPrep applicator
Adhesive bandages (bandaids) ¾ “X3”
fabric flexible
3M duropore cloth/silk tape 2”X10 yards
Allergy wristband
Fake blood
Total
39.50/box, 1 box/2 yr
$39.50
39.50/box, 1 box/2 yr
29.99/box
1
4.25/box
2.80/box
15 cents each, 12
3.10/box
2.75/bag
6.50/box, 2
59.99/box
11.99/box
9.99/box
17.99/box
$39.50
$29.99
$40.00
$4.25
$2.80
$1.80
$3.10
$2.75
$13.00
$59.99
$11.99
$9.99
$17.99
2.25/box
17.50/box
$2.25
$17.20
41.50/case
$41.50
3.75/bag
1.55/tray, 3 trays
16.50
16.95 each, 4 units
18.95
2.50 each, 6
2.10/box
$50.00
$3.75
$4.60
$16.50
$66.00
$18.95
$15.00
$2.10
12.99/box
15 cents each, 12
19.00/gallon
$12.99
$1.80
$19.00
$914.00
Page 45 of 44