Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a program and to assess its strengths, opportunities, needs, and connection to the
mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
Date Completed (must be
in final form by 3/31/14)*
4/3/2014
Date Submitted
to Dean
4/3/2014
Registered Nursing
*Please note that you should work with your colleagues and dean to ensure that this report is
completed, revised as needed, in its final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Mary Cousineau Asst. Director of Nursing
Janeen Whitmore, Faculty
Barbara Durham, Faculty
Toni Gifford, Faculty
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
II.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
III.
Annual Action Plan – a. New Activities and b. Resource Requests.
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INSTRUCTIONS
➔ For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
➔ For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your program/discipline/area.
●
●
●
●
●
●
●
●
●
●
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?)
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
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B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full
time and adjunct faculty in your program/discipline by term over the past several
years.
Term
No. of
Full-time
Adjunct
Active
Faculty
Faculty
Sections
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here
CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several
years with levels and trends of achievement data, including degree/certificate
completions (awards) and employment statistics.
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[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from
advisory committee meetings that have occurred over the past two years. What
information and/or data were presented that required or currently require
changes to be made to your program?
(Please attach copies of meeting minutes over the past two years and a list of committee
members and their respective industries/areas.)
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that
changes should be made to your program? Does the program (continue to)
meet a labor market demand and/or fulfill an important step toward
higher/additional education?
[Begin response here]
C. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
[List and describe program goals here]
1)
2)
3)
4)
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5)
II. ANNUAL REVIEW
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2014.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this
current year in the list below. You do NOT need to evaluate trends for each
course every year.
Course
Number
Course Name
Does the course have any DE (online or
hybrid) sections?
NRN 30
NRN 41
NRN
225
Pharmacology for Nursing Practice no
Nursing Theory I
no
Success for Registered Nurses
no
Please use the data that have been provided. Analyze trends that you observe with respect to
the data for the identified courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
Enrollment
Course
NRN 225
Spring
2010
2
Fall
2010
5
Spring
2011
2
Fall 2011 Spring
2012
4
5
Fall
2012
Spring
2013
Fall
2013
NRN 30
50
38
32
N/A
36
NRN 41
50
38
32
N/A
36
NRN 41.1
NRN 41.2
50
50
38
38
32
32
N/A
N/A
36
36
NRN 41.3
50
38
32
N/A
36
The Fall Class of 2010 had a larger enrollment because of a grant-funded cohort of
night/weekend students in addition to the daytime students. After Fall 2010, enrollment in the
RN program varied from 32-38 students due to: 1) reduced demand for RN graduates and
limited clinical teaching sites because the recession lowered the patient census in local health
5 | Page
care facilities 2) need for extra “slots” for students in the BSN at CSUMB who would return to
Hartnell for clinical experiences. Historically, the Hartnell RN Program has accepted around
40 students each Fall Semester.
Because the first semester RN courses are co-requisite courses and because RN students must
study theory and clinical simultaneously, statistics for NRN 30 and all NRN 41.-- courses will
have the same the same number of students begin each course.
Enrollment each Fall Semester includes new generic RN students and returning students (who
withdrew or failed in the previous Fall Semester). Whether to include the “returning” students
or to specify which cohort “returning” students are assigned to causes variation in statistical
results for success and attrition. The California Board of Nursing follows students in a specific
cohort and reports attrition by a specific point in time in the Fall Semester for all students
currently enrolled.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that
you notice. What do you make of these patterns or anomalies? What actions
should be taken to ensure continuous improvement?
Retention
%
Course
Fall 2010
NRN 225
Fall 2011
20
Spring
2011
100
Fall
2012
75
Spring
2012
80
NRN 30
NRN 41
NRN 41.1
NRN 41.2
90
90
78
90
NRN 41.3
90
Spring
2013
NA
NA
NA
NA
89
89
89
89
NA
NA
NA
NA
84
84
84
NA
NA
NA
76
76
76
84
NA
76
NA
89
NA
84
NA
76
11
Fall
2013
71
Program Completion rates from Standard 6 ACEN report
2013: 78%% *
2012: 86%*
2011: 87%*
Students have a choice whether to take NRN 225 Success for Registered Nursing Students for
enrichment during the first semester or for remediation after withdrawal/failure in the first
semester the following Spring Semester. The majority of students who enroll in this course are
returning students. Further investigation is needed to evaluate which teaching modalities are
most effective in empowering the returning students to complete the RN program. Anecdotal
information suggests self-efficacy and personal life issues play a large role compared to
reviewing essential content. Continued use of ATI learning modules and practice test questions
is planned.
DEGREES AND CERTIFICATES
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4. Describe the demonstrated effectiveness of the program over the past several
years with levels and trends of achievement data, such as degree and certificate
completions/awards.
Degree
Spring 2011
Fall 2011*
Spring 2012
Spring 2013
33
7
39
30
Passed NCLEX32/33
7
38/39
RN 1st time
*night/weekend cohort graduated in December 2011.
29/30
The RN program has consistently graduated between 30 to 40 students in the past three years
with the higher number of graduates in Fall 2011-Spring 2012 because of the added
night/weekend cohort.
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid
sections, along
Term
Fall 2010
No. of DE/
Online
Sections
0
Spring 2011
Fall 2011
Spring 2012
Fall 2012
0
0
0
0
Spring 2013
Fall 2013
0
0
No of
Hybrid
Sections
1
Fulltime
Faculty
1
Adjunct
Faculty
2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what
do you ascribe the differences in your program? Discuss any other relevant factors
regarding diverse teaching modalities and environments, such as specific
locations.
NRN 30 Pharmacology for Registered Nurses was approved by campus Curriculum Committee
to be a hybrid course prior to when it was taught in Fall 2010. In Spring 2014, NVN 131 (now
cross-listed as NVN 70/NRN 70) has also been approved as an online/hybrid course. Faculty
members have not completed the required training to be on-line instructors.
One of the goals for the upcoming year is to have all full time faculty members enroll in
approved online training courses for the college so that more approved courses could be taught
in this manner. DE courses could be given from either of the campuses; i.e., Alisal, King City, or
the main campus by use of live video streaming. Faculty could hold the live class at one of the
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campuses and rotate each month so that there would be interaction with each group of students
at various campuses.
3. Describe the process to change and improve student success in DE
courses/sections in your program, and any other relevant factors regarding
diverse teaching modalities and environments, such as specific locations.
All RN courses are held at the same campus location using the same modality of teaching.
Comparisons could be made regarding the outcomes for students who graduated as part of the
night/weekend cohort to daytime students during the years 2010-2011, but there was only one
cohort and the program did not continue because it was grant-funded. Therefore, with such
limited data, it is not useful in determining the future direction of the RN Program.
All Full Time Faculty need to attend online training on how to set up online and distance
education courses. At the present time, all three campuses in the Hartnell District; i.e., Main
Campus, Alisal, and King City, have the necessary equipment for video streaming. Students
would have access to a “live” teacher without having to leave their own locality. It would ideal if
the faculty of record would rotate campuses each month so that each group would have the
benefit of speaking with the instructor face to face. More students would have access to these
courses without having the mandatory “cap” set at 3o or 35.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses
Faculty
(a) Was the course
Date of approval
scheduled for
member(s)
reviewed and (b) taken
(or anticipated
review during AY
responsible for
through the curriculum
approval) by
2013-14 as
coordinating
process?
Curriculum
previously
Committee
specified
Approved by Curriculum
N/A
Committee November 17,
2011; Review in AY 2014NRN 225-228
Nancy Schur
2015 in regard to
curriculum and course
completion rates.
Janeen
3-27-2014
NRN 99
Yes
Whitmore
NRN 70 (crossJaneen
Yes
3-27-2014
listed Growth &
Whitmore
Development
course from NVN
131)
Note: ALL NRN
courses were
approved in
10/2011
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Courses scheduled for
review during AY 2014-15
Faculty member(s) responsible
for coordinating
Target semester and year—Fall
2014 and Sp 2015
NRN 50 series
Mary Davis
Fall 2014
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
List Program level
outcome(s) scheduled
for assessment as
previously specified
#1: Communicate with
clarity, purpose and
sensitivity with patients,
families, communities,
and inter-professional
team members
#3: Utilize evidence
based practice and
critical thinking skills
when applying the
nursing process to the
nursing care of patients
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What changes have occurred
in the program/discipline as
a result of dialogue?
Was the Program
Outcome Assessment
Summary completed?
What changes have occurred in the
program/discipline as a result of
dialogue?
Was the Program
Outcome Assessment
Summary completed?
1) Revised Portfolio Tool
“Professional Communication” for
easier use and to incorporate process
recording.
2) Added ATI Nurses’ Touch online
course with videos of nurse-client
communication
3) Arranged faculty training for use of
Nurses’ Touch(7/13)
3) Introduced & integrated SimChart
(simulated electronic health record)
into skills and sim lab courses
4) See Outcome #4 for Diversity Tool
1) Increased complexity in Clinical
Reasoning Seminars (CRS) and added
scenarios based on QSEN Knowledge,
Skills, and attitudes (KSAs).
2) Moved content on EBP from NRN
110 to NRN 41 so that EBP content
Only partially— to be
completed in Spring
2014
Only partially-- to be
completed in Spring
2014
throughout the
lifespan.
Outcome #9:
Demonstrate
competence in nursing
skills and caring practice
at an entry level into the
nursing profession in
accordance to quality
and safety initiatives.
4. Integrate cultural
competence in providing
holistic nursing care
across the lifespan based
on knowledge of
physical, social, and
behavioral sciences.
can be tested in NRN 41.
3) Revised/improved library
experience using search engines and
critiques of EBP research papers.
3) Required EBP articles to be
attached to assignment to determine
if students understood what an EBP
article is.
4) Increased number of EBP-related
assignments in all types of courses,
e.g., theory, clinical, skills lab, and
clinical reasoning seminar.
1) Delineated faculty responsibilities
for tracking skills completion
2) Added “#attempts” on competency
forms
3) Revised skill point distributions
4) Added skills are earned and
addition of consequences for
performing skills after the due date
4) Attendance at faculty training in
High Fidelity Simulation—these
strategies augment acquisition of
skills in all settings (skills lab, clinical,
and sim lab)
5) All Faculty to continue to integrate
Qsen competencies for “safety” into
all courses and all semesters.
1) Changed Diversity Portfolio Tool to
an interview format rather than
looking up religion/culture and
comparing to clients current
practices.
- interview format allows for studentpatient relationship.
- Initial response from students was
positive.
3) Clinical Daily Collection tool
modified to reflect HOW the student
adapted their plan of care as a result
of the patient’s culture or religious
preferences, thus improving
communication.
Further conversation January 2014:
What we found:
100% of students in first and third
semester clinical courses achieved
outcome. However, the students do
not fully appreciate the rationale,
relevance, and need for this SLO
when providing client care. 50% of
students in NRN 43.1 found the
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Only partially— to be
completed in Spring
2014
Yes, January 17, 2014
RN Class of 2012’s 12month Post-grad RN
Program Survey
4 strongly agreed and 10
agreed that this Program
Outcome was met. (Used
comparative tool)
RN Class of 2013, a 6month post-grad RN
Program Survey, 11
strongly agreed and 4
agreed that outcome was
met.
(Used interview tool)
Increased number of
students agreeing that
the outcome was met-indicates improved trend
diversity tool/interview was “the least
useful” compared to all the other
required clinical documents. We also
looked at the Daily Data Collection
document that incorporated the
cultural components of providing
care; however, the students did not
fill in this section nor address the
intent of the cultural questions.
What our next steps are:
1) Involve adjunct clinical faculty in
the Program Evaluation process
(done today) for greater
appreciation of links between courses
and program outcomes, as applied in
the clinical setting.
2) Adapt the Diversity Interview to
the second semester (childbearing
and childrearing) Done Sp 2014 for
NRN 42.1.
3) Continue to refine the clinical
document so the student can
demonstrate and document
adaptation of nursing care based on
cultural, religious, and developmental
background in a quick manner.
4) Use effective guest speakers who
can illustrate the relevance and
importance of cultural aspects of
nursing care in the various semesters
of the program. Spring 2014: Done
in NRN 44 with palliative care
guest speaker; Hospice (4/2014)
seminar—grief in adolescents
(4/2014)
4) Improve the organization of the
clinical portfolios and other clinical
documents on the electronic
blackboard for easier retrieval. Be
sure the students are using the most
current version of the portfolio
tool/diversity interview tool. Done-Spring 2014 a useful Tool for
description of cultures and
religions posted on NRN 42.1
electronic blackboard for easy
retrieval in the clinical setting.
4) Each semester, lead faculty will
explain the use of the Diversity Tool
Interview and the importance of this
SLO in client care.
5) Pull it from the bottom up—ask for
the students’ perspective on culturally
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competent nursing.
7. Assume responsibility
for the promotion,
maintenance,
restoration, and
optimization of health
for patients, families,
and communities by
utilizing the nursing
process and a variety of
teaching/learning
strategies.
List Program level outcome(s) scheduled for
assessment in
AY 14-15
2. Access information required to assess, plan,
implement, and evaluate patient care in accordance
with legal and ethical standards.
5. Value lifelong learning, continuing education, and
accountability for professional practice and
development.
6. Advocate for patients, consumers, and the
nursing profession through the involvement in
healthcare policy and nursing practice.
8. Use the principles of ethical decision-making
according to the Nursing Code of Ethics and Patient
Bill of Rights when planning care.
No, to be completed
Spring 2014
Have your course level SLOs needed
for this program level outcome been
assessed or scheduled for assessment?
Yes
SLO’s not directly applicable to this
PLO;
Will need information from graduate
surveys too
Yes
There is no SLO that speaks to
advocacy through health policy.
Yes
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
For example, were data gathered at the course level? Was there review and analysis of the
data? How did the discipline faculty engage in discussion? Were any interventions conducted?
Are there any plans to make changes to certificate/degree programs or improvements in
teaching and student learning?
SLO data were gathered on all RN courses taught during the Fall Semester 2013 using the more
than one SLO for each course. The Faculty of Record for each course obtained the required
data. Next, the faculty of record discussed the results and the data-gathering process with other
faculty teaching in the same level (usually 2 full-time faculty for each level). In Faculty meetings
designated for this purpose, the results of the SLO’s were discussed with the larger group—this
past Fall on December 13, 2013.
In January 2014, the SLO results were discussed with full-time AND adjunct faculty (a much
larger group) according to specific program outcomes (PLO’s) with a focus on Program Outcome
#4. Several other meetings were planned for this process in the Fall 2013 but they were
canceled because of campus-wide meetings required for the accreditation process.
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Program Outcome #4: Integrate cultural competence in providing holistic nursing care
across the lifespan based on knowledge of physical, social, and behavioral sciences.
What we found:
100% of students in first and third semester clinical courses achieved this outcome. However,
the students do not fully appreciate the rationale, relevance, and need for cultural
competence when providing “holistic” client care. 50% of students in NRN 43.1 found the
diversity tool/interview was “the least useful” compared to all the other required clinical
documents. The Daily Data Collection required clinical document that has questions regarding
the cultural components of providing care was not consistently filled out.
What we plan to do: We plan to emphasize both the cultural section of the Daily Data Collection
and the Diversity Interview in all semesters by teaching students and adjunct clinical faculty its
importance (as a PLO). In particular, clinical faculty will question students on how care was
adapted for the client based on cultural, religious, and developmental factors. What was
striking is the response of adjunct clinical faculty who expressed increased awareness of the
need to emphasize activities that lead to Program Outcomes.
The RN Program faculty has been historically focused on the SLO data and needs to complete
the analysis of how the designated SLO’s link to the Program Outcomes—See the previous
section for our progress thus far.
I would like to see students admitted each semester. We have so many applicants - it is a pity
that we can’t take more. Clinical sites may need to be expanded to include more community
areas, clinics, outpatient services. We would also need more space to take in more students each
semester and more faculty.
Bring in an outside consultant (Caputi?) to help revise our curriculum and bring it more up to
date. Seek out male instructors for our students in our program and this may help with the
retention of our male students. Male students may stay in the program if they have more male
nurse role models.
Using evidence based practice (PLO#3) and ethical decision making (PLO#8) are also used in
clinical, but are evaluated more consistently in the clinical reasoning seminar courses. Valuing
lifelong learning (PLO#5) is more difficult to measure within specific courses; however, upon
completion of the program, several surveys are sent to the graduating class to determine who is
working or returning to school as a measure of lifelong learning. We recognize the need to better
integrate nursing informatics throughout the nursing program. The faculty have discussed
alternate clinical assignments, homework, or in class assignments with a specific focus on
accessing patient information to assess, plan, implement, and evaluate nursing care. We have
reviewed and tried several different electronic health records (EHR) from various vendors to
find one that suits our needs.
In terms of patient advocacy (PLO#6), we have identified that we do not evaluate the full scope
of the program outcome. Students advocate for their patient while in the clinical setting
(microsystem), however, we do not have any activities aimed at the mesosystem level (advocacy
for the consumer or nursing profession) or macrosystem level (involvement in changing
healthcare policy). It could be argued that the final project in fourth semester (Image of
Nursing) captures advocacy on a mesosystem level.
CORE COMPETENCIES
3. Describe how Core Competencies were specifically addressed by the
program/discipline during the past year. For example, were data gathered at
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the course level? Was there review and analysis of the data? How did the
discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to courses or improvements in teaching and
student learning?
Hartnell College Core Competencies were not assessed in the RN Program this past academic
year. The RN course SLO’s link to Program Outcomes which link conceptually very well
Hartnell Core Competencies except for asethetic appreciation.
No specific data was collected or extrapolated for the college’s core competencies. The course
SLO’s have been mapped to the core competencies and program outcomes for the nursing
program. As the annual review process becomes more familiar and more ‘intentional’, the SLOs
and PLOs will evolve to reflect the college’s core competency statements. Despite the lack of data
at the course level, the discipline faculty will be discussing how to integrate the core
competencies better, as well as improving SLOs and PLOs as needed during an upcoming faculty
retreat.
Anecdotally, several of the core competencies are indirectly evaluated as these core
competencies are very similar to the outcomes of the nursing program.
Hartnell College Core Competencies were
not assessed in the RN Program this past
academic year. The RN course SLO’s link to
Program Outcomes which link
conceptually very well Hartnell Core
Competencies except for asethetic
appreciation.
No specific data was collected or
extrapolated for the college’s core
competencies. The course SLO’s have been
mapped to the core competencies and
program outcomes for the nursing program.
As the annual review process becomes more
familiar and more ‘intentional’, the SLOs
and PLOs will evolve to reflect the college’s
core competency statements. Despite the
lack of data at the course level, the discipline
faculty will be discussing how to integrate
the core competencies better, as well as
improving SLOs and PLOs as needed during
an upcoming faculty retreat.
Hartnell College Core Competency
Anecdotally, several of the core
competencies are indirectly evaluated as
these core competencies are very similar to
the outcomes of the nursing program.
Nursing Program Outcome
1: Communicate with clarity, purpose and
Communication: Students should read,
sensitivity with patients, families, communities, and write, speak, and verbally comprehend at a
college level.
inter-professional team members.
14 | Page
2: Access information required to assess, plan,
implement, and evaluate patient care in accordance
with legal and ethical standards.
Information skills: Students should define
information needs, access information
efficiently and effectively, evaluate information
critically, and use information ethically.
3: Utilize evidenced based practice and critical
Critical Thinking: Students should use
thinking skills when applying the nursing process to quantitative and logical reasoning to analyze
the nursing care of patients throughout the lifespan. information, evaluate ideas, and solve
problems.
4: Integrate cultural competence in providing
holistic nursing care across the lifespan based on
knowledge of physical, social, and behavioral
sciences.
Personal Growth and Responsibility:
Students should develop individual
responsibility and personal integrity as well as
contribute to their well-being and that of
others, their community, and the world.
Global awareness: Students should
recognize and respect the cultural, economic,
social, and political, biological, and
interdependence of global life.
Aesthetic Appreciation: Students will
acquire an appreciation and involvement in the
creation or performance of the work of fine
arts/music/culture.
5: Value lifelong learning, continuing education,
and accountability for professional practice and
development.
Personal Grow and Responsibility:
Students should develop individual
responsibility and personal integrity as well as
contribute to their well-being and that of
others, their community, and the world.
6: Advocate for patients, consumers, and the
nursing profession through the involvement in
healthcare policy and nursing practice.
Global awareness: Students should
recognize and respect the cultural, economic,
social, and political, biological, and
interdependence of global life.
7: Assume responsibility for the promotion,
maintenance, restoration, and optimization of
health for patients, families, and communities by
utilizing the nursing process and a variety of
teaching/learning strategies.
Personal Grow and Responsibility:
Students should develop individual
responsibility and personal integrity as well as
contribute to their well-being and that of
others, their community, and the world.
8: Use the principles of ethical decision-making
according to the Nursing Code of Ethics and Patient
Bill of Rights when planning care.
Personal Grow and Responsibility:
Students should develop individual
responsibility and personal integrity as well as
contribute to their well-being and that of
15 | Page
others, their community, and the world.
9: Demonstrate competence in nursing skills and
caring practice at an entry level into the nursing
profession in accordance to quality and safety
initiatives
Personal Grow and Responsibility:
Students should develop individual
responsibility and personal integrity as well as
contribute to their well-being and that of
others, their community, and the world.
COURSE LEVEL STUDENT LEARNING OUTCOMES
1. Please complete the following tables.
List courses scheduled for SLO
assessment (in 2013)
In what term was the
course assessed?
Was the Course Assessment
Summary Report completed?
NRN 110
NRN 41
NRN 41.1
NRN 41.2
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Yes
Yes
Yes
Yes
NRN 41.3
Fall 2013
Yes
NRN 30
Fall 2013
Yes
NRN 42
NRN 42.1
NRN 42.2
NRN 42.3
Sp 2013
Sp 2013
Sp 2013
Sp 2013
Yes
Yes
Yes
Yes
NRN 43
NRN 43.1
Fall 2013
Fall 2013
Yes
Yes
NRN 43.2
Fall 2013
Yes
NRN 43.3
NRN 44
Fall 2013
Sp 2013
Yes
Yes
NRN 44.1
NRN 44.2
Sp 2013
Sp 2013
Yes
Yes
NRN 50.41
Fall 2013
Yes
NRN 50.42
NRN 50.43
Sp 2012
Fall 2013
Yes
Yes
NRN 50.44
Sp 2013
Yes
NRN 225
Fall 2013
Yes
NRN 99
Sp 2013
Yes
16 | Page
List courses scheduled for SLO
assessment in
AY 2014-15
Faculty member(s) responsible
for coordinating
Target semester and year—
Fall 2014 or Sp 2015
NRN 110
Mary Cousineau
Fall 2014
NRN 30
NRN 41.1
Mary Cousineau
Mary Cousineau
Fall 2014
Fall 2014
NRN 41.3
Toni Gifford
Fall 2014
NRN 42.1
NRN 42.3
Mary Cousineau
Toni Gifford
Spring 2015
Spring 2015
NRN 43.1
Barbara Durham
Fall 2014
NRN 43.3
Barbara Durham
Fall 2014
NRN 44
NRN 44.1
Barbara Durham
Barbara Durham
Spring 2015
Spring 2015
NRN 225, NRN 226, NRN 227,
and NRN 228
Nancy Schur
Fall 2014 & Spring 2015
NRN 50 series
Mary Davis
Fall 2014 & Spring 2015
NRN 99
NRN 70 (new course for RN’s
crosslisted with NVN 170)
Janeen Whitmore
Janeen Whitmore
Spring 2015
Fall 2014 & Spriing 2015
Describe course level assessments results and how they will influence your plans
moving forward.
NRN
110
NRN
41
NRN
41.1
NRN
41.2
NRN
41.3
NRN
30
NRN
42
NRN
42.1
NRN
42.2
17 | Page
In Fall 2014 reduce number of Monday afternoon classes; students lose interest in ACE
conflict resolution strategies once nursing courses have started; eventually decrease units to
~ 1.3 from 1.5 units
Distribute teaching responsibilities to ensure logical flow of content and balanced teamteaching approach
Consider additional part-time clinical faculty to manage out-rotations and larger clinical
groups; refine and revise clinical tools and evaluations according to level/semester
Increase depth and complexity of scenarios; continue self-eval rubric
Continue sim lab experiences in skills lab; improve scenarios for competency testing;
implement & evaluate various simulated or actual (agency-specific) EHR’s in skills/sim lab
Add online Adaptive quizzing with textbook for practice of pharm NCLEX-style questions
to be assessed Sp 2014
to be assessed Sp 2014
to be assessed Sp 2014
NRN
42.3
to be assessed Sp 2014
NRN
43
Plan on continuing to use the ATI assessments to support content being taught. Moving
forward, student support to better utilize the focus review for specific topics will be
developed. Low scoring areas on the Pharmacology and Mental Health assessments will be
incorporated into lecture next year.
Care plans and clinical paperwork are continually being revised based on student feedback
to improve the quality of the forms. The SLOs for this course need to be reviewed for
meaningfulness and relevance to program outcomes and core competencies.
The clinical reasoning seminar course have been evolving over the last few semesters. The
self-evaluation rubric has had many iterations while trying to find one that is most useful.
Based on a specific learning activity (SBAR communication), students need more class time
focused on learning the essential components of professional communication. Also, rubrics
for skill competence and confidence were reintroduced. Moving forward, it is clear that all
full and part time faculty need to have some “inter-rater reliability” in terms of grading the
skills competencies.
NRN
43.1
NRN
43.2
NRN
43.3
NRN
44
NRN
44.1
to be assessed Sp 2014
to be assessed Sp 2014
NRN
44.2
to be assessed Sp 2014
NRN
50.41
NRN
50.42
NRN
50.43
Orientation activity completed; provide additional information about activities completed
in Open Lab
to be assessed Sp 2014
Orientation activity completed; provide additional information about activities completed
in Open Lab
NRN
to be assessed Sp 2014
50.44
Needs further analysis regarding student needs for content review (cognitive vs. affective
NRN
domain). New SLO using progress using ATI Learning Systems questions to be
225
implemented in Fall 2014.
NRN
99
NRN 99 curriculum revised/approved with a new SLO to measure confidence in the work
setting rather than completion of required hours. Plan to expand nurse residency to more
community and acute settings based on positive employer feedback..
4. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
[Begin response here]
Improvements in Assessment activities:
● Implement better methods of assessment of Success Courses (NRN 225, 226, etc.)
● Research factors leading to attrition of men in RN Program
● Correlate students’ scores on ATI proctored exams with Hartnell faculty course written exams
18 | Page
Challenges in achieving these improvements:
● Time for research
● Need statistician to help with interpretation of data
● Desire to re-phrase SLO statements to “close the loop” vs. keeping SLO statements the same as
data are entered into eLumen.
●
PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your
program/discipline, and keep it current.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress.
What measurable outcomes were achieved?
Did the activities and subsequent dialogue lead to significant change in student
learning or program success?
Activity #1: Faculty Collaboration
All faculty are better informed about local, state and national regulations, requirements, and trends
when providing information in lecture courses for students and in anticipating curricular
changes. Faculty have shared how to complete integrate technology and simulation in various types of
nursing programs. Faculty have shared specific organizing approaches for nurse residency programs,
program evaluation, and coordination of clinical space and experiences.
Activity #2: High Fidelity Sim Lab
High Fidelity Simulation Lab has been implemented in various ways in “regular” nursing courses
including clinical, skills lab, and clinical reasoning seminars and also in elective simulation classes. In
order for further integration to occur, there needs to be defined faculty responsibility and more space
provided. In order for program outcomes in simulation to be measured consistently, there needs to be
clear faculty responsibility for simulation activities assigned. We have progressed as far as possible
under the present type of “organization.” (see barriers). Simulation is appreciated by both faculty and
students with anecdotal evidence of its impact on learning outcomes. We need more space for
coordination of Inter-professional Sim Lab experiences—each program has different schedules.
Many faculty (include percentage of full/part time???) have attended training on simulation in order to
increase utilization of simulation in different learning environments. The need to develop improved
evaluation measures of simulation (now that sim is being used more often and by more faculty) is now a
new activity for 2014-2015.
Activity #3: SMART Classrooms
SMART classroom needs are managed by collaboration of IT, AV, and the nursing and allied
health department.
Further discussion needed to determine which costs belong to the Nursing and Allied Health.
Activity #4: ACEN Accreditation
The faculty submitted a Candidacy Report in June 2013 which recommended revisions. The faculty are
in the process of writing the subsequent report to be re-submitted in June 2014.
19 | Page
Activity #5: Interprofessional Education
During the first week of the semester, all students from the RN (2nd and 4th semester) and RCP
programs collaborate to review previously taught skills and teach new skills. Outcome #9 related to
Skill development is strengthened because students are more engaged in learning when having to teach
others. This might be measured in SLO’s and course evaluations in clinical and Skills lab courses, as
well as in the graduates’ Program Evaluations.
Activity #7: Reduce units in RN Program--changed to NEW Activity for AY21-4-2015
Activity #6: Space Issues In Nursing and Allied Health Department
Solving space issues is a long-term fix. In-between solutions include providing additional space
the B Building and construction for temporary solutions. A college-wide solution is needed.
in
Activity #8: Improve first semester attrition
Despite Multi-criteria Factors in the admissions process which gave credit to TEAS scores
in addition to GPA, 9 students withdrew or failed during the first semester. 3 of the 4 students from
CSUMB were in this group and a disproportionate amount of men. In order to lessen the impact of
exam and quiz scores as the sole criterion for passing theory courses (NRN 41 and NRN 30), students
were given opportunity to earn points from homework and high scores on ATI proctored exams.
Activity #9: Mentor New faculty and develop/retain Master’s level faculty
One new full-time faculty and 4-5 new adjunct were hired in AY 2013-2014. Adjunct faculty have been
evaluated for the first time ever in AY 2013-2014; Adjunct Faculty have been given opportunities to
“grow” by lecturing and/or contributing to creation of clinical documents and nursing case studies, and
taking part in program evaluation process. 1 Full-time faculty achieved approval for continuing in the
second year of the tenure process. The hiring process has been streamlined and some barriers have
been overcome in regard to orientation to clinical facilities. The new full-time faculty has attended local
and national educational conferences and has worked closely with her peer-mentor and the Dean in
improving her teaching. The RN program needs a new faculty who is specialized in psychiatric
nursing. Clinical faculty are always needed. A competitive salary is needed for recruitment of these
faculty.
Activity 10#: Implement Electronic Health Records in all courses
The implementation of a simulated EHR called SimChart was difficult due to steep learning curve for
faculty with its implementation. Secondly, its value was not clear to Sim faculty and to the second
year faculty. Students did not value this product as it was perceived as extra busy work. The faculty
plan to trial another simulated EHR product in Fall 2014. The faculty realize that informatics needs to
be fully integrated into the Hartnell RN Program to meet qsen objectives and expected standards of
practice in the Affordable Care Act environment. “Meaningful use” of patient data has been mandated
by federal law and nurses will be more involved in technology in the future.
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for
annual or comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your program/discipline, and ultimately is undertaken to
improve, enhance, and or keep your program/discipline area current. A new activity may or may not
require additional resources. Activities can include but are not limited to:
20 | Page
●
●
●
●
●
●
●
●
●
●
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. Please keep in
mind that resources needed, if funded, would not be approved until spring 2015
and provided until FY 2015-16. Ongoing activities involving resources that will no
longer be available from grant funds starting FY 2015-16 must be planned for
appropriately.
Activity
Strate
gic
Plan
Goal(s
)
No. &
Letter
(e.g.,
5A)*
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
2A, 4B
New AY
20142015:Redes
ign NRN 50
courses for
more
effective
and efficient
learning
(and lower
units from
0.5 to 0.3)
NRN 50.41,
NRN 50.42,
NRN 50.43,
NRN 50.44
And their
SLOs;
Program
Outcome #9
Increased
student
success and
access.
Increased
student
satisfaction
with course
resources
and teaching
methodologie
s
Quantitative
and
qualitative
statistical
data related
to a
correlation
between
Faculty
Planning time
New AY
20142015Evalua
te
Simulation
—whether it
leads to
change in
student
behaviors
21 | Page
2A,
NRN 41.1 and
2B, 5A 41.3,
NRN 42.1 and
42.3,
NRN 43.1 and
43.3,
NRN 44.1,
and NRN 99
and their
Person
Estimat
Responsi ed Date
ble
of
Complet
ion (can
be more
than one
year in
length)
Complet
Mary
Davis for e Spring
curriculu 2014
m
and
revision;
Implem
all
ent in
faculty
Fall
in
planning 2015
process
Full time Sim
Lab
Coordinator,
Research
analyst
support
B.
Durham
Spring
2015
Comme
nts
that lead to
change in
patient
outcomes
SLO’s;
Program
Outcomes #1,
4, 6, 7, 9
simulation
instruction
and
measurable
changes in
student
behaviors
New AY
5A, 4C
20142015Revise
Competency
checklists
and
scenarios to
incorporate
bar coding
and CPOE
and
increase
critical
thinking
NRN 50.41
NRN 50.42
NRN 50.43
NRN 50.44
Updated,
clinically
relevant
skills lab
experiences
Prof. Expert
time
$2400.00
B.
Samano
Curricular
Realignment
with BSN
requirements
, transfer
model
curricula,
and ACEN
standards
(including
reductio of
units)
Consultant
$12,000
Fall
M.
Cousinea 2015
u
All
faculty
New AY
20142015Progra
m
Curricular
Revision
6.
Contin
uing
Activit
y AY
20132014
Incorporate
High
Fidelity
22 | Page
2A, 2B All NRN
courses
RN Program
Outcomes
Spring
2015
All RN
courses
last
approve
d by
Campus
Curricul
um
Commit
tee in
Fall
2011.
Due for
revision
by Fall
2016.
Simulati
on
across
all
courses
and
disciplin
es
Continuin
g Activity
AY 20132014
Achieve AC
EN
accreditatio
n and
continued
BRN
accreditatio
n approval
6A
7. Contin
uing
Activit
y AY
20132014
Foster
Student
success
in first
semeste
r
2A, 2B RN program
Outcomes,
and
SLO’s for
NRN 41, 41.2,
41.1, 41.3, 50,
41, 30
80%
Completion
Rate for RN
Program;
8.
2A,
RN program
2B, 3B Outcomes,
and all RN
courses
Satisfied
faculty (?);
Faculty
retention;
1-2 Adjunct
clinical
faculty obtain
BSN degree;
Adjunct
faculty feel
they are
valuble ;
Full-time
faculty
achieve
Contin
uing
Activit
y AY
20132014M
entor
new
faculty
and
retain
Master’s
level
faculty
23 | Page
RN Program
Outcomes
ACEN
accreditation
BRN
approval
without
recommenda
tions
$8,000
accrediting
team costs
J.
Spring
Whitmor 2015
e: lead
ACEN
$3,000 report
D.
editing fee
Kaczmar
: lead
BRN
Spring
2015
All
faculty
less than 5%
attrition for
Class of 2015
in second
year
Research;
Workshop: a
bout
technology:et
udes, ATI,
pageburst;
Offer Nursing
Math
Academy
M.
Spring
Cousinea 2016 for
u
incomin
g class
“Class of
2016”
Faculty
Training:
1 adjunct to
ACE FELI
June 2014
($2500)
2 Adjunct
Faculty: Sim
intensive
training
($2000)
3. extra $ for
meetings or
training with
full-time
faculty
?
M.
Cousinea
u;
Desginat
ed Peer
Mentors
tenure
9. Contin
uing
Activit
y AY
20132014
Implement
Electron
ic
Health
Record
in all
courses
2A,
RN Program
2B, 4C outcomes;
National
practice
stanadards
(qsen=inform
atics)
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
24 | Page
*** Please complete this page for each new activity. ***
1. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
Consider:
● Faculty
● Other staffing
● Facilities
● Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
● Software
● Hardware
● Outside services
● Training
● Travel
● Library materials
● Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
[Begin response here]
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
[Begin response here]
c) Does this activity span multiple academic years? YES NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
[Begin response here]
25 | Page
B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify
them and project their cost, and that these resources and costs be considered through the College’s
integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). ). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your program/discipline to function
properly to improve student learning, such as updated equipment in a classroom; in such case be sure
to note that the resource is NOT tied to a specific activity.
Activity
No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
2. High
Fidelity
Sim (from
AY 20132014)
F to Run Sim
Lab:
$89,000 +
benefits
4. ACEN
Accreditati
on (from
AY 20132014)
C: $10,000
for
accreditation
support
26 | Page
Supplie Techno
s/
logy
Equip
Hardw
ment
are/
(S/E)* Softwar
*
e
(H/S)*
**
Contract
Services
ACEN
accreditatio
n costs and
/or
consultant
with
curriculum
revision: $1
0,000
(from 2013)
Traini
ng
Trav
el
Traini
ng of
Adjun
ct
Facult
y in
Sim
Lab 3
x
$900=
$2700
(cost
of Sim
course
at
SJSU)
Trav
el
mon
ey
for
Sim
cour
ses
Librar
y
Mater
ials
Scie
nce
Labs
Projec
ted
Costs
$91,7
000
$10,0
00
5.
Interprofes
sional
education
(from
previous
AY 20132014)
F: P/T
$14,300
8. Foster
Student
Success in
First
Semester (
from
previous
AY 20132014)
F part-time
for extra
workshops
9. Mentor
new faculty
and retain
Master’s
level
faculty
(previous
year 20132014)
F part-time
for training
in simulation
and ACE
course
methods/exp
erience
27 | Page
F Full-time
faculty (8
Stipends)
Supplie
s for
teachin
g?
More
trainin
g?
Contract
services:
Research;
Workshop:
about
technology
—etudes,
ATI,
pageburst;
Offer
Nursing
Math
Academy
Facult
y
Traini
ng:
Men
in
nursin
g
needs
and
teachi
ng
strateg
ies;
Pay
for
male
studen
ts to
attend
Semin
ars for
Men
in
Nursin
g
Facult
y
Traini
ng:
1
adjunc
t to
ACE
FELI
June
2014
($250
0)
2
Adjun
ct
$175
SVM
H
Facult
y: Sim
intensi
ve
trainin
g
($200
0)
3.
extra
$ for
meeti
ngs or
trainin
g with
fulltime
faculty
10.
Implement
EHR
throughout
RN
Program
Equip
ment
$6,000
(?) for
DocuC
are
startup and
barcodi
ng
Contract
Services for
Docucare
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing
activities, this should be requested through the budget rollover process.
*** H for Hardware, S for Software.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing
activities, this should be requested through the budget rollover process.
*** H for Hardware, S for Software.
28 | Page
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4: Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of its
human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure that
serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5: Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world
needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with Industry, Business Agencies and Education
29 | Page
Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships,
in order to secure lasting, mutually beneficial relationships between the college and the
community that the college serves.
30 | Page