2012 PN Program Review
Part I. Quantitative Indicators
Overall Program Health: Cautionary
Majors Included: PRCN
Program CIP: 51.3901
Program Year
Demand Health Call
10-1111-1212-13
1 New & Replacement Positions (State)
72 78 70
2 *New & Replacement Positions (County Prorated)7
6
5
3 *Number of Majors
80.5 88 76.5
3a Number of Majors Native Hawaiian
11 8
13
3b Fall Full-Time
58% 54% 74%
3c Fall Part-Time
42% 46% 26%
3d Fall Part-Time who are Full-Time in System 4% 0% 0%
3e Spring Full-Time
78% 66% 77%
Unhealthy
3f Spring Part-Time
22% 34% 23%
3g Spring Part-Time who are Full-Time in System 6% 3% 1%
4 SSH Program Majors in Program Classes
1,936 1,917 1,895
5 SSH Non-Majors in Program Classes
87 147 58
6 SSH in All Program Classes
2,023 2,064 1,953
7 FTE Enrollment in Program Classes
67 69 65
8 Total Number of Classes Taught
19 11 12
Demand Indicators
Efficiency Indicators
Program Year
10-11 11-12
12-13
31.7
37.7
36
86%
94.3% 90.7%
10
10
7
9 Average Class Size
10 *Fill Rate
11 FTE BOR Appointed Faculty
12 *Majors to FTE BOR Appointed
8
8.8
10.9
Faculty
13 Majors to Analytic FTE Faculty
36.2
43.2
38.3
13a
Analytic FTE Faculty2.2
2.0
2
14
Not Yet
Overall Program Budget Allocation $614,401$628,284
Reported
14a
Not Yet
General Funded Budget Allocation$548,901$364,912
Reported
14b
Not Yet
Special/Federal Budget Allocation$0
$0
Reported
14c
Not Yet
Tuition and Fees$0
$263,372
Reported
15 Cost per SSH
$304
$304
Not Yet
Efficiency Health
Call
Healthy
Reported
16 Number of Low-Enrolled (<10)
1
Classes
*Data element used in health call calculation
Effectiveness Indicators
0
0
Last Updated: October 3, 2013
Program Year
10-11 11-12 12-13
Effectiveness Health
Call
17 Successful Completion (Equivalent C or
97% 87% 94%
Higher)
18 Withdrawals (Grade = W)
17
9
13
19 *Persistence Fall to Spring
82.9%95.5%85.7%
19aPersistence Fall to Fall
8%
20 *Unduplicated Degrees/Certificates Awarded 202 66
72
20a
Degrees Awarded0
0
0
20b
Certificates of Achievement Awarded76
66
72
20c Advanced Professional Certificates Awarded0
0
0
20d
Other Certificates Awarded126 0
0
21
External Licensing Exams Passed
100% N/A
22 Transfers to UH 4-yr
5
1
5
22a
Transfers with credential from program0
0
0
22b
Transfers without credential from program5
1
5
Cautionary
Distance Education:
Program Year
Completely On-line Classes
10-1111-1212-13
23Number of Distance Education Classes Taught
0
0
0
24Enrollments Distance Education Classes
N/A N/A N/A
25Fill Rate
N/A N/A N/A
26Successful Completion (Equivalent C or Higher)
N/A N/A N/A
27Withdrawals (Grade = W)
N/A N/A N/A
28Persistence (Fall to Spring Not Limited to Distance Education)N/A N/A N/A
Perkins IV Core Indicators
Goal Actual Met
2011-2012
291P1 Technical Skills Attainment 90.00 100.00 Met
302P1 Completion
50.00 88.89 Met
313P1 Student Retention or Transfer74.25 99.01 Met
324P1 Student Placement
60.00 63.64 Met
335P1 Nontraditional Participation 17.00 15.45 Not Met
345P2 Nontraditional Completion 15.25 14.71 Not Met
Program Year
10-1111-1212-13
35Number of Degrees and Certificates
72
36Number of Degrees and Certificates Native Hawaiian
11
37Number of Degrees and Certificates STEM
72
38Number of Pell Recipients
58
Performance Funding
39Number of Transfers to UH 4-yr
*Data element used in health call calculation
5
Last Updated: October 3, 2013
Part II. Analysis of the Program
Demand Indicators. The number of majors reflected in Banner for the final course of PN
program in F12 and SS13, was 69. Of those 69, 62 went straight into their ADN year.
The number of new and replacement PN jobs woefully under reported, plus the fact that only 7
of the students actually went out into the PN job market, makes this gap completely disappear.
Need for Nurses in Maui County
The UHMC Nursing Program is the primary source for nurses in all Maui County health care
facilities. The Career Ladder format of the nursing program makes it possible for students to
work at Nurse Aides, Licensed Practical Nurses while they continue in the Associate Degree
Registered Nurse program. It also allows them to accept employment in an agency even if there
are not vacant Registered Nurse positions. This advantage has been important over the 20122013 academic years. Employment of the graduates is summarized in the attached
table. Several factors have slow the employment of Registered Nurses:



The primary employer, Maui Memorial Medical Center has been in discussion with the
State Legislator regarding funding and with several organizations about a proposed
“Public/Private partnership.”
The Affordable Care Act has created confusion in the health care community about
numbers of patients and care locations. As a result both acute care and community based
care have maintained current staffing until the needs are more clearly identified.
Older nurses have remained employed after normal retirement age to support family and
ensure benefit.
Two factors clearly predict a major increase in need for health care workers at a variety of
levels.
1. The recent funding of the West Maui Hospital and Medical Center predicts a major need
in late 2016-2017 (see attached email from Brian Hoyle, Developer, Newport Hospital
Corp president).
“Acute Care Hospital: 35 RNs, 9 LPNs, 8 NAs, 11 OR
Tech”
“Skilled Nursing/Assisted Living Facility 7 RNs, 10 LPNs, 20 NAs”
See Appendix pp. 1-2.
2. The major increase in the number of individuals with health insurance due to
implementation of the Affordable Care Act in 2014. Statewide predications are an
increase in the State of Hawaii of 43,400 in 2014. Projected increase in insured patients
in Maui County is 4,947 based on Maui being 11.4% of the State’s population (See
attached email from Beth Giesting, Healthcare Transformation Coordinator, Office of the
Governor).
It is anticipated that the increase will require additional Primary Care Providers (MD,
NP), to RNs, LPN, NAs, Community Health Workers, and medical office staff.While
the goal of the ACA is to increase community based care and avoid acute care, the
large visitor industry in Maui County will result in a continued need for acute
care.Currently 40% of patients at MMMC are visitor who injury themselves or
experience a medical emergency while on vacation.
UHMC Allied Health Department Program Offerings
State of Hawaii
Registered Nurses
Licensed Practical
Nurses
Nursing Assistants
Dental Hygienists
Dental Assistants
Pharmacy Technicians
Medical Assistants
Total Jobs
588,210
10,060
Median Salary
$36,350
$85,200
1,270
$44,490
5,080
1,010
1,640
1,260
3,190
$30,190
$69,610
$31,750
$36,780
$34,830
Jobs Explorer, Looking at Occupations in Hawaii by Median Salary
http://www.uhero.hawaii.edu/static/dashboard/jobs.html
May 2012 State Occupational Employment and Wage Estimates Hawaii
The volatility of hiring in the Health Care environment is demonstrated by the recent Honolulu
Advertiser announcement.
“Queen's to recruit more than 200 workers at 2 job fairs By Star-Advertiser staff
10/25/2013 Queen's Health Systems will host two job fairs to recruit more than 200 workers for
its West Oahu and downtown Honolulu campuses. The company anticipates many current
employees to transfer to the Queen's Medical Center-West Oahu and intends to fill positions at
both facilities. The openings are in nursing, clinical/technical and support services and will
include full-time, part-time and call-in positions. The company will be accepting applications at
the University of Hawaii-West Oahu (91-1001 Farrington Highway) on Nov. 2 from 9 a.m. to
2 p.m. and at Manoa Elementary School (3155 Manoa Road) on Nov. 9 from 9 a.m. to 1 p.m.
Resumes required. Applicants also can apply online at www.queens.org.
Effectiveness Indicators. The persistence from fall to fall must be measured by counting how
many of the 69 graduating PNs went directly into the ADN year: 62. This is a 90% persistence
rate for these cohorts.
Response to CASLO Summary Report 2013
In the PN CASLO Summary Report for Written Communication, 100% of reviewers said the
"minimally passing" writing sample demonstated student achievement at the level of skill
appropriate for the degreee. See Appendix pp.3-5.
Major Writing Assignments in Nursing Programs AY 2012-13
Goal for AY 2013-14 is to discuss and consider development of common Rubrics for WI writing
in the Nursing Program
Practical Nurse Program
Course
N210
WI
Assignment
Course
yes
Created/Reviewed
Assignments
Health Across the Lifespan
Modifications
Created Fall 10
Health Fair Written Assignment*
Determinants of Health
UHMC Student –Directed Portfolio
Adult Health Promotion Case Study
reviewed each
semester
Created Fall 10
reviewed each
semester
Created Fall 10
reviewed each
semester
Created Fall 10
Created template for data
Created template &
hyperlink model
Draft submitted at
Midterm
Template using Doenges
reviewed each
semester
Created Fall 10
reviewed each
semester
Child Health Promotion Case Study
N211
N212
N220a
Professionalism in Nursing I
Pathophysiology
Health & Illness Ia
N230
Health & Illness Ib
Concept Map & Brief Paper
Clinical Immersion
Concept Map
Thanatology Scholarly Paper
Revise concepts Sp 14
no
no
no
To be introduced Sp
14
Concept Paper
N220b
Health Patterns
no
Created Sp 11
no
Created SS 11
Created SS 11
Discontinued F13
Created SS 11
Lifelong Learning
Revised SS 13
Evidence Based Practice
EBP add to assignment+
Part III. Action Plan
“University of Hawaii Maui College is a learning-centered institution that provides affordable,
high quality credit and non-credit educational opportunities to a diverse community of life-long
learners.” The Career Ladder Nursing Program provides these educational opportunities in health
care, affording the graduates of the program a lifelong career with meaningful contribution to the
health of our community, and an above average income for them and their families.
The strategic action plans for the Associate Degree in Nursing Program in 2011 and progress
during 2012:
Continue Implementation of the HSNC curriculum in collaboration with UHM, Kauai and
Kapiolani CC.
We have done much internal analysis, but the funding for the faculty to gather at UHM with all
the faculty teaching the statewide curriculum was unavailable. Hence, course groups from
UHMC and Kauaui CC were unavailable to consult with the course groups from UHMN and
Kapiolani. The department chairs attended and communicatied the high level issues, but the
specific shared expereince teaching each course was lost. Though we have more expereince with
this curriculum on our own campus, the synergy of numerous perspectives was lost. This has
resource implications.
Standardize course documents throughout the program.
Syllabi and learning guides have been templated, as have the clinical remediation documents.
This year we are aiming at Laulima standardization.
Mentor faculty in concept based teaching, and testing and evaluation.
Measurable strides have been made in all categories. We have integrated concepts into the
learning guides, and we are integrating them into the test blueprints. The standardized testing
and the course level testing have both been more closely linked with the program and course
SLOs so we can more clearly identify areas of strength and weakness. This is an ongoing process
involving categorizing exam questions and blue printing exams maps to achieve objective
evaluation of each category. It is an additional workload item that can only be accomplished by
the faculty with expertise in the topic being tested. The faculty has been firmly supportive of the
project and the department is clear about keeping expectation realistic. By the end of 2014, we
should have the project well in hand. There are big resource implications to license the software
tools to do this.
Grow the simulation program in step with local and national best practices and
regulatory initiatives.
We have developed several new simulations that address areas highlighted in last year’s
employer evaluations: communication, prioritization and organization. We will pull this through
this year and have alrady expanded to another course. We also acquired a educational electronic
medical record for the simulation lab. Staff training and beginning student training was
accomplished in spring and summer 2013. This year we will roll it out progressivesly so the
student in simulation lab will have a bedside computer with all the required pateint data
embedded to care for a patient expereincing a crisis. It will also be used to teach and practice
documentation, and for clinical preparation. This is resource heavy.
Part IV. Resource Implications
Funding for the faculty to travel to UHM once per semester is dearly needed. We are pioneers
in the whole country with what were are doing as a state with nursing education, and not to be at
the table is a huge loss.
We still need specific funding for a lab coordinator. It is either lecturer funds or overload for
teaching faculty. In 2012, we centralized all supplies and standardized the ordering procedures.
The financial analysis is not complete, but we are able to take full advantage of superquotes,
have saved valuable faculty time in securing needed supplies for the labs and simulations, and all
inventory for 5 labs is accounted for so there are no wasted supplies.
The implementation of the educational Electronic Medical Record (EMR) has been very
exciting, and absolutely essential, but costly. The amount of “at the elbow” support required for
both faculty and students is measurable and mission critical. We have gotten grant money from
4 different sources to employ a nurse informaticist to get students and faculty quickly up to a
working knowledge of the softwares, so they can concentrate on the teaching and learning! We
have gotten $33,000 donated for this from May 2013-June 2014. This role needs a permanent
funding source. The licensing of the EHR is about $50 per student per semester, for a program
cost of ~$12,000 per academic year.
The standardized testing package which includes 9 exams mapped to NCLEX and benchmarking
our students with the performance of the rest of the country, the NCLEX prepartion course, case
studies used through out the program and numerous practice tests, is ~$145 per student each
semester, for a total program cost of ~$35,000 per academic year. At the same time, we
cancelled our contract with Kaplan Testing , which saved the program ~$38K annually.
We have also spent $50/student for Exam soft, or $8000 per year. This was for 160 licenses. We
have now decreased our admission class to 30 (from 40) so we will only need 120 licenses. In
addition, the rest of the HSNC is adopting ExamSoft spring 2014, and our price will drop to
$35/student as a part of that, bringing our annual cost down to $4200.
In the future, we may need to pass these costs back to the students (~$235 per semester in
addition to tuition, books and a $500 a semester professional fee) but for the F13/Sp14 AY,
these are department costs. Passing the costs to the students may be at odds with our
mission: “University of Hawaii Maui College is a learning-centered institution that provides
affordable, high quality credit and non-credit educational opportunities to a diverse community
of life-long learners.”
Comprehensive Review Information [edit]
Please provide some information about the last comprehensive review for this program.
Web address to the on-line location of the last comprehensive review:
http://www.acenursing.us/accreditedprograms/programsearch.asp
Last comprehensive review completed: February 2007. The written report is in the Nursing
Office. Next review will be Spring 2015.
Description
Graduates of the University of Hawai’i Maui College Career Ladder Second Level (ADN)
nursing program are educated to provide nursing care in agencies that provide appropriate
orientation, on-going staff development opportunities, and professional guidance. They are
primarily educated to function as members of the multidisciplinary health care team in direct
nursing care roles with adult and pediatric clients on general medical/surgical, obstetrical,
newborn nursery and psychiatric nursing units. They have been introduced to the concepts of
nurse leader/manager and the role of the Registered Nurse in the physician’s office, clinics, long
term care facilities and home health.
Graduates are eligible to take the National Council for Nursing Licensure Examination for
Registered Nurses (NCLEX-PN), and upon demonstration of satisfactory performance, will be
awarded a license to practice as an R.N.
The University of Hawai’i Maui College Career Ladder is a member of the Hawai’i State
Nursing Consortium (HSNC). This is a standardized statewide curriculum which allows our
graduates automatic admission to UH Manoa to complete their BSN year from here on our
campus. We utilize a concept-based approach to teaching and learning, as well as employ
practice level information systems and simulations to support preparation for practice.
The PN graduate will assume responsibility for maintaining current evidence-based practice,
ongoing professional growth, and life-long learning.
Assessed?
Program Student Learning Outcomes
Was this PSLO assessed
this year? To
change, click
The description of the P-SLO
on the
"Yes/No"
boxes below
1 YesWritten Communication
2 YesEthics
3 YesLeadership
4 No Clinical Judgment/Critical Thinking
5 No Evidenced Based Practice
6 No Oral communication
7 No Quantitative Reasoning
8 No Information Retrieval
9 No Health Care Systems
10 No Relationship-Centered Care
11 No Collaboration with members of the healthcare team
12 No Reflection on Practice
Actions
Re-order,
edit,
or
remove
the PSLO
Add P-SLO
Evidence of Industry Validation
Of the 68 students who earned the certificate as an Practical Nurse last year, all but 4 of them
went on the the ADN program. As such, there is no specific PN employer evaluations. the
students are evaluated by employers upon their hire as RNs. The RN evaluations for this program
year are as follows:
Employer Surveys
EXCELLENT
ABOVE
AVERAGE
AVERAGE
Please rate the graduate in the following
4
3
2
%
excellent o
above
average
areas:
Ability to
1. Apply the nursing process
11%
78%
11%
89%
2. Communicate effectively
27%
64%
9%
91%
3. Demonstrate professional attitude
33%
50%
17%
83%
4. Work effectively as a team member
18%
73%
9%
91%
5. Problem solve/Think critically
9%
73%
18%
82%
6. Provide basic care
25%
58%
17%
83%
7. Perform clinical assessments
12%
63%
25%
75%
8. Perform clnical skills
11%
67%
22%
78%
9. Administer medications
22%
56%
22%
78%
10. Document care
9%
73%
18%
82%
11. Organize care
18%
73%
9%
91%
nursing programs, please rate this UHMC 14%
71%
14%
85%
Compared to new graduates from other
Graduate’s preparation.
Expected Level of Achievement
HSNC Nursing Competencies: 1st Level
1. A competent nurse’s professional actions are based on core nursing values, professional
standards of practice, and the law.
2. A competent nurse develops insight through reflective practice, self-analysis, and self care
3. A competent nurse engages in ongoing self-directed learning and provides care based on
evidence supported by research
4. A competent nurse demonstrates leadership in nursing and health care
5. A competent nurse collaborates as part of a health care team
6. A competent nurse practices within, utilizes, and contributes to the broader health care
system
7. A competent nurse practices client-centered care
8. A competent nurse communicates effectively
9. A competent nurse demonstrates clinical judgment/critical thinking in the delivery of care of
clients while maintaining safety
Courses Assessed
The PN SLOs were evaluated in NURS 230: Clinical Immersion I. This is the final PN course
and represents exit level performance.
Assessment Strategy/Instrument
Below is the program assessemnt schedule.
Academic Year
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
NCLEX Clinical
Results Judgment
X
X
all clinical
courses
X
X
all clinical
courses
X
X
all clinical
courses
X
X
all clinical
courses
X
X
all clinical
courses
General
Education
Nursing
PLO
HSNC Benchmark 5, 7
Collaborates,
Standard 3
Relationship Centered
Information
Care
Retrieval N256L
ADN grads
Employer evaluations
Standard 2
Quantitative
HSNC Benchmark 2
Reasoning
Reflective Practice
N210, 230 &
N230 & N360
N360
HSNC Benchmark 3, 8
Standard 5
Evidenced Based Care,
Critical thinking
Communication
N210 & N362
N360
Standard 1
HSNC Benchmark 1, 4
Written
Ethics, Leadership
Communication N230, N360
N210 & N362
Employer Evaluation
HSNC Benchmark 6, 9
Standard 4
Broader Health Care
Oral
System, Clinical
Communication
Judgment
N210 and N362
N210 & N360
To evaluate the PN SLO's of ethics and leadership, the NURS 230 Clinical Evaluation Tool is
used. For a student to pass the class and be eligible to take the NCLEX PN, they must earn a
score of 2 or higher in every category. To take the NCLEX PN and be able to move into the
ADN year, the must score 3 or higher.
The categories below related to the specific SLOs.
Scoring Guide
1
2
3
4
Students must receive a level 3 or better in all categories to move on to 320, or a score of 2
or better in all categories to pass the course.
A 1(one) in any category represents unsafe practice and a fail for the course.
3.RESPONDING Unsatisfactory
includes but is not
limited to the
following:
Novice Developing
Proficient
Generally
Except in simple Is tentative in the
displays
and routine
leader’s role;
leadership and
situations is
reassures
confidence, able
stressed and
clients/families in
to control/calm
disorganized, lacks routine and relatively
most situations;
control, making
simple situations, but
may show stress
clients and families becomes stressed
in difficult or
Calm, Confident
anxious/less able to and disorganized
complex
Manner
cooperate.
easily.
situations.
Has difficulty
communicating;
Shows some
Generally
explanations are communication
communicates
confusing,
ability (e.g.) giving well; explains
directions are
directions):
carefully to
unclear or
clients, gives
contradictory,
communication with clear directions
clients/families are clients/families/team to team; could
made
be more
members is only
confused/anxious, partly successful;
effective in
Clear
not reassured.
displays caring but establishing
Communication
rapport.
not competence.
Lacks insight into
the client’s best
interests, and
rarely
demonstrates
commitment to
supporting those
interests, or
Beginning to
demonstrate insight
into the client’s best
interests, may be
In most cases
demonstrates
insight into the
client’s best
interests,
tentative in making a commitment to
commitment to
supporting those
Exemplary
Assumes
responsibility:
delegates team
assignments,
assesses the
client and
reassures them
and their
families.
Communicates
effectively:
explains
interventions;
calms/reassures
clients and
families; directs
and involves
team members,
explaining and
giving directions;
checks for
understanding.
Demonstrates
insight into the
client’s best
interests, and
demonstrates
commitment to
supporting those
interests
disregards, and
does not support
the client’s
interests.
support(ing) those
interests.
interests.
Being Caring
Even when
prompted
evaluations are
brief, cursory,
and not used to
improve
performance;
justifies personal
decisions/choices
Evaluation/Selfwithout
Analysis
evaluating them.
Appears
uninterested in
improving
performance or is
unable to do so;
rarely reflects; is
Commitment to
uncritical of self,
Improvement
or overly critical
(given level of
development): is
unable to see
flaws or need for
improvement.
Even when
prompted,
briefly
Evaluates /analyzes Independently
verbalizes the personal clinical
evaluates/analyzes
most obvious performance with
personal clinical
evaluations;
minimal prompting; performance, notes
has difficulty primarily major
decision points,
imagining
events/decisions; key elaborates
alternative
decision points are
alternatives;
choices; is self- identified and
accurately evaluates
protective in alternatives are
choices vs.
evaluating
considered.
alternatives.
personal
choices.
Demonstrates
awareness of
the need for
ongoing
improvement
Demonstrates
Demonstrates a desire
and makes
commitment to
to improve nursing
some effort to
performance; reflects
learn from
ongoing
on and evaluates
experience and
improvement; reflects
experiences;
improve
on/critically evaluates
identifies
performance
nursing experiences;
strengths/weaknesses;
but tends to
accurately identifies
could be more
state the
strengths/weaknesses;
systematic in
obvious and
develops specific
evaluating
needs external
plans to eliminate
weaknesses.
evaluation.
weaknesses
Occasionally does
not demonstrate Frequently
Consistently
eagerness to learn demonstrates
demonstrates
or take initiative eagerness to learn eagerness to learn
to enhance
and takes initiative and takes initiative
learning. Not
to enhance
to enhance
consistently
learning. Minimal learning, Always
cooperative. Much to moderate
cooperative. Selfguidance needed guidance in
aware. Anticipates
in new/stressful new/stressful
stress and plans
situations. Does situations. Does for it. Does
not consistently improve after
improve after
improve after
feedback.
feedback.
feedback.
Frequently
Consistently
Is not truthful in Is not truthful in
truthful in
truthful in
verbalizations and verbalizations and
verbalizations and verbalizations and
behaviors, and
behaviors, and
behaviors, and
behaviors, and
shows
shows
shows
shows
unprofessional
unprofessional
professional
professional
communication communication
communication communication
and demeanor.
and demeanor.
and demeanor.
and demeanor.
Negative
Negative
Positive
Positive
relationships
relationships
relationships
relationships
reported by staff, reported by staff,
reported by staff, reported by staff,
others or observed others or observed
others or observed others or observed
by instructor.
by instructor.
by instructor.
by instructor.
Moderate
disruption when
under stress.
Defensive when
offered
Initiative/Feedback
constructive
suggestions and
does not take
responsibility for
own actions. Does
not improve after
feedback.
Communication
Results of Program Assessment
The NCLEX PN pass rate is 98%.
The F12 and SS13 N230 students performed excellent in their clinical evaluation tools. 31 of 33
students passed with 3 or 4s in fall 2012, and 33 of 35 passed with the same standard in summer
session 2013.
In the writing evaluation done jointly through the CASLO committee and our department, the
conclusion was that the "minimally passing" writing sample demonstrated the student's
achievement in writing at the level appropriate for a practical nurse.
Other Comments
UHMC-Allied Health Department Community Engagement:
According to Campus Compact, a national coalition of almost 1,200 college and university
presidents committed to fulfilling the civic purposes of higher education, public and community
service assists and develops students’ citizenship skills, helps campuses forge effective
community partnerships, and provides active experiences in integrating civic and communitybased learning while meeting community and student needs. UHMC-Nursing program
recognizes the positive outcomes in its relationship with our community and our students as
engagement builds community capacity and assists our students in broadening their
communication, education, and service skills. Our program engages in the community in three
significant ways of service; by providing trained volunteers to provide free or low cost health
screening services to individual agencies and special events, by hosting public health events and
sharing important disease prevention information with community members, and by seeking out
vulnerable populations and addressing their health care concerns through culturally sensitive and
appropriate activities and health fairs.
Tracking of agency requests and volunteer hours and the nursing skills provided is being
monitored more carefully thorough the UHMC nursing program volunteer coordinator. When
community agencies request assistance for health screening, first aid, or other health related
services they are placed into contact with the volunteer coordinator. Direct contact and
collaboration with the coordinator helps meet the community agency needs and ensures that
volunteer requests are safe, appropriate and meaningful for the students. Post volunteer
evaluations are sent out to the student volunteers and also the requesting agencies ensure that the
experience has been successful for both parties. During the past year the feedback obtain from
the agencies and students indicate that UHMC nursing program volunteer experiences are a
positive learning experience and community engagement opportunity.
During the past year, the nursing program has engaged with over thirteen agencies throughout
Maui County. Another way that the Allied Health department engages with the community is
through the UHMC-Health Center. The health center is a free-standing and grant funded health
clinic that outreaches to community residents through flu clinics, screenings to various
businesses, hotels, Maui police departments, and county government agencies. The health clinic
also provides Nurse Practitioner provider healthcare to non-student individuals of the community
on a fee service scale basis.
Once every semester the nursing program invites Advisory Board members and employers of the
healthcare community agencies to meet and articulate their perspective of the quality of nursing
graduates and their viewpoint of the nursing program in the community. The last Advisory
Committee Meeting was held on April 29th, 2013. Feedback received from the committee
members included the following; the quality and skill noted and held by nurse graduates,
successful hiring and retention of nurse graduates of UHMC, future hiring numbers of nurse
graduates.
Volunteer Activities: 2012-13
Agencies served by the nursing department alone include;
Habitat for Humanity Build-A-Thon 2013
Maui Memorial Medical Center
March of Dimes Walk
Car Show Auto Fest 2013
National Kidney Foundation of Maui, Hawaii (Da Kidney Da Kine)
Camp Imua and the Kahului Canoe club 2013
Maui Marathon 2013
Lions Club- White Cane Walk
NAPA Golf Tournament
Kiwanis Track Meet
Tween Camp (along with UHMC Health Center NP)
County Fair First Aide station
South Maui Children & Youth Day in Kihei
Flu Shot and Clinic Services Administered by the UHMC-Health Clinic: 2012-13
Maui News
Kalama Heights
Hale Mahaolu-Elu
Wailuku Police Department
Lahaina Police Department
Ka’anapoli Beach Hotel
County of Maui
Roselani
Maui Adult Day Care- Oceanside and Kahului (Kihei and Lahaina adults included)
DMV Kahului
TSA (AM and PM shift)
Dollar Rent-A Car
Senior Citizen Fair
GoodFellow Brothers Company
Tween Camp
Next Steps
The steps for the Acamenic Year 2013-2014 include:
1. Implementation of the Quality and Safety Education in Nursing (QSEN) Informatics standards
2. Produce qualitiative and quantitative data by which to evaluate this project.
3. Prepare self-study document for 2015 ACEN Accreditation.
INFORMATICS
Definition: Use information and technology to communicate, manage knowledge, mitigate error,
and support decision making.
Knowledge
Skills
Attitudes
Seek education about how
information is managed in
Appreciate the necessity for all
Explain why information and
care settings before
health professionals to seek
technology skills are essential for providing careApply
lifelong, continuous learning of
safe patient care
technology and information
information technology skills
management tools to support
safe processes of care
Identify essential information that Navigate the electronic
Value technologies that support
health recordDocument and clinical decision-making, error
must be available in a common
plan patient care in an
database to support patient
prevention, and care
electronic health record
careContrast benefits and
coordinationProtect
limitations of different
confidentiality of protected
communication technologies and Employ communication
health information in electronic
their impact on safety and quality technologies to coordinate health records
care for patients
Respond appropriately to
Describe examples of how
clinical decision-making
technology and information
supports and alertsUse
management are related to the
Value nurses’ involvement in
information management
quality and safety of patient
design, selection,
tools to monitor outcomes of
careRecognize the time, effort, and
implementation, and evaluation
care processes
skill required for computers,
of information technologies to
databases and other technologies
support patient care
Use high quality electronic
to become reliable and effective
sources of healthcare
tools for patient care
information
http://qsen.org/competencies/pre-licensure-ksas/#informatics