Ohio University
School of Nursing
2000-2001 Student Learning Outcomes Assessment Report
September 2001
Overview of outcome assessment procedures
The following assessment procedures were completed during the 2000-2001 academic
year:
1. Information about entering students’ disposition toward critical thinking was
collected on two groups of entering students in March and September 2001.
Instrument used: California Critical Thinking Dispositions Inventory. The data
were collected as part of the first course in the nursing major.
2. Information relevant to the critical thinking skills of these same two groups was
collected in April and September 2001. Instrument used: California Critical
Thinking Skills Test. These data were also collected as part of the first course in
the nursing major.
3. Demographic data were collected on these students as part of the orientation
course required of entering students. The orientation courses were held in
February 2001 and August 2001. Instrument used: School developed survey tool.
4. Information on the critical thinking skills of students in the last quarter of courses
in the nursing major were collected in March (end of winter quarter) and May
(end of Spring quarter) 2001. Instrument used: California Critical Thinking Skills
Test.
5. The comparison between the grade point average earned in the upper division
nursing courses and in the upper division courses, outside of nursing continue to
be completed on a quarterly basis. Strategy used: Calculation of t-test; data
collected from the records of graduates.
6. The students professional values were assessed on all currently enrolled nursing
students in the winter quarter of 2001 as a pilot project. Instrument used: the
Nurses Professional Values Scale by Darlene Weis and Mary Jane Schank.
The only modification in these procedures was with the collection of Critical Thinking
data. The faculty decided to collect data when students actually started in the nursing
major. The collection of critical thinking data during the orientation course had been
considered inappropriate since some students who attended had already been taking
courses in the nursing major. Some of the outcome assessment procedures still under
consideration are:
1.
The faculty has agreed to use the Program Self-Assessment Service of the
Educational Testing Service in place of the School developed survey
instrument previously used to determine program satisfaction. Plans are
underway to do this in 2002 on graduating students.
2.
Discussion is still underway to develop a valid and reliable procedure for
assessing communication skills.
Quality of the outcomes related to program objectives
The program outcomes focus on several of the above areas: Critical Thinking,
Professionalism, and Communication. Those are also prominent in various course
objectives throughout the program. Work continues to establish acceptable standards or
benchmarks for each outcome.
Changes to procedures and/or curriculum
Work is continuing to develop better ways to define and measure learner outcomes.
Work is progressing along two paths:
1.
Creation of a triangulation of measures blueprint for each outcome. Each
Learner outcome would be measured in a quantitative manner, a qualitative
manner, and through self- report. The quantitative measures would rely on
standardized instruments while the qualitative measures and the self-report
measures would be handled through the use of a portfolio.
2.
Development of the guidelines for use of student portfolios. These portfolios
would serve as a mechanism for reflection and self-evaluation by students. A
sample of the portfolios would be used to evaluate the achievement of
outcomes.
Changes in school’s assessment goals or objectives
No changes occurred this past year.