1
Bachelor of Science, Nursing Science
Academic Assessment Plan
Assessment 2013-2014
Academic Assessment Plan Updated by:
Catherine H. Sullivan, RN, MSN, CPNPR
Associate Professor
Chair, Baccalaureate Program
Submitted to Dr. Barbara Berner
School of Nursing: June 03, 2014
Submitted to the Academic Assessment Committee via:
ayaac@uaa.alaska.edu
June 03, 2014
Bachelor of Science Nursing Science Assessment Plan 2014
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TABLE OF CONTENTS
Contents
Table of Contents ............................................................................................................................................................... 2
Introduction........................................................................................................................................................................ 4
Assessment Process Introduction ...................................................................................................................................... 4
Mission ............................................................................................................................................................................... 4
Mission............................................................................................................................................................................ 4
Vision .............................................................................................................................................................................. 4
Core Values..................................................................................................................................................................... 5
Program Student Learning Outcomes ............................................................................................................................. 5
Association of Assessment Measures to Program Outcomes ......................................................................................... 6
Assessment Measures......................................................................................................................................................... 7
Program Objectives Assessment Tools and Administration 2013-2014 ....................................................................... 7
Assessment Implementation & Analysis for Program Improvement ............................................................................... 9
General Implementation Strategy ................................................................................................................................... 9
Method of Data Analysis and Formulation of Recommendations for Program Improvement ...................................... 9
Modification of the Assessment Plan ............................................................................................................................. 9
Appendix A: School Records .......................................................................................................................................... 10
Measure Description: .................................................................................................................................................... 10
Factors that affect the collected data: ........................................................................................................................... 10
How to interpret the data: ............................................................................................................................................. 10
Appendix B: NS411L Clinical Evaluation ..................................................................................................................... 13
Measure Description: .................................................................................................................................................... 13
Factors that affect the collected data: ........................................................................................................................... 13
How to interpret the data: ............................................................................................................................................. 13
Appendix C: NS416L Clinical Evaluation ..................................................................................................................... 16
Measure Description: .................................................................................................................................................... 16
Factors that affect the collected data: ........................................................................................................................... 16
How to interpret the data: ............................................................................................................................................. 16
Appendix D: Kaplan Exams ........................................................................................................................................... 18
Measure Description: .................................................................................................................................................... 18
Factors that affect the collected data: ........................................................................................................................... 18
How to interpret the data: ............................................................................................................................................. 18
Bachelor of Science Nursing Science Assessment Plan 2014
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Appendix E: NCLEX – RN Pass Reports....................................................................................................................... 20
Measure Description: .................................................................................................................................................... 20
Factors that affect the collected data: ........................................................................................................................... 20
How to interpret the data: ............................................................................................................................................. 20
Appendix F: BS Nursing Graduate Survey ................................................................................................................... 23
Measure Description: .................................................................................................................................................... 23
Factors that affect the collected data: ........................................................................................................................... 23
How to interpret the data: ............................................................................................................................................. 23
Changes to be made: ..................................................................................................................................................... 23
Appendix G: BS Nursing Employer Survey ................................................................................................................... 27
Measure Description: .................................................................................................................................................... 27
Factors that affect the collected data: ........................................................................................................................... 27
How to interpret the data: ............................................................................................................................................. 27
Changes to be made:…………………………………………………………………………………………………..27
Appendix H: RN-BS Option Graduate Survey .............................................................................................................. 31
Measure Description: .................................................................................................................................................... 31
Factors that affect the collected data: ........................................................................................................................... 31
How to interpret the data: ............................................................................................................................................. 31
Changes to be made: ..................................................................................................................................................... 31
Bachelor of Science Nursing Science Assessment Plan 2014
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INTRODUCTION
The Bachelor of Science, Nursing Science Program (BS Program) was initiated at the former Alaska Methodist
University, now Alaska Pacific University, in 1968. Through a series of circumstances, the program was transferred to
the Alaska Senior College. The Bachelor of Science, Nursing Science Program of the University Of Alaska Anchorage
School Of Nursing has been continually approved by the Alaska Board of Nursing and has been accredited by the
Accreditation Committee of Education in Nursing (ACEN) since 1976. Accreditation was renewed every 8 years with
the most recent renewal being 2009. A renewal of the accreditation is due in 2017. There is also a RN-BS Option
within the BS Program, and registered nurse students in this option, who graduated with their Diploma or Associates
Degree in Nursing, can take needed courses online for their Baccalaureate degree in nursing.
ASSESSMENT PROCESS INTRODUCTION
This document delineates the program student learning outcomes (PSLOs) for the Bachelor of Science, Nursing
Science Program and the RN-BS Option within the program. The BS Program and BS Evaluation Committees worked
closely this past year to develop an improved data collection process, method for data storage, measures for outcomes
for PSLOs, and specific time periods for assessment of data. The Mission, Vision, and Core Values for the University
of Alaska Anchorage School of Nursing were also updated in Fall 2013 and are outlined below.
The PSLOs were developed between 2011 and 2012 by faculty using the Baccalaureate Essentials, Quality and Safety
Education for Nurses standards, and the National League of Nursing Standards and Criteria for Baccalaureate
Programs. The BS Program annually assesses its educational effectiveness using the four indicators mandated by the
ACEN; these include graduation rates, licensure (NCLEX) pass rates, employment rates and patterns, and student
satisfaction. Faculty also regularly assesses students’ abilities in critical thinking, communication skills and therapeutic
nursing interventions using both formative and summative means (through the use of nationally standardized
examinations and graduate/employer surveys). According to the ACEN accreditation criteria, these data must be
gathered, analyzed, and over time, aggregated and trended; further achievement of accreditation requires evidence of
use of the results of the outcomes assessment for program decision making.
MISSION
MISSION
The mission of UAA School of Nursing is to promote health and wellbeing amongst diverse Alaskan communities by
preparing nurses to advance nursing science, practice, and service.
VISION
The vision of the School of Nursing is to be a leader in the transformation of nursing in Alaska.
Bachelor of Science Nursing Science Assessment Plan 2014
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CORE VALUES
The School of Nursing Core Values reflect the values as stated by the College of Health and the American
Association of Colleges of Nursing Baccalaureate Essentials.
COH
AACN
Essentials
NLN
Core Values
Excellence/Innovation
Altruism
Excellence
Respect
Collaboration
Autonomy
Diversity
Integrity
Human Dignity
Ethics, Integrity
Caring
Integrity
Social Justice
Caring
Holism
Patient Centeredness
Merged
Values
SON Values
Excellence/Innovation
/Autonomy
Respect/Human
Dignity/Social
Justice/Collaboration
Integrity/Autonomy/
Social Justice
Caring/Altruism
Excellence
Respect
Integrity
Caring
The core values held by the SON include:
Excellence – The quality of our graduates reflects the competence, professionalism, compassion and collaboration of
faculty and staff.
Integrity – We demonstrate unwavering ethical, moral, intellectual and emotional honesty.
Creativity – We exemplify vision, passion, innovation, flexibility and ingenuity.
Respect – (We are working on a definition for this value.)
PROGRAM STUDENT LEARNING OUTCOMES
The Bachelor of Science, Nursing Science Program Student Learning Outcomes were reviewed and accepted by the
Academic Assessment Committee in Fall 2012. At the completion of either the Basic Student Option or the Registered
Nurse Option in the Bachelor of Science, Nursing Science Program, graduates will have met the following Program
Outcomes:
1. Demonstrate critical thinking by making evidence-based nursing judgments through the use of intellectual,
interpersonal, and technical competencies to promote safe and effective client-centered care.
2. Implement caring behaviors in the practice of professional nursing using established standards, evidence based
practice, and innovation to prevent illness and promote and restore health in order to meet the changing needs of
diverse individuals, families, groups, and communities.
3. Utilize principles of management and leadership to collaborate as a member of the inter-professional care team
by using a spirit of inquiry to direct clinical nursing practice.
4. Compare and contrast roles of the professional nurse in promoting optimal healthcare and policies locally,
nationally, and globally.
5. Develop an individual plan for ongoing professional development and professional identity.
Bachelor of Science Nursing Science Assessment Plan 2014
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ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES
This table organizes Program Student Learning Outcomes (PSLOs) and the current measures that are used to assess
them. Each measure contributes information on the students’ achievement of certain outcomes and is tracked in this
table. There will be significant changes developed in the measures used to assess the PSLOs in Fall 2013. This table
also forms the basis of the template for reporting and analyzing the combined data gathered from these methods.
4. Compare and contrast roles of the
professional nurse in promoting optimal
healthcare and policies locally, nationally,
and globally.
5. Develop an individual plan for ongoing
professional development and
professional identity.
RN-BS Option
Graduate Survey
Employer Survey
of Graduates
1
1
1
1
0
1
1
1
1
1
0
1
0
1
1
1
1
1
0
1
0
1
1
0
0
1
0
1
0
1
1
0
1
1
0
1
1
1
NCLEX Pass
Rates
1
Kaplan Exams
1
Clinical
Evaluations in
NS416L
Clinical
Evaluations
inNS411L
1. Demonstrate critical thinking by making
evidence-based nursing judgments
through the use of intellectual,
interpersonal, and technical competencies
to promote safe and effective clientcentered care.
2. Implement caring behaviors in the practice
of professional nursing using established
standards, evidence based practice, and
innovation to prevent illness and promote
and restore health in order to meet the
changing needs of diverse individuals,
families, groups, and communities.
3. Utilize principles of management and
leadership to collaborate as a member of
the inter-professional care team by using a
spirit of inquiry to direct clinical nursing
practice.
School Records
Outcomes
BS Nursing
Graduate Surveys
TABLE 1
0 = Measure is not used to measure the associated outcome.
1 = Measure is used to measure the associated outcome.
Bachelor of Science Nursing Science Assessment Plan 2014
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ASSESSMENT MEASURES
A description of the measures used in the assessment of the program objectives and their implementation are
summarized in Table 2 below. The measures and their relationships to the program student learning outcomes are
listed in Table 1, above. There is a separate appendix for each measure that shows the measure itself and describes its
use and the factors that affect the results.
PROGRAM OBJECTIVES ASSESSMENT TOOLS AND ADMINISTRATION 2013-2014
TABLE 2
Tool
School
Records
NCLEXRN Pass
Reports
Description
Frequency/
Start Date
Class rosters are used from entry into
program to track students through
graduation and assess numbers of semesters
or trimesters till graduation
Annually since
program began
UAA SON obtains the National Council of
State Boards of Nursing NCLEX Reports.
Kaplan
Exams
1.Critical Thinking Test – measures
students’ ability to use steps of critical
thinking – 85 items
2. Management and Professional Issues Test
– evaluates students’ understanding of the
scope and role of the registered professional
nurse in the health care environment – 75
items
3. Kaplan Predictive Test – end-of-program
test based on NCLEX-RN test plan
blueprint that evaluates students’ strengths
and weaknesses in content areas, and
predicts their probability of passing the
NCLEX-RN exam – 150 questions
Bachelor of Science Nursing Science Assessment Plan 2014
After each
cohort and
biannually from
NCSBN
All exams
started Spring
2013
1.Given to each
cohort at end of
Fundamentals
course and in
last course – 6
times a year
Collection
Method
Viewed and
calculated
annually prior
to September
View BON
website and
review reports
from NCSBN
1.Online
2.Given to each
cohort at the
end of the
Management
and Leadership
course NS415 –
3 times a year
2. Online
3. Given to
each cohort at
the end of their
last program
course NS416 –
3 times a year
3. Online
Administered by
Program Chair or
designee
National Council
State Boards of
Nursing
1.Fundamentals
NS303 faculty and
Program Chair or
designee
2. Management and
Leadership NS415
faculty
3. NS416 faculty
8
BS Nursing
Graduate
Survey
RN-BS
Option
Graduate
Survey
BS Nursing
Employer
Survey
NS411L
Clinical
Evaluation
NS416L
Clinical
Evaluation
Program developed tool (Revised 2013)
designed to measure graduate perception of
program outcomes. Solicits demographic
and PSLO data and uses Likert scale
Annual since
1990’s – gaps
in data for at
least 3 years
prior to 2013 –
New tool
implemented
Fall 2013 –
once a year
Qualtrics
Computer
Based with
URL sent to
students 6 to 12
months postgraduation
BS Evaluation
Chair and Program
Chair assisted by
administrative
assistants
Program developed tool designed to
measure graduate perception of program
outcomes. Solicits demographic data and
uses Likert scale – Revision in process
(Investigation by current BS Program
Chair found that data has not been
collected since 2008.)
Annually
starting
Summer 2009
(no data
collected since
2008)
To be
Qualtrics
Computer
Based with
URL sent to
students postgraduation
yearly
Program Chair
assisted by
administrative
assistants
Qualtrics
Computer
Based with
URL sent to
employers once
a year in fall
BS Evaluation
Chair and Program
Chair assisted by
administrative
assistants
Final
evaluation
Class instructor
Completed and
evaluated at
mid-point and
the completion
of 160 clinical
hours
Faculty liaison,
student and
preceptor
Program developed tool (Revised 2013)
designed to measure graduate perception of
program outcomes. Solicits demographic
data and uses Likert scale –
Faculty developed tool using the program
outcomes and conceptual framework as
structure. Uses a 5 point Likert scale
Faculty developed tool using the program
outcomes and conceptual framework as
structure. Uses a 5 point Likert scale
Bachelor of Science Nursing Science Assessment Plan 2014
Annual since
1990’s (no data
collected since
2008) – New
tool
implemented in
Fall 2013
With each
class. Current
evaluation form
used since
2001with some
revisions over
time
With each
generic class.
Current
evaluation form
used since
2004.
9
ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
GENERAL IMPLEMENTATION STRATEGY
The Baccalaureate Nursing Program Assessment Plan as presented in the Spring 2009 Bachelor of Science Nursing
Science Assessment Plan and in the Transitional Plan outlined in 2013 was in operation since the last accreditation visit
in Spring 2009. The Assessment Plan was revised in Fall 2013 and Spring 2014 to this current 2014 Assessment Plan.
The plan is for data to be collected from each cohort as appropriate throughout the program, upon graduation, after
licensure and at six months to 1 year post-graduation. Data is reviewed yearly by the Chair of the Baccalaureate
Program and the Chair of the Baccalaureate Program Evaluation Committee. The Chair of the Baccalaureate Program
reports the data to the Alaska State Board of Nursing annually. Faculty is informed of the outcomes as information is
gathered during Baccalaureate Program meetings. The last meetings in which the outcomes were reviewed were in
April 2014 and in May 2014.
METHOD OF DATA ANALYSIS AND FORMULATION OF RECOMMENDATIONS FOR PROGRAM IMPROVEMENT
The latest reviews and recommendations were made in February 2014. In the future, program faculty will meet at least
once a year in the spring to review collected data with the new assessment measures. Recommendations for program
changes to increase performance in the PSLOs will be made during this meeting. Results of the data collection,
interpretation of the results, and recommended changes in the program will be forwarded to the Office of Academic
Affairs by June 15 each year. An implementation plan for recommendations with advertising to affected stakeholders
will also be completed during this meeting.
The following are examples of changes that may be made to enhance performance regarding the PSLOs:
 Changes in course content, scheduling, sequencing, prerequisites, delivery methods
 Changes in faculty/staff assignments
 Changes in advising methods/requirements
 Addition/Replacement of equipment
MODIFICATION OF THE ASSESSMENT PLAN
The Assessment Plan for the BS Program is in transition and will be for the coming year. Changes approved by the
faculty of the program and updated modifications of the assessment plan will be forwarded to the Office of Academic
Affairs, the Dean’s Office, and the Director of the School of Nursing.
Bachelor of Science Nursing Science Assessment Plan 2014
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APPENDIX A: SCHOOL RECORDS
MEASURE DESCRIPTION:
Class rosters containing the names of students enrolled in each course throughout the program are kept for each
trimester. Cohorts are identified upon admission and the cohort is tracked through the program until graduation to
obtain graduation rates.
FACTORS THAT AFFECT THE COLLECTED DATA:
Collected data can be affected by poor reporting from Banner on students in course. For this reason, rosters that are
maintained are collected at the end of the trimester after grades are posted which shows actual completion of the course
by student name.
HOW TO INTERPRET THE DATA:
Graduation rates are calculated as percentage of students who enter a given cohort that complete the program by
graduation in eight trimesters. The percentage not completing the program in this time is examined for reason not
completing (i.e., failure of a course twice meaning dismissal, voluntary withdrawal for personal reasons, left the state).
The benchmark for this measure is that 80% of undergraduate students who enter the baccalaureate clinical sequence
graduate within eight clinical semesters. This measure will be re-evaluated for its effectiveness as an assessment
measure for the current PSLOs. (“IP” means “in progress”.)
Graduation implies that students have met the program outcomes.
Table 3 and Table 4 below show how this information is presented to the Alaska Board of Nursing. This information
will also be reported at the next ACEN site visit.
Bachelor of Science Nursing Science Assessment Plan 2014
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Fall
2008
Spring
2009
Summer
2009
Fall
2009
Spring
2010
Summer
2010
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Summer
2012
Spring
2010
Summer
2010
Fall
2010
Spring
2011
Su 2011
40
1
1
6
0
7
38
6
1
3
1
9
40
10
1
5
0
15
38
5
1
8
3
13
38
1
0
4
1
5
Fall
2011
Spring
2012
Summer
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
37
1
0
6
1
7
41
1
2
4
0
5
40
3
0
4
0
7
39
5
2
2
2
7
40
2
2
3
2
5
39
6
1
4
0
10
39
2
0
1
1
3
Fall
2012
Spring
2014
39
3
0
0
3
3
8%
33
85%
Spring
2013
Summer 40
2014
5
0
2
1
7
18%
(IP)
32 predict
80%
predict
Bachelor of Science Nursing Science Assessment Plan 2014
17.5% 32
(80%)
24%
27
(71%)
37.5% 24
(60%)
34%
21
(55%)
13%
32
(84%)
19%
29
(78%)
12%
34
(83% )
17.5% 33
(82.5% )
18%
28
(72%)
13%
31
(78%)
26%
28
(72%)
8%
35
(90%)
Graduated Overall
(including future
cohorts)
Graduated On Time
Percentage Academic
Attrition
Academic Attrition From
Original Cohort Total
Left Program
(Non-Academic
Attrition)
Cohorts
(Non-Academic
Attrition)
Dismissed
(Academic Attrition)
Transfer to Future
Cohorts
(Academic
Transfer toAttrition)
Future
Original Class umber
Term Due To Graduate
Term
Admitted
Table 3
Attrition by Cohort BS Basic Students
34
(85%)
34
(89%)
35
(87.5%)
29
(76%)
33
(87% )
30 )
(81% )
37
(90% )
36
(90% )
35
(90%)
35
(87.5%)
35
90%
37 predict
95%
predict
36 predict
92%
predict
37 predict
93%
predict
Non-Academic Attrition
10
2
1
0
1
2
20%
10
1
3
0
3
1
10%
7
2
0
0
0
2
29%
6
1
3
0
2
1
17%
25
2
2
Bachelor of Science Nursing Science Assessment Plan 2014
40
3
1
0
0
3 (IP) 8%
(IP)
Fall
2013
Spring
2015
40
1
1
1
1
2 (IP)
5%
(IP)
Spring
2014
Summer
2015
40
6
0
1
1
7 (IP)
18%
(IP)
36
predict
90%
predict
36
predict
90%
predict
32 predict
80%
predict
4
(40%)
5
(50%)
4
(57%)
1
(17%)
Graduated Overall
Summer Fall
2013
2014
Graduated
Within 24 months
Percentage Academic
Attrition
Academic Attrition From
Original Cohort Total
Left Program
(Non-Academic Attrition)
Dismissed
(Academic Attrition)
Academic Attrition
Summer
2009
Summer
2010
Summer
2011
Summer
2012
Summer
2013
Original Cohort size
Term
Admit-ted
Graduated Overall
(including future
cohorts)
Graduated On Time
Percentage Academic
Attrition
Academic Attrition From
Original Cohort Total
Left Program
(Non-Academic
Attrition)
Cohorts
(Non-Academic
Attrition)
Dismissed
(Academic Attrition)
Transfer to Future
Cohorts
(Academic
Transfer toAttrition)
Future
Original Class umber
Term Due To Graduate
Term
Admitted
12
Table 3
Attrition by Cohort BS Basic Students
40 predict
100%
predict
38
predict
95%
predict
38 predict
95%
predict
TABLE 4
ATTRITION BY COHORT – RN-BS STUDENTS
8 predict
80% predict
6 predict
60% predict
5 predict
71% predict
3 predict
50% predict
13
APPENDIX B: NS411L CLINICAL EVALUATION
MEASURE DESCRIPTION:
The evaluation measure for NS411L was developed by faculty to verify achievement of course objectives for this
course. The tool has 2 distinct parts: one evaluating the individual students’ performance and one evaluating the
performance as a group engaged in a specific activity. Each tool uses a different evaluation key and the faculty has
established that independent behaviors for the group and consistent behaviors individually are behaviors that signify
competency for this course. Benchmarks were established for goal attainment that is equivalent to a 75% number grade
which is the lowest acceptable passing grade in the BS Program in the School of Nursing.
FACTORS THAT AFFECT THE COLLECTED DATA:
Data collection is done by a limited number of faculty members assigned to this course who work very closely with the
student groups on their aggregate project. Because of the small number of faculty, data is very reliable from year to
year. There has been in the past a concern about adjunct evaluations as they have often times had higher total ratings
than full time faculty. The faculty in the course is continually working on this issue to ensure that the ratings are fair
for all students and groups.
HOW TO INTERPRET THE DATA:
This information is presented in course reports to faculty yearly as the percentage of students meeting the objectives
particularly concerning communication and therapeutic nursing interventions which are the major thrusts of this course.
One hundred percent of students completing the BS, Nursing Science Program meet the criteria and therefore meet the
benchmarks. This information is reported to the Alaska Board of Nursing as well as to the ACEN in reports and at
their visits. Below are the current evaluation forms for the NS411L capstone course for the BS Program.
Bachelor of Science Nursing Science Assessment Plan 2014
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EVALUATION CRITERIA - GROUP EFFORT (50%)
Directions: The faculty member will evaluate the students’ accomplishment of each objective by placing a number in the “Key”
column reflecting appropriate evaluation of behavior. There are twenty-two objectives in the Group Effort section. If more than
six objectives are rated as “3”, the group earns a no-pass. All students in a group will receive the same ratings for the Group
Effort section.
Key
1
2
3
Independently with minimal faculty direction
With faculty direction, demonstrated progress during the semester
Only with major faculty direction
Category
Key
Comments
Assessment and Analysis
 Identifies, defines, and describes the aggregate.
 Identifies existing and potential health problems of the chosen aggregate.
 Identifies demographics and available services and resources.
 Identifies health services needs and the potential consequences of not meeting those needs.
 Identifies a realistic project with goals and outcome criteria.
Planning
 Develops a comprehensive plan for implementation.
 Formulates objectives, strategies, and timelines for accomplishing goals.
 Considers barriers and supports that impact goals, objectives, and strategies.
 Provides the instructor with an outline of the various tasks that includes the names of the
individual(s) responsible for accomplishing those tasks.
 Develops and maintains a budget according to guidelines.
 Political forces, economic factors, public perceptions, structural barriers, and other factors are
considered in developing a plan to address the assessed health needs.
Implementation
 Demonstrates creativity and flexibility in meeting the aggregate or group’s teaching needs and
the agency’s planning needs.
 Identifies supports and barriers to implementation (including political, social, economic, and
organizational/agency factors).
 Applies appropriate teaching/learning or planning strategies.
 Implements a health education, health planning, or political action activity in a community
setting.
Synthesis and Evaluation

Develops a plan to evaluate the outcomes of the implementation and of the overall project (to
include description of specific methods, identification of responsible individuals, and
specification of realistic timelines).
 Describes current status of project in relation to the evaluation plan.
 Develops realistic recommendations for further work with the aggregate.
Group Process
 Demonstrates professional conduct in utilizing effective interpersonal skills with peers and
faculty
 Collaborates with individuals and agencies to devise and implement solutions to assessed
health needs/concerns/problems.
 Demonstrates cohesiveness in accomplishing group goals.
 Respects group member’s concerns and works to resolve group process issues constructively.
 Works effectively to accomplish project goals.
Faculty signature_____________________________
Student signature___________________________
Faculty signature______________________________
Bachelor of Science Nursing Science Assessment Plan 2014
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EVALUATION CRITERIA - INDIVIDUAL EFFORT (50%)
Directions: The faculty member will evaluate the students’ accomplishment of each objective by placing a number in the “Key” column
reflecting appropriate evaluation of behavior. There are twenty-one objectives in the Individual Effort section. If more than six objectives are
rated as “3”, the individual earns a no-pass.
Key
1
Independently with minimal faculty direction
2
With faculty direction, demonstrated progress during the semester
3
Only with major faculty direction
Category
Professional
 Demonstrates commitment to project goals in assuming fair share of semester work
 Demonstrates evidence of preparation for and active contributions to clinical seminar
discussions and activities
 Adheres to confidentiality of client, agency and small group interactions
 Demonstrates accountability, integrity and reliability in the completion of assigned tasks and
project goals
 Appropriately consults with faculty and agency liaison with drafts of paper, timeline, printed
materials, and purchases
 Appropriately responds to and delivers constructive feedback
 Appropriately manages self-disclosure and personal boundaries
Key
Comments
Critical Thinking
 Contributes realistic & substantive ideas for meeting the project goals verbally and in writing
 Demonstrates integration of relevant theories, concepts and course content into clinical
practice
 Critically examines own role and behavior in group interactions.
 Written and verbal responses show evidence of critical analysis, reflection and adherence to
standards of good writing and speech
Roles
 Attends weekly seminar, community activities, and group meetings outside of seminar.
 Analyzes roles and responsibilities of the nurse and other providers in the delivery of
services
 Willing to work successfully in a group and participate in weekly group process activities
 Achieves quality work while meeting deadlines
 Facilitates maximum group function and peer support
Caring
 Openly communicates concerns to group members and faculty for resolution in a respectful
manner
 Demonstrates respect for and cooperation with agency colleagues and the aggregate
Population
 Uses advocacy as a population-focused strategy to influence the health and well-being of
vulnerable populations.
 Demonstrates community assessment, planning, intervention and evaluation with the chosen
semester group at risk
 Examines community based programs and interventions which address community health
needs
Faculty signature_____________________________
Student signature___________________________
Faculty signature_____________________________
Bachelor of Science Nursing Science Assessment Plan 2014
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APPENDIX C: NS416L CLINICAL EVALUATION
MEASURE DESCRIPTION:
This is a faculty generated tool based focused on meeting the objectives of the course. Critical thinking, nursing
therapeutics and communication are inherent within the descriptors within the tool. The tool uses a 5-point Likert scale
to assess the students’ performance and in order to pass the course and thus the program, students must achieve a score
of 4 when all categories are averaged at the final evaluation.
FACTORS THAT AFFECT THE COLLECTED DATA:
The evaluation form is scored by the student being evaluated, the preceptor of the student being evaluated, and the
faculty liaison assigned to the student-preceptor dyad. The evaluation tool is designed to be used by the three
individuals sitting together and discussing each point and coming to an acceptable rating. This sometimes does not
happen due to scheduling conflicts and makes it less useful when the individuals do it separately rather than having
discussion about the ratings.
HOW TO INTERPRET THE DATA:
A meeting of the benchmark means that the student receives a grade of “Pass” for this course. This course is the last
required course for completion of the BS, Nursing Science. Course reports each year examine the percentage of
students who pass this course with each offering and is directly linked to the pass rate for the program. This
information is reported to the Alaska Board of Nursing as well as to the ACEN in reports and visits.
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CLINICAL EXPERIENCE EVALUATION
NS A416L - Concentration in Clinical Nursing
80 Hour Evaluation – Circle with black ink
160 Hour Evaluation – Circle with red ink
Preceptor Only
Nursing Process (1)
2
1
4 - Supervised – Safe, accurate performance according to accepted standards; the desired
outcome is obtained each time; affect is appropriate; the student is efficient, coordinated,
confident; some expenditure of excess energy is noted; task is completed within a reasonable time
period; occasional supporting cues are needed.
5
4
3
2
1
3 – Assisted – Safe, accurate performance according to accepted standards; the desired outcome
is obtained most of the time; affect is appropriate most of the time; skillful in parts of behavior;
the student is inefficient and uncoordinated; expends excess energy to accomplish task; task is
completed within a delayed time period; frequent verbal and occasional physical directive cues
are needed in addition to supportive cues.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
2 – Marginal – Safe, but not alone; student performs at risk; student is not always accunite; the
desired outcome is obtained only occasionally; the student’s affect is appropriate only
occasionally; unskilled, inefficient performance; considerable expenditure of energy noted; task
completed within a prolonged time period; continuous verbal and frequent physical directive cues
are needed.
1 – Dependent – Unsafe, unable to demonstrate behavior, student lacks confidence, coordination,
efficiency; continuous verbal and physical cues are needed.
80 Hour Evaluation (Final) Date:
Comments:
Preceptor Signature:
Instructor Signature:
Student Signature
(Critical thinking, Role)
Identifies questions. Applies to care as appropriate. Identifies
researchable issues in clinical situations. Plans & implements
project specific to needs of setting. Shares information
appropriately.
Professional (5, 6 II)
3
(Critical thinking)
Demonstrates ability to identify, analyze, plan and implement a
solution using reasoning and scientific method.
Scholarship (9, 10)
4
(Role, Population)
Uses appropriate therapeutic and nonverbal communication
techniques with individuals, families and groups.
Documentation is timely, accurate, and complete.
Problem Solving (9, 10)
5
(Role, Caring)
Provide direct care demonstrating skills of new graduate. May
include IV therapy, medication administration, psychomotor
skills, use of equipment. Demonstrates caring attitude toward
client.
Communicator (7, 8)
5 – Independent - Safe, accurate performance according to accepted standards; the desired
outcome is obtained each time; affect is appropriate; the student is proficient, coordinated,
confident; occasional expenditure of excess energy is noted; task is completed within a
reasonable time period; no supporting cues are needed.
(Role, Caring, Population)
Demonstrates assertive interactions. Demonstrates use of other
resources to achieve client goals. Works with staff, family &
community, resources. Demonstrates caring for all groups.
Direct Care Provider (8)
1
(Role, Caring, Population)
Acts in best interest of client. Supports client decisions &
wishes. Takes into consideration culture, age, ethnicity,
community, and population in advocating for client.
Collaborator (5, 7)
2
(Role)
Manages time & resources adequately. Delegates
appropriately. Sets priorities for clients and self appropriately.
Client Advocate (5, 6)
3
(Critical thinking, Population)
Explains rationale. Identifies factors used in making decision.
Defends decision. Takes into account client ethnicity, sex, age,
family, and group in making decisions.
Manager (3, 4)
4
(Role)
Identifies teaching/learning needs of client & family.
Implements teaching. Discharge and teaching.
Decision Making (3)
5
(Critical Thinking)
Demonstrates use of nursing process including assessment,
problem identification, goal setting, therapeutic nursing
interventions and evaluation of goals.
Teacher (2)
Clinical Competence Rating Scale Key
5
4
3
2
1
160 Hour Evaluation (Final) Date:
Comments:
(Role, Caring)
Ethical/Honest. Demonstrates use of OSHA guidelines for
confidentiality. Accountable. Accepts responsibility for actions.
Complies with facility & school policies. On time to clinical.
Notifies preceptor appropriately if late or ill.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Liaison Only
Clinical Orientation
Completed on-line orientation prior to clinical
Goal Setting
Sets realistic individual learning goals, evaluates them, creates
new goals weekly with description of how goal is achieved.
Preceptor Signature:
Critical Incident Journal
Submits journal weekly. Demonstrates good analysis of own
goals and critical incidents per guidelines.
Instructor Signature:
5
4
3
2
1
5
4
3
2
1
Schedule
Schedule reported to liaison weekly.
Student Signature:
Final Grade (at completion of 160 hours)
P
Pass requires that all items be rated at no less than a 4 with an average of 4.
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APPENDIX D: KAPLAN EXAMS
MEASURE DESCRIPTION:
The Kaplan Critical Thinking Test measures students’ ability to use the steps of critical thinking and is an online exam
with 85 items. This exam is given at the end of the Fundamentals course and during the last course in the program to
each cohort. It was given for the first time in Fall 2013. The Management/Professional Issues Kaplan Test evaluates
students’ understanding of the scope and role of the registered professional nurse in the health care environment and is
an online exam with 75 items. This exam is given at the end of the Management course to each cohort and was given
for the first time in Fall 2013. It is repeated for those who do not make 60%. The Kaplan Secure Predictor Test is given
during the last course and is based on the NCLEX-RN test plan blueprint that evaluates students’ strengths and
weaknesses in content areas and predicts their probability of passing the NCLEX-RN exam. This is 150 questions and
is online. It is not normed; however, it shows the probability of passing the NCLEX-RN. It is given twice to the cohort.
We are unable to illustrate these proctored exams with examples in the appendix.
FACTORS THAT AFFECT THE COLLECTED DATA:
Students may not take the Kaplan Proctored Tests or the focused practice tests due to various personal factors or take
the tests without putting forth their best efforts. Tests may not be scheduled properly. The data may be interpreted
incorrectly.
HOW TO INTERPRET THE DATA:
Kaplan Critical Thinking: A cohort’s score results on this test are compared to itself with the first time (after
Fundamentals course) and the second time (during the last course in the program) it is taken to see if there is a gain in
critical thinking skills. This test is normed at 66%. Faculty are encouraged to consider results in relation to courses
taught and to assess skills in analysis and critical thinking.
Kaplan Secure Predictor: Students should strive for a “60% Correct” score in the Secure Predictor. A “60% correct"
score has the probability of passing the NCLEX-RN at 93.27%. This test is not normed, and trending of results is
monitored over time. Faculty review the test results by question for relevance in curriculum and individual courses
with particular attention to potential gaps and report back to program evaluation committee with any changes made. A
reminder email to all seniors/recent graduates of the BS Program will be sent to each cohort regarding the use of all the
Kaplan resources, which students have access to for three months after graduation, prior to taking the NCLEX-RN
exam.
Kaplan Management and Professional Issues: This test is normed at 73. Students not meeting at least 60% on the first
test are given a second test after remediation.
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Kaplan Exam Results
Cohort Name
December 2013
Test Name
Number of Students
% Correct
Normed %
Critical Thinking
Management/Prof
Management/Prof 2
Secure Predictor
Secure Predictor 2
39
40
1
40
28
68.1
76.9
72
57
56.2
66
73
0
0
0
May 2014
Critical Thinking
Management/Prof
Management/Prof 2
Secure Predictor
Secure Predictor 2
36
37
29
36
31
66.7
74.9
77.1
53.4
54.2
66
73
0
0
0
December 2014
Critical Thinking
39
68.2
66
May 2015
Critical Thinking
40
67.6
66
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APPENDIX E: NCLEX – RN PASS REPORTS
MEASURE DESCRIPTION:
The NCLEX-RN is a national exam developed by the National Council of State Boards of Nursing and given as a
computer adaptive exam to determine minimum competency in nursing. The test plan covers 4 major categories of
client needs with 2 of these divided into a total of 6 subcategories. The categories and questions were developed by
experts in the field of nursing and include the following:
 Safe and Effective Care Environment
 Management of Care
 Safety and Infection Control
 Health Promotion and Maintenance
 Psychosocial Integrity
 Physiological Integrity
 Basic Care and Comfort
 Pharmacological and Parenteral Therapies
 Reduction of Risk Potential
 Physiological Adaptation
FACTORS THAT AFFECT THE COLLECTED DATA:
Successful completion of this exam is reported to the Alaska Board of Nursing and then to UAA School of Nursing
twice a year. Graduates who test within the state of Alaska and receive a license here are listed on the Alaska State
Board of Nursing website as a matter of public record.
Data is not received by the School of Nursing at intervals that correspond to specific cohorts of students, nor are
students required to test within a specific time frame after graduation. These 2 factors make it difficult to determine
pass rates for an individual cohort, so we report pass rates on a yearly basis.
HOW TO INTERPRET THE DATA:
This data we feel supports the outcomes of the program in that unless the outcomes have been met, students would be
unable to pass the NCLEX-RN exam. In Table 5 below is the rubric used to examine the NCLEX-RN pass rate as we
report it to the Alaska Board of Nursing. This information will also be reported as part of the ACEN site visit. The
following are the benchmarks for this measure:
 80% of graduates achieve a passing score on NCLEX-RN on the first attempt.

95% of graduates achieve a passing score on NCLEX-RN on either the first, second, or third attempt.
The May 2014 NCLEX-RN first time pass rate was 77%, below our 80% benchmark for first time pass rate. The
national NCLEX-RN exam was revised in 2013 and its difficulty enhanced. Faculty are investigating factors involved
in the decline of the pass rate, and members met in May 2014 to discuss an action plan to improve the NCLEX-RN
pass rate. The plan includes both short and long term goals and refers to evidence based resources to help with this
improvement.
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Total % Pass of Those
Taking NCLEX
Number
Passing/% >2nd Time
Pass
Taking
NCLEX > 2 times
Total% Pass After 1st
& 2nd Attempt
Number Passing/% 2nd
Time Pass
Taking
NCLEX 2 times
% 1st Time Pass
# Students Taking
NCLEX
38
3
37
30
81
7
571
95
2
2/100
100
31
4
31
26
84
5
3/60
94
2
2/100
100
36
0
36
30
83
6
3/50
92
30
3/100
100
29
1
29
28
97
1
0/0
97
1
1/100
100
34
2
34
27
79
5
5/100
94
0
0
94
34
2
32
26
81
6
5/83
97
1
1/100
100
37
0
37
33
89
4
2/50
95
2
1/50
97
37
7
36
33
92
3
1/33
94
2
0/0
94
35
2
33
29
87.8
4
3/75
97
1
1/100
100
39
0
39
34
87
5
4/80
97
1
1/100
100
30
5
30
28
93
2
2/100
100
0
0
100
33
3
33
31
94
2
1/50
97
1
1/100
100
32
0
32
27
84
5
3/60
94
2
2/100
100
36
1
36
28
78
8
5/63
92
3
3/100
100
33
4
32
29
91
3
3/100
100
0
0
100
39
0
39
35
90
4
3/75
97
1
1/100
100
37
0
37
34
92
3
2/67
97
1
0/0
97
RN-BS students
# 1st Time Pass
May
2007
August
2007
December
2007
May 2
008
August
2008
December
2008
May
2009
August
2009
December
2009
May
2010
August
2010
December
2010
May
2011
August
2011
December
2011
May
2012
August
2012
Total # students
Graduation Date
Table 3.9
NCLEX PASS RATES
Bachelor of Science Nursing Science Assessment Plan 2014
Total % Pass of Those
Taking NCLEX
Number
Passing/% >2nd Time
Pass
Taking
NCLEX > 2 times
Total% Pass After 1st
& 2nd Attempt
Number Passing/% 2nd
Time Pass
Taking
NCLEX 2 times
% 1st Time Pass
# Students Taking
NCLEX
31
5
31
26
84
3
1/33
87
1
1/100
90
38
1
37
32
86
5
5/100
100
0
0
100
32
5
30
23
77
6
2/33
83
3
1/33
87
41
1
35
26
74
2
2/100
80
RN-BS students
# 1st Time Pass
December
2012
May
2013
August
2013
December
2013
May
2014
Total # students
Graduation Date
22
80
Graduation Date – the date students completed the requirements for the BS in Nursing Science Degree.

Complete data is compiled through August 2012..
Total # of Students – the number of students at the Graduation Date completing the requirement for the BS in Nursing Science Degree
RN-BS Students – number of students completing the BS in Nursing Science Degree who already are licensed registered nurses due to prior completion of
either a Diploma in Nursing or an AAS in Nursing and granting of licensure after NCLEX success.
# Students Taking the NCLEX – the number of students who completed the BS in Nursing Science Degree who actually took the NCLEX exam after
graduation. There are students who have chosen to never sit the exam or that we do not have any information from either the State of Alaska Board of Nursing
or the NLN indicating sitting for the NCLEX exam or licensure, so the assumption is made that they did not sit for the NCLEX exam.
1st Time Pass – the number of students successfully passing the NCLEX exam on the first attempt out of the graduation cohort.
% 1st Time Pass – the percentage of students successfully passing the NCLEX exam on the first attempt from the graduation cohort.
Taking NCLEX 2 times – the number of students taking NCLEX twice due to failure to pass on the first attempt.
Number Passing / % 2nd Time Pass – the number of students and percentage of students taking the NCLEX for the second time that were successful in
passing on the 2nd attempt.
Total% Pass After 1st & 2nd Attempt – percentage of all students taking the NCLEX exam who had passed on either the 1st or second attempt.
Taking NCLEX > 2 Times – the number of students taking NCLEX exam more than twice.
Number Passing / % >2nd Time Pass – the number of students and percentage of students taking the NCLEX more than twice that were ultimately
successful in passing the NCLEX exam.
Total % Pass of Those Taking the NCLEX – the final percentage of the graduating students successfully passing the NCLECX exam.
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APPENDIX F: BS NURSING GRADUATE SURVEY
MEASURE DESCRIPTION:
This measure was developed by the faculty using the guidelines from the ACEN for the content for each outcome. The
outcomes examined are Communication Abilities, Critical Thinking Abilities, Therapeutic Nursing Intervention
Abilities and a general evaluation. These are assessed using a 4-point Likert scale. Demographic data is also collected
including information regarding practice in a medically underserved area or with this population via the zip code of
employment. There is also a section of qualitative input.
In past years, the measure was sent to graduates at a year and 2-years after graduation with a cover letter explaining the
tool(s) enclosed. Beginning with the implementation date of the revised tool in Fall 2013, this survey was and will
continue to be sent to graduates in the BS Basic Program once a year in the Fall via email as a Qualtrics Survey.
FACTORS THAT AFFECT THE COLLECTED DATA:
Factors that dramatically affect this data are having current email addresses available for graduates and the willingness
of them to complete the surveys online. The BS Evaluation Committee may inadvertently omit sending the survey to
graduates. Data may not be interpreted correctly. .
HOW TO INTERPRET THE DATA:
The areas of Professional Activities, Communication, Critical Thinking, Therapeutic Nursing Interventions and
Abilities, and Satisfaction have a 4-point Likert scale with “1” as the high score. Descriptive statistics were also used
in interpretation of the qualitative data.
CHANGES TO BE MADE:
This survey was revised in Fall 2013. The Qualtrics Survey is currently sent to recent graduates of the BS Program
once a year by the BS Evaluation Chair. The plan is for the data to be collected by EValue in the future and assessed
and reported to Alaska Board of Nursing and ACEN. Below is the graduate survey that was revised and implemented in
Fall 2013.
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Appendix G: BS Nursing Employer Survey
MEASURE DESCRIPTION:
This measure was developed by the faculty using the guidelines from the ACEN for the content for each outcome. The
outcomes examined are Communication Abilities, Critical Thinking Abilities, Therapeutic Nursing Intervention
Abilities and a general evaluation. These are assessed using a 4-point Likert scale. Demographic data about the
employer is also collected including information regarding practice in a medically underserved area with this
population via the zip code where the employer is located. There is also a section of qualitative input. A URL is sent
to employers via email or by hand by members of the BS Evaluation Committee or faculty members who are known by
managers in places of employment in the fall, and the completed Qualtrics surveys are reviewed by the BS Evaluation
Committee Chair and BS Chair in the spring.
FACTORS THAT AFFECT THE COLLECTED DATA:
One factor that affects this data is having current email addresses for employers. It also depends on the willingness of
the employer to complete and return the survey to us. Return rates had been below 5% to zero in years when data were
first collected. However, there were 11 employer respondents who participated when the new employer survey was
implemented Fall 2013.
HOW TO INTERPRET THE DATA:
The areas of Professional Activities, Communication, Critical Thinking, Therapeutic Nursing Interventions and
Abilities, and Satisfaction have a 4-point Likert scale with “1” as the high score. . Descriptive statistics were also used
in interpretation of the qualitative data.
CHANGES TO BE MADE:
The E-Value data collecting system may be used to collect the data in the future. Once this system is in place, the plan
is for the data to be assessed and reported to Alaska Board of Nursing and ACEN. Below is an example of the revised
survey for employers.
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APPENDIX H: RN-BS OPTION GRADUATE SURVEY
MEASURE DESCRIPTION:
This measure was developed by the faculty using the guidelines from the ACEN for the content for each outcome. The
outcomes examined are Communication Abilities, Critical Thinking Abilities, Therapeutic Nursing Intervention
Abilities and a general evaluation. These were assessed using a 6-point Likert scale. Demographic data was also
collected including information regarding practice in a medically underserved area or with this population. There is
also a section of qualitative input on this survey.
In past years, the measure was sent to graduates at a year and 2-years after graduation; however, after searching for data
from this survey, the current BS Program Chair was unable to find any. This survey needs revision in Fall 2014 by the
BS Program Evaluation and/or BS Program Committee with similar format as the BS Nursing Program Graduate
Survey. After revision of the tool, the revised tool will be sent to graduates in the BS RN-BS Option within the BS
Program once a year in the Fall.
FACTORS THAT AFFECT THE COLLECTED DATA:
Factors that dramatically affect this data are having current email addresses available for graduates and the willingness
of them to complete the surveys online. The BS Evaluation Committee may inadvertently omit sending the survey to
graduates. Data may not be interpreted correctly.
HOW TO INTERPRET THE DATA:
The current RN-BS Option Graduate Survey has a 6-point Likert scale with 6 indicating the greatest change and 1
indicating the least change.
CHANGES TO BE MADE:
This survey will be revised in Fall 2014. The Qualtrics Survey will be sent to recent graduates of the RN-BS Option
within the BS Program once a year by the BS Program Chair. A 4-point Likert scale will be developed with survey
items similar in format and content to the BS Nursing Graduate Survey. The plan is for the data to be collected by
EValue in the future and assessed and reported to Alaska Board of Nursing and ACEN. Below is the current survey,
which has no data available, and which will be revised.
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