INDIANA UNIVERSITY KOKOMO SCHOOL OF NURSING (SON)
SYSTEMATIC PLAN FOR BSN PROGRAM EVALUATION (2013 Standards)
Standard I
Program Quality: Mission and Governance
The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing
standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program
clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the
program and in the ongoing efforts to improve program quality.
Component
PLAN
Expected Level of Frequency
Achievement
of
Assessment
Assessment Methods
IMPLEMENTATION
Results of Data Collection and
Actions for Program
Analysis (actual levels)
Development,
Maintenance, or
Revision
I-A. The mission, goals,
and expected program
outcomes are:
 congruent with
those of the
parent institution;
and
 consistent with
relevant
professional
nursing standards
and guidelines for
the preparation of
nursing
professionals.
Mission, goals and
expected outcomes are
100% congruent with
those of parent
institution and
consistent with relevant
professional nursing
standards and
guidelines for the
preparation of nursing
professionals.
Every 5 years
or earlier as
needed. Next
review no later
than May 2017
Review:
1. IU Mission
2. IUK Mission
3. IUK SON Mission/Vision/General
Beliefs for congruency.
4. Quality and Safety Education in
Nursing guidelines
5. AACN BSN Essentials
6. ANA Code of Ethics
100% consistent when expected
outcomes were last reviewed and revised
in February 2012 and Mission/Vision
/Beliefs were reviewed and revised in
May 2014.
Review again in 2017 or
sooner if there is a change in
the IU or IUK Mission.
I-B. The mission, goals,
and expected
student outcomes
are reviewed
periodically and
revised, as
appropriate, to
reflect:
 professional
nursing standards
and guidelines;
and
The mission, goals, and
expected student
outcomes are reviewed
periodically and revised,
as appropriate, to
reflect: professional
nursing standards and
guidelines; and the
needs and expectations
of the community of
interest (as expressed
in the Advisory
Council).
Every 5 years
or earlier as
needed. Next
review no later
than May 2019
Review:
1.Curriculum committee meeting
minutes. (NURS serv drive)
2. Advisory council meeting minutes.
3. Commission on Collegiate Nursing
Education standards and guidelines.
4. Quality and Safety Education in
Nursing guidelines
5. AACN BSN Essentials
6. ANA Code of Ethics
100% consistent when last reviewed and
revised in May 2014. New IUK Vision
statement released in October 2015, also
consistent.
Review again in 2019 or
sooner if there is a change in
the IU or IUK Mission.
 the needs and
expectations of
the community of
interest.
I-C. Expected faculty
outcomes are clearly
identified by the
nursing unit, are
written and
communicated to
the faculty, and are
congruent with
institutional
expectations.
100% of expected
faculty outcomes
are clearly
identified by the IU
Kokomo School of
Nursing, are
available in the
Faculty Handbook
and are congruent
with institutional
expectations.
Annually in
February
/March
I-D. Faculty and
students participate
in program
governance.
BSN faculty and
students have
opportunities for
representation in
governance activities of
Indiana University,
Indiana University
Kokomo and the
Indiana University
Kokomo School of
Nursing and the BSN
program.
Annually in
May
I-E. Documents and
publications are
accurate. A process
is used to notify
constituents about
changes in
documents and
publications.
100% of documents
and publications are
accurate and
constituents are notified
about changes in
documents and
publications prior to
when they take effect.
Ongoing
Review:
1. Faculty annual reports (Nursing
Office)
2. Personnel files (Nursing
Office/Academic Affairs Office)
3. Student evaluations of faculty
(Nursing Office).
4. Exemplars by rank in Factulty
Handbook (NURS serv drive)
5. Reappointment decisions (Nursing
Office)
6. Mission, goals, and BSN student
outcomes .
7. Faculty Handbook (NURS serv
drive)
8. IU Kokomo Academic Affairs
Webpage
Review:
1. Council of Nursing Faculty (CNF)
minutes. (NURS serv drive)
2. CNF standing committees’ rosters
and meeting minutes. (NURS serv
drive)
3. Nursing Leadership Council (NLC)
meeting minutes. (NURS serv drive)
4. Faculty annual reports/CVs (Nursing
Office)
5. IUK Faculty Senate minutes
6. IUK Faculty Senate/ Administrative
committees’ rosters
Review:
1. IU Kokomo bulletin
2. IU Kokomo website
3. IU Kokomo Nursing website
4. MSN student handbook
5. IU Student Code of Conduct, Rights
& Responsibilities
6. CNF minutes
Most recently reviewed in
February/March 2015. All files up to
date. Faculty evaluations and
reappointment decisions congruent with
published expectations/outcomes.
IUK SON Faculty Affairs
committee revised faculty
didactic and clinical evaluation
by students to make previous
tools more helpful in terms of
informing faculty of how to
improve teaching/better meet
outcomes. New evaluation
forms utilized for first time in
spring 2015.
May 2015 new slate of CNF officers
elected. NLC and CNF meeting minutes
demonstrate faculty input into decisions
in school of nursing and related to
program. Students provide input through
their student nurse leaders (2-3 leaders
from each student cohort. Most recently
pre-licensure students chose new school
uniform. SNLs also review the nursing
student handbook through focus group
participation, most recently March 2013
and April 2015. See Student Affairs
Committee meeting minutes.
April 2015 bulletin reviewed and revised.
Handbooks reviewed on an ongoing
basis and are consistent.
Continue to find ways to
increase faculty participation
in Faculty Senate and student
input in program governance.
Next review of BSN Student
Handbook scheduled for
spring 2016.
Revisions are made as
needed. Students notified of
changes through BSN and
MSN course management
system (Oncourse or Canvas)
student centers. Anticipated
change to concept-based
curriculum has been
communicated to students via
Canvas, email and on IU
I-F. Academic policies of
the parent
institution and the
nursing program are
congruent and
support
achievement of the
mission, goals, and
expected student
outcomes. These
policies are:
 fair and equitable;
 published and
accessible; and
 reviewed and
revised as
necessary to
foster program
improvement.
100% of BSN student
nursing policies are
congruent with those of
IU Kokomo (except for
health/safety
requirements), These
policies support
achievement of the
mission, goals, and
expected student
outcomes. These
policies are fair,
equitable, and
published and are
reviewed and revised
as necessary to foster
program improvement.
These policies include,
but are not limited to,
those related to student
recruitment, admission,
retention, and
progression.
Exception: Nursing has
its own criteria for
admission and
progression in the
program.
Annually in
June.
Review:
1. IU Kokomo bulletin
2. IU Kokomo website
3. IU Kokomo Nursing website
4. MSN student handbook
5. IU Student Code of Conduct, Rights
& Responsibilities
6. MSN Committee minutes
7. CNF minutes
100% of policies are congruent (with
exception of health/safety requirements)
publicly accessible, non-discriminatory
and are consistently applied. Nursing has
more rigorous standards for admission
and progression in the program.
Kokomo SON Nursing
website.
Revisions are made as
needed. Results of review are
used to enhance accessibility,
usability, and clarity.
Standard II
Program Quality: Institutional Commitment and Resources
The parent institution demonstrates ongoing commitment to and support for the nursing program. The institution makes resources available to enable the
program to achieve its mission, goals, and expected outcomes. The faculty, as a resource of the program, enable the achievement of the mission, goals, and
expected program outcomes.
PLAN
Component
Expected Level of
Achievement
II-A. Fiscal and physical
resources are sufficient
to enable the program
to fulfill its mission,
goals, and expected
outcomes. Adequacy of
resources is reviewed
periodically and
resources are modified
as needed.
Fiscal and physical
resources are 100%
sufficient to enable the
program to fulfill its
mission, goals, and
expected outcomes.
Adequacy of
resources is reviewed
periodically and
resources are modified
as needed.
II-B. Academic support
services are sufficient to
ensure quality and are
evaluated on a regular
basis to meet program
and student needs.
II-C. The chief nurse
administrator:
 is a registered
nurse (RN);
Frequency of
Assessment
IMPLEMENTATION
Assessment Methods
Results of Data Collection and
Analysis (actual levels)
Annually in
January
Review:
1. IU Kokomo School of Nursing
Budget
2. Salary listing for faculty and
administration.
3. AACN survey of faculty salaries
4. Blueprints of facilities
5. Room seating capacity listing
6. Room scheduling process
7. Diagram of faculty office
8. Simulation Center/Learning
Laboratory equipment inventory
9. IT list of classrooms (Next
Generation and Smart) equipment
10. Center for Teaching, Learning and
Assessment
Adequate levels of resources available
when reviewed in January 2015 in
preparation for budget hearings. Nursing
faculty salaries by rank are higher than
most schools/departments at IUK (with
exception of School of Business salaries
which are consistently higher) and are
close to the means for AACN salaries by
rank/educational preparation and to
means of core IU schools of nursing
campuses.
Academic support
services are 100%
sufficient to ensure
quality and are
evaluated on a regular
basis to meet program
and student needs.
Annually in
January (when
preparing
budget for next
academic year).
Academic support systems are 100%
sufficient.
Dean is a doctorally
prepared registered
nurse with a graduate
degree with a major in
Upon
appointment and
annually.
Review:
1. IU Kokomo bulletin
2. IU Kokomo website
3. Student Accessibility Services
3. BSN Student Handbook
4. Office of Student Support Services
and Tutorial Services materials
5. CNF minutes (NURS serv drive)
6. Syllabus template
7. University Informational Technology
Services webpage
8. Financial aid webpage
Review:
1.Indiana State Board of Nursing
education/experiential requirements for
director of a nursing program
Actions for Program
Development,
Maintenance, or Revision
Need to verify each year that
faculty salaries don’t fall
behind other regional
campuses. As we implement
MSN-FNP track will need to
make sure we do not drain
resources of other SON
programs. Working with health
facility partners to engage
them in helping to support
faculty lines for MSN-FNP.
Dean has created (and shared
with campus administration) a
plan for increasing salaries for
faculty completing doctorates
in 2016 and beyond, for
searching for new faculty as
faculty retire and for keeping
all faculty salaries competitive.
Addressed as deficits are
identified.
Dean holds doctoral degree in
education/MSN in nursing. Certified as
Nurse Educator in 2012/Nurse Executive
Advanced in 2013. Dean meets
Evaluation annually by Vice
Chancellor of Academic
Affairs. Every 3 years
stakeholders provide
 holds a graduate
degree in
nursing;
 holds a doctoral
degree if the
nursing unit
offers a graduate
program in
nursing;
 is academically
and
experientially
qualified to
accomplish the
mission, goals,
and expected
program
outcomes;
 is vested with the
administrative
authority to
accomplish the
mission, goals,
and expected
program
outcomes; and
 provides
effective
leadership to the
nursing unit in
achieving its
mission, goals,
and expected
program
outcomes.
II-D. Faculty members
are:
 sufficient in
number to
accomplish the
mission, goals,
and expected
student and
faculty
outcomes;
nursing. Dean is
experientially qualified,
meets Indiana
University and Indiana
State Board of Nursing
requirements for dean
of a school of
nursing/director of a
nursing program and
is vested with the
administrative
authority to
accomplish the
mission, goals, and
expected student and
faculty outcomes.
Full- and part-time
faculty members are
sufficient in number to
accomplish the
mission, goals, and
expected student and
faculty outcomes;
academically and
experientially
prepared for the areas
in which they teach.
Annually in
January (when
budget being
prepared for
next academic
year) and as
needed due to
retirements/
resignations/
program
changes
2. Dean of SON’s CV, certifications
and transcripts
3. Dean’s position description
4. Evaluation by Vice Chancellor of
Academic Affairs.
requirements of Indiana University and of
the Indiana State Board of Nursing.
Completed the AACN Leadership
Academy for Nursing in 2008 and AACNWharton School of Business Nursing
Leadership Program in August 2015.
feedback about dean’s
effectiveness. Next review in
2015-2016 academic year.
Review:
1.Course schedules
2. Faculty productivity reports (found in
Nursing Office)
3. Curriculum
4. Faculty CVs, full-time faculty annual
reports (found in Nursing Office)
All positions are full. Adequate full-time
and part-time faculty are available for prelicensure and RN to BSN tracks.
Working with local hospitals to
create partnerships to help
provide and support faculty for
MSN-FNP track. Dean
shared plan with campus
administration in spring 2015
to address faculty needs
beginning in 2016-2017 due to
anticipated retirements.

academically
prepared for the
areas in which
they teach; and
 experientially
prepared for the
areas in which
they teach.
II-E. Preceptors, when
used by the
program as an
extension of
faculty, are
academically and
experientially
qualified for their
role in assisting in
the achievement of
the mission, goals,
and expected
student outcomes.
II-F. The parent
institution and
program provide
and support an
environment that
encourages faculty
teaching,
scholarship,
service, and
practice in keeping
with the mission,
goals, and expected
faculty outcomes.
100% of preceptors
are academically (BSN
preferred) and
experientially qualified
(at least 3 years’
experience) for their
role in assisting in the
achievement of the
mission, goals, and
expected student
outcomes. 100% are
oriented, mentored
and evaluated.
IU Kokomo and IU
Kokomo School of
Nursing provide and
support an
environment that
encourages faculty
teaching, scholarship,
service, and practice
in keeping with the
mission, goals, and
expected faculty
outcomes.
Upon selection
as a preceptor
Review:
1.Preceptor CVs (Nursing Office)
2.Preceptor orientation and mentoring
records including documented roles
and responsibilities. (Nursing Office)
3. Records of emails and in person
meetings between course instructor
and preceptors.
Expectation met each semester.
Continue to monitor.
Annually in
January as
budget for next
academic year
is prepared.
Review:
1. IU Kokomo website
2. University IT Services (UITS)
resources
3. Library website
4. Center for Teaching, Learning and
Assessment website and e-mail
newsletter
5. Budget (input from Council of
Nursing Faculty and Nursing Staff,
Vice Chancellor of Academic Affairs,
and Budget Director; vetted in Campus
Budget Hearings, Chancellor’s Cabinet
and Deans’ Council).
6. SON Lunch & Learns
All full-time faculty have access to
teaching resources through CTLA,
American Association of Colleges of
Nursing, National League for Nursing and
NurseTim. Beginning in August 2015 all
adjunct faculty also have access to
NurseTim on-line programs. Use of
NurseTim was demonstrated during allnursing faculty convocation in August. All
full-time faculty have an opportunity to
apply for IU research grants and for travel
funds to support teaching and
scholarship. 100% of requests for travel
were funded in 2014-2015. Lecturers
and adjuncts are offered the opportunity
to attend the Indiana University FALCON
Adjunct and Lecturers Conference
(teaching/scholarship) each fall. Tenured/
track faculty receive a 24% scholarship
release each semester. Lecturers and
clinical rank faculty may have up to one
day each week for faculty practice.
Multiple opportunities exist for faculty
service through IU, IUK and in the
community.
Continue to investigate new
ways to engage all nursing
faculty in activities related to
teaching and service;
scholarship as indicated by
position.
Standard III
Program Quality: Curriculum and Teaching-Learning Practices
The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The curriculum reflects professional nursing
standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student
outcomes. The environment for teaching-learning fosters achievement of expected student outcomes.
Component
PLAN
Expected Level of
Frequency
Achievement
of
Assessment
III-A. The curriculum is
developed,
implemented, and
revised to reflect
clear statements of
expected student
outcomes that are
congruent with the
program’s mission
and goals, and with
the roles for which
the program is
preparing its
graduates.
The curriculum is
developed, implemented,
and revised to reflect
clear statements of
expected student
outcomes that are 100%
congruent with the
program’s mission and
goals, and with the roles
for which the BSN
program is preparing its
graduates.
III-B. Curricula are
developed,
implemented, and
revised to reflect
relevant
professional
nursing standards
and guidelines,
which are clearly
evident within the
curriculum and
within the
expected student
outcomes
100% of curricula are
developed, implemented,
and revised to reflect
relevant professional
nursing standards and
guidelines, which are
clearly evident within the
curriculum and within the
expected student
outcomes (individual and
aggregate).
Baccalaureate program
curricula incorporate The
Essentials of
Baccalaureate Education
Every 2 years
(even) in May
Every 2 years
(even) in May
Assessment Methods
Review:
1.BSN Curriculum/Outcomes
2.Mission, Vision and Statements of
Belief
3.IU Kokomo School of Nursing
Budget (Nursing Office)
4. Program Evaluation/Assessment
documents
5. IU Kokomo School of Nursing
Strategic Plan
Review:
1.BSN curriculum/Student Outcomes
2.Current AACN BSN Essentials
3. QSEN Standards
4. Interprofessional Education
Collaborative Expert Panel
5. National Database of Nursing
Quality Indicators
6. Competencies to Improve Care of
Older Adults
7. AACN Cultural Competencies
Toolkit
8. 2015 ANA Code of Ethics
9. 2013 NCLEX Test Plan
10. Genetics-Genomics Education
IMPLEMENTATION
Results of Data Collection
Actions for Program
and Analysis (actual levels)
Development,
Maintenance, or
Revision
Results related to old outcomes:
Indiana University schools of nursing
adopted new BSN student outcomes
in 2012. These were implemented in
the 2013.
New student outcomes first assessed:
2014 RN to BSN exit survey
2015 RN to BSN alumni survey
2015 Pre-licensure BSN exit survey
2016 Pre-licensure BSN alumni
survey
In fall 2012 (updated with new student
learning outcomes in 2013) faculty
added “rainbow grid” (example
available in Appendix __) to each prelicensure BSN course to show link
between program-student outcomes,
level competencies, course objectives,
instructional activities/ course content,
evaluation activities/ assignments/test
questions and specific professional
nursing standards. This was a gap
measure to increase awareness and
to assure that curriculum was
congruent with professional nursing
standards.
In progress of developing
new courses for conceptbased curriculum adopted in
2014 (same student
outcomes as adopted in
2012) to be implemented for
pre-licensure, pre-nursing
entering freshmen in fall
2015. First nursing courses
to be offered in fall 2016.
Need to combine Prelicensure track and RN to
BSN track assessment
documents into one as they
are tracks in the same
program.
Review 2016 NCLEX-RN
Test Plan and other
professional nursing
standards as they become
available and align
curriculum accordingly.
(individual and
aggregate).
 Baccalaureate
program
curricula
incorporate The
Essentials of
Baccalaureate
Education for
Professional
Nursing Practice
(AACN, 2008).
III-C. The curriculum is
logically structured
to achieve
expected student
outcomes.
 Baccalaureate
curricula build
upon a
foundation of the
arts, sciences,
and humanities.
III-D. Teaching-learning
practices and
environments
support the
achievement of
expected student
outcomes.
III-E. The curriculum
includes planned
clinical practice
experiences that:
 enable students
to integrate new
knowledge and
demonstrate
attainment of
program
outcomes; and
 are evaluated by
faculty.
III-F. The curriculum and
teaching-learning
practices consider
for Professional Nursing
Practice (AACN, 2008).
The curriculum is
logically structured to
achieve expected
student outcomes.
Baccalaureate curricula
build upon a foundation
of the arts, sciences, and
humanities.
Every 2 years
(even) in May
Review:
1. IU Kokomo General Education
Requirements
2. BSN curriculum available on the IU
Kokomo SON website and current
bulletin.
The current curriculum is logically
structured/ leveled and is built on the
foundation of the arts, sciences and
humanities. Some undergraduate
nursing courses fulfil general
education requirements in areas of
critical thinking, ethics and cultural
understanding.
Faculty are in process of
levelling student outcomes
for new curriculum.
Teaching-learning
practices and
environments support
the achievement of
expected student
outcomes.
Every 2 years
(even) in May
Review:
1 BSN curriculum
2. CTLA resources
3. IT resources
4. Course syllabi
Practices are effective as evidenced
by student achievement of outcomes.
The curriculum
includes planned
clinical practice
experiences that:
enable students to
integrate new knowledge
and demonstrate
attainment of program
outcomes; and are
evaluated by faculty.
Every 2 years
(even) in May
Review:
1.BSN curriculum
2. Clinical course syllabi
3. Clinical sites for appropriateness
4. Use of clinical courses to support
new knowledge acquisition related to
co-requisite didactic course.
Faculty with support of clinical liaison
identify and evaluate the
appropriateness of clinical practice
sites to meet student learning and
program outcomes.
Faculty continue to avail
themselves of programs to
explore new teachinglearning practices and to
evaluate their effect on
achievement of student
learning outcomes.
Continue to explore/expand
clinical practice sites to
provide relevant practice
experiences, especially as
we implement new
curriculum.
The curriculum and
teaching-learning
practices consider the
Every 2 years
(even) in May.
Review:
Teaching-learning practices take into
account the needs/uniqueness of
student population (pre-licensure, RN
Continue to monitor
the needs and
expectations of the
identified
community of
interest.
III-G. Individual student
performance is
evaluated by the
faculty and reflects
achievement of
expected student
outcomes.
Evaluation policies
and procedures for
individual student
performance are
defined and
consistently
applied.
III-H. Curriculum and
teaching-learning
practices are
evaluated at
regularly
scheduled intervals
to foster ongoing
improvement.
needs and expectations
of the identified
community of interest.
Individual student
performance is
evaluated by the faculty
and reflects achievement
of expected student
outcomes. Evaluation
policies and procedures
for individual student
performance are defined
and consistently applied.
Every 2 years
(even) in May.
Curriculum and teachinglearning practices are
evaluated at regularly
scheduled intervals to
foster ongoing
improvement.
Every 2 years
(even) in May
1.Curriculum and Evaluation
Committee meeting minutes to verify
input from community of interest.
2.Advisory Council meeting minutes.
3. BSN Curriculum
Review:
1.Course syllabi
2. Course grading policies/rubrics
3. Faculty evaluations of students,
with preceptor input as appropriate.
to BSN, distance education in on-line
RN to BSN track).
Evaluation of students is defined,
consistent with expected student
learning outcomes and consistently
applied.
Continue to monitor
Review:
1. Curriculum Committee minutes
2. Evaluation Committee minutes
Especially as we prepare to implement
the new concept-based curriculum
teaching-learning practices are being
reviewed for currency and
appropriateness to expected student
learning outcomes.
Continue to monitor.
Standard IV
Program Effectiveness: Assessment and Achievement of Program Outcomes
The program is effective in fulfilling its mission and goals as evidenced by achieving expected program outcomes. Program outcomes include student
outcomes, faculty outcomes, and other outcomes identified by the program. Data on program effectiveness are used to foster ongoing program
improvement.
Component
IV-A. A systematic process is used
to determine program
effectiveness.
IV-B. Program completion rates
demonstrate program
effectiveness.
Elaboration: The program
demonstrates achievement of
required program outcomes
regarding completion. For
each degree program
(baccalaureate, master’s, and
DNP) and post-graduate
APRN certificate program:
 The completion rate for each
of the three most recent
calendar years is provided.
 The program specifies the
entry point and defines the
time period to completion.
 The program describes the
formula it uses to calculate
the completion rate.
 The completion rate for the
most recent calendar year is
70% or higher. However, if
the completion rate for the
most recent calendar year is
less than 70%, (1) the
completion rate is 70% or
higher when the annual
completion rates for the
three most recent calendar
years are averaged or (2)
PLAN
Expected Level
Frequency
of Achievement
of
Assessment
A systematic
process is used to
determine program
effectiveness.
70% or more
students who start
the BSN program
(B232 for prelicensure and B231
for RN to BSN
students) complete
the program on
time. Within 3
years for prelicensure and within
1 year for hybrid
offering RN to BSN
students and 2
years for those who
have completed all
pre-requisite course
prior to start of the
program.
Every 2 years
odd years (most
recently in
January 2015)
Annually in
January for the
prior year.
Maintain at least
3 years of data.
Assessment Methods
IMPLEMENTATION
Results of Data Collection
Actions for Program
and Analysis (actual levels)
Development,
Maintenance, or
Revision
Review:
1.Systematic BSN Evaluation Plan
Needed updating to 2013 CCNE
Standards
Review in January 2017 to
verify congruence with most
recent CCNE Standards
Review:
1.Retention to graduation data
provided by Institutional Research at
IU Kokomo (Available each
November)
2. Records maintained by assistant
deans related to reasons students
withdrew temporarily or permanently
from program
See outcomes summary at the end of
the Systematic Evaluation Plan.
Continue to identify reasons
students leave the program
prior to completion and look
for ways to assist students
to complete on time.
the completion rate is 70%
or higher when excluding
students who have identified
factors such as family
obligations, relocation,
financial barriers, and
decisions to change major
or to transfer to another
institution of higher
education.
IV-C. Licensure and
certification pass rates
demonstrate program
effectiveness.
 The NCLEX-RN® pass
rate for each
campus/site and track
is 80% or higher for
first-time takers for
the most recent
calendar year.
However, if the
NCLEX-RN® pass rate
for any campus/site
and track is less than
80% for first-time
takers for the most
recent calendar year,
(1) the pass rate for
that campus/site or
track is 80% or higher
for all takers (firsttime and repeat) for
the most recent
calendar year, (2) the
pass rate for that
campus/site or track is
80% or higher for firsttime takers when the
annual pass rates for
the three most recent
calendar years are
averaged, or (3) the
pass rate for that
campus/site or track is
80% or higher for all
80% or more of
graduates will pass
NCLEX on first
attempt
Annually in
February for the
prior year.
Maintain at least
3 years of data
Review:
NCLEX-first time pass reports from
Indiana State Board of Nursing
See outcomes summary at the end of
the Systematic Evaluation Plan.
Continue to explore ways to
maintain/improve NCLEX
first time pass rates
takers (first-time and
repeat) when the
annual pass rates for
the three most recent
calendar years are
averaged.
IV-D. Employment rates
demonstrate program
effectiveness.
 Data are collected
within 12 months of
program completion.
For example,
employment data may
be collected at the
time of program
completion or at any
time within 12 months
of program
completion.
 The employment rate
is 70% or higher.
However, if the
employment rate is
less than 70%, the
employment rate is
70% or higher when
excluding graduates
who have elected not
to be employed.
IV-E. Program outcomes
demonstrate program
effectiveness.
Program outcomes are
defined by the program
and incorporate
expected levels of
achievement. Program
outcomes are
appropriate and
relevant to the degree
and certificate programs
offered and may include
(but are not limited to)
student learning
outcomes; student and
70% or more of
graduates who want
to be employed will
be within the first 12
months after
graduation.
Annually in
January
Exit surveys of RN to BSN track
students.
Alumni surveys of pre-licensure track
students
Since 2012 between 98% and 100%
of those who have answered the
survey and have indicated that they
want to be employed have reported
being employed.
Continue to monitor.
Each fall and
spring as
minutes/reports
are available.
Review:
Meeting or exceeding expectations.
Continue to monitor and
increase effectiveness of
surveys in providing usable
data. Adding EBI/Skyfactor
exit surveys in fall 2015.
Consider adding alumni
surveys in the future.
Student achievement:
Assessment reports provided by
Evaluation Committee
Student and alumni satisfaction::
Exit and Alumni surveys
Employer satisfaction:
Advisory council minutes
Reports from clinical facility visits by
clinical liaison and assistant dean
alumni achievement;
and student, alumni,
and employer
satisfaction data.
IV-F. Faculty outcomes,
individually and in the
aggregate, demonstrate
program effectiveness.
Elaboration: The
program demonstrates
achievement of
expected faculty
outcomes. Expected
faculty outcomes:
 are identified for the
faculty as a group;
 incorporate expected
levels of achievement;
 reflect expectations of
faculty in their roles
and evaluation of
faculty performance;
 are consistent with
and contribute to
achievement of the
program’s mission and
goals; and
 are congruent with
institution and
program expectations.
Individual and
aggregate faculty
outcomes are
consistent with
university, campus
and school
expectations and
with program’s
mission, goals and
expected student
learning outcomes.
Annual review
of Faculty
Annual Reports
(February/
March)
1.IU Faculty Handbook
2. IUK School of Nursing Faculty
Handbook (NURS serv)
3.Faculty files
4.Faculty productivity table
Faculty as an aggregate are meeting
or exceeding expectations.
Continue to monitor.
100% of formal
program complaints
and grievances
(those received in
writing) will receive
due process and
include evidence of
Each complaint
and grievance
Review:
1. IU Academic Handbook
2. Complaint Procedures
3. Grievance files (Nursing Office)
4. Student Affairs Committee
meeting minutes (NURS serv)
While we have had grade appeals and
appeals related to dismissal from the
program, we have had no formal
grievances/complaints related to the
BSN Program itself. Grade and
dismissal appeals receive due process
Continue to monitor.
Actual faculty outcomes
are presented in the
aggregate for the
faculty as a group,
analyzed, and compared
to expected outcomes.
IV-G. There are established
policies by which the nursing
unit defines and reviews
formal complaints.
resolution according
to established
policies of the
nursing unit.
IV-H. Data analysis is used to
foster ongoing program
improvement.
Data from program
evaluation, student
forums, graduate
and alumni surveys,
accrediting
agencies and
advisory council is
used to improve
quality of program.
5. Student Code of Conduct, Rights
& Responsibilities
Annually in May
1.Program Evaluation/Assessments
2. Results of Student Forums (see
Student Affairs Committee minutes
on NURS serv drive)
3. Advisory Council Meeting minutes
(NURS serv drive)
4. Accreditation reports and
feedback.
5. Nusing Leadership Council
minutes (NURS serv drive)
6. Curriculum Committee minutes
(NURS serv drive)
7. Evaluation Committee minutes
(NURS serv drive)
8. CNF minutes (NURS serv drive)
9. NCLEX first time pass rates
( ISBN/IPLA website )
in accordance with IU, IU Kokomo and
IU Kokomo School of Nursing policies.
In the event a grievance/complaint or
appeal occurs they will be handled
consistently and through appropriate
channels. Records of complaints will
be kept and available for review.
Use of Evaluation plan guides data
collection. Data is used to improve
program.
Continue to monitor. Plan in
future to combine Prelicensure and RN to BSN
track reports into BSN
program report,
Required Program
Outcomes
Performance on Licensing
Examinations
Program Completion
Program Satisfaction-Faculty
Performance
Expected Level of Achievement*
PROGRAM OUTCOMES SUMMARY
Actual Level of Achievement
NCLEX first time pass rate over
80%
2015 94% (to date) (54/57)
2014 87.3% (76/87)
2013 79.2% (61/77)
expectation not met
2012 94.5 (69/73)
2013 NCLEX pass rate
–first time and repeat
93.5% (72/77)
Average of 2012, 2103, 2014
Completion rate is 70% or higher
when excluding students who have
identified factors such as family
obligations, relocation, financial
barriers, and decisions to change
major or to transfer to another
institution of higher education.
3 or higher
86.9%
Overall BSN (pre-licensure and RN to BSN tracks)
between 64 & 77% on-time completion.
Mean Graduating Student Satisfaction Ratings of
Faculty Performance 2012-2014
The faculty in the BSN
2012
2013
2014
program at IU Kokomo
N=45
N=61
N=30
were:
Available to meet with
3.58
3.58
3.53
me when needed
Interested in helping me
3.82
3.75
3.47
succeed in the BSN
program
Helpful in providing me
3.76
3.67
3.33
feedback about my
performance throughout
my clinical rotation
Effective in facilitating
3.73
3.66
3.37
my learning
Fair in their evaluation
3.78
3.70
3.43
of my performance
Note: 4=Strongly Agree; 3=Agree; 2=Disagree; 1=Strongly
Disagree Benchmark = 3.0
Resulting Action(s) Taken/To Be Taken
with Time Frame for Implementation
Action(s)
Began in 2012 requiring all students in a
final semester course to complete face to
face and virtual ATI NCLEX review.
Students must earn” green light” from ATI in
order to graduate. ATI proficiency testing
has been required throughout the
curriculum since before 2010.
Have analyzed data and most often
students fail or delay progression due to
financial issues (necessitating working more
than 20 hours/week leading to difficulty
passing courses) and caring for family
members. Trying to identify students earlier
and invoke financial aid if available.
Continue to monitor, looking for ways to
continually improve.
Time Frame
Results
began to
improve in
2014,
continuing to
monitor.
Ongoing
Ongoing
Graduate Satisfaction
3 or higher on all measures
Above 3.0 on all measures
Employer Satisfaction
Anecdotal –per advisory council
minutes and site visits by assistant
deans and clinical liaison.
Meeting or exceeding expectations. When employer
brings up an area for improvement it is shared with our
nursing leadership council and as appropriate with our
evaluation and curriculum committees for action.
70% of those seeking employment
will be employed within 12 months
of graduation
Employment rate over the past 4 years has been 98%100%.
Job Placement
11-3-15
Continue to monitor, looking for ways to
continually improve.
Continue to consider other more
quantitative ways to accurately collect this
data. Two concerns- low numbers of
written responses from employers and
inability for employers to easily determine
which graduate is from which school of
nursing when completing the employer
satisfaction surveys.
Exceeding standard.
Ongoing
Continue to
work with
regional
employers
and monitor
results.
Continue to
work with
regional
employers
and monitor
results.