ASSESSMENT UPDATE FOR TOWSON ACADEMIC PROGRAMS
Program: Nursing
Department (if applicable): Nursing
Department Chair (if applicable): Dr. Jacquelyn Jordan
Program Director or Coordinator (if applicable): Mrs. Sheila Green
Assessment Coordinator: Dr. Christina Barrick
Date this report is completed: September 24, 2007
Please provide information on at least three but no more than SIX learning outcomes. Complete one page for each
learning outcome.
Assessment Report for First Key Learning Goal
1.
What is this learning goal? What knowledge, skill, or attitude do you want your students to be able to
demonstrate AFTER they complete your program? If you would like your learning goals to be named a
“best practice,” please attach evidence that they are clearly and actively communicated to students and
faculty in the program.
OUTCOME: Demonstrate critical thinking by conceptualizing, applying, analyzing,
synthesizing, and evaluating information.
2.
How do you ensure that ALL students in your program have the opportunity to achieve this goal
before they complete the program? In what course(s) do they learn this? What assignment(s) or other
learning activities highlight this goal?
1.
2.
3.
3.
Critical thinking is a fundamental activity in all course work in the
major . Courses are sequenced to build upon prior knowledge and
experiences taught in the nursing curriculum. Within the curriculum,
faculty employs a diversity of teaching methods to stimulate critical
thinking and reflection. Examples of activities include: exam questions
developed at the level of application, analysis, synthesis, and evaluation,
case studies, interactive online modules, discussion boards, journaling,
clinical practice experiences, group projects, scholarly written papers,
research proposals, and computer simulations.
Educational Resources Incorporated (ERI) Total Testing Program is a
total testing program to evaluate student knowledge of critical
curriculum content. ERI includes secured tests administered in the
computer lab or pencil and paper tests proctored by faculty in the
classroom. Students have an opportunity to remediate content through
online audiotapes and enhancement tests that provide students with
feedback including correct answers and rationale at the time of testing.
The NCLEX-RN licensure examination is the summative evaluation
tool for assessing end of program content mastery. This licensing
examination must be successfully passed in order to practice as a
Registered Nurse in the State of Maryland.
How are you CURRENTLY assessing how well your students have achieved this learning goal? How
often are you conducting this assessment (e.g., every semester, every other year)? Please attach examples
of your assessment tools (e.g., assignments, grading criteria, scoring guidelines, and surveys). If you would
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like your assessment methods named a “best practice,” please summarize evidence that assessment
methods yield truthful, fair information that can be used with confidence.
Every semester students at the second semester senior level take the standardized RN Assessment
Test provided by ERI. This test is designed for students who have completed or nearly completed an
RN education program and are preparing for the NCLEX RN licensure exam. It allows educators to
assess students’ proficiencies in the application of their knowledge. Students must pass the NCLEX
in order to be licensed to practice nursing.
The Terminal Evaluation of the Curriculum and Program for Undergraduate Students is completed
by graduating seniors each year and measures students’ perceptions of the program’s effectiveness in
meeting the terminal program objectives.
4.
What have you learned from each assessment activity about how well you are achieving this particular
learning outcome? Please summarize the results of your assessment since your last update. If you would
like your use of results to be named a “best practice,” please describe the assessment performance levels
you consider minimally adequate for students completing the program, and compare your results against
those standards.
The Terminal Program Evaluation score for the Terminal Objective related to critical thinking was a
4.19 on a 5.0 scale (December 2006 graduating class) and a 4.0 on a 5.0 scale (May 2007 graduating
class) indicating that graduating seniors generally agree that the program is effective in preparing
them to think critically and conceptually.
Performance on the RN Assessment Test was analyzed for December 2006 and May 2007 graduating
classes. For the December 2006 graduating class, the following areas related to critical thinking were
high risk (scores were significantly below the national average):
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


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Assessment
Analysis
Planning
Prioritizing
Inferential Reasoning
Interpretive Reasoning
There were no areas related to critical thinking identified as high risk in the May 2007 graduating class.
5.
With whom have you shared your assessment results (e.g., program assessment committee, all faculty in
the program, students in the program)? If you would like your use of results to be named a “best practice,”
please describe how you have shared positive assessment results with appropriate audiences (e.g., current
students, prospective employers).
Both negative and positive results are disseminated by the Program Evaluation Committee to all
faculty and to the Program Administrator on an annual basis.
6.
How have you used these assessment findings to help your students? How have you revised your goals,
curriculum, teaching strategies, or assessment strategies or otherwise tried to improve student learning?
1.
2.
A policy was developed in collaboration with Academic Standards
which requires students to earn a composite score at the national
average or above on the RN Assessment Test before being certified to
take the NCLEX. This policy was implemented for the Spring semester
2005 and is still in effect.
Students are required to remediate and retake the test if they do not
achieve a passing score on the RN Assessment Test and on the ERI
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3.
4.
5.
6.
CAP tests which measure performance at different levels throughout
the program. To enforce this policy, advisors must have evidence that
the student retook the exam with a score at or above the national
average before signing a course permit to proceed to the next clinical
course.
Students are allowed multiple attempts to retake the RN Assessment
Test. This has resulted in a 100% pass rate for each graduating class.
However, students are not proctored on retakes which raises the
possibility that cheating may occur. Therefore, the Program
Evaluation Committee recommends that students be proctored for this
exam.
The Program Evaluation Committee recommended that a standardized
test with predictive validity for the NCLEX-RN licensing exam be
explored.
Faculty has developed in-class assessment tests that reflect the content
and format of NCLEX level questions (RN licensing exam) as well as
application of knowledge to clinical scenarios.
The Curriculum Committee and the Faculty Organization are
proposing a revised curriculum that will strengthen areas identified as
weak by the both the RN Assessment test, the NCLEX-RN licensing
exam, and graduating senior surveys. The new curriculum will address
areas such as planning for multiple clients with complex needs. For
example, a capstone seminar is being developed for the new curriculum
that will assist students to integrate knowledge of prior coursework into
caring for families with complex, multi-problem needs.
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Program: Nursing
Date this report is completed: September 24, 2007
Assessment Report for Second Key Learning Outcome
1.
What is this learning goal? What knowledge, skill, or attitude do you want your students to be able to
demonstrate AFTER they complete your program? If you would like your learning goals to be named a
“best practice,” please attach evidence that they are clearly and actively communicated to students and
faculty in the program.
Outcome 2. Demonstrate accountability through practice as a licensed professional within the scope
of the Nurse Practice Act.
2.
How do you ensure that ALL students in your program have the opportunity to achieve this goal
before they complete the program? In what course(s) do they learn this? What assignment(s) or other
learning activities highlight this goal?
All courses in the curriculum ultimately contribute to this objective. Clinical courses provide actual
hands-on application experiences. Theory and skill based courses provide students with the
knowledge and skills to act responsibly, ethically, and within the legal scope of practice of the
professional registered nurse.
3.
How are you CURRENTLY assessing how well your students have achieved this learning goal? How
often are you conducting this assessment (e.g., every semester, every other year)? Please attach examples
of your assessment tools (e.g., assignments, grading criteria, scoring guidelines, and surveys). If you would
like your assessment methods named a “best practice,” please summarize evidence that assessment
methods yield truthful, fair information that can be used with confidence.
1.
2.
3.
4.
4.
Students are individually tested in the skills laboratory as part of the requirement for the
Technology and Nursing Skills Course (NURS 345). The student must demonstrate correct
performance of each fundamental psychomotor nursing skill. They practice until they
master the skill and then perform the skill for the instructor. Evaluation is based on predetermined criteria.
Terminal evaluations by graduating seniors reflect students’ perceptions of how well the
program has prepared them to practice.
Employer surveys demonstrate graduate performance following graduation from the
program.
Alumni surveys reflect graduates’ accomplishments and practice settings.
What have you learned from each assessment activity about how well you are achieving this particular
learning outcome? Please summarize the results of your assessment since your last update. If you would
like your use of results to be named a “best practice,” please describe the assessment performance levels
you consider minimally adequate for students completing the program, and compare your results against
those standards.
Employer surveys collected during the 2006-2007 academic year indicate that students are well
prepared for professional practice. The overall rating from employer surveys was 3.4 on a 4.0 scale
(between agree and strongly agree).
Graduating seniors’ evaluation of how well the program prepares them on this objective was a 4.21
on a 5.0 scale (December 2006 graduating class) and a 4.1 on a 5.0 scale (May 2007 graduating class)
indicating that students were generally in agreement that the program adequately prepared them for
professional practice. Qualitative comments indicate the need for more adult health theory and
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clinical practice in the curriculum as well as more opportunities to care for multiple clients with
complex needs.
Alumni surveys collected in Spring 2005 and Fall 2005 (most recent to date) revealed that the
majority of alumni reported being satisfied with the program and would recommend the nursing
program and the University to others. The overall rating for all terminal program objectives was
3.45 on a 5.0 scale (between average and very well prepared). The need for more acute care and
critical care was identified. This is consistent with graduating seniors’ evaluation of the program.
5.
With whom have you shared your assessment results (e.g., program assessment committee, all faculty in
the program, students in the program)? If you would like your use of results to be named a “best practice,”
please describe how you have shared positive assessment results with appropriate audiences (e.g., current
students, prospective employers).
Program Evaluation Committee, Faculty Organization, and Program Administrator.
6.
How have you used these assessment findings to help your students? How have you revised your goals,
curriculum, teaching strategies, or assessment strategies or otherwise tried to improve student learning?
The Faculty Organization and Undergraduate Curriculum Committee have proposed a revised
curriculum which will place a greater emphasis on acute care experiences. The curriculum proposes
two (2) adult health courses, providing opportunities for students to care for more complex patients.
7.
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Comments including anticipated changes in goals or assessment strategies (optional):
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Program: Nursing
Date this report is completed: September 24, 2007
Assessment Report for Third Key Learning Outcome (if applicable)
1.
What is this learning goal? What knowledge, skill, or attitude do you want your students to be able to
demonstrate AFTER they complete your program? If you would like your learning goals to be named a
“best practice,” please attach evidence that they are clearly and actively communicated to students and
faculty in the program.
Utilize research-based knowledge from nursing and the sciences as a basis for the practice of professional
nursing.
2.
How do you ensure that ALL students in your program have the opportunity to achieve this goal
before they complete the program? In what course(s) do they learn this? What assignment(s) or other
learning activities highlight this goal?
Evidenced based practice is a key component of each course within the nursing curriculum. Each content
area is examined in light of current research and best practices. Students also learn the scientific problem
solving process as part of the nursing process framework which is integral to each course and is fundamental
to the practice of professional nursing. The nursing research course (NURS 431) prepares students to both
critique nursing research as well as to develop an independent research proposal. Students have an
opportunity to deliver professional poster presentations of their research proposals at the annual Department
of Nursing Scholarship event which is held in the spring of each year.
3.
How are you CURRENTLY assessing how well your students have achieved this learning goal? How
often are you conducting this assessment (e.g., every semester, every other year)? Please attach examples
of your assessment tools (e.g., assignments, grading criteria, scoring guidelines, and surveys). If you would
like your assessment methods named a “best practice,” please summarize evidence that assessment
methods yield truthful, fair information that can be used with confidence.
Nursing research knowledge and application to clinical practice are evaluated throughout the curriculum as
students integrate scientific, professional, and data based research findings into their clinical practice. Care
plans, journals, written papers, conferences, and discussions provide a means for evaluating how the student
is applying scientific evidence to his or her professional practice.
The Terminal Evaluation of the Program for Graduating Seniors measures students’ perceptions of how well
the program has prepared them to accomplish this objective. Employer surveys reflect the relative
importance placed on research utilization by employers of Towson University nursing graduates.
4.
What have you learned from each assessment activity about how well you are achieving this particular
learning outcome? Please summarize the results of your assessment since your last update. If you would
like your use of results to be named a “best practice,” please describe the assessment performance levels
you consider minimally adequate for students completing the program, and compare your results against
those standards.
Students’ research proposals reflect a diversity of research interests and methods and are favorably reviewed
in the Department of Nursing Annual Scholarship forum. Graduating seniors’ evaluation of how well the
program prepares them on this objective was a 4.42 on a 5.0 scale (December 2006 graduating class) and a 4.3
on a 5.0 scale (May 2007 graduating class). These ratings fall between agree and strongly agree. Employers
rate this objective as moderate in importance compared to other terminal program objectives (close to
somewhat agree). This may be due to the fact that research is generally not considered equal in importance
to other skills for nurses working at the bedside (where most new graduates are employed).
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5.
With whom have you shared your assessment results (e.g., program assessment committee, all faculty in
the program, students in the program)? If you would like your use of results to be named a “best practice,”
please describe how you have shared positive assessment results with appropriate audiences (e.g., current
students, prospective employers).
Program Evaluation Committee, Department of Nursing Faculty Organization, Program Administrator
6.
How have you used these assessment findings to help your students? How have you revised your goals,
curriculum, teaching strategies, or assessment strategies or otherwise tried to improve student learning?
The faculty makes a concerted effort to reinforce the importance of evidenced based practice and the role of
the nurse in research utilization to ultimately improve patient care. The nursing research course in the
proposed new curriculum will be increased from 2 to 3 credits, reflecting the importance of this curriculum
component in baccalaureate level nursing education.
7.
Comments including anticipated changes in goals or assessment strategies (optional):