SOUTHEASTERN LOUISIANA UNIVERSITY
School of Nursing
ANNUAL COURSE REPORT FORM
Course: ___Nursing 334______________
I.
Spring 2013___
COURSE IDENTIFICATION DATA
Level:
Course Title/Number:
Course Coordinator:
Course Faculty:
II.
Evaluation Period:
Foundations_________________________
Health Assessment of Families, Groups, & Communities/N332
Willa Stewart ____________
Susan Bertrand, Dari Calamia, Ramona Kerner, and Joyce Maynor
DATA COLLECTION
A.
Dates (Semesters)
Spring 2013
B.
Methodology
The evaluation was available through Black Board. The students had a two week time
frame for completion. Ninety-one students were enrolled in seven sections of N334. Ten
completed the course evaluation yielding a return rate of 11%. This is the first time that N332 and
N334 were separate evaluations. The Blackboard Administrator (BA) populated students who
previously had the course and those currently enrolled in the course. Students who were
currently enrolled in the course were asked to complete the survey. Three emails were sent out
requesting that students complete the survey due to the poor response rate. The BA sent out a
personal email informing students that there was a problem and to complete the survey; only 10
responses were collected.
C.
III.
Evaluation Instrument MUST be attached to this report.
EVALUATION RESULTS
A.
Findings (Summary Data):
Question
1. Lab content and design were effective in
meeting course objectives.
2. Teaching/learning practices used in the lab
were effective in meeting course objectives.
3. The lab provided opportunities for
professional communication.
4. The lab provided opportunities for
collaboration with peers/faculty.
5. The lab encouraged the use of information
management.
6. The lab promoted critical thinking.
7. The sequence of lab course work correlated
with theory course (Nurs 332) content.
Fall 2011
Response Rate
STRONGLY AGREE
AGREE
11%___
DISAGRE
STRONGLY
DISAGREE
30%
50%
20%
0%
40%
50%
10%
0%
30%
50%
20%
0%
50%
30%
20%
0%
40%
30%
30%
0%
30%
30%
40%
0%
30%
50%
10%
10%
8. The presentation by the Government
documents Librarian was useful in learning
about available library and online resources for
the community.
9. The community assessment project provided
an opportunity to assess a community using the
“Community As Partner Model”.
10. The community assessment project provided
an opportunity to make inferences and draw
conclusions regarding the health issues of a
community.
11. The community assessment project provided
an opportunity to develop community focused
goals and interventions related to Healthy
People 2020.
12. The family assessment project provided an
opportunity to assess a family using the
“Friedman Family Assessment Model”.
13. The family assessment project provided an
opportunity to apply theoretical family concepts
to an actual family.
14. The family assessment project provided an
opportunity to learn how to construct and
interpret genograms and ecomaps.
15. The required textbook, Anderson &
McFarlane, “Community as Partner: Theory and
Practice in Nursing, 5th edition, was useful in
completing the community assessment project.
16. The required textbook, Kaakinen, GedalyDuff, Coehlo, and Hanson “Family Health Care
Nursing, 4th edition” was useful in completing the
family assessment project.
17. The “APA Publication Manual, 6th edition”
was useful in writing the community and family
assessment project papers.
40%
40%
20%
0%
40%
30%
30%
0%
40%
20%
30%
10%
30%
40%
30%
0%
20%
60%
20%
0%
20%
70%
10%
0%
40%
40%
10%
10%
30%
30%
40%
0%
40%
30%
20%
10%
10%
60%
20%
10%
B. Summary of Narrative Comments:
In response to the question “What do you feel were the strengths of the lab?” (Q 18), students
responded with written comments, such as the experience gave the student a chance to learn APA, the
interviews got the student out of their comfort zone, this was a great experience to understand how a
community works, the course correlated well with N332, and gave the students insight into the
communities.
In response to the question “What suggestions would you make for improving the lab?” (Q 19),
students responded with written comments such as requesting a combination of the lab and lecture,
instructor was ill and another had to grade the family assessment paper (student did not know how the
new instructor would grade), have the family assessment paper first then have the community
assessment paper last, this class was not beneficial to their career, combine papers with the assessment
class, and give more instruction with the first paper.
C. Comparison of current results with results from the last two course evaluations:
The 2011 and 2012 course evaluation results had a higher return rate than 2013. Less “strongly
disagree” numbers were noted for 2013. Similar essay results noted from 2011-2013. APA was seen as
a strength as compared to the last 2 evaluations. Overall, the responses from the students completing
the survey were positive with most responses falling into the “strongly agree” and “agree” categories.
Fall 2011
IV.
REVIEW OF COURSE DESCRIPTION, OBJECTIVES AND CONTENT OUTLINE
The course description, objectives, and content have been reviewed and reflect the SON
mission and program objectives, as well as the Essentials of Baccalaureate Education.
V.
REVIEW OF NCLEX RESULTS
The most current NCLEX results are from 2012. Those that are relative to the course
content include the Nursing Process (assessment and analysis), Human Functioning
(psychosocial-cultural functions), and Wellness/Illness Continuum (health promotion).
This course introduces content in the above sections. Compared to the national
populations of graduates, student scores met the benchmark for Nursing Process (assessment
and analysis). Under Human Functioning (psychosocial-cultural functions) and Wellness/Illness
Continuum (health promotion), students fell below the benchmark.
VI.
STANDARDIZED TESTING RESULTS
(Including comparison of current results with results from the last two semesters)
No current standardized testing is done at the foundation level for community health
nursing.
VII.
QUALITY MATTERS RUBRIC (100% Online Courses ONLY)
None of the courses evaluated for this report are considered 100% online courses.
VIII.
RECOMMENDATIONS TO LEVEL:
No recommendations to level at this time. Due to the low response rate, the survey will be
repeated the next time the course is offered.
Fall 2011
Survey Statistics: NLAB 334 Course Evaluation(1)
The statistics are calculated based only on the attempts being used in the grading option (Last attempt,
First attempt, Lowest Score, Highest Score, or Average of Scores). If Average of Scores is the grading
option, then all attempts are included in the statistics.
Content
Name
Attempts
NLAB 334 Course Evaluation(1)
10 (Total of 10 attempts for this assessment)
Instructions For each question choose one of the responses. Responses range from strongly agree,
agree, disagree, and strongly disagree.
Alignments
 Question 1: Multiple Choice
Lab content and design were effective in meeting course objectives.
Percent Answered
Strongly agree
30%
Agree
50%
Disagree
20%
Strongly disagree
0%
Unanswered
0%
 Question 2: Multiple Choice
Teaching/learning practices used in the lab were effective in meeting course objectives.
Percent Answered
Strongly agree
40%
Agree
50%
Disagree
10%
Strongly disagree
0%
Unanswered
0%
 Question 3: Multiple Choice
The lab provided opportunities for professional communication.
Percent Answered
Strongly agree
30%
Agree
50%
Disagree
20%
Strongly disagree
Fall 2011
0%
Unanswered
0%
 Question 4: Multiple Choice
The lab provided opportunities for collaboration with peers/faculty.
Percent Answered
Strongly agree
50%
Agree
30%
Disagree
20%
Strongly disagree
0%
Unanswered
0%
 Question 5: Multiple Choice
The lab encouraged the use of information management (technology).
Percent Answered
Strongly agree
40%
Agree
30%
Disagree
30%
Strongly disagree
0%
Unanswered
0%
 Question 6: Multiple Choice
The lab promoted critical thinking.
Percent Answered
Strongly agree
30%
Agree
30%
Disagree
40%
Strongly disagree
0%
Unanswered
0%
 Question 7: Multiple Choice
The sequence of lab course work correlated with theory course (NURS 332) content.
Percent Answered
Strongly agree
30%
Agree
50%
Disagree
10%
Strongly disagree
10%
Fall 2011
Unanswered
0%
 Question 8: Multiple Choice
The presentaion by the Government Documents Librarian was useful in learning about available
library and online resources for the community assessment project.
Percent Answered
Strongly agree
40%
Agree
40%
Disagree
20%
Strongly disagree
0%
Unanswered
0%
 Question 9: Multiple Choice
The community assessment project provided an opportunity to assess a community using the
"Community As Partner Model."
Percent Answered
Strongly agree
40%
Agree
30%
Disagree
30%
Strongly disagree
0%
Unanswered
0%
 Question 10: Multiple Choice
The community assessment project provided an opportunity to make inferences and draw conclusions
regarding the health issues of a community.
Percent Answered
Strongly agree
40%
Agree
20%
Disagree
30%
Strongly disagree
10%
Unanswered
0%
 Question 11: Multiple Choice
The community assessment project provided an opportunity to develop community focused goals and
interventions related to Healthy People 2020 objectives.
Percent Answered
Strongly agree
Fall 2011
30%
Agree
40%
Disagree
30%
Strongly disagree
0%
Unanswered
0%
 Question 12: Multiple Choice
The family assessment project provided an opportunity to assess a family using the "Friedman Family
Assessment Model."
Percent Answered
Strongly agree
20%
Agree
60%
Disagree
20%
Strongly disagree
0%
Unanswered
0%
 Question 13: Multiple Choice
The family assessment project provided an opportunity to apply theoretical family concepts to an
actual family.
Percent Answered
Strongly agree
20%
Agree
70%
Disagree
10%
Strongly disagree
0%
Unanswered
0%
 Question 14: Multiple Choice
The family assessment project provided an opportunity to learn how to construct and interpret
genograms and ecomaps.
Percent Answered
Strongly agree
40%
Agree
40%
Disagree
10%
Strongly disagree
10%
Unanswered
 Question 15: Multiple Choice
The required textbook, Anderson & McFarlane, "Community As Partner: Theory and Practice in
Fall 2011
0%
Nursing, 5th edition, was useful in completing the community assessment project.
Percent Answered
Strongly agree
30%
Agree
30%
Disagree
40%
Strongly disagree
0%
Unanswered
0%
 Question 16: Multiple Choice
The required textbook, Kaakinen, Gedaly-Duff, Coehlo, and Hanson "Family Health Care Nursing, 4th
edition," was useful in completing the family assessment project.
Percent Answered
Strongly agree
40%
Agree
30%
Disagree
20%
Strongly disagree
10%
Unanswered
0%
 Question 17: Multiple Choice
The "APA Publication Manual, 6th edition," was useful in writing the community and family
assessment project papers.
Percent Answered
Strongly agree
10%
Agree
60%
Disagree
20%
Strongly disagree
10%
Unanswered
0%
 Question 18: Essay
What do you feel were the strengths of the lab?
Unanswered Responses
0
Given Answers
none
Gave me a chance to get to know how to use APA.
Fall 2011
It helped me get out of my comfort zone with the interviewing. I also had plenty of time to write my
papers.
none
N/a
The lab was a great experience to understand how a community works and it correlation to health
through assessment of nursing. Even though it the class seemed like a pain, it was really interesting
to say the least.
helped with communication skills by doing interviews
 Question 19: Essay
What suggestions would you make for improving the lab?
Unanswered Responses
0
Given Answers
Put the lab and the lecture together. They are the same information and the same activities that we
have to do twice.
My teacher wasn't able to finish the course so another teacher graded my family paper. I don't think
that is fair since I have no clue of what the teachers expectations are.
none
Try to put the family paper first to do then the community. The family paper was easy, however, it
took way too long as opposed to the community.
take this class away. it was completely useless and didnt help me at all.
I do not feel like this lab was beneficial to my career as a nurse at all. The two huge papers were a
big waste of time that could have been used on other classes. We learned about the assessments in
the online courses. Having to complete our first assessment with very little instruction and
guidelines was extremely challenging.
None.
Fall 2011