2014
Indiana University Kokomo
School of Nursing
By Stephanie Pratt, MSN RN
[ASSESSMENT REPORT: BACCALAUREATE OF
SCIENCE IN NURSING]
The following report contains a summary of assessment data, recommendations, and newly created survey instruments.
Table of Contents
The Assessment Plan for the BSN _________________________________________________________________________________________ 3
Overview: _____________________________________________________________________________________________________________ 3
IU Kokomo BSN Program Outcomes ______________________________________________________________________________________ 3
Characteristics of the BSN Class of 2014 _____________________________________________________________Error! Bookmark not defined.
Results _______________________________________________________________________________________________________________ 7
Indiana University Kokomo School of Nursing _____________________________________________________________________________ 19
Indiana University Kokomo School of Nursing ________________________________________________________Error! Bookmark not defined.
Action Plan 2015 ______________________________________________________________________________________________________ 24
Appendix A Mapped Competencies BSN __________________________________________________________________________________ 26
Appendix B __________________________________________________________________________________________________________ 37
Appendix C __________________________________________________________________________________________________________ 42
Appendix D __________________________________________________________________________________________________________ 43
2
Assessment Report: Baccalaureate of Science in Nursing
Brief Summary of the Assessment Plan for the pre licensure BSN 2014
Introduction:
The Assessment Plan for the Baccalaureate of Science in Nursing is somewhat complex. This summary provides an abbreviated overview of the
assessment plan and also attempts to focus the reader on aspects of the plan that will be addressed in this report. Data are routinely gathered for each
BSN cohort. In 2014 we had two classes of pre-licensure graduates so the data will reflect each cohort and will be reported in the Spring of each
academic year. This report serves the needs of both the IU Kokomo Assessment Council and the IU Kokomo School of Nursing Evaluation
Committee for improvement of the pre-licensure track; thus, may contain elements that are not useful to one or both of the either group. Furthermore,
we survey our alumni one year post graduation, and as a result this information will not be available for the 2014 graduates until next year. Our 2013
Graduates were sent an Alumni Survey and results were incorporated into this report. Where measures are different from one year to the next or are
changing, an explanation is given.
The Assessment Plan for the BSN
Overview:
In the profession of nursing, guidelines for program goals and core competencies have been published by the American Association of Colleges
of Nursing (The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008). The accrediting agency for the IU Kokomo School
of Nursing BSN, the CCNE, requires use of a guiding framework, such as the Essentials. Use of such a framework ensures that entry level nurses are
capable and prepared. Our curriculum ties to the following Essentials:
IU Kokomo BSN Program Outcomes
The IU Kokomo BSN graduate will meet the following program outcomes:
1: The BSN graduate applies a solid base in liberal education in the practice of nursing.
2: The BSN graduate applies knowledge and skills in quality improvement and patient safety.
3: The BSN Graduate translates current evidence for best practices in the provision of nursing care.
4: The BSN Graduate applies knowledge and skills in information management and patient care technology in the delivery of nursing care.
5: The BSN Graduate understands the interplay between health care policy, finance, and regulatory environments on the nursing care
situation.
6: The BSN Graduate collaborates with members of other disciplines to deliver effective patient centered care.
7: The BSN Graduate demonstrates clinical prevention and population health skills.
8: The BSN Graduate demonstrates professionalism and the values of altruism, autonomy, human dignity, integrity, and social justice.
9: The BSN Graduate practices nursing with individuals, families, groups, communities, and populations across the lifespan and across the
continuum of health care environments, respecting the complexity of the care situation.
3
4
For Mapping of Courses to the BSN Essentials see Appendix A
By using such a framework, we prepare professional nurses to practice at an entry level (BSN), to practice in a variety of settings, and to address the
professional development of nurses in North Central Indiana. In addition, we play a significant role in the field of professional development for our
region through the RN-BSN track and our future Master of Science of Nursing program with two tracts, Nursing Education & Nursing
Administration.
Instructor Level of Course Assessment:
Faculty must articulate the course objectives as it relates to the BSN Essential Outcomes discussed previously, what learning activities will occur to
meet the objectives, and finally how will they evaluate learning. Therefore, providing a curriculum that is consistent over time. Students receive the
syllabus on or before the first day of class and are aware of what they are to learn, activities that the instructor will plan and provide, and the method
in which he/she will evaluate their learning. The Dean, Linda Wallace, Assistant Deans Bridget Whitmore and Lynda Narwold evaluate effectiveness
of teaching by assessing instructional outcomes.
All courses are organized in a structure that includes the following in every syllabus:
IU Kokomo BSN: OUTCOMES &
Level Competencies that Apply
Directly
Course Objectives
Learning Activities
Methods of Evaluation
In order to gain entry into the practice of nursing, the National Council of State Boards of Nursing tests graduates of approved programs for
licensure. The testing plan for this examination is based on studies of practicing nurses, and is intended to be directly relevant to the capability of
nurses to practice nursing in a variety of settings. This test plan also serves as a means to check relevance of core knowledge and competency (as
listed in the Essentials).
If desired, the reader may refer to the complete IU Kokomo School of Nursing Assessment Plan. When reading the program goals, student learning
outcomes, and components, please note that there is a matrix available that ties these items to the Essentials (AACN, 2008) –of the Assessment Plan.
(See Appendix A)
Parts B, C, and D. Performance Characteristics, Benchmarks, Point of Measurement, and Numeric Assessment Results
Part B contains several Tables that have columns for the Performance Characteristics, Benchmarks, Points of Measurement, and Numeric
Assessment results on an Outcome by Outcome basis. Since our assessment plan is complex, a brief discussion of the measurement process
is provided here. After the numeric data, there is a narrative summary of the meaning or interpretation of the results. In the School of
Nursing, we believe that data from a variety of sources/stakeholders is important in evaluating program success. New surveys were created to
correlate with the new 2008 BSN Essentials. A brief summary of the types of assessments currently in use follows here.
5
I.
ATI assessments: In the School of Nursing each student participates in the ATI program every semester during their course of studies in
nursing. With this program, students utilize and participate in a myriad of study resources and individualized, nationally normed test results in
all of the major content areas for nursing, as well as, critical thinking. Students take proctored, online content exams toward the end of most
nursing courses. In terms of program assessment, we have access to overall performance ratings in every one of the areas tested. The
performance ratings are reported in a detailed manner that ties nicely to our program outcomes and includes objective scoring (% scores by
topic), National Group Percentile Rankings, and now criterion referenced Competency Levels.
Criterion Referenced Competency Levels are defined as follows:
1. Proficiency Level 3—indicates student is likely to exceed NCLEX-RN® in this content area. Students are performing at a high level.
2. Proficiency Level 2--indicates a student is fairly certain to meet NCLEX-RN® standards in this content area. This is a good level of
performance and represents our new benchmark for individual students.
3. Proficiency Level 1-- indicate a student is likely to just meet NCLEX-RN® standards in this content area. Students are encouraged to
develop and complete a rigorous plan of focused review in order to achieve a firmer grasp of this content.
4. Below Proficiency Level 1—this is inadequate performance and indicates a need for thorough review of this content area. Students are
strongly encouraged to develop and complete an intensive plan for focused review.
The following are our benchmarks for ATI performance: on the critical thinking test, we set the benchmark at 90% of graduating students
meet the 50th National Percentile Rank on the critical thinking exit exam. For the content exams, we reset the benchmarks: 90% of
the students achieve at a level 1 or better; 45% achieve at a level 2 or better.
II.
Graduate Survey: Near the close of the senior year, students complete a self report instrument in which they rate their own abilities in
each of the student learning outcome areas. This scale includes several items per program goal, and is available on request. This is scaled
as a four point Likert scale, with 1=strongly disagree, 2=Disagree, 3=Agree, 4=strongly Agree. Since an important part of professional
development is identifying one’s own strengths and weaknesses and since our students engage in self rating across the curriculum, this is an
appropriate measure. However, being self report, there is an issue of validity. Therefore, when possible, this measure is considered with other
measures. Currently our benchmarks are set at achievement of a Mean of 3.0 or more in all areas.
III.
Alumni Survey: One year post graduation, BSN alumni are mailed a survey similar to the graduate survey though somewhat shorter, that
includes self report items for every program goal. A similar Likert rating scale is used. Currently our benchmarks are set at achievement of
a Mean of 3 or more in all areas. A new survey has been developed that articulates the new BSN Essentials. The new scale as stated
previously will be 1=strongly disagree, 2=Disagree, 3=Agree, 4=strongly Agree so that all our instruments measure on a “less than more than
scale”.
IV.
Employer Survey: On a regular basis, managers, administrators, and supervisors from area health care agencies are surveyed regarding the
performance of the new IU Kokomo graduates that they have hired. A qualitative approach provides rich feedback for program changes.
6
VI.
NCLEX Pass Rate: Our students take a national licensure exam designed to measure important aspects of practice. We receive data about
their performance, both a pass rate and later detailed information about performance. The detailed analytic data arrives over a year late, so we
have just received the 2012 grad data (which is folded into this report where applicable). However, we actively track the current pass rate
since the data is publicly available online. Our benchmark is to meet or exceed the national average pass rate on a year by year basis.
Results
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
(ORGANIZED
BY STUDENT
LEARNING
OUTCOME)
Program
Outcome 1:
The BSN
graduate
applies a solid
base in liberal
education in
the practice of
nursing.
PRIMARY TOOLS FOR
PROGRAM
EVALUATION*
SR=SELF REPORT
OR=OBSERVED REPORT
P=PERFORMANCE ON
TEST, PAPER, OR SKILL
CHECK
Grad Survey (SR)
WHEN IS THE
MEASURE
TAKEN?
BENCHMARKS AND
MEASUREMENT COMMENTS
FOR EACH TOOL IN PROGRAM
EVALUATION:
DATA FROM GRADUATING CLASS
Senior 2
Grad Survey: Program outcome 1 mean 3.42 for 2014May
Grad (3.16 for 2013May Grad)
Alum Survey: 1 year (SR)
Mailed 1 year
post grad.
Every August
Each of these three rating sheets has
a “4” as highest rating, and “1” as the
lowest, with scores of 3.00 or above
rated as good.
Benchmark: means at 3.00 or more
on all three measures.
All instruments used in Nursing
have values as follows: 1=strongly
disagree, 2=Disagree, 3=Agree,
4=strongly Agree.
Writing Sample Benchmark 84%.
Writing Samples= Spring 2014 95.36 % ( 97.81% in 2013)
Fall 2014
96.31% (95.51% in 2013)
Senior Writing Sample
Senior 1
(Community
Health Course)
Alumni survey Program outcome 1 mean 3.28 (3.00 for 2013)
7
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
Program
Outcome 2:
The BSN
graduate
applies
knowledge
and skills in
quality
improvement
and patient
safety.
PRIMARY TOOLS FOR
PROGRAM EVALUATION*
SR=SELF REPORT
OR=OBSERVED REPORT
P=PERFORMANCE
Grad Survey (SR)
WHEN IS
THE
MEASURE
TAKEN?
BENCHMARKS AND
MEASUREMENT COMMENTS
FOR EACH TOOL IN PROGRAM
EVALUATION:
DATA FROM GRADUATING CLASS
Senior 2
Grad Survey: Program outcome 2 mean 3.54 for 2014May
Grad (3.04 for 2013 May Grad)
Alum Survey: 1 year (SR)
Mailed 1 year
after
graduation
Every Year
Each of these three rating sheets has
a “4” as highest rating, and “1” as the
lowest, with scores of 3.00 or above
rated as good.
Benchmark: means at 3.00 or more
on all three measures.
All instruments used in Nursing
have values as follows: 1=strongly
disagree, 2=Disagree, 3=Agree,
4=strongly Agree.
ATI Fundamentals sub section
Safety and Infection Control
(P)
Sophomore
year in
fundamentals
ATI Fundamental Sub Section Safety and
Infection Control benchmark 50th percentile.
ATI Fundamental Sub Section Safety and Infection Control:
May 2014= 67.6%; Percentile. (2013May 62.8%)
ATI Leadership (P)
Senior 2
ATI Leadership: Nationally normed measure
of knowledge in this area. Benchmark; 90%
of the students achieve at a level 1 or better;
45% achieve at a level 2 or better.
Criterion Referenced Competency Levels are
defined as follows:
Proficiency Level 3—indicates student is
likely to exceed NCLEX-RN® in this content
area. Students are performing at a high level.
Proficiency Level 2--indicates a student is
fairly certain to meet NCLEX-RN® standards
in this content area. This is a good level of
performance and represents our new
benchmark for individual students.
Proficiency Level 1-- indicate a student is
likely to just meet NCLEX-RN® standards in
this content area. Students are encouraged to
develop and complete a rigorous plan of
focused review in order to achieve a firmer
grasp of this content.
Below Proficiency Level 1—this is inadequate
performance and indicates a need for thorough
review of this content area. Students are
strongly encouraged to develop and complete
an intensive plan for focused review.
Alumni survey Program outcome 2 mean 3.71 (3.19 for 2013)
ATI Leadership: Competency levels: Percent of students at
each level:
2011May 2011Dec 2012May 2012Dec
13.9
Level 3
12
9.6
4.3
41.7
Level 2
54
58.1
61.7
38.9
Level 1
26
29
34
5.6
Below 1
8
3.3
0
2013
2013
2014
May
Dec
May
28.1
2.8
Level 3
12.8
46.9
66.7
Level 2
59.0
25.0 27.8
Level 1
28.2
Below
0.0 2.8
1
0.0
8
Safety score (Med/Surg 1&2)
Junior 1 & 2
Safety Benchmark 80%
Safety Scores: Simulation
2014
Junior 1- 96.8% (95.2% for
2013)
Junior 2- 95.6% (99.6% for
2013)
9
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
(ORGANIZED
BY STUDENT
LEARNING
OUTCOME)
Program
Outcome 3:
The BSN
Graduate
translates
current
evidence for
best practices
in the
provision of
nursing care.
PRIMARY TOOLS FOR
PROGRAM EVALUATION*
SR=SELF REPORT
OR=OBSERVED REPORT
P=PERFORMANCE ON
TEST, PAPER, OR SKILL
CHECK
Grad Survey (SR)
WHEN IS
THE
MEASURE
TAKEN?
BENCHMARKS AND
MEASUREMENT COMMENTS
FOR EACH TOOL IN PROGRAM
EVALUATION:
DATA FROM GRADUATING CLASS
Senior 2
Grad Survey: Program outcome 3 mean 3.41 for 2014 May
Grad (2.94 for 2013May Grad)
Alum Survey (SR)
Mailed 1 year
post grad.
Every August
Each of these three rating sheets has
a “4” as highest rating, and “1” as
the lowest, with scores of 3.00 or
above rated as good.
Benchmark: means at 3.00 or
more on all three measures.
All instruments used in Nursing
have values as follows: 1=strongly
disagree, 2=Disagree, 3=Agree,
4=strongly Agree.
ATI Test Comp Predictor (P)
Senior 2
ATI Comprehensive Predictor test is
a nationally normed test given to
seniors in capstone class.
Benchmark: Comprehensive
Predictor: 50 % of senior 2’s will
achieve a score high enough to
predict a 94% probability of passing
the NCLEX exam.
Alumni survey Program outcome 3 mean 3.14 (3.22 for 2013)
ATI Comprehensive Predictor: Comprehensive Predictor:
% of senior 2’s who achieved a score high enough to predict a
94% probability of passing the NCLEX exam:
Year/Sem
Spring 2014
Fall 2014
Percent
39.5 (66.67 for 2013)
32.5 (45.16 for 2013)
NOTE: Test rigor was increased over the last year.
10
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
Program
Outcome 4:
The BSN
Graduate
applies
knowledge
and skills in
information
management
and patient
care
technology in
the delivery of
nursing care.
PRIMARY TOOLS FOR
PROGRAM EVALUATION*
SR=SELF REPORT
OR=OBSERVED REPORT
P=PERFORMANCE ON
TEST, PAPER, OR SKILL
CHECK
Grad Survey (SR)
WHEN IS
THE
MEASURE
TAKEN?
BENCHMARKS AND
MEASUREMENT COMMENTS
FOR EACH TOOL IN PROGRAM
EVALUATION:
DATA FROM GRADUATING CLASS
Senior 2
Grad Survey: Program outcome 4 mean 3.39(2.92 for
2013May Grad)
Alumni Survey (SR
Mailed 1 year
post grad.
Every August
Each of these three rating sheets has
a “4” as highest rating, and “1” as
the lowest, with scores of 3.00 or
above rated as good.
Benchmark: means at 3.00 or
more on all three measures.
All instruments used in Nursing
have values as follows: 1=strongly
disagree, 2=Disagree, 3=Agree,
4=strongly Agree.
ATI Leadership subsection
Management of Care (P)
Senior 2
ATI benchmark 52.6% for
Subsection Management of Care.
ATI: Subsection Management of Care
Alumni survey Program outcome 4 mean 3.28 (2.85 for 2013)
Year/Month
Percentile
May 2014
Dec 2014
78.8 (78.8 for May 2013)
79.3 (80.2 for Dec 2013)
11
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
PRIMARY TOOLS FOR
PROGRAM
EVALUATION*
SR=SELF REPORT
OR=OBSERVED REPORT
P=PERFORMANCE ON
TEST, PAPER, OR SKILL
CHECK
Grad Survey (SR)
BSN Program
Outcome 5:
The BSN
Graduate
Alum Survey: 1 year (SR)
understands
the interplay
between
health care
policy,
finance, and
regulatory
environments
on the nursing
care situation.
WHEN IS
THE
MEASURE
TAKEN?
BENCHMARKS AND
MEASUREMENT COMMENTS
FOR EACH TOOL IN
PROGRAM EVALUATION:
DATA FROM GRADUATING CLASS
Senior 2
Each of these three rating sheets
has a “4” as highest rating, and
“1” as the lowest, with scores of
3.00 or above rated as good.
Benchmark: means at 3.00 or
more on all three measures.
All instruments used in Nursing
have values as follows:
1=strongly disagree, 2=Disagree,
3=Agree, 4=strongly Agree.
Grad Survey: Program outcome 5 mean 3.30 for 2014May Grad
(3.28for 2013May Grad)
Mailed 1 year
post grad.
Every August
Alumni survey Program outcome 5 mean 3.57 (2.81 for 2013)
12
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
BSN Program
Outcome 6:
The BSN
Graduate
collaborates
with members
of other
disciplines to
deliver
effective
patient
centered care.
PRIMARY TOOLS FOR
PROGRAM
EVALUATION*
SR=SELF REPORT
OR=OBSERVED REPORT
P=PERFORMANCE ON
TEST, PAPER, OR SKILL
CHECK
Grad Survey (SR)
WHEN IS
THE
MEASURE
TAKEN?
BENCHMARKS AND
MEASUREMENT COMMENTS
FOR EACH TOOL IN
PROGRAM EVALUATION:
DATA FROM GRADUATING CLASS
Senior 2
Grad Survey: Program outcome 6 mean 3.40 for 2014 May Grad (3.09
for 2013 May Grad)
Alum Survey: 1 year (SR)
Mailed 1 year
post grad.
Each of these three rating sheets
has a “4” as highest rating, and
“1” as the lowest, with scores of
3.00 or above rated as good.
Benchmark: means at 3.00 or
more on all three measures.
All instruments used in Nursing
have values as follows:
1=strongly disagree, 2=Disagree,
3=Agree, 4=strongly Agree.
Annual Pass Rates (P)
Report from
National
Council on
Licensure
We receive quarterly reports on
pass rates. Benchmark: Meet
and or exceed the National
Average Pass Rate (varies from
year to year (2013 83%)
Alumni survey Program outcome 6 mean 3.28 (3.03 for 2013)
NLCEX Pass Rate:
2007 2008
Year
National 85.5 86.7
Pass
Rate
82.8 93.2
IU
Kokomo
2009
88.4
2010
87.4
2011
87.9
2012
91.7
2013
83
2014
84.93
77
70
76
94
79.2
87.3
ATI Med/Surg
comprehensive (P)
ATI Taken
Senior 1
ATI Med/Surg Comprehensive
Benchmark 50% National
Percentile Rank.
ATI Med/Surg Comprehensive 2014 May class 77th National
Employer Survey (P)
Annual
Qualitative data used for program
outcome assessment and revision.
Employer Survey: Qualitative data from aggregate interviews shows
employers are satisfied with our graduate’s performance.
Percentile Rank (89th 2013 May)
13
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
PRIMARY TOOLS FOR
PROGRAM EVALUATION*
ON TEST, PAPER, OR
SKILL CHECK ON TEST,
PAPER, OR SKILL CHECK
WHEN IS
THE
MEASURE
TAKEN?
BENCHMARKS AND
MEASUREMENT COMMENTS
FOR EACH TOOL IN PROGRAM
EVALUATION:
DATA FROM GRADUATING CLASS
BSN Program
Outcome 7:
The BSN
Graduate
demonstrates
clinical
prevention
and
population
health skills.
Grad Survey (SR)
Senior 2
Grad Survey: Program outcome 7 mean 3.39 2014 May Grad
(2.85 for 2013May Grad)
Alum Survey: 1 year (SR)
Mailed 1 year
post grad.
Every August
Senior 1
Each of these three rating sheets has
a “4” as highest rating and “1” as the
lowest, with scores of 3.00 or above
rated as good.
Benchmark: means at 3.00 or
more on all three measures.
All instruments used in Nursing
have values as follows: 1=strongly
disagree, 2=Disagree, 3=Agree,
4=strongly Agree.
Population Focused
Assignment (P)
Senior 1
Population Focused Assessment
Benchmark 90%.
Population focused assignment: Spring 2014 96.57 (84.96 %
in 2013)
Fall 2014 94% (93.33% in 2013)
Alumni survey Program outcome 7 mean 2.71 (3.07 for 2013)
14
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
PRIMARY TOOLS FOR
PROGRAM
EVALUATION*
SR=SELF REPORT
OR=OBSERVED REPORT
P=PERFORMANCE ON
TEST, PAPER, OR SKILL
CHECK
Grad Survey (SP)
BSN Program
Outcome 8:
The BSN
Graduate
demonstrates
Alumni Survey (SP)
professionalism
and the values
of altruism,
autonomy,
human dignity,
Diversity Tool, Altruism (SR)
integrity, and
social justice.
Culture Project
WHEN IS
THE
MEASURE
TAKEN?
BENCHMARKS AND
MEASUREMENT COMMENTS
FOR EACH TOOL IN PROGRAM
EVALUATION:
DATA FROM GRADUATING CLASS
Senior 2
Each of these three rating sheets has
a “4” as highest rating and “1” as
the lowest, with scores of 3.00 or
above rated as good.
Benchmark: means at 3.00 or
more on all three measures.
All instruments used in Nursing
have values as follows: 1=strongly
disagree, 2=Disagree, 3=Agree,
4=strongly Agree.
Grad Survey: Program outcome 8 mean 3.58 for 2014May
Grads ( 3.06 for 2013May Grad)
Senior 2
Diversity, altruism Tool Benchmark
at 3 or higher.
Diversity Survey, (Altruism Results): mean 3.45 for May
2014 (May 2013 results 3.35)
Sophomore 2
Culture Project Benchmark 90%.
Culture Project
Mailed 1 year
post grad.
Every August
Alumni survey Program outcome 8 mean 3.42 (3.40 for
2013)
Year/Sem
Score
Spring 2014
89.52 % (88.64% for
spring 2013)
88.36% (87.28% for fall
2013)
Fall 2014
NOTE: The majority of points missed were APA
issues. In the future, the content grading will be
compared without the APA points.
15
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: 2014 Assessment Results
(2013 results in parentheses for comparison, with some graphic data that follows)
OUTCOME
ASSESSMENT
AREA
PRIMARY TOOLS
FOR PROGRAM
EVALUATION*
SR=SELF REPORT
OR=OBSERVED
REPORT
P=PERFORMANCE
ON TEST, PAPER, OR
SKILL CHECK
Grad Survey (SR)
BSN Program
Outcome 9:
The BSN
Graduate
Alumni Survey
practices
nursing with
individuals,
families,
groups,
communities,
and
populations
across the
lifespan and
ATI Community Health
across the
(P)
continuum of
health care
environments,
respecting the
complexity of
the care
situation.
WHEN IS
THE
MEASURE
TAKEN?
BENCHMARKS
AND
MEASUREMENT
COMMENTS FOR
EACH TOOL IN
PROGRAM
EVALUATION:
DATA FROM GRADUATING CLASS
Senior 2
Each of these three
rating sheets has a “4”
as highest rating and
“1” as the lowest, with
scores of 3.00 or
above rated as good.
Benchmark: means
at 3.00 or more on all
three measures.
All instruments used
in Nursing have
values as follows:
1=strongly disagree,
2=Disagree, 3=Agree,
4=strongly Agree.
Grad Survey: Program outcome 9 mean 3.42 (3.09 for 2013 May Grad)
Nationally normed
measure of knowledge
in this area.
Benchmark; 90% of
the students achieve
at a level 1 or better;
45% achieve at a
level 2 or better.
ATI Community Health: Percent of students at each level:
Mailed 1
year post
grad.
Senior 1
Alumni survey Program outcome 9 mean 3.14 (3.15 for 2013)
Level 3
Level 2
Level 1
Below
Level 1
11May 11Dec 12May 12Dec 13May 13Dec 14 May
31.25 52.94 47.92
22.5
33.3
27.5
34.2
62.5 47.06 45.83
67.5
57.6
67.5
60.5
6.25
0
6.25
10.0
9.1
5.0
5.3
0
0
0
0
0
0
0
16
ATI Critical Thinking
Exit Exam (P)
Senior 2
ATI Critical thinking
test is a nationally
normed critical
thinking test given in
the last semester.
Benchmark: 90% of
graduating students
meet the 50th
National Percentile
Rank on the critical
thinking exit exam.
ATI Critical Thinking Exit Exam. May 2014 Graduates scored 90th (83rd 2013)
National Percentile Rank
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: Assessment Plan
Appendices
Selected ATI Test Results by Exam
Comprehensive Predictor:
Rates in numbers
30
Cohort 1210
25
Cohort 0511
20
Cohort 1211
Cohort 0512
15
Cohort 1212
10
Cohort 0513
5
Cohort 1213
Cohort 0514*
0
Passing <
80%
Passing 81- Passing 8988%
93%
Passing
>94%
Cohort 1214
17
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: Assessment Plan
Appendices
Selected ATI Test Results by Exam
Comprehensive Predictor - Scores by Subscale of
BSN Cohorts
90
80
70
60
50
40
30
20
10
0
Cohort 0511
Cohort 1211
Cohort 0512
Cohort 1212
Cohort 0513
Cohort 1213
Cohort 0514
Cohort 1214
18
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: Assessment Plan
Appendices
Selected ATI Test Results by Exam
BSN Pharmacology Comparison to
National Rankings
100
90
80
70
60
50
40
30
20
10
0
Group Score
National Group
Percentile Rank
19
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: Assessment Plan
Appendices
Selected ATI Test Results by Exam
Community Health: Number of BSN
students per level
30
25
20
# Below Level 1
15
Level 1
10
Level 2
Level 3
5
0
Cohort
1211
Cohort
0512
Cohort
1212
Cohort
0513
Cohort
1213
Cohort
0514
Cohort
1214
Cohort
0515
20
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: Assessment Plan
Appendices
Selected ATI Test Results by Exam
Comprehensive Predictor - Comparison to
National Rankings
90
80
70
60
50
40
30
20
10
0
Group Score
National Percentile Rank
21
Comprehensive Predictor - Scores by Subscale of
BSN Cohorts
100
Cohort 0511
50
Cohort 1211
0
Cohort 0512
Cohort 1212
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: Assessment Plan
Appendices
Selected ATI Test Results by Exam
Leadership: Number of BSN
students per level
Critical Thinking: Entrance/Exit
Group Score
40
78
76
74
72
70
68
66
64
Cohort 1211
Cohort 0512
Cohort 1212
Cohort 0513
Cohort 1213
Cohort 0514
Cohort 1214
Cohort 0515
Cohort 1215
Cohort 0516
Cohort 1216
Critical Thinking
Entrance Group Score
Critical Thinking Exit
Group Score
20
Below 1
Level 1
0
Cohort Cohort Cohort Cohort Cohort Cohort Cohort
1211 0512 1212 0513 1213 0514 1214
Level 2
Level 3
22
Indiana University Kokomo School of Nursing
Baccalaureate in Nursing: Assessment Plan Appendices
Selected ATI Test Results by Exam
Fundamentals - Percentage of BSN students per
level
80
70
60
50
40
30
20
10
0
Below Level 1
Level 1
Level 2
Level 3
0512
1212
0513
1213
0514
1214
0515
1215
0516
1216
Cohorts
23
Part E: Executive Summary of Student Performance for Each Outcome with Faculty Interpretation
OUTCOMES
Program Outcome 1: The BSN graduate applies a solid base in liberal education
in the practice of nursing.
Program Outcome 2: The BSN graduate applies knowledge and skills in quality
improvement and patient safety.
Program Outcome 3: The BSN Graduate translates current evidence for best
practices in the provision of nursing care.
Program Outcome 4: The BSN Graduate applies knowledge and skills in
information management and patient care technology in the delivery of nursing
care.
BSN Program Outcome 5: The BSN Graduate understands the interplay
between health care policy, finance, and regulatory environments on the nursing
care situation.
BSN Program Outcome 6: The BSN Graduate collaborates with members of
other disciplines to deliver effective patient centered care.
BSN Program Outcome 7: The BSN Graduate demonstrates clinical prevention
and population health skills.
BSN Program Outcome 8: The BSN Graduate demonstrates professionalism
and the values of altruism, autonomy, human dignity, integrity, and social
justice.
BSN Program Outcome 9: The BSN Graduate practices nursing with
individuals, families, groups, communities, and populations across the lifespan
and across the continuum of health care environments, respecting the
complexity of the care situation.
OVERALL COMPARISON
WITH BENCHMARK:
MET, SIGNIFICANTLY
EXCEEDED, OR AREA
FOR IMPROVEMENT
3/3 Met
POTENTIAL AREAS FOR ACTION*
COMMITTEE RECOMMENDATIONS ARE SENT TO CNF
FOR PLANNING AND APPROVAL OF ACTION ITEMS.
4/4 Met
2/3 Met; Area For
Improvement
3/3
Spring 2014 39.5 % Fall 2014 32.5% ATI Comprehensive predictor
was 45.16% of student likely to pass first time (benchmark 50%) *
2/2 Met
5/5 Met
2/3 Met; Area For
Improvement
3/4 Met; Area For
Improvement
Alumni survey 2.71 benchmark 3.00 **
Culture Aging project score was 89.52% for Spring 2014 and 88.36%
for Fall 2013 (benchmark 90%) ***
4/4 Met
*This was the first year for this test after the rigor was increased.
**alumni surveys yielded 9 responses
***Scores included points for APA. Future semesters will only look at content.
Action Plan Academic Year 2015-2016
Section IV: Using Assessment for Program Improvement For 2015: This will be our eighth full year using the ATI program, with fairly good
benchmarks in place at this time. We will continue to use the program. In addition, we will address the concerns employers and alumni have about
transitioning to professional practice.
We have fully implemented the new BSN essentials as our guiding framework. As a result, the curriculum committee has approved all course
competencies and objectives. We continue to use ATI and survey results to revise and change our curriculum & instruction.
24
The following recommendations have been made and/or implemented:
The CNF committee articulated changes to the ATI testing of competencies and the grading criteria. (See Appendix D) In addition, the
admission criteria to the BSN program have increased in rigor, including the TEAS test.
1)
Continue to count 20% of course grades allotted for ATI exams. This has increased the rigor or our courses.
2)
Continue to implement simulations throughout the program. Students participate in simulation once a semester per course. Most students are
in the lab two times per semester.
3)
Our curriculum is current, but like all schools of nursing we need to continually review and update in order to keep up with changes necessary
to be effective in producing a well prepared product (a licensed RN with the knowledge and skills expected in a BSN grad). Curriculum work
will continue into the summer and fall. A concept-based curriculum has been adopted by the faculty and is in the process of being
implemented starting in the fall 2016 semester.
4)
Since 2013, seniors take a mandatory ATI review course which should further improve their chances of passing NCLEX. This product is
interactive and the student must complete modules with a certain score in order to get a “green light” for testing. The expected outcome for
this product is that students will be more prepared when it is time to take the NCLEX.
5)
A designated education unit (DEU) method of clinical learning was implemented in the spring 2015 semester. Students can register for this
clinical in the junior 1 or junior 2 med-surg course.
The Evaluation Committee recommends the following to be addressed by CNF:
1)
Support development of concept-based curriculum to include testing of clinical reasoning and knowledge with the implementation of case
studies. Concept mapping to start development in fall 2015. Changes will be implemented starting with the fall 2016 semester. The goal
would be to add rigor to clinical, reinforcing theory from class and providing better retention of clinical knowledge for safe practice.
2)
Continuity in evaluation of clinical performance to provide consistency across semesters so students understand expectations.
3)
Assess DEU study to determine identifiable differences in the various types of clinical offerings available to students.
4)
Integrate all ATI resources into the curriculum.
The recommendations were submitted to Curriculum Committee and presented to CNF.
Section V: Dissemination of Results:
This report will be distributed to all regular faculty members prior to our meeting to discuss findings (April 6th, 2015). Advisory group
consisting of many of our community stakeholders receive results of our annual evaluation. We will also upload a copy of this report on the website
for Nursing.
Questions about this report can be directed to:
Stephanie N. Pratt RN, MSN
Lecturer/Evaulation Chair
Phone: (765) 455-9250 Email: snpratt@iuk.edu
25
Appendix A
Mapped Competencies BSN
Indiana University Kokomo School of Nursing
Program Outcomes, Leveled Competencies, and Courses Addressing Each Competency Plus Initial notes about Program Evaluation
Program Outcome 1: The BSN graduate applies a solid base in liberal education in the practice of nursing. (Essential I: Liberal Education for
Baccalaureate Generalist Nursing Practice Please note: Campus Wide General Education Requirements have been folded into Program Outcome 1).
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Communication Skills:
Use written, verbal, nonverbal, and
emerging technology methods to
communicate effectively B233,
B232,B244/B245
Quantitative Literacy:
Item 9: math
Integrate the knowledge and methods
of a variety of disciplines (mathematics,
statistics) to inform decision making
H365; H363,H364; H361 H353,H354,H351
Information Literacy:
Item 17: inquiry
Use skills of inquiry, analysis, and
information literacy to address
practice issues S470, S471, S481,
S485,S484
Humanities and Arts:
Synthesize theories and concepts
from liberal education to
understand the human
experience. B232,B233, B244/B245
Social and Behavioral Sciences:
Item 27: psychology
Integrate the knowledge and methods
of a variety of disciplines (psychology,
sociology) to inform decision making.
H351,H352 H363,H364 H361
Cultural Diversity:
Item 59: culture
Apply knowledge of social and
cultural factors to the care of
diverse populations. B233, B232,
B244,B245
Ethics and Civic Engagement:
26
Engage in ethical reasoning and
actions to promote advocacy,
collaboration, and social justice. H365
H351/H352 H362 H353/H354,H364
Physical and Life Sciences:
Integrate the knowledge and
methods of a variety of disciplines
(anatomy, physiology,
microbiology) to understand
nursing practice. B233, B244,B245
Critical Thinking:
Students will recognize issue that
have alternative
Interpretations B244,245
Students will compare the
perspectives of others to their own
B232.
Physical and Life Sciences:
Integrate the knowledge and methods
of a variety of disciplines (anatomy,
physiology, microbiology) to inform
decision making in nursing practice.
H351,H352 H364 H361 H362
H353,H354,H363
Critical Thinking:
Students will assess the quality of
supporting evidence
H365,H364,H352,H354,H362.
Critical Thinking:
Demonstrates critical thinking skills
in addressing ambiguous and
unpredictable clinical problem
S470, S471, S48, S482, S484,S472,473
Item 38: critical
27
Program Outcome 2: The BSN graduate applies knowledge and skills in quality improvement and patient safety. (Essential II: Basic Organizational and
Systems Leadership for Quality Care and Patient Safety--Knowledge and skills in leadership, quality improvement, and patient safety are necessary to
provide high quality health care).
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Explore factors that impact
Maintains safety in the provision of
Apply leadership concepts in the
Item 10: leaders
outcomes in complex healthcare
nursing care. H351,H352 H364,H363,
provision of high quality nursing care
systems. B232
H361 H362,H353,H354
delivery in a variety of settings. S470,
S471,S481, S482, S484,S483
Identify factors that create a
culture of safety and caring in
nursing practice.
B248, B249, B233, B244, B245
Demonstrate a basic
understanding of organizational
structure, mission, vision,
philosophy, and values.B248, B249
B232
Identifies nurse sensitive indicators
relevant to the care of diverse
populations on the clinical unit
H351,H352,H363, H364,H361, H362
H353/H354
Participate in patient safety and
quality improvement initiatives within
the context of the inter professional
team.S483, S482, S481 S484
Item 18: quality
Apply concepts of quality and
safety to clinical problems using
structure, process, and outcome
measures for improvement of current
practice. S470,S471,S481, S482,
S483,S484
Item 39: safety
Item 48: costqual
Consider principles of quality
improvement, healthcare policy
issues, and cost effectiveness in the
development of plans to improve the
quality of healthcare delivery.
S481,S482, ,S483 S484
28
Program Outcome 3: The BSN Graduate translates current evidence for best practices in the provision of nursing care. (Essential III: Scholarship for
Evidence Based Practice--Professional nursing practice is grounded in the translation of current evidence into one’s practice).
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Explain the interrelationships
Demonstrate an understanding of the Participate in the process of
Item 11: evidenced
among theory, practice, and
basic elements of the research
evidenced based practice through
research. B232
process and models for applying
retrieval, appraisal, and synthesis of
evidence to clinical practice.
evidence in collaboration with other
H365,H353
members of the healthcare team to
Evaluate the credibility of sources
improve patient outcomes.
of information, including but not
Identify nursing actions that protect
S470,S471, S472, S473 S481,S482,S483
limited to databases and Internet
human subjects in the conduct of
S484,
resources. B232
research. H365
Describe how nursing and related
Item 19 clinevidence
healthcare quality and safety
Integrate evidence, clinical
measures are developed, validated,
Item 40: humansub
judgment, inter professional
and endorsed.
perspectives, and patient
S481,S482, S485 S484
Item 46: qualmeas
preferences in planning,
implementing, and evaluating
Describe mechanisms to resolve
outcomes of care. H351,H352
identified practice discrepancies
H364, H353,H354,H361,362
between identified standards and
practice that may adversely impact
patient outcomes.
S481, S482, S485, S484, S483
29
Program Outcome 4: The BSN Graduate applies knowledge and skills in information management and patient care technology in the delivery of
nursing care. (Essential IV: Information Management and Application of Patient Care Technology--Knowledge and skills in information management
and patient care technology are critical in the delivery of quality patient care).
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Uphold ethical standards related
Demonstrate skills in using patient
Understand safeguards and decision Item 20: caretech
to data security, regulatory
care technologies, information
making support tools embedded in
requirements, confidentiality, and
systems, and communication devices patient care technologies and
clients’ right to privacy.
that support safe nursing practice.
information systems to support a safe
B232,B244,B245,B248,249
H363,H364, H362 ,H353,H354
practice environment for both
patients and healthcare workers.
Recognize the role of information
S482, S483,S472,S473
technology in creating a safe care
Item 28: CISsystem
environment. B232
Understand the use of CIS systems to
document interventions related to
Item 45: toolembed
achieving nurse sensitive outcomes
Demonstrate an understanding of
including the integration of common
the common languages of
languages of NANDA, NIC and NOC.
NANDA, NIC and NOC. B248,B249,
S482,S472,S473
B232
Explore the use of new patient care
technologies for safe, quality care.
S485, S481, S482,S472,S473, S483,S484
30
BSN Program Outcome 5: The BSN Graduate understands the interplay between health care policy, finance, and regulatory environments on the
nursing care situation. (Essential V: Health Care Policy, Finance, and Regulatory Environments--Healthcare policies, including financial and regulatory,
directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing
practice).
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Describe how health care is
Discuss the implications of healthcare Compare the benefits and limitations
organized and financed, including policy on issues of access, equity,
of the major forms of reimbursement
the implications of business
affordability, and social justice in
on the delivery of health care
principles, such as patient and
healthcare delivery. H351,H352 H363
services. S481
system cost factors. B232
H353,H354,H361
Examine legislative and regulatory
Explore the impact of
processes relevant to the provision of
sociocultural, economic, legal,
health care.S481 S485,S472,S473
and political factors influencing
healthcare delivery and practice.
Discuss state and national statutes,
B232
rules, and regulations that authorize
and define professional nursing
Demonstrate basic knowledge of
practice. S485
healthcare policy, finance, and
regulatory environments. B232
Examine the roles and responsibilities
Item 21: regulatory
of the regulatory agencies and their
effect on patient care quality,
workplace safety, and the scope of
.
nursing and other health
professionals’ practice. S481, S485
Item 29: framework
Use an ethical framework to
evaluate the impact of state,
national, and global policies on
health care, especially for vulnerable
populations. S485,S472,S473
Articulate, through a nursing perspective,
issues concerning healthcare delivery to
decision makers within healthcare
organizations and other policy arenas.
S481, S482
31
BSN Program Outcome 6: The BSN Graduate collaborates with members of other disciplines to deliver effective patient centered care. (Essential VI:
Inter professional Communication and Collaboration for Improving Patient Health Outcomes. Communication and collaboration among healthcare
professionals are critical to delivering high quality and safe patient care.)
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Compare/contrast the roles and Incorporate effective communication
Utilize inter and intra professional
Item 14: communi
perspectives of the nursing
techniques, including negotiation and
communication and collaborative
profession with other care
conflict resolution to produce positive
skills to deliver evidence based,
Item 22 teambuild
professionals on the healthcare
professional working relationships
patient centered care.
team. B248, B249, B232
H351,H352, H362, H353,H354,H365,H364
S470,S471,S472,S473,S482,S483,
Demonstrate appropriate teambuilding
and collaborative strategies when
working with inter professional teams.
H365, H351,H352 H361,H362, H353,H354
Advocate for high quality and safe
patient care as a member of the inter
professional team. H351,H352, H361,
H362 ,H353,H354
32
BSN Program Outcome 7: The BSN Graduate demonstrates clinical prevention and population health skills. ( Essential VII: Clinical Prevention and
Population Health o Health promotion and disease prevention at the individual and population level are necessary to improve population health and
are important components of baccalaureate generalist nursing practice.)
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Conduct a health history,
Assess health/illness beliefs, values,
Assess a community and
Item 15 aggregate
including environmental
attitudes, and practices of individuals and aggregate for identified health
exposure and a family history
families. H351,H352, H361, H362
risks focusing on health, culture,
that recognizes genetic risks, to
H353,H354,H363,H364
environment and demography.
identify current and future
S472, S473
health problems. B248,
Use behavioral change techniques to
Item 23 disaster
B249,B244,B245
promote health and manage illness.
Understand one’s role in
H351,H352 ,H361,H362 H353,H354
emergency preparedness and
disaster response with an
Item 30: predictive
Assess protective and predictive Collaborate with other healthcare
awareness of environmental
factors, including genetics and
professionals and patients to provide
factors and the risks they pose to
genomics, which influence the
spiritually and culturally appropriate
self and patients. S472 ,S473
health of individuals, families,
interventions. H351,H352 ,H364, H361, H362
Item 44: masscasu
groups, communities, and
H353/H354
populations. B233
Assess the health, healthcare, and
Participate in clinical prevention and
emergency preparedness needs
Participate in local clinical
population focused interventions with
of a defined population. S472,
prevention and screening
attention to effectiveness, efficiency, cost
S473
Item 53 stakehold
programs. B248, B249,B245
effectiveness, and equity. H351,H352
H353,H354,H365,H361,H362, H364
Apply important clinical judgments Item 31: socialjust
and decision making skills relevant
Identify spiritual and cultural
Advocate for social justice, including a
to mock disaster, mass casualty,
considerations with regard to
commitment to the health of vulnerable
and other emergency situations.
health promotion and disease
populations and the elimination of health
S472, S473
and injury prevention
disparities. H351,H352, H361, H362
interventions. B248, B249
H353,H354
B232,B244
Collaborate with stakeholders to
develop interventions that
contribute to health and
prevention of illness, injury,
disability, and premature death
with an aggregate or community.
S472, S473
33
BSN Program Outcome 8: The BSN Graduate demonstrates professionalism and the values of altruism, autonomy, human dignity, integrity, and social
justice. (Essential VIII: Professionalism and Professional Values: Professionalism and the inherent values of altruism, autonomy, human dignity, integrity,
and social justice are fundamental to the discipline of nursing.)
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Discuss the professional
Demonstrate the professional standards
Promote a positive image of nursing
Item 16 positive
standards of moral, ethical, and of moral, ethical, and legal conduct for by modeling the values and
legal conduct for nurses. B248,
nurses. H351,H352,H361, H362,H353,
articulating the knowledge, skills, and
B24, B232,B245
H354, H364
attitudes of the nursing profession.
S471, S472,S473,S482,S483, S485,
Demonstrate professionalism, including
Assume accountability for
attention to appearance, demeanor,
Identify the ethical issues, including
Item 24: ethivulner
personal and professional
respect for self and others, and
the impact of attitudes, values, and
behaviors. B233, B248, B249,
attention to professional boundaries
expectations on the care of the very
Item 32: profession
B232,B244,245
with patients and families as well as
young, frail older adults, and other
among caregivers. H351,H352,
vulnerable populations. S470,S471,
Item 33: lifelong
H363,H364,H361, H362 H353,H354,H365
S472, S473,S485
Demonstrate professionalism in
Item 41: unethical
appearance, communication,
Discuss one’s own beliefs and values as
Articulate the value of pursuing
and behaviors when interacting they relate to professional practice
practice excellence, lifelong
Item 49: conduct
with clients, faculty and peers.
H351,H352,H361 H362 H353/H354
learning, and professional
B233, B248, B249, 232,B244,B245
engagement to foster professional
Recognize the relationship between
growth and development. S481,S482,
personal health, self-renewal, and the
S485, S483
Behaves as a leader who is
ability to deliver sustained quality care.
honest, trustworthy, and
H351,H352, H361, H362, H353,H354
informative. B233, B248, B249,
B232
Act to prevent unsafe, illegal, or
unethical care practices. H351,H352
H362 H353,H354,H364
34
BSN Program Outcome 9: The BSN Graduate practices nursing with individuals, families, groups, communities, and populations across the lifespan and
across the continuum of health care environments, respecting the complexity of the care situation. (Essential IX: Baccalaureate Generalist Nursing
Practice: The baccalaureate graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and
populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the
variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients.)
Map to the BSN Grad Survey
(has the item number from
SOPHOMORE
JUNIOR
SENIOR
survey plus the SPSS variable
name)
Conduct comprehensive and
Recognize the relationship of genetics
Identify patient and family care
Item 12: psychomotor
focused assessments of health
and genomics to health, prevention,
needs related to end of life and
and illness parameters in
screening, diagnostics, prognostics,
palliative care issues.S470,S471,S472,
Item 25: palliate
patients, using developmentally selection of treatment, and monitoring
S473, S481
and culturally appropriate
of treatment effectiveness, using a
approaches. B248, B249,
constructed pedigree from collected
Demonstrate clinical judgment and
Item 26: delegate
B244,245
family history information as well as
accountability for patient outcomes
standardized symbols and terminology.
when delegating to and supervising
Item 34: process
H363, H351, H353,H354,H361,H362
other members of the healthcare
Demonstrate competency in
team. S470,S471, S481,S482,S483
Item 35: workload
psychomotor skills for safe,
Utilizes the nursing process to Implement
efficient delivery of patient
holistic, patient centered care that
Manage care to maximize health,
care. B248, B249.B244,B245
reflects an understanding of:
independence, and quality of life for

Human growth and
a group of individuals that
Item 36: mulprob
development
approximates a beginning
Develop a beginning

Pathophysiology
practitioner’s workload S470,S471,
Item 37: teaching
understanding of

Pharmacology
S473, S481, S482, S483,
complementary and alternative

medical management
modalities and their role in

nursing management/process
Manage the interaction of multiple
health care. B232
 Acute and chronic care
functional problems affecting
Item 43: assessment
management
patients across the lifespan, including
 Health promotion
common geriatric syndromes. S470,
H351,H352,H353,H354, H363,H364, H361, S471, S481, S483
H362
Participates in the management of
Therapeutically communicate with
care for individuals, families and
patient and the patient’s support
aggregates through home health,
network. H351,H352 ,H364
clinics, case management and
H361, H362, H353,H354
aggregate interventions. S470, S471,
S472, S473,S481, S482, S483
Deliver patient centered, evidence
based care that respects patient beliefs
35
and family preferences. H351,H352,
H364, H361, H362, H353,H354
Provide appropriate patient teaching
that reflects developmental stage, age,
culture, spirituality, patient preferences,
and health literacy considerations.
H351,H352, H364, H361 ,H362 H353,H354
Facilitate patient centered transitions of
care, including discharge planning and
teaching. H351,H352 ,H361, H362
H353,H354
36
Appendix B
Revised Evaluation Surveys
INDIANA UNIVERSITY KOKOMO
PRE LICENSURE BACCALAUREATE OF SCIENCE IN NURSING
GRADUATE SURVEY
Please take a few minutes to provide us with your feedback about your BSN education. We use this information in a summary format
in our program evaluation and planning efforts. Your individual responses are anonymous. DO NOT PUT YOUR NAME ON THE
FORM. Thank you!!
1. What is the year of your graduation with your BSN degree from IU Kokomo? ___________
2. Prior to completing your BSN degree, what kind of healthcare background did you have?
Check the response that best fits:
_____ No prior work in the health field
_____ Worked as a CNA/nursing assistant
_____Worked as (or earned) an RN
_____Other: (please indicate) ___________________
3. What is your current work status? (while you have been a student)
_____Full time
_____Part time
_____On call/PRN
_____Not working (by choice)
_____Not employed (but would like to be)
_____Other (explain)__________________
4. If currently working, what type of organization/agency are you working in? (If you have more than one job, answer with the type
of agency you work in most often)
_____A community general hospital
_____A regional medical center
_____A clinic or primary care clinic
_____A home health agency
_____Long term care or extended care facility
_____School
_____Community health agency
_____A school of nursing
_____Other (indicate type)_______________________
5. If you are currently working in a health care setting, indicate the specialty area or type of work that you do most often: (choose the
one that fits best):
_____Medical/surgical
_____ICU
_____Pediatrics
_____Oncology
_____Peri Operative
_____Obstetrics
_____Mental health
_____Geriatric
_____Rehabilitation
_____Emergency dept
_____Public health
_____Other: ___________________
_____School health
6. Indicate the work role you currently hold:
_____Nurse manager/administrator
_____ Direct Care Provider (CNA, technician)
_____Patient Educator
_____Staff RN
_____Staff Educator
_____ Other: _________________
7. Have you been hired for a NEW role/position following graduation? ___Yes ___No
____Have not applied/searched
8. If you have been hired, where? _________________________________________________
What type of unit will you be working on? ________________________________________
What type of role will you be assuming? __________________________________________
9. Age: _____
10. Gender:_____
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Please indicate the degree to which you agree/disagree that you have the following abilities/skills.
Circle your response: SD = strongly disagree; D = disagree; A = agree; SA = strongly agree
I have the ability:
9. to use the knowledge and methods from math and statistics to
inform decision making in nursing
10. to apply leadership concepts when providing quality nursing care
in a variety of settings.
11. to participate in the process of evidenced based practice in
collaboration with other members of the healthcare team to improve
patient outcomes.
12. to apply knowledge of social and cultural factors to the care of
diverse populations.
13. to integrate the knowledge and methods from anatomy,
physiology, and microbiology to inform decision making in nursing
practice.
14. to use inter and intra professional communication and
collaborative skills to deliver evidence based, patient centered care.
15. to assess a community and an aggregate for identified health
risks focusing on health, culture, environment and demography
16. to promote a positive image of nursing by modeling the values
and articulating the knowledge, skills, and attitudes of the nursing
profession.
17. to use skills of inquiry, analysis, and information literacy to
address practice issues.
18. to participate in patient safety and quality improvement
initiatives within the context of the inter professional team.
19. to integrate evidence, clinical judgment, inter professional
perspectives and patient preferences in planning, implementing, and
evaluating outcomes of care.
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
20. to demonstrate skills in using patient care technologies, information
systems, and communication devices that support safe nursing practice.
SD
D
A
SA
21. to examine the roles and responsibilities of the regulatory
agencies and their effect on patient care quality and the workplace.
22. to demonstrate appropriate team building and collaborative
strategies when working with inter professional teams.
23. to understand one’s role in emergency preparedness and disaster
response with an awareness of environmental factors and the risks
they pose.
24. to identify ethical issues, including the impact of attitudes,
values, and expectations on the care of the very young, frail older
adults, and other vulnerable populations.
25. to identify patient and family care needs related to end of life and
palliative care issues.
26. to demonstrate clinical judgment and accountability for patient
outcomes when delegating to and supervising other members of the
healthcare team.
27. to integrate the knowledge and methods of a variety of
disciplines (psychology, sociology) to inform decision making.
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
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28. to understand the use of CIS systems to document interventions
related to achieving nurse sensitive outcomes including the
integration of common languages of NANDA, NIC and NOC.
29. to use an ethical framework to evaluate the impact of state,
national, and global policies on health care, especially for vulnerable
populations.
30. to assess protective and predictive factors, including genetics and
genomics, which influence the health of individuals, families, groups,
communities, and populations.
31. to advocate for social justice, including a commitment to the
health of vulnerable populations and the elimination of health
disparities.
32. to demonstrate professionalism, including attention to
appearance, demeanor, respect for self and others, and attention to
professional boundaries with patients and families as well as among
caregiver.
33. to articulate the value of pursuing practice excellence, lifelong
learning, and professional engagement to foster professional growth
and development.
34. to use the nursing process to implement holistic, patient
centered care.
35. to manage care to for a group of individuals that approximates a
beginning practitioner’s workload.
36. to manage the interaction of multiple functional problems
affecting patients across the lifespan, including common geriatric
syndromes.
37. to provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences,
and health literacy considerations.
38. to demonstrate critical thinking skills in addressing ambiguous
and unpredictable clinical problems.
39. to apply concepts of quality and safety to clinical problems using
structure, process, and outcome measures for improvement of current
practice.
40. to identify nursing actions that protect human subjects when
conducting research.
41. to prevent unsafe, illegal, or unethical care practices.
42. to articulate, through a nursing perspective, issues concerning
healthcare delivery to decision makers within healthcare
organizations and other policy arenas.
43. to conduct comprehensive and focused assessments of health and
illness using developmentally and culturally appropriate approaches.
44. to assess the health, healthcare, and emergency preparedness
needs of a defined population.
45. to understand safeguards and decision making support tools
embedded in patient care technologies and information systems to
support safe practice.
46. to describe how nursing and related healthcare quality and safety
measures are developed, validated, and endorsed.
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
SD
D
D
A
A
SA
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
39
47. to collaborate with stakeholders in order to develop interventions
that contributes to health and prevention of illness with an aggregate
or community.
48. to consider principles of quality improvement, healthcare policy
issues, and cost effectiveness in the development of plans to improve
the quality of healthcare delivery.
49. to demonstrate the professional standards of moral, ethical, and
legal conduct for nurses.
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
The faculty in the BSN program at IU Kokomo were:
50. Capable role models for clinical practice.
51. Available to meet with me when needed.
52. Interested in helping me succeed in the BSN program.
53. Helpful in providing me feedback about my performance
throughout my clinical rotation.
54. Effective in facilitating my learning.
55. Helpful in providing feedback at the end of each clinical rotation.
56. Fair in their evaluation of my performance.
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
D
A
SA
SD
SD
SD
D
D
D
A
A
A
SA
SA
SA
Please rate your satisfaction with the support facilities and services available at IU Kokomo:
1 = Poor 2 = Average (neither good nor bad) 3 = Good
4 = Excellent
1. The Nursing lab facility.
1
2
3
4
58. Clinical practice experiences and opportunities.
1
2
3
4
59. Clinical facilities.
1
2
3
4
60. Computer availability on campus.
1
2
3
4
61. Computer services personnel services and assistance.
1
2
3
4
62. Library holdings/resources.
1
2
3
4
63. Librarian services and assistance.
1
2
3
4
64. Course registration procedures.
1
2
3
4
65. Classrooms.
1
2
3
4
66. Student Nursing Lounge Area.
1
2
3
4
67. Nursing Academic Advising Services.
1
2
3
4
79. What were the strengths of the BSN program at IU Kokomo?
80. What were the weaknesses of the BSN program at IU Kokomo?
At the School of Nursing we would like to follow up with you post graduation to find out how you are doing
and to ask you to evaluate our program after you have been away from IU Kokomo for a while. May we have
contact information? (You are not obligated to provide this information to us)
40
We will not sell or distribute this information to any vendors.
Name:
Address (that you consider permanent):
Email:
41
Appendix C
INDIANA UNIVERSITY KOKOMO
BACCALAUREATE OF SCIENCE IN NURSING ALUMNI SURVEY
Please take a few minutes to provide us with your feedback about your BSN education at IUK, and your current professional development.
Year of Graduation from IUK: _____
1. Since graduating from IUK with your BSN, what is your work status?
_____Full time
_____Part time
_____On call/PRN
_____Not working (by choice)
_____Not employed (but would like to be)
Other (explain):
2. If working, what type of organization/agency are you working in? (If you have more than one job, answer with the
type of agency you work in most often)
_____A community general hospital
_____A regional medical center
_____A clinic or primary care clinic
_____A home health agency
_____Long term care or extended care facility
_____School
_____Community health
_____A school of nursing
_____A specialty hospital (type) ________________
_____Other:
3. Annual salary (optional)
4. Indicate the client population that you work with most often:
5. Indicate the type of work you do most often:
_____Nurse manager
_____DON/administrator
_____Patient Educator
_____Staff Nurse/Direct care
_____Staff Educator
_____Other:
6. Please tell us about your professional accomplishments:
7. Membership in professional organizations:

1 = below average, 2 = average, 3 = above average, 4= excellent,
Please use the scale above to rank how well you think the BSN program at IUK prepared you to:
8. Applies a solid base in liberal education in the practice of nursing.
1
2
3
4
9. Applies knowledge and skills in quality improvement and patient safety.
1
2
3
4
10. Translates current evidence for best practices in the provision of nursing care.
1
2
3
4
11. Applies knowledge and skills in information management and patient care
technology in the delivery of nursing care.
1
2
3
4
12. Understands the interplay between health care policy, finance, and regulatory
environments on the nursing care situation.
1
2
3
4
13. Collaborates with members of other disciplines to deliver effective patient
centered care.
1
2
3
4
14. Demonstrates clinical prevention and population health skills.
1
2
3
4
15. Demonstrates professionalism and the values of altruism, autonomy,
human dignity, integrity, and social justice.
1
2
3
4
2
3
4
16. Practices nursing with individuals, families, groups, communities, and
1
populations across the lifespan and across the continuum of health care
environments, respecting the complexity of the care situation.
Please feel free to include feedback/comments on the back of the survey. Thank You!
42
Appendix D
ATI Testing for Competence in Major Nursing Courses: Grading Policy
Students in the undergraduate nursing major will be required to take ATI competency tests pertaining to each of
the major courses/content areas throughout the curriculum. The ATI test or tests will be given toward the end of
each Nursing course. The test will be scheduled outside of lecture class time and the student is required to
attend. If testing is scheduled during clinical time, the student will be released to test. Testing will take place on
campus in a computer lab, will be proctored, and the testing schedule will be provided.
ATI Test Schedule: All are associated with a course grade unless noted below
COURSE NUMBER AND PLACEMENT
ATI TESTS PLANNED: ALL ARE
ASSOCIATED WITH COURSE GRADE
UNLESS NOTED BELOW
Sophomore Semester 2
Critical Thinking Entrance (not associated with
a grade)
B248
Fundamentals of Nursing
Junior I - Semester 3
H353 Alterations in Health 1
2 Medical Surgical Focused Assessments
H351 Alterations in Neuro-Psychological
Health
Junior II - Semester 4
H361 Alterations in Health 2
Mental Health Nursing
2 or 3 Medical Surgical Focused Assessments
Nursing Care of Children
Maternal Newborn Nursing
H363 Developing Family
Senior I - Semester 5
S472 Health of the Community
S470 Restorative Health
Senior II
S482 Management
Community Health Nursing
Comprehensive Medical Surgical Nursing
(note special progression rules)
Leadership in Nursing
Critical Thinking Exit Exam (not associated
with a grade)
Pharmacology in Nursing
S483 Capstone
S485 Professional Growth and Empowerment
Comprehensive Predictor (note special rules
re this exam)
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ATI Implementation Policy for Testing, Remediation, and Program Evaluation
Part 2
How the ATI Test Counts in the Course Grade
 Twenty percent of the Course Grade will be the performance score on Content Mastery Tests and the
focused Medical Surgical Assessments
 If there are 2 Content Mastery ATI tests in a particular course, each will account for 10% of the grade for a
total of 20% of the course grade. The Critical Thinking Tests do not count in the course grade.
 Medical Surgical Comprehensive Exam is to be taken in S470, three weeks before the end of the semester
(see Medical Surgical Comprehensive Grading)
 Comprehensive Predictor –
 Is taken in S485 and included in the course grade
 Has specific grades per competency levels:
o Level 3: composite percent score of 80 – 100%.
o Level 2: composite percent score of 73 – less than 80%.
o Level 1: composite percent score of 71 – less than 73%.
o Level 0 – Less than 71 composite percent score.
What is a Proficiency Level?
Expert professors from around the USA have agreed upon the ATI scores on each Content Mastery Test that
relate to different levels of proficiency. Since these exams are fairly difficult, the use of a pure percent score
would not work with the IU Kokomo School of Nursing grade scale. AT IU Kokomo, the proficiency level is a
way to assign a course grade for test performance. Listed below are descriptions of what each proficiency level
means and how grades will be assigned for the ATI tests:
Students reaching proficiency level 3: indicates student is likely to succeed on NCLEX-RN® in this content
area. Students are encouraged to engage in continuous focused review to maintain and improve their knowledge
of this content.
No remediation necessary
Students reaching Proficiency level 2: indicates student is fairly certain to meet NCLEX-RN® standards in
this content area. Students are encouraged to engage in continuous focused review in order to improve their
knowledge of this content.
No remediation necessary. The goal of IU Kokomo is for students to achieve a proficiency level 2 or 3)
Students reaching Proficiency level 1: indicates student is likely to just meet NCLEX-RN® standards in this
content area. Students are encouraged to develop and complete a rigorous plan of focused review in order to
achieve a firmer grasp of this content.
Remediation is required. Students at this level are expected to fully remediate according to the instructor’s
directions. Remediation will improve the initial grade.
Students reaching Proficiency Level 0: “below Level 1” indicates a need for thorough review of this content
area. Students are strongly encouraged to develop and complete an intensive plan for focused review.
Remediation is required. Students at this level are expected to fully remediate according to the instructor’s
directions. Remediation will improve the initial grade.
Proficiency Levels and Grades:
44
The ATI exams are worth 20 % of the course grade, and if there are two exams associated with a course, each is
worth half. Scoring follows:
Level 3 = 100% or 10/10 (no remediation required)
Level 2 = 90% or 9/10 (no remediation required)
Level 1 = initially earn 75% which goes up to 80% with remediation
Level 0 = initially earn 50% which goes up to 55% with remediation
Note that the percent correct is not exactly the same proficiency level in each course; some exams are
more difficult than others. If a proficiency level is not printed on your exam result sheet (as for the H 353
and H 361 focus exams), your instructor will use the following scale:
Focus Exam Scale:
Level 3 = 66-100% correct on exam earns 100% or 10/10 (no remediation required)
Level 2= 56-65.9 correct on exam earns 90% or 9/10 (no remediation required)
Level 1 = 41-55.9% correct on exam earns = initially earn 75% which goes up to 80%
with remediation
Level 0= 40.9% or less correct on exam initially earn 50% which goes up to 55% with
remediation
Remediation
To remediate means to review an area that is not fully understood. The instructor will provide a description of
the remediation plan for the material that applies to the course. Remediation is required for proficiency level 1
or 0. Remediation is mandatory but the requirements may vary depending on the course. Students will be given
an incomplete or a 0 on the assignment if remediation requirements are not met in a timely manner as stated in
course syllabi.
Medical Surgical Comprehensive Grading
The Medical Surgical Comprehensive Exam is to be taken in S470, about three weeks before the end of the
semester. Students must score a level 1or higher to progress to Capstone. The grade earned on the first attempt
is recorded in the grade book and will remain unchanged. Students who do not pass the course will not retake
the ATI exam at this time. Students who have passed the course but have a level 0 on the first try must retake
the ATI again in 2 weeks as a proctored test. If a student still scores a level 0, an individualized learning
contract will be initiated with the student, which must be successfully completed in order for the student to
progress.
The Comprehensive Predictor Grading
The Comprehensive Predictor is a part of the S485 Course Grade. Students do not earn a proficiency level for
this test, but instead are informed of their individual chances of passing the NCLEX exam:
For grading the following apply:
 Level 3: composite percent score of 80 – 100% earns 100% or 10/10 (no remediation required)

Level 2: composite percent score of 73 – less than 80%. earns 90% or 9/10 (no remediation required)
45

Level 1: composite percent score of 71 – less than 73%. initially earn 70% which goes up to 75% with
remediation

Level 0 – Less than 71 composite percent score. initially earn 50% which goes up to 55% with
remediation
Remediation will consist of a proctored retake of the Comprehensive Predictor, and is required for students who
do not achieve a score indicative of a level 2 or 3. Should this not be achieved after a first retake of the
proctored exam (which is a different version of the test), an individualized learning contract will be initiated
with the student, which must be successfully completed in order to receive the remediation points and pass the
course.
46