Descripción de la Parte Operativa

Elaboration: Actual student outcomes data are analyzed in relation to expected student outcomes to identify areas of discrepancies. Discrepancies may indicate areas for program improvement.

PROGRAM RESPONSE

Actual student outcome data are analyzed in relation to expected student outcomes. These analyses occur at multiple levels within the organization. For example, course information from the Course and Teaching Evaluations by Students are reviewed by the ADAA, PD and appropriate executive committees.

Information related to individual faculty performance from these surveys is initially shared with the individual, then the individual‟s DC. The ADAA and PD also have access to this information, but it is the DC‟s responsibility to use the data in faculty evaluations and development of improvement plans, as appropriate. Evidence of data analyses and actions is found in the BEC, MEC, Undergraduate or Graduate Faculty meeting minutes. Results from the Test of Essential Academic Skills (TEAS®) and the Assessment of Caring/Critical Thinking/Critical Performance Tool are primarily used in counseling students.

However, trend data from these tools are used to identify areas of weakness and strengths in the curriculum.

These data will be available upon request from the AC and PD. The following tables summarize sources for aggregate student data, benchmarks, and where data are analyzed and reported.

Table IV.1: Aggregate Data for Students in the BSN Program

Student Outcomes Analyzed Expected Outcome Analyzed by: Source:

Course and Teaching Evaluations by Students

3.5 or improvement Individual, DC, PD,

ADAA

Division personnel folder Student Satisfaction (EBI Exit Survey) Rank Above Median within

Carnegie Class

PD/EC BEC minutes ATI Comprehensive Predictor Exam

(BSN/ABSN)

National Average AC BEC minutes

Value Added Exam (RN-BSN) (Until 2010)

National Average Option Leader BEC minutes

NCLEX-RN Pass Rates (BSN/ABSN) ≥ 90% PD/EC Annual Report/

BEC minutes Graduation Rate within program length

(BSN/ABN)

Graduation within 3 yrs (RN-BSN)

≥ 85% Employer Satisfaction every two to

four years

≥ 80% Rating of Satisfied/Very Satisfied; &

Rank ≥7 (of 10)

PD/EC BEC minutes

Alumni Satisfaction at 1 and 5 yrs after graduating (EBI Alumni Survey) Employment one and five years after

graduation (BSN/ABSN)

Rank Above Median within Carnegie Class

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Table IV.2: Aggregate Data for Students in the MSN Program

Student Outcomes Analyzed Expected Outcome Analyzed by: Source:

Course and Teaching Evaluations by Students

3.5 or improvement Individual, DC, PD,

ADAA

Division Personnel

folder Student Satisfaction (School‟s Exit

Survey)

≥ 80% Agree/Strongly Agree PD/EC MEC minutes

Certification Board Exam Pass Rates ≥ 80% PD/EC Annual Report/

MEC minutes

Overall Time to Degree < 3 years PD/EC Annual Report

Graduation Rate, BSN-MSN ≥ 85% in < 5 years PD/EC OASS

Graduation Rate, RN-MSN ≥ 75% in < 5 years PD/EC OASS

Employer Satisfaction every 2 years ≥ 80% Rating of Satisfied/Very Satisfied; &

Rank ≥7 (of 10)

PD/EC MEC minutes

Alumni Satisfaction at 1 and 5 yrs after graduating (School‟s Survey) Employed in the discipline five years

after graduation

IV-C. Aggregate student outcome data provide evidence of the program’s effectiveness in achieving its mission, goals, and expected outcomes.

Elaboration: The program reports aggregate data related to its expected outcomes. Reported data include student, alumni, and employer satisfaction; graduation rates; NCLEX-RN® pass rates;

certification examination pass rates; employment rates; as well as data related to other program-identified expected outcomes.

PROGRAM RESPONSE

The School is effective in fulfilling its stated mission and goals as evidenced by analysis of aggregate student outcomes. The information below reports data for student, alumni, and employer satisfaction;

graduation rates; NCLEX RN pass rates; certification examination pass rates; and employment rates.

Actual student outcomes data are evaluated in relation to expected student outcomes to identify potential areas for program improvement.

BSNPROGRAMS DATA ANALYSIS:

Student Satisfaction. Data from the Course and Teaching Evaluation by Students will be available in the Resource Room. The benchmark for both course and teaching scores is 3.5 or continued improvement, whichever is most appropriate. Even when scores meet the benchmark, efforts to improve course content/delivery/management and faculty teaching are ongoing. Courses within program options are reviewed every third years regardless of course scores, and faculty evaluations are conducted annually.

Course data are trended over time and any significant decrease in mean scores for a course initiates an examination of the potential causes. Failure to meet the benchmark also triggers a review of the course.

Faculty data will be made available from personnel folders of individual faculty upon request.

The School solicits exit survey information from all BSN, ABSN and RN-BSN graduating students using the EBI Exit Survey. As of 2008-09, predictive analyses (regression) are also performed with „overall program effectiveness‟ as the outcome variable. When compared with a group of selected peer institutions, the School ranked first or second on every factor over all three years. Since the schools included in our selected peer institutions vary annually, due to school participation, data are reported below using comparative schools within the Carnegie Class (37-39 schools) as a more stringent and stable measure across time. The benchmark for this measure is to rank above the median within the Carnegie Class.

Table IV.3 BSN/ABSN/RN-BSN Student Exit Satisfaction: Program Rank Compared to Schools within Carnegie Class

2007-08 2008-09 2009-10

Carnegie Class: N of Schools Response Rate as % (N Surveys)

37 64% (4374)

39 67% (4645)

39 71% (4877) School Response Rate as % (N Surveys)* 83% (161) 78% (166) 73% (184)

Overall Program Effectiveness (3 items) 10 3 6

Quality of Instruction (6 items) 17 7 8

Work & Class Size (5 items) 12 4 14

Lecture & Interaction (7 items) 18 4 5

Facilities/Administration (9 items) 6 2 9

Classmates (6 items) 4 2 4

Professional Values (5 items) 9 4 9

Core Competencies (4 items) 13 4 12

Technical Skills (7 items) 23^† 5 12

Core Knowledge (8 items) 21^† 5 14

Role Development (3 items) 10 4 10

Question: Extent to which senior clinical built on earlier foundation experiences

20^† 13 not requested

†Items ranked below the median within Carnegie Class

Analysis: The data indicate consistent student satisfaction with program effectiveness when compared with the schools in the comparable Carnegie Class. The 2007-08 summary shows that one of the highest ranked items was Facilities/Administration, which includes tuition/fees and career placement services. Career placement services was identified as an area for improvement in the School‟s 2001 CCNE self-study and deliberate steps were taken by the OASS to improve services. Also in 2007-08 three factors ranked below the benchmark: Technical skills, Core Knowledge, and Congruence of Senior Clinical with earlier experiences. Using this information, the BEC enhanced the use of technical skills labs and revised both NURS588: Leadership in Health Care Organizations and NURS590: Nursing Care of Adults with Major Health Problems II. In 2008-09 and 2009-10, the School ranked above the median for all factors. In addition, the four year longitudinal analysis showed significant improvement in satisfaction with overall program effectiveness, course lecture and faculty interactions, classmates, technical skills, and core knowledge (p<0.05). Quality of classroom facilities is the source of lower rankings for “facilities and

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administration”, reflecting the need for major renovation of the largest lecture halls in Carrington West.

Overall, these data provide evidence that the School meets the benchmark for student satisfaction as measured on exit interview.

Student Mastery. The ATI RN Predictor Exam is given by most institutions near the end of the program, but the School gives the Exam at the beginning of the capstone for early identification and intervention with students at risk. The School‟s aggregate benchmark is to equal or exceed the national percent of students who score above the national mean.

Table IV.4 Student Performance on the ATI RN Predictor Examination 2009-2011 Testing

Date

Test Form

#School Students

National Mean

National

% > Mean

School

% > Mean

2/5/09 2007 81 70.1% 64.2% 64.2%

5/19/09 2007 25 72.1% 60.0% 60.0%

9/2/09 2007 77 72.1% 31.2% 42.8%

2/4/10 2007 107 71.0% 64.5% 74.8%

5/19/10 2007 35 71.0% 71.4% 71.4%

9/8/10 2007 62 71.0% 53.2% 56.5%

1/18/11 2010 100 68.7% 53.0% 43.0%

5/16/11 2010 27 68.7% 81.5% 70.4%

8/25/11 2010 69 68.7% 33.3% 27.5%

Analysis: The School met the benchmark for this measure until January, 2011 when ATI released a new form of the RN Predictor test based on the latest NCLEX blueprint. During 2011, the percentage of students scoring above the national mean ranged from 27.5% to 70.4%. In the 8/25/2011 testing group that only had 27.5% scoring greater than the national mean, there was an unusually large percentage of students on alternate study plans (20%). Consistent with routine academic counseling strategies, faculty are

following up with individual at risk students (those with scores below the national mean) through individual meetings and group sessions. Subsequently, BEC has launched a retrospective look at the August group‟s content mastery exams throughout their program of study. BEC is also closely examining if there were any other factors that may have changed (course faculty, texts) for the August graduates.

The RN-BSN composite scores (67, 66, and 72) on the VAE for 2006-07; 2007-08; 2008-09 respectfully surpassed the national three year average score of 64 and exceeded the benchmark for this measure.

The School has historically met or exceeded the state and national average pass rates for first time writers of the NCLEX-RN® as well as surpassing the School‟s internal benchmark of 90% (Figure IV.1). Pass rates for 2011, through June 30^th are 97% (150 students tested). If the passing rate for first time writers falls below 90 percent, an immediate examination of our processes and/or curriculum is initiated by BEC.

Analysis: The School consistently meets the benchmark for first time pass rate for BSN students, and an action plan is in place should the data fall below the benchmark.

Figure IV.1

Graduation Rates. Prelicensure students are expected to complete their program of study in either 6 (BSN) or 4 semesters (ABSN). Students who have academic or personal difficulties may move to an alternate program of study and do not graduate with their cohort. These students are captured in the “ever

graduation rate” in the tables below. In the AY 2007-08 graduates, only ABSN students graduating in May, 2008 completed the new curriculum. AY 2008-09 represents the first full year of BSN and ABSN

graduating from the new curriculum.

Analysis: The standard of ≥ 85% on-time graduation was met in all years for both options except in the AY 2009-10 when the ABSN rate fell to 81%. Upon investigation, it was found that a higher than normal number of ABSN students withdrew from the first semester pathophysiology course in AY 2009-10 which required them to drop from their cohort. Using the Course and Teaching Evaluations by Students, direct feedback from students and direct observation, some complicating issues were identified about how that course was managed in 2009-10. Intentional changes were made over the next year to improve course management, content and delivery of content.

Table IV.5: BSN/ABSN On-time and Ever Graduation Rates

Class '07-08 '08-09 ‘09-10 ’10-11

BSN (6 semester) on-time 94% 87% 93% 89%

BSN (6 semester) ever grad 96% 97% 97% NA*

ABSN (4 semester) on-time 91% 91% 81% 90%

ABSN (4 semester) ever grad 97% 93% 93% NA*

*Not Applicable

The RN-BSN program may be completed in one year if pursued full-time or can take two or three years part time. The table below summarizes graduation rates for RN-BSN students by year.

Analysis: For cohorts enrolled in 2006-07; 2007-08 and 2008-09, the benchmark of 85% or greater graduating on time was met. Students enrolled in 09-10 still have one year to meet the benchmark.

80%

85%

90%

95%

100%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

NCLEX-RN First time Pass Rates

UNC-CH N.C. BSN U.S. BSN

UNC-CH Index of Concern

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Table IV.6: Graduation Rates for Full- and Part-time RN-BSN Students By Admission Year, Fall 2005 – Summer 2011*

Yr of

*Program length for full time study is one year.

Graduation data for all three BSN options indicate that the School is meeting its benchmark for graduation in a timely fashion.

Employer Satisfaction. Nursing employers evaluate the School‟s BSN/ABSN graduates on a 5-point Likert scale (1=very unsatisfied, 5=very satisfied) and compare them to graduates of other schools (1= worst, 10=best). Surveys were conducted in 2006 (2003-2005 graduates) and in 2011(2008-2010 graduates). In 2006, 60% of mailed surveys (9/15) were returned from Directors of Nursing who had hired from 1 to >30 graduates in the previous 3 years. In 2011, 28 responses (Survey Monkey) were received from supervisors in 11 agencies that had hired from 1 to 245 graduates in the previous 3 years. In 2011, Directors of Nursing forwarded the survey link to managers for completion. Consequently, only 18 of the 28 respondents reported hiring >1 graduate, yet 26-28 provided evaluative ratings.

Table IV.7: BSN Program Graduates Rated by Employer (2006 & 2011)

Satisfaction with Ability Rated ≥4 (of 5)

2006 (N = 9) 2011 (N = 28)

Ability to perform nursing interventions 100.0% 96.2%

Ability to manage and prioritize nursing care 83.3% 88.5%

Ability to solve problems or make decisions 88.9% 88.5%

Demonstration of clinical knowledge 88.9% 96.2%

Ability to communicate with patients/personnel 100.0% 100.0%

Contributions to agency or organization 90.9% 88.5%

Demonstrated leadership potential 90.0% 84.6%

Demonstrated professional values 100.0% 100.0%

Comparison of School new graduates to graduates from other schools– Mean Ranking

8.3 (of 10) 8.2 (of 10)

Analysis: Responses from both employer surveys indicates that the School is meeting the benchmark for employer satisfaction.

Alumni Satisfaction and employment data. BSN, ABSN and RN-BSN alumni who graduated 1 and 5 years previously are surveyed each year using the EBI Alumni Survey. The benchmark for this measure is that the School rank above median within the comparable Carnegie Class and the results are shown below.

Table IV.8: BSN/ABSN/RN-BSN Alumni Satisfaction:

Rank Compared to Schools within the Comparable Carnegie Class

Year of Survey 2008 2010

Graduating Classes Surveyed (1 & 5 years prior) 2003, 2007 2005, 2009 Number of Schools in Carnegie Class (N Surveys Returned) 17 (1068) 18 (1018) School Response Rate as % (N Surveys Returned) 43% (109) 30% (80)

Overall Program Effectiveness (3 items) 1 3

Program Promoted Successful Career (7 items) 4 1

Activities Contributed to Success (8 items) 8 3

Importance: Pt Relationships & care (6 items) 9 7

Enhanced: Pt Relations & care 6 5

Importance: Problem Solving (5 items) 12^† 7

Enhanced: Problem Solving 7 2

Importance: Community Health Care (4 items) 9 13^†

Enhanced: Community Health Care 10^† 11^†

Importance: Professional Relationships (3 items) 11^† 5

Enhanced: Professional Relationships 4 5

Importance: Professional Skills (7 items) 10^† 6

Enhanced: Professional Skills 6 8

Importance: Management Skills (3 items) 14^† 8

Enhanced: Management Skills 11^† 12^†

†Item ranks below the median of comparison schools within the Carnegie Class.

In both the 2008 and 2010 surveys, community health care concepts and management skills were the consistent areas alumni ranked the School below the median of the Carnegie Class. When BEEP was implemented in 2007, two community health courses were merged into one course (NURS470: Public Health Nursing) and improvement in management skills was the focus of the merger of two leadership courses into NURS588: Leadership in Health Care Organizations. These changes were first implemented in AY2007-08. Thus, only the 1-year alumni responding to the 2010 survey have experienced this curriculum revision.

Analysis: Further monitoring is required to verify that the consolidation of the community health and leadership courses had the desired outcome. BEC will continue to monitor both community health and management concepts for ongoing alumni satisfaction.

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BSN and ABSN graduates are very successful in finding employment and often have job offers prior to graduation. Respondents to the 2008 and 2010 alumni surveys reported the following: 68% worked in settings that employ over 2,000 employees; 58% belong to a professional nursing organization; 23% report working toward or holding a graduate degree.

Analysis: The School meets the benchmark of 90% or greater for employment status of BSN alumni at 1 and 5 years post-graduation.

Table IV.9: Summary of Employment Status of BSN/ABSN Alumni

Employment Status 2008 2010

Graduating Classes Surveyed (1 & 5 years prior) 2003, 2007 2005, 2009

Number (%) responding 109 (43%) 80 (30%)

Employed in nursing or health care 90% 90%

Hospital 70% 76%

Community health/clinic 17% 13%

Education NA* 3%

Seeking employment in nursing 0% 0%

Not employed by choice 4% 6%

Not employed; in academic program 4% 4%

*Not asked

Student satisfaction, NCLEX first time pass rates, graduation rates, employer satisfaction, alumni satisfaction, and ability to obtain jobs support the conclusion that the BSN Program is meeting its benchmarks for aggregate student outcomes.

MSN Programs Data Analysis by Benchmark. Actual MSN outcome data are evaluated in relation to expected master‟s outcomes to identify potential targets for program improvement.

Student satisfaction. Data from the Course and Teaching Evaluation by Students will be available in the Resource Room. The benchmark for both course and teaching data is 3.5 or continued improvement, whichever is most appropriate. Even when scores meet the benchmark, efforts to improve course content/delivery/management and faculty teaching are ongoing. Courses within program options are reviewed every three to five years regardless of course scores, and faculty evaluations are conducted annually. Course data are trended over time and any significant decrease in mean scores initiates an examination of the potential causes. Failure to meet the benchmark triggers a review of the course. Faculty data are made available from the personnel folders of individual faculty upon request.

The School solicits exit surveys from all MSN graduating students in their final semester using the School developed MSN Exist Survey (Survey Monkey™). The benchmark for this measure is 80% or greater of responses agree or strongly agree with the item. The survey reports on six factors (6-14 items each) such as demographic indices, and within-program accomplishments. Graduates in HCS option rate one separate practice factor from graduates in NP options. Items are scored on a Likert scale where 1 = strongly agree to 5 = strongly disagree.

Table IV.10: MSN Student Satisfaction on School Exit Survey:

Mean Percent of Ratings of Agree or Strongly Agree

2009 2010 2011

Response N 32/55 29/61 50/66

Response Rate 58.2% 47.5% 75.8%

% respondents from NP programs 93.3% 72.4% 81.3%

Factors:

Intellectual climate 93.5% 90.1% 90.7%

Quality of faculty 90.3% 91.7% 90.5%

Quality of program 82.6% 83.4% 80.7%

General curriculum 94.8% 92.1% 92.2%

Specialty preparation: NP 90.4% 88.0% 89.0%

Specialty preparation: HCS Insufficient n 81.8% 72.2%

Analysis: The aggregate exit survey data indicate that the School is meeting its benchmark for MSN student satisfaction. Item analysis, and data from the EBI exit survey used the previous year (2008), indicated that areas of improvement included procedures for comprehensive exams; requirements for the MSN terminal paper; and opportunities for electives and interdisciplinary learning. MEC examined these areas and recommended changes in procedures for comprehensive examinations. MEC also recommended to the Graduate School in April, 2011 an alternate to a terminal paper. The surveys also indicated that the following content areas provided opportunity for improvement: ordering/interpreting diagnostic tests, pathophysiology, pharmacotherapeutics, and complementary and alternative therapies. Course content has been revised following the recommendations of faculty.

When attempting to analyze the results of this survey, questions were raised about the most appropriate scale to use, the number of items on the survey and structure of the factors. Examination of the School‟s survey has been recommended to MEC as an outcome of this self-study.

Student mastery. National certification examination pass rates for graduates of APRN options are summarized in the table below. Graduates of HCS options are eligible for national certification examinations, but the low number of HCS graduates and the low percentage of students who take the examinations results in inadequate numbers for reporting purposes. In 2010, one graduate attempted and passed the CNL certification exam, the first graduate of this program.

Analysis: In 2010, when AANC and AANP rates are combined, the FNP area meets the benchmark for the School, as does WHNP, PNP and ANP. In the PMHNP option each area had one year when test scores did not meet the benchmark of 80%. The PMHNP faculty have revised the curriculum to strengthen knowledge specific to the PMHNP Family role (e.g. established NURS865: Play Therapy) and PMHNP adult role (added NURS722 Psychopharmacology). Faculty have integrated discussions around test-taking skills into

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courses, stressed the importance of formulating a test study plan, and are contacting graduates to gather suggestions for improvements for test preparation.

Table IV.11: National Certification Examination Pass for MSN NP graduates 2008-2010: % (N)

Practice Area Agency 2008 2009 2010

SCHOOL National SCHOOL National SCHOOL National

ANP ANCC^{1 100% (6) 85.3% 100% (10) 87.5% 100% (3) 88.0%}

1ANCC= American Nurses Credentialing Center ²AANP=American Academy of Nurse Practitioners,

3PNCB= Pediatric Nursing Certification Board ⁴NCC= National Certification Corporation

*No. of candidates too small for agency to report. NA: National rates not available from agency.

Graduation rates and time to graduation. The Graduate School allows five years for MSN students to complete their degree. Graduation rate is defined here as the number of students from a cohort graduating in a time period divided by the number of students admitted in that cohort (see tables below). In addition,

Graduation rates and time to graduation. The Graduate School allows five years for MSN students to complete their degree. Graduation rate is defined here as the number of students from a cohort graduating in a time period divided by the number of students admitted in that cohort (see tables below). In addition,

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