ASSOCIATE OF SCIENCE IN NURSING Yearly COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING 1...

COLLEGE OF SAINT MARY ASSOCIATE OF SCIENCE IN NURSING

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Yearly Assessment Report Associate of Science in Nursing

Program Director: Kathleen Zajic

Assessment Author: Nursing Assessment Committee (Chair: Christi Glesmann)

2010-2011

Brief Executive Summary

The Associate of Science in Nursing (ASN) program has been through many changes in the past few years and

continues to conduct additional needs assessments. The NCLEX-RN® pass rates are still below our goal of 86%

and at this time the main focus is on the achievement of that goal and by what methods that can be

accomplished.

Over the 2010-2011 academic year the program has undergone additional adjustments. However, the full result

of these modifications will not be seen until the students entering in Fall 2011 graduate as they will be the first

class who have completed the program after the changes had occurred. This entering class will be the first set

of students with the raised entry level requirements as well as the new Assessment Technologies Institute (ATI)

policy.

This year the ASN program is preparing for the National League of Nursing Accrediting Commission

(NLNAC) reaccreditation visit. This visit will be during the Fall 2011 semester. The hope is that the result will

be reaccreditation for the full eight years. This will be a major undertaking for the nursing department.

Mission and Purposes

In accordance with the Mission and Purposes of College of Saint Mary (CSM), the Associate of Science in

Nursing (ASN) program developed from society’s need for nurses who provide competent, holistic, nursing

care to people.

The mission of the ASN program is to facilitate the acquisition of knowledge, skills and professional

dispositions to demonstrate competence while providing holistic client care. The purposes of the ASN program

are to facilitate the student to achieve the ASN program outcomes, which are:

1. Incorporate an understanding of the identified categories of human functioning into the planned

nursing care of individuals with multi-system alterations;

2. Use the nursing process when providing care for individuals with multi-system alterations in

human functioning;

3. Use effective communication skills and principles when interacting with the individual client and

significant others and in collaboration with other health team members;

4. Apply knowledge of human development when caring for clients and when interacting as a

member of the health care team;

5. Use teaching/learning principles as related to self in the educational process, as a member of the

health care team and as a provider of client care;

6. Examine the role of the associate degree nurse as a member of the discipline of nursing;


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7. Incorporate selected management principles and skills while functioning within the role of the

associate degree nurse;

8. Use concepts of family in the provision of nursing care to individual clients; and

9. Identify community resources when appropriate for clients.

Comparison of CSM Mission and Nursing Program Philosophy

COLLEGE OF SAINT MARY MISSION NURSING PROGRAMS’ PHILOSOPHY

1. Committed to the works, values, and

aspirations of the Sisters of Mercy,

College of Saint Mary is a Catholic

college …dedicated to the education of

women in an environment that calls

forth potential and fosters leadership.

1….the graduate needs a general education that

includes learning experiences that foster social and

intellectual development of the individual. The

Bachelor of Science Degree program builds upon the

student’s basic nursing program with upper division

courses and emphasizes a basis in the liberal arts and

sciences. Learning is influenced by conditions in the

environment. A conducive learning environment

includes the following attitudes and conditions: an

environment which fosters open discourse, respect for

the dignity of each individual, opportunity for

creativity, freedom of expression, recognition and

acceptance of responsibility, participation in decision

making, and promotion of constructive citizenship and

cooperative relationships.

2. Inspires.… Academic excellence,

scholarship and life-long learning.

2. Learning is the outcome of this educative process

and is manifested by changes in behavior that persist.

These changes occur in the way the learner thinks,

feels and acts. Education involves the active efforts

of learner through which identified goals are

achieved. Each learner is responsible for her own

learning. The teacher facilitates learner’s efforts and

evaluates achievement

Professional nursing functions are based

on knowledge of principles and theories

from nursing and other natural and

behavioral sciences.

Graduates….provide a quality of nursing

care within their scope of practice that

reflects an approach based on the

psychosocial, intellectual,

developmental, spiritual, environmental

and physical needs of the individual….

The graduates appreciate the dynamic

nature of nursing and accept


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responsibility for personal and

professional growth.

Graduates are prepared to pursue

advanced study in nursing.

3. Inspires .…Regard for the dignity of

each person

3. Each person is an individual with natural rights,

dignity, worth and potential. Nurses….assist recipients

of health care to achieve optimal level of wellness or a

dignified death.

4. Inspires.…Attention to the development

of mind, body, and spirit

4. Education is one process whereby the capacities

and potential of the individual are developed

….the responsibility for one’s state of wellness

lies within each individual.

…..person’s response to need fulfillment results

in varying degrees of health or illness

5. Inspires.…Compassionate service to

others

5. Nursing is an essential humanitarian service.

Recipients of nursing may be individuals, families,

groups communities or societies

Stakeholders

Possible Stakeholders

(check the ones that apply)

How Stakeholder Impacts or is Impacted by Your

Program

X Undergraduate students in the ASN program The ASN students invest time and money in the

program with the goal of gaining a career as a

licensed professional within the healthcare

community. The attainment of said career is

dependent upon the success of the student in the ASN

program.

X Community constituents including all area

healthcare settings and clients

With the current national nursing shortage, the

Omaha healthcare community cannot function

without the proper education of nurses. The

community depends on nursing programs to educate

registered nurses (RNs) to provide safe and effective

client care.

X Accrediting bodies including the Nebraska State

Board of Nursing and the National League for

Nursing Accrediting Commission (NLNAC)

The Nebraska State Board of Nursing is responsible

for ensuring every nursing program continues to meet

the standards established in The 2006 Regulations

Governing the Approval of Nursing Programs in

Nebraska: Professional and Occupational Licensure,

Chapter 97. The pass rate on the NCLEX-RN ® not

only reflects the College of Saint Mary, but the state

of Nebraska as a whole.


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The NLNAC is a specialized accrediting agency for

nursing education programs. The NLNAC ensures

that CSM has clear and appropriate educational

outcomes and achievement of said outcomes.

X Faculty The ASN program and its graduates represent CSM

and the faculty in the healthcare community.

Goals and Objectives

Goal 1: Graduates of the ASN program will demonstrate knowledge, skills and professional dispositions needed

to be professional nurses.

- Objective 1: Upon successful completion of the Advanced level courses, at least 86% of the students

will receive a minimum of 86% on the RN Comprehensive Predictor assessment by the Assessment

Technologies Institute, LLC (ATI).

- Objective 2: Upon successful completion of the Advanced level courses, at least 86% of the students

will receive a Proficiency Level 2 or above on the Nursing Leadership assessment by ATI.

- Objective 3: Upon successful completion of Advanced level nursing courses, at least 86% of the

students will achieve a Proficiency Level 2 or above on the Adult Medical-Surgical assessment by ATI.

- Objective 4: The graduates of the ASN program will successfully complete the NCLEX-RN® at a first-

time pass rate of at least 86%.

Link: This goal supports the entire mission statement of CSM but focuses upon academic excellence; regard

for the dignity of each person; and attention to the development of mind, body and spirit.

Goal 2: Fundamental and Intermediate level students of the ASN program will demonstrate knowledge, skills

and professional behaviors appropriate to their level in the nursing program.

- Objective 1: Upon successful completion of Introduction to Nursing courses, at least 86% of the students

will achieve a Proficiency Level 2 or above on the Fundamentals of Nursing Assessment by ATI.

- Objective 2: Upon successful completion of the Intermediate level nursing courses, at least 86% of the

students will achieve a Proficiency Level 2 or above on the following assessments by ATI:

i. Nursing Care of Children

ii. Maternal-Newborn

iii. Mental Health

Link: This goal supports the entire mission statement of CSM but focuses upon academic excellence; regard


Goal 3: Graduates of the ASN program will be satisfied with the ASN educational program according to the

ASN Graduate Satisfaction Survey.

- Objective 1: At least 90% of the ASN graduates surveyed will express having educational goals beyond

an ASN degree.

- Objective 2: At least 90% of the ASN graduates surveyed will state that the ASN curriculum prepared

them to meet the program objectives at a minimum of ‘Meets Expectations.’

- Objective 3: At least 90% of the ASN graduates will state that the ASN program prepared them for

beginning their nursing career.

- Objective 4: At least 90% of the ASN graduates surveyed will state their level of overall satisfaction of

the ASN program as ‘Satisfied’ or ‘Highly Satisfied’.

Link: This goal supports the entire mission statement of CSM but focuses on academic excellence, regard



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Assessment Matrix

Tool 1 Tool 2 Tool 3

Goal 1 ATI NCLEX-RN®

Goal 2 ATI

Goal 3 ASN Nursing Student

Satisfaction Survey

Assessment Tools

Tool Who

Collects

Data?

(Position

Title)

Who is

Evaluated?

Assessment

Procedure

(Brief

description)

Direct

Measure?

(check

box)

Indirect

Measure?

(check

box)

Qual

Measure?

Quant

Measure?

Tool 1

ATI

Christi

Glesmann

(Instructor,

ATI

Coordinator)

All CSM

students

enrolled in

the ASN

nursing

program

ATI is a

comprehensive

and adaptive

learning system

to assist in the

preparation of

students with

what they need

to know to pass

NCLEX-RN®

and to become

compassionate

skilled nurses.

In order to

achieve this

goal, ATI has

assessments

leveled for each

area of nursing.

CSM’s ASN

program

completed a

curriculum

alignment with

ATI to ensure

that the

program

X X


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outcomes per

course matched

with the ATI

outcomes per

assessment. A

description of

each

assessment can

be found

below. The

reported data is

based upon the

students’ first

attempt at each

test. However,

the student is

then encourage

to complete

remediation of

the content and

the student

may, depending

on course,

retest. All

assessments are

scored

according to

below Level 1,

Level 1, Level

2 and Level 3.

ATI data states

that a student

who achieves a

Level 2 or 3 on

each

assessment will

be more likely

to have success

on NCLEX-

RN® than those

who do not.

Therefore, the

standard

benchmark is

Level 2 to

determine

success on ATI

assessments.

Tool 2 The All CSM Each student X X


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NCLEX-

RN®

Nebraska

Board of

Nursing

forwards

program

information

to K. Zajic

(Director of

the ASN

program).

ASN

educated

candidates

who

requested

permission

to take the

examination.

will request

permission to

take the

NCLEX-RN®.

Once

permission is

granted,

national and

Nebraska

NCLEX-RN®

quarterly and

annual reports

will present

information

regarding who

is eligible to

take the

NCLEX-RN®

and the pass

rates of those

who have

completed the

examination.

Of those that

have completed

the

examination,

national and

Nebraska pass

rates are

presented in

monthly,

quarterly and

annual reports.

NCLEX-RN®

measures

minimal

competency of

nursing

program

graduates to be

sure that they

can give safe,

client care.

Tool 2

ASN

Satisfaction

Survey

Ellen

Jacobs,

results to

ASN

nursing

All

graduating

ASN

students

Graduating

ASN students

are given a

survey to

complete as

X X


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assessment

committee

they receive

their cap/gown

for graduation

ceremonies.

Questions on

the survey

include

demographics

and affective

questions

measured on a

Likert scale.

Please see

attachment A.


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ATI Assessment Description

(taken from ATI’s website)

ATI Assessment Name

RN Fundamentals This 60-item test offers an assessment of the student’s basic comprehension and

mastery of the fundamental principles for nursing practice. Concepts assessed

include:

1) foundations of practice (health care delivery, thinking strategies for nursing

practice, communication, professional standards, nursing through the lifespan, health

assessment);

2) basic nursing care (admission, transfer and discharge processes, medication

administration and error prevention, safety, infection control, comfort and

basic needs and care of wounds);

3) support of psychosocial needs (psychosocial, family, cultural and spiritual health,

end-of-life);

4) support of physiologic needs (oxygenation, circulatory, fluid, electrolyte and acid-

base balance, gastroenteral, elimination, neurosensory); and

5) health assessment (e.g., assessment of vital signs and general and system specific

assessments).

The student has 60 min (1 hour) to complete this assessment. (Two forms of this

assessment are Available.)

Nursing Care of

Children

This 60-item test offers an assessment of the student’s basic comprehension and

mastery of nursing care of children nursing principles. Assessed concepts include:

1) basic concepts (family-centered nursing care, cultural awareness, physical

assessment, expected growth and development, nutritional needs, implications for

safe administration of medications, hospitalization, pain management, death and

dying);

2) care of children with system disorders; and

3) pediatric emergencies and psychosocial development disorders.


assessment are available.)

Maternal Newborn This 60-item test offers an assessment of the student’s basic comprehension and

mastery of maternal newborn nursing principles. Assessed concepts include: normal

and high risk antepartum, intrapartum, postpartum and newborn care. Assessed

principles include: the effective use of appropriate pharmacologic and nutritional

interventions and awareness and sensitivity to cultural considerations.



Mental Health This 60-item test offers an assessment of the student’s basic comprehension and

mastery of mental health nursing principles. Assessed concepts include:

1) basic concepts in mental health nursing (assessment, legal/ethical principles,

therapeutic communication, therapeutic nurse-client relationship, anxiety and defense

mechanisms, mental health nursing in diverse populations);

2) non-pharmacologic therapy of mental health disorders;

3) pharmacologic therapy of mental health disorders; and

4) nursing care of clients with various mental health disorders.



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Adult Medical-Surgical This 90-item test offers an assessment of the student’s basic comprehension and

mastery of adult medical-surgical nursing principles related to the care of clients with

respiratory, cardiovascular, hematologic, fluid and electrolyte, renal and urinary,

endocrine, gastrointestinal, integumentary, neurosensory, musculoskeletal, lymph,

immune, infectious and integumentary disorders. Assessed principles include: the

effective use of all steps in the nursing process; therapeutic and effective

communication skills; client education principles; cultural competence; related

pharmacology and nutrition knowledge; and a holistic approach to health promotion

and disease prevention.

The student has 90 min (1.5 hours) to complete this assessment. (Two forms of this


Pharmacology This 65-item test offers an assessment of the student’s basic comprehension and

mastery of pharmacologic principles and knowledge of prototype drugs. Concepts

assessed include: basic pharmacologic principles (pharmacodynamics,

pharmacokinetics, safe medication administration, medication error prevention, age-

specific considerations) and knowledge related to the safe administration and

monitoring of prototype drugs that are used to treat infections, pain and

inflammation; as well as those that affect the immune, nervous, cardiovascular,

respiratory, renal, digestive, endocrine, reproduction systems and the blood.

The student has 65 minutes to complete this assessment. (Two forms of this


Leadership This 60-item test offers an assessment of the student’s basic comprehension and

mastery of leadership and management principles. Assessed concepts include:

1) client and staff advocacy (advance directives, client rights, information

technology, ethical practice, informed consent, legal rights/responsibilities);

2) provider of client care (resource management, safe use of equipment, handling

infectious and hazardous materials, injury prevention, security plans, reporting

incidents, priority setting);

3) supervisor of client care (assigning, delegating and supervising, conflict resolution,

staff development and performance improvement, time management); and

4) collaborator/planner of client care (disaster and emergency management,

collaboration with interdisciplinary team, continuity of care, case management and

discharge planning). A significant focus of this assessment is the student’s decision-

making skills with regard to delegation and priority setting.



RN Comprehensive

Predictor

This 180-item test offers an assessment of the student’s basic comprehension and

mastery of basic principles including fundamentals of nursing; pharmacology; adult

medical-surgical nursing; maternal newborn care; mental health nursing; nursing care

of children; nutrition; leadership and community health nursing. The percentage of

questions from all major NCLEX® client need categories (management of care,

safety and infection control, health promotion and maintenance, psychosocial

integrity, basic care and comfort, pharmacological therapies and parenteral therapies,

reduction of risk potential and physiological adaptation) will be similar to the

percentage of questions on the NCLEX-RN®,. This test will generate the following

data: Individual Score (% Correct), Predicted Probability to Pass NCLEX-RN®,

National and Program Means, Individual Scores (% Correct) within Content Topic

Categories, Topics to Review and Individual Scores (% Correct) within an Outcome


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(Thinking Skills, Nursing Process, Priority Setting, NCLEX-RN® Client Need

Categories, Clinical Topics).

The student has 180 min (3 hours) to complete this assessment. (Two forms of this


Data Collection Timeline

Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Jul.

Tool 1

ATI

X

X

X

Tool 2

NCLEX-

RN®

Reports

X

X

X

X

X

X

X

X

X

X

X

X

Tool 3

ASN

Graduation

Survey

X X


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Results of Assessment and Resulting Actions

Goal 1 and Associated Objectives: Objective 1:

Results of the ATI Comprehensive Predictor

Year Number of

Assessments

Completed

Number of Students who were

Successful (above an 86%)

Percentage

Students Satisfied

2009

Spring

64 40 62.5%

Summer

28 12 42%

TOTAL

92 52 56.5%

2010

Spring

52 44 84.6%

Summer

22 10 45.5%

TOTAL

74 54 72.9%

2011

Spring

49 35 71.4%

Summer

18 12 66.7%

TOTAL

67 47 70.1%


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Results in graph format

Percent of students successful on the ATI Comprehensive Predictor Assessment and who successfully

completed NUR 253/273.

The ATI data, in general, is in its infancy. At this time, trending can just begin to determine any

weakness in course content or program content. The ASN program will continue to gather data to

determine what, if any, differences exist in the CSM determined course content and program content

versus the ATI assessment content. The reason that 86% was chosen for the level of accomplishment is

because that is the average of the National NCLEX-RN® first-time pass rate over the last 5 years. This

RN Comprehensive Predictor is the only ATI test where a percentage grade is given. This is also the

only ATI assessment that was given in 2009 as ATI was formally adopted in Spring of 2009. The

formal ATI policy was approved in the 2010-2011 academic year. This can be found in the Nursing

Program Student Manual.


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Objective 2:

Results of the Leadership Assessment

Year Number of

Assessments

Completed


Successful (above an 86%)

Percentage

Students Satisfied

2010

Spring

70 35 50%

Summer

0 0 0

Total

70 35 50%

2011

Spring

55 35 70%

Summer

10 15 66.67%

Total

65 50 76.9%


Percent of students successful on the ATI Leadership Assessment and who successfully completed NUR

213.


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The ATI data, in general, is in its infancy. At this time, trending cannot be completed to determine



versus the ATI assessment content. There is currently only two years of data due to when ATI was

implemented into the program. The Summer 2010 semester Leadership assessment was not given. .

The formal ATI policy was approved in the 2010-2011 academic year. This can be found in the Nursing

Program Student Manual.


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Objective 3:

Results of the Adult Medical-Surgical Assessment

Year Number of students

who successfully

completed the course

who completed the

assessment


Successful (at or above a Level 2)

Percentage of

Students Successful

2010

Spring

4 2 50%

2010

Summer

16 10 62.5%

TOTAL 20 12 60%

2011

Spring

49 41 83.7%

2011

Summer

18 10 55.6%

TOTAL 67 51 76.1%


Percent of students successful on the ATI Adult Medical-Surgical Assessment and who successfully







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implemented into the program. The low numbers of completed assessments are not understood at this

time; however, the formal ATI policy was approved in the 2010-2011 academic year. This can be found

in the Nursing Program Student Manual.


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Objective 4:

Results of the NCLEX-RN® (First time pass rates on licensure exams for Nursing)

CSM Rate (National Rate)

2005 87.29 (87.5)

2006 67.8% (81.47)

2007 87.3% (85.5%)

2008 85.9% (86.7%)

2009 77.5% (86.7%)

Spring

86.8%

Summer

62.5%

2010

81.86% (87.42%)

Spring

86.67%

Summer

68.42%

2011 (year-to-date)

90.7% (87.7% )

Spring

92.5%

Summer

66.67%

Graph format of the NCLEX-RN results

NCLEX-RN Results

*(year-to-date)


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This data demonstrates that further analysis should be conducted in regards to why Spring semester

students are achieving a higher first-time success rate on NCLEX-RN®. Also, this timeline

demonstrates that there are good years and bad years for NCLEX-RN® pass rates. The reason for this

inconsistency is also unknown. Therefore, more analysis must be done to determine if this is a content

issue and if so, what content to increase versus decrease. Currently, statistical analysis is being

conducted to determine any relationships between many different factors that have been found to affect

results. Please see attachment B to see all factors. One possible cause may be the inconsistent faculty

over the summer; therefore, beginning summer 2012, there will be two 12-month positions and this will

hopefully ensure more consistent faculty.

In an attempt to isolate areas of weakness, the following figures were composed. For each unsuccessful

attempt on NCLEX-RN ®, the student and school receives a copy of the major content areas of the exam

and whether or not that student was above the minimal competency level, near or below. All the students

who were unsuccessful on the NCLEX-RN® in 2009 and 2010 and 2011 were calculated in these figures

(2011 data incomplete as final numbers are not calculated until 12/31/11). These figures were converted

to percent of students per year based upon recommendations of the previous assessment reports. Please

note at the variation of sample size when analyzing the following graphs.

Results of NCLEX-RN ® Category Percentages of Those Who Were Unsuccessful

2009 (n=14)


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2010 (n=10)

2011* (n=4)

*year-to-date

Trending can just now begin since we will have three years of assessment data. The 2011 results are not

final and will need to be updated for future assessment reports.

Overall, Goal 1 was not met for the 2010-2011 school year. However, the results demonstrate that the

ASN program is closer to meeting said goals.


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Goal 2 and Associated Objectives:

Objective 1:

Results of the Fundamentals of Nursing Assessment


who successfully


who completed the

assessment

Number of Students who were Successful

(at or above a Level 2)

Percentage of

Students Successful

2009 72 55 76.4%

2010 78 66 84.6%


Percent of students successful on the ATI Fundamentals of Nursing Assessment and who successfully





versus the ATI assessment content. However, the Fundamentals of Nursing scores are closer to our goal

than the previous year. There is currently only two years of data due to when ATI was implemented into

the program.


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Objective 2:

Results of the Nursing Care of the Child Assessment


who successfully


who completed the

assessment



Percentage of

Students Successful

2009

Fall

40 10 25%

2010

Spring

33 8 24.2%

TOTAL 73 18 24.7%

2010

Fall

25 11 44%

2011

Spring

34 19 55.9%

TOTAL 59 30 50.8%


Percent of students successful on the ATI Nursing Care of Child Assessment and who successfully






implemented into the program.


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Results of the Maternal Newborn Assessment


who successfully


who completed the

assessment



Percentage of

Students Successful

2009

Fall

40 21 52.5%

2010

Spring

33 14 42.4%

TOTAL 73 35 47.9%

2010

Fall

25 18 72%

2011

Spring

34 26 76.5%

TOTAL 59 44 74.6%


Percent of students successful on the ATI Maternal Newborn Assessment and who successfully








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Results of the Mental Health Assessment


who successfully


who completed the

assessment



Percentage of

Students Successful

2009

Fall

29 19 65.5%

2010

Spring

35 26 74.3%

TOTAL 64 45 70.3%

2010

Fall

41 37 90.2%

2011

Spring

38 25 65.8%

TOTAL 79 62 78.5%


Percent of students successful on the ATI Mental Health Assessment and who successfully completed

NUR 202/272.


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Overall, Goal 2 was not met.


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Goal 3 and Associated Objectives:

Objective 1:

ASN Graduates Educational Goals: Percent of students who stated that they have thought about or plan

to complete an advanced degree.

This data was not reported in the previous annual assessment. However, the data had still been

collected. This objective ties into one of the goals in the BSN assessment data and also demonstrates the

program’s drive of life-long learning. This encouragement of future, formal education will be

continued.


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Objective 2:

Program Outcomes: Percent of Students who stated that program outcomes at least met expectations


collected. This objective demonstrates the goal of ties into one of the goals in the BSN assessment data

and also demonstrates that the students agree that the program outcomes are being taught.


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Objective 3:

Preparation of Nursing Career: Percent of students who felt well prepared for beginning their

professional nursing career


collected. This objective calls forward an area of concern. However, the students are surveyed before

taking NCLEX-RN and beginning their nursing careers. At this point it is difficult for them to judge if,

in fact, they are or are not prepared for their nursing career.


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Objective 4:

Results of Satisfaction by Categories: Percent of students satisfied with nursing program /program

components

0

10

20

30

40

50

60

70

80

90

100

2009 2010 2011

Program Satisfaction

Nursing Advisor

Nursing Tutors

Clinical Experience

Efforts to EncourageAcademic Integrity

Overall ASN ProgramSatisfaction

Goal


collected. The overall satisfaction with the ASN program remains in the 82-85% range. Please see the

list of program changes over the previous two years to note the initiatives taken to increase the NCLEX-

RN® scores, preparation of students, and student satisfaction.


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Overall Discussion of Goals:

During the 2009-2010 school year, the nursing program became aware of the low NCLEX-RN® pass

rate. In response to that, a number of changes began. However, the full results of those actions will not

be known until the students entering in Fall 2011 graduates. This will be the first class to have all of the

changes throughout their ASN program.

NUR 170 clinical sites were changed to long-term care facilities to allow the students

more time to develop thorough assessment and communication techniques before

entering acute care. Acute care sites will now be during NUR 272 in place of long-term

facilities.

NUR 100/170, NUR 201, and NUR 253 exams were transitioned to Angel. This will

allow the students more time to become comfortable with computerized test as NCLEX-

RN is computerized.

An experimental remedial course was initiated (NUR 181) to assist incoming students

with time management, test taking, and medication calculation and administration. The

students in need of this course are determined based upon entrance exam scores.

NUR 181 and NUR 222, both remedial courses, were examined to ensure accurate

content coverage to facilitate student success.

NUR 253/273 began using ATI tutorials and practice assessments to provide students

with additional NCLEX preparation.

NUR 253/273 incorporated more clinical hours and less observation hours.

Two 12-month contracts were approved, which will provide stability in the faculty that

teaches NUR 253 in the Spring semester and the Summer semester.

In response to the decreased NCLEX-RN ® pass rate, the numbers of alternative style

questions were increased in each course during theory content as well as on exams to

prepare the students for the types of questions that will be on the NCLEX-RN ®

examination.

Clinical post-conference topics were developed to correspond with NCLEX-RN ®

categories to reinforce tested concepts.

An examination of full-time faculty to part-time adjunct ratio was conducted and

recommendations made to increase full-time faculty in the clinical area.

Learning Circles were initiated into all theory courses beginning in the fall semester of

2010. The purpose of learning circles is to bring together the content from nursing theory

and clinical courses and provide times for more active learning techniques. This is an

optional course for the ASN students.

The number of faculty tutor hours were increased to assist students as well as the number

of open nursing laboratory hours.

Implementation of new technologies were incorporated into the nursing curriculum

including, but not limited, to Angel, Tegrity, and MyNursingLab. A MyCSM community

site was incorporated into during the 2010 school year.

ATI Coordinator and Assessment position proposed and accepted. Christi Glesmann will

now serve in that role.

A more consistent ATI implementation policy was adopted curing the 2010-2011

academic year by the Nursing Curriculum committee. This includes the increased

implementation in nursing courses, increased practice assessments being required,

incentive to encourage students to take the ATI assessment more seriously, etc.

Proposal of a change to the Annual Course Report forms to add the percent of successful

students on the associated ATI assessment and an area to list changes that will be made to

the course to achieve an 86% success rate on each ATI assessment on the first attempt.


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A Maximum Capacity study was performed in with the ASN program to find that our

starting maximum capacity should remain at 110 incoming students each fall.

What has improved in your program based upon previous assessments?

Please see notes in section, ‘Overall Discussion of Goals’. All of these changes have made a more positive

learning environment.

Response to Previous Years’ Assessment (Optional)

There was a suggestion to make incremental goals for meeting the overall ATI benchmark assessment goal of

86% of students. This suggestion was taken back the nursing assessment committee who discussed the

rationale and decided at this time that incremental goals would not be made yet.

Future Goals

During the previous year, the goals included the following which were implemented.

- Upon successful completion of NUR 224, at least 86% of the students will achieve a Level 2 or above on the

Pharmacology ATI assessment starting in Spring 2011.

- Upon successful completion of the ASN program, student satisfaction rate of the CSM ASN program will be

at 80% or greater. This goal was implemented at a 90% or greater satisfaction rate which is in line with the

BSN goal.

The other suggested goals were not implemented at this time and remain possibilities for future goals.

Currently, the main issue is raising the current NCLEX-RN ® pass rate. Until that goal is met, these other

goals/objectives cannot be fully addressed. Though there are numerous goals/objectives listed, NLNAC

requires that data be recorded for each of these item areas; therefore, as our program strengthens, it may be

helpful to include these in the annual assessment.

Future goals include a continuation of the current goals as well as these possible future goals/objectives which

include, but are not limited to:

- Upon successful completion of the ASN program, 86% or more of the students will achieve an 86% or above

on the Critical Thinking Skills Exit ATI assessment.

- The CSM ASN program graduation rate will meet or exceed the CSM graduation rate.

- Upon successful completion of NCLEX-RN®, the job placement rate will be at 80% or greater.

- Upon successful job placement, employer satisfaction results with CSM ASN program graduates will be at

80% or greater.


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Resource Needs As listed in the previous assessment report, there is still the need for more full-time faculty to conduct clinical

as our current full-time faculty versus part-time adjunct ratio is not where the State of Nebraska recommends.

This current problem has been brought forward to the VPAA. The current ratios for NUR 170 include a 33%

full-time faculty versus 66% adjunct faculty in the laboratory setting; 63.6% full-time faculty versus a 36.4%

adjunct faculty in clinical; and a total ratio of 52.9% full-time versus 47.1% adjunct faculty. NUR 271 ratios

are 80% full-time faculty versus 20% adjunct. NUR 272 is 100% full-time faculty. NUR 273 57.1% full-time

faculty versus 42.9% adjunct.

Also previously listed is the need for additional nursing laboratory and classroom space so that there can better

accommodation to our current class sizes and course requirements. In addition to this previous request is the

need for electrical outlets in the classrooms to accommodate the increase computer usage by students during

class. Many students have begun taking notes via computer rather than paper/pen. Another request is the need

for increased space for computer testing and/or the use of a testing proctor. With the increased use of Angel

testing, reserving the computer labs has become more difficult. ‘Testing on your own time’ would be a solution

to decrease the number of reservations but a permanent testing proctor would be needed. A suggestion might be

a graduate assistant to proctor tests in computer lab 215. This would not have to be a full-time position but

maybe 15-20 hours/week.

_Kathleen Zajic___________________________________________________ __11/10/11________

Signature of Program Director, if she/he is not Assessment Report Author Date


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Attachment A

2010 CSM ASN NURSING STUDENT SATISFACTION SURVEY Overall

The purpose of the Student Satisfaction Survey is to gather feedback from undergraduate students from the

CSM Nursing Program about their experiences at CSM, including their overall satisfaction with in- and out-of-

class experiences, their use of and satisfaction with various student services, and their campus involvement.

This survey provides the college with information regarding the effectiveness of services and programs.

Please focus your responses to the following questions on your nursing program experience. Place a checkmark

in the column which reflects your opinion.

Background

1.What is your age?

18 – 19

20 – 21

22 – 23

24 – 26

27 – 30

31 – 40

41 or older

prefer not to answer

2. With regard to race/ethnicity, how would you best describe yourself?

African American/Black

Asian American/Pacific Islander

Hispanic American/Latino/Chicano

Native American/Tribal Affiliation

White/Caucasian/European American

multiracial

other

don’t know


3. When are more of your current classes scheduled?

before 5 pm

after 5 pm

evenly split

don’t know


4. What is your cumulative earned GPA at CSM?

below 2.75

2.75 – 3.49

3.50 or higher

don’t know



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5. How many credits of coursework are you currently taking?

1 – 11 credits

12 or more credits

don’t know


6. How many of your classes do you skip in an average week?

zero

1 – 3 classes

4 – 6 classes

7 – 9 classes

10 or more classes

don’t know


7. Have you been a member of a student club or organization?

yes

no

don’t know


Minimal Meets Exceeds

1 2 3 4 5

a. Incorporate an understanding of the identified

categories of human functioning into the planned

nursing care of individuals with multi-system

alterations.

b. Use the nursing process when providing care

for individuals with multi-system alterations in

human functioning.

c. Use effective communication skills and principles

when interacting with the individual client and

significant others and in collaboration with other

health team members.

d. Apply knowledge of human development when

caring for clients and when interacting as a

member of the health care team.

e. Use teaching/learning principles as related

to self in the educational process, as a

member of the health care team and as a

provider of client care.


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This section focuses on some of your learning experiences outside of the classroom.

During this current semester, how many hours do you spend in a typical week (7 days):

8. participating in intercollegiate athletics?

zero

1 – 3 hours

4 – 6 hours

7 – 9 hours

10 or more hours


9. working (for pay) on campus?

zero

1 – 5 hours

6 – 10 hours

11 – 14 hours

15 or more hours


10. working (for pay) off campus?

zero

1 – 3 hours

4 – 6 hours

7 – 9 hours

10 or more hours


11. working for pay (on or off campus – combined)?

zero

1 – 5 hours

6 – 10 hours

11 – 14 hours

15 or more hours


12. studying/doing homework or team projects outside of class?

zero

1 – 5 hours

6 – 10 hours

11 – 15 hours

16 – 20 hours

21 – 25 hours

26 hours or more



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13. volunteering/participating in a community service?

zero

1 – 5 hours

6 – 10 hours

11 – 15 hours

16 – 20 hours

21 or more hours


During this academic year, please estimate the number of times you have:

14. participated in spiritual/religious activities on/off campus (e.g. worship, meditation, prayer)?

zero times

1 – 5 times

6 – 10 times

11 – 15 times

16 -19 times

20 or more times


15. served on a university committee with faculty/staff (e.g., search committee, awards committee,

college/department advisory board)?

zero times

1 – 2 times

3 – 4 times

5 – 6 times

7 or more times


16. participated in community events or organizations (e.g. attended a local council meeting, served on a

community committee)?

zero times

1 – 2 times

3 – 4 times

5 – 6 times

7 or more times


17. How satisfied are you with the overall quality of your formal academic experiences?

1—very dissatisfied

2—somewhat dissatisfied

3—neutral

4—somewhat satisfied

5—very satisfied


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18. What is your academic goal?

Baccalaureate degree in Nursing

Masters Degree in Nursing

other

don’t know


19. How many faculty or staff members do you know well enough for a recommendation?

none

1

2

3

4 or more

don’t know


20. How satisfied were you with your nursing advisor?



3—neutral


5—very satisfied

not applicable

21. How often have you used campus resources (i.e. student achievement center)?

never

once

more than once

not applicable

don’t know


22. If once or more, how satisfied were you?



3—neutral


5—very satisfied

not applicable


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23. If used campus library services once or more, how satisfied were you?



3—neutral


5—very satisfied

not applicable

24. How often have you used nursing teaching tutors support services?

never

once

more than once

not applicable

don’t know





3—neutral


5—very satisfied

not applicable

26. How satisfied were you with your clinical experience?



3—neutral


5—very satisfied

not applicable

Additional Comments:

27. How satisfied were you with the technology used as a student?



3—neutral


5—very satisfied

not applicable


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28. How often have you used student financial aid services?

never

once

more than once

not applicable

don’t know





3—neutral


5—very satisfied

not applicable

30. How satisfied are you with the overall quality of the program’s effort to encourage academic

integrity?



3—neutral


5—very satisfied

31. How prepared are you for beginning your professional nursing career?

not prepared

somewhat prepared

well prepared


32. Overall, how satisfied are you with your CSM nursing experience?



3—neutral


5—very satisfied

33. Would you recommend the CSM nursing program to friends and family?

yes

no

neutral

Comments:


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Attachment B

The data spreadsheet includes the information below. By collecting this information, we were successful in

raising our admission standards. We are hopeful that this information will lead us in meeting program

outcomes and NCLEX-RN success rates by finding areas that are in need of revisions.

- Graduation year

- ACT: Reading

- ACT: Math

- ACT: Science

- ACT: English

- ACT: Composite

- TEAS: Reading

- TEAS: Math

- TEAS: Science

- TEAS: English

- TEAS: Composite

o TEAS is an entrance test by ATI

similar to ACT. This is given if the

ATI results are more than two years

old.

- ATI Critical Thinking Entrance

- ATI Critical Thinking Exit

- ATI Fundamentals of Nursing

- NUR 100 Grade

- NUR 170 Grade

- Learning Circle Participation

- ATI Care of Child

- ATI Maternal-Newborn

- NUR 201 Grade

- NUR 271 Grade


- ATI Mental Health

- NUR 202 Grade

- NUR 272 Grade


- ATI Nursing Leadership

- NUR 213 Grade

- ATI Pharmacology

- NUR 224 Grade

- ATI Adult Medical-Surgical

- NUR 253 Grade

- NUR 273 Grade


- ATI RN Predictor

o At the end of the program, we give

the students an ATI assessment that

predicts the probability of them

passing NCLEX without further

preparation.

- Spring versus Summer graduation

- VATI Green Light Information

o This is a virtual review process by

ATI. Once the student achieves

certain benchmarks in the review

process, ATI will give them a ‘green

light’ to take NCLEX. It is not

required that they receive a green

light prior to taking NCLEX, just

recommended. To date, no one who

has received a ‘green light’ has failed

the NCLEX on the first attempt.

- NCLEX-RN Pass/Fail on first attempt

- Any courses repeated?


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