Date Received
Fall Semester Assessment Report Form DUE March 31st, 2007
Directions: Please complete a form for each of the programs within your department. This form was designed to provide a format for assessment reporting and should not be used to limit the amount of information provided. Each box that is attached to each of the sections is designed to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbit at x51506 or via email at: [email protected].
1. Program Information: Program Graduate MSN Program Department School of Nursing College Division of Health Science Program Dr. Patricia T. Alpert Assessment Coordinator Academic Year Fall Semester, 2006 Report Dr. Patricia T. Alpert Submitted by Phone/email 895-3810 [email protected] Date Submitted April 27, 2007
2. According to the Assessment Plan for this program, what were the planned assessment activities to be conducted during the 2005-2006 Academic Year? You may want to copy and paste from this program’s assessment plan.
Which outcomes for How did you measure What results did you expect? this program were the outcomes? measured? Evaluated 1 out of 13 objectives
#2: Incorporate Capstone paper I 90% of students will incorporate a nursing and other nursing and other scientific theories scientific theories (natural, social, educational, (natural, social, organizational, and biological) their educational, capstone paper, one of the organizational, and requirements to receive a grade of "S" biological) into in this course. (nurse practitioner nursing practice. students only)
Professional paper, 90% of students will utilize a nursing Utilization project or theory or other scientific theories as Thesis their framework for their paper (one of the requirements to receive an "S" in this course. (nurse educators only).
3. Results, conclusions, and discoveries. What are the results of the planned activities listed above? What conclusions or discoveries were made from these results. Describe below or attach to the form.
Results, conclusions, and discoveries
Program Outcome # 2 To incorporate nursing and other scientific theories (natural, social, educational, organizational and biological) into nursing practice. Students demonstrate an understanding of how theories are used in nursing practice in their final written paper (capstone, research utilization, thesis or professional paper). To assess this evaluation measure the following data were obtained and analyzed:
Capstone paper: nurse practitioner students complete NRUS 766 which is their first or two capstone project courses (the second capstone course is offered in the spring semester). In the first course students develop a paper of all of the major concepts, including a nursing theory (of the student’s choice) to provide guidance in their treatment of a complex patient (that the student cared for in his/her clinical setting). Last semester 21 students registered for the first capstone course and 20 (or 95.65%) demonstrated successful use of nursing and/or scientific theories in their capstone paper (this course is a pass/fail course). The following theories were utilized:
Title of Capstone Paper Theory Used Obesity and Coronary Artery Disease Imogene King's Theory of Goal Attainment Childhood Asthma Orem's theory of Self-Care Deficit Spinal Muscular Atrophy, A Case Study Neuman's Systems Theory Addison's Crisis due to Sudden Pender's Theory of Health Promotion Withdrawal of Oral Prednisone After Chronic Use An Advanced Practice Approach to Pender's Theory of Health Promotion Caring for Patients with Renal Disease and Hypertension Acute Lymphocytic Leukemia in Rolland's Family Systems and Illness Children Model Pediatric Cystic Fibrosis: A Wellness Sister Callista Roy's Adaptation Model Approach Diabetes Mellitus Type 2 and Diabetic Sister Callista Roy's Adaptation Model Ketoacidosis: An Advanced Practice Nurse Perspective Celiac Disease: An Advance Practice Merle Mishel's Uncertainty of Illness Perspective Theory Role of the Advanced Nurse Practitioner Neuman's Systems Theory in the Management of Obesity The Role of the Advanced Practice Orem's Theory of Self-Care Nurse in the Management of a Patient with Metabolic Syndrome Primary Pulmonary Hypertension of Neuman's Systems Theory Fenfluramine and Phentermine Non-Small Cell Lung Carcinoma from The Family Stress Theory the Advanced Practice Nurse Perspective The Role of the Advanced Practice Neumen's Systems Theory Nurse in the Management of Hypertension and Dyslipidemia Sepsis and Pneumonia Modeling and Role Modeling Theory Roy's Adaptation Model Orem's Self-Care Deficit Theory Multiple Sclerosis Chronic Sorrow (Eakes & Burke) Lenninger's Theory of Cultural Diversity Type 1 Diabetes Mellitus Among Resiliency Model of Family Stress, Adolescents Adjustment and Adaptation (McCubbin & McCubbin); Erickson's Developmental Theory; Calgary Assessment and Intervention Model (Wright & Leahey) Pulmonary Tuberculosis and Diabetes Pamela Reed's Self-Transcendence Mellitus Theory Asthma and Allergies in Children Neuman's Systems Theory Spontaneous Bilateral Achilles Tendon Kolcaba's Theory of Comfort Rupture Myelodysplastic Syndrome in the Neuman's Systems Theory Elderly
Results seem to meet the criteria set for this objective, meaning they successfully incorporated a nursing and or other scientific theory into their capstone paper which reflected appropriate understanding of how theory is used in nursing practice. Evaluation of the failed student’s performance revealed that she was not able to discuss in-depth the pathophysiologic process. This student failure was not due to inadequate knowledge of nursing and/or other scientific theories. Review of the rubric used to grade this paper, however; indicates a student can fail this section of the paper (receive a "0" rubric score) and still receive a passing grade for this course. Since each committee chair keeps all graded rubrics with only the final grade available to assess this program outcome, each chair was approached to obtain both the data for this report and to determine how chairs evaluated mastery of this program outcome. Discussion with faculty chairing these committees all affirmed that students were not given a passing grade for the final paper if they did not have an average understanding (a rubric score of 2) of theory application to nursing practice. There were no nursing education students completing their final project in fall 2006 to assess.
4. Use of Results. What program changes are indicated? How will they be implemented? If none, describe why changes were not needed.
Based on the results of this outcome measure multiple indicators will be necessary to assess students' ability to apply nursing and other scientific theories to practice. To this end the following changes have been made: 1. Include nursing and other scientific theories to a comprehensive examination nurse practitioner students take at the end of their program. 2. Monitor nurse education graduates' performance on the national certification exam. 3. Obtain assessment information from students as they are leaving the program (an exit survey). 4. Finally, evaluation of all course content and course objectives is being conducted to assess the common thread of nursing and other scientific theories used in the curriculum for all MSN tracks.
5. Dissemination of results, conclusions, and discoveries. How and with whom were the results shared?
The results will be disseminated to the graduate faculty so that proper changes in course content, syllabi, etc. can be made. In addition, the results will be reflected in our annual report to the Board of Nursing, State of Nevada and to our national accrediting body: the American Association of Colleges of Nursing (AACN) written report as part of the application process for accreditation in 2008. The School of Nursing programs are accredited by the National League for Nursing Accreditation Commission until 2010.