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Nursing Program Assessment Plan

Rachel Neale

NHE 611

Dr. Taylor

November 4, 2022
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1. Nursing Department or Program: Penn State Ross and Carol Nese College of Nursing-Bachelor of
Science in Nursing-General Nursing Option

2. Mission Statement (Institution mission / Nursing program mission).

Institution Mission Nursing Program Mission

“Educates students from around the world and
supports individuals and communities through “we are creating nurse leaders to transform lives
integrated programs of teaching, research, and and health around the world”
service…Our discovery-oriented, collaborative,
and interdisciplinary research and scholarship Vision: “we will redesign the landscape of health
promote human and economic development, and nursing science through education, research,
global understanding, and advancement in innovation, practice, and service”
professional practice through the expansion of (Penn State Ross and Carol Nese College of
knowledge and its applications in the natural and Nursing, n.d.)
applied sciences, social and behavioral sciences,
engineering, technology, arts and humanities,
and myriad professions.”
(Penn State, 2022)

The two mission statements (and vision in the case of the nursing program) both have a focus

on impacting the world utilizing research and service. In addition, both the institution and the program

emphasize the sciences, though the institutional mission specifically mentions natural, applied, social

and behavioral sciences, and the nursing program specifies “nursing science”. Conversely, the nursing

program focuses on leadership as a critical quality in their graduating students, whereas Penn State

University’s mission does not emphasize leadership. And the institution’s mission discusses continued

learning, discovery, and “expansion of knowledge”, which is not a part of the nursing program’s

mission or vision. Interestingly enough, however, lifelong learning is a part of one of the nursing

program’s objectives (Penn State Ross and carol Nese College of Nursing, 2022).
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3. Institutional Learning Outcomes (ILOS)

1) effective communication
2) key literacies
3) critical and analytical thinking
4) integrative thinking
5) creative thinking
6) global learning
7) social responsibility and ethical
8) reasoning
(Penn State Planning, Assessment, and Institutional Research, n.d.)

4. Program Learning Outcomes

(Penn State Ross and Carol Nese College of Nursing, 2022, page 13)
1. Integrate theory and knowledge from the sciences, social sciences, humanities, and nursing as a
foundation for nursing practice
2. Apply the nursing process to manage care of individuals, families, and populations with respect for
diversity in a variety of healthcare settings
3. Facilitate inter-professional and intra-professional communication and collaboration to improve
practice, minimize risks, and optimize health outcomes
4. Critically analyze research studies and apply evidence-based findings to advance clinical practice
5. Demonstrate the inherent professional values and behaviors in the delivery of individual families,
and population-centered care
6. Participate in activities that support lifelong learning, professional growth and the advancement of
the profession
7. Integrate information management and patient care technology to improve quality and safety across
a variety of healthcare settings
8. Apply the competencies of leadership, quality improvement and patient safety to improve health
outcomes for individuals, families, and populations
9. Integrate knowledge of current healthcare policy, including financial and regulatory policy to
influence delivery of care
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LEARNING OPPORTUNITIES.
Curriculum Map

Courses ILO/ Level of PLO PLO PLO PLO PLO PLO PLO PLO PLO
1 2 3 4 5 6 7 8 9
Requirements s Competence**
NURS 251: 1, 2, I-This is one of the X X
Health 8 first nursing courses
Assessment for the students and
3 credits will be introducing
most assessment
topics.
-assessment: final
head-to-toe skills
test
NURS 200W: 3, 4, M-Though a 200 X X
Principles of 7, 8 level course, this is
Nursing the highest level
Research and research class in the
Evidence- degree
Based A-students will
Practice 3 deliver an EBP
credits paper to
demonstrate skills.
NURS 320: 2, 3, R-assessment skills X X
Nursing Care 7 will be refined and
of the built upon towards
Childbearing caring for
Family and childbearing family
Gynecological -assessment:
Client simulation
3 credits experience assessing
pregnant client and
assisting in a
simulated delivery.
Service 6, 7 M-seniors will X X X
learning- perform community
required service related to
hours of healthcare and
community describe impacts to
service community health
50 hours via final
project/presentation
**Key: I-introduced, M=mastery at Senior or graduate level, R=reinforced/practiced, A=evidence
collected and analyzed
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DATA COLLECTED FOR ASSESSMENT

1) LONG RANGE PLANNING

Outcomes Evidence to be Collected Method of Resources Needed Faculty Involved

Assessed (Formative or summative) Assessment
(Program level-
only 2 program
outcomes are
assessed each
year)
Year 1, 2 Summative: final scores on Direct ATI-practice exams and Full-time faculty,
1 standardized exams (e.g. predictor exams, faculty to classroom adjunct
ATI predictor exam) proctor exam faculty
Year 3, 8 Summative: evaluations Indirect Evaluation tools, Clinical Instructors,
2 from clinical coordinators communication with clinical faculty to
regarding student coordinators, interdisciplinary collect/analyze datat
competence with opportunities in clinicals
interdisciplinary
communication
Year 4, 6 Formative: research paper Direct -students’ research paper -full-time, adjunct
3 from NURS 200W scores faculty
Faculty can review rubric -rubric for analysis
scores and assess areas for -data analytical program to
improvement review scores
-faculty time to collect and
analyze data
Year 5, 7 Formative: Simulation Direct -simulation lab, simulation- -simulation lab
4 utilized in multiple clinical trained faculty/instructors, instructors, clinical
rotations involving patient training for faculty on instructors
care technology (e.g. IV simulation, training for
pumps) with rubrics students on specific pieces of
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evaluating student ability to technology/equipment

integrate information and
technology in delivery of
patient care.
Year 9, (reassess a Summative: NCLEX pass
5 previous outcome rates
of concern a Summative: course
second time) evaluations regarding
student experience and
knowledge of policies
relating to nursing practice.
utilized.
Indirect -alumni survey on NCLEX -full-time faculty,
pass rates program directors
-access to state licensure
information
-course evaluation tool
-faculty to perform statistical
analysis of data

2) DISTRIBUTION.

PUBLICATION LOCATION or DISTRIBUTION

Other
Websit Annual Brochure Course
ITEM Catalog (please describe, e.g. department
e Reports s Syllabi
meeting, advising session)
-Program mission reviewed during
annual assessment meetings
Program mission X X X
-program mission on social media
outlets
Student learning
-SLOs presented at staff meetings
objectives/ X X X
for regular review
outcomes (SLOs)
Learning
New student orientation day-
opportunities X X X
overview of curriculum schedule
(curriculum map)
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Part Two
Systematic Program Evaluation (SPE) Plan

University of Texas San Antonio (2018-2019) School of Nursing: Bachelor of Science in Nursing
Detailed list of elements for CCNE Standards III and IV listed in Appendix A.

Standard III: Program Quality: Curriculum and Teaching-Learning Practices

(Commission on Collegiate Nursing Education, 2018)
CCNE Responsibility for Timeline Evidence resources Expected Outcomes
Element collection and review

Key element Faculty Assembly, Faculty Collected annually Course syllabi, studentGoal (a): Provide evidence of
3-A Council, Office for handbooks a description or statement of
Academic Affairs -all students sign congruence between
acknowledgement and curriculum and program
acceptance of Student mission, goals and outcomes
Handbook upon in course syllabi or other
admission documents.
Goal (b): Provide student
statements regarding their
understanding of expected
outcomes.
Key element COUS, Office for Collected Annually -Student Handbooks Goal (a): Provide descriptions
3-B Academic Affairs -Faculty Bylaws of the roles for which students
-Committee on are being prepared and their
Undergraduate studies relationship to program
(COUS) meeting minutes outcomes,
Goal (b): Provide evidence
that the curriculum has been
reviewed or will be revised as
necessary
Key element
3-C
Only applies
to MSN
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programs

Key element
3-D
Only applies
to DNP
programs

Key element
3-E
Only applies
to APRN
certificate
programs
Key element Office for Academic Not noted-review -student handbooks, Goal: provide evidence that
3-F Affairs, Associate Deans biannually to allow for faculty bylaws, course changes to program
for Undergraduate and courses that are not evaluations, exit surveys curriculum, program delivery,
Graduate Studies, Associate offered every year or course sequencing reflect
Dean for Admissions and COI needs and/or
Student Services expectations.
Goal (b): Provide evidence of
curricular models that
accommodate distance
learners, adult learners, and/or
second-language learners.
Key element COUS Not noted-review semi -student handbooks, Goal: provide examples of
3-G annually to assess for course syllabi grading criteria
teacher improvement in
directing learning
towards community of
interest
Key element Faculty Council, Faculty Collected Annually -course evaluations Goal (a): provide examples of
3-H Assembly, COUS -COUS meeting minutes tools for curriculum
-curricular change and assessments
policy tracking sheets Goal (b): provide examples of
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-evaluation plan evaluation plans

documented in TPSEP Goal (c): provide examples of
curriculum revision as result
of student and/or faculty
evaluation of teaching-
learning practices
Goal (d): Provide
documentation of how
curricular revisions are
evaluated

Standard IV: Program Effectiveness: Assessment and Achievement of Program Outcomes

(Commission on Collegiate Nursing Education, 2018)
CCNE Responsibility for collection and Timeline Evidence resources Expected Outcomes
Element review
Key Office for Academic Affairs, Review in July -total systematic Goal (a): Evidence of a
element Associate Dean for Undergraduate and with re- program evaluation systematic, written,
4-A Graduate Studies, Review of outcomes evaluation in plan comprehensive process
by COUS; faculty council, Faculty September -School of Nursing Goal (b): Evidence that the
Assembly Website systematic process is being
-COUS meeting implemented
minutes Goal (c): Specific measures,
-Faculty tools and timelines used for
Assembly/Faculty data collection.
Council, Meeting (Goals d and e also included)
Minutes
Key Office Academic Affairs, Associate Certified data -program completion Goal (a): Graduation rates are
element Deans for Undergraduate and Graduate presented in rate data from Office of greater than 85% for BSN,
4-B Studies, Review of outcomes by November Institutional Research 70% for graduate, formula for
COUS; faculty Council, Faculty calculation is defined
Assembly Goal (b): explanations for
completion rates below 85%
for BSN, 70% for graduate
provided.
Key Office for Academic Affairs, Collected July, to -reports from Texas Goal (a): NCLEX-RN pass
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element Associate Dean for Undergraduate and
4-C Graduate Studies, Review of outcomes
by COUS; Faculty Council, Faculty
Assembly
Key Office for Academic Affairs,
element Associate Deans for Undergraduate
4-D and Graduate studies, Review of
outcomes by COUS, Faculty Council,
Faculty Assembly
Key Office for Academic Affairs,
element Associate Deans for Undergraduate
4-E and Graduate studies, Review of
outcomes by COUS, Faculty Council,
Faculty Assembly
Key Data from Office for Faculty
element Excellence, Data from Office of
4-F Nursing Research and Scholarship,
Collected by Office for Academic
Affairs, Review of Outcomes by
COUS, Faculty Council, Faculty
Assembly
be presented in Board of Nursing and rates 85% or above
November certification agencies Goal (b): explanations for rates
below 85% are described.
Data presented in -exit and Alumni Goal (a): employment rates for
September surveys each program are 70%
- Employment data Goal (b): Explanations for
employment rates below 70%
are described.
Collected in -exit and alumni survey Goal (a): Data collected for
September, program outcomes meet
presented in benchmark of 5.
October Goal (b): Benchmarks to pass
rates at the national level are
used for comparison.
data collected -data from office for Goal: By 2022, 70% of full-
from previous Academic Affairs time faculty will have a
year in July, -Data from Office of doctoral degree
presented in Nursing Research and Goal: By 2022, 50% of full-
September Scholarship time faculty will be nationally
-Data from Office for certified in their respective area
Faculty Excellence of specialty
-Data from Office of Goal: Faculty teaching will be
Practice and rated by students on course
Engagement evaluations with a minimum
mean of 3.5 or higher on a 1-5
scale with 5 being the highest.
Goal: 80% of full-time faculty
will engage annually in faculty
development related to formal
improvement of teaching
effectiveness
Goal: 50% of tenure-track
faculty will submit at least one
manuscript for publication each
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year.
Goal: 75% of full-time faculty
will be engaged in service to
the School or University
Key Collected by Office for Academic Data collected -student handbooks Goal (a): Definition of formal
element Affairs, Associate Deans for July, presented in -Handbook of complaints is up-to-date in
4-G Undergraduate and Graduate studies, September Operating Procedures Catalog and Handbooks
Review of outcomes by COUS; -Faculty Bylaws Goal (b): Written formal
Faculty Council, Faculty Assembly complaint processes are up-to-
date in Catalog and Handbooks
(Goal c and d also included)
Key Associate Deans for Undergraduate Data collected in -COUS, meeting Goal (a): Provide evidence that
element and Graduate Studies, Office for July, presented in minutes systematic process is used in
4H Academic Affairs, Review of September -Faculty the analysis of completion rate,
outcomes by COUS, Faculty Council, Council/Faculty licensure and certification pass
Faculty Assembly Assembly Meeting Goal (b): Provide evidence that
Minutes analysis of data includes
-exit and alumni comparison of expected
surveys, course outcomes to actual outcomes.
evaluations (Goal c and d also included)

Appendix A:
(Commission on Collegiate Nursing Education, 2018)

Standard II: Program Quality: Curriculum and Teaching-Learning Practices

III-A: The curriculum is developed, implemented, and revised to reflect clear statements of expected student outcomes that:
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-are congruent with the program’s mission and goals

-are congruent with the roles for which the program is preparing its graduates
-consider the needs of the program-identified community of interest
III-B: Baccalaureate curricula are developed, implemented, and revised to reflect relevant professional
III-F The curriculum is logically structured to achieve expected student outcomes.
-baccalaureate curricula build on a foundation of the arts, sciences, and humanities
Master’s curricula build on a foundation comparable to baccalaureate-level nursing knowledge
-DNP curricula build on a baccalaureate and/or master’s foundation, depending on the level of entry of the student
-Post-graduate APRN certificate programs build on graduate-level nursing competencies and knowledge base
III-G: Teaching-learning practices:
-support the achievement of expected student outcomes
-consider the needs and expectations of the identified community of interest
-expose students to individuals with diverse life experiences, perspectives, and backgrounds
III-H: Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation
policies and procedures for individual student performance are defined and consistently applied.

Standard 4: Program Effectiveness: Assessment and Achievement of Program Outcomes

IV-A: A systematic process is used to determine program effectiveness
IV-B: Program completion rates demonstrate program effectiveness
IV-C: Licensure pass rates demonstrate program effectiveness
IV-D: Certification pass rates demonstrate program effectiveness
IV-E: Employment rates demonstrate program effectiveness
IV-F: Data regarding completion, licensure, certification, and employment rates are used, as appropriate to foster ongoing program
improvement
IV-G: Aggregate faculty outcomes demonstrate program effectiveness
IV-H: Aggregate faculty outcome data are analyzed and used, as appropriate, to foster ongoing program improvement.

References
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Commission on Collegiate Nursing Education (2018). Standards for accreditation of baccalaureate and graduate nursing programs.

Commission on Collegiate Nursing Education. https://www.aacnnursing.org/Portals/42/CCNE/PDF/Standards-Final-2018.pdf

Penn State (2022). Mission. Penn State University. https://strategicplan.psu.edu/plan/mission/

Penn State (n.d.). Nursing, B.S.N. Undergraduate Bulletin 2022-2023.

https://bulletins.psu.edu/undergraduate/colleges/nursing/nursing-bsn/#suggestedacademicplantext

Penn State Planning, Assessment and Institutional Research (n.d.). Assessment: General Education. Penn State University.

https://opair.psu.edu/assessment/general-education/

Penn State Ross and Carol Nese College of Nursing (2022). Bachelor of science in nursing student handbook: general nursing option.

Https://www.nursing.psu.edu/wp-content/uploads/2022/08/General-Bachelor-of-Science-Nursing-Student-Handbook-

08.25.22.pdf#page11

Penn State Ross and carol Nese College of Nursing (n.d.). Mission, Vision, Values and Strategic Plan. Penn State University.

https://www.nursing.psu.edu/mission-vision-values-and-strategic-plan/

School of Nursing (2019). Total Program Systematic Evaluation Plan. The University of Texas Health Science Center San Antonio.

https://www.uthscsa.edu/sites/default/files/2018/tpsep_2018_19_dev051018_rev033020.pdf