Archived Assessment Report
| Program | Nursing AAS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3. Deliver nursing care that is evidence-based across the lifespan. | We are going to align our UTA with the ACEN accreditation standards |
| 5. Engage in effective interprofessional collaboration in the delivery of healthcare for quality patient outcomes. | We are going to align our UTA with the ACEN accreditation standards |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3. Deliver nursing care that is evidence-based across the lifespan. | HESI Exit Exam questions on these concepts: Evidence Based Practice -Evidence Quality Improvement (QI) Research and EBP Scholarship for Evidence Based Practice | NMNC 2445 | 75% of students meet or exceed the HESI score of 825 for the EPSLO category. |
| 5. Engage in effective interprofessional collaboration in the delivery of healthcare for quality patient outcomes. | HESI Exit Exam questions on these concepts: Clinical Prevention & Population Health Communication Member of Team Scope of Practice Systems/Team Functions | NMNC 2445 | 75% of students meet or exceed the HESI score of 825 for the EPSLO category. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3. Deliver nursing care that is evidence-based across the lifespan. | 62.07% of students met the target score. | Goal not met. Students continue to struggle with meeting target scores. Many students report that they feel they should not have to read the material assigned. | We need to find ways to motivate students to interact more meaningfully with course material. |
| 5. Engage in effective interprofessional collaboration in the delivery of healthcare for quality patient outcomes. | 57.70% of students met the target score. | Goal not met. Students continue to struggle with meeting target scores. Many students report that they feel they should not have to read the material assigned. | We need to find ways to motivate students to interact more meaningfully with course material. |
| 3. Deliver nursing care that is evidence-based across the lifespan. | |
|---|---|
| Describe the change that was implemented. | Discuss and analyze data with faculty in every level of the program. Faculty will address and propose changes in their courses to support outcomes improvement. These proposals will be reviewed during full faculty meetings so that faculty from other levels can contribute ideas from their courses and levels. Provide more faculty development opportunities specific to teaching - learning process improvements. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Not at this time |
| What data motivated the change? | Less than 75% of students are meeting the target HESI Exit Exam scores |
| Hypothesis about the effect the change will have? | The planned changes will improve SLO by promoting data-driven decision making and stronger collaboration among faculty. Regular data discussions and cross-level reviews will ensure consistent curriculum alignment and shared improvement strategies. Increased faculty development focused on teaching and learning will enhance instructional effectiveness, leading to improved student performance. |
| 5. Engage in effective interprofessional collaboration in the delivery of healthcare for quality patient outcomes. | |
|---|---|
| Describe the change that was implemented. | Discuss and analyze data with faculty in every level of the program. Faculty will address and propose changes in their courses to support outcomes improvement. These proposals will be reviewed during full faculty meetings so that faculty from other levels can contribute ideas from their courses and levels. Provide more faculty development opportunities specific to teaching -learning process improvements. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Not at this time |
| What data motivated the change? | Less than 75% of students are meeting the target HESI Exit Exam scores |
| Hypothesis about the effect the change will have? | The planned changes will improve outcomes by promoting data-driven decision making and stronger collaboration among faculty. Regular data discussions and cross-level reviews will ensure consistent curriculum alignment and shared improvement strategies. Increased faculty development focused on teaching and learning will enhance instructional effectiveness, leading to improved student performance and achievement of program outcomes. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3. Deliver nursing care that is evidence-based across the lifespan. | HESI Exit Exam questions on these concepts: Evidence Based Practice -Evidence Quality Improvement (QI) Research and EBP Scholarship for Evidence Based Practice | NMNC 2445 |
| 5. Engage in effective interprofessional collaboration in the delivery of healthcare for quality patient outcomes. | HESI Exit Exam | NMNC 2445 |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|---|---|---|
| 3. Deliver nursing care that is evidence-based across the lifespan. | 49.17% of students met the target score | • Are current course-level assessments accurately measuring the knowledge and skills that align with EPSLO? • What factors may be contributing to the decline in target score achievement despite strong overall outcomes? • How can faculty collaboration and development be further focused on improving student performance at the course level? • Should additional support or remediation strategies be implemented earlier in the program to address learning gaps? Next steps: • Continue monitoring both course-level and program-level data to identify trends. • Review and, if necessary, revise assessment tools to ensure alignment with desired competencies. • Strengthen faculty collaboration through ongoing meetings and shared teaching strategies. • Provide targeted faculty development sessions on assessment design and student learning support. | |
| 5. Engage in effective interprofessional collaboration in the delivery of healthcare for quality patient outcomes. | 54.85% of students met the target score. | • Are current course-level assessments accurately measuring the knowledge and skills that align with EPSLO? • What factors may be contributing to the decline in target score achievement despite strong overall outcomes? • How can faculty collaboration and development be further focused on improving student performance at the course level? • Should additional support or remediation strategies be implemented earlier in the program to address learning gaps? Next steps: • Continue monitoring both course-level and program-level data to identify trends. • Review and, if necessary, revise assessment tools to ensure alignment with desired competencies. • Strengthen faculty collaboration through ongoing meetings and shared teaching strategies. • Provide targeted faculty development sessions on assessment design and student learning support. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Yes, some changes in student achievement were observed. While EPSLO results declined in 2024, NCLEX pass rates reaching 88.89% for NCLEX first time testers and remaining above national average. Faculty analysis indicates that enhanced instructional collaboration, innovative learning supports, and student resilience contributed to these positive outcomes. The findings highlight the need to refine assessment methods to better reflect actual student learning and achievement.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
Yes, this assessment process led to several long-term improvements. The review highlighted the need for stronger alignment between course-level assessments and EPSLOs, prompting a comprehensive review. Faculty engage more in structured, data-driven discussions across all program levels to ensure consistent evaluation and curriculum alignment. Increased faculty development focused on assessment design and teaching strategies has been implemented to enhance instructional effectiveness. These changes aim to strengthen the connection between teaching, learning, and measurable program outcomes while sustaining high NCLEX pass and program completion rates.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
The assessment cycle focused on learning outcomes related to the theme “Practicing Community.” The assessment findings indicate that students effectively demonstrate community engagement, collaboration, and professional responsibility, as reflected in strong NCLEX (88.89%) and completion rates (60% at 100% and 92.2% at 150% of program time), both above national averages. However, End-of-Program SLO results for 2024 were below expected levels, suggesting a gap between measured outcomes and actual student performance in practice. This indicates that while teaching and learning around “Practicing Community” are strong in applied settings, assessment methods may not fully capture this learning. Continued focus on refining SLOs, strengthening assessment alignment, and supporting faculty development will help ensure that the program’s community-centered teaching is accurately reflected in measurable outcomes.
Describe any external factors affecting the program or affecting assessment of the program.
Ongoing changes in healthcare delivery, post-pandemic workforce demands, and evolving clinical placement availability impacted teaching and learning experiences. Increased student work and family obligations also affected academic performance and engagement. Additionally, updates in NCLEX testing standards and expectations required curriculum and assessment adjustments to maintain alignment with national competencies. Despite these challenges, faculty collaboration and strong student support systems helped sustain high program completion and licensure outcomes.