Archived Assessment Report
| Program | Phlebotomy Certificate |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 4. Communication: Interact with patients, visitors, and healthcare personnel in a professional manner to include providing patients/clients with proper instruction concerning the collection of specimens. | Goal: Overall professionalism score at or exceeding 80% for phlebotomy students. Focus area question: Is there a difference between student's observed professionalism (communication, appearance, etc) at clinical sites compared to on-campus labs? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 4. Communication: Interact with patients, visitors, and healthcare personnel in a professional manner to include providing patients/clients with proper instruction concerning the collection of specimens. | Professional Behaviors Rubric (Lab) Venipuncture Rubric (Lab) Phlebotomy Instructor Assessment Rubric (Clinical) Phlebotomy Preceptor Assessment Rubric (Clinical) | PHLB 1092 Phlebotomy Lab PHLB 1090 Phlebotomy Clinical | Overall professionalism score at or exceeding 75% for phlebotomy students using Professional Behaviors Rubric (Lab) and Venipuncture Rubric (Lab). Less than a 20% difference between lab rubric aggregate scores for professionalism and clinical rubric for the same. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| 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 |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.