Archived Assessment Report
| Program | Phlebotomy Certificate |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final 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 |
|---|---|---|---|
| 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. | Overall professionalism score was 95%. Clinical professionalism score was 95.3%. | Data may not be specific enough to show variations between on campus and off campus professional behaviors. | The average professionalism score of 95% exceeds the 75% requirement. Students demonstrate professionalism equally on campus and at clinical sites. |
| 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. | |
|---|---|
| Describe the change that was implemented. | Outcomes appear disproportionally high compared to expectations. Data reviewed will be more carefully curated to confirm high achievement. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Change in data collection. Deeper dive into rubric to select specific measures rather than a general score. |
| What data motivated the change? | Scores are averaging to near perfect. This seems statistically unlikely. |
| Hypothesis about the effect the change will have? | Curated data will more closely align with actual observed behaviors. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 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) - full rubric, no change Venipuncture Rubric (Lab) - remove, not specific to patient communication Phlebotomy Instructor Assessment Rubric (Clinical) - Conduct line only Phlebotomy Preceptor Assessment Rubric (Clinical) - Conduct line only | PHLB 1092 Phlebotomy Lab PHLB 1090 Phlebotomy Clinical |
| 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 |
|---|---|---|---|
| 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. | Phlebotomy clinical conduct and bedside manner score average was 95%. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
The assessment process showed the phlebotomy learners to be high achieving in the area of Practicing Community as demonstrated by assessing their professional behaviors. Learners responded well to positive feedback used to reinforce expected behaviors.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
Utilizing the data from two rounds of assessment, phlebotomy learners were found to be very high achieving in the areas of professional conduct on campus with faculty and peers as well as at clinical sites working with professionals and the public. This process has confirmed that our expectations are clearly stated and demonstrated by learners in this program.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Practicing Community is an active skill. Learners in the Phlebotomy program demonstrate this skill by communicating with faculty and peers, showing up each day ready to learn, and engaging with clinical partners. It is important to communicate expectations regularly and provide immediate feedback when expectations are not met. Teaching this skill is about modeling the professional behaviors we wish our learners to demonstrate.
Describe any external factors affecting the program or affecting assessment of the program.
Many of our Phlebotomy learners have responsibilities outside of class time. These may include family or work obligations. As individuals progress through the program it is possible they may have changes in their work schedules, a reduction in family supports, or increase obligations in other areas. These may all contribute to learners spending less time in class or engaging in the learning community. The Phlebotomy program strives to provide learners with resources and encourages a well rounded approach, maintaining a balance between learning, work, and self care.