Evaluation methodologies varied, reflect established professional and practice competencies, and measure the achievement of student learning and program

outcomes.

Student evaluation tools and methods of the BSN program are consistent with course objectives and competencies. These tools are used to provide regular feedback, consistently applied, and are written and available to students. The two primary components of student evaluation are theory/didactic evaluation and clinical evaluation of knowledge. They are

appropriately conducted with multiple choice examinations, short answer quizzes, written work, and critique of student presentations. The criteria for faculty evaluation of students are stated in detail in course syllabi. The course syllabus provides students with the grading scale for each course and how the percentages of graded assignments such as examinations, quizzes, and other required work are totaled. The grading scale differs from other disciplines in the University in order to maintain high standards of patient safety and quality of care. Tests and quizzes are scored and analyzed by faculty in a timely manner; in most cases, test scores are provided to students within a week following each test. Any adjustments to a test are made equally for all students. Students are encouraged to meet with faculty for additional assistance as needed to understand content presented in the classroom and on examinations.

Evaluation of clinical experiences is conducted using a clinical evaluation tool. The clinical evaluation tool is provided in the syllabus of the clinical course. Students are expected to review the tool prior to the clinical experience to be aware of the behaviors that will be

evaluated. Faculty directly observe student performance, question students regarding the care they are to provide, and critique the written plan of care for assigned clients. .

Evaluation of students in the clinical area is performed at mid-rotation and at the end of each clinical rotation. At the end of the rotation, students receive a satisfactory or unsatisfactory rating for their clinical performance. Faculty are expected to provide feedback on a weekly basis to assist students to improve knowledge and performance. The timing of evaluation varies according to course requirements and is delineated in each course syllabus. Evaluation tools are based on the School of Nursing objectives, level objectives, and unit objectives.

One other component of student evaluation is the utilization of commercial nursing examinations. At this time, the BSN program is using Kaplan Test Prep/Kaplan Nursing and

Health Education Systems, Incorporated (HESI) to enhance learning and examination competencies. Kaplan and HESI are comprehensive achievement profile examinations

administered at the end of appropriate semesters. The recommended level of performance is 900 or above for HESI and 65% or higher for Kaplan. As recommended by HESI and Kaplan, Grambling has established specific standards related to outcome measures. The BSN program utilizes Kaplan’s comprehensive remediation program which provides early intervention to improve student outcomes. Content testing and remediation include fundamentals, adult nursing, psychiatric/mental nursing, child health and maternal nursing, and pharmacology. One of the advantages of using examinations from these companies is immediate feedback to students.

A critical component of evaluation of student knowledge in the BSN program is the Progression Exam, a standardized comprehensive examination from an external vendor of all content addressed from Level I through Level IV. This exam is given at the end of Level IV, and students must pass the exam with a minimum score of 880. Students who obtain a score less than 880 are required to enroll in the Independent Study (NURS 450) course in Level V.

Nursing 450 is a remediation course designed for students to review nursing content and improve knowledge deficits.

Evaluation strategies utilized for the curriculum in the graduate (MSN) nursing program are widely varied and provide evaluation of student learning outcomes and program outcomes.

Student learning outcomes are measured in a variety of ways including course examinations, written papers, evaluation of clinical decision making skills in submitted SOAP notes and clinical case studies, oral presentations, and comprehensive examinations. Nurse practitioner students also complete a self- evaluation tool in their first semester and their final semester of study which allows the student to critique their own progress along a Novice to Expert scale

using the eight competencies identified by the National Task Force for Nurse Practitioner Education.

Faculty members evaluate student performance in the clinical arena using a well articulated tool which includes the program competencies and program expectations. This particular tool is weighted at varying levels depending on the current level of the student’s management course for that semester. Students are evaluated in regard to their patient interview of history and review of systems, their physical examination skills and organization. Students ability to reach an accurate diagnosis, the clinical management decision process, documentation of relevant findings, and their interactions with preceptors and clinic personnel.

Program outcomes are evaluated in a variety of ways. Statistics are monitored for student enrollment, attrition rates, graduation rates, post program certification pass rates, and job

placement rates each year. Each semester students are asked to evaluate the courses just completed and the faculty in that course. Annually, students are requested to participate in an online university generated course and faculty evaluation for each course completed in that semester. Data from these course and faculty evaluations are utilized in ongoing program evaluations and identification of need for change in the program. Upon graduation, students are requested to participate in an online satisfaction survey which includes specific questions

regarding their assessment of their preparation in the graduate competencies and their evaluation of themselves on the Novice to Expert Scale (Exhibit IV-M).