ASSESSMENT SCHEDULE
- Due: December 16, 2009
1. Past Year: Indicate which program level learning outcomes assessment or any other
assessment projects you completed in the 2008-2009 academic year.
Learning Outcomes: ACTION: DATE COMPLETED:
• Utilize Knowledge gained from nursing, biology, social and behavioral sciences delivery of care
• Demonstrate cognitive
competence using critical thinking in solving clinical problems and making clinical decisions
Assessed the relationship between TEAS scores and academic success in the program. Please note this was
an assessment not a research project.
June 2009
Other Assessment Activities: Assess impact or Academic advising for students with low
TEAS scores and success in program June 2009
Assess impact of tutoring of students with low TEAS scores
and success in the program. June 2009
2. Current Year: Indicate which program level outcomes you plan to assess or other
assessment projects you plan to complete in 2009-2010:
Learning Outcomes: ACTION: COMPLETE BY:
Utilize technology and both human and material resources in a cost –effective manner
Implementation of Angel for courses June 2010
Assess the client as a unique
biopsychosocial being, total individual or family
Other Assessment Activities:
ASSESSMENT REPORT for academic year 2008-2009
Demonstrate psychomotorcompetence through the skillful use of complex equipment and procedures to provide care. Utilize technology and both
human and material resources in a cost-effective manner
Readiness for implementation of Simulation Technology in
the curriculum June 2010
3. If you have a longer term assessment plan that spans more than two years, please describe.
[Each fall you will report on the past year’s assessment activities under section #1 above. You will report your plans for the current year under section #2 above. You do not need to assess all outcomes each year. Pick one or two areas of concern in your curriculum and put your focus there. Define the problem and create a plan to address it. This is the focus of the annual reports. Program reviews will look at the assessment reports you create each year as part of the review. If you have a longer term plan, report them here under #3.]DEMONSTRATION OF LEARNING:
What assignments or projects demonstrate student learning outcomes are achieved?
What evidence do you have that students are achieving the learning outcomes? You may choose to focus on one or two
learning outcomes each year.
Learning Outcomes Assessment methods Evidence of Learning
• Utilize Knowledge gained from nursing, biology, social and
Assessment of the correlation between the Test of Essential Academic Skills (TEAS) scores and academic success in the program was undertaken.
The program began piloting the TEAS when Assessment Technologies Institute
Analysis provided clear indication of correlation between TEAS scores and academic success in the program.
behavioral sciences delivery of care • Demonstrate cognitive competence using critical thinking in solving clinical
(ATI) testing was adopted. The correlation of TEAS as a predictor of success in the program was subjectively identified by faculty as an indicator of student success. Following this the TEAS was moved to the summer prior to or the 1st week of fall quarter and academic
advising initiated.
Gathering of current and prior student’s scores, prerequisite course grades and nursing course grades for 3 cohort
groups was analyzed in addition to those subjectively assessed and used to set minimum score.
EXTERNAL EVIDENCE?
Literature analysis Alumni, employer, Curriculum Review or Technical Advisory Committee
feedback? What data from outside the classroom have led to curriculum changes?
Student success and retention are priorities for all nursing programs and admission and progression policies are important considerations in fulfilling this. Literature review has suggested a strong correlation between program selection and academic success in nursing programs (Bolan&Grainger 2003). Programs are generally classified as applying a rank or rolling admission practice. The ranked method requires candidates to apply to a program and a committee evaluates them on the basis of predetermined criteria. Candidates are rank ordered and offered
admission based upon the committee evaluation. In contrast, in rolling admissions students are admitted based upon meeting the programs minimum admission requirements; as a result students may vary greatly in academic preparedness.
Seattle Centrals nursing program is an open door program and as considered rolling admissions vs. ranked although the program does not offer an ongoing waiting list. Students enter the program upon successful completion of six prerequisite courses with a minimum grade. Seattle Centrals program began with the open door policy and
a result the program continues to be one of the most diverse nursing programs in the state.
Literature review cites many predictors of student’s success in a nursing program and Newton, Smith, Moore and Magnan (2007) reported that both pre-nursing GPA and scores on the TEAS were able to predict first semester nursing success. In 2004 following an extensive review and analysis of admission criteria the minimum grade for entering the program was raised along with a change in prerequisites. This change addressed the predictor of pre-nursing grades thus leaving the TEAS scores for analysis.
The Test of Essential Academic Skills (TEAS) assesses the academic preparedness of entry-level nursing students in Reading, Math, Science, and English and Language Usage. The TEAS consists of multiple-choice questions in the four content areas listed.
FINDINGS:
What do you conclude from your outcomes assessment activities? Are curriculum changes needed?
The finding showed correlation between the TEAS score and academic success in the program. Students with TEAS scored below an identified minimum were assessed in relation to completion of the program. The chart below depicts the results. In Cohort #1 of the students with TEAS below the minimum 92% failed to continue in the
program. Cohort # 2, despite academic advising of students with focus on weak areas resulted in 95% of those with sores below identified minimum continuing. In cohort #3 of the students with TEAS scores below the minimum 85% were unsuccessful in completing the program. Of the 15% that did continue analysis showed all attended tutoring that was offered by the program.
80% 82% 84% 86% 88% 90% 92% 94% 96% Cohort #1 Cohort # 3 3-D Column 1 3-D Column 2 3-D Column 3
Students with TEAS scores below the minimum cutoff were at a higher risk for not completing the program than those achieving higher scores. This finding proved to have a stronger correlation than those at risk with minimum or near minimum grades in the pre request courses. There was however a correlation between low TEAS scores and the number of prerequisite courses with a minimum or near minimum grade and success in the program.
The addition of academic advising did not dramatically impact the results; however the addition of tutoring did result in some students continuing despite low TEAS scores.
A
CTIONS TAKEN:
What, if any, program changes have you made in the past year as a result of assessment activities. WHATWAS THE IMPETUS FOR THE CHANGE?
The program began academic advising of all students following the TEAS. Students with low TEAS scores were advised regarding specific remediation techniques. Resources for remediation were made available to students as well as continued advising.
Students with low TEAS scores were advised to and given priory to attend on campus tutoring provided by the nursing program.
ACTIONS PLANNED
: Based on what you learned from assessment activities this last year for the above learning
outcomes or other assessment activities, are there any follow-up activities planned or required?
The nursing program has made a decision to add the requirement TEAS with a minimum score to the admission criteria for incoming students effective fall 2010. The cut of score was based upon the results of the trending and analysis and will be reviewed on going based upon student outcomes.
