PROGRAM REVIEW
Bachelor of Science in Nursing Program
Department of Nursing
College of Nursing and Allied Health
Department Head: Rebecca Lyons PhD(c), RN
Program Director: Todd M Keller DNS, RN, CNE
Table of Contents
Introductory Review
Summary of Concerns/Recommendations………..
1
1. Program Mission
1.1 Mission statement for the program………
1
1.2 Relationship to institutional mission………..
2
2. Program Curriculum
2.1 Most recent curriculum study………..
5
2.2 Major/Minor………...
6
2.3 Student learning outcomes and assessment……….
6
2.4 General education requirements………...
14
2.5 Anticipated changes………...
14
3. Program Rationale
3.1 Similar programs nearby………
15
3.2 Relationship with these programs……….
15
4. Assessing Demand for Program
4.1 List the types of jobs in which graduates with this degree could be expected
To be employed……… 15
4.2 Specify regional need for graduates as per Louisiana Economic Development
forecast and Louisiana Workforce Commission projections and surveys…… 16
4.3 Provide data on degrees awarded, number currently employed, and
projected demand for graduates indicating sources of data for
projections………. 17
5. Outside Interest in the Program
5.1 Identify interest on the part of local groups, industry, research centers,
other educational institutions, or state agencies……… 18
5.2 Summarize any formal arrangements with industry, government, and
other agencies outside of the academic community………. 18
6. Students
6.1 Enrollment……… 19
6.2 Admissions policies and practices……… 20
6.3 Award productivity and graduation record………... 21
6.4 Career counseling………. 23
6.5 Follow-up and student placement……….... 24
6.6 Special student services……… 25
7. Faculty
7.1 Faculty who are direct participants in the program……….. 26
7.2 Narrative of faculty accomplishments……….
37
7.4 Strengths or specialists not existing in the present faculty……….
37
7.5 Special faculty services………...
38
8. Departmental Objectives Related to the Program
8.1 Annual plans for program……… 41
8.2 Changes in departmental/program objectives……….
56
8.3 Anticipated changes in departmental/program objectives………..
56
8.4 Do you believe the resources allocated to this academic program are
adequate in proportion to other programs in your college………..
57
9. Informational Resources/Libraries
10. Facilities-Equipment
10.1 Current facilities and equipment………..
57
10.2 Needed additional facilities………..
58
10.3 Needed additional equipment………...
58
Conclusion
Major program accomplishments in the past five years………...
59
Current and anticipated impediments to program growth and development…...
59
Vision for program development in next five years……….
60
APPENDIX A………..
61
APPENDIX B………..
63
APPENDIX C………..
69
Narrative:
Introductory Review
Over the past five years the BSN Program has continued its dedication to providing
quality, affordable registered nursing education to produce RNs who provide safe,
patient-centered, evidence-based care across the lifespan within a dynamic and complex healthcare
system while remaining vigilant over the forward progression of higher education and the
healthcare system. Interest in the program has remained high, with BSN Program declared
majors accounting for 16.37% of Nicholls first-time freshman for 2008-2012 (see Appendix A).
In the period 2008-2010 the program offered three exceptional sessions over the summer months,
thus admitting three times a year rather than two, increasing access to nursing education. Interest
remains high in the program with 130-150 students applying each admission cycle. In response
to the previous 5-year review, all nursing elective courses have transitioned to the online
environment, further increasing access to students across the campus community. As a result,
most nursing electives have multiple sections available to accommodate student demand. See
Appendix C and D (Form A).
The use of high-fidelity simulation has increased in the program to include a dedicated
human patient simulator laboratory that includes remote monitoring and recording capabilities.
Recent grant funding has allowed the lab to upgrade to 3 wireless high-fidelity simulators with
advanced functionality, allowing for a realistic patient interaction experience prior to entering the
formal clinical setting. This funding has also allowed for the creation of an intensive care unit
experience within the simulation laboratory.
Transition of the RN to BSN Articulation to a 100% online format via Nicholls Online
has greatly increased accessibility to the program for the working registered nurse. Recruiting
efforts are underway at hospitals within and outside of our service region to bring associate
degree and diploma RNs into the Nicholls family for completion of their baccalaureate degree.
Visits have already been completed with East Jefferson General Hospital, St. Charles Parish
Hospital, Thibodaux Regional Medical Center, and Terrebonne General Medical Center with
plans to continue recruitment efforts across southern Louisiana and beyond. The BSN Program at
Nicholls State University truly is the springboard to lifelong learning; providing BSN graduates
with the knowledge, skills, and attitudes necessary to continue their education at the Masters and
into the Doctoral levels!
1. Program Mission
1.1 Mission Statement for the Program:
The mission of the Bachelor of Science in Nursing (BSN) Program at Nicholls State
University is consistent with the mission statements and goals of the University, the College of
Nursing and Allied Health, and the Department of Nursing. The BSN Program is dedicated to
offering a state approved and nationally accredited program of study designed to prepare
graduates for registered nurse licensure and ultimately to communicate and practice safe,
patient-centered, evidence-based care across the lifespan, within a dynamic and complex healthcare
system. The mission is further realized by faculty who are committed to teaching through
partnership in order to prepare leaders in nursing who are socially responsible, caring, and
engaged citizens. Faculty facilitate commitment to the teaching/learning process and lifelong
learning by utilizing excellence in teaching, research, and service in a personalized, culturally
rich, and vibrant learning environment.
1.2 Relationship to Institutional Mission:
The mission/philosophy of the Bachelor of Science in Nursing (BSN) Program at
Nicholls State University (Nicholls) stems from, and is congruent with, the University of
Louisiana System (ULS), Nicholls, the College of Nursing and Allied Health (CNAH), and the
Department of Nursing (DON) mission statements. The ULS emphasizes teaching, research, and
community service as its fundamental mission to enhance the quality of life for Louisiana
citizens. Nicholls revised its mission in 2011 to further define its mission as educating a diverse
student body in a culturally rich and engaging learning environment to support the educational,
cultural, and economic needs of its service region while cultivating productive, responsible, and
engaged citizens. At the CNAH level the mission is focused on preparation of well-educated
healthcare professionals to meet the healthcare needs of the service region and global society
through teaching, research, and service in a student-centered environment that fosters faculty,
staff, and student engagement. The CNAH mission is further extended by offering continuing
education activities for healthcare professionals. At the DON level, the mission focuses on the
preparation of professional nurses at the undergraduate and graduate levels as leaders, managers,
and providers of care to enhance the health of individuals, families, communities, and
populations across the lifespan by providing excellent comprehensive nursing education. The
BSN program mission/philosophy emphasizes teaching through partnership to prepare leaders in
nursing who are socially responsible, caring, and engaged citizens who will practice safe,
patient-centered, evidence-based care across the lifespan within a dynamic and complex
healthcare system. This is realized through a commitment to the teaching/learning process and
lifelong learning in a personalized, culturally rich, and vibrant learning environment utilizing
excellence in teaching, research, and service.
The common threads of teaching, research, and service to provide well-educated
professionals to meet the demands of the regional, state, and global societies are evident
throughout the respective mission statements. A comparison of the mission of the ULS, Nicholls,
CNAH, DON, and BSN program is presented in Table 1.2.
Table 1.2
Comparison of University of Louisiana System, Nicholls State University, College of
Nursing and Allied Health, and Bachelor of Science in Nursing Program Mission
University of
Louisiana
System
Nicholls State
University
College of
Nursing and
Allied Health
Department of
Nursing
Bachelor of
Science in
Nursing
Program
The fundamental
mission of the
System is to
emphasize
teaching,
research, and
community
service to
enhance the
quality of life for
the
State's citizens.
Through this
mission, students
are afforded
experiences
to discover,
create, transmit,
and apply
knowledge.
Nicholls State
University is a
student-centered
regional
institution
dedicated to
the education
of a diverse
student body
in a culturally
rich and
engaging
learning
environment
through
quality
teaching,
research, and
service.
Nicholls
supports the
educational,
cultural, and
economic
needs of its
service region
and cultivates
productive,
responsible,
The College of
Nursing and Allied
Health at Nicholls
State University is
to prepare students
to contribute to a
global society and
a diverse
workforce as
productive,
responsible, and
engaged citizens,
and as
well-educated healthcare
professionals to
meet the healthcare
needs of the service
region and
beyond. This is
accomplished by
continuously
improving its
teaching, research,
and service in a
student-centered,
culturally rich and
dynamic learning
environment that
fosters faculty,
staff, and student
The mission of
the Department
of Nursing is to
prepare
professional
nurses at the
undergraduate
and graduate
levels as
leaders,
managers, and
providers of
care to enhance
the health of
individuals,
families,
communities,
and populations
across the
lifespan by
providing
excellent
comprehensive
nursing
education in
nationally
accredited and
state approved
programs,
promoting
The mission of
the Bachelor of
Science in
Nursing (BSN)
Program at
Nicholls State
University is
consistent with
the mission
statements and
goals of the
University, the
College of
Nursing and
Allied Health, and
the Department of
Nursing. The
BSN Program is
dedicated to
offering a state
approved and
nationally
accredited
program of study
designed to
prepare graduates
for registered
nurse licensure
and ultimately to
communicate and
and engaged
citizens.
engagement. The
College extends its
mission beyond
instruction by
offering continuing
education activities
for healthcare
professionals. The
College is
dedicated to
continuous quality
improvement
through systematic
assessment and
evaluation of
program outcomes,
processes, and
current and former
students.
research and
evidence-based
nursing, and
advocating for
improved health
care delivery
systems. The
Department
utilizes quality
teaching,
research, and
service in a
culturally rich
and dynamic
learning
environment
fostering
student, faculty,
and staff
engagement.
practice safe,
patient-centered,
evidence-based
care across the
lifespan, within a
dynamic and
complex
healthcare system.
The mission is
further realized by
faculty who are
committed to
teaching through
partnership in
order to prepare
leaders in nursing
who are socially
responsible,
caring, and
engaged citizens.
Faculty facilitate
commitment to
the
teaching/learning
process and
lifelong learning
by utilizing
excellence in
teaching,
research, and
service in a
personalized,
culturally rich,
and vibrant
learning
environment.
2. Program Curriculum
2.1 Most Recent Curriculum Study:
The BSN Program began the process of converting to a concept-based curriculum in the
fall semester of 2009. A consultant was hired to guide the faculty in this conversion using The
Essentials (2008), the CCNEs Standards for Accreditation of Baccalaureate and Graduate
Degree Nursing Programs (2009), and the Louisiana State Board of Nursing (LSBN) Standards
and Requirements for Nursing Education Programs. Over a two day program the consultant
reviewed the curriculum with the faculty and provided suggestions related to the previously
mentioned Essentials, Standards, and Requirements. This served as a beginning basis for
revisions and enhancements to the curriculum.
In the fall 2010 semester, following a Louisiana legislative mandate requiring
baccalaureate degree programs to not exceed 120 credit hours, the baccalaureate nursing
program underwent major curriculum revision. This presented an opportunity to critically reflect
upon the program and assess the need for change fully incorporating The Essentials (2008),
ANAs Nursing: Scope and Standards of Practice (2010), suggestions from the Institute of
Medicine’s report The Future of Nursing (2011), and the competencies of the QSEN Institute
(QSEN, 2007). A proposal for curriculum revision was presented to the full faculty, and was
approved. This curriculum revision included:
Deletion of Chemistry 101 (General Chemistry) and 208 (Biochemistry). This
was replaced with Chemistry 109 (General, Organic, and Biological Chemistry
for Nurses); a course created by the Department of Chemistry to provide an
entry-level education in the basic forms of chemistry important in the understanding of
chemical processes that affect the human body.
Removal of CMPS 101 as a computer literacy option (as the University was
deleting this course), and retention of OIS 200 as the required computer literacy
course. The reduction of credit hours in OIS from three (3) to (2) assisted in
meeting the mandated 120-hour degree plan, and the course sufficiently begins to
lay the foundational knowledge of computer hardware and software necessary to
understand and apply those concepts within nursing informatics.
Replacement of Sociology 151 (Introductory Sociology) with Sociology 204
(Cultural Diversity in American Society). This course sets the stage for cultural
awareness as students progress through the clinical nursing sequence caring for an
increasingly diverse society.
Deletion of Psychology 212 (Life Span Developmental Psychology). Evidence
was found during the curriculum revision that this content was addressed
throughout the core nursing courses in the BSN program.
Replacement of English 368 (Technical and Professional Writing) with English
468 (Technical Writing for the Sciences). As nursing is considered both an art and
a science, English 468 is well-suited to begin the introduction of technical writing
skills for the scientific process of nursing research.
Addition of Nursing 228 (Gerontic Nursing Care Concepts) to address the
contemporary issues of the older adult, recognized to be the fastest growing
population seeking and receiving health care services.
Replacement of Nursing 440 (Nursing Theory and Research) with the re-visioned
Nursing 422 (Nursing Research and Evidence for Best Practice) to reflect
contemporary trends in nursing.
In addition to the above changes, Nursing 340 (previously Dimensions of Professional
Nursing) underwent a content revision and was renamed Interprofessional Concepts for
Contemporary Nursing to reflect the current emphasis on the interprofessional relationships
existing within a complex health care environment. Also, the requirement of a second course in
History was replaced with an open Humanities elective; allowing the student and their adviser to
exercise more freedom of choice in their general education course selection. The overarching
goal of the curriculum revision was to better prepare students for contemporary nursing practice,
guided by the current recommendations of major health and educational informants. The BSN
Program underwent a joint site visit by the Commission on Collegiate Nursing Education
(CCNE) and the Louisiana State Board of Nursing (LSBN) in 2013, at which time the curriculum
and program were reviewed. This site visit resulted in full re-accreditation through 2023 by the
CCNE, and full approval by the LSBN; both without any recommendations for improvement.
2.2 Major/Minor:
The BSN Program curriculum has 120 credit hours constituting the major. The BSN
Program does not require or provide a minor.
2.3 Student Learning Outcomes and Assessment:
The assessment of student learning outcomes is guided by the BSN Systematic Plan for
Program Evaluation (SPPE) and includes data from informational resources including
Department of Nursing (DON) End of Course (EOC) Evaluations, the Assessment Technologies
Institute (ATI) pre-NCLEX-RN Comprehensive exam results, and the National Council
Licensure Exam (NCLEX) – RN results. Data are collected, aggregated, trended, and analyzed to
assist in decision-making for program improvement. This aggregate data is used to assess the
student learning outcomes. The following aggregate benchmarks have been established to assess
student learning outcomes:
Graduating students will self-report attainment of program outcomes at a level of > 3.5
on a five-point scale, with 1 = Strongly Disagree and 5 = Strongly Agree.
Graduating students will meet or exceed the national pass rate on the pre-NCLEX-RN
Comprehensive exam.
Graduating students taking the NCLEX-RN for the first time will meet or exceed the
national pass rate, with an expected pass rate > 80%.
Table 2.3 displays the BSN Program student learning outcomes, assessment results of the last
five years, actions taken as a result of assessments, and improvements noted as a result of actions
taken.
Table 2.3
Student Learning Outcomes and Assessment
Bachelor of Science in Nursing
STUDENT LEARNING
OUTCOMES (SLO)
The graduate should be able
to:
ASSESSMENT
RESULTS
(Actual Outcomes)
ACTIONS TAKEN
AS A RESULT OF
ASSESSMENTS
IMPROVEMENTS
NOTED AS A
RESULT OF
ACTIONS TAKEN
1. Demonstrate the ability to
provide quality, safe,
patient-centered,
evidence-based care governed by
professional, ethical, and
legal standards in all settings
and at all levels of health.
Self-report of SLO Attainment Year Rating 2008 > 3.5 2009 > 3.5 2010 > 3.5 2011 > 3.5 2012 > 3.5 ATI Pre-NCLEX-RN Year Nicholls National
2008 72.9% 70.6% 2009 72.2% 72.2% 2010 67.9% 68.1% 2011 68.7% 68.7% 2012 66.1% 69.6%
Self-report of SLO Attainment:
For the years 2008 – 2012, the self-report of attainment of student learning outcomes consistently met the benchmark. This data continues to be monitored.
ATI Pre-NCLEX-RN
For the years 2008 – 2011, the benchmark was met relatively consistently. In 2012, a significant difference was noted between the Nicholls pass rate and the National pass rate. Students are required to earn a minimum score of 85% on a practice exam, and a minimum of a Level 2 ranking on the proctored ATI pre-NCLEX-RN exam. Those not earning a Level 2 must remediate and retest. However, these exams had no impact on their course grade and there was concern among the faculty regarding the amount of student effort put forth. This concern was informed by student comments regarding their lack of effort because “it was not for a grade”. A decision was made within the program to “incentivize” the ATI proctored exam in an effort to develop student buy-in. Students would receive an 8-point incentive for achieving a Level 2 and a 16-point incentive for achieving a Level 3 on their first attempt at the proctored exam. This incentive would be added to their lowest course grade. Faculty became aware that this truly incentivized most students; however, if the student was already satisfied with their earned course grade then they may not put forth much effort on the proctored exam. This has now led to the ATI proctored exam being counted as a course grade, similar to a final exam grade.
Self-report of SLO Attainment
Continue to monitor the self-report attainment of student learning outcomes. No actions have been necessary that would yield any different results.
ATI Pre-NCLEX-RN
The move to incentivize the ATI proctored exams began in 2013. Data that would indicate changes in the outcomes is currently being collected and evaluated via the SPPE for 2013.
NCLEX-RN Pass Rate Year Nicholls National
2008 89.47% 86.73% 2009 92.41% 89.49% 2010 85.82% 88.69% 2011 93.15% 89.09% 2012 97.85% 91.66%
NCLEX-RN Pass Rate
With the exception of 2010, the BSN program has consistently met the benchmark of meeting or exceeding the National pass rate on the NCLEX-RN. In regard to 2010, a possible explanation for the decrease in the pass rate may be reflective of the increased number of students that were being admitted to the BSN Program under the Board of Regents Capitation program whereby admissions increased by 125% in an initiative to meet the workforce demand for registered nurses. Although all admitted applicants were qualified for admission, some were very minimally qualified. However, the program response was to amplify the value of the ATI Total Testing Plan for evaluation and remediation of student learning.
NCLEX-RN Pass Rate
NCLEX-RN pass rates improved over the 2010 report in the 2011 and 2012 reporting years. In 2013 the National Council of State Boards of Nursing (NCSBN) instituted the largest-ever increase in the passing threshold for the NCLEX-RN. Preliminary data for 2013 indicate a nationwide dip in the first-time pass rates for the NCLEX-RN following this increase. The faculty are in the process of completing a curriculum mapping exercise against the NCSBN test blueprint for the NCLEX-RN.
2. Incorporate information
and technology using critical
thinking for clinical
reasoning and quality
improvement to
communicate, manage
knowledge, mitigate error,
and support decision making.
Self-report of SLO Attainment Year Rating 2008 > 3.5 2009 > 3.5 2010 > 3.5 2011 > 3.5 2012 > 3.5 ATI Pre-NCLEX-RN Year Nicholls National
2008 72.9% 70.6% 2009 72.2% 72.2% 2010 67.9% 68.1% 2011 68.7% 68.7% 2012 66.1% 69.6%
Self-report of SLO Attainment:
For the years 2008 – 2012, the self-report of attainment of student learning outcomes consistently met the benchmark. This data continues to be monitored.
ATI Pre-NCLEX-RN
For the years 2008 – 2011, the benchmark was met relatively consistently. In 2012, a significant difference was noted between the Nicholls pass rate and the National pass rate. Students are required to earn a minimum score of 85% on a practice exam, and a minimum of a Level 2 ranking on the proctored ATI pre-NCLEX-RN exam. Those not earning a Level 2 must remediate and retest. However, these exams had no impact on their course grade and there was concern among the faculty regarding the amount of student effort put forth. This concern was informed by student comments regarding their lack of effort because “it was not for a grade”. A decision was made within the program to “incentivize” the ATI proctored exam in an effort to develop student buy-in. Students would receive an 8-point incentive for achieving a Level 2 and a 16-point incentive for achieving a Level 3 on their first attempt at the proctored exam. This incentive would be added to their lowest course grade. Faculty became aware that this truly incentivized most students; however, if the student was
Self-report of SLO Attainment
Continue to monitor the self-report attainment of student learning outcomes. No actions have been necessary that would yield any different results.
ATI Pre-NCLEX-RN
The move to incentivize the ATI proctored exams began in 2013. Data that would indicate changes in the outcomes is currently being collected and evaluated via the SPPE for 2013.
NCLEX-RN Pass Rate Year Nicholls National
2008 89.47% 86.73% 2009 92.41% 89.49% 2010 85.82% 88.69% 2011 93.15% 89.09% 2012 97.85% 91.66%
already satisfied with their earned course grade then they may not put forth much effort on the proctored exam. This has now led to the ATI proctored exam being counted as a course grade, similar to a final exam grade.
NCLEX-RN Pass Rate
With the exception of 2010, the BSN program has consistently met the benchmark of meeting or exceeding the National pass rate on the NCLEX-RN. In regard to 2010, a possible explanation for the decrease in the pass rate may be reflective of the increased number of students that were being admitted to the BSN Program under the Board of Regents Capitation program whereby admissions increased by 125% in an initiative to meet the workforce demand for registered nurses. Although all admitted applicants were qualified for admission, some were very minimally qualified. However, the program response was to amplify the value of the ATI Total Testing Plan for evaluation and remediation of student learning.
NCLEX-RN Pass Rate
NCLEX-RN pass rates improved over the 2010 report in the 2011 and 2012 reporting years. In 2013 the National Council of State Boards of Nursing (NCSBN) instituted the largest-ever increase in the passing threshold for the NCLEX-RN. Preliminary data for 2013 indicate a nationwide dip in the first-time pass rates for the NCLEX-RN following this increase. The faculty are in the process of completing a curriculum mapping exercise against the NCSBN test blueprint for the NCLEX-RN.
3. Integrate the three roles of
provider of care,
designer/manager/coordinator
of care, and member of the
profession in all areas of
nursing practice with a
commitment to lifelong
learning through continuous
self-evaluation.
Self-report of SLO Attainment Year Rating 2008 > 3.5 2009 > 3.5 2010 > 3.5 2011 > 3.5 2012 > 3.5 ATI Pre-NCLEX-RN Year Nicholls National
2008 72.9% 70.6% 2009 72.2% 72.2% 2010 67.9% 68.1% 2011 68.7% 68.7% 2012 66.1% 69.6%
Self-report of SLO Attainment:
For the years 2008 – 2012, the self-report of attainment of student learning outcomes consistently met the benchmark. This data continues to be monitored.
ATI Pre-NCLEX-RN
For the years 2008 – 2011, the benchmark was met relatively consistently. In 2012, a significant difference was noted between the Nicholls pass rate and the National pass rate. Students are required to earn a minimum score of 85% on a practice exam, and a minimum of a Level 2 ranking on the proctored ATI pre-NCLEX-RN exam. Those not earning a Level 2 must remediate and retest. However, these exams had no impact on their course grade and there was concern among the faculty regarding the amount of student effort put forth. This concern was informed by student comments regarding their lack of effort because “it was not for a grade”. A decision was made within the program to “incentivize” the ATI proctored exam in an effort to develop student buy-in. Students would receive an 8-point incentive for achieving a Level 2 and a
16-Self-report of SLO Attainment
Continue to monitor the self-report attainment of student learning outcomes. No actions have been necessary that would yield any different results.
ATI Pre-NCLEX-RN
The move to incentivize the ATI proctored exams began in 2013. Data that would indicate changes in the outcomes is currently being collected and evaluated via the SPPE for 2013.
NCLEX-RN Pass Rate Year Nicholls National
2008 89.47% 86.73% 2009 92.41% 89.49% 2010 85.82% 88.69% 2011 93.15% 89.09% 2012 97.85% 91.66%
point incentive for achieving a Level 3 on their first attempt at the proctored exam. This incentive would be added to their lowest course grade. Faculty became aware that this truly incentivized most students; however, if the student was already satisfied with their earned course grade then they may not put forth much effort on the proctored exam. This has now led to the ATI proctored exam being counted as a course grade, similar to a final exam grade.
NCLEX-RN Pass Rate
With the exception of 2010, the BSN program has consistently met the benchmark of meeting or exceeding the National pass rate on the NCLEX-RN. In regard to 2010, a possible explanation for the decrease in the pass rate may be reflective of the increased number of students that were being admitted to the BSN Program under the Board of Regents Capitation program whereby admissions increased by 125% in an initiative to meet the workforce demand for registered nurses. Although all admitted applicants were qualified for admission, some were very minimally qualified. However, the program response was to amplify the value of the ATI Total Testing Plan for evaluation and remediation of student learning.
NCLEX-RN Pass Rate
NCLEX-RN pass rates improved over the 2010 report in the 2011 and 2012 reporting years. In 2013 the National Council of State Boards of Nursing (NCSBN) instituted the largest-ever increase in the passing threshold for the NCLEX-RN. Preliminary data for 2013 indicate a nationwide dip in the first-time pass rates for the NCLEX-RN following this increase. The faculty are in the process of completing a curriculum mapping exercise against the NCSBN test blueprint for the NCLEX-RN.
4. Analyze the health care
environment and its impact to
determine patient safety
needs.
Self-report of SLO Attainment Year Rating 2008 > 3.5 2009 > 3.5 2010 > 3.5 2011 > 3.5 2012 > 3.5 ATI Pre-NCLEX-RN Year Nicholls National
2008 72.9% 70.6% 2009 72.2% 72.2% 2010 67.9% 68.1% 2011 68.7% 68.7% 2012 66.1% 69.6%
Self-report of SLO Attainment:
For the years 2008 – 2012, the self-report of attainment of student learning outcomes consistently met the benchmark. This data continues to be monitored.
ATI Pre-NCLEX-RN
For the years 2008 – 2011, the benchmark was met relatively consistently. In 2012, a significant difference was noted between the Nicholls pass rate and the National pass rate. Students are required to earn a minimum score of 85% on a practice exam, and a minimum of a Level 2 ranking on the proctored ATI pre-NCLEX-RN exam. Those not earning a Level 2 must remediate and retest. However, these exams had no impact on their course grade and there was concern among the faculty regarding the amount of student effort put forth. This concern was informed by student comments regarding their lack of
Self-report of SLO Attainment
Continue to monitor the self-report attainment of student learning outcomes. No actions have been necessary that would yield any different results.
ATI Pre-NCLEX-RN
The move to incentivize the ATI proctored exams began in 2013. Data that would indicate changes in the outcomes is currently being collected and evaluated via the SPPE for 2013.
NCLEX-RN Pass Rate Year Nicholls National
2008 89.47% 86.73% 2009 92.41% 89.49% 2010 85.82% 88.69% 2011 93.15% 89.09% 2012 97.85% 91.66%
effort because “it was not for a grade”. A decision was made within the program to “incentivize” the ATI proctored exam in an effort to develop student buy-in. Students would receive an 8-point incentive for achieving a Level 2 and a 16-point incentive for achieving a Level 3 on their first attempt at the proctored exam. This incentive would be added to their lowest course grade. Faculty became aware that this truly incentivized most students; however, if the student was already satisfied with their earned course grade then they may not put forth much effort on the proctored exam. This has now led to the ATI proctored exam being counted as a course grade, similar to a final exam grade.
NCLEX-RN Pass Rate
With the exception of 2010, the BSN program has consistently met the benchmark of meeting or exceeding the National pass rate on the NCLEX-RN. In regard to 2010, a possible explanation for the decrease in the pass rate may be reflective of the increased number of students that were being admitted to the BSN Program under the Board of Regents Capitation program whereby admissions increased by 125% in an initiative to meet the workforce demand for registered nurses. Although all admitted applicants were qualified for admission, some were very minimally qualified. However, the program response was to amplify the value of the ATI Total Testing Plan for evaluation and remediation of student learning.
NCLEX-RN Pass Rate
NCLEX-RN pass rates improved over the 2010 report in the 2011 and 2012 reporting years. In 2013 the National Council of State Boards of Nursing (NCSBN) instituted the largest-ever increase in the passing threshold for the NCLEX-RN. Preliminary data for 2013 indicate a nationwide dip in the first-time pass rates for the NCLEX-RN following this increase. The faculty are in the process of completing a curriculum mapping exercise against the NCSBN test blueprint for the NCLEX-RN.
5. Function effectively within
organizational systems as a
leader in nursing and
interprofessional teams
fostering open
communication, mutual
respect, and shared decision
making to provide quality
care.
Self-report of SLO Attainment Year Rating 2008 > 3.5 2009 > 3.5 2010 > 3.5 2011 > 3.5 2012 > 3.5 ATI Pre-NCLEX-RN Year Nicholls National
2008 72.9% 70.6% 2009 72.2% 72.2% 2010 67.9% 68.1% 2011 68.7% 68.7% 2012 66.1% 69.6%
Self-report of SLO Attainment:
For the years 2008 – 2012, the self-report of attainment of student learning outcomes consistently met the benchmark. This data continues to be monitored.
ATI Pre-NCLEX-RN
For the years 2008 – 2011, the benchmark was met relatively consistently. In 2012, a significant difference was noted between the Nicholls pass rate and the National pass rate. Students are required to earn a minimum score of 85% on a practice exam, and a minimum of a Level 2 ranking on the proctored ATI pre-NCLEX-RN exam. Those not earning a Level
Self-report of SLO Attainment
Continue to monitor the self-report attainment of student learning outcomes. No actions have been necessary that would yield any different results.
ATI Pre-NCLEX-RN
The move to incentivize the ATI proctored exams began in 2013. Data that would indicate changes in the outcomes is currently being collected and evaluated via the SPPE for 2013.
NCLEX-RN Pass Rate Year Nicholls National
2008 89.47% 86.73% 2009 92.41% 89.49% 2010 85.82% 88.69% 2011 93.15% 89.09% 2012 97.85% 91.66%
2 must remediate and retest. However, these exams had no impact on their course grade and there was concern among the faculty regarding the amount of student effort put forth. This concern was informed by student comments regarding their lack of effort because “it was not for a grade”. A decision was made within the program to “incentivize” the ATI proctored exam in an effort to develop student buy-in. Students would receive an 8-point incentive for achieving a Level 2 and a 16-point incentive for achieving a Level 3 on their first attempt at the proctored exam. This incentive would be added to their lowest course grade. Faculty became aware that this truly incentivized most students; however, if the student was already satisfied with their earned course grade then they may not put forth much effort on the proctored exam. This has now led to the ATI proctored exam being counted as a course grade, similar to a final exam grade.
NCLEX-RN Pass Rate
With the exception of 2010, the BSN program has consistently met the benchmark of meeting or exceeding the National pass rate on the NCLEX-RN. In regard to 2010, a possible explanation for the decrease in the pass rate may be reflective of the increased number of students that were being admitted to the BSN Program under the Board of Regents Capitation program whereby admissions increased by 125% in an initiative to meet the workforce demand for registered nurses. Although all admitted applicants were qualified for admission, some were very minimally qualified. However, the program response was to amplify the value of the ATI Total Testing Plan for evaluation and remediation of student learning.
NCLEX-RN Pass Rate
NCLEX-RN pass rates improved over the 2010 report in the 2011 and 2012 reporting years. In 2013 the National Council of State Boards of Nursing (NCSBN) instituted the largest-ever increase in the passing threshold for the NCLEX-RN. Preliminary data for 2013 indicate a nationwide dip in the first-time pass rates for the NCLEX-RN following this increase. The faculty are in the process of completing a curriculum mapping exercise against the NCSBN test blueprint for the NCLEX-RN.
6. Value the impact of
economic and political
dynamics in the context of
health care for participation
and contribution in the
shaping of health care policy.
Self-report of SLO Attainment Year Rating 2008 > 3.5 2009 > 3.5 2010 > 3.5 2011 > 3.5 2012 > 3.5
Self-report of SLO Attainment:
For the years 2008 – 2012, the self-report of attainment of student learning outcomes consistently met the benchmark. This data continues to be monitored.
Self-report of SLO Attainment
Continue to monitor the self-report attainment of student learning outcomes. No actions have been necessary that would yield any different results.
ATI Pre-NCLEX-RN Year Nicholls National
2008 72.9% 70.6% 2009 72.2% 72.2% 2010 67.9% 68.1% 2011 68.7% 68.7% 2012 66.1% 69.6%
NCLEX-RN Pass Rate Year Nicholls National
2008 89.47% 86.73% 2009 92.41% 89.49% 2010 85.82% 88.69% 2011 93.15% 89.09% 2012 97.85% 91.66% ATI Pre-NCLEX-RN
For the years 2008 – 2011, the benchmark was met relatively consistently. In 2012, a significant difference was noted between the Nicholls pass rate and the National pass rate. Students are required to earn a minimum score of 85% on a practice exam, and a minimum of a Level 2 ranking on the proctored ATI pre-NCLEX-RN exam. Those not earning a Level 2 must remediate and retest. However, these exams had no impact on their course grade and there was concern among the faculty regarding the amount of student effort put forth. This concern was informed by student comments regarding their lack of effort because “it was not for a grade”. A decision was made within the program to “incentivize” the ATI proctored exam in an effort to develop student buy-in. Students would receive an 8-point incentive for achieving a Level 2 and a 16-point incentive for achieving a Level 3 on their first attempt at the proctored exam. This incentive would be added to their lowest course grade. Faculty became aware that this truly incentivized most students; however, if the student was already satisfied with their earned course grade then they may not put forth much effort on the proctored exam. This has now led to the ATI proctored exam being counted as a course grade, similar to a final exam grade.
NCLEX-RN Pass Rate
With the exception of 2010, the BSN program has consistently met the benchmark of meeting or exceeding the National pass rate on the NCLEX-RN. In regard to 2010, a possible explanation for the decrease in the pass rate may be reflective of the increased number of students that were being admitted to the BSN Program under the Board of Regents Capitation program whereby admissions increased by 125% in an initiative to meet the workforce demand for registered nurses. Although all admitted applicants were qualified for admission, some were very minimally qualified. However, the program response was to amplify the value of the ATI Total Testing Plan for evaluation and remediation of student learning.
ATI Pre-NCLEX-RN
The move to incentivize the ATI proctored exams began in 2013. Data that would indicate changes in the outcomes is currently being collected and evaluated via the SPPE for 2013.
NCLEX-RN Pass Rate
NCLEX-RN pass rates improved over the 2010 report in the 2011 and 2012 reporting years. In 2013 the National Council of State Boards of Nursing (NCSBN) instituted the largest-ever increase in the passing threshold for the NCLEX-RN. Preliminary data for 2013 indicate a nationwide dip in the first-time pass rates for the NCLEX-RN following this increase. The faculty are in the process of completing a curriculum mapping exercise against the NCSBN test blueprint for the NCLEX-RN.
