Nursing Assistant Program (NAST) Comprehensive Program Planning & Review (CPPR)

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2013-2014

Nursing Assistant Program (NAST)

Comprehensive Program Planning & Review (CPPR)

San Luis Obispo County

Community College District

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INSTRUCTIONAL

COMPREHENSIVE

PROGRAM

PLANNING

AND

REVIEW

(CPPR)

Program: Certified Nursing Assistant

Program: Certified Nursing Assistant (NAST) Unit: Nursing & Allied Health

Cluster: Nursing and Allied Health, Math, Science, Kinesiology Planning Year: Planning in 2013-2014 for 2014-2015

Last Year CPPR Completed: 2009-2010

Next Scheduled CPPR: 2013-2014 (now)----next is 2017-2018

I. GENERAL INFORMATION AND PROGRAM OUTCOMES A. General Description about the Program

History of the Nursing Assistant Program

The Nursing Assistant Program was implemented in 1994 under the program title Nursing 48 or Certified Nursing Assistant.

All classes were taught in SLO, until 1998 when enrollment declined and it was decided to try a North County class in the Fall and a SLO class in the Spring. In the Fall of 1999 students came to the North County for theory one day a week and had to travel to SLO to use the skills lab on Thursdays and Fridays the first three weeks. After the first three weeks, students stayed in the North County to obtain their clinical experience at a local Skilled Nursing Facility.

The decline in enrollment was most likely due to the state of California requiring all applicants to be fingerprinted prior to taking care of the patients in 1998. Besides the enrollment dropping drastically, the instructor’s contract was not renewed. The Director of Nursing/Allied Health decided to try to resurrect the program by hiring a new full time tenured faculty member in 1999. The course was to be taught primarily on the North County campus in the fall, and on the SLO campus in the Spring

At the end of the Spring semester in 2000, the instructor requested a bed, two gurneys, three manikins, and a curtain to be installed in the classroom; hence the first Allied Health mini skills lab on the North County campus. The students could now stay entirely on the North County campus in the fall. The students are required to master approximately forty six skills. See the Attendance Record attached at the end of this review.

Beginning in 1994, the second nine weeks of the semester in the Fall and Spring included students transitioning into the Home Health Aide course titled Nursing 49. The Home Health Aide course was taught from 1994 - 2000. In 1999 the course moved to the North County campus in the fall and remained on the SLO campus in the Spring. After the spring semester in 2000, the program was discontinued due to a decrease in community need.

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3 t was determined through Allied Health Advisory meetings with our community hospitals that there was a need to train Certified Nursing Assistants (C.N.A.) to function well in the Acute Care setting. A Certified Nursing Assistant is trained to function in a skilled nursing facility or long term care facility where the patients are not acutely ill. The hospitals were spending a great deal of time and money training a C.N.A. to function in Acute Care safely.

Hence, in the Fall of 2000 began the first Acute Care Nursing Assistant Program. The curriculum was written based on the requests from hospital managers, and scope of practice of an Unlicensed Assistive Personnel. The program has been a huge success. The Medical/Surgical manager at Twin Cities Community Hospital has continued to require all nursing assistants seeking employment at Twin Cities to complete Cuesta’s Acute Care Nursing Assistant course before being hired.

As mentioned previously, the Home Health Aide Program was discontinued which was a 4 Unit class. Times had changed and the community needed an Acute Care Nursing Assistant Course which was developed and remains in existence today. Another course that was born out of community need was the Monitor Observer class originally titled Nursing Assistant 25. Hospitals have Unit Secretaries which are now officially titled Health Unit Coordinators (HUC) because of the founding of The National Organization of Health Unit Coordinators. Besides coordinating the care in the department, the HUC’s are responsible for recognizing abnormal heart rhythms in Intensive Care Units, Step Down Units, and Medical Surgical Units where

telemetry is available. Most HUC’s are Acute Care Nursing Assistants who are trained on the job by other HUC’s. The component of the job that requires much study and practice is learning to recognize abnormal heart rhythms.

Thus, Cuesta began offering the Nursing Assistant 25 Monitor Observer Course in the Fall 2001 semester. It was taught only on the SLO campus once each Fall until this year when it will be offered on the North County campus exclusively. Again, this course was brought to the North County to free up rooms in SLO for other allied health programs.

The course started on North County campus October 21, 2008, with a full enrollment and three students wanting to add the class if a spot became available.

All Nursing Assistant Courses were moved to the North County campus in the Fall of 2007. So far, all classes are filling.

Program deletion of NAST 125 and NAST 145 in the Fall 2012 semester.

Currently only NAST 148 is being taught in the Nursing Assistant Program, because this course is a prerequisite to Cuesta’s LVN program and many schools of nursing throughout the nation.

Current Program Review

The current program review was prepared by Fay Johnson, Full time Tenured faculty with contributions from the Division Chair, Pam Peachey and Marcia Scott Nursing Director.

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4 Faculty

Fay Johnson, RN – Full time tenured faculty who holds a Director of Staff Development Certificate of Completion which required a 24 hour course in training, planning,

implementing, and evaluating educational programs in nursing. Prior to teaching at Cuesta, this instructor had five and a half years experience as a Registered Nurse providing direct patient care in a long term care facility. Four and a half of those years were spent teaching a Certified Nursing Assistant Program for the facility.

The instructor must adhere to rigid state mandated guidelines as outlined in Title 22 of the California Code of Regulations. Every two years the Nursing Assistant Program must be reviewed by the State of California Department of Health Services Licensing and Certification Section to determine if the program continues to meet the minimal requirements. The Nurse Assistant program is due for renewal April 30, 2015.

Jean Bronson, RN – holds a Director of Staff Development Certificate with twenty eight years of experience in skilled nursing facilities. She is an approved clinical instructor for the program by the Department of Health Services. She currently is not teaching for Cuesta, but the decision was made to keep her approved in case she is needed to substitute for the full time tenured instructor or the part time contract instructor described below. As outlined in Title 22 Code of Regulations, “The ratio of students to instructor for the clinical training is not to exceed a ratio of one instructor to fifteen students” The cap on the class is 30 now, so two instructors are required.

Gloria Heath, LVN- has an Associate Degree in Nursing, holds a Director of Staff Development Certificate, and has eleven years experience in skilled nursing facilities. She is a contract employee through Compass Health and works closely with the full time tenured faculty three days a week. One of the days is a seven hour theory/skills lab, and the other two days are seven hour clinical days held at a /Compass skilled nursing facility where Gloria works. She is released from all duties at the facility while she instructs Cuesta Nursing Assistant students.

Other Staff/Faculty/Support Personnel

Pam Peachey, Nursing and Allied Health Division Chair Lisa Wearda, Director, Allied Health

Alma Cordova, Secretary III, Nursing and Allied Health Division (SLO) Claudia Ferriday, Nursing and Allied Health Program Specialist

April Anderson, Secretary III, Nursing and Allied Health Division (NCC)

All faculty are required by their regulatory bodies to maintain currency in their field of expertise through approved continuing education every two years.

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Cuesta College | Nursing Assistant Comprehensive Program Planning & Review 2013-2014

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Mission of Nursing Assistant Program

The mission of the Nursing Assistant Program is to prepare and provide a competent workforce for the community.

The nursing assistant program goals are to prepare students to practice safely and enter into a viable market.

These goals were developed through formal and informal collaborative processes with nursing and allied health faculty, Advisory Committee members, and community partners. In order to maintain the status of our program, we will need to preserve existing community relationships and develop new ones through outreach activities. Being well connected to our community allows for information exchange and identification of future trends and needs.

Faculty must remain current in their field and be involved with local, state, and/or national organizations that provide information regarding changing and expected standards of practice and continuing education opportunities. Course and program evaluations by students and clinical sites will continue to provide a valid mechanism to access the effectiveness of these goals and identification of continuing or changing student and program needs.

Evaluation tools are included at the end of this section. Approximately 90% of students who complete the nursing assistant program plan to be nurses. They enroll in allied health courses to obtain knowledge and experience while they wait to be accepted in nursing schools. Several nursing schools including universities require that students complete a nursing assistant program prior to enrollment.

Cuesta’s program is college level and prepares students for Nursing School. Programs taught at Skilled Nursing Facilities are basic and not college level. Required for VN and most RN schools.

Contributions and Connections of this Program to: College Mission:

The program goals of the nursing assistant program are congruent with the college mission. This mission is accomplished by providing curricula, skill

development, and clinical experiences that prepare students to apply a standard of practice that is competent, safe, and ethical within their respective scope of practice .Through challenging and dynamic learning opportunities, students’ lives are improved as they become engaged citizens in their communities. The

program promotes cultural, intellectual, and professional growth. Most students enrolled in this program plan on progressing through an educational plan to more advanced health care professions. Many work part-time as nursing assistants as they complete pre-requisites for nursing or other health science degrees. The Nursing Assistant program regularly includes a diverse student demographic of ethnicity and age. Students are encouraged to recognize the diverse learning styles of their cohorts. Students must work in groups to practice and master skills

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to meet the course learning objectives. The instructor assigns partners to work together in the clinical setting to perform patient care. The instructor does not assign partners who are friends, of the same age, or ethnicity as much as possible. This encourages students to learn to work with people who are different than them. Students are exposed to a diverse population of patients, families, and health care providers. The curriculum addresses culture, and challenges students to explore their values regarding diversity. For example students are asked to consider their views on ethnicity, bioethical issues (abortion, stem cell research, prisoners receiving transplants), the diverse patient responses to health care issues that may not be congruent with their own (obesity, smoking, lifestyle choices) socioeconomic issues, etc. Culturally specific health care is addressed including religion, hygiene, diet, privacy, and communication skills. The program’s curriculum addresses caring for self, patients, colleagues, community, and stress management. Students are frequently referred to counseling, DSPS, for academic and support services, financial Aid, Reentry counseling, Workforce Development, ESL classes, and the community Literacy Council, Because the nursing assistant is the entry level into nursing, frequently a student is encountered that does not read and write at a 6th grade level which is required to pass the national exam. The student has the opportunity to request the national written exam to be administered to them orally. This has worked well for ESL students who

understand the English spoken word better than the written word. Faculty and students have worked with these resources to promote student retention and success through academic support including note takers, readers, special adaptive equipment (ie stethoscope for the hearing impaired) and extra time to take exams. Financial resources reduce stress and promote success. The special needs of reentry students are recognized and supported. Employment opportunities on and off campus promote retention. These referrals combined with faculty support provide opportunities for students to recognize their strengths, identify

achievable goals, enhance success, and enrich their lives. The faculty is professional and serves as role models and resources. Full time faculty

participates with divisional and campus committees. The success of the nursing assisting program and our students hinges upon a working and mutually

beneficial relationship with our community partners. The faculty functions as a liaison between the college and community. In turn, our students must learn to collaborate with each other, clients, families, and the health care team. The hospitals frequently contact the faculty with staffing needs. Information regarding available positions is emailed to faculty who in turn forwards them to current and previous students via email list serves. Many of the previous nursing assistant students working in the community mentor our current students during their clinical rotations and upon being hired by a facility.

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College Values:

The faculty is actively involved in the nursing communities. We interact regularly with our community partners during course delivery and student clinical

experiences. Through these interactions we are kept abreast of current standards of practice that are intergraded into our curricula delivery. The faculty is required to maintain their nursing licenses and certificates through appropriate continuing education approved by the Board of Registered Nursing.

Student pass rates for Nursing Assistant 148 on the national examination are usually 100%. It is rare for a student to not pass the examination, demonstrating high quality faculty who teach relevant and pertinent information to students. There are two parts to the national exam, a written and a skills component. The written examination consists of seventy multiple choice questions with a pass/fail grading system applied. Percentage of questions passed is not awarded. If the student does not pass the written exam, they will be allowed two more attempts to pass it. The skills component consists of five skills being selected from a possible twenty two which the state of California deem necessary for an entry level nursing assistant to master. If a student fails one of the five skills, they fail the entire skills portion. Because there is a Nurse Assistant Candidate Handbook which lists all the skills and each step required to pass, the new guidelines for 2013 are that a student can only miss two steps and still pass the skills

component. Two of Cuesta’s students did not pass the skills component in November 2013, because they missed three steps on a skill. It will be stressed to students how rigid the guidelines have become, and the faculty will prepare them accordingly. The student is allowed two more attempts to pass the skills

component. If a student is unsuccessful after the third attempt testing for the skills component, they must retake the nursing assistant training. Faculty is attentive to the curriculum for necessary revisions that result in desired learning outcomes.

Vision:

The Nursing Assistant Program is dedicated to accessible, high quality education for the support and enhancement of student success, professional development, and the community we serve. Students who score below 70 on any test are immediately referred to our Nursing/Allied Health Success Specialist who

interviews them and teaches them helpful study strategies. So far, every student that follows through and meets with the success specialist, have improved on their test taking skills. The feedback that we have received from the community has been positive in regards to how Cuesta trained aides perform their duties when being hired by a skilled nursing facility. One facility in our community does not train aides in their building, because they hire Cuesta trained aides who have done their clinical rotation in their building. We are constantly evaluating our student needs and outcomes through curriculum review and analysis of retention,

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success, and employment placement. Our student course evaluations and hospital evaluations of the students and program are taken seriously and

reviewed by the faculty and division chair at the end of each semester. We listen to community needs through Advisory Committee and networking with the hospital managers and staff. Skills lab equipment has been upgraded to reflect industry standards with support of funds from the Unit Plan, grant funding, Foundation, CTEA, and local surplus donations. The standards and scope of practice for nursing assistants are monitored within the community and at the state and national level. The faculty is also contacted as a resource for staff development within the community. Hospital managers consult with faculty regarding practice issues and state regulatory mandates.

B. Program Outcomes: List the learning outcomes established for your program 1. Demonstrate and apply ethical, competent, and safe patient care within the

scope of practice for a CNA.

2. Demonstrate the knowledge/skills necessary to pass the National Nursing Aide Assessment Program Certification Exam.

3. Demonstrate the knowledge/skills necessary to become employed.

II. PROGRAM SUPPORT OF INSTITUTIONAL GOALS, INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES

The following was fulfilled during the 2012-2013 academic year:

Institutional Goal 1: San Luis Obispo County Community College District will enhance its programs and services to promote students’ successful completion of transfer requirements, degrees, certificates, and courses.do in past tense.

Institutional Objective 1.2: Increase the percentage of degree‐ or certificate‐ directed students who complete degrees or certificates by 2% annually

a. Evaluated the need for the added section of NAST 148. Fall 2013 we increased the cap to 30

b. Collaborated with the Admissions and Records and Counseling Department to develop access strategies for low priority registration students.

c. Maintained or increased success rates in NAST 148; Continued to purchase current equipment that is the industry standard to maintain the high success rate of our students.

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Institutional Goal 2: San Luis Obispo County Community College District will build a sustainable base of enrollment by effectively responding to the needs of its local service area.

Institutional Objective 2.1: Increase the capture rate of the local 24‐ 40 age cohort by

2% annually

a. Continued to meet the needs of the re-entry student with NAST 148.The percentage was 8.5% for 2012-2013.

b. The cohort for age 20-34 is 51% for 2012-2013. We do not have data for 2013-2014.

Institutional Objective 2.2: Increase the local high school capture rate by 2% annually

a. Continued to offer NAST 148 to high school students. The minimum age requirement to enroll in CNA is 16 as mandated in California’s Code of Regulation, Title 22. High school students could obtain high school credit. b. Continued faculty, staff and students participation in high school

outreach activities (CTE college/career fairs, College night, Grizzly Academy).

Institutional Goal 3: San Luis Obispo County Community College District will assess and improve the quality and effectiveness of its participatory governance and decision‐making structures and processes.

Institutional Objective 3.2: Assess participatory governance and decision‐making structures and processes and revise as needed to ensure that the processes are effective, transparent, and include broad participation

a. Continued to support participatory governance even though it is more difficult for programs with 1 FT faculty who are responsible for teaching assignment and the regulatory component of their program.

Institutional Goal 4: San Luis Obispo County Community College District will implement, assess, and improve its integrated planning processes.

Institutional Objective 4.1: Train the internal community about the integrated planning

processes

a. Division Chair continued to mentor faculty in the Integrated Planning Model and CPPR process.

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Institutional Goal 5: San Luis Obispo County Community College District will strengthen its partnerships with local educational institutions, civic organizations, businesses, and industries.

Institutional Objective 5.1: Increase participation at district events for business and civic Leaders

a. Hosted advisory meetings and regularly interface with affiliate agencies in our community. We are visible because students train in these agencies and are highly respected.

b. Continued discussion with Long Term Care (LTC) and confirm outside funding to keep a second CNA clinical group using contracted faculty. c. Implemented methods to increase the # of employer and alumni surveys

that are returned to the department so that we have better gainful statistical data from employers in our community.

A. Identify how your program helps students achieve Institutional Learning Outcomes.

Those Institutional Learning Outcomes (ILOs) achieved by NAST students include:

ILO 1 Personal, Academic and Professional Development

Recognize, assess, and demonstrate the skills and behaviors that promote academic and professional development

d. Worked with the foundation to maintain community partnerships which support salaries, equipment, operational expenses, technology,

professional development, student success strategies, facility

improvements, and in-kind support—received financial support from private donors.

e. Maintain contractual partnerships with LTC clinical to better support the number of students being served.

f. Continued to pursue alternative options for our students to receive their state certification testing locally. Cuesta collaborated with Health

Workforce Initiative at Mission College Northern Division to continue to offer state certification testing locally. The tenured full time faculty became an Independent Contractor working for HWI. The certification testing will be offered twice a year, once each Fall semester (November) and once each Spring semester (April) to accommodate Cuesta students who complete the program. Since there are two labs on the North County campus, Cuesta students will test in one lab with nurses from the

community, and ten Compass students will test in the other lab with the full time tenured instructor. An instructor is not allowed to test their own students. Faculty has collaborated with Compass and informed them of the test dates.

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Demonstrate the professional skills necessary for successful employment

NAST students are entering the healthcare profession as a first time student, re-entry or student who is pursuing a higher degree. The Cuesta Certified Nurses Assistant program has a 100% success rate on their national exam. They are very marketable in the community as CNAs or continue their professional development in other healthcare occupations.

ILO 2. Critical Thinking and Communication

Analyze and evaluate their own thinking processes and those of others Communicate and interpret complex information in a clear, ethical, and logical manner

NAST students learn to critically think within their scope of practice and know what information must be communicated to licensed personnel. The team approach is important to

communicate what is accurate, clear, and logical as well as provide ethical care.

ILO 3. Scientific and Environmental Understanding

Analyze the relationship between people's actions and the physical world Make decisions regarding environmental issues based on scientific evidence and reasoning

NAST students learn to provide basic care; and communicate with people who are feeling their worst and most vulnerable. Students are taught to provide nonjudgmental care demonstrating no bias. A person is rendered care simply because they exist as a human.

ILO 6. Technical and Informational Fluency

Recognize when information is needed, and be able to locate and utilize diverse sources effectively and ethically

Produce and share electronic documents, images, and projects using modern software and technology

The responsibilities as CNAs are including more technology. Students are taught to protect patient privacy and importance of using equipment accurately. Competence, safety and privacy are essential to the field of healthcare. New for 2014, a national mandate for all medical records to be electronically generated. NAST students will be learning to document care electronically beginning Fall 2014 semester.

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III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS Enrollment:

The enrollment rates remain very high at 100% enrollment in all fall and spring semester NAST148 course. Fall 2013, we eliminated NAST 125, NAST 145, 145L due to low enrollment.

Fill Rates:

NAST 148 fill rates are usually 100% with reports of students interested in adding, being turned away every semester. Fall 2013, we hired a second clinical instructor who is funded by one of Cuesta’s partners making the program more efficient. Instead of one instructor to 15 students in theory, there will be 30 students in theory with a second clinical group. If fill rate is less than 100%, then it is because students did not meet the screening criteria necessary to remain in the course. Each student who enrolls receives a packet with forms and

paperwork that must be completed by the first day of class. Because of the regulations placed on a certified nursing assistant course, this requirement is necessary to ensure compliance and prepare the student for the clinical setting. The NAST courses consistently fill significantly higher than the overall college fill rate of 83%. An initial application (HS283B form) and a copy of the student’s livescan must be sent to the Department of Health Services in Sacramento before a student can touch a patient.

Students are in the hospital setting the second week of class. Because of the time constraints listed above, if a student drops the second week it is too late to add a new student. The spring 2014 semester had four students drop the second and third week of class. Various reasons were given such as being pregnant and not cleared by physician to lift fifty pounds (required for Nursing Assistants) having a history of panic attacks before starting program, one male student with long hair said he did not feel he was professional enough (even though the instructor said he could wear it in a ponytail) not able to complete their TB skin test in time (even though they had 6 weeks to do it, because the packet was sent to this student a month before class started.

FTES:

NAST courses are not a high generator of FTES. You will note that the NAST has high demand but is not efficient (FTES/FTEF = 8.3-9). This poor

efficiency placed the NAST program on the list of program cuts last year. At the end of the CPPR, the written argument explains the need to preserve the NAST program from being eliminated. We needed to think of creative ways to become more efficient. Our solution was to increase the CAP of the theory class to 30 students (NAST 148) keeping the lab/clinical portion at a 15:1 ratio for safety reasons (2 clinical groups). We will continue to monitor the effectiveness of this decision. The second faculty who was hired for the second clinical group is contracted and funded from an outside funding

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source. This model was implemented in Fall 2013. Given the logistics in the theory class, the instructor has found that she needs to break students up into groups to allow them time to work on skills. Having 30 students to work with during the theory class is not possible for one faculty person. In Spring 2014, the second faculty person now helps out in the theory and clinical portion. While this decreases the efficiency of the class, the college still is saving because this contracted second faculty is being paid with outside resources.

NAST 125, 145, 145L were eliminated for poor efficiency reasons during the Fall 2012 budget cuts. Fill rates were down. Anecdotally, students commented that the courses were difficult and demanding of their time.

Nursing Assistant 2008-09 2009-10 2010-11 2011-12 2012-13 Sections 5 5 6 9 8 Fill Rate 103.9% 101.3% 104.4% 90.4% 97.5% FTES/FTEF 8.34 8.77 9.51 8.31 9.01 Overall College 2008-09 2009-10 2010-11 2011-12 2012-13 Sections 3407 3023 2817 2846 2605 Fill Rate 89.3% 96.4% 91.4% 87.8% 82.8% FTES/FTEF 15 15.89 15.31 15.08 14.29 8.77 9.51 8.31 9.01 15 15.89 _15.31 _15.08 14.29 0.00 5.00 10.00 15.00 20.00 2008-09 2009-10 2010-11 2011-12 2012-13 F T E S / F T E F FTES/FTEF

Nursing Assistant Overall College

103.9% _101.3% 104.4% 90.4% 97.5% 89.3% 96.4% 91.4% _87.8% 82.8% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% 2008-09 2009-10 2010-11 2011-12 2012-13 C our se Fi ll R at e s Fill Rates

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Success and Retention:

Students that remain enrolled in NAST courses throughout the term, consistently show 100% successful completion. In NAST148/148L, 95% are retained in the class, 100% are successful. This far exceeds the success and completion rates of the college. The cost of the immunizations, background check, and drug screens which were

required to complete the NAST 145 course, was the number one reason given by students for attrition. The data is skewed because the

students who take the NAST 148 are the same student cohort as taking NAST 148L. Therefore, the number of students completing and

receiving a certificate would be half of the total number who complete the class, in this case.

Attempted Successful Attempted Successful Attempted Successful Attempted Successful Attempted Successful

N % N % N % N % N % Nursing Assistant 76 92.1% 74 91.9% 85 90.6% 122 86.9% 117 97.4% Overall College 68,995 69.7% 76,252 71.5% 69,043 71.4% 68,519 71.8% 60,005 73.0% 2008-09 2009-10 2010-11 2011-12 2012-13 92.1% 91.9% 90.6% _86.9% 97.4% 69.7% 71.5% 71.4% 71.8% 73.0% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% 2008-09 2009-10 2010-11 2011-12 2012-13 C ou rs e S uc ce ss R at e

Successful Course Completion

Nursing Assistant Overall College

Certifications Awarded:

Currently, we only offer 1 Certificates of Specialization (CS) in the area of NAST: C.S. Nursing Assistant. We eliminated the certificates for EKG (NAST 125) and Acute Care Aide (ACNA) (NAST 145/145L) when we deactivated the

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The certificate applications are completed as an in-class assignment and forwarded to the A&R department. The college no longer keeps data on

certificates < 18 units. The number of students who completed the CNA class in 2012-13 is the same as those who received a C.S. in Nursing Assistant = 103 in 2012-2013.

Demographics of NAST student 2012-2013

Continuing Students 78% Returning Student 8.5% 20-24 cohort 34% 30-34 cohort 17% Female 85% Ethnicity--White 56% Ethnicity--Hispanic 32% Academic Disadvantaged 45.5%

NOT Academic Disadvantaged 54.5%

Obtain an associate degree and transfer to a 4- 19% year institution

Student major—A.S. RN 49%

Student major—C.A. LVN 9%

The demographics are consistent in explaining that these continuing students are taking the CNA course to further their education. The CNA certificate is a “feeder” course into the LVN program. It also is attractive to RN students who receive RN admission points for working in healthcare or having a healthcare license/certificate. Most schools of nursing in California and the nation require a Certified Nursing Assistant Certificate to apply for admission. The full time tenured faculty has written letters of recommendation for students applying to nursing schools all over the nation

Environmental SCAN June 2010 (South Central Regional Occupational Breakdown Program viability study):

California’s Employment Development Department (EDD) projections for 2008 thru 2018:

In California, the number of Nursing Aides, Orderlies, and Attendants is expected to grow much faster than average growth rate for all occupations. Jobs for Nursing Aides, Orderlies, and Attendants are expected to increase by 21.0 percent, or 22,700 jobs between 2008 and 2018.

In San Luis Obispo County, the number of Nursing Aides, Orderlies, and Attendants is expected to grow much faster than average growth rate for all occupations. Jobs for

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Nursing Aides, Orderlies, and Attendants are expected to increase by 16.9 percent, or 150 jobs between 2008 and 2018.

Annual Job Openings

In California, an average of 2,280 new job openings per year is expected for Nursing Aides, Orderlies, and Attendants, plus an additional 1,080 job openings due to net replacement needs, resulting in a total of 3,360 job openings.

In San Luis Obispo County, an average of 15 new job openings per year is expected for Nursing Aides, Orderlies, and Attendants, plus an additional 9 job openings due to net replacement needs, resulting in a total of 24 job openings.Put in yellow about job openings more than this,.

In planning for community need it is important to note that the EDD has noted Personal and Home Care Aide and Home Health Aide as the fastest growing occupations in San Luis Obispo-Paso Robles Metropolitan Statistical Area. In California, the number of Home Health Aides is expected to grow much faster than average growth rate for all occupations. Jobs for Home Health Aides are expected to increase by 43.6 percent, or 23,700 jobs between 2008 and 2018. In San Luis Obispo County, the number of Home Health Aides is expected to grow much faster than average growth rate for all occupations. Jobs for Home Health Aides are expected to increase by 37.5 percent, or 120 jobs between 2008 and 2018.

A. Offer interpretations of data, and identify areas for change to facilitate program quality and growth.

While we increased efficiency by increasing the CAP on the theory class to 30, we are finding that it is difficult to teach skills to 30 students. We have permission to allow a contracted faculty to be presented during the theory and clinical portion of the course making the ratio again 15:1. This only works because the second faculty person is paid through an outside funding source. This would not be an option if funded by the district.

B. Describe program efforts to improve graduation rates, transfer rates and/or certificate completion.

With CNA being a prerequisite to the LVN program and an avenue for RN applicants to earn application points by having a CNA certificate, CNA courses there will continue to be strong.

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IV. CURRICULUM REVIEW

CURRICULUM REVIEW GUIDE and WORKSHEET

Courses and Programs

Current Review Date: F2013-S2014 Reviewer: Marcia Scott, Director of Nursing; Pam Peachey, Division Chair for Nursing & Allied

Health; Fay Johnson, NAST FT Tenure Courses Course (Prefix / Number) Currently active

New course since last CPPR Major modification since last CPPR Minor modification since last CPPR Deactivated since last CPPR Notified impacted program(s)* NAST 125 no no (2008) no no yes NAST 145 no no yes F11 no yes NAST 145L no yes F11 no no yes

NAST 148 yes no yes F11 no no

NAST 148L

yes yes F11 yes F11 no no

Deactivated Course Impacted Program (s) Date affected program was notified NAST 125 Loss to the community however,

enrollment was low; attrition high; FTES poor

F12

NAST 145 Loss to the community however, enrollment was low; attrition high; FTES poor

F12

NAST 145L Loss to the community however, enrollment was low; attrition high; FTES poor

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Course Review

NAST Course Number NAST 148 NAST 148L 1. Effective term listed on COR _S14 _S14

2. Catalog / schedule description is

appropriate yes yes

3. Pre-/ co-requisites / advisories (if

applicable) are appropriate yes yes

4. “Approved as Distance Education” is

accurate Not approved Not approved

5. Grading Method is accurate _yes _yes

6. Repeatability is zero no (3) Corrected to “0” via Curriculum S14 no (3) Corrected to “0” via Curriculum S14

7. Class Size is accurate _yes _yes

8. Objectives are aligned with methods

of evaluation yes yes

9. Topics / scope are aligned with

objectives yes yes

10. Assignments are aligned with

objectives yes yes

11. Methods of evaluation are

appropriate yes yes

12. Texts, readings, materials are dated

within last 5 years yes yes

13. CSU / IGETC transfer & AA GE

information (if applicable) is correct NA NA

14. Degree / Certificate information (if

applicable) is correct yes yes

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NAST Course Number NAST 148 NAST 148L are accurate

16. Library materials are adequate and

current * yes yes

Programs Program / Certificate Title Currently active New program since last CPPR Program modification since last CPPR Deactivated since last CPPR C.S. Nursing Assistant yes no yes: F11 no C.S. Nursing Assistant, Acute Care Nurse

Assistant no no F13

C.S. Nursing Assistant,

EKG Monitor Observer no no F13

Program Review Currently active Program / Certificate: Title

Required courses and electives, incl. course numbers, course titles, and course credits, are

accurate Program description is current Program Learning Outcomes are accurate and include method of

assessment C.S. Nursing Assistant

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Five-Year Cycle Calendar

COURSES Course Number Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017 NAST 148 Review COR NAST 148L Review COR PROGRAMS / CERTIFICATES Program/Certificate Title Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017 C.S. Nursing Assistant Review CERT

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V. PROGRAM OUTCOMES, ASSESSMENTS AND IMPROVEMENTS

a. NNAAP – National Nursing Assistant Assessment Program (Certified Nursing Assistant) – pass rates: 100% of Cuesta students that take the certification exam pass. Our pass rate of 100% is above the national average.

b. Student Program Surveys: Students feel well prepared for the workforce

c. Advisory Board Meeting – 100% of the agencies noted that students were always ethical with no breach of HIPPA guidelines. 80% of the agencies noted that students were always competent in skills. 100% of agencies noted that students were always safe when

delivering patient care. 100% of agencies always agreed that students worked within their scope of practice. The agencies that attended the Advisory meeting were mostly from Compass, with one from Country Care. Compass Health hired only two of Cuesta trained students. Country Care has hired many Cuesta students, and is the clinical site. d. Employer Surveys: Survey completion rates are low. Most students who complete NAST

148 do not seek employment. Rather, NAST 148 is an admission criteria for many schools of nursing including BSN programs. A new plan has just been implemented Spring 2014 semester to have both clinical instructors deliver the employer survey to the facility where they have students, and have it completed. Country Care has hired many Cuesta students, because they don’t teach a training program of their own. Danish Care will be hiring some students out of the current class, and hired two from the last class in Fall 2013.

Program Assessment Mapping last updated: Fall 2013

Program/CERT SLOs

NAST Certified Nursing Assistant

1. Demonstrate and apply ethical, competent, and safe patient care within the scope of practice for a CNA.

2. Demonstrate the knowledge/skills necessary to pass the National Nursing Aide Assessment Program Certification Exam.

3. Demonstrate the knowledge/skills necessary to become employed.

Relationship between assessed course level SLOs and Program Level SLOs.

Course Course name Program Student Learning Outcomes

1 2 3

NAST 148 Certified Nursing

Assistant Assessed in this course Assessed in this course (knowledge) Assessed in this course (knowledge) NAST 148L Certified Nursing Assistant Lab Assessed in this course Assessed in this (skills) course Assessed in this (skills) course

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Highlight improvement efforts that have resulted from SLO assessment.

a. Provided professional development opportunities for our full time NAST faculty. b. Updated forms and information packets for NAST 148

c. Will consistently emphasize safety in patient care, HIPPAA, and competency in skills and functioning in their scope of practice.

d. Enrollment is low in ACNA cancelled ACNA in fall 2012

e. LVN program added CNA as a pre-req—CNA schedule changes to accommodate --- additional equipment/ supplies since we are increasing the lecture CAP to 30—students will need to practice skills. The second clinical group is scheduled at Danish Care Center. There was a conflict with the psyche tech students being at Danish on three days Spring 14 semester. It was decided that the psyche tech students would do theory on two of the days, and the CNA students would practice skills in an empty patient room, or the

classroom on the 3rd day.

f. The people in attendance at the Allied Health Advisory meeting did not have any suggestions for improvement. Faculty discussed student requirements to practice in a skilled nursing facility as opposed to an acute care hospital. The minimum requirements are a physical exam, a two step tb test, and Livescan fingerprints. Background checks, immunizations, and drug tests are not required to practice as a nursing assistant student in a skilled nursing facility. If a facility hires a student after completion of Cuesta’s

program, then they may opt to require a background check immunizations, and a drug screen. Since the NAST 145 (acute care nursing assistant) course is discontinued, immunizations, drug screens, and background checks, will no longer be an issue for the Nursing Assistant Program.

Recommend changes and updates to program funding based on assessment of SLOs. a. Purchase and maintained state of the art equipment to insure our capacity to teach

current practices in safe patient care. We will continue to monitor industry standards to determine what equipment needs to be updated and/or replaced.

b. Mentor new part time faculty who will be teaching the additional NAST section

c. Secure ongoing funding source to keep part time NCC secretary III position. This position is currently being funded with grant funds. The position has proven to be invaluable. She monitors the paperwork for the nursing assistant class, which would be almost

impossible for the instructor to do. The first two weeks of class are so busy, and the paperwork must be sent to Sacramento the third class meeting which is the beginning of second week.

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VI. PROGRAM DEVELOPMENT/FORECASTING

Institutional Goal 1: San Luis Obispo County Community College District will enhance its programs and services to promote students’ successful

completion of transfer requirements, degrees, certificates, and courses. Institutional Objective 1.2: Increase the percentage of degree‐ or certificate‐ directed students who complete degrees or certificates by 2% annually

a. Evaluate the increased CAP of 30. The class filled on the second day of registration for the Spring 2014 semester. The wait list filled also, with eleven students. There were also numerous calls inquiring if they should show up for the first class since they could not get on the wait list.

b. Collaborate with the Admissions and Records and Counseling Department to develop access strategies for low priority registration students. We inform students about the Re-entry priority registration program. Also the instructor does not need to add from the wait list. If the instructor is aware of a student who keeps trying to register, they can give that student priority over the first student on the wait list.

c. Maintain or increase success rates in NAST 148; Continue to purchase current equipment that is the industry standard and maintain the high success rate of our students. What has proven to be invaluable for student success rate is referring at risk students immediately to our Nursing/Allied Health Success Specialist on the North County campus, and recommending that they join a student study group. Currently Spring 14 semester there are two study groups meeting on Thursdays after clinical from 1:30-2:30. One meets at Country Care, and the other meets at Danish Care. Students who met with our success specialist and joined the study group all improved their next test score. Also the addition of the contract faculty in the lecture/ skills classroom will improve student success. Students complained on a survey conducted last Fall 13, that the 30 students to 1 instructor in lecture/lab was not conducive to learning. They felt that the instructor could not spend the time with them that they needed to practice skills.

Institutional Goal 2: San Luis Obispo County Community College District will build a sustainable base of enrollment by effectively responding to the needs of its local service area.

Institutional Objective 2.1: Increase the capture rate of the local 24‐ 40 age cohort by 2% annually

a. Continue to meet the needs of the re-entry student with NAST 148/L.

Institutional Objective 2.2: Increase the local high school capture rate by 2% annually a. Continue to offer NAST 148/L to high school students. The minimum age

requirement to enroll in CNA is 16 as mandated in California’s Code of Regulation, Title 22. High school students could obtain high school credit.

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b. Continue faculty, staff and students participation in high school outreach activities (CTE college/career fairs, College night, Grizzly Academy, BRIDGE program).

Institutional Goal 3: San Luis Obispo County Community College District will assess and improve the quality and effectiveness of its participatory

governance and decision‐making structures and processes.

Institutional Objective 3.2: Assess participatory governance and decision‐making structures and processes and revise as needed to ensure that the processes are effective, transparent, and include broad participation

a. Continue to support participatory governance even though it is more difficult for programs with 1 FT faculty who are responsible for teaching assignment and the regulatory component of their program. The full time faculty person is an active member of the Re-entry committee, currently working on a new brochure for the re-entry program.

Institutional Goal 4: San Luis Obispo County Community College District will implement, assess, and improve its integrated planning processes.

Institutional Objective 4.1: Train the internal community about the integrated planning processes

a. Division Chair will continue to mentor faculty in the Integrated Planning Model. Institutional Goal 5: San Luis Obispo County Community College District will strengthen its partnerships with local educational institutions, civic

organizations, businesses, and industries.

Institutional Objective 5.1: Increase participation at district events for business and civic Leaders

a. Host advisory meetings and regularly interface with affiliate agencies in our

community. We are visible because students train in these agencies and are highly respected.

b. Continue discussion with Long Term Care (LTC) and confirmed outside funding to keep a second CNA clinical group using contracted faculty.

c. Implement methods to increase the # of employer and alumni surveys that are returned to the department so that we have better gainful statistical data from employers in our community. The surveys are going to be brought to our next Advisory Meeting scheduled on 3/18/14.The attendance is usually good, and we can collect them at the end of the meeting. Also the two clinical instructors are going to bring the facility surveys to the facilities where their students are doing clinical. d. Work with the foundation to maintain community partnerships which support

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student success strategies, facility improvements, and in-kind support—received financial support from private donors.

e. Maintain contractual partnerships with LTC clinical to better support the number of students being served.

f. Continued to pursue alternative options for our students to receive their state certification testing locally. American Red Cross offers the certification testing each month and would be willing to test students at Cuesta and provide their own liability insurance certificate. Cuesta’s students tested through ARC in January 2013, and several students from local skilled nursing facilities as well. It was not a positive experience. There were inconsistencies from one site to another, and the required paperwork was scrutinized severely. Many students were turned away and not allowed to test. The college approved the full time tenured faculty to be an

Independent Contractor through Health Workforce Initiative Northern Region. The first testing was conducted April 20, 2013 and again November 23, 2013 with great success. The testing will be offered once each semester for Cuesta students

completing the program. Ten students from the community may also test on the same days as Cuesta’s students since there are two nursing allied health labs. The next testing is scheduled for April 12, 2014.

Anticipated changes in curriculum and scheduling

a. Due to budget cuts and no need to increase FTES, we are not developing any curriculum however the dialogue is important because the economy and need will eventually be stronger.

b. Based on Skilled Nursing community need, Acute Care Hospital nurse-patient ratio mandate and low enrollment/high attrition in the ACNA and EKG certificates, we

proactively cut ACNA and EKG from our F12 schedule. Instead, we replaced ACNA with a second section of CNA. Workforce demand for CNAs and the CNA certificate as a

prerequisite for LVN students demonstrate the need for CNA at Cuesta.

c. To increase productivity (FTES/FTEF ratio) in the CNA certificate, we will enroll 30

students (not 15) in the lecture portion (NAST 148) and run 2 clinical groups (regulations require a 15:1 ratio in clinical) with 1 of the clinical groups funded by an outside source (NAST 148L). Students complained to instructor last Fall 2013 that 30 students to one instructor was not allowing them to properly be supervised.

d. It was decided to also have the contracted employee participate on campus lecture/lab days as well to facilitate student skills being supervised and evaluated. While EDD reports show that Home Health Aide is a growing need, we will not be developing any courses at this time because of budgetary constraints and very specific regulatory faculty

requirements making it difficult to find someone to teach the course. We will continue to evaluate efficient ways to meet student expectations.

Facilities changes

a. Reviewed the scheduling for all programs to maximize use of classrooms and lab space— Continued discussions regarding room use on the NCC. Space continues to be a problem

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in that Mondays are a difficult day of the week to hold classes because there are so many holidays. This program is regulated and all hours must be adhered to. The course must have a longer class meeting day to accommodate for the holidays and still meet the hour requirements. We will continue to review creative ways to schedule our courses. Extra classroom space may need to be discussed with administration

b. Evaluate the Districts master plan for allocating space in NCC to Allied Health programs— remodeled N2801 into an allied health lab/classroom. In Fall 2013 the first Nursing Assistant Class and EMT class met in the completed allied health lab room 2801. It houses 3 beds, and has plenty of storage space. LVN shares N2407 with Phlebotomy. However, with 30 students trying to perform skills in 3 beds, it was decided to allow Nursing Assistant students to share N2407 for skills on Mondays, because LVN students are not on campus. This is working well, but if the LVN schedule changes to include Monday instruction, the room will not be available for Nursing Assistant students. Staffing projections

a. The load for teaching NAST theory and clinical is 50%.

b. Sought and obtained If the college does not prioritize a full time tenured faculty position when the current instructor retires in the next few years, an alternative plan needs to be developed. If there is not clerical support, then a lead instructor with a stipend would be necessary. outside funding from Long Term Care Agency a 2nd instructor for clinical and lecture/lab who met district minimal qualifications and CNA regulations to teach.

Two partners in the community have agreed to fund the 2nd instructor.

c. A contracted CNA clinical faculty who met the minimal quals set by CNA regs and HR requirements was funded through Compass.

d. Continue to support the NCC Secretary III position. This position is essential. We have many regulated programs that require independent work with projects, ordering and admissions and records/Certification. This position will support the North County LVN, EMS, NAST and MAST programs on the NCC.

e. Look for alternative funds to pay for Student help for NC programs if there are no qualified students available through CALWORKS. We have found Work Study Student Assistance to be beneficial in setting up and breaking down skills labs in addition to assisting the instructors and students with skills. Student help has also been useful in accomplishing light clerical tasks such as reprographics and filing. Viability of these programs on SLO and NCC depends on student help to assist with skills lab set-up and take down and hands-on assistance to students for skills development. Student

retention and success is closely related to adequate support from our student workers. Strategies for responding to the predicted budget and FTES target for the next academic year

a. Continue to foster community partnerships to provide alternative funding to support the general fund and maintain state of the art education for nursing and allied health

education.

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c. Continue to seek out funds for professional development opportunities for faculty in their pursuit of teaching excellence and their desire to maintain currency within their academic discipline.

d. Seek outside funds for equipment (new and replacement). As with all of the courses and programs in the Nursing and Allied Health department, it is essential to purchase and maintain state of the art equipment to insure our capacity to teach current practices in safe patient care. We will continue to monitor industry standards to determine what equipment needs to be updated and/or replaced.

VII. CAREER TECHNICAL EDUCATION (CTE) TWO-YEAR PROGRAM REVIEW Meets a documented labor market demand.

CA.GOV Employment Development Department

http://www.labormarketinfo.edd.ca.gov/CommColleges/Projections.asp State Data: Top Code 123030 CERTIFIED NURSE ASSISTANT

Employers in SLO County include:

Nursing Care Facilities 14 46.3%

General Medical and Surgical Hospitals 15 33.3% Community Care Facility for the Elderly 62 6.5%

Job Outlook Nursing Assistant

Employment is projected to grow faster than the average. Excellent job opportunities are expected.

Employment change: Overall employment of nursing aides is projected to grow 18 percent between 2008 and 2018, faster than the average for all occupations. Employment for nursing aides, orderlies, and attendants will grow 19 percent, faster than the average for all

occupations, predominantly in response to the long-term care needs of an increasing elderly population. Financial pressures on hospitals to discharge patients as soon as possible should boost admissions to nursing care facilities. As a result, new jobs will be more numerous in nursing and residential care facilities than in hospitals, and growth will be especially strong in community care facilities for the elderly. Modern medical technology will also drive demand for nursing aides, because as the technology saves and extends more lives, it increases the need for long-term care provided by aides.

Job prospects: High replacement needs for nursing aides reflect modest entry requirements, low pay, high physical and emotional demands, and limited opportunities for advancement within the occupation. For these same reasons, the number of people looking to enter the occupation will belimited. Many aides leave the occupation to attend training programs for

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other healthcare occupations. Therefore, people who are interested in, and suited for, this work should have excellent job opportunities.

Nursing Aides, Orderlies, and Attendants* Estimated Employment and Projected Growth

Geographic Area (Estimated Year-Projected Year) Estimated Employment Projected Employment Numeric Change Percent Change Additional Openings Due to Net Replacements California (2008-2018) 108,100 130,800 22,700 21.0 10,800 San Luis Obispo County

(2008-2018) 890 1,040 150 16.9 90

Source: Employment Development Department Labor Market Information Division https://www.labormarketinfo.edd.ca.gov

Environmental Scan Report: Cuesta College

http://academic.cuesta.edu/research/ESCANS/ES_2010.pdf

Based on data presented by the Environmental Scan Report (2010), job growth for Nursing Aides in our region is expected. It is projected that there will be an additional 106 jobs in this field between 2010 and 2015.

Healthcare industry jobs are projected to grow by 12 percent (2,209 jobs) through 2015. This growth rate keeps pace with both state and national growth in the industry.

Top Occupations in the Healthcare Industry

SOC Code Name 2010 Jobs 2015 Jobs Change _Change%

29-1111 Registered nurses 1,832 2,031 199 11%

29-1069 Physicians and surgeons 1,281 1,436 155 12%

31-1012 Nursing aides, orderlies, and attendants 1,104 1,210 106 10%

43-6013 Medical secretaries 994 1,145 151 15%

31-9092 Medical assistants 966 1,148 182 19%

31-9091 Dental assistants 605 713 108 18%

31-1011 Home health aides 544 654 110 20%

As illustrated in the above table, the top occupations in the healthcare industry in the region are: registered nurses; physicians and surgeons; nursing aides, orderlies and

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attendants; medical secretaries; medical assistants; dental assistants; and home health aides.

Does not represent unnecessary duplication of other manpower training programs in the area.

No, the Nursing Assistant program offered at Cuesta College does not duplicate programs in our area. The nearest community college based Nursing Assistant training program is offered at Allan Hancock College in Santa Maria which is approximately 39 miles south of San Luis Obispo. A significant difference in our training is that the C.N.A. training at Hancock is offered as a 16.0 unit, one semester program and students are accepted by special application. Students at Cuesta are eligible to take the C.N.A. State certification exam after completing a 5.0 credit, 9 week course, allowing them to enter the workforce. Skilled Nursing Facilities in the community also teach CNA programs. However, the student must be a full time employee to be accepted into their training programs. A pre-nursing student rarely works full time, because it would be extremely difficult to be successful in their prerequisite classes. The community courses also are very fundamental, whereas; Cuesta’s program is College level, preparatory to nursing school.

Is of demonstrated effectiveness as measured by the employment and completion success of its students.

NNAAP - (Certified Nursing Assistant) – pass rates: 100% of Cuesta students that take the certification exam pass. Our pass rate of 100% is above the national average.

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COURSE SLOs NAST Assessment and Evaluation Cycle Calendar

SEMESTER FALL 2011

CTE year SPR 2012 FALL 2012 SPR 2013

FALL 2013

CPPR year

SPR 2014 FALL 2014 SPR 2015 August January August January August January August January

ASSESSMENT OR RE-ASSESSMENT NAST 148/L refer to Assessment Tools NAST 148/L refer to Assessment Tools NAST 148/L refer to Assessment Tools NAST 148/L refer to Assessment Tools ANALYZE RESULTS & PROGRAM IMPROVEMENT NAST 148/L NAST 148/L NAST 148/L NAST 148/L PLAN IMPLEMENTATION NAST 148/L NAST 148/L NAST 148/L NAST 148/L

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PROGRAM SLOs NAST Assessment and Evaluation Cycle

Calendar

SEMESTER FALL 2011

CTE year SPR 2012 FALL 2012 SPR 2013

FALL 2013

CPPR year

SPR 2014 FALL 2014 SPR 2015 FALL 2015

CTE year

August May August May August May August May August

ASSESSMENT OR RE-ASSESSMENT NAST _1. Employee & Facility Survey 2. NNAAP exam 3. Clinical Evaluation NAST 1. Employee & Facility Survey 2. NNAAP exam 3. Clinical Evaluation NAST 1. Employee & Facility Survey 2. NNAAP exam 3. Clinical Evaluation NAST 1. Employee & Facility Survey 2. NNAAP exam 3. Clinical Evaluation ANALYZE RESULTS & PROGRAM IMPROVEMENT NAST 1. Employee & Facility Survey 2. NNAAP exam 3. Clinical Evaluation NAST 1. Employee & Facility Survey 2. NNAAP exam 3. Clinical Evaluation NAST 1. Employee & Facility Survey 2. NNAAP exam 3. Clinical Evaluation NAST 1. Employee & Facility Survey 2. NNAAP exam 3. Clinical Evaluation PLAN IMPLEMENTATION work on implementing the plan Implement changes work on implementing the plan Implement changes

CTE completed every 2 years CPPR completed every 4 years

Process for PLO Assessment--Analysis--Implementation occurs over a 1 semester cycle Notes for developing the calendar:

• Maintain realistic goals. The assessment cycle calendar should have reachable timelines, considering faculty workload, classroom time needed for assessment, and the inevitable adjustments and improvements in assessment tools and methodology.

• All courses, degrees and programs do need to be assessed at least once per program review cycle. • Not all SLOs have to be assessed every semester.

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VIII. END NOTES

SUPPLEMENTALDOCUMENTS