CSUF Department of Nursing Evaluation Retreat Data Review

1. CSUF Department of Nursing Evaluation Retreat Data Review January 2003

2. CIPP Program Evaluation Model • Context • Input • Human & material resources • Process • Product • Outcome information interpreted in terms of input and process information

3. BSN Program

4. Technology Competence Reading Comprehension Critical Thinking Communication Skills Leadership Personal characteristics Locus of control Stress Communication styles Learning styles Predictors of success Learning styles College success factors BSN Students – IncomingInput

5. Technology Competence • How assessed? Flashlight-assisted survey • Findings? • Generally positive attitudes and confidence levels • Lowest ratings • Sending/receiving files over the computer • Using video-cameras • Conclusion? • Most students are aware of the need for technologic competence

6. Reading Issues • Average reading rate – lowest quartile, below that of high school graduates (spring 02 N302) • Conclusions? • ↓comprehension, ↓reading rates – difficulty with college level reading materials • Expect students to have the most trouble with difficult content, large amounts of reading

7. Critical Thinking • How assessed? Critical Thinking Process Test • Abstract thinking (e.g., inferential reasoning, goal setting) • Critical processing (listening, writing, reading, speaking) • Results? • Scored highest • Setting goals • Application of knowledge • Critical reading

8. Thoughts to Consider • Scored lowest • Prioritizing/discriminating • Evaluating predicted outcomes • Critical speaking • Only 1 student low on ALL • Students have high goals, but may not be able to implement them because of skill deficits

9. Stress • How assessed? Holmes Rahe Social Readjustment Scale • Stress related to life-altering events • Findings? • Students have medium risk of becoming physically ill • Almost 25% of students at high risk.

10. Personality Styles • How assessed? Personality Spectrum • Tendency toward personality types (organizer, adventurer, giver, thinker) • Results? • Students most likely to be organizers and givers • Students least likely to be adventurers and thinkers

11. Conclusions about teaching methods? • Organizers • Show applicability of ideas, concepts • Give specific examples • Brainstorming sessions for examples • Assist students in making connections with real world • Givers • Group activities that have students help each other

12. Learning Styles • How assessed? Pathways to Learning • 8 intelligences • Results? • On average, students moderately developed on all learning styles • Highly developed (1/3 of students) • Interpersonal • Intrapersonal • Underdeveloped (~40% of students) • Visual/spatial • Naturalistic

13. Implications of Results • Conclusions about teaching methods? • Interpersonal learners • Active experiences with application to real world, explanations by students to each other • Intrapersonal learners • Quiet situations for learning • “Think” breaks for digestion of materials • Intermittent summaries as content given

14. Predictors of Success – Learning & study strategies • How assessed? LASSI • Awareness of learning/study strategies (will, skill, self-regulation) • Results? • Domain scores 67 – 81th percentile • Highest • Concentration & Attitudes • Lowest • Study Aids & Anxiety

15. Conclusions • Average scores indicate need for “educational prescriptions” for over half of the domains, including • Test strategies (skill) • Information processing (skill) • Anxiety (will) • Motivation (will) • Self-testing (self-regulation) • Study Aides (self-regulation)

16. College Success • How assessed? College Success Factors Index • 8 factors (patterns of behavior and attitudes) • Results? • Potential lack of success predicted by scores on competition, wellness, college involvement • Potential success predicted by scores on family involvement, task precision, responsibility vs. control • Conclusion • Assistance needed for: competition with selves, with becoming involved in college environment and knowing how to use school resources

17. BSN Students – Outgoing Product • Leadership - Students in spring 2002 N452 had higher empathy, social skills than N302 students • Students in N452 fall 2002 evaluated for • Critical thinking • Leadership • Reading

18. BSN Students Product • Results from surveys summer 2001 • Employers of 1 and 5 year graduates (71 responses) • Preparation of graduates, “well to very well” • Competence in… “above average to high” • Psycho-social assessment • Physical assessment • Utilizing the nursing process (including nursing diagnosis) • Critical thinking/problem solving • Involvement in professional role • Communication and interpersonal skills • Health teaching and counseling • Leadership skills

19. BSN Graduates, 1 and 5 years • Graduates, 1 and 5 years (187 responses) • Effect of CSUF education on… “strong to some positive effect” • Your overall competence in the nursing role • Acquisition of knowledge • The number of nursing related options open to you (public health, home health, teaching, research) • Commitment to the nursing profession • Self awareness/self actualization • Ability to think critically • Knowledge and skills required for job performance

20. BSN Graduates, 1 and 5 years • Graduates, 1 and 5 years (187 responses) • Competence in… “above average to high” • Psycho-social assessment • Physical assessment • Utilizing the nursing process (including nursing diagnosis) • Critical thinking/problem solving • Involvement in professional role • Communication and interpersonal skills • Health teaching and counseling • Leadership skills

21. BSN Program Goals Use the nursing process to support and promote health in diverse individuals, families, groups and communities in a multi-cultural world. • Use knowledge from the natural, behavioral sciences and the humanities combined with nursing theory as a basis for professional nursing practice. • Apply theories to analyze client responses to health and illness and intervene appropriately. • Base their nursing practice on ethical, legal, and professional values and standards of practice. • Identify societal health needs, critiquing and improving the delivery and quality of health care and nursing practice. • Are accountable for decisions, actions, and outcomes relative to professional nursing practice. • Work with clients and the health team in order to provide, facilitate, and coordinate optimal health care. • Use leadership and management skills to identify and meet health care needs of individuals, families, groups, and communities. • Use communication theories and techniques in developing effective relationships with clients and health care team members. • Evaluate research findings to determine their relevance and apply findings to their nursing practice. • Competently retrieve, evaluate, and communicate information relevant to nursing practice. • Are committed to lifelong learning to promote their personal and professional growth.

22. Program Goals Product • Perceptions of attainment • Faculty (12/2002) • Outgoing students (12/2002)

23. MSN Program

24. MSN Program Goals • Use personal and professional influence to promote values and standards of behavior which demonstrate respect for human dignity and diversity, integrity, and social justice related to self, peers, colleagues, clients, organizations, research participants and the community. • Demonstrate the ability to communicate pertinent information utilizing an effective written presentation style, in a scholarly manner, for a variety of audiences. • Demonstrate the ability to communicate pertinent information utilizing an effective oral presentation style, in a scholarly manner, and with appropriate media as required, for a variety of audiences. • Implement their roles as advanced practice nurses by incorporating informed and reasoned judgments and decision-making. • Implement their roles as advanced practice nurses by demonstrating competence in their specialty. • Implement their role as advanced practice nurses by providing leadership in managing resources. • Implement their roles as advanced practice nurses by involving collaboration with diverse groups/individuals, and with multidisciplinary teams in specialized areas of health care. • Provide leadership in planning, organizing, directing, and evaluating healthcare delivery in compliance with ethical, regulatory, legal, and professional standards of nursing care in order to assure high quality health care delivery and the advancement of the nursing profession. • Implement an advocacy role in relation to the care of diverse (multicultural) and complex client populations. • Implement an advocacy role by incorporating socioeconomic and political considerations that positively influence public policy debate and outcomes, which impact advanced nursing roles and health care delivery. • Critically analyze research and other information to provide high quality healthcare, initiate change, and improve nursing practice. • Demonstrate a professional philosophy that incorporates a commitment to human values and lifelong learning.

25. MSN Students – IncomingInput • New • Writing - essay to be required • Speaking – interviewers to use analytic rubric to assess

26. MSN Students Process • ETS Program Assessment Survey • Students • Stable responses between 2001, 2002 • Slight increases in scholarly experience, curriculum, available resources, resource accessibility • Slight decreases in faculty concern, satisfaction with program

27. Faculty • Stable responses • Slight decreases in learning environment, available resources, faculty work environment • Slight increase in program involvement • Increase in faculty professional activities

28. MSN Students Product • Perceptions of attainment of program goals • Faculty (10/2002) • 73% response rate • 91% of respondents agree/strongly agree that graduates meet program goals • August graduates (10/2002) • 27% response rate • 83% agree/strongly agree that graduates meet program goals • Except for managing resources, meeting standards of care, advocacy role (50-67%)

29. CIPP Evaluation Model • Context • Input • Human & material resources • Process • Product • Outcome information interpreted in terms of input and process information

30. The End

32. Communication Skills • How assessed? Communicating Supportively Scale • Self perceptions of communication skills • Knowledge of counseling/coaching • Providing effective negative feedback • Communicating supportively • Results? Compared to US business students, N302 students in 2nd highest quartile

33. Leadership • How assessed? Professional Passport • Measures personal and social competence • Results? • Highest scores on self regulation, motivation, empathy • Lowest scores on social skills

34. Conclusion Incoming students may be lower in empathy and social skills than graduating seniors Fits with desire for our “product”

35. Personal Characteristics - LOC • How assessed? Nowicki-Strickland LOC Scale • Personal belief about control over life events • Internal/external • Results? • Students have tendency toward internality. • Conclusion: • Students somewhat self-directed in learning; adult learning an appropriate framework for teaching

36. Communicating Styles • How assessed? Communicating Supportively Scale • Based upon responses to scenarios involving people … • Results? • High proportion of responses: probing, reflecting • Low proportion of responses: deflecting, advising