May 31, 2011 Department of Nursing Commission on

Assessment Report May 31, 2011 Department of Nursing Submitted By: Dr. Susan M. Neville, PhD, MS, RN Associate Professor & Chair Goal & Focus for Academic Year: Achieve National Accreditation Program Status from the Commission on Collegiate Nursing education (CCNE) Goal Achieved: Accreditation Granted April 16, 2011 . Full 5 years maximum Accreditation for First Time Program Accreditation - Effective: October 18, 2010 to June 30, 2016 >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Preparation for Accreditation status included submitting the following documentation prior to and after the site visit:

Self Study (complete with data analysis

Appendix

NYIT Response to Site Visit Report

Documentation of Standards Achievement - Documents assembled for site visit electronically as well as in hard copy ( document room)

I have included a sampling of the documents that were prepared to address Individual /aggregate student and program outcome objectives. “NYIT is pleased that the Evaluation Team from the Commission on Collegiate Nursing Education found that

its baccalaureate program in nursing meets all four of the Commission’s standards. The following documents

are further submitted to clarify some areas” 1. Measurement Methods for Individual Learning Outcomes

Appendix V outlines the individual student outcomes and measurements used to assess those outcomes. As the

program moves forward and makes improvements in individual learning outcomes, faculty will be monitoring

subsequent changes in the aggregate program outcomes. Up until this point in time, the focus has been on raising

the NCLEX-RN scores and the overall program along with it. Using professional standards, such as the AACN

Essentials and the CCNE Standards for accreditation, as models of best practice, modifications to the curriculum

were made. Additionally, in response to suggestions from the New York State Office of the Professions, other

adjustments in curriculum and entry requirements were instituted.

Since the standards have now been met, the program is now implementing Phase Two of a plan to become

distinctive by focusing in on the program outcomes and the unique mission and goals of the college. Over the next

five years, individual student outcomes and their effects on aggregate outcomes will be assessed. In year one

(2011-2012) faculty will choose two learning outcomes and design a method of data collection and analysis; they

make and implement recommendations based on those results. Subsequently, learning outcomes will be additive

over time and evolve to develop long-term over the life cycle of the program.

APPENDIX V Table 2. Measurement Methods for Individual Learning Outcomes

Individual Learning Outcome Measure

1. Demonstrate a theoretical

knowledge base that

incorporates critical

thinking and evidenced-

based research findings to

guide nursing practice and

clinical decision-making.

o TEAS (Test of Essential Academic

Skills)

o ATI Critical Thinking

Test

o ATI RN Comprehensive

Predictor Exam

o Course assignments

(ethnographic, reflections)

o Student clinical performance

evaluations

o Nursing care plans

o Course exams

o Senior Exit Survey-EBI

(Educational

Benchmark Institute)

o Capstone assignments

o NCLEX-RN exam

2. Provide culturally

competent holistic nursing

care that supports

diversity in health care

values, beliefs, attitudes

and supports the

uniqueness of individuals,

families, groups and

communities.

o Student clinical

performance

evaluations


o Course exams

o Senior Exit survey-EBI

(Educational

Benchmark Institute


o NCLEX-RN exam

3. Use interpersonal and

technological

communication effectively

in the delivery,

documentation and

evaluation of safe care.



o Student clinical

performance evaluations


o Course exams


(Educational

Benchmark Institute


o NCLEX-RN exam

4. Apply leadership and

management principles to

act as a change agent and

patient advocate in health

care practice that

incorporates patient safety

and quality indicators.


(ethnographic,

reflections)

o Nursing Colloquium

(reflection)

o Lobby Day (assignments)

o Student clinical

performance evaluation

o Course exams


(Educational

Benchmark Institute


o NCLEX-RN exam

5. Demonstrate professional

behaviors that incorporate

legal/ethical responsibility,

professional nursing

codes/standards, client

advocacy, self-reflection

and evaluation to promote

professional growth with

lifelong learning.



o Clinical course

evaluations


o Course exams


o NCLEX-RN exam

6. Collaborate with members

of the health care team in

the provision of holistic

and culturally competent

nursing care across the life

span to clients, families,

groups and communities in

a variety of health care

environments.

o Critical Thinking (ATI)

o Senior Clinical Evaluation




(reflections)


o Clinical course

evaluations

o Course exams

o NCLEX-RN exam

7. Provide nursing care that

reflects the analysis of

current trends, health care

policy and environmental

factors influencing local,

national and global health

care.




(reflections)


o Clinical course

evaluations

o Course exams

o NCLEX-RN exam

2. Aggregate student outcome data provide evidence of the program’s effectiveness in achieving its

mission, goals, and expected outcomes.

The DON has set expected aggregate outcomes for NCLEX-RN first time pass rate at 75%, Graduation

rate at 75%, Students satisfaction EBI score mean of 5.5. The current benchmarks for Employment Rates

and Alumni Satisfaction are established and only identify return rates. The faculty recognizes that

benchmarks need to be set for satisfaction levels in all the areas and will do so this spring 2011 semester. .

As indicated in the program response provided for comments related to Key Element III-A on page 4,

faculty created a table that more clearly illustrates the relationship between expected learning outcomes

and measurement tools. This table also delineates the direct and indirect methods used to measure the

achievement of these expected outcomes. Additionally, the Department’s Strategic CQI Plan (Appendix

VI) and the Preceptor & Faculty Student Clinical Performance Evaluation form (Appendix VII) were

revised to clearly indicate how these data are used to determine program effectiveness and learning

outcomes.

The DON established benchmarks for expected aggregate outcomes in our DON Strategic Plan (2008-

2011). Data related to these outcomes were analyzed and evaluated by the faculty and changes to the

curriculum design, courses and DON policies (such as admission and progression in the major) were

implemented. The department implemented the following changes (among others):

The department in conjunction with the Office of Institutional Research and Assessment designed

and completed a correlational study to identify potential background variables that impact student

success and progression in the major. These data were analyzed and evaluated and decisions

impacting DON policy were implemented.

Revised the criteria for admission and progression in the major., i.e. raised college GPA from

2.50 to 2.75: minimum grade of C+ in all nursing courses)

Mapped and revised the curriculum in place and made changes to course design, content,

evaluation methods in courses on each level. All clinical evaluation student performance tools

were revised.

Implemented ATI Support, Tutorial & Assessment Program and analyzed and evaluated

individual and aggregate data that informed decisions and changes.

Implemented an advisement protocol to assist students as they progress through the major.

Revised the DON admission process to reflect admission criteria that support success in the major

and timely progression toward graduation.

Revised DON undergraduate alumni survey to capture data that would inform decisions related to

department, program, and lifelong learning.

Implemented a senior capstone preceptored practicum and revised the External Preceptor /Faculty

Student Performance Evaluation form to better capture preceptor data related to student learning

outcomes.

Table 3: DON STRATEGIC CQI PLAN: Outcome and Program Evaluation: 2011-2014

Quality Indicator Expected

Outcomes Methods Analysis

Implementation Plan,

Responsibilities and Time

Frame

Evaluation/ Re-

evaluation Process

1. Profile of Nursing

Applicants

Meeting or

exceeding

admissions

committee criteria

by college and

nursing major

o Admission Application

o Letter of Intent

o Student transcripts

o GPA

o Student Degree Maps

o References

o Transfer equivalency form

o Demographic, education, experience,

credentials.

O Criteria for admission

Reviews applicants for the

clinical phase ever fall.

Reviews applicants for

admission to Nursing major

every spring.

Responsibility:

Nursing Admissions

committee

Time frame:

Semi-annually

Informs admission

& recruitment

strategies and/or

changes at the

institution and

department of

nursing levels.

2. Level program and

aggregate outcomes

A. Critical Thinking

B. Professional

communication

C. Professional

Roles and

behaviors

D. Professional

Development

Program outcomes

are consistent with

professional

standards

o AACN- Essentials of Baccalaureate

Education

o ANA Social Policy Statement

o ANA Code of Ethics

o CCNE -Standards for Accreditation

of Baccalaureate and Graduate

Nursing Programs

o New York State Nurse Practice Act

o NCSBN NCLEX-RN Content

Format


Skills)

o ATI Critical Thinking Test

Predictor Exam


Review current standards

and guidelines

Responsibility:

Faculty & Curriculum

Committee

Time frame

Annually and as needed

whenever changes in

standards and guidelines are

released.

Determines the

appropriateness of

level, program

and aggregate

outcomes

Implement

curriculum

change

Implement

Strategies to

improve student

performance





Frame

Evaluation/ Re-

evaluation Process

o Student clinical performance,

evaluations


o Course exams

o Senior Exit Survey-EBI

(Educational

Benchmark Institute)

o Capstone Assignment

o NCLEX-RN exam

o Annual Nursing Colloquium

Student Reflection

o Lobby Day Assignment

3. Nursing Curriculum

Content Map

Each factor/item on

EBI Exit Survey is

at or above 5.5

mean for program

and comparison

schools.

AACN- Essentials of Baccalaureate

Education

Current research/evidence-based

practice findings

ANA Social Policy Statement

ANA Code of Ethics

CCNE -Standards for Accreditation of

Baccalaureate and Graduate Nursing

Programs

New York State Nurse Practice Act

NCSBN NCLEX-RN Content Format

Assessing Horizontal/

Vertical threads

Core concepts, Essential

Didactic, Clinical & Lab

knowledge

Evidenced Based Practice

Findings.

Responsibility:


Committee

Time frame: Annually at the May

Department of Nursing

workshop

Informs changes to

the Nursing

Curriculum

Content Mapping

Implement

curriculum

change

Implement

Strategies to

improve student

performance





Frame

Evaluation/ Re-

evaluation Process

4. ATI Support &

Assessment

ATI standard of

level two or above

on comprehensive

exams

o Didactic Competencies;


Skills)

o Course specific content testing

o ATI Critical Thinking Test

o ATI RN Comprehensive Predictor

Exam

Review results of

comprehensive exams each

semester

Responsibility:

ATI coordinator

Evaluation & Outcome

Committee

Faculty Curriculum

Committee

Time frame:

Program Entrance &

Exit

End of each course

End of Junior & Senior

levels

Ongoing

Implement

curriculum change

Implement

strategies to

improve student

performance

Informs decisions

related to program

effectiveness,

Informs decisions

related to

Curriculum design

& Administrative

policies

Informs content

and course

mapping

Implement

curriculum

strategies to

improve student

performance

5. Achievement of level,

program and

aggregate expected

outcomes

The mean for each

factor of the EBI

Exit Survey will be

at or above 5.5 for

program and

comparison

schools.

EBI Assessment Exit Survey Review/ analyze results of

EBI annually (August)

Responsibility:

Faculty Curriculum

Committee


Committee

Time frame: Ongoing

Informs content

and course

mapping

Implement

curriculum

strategies to

improve student

performance





Frame

Evaluation/ Re-

evaluation Process

A. NCLEX-RN pass rate

Progressive

movement toward

achieving first time

pass rate on

NCLEX-RN (NYS)

75%.

o RN-NCLEX

o RN Licensure Exam First Time &

Repeat Rates

o RN Boot Camp

o NCLEX questions infused into

exams

o NCLEX practice

o RN Comprehensive Predictor Exam

o Critical Thinking Exit

o Kaplan Review

o ATI Review

Assess Quarterly and

summary reports from NYS

office of the Professions

Responsibility:


Committee


Committee

Chair

Time frame:

Ongoing

Informs decisions

and strategies to

improve student

performance

B. Graduation rates Graduation rate of

75% of cohort

nursing class

Number of students admitted compared

to the number of students completing

nursing program

Assessing annual graduation

rates

Responsibility:


Committee


Committee

Time frame:

Annually

Informs decisions

and strategies to

increase student

retention once

admitted to the

major.

C. Student satisfaction EBI standard of

mean of 5.5 or

above

Under graduate Nursing Exit survey Review results of EBI to

determine student

satisfaction with institution

and nursing program

Implement

curriculum

strategies to

improve student

performance





Frame

Evaluation/ Re-

evaluation Process

Responsibility:


Committee


Committee

Time frame:

Annually

Informs decisions

related to program/

curriculum /policy

D. Graduate Follow Up

Survey

1) NYIT Generic

graduate follow

up survey

2) Department of

nursing : Under

graduate Nursing

Exit survey

NYIT graduate

follow up survey

will have e 20 % or

greater return

100 % return of

under gradate

nursing exit survey

Satisfaction

Survey score

benchmark to be

determined Spring

2011 semester

Web-based and mailed graduate survey

NYIT Graduate Alumni Survey

Department of Nursing Undergraduate

Alumni Survey

Review results of alumni

graduate follow up surveys

and employment rates.

Responsibility:

NYIT Career Service

Timeframe: 6 months, Ongoing

Assessment of alumni

employment and continuing

education.

Assessment of alumni

employment and continuing

education.

Responsibility: Evaluation

and Outcome & Faculty

Committee

Timeframe: Annually,

Ongoing

Informs decisions

related to Program/

Employer

Satisfaction and

Employment Data

Identifies

employment

settings and

practice

environments &

patient population

Practice transition

Faculty will re-

evaluate and

redesign the

undergraduate

nursing exit survey

to reflect DON

expected outcomes

that are TBD





Frame

Evaluation/ Re-

evaluation Process

E. Employment rates

50% of students

obtain employment

12 months post

graduation

NYIT Undergraduate Alumni

Employment Survey at 6 months

&

DON Undergraduate Nursing Exit

survey at 1 year

Assess percentage of

graduate employment rates

From the NYIT Graduate

Alumni Survey

DON Graduate Alumni

survey

Responsibility:

Evaluation and Outcome &

Faculty Committee

Timeframe:

Annually, Ongoing

Informs decisions

related to Program/

Employer

Satisfaction and

Employment Data

Practice transition

F. Employer satisfaction 20% or greater

returns of clinical

affiliation graduate

nurse follow up

data by clinical

affiliation

coordinator.

Program will be

determining

benchmark

satisfaction score

this semester

Graduate Nurse Follow up survey

Clinical Affiliation Survey

Communities of Interest Survey

Data related to Internal & External

expected outcome data and findings

Data related to Survey of

current affiliations and

graduate hiring rate

Responsibility:

Evaluation and Outcome

& Faculty Committee

Clinical Affiliation

Coordinator

Timeframe:

Annually, Ongoing

Informs program

regarding student

employment and

performance

Determine the

efficacy of service

partnerships.





Frame

Evaluation/ Re-

evaluation Process

G. Student Support

services

1. NYIT

Learning Center

(LC)

Smarthinking

2. Supplemental

Instruction (SI)

3. Peer Advising (PA)

4. Department of

Nursing

1. s

Clinical

Deficiency

Referral

NCLEX Boot

Camp

1.

The expected

outcome is to be

determined based

upon results of the

protocols piloted in

the Spring of 2011.

The expected

outcome is that

students will have

improved academic

and clinical

achievement as

measured by (77%

or greater course

grades and/or Pass

clinical grades.

Improved number

of 1st time NCLEX

pass rate.

Compare and analyze student support

services with final grade received for

the particular course.

Compare and analyze DON student

support services with final received

grades and NCLEX pass rates.

Provide academic support

that result in the student’s

satisfactory completion of

the referral.

Responsibility: NYIT

Student Support Service and

DON faculty liaison.

Timeframe: Pilot Spring

2011

Analysis August 2011 and

semi-annually per semester.

Provide additional academic

instructional support

resources for nursing

courses that are historically

challenging.

Responsibility: Assigned

faculty

Timeframe: Semi-annually

and annual

Informs future

decisions and

protocols

regarding student

support services to

student

Informs future

curriculum

decisions and

DON protocols

regarding nursing

student support

services.

Table 4: PRECEPTOR & FACULTY STUDENT CLINCAL PERFORMANCE EVALUATION

NEW YORK INSTITUTE OF TECHNOLOGY

SCHOOL OF THE HEALTH PROFESSIONS

DEPARTMENT OF NURSING

NURS 451 FINAL GRADE_____

Student Name: ___________________________________________ Date: ______________________

Preceptor Name: __________________________________________

NYIT Faculty: ___________________________________________ Clinical Site: ______________________________

Attendance: (see attached time log)

Clinical Objectives that reflect the NYIT program core concepts: Communication, Holism, Critical Thinking, Culture, Caring, Global/World

Perspective, Professionalism, and Technology.

Outcome Measures: Critical Thinking, Professional Communication, Professional Roles & Behaviors, Professional Development

At the conclusion of the clinical rotation the student will:

1. Fulfill his/her professional, ethical and legal responsibilities as a member of the health team

2. Utilize the principles of adult nursing knowledge and skills that correlate theory with clinical practice integrating evidenced based practice to

plan, to implement, and to evaluate safe holistic nursing care to promote the health of individuals and families.

3. Demonstrate effective and culturally competent interpersonal communication and technological communication skills in the care of clinically

complex or critically ill hospitalized clients

4. Understand the role of teaching in the care of a hospitalized client

5. Collaborate with other members of the health care team in providing care to clients, families, groups and communities.

6. Apply leadership and management principles to act as a change agent in health care practice.

Preceptor Instructions:

The purpose of this form is to provide the preceptor with an evaluation tool that identifies the individual student learning outcomes that coincide

with the core essentials and measured outcomes of the NYIT nursing program.

Instructions: Ongoing feedback from the preceptor to the student will occur on a daily basis and within the context of the practice situation. This

feedback may include constructive criticism that the student will use to improve behaviors as well as positive feedback for accomplishments. The

preceptor will complete the evaluation of their assigned student nurse at 60 hrs, and 120 hrs, in collaboration with the faculty.

Dev. 1/11 & Piloted Spring 2011

Definition of Grading Criteria: The preceptor and the NYIT faculty member will assign a grade of P, NI, F, or NA in the designated

columns at the 60 hrs, and 120 hrs, time points in response to the student nurses performance.

P Pass:

The student met the behavioral objectives of the clinical experience i.e. needed guidance and instruction required by most nursing students at the

same level in order to carry out nursing activities.

N I Needs Improvement:

The student requires remedial work in this area. The students’ clinical performance and/ or knowledge development is currently below the

expected level by most nursing students at the same level in order to carry out nursing activities. The Student is at risk for clinical failure.

F Fail: The student did not meet the behavioral expectations of the clinical experience and needed excessive guidance and instruction. The student was

unable to perform at his/her expected level. The student did not exhibit improvement after much guidance and instruction.

NA Not Applicable:

The opportunity to achieve this objective was not available to the student during this rotation.

PRECEPTOR & FACULTY STUDENT CLINCAL PERFORMANCE EVALUATION




NURS 451

Outcomes Measured: Critical Thinking, Professional Communication, Professional Roles & Behaviors,

Professional Development

Mid-

Rotation

(60 hrs)

Date_____________

(P-NI-F-NA)

Final

(120 hrs)

Date_____________

(P-NI-F-NA)

STUDENT NURSE BEHAVIORAL OBJECTIVES Preceptor Faculty Preceptor Faculty

1. Course Objective: Fulfill his/her professional, ethical and legal responsibilities as a member of the health team:

Outcomes Measured: Professional Communication, Professional Roles & Behavior, Professional Development

Student behavioral objective:

Conforms to the NYIT student code of conduct, dress and the ANA Standards of Practice and Code of Ethics

Demonstrates concern, respect and the privacy for the rights of others

Identifies and utilizes members of the health team appropriately

Works cooperatively with members of the health team (Preceptor, faculty, interdisciplinary staff, client, family

and community)

Seeks supervision when his/her limitations are recognized and accepts constructive critique

Manages time effectively and responsibly

Seeks out new learning experiences

Actively participates in meetings/conferences in a professional manner

Demonstrates responsibility for being prompt

Follows established policy when late or absent

Follows institutions policy /procedures

Submits neatly written assignments on time and complete

Distinguishes self as an active learner through progressive improvement in participation,

articulation, actions and integration of knowledge base of health and illness.

Preceptor Comment:


2. Course Objective: Utilize the principles of adult nursing knowledge and skills that correlate theory with

clinical practice integrating evidenced based practice to plan, to implement, and to evaluate safe nursing care to

promote the health of individuals and families.




Correlates current theory with clinical practice

Identifies current evidenced based practice in the care of an adult or older client

Demonstrates knowledge of multi-cultural nursing and culturally/spiritually competent care within the

framework of the nursing process

Explains rationale for the care of assigned client based on nursing knowledge and scientific principles

Demonstrates safe administration of medication and treatment modalities.

Differentiates between an urgent client care need and an expected care need and appropriately describes and takes

action for an intervention.

Recognizes learning needs and takes action for self-improvement

Demonstrates accountability in daily performance on the clinical unit

Establishes the professional role as an active member of the collaborative health care team to meet the holistic nursing

care of clients.

Utilizes effective communication techniques and technology to enhance the delivery of care

Utilizes computer/computer generated data to process information about clients, to research client problems, and to

enhance understanding of client condition in order to provide safe nursing care.

Preceptor Comment:


3. Course Objective: Demonstrates effective and culturally competent interpersonal communication and

technological communication skills for the care of clinically complex or critically ill hospitalized clients.

Outcomes Measured: Professional Communication, Professional Roles & Behaviors, Professional Development


Establishes progressive improvement in the use interpersonal communication skills

Describes the difference between social, therapeutic and ineffective verbal and non verbal patterns

of communication

Gives examples of barriers to effective communication

Includes culturally sensitive communication skills for the care of assigned client

Participates actively in professional discussions for the delivery of nursing care

Develops pattern of communication with assigned clients that supports the development of trust in a non-

judgmental, caring manner.

Preceptor Comment:

4. Course Objective: Understands the role of teaching for the care of clients

Outcomes Measured: Critical Thinking, Professional Communication, Professional Roles & Behaviors

Student behavioral objective

Provides health education to client/family based on assessment data

Integrates teaching/learning activities into client interactions

Explains clearly to the client the instructions and information about their condition or medications

Paraphrases client response to validate understanding

Describes effective teaching principles

Incorporates health promotion and/or health restoration teaching into the plan of care

Preceptor Comment:


5. Course Objective: Collaborates with other members of the health care team to provide care for clients,

families, groups and communities.

Outcomes Measured: Professional Communication, Professional Roles & Behaviors, Professional Development

Communicates client assessments and client needs to hospital staff effectively

Demonstrates a collaborative interdisciplinary approach to client care.

Demonstrates competent use of communication technology (i.e.Electronic medical records,PYXIS)

Preceptor Comment:

6. Course Objective: Applies leadership and management principles to act as a change agent in health care

practice



Assumes leadership role during clinical rotation (i.e. acts as team leader)

Demonstrates professionalism through role behaviors and appearance

Demonstrates self-initiative as a unit leader. ( i.e. Accept & handoff shift communication, develop ancillary staff

assignments)

Uses evidence to support actions (i.e. uses current publications that support best nursing practice)

Collaborates with resource persons as appropriate. (i.e. administrators, medical librarian, IT dept.)

Formulates alternatives as appropriate.

Organizes time effectively

Prioritizes care of individuals and of groups as appropriate

Utilizes human and material resources effectively (i.e. staff assignments, utilization of timesheets, ordering

pharmaceutical & treatment associated supplies)

Demonstrates effective planning, delegation and supervision of others as appropriate

Preceptor Comment:

Preceptor Signature Mid- rotation______________________Date____________________ Preceptor Signature Final_______________Date_________________

Faculty Signature Mid-rotation________________________Date____________________ Faculty Signature Final_________________Date_________________

Student Signature Mid-rotation________________________Date____________________ Student Signature Final_________________Date_________________

PRECEPTOR & FACULTY STUDENT CLINCAL PERFORMANCE EVALUATION




NURS 451

Student Name: _________________________________________Semester__________COURSE___451______ The purpose of this form is for the Instructor to document and the student to acknowledge his/her progress at the mid-semester and final

points of this clinical rotation. Utilize the attached ANECDOTAL form for weekly comments adding additional anecdotal forms as needed. FACULTY MID- SEMESTER EVALUATION:

STUDENT MID- SEMESTER SELF- EVALUATION:

FACULTY SIGN________________________DATE: _____

STUDENT SIGN: _______________________DATE: ____

FACULTY SIGN________________________DATE: _______

STUDENT SIGN: ______________________DATE: _______

FACULTY FINAL EVALUATION: STUDENT FINAL SELF- EVALUATION:

FACULTY SIGN:______________________DATE: _______

STUDENT SIGN: _____________________DATE: _______

FACULTY SIGN:________________________DATE: ______

STUDENT SIGN: _______________________DATE: ______

Student has “Passed” Required Clinical Skills Checks: Yes No

Student has met required nursing lab hours: Yes No

Student has handed in and successfully completed all written documentation required: Yes No

STUDENTS MUST PASS BOTH THE MEDICAL SURGICAL CLINICAL COMPONENT AS WELL AS THE PSYCHIATRIC

NURSING CLINICAL COMPONENT IN ORDER TO PASS NURS 451.

FAILURE TO PASS BOTH COMPONENTS WILL RESULT IN COURSE FAILURE.

ANECDOTAL RECORD

STUDENT NAME: __________________________________________ COURSE_________________________

~The purpose of this anecdotal record is for the Faculty to provide a narrative account of the students weekly progress, accomplishment

or deficiency providing a student/ instructor collaborative *remediation plan* documented on this anecdotal form.

~Each entry is to be dated (M/D/Y) and signed by both the instructor and the student.

~Attach additional anecdotal records as needed.

**For Clinical Problems –Notify and send a photocopy of this student/instructor signed documentation to the NYIT Nursing Dept.

DATE:

3. Academic support services are sufficient to ensure quality and are evaluated on a regular

basis to meet program and student needs

Like all NYIT’s departments, the Academic Support Services, “Advising and Enrichment Center” has an

assessment and service improvement plan in place to guide the tracking of student progress and the

effectiveness and adequacy of service (See Appendix III: NYIT Assessment Plan for Academic Support

Services Advising and Enrichment Center).

In addition, the Department of Nursing has reviewed its processes for identifying students needing

academic support and tracking the results of referrals. Results of the ATI (Assessment Technology

Institute) and Test of Essential Academic Skills (TEAS) (administered in NURS 102) will be used to

identify students at risk for academic failure and an early intervention plan (including referral to support

services) will be individually developed. A member of the nursing faculty will coordinate the initiative –

maintaining records (see revised External Student Support Referral Form, Appendix IV) and meeting with

Student Support Services as needed.

Student focus groups will be held each semester to provide a forum for students to provide feedback on

the adequacy and effectiveness of the support services they received. The focus groups are scheduled this

semester for March 17, 2011.

Assessment Plan for Academic Support Services

Advising and Enrichment Center

I. Learning Center (LC)

Goals

Provide academic support for courses in which students request assistance.

Provide academic support that result in the student’s satisfactory completion of the

tutored course(s).

Provide study skills and time management skills support and training.

Assessment

Determine student satisfaction with Learning Center, and assigned tutor, via survey.

Conduct midterm and final review of each tutors’ performance.

Compare and analyze student attendance of tutoring sessions with final grade

received for the particular course(s).

Calculate percentage of tutoring requests that were satisfied.

Measure change in LC usage compared to prior years.

Actions

Based on attendance, earned grades, and ongoing monitoring, determine degree of

success of tutoring in particular courses and engage with LC staff (LC Specialist and

Graduate Assistants) and tutors as needed to improve tutoring skills.

Determine which subjects have the highest demand and increase tutor recruitment to

ensure that available tutoring is sufficient to cover the need.

Seek support from academic departments to provide qualified student referrals for

tutors in courses for which there is either a high demand or for which a tutor has been

difficult to secure.

Hold training for all new and returning tutors as well as LC staff.

Schedule a planning meeting prior to each semester in order to determine necessary

changes, review or create new goals, and plan for the upcoming semester’s events.

II. Smarthinking

Goals

Provide additional tutoring support to supplement Learning Center hours.

Assessment

Determine Smarthinking usage by student and overall.

Compare student usage with the grade received in the related course.

Evaluate student usage by subject.

Measure student satisfaction via semi-annual survey.

Actions

Determine need for additional hours based on student usage.

Use results of student survey to schedule Smarthinking training sessions to address

any identified difficulties.

Review individual student usage and intervene with students as needed to improve

effectiveness of session.

III. Supplemental Instruction (SI)

Goals

Provide additional instruction for courses that are considered historically challenging.

Impact student motivation and confidence in their course of study.

Reduce the rate of D, W, WF, F grades in targeted courses for students who attend SI

sessions.

Assessment

Compare and analyze student attendance of SI sessions in context of final grade

received.

Measure student satisfaction and gain feedback via end-of-semester SI surveys.

Measure student confidence and ability to learn the course material as a result of SI

session attendance via end-of-semester surveys.

Actions

Determine success of SI in targeted courses. Promote SI for courses in which it is

most effective; investigate reasons why SI failed to make a significant impact

otherwise.

Seek support from academic departments and individual faculty for the

recommendation of qualified SI Leaders.



IV. Peer Advising (PA)

Goals

Prepare students for academic advisement and registration appointments.

Guide students in finding and appropriately using resources related to advisement and

registration, degree requirements, NYIT Connect, and future planning of coursework.

Assessment

Determine the percentage of students in each Peer Advisor caseload who met with or

contacted their assigned PA.

Determine the number of “walk-in” students who met with a PA voluntarily and/or

by referral compared to the prior term.

Compare number of students who requested assistance with four year planning to

prior semesters.

Measure student satisfaction and gain feedback via end-of-semester surveys.

Actions

Provide “refresher” training to PAs in order to address any deficiencies found as a

result of the program’s assessment and to ensure all policies and procedures are being

followed.

Collaborate with academic departments to provide program-specific training.



(Rev 1/11)

APPENDIX IV

New York Institute of Technology

School of Health Professions

Department of Nursing

External Student Support Referral Form

Student Name: ______________________________________ Date: ___________________________

Referring Professor: (print) ____________________________ (Signature) ______________________

You have been referred to

_____ Learning Center _____ Math Center

_____ Writing Center _____ Advising Center

_____ Counseling and Wellness _____ Student Solutions Center (financial aid, registration)

_____ Other_____________________

Specifically for: ________________________________________________________________________________

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Support Center: Please complete this section, fax to Department of Nursing (516-686-3781), and return form

to student.

The above named student has attended ____________________________ and worked on the following (if

confidential, please indicate):

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_______The student has completed needed support session(s).

_______The student has been advised to return to ___________________ for continued support.

Support Center Staff/ Faculty: ___________________________________________ Date: ______________

Phone #: __________________________________________

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

This section to be completed by the student. Please return completed form to referring professor.

The referral to ____________________________ has assisted me: _____ YES _____ NO

Please describe your experience:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________