assessment peer review committee

3211 Providence Drive

Anchorage, AK 99508-4614

T 907.786.1050, F 907.786.1426

www.uaa.alaska.edu/academicaffairs/

UAA Faculty Senate Academic Assessment Committee

Agenda: January 20, 2017

11:00am- 12:30pm, ADM 204

Skype for Business: Join online at https://meet.uaa.alaska.edu/macarlson/I6FZBWWQ

or Call 786-6755 and enter Conference ID 642461 (note distance instructions have changed)

1. Approval of Agenda

2. Approval of Minutes (p. 3-4)

3. Vice Provost report and discussion

Accreditation Self-Study and Open Forums

https://www.uaa.alaska.edu/academics/office-of-academic-affairs/institutional-self-

study/index.cshtml

Assessment SharePoint site: https://ir-

reports.uaa.alaska.edu/Assessment/Pages/Default.aspx

4. Assessment Plan Reviews

Assessment plans attached for your review. Links to the curriculum provided below.

11:00: Dental Hygiene AAS, Program Representative: Sandra Pence (p. 5-42)

https://nextcatalog.uaa.alaska.edu/courseleaf/courseleaf.cgi?page=/programadmin/149/

index.html&step=tcadiff

11:30: Applied Geological Sciences MS, Program Representatives: Simon Kattenhorn,

LeeAnn Munk, Jennifer Aschoff (p. 43-65)

https://nextcatalog.uaa.alaska.edu/courseleaf/courseleaf.cgi?page=/programadmin/289/

index.html&step=tcadiff

5. Information Items

Informational Changes

i. Nursing AAS (p. 66-88)

Upcoming Assessment Plans

o February 3rd: Refrigeration and Heating Technology AAS/UC, Residential and

Light Commercial Heating & Ventilation OEC, Commercial Refrigeration

Systems OEC (one plan)

Annual Academic Assessment Survey (April 1st – June 15th)

Institutional Self-Study Open Forums

o Standard 4 (Core Theme Analysis and Mission Fulfillment) Report

Draft Open Forum – Friday, February 24th, 9:00-11:00 in LIB 307 and

by distance Register

o Full Report Draft Open Forum – Late March or April (TBD)

General Education Assessment Workshops

AAC Agenda 1/20/17 1 of 88

https://meet.uaa.alaska.edu/macarlson/I6FZBWWQ

https://www.uaa.alaska.edu/academics/office-of-academic-affairs/institutional-self-study/index.cshtml

https://www.uaa.alaska.edu/academics/office-of-academic-affairs/institutional-self-study/index.cshtml

https://ir-reports.uaa.alaska.edu/Assessment/Pages/Default.aspx

https://ir-reports.uaa.alaska.edu/Assessment/Pages/Default.aspx

https://nextcatalog.uaa.alaska.edu/courseleaf/courseleaf.cgi?page=/programadmin/289/index.html&step=tcadiff




https://uaa.co1.qualtrics.com/jfe/form/SV_5pe7yNXNQ2LPDKt

3211 Providence Drive

Anchorage, AK 99508-4614

T 907.786.1050, F 907.786.1426

www.uaa.alaska.edu/academicaffairs/

Committee Members

Vacant, Faculty Senate Vacant, COE

Rachel Graham, Faculty Senate Kathi Trawver, COH

Jeff Hollingsworth, Faculty Senate Deborah Mole, Library

Brian Bennett, Faculty Senate Jennifer McFerran Brock, CoEng

Bill Myers, CAS Holly Bell, Mat-Su

Christina McDowell, CBPP Scott Downing, KPC

Thomas Harman, CTC Cynthia Falcone, Kodiak

X = Attendance

Scheduled Meeting Dates Academic Year 2017

Date Time Location

9/2 11:00-12:30p ADM 204

9/9 Assessment Seminar 9:00-12:30 LIB 307

9/16 11:30-1:00 (time change) ADM 201 (room change)

10/7 11:15-12:45(time change) ADM 204

10/21 11:15-12:30p (time change) ADM 204

11/4 Cancelled

11/18 Cancelled

12/2 Cancelled

1/20 11:00-12:30p ADM 204

2/3 11:00-12:30p ADM 204

2/17 11:00-12:30p ADM 204

3/3 11:00-12:30p ADM 204

3/17 Cancelled -

4/7 11:00-12:30p ADM 204

4/21 11:00-12:30p ADM 204

5/5 11:00-12:30p ADM 204

Academic Year 2017 schedule: 1st & 3rd Fridays unless otherwise noted


UAA Faculty Senate Academic Assessment Committee

Minutes: October 21, 2016

11:15am- 12:30pm (note time change), ADM 204

1. Approval of Agenda

Approved

2. Approval of Minutes

Approved

3. Vice Provost report and discussion

Accreditation Self Study: Standard 2, Core Theme Open Forums

Core Theme 5: Public Square (the morning of 10/21): Focused on Qualitative

Data and how we evaluate partnerships

Rich and productive conversations and observations

Two more open forums around core themes; Also ongoing workshops around

General Education

Reminder: Annual Academic Assessment Reports due by October 30, SharePoint site

Link

Sent message to Deans and Directors stating due date and instructions. Jenny

Murray in OAA is point of contact.

New CMS obliterated access to assessment plans on the web. OAA is working

to get these posted again. OAA will also post current plans to the SharePoint

site.

No personal identifiable information allowed in artifacts.

4. Assessment Plan Reviews

12:00pm: Surgical Technology AAS Assessment Plan: New Program (page 6)

Approved through COH curriculum; accredited through Commission on Allied

Health Program.

New program; will admit students and then have the site visit. Have a plan for

self-study

Mapping program to related instruction and where it is assessed.

Program to be presented to UAB and will address tools that show

computational outcome is met.

Discussion around how AAS degrees are designed to easily allow for GEs and

re-entry for Bachelor’s degree.

Discussion around seeing curriculum in addition to assessment plan; one

supports the other. Access to both in the electronic curriculum system.

5. Information Items

Discussion around student, not counted as success in terms of graduation, yet

extremely successful in finding her passion thanks to UAA course. How do we

define student achievement in terms of student goals, and not just our goals for

them?


Mathematics BA/BS Assessment Plan: Informational (page 18)

NWCCU Assessment Rubric (page 28)

Institutional Self-Study Open Forums: Public Square: Core Theme 5 (page 29)

General Education Assessment Workshop 2: Outcomes and Rubric (page 30)

Committee Members

Vacant, Faculty Senate Vacant, COE

X Rachel Graham, Faculty Senate X Kathi Trawver, COH

X Jeff Hollingsworth, Faculty Senate X Deborah Mole, Library

X Brian Bennett, Faculty Senate X Jennifer McFerran Brock, CoEng

Bill Myers, CAS X Holly Bell, Mat-Su

X Christina McDowell, CBPP X Scott Downing, KPC

Thomas Harman, CTC Cynthia Falcone, Kodiak

X = Attendance

Scheduled Meeting Dates Academic Year 2017

Date Time Location

9/2 11:00-12:30p ADM 204

9/9 Assessment Seminar 9:00-12:30 LIB 307

9/16 11:30-1:00 (time change) ADM 201 (room change)

10/7 11:15-12:45(time change) ADM 204

10/21 11:15-12:30p (time change) ADM 204

11/4 11:00-12:30p ADM 204

11/18 11:00-12:30p ADM 204

12/2 11:00-12:30p ADM 204

12/16 Cancelled -

1/6 Cancelled -

1/20 11:00-12:30p ADM 204

2/3 11:00-12:30p ADM 204

2/17 11:00-12:30p ADM 204

3/3 11:00-12:30p ADM 204

3/18 Cancelled -

4/7 11:00-12:30p ADM 204

4/21 11:00-12:30p ADM 204

5/5 11:00-12:30p ADM 204

Academic Year 2017 schedule: 1st & 3rd Fridays unless otherwise noted


Dental Hygiene

Educational Effectiveness

Assessment Plan

Version 7

Adopted by

The Dental Hygiene Program faculty: November 8, 2016

Submitted to the Academic Assessment Committee via:

CIM System

November 8, 2016


TABLE OF CONTENTS

Mission Statement _________________________________________________________________________ 3

Program Introduction ______________________________________________________________________ 3

Assessment Process ________________________________________________________________________ 3

Program Outcomes ________________________________________________________________________ 4

Table 1: Association of Assessment Measures to Program Outcomes ________________________________ 5

Assessment Measures ______________________________________________________________________ 6

Table 2: Program Outcomes Assessment Measures and Administration ______________________________ 6

Assessment Implementation & Analysis for Program Improvement _________________________________ 7 General Implementation Strategy ___________________________________________________________________________ 7 Method of Data Analysis and Formulation of Recommendations for Program Improvement ______________________________ 7 Modification of the Assessment Plan ________________________________________________________________________ 7

Appendix A: Written Examination ___________________________________________________________ 8 Measure Description: _____________________________________________________________________________________ 8 Factors that affect the collected data:_________________________________________________________________________ 8 How to interpret the data: _________________________________________________________________________________ 8

Appendix B: Case Presentation _____________________________________________________________ 16 Measure Description: ____________________________________________________________________________________ 16 Factors that affect the collected data:________________________________________________________________________ 16 How to interpret the data: ________________________________________________________________________________ 16

Appendix C: Professionalism Grade _________________________________________________________ 18 Measure Description: ____________________________________________________________________________________ 18 Factors that affect the collected data:________________________________________________________________________ 18 How to interpret the data: ________________________________________________________________________________ 18

Appendix D: Literature Review _____________________________________________________________ 20 Measure Description: ____________________________________________________________________________________ 20 Factors that affect the collected data:________________________________________________________________________ 20 How to interpret the data: ________________________________________________________________________________ 20

Appendix E: Competencies ________________________________________________________________ 23 Measure Description: ____________________________________________________________________________________ 23 Factors that affect the collected data:________________________________________________________________________ 23 How to interpret the data: ________________________________________________________________________________ 23

Appendix F: ADHA Membership ___________________________________________________________ 25 Measure Description: ____________________________________________________________________________________ 25 Factors that affect the collected data:________________________________________________________________________ 25 How to interpret the data: ________________________________________________________________________________ 25

Appendix G: Community Projects ___________________________________________________________ 26 Measure Description: ____________________________________________________________________________________ 26 Factors that affect the collected data:________________________________________________________________________ 26 How to interpret the data: ________________________________________________________________________________ 26


MISSION STATEMENT

The mission of the UAA Dental Hygiene Program is to educate students in dental hygiene to the

Associate of Applied Science degree level. The educational objectives of the Dental Hygiene Program

are to produce graduates who:

1. Have the technical skills and professional demeanor to perform occupationally-related

procedures.

2. Demonstrate academic and clinical proficiency necessary to succeed on national and regional

examinations.

3. Are prepared to perform occupational-related procedures in various settings.

4. Meet the occupational requirements of employers.

PROGRAM INTRODUCTION

To become licensed in dental hygiene in the State of Alaska, students must graduate from an American

Dental Association (ADA) accredited dental hygiene program. The ADA has specific accreditation

standards that must be met to maintain accreditation status. The UAA Dental Hygiene Program went

through accreditation renewal in 2014 and received approval without reporting requirements.

ASSESSMENT PROCESS OVERVIEW

This document defines the expected student learning outcomes for the dental hygiene program and

outlines a plan for assessing the achievement of the stated outcomes. ADA accreditation requires

publicly posted program competencies that demonstrate required skills and knowledge. These

competencies must be assessable and specific courses or activities must be identified that assess each

competency. Development of the outcomes in this plan consisted of initial development of program

competencies by faculty to meet accreditation standards, then application of these competencies as

outcomes in the UAA Assessment Plan to provide congruency.

The program competencies and assessment tools were reviewed by faculty prior to the Commission on

Dental Accreditation site visit in October 2007 and 2014 and were accepted by the ADA. They are

reviewed yearly by faculty in response to institutional changes, professional emphasis, student

performance in school and on national and regional examinations, and changes in professional research

data. Evaluation and revision are made during program faculty meetings or special meetings as

needed. The Dental Advisory Committee is consulted as needed, with formal meetings held once each

semester.

Assessment of outcomes is done at the end of the academic year. Faculty meet to share instrument

data from their courses and to discuss student performance in each outcome area. After frank

discussion, faculty grade student performance based on the assessment instrument data and faculty

discussion. Suggestions for improvement are also made at this time for implementation in the

following academic year, or as soon as is practical. An assessment report is written after the meeting

and sent out to faculty for review and approval.


PROGRAM STUDENT LEARNING OUTCOMES

Students graduating with an Associate of Applied Science Degree in Dental Hygiene will able to:

1. Provide and document dental hygiene care in a legal and ethical manner.

2. Exhibit professional behavior, including time management, risk management, and

respect of patients and co-workers.

3. Evaluate scientific literature relevant to dental hygiene.

4. Collect, analyze, and record data on the general and oral health status of patients.

5. Use critical decision making skills to develop a dental hygiene diagnosis, which will

provide a basis for interventions that are within the scope of dental hygiene practice and

determine the need for referral to appropriate health professions as needed.

6. Formulate dental hygiene care plans, including a planned sequence of educational,

preventive, and therapeutic services based on the dental hygiene diagnosis in

collaboration with the patient and other health care providers.

7. Deliver preventive and therapeutic care to achieve and maintain oral health utilizing

established infection control procedures, pain control measures, and ergonomic

practices.

Related instruction outcomes in communication, mathematics, and human relations:

a. Communicate effectively with patient and health professionals through oral and

written means.

b. Apply and use mathematical calculations for appropriate interventions,

including clinical indices and administration of local anesthesia.

c. Establish trusting relationships with diverse patients.

8. Evaluate the effectiveness of the implemented services, and modify as needed.

9. Promote the profession of dental hygiene through service and affiliations with

professional organizations.

10. Provide community oral health services.

Related instruction outcomes in communication, mathematics, and human relations:

a. Communicate effectively through oral and written means.

b. Apply and use mathematical calculations for appropriate interventions and/or

research statistics.

c. Establish trusting relationships with participants of community dental health

projects.


TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES

Outcomes

Wri

tte

n

exam

ination

Ca

se

pre

sen

tatio

n

Pro

fessio

na

lis

m g

rad

e

Lite

ratu

re

revie

w

Co

mp

ete

ncie

s

AD

HA

me

mb

ers

hip

Co

mm

un

ity

pro

jects

Provide dental hygiene care in a legal and ethical

manner. 1 1 0 0 0 0 0

Exhibit professional behavior, including time

management, risk management, and respect of

patients and co-workers.

0 0 1 0 0 0 0

Evaluate scientific literature relevant to

dental hygiene. 0 1 0 1 1 0 0

Collect, analyze, and record data on the general

and oral health status of patients. 1 1 0 0 1 0 0

Use critical decision making skills to develop a

dental hygiene diagnosis, which will provide a

basis for interventions that are within the scope

of dental hygiene practice and determine the

need for referral to appropriate health professions

as needed.

1 1 0 0 1 0 0

Formulate dental hygiene care plans,

including a planned sequence of educational,

preventive, and therapeutic services based on

the dental hygiene diagnosis in collaboration

with the patient and other health care

providers.

1 1 0 0 1 0 1

Deliver preventive and therapeutic care to

achieve and maintain oral health utilizing

established infection control procedures, pain

control measures, and ergonomic practices.

0 1 0 0 1 0 1

Evaluate the effectiveness of the implemented

services, and modify as needed. 0 1 0 0 1 0 1

Promote the profession of dental hygiene through

service and affiliations with professional

organizations.

0 0 0 0 0 1 1

Provide community oral health services. 0 0 0 0 0 0 1

0 = Measure is not used to measure the associated outcome.

1 = Measure is used to measure the associated outcome.


ASSESSMENT MEASURES

A description of the measures used in the assessment of the program outcomes and their

implementation are summarized in Table 2 below. The measures and their relationships to the

program outcomes are listed in Table 1, above.

There is a separate appendix for each measure that shows the measure itself and describes its use and

the factors that affect the results.

TABLE 2: PROGRAM OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION

Measure Description Frequency/ Start

Date

Collection

Method

Administered

by Written examination Paper or computerized testing in

various courses (DH A202, DH A222, DH A310, DH A311, DH A321) used for evaluating student knowledge. These are summative assessments.

As necessary Grading Faculty

Case presentation Student oral and written presentation of a clinical case. These are both formative and summative assessments, as the students demonstrate what they have learned up to that point in time, and also receive constructive feedback to improve their knowledge and skills for future cases.

Once per semester/ starts 2nd semester

Grading Faculty

Professionalism grade

Grade in clinical and laboratory courses based on grading rubric. The final grade is based on formative assessment throughout each semester.

Throughout each semester in applicable courses

Grading Faculty

Literature review Written and class discussion on professional literature assignments.

Throughout the two year curriculum

Discussion and written assignments

Faculty

Competencies Skill-based assessments in laboratory and clinical courses. These are summative, as students demonstrate competence in skills learned each semester.

As necessary Grading by observation using rubrics

Faculty

ADHA membership Student membership in the American Dental Hygiene Association.

Once per year in May

Contact with local component

Faculty

Community projects

Summative assessment of student group projects involving community involvement.

Spring semester Project grading

Faculty


ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT

General Implementation Strategy

This assessment plan is already in place. The Program’s 2007 American Dental Association’s

accreditation site visit resulted in development of Program Competencies (outcomes) and evaluation

mechanisms (assessment measures). Minor revisions have been made, but the framework and essential

components of this plan mirrors the one that was approved by the Commission on Dental Accreditation

Site Visit teams in 2007 and again in 2014. The current revision adds outcomes for related instruction

(required by NWCCU accreditation standards) and aligns outcome wording that had undergone minor

revision during a catalog copy change.

Method of Data Analysis and Formulation of Recommendations for Program Improvement

Didactic and clinical faculty meet at the end of the academic year to review the plan in regard to

outcomes, measurement instruments, and process. Discussion of outcome achievement by students

stimulates suggestions for program improvement and honest evaluation of both student performance and

the assessment process. The information from this meeting is used by the Assessment Coordinator to

generate an assessment report. The report is sent electronically to faculty for review and comment, then

uploaded onto the appropriate website before the established institutional deadline.

Modification of the Assessment Plan

The faculty may decide to alter the assessment plan to meet institutional requirements, program needs,

or external accreditation standards. Changes may be made to any component of the plan, including the

outcomes, assessment measures, or any other aspect of the plan. Changes must meet American Dental

Association standards, and corresponding changes to posted Program Competencies must be made. The

changes will be approved by the faculty of the program. The modified assessment plan will be submitted

through the curriculum software and proceed through the established review/approval process.


APPENDIX A: WRITTEN EXAMINATION

Measure Description:

Paper or computerized testing in various courses (DH A202, DH A222, DH A310, DH A311, DH

A312, DH A321) used for evaluating student knowledge. These are summative assessments.

Factors that affect the collected data:

1. Standardized evaluation method that is common to all students

2. Student test-taking skills may impact quality of data

How to interpret the data:

Answer keys are used to grade examinations.

Examinations provide data on knowledge and application of knowledge.

Sample exam questions are provided on the following pages:


1. In choosing the oral physiotherapy aids that meet the patient’s needs, the clinician must

explain to the patient:

a. What is present in the oral cavity

b. What disease process is occurring

c. How the use of OPT aids will help the patient

d. Explain the consequences if the aids are not used

e. All of the above

2. In choosing OPT aids for the patient, it is best to:

a. Provide every aid available to ensure the patient has access to the various aids

b. Provide at least four various aids that will help in attaining and maintaining oral health

c. Explain brushing and flossing only. This will keep it simple for the patient

d. Individualize selection and use of aids based on patient’s needs while keeping it simple

for the patient

3. A patient presents himself for tooth brushing instruction. He is a fifteen-year-old with full

orthodontic appliances. Upon inspecting his mouth you find generalized plaque on the

orthodontic work. Which method of tooth brushing would you recommend to clean the

orthodontic appliances?

a. Circular

b. Charters

c. Bass

d. Modified Stillmans

e. Leonards

4. A patient has completed periodontal surgery. The dentist directs you to provide homecare

instruction to the patient emphasizing cleaning of the surgical site, but not to disrupt

healing. From the list below, what toothbrushing technique would be recommended?

a. Bass technique with extra soft bristle brush

b. Modified Stillmans technique with a extra soft bristle brush

c. Charters technique with a extra soft bristle brush

d. Circular technique with a extra soft bristle brush

5. The most common design of today’s toothbrush is:

a. Flat bristled, multitufted, end rounded

b. Flat bristled, multitufted, end flattened

c. Rippled, multitufted, flat bristled, end flattened

d. Rippled, single tufted, end rounded

6. End rounding refers to:

a. The design of the individual toothbrush bristle

b. The grouping together of a number of bristles

c. The shape of the head of the toothbrush

d. The shape of the handle of the toothbrush

e. None of the above


7. End rounding is important because by using this type of toothbrush bristle _____ can be

minimized.

a. Overhangs

b. Gingival recession

c. Plaque removal

d. b and c together

8. Power toothbrushes are indicated for patients who: 1) have fine motor skills impaired; 2)

are physically compromised; 3) are mentally compromised; 4) are medically

compromised; 5) patients with periodontal disease

a. 1 only

b. 2 and 3

c. 1, 2, and 3

d. 1, 2, 3, and 4

e. all of the above

9. When using the toothbrush, acute or chronic tissue problems along the facial gingival

margin surfaces of premolars and canines can be attributed to:

a. Incorrect bristle angulation

b. Incorrect placement of the toothbrush bristles

c. Too vigorous a brushing stroke

d. Use of a hard bristle brush

e. All of the above

10. The situation below may be caused by improper tooth brushing. If tooth brushing

technique is corrected, the situation will heal to normal, healthy tissue.

a. Gingival recession

b. Rolled firm gingiva

c. Gingival clefting

d. Abrasion of the cementum

11. Which type of heart murmur(s) would usually necessitate antibiotic premedication: 1)

organic; 2) functional; 3) congenital

a. 1 only

b. 2 only

c. 3 only

d. 1 and 3

e. All of the above

12. Angina pectoris is:

a. Transitory in nature

b. Irreversible

c. Signifies a potion of heart muscle dies

d. Indicates hypertrophic cardiomyopathy


13. Angina pectoris is usually treated with:

a. CPR

b. Antihistamine

c. Nitroglycerin

d. Insulin

14. When can a patient who has experienced a myocardial infarction be seen for dental hygiene

therapy?

a. 1-3 months after the attack

b. 3-6 months after the attack

c. 6 months or longer after the attack

d. None of the above. Patients with history of coronary thrombosis shouldn’t be treated

15. Your patient indicates she needs to sleep propped up in bed with 4 pillows so that she can

breathe while she sleeps. This statement would alert you to which medical situation?

a. Myocardial infarction

b. Cardiac arrhythmias

c. Hypertension

d. Congestive heart failure

e. Coronary heart disease

16. Gingival hyperplasia may be exhibited by patients who:

a. Have diabetes

b. Have epilepsy

c. Suffered a myocardial infarction less than six months ago

d. Are allergic to penicillin

17. When recording the blood pressure, the lower reading:

a. Reflects the minimal pressure that is constantly sustained by the arteries

b. Is the maximal pressure that the arteries undergo when the heart is working

c. That is most influenced by external factors

d. Refers to the pressure in the blood level at the point of ventricular contraction

18. In the UAA dental hygiene clinic, at which point would you consult with the clinic dentist

about a patient’s blood pressure? When the reading is:

a. 90/60

b. 120/80

c. 135/85

d. 139/80

e. 140/90

19. Which of the following is true of sickle scalers?

a. It is not suitable for heavy calculus

b. It allows very good tactile sensitivity

c. It is difficult to adapt to curved surfaces

d. It is always used subgingivally on facial surfaces of anteriors

e. All of the above


20. Which design feature(s) of the sickle limit(s) its use in subgingival areas?

a. A sharp pointed tip

b. Straight cutting edges

c. Sharp back of blade

d. Bulky blade

e. All of the above

21. When inserting an instrument subgingivally the face of the instrument is inserted at ___

degree angulation.

a. Nearly 0 degrees

b. 45 degrees

c. less than 90 and more than 45 degrees

d. 90 degrees

e. greater than 90 degrees

22. When moving or inserting an instrument into the sulcus, which stroke is used?

a. A channeling stroke

b. A gentle exploratory stroke

c. A gentle probing stroke

d. A working stroke

23. “Area-specific” curets:

a. Are designed to adapt to a specific area or tooth surface

b. Have two cutting edges per blade

c. Are the only curets suitable for root planing

d. Are used only in specific areas of the United States

24. A curet designed to scale and root plane anterior teeth with deep pockets will have a

a. Short, angled shank

b. Long, angled shank

c. Short, straight shank

d. Long, straight shank

25. The best way to examine the dorsum of the tongue is to:

a. Ask the patient to say “ah” and depress the tongue with the mouth mirror

b. Use a dental mirror for indirect vision

c. Extend the tongue fully by grasping the tongue with a gauze square and use direct

vision

d. Palpate between the thumb and index finger

26. The submandibular salivary glands are best examined by:

a. Transillumination

b. Digital palpation

c. Bidigital palpation

d. Manual palpation

e. Bimanual palpation


27. What would the general color of the skin be if a person was excited or had exerted

themselves?

a. Blue

b. Red

c. Yellow

d. Pale

28. A patient presents with a raised skin lesion. Which of the following clinical observations

should be considered a danger sign: 1) change in color to variegated shades; 2) change in

size that is sudden or continuous; 3) increase in elevation (becomes higher); 4)

decrease in swelling; 5) decrease in size?

a. 1 and 2 only

b. 1, 2, and 3

c. 4 and 5

d. 2, 3 and 4

e. all of the above

29. Which is the most common malignant neoplasm of the oral cavity?

a. Verrucous carcinoma

b. Basal cell carcinoma

c. Squamous cell carcinoma

d. Malignant melanoma

30. Of the following, which is the most common site in the oral cavity for oral cancer?

a. Attached gingival

b. Hard palate

c. Dorsal surface of the tongue

d. Lower lip

31. What is the term used for tissue consistency that would best describe the presence of a long

standing, chronic situation?

a. Retractable

b. Firm

c. Fibrotic

d. Spongy

e. Soft

32. What type of bleeding would one see in an acute inflammatory response?

a. Spontaneous

b. Delayed

c. Quickly clotting

d. b and c together

e. None of the above

33. On what structure of the oral mucosa would one expect to see stippling?

a. The attached gingiva

b. The alveolar mucosa


c. The junctional epithelium

d. The occlusal surfaces of molars and premolars

34. You are seeing a patient with generalized attachment loss of 1-2 mm with 6 mm attachment

loss on the distals of the second molars. How would the periodontal status of this patient be

described?

a. Generalized slight periodontitis with localized severe periodontitis

b. Generalized slight gingivitis with localized moderate periodontitis

c. Generalized moderate periodontitis

d. Localized moderate periodontitis

A thirteen-year old patient presents himself for dental hygiene treatment. Your examination indicates

the following: The medical history is WNL. Generalized, moderate plaque, localized spontaneous

bleeding with probing, generalized papillary edema with localized marginal inflammation. Probe

readings are generally 3-4mm. There is heavy supramarginal calculus on teeth #22-27. Moderate

localized supramarginal calculus on the buccals of numbers, 3, 14, and 15. Exploring subgingivally,

you find moderate, generalized subgingival calculus. The patient indicates he brushes once a day with

a medium bristle brush. Bitewing radiographs show no bone loss. There are overhanging restorations

on the mesial and distal margins of the MOD restorations on teeth #19 and 30. Clinical attachment

loss = 0.

1. The spontaneous bleeding is indicative of:

a. An acutely inflamed sulcus

b. A long-standing inflammation

c. Fibrotic tissue

d. Incipient gingival inflammation

2. Which instrument would be recommended to initially remove the calculus described on

teeth #22-27?

a. Posterior jacquette scaler

b. Anterior sickle scaler

c. Columbia 13/14

d. Barnhart 5-6

e. Gracey 1-2

3. Given the following instruments, which instrument would be the instrument of choice for

removing calculus on the buccal of #14?

a. A mini five

b. An after five Gracey 1-2

c. A Gracey 7-8

d. A Gracey 13/14

4. What type of pocketing would you suspect in this situation? 1) infrabony;

2) suprabony; 3) true pocketing; 4) pseudopocketing

a. 1 and 3

b. 1 and 4

c. 2 and 3

d. 2 and 4


5. What is the cause of bleeding in this situation? :)

a. Bacteria

b. Overhanging restorations

c. Poor home care

d. Calculus

e. All of the above

6. The MOD restoration is an example of which classification of restoration using Black’s

system?

a. Class I

b. Class II

c. Class III

d. Class IV

e. Class V

7. What factor(s) would contribute to the accumulation of calculus on the buccals of #3, 14

and 15?

a. Saliva from Stensen’s duct

b. Saliva from the sublingual gland

c. Saliva from the submandibular gland

d. Saliva from Whartons duct

8. What toothbrushing technique would benefit this patient’s gingiva?

a. Stillmans

b. Bass sulcular

c. Charters

d. Scrub brush

9. What OPT aid would you recommend for deplaquing the interdental area of #22-27?

a. Floss

b. Bridge cleaners

c. Interproximal brush

d. Perio aid


APPENDIX B: CASE PRESENTATION


Student oral and written presentations of a clinical case. These are required the second, third, and

fourth semesters. They are both formative and summative assessments, as the students demonstrate

what they have learned up to that point in time, and also receive constructive feedback to improve their

knowledge and skills for future cases.


Patient cooperation: Patients must return for multiple appointments so the student can complete the

required tasks. If a patient is non-compliant, the student may have to start over at a late date and

compromise the quality of the case presentation.


The grading rubric used to evaluate the case presentation is on the following page.

The data quantify student knowledge and ability to comprehensively apply knowledge and skills

learned.

This measure demonstrates students’:

Legal and ethical behavior in a clinical situation

Ability to acquire and critically analyze clinical information

Critical thinking skills in developing a dental hygiene diagnosis and need for referral

Ability to formulate a dental hygiene care plan, include collaboration with other health care

providers

Ability to deliver care and maintain the oral health of patients

Related instruction skills in communication, computation, and relationship-building

Ability to evaluate the effectiveness of services rendered, and the knowledge to modify

treatment as needed based on patient response


Case Presentation Grading Rubric

Written Report and Oral Presentation (100 points total)

Points Possible

Comments Points

Grammar, terminology

1-2 errors=8-9; 3-4 errors =6-7; >4 errors=0-5

10

Professional presence

Professional dress, demeanor, slides

5

Content -

Organization/sequencing/format

10

Completeness of relevant info -

Subjective Data CC, personal, medical, dental profiles, obtained by the student making presentation

10

Objective Data Summaries EO, IO, Dental, Occlusion, Perio (including post-tx measurements for 2nd year only),

Accretions (Plaque scores are encouraged), Radiographs, Photos: pre/post (post 2nd year

only) and good quality; all but radiographs

must be obtained by the student making presentation

15

Diagnosis (Assessment) Lists needs, problems, contributing factors of perio/dental condition, and risk assessments,

nutritional analysis (prn)

15

Treatment Plan Systemic, emergency, debridement, OHI,

referrals prn, hard tissue finishing (e.g. Fl, removal of overhangs and defective

restorations), re-eval of periodontal therapy, maintenance/recall interval

20

Prognosis

5

Treatment rendered, post treatment evaluation periodontal summary—2nd year only

Included in

treatment

plan score

Ability to knowledgably answer questions

5

Professional conduct during other presentations (Can be a negative grade if

student has multiple incidences of unprofessional

conduct.)

5

Ethics related to patient care Appropriate Not appropriate

Notes on ethics:

Point Total 100


APPENDIX C: PROFESSIONALISM GRADE


Grade in clinical and laboratory courses based on grading rubric. The final grade is based on formative

assessment throughout each semester.


1. Ability of faculty to observe and record student behavior: If faculty do not observe and record

infractions, then the data is irrelevant. It is fairly impossible to observe all students at all times.

2. Faculty calibration for grading: Some subjectivity is inherent in this process, and can result in

variances.


Criteria for professionalism grading is listed on the following page.

Professionalism is essential in dental hygiene. Dental employees are expected to:

Be timely, well-groomed, and respectful

Exhibit professional manners and good judgment

Maintain proper infection control and accurate records

Be responsible for equipment and supplies

The professionalism grade provides this information regarding our students’ behavior.


Professionalism Grading Rubric

CRITERIA PTS CRITERIA PTS

Is punctual in attendance at each class session. (see note) 10: Always on time

5: Late by <15 minutes 1-3 times (unexcused) 0: Late by < 15 minutes more than 3 times (unexcused)

-10: Each additional unexcused tardy <15 minutes

-25 : Each unexcused. tardy 15-60 mins late; >60 mins = absence -50: Each unexcused absence

Maintains complete and accurate records.

10: Student & patient records are complete and orderly.

5: Student & patient records mostly complete and somewhat organized 0: Student & patient records not complete or organized

Is appropriately attired and groomed. 10: Always appropriately attired and groomed

5-9: Occasional grooming/uniform errors 0: > 5 grooming/uniform errors

Performs lab duties as scheduled.

5: Always performs tasks and rarely needs reminding

3: May forget tasks and sometimes needs reminding 0: Often forgets tasks and requires much supervision

Interacts with peers and faculty in a professional manner. 10: Always professional interaction 5: Occasional unprofessional interaction

0: Frequent unprofessional interaction or single major incident

-5: For each additional major incident

Maintains instruments and supplies in an appropriate condition.

5: Instruments & supplies neat and in excellent condition 3: Instruments & supplies sometimes disorganized

0: Instruments & supplies usually disorganized and/or in

poor condition

Promotes team relationships. 5: Excellent team player—always helps others

3: Good team player—often helps others

0: Poor team player—puts self interests before others

Performs daily operatory maintenance as specified.

5: Daily operatory maintenance always performed

3: Daily operatory maintenance usually performed

0: Daily operatory maintenance often not performed, or reminders are often needed

Exhibits good judgment.

5: Makes wise decisions 3: Occasionally exhibits poor judgment

0: Often exhibits poor judgment

Manages time in a manner which allows optimum learning.

5: Excellent time management; Uses time wisely 3: Good time management; occasionally wastes time

0: Poor time management: often wastes time

Maintains OSHA standards. 10: Rarely has lapse in infection control

5: Lapses in infection control average ~ 1/week

0: Commonly has lapses in infection control

Completes requirements by due dates. 10: All requirements/assignments completed by due dates

5-9: Occasionally late on a requirement/assignments

0: Frequently late on requirements/assignments

Completes tasks within a reasonable time.

10: Always or almost always finishes in given time period

5: Often takes additional time to complete tasks

0: Almost always takes additional time to complete tasks

NOTE: Excused tardy may include weather-related events but must be accompanied by lead faculty notification PRIOR to class start time or

else will be treated as an unexcused tardy.

NOTE: Early departure from class without faculty permission will be counted as an unexcused tardy.

Column totals:

Professionalism Total Grade:


APPENDIX D: LITERATURE REVIEWS


Written and class discussion on professional literature assignments


1. Written literature evaluation is mostly objective based on rubric, providing a stable effect on

results.

2. Class discussion is varied and quality is dependent of literature selection.

3. Student participation can vary depending on interest and personality.


A rubric for the written literature review is on the following page.

The written report and class discussion provide insight into student understanding of proper research

methodology and student ability to critically analyze scientific literature.


Criteria for Professional Literature Review

Criteria Pts Self Evaluation

Instructor Evaluation

A Overall description of the article

1 Title concise and descriptive

2 Author’s affiliations & credentials noted

a Researcher has satisfactory reputation for well-conducted research

b Researcher is not affiliated with a commercial firm

3 Article found in reputable, peer-reviewed journal

a Journal has an editorial review board; articles are peer-reviewed prior to publication

b Journal is affiliated with a learned society, professional group, specialty group, or reputable scientific publisher

c Journal is not a “popular” magazine sponsored by a cause or published by a commercial firm

d Concisely written using a scientific style

4 Data published indicate current knowledge & are not outdated by more recent research

B Author has qualifications to write the article

1 Author’s current or past position supports expertise in a particular area

2 If reporting research results, there is evidence of finances & facilities to support the research

C References are available for articles

1 References are comprehensive, accurate, & reputable

2 Given the topic, there is an appropriate number of current references, although older references may be indicated for historical purposes or because

D Research problem is clearly, accurately, & completely described

1 Purposes of the study are clearly stated

2 There is a thorough review of the literature

3 Important terms &concepts are defined adequately

4 Hypotheses or objectives are adequate & clearly stated; hypothesis or objective follow directly from the problem statement

E Prospective & retrospective research require a different evaluation & materials & methods section

1 Characteristics of the population sampled are described; allocation of groups outlined if a clinical trial

2 Sampling techniques are described & adequate


Criteria Pts Self Evaluation

Instructor Evaluation

3 There is evidence of no bias in selection or assignment of objects or persons in the sample

4 Research design is described; there is control indicated for variables that might influence the results; comparability of experimental & control groups is evident’ limitations of the design are pointed out

5 Tests & instruments used give reasonable measures of the factors under study

a Tests & instruments used are valid & reliable

b Conditions in which measurements are made are described

c Duration of study is appropriate

6 All factors needed to test the hypotheses or achieve the objectives are included in the analysis

a Statistical tests are described; general-purpose computer programs for data analysis are specified

b Hypotheses are tested through statistical analysis

7 Findings are presented in a clear manner

a Data tables & figures are clear, easy to understand, & titled

b Data are presented in a straightforward manner; authors report statistical method used & reason for selection

8 Discussion highlights significant issues from the research

a Author may speculate on the significance of the findings

b Strengths & limitations of the study are stated

c Treatment or study complications & adverse effects are reported

d Results are related to the current literature & implications for practice or the profession

9 Conclusions are supported by the methods used & the findings

Total Points


APPENDIX E: COMPETENCIES


Skill-based assessments in laboratory and clinical courses. These are summative, as students

demonstrate competence in skills learned each semester.


1. Scoring is somewhat subjective.

2. Poor faculty calibration can result in grading variation.

3. Students get nervous and may not perform to their best ability.


Each skill has a specifically designed task analysis that lists each step or criteria. Faculty observe each

student on each task, and students must perform to a pre-determined skill level to pass. This data

demonstrates student skill competency.

A sample task analysis sheet is provided on the following page.


APPENDIX F: AMERICAN DENTAL HYGIENE ASSOCIATION


Inquiry to American Dental Hygiene Association (ADHA) regarding the membership status of the two

student cohorts. The request is for a numerical value only, not for names.


Ability to contact and receive information from local/state/national organization. Currently the UAA

Dental Hygiene Program and the components of the ADHA have a good working relationship.


Membership in a professional association exposes the student to benefits of participation in a

professional association and promotes the profession.


APPENDIX G: COMMUNITY PROJECTS


Student group projects involving community involvement


A portion of this measure is based on participation in required and voluntary community activities, so

data is fairly consistent. Grading can be somewhat subjective, but use of a rubric limits subjectivity.


It is ethically responsible for professionals to participate in community service activities. By requiring

students to participate in community activities for diverse groups, the Dental Hygiene Program exposes

students to diversity, the need for community service, and the personal satisfaction that can be

obtained.

Project implementation requires formulation of a health care plan for a group of people, delivery of a

service based on the plan, and evaluation of that service. Public health service is an integral

component of the dental hygiene profession.

This project also reveals the students’ related instruction skills in communication, computation, and

relationship-building.

Grading rubrics for the project are provided on the following pages:

(These rubrics are formatted for landscape orientation and were converted to portrait for inclusion in

this document, creating a less-than-optimal view.)


.

FIELD EXPERIENCE PROJECT DEVELOPMENT RUBRIC

[DHA324 COMMUNITY DENTAL HEALTH I: PROJECT DEVELOPMENT RUBRIC] Spring, 2010

Criteria Well Developed 10 points

Developing/Acceptable 8 points

Needs Improvement 6 points

APA style and Paper Format

References are properly cited within the paper. Reference page is properly completed with a few errors. Paper includes a title page, headings and page numbers at the top right. Indented paragraphs and double-spacing are used in the text.

References within paper and on reference page need minor revisions. Minor revisions to other APA format and style are needed.

Reference style for in-text citations and on reference page needs major revision. Major revisions to other APA format are needed. Paper format is not followed and key components are missing.

Writing Style (See Writing Rubric)

Communicates information effectively and efficiently. Uses complex and varied sentence structure. Effective word choice. Scientific writing style is used: economy of words, contractions and personal pronouns avoided, past tense is used to refer to others’ work, active verbs. Topics in the body of the paper transition to each other within a paragraph, between paragraphs, and between sections.

Communicates information using appropriate sentence structure and word choice. Minor improvements in scientific writing style or use of transitions are needed

Lack of communication of information. Persistent errors in grammar, sentence structure, spelling, or usage. Major improvements in scientific writing style or use of transitions are needed.


Introductory & Conclusion Paragraph (no header needed when using APA formatting)

Paper contains an introductory paragraph that introduces the topic and highlights the content of the paper. Conclusion brings summary and closure.

Paper contains an introductory paragraph that introduces the topic OR highlights the content of the paper. Conclusion includes summary OR brings closure.

No introductory is written or the content of the paragraph does not introduce the topic and introduce the content of the paper. No conclusion is written.

TASK ANALYSIS

Target Population Identified

Baseline information of target population provided, i.e. demographics, etc. Description of site where services will be provided includes detailed information. References for any data sources included.

Baseline information of target population included but provides minimal description of characteristics of the group. References for any data sources included.

Baseline information of target population and description of site for project is vague and lacking detail.

Oral Health Problem Description

Oral health risk factors and needs of the population are clearly documented and supported by evidence-based literature from credible sources using APA format with only minor errors. Cultural competence is demonstrated in identifying the needs of the population.

Oral health risk factors and needs are described and documented; some assumptions are made in descriptions without adequate evidence-based literature or use of questionable sources. APA format is used with at least 1 major error. Some attempt to incorporate cultural competence is made.

Oral health factors and needs are described, but not supported by evidence-based literature using APA format with both major and minor errors. No attempts or references to cultural competence are provided.


INSTRUCTIONAL OBJECTIVES

Goal analysis identifies initial outcomes of instructional intervention. Determines prerequisite knowledge.

Initial outcomes and prerequisite knowledge is identified.

Initial outcomes and prerequisite knowledge is somewhat identified.

Initial outcomes and prerequisite knowledge is not identified.

Cognitive, psychomotor and affective objectives are written appropriately. All aspects of the goal analysis are covered by the objectives

Objectives are written with the highest level possible with an action verb, subject content reference and optional parts such as level of achievement and conditions of performance. Goal analysis and objectives are congruent.

Some objectives are written with the highest level possible with an action verb, subject content reference and optional parts such as level of achievement and conditions of performance. Most of the content in the goal analysis is covered by the objectives.

None of the objectives are written at the highest level possible or do not include an action verb, subject content reference and optional parts such as level of achievement and conditions of performance. Most of the content in the goal analysis is not covered by the objectives.

INSTRUCTIONAL PLAN & STRATEGIES

Planning and Assessment

Steps follow a logical sequence of events. Assessment plan is thoughtful. Community need is well documented and demonstrated with attempts to incorporate health beliefs.

Steps for the project plan make sense, but may not follow a logical order. Assessment plan covers most aspects. Community need is well documented and demonstrated with attempts to incorporate health beliefs.

Steps do not make sense considering the data and information presented. Gaps in the assessment exist leaving questions about community’s needs.

Pre-Instructional Strategy Description

Strategy orients the learner to all of the

Strategy orients the learner to most of the

Strategy orients the learner to the minority


Active Learning Strategy Description Post-Instructional Strategy Description

content in the presentation. Strategy engages the learner with the content. Generative or instructional strategies promote active learning. The activity is described in detail. The activity meets one or more of the objectives. A tentative plan of the Learners’ Assessment and Evaluation of Student Learning is described.

content in the presentation. Strategy meets three of the four: Strategy engages the learner with the content. Generative or instructional strategies promote active learning. The activity is described in detail. The activity meets one or more of the objectives. A tentative plan of the Learners’ Assessment.

of the content in the presentation. Strategy meets two or less: Strategy engages the learner with the content. Generative or instructional strategies promote active learning. The activity is described in detail. The activity meets one or more of the objectives. No tentative plan is described.

APPENDIX

Lesson Plan is included as an Appendix

A copy of the Lesson Plan is formatted as in the example and provided as an Appendix.

A copy of the Lesson Plan is provided as an Appendix, but not formatted properly.

No copy is provided in an Appendix.


FIELD EXPERIENCE PROJECT EVALUATION RUBRIC

Criteria Well Developed 10 points

Developing/Acceptable 8 points

Needs Improvement 6 points

APA style and Paper Format

References are

properly cited

within the paper.

Reference page is

properly

completed with a

few errors. Paper

includes a title

page, headings

and page numbers

at the top right.

Indented

paragraphs and

double-spacing

are used in the

text.

References within

paper and on reference

page need minor

revisions. Minor

revisions to other APA

format and style are

needed.

Reference style

for in-text citations

and on reference

page needs major

revision. Major

revisions to other

APA format are

needed. Paper

format is not

followed and key

components are

missing.


Writing Style (See Writing Rubric)

Communicates

information

effectively and

efficiently. Uses

complex and

varied sentence

structure.

Effective word

choice. Scientific

writing style is

used: economy of

words,

contractions and

personal

pronouns

avoided, past

tense is used to

refer to others’

work, active

verbs. Topics in

the body of the

paper transition to

each other within

a paragraph,

between

paragraphs, and

between sections.

Communicates

information using

appropriate sentence

structure and word

choice.

Minor improvements in

scientific writing style

or use of transitions are

needed

Lack of

communication of

information.

Persistent errors in

grammar, sentence

structure, spelling,

or usage.

Major

improvements in

scientific writing

style or use of

transitions are

needed.

Introductory & Conclusion Paragraph (no header needed when using APA formatting)

Paper contains an introductory paragraph that introduces the topic and highlights the content of the paper. Conclusion brings summary and closure.

Paper contains an introductory paragraph that introduces the topic OR highlights the content of the paper. Conclusion includes summary OR brings closure.

No introductory is written or the content of the paragraph does not introduce the topic and introduce the content of the paper. No conclusion is written.

PRESENTER SELF-ASSESSMENT

Preparation Criteria

Each criterion is used to assess performance.

Three of the four areas are addressed in the paper.

Two or less of the four areas are


Organized and prepared for the presentation.

Prepared current and up-to-date information on topic.

Knew topic thoroughly.

Understood the needs of the audience.

Devised proper instruction for target audience.

Selected appropriate presentation method(s) (Lecture, PPT, discussion, etc.) to keep the audience interested.

Reasoning is provided to explain the assessment. Areas of strength and areas needing improvement are included. Explanation of improvement for future performance is discussed.

addressed in the paper.

Effective Delivery Criteria

Provided an overview to the topic content to gain interest and curiosity on the subject matter.

Adapted presentation to surroundings, which includes the audience.

Used time wisely so the presentation flowed smoothly.

Maintained eye contact with the audience.

Each criterion is used to assess performance. Reasoning is provided to explain the assessment. Areas of strength and areas needing improvement are included. Explanation of improvement for future performance is discussed

Three of the four areas are addressed in the paper.

One of the three areas is addressed in the paper.


Used varied tones (versus a monotone voice) and an audible volume.

Reduced distracting mannerisms (such as saying OK a million times or twirling hair).

Enthusiastic, but relaxed during the presentation. Presented material in a clear and concise manner.

Presented information at a comfortable pace for the audience.

Fostered interaction between the teacher and leaner in a considerate and genuine manner.

Used praise and encouragement during interaction with learners.

Used an active learning strategy to engage the learners

Allowed time for questions and responded to students in an appropriate manner.

Provided humor, examples, stories,


visual aids, or handouts to make the information more applicable, understandable, and interesting.

Was flexible and anticipated unforeseen situations.

At the end, summarized the purpose and the content of the presentation.

PROGRAM EVALUATION: RESULTS OF EVALUATION OF STUDENT LEARNING

Evaluation of Student Learning Results

Summary of results in the written and visual form. Results are easy to read.

Summary of results in the written and visual form. Results are fairly easy to read.

Summary of results in the written or visual form. Results are not easy to read.

Evaluation of Student Learning

Realistic judgment is made about students leaning meeting the instructional objectives based on the results of student learning.

Judgment is made about students leaning meeting the instructional objectives partially based on the results of student learning.

Unrealistic judgment is made about students leaning meeting the instructional objectives by not using results of student learning.

YOUR REFLECTION AS AN EDUCATOR

Reflection of Instructional Design Process during Development Phase

Reflection includes what was learned as an educator and describes insights or epiphanies.

Reflection includes what was learned as an educator or describes insights or epiphanies.

Reflection does not include what was learned as an educator and describe insights or epiphanies.


Reflection of Instructional Design Process during Evaluation Phase

Reflection includes what was learned as an educator and describes insights or epiphanies. Evidence from textbooks or other resources is used.

Reflection includes what was learned as an educator or describes insights or epiphanies.

Reflection does not include what was learned as an educator and describe insights or epiphanies.

Change for Future Presentations

Changes discussed are based on the results of the CAT or Learner Reflection, Student Learning, and Your Reflection as an Educator. Uses examples as evidence.

Changes discussed are based on two of the three areas.

Changes discussed are based on one of the three areas.

APPENDIXES

Learner Evaluation is included in an Appendix

A copy of the Learner Evaluation distributed to students is provided as an example in an Appendix

No copy is provided in an Appendix


Master of Science, Applied Geological Sciences Page 1 of 23

Master of Science, Applied Geological Sciences

Academic Assessment Plan

Adopted by

The Department of Geological Sciences faculty: 11/30/2016

Submitted to the Office of Academic Affairs: 11/30/2016

for review by The Academic Assessment Committee of the Faculty Senate



TABLE OF CONTENTS

Mission Statement _________________________________________________________________ 3Program Introduction ______________________________________________________________ 3

Assessment Process Introduction _____________________________________________________ 3Program Objectives and Student Learning Outcomes _____________________________________ 4

Table 1: Association of Assessment Measures to Student Learning Outcomes _________________ 5Assessment Measures _______________________________________________________________ 6

Table 2: Assessment Measures and Administration _______________________________________ 6Assessment Process ________________________________________________________________ 7

General Implementation Strategy __________________________________________________________________ 7Description of Faculty Involvement ________________________________________________________________ 8Modification of the Assessment Plan _______________________________________________________________ 8

Appendix A: Direct Course Level Assessment ___________________________________________ 9Measure Description: ___________________________________________________________________________ 9Factors that affect the collected data: _______________________________________________________________ 9How to interpret the data: ________________________________________________________________________ 9 Table: Outcome 1: an ability to use rigorous methods of scientific analysis: ________________________________ 10 Table: Outcome 2: an ability to demonstrate mastery of graduate-level geological sciences theory: _____________ 11 Table: Outcome 3: an ability to conduct advanced geological sciences research and/or demonstrate technical skills application: __________________________________________________________________________________ 12 Table: Outcome 4: an ability to apply the scientific method to graduate-level problems in one or more focus areas: 13 Table: Outcome 5: an ability to work effectively within the professional framework of geological sciences careers or be prepared for Ph.D. research programs: ___________________________________________________________ 14 Table: Outcome 2 Assessment Example: ___________________________________________________________ 15

Appendix B: Exit Survey __________________________________________________________ 16Measure Description: __________________________________________________________________________ 16Factors that affect the collected data: ______________________________________________________________ 16How to interpret the data: _______________________________________________________________________ 16 Sample exit survey: ____________________________________________________________________________ 16

Appendix C: Thesis Defense/Comprehensive Exam _____________________________________ 22Measure Description: __________________________________________________________________________ 22Factors that affect the collected data: ______________________________________________________________ 22How to interpret the data: _______________________________________________________________________ 22

Appendix D: Thesis or Project ______________________________________________________ 23Measure Description: __________________________________________________________________________ 23Factors that affect the collected data: ______________________________________________________________ 23How to interpret the data: _______________________________________________________________________ 23



MISSION STATEMENT

The Department seeks to provide the highest quality of education through a learning environment that enables and inspires students to succeed academically and professionally, provides the highest quality instruction, fosters research and other creative activities, and instills a desire to embrace life-long learning.

PROGRAM INTRODUCTION

The Geological Sciences Program falls within the College of Arts and Sciences at University of Alaska Anchorage. The Master of Science in Applied Geological Sciences (MSAGS) program prepares

students for work in a multitude of careers that require a deep and broad foundation in the geological sciences. These include careers in environmental geosciences, the oil and gas industry, minerals and mining, and state and federal agencies. A master’s degree in applied geological sciences implies not only an enhanced level of understanding of the fundamentals of geological sciences, but also an applied skillset that allows students to apply advanced concepts of geological sciences to problem-solving.

The MSAGS has a thesis and a non-thesis option. The thesis option includes a focus on skills related to the acquisition of new knowledge and is designed for students who wish to pursue higher entry level positions into jobs or to eventually pursue a Ph.D. degree. The non-thesis option is designed for students who wish to further emphasize applied geological sciences and prefer to substitute additional classroom education and a comprehensive written exam or a project and comprehensive oral exam for graduate research experience.

ASSESSMENT PROCESS INTRODUCTION

The Geological Sciences faculty have adopted three Program Objectives and four Student Learning Outcomes for the MSAGS degree. Outcome assessment and implementation of continuous improvement is the responsibility of the faculty of the Geological Sciences (GS) Program.

The outcomes assessment strategy of the GS Program is voted upon by the GS faculty. The faculty select the measures that will be used to assess each outcome. Individual faculty members agree to implement recommendations from peers on a volunteer basis. Among other duties, the Director of the Department keeps central records of all assessment activities, prepares reports, and coordinates with the Dean of CAS.



PROGRAM OBJECTIVES AND STUDENT LEARNING OUTCOMES

Program Objectives

The UAA applied geological sciences graduate program objectives are to provide graduates with:

1. Graduate-level technical knowledge within geological sciences. 2. An ability to conceive and conduct graduate-level geological sciences research (thesis option

only) and problem solving. 3. An ability to effectively communicate and apply graduate-level geological sciences concepts and

technical skills.

Student Learning Outcomes

In keeping with the above objectives, the expected student learning outcomes of the UAA MSAGS program include an ability to:

1. Use rigorous methods of scientific analysis. 2. Demonstrate mastery of graduate-level geological sciences theory. 3. Conduct advanced geological sciences research and/or demonstrate technical skill application. 4. Ability to apply the scientific method to graduate-level problems in one or more focus areas of

geological sciences. 5. Work effectively within the professional framework of geological sciences careers or be prepared

for Ph.D. research programs.



TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO STUDENT LEARNING OUTCOMES

Outcomes

Dire

ct

CLA

Exit

Surv

ey

Com

p.

Exam

Proj

ect o

r Th

esis

1. Use rigorous methods of scientific analysis 1 1 1 1

2. Demonstrate mastery of graduate-level geological sciences theory. 1 1 1 1

3. Conduct advanced geological sciences research and/or demonstrate technical skills application. 0 1 0 1

4. Ability to apply the scientific method to graduate-level problems in one or more focus areas of geological sciences

1 1 0 1

5. Work effectively within the professional framework of geological sciences careers or be prepared for Ph.D. research programs.

0 1 0 1

0 = Measure is not used to measure the associated outcome. 1 = Measure is used to measure the associated outcome.



ASSESSMENT MEASURES

A description of the measures used in the assessment of the student learning outcomes and their implementation are summarized in Table 2 below. The measures and their relationships to the student learning outcomes are listed in Table 1, above. There is a separate appendix for each measure that shows the measure itself and describes its use and the factors that affect the results.

TABLE 2: ASSESSMENT MEASURES AND ADMINISTRATION

Measure Description Frequency/ Start Date

Collection Method

Administered by

Direct Course Level Assessment

Graded student work from selected courses to measure the level of outcome achievement.

Spring and Fall semesters, beginning Fall 2017

Evaluation by course instructors

Course instructors

Indirect Course Level Assessment

Survey given to graduating students in which students self-assess their perceived level of outcome achievement.


Surveys given by computer or hard copy

Graduate advisor

Thesis Defense/Compreh

ensive Exam

Student performance on comprehensive written or oral exam required for completion of the MSAGS degree. Project and thesis students take an oral exam as part of their defense, and non-thesis students may opt for a written exam instead of a project.


Evaluation done by student’s graduate committee

Graduate committee

Thesis or Project Student performance on written document and oral presentation associated with project or thesis.


Evaluation done by student’s graduate committee

Graduate committee



ASSESSMENT PROCESS

General Implementation Strategy The College of Arts and Sciences administration is responsible for:

• Providing sufficient financial and staff support for the implementation of this plan.

• Ensuring faculty assessment efforts are appropriately reflected in annual workload agreements.

The GS Program faculty are responsible for:

• Performing assessment as an integral part of teaching activity (course level assessment).

• Participating in meetings to discuss development and implementation of the assessment plan.

• Participating in meetings to discuss interpretation of the data and implementation of continuous improvement, particularly relating to the GS curriculum.

The Chair of the Department Curriculum and Assessment Committee is responsible for:

• Keeping central records of all assessment activities.

• Preparing reports related to assessment activities, subject to the approval of the GS faculty.

• Coordinating with the UAA Academic Assessment Committee.

The Director of the GS Department is responsible for:

• Presiding at GS faculty meetings in which assessment issues are discussed.

• Communicating the assessment-related activities and needs of the GS Department to the College of Arts and Sciences administration.

Of the four assessment measures used to assess the MSAGS Program, three will occur as students prepare to finish their degrees (exit survey, comprehensive exam, and thesis/project report). Assessment data will be taken on these three items for every student. Direct CLA will be carried out on a schedule that complements the already-existing assessment program for the BSGS degree. The GS faculty operate on an assessment timeline wherein an assessment occurs every year. Assessment data will be used to prepare an Outcomes and Objectives Assessment Report for the BSGS degree that is ultimately reviewed by the Department Director and the Dean of CAS. At these times, assessment data from the MSAGS program will be gathered into the same report and assessed in parallel with the undergraduate program.

The first full round of assessment for the BSGS Program was completed in AY2016-17. The next round of assessment will be completed in AY2017-18. It is anticipated that the first round of assessment for the MSAGS will be completed in AY2019-20 when the core MSAGS courses have been implemented and the first MSAGS graduates complete their MS degree program.



Description of Faculty Involvement The GS faculty are ultimately responsible for all aspects of the assessment process. Development of assessment plans:

• Assessment plans are implemented following a vote of the GS faculty at a faculty meeting attended by a quorum.

Implementation of assessment measures:

• Course instructors of the assessed course collate examples of student work and perform preliminary analysis and interpretation before turning the data over to the Chair of the Department Curriculum and Assessment Committee.

• Other, additional assessment activities are encouraged, and are initiated by individual faculty members or special committees on a volunteer basis. The formation of special committees for the purpose of assessment is subject to a vote by the GS faculty. These individual faculty members of special committees are responsible for preliminary analysis and interpretation of the data.

Recommendations for continuous improvement:

• The Chair of the Department Curriculum and Assessment Committee prepares reports on the findings of assessment activities, which may contain analysis of the data and recommendations for continuous improvement. These reports are subject to the approval by the full GS faculty before adoption or dissemination.

• GS faculty member instructors may take action for continuous improvement within their own courses as suggested by the results of their assessment activities and the assessment activities of their colleagues.

• Recommendations for actions to be taken for continuous improvement at the Department level may be suggested by any GS faculty member, to be discussed at a GS faculty meeting. These suggestions may include:

o Changes in course content, sequencing, or prerequisites.

o Substitution, creation, or deletion of courses in the current curriculum.

o Changes in instructor assignments.

o Changes in advising methods.

o Additions or replacement of equipment, such as lab equipment, vital to effective instruction or thesis research.

Modification of the Assessment Plan Potential changes to the assessment plan may be suggested by any faculty member to be discussed at one of the regular faculty meetings. Changes to the assessment plan are implemented following a discussion and a vote at a faculty meeting at which a quorum (2/3 of full-time faculty) is present.



APPENDIX A: DIRECT COURSE LEVEL ASSESSMENT

Measure Description: Course instructors will evaluate student work to measure the level of outcome achievement. Assessment tools may include quiz and exam questions, projects, laboratory reports or other writing assignments, in-class presentations, or other materials deemed appropriate by the instructor. Instructors may choose which assessment tool or tools they wish to use.


• Clarity of the assignment or question. • Student motivation. • Instructor bias in evaluating results. • Instructor style with respect to grading.

How to interpret the data: Instructors may choose one of two methods for assessing outcomes and/or individual performance indicators. Instructors may choose to assess student work based on one of the attached rubrics, or to examine student grades on exam questions or projects that relate to particular outcomes or performance indicators. The procedure for direct CLA using one of the attached rubrics is as follows:

1. Rate each student according to one of the attached rubrics on a scale of “Excellent,” “Satisfactory,” “Developing,” or “Unsatisfactory.”

2. Determine the percentage of students who have shown “Satisfactory” or “Excellent” achievement of the outcome.

The procedure for direct CLA using student grades is as follows: 1. Choose a project or exam problem which relates directly to a particular outcome or

performance indicator. 2. Determine the percentage of students whose grades put them in the categories of “Excellent,”

“Satisfactory,” “Developing,” or “Unsatisfactory.” These data will be used to suggest the effectiveness of courses within the MSAGS program, and will also be used by the course instructor to gauge student learning effectiveness at the course level. A sample Student Outcome Report for direct CLA is shown below. Rubrics for all Outcomes follow.



Outcome 1: an ability to use rigorous methods of scientific analysis Performance

Indicator Poor Developing Satisfactory Excellent

1. Identifiesappropriatetoolsforagiventask

Does not demonstrate understanding of appropriate tools for a given task

Demonstrates limited understanding of appropriate tools for a given task

Demonstrates satisfactory understanding of appropriate tools for a given task

Demonstrates exceptional understanding of appropriate tools for a given task

2. Understandsadvantagesanddisadvantagesofthechosentoolinrelationtopossiblechoices

Cannot describe advantages and disadvantages of a particular tool, or description is incorrect

Can provide limited description of advantages and disadvantages of a particular tool

Can provide satisfactory description of advantages and disadvantages of a particular tool

Provides exemplary description of advantages and disadvantages of a particular tool

3. Utilizesthetoolusingcorrecttechnique

Is unable to utilize the tool using correct technique

Ability to utilize the tool is limited

Utilizes the tool in a satisfactory manner

Demonstrates exceptional mastery of the correct technique for using the tool

4. Assessesthevalidityoftheresultsoftheanalysis

Is unable to assess the validity of the results

Makes limited attempts to assess the validity of the results

Assesses the validity of the results in a satisfactory manner

Assesses the validity of the results in an exceptional manner



Outcome 2: an ability to demonstrate mastery of graduate-level geological sciences theory

Performance Indicator

Poor Developing Satisfactory Excellent

1. Selectsappropriatetheory,modelorgoverningequation

Does not demonstrate understanding of appropriate theory

Demonstrates some idea of appropriate theory

Selects appropriate theory for the problem

Judgment exceeds expectations when selecting theory for problem

2. Understandssimplifyingassumptionsorlimitationsofthechosenmodel

Does not demonstrate understanding of simplifying assumptions or limitations

Demonstrates incomplete understanding of simplifying assumptions or limitations

Demonstrates understanding of simplifying assumptions or limitations

Demonstrates particularly thorough understanding of limitations of model

3. Implementstheory,modelorgoverningequationcorrectlytoperformanalysis

Is unable to implement theory to perform analysis

Begins analysis but is unable to see it to completion

Implements theory correctly to perform analysis

Implements theory to perform analysis in a way that exceeds expectations



Outcome 3: an ability to conduct advanced geological sciences research and/or demonstrate technical skills application

Performance Indicator Poor Developing Satisfactory Excellent 1. Demonstratesan

understandingoftheproblemstatementortechnicalskillapplication

Does not demonstrate understanding of the problem

Demonstrates limited understanding of the problem

Can explain the problem statement in a satisfactory manner

Demonstrates exceptional insight into the problem statement

2. Explainsresearchorprojectinthecontextofcurrentstateoftheartusingavarietyofreferences

Limited or no effort to explain work in context of current state of the art

Attempts to explain work in context of current state of the art but is unsuccessful

Explains work in context of current state of the art in a satisfactory manner

Demonstrates exceptional understanding of work in context of current state of the art

3. Providesappropriatedataandanalysistoaddressanidentifiedgeologicproblem

In unable to provide data or analysis of the problem

Provides incomplete data or analyses to address the problem

Provides satisfactory data and analyses to address the problem

Provides data and analyses that exceed expectations

4. Assessesvalidityofconclusionsbasedoninsightfromanaloggeologicsystemsordatasets

Makes no attempt to validate the solution/validation method incorrect

Makes limited attempts to validate the solution

Assesses the validity of the solution using an appropriate technique

Uses multiple techniques to assess validity of solution



Outcome 4: an ability to apply the scientific method to graduate-level problems in one or more focus areas



1. Appliesthescientificmethodtocontributeunderstandingofspecificscientificissue

Does not apply the scientific method, or the use of the scientific method is especially poor

Limited attempts to apply the scientific method

Demonstrates a reasonable use of the scientific method appropriate to the project

Shows exceptional use of the scientific method which exceeds expectations

2. Definesclearhypothesesandrelevanthypothesistests

Does not define hypotheses or relevant hypothesis tests

Attempts to define hypotheses and relevant hypothesis tests, but they are unclear

Defines clear hypotheses and relevant hypothesis tests appropriate to the project

Defines exceptionally clear hypotheses and relevant hypothesis tests

3. Createsafinalproductforevaluation

Does not create a final product, or the final product is especially poor

Makes a start on a final product but is unable to defend all aspects of the project

Creates a satisfactory final product and can defend all aspects of the project

Creates an exceptional final product and the defense of the project exceeds expectations

4. Evaluatesaspectsofthedesign

No appropriate application of the scientific method

Limited application of the scientific method

Satisfactory application of the scientific method

Exemplary applicatio of the scientific method



Outcome 5: an ability to work effectively within the professional framework of geological sciences careers or be prepared for Ph.D. research programs



1. Communicateswithcommitteeandothercolleaguesinaclear,professional,andtimelymanner

Does not communicate, or communicates sporadically and/or unprofessionally

Attempts at professional communication are uneven

Communicates to a satisfactory level

Demonstrates exceptional effort at communication

2. Offersandacceptsconstructivecriticism

Ignores or takes offense to constructive criticism; offers criticism unconstructively

Limited ability to accept criticism; limited ability to offer constructive criticism

Offers and accepts constructive criticism

Exceeds expectations when offering and accepting constructive criticism

3. Participatesinacommunityofprofessionals

Does not interface with other professionals

Limited participation in a community of professionals

Participates in professional development/ networking activities

Exceptional level of participation in community of professionals



Student Outcome Report for Course Instructor: Outcome 2 Course title: Geol A490/690 Instructor: Aschoff

Number of students: 10 Semester: Fall 2014

Assessment Rubric:

Outcome 2: an ability to demonstrate graduate-level geological sciences theory






1. Selectsappropriatetheory,orgeologicmodel

Does not demonstrate understanding of appropriate model

Demonstrates some idea of appropriate model

Selects appropriate model or theory for the problem

Judgment exceeds expectations when selecting model for problem

2. Understandsuncertainty,assumptionsandlimitationsofthechosengeologicmodel

Does not demonstrate understanding of uncertainty, assumptions or limitations

Demonstrates incomplete understanding of uncertainty, assumptions or limitations

Demonstrates understanding of uncertainty, assumptions or limitations

Demonstrates particularly thorough understanding of geologic model

3. Communicatesthetheoryorgeologicmodelbasedondata

Is unable to implement theory or model to perform analysis

Begins analysis but is unable to see it to completion

Implements theory or model correctly to perform analysis

Implements theory or model to perform analysis in a way that exceeds expectations

Summary of results:

Number of Students Achieving this Level

PI Assessment

method

Poor (1) Developing

(2)

Satisfactory (3) Excellent

(4)

% Students

scoring 3 or

4

1 Field Exercise 0 3 6 1 70%

2 Final/capstone

Project

0 2 6 2 80%

Direct Assessment Action: For PI 1, students were assigned a field exercise that required them to independently collect, analyze and integrate disparate geologic data to build a complex geologic interpretation and explain this in written form. They worked in groups of two, and their project reports were assessed. PI 2 involved assessment of the final/capstone, core-description project that required them to collect, analyze and integrate geologic data to build a complex geologic interpretation/model and present results in the form of a professional poster presented to the local community (consisting of scientists and general public). Comments and Proposed Improvement:



APPENDIX B: EXIT SURVEY

Measure Description: The Graduate Exit Survey is given to students about to receive their MSAGS degrees. This survey is a form of indirect assessment which asks students to rate both their own understanding of the student outcomes and the quality of the MSAGS program at delivering these Outcomes.


• Clarity of survey questions. • Student bias in answering survey questions. • Differing student perception of the terms “Poor,” “Below Expectations,” “Satisfactory,”

“Exceeds Expectations,” and “No Opinion.”

How to interpret the data: As an indirect assessment method, self-assessment by students arguably is not as accurate a method of outcomes assessment as direct evaluation of student work. However, there is value in collecting feedback from students who have completed the degree program and are able to comment on the program in its entirety. It is valuable to ascertain whether a gap exists between student performance/preparedness and student perception of performance/preparedness. The data will be analyzed to show which aspects of the curriculum for which the students identify as having only a “Poor,” “Fair” or “Good” understanding. Improvements in those areas can then be discussed by the Department Curriculum and Assessment Committee.



The Geological Sciences Department implements an outcomes-based assessment program to enable continuous improvement of our MSAGS program. As part of this effort, we survey graduating students to get their feedback on our program. Your responses will help us determine how well we are doing and what we can do to better serve our students, alumni, and the geosciences community.

1. With what type of Master's degree will you be graduating?

Thesis

Non-thesis, professional project

Non-thesis, comprehensive exam

2. In what capacity did you attend UAA while enrolled in the MSAGS program?

Full-time, research assistantship

Full-time, teaching assistantship

Full-time, self-funded

Part-time, while working

Part-time, self-funded

Other – please add comments below

MSAGS Exit Survey 2018

General Information



3. If you completed a thesis or professional project, what was the area of emphasis?

Applied Environmental Geology

Applied Petroleum Geoscience

Applied Mineral Resources

Depositional Systems and/or Stratigraphy

Geochemistry

Geophysics or Petrophysics

Hydrogeology

Igneous Petrology, Metamorphic Petrology, or Geochronology

Quaternary Geology, Glacial Geology, or Permafrost

Planetary Geology

Structural Geology

4. What is the next step in your career?

I have accepted a permanent position (describe below)

I will continue my current employment (describe below)

I will continue my graduate education in a Ph.D. program (describe below)

Do not know

Comments

5. If you completed a thesis or project, what is its publication status?

Submitted or published in a peer-reviewed journal

Manuscript is being prepared for submission to a peer-reviewed journal

Presented research at a conference

None of the above



The UAA MSAGS program has adopted several outcomes that we expect our students to achieve upon completion of the MSAGS degree. Please rate your own knowledge/skills in each of these areas, as well as the program's effectiveness in teaching you the knowledge/skills relative to each objective. Please feel free to use the space after the list to expand on any of your responses or for additional comments.

6. An ability to use rigorous methods of scientific analysis

Poor Below Expectations Satisfactory Exceeds Expectations No Opinion

7. An ability to demonstrate mastery of graduate-level geological sciences theory



Student Outcomes

What was your ability before enrolling in the MSAGS program?

What is your ability now?

How well did the program do in teaching this skill?






8. An ability to conduct advanced geological sciences research and/or demonstrate technical skills application


9. An ability to apply the scientific method to graduate-level problems in one or more focus areas


10. An ability to work effectively within the professional framework of geological sciences careers or be prepared for Ph.D. research programs


11. Comments (if any)












12. Indicate your level of satisfaction with each of the following aspects of your experience as a graduate student at UAA. Feel free to include additional comments.


Comments (if any)

13. List the main strengths of the MSAGS program at UAA.

14. List possible areas of improvement for the MSAGS program at UAA.

15. Would you recommend the MSAGS program to other prospective graduate students?

Yes

No

Unsure


Additional Information

Quality of Instruction

Quality of Advising/Mentoring

Quality of Computing Resources

Quality of Facilities

Quality of Graduate Students



APPENDIX C: THESIS DEFENSE/COMPREHENSIVE EXAM

Measure Description: This measure uses student performance on the thesis defense or comprehensive exam required for completion of the MSAGS degree. Project and thesis students take an oral exam as part of their defense, and non-thesis students may opt for a written exam instead of a project. Comprehensive exams are set by each student’s graduate committee according to his or her specific areas of study.


• Clarity of the questions from different committee members. • Student motivation. • Committee member bias in evaluating results. • The fact that each student will have a different committee.

How to interpret the data: Committee members will assess student performance on the appropriate outcomes using rubrics similar to those presented in Appendix A (Direct CLA) on a scale of “Excellent,” “Satisfactory,” “Developing,” or “Unsatisfactory.” These data will be used to suggest the effectiveness of the MSAGS degree program, in this case the coursework combined with committee advising.



APPENDIX D: THESIS OR PROJECT

Measure Description: This measure examines student performance on a written document and oral presentation associated with the student’s thesis or project. Assessment of both the written report and oral presentation are completed by the student’s graduate committee.


• Clarity of the questions from different committee members. • Student motivation. • Committee member bias in evaluating results. • The fact that each student will have a different committee.

How to interpret the data: Committee members will assess both the written report and the oral presentation on the appropriate outcomes using rubrics similar to those presented in Appendix A (Direct CLA) on a scale of “Excellent,” “Satisfactory,” “Developing,” or “Unsatisfactory.” These data will be used to suggest the effectiveness of the MSAGS degree program, in this case the coursework combined with committee advising.


ASSOCIATE OF APPLIED SCIENCE NURSING

Academic Assessment Plan Assessment 2015-2016

Academic Assessment Plan Updated by:

Pamela J. Grogan, MN, RN

Assistant Professor

Chair, Associate Program

Submitted to Dr. Barbara Berner

School of Nursing: October 31 2016

Submitted to the Academic Assessment Committee via:

[email protected]

October 31, 2016


TABLE OF CONTENTS

INTRODUCTION .......................................................................................................................................... 3

MISSION, VISION AND VALUES .................................................................................................................... 3

PROGRAM STUDENT LEARNING OUTCOMES ................................................................................................ 4

ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES ......................................................... 4

EFFECTIVELY COMMUNICATE IN WRITING AND ELECTRONICALLY WITH HEALTH TEAM MEMBERS, PATIENTS AND THEIR FAMILIES. .................................................................................................................................. 4

ASSESSMENT MEASURES .................................................................................................................................... 6 PROCESS ................................................................................................................................................................ 8

ASSESSMENT IMPLEMENTATION AND ANALYSIS FOR PROGRAM IMPROVEMENT ........................................ 8 GENERAL IMPLEMENTATION STRATEGY ............................................................................................................. 8 METHOD OF DATA ANALYSIS AND FORMULATION OF RECOMMENDATIONS FOR PROGRAM IMPROVEMENT............................ 8 MODIFICATION OF THE ASSESSMENT PLAN .................................................................................................................. 9

APPENDIX A: ............................................................................................................................................. 10 MEASURE DESCRIPTION .................................................................................................................................... 10

UAA AAS SON SIX TERM GRADUATION RATES ........................................................................................... 10 AY 2013 ............................................................................................................................................................. 10 AY 2014 - IN PROGRESS ......................................................................................................................................... 10 AY 2015 - IN PROGRESS ......................................................................................................................................... 11

APPENDIX B: NCLEX PASS RATE ................................................................................................................. 12 MEASURE DESCRIPTION .................................................................................................................................... 12 FACTORS THAT AFFECT THE COLLECTED DATA ................................................................................................. 12

APPENDIX B: ............................................................................................................................................. 16

STANDARDIZED NURSING EXAMINATIONS FROM ...................................................................................... 16

HESI/EVOLVE ............................................................................................................................................ 16 TOOL DESCRIPTIONS: ............................................................................................................................................. 16 FACTORS AFFECTING THE COLLECTION OF THE DATA: ..................................................................................... 16 HOW TO INTERPRET THE DATA: ........................................................................................................................ 17

AAS NURSING GRADUATE AND EMPLOYER SURVEYS ................................................................................. 19 TOOL DESCRIPTION: .......................................................................................................................................... 19 FACTORS THAT AFFECT THE COLLECTED DATA: ................................................................................................ 19 HOW TO INTERPRET THE DATA: ........................................................................................................................ 19

APPENDIX C: ............................................................................................................................................. 20

APENDIX D: .............................................................................................................................................. 22

(MONTH AND YEAR) GRADUATING CLASS ................................................................................................. 22


Introduction The Associate in Applied Science, Nursing Science Program (AAS) began at Anchorage

Community College in 1971. The University of Alaska, Anchorage (UAA) relocated the program to

the College of Vocational and Technical Education in 1987. The School of Nursing (SON) established

in 1991, incorporated the nursing programs within the College of Health, Education and Social

Welfare which in 2002, later became the College of Health (COH).

The AAS program accepts 24 Anchorage students in the fall and spring semesters. Across

Alaska the AAS program offers nursing education in 13 outreach locations. Two of the outreach

cohorts offer yearly admission in the fall semester; Fairbanks (16), Kenai (8), while Kodiak (8) and

Juneau (10) admit every other year during the fall term. Other outreach sites include, Sitka, Nome,

Bethel, Mat-Su, Dillingham, Kotzebue, Ketchikan, Homer, and Valdez. The AAS program opens

admission to 8 Licensed Practical Nurses (LPN/LVN) during the fall and Spring admissions at various

locations within Alaska. The interest in the AAS program has remained consistent throughout Alaska

with 400 possible applicants during the current academic year.

In 1976, the AAS program received national accreditation from the National League for

Nursing Accrediting Commission (NLNAC). The AAS program continues to meet the standards and

criteria for accreditation from the national accrediting commission renamed, the Accreditation

Commission for Nursing Education (ACEN).

Mission, Vision and Values

The mission of University of Alaska School of Nursing is to promote health and wellbeing by

preparing nurses in leadership, nursing science, practice, the part and practice and service to work with

diverse populations in a variety of health care settings with a special focus on the needs of Alaska.

Vision

The vision of the school of nursing is to be a leader in the transformation of nursing in Alaska

dedicated to improving local and global health outcomes.

Values

Excellence: we strive for the best, to continually improve ourselves and our endeavors.

Respect: we treat each person in a manner that recognizes their intrinsic value as a human

being.

Integrity: we demonstrate unwavering honesty and decency.

Caring: We display kindness and concern for all, especially those in need.

COH NLN MERGED VALUES SON VALUES Excellence/Innovation Excellence Excellence Excellence

Respect Collaboration Diversity Respect/Collaboration Respect/Collaboration

Integrity Integrity Integrity Integrity

Caring Caring Caring Caring

Discovery Discovery/Diversity/Caring


Program Student Learning Outcomes

Students graduating with an Associate in Applied Science, Nursing Science will be able to:

Utilize critical thinking skills to assess and diagnose nursing needs and to prioritize, plan, implement, and evaluate care for patients and their families in institutional and community based settings.

Effectively communicate verbally, in writing and electronically with health team members, patients and their families.

Plan, implement and evaluate care that is safe, evidence-based, caring, and developmentally and culturally sensitive within ethical, legal and professional standards.

Coordinate care of small groups of patients in collaboration with other members of the health care team.

Develop a plan for lifelong learning and continuing professional development.

ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES

The AAS Nursing Program has annually assessed program Outcomes using the ACEN Standard 6 accreditation guidelines. According to the ACEN 2017 criteria, “Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate competencies of the nursing education unit” (ACEN Accreditation Manual, Standard 6). In May 2010, the AAS Nursing Program established five Program Outcomes for annual

assessment, one for each of the Graduate Outcomes of the AAS Nursing program.

Shown in Table 1, Program Student Learning Outcomes (PSLO’s) and current measures used evaluate students’ attainment of knowledge and skills related to each specific outcome.

Table 1

Outcomes 0 = Measure not used to evaluate associated outcome. 1= Measure is used to evaluate outcome.

STU

DEN

T R

ECO

RD

S

HES

I EX

AM

SC

OR

ES

NC

LEX

PA

SS R

ATE

S

AN

D P

RO

GR

AM

REP

OR

TS

AA

S N

UR

SIN

G

GR

AD

UA

TE S

UR

VEY

S

EMP

LOY

ER S

UR

VEY

Effectively communicate in writing and electronically with health team members, patients and their families.

0 1 1 1 1

Utilize critical thinking skills 0 1 1 1 1


to assess and diagnose nursing needs and to prioritize, plan, implement, and evaluate care for patients and their families in institutional and community based settings.

Plan, implement and evaluate care that is safe, evidence-based, caring, and developmentally and culturally sensitive within ethical, legal and professional standards.

0 1 1 1 1

Coordinate care of small groups of patients in collaboration with other members of the health care team.

0 1 1 1 1

Develop a plan for lifelong learning and continuing professional development.

0 1 1 1 1


ASSESSMENT MEASURES

Shown in Table 2, A description of the measures used in the assessment of the program objectives and implementation.

TOOL DESCRIPTION FREQUENCY/START DATE

COLLECTION METHOD

ADMINISTERED BY

NCLEX-RN pass/non-pass report.

Alaska Board of Nursing posts passing candidate names and send reports to the SON Director.

After each graduation until all graduates have tested.

View BON web sites or reports.

National Council State Boards of Nursing.

HESI Standardized Exam Scores

HESI Evolve Standardized exams.

HESI Admission Assessment Exam is used to evaluate academic knowledge in English, math, and science as well as learning and personality styles.

HESI exams are utilized throughout the curriculum in key nursing courses to evaluate PLSO’s.

Start date 2010

Used in all core courses.

Exams given near the end of the semester in core nursing courses.

AAS Nursing Faculty and Scored by HESI Evolve.

AAS Graduate Survey Results

The AAS Program developed tool designed to measure graduate perception of program outcomes.

Annual since 1900’s.

Mailed one-year post graduation or soon as possible after 1 year.

2015 began using

AAS Program Chair assisted by AAS Program Evaluation Committee and administrative assistants. The


Solicits demographic data and uses Likert scale to measure perceptions of skill with: Use of Nursing Process, Communication, Organization, Critical Thinking and Therapeutic Nursing Interventions.

the UAA Qualtrics database to email surveys.

data is analyzed using IBM SPSS.

AAS Nursing Graduate Employer Survey

The AAS Program developed tool designed to measure employer perception of graduate outcomes. Uses Likert scale to measure perceptions of graduate skill with: Use of Nursing process, Communication, Organization, Critical Thinking and Therapeutic Nursing Interventions.

Annual since 1900’s

Mailed to graduates one-year post graduation to give to their employer.

AY 2015 began using UAA Qualtrics data collection system to email surveys to employers.

AAS Program Chair, AAS Program Evaluation Committee, assisted by administrative assistants. Data is evaluated using the IBM SPSS data tool.


Process

The University of Alaska (UAA), School of Nursing (SON), Associate of Applied Science Program

has been accredited since 1976 from the Accreditation Commission for Education in Nursing (ACEN)

formerly known as The National League for Nursing Accrediting Commission (NLNAC). In meeting

the requirements for ACEN accreditation the AAS Nursing Program developed a systematic program

evaluation plan based on the standards and criteria with interpretive guidelines published by the ACEN

in 2013 and later revised in 2017.

ASSESSMENT IMPLEMENTATION AND ANALYSIS FOR PROGRAM

IMPROVEMENT

GENERAL IMPLEMENTATION STRATEGY

The Associate Degree Nursing Program Assessment Plan strategy is for data to be collected from each

cohort as appropriate throughout the program, upon graduation, after licensure and at one-year post-

graduation. Data is reviewed by the Chair of the AAS Program, AAS program evaluation committee

and the curriculum committee. Faculty members are provided the results at the AAS program

meetings and the annual Spring Curriculum Workshop. The Alaska State Board of Nursing receives

an annual report of the data results.

Nationally standardized nursing examinations are given to students near the end of their core

nursing courses each semester in the AAS program. The Health Educational Systems Inc. (HESI)

exams are provided by Evolve Elsevier. Exams include: NCLEX-RN pass rates are monitored and

calculated as results become available from the Board of Nursing or other sources. Graduate and

Employer surveys are mailed out one year after graduation: each summer to Anchorage graduates and

each spring to AAS Outreach program (distance) graduates. Responses to the surveys are entered into

SPSS for analysis and reports are generated and presented to faculty and stakeholders annually.

Trended and aggregate data from all sources are reported to the AAS nursing faculty, the UAA

Educational Effectiveness Report and the Alaska Board of Nursing annually by the Chair of the

program or beginning in 2008 by other designated AAS faculty persons as responsibility shifts toward

a newly formed Program Evaluation Committee.

Method of Data Analysis and Formulation of Recommendations for Program

Improvement

SPSS is utilized for statistical analysis of graduate and employer surveys as well as the HESI

results. Analysis is completed by the AAS Program Chair or other designated AAS faculty persons.

The annual AAS Curriculum Workshop at the close of each spring semester is utilized to review

trended and aggregate data and evaluate for changes needed to the AAS program based on the data

results. The AAS Program Evaluation Committee (PEC) gathers and analyzes the data prior to

presenting the information to the faculty.

Recommendations by the Associate Program Evaluation Committee were made in 2015 and carried

forward to 2016. Faculty reviewed the current curriculum and program requirements in an effort to

reduce the number of credit hours required for completion.

The following are examples of the recommendations:


Level the curriculum to establish a cohesive flow and build on previous learned skills

Change course content, sequencing and structure

Change admission requirements

Change in admission ranking

Evaluate current testing policy and make adjustments as needed

Develop absence policy

Modification of the Assessment Plan

Changes approved by the faculty of the program and updated modifications of the assessment plan will

be forwarded to the Office of Academic Affairs, the Dean’s Office, and the Director of the School of

Nursing.


Appendix A:

MEASURE DESCRIPTION

Graduation rates are calculated as percentages of students who enter the program each term and

completed the program in 6 semesters. The percentage not completing the program in this time is

examined for reason(s). Attrition may be due to a variety of factors which are not listed in the table

(i.e. academic or personal). The benchmark for the AAS Program is 85% of undergraduate students

who enter the AAS program graduate within six semesters. The benchmark was met for the academic

year 2013 with the remainder of the years pending. Graduation implies that students have successfully

met the program and student learning outcomes.

UAA AAS SON Six Term Graduation Rates

AY 2013

Year - category 4 terms 5 terms 6 terms

Fall 2013 - traditional 77.8% 82.2% 82.2%

Spring 2014 - traditional 89.5% 89.5% 93.0%

2013 - traditional 83.7% 85.9% 87.6%

Fall 2013 - LPN 66.7% 83.3% 83.3%

Spring 2014 - LPN 85.7% 85.7% 85.7%

2013 - LPN 76.2% 84.5% 84.5%

2013 combined 80% 85.2% 86.1%

2013 UAA standard 85%

AY 2014 - in progress


Fall 2014 - traditional

Spring 2015 - traditional

2014 - traditional


Fall 2014 - LPN

Spring 2015 - LPN

2014 - LPN

2014 - combined

UAA standard 85%

AY 2015 - in progress


Fall 2015 - traditional

Spring 2016 - traditional

2015 - traditional

Fall 2015 - LPN

Spring 2016 - LPN

2015 - LPN

2015 - combined

UAA standard 85%


Appendix B: NCLEX PASS RATE

MEASURE DESCRIPTION

The NCLEX-RN exam also known as the Nation Council Licensure Examination developed by the

National Council of State Board of Nursing is a computer based adaptive exam given to determine an

applicant’s ability to function in a entry-level nursing role.

Question categories:

Safe and Effective Care Environment

Management of care

Safety and Infection Control

Health Promotion and Maintenance

Psychosocial Integrity

Physiological Integrity

Basic Care and Comfort

Pharmacological and Parenteral Therapies

Reduction of Risk Potential

Physiological Adaptation

FACTORS THAT AFFECT THE COLLECTED DATA

UAA AAS School of Nursing

First-Time NCLEX Pass Rates 2013-2015

FALL 2013

Site/Category Number of Students

First Time Pass Number

First Time Pass Percentage

Traditional: 69/76 =

90.79%

Anchorage 30 24 80% LPN: 2/3 = 66.67%

Fairbanks 15 15 100%

Homer 7 6 85.71% Overall Pass Rate Fall 2013

Juneau 8 8 100% 71/79* = 89.87%%

Ketchikan 7 7 100%

Kotzebue 2 1/1 unknown Unable to calculate

Matsu 8 8 100%

Total 77

LPN 3 2 66.67%

SPRING 2014





Traditional: 42/48= 87.50%

Anchorage 31 29 93.55% LPN: 6/7=85.71%

Kenai 7 7 100%

Kodiak 8 6 75% Overall Pass Rate Spring 2014

Kotzebue 1 0 0% 48/55 = 87.27%

Valdez 1 0 0%

Total

48

Academic Year 2013 119/134=88.81%

LPN 7 6 85.71%

2013 UAA mean = 88.81%

National mean = 81.43%

FALL 2014




Traditional: 39/41 = 95.12%

Anchorage 22 21 95% LPN: 4/6 = 66.67%

Bethel 6 5 83.33%

Dillingham 2 2 100% Overall Pass Rate Fall 2014

Nome 2 2 100% 43/47 = 91.49%

Sitka 9 9 100%

Total 41

LPN 6 4 66.67%

Spring 2015




Traditional: 49/56* = 85.96%

Anchorage 24 20 / 1 unknown 83.33% LPN: 5/6 = 83.33%


Fairbanks 16 15 93.75%

Juneau 9 8 88.89% Overall Pass Rate Spring 2015

Kenai 8 6 75% 54/62* =87.10%

Total 57

Academic Year 2014 97/109=88.99%

LPN 6 5 83.33%

2014 UAA mean = 88.99%


Fall 2015

Site/Category Number of students



Traditional - 37/44*= 86.05%

Anchorage 22 16 pass /4 fail/ 2 unknown

16/20 = 80% LPN 5/5 = 100%

Homer 8 5 pass / 2 fail / 1 not yet taken

5/7= 71.43%

Ketchikan 7 6 85.71% Overall Pass Rate Fall 2015

Matsu 7 7 100% 42 /49* = 85.71%

Valdez 3 3 100%

Total 47


LPN 5 5 100%

* 3 students have not taken NCLEX or no information yet. Percentage reflects those taken.

Spring 2016

Site/Category Number of students

First time pass number

First time pass percentage

Traditional - 45/52= 86.5%

Anchorage 27 19 Pass/4 fail/ 4 unknown

19/23 = 82.6% 4 unk.

LPN 2/3=66.7%

Fairbanks 14 13 Pass/1 unknown 13/13 =100% - 1 unk.

Kenai 8 6 75% Overall Pass Rate Spring 2016

Kodiak 8 7 87.5% 47/55=85.4%

Total 57

LPN 4 2 Pass/1 fail/1 unknown 2/3 = 66.67%

2015 UAA mean = in progress



APPENDIX B:

STANDARDIZED NURSING EXAMINATIONS FROM

HESI/EVOLVE

Tool Descriptions:

HESI/EVOLVE has multiple testing resources for nursing with national norms statistically established

and continually revaluated and adjusted. The information in this appendix was obtained from

HESI/EVOLVE web site which explains and describes the development and use of standardized

nursing examinations.

https://evolve.elsevier.com/

The Exams used by the AAS Nursing Program to measure outcomes are:

HESI Medical Surgical Nursing Exam: includes sub measures for Critical Thinking, Nursing

Process and Client Needs categories (Safe Effective Care, Physiologic Integrity, Psychosocial

Integrity, and Health Promotion), as well as for ACEN Accreditation Categories, and NLN

Core Competency Categories, QSEN competencies.

HESI Psychiatric Nursing Exam: includes sub measures for Critical Thinking, Nursing Process

and Client Needs categories (Safe Effective Care, Physiologic Integrity, Psychosocial Integrity,

and Health Promotion), as well as for ACEN Accreditation Categories, and NLN Core

Competency Categories, and QSEN competencies.

HESI Maternal and Child Health Nursing- includes measures for care of patient needing

antenatal, prenatal, and postpartum care. (Safe Effective Care, Physiologic Integrity,

Psychosocial Integrity, and Health Promotion), as well as for ACEN Accreditation Categories,

and NLN Core Competency Categories, and QSEN competencies.

HESI Pediatric Exam: Care of the pediatric patient throughout the lifespan. (Safe Effective

Care, Physiologic Integrity, Psychosocial Integrity, and Health Promotion), as well as for

ACEN Accreditation Categories, and NLN Core Competency Categories, and QSEN

competencies.

HESI Exit Exam: Evaluates measures for care of patients throughout the lifespan. (Human

flourishing, Nursing Judgment, Nursing Practice, Professional Identity, Spirit of Inquiry) and

QSEN competencies (Patient Centered Care, Teamwork and Collaboration, Evidence Based

Practice, Quality and Safety).

FACTORS AFFECTING THE COLLECTION OF THE DATA:

Testing is completed near the end of the students’ core nursing courses each semester of the nursing

program. One factor affecting the testing is the need to test graduates-to-be at a variety of times

throughout the last semester based on their schedules and access to the testing. The HESI Medical-


https://evolve.elsevier.com/

Surgical Test is given in NURS A225: Medical-Surgical Nursing II and NURS A250: Psychiatric

Nursing. Each test counts as 5% of the students’ grade in the 100 level courses and 10% of the overall

grade in the 200 level core courses. Faculty members in the last semester courses have been

encouraged to explain the significance and value of these exams for the students and for the assessment

of the educational program.

HOW TO INTERPRET THE DATA:

The data are interpreted and graded utilizing the mean scores for each group in the areas being

examined by the standardized examinations and by comparison to the national norms on the exams.

Since the implementation of the HESI and other testing, curriculum changes the students’ continue to

have high pass rates on HESI and NCLEX-RN. Faculty members remain confident the program is

offering the students’ a program consistent with professional standards.

The tables and graphs that follow show trends from the 2014 and 2015 HESI Exit Exam results.


Table 4: 2014-2015 UAA Associate Degree Student HESI Exit Exam Result

TABLE 3

HESI EXIT EXAM

COMPETENCIES

2014

SPRING

2014 FALL 2015

SPRING

2015 FALL AVERAGE

Human Flourishing 848 836 879 847 852.5

Nursing Judgment 885 829 846 842 850.5

Nursing Practice 889 830 835 842 849.0

Professional Identity 887 804 820 841 838.0

Spirit of Inquiry 969 723 875 907 868.5

EXIT HESI QSEN

COMPETENCIES

2014

SPRING

2014 FALL 2015

SPRING

2015 FALL AVERAGE

Pt- centered Care 886 806 824 826 835.5

Teamwork &

Collaboration

866 818 814 784 820.5

Evidence Based

Practice

886 829 843 841 849.75

Quality 914 823 859 823 854.5

Safety 893 822 853 834 850.5


AAS NURSING GRADUATE AND EMPLOYER SURVEYS

TOOL DESCRIPTION:

Graduate and Employer Surveys:

These tools are AAS Nursing Program developed survey instruments designed to gather demographic

information from graduates and employers along with perceptions of graduate preparedness in the

following areas: utilization of nursing process, communication skills organizational skills , therapeutic

nursing interventions and critical thinking skills plus overall satisfaction with the AAS program.

FACTORS THAT AFFECT THE COLLECTED DATA:

The biggest factor affecting the data collected is the low return rate on the mailed-out surveys.

Graduates are asked to give the employer survey to their employer and thus this return rate is even

lower than that for the graduates. The survey was professionally printed in 2006 to hopefully increase

ease of completion and return. Also the forms were printed with numbers to be used in tracking the

return of forms and thus allowing for a second mailing to those who did not return surveys. Even with

these measures the return rate has not increased significantly. The Dec. 2006 graduate survey had only

one survey returned and is currently in process of being re-surveyed in hopes of obtaining a better

response rate. Working nurses are busy and may not feel they have time to complete the survey.

Faculty has been asked to personally encourage the students near graduation to expect the survey in

about one year and to please complete and return it for the benefit of the program.

HOW TO INTERPRET THE DATA:

Data from each returned survey are entered into an SPSS data file for analysis. This allows for

reporting of descriptive statistics including frequencies, percentages and measures of central tendency.

Data is thus aggregated and reported annual so that trends may be noted through longitudinal gathering

and reporting of data.

The next pages include copies of the survey tools and a sample report of the information from the tool.

Benchmarks and grading are used to see if outcomes were met. The Likert scale is 1-4 from lowest to

highest rating and the benchmark for meeting outcomes is mean score greater than or equal to 3 on the

scale.

.


APPENDIX C:

University of Alaska Anchorage

Associate Degree Nursing Program

Graduate Follow-Up Survey

(Month and Year of Graduation)

1. Are you currently employed as a Registered Nurse? _____ Yes _____ No

If yes, please complete A-E below:

a. Are you employed in the state of Alaska? _____ Yes _____ No

b. Primary role in which employed: (choose one) _____Staff nurse _____Educator

_______Supervisor/manager ______ Utilize Review/Quality Assess. Other(list) ________

c. Primary place of employment as a Registered Nurse since graduation:

_____ Hospital _____ Long term care facility Other(list)__________

_____ Clinic/office _____ Home health agency

d. Length of time employed in this setting: ____ < 3 months ____ 3 – 6 months

____ 6 – 9 months ____ > 9 months

e. Is your employment: ____ full-time ____ part-time ____ pool/registry

2. How soon following your graduation were you able to secure nursing employment?

_____ Within 3 months _____ Within 1 year

_____ Within 6 months _____ Have not found employment

3. Since your graduation, have you:

a. taken Continuing Education courses? _____ Yes _____ No

If Yes, approximately how many courses: _____

b. volunteered your nursing expertise? (community) _____ Yes _____ No

c. joined the American Nurses Association(ANA)? _____ Yes _____ No

d. participated in the activities sponsored by State NA or ANA _____ Yes _____ No

e. joined and/or participated in any specialty nursing groups? _____ Yes _____ No

f. made plans to further your formal nursing education? _____ Yes _____ No

If yes, please specify:________________________________

4. Please estimate the degree to which your nursing studies at UAA assisted you in the following:

Utilization of the Nursing Process

Ability to: Very

Little

Very

Much

a. assess developmental stage and needs for individual patient 1 2 3 4

b. identify nursing diagnosis based upon assessment data 1 2 3 4

c. plan individualized total nursing care based upon the identified

needs of the patient

1

2

3

4

d. prioritize and implement nursing care 1 2 3 4


e. evaluate degree to which planned and implemented nursing care

led to achievement of patient outcomes and revise care as needed

(over, please complete page 2)

1

2

3

4

Communication Skills

Ability to: Very

Little

Very

Much

a. communicate with patients/significant others

1 2 3 4

b. communicate with individuals from diverse backgrounds

1 2 3 4

c. communicate with co-workers and other health team members

1 2 3 4

Organizational Skills Ability to:

a. prioritize nursing needs for groups of patients

1 2 3 4

b. manage and coordinate the care for a small group of patients

utilizing allied health personnel

1 2 3 4

Critical Thinking Skills Ability to:

a. analyze the significance of clinical data and select appropriate

strategies based upon this analysis

1 2 3 4

b. use past experiences to anticipate and formulate further courses

of action

1 2 3 4

c. reflect on own behavior and identify methods to strengthen

performance

1 2 3 4

Therapeutic Nursing Interventions Ability to:

a. demonstrate expertise with basic psychomotor tasks (e.g., asepsis

hygiene, nasogastric tubes and tube feeding, Foley catheters)

1

2

3

4

b. demonstrate expertise with more complex tasks (e.g., I.V.’s,

tracheal suctioning, emergencies)

1

2

3

4

c. correctly administer medications 1 2 3 4

d. plan, implement and evaluate nursing care which follows

ethical and legal standards

1

2

3

4

e. plan and implement patient education and discharge plans 1 2 3 4

f. identify and assess current trends in health care 1 2 3 4

f. Rate your overall satisfaction with your nursing education at

UAA:

Low

1

2

3

High

4

5. Please identify weaknesses of the nursing studies that you completed at UAA:

_________________________________________________________________________________

__________________________________________________________________________________ 6. Please identify strengths of the nursing studies that you completed at UAA:

_________________________________________________________________________________

_________________________________________________________________________________

Please return form in the postage paid envelope provided


APENDIX D:

University of Alaska Anchorage Associate Degree Nursing Program

Employer Survey

Graduate Follow-Up Evaluation

(Month and Year) Graduating Class

1. Please estimate the degree to which you feel the employee is able to accomplish the following:

Utilization of the Nursing Process

Ability to: Very

Little

Very

Much

a. assess developmental stage and needs for individual patient

1 2 3 4

b. identify nursing diagnosis based upon assessment data 1 2 3 4

c. plan individualized total nursing care based upon the

identified needs of the patient

1

2

3

4

d. prioritize and implement nursing care

1

2

3

4

e. evaluate degree to which planned and implemented nursing

care led to achievement of desired patient outcomes and

revise care as needed and appropriate

1 2 2 4

Communication Skills

Ability to:

a. communicate with patients/significant others

1 2 3 4

b. communicate with individuals from diverse backgrounds

1 2 3 4

c. communicate with co-workers and other health team members

1 2 3 4

Organizational Skills

Ability to:

a. prioritize nursing needs for groups of patients

1 2 3 4

b. manage and coordinate the care of small groups of patients

utilizing allied health personnel

1 2 3 4

Critical Thinking Skills

Ability to:

a. analyze the significance of clinical data and select

appropriate strategies based upon this analysis

1 2 3 4

b. use past experiences to anticipate and formulate further

courses of action

1 2 3 4

c. reflect on own behavior and identify methods to strengthen

performance

1 2 3 4

(over, please complete back side, p. 2)

Therapeutic Nursing Interventions

Ability to: Very

Little

Very

Much


a. demonstrate expertise with basic psychomotor tasks (e.g.,

asepsis, hygiene, nasogastric tubes and tube feeding, Foley

catheters)

1

2

3

4

b. demonstrate expertise with more complex tasks (e.g., I.V.’s,

tracheal suctioning, emergencies)

1

2

3

4

c. correctly administer medications

1 2 3 4

d. plan, implement and evaluate nursing care which follows

ethical and legal standards

1

2

3

4

e. plan and implement patient education and discharge plans

1 2 3 4

f. identify and assess current trends in health care

1 2 3 4

2. Please rate your OVERALL satisfaction with employee’s first

year of performance as an entry level RN.

1

Low

2

3

4

High

3. Please identify any areas in which you feel your employee could have been better prepared

while a nursing student at UAA: (please include another page if need more space


assessment peer review committee

Documents