nursing - as

Associate in Science Degree: Nursing

Nursing - AS Enhanced Comprehensive Academic Program Review 2016-17

Academic Effectiveness and Assessment St. Petersburg College

May 2017

Nursing - AS 2016-17 Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness Copyright St. Petersburg College, May 2017. All rights reserved.

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Enhanced Comprehensive Academic Program Review Produced by Nursing – AS Program

Susan Baker, Ph.D. Dean, College of Nursing

Department of Academic Effectiveness and Assessment

Amy Eggers, Ph.D. Research Analyst, Academic Effectiveness and Assessment Joseph Boyd, M.A. Assessment Coordinator, Academic Effectiveness and Assessment

Magaly Tymms, M.A.

Director, Academic Effectiveness and Assessment

The Board of Trustees of St. Petersburg College affirms its equal opportunity policy in accordance with the provisions of the Florida Educational Equity Act and all other relevant state and federal laws, rules and regulations. The college will not discriminate on the basis of race, color, ethnicity, religion, sex, age, national origin, marital status, sexual orientation, gender identity, genetic information, or against any qualified individual with disabilities in its employment practices or in the admission and treatment of students. Recognizing that sexual harassment constitutes discrimination on the basis of sex and violates this Rule, the college will not tolerate such conduct. Data and information contained herein cannot be used without the express written authorization of St. Petersburg College. All inquiries about the use of this information should be directed to the Executive Director of Institutional Research and Effectiveness at St. Petersburg College.

Department of Institutional Research and

Effectiveness St. Petersburg College

P.O. Box 13489 St. Petersburg, FL 33733

(727) 712-5237 FAX (727) 712-5411


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Table of Contents

Executive Summary .................................................................................... 1

SPC Mission Statement ................................................................................. 5

Introduction ............................................................................................. 5

Institutional Effectiveness ....................................................................... 5 Educational Assessment .......................................................................... 6 Program Review Process .......................................................................... 7

Program Description ................................................................................... 9

Degree Offered .................................................................................... 9 Accreditation ....................................................................................... 9 Program Learning Outcomes ..................................................................... 9

Measure Descriptions .................................................................................11

Program Performance ................................................................................16

Actual Course Enrollment .......................................................................17 Unduplicated Headcount ........................................................................18 SSH Enrollment ...................................................................................19 Percent Full .......................................................................................20 Course Success ....................................................................................21 Grade Distribution ...............................................................................22 Industry Certification Attainment .............................................................23 Internship Enrollment ...........................................................................24 Program Plans Taken by Plan ...................................................................25 Program Graduates...............................................................................26 Faculty/Adjunct Ratio ...........................................................................27

Occupation Profile ....................................................................................29

Occupation Description ..........................................................................30 State and County Trends and Wage Information ............................................30 Major Employers ..................................................................................32 Total Placement ..................................................................................33 State Graduates Outcomes .....................................................................34

Academics ..............................................................................................37

Educational Outcomes ...........................................................................38

Stakeholder Perceptions .............................................................................41

Student Survey of Instruction (SSI) ............................................................42 Recent Alumni Survey ...........................................................................43 Employer Survey ..................................................................................46 Labor Insight/Jobs ...............................................................................48

Program Action Plan ..................................................................................56


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References ..............................................................................................58

Contact Information ..................................................................................58

Appendix A: Program Outline ........................................................................60

Appendix B: Program Assessment Report ..........................................................64

Appendix C: 2016 Advisory Committee Minutes and Recommendations ......................85


Executive Summary Introduction The program review process at St. Petersburg College (SPC) is a collaborative effort designed to continuously measure and improve the quality of educational services provided to the community. Program Description Getting a nursing degree from SPC means students have made a solid career choice. With 2.6 million jobs, registered nurses constitute the largest health care occupation in the United States. With many nurses retiring and an aging population, Florida could face a critical nursing shortage in the coming years. Other features of the program include preparation for the national exam to become a Registered Nurse, a transitional program for paramedics, day and evening schedules, and transfer to SPC’s B.S. degree in Nursing. Degree Offered An Associate in Science Degree in Nursing is offered at SPC. Program Performance

Actual Course Enrollment decreased in 2015 (2,390) from the previous year (2,560).

Unduplicated Headcount decreased in 2015 (724) from the previous year (787). SSH Enrollment decreased in 2015 (12,490) from the previous year (13,197). Comparisons between the Fall semesters indicated that the Percent Full Metric

increased in Fall 2016 (94.9%) from Fall 2015 (93.9%). The course success rate decreased in 2015 (92.2%) from the previous year

(94.2%). Grade Distribution indicated that almost all of the students (92%) received an

‘A’, ‘B’ or ‘C’ during 2015. An Industry Certification Attainment for the Nursing – AS program revealed that

the majority of students passed the National Licensure Exam between 2011-12 and 2014-15 (80.8%, 85.2%, 84.2%, and 86.6%, respectively).

Internship Enrollment increased in Fall 2016 for NUR 1211C (68), NUR 2731C (171), and NUR 2811C (167) from the previous Fall (65, 148, and 127, respectively). Internship Enrollment decreased in Fall 2016 for NUR 1001C (21), NUR 1021C (125), NUR 2462C (158), and NUR 2511 (154) from the previous Fall (32, 127, 173, and 171, respectively).

Program Plans Taken by Plan revealed that more than one-third of students who were enrolled in the program during fall 2014, and had not graduated, remained in the program by fall 2015. By fall 2016, less than five percent of the original (fall 2014) NURSE-AS students remained in the program. This measure does not display the number of students who graduated during any given term.

The number of program graduates in the NURSE - AS program decreased in 2015 (257) from the previous year (327).

Fulltime Faculty taught 76.5% of the ECHs in 2015-16 as compared to 74.2% in 2014-15. Adjunct Faculty taught 0.0% of the ECHs in 2015-16 and 2014-15.

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The highest semester for Adjunct ECHs was Fall and Spring 2012-13 in which adjunct faculty taught 0.1% of the program’s course load. The three-semester average for adjuncts (0.0%) is consistent with the College’s general 55/45 Fulltime/Adjunct Faculty Ratio guideline.

Occupation Profile One occupation description, Registered Nurses, was located in the Florida

Department of Economic Opportunity (DEO) website for the Nursing – AS program.

The 2016 median hourly earnings for Registered Nurses was $30.45 in Florida and $30.87 in Pinellas County.

Employment trend information for Registered Nurses showed an average annual increase (16.2% - 16.9%) for the period between 2016 and 2024 across the state.

The major employers of the Nursing – AS graduates are HCA Largo Medical Center, Aventura Hospital and Medical Institute, BayCare Health Systems, Morton Plant Mease Hospital, SurgCenter Pinellas, HCA Northside Hospital, St. Anthony’s Hospital, St. Joseph’s Hospital, Tampa General Hospital, Bayfront St Petersburg Health, St. Petersburg General Hospital, Menorah Manor, Bon Secours Health System, Florida Department of Health, and Orlando Regional Health System.

Total Placement in the Nursing – AS program increased in 2014-15 (97%) from the previous year (95%).

State Graduates data indicated that four thousand, six-hundred and fifty-two students completed one of the twenty-eight state Nursing – AS programs in 2014-15, of those 4,150 had some matching data and were employed. Ninety-six percent (96%) of those state graduates were employed at least a full quarter.

Academics The 2014-15 Academic Program Assessment Report indicated that the desired

results were met for all five Program Learning Outcomes (PLOs) assessed in the Nursing – AS Program.

The 2014-15 Academic Program Assessment Follow-Up Report was completed in July 2016. All of the action items were successfully completed, and the results published in the 2014-15 follow-up report. The next assessment report is scheduled to be completed during the 2017-18 academic year.

Stakeholder Perceptions

All the individual average content area scores for the Student Survey of Instruction (SSI) were above the traditional threshold (an average of 5.0) used by the College for evaluating seven-point satisfaction scales. These results suggest general overall satisfaction with the courses within the Nursing – AS program; specifically, as they relate to faculty engagement, preparation and organization, and course instruction.

Three-hundred and twenty-four Recent Alumni surveys were provided to the 2014-15 graduates of the Nursing – AS program. Sixteen percent of the graduates responded to the survey (52 of the 324). Not all respondents answer every survey question; therefore, the percentages listed below represent the

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responses to each survey question in relation to the total number of responses received for each question. Notable results include:

o 42.3% of recent graduate survey respondents indicated their main goal in completing a degree or certificate at SPC was to “Change career fields”; 19.2% selected “Obtain employment”; 17.3% selected “Continue my education”; 13.5% said “Earn more money”; 3.8% “Other”; another 1.9% selected “Get a promotion”; while the remaining 1.9% selected “Meet certification/training needs”.

o 34.6% of recent graduate survey respondents indicated that SPC did “Exceptionally well” in helping them meet their goal; another 42.3% selected “Very well”; while the remaining 23.1% said “Adequately”.

o 96.0% of recent graduate survey respondents would recommend SPC’s Nursing program to another.

Fifteen employer surveys were sent based on permissions provided by recent graduates in the 2014-15 recent alumni survey. Twenty-seven percent of the employers surveyed responded to the survey. Notable results include:

o 100% of employers responding to the survey indicated they would hire another graduate from SPC.

o 66.7% of employers responding to the survey had graduate employees who earned between $20.00 and $24.99 per hour ($42,000 and $51,999 annually); while 33.3% had employees who earned $25.00 or more per hour ($52,000 or more annually).

Labor Insight/Jobs reports indicated the majority of workforce openings during the past six months, for Nurses were in Tampa, FL. The top skills listed in the openings were Patient care and case management; and the top industry sector was `Health Care and Social Assistance.’

Dean’s Perspective: Issues, Trends, and Recent Successes The associate degree nursing (ADN) program provides Pinellas county and the surrounding communities with competent practitioners in nursing. Though enrollment declined 2% during the 2016-2017 academic year, nearly 300 students graduate from the program each year. Also, success rates in the ADN program continue to be high with rates of 90.4% fall 2016 and 93.3% spring 2017.

Ninety-eight percent of the recent graduates of the ADN are employed full-time with 50% reporting earnings of $20-$25 per hour and 46% reporting earnings more than $25 per hour. One hundred percent of the employers surveyed indicated that they would hire another ADN graduate from St. Petersburg College of Nursing.

Significant numbers of associate degree nurses are continuing to seek the baccalaureate degree in nursing. Nursing program administrators and faculty consistently work to propel our graduates to that end. Students are directed by the dean, academic chairs, and faculty to begin preparation for entry into the RN to BSN program at St. Petersburg College while they are enrolled in the ADN program. Also, significant efforts to transition

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re-enrolling students have been implemented by the ADN academic chair. These efforts include a face-to-face meeting and referrals to financial resources, tutoring, summer pilots to better prepare students for fall, and personal health and wellness resources. The returning student also establishes an action plan for success with the student support coordinator. These initiatives will maintain the volume and quality of ADN graduates at St. Petersburg College. Recommendations/Action Plan Program Recommendations and action plans are compiled by the Dean and Program Administrators, and are located at the end of the document.

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SPC Mission Statement The mission of St. Petersburg College is to promote student success and enrich our communities through education, career development and self-discovery. St. Petersburg College fulfills its mission led by an outstanding, diverse faculty and staff and enhanced by advanced technologies, distance learning, international education opportunities, innovative teaching techniques, comprehensive library and other information resources, continuous institutional self-evaluation, a climate for student success, and an enduring commitment to excellence. Introduction In a holistic approach, the effectiveness of any educational institution is the aggregate value of the education it provides to the community it serves. For over eighty-five years, St. Petersburg College (SPC) has provided a wide range of educational opportunities and services to a demographically diverse student body producing tens of thousands of alumni who have been on the forefront of building this county, state, and beyond. This is due, in large part, to the College’s institutional effectiveness. Institutional Effectiveness Institutional Effectiveness is the integrated, systematic, explicit, and documented process of measuring performance against the SPC mission for the purposes of continuous improvement of academic programs, administrative services, and educational support services offered by the College. Operationally, the institutional effectiveness process ensures that the stated purposes of the College are accomplished. In other words did the institution successfully execute its mission, goals, and objectives? At SPC, the Department of Academic Effectiveness works with all departments and units to establish measurable statements of intent that are used to analyze effectiveness and to guide continuous quality improvement efforts. Each of St. Petersburg College's units is required to participate in the institutional effectiveness process. The bottom-line from SPC’s institutional effectiveness process is improvement. Once SPC has identified what it is going to do then it acts through the process of teaching, researching, and managing to accomplish

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its desired outcomes. The level of success of SPC’s actions is then evaluated. A straightforward assessment process requires a realistic consideration of the intended outcomes that the institution has set and a frank evaluation of the evidence that the institution is achieving that intent. There is no single right or best way to measure success, improvement, or quality. Nevertheless, objectives must be established, data related to those objectives must be collected and analyzed, and the results of those findings must be used to improve the institution in the future. The educational assessment is a critical component of St. Petersburg College’s institutional effectiveness process. Educational Assessment Educational programs use a variety of assessment methods to improve their effectiveness. Assessment and evaluation measures are used at various levels throughout the institution to provide provosts, deans, program managers, and faculty vital information on how successful our efforts have been.

While the focus of a particular educational assessment area may change, the assessment strategies remain consistent and integrated to the fullest extent possible. The focus of Associate in Arts degrees is students continuing on to four-year degree programs. The Associate in Science programs are targeted towards students seeking employable skills, which does not require but may include continuing on to a four-year program. The General Education based assessments focus on the general learning outcomes from all degree programs, while Program Review looks at the viability of the specific programs.

The individual reports unique by their individual nature are nevertheless written to address how the assessments and their associated action plans have improved learning in their program. The College has developed an Educational Assessment Website http://www.spcollege.edu/edoutcomes/ to serve as repository for all SPC’s educational outcomes reports and to systematically manage our assessment efforts.

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Program Review Process The program review process at St. Petersburg College is a collaborative effort to continuously measure and improve the quality of educational services provided to the community. The procedures described below go far beyond the “periodic review of existing programs” required by the Florida College System, and exceed the necessary guidelines within the Southern Association of Community Colleges and Schools Commission on Colleges (SACSCOC) review procedures. State guidelines require institutions to conduct program reviews every seven years as mandated in chapter 1001.03(13) of the Florida Statutes, the State Board of Education (formerly the Florida Board of Education) must provide for the review of all academic programs.

(13) …CYCLIC REVIEW OF POSTSECONDARY ACADEMIC PROGRAMS.--The State Board of Education shall provide for the cyclic review of all academic programs in Florida College System institutions at least every 7 years. Program reviews shall document how individual academic programs are achieving stated student learning and program objectives within the context of the institution's mission. The results of the program reviews shall inform strategic planning, program development, and budgeting decisions at the institutional level.

In addition, Rule 6A-14.060 (5) states that each community college shall:

(5) …Develop a comprehensive, long-range program plan, including program and service priorities. Statements of expected outcomes shall be published, and facilities shall be used efficiently to achieve such outcomes. Periodic evaluations of programs and services shall use placement and follow-up data, shall determine whether expected outcomes are achieved, and shall be the basis for necessary improvements.

The recommended program review timeline at SPC is four years and is aligned with the long-standing three-year academic program assessment cycle, producing a coherent and integrated review process. Figure 1

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represents the relationship between program assessment, program review, and the viability report processes that comprise the academic program assessment cycle.

Figure 1: Academic Program Assessment Cycle

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Program Description Getting a nursing degree from SPC means students have made a solid career choice. With 2.6 million jobs, registered nurses constitute the largest health care occupation in the United States. With many nurses retiring and an aging population, Florida could face a critical nursing shortage in the coming years. Other features of the program include preparation for the national exam to become a Registered Nurse, a transitional program for paramedics, day and evening schedules, and transfer to SPC’s B.S. degree in Nursing. Degree Offered An Associate in Science Degree in Nursing is offered at SPC. For a complete listing of all courses within the Nursing Program, please see Appendix A. Accreditation The Nursing – AS Program at St. Petersburg College is accredited by the Accreditation Commission for Education in Nursing. The program was last accredited in 2012, and the next accreditation is scheduled for 2020.

Program Learning Outcomes

1. Implement critical thinking by: a. successfully completing the clinical prep/plan of care; b. achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking Test.

2. Apply knowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by: a. successfully mastering the Nursing IV (NUR 2731C) summative Interpersonal Analysis (IPA) and a reliable, standardized, valid, commercially prepared therapeutic communication skills test.

3. Apply knowledge of therapeutic nursing interventions by providing a physically and psychologically safe and comfortable environment for clients by: a. achieving a satisfactory on the Nursing IV (NUR 2731C) clinical evaluation; b. achieving mastery on a reliable, standardized, valid, commercially prepared end of program examination; c. developing knowledge of alternative delivery of care settings, other than acute care settings (NUR 2731C); d.

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achieving a satisfactory evaluation when practicing in a non-acute care setting (NUR 2731C).

4. The student will apply the role and knowledge of the Associate Degree Nurse as a manager of care and member of discipline by: a. performing a satisfactory clinical evaluation during the nursing management course (NUR 2811C); b. satisfactory attainment of the Major Learning Outcomes (MLOs) for Nursing IV (NUR 2731C); c. performing expected end of program clinical evaluation (NUR 2731C).

5. The student will formulate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by: a. developing the potential to pass the NCLEX-RN on an end of program reliable, standardized, valid, commercially prepared examination; b. performing a satisfactory end of program clinical summative evaluation (NUR 2811C).

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Measure Descriptions The CAPR reports include twenty-three measures designed to provide an overview of all the various elements pertaining to the program. The source of the information for nine of the first ten measures is the Program Review CAPR Dashboard in the SPC Pulse/Business Intelligence system. Sources for the remaining measures can be found within their measure description. Measures obtained from SPC Pulse/Business Intelligence were extracted in fall 2016. Each measure is described in detail below. Measure #1: Actual Course Enrollment (Enrollment Count) Actual Course Enrollment is the sum of actual student enrollment for the courses within the specified Academic Organization during the selected academic years. This number is a duplicated headcount of students enrolled in the program's courses, and does not reflect the actual number of students enrolled in the program or its associated certificates (if applicable). The filters for the Actual Course Enrollment measure are as follows:

Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Academic Plan - Multi: Undergraduate College - Group - Acad Org - Subject: Academic Organization All other filters: All

Measure #2: Unduplicated Headcount Unduplicated Headcount is the total number of unduplicated students enrolled in courses within the specified Academic Organization during the selected academic years. The filters for the Unduplicated Headcount measure are as follows:


Measure #3: SSH Enrollment Student Semester Hours (SSH) Enrollment is defined as the total number of student semester hours in the specified Academic Organization during the selected academic years. The filters for the SSH Enrollment measure are as follows:


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Measure #4: Percent Full The Percent Full metric is the actual enrollment count of the specified Academic Organization divided by the Standard Course Load (SCL) for the selected academic terms. The filters for the Percent Full metric are as follows:

Academic Year - Term Desc - Multi: 2015-16 Fall, Spring, Summer; 2016-17 Fall

College - Group - Acad Org - Subject: Academic Organization Class Status: Active, Full, Stop Further Enrollment All other filters: All

Measure #5: Course Success (Performance) The Performance measure is defined as the number of students successfully completing a course with a grade of A, B, or C (success rate), divided by the total number of students enrolled in courses within the Academic Organization during the selected academic years. The filters for the Performance measure are as follows:


Measure #6: Grade Distribution The Grade Distribution measure reports the number of students receiving an A, B, C, D, F, N, W, or WF in courses within the academic program plan during the selected academic years. The filters for the Grade Distribution measure are as follows:

Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Academic Plan - Multi: Program Plan All other filters: All

Measure #7: Industry Certification Attainment The Industry Certification Attainment measure reports the number of students in the program plan that have attained an industry certification or have passed a licensing exam. Source: SPC Factbook, Table 9; Workforce database of student certifications.

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Measure #8: Internship Enrollment (Course Groups) The Internship Enrollment measure reports the number of students enrolled in clinical, practicum, or internship courses within the program plan during the selected academic years. The filters for the Internship Enrollment measure are as follows:

Academic Year - Term Desc - Multi: 2015-16 Fall, Spring, Summer; 2016-17 Fall

Academic Plan - Multi: Program Plan All other filters: All

Measure #9: Program Plans Taken by Plan The Program Plans Taken by Plan measure reports the number of students in the specified program plan in a selected cohort (by Term) that have continued in the plan, and the number of students that have since transferred to other plans, for the selected academic terms or years. The filters for the Program Plans Taken by Plan measure are as follows:

Student Cohort Student Term History Academic Year-Term Desc: 2014-15 Fall

Enroll History Acad Term Desc (must be same as above): 2014-15 Fall

Student Term History Academic Plan: Applicable Program plan

Comparison Filters Academic Year - Term Desc - Multi: 2014-15 Fall, Spring, Summer; 2015-16 Fall, Spring, Summer; 2016-17 Fall

All other filters: All Measure #10: Graduates The Graduates measure depicts the total number of graduates within specified program plan(s) associated with the Academic Organization, for the selected academic years. The filters for the Graduates measure are as follows:

Academic Year - Term Desc - Multi: 2012, 2013, 2014, 2015 Graduation Degree Plan Subplan - Multi: All Applicable

Program Plans All other filters: All

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Measure #11: Faculty/Adjunct Ratio The Faculty/Adjunct Ratio measure reports the number and percentage of program equated credit hours (ECHs) taught by the individual faculty classifications. Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT). Measure #12: Revenue and Expenses (will be available by December 2017) Measure #13: Capital Expenditures (will be available by December 2017) Measure #14: State and County Trends and Wage Information Employment trend information is reported by state and county. Jobs (2016) refers to the average annual job openings due to growth and net replacement; % Change (2016-2024) depicts the percent change in the number of annual job openings during the eight-year period; and Median Earnings refers to the average earnings for the specified job title. Source: Florida Department of Economic Opportunity (DEO) http://www.floridajobs.org/labor-market-information/data-center/statistical-programs/employment-projections

Measure #15: Major Employers Major employers consist of the primary local employers of SPC graduates. These names are obtained from the Recent Alumni Survey Report and Program Administrators. Measure #16: Total Placement Total Placement is the percentage of students who have enlisted in the military, are continuing their education, or are employed in their field within the first year of graduation. Source: FETPIP Florida College System Vocational Reports http://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fl-college-system-vocational-reports.stml. Measure #17: State Graduates Outcomes State graduates outcomes provide reference data for the employment trend data. Specifically, data on former students and program participants who have graduated, exited or completed a public or training program within the State of Florida are documented. Source: FETPIP Florida College System Vocational Reports http://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fl-college-system-vocational-reports.stml. Measure #18: Educational Outcomes End-of-program assessment data that are reported in the program’s most recent Academic Program Assessment Report (APAR) are summarized and reported with

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the program’s learning outcomes, means of assessment, and information about the program’s next assessment report. Measure #19: Three-Year Course Review (will be available by December 2017) Measure #20: Student Survey of Instruction The Student Survey of Instruction (SSI) is electronically distributed to all students enrolled in traditional classroom sections, lab courses and self-paced or directed individual study, and online courses at the College. The purpose of the SSI is to acquire information on student perception of the quality of courses, faculty, and instruction, and to provide feedback information for improvement.

Measure #21: Recent Alumni Survey Recent alumni surveys are administered to measure alumni satisfaction with SPC’s education programs. The Recent Alumni Survey collects information related to career preparation, preparation for continuing education, and the current employment information and educational status of former students. Recent Alumni are surveyed six months after they graduate from SPC.

Measure #22: Employer Survey Employer surveys are used to measure employer satisfaction with SPC graduates. Employers evaluate graduates from Bachelor of Science/Bachelor of Applied Science (BS/BAS), Associate in Science/Associate in Applied Science (AA/AS), and certificate programs. Surveys are sent to employers of recent graduates annually each spring semester.

Measure #23: Labor Insight/Jobs Labor Insight/Jobs provides a variety of reports which are based on current workforce openings. Reports are available by occupations, top titles, education and experience, top skills, top industry sectors, top employers, salary distributions, and job counts. Filters allow the user to select a timeframe, geographic location, and job title. A license is required to access Burning Glass at http://laborinsight.burning-glass.com/

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Program Performance

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CAPR > Enrollment Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan

Enrollment Count Graph

Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Class Academic Career: …

Enrollment Count

Term Academic Year - Term Desc Enrollment Count 2012 2,845

2013 2,750

2014 2,560

2015 2,390

Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Class Academic Career: …

Student System Cube Refresh

Last Refresh: 4/21/2017 5:26:29 AM

CAPR Process Document


Academic Year - Term Desc - Multi 2012, 2013, 2014, 2015

Campus Description All

Academic Plan - Multi All

College - Group - Acad Org - Subject NURSE-LD

Course Instructional Method All

Student Type (FTIC) All

Class Academic Group All

Age Group All

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Page 1 of 1CAPR > Enrollment

4/21/2017https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Enrollment.aspx

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Academic Program Viability Report > Enrollment Enrollment | Performance | Percent Full | Graduates | Course Groups

Unduplicated Student Count Graph

Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Student Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Class Academic Car…

Unduplicated Student Count

Term Academic Year - Term Desc Unduplicated Student Count 2012 852 2013 821 2014 787 2015 724



Last Refresh: 9/9/2016 10:31:34 AM



Career - Program - Plan - Subplan - Multi Undergraduate




Age Group All

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Academic Program Viability Report > Enrollment Enrollment | Performance | Percent Full | Graduates | Course Groups

SSH Enrollment Graph


SSH Enrollment

Term Academic Year - Term Desc Units Taken 2012 14,641 2013 13,946 2014 13,197 2015 12,490



Last Refresh: 9/9/2016 10:31:34 AM







Age Group All

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Academic Program Viability Report > Enrollment https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/Academic Program Viabilit...

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Enrollment | Performance | Percent Full | Graduates | Course Groups

Percent Full Metric GraphClass Status: Active, Full, Stop Further Enrollment, Class Academic Group: LD, UD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD

Percent Full Metric by Instructional Method

All

Term Academic Year - Term Desc Measures Blended Face-to-Face Independent Study

Fall Term 2015-2016 (0505) Enrollment Count 1,070 230 713 127

Fall Term 2015-2016 (0505) Standard Course Load 1,140 252 768 120

Fall Term 2015-2016 (0505) Percent Full 93.9% 91.3% 92.8% 105.8%

Spring Term 2015-2016 (0510) Enrollment Count 1,064 216 717 131

Spring Term 2015-2016 (0510) Standard Course Load 1,104 204 756 144

Spring Term 2015-2016 (0510) Percent Full 96.4% 105.9% 94.8% 91.0%

Summer Term 2015-2016 (0515) Enrollment Count 257 87 170

Summer Term 2015-2016 (0515) Standard Course Load 276 84 192

Summer Term 2015-2016 (0515) Percent Full 93.1% 103.6% 88.5%

Fall Term 2016-2017 (0520) Enrollment Count 1,093 362 564 167

Fall Term 2016-2017 (0520) Standard Course Load 1,152 396 624 132

Fall Term 2016-2017 (0520) Percent Full 94.9% 91.4% 90.4% 126.5%

Class Status: Active, Full, Stop Further Enrollment, Class Academic Group: LD, UD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: NURSE-LD, Filter empty rows and columns

Academic Program Viability Report > Percent Full https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/Academic Program Viabilit...

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Academic Program Viability Report > Performance Enrollment | Performance | Percent Full | Graduates | Course Groups

Success Rate GraphStudent Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Grade Success Rate Grading Basis: Y, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog …

Performance

Term Academic Year - Term Desc Enrollment Count Success Rate Withdrawal Rate F Rate WF Rate 2012 2,844 96.0% 1.2% 0.7% 0.1% 2013 2,748 94.0% 1.6% 0.9% 0.1% 2014 2,561 94.2% 1.9% 0.9% 0.4% 2015 2,391 92.2% 2.2% 1.0% 0.1%

Student Term Career Desc - Program Desc - Plan Desc - Subplan Desc: Undergraduate, Grade Success Rate Grading Basis: Y, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog …


Last Refresh: 9/9/2016 10:31:34 AM







Age Group All

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CAPR > Grade Distribution Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan

Student Grade Distribution GraphStudent Term Career - Program - Plan - Subplan: UGRD, Academic Plan: NURSE-AS, Grade Success Rate Grading Basis: Y, Grade Success Rate Grade Input: Y, Class Academic Career: UGRD …

Student Grade Distribution

Enrollment Count All

Term Academic Year - Term Desc A B C D F W WF 2012 3,084 1,352 1,172 383 63 33 69 12

2013 2,928 997 1,193 537 91 33 66 11

2014 2,651 1,116 968 409 63 28 57 10

2015 2,533 852 993 483 105 28 69 3

Student Term Career - Program - Plan - Subplan: UGRD, Academic Plan: NURSE-AS, Grade Success Rate Grading Basis: Y, Grade Success Rate Grade Input: Y, Class Academic Career: UGRD …


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Academic Plan - Multi NURSE-AS



Class Academic Group All

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Nursing - AS 2015-16 Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness

Copyright St. Petersburg College, May 2017. All rights reserved.

Industry Certification Attainment In the Nursing program the National Council Licensure Examination (NCLEX®) is used to evaluate the students. Nursing students are eligible to take the examination when they have graduated. The exam is required for licensure throughout the United States.

Nursing

National Licensure Exam Passing Rates 2011-12 2012-13 2013-14 2014-15

National Exam** 80.8% 85.2% 84.2% 86.6%

**Pass rate reflects the first attempt; actual results are substantially higher. Source: 2015-16 Factbook, Table 9

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View:Date:Dashboard:Parameter:

Fall Term 2015-2016

(0505)

Spring Term 2015-2016 (0510)

Summer Term 2015-

2016 (0515)

Fall Term 2016-2017 (0520)

Class Course Group - Subject Catalog Nbr


Number of ClassesUnduplicated Student

CountNumber of Classes


Number of ClassesUnduplicated Student

CountNumber of Classes

NUR1001C 32 3 23 2 22 2 21 2

NUR1021C 127 11 129 12 125 11

NUR1211C 65 6 123 11 60 5 68 6

NUR2462C 173 17 100 9 48 5 158 15

NUR2511C 171 17 97 9 46 5 154 15

NUR2731C 148 14 166 15 171 16

NUR2811C 127 10 131 12 167 11

Course Groups10/3/2016Course GroupsFall Term 2015‐2016 (0505),Spring Term 2015‐2016 (0510),Summer Term 2015‐2016 (0515),Fall Term 2016‐2017 (0520),All,Undergraduate,NURSE‐LD,All,All,All,All,All,All,All

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CAPR > Program Plans Taken by Plan Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan

Program Plans Taken by Plan

Fall Term 2014-2015 (0490) Spring Term 2014-2015 (0495) Summer Term 2014-2015 (0500) Fall Term 2015-2016 (0505) Spring Term 2015-2016 (0510) Summer Term 2015-2016 (0515) Fall Term 2016-2017 (0520) Spring Term 2016-2017 (0525)Academic Plan Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count

All 566 412 109 296 228 106 188 186

NURSE-AS 566 384 83 216 84 1 27 10GEN-AA 14 10 20 29 16 22 8NURSING-TR 5 1 4 5 3 3 3HSA-AS 3 3 2 1 3ENRCH-NO 7 11 11 9 6 8 9BACCAPP-NO 1 1 2ADS-CT 1 1 1BUS-AS 1 1 2BUS-TR 1EMS-AS 1ENVSC-AS 1 1 1HMGT-AS 1HSA-BAS 1 1INTRP-AS 1 1MGTORG-BAS 1 1 1 1 1 1 1NURS-BS 39 91 74 124 148

Student Enrollment History Class Academic Career: UGRD, Class Academic Career: UGRD, Student Enrollment History Academic Year - Term Desc: Fall Term 2014-2015 (0490), Student Term History Academic Plan: NURSE-AS, Student Term History Academic Year - Term Desc: …


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Student Term History Academic Year-Term Desc Fall Term 2014-2015 (0490)

Enroll History Acad Term Desc (must be same as above) Fall Term 2014-2015 (0490)

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Academic Program Viability Report > Graduates Enrollment | Performance | Percent Full | Graduates | Course Groups

Overall Graduates TrendNo background selections exist, Filter empty series and bottom axis items

Overall Graduates Count

Graduation Degree - Plan - Sub Plan Measures 2012 2013 2014 2015NURSE-AS Graduation Data Count 344 327 327 257

No background selections exist, Filter empty rows and columns


Last Refresh: 9/9/2016 10:31:34 AM


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Faculty/Adjunct Ratio Equated Credit Hours by Faculty Classification

Fulltime Faculty

Percent of Load Faculty

Adjunct Faculty

Number of ECHs

% of Classes Taught

Number of ECHs

% of Classes Taught

Number of ECHs

% of Classes Taught

Fall 2012-2013 588.5 72.9% 217.5 27.0% 1.0 0.1%

Spring 2012-2013 603.3 75.7% 192.8 24.2% 1.0 0.1%

Summer 2012-2013 181.0 92.2% 15.3 7.8% 0.0 0.0%

2012-2013 Total 1372.8 76.3% 425.5 23.6% 2.0 0.1%

Fall 2013-2014 588.5 76.8% 177.8 23.2% 0.0 0.0%

Spring 2013-2014 581.8 76.4% 180.0 23.6% 0.0 0.0%

Summer 2013-2014 152.1 82.9% 31.3 17.1% 0.0 0.0%

2013-2014 Total 1322.4 77.3% 389.1 22.7% 0.0 0.0%

Fall 2014-2015 581.5 75.1% 192.8 24.9% 0.0 0.0%

Spring 2014-2015 569.5 72.0% 221.3 28.0% 0.0 0.0%

Summer 2014-2015 146.4 80.0% 36.6 20.0% 0.0 0.0%

2014-2015 Total 1297.4 74.2% 450.7 25.8% 0.0 0.0%

Fall 2015-2016 560.3 73.7% 200.0 26.3% 0.0 0.0%

Spring 2015-2016 550.3 76.3% 171.0 23.7% 0.0 0.0%

Summer 2015-2016 141.8 91.3% 13.5 8.7% 0.0 0.0%

2015-2016 Total 1252.3 76.5% 384.5 23.5% 0.0 0.0%

Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT).

27



Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT).

28


Occupation Profile

29


Occupation Description There was no occupation description for Registered Nurses (291141) found in the DEO website.

State and County Trends and Wage Information The distribution of 2016 wage information for Registered Nurses is located in the table below. The median hourly earnings for Registered Nurses was $30.45 in Florida and $30.87 in Pinellas County. Employment trend information for occupations related to Nursing are also provided in the tables. An average annual increase in employment for Registered Nurses (16.2% - 16.9%) is shown for the period between 2016 and 2024, across the state and county.

30



Employment Data Growth for Registered Nurses

Jobs (2016) % Change (2016-2024) Median Earnings

Florida 178,186 16.2% $30.45/hr

Pinellas County 10,139 16.9% $30.87/hr

Source: Florida Department of Economic Opportunity (DEO) http://www.floridajobs.org/labor-market-information/data-center/statistical-programs/employment-projections

31

http://www.floridajobs.org/labor-market-information/data-center/statistical-programs/employment-projections

http://www.floridajobs.org/labor-market-information/data-center/statistical-programs/employment-projections



Major Employers Graduates of SPC’s Nursing – AS program are employed in various areas related to their field. The primary local employers of these graduates are HCA Largo Medical Center, Aventura Hospital and Medical Institute, BayCare Health Systems, Morton Plant Mease Hospital, SurgCenter Pinellas, HCA Northside Hospital, St. Anthony’s Hospital, St. Joseph’s Hospital, Tampa General Hospital, Bayfront St Petersburg Health, St. Petersburg General Hospital, Menorah Manor, Bon Secours Health System, Florida Department of Health, and Orlando Regional Health System, as depicted in the table below.

Major Employers

Source: Recent Alumni Survey reports and program administrator records

Employers of Nursing - AS Graduates

HCA Largo Medical Center

Aventura Hospital and Medical Institute

BayCare Health Systems

Morton Plant Mease Hospital

SurgCenter Pinellas

HCA Northside Hospital

St. Anthony’s Hospital

St. Joseph’s Hospital

Tampa General Hospital

Bayfront St Petersburg Health

St. Petersburg General Hospital

Menorah Manor

Bon Secours Health System

Florida Department of Health

Orlando Regional Health Systems

32



2015-16 Placement Data

NURSE AS

Pool Count Percent Placed

2011-12 322 99%

2012-13 318 97%

2013-14 295 95%

2014-15 319 97%

Source: FETPIP Follow-up Outcomes http://www.fldoe.org/fetpip/ccs.asp

33

http://www.fldoe.org/fetpip/ccs.asp



State Graduates Outcomes Nursing Program Graduates 2014-15 Outcomes by Florida Community College

Florida Community College

Total Completers

# Found

Employed

# Employed for a Full

Qtr

% Employed For a Full

Qtr

FETPIP Pool

# Training Related

(Employed, Education, or Military)

Placement Rate

Pasco-Hernando State College

181 165 158 87% 168 161 96%

Eastern Florida State College

109 101 99 91% 101 101 100%

College of Central Florida

72 66 63 88% 68 67 99%

Chipola College

56 46 40 71% 47 44 94%

Daytona State College

248 231 220 89% 233 216 93%

Florida Southwestern State College

230 212 203 88% 214 204 95%

Florida State College at Jacksonville

329 292 281 85% 302 287 95%

Florida Keys Community College

40 33 31 78% 34 32 94%

Gulf Coast State College

115 101 96 83% 101 98 96%

Indian River State College

128 119 116 91% 119 118 99%

Broward College

324 294 288 89% 299 286 96%

34




Total Completers

# Found

Employed


Qtr


Qtr

FETPIP Pool

# Training Related


Placement Rate

Florida Gateway College

98 86 85 87% 88 86 98%

Lake-Sumter State College

79 73 67 85% 74 72 97%

State College of Florida, Manatee-Sarasota

96 85 84 88% 89 88 99%

Miami Dade College

490 424 403 82% 446 416 93%

North Florida Community College

29 22 21 72% 24 24 100%

Northwest Florida State College

54 44 40 74% 50 48 96%

Palm Beach State College

226 198 192 85% 205 177 86%

Pensacola State College

243 175 159 65% 182 167 92%

Polk State College

145 135 133 92% 138 138 100%

Santa Fe College

164 147 142 87% 150 149 99%

Seminole State College of Florida

198 178 171 86% 179 174 97%

South Florida State College

45 41 41 91% 41 38 93%

St. Johns River State College

88 80 75 85% 80 76 95%

35




Total Completers

# Found

Employed


Qtr


Qtr

FETPIP Pool

# Training Related


Placement Rate

Tallahassee Community College

62 56 54 87% 56 54 96%

Valencia College

218 213 208 95% 214 210 98%

Hillsborough Community College

250 221 210 84% 224 217 97%

St. Petersburg College

335 312 302 90% 319 310 97%

Total 4,652 4,150 3,982 96% 4,245 4,058 96%

Source: FETPIP Florida College System Vocational Reports http://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fl-college-system-vocational-reports.stml

36

http://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fl-college-system-vocational-reports.stml

http://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fl-college-system-vocational-reports.stml


Academics

37



Educational Outcomes As part of SPC quality improvement efforts, academic assessments are conducted on each AAS/AS/BS/BAS program every three years to evaluate the quality of the program’s educational outcomes. The Nursing – AS program was evaluated through an Academic Program Assessment Report (APAR). Each of the Program Learning Outcomes (PLOs) was evaluated during the 2014-15 assessment. Each of the five PLOs is listed below:

1. Implement critical thinking by: a. successfully completing the

clinical prep/plan of care; b. achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking Test.

2. Apply knowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by: a. successfully mastering the Nursing IV (NUR 2731C) summative Interpersonal Analysis (IPA) and a reliable, standardized, valid, commercially prepared therapeutic communication skills test.

3. Apply knowledge of therapeutic nursing interventions by providing a physically and psychologically safe and comfortable environment for clients by: a. achieving a satisfactory on the Nursing IV (NUR 2731C) clinical evaluation; b. achieving mastery on a reliable, standardized, valid, commercially prepared end of program examination; c. developing knowledge of alternative delivery of care settings, other than acute care settings (NUR 2731C); d. achieving a satisfactory evaluation when practicing in a non-acute care setting (NUR 2731C).

4. The student will apply the role and knowledge of the Associate Degree Nurse as a manager of care and member of discipline by: a. performing a satisfactory clinical evaluation during the nursing management course (NUR 2811C); b. satisfactory attainment of the Major Learning Outcomes (MLOs) for Nursing IV (NUR 2731C); c. performing expected end of program clinical evaluation (NUR 2731C).

5. The student will formulate knowledge of the theoretical concepts and critical thinking skills essential for the safe practice of nursing as a graduate nurse by: a. developing the potential to pass the NCLEX-RN on an end of program reliable, standardized, valid,

38



commercially prepared examination; b. performing a satisfactory end of program clinical summative evaluation (NUR 2811C).

Means of Assessment The purpose of the End of Program assessment is to make summative interpretations for program improvement. The Nursing (AS) program used the results of the Nursing IV Summative Clinical Prep/Plan of Care and the Assessment Technology Incorporated (ATI) Critical Thinking Process Test (PLO 1). For PLO 2, the results of the Interaction Process Analysis (IPA) and the Mental Health Assessment Technology Incorporated (ATI) were utilized. For PLO 3, the results of the Nursing IV summative clinical evaluation, the End of Program (ATI) standardized test, and a faculty evaluation were utilized. For PLO 4, the results of a faculty evaluation and the Major Learning Outcomes for NUR 2731C were utilized. For PLO 5, the results of the Assessment Technology RN Predictor end of program standardized test and clinical evaluation were utilized. The criteria for success stated that students should attain a minimum score of 80% on the Nursing IV course and score at or above the 50th percentile on the ATI Critical Thinking Test (PLO 1). For PLO 2, the criteria for success stated students are expected to achieve a minimum score of 80% or higher on the Nursing IV summative IPA and score at or above the 50th percentile on the Mental health ATI test. For PLO 3, the criteria for success stated students must receive a grade of “Satisfactory” to pass the course, score at or above the 50th percentile on the ATI RN Predictor End of Program Assessment Test, and perform satisfactorily on the Clinical Performance Guide. For PLO 4, the criteria for success stated students should perform satisfactorily on the NUR 2811C and 2731C Performance Guide, and achieve a cumulative average of 80% on achievement tests. For PLO 5, the criteria for success stated students should achieve a score at or above the 50th percentile on the ATI RN Predictor End of Program Assessment test and perform satisfactorily on the NUR 2811C Clinical Performance Guide. Data were collected during Fall 2009 through Spring 2015 for PLO 1 and Fall 2009 through Spring 2012 for PLOs 2 – 5. The students whom were assessed

39



achieved the minimum score or grade needed on all five PLOs and met the criteria for success. The 2014-15 follow-up report was completed in July 2016. All of the action items were successfully completed, and the results published in the 2014-15 follow-up report. The next assessment report is scheduled to be completed during the 2017-18 academic year. For the complete 2014-15 Nursing Program Assessment Report, please see Appendix B.

40


Stakeholder Perceptions

41



Student Survey of Instruction (SSI)

Source: St. Petersburg College Student Survey of Instruction database

42


Recent Alumni Survey Report Page 1 of 3 May 16, 2016

Nursing, A.S. 2015-16 Alumni Survey Report Survey of 2014-15 Graduates

A.S. Degree: Nursing (R.N.) Alumni Survey Information Graduates are sent one survey to complete, even in cases where they may have earned multiple degrees within the same year. In these cases, the reported number of surveys sent and responses received are counted once per degree or certificate awarded to the student. Three hundred and twenty-four Alumni Surveys were provided to the 2014-15 graduates of the Nursing, A.S. program. Responses were received from 52 A.S. graduates. Sixteen percent (52/324) of the graduates surveyed responded to the survey. After receiving permission from the respondents to contact their employers, fifteen employer surveys were sent out. Not all respondents answer every survey question; therefore, the percentages listed below represent the responses to each survey question in relation to the total number of responses received for each question. Notable results include:

97.9% (47/48) of recent graduate survey respondents, who were employed, were employed full-time.

97.9% (46/47) of recent graduate survey respondents had a current position related to their studies.

42.3% (22/52) of recent graduate survey respondents indicated their main goal in completing a degree or certificate at SPC was to “Change career fields”; 19.2% (10/52) “Obtain employment”; 17.3% (9/52) “Continue my education”; 13.5% (7/52) “Earn more money”; 3.8% (2/52) “Other”; 1.9% (1/52) “Get a promotion”; and 1.9% (1/52) “Meet certification/training needs”.

66.7% (34/51) of recent graduate survey respondents indicated that their SPC degree allowed them to “Earn more money”; 62.7% (32/51) “Change career fields”; 58.8% (30/51) “Obtain employment”; 43.1% (22/51) “Continue my education”; 25.5% (13/51) “Meet certification/training needs”; 15.7% (8/51) “Get a promotion”; and 3.9% (2/51) “Other”. [Note: The total may exceed 100% as this question allows multiple responses]

34.6% (18/52) of recent graduate survey respondents indicated that SPC did “Exceptionally well” in helping them meet their goal; 42.3% (22/52) “Very well”; and 23.1% (12/52) “Adequately”.

50.0% (24/48) of recent graduate survey respondents indicated that they earned $20.00-$24.99 per hour ($42,000-$51,999 annually); 45.8% (22/48) earned $25.00 or more per hour ($52,000 or more annually); 2.1% (1/48) earned $15.00-$19.99

43



per hour ($31,000-$41,999 annually); and 2.1% (1/48) earned $10.00-$14.99 per hour ($21,000-$30,999 annually).

61.2% (30/49) of recent graduate survey respondents indicated they are continuing their education.

96.0% (48/50) of recent graduate survey respondents would recommend SPC’s Nursing, A.S. program to another.

An evaluation of Nursing, A.S. graduates’ general education outcomes is displayed in Table 1. Graduates indicated satisfaction with their college preparation in the area of general education outcomes. One outcome received a mean score of 4.5, twenty-two received mean scores between 4.0 and 4.4, and two received mean scores between 3.7 and 3.9.

Table 1 College Preparation Ratings for Recent Nursing, A.S. Program Graduates

General Education Outcomes

(Five point rating scale with five being the highest) Item Ratings

N Mean SD Communicating clearly and effectively with others through:

Speaking 49 4.1 0.8

Listening 49 4.3 0.7

Reading 49 4.3 0.7

Writing 49 4.4 0.6

Your use of mathematical and computational skills:

Comfortable with mathematical calculations 49 4.1 1.0

Using computational skills appropriately 48 4.1 0.9

Accurately interpreting mathematical data 48 4.0 1.0

Using the following forms of technology:

Email 49 4.3 0.8

Word Processing 48 4.1 0.8

Spreadsheets 47 3.7 1.0

Databases 48 3.9 1.0

Internet Research 48 4.3 0.8

Thinking logically and critically to solve problems:

Gathering and assessing relevant information 49 4.1 0.7

Inquiring about and interpreting information 49 4.2 0.7

Organizing and evaluating information 49 4.2 0.7

Analyzing and explaining information to others 49 4.2 0.7

Using information to solve problems 49 4.2 0.8

44




(Five point rating scale with five being the highest) Item Ratings

N Mean SD

Working effectively with others in a variety of settings:

Participating as a team player (e.g., group projects) 49 4.2 0.8

Working well with individuals from diverse backgrounds 49 4.4 0.8

Using ethical courses of action 48 4.3 0.9

Demonstrating leadership skills 49 4.2 0.9

Appreciating the importance of lifelong learning:

Showing an interest in career development 49 4.4 0.7

Being open to new ideas and challenges 49 4.5 0.6

Willingness to take on new responsibilities 49 4.3 0.8

Pursuing additional educational opportunities 49 4.4 0.6

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Employer Survey Report Page 1 of 2 July 27, 2016

Nursing, A.S. 2015-16 Employer Survey Report Employer Survey of 2014-15 Graduates

Employer Survey Information Although employers are surveyed one time per graduate, some graduates may have earned multiple awards. Therefore, the number of surveys administered and responses received are reported for each degree or certificate the student was awarded. Fifteen employer surveys were sent out to employers based on the permission provided by recent graduates in the 2014-15 recent graduate survey. Twenty-seven percent of the employers surveyed responded to the survey (4/15). Not all respondents answer every survey question; therefore, the percentages listed below represent the responses to each survey question in relation to the total number of responses received for each question.

Notable results include: 100% (3/3) of employers responding to the survey indicated they would hire

another graduate from SPC. 66.7% (2/3) of employers responding to the survey had graduate employees who

earned $20.00-$24.99 per hour ($42,000-$51,999 annually); and 33.3% (1/3) had employees who earned $25.00 or more per hour ($52,000 or more annually).

An employer evaluation of Nursing, A.S. graduates’ general education outcomes is displayed in Table 1. Employers indicated satisfaction with graduates’ general education outcomes. Nine outcomes received mean scores between 4.0 and 4.3, fifteen received mean scores between 3.5 and 3.8, and one received a mean score of 3.3.

Table 1 Employer Competency Ratings for Recent Nursing, A.S. Graduates


Item Ratings (Five point rating scale with five being the highest)

N Mean SD N/A*

Communicate clearly and effectively with others through:

Speaking 4 3.8 1.3 0

Listening 4 3.8 1.3 0

Reading 4 4.3 0.5 0

Writing 4 4.3 0.5 0

Use mathematical and computational skills:

Comfortable with mathematical calculations 4 3.8 0.5 0

Uses computational skills appropriately 4 3.5 0.6 0

Accurately interprets mathematical data 4 3.5 0.6 0

46


Employer Survey Report Page 2 of 2 July 27, 2016


Item Ratings (Five point rating scale with five being the highest)

N Mean SD N/A*

Use the following forms of technology:

E-mail 4 3.8 1.0 0

Word Processing 3 3.7 1.2 1

Spreadsheets 2 4.0 1.4 2

Databases 2 4.0 1.4 2

Internet Research 2 4.0 1.4 2

Think logically and critically to solve problems

Gathers and assesses relevant information 4 3.8 1.0 0

Inquires and interprets information 4 3.8 1.0 0

Organizes and evaluates information 4 3.8 1.0 0

Analyzes and explains information to others 4 3.8 1.0 0

Uses information to solve problems 4 3.8 1.0 0

Work effectively with others in a variety of settings:

Participates as team player (e.g., groups projects) 4 3.5 1.3 0

Works well with individuals from diverse backgrounds 4 3.5 1.3 0

Uses ethical courses of action 4 3.8 1.0 0

Demonstrates leadership skills 4 3.3 1.5 0

Appreciate the importance of lifelong learning:

Shows interest in career development 4 4.0 1.4 0

Open to new ideas and challenges 4 4.0 0.8 0

Willing to take on new responsibilities 4 4.0 0.8 0

Pursues additional educational opportunities 4 4.0 1.4 0

*The survey allowed employers to select N/A if a competency was not applicable for an employee.

47

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Tarpon Springs, FL

Wesley Chapel, FL

Port Richey, FL

Sun City Center, FL

Valrico, FL

Dade City, FL

Safety Harbor, FL

Land O Lakes, FL

Seminole, FL

Palm Harbor, FL

Dunedin, FL

Riverview, FL

Plant City, FL

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Pinellas Park, FL

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Spring Hill, FL

Hudson, FL

New Port Richey, FL

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Brandon, FL

Brooksville, FL

Clearwater, FL

Saint Petersburg, FL

Tampa, FL

Nurse Practitioner

Home Health Registered Nurse

Med/Surg Registered Nurse

Travel Registered Nurse

Clinical Nurse

Intensive Care Unit (ICU) Registered Nurse

Licensed Practical Nurse (LPN)

Registered Nurse

950

679

261

189

180

179

168

152

90

85

74

66

64

58

56

52

51

45

43

41

35

35

32

21

21

1,707

214

195

188

149

122

71

70

Page 1 of 9Labor Insight Jobs

3/29/2017http://laborinsight.burning-glass.com/jobs/us

48

Pediatric Intensive Care Unit Registered Nurse

Operating Room Nurse

Pediatric Registered Nurse

Licensed Vocational Nurse (LVN)

Neonatal Intensive Care Registered Nurse

Nurse Manager

Telemetry Registered Nurse

Nurse Supervisor

Post-Anesthesia Care Unit (PACU) Registered Nurse

Labor & Delivery ldrp Nurse

Cardiovascular Operating Room (CVOR) Registered Nurse

Charge Nurse

Critical Care Registered Nurse

Operating Room Registered Nurse

Registered Nurse - Case Manager

Intensive Care Unit Nurse

Emergency Room Registered Nurse 68

65

64

61

47

40

38

34

31

27

26

24

23

23

20

19

17



49

Doctoral degree

Master's degree

Bachelor's degree

Associate's degree

High school or vocational training

9+ years of experience 6 to 8 years of experience 3 to 5 years of experience 0 to 2 years of experience

7%

11%

91%

84%

72%

26

1,701

1,251

187

34



50

Home Care

Staff Management

Post Anesthesia Care Unit (PACU)

Discharge Planning

Hospital Experience

Scheduling

Patient/Family Education and Instruction

Hospice

Supervisory Skills

Home Health

Critical Care

Treatment Planning

Cardiopulmonary Resuscitation (CPR)

Life Support

Teaching

General Surgery

Interventional Radiology (IR)

Acute Care

Dialysis

Rehabilitation

Surgery

Telemetry

Advanced Cardiac Life Support (ACLS)

Case Management

Patient Care 745

575

571

524

495

485

458

454

420

409

308

295

283

273

249

206

192

191

164

155

145

144

139

108

108



51

Remediation Services

Arts, Entertainment, and Recreation

Construction

Management of Companies and Enterprises

Transportation and Warehousing

Other Services (except Public Administration)

Retail Trade

Educational Services

Finance and Insurance

Public Administration

Professional, Scientific, and Technical Services

Information

Health Care and Social Assistance 3,098

343

79

55

55

23

5

2

1

1

1

1

1



52

Community Health System

Johns Hopkins Medicine

Moffitt Cancer Center

St Petersburg General Hospital

Suncoast Hospice

Bayfront Health St Petersburg

Consulate Health Care

Blake Medical Center

Nightingale Nurses

Corporation

St Anthonys Hospital

DaVita Incorporated

All Childrens Hospital

Onestaff Medical

Department of Veterans Affairs

Psa Healthcare

Healthtrust

Florida Hospital Deland

Saint Joseph Hospital

Healthtrust Workforce

Staffdna

Healthtrust Workforce Solutions

Pprtravelnursing Com

Baycare

Hospital Corporation of America 349

184

99

59

53

52

45

43

42

38

37

36

34

33

32

32

29

29

28

28

27

27

26

26

26



53

Less than $35,000

$35,000 to $49,999

$50,000 to $74,999

More than $75,000 120

87

101

32



54

11.20

2007

2010

2011

2012

2013

2014

2015

2016

Year To Date

8.64%

9.96%

8.37%

6.53%

6.05%

8.20%

8.83%

7.20%

6.41%



55


Program Action Plan

Program: Nursing, AS Date Completed: June 2017 Prepared By: Susan A. Baker

I. Action Plan Items:

Action Item Measure Addressed

Completion Date

Responsible Party

1

Implement LPN Bootcamp course for LPN-RN transition students.

Course Success/W-WF-F Rates

June 2018

Susan A. Baker

2

Continue review of current ADN curriculum.


June 2018

Susan A. Baker

3

Develop project management plan for 2020 ACEN accreditation visit.


June 2018

Susan A. Baker

56


II. Special Resources Needed: An outside nursing curriculum expert may be needed as we continue to review the ADN curriculum.

III. Area(s) of Concern/Improvement: Availability of clinical sites continues to affect the nursing enrollment in the lower division. However, the students that are retained and complete continue to pass the licensure exam at a rate 20% higher than the state average and 10% higher than the national average.


References Rule 6A-14.060(5). Florida Administrative Code, Accountability Standards.

Retrieved October 2002, from the Division of Community Colleges Web site: http://www.firn.edu/doe/rules/6A-14.htm

Contact Information Please address any questions or comments regarding this evaluation to:

Sabrina Crawford, Ph.D. Executive Director, Institutional Research and Effectiveness St. Petersburg College, P.O. Box 13489, St. Petersburg, FL 33733 (727) 341-3118 [email protected]

58


Appendices

59

PROGRAM OF STUDYCollege of Nursing

Nursing (R.N.) Associate in ScienceNURSE-AS

Effective Beginning Catalog Term: Spring 2016 (0510)The requirements below may not reflect degree requirements for continuing students. Continuing students should visit My SPC and view My Learning Plan to see specific degree requirements for their effective Catalog term.

Program Leadership InformationSusan Baker, Dean - College of Nursing727-341-3640 Program SummaryFully transferable to Bachelor’s Degree at SPC or to any state university in Florida. Program beginsin August and January with a day and evening format.

The Academic Pathway is a tool for students that lists the following items:• the recommended order in which to take the program courses• suggested course when more than one option exists• which semester each course is typically offered• if the course has a prerequisite• courses that may lead to a certificate (if offered in the program)

If you are starting the program this term, click here to access the recommended Academic Pathway.

If you have already started the program, click here for the archived Academic Pathways.

Please verify the Academic Pathway lists your correct starting semester.

Admission RulesBefore entering the first term of the Nursing “program courses” students must complete a minimumof 11 credits from the general education and/or support courses listed below. Prior to admission,students must complete:BSC 2085BSC 2085LBSC 2086BSC 2086LPSY 1012 (or PSY 1020H)Computer and Information Literacy Competency Requirement

General education and support courses do not have to be completed in the order listed. Candidateswill also complete the Health Programs Application form. Please see a counselor or advisor. Accessto a computer is helpful! Graduation RulesMinimum grade of "C" required in all courses.

Any student who makes a grade of less than “C” in a course in the nursing program that is aprerequisite to a nursing course will be ineligible to continue in the nursing program. Likewise, theclinical component of any nursing rotation must be satisfactorily passed. An overall 2.0 average isrequired to enroll in sophomore nursing courses. Credit must be earned in or prior to the prescribed

60

https://info.spcollege.edu/Community/AP/_layouts/15/WopiFrame.aspx?sourcedoc=/Community/AP/Shared Documents/Current_NURSE_AS.xlsx

https://info.spcollege.edu/Community/AP/

sequence. AS GENERAL EDUCATION REQUIREMENTSCommunications - Composition Credits

Complete 3 credits from the approvedGeneral Education Composition I courseworkbelow. Minimum grade of "C" required. Thisrequirement must be completed within thefirst 24 credits of coursework toward the ASdegree.

3

Total Credits 3

AS GENERAL EDUCATION REQUIREMENTSCommunications - Speech Credits

Complete 3 credits from the approvedGeneral Education Speech coursework .Minimum grade of "C" required.

3

Total Credits 3

AS GENERAL EDUCATION REQUIREMENTSHumanities and Fine Arts Credits

Complete 3 credits from the approvedGeneral Education Humanities and Fine Artscoursework. Minimum grade of "C" required.

3

Total Credits 3

AS GENERAL EDUCATION REQUIREMENTSEnhanced World View Credits

Complete at least one 3-credit courseintended to enhance the student's world viewin light of an increasingly globalized economy.Minimum grade of "C" required. In somecases, this course may also be used to satisfyanother General Education Requirement.

Total Credits 0

SUPPORT COURSESMathematics (Select 3 credits) Credits

Completion of this requirement satisfies theGeneral Education Mathematics requirementfor this AS degree.

STA 2023 * Elementary Statistics 3 STA 2023 H Honors Elementary Statistics 3 Total Credits 3

SUPPORT COURSESEthics (Select 3 credits) Credits

Completion of this requirement satisfies the

61

http://www.curricunet.com/stpetersburg/reports/course_description_pdf.cfm?courses_id=7745


Completion of this requirement satisfies theGeneral Education Ethics requirement forthis ASdegree. Students are strongly advised toselect the Healthcare Ethics topic whenthey register for PHI 1600.

PHI 1600 Studies in Applied Ethics 3 PHI 1600 H Honors Studies in Applied Ethics 3 Total Credits 3

SUPPORT COURSESSocial/Behavioral Science (Select 3 credits) Credits

Completion of this requirement satisfies theGeneral Education Social/Behavioral Sciencerequirement for this AS degree.

PSY 1012 General Psychology 3 PSY 1012 H Honors General Psychology 3 Total Credits 3

SUPPORT COURSESOther (Complete 12 credits) Credits

BSC 2085 Human Anatomy & Physiology I 3 BSC 2085L Human Anatomy & Physiology Lab I 1 BSC 2086 Human Anatomy & Physiology II 3 BSC 2086L Human Anatomy & Physiology Laboratory II 1 MCB 2010 Microbiology 3 MCB 2010L Microbiology Laboratory 1 Total Credits 12

SUPPORT COURSESComputer and Information Literacy Competency (Complete 1 course) Credits

Competency may be demonstrated by completingthe Computer Information and Literacy Exam (CGS1070T) OR by successful completion of one of theapproved Computer/Information LiteracyCompetency courses. No minimum credits required.Completion of this requirement satisfies the GeneralEducation Computer Competencyrequirement for this AS degree.

CGS 1070 Basic Computer and Information Literacy 1 CGS 1100 Computer Applications 3 EME 2040 Introduction to Educational Technology 3 Total Credits 0

MAJOR CORE COURSES1st Term in Program (Complete 9 credits) Credits

NUR 1021C Nursing I 9 Total Credits 9

62















MAJOR CORE COURSES2nd Term in Program (Complete 11 credits) Credits

NUR 1142C Application of Pharmacology Concepts inNursing Therapy

1

NUR 1211C Nursing II 10 Total Credits 11

MAJOR CORE COURSES3rd Term in Program (Complete 10 credits) Credits

NUR 2511C Psychosocial Nursing 1 NUR 2462C Nursing III 9 Total Credits 10

MAJOR CORE COURSES4th Term in Program (Complete 12 credits) Credits

NUR 2731C Nursing IV 8 NUR 2813 Role Transition in Nursing 1 NUR 2811C Nursing Care Management Practicum 3 Total Credits 12

Total Credits 72 **Acceptable substitutes: STA 2014, STA 2122, STA 2022

PID 539

63








Program Assessment ReportProgram: Nursing (R.N.)Report Year: 2014-15Drafted by Susan Baker on Nov 3, 2015

Overall Introduction

In support of the mission of St. Petersburg College, faculty committees established thirteen value statements. Three ofthese value statements are:

Student Focus: We believe students are the heart of SPC! All SPC resources, decisions, and efforts are aligned totransform students’ lives to empower them to finish what they start!Academic Excellence: We promote academic excellence through interactive, innovative, and inquiry-centered teachingand learning.Culture of Inquiry: We encourage a data-driven environment that allows for open, honest dialogue about who we are,what we do, and how we continue to improve student success.

It is the intent of St. Petersburg College to incorporate continuous improvement practices in all areas. Assessment reportsprovide comparisons of present and past results which are used to identify topics where improvement is possible. SPChas traditionally used past results as a vital tool in achieving its commitment to continuous improvement.

Program Learning Outcomes

#1: Implement critical thinking by: a. successfully completing the clinical prep/plan of care. b.achieving mastery level on a reliable, standardized, valid, commercially prepared CriticalThinking Test.

I. Use of Past Results

Between 2003 and 2006, findings on the Critical Thinking test indicated that a majority of students were meeting the50th percentile standard recommended by the testing company. Fifty to sixty percent of the student populationcompleting the test each semester met the standard with an average total of fifty-four percent across sessions. This was lower than results obtained from Education Resources Inc. (ERI) standardized testing. In previous years theresults on the Critical Thinking test ranged from seventy-eight to eighty-seven percent.While we would have liked to see higher results, students did meet the National League for Nursing AccreditingCommission (NLNAC) accreditation requirement of "majority" set by the Nursing faculty. The MLO was met asdemonstrated by a majority of students achieving the 50th percentile standard score, indicating mastery. TheAssessment Technology Incorporated (ATI) company was selected by faculty because it was believed that theirtesting package was more rigorous and more reflective of current practice. The increased rigor may have impactedscores. The 2008-09 assessment report indicated the following results for this program learning outcome: Method 1: The holistic care plan has been an integral component in the nursing program as a part of documentingthe students’ ability to think critically as a nurse. Of the students completing the care plan on the first attempt, betweeneighty-seven and one-hundred percent were successful. The data indicated that the standard was being met by moststudents on the first attempt without instructor feedback. Between ninety-nine and one-hundred percent of thestudents were successful after receiving some feedback from the instructor. The students’ ability to think critically wasdemonstrated very well by their ability to complete the holistic nursing care plan on the first attempt. Method 2: Findings on the Critical Thinking standardized test ranged from forty-three percent to fifty-six percent forstudents who were above the 50th percentile. In Spring 2007, forty-five percent of the class achieved the 50thpercentile or better, and in Spring 2009, forty-three percent of the class met the benchmark for performance. Resultsfrom the other semesters indicated that between fifty-two and fifty-six percent of the students were above the 50thpercentile. Faculty indicated that they would like the results to increase. However, students complete this test the week ofgraduation, and may not be applying themselves appropriately. There are no grades or points attached to the test, sothere is a question of student commitment while taking the test. Critical Thinking Test scores may be a less reliablemeasure if the students are not committed to taking the test thoughtfully.

64

The 2011-12 assessment report indicated the following results for this program learning outcome: Method 1: The holistic care plan continues to be an integral component in the nursing program as part ofdocumenting the students' ability to think critically as a nurse. Of the students completing the care plan on the firstattempt, between ninety-eight and one-hundred percent were successful. The data indicated that the standard isbeing met by nearly all students on the first attempt without instructor feedback. One-hundred percent of the studentswere successful after receiving some feeback from the instructor. The students' ability to think critically wasconsistently demonstrated by their ability to complete the holistic nursing care plan on the first attempt.Method 2: Results on the Critical thinking standardized test indicated that between forty-four and eighty-ninepercent of the students were above the 50th percentile. In Fall 2009, forty-four percent of the class achieved the 50thpercentile or better. Results from the other semesters inidcated that between fifty-three and eighty-nine percent ofthe students were above the 50th percentile. Fifty-seven to sixty-seven percent of students were above the 50thpercentile between Fall 2011 and Spring 2012.The average of students who achieved the 50th percentile or better was seventy-one percent from Spring 2011 toSpring 2012 compared to an average of fifty-two percent in the three semesters prior to Spring 2011. The variabilityof the scores may be due to the fact that there are no grades or points attached to the test so there is still a questionof the level of student commitment while taking the test. Critical Thinking Test scores may be a less reliable measureif the students are not committed to taking the test thoughtfully.The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 1 wasdeveloped from the original MLO 1.

For the 2011-12 assessment report, MLO 1: Student will demonstrate critical thinking by:a. Successfully completingthe Nursing IV summative Clinical Prep/Plan of Care.b. Achieving mastery level on a reliable, standardized, valid,commercially prepared Critical Thinking test.

II. Methodology

Means of Assessment: The two methods listed below were utilized to assess Major Learning Outcome 1 in theNursing program.

Method 1: The results of the Nursing IV Summative Clinical Prep/Plan of Care were utilized to assess this majorlearning outcome.Method 2: The results of the Assessment Technology Incorporated (ATI) Critical Thinking Process Test wereutilized to assess this major learning outcome.

Date(s) of Administration: Fall 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012,Spring 2013, Fall 2013, Spring 2014, Fall 2014, and Spring 2015

Method 1: Nursing students completed the Nursing IV Summative Clinical Prep/Plan of Care. Faculty graded theClinical Prep/Plan of Care utilizing the faculty developed Clinical Prep/Plan of Care scoring instrument.

Assessment Instrument: Nursing IV Summative Holistic Nursing Care Plan Grading Tool

Population: The sample consisted of students who had completed Nursing IV Clinical Course NUR 2731C.

Domain Specifications: Student will demonstrate critical thinking by: Successfully completing the Nursing IVsummative Clinical Prep/Plan of Care.

Method 2: Nursing students completed the Assessment Technology Incorporated Critical Thinking Process Test.

Assessment Instrument: Assessment Technology's Critical Thinking test, a nationally normed, reliable, validstandardized commercially prepared test

Population: The sample consisted of students who had successfully completed Nursing IV level course work.

Domain Specifications: Student will demonstrate critical thinking by:Achieving mastery level on a reliable, standardized, valid, commercially prepared Critical Thinking test.

III. Criteria for Success

Method 1: The Students are expected to achieve a minimum grade of 80% in order to attain a satisfactory grade ontheir holistic nursing care plan in the Nursing IV course, as determined by faculty using the faculty developed scoringinstrument.

Method 2: The students are expected to attain at (or above) the 50th percentile on the ATI Critical Thinking test.

65

IV. Summary of Assessment Findings

Nursing IV Summative Holistic Nursing Care Plan Results (Clinical Prep/Plan of Care)

Year Students Enrolled(minus withdrawals)

FirstSuccessfulAttempt

SecondSuccessfulAttempt

Number of Studentswho Met the Criteria

Percent of Studentswho Met the Criteria

Fall2012

170 168 (99%) 10 170 100%

Spring2013

210 210 (100%) 0 210 100%

Fall2013

167 167 (100%) 2 167 100%

Spring2014

215 213 (99%) 0 213 99%

Fall2014

169 167 (98%) 5 169 100%

Spring2015

179 179 (100%) 0 179 100%

ATI Critical Thinking Test Results – Graduation from Program

Year Number of TestTakers Number of Students Above the 50th

PercentilePercent of Students Above the 50thPercentile

Fall 2012 143 139 97%

Spring2013

193 187 96%

Fall 2013 104 101 97%

Spring2014

174 171 96%

Fall 2014 156 153 98%

Spring2015

171 169 99%

V. Discussion and Analysis of Assessment Findings

Method 1: The clinical prep/plan of care continues to be an integral component in the nursing program as part ofdocumenting the student's ability to think critically as a nurse. Of the students completing the plan of care on the firstattempt, between ninety-eight and one-hundred percent were successful. The data indicated that the standard isbeing met by nearly all students on the first attempt without instructor feedback. Ninety-nine percent of the studentswere successful after receiving some feedback from the instructor. The students' ability to think critically wasconsistently demonstrated by their ability to complete the clinical prep/plan of care on the first attempt.

66

Method 2: Results on the Critical Thinking standardized test indicated that between ninety-six and ninety-ninepercent of the students were above the 50th percentile. In Fall 2012, ninety-seven percent of the class achieved the50th percentile or better. Results from the other semesters indicated that between ninety-six and ninety-nine percentof the students were aboce the 50th percentile. Ninety-six to ninety-nine percent of students were above the 50thpercentile between Fall 2013 and Spring 2015.

The average of students who achieved the 50th percentile or better was ninety-eight percent from Spring 2014 andSpring 2015 compared to an average of ninety-seven percent in the three semesters prior to Spring 2014.

VI. Action Plan and Timetable for Implementation

Based on the analysis of the results the following Action Plan Items have been selected for implementation:

No Action Plan is deemed necessary

#2: Apply knowledge of the use of principles and concepts of therapeutic communication andinterpersonal relationships by: a. successfully mastering the Nursing IV (NUR 2731C)summative Interpersonal Analysis (IPA) and a reliable, standardized, valid, commerciallyprepared therapeutic communication skills test.


Between 2003 and 2006, the Group Composite National Percentile Rank scores indicated mastery for all but threesubgroups. In Fall 2004, Generic Evenings and LPN-RN Transitional students were below the 50th percentile. InSpring 2005, Grant Groups containing only six students scored at the 36th percentile. Out of sixteen subgroups overfour semesters, only three groups were below the norm and one group was a group of only six students. The range ofscores across the four semesters were between the 54th percentile and 95th percentile exempting the three groupsdiscussed above. The Fall 2005 and Spring 2006 range of scores were between the 73rd percentile and the 95thpercentile. Overall the trend was very positive for mastery of this MLO.

The results for student assessments conducted during 2006, 2007, 2008 and 2009 are summarized below.Method 1: The IPA has been an integral component in the nursing program as a part of documenting students’ability to communicate therapeutically in their nursing role. The scores ranged from ninety-eight to one-hundredpercent with only one group at the ninety-eight percent level. Missing data from three groups accounted for a lowernumber of students sampled in Fall 2008. Method 2: From Fall 2006 through Spring 2008 the Group Composite National Percentile rank ranged from sixty-eight to seventy-nine percent which was above the 50th percentile benchmark so the standard was met. In Fall 2008,the test was changed from the RN Predictor group subscore to the Mental Health test group score. This was due tothe change in the ATI RN Predictor Test and the elimination of the therapeutic communication subscore. The GroupComposite National Percentile rank scores indicated mastery for both fall and spring groups. The scores weresomewhat lower when compared to the scores from previous groups. However the Mental Health test was a more in-depth test therefore it was expected that the test scores would be lower. The 2011-12 assessment report indicated the following results for program learning outcome 2: Method 1: The IPA continues to be an integral component in the nursing program as a part of documenting students'ability to communicate therapeutically in their role as a nurse. The scores ranged from eighty-seven to one-hundredpercentMethod 2: From Fall 2009 through Spring 2011 the Group Composite National Percentile rank ranged from sixty-three percent to seventy-four percent which is above the 50th percentile benchmark. From Fall 2011 through Spring2012, the scores remained above the 50th percentile with ranges from sixty-three percent to seventy-two percent.

The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 2 wasdeveloped from the original MLO 2.

For the 2011-12 assessment report, MLO 2: The student will demonstrate communication abilities by applyingknowledge of the use of principles and concepts of therapeutic communication and interpersonal relationships by:a.Successfully completing the Nursing IV summative Interpersonal Analysis (IPA).b. Achieving mastery level on reliable,standardized, valid, commercially prepared therapeutic communication skills test.

II. Methodology

Means of Assessment: The two methods listed below were utilized to assess Major Learning Outcome 2, in theNursing Program.

Method 1: The results of the Interaction Process Analysis (IPA) were utilized to assess this major learning outcome.67

Method 2: The results of the Mental Health Assessment Technology Incorporated (ATI) standardized test wereutilized to assess this major learning outcome.

Date(s) of Administration: all 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012

Method 1: Nursing students completed the Interaction Process Analysis. Faculty graded the IPA utilizing the facultydeveloped IPA scoring instrument.

Assessment Instrument: Interaction Process Analysis Communication Analysis grading tool

Population: The sample consisted of students who had completed Nursing IV Clinical Course NUR 2731C.

Domain Specifications: Student will demonstrate communication abilities by applying knowledge of the useof the principles and concepts of therapeutic communication and interpersonal relationships by: Achievingmastery level on a teacher developed, faculty graded Interaction Process Analysis tool.

Method 2: Nursing students completed the Assessment Technology’s standardized Mental Health test.

Assessment Instrument: Assessment Technology’s Mental Health test, a nationally normed, reliable, valid,standardized commercially prepared test

Population: The sample consisted of students who had completed the Psychosocial Nursing course on theMental Health ATI test.

Domain Specifications: The student will demonstrate communication abilities by applying knowledge of theuse of principles and concepts of therapeutic communication and interpersonal relationships by; Achievingmastery level on reliable, standardized, valid, commercially prepared therapeutic communication skills test.


Method 1: Students are expected to achieve a satisfactory grade of 80% or higher on their Nursing IV summativeIPA.

Method 2: Students are expected to achieve a score at or above the national passing score of the 50th percentileon the Mental Health ATI test which includes therapeutic communication. The following change should be noted. Thestandardized test was changed from the therapeutic communication subscore on the RN Predictor End of Programstandardized test taken at the end of Nursing IV to the Mental Health ATI test taken at the end of Nursing III, uponcompletion of the Psychosocial Nursing course. This change was made beginning in Fall 2008 due to the eliminationof the subcategory on the RN Predictor exam. Since the Mental Health test is more in depth in terms ofPsychcosocial Nursing, the scores are expected to be lower.


Nursing IV Summative IPA and Assessment of Therapeutic Communication

Year Students Enrolled(minus withdrawals)

FirstSuccessfulAttempt

SecondSuccessfulAttempt



Fall2012

170 160 (94%) 10 170 100%

Spring2013

210 210 (100%) 0 210 100%

Fall2013

167 165 (99%) 2 167 100%

Spring2014

215 213 (99%) 0 213 99%

Fall2014

169 164 (97%) 5 169 100%

68

Spring2015

179 179 (100%) 0 179 100%

Summary of Assessment of Therapeutic Communication/ATI End of Program Exit Test Subcomponent

Fall 2012 - Mental Health 2.1 (Form B)Communication Skills Group Score

Spring 2013 - Mental Health 2.1 (FormB) Communication Skills GroupScore

# of Test Takers(Group Size)

Group CompositeScore NationalPercentile Rank



Generic Days 68 73.5 68 72.1

Generic Evenings 52 75.0 46 61.2

LPN-RN Transitional 21 68.3 65 66.7

Total 141 72.0 179 67.0







Generic Days 75 67.6 53 64.6



Total 175 66.4 155 62.9



# of TestTakers(GroupSize)


# of TestTakers(GroupSize)


Generic Days 66 70.5 61 67.4



Total 159 69.1 111 68.4


Method 1: The IPA continues to be an integral component of the nursing program as part of documenting students'ability to communicate therapeutically in their role as a nurse. The scores ranged from ninety-four to one-hundredpercent.

Method 2: From Fall 2012 through Spring 2014, the Group Composite National Percentile rank ranged from sixty-one percent to seventy-five percent which is above the 50th percentile benchmark. From Fall 2014 through Spring2015, the scores remained above the 50th percentile with ranges from sixty-six percent to seventy-two percent.



No Action Plan is deemed necessaryNo Action Plan is deemed necessary

#3: Apply knowledge of therapeutic nursing interventions by providing a physically andpsychologically safe and comfortable environment for clients by a. achieving a satisfactory onthe Nursing IV (NUR 2731C) clinical evaluation b. achieving mastery on a reliable, standardized,valid, commercially prepared end of program examination. c. developing knowledge ofalternative delivery of care settings, other than acute care settings (NUR 2731C). d. achieving asatisfactory evaluation when practicing in a non- acute care setting (NUR 2731C).


Between 2003 and 2006, the data indicated a decline in student's ability to achieve MLO 3. Most students werereadmitted and did achieve the MLO on second attempt. A very liberal W/F policy allowed students with academicweaknesses to make it to Nursing IV. However, the greater complexity of this level, which requires the student to putall of pieces together at the RN level, often resulted in needing to take one more semester to achieve success. TheCollege of Nursing returned to selective, competitive admissions (discontinued the Wait List Procedure), and thisshould result in an improvement in the achievement for the next rating period. Although the 2004-05 data wasacceptable we were concerned about the 2005-06 data being lower than we would like it to be.

The End of Program Assessment (EOP) Data indicated that between seventy and eighty percent of the studentspassed the EOP on first attempt. On retake, sixty-two to eighty-eight percent passed the EOP. Since our NationalCouncil Licensure Examination (NCLEX) Board scores were approximately 85%, this data did not seem to be toofar out of line.

The results for student assessments conducted during 2006, 2007, 2008 and 2009 are summarizedbelow. Method 1: Clinical Performance Evaluation data were reflective of the methods of collecting data. Students who didnot pass theory, did not pass clinical due to the linkage of the two grades. We were unable to track clinicalperformance separate from the grade. Unsuccessful attempts in theory also translated into failure to meet clinicalcriteria. The data indicated that 89% of the students in Fall 2008 met the Major Learning Outcomes and 88% of the studentsin Spring 2009 met the MLOs. We believe this is within an acceptable range although it is a decrease from previousyears. Nursing IV theory and clinical are the most complex courses in the curriculum as the student is required toapply in nursing practice the previously learned theoretical concepts, along with new content related to the client withmultisystem failure. Some of our students are unable to “fit the pieces” together and need an additional semester atNursing IV to meet the standard. Method 2: Review of ATI End of Program Assessment indicated that from Fall 2006 through Spring 2009 students'success on the RN Predictor end of program test ranged from 54%-76% on the first attempt with an average of69%. This increased to an average of 84% on the first retake. In Fall 2007 seventy-four percent of the class attainedthe 50th percentile or higher on the first take, while in Spring 2009 only fifty-four percent of the class attained the 50thpercentile or higher on the first take. Faculty would like to see a higher success rate on the first take. There is some

70

concern about the Spring 2009 class being lower than the other groups, however there were unique issues thatoccurred in the Nursing IV level during the Spring semester that may have impacted student performance. Thefaculty would like to see a higher success rate on the first take of the EOP examination. The 2011-12 assessment report indicated the following results for program learning outcome 3: Method 1: It is important to note that theory and clinical course grades are linked. We are unable to track clinicalperformance separate from the grade. If the student is unsuccessful in theory, it will translate into an unsuccessfulattempt in clinical.The data indicated that eighty-seven percent of the students in Fall 2011 met the criteria and eighty-five percent ofthe students in Spring 2012 met the criteria. While these ranges are acceptable, faculty would like to see the criteriamet at or above ninety percent. Nursing IV theory and clinical are the most complex courses in the curriculum as theybuild on the courses in the previous three levels. Students at this level are also taught new advanced content relatedto the client with multisystem failure.Method 2: Review of the ATI End of Program Assessment indicated sucess rates on the first take from sixty-twopercent to eighty-two percent with an average of seventy-three percent. The success rates on the retake ranged fromeighty-one to ninety percent with an average of eighty-six percent. Faculty would like to see a higher success rate onthe first take of the End of Program Assessment.The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 3 wasdeveloped from combining the original MLO 3 and MLO 4 .

For the 2011-12 assessment report, MLO 3: The student will demonstrate application of knowledge of therapeuticnursing interventions by providing a physically and psychologically safe and comfortable environment for clients by:a.Achieving a satisfactory Nursing IV summative clinical evaluation.b. Achieving mastery level on a reliable,standardized, valid, commercially prepared end of program test.

For the 2011-12 assessment report, MLO 4: The student will demonstrate knowledge of alternative delivery of caresettings, other than acute care setting by: achieving a satisfactory evaluation when practicing in a non-acute caresetting (NUR 2731C).

II. Methodology

Means of Assessment: The three methods listed below were utilized to assess Major Learning Outcome 3, in theNursing Program.

Method 1: The results of the Nursing IV summative clinical evaluation were utilized to assess this major learningoutcome.Method 2: The results of the End of Program (ATI) standardized test were utilized to assess this major learningoutcome.Method 3: Nursing students were evaluated by faculty.

Date(s) of Administration: Fall 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012

Method 1: Nursing students were evaluated by Faculty using the Clinical Performance Evaluation tool. Facultygraded individual student’s performance using NUR 2731C Clinical Performance tool.

Assessment Instrument: NUR 2731C faculty developed Clinical Performance Evaluation Tool Population: The sample consisted of students who have completed Nursing IV Clinical Course NUR 2731C. Domain Specifications: The student will demonstrate application of knowledge of therapeutic interventionsby providing a physically and psychologically safe and comfortable environment for clients by achieving“satisfactory” on a teacher developed, faculty graded NUR 2731C Clinical Performance Evaluation tool.

Method 2: Nursing students complete the Assessment Technology’s standardized RN Predictor End of ProgramAssessment Test.

Assessment Instrument: Assessment Technology’s RN Predictor End of Program Assessment test, anationally normed, reliable, valid standardized commercially prepared test Population: The sample consisted of students who have completed Nursing IV Clinical Course NUR 2731C.

Method 3: Nursing students were evaluated by faculty. Faculty graded individual student’s performance using theNUR 2731C Clinical Performance Tool.

Assessment Instrument: NUR 2731C Clinical Performance Tool developed by faculty Population: The sample consisted of students who had successfully completed Nursing IV Theory andClinical. Domain Specifications: Student will demonstrate application of knowledge of therapeutic interventions byproviding a physically and psychologically safe and comfortable environment for clients by achieving mastery71

level on reliable, standardized, valid, commercially prepared RN Predictor End of Program test.


Method 1: The Nursing IV students are expected to perform satisfactorily on the NUR 2731C Clinical PerformanceGuide. Students must receive a grade of 'Satisfactory' to pass the course. Students who receive a grade of'Unsatisfactory', fail the course.

Method 2: Students are expected to achieve a score at or above the 50th percentile on the ATI RN Predictor End ofProgram Assessment Test.

Method 3: The Nursing IV students are expected to perform satisfactorily on the NUR 2731C Clinical PerformanceGuide.


NUR 2731C Clinical Performance Evaluation

Year Fall Term

Number ofTest Takers

Number of StudentsWho Met the Criteria

Percent of StudentsWho Met the Criteria

2012-13

170 143 84%

2013-14

167 135 81%

2014-15

169 156 92%

Year Spring Term

Number ofTest Takers



2012-13

210 193 92%

2013-14

215 175 81%

2014-15

179 170 95%

ATI Summary of End of Program Assessment Test on First Take

Year Fall Spring

NumberofStudents

MetCriteria

PercentofStudents

NumberofStudents

MetCriteria

PercentofStudents

72

2012-13

151 123 81% 197 165 83%

2013-14

137 115 86% 189 167 88%

2014-15

156 132 83% 170 153 89%

ATI Summary of End of Program Assessment Test on First Re-Take

Year Fall Spring

Number ofStudents

MetCriteria

Percent ofStudents

Number ofStudents

MetCriteria

Percent ofStudents

2012-13

150 135 90% 198 177 89%

2013-14

134 124 93% 189 175 91%

2014-15

156 150 96% 170 168 99%

NUR 2731C Hospice/Home Health Performance Evaluation

Year Fall Term

Students Enrolled (minusmid course withdrawals)



2012-13

170 170 100%

2013-14

167 167 100%

2014-15

169 169 100%

Year Spring Term

Students Enrolled (minusmid course withdrawals)



2012-13

210 210 100%

73

2013-14

215 215 100%

2014-15

179 179 100%


Method 1: It is important to note that theory and clinical course grades are linked. We are unable to track clinicalperformance separate from the grade. If the student is unsuccessful in theory, it will translate into an unsuccessfulattempt in clinical.

The data indicated that eighty-four percent of the students in Fall 2012 met the criteria and ninety-two percent ofstudents in Spring 2013 met the criteria. During the remainder of the semesters, the percentage of students who metthe criteria ranged from eighty-one percent to ninety-five percent. While these scores are improved from previousyears, the faculty would like to see the scores that are consistently above ninety percent. Nursing IV theory andclinical are the most complex courses in the curriculum as they build on the courses in the previous three levels. Students at this level are also taught new advanced content related to the client with multisystem failure.

Method 2: Review of the ATI End of Program Assessment indicated success rates on the first take from eighty-onepercent to eighty-nine percent with an average of eighty-five percent. The success rates on the retake ranged fromeighty-nine percent to ninety-nine percent with an average of ninety-three percent. These scores have significantlyimproved over previous years as a result of one-on-one tutorials by academic chairs.



Provide one-on-one and small group remedial sessions after each exam in Level IV- Susan Baker / Jul 2016Budget / Planning Implications:Level IV academic chair will coordinate remedial sessions and enlist help of Level IV faculty

#4: The student will apply the role and knowledge of the Associate Degree Nurse as a manager ofcare and member of discipline by: a. performing a satisfactory clinical evaluation during thenursing management course (NUR 2811C). b. satisfactory attainment of the Major LearningOutcomes (MLOs) for Nursing IV (NUR 2731C). c. performing expected end of program clinicalevaluation (NUR 2731C).


Between 2003 and 2006, data indicated that the Nursing IV faculty were effective in determining student readiness toproceed to the Nursing Care Management course which is a preceptorship with an RN staff nurse. Once studentsreached Nursing Care management they were almost all successful with a 99% success rate.

Since this is the capstone clinical practicum in an actual "on the job" setting, the data indicated that students wereachieving the clinical competencies required to manage the care of multiple clients. The data revealed that studentsdemonstrated the competencies required of an Associate Degree graduate nurse by the time they completed thiscourse. This is a very important MLO and the data represented a very favorable outcome as a measure of quality ofthe program and of our graduates. This data also reflected that students did not enroll into the practicum unless theyhad the competencies to be successful.

The results for student assessments conducted during 2006, 2007, 2008 and 2009 are summarized below.Data indicated that the Nursing IV faculty were effective in determining which students were ready to progress to theNursing Care Management course, which is a preceptorship course with a registered nurse serving as thepreceptor. Once the students reached Nursing Care Management the data indicated that ninety-nine to one-hundredpercent of the students completed Nursing Care Management successfully. Thus, the standard was met.Since this is the capstone clinical practicum in an actual “on the job” setting, the data indicated that studentshad achieved clinical competencies required to manage the care of a group of clients. This data also indicated thatthe students did not progress to the practicum unless they had the competencies to be successful.

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The 2011-12 assessment report indicated the following results for program learning outcome 5: Faculty in Nursing IV have effectively determined which students are ready to progress to the Nursing CareManagement course. The data indicated that ninety-nine to one hundred percent of the students completed NursingCare Management successfully.Since this is the capstone clinical practicum in a "on the job" setting, the data indicated that the students hadachieved clinical competencies required to safely manage the care of a group of clients. The data also revealed thatstudents did not progress to Nursing Care Management unless they had the competencies to be successful.

The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 4 wasdeveloped from combining the original MLO 5 and MLO 6.

For the 2011-12 assessment report, MLO 5:The student will demonstrate role of the Associate Degree Nurse as amanager of care by achieving a satisfactory clinical evaluation during the nursing management course (NUR 2811C).

For the 2011-12 assessment report, MLO 6: The student will demonstrate knowledge of and application of the role ofthe Associate Degree Nurse as a member of the discipline of nursing by:a. Satisfactory attainment of MLOs forNursing IV (NUR 2731C).b. Demonstrating expected end of program clinical competence during a summative end ofprogram clinical evaluation (NUR 2731C).

II. Methodology

Means of Assessment: Three methods were utilized to assess this outcome.

Method 1: The results of NUR 2811C Nursing Care Management summative clinical evaluation were utilized toassess this outcome.Method 2: The results of NUR 2731C Nursing IV theory MLO completion were utilized to assess this outcome.Method 3: The results of NUR 2731C Nursing IV clinical evaluation were utilized to assess this outcome.


Method 1: Nursing students were evaluated by faculty. Faculty graded individual student’s performance using theNUR 2811C Clinical Performance Evaluation Tool.

Assessment Instrument: NUR 2811C Clinical Performance Evaluation Tool developed by facultyMethod 2: Nursing IV students who satisfactorily completed the Major Learning Outcomes of NUR 2731C.

Assessment Instrument: Achievement Tests for NUR 2731C

Population: The sample consisted of students who are enrolled in NUR 2731C.

Domain Specifications: Student will demonstrate knowledge of and application of the role of the AssociateDegree Nurse as a member of the discipline of nursing by satisfactory attainment of MLOs for Nursing IV NUR2731C.

Method 3: Nursing IV students who satisfactorily demonstrated clinical competence in NUR 2731C.

Assessment Instrument: NUR 2731C Clinical Performance Evaluation Tool Population: The sample consisted of students who were enrolled in NUR 2811C. Domain Specifications: The student will demonstrate role of the Associate Degree Nurse as manager ofcare achieving a satisfactory clinical evaluation during the nursing management course (NUR 2811C).



Method 2: The Nursing IV students who are enrolled in Nursing IV theory NUR 2731C must achieve a cumulativeaverage of 80% on achievement tests.


IV. Summary of Assessment Findings75


Year Number ofEnrolledStudents



Fall2012

143 143 100%

Spring2013

193 193 100%

Fall2013

167 167 100%

Spring2014

215 214 99%

Fall2014

169 169 100%

Spring2015

179 179 100%

NUR 2731C Nursing IV Completion of Major Learning Outcomes

Year NumberofStudentsEnrolled

Number ofStudentsWho Met theCriteria

Withdrawals CourseFailures

PercentofStudentsWho MettheCriteria

Fall2012

170 151 1 18 88%

Spring2013

212 197 2 13 93%

Fall2013

167 137 0 30 82%

Spring2014

215 189 1 25 88%

Fall2014

174 156 5 13 89%

Spring2015

189 170 7 12 90%

Clinical Performance Evaluation

Year Fall Term

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Number ofStudentsEnrolled



2012-13

170 143 84%

2013-14

167 137 82%

2014-15

169 156 92%

Year Spring Term

Number ofStudentsEnrolled



2012-13

210 193 92%

2013-14

215 189 88%

2014-15

179 170 95%


Method 1: Successful completion of Nursing IV and the End of Program assessment effectively measure a student'sreadiness for Nursing Care Management. The data indicated that ninety-nine to one-hundred percent of the studentscompleted Nursing Care Management successfully.

Method 2: Eighty-two to ninety-three percent of students successfully completed NUR 2731C implying successfulcompletion of major learning outcomes.

Method 3: Eighty-two to ninety-five percent of students sucessfully completed the clinical competencies in NUR2731. Faculty would like to see more students meet the criteria. It is important to note that theory and clinical coursegrades are linked. We are unable to track clinical performance separate from the grade. If the student isunsuccessful in theory, it will translate into an unsuccessful attempt in clinical.



Provide more one-on-one clinical assistance through resource lab- Susan Baker / Jul 2016Budget / Planning Implications:Resource lab facilitators will be pulled away from the lab to provide this assistance in the clinical agencies

77

#5: The student will formulate knowledge of the theoretical concepts and critical thinking skillsessential for the safe practice of nursing as a graduate nurse by: a. developing the potential topass the NCLEX-RN on an end of program reliable, standardized, valid commercially preparedexamination. b. performing a satisfactory end of program clinical summative evaluation (NUR2811C).


Between 2003 and 2006, the data results indicated that the students had difficulty achieving the 50th percentile onfirst take of the EOP standardized test in Spring 2005 (77%) and Fall 2005 (70%).

It was unclear as to the cause of the variations. In January 2006, admissions standards were raised, and we movedto a competitive selective admissions process. College of Nursing data was presented to the Curriculum Committeeand Evaluations Committee in Fall 2006.

The results for student assessments conducted during 2006, 2007, 2008 and 2009 are summarized below. Method 1: The data indicated that from Fall 2006 through Spring 2009 students’ success on the RN Predictor endof program test ranged from fifty-four to seventy-six percent on the first attempt with an average of sixty-ninepercent. This increased to an average of eighty-four percent on the first retake. In Fall 2007 seventy-four percent ofthe class attained the 50th percentile or higher on the first take. In Spring 2009 only fifty-four percent of the classattained the 50th percentile or higher on the first take. Faculty would like to see a higher success rate on the firsttake. There was some concern that the Spring 2009 class was lower than the other groups. There were uniqueissues that occurred in the Nursing IV level during the Spring semester that may have impacted studentperformance. However, the faculty would like to see a higher success rate on the first take of the EOP examination. Method 2: In the Nursing Program the Nursing IV students who were enrolled in Nursing Care Management wereexpected to perform satisfactorily. The data indicated that ninety-nine to one-hundred percent of the students passedNUR 2811C Nursing Care Management. Since this is the capstone clinical practicum in an actual “on the job” settingthe data indicated that the students were achieving clinical competencies required to manage the care ofclients. This data also indicated that the students did not progress to the practicum unless they had the competenciesto be successful. The 2011-12 assessment report indicated the following results for program learning outcome 7: Method 1: Review of the ATI End of Program Assessment indicated sucess rates on the first take from sixty-twopercent to eighty-two percent with an average of seventy-three percent. The success rates on the retake ranged fromeighty-one to ninety percent with an average of eighty-six percent. Faculty would like to see a higher success rate onthe first take of the End of Program Assessment.Method 2: Faculty in Nursing IV have effectively determined which students are ready to progress to the NursingCare Management course. The data indicated that ninety-nine to one hundred percent of the students completedNursing Care Management successfully.Since this is the capstone clinical practicum in a "on the job" setting, the data indicated that the students hadachieved clinical competencies required to safely manage the care of a group of clients. The data also revealed thatstudents did not progress to Nursing Care Management unless they had the competencies to be successful.The 7 MLOs were revised to 5 PLOs in fall 2012 to better align with industry standards. The new PLO 5 wasdeveloped from the original MLO 7.

For the 2011-12 assessment report, MLO 7: The student will demonstrate knowledge of the theoretical concepts andcritical thinking skills essential for the safe practice of nursing as a graduate nurse by: a. Demonstrating the potentialto pass the NCLEX-RN on an end of program reliable, standardized, valid commercially prepared examination. b.Demonstrating expected end of program clinical competence during a summative end of program clinical evaluation(NUR 2811C).

II. Methodology

Means of Assessment: The two methods listed below were utilized to assess Major Learning Outcome 7, in theNursing Program.

Method 1: The results of the Assessment Technology RN Predictor end of program standardized test were utilizedto assess this major learning outcome.Method 2: The results of the Nursing Care Management NUR 2811C clinical evaluation were utilized to assess thismajor learning outcome.


Method 1: Nursing IV students who demonstrate mastery on the end of program reliable, standardized, validcommercially prepared examination.

78

Year Fall Spring

NumberofStudents

MetCriteria

PercentofStudents

NumberofStudents

MetCriteria

PercentofStudents

2012-13

151 123 81% 197 165 83%

2013-14

137 115 86% 189 167 88%

2014-15

156 132 83% 170 153 89%

Assessment Instrument: ATI RN Predictior End of Program Exit Examination.

Population: The sample consisted of students who successfully completed NUR 2731C.

Domain Specifications: Student will demonstrate knowledge of the theoretical concepts and critical thinkingskills essential for the safe practice of nursing as a graduate nurse by demonstrating the potential to pass theNCLEX-RN on an end of program reliable, standardized, valid commercially prepared examination.

Method 2: Nursing IV students who satisfactorily completed NUR 2811C Nursing Care Management.

Assessment Instrument: NUR 2811C Clinical Performance Evaluation Tool.

Population: The sample consisted of students who are enrolled in NUR 2811C.

Domain Specifications: Student will demonstrate knowledge of the theoretical concepts and critical thinkingskills essential for the safe practice of nursing as a graduate nurse by demonstrating expected end of programclinical competencies during a summative end of program NUR 2811C clinical performance evaluation.


Method 1: The Nursing IV students are expected to achieve a score at or above the 50th percentile on the ATI RNPredictor End of Program Assessment Test.Method 2: The Nursing IV students are expected to perform satisfactorily on the NUR 2811C Clinical PerformanceGuide on 80% of the criteria listed and 100% on the critical criteria marked by bolded print.


ATI Summary of End of Program Assessment Test on First Take

ATI Summary of End of Program Assessment Test on First Re-Take

Year Fall Spring

NumberofStudents

MetCriteria

PercentofStudents

NumberofStudents

MetCriteria

PercentofStudents

2012-13

150 135 90% 198 177 89%

2013-14

134 124 93% 189 175 91%

2014-15

156 150 96% 170 168 99%

79


Year Number ofStudentsEnrolled

Number ofStudents whoMet the Criteria

Percent ofStudents who Metthe Criteria

Fall2012

143 143 100%

Spring2013

193 193 100%

Fall2013

167 167 100%

Spring2014

215 214 99%

Fall2014

169 169 100%

Spring2015

179 179 100%


Method 1: Review of the ATI End of Program Assessment indicated success rates on the first take from eighty-onepercent to eighty-nine percent with an average of eighty-five percent. The success rates on the retake ranged fromeighty-nine percent to ninety-nine percent with an average of ninety-three percent. These scores have significantlyimproved over previous years as a result of one-on-one tutorials by academic chairs.

Method 2: Successful completion of Nursing IV and the End of Program assessment effectively measure a student'sreadiness for Nursing Care Management. The data indicated that ninety-nine to one-hundred percent of the studentscompleted Nursing Care Management successfully.



Continue to provide small group remedial sessions for students prior to end of program examination and afterfirst take- Susan Baker / Jul 2016

80

Action Plan

Category Action Plan Detail / Implications For PLO Responsible Party/ Due Date

A. Enable Greater Student SuccessA1. Identify needs and address ways to improve overall student success

Provide one-on-one and small group remedial sessions after each exam inLevel IVBudget / Planning Implications:Level IV academic chair will coordinate remedial sessions and enlist help ofLevel IV faculty

#3

Susan BakerJul 2016

Provide more one-on-one clinical assistance through resource labBudget / Planning Implications:Resource lab facilitators will be pulled away from the lab to provide thisassistance in the clinical agencies

#4

Susan BakerJul 2016

Continue to provide small group remedial sessions for students prior to end ofprogram examination and after first take

#5

Susan BakerJul 2016

E. NoneE1. No Action Plan is deemed necessary

No Action Plan is deemed necessary #1, #2

No Action Plan is deemed necessary #2

Evaluation of the Impact of Action Plan Items on Program Quality

Provision of one-on-one clinical assistance for students who are having difficulty mastering clinical skills allow students theopportunity to receive individualized insttruction along with immediate feedback. Also, coordination of small groupremeidation prior to end of program assessment will increase completion rates as well as improve NCLEX scores.

ApprovalsProgram Administrator:

Susan Baker - DeanApproved by Susan Baker - Dean on Nov 3, 2015

Educational Outcomes Coordinator:Magaly Tymms - Assessment DirectorApproved by Magaly Tymms - Assessment Director on Nov 12, 2015

Dean:Susan Baker - DeanApproved by Susan Baker - Dean on Nov 19, 2015

Senior Vice President:Anne Cooper - Senior VP Instruction and Academic ProgramsApproved by Anne Cooper - Senior VP Instruction and Academic Programs on Nov 19, 2015

81

#1:

#2:

#3:

#4:

#5:

Program Assessment Followup ReportProgram: Nursing (R.N.)Report Year: 2014-15Drafted by Susan Baker on Jul 13, 2016

Overall Introduction

Provision of one-on-one clinical assistance for students who are having difficulty mastering clinical skills allow students theopportunity to receive individualized insttruction along with immediate feedback. Also, coordination of small groupremeidation prior to end of program assessment will increase completion rates as well as improve NCLEX scores.

Program Learning OutcomesImplement critical thinking by: a. successfully completing the clinical prep/plan of care. b.achieving mastery level on a reliable, standardized, valid, commercially prepared Critical ThinkingTest.Apply knowledge of the use of principles and concepts of therapeutic communication andinterpersonal relationships by: a. successfully mastering the Nursing IV (NUR 2731C) summativeInterpersonal Analysis (IPA) and a reliable, standardized, valid, commercially preparedtherapeutic communication skills test.Apply knowledge of therapeutic nursing interventions by providing a physically andpsychologically safe and comfortable environment for clients by a. achieving a satisfactory on theNursing IV (NUR 2731C) clinical evaluation b. achieving mastery on a reliable, standardized, valid,commercially prepared end of program examination. c. developing knowledge of alternativedelivery of care settings, other than acute care settings (NUR 2731C). d. achieving a satisfactoryevaluation when practicing in a non- acute care setting (NUR 2731C).The student will apply the role and knowledge of the Associate Degree Nurse as a manager ofcare and member of discipline by: a. performing a satisfactory clinical evaluation during thenursing management course (NUR 2811C). b. satisfactory attainment of the Major LearningOutcomes (MLOs) for Nursing IV (NUR 2731C). c. performing expected end of program clinicalevaluation (NUR 2731C).The student will formulate knowledge of the theoretical concepts and critical thinking skillsessential for the safe practice of nursing as a graduate nurse by: a. developing the potential topass the NCLEX-RN on an end of program reliable, standardized, valid commercially preparedexamination. b. performing a satisfactory end of program clinical summative evaluation (NUR2811C).

82

Action PlanCompleted Action ItemsCategory Action Plan Detail / Completion Explanation For PLO Responsible Party

/ Due Date

A. Enable Greater Student SuccessA1. Identify needs and address ways to improve overall student success

Provide one-on-one and small group remedial sessions after each exam inLevel IVExplanation:Students who are unsuccessful on Level IV exams meet with the Level IVacademic chair or Level IV faculty member to review the deficient contentareas

#3

Susan BakerJul 2016

Provide more one-on-one clinical assistance through resource labExplanation:Resource lab facilitators continue to be utilized to provide one-on-one clinicalassistance to students who are having trouble mastering selected clinical skills

#4

Susan BakerJul 2016

Continue to provide small group remedial sessions for students prior to end ofprogram examination and after first takeExplanation:The Level IV ADN academic chair meets with every student who is notsuccessful on the first take of the end of program examination and develops acustomized remedial plan to ensure success on subsequent takes

#5

Susan BakerJul 2016

Incomplete Action ItemsCategory Action Plan Detail / Explanation / Completion Plan For PLO Responsible Party

/ Due Date

E. NoneE1. No Action Plan is deemed necessary

No Action Plan is deemed necessaryPlan for Completion:-- None --

#1, #2

-- None --

No Action Plan is deemed necessaryPlan for Completion:-- None --

#2

-- None --

Evaluation of the Impact of Action Plan Items on Program Quality

Individual and small group remediation sessions have been critical to the success our students on the end of programexamination as well as on the national nursing licensure examination (NCLEX). Our NCLEX pass rates for the first quarterof 2016, which represents our December 2015 graduating class, was 93 percent.

83

ApprovalsProgram Administrator:

Susan Baker - DeanApproved by Susan Baker - Dean on Jul 13, 2016

Educational Outcomes Coordinators:Joe Boyd - Assessment CoordinatorMagaly Tymms - Assessment DirectorApproved by Joe Boyd - Assessment Coordinator on Jul 13, 2016

Dean:Susan Baker - DeanApproved by Susan Baker - Dean on Sep 28, 2016

Senior Vice President:Anne Cooper - Senior VP Instruction and Academic ProgramsApproved by Anne Cooper - Senior VP Instruction and Academic Programs on Sep 28, 2016

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Appendix C: 2016 Advisory Committee Minutes and Recommendations Advisory Board Meeting Minutes for May 2016 and September 2016 are provided within this Appendix. For additional Advisory Board Committee Minutes and Recommendations, please refer to the following link: http://www.spcollege.edu/epicenter/advisory/advisory_committees.htm

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St. Petersburg College College of Nursing

Advisory Committee Meeting Minutes Date: May 10, 2016

Time: 8:30am

Members Present: Susan Baker – SPC, Dr. Mary Jean Etten- Hospice, Kerry Carlisle – Florida Department of Health in Pinellas County, Tina Spagnola – All Children’s Hospital, Latrese Taylor – Pinellas Technical College, Deborah Covert – Morton Plant Hospital, Susan Clark – Largo Medical Center, Jackie Munro – BayCare, Ellen Standtke – BayCare Health System

Topic Discussion Action/ Outcome/Person Responsible/Timeframe

Welcome

Call to order by the chairperson

Introductions

Dr. Baker welcomed the Advisory Committee members to the College of Nursing’s Advisory Committee Meeting.

T. Spagnola called the meeting to order.

All Advisory Board members introduced themselves.

Informational

Meeting came to order

Informational

State of HEC Dr. Carver welcomes everyone to the Health Education Center.

SPC is transitioning to a new Academic Pathways approach, which will take a case management approach to student program plans and progression

Informational

State of SPC & Baccalaureate Programs

I. Changes to Orthotics & Prosthetics Program

The National Organization has changed its criteria and now require students to earn a Master’s Degree

SPC will be sun-setting the current O&P program, with an anticipated teach-out timeline of 2 years

AS program for O&P will remain at SPC

Current students can go into Florida International University for graduate work for Orthotics & Prosthetics

II. The RN-BSN Program

There is a push to work on increasing enrollment for the program

HEC is looking into expanding classrooms and resources for RN-BSN Students

Informational

Informational

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2

III. SPC Initiatives

Academic pathways and Career Communities

Health Career Community – will include all students in the health sciences majors; seminars, luncheons, etc. Goal is to create a collaborative community in an interdisciplinary setting. Also, will allow perspective students to determine if the specific program is desired.

This project will be kicking off this Summer 2016 semester

Informational

Minutes of September 24, 2015 meeting

Meeting Minutes approved as written Minutes of September 24th meeting were approved as written

Employer Graduate Survey completion

To be completed at the end of this meeting. Please complete and turn in at the end of this meeting.

Status of the CON I. Associate Degree program uniform change

Change is effective in August 2016, LPN group to transition during the Summer 2016 semester

New uniform: Navy blue tops and bottoms, with embroidered SPC logo

Students wear uniform to campus classes as well as clinicals

Students are required to wear black, white, or Navy Blue shoes only

Three vendors are to be utilized in the transition; though Scrubs & Stuff donates a portion of their sales on SPC uniforms back to the CON Program

II. RN-BSN Enrollment Expansion will be entirely online

BSN Academic Chair; Dr. Louis, has been reaching out to surrounding counties (Hillsboro, Hernado, Pasco, Orlando)

Program is contacting former students that have not yet completed the RN-BSN Program to possibly re-enroll

Note: Approximately 6 states do not allow online students to attend Florida colleges due to fees required by states

III. Academic Pathways – a road map for students from Day 1 at SPC

This initiative will include career services which will focus on writing resumes and conducting mock interviews for students

IV. Clinical Relationships

This is a primary focus for the Academic Chairs

Informational – ADN students will have new uniforms effective in Fall 2016

Informational

Informational

Informational

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3

V. Schneider is over the BayCare relationships for the ADN program

Dr. Baker to begin visiting clinical sites in the next Academic year

Status of: ADN Program

Enrollment

NCLEX Pass Rates

Master Rotation

Faculty

Program Director

I. Enrollment

600 students in ADN; decreased enrollment in the LPN transitional program

New LPN requirement: a minimum of 1 year of experience as an LPN within the past two years. Enrollment is expected to decrease, but success rates are expected to increase

No plans to increase enrollment

Recruiting ADN faculty; 3 faculty spots currently open

Rosemary Keller and Marla Sutton are retiring

Mary VanScoyoc is moving to Adjunct

II. NCLEX

Academic Chairs are working on a 1-on-1 basis with any students that need to remediate; for students that do not pass EOP

Level III students have summer semester homework to prepare for Level IV coursework in the Fall semester

SPC’s Pass Rates: 2015 – 90.1% and first quarter 2016 – 93%

Florida’s pass rate is 71.2%; which is one of the lowest pass rates in the entire country

The proprietary schools which are not accredited and have low pass rates

The board of nursing no longer has ability to oversee programs; legislature removed that right. The law must be overturned in order for these proprietary programs are overseen. Institutions are not being accredited by SACS.

NLN has recently established their own accreditation board

English as a second language is also an issue in state pass rates

Clinical sites are asked to look at not allowing non-accredited programs

20+ schools currently attend master rotation; All Children’s will be making changes regarding which students will be accepted moving forward. T. Spagnola will be attending the next Master Rotation to assist.

SPC needs 100+ preceptors in just the last 3 weeks, so balancing between all the schools’ needs

Informational

Informational

88

4

Working on Level IV students working 12 hours for all of Level IV

Currently 50% simulation is acceptable in the State of Florida, however, SPC aims to stay around 25%. Currently at around 12-15%. New simulation equipment is needed to increase the amount of simulation

The Shafer family has donated around $1.4 Million to focus on baccalaureate; would like to use those funds to assist with simulation down the road

III. Preceptors

Thank you to all sites for allowing the preceptors to work with SPC students, it is invaluable to our student’s development and success. Awards will continue in the Fall for every hospital our students go to

Informational

Status of: RN to BSN

Enrollment

Recruitment/Retention

Faculty

Fall 2014 Course Changes

Faculty Retirements

I. Enrollment

690-710 currently; decrease. Economy is recovering and people are going back to work force. Also, the 2020 BSN push by hospitals has been less intense recently.

When BSN program changed from 5 ½ weeks to 8 weeks; students can take two classes every 8 weeks. Students can now graduate in 4 semesters; 5 semester minimum prior. No students were graduating within the 5 semesters in the past. New format is more student friendly to allow for full time or part time enrollment.

If hospital has enough employees interested in BSN, the Dean and AC are willing and able to do on-site advising as requested

Feedback is needed regarding what is happening in Nursing profession that will affect our curriculum to ensure students are prepared for the real-world of the profession. This is a main goal of this Advisor Board.

Informational

Informational – onsite program options are available

Job Market Statistics/Trends N/A N/A

Advisory Committee Concerns and/or Recommendations

To be included in the reports from attending members. N/A

Reports from Attending Members

J. Munro – BayCare

Bartow hospital in Polk County has joined BayCare

89

5

System Chief Nurse Officer position is now available

Accepted position as System Officer; over 14 sites

CNR residency has been implemented; 110 graduate nurses have been hired for this program

170 grad nurses in May will be hired

Critical care environment incorporation of the specialty areas in clinical rotations. To prep for success.

Home care and long term care is another opportunity

T. Spagnola – All Children’s Hospital

New hospital name and new CNO

Adding institutes; cancer institute; population health and outpatient attention is growing

Pushing for RN-BSN once again

Will be applying for Magnet in 2016

L. Taylor – Pinellas Technical College

Students are doing well on state board scores

Recently purchased software for medication (out of pixus system), to simulate medication delivery

K. Carlisle – FL Dept. of health

New Director (Dr. Cho) is in place

Elizabeth Smith replaced Carolyn Carr

Looking for assistant community health director

Senior community health nurse position currently available

High School clinics; currently 4 sites – one opening in Largo; have DNP available a few days a week – immunizations and physicals. Boca, Gibbs, NE, and St. Pete

Zika virus is being looked at

Looking at shelter operations as well

S. Clark – Largo Medical Center

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6

Grad nurses will be in Emergency department cohort in Fall

2nd year of nurse residency program

Kindey transplant program; 12 completed, liver transplant will be coming down the road

nurses to oversee transplant programs will be needed

Dr. Etten – Suncoast Hospice

New name: Empath Health

Liaison Marie McBride is leaving; she is part of a military family that is moving to Italy

HIV 1st Ave s. Clinic with pharmacy will also be open to family members of clients

Numbers (census) remaining the same in this local area; people are generally waiting until late to get involved with hospice

PACE program OK for 100 more slots in program; encourage SPC to utilize; program for elderly – picked up and transported to program to medical health services, pharmacy, psycho-social; members also seen in their home when needed (complementary)

Approval to open a PACE program in Hillsboro

D. Covert – Morton Plant Mease

Camp Nurse Jr; 7-8 grade students. 3-days with longer hours this year. Students learn CPR, simulation, pathologist, lab, ICU with tele-medicine, pet therapy, yoga, and health careers. In July of 2016. Registration is currently open through website. Colleen Glass is over this program currently.

Two new positions in department; Jackie changing roles. Advanced Education Specialist postions are being created.

Earn as you learn changes; expecting less applicants at first. New requirement is 6mo experience in certain areas.

Baycare medical group – ARNP residency group is being established in August. Grant money from the Foundation to fund one; there will be three spots in the group.

Announcements I. NCLEX is changing again – adding a new format to the test, but SPC is not aware of that change yet. SPC takes steps to add new changes into program testing, and will do the same when these new changes are published. Changes at SPC are started at Level IV and work backward to ensure all students have exposure to those new format changes.

Informational

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7

Anticipated changes to be established in the Fall. A decrease in pass rates is expected until students have been exposed effectively to new standards.

Next Meeting Date Next Meeting Date is TBA

The Fall meeting is where all advisory boards meet college-wide. All boards will be included in a breakfast meeting; which is a larger group than usual. Date will be sent out as soon as possible.

Fall 2016 Advisory Board meeting date will be emailed out as soon as it is available.

Advisory Committee Evaluation

Thank you for taking the time to complete the evaluation.

Meeting adjourned at 9:45am

Respectfully submitted,

Melissa Sharp; Recorder

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St. Petersburg College College of Nursing

Advisory Committee Meeting Minutes Date: September 16, 2016

Time: 10:15am

Members Present: Susan Baker – SPC, Allison Chen – SPC, Dr. Mary Jean Etten- Hospice, Kerry Carlisle – Florida Department of Health in

Pinellas County, Debbie Covert – Morton Plant Mease, Jacqueline Munro – BayCare, Tina Spagnola – All Children’s Hospital, Anabelle Locsin –

Menorah Manor, Melissa Brickner – BayPines, Krista Fusari – SPC, Cindy Stehlin – HCA Network

Members Absent: Joanne Cattell, Jacqueline Hawkins-Johnson, Lisa Johnson, Thomas Mazzant, Beverly McGuire, Jacqueline Munro, Vivian

Roy, Leslie Sabo, Walter Shaefer, Virginia Schneider, Ellen Standtke, Cindy Stehlin, JD Trent

Topic Discussion Action/ Outcome/Person Responsible/Timeframe

Welcome

Call to order by the chairperson

Introductions

Dr. Baker welcomed the Advisory Committee members to the College of Nursing’s Advisory Committee Meeting. CON is very thankful for all of our community resources do for the students. Thank you to all members for participating in this committee.

T. Spagnola called the meeting to order.

All Advisory Board members introduced themselves.

Informational

Meeting came to order

Informational

State of HEC New building concept: 3 new buildings on site has been approved by BOT

Corner of 66th street; 3 story building to include student services, nursing program, simulation center

Current scene was built in 2006 and is no longer meeting the demands for simulation

Concept to include a quad

The community will continue to be served by the HEC campus; possibly free clinics, etc. HEC is committed to building and fostering the community relationships

Informational

Informational

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HEC Developments

No smoking on any SPC campus

Food vendor: Natures Table; healthy food options

Testing: increase in students needing testing accommodations; have been able to expand 7 study rooms

Parking; faculty and staff parking area to allow students primary parking

Added 14 new cameras in parking lots

Greeter in lobby of the main building

Pathways

Transition is a bit easier for Health Programs, as this is more how things have been done for years

Case management at 15 credit hour mark

Working to assist students that are applying and unable to gain admittance

Provost Role Change; Dr. Carver does not have any academic programs and is able to focus on community relationships

State of SPC & Baccalaureate Programs

Dr. Carver

Donor for BSN program; working with Dean and BSN Aca Chair to determine new ways to serve the BSN Students

Informational

Minutes of May 10, 2016 meeting

Changes

FL Dept of Health – no high school clinic in St. Pete high school but is in Pinellas Park High School

Minutes of May 10th meeting were approved with change

1 abstention

Employer Graduate Survey completion

To be completed at the end of this meeting. Please complete and turn in at the end of this meeting.

Status of the CON

Summer Institute

Career & Academic Communities

Academic Pathways

CON

Changing the climate within the college

The changes that have been made at HEC and the CON; campus, uniforms, etc. have made a significant impact on students

Summer Institute

Informational

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First summer was focused on honing down program learning outcomes

Second summer was focused on developing program pathways; from day one to graduation. This has been found to be very successful and helpful to students

2016 summer the focus was on developing community pathways college-wide

10 communities college-wide

Health programs have been collaborating prior to this initiative and have been able to strengthen this collaboration

Community will bring programs together that have a commonality within the professional world

Mission Statement has been written that will be the driving force for the community

The first 15 credit hours for any health program will be essentially the same; which will include some experiences for desired majors; collaboration between other departments to assist with contextualizing basic pre-requisite courses for nursing

Some of these new contextualized courses have already been rolled out for students

There will be activities such as job shadowing, having experts in the field come to talk about their jobs, etc. This is designed to help students confirm their designated career path and major

Examples of ways the CON has reached out to pre-nursing students: B. Keeney had students go into some A&P courses to reach out to those pre-nursing students to explain the benefits of high performance in A&P. PTA students have come into ADN courses to remind students of various issues patients have that would require collaboration between departments.

There will be a contextualized Smart Start Orientation; online course that will help students be successful through the remainder of their program.

Plans are being developed to assist students who are not accepted into Nursing Program to have another option; there is a great need for assistance in this area as the program admissions is highly competitive. Historically, these students

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often go to proprietary schools in the community which are not regionally accredited. Often times, those students have a hard time passing the NCELX; which contributes to FL being the lowest pass rate nation wide.

Florida Board of Nursing regulatory board has been proposed for next legislative session. Community is urged to reach out to congress members and legislatures to express the importance of the Board of Nursing to have their regulatory authority reinstated. It is very important for professional leaders to speak out about the importance. Go to Legislative website for more information

Status of: ADN Program

Enrollment

NCLEX Pass Rates

Master Rotation

Faculty Needs

Preceptors

Equipment

Enrollment

Down slightly; generally, have approximately 600 students, currently 546 students

Changes are due to employment trends

Contracts have changed at some organizations; such as Northside Hospital

Enrollemnt anticipated to increase in the Spring semester

NCLEX

94.3% pass rate in the Spring 2016 semester; above the national average

Academic Chair efforts have made a huge impact on student success

Faculty and Chairs have done a lot of work with students for testing

90.0% yearly pass rate in the last academic year

Master Rotation

October 26, 2016 will be the next Master Rotation Meeting

Schedules have been sent out earlier and must be returned in a timely manner

Collaboration has been very helpful with these efforts

For community resources, if there have been any changes please report to CON

Informational

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Negotiations will include preceptors during the next Master Rotation

Faculty

One full-time ADN Position available

Adjuncts are always needed

Preceptors

Looking into new ways to reward preceptors

Plaques have been given out to Preceptors voted as Preceptors of the year; one at each hospital. These plaques are handed out by the Dean.

Looking into possibly having a luncheon at the hospitals and possibly having a preceptor voted to receive a free 3-credit hour course at SPC

Equipment

Apollo simulator; high fidelity, and a new I-Stan mannequin

New programing

New parts for the Lucina mannequin

All provided through a Perkins grant and are set to arrive in October

Family Orientation

New initiative from SGA to support students by inviting support system to HEC to tour and orient families and support folks to the demands of the nursing program

Will afford the opportunity for Faculty to engage with family

Event will take place on September 23, 2016

There are many students that have relationship problems as a result of the program demands

This will start with Nursing program but will expand to all HEC programs

Status of: RN to BSN

Enrollment

Enrollment

Has increased in the current academic year; currently 708 students, which is approximately 30% increase

Informational

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Recruitment Activities BSN Academic Chair has been in the community recruiting new students for the program

The increase has been all online students

Curriculum is an 8-week format; many students attempt full-time but end up changing to a part-time status. Students can graduate in 4 semesters if attending on a full-time basis; 7 semesters at part-time. Will reflect on these changes at the end of the Spring 2017 semester to review effectiveness of these changes

Recruitment

Smaller hospitals have reached out for program overview on-site for employees

All hospitals are welcome to request this service

Other

If there are any major changes at facilities, please pass along to CON to assist students in being prepared for working world

Job Market Statistics/Trends

Advisory Committee Concerns and/or Recommendations

Reports from Attending Members

T. Spagnola

New critical care fellowship flow-pool; for experience (1 year min) nurses that will allow participants to float through three critical care departments

CVICE, PICU, and NICU areas to be included in program

Didactic, simulation, and hands-on

September 16, 2016 is the interview fair for this initiative

New building: research and education building

Flu mist is not acceptable; shots are required

S. Clark

Largo is on 3rd cohort for Emergency Nurse Program which has included for SPC grads; successful

CNA programs are being revamped; as soon as students pass NCLEX they will transition into nursing position

Progressive Care Unit program in the works as well

Endotool; algorithm to manage diabetic patients; DNP to oversee

Informational

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program should be live Oct 31st

J. Dennis

Construction on-going; medical unit currently and will move through each unit upon completion of the previous unit

6 West will move over to 1 East to include more beds and private rooms to meet needs of community

Open space will be an Intermediate ICU

These changes will allow for flexibility for students completing clinical experiences at St. Pete Gen

K. Carlisle

Several openings for Student Nurses; 51/2 and 6 hour shifts, one 8 hour position is available as Health Support Techs

3 LPN positions

Several Registered Nurse positions

Public health work closely with Pinellas County Schools; 7 schools will receive full-time LPN position

PeopleFist vs PCB

Flu Shots; Oct 26th Flu-Boo drive through free flu shots

Vision screenings Sept 19th at St. Pete location; another date will be announced

Offer free Zika testing on Mondays and Thursdays for pregnant women at multiple locations

Flu mist is not acceptable; shots required per CDC

Locsin

Aug 1st, new pharm

Oct. 1st new rehab company

State Survey soon

Renovations; Alzheimers unit more in line with environmental changes; inspection should be sometime in the next week

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CON students will begin clinical in the Fall

L. Taylor

Continuing to do well on test scores

No new changes currently

100+ students at each of the two campus; Clearwater and St. Pete

Students are admitted up to 5 times per year; approximately 24 students accepted at each acceptance period to better assist students

At times there are as many as 50 applications at each admission time

Working with students from ITT to try to accommodate needs

*** SPC cannot accept ITT nursing students due to accreditation issues

***QUIN has created a brochure for potential nursing students that discusses accreditation infomration

Have had SPC Level IV failure students come into PTEC programs which required permission from the Board of Nursing to accept this group of students. There is a lot of clinical experience needed in these situations.

M. Etten

State survet no recommendations

Census; staying level locally

PACE Program 385 slots and 150 slots in Hillsb Co; will eventually be opened up to community students for clinical needs. Includes EOL care

Students participate in clinical experience at Hospice; evening students attend at Care Centers

Purchasing simulation equipment

BSN opportunities for preceptor needs

Next Meeting Date Currently no date set. Dr. Baker will send potential dates out to group. Informational

Advisory Committee Evaluation

All members to complete before leaving meeting Thank you for taking the time to complete the evaluation.

Meeting adjourned at 11:30am

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Respectfully submitted,

Melissa Sharp; Recorder

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Data and information contained herein cannot be used without the express written authorization of the St. Petersburg College. All inquiries about the use of this information should be directed to the Executive Director of Institutional

Research and Effectiveness at St. Petersburg College.
