CSUF Department of Nursing Evaluation Retreat Data Review

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CSUF Department of Nursing Evaluation Retreat
Data Review

• January 2003

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CIPP Program Evaluation Model

• Context
• Input
• Human material resources
• Process
• Product
• Outcome information interpreted in terms of input
  and process information

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BSN Program
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BSN Students IncomingInput

• Technology Competence
• Reading Comprehension
• Critical Thinking
• Communication Skills
• Leadership

• Personal characteristics
• Locus of control
• Stress
• Communication styles
• Learning styles
• Predictors of success
• Learning styles
• College success factors

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Technology Competence

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

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Reading Issues

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

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Critical Thinking

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

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Thoughts to Consider

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

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Stress

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

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Personality Styles

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

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

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Learning Styles

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

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Implications of Results

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

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Predictors of Success Learning study
strategies

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

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Conclusions

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

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College Success

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

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BSN Students Outgoing Product

• Leadership - Students in spring 2002 N452 had
  higher empathy, social skills than N302 students
• Students in N452 fall 2002 evaluated for
• Critical thinking
• Leadership
• Reading

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BSN Students Product

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

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BSN Graduates, 1 and 5 years

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

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BSN Graduates, 1 and 5 years

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

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BSN Program Goals

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

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Program Goals Product

• Perceptions of attainment
• Faculty (12/2002)
• Outgoing students (12/2002)

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MSN Program
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MSN Program Goals

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

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MSN Students IncomingInput

• New
• Writing - essay to be required
• Speaking interviewers to use analytic rubric to
  assess

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MSN Students Process

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

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

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MSN Students Product

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

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CIPP Evaluation Model

• Context
• Input
• Human material resources
• Process
• Product
• Outcome information interpreted in terms of input
  and process information

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The End
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Communication Skills

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

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Leadership

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

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

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Personal Characteristics - LOC

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

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Communicating Styles

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