NURS 50 - Stage 3 - Maureen Noonan

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
  • Student satisfaction surveys
Assessment DescriptionAssessed the effectiveness of the use of SimChart (simulated Electronic Health Records) to develop documentation and Electronic Health Records (EHR) skills in the clinical setting. Students performed data entry in SimChart using aspects of care provided during their clinical assignment. Students were evaluated for documentation and basic EHR skill competencies by faculty observation in the clinical setting, as well as weekly SimChart documentation submissions. Students performed self assessments relating to EHR competency in the weekly clinical evaluation. Surveys were conducted to assess student satisfaction with the SimChart system.
Learning OutcomesM. Display effective communication skills with clients, families, significant others and health team members in the healthcare setting.

R. Demonstrate basic competency in the use of information and communication technologies to assess and monitor patients, as well as document and evaluate patient care.
Number of Students48
Data SummaryAll students met the documentation and basic EHR competency in the clinical setting and in SimChart assignments as evidenced by satisfactory evaluation by faculty.

Student satisfaction surveys reveal that students felt there was a benefit to simulated Electronic Health Records and reported that they liked that this simulated the computer charting experience and provided a good foundation for electronic documentation and communication in the clinical setting.

Students overwhelmingly reported that this particular system (SimChart) had many systems problems and was not user friendly when comparing this system to an EHR in the hospital setting.

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
Data Sharing Methods
  • Face-to-face meetings
  • SLO Binder in the nursing office
Next Steps PlannedCommunicate student reports regarding systems issues and difficulty with saving and retrieving data entries to software support center and company representative

Continue with implementation of SimChart and reevaluate at end of Spring 2013 semester
Learning OutcomesM. Display effective communication skills with clients, families, significant others and health team members in the healthcare setting.

R. Demonstrate basic competency in the use of information and communication technologies to assess and monitor patients, as well as document and evaluate patient care.

Changes

Categories
  • Developed/increased outside-class opportunities for student dialogue, mentoring, and peer review
  • Created new or revise existing activities/assignments
  • Updated or revised lecture content
  • Used new equipment or supplies to modify class activities
  • Engaged in professional development about best practices for this subject
DetailsEnrollment Growth and Retention Grant supports mentoring and tutorial support for students beginning Fall 2012.

Made more use of unfolding case studies relating to content addressed in the classroom

Implemented SimChart

Attended professional development conference addressing a concept based curriculum
Learning OutcomesALL

NURS 50A - Stage 1 - Brian M Davis

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Direct observation of performances, practical exams, group work
  • Classroom response systems (such as iClickers or computers)
Assessment DescriptionThe students were given weekly homework assignments coinciding with lectures.

3 scheduled exams and 1 final exam were provided

Response systems for lecture were used
Learning Outcomesall
Number of Students83
Data SummaryGreater than 85% pass rate for the class

Changes

Categories
  • Developed/increased outside-class opportunities for student dialogue, mentoring, and peer review
  • Created new or revise existing activities/assignments
  • Updated or revised lecture content
  • Created or expanded existing repository (website or hands on) of resources for students (rubrics, activities, news links, book or journal references, online tutorials)
  • Engaged in professional development about best practices for this subject
DetailsAttended 4 day NLN conference to update best practices in nursing education

Increased office hour availability to students
Learning Outcomesall

NURS 50B - Stage 2 - Brian M Davis

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Direct observation of performances, practical exams, group work
  • Classroom response systems (such as iClickers or computers)
Assessment DescriptionWeekly homework questions for lecture preparation were provided

3 quizzes and 1 final exam were scheduled and given

In class participation was managed with electronic response systems
Learning OutcomesAll
Number of Students40
Data SummaryPlanned greater than 85% pass rate which was achieved

Data Analysis

Data Shared With

Faculty and staff in my same department

Data Sharing Methods
  • Face-to-face meetings
  • Email
Next Steps PlannedUpdated course material and refined on-line access and content via textbook publisher
Learning OutcomesAll

NURS 50L - Stage 3 - Michele Ochoa Oross

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Direct observation of performances, practical exams, group work
  • Student satisfaction surveys
Assessment DescriptionStudents practice in small groups for individual testing and incorporate the nursing process and critical thinking skills to accurately demonstrate priority based assessment. Faculty observation of individual student work noted and collected as part of the post activity assessment tool. Student responses were conducted and collected by student satisfaction survey.
Learning OutcomesCollect accurate data to conduct a priority based assessment on adults with recognition of age related changes.
Number of Students50
Data SummaryPositive faculty observations based on accurate demonstration of priority based assessment incorporating nursing based theory, critical thinking, and nursing process. 100% of students participating reported satisfaction with demonstration experience to reach the SLO.

Data Analysis

Data Shared With

Instructors of the same course (at CCSF)

Data Sharing Methods

Face-to-face meetings

Next Steps PlannedRevise and update student survey assessment tool

Develop pre and post activity tools based on nursing skills concepts

Strive for more professional development regarding best practice in skills lab
Learning OutcomesApply nursing process and critical thinking skills to collect accurate data to conduct a priority based assessment on adults with recognition of age related changes

Changes

Categories
  • Increased use of class discussions and in-class group work
  • Used new equipment or supplies to modify class activities
  • Improved communication
DetailsModified class discussions with increased use, always implement new supplies
Learning Outcomesenhancing the collection of accurate data to conduct priority based assessment with recognition of age related changes

NURS 51 - Stage 3 - Agnes Leong

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
  • Student satisfaction surveys
Assessment DescriptionData analysis of exams, quizzes, clinical papers.

Student self-assessments.

Clinical Instructor's evaluation of student's clinical performance.

Student survey on course.
Learning OutcomesB. Plan and execute competent, safe, nursing care by integrating knowledge from psychosocial and biological sciences as a foundation for providing nursing care to adults experiencing dysfunction of cardiovascular, respiratory, genitourinary, and gastrointestinal systems.

E. Describe etiology, pathophysiology, clinical manifestations, medical and nursing management indicated for the major conditions listed in the course content.

G. Perform an accurate basic and focused physical assessment and analyze the implications of any abnormal findings.

H. Analyze nursing care implications for medical regimens and surgical procedures indicated for major conditions covered in the course content.

L. Demonstrate safe medication administration by seeking instructor supervision prior to administering all medication, showing proficiency in calculating drug dosages, articulating basic knowledge of each drug, identifying rationales for prescribed drugs, showing awareness of parameters, showing awareness of relevant lab data, assessing for expected and common adverse reactions, and documenting accurately and completely after medication administration.
Number of Students38
Data Summary• Data analysis of exams reveals a class average of 83% passing rate. The average passing rate is 71.6% for quizzes. Clinical papers revealed appropriate research and comprehension of the student's patient.

• One student failed her theory exams. Some students displayed stronger clinical skills than others and all but one had met the objectives of the course outline.

• Student self-assessments revealed his/her strengths and weaknesses. Improvement plans were outlined by the clinical instructor for each student.

• Student survey evaluating this course revealed 95% believed case studies were helpful in reinforcing the lessons. 82% believed the online quizzes were helpful but desired more practice questions.

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
Data Sharing Methods

Face-to-face meetings

Next Steps Planned• Institute SimChart to improve student's electronic charting at the hospital.

• Developed more quiz questions and case studies to aid learning.

• Timeline: re-evaluate effectiveness after the Spring semester ends.
Learning OutcomesA. Plan and execute competent, safe, nursing care by demonstrating an appropriate level of knowledge, psychomotor, communication skills, positive attitudes, and increased cultural sensitivity for the adult and older adult patient.

C. Apply knowledge learned in nursing skills lab, nursing fundamentals and

pharmacology courses when caring for adults and older adults.

F. Prepare individuals for diagnostic testing and execute safe post test care and interpret findings of these and other common diagnostic tests for detecting dysfunction as they relate to specific patient contexts.

N. Identify medical and psychosocial conditions most prevalent in the elderly and describe clinical features and management strategies for them.

O. Demonstrate evidence of clinical preparation and proficiency with the nursing process when researching patient case history.

P. Demonstrate competence with informatics by gathering accurate data from the medical records, medication record, treatment orders, lab values, and results from other diagnostic tests.

S. Demonstrates an increasing ability to respond to multiple and competing demands by prioritizing and triaging appropriately.

T. Synthesize data, including assessment findings with knowledge of pathophysiology and apply theory to practice.

Changes

Categories
  • Increased use of class discussions and in-class group work
  • Updated or revised lecture content
  • Engaged in professional development about best practices for this subject
Details• Revised case study content.

• Updated lectures to be current with nursing trends.
Learning OutcomesB. Plan and execute competent, safe, nursing care by integrating knowledge from psychosocial and biological sciences as a foundation for providing nursing care to adults experiencing dysfunction of cardiovascular, respiratory, genitourinary, and gastrointestinal systems.

E. Describe etiology, pathophysiology, clinical manifestations, medical and nursing management indicated for the major conditions listed in the course content.

G. Perform an accurate basic and focused physical assessment and analyze the implications of any abnormal findings.

H. Analyze nursing care implications for medical regimens and surgical procedures indicated for major conditions covered in the course content.

NURS 51L - Stage 3 - Marina Osnovikov

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
Assessment Description• Analysis of exam, quiz, or homework items linked to specific learning outcomes

• Assignments based on rubrics (such as essays, projects, and performances)

• Direct observation of performances, practical exams, group work
Learning Outcomes●Recognize common intravenous solutions, indications for each, and nursing and laboratory assessment of hydration.

●Identify phlebitis, infiltration, extravasation, and fluid overload as cmplications of intravenous therapy

●Perform an intravenous saline flush on an angiocatheter and PICC line, administer intravenous push, piggy-back, and continuous medications; and provide peripheral and central line site care.

●Demonstrate safe and appropriate use of electronic intravenous infusion pumps
Number of Students38
Data SummaryAnalysis of skills tests revealed 95% students passed skill on first attempt

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
Data Sharing Methods
  • Face-to-face meetings
  • Email
Next Steps PlannedInclude case scenarios/High fidelity human simulation exercises

Timeline: evaluate effectiveness at the end of the Spring 2013 semester.
Learning OutcomesA. Demonstrate ability to perform accurate, detailed, priority-based physical assessments including consideration of age related changes.

N. Apply knowledge acquired in Nursing 51 to develop an effective, evidence-based care plan for patients in lab and simulation activities.

O. Incorporate the nursing process to identify priority assessments and interventions in lab and simulation activities.

Q. Demonstrate effective, assertive communication with members of the health care team in simulation activities.

NURS 53 - Stage 3 - Sue Longacre

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Direct observation of performances, practical exams, group work
  • Student satisfaction surveys
  • Classroom response systems (such as iClickers or computers)
Assessment DescriptionAssessed the classroom learning activity of using the high fidelity human simulators to simulate nursing care in an acute care patient setting. Students work in small groups and have to use the nursing process and critical thinking skills to give the highest level of patient care based on nursing theory. Faculty observations of students' group work was collected. Students took a pre-activity assessment tool and post-activity assessment tool. Scores were compared that demonstrated significant improvement in their understanding of the theory. Student responses were collected via a student satisfaction survey.

Secondly, measured student learning of a specific content area, contraception, by updating the course content for this area and introduced the use of iClickers for the contraception theory in class. Students' scores on the unit exam were compared with previous semester students scores. Student responses were collected about the content and iClickers via a student satisfaction survey.
Learning OutcomesApply the nursing process and critical thinking skills to integrate knowledge in the psychosocial and biological sciences of women's health and maternal/newborn nursing.

Demonstrate knowledge of and the ability to teach various contraceptive methods according to the health and needs of the client.
Number of Students36
Data SummaryFaculty observations were very positive that using human simulators resulted in students giving appropriate nursing care based on nursing theory, using critical thinking skills. A tool was developed that measured students' understandings of correct patient care applying nursing process, critical thinking, and nursing theory. This was reviewed by content experts. The student responses on the pre-activity tool were compared with responses on the post-activity tool. The majority of students (72%) demonstrated a significant increase in their scores, 28% demonstrated no change. 100% of students reported satisfaction with the simulation experience as helping them reach the SLO.

63% of spring semester 2012 students, prior to the updated lecture content and use of iClickers, answered exam questions correctly on contraception. 84% of fall semester 2012 students, following the implementation of updated lecture content and iClickers, answered contraception exam questions correctly. Again, student feedback on these changes were overwhelmingly positive.

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
Data Sharing Methods
  • Face-to-face meetings
  • SLO binder in the nursing office
Next Steps PlannedWill continue implementing changes form the fall.
Learning OutcomesALL

A. Demonstrate an understanding of the reproductive cycle and the role of human genetics in reproductive health.

B. Apply Maslow’s Hierarchy of Needs to identify and prioritize the needs of a woman during the reproductive cycle, and with the changing gynecological needs during her lifetime.

C. Describe normal maternal physiological and psychological changes during pregnancy, labor and delivery, and in the early postpartum period.

D. Assess the effects of medical complications, mental health concerns, and substance abuse on the pregnancy and the newborn, and develop appropriate nursing care plans for these conditions.

E. Apply knowledge of the labor and delivery in demonstrating the nursing skills and sensitivity required to meet the physical, emotional, social and cultural needs of the mother, father, and family during the birthing process.

F. Develop a basic knowledge of the anatomy and physiology of the newborn.

G. Implement a plan to teach self-care and newborn care to women, parents, and their families during the entire maternal-newborn cycle.

H. Apply the nursing process and critical thinking skills to integrate knowledge in the psychosocial and biological sciences of women's health and maternal/newborn nursing.

I. Demonstrate knowledge of Universal Precautions and HIPPA guidelines as utilized by the hospital facilities.

J. Expand knowledge and understanding of women's health from childhood throughout menopause and the aging process.

K. Demonstrate knowledge of and the ability to teach various contraceptive methods according to the health and needs of the client.

L. Develop an understanding and sensitivity towards women who have experienced domestic violence, rape or sexual abuse.

M. Recognize the patient and/or family as being a full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.

Changes

Categories
  • Revised course assessment content and methods
  • Increased use of class discussions and in-class group work
  • Updated or revised lecture content
  • Engaged in professional development about best practices for this subject
Details1. Revised course assessment content and methods: Developed a pre-activity and post-activity assessment tool. Updated the student satisfaction survey.

2. Increased use of class discussions and in-clas group work AND Updated or revised lecture content: Wrote various brief case studies using theory from human contraception. Students were given various options of appropriate nursing care and had to pick which option was preferable using the iClicker. This then stimulated much class discussion as to why certain nursing actions were better than others.

3. Engaged in professional development about best practices for this subject: Completed two National League of Nursing courses on simulation; Integrating Concepts into Simulations and Evaluating Simulations.
Learning OutcomesApply the nursing process and critical thinking skills to integrate knowledge in the psychosocial and biological sciences of women's health and maternal/newborn nursing.

Demonstrate knowledge of and the ability to teach various contraceptive methods according to the health and needs of the client.

NURS 54 - Stage 5 - Debra M. Giusto

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
  • Student satisfaction surveys
  • Student focus groups
  • Website evaluation criteria
Assessment DescriptionAssess the class learning activity to evaluate the reliability of health websites. Students participated in an open forum on Insight. The students had a class wide discussion on the topic, "Consumer Health Informatics". Consumer health Informatics is consumer initiated and or controlled information to manage their own health.

Students are using informatics and critical thinking to provide the optimal care to patients.They are evaluating the reliability of websites families may search.

Students were instructed to choose a topic that interest them, that parents might research, such as getting baby to sleep, toilet training, dental, etc.

The students were to find at least one web site that is trustworthy to evaluate. The students were given specific criteria to follow, "the website evaluation criteria" as a guide to assist them to evaluate their chosen website.

The instructors reviewed and evaluated the students responses. Students responses were collected by survey.

Bellow is the criteria used to assess the reliability of websites.

Website Evaluation Criteria

Accuracy: Information is reliable, free of error, claims can be verified from other sources.

Audience: The intended audience is identified or easily determined.

Authority: Author is identifiable and appropriate credentials or experience as authority on subject, preferred domains (edu, .gov, .org, or .net).

Coverage: The links are consistent with the theme of the web page, access to information not limited by feeds or technical requirements. The information meets their needs. Information is appropriate level for audience.

Currency: The date the page was last updated is displayed and all links work, content is up to date.

Objectivity: There is no or limited advertising.

Style/Functionality: Clearly designed and logically organized.
Learning OutcomesA. Incorporate Principles of Growth and Development, Maslow's Hierarchy, Erikson's Stages of Personality Development, and Piaget's Sequence in Intellectual Development into the nursing process to support optimum child health and development;

B. Promote family centered care as an element of optimum child health and development;

C. Implement evidenced based practice, application of both researched based evidence and critical thought process, to plan and deliver optimal nursing care of children;

I. Incorporate the use of the most current computer and simulation technology to

enhance knowledge and performance of nursing care of children;
Number of Students16
Data Summary-Instructors assessment and evaluation of students responses

-Students evaluation of health web sites

-Surveys completed by students; students felt the assignment was worth while, that the tool used helped guide them to evaluate the reliability of health web sites

-One student stated, "I already knew how to evaluate a web site for reliability".

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
Data Sharing Methods

Face-to-face meetings

Next Steps PlannedInclude forum student discussions in future classes using rubrics and specific criteria related to the topic.

Include the "website evaluation criteria" in future classes to guide students to evaluate the reliability of websites to assist patients with making informed decisions regarding their healthcare..
Learning OutcomesA. Incorporate Principles of Growth and Development, Maslow's Hierarchy, Erikson's Stages of Personality Development, and Piaget's Sequence in Intellectual Development into the nursing process to support optimum child health and development;

B. Promote family centered care as an element of optimum child health and development;

C. Implement evidenced based practice, application of both researched based evidence and critical thought process, to plan and deliver optimal nursing care of children;

F. Apply knowledge of common childhood diseases and injuries; the etiology, pathophysiology, clinical manifestations, diagnostic evaluation, therapeutic, and nursing management to develop an effective nursing care plan;

I. Incorporate the use of the most current computer and simulation technology to

enhance knowledge and performance of nursing care of children;

Changes

Categories
  • Increased use of class discussions and in-class group work
  • Developed/increased outside-class opportunities for student dialogue, mentoring, and peer review
  • Improved grading criteria and guidance on assignments (such as stated goals and rubrics)
  • Created new or revise existing activities/assignments
  • Updated or revised lecture content
  • Created or expanded existing repository (website or hands on) of resources for students (rubrics, activities, news links, book or journal references, online tutorials)
  • Used new equipment or supplies to modify class activities
  • Engaged in professional development about best practices for this subject
  • Improved communication
DetailsCreated three rubrics.

Created case studies.

Improved and revised past case studies.

Added a u-tube video to lecture.

Revised exams.

Added new essay question to EVOLVE simulations.

Used EVOLVE simulation case study and had a student led discussion on the patient rather than use as a simulation.

Attended professional development conference addressing a concept based curriculum.

Attend an on-line class on "assessment of learning outcomes in your on-line course".
Learning OutcomesAll

Other Activities

DetailsRole playing scenario created.

Forum focusing on technology. What's your favorite nursing App? Apps for health, nutrition, medications, patient care, etc.
Learning OutcomesAll

NURS 55 - Stage 3 - Jan Zlotnick

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student satisfaction surveys
Assessment DescriptionQuiz and exam scores were compiled for analysis of items linked to specific learning outcomes. Faculty/staff observed students in the clinical areas and spoke with them in clinical conferences. Care plans and research papers were evaluated. Student course surveys were completed anonymously.
Learning OutcomesA. Implement evidence-based psychosocial nursing interventions (including therapeutic communication,psychotropic agents, somatic therapies and milieu therapy) for the mentally ill.

B. Demonstrate the ability to apply evidence-based knowledge of mental illness and normal psychosocial development to the nursing process.

C. Select and transfer evidence-based knowledge of appropriate community resources to persons with mental illness and their significant others.

D. Transfer evidence-based knowledge of safety and other fundamentals of nursing to the effective care of persons with mental illness.

E. Demonstrate the ability to accurately analyze formal nursing research and educate other nurses about the implications of their findings.

G. Demonstrate therapeutic communication skills with clients and significant others in the health care setting.
Number of Students40
Data Summary• Quiz/exam data demonstrate an 82+% average for all students

• Student surveys indicated a desire for more hospital experience; they also indicated student worry/dissatisfaction that not all clinical areas equally prepare students for clinical practice

• Faculty and students reported confusion over written assignments (care plans and research papers), and over JPC guidelines

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Phone
  • Shared documents files
Next Steps PlannedALL DONE FOR SPRING 2013 SEMESTER

1. Revise JPC clinical guidelines

2. Standardize medication preparation and charting guidelines for all clinical areas

3. Increase number of hospital days by eliminating Laguna Honda experience

4. Incorporate more discussion of nursing process and research papers into lecture classes

5. Review all quizzes & exams for clarity and relevance to learning objectives
Learning OutcomesA. Implement evidence-based psychosocial nursing interventions (including therapeutic communication,psychotropic agents, somatic therapies and milieu therapy) for the mentally ill.

B. Demonstrate the ability to apply evidence-based knowledge of mental illness and normal psychosocial development to the nursing process.

C. Select and transfer evidence-based knowledge of appropriate community resources to persons with mental illness and their significant others.

D. Transfer evidence-based knowledge of safety and other fundamentals of nursing to the effective care of persons with mental illness.

E. Demonstrate the ability to accurately analyze formal nursing research and educate other nurses about the implications of their findings.

G. Demonstrate therapeutic communication skills with clients and significant others in the health care setting.

NURS 56 - Stage 3 - Rosemary Bergin

Assessment Activities

Assessment Methods

Classroom response systems (such as iClickers or computers)

Assessment DescriptionUsed Clickers for immediate anonymous student feedback.
Learning OutcomesDemonstrate effective critical thinking/clinical reasoning skills.
Number of Students34
Data SummaryEncouraged and increased student participation, demonstrating their critical thinking and clinical reasoning skills.

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
  • Students
Data Sharing Methods

Face-to-face meetings

Next Steps PlannedContinue Clickers this current semester because the feedback from students and faculty was very positive. Train new faculty member in the use of Clickers. Use clickers with case studies.
Learning OutcomesALL.

Changes

Categories
  • Increased use of class discussions and in-class group work
  • Updated or revised lecture content
  • Used new equipment or supplies to modify class activities
  • Improved communication
DetailsImplemented use of i-Clickers.
Learning OutcomesDemonstrate effective critical thinking skills.

NURS 58 - Stage 3 - Peg Hickox

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Direct observation of performances, practical exams, group work
  • Student satisfaction surveys
Assessment DescriptionI assess the learning and participation of 38 students based on in class group projects using faculty observation, possible quizes, and student satisfaction surveys
Learning OutcomesALL
Number of Students36
Data Summarybeginning group review of pertinent professional articles, presentations, and subsequent discussions was observed and reviewed with the possible outcome of increased understanding of current professional issues and trends coupled with developing professional communication skills and understanding

Changes

Categories
  • Increased use of class discussions and in-class group work
  • Created new or revise existing activities/assignments
  • Updated or revised lecture content
  • Improved communication
Detailsadded group project to in class activity; adjusted lecture content to accommodate this new project

students are divided into groups; assigned an article of current value to professional RN activity; the group reviews and presents the content/assessment of same to the class
Learning OutcomesALL

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