Closing the Loop UNLV School of Nursing BSN Program. Susan Kowalski, RN, PhD November 6, 2008 Academic Assessment Symposium. Our 8 program outcomes are based upon our faculty selected 8 core concepts. The core concepts are aligned with the Essentials of Baccalaureate Education (AACN).
Susan Kowalski, RN, PhD
November 6, 2008
Academic Assessment Symposium
Our 8 program outcomes are based upon our faculty selected 8 core concepts. The core concepts are aligned with the Essentials of Baccalaureate Education (AACN).
Uses Bloom’s Taxonomy with the majority of items written at the application level or higher since the practice of nursing requires application of knowledge, skills and abilities.
Content of the examis organized into 4 major client needs categories:
Content is also divided into 4 major fundamental nursing processes which are then integrated throughout the client needs categories.
Table IV-B.2 Performance on NCLEX-RN Licensure Examination of Baccalaureate Graduates
Use of NCLEX Scores allow for trending of classes over time and comparison with state and national means. UNLV has 3 graduating classes each year (48-56 graduates per class).
The ERI exams give us important feedback that is helpful in identifying specific content areas of our curriculum that may need improvement.
RN Assessment exam =
no = No risk
= At risk
= High risk
You can imagine how distraught the faculty was when viewing the class composite results for the Spring 08 graduating class – RN Assessment test.
ERI standardized exams are given throughout all levels – we are presently meeting with other testing programs which will give more specific remediation to the student.
Ability to perform well on exams is essential for passing the NCLEX.
To increase skills in critical thinking and clinical judgment as used in the nursing process we have implemented use of simulation in every level.
Required PDAs for all students (based on survey from students and faculty after pilot study with optional use).
Based on feedback from ERI tests, we have incorporated more application of pharmacology throughout the curriculum (to augment the 2 patho-pharm courses presented in level 1 and 2), especially in the clinical area.