Practical Nursing Student Learning Outcomes Assessment Projects

1. Practical Nursing Student Learning Outcomes Assessment Projects Jane Zaccardi, Director Ginny Radom, Professor

2. 1st Research Question • MATH pre-requisite deleted due to PN curriculum alignment August 2009. • Some nursing students struggle with Math for dosage calculations for medication administration. • What was the impact of this curriculum revision on the ability of practical nursing students to process numeric information?

3. Processing Numeric Information

4. Plan • Review grades in Math exams in PN120 (Intro to Practical Nursing) and PN125 (Foundations of Nursing) • Compare/contrast those scores with grades earned in optional MATH courses as noted on student transcripts • Compare/contrast those scores with scores achieved on the required pre-admission TEAS Test

5. Data Collection • Grades in Math Courses taken prior to admission as noted on transcript • Grades in MATH on TEAS Test • Grades earned on Math Exams in two first semester nursing courses • Grades placed on an excel spreadsheet

6. Results • Neither the TEAS Score in Math, nor grades in optional Math courses prior to admission served as reliable predicators of proficiency in math for dosage calculations: • 23% of the class performed below the PN Program threshold of 76% in Math for Medication Administration • 54% of the students scored below the preferred threshold of 90% in Math for Medication Administration

7. Action Plan • Administration of a Math Pre-Test • Student counseling based on pre-test results • Student referrals to the PN Success Center • Collaboration with the Math Resource Center to provide assistance for PN students. This intervention was more successful than tutoring provided by nursing instructors • Nursing Faculty taught basic Math Review in Intro to Practical Nursing • Remedial assignments following each Math Exam as needed.

8. Next Steps • Continue to evaluate proficiency in Basic Math as evidenced by scores on HESI pre-admission Exam • Math Review Assignment replaced pre-test • Students self-assess proficiency in Basic Math • Tutoring provided based on self-assessment of need • Math Pre-Test Resumed • Pre-program remediation assignment as needed • Mandatory session assigned with Math Tutor • The Math Resource Center trained tutors for specific needs of nursing students • Math Tutor facilitates Basic Math Review in Intro • Math Tutor provides one on one sessions as needed

9. New Studies • 20/21 students in evening PN class took a Math Course prior to admission • Hesi Results (required score 70 or higher) • 8/21 scored between 70 – 76 • 6/21 scored between 80 – 89 • 7/21 scored between 90 - 96 • Pre-Test • Grades ranged from 33% - 93% • 13/21 scored < 76% and were required to complete a remediation assignment and tutoring session

10. New Studies cont. • Basic Math Test • Scores ranged from 64% - 100% • 3/21 scored < 76% and were issued a success assignment • Dosage Calculation Test • Next Incoming class • 17 applicants did not meet required score in Math to qualify for interview

11. Question arising from our Advisory Council • Employers have noticed a decline in professionalism in the workplace. • Is professionalism taught in the Practical Nursing Program? • Where, When and How? • How do we measure the development of professional behaviors?

12. Development of Assessment Project • Which Student Learning Outcome best “fits with” this question? • SLOA #2: Collaborate respectfully with others including the ability to participate as a member of a group; respect and value diversity; and, operate as a socially and civically responsible citizen.

13. Plan • 1. Curriculum mapping project • 2. Survey of practical nursing students at three distinct points in the program • a. Orientation for new students • b. End of the first semester (18 credit hours of practical nursing completed) • c. Immediately prior to graduation (37 credit hours of nursing completed)

14. The Study • Program director and faculty reviewed course objectives and learning objectives for each nursing course in the practical nursing program to confirm that key concepts pertaining to professional behaviors were taught. • Recorded pertinent course objectives on our program pathway document

15. Curriculum Mapping

16. Findings • Concepts pertaining to professional behaviors are specifically addressed in 13/15 courses (87% of the program). • More importantly it is a critical component of all five clinical courses; and, both courses that contain lab/simulation components.

17. Student Survey • The program director designed a simple survey tool which asked the students to: • A. Define the word "professional“ • B. To outline how a Licensed Practical Nurse should • Look • Act • Interact with others.

18. Findings • 21/21 orientees; 24/32 end of first semester students; and, 17/19 graduates completed the survey. • All three cohorts of students utilized the word professional in every area on their survey responses. • There were specific terms and/or concepts that were universal in the responses of all three cohorts; and, there were several themes that were unique to each level.

19. Professionalism defined • The following terms/concepts were included by all three groups: • the manner in which a person speaks, acts, dresses • positive attitude • soft skills of being "nice"

20. Definition cont. • Orientation group stressed willingness to help others and dignity & pride in self • Students at end of 1st semester added being on time; following rules and directions; ability to think critically; being calm and using judgment • Graduating students added knowing one's role; projecting confidence; responsibility & accountability; and, being held to a higher standard.

21. How an LPN Looks • All stressed the importance of being neat & clean, wearing one's uniform (most added wrinkle-free), being organized and "looking intelligent". • Orientees focused on a simple but classy look.

22. Look cont. • End of the first semester stressed looking as though one was ready for anything; having a smile on one's face; and, appearing trust worthy. • Graduating students added that one should appear confident and approachable.

23. How an LPN Acts • All students stressed the need to be • kind • courteous • positive • The orientees added the need for • good customer service skills • compassion • sensitivity.

24. Acts cont. • End of the first semester students stressed • ethics and morality • the golden rule • PNs should act the same as an RN • Graduating students stated • they were aware that others looked to them for leadership • being proactive is important.

25. How an LPN Interacts • All stressed the need for • Kindness • Respect • compassion • open-mindedness • Orientation group added • being helpful • prompt • ability to put the needs of others first.

26. Interacts cont. • End of the first semester students felt that • one should get along with everyone • be empathetic • learn to work well within a team. • Graduating students added • advocacy • Integrity • respect for rights and privacy

27. Next Steps • Continue to build in opportunities to develop professional behaviors through simulation experiences • Survey the advisory council to outline their definitions and expectations relative to professionalism • Compare and contrast with student responses and performance

28. Discussion • How can Student Learning Outcome Assessment be accomplished in conjunction with routine departmental activities or tasks? • How can results of these studies be used for program/course/curriculum improvements and/or modification