University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

Select the desired review year, college, and program from the drop down menus. Once a program has been selected, the results will be displayed.

Review Year: College: Program:

College: Kauai Community College
Program: Nursing

Printer Friendly

PDF PDF
The last comprehensive review for this program was on 2009 by NLNAC, and can be viewed at:
http://www.nlnac.org
STEM Program

Program Description

 

The mission of Kaua'i Community College Career Ladder Nursing Program is to provide access for the people of Kaua'i to quality nursing education within a caring environment. Our goal is to prepare nurses who can successfully practice in a 21st Century health care environment and are prepared to progress upward through the career ladder.

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: NURS,PRCN

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 335 378 383 Healthy
2 *New & Replacement Positions (County Prorated) 13 22 16
3 *Number of Majors 59 60 52
4 SSH Program Majors in Program Classes 1,124 1,252 1,140
5 SSH Non-Majors in Program Classes 534 485 493
6 SSH in All Program Classes 1,658 1,737 1,633
7 FTE Enrollment in Program Classes 55 58 54
8 Total Number of Classes Taught 25 21 16

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 17.4 19.0 19.9 Cautionary
10 *Fill Rate 87% 88% 84%
11 FTE BOR Appointed Faculty 14 11 11
12 *Majors to FTE BOR Appointed Faculty 4.2 5.5 4.7
13 Majors to Analytic FTE Faculty 16.3 16.9 17.1
13a Analytic FTE Faculty 3.6 3.6 3.0
14 Overall Program Budget Allocation $1,251,715 $1,309,526 $1,113,685
14a General Funded Budget Allocation $1,251,715 $1,179,603 $1,050,788
14b Special/Federal Budget Allocation $0 $54,070 $0
14c Tuition and Fees Not Reported Not Reported $62,897
15 Cost per SSH $755 $754 $682
16 Number of Low-Enrolled (<10) Classes 3 1 1

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 90% 93% 92% Healthy
18 Withdrawals (Grade = W) 11 12 8
19 *Persistence (Fall to Spring) 85% 85% 96%
20 *Unduplicated Degrees/Certificates Awarded 30 40 22
20a Degrees Awarded 17 31 20
20b Certificates of Achievement Awarded 28 30 22
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 2 3 3
22a Transfers with credential from program 1 1 1
22b Transfers without credential from program 1 2 2

Distance Education:
Completely On-line Classes
Program Year  
09-10 10-11 11-12
23 Number of Distance Education Classes Taught 2 2 1  
24 Enrollment Distance Education Classes 34 39 11
25 Fill Rate 65% 89% 55%
26 Successful Completion (Equivalent C or Higher) 91% 95% 91%
27 Withdrawals (Grade = W) 2 2 1
28 Persistence (Fall to Spring Not Limited to Distance Education) 0% 0% 0%

Perkins IV Core Indicators
2010-2011
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.10 100.00 Met  
30 2P1 Completion 45.00 72.73 Met
31 3P1 Student Retention or Transfer 56.00 67.57 Met
32 4P1 Student Placement 51.00 59.38 Met
33 5P1 Nontraditional Participation 16.25 17.39 Met
34 5P2 Nontraditional Completion 15.15 16.67 Met
Last Updated: August 6, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

 

 

 

Nursing Workforce

Referring to the  graphic above, the nursing program has the Hawai`i State Center for Nursing 2009 Registered Nurse survey (Hawai`i Center for Nursing, 2009), 4.8% of RNs currently employed in Hawai`i  work on Kaua`i, while 72.5% live and work in Honolulu. and the average age of RNs is 45. This indicates a continuing trend of nurse retirements over the next 15 years. Also, while 65.75of nurses working in Hawai`i list themselves as Hawai`i residents, fully 33.4% describe themselves as residing on the Mainland U.S. This indicates that approximately one third of RNs working in Hawai`i in 2009 were either traveling nurses (fliers) or temporary residents of Hawai`i.  With the economic downturn the trend to use traveling nurses has decreased, but it is clear that as the economy recovers we will need to step up to the challenge of training hawai`i residents to fill the upcoming RNs positions throughout the state. This is especially true in the case for Native Hawai`ians, who remain critically under-represented in the RN workforce.

Nursing Jobs

 Demand Indicator shows 22 new and replacement jobs on Kaua`i while there are 378 state-wide. Competition with nursing program graduates will shrink the avaialble jobs for new RNs, which makes temporarily moving to the mainland for employment attractive for some students. With one or two years of experience,  recent graduates are able to compete successfully for critical care and specialty area nursing jobs. However, a trend toward hiring BSN graduates over ADN graduates as new nurses has increased during the economic recession, and we are expecting that the trend will continue. Therefore it makes sense to embrace the Hawai`i State Nursing Consortium (HSNC) BSN program so that  the KCC ADN graduate can seamlessly continue on to earn the BSN.

 

References:

Hawai`i Center for Nursing (2012) Legislative Mandate: Workforce Date. From http://www.hinursing.org/workforce-data.htm. Retrieved November 11, 2012

Part III. Action Plan

 

Goal Alignment

UH System Goals, Kaua‘i Community College Goals, and Strategic Goals

Program Goals

UH Goal 1:  Educational Effectiveness and Student Success

KCC Goal 1: Access &

KCC Goal 2: Learning and Teaching

Strategic Goals: Student Recruitment, Retention and Success of All Students and Particularly

○    Remedial/Developmental Students

○    Non-traditional Students in Career and Technical Programs

○    Increased Completion of Degrees, Certificates, and Licensure

○    Increased Transfer Rate

○    Increase opportunities for potential students to experience KCC

 

Relevant Curriculum Development

○    Sustainability/Green Jobs

○    Health

○    STEM

○    DOE-KCC English Alignment

○    Distance Education

○    Create/Strengthen k-12 - four-year degree pathways

 

Completion of               

○    Course Student Learning Outcomes (CLOs)

○    Program Learning Outcomes (PLOs)

○    Institutional Learning Outcomes (ILOs)

○    Course Action Forms (CAFs)

 

Assessment Activities and Analysis

 

Goal 1: The graduating class will reflect the multicultural mix of Kaua`i.

●      Outreach for non-traditional students (male, Hawai`ian)

 

Goal 2: Eighty-five percent (85%) of graduating students will pass the NCLEX-RN on the first try.

 

Goal 4:The graduating class will be comprised of generic students and at least 10% returning LPN’s.

●      Advocate and support lifelong learning and career development

●      Collaborate with 4-year schools to create seamless path for ADN-BSN completion

 

Goal 5:Eighty percent (80%) of students enrolled in NURS 210 within 15 days of the beginning of the semester will complete the Certificate of Achievement as a Practical Nurse within 2 academic years.

●      Support student progress through mentoring, utilizing campus resources (LRC, Tutoring Center)

●      Support service learning in the community

 

Goal 6:Sixty percent (60%) of students enrolled in Nursing 210 within 15 days of the beginning of the semester will complete the Associate Degree within 5 academic years.

●      Support and encourage returning LPN graduates to complete the ADN within 5 years

UH Goal 2:  A Learning, Research and Service Network

KCC Goal 3: Workforce Development & KCC Goal 5: Community Development

Strategic Goals: Increased Job Placement and/or Performance through

○    Revised or New Curriculum

○    Better Coordination with Business and Industry

 

 

 

Goal 3: Seventy-five percent (75%) of the graduates desiring employment as an RN will be employed as an RN in the state of Hawai`i in various health care settings within one year of graduation.

●      Implement  and refine HSNC Concept-based curriculum

●      Collaborate with health care agencies to:

○     Ensure KCC nursing program graduates are ready to assume entry-level positions

○     Develop Continuing education courses that is responsive to the needs of the community.

 

UH Goal 3:  A Model Local, Regional and Global University

KCC Goal 6 Diversity

Strategic Goals:

○    Fostering Global Understanding and Intercultural Competence

○    Increased Enrollment and Success of International Students

 

UH Goal 4:  Investment in Faculty, Staff, Students and Their Environment

KCC Goal 4: Personal Development

Strategic Goals:

○    Professional Development Directed to Any of the Above Goals

○    Enriching Student Experience, Particularly Directed to Any of the Above Goals

○    Increasing the Efficiency, Effectiveness and Sustainability of the KCC Environment

 

UH Goal 5:  Resources and Stewardship

KCC Goal 5 Community Development

Strategic Goals:

○    Reduce Deferred Maintenance

○    Address Health and Safety Issues

○    Promote Sustainability

 

 

Action Plan(s)

Program Goal

Action Item

Resources Needed

Person(s) Responsible

Time-

line

Indicator of Improvement

PLO impacted

Status

Goal 1:

The graduating class will reflect the multicultural mix of Kaua`i.

Males under represented in program (8-10% compared to  general population  of Hawai`i

(50.2%)

Simulation lab upgrade

 

Program outreach

(video, advertizsng, marketing)

 

Recruitment of male nursing faculty (role modeling)

Assigned faculty (Cherie Mooy)

Counseling

KCC Marketing Diector

1 year

Nontraditional participation will increase from 17.6% to 20%

Percentage of male nursing students  will  increase by 2 students per year to reflect  the general population of Kaua`i and  the state

2: Reflective practice

 3:Self-directed learning

 

4: Leadership

 

5: Team- collaboration

 

Men in nursing (MIN) focus started 2011. Partnership with KCC Marketing Fall 2012

Video, marketing materials developed Fall 2012.

Goal 2: Eighty-five percent (85%) of graduating students will pass the NCLEX on the first try.

 

 

1. pass rate for Spring 2012 = 77%

2. Effective Spring 2013 goal incresae to 100% pass rate per  unamimous HSNC leadership decision

 

 

Assigned time for team to research Team-based Learning (TBL) to more efffectively prepare students for success with NCLEX

Tutoring Center

 

Program Director, Faculty

Fall 2013 review NLCLEX pass rate data. evaluate  need for KCC based NCLEX-RN review course to start Spring 2014.

Pass rate will improve to 85% or higher. Continuius improvement toward 100% goal

 

PLOs 1-9. Passing NCLEX reflects mastery of all 9 Program Outcomes

Data gathering and planning

Discussion with faculty

Program director initated partnership with Tutoring Center for 2nd year student(s) to tutor 1st years.

Goal 3: Seventy-five percent (75%) of the graduates desiring employment as an RN will be employed as an RN in the state of Hawai`i in various health care settings within one year of graduation.

 

Approximately 50% of 2011 ADN graduates seeking work have secured jobs in nursing at their  level of licensure

Key reasons:

1. Economic recession

2. Percieved ability level as novice nurses

3. Increased recognition of BSN as requiredd for entry to practice

 Simulation lab upgrade

Partner with UH Hawai`i State Simulation Collaborative

Electronic Health Record Training technology

Medication administration system technology

ADN-BSN program collaborationTravel to Oahu, online conferencing technology

Career Fairs

 

 

Simulation Director

Faculty

Program Director

May 2013

Increase of successful job aquisition at the level of licensure (LPN or RN) to at least 75% within 1 year

PLO 2,3,5,8,9

Partnership with UH HSSC initiated Summer 2012. sim lab upgrade of software done Fall 2012.

Career fair participation Spring 2012

Leadership discussion with UH Manoa HSNC BSN program( assistant Dean of Instruction, BSN Counselor)

KCC BSN student discussion on barriers/ solutions

 

 

 

 

 

 

 

 

Part IV. Resource Implications

 

Priority

Program Resources

Cost

1

2 Electronic Health Record laptops, rolling station or wall mount, with software to run (Elsevier Sim-chart or equivalent), one for each simulation room

$25,000

2

Medication Administration System such as PYXIS to enable students to enter the workforce prepared to utilize current, standard technology effectively. This will shorten the orientation  and training period for new graduates and may increase the willingness of emplyers to hire new nurses from KCC.

$50,000

3

Built-in permanent partition to isolate  simulation control stations in control room.  with anteroom for equipment and entrance doors to control  station. Running two simulations from a single open room creates an unacceptable noise level and confusion. to optimize use of simulation equipment it is important to be able to run simulations in both rooms at the same time

$5,000

4

Sim-Child (5-8 yr old) to complement Sim-Man and Sim-Baby currently in use

$20,000

5

Upgrade sound / video system in simulation lab. Currently mike in Peds room does not work, equipment is inefficiently arranged.

$1500

6

Consortium: Inter-Island travel for all nursing faculty twice yearly for Hawai`i State Nursing Consortium conference for curriculum development, ensuring congruence among HSNC programs

$2500

7

Simulation Coordinator 1.0 FTE to manage simulations lead validation and development of scenarios, maintain equipment, coordinate simulation schedule

1.0 FTE

Priority

Safety/ ADA resources

 

1

Sidewalk from  temporary nursing  classrooms (Ha`upu and Kilohana) to One Stop Center (OSC)  with LED lighting

$50,000

2

ADA compliant (wheelchair accessible) electric door opening system for Nursing buildings including main building, Ha`upu, and Kilohana classrooms

$10,000

3

Health Sciences Building with 6 classrooms, 4 labs, simulation suite with 4 sim rooms and control booths, office space for faculty and kitchen/communal break area.

$8-10M

Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
A competent nurse’s professional actions are based on core nursing values, professional standards of practice, and the law.

2

Yes
A competent nurse develops insight through reflective practice, self-analysis, and self care.

3

Yes
A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research.

4

Yes
A competent nurse demonstrates leadership in nursing and health care.

5

Yes
A competent nurse collaborates as part of a health care team.

6

Yes
A competent nurse practices within, utilizes, and contributes to the broader health care system.

7

Yes
A competent nurse practices within, utilizes, and contributes to the broader health care system.

8

Yes
A competent nurse communicates and uses communication technology effectively.

A) Evidence of Industry Validation

The Kaua‘i Community College Nursing Program is fully accredited by the National League for Nursing Accrediting Commission (NLNAC). This commission may be reached by mail at: NLN Accrediting Commission, 3343 Peachtree Rd NE, Suite 850, Atlanta, GA 30326; by internet at: http://www.nlnac.org or by phone at (404) 975-5000.  The last accreditation self study can be viewed by contacting the nursing program director.  Last accreditation was done in 2009 and KCC obtained the full 8 years.  Next accreditation is 2017.

B) Expected Level Achievement

No content.

C) Courses Assessed

All courses.

D) Assessment Strategy/Instrument

 

Program Learning Outcomes (HSNC Core Competencies). Student evaluations are based upon mastery of these competencies at the novice nurse level by the end of the program.

 

1.         A competent nurse’s professional actions are based on core nursing values, professional standards of practice, and the law.

 

Assessment:Student writing assignments, observed clinical performanc, documentation student clinical tools and in the agency health care record. NCLEX performance. 

Evaluation: a majority of students successfully pass the NCLEX exam indicating sufficient mastery of core nursing values and knowledge of lawful practice.Performance on the NCLEX is available from NCSBN for a subscription fee of $350 per year.  Having this data would allow more precise evaluation of student performance in the above areas

2.            A competent nurse develops insight through reflective practice, self-analysis, and self care

Assessment:Observed student performance in  simulation  and in Clinical sites. Documantation in student clinical evaluation forms.

Evaluation:PLO’s are being met in the simulation and clinical setting by a majority of students. Failure in the clinical component of a course constitutes failure for the course. there were 2 clinical failure over the Summer, and 2 students stepped out at the LPN  certificate of completion level due to scoring under 77% on the HESI standardized test. All students at the RN level of the program (2nd year) graduated in Spring.

 

3.            A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research.

 

Assessment: Clinical evaluations, research papers

 

Evaluation: As noted above the majority of students met the  PLO with noted exceptions.

 

4.            A competent nurse demonstrates leadership in nursing and health care.

 

Assessment:Leadership assessment in clinical  rotations during second year of program

 

Evaluation:Students vary in leadership ability based on previous experience . Age does not seem to be a relevant factor in leadership success. however team building skills and good communication skills do have a strong effect. This is an area that could be developed further. 

 

 

5.         A competent nurse collaborates as part of a health care team

 

Assessment:clinical evaluation of pre-and post-conference performance

 

Evaluation: Over-all clinical performance evaluation indicates the PLO is being met. One student failed clinical in the Summer semester related to dysfunctional team interaction and inability to accept constructive feedback.

 

 

6.            A competent nurse practices within, utilizes, and contributes to the broader health care system

Assessment: Professionalism course grade. Clinical performance evaluation.

Evaluation : Didactic: The average grade in both Professionalism courses is  “B”  with a 100% pass rate. The professionalism courses (NUR   NURS 211 and NURS 362) include online discussion of the health care system and integration of one’s nursing practice with the demands of health care agencies. The role of the RN in advocating and managing change is part of the course. Participation in active  discusssion indicates that students are successful at the novice level .

Clinical: students in NURS 360 are expected to successfully integrate all aspects of care for their clients at the novice nurse level. Students continue to struggle with the transition from a more passive clinical role to an active and fully engaged role as a primary nurse.

 

7.         A competent nurse practices client-centered care

 

Assessment:Exam questions relating to culture, communication, and client-centered care. Clinical performance.

Evaluation:Clinical evaluations  and feedback from clinical agencies indicate that students do practice client-centered care. Challenges arise when the student is assigned a larger group of clients. Few students seem able to manage more than 3 clients at graduation,  while the usual nursing assignment in medical surgical units is 5-6 clients.

 

8.      A competent nurse communicates and uses communication technology effectively.

 

Assessment: clinical documentation both in student  care plans and in agency documentation. APA formatted papers in WI courses (NURS 210 and NURS 320)

 

Evaluation:Students struggle with clinical documentation throughout the nursing program . Writing in APA format is a challenge for most students.  The English department  is developing an APA focused course (ENG 106 or aan APA focused section of ENG 100). Clinical documentation using electronic Health Records is challenging for students. Incorporating more clinical documentation in the simulation setting and in classroom work utilizing a school-based EHR might improve student performance with this tool.

 

9.            A competent nurse demonstrates clinical judgment/critical thinking in the delivery of care of clients while maintaining safety.

 

Assessment: In class case studies, clinical performance, NCLEX scores

Evaluation: By the end of the nursing program students  evaluation scores reflect clinical judgment at the novice nurse level, with some students demonstration clinical judgment at a higher level.

E) Results of Program Assessment

 

Standard 1: Mission and Administrative Capacity

The nursing education unit’s mission reflects the governing organization’s core values and is congruent with its strategic goals and objectives.  The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified outcomes.

Outcome Criteria (expected level of achievement):
Faculty Agree (100%) that:


  1. The mission, philosophy, and outcomes of the nursing program are congruent with those of Kaua`i Community College (KCC) and the University of Hawai`i System (UH)
  2. Nursing faculty, program director,  and students participate in nursing and college-wide governance committees
  3. Nursing program director is experientially and academically qualified with the authority for the administration of the nursing program.
  4. Contractual policies of the nursing program are consistent with those of KCC, or if different, are justified by the nursing unit (the faculty of the nursing program)

1.1 Mission and Philosophy

The mission/philosophy and outcomes of the nursing education unit are congruent with those of the governing organization.

Evaluative Criteria Mission and philosophy of the nursing program:

  1. are congruent with the mission of KCC and UH or differences are justified

  1. reflect the cultural, racial and ethnic diversity of Kauai and Hawaii

  1. program objectives are congruent with mission and philosophy, clearly stated and publicly accessible, reflect current legal requirements and scope of practice and trends in nursing practice and education

  1. distance education course offerings are consistent with UH and nursing philosophy and purposes
Assessment method
  1. Faculty review and comparison of KCC Mission and Philosophy to KCC Career ladder Program Mission and Philosophy

  1. Analyze cultural diversity of class

  1. Examine program objectives

  1. Review DE offerings
Data Sources:
(Appendix A)

  1. Nursing Student Policy Handbook 2012-13 pages 1-5
  2. KCC Student Handbook 2012-13 pages 6-12
  3. HED and Nursing Curriculum Committee Minutes
  4. HI SBON licensure requirements
  5. Course Action Form (CAF) for DE Courses Offered: NURS 259 (EKG)
Person(s) Responsible Faculty reviews data and reference sources
Time Frame Fall 2012
Data Collection and Analysis
(Appendix A)

  1. Direct comparison of the KCC Mission statement and the KCC Career Ladder Nursing Program  Mission Statement (See Appendix A). KCC  and Nursing Program Mission Statement,  KCC and Nursing Program missions are congruent , however the KCC Mission provides more specific information on the population served , the interaction with the community, and the collaboration with the community and UH system. Direct comparison of the KCC philosophy with the Nursing Program Philosophy (Appendix A). The KCCphilospophy and the Nursing program philosophy are congruent. The KCC philosophy addresses the overall philosophy of the college while the Nursing Program philosophy reflects more specifically on the Nursing Program’s role within the college.
  2. Diversity
  3. Program Objectives: Hawai`i State Nursing Consortium (HSNC) competencies

  1. A competent nurse's professional actions are based on core nursing values, professional standards of practice, and the law.
  2. A competent nurse develops insight through reflective practice, self-analysis, and self-care.
  3. A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research.
  4. A competent nurse demonstrates leadership in nursing and health care.
  5. A competent nurse collaborates as part of a health care team.
  6. A competent nurse practices within, utilizes, and contributes to the broader health care system (including the Global Community).
  7. A competent nurse practices client-centered care.
  8. A competent nurse communicates and uses communication technology effectively.
  9. A competent nurse demonstrates clinical judgment/ critical thinking in the delivery of care of clients while maintaining safety.

KCC specific Program Objectives:


  1. The graduating class will reflect the multicultural mix of Kaua`i.
  2. Eighty-five percent (85%) of graduating students will pass the NCLEX-RN on the first try.
  3. Seventy-five percent (75%) of the graduates desiring employment as an RN will be employed as an RN in the state of Hawai`i in various health care settings within one year of graduation.
  4. The graduating class will be comprised of generic students and at least 10% returning LPN’s.
  5. Eighty percent (80%) of students enrolled in NURS 153 within 15 days of the beginning of the semester will complete the Certificate of Achievement as a Practical Nurse within 2 academic years.
  6. Sixty percent (60%) of students enrolled in Nursing 153 within 15 days of the beginning of the semester will complete the Associate Degree within 5 academic years.

The Program Objectives are congruent with the objectives of the college. They are the nine competencies of the HSNC and KCC specific program objectives related to graduation rate, diversity, NCLEX pass rates.
4. Distance Education (DE) courses
There is currently one DE course offered through the nursing program, an onlineEKG class. Syllabus and policies of this class are congruent with the Nursing Program and KCC Mission and Philosophy. Laulima is the course utilized and best practice with online courses as described in the  UH Hilo guidelines for Quality Online Courses. KCC does not currently have it’s own set of published guidelines for online courses.
Action Plan  


1.2 Governance

The governing organization and nursing education unit ensure representation of students, faculty, and administrators in ongoing governance activities.

Evaluative Criteria
  1. All full-time nursing faculty serve on division committees, are assigned to college wide committees, with selected nursing faculty serve on system-wide committees
  2. Students representing both 1st and 2nd level nursing students participate in the Nursing Club.
  3. There is student representation on the Nursing Curriculum Committee and the Associated Students of KCC.
  4. Organizational charts indicate relationship of the Nursing Department to other departments and divisions accurately.
  5. Institution is accredited by the WASC.
Assessment method
  1. Faculty review and comparison of KCC Mission and Philosophy to KCC Career ladder Program Mission and Philosophy
  2. Analyze cultural diversity of class
  3. Examine program objectives
  4. Review DE offerings
Data Sources:
  1. HED and Nursing Curriculum Committee Minutes
  2. Nursing Student Policy Handbook 2012-13
  3. HI SBON licensure requirements
  4. KCC Website on accreditation with ACCJC
Person(s) Responsible Program Director
HED Chair
Nursing Club Faculty Liason
Time Frame Faculty representation on Division and Campuswide committees: Fall, annually
Nursing Club: Twice a year at the beginning of each semester
Fall, annually
KCC Organizational chart: Biannually unless college policy changes
WASC: Every 6 years or as indicated by accreditation status (current year is accreditation year: re-accreditation likely)
Data Collection and Analysis
  1. HED minutes for 2011-2012 are not present in Nursing/Groupdocs/minutes
  2. Nursing minutes for 2011-2012 are not present in Nursing/Groupdocs/minutes
  3. Nursing club folder has no evidence (minutes, fliers, schedules, reports) indicating participation of students.
  4. There is currently one DE offering  (EKG) which is not a required course for the Nursing Program. A second course, NURS 301, is being offered  for the first time in Spring 2013.
  5. KCC is currently undergoing re-accreditation with ACCJC and is in good standing.
Action Plan
  1. Program Director will work with HED Chair and Allied Health Director to re-organize GroupDocs folders. HED, Allied Health and ECE programs should have their own folders in Groupdocs should have their own folder separate from Nursing in Groupdocs.
    1. suggested format is Groupdocs/HED/Allied Health

         /Early Childhood Education

         /HYPER

                                                                                 /Nursing
  2. Minutes for HED and Nursing will be located in their respective folders.
  3. Faculty liaison to nursing club in collaboration with nursing club leadership will ensure that nursing club meeting minutes and evidence of participation are be posted in nursing club folder in      
      groupdocs/nursing.  

1.3 Communities of Interest

Communities of interest have input into program processes and decision making.

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  

1.4 Partnerships

Partnerships exist that promote excellence in nursing education, enhance the profession, and benefit the community

Evaluative Criteria 1. Agreements with practice sites:
  1. Specify expectations and responsibilities of all parties
  2. Are current
  3. Include provisions for adequate notice of termination
2. Clinical resources support sufficient numbers and varieties of experiences to achieve the program objectives.
3.  Input from partners is sought on a regular basis and is reflected in actions that enhance partnerships
Assessment method
  1. Review of affiliation agreements for:


    1. currency
    2. expectations and responsibilities stated
    3. provision for termination
  1. Review Affiliation committee meeting minutes for actionable items and follow-through
Data Sources:
  1. Affiliation agreements  (xdrive:/Groupdocs/Nursing/Affiliation Agreements
  2. Affiliation Committee meeting minutes
Person(s) Responsible Program director
Time Frame Fall 2012
Data Collection and Analysis Affiliation agreements are current and contain language that specifies responsibilities of each party. Affiliations include termination procedures for each party with respect to providing continuity for students currently utilizing the affiliating agency for educational purposes.
Action Plan  

1.6 Nursing Unit Administration

The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role responsibilities.

Evaluative Criteria
  1. The nursing program is administered by an academically and experientially qualified director as defined by the Hawaii SBON.
  2. The program director has the authority and responsibility to:
    1. distribute workload appropriately
    2. make provisions for scheduled conferences for program improvement
    3. lead in basic program policy operation
    4. interface with other college divisions, system programs, affiliating clinical agencies, NLNAC, and other state and national agencies
  3. The program director:
    1. holds a current Hawaii nursing license
    2. holds a master’s degree in nursing
  4. The program director maintains sufficient release for administrative duties.
Assessment method
  1. Verify license, transcripts and vita
  2. Review faculty workload forms
  3. Review faculty evaluation of nursing program director data
Data Sources:
  1. Faculty files in the Personnel office
  2. Faculty workload forms
  3. Faculty evaluation of nursing program director evaluation too
Person(s) Responsible
  1. Nursing Program Director
  2. Dean of Instruction; DPC for promotion
Time Frame Upon hire, annually in the Fall and at promotion
Data Collection and Analysis
  1. The Program Director is a master’s prepared registered nurse (MSN with education specialization) with additional certification as a nurse educator (CNE) and current licensure in the state of Hawai`i
  2. The job description for program director includes authority and responsibility as described in evaluative criteria.
  3. The Program Director has assigned time of 3 credits per week (8 hours) for duties related to the role plus 3 credits per week (8 hours) assigned time for SEP preparation.
Action Plan  

1.7   Program Administration

With faculty input, the nurse administrator has the authority to prepare and administer the program budget and advocates for equity within the unit and among other units of the governing organization.

Evaluative Criteria
  1. Program Director has the authority to prepare the Annual Program Review Update (APRU) process following campus-wide practices and with faculty input and participation.
  2. Program Director advocates for equity in workload assignment and division and campus-wide committee workload.
Assessment method
  1. Review union contract policies
  2. Review requirements for nursing faculty including Hawaii State Board of Nursing requirements
Data Sources:
  1. UHPA contract
  2. HED minutes :
  3. Annual state board report (HSBON annual report at: Groupdocs/nursing/nursing program administration/HSBON)
  4. Instructor workload sheets
Person(s) Responsible Faculty
Nursing Program Director
Time Frame
  1. APRU process: Annually in the Fall (APRU due December 1 for 2012)
  2. Workload assignments: Fall, Spring, Summer semesters annually
  3. UHPA contract every 2 years with contract renewal.
Data Collection and Analysis  
Action Plan  


1.8 Nursing Program Policies  

Policies of the nursing education unit are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; differences are justified by the goals and outcomes of the nursing education unit.

Evaluative Criteria
  1. Contractual, union personnel policies are the same or equivalent for Nursing as for faculty in general.
  2. Nursing Program Policies and Procedures  provide for equity and welfare of faculty and staff.

  1. Requirements that are different than faculty in general are justified and rationales provided.
Assessment method
  1. Review union contract policies
  2. Review requirements for nursing faculty including Hawaii State Board of Nursing requirements
  3. Review Policies and Procedures for the Nursing Program
Data Sources:
  1. Nursing Program Policies and Procedures

  1. UHPA contract
Person(s) Responsible  
Time Frame
  1. Union Contract Policies: Every 2 years with contract renewal
  2. Requirements for nursing faculty: Annually and with updates by the NLNAC, KCC nursing faculty job description, and HSBON requirements
Data Collection and Analysis
  1. UPHA contract in force is consistent with general campus policies and appears to be consistent with the New Faculty Orientation Handbook for 2005, however access to an upadated handbook is needed
  2. Nursing Program Policies and Procedures could not be found
  3.  
Action Plan
  1. Update,  publish electronically, and update annually a Policies and Procedures Manual that includes information for new nursing faculty,  and is demonstrably consistent (for example with cross references) with the UHPA contract in force, and NLNAC accreditation requirements..
  2. Use the Policies and Procedures Manual for planning, preparation, and governance of the Nursing Program

1.9  Grievances

Records reflect that program complaints and grievances receive due process and include evidence of resolution

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  

Standard 2: Faculty and Staff

Qualified faculty and staff provide leadership and support necessary to attain the goals and outcomes of the nursing education unit.


Outcome Criteria (expected level of achievement):

Faculty Agree (100%) that:


  1. Faculty meet the requirements of KCC nursing faculty position descriptions and the Hawai`i State Board of Nursing (HSBON)
  2. Faculty maintain educational (including instructional modalities) and clinical expertise through professional development and activities
  3. The number of nursing faculty and non-nursing staff meet the needs of the nursing unit
  4. Faculty performance is periodically evaluated to assure ongoing professional development and competence in the areas of teaching scholarship, service, and evidence-based practice

2.1- Full time Faculty (1.0 FTE)

Full-time faculty are credentialed with a minimum of a master’s degree with a major in nursing; the remaining part-time faculty hold a minimum of a baccalaureate degree with a major in nursing.

Evaluative Criteria
  1. Full time faculty are credentialed with a minimum of:
    1. Master's degree in nursing or BSN enrolled in Master’s degree education
    2. Employment history in clinical practice and/or nursing education
    3. Maintain expertise in their areas of responsibility, including instructional modalities
  2. All Faculty are engaged in professional development activities, continuing education, scholarly activities each year.
Assessment method Review faculty vitae and compare with position description
Data Sources:
  1. Faculty vitae
  2. Faculty files
  3. KCC nursing faculty position description
  4. Annual Continuing Education documentation (nursing personnel files)
Person(s) Responsible Nursing Program Director
Time Frame
  1. Faculty Credentials: On hire, with addition of credentials through continuing education,  and with promotion to new position
Data Collection and Analysis
(Appendix B)

  1. All full time faculty (10) are Master’s prepared.
  2. All Faculty participate in continuing education to maintain their expertise per their CEU documents reviewed by Program Director
  3. Three faculty have received certification as nurse educators (CNE) through the NLN. Four faculty are currently pursuing doctoral studies in nursing.
Action Plan
  1. Promote and support  pursuit of CNE certification for all faculty through merit pay process


2.2 UHCC, KCC, and State Requirements

Faculty (full- and part-time) credentials meet governing organization and state requirements.

Evaluative Criteria
  1. Currency of HI nursing license
  2. Hawai`i State Board of Nursing (HSBON)  requirements
  3. WASC/ACCJC requirements for Community College Faculty
Assessment method
  1. Review State Board regulations; WASC/ACCJC requirements;
  2. Review personnel policies in regard to current UHPA contract
Data Sources:
  1. HI State Board of Nursing regulations
  2. HI nursing license
  3. WASC/ACCJC regulations
Person(s) Responsible Program Director, Unit UHPA Representative
Time Frame Fall 2012
Data Collection and Analysis
  1. All Hawai`i State  RN licenses were renewed in 06/11, renewal due 6/30/13
  2. All faculty credentials/ degrees are in compliance with ACCJC requirements for Community College Faculty
  3. All faculty are currently in good standing with the HSBON
Action Plan  

2.3 Laboratory Personnel

Credentials of practice laboratory personnel are commensurate with their level of responsibilities.

Evaluative Criteria
  1. Academic preparation, conferred degree, and credentialing of laboratory personnel
  2. Assigned responsibilities and supervision of laboratory personnel
  3. Evaluation process for laboratory personnel
Assessment method
  1. Review resume/ vitae of new hires
  2. Performance evaluation
Data Sources:
  1. Personnel records
Person(s) Responsible Program Director
Time Frame
  1. On hire
  2. On promotion / change of responsibilities or supervisory level
Data Collection and Analysis
  1. One casual hire laboratory person with was hired Fall 2011 and worked for one semester. Qualifications were:
    1. BSN
    2. Current Hawai`i state nursing license
    3. 15 or more years experience in acute and critical care
    4. Trauma nurse certification
  2. Current laboratory personnel are all MSN prepared faculty within the nursing program
Action Plan
  1. Formalize a position description for laboratory personnel to include nursing faculty and adjunct position.


2. 4 Utilization of Faculty

 The number and utilization of faculty (full- and part-time) ensure that program outcomes are achieved.

Evaluative Criteria
  1. The program employs sufficient faculty members to meet the program needs determined by:
    1. number of students enrolled (ratio of 1:10 or less in clinical; 1:24 or less in classroom)
    2. curriculum plan
    3. congruence of faculty expertise with curriculum teaching assignments
    4. activities and responsibilities required of faculty
  2. Workload is equitable among nursing faculty and in line with faculty in other divisions within the governing institution.
Assessment method
  1. Faculty and Nursing Program Director discussion and analysis of program needs.
  2. Review of schedule of classes, teaching assignments, student responsibilities
Data Sources:
  1. HED and Nursing Curriculum Committee minutes
  2. Class schedule with faculty assignments
  3. HED and Nursing Curriculum minutes
  4. Faculty workload data sheets
Person(s) Responsible
  1. Faculty, Nursing Program Director
  2. Nursing Program Director
Time Frame Each Semester
Data Collection and Analysis  
Action Plan  


2.5 Scholarship and Evidence-based Practice

Faculty (full- and part-time) performance reflects scholarship and evidence-based teaching and clinical practices.

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  


2.6 Utilization of Non-Nurse Faculty

The number, utilization, and credentials of non-nurse faculty and staff are sufficient to achieve the program goals and outcomes.

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis No non-nurse faculty were utilized in the 2011-2012 academic year
Action Plan  


2.7 Mentoring and Orienting Faculty

 Faculty (full- and part-time) are oriented and mentored in their areas of responsibilities.

Evaluative Criteria  
Assessment method  
Data Sources:
  1. Nursing Faculty Orientation Handbook (xdrive/Groupdocs/Nursing/New Faculty Orientation handbook)
  2. Survey of faculty on mentoring and orientation experiences.
  3. Documentation of orientation / mentoring process
  4. Nursing Meeting Minutes
Person(s) Responsible Program Director
Time Frame
  1. Nursing Faculty Orientation Handbook: Yearly with orientation Handbook update
Data Collection and Analysis
  1. Nursing Faculty Orientation Handbook is updated yearly and is available to all faculty
  2. Documentation of mentoring /orientation not available
Action Plan
  1. Survey of nursing faculty orientation / mentoring experience:

  1. One time to establish experience with existing faculty to establish baseline data
  2. yearly for new faculty following first 2 semesters of employment


2.8 Assessment of Faculty

Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes.

Evaluative Criteria
  1. Faculty evaluation plan:
    1. is in line with faculty in other divisions
    2. complies with contractual agreements
    3. follows guidelines established by UH, UHPA, and HED personnel procedures and HSBON state board requirements
    4. Focuses on lifelong professional learning, college service, community service, and expertise in primary duties
  2. Nontenured faculty receive student, peer, and Nursing Program Director evaluations.
Assessment method
  1. Review established contract guidelines of UHPA, UH, and Kauai CC
  2. Review State Board Requirements
  3. Review faculty interim self evaluations
  4. Post-tenure review
Data Sources:
  1. UHPA contractual agreement
  2. BOR policies
  3. HED Personnel Procedures
  4. State Board of Nursing Requirement
Person(s) Responsible Program Director
Health Education Division (HED) Division Promotion Committee (DPC)
Time Frame
  1. Tenure track contract renewals: year 2 and year 4 of tenure process with contract renewal document submission
  2. UHPA contractual agreement: with beginning of new contract
  3. Continuing education (CEU): yearly in Fall
Data Collection and Analysis  
Action Plan  

2.9 Non-Nurse Faculty and Staff Performance

Non-nurse faculty and staff performance is regularly reviewed in accordance with the policies of the governing organization.

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  



2.10 Faculty Engaged in Distance Education (DE)

 Faculty (full- and part-time) engage in ongoing development and receive support in distance education modalities including instructional methods and evaluation.


Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  






Standard 3: Students

Student policies, development, and services support the goals and outcomes of the nursing education unit.

Outcome Criteria (expected level of achievement):
Faculty agreement (100%) that:


  1. Student policies of the nursing program are congruent with those of the governing organization, publicly accessible and consistently applied.
  2. Differences in policies of the nursing program from the governing organization are justified by the nursing unit’s purposes
  3. Students have access to support services that include, but are not limited to: health, counseling, academic advisement and assistance, career placement, and financial aid.
  4. Support services are administered by qualified individuals
  5. Policies are in place regarding maintenance of educational and financial records

3.1 Student Policies

Student policies of the nursing education unit are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied; differences are justified by the goals and outcomes of the nursing education unit.

Evaluative Criteria
  1. Student policies or nursing student policies are available on:
    1. non discrimination
    2. selection and admission
    3. academic progression
    4. grading
    5. retention
    6. withdrawal/dismissal
    7. graduation requirements
    8. validation of prior learning/ articulation
    9. grievance/complaints and appeal procedures
    10. financial aid
    11. transfer of credit
    12. recruitment
    13. advertisement
    14. health requirements
    15. ADA requirements
  2. Policies are:
    1. publicly accessible
    2. non-discriminatory
    3. consistent with organizational policy
    4. communicated to the students, when revised
  3. Nursing policies different from organizational policies are justified by the nursing unit's purpose.
Assessment method
  1. Evaluate policies to affirm presence and *universal access to current  students and applicants to the nursing program
  2. Evaluate policies for accuracy and currency with NLNAC guidelines and college, state, and federal regulations
  3. Review policies and justifies reasons for any differences / conflict with campus-wide policies
*Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
Data Sources:
  1. Current Kaua`i Community College (KCC) Catalog
  2. Current KCC Nursing Policy Handbook
Person(s) Responsible Program Director
Time Frame
  1. Annually with new catalog
  2. Annually with Nursing Policy Handbook
Data Collection and Analysis
  1. Student policies or nursing student policies are available in PDF format on the Nursing Program Website
    1. Handbook is consistent with KCC policies
    2. It is not clear whether the handbook is compliant with universal design practices
    3. Website has small font size and
  2. KCC catalog is available both in hardcopy and online from the KCC Website
Action Plan
  1. Evaluate whether student handbook is compliant with universal design standards for access.
  2. Re-design website for improves access to policies and nursing handbook

3.2 Student Services

Student services are commensurate with the needs of students pursuing or completing the associate program, including those receiving instruction using alternative methods of delivery.

Evaluative Criteria
  1. Students have access to the support services of:
    1. health
    2. counseling
    3. academic advisement and assistance
    4. career placement
    5. financial aid
    6. writing assistance
    7. study skills assistance
    8. library assistance
    9. computer access
  2. Support services are administered by qualified individuals.
Assessment method
  1. Review:
    1. availability of services
    2. students' perceptions of access to services
    3. qualifications of support service staff
Data Sources:
  1. HED and Nursing Curriculum Committee Minutes
  2. Student graduate survey
  3. Student course evaluations
  4. Support service staff vitae
Person(s) Responsible Program Director
Time Frame
  1. Access to support services: Annually in the Fall and Spring with course reports
  2. On hire of new support personnel
Data Collection and Analysis  
Action Plan  

3.3 Student Records

Student educational and financial records are in compliance with the policies of the governing organization and state and federal guidelines.

Evaluative Criteria
  1. Policies are in place regarding maintenance of student educational and financial records
Assessment method
  1. Policies and procedures for maintaining student records to maintain and provide access to:
    1. data needed for NLNAC accreditation
    2. College, HED division, and program requirements
    3. Hawai`i state Board of Nursing (HSBON) requirements
Data Sources:
  1. HED and Nursing Committee Minutes
  2. Nursing program student Files
  3. Financial Aid Office
Person(s) Responsible Nursing counselor
Financial aid officer
Time Frame Annually in the Fall
Data Collection and Analysis
  1.  
Action Plan  


3.4 Title IV Eligibility

Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained.
3.41 Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes.  
3.42 Students are informed of their ethical responsibilities regarding financial assistance.

Evaluative Criteria
  1. Ethical responsibilities are included in student exit interview for financial aid
Assessment method  
Data Sources:
  1. KCC Financial aid policy handbook
  2. Nursing program student graduate survey
Person(s) Responsible Financial aid officer
Time Frame Annually in the Fall
Data Collection and Analysis
  1. Each student undergoes an interview with the financial aid department which specifies the student’s ethical financial and  responsibilities regarding loan repayment and use of grant monies.
  2. Student graduate survey for
Action Plan  


3.5 Public Information on Program

Integrity and consistency exist for all information intended to inform the public, including the program’s accreditation status and NLNAC contact information.

Evaluative Criteria
  1. Public information is clearly posted on the Nursing program website including:
    1. NLNAC accreditation status
    2. Correct NLNAC contact information:  
      1. NLN Accrediting Commission, 3343 Peachtree Rd NE, Suite 850, Atlanta, GA 30326
      2. Internet: http://www.nlnac.org
      3. Phone:(404) 975-5000
    3. Program offerings, affiliations and degrees.
    4. NCLEX pass rates
    5. Credit hours / semesters required to complete each program
    6. Mission statement of the nursing program
Assessment method
  1. Review of website for accuracy including any links to other resources
Data Sources:
  1. KCC Nursing website
  2. National Council of State Boards of Nursing (NCSBN) data on NCLEX pass rates
  3. Most recent Program Action form documentation for the nursing program
  4. NLNAC website (contact information and accreditation status)
Person(s) Responsible Program Director
Time Frame Annually in the Fall
Data Collection and Analysis
  1. KCC nursing website has correct contact information and accreditation status per the NLNAC
  2. NCLEX pass rates are accurate for the years posted on the website
  3. Program information is correct as of Fall 2012 excepting the following:
    1. Student admission criteria has changed from  40% most qualified/ 60% first qualified, first applied to 25% most qualified/ 75% first qualified, first applied
    2. Students with a cumulative pre-nursing GPA  of  3.5 or higher may be considered for “most qualified” slots after students with a prior 4 year degree are exhausted
    3. NLN pre-nursing exam is no longer required.
Action Plan Ensure that website reflects most recent changes in program requirements/ admission policies.


3.6 Changes in Policies, Procedures, Information

Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner.

Evaluative Criteria There is a process for communication with students that is timely, accessible, and transparent.
Assessment method
  1. Review student perceptions of communication on changes in policy, procedure, and program information
  2. Evaluate effectiveness and accessibility to students of communication tool in use
Data Sources:
  1. Student graduate survey
  2. Student course evaluations
  3. Communication tools used (Laulima, email, etc)
Person(s) Responsible Program director, faculty course leads
Time Frame  
Data Collection and Analysis
  1. Faculty use Laulima Announcements consistently for communication of course , policy, or program changes. Mailtool is also used for communication within clinical groups.
  2. No questions on student course evaluations or student graduate survey are specifically focused on communication of course or program changes.
Action Plan
  1. Consider adding the following question to the student graduate survey or student course evaluation:  “Changes in policies, procedures, and program information were clearly and consistently communicated to students in a timely manner” for data collection and evaluation.

3.7 Technology Orientation & Support

Orientation to technology is provided and technological support is available to students, including those receiving instruction using alternative methods of delivery.

Evaluative Criteria
 
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  

3.8 Technology & Distance Education

Information related to technology requirements and policies specific to distance education is clear, accurate, consistent, and accessible.

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  

Standard 4: Curriculum

Definition: The curriculum prepares students to achieve the outcomes of the nursing education unit, including safe practice in contemporary health care environments.
Outcome Criteria (expected level of achievement):

Faculty agreement (100%) that the:


  1. Mission, philosophy, organizing framework, program objectives, program outcomes, and curriculum design are congruent

  2. Curriculum design focuses on the study of nursing course in the sciences and humanities support the achievement of the program objectives

  3. Curriculum content is current and reflects trends in nursing and education

  4. Course objectives and clinical evaluation tools reflect progression in critical thinking, communication and therapeutic nursing interventions

*Student agreement (less than 10% disagreement) that:


  1. Clinical experiences were adequate to meet course objectives

  2. Textbooks allowed achievement of course objectives

  3. Evaluations were fair and consistent

  4. Clinical Evaluation Tools demonstrate progression in program level

*From student Graduate Survey

4.1 Professional Standards, Guidelines, & Competencies

The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning and program outcomes.

Evaluative Criteria
  1. The mission, philosophy and organizing framework provide the basis for the program objectives (Hawai`i State Nursing Consortium [HSNC] competencies) are evident in the course and unit objectives and clinical evaluations
  2. The program of study is:

  1. of sufficient length that students can achieve program objectives and acquire knowledge, skills, values and competencies necessary for the provision of health services
  2. achievable in 5 semesters
  3. planned, implemented and evaluated by the faculty
  4. based on sound educational principles, such as logical sequence, progresses from simple to complex and includes measurable and attainable objectives written in behavioral terms
  5. includes clinical experiences in acute care, long term care, and community and covers the age spectrum
  6. is regularly reviewed for rigor, currency, and cohesiveness

 


  1. The program of study has the full approval status of the Hawai`i State Board of Nursing (HSBON) and the National League of Nursing Accreditation Committee (NLNAC)
  2. The curriculum meets the competencies for AS degree for Kauai CC and UH.
  3. Campus and Program Student Learning Outcomes (ISLOs and PSLOs) are  reflected at the course level (CSLOs)
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  


4.2 Curriculum Development

The curriculum is developed by the faculty and regularly reviewed for rigor and currency.

Evaluative Criteria
  1. The curriculum design focuses on nursing.
  2. Curriculum design contains courses in sciences and humanities that provide a foundation for the study of nursing
  3. Current trends in education and nursing are reflected in the course content and in teaching applications
  4. The nursing curriculum reflects the current NLN roles and competencies of the ADN Graduate.
  5. Interdisciplinary collaboration occurs as needed.
  6. Course content and learning experiences allow for the development of competencies required for graduation
  7. A variety of instructional techniques are used to implement the curriculum.
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  


4.3 Student Learning Outcomes (SLOs)

The student learning outcomes are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress.

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  

4.4 Cultural, ethnic, and socially diverse concepts

The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.

Evaluative Criteria
  1. The curriculum includes cultural, ethnic, and socially diverse concepts and reflects regional, national, and global perspectives
Assessment method
  1. Review of Hawa`i State Nursing Consortium (HSNC) concepts
  2. Review of course syllabi and course content
Data Sources:
  1. Course books / online folders
  2. HSNC website
Person(s) Responsible Program Director, faculty
Time Frame Annually in the Fall
Data Collection and Analysis  
Action Plan  


4.5 Evaluation Methodologies

 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of student learning and program outcomes.

Evaluative Criteria
  1. Faculty develop and implement evaluation methods and tools to measure student's achievement
  2. Evaluation tools and methods:
    1. are objective and measurable
    2. are based on the program objectives
    3. reflect progression in program level expectations in critical thinking, communication, and therapeutic nursing interventions
    4. provide for regular student feedback
    5. are consistently applied
    6. are included in/with the course syllabus
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  


4.6 Curriculum & Instructional Processes

 The curriculum and instructional processes reflect educational theory, interdisciplinary collaboration, research, and best practice standards while allowing for innovation, flexibility, and technological advances.

Evaluative Criteria
  1. Course content is appropriate to the role expectations of the graduate
  2. Course content reflects HSNC concept-based curriculum
  3. Current syllabi are provided to students for each course which include:
    1. course description
    2. course/clinical objectives
    3. topic outline
    4. methods of evaluation
    5. required textbooks
  4. Curriculum provides for attainment of knowledge and skills in:
    1. professional ethics, values and responsibilities,
    2. community concepts
    3. health care delivery
    4. current trends in health care
    5. critical thinking
    6. communication skills.
  5. Technology used supports student achievement of course objectives.
Assessment method
  1. Review of:
    1. course content in light of Hawai`i State Nursing Consortium (HSNC) competencies
    2. syllabi for consistent course information
    3. KCC Nursing curriculum plan
  2. Student Course evaluations
  3. Student Graduate Survey
Data Sources:
  1. Course review (course book / course folder at Xdrive:Groupdocs/Nursing/)
  2. Course syllabi
  3. Advisory committee minutes
Person(s) Responsible Program Director, Course leads
Time Frame With course reports Fall and Spring
Data Collection and Analysis  
Action Plan  

4.7 Program Length

  Program length is congruent with the attainment of identified outcomes and consistent with the policies of the governing organization, state and national standards, and best practices.


Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  

4.8 Practice Learning Environments (Clinicals, Laboratory and SIMs)

Practice learning environments are appropriate for student learning and support the achievement of student learning and program outcomes; current written agreements specify expectations for all parties and ensure the protection of students.
4.81   Student clinical experiences reflect current best practices and nationally established patient health and safety goals.

Evaluative Criteria
  1. Technology used supports student achievement of course objectives.
  2. Simulation  resources support sufficient numbers and varieties of experiences to achieve the program objectives.
  3. Laboratory resources support sufficient numbers and varieties of experiences to achieve the program objectives.
  4. Clinical resources support sufficient numbers and varieties of experiences to achieve the program objectives.
Assessment method
  1. Faculty review of clinical sites
Data Sources:
  1. Student course evaluations
  2. Course Reports (review of clinical site)
  3. Nursing program minutes
Person(s) Responsible
  1. Review of clinical sites: Faculty course leads
  2. Review of simulation /simulaton lab: Faculty course leads
  3. Review of course reports: Program director
Time Frame Each semester
Data Collection and Analysis
  1. Review of student course evaluations supports the evaluative criteria for laboratory and simulation experiences. Simulation was anecdotally popular among students and course evaluations support the use of simulations to help achieve program objectives, such as critical thinking.
  2. Running simulations in both room simultaneously creates noise and resource issues for faculty in the control room.
  3. communication system ( sound system / walkie talkies) decreases the fidelity of the simulation as it is not congruent with real-life systems in health care agencies.
  4. On some student course evaluations (NURS 220, NURS 230) over 10% of students felt lab resources were inadequate
Action Plan
  1. Include request for partitioning of control room into two smaller control rooms to allow sims to operate simultaneously
Person(s) responsible: Program director, with faculty input
Timeline: Fall 2012 APRU

  1. Develop and implement lab resources inventory that is shared with faculty to ensure needed supplies and resources are present and un-needed supplies and resources are discarded
Person(s) responsible: Program director, lab coordinnator
Timeline: Spring 2013


4.9 Distance Education Activities, Materials, & Evaluation

Learning activities, instructional materials, and evaluation methods are appropriate for the delivery format and consistent with student learning outcomes.

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  


Standard 5: Resources

Definition: Fiscal, physical, and learning resources promote the achievement of the goals and outcomes of the nursing education unit.


Outcome Criteria; Expected Level of Achievement

Faculty agreement (100%) that:


  1. Fiscal resources support the nursing unit purposes

  2. Physical facilities are adequate to meet the needs of the nursing program

  3. Learning resources are comprehensive, current and adequate for student learning

  4. Learning resources are accessible to faculty and students

Students agreement (less than 10% disagreement) that:


  1. Classroom and skills lab are conducive to learning

  2. Supplies and equipment are adequate

  3. Learning resources are adequate

5.1 Fiscal Resources

Fiscal resources are sufficient to ensure the achievement of the nursing education unit outcomes and commensurate with the resources of the governing organization.

Evaluative Criteria
  1. Nursing program has input into the budgetary allocations.
  2. Budgetary allocation is adequate and comparable to other units at KCC.
Assessment method
  1. Budget is reviewed by the Program Director with input from the faculty and compared with allocation to other units
    1. This is the Annual Program Review Update (APRU) process at KCC.
Data Sources:
  1. Minutes
  2. Departmental budget
  3. APRU
Person(s) Responsible
  1. Program Director
  2. Faculty
Time Frame Annually in the Fall
Data Collection and Analysis
  1. Faculty has limited involvement in APRU process and budgeting decisions as evidenced by
    1. A majority of faculty does not know what  criteria the nursing program budget is based upon
    2. Faculty have little input into or understanding of the APRU process.
  2. Budget allocation appears to be adequate and comparable to that other programs at KCC
Action Plan
  1. Increase faculty participation and transparency of the APRU process  through
    1. sharing information on goals and objectives for the nursing program in the APRU
    2. Utilize online tools to make information more available on the process through one or more of the following means:
      1. Website specifically for nursing faculty
      2. shared documents through GoogleDocs
Person responsible: Program director
Timeline : November 2012 (APRU due 12/1/2012)


5.2 Physical Resources

Physical resources (classrooms, laboratories, offices, etc.) are sufficient to ensure the achievement of the nursing education unit outcomes and meet the needs of faculty, staff, and students

Evaluative Criteria
  1. The physical facilities are adequate to meet the instructional and non-instructional needs of the program:
    1. Program Director office
    2. Faculty offices
    3. Secretarial work area
    4. Secured records
    5. Classroom
    6. Skills lab
    7. Computer/multimedia access stations
  2. Offices are equipped with minimum of desk, bookcase, chair, computer with printer access, and phone.
  3. Classrooms and skills lab:
    1. are conducive to learning
    2. have adequate supplies and equipment available
Assessment method
  1. Faculty discussion of current facilities and anticipated needs for the next academic year
  2. If needs exist, faculty prioritize needs
  3. Faculty review of classroom and skills lab with student input
Data Sources:
  1. Nursing Meeting Minutes
  2. Course review
  3. Graduate survey
Person(s) Responsible Faculty
Time Frame Annually
Data Collection and Analysis
  1. 10% or more of students felt lab supplies/ resources were inadequate. Some lab supplies were available but not used. New supplies were ordered  but lab inventory is informally kept.
    1. Since lab has skills based ( as opposed to critical thinking based) objectives it is important to provide the supplies need to practice skills need by entry level novice nurses.
Action Plan
  1. Determine what supplies are need to support teaching/ learning essential nursing skills for entry level novice nurses at the ADN level of practice.

Person(s) responsible: faculty with program director coordination

Timeline- December 31 2012


  1. Appoint a lab coordinator who will:
    1. Develop and maintain an online lab supplies inventory form with that maintains a par level of needed supplies

Person responsible: Lab coordinator

Timeline:Spring 2013



5.3 Learning Resources (including technology)

 Learning resources and technology are selected by the faculty and are comprehensive, current, and accessible to faculty and students, including those engaged in alternative methods of delivery.

Evaluative Criteria
  1. Library is comprehensive, current, and available to faculty and students.

  1. Library acquisition and weeding policies are in place and utilized

  1. KCC Learning Resource Center (LRC) is available and accessible to students.
  2. Access is provided for interlibrary holdings (UH system)
  3. Agency specific  resources at clinical sites are available as needed.
Assessment method
  1. Faculty review of library holdings, hours of operation, student evaluations, and graduate surveys
  2. Faculty review holdings and recommend additions and deletion
Data Sources:
  1. Course Review
  2. Student Course Evaluation
  3. Student Graduate Survey
  4. Nursing meeting minutes (library committee report)
Person(s) Responsible Faculty
Nursing representative of Library Committee
Time Frame Annually
Data Collection and Analysis Library video collection has been weeded , removing almost all VHS format tapes and media over 5 years old that has not been checked out, and is replaceable with newer versions where available. One VHS tape was converted to DVD format as it has historical value (Josefina Cortesan biography)
Action Plan  

5.4 Distance Education (DE) Resources

Fiscal, physical, technological, and learning resources are sufficient to meet the needs of faculty and students and ensure that students achieve learning outcomes.

Evaluative Criteria
  1. Eighty percent (80%) of students completing DE courses agree or strongly agree that physical, technical, and learning resources are sufficient to meet the needs of students
  2. One hundred percent (100%) of faculty teaching DE courses agree that physical, technical, and learning resources are sufficient to meet the needs of faculty.
Assessment method
  1. Evaluation of Student Course Evaluation
  2. Agreement of faculty
Data Sources: Student Course Evaluation
Person(s) Responsible Distance Education Faculty
Time Frame Each time DE course is offered
Data Collection and Analysis  
Action Plan  

Standard 6: Outcomes

Evaluation of student learning demonstrates that graduates have achieved identified competencies consistent with the institutional mission and professional standards and that the outcomes of the nursing education unit have been achieved.



Outcome Criteria (Expected Level of Achievement):

 

Faculty agree (100%) that:


  1. Information about the program, intended to inform the general public, prospective students, current students, employers and other interested parties, is accurate, current, clear and consistent.
  2. Complaints about the program are addressed and records are maintained and available for review
  3. Compliance with Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained.

6.1 Systematic Evaluation Plan (SEP)

The systematic plan for evaluation emphasizes the ongoing assessment and evaluation of the student learning and program outcomes of the nursing education unit and NLNAC standards.

Evaluative Criteria
  1. The SEP has:
    1. required definitions for each criterion and outcomes
    2. timelines, appropriate methods and tools, levels of achievement for decision rules
    3. collection and analysis of trended aggregate data
    4. verification that the findings are used for development, maintenance and revision of the program.
  2. The SEP facilitates attainment of outcomes.
Assessment method Faculty Review
Data Sources: Annual SEP
Person(s) Responsible Faculty
Time Frame Annually in Fall
Data Collection and Analysis
  1. The SEP has required definitions for  criteria for outcomes
  2. Timelines are included for action plans. Time frames are included for how frequently criterion are evaluated
  3. Aggregate data is not included in the form of trends over time not linked directly to data in the form of analysis
  4. SEP findings are used to facilitate attainment of outcomes through the completion and evaluation of action plans each year.
Action Plan
  1. Review the SEP annually for relevance and congruence with NLNAC requirements, KCC institutional student learning outcomes (ISLOs) and Career Ladder Nursing Program Learning outcomes (PLOs) and Program Goals
    1. Timeline: Annually in the Fall
    2. Person(s) responsible: Program Director and faculty as assigned.
  2. Revise SEP as needed.


6.2  Evaluation findings inform program decision making

Aggregated evaluation findings inform program decision making and are used to maintain or improve student learning outcomes.

Evaluative Criteria
  1. Faculty are aware of evaluation findings and incorporate into planning and revision of curriculum
  2. Action plans are implemented and documented in Nursing program minutes
Assessment method Review of Nursing faculty meeting minutes
Data Sources: Nursing faculty meeting minutes
Person(s) Responsible Program Director, Faculty
Time Frame Annually with SEP and as needed.
Data Collection and Analysis
  1. Evaluations (course review, student exam performance, curriculum modifications and review) are reported in Faculty minutes consistently.
Action Plan  

6.3 Sharing Evaluation Findings

 Evaluation findings are shared with communities of interest.

Evaluative Criteria
  1. Evaluation findings are shared with communities of interest at Affiliation Committee meetings biannually
  2. Feedback on findings is received from communities of interest
Assessment method  
Data Sources: Affiliation Committee Minutes
Person(s) Responsible Program Director, Affiliation Committee Chair
Time Frame Twice yearly
Data Collection and Analysis  
Action Plan  

6.4 Competency of Graduates

Graduates demonstrate achievement of competencies appropriate to role preparation.



6.4.1 Overall performance on HESI Exit Exam

Evaluative Criteria
  1. 80% of graduates will score above 750 on the HESI Exit Exam.
Assessment method
  1. HESI standardized examination
Data Sources:
  1. HESI/ Kaplan standardized examination score report
Person(s) Responsible Second year faculty, program director
Time Frame Annually in May
Data Collection and Analysis
  1. Eighty-five percent (85%), or 17 of 20 graduates scored above 750 on the HESI exit exam, with a cohort average of 822. Reviewing scores with NCLEX-RN first time pass rates reveals an almost 1:1 match between HESI scores above 750 and passing the NCLEX-RN. However one student scored 730 and passed, and one student scored 640 and yet passed the NCLEX-RN. Also, one student scored 756 yet failed the NCLEX-RN.
Action Plan
  1. Compare cohort average by year to obtain trend of HESI scores. Continue to trend data to determine performance of the HSNC curriculum at KCC compared to previous years and to track performance going forward.
  2. Trend Kaplan score data to establish benchmarks after Spring 2013 Kaplan Exit exam.


6.4.2 Outcome: Critical Thinking

Evaluative Criteria
  1. 80% of graduates agree or strongly agree that the program prepares them to think critically.
  2. 80% of HESI scores  for the critical thinking component are 750 or above
Assessment method
  1. HESI Score Report for Fall 2010 Cohort, critical thinking component (page 9, core categories, #2)
  2. Graduate Survey
Data Sources:
  1. HESI Score Report for Fall 2010 Cohort (xdrive/GroupDocs/Nursing/HESI)
  2. Graduate Survey Spring 2012
Person(s) Responsible Second year faculty, program coordinator
Time Frame Annually in Spring
Data Collection and Analysis
  1. Ninety percent (90%) of students agreed (15%) or strongly agreed (75%) that the program prepared them to think critically.
  2. Eighty percent (80%) or 16 of 20 students scored 750 or higher on the critical thinking component of the HESI test. The cohort average was 822.7, the highest score was 1008 and the lowest score was 615
Action Plan
  1. Compare cohort average by year to obtain trend of HESI scores. Continue to trend data to determine performance of the HSNC curriculum at KCC compared to previous years and to track performance going forward
  2. Trend Kaplan test data and determine benchmarks after 2013 Kaplan exit exam


6.4.3 Outcome: Communication

Evaluative Criteria

 


  1. 80% of graduates agree or strongly agree that the program prepares them to communicate effective

  2. 80% of graduates will score above 750 for the communication category on the HESI Exit Exam.

  3. Kaplan benchmarks will be trended and determined by 2013.

Assessment method
  1. HESI Score Report for Fall 2010 Cohort, communication component (page 9, core categories, #3)
  2. Graduate Survey
Data Sources:
  1. HESI Score Report for Fall 2010 Cohort (xdrive/GroupDocs/Nursing/HESI)
  2. Graduate Survey Spring 2012
Person(s) Responsible Second year faculty, program coordinator
Time Frame Annually in Spring
Data Collection and Analysis
  1. 95%  of students agree (20%) or strongly agree (75%) that the program prepares them to communicate effectively.
  2. Seventy-five percent (75%) or 15 of 20 students scored 750 or above for the communication component of the HESI Exit Exam. The cohort average was 843.3 with a high score of 1221 and a low score of  513.
    1. There was one ESL student on the cohort, who scored 922 on the communication component.
Action Plan
  1. Evaluate  the component  of communication as a concept, how it is threaded throughout the program and revise content to more effectively integrate communication into courses through:
    1. Case studies
    2. Simulation scenarios
  2. Compare cohort average by year to obtain trend of HESI scores. Continue to trend data to determine performance of the HSNC curriculum at KCC compared to previous years and to track performance going forward

6.4.4 Outcome: Nursing Interventions

Evaluative Criteria
  1. 80% of graduates agree or strongly agree that the program adequately prepares them for the role of provider of care
  2. 80% of graduates will score at or above 750 for the therapeutic nursing interventions category on the HESI Exit Exam
Assessment method
  1. Survey evaluation
  2. HESI Exit Exam
  3. Kaplan benchmarks will be trended and determined by 2013.
Data Sources:
  1. HESI Score Report for Fall 2010 Cohort, communication component (page 9, core categories, #1)
  2. Graduate Survey
Person(s) Responsible Second year faculty, program coordinator
Time Frame Annually in Spring
Data Collection and Analysis Eighty percent (80%) or 16 of 20 graduates scored 750 or higher on the HESI Exit Exam. The cohort average was 832.6 with a high score of 1050 and a low score of 562.
Action Plan
  1. Compare cohort average by year to obtain trend of HESI scores. Continue to trend data to determine performance of the HSNC curriculum at KCC compared to previous years and to track performance going forward
  2. Trend Kaplan test data and determine benchmarks after 2013 Kaplan exit exam

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan Trend Kaplan Benchmarks


6.5 Evidence of Program Outcomes Achievement

The program demonstrates evidence of achievement in meeting the following program outcomes:


6.51 Performance on licensure exam

6.52 Program completion

6.53 Program satisfaction

6.54 Job placement

6.5.1a  The NCLEX-PN licensure exam pass rates will be at or above the national mean.
Outcome Criteria: Annual NCLEX-PN first time pass rate 85% or greater of students who complete the  first year


Evaluative Criteria Percentage calculation
Assessment method Collate data from monthly reports
Data Sources: National Council of State Boards of Nursing (NCSBN) NCLEX Hawaii State Board Exam results
Person(s) Responsible Program Director
Nursing Counselor
Time Frame Monthly with data collection
Data Collection and Analysis NCLEX-PN first time pass rate for students who sat for the exam is 100%
students who sit for the NCLEX-PN appear to be well prepared for the exam. However, students report that psychiatric content is on the exam which is not covered in the nursing program until the second year, RN part of the program. As the nursing program is primarily an RN program with an LPN step-out, discussion should be had regarding moving some psychiatric concepts to the first year. In the current program topics are included in the first year that are not typically part of a stand-alone LPN certificate program. In the light of the change in curriculum to the HSNC concept-based curriculum, focus is moving toward the ADN to BSN transition.
Action Plan Discuss in nursing meeting the priorities of the program:
  1. Maintain an LPN step out
  2. Phase out the LPN step out in favor of an ADN to BSN program
  3. Consider a stand alone LPN program that may better prepare students who pursue LPN licensure
Person(s) responsible: All faculty
Timeline: Spring 2013


6.5.1b The NCLEX-RN licensure exam pass rates will be at or above the national mean.
Outcome Criteria: Annual NCLEX-RN first time pass rate 85% or greater of students who complete the second year


Evaluative Criteria Percentage calculation
Assessment method Collate data from monthly reports
Data Sources: National Council of State Boards of Nursing (NCSBN) NCLEX Hawaii State Board Exam results
Person(s) Responsible Program Director
Nursing Counselor
Time Frame Monthly with data collection
Data Collection and Analysis NCLEX-RN first time pass rate for students who sat for the exam is 87% for Spring 2011 Graduates, and 77% for Spring 2012 graduates The first graduating cohort for the HSNC curriculum had a decrease in first time NLCEX-RN pass rates. Factors that may have contributed to this:
  1. First graduating class with new curriculum that will require time to fully develop and implement
  2. First cohort that did not use a KCC based NCLEX review course, though Kaplan Review was used .
  3. Alternative question formats have been included in exams as follows:
    1. 1st semester: 5% alternative format
    2. 2nd semester: 10%
    3. 3rd Semester 10% (Summer)
    4. 4th semester 15%
    5. 5th semester 20%
Action Plan
  1. Continue to revise course to better serve the needs of students, faculty and the community.
Person(s) responsible:All  Faculty
Timeline: Each semester

  1. Monitor for improved NCLEX first time pass rates
Person(s) responsible: Program Director
Timeline: Annually as NCLEX-RN pass rates are provided by HSBON

  1. Implement  a KCC based  face to face NCLEX-RN review course Spring 2014


6.5.2    Expected levels of achievement for program completion are determined by the faculty and reflect program demographics, academic progression, and program history.

6.5.2a Multicultural mix

Evaluative Criteria Moderate or high positive correlation of graduating students’ identified ethnicity with most current Kauai ethnic statistics.
Assessment method Pearson correlation
Data Sources:
  1. Most current Hawaii State Data Book
  2. Ethnicities reported on application to program
Person(s) Responsible Nursing Counselor
Time Frame Annually
Data Collection and Analysis There is a moderate to high correlation between the population of Kaua`i  and the population of Nursing Students with repect to race / ethnicity. There is a wide gender gap between the general population and the nursing student population with males comprising approximately 17% of students, and 51% of the poplation of Kaua`i.
Native Hawai`ians are well represented as a percentage of the general population compared to percentage in the nursing program, however continued recruitment efforts should be made to establish a solid trend of Native Hawai`ian nursing graduates because this demographic is under-represented in the nursing workforce of Hawai`i
Ethnicity First-year % (N) Second-year
%(N)
  Kaua`i
%(N)
Hawai`i State
African American or Black 3% (1) 0% (0)   0.6% 2%
Caucasian or White 28% (9) 25% (5)   35.5% 26%
Asian (All) 53%(17) 35%(7)   31.8% 38.5%
Chinese 0% (0) 5% (1)      
Filipino 47% (15) 15% (3)      
Japanese 3% (1) 10% (2)      
KoreanMale 0% (0) 5% (1)      
Mixed Asian 3% (1) 0% (0)      
Mixed Race (2 or more) 9% (3) 10% (2)      
Native Hawai`ian or Part Hawai`ian 6% (2) 30% (6)   9.2% 10.1%
Gender          
Female 81% (26) 85% (17)   49.8% 49.8%
Male 19% (6) 15% (3)   50.2% 50.2%

Source for Kaua`i and Hawai`i State : US Census Quick Facts
Sourse for KCC: Office of Institutional Research.
Action Plan
  1. Increase enrollment of male students in nursing program through a Men in Nursing promotional campaign
  2. Continue to actively encourage Native  Hawai`ian students to pursue a degree in nursing
  3. Outreach to highs chools for informational visits (college/career fairs)

6.5.2b Rates of Completion using percentile calculation based on data from student files
Person(s) responsible: Program Director, Nursing Counselor
Time Frame: Annually

Component Evaluative
Criteria
Data Collection and Analysis Action Plan
Certificate of Achievement as a Practical Nurse within 2 academic years of beginning nursing courses 80% of class cohort 26 of 32 (81%) of students in the Fall 2011 cohort achieved the Certificate of Achievement.
Of the Fall 2010 cohort 24/25 (96%) completed the Certificate of Achievement within 2 years
 
A.S.  Nursing within 5 academic years of beginning nursing courses 60% of class cohort  
Encourage LPN graduates to apply for the new (2013) LPN to RN Transition Program and enroll in LPN-RN Transition Course  
Generic vs. LPN mix of graduating class 90% generic and 10% LPN At least 10% returning LPNs Class mix for 2011-12 was 100% non-LPN. This was the first year of the HSNC curriculum and no returning LPNs were admitted due to the different structure of the curriculum. A transition course (NURS 301) is planned for Spring 2013 rollout, at which time returning LPNs will be admitted.
LPNs in the graduating class of 2011 31% (n=7)
Of the Class of 2012 cohort, 2 students stepped out at the LPN level.
Evaluate mix of returning LPNs in the graduating class in light of the HSNC curriculum and the number of students who step out as LPNs, which has averaged 2 per cohort for the past 3 years
A.S. Nursing completion by returning LPNs in 2 consecutive semesters   In 2011 all returning LPNs completed the program in 2 consecutive semesters. For Spring 2012 there were no returning LPNs in the cohort.  



6.5.3    Program satisfaction measures (qualitative and quantitative) address graduates and their employers.


Evaluative Criteria Quantitative: 80% of graduates will express satisfaction with the nursing program (score of 4 or 5 on scale of 1-5)
Qualitative: Qualitative responses indicate program satisfaction
Assessment method Review of Nursing Graduate Survey
Data Sources: RN Nursing Graduate Survey
Person(s) Responsible Program Director
Time Frame Every three years to coincide with ADN cohort graduation
Data Collection and Analysis Quantitative: 95% of students (75% strongly agree, 20% agree) agreed with the statement

Overall, student was satisfied with quality of the nursing program” (AY 2011-12 student graduate survey)

1 student (5%) strongly disagreed

(2010 100%, 2009 90.5%)

Action plan from 2011: Develop employer survey

Outcome: Survey not developed as of Fall 2012. Employer survey is not related to student satisfaction. Should be under Program Outcomes/Patterns and rates of employment, Process for development and delivery, collection of data and evaluation need to be developed

Qualitative: Qualitative responses were included in the Nursing Graduate Survey.  

-”I believe the nursing program was planned out well.... I feel as though it was a bit more laid back during my first year and felt overwhelmed during my second year”.

-”Excellent program, nice to have the opportunity to learn and develop myself into a professional. Without this program I feel I wouldn’t be where I am today”.

-All of the nursing instructors treated students like family and made themselves available in school and out of school... I would recommend in the future the RN program spend less time doing clinical in labor and delivery and more in med-surg. I think the Kapiolani Ped(iatric) rotation is not valuable enough of a learning experience to justify the expense and stress of the trip. I think the program did a good job of exposing the students to a variety of clinical experiences”

Action Plan Move Employer survey to action plan under Program Outcomes/Patterns and rates of Employment


6.5.4    Job placement rates are addressed through quantified measures that reflect program demographics and history.

Evaluative Criteria
  1. Graduates desiring employment are employed as a registered nurse in the state of Hawaii in various healthcare settings within one year from graduation.

  2. Seventy-five percent (75%) or greater of graduates living in Hawaii and desiring employment are employed as a registered nurse within one year of graduation.  

Assessment method
  1. Frequency distribution (patterns of employment)
  2. Percentage calculation (rates of employment)
Data Sources: Graduate Telephone survey, personal communication by email, face to face, letter.
Person(s) Responsible Program Director, Nursing counselor
Time Frame Annually in May
Data Collection and Analysis  
Action Plan Survey of  Patterns and rates of employment, Process for development and delivery, collection of data and evaluation need to be developed
Time Frame: Spring 2013
Person Responsible: Program Director

6.6 The SEP and Distance Education (DE)

The systematic plan for evaluation encompasses students enrolled in distance education and includes evidence that student learning and program outcomes are comparable for all students.

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  

Program Outcomes

Graduation Rates

Outcome Criteria:  


Indices related to program completion as LPN and RN. including the cultural mix of the graduating class, the mix of generic students versus returning LPNs in the class and the completion of the program by generic students and returning LPNs

Evaluative Criteria  
Assessment method  
Data Sources:  
Person(s) Responsible  
Time Frame  
Data Collection and Analysis  
Action Plan  


Appendix A: Mission and Philosophy

Comparison of KCC and Nursing Program Mission, Philosophy, and Outcomes Statements

KCC Mission Statement

Source: KCC Student Handbook 2012-13

Nursing Program Mission Statement

Source: KCC Nursing Student Policy Handbook 2012-13 pages 1-5
Kaua‘i Community College provides open access education and training in an
ethical and innovative student-centered and community-focused environment,
nurturing life-long learners who appreciate diversity and lead responsible and
fulfilling lives.
To demonstrate our commitment to this mission, Kaua‘i Community College:

  • supports students of all ages, cultures, and backgrounds to achieve their educational goals
  • perpetuates appreciation and understanding of Hawaiian culture and develops programs to support native Hawaiian students
  • cultivates appreciation for artistic, intellectual, and technical pursuits
  • creates curricula and programs responsive to the community’s changing needs for career and work force development
  • fosters partnerships with schools, the University of Hawai‘i system, and local, state, national, and global communities
  • leads the community toward greater social, economic, and environmental sustainability, and
  • maintains a healthy and safe learning environment that enhances student and employee growth and success.
The Kaua`i Community College Career Ladder Nursing Program provides access for the people of Kaua`i to quality nursing education within a caring environment. Our goal is to prepare nurses who are critical-thinkers, can successfully practice in a 21st Century health care environment, and are prepared to progress upward through the career ladder.

KCC Philosophy

Nursing Program Philosophy (excerpt)

The College excels in satisfying the needs of students and the public through the participation of every employee. We pride ourselves in our on-going efforts to deliver high-quality instructional and support services, which further the College’s mission, goals, and alignment with our student learning outcomes. Our focus is student-centered and we are committed to building and maintaining a culture of evidence, a culture of inquiry, and a culture of continuous improvement and accountability.
Through our emphasis on collecting and maintaining data on what we do, we can learn more about our students and their educational progress. We can keep track of how we help students to meet their educational goals, student persistence, completion of courses, and earning credentials and leaving college. Quality instruction and service promise student success. Kaua‘i Community College is committed to the growth and development of our employees to ensure that the level of quality we value is delivered. Effective communication and on-going training are crucial to keeping everyone aligned with the mission, College goals, and student learning outcomes as we champion student success. Within our organization, one very important goal is to enable people to participate in making decisions which affect campus operations, their work life and job performance. We endorse shared governance as reflected in the organization of the College Council, a body of representatives from all divisions, employee groups, units, and offices. When people have their ideas listened to and acted upon, they have greater ownership in the success of the college.
The philosophy of the Nursing Program of Kaua`i Community College is consistent with the philosophy of the College. The Nursing Program shares in the responsibility of the education and development of individuals as contributing and responsible members of society. Kaua`i is located in the Hawaiian Islands chain in the Pacific Basin. It is a multicultural society with diverse cultures having a range of health-care values, practices, and needs. These variations influence the practice of nursing in that they require the practitioner to have an awareness and understanding of, first one’s own health value system and second, an appreciation of cultural diversity regarding health-care values. We believe in providing educational access to people from all ethnic backgrounds. The Health Education Division has developed a structure for pre-entry preparation for those with special educational needs.



KCC Outcomes (ISLOs) Nursing Program Outcomes (PLOs)
Communication: Effectively use language and non-verbal communication consistent with and appropriate to the audience and purpose.
o Reading: Read and comprehend written material critically and effectively at the appropriate program level.
o Writing: Write in a clear and organized fashion, at the appropriate program level, to explain ideas, to express feelings, and to support conclusions, claims, or theses.
o Speaking: Speak in an understandable and organized fashion to explain ideas, to express feelings, and to support conclusions, claims, or theses.
o Listening: Listen actively, respectfully, and critically to the substance of others’ comments.
Cognition: Use critical thinking skills to analyze, synthesize, and evaluate ideas.
o Problem Solving: Identify and analyze real or potential problems and develop, test, and evaluate possible solutions, using the scientific method where appropriate.
o Creative Thinking: Formulate ideas and concepts in addition to using those of others.
o Quantitative Reasoning: Use appropriate program level mathematical concepts and methods to understand, analyze, and explain issues in quantitative terms.
o Application: Apply knowledge and skills to appropriate contexts and transfer knowledge and skills to new and varied situations.
o Resource Management: Identify, organize, and allocate resources effectively. Information Competency: Conduct, present and use research necessary to achieve educational, professional, and personal objectives.
o Information Literacy: Use print materials, personal communications, observations, and electronic media to locate, retrieve, and evaluate information. Understand the
ethical, social and legal issues surrounding the use of information.
o Technological Competency: Apply technology effectively to locate, interpret, organize and present information.
o Social Responsibility: Interact with others demonstrating respect toward their opinions, feelings, and values.
o Teamwork: Participate actively in group efforts to seek effective results.
o Respect for Diversity: Display an understanding of and respect for other people and cultures.
o Effective Citizenship: Demonstrate responsibility for being an informed, ethical, and active citizen of Kaua‘i, the nation, and world.
o Personal Responsibility: Demonstrate self-management through practices that promote physical, mental, and emotional well-being.
o Ethics and Values: Demonstrate an understanding of ethical issues and a sense of values to make sound judgments and decisions.
o Aesthetic Appreciation: Create or show appreciation for artistic and individual expression.
HSNC Nursing Competencies
1. A competent nurse's professional actions are based on core nursing values, professional standards of practice, and the law.
2. A competent nurse develops insight through reflective practice, self-analysis, and self-care.
3. A competent nurse engages in ongoing self-directed learning and provides care based on evidence supported by research.
4. A competent nurse demonstrates leadership in nursing and health care.
5. A competent nurse collaborates as part of a health care team.
6. A competent nurse practices within, utilizes, and contributes to the broader health care system (including the Global Community).
7. A competent nurse practices client-centered care.
8. A competent nurse communicates and uses communication technology effectively.
9. A competent nurse demonstrates clinical judgment / critical thinking in the delivery of care of clients while maintaining safety.

Program Outcomes The overall program outcomes include graduating a multi-cultural student group that has demonstrated accomplishment of the stated program objectives, is capable of completing the NCLEX-RN with a passing score, and is able to assume employment as an RN in areas of nursing found in our community.
Desired program outcomes are:
1. The graduating class will reflect the multicultural mix of Kaua`i.
2. Eighty-five percent (85%) of graduating students will pass the NCLEX-RN on the first try.
3. Seventy-five percent (75%) of the graduates desiring employment as an RN will be employed as an RN in the state of Hawai`i in various health care settings within one year of graduation.
4. The graduating class will be comprised of generic students and at least 10% returning LPN’s.
5. Eighty percent (80%) of students enrolled in NURS 210 within 15 days of the beginning of the semester will complete the Certificate of Achievement as a Practical Nurse within 2 academic years.
6. Sixty percent (60%) of students enrolled in Nursing 153 within 15 days of the beginning of the semester will complete the Associate Degree within 5 academic years.















F) Other Comments

 

The Nursing Program also has desired program outcomes:

1.      The graduating class will reflect the multicultural mix of Kaua`i.

a.       Assessment: Comparison of enrolled student demographics with County census data

b.      Evaluation: Goal not met. Though the racial and ethnic mix of the  program  closely reflects that of Kaua`i, there does exist a gender gap, with  8-10%  male student population in the nursing program compared to 51.5% of the population of Kaua`i. This is addressed in the Action Plan above.

2.      Eighty-five percent (85%) of students will pass the NCLEX on the first try.

a.       Assessment: NCSBN NCLEX  results data

b.      Evaluation: Goal not met. for the Spring 2012 graduating class, the first time pass rate was 77%. One factor may be that this is the first cohort to graduate from the HSNC curriculum. another factor may be the adoption of a new NCLEX review methodology, utilizing Kaplan Testing tools. Integration of Kaplan  tools and content was not well developed during the first cohort. Still, this is an area of concern as noted in the Action Plan. the HSNC leadership has agreed to raise the goal for  the NCLEX-RN first time pass rate to 100%.  This is addressed in the Action Plan.

3.      Seventy-five percent (75%) of the graduates desiring employment as an RN will be employed as an RN in the State of Hawai`i in various health care settings within one (1) year of graduation.

a.       Assessment:  Student report, graduate survey. Students enrolling in BSN programs are not counted.

b.      Evaluation: Goal not met.  Approximately  fifty percent (50%) of students seeking employment as RNs in the state were hired into RN jobs. Some LPNs who graduated with RNs after re-entering the program are still emplyed as LPNs in the same jobs, while some have been promoted to RN positions. This is addressed in the Action Plan above.

4.      The graduating class will be composed of generic students and at least 10% returning LPNs

a.       Assessment: Enrollment data. tracking of returning LPNs

b.      Evaluation: Goal not met. No LPNs were admitted to the first cycle of the HSNC curriculum. Returning LPNs will take a course underdevelopment to transition returning students to the concept-based HSNC curriculum. First offering of the transition course (NURS 301) is Spring 2013. This has not been included as an action plan item because it is a one time issue that was planned in advance.

5.      Eighty percent (80%) of students enrolled in NURS 210 within 15 days of the beginning of the semester will complete the Certificate of Achievement as a Practical Nurse within 2 academic years.

a.       Assessment: Graduation data.

b.      Evaluation: Goal met

6.      Sixy percent (60%) of students enrolled in NURS 210 within 15 days of the beggining of the semester will complete the Associate Degree within 5 academic years.

a.       Assessment: Enrollment, graduation data

b.      Evaluation: Goal met.

G) Next Steps

No content.