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

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Review Year: College: Program:

College: Kauai Community College
Program: Nursing

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The last comprehensive review for this program was on 2009 by NLNAC, and can be viewed at:
STEM Program

Program Description

No Content.

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: NURS,PRCN     Program CIP: 51.3801

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 378 383 446 Cautionary
2 *New & Replacement Positions (County Prorated) 22 16 15
3 *Number of Majors 60 52 61.5
3a     Number of Majors Native Hawaiian 11 8 9
3b     Fall Full-Time 42% 77% 61%
3c     Fall Part-Time 58% 23% 39%
3d     Fall Part-Time who are Full-Time in System 2% 8% 0%
3e     Spring Full-Time 15% 33% 26%
3f     Spring Part-Time 85% 67% 74%
3g     Spring Part-Time who are Full-Time in System 25% 19% 25%
4 SSH Program Majors in Program Classes 1,252 1,140 1,364
5 SSH Non-Majors in Program Classes 485 493 367
6 SSH in All Program Classes 1,737 1,633 1,731
7 FTE Enrollment in Program Classes 58 54 58
8 Total Number of Classes Taught 21 16 17

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 19.0 19.9 19.5 Healthy
10 *Fill Rate 88% 83.6% 82.1%
11 FTE BOR Appointed Faculty 11 11 11
12 *Majors to FTE BOR Appointed Faculty 5.4 4.7 5.5
13 Majors to Analytic FTE Faculty 16.9 17.1 19.8
13a Analytic FTE Faculty 3.6 3.0 3.1
14 Overall Program Budget Allocation $1,309,526 $1,113,685 $1,409,459
14a General Funded Budget Allocation $1,179,603 $1,050,788 $1,368,389
14b Special/Federal Budget Allocation $54,070 $0 $0
14c Tuition and Fees $0 $62,897 $41,070
15 Cost per SSH $754 $682 $814
16 Number of Low-Enrolled (<10) Classes 1 1 4
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 93% 92% 97% Healthy
18 Withdrawals (Grade = W) 12 8 2
19 *Persistence Fall to Spring 85.4% 96.1% 98.3%
19a Persistence Fall to Fall     64.1%
20 *Unduplicated Degrees/Certificates Awarded 40 22 33
20a Degrees Awarded 31 20 23
20b Certificates of Achievement Awarded 30 22 26
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 7
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 3 3 13
22a Transfers with credential from program 1 1 6
22b Transfers without credential from program 2 2 7

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 2 1 0  
24 Enrollments Distance Education Classes 39 11 N/A
25 Fill Rate 89% 55% N/A
26 Successful Completion (Equivalent C or Higher) 95% 91% N/A
27 Withdrawals (Grade = W) 2 1 N/A
28 Persistence (Fall to Spring Not Limited to Distance Education) No Fall Courses No Fall Courses N/A

Perkins IV Core Indicators
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 100.00 Met  
30 2P1 Completion 50.00 82.14 Met
31 3P1 Student Retention or Transfer 74.25 87.10 Met
32 4P1 Student Placement 60.00 61.36 Met
33 5P1 Nontraditional Participation 17.00 16.67 Not Met
34 5P2 Nontraditional Completion 15.25 17.39 Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     49  
36 Number of Degrees and Certificates Native Hawaiian     2
37 Number of Degrees and Certificates STEM     49
38 Number of Pell Recipients     19
39 Number of Transfers to UH 4-yr     13
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Overall Health Call

The Health Calls for Demand and Efficiency are “Cautionary” while the Health call for Effectiveness is Healthy.  The Demand Health Call for the Nursing Program for 2012 was healthy based on projections of continued job growth in spite of a slower than expected economic recovery. Demand for the past year  is Cautionary based on an actual  reduced demand for new Licensed Practical Nurses and Registered Nurses. A secondary cause is the uncertainty caused by the implementation of the Affordable Care Act (ACA). As the ACA is finally implemented and health care employers feel more secure in their business plans it is anticipated that the demand for nurses and in fact all allied health professions will increase. This is likely to improve  further as long as the economy continues to recover. Appendix A has the complete ARPD.


Nontraditional participation and completion.

The goal for Non-traditional participation in the program was not met. The 5P1 Non-traditional participation goal for 2012-13 was 17.0 while actual was 16.67

5P2. Males of all races continue to be under represented in the program and for the current cohort Hawaiians are also under represented. However  Non-traditional completion goal for 2012-13 was 15.25 while actual was 17.27. This reflects the graduation of non- traditional students from the previous cohort of students,


Outcomes from 2012 Action Plan


Action Item 1: Outreach to non-traditional students

Enrollment of males. the program  was 18% male in 2011, 22% in 2012, and 14% in 2013. The enrollment in the nursing program by male students remains less than the percentage of males in our community. The action plan for 2012 was to engage in outreach to male students. Outreach by faculty, counseling, and the program director was done through career fairs st local high schools and the annual KCC career fair hosted by OCET. In spite of this outreach the enrollment of non- traditional students actually dropped as a percentage of the student cohort. However we realize that recruitment of non- traditional students requires a sustained effort over several years to be effective. We continue to reach out in the community to males for health care careers through video, a Men in Nursing project by nursing favulty member Cherie Mooy, the nursing program director, and the Health Education Division Chair.


Native Hawaiian enrollment in nursing. The program director and nursing counselor have participated in Waialeale program orientations for health care careers as well as pre- nursing orientations. The number of Native Hawaiian students in allied health has increased due to the development of  a new program (medical assisting)  and the Waialeale program, but this is not yet true of the nursing program, which is a gateway to baccalaureate and graduate level study. I anticipate greater in nursing as these students progress toward their educational goals and develop greater self-efficacy in pursuing advanced degrees.


Action Item 2: NCLEX pass rate.

The first time NCLEX pass rate for the Spring 2013 graduating class is currently 80%, with 2 students yet to sit for the exam. This is an improvement over the class of 2012 (75% first time pass rate) but short of our goal of 85%. In Spring 2013 the nursing director and HED chair asked a retired nursing faculty to implement an NCLEX review seminar for the graduating class and most of the class opted to participate. We also added an NCLEX review text to the required texts forvthebprogram. We are currently restarting an NCLEX review course which we had suspended in 2010 when the HSNC curriculum was adopted. We anticipate that the pass rate will continue to improve as the review course is rolled out and NCLEX review is embedded into nursing courses.


Action Item 3: Employment after graduation.

Approximately 50% of graduates have employment in health care at the RN level while 2 are working as Licensed Practical Nurses and another 4 are working as Techs or Nursing Assistants. Eight graduates have applied and been accepted into the BSN program for Spring 2014.

A trend by hospitals to hire baccalaureate prepared nurses (BSN) is not shown in the health call. The American Nurses Association (ANA), National League of Nurses (NLN) and the Institute of Medicine (IOM) all call for 80% of nurses to be BSN prepared by 2020. Hawaii Pacific Health is moving toward hiring only BSN nurses, and Queens Medical Center had a policy of hiring BSN nurses as new hires. Currently, Hawaii Health System continues to hire associate degree RNs and certificate prepared Licensed Practical Nurses, as do skilled nursing facilities throughout the state. To meet this challenge the KCC nursing program joined the Hawaii State Nursing Consortium in 2006 and in 2010 enrolled the first cohortbof students in a curriculum designed to not only grant an associate of science in nursing but also provide a seamless path to the BSN through the UH Outreach College while remaining on Kauai.

Part III. Action Plan

Action Plan(s)

Program Goal & Campus


Priority or Goal

Action Item

Resources Needed

Person(s) Responsible


Indicator of Improvement

PLO impacted


Program goal: 1

KCC Goal: 1& 2

UH Goal: 1


KCC Goal: 6

UH Goal: 3

Outreach for non -traditional students, Men in nursing


Research Hawaiian Health pathway (Windward CC)

Assigned time 3 cr.


Collaboration with Hawaiian Studies Program

Cherie Mooy


Kurt Rutter



Fall 2015

Increased enrollment by men in nursing by Fall 2015


Incorporation of Hawaiian health pathway into program





In progress


In study

Program Goal: 2

KCC Goal: 2

Strategic goal: Increased Completion of Degrees, Certificates, and Licensure

NCLEX Review course , 2 credits

1 Faculty

Assigned faculty

Spring 2014

NCLEX pass rate >85%


Program Goal: 3

KCC Goal 3,5

UH Goal 2:

recruit agencies for clinical affiliation that have opportunities for future employment

Review affiliations to evaluate effectiveness and hiring trends every five years


Clinical agencies


Program Director


Nurse advisory committee

Spring 2014

Affiliation agencies will hire nursing graduates as job openings occur.


Developed affiliation with Malama Pono health services, in progress with Ho'ola Lahui  Hawai'i . both provide extensive out patient community services and hire nurses.

Program Goal: 4

KCC Goal: 1&2

UH Goal: 1

Evaluate relevance of goal in light of decreasing LPN step out numbers, increasing need focus on RN- BSN track

Faculty discusion

Program director, nursing faculty

Spring 2014

Revision or reaffirmation of goal 4 in nursing faculty meeting minutes



Program Goal: 5

Same as above


Program Goal: 6

KCC Goal: 2

UH Goal: 1

Review program to eliminate /combine courses to shorten pathway to degree.


Increase hands on clinical experience and assessment through simulation .

Simulation facility upgrade

(Appendix B)

Kurt Rutter


Simulation Director

Spring 2014

student evaluations of so ulstion experience will agree that simulation helped them develop clinical skills, feel more competent in clinicals


Unfunded for 2012. Revision of simulation facility in planning stage

Program goal: 7

KCC Goal: 5

UH Goal: 5

Strategic Goal: Address health and Safety issues

Outside lighting for portable classrooms


Sidewalk /lighting for access to nursing classroom portables


Address mold/ water damage in main health sciences building


(Appendix C)



Outside contractor





Spring 2014/ Fall 2015

Nursing students affirm that they feel physically and emotionally safe and on campus on graduate survey, in course evaluations

Faculty affirm that they feel professionally supported, physically and emotionally safe on campus in  Systematic Evaluation of Program  (SEP)


In progress, survey and SEP item being developed


Part IV. Resource Implications

Mold /damp remediation. Cost $5,000 ?

Priority 1


Wall,  Health Sciences Rm 128


Ceiling, Health Sciences computer lab


Ceiling, Health Sciences Rm. 128


Water seepage into walls and ceilings is allowing mold in 3 Health Sciences rooms.

Mold in Carpet on Floor of Rm 124.

ADA Door opener. Cost $10,000

Priority: 1

Three (4) ADA compliant (wheelchair accessible) electric door opening system for Health Sciences buildings including main building, Ha`upu, and Kilohana classroom.

Walkway from OSC to Nursing. Cost $46,000

Priority: 2

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

Electronic Health Record laptop. Cost $1500

Priority: 2

Rolling  or wall mount computer station, with software to run (Elsevier Sim-chart or equivalent) for realistic clinical simulation with charting on clients

Barcoding system. Cost $800

For computerized charting and medication documentation. Includes software, barcode printer and scanner

Medication Administration System. Cost $30,000

Priority 2

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 ADA may increase the willingness of emplyers to hire new nurses from KCC.

Built-in permanent partition, sim lab. Cost $5,000

Priority: 2

Purpose: To isolate  simulation control stations in control room with connecting med/supply room  for equipment and entrance doors to control  station.

Upgrade sound system in simulation lab. Cost $ 800

Priority: 2

Purpose: Currently mike in Peds room does not work, headphones with mike are needed. Telephone system is needed in sim rooms calls to control during simulation

Moveable partition in Kilohana lab, bought from outside vendor, awaiting quote for price, est. $5000

WebCams:  Cost $900

Priority: 3

11 Webcams for Nursing Faculty to allow online real-time interaction with students and colleagues at other UH HSNC RN programs and to use in online courses



Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


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


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


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


A competent nurse demonstrates leadership in nursing and health care.


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


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


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


A competent nurse communicates and uses communication technology effectively.


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

A) Evidence of Industry Validation

Evidence of Industry Validation is addressed through the Health Sciences (formerly Nursing) Advisory Board

and documented in the minutes of the biannual advisory board meetings,

and is also documented in the Systematic Evaluation Plan (SEP)

B) Expected Level Achievement

To continue from the first level of the nursing program (the CA or LPN ) to the second level of the program (the associate of science or RN) the 

student must maintain a "B" avaerage in the didactic part of the program as well as score 73% or above on the HESI standardized exam. The

student must also successfully pass the clinical portion of the course. A clinical judgement tool  scoring rubric is shown below.

In order to graduate from the associate degree program the student must maintain a "c" average pass clinical with a "profficient" rating on all

scoring items in the clinical evaluation.

NURS 360  RUBRIC FOR CLINICAL JUDGMENT TOOL          Student: Week:             Instructor:






Exemplary 4

Proficient 3

Developing 2

Beginning 1







Focuses observation appropriately; regularly monitors a wide variety of objective and subjective data to uncover any useful information and effectively analyzes and reflects on analysis with anticipated nursing implications.

Observes and monitors a variety of data, including both subjective and objective; most useful information is noticed, may miss the most subtle signs. Analyzes appropriately and anticipates important nursing implications in relation to analysis.

Attempts to monitor a variety of subjective and objective data but is overwhelmed by the array of data; focuses on the most obvious data and missing some important information. Has difficulty analyzing information and anticipating essential nursing implications.

Appears confused by the clinical situation and the amount of data; Observation is not organized and important data are missed with an inability to analyze data or anticipate essential nursing implications.



Exemplary 4

Proficient 3

Developing 2

Beginning 1


Assesses effectively and accurately. Very organized and systematic. Assessment is representative of care provided during shift and a great data collection and communication tool for health care team and continuity of care.

Assesses proficiently. Relatively independent in assessment with minimal guidance and prompting. Good patient-centered and pertinent assessment, could be more accurate or detailed with supporting data. May miss a few details in data, action or response.

Needs guidance and feedback to improve organization of assessment and missing several important details in relation to obtaining pertinent assessment data.


Attempts to assess pertain information.

Disorganized and needs more systematic approach to assessment.



Exemplary 4

Proficient 3

Developing 2

Beginning 1


Nursing Diagnoses


Focuses on all relevant and important data useful for explaining the client’s condition with accurate prioritization of client needs.

Generally focuses on the most important data but may miss subtle nursing diagnoses. Prioritization is generally  client centered, may need some adjustment in prioritization.

Makes an effort to identify appropriate nsg dx, missing several important dx and prioritization incomplete, inaccurate, or not patient centered.

Has difficulty focusing on important data, difficulty identifying appropriate diagnosis and prioritizing to patient needs.


Goals for client

Exemplary 4

Proficient 3

Developing 2

Beginning 1


Goals represent identified nursing diagnoses, individualized to patient needs and are specific, realistic, objective and measurable.

Goals are generally relevant and relates to patient. Identified nsg dx are linked to goals. May miss subtle connections between a goal and nsg dx. Most of goals are specific, realistic, objective and measurable.

Goals are generalized and needs to be more patient centered. Missing some goals and connections with identified nsg dx. Also need to be more patient-focused, specific, realistic, objective and measurable.

Has difficulty identifying  goals for identified nsg dx. Goals are too generalized and not reflective of patient needs, not patient-centered, focused, objective or measurable.



Exemplary 4

Proficient 3

Developing 2

Beginning 1


Actions and Interventions

Interventions are tailored to the patient and reflects the identified priorities and nsg dx with a focus on obtaining identified goals.

Develops interventions on the basis of relevant patient data. Reflects most identified priorities and nsg dx, focuses on obtaining goals, may miss subtle connections or rationales linked to nsg dx and goals identified.

Develops interventions on the basis of the most obvious data. Needs to connect actions and interventions to identified goals and outcomes and be patient-centered.

Has difficulty developing interventions that are connected to identified nsg dx and goals. Unable to identify connections between actions, nsg dx and goals identified.



Exemplary 4

Proficient 3

Developing 2

Beginning 1


Reflection in Action

-Client response

-Adjustment of Plan of Care

Monitors patient progress closely and documents client’s response to all nursing interventions and clinical therapy. Uses client’s response to adjust goals, prioritization, treatment, interventions and plan of care.

Monitors progress regularly. Documents client’s response to most nursing interventions and clinical therapy.  Uses client’s response to adjust goals, prioritization, treatment, plan of care but may not anticipate changes and additions.

Monitors progress and documents client’s response but they are not linked to nursing interventions and clinical therapy. Needs assistance making adjustments as indicated by the patient’s response.

Some monitoring may occur, is unable to document and evaluate patient’s response to nursing interventions and clinical therapy.
Does not make adjustments that are indicated by the patient’s response.



Exemplary 4

Proficient 3

Developing 2

Beginning 1


Self Analysis

Independently evaluates and analyzes personal clinical performance, noting decision points, elaborating alternatives, and accurately evaluates choices against alternatives.

Evaluates and analyzes personal clinical performance with minimal prompting; primarily about the major events and decisions; key points are identified and alternatives considered.

Even when prompted, briefly verbalizes the most obvious evaluations; has difficulty imagining alternative choices; is self-protective in evaluating personal choices.

Even when prompted evaluations are brief, cursory, and not used to improve performance; justifies personal decisions and choices without evaluating them.


Commitment to Improvement

Demonstrates commitment to ongoing improvement; reflects on and critically evaluates nursing experiences; accurately identifies strengths and weaknesses and develops specific plans to eliminate weaknesses.

Demonstrates a desire to improve nursing performance; reflects on and evaluates experiences; identifies strengths and weaknesses; could be more systematic in evaluating weaknesses.

Demonstrates awareness of the need for ongoing improvement and makes some effort to learn from experience and improve performance but tends to state the obvious and needs instructor’s external evaluation to help reflect.

Appears uninterested in improving performance or is unable to do so; rarely reflects; is uncritical of himself or herself or overly critical; is unable to see flaws or the need for improvement.


Total score:


14= Developing, 21=Proficient

28 = Exemplary




C) Courses Assessed

The program is assessed yearly utilizing the Systematic Evaluation Plan (SEP) as part of national accreditation with the

ACEN (formerly the NLNAC). All courses are assessed through student course evaluations  using a standard format.

The course evaluation includes an evaluation of the clinical agency(s) utilized in the course.

Courses Assessed:

NURS 210

NURS 211

NURS 220

NURS 320

NURS 360

NURS 362

D) Assessment Strategy/Instrument

Systematic Evaluation Plan

Course Review Guiding Questions

        Course  ___________________________          Semester/Year_______________________________

NOTE: Please make a copy of this master document to create your course

review by following the steps below..

1. From the “File” dropdown menu choose “make a copy...”

2. Do not include “ all collaborators” when it asks.

3. Rename your copy, it is owned by you and you can edit it.

4. It will save your input automatically, and you can share with whomever you choose. And you can erase this instruction box by right clicking on it and selecting “delete table” about halfway down the menu. It will go away...

  1. Is this course consistent with the philosophy, organizing framework, and program objectives?

  2. Did the course progress from simple to complex within the curriculum?

  3. Were the course and unit objectives measurable, attainable, and help to achieve the program objectives?

           (Include information from student course evaluation questions # 1-4 and comment section #1.)

  1. What national trends in education and/or nursing were included in this course?  What content and learning activities

            addressing cultural, ethnic and socially diverse concepts and care were covered?

  1. Did the course design reflect the NLN roles and competencies of the ADN graduate?

  2. What textbooks were used? Were they appropriate to the course level and content and allow for the achievement of course

            objectives? Any suggested textbook changes or will the current text be continued?   

            (Include information from the student course evaluation questions # 13-15 and comment section #4.)

  1. What type of evaluation methods were used to measure student's achievement?    

           Were they based on course and program objectives? (Include information from student course evaluation question #19

           and comment section #6.)  Were any assessment tests administered in conjunction with the course? If yes, what were the results?

          (Indicate the type of assessments completed).  Report on student’s course completion: A's, B's, etc; any failures.  

           Please attach assessment CARD as part of the course review.

  1. Were clinical experiences sufficient in quality and quantity to provide opportunities for students to achieve the course objectives?

           Were faculty and staff readily available to students during clinical learning experiences?   Evaluate each clinical site used for inpatient

           and outpatient experiences and attach to the course eval.  (Include information from student course evaluation questions #16- 18 and

           comment section #5.)  Did they meet the program objectives?  Should we continue to use them?  Any recommendations for changes?  

  1. Were there any community partnerships during the semester in this course?  If so, please complete partnership forms and attach

           to the course review.

  1. How many hours of the 270 hrs of lab/clinical (135 hrs for N230) were spent in lab, clinical and simulations?

  2. Were the classrooms and skills labs (including simulation) conducive to learning? Were appropriate and adequate supplies

           available?    (Include information from the student course evaluation questions # 5-9 and comment section #2.)

  1. In relation to this course, did the library contain comprehensive and current materials and was available to faculty and students?

           Any suggestions for additions or deletions?  (Include information from the student course evaluation questions #10-12 and

           comment section #3.)

  1. Were media resources (CD’s, DVD’s and videos) comprehensive, current and available? Any suggestions for additions or


  1. Were supportive services adequate and appropriate to support the course (if applicable): Distance education, Tutoring,

          Developmental Services (Learning Center) (comment section #3), Computer lab (See Q. #12 and comment section #3)


  1. Were any new changes implemented in this course? If yes, evaluate the impact on student experience and learning.  

           your review.  Are there any suggestions for changes for the next time the course is offered?


        Attached is the Evaluation of Clinical Agency and Partnership Questionnaire -  Please complete.




Unit __________________________________ Agency_______________________________

Course________________________________ Dates_________________________________

This evaluation provides information about the appropriateness of this facility for undergraduate nursing students.  

Please use the following scale for each statement.

Always 2.  Usually 3.  Sometimes 4.  Never 5.  NA


_____  Sufficient materials/supplies are available for student use.

_____  Space is provided for conferences between students and instructor.

_____  The patient census is adequate to meet course objectives for students.

_____  There is adequate variety in patient conditions to provide continued learning experiences.

_____  The agency provides alternative experiences (i.e. OR) for students to meet course objectives.

_____  There is staff enough on the unit(s) so environment is conducive to student learning.

_____  Staff is willing to assist students when approached.

_____  Staff is receptive and helpful to the clinical instructors(s).

_____  Staff consistently proves quality patient care.

_____  The unit has role models who demonstrate leadership skills.

_____  The unit maintains up-to-date individualized care plans.

_____  Students are permitted access to data for client assessment.


Partnership Questionairre

Please provide the name and brief description of the event____________________________________________________________________________________





Please complete the survey below.



Strongly Agree




Strongly Disagree

The partnership promoted excellence in education.


The partnership enhanced the nursing  profession.


The partnership benefitted the community.


KCC  should participate in the event next year if the opportunity exists.



If you agree that the event met one or more of the criteria above, please briefly discuss how the specific criteria was met .





E) Results of Program Assessment

The program is assessed yearly utilizing the Systematic Review Process (SEP) and is available here


F) Other Comments


The Simulation Lab remodeling consists of adding a 7 foot partition wall to the two simulation rooms and the control room.

The walls are partial height and allow one foot at the top for air circulation and air conditioning of all rooms.

There are three foot wide doors into the control room and the simulation rooms

Estimated cost for built-in partition walls is $5000.00 if done by in-house building and maintenance staff.


This image shows the site for the garden areas and the sidewalk to the OSC.










This image shows the area around the Kilohana and Haupu temporary classrooms.

The area between the classrooms will be a patio area with sitting area and plantings in a border.

Taro and awaawapuhi (shampoo ginger) along with ti, cane, and other heritage and medicinal plants will be here.

On the left is a sidewalk to the OSC


G) Next Steps

1.Develop survey of faculty, staff, and students in the Nursing Program to assess Program goal 7 related to the workplace/learning spaces as safe, professionally fulfilling and respectful environments for deployment Spring 2014

2. Develop implementation plan for sim lab modififications with faculty and maintenance for Spring 2014

3. Work with nursing club, Hawaiian Studies, and other interested parties on garden plan and implementation for Spring 2014

4. Work with Maintenance to resolve mold and water issures in Nursing Science buildings.

5. Work with Hawaii State Nursing Consortium and KCC nursing counselor to further streamline nursing program to acheive 5 semester completion plan.