Student Learning Outcomes
Assessment: From Concept
through Dissertation
JA N E ZACCA R DI E D. D, M A , R N , G CN S - BC
M AY 5 , 2 0 1 7
Dedication: Practical nursing students past, present, and future. May they always be
valued for their vital role and contribution to health care!
Objectives of this presentation
Explore the development and implementation of a student learning
outcomes assessment project:
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general question
identification of the key concept and corresponding learning outcome
identification of a survey tool
impact of literature review
relevant findings
use of the information to inform curriculum
describe how this assessment project led to a dissertation
Student Practical Nurses in Action
How did we begin?
Question from our Advisory Council:
◦ Employers have noticed a decline in professionalism in the workplace.
◦ Is professionalism taught in the Practical Nursing Program?
◦ Where, When and How?
Begin with the right question(s):
◦ How do we measure the development of professional behaviors?
Development of an Assessment Project
Which Student Learning Outcome best “fits with” this question?
◦ SLO #2: Collaborate respectfully with others.
◦ This includes the ability to participate as a member of a group; respect and value diversity; and,
operate as a socially and civically responsible citizen.
Plan
1. Curriculum mapping project
2. Survey of practical nursing students at three distinct points in the
program
◦ a. Orientation for new students
◦ b. End of the first semester (18 credit hours of practical nursing completed)
◦ c. Immediately prior to graduation (37 credit hours of nursing completed)
The Study
The program director and faculty reviewed course outcomes and
learning objectives for each nursing course in the practical nursing
program to identify the location key concepts pertaining to professional
behaviors were taught.
We recorded pertinent course objectives on our program pathway
document
Curriculum Mapping
Objectives related to professional behavior
First Semester Courses
CR
Lecture
Lab
Unit II A - D
PN 120 Intro to Practical Nursing
2
15
21
Unit I a – g
Unit II A 1-8
Unit IV C 1 & 7
PN 125 KSPN Foundations of
Nursing
4
60
Unit I A – I
Unit II D,F,G
PN 126 KSPN Foundations of Nursing
Clinical
PN 130 KSPN Medical Surgical
Nursing I
PN 131 KSPN Medical Surgical
Nursing I Clinical
2
PN 135 KSPN Pharmacology
3
45
Totals for 1st semester
18
180
Second Semester Courses
PN 140 KSPN Maternal Child Nursing
2
30
Unit I a –j
Unit IV a – d
Unit V a - g
PN 141 KSPN Maternal Child Clinical
1
Unit I a – 4
Unit II A, B, E-5
Unit I a – d
Unit II a – d
Unit III a – c
Unit V a – d
PN 145 KSPN Mental Health Nursing
2
PN 146 Mental Health Nursing
Clinical
1
Unit VIII
a – c, e – g
PN 150 KSPN Medical Surgical
Nursing II
PN 151 KSPN Medical Surgical
Nursing II Clinical
4
Unit IV
A 1 -5
D1
Unit VI
C1
E1-4
PN 155 KSPN Gerontology Nursing
2
30
Unit II a - k
Units III, IV and V
PN 160 Applied Pharmacology
2
PN 165 Transition to Nursing Practice 2
30
Totals 2nd Semester
Totals entire curriculum
180
360
Unit I a –j
Unit IV a – d
Unit V a - g
Unit I a & l
Unit I a –j
Unit IV a – d
Unit V a - f
4
T
36
60
90
60
90
60
3
135
135
45
21
225
426
30
45
30
45
30
45
60
45
60
3
19
37
Clinical
135
135
30
42
42
63
42
30
225
450
447
873
Findings
Concepts pertaining to professional behaviors were specifically
addressed in 13/15 courses (87% of the program).
More importantly, it was a critical component in all five clinical courses
and in both courses that contain lab or simulation experiences.
Student Survey
The program director designed a simple qualitative survey tool which
asked students to:
◦ Define the word "professional“
◦ Outline how a Licensed Practical Nurse should:
◦ Look
◦ Act
◦ Interact with others.
Findings
21/21 orientees, 24/32 end of first semester students and 17/19
graduates completed the survey.
All three cohorts of students utilized the word professional in every
area on their survey responses.
There were specific terms and/or concepts that were universal in
the responses of all three cohorts, and there were several themes
that were unique to each level.
Professionalism defined
The following terms/concepts were included by all three groups:
◦ the manner in which a person speaks, acts, dresses
◦ positive attitude
◦ soft skills of being "nice"
Definition cont.
Orientation group stressed willingness to help others, dignity and pride
in self.
Students at end of 1st semester added being on time, following rules
and directions, ability to think critically, being calm and using sound
judgment.
Graduating students added knowing one's role, projecting confidence,
responsibility, accountability and being held to a higher standard.
How an LPN Looks
All stressed the importance of:
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being neat & clean
wearing one's uniform (most added wrinkle-free)
being organized
"looking intelligent"
Orientees focused on a simple but classy look.
Look cont.
End of the first semester students stressed:
◦ looking as though one was ready for anything
◦ having a smile on one's face
◦ appearing trust worthy.
Graduating students added:
◦ appear confident and approachable.
How an LPN Acts
All students stressed the need to be
◦ kind
◦ courteous
◦ positive
The orientees added the need for
◦ good customer service skills
◦ compassion
◦ sensitivity
Acts cont.
End of the first semester students stressed
◦ ethics and morality
◦ the golden rule
◦ PNs should act the same as an RN
Graduating students stated
◦ they were aware that others looked to them for leadership
◦ being proactive is important.
How an LPN Interacts
All stressed the need for
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kindness
respect
compassion
open-mindedness
Orientation group added
◦ being helpful
◦ prompt
◦ ability to put the needs of others first.
Interacts cont.
End of the first semester students felt that
◦ one should get along with everyone
◦ be empathetic
◦ learn to work well within a team.
Graduating students added
◦ advocacy
◦ integrity
◦ respect for rights and privacy
The next phase included
Surveying the advisory council to outline their definitions and
expectations relative to professionalism
Comparing and contrasting advisory council members responses with
student responses and performance
Results of Advisory Council Survey
Definitions included:
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presentation and appearance
attitude of life-long learning and growth
compliance with policies and regulations
making proper judgments and decisions
being a self-starter in a supportive environment
meeting minimum requirements for job entry
articulate, confident and competent
honest and aware of legalities
having a quiet dignity.
Advisory Council cont.
How does an LPN Look:
◦ All agreed that an LPN should be neat, clean and well-groomed
◦ Compliance with dress code
◦ Some added being prepared and equipped for duty
◦ Put together
◦ Pleasant affect
Advisory Council cont.
How does an LPN Act:
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on time
prepared and organized
Interested, responsive and appropriate to situation
respect self and others, positive, polite
calm in crisis situations
able to think critically
responsive to diversity
an advocate,
knowledgeable and confident
Advisory Council cont.
How does an LPN Interact:
◦ respectfully
◦ listens to others
◦ team player
◦ empathetic, caring or compassionate
◦ calm and thoughtful
◦ does not bring personal problems to work
◦ maintains proper personal space
◦ accepts ideas of others
An Additional Student Survey
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This survey listed behaviors that faculty
and prospective employees identified as
being unprofessional
Practical Nursing Students were asked to
indicate whether or not they perceived the
behaviors as being unprofessional in
nature
Faculty Review of this Data
Validate consistency with respect to expectations regarding student
behavior and socialization between the day practical nursing program
◦ Day Program has 3 full-time faculty/2 adjuncts
◦ Evening Program has 1 full-time faculty and 6 adjuncts
Gather more information about the demographics of each of the
cohorts of students.
Impact of SLOA on Program
Curriculum revision
◦ Deletion of a couple of courses
◦ Development of a new course
◦ Addition of competencies related to professionalism
Faculty reflection and discussion
o Role modeling
o Performance expectations in clinical practicum, lab and simulation
o Consistency
Review and revision of PN Student Handbook
Poster Presentation
Professionalism: Student Learning Outcomes Assessment
Project
Jane Zaccardi, MA, RN, GCNS-BC
Is professionalism taught in the Practical
Nursing Program?
–Where, When , and How?
How do we measure the development of
professional behaviors?
--Do PN students develop the ability to
collaborate respectfully with others
including the ability to participate as a
member of a group; respect and value
diversity; and, operate as a socially and
civically responsible citizen?
Survey Data
Orientation Group
•Impact of C.N.A. course
noted in how the incoming
students defined and
demonstrated professional
behaviors
End of first semester
•Focused on critical thinking
skills, team work and ethics,
morality & integrity
Prior to graduation
•Aware of their role within
healthcare team and of the
fact that others will look to
them for leadership
Curriculum Map
Data
Objectives
Course Name
Concepts
Intro to Practical Nsg
yes
Unit II A - D
Foundations of Nsg
yes
Unit I a – g; Unit II A 1-8; Unit IV C 1 & 7
Medical-Surgical I
no
Pharmacology
no
Medical-Surgical II
yes
Unit VIII a – c, e – g
Maternal Child Nsg
yes
Unit I a & l
Mental Health Nsg
yes
Unit I a – 4; Unit II A, B, E-5
Gerontology
yes
Unit IV A 1 -5, D 1; Unit VI C 1,E 1 - 4
Applied Pharmacology
yes
Unit II a - k
Transitions to Practice
yes
Units III, IV and V
4 Clinical Courses
yes
Multiple objectives each clinical course
and role modeling faculty & facility
nurses
Curriculum mapping project
Survey of members of the advisory
council
Survey of practical nursing students
at three distinct points in the program
a. Orientation for new students
b. End of the first semester (18
credit hours of practical nursing
completed)
c. Immediately prior to graduation
(37 credit hours of nursing
completed)
Concepts pertaining to
professionalism are addressed in
13/15 courses; and, are critical
components of all five clinical
courses; and, courses that contain lab
or simulation.
There is progressive growth in
understanding professionalism; and,
in demonstrating professional
behaviors as a student progresses
through the program.
The data was:
• Reported out to the Advisory
Council
• Reviewed and discussed at our
Student Learning Outcome
Assessment Retreat in May
• Strengths Quest Assessments and
Workshops have been integrated
into the curriculum
• Student representatives will
continue to attend advisory council
meetings and will inform their
respective cohorts regarding
perceptions of councils members
around professionalism
• Scenarios will be developed to be
used in simulation to promote
transfer of professional behaviors
from class to workplace
Dissertation Development
Literature review
Survey Tool
Research questions
Findings
Literature Review
Professionalism: internally held values (attitudinal) that are measured
through (observable) behaviors
Variety of nursing studies existed, but none involving student practical
nurses
5 Distinct areas of professionalism:
Reliability, responsibility, accountability
Life-long learning, adaptability
Relationship with others
Integrity and respect
Citizenship and professional engagement
Kelley, et al. (2011)
Hall’s Professionalism Scale (1968)
as adapted by Snizek (1972)
Hall’s Professionalism Scale (1968) is an attitude scale developed to
measure the degree of professionalism of individuals in a variety of
occupations.
Hall identified five attributes of professionalism:
use of a professional organization as a major referent
belief in public service
belief in self-regulation
sense of calling to the field
feeling of autonomy.
Snizek’s Revision (1972)
Hall’s scale contained 10 items for each construct for a total of 50 survey
items.
Snizek revised the scale to include only five items for each attribute for a
total of 25 survey items.
Internal Consistency Reliability for my study:
Cronbach’s Alpha for subscale 2, belief in public service was .444
Cronbach’s Alpha for subscale 5, belief in autonomy, was .330
Survey Item
Number
Survey Item
Number
Survey Item
Number
Survey Item
Number
Survey Item
Number
Professional
Organization
1
4
11
15
17
Public Service
2
5
8
12
22
Self-Regulation
6
13
16
21
23
Sense of Calling
7
9
14
18
24
Autonomy
3
10
19
20
25
Attribute
Measured
Research Questions
RQ1. To what extent did students in a practical nursing program use a
professional organization as a resource?
RQ2. To what extent did students in a practical nursing program believe
practical nurses engage in self-regulation?
RQ3. To what extent did students in a practical nursing program feel a
sense of calling to the field?
.
Findings
There were no statistically significant differences in the use of a
professional organization as a major referent, belief in self-regulation,
or in a sense of calling to the field between students entering the
practical nursing program and those graduating from the program.
Semester in
the program
Professional
Organization
Belief in SelfRegulation
Sense of
Calling to the
Field
Entering
Students
M=2.9946
M=3.8279
M=3.9766
SD .41995
SD .39263
SD .46578
Graduating
Students
M=2.9358
SD .34520
M=3.8078
SD .28273
M=3.9415
SD .37667
Findings cont.
Both groups appeared to value the professional organization:
o Student practical nurses are required to research topics in peerreviewed nursing journals and through websites sponsored or endorsed
by professional organizations.
o Professors use resources from various nursing organizations to inform
curriculum, develop simulation experiences, and conduct debriefing.
o This finding may reflect the impact of curriculum and coursework.
Findings cont.
The highest group mean was associated with the subscale pertaining to a
sense of calling to the field which may suggest that student practical
nurses might not have a strong yearning or intrinsic commitment to
become a nurse independent of the salary they might expect to earn.
o Employment growth, earning potential and the diversity of
opportunities are common reasons students select this career pathway.
o Students choose nursing because for job security, shift flexibility, a
limited workday, and a relatively high salary.
o The concept of a career ladder along with efforts to streamline the
path to the BSN to address the nursing shortage have also motivated
students to select this occupation.
Other Research
Intergenerational considerations
Emphasis in Nursing today:
 Autonomy
 Membership in professional organizations
Emphasis in Nursing in the 1960’s:
 Sense of Calling to the field
 Service
Wynd (2003)
Value of examining SLOs
Course or program review
Brain-storming
Gaining a new perspective
Validating perceptions arrived at through anecdotal data
Acquisition of resources
Positive PR for course/program/college
Identification of student and faculty accomplishments
Ongoing quality improvement
Questions
Contact Information
Jane Zaccardi Ed.D., MA, RN, GCNS-BC
Highland Community College, Atchison, KS
(913) 367-6204 ext. 133
[email protected]
References
Hall, R. (1968). Professionalization and bureaucratization. American
Sociological Review, 33, 92-104.
Kelley, A., Stanke, L., Rabi, S., Kuba, S., & Janke, K. (2011). Crossvalidation of an instrument measuring professional behaviors.
American Journal of
Pharmaceutical Education, 75(9), Article 179.
Snizek, W. E. (1972). Hall’s Professionalism Scale: An empirical
reassessment. American Sociological Review, 37(1), 109-114.
Wynd, C. (2003). Current factors contributing to professionalism in
nursing. Journal of Professional Nursing, 19(5), 251-261.