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Millikin University

Student Learning in the Nursing Major:

MSN Nursing Programs

College of Professional Studies: School of Nursing

Prepared by Karla Luxner

July 1, 2015

MSN Goals

The School of Nursing (SON) MSN program goals are:

(1) To foster development of leaders committed to advancing professional nursing

excellence

(2) To prepare nursing leaders who integrate knowledge, skills, and values in their

professional practice within a global community

(3) To achieve a community of life-long learners who are able to actively shape the

future of nursing and health care.

MSN Learning Outcomes The SON MSN program prepares graduates who:

(1) Demonstrate leadership that enhances patient centered outcomes through

management of the care environment and evidence-based practice

(2) Develop advanced nursing knowledge for quality improvement of patient

outcomes in diverse populations and health care delivery effectiveness through

interdisciplinary teams

(3) Provide nursing leadership through the health care delivery system including

expanding the independent role of the nurse, ensuring evidence-based

educational outcomes, engaging in political processes, and improving access to

health care.

Overview: The MSN program goals guide the curriculum and provide the foundation for

achievement of the student learning outcomes. Both the goals and the learning outcomes

for the MSN program are consistent with the mission of Millikin University to prepare

students for professional success, democratic citizenship in a global environment, and a

personal life of meaning and value. Demonstrating leadership that improves patient

outcomes and developing advanced nursing knowledge prepares graduate students for

professional success. A commitment to improving outcomes for diverse populations

prepares graduate students to be responsible citizens in a global environment. Gaining the

skills to shape the future of nursing and health care through expanding the independent

role of the nursing, applying evidence-based knowledge, engaging in political processes,

and improving access to care supports a life of meaning and value in nursing.

The Higher Learning Commission (HLC) granted approval in 2005 for the Millikin

University Master of Science in Nursing (MSN) program. The MSN program accepted

the first class in fall 2006, and the first eight MSN students graduated in December 2007.

The MSN degree is currently offered in four tracks. The first class of MSN students was

offered two tracks: Clinical Nurse Leader (CNL) and Nurse Educator (NE). In 2009,

2

Millikin was informed that the SON would be receiving Congressionally-directed funds

to develop the Master’s Entry into Nursing Practice (MENP) track, for individuals with a

bachelor’s degree in a non-nursing field who wanted to pursue the MSN in an accelerated

format. The pre-licensure registered nurse curriculum received approval from the Illinois

Board of Nursing (IDFPR) on November 6, 2009, and the first cohort of ten students

began the MENP track three in July 2012.

A partnership with Decatur Memorial Hospital was initiated in summer 2010 for Millikin

to be the academic institution to offer the Nurse Anesthesia Program (NAP). Acceptance

of this program was based on the expectation that the degree would become a doctor of

nursing practice (DNP) by 2015. After approval from the required regulatory bodies, the

first cohort of 14 Millikin-DMH nurse anesthesia (NAP) students were admitted into the

MSN program in spring 2011 as the fourth MSN track. The last cohort of MSN NAP

students will graduate in December of 2015 with the change to a DNP program.

In May 2008, the MSN program received initial full accreditation for five years from the

Commission on Collegiate Nursing Education (CCNE) with the next accreditation visit

scheduled for fall 2012. In October 2012, the CCNE MSN accreditation visit occurred

and the full 10 year accreditation was conferred.

Learning Story

Since 2006, the graduate nursing program has grown from offering two tracks for BSN-

prepared students seeking an MSN degree to the current four MSN tracks and two new

DNP tracks. Each course contributes to achieving the program-specific student learning

outcomes as shown in the curriculum maps below:

MSN Track 1 and 2 (CNL & NE) Courses Related to Student Learning Outcomes:

Nursing Courses Outcome 1 Outcome 2 Outcome 3

NU505 Evidence-Based Practice X

NU510 Diverse Populations X

NU515 Application of Theory to Practice X

NU525 Project Seminar X

NU530 Health care Policy and Economics X

NU535 Principles of Teaching and Learning X

NU542 Pathophysiology X

NU544 Advanced Health Assessment X

NU545 Advanced Pharmacology X

NU550 CNL: Clinical Outcomes & Care Mgt X

NU555 Educator Responsibilities and Roles X

NU560 Research Methods X

NU570 CNL Residency X

NU575 Educator Residency X

NU590 Advanced Nursing Project X

Students in the CNL and NE tracks must have a BSN degree and hold unencumbered

licensure as Registered Nurses in Illinois. Full time and part time study options are

3

available. Classes are typically scheduled on Fridays in an effort to accommodate the

schedule of the working professional nurse. For increased flexibility, most courses are

offered in 8-week blocks with additional content offered online. Full time students can

complete the program in eighteen months. In the spring of 2015, the CNL track was

retired after noting CNL graduate’s reported difficulty in finding appropriate employment

in this area, increasingly complex CNL academic requirements, and declining interest

from prospective students.

MSN Track 3 (MENP) Courses Related to Student Learning Outcomes

Nursing Courses Outcome 1 Outcome 2 Outcome 3

NU501 Nursing Foundations X NU504 Care of Adults I X NU514 Care of Adults II X NU524 Mental Health Nursing I X NU534 Mental Health Nursing II X NU543 Advanced Care of Adults I X NU546 Advanced Care of Adults II X NU531 Care of Women and Newborns X NU541 Care of Infants, Children, & Adolescents X NU549 Public Health Nursing I X NU551 Public Health Nursing II X NU569 Nursing Leadership X NU505 Advanced Topics: Evidence-Based Practice X

NU510 Advanced Topics: Diverse Populations X

NU515 Application of Theory to Practice X

NU525 Project Seminar X

NU530 Health care Policy and Economics X

NU535 Principles of Teaching and Learning X

NU542 Pathophysiology X

NU544 Advanced Health Assessment X

NU545 Advanced Pharmacology X

NU550 CNL: Clinical Outcomes & Care Mgt. X

NU555 Educator Responsibilities and Roles X

NU560 Research Methods X

NU570 CNL Residency X


The MENP track is designed for individuals who hold a bachelor’s degree in a non-

nursing field, and want to earn an MSN degree. The curriculum for pre-licensure MENP

students is an accelerated, rigorous 30 month plan of study requiring 46 credits in pre-

licensure courses in addition to the 36 credits required in the existing MSN curriculum

for the CNL advanced generalist role. MENP graduates are expected to meet the

accreditation standards for both the BSN and MSN degree upon completion of the

program. Courses specifically designed for MENP students to achieve the pre-licensure

nursing knowledge and skills are typically scheduled Monday through Thursday for

classroom and clinical experiences. MENP students join licensed MSN students on

4

Fridays for didactic courses with a major focus on achieving the MSN learning outcomes

in the program. Combining the pre-licensure MENP students and the licensed MSN

students in courses has been observed by faculty to create a rich learning environment for

both groups of students. Students who find the MENP curriculum too strenuous are often

able to move into the BSN program.

MSN Track 4 (NAP) Courses Related to Student Learning Outcomes:

Nursing Courses Outcome 1 Outcome 2 Outcome 3 NU 500: Roles & Resp. for Nurse Anesthesia X NU 505: Evidence-Based Practice X NU 506: Anatomy for Nurse Anesthesia X NU 507: Pharmacology for Nurse Anesthesia X NU 508: Basic principles of Nurse Anesthesia X NU 509: Physical Science for Graduate Nurses X NU 511: Physiology for Nurse Anesthesia X NU 515: Nursing and Interdisciplinary Theory X NU 516: Adv. Principles of Nurse Anesthesia I X NU 518: Adv. Principles of Nurse Anesthesia II X NU 520: Nurse Anesthesia Clinical Practicum I X NU 521: Clinical Conference I X NU 523: Adv. Principles of Nurse Anesthesia III X NU 527: Nurse Anesthesia Clinical Practicum II X

NU 528: Clinical Conference II X

NU 530: Healthcare Policy & Economics X

NU 532: Nurse Anesthesia Clinical Practicum III X

NU 533: Clinical Conference III X

NU 536: Nurse Anesthesia Clinical Practicum IV X

NU 537: Clinical Conference IV X

NU 538: Nurse Anesthesia Clinical Practicum V X

NU 539: Clinical Conference V X

NU 542: Advanced Physiology X

NU 544: Advanced Health Assessment X

NU 545: Advanced Pharmacology X

NU 560: Research Methods X

NU 569: Nursing Leadership X


Coursework in the MSN Nurse Anesthesia Track prepares qualified, experienced

Registered Nurses in the Advanced Practice Nursing specialty of nurse anesthesia.

Qualified candidates for the MSN degree (NAP track) are registered nurses who hold a

baccalaureate degree in nursing from an accredited program and who have completed

pre-requisite academic and professional requirements. The NAP is jointly conducted by

Millikin University and Decatur Memorial Hospital (DMH). A strong emphasis is placed

upon performance learning opportunities focusing on advanced knowledge and technical

skills required for nurse anesthesia practice. The curriculum consists of 72 credit hours

including the required clinical practicum consisting of approximately 2500 hours of

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clinical experiences which is conducted at DMH and their affiliate institutions. Graduates

of this program will be eligible to take the National Certification Examination offered by

the Council on Certification of Nurse Anesthetists. NAP students are admitted once a

year and the first cohort began the program in June 2011. This track is being phased out

and replaced by the DNP.

Assessment Methods

CNL and NE students for the MSN program were accepted for the first time in the fall of

2006, and a process for systematic collection of assessment data was initiated. The

faculty agreed to use the same assessment plan for MENP and NAP students. Established

learning outcomes for each course contribute to student achievement of the program

learning outcomes. During the 2013-2014 academic year data were collected from the

following sources:

Community Advisory Group

Aggregate Data on Residency Outcomes

EBI Survey (Educational Benchmarking)

Exit Survey (online)

Alumni Survey

Employer Survey

Evaluation of Clinical Agencies (MENP)

The results of the above assessments were reported to the Nursing Graduate Studies

Committee and the Nurse faculty Organization in fall 2014 for analysis, discussion, and

decision-making by the entire nursing faculty. Results of the assessment reports are

included in the Appendices.

Standards and Trend Data

Results from the above assessment reports and trend data are presented in the following

discussion:

School of Nursing Standard (Appendix A)

The School of Nursing set standards for assessment with the benchmark set at 3.0 or the

category of “green light.” The trend data gathered from the MSN program are

consistently above the benchmark. Even though the School of Nursing faculty determined

that no significant changes need to be implemented at this time, faculty carefully examine

assessment data in light of anticipated changes in health care and the preparation Millikin

nursing graduates will need to be successful in the future. Faculty also seriously consider

informal communication with students about their perceptions of the program and ways

that faculty can support them in being successful and accomplishing their goals.

Observations of experienced faculty and preceptors are also considered in interpreting

data and identifying areas of the program that can be improved to maintain excellence in

nursing education. There is the expectation that faculty teaching in the MSN program is

educationally prepared and current in evidence-based clinical and educational practices to

prepare graduates who are well-prepared to meet the challenges of a rapidly changing

profession.

6

Community Advisory Group (Appendix B) The group convened on April 4, 2014 at

Millikin University. Nine representatives from clinical agencies joined the SON faculty

for lunch and round table discussions about future practice changes, the impact of the

Affordable Care Act, and how Millikin can better prepare students for nursing practice.

The small groups then reported to the whole and a lively discussion ensued. The

members of the group also provided updates about evolving changes in their agencies and

at Millikin. Community members were asked to complete the Employer Surveys.

Aggregate Data on MSN Residency Outcomes (Appendix C).

Aggregate Data on Residency Outcomes are obtained from Practice Performance

Evaluations and were analyzed to assess the MSN program. Each item could be rated on

a scale of 1 to 5 (with the exception of 2007), with 5 being superior and 1 being poor

performance. The ratings for the CNLs on the 32 items on the evaluation ranged from a

low of 3.94 to a high of 4.79. Scores on all items were well above the 3.0 benchmark set

by the School of Nursing faculty. The overall mean for the data collected in 2013 was

4.38 (0.39). No changes are recommended at this time. Results indicated that CNL

students are successful in their advanced generalist roles.

The rating of NE Practice Performance Evaluation used a scale of 1 to 5 with 5 indicating

superior performance. Ratings for the Nurse Educators on the 30 items ranged from a low

of 3.5 to a high of 5.0. The overall mean score trend has remained above the bench mark

and has remained above 4.0 since 2009. There were 3 competencies that were not graded

due to lack of opportunity. With only NE 2 students during this period, analysis of trends

is limited. All scores were above the benchmark. At this time there are no changes

recommended. Results indicated that NE students are successful in their advanced

educator roles.

Educational Benchmarking Survey. The EBI survey is administered every two years at

Millikin to determine student satisfaction with the program and allows comparison with

all other programs nationwide that participate in the survey. The survey was administered

in spring 2015 and results will be reviewed and analyzed in the in fall 2015.

MSN Exit Survey (Appendix D). Exit Survey data were collected on the MSN December

2014 graduates through the online questionnaire. The survey focused on the extent to

which students were meeting MU and School of Nursing outcomes. There were 20

graduates in 2013- 2014. Sixteen (80%) of the MSN graduates responded to the on-line

survey. The four MSN tracks were represented as follows: One each in the Nurse

Educator and Clinical Nurse Leader Tracks, five in the MENP track, and nine in the NAP

track. The lowest rating was 3.0 and highest was 4.46. All scores were above the 3.0

benchmark.

MSN Alumni Survey (Appendix E). Online surveys were sent in August 2014 to all MSN

graduates from 1 year post graduation. No responses were obtained from the MSN

alumni survey.

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MSN Employer Survey (Appendix F). The results of the Employer Survey for MSN

graduates was collected and compiled in May 2013. The survey is comprised of nine

items related to performance of MSN graduates in the work setting. Employers rated each

item from 1 to 5, with 5 being the highest rating.

Scores ranged from 4.0 on the statement regarding the MSN graduates demonstration of

the ability to “provide nursing leadership through the health care delivery system by

engaging in political processes and improving access to health care” to a high of 5.0 on

seven of the nine items. Anecdotal notes reveal strong professional values, core

knowledge, and skills gained from the Millikin curriculum.

The overall mean for all nine items was 4.81, with all items well above the 3.0

benchmark except for one employer who scored one 5-year employee at a level 2 on the

item: “Develop or participate in research studies that effectively add to the body of

evidence-based nursing knowledge?” In all instances except the one above, the means

increased from the Year 1 experience to the Year 5 experience for the MSN graduates.

All other means were well above the 3.0 benchmark. The last two items on the survey ask

about general impressions of Millikin graduates and the items were scored at 4.63 and

4.50. There were many positive comments, and no negative comments on the open ended

items. Results indicated that the curriculum advances the mission of the University and

the SON as well as the SON program goals. Responses from employers demonstrate that

graduates accomplish the expected student outcomes of the SON.

Evaluation of Clinical Agencies (Appendix G) Track 3 MENP only

Data based on clinical experiences in the 2013-2014 academic year and reported in Fall

2014 indicated that clinical sites where MENP nursing students practice provide good

opportunities for achieving learning outcomes. The evaluation includes data for

undergraduate students’ clinical experiences as well as track 3 MENP students. Scores

ranged from a low of 3.63 on the item “integrate nursing research in providing care” to a

high of 4.88 on the item “deliver and manage care to patients requiring a variety of services."

The mean score for all items was 4.36. This was down slightly from a mean of 4.46

reported in 2013 and 4.42 reported in 2012. Scores for all three years were consistently

above the 3.0 bench mark indicating that the clinical agencies provided opportunities for

clinical experiences that allowed students to achieve learning outcomes.

Initiatives for Change

Even though assessment indicators are positive, assessment summaries and information

from additional sources provide data that is used for continued program development.

Task forces were put in place in the fall of 2014 to examine the viability and feasibility of

the CNL and MENP tracks and to explore an option for an ADN-MSN track.

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Appendix A

Rubric for Performance Assessment and Standards

School of Nursing: Master of Science in Nursing

Rating 5 4 3 2 1 Demonstrate

leadership that

enhances patient centered outcomes

through

management of the care environment

and evidence-based

care.

Consistently goes

beyond

expectations in demonstrating

leadership that

enhances patient centered outcomes

through

management of the

care environment

and evidence-based

care.

Demonstrates

strong leadership

that enhances patient centered

outcomes through

management of the care environment

and evidence-based

care.

Competently

demonstrates

leadership that enhances patient

centered outcomes

through management of the

care environment

and evidence-based

care.

Marginally

demonstrates


centered outcomes


care environment

and evidence-based

care.

Unable to

demonstrate


centered outcomes


care environment

and evidence-based

care.

Develop advanced

nursing knowledge

for quality improvement of

patient outcomes in

diverse populations and health care

delivery

effectiveness through

interdisciplinary

teams.

Consistently goes

beyond

expectations and demonstrates

mastery in

developing advanced nursing

knowledge for

quality improvement of

patient outcomes in

diverse populations

and health care

delivery

effectiveness through

interdisciplinary

teams.

Demonstrates

strong ability to

develop advanced nursing knowledge

for quality

improvement of patient outcomes in

diverse populations

and health care delivery

effectiveness

through

interdisciplinary

teams.

Competently

develops advanced

nursing knowledge for quality

improvement of

patient outcomes in diverse populations

and health care

delivery effectiveness

through

interdisciplinary

teams.

Marginally able to

develop advanced

nursing knowledge for quality

improvement of


and health care


through

interdisciplinary

teams.

Unable to develop

advanced nursing

knowledge for quality

improvement of


and health care


through

interdisciplinary

teams.

Provide nursing

leadership through

the health care delivery system

including

expanding the independent role of

the nurse, ensuring

evidence-based educational

outcomes,

engaging in

political processes,

and improving

access to health care.

Consistently goes

beyond

expectations in demonstrating

masters of

leadership skills in the health care

delivery system

including expanding the

independent role of

the nurse, ensuring

evidence-based

educational

outcomes, engaging in


and improving access to health

care.

Provides strong

leadership through

the health care delivery system

including


the nurse, ensuring


outcomes,

engaging in


and improving


Provides

competent

leadership through the health care

delivery system

including expanding the

independent role of

the nurse, ensuring evidence-based

educational

outcomes,

engaging in


and improving access to health

care.

Marginally

provides leadership

through the health care delivery

system including


the nurse, ensuring


outcomes,

engaging in


and improving

access to health care

Unable to provide

nursing leadership

through the health care delivery

system including


the nurse, ensuring


outcomes,

engaging in


and improving


9

Rubric Evaluation Standard: Green Light

4.5 - 5.0 = Mastery

3.5 - 4.4 = Strong performance

3.0 - 3.4 = Competent

Yellow Light

2.5 - 2.9 = Marginal performance

Red Light

< 2.5 = Not acceptable

10

Appendix B Millikin University School of Nursing

Community Advisory Group Summary Report April 2, 2014

Call to order Meeting was called to order by Kathy Booker, Director, School

of Nursing at 11:30 am in Richard’s Treat University Center,

Fireplace Room

Community Members

Present

Tanya Andricks, Community Health Improvement Center;

Terri Luckenbill, Coordinator of School Health, District 61

Cecilia Wendler, Memorial Medical Center

Jennifer Cullen, St. John’s Hospital

Gail Fyke, Decatur Memorial Hospital

Sharon Norris, Decatur Memorial Hospital

Sue Kiefer-Griffin, Decatur Memorial Hospital

Shelly Baldwin, Richland Community College

Ellen Colbeck, Richland Community College

Faculty Members

Present

Jo Carter, Jamie Nickell, Marilyn Prasun, Sheryl Samuelson,

Charlotte Bivens, Vicki Caldwell, Barb Connelley, Mary Jane

Linton, Kristin Pritts, Pam Laskowski, Isabel Ososki, Rhonda

Gee, Lori Stone, Pam Lindsey, Karla Luxner, Kathy Booker,

Lori Gilbert (Administrative Assistant), Kim Wenthe

(Administrative Assistant)

Summary of

Discussion:

1. What future

practice changes

do you anticipate

in your facility in

the near future?

2. How has the

Affordable Care

Act impacted the

practice of nursing

in your facility?

3. What would help us

better prepare

nursing graduates

to fulfill

professional

competencies

across a wide

range of patient

needs in the

workplace and

community?

Anticipating enlarged scope of responsibility, renewed

interest in advanced practice nursing

Teach students role of nurse as a resource to

organizations

Nursing is moving away from acute care, offering

expanded opportunities?

Need to teach delegation and how to work as a team

Teaching Evidence based practice, critical thinking,

simulation to students

Research ideas: Infection control, customer satisfaction,

nurse interruptions

Students are not aware of government initiatives

Important issues include mental health and Affordable

Care Act changes

Responsibility of students in partnership

There is increasing difficulty placing students in clinical

settings

Challenge of CNA requirement – wait lists and lottery

now used at RCC

11

School of Nursing

Updates

See attached

Adjournment Meeting adjourned at 1:00 pm by Kathy Booker

Respectfully Submitted,

Lori A Gilbert

12

Appendix C

Aggregate Data on MSN Residency Outcomes

School of Nursing

Clinical Nurse Leader (CNL) Evaluation

Annual Report 2013-2014

CNL Role

Competencies

Year

N

Mean Score (SD)

Advocate

1

Identify clinical and cost outcomes that

improve safety, effectiveness, timeliness,

efficiency, quality and client-centered

care.

2007

2008

2009

2010

2011

2012

2013-14

3

9

4

11

2

24

28

2.75 (0.5) * [1-3 scale]

3.89 (0.60)

4.5 (0.71)

4.36 (0.80)

3.5 (0.70)

4.44 (0.64)

4.42 (0.91)

2

Communicates with nurses and other

healthcare professionals who provide care

to the same clients in that setting and in

other settings.

2007

2008

2009

2010

2011

2012

2013-14

3

10

3

11

2

29

29

2.44 (0.527) *

3.80 (0.422)

5.00 (0.0)

4.27 (0.65)

3.5 (0.70)

4.55 (0.632)

4.52 (0.92)

3

Reviews and evaluates patient care

guidelines/protocols and implements a

guideline to address patient care issues

and readiness for discharge.

2007

2008

2009

2010

2011

2012

2013-14

3

10

2

9

2

25

25

3.00 (0.0) *

4.10 (0.568)

4.0 (0.0)

4.44 (0.73)

3.5 (0.70)

4.68 (0.55)

4.68 (0.90)

4

Identifies, disseminates and applies

evidence for practice and for changing

practice.

2007

2008

2009

2010

2011

2012

2013-14

3

10

3

10

2

28

28

2.88 (0.35) *

4.00 (0.47)

4.67 (0.57)

4.3 (0.83)

4.0 (1.41)

4.82 (0.39)

4.64 (0.91)

5

Reviews policies within the health care

organization and identifies opportunities

for development or change.

2007

2008

2009

2010

2011

2012

2013-14

3

9

3

7

2

25

24

2.88 (0.35) *

3.67 (0.50)

4.33 (1.15)

4.29 (0.95)

3.5 (0.70)

4.56 (0.58)

4.79 (0.89)

6

Identifies potential equity and justice

issues within the health care setting

related to client care.

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

8

2

24

26

2.5 (0.55) *

4.0 (0.50)

4.5 (0.71)

4.5 (0.76)

3.5 (0.70)

4.63 (0.49)

4.61 (0.91)

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CNL Role

Competencies

Year

N

Mean Score (SD)

7

Identifies health care issues and presents

evidence based recommendations for

change.

2007

2008

2009

2010

2011

2012

2013-14

3

9

3

10

2

28

26

2.71 (0.48) *

4.11 (0.60)

4.67 (0.57)

4.6 (0.69)

4.0 (1.41)

4.75 (0.44)

4.69 (0.91)

8

Analyzes the care of a patient cohort and

the care environment in light of ANA

Nursing Standards of Care and the Code

of Ethics.

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

8

2

21

22

2.33 (0.52) *

4.00 (0.50)

5.0 (0.0)

4.13 (0.64)

3.5 (0.70)

4.48 (0.51)

4.63 (0.89)

Member

of

Profession

9

Actively participates in agency unit and

or organization wide committee(s)

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

11

2

27

28

2.83 (0.41) *

3.89 (0.33)

4.5 (0.71)

4.18 (0.93)

3.5 (0.70)

4.7 (0.46)

4.67 (0.91)

Team

Manager

10

Designs, coordinates and evaluates plans

of care for a cohort of patients

incorporating patient/family input and

team members.

2007

2008

2009

2010

2011

2012

2013-14

3

8

2

6

2

22

22

2.43 (0.53) *

3.88 (0.35)

4.0 (0.0)

4.33 (0.82)

3.5 (0.70)

4.55 (0.59)

4.50 (0.89)

11

Monitors and delegates care in the patient

care setting.

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

9

2

20

22

2.43 (0.53) *

3.67 (0.50)

4.5 (0.71)

4.11 (0.78)

3.5 (0.70)

4.25 (0.78)

4.18 (0.90)

12

Participates and presents to the

multidisciplinary team evidence based

recommendations that improve patient

care outcomes and efficiency

2007

2008

2009

2010

2011

2012

2013-14

3

10

3

7

2

27

23

2.86 (0.38) *

3.80 (0.63)

4.67 (0.57)

4.71 (0.48)

4.0 (1.41)

4.44 (0.5)

4.61 (0.89)

13

Participates in a multidisciplinary team

meeting with incorporation of the patient

and or family as part of the team meeting.

2007

2008

2009

2010

2011

2012

2013-14

3

6

3

9

2

20

21

2.75 (0.46) *

4.17 (0.41)

5.0 (0.0)

4.56 (0.53)

3.5 (0.70)

4.50 (0.6)

4.57 (0. 88)

14

CNL Role

Competencies

Year

N

Mean Score (SD)

Information

Manager

14

Uses patient data to develop

and implement patient care for

a cohort of patients.

2007

2008

2009

2010

2011

2012

2013-14

3

10

2

7

2

26

23

2.75 (0.46) *

4.10 (0.32)

5.0 (0.0)

4.14 (0.69)

3.5 (0.70)

4.62 (0.57)

4.57 (0.90)

15

Evaluates the impact of

available and new technology

on nursing staff, patients and

family.

2007

2008

2009

2010

2011

2012

2013-14

3

7

2

8

2

21

21

2.33 (0.52) *

3.71 (0.48)

4.5 (0.71)

4.63 (0.52)

3.50 (0.70)

4.29 (0.64)

4.38 (0.90)

Systems

Analyst

16

Participates in establishing and

reviewing interdisciplinary

patient care plans with the

health care team.

2007

2008

2009

2010

2011

2012

2013-14

3

10

2

6

2

23

19

2.43 (0.53) *

3.60 (0.52)

4.5 (0.0)

4.33 (0.52)

3.50 (0.70)

4.43 (0.66)

4.32 (0.88)

17

Applies evidence-based

practice as basis for client care

decisions.

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

8

2

26

24

2.88 (0.35) *

4.22 (0.44)

5.0 (0.0)

5.0 (0.0)

3.50 (0.70)

4.73 (0.45)

4.79 (0.89)

18

Works with quality

improvement team to improve

patient safety and outcomes

2007

2008

2009

2010

2011

2012

2013-14

3

10

2

8

2

24

21

2.78 (0.44) *

3.60 (0.52)

4.5 (0.71)

4.63 (0.74)

3.50 (0.70)

4.71 (0.46)

4.67 (0.88)

19

Identifies and analyzes barriers

and facilitators within the

organization’s microsystem as

they relate to a cohort

population

2007

2008

2009

2010

2011

2012

2013-14

3

8

2

7

2

23

27

2.57 (0.53) *

4.00 (0.76)

4.5 (0.71)

4.86 (0.38)

3.50 (0.70)

4.52 (0.51)

4.48 (0.91)

Clinician

20

Plans and delegates care for

the patients with multiple

chronic health problems,

identifying nursing

interventions to impact

outcomes of care.

2007

2008

2009

2010

2011

2012

2013-14

3

10

1

6

2

21

19

2.43 (0.53) *

3.90 (0.32)

4.00 (0.0)

4.17 (0.75)

4.0 (1.41)

4.29 (0.71)

4.37 (0.88)

15

CNL Role

Competencies

Year

N

Mean Score (SD)

21

Uses existing database to evaluate

aggregate care outcomes for a

designed microsystem with a

focus on nursing interventions.

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

7

2

23

20

2.43 (0.53) *

3.56 (0.53)

3.50 (0.70)

4.29 (0.48)

3.50 (0.70)

4.48 (0.66)

4.40 (0.88)

22

Contributes to interdisciplinary

plans of care based on best

practice guidelines and current

evidence.

2007

2008

2009

2010

2011

2012

2013-14

3

10

3

6

2

27

24

2.50 (0.53) *

4.00 (0.47)

5.0 (0.0)

4.83 (0.41)

3.50 (0.70)

4.48 (0.58)

4.58 (0.90)

Outcomes

Manager

23

Coordinates care for a group of

patients based on evidence-based

guidelines and quality care

standards.

2007

2008

2009

2010

2011

2012

2013-14

3

10

3

5

2

21

23

2.50 (0.55) *

3.90 (0.74)

5.0 (0.0)

4.60 (0.55)

3.50 (0.70)

4.67 (0.48)

4.65 (0.89)

24

Revises patient care based on

analysis of outcomes and

evidence-based knowledge.

2007

2008

2009

2010

2011

2012

2013-14

3

8

1

6

2

23

21

2.57 (0.53) *

3.88 (0.35)

5.0 (0.0)

4.17 (0.41)

3.50 (0.70)

4.57 (0.59)

4.52 (0.89)

25

Analyzes unit resources and

establishes priorities for

maximizing outcomes.

2007

2008

2009

2010

2011

2012

2013-14

3

9

3

11

2

20

19

2.40 (0.55) *

3.78 (0.44)

4.67 (0.57)

4.18 (0.87)

3.50 (0.70)

4.35 (0.67)

4.32 (0.88)

26

Conducts a patient care team

research review to examine

patient outcomes.

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

9

2

20

14

2.43 (0.53) *

3.56 (0.53)

4.5 (0.71)

4.44 (0.88)

4.00 (1.41)

4.40 (0.68)

4.64 (0.82)

Educator

27

Presents a case study or journal

research article at a unit meeting

or grand rounds

2007

2008

2009

2010

2011

2012

2013-14

3

5

1

7

2

16

14

2.8 (0.45) *

4.00 (0.71)

5.0 (0.0)

4.29 (0.95)

3.50 (0.70)

4.50 (0.63)

4.50 (0.82)

16

CNL Role

Competencies

Year

N

Mean Score (SD))

28

Provides health education for an

individual patient or cohort based

on risk profile.

2007

2008

2009

2010

2011

2012

2013-14

3

10

3

8

2

20

20

2.43 (0.53) *

3.70 (0.48)

5.0 (0.0)

4.62 (0.52)

4.00 (0.0)

4.35 (0.48)

4.45 (0.88)

29

Creates or reviews an educational

module with patient and families

and or staff.

2007

2008

2009

2010

2011

2012

2013-14

3

9

3

6

2

16

17

2.67 (0.52) *

3.89 (0.33)

5.0 (0.0)

4.83 (0.41)

4.00 (0.0)

4.5 (0.51)

4.35 (0.86)

30

Participates and or develops a

health education plan for a unit-

specific issue common to

multiple clients.

2007

2008

2009

2010

2011

2012

2013-14

3

9

3

8

2

15

19

2.80 (0.45) *

4.11 (0.33)

5.0 (0.0)

4.25 (0.88)

4.00 (0.0)

4.53 (0.51)

4.52 (0.87)

31

Implements and evaluates the

health education plan, the role of

the team, learning methods, client

interactions and client outcomes.

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

6

2

17

16

2.33 (0.52) *

3.89 (0.33)

4.0 (0.0)

4.67 (0.52)

4.00 (0.0)

4.53 (0.62)

4.50 (0.85)

32

Develops and implements a

professional development session

for nursing and ancillary staff.

2007

2008

2009

2010

2011

2012

2013-14

3

9

2

5

2

17

17

2.20 (0.45) *

4.0 (0.50)

5.0 (0.0)

4.20 (1.1)

4.00 (0.0)

4.53 (0.62)

3.94 (0.88)

Total Score

2007 [Note 1-3 scale]

2008 (N=3) 3.85 (0.33)

2009 (N=1) 4.78 (0.30)

2010 (N=2) 4.34 (0.66)

2011 (N=1) 3.57 (0.81)

2012 (N=7) 4.50 (0.41)

2013-14 (n= 7) 4.38 (0.89)

Summary:

In 2013-14 the graduation options for students in the MSN were expanded to have the

opportunity to graduate in either December or May. Thus, these reported data are

indicated for the entire academic year although all 7 CNL graduates were in the MENP

program and graduated in December. All mean scores were above the benchmark. Each

17

student was evaluated on the CNL competencies met during residency immersions during

the fall by each preceptor and the course faculty. The lowest scored competency was #34:

Educator Role: Develops and implements a professional development session for nursing

and ancillary staff (µ 3.94). The highest ranked competency was #17: Systems Analyst

Role: Applies evidence-based practice as the basis for client care decisions (µ=4.79). All

students took and passed the CNL examination in December prior to graduation (100%

pass rate).

Note: The 2007 data were based on a 1-3 scale. In 2008 and beyond, data were based on a

1-5 scale with an established benchmark of 3.0. The mean score trend has remained

above the bench mark and was above 4.0 in 4 of the last 5 years of the program. Of note,

only one student graduated in 2011.

18

Aggregate Data on MSN Residency Outcomes

School of Nursing

Nurse Educator (NE) Evaluation

Annual Report 2013-14

NE Role

Competencies

Year

N

Mean (SD)

Facilitator

1

Implements a variety of teaching

strategies appropriate to the learner

needs.

2007

2008

2009

2010

2011

2012

2013-14

5

3

14

6

4

2

2

2.67 (0.5) [Note 1-3 scale]

3.33 (2.08)

4.21 (0.89)

4.0 (0.89)

4.75 (0.5)

4.0 (1.4)

4.5

2

Implements teaching strategies

based on educational theory and

evidence based practice.

2007

2008

2009

2010

2011

2012

2013-14

5

3

19

8

4

2

2

2.56 (0.52)

3.67 (1.52)

4.37 (0.68)

4.0 (0.75)

4.75 (0.5)

4.5 (0.7)

4.5

3

Engages in self-reflection and

continued learning to improve

teaching practices.

2007

2008

2009

2010

2011

2012

2013-14

5

3

19

7

4

2

2

2.91 (0.30)

4.0 (1.73)

4.2 (0.78)

4.14 (0.69)

4.75 (0.5)

4.0 (0)

5.0

4

Utilizes informational technology

skillfully to facilitate and support the

teaching-learning process.

2007

2008

2009

2010

2011

2012

2013-14

5

3

18

5

4

22

2.56 (0.53)

3.33 (2.082)

4.06 (0.87)

3.60 (0.89)

5.0 (0.0)

5.0 (0)

5.0

5

Utilizes oral, written and electronic

communication, to convey ideas in a

variety of contexts

.

2007

2008

2009

2010

2011

2012

2013-14

5

3

16

5

4

2

2

2.60 (0.52)

3.33 (2.08)

4.0 (0.89)

4.0 (1.0)

4.75 (0.5)

4.5 (0.7)

5.0

6

Creates opportunities for learners to

develop their critical thinking and

clinical reasoning skills.

2007

2008

2009

2010

2011

2012

2013-14

5

3

16

5

4

2

2

2.78 (0.44)

3.33 (2.08)

4.25 (0.77)

4.4 (0.55)

4.75 (0.5)

4.5 (0.7)

5.0

19

NE Role

Competencies

Year

N

Mean (SD)

7

Is enthusiastic and motivates

students to learn.

2007

2008

2009

2010

2011

2012

2013-14

5

3

18

5

4

2

2

2.82 (0.41)

4.00 (1.0)

4.22 (0.80)

3.8 (0.84)

5.0 (0.0)

5.0 (0)

4.0

8

Established positive working

relationships with students, faculty

and the clinical agency to promote

positive learning environments.

2007

2008

2009

2010

2011

2012

2013-14

5

2

17

5

4

2

2

2.73 (0.46)

5.0 (0.0)

4.24 (0.83)

4.2 (0.84)

5.0 (0.0)

5.0 (0)

5.0

9

Demonstrates a sound practice

knowledge base needed to help

learners prepare for nursing

practice.

2007

2008

2009

2010

2011

2012

2013-14

5

3

16

5

4

2

2.70 (0.48)

3.67 (1.52)

4.31 (0.79)

4.2 (0.84)

5.0 (0.0)

5.0 (0)

4.0

10

Instructs learners in a well-

organized, clear, concise manner

while ensuring learning objectives

have been met.

2007

2008

2009

2010

2011

2012

2013-14

5

3

16

5

4

2

2

2.57 (0.52)

3.00 (2.0)

4.44 (0.63)

4.0 (1.0)

4.5 (0.57)

4.5 (0.7)

5.0

11

Provides learners with opportunity

to clarify and address questions.

2007

2008

2009

2010

2011

2012

2013-14

5

3

15

5

4

2

2

2.70 (0.48)

3.67 (2.30)

4.20 (0.94)

3.8 (1.1)

4.75 (0.5)

--

5.0

Socialization

12

Identified individual learning

styles and unique learning needs of

multicultural, educationally

disadvantaged, physically

challenged and at risk students.

2007

2008

2009

2010

2011

2012

2013-14

5

0

5

2

1

2

2

2.38 (0.52)

3.8 (1.1)

3.5 (0.70)

5.0 (0.0)

4.5 (0.7)

4.0

13

Identified resources for diverse

learners and facilitated their

individual learning needs.

2007

2008

2009

2010

2011

2012

2013-14

5

0

3

1

0

2

2

2.14 (0.37)

3.67 (1.2)

4.0 (0.0)

0

4.5 (0.7)

4.0

20

NE Role

Competencies

Year

N

Mean (SD)

14

Engaged in appropriate

counseling strategies that helped

learners meet their professional

goals.

2007

2008

2009

2010

2011

2012

2013-14

5

2

8

4

3

2

2

2.43 (0.53)

3.5 (0.71)

4.63 (0.74)

5.0 (0.0)

4.33 (1.15)

--

4.0

15

Created learning environments

that focused on socialization to

the role of nursing.

2007

2008

2009

2010

2011

2012

2013-14

5

2

13

4

4

2

2

2.56 (0.53)

4.5 (0.71)

4.0 (0.0)

4.0 (1.2)

4.25 (0.95)

5.0 (0)

4.0

16

Assisted learners to develop the

ability to engage in thoughtful

self and peer evaluation.

2007

2008

2009

2010

2011

2012

2013-14

5

2

14

7

4

2

2

2.63 (0.52)

4.5 (0.71)

4.21 (0.89)

4.43 (0.98)

4.5 (1.0)

4.0 (1.4)

4.0

17

Models professional behaviors for

learners, such as, engagement in

lifelong learning activities,

dissemination of information and

advocacy.

2007

2008

2009

2010

2011

2012

2013-14

5

3

15

4

1

2

2

2.80 (0.42)

3.67 (2.3)

4.33 (0.72)

4.0 (0.82)

5.0 (0.0)

4.5 (0.7)

5.0

Assessment/

Evaluation

18

Uses current literature to provide

evidence-based learner

assessments and evaluations.

2007

2008

2009

2010

2011

2012

2013-14

5

2

12

4

3

2

2

2.70 (0.48)

4.5 (0.707)

4.08 (0.79)

4.75 (0.50)

4.66 (0.577)

--

4.5

19

Provides timely and constructive

feedback to learners.

2007

2008

2009

2010

2011

2012

2013-14

5

2

8

1

1

2

2

2.60 (0.52)

5.00 (0.00)

4.75 (0.7)

5.0 (0.0)

5.0 (0.0)

5.0 (0)

4.0

Curriculum/

Outcomes

20

Demonstrates the ability to write

program outcomes, competency

statements, learning objectives

and selecting appropriate

activities and evaluation

strategies.

2007

2008

2009

2010

2011

2012

2013-14

5

1

4

2

2

2

2

2.63 (0.52)

5.00 (0.00)

4.75 (0.5)

5.0 (0.0)

4.5 (0.70)

--

4.0

21

NE Role

Competencies

Year

N

Mean (SD)

21

Examines learner outcomes and

identifies course/program

strengths and weaknesses.

2007

2008

2009

2010

2011

2012

2013-14

5

0

8

1

0

2

2

2.60 (0.52)

4.5 (0.76)

4.0 (0.0)

0

4.0 (1.4)

4.0

22

Makes appropriate

recommendations for revision of

course curriculum based on

theory, current evidence and

learner needs.

2007

2008

2009

2010

2011

2012

2013-14

5

0

7

3

2

2

2

2.67 (0.50)

4.43 (0.78)

4.67 (0.58)

5.0 (0.0)

--

--

Change

Agent/Leader

23

Participates in interdisciplinary

activities/meetings which

facilitate learner educational

needs.

2007

2008

2009

2010

2011

2012

2013-14

5

2

14

2

2

2

2

2.88 (0.35)

3.5 (2.12)

4.43 (0.65)

3.50 (0.70)

5.0 (0.0)

5.0 (0)

--

24

Demonstrates leadership skills in

the educational environment.

2007

2008

2009

2010

2011

2012

2013-14

5

3

16

4

4

2

2

2.73 (0.47)

3.67 (1.53)

4.06 (0.93)

4.0 (1.15)

4.75 (0.5)

4.0 (1.4)

4.5

Quality

Improvement

25

Actively seeks opportunities for

professional development within

the educator role.

2007

2008

2009

2010

2011

2012

2013-14

5

3

17

5

2

2

2

2.70 (0.48)

3.67 (1.52)

3.94 (0.89)

4.0 (1.0)

5.0 (0.0)

4.5 (0.7)

4.0

26

Uses feedback gained from self,

student and faculty to improve

role effectiveness.

2007

2008

2009

2010

2011

2012

2013-14

5

2

16

4

3

2

2

2.64 (0.51)

5.0 (0.00)

4.13 (0.80)

4.25 (0.96)

4.66 (0.57)

5.0 (0)

4.5

27

Reviews and analyzes previous

course/program data and current

data to determine course/program

quality.

2007

2008

2009

2010

2011

2012

2013-14

5

0

4

0

0

2

2

2.5 (0.53)

--

4.25 (0.96)

--

--

--

--

22

NE Role

Competencies

Year

N

Mean (SD)

Scholarship

28

Demonstrates a spirit of inquiry

about teaching, student

development and evaluation

methods.

2007

2008

2009

2010

2011

2012

2013-14

5

2

13

3

2

2

2

2.73 (0.47)

5.0 (0.00)

3.85 (0.80)

3.33 (1.53)

5.0 (0.0)

4.0 (0)

3.5

Environment

29

Identifies how social, economic,

political and institutional forces

influence nursing education.

2007

2008

2009

2010

2011

2012

2013-14

5

2

17

4

4

2

2

2.5 (0.53)

4.5 (0.71)

4.12 (0.86)

4.0 (1.15)

4.5 (0.57)

4.5 (0.7)

4.5

30

Demonstrates the values of

respect, collegiality,

professionalism and caring as a

nurse educator.

2007

2008

2009

2010

2011

2012

2013-14

5

3

13

8

4

2

2

2.73 (0.46)

3.67 (2.3)

4.26 (0.81)

4.38 (0.92)

5.0 (0.0)

5.0 (0)

4.5

Mean Scores 2007 [Note 1-3 scale]

2008 (N=3) 2.96 (1.19)

2009 (N= ) 4.21 (0.74)

2010 (N= 1) 4.23 (0.66)

2011 (N= 2) 4.78 (0.09)

2012 (N=2) 4.47 (0.62)

2013-14 (N=2) 4.25 (omitting non-scored items)

Summary:

In 2007 data was based on a 1-3 scale. In 2008 and beyond data was based on a 1-5 scale

with an established benchmark of 3.0. The overall mean score was 4.25 and has remained

above 4.0 since 2009. There were 3 competencies that were not graded due to lack of

opportunity for the two students. These included: Curriculum/Outcomes: Makes

appropriate recommendations for revision of course curriculum based on theory, current

evidence, and learner needs; Change Agent/Leader: Participates in interdisciplinary

activities/meetings which facilitate learner educational needs; and Quality Improvement:

Reviews and analyzes previous course/program data and current data to determine

course/program quality. With small numbers of students analysis of trends is limited. All

scores were above the benchmark.

Submitted by: Kathy J. Booker, PhD, CNE

2/24/15

23

Appendix D

Millikin University School of Nursing MSN Exit Survey

Summary for 2013 – 2014 academic year: MSN graduates (N = 16)

Class Descriptors:

Sixteen of twenty 2013-2014 MSN graduates (80%) responded to the on-line

questionnaire.

Four of the sixteen respondents were male (25%); one respondent chose not to

respond and one left the response blank to the gender question.

One respondent (6%) each were MSN Nurse Educator and CNL track practicing

nurses (tracks 1 & 2, respectively. Five respondents (31%) were track III (MENP)

CNL graduates and nine (56%) were track IV Nurse Anesthesia graduates.

All (100%) were admitted directly to the MSN program.

All but one respondent (94%) identified themselves as white (non-

Hispanic/Latino). The remaining student selected “race/ethnicity unknown/choose

not to respond)

The ages ranged from 25-40; the mean age was 30 years; the median age was 27.5

and the mode was shared by those aged 26 and 27 (26.5), with 3 students in each

of those categories.

Asking primarily about professional success:

At the time of the completion of the survey, three graduates (19%) were employed

within the professional field of nursing within their major area.

At the time of the completion of the survey, three graduates were employed

within the professional field of nursing outside of the major area of their MSN.

Eight (50%) were currently unemployed but two each reported actively

interviewing for new role and already employed in new role, working 40

hours/week. This latter response was identified to be two nurse anesthetist

students, who reported working 40 hours per week but who technically could not

actually be in the role until after graduation and passing the CRNA examination.

Six of the sixteen (38%) MSN graduates indicated they ultimately planned to earn

their doctoral degree in Nursing; the remaining 63% reported that the MSN was

the final destination degree.

The certifications presently held by the MSN graduates included the following:

BLS (n=3), ACLS (n-2), and PALS (n=2)

Two reported CCRN

One reported TNS

Eight respondents reported none

The certifications the MSN graduates planned to pursue included the following:

Disaster Nursing, FNP or PNP (n=1)

Clinical Nurse Leader (n =1)

Certified Registered Nurse Anesthetist (=1)

Board certified Medical/Surgical Nurse (n=1)

12 respondents did not answer this question

24

Annual professional salaries were reported as:

Greater than $40,000 but less than or equal to $50,000 2 (13%)

Greater than $50,000 but less than or equal to $60,000 2 (13%)

Greater than $100,000 4 (25%)

No applicable/Chose not to respond 8 (50 %)

The respondents reported that the percentage that their annual salaries constituted of

their household incomes as follows:

One income (6%) made up 0%- 25 % of their household income.

One income (6%) made up 26 % - 50 % of their household income.

Three incomes (19%) made up 51 % – 75 % of their household income;

Two incomes (13%) made up 76% - 100% of their household incomes.

Seven respondents (44%) chose not to respond

Two respondents (13%) did not offer any answer selection

Asking primarily about professional success:

On a scale from 1 - 5 (with 5 being the highest rating, please respond to the

following):

Total “professional success” indices = 3.76 (2012)

Total “professional success” indices = no data (2011)




2013

-14

mea

n s

core

2012

men

sco

re

2011

mea

n s

core

2010

mea

n s

core

2009

mea

n s

core

1 To what degree do you demonstrate leadership that

enhances patient-centered outcomes through

management of the care environment and reliance

upon evidence-based nursing practice?

4.54

4.00

No

data

5.00

4.40

2 To what degree do you develop advanced nursing

knowledge for quality improvement of patient

outcomes in diverse populations and health care

delivery effectiveness through interdisciplinary

collaboration?

4.46

4.00

No

data

5.00

4.20

3 To what degree do you provide nursing leadership

through the health care delivery system including

expanding the independent role of the nurse,

ensuring evidence-based educational outcomes,

engaging in political processes, and improving

access to health care?

4.31

3.60

No

data

4.00

3.80

4 To what degree do you inform your nursing practice

http://surveys.millikin.edu:8081/survey/viewResultsDetails.jsp?surveyId=1323134401344&section=0&question=17&option=2

25

with research, evidence-based practice, and

continuing professional education?

4.38

4.00 No

data

4.20 4.20

5 To what degree do you participate in the

development of evidence-based practice or research

studies in your practice?

4.0

3.20

No

data

4.67

3.60

Asking primarily about a life of personal meaning and value:


following):

Total “life of personal meaning and value” indices

= 4.06 (2012)

Total “life of personal meaning and value” indices =

no data (2011)


4.55 (2010)


3.80 (2009)


4.61 (2008)

2013-1

4

mea

n s

core

2012

mea

n s

core

2011

mea

n s

core

2010 m

ean s

core

2009 m

ean s

core

6 To what degree did the Millikin University School of

Nursing contribute to your development of a personal

life of meaning and value?

3.0

4.17

No

data

5.00

4.20


Nursing encourage your involvement in professional

and community activities?

3.36

3.83

No

data

4.33

3.60


Nursing guide you to understand and respond to

legal/ethical issues in your professional practice?

3.86

4.17

No

data

4.33

3.60

26

Asking primarily about democratic citizenship:


following):

Total “democratic citizenship” indices = 4.05

(2012)

Total “democratic citizenship” indices = no data

(2011)

Total “democratic citizenship” indices = 4.50 (2010)



2013-1

4

mea

n s

core

2012

mea

n s

core

2011

mea

n s

core

2010

mea

n s

core

2009

mea

n s

core


Nursing promote your involvement in patient

advocacy?

4.36

4.50

No

data

4.67

4.25


Nursing promote your involvement in

legislative/campaign activities?

3.54

3.33

No

data

4.33

3.00


Nursing promote your commitment to the public’s

health?

3.57

4.20

No

data

4.67

4.00


Nursing promote your involvement in the

advancement of professional nursing (through

participation in professional organizations and

leadership roles in your community)?

3.54

4.17

No

data

4.33

3.80

27

Asking primarily about program/curriculum:


following):

Programmatic/curricular indices = 4.35 (2012)

Programmatic/curricular indices = no data (2011)




2013-1

4

2012 m

ean

score

2011 m

ean

score

2010 m

ean

score

2009 m

ean

score

13 To what degree did the School of Nursing foster the

development of you into a leader committed to advancing

professional nursing excellence?

3.86

4.00

No

data

5.00

4.40

14 To what degree did the School of Nursing prepare you to

be a nursing leader who integrates knowledge, skills, and

values in your professional practice within a global

community?

3.79

4.50

No

data

5.00

4.40

15 To what degree did the School of Nursing achieve its goal

of making you a life-long learner who is able to actively

shape the future of nursing and health care?

3.54

4.33

No

data

5.00

4.60

16 To what degree did the School of Nursing prepare you for

your current employment (if not currently employed, for

your most recent employment)?

3.93

4.50

No

data

5.00

4.60

17 To what degree did the School of Nursing prepare you for

additional formal education?

3.86

4.60

No

data

5.00

4.80

18 To what degree would you be likely to recommend the

Millikin University School of Nursing to friends or

acquaintances?

3.43

4.17

No

data

4.67

5.00

28

Kindly provide thoughts related to your Millikin University School of Nursing

education which would have helped you better achieve the established student learning

outcomes related to

One response: “This program has provided me with great opportunities and

experience. I have enjoyed my time here, although I feel that many things were very

unorganized and our class suffered because of it. A class mate has been severely

wronged by her chairperson, Dr. X, and because of that is not graduating with the rest

of our class. My class mate was promised numerous times that her project would be

completed by graduation and worked very hard to make that happen, however, Dr. X

repeatedly has prevented her from moving forward. My classmates and I accept

responsibility for our own mistakes, however this was not a mistake by my classmate.

I have been appalled by this and that no one has stepped up to help my classmate as I

do not believe she has done anything wrong. She was simply the victim of a professor

taking on more than she could handle. The positive is that my classmate will graduate

and walk away with a very good education and we are grateful for that. However, I

truly feel that this should be dealt with so further students do not have to suffer the

stress and heartbreak that my classmate has gone through because she will not walk

with her class after 31 months of extremely hard work. A student should never be

hindered from graduating on time because of a professor's lack of organization again.

I will not speak poorly of Millikin and I do not dislike this school. I have a received a

great education and would like to see improvements so it can be even better.

A. Professional Values: Honoring diversity and human dignity, social justice,

patient and professional autonomy (3 respondents)

Introducing new MENP classes to all MENPs in that are currently enrolled

would be very beneficial for the new students to use as resources. It seems like

current MENP students were intentionally kept away from incoming students

and prospectives. Having been through the program, I think we have a lot of

advice to offer new students.

The MENP program provided excellent education in terms of instilling

professional values. The program taught each student how to practice within

the realm of nursing while providing patient advocacy.

My Millikin Experience reinforced and expanded my professional values. Pt

and professional autonomy is especially important to me, and these classes

encouraged me to continue my values and go one step beyond.

B. Core Knowledge: Legal and ethical influences, change, health promotion, risk

reduction, health maintenance & restoration, advocacy (2 respondents)

The nursing faculty is very knowledgeable and conveys educational topics to

the students in a way it can be easily understood. Faculty press you to critically

think as a nurse to help promote patient outcomes. The MSN courses enabled

students to have a deeper understanding and knowledge of disease processes,

patient education, and prevention.

29

I really didn't take away much information regarding risk reduction, health

promotion especially legal influences. I felt that the instructor during my legal

class was somewhat bias and I felt that I was then unable to connect to the

subject matter. After that class, I don't really recall any other times when these

topics were mentioned

C. Skills: Nursing process, leadership, communication, resource management,

critical thinking, research, evidence and theory-based practice

The research project process felt unorganized. At first we were told we had to do

a project, then we didn't, then we did again. So the NAP students got a late start

which was hard. There needs to be something in the Advanced Nursing Project

Guidelines that allows the student to get a new chair if their chair is not working

well with them.

Dr. X did a great job teaching research and making it understandable and

attainable. Unfortunately, as a first year NAP student, we did not know our

research requirements when we attended that class. I enjoyed Dr. X leadership

class and enjoyed class discussion although the timing of the class in conjunction

with clinical was poorly designed.

The MSN core courses are very well established and help students to critically

think. Evidence-based research projects were integrated in the pre-licensure and

MSN core courses. With this integration I felt I was very well prepared to

function within the nursing as well as the CNL role. It was a challenge starting my

employment as newly licensed RN with an advanced education, but I felt that the

education that the faculty provided offered me the skill set to function in my

current role as a CNL.

The MSN program greatly improved my research abilities. I can say that as an

undergraduate research seemed like a foreign language, but the project component

of the program as well as the research class helped educate me on the importance

of research and more importantly how I can conduct my own research to improve

patient outcomes and the profession of nursing.

Please provide us with the names and telephone contact information of any individuals

you believe would be good candidates for the MSN program.

None.

What were the greatest barriers you faced when deciding to attend Millikin University

and/or begin an MSN program? (5 respondents)

Financial (x 2)

Cost/financial aid

Faculty discouraged students from holding a job

Lack of health insurance

Length of program

30

The financial burden and dedication required for the program were worrisome but

completely worth it after completion of the program. The program prepared me

for my current position as a CNL and it has been rewarding.

1) I have to work full time. I am single and I needed to keep my benefits, so going

part time was not an option for me. I was pleased that the core classes were on

Fridays which worked, but going outside the classroom to do class work like

interviewing 3 important nursing figures was difficult to fit into my schedule. The

residency hours also killed me. I felt that I never got sleep and it effected my

school work in other classes. 2) Cost of Tuition is a lot! Honestly, the one item

that convinced me to start at Millikin was simply the fact that I could enter the

MSN program with less than 1 year of nursing experience.

Compiler summary for faculty consideration:

This exit survey was associated with the largest MSN graduate class in Millikin’s

graduate program history as the first nurse anesthesia program graduates completed in

December 2013. With the addition of the fourth MSN track but with few numbers in the

first two MSN tracks, responses were heavily weighted to reflect the anesthesia

contingent. While the response rates to each of the programs were not recorded in this

report in keeping with past comparison data, two to three failed to answer most of the

questions and with a small total number, this does affect the outcome data. In general, all

responses met the SON benchmark of 3.0 or better. Respondents rated the indices of

professional success highly, with means over 4 but rated all other categories lower.

Lower rankings were clarified in part in comments, with student concerns identified

regarding project expectations and communication within the program. Some of this is

expected with the transition of the anesthesia program affiliation with Bradley and the

teaching out of students in the NAP program attending two different schools.

In 2013-14, the number of graduates tripled prior year numbers. There was only 1

2011-2012 MSN graduate; that individual’s response was added to the 2012 – 2013

graduates (MSN) responses for a total N = 6 (75% response rate).

All means and indices are at or above the MSN benchmark of 3.00.

The highest mean for the 2013-14 respondents was 4.54 for the professional success

category question “To what degree do you demonstrate leadership that enhances

patient-centered outcomes through management of the care environment and reliance

upon evidence-based nursing practice?

The lowest mean of the 2013-14 was 3.00 for “To what degree did the Millikin

University School of Nursing contribute to your development of a personal life of

meaning and value? “ Comments made suggest that students saw this survey tool

exclusive to Millikin courses rather than inclusive of the DMH anesthesia program

courses. This should be analyzed carefully by faculty in the coming year.

The compiler data from 2011-2013 noted that the scant anecdotal notes did not reveal

any trending concerns related to professional values, core knowledge, and skills in the

curriculum but did reflect the bumpy launch of the MENP. In the 2013-2014 data,

similar concerns with the launch of the NAP track 4 program may be noted. Cost

concerns continue to be universal.

31

Concerns were also continued from earlier years relating to financial and work issues

and time commitment.

In general, responses demonstrate that the curriculum does advance the mission of the

University and the School of Nursing with areas of concern which bear monitoring

and discussion in the coming year.

32

Appendix E

MSN Alumni Survey

Results of the School of Nursing Alumni Survey 2013: For MSN

graduates, December 2012

The School of Nursing graduate alumni survey is administered at 18 - 24 months and

51/2 to 6 years following the graduation. The survey assesses the mission, program

goals, and student learning outcomes. Beginning summer of 2007, the alumni surveys

were piloted electronically for the first time in an effort to increase the participation of

individuals of an internet-savvy generation. The alumni survey request is sent annually

via e-mail by using Alumni & Development-generated e-mail addresses with the

electronic survey link and through printed SON Newsletters with the link to the webpage

with the survey on it.

No responses were obtained from the MSN alumni survey for the second year in a row.

33

Comparative MSN Alumni Surveys

(Results: 2014 back to 2009)

The survey asks alumni about the influence of the Millikin University School of Nursing

upon their professional success, life of personal meaning and value, and democratic

citizenship as well as their perceptions about the program/curriculum. On this scale, 5 is

the highest rating possible.

Professional Success:

2014

2013

2012

n =

1

2011

n =

5

2010

n =

3

2009

n =

8

Indice: Professional Success (this is

the mean of the following 5 items in

total)

-- -- 3.60 3.52 3.07 4.75

1 To what degree do you demonstrate

leadership that enhances patient-

centered outcomes through management

of the care environment and reliance

upon evidence-based nursing practice? (2009: To what degree do you demonstrate the core

knowledge, competencies, and values of professional

nursing in your practice?)

-- -- 4.00 3.80 3.67 4.75

2 To what degree do you develop

advanced nursing knowledge for quality

improvement of patient outcomes in

diverse populations and health care

delivery effectiveness through

interdisciplinary collaboration? (2009: To what degree do you integrate theoretical

knowledge and investigation as the basis for critical

thinking and decision-making in the planning and

provision of evidence-based nursing practice for

diverse populations in your practice?)

-- -- 4.00 3.60 3.00 4.75

3 To what degree do you provide nursing

leadership through the health care

delivery system including expanding the

independent role of the nurse, ensuring

evidence-based educational outcomes,

engaging in political processes, and

improving access to health care? (2009: To what degree do you demonstrate a

0commitment to ongoing personal and professional

development through formal and informal experiences

in your practice?)

-- -- 5.00 3.00 2.67 5.00

34

4 To what degree do you inform your

nursing practice with research,

evidence-based practice, and continuing

professional education?

-- -- 3.00 4.00 3.67 4.75

5 To what degree do you participate in the

development of evidence-based practice

or research studies in your practice?

-- -- 2.00 3.20 2.33 4.50

Life of personal meaning and value:

2014

2013

2012

n =

1

2011

n =

5

2010

n =

3

2009

n =

8

Indice: Life of Personal Meaning and

Value (this is the mean of the

following 3 items in total)

-- -- 5.00 4.07 4.22 4.75

1 To what degree did the Millikin

University School of Nursing contribute

to your development of a personal life

of meaning and value?

-- -- 5.00 4.00 4.00 4.75


University School of Nursing encourage

your involvement in professional and

community activities?

-- -- 5.00 4.40 4.67 4.50


University School of Nursing guide you

to understand and respond to

legal/ethical issues in your professional

practice?

-- -- 5.00 3.80 4.00 5.00

35

Democratic citizenship:


following):

2014

2013

2012

n =

1

2011

n =

5

2010

n =

3

2009

n =

8

Indice: Democratic citizenship (this is


total)

-- -- 5.00 3.85 3.92 4.38


University School of Nursing promote

your involvement in patient advocacy?

-- -- 5.00 4.60 4.67 5.00



your involvement in

legislative/campaign activities?

-- -- 5.00 2.80 2.67 4.00



your commitment to the public’s health? (2009: To what degree did the Millikin University

School of Nursing promote the infusion of public

health concepts in your life?)

-- -- 5.00 4.00 4.00 4.00



your involvement in the advancement of

professional nursing (through

development of and participation in

research, participation in professional

organizations, and leadership roles

within the global community)?

-- -- 5.00 4.00 4.33 4.50

36

Program/curriculum:

2014

2013

2012

2011

2010

n =

3

2009

n =

8

Indice: Program/Curriculum (this is


total)

-- -- 4.83 4.59 4.72 4.54

1 To what degree did the School of Nursing

foster the development of you into a

leader committed to advancing

professional nursing excellence? (2009: To what degree did the School of Nursing help

to develop within you a commitment to professional

nursing excellence?)

-- -- 5.00 4.60 4.67 4.75


prepare you to be a nursing leader who

integrates knowledge, skills, and values

in your professional practice within a

global community? (2009: To what degree did the School of Nursing

prepare you to synthesize knowledge, skills, and values

for professional practice in a global community?)

-- -- 5.00 4.40 4.00 4.50


achieve its goal of making you a life-long

learner who is able to actively shape the

future of nursing and health care? (2009: To what degree did the School of Nursing

prepare you to be a life-long learner able to envision

and shape the future of nursing and health care?)

-- -- 5.00 4.40 5.00 4.75


prepare you for your current employment

(if not currently employed, for your most

recent employment)?

-- -- 4.00 5.00 4.67 4.50


prepare you for additional formal

education?

-- -- 5.00 4.75 5.00 4.00

6 To what degree would you be likely to

recommend the Millikin University

School of Nursing to friends or

acquaintances?

-- -- 5.00 4.40 5.00 4.75

Comments (1) to the query “Please feel free to share with us any feedback you feel

would be helpful regarding the School of Nursing program and/or curriculum.”

37

Appendix F

Millikin University School of Nursing

Employer Survey Results from May, 2014

The School of Nursing Employer Survey was first implemented in May 2009. It was

designed to assess employer estimations of our BSN and MSN students (1 and 5 years

after graduating from the Millikin University nursing program). One and five year

assessment of MSN graduates was implemented in 2014.

The employer survey was given to all agency representatives at the annual spring

Community Advisory Group meeting. They were also provided the opportunity to

complete the survey electronically.

Five representatives within our Community Advisory Group completed the survey:

The five organizations were: Macon County Health Department, Decatur

Public School District #61, Decatur Memorial Hospital, Memorial Medical

Center, St. John’s Hospital,

In total, they employ a total of approximately 947 professional registered

nurses, although two respondents did not report the number of RNs employed

within their institution.

Of the Decatur institutions who reported that they employ professional

registered nurses, estimated that 25-44% of that workforce consisted of

graduates from Millikin University.

Most agencies did not provide percentages of graduates from Millikin

University.

38

Employer Surveys Assessment of MSN Millikin Graduates - May, 2014

The survey asks employers “To what degree do your Millikin MSN graduates …” (MSN

graduates employed in their organization).

On this scale, 5 is the highest rating possible. A mean of three is the benchmark.

n/a = not assessed

2014

2013

2012

2011

2010

10 Demonstrate leadership that enhances

patient centered outcomes through

management of the care environment and

evidence-based practice?

1 yr 3.37

(n=3)

5.00 4.80 4.50 4.33

Demonstrate leadership that enhances

patient centered outcomes through

management of the care environment and

evidence-based practice?

5 yr 4

(n=1)

n/a n/a n/a n/a

11 Demonstrate advanced nursing knowledge

used for quality improvement of patient

outcomes in diverse populations and

health care delivery effectiveness through

interdisciplinary teams?

1 yr 3.67

(n=3)

5.00 4.80 4.57 4.67

Demonstrate advanced nursing knowledge

used for quality improvement of patient

outcomes in diverse populations and

health care delivery effectiveness through

interdisciplinary teams?

5 yr 4.0

(n=1)

n/a n/a n/a n/a

12 Provide nursing leadership through the

health care delivery system by expanding

the independent role of the nurse?

1 yr 3.67

(n=3)

5.00 4.74 4.50 4.43

Provide nursing leadership through the

health care delivery system by expanding

the independent role of the nurse?

5 yr 5.0

(n=1)

n/a n/a n/a n/a


health care delivery system by ensuring

evidence-based educational and/or patient

outcomes?

1 yr 3.67

(n=3)

5.00 5.00 4.33 4.67


health care delivery system by ensuring

evidence-based educational and/or patient

outcomes?

5 yr 5.0

(n=1)

n/a n/a n/a n/a

39

n/a = not assessed

2014

2013

2012

2011

2010


health care delivery system by engaging in

political processes and improving access

to health care?

1 yr 3.0

(n=3)

4.00 4.66 3.83 3.67


health care delivery system by engaging in

political processes and improving access

to health care?

5 yr 4.0

(n=1)

n/a n/a n/a n/a

15 Develop or participate in research studies

that effectively add to the body of

evidence-based nursing knowledge?

1 yr 3.5

(n=3)

4.33 5.00 4.00 4.00

Develop or participate in research studies

that effectively add to the body of

evidence-based nursing knowledge?

5 yr 2

(n=1)

n/a n/a n/a n/a

16 Respond to and promote understanding of

legal/ethical issues in professional

practice?

1 yr 3.33

(n=3)

5.00 4.75 4.50 4.43

Respond to and promote understanding of

legal/ethical issues in professional

practice?

5 yr 4.0

(n=1)

n/a n/a n/a n/a

17 Involve themselves in the advancement of




organizations, and leadership roles within

the global community)?

1 yr 4.5

(n=3)

5.00 4.75 4.33 4.33

Involve themselves in the advancement of




organizations, and leadership roles within

the global community)?

5 yr 5.0

(n=1)

n/a n/a n/a n/a

18 Integrate knowledge, skills, and values in

their professional practice and show

commitment to life-long learning to

actively shape the future of nursing and

health care.

1 yr 4.0

(n=3)

5.00 5.00 4.83 4.67

Integrate knowledge, skills, and values in

their professional practice and show

commitment to life-long learning to

5 yr 5.0

(n=1)

n/a n/a n/a n/a

40

actively shape the future of nursing and

health care.

Employer Surveys Assessment of

“General Millikin Nursing Graduate Items”

(May, 2014) The survey asks employers “To what degree do you …” to the following two items.

On this scale, 5 is the highest rating possible. A mean of three is the benchmark.

2014

2013

2012

2011

2010

19 Do you feel Millikin University School of

Nursing graduates are prepared for

professional practice?

4.6

(n=5)

4.63 5.00 4.57 4.00

20 Are you satisfied with the educational

preparation of Millikin University School of

Nursing graduates?

4.6

(n=5)

4.50 5.00 4.71 4.00

Kindly provide thoughts related to your Millikin University School of Nursing

graduates in regard to:

D. Professional Values: Honoring diversity and human dignity, social justice,

patient and professional autonomy

There is a conscious way they approach their colleagues and patients to be open and nonjudgmental.

E. Core Knowledge: Legal and ethical influences, change, health promotion,

risk reduction, health maintenance & restoration, advocacy

They are conscious of those processes and consider them in their practice.

See documentation and practice from MSN project in the clinical area for patient positioning and pressure avoidance.

C. Skills: Nursing process, leadership, communication, resource management,

critical thinking, research, evidence and theory-based practice

Would like to see more risk taking in projects that they may not feel comfortable with initially.

These nurses recognize that they have an important role to set a tone as leaders/charge nurses and are also mentors to staff.

Fitting in well to the department. Making decisions based on evidence.

Please feel free to add any other comments suggestions:

Love MU grads!

41

Appendix G

Evaluation of Clinical Agency

2013-2014

N = 18

Please rate each of the following items as follows:

5 = strongly agree 4 = agree 3 = neutral

2 = disagree 1 = strongly disagree

2010/

2011

Avg

2011/

2012

Avg

2012/

2013

Avg

2013/

2014

Avg

I. Demonstrate core knowledge, competencies, and values of professional

nursing. The agency provides opportunities for students to:

1. provide care along a continuum including health promotion,

risk reduction, and disease prevention, illness/disease

management by using ethical decision making

4.64 4.70 4.62 4.80

2. develop skills in communication and collaboration 4.89 4.57 4.68 4.55

3. deliver and manage care to patients requiring a variety of services 4.77 4.68 4.56 4.88

4. develop technical skills including case management and management of

resources

4.61 4.25 4.12 3.72

II. Integrate theoretical knowledge and investigation as the basis for

critical thinking and decision making in the planning and provision of

evidence-based nursing practice for diverse populations. In addition,

the agency provides opportunities for students to -

5. provide care for diverse ages, ethnicity, and health states 4.78 4.60 4.50 4.55

6. manage and critically analyze health related data 4.47 4.38 4.38 4.44

7. apply information and health care technology in providing care 4.18 4.42 4.62 4.38

8. integrate nursing research in providing care 3.68 4.00 4.00 3.63

III. Demonstrates a commitment to ongoing personal and professional

development through formal and informal experiences. Furthermore,

the agency provides opportunities for students to -

9. develop management and delegation skills with peers and others 3.31 4.20 4.28* 4.13

10. observe nurses who serve as role models in providing evidence-based

care

4.05 4.26 4.56 4.00

11. participate in an environment demonstrating professional values

(altruism, autonomy, human dignity, integrity, social justice)

4.89 4.57 4.75 4.83

42

Evaluation of Clinical Agencies

Fall 2013 & Spring 2014 Semesters

N=18

Agencies and units evaluated by faculty included:

St. Mary’s Hospital-3 units, 5 courses (2 graduate & 3 undergraduate) & 4 faculty

2nd Surgical Unit (NU 514-S. Jesek-Hale) & (NU 420-I. Ososki)

Maternal Newborn-(NU 400-S. Jesek-Hale & NU 531-S. Jesek-Hale)

Mental Health Unit-(NU 410-L. Hernandez & P. Laskowski)

Decatur Memorial Hospital-4 units, 6 courses (3 graduate & 3 undergraduate) & 5

faculty.

3500 (NU 202-K. Pritts)

Family Birth Center (NU 400-K. Luxner)

4100 (NU 420- C. Bivens) & (NU 501, NU 504 & NU 514-M Linton)

5100 (NU 420-D. Jenkins)

Macon Resources-3 courses (1 undergraduate & 2 graduate) & 1 faculty

NU 410, NU 524 & NU 534-S. Samuelson

Heritage Behavioral Health Center-one course & one faculty

NU 410-L. Hernandez

Springfield Memorial Medical Center-two courses (one undergraduate and one

graduate) &1 faculty

NU 410 & NU 524-P. Lindsay

St. John’s Pediatric Unit- 1 undergraduate course & 1 faculty

NU 400-V. Caldwell

St. John’s Maternal Newborn Unit-1 undergraduate course and 1 faculty

NU 400-S. Rhodes

Hickory Point Christian Village-1 undergraduate course and 1 faculty

NU 202-B. Connelly

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Written Comments

St. Mary’s-no written comments

Decatur Memorial Hospital-

NU 400-Family Birth Center-Wonderful unit and so helpful to Milllikin

students!

NU 420-5100-Most of the nurses welcomed students and were eager to mentor

while others did not engage students to the point of not listening to student’s information

about a patient. One nurse was very controlling and intimidating to students requesting

they not take care of certain patients.

NU 420-4100The manager and staff were very welcoming of our students. They

willingly allowed the students to assist with care and informed us of learning

opportunities.

Springfield Memorial Hospital-

NU 410 & NU 524-5A & 5G staff are very supportive of students. The units

provide excellent opportunities to work with patients who have a wide variety of

psychiatric diagnoses. Students also attend group therapy and participate in

interdisciplinary team meetings.

Macon Resources-An excellent interdisciplinary experience.

Documents

Millikin University Student Learning in the Nursing Major ... · Millikin University Student Learning in the Nursing Major: ... (1) To foster ... management of the care environment