Creating a Culture of Assessment to Improve Educational Outcomes in an Entry-Level Master's Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/150829
Type:
Presentation
Title:
Creating a Culture of Assessment to Improve Educational Outcomes in an Entry-Level Master's Program
Abstract:
Creating a Culture of Assessment to Improve Educational Outcomes in an Entry-Level Master's Program
Conference Sponsor:Sigma Theta Tau International
Conference Year:2011
Author:Klakovich, Marilyn D., RN, NEA, BC
P.I. Institution Name:University of Phoenix, Azusa Pacific University
Title:Director of Continuing Education, Faculty
Co-Authors:Shirley M. Farr, MSN, CNS, Program Coordinator;
Felicitas A. dela Cruz, RN, FAANP, Professor;
Phyllis Esslinger, RN, MS, Professor Emeritus and Recruitment Director
[22nd International Nursing Research Congress - Evidence-based Practice Presentation]Purpose:  In spite of the proliferation of accelerated programs for non-nursing college graduates, limited information about their educational outcomes is available. The purpose of this presentation is to describe the strategies to establish a culture of assessment to improve educational outcomes in an entry-level master?s (ELM) program.
Conceptual Framework: The Logic Model serves as the framework to develop and implement the ELM program as well as evaluate its educational outcomes.    
Methods: The ELM program generated three overarching innovations to create a culture of assessment: (a) establishing an organizational structure?a rapid response core team--capable of timely and deliberative decision making and action in response to input from students, faculty, consultants, and community-based advisory board; (b) using focus groups as an integral approach to the implementation of a sustained formative and summative program evaluation; and (c) using retrospective pre/post measurement of cultural efficacy, clinical and communication skills, and autonomy.
Results: The culture of assessment generated immediate but critical structural and operational program changes that have stabilized and enhanced the quality of the program evidenced by: (a) improved student retention and progression, especially of ethnic students; (b) significant increase in the cultural efficacy, clinical and communication skills, and autonomy scores; (c) high passing NCLEX rates; (d) awarding of the BSN on pre-licensure program completion and MSN (with clinical specialization) on post-licensure program completion; (e) awarding RWJ Foundation scholarships for underrepresented and economically disadvantaged students; (f) improved student and faculty program satisfaction as well as employee satisfaction with our graduates; (g) high employment rate of students; and (h) production of a cadre of clinical faculty and advanced practice nurses.
Conclusions: Evidence suggests that a culture of assessment consistently engendered organizational and educational innovations that resulted in commendable educational outcomes.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCreating a Culture of Assessment to Improve Educational Outcomes in an Entry-Level Master's Programen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150829-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Creating a Culture of Assessment to Improve Educational Outcomes in an Entry-Level Master's Program</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2011</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Klakovich, Marilyn D., RN, NEA, BC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Phoenix, Azusa Pacific University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Director of Continuing Education, Faculty</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mklakovich@apu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Shirley M. Farr, MSN, CNS, Program Coordinator;<br/>Felicitas A. dela Cruz, RN, FAANP, Professor;<br/>Phyllis Esslinger, RN, MS, Professor Emeritus and Recruitment Director</td></tr><tr><td colspan="2" class="item-abstract">[22nd International Nursing Research Congress - Evidence-based Practice Presentation]Purpose: &nbsp;In spite of the proliferation of accelerated programs for non-nursing college graduates, limited information about their educational outcomes is available. The purpose of this presentation is to describe the strategies to establish a culture of assessment to improve educational outcomes in an entry-level master?s (ELM) program. <br/>Conceptual Framework: The Logic Model serves as the framework to develop and implement the ELM program as well as evaluate its educational outcomes. &nbsp;&nbsp;&nbsp; <br/>Methods: The ELM program generated three overarching innovations to create a culture of assessment: (a) establishing an organizational structure?a rapid response core team--capable of timely and deliberative decision making and action in response to input from students, faculty, consultants, and community-based advisory board; (b) using focus groups as an integral approach to the implementation of a sustained formative and summative program evaluation; and (c) using retrospective pre/post measurement of cultural efficacy, clinical and communication skills, and autonomy. <br/>Results: The culture of assessment generated immediate but critical structural and operational program changes that have stabilized and enhanced the quality of the program evidenced by: (a) improved student retention and progression, especially of ethnic students; (b) significant increase in the cultural efficacy, clinical and communication skills, and autonomy scores; (c) high passing NCLEX rates; (d) awarding of the BSN on pre-licensure program completion and MSN (with clinical specialization) on post-licensure program completion; (e) awarding RWJ Foundation scholarships for underrepresented and economically disadvantaged students; (f) improved student and faculty program satisfaction as well as employee satisfaction with our graduates; (g) high employment rate of students; and (h) production of a cadre of clinical faculty and advanced practice nurses. <br/>Conclusions: Evidence suggests that a culture of assessment consistently engendered organizational and educational innovations that resulted in commendable educational outcomes.</td></tr></table>en_GB
dc.date.available2011-10-26T10:44:01Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:44:01Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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