2.50
Hdl Handle:
http://hdl.handle.net/10755/157594
Type:
Presentation
Title:
Quantitative Analysis of Student Self-Evaluations of an RN-BSN Program
Abstract:
Quantitative Analysis of Student Self-Evaluations of an RN-BSN Program
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Plovie, Barbara, ARNP, BC
P.I. Institution Name:University of Washington Bothell, Nursing Program
Title:Master of Nursing Student
Contact Address:23129 NE Union Hill Rd, Redmond, WA, 98053, USA
Contact Telephone:425-868-6217
Co-Authors:Avra Veilleux, MS, RN, Master of Nursing Student
Background: Student attainment of twelve core competencies (based on AACN and UW tri-campus nursing standards) in the University of Washington Bothell RN to BSN program are currently assessed using an anonymous student self-evaluation progress report tool administered at the completion of each quarter. Students are instructed to select four of the twelve core competencies and then write an example that demonstrates their progress toward attainment of each during the quarter. Purpose/Aims: The purpose of this project was to provide a quantitative analysis of the tool as administered in the first two quarters of the program. The aims were to (1) attempt to quantify student competency growth from quarter to quarter and to (2) determine the adequacy of the self-evaluation tool to generate such data. Methods: Each self-evaluation was reviewed to determine if it was filled out accurately according to criteria developed by the evaluation team. One evaluator tabulated fall quarter data and the other winter quarter. Interrater reliability (.90) and internal consistency (100%) between the two evaluators were adequate. Evaluators compiled the percentages of each competency selected by quarter, percentage of questionnaires completed accurately by quarter, and percentage of ?no text? questionnaires by quarter. Findings: In fall quarter, 2007, 110 self-evaluations were returned representing 69% of total student enrollment for that quarter. In winter quarter, 2008, 227 self-evaluations were returned, which was 74 more than the number of students enrolled, indicating that some students completed the self-evaluation more than once. Every competency was selected in both fall and winter quarters although not every competency was commented upon. Not all core classes were equally represented. Neither the competencies selected most often nor the competencies selected least often varied by quarter. The percentage filled out incorrectly was greater in winter (66%) than fall (50%) as evidenced by the number of incomplete or blank responses. Recommendations/Implications: Based on these results, the evaluators recommended that the instructions for tool administration for both students and faculty be revised, that the tool itself be revised and administered online, that students complete the tool as a credit/no credit quarterly portfolio assignment, and that student anonymity be eliminated. The self-evaluations can then be used not only to inform the faculty on the status of student achievement as a group, but also for students to document individual progress quarter by quarter, which can subsequently be factored into their final senior portfolio summative essay.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleQuantitative Analysis of Student Self-Evaluations of an RN-BSN Programen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157594-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Quantitative Analysis of Student Self-Evaluations of an RN-BSN Program</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Plovie, Barbara, ARNP, BC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Washington Bothell, Nursing Program</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Master of Nursing Student</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">23129 NE Union Hill Rd, Redmond, WA, 98053, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">425-868-6217</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">bplovie@comcast.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Avra Veilleux, MS, RN, Master of Nursing Student</td></tr><tr><td colspan="2" class="item-abstract">Background: Student attainment of twelve core competencies (based on AACN and UW tri-campus nursing standards) in the University of Washington Bothell RN to BSN program are currently assessed using an anonymous student self-evaluation progress report tool administered at the completion of each quarter. Students are instructed to select four of the twelve core competencies and then write an example that demonstrates their progress toward attainment of each during the quarter. Purpose/Aims: The purpose of this project was to provide a quantitative analysis of the tool as administered in the first two quarters of the program. The aims were to (1) attempt to quantify student competency growth from quarter to quarter and to (2) determine the adequacy of the self-evaluation tool to generate such data. Methods: Each self-evaluation was reviewed to determine if it was filled out accurately according to criteria developed by the evaluation team. One evaluator tabulated fall quarter data and the other winter quarter. Interrater reliability (.90) and internal consistency (100%) between the two evaluators were adequate. Evaluators compiled the percentages of each competency selected by quarter, percentage of questionnaires completed accurately by quarter, and percentage of ?no text? questionnaires by quarter. Findings: In fall quarter, 2007, 110 self-evaluations were returned representing 69% of total student enrollment for that quarter. In winter quarter, 2008, 227 self-evaluations were returned, which was 74 more than the number of students enrolled, indicating that some students completed the self-evaluation more than once. Every competency was selected in both fall and winter quarters although not every competency was commented upon. Not all core classes were equally represented. Neither the competencies selected most often nor the competencies selected least often varied by quarter. The percentage filled out incorrectly was greater in winter (66%) than fall (50%) as evidenced by the number of incomplete or blank responses. Recommendations/Implications: Based on these results, the evaluators recommended that the instructions for tool administration for both students and faculty be revised, that the tool itself be revised and administered online, that students complete the tool as a credit/no credit quarterly portfolio assignment, and that student anonymity be eliminated. The self-evaluations can then be used not only to inform the faculty on the status of student achievement as a group, but also for students to document individual progress quarter by quarter, which can subsequently be factored into their final senior portfolio summative essay.</td></tr></table>en_GB
dc.date.available2011-10-26T20:01:05Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:01:05Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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