Division	Department	Course	Student Learning Outcome	Academic  Year	Quarter of Assessment	Modality	Method of Assessment	Describe Method	Summary of Assessment	Reflection	Enhancement/Action Planned
BHES	Nursing	NURS 50	Demonstrate a basic understanding of nursing, nursing education programs, professional/legal/ethical issues common to nursing, and to the health care delivery systems in the U.S.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	One multiple choice test and one multiple choice final exam to evaluate comprehension and mastery of concepts.	Approx. 75% of students achieve the passing grade (C = 75/100). Student comments state that they find the course interesting.   They liked the ‘extra credit’ assignments on real ethical and legal cases and the group break-out sessions. Some students stated that they did not understand (poor reading comprehension) the assigned readings but did not contact instructor for clarification.	The class is very large ( >100 students) so individual attention is difficult to provide during class time. Few students take advantage of office hours- this will be better promoted at the start of the course. Because there are no assignments, students often report that they did not do the required readings, and as a result, do not fare well on exams.  Importance of keeping up with readings will also be stressed at the start of the class.	In-person teaching is preferable to on-line teaching for many students.  Their questions are better addressed in a face-to-face setting.  (Some students are more comfortable asking questions in person, after class is completed). No added resources.
BHES	Nursing	NURS 77s	Achieve a score of 80% or better on sample NCLEX examinations.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Completed NCLEX exam questions as per contract, reporting same the Director.  Analysis of areas of strength and weakness will be determined with a plan for improvement developed. Achieve 80% on final NCLEX exam per the contract.	Few students (N = 1) opted to utilize this Special Project course. The student readily met and achieved a consistent score in the 85%-90% range.	As set up, the Special Project course is successful for those students who need extra exposure to ‘Summative Program Content’ and the methodologies of NCLEX testing.	Nothing.
BHES	Nursing	NURS 201	Demonstrate competent administration of non-parenteral medications, aseptic techniques, vital signs and verification of nasogastric tube placement.	2020-2021	Winter	Face-to-Face	Demonstration	Demonstrates skill competency in final skills evaluation per critical element checklist Completes legal documentation of performed skills following standards of nursing practice requirements.	All (100%) Q1 students passed skills-testing on the Fundamental Nursing/ Sub-Acute skills.	Students were very nervous during skills testing due to limited lab access and no actual practice on patients due to Covid restrictions. In-class practice time facilitated skill mastery. However, ‘Mock Skills Testing’, provided the practice test session for those students who participated.	Hopefully more available lab time will help with confidence in learning the skills and practice on real patients in the clinical setting will help mastery.
BHES	Nursing	NURS 202	Demonstrate competent administration of parenteral medications, sterile procedures, insertion of tubes such as nasogastric tube and chest tubes, and use of monitoring devices such as glucometers and telemetry.	2020-2021	Winter	Face-to-Face	Demonstration	Demonstrates skill competency in final skills evaluation per critical element checklist Completes legal documentation of performed skills following standards of nursing practice requirements.	All (100%) Q2 students passed skills-testing on the Medical/Surgical skills (either in initial testing or retesting).	Students were nervous during skills testing due to limited lab access and no actual practice on patients due to Covid restrictions. In-class practice time facilitated skill mastery.  ‘Mock Skills Testing’, provided the practice test session for those students who participated.	Hopefully more available lab time will help with confidence in learning the skills and practice on real patients in the clinical setting will help mastery.
BHES	Nursing	NURS 203	Demonstrate comprehensive assessments related to the pediatric and the perinatal patient.	2020-2021	Winter	Face-to-Face	Demonstration	Demonstrates skill competency in final skills evaluation per critical element checklist Completes legal documentation of performed skills following standards of nursing practice requirements.	95% of students passed skills testing on their first attempt demonstrating skill mastery. 5 % (N = 1) student passed the skill on the second attempt demonstrating skill mastery.	All of the Quarter 3 skills have been recorded and posted on the appropriate Canvas pages for student reference.  They follow the skills criteria sheets exactly, so there is no question of technique or process to be followed.	Nothing different.  The student in question needed more time for skill mastery.  The skills lab practice time will be recommended for all future courses, and for all future students who require more hands-on time.
BHES	Nursing	NURS 204	Demonstrate competency in the management of central intravenous catheter procedures, intravenous push medications, soft restraints and advanced sterile procedures.	2020-2021	Winter	Face-to-Face	Demonstration	Demonstrates skill competency in final skills evaluation per critical element checklist Completes legal documentation of performed skills following standards of nursing practice requirements.	Few students ( N = 4) took this lab course. All (100%) passed skills testing.	Those students who self-select to take the lab class spend more time practicing the skills.  As a result, they are more confident in their abilities and have the ‘muscle memory’ needed for skill performance.	Nothing
BHES	Nursing	NURS 91A	Demonstrate a basic understanding of the patient health assessment process.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	One multiple choice test and one multiple choice final exam to evaluate comprehension and retention of concepts. Pop quizzes for assessing concept retention	All students passed the course with >75% (course passing grade), with the majority 98% achieving a B or A grade. Approx. 14% of students did not pass the midterm exam, but subsequently passed the course with higher grade achievement in the final. Students reported that the computerized exam format, which does not allow going back to previous questions, was new to them.	Providing students thorough Power Points in advance of the lecture (in addition to the course readings) worked to give them a foundation of the topics. Weekly quizzes helped to reinforce You Tube videos were excellent to show hands-on assessment process.	I am looking for Assessment Case studies which would incorporate the assessment process into a ‘useable’ and memorable format.  It would be beneficial to use the cases as in-class group work.
	Nursing	NURS 91A	Utilize cultural assessment as part of a holistic approach to assessment of patient healthcare needs.	2020-2021	Winter	Online with at least some synchronous hours	Project	Students will write a paper analyzing an interview with a client taking into account the use of culturally appropriate interviewing techniques, accuracy of reported cultural characteristics and signs of understanding of the importance of cultural sensitivity in nursing.	Covid and quarantine inhibited the face-to-face interviews for the cultural assessment of patient care needs. (Students were not allowed in the clinical facilities and therefore had no access to patients due to Covid restrictions)	Students completed research papers without using real-life patient interviews.  Legal and ethical issues prevented utilizing non-patients or family members. The SLO will be reevaluated once students return to the clinical setting.	Instructor is looking for a Cultural Assessment Guideline for students to utilize to direct questions to patient/families.
BHES	Nursing	N91AL	Demonstrate a basic understanding of patient health assessment process.	2020-2021	Winter	Face-to-Face	Demonstration	Assessment Skills Testing for skill mastery and competency compared to a critical element checklist	95 % of students passed skills testing.  One student was recommended to spend more time in the lab practicing the skill.	Students had less ability to spend time in the nursing lab practicing skills due to limitation on hours due to Covid. Students COULD request more time to practice should they need it- it just needed extra lead time to make the arrangements.	Encourage students to practice with partners who could help assess their skill mastery and performance. Encourage students to ask for direction re: skills from the Nursing Skills Lab Associate.
BHES	Nursing	NURS 91AL	Integrate health assessment data in the nursing process of planning care.	2020-2021	Winter	Face-to-Face	Demonstration	Perform a comprehensive assessment on a simulated client.  Utilize, analyze and integrate the data to develop a patient-specific plan of care.	All students performed at ‘Satisfactory’ to ‘Outstanding’ levels during their comprehensive simulated patient assessments. Assessment criteria were outlined on a procedural checklist and were evaluated per a scoring rubric.	Students were provided ample time to practice the comprehensive assessments and were provide the criteria sheets in advance of the testing day. Students have access to Simulated Assessments on which to model their assessment behaviors and communications.	When available, students could use more time for practice in the nursing skills lab.  It is difficult at present due to limitations set by Covid restrictions.
BHES	Nursing	NURS 91B	Incorporate patient/family teaching into the plan of care for a non-acute older adult patient	2020-2021	Winter	Online with at least some synchronous hours	Presentation/Performance	Small group presentation of teaching plan for care for an older adult patient with an assigned medical condition.	Students reported it difficult to ‘meet’ for group projects due to Covid restrictions and home commitments. Many reported that they did not like group projects as the work was not always equally divided. The presentations were overall well done (all achieving >85%), following an outline and being evaluated by a rubric.	The overall presentations were well done.  The interactions with the rest of the class were not as involved as they might have been with in-person presentations. Equipment could not be easily demonstrated (eg. insulin syringes or monitors) in the on-line format.	No resources needed. Return to in-person presentations as soon as possible.
BHES	Nursing	NURS 91B	Identify salient assessment data for non-acute adult patients experiencing chronic health problems.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Multiple choice and SATA tests to evaluation comprehension and retention of concepts Final exam- computer exam consisting of multiple-choice questions similar to NCLEX (national licensing exam questions).	All students (100%) passed the course. Students did better on the midterm (average score = 89%) than on the final exam (average score = 78%).	Students liked having small quizzes given throughout this short course- it made them keep up-to-date on material and was testing smaller units of information. Students/ instructor felt that IF this course had been given in conjunction with the clinical course OFFERED IN A CLINICAL SETTING, they could have been able to apply the information and therefore retain it better.  (There was no clinical course offered due to Covid restrictions).	Re-evaluate when this theory course could be offered concurrently with the clinical application course. No other resources needed.
BHES	Nursing	NURS 91BL	Provide safe and patient-centered nursing care for patients in a non-acute care setting following college regulations and facility protocols.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Final clinical evaluation per the Clinical Evaluation Tool which reflects the ability to integrate and critically analyze information and apply concepts in working with the client.	Limited availability of clinical placements this year altered ‘normal’ patient care activities.  However, students were still well able to analyze information and apply concepts to virtual patient care situations. Application of knowledge was evident through evaluation of student-selected patient care activities in the virtual patient care scenarios. All students received Satisfactory evaluations on their Clinical Evaluation Tool.	Students did well in the virtual clinical assignments- prepping well before the scenarios, choosing safe nursing activities and giving rationales for their choices. Student all became adept at utilizing the virtual simulation platform as a learning modality.	Since Covid restrictions are being lifted, more actual hands-on learning opportunities are now becoming available.  Students will return to the Skilled Nursing Facilities to care for patients, and will demonstrate application of their knowledge through patient care activities and related assignments. Subsequent classes will be evaluated using the Evaluation Tool based on hands-on clinical performance and assignments.
BHES	Nursing	NURS 91BL	Develop a patient-specific plan of care for the non-acute older adult patient using the nursing process.	2020-2021	Winter	Face-to-Face	Project	Weekly assessment and nursing care plans based on assigned patients, evaluated for accuracy of information and application of data to the individualized plan of care.	All students were able to create a patient-centered care plan demonstrating consideration for medical condition, level of functioning, age, cultural/religious factors, and family support.	Students were able to develop the care plan easily for physical problems since all factors were well documented in the virtual simulation patients. Students had problems including much psychosocial or spiritual support or problem solving since they could not actually speak to the virtual simulation patient.  Discussions in post conferences explored these aspects of patient care.	Continue with the plan with ‘actual’ patients now that the skilled nursing facilities are welcoming students back post-Covid.
BHES	Nursing	NURS 91P	Use the nursing process to identify interventions for safe medication management.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Weekly quizzes and exams to evaluate comprehension and application of pharmacology concepts safely to patient situations. Two medication calculation exams evaluated per a scoring rubric.	Out of 17 students 15 passed (88% achieved > 75%- the passing grade in all nursing classes.  (one student was a non- nursing student) Two med calculation exams- all passed. 95% of students passed the basic conversion take-home test on first attempt (most students got 20/20)- 45 minutes for 10 questions.	Take home test worked well- less pressure and focused on specific topic (med calculation).  Students liked this format Math conversion quiz was easily passed by all Zoom presentation hindered class participation Not a ‘close’ class- hindered participation	Timed in-class quizzes to get students more comfortable with timed exams.
BHES	Nursing	NURS 91P	Identify physiological processes affecting the efficacy of medications.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Weekly quizzes and exams to evaluate comprehension of pharmacology concepts. Two medication calculation exams evaluated per a scoring rubric.	90% of the class passed all the pharmacokinetic questions easily. Students reported that these questions were directly linked to patient care situations, which made them more ‘relevant’ to them.	Informal use of patient situation cases caught student interest and demonstrated applicability. Mini case studies at end of some classes were used to link medications to physiologic responses.	Possibly assign the end-of-chapter case studies in advance to stimulate more effective discussions in classes.
BHES	Nursing	NURS 92	Use the nursing process to identify priorities and goals of patients experiencing fluid and electrolyte imbalances.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Weekly quizzes, midterm exams and final exams to evaluate comprehension of concepts and application of concepts to patient situations. Final exam will be a computerized exam that is similar to the NCLEX (national licensing exam).	Student quiz and exam scores averaged 83% for fluid and electrolyte imbalances. A 94.16% average score was achieved for the case study re: fluid and electrolyte imbalances (noting that the target score was 75% or higher to earn a credit for the case study).	Worked well: SLO achievement was satisfactory and measured in couple of ways. The concept of fluid and electrolyte imbalance is significant in the acute care setting; therefore, it is significant to achieve and this for patient safety. The case studies and regular discussions during lectures helped students address and prioritize acute care patients’ needs in this respect. Did Not Work Well: Even though students met the SLO, students still do not feel comfortable in determining priorities and goals when working with patients who have issues that pertain to hemodynamics of fluid electrolyte imbalances.	Include more case studies about fluid and electrolyte imbalances and the possible adaptation of concept maps which  could connect  the concept of fluid electrolyte imbalances to the pathophysiology of the various diseases.
BHES	Nursing	NURS 92	Use the nursing process to identify priorities and goals for perioperative patients.	2020-2021	Winter	Online with at least some synchronous hours	Project	Small group presentations of select nursing diagnoses:  identifying patient goals, priorities of care, patient-specific interventions and evaluation criteria.	Students scored an average of 89% on exam and quizzes.  Students successfully achieved 94% in the perioperative case study with a 75% or higher required score to earn credit.  100% of the students successfully completed the small group presentations of selecting nursing diagnoses, considering their performance and providing feedback to their peers.	What Worked Well: Students successfully achieved the SLO through quizzes, exam, and small group activities.  Scoring above average “B+” on both quizzes and exam is sufficient. The class assignments, such as quizzes, exam, and, particularly, the small group presentations that utilized nursing process helped students identify patient health issues, establish goals, set up patient care priorities, and individualized interventions. Students’ comments allowed participation in the development of plan of care and a sense of support and being effective team players by sharing ideas in identifying health problems and complications before, during and after surgery. What Did Not Work Well: Nothing. Although the students enjoyed the small group presentations, the concept of adding at least one more class activity that utilizes active participation from the student might be beneficial.	Possibly to post case studies on the discussion boards (in Canvas) and allow students to post their own responses, including the responses from their fellow classmates.  This would facilitate co-operative critical thinking.
BHES	Nursing	NURS 92L	Demonstrate safe and competent care of one patient in the acute care setting using the nursing process.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Daily feedback on clinical performance through verbal and written notes based on critical elements of clinical evaluation tool. Final clinical evaluation per the Clinical Evaluation Tool- student is expected to take and active part in the process.	Students all had an alternate clinical experience the past 2 quarters due to Covid restrictions. (They were specially trained to assess/ screen patients for Covid immunization readiness, give the immunization, do post-immunization teaching and function as part of a state-mandated community health pandemic management team). Students all demonstrated the assessment, planning, implementation of care and evaluation of virtual patients due to Covid restrictions.	Being part of the ‘Covid Team’ was an invaluable experience for these students.  Participating in a state-wide pandemic management team was both educational and inspiring.  ALL reviews from the healthcare professionals praised our students. Simulations are good for the cognitive aspects of patient care, but hands-on really gets to the manual skills and communication techniques.  Hands-on patient care would improve this learning process.	The learning will improve as students get back to hands-on practice in the clinical setting with the actual patients and all the challenges they present.
BHES	Nursing	NURS 92L	Demonstrate the safe administration of parenteral medications.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Daily feedback on clinical performance through verbal and written notes based on critical elements of clinical evaluation tool Final clinical evaluation per the Clinical Evaluation Tool- student is expected to take and active part in the process. Demonstrate the safe administration of parenteral medications- competency is compared to critical element checklists.	All students were able to demonstrate safe administration of parenteral medications per the critical element checklists. Performance was evaluated in the nursing skills lab as clinical placements were severely limited due to Covid restrictions.	This process could be improved if the students had spent time with in-hours Medical-Surgical patients.  (were not allowed to due to Covid restrictions).  Simulated learning experiences are good- actual patient care learning experiences are better. Students will get the chance to practice/demonstrate these skills in subsequent quarters of the program.	Returning to the hospital for hands-on patient care activities (like giving parenteral medications) will enhance the learning process for the students.
	Nursing	NURS 92P	Apply concepts of drug/drug interactions, drug/food interactions and drug focused patient teaching to pharmacological agents affecting the central and peripheral nervous systems, endocrine system and blood pressures regulation.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	At home quizzes to evaluate comprehension and mastery of terms. Participation in five discussion boards on current medication issues. Midterm and final exams	All students who are enrolled in the De Anza College nursing program successfully completed all the assignments. Two of the nine students who are not a part of the De Anza College nursing program failed exams. These students admitted to being in stressful personal situations and could not study as much as they felt they needed to. This is the typical outcome for both program and non-program students.	Overall students did well. There was performance consistency between the first midterm exam, the second midterm exam and the final exam. (This afforded the opportunity for one of the out-of-program students to drop out early and receive a W grade instead of an F grade for the class).	During the first class it is emphasized that this is a hard class which requires a lot of studying. (I will especially address the students who are not part of the nursing program. In my opinion the reason of their decreased success is that they tend to study alone and, if they take this class as a prerequisite to a BSN or MSN program, they do not expect it to be a hard class.)  I will encourage outside students to join study groups and plan sufficient time for quizzes and exams preparation.
	Nursing	NURS N92P	Demonstrate correct calculations of doses of medications for medical/ surgical adult patients.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Medication calculation questions on midterm and final exams.	All students passed medications calculations questions.	Students requested guidance for the calculations exam and examples and explanations were provided. This was the second time that the calculations exam was given through Canvas and it is still a challenge to provide all possible versions of the correct answer.   Students get stressed when the question is counted as incorrect when calculations are correct but format is different.	I continue to request that students send me the picture of their calculations with correct answers circled and give them credit if the calculations and circled answer on the paper would be acceptable in paper and pencil exam.
	Nursing	NURS 95	Identify the goals and priorities in the management of care of unstable adult patients experiencing rapid changes in health status using the nursing process.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Weekly quizzes, midterm exams and final exams to evaluate comprehension of concepts and application of concepts to patient situations.  Completion of case studies to evaluate application to simulated patient situations Final exam will be a computerized exam that is similar to the NCLEX (national licensing exam) In-class group presentation on management of environmental emergencies to be evaluated by a rubric	Breakdown: 88% achieved A Grades, 12 % achieved B grades. All students met course objectives through a PICO (Problem, Intervention, Comparison, Outcome) paper, Critical Thinking Worksheet Assignment, EKG exam, 3 mid-term exams with final HESI exam achieving overall grade > 75%.	All students met the learning objectives, some had difficulty with exams due to test preparation, HESI format type questions, NCLEX style questions, and utilizing office hours due to overwork from jobs the students worked. (Some students worked more than 24 hours a week during the quarter).  Through evaluation of reflections (Journal entries) and asking them individually, they overthink without utilizing a systematic approach to nursing problem-solving.   They also forget that ABCD (Airway, Breathing, Circulation, Disability) is an important acronym they must utilize in test preparation and prioritization.	Incorporated HESI questions from the HESI website throughout the quarter to get students into HESI format style questions. Give test preparation reviews beginning of the quarter to help students think in ‘NCLEX’ modality. Encourage utilizing office hours, and self-reflections (Journal Entry) after their mid-term exam to reflect on the exam. Utilize other sources like Concept maps to study through their clinical course for comprehension and application. approach.  This will help students formulate evidence-based practice.
BHES	Nursing	NURS 95	Identify the goals and priorities of care for adult patients experiencing multisystem failure using the nursing process.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Midterm examinations and a comprehensive computer final examination to evaluate retention and application of key concepts Weekly quizzes	Scores:  88% achieved A Grades, 12 % achieved B grades. All students met course objectives through a PICO (Problem, Intervention, Comparison, Outcome) paper, Critical Thinking Worksheet Assignment, EKG exam, 3 mid-term exams with final HESI exam achieving overall grade > 75%.	All students met the learning objectives, some had difficulty with exams due to test preparation, HESI format type questions, NCLEX style questions, and utilizing office hours due to overwork from their jobs outside of school. (Some students worked more than 24 hours during the quarter.)   Incorporating the teaching of primary, secondary, and tertiary care helps students use the Nursing Process in planning nursing care. Demonstrating a systematic approach to assessing patients and developing a prioritization ideology through case studies was found to be helpful.	Incorporated HESI questions from the HESI website throughout the quarter to get students into HESI format style questions. Give test preparation reviews beginning of the quarter to help students think in ‘NCLEX’ modality. Encourage utilizing office hours, and self-reflections (Journal Entry) after their mid-term exam to reflect on the exam. Utilize other sources like Concept maps to study through their clinical course for comprehension and application. approach.  This will help students formulate evidence-based practice.
BHES	Nursing	NURS 95	Manage the care of adult patients experiencing rapid changes in health status utilizing the nursing process.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Demonstration of safe and effective care as evaluated per the final Clinical Evaluation Tool. Nursing care plans and patient assessment forms are evaluated per the Standards of Nursing Practice	Students provided safe and effective care and met the clinical objectives for the course. Nursing care plans and patient assessment forms were satisfactory per a grading rubric and per the Standards of Nursing Practice.	Students were able by the end of the quarter to assess, plan and implement care to acutely ill patients with supervision of staff and instructors. Gathered appropriate information from the electronic record-slow at the start of the rotation, but improved with time. Able to critically think at a novice level and interpret changes in patient status and effect change with assistance.	Consider spending more time in the facility computer lab in the first week to enable the students to access the data more efficiently. Incorporate an electronic health record scavenger hunt during orientation to enhance learning.
BHES	Nursing	NURS 95L	Provide safe and comprehensive care for two adult patients experiencing complex health challenges.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Final clinical evaluation tool with satisfactory performance in all critical element areas to evaluate performance of clinical skills, communicating therapeutically with patient, families and members of the healthcare team and functioning as a member of the team on an advanced medical/surgical unit.	All students met the clinical objectives per the clinical evaluation tool appropriately.	Challenge:  Difficulty in finding student-appropriate patient assignments due to limited numbers.  (students were NOT allowed to care for the Covid patients on the units). With assistance, students were beginning to take on multi-patient assignments.	Incorporate more skills training in the hospital setting as part of their weekly education. Updated clinical teaching materials are requested for demonstration by instructor and practice by students.  To teach ‘clustering of care’ and efficient use of time, the use of ‘brain sheets’ and other time-management tools would help create a better use of students’ time and mover them more toward easier care of two patients.
BHES	Nursing	N93	Apply the theoretical knowledge of pregnancy, birth physiology and perinatal care to specific patient-focused care situations.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	At-home case study quizzes, midterm exams and final exams to evaluate comprehension of concepts and application of concepts to patient situations.	N93 is a very intense 6-week course that includes 5 at home open book patient focused case studies (20-30 questions), one midterm exam (50 questions) and one final exam (90 questions). Students are encouraged to work on case studies in groups and are allowed to ask questions to the instructor if they cannot find the answer as a group. Students who choose to work alone on case studies did worse than students who work in groups. All students got over 75% on both case studies and combination of exams.	I am very proud of my case studies and tests. I update them every year to make sure that they are up to date and reflect best practices. Students comment that working on the case studies helps them to understand what is going on with the patients in the hospital and how the exam questions reflect what they learned through the case studies.	I am very satisfied with the assignments and will continue to update them as needed. I was considering decreasing the number of questions on the final exam, but I do believe that a lengthier exam is a good exercise for students in NCLEX preparation.
BHES	Nursing	NURS 93A	Compare the physiologic, cognitive, and psychosocial stages of the pediatric patient: infant, toddler, preschooler, school age and adolescent.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Weekly quizzes, midterm exams and final exams to evaluate comprehension of concepts and application of concepts to patient situations.  Completed case studies to evaluate application to simulated patient situations. Final exam will be a computerized exam that is similar to the NCLEX (national licensing exam)	68% received an A grade and 32% received a B grade.  Each student met the course objectives through quizzes, exams, and case studies by achieving an overall score of at least 75%.	The development evaluations using the age chart in which students work in small groups  worked well.  Using Zoom breakout rooms to discuss nursing approaches based on developmental stage worked well for critical thinking. Lecturing with less breakout room/group work did not go well.  The learning outcome process could improve by continuing to do breakout rooms or small group work.	Spend more time in small groups discussing the application of the nursing process for nursing interventions while expressing an understanding of the rationale for each intervention.
BHES	Nursing	N93A	Differentiate the common etiologies of morbidity and mortality in children.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Weekly quizzes, midterm exams and final exams to evaluate comprehension of concepts and application of concepts to patient situations.  Completed case studies to evaluate application to simulated patient situations. Final exam will be a computerized exam that is similar to the NCLEX (national licensing exam)	68% received an A grade and 32% received a B grade.  Each student met the course objectives through quizzes, exams, and case studies by achieving an overall score of at least 75%.	The students were able to differentiate the various causes of pediatric morbidity and mortality.  The group work and concept map teaching by students enhanced learning.	Provide more time for group work, rather than a teacher-centered lecture.
BHES	Nursing	NURS 93AL	Use the nursing process to provide comprehensive care for pediatric patients and their families in an acute care setting.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Daily feedback on clinical performance through verbal and written notes based on critical elements of clinical evaluation tool. Final clinical evaluation per the Clinical Evaluation Tool- student is expected to take an active part in the process.	Every student achieved the clinical objectives of the course.  The clinical experiences had to be modified due to Covid restrictions.  All students completed modified clinical activities well in conjunction with state and federal mandates.	Students were able to apply the nursing process during patient care and improved clinical practice following both written feedback from midterm evaluation as well as verbal feedback from instructor at the bedside.	I would spend more time observing students during their performance of a head-to-toe assessment on a pediatric patient.
BHES	Nursing	NURS 93AL	Formulate a plan of care for a pediatric patient taking into consideration growth and developmental abilities and tasks.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Daily feedback on clinical performance through verbal and written notes based on critical elements of clinical evaluation tool Final clinical evaluation per the Clinical Evaluation Tool- student is expected to take an active part in the process.	Every student achieved the clinical objectives of the course.  The clinical experiences had to be modified due to Covid restrictions.  All students completed modified clinical activities well in conjunction with state and federal mandates.	All students created a comprehensive care plan for a patient under their care which took into account the growth and developmental stage of the child. Each student created a focused assessment for each patient under their care daily during clinical practice.	Have students create a care plan along with their developmental assignment rather than completing a daily focused assessment.
BHES	Nursing	N93L	Identify and discuss QSEN competencies in performance of nursing care by self and others for the perinatal patient.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Every clinical day in the hospital students spend an hour in post-conference sharing their experiences. Common questions that are asked include “What did you do today or what did you observe a nurse do, that you would want to remember as an example of excellent nursing care? Was there anything that you wish was done differently? Which QSEN competency does this behavior relates to?” Then students document and explain two situations/behaviors as it relate to QSEN “KSAs” in their daily paperwork.	Students participated in the QSEN-framed discussions eagerly, although in the beginning of the course they needed reminders on what six QSEN competencies are and how to find the table with “knowledge, skills, attitude” (KSAs) that they need to refer to. Their QSEN reflections are thoughtful and include description of their successes, as well as ideas for improvement for both themselves and for those they observe.	The clinical instructors believe that QSEN competencies give students framework to analyze their clinical experience and formulate their successes and areas for improvement. Students complain that there is a lot of paperwork in this course and that it is overwhelming.	The updated link to QSEN competencies is easily available to students. We discuss examples of QSEN-guided reflections during the post-conferences to make sure that students understand what is expected to them. After seeing that students are able to successfully reflect on their clinical experience using QSEN KSAs, we drop this part of daily paper work.  This allows students more time to prepare for the exams in this very short (6 week) rotation.
BHES	Nursing	N93L	Demonstrate effective use of ISBAR tool to enhance care team communication and collaboration in the care of the perinatal patient.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Students’ daily paperwork includes writing different types of report using ISBAR tool. During Labor & Delivery assignment, students write a “30 minute break” report to RN. During Postpartum assignment, students write a Shift report on the first two postpartum days and then write a “Calling a provider with abnormal finding report” on subsequent days. During the last 2 weeks students are directed to share their reports with each other.	All students completed the assignments and both students and instructors found the assignments to be time consuming, but very useful. As students are instructed to keep all completed paperwork in a portfolio, instructors and students were able to track students’ progress in organizing the reports and deciding which information needs to be included depending on the type of the report. Reports were discussed during pre- and post-conferences and students appreciated their own professional growth.	The ability to give patient reports in an accurate respectful and organized manner is one of most important skills of an safe nurse. Students start the rotation having a vague idea of how to organize information and that improved tremendously. Students are reminded to use examples provided in the syllabus as well as to read their own reports aloud before submitting them. Reports are randomly read aloud and discussed during pre- and post-conferences.   The experience of hearing a colleagues reading one’s own report is often eye-opening for the students.	We are looking for more resources that can guide students on do-s and don’t-s of report giving. Currently all examples we are using were developed by the lead instructor. It would be helpful to find more standardized examples, maybe even videos of different situations of giving reports and standardized report check lists.
BHES	Nursing	N93PL	Insert, secure and maintain six (6) intravenous catheters successfully following universal precautions and nursing standards of care.	2020-2021	Winter	Face-to-Face	Demonstration	Demonstrate skill mastery of IV insertions using a variety of catheters and taping methods, following principles of medical asepsis and universal precautions. Final IV insertions evaluated per the skill essential criteria list.	By the end of the course, students demonstrated skill in IV insertion while following universal precautions and standards of care. All students (100%) successfully met the objective of 6 IV insertions.	Students have an outlined step-by-step process to follow posted on Canvas. Students have videos of the IV insertion process, made by the instructor, posted on Canvas. Instructor plays classical music during the lab class which ALL students report as a calming influence.	New IV insertion mannikin arms to utilize.
BHES	Nursing	N93PL	Maintain an injury-free environment during intravenous insertion and blood-draw procedures following OSHA protocols.	2020-2021	Winter	Face-to-Face	Demonstration	Demonstrate skill mastery of IV insertions using a variety of catheters and taping methods, following principles of medical asepsis and universal precautions. Final IV insertions evaluated per the skill essential criteria list.	There were NO incidence of injury (or near-injury) during intravenous insertion or blood draw procedures. A 100% safety record remains.	Students were instructed in safe needle control and management at the start and on-going during the class. Reference to the Bloodborne pathogen policies and Needle Management policies was useful to drive home the importance of equipment and patient safety.	Nothing.
BHES	Nursing	NURS 96	Demonstrate beginning management skills in nursing.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Two theory midterm examinations Comprehensive final computerized examination including multiple choice and 'alternate format' test questions to evaluate comprehension of concepts and application to nursing leadership and management situations	23% of students earned a grade of A 72% of students earned a grade of B 5% of students earned a grade of F  (This is slightly higher than in previous quarters.)	A few students verbalized a dislike of Zoom when the class began.  However, all of those students earned a grade of B.  One member did not pass the class.  However there were possible factors unrelated to the classroom environment that may have contributed to this outcome (health issues, relocation).  Since Zoom is the way this class is being presented, at least for now, methods to make the Zoom classroom as facilitative as possible should be explored, including methods to prevent Zoom fatigue.	In the next course offering, I intend to ensure breaks are taken at regular intervals to avoid zoom fatigue.  In addition, I will lead the students in practicing more “multiple response” type questions to better prepare for these types of exam questions. No added resources needed.
BHES	Nursing	NURS 96L	Demonstrate beginning leadership skills in nursing	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Two theory midterm examinations Comprehensive final computerized examination including multiple choice and 'alternate format' test questions to evaluate comprehension of concepts and application to nursing leadership and management situations	23% of students earned a grade of A 72% of students earned a grade of B 5% of students earned a grade of F	A few students verbalized a dislike of Zoom when the class began.  However, all of those students earned a grade of B.  One member did not pass the class, however there were possible factors unrelated to the classroom environment that may have contributed to this outcome (health issues, relocation).  Since Zoom is the way this class is being presented, at least for now, methods to make the zoom classroom as facilitative as possible should be explored, including methods to prevent Zoom fatigue.	In the next course offering, I intend to ensure breaks are taken at regular intervals to avoid zoom fatigue. In addition, I will explore games or “ice breaker” activities to implement in the zoom setting. No additional resources needed.
BHES	Nursing	NURS 96A	Achieve a score of 75% or better on assigned Case Studies and Practice Tests	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Achieve and average of 75% on case studies and practice exams	100% of students achieved a score of at least 75% on assigned case studies and practice tests.	A few students verbalized a dislike of zoom when the class began.  However, all of those students earned a grade of B.  One member did not pass the class, however there were possible factors unrelated to the classroom environment that may have contributed to this outcome (health issues, relocation).  Since zoom is the way this class is being presented, at least for now, methods to make the zoom classroom as facilitative as possible should be explored, including methods to prevent zoom fatigue.	I plan to use additional case studies, including Next Generation NCLEX items that use the Clinical Judgment Model. No resources needed.
	Nursing	NURS 96A	Achieve a conversion score of 75% or better on the HESI Exit Exam	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Achieve an average of 75% on two (preliminary and final) computerized comprehensive exit exams	14 of the 18 students (78%) enrolled achieved an average conversion score of 75% or better on the HESI Exit Exam	A few students verbalized a dislike of zoom when the class began.  Four students did not pass the class, however there were possible factors unrelated to the classroom environment that may have contributed to this outcome (health issues,  working full-time outside of school, relocation, etc.).  Since zoom is the way this class is being presented, at least for now, methods to make the zoom classroom as facilitative as possible should be explored.	I plan to use additional case studies, including Next Generation NCLEX items that use the Clinical Judgment Model. No resources needed.
	Nursing	NURS 96L	Provide safe care for 75%-100% of a typical RN assignment.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Successfully completes the critical elements on the final clinical evaluation tool to evaluate skill mastery in the clinical setting, ability to communicate therapeutically with patient, families and members of the healthcare team and function as a member of the healthcare team in the provision of safe patient care.	100% of students safely provided nursing care for 75%-100% of a typical RN assignment.	The biggest challenge this quarter was the delayed start of the preceptorship experience for a small group of students, due to Covid-19 hospital (last minute) changes.  Nevertheless, these students “stepped up” and approximated the role of an entry-level RN graduate in a variety of settings.	The next offering of preceptorship I plan to try to have more “backup” preceptors in the event a preceptor (or even a hospital) is forced to go “offline.” No additional resources needed.
	Nursing	NURS 96L	Manage a patient assignment safely and proficiently at the entry RN level using the nursing process.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Weekly Preceptorship updates: reflect student and preceptor assessments of performance, in skill performance, time management, and leadership abilities with instructor review and input for suggested methods of improvement. Demonstration of safe and effective care as evaluated per the final Clinical Evaluation Tool.	100% of students completed/submitted weekly preceptorship updates containing reflection of their clinical progress and identifying professional growth. 100% of students successfully demonstrated safe and effective nursing care, as evidenced by achievement of all clinical objectives delineated on the Clinical Evaluation Tool (CET).	The biggest challenge this quarter was the delayed start of the preceptorship experience for a small group of students, due to Covid-19 hospital (last minute) changes.  Nevertheless, these students “stepped up” and completed their clinical hours in a variety of settings to ensure their completion of clinical objectives.	The next offering of preceptorship I plan to try to have more “backup” preceptors in the event a preceptor (or even a hospital) is forced to go “offline.” No additional resources needed.
	Nursing	NURS 94	Apply principles of Advance Care Planning to care of an older adult.	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Weekly quizzes, midterm exams and final exams to evaluate comprehension of concepts and application of concepts to patient situations.  Completion of case studies to evaluate application to simulated patient situations Final exam will be a computerized exam that is similar to the NCLEX (national licensing exam)	Students averaged 91.2% on quiz and exam questions about Advance Care Planning and associated end of life documents 100% of students were successful on the End of Life case study; about 85% required more than one attempt to achieve 100%. 100% of students effectively participated in online discussion boards which included Advance Care Planning principles, including documents and self-reflection about the concept and importance of Advance Care Planning to the nurse, patient, and their families. 100% of students successfully completed two assignments which included concepts of end of life and the concept of Advance Care Planning.  One assignment included demonstrating their own Advance Care Planning and Advance Directive document.	Well:  SLO achievement was effective and very well documented in numerous ways.  As it is an important concept due to end of life in the geriatric patient, this SLO is important to achieve and measure frequently.  Having regular conversations with students and patients increased their comfort level and confidence in addressing end of life with patients and their family members, as well as themselves. Not well: Although the SLO was adequately achieved, I think students are not as comfortable in working with patients whose family members disagree with the patient’s choices for end of life care.  Nurses in general are not comfortable dealing with	Try to have more conversations about and strategies to use in the situations when one or more family members don’t want to follow the older adult’s Advance Directive decisions for health care.  A component might be added to an assignment or discussion board.
BHES	Nursing	NURS 94	Analyze and apply principles of normal aging in designing a plan of care for an older adult experiencing a chronic health problem using the nursing process	2020-2021	Winter	Online with at least some synchronous hours	Exam – Course Test/Quiz	Weekly quizzes, midterm exams and final exams to evaluate comprehension of concepts and application of concepts to patient situations.  Completion of case studies to evaluate application to simulated patient situations Final exam will be a computerized exam that is similar to the NCLEX (national licensing exam)	Students scored an average of  2.8% on exam and quiz questions.  Students were successful in achieving 100% in the Normal Aging case study. 83.4% required more than one attempt to reach the 100% goal mark on the case study. Students completed 5 additional case studies in which they applied the nursing process to plan and implement care for health problems common to older adults.  As in the other case studies, all students achieved 100% in one or more attempts. 100% of students successfully used principles of normal aging in two geriatric case studies.  88.1% required more than one attempt to reach the 100% mark on the case studies. 100% of students successfully completed an assignment that included low-fidelity simulations of some of the normal changes of aging, then reflected upon their experience 100% of students successfully completed several assignments that included application of normal age-related changes to chronic diseases common to the older adult and creation of a plan of care for them	Well:  Students were able to achieve the SLO through class activities and assignments. Achieving a “B” average on exams and quizzes is more than adequate. The case studies & most assignments relied heavily on the use of the nursing process to complete.  Student feedback revealed the enjoyment of the Aging exercise, done with homemade, low fidelity simulation kits.  Having experienced some of the common age-related changes stimulated much reflection and discussion which indicated a deeper understanding of what the older adult may be experiencing, and how the nurse can intervene to help mitigate decreased abilities or problems and include in their plan of care.	Although the low-fidelity simulation activity appears adequate, one thing that may improve the early understanding of the effects of normal aging might be requiring the optional Aging assignment.  This entails the utilization of commercially prepared equipment to simulate some age-related changes that could not be simulated through the low-fidelity simulation aging kits that are required for an assignment.  If this were to be implemented, the purchase of another set or two of supplies would be helpful.  Currently, we have only one in the Nursing Skills Lab.  The kit serves just one student at a time at present.  As it is a brand new exercise and is currently offered for extra credit, more data is needed before purchasing more kits and implementing this as a graded activity.  It has yet to be determined if it is a worthwhile and reliable activity.  The other barrier to this is the limitation on student time allowed in the skills lab; due to occupancy limitations imposed by the pandemic, students cannot always gain entrance to be able to complete the activity.
	Nursing	NURS 94A	Apply own cultural background to concepts of mental health and mental illness.	2020-2021	Winter	Online with at least some synchronous hours	Other	Written critical thinking/ response papers to highlight student's ability to critically analyze a given psychiatric topic, illustrating development of critique utilizing personal life experiences as a basis of defense.	100% students met the course objective through weekly discussion groups.	Students were very engaged and open when discussing concepts of mental health and mental illness and how it applies to their cultural background during each theory class.	Nothing
	Nursing	NURS 94A	Design a critical thinking component in relation to the nursing care of a patient with a given psychiatric diagnosis.	2020-2021	Winter	Online with at least some synchronous hours	Presentation/Performance	Group presentation of a case study to evaluate student ability to research a specific psychiatric diagnosis, formulate a plan of care within the standards of psychiatric nursing practice, and develop teaching/presentation skills used by clinical practice nurses Three written exams and a final exam to evaluate comprehension and mastery of key terms and concepts	Students met the course objective by participating in a group presentation and completion of exams with overall grades >84%.	The rubric for the group presentation could be revised and be written more clearly. Students should have a time limit for example. Possibly other ideas other than power point slides.	I will modify the rubric going forward. Any online resources students can use for free would be helpful. I could also provide more case studies as an activity to promote critical thinking.
	Nursing	NURS 94A	Demonstrate knowledge of Alcoholics Anonymous meetings and identify professional implications for the nurse.	2020-2021	Winter	Online with at least some synchronous hours	Other	Written report of visits to community agencies/organizations to evaluate insight and illustrate objective and subjective observations of the agencies. Helps to develop an awareness of the community of helping organizations available in psychiatric nursing.	100% of students successfully met the course objective by attending an AA meeting via zoom and submitting a 2-page reflection paper.	Even though the meetings are done in a virtual setting, the students have all expressed how much they have learned from attending. Their perspective changes as well as their beliefs about alcoholism.	Nothing
BHES	Nursing	NURS 94AL	Assess, plan, implement and evaluate a plan of care for patient with a psychiatric diagnosis.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Final clinical evaluation per the Clinical Evaluation Tool Written patient assessments, nursing care plans and weekly evaluation notes to evaluate student ability to utilize a comprehensive approach to patient assessment, critical analysis of data and planning of safe and appropriate care of the psychiatric patient.	All but two students for this assessment period received “Satisfactory” for the course.	Students vary greatly in their writing and their assessment skills. I work with each student as needed to ensure their success on this SLO.	I will continue to work with each student individually to the degree needed to achieve success.
BHES	Nursing	NURS 94AL	Identify concepts that link learning in the clinical setting to knowledge gained from the course textbook.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Written patient assessments, nursing care plans and weekly evaluation notes to evaluate student ability to utilize a comprehensive approach to patient assessment, critical analysis of data and planning of safe and appropriate care of the psychiatric patient.	All students met the clinical objectives easily. 100% of students are able to identify course concepts and clinical examples of each.	Students fill out a weekly “Clinical Conference Planning Form” whereby they identify and describe two theory course concepts from the text that they have observed or experienced during the clinical setting.   This seems to work well.	Nothing different
BHES	Nursing	NURS 94AL	Analyze own personal responses to selected clinical observations and experiences.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Written weekly concept identification and self-awareness reports to evaluate comprehension and mastery of key terms and concepts, and evaluate self-awareness as a tool to recognize own behavior, attitude and emotion in the provision of psychiatric nursing	100% of students successfully recognize and state personal subjective responses to their clinical experience. All students are able to write an analysis of their personal feeling/response, including therapeutic techniques of handling such responses.	Most students do very well with this self-awareness assignment. It brings to light many emotions and responses that were unknown even to the student themselves. It brings about what they can improve upon.	No change required.
BHES	Nursing	NURS 94L	Formulate a plan of care for an older adult incorporating age-related changes and developmental tasks.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Demonstration of safe and effective care as evaluated per the final Clinical Evaluation Tool. One critical thinking worksheet, and daily clinical reasoning worksheets, using the nursing process, to critically analyze pertinent data, demonstrating the ability to summarize, integrate and apply information. Rubrics and Standards of Nursing Practice used for evaluation.	All students successfully demonstrated safe and effective care as evaluated per the final Clinical Evaluation Tool. (100%). This encompassed activities and clinical presence that demonstrated the ability to collect, analyze, synthesize and apply comprehensive  patient data and findings.	Well: Not well:  Because of the short rotation and limitations imposed by the hospital, it was determined that students did not have the opportunity to collect adequate data for completing and submitting a thorough critical thinking worksheet, receive instructor feedback, and re-work any unsatisfactory work.  Instead, we implemented concept mapping and developed it into a group activity used during daily post-conference.  This not only demonstrated the student’s ability to think critically, but for the entire group to	Continue to implement concept mapping in post-conference to expand critical thinking, knowledge, principles of teamwork and shared learning, and application of the nursing process.  This will be in lieu of the critical thinking worksheet.
BHES	Nursing	NURS 94L	Analyze and apply salient trends of comprehensive assessment data during the clinical reasoning process for an adult patient experiencing an acute or chronic problem.	2020-2021	Winter	Face-to-Face	Field Placement/Internship	Demonstration of safe and effective care as evaluated per the final Clinical Evaluation Tool. One critical thinking worksheet, and daily clinical reasoning worksheets, using the nursing process, to critically analyze pertinent data, demonstrating the ability to summarize, integrate and apply information. Rubrics and Standards of Nursing Practice used for evaluation.	All students successfully demonstrated safe and effective care as evaluated per the final Clinical Evaluation Tool. (100%) All students successfully completed comprehensive data collection and analysis as evidenced by daily clinical reasoning worksheets.  Two students required significant instructor assistance and tutoring to be able to identify and focus on their patients’ main problem.  Once they had some guidance, they were able to satisfactorily demonstrate this.	Well: all students were successful Not well:  one student's weakness was identified late in the term.  This caused a great deal of stress for the student to be able to demonstrate improvement in just a few days of clinical.  Because this time was short and there was significant progress in the short time-frame, the student was passed and sent to the next course with a “Plan for Improvement” (PI) document that documents the areas of weakness /suggestions for the student with suggested interventions for further improvement in future courses.	Impose a “due” time of 9am in the shift for clinical paperwork to be completed and turned in.  This would allow the instructor to be able to evaluate student work earlier and determine if a student needed assistance in the clinical reasoning process.  Starting this earlier in the term will afford the students more time and opportunity to improve and build their knowledge, skills and abilities.