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

Klakovich, Marilyn D.

Tuesday, July 12, 2011: 8:30 AM

Felicitas A. dela Cruz, RN, FAANP¹
Shirley M. Farr, MSN, CNS¹
Marilyn D. Klakovich, DNSc, RN, NEA-BC²
Phyllis Esslinger, RN, MS¹
(1)School of Nursing, Azusa Pacific University, Azusa, CA
(2)School of Nursing, University of Phoenix, Azusa Pacific University, Azusa, CA

Learning Objective 1: describe the process of creating a culture of assessment in an entry-level master's program.

Learning Objective 2: identify the educational outcomes in an entry-level master's program.

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.

See more of: Strategies for Measuring and Creating Outcomes
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters