Orvis School of Nursing assessment plans

  • Nursing B.S.N.

    Mission Statement

    The mission of the Orvis School of Nursing is to prepare individuals for both entry level and advanced nursing roles by providing excellent academic programs integrating recognized educational standards. The baccalaureate curriculum emphasizes nursing care of individuals, families & populations throughout the lifespan; among diverse cultures & beliefs; and across all socioeconomic groups in the context of their environments by providing a strong foundation for evidence-based practice, critical thinking, and leadership. As an essential part of its mission as a land grant institution, Orvis School of Nursing provides service to the state of Nevada and to the professional community at large.

    Student Learning Outcomes

    1. Students will be able to demonstrate use of scientific inquiry and nursing process, including problem solving, decision making and critical thinking, in providing human care nursing across the continuum of care.

    Student Performance Indicators
    • Students will create a capstone project/paper that addresses their development in creating effective change in ongoing learning and accelerated practice competency.
    • Students will participate in ATI testing in all semesters of the program, utilizing tutorials, practice exams and proctored exams each semester.
    • Students will deliver safe, effective patient and client nursing care in a wide variety of settings across the lifespan.
    • Students will use technology, synthesize information, and select resources effectively in all aspects of the role of professional nurse.
    Assessment Method
    • Faculty will evaluate the capstone paper/project for integration of scientific inquiry, problem solving, application of scientific principles and critical thinking.
    • Students will develop and implement patient care plans and concept maps that demonstrate application of the nursing process, critical thinking, and scientific inquiry.
    • Faculty and students will complete the clinical evaluation tool at the end of each clinical experience. Faculty will observe and critique each student in the clinical setting using formative and summative evaluation to promote excellence in nursing patient care.
    • NCLEX style exams will be administered in each semester of theory courses.
    • Selected courses will administer practice and proctored exams from ATI testing, counting as a small portion of the course grade.
    • Students will utilize computer technology in the documentation of care; evidence to support care delivery; presentation of information via WEBCT and other electronic devices will assure effective progress toward professionalism.

    2. Students will be able to utilize the Essentials of Professional Nursing Practice in all professional settings.

    Student Performance Indicators
    • Students will demonstrate sensitivity and respect for individuals, groups, and populations in all professional settings.
    • Students will formulate plans of care and concept maps based on assessment of internal and external variables for individuals and groups of clients to plan effective nursing care.
    • Students will deliver care to patients and clients in a safe and effective manner in a variety of clinical settings
    Assessment Method
    • Faculty will evaluate each student for sensitivity and respect based on the clinical evaluation tool indicating student performance; feedback from peers, colleagues, staff and clients.
    • Faculty will evaluate care plans, journals, formal presentations and papers for sensitivity and respect of individuals, groups, and populations.
    • Faculty will evaluate written and verbal plans of care and formal papers for effectiveness in planning nursing care.
    • Faculty will evaluate actual student performance with patients and clients in a variety of clinical settings.

    3. Students will be able to utilize verbal, nonverbal, and written modes of communication which are culturally sensitive, respectful, appropriate and responsive to context, content, and population.

    Student Performance Indicators
    • Student will create unique and individualized written and verbal plans of care for individuals, families, groups, and populations.
    • Student will utilize therapeutic communication when providing nursing care to individuals, families, groups or populations.
    • Student will demonstrate synthesis of knowledge in formal papers, care plans, concept maps, and presentations to peers, faculty, and clinical agencies.
    • Student will utilize principles of effective communication in all professional interactions in a variety of settings.
    Assessment Method
    • Faculty will evaluate written and verbal plans of care, concept maps, journals, formal written papers and presentations. Student will accurately document and verbally report client data.
    • Student observation by faculty; feedback from clinical agencies; documentation on clinical evaluation tool.
    • Faculty and peers will evaluate formal presentations. Faculty will evaluate care plans, concept maps and formal papers.
    • Faculty will observe student in all learning settings and document communication effectiveness in clinical evaluation tool to the student.

    4. Students will be able to utilize leadership and management knowledge and skills to achieve quality care in a wide variety of health care settings.

    Student Performance Indicators
    • Student will assign and delegate care of individuals, families, groups and populations in situations supervised by faculty.
    • Student identifies own leadership style and the effect on others.
    • Student will evaluate need for change and demonstrate flexibility in promoting planned change.
    • Student will demonstrate a beginning leadership role in establishing management goals.
    Assessment Method
    • Documentation in plan of care; Faculty clinical observation; Clinical evaluation tool completed by faculty and student; student's clinical journal.
    • Faculty clinical & seminar observation; student documentation in journals; and formal presentations in courses; faculty and student completion of clinical evaluation tool.
    • Faculty and clinical observation of flexibility; student documentation in clinical journal and evaluation tool.
    • Faculty and clinical observation of leadership behaviors; student documentation of leadership behaviors in clinical journal and evaluation tool for clinical practice.
  • Nursing M.S.N.

    Mission Statement

    The mission of the Orvis School of Nursing is to prepare individuals for both entry level and advanced practice nursing by providing excellent academic programs based upon recognized educational standards. The curriculum emphasizes nursing care of individuals, families and populations throughout the lifespan: among diverse cultures and beliefs; and across all socioeconomic groups in the context of their environments, by providing a strong foundation for evidence-based practice, critical thinking and leadership. As an essential part of its mission as a land grant institution, Orvis School of Nursing provides service to the state of Nevada and to the professional community at large.

    Graduate Program Purposes

    The purpose of graduate education at the MSN level is to prepare registered nurses for advanced practice, educator, and leadership positions in health care. In addition, study at the MSN level develops clinical competence and increased sophistication in applying a theoretical framework for nursing practice. MSN education also serves as an introduction to scholarly activity for those who wish to pursue the doctoral degree in nursing. Scholarly activity focuses on the discovery of nursing knowledge, analysis and evaluation of nursing theory, and the study of strategies for nursing application. Finally, MSN education provides students with the opportunity to realize their creative potential and collaborate with other health care professionals in maintaining effective nursing and health care.

    Student Learning Outcomes

    1. Students will be able to integrate scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.

    Student Performance Indicators

    • The graduate student builds on the competencies gained in a baccalaureate nursing program by developing a deeper understanding of nursing and the related sciences needed to fully analyze, design, implement, and evaluate nursing care.
    • The graduate student's care reflects a more sophisticated understanding of assessment, problem identification, design of interventions, and evaluation of aggregate outcomes than baccalaureate-prepared nursing care.

    Assessment Method

    • Successful completion and performance in individual track practicums and role courses (Clinical Nurse Leader-NURS 746, NURS 747 and NURS 760; Nurse Educator-NURS 760 and NURS 782; Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty observations, review, preceptor evaluations, and clinical evaluations.
    • Successful completion of NURS 708, NURS 718, NURS 737, NURS 750R, and NURS 760 (dependent on track specialty) as reflected in final course grades of a B or higher

    2. Students will be able to provide advanced, ethical, evidence-based nursing services for multi-cultural and ethnic individuals, families, aggregates, and select populations.

    Student Performance Indicators

    • The graduate demonstrates respect for diversity in the provision of quality care to diverse clients in employment settings post-graduation
    • The student demonstrates ethical behaviors towards others in all environments
    • The graduate student demonstrates respect for diversity in the provision of quality care to diverse clients in clinical practicum settings
    • The graduate student demonstrates respect for diversity in interactions with colleagues in classroom settings

    Assessment Method

    • Review Employer Evaluations/Surveys and FNP Faculty review and utilize Typhon tracking system to identify deficits in patient populations
    • Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty observations, review, and clinical evaluations and satisfactory preceptor evaluation
    • Successful completion and performance in individual track practicums and role courses (Clinical Nurse Leader-NURS 746, NURS 747 and NURS 760; Nurse Educator-NURS 760 and NURS 782; Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty observations, review, preceptor evaluations, and clinical evaluations.
    • Successful completion of NURS 750R as reflected in final course grades of a B or higher.

    3. Students will be able to apply patient-care and communication technologies to deliver, enhance, integrate, and coordinate care.

    Student Performance Indicators

    • The graduate student learns to evaluate, calculate, and improve the overall reliability of health care processes
    • The graduate student possesses knowledge in the methods, tools, performance measures, culture of safety principles, and standards related to quality
    • The graduate student is prepared to apply quality principles within an organization to be an effective leader and change agent

    Assessment Method

    • Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty clinical evaluations
    • Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty clinical evaluations
    • Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty clinical evaluations

    4. Students will be able to collaborate with other professionals and members of the community to provide optimal coordinated health care to individuals, families, special populations, and communities with an emphasis on health promotion and disease prevention.

    Student Performance Indicators

    • The graduate student develops skills that include: Knowledge acquisition, Working in groups, Management of change, and Dissemination of new knowledge to other health care professionals through the following activities: develop interventions directed at health promotion for the populations they serve; demonstrate collaboration in clinical practicum settings; demonstrate collaboration with colleagues; develop interventions aimed at disease prevention in every setting and with every population/community.
    • The graduate student respects diversity and addresses complex health care needs in the roles of nurse leader, nurse educator, and advanced practice nurse

    Assessment Method

    • Successful completion of NURS 708, NURS 718, NURS 737, NURS 750R, and NURS 760 (dependent on track specialty) as reflected in final course grades of a B or higher; Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty observations, review, and clinical evaluations, and satisfactory preceptor evaluation
    • FNP Faculty review and utilize Typhon tracking system to identify deficits in patient populations

    5. Students will be able to respect diversity to address complex health care needs of persons, including the un-served and under-served, populations and communities, in the role of nurse leader, educator, and/or advanced practice nurse.

    Student Performance Indicators

    • The graduate student provides leadership at the point of care in diverse settings and across the continuum
    • The graduate student applies and integrates broad, organizational, patient-centered, and culturally responsive concepts in the delivery of evidence based clinical prevention and population-based care and services to individuals, families, communities, and aggregates/clinical populations
    • The graduate student respects diversity and addresses complex health care needs in the roles of nurse leader, nurse educator, and advanced practice nurse

    Assessment Method

    • Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by preceptors feedback, faculty observations, review, and clinical evaluations
    • FNP Faculty review and utilize Typhon tracking system to identify deficits in patient populations
    • FNP Faculty review and utilize Typhon tracking system to identify deficits in patient populations

    6. Students will be able to participate in the organization, management, and policy negotiations of health care delivery systems to use ethical principles and advocacy strategies to influence health and healthcare.

    Student Performance Indicators

    • The graduate student has requisite knowledge and skills to promote health, help shape the health delivery system, and advance values like social justice through policy processes and advocacy
    • Graduate students are prepared as members and leaders of health care teams that deliver a variety of treatments and services while seeking collaboration and consultation with other providers in order to design, coordinate and evaluate patient care outcomes

    Assessment Method

    • Application of leadership skills and decision making related to quality nursing care, coordination of health care teams, accountability and oversight of care delivery at the micro-systems level as evidence through papers and projects completed throughout coursework
    • Analysis of systems, quality control, change, and leadership concepts and theories applied to the organization and financing of health care delivery systems, health care policy, and their effect on social justice and the quality of nursing and health care as evidence through papers and projects completed throughout coursework and Successful completion of NURS 736, and NURS 737 as reflected in final course grades of a B or higher

    7. Students will be able to participate in the application of safe patient care and quality health care practices.

    Student Performance Indicators

    • The graduate student is prepared to apply quality principles within an organization to be an effective leader and change agent
    • The graduate student learns to evaluate, calculate, and improve the overall reliability of healthcare processes
    • The graduate student possesses knowledge in the methods, tools, performance measures, culture of safety principles, and standards related to quality

    Assessment Method

    • Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty clinical evaluations
    • Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty clinical evaluations
    • Successful completion and performance in individual track role courses (Clinical Nurse Leader-NURS 746 and NURS 747, Nurse Educator-NURS 782, Family Nurse Practitioner- NURS 755, NURS 756, NURS 757, NURS 758) as evidenced by faculty clinical evaluations

    8. Students will be able to participate in the development of nursing as a science, through the use of theory,  research, and scientific processes, while acquiring a foundation for doctoral study.

    Student Performance Indicators

    • Students confirm that they feel adequately prepared to pursue doctoral study if desired.
    • Some graduates pursue doctoral study
    • A standard of graduate nursing education is scholarship through the generation of a research question/statement within a theory/conceptual framework, analysis of relevant literature and evidence-based practices, implementation with appropriate methodology, analysis and interpretation of data, along with recommendations and implications for nursing
    • The master's prepared nurse integrates scientific findings from nursing, bio-psychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care

    Assessment Method

    • Review exit interviews
    • Review alumni surveys
    • Faculty committee chairs will approve student's research plan and monitor student's progress and successful completion of graduate nursing research course (NURS 735) as reflected in final course grades of a B or higher and successful completion, oral presentation and defense of master's thesis (NURS 797)
    • Satisfactory completion of Comprehensive Examination (NURS 795) along with successful completion of oral presentation and defense of research project or professional paper (NURS 798)
  • Nursing Education (Certificate)

    Student Learning Outcomes

    1. Students will be able to synthesize theoretical, scientific, and contemporary clinical knowledge for the assessment and management of both health and illness states.
    2. Students will be able to implement clinical reasoning and builds collaborative intra- and interprofessional relationships to provide optimal care to patients.
    3. Students will be able to provide patient-centered, quality care to the adult and older adult population within the acute and critical care settings through incorporation of health promotion, health protections, disease prevention and treatment.
    4. Students will be able to impart knowledge and individualize therapies through the activities of advocacy, modeling and teaching
    5. Students will be able to apply evidence-based practice designed to improve quality of care and health outcomes by overseeing and directing the delivery of clinical services within an integrated system of healthcare.
  • Nursing Practice D.N.P.

    Mission Statement

    The mission of the combined BS/MS Biotechnology Program is to prepare our students for research based careers in the biosciences. Our graduates will be educated in basic and applied aspects biochemistry, molecular biology and cell biology and be trained to problem solve in a research laboratory environment. The broad training obtained through this program is designed to prepare our graduates to excel in any bioscience discipline, thus allowing them to rapidly adapt to the ever changing environment of industrial and academic research. While we have tailored our program to best prepare our graduates for employment with in the biotechnology industry, the program curriculum is also appropriate for those wishing to continue on to graduate or professional schools.

    Program Outcomes

    1. Graduates will be adequately prepared for careers in academic- or industrial-based biotechnology research.

    Student Performance Indicators

    • Students will gain employment in Biotechnology and be successful in the workplace.
    • Students will be accepted into a Ph.D. graduate program or into a professional school program (i.e. medical school, pharmacy school or dental school).
    • Students will be able to conduct independent research in UNR laboratories.
    • Students will be able to conduct independent research during internship at biotechnology companies during the summer of their 4th year.

    Assessment Method

    • Alumni and employer surveys will be used as our primary evaluation tool.
    • For each academic or industrial research experience, written midterm and final evaluations by research mentors/supervisors are required. These evaluations will be used to report on student performance and conduct.

    Student Learning Outcomes

    1. Students will be able to demonstrate extensive knowledge in the areas of biochemistry, molecular biology and cell biology.

    Student Performance Indicators

    • Graduates will have the base knowledge required to understand or rapidly comprehend novel concepts from the fields of biochemistry, molecular biology and cell biology.

    Assessment Method

    • Students are required to attend six seminars each semester from diverse disciplines (i.e. biochemistry and molecular biology, physiology, cell biology, pharmacology, neurobiology and developmental biology) and prepare written summaries which describe the major findings and concepts presented by the speaker. While the summaries are not graded, the students' ability to understand the seminars will be reflected in the quality of their reviews. We will maintain a record of how well our students are able to comprehend these seminars. Observed deficiencies will guide curricular modifications to the program.
    • Students will have taken undergraduate and graduate courses in the areas of cell biology (i.e. BIOL 315, BIOL 395, CMB 710), biochemistry (i.e. BCH 400, BCH 303, BCH 403) and molecular biology (i.e. BCH 405, BCH 406, BCH 705). The course grades of each student will be assessed to determine how well our students are performing in each discipline and also to determine if our students are adequately prepared to take the more advanced courses.

    2. Students will be able to effectively communicate research results in both oral and written form.

    Student Performance Indicators

    • Students will be able to make a clear and concise oral presentation on their independent research.
    • Students will be able to publicly field questions pertaining to their presentations.
    • Students will prepare posters presentations that clearly describe their research at the Annual Biotechnology Symposium at UNR.
    • Students will be able to write an acceptable hypothesis driven research proposal.

    Assessment Method

    • Each year the Biotechnology program sponsors the Annual Biotechnology Symposium. All 5th year students and select 4th year students will make oral presentations on their research to an audience made up primarily of UNR faculty and representatives from local biotechnology companies. At this same event, all 4th year students will present posters describing their current research activities. A panel of judges made up of experts from the Biotechnology Industry and UNR faculty will evaluate all oral and poster presentations. The judges will also evaluate the ability of students to respond to questions. Summary of these evaluations will be archived.
    • During their 5th year, each student must enroll in the graduate course BCH 705 (Molecular Genetics). In this course the students must write a research proposal. The Biotechnology program director will confer with the BCH 705 instructor to help evaluate each student's ability.
    • All peer reviewed publications, awards, and abstracts from poster or oral presentations at regional, national or international conferences will be recorded and used as evidence of our students' ability to communicate effectively in written and oral forms.
  • Psychiatric Mental Health Nurse Practitioner (Certificate)

    Student Learning Outcomes

    1. Students will be able to integrate scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.
    2. Students will be able to provide advanced, ethical, evidence-based nursing services for multi-cultural and ethnic individuals, families, aggregates, and select populations.
    3. Students will be able to apply patient-care and communication technologies to deliver, enhance, integrate, and coordinate care.
    4. Students will be able to collaborate with other professionals and members of the community to provide optimal health care to individuals, families, special populations, and communities with an emphasis on health promotion and disease prevention.
    5. Students will be able to respect diversity and address complex health care needs of persons, including the unserved and under-served, populations and communities, in the role of advanced practice nurse.
  • Clinical Nurse Leader (Certificate)

    Student Learning Outcomes

    1. Students will be able to integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.
    2. Students will be able to provide advanced, ethical, evidence-based nursing services for multi-cultural and ethnic individuals, families, aggregates, and select populations.
    3. Students will be able to apply patient-care and communication technologies to deliver, enhance, integrate, and coordinate care.
    4. Students will be able to collaborate with other professionals and members of the community to provide optimal coordinated healthcare to individuals, families, special populations, and communities with and emphasis on health promotion and disease prevention.
    5. Students will be able to respect diversity to address complex healthcare needs of persons, including the un-served and under-served, populations, and communities, in the role of nurse leader, education, and/or advanced practice nurse.
    6. Students will be able to participate in the ethical organization, management, and policy negotiations of healthcare delivery systems to use advocacy strategies to influence health and healthcare.
    7. Students will be able to participate in the application of safe patient care and quality healthcare practices.
    8. Students will be able to participate in the development of nursing as a science, through the use of theory, research, and scientific processes, while acquiring a foundation for doctoral study.
  • Nurse Practitioner Certificate

    Student Learning Outcomes

    1. Students will be able to synthesize theoretical, scientific, and contemporary clinical knowledge for the assessment and management of both health and illness states.
    2. Students will be able to implement clinical reasoning and builds collaborative intra- and interprofessional relationships to provide optimal care to patients.
    3. Students will be able to provide patient-centered, quality care to the adult and older adult population within the acute and critical care settings through incorporation of health promotion, health protections, disease prevention and treatment.
    4. Students will be able to impart knowledge and individualize therapies through the activities of advocacy, modeling and teaching
    5. Students will be able to apply evidence-based practice designed to improve quality of care and health outcomes by overseeing and directing the delivery of clinical services within an integrated system of healthcare.
  • Clinical Nurse Leader (Certificate)

    Student Learning Outcomes

    1. Students will be able to synthesize theoretical, scientific, and contemporary clinical knowledge for the assessment and management of both health and illness states.
    2. Students will be able to implement clinical reasoning and builds collaborative intra- and interprofessional relationships to provide optimal care to patients.
    3. Students will be able to provide patient-centered, quality care to the adult and older adult population within the acute and critical care settings through incorporation of health promotion, health protections, disease prevention and treatment.
    4. Students will be able to impart knowledge and individualize therapies through the activities of advocacy, modeling and teaching.
    5. Students will be able to apply evidence-based practice designed to improve quality of care and health outcomes by overseeing and directing the delivery of clinical services within an integrated system of healthcare.