Certificate of Employment Sample for Nurse School of Nursing Post Master’s Certificate by gtu10928

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									                                           School of Nursing

                                Post-Master’s Certificate

                               Educational Effectiveness

                                           Assessment Plan




                                                Version 1



                                               Adopted by

                       The Graduate Nursing Program faculty: 5/2006


                                               Submitted to

                The Dean of the College of Health & Social Work: 5/2006
                       The Office of Academic Affairs: 5/2006




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                                            TABLE OF CONTENTS


Introduction ______________________________________________________________________ 3
Program Objectives & Outcomes _____________________________________________________ 4
Assessment Tools& Association of Assessment Tools to Program Objectives & Outcomes ________ 5
Assessment Implementation & Analysis for Program Improvement __________________________ 7
      General Implementation Strategy ________________________________________________ 7
      Method of Data Analysis & Formulation of Recommendations for Program Improvement ___ 7
      Modification of the Assessment Plan _____________________________________________ 7
Appendix A: Final Clinical Evaluation Tool ____________________________________________ 9
      Advanced Practice Psychiatric Mental Health Nurse Clinical Evaluation Tool_________ 11
      Family Nurse Practitioner Clinical Evaluation Tool______________________________ 12

Appendix B: Final Clinical Course Pass Rate__________________________________               15

Appendix C: Exit Interview_____________________________________________________             17

Appendix D: Certification Exam Pass Rates________________________________________ 23

Appendix E: Graduate Follow-Up Survey ________________________________________              25
      Advanced Practice Psychiatric Mental Health Graduate Survey ___________________       27
      Family Nurse Practitioner Graduate Survey _________________________________           30

Appendix F: Employer (of our graduates) Follow-up Survey___________________________ 33
      Advanced Practice Psychiatric Mental Health Employer Survey __________________ 35
      Family Nurse Practitioner Employer Survey ___________________________________ 38




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                                            INTRODUCTION


This document defines the educational objectives and expected outcomes for the Post-master‟s Family
Nurse Practitioner Certificate and Post-master‟s Psychiatric and Mental Health Nurse Practitioner
Certificate program and outlines a plan for assessing the achievement of the stated objectives and
outcomes.

The development of the objectives and outcomes consisted of a review of professional standards from
National League for Nursing Accrediting Commission (NLNAC), Graduate Program Faculty meetings,
Needs assessment, Graduate and Employer feedback. .

The faculty met and accepted the objectives, outcomes, and assessment processes on 5/2006.




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                                  Program Objectives and Outcomes

PROGRAM OBJECTIVES: The educational objectives for the Post-master‟s certificate are to prepare
graduates who:
   o Provide advanced clinical care to individuals, families, groups or communities in a variety of
     sociocultural contexts within the graduate's specialty.

   o Communicate effectively both verbally and in writing
   o Critically evaluate nursing research and nursing professional literature and apply relevant
     information to their own practice setting.
   o Obtain post-graduate employment in positions consistent with their level of preparation


PROGRAM OUTCOMES: Students in the Post-master‟s Certificate program are expected to:
   o Demonstrate knowledge of advanced clinical skills
   o Develop oral and written communication skills
   o Utilize critical thinking skills in providing advanced nursing care
   o Apply scientific evidence to clinical practice




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                                             ASSESSMENT TOOLS

A description of the tools used in the assessment of the program objectives and their implementation
are summarized in Table 1 below. The tools and their relationships to the program objectives are listed
in Table 2.

There is a separate appendix for each tool that shows the tool itself and describes its use and the factors
that affect the results.


                                              Table 1
                       Program Objectives Assessment Tools and Administration

                                                          Frequency/        Collection          Administered
    Tool                      Description
                                                          Start Date         Method                 by
                                                          Done
                 Evaluation of students by clinical                        Mailed or
Final Clinical                                            whenever
                 preceptor and/or faculty in final                         Handed to          Faculty
evaluation                                                final clinical
                 clinical course                                           faculty
tool                                                      course offered
                                                                           Faculty report
Final Clinical   Rate of students passing their final
                                                          Annual           of student         Faculty
Course pass      clinical course with a B or better
                                                                           grades
rate
                 Open ended questions eliciting           Done within a
                                                                           In person          Designated faculty
Exit Interview   student evaluation and satisfaction      few weeks of
                                                                           interview          or staff
                 with program.                            graduation
                                                                           State of
                 Rate of students passing the Family                                          FNP program
                                                                           Alaska
                 Nurse Practitioner Certification                                             coordinator
Certification                                                              Licensure &
exam pass                                                 Annual           Graduate self-
                 Rate of students passing the                                                 Psychiatric-Mental
rate                                                                       report,
                 Psychiatric Mental-Health Practitioner                                       Health NP
                                                                           telephone
                 Certification                                                                coordinator
                                                                           follow-up
Graduate         This survey was developed to solicit     Done at 1 and
follow-up        feedback from students at 1 and 2        2 yrs post       Mailed             Program Chair
survey           years post graduation                    graduation
Employer         This survey was developed to solicit
                                                          Done at 1 and
follow-up        feedback from employers of our
                                                          2 yrs post       Mailed             Program Chair
survey           graduates at 1 and 2 year post
                                                          graduation
                 graduation




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                                             Table 2
                   Association of Assessment Tools to Program Objectives an Outcomes




                                                                                                              Evaluation of
                                     evaluation of

                                                     Final clinical




                                                                                  Certification
                                                      course pass




                                                                                   Exam Pass



                                                                                                  Follow-up


                                                                                                               Employer
                                                                      Interview




                                                                                                  Graduate




                                                                                                                Graduate
                                       students
                                       Clinical




                                                                                                   Survey
                                         Final




                                                                                      Rate
                                                                         Exit
                                                         rate
          Objectives and
           Outcomes


    Students provide
    advanced clinical care to
    individuals, families,
    groups or communities in
                                            1             1                           1              1            1
    a variety of sociocultural                                             1
    contexts within the
    graduate's specialty.

    Students communicate
    effectively both verbally
    and in writing                          1             1                0          1              1            1


    Students critically
    evaluate nursing research
    and nursing professional
    literature and apply                    0             1                0          1              1            1
    relevant information to
    their own practice setting.

    Graduates obtain
    employment in positions
    consistent with their level             0             0                1          0              1            1
    of preparation


    Graduates express
                                            0             0                1          0              1            1
    satisfaction with program

                                           <0,1>      <0,1>            <0,1>       <0,1>          <0,1>       <0,1>


                         0 = Tool is not used to measure the associated objective.
                           1 = Tool is used to measure the associated objective.




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               Assessment Implementation & Analysis for Program Improvement

General Implementation Strategy

The assessment plan for the Post-master‟s Certificate Program will be directed by the Graduate
Program Chair with the assistance of the School of Nursing Director, Associate Director, and graduate
faculty.

Both the Family Nurse Practitioner and Psychiatric & Mental Health Nurse Practitioner specialty
tracks have developed a Clinical Evaluation Tool that is filled out by a preceptor and supervising
faculty. The preceptor is given the tool by faculty with instructions and a return envelope. Preceptor
and faculty evaluation are analyzed to determine if the student has met the course objectives. Both
specialty tracks have designed their own evaluation tool that addresses program outcomes.

Student pass rates (with a B or better) for their final clinical course will be determined and reported.
Faculty are responsible for turning in grades to the Graduate Program Chair.

The exit interview is done by a designated person who has not been involved in graduate education.
There is a list of questions for the interviewer to use. Analysis is done by the Assistant Director and
shared with graduate faculty.

Certification Exam pass rates will be determined for students graduating with a Family Nurse
Practitioner and Psychiatric Mental-Health Nurse Practitioner post master‟s certificate. Faculty
coordinators for the two nurse practitioner tracks will gather information on certification exam pass
rates.

The graduate follow-up survey is mailed out at one and two years post graduation. To get the best
possible return rate, a postcard is mailed letting the graduate know the survey is coming. The initial
mailing will follow in two weeks. A second mailing with a reminder will go out two weeks after that.
Analysis of the results will be done by Graduate Program Chair and reviewed by graduate faculty.

The employer follow-up survey is mailed out at one and two years post graduation also. It is included
in the same mailing as the graduate follow-up survey with the request to have their immediate
supervisor fill it out and mail it in. The employer survey is also included in the second mailing.
Analysis will be done by the Graduate Program Chair and reviewed by graduate faculty.


Method of Data Analysis and Formulation of Recommendations for Program Improvement

 The faculty of the program will meet at least once a year to review the data collected using the
assessment tools. This meeting will determine whether there is a need for program changes to enhance
performance relative to the program‟s objectives and outcomes. The results of the data collection, an
interpretation of the results, and the recommended programmatic changes will be forwarded to the
office of Academic Affairs (in the required format) by the end of May each year. A plan for
implementing the recommended changes will also to be completed at this meeting.

Modification of the Assessment Plan
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The faculty, after reviewing the collected data and the processes used to collect it, may decide to alter
the assessment plan. Changes may be made to any component of the plan, including the objectives,
outcomes, assessment tools, or any other aspect of the plan. The changes are to be approved by the
faculty of the program. The modified assessment plan is to be forwarded to the dean/director‟s office
and the Office of Academic Affairs.




  53ef715a-1bbd-400e-ab92-ffbe09baf39e.doc                                 Submitted 5-30-06   Page 8 of 34
                           APPENDIX A: FINAL CLINICAL EVALUATION TOOLS


Tool Description:

Both Post-master Certificate programs have developed a “Clinical Evaluation of Student” instrument
for the final clinical course that reflect program outcomes. These are filled out by both clinical
preceptors and supervising faculty.

Factors that affect the collected data:

Typically preceptors are very good about returning the completed evaluations since a grade cannot be
assigned without them. On occasion faculty call them with a reminder. The school provides self
addressed stamped envelopes for the mailed return.

How to interpret the data:

In the Post-master‟s certificate for Family Nurse Practitioner students must receive „appropriate for
this level of patient (3)‟ in all areas of evaluation in order to pass the course.

In the Post-master‟s certificate for Psychiatric & Mental Health Nurse Practitioner students must
receive an average score of 3.0 to pass the course.




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ADVANCED PRACTICE PSYCHIATRIC MENTAL HEALTH NURSE CLINICAL EVALUATION TOOL:
Legend: 4 – Consistently 3 – Frequently 2– Occasionally 1 – Never 0 – Not Observed

Comments:

                                                         UAA School of Nursing
                                                         Clinical Evaluation Tool
                                            Advanced Practice Psychiatric Mental Health Nursing

                                                                                                                            4    3   2   1      0
      Standard                                                   Clinical Behavior
                              Applies biopsychosocial framework in the systematic and on-going assessment
Assessment              1.1
                              process
                              Collects data from multiple sources using appropriate interviewing skills, assessment
                        1.2
                              tools, diagnostic tests, and resources
                        1.3   Prioritizes data collection based on client's health status
                        1.4   Synthesizes and documents assessment data in a organized and retrievable format
                              Involves client, significant others and interdisciplinary team in the assessment
                        1.5
                              process.
                              Employs developmentally- appropriate and evidence-based clinical practice
                        1.6
                              guidelines to guide assessment and screening activities
                              Uses the nurse client relationship and therapeutic communication strategies to
                        1.7
                              promote positive clinical outcomes
                        2.1   Documents clinical findings and diagnoses that conform to accepted classification
Diagnoses
                              systems (e.g., NANDA and DSM IV-TR) and documentation systems
                              Interprets, integrates and conceptualizes assessment data to accurately diagnose
                        2.2
                              common and recurrent psychiatric symptoms and mental health problems
Outcome
                              Formulates interventions and outcomes based upon recognized advanced practice
Identification and      3.1
                              clinical standards and treatment standards
Itervention
                              Develops culturally congruent plan of care individualized to client needs,
                        3.2
                              characteristics, and health problems
                              Documents interventions in a format that is related to client outcomes and accessible
                        3.3
                              to the interdisciplinary team
                              Synthesizes an evidence-based repertoire of treatment modalities for the
                        3.4
                              management of mental health problems to include psychopharmacologic, behavioral,
                              and psychotherapeutic approaches
                              Coordinates the transition of clients among care settings to provide for continuity and
                        3l4
                              appropriate level of care
                              Demonstrates interpersonal and collegial skills that set the stage for successful
                        3.5
                              interdisciplinary collaboration
                              Derives plan of care in collaboration with client, significant others and interdisciplinary
                        3.6
                              team
                              Engages in systematic evaluation and documentation of progress towards attaining
Evaluation              4.1
                              expected outcomes
                              Revises diagnoses, outcomes, interventions and plan of care based on the ongoing
                        4.2
                              assessment of progress
                              Analyzes the impact of health policies and system variables on client outcomes and
                        4.3
                              psychiatric/mental health services

                              Engages in performance appraisal and appropriate modification of own clinical
Professional Behavior   5.1
                              practices and role performance with peers, faculty, preceptor on a regular basis
                              Reflects knowledge of current advanced practice psychiatric mental health practice
                        5.2
                              standards, laws and regulations
                              Evaluates quality of advanced practice psychiatric-mental health practice using legal,
                        5.3
                              ethical, and professional standards
                              Demonstrates confidence and interdependence in interacting with preceptors,
                        5.4
                              colleagues, and other professionals on behalf of clients.


Student Signature_______________________________________ Course_______ Clinical Hours_________

Preceptor
Signature__________________________________________Site_________________________Date________




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                                Family Nurse Practitioner Clinical Evaluation Tool

                                             UAA School of Nursing
                                        Family Nurse Practitioner Program
                                             Clinical Evaluation Tool
1 = Poor performance                                                     4 = Exceeds expectations
2 = Needs some improvement                                               5 = Outstanding
3 = Appropriate for this level of patient                                NO = Not observed

Domain 1. Management of Patient Health/Illness Status

1. Obtains and accurately documents a comprehensive and/or
                                                                     1       2     3     4      5     NO
problem-focused health history from the patient/family.
2. Identifies health and psychosocial risk factors of patients and
                                                                     1       2     3     4      5     NO
families
3. Identifies signs and symptoms of acute and chronic physical
                                                                     1       2     3     4      5     NO
and mental illnesses across the life span.
4. Performs and appropriately documents a comprehensive and
                                                                     1       2     3     4      5     NO
problem-focused physical examination.
5. Differentiates between normal and abnormal findings using
                                                                     1       2     3     4      5     NO
knowledge of pathophysiology and epidemiology.
6. Demonstrates critical thinking and diagnostic reasoning skills
                                                                     1       2     3     4      5     NO
in clinical decision-making.
7. Analyzes and interprets history, physical findings and
                                                                     1       2     3     4      5     NO
diagnostic information to develop appropriate differential
diagnoses.
8. Diagnoses and manages acute and chronic conditions
                                                                     1       2     3     4      5     NO
employing appropriate diagnostic and therapeutic interventions
and regimens, including initiation of effective emergency care,
with attention to safety, cost, invasiveness, simplicity,
acceptability, adherence and efficacy.
9. Prescribes medications based on patient characteristics, drug
                                                                     1       2     3     4      5     NO
efficacy, safety and cost as legally authorized and counsels
concerning drug regimens, drug side effects and interactions.
10. Integrates and counsels the patient on the use of
                                                                     1       2     3     4      5     NO
complementary/alternative therapies as well as other
nonpharmacologic treatment modalities.
11. Performs primary care procedures correctly bases on
                                                                     1       2     3     4      5     NO
program‟s clinical preparation and clinical setting expectations.
12. Evaluates results of interventions using accepted outcome
                                                                     1       2     3     4      5     NO
criteria, revises plan accordingly and consults/refers when
needed.
13. Communicates the patient‟s health status using appropriate
                                                                     1       2     3     4      5     NO
terminology, format and technology.




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Domain 2. The Nurse Practitioner – Patient Relationship

14. Creates a climate of mutual trust and established partnerships
                                                                       1   2   3     4      5     NO
with patients and families.
15. Validates and verifies findings with patients.
                                                                       1   2   3     4      5     NO
16. Maintains confidentiality while communicating data, plans
                                                                       1   2   3     4      5     NO
and results in a manner that preserves the dignity and privacy of
the patient and provides a legal record of care.
Domain 3. The teaching-Coaching Function

17. Assesses the patient‟s need for teaching based on:
                                                                       1   2   3     4      5     NO
    a) need for anticipatory guidance associates with growth and
    developmental stage
    b) care management that requires specific information or
    skills
    c) patient‟s understanding of his/her health condition
18. Educates patient regarding a mutually acceptable plan of care
                                                                       1   2   3     4      5     NO
that addresses the self management of acute/chronic illness with
sensitivity to the patient‟s learning ability and cultural/ethnic
background.
19. Communicates health advice, instruction and counseling
                                                                       1   2   3     4      5     NO
appropriately using evidenced-based rationale.
Domain 4. Professional Role

20. Uses scientific theories and research to implement the nurse
                                                                       1   2   3     4      5     NO
practitioner role.
21. Advocates for the patient to ensure health needs are met to
                                                                       1   2   3     4      5     NO
include timely and appropriate referrals and consultations.
22. Interprets the family nurse practitioner role in primary and
                                                                       1   2   3     4      5     NO
specialty health care to other health care providers and the public.
Domain 5. Managing and Negotiating Health Care Delivery systems

23. Considers access, cost, efficacy and quality when making care
                                                                       1   2   3     4      5     NO
decisions.
24. Demonstrates knowledge of relevant legal regulations for
                                                                       1   2   3     4      5     NO
nurse practitioner practice including reimbursement of services.
25. Maintains current knowledge regarding state and federal
                                                                       1   2   3     4      5     NO
regulations and programs for family health care.




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Domain 6. Monitoring and Ensuring the Quality of Health Care Practice

26. Incorporates professional/legal standards into practice.
                                                                       1   2   3     4      5     NO
27. Act ethically to meet the needs of patients.
                                                                       1   2   3     4      5     NO
28. Engages in self-evaluation concerning practice and uses
                                                                       1   2   3     4      5     NO
evaluative information, including peer review, to improve care
and practice.
Domain 7. Cultural Competence

29. Shows respect for the inherent dignity and worth of every
                                                                       1   2   3     4      5     NO
human being whatever their age, gender, religion, spiritual
beliefs, socioeconomic class, sexual orientation and ethnicity.
30. Acknowledges personal biases and prevents these from
                                                                       1   2   3     4      5     NO
interfering with the deliver of quality care to persons of differing
beliefs and lifestyles.
31. Incorporates patient and family cultural preferences, health
                                                                       1   2   3     4      5     NO
beliefs and behaviors and traditional practices into the
management plan.

Comments:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________




Print Name:

Signature:

Date:




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                            APPENDIX B: FINAL CLINICAL COURSE PASS RATE

Tool Description:

There is no „tool‟ used for this. Grades are collected from faculty for each semester the final clinical
course of a specialty track is offered. The grades and specialty track are entered into SPSS. Descriptive
statistics are calculated.

Factors that affect the collected data:

Grades are readily available.

How to interpret the data:

Our goal is a 95% pass rate.




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                                        APPENDIX C: EXIT INTERVIEW
Tool Description:

There is an open ended interview guide that is used during the exit interviews. General questions are
asked of all students in all specialty tracks. In addition there are specific questions for individual
specialty tracks.

Factors that affect the collected data:

Not all students are available for an in-person interview. Under these circumstances telephone
interviews are conducted. The ability to do the interview is dependent on students‟ agreement to
participate. To avoid having students give answers they think we want to hear, the interviews are done
by a person who has not been involved in teaching the graduate classes.

How to interpret the data:

Date is examined for common themes. To obtain a representative sample we would like an 85%
participation rate of the graduates. Information obtained will be used to evaluate and modify the
program as needed.




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                                                   UAA
                                            School of Nursing
                             Post Master‟s Certificate Program Exit Interview:
                        Family Nurse Practitioner and Psychiatric Mental-Health

Ask of all graduates of the post masters certificate program:

Date of graduation: ____________________

Specialty:     FNP          Psych NP

Employment:
      Currently Working?            Yes     No

                                  If yes, what type of position: ___________________________

        Same job after graduation as before?       Yes          No

        Already hired into new position?         Yes     No

                                  If yes, what type of position: ___________________________

To what extent has the graduate nursing program enhanced your ability to communicate with:
      Clients?


        Groups?


        Other Professionals?


        Any other comments about communication?


To what extent has the graduate nursing program enhanced your critical thinking ability?


        Examples?


What would you identify as strengths of the core (non-specialty track) courses?



What would you identify as weaknesses of the core courses?



What would you identify as strengths of the specialty track courses?
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What would you identify as weaknesses of the specialty track courses?



What would you identify as strengths of the thesis process?



What would you identify as weaknesses of the thesis process?



Anything that you would like to add about anything within the graduate nursing program to assist us with program
development and improvement?



Thank you very much for your input! You will be receiving a follow-up survey in the mail one year following
graduation.




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                                                 UAA
                                            School of Nursing
               Post Master Certificate Program Exit Interview: Family Nurse Practitioner

To what extent has the graduate nursing program enhanced your ability to provide therapeutic nursing
interventions:

        To provide primary care to individuals?


        To provide primary care to Families?


        To provide Health Education to individuals?


        To provide Health Education to Families?


        To provide health surveillance?


        To provide illness care?


        To provide emergency care?


        To assist clients to manage chronic illness?

        To prescribe medications?


        By helping you to develop a theoretical basis for the care you provide?

        Anything you would like to add about therapeutic nursing interventions?




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                                                UAA
                                           School of Nursing
              Post Master Certificate Program Exit Interview: Psychiatric-Mental Health

To what extent has the graduate nursing program enhanced your ability to provide therapeutic nursing
interventions?

        To provide primary psychiatric-mental health nursing to individuals?

        To provide primary psychiatric-mental health nursing to families?

        To provide primary psychiatric-mental health nursing to groups?

        To prescribe and monitor the effects of psychotropic medications?

        To provide consultation services?

        To evaluate community mental health services?

        To identify the need for and to develop new mental health services?

        By helping you to develop a theoretical basis for the care you provide?

        Anything you would like to add related to therapeutic nursing interventions?




 53ef715a-1bbd-400e-ab92-ffbe09baf39e.doc                                   Submitted 5-30-06   Page 19 of 34
                             APPENDIX D: CERTIFICATION EXAM PASS RATES
Tool Description:

There is no specific tool for this data. Course coordinators for the Family Nurse Practitioner and
Psychiatric Mental-Health Nurse Practitioner tracks determine pass rates for the certification exams
and report them to the Program Chair.

Factors that affect the collected data:

Certification exam pass rates are confidential and cannot be reported to the school directly. Therefore
we ask students to self report to us. We can also verify successful completion of the certification
through State of Alaska Licensure information which is available to the public.

The self report approach has worked very well. Graduates want to share with us their good news. The
only difficulty might arise if they leave the state, however, even then they tend to call and/or email us
with the information.

How to interpret the data:

We expect 90% of our students to take and pass the certification exams.




 53ef715a-1bbd-400e-ab92-ffbe09baf39e.doc                                   Submitted 5-30-06   Page 20 of 34
        APPENDIX E: POST MASTER‟S CERTIFICATE GRADUATE FOLLOW-UP SURVEY

Tool Description:

The follow-up surveys are sent out at one and two years post-graduation. Information is elicited about
whether the person obtained and what type of employment they are engaged in. Graduates are also
asked to rate their satisfaction with their nursing program of study on a likert scale (6 = very satisfied
to 1 = not at all satisfied). Categories of these likert items include: Communication, Critical thinking,
Therapeutic Nursing Interventions. Each specialty track has its own follow-up survey. In addition,
individuals are asked to rate the usefulness of the program‟s core courses (6 = very useful to 1 = not at
all useful), and the specialty track courses. Finally, individuals are asked to make suggestions for
improvement of the program.

Factors that affect the collected data:

Several factors can affect the data collection process. The survey is mailed and having a current
address is critical. Even with an accurate mail address, an individual may chose not to return the
survey or lose it. To mediate these limitations, the surveys were recently revised, making them shorter,
using more fixed choice questions and fewer open ended. In addition we packaged it attractively, with
color and adequate white space. We also send out a pre-mailing letting individuals know the survey is
coming and how important to the program their responses are. Two weeks after the initial survey
mailing we send out a second mailing, thanking persons who have already „sent‟ in their survey, and
providing a second copy of the survey for those who „lost‟ the first survey. All students are reminded
in the exit interview that they will receive follow-up surveys and encouraged to maintain a current
address with the School of Nursing. Finally the survey was developed so that once filled out, it can be
folded, taped shut, and put in the mail (no stamp necessary).

How to interpret the data:

Descriptive statistics will be used. For each of the likert items we would like to see an average rating
no less than 3.5. In terms of the employment questions, we want at least 50% of our graduates to be
working with medically underseved populations in Alaska. We want 90% of our FNP and Psychiatric
Mental-Health graduates who choose to take the certification exam, pass it and obtain licensure in
advanced nursing practice. Finally, we anticipate 85% of our graduates will be employed in jobs where
they are using their advanced education.




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            APPENDIX F: POST MASTER CERTIFICATE EMPLOYER FOLLOW-UP SURVEY

Tool Description:

The employer survey is similar to the graduate follow-up survey in that there is a separate survey for
each specialty track. Employers are asked to provide some demographic information on their agency
and whether they serve medically underserved populations. Likert scale items were developed asking
the employer to rate their satisfaction with the graduates communication abilities, critical thinking
skills, and therapeutic nursing interventions. The 6 point likert scale has anchors of 6 = very satisfied
and 1 = not al all satisfied. There is one open ended question where respondents are encouraged to
write down suggestion for program improvement.

Factors that affect the collected data:

We rely heavily on our graduates to disseminate the employer surveys. When we send the graduate
their follow-up survey we also send out the employer survey with the request it be given to their
immediate supervisor. The employer survey, like that of the student, is anonymous … we do not ask
the employer to identify the graduate they are evaluation. When we send second mailings to the
graduate, we include the employer survey again, with the request that they check with their supervisor
to see if it has been sent in, and if not, to provide the employer with the second survey.

How to interpret the data:

Descriptive statistics will be used to analyze the data. For each of the likert items we would like to see
an average rating no less than 3.5, indicating employer satisfaction with our program and its graduates.




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