Professional Documents
Culture Documents
Course Information
Academic Year 2017-18
Course Number NUR 1101
Course Title Orientation to BSMCON
Course Credit (Contact Hours) 1
Type of course BSN Non-NCLEX focused
(Identify the type of course from the following list- BSN NCLEX
focused, BSN Non-NCLEX focused, RN-BSN Didactic)
Course Delivery Method
(Identify one course delivery method- Face-to-Face, Online, Hybrid 100% face to face
– indicate the % online and % F2F)
Faculty Completing Report Amy Feurer
(Insert faculty name leading the course report) Arlene Holowaychuk
Kimberly Brownie
Kathy Faw
Additional Faculty
(Insert additional faculty names that taught course within the
Academic Year)
Review of the Previous Academic Year
Course Action Plan Course Recommendations
(does not need curriculum approval) (need curriculum approval)
Based on the analysis you completed last academic year, Based on the analysis from last academic year, what
what course improvements were you planning on making? recommendations were provided to curriculum last year? [e.g.,
[e.g. modify teaching/learning strategies, test revisions,] syllabus recommendations to curriculum to include change in
(copy & paste information from last year’s report) content/modules, change in course objectives, change in evaluation
methods ]
1. Student Success as guest speakers in Week 2 and Week 9 Change in evaluation methods implemented
2. Add discussion regarding the purpose of reflection
3. Add review of Degree Audit at midterm
4. Have students bring their laptops for all class sessions
For each item on the action plan listed above, indicate if it Were the recommendations accepted by curriculum? If so, how did
was completed, in progress, or not done. Provide brief the change(s) impact students? Provide an expert analysis.
description or explanation if needed.
1. Yes. The evaluation methods were approved and
1. completed implemented in 2017-18. The change seemed to be a
2. completed positive one that held students accountable for class
3. completed attendance and outside work. Students learned quickly how
4. completed to read the course calendar to determine when assignments
were due and when in-class activities were scheduled to
occur.
Instructional Methodologies
Bon Secours Memorial College of Nursing 2017/18
Describe how the instructional method and/or technology ● Class discussions were effective to stimulate conversation
was effective or not effective to facilitate learning and regarding appropriate learning strategies based on learning
support the content knowledge for your learners style. Students seem genuinely interested in ways to be
successful in the curriculum.
● Faculty, product, and Youtube videos available within the
course were used to relay content and generate discussion.
These were effective and kept the students attention.
● Softchalk (APA content) provided discussion points during
class on APA and was a resource for students. The current
softchalk is too detailed for this level student.
● The Social Media Assignment worked in a stepwise fashion
provided the students with a skeleton which would be
completed for the final product (Scholarly Paper). This
proved to be effective.
● CATs and HW were valuable in completing attendance but
appeared to the students to be more busy work and took time
from discussion.
Course Evaluation Measures
Bon Secours Memorial College of Nursing 2017/18
ATI Analysis
As the course expert, write a paragraph critically reflection on the ATI data considering the following questions:
Did both cohorts meet the benchmark? What should the course ATI benchmark for next academic year (proctored tests)? How is your course using
ATI (homework, recitations, lab assignment, etc.)? What are the utilization rates for ATI in your course? Recommendations regarding ATI for
future?
N/A
Grade Distribution
Bon Secours Memorial College of Nursing 2017/18
Semester A B+ B C+ C D+ D F P W WS WU
Fall 58 2 4 1
Spring 67 6 2
Summer
Faculty Analysis of Grade Distribution
(As the course expert, write a paragraph critically reflecting on the grade distribution considering the following questions:
Is the grade distribution appropriate? What percentage of students were successful/unsuccessful? Are there trends that you would like to explore?
Were there unusual circumstances that you would like to provide rationale? )
The grade distribution is appropriate for this entry level course that speaks to the requirements and expectations
of students at BSMCON.
Student Course Evaluations
Course Evaluation Participation Rates Course Evaluation Satisfaction Rates
(Benchmark 35%) (Benchmark 90% Positive Responses)
Semester Rate Did it meet Semester Rate Did it meet
benchmark? benchmark?
Fall 50.7% Yes Fall 84% No
Spring 53.8% Yes Spring 93% Yes
Summer N/A Summer N/A
Select Student Comments from Course Evals
Please select comments that focus on the course and not the faculty member.
Fall ● Clear instructions and examples provided regarding assignments like APA papers and E-portfolio was very
helpful in this course
● I loved the organization of the class. I loved that I knew what my expectations and assignments were at the
very beginning of the semester. Everything was very easy to follow.
● This course could have been online or at least meet in person less frequently
● Some of the content seemed unnecessary or too much work outside of class for a one credit course
Spring ● I think that all the class time spent to make sure that we understood NCLEX style questions and how to read
them was so important in helping us be successful in our first semester of nursing school
● This course was great for my first semester of nursing school
● I think more test prep would be more helpful. This subject was brought up a lot among my peers.
● perhaps one class devoted to what to expect in future semesters, misc supplies not required but students find
helpful, glimpse into expectations of skills and clinicals
Summer N/A
Faculty Analysis of Student Course Evaluations
Overall the comments and evaluations indicate that students find this course helpful in their preparation of their nursing courses.
Many of the students are second degree and have attended an orientation course during their other degree and did not find this course
taught them anything new or that there was a large amount of busy work. There are many assignments in this course which frequently
led to class going over in order to finish a CAT. Many positive comments were made about preparing for a nursing test, this is an area
of concern since test taking strategies will decrease from three classes to one.
Faculty Impression, Action Plan, and Recommendations
Critically reflect on the data provided above and critically reflect on the course.
Analysis of Course Delivery Method Strengths
As the course expert, write a paragraph considering ● The method of deliver is appropriate for students in an orientation
each question below: course of one credit. Faculty engaged students with in-class active
● Is the method of delivery for this course (didactic, learning strategies and small group discussion.
blended, on-line) an effective instructional ● Advisor as the faculty for their group of students. This helped to
delivery method? begin the relationship process.
● What strengths or weaknesses were identified ● Having all classes together for library orientation, test taking
specific to the delivery method? classes, and eportfolio was extremely valuable in faculty being able
Bon Secours Memorial College of Nursing 2017/18
The report is confusing to someone who does not know the course.
Curriculum vote on recommendations Recommendation for evaluation methods and percentages were approved by
Curriculum. The Assessment Criteria of Submission needs to be changed to
rubric as this is a graded course.
Communication from the committee to the course
faculty