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Bon Secours Memorial College of Nursing 2017/18

Annual Didactic Course Report

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

Annual Didactic Course Report


Write a paragraph (or more if needed) describing the types of Instructional methodologies used in the course include lecture with
instructional methodologies used within the course. (i.e. discussion of key points, small group discussion, small group work,
lecture, case studies, discussion, role playing, guest lecture, guest lecture (student success (academic counsellor), librarian), active
simulation, observation, service learning, etc.) learning strategies in conjunction with testing strategies, online
resources described and demonstrated, use of video presentations
embedded in course, development of the e-portfolio shell.

List the technology used within the course.


Technology Mark “X” if used
within the course
Blogs
Discussion board x
Electronic Medical Record
Google (i.e. drive, docs, etc)
High fidelity Simulation
Medical equipment
Poll everywhere
Powerpoints x
Softchalk x
Web-based tools x
Video - Faculty production (i.e. x
Camtasia)
Video - Student production (i.e.
Screencast-o-matic)
Voicethread
Web-based tools (please list tool
beside X in the next box)
Wikis
Other weebly

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

Annual Didactic Course Report


Type Description Assignment Is the evaluation method appropriate, the
(exam, paper, Weight appropriate weight, and effective? Provide an
quiz, ATI, etc.) expert analysis.
Student Class Classroom Assessments/CATs 12% This evaluation method and weight are appropriate.
Will ● allows for participation grade (6 @ 2% each)
Homework/HW 18% This evaluation method and weight are appropriate.
● check of student understanding (6 @ 3% each)
of content
Social Media Assignment – 50% This evaluation method and weight are appropriate.
Part A: Literature Search 5%
● Use of databases to search for
articles related to social media in
nursing
Part B: APA Format 10%
● Use of an APA template to
structure the title page,
introduction/conclusion, and
reference page of the paper
Part C: Peer Critique 10%
● Allows students to develop
feedback skills for the scholarly
paper draft and increase
understanding of APA format
Part D: Scholarly paper
● Student takes peer feedback and 20%
brings the paper together in a
scholarly
Time Management and Reflection Log 10% This evaluation method and weight are appropriate.
● Utilization of a weekly calendar
to predict/plan a typical week on
a calendar and then reflect on
what the week actually looked
like.
E-Portfolio Assignment: 10% This evaluation method and weight are appropriate.
● The building of the e-portfolio
shell that will hold various
documents for the student upon
completion of the program
ATI Associated with Course
Name of ATI Examination (write n/a if no ATI in course) N/A
Institution Benchmark (Leave blank – will be determined in May 2018)
Adjusted Group Score from 2017-18 Adjusted Group Score from Previous AY
Fall 2017 N/A Fall 2016 N/A
Spring 2018 N/A Spring 2017 N/A

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

Annual Didactic Course Report

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

Annual Didactic Course Report


● What changes have been made to improve the to assist students with any problems.
delivery method and/or educational process? Weaknesses
● How does this course contribute to the program? ● Course time was not set aside for advising and it was difficult to
find an appropriate time to advise.
● The classroom is not always conducive to this type of course (Not
able to move tables to make a more seminar style. The auditorium
was great for combining classes.
● The class size of 16 allowed the instructors the ability to get to
know their students a bit more)
Strengths and Best Practices ● Use of advisor to teach the course.
As the course expert, describe the course’s strengths and
best practices considering instructional methodology,
technology, evaluation measures, ATI, grade distribution,
student course evaluations, and site evaluations.
Opportunities ● Looking at rubrics to increase clarity of the instruction and the
As the course expert, what opportunities exist for the grading of the assignments.
course? Consider the following: instructional methodology,
technology, evaluation measures, ATI, grade distribution,
student course evaluations, and site evaluations
Course Action Plan (Does not require Curriculum N/A
Approval)
Recommendations (Requires Curriculum Approval) Evaluation Methods Percentage of Grade
Introduction Discussion Board 5%
ASI Self-Assessment 5%
Literature Search 10%
APA Format 10%
APA Peer Review 10% 30%
Time Management and Reflection Log 15%
Reflections:
Midterm 10%
Final 10% 20%
E-Portfolio Shell 10%
Attendance/Participation
1% per class 15%
● Removed CATs and Homeworks and replaced with 15%
participation/engagement grade (1% per class)
● CATs and Homework required a lot of grading for a 1 credit course
and took time out of the class day – are looking at having more
classroom discussion with the students
● Removed social media paper assignment and replaced with APA
format and peer review assignments that will be completed in class
but not graded. Students are simultaneously working on an
Annotated Bibliography in NUR 2100 which will be graded for
APA.
● Midterm & Final reflection graded assignments
● Previously designed as “CATs”, these proved to be valuable to the
advisors and therefore made into a graded assignment to allow for
more depth. In addition, students are taught the concept of
“reflection” in this course making this a worthy assignment.
Content Deleted
● Decreased the number testing success lectures: While these are
valuable, there was a need to add additional content to the course
(see below). After discussing with Student Services it was decided
they could provide the extra support sessions as needed for
struggling students.
● Removed the image of nursing discussion, profession vs.
Bon Secours Memorial College of Nursing 2017/18

Annual Didactic Course Report


occupation: Discussed in 2100
Content Added
● Examsoft training and practice: Examsoft is the new testing
platform that will be used across the curriculum. The Orientation
course is being revised to include the software that students will use
at BSMCON.
● Honor code discussion and Safeassign discussion: This was added
as a result of a suggestion in the Student Suggestion box indicating
the need for further instruction in this area.Students requested more
“practice” with APA in class. In class activities to include: citation
creation (in-text and direct quote), reference list, title page, format
of body of paper.
● Added a group advising session during class: This is an advisor run
course and allows time for greater discussion on important aspects
of the curriculum now that they are submerged in it. This will
occur around midterm and advising period.
Curriculum Committee Impression of the Course Report
Overall impression
● Did the faculty critically reflect on their course,
provide insight, and appropriate Yes, the faculty reflected on the course. Some elements specifically around
recommendations to provide the committee changes to evaluation methods are unclear. Some comments were
information for review? unaddressed, such as was the APA Soft Chalk edited to make it more
● Is more information needed? appropriate to the student level. In the recommendations that require CUR
approval the 3rd dot point states the APA work will be in class and not
● Does the committee have questions for the
graded. How then is it 30% of the total grade as reflected in the evaluation
faculty? methods above?
● Are the grade distributions appropriate?
● Are the assignments appropriate? The grade distribution is appropriate. The assignments are appropriate but
in light of the analysis and the combined sophomore semester needed
changing.

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

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