Master of Nursing

• Graduate Certificate

  Students completing the MSN Nurse Educator or MSN Nurse Executive programs will be able to demonstrate the following outcomes:

  Weber State University

  School of Nursing

  MSN Program

  PROGRAM and TRACK COMPETENCIES

   

  SCHOOL OF NURSING OUTCOMES	MSN PROGRAM OUTCOMES	MSN NURSE EDUCATOR OUTCOMES	MSN NURSE EXECUTIVE OUTCOMES
  Patient Centered Care Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patients’ preferences, values, and needs.	Patient Centered Care Create and direct collaborative patient care environments that promote the development of nursing expertise that includes the patient perspective.	Patient Centered Care Design level-appropriate contemporary program outcomes and curricula that prepare graduates to function effectively in the healthcare environment with a focus on the patient.	Patient-Centered Care Design and establish the professional practice environment and associated staffing that support interdisciplinary roles, innovative workflow models, and patient-centered care.
  Teamwork & Collaboration Function effectively within nursing and inter-professional teams, fostering communication, mutual respect, and shared decision-making to achieve quality patient care.	Teamwork & Collaboration Apply advanced communication strategies to support high-functioning interdisciplinary teams that support high quality, safe patient care.	Teamwork & Collaboration Participates in interdisciplinary efforts to contribute to the professional standing of nursing and address the healthcare education needs in local, national and international arenas.	Teamwork & Collaboration Design high functioning interdisciplinary care teams and lead initiatives to improve patient care.
  Evidence-Based Practice (EBP) Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.	Evidence-Based Practice (EBP) Evaluate available evidence, expert opinion, and patient preferences to determine best practice. Evaluate the feasibility and appropriate evaluation methods for planned EBP interventions.	Evidence-Based Practice (EBP) Uses evidence to support best practices in teaching andragogy as well as the development of educational experiences.	Evidence-Based Practice (EBP) Establish standards utilizing evidence based practice as the foundation of nursing practice and patient care delivery.
  Quality Improvement Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems, including participating in healthcare policy	Quality Improvement Develop policies and processes based on identification of best practice that improve the quality and safety of nursing care provided by health care systems.	Quality Improvement Incorporates quality improvement strategies in the development and evaluation of educational programs.	Quality Improvement Develop efficient patient care models and policies that ensure high quality care and compliance with regulatory requirements.
  Patient Safety Minimize risk of harm to patients and providers through both system effectiveness and individual performance	Patient Safety Incorporate patient safety principles into the development of comprehensive patient safety goals and safety education for nurses.	Patient Safety Incorporates national patient safety resources that promote patient and provider safety in the practice arena.	Patient Safety Develop a culture of safety inclusive of the interdisciplinary care team, the patient, and the family. Incorporate transparency and provide tools and resources for the creation of a safe culture.
  Informatics Use information and technology to communicate, manage knowledge, mitigate error, and support decision making	Informatics Formulate policies, processes, and/or educational plans that leverage information technology to optimize information management, reduce errors, and support clinical decision-making.	Informatics Utilizes information technology to support educational practice and incorporates the use of informatics to improve quality healthcare and innovative teaching.	Informatics Recommend and optimize information technologies to support evidence based nursing practice, clinical decision making, and administrative functions.

  Competency Reference:  “Quality and Safety Education for Nurses” (QSEN).  Retrieved from http://qsen.org 
  National League for Nursing. (2012). The scope of practice for academic nurse educators: 2012 revision. New York: NLN.

• Associate Degree (Not Applicable)

   

• Graduate Degree

  
  Faculty in the MSN Program use a variety of assessment methods to determine achievement of student learning outcomes.  In each course, six course outcomes are designed to reflect the six program and or track competencies. Course assignments and evaluation procedures are consistent across the updated 2013 MSN curriculum. Course learning outcomes are measured using summative and formative assessment strategies including scholarly papers, quizzes, reflective journals, case studies, oral presentations, a capstone residency experience, and MSN scholarly project.  Student-learning assessment measures which are aligned to course learning outcomes and program outcomes are demonstrated for each course using a curriculum map. Student work products are systematically reviewed each semester by course chairs and faculty for evidence of learning in meeting course and program outcomes. Faculty provide grading rubrics for every assignment to guide students through the learning process and in the submission of assignments. Students are provided timely feedback on progress throughout the course through graded exams and assignments and are encouraged to seek clarification and assistance with evaluation elements as needed. Students must have an 80% average to pass courses to progress in the nursing program. Course grades are a factor in determining achievement of student competence in meeting course outcomes that are directly linked to the six program competencies.  MSN instructors review student grade distributions during end of semester course meetings.  The MSN program director monitors student progress throughout the semester during monthly faculty meetings.  Students who are failing courses at mid-term, and at the end of the semester are reported by faculty.  This information is then discussed by the program director and the SON Chair and included as part of the systematic plan of evaluation.

  At the conclusion of each semester, students have the opportunity of evaluating student-learning outcomes and overall course satisfaction. The revised course evaluation tool is designed to assess student perceived level of proficiency in each of the six (6) program competencies. The MSN faculty have implemented incentives, including a 1% incentive for completion of both course and faculty return rates which have dramatically improved return rates. For spring 2014, course return rates were 100% (Exhibit 4.16: MSN course return rates).  Faculty members have identified a specific ELA of 3.0 or higher on a 5.0 Likert scale for each competency and overall course satisfaction.  If one or more competencies are rated below 3.0, the faculty, course chair and level director at the conclusion of each semester address the item.  Evaluations are submitted anonymously, and data are aggregated, analyzed, trended and reviewed by the Program Director and SON Chair. Clinical evaluation in the MSN program is based upon feedback from residency preceptors as well as upon faculty observations during residency visits and assessment of reflective journals and materials submitted.

  Weber State University

  School of Nursing

  MSN Program

  PROGRAM and TRACK COMPETENCIES

   

  SCHOOL OF NURSING OUTCOMES	MSN PROGRAM OUTCOMES	MSN NURSE EDUCATOR OUTCOMES	MSN NURSE EXECUTIVE OUTCOMES
  Patient Centered Care Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patients’ preferences, values, and needs.	Patient Centered Care Create and direct collaborative patient care environments that promote the development of nursing expertise that includes the patient perspective.	Patient Centered Care Design level-appropriate contemporary program outcomes and curricula that prepare graduates to function effectively in the healthcare environment with a focus on the patient.	Patient-Centered Care Design and establish the professional practice environment and associated staffing that support interdisciplinary roles, innovative workflow models, and patient-centered care.
  Teamwork & Collaboration Function effectively within nursing and inter-professional teams, fostering communication, mutual respect, and shared decision-making to achieve quality patient care.	Teamwork & Collaboration Apply advanced communication strategies to support high-functioning interdisciplinary teams that support high quality, safe patient care.	Teamwork & Collaboration Participates in interdisciplinary efforts to contribute to the professional standing of nursing and address the healthcare education needs in local, national and international arenas.	Teamwork & Collaboration Design high functioning interdisciplinary care teams and lead initiatives to improve patient care.
  Evidence-Based Practice (EBP) Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.	Evidence-Based Practice (EBP) Evaluate available evidence, expert opinion, and patient preferences to determine best practice. Evaluate the feasibility and appropriate evaluation methods for planned EBP interventions.	Evidence-Based Practice (EBP) Uses evidence to support best practices in teaching andragogy as well as the development of educational experiences.	Evidence-Based Practice (EBP) Establish standards utilizing evidence based practice as the foundation of nursing practice and patient care delivery.
  Quality Improvement Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems, including participating in healthcare policy	Quality Improvement Develop policies and processes based on identification of best practice that improve the quality and safety of nursing care provided by health care systems.	Quality Improvement Incorporates quality improvement strategies in the development and evaluation of educational programs.	Quality Improvement Develop efficient patient care models and policies that ensure high quality care and compliance with regulatory requirements.
  Patient Safety Minimize risk of harm to patients and providers through both system effectiveness and individual performance	Patient Safety Incorporate patient safety principles into the development of comprehensive patient safety goals and safety education for nurses.	Patient Safety Incorporates national patient safety resources that promote patient and provider safety in the practice arena.	Patient Safety Develop a culture of safety inclusive of the interdisciplinary care team, the patient, and the family. Incorporate transparency and provide tools and resources for the creation of a safe culture.
  Informatics Use information and technology to communicate, manage knowledge, mitigate error, and support decision making	Informatics Formulate policies, processes, and/or educational plans that leverage information technology to optimize information management, reduce errors, and support clinical decision-making.	Informatics Utilizes information technology to support educational practice and incorporates the use of informatics to improve quality healthcare and innovative teaching.	Informatics Recommend and optimize information technologies to support evidence based nursing practice, clinical decision making, and administrative functions.

  Competency Reference:  “Quality and Safety Education for Nurses” (QSEN).  Retrieved from http://qsen.org 
  National League for Nursing. (2012). The scope of practice for academic nurse educators: 2012 revision. New York: NLN.

The Master of Science in Nursing (MSN) program at Weber State University prepares innovative nurse experts who are capable of shaping and advancing the practice and profession of nursing.  The dynamic curriculum is designed to promote national guidelines and competencies that enable graduates to make a significant contribution to education and healthcare environments. Upon completion of the program, graduates are prepared for doctoral level education.

The MSN Programs designed for baccalaureate-prepared registered nurses to assume the advanced roles of the nurse executive, nurse educator or nurse practitioner. The MSN Nurse Executive and Nurse Educator Programs require 39 credit hours for completion.  The MSN Program coursework is delivered using an online learning platform. The MSN residency uses an online teaching-learning modality supports the accomplishment of the program goals by employing an online asynchronous learning activities and faculty-student interaction. This teaching format allows for the convenience of online classes balanced with direct interaction with preceptors. Students learn theory and practice information online, and then complete a capstone residency experience that is focused on application didactic instruction through online teaching and completion of an 85 hour residency in either nursing administration and leadership or nursing education.  The residency requirement is completed during the last semester of study. 

Currently, the curricula can be completed in the traditional four, full-time academic semesters (two academic years), or there is now an accelerated option available for students which includes four, full time semesters with a semester of course work offered during the summer (18 months). The curricula strongly reflects the educational and professional scope and standards for practice as published by the American Nurses Association (ANA), the National League for Nursing (NLN), the American Nurses Credentialing Center (ANCC),  , the American Association of Nurse Executives (AONE), and the American Association of Nursing Master’s Essentials.

The Post Master’s Certificate Program prepares graduates for certification in nursing education or nursing administration. The post-master’s certificate in nursing education consist of 14 credit hours and can be completed in three semesters of part-time study.  The nurse executive post-master’s certificate 15 credit hours and can be completed in three semesters of part-time study.  An optional residency learning experience is available for students in both certificate tracks.

Competency Reference:  “Quality and Safety Education for Nurses” (QSEN).  Retrieved from http://qsen.org 
National League for Nursing. (2012). The scope of practice for academic nurse educators: 2012 revision. New York: NLN.
 

Contact Information:
Dr. Melissa NeVille
3903 University Circle
Ogden, UT 84408-3903
(801) 626-620

A comprehensive evaluation assessment plan is completed annually based upon accreditation standards and guidelines through the Accreditation Commission of Education in Nursing (ACEN).  This report requires assessment and planning for the following criteria:

• Mission and Administrative Capacity; Faculty and Staff; Students; Curriculum; Resources; And Outcomes.
•  Employer satisfaction
•  Job Placement Rates
• The MSN student achievement of program learning outcomes is also evaluated by aggregate and trended data relative to MSN Program completion rates, graduate satisfaction with the MSN Program, employer satisfaction with MSN Program graduates, and the percentage of MSN Program graduates employed in a MSN role-related practice within one-year of graduation.
• Overview of MSN Program achievement and status relative to the ACEN defined MSN Program outcomes:
• -100% program completion within 150% of program length
• -Student Satisfaction 
• End of Program Survey Alumni Survey: Qualitative data on both surveys positive
• Educational effectiveness is monitored and maintained through the systematic ongoing evaluation of program components identified in the ACEN Standards and Criteria. A Systematic Ongoing Evaluation Plan (MSN-SPE), using the 2013 Standards and Criteria defined by the ACEN, has been developed and is implemented according to this plan. The data gathered throughout this process is aggregated, analyzed, trended, and utilized in the revision, development, and maintenance of the MSN Program. 
• With the assistance of the WSU ChiTester Department and Career Services, MSN program data is aggregated then trended by the nursing department. Course, faculty, program, alumni and employer surveys are administered as scheduled, data is analyzed by faculty, shared with communities of interest, and then used to improve the program. One recent example of program improvement is the revamping of the master’ project process based on student feedback.
• Aggregated and trended MSN Program evaluation findings are shared with the Program’s communities of interest through several mechanisms. These include the MSN Program and SON Annual Report to the Dean of the DCHP, the DCHP Dean’s Annual Report to the WSU Provost and Office of Academic Affairs, and the Annual Program Report to the Office of Institutional Effectiveness

2019/2020 Assessment Plan can be viewed on pages 2-12 of the MSN SPE Report.

• 2021-2022

   

• 2019-2020
  School of Nursing Program outcomes and end of program student outcomes can be viewed here. 
• 2017

  No report submitted for this academic year. 

• 2016

  1) Based on your program’s assessment findings, what subsequent action will your program take?

  • The MSN Program will maintain its current evaluation processes at the student and program levels.  A detailed report outlining assessment measures and decision-making is outlined in the MSN Systematic Plan for Evaluation which is completed annually by administration and faculty. The MSN Program will finish its curriculum revision process and implement the revised curricula Fall Semester 2017.

   

  2) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed.

  • Indirect measures include end of program evaluation and alumni surveys which are distributed anonymously to all graduates during their final semester of study.
  • Direct measures of graduate achievement of student-learning/program outcomes includes two capstone learning assessments which are (1) the MSN Scholarly Project and (2) MSN Residency.  Both of these experiences have been described above.  A student handbook detailing the experiences and student-learning outcomes have been created for both activities/courses and are available upon request.

   

  The full report is available for viewing. 

• 2015

  No report submitted for this academic year. 

• 2014

  1) Reflecting on this year’s assessments, how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?

  • Summative and formative evaluation strategies have recently been implemented to evaluate student progress and attainment of MSN competencies.  The course maps provide a visual display of student’s achievement of learning through assignments, discussion, papers, quizzes, etc.
  •  Analysis and trending of the previous year, shows consistency in grade distribution and graduation rates.
  • Analysis and trending of student satisfaction related to course, faculty and program satisfaction, shows consistency in self-report related to meeting program competencies.           

   

  2) With whom do you share the results of the year’s assessment efforts?2.

  • Assessment data is shared with MSN faculty as part of our monthly meetings, the WSU SON Program Chair, and the Administrative Council (composed of SON program directors and committee chairs). The Program Chair decides what information to share with our Advisory Board which is composed of community members 

   

  3)Based on your program’s assessment findings, what subsequent action will your program take?

  • There were no substantive changes that needed to be made to the program. Overall satisfaction was exceptional.  Faculty satisfaction was acceptable.  Interest in the program was high enough to fill so no changes were anticipated. 

   

  The full report is available for viewing

• 2013

  1) Reflecting on this year’s assessments, how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?         

  • Summative and formative evaluation strategies have recently been implemented to evaluate student progress and attainment of MSN competencies.
  • Analysis and trending of the previous year, show consistency in meeting program and SON benchmarks related to student self-report related to program satisfaction, faculty satisfaction, student grades, employer satisfaction, graduation rates and job attainment, and completion of residency and MSN projects.           

   

  2) With whom do you share the results of the year’s assessment efforts?

  • Assessment data is shared with MSN faculty as part of our monthly meetings, the WSU SON Program Chair, and the Administrative Council (composed of SON program directors and committee chairs). The Program Chair decides what information to share with our Advisory Board which is composed of community members 

   

  3)Based on your program’s assessment findings, what subsequent action will your program take?

  • There were no substantive changes that needed to be made to the program. Overall satisfaction was acceptable, faculty satisfaction was acceptable, and interest in the program was still high so no changes were anticipated.
  • Track specific competencies will be developed and evaluated on the MSN course evaluation tool in Fall Semester 2013.

   

  To see the full report select this link: 2012/13 Annual Assessment of Evidence of Learning - MSN

2022-23