Bon Secours Memorial College of Nursing
Annual Didactic Course Report
Course Information
Academic Year
Course Number
Course Title
Course Credit (Contact Hours)
Type of course
(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 –
indicate the % online and % F2F)
Faculty Completing Report
(Insert faculty name leading the course report)
Additional Faculty
(Insert additional faculty names that taught course within the
Academic Year)
Review of the Previous Academic Year
Course Action Plan
(does not need curriculum approval)
Based on the analysis you completed last academic year,
what course improvements were you planning on
making? [e.g. modify teaching/learning strategies, test
revisions,]
(copy & paste information from last year’s report)
1. Inspect and improve test questions.
2. Move Module 3 test up 2 weeks. This will move the
psychosocial care to Module 4 and result in a more equal
distribution of course content related to tests. (Module 3
won’t be as heavy)
3. Provide more organization and structure to recitation.
4. Add a current journal article on communication and
conflict resolution to supplement this content since we
will no longer have the communication textbook. The
textbook does a nice job, but application of
communication techniques may help to apply the
content.
5. Continue with the guest speaker for hospice and end
of life content.
6. Continue to incorporate ATI content: videos,
questions, etc.
7. Increase the number of classroom activities.
For each item on the action plan listed above, indicate if
it was completed, in progress, or not done. Provide brief
description or explanation if needed.
1. In process
2. Done
2017/18
2017-2018
NUR 2101
Professional Nursing Concepts
3
BSN NLCEX focused
100% Face to Face
Deanna Allison and Kim Brownie
none
Course Recommendations
(need curriculum approval)
Based on the analysis from last academic year, what
recommendations were provided to curriculum last year? [e.g.,
syllabus recommendations to curriculum to include change in
content/modules, change in course objectives, change in
evaluation methods ]
(copy & paste information from last year’s report)
1. Change course objectives (see proposed syllabus
submitted)
2. Remove the teaching plan (10% of course grade) as an
evaluation method, instead making the teaching plan an in-
class group assignment.
3. Replace the 10% of course grade with ATI module: Nurse
Logic 2.0 at the beginner level. This module contains 4
separate assignments with post-tests: Knowledge and Clinical
Judgment, Priority-Setting Frameworks, Nursing Concepts,
Testing and Remediation Strategies. Each of the 4
assignments suggested weight of 2.5% of total grade each.
These modules would be out of class assignments.
Were the recommendations accepted by curriculum? If so,
how did the change(s) impact students? Provide an expert
analysis.
1. Course objectives approved.
2. Curriculum committee did not approve of removing the
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Annual Didactic Course Report
3. In process with paper/pencil ATI questions especially.
First few recitations were impacted by switch to
Examsoft.
4. Did not do, chose not to go this route.
5. Alexa Slonin (hospice chaplain) continues to come.
6. Incorporating the ATI questions at least allowed us to
get the students into ATI. Not surprisingly, some liked it
and some didn’t-see comments.
7. We continued with the same activities.
Instructional Methodologies
Write a paragraph (or more if needed) describing the
types of instructional methodologies used within the
course. (i.e. lecture, case studies, discussion, role playing, guest
lecture, simulation, observation, service learning, etc.)
List the technology used within the course.
2017/18
teaching plan as 10% of the grade. Instead, the percentage
dropped to 6%. It was deemed very important to provide a
weight to the teaching plan.
3. Curriculum committee approved the incorporation of the
ATI Nurse Logic series, 4 modules, weighted as 1% of course
grade, completed outside of class time.
We use lecture, case studies, class discussion, role playing,
and guest lecture. Lecture using power point presentations
provided the course content and material. Discussion and
storytelling further reinforced the content. Case studies and
role playing activities were also used in the course. ATI
practice questions, created through the custom assessment
builder, were periodically dispersed throughout the course.
The Bon Secours Hospice Chaplain provided a guest lecture
on hospice and end of life issues.
We create a classroom village of patients. At the beginning
of the semester, we group the students into 6 groups. We
asked them to create a patient for their assigned age group.
They named their patient, identified their family structure,
living environment, and a description of the patient
(including a picture). The groups then introduced their
patient to the class. They used this patient for both their
nursing care plan assignment and their teaching plan
assignment. The village of patients was used periodically
throughout the semester to reinforce course content.
During recitation sessions course content was reinforced with
a variety of instructional methodologies. Some examples
include: the use of games (Jeopardy, Classroom Feud, and
Who Wants to be a Millionaire), case studies, NCLEX practice
questions, and ATI practice questions.
Technology Mark “X” if used
within the course
Blogs
Discussion board
Electronic Medical Record
Google (i.e. drive, docs, etc) X
High fidelity Simulation
Medical equipment
Poll everywhere
Powerpoints X
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Annual Didactic Course Report

Softchalk
Web-based tools
Video - Faculty production
(i.e. Camtasia)
Video - Student production
(i.e. Screencast-o-matic)
Voicethread
Web-based tools (please list
tool beside X in the next box)
Wikis X
Other : Examsoft X (spring only)

Describe how the instructional method and/or
technology was effective or not effective to facilitate
learning and support the content knowledge for your
learners
Lecture as an instructional method was effective as
evidenced by the comments in the course evaluations.
Adding activities, including the classroom village, to
supplement and apply course content was also mentioned as
effective. The classroom village was opened as a wiki for
students to discuss their patient. Poll everywhere and games
were effective in encouraging interactive participation by
students.

Course Evaluation Measures

Type Description Assignment Is the evaluation method appropriate, the
(exam, paper, quiz, Weight appropriate weight, and effective? Provide
ATI, etc.) an expert analysis.
Assignment Nursing Care Plan assignment 10% Yes, a rubric is included and support is
provided during class time to understand how
to write a care plan. Since this is their first
care plan, 10% is appropriate.
Assignment Teaching plan 6% Evaluation method also a rubric which is
appropriate, however will be re-evaluating this
assignment as a graded assignment.
Test Module 1 test 15% Appropriate. This is their first test with NCLEX
style test questions which is often
problematic.
Test Module 2 test 20% Appropriate
Test Module 3 test 20% Appropriate
Final exam Cumulative final exam 25% Appropriate
ATI Nurse Logic out of class 4% A rubric is used describing how the grade is
assignments 4 separate determined. The assignments are not
assignments weighted heavily and are completed outside of
1% each class time. They are weighted appropriately.
ATI Associated with Course
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Annual Didactic Course Report

Name of ATI Examination (write n/a if no ATI in course) n/a: The Fundamentals ATI for this course takes place at the
end of the Junior 1 semester within the NUR 3111 course.
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
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Annual Didactic Course Report

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 see above

Grade Distribution
Semester A B+ B C+ C D+ D F P W WS WU
Fall 21 14 17 7 3 1 1

Spring 18 20 21 12 3 1 1 3

Summer n/a
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? )

Fall 17- Brownie-started with 32 students with 1 withdrawal

Spring 18- Brownie-started with 40, ended with 38; Allison started with 39, ended with 37

We do not notice any trends this semester when comparing our grade distribution to last academic year’s grades with the exception of 2
unsuccessful students. We did have 7 less As. We will continue to monitor.

Student Course Evaluations

Course Evaluation Participation Rates Course Evaluation Satisfaction Rates
(Benchmark 50%) (Benchmark 90% Positive Responses)
Semester Rate Did it meet Semester Rate Did it meet
benchmark? benchmark?
Fall 46% no Fall 100% yes
Spring 53% yes Spring 95% yes
Summer Summer
Select Student Comments from Course Evals
Please select comments that focus on the course and not the faculty member.
Fall
 Recitation, particularly practice questions were helpful
 The lecture material power points and videos were helpful
learning tools in this course.
 The power points are very informative. Nice that they reference
the book pages that correspond. The additional assignments were
complementary to the course.
 Modify ATI so that it is easier to get started with and also being
aware of a few glitches that some of the practice questions have.
 I wish someone had told me to do the practice questions after
each chapter and to balance that with reading and reviewing
materials for the tests.
 Less power point-more practice questions.
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Annual Didactic Course Report

 Explanation of blueprints
 This course could be done online. The additional material provided
in ATI was not very helpful

Spring  The way BSMVON uses blackboard is frustrating, demoralizing,

and time-consuming for the student; this really needs some work.
 less side talk
 Need better powerpoints and more detailed test blueprints.
 I think I would move the last Nursing logic module to the beginning
of the course instead of at the end.
 There is a degree of assumed knowledge that can be a
communication barrier.
 It would be more helpful to expand on the concepts in a more
applicable way. Since the tests are more application based, I would
have liked to see that more in the class.
 More practice NCLEX style questions.
 Incorporate more group activities.
 More care plans, teaching plan assignments.
 I liked the NCLEX style questions within the power point.
 I learned a lot in the classroom discussions.
 I like the detailed power point notes.
 Group interactions worked well.
 I decided to use the concept maps for this class and I believe that
this helped me grasp the idea.
 I loved having open discussion in class. This kind of interactions
helps me remember the material better because I can think back
to specific examples!

Summer
n/a

Faculty Analysis of Student Course Evaluations

We met the benchmark for participation rates but would certainly like to have a higher amount of participation (>60%
would be great). However, students provided many comments that are quite helpful for working on improving the
course. Overall, the comments and responses were positive and helpful.
Faculty Impression, Action Plan, and Recommendations
Critically reflect on the data provided above and critically reflect on the course.
Analysis of Course Delivery Method  Course delivery method of 100% face to face is appropriate for
As the course expert, write a paragraph considering this course. This is their first course with NCLEX style testing, it’s
each question below: helpful to be face to face to answer questions.
 Is the method of delivery for this course (didactic,  Strengths are in organization of material, helpful power points,
 Bon Secours Memorial College of Nursing
Annual Didactic Course Report
blended, on-line) an effective instructional
delivery method?
 What strengths or weaknesses were identified
specific to the delivery method?
 What changes have been made to improve the
delivery method and/or educational process?
 How does this course contribute to the
program?
Strengths and Best Practices
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
As the course expert, what opportunities exist for the
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
Approval)
Recommendations (Requires Curriculum
Approval)
2017/18
providing real life examples associated with content, and having
a guest speaker. Weaknesses are inherent to the lecture style of
classroom even though we plan activities. However, students
seem to expect to have some lecture/review on the course
content in order to facilitate good test grades. In addition, some
of this content and nursing “language” is brand new and requires
discussion and elaboration.
 We have included activities and created the classroom village to
encourage discussion about course content and how it relates to
the group’s patient.
 This class was the pilot group for first semester sophomores to
start using Examsoft to take their tests.
 Incorporated active learning strategies: role play for
communication techniques (therapeutic vs. barriers); defining
examples subjective and objective data; and to encourage
interactive learning.
 We use ATI paper/pencil tests during recitation to provide
additional practice with NCLEX style testing.
 Continue to use the classroom village patient “community” to
reinforce course content especially with assignments.
 Utilized group work to discuss several topics: cultural and
religious health care practices; nursing care plan and teaching
plan
 Games, discussion and ATI help students to retain information.
 We want to include the classroom village more often in
discussion.
 We would like a somewhat “flipped classroom approach”
that is more congruent with NUR 2102 since they will have
the classes in the same semester spring 19.
 We would like to investigate keeping our paper/pencil
recitation ATI questions, but also offering an online format.
 There will be significant shifting of the content both in the
syllabus and on tests due to the sophomore semester
integration.
 Materials will require updating as there is a new book
edition.
 Meet with NUR 2102 faculty in the fall to discuss techniques
for “flipping the classroom”. Goal of 2 areas of content for
Spring 19.
 Create online ATI practice questions. (finding level
appropriate questions in ATI is a challenge)
 Moving the linear nursing care plan to a concept map
format. We have an example for your review if you would
like to see.
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Annual Didactic Course Report

Curriculum Committee Impression of the Course Report
Overall impression
 Did the faculty critically reflect on their
course, provide insight, and appropriate
recommendations to provide the committee
information for review?
 Is more information needed?
 Does the committee have questions for the
faculty?
 Are the grade distributions appropriate?
 Are the assignments appropriate?
 The new syllabus reflecting the course changes with
sophomore integration.
The village concept is wonderful and appears to be a student
satisfier. Please consider recommendations on how to move the
village forward to other courses.
In the analysis of grade distribution there needs to be an explanation
for the course failures and withdrawals.
Wonderful course satisfaction rates!

There was no meaningful analysis for student course evaluations.

The comments were very superficial. Very interested in insight into
comment that Blackboard is demoralizing.

Need to consider using recitation time to review how to use the test
blueprint.

Great action plan and analysis of strengths and opportunities. Good

idea of transitioning the nursing care plan to a concept map
Curriculum vote on recommendations
Approved transition of nursing care plan to a concept map.

Communication from the committee to the

course faculty