Author: Caelin Bragg

Periodically, information will be posted regarding Watermark’s Course Evaluations & Surveys (CES) tool to help users better understand Wichita State’s course evaluation tool.

Today’s focus is on accessing CES.

• While in Blackboard, instructors can access CES anytime by choosing “Tools” from the main menu and selecting “CES Course Evaluations.”  It can also be directly accessed via the links provided in emails sent to the instructor.
• Watermark Course Evaluations & Surveys Dashboard will appear.
• Widgets will appear on the dashboard.  When a task is available for a course, it will display information.  If not, it may state “No Project Found.”
• The “Manage Courses” Widget will only appear when that option is open and available to instructors.
• There is a dedicated CES website that includes additional information.

For questions, contact Sandra Ranney at evaluations@ces.wichita.edu.

This is once again an active enrollment, meaning that all covered state employees must participate, or be enrolled in a default plan. 

Upcoming events:

• 1 p.m. Wednesday, Sept. 24: SEHP’s final Open Enrollment presentation is online. Register to attend.
• Wednesday, Oct. 1: SEHP will begin opening enrollment portals throughout the day. All benefit-eligible employees should have access to their benefits open enrollment portal by close of business on Oct. 1.

Take advantage of the scheduled virtual and in-person presentations, as well as on-demand options. For additional information visit the Open Enrollment website. Any questions should be directed to TotalRewards@wichita.edu.

The 55th anniversary remembrance ceremony of Memorial ’70 will be held at 9 a.m. Thursday, Oct. 2 at the memorial sculpture at the university entrance at Memorial Drive (18th Street) and Hillside. A reception will be held immediately following the ceremony in the lobby of Duerksen Fine Arts Center across from the memorial.

The ceremony will honor the 31 people – WSU football players, administrators, supporters and flight crew – who died in the crash in Colorado.

Other Memorial 70 tribute locations on campus include:

• 202 Rhatigan Student Center, Shocker 70, has Shocker memorabilia. There will be floral tribute and looping PowerPoint featuring those who died because of the plane crash.
• The Memorial ’70 display case on the Koch Arena concourse has pictures of the deceased and the certificate for the Wichita Sports Hall of Fame.

Those interested in making a tax-deductible contribution in memory of the crash victims can give to the Football ’70 Memorial Scholarship, the only endowed scholarship at WSU dedicated in collective memory to those who died in the tragedy.

The scholarship is awarded each year to a student of any major with at least a 3.0 GPA who demonstrates financial need. Contributions can be made through the WSU Foundation, 1845 Fairmount St., Wichita, KS 67260-0002, for the Football ’70 Memorial Scholarship. Contributions also may be made online.

President Rick Muma was featured in “WSU President Rick Muma talks about his new book ‘Student Centered, Innovation Driven’” on KAKE.

Andrew Myers, director of scholarships and student services – Dorothy and Bill Cohen Honors College presented “We are all talking gibberish: Communicating with Gen Z Through the Advising Process” at 2025 Kansas Academic Advising Network annual conference Sept. 19, 2025.

Description: Andrew Myers, Director of Scholarships and Student Services in the Dorothy and Bill Cohen Honors College, presented a paper for the Kansas Academic Advising Network (KAAN) annual conference held at Fort Hays State University on Sept. 19. His interactive presentation titled “We are all talking gibberish: Communicating with Gen Z Through the Advising Process” is based on a recent exploratory study of preferred communication among Generation Z students. It invited attendees to evaluate their communication methods and develop ideas for more effective communication. The Kansas Academic Advising Network supports academic advisors through the state of Kansas and serves as a communication network among institutions of higher education for the development of the academic advising profession.

Rhonda Williams, RN-BSN program coordinator and teaching professor in the Ascension Via Christi – Wichita State University School of Nursing, published “Transforming RN-Baccalaureate Education Using Insights From a National Faculty Needs Assessment” in Nurse Educator May 1.

Abstract: Background: The recent American Association of Colleges of Nursing (AACN) Essentials revision emphasizes direct clinical experiences across 4 spheres of care in RN-Baccalaureate (RN-B) education, creating challenges for online, asynchronous programs. Differentiating between prelicensure and postlicensure education complicates the integration of these requirements. Understanding RN-B faculty needs is critical for curricular transformation. Purpose: This needs assessment examines challenges faced by RN-B faculty in integrating the AACN Essentials into nursing curricula and provides resources critical for the transition to them. Methods: A web-based needs assessment was conducted with RN-B faculty across the United States. It included a demographic questionnaire, 5 quantitative questions, and 3 qualitative items. Results: The assessment revealed a need for enhanced academic support, resources, communication, and collaboration to facilitate implementation. Conclusion: This article offers insights, recommendations, and resources for RN-B faculty engaged in curricular transformation, emphasizing targeted support for adopting the AACN Essentials. Keywords: NCLEX crosswalk; completion program for registered nurses; curricular change; educational pathway.

Rhonda Williams, RN-BSN program coordinator and teaching professor in the Ascension Via Christi – Wichita State University School of Nursing, published “National RN to Baccalaureate Faculty Forum. (2025). National RN-Baccalaureate Faculty Forum position statement. N. Heywood & R. Williams (Eds.)” in American Association of Colleges of Nursing, Essentials Curriculum Mapping Tools Aug. 1.

Abstract: The National RN-Baccalaureate Faculty Forum (NRFF) recognizes the significance of The Essentials: Core Competencies for Professional Nursing Education (American Association of Colleges of Nursing [AACN], 2021a). The Essentials document guides the concepts, domains, competencies, and spheres of care that RN to Baccalaureate (RN to B) programs must include in their curricula. The NRFF reaffirms that RN to B programs build upon the introductory knowledge, skills, and abilities that are verified through an earned diploma or associate degree in nursing from an accredited/state board-approved program, successful completion of NCLEXRN®, and subsequent RN licensure by a state board of nursing or other nursing regulatory body. The NRFF proposes that RN to B programs continue to reinforce, scaffold, and further develop the knowledge, skills, and abilities measured through the above three components while meeting all competencies outlined in the Essentials (AACN, 2021a).

Dr. Rhonda Williams, Dr. Stephanie Nicks; Theresa Cooper, Candace Grant, Terri Core, Brandy Jackson, Dorene Owen, Mary Faragher, faculty members in the Ascension Via Christi – Wichita State University School of Nursing, published “Cracking the Code: Admission Criteria and Predictors of Success in Nursing Programs” in Kansas Nurse April 21.

Abstract: This study investigated the effectiveness of traditional admission criteria in predicting first-semester success in prelicensure nursing programs. With increasing attention to fairness and accessibility in higher education, nursing programs must reassess the reliance on standardized tests and science grade point averages (GPA) to identify accurate predictors of student success.

Brandy Jackson, Undergraduate Program Director and Assistant Educator in the Ascension Via Christi – Wichita State University School of Nursing, published “Disability and Accommodation Use in US Bachelor of Science in Nursing Programs” in JAMA Network Open Feb. 20.

Abstract: Introduction: Medical associations’ commitment to advancing disability-inclusive practices has led to data collection on, and a significant increase in representation of, medical students with disabilities.1,2 However, information on disability representation and accommodation use in US nursing programs remains scarce. The lack of data collection on this population impedes the ability to identify barriers, benchmark, and measure progress. To address this gap, we quantified disabilities and types of accommodations used among traditional prelicensure nursing students in US Bachelor of Science in Nursing (BSN) degree programs. Methods: This exploratory cross-sectional study, conducted from April 1 through July 30, 2024, used national data from nursing schools to examine disability and accommodation use in traditional prelicensure BSN programs. Participants were recruited through convenience and snowball sampling from social media, American Association of Colleges of Nursing (AACN) listservs, and the AACN newsletter. US traditional prelicensure BSN programs accredited by the Commission on Collegiate Nursing Education were eligible. Postlicensure and accelerated BSN programs were ineligible. The study was exempted and no consent was required by the University of Michigan institutional review board because we collected aggregate data that belong to the institution. We followed the STROBE reporting guideline. Questionnaires from previous works of the senior author (L.M.M.)1 -3 were adapted from medical to nursing education (eMethods in Supplement 1). The nursing questionnaire collected data on the number of students with disabilities registered with their school’s disability services office by disability category and approved accommodations. Program characteristics, including size, geographic location, private or public designation, and structure of the disability office, were also collected. Schools’ disability resource professionals completed the questionnaire. Descriptive statistics were used to summarize survey results. To account for heterogeneity between schools, random-effects logistic regression models were used to calculate pooled estimates (weighted by sample size) of disability proportions along with 2-sided 95% CIs. Analyses were conducted using R statistical software, version 4.4.1 (R Project for Statistical Computing).

Dr. Evan Ohlman, Department Chair and Program Director in the Department of Physician Associate, published “Resident-led seminar and workshop on airway management for physician assistant students: Evaluating efficacy and memory retention” in Journal of Physician Assistant Education Jan. 21.

Abstract: Introduction: Physician assistants (PAs) should understand the implications and risks involved with airway management. Our study aimed to facilitate PA students’ familiarity with airway management with instruction from anesthesiology residents. We assessed the students’ knowledge of airway management both before and after a seminar to see if knowledge was retained. Methods: Physician assistant students participated in a seminar (didactic lecture and a hands-on workshop) on airway management led by anesthesiology residents. The students took a true-false pretest and repeated the test following the seminar. After four months, the students repeated the same true-false test to assess retention. We used Friedman test to analyze differences between the pretest, posttest, and retention tests, as well as performed an itemized analysis on the questions. Results: The students showed a significant difference between the pretest and posttest ( P < 0.001) and between the pretest and retention test ( P = 0.006). Students performed better per question on the retention test compared with the pretest, except for a question related to an indication for intubation (Z score = -2.757; P = 0.006). Discussion: Our results demonstrated that educating PA students in airway management with anesthesia resident direction resulted in a statistically significant increase in their knowledge on the topic four months after the training. Interactive learning seems beneficial for gaining knowledge on the basic principles of airway management.