1 1 Role of Nursing Professional Development in Helping Meet Institute of Medicine s Future of Nursing Recommendations Preamble: The Robert Wood Johnson Foundation s Initiative on The Future of Nursing at the Institute of Medicine (IOM) (Committee, 2011) was formed with the goal of identifying ways to transform the nursing profession to meet the challenges of a complex and rapidly changing health care system. The report on their findings was released in The committee made several recommendations regarding the education and training of both pre-licensure and established nurses throughout their career. The emphasis was on importance of preparing students for a career in nursing at the associate, baccalaureate and graduate levels. Equally important, the committee recognized that the recruitment and retention of well prepared nurses across the healthcare continuum depends on providing nurses with opportunities to improve competencies and skill. The complexity of the current healthcare system requires increasing specialization of nurses. Nurses who are initially well prepared and continue to develop professionally throughout their career are a key factor in obtaining positive patient outcomes. Finally the committee underscored the crucial element that nurses who are mentored and educated are prepared to assume leadership positions within healthcare systems or organizations where they are the largest segment of caregivers. Introduction: The National Nursing Staff Development Organization (NNSDO), which is now known as the Association for Nursing Professional Development (ANPD), advances the specialty practice of nursing professional development for the enhancement of healthcare outcomes (NNSDO, 2010). The Nursing Professional Development (NPD) specialist can plan a pivotal
2 2 role in helping organizations and individuals meet the IOM recommendations. This paper will provide specific suggestions in each of the eight major IOM recommendations for how the NPD specialist can help meet those recommendations. The five areas identified in the domain of responsibility in the Scope and Standards of Practice for Nursing Professional Development (American Nurses Association [ANA] and National Nursing Staff Development Organization [NNSDO], 2010) will provide the framework for the suggested activities. These are: 1. Career Development Responsibilities 2. Education Responsibilities 3. Leadership Responsibilities 4. Program Management Responsibilities 5. Compliance Initiative Responsibilities The strategies outlined in this white paper are suggested actions that NPD educators can implement. The strategies are designed to demonstrate a variety of ways to help meet the IOM recommendations NPD educators can select ones that are appropriate for their current setting and role. Successful collaboration requires that nursing and its members respond to diversity by recognizing, assessing, and adapting the nature of working relationships with individuals, populations, and other health professionals and health workers. These efforts also extend to relationships within nursing and between nursing and representatives of the public in all environments where nursing practice may occur (ANA, 2010b, p.7)
3 3 Definitions: Collaboration - a professional healthcare partnership grounded in a reciprocal and respectful recognition and acceptance of: each partner s unique experience, power, and sphere of influence and responsibilities; the commonality of goals; the mutual safeguarding of the legitimate interest of each party; and the advantage of such a relationship (ANA, 2010a, p. 64) Interprofessional collaborative practice when multiple health workers from different professional backgrounds work together with patients, families, careers, and communities to deliver the highest quality of care (World Health Organization [WHO], p. 7) Interprofessional education when students from two or more professions learn with, from, and about each other to enable effective collaboration and improve health outcomes (WHO, 2010, p. 7). Residency Program (RP) - A program established to support the development of new nurses. Residency Programs seek to establish clinical competence, provide emotional support through transition, and facilitate recruitment and retention of strong nurse beginners. RPs include strategies such as extending orientation time, creating a mentoring relationships, active reflection, and structuring education or didactic sessions Nursing Professional Development The lifelong process of active participation by nurses in learning activities that assist in developing and maintaining their continuing competence, enhance their professional practice and support achievement of their career goals (ANA & NNSDO, 2010). Recommendation Responses: IOM Recommendation 1: Remove scope-of-practice barriers. Advanced practice registered nurses should be able to practice to the full extent of their education and training.
4 4 Nursing professional development leadership activities to support this Work with institutions to ensure policies are in place to allow nurses to practice to their full extent of education & training. Support public policies that expand the role and scope of nursing practice relative to the delineated competencies of their level of education. (NNSDO, 2010). IOM Recommendation 2: Expand opportunities for nurses to lead and diffuse collaborative improvement efforts. Private and public funders, health care organizations, nursing education programs, and nursing associations should expand opportunities for nurses to lead and manage collaborative efforts with physicians and other members of the health care team to conduct research and to redesign and improve practice environments and health systems. These entities should also provide opportunities for nurses to diffuse successful practices. Nursing professional development career development activities to support this Partner with nursing programs to provide guest lecturing opportunities for nurses across the continuum. Coach nurses in the peer interviewing process. Encourage clinical advancement models, such as clinical ladders and multidisciplinary orientation pathways. Promote practices that reflect healthy patterns of living, foster development, and support self-defined goals of individuals (ANA, 2010a, p.23). Collaborate with providers from diverse backgrounds to implement and integrate plans (ANA, 2010, p38). Practice multidisciplinary inclusion in educational planning, presenting, and evaluating.
5 5 Partner with others to affect change and generate positive outcomes (ANA & NNSDO, 2010). Support and collaborate in efforts for multidisciplinary events (e.g. grand rounds, education offerings, health fairs, etc). Encourage and support translation of research into practice. Mentor nurses to conduct research through all levels of nursing including the bedside throughout all levels of practice and practice settings. Nursing professional development education activities to support this Promote interdisciplinary team learning, team competency assessment & team evaluation (e.g. simulation, class offerings, grand rounds, disaster preparedness, etc). Practice interdisciplinary inclusion in educational planning, presenting, and evaluating. Market education programs to diverse stakeholders. Manage grand rounds to include multiple disciplines. Promote education councils with organizational-wide representation. Communicate education resources for career advancement and role transition. Share knowledge and resources across disciplines. Encourage interdisciplinary scholarly sharing activities (research, article clubs, etc). Nursing professional development leadership activities to support this Encourage and facilitate appointment of nurses who will participate on boards and committees across the continuum of healthcare (to include organization, local, regional and national levels). Consult across interdisciplinary lines. Create interdisciplinary task forces to fill educational gaps.
6 6 Encourage shared governance. Promote conflict management and engagement (ANA & NNSDO, 2010, p 57). Participate in building consensus, group process and negotiation techniques (ANA & NNSDO, 2010, p 57). Engage in teamwork and team building processes (ANA 2010a, p 57). Embrace differences, recognizing that learning is multicultural, interdisciplinary and multigenerational. Develop educational partnerships and coalitions. Create committed partnerships in making policy, directing and evaluating clinical care, and leading organizational operations (ANA, 2010a, p.5). Nursing professional development program management activities to support this Align the Professional Development strategic plan to be inclusive of other disciplines and assure that it aligns with organizational mission, vision, and goals. Facilitate academic partnerships. Promote nursing participation in diverse learning activities (e.g. regional disaster drills, orientation, competency development, community outreach, simulation, research, patient education programs). Support interdisciplinary research activities which contribute to evidence-based practice Document, plan, and communicate collaborative endeavors (ANA & NNSDO, 2010). Encourage inclusiveness by disseminating and translating research findings through activities such as presentations, consultation, educational programs, courses, activities, journal clubs, and use of other media (NNSDO, 2010).
7 7 Nursing professional development compliance initiative activities to support this Encourage partnerships in policy & procedure development. Actively participate in program development and continuous performance improvement activities. Serve as interpreters of compliance and regulatory measures of performance. Support research activities that align with the organizational strategic plan (ANA & NNSDO, 2010). Recommendation 3: Implement nurse residency programs. State boards of nursing, accrediting bodies, the federal government, and health care organizations should take actions to support nurses completion of a transition-to-practice program (nurse residency) after they have completed a prelicensure or advanced practice degree program or when they are transitioning into new clinical practice areas. Nursing professional development career development activities to support this Conduct ongoing needs assessments, plan, and implement a developmental career trajectory to guide a new graduate s transition into clinical practice. Create systems and programs to welcome, connect, and promote new graduates socialization into the profession. Design and implement mentoring programs. Design and prepare preceptors to teach and support new graduates.
8 8 Nursing professional development education activities to support this Conduct ongoing needs assessments, plan, implement, and evaluate education and training programs. Conduct ongoing competency assessment and validation and implement programs to address identified needs. Nursing professional development leadership activities to support this Prepare, forecast and advocate for the budgetary resources required to support class time, protected preceptor preparation time, coaching and weekly time for reflection. Evaluate and share outcomes to include orientation status, time, and measures of productivity, competence, transition progression, and retention. Support seamless career transitions with both organizations and institutes of higher learning. Support policies that promote research-based educational preparation of the nurse workforce (NNSDO, 2010). Nursing professional development program management activities to support this Create communication forums to meet with nursing management. Work with leadership to establish performance evaluation criteria and identified remediation needs to best support a successful transition into practice. Encourage regular meetings among nurse leadership to ensure program integrity. Recommendation 4: Increase the proportion of nurses with a baccalaureate degree to 80 percent by Academic nurse leaders across all schools of nursing should work together to increase the proportion of nurses with a baccalaureate degree from 50 to 80 percent by 2020.
9 9 These leaders should partner with education accrediting bodies, private and public funders, and employers to ensure funding, monitor progress, and increase the diversity of students to create a workforce prepared to meet the demands of diverse populations across the lifespan. Nursing professional development career development and education activities to support this Encourage nurses to consider a BSN as a viable opportunity. Help nurses consider the benefits of obtaining a BSN, such as classes, posters, e-modules, s, talking points for meetings etc.. Provide information to include program types to consider, accredited universities they may want to consider, types of learning environments to consider (classroom distance, blended etc), and resources available for BSN completion. Offer career counseling, as well as encouraging and mentoring nurses through a BSN program. Work with local institutions of higher learning to provide college credit for nursing professional development opportunities. Coordinate study groups. Connect nurses who are completing their BSN for support. Nursing professional development leadership activities to support this Mentor/support BSN completion students. Provide BSN completion students with the preceptors and clinical projects needed to complete their education. Form affiliation agreements with institutions of higher learning.
10 10 Publicly celebrate the BSN completion graduates (examples include recognition boards, nurses week celebrations, special pins, graduation parties, etc). Advocate for additional pay for BSN nurses. Advocate for additional perks for BSN nurses (precepting, charge positions, committee membership, ladder steps, education opportunities, etc). Work with facility leadership to develop administrative structure standards that advocate BSN and above hiring, especially in leadership & education roles. Work with facility leadership to ensure they see the benefit and value of a BSN workforce. Work with academic partners to design program admission standards that remove or ameliorate common barriers of entry to BSN programs. Nursing professional development program management activities to support this Advocate for healthcare institutions to provide a tuition assistance/reimbursement program or monetary assistance to RNs returning for a BSN. Establish relationships with institutions of higher learning to ensure BSN completion is approachable. Form partnerships with universities by hosting onsite programs where BSN classes are held at the hospital/facility (either through distance technologies or faculty on site) Establish and coordinate internal cohorts where students participating in like programs take the same classes at the same times.
11 11 Work with administration and the university to establish set days for education and ensure staff are not scheduled on those days (or the nights of and before the education day). Assign leaders to mentor and support BSN completion students with both content and with troubleshooting issues that arise. Work with Information Technology and Support to ensure BSN students have access to the sites necessary to be successful in their education (including firewall access to their university websites). Nursing professional development compliance initiative activities to support this recommendation Monitor scope of practice changes associated with role transition and ensure staff are able to work their full scope of practice. Consider Culturally and Linguistically Appropriate Services (CLAS) Standards. Work at junior high/high school level to encourage students of diverse backgrounds to consider nursing as a viable profession. Consider forming partnerships with institutions of higher learning who draw from a more diverse student population for clinical experiences in order to recruit more diverse nurses. Recommendation 5: Double the number of nurses with a doctorate by Schools of nursing, with support from private and public funders, academic administrators and university trustees, and accrediting bodies, should double the number of nurses with a doctorate by 2020 to add to the cadre of nurse faculty and researchers, with attention to increasing diversity. Nursing professional development career development activities to support this
12 12 Mentor and encourage nurses to seek out their doctorate. Assist with securing funding, as appropriate, and support/monitor progress. Form partnerships supporting workplace-based graduate nurse education programs (NNSDO, 2010). Assist nurses in program and degree selection activities. Recommendation 6: Ensure that nurses engage in lifelong learning. Accrediting bodies, schools of nursing, health care organizations, and continuing competency educators from multiple health professions should collaborate to ensure that nurses and nursing students and faculty continue their education and engage in lifelong learning to gain the competencies needed to provide care for diverse populations across the lifespan. Nursing professional development education activities to support this Consider becoming a nursing education contact hour provider to support certification educational activities. Facilitate professional meetings, educational offerings, and conferences to support nurse networking and education. Continually develop, plan, and initiate activities to support ongoing nursing competencies across the continuum. Collaborate with schools of nursing and other institutions of higher learning to provide educational programs and activities that support lifelong learning. Promote learning activities that address the needs of diverse populations. Encourage and facilitate the participation and engagement of nurses with their professional organizations.
13 13 Integrate simulation as tool for lifelong learning and an approach to interdisciplinary and reflective practice. Provide career development mentoring. Provide assistance when staff members are experiencing role transition. Facilitate and contribute to clinical advancement model. Nursing professional development career development activities to support this Promote the development of nursing portfolios that display critical thinking, communication, clinical skills, and reflective practice as a tool for nurses in career and professional development. (Twaddell & Johnson, 2007). Facilitate and participate in mentoring and succession planning. Encourage nursing as a profession to grow our talent from within and take advantage of current mentoring opportunities. (Barginere, Franco, & Wallace, 2013). Mentor nurses to join and participate on committees (local and national), boards and leadership opportunities. Mentor and facilitate bedside research and generation and dissemination of professional publications. Promote succession planning across the spectrum of care settings. Nursing Professional Development Leadership Activities to Support This Recommendation: Evaluate programs for return on investment (ROI) to support the organization s goals. Advocate for budgetary resources to build programs for lifelong learning. Collaborate with external organization to create value based products and resources.
14 14 Develop and maintain the skills and abilities to contract to achieve excellent outcomes with maximal ROI for educational investments. Nursing professional development program management activities to support this Encourage/facilitate collaborative leadership development programs. Establish programs of informal learning (e.g. use of social networking, journal clubs, list serves etc.). Nursing professional development compliance initiative activities to support this Develop education programs to support new and existing compliance, regulatory, and legal requirements. Recommendation 7: Prepare and enable nurses to lead change to advance health. Nurses, nursing education programs, and nursing associations should prepare the nursing workforce to assume leadership positions across all levels, while public, private, and governmental health care decision makers should ensure that leadership positions are available to and filled by nurses. Nursing professional development career development activities to support this Identify nurses who display desirable leadership qualities and interest. Ensure nurses who display desirable leadership qualities realize that they possess these qualities and encourage them to seek out opportunities to grow leadership skills and advance to leadership positions. Provide career counseling for potential leaders.
15 15 Encourage potential leaders by getting them involved in activities for them that grow leadership skills (committees, special projects, positions with leadership opportunities such as charge nurse, nursing supervisor, assistant manager positions etc). Encourage potential leaders to advance their education. Nursing professional development education activities to support this Assist potential leaders to identify and access appropriate resources to grow their leadership skills (leadership programs, advanced education, scholarships etc). Provide continuing education leadership opportunities to develop skills (communication classes, conflict, leadership/management programs). Nursing professional development leadership activities to support this Develop, support, and encourage mentoring programs for potential leaders with successful established leaders. Encourage reflective practice and comprehensive review of performance (peers, customers, leadership) to enhance and develop knowledge. Encourage active participation in professional organizations. Advocate for protected time and resources for potential leaders to participate in leadership development opportunities. Participate in strategic planning and budgeting that fosters a culture of inclusion that encourages the participation in leadership development for point of care staff. Advocate for nurses in executive and governing positions. Emphasize a team-based, Interprofessional environment (NNSDO, 2010). Nursing professional development program management activities to support this
16 16 Involve and engage staff nurses in strategic planning. Market and promote leadership programs to staff nurses. Engage potential nurse leaders in the development and implementation of programs (e.g., conceptualization, design, revenue strategies, expenses, evaluations, etc.). Provide tools, mentoring, and guidance to potential leaders so they can assume program management activities. Nursing professional development compliance initiative activities to support this Encourage nursing participation in the development of nurse driven protocols, and data gathering. Engage point of care nurses in compliance activities and performance improvement planning. Recommendation 8: Build an infrastructure for the collection and analysis of interprofessional health care workforce data. The National Health Care Workforce Commission, with oversight from the Government Accountability Office and the Health Resources and Services Administration, should lead a collaborative effort to improve research and the collection and analysis of data on health care workforce requirements. The Workforce Commission and the Health Resources and Services Administration should collaborate with state licensing boards, state nursing workforce centers, and the Department of Labor in this effort to ensure that the data are timely and publicly accessible. Nursing professional development leadership activities to support this Support policy initiatives that promote data collection and analysis of the nurse workforce (NNSDO, 2010).
17 17 Nursing professional development program management activities to support this recommendation. Develop/facilitate facility specific infrastructures for the collection of internal workforce data. This includes, but is not limited to identifying and tracking the demographics of nurses educational preparation (including licensure, specialty certification, years in practice, advance degrees, etc.).
18 18 References American Nurses Association. (2010a). Nursing scope and standards of practice. Silver Spring, MD: Nursesbooks.org. American Nurses Association. (2010b). Nursing s social policy statement: The essence of the profession. Silver Spring, MD: Nursesbooks.org American Nurses Association and National Nursing Staff Development Organization (2010). Nursing professional development: Scope and standards of practice. Silver Spring, MD: Nursesbooks.org Barginere, C., Franco, S., & Wallace, L. (2013). Succession planning in an academic medical center nursing service. Nursing Administration Quarterly, 37(1), Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. Washington, D. C.: National Academies Press. National Nursing Staff Development Organization. (2010). NNSDO public policy agenda Pensacola, FL: Author. Twaddell, J.W., & Johnson, J. L. (2007) A TIME for nursing portfolios: A tool for career development. Advances in Neonatal Care, (7)(3), U.S. Department of Health and Human Services, OPHS Office on Minority Health. (2001). National Standards for Culturally and Linguistically Appropriate Services in Health Care Final Report, Washington, D.C.: Author. World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Geneva, Switzerland: Author.
No one was ever able to teach who was not able to learn. Florence Nightingale 1 The Preceptor Role Beth Tamplet Ulrich, EdD, RN, FACHE, FAAN 1 Precepting is an organized, evidence-based, outcome-driven
The Future of Nursing Initiative RWJ and the Institute of Medicine Mary Val Palumbo DNP, APRN AHEC Nursing Workforce Initiatives University of Vermont #1) Remove Scope-of-Practice Barriers - APRN State
EBSCO Publishing s Key Nursing Resources, CINAHL & Nursing Reference Center : Supporting the IOM s Recommendations for the Future of Nursing The 2010 The Future of Nursing: Leading Change, Advancing Health
Nursing Leadership: Where are we on the Journey? Presented by Joan Ellis Beglinger MSN, RN, MBA, FACHE, FAAN Fall National Academy of Infusion Therapy and One Day Program November 14, 2014 Objectives Discuss
Partnering with Academic Partners to Enhance Student Experiences and Transitions into Practice Holly Lorenz, RN, MSN Sandra Rader, DNP, MSA, RN, NEA-BC Melanie Shatzer, DNP, RN Pittsburgh, PA UPMC Objectives
Lead Nurse Planner: Roles and Functions Introduction The Lead Nurse Planner is the licensed registered nurse accountable for the overall functioning of an Accredited Provider Unit, as noted in the 2013
Learning from Other Fields: Program Accountability in Nursing Education Christine Pintz PhD, RN, FNP-BC George Washington School of Nursing Objectives: This presentation will provide an overview of current
Learning from Other Fields: Program Accountability in Nursing Education Christine Pintz PhD, RN, FNP-BC George Washington School of Nursing Objectives: This presentation will provide an overview of current
Nursing Professional Development Scope and Standards of Practice Dora Bradley, PhD, RN-BC Vice President Nursing Professional Development Baylor Health Care System Dallas TX Objectives Discuss the critical
St. Luke s Hospital and Health Network Philosophy of Nursing: Nursing, a healing profession, is an essential component of St. Luke's Hospital & Health Network's commitment to providing safe, compassionate,
THE FUTURE OF NURSING: THE CALL FOR ADVANCED DEGREES A N N E T H O M A S, P H D, A N P - B C, G N P, F A A N P D E A N, U N I V E R S I T Y O F I N D I A N A P O L I S S C H O O L O F N U R S I N G J A
The Magnificent Journey to Nursing Excellence at Sharp Grossmont Grossmont College Future of Nursing / Strategic Partnership Dale E. Beatty, RN, MSN, NEA-BC CNO Sharp Grossmont Hospital Future of Nursing
The Future of Nursing: Transforming Leadership in the Clinical Setting Linda Q. Everett, PhD, RN, NEA-BC, FAAN Executive Vice President & Chief Nurse Executive Indiana University Health Indianapolis, IN
Excerpt from: The Future of Nursing: Leading Change, Advancing Health http://www.nap.edu/catalog.php?record_id=12956 THE ROLE OF NURSES IN REALIZING A TRANSFORMED HEALTH CARE SYSTEM By virtue of its numbers
Organization for Associate Degree Nursing and American Nurses Association Joint Position Statement on Academic Progression to Meet the Needs of the Registered Nurse, the Health Care Consumer, and the U.S.
1 VA Nursing Academic Partnership (VANAP) Strategic Plan VISION Ensure high quality Veteran nursing care now and in the future. MISSION Promote the safe and effective care of Veterans within and across
Standards of Professional Performance for the Acute Care Clinical Nurse Specialist Introduction Standards of professional performance describe a competent level of behavior in the professional role, including
STATES RECEIVING RWJF SUPPORT To Implement Academic Progression Models Montana Statewide Nursing Education Summit - June 9,2014 Pat Crombie MSN, RN MAAC/APIN Project Director RWJF APIN Grantee State Academic
A VISION FOR Doctoral Preparation for Nurse Educators A Living Document from the National League for Nursing Mission Promote excellence in nursing education to build a strong and diverse nursing workforce
The Future of Nursing: Implications for Professional Organizations and Certifiers Joanne V. Hickey, PhD, RN, APRN, ACNP-BC, FCCM, FAAN Patricia L. Starck/PARTNERS Professor of Nursing University of Texas
The Future of Nursing Leading Change, Advancing Health Report Recommendations Advising the nation/improving health For more information visit www.iom.edu/nursing Report Recommendations 1 Key Messages Nurses
Nursing Leadership from the Bedside to the Boardroom Presentation ID: L13 Disclosure Today s presenters do not have any relevant financial interests presenting a conflict of interest to disclose. Participants
I Know a Guy Diversity and Inclusion in Nursing with an Emphasis on Gender William Lecher, RN, MS, MBA, NE-BC President American Assembly for Men in Nursing Senior Clinical Director Cincinnati Children
ASAE s Job Task Analysis Strategic Level Competencies During 2013, ASAE funded an extensive, psychometrically valid study to document the competencies essential to the practice of association management
Diversifying the Nursing Workforce: Local and National Perspectives Jane Kirschling, PhD, RN, FAAN Dean and Professor, University of Maryland School of Nursing firstname.lastname@example.org, 410 706 6740
REQUEST FOR NEW PROGRAM APPROVAL Catalog Copy for New Program Doctor of Nursing Practice (DNP) The doctor of nursing practice (DNP) degree prepares nurses with a blend of clinical, organizational, economic,
Regina Grazel, MSN RN BC APN-C Primary Work Function/Position: CNS, NJ Department of Health CCHD Screening Program Education: UNIVERSITY OF PENNSYLVANIA, Philadelphia, Pennsylvania. MSN in Perinatal Nursing.
Nursing Development A Review of Four Programs in Wisconsin Taking the LEAD for Nursing in Wisconsin:, Educational Advancement & Diversity Robert Wood Johnson Foundation State Implementation Program (SiP)
Strategic Plan 2015-2020 Collaborate Act Transform In 2007, as founding dean of the Florida International University Herbert Wertheim College of Medicine, I was tasked with implementing our first strategic
Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions On October 25, 2004, the members of the American Association of Colleges of Nursing (AACN) endorsed the Position Statement on the Practice
University of Saint Mary New Initiative Proposal Business Plan Department Name of Project Summary/ Goal of Project Person Completing Study Date Business Plan Submitted to President s Office Start Up Cost
Emerging Challenges for Nursing & Healthcare Judith Hansen, MS, BSN, RN Executive Director Wisconsin Center for Nursing, Inc. Goal Describe the work of Wisconsin Center for Nursing Identify funding priorities
Hamad Medical Corporation Department of Nursing Job Description / Performance Evaluation ASSISTANT EXECUTIVE DIRECTOR OF NURSING Name: Corp. No. : Title : No. of Day(s) Sick : Department : No. of Day(s)
Competency Requirements for Executive Director Candidates There are nine (9) domains of competency for association executives, based on research conducted by the American Society for Association Executives
Louisiana State University Health Sciences Center School of Allied Health Professions New Orleans, Louisiana Strategic Plan 2010-2015 MISSION STATEMENT OF THE SCHOOL OF ALLIED HEALTH PROFESSIONS The mission
2011-2016 Strategic Plan Creating a healthier world through bold innovation 2011-2016 STRATEGIC PLAN Table of contents I. Global direction 1 Mission and vision statements 2 Guiding principles 3 Organizational
Northeast Ohio Medical University (NEOMED) Chair of Pharmaceutical Sciences Search Spring 2013 About NEOMED Northeast Ohio Medical University (NEOMED) www.neomed.edu is a dynamic free-standing community-based,
Workforce Focus Presenter: Rich Lowe, Senior Vice President, Human Resources Human Resource Organization Senior VP DIRECT REPORTS Compensation & Benefits Recruiting Service Excellence Institute for Learning
College Goals 2013-2014 The 2013-2014 college goals, outcomes and metric are described below. Threads to be incorporated throughout the document (horizontal threads) include: Technology, Celebrations/Honors,
Fiscal Year 2016 Strategic Planning Document Board Planning Meeting June 30, 2015 Summary Kalamazoo Valley Community College (KVCC) will continue to be a leading community college in the state of Michigan.
BS, MS, DNP and PhD in Nursing Competencies The competencies arise from the understanding of nursing as a theory-guided, evidenced -based discipline. Graduates from the curriculum are expected to possess
NLN VISION: TRANSFORMING RESEARCH IN NURSING EDUCATION A Living Document from the National League for Nursing NLN Board of Governors November 2012 Purpose The health of the nation through improved patient
Senate Finance Committee Transforming the Health Care Delivery System: Proposals to Improve Patient Care and Reduce Health Care Costs May 15, 2009 Comments Presented on Behalf of the American Association
INTRODUCTION Advancement to Clinical Excellence (ACE), the Clinical Advancement Program at St. Francis Care was designed to recognize nurses involved in direct patient care and improve promotional opportunities
Department of Health Sciences Moss School of Nursing Master of Science Degree in Nursing (MSN) MSN Program Information Packet The Master of Science in Nursing degree will provide graduates with a foundation
Cerritos College Associate Degree Nursing Program The California Board of Registered Nursing 2010-2011 Annual School Report reflected that 61% of nursing programs in California are Associate Degree programs.
National Indicators Florida State and Regional Data The Future of Nursing: Campaign for Action has established a dashboard of indicators to measure the success in progress toward the Institute of Medicine
EDYTH T. JAMES DEPARTMENT OF NURSING Our nursing program has a rich 106-year history that includes being the first nursing school established in the state of Maryland. The Washington Missionary College
Master of Science in Nursing Program Nurse Educator PRECEPTOR / FACULTY / STUDENT ORIENTATION HANDBOOK Angelo State University Revised Fall 2014 1 TABLE OF CONTENTS Master of Science in Nursing Program
Table of Contents Executive Summary... 3 Preamble... 4 Mission... 5 Vision... 5 Values... 5 Research... 6 Education... 8 Community and Clinical Partnerships... 10 Stony Brook University School of Nursing
COMMUNICATION KNOWLEDGE LEADERSHIP PROFESSIONALISM BUSINESS SKILLS Nurse Executive Competencies: System CNE OVERVIEW The system CNO role is primarily accountable for systemwide leadership. This role has
Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Baccalaureate of Science in Nursing Registered Nurse to Baccalaureate of Science in Nursing (RN to BSN) Program
Is nursing research informing health policy in the EMR Dr Sawsan Majali Member Advisory Committee for Health Research WHO- EMR 2 Before these recent developments of the Arab spring, most countries in the
Magnet Recognition and the Role of the Wound, Ostomy and Continence Nurse Originated By: WOCN Professional Practice Committee Date Completed: May 4, 2012 FACT SHEET The Wound, Ostomy and Continence Nurses
Department of Family Medicine and Community Health University of Massachusetts Medical School UMass Memorial Health Care Worcester, Massachusetts October, 2009 Our Vision: Our Department will be nationally
Exemplars of Diversity Action Plans The Campaign encourages all Action Coalitions to develop diversity action plans using the Criteria of a Diversity Action Plan. This document outlines exemplars to help
The PMHNP DNP as a Consultant-Liaison in Rural Mental Healthcare, Education and Criminal Justice Systems Describe the educational environment of postmaster s Psychiatric and Mental Health Nurse Practitioner
A Master Plan for Nursing Education In Washington State Implementation Recommendations Washington Center for Nursing www.wacenterfornursing.org December 2009 This work was funded by Grant N14191 from the
Concurrent Session: F F- 1 If I Only Had a Brain: Use of Brain Rules to Inform Educational Design & Technology Pershing North Nancy P. Davis, MSN, RN, CNOR, Product Manager, American Nurses Association
California s Pathway to the Future of Nursing CA Chapter of the American College of Cardiology 4 th Annual No. CA Symposium July 16, 2011 Deloras Jones, Executive Director California Institute for Nursing
South Carolina Nursing Excellence Conference 2015 Sherlock Holmes: The case of the enigmatic nurse residency program. Linda F. Horton, MSN, RN Nurse Residency Program Coordinator MUSC Objective: 1. Explore
Master s Entry into Nursing Academic Manual 2015-2016 TABLE OF CONTENTS Overview of the Master s Entry into Nursing (MEN) Program 2 Outcomes 2 Plan of Study 3-4 Course Descriptions 5-11 Overview of the
OVERVIEW OF CASE STUDY FINDINGS AND BEST PRACTICES We conducted in-depth case studies of healthcare and non-healthcare organizations that have been publicly recognized for achieving high levels of success
Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and
University of Georgia College of Public Health Strategic Plan 2010 2015 Vision The College of Public Health at the University of Georgia serves the needs of local, state, national, and international populations
Domain 8: Maintain a competent public health workforce Domain 8 focuses on the need for health departments to maintain a trained and competent workforce to perform public health duties. Effective public
Executive Search Announcement i n v i t e s a p p l i c a t i o n s a n d n o m i n a t i o n s f o r Assistant Dean for Research for the School of Nursing and School of Health Professions The University
ASHHRA s Initiative Raise Your Voice, Raise Your Skills Tool 00 Please fax d Tool to ASHHRA at --77 Attn: Jamie Macander ASHHRA s Initiative Raise Your Voice, Raise Your Skills Introduction Changes are
The information below represents the key findings regarding the pre-licensure RN (Associate Degree in Nursing, ADN, and Bachelor of Science Degree in Nursing, BSN) education system in Florida. This report
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
Board Certification Examination There are 175 questions on this examination. Of these, 150 are scored questions and 25 are pretest questions that are not scored. Pretest questions are used to determine
New York Action Coalition Status Report November 2013 January 2014 Action Coalition Leadership Co-Leads: Robert O Connell - M em ber,aarp New York Executive Council, (email@example.com) Cathryne Welch
Dear Nurse Manager: The Northwest Rural Nurse Residency (NWRNR) funded by the Health Resources and Services Administration (HRSA) provides year long support and education residency programs for acute care
UNIVERSITY OF SOUTH CAROLINA College of Nursing Approved UCTP April 6, 2011 1 Criteria and Procedures for Tenure and Promotion Review, Post Tenure Review and Tenure Track and Tenured Faculty Annual Review
c i n h c California Institute for Nursing & Health Care Optimizing the Health of Californians through Nursing Excellence Nursing Education Redesign for California: White Paper and Strategic Action Plan
Office of Health Professions Education Business Plan Kelly J. Caverzagie, MD Vice-President for Education Nebraska Medicine 986430 Nebraska Medical Center Omaha, NE 68198-6430 Mobile: 402-350-2058 Email: