LVN to BSN: The Flex Process Option at University of Texas Health Science Center at San Antonio

Transcription

1 LVN to BSN: The Flex Process Option at University of Texas Health Science Center at San Antonio Robin D. Froman, Dean Presented at the American Association of Colleges of Nursing, March 2007

2 History of Our Flex Process Program approved/offered for > 30 years Special track in undergraduate curriculum Originally to respond to large pool of LVN/LPN nurses in greater San Antonio Included at various times: LVN, Diploma, AD nurses Non nurses in health care settings (clerks, etc) Expressed intent was to accelerate transition of technician to professional nursing and licensure

3 LVNs know the reality of nursing and remain in nursing without burnout Excellent resource for diversity Recent history of LVN students skills showing lowered entry expertise; less practice and experience with critical or acute care skills (RDF MS experience) Practicing LVNs currently have restricted job roles and opportunity, more limited employment in LTC and SCF LVNs show increasing interest in nursing education courses, intent to teach

4 What Our Students Look Like They have experience in nursing and health care They are not surprised with what they find in clinical settings Often less job flexibility than RN/BSN Often less financial security than RN/BSN Often believe they are already performing the professional nurse role But sometimes they act in ways not the best for professional nursing care.

5

6 Curriculum Enrollments up to 25 LVNs and RNs, each, per cohort; twice annual admission Builds on 62 hr lower division prerequisite Three semester alternate choice to our generic four semester BSN CLEP possible for 12 prereq hours of credit Group didactic, clinical placement by arrangement, 70% on line Mainstreamed to join RN to BSN students for 2 nd and 3 rd semesters

7 Sometimes the RN models are just what they need to give them confidence and move them along

8 Builds from individual care to focus on the community in less structured, less predictable settings Moves from individual nurse management of resources nurse as member of professional team Independent and group projects to build problem solving and leadership skills Philosophy of adult learner in courses

9 Semester One: Semester Two: (with RNs) 3312 Pharmacotherapeutics 3313 Clinical Skills 3220 Mental Health Transitions 3409 Transition to Nursing Prac 4212 Health Assessment 4512 Health Promotion 4410 Leadership/Management 4214 Research (may be taken 2nd or 3rd semester) Semester Three: 4310 Family Across Lifespan (with RNs) 4514 Community as Partner 4203 Nurse as Professional: Issues and Ethics

10 Specific Tailoring in Curriculum to Address: Disadvantaged academic background, lack of models in family Cultural/ethnic diversity Lower GPA at entry, lower TEAS scores Older (X=31 yrs), many life responsibilities Repetitive practice of technical skills in current performance of nursing role ; Need to unlearn LVN behaviors

11 Specific strategies to build Professional identity, Leadership skills Reading Comprehension Verbal and written articulation Critical thinking Instructional approaches include On line Face to face Projects, Case studies Focus on adult learner, respect primary preparation with 18 course credit hours awarded, CLEP options

12 Aside from Curriculum, Special Flex Arrangements Program Director (75/25% mix), knows all students Consistent faculty in program Maximum 60% of grade from MC evaluation Case study/assignments articulate concepts and vocabulary within and across courses Investment in enriched faculty interactivity with student, even on Web Special investment in Web based presentation Sonic Foundry video and PP

13 An illustration of How we try to connect with students The Sonic Foundry merge of video and PowerPoint and individual control e.pl

14 Current Challenges Med tech, foreign trained MDs as pool of potential students Need for additional socialization courses (for example, MD to Nurse) Demand for non-synchronous learning Expanding computer based testing experience and self efficacy for NCLEX Advising at a distance We don t want our students facing.

15 A drop in on an inhospitable environment

16 We have learned: Lessons Learned Not all faculty can or should teach in the Flex program Need to recognize and support LVN to BSN student when in student role and not lower expectations for performance Help LVN to BSN to realize they are getting more than just new letters after their name

17 We want the students to BE what they see in the mirror in each of their mind s eye