1 South Carolina Consultation The Future of Nursing: The Competency Model for Academic Progression and Practice Maureen Sroczynski, DNP, RN Nursing Expert/Consultant Center to Champion Nursing in America March 2015
4 The Plan The National Perspective on Increasing the Supply of Baccalaureate Nurses Where we began Progress to date Latest Updates on Education Transformation Strategies Dialogue on the Plan for South Carolina to Continue to Advance the Work on Academic Progression
5 Dialogue versus Discussion
6 Institute of Medicine Report High-quality, patient-centered health care for all will require a transformation of the health care delivery system. [Venue/Audience] [Date] [Speaker name and title]
7 Health System Challenges [Venue/Audience] [Date] [Speaker name and title]
8 A New Era in Health Care Person- and Family-Centered Care [Venue/Audience] [Date] [Speaker name and title]
9 What Does This Mean for Providers? Payment and Reimbursement Tied to Value-Based Measures [Venue/Audience] [Date] [Speaker name and title]
10 Opportunity and Innovation are born out of crisis and chaos The IOM report is a call for action!
11 How Nurses Can Help Nurses are the largest segment of the health care workforce and spend most time with individuals and families. Manage influx of older, sicker patients with more chronic illness. Develop and implement new models of care. Provide transitional and coordinated care. Reduce medical errors and rehospitalizations. Improve prevention, wellness, and population health outcomes. [Venue/Audience] [Date] [Speaker name and title]
12 A Culture of Health RWJF Goal: We, as a nation, will strive to create a culture of health enabling all in our society to lead healthy lives, now and for generations to come. [Venue/Audience] [Date] [Speaker name and title]
13 Campaign Vision Everyone in America can live a healthier life, supported by a system in which nurses are essential partners in providing care and promoting health. [Venue/Audience] [Date] [Speaker name and title]
14 Areas of Focus Education Practice & Care Leadership [Venue/Audience] [Date] [Speaker name and title] Diversity Interprofessional Collaboration
15 Increase Education Level of Nurses IOM: Prepare nurses to meet new challenges in health & health care. Increase the proportion of nurses with BSN and higher degrees. Increase the number of nurses with doctorates. Implement nurse residency programs. [Venue/Audience] [Date] [Speaker name and title] 15
16 Education Evidence Studies show association between higher nurse education level and improved health care outcomes. Some studies show that higher proportions of BSN-prepared nurses are associated with lower rates of medication errors, mortality, and failure to rescue. Research also shows that BSN-prepared nurses have stronger diagnostic skills and are better at evaluating interventions. A growing body of research shows a connection between baccalaureate education and lower mortality rates. [Venue/Audience] [Date] [Speaker name and title] 16
17 CCNA s 31 State Teams focused on education capacity IOM report calls for education transformation Four Promising Education Models Learning Collaborative Strategic Activation APIN and SIP Higher Educated Nursing Workforce 17
18 [Venue/Audience] [Date] [Speaker name and title]
20 [Venue/Audience] [Date] [Speaker name and title]
21 Academic Progression in Nursing Across the Country: 44 state ACs are engaged in academic progression projects. Seventeen states are funded by the State Implementation Program (SIP) for academic progression projects. Nine states are funded for the Academic Progression In Nursing (APIN) Grants. Common issues related to academic progression implementation are experienced across the country [Venue/Audience] [Date] [Speaker name and title] 21
22 Four models emerged as most successful. RN to BSN awarded by the community college Accelerated Options: RN to MSN State or regional shared curriculum Competency-based state or regional programs 22
23 Commonalties Across Models Partnerships of education and practice BSN completed in no more that four academic years Substantive curriculum transformation Strong evaluation plans to provide data and analyze strategies Intentional strategies to increase diversity of students and graduates
24 Something in the differences teaches us the similarities The Common Ground in our thinking
25 Community Colleges and Nursing Education Quality, accessible and affordable pathway for higher education. Critical role: Serving students in nursing education pipeline Increasing diversity of the nursing workforce Ensuring more BSN-prepared nurses in all regions of the US Do not have the capacity to meet 80% BSN by 2020 without the Community Colleges. [Venue/Audience] [Date] [Speaker name and title] 25
26 Aligned on Academic Progression for Nurses Community College Times Published September 18, 2012 American Association of Community Colleges, American Association of Community College Trustees, American Association of Colleges of Colleges of Nursing, National League for Nursing, National Association for Associate Degree Nursing
27 Increasing BSN Nurses in South Carolina Shared/Agreed upon using competency model(nurse of the Future) Plan to develop Shared curriculum models (1+2+1 or 3+1) Plan to develop approach to standardize pre-requisites
28 Is a process to integrate competencies into nursing curriculum. Identifies areas where linkages can be made in nursing curricula program. Involves practice partners in working in partnership with ADN and BSN programs to generate new clinical learning opportunities. Can be one entry point in moving towards a shared curriculum model or accelerated model. Is not an end in itself to achieve seamless academic progression.
29 Competency The habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values and reflection in daily practice.
30 IOM Vision (2003) Health Professions Education All health professionals should be educated to deliver patient centered care as members of an interdisciplinary team, emphasizing evidencebased practice, quality improvement approaches and informatics.
31 Core Competency Comparisons IOM ACGME QSEN NOF New York Ohio Apply Quality Improvement Practice based Learning & Improvement Systems Based Practice Quality Improvement Safety Quality Improvement Safety Systems based practice Quality and Safety Clinical Judgment Quality Improvement & Safety Systems based Practice Provide Patient- Centered Care Patient Care Interpersonal & Communication Skills Patient Centered Care Patient Centered Care Communication Leadership People Centered Care Communication Management of Care Patient Centered Care Leadership & Professionalism Work in Inter- Disciplinary Teams Professionalism Teamwork and Collaboration Teamwork and Collaboration Professionalism Professionalism Collaboration Communication Teamwork and Collaboration Employ Evidenced- Based Practice Medical Knowledge Evidence based practice Evidence based practice Evidence-based Practice Evidence based practice Utilize Informatics Informatics Informatics Informatics Informatics and technology
32 Competency Model Process Outcome Focused, Individualized by State or Region Agreement on Competencies Evaluation and Updating of Competencies Diploma, ADN, BSN Nursing Programs & Practice Partners Implementation of Seamless Progression Curriculum Models Designing New Models by Addressing the Gaps Gap Analysis Process of Curricula 32
33 Redesigning for Seamless Progression: The Competency and Shared Curriculum Models General education, statutory, institutionspecific, degree and transfer requirements (ADN and BSN) State Regulatory Requirements for RN Licensure Competency Model Nursing Content (ADN and BSN) Nursing prerequisites (ADN and BSN)
34 Massachusetts New Hampshire New York Mississippi Partnerships New Jersey Partnerships Connecticut Teams Kansas New Mexico Continuing State Models
35 Lessons Learned to Date There is a need for a common language between education and practice. Similar gaps in curriculum across states in both ADN and BSN programs. System Based practice Informatics Quality Improvement Evidenced based practice Communication Leadership Practice needs to be involved early in the education process. There is tremendous energy in collaboration and the dialogue that occurs between education and practice in the process.
36 The Common Ground No one entity can address the education needs of the profession. Partnerships and collaboration are key to our success. Transformation is needed in both education and practice.
39 National Progress [Venue/Audience] [Date] [Speaker name and title] 39
40 Academic Progression: Summary to Date Progress advancing promising models across country. Current models increasing RN to BSN enrollment. ADN enrollment and graduation have also increased. ADN graduates are having difficulty finding jobs in some areas. Partnerships with community colleges and fouryear degree granting institutions are strong. We will not meet our 80% by 2020 goals with current models alone. [Venue/Audience] [Date] [Speaker name and title] 40
41 Moving Forward Recent Progress April 2014 a meeting was hosted by APIN titled--moving Forward: A National Dialogue on Academic Progression in Nursing to discuss common issues A recommendation from the meeting was to provide consistent prerequisites/general education requirements for BSN education. July 2014 Work Group proposed BSN Foundational Courses and other options to increase the supply. [Venue/Audience] [Date] [Speaker name and title] 41
42 Work Group Meeting July 2014: Follow up workgroup meeting held Attendees were a sub group of a larger meeting representing ADN, BSN, Practice, Campaign for Action staff Work Group Goals: 1. Analyze prerequisite and general education requirements across APIN projects 2. Propose an ideal set of prerequisite and general education courses as national standards [Venue/Audience] [Date] [Speaker name and title]
43 Goal 1 Analyze Requirements Across Academic Progression Projects Findings: Lack of consistency of specific prerequisite courses /general education courses found Recommendations: Focus on general set of requirements Change language to Foundational Courses [Venue/Audience] [Date] [Speaker name and title]
44 Goal 1 Rationale: The term Foundational is broader, encompasses courses without concern when in program they occur. Many courses are also common to ADN education. Example: Pathophysiology as prerequisite course or as a nursing course. [Venue/Audience] [Date] [Speaker name and title]
45 Goal 2 Propose Foundational Courses Leading to BSN 4 Categories Gen Ed (24 credits +/-) Basic Sciences (12 credits +/-) Social Sciences (9 credits +/-) Human Sciences (16 credits +/-) Total Foundational Credits: credits [Venue/Audience] [Date] [Speaker name and title]
46 Foundational Courses Foundational Courses Leading to the BSN (60-64 credits) General Education +/- 24 credits Communications English Basic Sciences +/- 12 credits Chemistry Biology Social Sciences +/- 9 credits Growth & Development/Life Span Psychology Human Sciences +/- 16 credits Anatomy & Physiology Pathophysiology Humanities/Fine Arts Statistics/Logic Microbiology Physics Sociology Nutrition Pharmacology
47 Benefits of Standardized Foundation Facilitate admission process and curriculum development. Enhance transfer and acceptance of credits. Enhance consistency in foundation for professional nursing practice. Maximizes flexibility to accommodate unique requirements of various schools. [Venue/Audience] [Date] [Speaker name and title]
48 Application and Next Steps Review current program requirements compared to recommended foundation courses. Conduct assessment among collaborating institutions to determine alignment. Engage in discussion with state action coalitions to enhance academic progression. Engage in discussion with state board of nursing and accrediting agencies. [Venue/Audience] [Date] [Speaker name and title]
49 Academic Progression: Moving Forward Findings from the Education Learning Collaborative show current level of progress will not achieve a higher educated nursing workforce. We will not meet our 80% by 2020 goals with current models alone. There has been progress advancing promising models across country. Partnerships with community colleges and four-year degree granting institutions are strong. A new strategy has emerged with potential to accelerate our progress. [Venue/Audience] [Date] [Speaker name and title]
50 The Emerging Strategy: Dr. Chris Tanner Since the first community college OCNE students graduated in 2008, between 30=35% have continued for the bachelors degree within 3 years of completion of their Associates Degree. While this is a 3-fold increase in the number of AD grads continuing for a bachelors within 5 years, it fell far short of our goals. If we were developing the consortium today, with primary emphasis on academic progression, I would not support the opt-out option. [Venue/Audience] [Date] [Speaker name and title]
51 Academic Progression: Moving Forward In January 2015 a think tank meeting was held in Houston with the focus on: Examining an emerging strategy that has potential to accelerate progress. Gathering those most experienced in successful academic progression for a think tank will assess the promise of the emerging model. Dissemination of the meeting outcomes to accelerate national progress toward 80/20. [Venue/Audience] [Date] [Speaker name and title] 51
52 The Emerging Strategy Educational collaborative between universities and community colleges that enable students to transition automatically and seamlessly from the community college directly to a BSN program. Some are dual or concurrent enrollment. There may or may not be an ADN degree conferred in this model or both degrees may be awarded at the same time. The student is prepared to take the NCLEX after the BSN is conferred. The four models can serve as the foundation for this new model. [Venue/Audience] [Date] [Speaker name and title]
53 The Emerging Strategy Not mandated Need to involve Board of Nursing and Innovation and Education Model Rules. States with well developed shared curriculum models are now considering this new strategy to further advance the work. The strategy is one of many to continue our forward progress on academic progress. Health care is changing and the path is not defined but we must take the lead and design nursing education for the future in all states, on all fronts and for all systems. [Venue/Audience] [Date] [Speaker name and title]
54 Living the Dream Moving to Strategic Alliances Shared Beliefs Shared Learning
55 The Common Theme for Success Partnerships Collaboration Forward Progress
56 Don t be left behind!
57 Ready, Set, Go! [Venue/Audience] [Date] [Speaker name and title]
58 Questions to Guide the Dialogue Each table has directions Need leader and recorder All individuals at the table are encouraged to engage in the conversation Leader reports out for the group Questions 1. In considering the nursing program curriculum in South Carolina, what do the practice representatives think needs to be improved? 2. How might the emerging strategy in seamless academic progression models work in South Carolina? 3. What do you think are the 3 major problems/barriers to increasing the supply of BSN nurses in South Carolina? 4. What are the 3 most important next steps for South Carolina to focus on to increase the supply of BSN nurses in South Carolina? [Venue/Audience] [Date] [Speaker name and title]
59 Process for Next Steps Begin with the end in mind-how to build seamless progression models. Work closely with your practice partners across the continuum of care. Dream, Design and Deliver. Start by building the work you have done. Let your questions guide your work. Shamelessly and build on the work of others. Connect with others who are further into the journey.
60 A Framework for Our Journey If you want to go quickly, go alone If you want to go far, go together African proverb
61 Help Shape the Future of Health Care Lets get started Moving to the next level of strategic thinking and planning to accelerate progress on academic progression goals through further development of this emerging model. [Venue/Audience] [Date] [Speaker name and title]
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