The State of Arkansas Nursing Education Programs and Their Ability to Address the Nursing Workforce Shortage

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1 The State of Arkansas Nursing Education Programs and Their Ability to Address the Nursing Workforce Shortage Results of the: Fall 21 Survey of Arkansas Nursing Education Programs by the Arkansas Legislative Commission on Nursing March 22

2 Arkansas Nursing Education Programs Survey, The State of Arkansas Nursing Education Programs and Their Ability to Address the Nursing Workforce Shortage Fall 2 1 Survey of Arkansas Nursing Education Programs by the Arkansas Legislative Commission on Nursing March 22 Executive Summary The state and nation continue to experience a severe, prolonged, and worsening nursing shortage. The demand for nurses is rising due to the aging of society, increase technology requiring highly skilled and educated nurses, and the employment of nurses beyond the traditional hospital settings. Hospitals remain the largest employers of nurses, and the shortage is affecting their ability to provide services and adequate care. The same is occurring in nursing homes and other facilitiedagencies that employ nurses, such as home health and public health. In the fall of 21 the Arkansas Legislative Commission on Nursing surveyed all nursing education programs in the state to collect data regarding educators and students. Results of the survey coupled with previous surveys and Arkansas State Board of Nursing (ASBN) data reveal that nursing education programs in the state are currently unable to respond to the serious workforce shortage by greatly increasing their enrollments and graduation rates due to a lack of qualified applicants and a serious nurse educator shortage. Young people today do not see nursing as a viable, attractive career, and nurses with the academic credentials to be nurse educators are not attracted to that role due to lower salaries, undesirable work conditions, and other reasons. Key findings: RN programs created 1 new full-time faculty positions to increase student enrollment, but programs started the academic year with 17 unfilled full-time faculty positions due to resignations and retirements. Nursing programs were unable to fill all of the vacant positions, much less fill newly created positions. Six of the new positions are funded by soft-money and are not permanent lines, resulting in the potential of unstable enrollment if the soft-money is withdrawn. Over the past three years, RN programs had a 6% turnover of their educators. PN programs had a 94.5% turnover of their educators in that same time frame. This high turnover creates considerable instability in the quality of programs and graduates and increases the workload of the continuing faculty members who must add mentorship and orientation of such a high number of new educators to their workload.

3 Arkansas Nursing Education Programs Survey, RN programs have 73 educators and PN programs have 12 who do not have at least a master s degree in nursing, the minimum educational credentials recognized by national nursing accreditation organizations. The impact of the high number of educators without nationally recognized qualifications for teaching must be considered as a contributing reason to the high turnover of faculty. Of the 78 graduates from master s nursing programs last year, only four assumed nurse educator positions who were not already employed in one of the state s nursing education programs. Of the three doctoral graduates, all were already nurse educators. Graduation rates from all types of programs continued to decline last year. Enrollment of new students increased slightly, showing beginning indications of a renewed interest in nursing by prospective students. However, the increase of 392 students in RN programs and 198 students in PN programs is insufficient to address the increased demand for nurses and will not be further enlarged based on current faculty and other resources. To ensure an adequate supply of nurses in Arkansas, there must be: 1) sufficient qualified students entering and graduating from the state s nursing programs, and who represent the state s diverse population; 2) sufficient numbers of students who graduate from the various types of nursing education programs, i.e. practical nursing (PN), baccalaureate degree registered nurse (RN), associate degree RN, hospital diploma RN, master s nursing, and doctoral nursing programs, to provide the state with the mix of nurses by educational preparation required for the services demanded; 3) sufficient resources for nursing education programs to produce the nurses need to meet the work force demands, including adequate numbers of qualified educators, operating budgets, and physical plants; and 4) effective workplace environments and programs throughout the state s health care industry to recruit and retain the graduates of the education programs. The present educational pipeline is not adequate to meet the demand for nurses in Arkansas.

4 Arkansas Nursing Education Programs Survey, The State of Arkansas Nursing Education Programs and Their Ability to Address the Nursing Workforce Shortage Fall 2 1 Survey of Arkansas Nursing Education Programs by the Arkansas Legislative Commission on Nursing March 22 Expanded Findings of Survey In the fall of 21 the Arkansas Legislative Commission on Nursing surveyed all nursing education programs in the state to collect data regarding educators and students. While the Arkansas State Board (ASBN) collects certain data on a yearly basis, this survey was more extensive and replicated two previous surveys collected by a task force for the Nurse Administrators of Nursing Education Programs Council. These three surveys, when coupled with ASBN data, reveal an extensive picture of the state s nursing education programs and their ability to address the nursing workforce shortage and the compounding nurse educator shortage. In Arkansas there are 28 practical nursing programs, 12 associate degree RN programs, 3 hospital diploma RN programs, nine baccalaureate degree RN programs four master s nursing programs, and one doctoral nursing program. All of the state s nursing education programs responded to the survey. Part B of this report contains extensive tables presenting data from this survey, the previous surveys, and ASBN reports. Nursing - Faculty in FtN Programs (Including faculty in graduate programs): Adequacy and Stability of the Faculty Body: To increase the number of students enrolled, programs created 1 new full-time faculty positions, but programs started the academic year with17 unfilled full-time positions. -Nursing education programs are unable to replace all of the faculty members who resigned or retired the previous year, much less fill new positions. Six of the new full-time positions are funded by soft-money and are not permanent lines. -Positions funded by soft-money can lead to qualified students being denied admission or students not being able to progress when the funding is withdrawn. Over the past three years, there has been a 6% turnover of educators in RN programs due to retirements and resignations. -The state s nursing education programs are very unstable due to the high turnover of educators resulting in a serious threat to quality of the program and graduates and an increased workload of the continuing educators who must assume the responsibility of a greater portion of the teaching load, while new educators become oriented to the role. 73 educators in RN programs do not have the minimal academic credential for national accreditation, a master s in nursing degree. This is approximately the same number as in 2, n = 75. The Arkansas State Board of Nursing allows nurses with less than this educational credential to teach. -It must be questioned whether the faculty members without minimum national academic credentials contribute to the instability of the programs due to their lack of preparation to teach. Inadequately prepared faculty members are unable to fully assume the role of nurse educator and contribute to an increased workload of other educators.

5 Arkansas Nursing Education Programs Survey, Resignations and Retirements: RN nursing education programs reported 49 retirements and resignations, yet nurse administrators had predicted only 16. -Nurse administrators are unable to predict, based on age and other personal factors, how many faculty members are apt to retire, reflecting the instability of the academic workplace. The average age of the retirees was years, while in 2 the average age was two years younger, years. -Retirees are not retiring at an earlier age as they did in 2 Of the faculty members who resigned in 21 and whose subsequent employment was known and reported: 61% were employed in the clinical arena of the nursing discipline 29% were employed in other nursing education programs, out-of-state 1% were employed in other nursing education programs, in-state Of the known reasons for resignations: 71 % were for salary and other work related reasons 29% were for family or personal reasons -Consistent with previous surveys, the higher salaries in the clinical arena, the heavier workload for nurse educators, and personal/family responsibility are driving nurse educators out of the education field. The salary of the state s nurse educators must be considered as a reason that 3 out of 4 nurse educators who took another nurse educator position moved to an out-of-state educational program. As addressed in the Fall 2 Survey report nursing faculty salaries in Arkansas are lower than in surrounding states. Demographics of F W Nurse Educators: Over 5% of the doctoral prepared nurse educators are 54 years of age or older, only 3.6% are younger than 45 years of age. The average age is 53.7 years. The average age of all nurse educators in RN programs is years, with 46% older than 5 years. -The average age of nursing faculty is slightly less than one year older than in 2, showing that programs were able to hire younger faculty members. However, the high proportion of doctoral educators who are 54 years or older means that within the next ten years the state is going to experience an even greater shortage of educators who can assume administrative positions in the educational programs, teach in graduate programs, and hold other key roles requiring doctoral preparation. Educators in baccalaureate and higher degree programs are the most diverse of all the programs in terms of gender and race. - None of the types of programs have diversity reflective of that in society. Faculty Salary: Salary data from the Arkansas Department of Higher Education (ADHE) show that fulltime nursing faculty in Arkansas four-year public institutions have an average salary of $43,22. -In 1998 ADHE reported the average nursing salary to be $38,9. The 21 salary represents a $4,32 increase over the past three years.

6 Arkansas Nursing Education Programs Survey, Nursing faculty have the third lowest average salary, lower than other health disciplines by up to $6,188, and lower than faculty in other high demand fields such as engineering, business administration, and computer science by up to $29, While nurse educators had an average salary increase of $4,32 over the past three years or an 1 1.1% increase, educators in other high demand fields received greater increases, up to 18.6% for engineering and 19.5% for computer science. -Another important factor in considering the salaries is the comparison with salaries that can be earned by educators if they leave nursing education and assume positions in hospitals or other areas of nursing. Nurse educators continue to earn less than they would in the clinical arena. The low salaries make it difficult for nursing programs to recruit educators with higher academic credentials and to retain the educators they have. Nursing. Faculty in Practical Nurse (PN) Proprams: PN programs created 5 new budgeted full-time faculty positions, but programs started the year with 9 unfilled full-time positions. -PN programs mirror the RN programs in that new positions were created while positions created by resignations and retirements were unable to be filled. In the past three years, PN programs have had a turnover of 94.6% of their faculty and administrators. 12 (92.7%) of the 11 educators in PN programs were reported to not have the minimal academic credential for national accreditation, a master s in nursing degree. 52 or 47.3% have an associate degree or hospital diploma as their highest educational credential. - It must be questioned if the lack of academic qualifications for the educator role is not a significant factor in the faculty high turnover experienced by PN programs. PN educators are younger than RN educators, only 15% are 55 years of age or older. Of the known subsequent employment of the educators who resigned, 72% assumed positions in hospitals and other clinical positions. -As with RN educators who resigned, positions in the clinical arena are more attractive to educators in PN programs than nurse educator positions in other programs. According to Arkansas Department of Higher Education data, the salaries of PN educators increased only $821 since If these data truly reflect the salaries of NP educators, it could be a significant reason for the high turnover of faculty. However, there is the possibility that some colleges coded the salaries for their nursing faculty differently. In 1998 there was only one entry for One-Year Technical Colleges/Institutions - for instructor rank with an average salary of $34,367. In 21 there were two entries, one of instructor rank with an average salary of $35,188 and an entry of no-rank with an average salary of $39,63. If this latter salary or an average of the two was used, PN educators received an increase more comparable with that received by RN educators. Students in Graduate Nursing Programs and Preparation of Nurse Educators All three of the reporting nursing graduate programs (N=4) and the doctoral nursing program state they have a track to prepare nurse educators. All three of the master s nursing programs could have accepted more students. The doctoral program was not able to accept more students due to a lack of faculty and other resources.

7 Arkansas Nursing Education Programs Survey, Nursing Master s Degree Programs: In 2, 83 students graduated from the master s programs. Only six graduates were prepared as nurse educators, five did not assume positions as nurse educators after graduation. The one individual who did was already a nurse educator and continued in that role. There were no new nurse educators graduated in that year. In 21, 78 students graduated from the master s programs. Twelve graduates were prepared as nurse educators, six assumed nurse educator positions and six assumed noneducator roles. Of the six who assumed nurse educator positions, two were already teaching in a nursing education program, four assumed new teaching roles. A total of 263 students were enrolled in fall 21, with 65 new admissions. 56 of the master s students are pursuing preparation as nurse educators. -Graduates of the state s nursing masters programs assume a variety of roles critical for the state s health care system, including nurse practitioners, clinical nurse specialists, and nurse administrators in addition to nurse educators. All of these roles are very important and need to be continued. However, the nurse educator role is not sufficiently attractive to nurses pursuing graduate education. Graduates of these other roles usually assume positions that pay $1, to $2, more than they would make as a nurse educator. Students in the master s programs represent the greatest gender diversity of all types of programs, but only students in the doctoral program have less racial/ethnicity diversity. -To increase the diversity of individuals with nursing masters and doctoral degrees, we must expand the diversity in baccalaureate nursing programs. Nursing Doctoral Degree Program: In 2, one person graduated from the doctoral program. That individual was already a nurse educator and continued in that role. In 21, three graduated from the doctoral program, and all three were already nurse educators, and continue in that role. Currently 17 students are enrolled, with nine new admissions. One of the doctoral students is obtaining preparation as a nurse educator. However the majority of the doctoral students are already nurse educators. -Nurses prepared at the doctoral level assume a variety of roles in addition to nurse educator or administrator of nursing education programs. However, to date, the majority of graduates from the doctoral program assumes or retains positions in nursing education. Nursing; Students in RN Programs: Enrollment increased for the first time in nine years. The increase was due to a greater number of new admissions, 392 more than the previous year. -The increase in new admission is consistent with other states and possibly heralds a renewed interest in nursing by students, but one year of increased enrollments should not be considered a trend. To address the workforce shortage this increase must continue and be even larger. Graduation numbers continue to drop, with only 888 graduating in 21 the lowest number to graduate since Even with the increased number of new admissions, it will be two to three years before there will be an increase in graduation rate.

8 Arkansas Nursing Education Programs Survey, Programs remain under-enrolled, with 18 of 25 programs reporting they could have admitted more students if they had applied. For those programs unable to admit more students, the two primary reasons were a lack of qualified applicants and a lack of qualified faculty. -Programs were not asked how many more students could have been admitted without additional educators, an important consideration to determine the degree of under-enrollment. 6 Greater numbers of licensed nurses are continuing to enroll to advance their education. There were 347 LPNs enrolled in RN programs and 97 RNs enrolled in baccalaureate programs this past year. -This is a 48% and a 17% increase, respectively, compared with four years ago. Also, articulating licensed students comprise a greater percentage of the total number of students in 21 (17.2%) than they did in 1998 (12.6%). The number of licensed students returning for further education is increasing each year and enhances the quality of the nursing workforce. Nursinp - Students in PN Programs: Enrollment increased by 198 students over the previous year, a 22% increase. Graduation rates continue to drop, 15% or 96 students over the past year. -As in RN programs, there appears to be a renewed interest by students in this level of nursing education. But to address the workforce shortage, admission must grow even higher and remain high. 6 Programs denied admission to 25 qualified students due to a lack of resources required to admit them. 6 Students in PN programs have the greatest racial/ethnicity diversity, particularly of African-American students. However, gender diversity is the lowest. Conclusion In Arkansas, nursing education programs are not graduating sufficient numbers of students to address the workforce shortage, and graduate nursing education programs are not graduating sufficient numbers of nurse educators to address the nurse educator shortage. There are not adequate numbers of potential students attracted to the nursing field or adequate numbers of nurses with graduate preparation attracted to the nurse educator role. Nursing education programs are unable to recruit and retain a qualified workforce sufficient to meet the states workforce demands. To ensure an adequate supply of nurses in Arkansas, there must be: 1) sufficient qualified students entering and graduating from the state s nursing programs, and who represent the state s diverse population; 2) sufficient numbers of students who graduate from the various types of nursing education programs, i.e. practical nursing (PN), baccalaureate degree registered nurse (RN), associate degree RN, hospital diploma RN, master s nursing, and doctoral nursing programs, to provide the state with the mix of nurses by educational preparation required for the services demanded; 3) sufficient resources for nursing education programs to produce the nurses need to meet the work force demands, including adequate numbers of qualified educators, operating budgets, and physical plants; and

9 Arkansas Nursing Education Programs Survey, ) effective workplace environments and programs throughout the state s health care industry to recruit and retain the graduates of the education programs. It is imperative that measures be taken to address the many variables contributing to the nurse educator and nursing workforce shortage. Strategies are needed to increase the recruitment of qualified students and to acquire resources for educating them, including adequate faculty salaries and operating budgets. Nurses are the backbone of the health care industry, and over 75% of the vacancies in health care are for RNs. Health care is a major industry in the state that will be severely crippled due to the nursing shortage, and the state has an ethical and social responsibility to provide quality health care for its citizens. Therefore, it is vital that all of the stakeholders, including the state, healthcare industry, colleges/universities, the business community, and others actively address solutions to the problems and issues creating this crisis. Prepared by: Barbara G. Williams, PhD, RN University of Central Arkansas For the Arkansas Legislative Commission on Nursing, 22

10 PART B List of Tables and Graphs Section I. Registered Nurse (RN) Programs Faculty... B-2 RN Programs Faculty Data. Table... B-3 Academic Preparation of RN Faculty. Table... B-6 Age of Arkansas Nursing Faculty in RN Programs. Table... B-7 Age of Arkansas Nursing Faculty in RN Programs. Graph... B-8 Age of Arkansas RN Doctoral Prepared Faculty and Administrators. Table... B-9 Age of Arkansas RN Doctoral Prepared Faculty and Administrators. Graph... B- 1 Section I1. Registered Nurse (RN) Programs Students... B-11 RN Programs Student Data. Table... B-12 RN Program Enrollment & Graduation Data. Table... B-14 RN Program Enrollment & Graduation Data. Graph... B- 15 Section I11. Practical Nurse (PN) Programs Faculty and Students. B-16 PN Programs Students and Faculty Data. Table... B-17 PN Program Enrollment & Graduation Data. Table... B- 19 PN Program Enrollment & Graduation Data. Graph... B-2 Academic Preparation of PN Faculty. Table... B-2a Age of Arkansas Nursing Faculty in PN Programs. Table... B-21 Age of Arkansas Nursing Faculty in PN Programs. Graph... B-22 Section IV. Graduate Programs Students... B-23 Masters and Doctoral Students Data. Table... B-24 Section V. Data for All Programs... B-25 Faculty Demographics. All Programs, Table... B-26 Student Race/Ethnicity and Gender Data. All Programs, Table... B-28 Section VI. Nursing Program Administrators Data... B-29 Dean/Chair/Director Survey Data. All Programs, Table... B-3 Section VI1. ADHE Salary Data... B-31 Full-time Faculty Salaries for Arkansas Four-Year Public Institutions. 21. Graph... B-32 Full-time Faculty Salaries for Arkansas Public Institutions. Nursing Programs B-33 Full-time Faculty Salaries for Arkansas Public Institutions. Nursing Programs... B-34

11 Section I - Registered Nurse (RN) Programs Faculty RN Programs Faculty Data, Table Academic Preparation of RN Faculty, Table Age of Arkansas Nursing Faculty in RN Programs, Table Age of Arkansas Nursing Faculty in RN Programs, Graph Age of Arkansas RN Doctoral Prepared Faculty and Administrators, Table Age of Arkansas RN Doctoral Prepared Faculty and Administrators, Graph

12 RN Programs Faculty Data (Sources of Data: 1999 and 2 ASBN Reports and White Paper Task Force Survey; 21 Legislative Nursing Commission) RN Programs Faculty Comments Full time faculty (excluding administrator) (ASBN) A 86 D 35 B 129 T 25 (+ 3.73%) A 82 D 33 B 139 T 254 (+ 1.6%) A 91 D 4 B 131 T 262 (+3.2%) Part-time faculty (ASBN) A 32 D 7 B 35 T 74 (+ 7.25%) Unfilled FT positions A 2 D 2 B 5 T 9 (- 3.77%) New FT positions Positions funded by soft money A 36 D 6 B 24 T 66 (+ 1.81%) A 5 D l B 8 T 14 (+ 55.5%) A 3 D 6 B 28 T 64 A 2 D O B 15 T 17 (+ 21.4%) A 4 D O B 6 T 1 A 3 D O B 3 T 6 Faculty (FT) resignations (not including retirements) A 1 D 7 B 32 T 49 (- 7.55%) A 12 D 6 B 19 T 37 ( %) A 11 D 4 B 28 T 43 (+ 16.2%) Faculty (FT) retirements (not including resignations) A 2 D O B 8 T 1 A 2 D 3 B 4 T 9 (- 1.%) A 3 D O B 3 Legislative Nursing Commission, Fall 21 RN Program Analysis January 31, 22/B. Williams, UCA

13 RN Programs Faculty Data con t RN Programs Faculty Comments Average age of retirees A D B T 62. yrs yrs yrs yrs A D B T 64. yrs NA yrs yrs Anticipated retirements & resignations this year A D 2 B 7 T 9 A 4 D 5 B 7 T 16 ( %) A I D O B 1 T 11 (- 31.3%) Employment of Resignees - Teaching in-state - Teaching out-of-state - Clin agencylpriv Practice - Unknown / Other Primary Reason of resignation - Salary - Other Work factors - Family Personal - Other / Unknown Retirements with doctoral degree A D l B 3 T 4 A D O B 1 T I Retirements with Master s in Nursing 4 1 D 2 B 1 r 4 A 2 D O B 2 T 4 Resignations with Doctoral degrees r 4 A D O B 5 T 5 Legislative Nursing Commission, Fall 21 RN Program Analysis January 31, 22/B. Williams, UCA

14 B-5

15 Academic Preparation of RN Faculty (Sources: ASBN reports, 21 Legislative Nursing Commission Survey) FT 1999 PT FT 2 PT FT 21 PT Comments Doctorate & Nursing Masters as highest degree A 5 1 D 2 B 46 3 T 53 A 6 1 D l B 42 2 T 49 A 3 1 D O B 44 7 T 47 Masters in Nursing as highest degree A D 22 2 B 99 1 T 175 A 72 8 D 19 B T 192 A 5 5 D 27 B T 16% Non-Nursing Masters with Nursing Bachelor (BSN) as highest degree A 5 1 D 9 2 B 2 1 T 17 A 4 4 D 1 3 B 3 1 T 17 A 4 4 D 8 1 B 2 T 14 Nursing Bachelor (BSN) as highest degree A D 4 B 1 12 T 26 A 8 2 D 5 1 B 5 5 T 18 A 7 23 D 3 2 B 3 7 T 13 Non-Nursing Bachelor (BSN) as highest degree A 1 D l B O T I A 1 D O B O T O A D O 2 B O T O Nursing Associate degree (ADN) or Hospital Diploma as highest preparation A 2 D l 2 B O T I A 4 D O 1 B O T O A 2 2 D l 2 B O r 3 Microword WilliamsNVhite Paper Task Force - Academic Preparation of RN Faculty BW:dr Legislative Nursing Commission, Fall 21 RN Program Analysis January 31, 21/B. Williams, UCA

16 Age of Arkansas Nursing Faculty in RN Programs (Full-time) (Sources: White Paper Task Force Survey, ; Legislative Nursing Commission Survey, 21) h e Range 5 29 years ooo 21 8 (4.%) 3 (152%) 14 (4.88%) 1 (4.41%) 7 (3.5%) 8 (4.4%) 16 (5.57%) 13 (5.73%) (8.6%) 11 (5.56%) 23 (8.1 %) 17 (7.49%) (1 6.2%) 25 (12.63%) 43 (14.98%) 31 (13.66%) (26.8%) 47 (23.74%) 76 (26.48%) 51 (22.47%) 48 (24.2%) 5 (25.25%) 62 (21.6%) 54 (23.79%) (1.6%) 32 ( %) 33 (1 1.5%) 37 (1 6.3%) (6.%) 22 (11.11%) 2 (6.97%) 14 (6.17%) Total years and older 5 years and older 55 years and older 6 years and older 76.6% 76.25% 66.55% 68.73% 4.8% 52.52% 4.7% 46.26% 16.6% 27.27% 18.47% 22.47% 6.% 11.11% 6.97% 6.17% Average Age years years years B. Williams, UCA, 1/3/22

17 B-8 Z CIL.- S cn m x L a II a,

18 Age of Arkansas RN Full-Time Doctoral Prepared Faculty and Administrators in RN Programs (Sources: White Paper Task Force Survey, ; Legislative Nursing Commission Survey, 21) Age Range Spring 2 Fall 2 Fall 21 <39 years 2 (3.64%) 2 (4.%) 1 (1.79%) (1.82%) 1 (2.%) 1 (1.79%) (14.55%) 12 (24.%) 6 (1.71%) (43.64%) 18 (36.%) 24 (42.86%) (2.%) 11 (22.%) 13 (23.21%) (14.55%) 5 (1.%) 9 (16.7%) (1.82%) 1 (2.%) 1 (1.79%) 7+ Total years & older 94.56% 94.% 94.64% 5 years & older 8.1 % 7.% 83.93% 55 years & older 36.37% 34.% I I I 41.7% 6 years & older 16.37% 12.% 17.86% L Average 52.7 years years 53.7 years 2 of 2 schools reporting spring 2; 19 of 2 schools reporting fall 2 and fall 21

19 Age of Arkansas RN Full-Time Doctoral Prepared Faculty and Administrators kispring 2 Fall 2 Fall 21 < years Sources: White Paper Task Force Survey 2; Legislative Nursing Commission Survey, of 2 schools reporting Fall 2 & Fall 21 Average Spring 2 = 52.7, 5% 525 years of age Average Age Fall 2 = 52.58, 5% 52+ years of age Average Age Fall 21 = 53.7, 5% 54+ years of age

20 Section I1 - Registered Nurse (RN) Programs Students RN Programs Student Data, Table RN Program Enrollment & Graduation Data, Table RI Program Enrollment & Graduation Data, Graph

21 RN Pronrams Student Data (Sources: 1998, ASBN Reports; , ASBN Reports & White Paper Task Force; 21, Legislative Nursing Commission) RN Programs Students Comments Total Enrolled (ASBN) A 1,65 D 496 B 956 T 2,517 A 1,82 D 5 B 919 T 2,51 (-.64%) A 1,2 D 465 B 898 T 2,365 (- 5.44%) A 1,9 D 6 B 981 T 2,59 (+9.5%) # in 1 st year (admitting) class A 546 D 189 B 349 T 1,84 A 519 D 153 B 361 T 1,33 (- 4.7%) A 621 D 355 B 449 T 1,425 (+37.9%) # in last year of program i.e. Senior year / Expect to graduate this year A 536 D 167 B 427 T 1.13 A 52 D 154 B 386 T 1,42 (- 7.79%) A 437 D 157 B 332 T 926 (-11.1%) LPN I LPTN students (ASBN) A 176 D 4 B 18 T 234 A 166 D 63 B 24 T 253 (+ 8.1%) A 218 D 6 B 29 T 37 ( %) A 246 D 67 B 34 T 347 (+13.3%) RN students (ASBN) B 83 T 83 B 87 T 87 (+ 4.82%) B 1 T 1 (+14.94) B 97 T 97 (-3.%) Graduates (ASBN) A 533 D 26 B 37 T 1,19 A 494 D 164 B 394 T 1,52 (- 5.14%) A 449 D 166 B 362 T 977 (- 7.13%) A 419 D 139 B 33 T 888 (-9.1 IYo) Factors preventing acceptance of more students a. limited clinical positions 3. limited classroom and/or campus lab space 3. lack of qualified applicants j. lack of faculty 3. lack of adequate operating budget a. 5 b. 2 c. 2 d. 11 e. 8 I? reported is the number 3f programs listing the [actor as a preventor. N = 25 % qualified denied (ASBN) A 52 D B 62 T 114 A 68 D B 85 T 153 ( %) A 35 D B 51 T 86 (- 43.8%) A D O B 21 T 21 (-75.6%) Fall 21 RN Program Analysis January 29, 22/B. Williams. UCA

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