Off Campus Delivery of an Existing Program: University of Maryland RN to BSN Option Offered at the Laurel College Center. A.

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1 Off Campus Delivery of an Existing Program: University of Maryland RN to BSN Option Offered at the Laurel College Center A. Program litle: Registered Nurse to Bachelors of Science in Nursing (RN to BSN) option at the Laurel College Center B. Resource Requirements and Funding: The University ofmaryland School ofnursing (UMSON) has a long and proud history ofpreparing registered nurses to enter professional practice. Currently, the Registered Nurse to Baccalaureate in Science Nursing (RN to BSN) option is offered at the Baltimore and Shady Grove locations. In the past, UMSON had sites geographically apart from the Baltimore campus to include westem and southem Maryland, as well as on Maryland's eastem shore. Therefore, the UMSON has a proven record of accomplishment expanding to new outreach sites in Maryland. The UMSON received a non-usm regional Higher Education Incentive Grant to support the extension ofthe RN to BSN option at the Laurel College Center (LCC). The award, $345,412, is for fiscal years 2015 and Table 1 describes budget and resources for this project. Table 1 -Project Budget for Two Years 4/2014-3/2015 4/2015-3/2016 Faculty Salaries (1 FTE) $90,000 $92,700 Faculty Benefits (25.6%) $23,130 $23,824 Academic Support (.25 FTE) $13,750 $14,163 Academic Support Benefits (41%) $5,638 $5,807 Academic Support Tools/Materials $15,000 $15,000 Computers (2 Laptops) $3,000 n/a Laurel College Center Rental $5,600 $12,800 ($1200/3 credit course) Recruitment/Marketing $10,000 $10,000 Travel $2,000 $3,000 Total $168,118 $177,294 Grand Total for 2 years $345,412 The first year faculty and support salaries provide financial support for course development and faculty development/preparation to deliver and evaluate the courses at LCC. These first year funds also cover recruitment events, student admission processes, academic support and coaching activities, and advising ofnewly admitted students. Table 2 presents courses in the RN to BSN option, and the first two courses NURS 450 and NURS 452, will be offered in Spring 2015 (see Table 2). By the second year of:funding, it is projected that 1

2 emollment numbers will have increased, and this is anticipated to offset tuition and fees to further support this as a self-sustaining educational offering. Table 2 - Approved RN to BSN Plan of Study for Implementation Fall2014 First Semester Semester/Course Total NURS450 RN to BSN Transition: Implications for Practice, Policy and the Profession 3 NURS452 Nursing Research and Evidence Based Care for the Registered Nurse 3 NURS454 Pathophysiologic Implications to Patient Assessment 5 NURS 418 Elective 3 Total 14 Second Semester NURS460 Health Infmmatics for the Registered Nurse 3 NURS462 Nursing Leadership and Management for the Registered Nurse 3 NURS467 Public Health Nursing Essentials for the Registered Nurse 5 NURS 418 Elective 3 NURS 418 Elective 3 Total 17 Program of Study Credits 31 General Education & Prerequisite Courses 59 Credits Awarded for Valid Nursing License 30 Total Credits for RN to BSN Option 120 C. Program Need and Demand: (Specific local, regional and State need for graduates; Job opportunities available to those who complete the program; and Evidence of market demand through supporting data, including results of surveys that have recently been conducted) The UMSON considers offering the RN to BSN option at the LCC as beneficial to the healthcare agencies and citizens of Howard and Prince George's counties, as well as to all residents ofmaryland. The LCC cunently has educational offerings from both Howard. Community (HCC) and Prince George's Community Colleges (PGCC), and both community colleges currently offer the Associate Degree in Nursing (ADN) program on their respective campuses. Based upon data from the Maryland Board ofnursing (2013), over the last three years ( ), these two colleges have graduated almost 1,000 students and graduating rates appear to be increasing (Table 3). Table 3-Associate Degree in Nursing Graduation Data from HCC and PGCC FY2011 FY2012 FY2013 Howard Community College Prince George's Community College Three-Year Total: 980 2

3 According to both the Institute ofmedicine's (10M) 2010 Report, The Future ofnursing: Leading Change, Advancing Health report, and the Camegie Report (2009), Educating Nurses: A Call for Radical Transformation, there is the need to increase the number of Bachelors of Science in Nursing (BSN) prepared registered nurses. Due to the increasingly complex healthcare needs ofpatients, registered nurses need specific competencies in care coordination, management ofpatients with complex needs and transitional care issues. Additionally, with increasing numbers of acute care facilities designated (or seeking) Magnet recognition, the need for more BSN prepared nurses in Maryland is growing. As explained in the Health Resources and Services Administration (HRSA), Nursing: Estimates ofsupply and Demand (HRSA, n.d.), the U.S. nursing workforce is growing. At the same time, approximately one-third ofthe nursing workforce is nearing typical retirement age, growth ofnew nurses entering practice is increasing, and the desire for post-entry level RN education is expanding through the expansion ofrn to BSN programs. Between 2007 and 2011, the most recent data available, there has been an 86% increase in the number ofrns seeking a BSN degree (HRSA, 2013). At present, 49,620 registered nurses are cunently employed in Maryland (Kaiser Family Foundation, 2014). The Bureau oflabor Statistics (2013) projected the U.S. RN workforce to grow from 2.71 million in 2012 to 3.24 million in 2022, an increase of 19%. Likewise, there is an estimated need for 525,000 replacements needed in the RN workforce due to the demand to replace employed registered nurses and filling new roles that are being developed to meet the needs ofthe health care delivery system. Both growth in health care and replacement of aging and retiring nurses brings the total number ofjob openings for nurses to 1.05 million by In Maryland there are both ADN and BSN programs. Over the past four years, approximately 60% of all first time licensed in-state registered nurses in Maryland were prepared as ADN nurses (Maryland Board ofnursing: stats.html retrieved April29, 2014). Therefore, in order for Maryland to progress toward the recommendation to prepare a minimum of 80% ofregistered nurses as BSN prepared nurses, multiple avenue are needed to increase the number of graduates from RN to BSN programs. The UMSON is committed to supporting the IOM (2010) initiative to increase BSN prepared nurses in Maryland. Because the target candidates for this project are registered nurses working in healthcare settings in Howard and Prince George's counties, the ChiefNurse Executives ofthese agencies have been contacted to market this new initiative. The Directors ofboth the Nursing Programs at Howard Community College and Prince George's Community Colleges have been contacted as graduates from these programs will provide much ofthe pipeline for this RN to BSN option at the LCC. A letter of support from the Chair ofthe Policy and Coordinated Council at the LCC Center is also included with this proposal (see enclosure). Additionally, a recent Robert Wood Johnson Foundation (2014) White Paper, Summary ofthe 2013 Community College Presidents' Meeting, reiterated the demand for BSN prepared nurses. According to this report, community colleges and universities must develop innovative and sustainable options to ease the transition to a BSN degree, while valuating the knowledge and accomplishments achieved through the association degree program. Multiple pathways are 3

4 needed to allow nurses to choose the path and option most relevant to their personal and professional needs. The RN to BSN programs must build upon, not duplicate, knowledge and skills mastered in the ADN programs, and the RN to BSN courses must develop higher-level skills and provide practice experiences that allow application and integration ofthese new skills (American Association of Colleges ofnursing, 2012). Within the last year, the UMSON revised the RN to BSN option based upon feedback from stakeholders, students, and faculty and administrators from ADN programs across the state, and is being implemented in Fall2014. Because ofthe current Maryland Statewide Articulation Agreement, graduates from Howard County, Prince George's and any other community college in Maryland are eligible to apply for this option. The RN to BSN option includes 31 academic credits. Table 2 provides an overview ofthe approved UMSON RN to BSN Plan of Study. During the two years ofthe funding from the non-usm regional Higher Education Incentive Grant, the RN to BSN course scheduling for the LCC will be pianned and implemented in order for this educational opportunity to be self-sustaining, based upon a minimum course enrollment of20 students/course. Offering the RN to BSN option at the LCC benefits the healthcare agencies and citizens of Howard and Prince George's counties and even for Anne Arundel and Montgomery counties. Existing relationships with HCC and PGCC are strengthened, expanding the options for ADN nurses to advance their education. The demand for BSN prepared nurses continues as the number ofadn s graduates increases. Providing classes that are geographically convenient for PGCC and HCCC, as well as to registered nurses working at Laurel Regional, Baltimore-Washington Medical Center, Doctors Community, and Howard County General Hospitals and local other health care organizations provides another option to pursue their BSN. Fresh and contemporized RN to BSN courses support adult learners who are already licensed and may be practicing within the health care setting. Finally, academic progression is fostered and professional advancement strengthened through a curriculum developed upon rigorous methodology and AACN's Essentials ofbaccalaureate Education for Professional Nursing Practice (2008) leading to competent BSN nurses to provide care to citizens ofmaryland. D. Similar Program Offerings (Similarities or differences in the degree to be awarded; Area of specialization; and Specific academic content ofthe program): A comparable RN to BSN program exists at Bowie State University (BSU). While the UMSON and BSU programs possess some similarities, key differences do exist. Both programs accept associate degree graduates possessing generalist-nursing competencies. Additionally, both programs support the RN to become a leader who will facilitate and assure individualized, evidence-based, and highly effective care to patients and families. A brief explanation is necessary to appreciate both programs that reside in the state ofmaryland (see Table 4). Table 4 - Comparison of UMSON and BSU Requirements Admission GPA RNtoBSN Elective Articulation Credits Credits Credits UMSON BSU

5 The UMSON and BSU plans of study are nationally accredited and regionally approved, and both award a Bachelors of Science in Nursing (BSN). Both programs offer a similar plan of study (see Table 5). Table 5 - Comparison of UMSON and BSU Plans of Study UMSON Plan of Study_ NURS 450: RN to BSN Transition: Implications for Practice, Policy and the Profession NURS 452: Nursing Research and Evidence Based Care for the Registered Nurse NURS 454: Pathophysiologic Implications to Patient Assessment ( 5 credits) NURS 460: Health Infonnatics for the Registered Nurse NURS 462: Nursing Leadership and Management for the Registered Nurse NURS 467: Public Health Nursing Essentials for the Registered Nurse ( 5 credits) NURS 418: 3 Electives (9 credits) BSU Plan to Study NURS 425/412: Transition into Prof. Nursing Practice and Clinical (5 credits) NURS 400: Intro to Nursing Research (3 credits) NURS 315: Pathophysiology ( 3 credits) NURS 406/409: Nursing Practice: Community and Clinical Concepts (5 credits) NURS: Electives (6 credits) NURS 215: Nutrition in Health and Disease (3 credits) NURS 309: Health Assessment NURS 368: Gerontological Nursing (2 credits) NURS 401: Concepts in Family Health NURS 350: Nursing Practice: Concepts (3 credits) One key difference between the UMSON and BSU plans of study is the fact that the UMSON RN to BSN option is comprised of courses that are developed specifically for this cohort of students -registered nurses. The literature suppmis that registered nurses prefer learning in their own peer cohmi, desire recognition ofpast education, and strive to linlc course content to refinement and application within their current practice environment (Zuzelo, 2001). The recently approved UMSON RN to BSN option was developed based upon feedback from stakeholders, students, and faculty and administrators from ADN programs across the state. These changes result in registered nurse students no longer attending classes with traditional BSN students. In the BSU program, seven ofthe nine courses emoll BSN students with RN to BSN students and both groups take the same courses. Specific competencies, guided by AACN's Essentials ofbaccalaureate Education for Professional Nursing Practice (2008), incorporated into the curriculum include leadership and management, research and evidence based care, transitional care needs, care coordination, informatics, quality and safety, and the needs ofthe aging population. Students are taught within a cohort model recognizing that these registered nurses are adult learners, managing career and l 5

6 family obligations, and have practice and clinical experiences that are different from students enrolled in the traditional BSN program. Feedback from our BSN advisory group, focus groups, and comments on our Course Evaluation Questionnaires (CEQ) repeatedly reveal that RN to BSN student's value classes separate from traditional students. Both UMSON and BSU include electives in the respective approved plans of study. However, UMSON students complete 9 credits as compared to 6 credits of electives at BSU. The UMSON RN to BSN plan of study is strengthened with the inclusion of 3 electives because registered nurses have greater control over developing their professional practice base. Additionally, electives offer these registered nurses opportunities to apply classroom content, including knowledge, sldlls, and abilities, to their cunent practice. This classroom to practice connection is vital in transforming their influence within the health care delivery system. Both schools follow the Maryland state articulation model offering registered nurses 30 credits for successful attainment of cunent RN licensure. However, the total numbers of credits between each option differs. UMSON's approved plan of study is 31 credits as compared to BSU's 36 credits. While the difference might seem inelevant, the extra 5 credits may cany a potential financial burden for some students and for others, may adversely affect successful progression through the plan of study. Both programs require a minimum or prefened overall grade point average (GPA) for admission. The UMSON requires a 3.0 to BSU's 2.0. For students who might have struggled in their associate degree program, a 3.0 GP A might be a potential barrier for those considering the UMSON option. However, for most, it will not be an impediment and this level of academic achievement will support their pursuit of a masters and doctoral degree. The mission ofthe UMSON (2013) speaks to each program of study leading students to embrace lifelong learning and considering progressive academic advancement. Developing nurses to lead within the clinical, education, and research arenas is in line with the Robert Wood Johnson Foundation (RWJF) call to establish a pipeline of options for nurses to achieve higher levels of education and supports seamless progression (RWJF, 2014). The extension ofthe UMSON RN to BSN option at the LCC geographically aligns one additional opportunity for working RNs and graduates ofadn programs to pursue their bachelor's degree. An estimated 55,944 RN were employed in Maryland during the HRSA censuses. This opportunity offers ADN's the option to advance their education. This opportunity offers the healthcare facilities serving the citizens in the state ofmaryland an additional, convenient and comfortable location to educate working adults. In the end, the collective benefit will be realized by the citizens ofmaryland and contribute to reaching the 80% BSN prepared nurses goal. E. Instructional Methods (distance education, on-site faculty, and the mix of full-time and part-time instructors) Beginning in Spring 2015, RN to BSN courses will be taught at the LCC, which is fully equipped to handle the face to face or classroom based instruction. There are twenty-one classrooms with full multi-media capabilities and Internet access. Wi-Fi access is available for all students. There is a 6

7 virtual library with computer access to infmmation resources. More importantly, the facility has a robust computer lab, open for 8 a.m. to 9 p.m. acknowledging the needs ofthe working adult. All courses at UMSON use Blackboard Learning Management System (Bb) as the primary instructional platform. Face-to-face courses will minimally incorporate Bb tools to support teaching and learning (e.g., Bb serves as a repository for course required and related documents). Online or distance' learning courses fully take advantage and integrate the full complement ofbb tools to facilitate teaching and learning opportunities. The UMSON Director, Educational Strategies and the UMSON Instructional Technology Specialists in Office of Learning Technology support full- and part-time faculty in developing courses using the latest technologies. Faculty serves as the subject matter experts and partner with the instructional design team in the selection of appropriate learning and instructional technologies. Moreover, the Instructional Technology Specialists provide support for students, as needed. Over the first two years ofthe program, selected RN to BSN courses will be offered in Fall, Spring, and Summer semesters at the LCC. The staff at the LCC, in collaboration with UMSON faculty and staff will survey potential applicants to determine coui ses to be offered in the next two years. Because students have the opportunity to take RN to BSN courses in a variety offormats (on-line, face-to-face, and hybrid), all core RN to BSN courses would not have to be offered every semester at the LCC. Ideally, there would be a 1-2 year published plan that would facilitate students in completing the courses, as well as taking into account their prefened delivery modality (face to face or online). Table 6 is an example ofhow this could be accomplished. Initially the nine elective credits will be available to students online or at the Baltimore or Shady Grove locations. Based upon growth ofthe RN to BSN option at the LCC, enrollment, and student preference, selected elective course may be offered at the center in future terms. During the two years ofthe funding, the RN to BSN course scheduling for the LCC will be planned and implemented in order for this educational oppmiunity to be self-sustaining, based upon a minimum course enrollment of 20 students (see Table 6). Table 6 - Sample Two Year Plan of Study for RN to BSN Course Offerings at Laurel College Center NURS450 NURS452 NURS454 NURS460 NURS462 NURS467 Fall Spring Summer Fall Spring UMSON faculty, including fulltime, part-time, and adjunct members, will teach courses offered at thelcc. F. Academic Oversight, Quality Control, Student Services: The RN to BSN Director and the Assistant Dean for the BSN Program monitor bachelorette level courses. In addition, the Entry-level Cuniculum Committee (ELCC) reviews, approves, and monitors all bachelorette level courses. An entry-level course director is responsible for course 7

8 development, evaluation, and instructional management adding another critical element of continual oversight and accountability for each course. A separate course director manages one or more courses on the Baltimore as well as on the Shady Grove campus. A similar process can be implemented for courses taught at the LCC. Course directors monitor student feedback each semester, through the responses provided by students on the Course Evaluation Questionnaire (CEQ). Student feedback is critical and CEQ data is used to enhance teaching and learning strategies each semester and may assist faculty in addressing gaps that prevent student from being successful. Finally, course directors prepare and present, to ELCC, an annual repmt evaluating the courses performance. A single course repmt is co-developed by course directors from Baltimore and Shady Grove campuses analyzing trends or patterns signaling strength and weakness ofthe course. Substantive changes to courses (e.g., learning objectives, evaluation criteria and content) require review and approval by the ELCC. This process has integrated the Shady Grove outreach campus into the UMSON's established oversight mechanisms and can easily do the same for the LCC. G. Library Resources: Students enrolled in the RN to BSN option at the LCC, like all UMSON students, have access to library services through the Health Sciences and Human Services Library (HS/HSL). The HS/HSL provides both traditional and digital information resources and services. The library contains more than 350,000 volumes, including more than 2500 joumal titles and many ofthese are available in an online format. 8

9 References American Association of Colleges ofnursing. (2008). Essentials ofbaccalaureate Education for Professional Nursing Practice. Washington, DC. Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating nurses: A call for radical transformation. San Francisco: Jossey-Bass. Bureau of Labor Statistics (2013, December 19). HRSA (n.d.). Nursing: Estimates ofsupply and demand. Retrieved from sa.gov/healthworkforce/supplydemand/nursing/index.html HRSA (2013) The US. nursing workforce: Trends in supply and education. sa.gov/healthworkforce/supplydemand/nursing/nursingworkforce/nursingwo rkforcebrief.pdf Institute for Medicine. (2010). The Future ofnursing: Leading Change, Advancing Health. Washington DC: The National Academies Press. Kaiser Family Foundation. (2014). Total employed registered nurses. Retrieved from /kff. org/ other/ state-indicator/total-registered -nurses/ Maryland Board Nursing (2013). NCLE-RN first time candidate performance for Maryland schools FY 2013: July I, June 30, Retrieved from stats.html. National League for Nursing. (2011). Academic progression in nursing education. NLN Vision Series. Robert Wood Johnson Foundation. (2014, April). Summary ofthe 2013 Community College Presidents' meeting and progress in the year since it was convened. Retrieved from Colleges Paper FINAL.pdf University ofmaryland School ofnursing (2013). Mission & vision. Retrieved from Zuzelo, P.R. (2001). Describing the RN-BSN learner perspective: concerns, priorities, and practice influences. Journal ofprofessional Nursing 17(1 ),

10 ACommunity of Colleges & Universities 312 Marshall Avenue, Suite 205 Laurel, MD (toll-free) March 13, 2014 Dr. Janice J. Hoffman Assistant Professor and Assistant Dean for the Bachelor of Science in Nursing Program University of Maryland School of Nursing 655 W Lombard Street, 505H Baltimore, MD Dear Dr. Hoffman: The general mission of both Howard Community College (HCC) and Prince George's Community College (PGCC) is to serve tile educational needs. ofresidents in both counties. In an effort to increase access to academic, continuing education and workforce development programs and initiatives, the two colleges formed a partnership, the result of which was the establishment of the Laurel College Center (LCC). Howard Community College (HCC) and Prince Georges Community College (PGCC) are pleased for the opportunity to partner with the University of Maryland Baltimore to increase the number of baccalaureate prepared registered nurses within the state.,both institutions have demonstrated track records of developing, implementing and supporting a variety of career options within the nursing profession. We recognize the importance of expanding partnerships to include baccalaureate education, and beyond. Partnering with the University of Maryland Baltimore on this endeavor at the LCC, a regional higher education center will expand the opportunities of registered nurses graduating from HCC and PGCC by allowing graduates to access a campus site in close proximity to the main campus; and more importantly, providing an alternative delivery method. This opportunity for collaboration would extend.the reach of mission for all three institutions. Therefore, the policy and coordinating council (PACC) on behalf of the LCC, fully supports the University of Maryland Baltimore's request for funding, through the University System of Maryland, to develop and implement a plan to offer the Registered Nurse to Bachelors of Science in Nursing (RN to BSN) option at the Laurel College Center. We look forward to partnering with you on this important venture.,,sincjrely,.~ -.C C.a}e n~ (._...--"Ly~;;~-t~man, CPA Chair, Policy and Coordinating Council Laurel College Center

11 Name: Prerequisite Course List All applicants for the Traditional BSN, RN to BSN/MS, and CNL programs are required to complete this form. Prerequisite courses must be completed prior to enrollment in the University ofmaryland School of Nursing o Applicants who have not earned a bachelor's degree are required to complete all 59 prerequisites. o Applicants who have already earned a bachelor's degree are required to complete only the prerequisite courses that are in bold. *Denotes course that must have been taken in the past 10 years. (This does not apply to current registered nurses.) Required Prerequisite Course Course Number Narne ofthe Institution Where Term and Year the the Course was Completed or is Course was Completed Expected to be Completed or is Expected to be ISAMPLE- English I IIENGL 101 II Univ. ofmd College Park II Spring 2010 English I English II General Chemistry * w/ lab (4 credits) Anatomy & Physiology I * w/lab (4 credits) Anatomy & Physiology II * w/ lab (4 credits) Microbiology*.. w/lab (4 credits) Intro to Psychology Intra to Sociology Human Growth and Development Social Science Elective College Algebra, Calculus, or Precalculus (3credits) Statistics Humanities Elective Humanities Elective Humanities Elective Nutrition (3 credits}_ General Elective (4 credits) General Elective.... Completed Social Scwnce Electives: Anthropology, Economics, Geography, H1st01y, Political Sc1ence, Cnmmal Justice, Women's Stud1es, additional Psychology, or Sociology. Humanities Electives; Theory courses taken from at least two different depmiments- Art, Music, Theatre, Dance, Communications, Philosophy, Literature, Religion (if completed at a non-religiously affiliated school), Language, Speech, Math, Women's Studies. General Electives: Any additional courses, academic in nature, that are not below the 100 level- English as a Second Language is not accepted and no orientation courses are accepted. II

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