ILLINOIS ARTICULATION INITIATIVE

Transcription

1 Revised Fall 2002 ILLINOIS ARTICULATION INITIATIVE GUIDELINES FOR NURSING PROGRAMS TO PARTICIPATE IN THE ILLINOIS ARTICULATION INITIATIVE WHAT IS ARTICULATION? Articulation is defined as a process to facilitate transfer and maximize the ability of students to continue their higher education without unnecessary duplication of courses and effort. Through the Illinois Articulation Initiative (IAI), nursing students with appropriate professional credentials will be able to transfer between schools and have their credits acknowledged by the receiving school, if the "sending" institution's general education, supporting, and professional coursework have been approved by the IAI nursing panel. By submitting courses for the nursing major, the institution agrees to participate in that major of IAI. Participation can be full or partial, encompassing all levels of the model articulation curriculum to only the general education coursework and supporting courses recommended in the major. Nursing programs should work through their institutional IAI contact to submit and respond to nursing panel reviews and recommendations. In October 1993, the Nursing Panel of the Illinois Health Articulation Project was established by the Illinois Board of Higher Education, in cooperation with the Illinois State Board of Education and the Illinois Community College board, to develop a model articulated nursing curriculum that spanned the education of certified nurse assistant to licensed practical nurse to associate degree nurse to baccalaureate degree nurse. The panel was composed of representatives from high schools, vocational-technical career centers, community colleges, public and private universities, as well as hospital-based diploma programs and industry. The curriculum model developed by the IAI panel provides for educational mobility in nursing education without duplication of content and competency. The model does this in such a way that testing of applicants who are within five years of initial preparation will not be subject to testing to demonstrate knowledge acquired through prior learning. HOW DOES NURSING FIT IN WITH THE STATEWIDE ARTICULATION INITIATIVE? As one of four health panels considering articulation, nursing began its work shortly after the IBHE and ICCB convened five faculty panels to develop a transferable general education program for Illinois. The Illinois General Education Core Curriculum was adopted in May 1994 and the nursing panel utilized that as the basis for its general education recommendations. Two of the health majors were the first IAI majors to begin development. The first step taken by the nursing panel in October 1993 was to establish an outline of the work to be done. Three sub-committees were formed and charged with 1) developing the assumptions, 2) studying other articulation efforts nationally, and 3) developing nursing competencies for each of the four career levels.

2 2 In the early stages of the panel's deliberations, the nursing panel adopted assumptions to guide its work. As the framework for the process evolved and nursing competencies were developed, the panel expanded the set of working assumptions to include: Articulation is a voluntary process to facilitate educational progress for students. Trust, respect and continued participation are integral parts of the articulation process. Individuals who are pursuing further education should be treated as mature adult learners. Articulation allows for flexibility, choice and diversity. Each educational institution s mission, goals, and standards for admission, progression and graduation are preserved. Secondary education provides the academic preparation for nursing education and practice competencies. Statewide, articulated nursing models can be developed based on competencies and general education needed at each level. Competencies at each level of education build upon previous competencies. Completion of one level of nursing education does not guarantee that a graduate will have the ability and/or desire to progress to the next level. Completion of one level does not guarantee admission at the next level at a specific institution. Nurses in practice and education must collaborate in identifying and promoting levels of competency. Faculty involvement is critical to developing articulation models. Nursing graduates seeking placement through the articulation process must be licensed or certified. Nurse Assistant programs must be Illinois Department of Public Health approved. Originally, the panel felt that National League for Nursing accreditation would be expected of all participants. However, in the process of developing the model, that decision was vetoed by the Steering Committee. All institutions are approved by the North Central Accrediting Association and further approval of the curriculum, especially at the associate degree and licensed practical nurse level is now based on the evaluation of the curriculum meeting the competencies for that level (i.e. the grid). Each individual educational institution is obligated to determine the required professional courses for which credits will be awarded. Each institution must meet the spirit of the nursing model in curriculum and assumptions. The foundation of the nursing curriculum was built on the basic general education panels, thus had some model of expectations. The work of the committee was unique in that it was for a professional discipline responding to the charge to incorporate four levels of education rather than two. The broad mandate was to develop a model that would span programs from certificate in nurse assistant through the baccalaureate in nursing; and from high school and free standing vocational programs to baccalaureate programs of post-secondary education. WHAT DOES THIS MEAN FOR INDIVIDUAL PROGRAMS? Programs that sign on to the articulation initiative through their parent institution accept the general education courses as recommended for nursing (see curriculum at end).

3 3 The institution and the nursing program approve and support the competencies as stated in the model. The institution and programs agree to all assumptions that serve as guide to definition and implementation of the model. The institution and programs agree to participate in at least one level of the articulation model. The institution and programs will indicate which type of articulation can be supported Specific criteria for program participation include: All nursing programs are approved by the appropriate state agencies. Institution is a participant in Illinois Nursing Articulation Initiative and agrees to the nursing articulation model. Curricula of the nursing program meet the expected competencies of the nursing model for each level of participation. Receiving schools should provide the number of credits to be awarded through credit for prior learning using an escrow process or granted to students who have completed the model curriculum with approved courses. In addition, participating receiving schools should provide the total number of hours for lower-division professional coursework that will be granted to transfer students that have fulfilled the nursing model curriculum. All programs will identify the transition process to be used with applicant students. The transition process will be submitted to the nursing panel for review and approval. It is expected that the transition process will state the procedure for application and completion of the process and will include general education and nursing coursework. Participating institutions agree to accept the General Education Core coursework and supporting coursework in transfer for the licensed practice nursing and associate degree nurse curriculum, and baccalaureate nurse curriculum, in addition to the nursing competencies. Students who wish to transfer between cooperating schools without the necessary credential, but with coursework which has been deemed to meet the articulation model, will have to apply for individual assessment by the receiving school. It is part of the spirit of the articulation initiative that prior learning will be identified and acknowledged in a credit generating fashion. Receiving institutions, participating in the nursing major of the Illinois Articulation Initiative, agree to accept the courses approved by the nursing panel. WHAT ARE GENERAL GUIDELINES AND EXPECTATIONS FOR PROGRAMS? Several concepts come together in the nursing articulation model. Those include credit for prior learning, escrow and a transition process. Each will be explained at the proper point in the following set of guidelines with the rationale for including them in the articulation model. An outline showing integration of all concepts in the process of student education mobility concludes this section. Institutions that participate in the articulation initiative must guarantee that their nursing programs will abide by the assumptions and expectations of the nursing articulation curriculum. Programs must assure the panel and colleagues that the curriculum incorporates competencies outlined in the articulation model.

4 4 Programs establish expectations for accepting students into the program. Programs identify the amount of credit held in escrow and the process required for achieving that credit for prior learning. Credit for prior learning is a means of acknowledging that learning requirements for a particular program and/or credential can take place at other than the current program. In nursing, this knowledge base has traditionally been verified through testing of applicants. The testing process has been a point of contention in nursing for some time and has at times been a barrier to further mobility and socialization of the nursing student. The decision of the articulation panel was to acknowledge that nursing roles have some common expectations that can be acknowledged through the credit for prior learning process. To hold credit in escrow is to acknowledge that learning has taken place, but that credit for that learning will not be awarded until certain requirements of the receiving curriculum have been met. Most commonly this takes place when general education courses and a transition process has been completed. The intent of holding credit in escrow is to ensure that applicant/transfer students are able to meet expectations of native students of the same level. Once this process is completed, the receiving school will award those credits held in escrow as credit for prior learning. The transition process is the process of completing requirements of the receiving school that will bring applicant/transfer students to the same curricular point as native students. Most commonly the transition process will include general education studies that are requirements and pre-requisite for the level of nursing study which is being acknowledged and for which entry is sought. In addition to general education courses, there will most probably be a nursing course that introduces the applicant/transfer student to the philosophy and framework of the receiving school. Submit program curriculum information on the grid outlined by the articulation implementation committee. This grid shows/assures receiving school of competencies. The grid must be accompanied by supporting data used for evaluation by the articulation committee. Following evaluation by the implementation committee, programs will be notified of approval or in the event of questions, will be asked to respond to those questions with further information. Determination of approval status will be made following review of the resubmission. Define expectations for applicants in accord with level of education and prior learning. Expectations of the articulation model include: Applicant student must have graduated within the last five years from a state approved program. Programs of the articulation initiative have agreed that no testing of prior knowledge will take place for review of and acceptance of applicant into the receiving school curriculum. Applicant student must meet admission requirements for the receiving school selected by the applicant. Credit for prior learning is the philosophy supported by the nursing panel of the articulation initiative. Since programs prepare student with curricula that differ by

5 5 statement of philosophy and mission, there will be differences in how students prepare for licensure. The common denominator of all applicants for articulation credit is licensure for the Registered Nurse and licensure for the Practical nurse and certification for the Nurse Assistant Credit for nursing at the receiving school will be held in escrow with award of credit following completion of the transition process identified by the receiving school. The minimum number of credits to be earned through the escrow process is 2 for the Nurse Assistant, 15 for the Practical Nurse and one-half the number of Nursing credits in the baccalaureate degree at the receiving school for the Registered Nurse. For applicants who have graduated more than five years prior to application and/or initial enrollment at the receiving school, admission and awarding of credit for prior learning will be based on individual assessment, as determined by the receiving school. State how much credit will be granted for each level of participation by the receiving institution. Credits awarded are not cumulative for an individual student, i.e., one student can receive credits held in escrow for only one level of prior learning. HOW CAN THE INDIVIDUAL STUDENT APPLICANT USE ARTICULATION? Practical Nurse transition, escrow and credit for prior learning Current licensure in Illinois Graduate within five years prior to first active term in either associate degree or baccalaureate program of study Have transfer credit for general education courses outlined in model Credits held in escrow = 15 (minimum) Meet admission expectations of receiving school Complete required transition process Receive 15 units of credit in nursing curriculum of receiving school Continue program to completion meeting all graduation requirements of receiving institution. Registered Nurse (Associate Degree in Nursing/Diploma) transition, escrow and credit for prior learning Current licensure in Illinois Persons awaiting licensure notification may begin the application process no credits held in escrow will be awarded without licensure Graduate within five years prior to first active term in baccalaureate program Have transfer credit for general education courses outlined in the model Credits held in escrow = (minimally) ½ the number of nursing credits for the receiving institution Meet receiving school admission requirements Complete required transition process Receive the credits held in escrow

6 6 Continue program to completion meeting all graduation requirements of receiving institution. HOW WILL THE ARTICULATION INITIATIVE BENEFIT STUDENTS? The articulation initiative will promote educational mobility by acknowledging prior learning through award of credit. Guidelines and statements of the articulation initiative will give specific guidance to students in meeting requirements of sending and receiving schools. Using the informational grid for the articulation initiative (available on the internet) will help students make good choices for their educational paths. The grid outlines opportunities for meeting articulation model requirements. The articulation initiative encourages persons to continue the educational mobility process. HOW WILL THE WEB SITE FOR ARTICULATION BE A BENEFICIAL TOOL? The web site provides information to inquiring students, to counselors and to faculty. There is immediate information available by showing matches of courses with the articulation model. This will help with educational, time and professional mobility concerns. Finally, the web site provides an avenue for schools to respond to inquiries and to publicize efforts that contribute to educational mobility. The website address is Nursing Course Descriptions The course descriptions for the nursing model are below. Content areas are listed and particular course components that the nursing panel considers important are highlighted. Supporting Science Courses Note: The course numbers below are IAI numbers. Your institution may have assigned different numbers to these courses for nursing and pre-requisite courses in other disciplines. NUR 903 and 904: HUMAN ANATOMY AND PHYSIOLOGY I AND II (8-10 semester credits) 1 : An integrated study of the organ systems of the normal human body. Subjects include cells, tissues, skeletal, muscular, central and autonomic nervous system, endocrine, respiratory, cardiovascular, digestive, metabolic, urinary, and reproductive systems. Laboratory includes demonstration or dissection of cat or human cadaver or vertebra and appropriate physiological experiments. Computer simulations, such as Adam, may be used. NUR 905: GENERAL MICROBIOLOGY (3-5 semester credits) Introduction to the study of micro-organisms with special emphasis on morphology, physiology, pathogenicity, and economic importance of bacteria and viruses. Student participation in accomplishing laboratory experiments is designed to acquaint the individual with laboratory procedures and sterile technique. NUR 906: CHEMISTRY I (4-5 semester credits): Topics include the periodic table of elements, basic bonding, atomic structure, stoichiometry of chemical reactions, the gaseous state, solutions,

7 7 condensed phases and phase transitions, and heat and enthalpy of reactions. Laboratory required. Prerequisite: One year of high school chemistry or basic intro chemistry. NUR 907: CHEMISTRY II (4-5 semester credits) 1 : Topics include equilibrium, acids and bases; spontaneous change and equilibrium; electrochemistry and redox reactions; chemical kinetics; fundamental particles, particle and waves; complex bonding, molecular orbitals and spectroscopy; order and symmetry in condensed phases; coordination compounds, and descriptive topics in inorganic chemistry. Laboratory required. NUR 908: ORGANIC CHEMISTRY I (3-5 semester credits): Topics include covalent bonding, alkanes, cycloalkanes; nucleophilic substitution and elimination reactions; alkenes; steriochemistry; alkynes; aromatic compounds; organic halides and organimetallic compounds; and alcohols, phenols, and ethers. Laboratory required. Prerequisite: Chemistry I NUR 910: BIOCHEMISTRY (3-5 semester credits): An advanced undergraduate course emphasizing basic structure, synthesis, regulation and metabolism of carbohydrates, proteins, and amino acids, nucleic acids and lipids. Topics include ph and buffers; enzymes kinetics; bioenergetics; glycolysis, gluconeogenesis and the hexose monophosphate shunt; DNA replication, transcription, translation and regulation of gene expression; and membrane structure, trans-port, receptors and signal transduction. Laboratory not required. Prerequisite: Organic Chemistry. NURSING The Nurse Assistant (NA) provides custodial nursing care in a variety of settings under the supervision of a licensed practical nurse or registered nurse. Individuals are required to attend an approved program of instruction and successfully pass a performance skill test of the legislated, prescribed skills and a written exam. The Practical Nurse (PN) delivers direct nursing care to patients that may be at any stage of the health care continuum, in a variety of facilities and settings. Patients may be at any stage of health care need. Responsibilities include assisting the RN in activities involved in developing a plan of care for patients. Functions associated with care plan implementation are dependent upon the employer and the PN s competency, education and experience, but may include administering medications and treatments, performing skilled technical procedures, as well as providing direct nursing care for individuals. PNs work under the supervision of registered nurses, physicians, dentists or podiatrists. To function as a PN individuals, must meet requirements of the Illinois Department of Professional Regulation and be licensed as a PN in the state of Illinois. The registered nurse (RN) works to promote health, prevent disease, and help patients cope with illness. They are advocates and health educators for patients, families and communities. When providing direct patient care, they observe, assess and record symptoms, reactions, and progress, assist with treatments and examinations; administer medications; and assist in convalescence and rehabilitation. RNs develop and manage nursing care plans; instruct patients and significant others in proper care; and work with individuals to take steps to improve or maintain their health. The employing institution usually determines daily job responsibilities. To function as an RN, individuals must meet requirements of the Illinois Department of Professional Regulation and be licensed for professional nursing practice in the state of Illinois.

8 8 Building a Career in the Nursing Profession The Nursing curriculum has been designed to allow easy movement between levels of awards/degrees. In addition to completing certificates, diplomas or degrees at the various levels, transferring credits/awards between levels may require completion of a transition process. The transition process is the process of completing requirements of the receiving school that will bring applicant/transfer students to the same curricular point as native students. Most commonly the transition process will include general education courses that are requirements and pre-requisite for the level of nursing study which is being acknowledged and to which entry is sought. In addition to general education courses, there will most probably be a nursing course that introduces the applicant/transfer student to the philosophy and framework of the receiving school. Students who wish to pursue a career in nursing can begin in high school by completing 15 units required for college admission (4 years of English, 3 years of mathematics, 3 years of science, 3 years of social sciences, and 2 years of health occupations courses including an approved nurse assistant curriculum) or complete an approved Nurse Assistant (NA) course of study at a community college or private institution. High school students may also complete a Tech Prep program in nursing that leads either to a Practical Nurse (PN) or Associate Degree Nurse (ADN). Students who wish to transfer into a baccalaureate degree in nursing (BSN) may complete a Diploma, NA, PN, or ADN program either in career-ladder fashion or as an individual program. To transfer from a PN program to a Diploma, an ADN or BSN program, students must complete a minimum of 10 semester hours of general education, 4 additional semester hours of anatomy and physiology, and professional and clinical coursework. To transfer from a Diploma or an Associate of Applied Science (AAS) degree in Nursing to a baccalaureate program, students should complete a minimum of 16 semester hours of general education, 8 semester hours of support science, and professional and clinical courses. For optimum transfer, students should also complete additional courses in chemistry, mathematics, and humanities. Students may also complete an Associate of Arts (AA) or Associate of Science (AS) degree in Pre-Nursing and transfer into a baccalaureate program in nursing. The advice of both community college and university nursing faculty members is important prior to transfer, in order to determine the specific graduation requirements of the receiving institution. P.N A.D.N. A.A./A.S. General Education Core Courses semester credits Communications semester credits C1900 First course in Writing Sequence C1901, Second course in Writing Sequence, 2900 Oral Communication C1900 Minimum 2 of 3 All three courses Mathematics M1902 General Education Statistics None M semester credits Social/Behavior Sciences semester credits S6900 General Psychology I S7900 Introduction to Sociology S6900 Both Both Humanities/Fine Arts 3 9 semester credits Life/Physical Sciences semester credits See Supporting Science Courses below 1 Appropriate general education courses are described in the Illinois General Education Core Curriculum. 2 Since completion of the PN and ADN degree does not fulfill the requirements of the Illinois General Education Core Curriculum (GECC), students will need to complete the general education requirements of the school to which they transfer unless they choose to complete the GECC before transferring.

9 9 Supporting Science Courses semester credits (Students should check whether support courses also fulfill general education at the institution of choice) Human Anatomy and Physiology I and II semester credits Microbiology semester credits Additional Support and Elective Courses semester credits Chemistry (General Education Organic Chemistry or Organic Chemistry I or General Chemistry II or Biochemistry semester credits Electives 3-10 semester credits Number of Clinical and Professional Courses for Possible Transfer 15 One-half of nursing credit hours in BSN at receiving institution (professional coursework only) In addition to general education course, prerequisite supporting courses, and other specific requirements, student may also have to complete a transition or transition process that will vary from one institution to another.