1 Massachusetts Department of Higher Education 3rd Statewide Nursing Initiative Summit Creativity and Connections: Building the Framework for the Future of Nursing Education and Practice The Future Is Now
2 Today s Agenda Where we began Our Structure and process Our Outcomes to date Lessons Learned along our Journey Widening the Circle: Expanding our Work The National Context
3 MASSACHUSETTS DEPARTMENT OF HIGHER EDUCATION The Nursing Initiative Goals To rapidly increase the number of skilled nurses To increase nursing faculty To design a nursing education system to meet future demands Objectives Expand education and practice partnerships Build regional and statewide models Address quality issues
4 MASSACHUSETTS DEPARTMENT OF HIGHER EDUCATION The Nursing Initiative The funding $500,000 Legislative allocation $ 1 million allocation 2008 $ 2 million allocation (reduced to $1.39) 2009 $ 1 million budgeted (reduced to $498,000) 2010 $ 635,000 allocated 2011 Evidence based planning process Draw upon existing data and emerging best practices Began with Partnership survey
5 Nursing Initiative Statewide Advisory Committee Legislature Education DHE College Presidents Faculty Industry MHA Senior Care Business Roundtable Foundation Tufts Health Plan Community AARP Statewide Advisory Committee (DHE / MHA) Nursing Education BSN (MACN) ADN (MARILN) Nursing Practice MONE MCN MARN INHL Board of Registration in Nursing Workforce Development EOLWD CommCorp
6 The Partnership Survey Compelling Forces: Three Common Statewide Needs Enhanced clinical and educational competence of faculty Better preparedness of students, including: More laboratory space Improved critical thinking skills Programs to assist in transition into work/clinical settings (mentor/intern programs) New approaches to nursing education Curriculum that is aligned with today s demanding nursing practice Unified, standardized with seamless and coordinated curriculum across all nursing programs Accelerated nursing pathways at all levels Better coordination of clinical placements to decrease competition Increased use of simulation in education and practice settings
7 MASSACHUSETTS DEPARTMENT OF HIGHER EDUCATION
8 Project Framework
9 Creativity and Connections BUILDING THE FRAMEWORK FOR THE FUTURE OF NURSING EDUCATION AND PRACTICE Nurse of the Future Project
10 Volunteers Who Sustain the Effort MACN BORN BSN MA Center for Nursing Senior Care Association Home Care Alliance DHE/ MONE co-chairs Staff Nurse MARILN ADN Faculty LPN Program Dean CCNE
11 Competency Group Members Judy Beak MACN Karen Cervizzi Manning MCN/faculty Gino Chisari MONE Susan Conrad MACN Eileen Costello MARILN Pat Creelman CC Director Thomas Connelly MACN Sharon Gale MONE Gayle Gravlin MONE Antoinette Hays MACN Laurie Herndon MA Senior Care Elizabeth Kudzma CCNE/Faculty Janet Lusk MARILN Karen Melillo MACN Stephanie Mello Home Care Assoc. Carol Miller Staff f Nurse Council Judith Pelletier BORN Marybeth Pepin LPN Director Kathleen Scoble MACN Janet Secatore MONE Paulette Seymour Route MONE Maureen Sroczynski DHE Mary Tarbell MARILN Cynthia Stewart MA Senior Care Erin Mawn DHE
12 Our Way of Being Together
13 Practices of Circle Listen with attention Speak with intention Contribute to the well-being of the group Everyone should feel listened to, respected and valued
14 Creativity and Connections Agenda Day One: Understanding Best Practices National Council of State Boards New Graduates Survey The Oregon Model Collaborative Education Model AONE Future Care Delivery Model DHMC Simulation to Increase Competence and Confidence Day Two: Brainstorming Solutions
15 Creativity and Connections Meeting Outcomes Agreement on Priorities Creating a seamless progression through all levels of nursing education Developing sufficient consensus on competencies to serve as framework for educational curriculum Developing a statewide nurse internship/preceptor program Establishing a formal coalition to foster ongoing partnership between nursing education and practice
16 Our Structure: Where we began Nurse of the Future Project DHE Competency Development Group MONE Academic Practice Integration Committee Transition into Practice Curriculum for the Future
17 Assumptions for the Model Our Five Shared Beliefs Education and Practice partnerships are key to developing an effective model. Nursing education and practice setting should facilitate individuals to move more effectively move through the educational system. An integrated practice/education competency model will positively impact patient safety and improve patient care. Nursing practice should be differentiated according to the registered nurse s educational preparation and the level of practice and further defined by the role of the nurse and the work setting Practice environments that support and enhance professional competence are essential.
18 Assumptions for the Model Our Five Shared Beliefs It is imperative that leaders in nursing education and practice develop collaborative curriculum models to facilitate the achievement of a minimum of a baccalaureate degree in nursing (BSN) by all nurses. Advancing the education of all nurses is increasingly being recognized as essential to the future of nursing practice. Evidence has demonstrated that nurses with higher education levels have a positive impact on patient care.
19 Assumptions for the Model Our Five Shared Beliefs There is a need to develop a more effective educational system that is capable of incorporating the shifting demographics in order to prepare the nursing workforce to respond to current and future health care needs and population health issues. The competencies are designed to be applicable across all care settings and to encompass all patient populations across the lifespan. In this global society, essential to the care of diverse populations is the need for evidence-based knowledge and sensitivity to variables such as age, gender, culture, health disparities, socioeconomic status, race, and spirituality.
20 Assumptions for the Model Our Five Shared Beliefs The nurse of the future will be proficient at a core set of competencies. There is a differentiation in competencies among practicing nurses at various levels. Competence is developed over a continuum and can be measured Nurse educators in both education and practice settings will need to use a different set of knowledge and teaching strategies to effectively integrate the Nurse of the Future competencies into curriculum.
21 The Process Began with Questions What are the models that are out there for competencies? What competencies are currently being used in Massachusetts? What do we need to develop a common framework for the future in Massachusetts?
22 The IOM Vision 2003 All health professionals should be educated to deliver patient centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics.
23 Innovation Process New Approaches to Curriculum Act Plan Creativity and Connection Process Pilot Models Gap Analysis Study Do Competencies Faculty Feedback RWJ/IHI
24 Massachusetts Patient Demographics Education and Practice Competencies NCLEX Test Questions Draft Document for review 2007 Statewide Summits NOF Competency Committee Sub group Drafts Joint Meetings All Day Retreats Sub group Re- Drafts Regional Meetings Local Meetings MONE MACN MARILN OCNE AACN CCNE NLNAC IOM ACGME QSEN AONE An Innovation Process Adapt and Spread Final Document 2010 DHE Website Feedback Schools & Practice Site Meetings Gap Analysis Pilot Models Competency Committee Review and feedback redraft
25 Ten Core Nursing Competencies In 2010 publication Nursing Knowledge as foundation Communication Quality improvement Safety Evidence-based practice Patient centered care Leadership Teamwork and Collaboration Professionalism Informatics Systems Based Practice
26 First Competency Document 2007
28 Quality Improvement The Nurse of the Future will use data to monitor outcomes and care processes, and use improvement methods to design and test changes to continuously improve the quality and safety of healthcare. Knowledge Attitudes/behaviors Skills Describes the nursing context for improving care Understands that the nurse and care delivered is part of a broader health care system. Recognizes that quality improvement is an important part of being a nurse. Recognizes that interdependent relationships and a professional work process are important to quality improvement. Actively seeks information about quality improvement from relevant institutional, regulatory and local/national sources. Participates in the use of quality improvement tools (such as flow charts, cause & effect diagrams) to make processes of care interdependent and explicit Explains the importance of variation and measurement in providing quality nursing care. Describes approaches for changing processes of care in which the learner is involved. Appreciates how unwanted variation affects care and how standardization can support quality patient care. Recognizes the value of what individuals and teams can do to improve care. Participates in the use of quality measures (such as control and run charts) to assess performance and identify gaps between local and best practices. Participates in the use of measures to evaluate the effect of changes in the delivery of care.
29 Nurse of the Future Core Nursing Competencies These competencies are the expectations for all professional nurses of the future. The Knowledge, Attitude and Skills (KAS) grids are the minimal expectations for initial nursing practice following completion of a prelicensure professional nursing educational program.
30 Core Competency Comparisons IOM ACGME QSEN NOF Apply Quality Improvement Practice based Learning & Improvement Systems Based Practice Quality Improvement Safety Quality Improvement Safety Systems based practice Provide Patient- Centered Care Patient Care Interpersonal & Communication Skills Patient Centered Care Patient Centered Care Communication Leadership Work in Inter- Disciplinary Teams Professionalism Teamwork and Collaboration Teamwork and Collaboration Professionalism Employ Evidenced- Based Practice Medical Knowledge Evidence based practice Evidence based practice Utilize Informatics Informatics Informatics
31 NOF COMPETENCIES Nursing Knowledge Patient Centered Care Professionalism Communication System Based Practice Teamwork/Collaboration Evidence Based Practice Quality Improvement Safety Informatics NLN ASSOCIATE DEGREE COMPETENCIES (2000) Content is found across all competencies Clinical decision making Caring Interventions Assessment Professional behaviors Caring Interventions Managing care Communication Teaching and learning Collaboration Clinical decision making Clinical decision making Clinical decision making Caring interventions
32 NOF COMPETENCIES Nursing Knowledge Patient Centered Care Professionalism Communication System Based Practice Teamwork/Collaboration Evidence Based Practice Quality Improvement Safety Informatics NLN ASSOCIATE DEGREE COMPETENCIES (2000) Content is found across all competencies Clinical decision making Caring Interventions Assessment Professional behaviors Caring Interventions Managing care Communication Teaching and learning Collaboration Clinical decision making Clinical decision making Clinical decision making Caring interventions
33 Leadership NOF COMPETENCIES NLN ASSOCIATE DEGREE COMPETENCIES (2000) Managing care Collaboration Professional behaviors
34 Nurse of the Future (NOF) AACN. (2008). Essentials of Baccalaureate Education for Professional Nursing Practice (adopted by AACN 10/28/08) Quality Improvement Safety Leadership Patient-centered Care Communication Systems-based practice Teamwork and Collaboration Quality improvement Continuous quality improvement Safety Basic organizational systems leadership Patient-centered care Communication, including elements, levels, barriers, models Interprofessional communication and collaboration Baccalaureate generalist nursing practice Basic organizational systems leadership Health care policy, finance and regulatory environments Team building and collaborative strategies Interprofessional collaboration
35 Nurse of the Future (NOF) AACN. (2008). Essentials of Baccalaureate Education for Professional Nursing Practice (adopted by AACN 10/28/08) Professionalism Professionalism and professional values Evidence-based practice Scholarship for evidence-based practice Nursing Knowledge Liberal education Discipline of nursing Informatics Information literacy Information management and patient care technology
36 NOF Bologna Communication Systems-based practice Teamwork and Collaboration Professionalism Nursing Function Promotion of Health Information and Education Caring Planning Coordination and Management Functions Nursing Function 1.1 Promotion of Health Planning Coordination and Management Functions Nursing Function 1.2 Information and Education Collaborative Functions Research 4Planning Coordination and Management Functions Collaborative Functions Research Planning Coordination and Management
37 NOF Bologna Quality Improvement Research and Development Planning Coordination and Management Functions Safety Planning Coordination and Management Functions Patient centered care Nursing Function 1.1 Promotion of Health 1.2 Information and education 1.3 Caring for Patient Leadership Collaborative Functions Planning Coordination and Management Functions
38 NOF COPA 1999 Quality Improvement Safety Accountability and responsibility; performance appraisals and QI (5d) Assessment and Intervention Skills osafety and protection (1a) Leadership Leadership (6) Management Skills Teaching Skills (7) Patient Centered Care Human Caring and Relationship Skills oclient advocacy (4c) Communication Communication Skills (2) Systems Based Practice Teamwork and Collaboration Human Caring and Relationship Skills ocultural respect, cooperative interpersonal relationships (4b) ocollaboration; assertiveness, risk taking (6a) Knowledge Integration Skills onursing healthcare and related disciplines (8a)
39 NOF COPA 1999 Professionalism Evidence Based Practice Nursing Knowledge Professional Accountability, role behaviors, appearance (6d) Planning, anticipating, supporting with evidence (6c) Knowledge Integration Skills (8) Teaching Skills Health Promotion; health restorations (7a) Human Caring and Relationship Skills Morality, ethics, legality (4a) Informatics Computing skills (3c)
40 Testing the Model Gap Analysis Definition Technique for determining the steps to be taken in moving from a current state to a desired future state. It begins with (1) listing of characteristic factors (such as attributes, competencies, performance levels) of the present situation ( what is ), (2) cross-lists factors required to achieve the future objectives ( what could be ), and then (3) highlights the gaps' that exist and need to be 'filled.' Also called need-gap analysis, needs analysis, and needs assessment. Source Business Dictionary Online
41 Massachusetts Nursing Education Redesign Phase One: Gap Analysis Endicott College in partnership with Beverly Hospital/Northeast Hospital Corporation Quinsigamond Community College in partnership with Milford Regional Medical Center, Saint Vincent Hospital University of Massachusetts Amherst in partnership with Baystate Medical Center
42 Phase 2 : Gap Analysis and Curriculum Planning Curry College in partnership with Cape Cod Community College, Quincy College, Hebrew Rehabilitation Center Salem State College in partnership with North Shore Community College, North Shore Medical Center Fitchburg, Worcester State, Framingham state in partnership with Salem state and all their clinical partners University of Massachusetts Dartmouth, in partnership with Bristol Community College, Southcoast Hospitals Group
43 Phase 3: Integrated Curriculum Model Springfield Technical Community College in partnership with UMass Amherst, Baystate Medical Center and regional collaborative of healthcare facilities, nursing programs and the Hampden County Regional Employment Board- CANDO project * *Western Mass Nursing Collaborative
44 Learning From the Gap Analysis There is a need for a common language between education and practice. Competencies with the largest gaps in curriculum: System Based practice Informatics Quality Improvement Evidenced based practice Communication Both ADN and BSN programs had gaps Practice needs to be involved early in the education process A collaborative curriculum model will be developed by fall of 2009
45 Collaborative Curriculum Model ADN to BSN Springfield Technical Community College University of Massachusetts, Amherst Baystate Health
46 The Redesign Process Initiation of a Dedicated Education Unit for students entering STCC and continuing to UMA to earn their BS degree Regular planning meetings between academic and practice partners Intra institutional work Inter institutional work Approval process Approval by STCC/UMA committees Approval by BORN and accrediting agencies Implementation Process Development of Advisor role Admission process Ongoing work with Nursing Faculty Cost Analysis
47 Appendix B The Outcome: Pilot Model STCC Associate Degree in Nursing UMass Amherst RN-BS Online Nursing Degree program Program of Study STCC: Pre-Associate Degree STCC: Associate Degree Year One STCC: Associate Degree Year Two UMASS: RN-BS Online Degree FALL: PSYC 100 Gen Psych (3) (SB) FALL: NURS 102 Nursing 1 (8) FALL: NURS 302 Nursing 3 (9) FALL: N397A Writing in Nursing (3) CHEM 101 Survey Chem (4) (PS) NURS 104 Nursing Seminar (1) BIOL 121 Microbiology (4) (BS) # N312 Cultural Diversity in Health CHEM 101 Survey Chem Lab PSYC 400 Normal/Abnormal (3) # BIOL 121 Microbiology Lab and Illness (3) General Education course (3) * General Education course (3) * Elective course (3) ** ENGL 100 English Comp 1 (3) (CW) BIOL 132 Anatomy & Physiology 1 (4) (BS) # BIOL 132 Anatomy & Physiology 1 Lab SOCL 100 Sociology (3) (SBU) N XXX Community Health Nursing Theory and Intervention (Gerontology focus) (4) SPRING: BIOL 142 Nutrition (3) (BS) # STAT 142 Statistics (3) (R1/R2) # Elective course (3) ** Elective course (3) ** Elective course (3) ** 15 SPRING: NURS 202 Nursing 2 (9) BIOL 232 Anatomy & Physiology 2 (4) (BS) # BIOL 232 Anatomy & Physiology 2 Lab PSYC 325 Lifespan (3) (SB) NURS XXX Pharmacology (3) 19 SPRING: NURS 402 Nursing 4 (9) NURS 404 Nursing Seminar (1) ENGL 200 English Comp 2 (3) (AL) Elective course (3) ** NCLEX Licensure SUMMER DEU / Immersion experience (3) N315 Health & Physical Assessment (3) 16 WINTER: N 290 Introduction to Healthcare Informatics (3) 3 SPRING: N420 Intro to Research in Nursing (3) N438 Professional Role (3) N XXX Family Nursing Across the Lifespan (includes genetics, assessment) 4) NXXX Elders Theory Prep Course (1) Key: Total STCC credits 70 Total UMASS credits 61 Total credits 13 10
48 The Outcomes Program Credits Total STCC credits 70 Total UMASS credits 61 Total credits 131 Generic BSN UMass credits- 120 Cost Difference Traditional 4 year UMA BS program- $52,608 Seamless AD-BS Curriculum- $27,432 Savings $25,176
49 Key Elements for Success Inclusion of Practice Partner Counseling support for students Financial support for students Funding for project
50 The Nurse of the Future Lessons Learned An iterative process of innovation Divergence and convergence are part of the process Circle methodology allows everyone to feel heard and valued Volunteer time sustains and at time complicates the process Move forward with the Coalition of the Willing
51 The Massachusetts Model Creativity and Connection: Building a Framework for the Future of Nursing Education and Practice DHE Competency Development Group Nursing Core Competencies MONE Academic Practice Integration Committee Transition into Practice Curriculum and Practice Models for the Future
52 Final Competency Document 2010 Available at
54 Competency Dissemination Massachusetts Curry College Elms College Endicott College Fitchburg State Univ. Framingham State Univ. Greenfield CC Mass Bay CC Northeastern Univ. Salem State Univ. STCC UMass Amherst UMass Dartmouth Westfield State Univ. Worcester State Univ. Cooley Dickinson Baystate Medical Center Lahey Clinic MGH Milford Regional Hospital Northeast Hospital Group Quincy Hospital
55 Competency Dissemination New Hampshire Colby Sawyer College Franklin Pierce University St. Anselm College Manchester CC Nashua CC New Hampshire Technical Institute Rivier College University of NH system- Keene State Plymouth State Catholic Medical Center Dartmouth Hitchcock Medical Center Elliot Hospital Southern New Hampshire Medical Center
56 Competency Dissemination Rhode Island Community College of RI Rhode Island College St. Joseph s School of Nursing Salve Regina University of Rhode Island Fatima Hospital Kent Hospital Miriam Hospital Newport Hospital Rhode Island Hospital St. Joseph s Hospital Visiting Nurse Services of RI VA Nursing Academy Women s and Infants Hospital
57 Competency Dissemination Other AARP Center to Champion Nursing in America Health Science Research Associates Marlene Kramer Lawrence Memorial Hospital Connecticut University of Maine Fort Kent Maine Partners Investing in Nursing s Future Statewide grant Washington State Center for Nursing AJN publication April 2010
58 Widening the Circle The Regional and National Perspective
59 Widening the Circle Massachusetts, New Hampshire and Rhode Island Working Together Robert Wood Johnson Partners Investing in Nursing s Future (PIN) Grant
60 Creativity and Connections: Creating a Regional Nursing Education Framework Tufts Health Plan Foundation is Foundation leader Faculty Scholarships - $250,000 to be used as match Secured additional $106,000 in funding Each state is at a different stage of the journey but we all have the same goal.
61 Regional Model Tufts Health Plan Foundation (THPF) Matching Funds $250,000 Regional Coordinating Council Massachusetts Hosp. Education & Research Association (MHREA) Fiscal Agent RI Coordinating Committee NH Coordinating Committee MA Nursing Initiative Statewide Advisory Committee Faculty Scholarships Centralized Clinical Placements Nurse of the Future Competency Development
62 Outcomes to Date Faculty scholarships MA -29 over 2 years for MS and doctorate education ($250,000) NH-4 for doctoral education ($16, 340) RI- 6 to date MS and doctorate ($30,000)
63 Outcomes to Date Centralized Clinical Placement MA 16,000 placements 92 health care facilities and 76 nursing programs 66% increase in open placements Online orientation added to system NH- 376 placements Reviewing online orientation Will remain on MA system RI- full state participation online orientation
64 Outcomes to Date Education Redesign MA- Funding for more models NH- Three phases of Gap Analysis, Curriculum Planning and New Curriculum Model implementation-$43,000 awarded 4 Partnerships DHMC and Colby Sawyer Franklin Pierce, Elliot Hospital & Manchester CCC New Hampshire Tech. Inst., Rivier College & Catholic Medical Center St. Anselm College, Nashua CC & Southern NH Medical Center
65 Outcomes to Date Education Redesign- RI- $ 89,000 awarded All five nursing programs working together to do Gap Analysis and curriculum planning Expected outcome- One common bridge course for all schools
66 Real change does not come from decree, pressure, permission or persuasion. Real change comes from people who are passionately and personally committed to a decision or direction that they helped to shape. Margaret Wheatley
67 The National Context AARP Center to Champion Nursing In America Carnegie Study : Benner et al. The Institute of Medicine Future of Nursing Report
68 Nursing Education Capacity Summit Teams Sponsored by Dept. of Labor, Robert Wood Johnson Foundation and AARP Center to Champion in America National Summits 18 states selected out of 48 applications for first summit in June 2008 Additional teams invited to All Country Summit in February 2009 Massachusetts invited as an exemplar state for Education Redesign, Advocacy and Messaging and Centralized Clinical Placements National webinar Feb Washington, DC summit panel May 2010 Ongoing learning and support
69 Nursing Education Capacity Summit Teams Areas of Focus Strategic Partnerships and Resource Alignment The Role of Policy and Regulation Increasing Faculty Capacity and Diversity Education Redesign
70 Nursing Education Capacity Summit 18 Participating States 12 more Added California Maryland Virginia Oregon Texas Alabama North Carolina Mississippi Massachusetts North Dakota Wisconsin South Carolina Florida Hawaii Colorado Michigan Illinois New Jersey GA, ID, IN, KY, LA, NE, NM, NY, OH, RI, WA and WV. Added 3/09
71 The National Context
72 The Carnegie Messages What we should teach in nursing? How should we teach nursing? Where should we teach nursing? What will be the work and the role of nurses as we moving into the future?
73 The Carnegie Study Educating Nurses : A Call for Radical Transformation Recommendations For the student experience Introduce pre-nursing students to nursing early in their experience Broaden the clinical experience Develop teaching methods that keep students focused on the patients' experience Develop clinical residences for new graduates
74 The Carnegie Study Educating Nurses : A Call for Radical Transformation Recommendations For faculty Support robust, ongoing faculty development for all who educate nurses Include teacher education courses in master s and doctoral programs Improve the work environment for staff nurses and support them in learning to teach
75 The Carnegie Study Educating Nurses : A Call for Radical Transformation Recommendations For programs From a sharp separation of clinical and classroom to an integration of the two From emphasis on critical thinking to emphasis on clinical reasoning From an emphasis on socialization and role taking to an emphasis on formation (identity and self understanding) Teach for salience and action in particular situations
76 The Carnegie Study Educating Nurses : A Call for Radical Transformation Recommendations For policy changes Come to an agreement about a set of clinically relevant prerequisites Transform diverse pathways into a unified whole Redesign and reconfigure roles of ADN and diploma; Create seamless transitions Develop more ADN to MSN programs After 2012 require all who pass NCLEX to get BSN in 10 years
77 The New Models A paradigm shift from articulation or 2+2 or ADN/BSN to a new system of education and seamless curriculum models Learning activities are as close to actual nursing practice as feasible Preceptors as clinical teaching associates
78 The National Context The Institute of Medicine Report The Future of Nursing: Leading Change, Advancing Practice
79 The IOM Future of Nursing Report Transform Practice Transform Education Transform Leadership Develop better data on nursing workforce
80 The IOM Vision 2010 Messages Nurses should practice to the full extent of their education, training and licensure. Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression. Nurses should be full partners, with physicians and other health professionals, in redesigning health care in the United States. Effective workforce planning and policy making require better data collection and an improved information infrastructure.
81 The IOM Future of Nursing Report Recommendations 1. Remove scope of practice barriers 2. Expand opportunities for nurses to lead and diffuse collaborative improvement efforts 3. Implement nurse residency programs 4. Increase the number of BSN nurses 80% by Double number of nurses with doctorates by Ensure that nurses engage in lifelong learning 7. Prepare and enable nurses to lead change to advance health 8. Build an infrastructure for the collection and analysis of interprofessional healthcare workforce data
82 The IOM Future of Nursing Report Next Steps National Roll out meeting Nov. 30, 2010 MA, RI, NH reps to attend Partnering with AARP Center to Champion Nursing in America for Implementation Regional Awareness Meetings November 30th MONE and MACN to co-sponsor Regional Action Coalitions 5 pilots We have received notification that we can start in February We want to expand current regional model We hope Maine, Vermont and Connecticut will join us
83 What would Florence Say Nursing is an unending process of learning. For us who nurse, our nursing is a thing which, unless we are making progress every year, every month, every week, take my word for it, we are going back.".
84 The Future Is NOW!
85 The journey of one thousand miles begins with one step. We have begun the journey We ask that you all join us!
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Janice K. Brewer Governor Arizona State Board of Nursing 4747 North 7 th Street, Suite 200 Phoenix. AZ 85014-3653 Phone (602)771-7800 Fax - (602)771-7888 Joey Ridenour Executive Director Credits/Length
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NURSING PROGRAM 303 Taylor Health Science Center (435) 879-4810 Faculty Program Director Dr. Carole Grady Office: 308 Taylor Bldg. firstname.lastname@example.org (435) 879-4810 Kristy Baron Office: 361 Taylor Bldg. email@example.com
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NURSING PROGRAM 303 Taylor Health Science Center (435) 879-4810 http://dixie.edu/health/nursing To find faculty & staff phone numbers and email addresses, please consult the University Directory http://www.dixie.edu/directory/directory.php.
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