Nursing and Allied Health Initiative FY Education Redesign Grant Program Guidelines

Transcription

1 UNIVERSITY OF MASSACHUSETTS LOWELL, SCHOOL OF NURSING MS NP Capacity Grant Nursing and Allied Health Initiative FY Education Redesign Grant Program Guidelines Interim Project Implementation Report due 10/31/14* Progress made towards stated goals (as noted in Table below) Objectives: A. Assess barriers and motivators to current NP Preceptors/Alumni for adopting new models of NP education in partnership with UMass Lowell. B. Prepare, conduct and evaluate a Faculty Institute for NP Preceptors to provide advanced teaching skill set and to promote a train-the-trainer approach in replicating innovative models of NP education. C. Promote and expand on newly-established NP Attending Model' in partnership with LCHC. D. Determine feasibility for and adoption of NP DEU Model through partnership with the PACE Center for community-based LTC NP student clinical education. E. Conduct focus groups and key informant interviews with key stakeholders in the academic-practice partnership to evaluate impact of innovative NP models of education. F. Disseminate formative and summative evaluation findings in a regional nursing education conference and through MDHE and UMass Lowell and practice partner websites, along with manuscript preparation and submission post-grant completion to peer-reviewed journal for purposes of potential replication and to promote sustainability. Update on coordination of activities per proposed timeline (as noted in Table below) Major Activities/Deliverables, Timetable, Responsible Project Staff/Partner, and Related Objective(s) and Interim Progress Report : Activity/Task/Deliverable Timetable Responsible Project Staff/Partner Develop/Sustain Academic-Practice Partnerships with LCHC and PACE site Program Planning for Development and/or Expansion of Innovative NP Clinical Education Models 2/2014 to 5/2015 2/2014 to 8/2014 Related Objective(s) All stakeholders Objectives C, D Interim Progress Report Ongoing; Kick-off Meeting with Preceptors held ; onsite meetings at LoCHC and with PACE Partners; frequent communication All Stakeholders Objective C All 10 modules developed and uploaded. Recruit, conduct and complete content analysis on qualitative key informant and focus group interviews with current 2/2014 to 6/2014 Objective A Focus Groups held May 2014; key informant

2 2 select preceptors and MS NP alumni to explore motivators and barriers with preceptor role and suggest interventions that may enable adoption of innovative models of clinical education in partnership with UMass Lowell School of Nursing. Recruit NP Preceptors from within PACE site to serve as Dedicated Education Unit for student NPs (N= TBD; target 2-3) Expand NP Attending Model at LCHC, with potential for replicating at other sites, by recruitment of up to 6 NP Attendings to serve 12 MS NP students 4/2014 to 6/2014 4/2014 to 6/2014 (With in-kind support from MS Independent Study: Research Project and/or PhD Grantsmanship students for facilitating data collection, key informant/focus group interview transcription, and data analysis) Partner Liaison at PACE site Consultant/NP Attending Model Preceptor Objective D Objective C interviews completed May- June NP Preceptors recruited and currently have 3 students at 3 sites. NP Attending Model expanded at LoCHC with 2 Attending NP Preceptors and ongoing recruitment for additional NPs as Advanced Preceptors for January 2015 Develop and implement Faculty Institute for NP Preceptors (face-to-face and Webinar/Go-to-Meeting), including preparation of key NP educator curriculum materials, to promote a trainthe-trainer approach in replicating innovative models of NP education by providing advanced teaching skill set to selected Preceptors. 6/2014 to 8/2014 Consultant Objective B Preceptors now have access to 10 Modules, and upon completion, will complete an evaluation of satisfaction and usefulness, and then be provided a Certificate of Completion. These modules will be available for future NP Advanced Preceptors expected to be recruited for January Select MS NP Students for Fall 2014 and Spring 2015 Placements at LCHC for Attending NP Model preceptored experience and PACE DEU Model 6/2014, 1/2015 Objective F All MS NP students invited to apply for consideration to participate in this unique model of clinical education; applications reviewed and students accepted

3 3 and currently completed Semester 1 of their rotation. Prepare rotation schedule for all MS NP Students to have Fall 2014 and Spring 2015 rotation to LCHC Attending Model and PACE DEU NP Model Site 5/2014, 10/2015 PACE site Partner Liaison Objective C, D Clinical rotation schedule prepared, May 2014 and implemented for Fall 2014; additional requests for modification are under consideration for Spring Conduct NP Attending Model and DEU NP Preceptorship Model Faculty Institute training sessions for recruited/selected Preceptors Offer additional Faculty Institute for potential Model Preceptors, both face-toface and webinar Consultant PACE site Liaison Consultant PACE site Liaison Objective B Objective B. Advanced NP Preceptor Faculty Institute training sessions underway. As discussed, will expand to newly recruited preceptors for January Based on evaluative feedback, revisions will be incorporated. Develop website link to Faculty Institute for MS NP Model Preceptors and to Disseminate Information about Models to UMass Lowell School of Nursing Investigators; LCHC and PACE site Partner input Objective F. Wiki site developed, allowing materials/resources to be uploaded. Disseminate formative and summative evaluation findings in a regional nursing education conference, through MDHE and UMass Lowell and practice partner websites MDHE Interim Rept, ; Final Rept, ; Website link, ; Conf. Pres., Lori Keough, Evaluator Val King, Project Director, PI Objective F. As noted, two poster presentations conducted (Oct. 2, 2014 MA Action Coalition HC Workforce Summit; Nov. 7, UMass Lowell Teaching & Learning Symposium; Abstract submission for April 2015 podium presentation at NONPF. Will be preparing abstract for submission for St. Anselm s

4 4 Nursing Education Conference when call becomes available. Complete summative evaluations to compare and contrast differences and similarities between practice partners, faculty, preceptor and student satisfaction among innovative NP education models compared with traditional one-on-one MS NP preceptored experiences. Evaluate impact on increasing NP clinical placement capacity while decreasing requirements for numbers of UMass Lowell NP faculty site visits and actual clinical placements needing to be established. Disseminate findings in a regional nursing education conference and through MDHE and UMass Lowell and practice partner websites, along with manuscript preparation and submission post-grant completion to peer-reviewed journal for purposes of potential replication and to promote sustainability Lori Keough, Evaluator (with Independent Study: Research Project students assisted with data collection and analysis) Summer 2015 and beyond Lori Keough, Evaluator, Project Director; PhD and MS Research Project Students involved in data collection/analysis (Inkind); Objective E. Objective F. Detailed formative evaluation conducted and completed by Evaluation Research Consultant; see addendum/appendix for details. Findings actively being disseminated; manuscript preparation will begin following NONPF presentation (if accepted) April Changes in the scope/impact of the project Preceptors have expressed that the lack of formal preparation and support for the teaching role discourages NPs from being a preceptor (Fitzgerald, et al., 2012). Providing professional development, such as the proposed Faculty Institute with continuing education/contact hours offered, proposes to promote the education and support that these Attending NP Model and PACE Dedicated Education NP Preceptors could use to flourish in these super preceptor roles. Using the train-the-trainer model, these individuals could themselves then encourage others to similarly assume such roles. Two innovative models are being suggested in this proposal. In 2013, the NP Attending Model was introduced at the LCHC (LCHC). The LCHC supported a Doctorate of Nursing Practice scholarly project of one of their primary care NPs, Dr. whose implementation demonstrated efficacy in practicum education for [the UMass Lowell MS NP] students while also having positive or budget neutral effect on the productivity of the NP who coordinated and ran this project. In addition, evaluation of quality of care was positive (K. Rajesh, Personal Communication, 2014). LCHC provides opportunities for interprofessional education and practice also noted as key in the Institute of Medicine s Future of Nursing Report (2011). The DEU NP model will incorporate the PACE clinical agency NP and staff as directly involved in the education of the NP students with the University serving as the liaison and faculty oversight to the NP teacher. For purposes of this proposal, a DEU NP Education Model through the Nevins PACE Center and site program through Elder Service Plan of North Shore, Inc., is being proposed as an innovative strategy for maximizing NP

5 5 clinical education and retaining NP Preceptors. This site offers exposure to this well-studied unique elder care model which provides an alternative to nursing home placement. In summary, innovative approaches to clinical education offer promise to all stakeholders who are committed to preparing a highly qualified APRN workforce that will serve future generations of Americans (Fitzgerald, Kantrowitz-Gordon, Katz, & Hirsch, 2012, p. 1, para 2). The proposal submitted to MDHE will explore, develop, expand and promote sustainability by addressing two models: NP Attending and PACE Dedicated NP Education Model that could address the ability to increase capacity of MS NP students while minimizing University faculty resources through strong academic-practice partnerships that these models would exemplify. Status of relationship/support with practice partners Several face-to-face onsite meetings have occurred with the practice partners/advanced NP Preceptors, at both Lowell Community Health Center and the Nevins PACE Center, Methuen, MA. An in-person kickoff meeting with recruited Advanced NP Preceptors was held July 31, 2014 to introduce the models and the Advanced NP Faculty Institute, as well as overview the MS NP Program at the University of Massachusetts Lowell School of Nursing. Ongoing communication via clinical site visits of assigned faculty, as well as s and telephone contact with MS NP Coordinator and Co- Investigator, have allowed for strong and engaged practice partnerships to date. Budget Item Amount Interim Report 01 Principal Investigator [Dr., PI] 2, Faculty/Senior Professional [Dr. Val King, Project Director] 2,000 2, Graduate Student/Senior Research Assistant [In-Kind Independent Study: Research N/A Project MS NP student or PhD student in Grantsmanship practicum course, under UMass Lowell Faculty Advisement] 06 Administrative and Support Personnel [$18/hour x3 hours/wk x52 wks] 2, Total Salaries and Wages 6,808 Fringe Benefits (FY %) Faculty and Undergrad students 56 Fringe Benefits (FY %) Benefited staff Consultant [Dr. Lowell Community Health Center; 30 $100/hr 7,000 5,000 = $3,000; Dr. Lori Keough, Evaluator; 40 $100/hr = $4,000] 11 Supplies [Promotional material for recruitment of NP Preceptors to participate in focus 750 groups; printing, postage, paper; brochures and curriculum materials for the Faculty Institute] 13 Travel [In-State Conf registration, hotel, & mileage to disseminate findings (i.e., St. 1,500 Anselm s Nursing Education Conference, May-June annually), for up to 2 participants] 15 Publication Costs Submission to Peer-reviewed Publication, not Open Access, would N/A be anticipated; no publication costs required 16 Miscellaneous [Stipends of $100/participant for 6-8 participants each in focus groups x2; 2,755 2, $ ; focus group and key informant interview professional transcription services, 3 key informant interviews at 1-hour/each and 2 focus groups at 90 each for a total of hours of transcription at $25/hour x 2.5 hours for each 1 hour transcription; 15 hours at $25/hr = $375; light refreshments for focus groups attendees [In-kind] and monthly academic-practice partnership meetings at $65/month x12 months = $ Miscellaneous [Stipends to NP Faculty Institute Participants of $500 for certificate 10,000 completion, and another $500 for implementing the NP Clinical Education Model during AY; recruitment of 6 NP Attending Model and 2-3 DEU NP Education Model MS Preceptors; $10,000] Modified Total Direct Costs 28,910 Indirect Costs (51%f MTDC) [Maximum to 10% allowed per MDHE] 2, TOTAL COSTS 31,801 10,458.32

6 6 Additionally, opportunities to co-develop and present abstracts for conference submission and poster presentations have occurred and resulted in the following dissemination efforts: The NP "Attending" and NP Dedicated Education Unit: Two Models to Increase Faculty and Preceptor Capacity, Karen Devereaux, PhD, ANP-C 1 ;, DNP, FNP BC 1 ; Lori Keough, PhD, FNP-BC 1, and DNP, FNP-BC 2 1 University of Massachusetts Lowell, College of Health Sciences, School of Nursing 2 Lowell Community Health Center; Poster presentation at the MA Action Coalition Healthcare Workforce Summit: Advancing Nursing, Transforming Healthcare, October 2, 2014, Devens Commons, Ayer, MA (Poster PowerPoint Attached) The NP "Attending" and NP Dedicated Education Unit: Two Models to Increase Faculty and Preceptor Capacity, Karen Devereaux, PhD, ANP-C 1 ;, DNP, FNP BC 1 ; Lori Keough, PhD, FNP-BC 1, and DNP, FNP-BC 2 1 University of Massachusetts Lowell, College of Health Sciences, School of Nursing 2 Lowell Community Health Center; Poster presentation at the 2 nd Annual Teaching and Learning Symposium, UMass Lowell Inn and Conference Center, Lowell, MA, November 6, Innovation in Nurse Practitioner Clinical Education: The NP "Attending" and NP Education Unit, Lori Keough, Valerie King, and. Abstract submitted for podium presentation to the National Organization of Nurse Practitioner Faculties, October 17, Conference October 23-26, 2015, Baltimore, MD (Abstract Submission Attached). Budget issues None at this time Unexpected/major issues or potential barriers to success Advanced NP Preceptor Faculty Institute; 10 modules developed using online Brainshark narrated slides posted to a password protected Wiki site; the University s IT technology issues on the establishment and posting of the Wiki site took longer to resolve than expected. All modules available for NP preceptors to access, complete, and evaluate. Recruitment of Attending Model Preceptors (projected at 4) was less than expected; two Lowell Community Health Center NPs have accepted this role and are implementing as of Fall Expansion of the Nevins PACE Center site was recommended by the partners from Elder Service Plan of the North Shore, Lynn, MA, such that we have students in Nevins PACE Center, Methuen, MA, as well as Gloucester and Beverly.