Dean: For BSN (undergraduate) and PhD (Tier 3), we will align with UW tuition increases.

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1 Introduction This form is used to capture information to be discussed in the annual budget meetings with the Provost and each School or College. The questions are aimed at gathering data in regard to strategic plans, process improvements and efficiencies, the academic environment and to offer each unit a chance to submit any other data of importance. Complete the questions below and submit to the appropriate subject area folder in the documents section of the Planning and Budgeting PEI SharePoint site. Instructions will be available on the site to assist in the submission of your files. College or School: School of Nursing Person submitting material: Eric Hausman Dean: Marla Salmon Phone # of person submitting material: Academic Planning 1. What are your tuition recommendations for the upcoming academic year ? Are you requesting any new tuition categories or rate changes? ANSWER: Recommendations for increases to tuition are made to: 1) increase student financial aid to 9%, 2) increase access for students through provision of more aid, 3) move to a full costing model (understanding and acknowledging true program costs for teaching and administrative support), and 4) build a School reserve. For BSN (undergraduate) and PhD (Tier 3), we will align with UW tuition increases. For state assisted MN and DNP (own tier) we plan to increase 9% but no more than 16% for WA state residents in order to gain parity between programs and meet the goals above. These programs include Community Health (MN and DNP), Psych/Mental Health Nurse Practitioner (DNP) and Pediatric Nurse Practitioner (DNP). No increase will be made to non-resident tuition as it is already higher than most. For PCE graduate specialties (selected MN, DNP, MS, and Graduate Certificate specialties), we are modeling a 9% fee increase. For the fee-based Master of Science program, Clinical Informatics and Patient Centered Technologies (CIPCT), we plan to increase the fee by 3-5% (using SON cost driver model to accurately reflect School operational costs). This increase is lower due to the distance learning-only approach which is non-clinical and the fact that the program is shared with Medical Education and Biomedical Informatics (MEBI), which uses fewer School resources. For our PCE undergraduate program (ABSN), we expect to stay at the current tuition rate. AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 1

2 2. What are you anticipating for enrollments for the upcoming academic year ? Are you expecting growth or reduction or status quo? ANSWER: The School of Nursing is developing methodologies to assess its curriculum and cost out programs and courses in order to best determine enrollment targets and a plan to map curriculum to available resources. In this transitional year, we expect that: With the School faculty/leadership-recommended pause of admissions to the MN program for graduate clinical specialties (clinical nurse specialist; nurse practitioner; certified nurse midwife), the overall MN enrollment will drop in some specialties by as much at 25% for the upcoming academic year. In response, the School plans to admit more DNP students. DNP enrollment targets have not yet been set, though the overall number of DNP students may not offset the reduction in MN enrollment. Recruitment efforts are being revisited to focus attention on increasing DNP applications. Undergraduate enrollments should remain level. PhD enrollment may also be lower (as it is with peers) due to the fewer number of applicants applying this year. 3. Other? ANSWER: Utilizing the Strategy Map that was adopted in August 2011 and the SoN s distinctive competencies (as noted in the Sustainable Academic Business Plan (SAPB), page 12); the School will prioritize the focus of its research, educational program offerings, and service. See Sustainable Academic Business Plan (SABP) including the Roadmap of Initiatives and Time Sequence (Roadmap pages 18-22) for further details. Also, the School will improve the student experience by facilitating transparent and frequent communications in a predictable way, increasing financial aid, collaborating with student organizations to enhance their effectiveness and visibility within the School, and simplifying web access to information students need. The School will also increase its focus on creating innovative learning experiences, improving access and an environment that inspires and engages diverse students, faculty, and staff. Planning is also now underway to reorganize and consolidate DNP options into one programmatic offering and to submit HRSA training grants. AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 2

3 Strategic Planning and Reporting 1. What are the strategic priorities, plans and goals for your department/school/college? ANSWER: The mission of the School of Nursing is to advance nursing science and practice through generating knowledge and preparing future leaders to address local, national and global societal needs. As such excellence in teaching, research, and service are core to the School, including meeting workforce needs. The UW School of Nursing-Seattle Campus Strategy Map , SABP, p 12 illustrates all strategic goals, including five strategies (highlighted in red on the Strategy Map) that are 2012 priorities Strengthen research infrastructure and support to advance research excellence Develop and sustain strategic relationships and collaborative partnerships Develop a sustainable, transparent and effective financial model Establish effective decision making and implementation processes Cultivate a supportive climate that embraces trust, collaboration, creativity and productivity 2. What is your progress toward these goals? ANSWER: Strategic workgroups have been chartered and are meeting regularly to address the 5 strategic priorities for 2012: research, partnerships, SABP, governance, and climate. A coordinating team of workgroup leaders, sponsors, and facilitators meets monthly to report on the progress of each workgroup and coordinate activities. 3. What metrics do you use to measure your progress? ANSWER: During the FY 2012, the School will build an operational dashboard and tracking process that will contain metrics to measure progress on each of its strategic priorities. This dashboard will reflect student and partner satisfaction; research, teaching, and service metrics; financial measures, process cycle times, and progress on organizational development including climate. Timelines for implementation will be determined and monitored. 4. Describe other strategic accomplishments by the School/College, or departments during the last year. ANSWER: See attached list of SoN accomplishments in the areas of research, scholarship, curricular enhancements, fiscal process improvements, and organizational development. AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 3

4 Process Improvements 1. What process improvements have been affected in the last 12 months that have made your unit more effective? ANSWER: The School has made many changes that improve the experience and interaction with SoN for students, volunteer alumni, donors, clinical partners, and the general public. It has also made changes that save time for faculty and staff and reduce operations expenses by simplifying, and increasing the reliability, accuracy, and accessibility of systems and information. These improvements include changes in the following processes: a. Course offerings: Departments have collaborated to optimize course offerings, improve access, and reduce the number of times some courses are offered. This is a work in progress with much more to do and will result in cost savings. b. Student applications: Created online ABSN and BSN application processes to streamline the student experience and permit downloading of application data to the SoN database. c. Data management: Managed complex data query reports for multiple SoN individuals and groups and added sample queries to the library for future use. d. Clinical affiliation agreements: Initiated and reviewed 37 new agreements and streamlined SoN s review and signature process. e. Donor acknowledgements: Reduced lag time for acknowledging gifts by 50% by increased use of technology. f. Recognition for alumni volunteers: Developed a process to recognize and thank alumni who volunteer as preceptors and clinical faculty and enhanced the preceptor database. g. Social networking: Launched Facebook and Twitter pages for communicating SoN events h. Press releases: Increased the number of positive press releases via social media and website postings and stories published in UW Today. i. Academic Student Employee (ASE) and faculty recruitment and appointments: Standardized processes across the lifecycle of recruitment and appointment for these two groups. j. Grant applications: Converted grant applications from printed copies to paperless storage on the SoN network. k. SoN IT support: SoN s IT unit (TIER) processed 20% more requests with a 36% reduction in average resolution time with fewer staff than in the prior year. l. Leveraged lab equipment, generating support for equipment repairs and upgrades to maintain lab services. m. Through process improvement, reduced costs to School by at least $100 savings per Outside Compensation form. n. Saved over $44,000 by implementing three cost-saving measures to trim annual Advanced Practice in Primary and Acute Care conference costs. o. Streamlined SoN Dean s Tax calculation process into a more efficient flat tax calculation method, creating financial transparency and efficiency while simultaneously eliminating significant administrative labor costs. p. Collaborated with other Health Science Schools on interprofessional efforts including support for Palliative Care Center, Center of Excellence for Pain Education, and the Macy Grant for Faculty Development in Interprofessional Team-based Care. q. Process of student financial aid and application review has been revised with the consolidation of scholarship and donor categories and a goal to increase student aid during AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 4

5 2. How has this improved process impacted your budget? What was the dollar amount saved? What were the implementation costs? ANSWER: Impacts of the process improvements described above are detailed by item below: a. Cost reductions associated with courses NCLIN 500 and NCLIN 501 will yield savings of over $15,000 in clinical faculty costs in Summer 2012, and there are more plans underway for future savings through curricular reorganization/consolidation. b. Implementation costs were $3,500 in web development. Cost reductions for data entry in the first year are expected to be $4,500, and the future savings will compound in subsequent years. c. Improvements freed up approximately 12 hours/week of data development time, equivalent to $500 per week or $26,000 annually. d. The streamlined process is saving 2-3 hours per week. e. Increased volunteer preceptor satisfaction in the short term, which is expected to lead to savings in future volunteer recruitment. f. Increased donor satisfaction in the short term, which may lead to increased gifts/donations long term. g. Increased the reach of our Advancement communications efforts, enabling the School to reach more potential donors with the same staff resources. h. As above in g, increased reach of Advancement communications. i. Enhanced the quality and consistency of the recruitment/appointment processes, and should reduce the cost per recruitment/appointment henceforth. j. Reduced annual costs in paper, printer cartridges, and labor by $4,000. k. Was accomplished during a period of employee attrition in our IT group, with estimated labor savings of $35,000. l. Increased revenues by $26,000 in the last six months. m. Expected annual savings of over $11,000. n. Saved $44,000 for this year s conference (and these measures can be repeated for additional savings during future conferences). o. The estimated labor savings are expected to total $80,000 annually. p. Working with other Health Sciences schools will streamline course offerings and enable improved collaboration. q. Savings will occur in staff time needed to match student with source of financial aid through the new categorization of sources of funding. 3. What key initiatives will your unit work on in the next 12 months to decrease costs and/or increase revenues? ANSWER: See SABP, Roadmap pages Virtually every initiative and activity listed is intended to streamline a process or improve the climate, allowing faculty and staff to be more effective and efficient and generate additional revenues to secure a sustainable academic organization. In addition to the five strategic priorities listed in the Strategic Priorities section, which each have a workgroup and goals, other key 2012 initiatives include: Perform faculty workload analysis Perform administrative units functional analysis Cost out all educational offerings and develop plan to manage to resources AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 5

6 Determine what programs should be State assisted vs. Professional and Continuing Education (PCE) Improve communications with students, within the School and with the community Build the operational dashboard and plan for monitoring Improve Learning Lab facility, services Improve TIER capability and service levels 4. Comments or further explanation: ANSWER: None. Benchmarking 1. How does your School/College or department measure against other universities and/or other appropriate institutions (if available)? ANSWER: Currently the School of Nursing does not have a centralized benchmarking program for measuring/comparing SoN with appropriate institutions. However, certain units within the School measure their results against the results of other similar UW units or institutions where a comparison is possible. During Autumn Quarter 2011, the School organized a peer review by three Deans from nationally recognized Schools of Nursing. The three Deans met with faculty, staff, and students and reviewed a variety of SoN reports and documents to provide an assessment of the School s strengths, weaknesses, opportunities, and threats. They also shared how they are approaching similar issues, providing the School ideas to consider. Recently the School supported faculty to attend the American Association of Collegiate Nursing (AACN) Doctoral Conference to learn from other schools how they are approaching graduate education and, in particular, Doctor of Nursing Practice education and training. This benchmarking is now being used for planning the consolidated DNP offering. Examples of the current measures that Nursing units track include: a. Graduate licensure success rates: Initially, comparison of first time candidate National Council Licensure Examination (NCLEX) pass rates for BSN graduates can be compared with other nursing programs in Washington State and average pass rates for other states and nationally. For the last 3 years, pass rates for University of Washington graduates were 95% in 2009, 98% in 2010 and 97% in 2011, among the highest in Washington State for nursing programs (other pass rates ranged from 56% to 98%). The average pass rate in the US was 88% in 2011 and the range by states was 50% to 92%. The following table captures post-graduation certification success rates for Adult and Family Psychiatric Mental Health Nurse Practitioner students: AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 6

7 American Nurses Credentialing Center (ANCC) Certification Pass Rates Adult and Family Psychiatric Mental Health Nurse Practitioner Students (2011 data not yet available) 1/1/ /31/2006 1/1/ /31/2007 1/1/ /31/2008 1/1/ /31/2009 1/1/ /31/2010 Adult PMHNP 11 candidates Rate = 81.82% 80.12%) 10 candidates 79.88%) 5 candidates 78.79%) 6 candidates 80.62%) 9 candidates 81.58%) Family PMHNP 3 candidates 77.91%) 4 candidates 82.91%) 0 candidates 0 candidates 10 candidates (Overall ANCC pass rate = 86.71%) b. Sponsored project awards: Trends in annual awards received by SoN are challenging to benchmark with external peer Schools of Nursing because of variations in grant activity reporting across institutions. Therefore, at this time the School of Nursing is using the University of Washington schools of Social Work, Dentistry, and Pharmacy to benchmark its grant activity. This is based on similar faculty size, types of research, and general productivity in annual grant awards. The table below shows grant awards for these schools for UW fiscal years School Dentistry $ 18,082,987 $ 16,414,184 $ 14,529,660 $ 18,127,347 $ 12,724,350 Nursing $ 16,502,490 $ 15,797,533 $ 16,168,987 $ 17,482,582 $ 17,548,080 Pharmacy $ 14,614,209 $ 9,534,963 $ 11,016,372 $ 16,656,917 $ 15,094,029 Social Work $ 21,016,071 $ 13,921,677 $ 20,287,865 $ 18,471,490 $ 20,702,180 c. Faculty memberships in selective professional organizations: Forty-two active and emeritus School of Nursing faculty members have been elected fellows of the American Academy of Nursing, and two current faculty members (Marla Salmon and Nancy Wood) have been elected to the Institute of Medicine of the National Academies. d. Fundraising: SoN can only compare its fundraising results with other similar UW Schools/Colleges, since fundraising data on Nursing programs at other institutions is not easily available. AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 7

8 The fundraising comparative results for FY10 and FY 11 are TOTAL GIFTS, PRIVATE GRANTS TOTAL DONORS ALUMNI DONATION PARTICIPATION % FY 2011 Nursing $2,572,650 1, % Pharmacy 3,449,822 1, % Social Work 3,825, % Information School 978, % FY 2010 Nursing $3,464,903 1, % Pharmacy 3,869,407 1, % Social Work 3,641, % Information School 1,598, N/A e. US News & World Report ranking of Nursing schools/colleges: Annual rankings of peer institutions are ranked for the School/College and for major specialties. These rankings can be compiled and compared on a year-to-year basis. For example, in 2011, the UW School of Nursing was tied for #1 with two of its peer group of institutions, Johns Hopkins University and University of Pennsylvania. Our other peer schools were ranked as follows: #4 University of California San Francisco #4 University of North Carolina Chapel Hill #6 University of Michigan Ann Arbor #7 Oregon Health Sciences University #11 University of Illinois Chicago #21 University of California Los Angeles Our School s graduate specialty programs in 2011 were ranked as follows: #2 Adult Nurse Practitioner #1 Community Health Nursing #2 Family Nurse Practitioner #11 Nurse-Midwifery #3 Pediatric Nurse Practitioner #9 Psychiatric Mental Health Nurse Practitioner f. Graduation Rates: Although growth rates varied between years, the School produced 29% more undergraduates in FY2011 than in FY2007 (compound annual growth rate of 6.5%) and produced 186% more doctoral students in FY2011 compared to FY2007 (30% compound growth rate). See table below: AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 8

9 Graduation Rates Degree Major FY2007 FY2008 FY2009 FY2010 FY2011 Bachelor Master Doctoral If you do not currently benchmark, what are your plans for the future? ANSWER: As the School focuses more effort on its strategies to achieve operational excellence and creates its operational dashboard, benchmarking will be done in all units. Additionally, benchmarking and the creation of metrics will also be done in areas related to teaching excellence, impact on meeting workforce needs, success of the School s graduates, achievements of its faculty, and support from its donors. 3. Comments or further explanation: ANSWER: None Other What ongoing efforts, strengths and particular challenges do you see for your School/College? ANSWER: The School s SABP addresses the School s strengths, the ongoing efforts to build on those strengths, and the challenges that need to be met to achieve its vision, mission, and strategic goals. These excerpts from the SABP provide a brief overview: The School has several distinct competencies that provide the strength to maintain its core missions education, research, and service and must now match them to financial and other resource realities. Transitioning to the Activity Based Budgeting model requires a different way of thinking and fiscal planning, including generating new sources of revenue. The School needs to determine what programs or specialties will be fee-based and which will be under the ABB fiscal model, depending on the mission and approaches used. The School also needs to set fiscal boundaries for each programmatic area. AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 9

10 Research in nursing science defines the core of the School s distinctiveness. Collaboration with investigators in other disciplines with an undergraduate and Health Sciences campus enables faculty to stay on the cutting edge and successfully compete for external funding (as well as or better than any school in the country) to improve health and health care. Decades of leadership in basic and advanced practice nursing education has kept the School nationally ranked. With increasing calls for systems-level thinking, evidence-based practice, and translational science, the School has unmatched resources for responding. A rich tradition of valuing diversity and social justice means the school is committed to linking these calls to address health inequalities and develop a diversified workforce. The School s Bachelor of Science in Nursing (BSN) Honors program, Accelerated Bachelors of Science in Nursing (ABSN) program, and longstanding global presence (both through international students and scholars studying here and partnerships with other universities in other countries [e.g., Thailand, Costa Rica] are evidence of these commitments to meet emerging societal needs. However, some of these international relationships have lapsed and need attention. The Honors program needs to be revisited to determine how best to build the BSN to PhD scholars in association with the School s resources and how best to increase the number of students in the program. As the oldest PhD-granting School of Nursing in the WWAMI (Washington, Wyoming, Alaska, Montana, and Idaho) region, the School has prepared generations of nurse researchers and educators who have gone on to support and develop nursing programs across the region, country, and world. Despite challenging budgetary times and competition from the private sector, the School s work is sustained by talented and dedicated staff The Near-Term efforts of the School (2012 Academic Year) is focused on 1) prioritizing educational program offerings with consideration of increasing access, and then begin reorganization, consolidation or elimination of programs; 2) understanding current processes and then streamlining and standardizing them; 3) assessing all administrative functions (School wide) in efforts to reduce waste and consolidate services where possible; 4) improving the working climate of the School; 5) strengthening the research infrastructure; 6) improving our relationships with internal and external partners; 7) improving technical support and resources; 8) improving the student experience; and 9) evaluating program curriculum to reduce the number courses offered multiple times in a year. Longer-term efforts will be needed to 1) deliver education in new and different ways; 2) identify new means for increasing revenue and creating a more stable School financial base; 3) create faculty and staff development opportunities and support; 4) improve the donor base and contributions; 5) create a consistent staff and faculty human resource classification and compensation plan; and, 6) develop a long-term plan to become more self-supporting. The challenges for the School can be framed in the context of the University s 2 Years to 2 Decades work. The Two Years Challenge: How do we ensure that we stay true to our vision, mission, and values while coping with rapidly declining state funding? The Two Decades Challenge: How do we ensure that the decisions we make now reflect our combined sense of where we are going and set us up well to thrive in the 21st century? AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 10

11 Budget Reduction Plans How do you plan to take the upcoming budget cut for FY2013? Plan for a 5% and a 10% cut prior to any new allocations. Be as specific as possible. ANSWER: The School s current plan for a 5% cut ($464,785) is 27% from not replacing faculty who are retiring (4 positions) 17% from eliminating or reducing classified and professional positions ((1.7FTE) 14% from not extending temporary positions 42% from various other measures The School s current plan for a 10% cut ($929,569) is-- 24% from eliminating or reducing classified and professional positions (3.7FTE) 15% from not replacing faculty who are retiring (5 positions) 13% from replacing lecturers with tenure track or retiree faculty 48% from various other measures If you received Provost Reinvestment funds last year, how did you use the funds? ANSWER: These funds were used to: Invest in faculty travel to benchmark other DNP programs and processes Invest in faculty international travel to participate in and co-sponsor an upcoming conference in Thailand Support for UW centers (Palliative Care, Center for Studies in Demography and Ecology, The Institute of Translational Health Sciences) Faculty support for Nursing s Research & Intramural Funding Program Organizational Development (sharing support with Provost s Office) To mitigate the budget cut effective 7/1/11 How do you plan to use your carryover funds? Indicate what percent of your total carryover you expect to use in each category. ANSWER: 15% for start-up support for current junior faculty 20% for temporary salaries, including administrative supplements 45% for maintaining reserves for unexpected needs 20% for strategic initiatives (SAPB), including funds for innovation, faculty development, and summer support. AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 11

12 Attachments to this School of Nursing FY13 Budget Narrative (integrated into a single pdf file): Attachment 1 School of Nursing Sustainable Academic Business Plan - SABP Attachment 2 School of Nursing Accomplishments, July December, 2011 Attachment 3 School of Nursing Strategy Map Attachment 4 Activity Scopes for the 5 School of Nursing strategic priorities: 4A Climate Workgroup 4B Governance Workgroup 4C Partnerships Workgroup 4D Research Workgroup 4E Sustainable Academic Business Plan Workgroup AcademicNarrative.docx Office of Planning & Budgeting (Rev. 10/2011) P a g e 12