1 ACADEMIC YEAR Prepared for the New Jersey State Board of Nursing November 5, 2014
2 NEW JERSEY ANNUAL PRACTICAL NURSING PROGRAMS EDUCATIONAL CAPACITY REPORT ACADMIC YEAR Data Summary and Historical Trend Analysis New Jersey Collaborating Center for Nursing: Edna Cadmus PhD, RN, NEA-BC, FAAN Executive Director Mary L. Johansen, PhD, NE-BC Associate Director Pamela B. de Cordova, PhD, RN-BC Research Faculty Allison Creary Administrative Assistant Miguel Martinez, MA, PhD Candidate Project Analyst
3 2 CONTENTS CONTENTS... 2 INTRODUCTION... 3 METHODS... 3 A Brief Comparison of the Residents of New Jersey to the Rest of the Country:... 4 STUDENT APPLICANTS, ADMISSIONS, ENROLLMENTS AND GRADUATES... 5 NCLX-RN PASS RATE... 7 NURSING FACULTY PART & FULL TIME POSITIONS AND DEMOGRAPHIC... 7 GLOSSARY NEW JERSEY LPN NURSING PROGRAMS NEW JERSEY RN NURSING PROGRAMS SURVEY QUESTIONS ADDITIONAL SURVEY QUESTIONS FOR ACADEMIC YEAR : LIMITATIONS ACKNOWLEDGEMENT THE NEW JERSEY COLLABORATING CENTER FOR NURSING... 24
4 3 INTRODUCTION The New Jersey Collaborating Center for Nursing (the Center) is the primary source for data on New Jersey s nurse workforce. The Center also serves as a catalyst for the implementation of innovative education and practice models. To that end, the Center s conducts an annual survey of all nursing schools on behalf of the New Jersey State Board of Nursing in an effort to monitor enrollment and graduation trends, and demographics of both students and faculty. This report includes our findings from a survey conducted in the fall of Data are represented in aggregate form and describe overall trends in the areas and periods covered and, therefore, may not be applicable to individual nursing education programs. METHODS An letter describing the purpose of the New Jersey Educational Capacity Survey was sent to the dean of each program and as a portable document file (PDF) of the questionnaire. The questionnaire included all items from the nurse minimum data set (N-MDS) as outlined by the Forum of Nurse Workforce Centers. Data were reviewed for completeness and consistency. When discrepancies in data were found the school was contacted for clarification. New Jersey has both public Practical Nurse Education Programs and others in proprietary of forprofit schools. For the academic year an invitation was sent to each of the 42 practical nursing education program and 23 of the 42 schools responded to the survey. The Proprietary for profits schools are accredited by the New Jersey Board of Nursing and are required to complete the survey, 18 of the26 schools completed the survey. The public schools are accredited by the New Jersey Department of Education and are not required to complete the survey, 5 of these 16 schools completed the survey.
5 4 A Brief Comparison of the Residents of New Jersey to the Rest of the Country: Overall, the racial diversity of our densely-populated state mirrors the rest of the country, with the exception of the Asian population. In New Jersey, Asians comprise one out of 11 in the population while, in the rest of the country, only one out of 20 residents identify themselves as such. In comparison to their peers, New Jersey residents have more education, with a seven percentage point advantage in the post-secondary degree attainment than the rest of the nation among those 25 years and older. TABLE DEMOGRAPHICS COMPARISON Race New Jersey USA White 73.4% 77.7% Black or African American 14.7% 13.2% American Indian and Alaska Native 0.6% 1.2% Asian 9.2% 5.3% Native Hawaiian and Other Pacific Islander 0.1% 0.2% Two or More Races 2.0% 2.4% TABLE EDUCATION COMPARISON Education High school graduate or higher, percent of persons age 25+, Bachelor's degree or higher, percent of persons age 25+, New Jersey USA 87.9% 85.7% 35.4% 28.5%
6 5 STUDENT APPLICANTS, ADMISSIONS, ENROLLMENTS AND GRADUATES TABLE 1. INSTITUTIONAL CAPACITY, ADMISSIONS AND ENROLLMENT OF NEW STUDENTS, AND GRADUATIONS FOR SY 2013 Number of Seats Available* 3,270 Number of Qualified Applicants 3,121 Number of Qualified Admitted Applicants 2,778 Number of Admitted who actually enrolled 2,537 Number of New Enrollees 2,288 Number of Graduates 1,742 * Schools that answered unlimited to the question regarding the number of available seats were not included in the aggregated figure. Table 1 provides details on the number of student applicants, the number of students admitted, the number of students who enrolled and the number of graduates lead to licensure as a registered nurse (LPN). Qualified applicants were those who met the admission requirements for the LPN program There were 3, 270 seats available for LPNs 85% of qualified applicants were admitted 81% of those who were admitted enrolled 73% of the qualified students were enrolled. 23 LPN programs t reported 1,742 students graduates for the year
7 6 TABLE 2. DEMOGRAPHIC CHARACTERISTICS OF ENROLLED LICENSED PRACTICAL NURSING STUDENTS LPN Characteristic No. (%) Gender 2537 Female Male Race/Ethnicity 2537 White/Caucasian Black/African-American Asian/Pacific Islander Am Indian/Alaska Native Hispanic/Latino Missing/Unknown Age Groups Missing/Unknown Mean Age Total Student Enrollment Gender The majority (86%) of students enrolled in the LPN programs were female Race/Ethnicity (Highest to lowest enrollment) Black/African-American 54.3% White/Caucasian 15% Hispanic/Latino 14.7% Asian/Pacific Islander 9.1% American Indian/Alaska Native 0.2% Age The average age for an LPN students is 31.9 years
8 7 NCLX-RN PASS RATE Table 3. shows the percentage of first-time candidates that passed the National Council Licensure Examination (NCLEX-RN) for licensed practical nurses. Table 3. PERCENT OF FIRST-TIME CANDIDATE PASS RATE OF NCLX-RN BY PROGRAM TYPE Program Type LPN n = 22 Characteristic % Mean 81.9 Max 100 Min 50 Note: Out of the 23 schools, one LPN school did not report the pass rate NURSING FACULTY PART & FULL TIME POSITIONS AND DEMOGRAPHIC Table 4. lists the number of faculty employed in all the LPN nursing programs. TABLE 4. NUMBER OF FULL-TIME AND PART-TIME NURSING FACULTY POSITIONS FILLED AND VACANT BY PROGRAM TYPE LPN Faculty Positions Full-time position vacancies (%) 9 Full-time faculty employed 132 Part-time position vacancies (%) 7 Part-time faculty employed 232 There is a total of 132 full time faculty and 9% vacancy rate. There is a total of 232 part time faculty and a 7% vacancy rate.
9 8 TABLE 5. DEMOGRAPHIC CHARACTERISTICS OF FULL-TIME AND PART-TIME NEW JERSEY NURSING FACULTY FT PT Characteristic No. (%) No. (%) Gender Male Female Faculty Age Age 30 or younger Age Age Age Age Age Age Age 71 and older Mean Age Race/Ethnicity White/Caucasian Black/African-American Asian/Pacific Islander Am Indian/Alaska Native Hispanic/Latino Highest level of education Associate Degree Baccalaureate Non-nursing Baccalaureate Master Non-nursing Master PhD DNP Other Doctorate Non-nursing Total Faculty In the LPN programs, 12.9% of the full time faculty and 9.7% of the part time faculty are male. The age of the faculty is similar among the full time and part time faculty members.
10 9 o The average age for the full time faculty is 49.9 years old. o The average age for part time faculty is 48.5 years old. Ethnic racial composition shows faculty primarily white 64.7% followed by black/african- American 20.9%, Asian/Pacific Islander 8.6% and Hispanic/Latino 5.8%. 7% of full-time faculty and 5% of the part time faculty have non-nursing Masters degree. Full time and part time faculty with doctorate as highest level of education 1% and 2% respectively. Faculty were primarily baccalaureate and or Masters prepared full time 43.2% and 40.3% respectively, full time 52.1% and 35.7% respectively.
11 10 GLOSSARY Admitted Applicants: A count of the individuals who received official notice from the program that they were invited to begin the nursing program during the Reporting Period. ADN/ASN Program, Generic: A program of instruction that requires at least two years of full- time equivalent college academic work generally within a junior or community college, the completion of which results in an associate degree with a major in nursing and eligibility to apply for licensure as an RN. This may also be called a traditional curriculum sequence.* ADN/ASN Program, Bridge: A pre-licensure RN associate degree program with a curriculum sequence for students having some formal training in nursing or a related field. Bridge programs typically accelerate the degree completion for students who are licensed as an LPN or paramedic, for example. Completion results in an associate degree with a major in nursing and eligibility to apply for licensure as an RN. Diploma Program: A program of instruction that requires two to three years of full-time equivalent coursework, usually within a hospital-based structural unit, the completion of which results in a diploma or certificate of completion and eligibility to apply for licensure as an RN.* DNP Program: A program of instruction that prepares graduates for the highest level of nursing practice beyond the initial preparation in the discipline. The doctor of nursing practice degree is the terminal practice degree.* Fall Term Census Date: Point-in-time questions about faculty and student characteristics, as well as a count of total student enrollment, will use this date. Because these items are not related to a school s production cycle and require a point-in-time count, it is easier for respondents and more relevant for stakeholders if a very recent date is used. It will not be within the reporting period used for production cycle questions. States may select a date within the most recently started Fall Term that best suits the structure of their nursing programs. Popular examples include October 1 st, October 15 th, and the school-specific Fall Term census date at each
12 11 institution. The term need not have been completed when the survey is fielded. For example, a survey fielded in November 2008 may use a fall term census date of October 15, Faculty Vacancy: A vacant position for a faculty member that is being actively recruited as of the fall semester census date. Full-time Faculty: Those members of the instructional, administrative, or research staff of the nursing academic unit who are employed full-time as defined by the institution, hold academic rank, carry the full scope of faculty responsibility (e.g., teaching, advisement, committee work), and receive the rights and privileges associated with full time employment. These faculty may be tenured, tenure-track, or non-tenure track (given that there is a tenure system in the institution).* Graduates: A count of the number of students who successfully completed the program requirements and were formally awarded the degree during the Reporting Period. LPN Program: A program of instruction that requires at least one year of full-time equivalent coursework generally within a high school, vocational/technical school or community/junior college setting, the completion of which results in a diploma or certificate of completion and eligibility to apply for licensure as an LPN/VN. Please combine all curriculum options or tracks for your pre-licensure LPN program. For example, if your state collects separate data on advanced placement CNA-to-LPN program tracks, please combine it with data on generic or traditional LPN program tracks.* MSN Program Clinical Track: A post-licensure master s program with emphasis on advanced clinical practice, including Nurse Practitioner, Nurse Anesthetist, Nurse Midwifery, and Clinical Nurse Specialist tracks. If your state collects separate data on different clinical tracks, please combine them. MSN Program Non-clinical Track: A post-licensure master s program with non-clinical emphasis, such as Nurse Educator and Management/Leadership tracks. If your state collects separate data on different non-clinical tracks, please combine them.
13 12 New Enrollees: A count of the Admitted Applicants who subsequently enrolled for the first time in the nursing program during the Reporting Period. This count should include only individuals who were still enrolled in a nursing course after the first two weeks of class. NCLEX Pass Rate: The percentage of first-time candidates for the National Council Licensure Examination (PN or RN) who pass the exam. This percentage can be computed in any time period that accommodates quarters, such as a fiscal year or calendar year. The National Council of State Boards of Nursing (NCSBN) produces quarterly reports of NCLEX results by program, including the number of first-time candidates and the number who pass. The NCLEX pass rate can be computed by summing the candidates and passers across the necessary quarters before dividing to produce the percentage. NCLEX pass rates for calendar years are computed by the NCSBN. Other doctoral program: Please combine information for any post-licensure doctoral programs conferring degrees other than the PhD or the DNP. Part-Time Faculty: Those members of the instructional, administrative, or research staff of the nursing academic unit who are employed part-time as defined by the institution, may or may not hold academic rank, carry responsibility for a specific area (e.g., teaching a single course), and may carry any number of titles (e.g., adjunct, clinical instructor). These faculty members are typically not eligible for tenure.* PhD Program: A post-licensure doctoral program that culminates in the Doctorate of Philosophy in Nursing. Post-licensure BSN Program (RN-BSN Program): A program for students who are already licensed as RNs but whose highest nursing degree is a diploma or associate s degree. Do not include unlicensed students in these counts.
14 13 Pre-licensure BSN Program, Generic: A program of instruction to prepare registered nurses that admits students with no previous nursing education, the completion of which results in a baccalaureate degree (e.g., BA, BS, BSN, etc.) with a major in nursing and eligibility to apply for licensure as an RN. The program requires at least four years but not more than five years of full-time equivalent college academic work within in a senior college or university.* Pre-licensure BSN Program, Second Degree: A program of instruction to prepare registered nurses that admits students with baccalaureate degrees in other disciplines and no previous nursing education and, at completion, awards a baccalaureate degree in nursing and eligibility to apply for licensure as an RN. The curriculum is designed to be completed in less time than the generic (entry-level) baccalaureate program usually through a combination of "bridge"/transition courses.* Pre-licensure MSN Program (Entry MSN): A program of instruction that admits students with baccalaureate degrees in other disciplines and no previous nursing education. The program prepares graduates for entry into the profession, eligibility to apply for licensure as an RN, and upon completion awards a master's degree (e.g., MSN, MS, MA, etc.) in nursing. Do not include licensed students in these counts.* Qualified Applicants: A count of the individuals who submitted complete applications on time and who met all institutional requirements for formal admission to the nursing program during the Reporting Period. Reporting Period: The most recently completed state-defined twelve-month reporting period. Questions about the production cycle of a nursing program, such as the number of qualified applicants or graduates, will use this one-year time frame. States may use a reporting period that best suits their needs. Many currently use the Academic Year, defined as Fall, Spring, and Summer semesters.
15 14 Seats for New Students: A count of the total number of seats available for newly admitted students during the Reporting Period. If your program does not have a formal limit on seats for new students, please indicate Unlimited. Total student enrollment: A count of the number of students enrolled on the fall semester census date. Include students at all points of the program s curriculum sequence, including newly enrolled, continuing, and students in their final semester or year. * Source: Interagency Collaborative on Nursing Statistics (ICONS) some items adapted to facilitate proper data collection:
16 15 NEW JERSEY LPN NURSING PROGRAMS Schools Atlantic County Institute of Technology AVTECH Institute of Technology BA Tech School Best Care Training Institute Burlington County Institute of Technology Camden County College Camden County Technical School Cape May County Technical School Center for Advanced Training and Studies Cumberland County College Cumberland County Technical Education Center Dover Business College - Clifton Dover Business College - Dover Essex County College Essex County Vocational/Technical School HoHoKus Hackensack School of Business and Medical Sciences HoHoKus Hackensack Bilingual (Hispanic) Holy Name Medical Center School of Practical Nursing Hudson County Community College J. Riggs Adult Education Center Lincoln Technical Institute Lincoln Technical Institute Lincoln Technical Institute Mercer County Technical School Health Career Center Merit Technical Institute Metropolitan Learning Institute Middlesex County Vocational & School Technical Monmouth County Vocational School District Morris County School of Technology New Community Corporation Ocean County Vocational Technical School Passaic County Technical Institute Pinelands School of Practical Nursing & Allied Health Inc. Prism Career Institute Sierra Allied Health Academy
17 16 Somerset County Technical Institute The Center for Allied Health and Nursing Education - Hackensack The Center for Allied Health and Nursing Education - Ewing Union County College Universal Training Institute Vineland Adult Education Center Warren County Technical School
18 17 NEW JERSEY LPN NURSING SCHOOL ANNUAL REPORT ACADEMIC YEAR School Information 1. Name of your Nursing Program Page #1 2. Contact Information School Name: Address: Address 2: City/Town: State: Zip: County: Website Address: Phone Number: 3. Please provide the following information about the nursing program Dean/Director/Chairperson: Name: Title: Credentials: Current address: Phone Number: 4. Indicate the type of accreditation currently held by your nursing school. Check all that apply: Not accredited NJBON NLNAC Other (please specify) 5. Enter the number of seats for new students for your program - academic year Enter the number of qualified applicants based on the criteria for your program - academic year Enter the number of admitted applicants for your program - academic year Enter the number of new enrollees for your program - academic year Enter the number of graduates for your program - academic year
19 Enter the percentage of first-time candidates passing the NCLEX for your program - academic year Enter the total number of students enrolled in your program as of October 15, Include new enrollees. 12. Enter the total number of students enrolled by gender in your program as of October 15, Include new enrollees. Male Female 13. Enter the total number of all students enrolled in your program by race/ethnicity as of October 15, The sum of all numbers must equal total enrollment for this program. American Indian or Alaska Native Asian Black/African American Native Hawaiian or Other Pacific Islander White/Caucasian Hispanic/Latino Missing/Unknown 14. Enter the total number of all students enrolled in your program by age category as of October 15, The sum of all numbers must equal total enrollment for this program. Age Age Age Age Age Age Age 61 and older Missing/Unknown
20 19 Page #2 2. Faculty 15. Enter the Total Number Full Time Part Time Total number of faculty employed in your programs as of October 15, Total number of vacant faculty positions that are being actively recruited as of October 15, Enter the total number of your Full--time and Part-time faculty by highest level of education as of October 15, The sum of all numbers must equal the total number of FT and PT faculty. In the event that a faculty member has two degrees at the same level (e.g., Baccalaureate in Nursing and a Baccalaureate in Business), count that faculty member under the nursing degree. Full-time Part-time Associate Degree in Nursing/Nursing Diploma Baccalaureate Degree in Nursing Non--nursing Baccalaureate Degree Masters Degree in Nursing Non--nursing Masters Degree PhD in Nursing Doctorate of Nursing Practice Other Doctorate in Nursing Non--nursing doctorate Missing/Unknown 17. Enter the total number of your Full--time and Part-time faculty by gender as of October 15, The sum of all numbers must equal the total number of FT and PT faculty. Full-time Part-time Male Female 18. Enter the total number of your Full--time and Part-time faculty by race/ethnicity as of October 15, 2013.The sum of all numbers must equal the total number of FT and PT faculty.
21 20 Full-time Part-time American Indian or Alaska Native Asian Black/African American Native Hawaiian or Other Pacific Islander White/Caucasian Hispanic/Latino Missing/Unknown 19. Enter the total number of your Full-time and Part-time faculty by age category as of October 15, 2013.The sum of all numbers must equal the total number of FT and PT faculty. Full-time Part-time Age 30 or younger Age Age Age Age Age Age Age 71 and older Missing/Unknown
22 21 ADDITIONAL SURVEY QUESTIONS FOR ACADEMIC YEAR : 1. Please indicate whether your governing entity is, 1. Public, 2. Private/For-profit or 3. Private/Non-profit 2. Please list each extension site where the program is offered, the street address, city, county, and zip code where each is located. 3. Please identify the registered nurse with his/her nursing credentials currently accountable for administering the nursing education program. 4. Please indicate your nursing education program s length of curriculum in calendar months for full time plan of study/per program time. *Do not include nursing prerequisite courses taken prior to admission to the nursing program 5. What is the average time to degree completion for each of the full time pre-licensure programs you offer? *The time is measured from time of admission to school to graduation date. 6. Please approximate the percentage of hands-on clinical practice time spent in each of these settings for your pre-licensure program study: 1. Acute care %, 2. Long term care %, 3. Long term acute care (LTAC) %, 4. Rehabilitation %, 5. Clinics %, 6. Community Settings %, 7. Long term Care Sub Acute %, 8. Other %. 7. Please specify the percentage of clinical practice time spent in skills lab, simulated instruction and hands on clinical practice. 8. Does your program offer nursing courses through various modes of content delivery? If yes, Please indicate the program course presentation formats that are used. (select all that apply) 1. Face to face, 2. Online, 3. Hybrid. 9. What is the average time it takes your graduates to find a job as a registered nurse?0-3 months, 3-6 months, 6-9 months, 9-12 months, >12 months 10. Using a 3 point scale where 1. Is not important, 2. Is important and 3. Is very important, please rate how important the following reasons are in explaining why qualified pre-licensure RN applicants were not offered admission. 1. Lack of qualified faculty applicants for budgeted positions, 2. Lack of budgeted faculty positions, 3. Lack of available clinical space, 4. Limited classroom space.
23 22 LIMITATIONS 1. Unique identifiers for students applying are not captured with current methodology, therefore the number of qualified applicants could have duplicates where students apply to multiple schools and are accepted. This has implications for calculations made on those enrolled. 2. A Diversity of students across program match state demographics overall, what is not reflected is if the distribution across the counties and settings match the populations being served 3. NCLEX pass rate should be analyzed based on the number of graduates for that program. The question only asks the percentage but does not reflect if students do not take board or when they are taken. 4. How available seats are determined needs further exploration. Some schools identify no limit which is not possible in one year time, further refinement of this question needs to be considered.
24 23 ACKNOWLEDGEMENT This report was respectfully submitted to: NEW JERSEY STATE BOARD OF NURSING George J. Hebert, MA, RN Executive Director 124 Halsey Street, 6th Floor Newark NJ NEW JERSEY COLLABORATING CENTER FOR NURSING BOARD Aline Holmes, RN, APNC, MSN Senior Vice President of Clinical Affairs, NJHA, New Jersey Hospital Association Muriel Shore, EdD, RN, Dean, Professor of the Division of Health Sciences, Felician College, New Jersey State Nurses Association Marjorie Peck Forgang, MSN, RN, Chief Nursing Officer, VNA of Central Jersey, Association New Jersey Home Care Linda Parry-Carney, MA, RN-BC Education Specialist, Dept. of Nursing Education, Hackensack Medical Center, New Jersey State Nurses Association Maria Brennan, MSN, RN, CPHQ, Vice President of Patient Care Service and Chief Nursing Office St. Joseph s Health Care System. New Jersey Organization of Nurse Executives
25 24 THE NEW JERSEY COLLABORATING CENTER FOR NURSING BACKGROUND Established in 2003, The New Jersey Collaborating Center for Nursing (the Center) is funded by a public/private funding partnership between the State and the Robert Wood Johnson Foundation. In order to advance the health of New Jersey citizens, the Center serves as a future-oriented research and development organization to provide objective information about the nursing workforce in New Jersey to serve as a basis for policy development, as well as to serve as a catalyst for innovations in nursing education, practice, and research. The Center is located on the Newark Campus of Rutgers, the State University of New Jersey. We are guided by a 17-member board representing New Jersey nursing and healthcare stakeholders. FUNDING P.L. 2009, Chapter 47 dedicated funding to the New Jersey Collaborating Center for Nursing with an amount equal to 5% of the initial and renewal licensing fees charged by the New Jersey Board of Nursing for professional and practical nurses. OUR MISSION To assure the best possible nursing care for the citizens of New Jersey, the Center serves as a future oriented research and development organization to develop and disseminate objective information and provides an ongoing strategy for the allocation of State resources directed towards the nursing workforce (NJ P.L. 2002, c116).
26 New Jersey Collaborating Center for Nursing Rutgers School of Nursing 180 University Avenue Newark, NJ Phone: Web:
National Nursing Workforce Minimum Datasets: Education Rationale for Selection and Measurement of Minimum Dataset Items Prior to development of this draft, the National Forum of State Nursing Workforce
NEW JERSEY ANNUAL NURSING EDUCATIONAL CAPACITY REPORT ACADEMIC YEAR 2012-2013 Data Summary and Historical Trend Analysis Prepared for the New Jersey State Board of Nursing October 3, 2014 NEW JERSEY ANNUAL
New Jersey Collaborating Center for Nursing NEW JERSEY NURSING EDUCATION PROGRAMS: 2012 REPORT Prepared for the New Jersey Board of Nursing October 4, 2013 110 Paterson Street New Brunswick, NJ 08901 848-932-7600
Survey of Nursing Education Programs: 2009 2010 School Year Prepared for Michigan Center for Nursing Okemos, Michigan Prepared by Public Sector Consultants Lansing, Michigan www.pscinc.com Survey of Nursing
New Jersey Practical Nursing Education Programs 2008 Results of the 2008 Survey of New Jersey Nursing Education Programs Introduction New Jersey has both public Practical Nurse Education Programs and others
Geri Dickson, PhD, RN Executive Director firstname.lastname@example.org New Jersey Collaborating Center for Nursing Health Policy Workforce Development Q li C Linda Flynn, PhD, RN Research Director email@example.com
Survey of Nursing Education Programs: EXECUTIVE SUMMARY In the fall of 2006, the Michigan Center for Nursing conducted a survey of nursing education programs in Michigan to collect information on the types
Survey of Nursing Education Programs: 2005 2006 School Year EXECUTIVE SUMMARY In the fall of 2006, the Michigan Center for Nursing conducted a survey of nursing education programs in Michigan to collect
TO: FROM: SREB Council on Collegiate Education for Nursing 592 10th Street N.W. Atlanta, GA 30318-5776 Dean/Director SREB Annual Survey Return by April 19, 2013 Katherine Nugent, Ph.D., RN President SREB
Geri Dickson, PhD, RN Executive Director New Jersey Collaborating Center for Nursing Health Policy Workforce Development Q li C Linda Flynn, PhD, RN Research Director NEW JERSEY S EDUCATIONAL CAPACITY:
2915 High School Road Indianapolis, IN 46224 SUMMARY REPORT ACADEMIC YEAR 2004-2005 STATEWIDE SURVEY OF NURSING PROGRAMS Compiled fall 2005 Introduction The Indiana Nursing Workforce Development Coalition
North Carolina Trends in Nursing Education: 2005 2010 September 2011 This report was prepared by the North Carolina Board of Nursing Data Source: NC Board of Nursing 2010 Annual Survey of Education Programs
TENNESSEE BOARD OF NURSING STATE APPROVED PROFESSIONAL NURSING PROGRAMS ANNUAL REPORT 2011 *DUE: December 9, 2011 PLEASE RETURN SIGNED, ORIGINAL HARD COPY TO: Tennessee Board of Nursing 227 French Landing,
SUMMARY REPORT YEAR 2010 STATEWIDE SURVEY OF NURSING PROGRAMS Compiled spring 2011 Introduction The Indiana Nursing Workforce Development Center (INWDC) has completed its eighth annual survey of all statewide
California Board of Registered Nursing 2013-2014 Annual School Survey NAVIGATING THE SURVEY Welcome to the 2013-2014 BRN Annual School Survey. Printing Survey Questions If you would like to print the survey
Cerritos College Associate Degree Nursing Program The California Board of Registered Nursing 2010-2011 Annual School Report reflected that 61% of nursing programs in California are Associate Degree programs.
STATE OF WASHINGTON DEPARTMENT OF HEALTH Nursing Education Programs 2013-2014 Annual School Report Statistical Summary and Trends Analysis Nursing Care Quality Assurance Commission DOH 669-269 (Revised
Florida Post-Licensure Registered Nurse Education: Academic Year 2012-2013 The information below represents the key findings regarding the post-licensure (RN-BSN, Master s, Doctorate) nursing education
Nursing Education in Utah: A Summary of Utah s Nurse Training Program Capacity 2007-2014 Utah Medical Education Council Nursing Education in Utah: A Summary of Utah s Nurse Training Program Capacity 2007-2014
School of Nursing 2014-2015 Fact Book IV Professor Lisa O Steen COEHP Assessment Council COEHP Assessment Scheme for Continuous Improvement Purposeful Assessment, Data Collection, Analysis, Plans for Improvement,
As of June 3, 213 TRENDS IN NURSING A SNAPSHOT OF NURSE LICENSEES AND NURSING EDUCATION IN IOWA Iowa Board of Nursing INTRODUCTION The data in this report is based on based on active Iowa nurse licensees.
Report on the Status of Nursing Education Programs in Pennsylvania DATA FROM NURSING EDUCATION PROGRAM ANNUAL REPORTS, 2009 Nursing Education Programs in Pennsylvania 1 July 2010 VOLUME 8 JULY 2010 TABLE
The information below represents the key findings regarding the pre-licensure RN (Associate Degree in Nursing, ADN, and Bachelor of Science Degree in Nursing, BSN) education system in Florida. Information
The information below represents the key findings regarding the pre-licensure RN (Associate Degree in Nursing, ADN, and Bachelor of Science Degree in Nursing, BSN) education system in Florida. This report
Florida Licensed Practical Nurse Education: Academic Year 2012-2013 This report presents the key findings regarding the Licensed Practice Nursing education system in Florida. This report details information
Length of Program Regional Workforce Planning Collaborative Topic: Nursing Education Programs North Texas Region Background This report was compiled with information from the Texas Center for Nursing Workforce
A Profile of Virginia Nursing Education Programs Results of the 2009 Survey of Virginia Nursing Education Programs July, 2010 Prepared for the Virginia Department of Health Professions Healthcare Workforce
Virginia s Nursing Education Programs: 2012-2013 Academic Year Healthcare Workforce Data Center August 2014 Virginia Department of Health Professions Healthcare Workforce Data Center Perimeter Center 9960
North Carolina Trends in Nursing Education: 2010 2014 June 2015 This report was prepared by the North Carolina Board of Nursing North Carolina Trends in Nursing Education: 2010-2014 June 2015 Executive
409 Massachusetts Avenue Indianapolis, IN 46202 SUMMARY REPORT YEAR 2008 STATEWIDE SURVEY OF NURSING PROGRAMS Compiled spring 2009 Introduction The Indiana Nursing Workforce Development Coalition (INWDC)
2012/2013 Pulse of Pennsylvania s Registered Nurse Workforce Bureau of Health Planning Division of Plan Development A Report on the 2012/2013 Survey of Registered Nurses Volume 6, March 2015 TABLE OF CONTENTS
Nursing Workforce in South Carolina Data Summary Report 2012-2013 Total Numbers/Degree Type South Carolina had a total of 40,520 licensed registered nurses (RNs) and advanced practice registered nurses
South Dakota Annual Report of Nursing Education Programs 2011 South Dakota Board of Nursing 4305 S. Louise Ave., Suite 201 Sioux Falls, SD 57106-3115 722 Main St., Suite 3 Spearfish, SD 57783 www.doh.sd.gov/boards/nursing
AGGREGATE PROGRAM DATA 2014 15 PHYSICAL THERAPIST EDUCATION PROGRAMS FACT SHEETS Beisner, Kathryn COMMISSION ON ACCREDITATION IN PHYSICAL THERAPY EDUCATION 1111 N. FAIRFAX ST. ALEXANDRIA, VA ACCREDITATION@APTA.ORG
Survey of Publicly Funded, Accredited Nursing Colleges in New Mexico March 2014 Written By: Shanna Schultz, Program Coordinator for the Academic Progression in Nursing Grant 0 Contents Executive Summary...
The mission of Mohave Community College is to be a learning-centered college, serving all constituencies, inspiring excellence through innovative learning methodologies and empowering students to succeed.
The State of Arkansas Nursing Education Programs and Their Ability to Address the Nursing Workforce Shortage Results of the: Fall 21 Survey of Arkansas Nursing Education Programs by the Arkansas Legislative
Wisconsin Nursing Education and Nurse Faculty: 2014 Survey Results An Examination of Results Over 5 Years Carol Sabel, PhD, RN, CNE Catherine Schmitt, PhD, RN, CNOR Jaya Jambunathan, PhD, RN This report
State of the South Dakota Nursing Workforce: Data, Trends & Opportunities Linda Young, RN, MS, FRE Nursing Practice Specialist SD Board of Nursing SD Center for Nursing Workforce 2012-2022 National Employment
Number of Programs Healthcare Workforce Reports Topic: Nursing Education Programs North Texas Region Background This report was compiled with information from the Texas Center for Nursing Workforce Studies
1 2915 High School Road Indianapolis, IN 46224 SUMMARY REPORT YEAR 2007 STATEWIDE SURVEY OF NURSING PROGRAMS Compiled spring 2008 Introduction The Indiana Nursing Workforce Development Coalition (INWDC)
College of Education and Health Professions COEHP Assessment Council Departmental Fact Book School of Nursing 2013 2014 Academic Year Program Assessment Scheme Council Members Dr. Deirdre Greer, Interim
An Invitation to Apply: Dean of the Byrdine F. Lewis School of Nursing Georgia State University, Atlanta THE SEARCH Georgia State University, a leading public research university, located in downtown Atlanta
1 Proposal Title: The Merger of the Rutgers College of Nursing Newark & New Brunswick and the Rutgers School of Nursing Newark. Proposed Name: The Rutgers School of Nursing Date Effective: July 1, 2014
Florida Licensed Practical Nurse Education: Academic Year 2011-2012 This report presents the key findings regarding the Licensed Practice Nursing education system in Florida. The information in this report
RN TO BSN CONMPLETION PROGRAM APPLICATION I am applying for the Summer of Full-time Part-time 1. Name in Full (Last) (First) (Middle) 2. Home Address (Number & Street or RFD) (City) (State) (Zip) (County)
North Dakota Nursing Needs Study 2011 Licensed Nurse Supply Analysis January, 2012 Patricia L. Moulton, Ph.D. North Dakota Center for Nursing Research Publication #3 Funding for this project was provided
NURSING N NURSE LICENSEES AND NURSING EDUCATION IN T R E D S I O W A RELEASED JULY 215 A publication of: A Publication of: MISSION STATEMENT The Iowa Center for Nursing Workforce exists to support a dynamic,
2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS By AICPA Students, Academics & Inclusion CX Act Copyright 2015 American Institute of. All right reserved.
Registered Nurse Workforce in Findings from the 2013 National Workforce Survey of Registered Nurses May 2014 Tabor Griswold, PhD, Laima Etchegoyhen, MPH, and John Packham, PhD Overview Registered Nurse
REPORT FALL 003 SURVEY OF MAINE NURSING EDUCATION PROGRAMS Prepared by Jane Kirschling, Dean and Professor of Nursing College of Nursing and Health Professions University of Southern Maine firstname.lastname@example.org
Office of Health Care Workforce Research for Nursing Report on the SREB Council on Collegiate Education for Nursing South Carolina School of Nursing Data Report Prepared By: Dr. Peggy O. Hewlett, Director
California Board of Registered Nursing 2013-2014 Annual School Report Data Summary for Pre-Licensure Nursing Programs June 17, 2015 Prepared by: Renae Waneka, MPH Timothy Bates, MPP Joanne Spetz, PhD University
State of the State: A Look at Florida s Nursing Shortage Mary Lou Brunell, RN, MSN Executive Director 1 FL Statute 464.0195 Established in 2001, the FCN purpose is to address issues related to the nursing
Demographic Profile of Wichita Unemployment Insurance Beneficiaries Q2 2014 The Bureau of Labor Statistics defines an unemployed person as one 16 years and older having no employment and having made specific
Survey of Nurses 2013 Survey of Nurses Report Summary Since 2004, the Michigan Center for Nursing has conducted an annual survey of Michigan nurses in conjunction with the licensure renewal process for
Department of Health Professions http://www.dhp.virginia.gov/ Healthcare Workforce Data Center 2008 Nursing Education in Virginia For their efforts in the establishment of the Department of Health Professions
The State of the State s Nursing Education Programs 2012 Prepared by Susan B. Sepples PhD Associate Professor of Nursing School of Nursing University of Southern Maine Nursing Programs in Maine Central
EXECUTIVE SUMMARY Findings from the Annual Survey of Schools of Nursing Academic Year 2009-2010 NLN Data Show Both Progress and Challenges in Meeting IOM Objectives This executive summary describes findings
WASHBURN UNIVERSITY SCHOOL OF NURSING Program Comparisons: Prelicensure BSN and RN-BSN Undergraduate Degrees Introduction The Washburn University School of Nursing offers two tracks for the Bachelor of
244 CMR 6.00: APPROVAL OF NURSING EDUCATION PROGRAMS AND THE GENERAL CONDUCT THEREOF Section 6.01: Definitions 6.02: Public Notice of Nursing Education Program Approval Status 6.03: Nursing Education Programs
Virginia Nursing Education Programs: 2011-2012 Academic Year August 2013 Virginia Department of Health Professions Healthcare Workforce Data Center Perimeter Center 9960 Mayland Drive, Suite 300 Richmond,
N U R S I N G E D U C A T I O N P R O G R A M I N F O R M A T I O N S U R V E Y T E X A S C E N T E R F O R N U R S I N G W O R K F O R C E S T U D I E S IN COLLABORATION WITH THE T E X A S B O A R D OF
An Invitation to Apply: East Tennessee State University College of Nursing Director of Undergraduate Programs THE SEARCH The East Tennessee State University (ETSU) College of Nursing invites applications,
Demographic Profile of Wichita Unemployment Insurance Beneficiaries Q3 2015 The Bureau of Labor Statistics defines an unemployed person as one 16 years and older having no employment and having made specific
New York State Nursing Schools and Faculty Report: 2010-2011 Institute for Nursing: New York State Nursing Workforce Center 4/5/2012 Carol S. Brewer, Debra A. Wolff, Cathryne A. Welch Page 1 of 50 Copyright
REPORT FALL 2002 SURVEY OF MAINE NURSING EDUCATION PROGRAMS Prepared by Jane Kirschling, Dean and Professor of Nursing College of Nursing and Health Professions University of Southern Maine email@example.com
DELTA STATE UNIVERSITY ROBERT E. SMITH SCHOOL OF NURSING MASTER OF SCIENCE IN NURSING PROGRAM APPLICATION 1. Projected entrance into the program for Fall, 20 Year Full-time Part-time 2. Clinical and Functional
Florida Nurse Faculty Supply and Demand: Academic Year 2012-2013 The information below represents the key findings regarding the faculty workforce in Florida s nursing education system. The report focuses
Executive Office of Health and Human Services Massachusetts Department of Public Health HEALTH PROFESSIONS DATA SERIES LICENSED PRACTICAL NURSE 2013 Deval L. Patrick, Governor John W. Polanowicz, Secretary
Nursing Education Program Information Survey Texas Center for Nursing Workforce Studies In Collaboration with the Texas Board of Nursing Program Characteristics in Professional Nursing Programs 24 This
212 Nursing Supply and Demand Study Acute Care Sponsors: 21 Sherman Avenue, Suite 1 Cincinnati, OH 45212-2775 Phone: (513) 531-2 Table of Contents 2 I. Introduction and Executive Summary... 3 II. Hospital
Maine s RN Nursing Workforce Jane Kirschling, Dean and Professor of Nursing, College of Nursing and Health Professions Presented to OMNE Nursing Leaders of Maine on February 17, 2006 Maine s RN Workforce
Accreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs Revised July 1, 1992 Revised July 1, 1993 Amended April 1995 Amended June 1998 Amended July 1999 Revised November
2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS By AICPA Students, Academics & Inclusion CX Act Copyright 2015 American Institute of CPAs. All right reserved.
Academic Consulting Group Get the Grant: Writing a Powerful and Persuasive Grant Proposal Objectives of Presentation: Susan Sportsman, RN, PhD, ANEF, FAAN 1. Evaluate the effectiveness of a basic logic
ANNUAL REPORT FOR MISSISSIPPI NURSING DEGREE PROGRAMS Janette S. McCrory, DNP, RN Director of Nursing Education May 5, 204 Office of Academic and Student Affairs Mississippi Institutions of Higher Learning
Florida Nurse Faculty Supply and Demand: Academic Year 2011-2012 The information below represents the key findings regarding the faculty workforce in Florida s nursing education system. Information relates
ANNUAL REPORT FOR MISSISSIPPI NURSING DEGREE PROGRAMS Janette S. McCrory, DNP, RN Director of Nursing Education May 9, 20 Office of Academic and Student Affairs Mississippi Institutions of Higher Learning
THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER BSN Pro Forma Submitted October 2, 2012 Introduction Presently, the University of Tennessee Health Science Center (UTHSC) College of Nursing offers a Master
An Invitation to Apply: College of Nursing Associate Dean for Undergraduate Affairs Associate/Full Professor The mission of the UCF College of Nursing is to offer high-quality undergraduate and graduate
KELLOGG COMMUNITY COLLEGE Admissions 450 North Avenue Battle Creek, MI 49017-3397 269 965 4153 Nursing Application Packet for the 2015 full-time/ 2016 part-time programs The deadline date for all Nursing
ANNUAL REPORT FOR MISSISSIPPI NURSING DEGREE PROGRAMS Janette S. McCrory, DNP, RN Director of Nursing Education May 7, 202 Office of Academic and Student Affairs Mississippi Institutions of Higher Learning
I. Program Objectives UNION COUNTY COLLEGE ACADEMIC PROGRAM REVIEW Computer Science/Engineering Associate in Science Degree The Computer Science/Engineering (ENCS) program offers the first two years of
Report: Maine Minimum Data Set Maine s Nurses who Renewed their Licenses between September 1, 2002 and August 31, 2004 April 2006 Report prepared by Jane Kirschling Dean and Professor of Nursing University
ANNUAL REPORT FOR MISSISSIPPI NURSING DEGREE PROGRAMS Janette S. McCrory, DNP, RN Director of Nursing Education May 6, 203 Office of Academic and Student Affairs Mississippi Institutions of Higher Learning
Nursing Education Capacity and Nursing Supply in Louisiana 2014 Louisiana State Board of Nursing Center for Nursing Nursing Education Capacity and Supply in Louisiana 2014 Executive Summary The U.S. is
WHITTIER COLLEGE Department of Education & Child Development Application for Admission Teacher Credential Program 13406 E. Philadelphia Street P.O. Box 634 Whittier, CA 90608 562-907- 4248 Fax: 562-464-
2010/2011 Pulse of Pennsylvania s Registered Nurse Workforce Bureau of Health Planning Division of Plan Development A Report on the 2010/2011 Survey of Registered Nurses Volume 5, January 2013 TABLE OF