FORMAL PROPOSAL FOR A NEW DEGREE PROGRAM and DISTANCE LEARNING DELIVERY (Program is New and Institution Currently Offers Distance Learning Programs)

FORMAL PROPOSAL FOR A NEW DEGREE PROGRAM and DISTANCE LEARNING DELIVERY (Program is New and Institution Currently Offers Distance Learning Programs) Form 3A Institution: Columbus State University Approval by President or Vice President for Academic Affairs: Dr. Tom Hackett, Provost and VPAA Date: July 25, 2014 School/Division: College of Education and Health Professions Department: School of Nursing Departmental Contact: Dr. Cheryl Smith Name of Proposed Program/Inscription: Family Nurse Practitioner (FNP) Program Degree: MSN Major: Family Nurse Practitioner CIP Code: 51.380501 Anticipated Implementation Date: January 12, 2015 Indicate whether the program will be nominated for inclusion with the SREB Electronic Campus (Yes or No): Yes Note: The institution will submit all approved online programs for inclusion in the Georgia On My Line (GoML) directory. Approval by Chief Business Officer (or designee): Contact Information: Approval by Chief Information Officer or designee: Contact Information: 1

1. Description of the program s fit with the institutional mission, existing degrees and majors. The mission of Columbus State University (CSU) is to empower people to contribute to the advancement of our local and global communities through an emphasis on excellence in teaching and research, life-long learning, cultural enrichment, public-private partnerships, and service to others. The proposed Family Nurse Practitioner (FNP) program addresses several elements of the CSU mission. Nurses and nurse practitioners epitomize service to others through direct and indirect patient care roles. Family nurse practitioners are prepared to provide primary care to individuals across the lifespan and in a variety of healthcare settings. Nurse practitioners positively impact the local community through the diagnosis and treatment of illnesses, promotion of health, and use of research to expand the knowledge base of nursing. The proposed FNP program by the Georgia Intercollegiate Consortium for Graduate Nursing Education (GICGNE) will be offered fully online by Columbus State University and Georgia Southwestern State University (GSW) and has the potential for advancing global communities. A commitment to lifelong learning is required of nurse practitioners who practice in an ever-changing healthcare environment and must meet certification requirements. The Schools of Nursing at Columbus State University and Georgia Southwestern State University currently offer three tracks in the Master of Science in Nursing (MSN) program: nurse educator, nurse leadership, and informatics. The proposed FNP program is not a duplicate of these existing tracks but offers a clinical specialty in family health. The FNP program will also add to the numerous graduate degree offerings at CSU which has been granting graduate degrees for more than 25 years. 2. Program Description and Goals: a. Institutional Priority: Describe how the proposed program is aligned with the institution s academic strategic plan. Indicate where this program falls in terms of the institution s top priorities for new degrees. The FNP program is aligned with the following goals in the Columbus State University (CSU) strategic plan: Market our value, location, creative instruction, and student engagement opportunities in the large population areas in Georgia and the Southeast Increase the value of degrees by adding resources and support for graduates leaving the university and entering the job market Improve the quality of instruction through improvements in... professional development, instructional quality and instructional technology Improve flexibility in course design and resources for all students Promote student participation in CSU s global, academic, and experiential learning programs Columbus State University maintains a 3-year forecast for new programs for the campus. The FNP program was included in new programs proposed 2

during the AY 2013-14 and now is on track for a revised start date of January 2015. b. Brief description of the program and how it is to be delivered The proposed FNP program consists of a total of 44 semester hours. All students enrolled in the FNP program will be required to take five graduate core courses consisting of 15 semester credit hours. Students will also complete six courses (29 semester credit hours) specific to the family nurse practitioner role. The didactic portion of the program will be offered fully online in collaboration with Georgia Southwestern State. There are 765 clinical hours in the proposed program. The clinical portion of the program will be completed in facilities and with preceptors that have been approved by the FNP Program Coordinators of the member institutions. The clinical sites will be located as close to the student s geographic residence or local community as possible. Student preferences for clinical placement based on his or her personal goals and interests will be considered. The proposed FNP program and its graduates will help address the primary care shortage in Georgia and will create an opportunity for graduates to transition into DNP programs around the state. c. Goals/objectives of the Program Columbus State University (CSU) School of Nursing proposes to add an online Family Nurse Practitioner Master of Science in Nursing (MSN) degree program in collaboration with Georgia Southwestern State University (GSW) School of Nursing through GICGNE. The objective of the new MSN track is to prepare family nurse practitioners that are needed in the region. The family nurse practitioner program will produce advanced practice nurses that will help meet the critical need for health care providers in the region and state. Georgia is ranked 41 st in physician supply and that number is expected to worsen with many doctors retiring. With baby boomers aging and an increased number of insured on health care rolls due to the Affordable Care Act (ACA) 2010 the need for health care providers is at an all-time high in Georgia. Approximately 33 million more Americans including hundreds of thousands of Georgians will have access to health insurance because of ACA. Mid-level health care providers such as nurse practitioners and physician assistants will be needed to fill the gaps. The IOM Committee on Health Professions Education and Integrative Health Care (2009) states that 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. Data from the RWJF Initiative on the Future of Nursing at the IOM (2011) emphasize the need to promote health care that is safe, effective, client-oriented, timely, efficient, and equitable. The graduates of GICGNE s FNP program will be 3

prepared to meet these needs. This objective is consistent with the commitment of Columbus State University to research, service to the region and the state, and community engagement through university-community partnerships. The consortium of CSU and GSW will continue to pool premium faculty resources in delivering the FNP program. d. Location of the program main campus or other approved site The proposed FNP program will be offered at a distance with the didactic portion being offered fully online through Georgia On My Line (GOML). The clinical portion will be completed at approved clinical sites with approved preceptors in the students geographic locations. CSU and GSW have infrastructure to successfully conduct this program. 3. Curriculum: List the entire course of study required and recommended to complete the degree program. Provide a sample program of study that would be followed by a representative student. Include Area F requirements (if applicable). a. Clearly differentiate which courses are existing and those that are newly developed courses. Include course titles as well as acronyms and credit hour requirements associated with each course. All courses are new for CSU with the exception of NURS 6105 Research for Evidence Based Practice, which is currently being taught as part of the core in the MSN program. Curriculum Overview: Core Credit 3-0-3 Acronym NURS 6105 Course Title Research for Evidence Based Practice 3-0-3 NURS 6127 Scientific Underpinnings of the APN Role 3-0-3 NURS 6128 Pharmacology for APN 2-0-2 NURS 6129 Health Care Delivery Models, Economics and Policy 3-0-3 NURS 6137 Pathophysiology for APN 2-3-3 NURS 6225 Health Assessment for APN 2-3-3 NURS 6226 Diagnostic & Clinical Reasoning for APN 3-9-6 NURS 6227 Health Promotion of Women and Children 3-9-6 NURS 6228 Health Promotion of the Elderly 3-9-6 NURS 6229 Health Promotion of Adults 0-18-6 NURS 6425 Nurse Practitioner Practicum Total Credits- 44 b. Append course descriptions for all courses (existing and new courses). See Appendix B 4

c. When describing required and elective courses, list all course prerequisites. See Appendix B Form 3A d. Provide documentation that the program and all courses in the proposed curriculum have been approved by all relevant campus curriculum governance bodies. See Appendix D e. Append materials available from national accrediting agencies or professional organizations as they relate to curriculum standards for the proposed program. The proposed FNP/MSN curriculum is consistent with the standards of the American Association of Colleges of Nursing (AACN) found in the Essentials of Master's Education for Advanced Practice Nursing. These standards are included in Appendix C. The Georgia Intercollegiate Consortium for Graduate Nursing Education received accreditation from the Commission on Collegiate Nursing Education (CCNE) after preparation of the self-study and a successful site visit. The accreditation cycle will run from September 18, 2013 to June 3, 2019 (See Appendix). Once FNP program approval by the Board of Regents has been received required documentation will be submitted to CCNE. f. Indicate ways in which the proposed program is consistent with nationally accepted trends and standards in the discipline. The proposed FNP/MSN curriculum is consistent with the standards of the American Association of Colleges of Nursing (AACN) in the Essentials of Master's Education for Advanced Practice Nursing. These Essentials provide the necessary curricular elements and framework for graduate nursing education. The following table represents the relationship between these national standards and the proposed curriculum. AACN Masters Essentials NU RS 610 5 NU RS 612 9 NU RS 622 9 NU RS 622 7 NU RS 642 5 NU RS 622 8 NU RS 612 8 NU RS 612 7 NU RS 622 6 NU RS 622 5 NU RS 613 7 I. Research X II. Policy, Organ, & Financing A. Health Care Policy B. Organiza tion of the Health Care Delivery X X X X X X X 5

System C. Health Care Financing III. Ethics IV. Professional Role Development V. Theoretical Foundations of Nursing Practice VI. Human Diversity and Social Issues VII. Health Promotion & Disease Prevention I. Advanced Health/Physical Assessment II. Advanced Physiology and Pathophysiology III. Advanced Pharmacology X X X X X X X X X X X X X X X X X X X X X X g. If internships or field experiences are required as part of the program, provide information documenting internship availability as well as how students will be assigned, supervised, and evaluated. Students will be required to complete clinical/lab components in NURS 6225, NURS 6226, NURS 6227, NURS 6228, NURS 6229 and NURS 6425 which will total 765 hours for the program. These clinical experiences will be coordinated by the teaching faculty in the FNP/MSN program. Selected masters-prepared and doctorally-prepared nurses and physicians in the students geographic areas will be recruited and approved to serve as preceptors during the nurse practitioner role experiences. Students and FNP faculty will work together to select the appropriate clinical sites and preceptors. The MSN faculty will conduct scheduled visits periodically with the preceptors in the various settings and verify the clinical hours for students. There will be ongoing communication and evaluation between the preceptor, program coordinator, course faculty and the student. Settings for preceptorship experiences include hospitals, medical offices, clinics, and acute and long term care facilities as well as other approved sites. Evaluations of students and clinical sites will be conducted periodically by preceptors, faculty and students. Results of evaluations will be used to determine ongoing acceptable clinical sites and improve student outcomes. 6

h. Indicate the adequacy of core offerings to support the new program. The curriculum of the FNP/MSN program is designed to prepare professional registered nurses for the APN role as a family nurse practitioner. All students enrolled in the program will be required to take 5 graduate core courses consisting of 15 semester credit hours. Additionally, students are required to complete 6 specialty courses for a total of 29 credit hours. The nurse practitioner program will prepare advanced-practice nurses to provide primary health care to clients, families and communities. All students take core courses covering theoretical foundations for advanced nursing practice, health systems and models, advanced pathophysiology, advanced pharmacology, nursing research and advanced health assessment. Clinical courses emphasize the care of adult, pediatric and geriatric patients and their families. Graduates completing the collaborative MSN program will be eligible for national board certification by the American Nurses Credentialing Center and the American Academy of Nurse Practitioners. i. Indicate the method of instructional delivery. All courses are taught online via Georgia on My Line (GOML). The current delivery platform utilized is Desire2Learn (D2L), the online course management system of the University System of Georgia. The clinical courses will have didactic content online as well as clinical hours in the community settings. The settings will include hospitals, primary care offices, schools, long term facilities and acute care facilities and other approved clinical sites. 4. Admissions criteria. Please include required minima scores on appropriate standardized tests and grade point average requirements. Hold a baccalaureate degree in nursing (BSN) from a regionally accredited university and a nationally accredited nursing program (NLNAC or CCNE) Minimum grade point average (GPA) of 3.0 A General Test of the Graduate Record Examination (GRE) with satisfactory scores is required. The GRE requirement may be waived for applicants who have previously earned an advanced degree Current unencumbered RN license in the state where clinical course requirements will be met Three (3) professional letters of reference Acceptance into the Graduate School at Columbus State University 5. Availability of assistantships (if applicable). N/A 7

6. Evaluation and Assessment: a. Provide the student learning outcomes and other associated outcomes of the proposed program. Form 3A Graduates will be able to: Implement the selected advanced nurse role practitioner-within health care. Develop and nurture interprofessional collaborations by communicating and consulting with other health care professionals, including physicians, other health care providers, administrators, community leaders and regulators. Evaluate the influence of ethical principles on personal and organizational decision-making. Utilize nursing research for the promotion of quality nursing education, safe client-centered health care, and evidence based practice. Employ critical thinking in the application of nursing and multidisciplinary theoretical frameworks to foster optimal client health outcomes. Exemplify cultural competence and sensitivity to diversity in dynamic academic and health care environments. Demonstrate competence in leadership roles and a commitment to ongoing professional development for the provision of quality, cost-effective client-centered health care and the advancement of nursing practice. b. Describe how the institution will monitor and ensure the quality of the degree program. The quality of the FNP program will be monitored through a program evaluation plan that addresses SACSCOC, CSU, GSW and CCNE accreditation requirements. Additional quality review processes will include the annual program review, comprehensive program review, accreditation site visits and selfstudy, and midpoint accreditation reports. Course and faculty evaluations will be reviewed following each semester to determine the need for changes within courses. Clinical site and clinical preceptor evaluations will be reviewed when applicable to assist in evaluating clinical experiences within the program. Periodic graduate and alumni surveys will also be used to evaluate the overall quality of the program. Graduate faculty who teach in the FNP and other Masters programs must undergo an approval process at each home institution to determine eligibility to teach in specific graduate nursing courses (as required by SACSCOC) and to achieve graduate faculty status. Highly qualified graduate faculty are essential to ensuring the quality of the FNP program. 7. Administration of the program: a. Indicate where the program will be housed within the academic units of the institution. 8

The proposed FNP program will be housed in the School of Nursing that resides in the College of Education and Health Professions at Columbus State University and the School of Nursing at Georgia Southwestern State University. All academic divisions report directly to the Vice President for Academic Affairs/Provost. b. Describe the administration of the program inclusive of coordination and responsibility. The proposed FNP program will be coordinated by a graduate faculty member under the direction of the Director of the School of Nursing at CSU. This faculty member must meet the educational and experiential accreditation requirements of a FNP program coordinator. The coordinator will be responsible for student advising for this program until enrollment requires additional advisement by other graduate faculty members. Since the program will be offered in collaboration with Georgia Southwestern State University (GSW), the pre-existing memorandum of understanding (MOU) with GSW has been revised and updated and has established policies and procedures regarding the specific parameters of the collaboration. 8. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum credit hour requirement at a specific degree level, then provide an explanation supporting the increase of hours (NOTE: The maximum for bachelor s degrees is 120-semester credit hours and the maximum for master s degrees is 36-semester credit hours). The proposed FNP program curriculum is 44 semester credit hours. This advanced practice degree focuses on the care of patients and families and functions primarily in ambulatory care settings providing healthcare to newborns, infants, children, adolescents, pregnant and postpartum women, adults and the elderly. As a result, the curriculum requires more didactic and clinical hours to prepare graduates to successfully function in this role. The curriculum includes clinical practice experiences that enable students to integrate new knowledge and demonstrate attainment of program competencies to enter nursing practice in an advanced practice role. 9. Accreditation (if applicable): Describe the program s alignment with disciplinary accreditation requirements and provide a time line for pursuing accreditation. Indicate the source of institutional funding that will be used, if needed, for the accreditation process. The Commission on Collegiate Nursing Education (CCNE) completed a site visit and review of the exiting Master of Science in nursing program offered by the consortium [Georgia Intercollegiate Consortium for Graduate Nursing Education (GICGNE)] during fall 2013. A certificate of full accreditation was received at the end of spring 2014 retroactive to September 2013. Initial CCNE accreditation will be for five years. Once approval of the FNP program has been obtained then necessary documents will be provided to CCNE for accreditation of the new 9

program. Fees for initial accreditation efforts as well as annual fees will be divided equally between the member institutions, as outlined in the MOU (see Appendix). Fees will be paid out of MSN program revenue. 10. External Reviews (This item only applies to doctoral level programs): Provide a list of five to eight reviewers, external to the System, from aspirational or comparable programs/institutions. This list should contain contact information for each reviewer, and include an explanation of why the reviewer was suggested. The list should not include individuals for whom the department or institution has consulted during the process of program proposal development. N/A 11. Enrollment Projections and Monitoring; a. Provide projected enrollment for the program during the first three years of implementation. (NOTE: These projections will be used to monitor enrollment following program implementation.) b. Explain the specific methodology used to determine these projections and verify their accuracy, especially if new student enrollment will be needed to sustain funding for the program. Indicate whether enrollments will be cohort-based. Determined through input from our community of interest and the undergraduate nursing students the following numbers are projected at CSU. Growth will be controlled in order maintain quality and efficient use of resources. Full-time students will be admitted as cohorts; however, a part-time option will be made available with priority given to the efficient use of resources. The table below reflects projected enrollment for CSU. The table for GSW and projected enrollment is found in Appendix. Columbus State University Projected Enrollment First FY Second FY Third FY Fourth FY I. ENROLLMENT PROJECTIONS Student Majors Shifted from other programs 0 0 0 0 New to the institution 10 20 30 40 Total Majors 10 30 50 70 Course Sections Satisfying Program Requirements Previously existing 0 7 4 8 New 7 4 14 14 Total Program Course Sections 7 11 18 22 10

Credit Hours Generated by Those Courses Existing enrollments 0 170 340 510 New enrollments 270 540 810 1080 Total Credit Hours 270 710 1150 1590 12. Provide the year when the program is expected to be reviewed in the institution s comprehensive program review process. Comprehensive program review will take place tentatively in 2021. 13. Describe anticipated actions to be taken if enrollment does not meet projections. Based on information from our communities of interest and the collaborative relationship with GSW we do not anticipate any problems with enrollment. Prospective students inquire weekly about projected start dates at CSU and GSW. Administrators of health care institutions serving southeast and southwest Georgia are increasingly expressing the need for additional family nurse practitioners to increase the quality of health care delivery for the populations served in rural Georgia. However, should enrollment not increase as projected CSU and GSW will reassign FNP faculty to the other MSN tracks and the undergraduate program until such time as the numbers increase. Specific marketing for the family nurse practitioner program is planned and will begin as soon as program approval has been granted and a start date set. Marketing of the program will increase as needed. 14. Faculty Qualifications & Capacity: a. Provide an inventory of faculty directly involved with the program. On the list below indicate which persons are existing faculty and which are new hires. For each faculty member, provide the following information: All of the faculty listed below are existing faculty, teaching either in the graduate or undergraduate nursing programs at CSU. Highest Degree Degrees Earned Faculty Rank Name Cheryl Smith Prof EdD BSN, MSN, FNP Aimee Vael Elizabeth Frander Assoc Prof Assoc Prof DNP DNP BSN, MSN, FNP ADN, BSN, MSN, FNP Academic Discipline Nursing Nursing Area of Specialization Pediatrics Family nurse practitioner Family Health; Pediatrics Current Workload 90% admin 10% teach 75% teach 25% admin Nursing Adult Health 100% teach 11

LaTonya Santo Kim Hasbach Assoc Prof Asst Prof Form 3A EdD BSN, MSN Nursing Adult Health 100% teach DNP BSN, MSN, FNP Nursing Family Health 100% teach * See Appendix A for Georgia Southwestern State University Faculty Education and Qualifications Total Number of Faculty: 5_@ CSU * 6 @ GSW b. If it will be necessary to add faculty to support the program, give the desired qualifications of the persons to be added, and a timetable for adding new faculty. One new faculty position, a certified family nurse practitioner and in practice, will be added in the 3 rd year of the program, if the numbers increase as projected. The accrediting organization sets the faculty requirements for the FNP program. The position will be needed to teach the course content and also monitor clinical and practicum experiences in which the FNP students will be required to participate. Funding for the new position will be generated from the increased student enrollment. The Provost has expressed support of the new position if the projected numbers are achieved. c. If existing faculty will be used to deliver the new program, include a detailed faculty load analysis that explains how additional courses in the new program will be covered and what impact the new courses will have on faculty current workloads. (For example, if program faculty are currently teaching full loads, explain how the new course offerings will be accommodated.) One faculty member, Aimee Vael will be moved into the FNP program full time from the other MSN courses. She will teach 75% and will be the administrator of the program for the remaining 25%. LaTonya Santo will move from the undergraduate program (full time to part time) into the graduate program (part time). A new medical-surgical undergraduate faculty will be hired for fall 2014 to replace Dr. Santo and fill an existing staff slot. A new staff administrative assistant will be hired as soon as the program is approved and ready to be offered and will be 100% in the MSN program. In fall 2014, when the FNP program is projected to begin, the additional workload will not impact any of the faculty already teaching in the MSN program since CSU will only be responsible for ½ of the new courses being offered. Aimee Vael will teach the CSU assigned courses. As the need arises for more FNP faculty, a new position will be created and supported with increased revenue from the MSN program. 12

Dr. Aimee Vael DNP, FNP Presently in Grant Position Dr. Cheryl Smith EdD, FNP Director, School of Nursing Dr. LaTonya Santo EdD Presently in Undergrad Program Dr. Lisa Frander DNP, FNP Presently in both grad and undergrad Dr. Kim Hasbach DNP, FNP Presently in Undergrad Program 75% Teaching 25% Administration 90% Administration 10% Teaching 50% Undergrad. 50% Graduate 80% Undergrad 20% Graduate Will move to FNP program as needed 15. Budget Complete the form below and provide a narrative to address the following: a. For Expenditures: i. Provide a description of institutional resources that will be required for the program (e.g., personnel, library, equipment, laboratories, supplies, and capital expenditures at program start-up and recurring). The MSN FNP program will be offered at a distance as with the MSN tracks. The online instruction and other distance learning technology will be used to administer course offerings and will utilize existing faculty offices and technology at Columbus State University. The learning management system, Desire2Learn will be used to deliver the online program through Georgia On My Line (GOML). The program will have no impact on existing infrastructure. Initially, a doctorally prepared nurse practitioner will be the faculty assigned to the program. At the present time she is teaching full time in the nurse educator track and is being paid by a BOR system grant. She will be moved to become the program director and faculty for the FNP courses taught the first year. Her salary and benefits will be paid from a state line and supplemented by a grant received from two local health care facilities and new tuition generated from the FNP program. A faculty member from the undergraduate program will be moved to the graduate program and will have half of her workload in the FNP program. A new faculty position will be needed by year three if the projected numbers of students are enrolled. Salary for the new position will come from MSN program revenue funds. A new administrative assistant will be hired in fall 2014 in anticipation of approval of the FNP program. Her duties will be to support the entire MSN program, director and faculty. Her salary and benefits will be from a reallocation of existing funds, new tuition and hospital grant money. A new faculty position will be added in the 3 rd year of the FNP program if enrollment is sufficient to completely fund the position. The institution will not request new funds as part of its budget request. Library resources are adequate to support the new program and no new 13

funding will be needed. Supplies for the program needed include office supplies, health assessment lab supplies and printer supplies. These will be funded by existing Program Operating funds. Travel funds will be available from School of Nursing foundation funds and hospital grant funds and are included for faculty teaching in the FNP program. ii. If the program involves reassigning existing faculty and/or staff, include the specific costs/expenses associated with reassigning faculty and staff to support the program (e.g. cost of part-time faculty to cover courses currently being taught by faculty being reassigned to the new program or portion of full-time faculty workload and salary allocated to the program). The FNP program director will be reassigned from the existing MSN program which was funded by a BOR grant and expires June 30, 2014. One of the undergraduate faculty will be assigned to the graduate education track to replace her and will have a workload 50% undergraduate and 50% graduate course assignments. An unfilled undergraduate faculty slot has been filled and will replace the faculty being moved to the MSN program (50%). This faculty position is funded through a combination of state monies, hospital grant money, and revenue generated by the nursing programs. One faculty member teaching in the RN-BSN program will teach one course in the FNP program, once a year as part of her workload. A DNP faculty teaching in the undergraduate program will be reassigned to the graduate program half time as part of her workload in the FNP program, and will move to full time during the second year of the program, if numbers dictate. Sufficient faculty are available in the undergraduate program to fill her role should this occur. b. For Revenue: i. If using existing funds, provide a specific and detailed plan indicating the following: 1. Source of existing funds being reallocated $82,000 salary for FNP director/faculty to come from a state line of $78,000 and $4,000 from hospital grant monies. $39,000 for the ½ faculty position is from a state line. $36,300 for fringe benefits will come from hospital grant monies and RN to BSN program revenue. $25,000 salary plus $7,500 fringe benefits for administrative assistant will come from MSN program revenue 2. How the existing resources will be reallocated to specific costs for the new program 14

Faculty, administrative support and operating costs will be funded from the hospital grant monies, state line funding, RN to BSN program revenue funding and MSN program revenue funding. 3. The impact the redirection will have on units that lose funding. There will be no impact on other units. The administrative assistant will be used for both the existing MSN program and the proposed FNP program. ii. Explain how the new tuition amounts are calculated. Students in the new FNP/MSN program will pay the Georgia On My Line (GOML) rate as our other MSN students. The tuition is $385 per semester hour. There are 44 semester hours in the program for a total tuition cost of $16,940. For every 10 FNP students, $169,400 of tuition will be generated. iii. Explain the nature of any student fees listed (mandatory fees, program fees, etc.). The FNP program is an online program with clinical experiences scheduled in the student s own geographic area. The fees associated with the program are the technology fee of $79 per semester and the institutional fee of $265 per semester for 5 hours or more. iv. If revenues from Other Grants are included, please identify each grant and indicate if it has been awarded. The School of Nursing receives grant monies from two large health care systems each year, $100,000 from each institution. The money from these two grants helps supplement faculty salaries (state lines) for both the graduate and undergraduate programs. Approximately $75,000 will be allocated to faculty salaries in this track as needed. v. If Other Revenue is included, identify the source(s) of this revenue and the amount of each source. RN to BSN program revenue funds and MSN program revenue funds are available to fund a new administrative assistant and supplement faculty salaries in the graduate program. c. When Grand Total Revenue is not equal to Grand Total Costs: i. Explain how the institution will make up the shortfall. 15

The School of Nursing has adequate revenue from other programs to make up for any shortfall in projected revenue. An existing state line of $79,500 will be allocated to the FNP program along with $60,000 from the RN to BSN revenue and $75,000 from the hospital grant monies. ii. If the projected enrollment is not realized, provide an explanation for how the institution will cover the shortfall. Revenue from the new track will be used to fund a new position in the 3 rd year of the program. If the revenue is not adequate to fund the position then a new faculty person will not be added to the program. If there is adequate growth and revenue is not adequate then RN to BSN revenue will be used to supplement the new faculty salary ($60,000). Columbus State University (see Appendix for GSW s table) Second Third FY FY Dollars Dollars Dollars I. EXPENDITURES First FY Personnel reassigned or existing positions Faculty (see 15.a.ii) 82,000 (1 FTE) 144,000 (2 FTE) 144,000 (2 FTE) Fourth FY Dollars 226,000 (3 FTE) 39,000 (.5FTE) Part-time Faculty (see 15 a.ii) 39,000 (.5FTE) Graduate Assistants (see 15 a.ii) Administrators(see 15 a.ii) Support Staff (see 15 a.ii) 25,000 25,000 25,000 Fringe Benefits 36,300 50,700 50,700 87,000 Other Personnel Costs Total Existing Personnel Costs $ 157,300 $ 219,700 $ 219,700 $ 377,000 EXPENDITURES (Continued) Personnel new positions (see 15 a.i) Faculty 82,000 Part-time Faculty Graduate Assistants Administrators Support Staff 25,000 Fringe Benefits 7,500 24,600 Other personnel costs Total New Personnel Costs $ 32,500 0 $ 106,600 0 Start-up Costs (one-time expenses) (see 15 a.i) Library/learning resources 16

Equipment Other Physical Facilities: construction or renovation (see section on Facilities) Total One-time Costs Operating Costs (recurring costs base budget) (see 15 a.i) Supplies/Expenses 6,000 6,000 6,000 6,000 Travel 3,000 3,000 5,000 6,000 Equipment Library/learning resources Other Total Recurring Costs 9,000 9,000 11,000 12,000 GRAND TOTAL COSTS $ 198,800 $ 228,700 $ 337,300 $ 389,000 III. REVENUE SOURCES Source of Funds Reallocation of existing funds (see 15 b.i) 157,300 219,700 219,700 377,000 New student workload New Tuition (see 15 b.ii) 103,950 273,350 442,750 612,150 Federal funds Other grants (see 15 b.iv) 75,000 75,000 Student fees (see 15 b.iii) Other (see 15 b.v) New state allocation requested for budget hearing Nature of Funds Base budget One-time funds GRAND TOTAL REVENUES (see 15 c.i & c.ii) $ 336,250 $ 568,050 $ 662,450 $ 989,150 17

16. Facilities Complete the table below. Total GSF a. Indicate the floor area required for the program in gross square feet (gsf). When addressing space needs, please take into account the 2100 projected enrollment growth in the program over the next 10 years. b. Indicate if the new program will require new space or use existing space. (Place an x beside the appropriate selection.) Type of Space Comments i. Construction of new space is required ii. iii. iv. Existing space will require modification If new construction or renovation of existing space is anticipated, provide the justification for the need. Are there any accreditation standards or guidelines that will impact facilities/space needs in the future? If so, please describe what the impact will be. v. Will this program cause any impacts on the campus infrastructure, such as parking, power, HVAC, etc. If so, indicate the nature of the impact, estimated cost and source of funding. vi. Existing space will be used as is X c. If new space is anticipated, provide information in space below. i. Estimated construction cost N/A ii. Estimated total project budget cost N/A iii. Proposed source of funding N/A iv. Availability of funds N/A v. When will the construction be completed and ready for occupancy? (Indicate semester and year). vi. How will the construction be funded for the new space/facility? vii. Indicate the status of the Project Concept Proposal submitted for consideration of project authorization to the Office of Facilities at the BOR. Has the project been authorized by the BOR or appropriate approving authority? N/A N/A N/A 18

d. If existing space will be used, provide information in space below. Form 3A Provide the building name(s) and floor(s) that will house or support the program. Indicate the campus, if part of a multi-campus institution and not on the main campus. Please do not simply list all possible space that could be used for the program. We are interested in the actual space that will be used for the program and its availability for use. Illges Hall will be utilized to provide existing office space for graduate faculty who teach in the proposed program. The courses will be offered at a distance so classroom space will not be impacted. Existing lab space will be utilized for clinical instruction and scheduled around the undergraduate nursing program needs. e. List the specific type(s) and number of spaces that will be utilized (e.g. classrooms, labs, offices, etc.) i. No. of Spaces Type of Space Number of Seats Assignable Square Feet (ASF) Classrooms 1 Labs (dry) 24 1361 Labs (wet) Meeting/Seminar Rooms 3 Offices 603 Other (specify) Total Assignable Square Feet (ASF) ii. If the program will be housed at a temporary location, please provide the information above for both the temporary space and the permanent space. Include a time frame for having the program in its permanent location. N/A Chief Business Officer or Chief Phone No. Email Address Facilities Officer Name & Title Dr. Tom Helton 7065078901 Helton_tom@columbusstate.edu Signature Note: A Program Manager from the Office of Facilities at the System Office may contact you with further questions separate from the review of the new academic program. 19

17. Online Format and Institutional Delivery Questions A. Provide a rationale for the need to offer the program online. By offering the degree online, the ability for registered nurses to pursue graduate education will be facilitated and major barriers (i.e. distance, time, employment demands, and personal demands) reduced. B. Curriculum and Instruction i. Demonstration that the selected delivery technology is compatible with the nature and objectives of the program and courses. Courses taught within Georgia Intercollegiate Consortium for Graduate Nursing Education (GICGNE) are delivered in a collaborative learning management system (LMS) known as Georgia on MyLine (GOML) which uses Desire to Learn (D2L) to deliver the content and is supported at the state level. The GOML system provides a system for all students in the consortium to access course documents, discussion boards, grade books, etc. through a centralized portal that requires only one password protected sign-on instead of accessing through each of the home institution s LMS. The GOML system is associated with the enrollment system called INGRESS which allows students from each institution to register for courses within the consortium regardless of which institution is responsible for teaching the course. GOML provides a means of meeting all didactic student outcomes. ii. Identification of whether instruction will be offered synchronously or asynchronously; online only or blended. The online format will include asynchronous and synchronous activities which are conducive to students learning and will allow them to achieve a balance between home, work and school. For synchronous delivery, Collaborate virtual learning system will be utilized as a modality to facilitate student-faculty engagement. Graduate faculty in the FNP Program will be encouraged to incorporate both synchronous and asynchronous discussions and interactions within each course. The program will not be offered to students who seek a campus-based experience. iii. For collaborative programs, demonstration that changes to the curriculum will be coordinated and communicated among institutional partners. As delineated in the Memorandum of Understanding (MOU) between Columbus State University and Georgia Southwestern State University, courses to be offered in connection with the Program, the scheduling of such classes, the faculty 20

members selected primarily (but not necessarily exclusively) from the faculties of the Member Institutions who teach the courses, and policies that affect the operation of the Program shall be agreed upon by the Governing Board. The Governing Board consists of the dean/director responsible for the Consortium at the Member Institution. Each Member Institution may have only one representative on the Governing Board. In addition, the MOU clearly states the program will consist of a shared curriculum. New programs, new courses and curriculum revisions will be vetted by the graduate faculty of the Consortium and must follow the approval process required by all Member Institutions. Updated MOU is attached. iv. Delineation of how grade disputes and other academic matters will be adjudicated within the collaborative. All attempts to resolve grade disputes and other academic matters are made prior to the filing of a formal complaint. Students are expected to abide by policies according to their home institution regarding formal student complaints. Both institutions have outlined policies for formal complaints presented by students with procedures in place for resolution. Decisions made on formal complaints will be reported at GICGNE faculty meetings. v. Description of the involvement of various departments in the development and coordination of the program. The respective offices of Technology were consulted during the development of the online FNP Program to confirm the ability to provide the technology infrastructure to support program expansion. The Learning Management System (D2L) and technology for synchronous sessions currently exist. vi. Description of how increased demand for online instruction will affect the institution s infrastructure inclusive of facilities. C. Faculty It is not anticipated that modifying the institution s infrastructure will be needed; however, in the event that enrollment exponentially increases, thus significantly increasing the demand for online instruction, the IT offices of both institutions will be consulted for resolution. i. Description of the online teaching experience of faculty who will teach in the program. 21

Aimee Vael Cheryl Smith Faculty Online Teaching Experience Taught online since 2008; developed and taught 8 DNP online courses and developed the DNP online curriculum; taught 3.5 years in online MSN/FNP program; taught 2 years in an online self-paced MSN/FNP program. Developed and taught 5 MSN Nurse Educator courses online. Taught in an online doctoral (DNP) program since 2009 as part time faculty. LaTonya Santo Taught online modules/courses since 2004 Elizabeth Frander Kim Hasbach Taught online since 2009; designed several online courses; had 3 online courses approved using the QM standards Taught in online doctoral and master s programs for 2 years as part time faculty. ii. Description of the online training of faculty who will teach in the program. Faculty Cheryl Smith Aimee Vael LaTonya Santo Online Training Completed 2 Quality Matters Certification workshops (Applying the QM Rubric and Improving Your Online Course); completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery Completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery. She has completed Quality Matters and Camtasia training. Completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery; individual training from CSU course designers; completed several webinars and professional developments sessions 22

related to online course design and instruction; completed Instructional Leadership doctoral courses on distance/online learning. She has completed Quality Matters and Camtasia training. Elizabeth Frander Kim Hasbach Completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery; has had numerous web courses on online course design; completed several Quality Matters courses on curriculum design and course design Is scheduled to complete CSU Instructional offerings and Quality Matters workshops before teaching in the FNP program in Spring 2015 23

Appendix A Georgia Southwestern State University FNP Proposal Addendum i. Description of the online teaching experience of faculty who will teach in the program. Sandra Daniel Bonnie Simmons Teresa Teasley Joy Humphrey Mary Anne Shepherd Pie Hulsey Developed and taught in RN-BSN Online External Degree program since 2004; Taught in MSN Online program since Fall 2012; Facilitating Online Learning (Certificate as Instructor) 2006; Taught in RN-BSN Online External Degree Program since 2004; Taught in RN-BSN Online External Degree Program since 2008; Currently teaches in MSN program Taught in RN-BSN Online External Degree Program since 2009 Taught in RN-BSN Online External Degree Program since 2010 Taught in RN-BSN Online External Degree Program since 2011 Faculty Online Teaching Experience and Qualifications ii. Description of the online training of faculty who will teach in the program. Sandra Daniel Bonnie Simmons Name Online Training Completed USG Advanced Technologies Certificate Course: Facilitating Online Learning (Instructor Qualified); Completed online teaching and evaluation continuing education and workshops through AACN and USG Completed USG workshops: and University sponsored workshops: Evaluating Online Faculty; Best Practices for Designing Online Courses; Completed University sponsored workshops: Online Testing Integrity, Online Course Design; Instructional Technology 24

Teresa Teasley Joy Humphrey Kirven Pie Hulsey Mary Anne Shepherd Training: Camtasia, Impatica, & Podcasting Completed USG workshops: and University sponsored workshops: Evaluating Online Faculty; Best Practices for Designing Online Courses; Completed University sponsored workshops: Online Testing Integrity, Online Course Design; Instructional Technology Training: Camtasia, Impatica, & Podcasting Completed Elsevier Faculty Development Conference (2014) Contemporary Workshops on Online Teaching and Learning; Completed University hosted workshops on Online Teaching and Evaluation. Completed 12 hours (quarter) formal coursework in doctoral education program: Special Topics in Teaching Online; Special Topics in Instructional Design for Online Learning Instructional Design for Health Care Programs Completed Workshop: Online Teaching: Using Backward Design and ADDIE Models and Active Learning (GSW); Completed D2L Orientation at GSW; 25

GSW Faculty Education and Qualifications Faculty Name Bonnie Simmons Sandra Daniel Teresa Teasley Mary Anne Shepherd Rank Assoc Prof Highest Degree PhD Degrees Earned Dip, BSN, MSN, Prof PhD AA, BSN, MSN, PNP Assoc Prof DNP ADN, BSN, MSN Lecturer DNP Dip/BSN/MPH, FNP Academic Discipline Nursing Nursing Nursing Nursing, Public Health Area of Specialization Parent Child Vulnerable Populations Community Health, Pediatrics Adult Health/Nursing Ed Focus Psychiatric Nursing Family Health, Public Health Current Workload 75% teaching 25% Graduate Chair release time 100% Administrative 75% teaching; 25% Undergraduate Chair release time 100% teaching Kirven Pie Hulsey Joy Humphrey Assist Professor Assist Professor PhD AA, BSN,MSN, FNP, CNM Nursing Family Health Nurse Midwifery/ Women s Health DNP BSN, MSN Nursing Adult Health Gerontology 100% teaching 100% teaching 26

Enrollment Table Georgia Southwestern State University First FY Second FY Third FY Fourth FY I. ENROLLMENT PROJECTIONS Student Majors Shifted from other programs 0 0 0 0 New to the institution 10 20 30 40 Total Majors 10 30 50 70 Course Sections Satisfying Program Requirements Previously existing 0 7 4 8 New 7 4 14 14 Total Program Course Sections 7 11 18 22 Credit Hours Generated by Those Courses Existing enrollments 0 170 340 510 New enrollments 270 540 810 1080 Total Credit Hours 270 710 1150 1590 27

Budget Table Georgia Southwestern State University I. EXPENDITURES First FY Dollars Personnel reassigned or existing positions Faculty 65,000 (1 FTE) Second FY Dollars Third FY Dollars Fourth FY Dollars 135,000 (2.0FTE) 135,000 (2.0 FTE) 205,000 (3.0 FTE) Part-time Faculty 33,750 (0.5FTE) 33,750 (0.5 FTE) Graduate Assistants Administrators Support Staff 32,000 (1.0 FTE) Fringe Benefits 19,500 40,500 50,725 81,225 Other Personnel Costs Total Existing Personnel Costs $ 84,500 $ 195,500 $ 219,475 $ 351,975 EXPENDITURES (Continued) Personnel new positions Faculty 70,000 (1.0FTE) Part-time Faculty Graduate Assistants Administrators Support Staff 32,000 Fringe Benefits 30,600 Other personnel costs Total New Personnel Costs $ 132,600 Start-up Costs (one-time expenses) (see 15 a.i) Library/learning resources Equipment Other Physical Facilities: construction or renovation (see section on Facilities) Total One-time Costs Operating Costs (recurring costs base budget) (see 15 a.i) Supplies/Expenses 2,000 4,000 6,000 6,000 28

Travel 2,000 3,000 5,000 5,000 Equipment Library/learning resources Other Total Recurring Costs 4,000 7,000 11,000 11,000 GRAND TOTAL COSTS $ 88,500 $ 203,500 $ 363,075 $ 362,975 III. REVENUE SOURCES Source of Funds Reallocation of existing funds 84,500 195,500 219,475 351,975 New student workload New Tuition 103,950 273,350 442,750 612,150 Federal funds Other grants Student fees Other New state allocation requested for budget hearing Nature of Funds Base budget One-time funds GRAND TOTAL REVENUES $ 188,450 $ 468,850 $ 662,225 $ 964,125 29

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Appendix B Course Descriptions NURS 6105 - Research for Evidence Based Practice (3-0-3) This course focuses on clinical reasoning and decision-making skills as they relate to the application and implementation of evidence-based nursing practice. This course will also serve as an introduction to the research process with an emphasis on the relationship of research and its relevance to nursing practice. The relationship to outcomes will be examined through information systems and management, evidence-based practice concepts and principles, and scientific writing and publication. The overall purpose of the course will be to apply and integrate the concepts and principles into strategies for the Clinical Nurse leader role. Prerequisite: Admission to the Graduate Nursing Program NURS 6137 - Pathophysiology for the Advanced Practice Nurse (3-0-3) This course provides graduate students with an overview of central concepts of pathophysiology including an understanding of the management of common health problems, disease processes, and syndromes. The primary focus is to provide a foundation for differential diagnosis, clinical decision-making and management of individual and family health problems. Research and emerging evidence in physiology is integrated throughout the course. Prerequisite: Admission to the Graduate Program NURS 6127 Scientific Underpinnings of the Advanced Practice Role (3-0-3) Students explore components and variations of the advanced practice role and how social policy and healthcare delivery influence are influenced by the role. Legal definitions and professional interpretations of advanced practice nursing are examined in relation to healthcare outcomes, resource allocation and cost effectiveness Students will critique, analyze, and evaluate selected theories and incorporate these theories into their advanced nursing practice roles. Prerequisite: Admission to Graduate Nursing Program NURS 6128 - Pharmacology for the Advanced Practice Nurse (3-0-3) Course focuses on examination of the major categories of pharmacological agents and application of pharmacological concepts in the clinical practice setting. Emphasis is placed on understanding the physiological action of the drugs, expected patient responses and major effects. This course is prerequisite for clinical courses that integrate the knowledge of Pharmcotherapeutics into effective nursing practice. Prerequisite: Admission to Graduate Nursing Program NURS 6129 Health Care Delivery Models, Economics and Policy (2-0-2) This course is designed for the nurse leader/manager to develop an understanding of the complex regulatory environment in health care delivery systems and the interrelatedness of performance and quality improvement. Also, the framework for understanding the role and contributions of nurse leaders/managers within the healthcare system will be explored. Issues such as public reporting, pay for performance, measurements of patient satisfaction, and other emerging and 31

timely topics will be addressed. Prerequisite(s): Admission to the Graduate Nursing Program NURS 6225 Health Assessment for the Advanced Practice Nurse (2-3-3) This course in health assessment expands the nurse s knowledge of cognitive processes and psychomotor skills needed for comprehensive assessment of clients across the lifespan. Techniques and processes of performing a physical, mental, developmental, and nutritional assessment, obtaining a health history, performing selected diagnostic procedures, and recording findings will be conducted. Interviewing skills that enable the nurse to relate to various clients across the life span will be refined. Prerequisite: Admission to Graduate Nursing Program NURS 6226 - Diagnostic and Clinical Reasoning for the Advanced Practice Nurse (2-3-3) This course focuses on diagnostic reasoning as a framework to synthesize knowledge for comprehensive assessment of primary care patients throughout the life span. Advanced health assessment techniques are emphasized and refined. Diverse types of approaches are used in expanding proficiency in conducting histories and physical examinations in laboratory and clinical settings including communication techniques unique to the specialty population. Systematic and organized health assessments that are sensitive to cultural and developmental needs are explored. Prerequisite: Admission to Graduate Nursing Program NURS 6227 Health Promotion of Women and Children (3-9-6) Prepares family nurse practitioners to assume responsibility for health promotion, maintenance and management of common acute and chronic health problems of infants, children and adolescents in primary healthcare settings. Emphasizes description of the condition or disease, etiology and incidence, clinical findings, differential diagnosis, management, complications and preventive and patient education measures. Considers cultural and ethical issues that affect healthcare delivery and client adherence to management plan. Uses established protocols for practice to indicate the need for consultation, referral and community resources. Prerequisites: NURS 6125, NURS 6225, NURS 6128, NURS 6226, NURS 6228, NURS 6229 NURS 6228 Health Promotion of the Elderly (3-9-6) This course prepares family nurse practitioners to assume responsibility for health promotion, disease prevention, early detection and management of common acute and chronic health problems of the elderly client and his/her family. The nurse practitioner s role in promoting successful aging, maintaining function and promoting self-car, using community, personal and family resources is explored. The course emphasizes common geriatric syndromes and problems including chronic illnesses and their management. Ethical dilemmas that impact healthcare of older adults are integrated throughout course. Prerequisites: NURS 6125, NURS 6225, NURS 6128, NURS 6226, NURS 6229 32

NURS 6229- Health Promotion of Adults (3-9-6) This course if designed to prepare Family Nurse Practitioners to assume responsibility for health promotion, health maintenance, disease prevention, and the management of common acute and chronic health problems of adults in primary healthcare setting. Emphasis is on the family as the basic unit of nursing care. Discussion will include non-pharmacologic and pharmacologic management of common health problems. Criteria for consultation and indications for referral along with exploration of available community resources will also be considered. Prerequisites: NURS 6125, NURS 6225, NURS 6226 Co-Requisites or prerequisite: NURS 6128 NURS 6425 - Nurse Practitioner Practicum (0-18-6) The nurse practitioner practicum experience provides the student an opportunity to assume responsibility for the primary healthcare services of individuals and families under the supervision of an established nurse practitioner and/or physician preceptor. Students will be expected to practice as a Nurse Practitioner, assuming increasing responsibility for planning and implementing therapeutic processes and for documenting and evaluating outcomes of care. This intensive practice experience allows the student to apply theories through the investigation and management of health problems in primary healthcare settings. Prerequisites: NURS 6105, NURS 6125, NURS 6225, NURS 6127*, NURS 6128, NURS 6226, NURS 6129, NURS 6229, NURS 6228, NURS 6227 Co-requisite: NURS 6127* *NURS 6127 may be taken as either a prerequisite or a co-requisite. 33

Appendix C AACN Master s Essentials MASTER S NURSING EDUCATION Curriculum Model Through the consensus-building process used by the AACN Task Force, general agreement on the outline of a master s nursing curriculum evolved. The matrix presented in Figure 1 shows the components of master s education and their relationship to the specific advanced practice roles. Briefly, the master s curriculum is conceptualized as having three components. These are: 1. Graduate Nursing Core: foundational curriculum content deemed essential for all students who pursue a master s degree in nursing regardless of specialty or functional focus. 2. Advanced Practice Nursing Core: essential content to provide direct patient/client services at an advanced level. 3. Specialty Curriculum Content: those clinical and didactic learning experiences identified and defined by the specialty nursing organizations. This document addresses both the graduate core and advanced practice nursing core of master s nursing education. The essential components of these two areas of the master s nursing curriculum are defined. Outline of Essential Curriculum Elements Each of these curricular elements is fully delineated in the following sections. Graduate Core Curriculum Content I. Research II. Policy, Organization, and Financing of Health Care A. Health Care Policy B. Organization of the Health Care Delivery System C. Health Care Financing III. Ethics IV.. Professional Role Development V. Theoretical Foundations of Nursing Practice VI. Human Diversity and Social Issues VII. Health Promotion and Disease Prevention Advanced Practice Nursing Core Curriculum I. Advanced Health/Physical Assessment II. Advanced Physiology and Pathophysiology III. Advanced Pharmacology GRADUATE CORE CURRICULUM CONTENT The purpose of the Graduate Core Curriculum is to define the content that forms the foundation of all graduate nursing education irrespective of specialty. The core competencies that each master s nursing student is expected to achieve are listed under each content area. It is anticipated that each institution will customize the curriculum to reflect the unique mission and needs of the school, geographic area, and student population. Each of the content areas defined need not be a separate course except where noted. Each graduate of a master s nursing education program must possess strong critical thinking and decision making skills. The ability to critically and accurately assess, plan, intervene, and evaluate the health and illness experiences of clients 34

(individuals, families, and communities) should be a primary goal of master s nursing education. Skills of this level are mandatory in order to improve health care delivery and outcomes of patient care. The ability to communicate effectively, both orally and in writing, is also essential to transmit the outcomes of these processes. During the program, every student should acquire the ability to analyze, synthesize, and utilize knowledge. This may be accomplished through a variety of experiences including formal courses, seminars, clinical experiences, and independent study. A master s degree program may be the first formal educational opportunity for a student to integrate prior and current learning. To facilitate integration of learning the inclusion of a culminating or capstone experience in all master s programs is strongly recommended. The faculty in each program must determine the most appropriate capstone experience for their graduate students to complete. Whether this capstone experience is a series of specific courses and seminars, one course which requires compilation and interpretation of information from previous courses and experience, a performance, a comprehensive examination, or a research project and thesis, the capstone experience requires a student to put into practice what has been learned in the program (Council of Graduate Schools, 1994, p. 37). I. Research The purpose of research at the master s level is to prepare a practitioner for the utilization of new knowledge to provide high quality health care, initiate change, and improve nursing practice. The goal of the research component of the curriculum should be to prepare a clinician who is proficient at the utilization of research including the evaluation of research, problem identification within the clinical practice setting, awareness of practice outcomes, and the clinical application of research. Research findings should serve as the basis for clinical and organization decision making. Separate or distinct course work in this area is deemed essential in addition to the integration of this content into other didactic and clinical course work. In order to accomplish that end, course work should provide graduates with the knowledge and skills to: 1. access current and relevant data needed to answer questions identified in one s nursing practice; 2. utilize new knowledge to analyze the outcomes of nursing interventions, to initiate change, and to improve practice; 3. use computer hardware and appropriate software, and to understand statistics and research methods; 4. utilize information systems for the storage and retrieval of data, consistent with the particular population focus; 5. initiate a line of inquiry into comprehensive databases in order to utilize available research in the practice of nursing; and 6. write and communicate effectively identify a clinical problem, demonstrate an understanding of the research related to this problem, critically analyze the problem and current knowledge, and develop a strategy for the incorporation of the research into the treatment regimen. In a professional master s program a research thesis is not an appropriate requirement. Depending on the individual philosophy and mission of the institution, a thesis is an appropriate option particularly if the student is preparing to enter a doctoral degree program. The use of the thesis as an option for master s education is consistent with the Council on Graduate Education s position (see statement on the inclusion of a capstone experience in General Discussion of Core 35

Content). A master s thesis or research project does not have to be independent or original research, but should be the new application of ideas. According to the Council of Graduate Schools (1994), Working on a thesis or project gives the student experience in doing research, and also teaches how to analyze the research of others...the master s student must also demonstrate the ability to write about and communicate orally the work done (p. 37). II. Policy, Organization, and Financing of Health Care In an environment with ongoing changes in the organization and financing of health care, it is imperative that all graduates of master s degree nursing programs have a keen understanding of health care policy, organization, and financing of health care. The purpose of this content is to prepare a graduate to provide quality cost-effective care, to participate in the design and implementation of care in a variety of health care systems, and to assume a leadership role in the managing of human, fiscal, and physical health care resources. The graduate s understanding of policy, organization, and financing of health care should include the recognition of primary health care as defined by the World Health Organization (1978), which addresses issues of poverty and public health. Recognizing the relationship of these issues to improving health care delivery and outcomes of patient care is essential. A. Health Care Policy Graduates should be responsive to increasing levels of public, governmental, and third party participation in and scrutiny of the shape and direction of the health care system (Shugars, O Neil, Bader, 1991, p. 19). The purpose of this content area is to develop a comprehensive knowledge of how health policy is formulated, how to affect this process, and how it impacts clinical practice and health care delivery. Course work should provide graduates with the knowledge and skills to: 1. analyze the results of policy research relevant to health care delivery; 2. differentiate and delineate legislative and regulatory processes; 3. articulate the interaction between regulatory controls and quality control within the health care delivery system; 4. evaluate local, state and national socioeconomic and health policy issues and trends; 5. articulate health care issues/concerns to elected and appointed officials, both public and private, and to health care consumers; 6. serve on boards or task forces that influence health policy; 7. interpret health care research for consumers and officials; 8. serve as a consumer advocate on health issues; and 9. articulate and interpret the significance of the advanced practice nursing roles to policymakers, health care providers, and consumers. B. Organization of the Health Care Delivery System The inclusion of this content serves to develop an understanding of the ways health care is organized and delivered in order for the graduate to function effectively and assume a leadership role in the health care system. An understanding of the totality of health care systems, including managed care and integrated systems of delivery, must be obtained. As an increasing emphasis is placed on the delivery of care within integrated care systems or on the continuum of health care, all nursing graduates, even those with a more acute or specialized focus, must have a clear understanding of community and the organization of community-based systems of care; therefore, concepts of community, community assessment, and community health care systems are essential components of the master s nursing curriculum. Likewise, those nurses practicing in 36

community-based systems of care must have an understanding of the acute care delivery system, its organization, and its functioning. Course work should provide graduates with the knowledge and skills to: 1. understand how various health care delivery systems are organized, including community and population-based systems; 2. deliver health care services in a variety of delivery systems, including acute and ambulatory care delivery systems, and managed and integrated care systems; and 3. provide leadership in the health care delivery system. C. Health Care Financing The purpose of this content is to develop an understanding of and familiarity with health care financing as an essential foundation for the delivery of health care services. A complete background or comprehension of health care economics and accounting is not deemed essential; therefore, the graduate must know why and when to seek additional expertise in the area of financing and economics when practicing in, managing, or establishing a health care delivery system or practice. Course work should provide graduates with the knowledge and skills to: 1. comprehend the economic implications of health planning, the organization of personnel and resources, the design of payment systems, and the outcome analysis of health care delivery or cost-effectiveness of services; 2. use basic principles of fiscal management and budgeting, and health economics; 3. analyze and monitor the cost-effectiveness of clinical decisions and make recommendations for increasing the cost-effectiveness of care; 4. make high quality, cost-effective choices in the use of health care resources; 5. demonstrate fiscal accountability for one s own practice while providing quality care; and 6. develop a budget and manage resources, including knowing when to seek the services of external resources such as a lawyer or practice consultant. III. Ethics Expanding health technologies and increasing demands for cost containment have emphasized the need for ethical decision making by all health care professionals. One of the core competencies, identified by the Pew Health Professions Commission (Shugars et al., 1991), is the ability for all health professions graduates to provide counseling for patients in situations where ethical issues arise, as well as participate in discussions of ethical issues in health care as they affect communities, society and the health professions (p. 19). Ethical decision making should be the focus of content as evidenced in research, evaluation, clinical practice, and management. Master s nursing education should develop an understanding of the principles, personal values, and beliefs that provide a framework for nursing practice. The graduate educational experience should provide students the opportunity to explore their values and analyze how these values shape their professional practice and influence their decisions, and to analyze systems of health care and determine how the values underpinning them influence the interventions and care delivered. Course work should provide graduates with the knowledge and skills to: 1. identify and analyze common ethical dilemmas and the ways in which these dilemmas impact on patient care; 2. evaluate ethical methods of decision making and engage in an ethical decision making process; 3. evaluate ethical decision making from both a personal and organizational perspective and 37

develop an understanding of how these two perspectives may create conflicts of interest; 4. identify areas in which a personal conflict of interest may arise; propose resolutions or actions to resolve the conflict; 5. understand the purpose of an ethics committee s role in health care delivery systems; serve on an ethics committee; and 6. assume accountability for the quality of one s own practice. Form 3A IV. Professional Role Development This content operationalizes the theoretical principles and norms within the graduate s specialty area of practice. This content, therefore, cannot be presented only as theoretical or formal classroom content but must be integrated into the student s clinical practice as well. The transition into the new role of advanced practice nurse must occur throughout the entire master s program. The content in professional role development should provide the student with a clear understanding of the nursing profession, advanced practice nursing roles, the requirements for, and regulation of these roles. The purpose of this content is to facilitate transition into the advanced practice nursing role and to integrate the new functions and activities of the advanced nursing role into the graduate s professional practice. Part of this transition is the ability to deal with role ambiguity and to view role boundaries as fluid. The need for the graduate to work effectively in interdisciplinary relationships or partnerships, recognizing the uniqueness and similarities among the various roles, is also critical. The graduate should also demonstrate certain personal qualities and professional behaviors such as assertiveness, the responsibility to engage in professional activities, and advocacy for change. The profession of nursing relies on the master s-prepared nurse to participate in the profession and exert leadership not only within the profession but also in the health care system. Therefore, it is the responsibility of each master s nursing program to foster professional role development necessary for providing leadership in the delivery of health care. Course work should provide graduates with the knowledge and skills to: 1. communicate with other health care professionals; develop and work in collaborative and interdependent relationships; 2. assume the role of advocate for consumers and change agent within the health care system; 3. actualize/implement the advanced practice roles of teacher, researcher, advocate, clinician, consultant, collaborator, and manager of systems; 4. negotiate one s roles within the practice system; 5. effect change within the health care system, not merely react to changes brought on by others monitor changes that are occurring within the health care system, through both internal and external forces, and make appropriate changes in order to improve the system, the delivery of health care, and health care outcomes; 6. articulate the differentiated advanced practice nurse roles, such as the current roles of the nurse practitioner, clinical nurse specialist, nurse anesthetist, or certified nurse-midwife, to other health professionals, policy makers, and consumers; and 7. advocate for the nursing profession and actively recruit potential students into the profession. 38

V. Theoretical Foundations of Nursing Practice The graduate should be prepared to critique, evaluate, and utilize appropriate theory within one s practice. Nursing practice integrates and applies a wide range of theories from nursing and other sciences. Moreover, nursing graduates provide clinical care that focuses on the whole of a person s health and illness experiences. A practice that incorporates a range of theories allows the nursing clinician to develop a comprehensive and holistic approach to care. The master s nursing curriculum should include nursing and other relevant theories from a wide range of fields such as the natural, social, organizational, and biological sciences. This content together with knowledge of current research provides a firm foundation to guide the graduate s advanced nursing practice. Course work should provide graduates with the knowledge and skills to: 1. critique and evaluate a variety of theories from nursing and related fields; 2. apply and utilize appropriate theories from nursing and related fields to provide high quality health care to clients; and 3. understand the health care delivery system in which they practice through the application of appropriate theories. VI. Human Diversity and Social Issues Over the next 15 years the population in the U.S. will be characterized by a rapidly increasing number of elderly adults...growing racial and ethnic diversity will (also) profoundly affect health care in the U.S... Health professionals in general and health professional educators in particular will need to understand and relate to the special needs of (these) growing segments of society (Shugars et al., 1991, p. 6). Global awareness is necessary to provide culturally sensitive care. The inclusion of this content develops an understanding and appreciation of human diversity in health and illness and to assure the delivery of appropriate or individualized health care. Diverse learning experiences must be provided throughout the curriculum and clinical practice to develop an understanding of the wide diversity of subcultural influences on human behavior, including ethnic, racial, gender, and age differences. Individual or specific course content must be identified and provided in this area to ensure that appropriate and sensitive health care is provided. Course work should provide graduates with the knowledge and skills to: 1. perform a community assessment, utilizing appropriate epidemiological principles; 2. differentiate and compare the wide range of cultural norms and health care practices of groups of varied racial and ethnic backgrounds; 3. define, design, and implement culturally competent health care; 4. ensure that systems meet the needs of the population(s) served and are culturally relevant; 5. recognize the variants in health, including physiological variations, in a wide range of cultural, racial, ethnic, age, and gender groups that may influence the assessment and plan of care; and 6. practice in collaboration with a multicultural work force. Numerous health care problems occur due to social issues and lifestyle choices. Therefore, the graduate of a master s nursing program should be able to recognize and appropriately address in the comprehensive health care plan defined for the client current societal and individual health problems such as societal and domestic violence, family abuse, sexual abuse, and substance abuse. 39

VII. Health Promotion and Disease Prevention Health Promotion and Disease Prevention can be defined comprehensively as a wide array of personal/clinical and community-based interventions in addition to broad development and application of social policies that influence the goal of achieving health. Officials estimate that the scope of preventable loss of life is nearly one million Americans annually (Department of Health and Human Services, 1995). Nursing has a long history of concern for primary health care with a strong emphasis on promotion of health, prevention of illness and identification of environmental factors that impact health status. Key concepts for nursing include healthy lifestyle, self-care, holism, risk reduction, and maximizing quality of life. Graduate education should prepare nurses with a strong theoretical foundation in health promotion, illness prevention, and maintenance of function across the health-illness continuum with clients: the individual, family, or community. Health promotion and disease prevention must also be an integral part of graduate nursing practice. Expansion of this foundation and clinical practice should be continued through the advanced practice nursing (APN) core and specialty courses. Course work should provide graduates with the knowledge and skills to: 1. use epidemiological, social, and environmental data to draw inferences regarding the health status of client populations, i.e., individuals, families, groups, and communities; 2. develop and monitor comprehensive, holistic plans of care that address the health promotion and disease prevention needs of client populations; 3. incorporate theories and research in generating teaching and counseling strategies to promote and preserve health and healthy lifestyles in client populations; 4. foster a multidisciplinary approach to discuss strategies and garner multifaceted resources to empower client populations in attaining and maintaining maximal functional wellness; 5. influence regulatory, legislative, and public policy in private and public arenas to promote and preserve healthy communities. courses should be developed for each of the three content areas defined as advanced practice nursing core: advanced health/physical assessment, advanced physiology/pathology, and advanced pharmacology. I. Advanced Health/Physical Assessment Advanced health/physical assessment includes the comprehensive history, physical and psychological assessment of signs and symptoms, pathophysiologic changes, and psychosocial variations of the client: the individual, family, or community. If the client is an individual, the assessment should occur within the context of the family and community and should incorporate cultural and developmental variations and needs of the client. The purpose of this comprehensive assessment is to develop a thorough understanding of the client in order to determine appropriate and effective health care including health promotion strategies. There is a core of general assessment content that every advanced practice nurse must have. Specifics and additional assessment related to various specialties, such as women s health, mental health, anesthesiology, or pediatrics, should be further addressed and refined in that specialty s course content within each program. Health/physical assessment must also be used as a base and be reinforced in all clinical experiences and practicum courses. Individuals entering an advanced practice nursing program are expected to possess effective communication and client teaching skills. Although these are basic to all professional nursing practice, preparation in the advanced practice nursing 40

role must include continued refinement and strengthening of increasingly sophisticated communication and observational skills. Health/physical assessment content must rely heavily on the development of sensitive and skilled interviewing. Course work should provide graduates with the knowledge and skills to: 1. demonstrate sound critical thinking and clinical decision making; 2. develop a comprehensive data base, including complete functional assessment, health history, physical examination, and appropriate diagnostic testing; 3. perform a risk assessment of the client including the assessment of lifestyle and other risk factors; 4. identify signs and symptoms of common emotional illnesses; 5. perform basic laboratory tests and interpret other laboratory and diagnostic data; 6. relate assessment findings to underlying pathology or physiologic changes; 7. establish a differential diagnosis based on the assessment data; and 8. develop an effective and appropriate plan of care for the client which takes into consideration life circumstance and cultural, ethnic, and developmental variations. II. Advanced Physiology and Pathophysiology The advanced practice nurse should possess a well-grounded understanding of normal physiologic and pathologic mechanisms of disease that serves as one primary component of the foundation for clinical assessment, decision making, and management. The graduate should be able to relate this knowledge to interpreting changes in normal function that result in symptoms indicative of illness (NONPF, 1995, p. 152), and in assessing an individual s response to pharmacologic management of illnesses. Every student in an advanced practice nursing program should be taught a system-focused physiology and basic pathophysiology course. Additional physiology and pathophysiology content relevant to the specialty area may be taught in the specialty courses. In addition to the core course, content should be integrated throughout all clinical and practicum courses and experiences. The course work should provide the graduate with the knowledge and skills to: 1. compare and contrast physiologic changes over the life span; 2. analyze the relationship between normal physiology and pathological phenomena produced by altered states across the life span; 3. synthesize and apply current research-based knowledge regarding pathological changes in selected disease states; 4. describe the developmental physiology, normal etiology, pathogenesis, and clinical manifestations of commonly found/seen altered health states; and 5. analyze physiologic responses to illness and treatment modalities. III. Advanced Pharmacology Every APN graduate should have a well-grounded understanding of basic pharmacologic principles, which includes the cellular response level. This area of core content should include both pharmacotherapeutics and pharmacokinetics of broad categories of pharmacologic agents. Although taught in a separate or dedicated course, pharmacology content should also be integrated into the other content areas identified as the Advanced Practice Nursing Core: Advanced Health/Physical Assessment and Advanced Physiology/Pathology. Additional application of this content should also be presented within the specialty course content and clinical experiences of the program in order to prepare the APN to practice within a specialty 41

scope of practice. As described above, the purpose of this content is to provide the graduate with the knowledge and skills to assess, diagnose, and manage (including the prescription of pharmacologic agents) a client s common health problems in a safe, high quality, cost-effective manner. The course work should provide graduates with the knowledge and skills to: 1. comprehend the pharmacotherapeutics of broad categories of drugs; 2. analyze the relationship between pharmacologic agents and physiologic/pathologic responses; 3. understand the pharmacokinetics and pharmacodynamics of broad categories of drugs; 4. understand the motivations of clients in seeking prescriptions and the willingness to adhere to prescribed regimens; 5. safely and appropriately select pharmacologic agents for the management of client health problems based on client variations, the problem being managed, and cost effectiveness; 6. provide comprehensive and appropriate client education in relation to prescribed pharmacologic agents; 7. analyze the effects of single and multiple drug regimens on the client s health and functioning; 8. understand the variety of state legal requirements for advanced practice nursing prescriptive authority; and 9. fulfill legal requirements for writing prescriptions as an advanced practice nurse in the appropriate state. SUMMARY The curriculum content outlined in this document defines only the essential elements of a Graduate Nursing Core for all master s nursing education programs and the Advanced Practice Nursing Core for all master s nursing programs preparing advanced practice nurses in any direct client care role. Additional content and clinical experiences relevant to the various specialty roles should also be provided. Additional required content and clinical experiences for the preparation of specialized advanced practice nursing roles are defined by the various specialty organizations and supported by AACN. As the health care system evolves, the roles that advanced practice nurses fill also will evolve. The titles of these roles may also change over time. Advanced practice nurses must be prepared to meet the changing needs of the health care system in providing quality, cost-effective care to diverse populations in a wide variety of settings. The essential elements of curriculum content in this document provide a sound basis for the educational preparation and practice of nurses prepared at the master s level in all specialty and practice roles in a rapidly evolving health care system. 42

Columbus State University Family Nurse Practitioner Full Time Schema YEAR ONE Fall Semester NURS 6137 Pathophysiology for the Advanced Practice Nurse (3-0-3) NURS 6226 Diagnostic & Clinical Reasoning for the Advanced Practice Nurse (2-3-3) NURS 6225 Health Assessment for the Advanced Practice Nurse (2-3-3) Spring Semester NURS 6229 Health Promotion of Adults (3-9-6) NURS 6128 Pharmacology for the Advanced Practice Nurse (3-0-3) Total Semester Credits 9 Total Semester Credits 9 Summer Semester Fall Semester Spring Semester NURS 6228 Health Promotion of the Elderly (3-9-6) NURS 6105 Research for Evidence Based Practice (3-0- 3) NURS 6227 Health Promotion of Women And Children (3-9-6) NURS 6129 Health Care Delivery Models, Economics and Policy (2-0- 2) NURS 6425 Nurse Practitioner Practicum (0-18-6) NURS6127 Scientific Underpinnings of the APN Role (3-0-3) Total Semester Credits 9 Total Semester Credits 8 Total Semester Credits 9 Total Program Hours 44 43