AN ACCELERATED NURSE EDUCATOR MODEL: REDUCING THE FACULTY SHORTAGE

1. AN ACCELERATED NURSE EDUCATOR MODEL: REDUCING THE FACULTY SHORTAGE Phyllis M. Connolly, PhD, PMHCNS-BC, Graduate Coordinator, connollydr@son.sjsu.eduJayne Cohen, DNSc, RNC, Director, jcohen@son.sjsu.edu School of Nursing, San José State UniversitySan José, CA 95192-0057 www.sjsu.edu/nursing

2. Organization and University Profile • SAN JOSE STATE UNIVERSITY, located in downtown San José, CA, Between San Francisco and Monterey areas • 30,000 students • Oldest of the 23 campuses of California State University System 408,000 students • Public, state supported

3. School of Nursing MISSION:"to provide innovative nursing education in the art and science of professional nursing while empowering our baccalaureate and masters graduates to be socially and ethically responsible and knowledgeable clinicians, leaders, and scholars who will meet the changing healthcare needs of a diverse global community." • Educated over 4,500 nurses since founding in 1955 • BS in Nursing degree • MS in Nursing degree • Nurse Administrator, Nurse Educator, Family Nurse Practitioner,School Nurse Clinical Specialist • Advanced placement for Associate Degree registered nurses and Licensed Vocational Nurses. • Highly Diverse student body • 7 Nurse Managed Centers • Multiple Hospital and Community-Based Health Care Organization partnerships for clinical placements

4. Literature Review • Nursing Shortage: CA • 45% RNs over 50 years old • Average annual salary $69,000 USD • 28,410 eligible applications for 11,000 slots (2004-06) • RN Demand between 241,000 and 257,000 FTEs by 2014 • Faculty Shortage: CA • 192 unfilled Faculty Positions 2005-06 • Faculty retirements • Salaries • $54,000 lecturer (SJSU) • $60,000 assistant professor (SJSU) • $63,000 full time (Community colleges Associate Degree)

5. Health Care System Issues • IOM (2003) • Applying evidence to health care delivery • Patient Safety • Using information technology • Aligning payment policies with quality improvement • Preparing the workforce

6. Developing a Solution • Building a Faculty Team • Seeking Funding (writing the grant) • Collaboration with funder • All courses privately funded • University System barriers

7. Betty Irene Moore Nursing Initiative Framework Improved nursing-related patient outcomes in acute care hospitals in 5 SF Bay Area Counties GBMF Nursing Initiative Outcome: Larger Hospital RN Workforce Practices to Improve Patient Safety More New RNs Workforce Development/ Higher Retention Systems Approach to Patient Safety and Quality Improvement Best Nursing Practices Increased Nurse Education Capacity Nurse Leadership Training Increased Nurses At the Bedside Establish Best Practice Models Train more nurse Educators and fund More faculty positions Continuing Education Implement Best Practices Increase clinical training and other Teaching facilities Organizational Development

9. Definitions of Program Success

10. The Plan: Project Highlights • Accelerated Curriculum • Faculty support • Formative & summative evaluation • Support for students • Teacher Scholar Seminars • Collaborative research • Commitment to teach

11. Gordon and Betty Moore Foundation Grant • All courses paid $14,400.00 USD/student • $20,000 USD student stipend MS • Must teach full –time for 3 years in a RN program in 5 designated counties • $8,000 USD student stipend post MS • Must teach full – time for 1 year in RN program in 5 designated counties • Work limited to 20 hrs per week • Must attend monthly Teacher/Scholar seminars • Must maintain 3.0 (GPA) • Must participate in evaluations • Prerequisites completed

12. Innovations • Web-based curriculum enhancements • MS 3 year program condensed to 16 months • Teacher/Scholar seminars • Initiated post master’s certificate • Courses held off main campus • Easy parking • Funded conferences • Support for NLN Certification Nurse Educator • Faculty Research project open for students to join • Post employment available at a Centralized Faculty Resource Center http://www.iteachnursing.org

13. Core Courses Nurs 200 Healthy Care Systems, 3 units Nurs 202 Theoretical Foundations, 2 units Nurs 204 Diverse Populations and Health Care, 3 units Nurs 295 Research Design, 3 units Nurs 297 Project, 3 units Prerequisites: Econ1A; statistics within 3 yrs; writing requirement Nurse Educator Courses Nurs 212 Curriculum Design, 3 units Nurs 214 Nurse Educator Theory & Practicum, I, 5 units (250 hrs. clinical) Nurs 266* Health Care Informatics, 3 units Nurs 216 Nurse Educator Theory & Practicum II, 5 units (250 hrs. clinical) NURS 208 Special Topics, 3 units EDIT 186* Using InstructionalMedia, 3 units *On line Curriculum: 36 units

14. Post Master’s Certificate Curriculum 11 Units • NURS 212 (3 Units) Curriculum Development • Nurs 214 Nurse Educator Theory & Practicum, I, 5 units (250 hrs. clinical) • EDIT 186* Using Instructional Media, 3 units *On line

15. Risks / Risk Management • Aggressive deadline to begin Cohort I created a pre-launch enrollment volatility right up to the start of classes – Cohort 1 was smaller than the goal • Marketing Plan development was delayed • Student retention being addressed through teacher/scholar seminars & advising • GBMF Centralized Faculty Resource Center under development not ready until Cohort II • University bureaucracy complex and resistant • Recruiting expert faculty to teach in the programs

16. Admissions and Retention • Cohort I • MS 11 Completed 8 • Retention 73% • Post MS 4 Completed 3 • Retention 75% • Cohort II • MS 16 Completed 12 • Retention 75% • Post MS 5 Completed 5 • Retention 100% • Cohort III (F07) • MS 15 (Retention 100% S08) • Post MS 5 (Retention 100% S08)

17. Ethnicity Caucasian N = 38 African American N = 1 Hispanic N = 1 Chinese N = 3 Filipino N = 3 Korean N = 1 Indian (East) N = 1 AGE 30-40 N = 16 41-50 N = 17 51-60 N = 15 Gender Females N = 45 Males N = 3 Demographics N = 48

18. Outcomes • Exit Surveys: EBI • Alumni Surveys: EBI • Retention • Focus Groups • Student • Faculty • Employment • Student publications

19. EBI Exit Survey N = 26 (Includes Cohort I (n = 11) Overall Program Effectiveness Comparison institutions Green = SJSUCoral = Carnegie Class Purple = Select 6Blue = All institutions

20. BSN Programs SJSU 12.5 Samuel Merritt (private) 5.5 Note :MS (10.5) Post MS (2) Associate Degree 10 5 different area programs Note: MS (2) Post MS (8) Post Program Employment: 5 required counties

21. Challenges: Students • Pace and workload (16 months) • Family issues • Decreased income • Finding full time positions to meet grant commitment • Leaving the program and pay back • Issues between regular program students • Meeting CA Board of Registered Nursing approval requirements for future employment

22. Cohort I

23. Challenges: Faculty • Attitude • Focus group results • Availability • Teaching in both programs • Project (Research) Advisors • 12 month assignments

24. Challenges: Program • Meeting Goals of Grant • Length of program • Student Retention • Staffing regular program & accelerated undergraduate program • Supporting faculty to avoid burnout • University support • Monitoring Grant • Provision of appropriate teaching experiences • Management of drop outs • Monitoring employment post program

25. Discussion • Lessons learned • Admission Criteria • Future plans • Maintain post master’s certificate • Benefits to program • Curriculum innovations enhanced undergraduate & graduate programs • New hires • Increased use of new technology by new faculty • Increased use of technology by seasoned faculty

26. Gordon and Betty Moore Foundation Dr. Cohen, PI Marilyn Wendler, Project Manager Moore Grant Team Dr. Connolly Dr. Saylor Dr. Parsons Dr. Stuenkel Dr. Malloy Mr. Crider Evaluation Consultants Dr. Foley Dr. Christenson Moore Faculty Dr. Abriam-Yago Dr. Canham Dr. Connolly Mr. Crider Dr. Elfrink Dr. Lewis Dr. Murphy Dr. Mao Dr. Saylor Dr. Stuenkel Dr. Yoder Dr. Willard SJSU Regular Faculty who served as preceptors for students Acknowledgements

27. Thank you