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Public Protection vs. Professional Interest Regulation and Education

Public Protection vs. Professional Interest Regulation and Education. Mary E. Bowen CRNP,DNS, JD, CNAA Chairman Pennsylvania State Board of Nursing Member Institute of Regulatory Excellence Mary.Bowen@Jefferson.edu. Objectives.

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Public Protection vs. Professional Interest Regulation and Education

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  1. Public Protection vs. Professional InterestRegulation and Education Mary E. Bowen CRNP,DNS, JD, CNAA Chairman Pennsylvania State Board of Nursing Member Institute of Regulatory Excellence Mary.Bowen@Jefferson.edu

  2. Objectives • Analyze the ethics of regulation as applied to nursing education programs. • Develop strategies to utilize technology to efficiently accomplish the board of nursing’s mission for nursing education programs • Expand your body of knowledge related to transition from education to practice and continued competency in practice • Formulate research questions related to education regulation, regulatory practice, and outcomes

  3. Nursing Education Program Approval • Director of Program • Annual Reports • Compliance • Provisional Status for Nursing Education Programs

  4. Nursing Faculty Requirements • Availability of Adequately Prepared Faculty • Faculty Shortage

  5. Clinical Education & Agency Affiliation • Technology utilized for efficient evaluation of clinical site data bases • Alternative Clinical Education • Simulation vs. patient/clinical site experience

  6. NCLEX Pass Rates • Content • Case Study: School X has a pass rate of 75% in for their graduating classes for the past three years. Dr. Jane Smith the education advisor from the State of California is arriving for a site visit. Her proposed recommendations to the board of nursing is to close the program, however California has severe nursing shortage. • What recommendations should the education advisor make to the board of nursing?

  7. Nurse Residency Programs • Preceptor Curriculum • It’s the right thing to do! Partnerships between Schools of Nursing and Hospital Employers for Transition from Education to Practice • Casey Fink Graduate Nurse Experience tool

  8. Continuing Education and Competency • Assurance of competence is the shared responsibility of the profession, individual nurses, regulatory bodies, employers, and other key stakeholders. • The public has a right to expect nurses to demonstrate competence in their practice (Safety, Quality, NCSBN Strategic Plan) • National Council of State Boards of Nursing (NCSBN) 2005 Continued Competence Concept Paper, 2007 Mid Year recommendations • Experience may be the best indicator • 28 SBN have CE requirement for license renewal • CE is the tip of the iceberg • SBN is charged with Public Safety • 4 states require practice hours, 6 have combined CE and practice hours, 9 states provide options (peer review, reflective practice) • 9 states have no continued competency requirements.

  9. CONTINUED COMPETENCE • External Stakeholders who identified a need: IOM, CAC, NLN, PEW, JCAHO, ICN, President’s advisory commission on consumer protection and quality. • No data to support current methods are effective. • Need for evidence based continued competence methodology • NCSBN is the leader and premier organization poised to measure competence and create uniformity across the states

  10. Justice and the Allocation of Scarce Nursing Education Resources-Faculty • Case Study: After reviewing a School of Nursing, the education advisor determined that the school had two instructors with BSN preparation who were teaching classes that they did not have clinical expertise or graduate educational preparation. The director of the program stated that she had to cap her admissions to the BSN program because she could not find enough faculty to teach in the classroom and to teach in the clinical area at a 8:1 student to faculty ratio. • What should the education advisor do?

  11. Thank You! • Mary E. Bowen CRNP, DNS, JD, CNAA • Chair, PA SBON • Mary.Bowen@jefferson.edu

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