The Gap Analysis Process and Curriculum Redesign

1. Connecticut Consultation The Gap Analysis Process and Curriculum Redesign Maureen Sroczynski, DNP,RN December 7, 2012

2. Living the Dream Moving to Strategic Alliances Shared Beliefs Shared Learning

3. Competency Model ProcessOutcome Focused, Innovation Process for Change Agreement on Competencies 3

4. Competency Model Process Agreement on Competencies • Engage school administration in plan for curriculum redesign early on in the process • Can select from various competencies • Develop your own • QSEN • Nurse of the Future • Align all with AACN Essentials for Baccalaureate Education and NLN AC Competencies 4

5. Competency Model Process Partnerships of Diploma, AD, BS Nursing Programs & Practice Partners • Practice partners bring insight into current healthcare environment and clinical learning opportunities • May begin with “coalition of the willing” 5

6. Competency Model Process Gap Analysis Process • Technique for determining the steps to be taken in moving from a current state to a desired future state. • It begins with the present situation (“what is”), (2) cross-lists factors required to achieve the future objectives (“what could be”), and then (3) highlights the ‘gaps' that exist and need to be 'filled.‘ • Diploma, AD and BS programs assess curriculum against competencies • Must demonstrate evidence of the competency in curriculum or clinical experiences • Practice partners may examine orientation programs 6

7. Purpose of the Gap Analysis • Provides an approach to identify areas for improvement in curriculum needed to fully capture the Nurse of the Future (NOF) competencies • Provides an opportunity for ADN and BSN and clinical partners to share and learn about each others educational process • Is a mechanism to link curricula in a seamless progression model building on the strengths of each program

8. Gap Analysis Process Sample

9. Available @ www.mass.edu/ nursing

10. Framework for the Discussions • Partners in the Gap Analysis Process • Was there a lead school? • Do you work together or separately? • Who are the practice partner or partners involved? • Managing the process • How do you use the tools to look at the curriculum • Who should be involved at your school or schools? • Results • Knowledge, attitudes and skill scores • Areas where there were the greatest gaps • How do you use the information to link curriculum or develop new models

11. Competency Model Process Designing New Models by Addressing the Gaps • May be designed at undergraduate level or within RN to BSN programs • May involve dual or co-admission • May involve assessment and/or alignment of prerequisites, general education requirements and credit transfer issues which will necessitate involvement of school administration • What will clinical partners contribute? 11

12. Competency Model Process Implementation of Seamless Progression Curriculum Models • Competency based models provide seamless progression models • Competency based models can also serve as foundation for shared or common curriculum models • Some models based on 1 plus 2 plus 1 approach • Some states have begun with a cohort approach that can be expanded within a system or across the state or region 12

13. The Strategic Planning Methodology Donabedian

14. Some Current Models • Springfield Technical Community College/University of Massachusetts, Amherst • Franklin Pierce University/Manchester Community College • St. Anslem College/Nashua Community College and other community colleges • Maine: Added additional competency • LeMoyne College and St. Joseph’s College • The City University of New York • Mississippi Partnerships • New Jersey Partnerships • Alabama. Arizona, Colorado and Maryland beginning the work

15. Franklin Pierce/Manchester Community College/Elliot Health System • Dual Admission Model • MCC credits automatically transfer to FPU • Begin FPU credits towards BSN in Year 3 at MCC • 192 hour preceptorship at Elliot Health system to finish ADN

17. St Anselm College /Manchester Community College Model/Southern New Hampshire Medical Center • Integrated competencies into both generic and RN to BSN curriculum • Started with one community college now extending to other community colleges

18. RWJF PIN 4 AND/BSN NOF: Creativity and Connections: Building a Regional Nursing Education FrameworkNursing Curriculum Redesign – Seamless ProgressionSaint Anselm College (SAC) ~ Nashua Community College (NCC) ~ Southern NH Medical Center (SNHMC) SG 12/11

20. Mississippi Process • Eleven Nursing Programs • All conducted Gap Analysis of Leadership Competency • Two Tracks for using competencies • Align ADN curriculum- prerequisites/Gen. Ed • Partnerships of ADN/BSN/Practice partners to design seamless progression model • Prioritizing competencies to do Gap Analysis

21. New Jersey Process • Started with 3 partnerships of ADN and BSN programs and practice partners • Includes acute, home care and long term care practice partners • Moving through one competency at a time • One partnership added additional column to Gap Analysis process to identify practice partners contributions

22. Competency ModelLessons Learned to Date • This process addresses the fact that education and practice do not always speak the same language • Practice needs be involved early in the review and development of new curriculum models • Diploma, AD and BS programs all have gaps in reviewing current competency models • Divergence and convergence are part of the process • Iterative process of innovation 22

23. Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = CHANGE _______________________________________________________________________ + Skills + Incentives + Resources + Action Plan = CONFUSION Vision + + Incentives + Resources + Action Plan = ANXIETY X X

24. Managing Complex Change Vision + Skills + + Resources + Action Plan = GRADUAL CHANGE Vision + Skills + Incentives + + Action Plan = FRUSTRATION Vision+ Skills + Incentives +Resources + = FALSE STARTS Vision + Skills + Incentives + Resources + Action Plan = CHANGE ________________________________________________ X X X

25. Something in the differences teaches us the similaritiesThe Common Ground in our thinking

26. Grooves in Our Thinking • Think of a color? • Think of a piece of furniture? • Think of a flower?

27. Appendix F Interpersonal Collaboration as a Cycle of Inquiry The “DDAE” Shared Purpose Gajda, R. & Koliba, C. (2007). Evaluating the Imperative of Interorganizational Collaboration. American Journal of Evaluation, (28)1,26-44

28. Ongoing links with each other The new Center to Champion Nursing in America website www.campaignforaction.org Options to easily link to discussions about education on topics, to review data by state, to pose a question to the group, to share your innovations The home of the ongoing learning community 28

29. A Framework for Our Journey If you want to go quickly, go alone If you want to go far, go together African proverb

30. The journey of one thousand miles begins with one step. We have begun the journey and we all travel it together.

31. “Tashi deley”I honor the greatness in you !

32. Questions to Continue the Dialogue • Where do you want to begin? • Who will be the partners? • Looking at how to use the Gap Analysis

33. Closing the Circle