New Pathways from ADN to BSN: The Blended Learning Model to Build Capacity in the Incumbent Nursing Workforce

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  New Pathways from ADN to BSN: The Blended Learning
Model to Build Capacity in the Incumbent Nursing Workforce

                   Massachusetts Department of Higher Education
                   Nursing Education Re-Design Grant Program
                       Final Project Implementation Report

              Reporting Period: June 1, 2012 – December 31, 2013

                 Principal Investigator: Dr. Stephanie Chalupka

     Submitted by: Worcester State University and UMass Memorial Medical Center
                                  December 31, 2013
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    I. Executive Summary/Overview of Project Accomplishments
        Worcester State University (WSU), the Central Massachusetts leader in providing ADN-to-BSN and
ADN-to-MSN education for practicing registered nurses, and University of Massachusetts Memorial
Medical Center (UMMMC) developed and implemented an innovative ADN-to-BSN educational program
delivered in the blended-learning format on the UMMMC campuses.
        With only 52% of the nurses in Central Massachusetts prepared at the baccalaureate or higher
degree level, WSU/UMMMC developed an easily replicated model as a method to reach the Institute of
Medicine’s goal of 80% of the RN workforce educated at the BSN level or higher and the corresponding
goals for Massachusetts detailed in Nursing And Allied Health Workforce Development: A Strategic
Workforce Plan for Massachusetts’ Healthcare Sector (MA DHE, 2012).
        Funding from the DHE Nursing and Allied Health Initiative supported the development, launch, and
institutionalization of the ADN-to-BSN track promoting seamless, upward mobility for an incumbent
workforce to advance their education from AND-to-BSN or higher.
        This program was based on a needs assessment conducted in December 2011 and a subsequent pilot
study completed by the academic/practice (WSU/UMMMC) partners. This new pathway to BSN for
associate degree-prepared nurses to the BSN is a model for seamless upward educational mobility that can
easily be replicated by other academic/practice partnerships across the Commonwealth and nationally. With
funding from this grant, the WSU/UMMMC partners were be able to: 1) Plan and develop ADN-to-BSN
curriculum, to be delivered in the blended-learning format, and implemented by WSU on the UMMMC
hospital campuses in Fall 2012 with 25 ADN-to BSN students; 2) Plan, develop, and implement effective
academic success and retention strategies to increase ADN student readiness to undertake BSN (or ADN to
MSN) studies thereby improving retention and graduation rates; 3) Increase the number of nurses in Central
Massachusetts prepared with a baccalaureate degree (or higher) to promote better patient outcomes; 4)
Disseminate best practices in ADN- to-BSN education delivered in the blended-learning format, using an
academic/practice partnership model to other universities and hospitals through conference presentations and
publications. The second ADN- to-BSN cohort entered in fall 2013 and the third will enter in January 2014.
The final product is a sustainable and replicable model of nursing education for seamless upward
educational mobility for associate degree-prepared nurses to earn a BSN.
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II. Research Findings to Date
Research Question 1: What role did support strategies implemented as part WSU/UMMMC
Collaborative RN-to-BSN play in academic success and retention of first cohort?

    The support strategies included in the WSU/UMMMC Collaborative RN-to-BS Program were
extremely effective in academic success and retention of first cohort with 90% of students
strongly agreeing that the Strategies for Academic Success course both eased their transition into
the student role (Please refer to Figure 1.) and 95% agreeing that the course was a significant
factor in their success in completing the first year of studies (Please refer to Figure 2.). Learning
in the electronic environment and learning to use electronic library data bases were
overwhelmingly identified by the students as the most helpful topics within the course (Please refer
to Figure 3).

   Figure 1: Strategies for Academic Success Course Helped to Ease Transition to Student Role

            The Strategies for Academic Success
            Course Helped to Ease My Transition
                      to Student Role
                                        n=23

                                                          Strongly Agree 90%

                                                          Agree 10%

                                                          Neither Agree or Disagree
                                                          0%
                                                          Disagree 0%

                                                          Strongly Disagree 0%
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Figure 2: Strategies for Academic Success Was a Significant Factor in Success in
          Year I of the Program

             Strategies for Academic Success Was a
             Significant Factor in My Own Sucess in
                      Year I of the Program
                                        n=24

                                                                Strongly Agree 93%

                                                                Agree 3%

                                                                Neither Agree Nor
                                                                Disagree 0%
                                                                Disagree 0%

                                                                Stronly Disagree 0%

Figure 3: Most Helpful Component of Strategies for Academic Success

           Most Helpful Component of Strategies for
                      Academic Success
                                        n=24

                                                             Learning in the Electronic
                                                             Environment 39%
                                                             Library Database Searching
                                                             30%
                                                             Time Management 5%

                                                             Presentation Skills 21%

                                                             Other 5%
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Research Question 2: What are the identified barriers to enrollment and incentives to persist
in ADN-BSN (ADN-MSN) completion programs?

   Information about student identified barriers to enrollment and incentives to persist in ADN-
BSN and AND-MSN are presented in Figures 4 and 5. Qualitative data derived from focus
groups and in-depth interviews are provided in Figure 6.

   Figure 4: Barriers to Enrollment in ADN- to-BSN Program

                           Barriers to Enrollment in
                            ADN-to-BSN Program
                                            n=24

                                                              Financial 4%

                                                              Personal Responsibilites 5%

                                                              Ability to GetWork Schedule
                                                              Accomodation 39%
                                                              Difficulty with Transfer Process
                                                              52%
                                                              Other, please specify 0%

   Figure 5: Perceived Incentives to Persist in ADN-to-BSN Program

                     Perceived Incentives to Persist in
                          ADN-to-BSN Program
                                            n=24

                                                              Encouragement Support from
                                                              Employer 3%
                                                              Support from Cohort 34%

                                                              Support from WSU
                                                              Advisor/Faculty33%
                                                              Worksite Location Convenience
                                                              31%
                                                              Cost 2%

                                                              Other, please specify: 0%
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Focus Groups and In-Depth Interviews

Methods:
    Two types of qualitative research methods were employed: staff nurse/student focus groups
(conducted at the end of the first semester) and in-depth interviews (conducted at the end of the
conclusion of first year of studies). The intent of the focus groups and was to elucidate the
general nature of the returning student experience particularly barriers and incentives to enroll
and persist. The in-depth interviews sought to complement the focus groups by providing
further insights into the student experience with emphasis on retention and progress toward
completion after completing one year of the program.

Recruitment of Focus Group Participants:
    We recruited volunteer participants from each hospital campus. The only criterion for
participation in the focus group was that participants must have completed one semester in the
WSU/UMMMC Collaborative RN-to-BS Program.

    Focus groups and interviews were conducted at each hospital campus. No participant
participated on their work time and no stipend was paid, however, refreshments were provided.

    All focus groups were moderated by the same researcher, supported by assistants who took
handwritten notes, oversaw tape recording, and performed other functional tasks. The typed
transcripts were verified and analyzed thematically using NVivo10 qualitative research
software.
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Figure 6: Themes which Emerged from Focus Groups
____________________________________________________________________________
Advantages and Challenges of Academic Progression In Nursing Described in Focus
Groups and Interviews
                                                 Cited in:
                                                 _______________________________
                                                 Focus Groups        Interview
____________________________________________________________________________

Advantages

Opportunity to fulfill personal goal                         X

Onsite program provided important opportunity                X          X
(may not have actually ever pursued degree
without this program)

Opportunity for advancement within organization              X          X

Tuition and book benefit in union contract                   X          X

Support from cohort to keep going                            X          X

Strategies for Academic Success Course                       X          X

See new challenges and opportunities in current practice     X          X

Feel re-energized about nursing                              X

Greater job satisfaction                                                X

Challenges

Financial (Return to school may mean need to forgo           X
income or assume additional debt to pay tuition)

No pay differential with BS degree                           X          X

Limit on employers offered tuition assistance                X
for part-time employees

Lack of flexibility in scheduling at work                    X          X

Disruption of family life (limited number of time requests              X
per month means choosing between school or family)
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Research Question 3: Will the increased accessibility provided by an on-site blended-learning
approach for ADN-BSN (or ADN-MSN) education promote an increase in the incumbent
workforce able to advance their education?

       The actual number of qualified applicants to each program was 48 prospective students to
the WSU On-Campus RN-to-BS Program and 25 qualified applicants to the WSU/UMMMC
Collaborative RN-to-BS Program.

        One-hundred percent of those offered admission to the UMMMC program accepted but
only 30 students accepted a place in the Fall 2012 incoming class and 100% of the 25 students who
applied to the WSU/UMMMC Collaborative RN-to-BS Program accepted the offer of admission
and matriculated. This willingness to accept the offer of admission, as well as increased percentage
of students completing the first year of studies in the WSU/UMMMC Collaborative RN-to-BS
Program, as compared (please refer to Figure 6) with the traditional on-campus WSU RN-to-BS
Program offered in the fully face-to-face mode suggest that the on-site blended approach suggests
that the increased accessibility facilitates academic progression in nursing.

        In addition, 3 of the 24 students in the WSU/UMMMC Collaborative RN-to-BS Program
elected to matriculate in the RN-to-MS Fast Track Program while only 2 students of the 24 WSU
on-campus students who persisted to the end of the first semester elected the RN-to-MS Fast Track
option.

Research Question 3: Will increased accessibility and flexibility provided by this approach
promote successful completion of an ADN-BSN (or ADN-MSN) program equal to or greater
than existing traditional face-to-face on-campus RN-BSN completion programs?

Enrollment trends for students entering the WSU on-campus RN-to-BS and the
WSU/UMMMC Collaborative Program in Fall 2013 was compared. As illustrated in
Figure 6, more students accepted the offer of admission to the WSU/UMMMC Collaborative RN-
to-BS program and significantly more persisted in the first year. One student in the WSU/
UMMMC Collaborative Program was counseled out of the program. The students in the
WSU/UMMMC Collaborative RN-to-BS program are only in their second year of the program so
completion data are not available at this time. However, data will continue to be collected to
assess and complete completion rates.
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Figure 6: Enrollment Trends in RN-to-BS Program on Worcester State University Campus
(Delivered Fully Face-to-Face) Compared with Enrollment Trends in WSU/UMMMC
Collaborative Program (Delivered in the Blended-Learning Format)
    35

    30

    25                      24
              21
    20
                                                       Acepted Offer of Admission for
    15                                                 September 2012
                                                       Completing End of Semester I
    10

     5

     0
         BS Program on BS Program on
         WSU Campus UMMMC
                          Campus
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III. Changes Implemented and Plan for Sustainability
        Some curricular changes resulted from formative and summative evaluation by students. In particular,
the clinical experience associated with NU 432: Advancing Perspectives in Chronic Illness was restructured to
enable student to have clinical practicum on their scheduled class day.

       Additionally, changes were made in the method of delivery of NU 432: Health Assessment. This
change resulted from limitations in the hospital physical environment for student practice activities. The
decision was made by the students to have this single class held at the health assessment labs on the Worcester
State University campus rather than at the hospital where facilities presented a challenge for practice sessions.

       Finally, resources from an additional $60,000 award from the Fairlawn Foundation of the Greater
Worcester Community Foundation for AND-to-BS education have been directed toward the New Pathways
from ADN to BSN: The Blended Learning Model to Build Capacity in the Incumbent Nursing Workforce
program. This has greatly enhanced our ability to provide support services on the UMMMC campuses. In
addition, in the first year of the grant UMMMC made an unanticipated contribution to support an additional 10
hours per month for academic advising and tutoring services on their campuses, greatly enhancing our scope of
services. This project met or exceeded all goals and remained within our proposed budget.

       As a result of this successful academic-practice partnership and the overall satisfaction with the
WSU/UMMMC Collaborative RN-to-BS program, both partners remain fully committed to continuing the
collaborative program. In addition, this model has been extended to include all 5 partner hospitals in the UMass
Memorial Health Care System, UMass Memorial Medical Center [University and Memorial Campuses], Wing
Memorial Hospital, Marlboro Hospital, and Health Alliance Hospitals [Burbank and Fitchburg Campuses].
This provides opportunities for seamless academic progression to over 3,000 nurses system wide.

IV. Barriers Encountered/Addressed
        In October 2012, Dr. Margaret Laccetti, UMMMC Associate Chief Nursing Officer and liaison with
UMMMC nursing workforce left the employ of UMMMC. The role previously performed by Dr. Laccetti was
assumed by Karen Utarro and later Carolyn Catton, Director of Nursing Professional Development. Jackie
McGravey, Director of Workforce Planning and Analytics for the University of Massachusetts Memorial Health
Care (UMMHC) has worked closely with both Ms. Utarro and later Carolyn Catton to facilitate both periods of
transition.

        In the spring of 2013 labor unrest and the threat of an impending strike at UMMMC had a significantly
adverse impact on our students recruiting efforts. Only 14 qualified students applied for admission to Cohort II.
All qualified students were admitted and accepted the offer of admission. However, this uncertainty
surrounding the impending strike resulted in our not meeting our enrollment goal of 35 for the class entering in
September 2013. After the labor dispute was successfully concluded we began additional recruiting efforts.
We admitted ten additional students who will join Cohort II in January 2014 bringing Cohort II to 25. We will
offer the Strategies for Academic Success course in January and the Fall course that they missed in 2013 in
Summer Session I (2014) to enable these additional 10 students to progress with the rest of Cohort II. We are
pleased to report that interest has been strong at information sessions for Cohort III (Class entering Fall 2014).
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V. Ongoing Project Dissemination
   Statewide Conference:
       On December 4, 2013, a state-wide conference on dissemination/replicability of the academic/practice
   partnership to promote seamless academic progression in Nursing was held at UMass Memorial Medical
   Center. At this conference, we collected and shared best practices that improve outreach, recruitment, and
   retention to assist students to advance their education and to insure diversity.
   The 57 conference attendees represented of 16 nursing programs in Massachusetts, Rhode Island and New
   Hampshire. One healthcare management consulting firm and four hospitals were represented. Conference
   evaluations were overwhelmingly positive.

   Conference Presentation
      November 22, 2013 New Pathways from RN-to-BSN: An Academic-Practice Partnership Using the
                           Blended Learning Model to Build Capacity in the Incumbent Nursing
                           Workforce
                           Accepted for presentation at AACN Baccalaureate Conference
                           Authors: Stephanie Chalupka1, Jacquelyn McGravey2, Gina Fleury1, Sara Grady1
                           Author affiliation: 1Worcester State University, 2UMass Memorial Healthcare

       November 7, 2013      New Pathways from RN-to-BSN: An Academic-Practice Partnership Using the
                             Blended Learning Model to Build Capacity in the Incumbent Nursing
                             Workforce
                             Panel Presentation: Public Higher Education’s Role in Workforce Development
                             (David Cedrone, Moderator)
                             Public Higher Education Statewide Board of Trustees Conference
                             Co-Presenter: Cathy Jewell, UMass Memorial Medical Center
                             See: http://www.mass.edu/forinstitutions/trustees/conference2013.asp

   Manuscript Under Review

                             New Pathways from RN-to-BSN: An Academic-Practice Partnership Using the
                             Blended Learning Model to Build Capacity in the Incumbent Nursing
                             Workforce
                             Authors: Stephanie Chalupka1, Jacquelyn McGravey2, Gina Fleury1, Sara Grady1
                             Author affiliation: 1Worcester State University, 2UMass Memorial Healthcare
                             Manuscript Summited to Journal of Nursing Education December 10, 2013

   Program Publicity

                             New RN to BSN Program Attracts UMass Memorial Nurses; Commissioner
                             Freeland, President Maloney Celebrate Program’s Success
                             Worcester State eNews
                             Available at: https://wp.worcester.edu/eNews/new-rn-to-bsn-program-attracts-
                             umass-memorial-nurses-commissioner-freeland-president-maloney-celebrate-
                             programs-success/

VI. Opportunities for Scale Up Projects/Replication
       This successful academic/practice partnership provides a sustainable and replicable model of nursing
education for seamless upward educational mobility for associate degree-prepared nurses to earn a BSN.
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VII. Lessons Learned
         The New Pathways from RN-to-BSN: An Academic-Practice Partnership Using the Blended Learning
Model to Build Capacity in the Incumbent Nursing Workforce model allowed Worcester State University, in
partnership with UMass Memorial Medical Center, to create a new seamless academic progression model and
new pathway for the incumbent nursing workforce to achieve baccalaureate or higher degrees with the goal of
“rebalancing” the nursing workforce (MA DHE 2012). As was noted in the Massachusetts DHE evaluation site
visit in November 2013, some of the student nurses interviewed by the Commissioner Freeland stated that if not
for the convenience of the worksite blended program, they may have never returned to school.

         The key lessons learned were about the nature of a true academic partnership. We learned the value and
critical importance of frequent and meaningful engagement, mutual investment and commitment, joint
accountability and transparency in developing and sustaining the academic/practice partnership throughout the
process of developing, implementing and evaluating the WSU/UMMMC Collaborative RN-to-BS program. We
further learned that collaborative academic/practice partnerships depend on mutual respect and on 1.) the
establishment of formal relationships at the senior leadership level and practiced at multiple levels throughout
both of our organizations; 2.) shared vision and expectations that are clearly articulated; and 3.) mutual goals
with clearly set evaluation periods.

VIII. Recommendations for DHE
       Seamless academic progression in nursing depends on transferability of previous coursework. As
evidenced by the nurses in the WSU/UMMMC transfer issues presented a significant challenge. We would
recommend that DHE provide the fullest support possible to the Nursing Transfer Compact and in particular to
the schools receiving the transfer student from ADN programs to assure a smooth transition.

IX. Summary
        Worcester State University is pleased to report that significant progress has been made in this project
with all proposed activities completed. A complete update of activities outlined in the proposed timeline is
contained in the appended table. Course evaluations and program evaluations completed by students have been
overwhelmingly positive. In addition, both students and faculty identified the value of the Strategies for
Academic Success course in promoting student readiness and academic success. The suite of academic support
services provided to students in the workplaces has proven to be of great value to students in the program.
Applications for the cohort entering fall 2014 are currently under review and we believe that the target goal for
admissions in the next cycle will be easily achieved. Our partners at UMMMC have valued the successes of our
collaboration and have worked with us to scale up the RN-BS program to move beyond UMMMC and bring
RN-to-BS programming to all hospitals in the UMMHC system.

Acknowledgements
       Worcester State University would like to thank Dr. Richard M. Freeland, Commissioner of Higher
Education for Massachusetts and David Cedrone, Associate Commissioner of Higher Education for
Massachusetts for their leadership in the Nursing and Allied Health Initiative. We would also like to thank Dale
Earl and Patricia Crombie for their support in the development and implementation of the New Pathways from
ADN to BSN: The Blended Learning Model to Build Capacity in the Incumbent Nursing Workforce program.
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    Evaluation: New Pathways from ADN to BSN: The Blended Learning Model to Build Capacity in the Incumbent Nursing Workforce
    Strategic Goal: Seamless ADN-to-BSN completion model that has potential for statewide and national replication.
    Objective 1: To plan, develop, and implement an RN-to-BSN curriculum to be delivered in the blended-learning format by WSU on the
                 UMMMC hospital campuses to a cohort of 25 students.
Resources/Personnel        Activities              Outputs            Short-term Outcomes         Long-term Outcomes Implementation
                                                                                                                          Status
Dr. S. Chalupka        Examine existing WSU NU332: Transition NU: 332, 342, and 432           A new RN-to-BSN             Completed
(WSU)                  RN-to-BSN curriculum. to Professional      were redesigned and fully program developed in the
                       Redesign existing       Nursing            developed for the delivery blended learning format
                       courses to be delivered NU 342: Health     in the blended learning     was fully developed and
                       in blended learning     Assessment         format by August 15,        implemented on the
                       format in a manner that NU 430: Research 2012.                         UMMMC campuses for a
                       promotes identical      Seminar                                        cohort of 25 students in
                       student learning        NU 432:            NU   452, 430, and 472      September 2012.
                       outcomes and program    Advancing          were redesigned and fully
                       outcomes.               Perspectives in    developed for delivery in   Institutionalization of the
                                               Chronic Illness    the blended-format by       program.
                                               NU 452:            January 1, 2013.
                                               Professional
                                               Nursing Leadership
                                               in Organizations
                                               NU 472:
                                               Community
                                               Nursing Capstone
Dr. S, Chalupka        Build faculty and staff Develop and        All ADN-BSN faculty and                                 Completed
(WSU)                  capacity to teach       conduct            staff completed 12-hour
                       professional nursing    customized staff   instructional technology
                       courses in the blended  and faculty        professional development.
                       learning format.        instructional
                                               technology
                                               training.
Dr. S. Chalupka; S.    Collaborate with WSU    Developed custom Plan developed with WSU                                   Completed
Grady, WSU             admissions office to    application for    Admissions, Registrar, and
Admissions,            develop a process for   WSU/ UMMMC         Financial Aid departments.
Registrar, and         RN-to-BSN               program.
Financial Aid; and     applications.
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UMMMC HR

Dr. S. Chalupka, S.    Develop marketing         Twelve              First applications received,                                Completed
Grady and G. Fleury materials, conduct           information         reviewed, and students
(WSU); Dr. M.          marketing activities, and sessions were be    accepted by July 1, 2012.
Laccetti (UMMMC); recruit students.              provided on the
J. McGravey                                      UMMMC
(UMMMC)                                          campuses.
    Objective 2: Plan and develop effective academic success and retention strategies.
Dr. S. Chalupka and    Develop student           Students’           Students had                   90 % of students will          Completed
G. Fleury (WSU)        handbook/ success         success/resource    handbook/success guide         persist from first to
                       guide.                    guide created by    by start of academic year.     second year of three year
                                                 August 25, 2012                                    curriculum (higher
Dr. S. Chalupka and    Develop orientation       Orientation session Twenty-five students           percentage than current        Completed
G. Fleury (WSU), Dr. session for matriculated attended by 25         attended orientation.          student persistence).
M. Laccetti and J.     students. Coordinate      matriculated                                       24 of 25 (96%) students in
McGravey               with offices of student   students to promote                                WSU/UMMMC
(UMMMC), S. Grady and academic support           success of RN-                                     Collaborative RN-to-BS
(WSU)                  services and of financial BSN students                                       Program completed year I
                       aid.                      transitioning back
                                                 into university                                    80 % of students will
                                                 environment.                                       persist through program to
Dr. S. Chalupka and    Plan and develop          This course will be Twenty-five students           graduation (higher             Completed
G. Fleury (WSU)        Strategies for Academic offered in August     attended this course.          percentage than current
                       Success course to         2012 on UMMMC                                      student persistence).
                       increase ADN student      campuses.
                       readiness.
Dr. S. Chalupka, G.    Academic advising and Academic advisors Academic advising and                                               Completed
Fleury, S. Alix, S.    tutoring will be          and tutors will be  counseling
Grady (WSU)            provided on UMMMC         available twice     institutionalized for
                       campuses.                 monthly on each     students who have
                       Recruit, hire, and train  UMMMC campus. matriculated in the
                       academic tutor to work                        program.
                       on site at UMMMC
                       twice monthly.
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    Objective 3: Increase the number of nurses in Central Massachusetts prepared with a BSN or higher degree.
Dr. S. Chalupka and    -Development and         -Will have at least  Applications received,    By 2015 an additional 100 25 students
G. Fleury (WSU), Dr. implementation of the      25 students          reviewed, and students    nurses will be enrolled in were admitted
M. Laccetti and J.     WSU/UMMMC                admitted by 2012;    accepted for both ADN-    either ADN-BSN or          in fall 2012.
McGravey               blended-learning, ADN- subsequently admit BSN and ADN-MSN               ADN-MSN education.         The second
(UMMMC), & S.          BSN curriculum.          at least 35 students programs annually by July                            cohort will
                                                                       st
Grady (WSU)            -Program will scale up   each year.           1 .                                                  reach 25
                       in Fall 2013 to admit at -Students                                                                 student by
                       least 35 students        interested/                                                               January 2014.
                       annually.                appropriate for MS
                       -Work to identify        study will be                                                             Applications
                       students who may be      counseled and                                                             for fall 2014
                       candidates for ADN-      admitted to                                                               currently being
                       MSN studies and          concurrent WSU                                                            reviewed.
                       provide appropriate      ADN-MSN
                       academic counseling      program.
                       and support to meet      -Offer WSU ADN-
                       goals.                   MSN program
                                                information
                                                sessions
Objective 4: Disseminate, through conference presentation and publication, best practices in RN-to-BSN education to other universities and
hospitals using an academic/practice partnership model.
Dr. S. Chalupka and    Disseminate              Develop              Presentations at nurse    Recommendations and        *Abstract
G. Fleury (WSU), C. information about           presentation and     educator conferences to   scalable model for nursing accepted for
Jewell and J.          building effective       materials for        educate baccalaureate     education redesign for     presentation at
McGravey               university/ hospital     distribution.        leadership and nursing    statewide and national     AACN
(UMMMC), and S.        partnerships in order to                      faculty. Publication of   replication.               Baccalaureate
Grady (WSU)            develop educational      Synthesize results, articles in professional                              Conference.
                       pathways (ADN-BSN,       edit, and prepare    journals.
                       ADN-MSN) that are        articles for                                                              *Invited
                       appropriate and          publication.                                                              presentation at
                       responsive to the needs                                                                            MA Public
                       of adult working                                                                                   Higher
                       professionals.                                                                                     Education
                                                                                                                          Statewide
                                                                                                                          Trustees
                                                                                                                          Conference
16

                                                                                                  *Manuscript
                                                                                                  submitted for
                                                                                                  review to
                                                                                                  Journal of
                                                                                                  Nursing
                                                                                                  Education
Dr. S. Chalupka and   Disseminate               A conference          Academic institutions and   Fifty-seven
G. Fleury (WSU), C.   information about         conducted             hospital/health care        participants
Jewell and J.         building effective        December 2013,        systems learn about model   attended
McGravey              university/ hospital      inviting              and explore collaborative   statewide
(UMMMC), and S.       partnerships conference   baccalaureate         possibilities.              conference.
Grady                 to encourage nurses to    nursing programs                                  Attendees
                      advance their education   and hospital and                                  represented 16
                      from ADN to BSN or        health care systems                               nursing
                      higher.                   for potential                                     programs in
                                                replication.                                      Massachusetts,
                                                                                                  Rhode Island
                                                                                                  and New
                                                                                                  Hampshire. One
                                                                                                  healthcare
                                                                                                  management
                                                                                                  consulting
                                                                                                  firm and four
                                                                                                  hospitals were
                                                                                                  represented.
                                                                                                  Conference
                                                                                                  evaluations were
                                                                                                  overwhelmingly
                                                                                                  positive.
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