Form 3A FORMAL PROPOSAL FOR A NEW DEGREE PROGRAM
and
DISTANCE LEARNING DELIVERY
(Program is New and Institution Currently Offers Distance Learning Programs)
Institution: Columbus State University
Approval by President or Vice President for Academic Affairs: Dr. Tom Hackett, Provost and Vice President for Academic Affairs Date: April 17, 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: Fall 2014
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:
Form 3A 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 able 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 illness, promotion of health, and research to expand the knowledge base of nursing. Since the proposed FNP program will be offered fully online and in collaboration with Georgia Southwestern State University (GSW), then the potential for advancing global communities is also a reality. A commitment to lifelong learning is a must for nurse
practitioners who currently practice in an ever-changing healthcare environment and who must maintain certification requirements. The School of Nursing at Columbus State
University currently offers 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 to be proposed during the AY 2013-14 for a start date of Fall 2014.
Form 3A 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 University and in cooperation with Georgia Regents University (GRU). 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 Coordinator and located as close to the student’s geographic location as possible. Student preferences for clinical placement will be considered.
It is also important to include that GRU offers a FNP program at the doctoral level (Doctor of Nursing Practice) and no longer offers the FNP program at the master’s degree level. This transition created a need for a master’s level FNP program that will contribute to resolving the primary care shortage in Georgia. Columbus State University’s proposed FNP program will also create an opportunity for graduates to transition into GRU’s DNP program. 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. The objective of the new MSN track is to prepare family nurse practitioners that are needed in the region. The family nurse practitioner program track will produce advanced practice nurses that will help meet the critical need for health care providers in the region and state. Georgia is ranked 41st in physician supply and that number is expected to worsen with many doctors retiring, baby boomers aging, and an increased number of insured on health care rolls due to the Affordable Care Act 2010.
Approximately 33 million more Americans – including hundreds of thousands of Georgians – will have access to health insurance because of this legislation. Mid-level health care providers, nurse practitioners and physician assistants, will be needed to fill the gaps. The graduates of this collaborative FNP program will be 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 faculty resources rather than each institution working independently on similar goals.
Form 3A
The proposed FNP program will be offered at a distance with the didactic portion being offered fully online through Georgia on my Line (GOML) and the clinical portion completed at/with an approved clinical site/preceptor in the student’s geographic location.
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 in the MSN program. The new courses were developed and approved for the FNP program at Georgia Regents University who shared their curriculum. Georgia Regents University will initially teach Pharmacology for the APN, Pathophysiology for the APN and Health Assessment for the APN.
Curriculum Overview: Core
Credit Acronym Course Title
3-0-3 NURS 6105 Research for Evidence Based Practice 3-0-3 NURS 6137 Pathophysiology for APN
2-3-3 NURS 6225 Health Assessment for APN 3-0-3 NURS 6128 Pharmacology for APN
3-0-3 NURS 6127 Scientific Underpinnings of the APN Role
2-0-2 NURS 6129 Health Care Delivery Models, Economics and Policy 2-3-3 NURS 6226 Diagnostic & Clinical Reasoning for APN
3-9-6 NURS 6229 Health Promotion of Adults 3-9-6 NURS 6228 Health Promotion of the Elderly
3-9-6 NURS 6227 Health Promotion of Women and Children 0-18-6 NURS 6425 Nurse Practitioner Practicum
b. Append course descriptions for all courses (existing and new courses).
See Appendix B
c. When describing required and elective courses, list all course prerequisites.
See Appendix B
d. Provide documentation that the program and all courses in the proposed curriculum have been approved by all relevant campus curriculum governance bodies.
Form 3A
e. Append materials available from national accrediting agencies or professional organizations as they relate to curriculum standards for the proposed program. The proposed 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 standards are included in
Appendix C. The School of Nursing will seek accreditation from this organization once the program is approved and students are enrolled
f. Indicate ways in which the proposed program is consistent with nationally accepted trends and standards in the discipline.
The proposed 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. 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 X X A. Health Care Policy X X X B. Organiza tion of the Health Care Delivery System X X C. Health Care Financing X III. Ethics X IV. Professional Role Development X X V. Theoretical Foundations of Nursing Practice X VI. Human Diversity and Social Issues X VII. Health Promotion & Disease Prevention X X X X X X
Form 3A I. Advanced Health/Physical Assessment X X II. Advanced Physiology and Pathophysiology X X III. Advanced Pharmacology 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 a clinical/lab component in NURS 6225, NURS 6226, NURS 6229, NURS 6228, NURS 6227 and NURS 6425 and will total 765 hours for the program. These clinical experiences will be coordinated by the teaching faculty in the MSN program. Selected masters-prepared/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. The MSN faculty will conduct scheduled visits periodically with the preceptors in the various settings and verify the clinical hours for students. Settings for
preceptorship experiences include hospitals, medical offices, clinics, acute and long term care facilities.
h. Indicate the adequacy of core offerings to support the new program.
The curriculum of the MSN is designed to prepare professional registered nurses for the APN role as a 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.
Form 3A 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) and Desire to Learn (D2L), the online course management system of the University System of Georgia. The clinical courses will be online with the students attending clinical settings. The settings will include hospitals, primary care offices, schools, long term facilities and acute care facilities.
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
6. Evaluation and Assessment:
a. Provide the student learning outcomes and other associated outcomes of the proposed program.
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.
Form 3A 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 SACS, CSU and accreditation requirements. Additional quality review processes will include the annual program review, comprehensive program review, accreditation site visits and self-study, and midpoint
accreditation reports once accreditation has been awarded. 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. Graduate, alumni and employer surveys will also be used to evaluate the overall quality of the program. Periodic graduate, alumni and employer surveys will also be used to evaluate the overall quality of the program.
7. Administration of the program:
a. Indicate where the program will be housed within the academic units of the institution.
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.
b. Describe the administration of the program inclusive of coordination and responsibility.
The proposed program will be coordinated by a graduate faculty member from the School of Nursing under the direction of the Director of the School of Nursing. This faculty member will 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 established
Form 3A additional MOU will be created to delineate the cooperation of graduate faculty at Georgia Regents University in teaching specific courses delineated by said MOU. 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 Curriculum is 44 semester credit hours. This advanced practice degree focuses on care of patients and families and functions primarily in ambulatory care settings treating newborn, 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 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 preliminary report stated that all standards had been met and the evaluators expected an affirmative vote for full accreditation at CCNE’s spring Board meeting. Once the FNP program has been approved and the students admitted then a substantive change to the original MSN program will be completed and sent to CCNE for accreditation.
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.
Form 3A Determined through input from our community of interest and the undergraduate nursing students. 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. 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 40 55
Course Sections Satisfying Program Requirements
Previously existing 0 7 11 18
New 7 4 7 4
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
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 the numbers. However, should that occur we will reassign some of the faculty to the other MSN tracks and the undergraduate program until such time as the numbers increase. Program specific marketing is planned and will increase until the numbers are satisfactory.
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:
Form 3A Faculty Name Rank Highest Degree Degrees Earned Academic Discipline Area of Specialization Current Workload Cheryl Smith Prof EdD BSN, MSN,
FNP
Nursing Pediatrics 90% admin 10% teaching Aimee Vael Assoc
Prof DNP BSN, MSN, FNP Nursing Family Health; Pediatrics 75% teaching 25% admin Elizabeth Frander Assoc Prof DNP ADN, BSN, MSN, FNP
Nursing Adult Health 100% teaching LaTonya
Santo
Assoc Prof
EdD BSN, MSN Nursing Adult Health 100% teaching Note 1:
Note 2:
* See Appendix A for Georgia Southwestern State University Faculty Education and
Qualifications
Total Number of Faculty: ______4_@ CSU_____ * 6 faculty @ 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 3rd 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
Form 3A 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. Faculty from the FNP master’s program at Georgia Regents University (GRU) will teach
Pathophysiology for the Advanced Practice Nurse, Health Assessment for the Advanced Practice Nurse and Pharmacology for the Advanced Practice Nurse. This program is in its final year of existence at GRU and GRU faculty have expressed interest in assisting with the start of our MSN FNP program. Dr. Aimee Vael DNP, FNP Presently in Grant
Position
75% Teaching 25% Administration Dr. Cheryl Smith EdD, FNP Director, School of
Nursing
90% Administration 10% Teaching
Dr. LaTonya Santo EdD Presently in
Undergrad Program
50% Undergrad. 50% Graduate Dr. Lisa Frander DNP, FNP Presently in both grad
and undergrad
80% Undergrad 20% Graduate
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 track will be offered at a distance as with the other MSN tracks. The online instruction and other distance learning technology will be used to administer course offerings and will utilize existing offices and technology at Columbus State University. The learning management system, Georgia on my Line (GOML) will be used to deliver the online program. The track will have no impact on existing infrastructure. Initially, a doctorally prepared nurse practitioner will be the faculty assigned to this track. At the present time she is teaching full time in the nurse educator track and is being paid by a 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 track. A new administrative assistant will be hired for fall 2014 in anticipation of approval of the track. Her duties will be to support the entire MSN program, director and
Form 3A faculty. Her salary and benefits will be from a reallocation of existing funds, new tuition and hospital grant money. The institution will not request new funds as part of its budget request. Library resources are adequate to support the new track and no new funding will be needed. Supplies for the program will be needed to include office supplies, health assessment lab supplies and printer supplies. Travel funds are included for the administrator of the 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 educator track already in existence. One of the undergraduate faculty will be assigned to the graduate educator track to replace her. Her workload will then be 50% undergraduate and 50% graduate course assignments. An unfilled
undergraduate faculty slot will be filled by a search that is occurring at this time 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.
b. For Revenue:
i. If using existing funds, provide a specific and detailed plan indicating the following:
1. Source of existing funds being reallocated
$104,000 salary for FNP director/faculty to come from a state line of $78,000 and $26,000 from hospital grant monies.
$39,000 for the ½ faculty position is from a state line.
$42,900 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
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.
Form 3A
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 track of our graduate program will pay the Georgia on my Line (GOML) rate as our other MSN students are doing. 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 track 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 facilities 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. $26,000 will be allocated to faculty salaries in this track.
v. If Other Revenue is included, identify the source(s) of this revenue and the amount of each source.
RN to BSN program revenue and MSN program revenue is also 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.
The School of Nursing has adequate revenue from other programs to make up for any shortfall in projected revenue. An existing state line of $39,000
Form 3A will be allocated to the FNP program along with $60,000 from the RN to BSN revenue and $35,000 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 3rd 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).
I. EXPENDITURES First FY Dollars Second FY Dollars Third FY Dollars Fourth FY Dollars
Personnel – reassigned or existing positions
Faculty (see 15.a.ii) 104,000 104,000 104,000 204,000
Part-time Faculty (see 15 a.ii) 39,000 39,000 39,000 39,000 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 42,900 50,400 50,400 80,400
Other Personnel Costs
Total Existing Personnel Costs 185,900 218,400 218,400 348,400
EXPENDITURES (Continued)
Personnel – new positions (see 15 a.i)
Faculty 100,000 Part-time Faculty Graduate Assistants Administrators Support Staff 25,000 Fringe Benefits 7,500 30,000
Other personnel costs
Total New Personnel Costs 32,500 130,000
Start-up Costs (one-time expenses) (see 15 a.i)
Library/learning resources Equipment
Form 3A 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 5,000
Equipment
Library/learning resources Other
Total Recurring Costs 9,000 9,000 11,000 11,000
GRAND TOTAL COSTS 227,400 227,400 359,400 359,400
III. REVENUE SOURCES Source of Funds
Reallocation of existing funds (see 15 b.i) 35,000 35,000 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) 95,000 95,000
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)
Form 3A 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 projected enrollment growth in the program over the next 10 years.
2100 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. Existing space will require modification iii. If new construction or renovation of existing
space is anticipated, provide the justification for the need.
iv. 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).
N/A
vi. How will the construction be funded for the new space/facility?
N/A 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?
Form 3A d. If existing space will be used, provide information in space below.
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 Facilities Officer Name & Title
Phone No. Email Address
Dr. Tom Helton 7065078901 [email protected]
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.
Form 3A
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
Form 3A 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.
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 discussed 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 (GOML) 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.
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.
C. Faculty
i. Description of the online teaching experience of faculty who will teach in the program.
Form 3A
Faculty Online Teaching Experience
Cheryl Smith Taught in an online doctoral (DNP) program since 2009
Aimee Vael 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 LaTonya Santo Taught online modules/courses since 2004 Elizabeth Frander Taught online since 2009; designed several
online courses; had 3 online courses approved using the QM standards
ii. Description of the online training of faculty who will teach in the program.
Faculty Online Training
Cheryl Smith 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
Aimee Vael Completed Indiana University/Purdue University (IUPUI) series of workshops on online course design and delivery
LaTonya Santo 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 related to online course design and instruction; completed Instructional Leadership doctoral courses on distance/online learning
Form 3A Elizabeth Frander 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
Form 3A Appendix A
Georgia Southwestern State University FNP Proposal Addendum
i. Description of the online teaching experience of faculty who will teach in the program.
Faculty Online Teaching Experience and Qualifications
ii. Description of the online training of faculty who will teach in the program.
Name Online Training
Sandra Daniel Completed USG Advanced Technologies
Certificate Course: Facilitating Online Learning (Instructor Qualified); Completed online teaching and evaluation continuing education and workshops through AACN and USG
Bonnie Simmons 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
Teresa Teasley Completed USG workshops: and University
sponsored workshops: Evaluating Online Faculty; Best Practices for Designing Online Sandra Daniel 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;
Bonnie Simmons Taught in RN-BSN Online External Degree
Program since 2004;
Teresa Teasley Taught in RN-BSN Online External Degree
Program since 2008; Currently teaches in MSN program
Joy Humphrey Taught in RN-BSN Online External Degree
Program since 2009
Mary Anne Shepherd Taught in RN-BSN Online External Degree Program since 2010
Pie Hulsey Taught in RN-BSN Online External Degree
Form 3A Courses; Completed University sponsored workshops: Online Testing Integrity, Online Course Design; Instructional Technology Training: Camtasia, Impatica, & Podcasting
Joy Humphrey Completed Elsevier Faculty Development
Conference (2014) Contemporary Workshops on Online Teaching and Learning; Completed University hosted workshops on Online Teaching and Evaluation.
Kirven Pie Hulsey 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
Mary Anne Shepherd Completed Workshop: Online Teaching: Using
Backward Design and ADDIE Models and Active Learning (GSW);
Form 3A
GSW Faculty Education and Qualifications Faculty Name Rank Highest Degree Degrees Earned Academic Discipline Area of Specialization Current Workload Bonnie Simmons Assoc Prof PhD Dip, BSN, MSN,
Nursing Parent Child Vulnerable Populations 75% teaching 25% Graduate Chair release time Sandra Daniel Prof PhD AA, BSN, MSN, PNP Nursing Community Health, Pediatrics 100% Administrative Teresa Teasley Assoc Prof DNP ADN, BSN, MSN Nursing Adult Health/Nursing Ed Focus Psychiatric Nursing 75% teaching; 25% Undergraduate Chair release time Mary Anne Shepherd Lecturer DNP Dip/BSN/MPH, FNP Nursing, Public Health Family Health, Public Health 100% teaching Kirven Pie Hulsey Assist Professor PhD AA, BSN,MSN, FNP, CNM
Nursing Family Health Nurse Midwifery/ Women’s Health 100% teaching Joy Humphrey Assist Professor
DNP BSN, MSN Nursing Adult Health Gerontology
Form 3A 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
Form 3A
timely topics will be addressed.
Prerequisite(s): Admission to the Graduate Nursing Program
NURS 6225 –Health Assessment for Advanced Practice Nurses (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.
Form 3A 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*
Form 3A 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
Form 3A (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
Form 3A 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
Form 3A 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;
Form 3A 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.
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.
