Graduate Program Prioritization Report Master of Science in Nursing (MSN) Program
Department of Nursing April 1, 2014 1. History, Development and Expectations of the Program
a. Provide, to the best of your ability, a brief description of the program’s history including the evolution of the program over the years . Describe specific changes that have been made to the program curriculum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to build the program and the progress of these efforts to date. (550 words)
The Master of Science in Nursing (MSN) program, developed in 1985, has maintained consistent accreditation and is currently accredited by the Commission on Collegiate Nursing Education (CCNE) through 2022. The MSN program was initially developed with two functional tracks: Nursing Education and Nursing Administration. In 1995, a third MSN track (Family Nurse Practitioner) was developed in response to the need for primary care advanced practice nurses. Based upon the recommendations set forth by our professional organization, the American Association of Colleges of Nursing (AACN), the graduate program developed the Clinical Nurse Leader (CNL) track in 2007. At the same time, the Nursing Administration track was placed on hiatus (due to decreased workforce demand and low enrollments).
Thus, currently the MSN program includes the following active tracks: Family Nurse Practitioner, Nursing Education, and Clinical Nurse Leader. In addition, for students who already possess an MSN, but wish to pursue studies in one of the above specialties, they are eligible to apply to the post-masters certificate programs in any of the three tracks.
Our MSN graduate student body is entirely composed of students who have completed a minimum of a bachelor of science in nursing (BSN) degree from an accredited university. Within this group, we admit 1) individuals who have completed their BSN through generic BSN programs as first-time college students; 2) students who received their BSN through RN-to-BSN completion programs which provides students with associate degrees and diplomas in nursing a way to complete their BSN; 3) students who have completed their BSN through accelerated programs, such as our Accelerated Career Entry program (ACE), which provides students with baccalaureate degrees in non-nursing majors a way to earn a BSN. All MSN students must hold RN licensure in the State of Connecticut.
The graduate nursing program is developed in response to the ever-changing needs within the healthcare arena. In order to best address these needs, the graduate nursing curriculum is based upon a variety of professional nursing standards and guidelines. The Essentials of Master’s Education in Nursing (AACN, 2011) provides a framework for the curriculum. Additionally, the Nurse Practitioner Core Competencies (NONPF, 2011) and Criteria for Evaluation of Nurse Practitioner Program (National Take Force on Quality Nurse Practitioner Education, 2008) are incorporated within the family nurse practitioner curriculum and are used to prepare students for ANCC certification as a Family Nurse Practitioner. The NLN Core Competencies of Nursing Educators (NLN, 2005) are used as a framework for the nursing education track. Lastly, the Competencies and Curricular Expectations for Clinical Nurse Leader Education and Practice (AACN, 2013) is used as a framework for the clinical nurse educator track.
The Department actively recruits well-qualified students through a variety of recruitment activities including Open Houses sponsored by the School of Graduate Studies, attendance at Career Fairs sponsored by our clinical practice partners, advertisement in professional journals, and
attendance at regional and national professional organization meetings (ie. Connecticut League for Nursing, National League for Nursing). Our successful alumni continue to be productive in terms of
program recruitment, often referring professional colleagues to the program. One of the
Department’s goals is to expand recruitment efforts to include radio, billboard, and local newspaper advertising. Lastly, due to the growing shortage of nurse educators (which significantly threatens the ability of nursing programs to admit prelicensure students), the Department has secured additional state funding to provide students in the nurse educator track with scholarship/stipend funding. b. Is there anything else you would like us to know? (Issues you might choose to discuss could include visibility of the program, relationships the program has external to the university, changes in the economic support for the program, staffing, etc.) (150 words)
In order to provide students with consistency of course schedules, we schedule all courses on Tuesdays. Practicing RN’s are able to plan work schedules accordingly. Students have commented that they appreciate the ability to know ahead of time what day they need to be available for classes in order to plan work schedules.
The Department has continued to struggle to attract qualified FNP faculty, despite recruiting for a tenure track position. Therefore, our lead FNP faculty member is an adjunct faculty member and an alumnus of SCSU’s MSN/FNP program. To meet the growing demand of applicants, we need to attract and retain qualified FNP faculty who have the requisite clinical, teaching, and creative activity for this position. One of the issues related to this difficult is our ability to provide FNP faculty with salaries corresponding with salaries earned in the practice setting.
2. External Demand for the Program
a. Using the data provide d, review and explain the relationship between the program and external factors that impact the :
i. number of applicants and percentage of applicants accepted ii. 5-year enrollment trends (450 words)
i. number of applicants and percentage of applicants accepted
Academic Year Program Applications Accepted Acceptance %
2008-2009 C2-NUR 6 6 100%
2009-2010 C2-NUR 0 0
2010-2011 C2-NUR 7 3 43%
2011-2012 C2-NUR 3 1 33%
2012-2013 C2-NUR 3 0 0%
2008-2009 MSN-NUR 33 12 36%
2009-2010 MSN-NUR 44 4 9%
2010-2011 MSN-NUR 26 17 65%
2011-2012 MSN-NUR 57 21 37%
2012-2013 MSN-NUR 64 27 42%
The program has recently seen a rise in applicants who complete the entire process in a timely fashion. The variation in acceptance rates is primarily due to numbers of applicants not completing files, despite intervention by the Graduate Coordinator. No candidates are rejected immediately unless the GPA is clearly below the minimum GPA required for all entering graduate students (3.0), as set by the SGS, or the applicant does not meet other admissions criteria for the nursing program (for example, the BSN degree). All eligible applicants are interviewed by the
Graduate Program Coordinator or a member of the MSN Program and Curriculum Committee. The application is reviewed for admission by the MSN Program and Curriculum Committee.
Occasionally, an applicant will have a GPA slightly below 3.0; this individual is advised to take at least one course on a non-matriculated basis. A grade of at least a B in all nursing courses must be achieved before admission is considered.
A decline in enrollment was seen during the 2009-2010AY. This was due to the absence of a FNP faculty member which necessitated placing a “hold” on admission to the program. Although the Department still does not have a tenure track FNP faculty member, we have had a highly-qualified adjunct FNP faculty serving as the lead faculty member for the past 2 years. We are also currently searching for a tenure track FNP faculty member, although this position has been difficult to fill.
Changes anticipated due to the Affordable Care Act have resulted in our FNP becoming highly desirable. We anticipate this to continue, especially due to a shortage of primary care
practitioners and the chronic healthcare needs of a growing aging population in this country. In fact, a 94% increase in the number of Nurse Practitioners is predicted between 2008 and 2025 (US Bureau of Labor Statistics, 2012). Additionally, the nation continues to face a shortage of qualified nurse educators prepared at the graduate level. This shortage further threatens the ability of Schools of Nursing in preparing adequate numbers of baccalaureate-prepared graduates ready to assume RN roles (AACN, 2014).
ii.
Enrollment s - C2
Fall '08 Spr '09 Fall '09 Spr '10 Fall '10 Spr '11 Fall '11 Spr '12 Fall '12 Spr '13 Fall Av g Sprin g Avg
Female 3 3 3 2 0 2 3 2 0 0 2 2
Male 0 0 0 0 0 0 0 0 0 0 0 0
Total 3 3 3 2 0 2 3 2 0 0 2 2
Full-Time 0 0 0 0 0 0 0 0 0 0 0 0
Part-Time 3 3 3 2 0 2 3 2 0 0 2 2
Enrollment s - MSN
Fall '08 Spr '09 Fall '09 Spr '10 Fall '10 Spr '11 Fall '11 Spr '12 Fall '12 Spr '13 Fall Av g Sprin g Avg Female 25 27 18 17 8 18 21 23 23 31 19 23
Male 3 3 1 2 1 3 4 3 1 3 2 3
Total 28 30 19 19 9 21 25 26 24 34 21 26
Full-Time 5 12 3 3 0 10 9 4 2 3 4 6
Part-Time 23 18 16 16 9 11 16 22 22 31 17 20 Our graduate student body is predominantly comprised of part-time female students consistent with national statistics. Male students comprise about 10% of our student body. Most students work at least part-time, many full-time, and attend classes on a part-time basis. Students range in age from mid-twenties to early sixties, and are often employed as staff nurses in hospitals, home care, community health, and long-term care. Many of the post-masters certificate students have received their MSN in tracks such as Nursing Administration or Clinical Nurse Specialist. We have a large proportion of students who are alumni of our undergraduate programs.
b. Which employers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150 words)
A variety of employers and institutions benefit from this program. FNP graduates are employed in primary care agencies, primarily within the State of Connecticut. In fact, FNP alumni have had little trouble finding employment immediately after passing the FNP certification
examination. Many of the alumni become clinical preceptors for our students once they are out in practice. Several serve in guest lecturer roles in graduate nursing programs throughout the state. As previously mentioned, our lead FNP faculty is an alumni of our program.
Many of our graduates from the nursing education track are employed within healthcare agencies as clinical educators. Alumni also are employed as faculty in Community College Nursing Programs or as clinical adjuncts in baccalaureate nursing programs. This is particularly noteworthy in our State since many Schools of Nursing are forced to turn away large numbers of undergraduate students due to the nursing faculty shortage.
c. Is there anything else you would like us to know? (Issues you might choose to discuss could include competition from local, regional, and other institutions.) (100 words)
Our MSN and certification programs are in competition with many local, state, and national programs. Two unique attributes of our programs are that they are 100% on-ground and that our FNP program is an MSN, rather than a DNP program. We receive numerous requests from students who are currently enrolled in online programs to transfer into our program because it is not online. Our MSN degree prepares students for essentially the same role as a DNP, which makes our program very attractive to students who wish to complete the program in a timely process.
3. Internal Demand for the Program
a. Using the data provided, please de scribe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Please provide enrollment data for graduate courses offered by your department that are required for other graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the internal demand for the program.) (100 words)
The graduate courses offered by the Nursing Department are not required by any other programs. Due to the highly specific nature and prerequisite program requirements such as RN licensure, they generally are not available to students from other programs.
b. How is enrollment for your graduate program influenced by enrollment in your
undergraduate program? Is there potential for a formal pathway between the two programs? (100 words)
Although we do not have a formal pathway for undergraduate nursing students to articulate directly, interested students often begin the process of investigating options for graduate study while still in the undergraduate program. The MSN Program Coordinator will visit a class during the final semester of the undergraduate program (either Capstone or the Leadership) to discuss the MSN program with students nearing graduation. Our enrollment is comprised of nearly 50% of students who are alumni of one of our undergraduate nursing programs (generic BSN, ACE, or RN-BSN). Thus, the graduate program is closely influenced by enrollment in the undergraduate programs. c. How reliant are you on non-program students taking your courses? (100 words)
d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing services)? (100 words)
Our MSN program does not produce any services needed by other parts of the campus which are not otherwise provided. However, FNP students do attend Granoff Health Center for their
clinical experiences, and provide care under the direction of a nurse practitioner in that setting. In addition, Nursing Education students provide tutoring and test-taking support to students as part of their clinical practicum work.
e. Is there anything else you would like us to know? (100 words)
Student thesis and Special Project presentations are positively-received by faculty, students, and clinical agencies. Students typically carry out projects for a clinical agency on quality or safety topic. This work generally culminates in an educational presentation, written manuscript or
educational packet, and increases awareness of the topic. Agencies gain from these activities, while students build their professional networks.
Relationships between students and faculty often begin in one of our undergraduate programs, but grow through close interactions throughout the graduate programs. Students are extremely happy with their experience in our programs, often volunteering to serve as vital preceptors upon graduation.
4. Quality of Program Inputs and Processes
a. Please provide a narrative of how the qualifications and assignments of your full- and part-time faculty align with and support the program. Please include a discussion of the challenges and successes the department faces in providing qualified faculty to meet the needs of the program. In those programs where it is appropriate, please discuss the integration of adjuncts into the program’s curriculum. (450 words)
We have been extremely fortunate to have such a diverse group of full-time faculty who are able to teach the variety of courses within the MSN core curriculum and role specialization courses. All full-time faculty teaching in the MSN program are doctorally-prepared and well-qualified for the courses they are teaching. Faculty are productive professional nurses who are recognized at the state and national levels for their nursing research, practice, and leadership.
All faculty teaching in the graduate program also have responsibilities teaching in the undergraduate program as well. Several faculty also teach in the newly implemented EdD in Nursing Education program. At this time, the most pressing need is to hire a qualified tenure track FNP faculty member. Several of our current full-time faculty are Nurse Practitioners and hold certifications as Advance Practice Registered Nurses, but not in the specialization of Family Nurse Practitioner. We are exploring the opportunities for these individuals to pursue a post-masters FNP certification so that they may be prepared to assume the FNP lead faculty role in the future.
We have several adjunct faculty who teach at the graduate level and these individuals are purposefully integrated in the program. As mentioned, one of our adjunct faculty serves as the lead faculty member in the FNP program. She is an expert FNP who is nationally recognized and serves in a state leadership professional role. In fact, she will be inducted as a Fellow in the American Academy of Nurse Practitioners this summer. We also have adjunct faculty members
well-positioned for courses such as Healthcare Informatics. This faculty currently serves in the role of Chief Information Officer at a healthcare agency. Purposely, we have several adjunct faculty who serve as clinical supervisors for FNP students. These faculty are expert practicing FNP’s with many years of clinical experience and are well-positioned to evaluate FNP student practice using
One of our most pressing challenges at the graduate level is finding sufficient numbers of qualified clinical preceptors within the FNP program. The fairly recent addition of a full-time Nursing Clinical Coordinator has helped to ameliorate this challenge. However, continued persistence and relationship-building is necessary in order to secure the numbers of preceptors necessary for the growing number of MSN students. As previously mentioned, fortunately alumni of our MSN program often serve as preceptors once they establish their practice.
b. Briefly describe the merits and logic of your curriculum. (250 words)
In order to develop in roles of Nurse Educator, Family Nurse Practitioner, or Clinical Nurse Leader, students complete a logically-sequenced curriculum. Professional nursing standards and accepted professional nursing guidelines are used in curriculum development, review, and implementation. These standards provide a framework for the curricular content and expected student learning outcomes.
All students first complete a 24 credit core curriculum comprised of eight core courses. The foundation for the core is based on The Essentials of Master’s Education in Nursing (AACN, 2011). The core curriculum consists of courses in theoretical perspectives for advanced practice, evidence -based practice and nursing research, healthcare informatics, health policy, leadership, advanced health assessment, advanced pathophysiology, and advanced pharmacology. Once the core curriculum is completed, students then begin their specialty role coursework (12-18 credits) and clinical practicums (660 hours for FNP students, 480 hours for Clinical Nurse Leaders, 480 hours for Nurse Educators). The logical sequence with completion of the core curriculum first provides a solid foundation for role specialization coursework. Students also complete a thesis/Special Project during their final semesters.
Specific curriculum guidelines provide a foundation for the role specialization courses in the Family Nurse Practitioner, Nurse Educator, and Clinical Nurse Leader tracks. These include: The Nurse Practitioner Core Competencies (NONPF, 2011), Criteria for Evaluation of Nurse
Practitioner Program (National Take Force on Quality Nurse Practitioner Education, 2008), the NLN Core Competencies of Nursing Educators (NLN, 2005), and the Competencies and Curricular Expectations for Clinical Nurse Leader Education and Practice (AACN, 2013).
c. How dynamic is your program? Please identify and describe what procedures are in place to provide continued, regular evaluation and review (include formal and informal activities). Describe the impact of the review on the program and curriculum (e.g., FAAR data may be used as evidence, as well as other documentation of changes to the curriculum). (300 words) The Graduate Coordinator chairs the MSN Curriculum Committee, which meets monthly and handles curricular and logistical matters. We have an active Quality Improvement Committee, which is responsible for evaluating program outcomes according to a master assessment plan, conducting alumni and employer surveys, regularly evaluating clinical sites, and making recommendations to the department about curriculum development and revision based on data analysis. Sources of data include: FNP certification pass rates from certifying bodies (semi-annually from ANCC or AANP); annually-collected data from the SCSU Alumni Survey, SCSU Graduate Program Survey, and Department of Nursing Graduate Program Alumni Survey; Department of Nursing Graduate Student Survey (every 3 years), AACN/EBI Master’s level Nursing Alumni Assessment (every 5 years or more frequently) and AACN/EBI Master’s level Nursing Employer Assessment survey (every 5 years).
As a result of the findings from the above, several changes were implemented into the MSN program. For example, alumni dissatisfaction with training in reading x-rays and suturing identified via the AACN/EBI Master’s Level Nursing Alumni Survey prompted the addition of these skills into the FNP curriculum via guest lectures and hands-on skills training by a radiologist and a
surgical PA. A curriculum change was instituted in 2012, to incorporate the Legal and Ethical Issues in Healthcare course into all tracks. This course had originally been required for only the Nursing Education track, but was recognized by both students and faculty to be a need for all MSN students. To allow for this course to be added without adding more credits, content from two former courses, Nursing 506 (Principled Nursing Leadership) and Nursing 512 (Nursing Policy and Advocacy) were combined into one course: Nursing 514 (Transforming Nursing Practice through Leadership, Policy, and Advocacy), which provided a more active and pragmatic approach to these topics.
d. Is there anything else you would like us to know? (Issues you might discuss could include the quality of your incoming students, or a comparison of your curriculum, courses,
assessments, experiences to similar programs. How does your program better serve students than similar programs offered elsewhere?) (200 words)
The MSN courses must be passed with a grade of B; any final course score of less than an 84 requires that the course be repeated. Nevertheless, student failures and course withdrawals are rare. Some of our competitors require a 3.0 average, but do allow B- grades. Some also require fewer clinical hours than our FNP program (we require 660 hours; other programs require as few as 500 hours). Many other programs have eliminated thesis or Special Project requirements.
Strong academic and clinical preparation and the analytical ability to complete independent scholarly work are expectations of our graduate program. As a result, our students are consistently well-regarded by employers, and former students report feeling better-qualified than their
counterparts from other programs. We continue to address ways in which our program may be more efficient, but the basic curriculum structure is sound. One enhancement that we are considering is incorporation of an advanced case study Special Project option. We have also provided more structure into the existing Special Project process. Both enhancements will very likely assist students to complete projects within one semester. The advanced case studies should result in projects worthy of publication.
5. Quality of Program Outcomes
a. How does your program use assessment data to ensure quality of student outcomes?
Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evaluations, alumni surveys, professional assessment/evaluation, other assessments,
participation in groups or organizations that focus on pedagogy or andragogy. Insert a table listing your program outcomes. Note that the table does not count in the word limit). (900 words)
Expected Aggregate Student Outcomes MSN Program
Upon complet ion of the master’s program, the graduate will:
1. Use nursing theory and specialized knowledge in the functiona l roles of Nurse Educator, Family Nurse P ractitioner , or Clin ica l Nurse Leader. 2. Synthesize concepts from nursing , education, and other discipli nes to influence professiona l practice.
3. P rovide leadership within nursing and the healthcare deliver y system for the improve men t of client care.
4. Conduct and/or use research which contributes to the develop men t of the discip line of nursing.
5. Continue professiona l growth through continu in g education , specialty certificatio n , and/or doctoral study in nursing.
The Department has a comprehensive process in place for outcome measurement and performance improvement. The Department of Nursing has a Quality Improvement Committee in order to examine assessment data in such a way to ensure quality of student outcome. One of our faculty serves in the role of Quality Improvement Coordinator, providing leadership for this committee. The Coordinator is responsible for collecting and analyzing outcome data and for making recommendations for program improvement based on that data.
Course Information Survey
AY 08/09
AY 09/10
AY 10/11
AY 11/12
AY 12/13
Aver-age
Statement SA/A SA/A SA/A SA/A SA/A
Methods of instruction have helped me understand
the subject matter. 62% 88% 64% 77% 93%
76.8%
Reading the assigned material has helped me
understand this subject. 92% 79% 84% 85% 89%
85.8%
Exams and out-of-class assignments have helped me
understand the subject matter. 71% 81% 78% 86% 91%
81.4%
Number of exams & other graded assignments has
been sufficient to evaluate my progress. 89% 87%
88%
My experiences in this class make me want to learn
more about this subject. 78% 69%
73.5%
I would rate the quality of instruction in this course
as high. 62% 81%
71.5%
I would rate the overall quality of this course as
high. 57% 84%
70.5% This course helped me meet the learning goals. 87% 88% 93% 89.3% This course evaluated how well I met those learning
goals. 79% 78% 86%
84.3%
My experience in this course helped me appreciate
this subject. 78% 85% 93%
85.3%
The instructor provided regular feedback on my
performance in this course. 84% 85% 77%
82%
The instructor had high standards for student
achievement. 92% 92% 95%
93%
The instructor encouraged me to take responsibility
for my own learning. 93% 90% 94%
C2-NUR Fall '08 Spr '09 Fall '09 Spr '10 Fall '10 Spr '11 Fall '11 Spr '12 Fall '12 Spr '13 Fall Avg Spring Avg
Students 3 3 3 2 0 2 3 2 0 0 2 2
Overall
GPA 3.47 3.17 3.54 4 3 3 3.3 3.34 3.37
MSN-NUR Fall '08 Spr '09 Fall '09 Spr '10 Fall '10 Spr '11 Fall '11 Spr '12 Fall '12 Spr '13 Fall Avg Spring Avg
Students 28 30 19 19 9 21 25 26 24 34 21 26
Overall GPA
3.62 3.24 3.38 3.80 3.63 3.24 3.64 2.68 2.82 3.58 3.42 3.31
Specific outcomes assessed include graduation rates, Family Nurse Practitioner certification exam pass rates, employment rates, student satisfaction, alumni satisfaction, and employer satisfaction.
Graduation rates – Graduation rates are calculated by determining how many students complete the program (number graduated) once they are admitted to the program (number started). The Department’s internal benchmark set is 75%. Graduation rates have ranged from 50-83%.
Family Nurse Practitioner certification exam pass rates – Family Nurse Practitioner certification examination pass rates are collected annually from ANCC and AANP. The Department’s internal benchmark set is 90%. The certification exam pass rates for our graduates have consistently been 100%, exceeding the national average each year. Employment rates – Employment rates are determined by a mailed survey sent to alumni 12 months following graduation. Our most recent surveys indicate that 100% of the respondents were employed, with 67% reporting that they worked full-time and 33% part-time.
Student satisfaction – In addition to the Course Student Opinion Survey data presented in the table below, the Department also reviews data from the SCSU Graduate Program Survey. Results from the most recent survey indicated that students were satisfied. The lowest item score was in regards to whether there are sufficient opportunities for graduate students to have input into departmental decisions affecting graduate programs. Our departmental bylaws include student representation on the MSN Program & Curriculum Committee. However, due to student work schedules, student representatives are ofte n not available. Thus, it has been difficult to have consistent student input regarding decisions affecting the graduate programs. The Department also administers the Department of Nursing Graduate Program Student Survey. The most recent data demonstrate overwhelmingly positive results in all areas except for course sequencing and the number of courses offered each semester. In order to address this, recent changes in course offering have been made, including availability of summer courses, in order to accommodate increasing student demand.
Alumni satisfaction – In order to assess alumni satisfaction, the Department uses the web-based AACN/EBI Master’s level Nursing Alumni Assessment survey, administered at least every five years. Twenty-one factors are analyzed. The Department has set an internal benchmark of 4.5 on each of the factors and has exceeded this benchmark in our last survey results. In addition, in accordance with our accreditation standards, the SCSU Department of Nursing Graduate Program Alumni Survey is used to collect annual data. Students are asked to reflect on their professional knowledge and skills prior to the entry into the program and since graduation. Other survey items include satisfaction with course sequencing, advisor knowledge and assistance, university and department
resources, and whether or not the program fostered a sense of community among students. Although response rates on these surveys has been low, results reveal that those who respond are overwhelmingly satisfied with the program.
Employer satisfaction – Employer satisfaction is assessed every 5 years using the web-based AACN/EBI Masters level Nursing Employer Assessment. The last assessment of this data reveal that employers were very satisfied with our graduates. However, a very low response rate is received despite vigorous efforts to obtain this data. Narrative comments were made regarding the graduates competence, integrity, experience, knowledge, work ethic, excellent interpersonal skills, professionalism, energy, compassion, level of commitment, spirit of inquiry, and advancement of the nursing profession.
GPA - The data available regarding students’ GPAs is very misleading, because it includes examples for which students who had not completed their thesis or Special Project work had received the grade of “F” when the incomplete grade had not been changed by prescribed deadline. In no case has a student been removed from the program due to a GPA below 3.0 within the past 5 years. In 2011, the MSN Committee changed the policies to require a grade of “B” (84 or higher) for all courses. The grades for Spring 2013 are more reflective of the actual average GPAs of the MSN students.
Student Opinion Surveys - It is important to review these with the knowledge that the MSN program has recently had consistent faculty turnover. However, over the past 2-3 years there has been more stability. Understanding this, we observe a nearly universal increase in student satisfaction in all measures during the time period beginning in AY 08-09, in which satisfaction in all measures ranged from 57% - 92%. By AY 12-13, satisfaction improved for nearly all measures, with scores ranging from 77% - 95%. Faculty have been advised as to the importance of using varied instructional methods, and to provide timely feedback on assignments, which has been more challenging due to the recent trend of much larger class sizes. Averages are mostly in the mid-80’s or low 90’s.
b. Is there anything else you would like us to know? (Issues you may choose to discuss could include preparing your students for employment or further scholarly pursuits. Where possible provide data driven examples, e.g., number of students who pass the licensing exam). (300 words)
A recent graduate of our Nursing Education MSN program began doctoral study in our EdD program in Fall 2012. She is a stellar student, who has been highly-regarded by faculty and her practicum mentor at Fairfield University. Many students see the EdD program as a natural next step for them following completion of their Nursing Education MSN or FNP/MSN programs.
An important outcome measure is the American Academy of Nurse Practitioners Certification Program’s (AANPCP) Educational Program Report. The report documents a 100% FNP certification pass rate for 2012. The 2013 report is pending. However, reports from the alumni themselves indicate that all students who have taken the licensing
examination in 2013 have passed (n = 3).
6) Size, scope and productivity of the program
a. How many credit hours does the program generate? (table generated by OMIR) Credits Generated AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Total Academic Credits 408 270 321 453 477 Major Credits 348 243 186 321 345 Total Students 115 69 96 142 146
b. What degrees or certificates are awarded? (This is a simple list of degrees and will list only one degree or certificate unless you are one of the programs approved to report your data in combination)(in table form with item c)
Please see below.
c. How many degrees or certificates have been awarded (five year data)?
Degrees Conferred AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 MSN-Nursing 11 9 6 5 2 Certificate in Nursing (FNP)
d. Using the data provided, present and discuss the record of the graduate faculty in research/creative activity. (200 words)
Publications
Type of Publication
2009-2010
2010-2011
2011-2012
2012-2013 Book, Chapter in Scholarly
Book-New
0 0 1 2
Book, Scholarly-Revised 0 0 0 1
Journal Article, Academic Journal
0 1 0 0
Journal Article, Professional Journal
1 0 1 0
Other 1 2 0 0
Professional Presentations Presentation
Type
2009-2010
2010-2011
2011-2012
2012-2013 Keynote/Plenary
Address 0 0 0 1
Oral Presentation 0 4 3 2
Poster 1 2 3 1
Professional Conference Participation
Role 2009-2010 2010-2011 2011-2012 2012-2013
Attendee 5 12 46 9
Other 1 2 4 3
Contracts, Grants and Sponsored Research
Type
2009-2010 2010-2011 2011-2012 2012-2013
Grant 0 3 2 2
Sponsored Research
0 1 0 0
The above data does not appear to be complete. Unfortunately, faculty
compliance in accurately completing the FAAR has been low. Faculty members have consistently delivered presentations and published on pedagogical strategies, such as
simulation and cumulative capstone experience, and associated learning outcomes. An internal audit of productivity (via faculty CV’s) reveals that during the 2008-2011 academic years, 23 publications were produced by the faculty in the Department of Nursing. Faculty presented 28 papers or posters at local, regional, and national
conferences. During the 2008-2011 timeframe, a sum total of $69,587.00 was awarded in internal grants and $347,553.00 was awarded in external grants. All faculty have actively served in professional organizations and have engaged in productive service at both the Departmental and University levels. Several faculty have been presented with research and scholarship excellence awards, such as the Nightingale Award for Excellence in Nursing and various research awards.
e. What types of student or student/faculty research or creative activity have been developed and or produced (e.g., include theses, dissertations, special projects)? (100 words)
Sample theses completed and in progress:
"Levels of Diabetes Knowledge among Adults”
“Pediatric Primary Care Providers’ Attitudes toward Pediatric Hospice and Palliative Care”
“Nursing students' attitudes toward those who self-injure: An exploratory investigation of two cohorts”
“Individuals’ Perceptions of Quality of Life and the Importance of Health” “Identifying Educational Needs of Nurse Practitioners who Provide End-of-Life
Care to their Terminally Ill Patients” “Workplace Violence in Primary Care” Sample Special Projects:
“Safe Patient Handling (SPH) and Schools of Nursing: Bridging Theory-to-Practice Gaps”
“A Concept Analysis of Advanced Care Planning”
“Oral Health Education for Care Aids in a Nursing Home”
f. In your narrative discuss how all these data impact or have impacted the size, scope or productivity of your program. (200 words)
One of the strengths of the program is the faculty as they are clinical experts in their field. As a practice-based profession, faculty are highly engaged in their profession.
Faculty are able to draw upon this clinical expertise while assisting students in making theory-practice connections.
Graduates of the MSN program have been highly desired by healthcare agencies. They often become preceptors for our future graduate students which is critical as accessing sufficient numbers of preceptors continues to be a challenge for nursing education programs.
The Nursing Education program is enjoying renewed interest, but only 4 students matriculated several years ago now are taking their role courses. In the FNP program, only 3 students in 2012 and 6 students in 2013 completed the role courses, due in part to the program being on hold for AY 2009-2010. For 2014, 11 students are projected to complete role courses; for AY 2014-2015, we anticipate 20 students to be enrolled in FNP role courses. This number is projected to grow to as high as 30 in response to newly-admitted and currently-enrolled students. For AY 2015-2016, 10-12 students are
anticipated to enroll in Nursing Education role courses.
g. Is there anything else you would like us to know (this might include a discussion of equipment purchased solely for the purposes of the graduate program). (100 words)
With the rapid expansion of enrollments in all programs within the Department of Nursing, classroom and laboratory space continues to pose significant challenges. The program would benefit from additional primary care clinical space and equipment. 7) Revenue and other resources generated by the program
a. What are the sources and how much revenue does the program generate through student enrollments?
Fiscal Year
Student Tuition and Fees
Other Revenue
Sources
Grand Total Revenue 2010
127,219
19,199
146,418 2011
134,845
25,184
160,029 2012
200,700
46,642
247,342
b. What are the sources and how much additional revenue does the program generate through fees such as laboratory or special user fees? (50 words)
Graduate nursing students are assessed fees each semester in order to offset the higher costs of providing a nursing education. Specifically, each FT student is assessed $300 per semester; part-time students are assessed $50 per credit each semester.
c. What are the sources and how much revenue does the program generate by services (e.g., external or to other programs)? (50 words)
None
d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words)
Our programs are growing. With the exception of the CNL Program, the FNP and Nursing Education programs (including certificate programs) have been increasing steadily over the past two years. Our Nursing Education program, which had almost nearly disappeared due to small enrollment, is now at 12 students, with 6 new applicants awaiting admission into the program. Our FNP program is so popular that qualified students are not accepted into the program due to limitations of space, faculty, clinical sites and preceptors, and all associated logistics.
e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.) (100 words)
Graduate students in the nursing education track receive scholarship/stipend funding as a result of additional state funding provided in regards to the nursing shortage and faculty shortage. Over the course of the past 5 years, students in the track have received $2000 in scholarship/stipend funding per semester. This has been a tremendous support to these students, who will assume high demand nursing faculty positions in clinical sites and potentially in Associate Degree in Nursing programs.
8) Costs and other expenses
a. What are the total costs of the program? (table)
Fiscal Year
Employee Compensa-tion
Operating Expenses
Allocated Overhead and Indirect Costs
Grand Total Costs
Net Income / (Loss) Per BCH 2010
(109,631) (4,683) (71,910) (186,224) (159.32) 2011
(106,582) (7,389) (71,087) (185,059) (103.62) 2012
b. What is the ratio of costs to revenues? (table)
Fiscal Year
Grand Total Revenue
Grand Total Costs
Net Income / (Loss) Per
BCH
Ratio of Costs to Revenue 2010 146,418
(186,224)
(159.32) 1.29 : 1.00 2011 160,029
(185,059)
(103.62) 1.18 : 1.00 2012 247,342
(255,109)
(32.29) 1.05 : 1.00
c. What investment in new resources does the program require? (200 words) State of the art nursing education departments who are our direct competitors have much more sophisticated simulation equipment and space than we current have at SCSU. Simulation includes both high and low fidelity simulation equipment. We have neither the space to provide these additional simulation opportunities, nor the equipment or faculty support to manage them. Our program is growing, and to date we have been able to provide high-quality clinical practicum experiences for our students. The current MSN Coordinator spends countless hours promoting, securing, and maintaining
relationships with local clinical and educational agencies to provide quality experiences for our students.
As previously discussed, the program has been unsuccessful in recruiting a full-time tenure track FNP faculty member. Additional resources are necessary in order to conduct the adequate recruitment for this position. We have several Nurse Practitioner faculty in non-FNP specialties such as Pediatric Nurse Practitioner, School Nurse
Practitioner. Support for these faculty to obtain a post-masters FNP certificate may be an option to consider.
d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer course s; cross-listed courses, etc.)? (100 words)
A major reason for our program’s popularity is that we offer all of our courses on Tuesdays during the academic year. This allows students to enroll in more than one class without missing more than one day of work. We generally offer two core curriculum courses over the summer and at least one role course. We offer each of the 8 core courses during one academic year, so that students may elect to complete these on a full-time basis. We finalized a new course rotation plan that keeps courses in the same sequence each year, so that students may plan accordingly.
9) Impact, justification, and overall essentiality of the program
a. How does this program connect to the University’s mission statement and/or the Graduate School’s mission statement? (100 words)
The Department of Nursing vision/mission statements are congruent with and directly support the School’s mission.
University Graduate Studies Nursing Department MSN Student Outcomes “…committed to
academic
excellence, access, social justice, and service for the public good.”
…excellence in all aspects of graduate education
…a model for
excellence in teaching the art and science of nursing,…to
prepare… students to deliver humanistic, safe, and evidence- based care … provide leadership to improve the quality of the healthcare delivery system.
…influence professional practice. …Provide
leadership…for the improvement of client care. …Conduct and/or utilize research [for] development of the discipline of
nursing. …Continue professional growth… b. How does this program respond to societal needs that the institution values? (e.g., producing a critical thinking, educated citizenry; improving the state’s workforce; meeting health care needs of the community, etc.)? (100 words)
The MSN program ideally responds to societal needs that the institution values through the development of a much-needed workforce of FNPs, educators, and leaders who contribute to the workforce in CT and beyond, and in particular, the specialized skills to deliver care to elderly, underserved, and marginalized patients. Many students aspire to assume positions with the sole purpose to care for patients who are underserved or marginalized due to age, chronic illness, or socioeconomic status. These students seek out learning opportunities to enhance their skills in caring for these patients. The majority of graduate remain in CT.
c. To what extent does this program help the institution differentiate itself from similar programs at peer institutions ? (100 words)
We are mindful of competition from Sacred Heart, Western CT, Yale, Quinnipiac, St. Josephs, University of Hartford, Fairfield, and University of CT, who all have at least one program in common with Southern. There are also numerous online program
competitors We provide high-quality clinical learning opportunities at sites across the State. We are different from these programs in that we offer a fully on ground curriculum, provide clinical placements to students rather than requiring students to secure
placements themselves, and offer courses on a specific day of the week. We also provide a very individualized, mentored experience, which students value.
d. Is there anything else you would like us to know? (100 words)
Our MSN Curriculum Committee has identified several opportunities for improved efficiency. These include the following: (1) offering a Special Project Course during Summer Session in order to facilitate program completion; (2) improving support to students for early Special Project of thesis proposal development in Nursing 519; (3) helping students to identify Special Projects consistent with their areas of specialty; and (4) increasing class size in a pedagogically sound manner in order to accommodate growing MSN program enrollment. We have also discussed integrating a Comprehensive Examination option for the Capstone requirement.
10) Opportunity analysis of the program
a. Describe the external opportunities for strengthening your program. (300 words) Dramatic changes due to the Affordable Care Act provide exciting opportunities for nurses with graduate preparation. The shift in focus from acute care to primary care incorporates additional emphasis on prevention and wellness, a growing older population needing chronic illness management. The inclusion of more citizens into health insurance programs through State Exchange programs is just another example of how advanced practice nurses will increasing be needed to meet future societal health care demands.
Community-based Care Transitions Program (CCTP) sponsored by the Centers for Medicare & Medicaid Services (CMS) could, with the appropriate level of
institutional support, be one of several opportunities to explore for grant funding in the near future. Section 3026 of the Affordable Care Act establishes 5-year community-based care transitions programs to test models for improving care transitions for high risk Medicare beneficiaries. Major goals are to improve transitions from inpatient hospital settings to other care settings, to improve quality of care, to reduce readmissions for high risk beneficiaries, and to document measureable savings to the Medicare program. The FNP program would be a perfect mechanism to incorporate the clinical practice expertise of faculty with learning opportunities for students. We would need to partner with one of our clinical practice partners. This would be a sweeping initiative and require substantial support in space, time, and other resources. Our program would be ideally-suited due to its close proximity to area hospitals and the need for health care access and coordination among many members of the local community.
b. Describe the internal opportunities for strengthening your program. (300 words) Due in part to the changing healthcare needs, there is a focus on primary care within the Family Nurse Practitioner field, as opposed to Adult or Pediatric Nurse Practitioners. Many practicing Nurse Practitioners within the State of Connecticut are already certified in specialties such as ANP and PNP and are now encouraged to expand upon their practice as a FNP. This provides the Department with an excellent opportunity in expanding enrollments in our certificate Family Nurse Practitioner program. In order to do so, we will need to recruit qualified, experienced faculty to teach within the MSN program. One option might be to foster professional development of our current APRN faculty so that they can become certified as FNP’s.
As a program within the School of Health and Human Services, there are many opportunities for interprofessional collaboration. Although some strides have been made in this area, future opportunities for collaboration between faculty and students with others from SHHS can be developed.
The MSN program would benefit from additional support to secure necessary numbers of clinical placements. Several of our competitors are now paying clinical preceptors to take on preceptorship duties! While direct payment may not be possible, perhaps instead we could offer our valued clinical partners a course privilege option after serving in the role of clinical preceptor. The addition of our Clinical Coordinator has helped in securing placements. Her time is limited due to needs of three programs, with most focus on the undergraduate program, requiring that the MSN Coordinator take an active role in clinical placement recruitment and development. A part-time employee could assist, as each semester FNP students require 2 clinical preceptors. The needs of 20 students next year presents the mammoth task of finding 40 clinical placements per semester for three semesters (120 FNP preceptors).
