Quarterly Narrative Report H-1B Technical Skills Training Grants (TST)

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Quarterly Narrative Report

H-1B Technical Skills Training Grants (TST)

General Grant Information Lead Applicant Name: Florida Gateway College

Agreement #: HG-22703-12-60-A-12

Report Quarter Ending: December 31, 2012 Date of Submission: February 14, 2013

Program Contact Information: Tracy Hickman A. Summary of Grant Activities

RN TO BSN Program Overview:

The mission of Florida Gateway College’s RN to BSN program is to provide registered nurses with a baccalaureate nursing education, which includes community and

population-focuses care, leadership, management and research learning experiences. The RN to BSN program outcomes will prepare associate degree nurses so that they are able to demonstrate the following:

1. Human Flourishing 2. Nursing Judgment 3. Professional Identity 4. Spirit of Inquiry

The Bachelor of Science in Nursing Admission Requirements are as follows:

 Completion of the FGC Upper Division/Baccalaureate admission application, including the residency affidavit by the published admission application deadline,  The applicant must provide official transcripts from all previously attended

schools prior to admission at FGC.

 Prospective students should possess at least a minimum of Associate of Science degree in Nursing from a regionally accredited college or university, with a cumulative grade point average of at least 2.5 in required prerequisite courses.  Students should possess a valid, unrestricted, unencumbered, current RN license

issued through the State of Florida.

 Upon acceptance to the BSN program there are certain requirements that require appropriate documentation to begin the program and must be maintained

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RN to BSN Instructor:

 Hybrid courses are currently operational. The goal at FGC is to offer online courses 100% beginning with the fall 2013 cohort. RN to BSN program is currently in second mini-mester offering Pathophysiology and Nursing Theory. The courses were originally traditional courses when submitted to SAC’s; however, we will not make any changes until after the SAC’s visit in January.  The spring student orientation meeting held in November to educate students in

the RN to BSN program with the following: financial aid, book reviews, advisement, registration, and certified background for clinical rotations.

 The instructor continues to prepare and design classes (syllabi) for the following classes: Nursing Assessment, Cultural Diversity and Care, Legal and Ethical Behaviors, and Pharmacology.

 Instructor is currently working with Community College Bachelorette Association to build our college programs. Due to the significant number of new trends in nursing this association allows state colleges to offer bridge programs since Universities are currently focusing on graduate students.

 Instructor received approval to utilize adjuncts for the simulation lab to support instruction and training. VA employee working in emergency medicine assisted the instructor with clinical assessment lab class, which is scheduled to begin in spring 2013.

Academic Advisor:

 Strategized with Instructor on ways to network and communicate with local and surrounding health facilities to recruit new program participants.

 Understands the importance of networking and connecting with local Workforce Boards for program successes.

 Prepared brief discussion with RN Fast-Track graduates. Provided 25 students with materials and information regarding program participation and requirements.  Worked closely with Lead Advisor at the college to determine how BSN students

can potentially earn an Associate of Arts degree while completing their baccalaureate degree.

 Worked with several college personnel: Associate Registrar, Academic Advisor and Director of Enrollment Management, Research Assistant, College Recruiter and Director of Research, Institutional Effectiveness and Distance Learning to adhere to college policies and procedures as well as enhancement of program performance and compliance issues for participants.

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 Traveled to local and surrounding health care facilities to advise prospective program participants.

 Sought out information from Director of Nursing Programs regarding certified background screening, lab fees, and course requirements to properly advise BSN students.

 Worked with Director of financial aid to gain knowledge of financial aid opportunities available to current BSN students for recruitment and outreach purposes.

 Worked with students who withdrew from the BSN program to obtain appropriate contact information for follow-up in the future.

 Meetings with coordinator of grants management to discuss tracking, reporting, and internal control requirements.

 Met with Vice President of Occupational Programs and Public Information Officer to plan recruitment efforts for the BSN and Paramedic to RN programs. Simulation Lab

 The simulation lab instructor planned and coordinated simulation lab courses and necessary equipment for spring 2013. The majority of the simulation lab

instructor’s time was spent preparing lessons and materials for spring, including updating the course material, simulation designs, and handouts. Simulations are currently being used in several programs at Florida Gateway College including the Practical Nursing (examples: Basic Nursing, Med-Surg I) and Associate Degree in Nursing (examples: Foundation Nursing, Mental Health).

 Faculty and the simulation lab coordinator received in-service training by Garmaud in October and Med Dispense system in November. Meti and Laerdal trainings are scheduled for spring 2013.

Curriculum integration: faculty are utilizing simulations within the following classes Fundamentals, OB and PEDS. The Simulation lab coordinator has established a calendar full of simulations beginning spring 2013 with duration of 3-4 hours.

B. Status Update on Equipment

Equipment that has arrived at Florida Gateway College includes the following:three SimPads which are being used with the Vital Sim simulators, three hospital beds, the over bed and bedside tables, and headwall set.

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C. Status Update on Strategic Partnership Activities

Pensacola State College

Assessment of faculty use of simulation as a tool to teach didactic in the classroom. Currently no faculty is using simulation in the theory classroom environment. Nursing faculty members were interviewed regarding the use of simulation in the classroom environment. One feasible idea to create a record scenario from one of the case studies assigned to the students, recording in the classroom, and discussing pertinent aspects to support the objectives of that lesson. The challenge at the moment is that faculty time is being monopolized by preparations for the College’s AND Program reaccreditation and initial accreditation of the BSN Program.

The following grant activities were identified as critical issues to work for the remainder of the grant year: no work was done in October regarding the development of scenarios with objectives focusing on LPN to RN role transition and Paramedic to RN role transition. Minor preliminary work was started regarding the use of simulation as a teaching tool to meet objectives while delivering didactics in the classroom.

Met with Dr. Samuels in person with follow-up communications via phone and email to brainstorm and discuss how simulated clinical experiences would assist in the role transition for Paramedic to RN.

Reviewed and selected two respiratory distress scenarios from the Mary Smart Simulation Center library as a potential type of scenario that may generate role

conflict/definition, reflection and discussion in debriefing regarding the role of the RN versus a Paramedic in a respiratory demise situation. Two respiratory distress scenarios emailed to Dr. Samuels for distribution to the rest of the partners for their review and feedback. Potential simulated clinical situations and objectives for paramedic to RN role transition were discussed between the partners. Potential topics for mini-lectures on video to reinforce didactic concepts were discussed between the partners.

Met with Dr. Samuels in person with follow-up communications via phone and email with him and the grant partners to brainstorm and discuss potential clinical situations and content to develop as mini-lectures on video to reinforce didactic concepts.

Tasks to complete:

1. Decide by second week of December if the COPD/respiratory distress scenarios distributed to the partners will work as the context to highlight the change in scope of practice that paramedics need to understand as future RNs.

2. By the second week of December, develop a list of potential skills/behaviors as part of the objectives of a scenario that paramedics need to develop to properly transition to the RN role.

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3. By the second week of December: create a list of 3 to 5 topics appropriate for mini-lectures on video to reinforce didactic concepts.

Tallahassee Community College

 Curriculum has been determined. As curriculum for the program is finalized and simulation is discussed, faculty will focus on existing simulations and how they can be specifically utilized with this student population (leadership/role

appropriateness/scope of practice will be points of emphasis).

 Preliminary discussions on use of new simulation began, more to follow.

 Interview faculty applicant with goal of having them start January, 2013 to ready program for May, 2013 start.

Florida State College of Jacksonville

 Collaborative efforts for development of simulation for use in Emergency Medical Services, Medical Assistant, and Licensed Practical Nurse Programs. JANIE Symposium (Presentation: Bridging Across Campuses).

Phone conference with Dr. Samuels regarding scenarios for paramedic to RN role transition and mini-lectures on video to reinforce didactic concepts.

 Meeting with Dean Henning,, Dr. Seabrooks, Marcie Heatherington, and James Woods regarding maintenance, repair, and replacement of equipment.

D. Timeline for Grant Activities and Deliverables TIMELINE

ACTIVITY/TASK PROJECTED ACTUAL END DATE

ACTIVITY 1: Expansion of classroom and online Occupational Programs

Curriculum development for Paramedic-to-RN and RN-to BSN

1/12 Y1Q1

12/12

Translate RN-to BSN Cohort and other appropriate courses to online format

7/13

6/14

Begin first RN-to-BSN cohort

8/12 Y1Q2

Ongoing

Begin first

Paramedic-to-RN cohort 1/13 Y1Q4 Ongoing

Begin offering new online coursework

1/14

Ongoing

Track participant data and progress 4/12 Y1Q2 Ongoing ACTIVITY 2: Simulation Technology capacity

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building and utilization.

Purchase simulation technology equipment.

4/12 Y1Q2

10/12

Modify Sim Lab to accommodate equipment

4/12 Y1Q2

7/12

Install new equipment and

software 6/12 Y1Q2 12/12

Faculty professional

development 6/12 Y1Q3 12/12

Integration within

curriculum 6/12 Y1Q3 12/12

Monitor deadlines and

track usage 4/12 Y1Q2 Ongoing

Formative and Summative evaluation of simulation

technology outcomes 6/12 Y1Q3 3/16

ACTIVITY 3: Regional Simulation Technology Consortium initiation and

implementation

Convene members for

start-up meeting 4/12 Y1Q1 6/12

Consortium research on

best practices 6/12 Y1Q1 3/16

Annual workshops each summer, with rotating

responsibility for hosting. 4/12 Y1Q2 3/16

Formative and Summative evaluation of simulation

technology outcomes 6/12 Y1Q2 3/16

ACTIVITY 4: Statewide distribution of training

materials and programs.

Website development and

maintenance 4/12 7/12

ACTIVITY 5: Delivery of research-based

assessment and student support

Hire new program

personnel 4/12 Y1Q1 7/12

Program recruitment 4/12 Y1Q1 Ongoing

Participant assessment 6/12 Y1Q2 Ongoing

Mentoring and academic

support 4/12 Y1Q2

Ongoing

Job placement 4/12 Ongoing Ongoing

Placement follow-up 4/12 Ongoing Ongoing

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E. Status of Deliverables

Florida Center for Nursing

Developed proposals for three role transition scenarios (Paramedic to RN). Discussion transpired for scenario ideas with faculty members at PSC who teach career mobility and has paramedics in the program. The instructor agreed with the partners suggested topics and is willing to work with Florida Gateway College on scenarios in:

 Setting nursing care priorities on several patients  Therapeutic communications with family members  COPD exacerbation resulting in respiratory arrest

FGC and FSCJ agreed to work on the five suggestions that emerged short teaching concept video vignettes (integrated mini-lessons using simulators during lectures).

1. Hypoglycemia in conscious patient 2. Initial chest pain

3. Mild respiratory arrest 4. Hypoglycemia

5. Hypoxemia due to elderly patient removing O2 mask

TCC and PSC agreed to begin working on Paramedic to RN scenarios in spring 2013. Upon returning to school for spring semester, FCN and PSC will begin developing the scenario template and defining the objectives for each scenario. Some of College

Partners will begin working on the steps for developing one of the teaching concepts into a short (5 minute video) based on simulation. These will be useful activities and, with everyone in the group (and others) contributing some time, no one should be

overextended.

F. Key Issues and Technical Assistance Needs Challenges/Barriers:

 Thenew simulation laboratory instructor is still learning simulation skills and the unique characteristics of the various simulators. Having begun the position mid-semester, the numbers of available simulations for various core class needs for the semester were reduced.

 The need for technological support, which would allow the simulation lab instructor more flexibility to instruct the students during the simulations, especially when technical issues arise. During simulations with the students the instructor must switch between the role of operating the simulator and facilitating instruction with the students, which is challenging under ideal situations.

 FGC has not received approval to purchase three simulation mannequins. These are the final equipment purchases necessary to fully implement training for participants and facilitation scenario for development of nursing training statewide.

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 The FGC BSN program has also identified one critical challenge impacting immediate participation by one employer. The BSN program cannot obtain national accreditation for another year due to application requirements. This does not impact the value of the BSN degree, but some employers will not reimburse employees for tuition until this accreditation is final in 2014. Enrollment may display a notable surge at that particular time.

G. Best Practices and Success Stories

 Students completed simulation evaluation surveys administered by lab coordinator. Responses from evaluations are very positive and reflect better understanding, application, and preparation for clinical practice.

 Director of Nursing presented information to adult education students in Columbia County with approximately 50 students in attendance.

 The Allied Health Department held several nursing advising sessions, which reached out to 38 students interested in ASDN, RN, LPN, RN to BSN, and other allied health programs.

 Simulation lab assisted116 students during the quarter. H. Additional Information

Paramedic to RN

 Florida Gateway College received a letter of approval from the President of SACS (Southern Association of Colleges and Schools) to initiate the Paramedic to RN program within the Health Sciences Department.

 Interviews were also conducted for the Instructor for the PM to RN program, who will begin January 4, 2013.

 The anticipated start date for the program is May 13, 2013, Summer A. Research assistant attended a conference call with FPO to discuss grant modifications. Research Assistant, VP of Occupational Programs, and Director of Grants met with Florida Nurses Now external evaluators to discuss their scope of work and services necessary for grant evaluation, including but not limited to:

 Development of annual surveys for FGC to determine partner needs and interests related to grant goals.

 Provide consultation to FGC key personnel pertaining to grant related issues, performance outcomes, and goals.

 Meet quarterly with FGC Nursing Program Faculty (during the last two weeks of each quarter) to review progress of grant goals with established timelines and develop formative evaluation report of activities.

 Attend leadership meetings with partners twice annually. Next meeting is scheduled for February 28, and March 1, 2013.

 Develop surveys for annual summer workshops.

 Participant numbers will increase due to the number of new participants enrolled during spring and summer 2013 semesters.

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I. Capacity Building Categories

Category Number

# of new instructors who participated in grant-funded capacity building activities 2 # of new students who participated in grant-funded capacity building activities 168 # of new people who participated in grant-funded capacity building activities 50

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