Category Archives: Education level
An Interview with Julie A. Fairman, PhD, RN, FAAN, co-director of the Future of Nursing Scholars program, and Nightingale Professor of Nursing and director, Bates Center for the Study of the History of Nursing, at the University of Pennsylvania.
Human Capital Blog: What is the goal of the Future of Nursing Scholars program?
The Robert Wood Johnson Foundation launched the Future of Nursing Scholars program to create a large and diverse cadre of PhD-prepared nurses who are committed to long-term leadership careers that advance science and discovery, strengthen nursing education, and bring transformational change to nursing and health care. It is vitally important that we meet the growing need for PhD-prepared nurses, not only to ensure that we address the shortage of nurse faculty members, but because nurse researchers make valuable contributions to practice and policy. The program will fund schools of nursing to provide scholarships, and it will provide mentoring and leadership development activities to build the capacity of a select group of future nurse leaders. The program’s call for proposals launched this week, and scholars will be selected by the nursing colleges and universities that submit successful program proposals.
HCB: Congratulations on the release of the program’s first call for proposals! As schools begin applying to participate in this program, what would you like them to keep in mind?
Julie Fairman: We are very excited about this program. The major requirement for participation is that research-focused schools of nursing must be ready and able to graduate PhD students in three years. We understand that acquiring a PhD in nursing in three years is not the norm and that many schools have not previously graduated students within that time frame. So, schools are not necessarily ineligible if they have never operated this way, but they will need to provide a thorough description of how they will meet this obligation. We are asking applicant schools to provide information not only about their curricula, but also about their mentoring activities and faculty engagement with research. We also ask that they provide a discussion of interdisciplinary engagement in their institutions, and details about their admission, retention, and graduation of PhD nurses.
Schools that are chosen for the program will be responsible for selecting the scholars who will participate. Schools should select scholars who understand and accept the challenge of completing their PhD degrees in three years. To succeed, the scholars they select will be goal-directed, focused, and committed to long-term academic careers with a focus on science, health policy, and/or innovation. They also should be interested in health policy formulation or in the development of new evidence-based solutions to address health care problems.
Efforts to increase the percentage of baccalaureate-educated nurses in West Virginia are getting a boost from a new online RN-to-BSN program at the University of Charleston (UC) in the state capital. The program, which will begin in the spring, will allow registered nurses (RNs) to complete requirements for a bachelor of science in nursing (BSN) degree in as little as 18 months.
The university’s president, Ed Welch, PhD, said in a news release that the program “answers an immediate need of West Virginia’s health care facilities. By completing their bachelor’s degree at UC in just 18 months, and continuing to work full time, nurses are able to advance their careers and better serve patients in the field.”
Robert Wood Johnson Foundation Executive Nurse Fellows program alumnus Duane Napier, MSN, RN-BC, formerly executive director of the West Virginia Center for Nursing, is the UC RN-BSN program coordinator. “We’ve had a great response since announcing the program,” Napier said in an interview. “It's the state's first online program that doesn't require any campus sessions, so it's truly designed for the working nurse.”
Beverly Malone, PhD, RN, FAAN, is chief executive officer of the National League for Nursing (NLN). She was recently elected to the Institute of Medicine. Last month, the NLN announced the launch of Accelerating to Practice, a new program designed to help new nurses move more seamlessly from education to practice. It is the inaugural program of the NLN's Center for Academic and Clinical Transitions.
Human Capital Blog (HCB): Why is Accelerating to Practice needed?
Beverly Malone: We've always known that there is a difference between how nurse educators view graduates of nursing programs and how nursing directors view graduates. But we never knew how deep the divide was. A recent survey showed that 90 percent of educators thought that nurse graduates were doing just fine, but almost 90 percent of directors felt that nurse graduates did not have the skills that were needed to practice. That kind of a divide is not a small one. It has so much to do with how care is delivered, and the League felt compelled to do something about it.
HCB: What explains the divide?
Malone: We don't talk enough to one another. There are some exemplars out there where educators and administrators are on the same wavelength, and they have worked very hard to ensure that graduates are prepared in a way to move quality patient care forward. But overall, that's not the picture throughout the United States.
Heather J. Kelley, MA, is deputy director of the Robert Wood Johnson Foundation’s (RWJF) Future of Nursing Scholars program. Prior to this role, she was the program associate for RWJF’s Interdisciplinary Nursing Quality Research Initiative and a former vice president in a political advertising firm.
Three years ago, the Initiative on the Future of Nursing at the Institute of Medicine (IOM) set a revolution in motion with the release of The Future of Nursing: Leading Change, Advancing Health report. Among the bold recommendations offered in the report was the call to double the number of nurses with doctoral degrees by 2020.
RWJF recognizes the valuable contributions that PhD-prepared nurse scientists and researchers make in the lives of patients and families. Their discoveries have the potential to change our health care system. However, as the IOM report suggested, we do not have nearly enough doctorally prepared nurses seeking new solutions to ongoing problems. Currently, less than 1 percent of the nursing workforce has a doctoral degree in nursing or a related field.
Staffing company AMN Healthcare has released the results of its 2013 Survey of Registered Nurses, highlighting generational differences that have implications for the imminent nursing shortage and the shape of the profession in years to come.
Among key findings, nearly 190,000 nurses may leave nursing or retire now that the economy is recovering, and nearly one in four nurses age 55 and older (23 percent) say they will change their work dramatically by retiring or pursuing work in another field.
Fewer than half the RNs with an associate degree or diploma who were surveyed say they will pursue additional education in nursing. However, younger and mid-career nurses are more likely to do so. The landmark Institute of Medicine report The Future of Nursing: Leading Change, Advancing Health, recommends that 80 percent of the nation’s nurses have BSN or higher degrees by the year 2020.
While nurses of all ages say they are very satisfied with their career choice, younger nurses (19-39) are much more positive than nurses 55 and older about the quality of nursing today. Sixty-six percent of nurses 55 and older say they believe that nursing care has generally declined.
“The younger generation is more optimistic about the profession and more receptive to the changes the industry is experiencing,” Marcia Faller, PhD, RN, chief financial officer of AMN Healthcare, told Advance for Nurses. “These are differences that health systems must understand as they work with multiple generations of nurses.”
This was the fourth annual RN survey conducted by AMN Healthcare, which emailed 101,431 surveys in April to opted-in members of NurseZone.com and RN.com. The company received 3,413 responses, reflecting a response rate of 3.36 percent. Statistical analyses were run with a 95 percent confidence threshold.
What do you think about the survey findings? Do they reflect your views about the future of nursing? Register below to leave a comment.
Three years ago this week, the Institute of Medicine issued a landmark report, Future of Nursing: Leading Change, Advancing Health. Its recommendations include increasing the proportion of nurses with baccalaureate degrees to 80 percent by 2020. Jerry A. Mansfield, PhD, RN, is chief nursing officer at University Hospital and the Richard M. Ross Heart Hospital, and a clinical professor at Ohio State University College of Nursing. He is an alumnus of the Robert Wood Johnson Foundation Executive Nurse Fellows program (2005).
Lifelong learning has always been a value in my personal and professional life. I fully support the national goal of increasing the number of RNs holding a minimum of a bachelor’s degree in nursing (BSN).
My personal dilemma is that I once could not gain entrance into a 4-year baccalaureate program. I will never forget my meeting with the dean, who shared that I should “pick another major” since my mid-quarter pre-nursing grade point average was not competitive with more talented constituents!
As I withdrew from that university, I was determined to follow my dream and become a registered nurse. I learned of a program (i.e., “Diploma in Nursing”) that would allow me to become an RN in the state. I am a proud graduate of St. Vincent Hospital School of Nursing, Toledo, Ohio; a once thriving program that has since closed.
Without any regret, I have continued my formal education in nursing, and recently graduated with a doctorate in public health from Ohio State University. No one knows my obsession with life-long learning better than my family!
Three years ago this week, the Institute of Medicine issued a landmark report, Future of Nursing: Leading Change, Advancing Health. Its recommendations include increasing the proportion of nurses with baccalaureate degrees to 80 percent by 2020. Cole Edmonson, DNP, RN, FACHE, NEA-BC, is chief nursing officer at Texas Health Presbyterian Hospital Dallas, and a Robert Wood Johnson Foundation Executive Nurse Fellow (2012 – 2015). He also serves as practice team co-lead for the Texas Team, the state’s Action Coalition.
Improving the lives of people in the communities we serve is our guiding mission and it is supported by our Magnet Redesignation program and our professional practice model. In 2010, when the Institute of Medicine’s (IOM) Future of Nursing report was released, we were one of the few IOM meeting sites in Texas to bring together people from both practice and academia to hear about the report and begin to discuss how we might fulfill the 2020 vision with the creation of new partnerships.
The IOM report was a call to action, to which we responded. Texas Health Presbyterian Hospital Dallas, a part of Texas Health Resources, began the journey by exposing leadership and direct care staff to the report, the research (compelling reasons) behind it, its recommendations, and the gap analysis of the organization in the eight areas of recommendations.
The nursing leadership, with the direct care nurses and the system leadership, integrated the Future of Nursing report into our nursing strategic plan in 2011. The strategies and tactic with metrics of success set in motion a series of actions to meet the 80 percent bachelor of science in nursing (BSN) goal by 2020, doubling the nurses with doctorates, Advanced Practice Registered Nurse (APRN) practice scope, and positioning nurses in strategic positions including the Board of Trustees.
Three years ago this week, the Institute of Medicine issued a landmark report, Future of Nursing: Leading Change, Advancing Health. Its recommendations include increasing the proportion of nurses with baccalaureate degrees to 80 percent by 2020. Charleen Tachibana, MN, RN, FAAN, is senior vice president, hospital administrator, and chief nursing officer at Virginia Mason Medical Center in Seattle, Washington. Tachibana is a Robert Wood Johnson Foundation Executive Nurse Fellow (2009 – 2012).
Virginia Mason Medical Center began a bachelor of science in nursing (BSN)-only hiring guideline in the summer of 2012. The change in hiring guidelines for our staff followed a decade of having educational guidelines in place for our nurse leaders. This was a critical step in our success, as our leaders were able to support and understand the need for this change. It’s important for leaders to model lifelong learning, including advancement with formal education. So, last August I also began my Doctor of Nursing Practice (DNP) program.
The publication of the Institute of Medicine (IOM) report on the Future of Nursing really provided the momentum to move to another level. The prominence of this report has made this a relatively easy transition and provided the clarity on why this is critical for our patients and for our profession at this point in time.
Although we have focused this requirement on new hires, it’s been impressive to see the wave of staff RNs returning to school, many for their master’s or doctorate degrees.
A report released Monday by the Health Resources and Services Administration (HRSA) indicate that efforts to grow and diversify the nursing workforce are showing results—a welcome finding given the looming shortage of nurses and primary care providers in general.
According to the data from HRSA's National Center for Health Workforce Analysis, the nursing profession grew substantially in the 2000s, adding 24 percent more registered nurses (RNs) and 15.5 percent more licensed practical nurses (LPNs). Significantly, the growth in the supply of nurses outpaced growth in the U.S. population, with the number of RNs per capita growing by about 14 percent and the number of LPNs per capita increasing by 6 percent.
The "pipeline" carrying nurses from school to the workforce also expanded during the past decade. The number of would-be nurses who passed national nurse licensing exams to become RNs more than doubled between 2001 and 2011, while the number of LPN test-passers grew by 80 percent. Significantly, the share of licensure candidates with bachelor's degrees increased during that time, as well.
The profession also is growing more diverse, according to the data. Non-white RNs are now 25 percent of the profession, up from 20 percent 10 years ago. Nine percent of RNs are men today, up slightly from 8 percent at the beginning of the decade.
By Susan B. Hassmiller, PhD, RN, FAAN, Robert Wood Johnson Foundation Senior Adviser for Nursing and Director, Future of Nursing: Campaign for Action.
Those of us who are working to implement recommendations from the Institute of Medicine (IOM) report, The Future of Nursing: Leading Change, Advancing Health, got great news this week when leaders from national organizations representing community college presidents, boards, and program administrators joined with representatives from nursing education associations to endorse a Joint Statement on Academic Progression for Nursing Students and Graduates. This was a historic moment that will mean greater support for efforts to help nurses advance their education.
Acknowledging the shared goal of preparing a well-educated, diverse nursing workforce, the consensus statement says that nursing students and practicing nurses should be supported in their efforts to pursue higher levels of education. Its endorsing organizations are the American Association of Colleges of Nursing (AACN), the American Association of Community Colleges (AACC), the Association of Community Colleges Trustees (ACCT), the National League for Nursing (NLN), and the National Organization for Associate Degree Nursing (N-OADN).
In addition, Donna Meyer, MSN, RN, the president of N-OADN, an affiliated council of AACC, published a powerful commentary in Community College Times. In it, Meyer voiced support for allowing every associate degree nurse access to additional nursing education and urged employers and others to develop innovative strategies to help associate degree nurses get higher degrees.
All this had special meaning for me, because I started my career at a community college. It was a terrific experience for me, and I am very proud of that degree. I felt confident and prepared to complete all the tasks required of me when I entered the workforce.
But I quickly realized there was more I wanted – and needed – to know to provide high-quality care for my patients. So I went back to school, and soon felt the increased competence, and confidence, at every turn.