Category Archives: Education level
The Robert Wood Johnson Foundation (RWJF) has announced the first 14 schools of nursing selected to receive grants to support nurses as they pursue their PhDs. Each of the inaugural grantees of the Future of Nursing Scholars program will select one or more students to receive financial support, mentoring, and leadership development over the three years during which they pursue their PhDs.
The Future of Nursing Scholars program is a multi-funder initiative. In addition to RWJF, United Health Foundation, Independence Blue Cross Foundation, Cedars-Sinai Medical Center, and the Rhode Island Foundation are supporting grants this year.
The program plans to support up to 100 PhD nursing candidates over its first two years.
In its landmark future of nursing report, the Institute of Medicine recommended that the country double the number of nurses with doctorates in order to support more nurse leaders, promote nurse-led science and discovery, and address the nurse faculty shortage. Right now, fewer than 30,000 nurses in the United States have doctoral degrees in nursing or a related field.
The Robert Wood Johnson Foundation (RWJF) today announced awards to 52 schools of nursing that will comprise the final cohort of its prestigious New Careers in Nursing Scholarship Program (NCIN). In the upcoming academic year, the schools will use these grants to support traditionally underrepresented students who are making a career switch to nursing through an accelerated baccalaureate or master’s degree program. NCIN is a program of RWJF and the American Association of Colleges of Nursing.
Each NCIN Scholar has already earned a bachelor’s degree in another field, and is making a transition to nursing through an accelerated nursing degree program, which prepares students to assume the role of registered nurse in as little as 12-18 months.
In addition to a $10,000 scholarship, NCIN scholars receive other support to help them meet the demands of an accelerated degree program. All NCIN grantee schools maintain leadership and mentoring programs for their scholars, as well as a pre-entry immersion program to help them succeed.
To mark National Minority Health Month, the Human Capital Blog asked several Robert Wood Johnson Foundation (RWJF) scholars to respond to questions about improving health care for all. In this post, Janet Chang, PhD, an assistant professor of psychology at Trinity College in Hartford, Conn., responds to the question, “Minority health is advanced by combating disparities and promoting diversity. How do these two goals overlap?” Chang is an alumna of the RWJF New Connections Program; she studies sociocultural influences on social support, help-seeking, and psychological functioning among diverse ethnic/racial groups.
Given the rapidly changing demographic landscape, ethnic/racial minorities will constitute the majority of the U.S. population by 2043 (U.S. Census, 2010). This inevitable shift to a majority-minority population has far-reaching implications for our society. The future of the United States will largely be determined by how we address growing disparities in income distribution, health care, and health outcomes. Yet, frank discussions about disparities and diversity lag behind the rapid population growth of ethnic/racial minority groups. In this respect, educational systems play a pivotal role in facilitating and shaping the dialogue about diversity. By promoting diversity, we can combat health disparities and advance minority health.
A year ago this week, the Robert Wood Johnson Foundation (RWJF) convened an unprecedented meeting that brought together diverse leaders from community colleges around the country, the Tri-Council for Nursing, and RWJF’s Academic Progression in Nursing (APIN) initiative, which is fostering collaboration between community colleges and four-year university nursing programs to promote seamless academic progression for nurses. The meeting was organized to address concerns in the community college community about the recommendation in the Institute of Medicine’s (IOM) report, The Future of Nursing: Leading Change, Advancing Health, that 80 percent of the nation’s nurses attain bachelor of science in nursing or higher degrees by the year 2020.
A paper, released today, reports on the proceedings of that meeting, including participants’ shared goal to ensure that community colleges continue their invaluable work to educate a new generation of nurses and diversify the nursing workforce; and to give all nurses opportunities to be lifelong learners who are well-prepared to provide high-quality care and promote health.
The paper includes an addendum that provides news and information about how nursing, health, education, government, business, and other leaders in nine states have made exciting progress in the last year in support of seamless progression for nursing students, as well as for nurses already in the workforce who wish to continue their education.
“While we did not solve every concern, the meeting was tremendously constructive, opening a dialogue, identifying numerous areas of strong agreement, and illuminating issues yet to be resolved,” said John Lumpkin, MD, MPH, senior vice president at RWJF. The Foundation “is determined that last year’s meeting be a beginning for a continuing, constructive dialogue that will advance the goals we all share.”
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?
Julie Fairman: 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?
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!