2.50
Hdl Handle:
http://hdl.handle.net/10755/621985
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Innovative Nursing Education Pathways and Racial/Ethnic Diversity
Author(s):
Ackerman-Barger, Kupiri; Farmer, Patricia; Hoffman, Bryan M.
Lead Author STTI Affiliation:
Zeta Eta-at-Large
Author Details:
Kupiri Ackerman-Barger, PhD, MSN, RN, TNAC, Professional Experience: 2013-Present University of California, Davis Assistant Clinical Professor 2007-2012 Humboldt State University, Arcata, CA Assistant Professor 2006-2007 Humboldt State University, Arcata, CA Lecturer Nursing 2001-2010 College of the Redwoods, Eureka, CA Lecturer 2014-2015 Promoting Inclusion, Cognitive Diversity & Health Equity through Faculty Development: Workshop style in four blocks across a 10-month period of time, UCDAVIS 2014-Present Grant: Enhancing Physician Assistant Training in Primary Care (Co-researcher) HRSA Funding $646,279 Improving Cultural Competence in NPPA Education Ackerman-Barger, K., Bakerjian, D., Latimore, D. (2016). How Health Professions Educators can Mitigate Underrepresented Students’ Experience of Marginalization: Stereotype Threat, Internalized Bias, & Microaggressions, Journal of Best Practices in Health Professions Diversity. Ackerman-Barger, K. & Hummel, F. (2015).Critical Race Theory as a Lens for Exploring Inclusion and Equity in Nursing Education, Journal of Theory Construction & Testing Ackerman-Barger, P. (2010) Embracing multiculturalism in nursing learning environments, Journal of Nursing Education, 46 (12) p. 677-682 Author Summary: Dr. Ackerman-Barger teaches teaching methodology in health sciences, social determinants of health, collaborative practice and organizational change. She also provides faculty development on nursing pedagogy, inter-professional education and education equity. She conducts research and serves as a national consultant and speaker on strategies to optimize student success for underserved and underrepresented groups in health professions.
Abstract:

Purpose:

The purpose of this study is to determine whether innovative nursing education pathways reflect the racial/ethnic diversity of traditional pathways. In 2008 the Robert Wood Johnson Foundation partnered with the Institute of Medicine to produce an action-oriented report that would serve as a blueprint for the future of nursing. The report (The Future of Nursing; Leading Change, Advancing Health) sought to address issues like the nursing shortage, developing technologies in healthcare, and meeting current and future healthcare demands (IOM, 2011). The results of the report were four key messages. This study focuses on Key Message #2 which states, “Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression” (IOM, 2011). They concluded that an improved educational system was necessary to deliver safe, quality care across care settings.

According to the Future of Nursing report a complicating issue in nursing education is there are 2 key ways that students enter into the nursing profession; a bachelor’s degree in nursing (BSN) (typically a 4 year university based program), or an associate degree in nursing (ADN) (typically a 2 - 3 year community college based program). In the last few decades the most common education pathway was through an associate degree in nursing. Two salient, but competing issues with these pathways are 1) having multiple options for entry into nursing provides more options for access, which is needed during frequent nursing shortages; and 2) although the evidence is not conclusive, several studies have indicated a significant correlation between levels of nursing education and patient outcomes including mortality rates. Rather, than recommending that nursing discontinue the ADN pathway, the Future of Nursing report suggested a goal of increasing the percentage of nurses with a bachelor’s degree to 80% by 2020. This entails two components. One is that more students are recruited into BSN programs. The second is that registered nurses with associate degrees have options for obtaining a BSN.

To this end, the Robert Wood Johnson Foundation (RWJF) funded grant initiatives to explore and support enhanced academic progression pathways in nursing. The Academic Progression in Nursing (APIN) program was coordinated through the Tri-Council for Nursing, with oversight provided by the American Organization of Nurse Executives. This project funded nine states in developing and evaluating innovative models of streamlining nursing education pathways. The State Implementation Program (SIP) was based at the Center to Champion Nursing in America, a joint initiative of RWJF and AARP. SIP grants allowed states to select any area of the IOM Future of Nursing report for development, and more than 20 states focused on nursing education. In addition to APIN and relevant SIP projects, a number of programs nationally have also designed creative options and piloted innovative pathways that would lead to seamless opportunities for nurses to obtain higher levels of education. The most promising of these models is to link community colleges with university partners to allow students to concurrently enroll in a community college for pre-licensure nursing courses and a four year university to complete the requirements of a BSN.

As APIN and SIP states have rolled out pilot projects supporting academic progression an area identified by RWJF for grant funding was attention to the recruitment and retention of underrepresented and underserved students in schools of nursing. Anecdotal reports from leaders of programs have indicated a variety of perspectives on this including a possible loss of racial / ethnic diversity in cohorts of students entering new educational pathways. The need to diversify the nursing workforce has been acknowledged across organizations (AACN, 2014; HRSA, 2015; HRSA, 2006; IOM, 2003; IOM, 2011; NLN, 2009).

 Methods:

An initial written survey tool (questionnaire) was developed and will be distributed to all consenting programs. Only one questionnaire will be completed for each program/consortium. Questionnaire completion would require detailed understanding of program structure and access to student demographics including race / ethnicity of students. The questionnaire will be designed for completion in less than 15-30 minutes if data is at hand.

We hope to recruit at least 7-10 programs or consortia. Programs that have received APIN or SIP grant funds for education, and who have been identified through other mechanisms as having innovative educational pathways and who meet criteria will be invited to participate in this study. In addition, informational flyers, personalized emails, will be sent to program or consortia leaders. There is also a conference occurring Nov.14-16th in Miami Beach, Florida where many representatives of the APIN and SIP efforts as well as other national nursing education leaders will be in attendance. Potential participants would be approached, given flyers, and questions answered.

Data from questionnaires will be analyzed using basic data analysis features on Survey Monkey to allow compare or find correlations between enrollments and graduations within traditional and non-traditional educational pathways, including evaluation of race / ethnicity of participants. Following analysis of the survey data, individual interviews with respondents may be conducted to clarify data. The latter will be an important step because the design of each consortium is somewhat different such that terms like ‘traditional” programs may be interpreted differently. Data from this study enrollments and graduations f may be compared to state and national averages.

Results:  Pending

Conclusions:

The degree to which innovative and/or accelerated programs impact diversity rates, whether positively, negatively or not at all, is important to understand as nursing education simultaneously seeks to offer a variety of options for attaining higher levels of nursing education and diversify the nursing workforce. By understanding what impact, if any, innovative nursing programs are having on the compositional diversity of the student body we can identify consortia who have addressed this issue well and disseminate best practices; and/or identify a potential problems and determine strategies for mitigating them.

Keywords:
Academic Progressions in Nursing; Innovative Nursing Education Patheways; Racial/Ethnic Diversity
Repository Posting Date:
20-Jul-2017
Date of Publication:
20-Jul-2017
Other Identifiers:
INRC17PST57
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleInnovative Nursing Education Pathways and Racial/Ethnic Diversityen_US
dc.contributor.authorAckerman-Barger, Kupirien
dc.contributor.authorFarmer, Patriciaen
dc.contributor.authorHoffman, Bryan M.en
dc.contributor.departmentZeta Eta-at-Largeen
dc.author.detailsKupiri Ackerman-Barger, PhD, MSN, RN, TNAC, Professional Experience: 2013-Present University of California, Davis Assistant Clinical Professor 2007-2012 Humboldt State University, Arcata, CA Assistant Professor 2006-2007 Humboldt State University, Arcata, CA Lecturer Nursing 2001-2010 College of the Redwoods, Eureka, CA Lecturer 2014-2015 Promoting Inclusion, Cognitive Diversity & Health Equity through Faculty Development: Workshop style in four blocks across a 10-month period of time, UCDAVIS 2014-Present Grant: Enhancing Physician Assistant Training in Primary Care (Co-researcher) HRSA Funding $646,279 Improving Cultural Competence in NPPA Education Ackerman-Barger, K., Bakerjian, D., Latimore, D. (2016). How Health Professions Educators can Mitigate Underrepresented Students’ Experience of Marginalization: Stereotype Threat, Internalized Bias, & Microaggressions, Journal of Best Practices in Health Professions Diversity. Ackerman-Barger, K. & Hummel, F. (2015).Critical Race Theory as a Lens for Exploring Inclusion and Equity in Nursing Education, Journal of Theory Construction & Testing Ackerman-Barger, P. (2010) Embracing multiculturalism in nursing learning environments, Journal of Nursing Education, 46 (12) p. 677-682 Author Summary: Dr. Ackerman-Barger teaches teaching methodology in health sciences, social determinants of health, collaborative practice and organizational change. She also provides faculty development on nursing pedagogy, inter-professional education and education equity. She conducts research and serves as a national consultant and speaker on strategies to optimize student success for underserved and underrepresented groups in health professions.en
dc.identifier.urihttp://hdl.handle.net/10755/621985-
dc.description.abstract<p><strong>Purpose:</strong></p> <p>The purpose of this study is to determine whether innovative nursing education pathways reflect the racial/ethnic diversity of traditional pathways. In 2008 the Robert Wood Johnson Foundation partnered with the Institute of Medicine to produce an action-oriented report that would serve as a blueprint for the future of nursing. The report (<em>The Future of Nursing; Leading Change, Advancing Health</em>) sought to address issues like the nursing shortage, developing technologies in healthcare, and meeting current and future healthcare demands (IOM, 2011). The results of the report were four key messages. This study focuses on Key Message #2 which states, “Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression” (IOM, 2011). They concluded that an improved educational system was necessary to deliver safe, quality care across care settings.</p> <p>According to the<em> Future of Nursing</em> report a complicating issue in nursing education is there are 2 key ways that students enter into the nursing profession; a bachelor’s degree in nursing (BSN) (typically a 4 year university based program), or an associate degree in nursing (ADN) (typically a 2 - 3 year community college based program). In the last few decades the most common education pathway was through an associate degree in nursing. Two salient, but competing issues with these pathways are 1) having multiple options for entry into nursing provides more options for access, which is needed during frequent nursing shortages; and 2) although the evidence is not conclusive, several studies have indicated a significant correlation between levels of nursing education and patient outcomes including mortality rates. Rather, than recommending that nursing discontinue the ADN pathway, the<em> Future of Nursing</em> report suggested a goal of increasing the percentage of nurses with a bachelor’s degree to 80% by 2020. This entails two components. One is that more students are recruited into BSN programs. The second is that registered nurses with associate degrees have options for obtaining a BSN.</p> <p>To this end, the Robert Wood Johnson Foundation (RWJF) funded grant initiatives to explore and support enhanced academic progression pathways in nursing. The Academic Progression in Nursing (APIN) program was coordinated through the Tri-Council for Nursing, with oversight provided by the American Organization of Nurse Executives. This project funded nine states in developing and evaluating innovative models of streamlining nursing education pathways. The State Implementation Program (SIP) was based at the Center to Champion Nursing in America, a joint initiative of RWJF and AARP. SIP grants allowed states to select any area of the IOM Future of Nursing report for development, and more than 20 states focused on nursing education. In addition to APIN and relevant SIP projects, a number of programs nationally have also designed creative options and piloted innovative pathways that would lead to seamless opportunities for nurses to obtain higher levels of education. The most promising of these models is to link community colleges with university partners to allow students to concurrently enroll in a community college for pre-licensure nursing courses and a four year university to complete the requirements of a BSN.</p> <p>As APIN and SIP states have rolled out pilot projects supporting academic progression an area identified by RWJF for grant funding was attention to the recruitment and retention of underrepresented and underserved students in schools of nursing. Anecdotal reports from leaders of programs have indicated a variety of perspectives on this including a possible loss of racial / ethnic diversity in cohorts of students entering new educational pathways. The need to diversify the nursing workforce has been acknowledged across organizations (AACN, 2014; HRSA, 2015; HRSA, 2006; IOM, 2003; IOM, 2011; NLN, 2009).</p> <p> <strong>Methods:</strong></p> <p>An initial written survey tool (questionnaire) was developed and will be distributed to all consenting programs. Only one questionnaire will be completed for each program/consortium. Questionnaire completion would require detailed understanding of program structure and access to student demographics including race / ethnicity of students. The questionnaire will be designed for completion in less than 15-30 minutes if data is at hand.</p> <p>We hope to recruit at least 7-10 programs or consortia. Programs that have received APIN or SIP grant funds for education, and who have been identified through other mechanisms as having innovative educational pathways and who meet criteria will be invited to participate in this study. In addition, informational flyers, personalized emails, will be sent to program or consortia leaders. There is also a conference occurring Nov.14-16th in Miami Beach, Florida where many representatives of the APIN and SIP efforts as well as other national nursing education leaders will be in attendance. Potential participants would be approached, given flyers, and questions answered.</p> <p>Data from questionnaires will be analyzed using basic data analysis features on Survey Monkey to allow compare or find correlations between enrollments and graduations within traditional and non-traditional educational pathways, including evaluation of race / ethnicity of participants. Following analysis of the survey data, individual interviews with respondents may be conducted to clarify data. The latter will be an important step because the design of each consortium is somewhat different such that terms like ‘traditional” programs may be interpreted differently. Data from this study enrollments and graduations f may be compared to state and national averages.</p> <p><strong>Results: </strong> Pending</p> <p><strong>Conclusions:</strong></p> <p>The degree to which innovative and/or accelerated programs impact diversity rates, whether positively, negatively or not at all, is important to understand as nursing education simultaneously seeks to offer a variety of options for attaining higher levels of nursing education and diversify the nursing workforce. By understanding what impact, if any, innovative nursing programs are having on the compositional diversity of the student body we can identify consortia who have addressed this issue well and disseminate best practices; and/or identify a potential problems and determine strategies for mitigating them.</p>en
dc.subjectAcademic Progressions in Nursingen
dc.subjectInnovative Nursing Education Pathewaysen
dc.subjectRacial/Ethnic Diversityen
dc.date.available2017-07-20T16:00:10Z-
dc.date.issued2017-07-20-
dc.date.accessioned2017-07-20T16:00:10Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.