Transition from Education to Practice

Report
Connecticut Consultation
The Gap Analysis Process
and
Curriculum Redesign
Maureen Sroczynski, DNP,RN
December 7, 2012
Living the Dream
Moving to Strategic Alliances
Shared Beliefs
Shared Learning
Agreement on
Competencies
Implementation of
Seamless
Progression
Curriculum Models
Designing
New Models
by Addressing
the Gaps
Diploma, ADN,
BSN Nursing
Programs &
Practice
Partners
Gap Analysis
Process of
Curricula
3
Agreement on
Competencies
•Engage school administration in plan for curriculum redesign
early on in the process
•Can select from various competencies
•Develop your own
•QSEN
• Nurse of the Future
•Align all with AACN Essentials for Baccalaureate Education and
NLN AC Competencies
4
Competency Model Process
Partnerships of
Diploma, AD, BS
Nursing Programs &
Practice Partners
•Practice partners bring insight into current healthcare
environment and clinical learning opportunities
•May begin with “coalition of the willing”
5
Competency Model Process
Gap
Analysis Process
•Technique for determining the steps to be taken in moving from a
current state to a desired future state.
•It begins with the present situation (“what is”), (2) cross-lists factors
required to achieve the future objectives (“what could be”), and then (3)
highlights the ‘gaps' that exist and need to be 'filled.‘
• Diploma, AD and BS programs assess curriculum against
competencies
•Must demonstrate evidence of the competency in curriculum or clinical
experiences
•Practice partners may examine orientation programs
6
Purpose of the Gap Analysis

Provides an approach to identify areas for improvement
in curriculum needed to fully capture the Nurse of the
Future (NOF) competencies

Provides an opportunity for ADN and BSN and clinical
partners to share and learn about each others
educational process

Is a mechanism to link curricula in a seamless
progression model building on the strengths of each
program
Gap Analysis Process Sample
Competencies
Gap Analysis Process
1. Assessment of current status
How many opportunities are currently available for
your students to learn the K/A/S by graduation?
2. Validation of current status
Where are these learning opportunities in your
curriculum and how are they taught? Can include
course objectives, lecture content , clinical
objectives, clinical experiences, written assignments
, case studies or other documented evidence and
how evaluated
3. Desired outcomes Nursing Program
How many opportunities do you (the faculty)
believe should be available for your students to
learn the K/A/S by graduation
4. Desired Outcome Practice Partner(s)
How many opportunities does your practice partner
believe should be available for your students to
learn the K/A/S by graduation?
5. GAP between Desired Outcomes and
Current Status
6. GAP between Practice Partners
Desired outcomes and Nursing Program
Desired Outcomes
Available @ www.mass.edu/ nursing
Framework for the Discussions

Partners in the Gap Analysis Process
• Was there a lead school?
• Do you work together or separately?
• Who are the practice partner or partners involved?

Managing the process
• How do you use the tools to look at the curriculum
• Who should be involved at your school or schools?

Results



Knowledge, attitudes and skill scores
Areas where there were the greatest gaps
How do you use the information to link curriculum or develop new
models
Designing New Models
by
Addressing the Gaps
•May be designed at undergraduate level or within RN to BSN
programs
•May involve dual or co-admission
•May involve assessment and/or alignment of prerequisites,
general education requirements and credit transfer issues
which will necessitate involvement of school administration
•What will clinical partners contribute?
11
Implementation of
Seamless Progression
Curriculum Models
•Competency based models provide seamless progression
models
•Competency based models can also serve as foundation
for shared or common curriculum models
•Some models based on 1 plus 2 plus 1 approach
•Some states have begun with a cohort approach that can
be expanded within a system or across the state or region
12
The Strategic Planning
Methodology
Structure
Process
Outcomes
Donabedian
Some Current Models

Springfield Technical Community College/University of
Massachusetts, Amherst
 Franklin Pierce University/Manchester Community
College
 St. Anslem College/Nashua Community College and
other community colleges
 Maine: Added additional competency
 LeMoyne College and St. Joseph’s College
 The City University of New York
 Mississippi Partnerships
 New Jersey Partnerships
 Alabama. Arizona, Colorado and Maryland beginning
the work
Franklin Pierce/Manchester Community
College/Elliot Health System

Dual Admission Model
 MCC credits automatically transfer to FPU
 Begin FPU credits towards BSN in Year 3 at
MCC
 192 hour preceptorship at Elliot Health system to
finish ADN
St Anselm College /Manchester Community
College Model/Southern New Hampshire
Medical Center
 Integrated
competencies into both generic
and RN to BSN curriculum
 Started with one community college now
extending to other community colleges
17
RWJF PIN 4 AND/BSN NOF: Creativity and Connections:
Building a Regional Nursing Education Framework
Nursing Curriculum Redesign – Seamless Progression
Saint Anselm College (SAC) ~ Nashua Community College (NCC) ~ Southern NH Medical Center
(SNHMC)
Associate Degree Program – NCC
Pre-Reqs
Fall
Spring
Credits
Summer
SCIN 201 A&P I
PSYN 101 Intro to Psych
4
3
Year 1
ENGN 101 College Comp I
SCIN 202 A&P II
PSYN 201 Human Growth & Develop.
NURN 120 Fundamental Nursing Skills
NURN 130 Concepts for Nsg. Practice
4
4
3
3
4
MTHN XXX Math Elective
NURN 140 Nsg Care I – Concepts and
Skills
NURN 230 Pharmacology for Nsg
Practice
SCIN 215 Microbiology
* SO 101 Intro to Sociology
and/or
* TH XXX Theology Elective or →
4
8
3
4
44
3
RN-BSN Degree Program – SAC
2-8 week sessions (Semester S1 and S2)
Hybrid/Online
Year II
ENGN XXX English Elective
NURN 220 Nursing Care II – Concepts and
Skills
HUMN/LNGN Humanities/Fine Arts
NURN 240 Management of Nursing Care
Across the Lifespan
* SO 212 Statistics
and/or
* TH XXX Theology Elective or
3
10
3
10
* May be taken at NCC or SAC
** Must be taken at SAC = 42 credits
NCC Tuition= $210/credit 4 x 70 = $14,700
SAC - $300/credit x 42 credits = $12,600
SG 12/11
47
S1
NURN 456 Nursing informatics
PHRN 107 Ethics
S2
NURN 452 Health Assessment
NURN 454 Community Health Nursing
26
3
3
** NURN XXX – Nursing Elective or →
Credits
Year III
S1
THRN 425 Medical Ethics
NURN 451 Leadership and Management
S2
NURN 455 Evidence-Based Nursing
Research
NURN 453 Pharmacology for the RN
32
Hybrid/Online
3
4
4
4
Year IV
S1
NURN 457 Nursing Capstone Practicum
NURN XXX Nursing Elective
S2
Completion of any outstanding courses
as needed
4
3
4
4
30
* PH XXX Philosophy Elective,
if needed
** NURN XXX Nursing Elective
6
6
3
3
36
6
Total Credits = 121
Total Cost: $27,300
Based on current fees
18
19
• Eleven Nursing Programs
• All conducted Gap Analysis of Leadership Competency
• Two Tracks for using competencies
– Align ADN curriculum- prerequisites/Gen. Ed
– Partnerships of ADN/BSN/Practice partners to design seamless
progression model
• Prioritizing competencies to do Gap Analysis
New Jersey Process

Started with 3 partnerships of ADN and BSN
programs and practice partners
 Includes acute, home care and long term care
practice partners
 Moving through one competency at a time
 One partnership added additional column to
Gap Analysis process to identify practice
partners contributions
• This process addresses the fact that education and practice
do not always speak the same language
• Practice needs be involved early in the review and
development of new curriculum models
• Diploma, AD and BS programs all have gaps in reviewing
current competency models
• Divergence and convergence are part of the process
• Iterative process of innovation
22
Managing Complex Change
Vision + Skills + Incentives + Resources + Action Plan =
CHANGE
_______________________________________________________________________
X
+
Vision +
Skills + Incentives + Resources + Action Plan =
CONFUSION
X
+ Incentives + Resources + Action Plan =
ANXIETY
Managing Complex Change
Vision + Skills + Incentives + Resources + Action Plan =
CHANGE
________________________________________________
X
Vision + Skills +
+ Resources + Action Plan =
GRADUAL CHANGE
Vision + Skills + Incentives +
X
+ Action Plan =
FRUSTRATION
FALSE STARTS
X
Vision+ Skills + Incentives +Resources +
=
Grooves in Our Thinking
 Think
of a color?
 Think of a piece of furniture?
 Think of a flower?
Appendix F
Interpersonal Collaboration as a Cycle of Inquiry
The “DDAE”
Dialogue
Evaluation
Shared
Purpose
Decision
Making
Action
Gajda, R. & Koliba, C. (2007). Evaluating the Imperative of
Interorganizational Collaboration. American Journal of Evaluation,
(28)1,26-44
The new Center to Champion Nursing in America
website
www.campaignforaction.org
Options to easily link to discussions about education
on topics, to review data by state, to pose a question to the
group, to share your innovations
The home of the ongoing learning community
28
A Framework for Our Journey
If you want to go quickly, go alone
If you want to go far, go together
African proverb
The journey of one thousand miles begins with
one step.
We have begun the journey and we all travel it
together.
“Tashi deley”
I honor the greatness in
you !
Questions to Continue the Dialogue
 Where
do you want to begin?
 Who will be the partners?
 Looking at how to use the Gap Analysis
Closing the Circle

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