Florida Board of Governors
Request to Offer a New Degree Program
Florida Atlantic University
University Submitting Proposal
August, 2008
Proposed Implementation Date
Christine E. Lynn College of Nursing
Name of College or School
______________________
Name of Department(s)
Nursing
Academic Specialty or Field
Doctor of Nursing Practice
Complete Name of Degree
(Include Proposed CIP Code)
The submission of this proposal constitutes a commitment by the university that, if the
proposal is approved, the necessary financial resources and the criteria for establishing
new programs have been met prior to the initiation of the program.
Date Approved by the University Board of
Trustees
Signature of Chair, Board of Trustees
Date
President
Date
Vice President for Academic
Affairs
Date
Provide headcount (HC) and full-time equivalent (FTE) student estimates of majors for Years 1
through 5. HC and FTE estimates should be identical to those in Table 1. Indicate the program
costs for the first and the fifth years of implementation as shown in the appropriate columns in
Table 2. Calculate an Educational and General (E&G) cost per FTE for Years 1 and 5 (Total
E&G divided by FTE).
Implementation
Timeframe
Year 1
Year 2
Year 3
Year 4
Year 5
Revised 4/4/07
Projected Student
Enrollment (From Table 1)
HC
FTE
12
27
35
40
40
7.8
17.63
22.9
26.2
26.2
Projected Program Costs
(From Table 2)
Contract &
Total E&G
E&G Cost
Grants
Funding
per FTE
Funding
$149,251
$19,134
$415,916
$15,874
Note: This outline and the questions pertaining to each section must be reproduced within the
body of the proposal to ensure that all sections have been satisfactorily addressed.
INTRODUCTION
I.
Program Description and Relationship to System-Level Goals
A. Briefly describe within a few paragraphs the degree program under consideration,
including (a) level; (b) emphases, including concentrations, tracks, or
specializations; (c) total number of credit hours; and (d) overall purpose, including
examples of employment or education opportunities that may be available to
program graduates.
The Christine E. Lynn College of Nursing is proposing a new degree program, the Doctor of
Nursing Practice (DNP). The DNP prepares nurses for the highest level of professional
practice in the discipline. It is similar to the professional doctorates in medicine (MD),
dentistry (DDS), pharmacy (PharmD), and physical therapy (DPT). Graduates are competent
in an advanced practice specialty area, are prepared as leaders in healthcare able to design
state-of-the-art nursing theory-guided and evidence-based models of care delivery, conduct
research on the evaluation of outcomes of care, develop policies and programs to promote
population health, use technology and information to transform healthcare systems, and
collaborate in interprofessional teams to improve patient and population health outcomes
across a continuum of care. The program emphasizes core nursing values of caring, a holistic
perspective on personhood and health, innovation, diversity, and leadership.
The American Association of College of Nursing has mandated that by 2015 entry into
advanced nursing practice roles will require the Doctor of Nursing Practice degree. Currently,
entry into advanced practice requires preparation at the master’s degree level. The Christine E.
Lynn College of Nursing has graduated approximately 500 advanced practice nurses over the
past 14 years with many employed locally. Currently there are approximately 300 APN
students enrolled in the College. In the future, all of these students will require further
education at the doctoral level to meet national standards.
The proposed program incorporates the essential areas of content identified by the American
Association of Colleges of Nursing for practice doctorates in nursing (www.aacn.edu).
Graduate education in nursing occurs within the context of societal demands and needs as
well as the inter-professional practice environment. The Institute of Medicine (IOM, 2003)
and the National Research Council of the National Academies (2005) have called for nursing
education that is evidence-based, interdisciplinary, patient-centered, and focused on
information systems and quality improvement. These areas of preparation will be the
cornerstones of the DNP. The DNP at the Christine E. Lynn College of Nursing will
emphasize caring for an aging population in a diverse society.
Graduates of the DNP program may work in a variety of settings and roles depending on their
areas of advanced practice in nursing. They may assume positions as primary care providers,
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1
patient care coordinators, clinical nurse specialists in acute or long term care, nursing faculty,
nursing or healthcare administrators, innovative designers of healthcare information systems
or complementary care models and planners/policymakers in national/international healthcare.
There are two entry options for the program: post MS or post BS in Nursing. At this time
only the post-MS entry option will be developed, with plans to initiate the post BS entry as the
College phases out most of the MS degree tracks for advanced practice preparation.
At this time, only students with a master’s degree in advanced practice or administration will
be accepted into the Doctor of Nursing Practice program. Each student’s transcript from their
master’s program will be evaluated individually, and a curriculum plan will be developed. The
Doctor of Nursing Practice degree will require students to take a minimum of 39 credits post
master’s degree. Therefore, these students will meet University requirements of at least 80
credits post-baccalaureate credits for a doctoral degree.
B. Describe how the proposed program is consistent with the current State
University System (SUS) Strategic Planning Goals. Identify which goals the
program will directly support and which goals the program will indirectly
support. (See the SUS Strategic Plan at
http://www.flbog.org/StrategicResources/ )
This proposed program is consistent with all four of the current State University System
Strategic Planning Goals.
Goal 1: Access to and production of degrees: This program directly supports the goal
by adding a new degree program to the Christine E. Lynn College of Nursing. Sixty
nurses surveyed at an initial meeting expressed interest in the DNP degree. There are
currently four DNP programs in Florida, and none in South Florida. The development of
this degree program is essential for current advanced practice nurses in South Florida who
want the practice doctorate. By 2015 the degree will be essential for the preparation of
advanced practice nurses, and it will replace most of the current tracks in the Masters
program. The DNP does not compete with the PhD in Nursing; one is a practice-focused
doctorate, the other a research-focused doctorate. The addition of the DNP on the national
scene has not decreased enrollment in PhD programs.
Goal 2: Meeting statewide professional and workforce needs: The proposed program
directly supports this goal by providing the required education and a terminal degree
mandated by national organizations for entry into advanced practice for the future.
Advanced practice nurses have demonstrated the ability to provide high quality primary
care across the lifespan. While advanced practice nurses were educated initially to work
in primary care settings such as private practice and clinic settings, due to the decreasing
numbers of family practice physicians, it is now evident that APNs will also work in
emergent community care centers within retail stores. Therefore, the need for increased
numbers of advanced practice nurses is evident. There is a need to increase the numbers
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2
of advanced practice nurses in the area of leadership and administration as well. These
students are needed to meet the quality standards set by the Institute of Medicine for
patient safety and improved patient outcomes. All advanced practice nurses will be
involved in system redesign as our healthcare system is changed to meet the demands of
an aging population.
Goal 3: Building world-class academic programs and research capacity: This goal
will be indirectly supported by the addition of the proposed Doctor of Nursing Practice
Degree program. The academic program of study for the DNP degree will focus on caring
for an aging population. This area of study is essential to maintaining and improving the
healthcare of our community and nation, and will distinguish this program from others. It
builds on the faculty research and practice strengths in caring and aging, and positions the
College to become a model curriculum.
The U.S. population of persons 65 years or older numbered 37.3 million in 2006. They
represented 12.4% of the U.S. population, about one in every eight Americans. By 2030,
there will be about 71.5 million older persons, more than twice their number in 2000.
People 65 years old and older represented 12.4% of the population in the year 2000 but
are expected to grow to be 20% of the population by 2030. Therefore the focus of the
DNP on the aging population has potential to create a world-class academic program
within the College of Nursing.
Doctorally-prepared advanced practice nurses are prepared to use evidence in practice and
evaluate practice outcomes. Translational research is needed to determine the effect of
interventions on large groups of people. Doctor of Nursing Practice graduates are
uniquely positioned in practice to participate in translational research.
Goal 4: Meeting community needs and fulfilling unique institutional responsibilities.
The proposed DNP program will directly support this goal in the strategic plan. The
underpinning of the DNP program will be the Christine E. Lynn College of Nursing
caring philosophy. Nursing makes a unique contribution because of its special focus:
nurturing the wholeness of persons and environment through caring. Educating DNP
students in the philosophy of caring meets a need in the community to provide primary
healthcare providers who can identify the uniqueness of individuals dynamically
interconnected with others and the environment in caring relationships. The philosophy of
the Christine E. Lynn College of Nursing underpins the education of advanced practice
nurses to understand that the well-being and wholeness of persons, families, groups,
communities and societies are nurtured through caring relationships.
According to the State of Florida Department of Health, the entire state is experiencing a
shortage of primary healthcare providers. Educating advanced practice nurses to meet
national requirements and to meet the needs for healthcare re-design will positively
influence the health of the South Florida community. Educating nurse administrators in
advanced practice at the DNP level will enable the development of nursing leaders better
able to promote quality patient care in a variety of health care delivery systems.
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3
INSTITUTIONAL AND STATE LEVEL ACCOUNTABILITY
II.
Need and Demand
A. Need: Describe national, state, and/or local data that support the need for more
people to be prepared in this program at this level. Reference national, state,
and/or local plans or reports that support the need for this program and requests
for the proposed program which have emanated from a perceived need by agencies
or industries in your service area. Cite any specific need for research and service
that the program would fulfill.
During the past three decades the doctorate has become firmly established as the terminal degree
in nursing. As programs developed, priority was placed on research-focused education that would
lay the groundwork for knowledge development in the field. Tremendous strides have been made
in the development of nursing science. At the same time research-focused doctoral programs
were expanding, master's degree programs were moving from an emphasis on role preparation to
an emphasis on specialized clinical knowledge and practice (advanced practice nursing).
The American Association of Colleges of Nursing (AACN) has identified that the growing
complexity of health care, burgeoning growth in scientific knowledge, and increasing
sophistication of technology have necessitated master's degree programs that prepare APNs at
credit levels and clinical clock hours far beyond the requirements of master's education in
virtually any other field. Nurse practitioners have identified important content areas missing
from their MS curriculum including practice management, health policy, use of information
technology, risk management, evaluation of evidence, and advanced diagnosis and management.
Preparation in these areas requires additional education. In addition, the knowledge required to
provide leadership in the discipline of nursing is so complex and rapidly changing that doctoral
level education is needed. Therefore, at the national and state level the Doctor of Nursing
Practice will be the entry into advanced practice nursing for the future. Advanced practice
nursing education will be phased out at the Masters level by 2015. This is similar to entry level
degrees in other disciplines such as Doctor of Medicine (MD), Doctor Dental Surgery (DDS) and
the Doctor of Pharmacy (PharmD), and the Doctor of Physical Therapy (DPT).
Increasing educational requirements reflect the trend in the health care field for advanced practice
nurses to assume greater responsibility for the provision of primary healthcare, leadership and
redesigning healthcare systems. The number of nurse-managed primary care centers has
increased from a small handful fifteen years ago to about 250 across the US today. Nurse
Practitioners (NPs) have been steadily gaining greater access to third party reimbursement across
the country. In about half of the states, NPs are now recognized by insurance carriers as primary
care providers. Often nurse practitioners can practice either independently or with remote
supervision from physicians. Because Florida is a state that has identified a shortage of primary
care physicians, nurse practitioners are more in demand than ever before. With the advent of
local clinics in many retail stores staffed by nurse practitioners to care for persons in the
community with acute illnesses, the need for an increased number of advanced practice nurses is
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4
evident. This has occurred along with the call for increased educational preparation to enter
advanced practice.
In the area of nursing leadership and nursing administration, a critical need for clinicians to
design, evaluate, and continually improve the context within which care is delivered has been
recognized by many healthcare organizations and governmental groups. The need for this change
was supported by the November 1999 report by the Institute of Medicine (IOM) on medication
errors; To Err is Human: Building a Safer Health System. This report estimates that somewhere
between 44,000 and 98,000 Americans die each year as a result of errors in health care. These
numbers, even at the lower levels, exceed the number of people that die each year from motor
vehicle accidents, breast cancer, or AIDS. The national costs of preventable adverse healthcare
events (injury and errors) were estimated to be between $17 and $29 billion of which health care
costs represented over half. To combat this problem, a focus of the DNP programs is to educate
nurses who are able to affect systems level changes to improve patient care outcomes.
Two other IOM reports support the need for the DNP. The report, Crossing the Quality Chasm
(2001), stresses that our health care system as it is currently structured does not make the best use
of resources. Changing demographics in our country including the increase in the number of
elderly and development of new services and technologies have contributed to increasing costs.
Wasting resources, however, is a significant problem. One of the recommendations in the report
calls for all health care organizations and professional groups to “promote health care that is safe,
effective, client-centered, timely, efficient and equitable” (p. 6). In a follow-up report, Health
Professionals Education: A Bridge to Quality (2003), the IOM Committee on Health
Professionals Education states that “All health professionals should be educated to deliver
patient-centered care as members of an interdisciplinary team, emphasizing evidence-based
practice, quality improvement approaches, and informatics” (p.3)
DNP programs are a direct outcome of nursing’s plan to address the IOM challenges. Nurses
prepared in DNP programs have a blend of clinical, organizational, economic, and leadership
knowledge and skills to enable them to critique nursing and other clinical scientific findings and
design programs of care delivery that are locally acceptable, economically feasible, and have
significant impact on health care outcomes. DNP graduates are experts in designing,
implementing, managing, and evaluating health care delivery systems and patient populations.
DNP graduates are prepared to lead at the highest level of practice and executive ranks in
nursing. The DNP will facilitate the preparation of more doctorally-prepared nurses thereby
increasing the numbers of well-prepared professional nurses to assume leadership positions in
health care and nursing education.
B. Demand: Describe data that support the assumption that students will enroll in the
proposed program. Include descriptions of surveys or other communications with
prospective students.
The Christine E Lynn College of Nursing had graduated at least 500 advanced practice nurses
with Master’s degrees, many of whom have stayed in the area to practice. Each semester
approximately 20 nurse practitioners and 10 advanced nurses in administration and leadership are
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5
graduated from the College with master’s degrees. The Doctor of Nursing Practice degree will
begin as a post master’s program to meet the needs of these NPs and others who practice locally
to acquire doctoral education required by the AACN.
A DNP Information Session was held in March 2007 for advanced practice nurses interested in
the DNP. Sixty potential students attended that session with another 50-75 asking for information
because they could not attend. This group stated that they were all interested in coming to the
FAU’s DNP program within the next several years. Each week there are at least 5-10 inquiries
about the DNP program. Potential applicants attending the Information Session were surveyed;
an overwhelming majority indicated that they wanted to attend the program part-time, and
specifically selected the Christine E. Lynn College of Nursing because of its caring philosophy
and excellent faculty.
C. If similar programs (either private or public) exist in the state, identify the
institution(s) and geographic location(s). Summarize the outcome(s) of any
communication with such programs with regard to the potential impact on their
enrollment and opportunities for possible collaboration (instruction and research).
Provide data that support the need for an additional program.
The Universities that currently offer the DNP in Florida include University of Florida in
Gainesville, University of South Florida in Tampa, University of North Florida in Jacksonville,
and University of Central Florida in Orlando. The program proposed for the Christine E. Lynn
College of Nursing would be the only DNP program in Southeastern Florida from Miami to
Orlando. There are over 6000 advanced practice nurses in the state of Florida who are potential
students for the DNP program. Therefore, more programs are needed to accommodate this group
of potential students particularly in southeast Florida where no programs currently exist. All four
of the current programs offer MS degrees that will require conversion to the DNP by 2015.
D. Use Table 1 (A for undergraduate and B for graduate) to categorize projected
student headcount (HC) and Full Time Equivalents (FTE) according to primary
sources. Generally undergraduate FTE will be calculated as 40 credit hours per
year and graduate FTE will be calculated as 32 credit hours per year. Describe the
rationale underlying enrollment projections. If, initially, students within the
institution are expected to change majors to enroll in the proposed program,
describe the shifts from disciplines that will likely occur.
Table 1 is attached. The proposed program is two full years in length (fall, spring and summer)
and students will enroll in an average of 7 credits/term or 21 credit hours/year. We plan to admit
12 students to the program in Fall 2008. We anticipate about 20-30 applicants in the first year
and will select those most qualified in order to carefully evaluate the process of implementation.
The second year we will admit 15-17 new students to keep head count at 27. We will increase
admissions to 20-22 the next year, and will maintain admissions at 20/year after this. We feel that
we will be able to handle a total of 40 students and will shift enrollment down in the MS
program by this number of projected FTE. FTE was calculated by multiplying projected head
count by 21 credit hours/year and dividing by 32.
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6
E. Indicate what steps will be taken to achieve a diverse student body in this program,
and identify any minority groups that will be favorably or unfavorably impacted.
The university’s Equal Opportunity Officer should read this section and then sign
and date in the area below.
Most students who will apply for the DNP program will be students who have completed
master’s degrees at FAU or another College in South Florida as nurse practitioners or
administrators. The Christine E. Lynn College of Nursing has a diverse student body in all of its
current programs including the Nurse Practitioner and Nursing Administration tracks. Currently,
41.7% of our MS students are minority students. The ethnic origin of our current 442 master’s
students include 261 white students, 109 black students, 1 Indian student, 24 Asian students, 40
Hispanic students and 10 students who did not designate ethnicity. Therefore, the DNP program
should have a similar demographic composition. Information about equal access to degrees is
available on web and print resources. The program is planned for innovative part-time study so
that all students can maintain employment while in school. This makes the program more
accessible.
__________________________________________
Equal Opportunity Officer
III.
_______________________
Date
Budget
A. Use Table 2 to display projected costs and associated funding sources for Year 1
and Year 5 of program operation. Use Table 3 to show how existing Education &
General funds will be shifted to support the new program in Year 1. In narrative
form, summarize the contents of both tables, identifying the source of both current
and new resources to be devoted to the proposed program. (Data for Year 1 and
Year 5 reflect snapshots in time rather than cumulative costs.)
Table 2 is attached. The DNP program will be supported by reallocating resources from the MS
Program to the DNP program. We plan to decrease the number of sections taught in the MS
program to the same extent that we are increasing the number of sections needed for the DNP
curriculum. We are planning to decrease the enrollment in the MS program by the FTE of DNP
students that we are enrolling. With this principle in place, Table 2 shows that in Year 1 we will
reallocate $135,142 (in Faculty Salaries and Benefits) and $14,109 in USPS Salaries and Benefits
from the MS Program to the DNP program. In Year 5 the budget will increase based on increased
student enrollment and course sections taught; however, once again the total of $415,916 is
shifted from what would have supported the MS Program to the DNP Program. Table 3 shows
the decrease in the base from B80000 College of Nursing (E&G Boca Campus), the current
salary pool for the College of $149,251. Offsetting these increased costs will be the fact that DNP
students will register for Graduate II level courses as opposed to Graduate I level courses.
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7
The College of Nursing is submitting an application to the Health Resources and Services
Administration-Division of Nursing for a training grant to support the development of the DNP.
We have not projected this funding as part of the budget; however, it is a possibility.
B. If other programs will be impacted by a reallocation of resources for the proposed
program, identify the program and provide a justification for reallocating
resources. Specifically address the potential negative impacts that implementation
of the proposed program will have on related undergraduate programs (i.e., shift in
faculty effort, reallocation of instructional resources, reduced enrollment rates,
greater use of adjunct faculty and teaching assistants). Explain what steps will be
taken to mitigate any such impacts. Also, discuss the potential positive impacts that
the proposed program might have on related undergraduate programs (i.e.,
increased undergraduate research opportunities, improved quality of instruction
associated with cutting-edge research, improved labs and library resources).
Faculty resources will be shifted from the MS Program to the DNP Program. This is justified
because by 2015 the DNP will replace MS education for advanced practice. We will gradually
decrease student FTE in the MS program as we similarly increase it in the DNP program. We
expect no negative impacts to the undergraduate nursing programs since the reallocation will
occur at the graduate level. With the implementation of the Doctor of Nursing Practice
undergraduate students will have more and better role models in practice. It is possible that DNP
graduates will seek clinical faculty positions which will improve the quality of clinical
instruction. In addition undergraduate students may have more opportunities for research as the
DNP students will be involved in evidence-based practice projects and clinical evaluation
research on units where students are in their clinical practica.
C. Describe other potential impacts on related programs or departments (e.g.,
increased need for general education or common prerequisite courses, or increased
need for required or elective courses outside of the proposed major).
The students must enroll in three prerequisite courses: Biostatistics, NGR 6703 (if they have not
had the foundational course in Caring at the MS level), and Epidemiology. Both Epidemiology
and Biostatistics are offered at other Colleges at FAU, and students may enroll here or at another
college or university.
D. Describe what steps have been taken to obtain information regarding resources
(financial and in-kind) available outside the institution (businesses, industrial
organizations, governmental entities, etc.). Describe the external resources that
appear to be available to support the proposed program.
The College of Nursing is in the process of writing a training grant (HHS-HRSA-Division of
Nursing) to support the implementation of the program. The special emphasis on caring for an
aging population offers some potential for funding. The grant will be submitted this Fall and we
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will receive notification in July, 2008. If funded the grant would support faculty salaries for
enhancement of the curriculum and may enable a larger number of students to be recruited into
the program.
IV.
Projected Benefit of the Program to the University, Local Community, and State
Use information from Table 1, Table 2, and the supporting narrative for “Need and
Demand” to prepare a concise statement that describes the projected benefit to the
university, local community, and the state if the program is implemented. The
projected benefits can be both quantitative and qualitative in nature, but there needs to
be a clear distinction made between the two in the narrative.
The Doctor of Nursing Practice program at the Christine E. Lynn College of Nursing will benefit
the University by providing access to this highly sought-after degree program to a substantial
pool of graduates from FAU and other colleges and universities; by meeting future projected
workforce needs; by building a unique academic program reflecting the strengths of the College
faculty; and by increasing the University’s visibility by preparing practitioners who will provide a
higher level of health care to the community. Increasing the education level of advanced practice
nurses will also benefit the community by filling the gap in primary healthcare that exists not
only locally but throughout the State of Florida. The program will reallocate student FTE from
the current MS enrollment to DNP enrollment. Budget for faculty salaries/benefits and adjunct
faculty salaries will shift from supporting the MS program to the DNP program.
V.
Access and Articulation – Bachelor’s Degrees Only (Not Applicable to this Proposal)
A. If the total number of credit hours to earn a degree exceeds 120, provide a
justification for an exception to the policy of a 120 maximum and submit a request
to the BOG for an exception along with notification of the program’s approval. (See
criteria in BOG Regulation 6C-8.014)
B. List program prerequisites and provide assurance that they are the same as the
approved common prerequisites for other such degree programs within the SUS
(see Common Prerequisite Manual http://www.facts.org). The courses in the
Common Prerequisite Counseling Manual are intended to be those that are
required of both native and transfer students prior to entrance to the major
program, not simply lower-level courses that are required prior to graduation. The
common prerequisites and substitute courses are mandatory for all institution
programs listed, and must be approved by the Articulation Coordinating
Committee (ACC). This requirement includes those programs designated as
“limited access.”
If the proposed prerequisites they are not listed in the Manual, provide a rationale
for a request for exception to the policy of common prerequisites. NOTE:
Typically, all lower-division courses required for admission into the major will be
considered prerequisites. The curriculum can require lower-division courses that
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9
are not prerequisites for admission into the major, as long as those courses are built
into the curriculum for the upper-level 60 credit hours. If there are already
common prerequisites for other degree programs with the same proposed CIP,
every effort must be made to utilize the previously approved prerequisites instead
of recommending an additional “track” of prerequisites for that CIP. Additional
tracks may not be approved by the ACC, thereby holding up the full approval of
the degree program. Programs will not be entered into the State University System
Inventory until any exceptions to the approved common prerequisites are approved
by the ACC.
C. If the university intends to seek formal Limited Access status for the proposed
program, provide a rationale that includes an analysis of diversity issues with
respect to such a designation. Explain how the university will ensure that
community college transfer students are not disadvantaged by the Limited Access
status. NOTE: The policy and criteria for Limited Access are identified in BOG
Regulation 6C-8.013. Submit the Limited Access Program Request form along with
this document.
D. If the proposed program is an AS-to-BS capstone, ensure that it adheres to the
guidelines approved by the Articulation Coordinating Committee for such
programs, as set forth in Rule 6A-10.024 (see Statewide Articulation Manual
http://www.facts.org). List the prerequisites, if any, including the specific AS
degrees which may transfer into the program.
INSTITUTIONAL READINESS
VI.
Related Institutional Mission and Strength
A. Describe how the goals of the proposed program relate to the institutional mission
statement as contained in the SUS Strategic Plan and the University Strategic Plan.
The goals of the proposed DNP program are entirely consistent with the SUS and FAU’s
Strategic Plan. Table 3 aligns State and FAU goals with the goals of the DNP program.
Table 3
Institutional Goals
State University System
Florida Atlantic
University
A. Access to and Production 1. Providing Increased
of Degrees
Access to Higher Education
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10
Proposed Doctor of
Nursing Practice Goals
Providing access for nurses
to a program that will soon
be required for advanced
practice in nursing.
B. Meeting Statewide
2. Meeting statewide
Providing increased
Professional and Workforce Professional and Workforce numbers of nurses educated
Needs
Needs
to practice in expanded
roles to provide health care
services to citizens of the
state. Focus on caring for an
aging population is essential
to meet local and state
healthcare needs.
C. Building World-Class
3. Building World-Class
Developing a program of
Academic Programs and
Academic Programs and
excellence building on
Research Capacity
Research Capacity
faculty research and practice
strengths. Preparing
students for translational
and evaluation research.
D. Meeting Community
4. Meeting Community
Meeting state and
Needs and Fulfilling Unique Needs and fulfilling Unique community needs for
Institutional
Institutional
primary care, care of an
Responsibilities
Responsibilities
aging population and care of
a growing culturally-diverse
population.
5. Building a State-of-thePreparing advanced practice
Art Information Technology nurses to inform the
Environment
development of technologic
solutions to health care
problems.
6. Enhancing the Physical
Environment
7. Increasing the
Being the 5th College in the
University’s Visibility
State of Florida with the
DNP degree program and
the only in Southeastern
Florida.
The Board of Governors Strategic Plan lists the criteria for new doctoral/research programs as
those that are: consistent with the institutional mission and statewide goals in targeted fields;
non-duplicative or sufficiently unique compared to similar SUS programs; demanded by both
students and employers, especially in the context of economic development; and capable of
demonstrating that their costs, when weighed against their measurable benefits, make a
compelling argument for return on investment (FL Board of Governors, Strategic Plan 20052013, p. 6).
In meeting the Challenges identified by the Board of Governors Strategic Plan, Section I on
Balancing Institutional Supply and Student and Employer Demands, specifically names nursing
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as a field in great need which also has student demand. Limitations in available seats can be
partly addressed by producing more nurses with advanced degrees who may serve as future
faculty. The DNP, while a practice doctorate, will qualify graduates for faculty roles to fill
critical vacancies. Section II lists Ensuring Geographic Access as an important challenge.
Advanced practice nurses seeking further degrees are not geographically mobile and require
education programs delivered in a location and format that fits their work schedules. The
proposed DNP program does this for all of south Florida. Section III, Competing Internationally
with other Institutions and Systems, requires that FAU be able to offer the soon-to-be mandated
degree that prepares nurse practitioners and nurse administrators. Section IV addresses recruiting
faculty and students. The DNP will be the only approved pathway for preparing nurse
practitioners and nurse administrators by 2015. Without this program the graduate student credit
hours of the Christine E. Lynn College of Nursing will be reduced by 68%.
The proposed DNP program will assist the SUS in taking advantage of identified opportunities.
Specifically, Florida’s anticipated growth increases the need for health care providers to meet
increasing demands. Florida attracts senior citizens who need a disproportionate amount of care.
Additionally, the rate of health disparities grows with large numbers of undocumented workers in
the state. Preparing a higher level of practitioner who is able to address the complexities of
health and health care will benefit the citizens of the State of Florida.
The proposed DNP program assists the SUS in meeting its goal of increased production of
degrees, producing more degrees in health, particularly the high demand area of nursing. The
DNP will prepare health care professionals who are able to conduct translational research that
brings basic science into practice and ensures high quality health care for the citizens of the state.
B. Describe how the proposed program specifically relates to existing institutional
strengths, such as programs of emphasis, other academic programs, and/or
institutes and centers.
The Christine E. Lynn College of Nursing at FAU is internationally recognized as a leader in the
development of a Caring model which is core to the practice of nursing. The College has
assembled a faculty that is productive in teaching, research and practice, well-qualified to extend
its current graduate offerings to include the proposed DNP program. Particular success in
research and program funding has come in the areas of gerontology and in care of vulnerable
populations. The Christine E. Lynn Center for Caring has funded research in nursing care
delivery. The Quantum Foundation Center for Innovation in School and Community Well-Being
has been a research and teaching site for baccalaureate, masters and PhD Students. The Louis and
Anne Green Memory and Wellness Center provides access to research and clinical practice for
all levels of nursing students, and could be a site for DNP practica. The Nurse Leadership
Institute and the Novice Nurse Leadership Program have supported the development of
leadership skills of nurses throughout the area, and support research in nursing leadership and
administration. Faculty active in all these centers are set to be faculty for the proposed DNP
program.
Revised 4/4/07
12
C. Provide a narrative of the planning process leading up to submission of this
proposal. Include a chronology (table) of activities, listing both university
personnel directly involved and external individuals who participated in planning.
Provide a timetable of events necessary for the implementation of the proposed
program.
Planning Process
Planning for the DNP program has occurred over the past several years and has involved several
key faculty and administrators from the College. Activities have included development of a Task
Force in the College to oversee development of the program, attendance at national meetings
about the development of the new degree, participation on national boards setting standards for
the new degree, focused discussion with faculty of the College in order to determine readiness,
meetings with community leaders and settings to determine interest from potential students and
employers, an Information Session held at the College to determine interest, and the engagement
of a national consultant key to the development of the DNP movement. Table 4a lists the key
steps in the development process. And 4b describes events leading to implementation.
Table 4a
Planning Process for DNP degree
Date
4/05
Participants
Marlaine Smith
1/06
Marlaine Smith, Susan
Chase, Patricia Liehr
1/06
Rose Sherman
4/06
Susan Beidler, Susan
Chase, Ruth McCaffrey
9/06
Susan Chase, Terry
Eggenberger, Anne
Dahnke, Rose Sherman,
Joanne Weiss
Susan Chase, Ruth
McCaffrey
11/06
Revised 4/4/07
Planning Activity
Attended AACN National
Meeting on the DNP Essentials
and Competencies
Attended the AACN Doctoral
Programs meeting with special
DNP information and
preparation sessions
Joint AONE and CGEAN
Meeting on the DNP
National Organization of Nurse
Practitioner Faculties, Annual
Meeting with special session on
the DNP.
Teleconference on DNP
Veteran’s Administration
Hospital Information Session on
DNP
13
5/07
Ruth McCaffrey
1/07
Susan Chase, Patricia
Liehr, Marlaine Smith
3/07
Ruth McCaffrey, Susan
Chase, Marlaine Smith,
Kathryn Keller, Rose
Sherman as leaders, 50
attendees
DNP Conference Sponsored by
Drexel University
American Association of
colleges of Nursing, Doctoral
Conference special sessions on
implementing DNP programs
Information Session on the DNP
Christine E. Lynn College of
Nursing
Table 4b
Events Leading to Implementation
Date
6/15/06
7/8/06
9/06
11/16/06
2/15/07
3/15/07
4/10/07
5/23/07
5/30/07
6/11/07
6/20/07
7/10/07
7/25/07
8/9/07
8/07 to 9/07
Revised 4/4/07
Implementation Activity
College MS Program-Nurse Practitioner track began curriculum discussion related to need for the
DNP
DNP Task Force Meeting/ ANCC/NONPF
competencies review
DNP Task Force Meeting/ Developed Program
Objectives
DNP Task Force Meeting/Planned Needs Survey
DNP Task Force Meeting/Developed Admission
Criteria, Discussed HRSA grant
DNP Task Force Meeting /Course Syllabus
Development
DNP Task Force Meeting/Course Syllabus
Development
DNP Task Force Meeting/Course Syllabus
Development
DNP Task Force Meeting/Course Syllabus
Development
DNP Task Force Meeting/Course Syllabus
Development
DNP Task Force Meeting/finalize course descriptions
DNP Task Force Meeting/ Plan proposal writing
DNP Task Force Meeting/ Proposal finalization
Consultant visit with Dr. Donna Hathaway, Dean,
University of Tennessee, Memphis Academic Health
Sciences Center School of Nursing
Open forum with Faculty
Committee on Programs Review and Approval of
14
9/24/07
VII.
Program and Courses
Approval of Program and Courses by College Faculty
Assembly
Program Quality Indicators - Reviews and Accreditation
Identify program reviews, accreditation visits, or internal reviews for any university
degree programs related to the proposed program, especially any within the same
academic unit. List all recommendations and summarize the institution's progress in
implementing the recommendations.
The baccalaureate and masters degree programs of Christine E. Lynn College of Nursing are fully
accredited by the Commission on Collegiate Nursing Education through 2014. At its initial
accreditation review, no citations or recommendations were noted for the College. Until the
DNP was developed by the American Association of Colleges of Nursing, there was no specific
accreditation of doctoral programs in nursing. The standards for quality for DNP programs have
been established as Essentials of Doctoral Education for Advanced Nursing Practice. Table 5
lists the indicators along with proposed student objectives and course titles showing that the
proposed DNP program is designed to meet quality indicators.
Table 5
Standards of Quality for DNP Programs
AACN Essentials
FAU DNP Student
Objectives
1. Scientific
3. Apply theoretical and
Underpinnings for Practice conceptual models that directly
relate to nursing practice.
FAU DNP Course Titles
Caring as an Essential
Domain of Nursing
Knowledge
Theory-Guided Models for
Advanced Practice Nursing
Population-Based Caring in
Aging Societies
2. Organizational and
Systems leadership for
Quality Improvement and
Systems Thinking
3. Clinical Scholarship
and Analytical Methods
for Evidence Based
Practice
Revised 4/4/07
5. Articulate the role of the
Health Care Systems
Doctor of Nursing Practice as a Leadership and Finance
leader of systems change in a
multidisciplinary context.
Evaluating Systems and
Models of Care
2. Utilize nursing and other
Biostatistics (pre-requisite)
disciplinary knowledge and
research to support
Research for Advanced
improvement of nursing
Practice Nursing
practice in population based
15
care across the continuum of
healthcare delivery.
DNP Seminar I
DNP Seminar II
DNP Residency & Capstone
Practice
4. Information
Systems/Technology and
Patient Care Technology
for the Improvement and
Transformation of Health
Care
6. Critically evaluate the
design and implementation of
information systems and
technologies as they support
whole person care across the
lifespan.
Health Care Systems
Leadership and Finance
5. Health Care Policy for
Advocacy in Health Care
4. Interpret and influence
health policy in the design and
evaluation of advanced nursing
practice and multidisciplinary
services, with a consideration
of the financing of healthcare.
6. Interprofessional
Collaboration for
Improving Patient and
Population Health
Outcomes
7. Design systems of
population based health
promotion for the
improvement of global health
using multidisciplinary
approaches that demonstrate
cultural competence.
Epidemiology (prerequisite)
7. Clinical Prevention and
Population Health for
Improving the Nation’s
Health
7. Design systems of
population based health
promotion for the
improvement of global health
using multidisciplinary
approaches that demonstrate
cultural competence.
Population-based Caring in
an Aging Society
8. Advanced Nursing
Practice
8. Integrate knowledge of
caring in the design,
implementation and evaluation
of innovative models of
advanced nursing practice.
Creating a Deliberative
Practice Model
Capstone Practice I
Capstone Practice II
DNP Seminar I
DNP Seminar II
DNP Residency & Capstone
Practice
Public Policy in the Context
of Nursing and Health
Innovative Nursing Practice
Grounded in Caring
Emerging Therapies of Care
in Advanced Nursing
Practice
Initial DNP program review will be sought from the Commission on Collegiate Nursing
Education before the first class finishes its program. This will allow all completing students
to be graduates of an accredited DNP program, assuming all quality indicators are met.
Revised 4/4/07
16
VIII.
Curriculum
A. Describe the specific expected student learning outcomes associated with the
proposed program. If a bachelor’s degree program, include a web link to the
Academic Learning Compact or include the document itself as an appendix.
A. The organizing principles for the Doctor of Nursing Practice Program are:
1. The program will demonstrate the uniqueness of the Christine E. Lynn College of
Nursing while at the same time meet national guidelines for DNP curricula and
eventual accreditation.
2. The program will initially be designed as a post-Master’s degree program, and the
current MS degree programs will be fully supported. Eventually, the transition to a
post-Baccalaureate program with phase-out MS preparation for advanced nursing
practice will occur (before the national requirement of 2015).
3. Initially, the first cohort of DNP students will be small to allow for on-going program
evaluation.
4. To support development of increased competence to influence practice in the
community, students may use existing practice sites for at least some of advanced
practicum experiences.
5. By providing cross registration between the DNP and PhD students for selected
courses, efficiency in course delivery is supported, and mutual respect for the two
pathways of doctoral education will be developed.
The expected student learning outcomes associated with the proposed program are as
follows:
By the end of the Doctor of Nursing Practice Program students should be able to:
1. Integrate knowledge of caring in the design, implementation and
evaluation of innovative models of advanced nursing practice.
2. Utilize nursing and other disciplinary knowledge and research to support
improvement of nursing practice in population-based care across the continuum
of the healthcare delivery system.
3. Apply theoretical and conceptual models that directly relate to nursing practice.
4. Interpret and influence health policy in the design and evaluation of advanced
nursing practice and multidisciplinary services, with a consideration of the
financing of healthcare.
5. Articulate the role of the Doctor of Nursing Practice as a leader of systems
change in a multidisciplinary context.
6. Critically evaluate the design and implementation of information systems and
technologies as they support whole person care across the lifespan.
Revised 4/4/07
17
7. Design systems of population-based health promotion for the improvement of
global health using multidisciplinary approaches that demonstrate cultural
competence.
B. Describe the admission standards and graduation requirements for the program.
Admissions standards:
1. Master’s degree in Nursing (Until 2013)
2. Advanced Certification as a nurse practitioner, clinical nurse specialist or
administrator (Until 2013)
3. Grade point average in Master’s program of at least 3.5 on a 4 points scale
4. Combined GRE scores of at least 1000
5. Personal Interview
6. Personal Philosophy as an Advanced Practice Nurse – completed immediately before
the interview.
Graduation Requirements:
1. Completion of all course work with a grade of B or better
2. Completion of all aspects of the final project
3. A minimum of 1000 clinical hours post baccalaureate degree
C. Describe the curricular framework for the proposed program, including number of
credit hours and composition of required core courses, restricted electives,
unrestricted electives, thesis requirements, and dissertation requirements. Identify
the total numbers of semester credit hours for the degree.
The DNP program will consist of 39-45 credits hours with no elective courses. Pre-requisites for
the program include:
NGR 6703 – Advanced Practice Nursing Grounded in Caring
STA 5172 – Biostatistics
Graduate Level Course in Epidemiology
The survey of potential students conducted in March 2007 showed that 100% of students
responding requested a part-time curriculum of no more than two courses per semester.
Revised 4/4/07
18
D. Therefore, the curriculum for the Doctor of Nursing Practice has been proposed in the
following manner:
Pre-requisites: Bio-statistics, Caring 6703, Epidemiology (9 credits)
Epidemiology may be taken prior to starting the program or during the first semester
PROPOSED CURRICULUM FOR THE DNP PROGRAM
TERM
Fall I
Spring I
Summer I
Fall II
Spring II
Summer II
Revised 4/4/07
COURSE TITLE
Caring as an Essential
Domain of Nursing
Knowledge
Theory-Guided Models
for Advanced Practice
Nursing
Population Based
Caring in Aging
Societies
Research for Advanced
Practice Nursing
DNP Seminar I
Existing
Course
CREDITS
3
New
Course
3
New
Course
3
New
Course
New
Course
3
1-3
Creating a Deliberative
Nursing Practice Model
Emerging Therapies of
Care in Advanced
Practice Nursing
Health Care Systems
Leadership and
Finance
Innovative Models of
Nursing Practice
DNP Seminar II
Existing
Course
New
Course
3
New
Course
3
Existing
Course
New
Course
3
Evaluating Systems
and Models of Care
DNP Seminar III
New
Course
New
Course
Public Policy in the
Context of Nursing and
Health
DNP Residency &
Existing
Course
3
New
3+3
19
3
1-3
3
1-3
COMMENTS
Focus on dimensions of caring as
knowledge within the discipline of
nursing.
Discusses nursing theories as they relate to
practice: Particular attention to mid-range
theories
Focuses on caring for specific populations
in an aging society
Emphasizes evidence based practice,
translation research, and data management
Register for 1 to 3 credits depending on
needed practice hours. Seminar includes
information technology and cultural
diversity. Practicum is applying role in
their setting.
Decision-making models in practice
considering ethical decision-making.
Focuses on genetics, CAM,
nanotechnology, assistive devices and
other therapies as they evolve
Discusses the leadership role of the DNP
and financial aspects of care.
Integrates multiple patterns of knowing in
developing care delivery models.
Register from 1-3 credits depending on
needed practice hours. Seminar includes
caring for an aging population in diverse
society. Practicum is applying role in
setting and beginning to conceptualize
capstone project.
Evaluating the evidence, managing data,
using large data sets
Register for 1-3 credits depending on
needed practice hours. Seminar is design
for culminating project.
Interrelations of nursing, health and public
policy.
Will be completed over the Summer II and
Capstone Practice
Course
TOTAL
Course
Fall III semesters.
This course will require students to design,
implement, and evaluate a change in
health care practices and enact the role of
the DNP in a health care organization
39 – 45
Credits
Six Semesters
Of these courses four already exist in the PhD program and will provide an opportunity for PhD
DNP students to participate in class work together. Each cohort of DNP students will progress
through courses together. No electives are present in the curriculum. The total number of credit
hours for the degree is 39-45 with some flexibility for needed additional clinical hours for those
students with an MS in nursing administration. AACN recommends 1000 practice hours postbaccalaureate.
D.
Provide a sequenced course of study for all majors, concentrations, or areas of
emphasis within the proposed program.
All courses in the DNP curriculum are mandatory and will be taken in the order listed above.
Each cohort accepted into the DNP program will move through the program in this sequence by
cohort.
E.
Provide a one- or two-sentence description of each required or elective course.
Caring as an Essential Domain of Nursing Knowledge (existing course):
Advanced study of caring as an essential domain of nursing knowledge grounding nursing
practice, research, administration and education. Caring in nursing is studied from
ontological/existential, epistemological, ontical, metaphysical, theoretical, historical,
sociocultural and other perspectives.
Theory-Guided Models for Advanced Practice Nursing (new course):
This course focuses on the development of grand, midrange and practice-level theories to support
theory guided models for advanced practice nursing.
Population-based Caring in Aging Societies (new course)
This course offers an in-depth study of population based health in an aging society. Includes
consideration of health and illness, social support, end of life and policy issues.
Research for Advanced Practice Nursing (new course): Critique and application of research to
support advanced nursing practice and to support new models of care delivery using evidencebased practice.
DNP Seminar I (new course):
Revised 4/4/07
20
Introduction to the leadership role of the DNP. Students will explore and select topics for the
final DNP project and complete 45 hours of practicum experience per credit to begin preparing
for the capstone project.
Creating a Deliberative Nursing Practice Model (existing course):
In depth study of decision making models and processes supported by nursing theory and
research. Decision making grounded in caring is evaluated through frameworks, including
patterns of knowing, reflection, evidenced-based science, cross cultural understanding, and
ethical reasoning.
Emerging Therapies of Care in Advanced Practice Nursing (new course): This course will
present new technological advances in health care within a caring-based framework which may
include: genetics, pharmaceuticals, alternative and complementary therapies, nutritional therapies
and advances in medical devices and other emerging therapy.
Health Care Systems Leadership and Finance (existing course):
This course explores the structure and functions of health care delivery systems and health care
financing with special consideration to the impact of an aging population. The role of the DNP
in creating caring environments through both organizational and systems policy changes will be
addressed throughout the course.
Innovative Practice Models Grounded in Caring (existing course):
Advanced study of caring concepts applied to innovative practices/models to illuminate the
human experience within nursing situations. Emphasis is on the creative integration of multiple
patterns of knowing in the study of phenomenon of concern to nursing.
DNP Seminar II (new course): This course will continue to guide the student in the process of
developing a capstone project integrating the role of the DNP in practice. 45 practicum hours per
credit hour.
Evaluating Systems and Models of Care (new course):
An examination of various program evaluation strategies for nursing models and systems of care.
Phases of evaluation will be included.
DNP Seminar III (new course): This course will continue to guide the student in the process of
developing a capstone project integrating the role of the DNP in practice. 45 practicum hours to
one credit hour.
Public Policy in the Context of Nursing and Health (existing course):
Explores the interrelations of nursing, health, and public policy with emphasis on developing and
sustaining collaborative relationships contributing to mutual goals. Diverse health care
organizations are studied along with legislative, governmental, and political agencies, and
Revised 4/4/07
21
processes. Students explore the use of caring philosophies and theories to evaluate, frame and
develop policy.
DNP Residency & Capstone Practice Course (new course):
This course encompasses clinical practice components and completion of a final practice based
project. Projects will reflect the DNP designing systems of care for an aging population within a
caring framework. In designated practice setting, the program requires a minimum of 250 clinical
hours across 2 semesters. Course will be repeated at least once to meet overall program
requirements.
Students will present a written project plan that includes a description of the following:
1. Challenges/problems leading to the proposed project
2. Description of the project and how it addresses at least one challenge/problem that
influences health care for a significant number of persons.
3. Role of the DNP to address the challenge or problem.
4. Synthesizes current literature regarding the problem or challenge to be addressed.
5. Timetable including all phases of the project.
6. Secure resources needed to insure project completion including description of budgetary and
technological considerations.
7. As appropriate to the individual project as determined by the project advisor and community
or professional advisor the student will present a market analysis, strategic analysis, and or
product/services, sales/marketing, operations and financial plan that justifies the need,
feasibility and sustainability of the proposed project.
8. A project evaluation plan including specific measures that will be evaluated during the
capstone project. This evaluation plan includes evidence-based outcomes.
The DNP Project Plan is evaluated by the faculty Capstone Advisor and the Community or
Professional advisor. An oral presentation and a written plan is completed by the student and the
written plan is signed by both advisors. An evaluation form for the plan is completed by the
advisors and placed in the student file.
F. For degree programs in the science and technology disciplines, discuss how
industry-driven competencies were identified and incorporated into the curriculum
and identify if any industry advisory council exists to provide input for curriculum
development and student assessment.
Not applicable
G. For all programs, list the specialized accreditation agencies and learned societies
that would be concerned with the proposed program. Will the university seek
accreditation for the program if it is available? If not, why? Provide a brief
timeline for seeking accreditation, if appropriate.
Revised 4/4/07
22
The American Association of Colleges of Nursing has provided standards, competencies and
curricular guidelines for the Doctor of Nursing Practice. The American Academy of Nurse
Practitioners has issued a position statement in favor of the Doctor of Nursing Practice degree as
the entry into advanced practice. The accrediting body for the Doctor of Nursing Program will be
the Commission on Collegiate Nursing Education (CCNE) related to the American Association
of College of Nursing (AACN). Officially recognized by the U.S. Secretary of Education as a
national accreditation agency, the Commission on Collegiate Nursing Education (CCNE) is an
autonomous accrediting agency contributing to the improvement of the public's health. CCNE
ensures the quality and integrity of baccalaureate and graduate education programs preparing
effective nurses. CCNE is in the process of developing an accreditation process for DNP
programs that will help assure educational quality and provide public protection. The Christine E.
Lynn College of Nursing at Florida Atlantic University will seek accreditation for the DNP
program from CCNE. If the program is begun in fall 2008 it is anticipated that the first cohort
will graduate in 2010. Prior to that an application for accreditation will be submitted and it is
anticipated that an accreditation visit will take place that year and that the program will be
accredited before the first graduates complete the program.
H. For doctoral programs, list the accreditation agencies and learned societies that
would be concerned with corresponding bachelor’s or master’s programs associated
with the proposed program. Are the programs accredited? If not, why?
The Christine E. Lynn College of Nursing currently provides baccalaureate degrees in nursing for
generic students, RN to BSN programs for those with associate degrees in nursing and an
accelerated baccalaureate program for students with a baccalaureate degree in a discipline other
than nursing. At the master’s level degree programs are offered with an emphasis on family nurse
practitioner, adult nurse practitioner, geriatric nurse practitioner, education, administration and
leadership and an individualized program developed with faculty at the college. All of these
programs hold CCNE accreditation. For the present time, the DNP program will be a postmaster’s program; however, by 2015 the program will begin a post-baccalaureate entry pathway
that leads directly to the DNP as required by the AACN.
I. Briefly describe the anticipated delivery system for the proposed program (e.g.,
traditional delivery on main campus; traditional delivery at branch campuses or
centers; or nontraditional delivery such as distance or distributed learning, selfpaced instruction, or external degree programs). If the proposed delivery system
will require specialized services or greater than normal financial support, include
projected costs in Table 2. Provide a narrative describing the feasibility of
delivering the proposed program through collaboration with other universities,
both public and private. Cite specific queries made of other institutions with respect
to shared courses; distance/distributed learning technologies, and joint-use facilities
for research or internships.
Revised 4/4/07
23
This program will be offered in a variety of formats including on-line courses using the ECollege platform and live courses on all campuses with Blackboard components. Live courses
would be offered during times that would be appropriate for doctoral students who are in
practice. Times convenient for students in full time practice are usually evenings and weekends.
The College may explore the possibility of intensive courses. All of these formats currently exist
within the College of Nursing and no new course format recourses would be needed to provide
DNP courses.
IX.
Faculty Participation
A. Use Table 4 to identify existing and anticipated ranked (not visiting or adjunct)
faculty who will participate in the proposed program through Year 5. Include (a)
faculty code associated with the source of funding for the position; (b) name; (c)
highest degree held; (d) academic discipline or specialization; (e) contract status
(tenure, tenure-earning, or multi-year annual [MYA]); (f) contract length in
months; and (g) percent of annual effort that will be directed toward the proposed
program (instruction, advising, supervising internships and practica, and
supervising thesis or dissertation hours).
B. Use Table 2 to display the costs and associated funding resources for existing and
anticipated ranked faculty (as identified in Table 2). Costs for visiting and adjunct
faculty should be included in the category of Other Personnel Services (OPS).
Provide a narrative summarizing projected costs and funding sources.
Table 2 is attached and displays the cost of existing and anticipated faculty. In Year 1 costs will
be reallocated from those associated with the Masters Program and will involve salaries for
faculty and staff. In Year 5 there is some OPS salary for adjunct faculty for work with students
in the DNP Residency & Capstone Practice course. The total cost of the program is $149,251 in
Year 1 to be reallocated from faculty resources for the Masters program. In Year 5 the total cost
of the program is $415,916.
C. Provide the number of master's theses and/or doctoral dissertations directed, and
the number and type of professional publications for each existing faculty member
(do not include information for visiting or adjunct faculty).
Faculty Name
Theses
Susan Chase
Ruth McCaffrey
Dissertations
26
16
2
Rozzano Locsin
Revised 4/4/07
24
Professional Publications
(# and type)
8 book chapters, 3 books/monographs,
20 papers (11 databased)
5 book chapters; 27 papers (7 databased)
3 books, 8 book chapters, 36 papers (no
indication re: data)
Theris Touhy
Rose Sherman
3 books; 6 book chapters;13 papers (8
data based)
3 book chapters, 13 papers (3 data
based)
2 books (co-author 26 chapters); 5
book chapters; 16 articles (8 databased)
9 book chapters, 51 papers (10 databased);6 monographs
3 books; 12 book chapters; 13 papers
(7 data-based)
4
Kathleen Jett
3
1
Marlaine Smith
14
67
Marilyn Parker
45
8
D. Provide evidence that the academic unit(s) associated with this new degree have
been productive in teaching, research, and service. Such evidence may include
trends over time for average course load, FTE productivity, student HC in major or
service courses, degrees granted, external funding attracted, as well as qualitative
indicators of excellence.
The College of Nursing has been highly productive in fulfilling its strategic goals related to
teaching, research, scholarship and service. The total student enrollment has stayed relatively
stable between 2003-04 to 2005-06 with about 1100 students. The annualized FTE produced per
instructional person-year for undergraduate Nursing increased from 12.9 to 14.0, with all the
change occurring in the graduate level FTE. Bachelors, Masters, and Doctoral Degrees awarded
increased across all levels from 2003-04 to 2005-06. Baccalaureate degrees awarded increased
from 228 to 250, and Masters degrees increased from 71 to 81. The first doctoral degrees in
nursing for FAU were awarded May 2005. Four graduates received the Doctor of Nursing
Science degree, a milestone for the College and for FAU.
The College’s FTE for departmental research for tenured and tenure-earning faculty increased
from 6.6 in 2004-2005 to 7.8 for 2005-2006. Sponsored research for tenured and tenure-earning
faculty decreased from 3.6 to 2.6 (person-years) in 2004-2005 and from 4.8 to 3.5 (FTE) in 20052006. We expect to see more growth in sponsored research numbers in the coming years as we
increase our base of external funding for tenured and tenure-track faculty.
Books and peer-reviewed publications were almost level from 03-04 to 05-06 while presentations
at professional meetings or conferences (+27) and grant proposals submitted (+12) were all up
significantly for 2005-2006. All other publications were down from 39 to 35, but this is not
surprising since tenure track faculty have been urged to concentrate on books and peer-reviewed
journal publications.
We increased or held our own in most of the categories in which we expect tenure track faculty
to be most productive, increasing in the categories of books and peer-reviewed publications
(+0.1 per faculty), and grant proposal submissions (+0.4 per faculty). Professional presentations
increased from 2.7 to 3.6 per faculty, exceeding the university in this category. We also exceeded
Revised 4/4/07
25
the university in books (by 0.2 per faculty) and grant proposals (by 1.2 per faculty). We increased
our efficiency in peer-reviewed publications (by 0.1 per faculty) but lag behind the university by
0.7 per faculty in this category.
.
Faculty membership on college/university committees increased from 118 in 2004-2005 to 123 in
2005-2006, while community/professional committee membership declined from 107
memberships in 2004-2005 to 95 in 2005-2006. Faculty service as editors or referees for
professional publications increased from 39 in 2004-2005 to 51 in 2005-2006. College of
Nursing faculty members are very committed to internal and external service to the college,
university, community and profession. The faculty in the Christine E. Lynn College of Nursing
far exceeds the university average per faculty member in their service commitments.
X.
Non-Faculty Resources
A. Describe library resources currently available to implement and/or sustain the
proposed program through Year 5. Provide the total number of volumes and
serials available in this discipline and related fields. List major journals that are
available to the university’s students. Include a signed statement from the Library
Director that this subsection and subsection B have been reviewed and approved for
all doctoral level proposals.
Resources are generally in place for the proposed program which will draw heavily upon
resources used for teaching current graduate programs including the nurse practitioner, the nurse
administrator Master’s degrees and the Doctor of Philosophy Programs. Library resources are
adequate assuming continued access to online databases and journals. The DNP program will
require students to have access to current research and policy literature available from these
sources. Major journals currently available through electronic sources include: Nursing
Research, Research in Nursing and Health, Journal of Professional Nursing, Journal of
Advanced Nursing, Nursing Science Quarterly, Nursing Administration Quarterly, Journal of the
American Academy of Nurse Practitioners.
B. Describe additional library resources that are needed to implement and/or sustain
the program through Year 5. Include projected costs of additional library
resources in Table 3.
Additional journal access would include Nursing Politics and Policy.
__________________________________________
Library Director
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Date
C. Describe classroom, teaching laboratory, research laboratory, office, and other
types of space that are necessary and currently available to implement the proposed
program through Year 5.
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Sufficient classroom space is available for live classes. The Casual Learning area in the
Christine E. Lynn College of Nursing has sufficient space to allow for access to human
patient simulators and mock private office facilities.
D. Describe additional classroom, teaching laboratory, research laboratory, office, and
other space needed to implement and/or maintain the proposed program through
Year 5. Include any projected Instruction and Research (I&R) costs of additional
space in Table 2. Do not include costs for new construction because that
information should be provided in response to X (J) below.
No new additional space is needed.
E. Describe specialized equipment that is currently available to implement the
proposed program through Year 5. Focus primarily on instructional and research
requirements.
Specialized equipment available in the Casual Learning Area will be available for the DNP
students. These include clinical equipment such as otoscopes and ophthalmoscopes as well
as simulation equipment.
F. Describe additional specialized equipment that will be needed to implement and/or
sustain the proposed program through Year 5. Include projected costs of
additional equipment in Table 2.
No new equipment is requested.
G. Describe any additional special categories of resources needed to implement the
program through Year 5 (access to proprietary research facilities, specialized
services, extended travel, etc.). Include projected costs of special resources in Table
2.
No additional special resources are identified.
H. Describe fellowships, scholarships, and graduate assistantships to be allocated to
the proposed program through Year 5. Include the projected costs in Table 2.
Assistantships available to all graduate students will be needed. With the transition from MS
preparation to DNP preparation, there is no anticipated increase in numbers of student
requesting aid. At least for the first 5 years all DNP students will be MS graduates and will
be available as Teaching Associates which will support the College’s teaching mission.
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I. Describe currently available sites for internship and practicum experiences, if
appropriate to the program. Describe plans to seek additional sites in Years 1
through 5.
Ideal sites for DNP practice will be any health care system where advanced practice nurses
currently are employed. The degree is designed to improve the quality of health care, so
active practices are ideal. Several large healthcare organizations including the Veterans’
Administration are interested in sponsoring student work. Our current practice of working
with MS students in developing selected practicum sites will be employed. We will seek
practicum sites that understand the role of the DNP and want to implement the role in their
setting. Site and preceptor development will be part of the responsibility of the DNP
Program Director.
J. If a new capital expenditure for instructional or research space is required, indicate
where this item appears on the university's fixed capital outlay priority list. Table 2
includes only Instruction and Research (I&R) costs. If non-I&R costs, such as
indirect costs affecting libraries and student services, are expected to increase as a
result of the program, describe and estimate those expenses in narrative form
below. It is expected that high enrollment programs in particular would necessitate
increased costs in non-I&R activities.
Not applicable.
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