PROPOSAL
for the
BACHELOR OF SCIENCE
IN
NURSING
Submitted to:
The Florida Department of Education
by
MIAMI DADE COLLEGE
School of Nursing
August 1, 2006
(Resubmitted 12/15/2006)
1
MIAMI DADE COLLEGE
SCHOOL OF NURSING
PROPOSAL FOR
BACHELOR OF SCIENCE IN NURSING (BSN) DEGREE
Submitted August 1, 2006
Resubmitted 12/15/06
A.
Description of Planning Process and Time Line for Implementation
Miami Dade College Institutional Overview
Miami Dade College (MDC) is nationally recognized as the largest multi-campus
college in the nation serving almost 165,000 credit students annually. MDC is accredited by
the Southern Association of Colleges and Schools (SACS) as a Level 2 institution and as of
2003-04, offers the Bachelor of Science with a major in Secondary Science Education
(concentrations in Biology, Chemistry, Earth and Space Science, or Physics), the Bachelor
of Science with a major in Secondary Mathematics Education, and the Bachelor of Science
with a major in Exceptional Student Education. Table 1 reflects the BS-Education enrollment
and completion data for 2003-2005. It should be noted that the size of the graduating
classes has been impacted by two factors:
1. Two thirds of the students admitted to this program are attending classes on a
part-time basis.
2. Admission to this program is ongoing throughout the academic year (not solely
during the Fall term).
All Bachelor of Science degrees offered through the MDC School of Education are
approved by the Florida Department of Education.
Table 1: Enrollment and Completion Data for the BS in Education Program
Year
2003-04
2004-05
2005-06
BS-Education
Number of
Number of Students
Students Enrolled
Graduated
27
0
23
4
60
26
In August 2006, MDC offered the Bachelor of Applied Science with a major in Public
Safety Management with a first semester enrollment of eighty (80) students (29.4%
enrollment increase over the initial projection of sixty-eight [68] students).
MDC offers more than 80 Associate in Arts (AA) degrees designed to prepare
students to enter the junior year at four-year colleges and universities and more than 60
Associate in Science (AS) degrees for students who wish to prepare for careers requiring
specialized study at the postsecondary level. The College also offers more than 50
postsecondary Adult Vocational Programs and numerous College Credit Certificates in
areas such as Allied Health and Public Safety/Criminal Justice.
Miami Dade College has developed the following proposal to offer a site-determined,
limited access, Bachelor of Science in Nursing degree, with a proposed implementation date
of January 2008.
The primary service area of MDC is Miami-Dade County located on Florida’s
southeastern tip. Based upon population, Miami-Dade County is the eighth largest county in
the nation, the largest county in the state of Florida, and boasts the second largest Hispanic
2
populace in the United States. The county has a total population of 2,316,708, and as noted
in Table 2, the majority of Miami-Dade County residents are Hispanic, with approximately
equal numbers of African-American and White Non-Hispanic residents (2004 U.S. Census,
Population Estimates).
Table 2: Miami-Dade County Demographics
Ethnicity
Percentage
Hispanic
African-American, non-Hispanic
White, non-Hispanic
Other non-Hispanic
60.1%
18.8%
19.0%
2.1%
Reflective of the community, Miami Dade College serves a diverse student body
enrolling students from 166 different countries who speak 91 different languages, and is
recognized by the U. S. Department of Education as a designated Hispanic Serving
Institution (HSI). As indicated in Tables 3 and 4, in 2004-2005, Miami Dade College
awarded the largest number of associate degrees in the nation to Hispanic (n=4,073) and
African-American (n=1,220) students.
Table 3: Associate Degrees Awarded Nationally to Hispanics (2004-2005)
College
Number of Hispanic
Graduates
Miami Dade College (FL)
4,073
El Paso Community College (TX)
1,443
South Texas Community College (TX)
1,035
East Los Angeles College (CA)
873
Laredo Community College (TX)
754
Source: IPEDS data in the MDC Fact Book (2006)
Table 4: Associate Degrees Awarded Nationally to African-Americans (2004-2005)
Number of AfricanCollege
American Graduates
Miami Dade College (FL)
1,220
America Intercontinental University (On-line)
884
Broward Community College (FL)
779
CUNY-Borough Manhattan Community College (NY)
777
Central Texas College (TX)
707
Source: IPEDS data in MDC Fact Book (2006)
The Miami Dade College Vision and Mission statements contain fundamental tenets
that drive and motivate MDC administrators, faculty, staff and students in all institutional
endeavors.
Vision Statement
Miami Dade College is committed to be a college of excellence, renowned for its:
 Satisfied, well-prepared students who, through their extraordinarily positive
experience at MDC, have acquired the needed knowledge and skills to be
successful in their ongoing academic and career pursuits;
 Empowered employees, working within an environment that encourages
creativity, risk-taking and accountability, who apply their individual and
3
collective talents to fulfill the College’s mission;
Highly supportive community that recognizes the significant impact of the
College’s educational and training programs; and
 Effective use of adequate resources to enable programs to flourish and the
talents of people to emerge (Miami Dade College Catalog, 2006-2008).
Mission Statement
The mission of Miami Dade College is to provide accessible, affordable, high
quality education by keeping the learner's needs at the center of decisionmaking and working in partnership with its dynamic, multi-cultural community
(Miami Dade College Catalog, 2006-2008).

Miami Dade College Medical Center Campus
The Medical Center Campus (MCC), one of the eight MDC campuses, is located in
the heart of the downtown Miami Civic Center area (also known as the city’s “medical
corridor”). MCC specializes in providing services to students entering nursing and allied
health programs. Students have access to the full services of the College, such as
registration, financial aid, career counseling, and student activities. The Medical Center
Campus offers an Associate in Science (AS) degree in 16 different health-related fields and
10 short-term certificate programs for those who seek employment in the health-care
industry. Two Schools (the School of Nursing and the School of Allied Health Technologies)
report to the President of the Medical Center Campus. Currently, there are 42 full-time
discipline-qualified faculty in the School of Nursing and 166 part-time faculty. As indicated in
(Appendix A, page 1), all full-time faculty meet the SACS baccalaureate faculty credential
guidelines, with the exception of three faculty who are currently pursuing a Master’s degree
and consequently would not be eligible to provide BSN instruction until confirmation of the
Master’s degree.
Medical Center Campus Student Characteristics
MCC students closely reflect the ethnic demographics of the surrounding community
and as noted in Table 5, 54.3% of the MCC students are Hispanic, compared to the MiamiDade County Hispanic population of 60.1%. The MCC enrolls 14.7% White (Non-Hispanic)
students, compared to the White (non-Hispanic) Miami-Dade County resident demographic
of 19.0%. A higher representation of African-American students (27.6% for MCC compared
to 18.8% for Miami-Dade County) are enrolled at the MCC. These demographics and that
MDC awarded the largest number of associate degrees to Hispanic and African-American
students in the nation, represent the College’s commitment to minority students in higher
education.
Table 5: Comparison of Miami-Dade County and Medical Center Campus
Fall 2005 Credit Student Demographics
Ethnicity/Race
MCC Number
Hispanic
989
African American (Non502
Hispanic)
White (Non-Hispanic)
267
Other
64
Total
1822
Gender
MCC Number
Female
1100
Male
722
Total
1822
Source: MDC Fall Profile (2005)
MCC Percent
54.3
27.6
14.7
3.4
MCC Percent
60.4
39.6
100.0
4
Miami-Dade County Percent
60.1
18.8
19.0
2.1
Miami-Dade County Percent
51.6
48.4
100.0
As noted in Table 6, the MCC Student Snapshot reflects the challenges that MCC
students face while pursuing their education, often balancing work and family obligations
under severe economic pressures. The majority (75%) of MCC students work while
pursuing a demanding course of study, sixty-eight percent (68%) care for dependents, and
forty-five percent (45%) of MCC students entered MDC with educational deficiencies
requiring college preparatory classes before they could continue their education.
Table 6: Medical Center Campus Fall 2005 Student Snapshot
Characteristic
Needed college preparatory coursework in reading, writing, algebra,
or some combination of these at entry to MDC
First generation college-bound students
Students who spend 6 or more hours commuting to and from
classes each week
Students who speak a language other than English at home (37%
Spanish, 9% Creole, 4% other)
Students working full time or part-time
Students caring for dependents
Students classified as low income
Percent
45%
53%
51%
50%
75%
68%
45%
Source: Miami Dade College Office of Institutional Research
School of Nursing
The MDC MCC School of Nursing (SON) enrolls more students seeking their first
nursing degree to become RNs than any other nursing school in Florida (Fang, WilseyWisniewski, Bednash, 2006). As noted in Table 7, the MCC annually enrolls approximately
1,200 Associate of Science Nursing students for its full-time and part-time options.
Table 7: MDC School of Nursing AS Programs 5-Year Enrollment
School of
Nursing
Program
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
LPN-RN (AS)
306
211
208*
185* 211
Associate in
Science in
Nursing (AS)
964
1085
1061*
901* 931
Source: Institutional Research Data on in-program nursing students.
Note: *Enrollment in Nursing was decreased voluntarily until such time as the MCC could fill vacant faculty
positions; MCC now has a full complement of nursing faculty and two collaborative grants to continue
recruitment of nursing faculty.
Despite what many would perceive as insurmountable odds (as noted in Table 6), MCC
students do succeed, and as indicated in Table 8, the MCC ranks first in the nation for
awarding the highest number of AS degrees in Nursing.
5
Table 8: AS Degrees in Nursing Awarded Nationally in 2004-2005
College
Miami Dade College (FL)
Broward Community College (FL)
Community College of Allegheny County (PA)
Quincy College (MA)
Fresno City College (CA)
Number of Graduates
406
402
376
372
344
Source: IPEDS data in the MDC Fact Book (2005)
The School of Nursing partially attributes its large number of enrollees and graduates
to the innovative scheduling and faculty support given to under-prepared students. For
more than twenty years, the School of Nursing has provided flexible scheduling for students
who work full-time. Based on feedback from students, nursing faculty submit requests to the
department chairs to address issues related to class scheduling. Classes are offered during
weekday evenings, weekends, and online in order to meet the students’ scheduling needs.
Tables 9 and 10 represents sample schedules for the Generic Part-Time and Transitional
Bridge On-line Nursing Program and illustrates flexible scheduling for classes.
Table 9: Generic Part-Time Semester Course Schedule Fall 2006-1
Course
Title
# Students
Dates
Day & Time
50
8/29 – 12/12
1/9 – 4/24
[continues in the
spring]
Tuesdays
6:00 – 7:30 pm*
Intro Nsg
Math/Pharm
25
8/26 – 10/28
Saturdays
10:30 am – 12:00 pm
NUR 1025C
Nursing Skills
13
8/26 – 12/9
Saturdays
7:00 – 9:45 am*
NUR 1025C
Nursing Skills
13
8/26 – 12/9
Saturdays
1:00 – 3:45 pm*
NUR 1025
Fundamentals
Lecture
NUR 1142
Table 10: Transitional (LPN to RN) Program Semester Course Schedule 2006-1
Time
Course #
# Students
Dates
NUR 1002
Transition
Lecture
24
8/23 – 12/15
on line
NUR 1142
Math/Pharm
48
8/23 – 10/6
by exam
NUR 1002L
Transition
Clinical
10
Lab: 8/29 – 9/12
NH: 9/19 – 10/3
Hosp: 10/10 – 12/12
6
Tuesdays
7:00 am – 6:00
pm****
Locations
NH: Arch Plaza
Hosp: Aventura
NH: Miami
Jewish Home [3
Topple]
Hosp: Mercy
[5CT]
10
Lab: 8/23 – 9/12
NH: 9/13 – 10/3
Hosp: 10/4 – 12/12
Tues & Wed
4:00 – 9:30
pm**
NUR 1002L
Transition
Clinical
10
Lab: 8/30 – 9/13
NH: 9/21 – 10/3
Hosp: 10/12 – 12/13
Wednesdays
7:00 am – 6:00
pm****
NUR 1002L
Transition
Clinical
10
Lab: 8/30 – 9/13
NH: 9/20 – 10/4
Hosp: 10/11 – 12/13
Tues & Wed
4:00 – 9:30
pm**
NH: Ponce Plaza
Hosp: Mt. Sinai
10
Lab: 8/26 – 9/9
NH: 9/16 – 9/30
Hosp: 10/7 – 12/9
Saturdays
7:00 am – 6:00
pm****
NH: Ponce
Plaza
Hosp: Mercy
[6CT]
NUR 1002L
Transition
Clinical
NUR 1002L
Transition
Clinical
Hosp: Baptist
Hospital
In addition to flexible scheduling, tutoring is available for students in the MCC
Success Center during weekdays, weekends, and evening hours. The Success Center also
offers a variety of software programs designed to assist students with academic deficits.
The School of Nursing has a state-of-the-art skills laboratory with Human Patient
Simulators (adult, pediatric, and obstetric), and the computer courtyard offers computer
programs that simulate the State Board Licensing Exam for RNs (NCLEX-RN) for student
practice. Students are given additional diagnostic assistance through an outside testing
agency (ATI) which provides online unproctored and classroom proctored nursing
examinations during the nursing program. Examination results are provided to students and
include a summary of areas for improvement.
Statement of Need for the BSN Program
According to the November 2006 Labor Market Statistics, the 2006 RN employment
need for Miami-Dade County is 22,873, with 1068 annual openings. By 2014, the need for
RNs will increase to 27,791 (Table 11).
Table 11: Labor Market Statistics for Miami-Dade County
Area
Name
MiamiDade
County
2006 Estimated
Employment
2014
Projected
Employment
Annual Avg.
Percent
Change
22873
27791
2.69
Average Annual
Openings
Due to
Growth:
615
Due to
Separations:
453
Total:
1068
As noted in Tables 8 and 12, the combined total of nursing graduates for Miami Dade
College (406 ASN) and the four-year SUS and private universities (449 BSN) do not meet
the 2006 employment needs for Miami-Dade County. In addition, the Florida Center for
Nursing states that “if all qualified applicants were admitted and graduated, there would be a
shortfall of 23% to meet the FAWI projected annual need of 8,060 RNS per year in the State
of Florida” (FCN Report: Nurse Education in Florida, January 2005 Survey).
7
Table 12: Bachelor’s Degree Nursing Graduates from SUS and Private Institutions in
Miami-Dade County
Institution
2000-01
2001-02
2002-03
2003-04
2004-05
147
162
126
183
194
*
*
78
114
113
*
*
64
91
142
147
162
268
388
449
FIU
Barry
University
University of
Miami
Total SUS +
ICUF
Source: SUS data and ICUF Accountability Report 2004 (http://www.icuf.org/publications.htm)
The January 2005 Florida Center for Nursing’s Nurse Education Program Survey
recommended that to increase the capacity of nursing education programs and to produce
sufficient numbers of qualified nurses, the state must support all levels of nurse education
programs. As indicated in Table 13, in the Southeast region of Florida, in 2005, the number
of qualified nursing applicants denied to Associate of Science in Nursing programs was
1422 (66.51%); the number of qualified nursing applicants denied to the Bachelor of
Science in Nursing programs was 785 (59.92%). These data, combined with the FAWI
Labor Market Statistics, reveal that area colleges and universities are unable to meet the
growing need for nurses and the proposed RN-BSN degree will assist in providing
healthcare agencies with a diverse pool of nurses prepared to meet the needs of the
ethnically and racially diverse South Florida community.
Table 13: Number of Qualified Nursing Applicants Compared to Number of Students
Admitted/Denied in the State of Florida for 2004
Region
Northwest
North
East
Central
West
Central
Southwest
Southeast
Statewide
Qualified
Applicants
869
720
ASN
Students Students Denied
Admitted
due to Capacity
170
529 (60.87%)
253
467 (64.86%)
Qualified
Applicants
361
1004
BSN
Students Students Denied
Admitted
due to Capacity
157
204 (56.5%)
260
744 (74.1%)
1424
663
761 (53.44%)
368
173
195 (52.9%)
698
422
276 (39.54%)
517
360
157 (30.36%)
748
2138
6597
456
716
2680
292 (39.03%)
1422 (66.51%)
3917 (59.37%)
125
1310
3685
87
525
1359
38 (30.4%)
785 (59.92%)
2326 (63.12%)
Florida Center for Nursing (2005)
MCC Community Collaboration
Since its inception in 1960, the SON has a long history of collaboration and innovation to
meet community needs as listed below (in chronological order).

1960
The Generic, two year associate degree nursing program begins.

1977
The MDC Medical Center Campus opened and MDC centralized Nursing
and Allied Health programs.
8

1978
The Transitional (now called Bridge) Option gives Licensed Practical
Nurses (LPN) the ability to earn the associate degree and sit for the RN
licensing examination after one year of study.

1980
The SON, at the request of Baptist Health Systems, provides nursing
classes for LPN employees at the hospital. This partnership, which is
periodically updated, enables the hospital to upgrade its nursing staff,
increasing the ratio of LPNs to RNs without disrupting the agency’s
scheduling of employees and allows employees to remain employed fulltime, retaining salary/benefits and seniority (Appendix B1, page 3).

1982
The Accelerated Option begins, giving those with bachelor’s degrees in
any field the ability to earn the AS in Nursing in one calendar year. This
program provides opportunities for foreign physicians and dentists to
become RNs.

1984
MDC SON signs an articulation agreement with the University of Miami
(updated 1987) giving MDC AS Nursing graduates a seamless transition
into upper division coursework to earn their BSN (Appendix C1, page 15).
This was one of the first agreements of its kind and provided a role model
for other Miami-Dade County universities to offer the same benefits to
associate degree Nursing graduates.
The Transitional (Bridge) Option accepts persons with various health-care
education, such as paramedics, military corpsmen, respiratory therapists
and others, adding to the pool of RNs for Miami-Dade County.
The part-time Generic Option allows those who work a traditional
9:00am – 5:00pm schedule, Monday through Friday, to become RNs.
Classes are offered evenings and week-ends.

1987-1988
The two year, part-time Transitional Option, which is periodically updated,
with Mercy Hospital (Appendix B2, page 9), holds all classes one day per
week and on the same day each week for the duration of each cohort
class. This option allows LPNs, who work weekends, and paramedics,
who have varying hours, to plan their schedules with employers for the
full two-year period and to continue to work full-time, retaining
salary/benefits and seniority.

1988-1998
Workforce Development Incentive Capitalization Grant for development of
LPN program.
Faculty continued curriculum exploration and various activities to
strengthen teaching and learning as the student and community
demographics changed.

1999
Responding to the demand for programs that provide rapid entry into the
healthcare workforce, the SON reopens its practical Nursing program.
The program was initially terminated in 1980 when Miami-Dade County
9
public schools were authorized to provide adult-vocational education. The
LPN program becomes an evening and week-end program to maximize
the use of classrooms and clinical facilities.

2001
The SON, through an agreement with Baptist Health Systems, offers the
associate degree nursing curriculum to approximately 80 new students
each year. Classes take place at one of the Baptist Health Systems
facilities, allowing the numbers of enrolled students to expand beyond
available space on the MCC. In addition, Baptist Health Systems pays
full tuition for the students known as “Baptist Scholars” (Appendix B1,
page 3).
SON faculty and students become fully engaged in Service Learning,
providing healthcare education and screening to the underserved
throughout the community. Two Service Learning projects worth noting
that have received funding from private sources are:
1. The Sharp Project which provides services to low income elderly at
the Robert Sharp Towers and
2. The Mission Project which provides services to the homeless at the
Miami Rescue Mission.

2005
SON begins an online Bridge Option for LPN-RNs in cooperation with
Mercy Hospital. The program is open to others in the Bridge Option who
need flexible scheduling and have limited ability to travel back and forth to
the MCC for classes.
The Medical Center Campus, in collaboration with several community
partners, offers a free community health fair to promote access to
healthcare and to heighten awareness of health issues. MDC faculty,
students, and staff provide free health screenings (dental, vision, glucose,
cholesterol, blood pressure and respiratory) to more than 2,000 underserved members of the community.
Additional Collaboration and Innovation through Grants

2002-2007- Project MAS is funded by the United States Department of Education
(Title V). Funds are used to develop the online Bridge curriculum and to train 22
faculty in the use of instructional technology.
The Miami Dade College/Florida International University Collaboration
The MDC MCC School of Nursing’s culture of collaboration and innovation would not
have been possible without a strong partnership with Florida International University.
Administrators from each institution’s nursing program collaborate regularly through their
respective Academic Advisory Committees and the Nursing Shortage Consortium-South
Florida. Collaborative initiatives, such as those listed below, have been undertaken:
Fostering a Seamless Transition through Articulation Agreements: Miami Dade
College and Florida International University signed an AS to BSN articulation
agreement to assure a seamless transition for AS in Nursing graduates
(Appendix C2, page 21). In 2005, 147 MDC students who completed an
10
Associate of Arts degree with a pre-nursing focus transferred to FIU. It is
anticipated that the proposed RN-BSN at MCC will not have a negative impact on
the MDC/FIU articulation agreement due to the large number of graduates from
the School of Nursing (approximately 400 per year). As illustrated in Tables 13
and 14, due to the large number of qualified applicants denied admission to area
institutions (lack of capacity), providing another RN-BSN program would create a
new pathway for students preparing to enter a BSN program.
Other than the regular School recruitment, no special student recruitment
activities are planned for either FIU or MDC for 2007 because the applicant pools
are large and robust. As noted in Table 14, during Spring 2006, in FIU’s
Accelerated Nursing program, there were 711 applicants, with 96 open slots; for
MDC’s Bridge programs, there were 425 applicants for 120 on-site and online
open slots; and for MDC’s Accelerated Option Program, there were 310
applicants for 51 open slots. The proposed MDC RN-BSN program will provide
additional educational options for qualified applicants who currently cannot be
accommodated due to limited openings.
Table 14: Comparison of Number of Applicants and Openings for FIU and Miami
Dade College Nursing Programs (Spring 2006).
Number of
Applicants
711
425
310
Institution
FIU Accelerated Option
MDC Bridge Programs
MDC Accelerated Option Program
Open Slots
96
120
51
Addressing the Shortage of Nursing Faculty: To address this challenge, in June 2003, the
“Grow Your Own” Initiative was initiated by MDC and FIU to offer prospective nursing faculty
scholarships and stipends while earning a Master’s in Nursing in exchange for a two year
teaching commitment at Miami Dade College. This major effort to address the shortage of
nursing faculty is funded by the Health Foundation of South Florida (Appendix B3, page 13).
Of the seven (7) students enrolled at FIU, all have committed to teach at MDC upon
graduation, assuring a renewable faculty pool.
Expanded Programmatic Options: The SUCCEED Florida Nursing Education Grant (20052006), funded by the Florida Department of Education (FLDOE), is designed to expand
faculty expertise in using the Internet as an educational medium. In addition, it is designed
to jointly recruit current nursing practitioners or recently retired nurses holding a Master’s of
Science in Nursing degree (MSN), for adjunct or full-time faculty positions at MDC or FIU. It
is anticipated that the SUCCEED grant funds will assist in increasing the number of MCC
Nursing faculty and the MDC AS Nursing enrollment.
Of the 133 students admitted to MDC as part of the SUCCEED-funded program in
2005-2006, 82 students remain (retention rate of 62%) in either the Accelerated, Bridge, or
part-time Generic options, as described below.
In the Accelerated option:
 Of the 50 students who were admitted in August of 2005, 29 remain in the
program and will graduate in July of 2006 (retention rate= 58%).
11
 The remaining 21 students incurred at least one course failure and were
transferred to the full-time generic program to enable them to more effectively
assimilate their learning in a non-accelerated fashion.
In the Bridge option:
 Of the 55 students who were admitted in Spring 2006, 25 remain in the program
and are expected to graduate in December of 2006 (retention rate =45%).
In the Generic part-time option:
 Of the 28 students who were admitted in Spring of 2006, 100% remain in the
program and are projected to graduate in March of 2007.
MCC Partnerships with Miami Dade County Health Care Agencies
In addition to the above collaborative efforts, Miami Dade College has developed
extensive education-practice partnerships with healthcare institutions and agencies
throughout South Florida. MCC has 374 partnerships and affiliation agreements with health
care agencies such as hospitals (e.g. Cedars, Hialeah, Jackson Memorial, Kendall
Regional, and Mt. Sinai Hospitals), community health agencies, centers, clinics, long term
care centers, nursing homes, and others. Out of the 374 partnership agreements (Appendix
D1, page 36), 72 are Nursing-specific clinical affiliation agreements (Appendix D2, page 41).
A selected sample of the Miami-Dade County health care agency partnerships are detailed
as follows:
(1) In 2001, the MDC Medical Center Campus and Baptist Health Systems initiated
the Baptist Scholars Associate in Science in Nursing program which permits
students accepted into the MDC School of Nursing to apply as a Baptist Scholar
(Appendix B1, page 3). The program includes:
a. Scholarships awarded by Baptist Health Care Systems.
b. Two Nursing faculty funded by Baptist Health Care Systems.
c. All Baptist Scholar classes and the majority of labs and clinical
experiences for the MDC A.S. in Nursing program are provided at Baptist
Health Systems’ hospitals.
(2) MDC and Mercy Hospital have an agreement to provide on-site general
education and science courses for the Mercy LPN program in addition to an
articulation agreement for these graduates to enter the MDC LPN-RN Bridge
program (Appendix B2, page 9).
(3) MCC Nursing students who participate in specified community activities can
receive financial support (supplies/resources) by other agencies such as the
Health Foundation of South Florida (Appendix B3, page13) and the Miami Dade
Area Health Education Center (AHEC). (Appendix E, page 43).
In addition to the above, MDC has received requests for the following future
partnerships and affiliations:
 MDC and South Miami Hospital (also within the Baptist Health Systems) are
developing an agreement similar to the Baptist Scholar program agreement (#1
above) for the LPN-RN Bridge Program which is projected to begin enrolling
students in pre-requisite coursework in Fall 2006. As noted in Appendices F1,
page 54 and F7, page 60, the Baptist Health Systems are supportive of the MDC
Medical Center Campus developing a BSN degree program.
 The MCC School of Nursing has an on-site program with the Baptist Health
Systems in the Kendall area. Baptist is interested in having an on-site RN-BSN
program with a student cohort each year.
12

Jackson Memorial Health Systems will be starting a partnership with the School
of Nursing in January 2007, following the Baptist Health Care Systems’ model.
This will produce an additional 40 graduates every semester and provide
potential enrollees for the BSN program.
MDC Contact with Other South Florida Universities
Since 1998, the MDC School of Nursing Advisory Committee (Appendix G1, page
76), comprised of deans and directors from area nursing schools, and Chief Nursing Officers
and directors from multiple healthcare agencies in Miami Dade County, discussed the
possibility of pursuing the development of a RN-BSN program at MDC.
1998- As noted in the Advisory Committee minutes (Appendix G1, page, 76), Dr.
Kathie Sigler, former MDC Medical Center Campus President, stated that the School
of Nursing would be interested in developing a BSN degree.
2001 , 2002, 2003, and 2006 – As noted in (Appendix G1, page 76), during the MDC
School of Nursing Advisory Committee meetings held October 25, 2001, October 24,
2002, March 27, 2003, and April 13, 2006, the proposal for a RN-BSN was
discussed.
In addition to the Advisory Committee meetings, in April 2006, Letters of Intent
providing information regarding the MDC RN-BSN degree proposal were sent from
the Miami Dade College Director of the School of Nursing (Appendices H1-5, pages
86-117 ), to the two South Florida public and three private four-year educational
institutions which have nursing programs in the region.
MDC Contact with State and Private Universities in the South Florida Area
In compliance with the Baccalaureate Proposal Approval Process adopted by the
State Board of Education (SBE) on August 16, 2005, MDC communicated with two state
and three private universities in the South Florida area that presently have RN to BSN
programs. Emails and letters communicated MDC’s intent to submit a proposal to the State
to create a RN-BSN program. Letters providing information regarding MDC’s proposed
program were sent to the Deans/Heads of Nursing programs as well as to the Presidents of
the following institutions on April 19, 2006 (Appendices H1-5, pages 86 -117):
 H1: Florida International University (FIU)
 H2: Barry University
 H3: Florida Atlantic University (FAU)
 H4: Nova Southeastern University (NSU)
 H5: University of Miami (UM)
Four of the five institutions responded (FIU, Barry, FAU, and NSU). Their initial
responses are included in Appendices H1-5, pages 86-117). Since the University of Miami
did not respond to the two letters MDC sent, nor to Chancellor Armstrong’s invitation to
submit a collaboration proposal (see below) by June 30, 2006, UM was not contacted
further.
Pursuant to Chancellor Armstrong’s June 20th letter to Dr. Eduardo Padrón
(Appendix I2, page 119), an e-mail and letter were sent on June 28, 2006, by Dr. Norma M.
Goonen, MDC Provost for Education, to each of the four institutions previously mentioned,
requesting a meeting, based upon the responses received (Appendices H1-5, pages 86117). A synopsis of each of the resulting meetings is as follows:
13
Florida International University - A meeting was held July 7, 2006, with FIU Provost Dr.
Ron Berkman and FIU School of Nursing Dean Dr. Divina Grossman. Dr. K.K. Bentil,
Campus President of MDC’s Medical Center Campus, Prof. Lessie Pryor, MDC Interim
Director of Nursing, and Dr. Norma M. Goonen, MDC’s Provost for Education, were in
attendance at the meeting at FIU’s University Park campus. The following topics were
discussed:
o
FIU Tuition: The tuition for FIU’s RN to BSN program is $9,125 for 3 semesters,
plus fees for clinicals/practicums. Students take about 3 years to complete on
average, since most are part time. They offer scholarship programs, especially
for disadvantaged students.
o
FIU program sites and enrollment: Classes are held on their University Park
Campus and at various area hospitals. They also offer many of the courses
online. Although they do not currently offer the entire program at their Biscayne
Bay campus, FIU representatives stated that they could offer the program at their
Biscayne Bay Campus or at a MDC campus if MDC had a full cohort of students
to enroll in their program. FIU currently has a total enrollment of approximately
100 students in the RN to BSN program at all sites.
o
FIU program schedule: Since most of FIU’s RN to BSN students work full time
as Registered Nurses, the classes are primarily offered during the evening and
weekends, and online.
o
FIU admission requirement: RN to BSN students applying to the FIU program
must have one year of registered nurse experience prior to enrolling in clinical
nursing courses.
o
FIU program focus: FIU’s curriculum does not have specific courses on multicultural-specific issues and global nursing practices, as MDC’s proposed
program does. The FIU representatives indicated, however, that while they do
not have specific courses on cultural competence, the subject is discussed
throughout their curriculum.
o
Opportunities for collaboration: Possible points of future collaboration mentioned
include: RN to BSN; expansion of present FIU/MDC articulation agreement to
include FIU’s graduate nursing programs; potential for MDC master’s-prepared
faculty to enroll in FIU’s Doctoral program in Nursing.
Following the July 7, 2006, meeting, MDC Provost Norma M. Goonen received two
emails dated July 17th, followed by a letter of that same date from FIU Provost Ronald
Berkman reiterating FIU’s desire to pursue two potential partnerships with MDC-- a
bachelor’s in Nursing offered at a MDC Campus, and a collaborative RN to MSN program.
Mention was also made in the letter of possibly locating FIU BSN classes at FIU’s Biscayne
Bay campus. A copy of the email, letter, and Dr. Goonen’s response is included in
(Appendix H1, page 86).
After submission of the MDC BSN proposal on August 1, 2006, MDC and FIU held
an additional meeting on September 11, 2006, and discussed the willingness by MDC to be
receptive to FIU partnering with MDC to offer the second two years of their BSN at their
Biscayne Bay (north) campus for MDC students to continue their studies. MDC could offer
an AS there. A full copy of the communication and follow-up e-mail (October 12, 2006) are
included in an Addendum to Appendix H1, pages 157-158.
14
Barry University - A meeting was held July 10, 2006, with Barry University’s Dean of
Nursing, Dr. Pegge Bell, and Dr. Linda K. Perkel, Associate Dean of Undergraduate
Programs, School of Nursing. In attendance for MDC were Dr. K.K. Bentil, Campus
President of MDC’s Medical Center Campus, Prof. Lessie Pryor, MDC Interim Director of
Nursing, and Dr. Norma M. Goonen, MDC’s Provost for Education. The meeting was held at
Barry’s main campus. The following topics were discussed:
o
Barry University Tuition: Cost of Barry’s RN to BSN program is $13,500 for 4
semesters, plus books and fees. Registered Nurses are given a 30% discount.
There are scholarships available for part time students if they are not eligible for
financial aid. Students take about 3 years to complete on average, since most
are part time.
o
Barry program sites and enrollment: Classes are held on their main campus and
at some area hospitals. Barry offered to hold the RN to BSN program at a MDC
campus if MDC had a minimum cohort of 25 students to enroll in their program.
Barry currently has approximately 110 students in the RN to BSN program at all
sites, and would be able to accept an additional 35 students without additional
funding.
o
Barry program schedule: Since most of Barry’s RN to BSN students work full
time as Registered Nurses, the classes are primarily offered late afternoon and
early evening (one evening per week). There are no weekend classes.
o
Barry program focus: Barry’s curriculum does not have specific courses on multicultural-specific issues and global practices, as MDC’s proposed program does.
Barry representatives indicated, however, that 40% of clinicals are done in the
community.
o
Barry program requirements: All students entering Barry’s RN to BSN program
who do not have an Associate in Arts degree must take nine (9) credits of
Philosophy and Theology, and they must complete 61 credits of Liberal Arts.
o
Opportunities for collaboration: Possible points of collaboration mentioned
include: RN to BSN; development of RN to MSN nursing programs; potential for
master’s-prepared MDC faculty to enroll in Barry’s Doctoral program in Nursing.
On July 13, 2006, subsequent to the meeting as detailed above, Dr. Linda Perkel
from Barry University forwarded an e-mail to Dr. Norma Goonen, MDC Provost, in
which she followed up on various points of discussion during the meeting. Dr. Perkel
also sent as attachments the curriculum/sample schedules for a RN to BSN Fast
Track Option and two options for accelerated RN to MSN programs (Appendix H2 AC, pages 102-104). Provost Goonen responded to the e-mail on July 14, 2006
(Appendix H2, page 100), asking clarification of various points of Barry’s program.
Dr. Perkel responded to Dr. Goonen by e-mail on July 18, 2006, and Dr. Goonen
acknowledged/responded on the same date. The e-mail exchanges are included in
(Appendix H2, pages 99-101).
Florida Atlantic University - A meeting was held July 12, 2006, with FAU President Frank
Brogan; Dr. John Pritchet, Provost and Chief Academic Officer; and FAU College of Nursing
Dean, Dr. Anne Boykin. From MDC, Dr. K.K. Bentil, Campus President of MDC’s Medical
Center Campus; Prof. Lessie Pryor, MDC Interim Director of Nursing; Dr. Dwight Smith,
Associate Provost for Academics; and Dr. Norma M. Goonen, MDC’s Provost for Education,
15
attended. The meeting was held on FAU’s Ft. Lauderdale campus (documents included in
(Appendix H3, page 105). The following topics were discussed:
o
Public Policy Issues: President Brogan raised several public policy questions
regarding community colleges offering baccalaureate degrees, including the
following:
o
How MDC would address accreditation. MDC representatives responded
that MDC is SACS accredited and would seek accreditation from the
National League of Nursing Accreditation Commission, which already
accredits MDC’s AS in Nursing program.
o
President Brogan asked about the qualifications MDC faculty. MDC
representatives responded that faculty who teach in any MDC program,
full time or part time, are fully SACS qualified and also meet the
requirements of the specialized accrediting agency (if any) of the
particular program/discipline in which they teach.
o
President Brogan expressed concern regarding the availability of Nursing
faculty to teach in the various Nursing programs.
o
FAU program sites: FAU holds RN to BSN program classes on their Boca,
Davie, and Port St. Lucie campuses. They indicated that they have capacity to
add students to their RN to BSN program at their Davie campus. They also offer
the program online.
o
FAU program schedule: Since most of FAU’s RN to BSN students work full time
as Registered Nurses, the classes are primarily offered evenings.
o
Opportunities for collaboration: Possible points of collaboration mentioned
include: RN to BSN; the development of an AS to MSN program; MDC master’sprepared nursing faculty enrolling in FAU’s Doctoral program in Nursing.
Nova Southeastern University – A meeting was held July 13, 2006, between the following
participants: From NSU: President Ray Ferrero, Jr.; Dr. Fred Lippman, Chancellor of the
Health Professions Division; Dr. Frank De Piano, Vice President for Academic Affairs; Dr.
Diane Whitehead, Chairperson of Nursing Programs. From MDC: Dr. K.K. Bentil, Campus
President, Medical Center Campus; Dr. Kathy Thomas, Nursing Faculty; and Dr. Norma M.
Goonen, Provost for Education. The meeting was held at NSU’s Davie campus. The
following topics were discussed:
o
NSU Tuition: Cost of NSU’s RN to BSN program is $485.00 per credit. The
curriculum calls for a minimum of 49 credits at NSU, resulting in a total tuition
cost of $23,765.00, plus books and fees. Students pay for tuition either through
financial aid (if they qualify) and/or their own employer’s tuition assistance (varies
from case to case, where available) or out of pocket. The net cost to the students
who attend NSU varies due to the above factors.
o
NSU program sites and enrollment: Classes are held on NSU’s main (Davie)
campus, at a location in Naples, FL, and there is an online program available.
NSU offered to hold the RN to BSN program at a MDC campus if MDC had a
minimum cohort of students, or at their Kendall campus, or at hospitals in Miami
where the students are employed. NSU currently has approximately100 students
16
in the RN to BSN program, and they stated they had capacity to serve an
additional 20 students at entry points twice per year.
o
NSU program schedule: Since most of NSU’s RN to BSN students work full time
as Registered Nurses, the classes are primarily offered as courses that are half
online and half face-to-face. The face-to-face portion of the courses is held one
evening per week (6-9 p.m.). The Community Health Practicum, which is the only
clinical experience required, is held at area hospitals.
o
NSU program requirements: The program requires a total of 121 semester credit
hours of coursework. RNS receive 42 semester hours of credit for their RN
license.
o
President Ferrero inquired as to the qualifications of MDC Nursing faculty. MDC
representatives stated that all, with the exception of three who are currently
enrolled in MSN programs, are Master’s level, with some holding a doctorate.
Doctorate and MSN faculty would teach in the proposed program.
o
Opportunities for collaboration: Possible points of collaboration mentioned
include: RN to BSN; RN to MSN nursing programs; articulation from MDC’s
Allied Health Technologies’ programs to various NSU Allied Health programs.
Following the meeting as outlined above, Dr. Diane Whitehead, Chairperson of
NSU’s Nursing program, sent MDC Provost Goonen an e-mail advising that she would be
mailing her some BSN and MSN brochures. Her e-mail, and Dr. Goonen’s response, is
included in (Appendix H4, page 110).
Conclusion
MDC carefully reviewed all pertinent information garnered from employers, government
officials, students, and alumni as well as written materials and face to face meetings from
these four institutions. Upon conclusion of this review, MDC determined that although there
were possible areas of collaboration (most notably, RN to MSN, BSN to MSN, and MDC
faculty pursuing doctoral studies), the programs offered at these institutions will not meet the
needs of the populations served by Miami Dade College because of several factors,
including workforce need, cost, geographic barriers, scheduling, faculty accessibility and
teaching focus, and program focus. Specifically:

Letters of need and support (Appendices F-F21, pages 51-75) emphasize the
critical shortage of baccalaureate-prepared nurses.

MDC’s tuition would be more economical for students than the programs offered
in all of these institutions, including FIU and FAU. Sixty-five percent (65%) of
Miami-Dade College’s School of Nursing students are currently the recipients of
some type of financial assistance and approximately 36% are below the poverty
threshold for their household size; about 45% are low income (150% of poverty
threshold). Almost half of the students obtain financial aid in the form of grants,
scholarships, loans or employment (Tables 15 and 16).
17
Table 15: Percentage of MDC Students below the Poverty Threshold
15%
37%
Less than $9,000
17%
Financial Aid
$9,000 - $15,000
Recipients
$15,001 - $21,200
49%
$21,201 - $27,500
14%
17%
No Aid
51%
$27,500
Source: Fall 2004 Enrolled Student Survey
Table 16: Percentage of Students on Financial Aid 2005

Institution
Percentage of Students Receiving Financial Aid
Miami Dade College
65%
As is evident from the survey of MDC’s currently enrolled AS nursing students,
89.3% indicated that they would enroll in a RN to BSN program if offered by
MDC. The reasons often stated by students are:
o
MDC’s strategic location at its Medical Center Campus in the heart
of the medical corridor of Miami, (which includes Jackson Memorial
Hospital, Cedars, and the V.A. Hospitals);
o
the fact that classes are taught in the hospitals where students
already work;
o
the campus is central to all Miami-Dade County health/hospital
facilities (even those not in the medical corridor -- e.g., Baptist
Hospital); Figure 1 on the next page illustrates the MDC Medical
Center Campus location in relation to the medical corridor and the
major healthcare facilities and other universities in Miami-Dade and
Broward counties.
o
convenient scheduling of classes (days, evenings, weekends, and
online), taking into consideration students who work full time, often
in 12-hour shifts;
o
availability of faculty/office hours including evenings and weekends,
and the commitment to “students first”.
18
Figure 1: Map Miami-Dade/Broward Counties and Medical Center Campus

The MDC program provides a more centralized location and provides better
availability of instruction and faculty than other area institutions. In addition,
MDC’s proposed program would take advantage of the existing resources
(facilities, technology, and faculty/staff) available in an established campus
(MDC’s Medical Campus) that solely specializes in the Medical and Allied Health
Technologies professions.

Barry University requires additional credits in Philosophy, Theology, and Liberal
Arts, which will result in excess credits for most students, since they are most
19
likely AS in Nursing graduates, and not AA graduates (the latter would be
excused from taking some of these extra courses).

Barry’s curriculum does not have as strong a component of multi-cultural and
global nursing practice courses as presented in the proposed MDC program.

MDC faculty who would teach in the proposed program are required to maintain
a minimum of 10 hours per week of office hours. They are a teaching faculty, not
required to do research, and are therefore committed only to the
teaching/learning enterprise. None of the institutions aforementioned would have
the kind of presence that MDC faculty could (and already) have at the Medical
Center Campus.
Miami Dade College, therefore, made a final decision to submit this proposal for a
RN to BSN program to the Florida State Board of Education (SBE). Nevertheless, due to the
substantial need for baccalaureate-qualified RNs throughout the United States, and
particularly in the South Florida area, MDC is committed to pursuing additional options for
their students. Consequently, in addition to its own MDC RN-BSN program, MDC will
continue to consider collaboration with other institutions, particularly FIU, in offering to
students a collaborative program which can complement the MDC RN-BSN program. MDC
strongly believes in offering students multiple options (including the environment that the
population MDC serves is accustomed to) for their educational advancement.
In addition, MDC will continue to pursue collaborations with the above referenced
institutions as to the possibility of developing seamless articulations that will facilitate BSN to
MSN programs for students, and doctoral study in Nursing for some MDC faculty.
Collaboration on BSN to MSN programs will undoubtedly assist in producing much-needed
nursing faculty for our region and the State.
Letters of Support for RN-BSN Proposal
Local healthcare agencies have expressed their concern that the critical workforce
need for baccalaureate-prepared nurses threatens the ability of healthcare institutions to
provide quality care. As a result, Miami Dade College received strong support and
encouragement from the Miami-Dade Legislative Delegation and local healthcare agencies
regarding the development of the proposed RN-BSN degree (Appendices F-F21, pages 5475) which can assist in providing accessible and affordable educational opportunities.
Excerpts from the letters of support follow:
Miami-Dade Legislative Delegation, Florida House of Representatives:
A letter of support was received from Gustavo A. Barreiro, Chairman of the Miami
Dade Legislative Delegation, Florida House of Representatives (Appendix F-A, page 52),
who wrote:
“Under Governor Bush’s leadership, we have passed several bills that aim at
allowing institutions and the medical industry to …create more pathways for
nurses…
Approving the BSN at MDC would provide one more viable solution to meeting the
critical need.
Miami Dade College’s relationship with area hospitals is excellent. Not only does the
College provide quality nurses, technicians in the allied health fields, and a stream of
interns, but the hospitals…have offered hundreds of scholarships to aid in the
recruitment. Hospitals recognize the need to have four-year nurses to manage the
care…
20
I am hopeful that MDC’s proposal is approved so that we can not only increase the
number of four-year nurses, but enhance the care that these nurses will bring to our
community.”
Chief Nursing Officers:
In April 2006, the Miami Dade College Director of the School of Nursing received letters of
support from the following healthcare facility Chief Nursing Officers (CNOs) as indicated in
the excerpts indicated below (Appendices F1-F6, pages 51-59):
1. Joan S. Clark
2. Kathryn Ward-Presson
3. D. Jane Mass
4. G. Dunn
5. Jackie Gonzalez
6. Karen Moyer
Vice President, Patient Care Services
Baptist Hospital of Miami
Associate Director of Nursing Care
Department of Veteran’s Affairs
Senior Vice President
Jackson Memorial Hospital
Jackson North Community Mental Health Center
Senior Vice President
Miami Children’s Hospital
Senior Vice President
Mount Sinai Medical Center
1. Baptist Hospital of Miami (Joan S. Clark, Vice President, Patient Care
Services/Chief Nursing Officer) wrote:
“We would like to lend our strong support to [the] Miami Dade College proposed
Bachelor of Science in Nursing. For the city of Miami’s future, there is no
greater need than to enhance the quality of our educational systems.
Miami Dade’s proposal offers new benefits on many fronts. First and foremost, it
will provide access to many more locally trained, professional nurses. These
graduates will be residents of our community and likely mirror our rich cultural
diversity. This BSN program will support Miami Dade College’s broad
accessibility in the community. “(Appendix F1, page 54).
2. Department of Veteran’s Affairs (Kathryn Ward-Presson, Associate Director of
Nursing Care/Chief Nurse Executive) wrote:
“The proposed MDC curriculum for the BSN is unique and needed in the
community.
The curriculum will assist nurses to look more globally at issues facing patients,
and nurses as well as prepare culturally competent practitioners.
Miami Dade College’s proposal for a four-year degree program in nursing
provides a tremendous opportunity…” (Appendix F2, page 55).
3. Jackson Memorial Hospital (D. Jane Mass, Senior Vice President, Chief
Nursing Officer) who wrote:
“This BSN program will support Miami Dade College’s broad accessibility in the
community.
…the BSN is unique and needed in the community.” (Appendix F3, page 56).
4.
Jackson North Community Mental Health Center (G. Dunn, ARNP, MSN)
wrote:
“…the American Nurses’ Association and American Organization of Nurse
Executives have proposed that the BSN become the entry level for practicing
nurses. With that in mind, more RN-BSN programs need to be available…
21
…we can encourage our nurses to attend the program through our tuition
reimbursement program. Nurses prepared at the BSN level will improve the
quality and outcomes of our patients…” (Appendix F4, page 57).
5. Miami Children’s Hospital (Jackie Gonzalez, Senior Vice President/Chief
Nursing Officer) wrote:
“I am very pleased to lend my wholehearted support to Miami Dade College’s
proposed Bachelor of Science in Nursing.
….research has proven that patient outcomes are improved when being cared
for by a nurse with a bachelor’s degree.” (Appendix F5, page 58).
6.
Mount Sinai Medical Center (Karen Moyer, Senior Vice President/Chief
Nursing Officer) wrote:
“I would particularly request that Miami Dade’s proposal be granted and
approved as soon as possible so that they could pursue the accreditation
necessary to offer the BSN degree program. “(Appendix F6, page 59).
Chief Executive Officers:
In addition to the above referenced letters of support submitted to the MDC Director of
Nursing, Dr. Eduardo Padrón, President of Miami Dade College, received letters of support
from the following healthcare facility Chief Executive Officers (CEOs): (Appendices F7-F21,
pages 60-75).
1. Lee S. Huntley, FACHE
2. Anthony M. Degina, Jr.
3. Steven E. Marcus, Ed.D.
4.
5.
6.
7.
8.
9.
10.
Ana Mederos
Marvin O’Quinn
Victor J. Maya
Jack Michel, M.D.
Claudia B. DiStrito
Kathryn Abbate
Daniel Brady
11.
12.
13.
14.
Steven D. Sonenreich
Eneida O. Roldan, M.D.
D. Wayne Brackin
Linda S. Quick
15. Ralph A. Aleman
CEO – Baptist Hospital of Miami
CEO – Cedars Medical Center
President & CEO-Health Foundation of South
Florida
CEO – Hialeah Hospital
President & CEO - Jackson Health Systems
CEO – Kendall Regional Medical Center
CEO – Larkin Community Hospital
Senior Vice President—Mercy Hospital
CEO – Miami Beach Community Health Center
Executive Director Community Based Services
Miami Jewish Home & Hospital for the Aged
President & CEO – Mount Sinai Medical Center
CEO – Pan American Hospital
CEO – South Miami Hospital
President – South Florida Hospital & Healthcare
Association
Vice President, Miami-Dade/Broward Health
Network, Tenet, South Florida
1. Baptist Hospital of Miami (Lee S. Huntley, FACHE, Chief Executive Officer)
wrote:
“I believe the relationship between Baptist Health and Miami Dade College is
unparalleled and I dare say a national model for the education and training of our
community’s future nurses. There are waiting lists for excellent students who
want to become registered nurses.
In a tertiary hospital such as ours the shortages are…more acute recognizing our
need for higher trained nurse specialists…
Baptist holds as its goal for over half of its nurses to be baccalaureate trained and
still another 15% at the masters prepared level to support education, research
and the highest end of clinical services provided.” (Appendix F7, page 60).
22
2. Cedars Medical Center (Anthony M. Degina, Jr., Chief Executive Officer) wrote:
“…the complexity of medical advances and treatment protocols requires that
nurses have a broad knowledge base, and a Baccalaureate prepared nurse will
be invaluable in meeting this requirement. Cedars Medical Center is today the
beneficiary of highly trained graduates of the Medical Center Campus’ existing
programs; and I know that the College’s hallmark of providing a quality education
would be reflected in the proposed four-year degree Nursing program.” (Appendix
F8, page 61).
3. Health Foundation of South Florida (Steven E. Marcus, Ed.D., President, CEO)
wrote:
“…the Health Foundation of South Florida has a goal to increase the number of
nurses in our community. I can’t think of any better way to make a meaningful
difference towards this goal than to support the development of a Bachelor of
Science in Nursing (BSN) degree.
Health Foundation of South Florida provides $45,000 in scholarships each year
for students to become nurses at Miami Dade College. MDC’s proposal …is most
complimentary to helping eliminate the nursing shortage.
The development of a BSN degree program at MDC is very timely…it will provide
access for many…who cannot get access to existing over-subscribed BSN
programs... …about 60% of the eligible applicants who applied to the existing
BSN programs were not admitted because of the lack of capacity (Table 13, Page
8) …the program at MDC will provide a unique opportunity for many MDC nursing
alumni to earn baccalaureate degrees in the same environment where they had
been previously successful.
Career advancement and the complex demands of contemporary nursing practice
require additional competencies that can only be met by nurses prepared at the
baccalaureate level. MDC has the reputation and experience in the education of
nursing students from low income and under-represented groups. …a BSN
degree program at MDC…would provide healthcare organizations with a diverse
pool of baccalaureate-prepared nurses…
You can count on our continued support for the School of Nursing at MDC.”
(Appendix F9, page 62).
4. Hialeah Hospital (Ana Mederos, Chief Executive Officer) wrote:
“It would benefit our Hospital and the healthcare industry in Florida…it would
provide an accessible, convenient, cost-effective, and flexible program that will
meet the critical workforce need for baccalaureate-prepared nurses…
It will…enhance the student’s career options by acquiring additional
competencies…
It will allow access to an affordable baccalaureate degree…
A BSN degree at Miami Dade College would contribute significantly to the ability
of students to perform successfully in supervisory roles as well as middlemanagement positions… (Appendix F10, page 64).
5. Jackson Health System (Marvin O’Quinn, President/CEO) wrote:
“An increasing supply of highly educated and trained nurses is vital to the
healthcare delivery system…The Bachelors prepared nurse is better
prepared…and…more capable of filling key nursing leadership positions. In the
next decade Jackson will experience a loss due to retirement of many of its nurse
23
leaders. A Miami Dade College BSN program will be an ideal location for
Jackson to find the leadership level nurses it will need.” (Appendix F11, page 65).
6. Kendall Regional Medical Center (Victor J. Maya, Chief Executive Officer)
wrote:
“I want you to know that Kendall Regional Medical Center fully supports the
College’s request.
The nursing shortage…has reached a critical level, and threatens the ability of our
healthcare institutions to provide quality health care.
…a Baccalaureate-prepared nurse will be invaluable…
Kendall Regional Medical Center is today the beneficiary of highly trained
graduates of the Medical Center Campus’ existing programs; and I know that the
College’s…quality education would be reflected in the proposed four-year degree
Nursing program.” (Appendix F12, page 66).
7. Larkin Community Hospital (Jack Michel, MD, Chief Executive Officer) wrote:
“…this letter is to advise you that Larkin Community Hospital fully supports the
proposal…
…our nation, is being threatened by the nursing shortage that is rapidly
approaching a critical level.
…the ability of Larkin to employ a nurse holding a bachelor’s degree will increase
its ability to provide our patients with the very best care.
The hospital has employed graduates of the College’s current allied health
programs, and I know that MDC’s record of producing highly trained professionals
will be reflected in the graduates of its BSN program.” (Appendix F13, page 67).
8. Mercy Hospital (Claudia B. DiStrito, Senior Vice President, Nursing and Patient
Services) wrote:
”As the nursing profession needs nurses prepared at this level, it is certainly
appropriate to offer this level of degree at our community college which provides
accessible and affordable educational programs. Mercy Hospital has clinical
space available to help support the programs and will work with Miami Dade
College to assure the success of the program.” (Appendix F14, page 68).
9. Miami Beach Community Health Center, Inc. (Kathryn Abbate, Chief Executive
Officer) wrote:
“know full well the challenges faced because of lack of resources and ever
increasing need.
…very important to have competent and well-prepared staff.
The BSN program will assist the healthcare industry’s shortage by providing…
access to a 4-year institution.
I unequivocally lend my support…and look forward to the continuation of this
exciting project, which aims to dramatically improve access to health care
services for our County’s residents.” (Appendix F15, page 69).
10. Miami Jewish Home and Hospital for the Aged (Daniel Brady, Executive
Director-Community Based Services) wrote:
“Miami Jewish Home & Hospital for the Aged wholeheartedly supports this effort.
A nurse holding a Baccalaureate degree will possess that extra knowledge and
empathy that will have a positive impact on our residents.” (Appendix F16, page
70).
24
11. Mount Sinai Medical Center (Steven D. Sonenreich, President & Chief Executive
Officer) wrote:
“…have proposed that the BSN become the entry level for practicing nurses.
With that in mind, more RN-BSN programs need to be available for nurses.
Nurses prepared at the BSN level will improve the quality and outcomes of our
patients…” (Appendix F17, page 71).
12. Pan American Hospital (Eneida O. Roldan, Chief Executive Officer) wrote:
“Pan American Hospital serves many patients whose first language is not English.
As a result, many of our patients require a high degree of bedside care given by
well trained nurses who can help them understand the complexities of advanced
healthcare procedures. A Baccalaureate-prepared nurse will be invaluable in
meeting this requirement. Miami Dade College currently graduates well trained
personnel from its Medical Center Campus programs; and I am certain that a fouryear degree Nursing program would provide my hospital with outstanding
professionals.” (Appendix F18, page 72).
13. South Miami Hospital (D. Wayne Brackin, Chief Executive Officer) wrote:
“…it is our strong belief that our patients would benefit greatly from baccalaureate
prepared nurses.
…BSN RN’s would be better prepared to perform successfully in supervisory and
middle management positions…
…I consider the proposed BSN program as a positive, pro-active step in
alleviating the shortage from eventually impacting the quality of healthcare in the
State.
There is no time like the present to provide an accessible, affordable BSN
program…and I wholeheartedly support Miami Dade College in this crucial
proposal.” (Appendix F19, page 73).
14. South Florida Hospital & Healthcare Association (Linda S. Quick, President)
wrote:
“The addition of a Bachelor of Science in Nursing (BSN) degree to Miami Dade
College would provide an opportunity for low income students to further their
careers in nursing.
Miami Dade College graduates would become keys in the effort of reducing the
shortage of nurses in South Florida.
The Association has worked…to recruit more nurses to our area and agree that
there is a critical workforce need for baccalaureate-prepared nurses. Miami
Dade College’s BSN program would undoubtedly be a great contribution to our
community and healthcare industry.” (Appendix F20, page 74).
15. Tenet, South Florida (Ralph A. Aleman, Vice President, Miami-Dade/Broward
Health Network) wrote:
“The nursing shortage is not only a South Florida issue, but is one of national
proportions. It affects all hospitals in their mission to provide quality care required
by the communities they serve.
…pleased that your program will offer more affordable tuition options for those
seeking a BS in Nursing Degree and …will increase career advancement
opportunities…” (Appendix F21, page 75).
The proposed Bachelor of Science in Nursing degree has progressed according to
the State Board of Education Baccalaureate Proposal Approval Process and as of July,
25
2006, has been approved by MDC faculty and administrators, Dr. Eduardo Padron,
President of Miami Dade College, and the Miami Dade College Board of Trustees, with a
January 2008 targeted implementation date.
A letter of intent, dated May 25, 2006 (Appendix I1, page 118) was sent to the
Commissioner of Education, Florida Department of Education. MDC received a response,
dated June 20, 2006, (Appendix I2, page 119) from Chancellor J. David Armstrong,
Chancellor, Community Colleges and Workforce Education, which provided
recommendations in regard to the proposal process. As required by the Baccalaureate
Approval Process, Miami Dade College has developed a proposal to offer a site-determined
baccalaureate degree to be submitted to the Commissioner of the Florida Department of
Education with a copy to the Chancellor of the Division of Community Colleges and
Workforce Education by August 1, 2006.
Time Line for Proposed Program Implementation
The following estimated implementation timeline demonstrates the approval process
for the RN-BSN program, activities, and personnel recommended necessary to begin the
program (Table 17).
Table 17: Miami Dade College Estimated Implementation Timeline for Bachelor of
Science in Nursing Degree
DATE
June 1,2006
August 1, 2006
September 1, 2006
September 15, 2006
October 15, 2006
October 30, 2006
January-February
2007
March, 2007
March-April, 2007
April-May, 2007
Activity
MDC President submits letter of intent to the Commissioner
of Education, Florida Department of Education (FLDOE) with
a copy to the Chancellor of the Division of Community
Colleges and Workforce Education (DCCWE).
MDC President submits proposal for Bachelor of Science in
Nursing degree to Commissioner of FLDOE with a copy to
the Chancellor of the DCCWE.
Accountability and Measurement (ARM), DCCWE, and
Florida Board of Governors (FBOG) staff review and provide
comments to FLDOE Commissioner.
Review comments provided to MDC.
MDC submits revised RN-BSN degree proposal to FLDOE.
Collaborative Review Team, headed by DCCWE, completes
final review and makes recommendation to FLDOE
Commissioner for approval or disapproval.
The MDC BSN degree proposal is presented to the State
Board of Education (SBE) at the SBE meeting.
State submits MDC BSN degree proposal as an agenda item
to the State Board of Education.
State Board of Education votes on MDC proposal.
Upon SBE approval, MDC begins the BSN implementation
process including preliminary Capital Outlay for equipment,
facility renovation, communication technology, other
equipment, including purchase of information
technology/teleconferencing equipment, and posting of
faculty positions.
26
Personnel Items
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
MDC posts:

1 Doctoral-prepared
departmental chair

1 Full-time (FT) Doctoralprepared faculty

I FT MLS Faculty Librarian

1 Instructional Designer

1 Recruiter/
Advisor

1 Student Services Assistant

1 Secretary

1 Part-time Graphic Designer
June 2007
MDC advises potential BSN nursing students to complete
general education, common prerequisites, and/or elective
courses in Fall 2007.
MDC commences marketing campaign in the MDC service
area and conducts Town Hall student and community
meetings with health care industry leaders. Marketing media
includes billboards, newsprint, and radio. MDC begins
accepting applications for January 2008.
July, 2007
August, 2007
SeptemberDecember, 2007
MDC library submits library resource recommendations.
MDC begins ordering program equipment, technology,
furniture, office, and classroom supplies.
Nursing faculty refine core nursing courses by developing
syllabi, instructional materials, including on-line course
materials, and finalizing faculty course assignments.
MDC finalizes textbook selection.
MDC recruits, admits and advises new RN-BSN students.
MDC conducts orientation and advisement for new students
for January 2008.
MDC finalizes hiring of positions for June
2007:

1 part-time Graphic Designer
MDC finalizes hiring of positions for July
2007:

1 Doctoral-prepared
departmental chair

1 Doctoral-prepared FT faculty

I FT MLS Faculty Librarian

1 Instructional Designer

1 Recruiter/Advisor

1 Student Services Assistant

1 Secretary
N/A
N/A
January, 2008
MDC offers the first RN-BSN core nursing courses. MCC
begins on-line didactic courses.
MDC posts:
1 Doctoral-prepared FT faculty
March 2008
MDC conducts Student Services recruitment/retention
activities for Summer/Fall 2008.
MDC conducts advisement workshops for Summer/Fall 2008.
MDC admits RN-BSN students for Fall 2008 and conducts
orientation/advisement activities.
MDC accepts applications for RN-BSN students for Spring
term 2009.
MDC conduct assessment of BSN program and submits
annual status report to the State.
MCC Facilities/Renovation
MDC enrolls second cohort of students in nursing core
courses.
MDC admits RN-BSN students for Spring 2009 and conducts
orientation/advisement activities.
MDC enrolls third cohort of students in nursing core courses.
N/A
April 2008
May/June 2008
July, 2008
July 2008-2010
August, 2008
SeptemberDecember, 2008
January, 2009
May/June, 2009
July 1,2009
August 2009
March-April, 2010
MDC admits RN-BSN students for Fall 2009 and conducts
orientation/advisement activities.
MDC conducts assessment of BSN program and submits
annual status report to the State.
MDC convenes planning committee for NLNAC accreditation
process.
MDC Graduates 1st RN-BSN candidates.
MDC applies for required candidacy status from NLNAC prior
to accreditation in January 2012 and begins the NLNAC
activities and self-study.
27
N/A
MDC completes hiring of:

1 Doctoral-prepared FT faculty
N/A
N/A
MDC posts:

2 PT faculty MSN
MDC hires:

1 NLNAC consultant position.
N/A
MDC completes hiring of:

2 PT faculty
July 1, 2010
MDC conducts assessment of BSN program and submits
annual status report to the State.
January 2011
MDC posts:

2 FT faculty (MSN-prepared)

3 PT faculty (MSN-prepared)
MDC completes hiring of:

2 FT faculty (MSN-prepared)

3 PT faculty (MSN-prepared)
N/A
March-April 2011
MDC submits the self-study to NLNAC
May 2011-2013
MDC annually admits RN-BSN students for Fall semester
and conducts orientation/advisement activities.
July 1, 2011-2013
MDC conducts assessment of BSN program and submits
annual status report to the State.
N/A
August-September,
2011
NLNAC conducts the accreditation visit for the RN-BSN
program.
MDC hosts NLNAC accreditation site visit.
MDC obtains NLNAC accreditation results.
N/A
January 2012
B. Analysis of Workforce Needs/Demands for Baccalaureate Program
The nursing profession is the largest healthcare occupation in the United States and
the nursing shortage affecting hospitals and healthcare facilities across the country is not a
new phenomenon. The Bureau of Health Professions, Division of Nursing, conducted a
study of the nursing profession in 2000, and the results revealed that 2,696,540 registered
nurses were licensed in the United States with the majority working in hospitals (Bureau of
Health Professions, 2002). To compound the problems contributing to the nursing shortage,
surveys indicate there are not enough nurses currently enrolled in nursing programs to meet
the growing demand. By the year 2020, healthcare facilities will require an additional 1.7
million nurses with only 600,000 available (Prost, 2002).
Obstacles to increasing the supply of nurses in the coming years include the pending
retirement of many of the nation’s nurses, lack of interest in nursing among the younger
generation, and a frustrating work environment which includes stressful situations and
extensive paperwork requirements. The increasing longevity of patients, with their attendant
chronic health problems, coupled with growing technological advances in medical care, are
affecting the increasing need for nursing personnel (Prost, 2002).
In Florida, the nursing shortage is particularly acute since the state attracts older
retirees. Florida has the highest percentage of elderly in the nation, an age group most likely
to be hospitalized for treatment of complications of chronic disease and Florida hospital
admissions have been growing by 3-5 % per year. Based on surveys, Florida has the third
highest state-wide vacancy rate for hospital nursing positions (Prost, 2002), and as noted in
the 2006 Labor Market Statistics, RN employment needs will continue to increase (Table
11).
The Occupational Outlook Handbook, 2006-2007, states “ as the largest health care
occupation, nurses held about 2.4 million jobs in 2004 and job opportunities for RNs in all
specialties are expected to be excellent. Employment of registered nurses is expected to
grow much faster than average for all occupations through 2014, [and is] projected to create
the second largest number of new jobs among all occupations. Generally, RNs with at least
a bachelor’s degree will have better job prospects than those without a bachelor’s.”
28
Pursuant to the Baccalaureate Proposal Approval guidelines, Miami Dade College
collaborated with local economic development councils, workforce development boards,
universities, nursing accreditation and leadership associations, and healthcare industry
affiliates and partners to determine essential healthcare needs and demands. To gauge
interest for the proposed baccalaureate degree, MDC administration, faculty, and staff
representatives conducted meetings with local and state healthcare officials, and conducted
surveys of nursing leaders and employers, alumni, and students. (Appendices J1-3, pages
121-130)
Surveys of BSN Demand
Miami Dade College conducted employer, alumni, and student surveys to determine
the interest in and demand for a baccalaureate degree in Nursing in the South Florida region
(Appendices J1-3, pages 121-130) and obtained the following results:
Employer/Nursing Leader Surveys
A survey of 47 employers and nursing leaders in a variety of healthcare institutions
was conducted in April 2006, and yielded 10 responses (21%) with the following results
(Appendix J1, page 121):




7 of the 10 respondents (70%) stated that they would give hiring preference
to candidates possessing a bachelor’s degree in nursing.
Eight (8) of the ten (10) respondents (80%) indicated that a bachelor’s degree
was an important criterion for career advancement within their agencies.
8 of the 10 respondents (80%) stated that there would be a greater demand
for BSN prepared nurses in the next five years. As noted in Appendix F5
(page 58), letters from the nurse executive officers detail the benefits of
employing more BSN-prepared nurses and the improvement in quality of care
and patient outcomes. Although RN vacancies can be filled by either ASN or
BSN nurses, the preference for filling vacancies with BSN prepared nurses
was voiced by the nurse executives.
8 of the 10 respondents (80%) stated that if MDC were to offer a RN-BSN
program they would encourage their employees to enroll.
In addition to the survey data, MDC received the following comments in reference to
the proposed RN-BSN degree program:
 With the AONE’s (American Organization of Nurse Executives) position on
the nurse of the future – more will be done to encourage staff to complete
BSN.
 Very good program.
Alumni Surveys
In April 2006, an Alumni Survey was sent to 2,443 students who graduated from the
MDC School of Nursing within the last 5 years. A total of 405 (16.57%) surveys were
returned with the following results (Appendix J2, page 127):
 91.89% (n=363 out of 395 respondents) rated the preparation received
through MDC’s nursing program as excellent or good.
 72.42% (n=281 out of 388 respondents) stated they are planning to enroll
in a BSN program in the next 5 years.
 85.05% (n=330 out of 388 respondents) of the respondents indicated that
if MDC had a BSN program, they would enroll.
 79.75% (n=323 out of 405) of the 2006 MDC Alumni Survey respondents
listed cost as the primary area in which MDC excels.
29
As noted in Table 18, 59% (n=245) of MDC Alumni indicated MDC as their first
choice of schools if they were to pursue a RN-BSN degree program.
Table 18: Baccalaureate Degree Interest: MDC AS-Nursing Alumni Survey
Question:
If you were to enroll in a RN-BSN degree program, please indicate the school that you
would most likely attend.
Institution
Number
Percentage
Rank
Miami Dade College
245
59.0%
1
FIU
53
12.8%
2
Barry University
41
9.9%
3
FAU
30
7.2%
4
UM
21
5.1%
5
University of Phoenix
17
4.1%
6
Nova Southeastern
8
1.9%
7
In addition to the survey data, MDC received the following examples of alumni comments:
Alumni Survey Comments
 “Having earned my Associate RN 6 years ago and having Miami Dade as my foundation
has done wonders for me. It would be GREAT to return and obtain my BSN from my
original foundation, a place I respect and…very comfortable with.”

“I am grateful to MDC because it gave me the opportunity to become a professional and
be a proud member of our community. I think that the RN-BSN program would be an
excellent contribution to our community and our profession. MDC is a very important part
of my life…”

“I am very thankful that MDC offered a part-time Nursing program because I am a
working single mother. I would hope that MDC would also offer a part-time RN-BSN as
well.”

“I believe as nurse’s responsibilities increase, better prepared and more knowledgeable
nurses are needed. Miami-Dade has excelled in the education of nurses for over 30
years, what better choice for a student than to continue her/his education in the college
that has become his/her second home. Nurses are retiring from the heath care field and
from the educational field…we need more nurses to continue their studies not only for
their improvement but most importantly for the preservation of the profession.”

“I have experienced that the level of education is superior as compared with other
schools. I felt very knowledgeable when I started working as a nurse!”

“I must consider cost and flexibility as priority when considering where to matriculate. My
positive experience can be attributed to the faculty members.”

“I strongly believe that the RN to BSN program at MDC would indeed make a big
difference and help to our Community due to their cost, the faculty members which are
so helpful and friendly, the environment, the quality of education as well.”

“I think it's a great idea! I wish it was available when I was a student. One of the most
important things that I have heard over and over again is that MDC offers much more
30
hands-on experience than many of the BSN programs currently offered. A lot of my
employers have said that I was a better-prepared nurse, at the ASN level, than my BSN
coworkers. I hope that this standard remains the same. The reason that I said I would
not attend MDC if a RN-BSN program is offered is simple - I live in California!! But, if I
were still in Miami, I would definitely apply. Best of luck to you all!”

“I think it's a great idea. The current program was excellent. I know a 4 year program
would yield even more competent professionals.”

“I very much feel Miami Dade College would make an excellent choice for my RN-BSN
education. It would certainly help fill the VOID of nurses out there. This would better my
career by keeping me in the nursing field longer with more options thanks to a BSN.
PLEASE HURRY SO I CAN ENROLL!!”

“I would like that the baccalaureate program (RN, BSN) starts a soon as possible in
MCD because it is a wonderful school in Nursing in Florida.”

“The nursing program at MDC is excellent. The strength of the program is that it provides
a balance between the skills necessary to safely practice nursing with the theory,
therefore the transition time from student to professional nurse is short. I have seen
nurses from Bachelor programs whose nursing skills are very weak as compared to
MDC nurses.”

“…most exciting news! I PRAY for the proposal of MDC's School of Nursing RN-BSN
degree program to become a reality. The college/nursing program left such a good
"taste in my mouth" that I'm ready for seconds!”
Student Surveys
A survey was distributed to a random sample of 230 MDC Nursing students in 2006
to determine their interest in pursuing the BSN and their desire to earn a BSN at MDC. One
hundred thirteen (113) students (49.13%) responded and indicated significant interest and
strong support for the creation of the RN-BSN degree at Miami Dade College (Appendix J3,
page 130).
As noted in Table 19, of the respondents, 90.26% (n=102) Associate of Science
in Nursing students revealed that they planned on completing a baccalaureate degree in
Nursing, 89.38% (n=101) indicated an interest in attending the RN-BSN if offered at MDC,
with 84.95% (n=96) planning to complete it within 3-5 years.
Table 19: Baccalaureate Degree Interest: MDC School of Nursing Student Survey
(2006)
Questions
Are you planning to complete a Baccalaureate degree in
Nursing?
If Miami Dade College were to offer an RN-BSN degree in
Nursing, would you enroll?
If you plan to complete a RN-BSN degree, given it was
offered at MDC, would you plan to attend within 3-5 years?
31
Yes
(Percentage)
Yes
(Number)
90.26%
102
89.38%
101
84.95%
96
As noted in Table 20, 80.5% (n=91) of the respondents selected Miami Dade
College as their primary choice at which to complete a RN-BSN degree.
Table 20: Choice of Schools for Students Interested in RN-BSN program
MDC 2006 School of Nursing Student Survey
Choice of Schools for RN-BSN
(2006 Survey)
Miami Dade College
Florida International University
University of Miami
Florida Atlantic University
Barry University
Nova Southeastern University
University of Phoenix
Percentage
Of Preference
80.5%
31.8%
10.6%
2.65%
1.7%
1.7%
0.8%
Number
Of Students
91
36
12
3
2
2
1
In addition to the survey data, MDC received the following comments:
 Miami Dade College is an institution that really is helping me reach my expectations of
life. I would love to keep studying there and complete my bachelor degree.
 I think it would be a great idea if a bachelor program…starts for RNs. I will be the first
one to sign up.
 I would be extremely interested if a BSN program is established at MDC.
 I think a RN-BSN program is an excellent idea and it will allow students to have more
options-more opportunities-definitely a good idea!
 Please start the program ASAP!
 I cannot wait for the BSN program to start. HURRY!
AS Students Who Continue their Education in Upper Division
In addition to the AA degree holders who transfer to upper division programs,
national statistics indicate that twelve to sixteen percent (12-16%) of Associate in Science
Nursing students continue their education and earn the BSN. Data obtained from the
National Student Clearinghouse (2006) identified 2,610 MDC Associate of Science Nursing
graduates from 1999-2005, of which 394 (15%) transferred to Florida International
University, Barry University, Florida Atlantic University, Nova Southeastern University or to
the University of Miami (Table 21).
Table 21: Status of A.S. Nursing Graduates Seeking Bachelor’s Degrees from
Selected Institutions from 1999-2005
University
Florida International University
Barry University
Florida Atlantic University
Nova Southeastern University*
University of Miami
Total
Total Transfers
175
94
94
18
13
394
Percentage
44.41%
23.85%
23.85%
4.56%
3.29%
Source: National Student Clearinghouse (2006)
*Nova Southeastern University began their RN-BSN program in 2004
32
Based upon the high percentage of AS transfers and student/alumni surveys which
indicated that 81% of current MDC students and 59% of MDC alumni (Tables 18 and 20)
would select MDC as their preferred institution for pursuing a BSN, it is reasonable to
assume that MDC has a captive audience of students poised to continue at the same
institution where they successfully earned their ASN. Also, as noted in Table 6, the MCC
Student Snapshot reveals that MCC students are place-bound in terms of time, distance,
and transportation. Place-bound students may have family responsibilities (such as being a
single parent) or have full time employment responsibilities which can decrease access to a
baccalaureate degree. MDC Student and Alumni Surveys (Appendices J2-3, pages 127132) indicate, however, that MDC AS Nursing graduates are motivated to earn a BSN. The
proposed MDC RN-BSN degree can expand the access to baccalaureate programs to nontraditional students and Miami-Dade County residents.
Nursing Shortage
The critical shortage of nurses with Associate, Bachelor’s and Master’s degree
preparation has been well documented for several years. The American Hospital
Association (AHA) referred to the nursing shortage (126,000 vacancies of RNs in hospitals)
as “the most critical manpower shortage facing hospitals across America” and the nursing
shortage as the underlying cause of bed closures (25% of hospitals), cancellation of elective
surgeries (10% of hospitals), and increased waiting times for surgeries (19%). The nursing
shortage results in increased patient complaints or decreased satisfaction (reported by over
34% of hospitals) and threatens to affect every American needing medical care (AHA, 2001;
AONE, 2002; as cited in Lafer, 2005, Florida Hospital Association, 2006).
Unlike other professions, graduates of both ASN and BSN programs complete the
same licensing examination for RN practice. Since 1960, nursing organizations have been
discussing the differences and similarities between the two levels of education, with various
position papers recommending that the BSN be required for practice as a RN. For the past
4 years, North Dakota has required the BSN to practice as a RN in that state (North Dakota
Legislative Council Budget Report, 2006). In 2004, The New York State Board for Nursing
passed a motion that all RNs with nursing diplomas or associate degrees would be required
to obtain a baccalaureate degree within 10 years of initial licensure (‘New York may require
a BSN’, 2004) and the New York legislature is considering ratifying Bill A08160 which calls
for the requirement of a BSN to meet the workforce demands.
Need for Baccalaureate-Prepared Nurses, Patient Outcomes, and Recommendations
of Professional Organizations
Documentation of improved patient outcomes based on educational levels has led
health care employers to increase the numbers of BSN prepared nurses. As noted in Table
22, in 1980, 22% of registered nurses (nation-wide) held the bachelor’s degree and 18% of
registered nurses held an associate degree. By 2000, however, the number with bachelor’s
degrees had climbed to 32.7% with 34.3% holding an associate degree (AACN, 2002). In
May, 2005, the American Organization of Nurse Executives (AONE), a subsidiary of the
American Hospital Association (AHA), stated:
The educational preparation of the nurse of the future should be at the baccalaureate
level. This educational preparation will prepare the nurse of the future to function as
an equal partner, collaborator and manager of the complex patient care journey that
is envisioned by AONE (AONE, 2005).
33
Table 22: Increase in RN Educational Levels 1980-2000
1980
22%
18%
Baccalaureate Degree Holders
Associate Degree Holders
2000
32.7%
34.3%
Source: American Association of Colleges in Nursing (2004)
According to Pamela Thompson, AONE CEO, “nursing work in the coming years and
decades will most certainly be much more complex and challenging. It will also require a
nurse with far different skills than we expect today” (Marrelli, 2006). As noted below, the
need for advanced skills which can assist in improving patient care quality is documented by
a growing body of research:
 Linkages between a higher proportion of BSN nurses on acute care units was
associated with more positive patient outcomes and surgical patients were found to
have a ‘substantial survival advantage’ (Aiken, et al., 2003). This finding establishes
a link between practice environment, staff educational preparation, and patient care
outcomes” (Bartels & Bednash, 2005).
 Research findings document the “lack of BSN nurses contributes to medical errors,
poor patient outcomes, and increased mortality rates” (McKeon, 2003).
 Over 40% of Americans believe the quality of health care has worsened in the last 5
years (Kaiser Family Foundation, 2004).
 A number of state boards of nursing validated that fewer medication errors,
procedural violations, and practice-related violations were made by BSN-prepared
nurses as compared to nurses with AS or AD degrees (Kaiser Family Foundation,
2004; National Survey on Consumer’s Experiences with Patient Safety and Quality
Information, 2004).
 The increased complexity of the scope of RN practice and the unique complex health
care needs of Florida’s aging and diverse population require an RN workforce with a
much higher proportion of BSN-prepared nurses. Studies reveal that the increased
level of education improves their capacity to adapt to change, improves critical
thinking and problem solving skills, improves their cultural competence, provides the
ability to effectively lead multidisciplinary health care teams, and to use scientific
evidence to enhance patient outcomes. In addition, results of several studies indicate
that increasing the proportion of BSN nurses is essential to better patient outcomes.
RNs with a BSN have higher levels of job satisfaction which is a key to nurse
retention (Goode, Pinkerton, McCausland, Sothard, Graham, and Krsek, 2001;
Lillibridge & Fox, 2005; Rambur, 2003).
 A growing number of studies, linking hospital workforce to patient outcomes, suggest
that one way to improve quality is to increase the level of education of the nursing
staff (Needleman, Buerhaus, Stewart, Zelevinsky and Mattke, 2006).
 Research shows that RNs prepared at the associate degree levels develop stronger
professional-level skills after completing the RN-BSN program due to higher
competency in nursing practice, communication, leadership, and research/evaluation
(Phillips, et al., 2002).
 At least 66% of the nurse workforce is needed to have a baccalaureate or higher
degree in nursing by 2010 (National Advisory Council on Nurse Education and
Practice and U.S. Secretary for Health and Human Services on nursing issues).
Currently only 26% in Florida (33% nationally) were prepared at the BSN level in the
last 5 years (FHA, 2005).
 Agencies such as the Health Resources and Service Administration (HRSA) and the
Helene Fuld Health Trust give funding preference to colleges which offer BSN and
higher degrees with the rationale that nurses need “the increased complexity of and
sophisticated knowledge required for health care delivery” (HRSA, 2005).
34
Based on the above findings, multiple national advisory and healthcare task forces have
recommended the need to increase the proportion of BSN-prepared nurses. As early as
1988, the PEW Health Professions Commission strongly recommended a more
concentrated production of nurses with a BSN degree or higher and advocates increasing
expanding career mobility programs to facilitate educational advancement for nurses with
associate degrees and diplomas to the BSN degree. The National Advisory Council on
Nursing Education and Practice (NACNEP) and the U.S. Secretary of Health and Education
recommended the nursing workforce be 66% BSN prepared by 2010 (NACNEP, 1999).
More recently, the American Association of Colleges of Nursing (AACN, 2004) and the
American Organization of Nurse Executives (AONE) recommend the BSN degree as the
entry into professional nursing practice (AACN, 2004; AONE, 2005). Workforce data
reveal, however, distinct shortages of nurses with advanced degrees, resulting in a serious
imbalance in the nursing workforce. The Bureau of Labor Statistics Sample Survey
nationwide data revealed:




70% of nurses receive their initial nursing education at the Diploma or AS level.
30% of nurses progress to baccalaureate nursing programs.
9% of nurses obtain a MSN.
less than 1% obtain a doctoral degree (Lillibridge & Fox, 2005).
As noted in Table 13 data collected from the January 2005 Nurse Education in Florida
Survey found that of the 10,282 applicants to all education levels of nursing programs (ASN
and BSN) in Florida:
 4,039 (39.28%) applicants were admitted and
 6,243 (60.71 %%) were turned away.
In Southeast Florida:
 66.51% (n=1422) of Associate degree in Nursing applicants and 59.92% (n=785) of
eligible baccalaureate Nursing program applicants were not admitted because of lack
of capacity (Florida Center for Nursing, 2005).
Although programs reported plans to increase enrollment in 2005-2006, it is evident that
a deficit will remain. As indicated in Tables 12, 13, and 14, although institutions in Southeast
Florida have increased the number of admissions and graduates over a five year period, a
lack of openings, and consequently, the number of graduates from BSN programs in the
Southeast region still exist.
The federal government, nurse executives, health care foundations and most practice
settings acknowledge the unique value of baccalaureate-prepared nurses and advocate for
an increase in the number of BSN nurses across all clinical settings. As noted on their
websites, the BSN is required for nurses applying for positions in:
 The U.S. Public Health Service
 U.S. Army
 U.S. Navy
 U.S. Air Force
In addition to entry requirements, the Veteran’s Administration (V.A.) established the
BSN as the minimum preparation for all nurses for promotion beyond the entry-level as of
2005. The Public Health Service nurse requirements are an “earned bachelor's degree or a
master's degree (with no qualifying baccalaureate degree) from a nursing program
accredited by the National League for Nursing (NLN) or the Commission on Collegiate
Nursing Education (CCNE) at the time of graduation” (Public Health Service, 2005).
35
Contributing Factors Impacting the Nursing Shortage
In 2005, the American Association of Colleges in Nursing (AACN) reported that
unfilled faculty positions, projected retirements, resignations, and the shortage of students
being prepared for faculty roles posed a threat to nursing education over the next five years.
The growing national nursing shortage crisis is comprised of two facets (Marrelli, 2006):
1) The shortage of nurses in health care facilities. The proposed MDC BSN
degree program is designed to increase the applicant pool of qualified,
culturally-competent nurses for South Florida health care facilities.
2) The shortage of nursing faculty necessary for the preparation of nurses who
provide bed-side care. The baccalaureate in Nursing degree provides the
basis from which nurses move into graduate education to fulfill the critical and
increasing need for nurse educators. The National League for Nursing
(2003) attributed the lack of nursing faculty to RN-preparation programs not
being able to accommodate over 125,000 qualified applicants (The Orator
News, 2006). The Nursing Faculty and Demand Survey in Florida (2005)
found that the number one barrier to increasing enrollment was the lack of
nursing faculty (Florida Center for Nursing, 2005). This same survey reported
92 vacant faculty positions in both Associate of Science in Nursing (ASN) and
Bachelor of Science in Nursing (BSN) programs. Of the 92 vacant nursing
faculty positions, 33 (35.9%) were in Southeast Florida Nursing programs.
The lack of nursing faculty increases faculty/staff burnout and compromises
educational programs for future nursing students (Valiga, 2004). In addition,
the average age of nursing faculty is 51 years of age (56 in Florida) and 50%
of school of nursing faculty will retire by 2010, compounding the problem of
not only recruiting people to nursing, but not having enough teachers (Hart,
2006). In the state of Florida as per the Nurse Practice Act, BSN-prepared
nurses can teach at the ASN level as adjuncts. Increasing the supply of BSN
nurses will increase the number of additional nursing faculty at the ASN level
thereby reducing the faculty shortage. Some of the BSN prepared nurses
who undertake faculty positions may become interested in pursuing MSN and
PhDs in nursing education.
Underrepresented Minority Groups
Coupled with the critical national shortage of nurses is the shortage of nurses from
underrepresented minority groups. Currently, African Americans, Hispanics, and American
Indians comprise 25% of the U.S. population, but only 13.8% of current nurses are
ethnic/racial minority group members (US Census Bureau, 2004). The Sullivan Commission
on Diversity in the Healthcare Workforce (2004) seeks to increase the number of minority
nurses to serve the healthcare needs of underserved population groups. As noted in Table
1, in Miami-Dade County, 81% of the 2.31 million residents are ethnic/racial minorities;
however, only 18% of RNs in Florida are minorities. As presented in Table 5, 81.9% of MCC
students are Hispanic or African-American non-Hispanics and as evidenced by enrollment
and completion data, Miami Dade College has a proven track record of penetrating the
Miami-Dade County minority population. Research shows that, if provided with affordable
and accessible RN-BSN programs, “registered nurses from minority backgrounds are much
more likely than their white counterparts to pursue baccalaureate and higher degrees in
nursing” (Sullivan Commission, 2004).
Lillibridge and Fox (2005), document that nurses with AS in Nursing degrees want to
attend RN-BSN programs with colleagues who have nursing experience, are supportive of
each other, and who are like them (not with traditional college students initially learning to
become a nurse at the BSN level). Increasing the proportion of minority nurses is a major
36
concern and a RN-BSN program at MDC may assist in reducing the shortage of
underrepresented minority RNs and can assist in addressing the national, state, and local
nursing shortage by:







Providing baccalaureate nursing education opportunities for underrepresented
students.
Increasing the numbers of baccalaureate-prepared nurses.
Providing area health care agencies with an increased applicant pool of
baccalaureate-prepared nurses.
Retaining RNs in the practice of nursing (while employed) by providing an
opportunity for high-quality, accessible and affordable baccalaureate education.
Retaining RNs in the practice of nursing by enabling (through the advanced degree)
access to advanced positions in community, home and public health settings as well
as higher paid nursing management and leadership positions.
Building a potential pool of educators from underrepresented minority nurses.
Providing South Florida with nurses who understand culturally diverse patient
populations and provide competent, culturally-based health care.
C. Alignment with K-20 Goals and Strategic Imperatives
The Florida Department of Education (FLDOE) K-20 Strategic Plan Mission states:
Mission: Increase the proficiency of all students within one seamless, efficient
system, by allowing them the opportunity to expand their knowledge and skills
through learning opportunities and research valued by students, parents, and
communities.
The Miami Dade College BSN degree proposal aligns with the FLDOE Mission
Statement by providing a seamless, workforce-driven, efficient, and cost-effective RN-BSN
degree.
Goals
The Miami Dade College RN-BSN degree proposal aligns with the appropriate
Florida Department of Education Goals established by the Legislature in SB 1162 as
follows:
1. Highest Student Achievement
The proposed program encourages high student achievement and performance at all
levels and consistently applies academic and training standards as required by the
Southern Association of Colleges and Schools Commission on Colleges, the
National League for Nursing Accrediting Commission (NLNAC), and the Florida State
Board of Nursing. MDC will not terminate any existing Associate in Arts or Associate
in Science degree as a result of the RN-BSN proposal and the AA in pre-nursing and
AS in nursing degrees will be aligned with the proposed BSN degree.
2. Seamless Articulation and Maximum Access
(a) The proposed RN-BSN effectively utilizes the education resources of the K-20
system. The educational and training opportunities may begin immediately after high
school with a student enrolling in the Associate of Science degree in Nursing and
upon successful completion of additional courses in the proposed RN-BSN program,
culminating in a BSN degree. Students may also receive a Medical Assistant, First
Responder, EMT, or LPN certificate or Associate of Arts in pre-nursing degree which
provides a foundation for and minimizes the credits needed to complete the
Associate of Science degree in Nursing. Students will receive the full range of
37
articulation and transfer rights guaranteed by the Florida Statewide Course
Numbering System (SCNS) and Statewide Articulation agreements. By utilizing
flexibility of course offerings and scheduling options, the proposed RN-BSN degree
streamlines the educational process for non-traditional nursing students by allowing
them to continue working full or part-time in nursing.
(b) The affordability of higher education is an issue for Miami Dade College students
and as noted in the Alumni Survey (Appendix J2, page 127). 79.75% (n=323) of
respondents indicated that MDC excelled over other colleges regarding costs. As
noted in Tables 15 and 16, 36% of the MCC students are below the poverty level,
and 65% are currently recipients of some type of financial assistance. The US
Census Bureau, 2004 noted that Miami is the third poorest city in America and MDC
student data reveal that 45% of Miami Dade Medical Center Campus students are
classified as low income and 45% are classified as academically under-prepared
(Table 5). As noted previously, however, MDC enrolls and graduates large numbers
of students and consequently, is in a position to meet the challenges of increasing
rates of learning and completion at all levels by utilizing proven multiple and varied
academic student support services.
(c) The proposed RN-BSN program combines the theoretical with practice-based
courses and is designed to provide students with additional job-readiness skills.
MDC is in compliance with the AA in pre-nursing State Common Prerequisites and
the State-required AS-BS Articulation Agreements and degree transferability. In
addition, MDC established private-institution and out-of-state articulation agreements
with the University of Miami (Appendix C1, pg 15), California State University,
Dominguez Hills (Appendix C3, page 25), and Drexel University (Appendix C4, page
15), (Philadelphia, PA). The cost of these programs and/or geographic location,
however, continue to be prohibitive factors for many students.
(d) The cost of university tuition for some RN-BSN programs may contribute to low
student enrollment and/or graduation from RN-BSN programs. The majority of MDC
students are place bound due to transportation and financial issues preventing them
from transferring to other regional institutions. As noted in Table 23, the MDC BSN
proposal provides an affordable option for Florida residents seeking RN-BSN
preparation.
Table 23: Comparison of Tuition Costs at South Florida Colleges & Universities 20062007
Institution
Florida International
University
Florida Atlantic University
Barry University
Per Semester Credit Hour Tuition Cost
RN-BSN
$ 104.33 per credit
$108.64 per credit
$ 705.00 per credit on 18 credits per
semester (RNs receive 30% discount)
Nova Southeastern University $ 420.00 per credit
University of Miami
$ 1280.00 per credit based on full time 20
credits for Fall or Spring
Miami Dade College
$ 62.36 per credit
Source: Corresponding Institution Web Sites.
38
3. Skilled Workforce and Economic Development
Miami Dade College can meet the diversified workforce needs of the community and
agencies in its service region. MDC provides higher education opportunities for
many south Florida students and graduates more minority students than any other
institution of higher education in the nation (Tables 3 and 4). MDC has the potential
to provide agencies with a large pool of diverse BSN nurses prepared for positions in
community-based, local, state, or federal agencies, and other healthcare facilities, or
to enroll in Master of Science in Nursing programs for nursing faculty preparation.
The proposed Miami Dade College BSN degree will provide the South Florida
community with an affordable, efficient, career-ladder approach to baccalaureate
education and will enable currently employed nurses to pursue a BSN.
4. Quality Efficient Services
The proposed BSN degree program will provide high quality and efficient services by
utilizing existing Miami Dade College resources and services. Applications for
admission and registration services will be processed utilizing Miami Dade College’s
existing systems within the Offices of the Registrar and Admissions. Admission
requirements will conform to established MDC policy and Florida statutes and rules.
The MDC comprehensive student support services will be available to all BSN
degree students, including peer and faculty tutoring, collaborative learning, service
learning, learning communities, simulated learning situations with human patient
simulators and Laerdal simulators, web-enhanced courses with tablet and laptop
computers, and online theoretical courses. Students will also obtain structured health
care experiences through two or more of the 374 affiliations and partnerships with
health care institutions and agencies throughout Miami-Dade County.
Imperatives
In addition to aligning with the Florida Department of Education K-20 Mission and
Goal statements, the MDC Bachelor of Science in Nursing degree proposal is designed to
align with the Strategic Plan Imperatives as follows:
1. Set, Align, and Apply Academic Curricular and Testing Standards. Students
will be required to meet all baccalaureate admission standards, including foreign
language, College-Level Academic Skills Test (CLAST) requirements, and minimum
grade point averages. In addition, MDC’s RN-BSN proposed degree program will
meet all standards to attain accreditation from the National League for Nurses
Accreditation Commission (NLNAC) and the Florida State Board of Nursing.
The program will meet all requirements as stipulated by the Statewide Articulation
and Common Pre-Requisite Manuals and will align course requirements with
professional needs and standards to ensure that graduates are prepared for
admission to graduate nursing programs. MDC will conduct program reviews as
stipulated by MDC Policies and accreditation requirements.
2. Improve Student Rates of Learning.
The proposed RN-BSN degree will address this imperative by developing and
implementing plans to annually increase:
 The percentage of AS graduates who enroll in the RN-BSN program.
 The retention rates of RN-BSN students.
 The completion rates of the RN-BSN students.
39
3. Improve the Quality of Instructional Leadership.
The intent of the proposed RN-BSN degree proposal is to provide students and
practicing nurses with an affordable, efficient, seamless, workforce-driven
baccalaureate nursing degree. The proposed RN-BSN degree will include knowledge
and skills in global nursing, teaching of multi-cultural healthcare clients and staff, and
leadership. Additionally, theories of community empowerment, care of communities
for health promotion and culturally congruent therapeutic care of acute and chronic
conditions will be provided. The BSN is recognized as the basic level from which
nurses may enter graduate programs that provide the requisite quality of instructional
leadership skills for nursing faculty. The proposed RN-BSN degree program is
designed to provide graduates with a combination of classroom knowledge and
practical applied strategies that may consequently impact the quality of leadership
within the nursing and healthcare professions.
4. Increase the Quantity and Improve the Quality of Education Options.
The proposed RN-BSN degree increases the educational options and workforce
opportunities for prospective students within the region by providing the opportunity
for a high quality, seamless, workforce-driven degree that adds to the current nursing
career ladder options at MDC. It is designed to provide the graduate with the skills
and abilities to handle the increasingly complex skills, abilities, responsibilities, and
critical thinking required of professionals in a global community. In addition, students
enrolling in the proposed RN-BSN degree program will obtain the skills and abilities
to provide competent care to multi-cultural patients and to work with communities to
improve the health of their community members.
5. Align Workforce Education Programs with Skill Requirements of the New
Economy. The American Nursing Association (2005) and the National League for
Nursing (2005), indicate that the current educational goals in the nursing profession
should:
 Include cultural competence (including cultural sensitivity/awareness,
competence, and cultural brokering).
 Increase the number of culturally diverse nurses.
 Emphasize bilingual skills, and improve health promotion, illness prevention,
and early identification of illnesses while helping to empower communities to
improve the health of their members.
As noted in the Bureau of Labor Statistics, 2006, “many RNs …later enter
bachelor’s programs to prepare for a broader scope of nursing practice.” The
proposed RN-BSN curriculum has incorporated the above emerging curriculum goals
and focuses on the enhancement of critical thinking with high technology learning
and compassionate nursing care. It aligns with the training and skill requirements
requested by employers as evidenced by communications with the South Florida
Nursing Shortage Consortium and the School of Nursing advisory committee as well
as other nursing professional organizations in South Florida. To ensure that
educational needs are met, the MDC School of Nursing administrators meet
quarterly with advisory committees and faculty to review the current programs,
processes, nursing and healthcare practice needs, and to evaluate and revise
curriculum.
6. Align Financial Resources with Performance.
MDC will provide advisory committees with information regarding accountability
measures and processes. Recruitment and retention of students will be monitored to
40
ensure that student learning and educational needs are met. The annual budget
process and the five-year program review process as well as SACS, NLNAC, and
State Board of Nursing accreditation reviews and the Florida State Board of
Education annual report will ensure that resources address program performance.
7. Coordinate Efforts to Improve Higher Student Learning.
MDC will continue to utilize its existing articulation and access plans and will facilitate
new agreements as appropriate. Academic student advising will be coordinated to
ensure that students progress toward baccalaureate degree completion in a timely
manner.
D. Academic Content and Curriculum
As noted in Table 24, the proposed Miami Dade College Bachelor of Science in
Nursing (BSN) degree (CIP 51.1601) is a one hundred twenty-five (125) credit hour
program, and incorporates the AA and AS lower division coursework as the foundation of
the baccalaureate program. The degree program will be housed on the MDC Medical
Center Campus in the School of Nursing and MDC is seeking limited access status
(Appendix K, page 133).
In accordance with the Florida Statewide Articulation Manual: AS to BA/BS
Articulation, the proposed RN-BSN program will include:
(1) Thirty credit hours of designated AS nursing core courses validated and awarded to
NUR 3997 (Nursing Validation Credit) for upper division credit based upon RN
licensure and MDC review (escrow of coursework until successful completion of NUR
4636L-Community Health Nursing Practicum). Individual learning contracts for areas
that need strengthening will be available at the upper division level.
(2) Nineteen credit hours of Common Prerequisites (plus an additional 12 included in
General Education).
(3) Thirty-six credit hours of General Education (including 12 Common Pre-Requisites).
(4) Thirty credit hours of upper division nursing courses.
(5) Ten credit hours of Electives (three of which must be earned at the upper division
level).
The BSN curriculum was developed utilizing extensive input from health care
professionals including administrators, doctors, and nurses as well as nursing school
administrators, faculty, and students and meets the Statewide Articulation and Common
Pre-Requisite requirements. A BSN committee was formed and the proposal was
developed and approved by the MCC School of Nursing faculty (Appendix G2, page 84) and
subsequently submitted and approved through the Miami Dade College curriculum approval
process.
The proposed BSN degree will seek accreditation for the baccalaureate program in
accordance with the National League for Nursing Accrediting Commission, Inc. (NLNAC)
guidelines immediately after the graduation of the first class from the proposed RN-BSN
program. The MDC Institutional Research Office will oversee the collection of enrollment
data, completions and other performance measurement data for the purpose of state and
accreditation agency reporting for the RN-BSN degree program. The program will also use
assessment data for continuous improvement.
41
Table 24: BSN Curriculum Guide
Miami-Dade College
BACHELOR OF SCIENCE degree
NURSING (RN TO BSN)
Total credits required for the degree is 125
Upon successful completion of the RN-BSN degree, students may be eligible for professional nursing positions and supervisory and middle management positions in
local, state, and federal government, Veteran’s Administration, Public Health, and Community Health.
COMMON PRE-REQUISITES
State-mandated common pre-requisites must be completed prior to formal admission to the Bachelor of Science-Nursing program.
(31 Credits Required)
Pre-Requisites
Co-Requisites
COURSE
Course Title
Credits
(Consult the MDC Catalog or
(Consult the MDC Catalog
Academic Advisor)
or Academic Advisor)
*BSC 2085
Human Anatomy & Physiology I
3
BSC 2085L
*BSC 2085L
Human Anatomy & Physiology I Lab
1
*BSC 2086
*BSC 2086L
Human Anatomy & Physiology 2
Human Anatomy & Physiology 2 Lab
3
1
*+CHM 1033
Chemistry for Health Science
3
*CHM 1033L
Chemistry for Health Science Lab
1
*MCB 2010
Microbiology
3
+HUN 1201
Essentials of Nutrition
3
+STA 2023
Statistical Methods
3
+PSY 2012
Introduction to Psychology
3
SYG 2000
Introduction to Sociology
3
DEP 2000
Human Growth and Development
3
MCB 2010L
Microbiology Lab
BSC 2085
BSC 2085
BSC 2085L
BSC 2086L
BSC 2086
CHM 1033L
CHM 1033
CHM 1033, CHM 1033L
MAC 1105
MCB 2010L is a 2 credit course at
MDC. One of the two required credits
MCB 2010
will satisfy one credit of Electives.
* = Indicates courses to be completed at the lower division level
+ = Indicates Common Pre-requisites which may be used to satisfy General Education requirements
1
VALIDATED NURSING CORE COURSES
30 credits will be validated and awarded to NUR 3997 (Nursing Validation Credit) for upper division credit based upon RN licensure and MDC
review (escrow of coursework until successful completion of NUR 4636L-Community Health Nursing Practicum). Individual learning contracts
for areas that need strengthening will be available at the upper division level.
(30 Validated Nursing Core Credits required for BSN)
BACCALAUREATE NURSING COURSES
30 Credits Required)
COURSE
Course Title
Credits
Pre-Requisites
(Consult the MDC Catalog or
Academic Advisor)
Co-Requisites
(Consult the MDC Catalog or
Academic Advisor)
NUR 3081
Transition to Professional Nursing
3
NUR 3041
NUR 3041
Culture in Nursing Practice
3
NUR 3081
NUR 3069
Advanced Health Assessment
3
NUR 3119
NUR 3119
Foundations of Professional Nursing
3
NUR 3069
NUR 3166
Nursing Research
3
Admission to the Program
NUR 4046
NUR 4636
Globalization of Nursing Practice
Community Health Nursing
3
3
NUR 3069, NUR 3081
NUR 3069, NUR 3081
NUR 4636L
Community Health Nursing Practicum
3
NUR 4636
NUR 4827
Nursing Leadership and Management
3
NUR 4046
NUR 4XXX
Advanced Concepts Practicum
3
42
NUR 4636, NUR 4046
NUR 4827
NUR 4636L
ELECTIVES (10 Credits Required)
Students may need additional General Education or Upper Division Electives (a minimum of 3 semester hours of 3000-4000 level Electives required).
Contact advisor for information. Computer Competency: Upon completion of the 16th earned college level credit (excluding EAP and college preparatory
courses), a student must take the computer competency test and pass; OR by the 31st earned college level credit (excluding EAP and college preparatory
courses), a student must pass CGS 1060, an equivalent continuing education or vocational credit course or retest with a passing score on the computer
competency test). Foreign Language: Students admitted to the baccalaureate degree program without meeting the foreign language admission requirement of
at least 2 credits of sequential foreign language at the secondary level or the equivalent of such instruction at the postsecondary level must earn such credits
prior to graduation.
GENERAL EDUCATION REQUIREMENTS (36* Credits)
Area/Course
Communications ENC 1101 English Composition 1 ENC
1102 English Composition 2
Oral Communications SPC 1026 Fundamentals of
Speech Communication
Humanities PHI 2604 Critical Thinking/Ethics
(recommended) and Group B approved selection—
consult advisor
Behavioral/Social Sciences CLP 1006 Psychology of
Personal Effectiveness (recommended) and Group B
approved selection---consult advisor
Credits
6
3
6
Area/Course
Natural Science Approved Physical Science *CHM 1033 Chemistry
for Health Sciences (recommended) and Approved Life Science
*HUN 1201 Essentials of Nutrition (recommended)
Mathematics MAC 1105 College Algebra (recommended) and *STA
2023 Statistical Methods (recommended)
General Education Elective *PSY 2012 Introduction to Psychology
(recommended)
Credits
6
6
3
6
*NOTE: 12 credits of General Education are included in the Common Pre-requisites. TOTAL CREDITS
Common Pre-requisites
31
Validated Core Nursing Courses
30
Baccalaureate Nursing Courses
30
Electives
10
24* (36) NOTE: 12 credits of General Education are included in the Common
General Education
Pre-requisites.
TOTAL
125
Curriculum Design
The proposed degree incorporates the AA and AS lower division coursework as the
foundation of the baccalaureate program and the general education and common
prerequisites enhance the development of the cultural, intellectual, and social aspects of the
professional nurse. The upper division nursing coursework is designed to prepare
professional nurses to use the latest technology, knowledge, abilities, and skills to be
effective in the current interdisciplinary setting and to prepare creative leaders for the
promotion of quality health care in the complex, dynamic, global health care environment.
The curriculum is designed to ensure that the proposed program incorporates a clear
scope and sequence of coursework thereby allowing for a seamless transition as illustrated
in Figure 2.
Figure 2.
Upper division Nursing
Core Courses (30)
Electives (10)
Additional Common
Prerequisites 19)
Validated Nursing Core (30)
General Education & Common
Prerequisites (36)
43
South Florida is a global community and the BSN program is designed to incorporate
knowledge and skills with global nursing practice which will benefit diverse communities
here and abroad. The RN-BSN program focuses on enriching the education of nursing
students, using and contributing to global nursing research initiatives, encouraging culturally
competent nursing practice projects, and coordinating global service outreach efforts. The
MDC School of Nursing is committed to improving the health of multi-ethnic populations and
advancing professional practice. In partnership with others, the School provides nursing
education and practical experience to advance the health of the residents of South Florida
and to strengthen the global capacity of nurses to improve the health of vulnerable people.
The Bachelor of Science in Nursing program has been designed with a high degree
of flexibility to build upon the current career ladder programs in nursing. All students entering
the RN-BSN program will be RNs who graduated from a regionally accredited school with an
AS in Nursing degree (or the equivalent) with a minimum 2.5 cumulative GPA and 2.5 GPA
in all nursing courses. The RN-BSN curriculum is designed to be affordable and accessible
to RNs, through full-time and part-time course offerings, and classes scheduled in the
evening and on weekends. Courses will be initially delivered via web-enhancement of the
traditional classroom experience including the use of video conferencing. In the next five
years, didactic courses will be developed and offered on-line. Clinical experiences will
include the use of multiple scenarios incorporating a wide variety of technology, including
practice with human patient simulators. Interdisciplinary and community health experiences
with the diverse populations throughout Miami-Dade County will be available to students.
MDC is seeking limited access status for the proposed RN-BSN program. As noted
in Appendix K, page 133, the proposed MDC RN-BSN program anticipates more qualified
applicants than can be accommodated through the physical facility and qualified nursing
faculty. Nursing is listed on the 2005-2006 Regional Targeted Occupations List as a high
demand/high wage profession.
Validation of Nursing Core Courses
Thirty credit hours of designated AS nursing core courses will be validated and
awarded to NUR 3997 (Nursing Validation Credit) for upper division credit based upon RN
licensure and MDC review (escrow of coursework until successful completion of NUR
4636L-Community Health Nursing Practicum). Individual learning contracts for areas that
need strengthening will be available at the upper division level. The AS Nursing core
requirements ensure that students are able to provide competent, direct bedside care to
patients with common or usual problems in medical, surgical, pediatric, obstetrical, and
psychiatric areas. The current MDC AS in Nursing degree received full NLNAC accreditation
for the maximum of eight years in 2004 and the RN-BSN builds upon this strong foundation
of basic nursing.
General Education and Common Prerequisite Courses
The proposed RN-BSN program conforms to all state statutes and rules, including
the completion of 36 credits of general education and CLAST, addresses the SACS
Accreditation Criteria (3.3.1 and 3.4.1) for student learning assessments and the Florida
general education standards (Florida Rule 6A.10.030), and is offered in a flexible, nontraditional format. The proposed degree incorporates the AA and AS lower division
coursework as the foundation of the baccalaureate program and MDC is in compliance with
State of Florida Articulation Agreements and Common Course Pre-Requisites regarding
transferability. Transcripts from students transferring from out-of-state institutions will be
evaluated on an individual basis per established MDC policy. Descriptions for upper division
Nursing courses are available in Appendix L, page 136.
44
Upper Division Nursing Core Courses
The upper division core courses (30 semester hours) are structured in a logical,
sequential manner with course content increasing in difficulty and complexity. The upper
division core is designed to provide graduates with the knowledge and practice skills in the
following areas: leadership and management, international community and public health,
cultural competence, and advanced nursing care in acute and community settings. In
addition, it is designed to assist students in applying nursing theories and concepts and
evidence-based practice in all clinical practice settings. Graduates are expected to use
creative leadership and their advanced knowledge and skills to improve the health and wellbeing of their patients and communities as well as promote quality health care in a multicultural global environment.
The upper division core nursing courses incorporate the following:
 Globalization of nursing practice (including the concepts of culture, cultural
competence, community, and international health goals, issues, and concepts).
 Critical thinking.
 Evidence-based practice (including basic knowledge and concepts of nursing
research steps and processes in quantitative and qualitative research, and how
to critique research to determine the usefulness and appropriate application of
research findings to improve nursing practice).
 Communication (including speaking, writing, computer literacy, and health
education).
 Professionalism (including behaviors, legal issues, ethics, values, and
accountability and their application in practice).
 Health care delivery systems (including selected delivery systems, health
policies, and finance).
As noted in (Appendix M, page 140), the upper division Nursing coursework
integrates the following learning objectives throughout the curriculum:
 Oral Communication will be assessed by student class presentations and
practicum conferences.
 Written Communication will be assessed by cognitive tests, papers, research
critiques, and health care plan proposal developments.
 Critical thinking will be assessed through students’ written and oral
communication assignments.
In addition, therapeutic nursing interventions are discussed within each course as
appropriate for multiple, diverse cultural populations. The upper division core courses
are designed to build upon the general education, common prerequisite, and foundation
nursing courses as well as on the RN’s expertise and prior clinical experiences and
electives.
Electives
Students may select electives (10 semester hours), which are completed either before or
concurrently with upper core nursing courses, from a variety of disciplines within and outside
of the nursing discipline (Appendix L, page 136). Students select their electives based upon
their professional nursing practice preferences and goals.
Internships/Clinical Experiences
RN-BSN students will have two major clinical experiences, one in multi-cultural
community settings (Community Health Nursing Practicum-NUR 4636L) and one at the
conclusion of their program (Advanced Concepts Practicum), which will serve as a
culminating or capstone course where students integrate knowledge, abilities, and practice
45
skills in caring for a selected population. These experiences are in addition to the Advanced
Health Assessment (NUR 3069) and Leadership and Management Theory (NUR 4827).
Standards of the field
Nursing employers have communicated their requirements and specialty areas for
discipline-specific coursework to the MCC Nursing faculty and administration, and standards
of professional nursing will be adhered to as determined by the National League for Nursing
Accrediting Commission, Inc. (NLNAC). As required, the Essentials of Baccalaureate
Education (Appendix N, page 141) will be incorporated in this BSN program (ANA, 2005).
MDC is committed to providing students with a broad general education plus the requisite
knowledge, skills, and clinical practice abilities of a professional nurse.
Graduates
Graduates of the RN-BSN program will be eligible to apply for post-baccalaureate
certificates and Master of Science in Nursing (MSN) programs. Graduates will be able to
provide nursing care in a variety of health care settings, develop innovative nursing practice,
advance nursing as a profession, and serve as exemplary role models for excellence in
global nursing practice. The integration of liberal education and nursing education will be
ensured and the core competencies (critical thinking, communication, assessment, and
technical skills) and core knowledge (health promotion, information and health care
technologies, ethics, health care systems and policy), and role development concepts will be
addressed.
Admission/Graduation requirements for the BSN
The Bachelor of Science in Nursing (BSN) is designed for licensed RNs with an AS
degree in Nursing from regionally accredited programs who wish to attain the next level of
education in order to provide global professional nursing practice in all clinical practice
settings, or to be eligible for advanced nursing leadership, management, staff education,
and practice positions, in a multi-cultural society.
The Bachelor of Science in Nursing (BSN) degree program admission requirements include:
 An active license as a registered professional nurse.
 An earned AS in Nursing from an accredited college.
 A minimum 2.5 cumulative GPA and 2.5 GPA in Nursing coursework from a
regionally accredited AS in Nursing program, or equivalent.
 Completed MDC Application(s).
 Completed School of Nursing application with supporting documentation.
 Successfully completed background investigation and drug screening.
The Bachelor of Science in Nursing (BSN) degree will be awarded to students who
successfully meet the following requirements:
 Completion of a minimum of 125 semester hours in identified coursework required
for the BSN degree.
 Completion of the final 30 hours at MDC.
 Completion of a minimum of 30 credit hours of upper division (3000-4000 level)
coursework.
 Completion of all Nursing courses with a “C” or better.
 Computer competency.
 Completion of the Common Prerequisite requirements with “C” or better.
 A minimum 2.5 cumulative grade point average in MDC BSN coursework.
46


Satisfactory completion of all four subsections of the State of Florida College Level
Academic Skills Test (CLAST).
Foreign Language: Students admitted to the RN-BSN program without meeting the
foreign language requirement of at least 2 credits of sequential foreign language or
American Sign Language at the secondary level (high school) or the equivalent of
such instruction at the post secondary level (6 credits) must earn such credits prior to
graduation. Students who have an A.A. degree from a Florida Community College or
SUS institution prior to Fall Term, 1989, are exempt from this requirement.
Terminal Program Outcomes
Upon completion of the proposed RN-BSN degree, graduates will be expected to
demonstrate the following:
1. Integration of theoretical and scientific knowledge from nursing and related
disciplines to provide quality, culturally competent healthcare to multi-cultural
clients and communities in our global environment.
2. Application of appropriate evidence-based findings to change and improve
nursing practice.
3. Analysis of theories and concepts from nursing and related disciplines in
professional nursing practice.
4. Analysis of ethical, legal, and socio-economic issues to develop unique
nursing strategies to improve the healthcare delivery in a dynamic global
community.
5. Utilization of professionalism, communication, interdisciplinary collaboration,
and creative leadership and management to enhance healthcare for diverse
populations in our rapidly changing, global environment.
6. Integration of professional nursing knowledge, abilities and skills in the
provision of complex and unique nursing care to a variety of diverse
populations.
7. A commitment to life-long learning to enhance critical thinking and
professional values and behaviors in professional nursing care.
In regard to specific learning outcomes, Florida Statute 1001.03 [13] requires a
“cyclic review of postsecondary academic programs” to “document how individual academic
programs are achieving stated student learning and program objectives”. SACS guidelines
place responsibility on an institution for reviewing its programs.
3.3.1 The institution identifies expected outcomes for its educational programs
and its administrative and educational support services; assesses whether
it achieves these outcomes; and provides evidence of improvement based
on analysis or those results.
3.4.1 The institution demonstrates that each educational program for which
academic credit is awarded (a) is approved by the faculty and
administration, and (b) establishes and evaluates program and learning
outcomes.
3.4.12 The institution places primary responsibility for the content, quality, and
effectiveness of its curriculum with its faculty.
3.5.1 The institution identifies college-level competencies within the general
education core and provides evidence that graduates have attained those
competencies.
To meet Florida Statute 1001.03 [13], the MDC School of Nursing has developed a
variety of methods to assess terminal program objectives, including written and oral
assignments developed for the delivery of health care programs within a multicultural
47
community. Written analyses of evidenced-based findings in nursing research,
engagement in small group-work in the examination of legal, ethical, and theoretical
concepts, and demonstration of psychomotor skills in the utilization of a human patient
simulator will be required of program participants. The MDC program review process
described in (Appendix O, page 147) meets the guidelines outlined in MDC’s mission,
vision, and values, Florida state statutes, SACS guidelines and criteria, and NLNAC
accreditation standards.
E. Assessment of Current and Anticipated Resources to Deliver the Program
Library Collections
The Library and Information Resource Center of the Medical Center Campus
provides students with access to library collections, print and non-print resources, services
and facilities in support of the campus’ specialized nursing curriculum. Certified medical
librarians are available to instruct library clientele in the efficient and effective use of
resources. The Medical Center Campus library participates in cooperative services with
local, national and international library networks. The collection of resources and services
will advance to meet users’ information needs, and to reflect advances in information
delivery systems.
The total library book collection at MDC Medical Center Campus library is
approximately 9,539 items in the subject areas of Nursing, Medicine and Allied Health. The
Nursing book collection is approximately 3,000 items. To support the curricular needs of the
four-year degree program, it will be necessary to select, catalog and process approximately
3,150 additional titles. A Collection Development Work Group made up of several librarians
and BSN nursing faculty will make material selections based on the specific requirements of
the proposed RN-BSN program. Students also have access to a wide variety of nursing
media, including approximately 1100 VHS, 39 DVDs and 146 CD-ROMs. The media
collection also includes slides, audio cassettes and computer disks. The total Media
collection has 3,546 items on health and medicine.
The library subscribes to 98 journal titles of which 34 are nursing titles. In addition, the
library subscribes to the following nursing, medicine and allied health databases:
CINAHL Plus with Full Text (EBSCO): Provides indexing for 3,024 journals from the fields of
nursing and allied health, with indexing from 1937. In addition, this database offers access
to health care books, nursing dissertations, selected conference proceedings, standards of
practice, educational software, audiovisuals and book chapters, as well as database
resources.
Clinical Pharmacology (EBSCO): Provides access to up-to-date, concise and clinicallyrelevant drug monographs for all U.S. prescription drugs, hard-to-find herbal and nutritional
supplements, over-the-counter products and new and investigational drugs.
Health and Wellness Resource Center (Gale): Easy-to-use interface with access to full-text
nursing and allied health journals, encyclopedias and other reference sources, as well as
informational pamphlets. Also includes the Alternative Health suite of resources.
Health Source: Consumer Edition (EBSCO): Provides information on many health topics
including the medical sciences, food sciences and nutrition, childcare, sports medicine and
general health. The database features searchable full text for nearly 160 journals including
48
Consumer Reports on Health and Men’s Health, as well as abstracts and indexing for nearly
180 general health, nutrition and professional health care publications.
Health Source: Nursing/Academic Edition (EBSCO): Provides nearly 540 scholarly full text
journals focusing on many medical disciplines. Also featured are abstracts and indexing for
over 570 journals.
MEDLINE via FirstSearch (OCLC): Covers all areas of medicine, including clinical medicine,
experimental medicine, dentistry, nursing, health services administration, nutrition, and
much more. Includes the MeSH thesaurus and 12+ million records from over 9,500 sources
from 1965 to the present. The database is updated daily.
NetLibrary eBooks: Searchable collection of ebooks specifically selected for Florida's
community colleges.
Physicians Desk Reference (PDR) (Micromedex): Searchable index of hundreds of drugs
and medications. A search (which includes product photos) can be conducted by product
name, manufacturer, product category, indications, contraindications, side effects, or drug
interactions. Includes product photos.
The library also has access to PubMed
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?tool=LocatorPlusVersionII&holding=nlmlib, a
freely available electronic database through the National Library of Medicine and the
National Institutes of Health. It includes over 15 million citations for biomedical articles
dating from the 1950’s.
The library has 24 Pentium computers of which 12 are connected to a VHS/DVD machine
allowing students the opportunity to view videos, CDs and DVDs. The library also enjoys a
wireless environment and there are 17 wireless laptops available to users. The library has 4
group study rooms equipped with state of the art technology including a plasma screen, a
computer, a DVD/VHS machine and wireless keyboard and mouse. There is also a
seating/reading room with capacity for 60 students and a quiet study area with 27 individual
study carrels.
Media
The library has a current Nursing collection of approximately 1,346 media resources
such as videotapes, DVDs, slides, CDRs, and others. Additional media resources will be
necessary for the proposed RN-BSN program.
Library Serials
The Medical Center Campus Library subscribes to 34 periodicals in print. Students,
staff, and faculty can access electronic databases 24 hours a day, 7 days a week for full text
journal articles, magazine articles, newspaper articles, and full text reference sources.
To facilitate usage of the online databases and to make the online materials more
user friendly, the Medical Center Library has designed multimedia tutorials on how to login
and how to effectively search the databases. These tutorials are available at
http://www.mdc.edu/ medical/library/tutorials.htm.
Interlibrary Loan
The library can electronically request and receive journal articles and chapters of
books in less than 24 hours to respond to the informational needs of users. The library is a
49
member of local, state, and nationwide library consortiums that support the exchange of
materials.
Space:
General Facilities: Medical Center Campus has classroom space equipped with
state of the art technology. Minor modifications will be implemented to accommodate the
number of students to be served providing additional classrooms as the program grows.
Campus Facilities: The Medical Center Campus (MCC) is dedicated to teaching the
health professions. MCC is adjacent to multiple hospitals, research facilities, the University
of Miami Miller School of Medicine, and contains classrooms, three Nursing laboratories in
excess of 4,000 square feet that are simulated hospital settings, administrative offices and
student services. The following facilities available to support the BSN program include:
 The New Student Center: provides prospective MCC students with
information on programs. The Center maintains and distributes current
information regarding program and careers and directs students to the most
appropriate services.
 The Career Center: assists current MCC students with career strategies
such as interviewing and resume skills.
 The Student Success Center: assists students in developing and achieving
their academic, vocational and personal goals by providing computer access,
tutoring and supplemental instruction. Housed in the Student Success
Center is a state-of-the-art Human Patient Simulator. The simulator is used
to demonstrate or provide hands-on skills and knowledge to students during
their nursing program via simulated patient scenarios.
 The Library and Information Resources Center: houses library materials
and up-to-date resources to support the current Nursing programs.
Equipment:


Additional equipment such as computers and printers for faculty use and
computers for student use for the on-line option will be required. This
equipment will be purchased as needed, 2006-2011.
Videoconferencing technology, in addition to new technology upgrades, will
be required to ensure the program can be accessed from different remote
locations. This equipment will be purchased during 2006-2007 as specified in
the budget.
Clinical/Internship Sites:
 MCC currently has over 374 clinical partnerships and affiliations (Appendices
D1-2, 36-42). Other affiliations for community, home health and public health
agency settings, which will benefit both MDC and community partners, will be
developed as needed with the implementation of the BSN program.
Faculty:

Faculty: Miami Dade College policy, National League for Nursing Accrediting
Commission (NLNAC), and SACS Faculty Credential Guidelines require that
all faculty teaching undergraduate courses that transfer, and/or are part of a
baccalaureate program, have a minimum of 18 graduate semester hours in
nursing and hold a minimum of a Master’s degree in Nursing (Appendix A,
page 1). NLNAC encourages all BSN programs to have 50% of the faculty
prepared at the doctoral level and SACS requires a minimum of 25% of the
50


discipline course hours to be taught by faculty holding the doctorate. The
RN-BSN proposal is designed to meet all requirements.
MDC requires a formal screening process for faculty positions. Screening
committees are composed of faculty and administrators and they must
screen, interview and recommend candidates. In accordance with SACS
faculty credential guidelines, faculty must submit original transcripts and other
documentation verifying their credentials in order to be considered for
appointment. The Dean of Academic Affairs and Human Resources will
review and approve all documents.
MDC faculty are expected to maintain professional development standards as
part of their contractual obligation, requirements for continuing contract, and
advancement in academic rank. Professional development of faculty is an
ongoing, dynamic activity designed to enhance and support faculty as
professionals and scholars, ensure teaching excellence, and enhance the
learning process. Nurses are required by the State Board of Nursing to
complete specified continuing education hours for re-licensure every two
years. Professional development activities are supported by MDC through
graduate tuition reimbursement and tuition reduction agreements with local
universities, as well as the Department of College Training and Development
(CTD).
Additional Faculty/Staffing Needs:
To manage and implement the RN-BSN program, a Chairperson for the RN-BSN
option with a PhD in Nursing will be hired. Additional faculty will be needed to support the
additional annual enrollment of 50 students (Table 25) including two full-time faculty with
PhDs in Nursing or Master’s in Nursing with Doctorate in related field, two full-time faculty
with a Master’s degree in Nursing and 5 part-time faculty with a Master’s degree in Nursing
(Table 25).
A full-time library faculty position will be needed to manage the resources for the RNBSN program. The librarian, in collaboration with nursing faculty, will select and process
library resources and assist students using the online library resources, including research
assignments for the RN-BSN program, as well as delivering library instructional sections.
Support staff for the RN-BSN program include a full-time recruiter/advisor, Nursing
program instructional designer, student services assistant and a secretary. A part-time
graphic designer will be hired during 2007.
Table 25: Summary of Current and Anticipated Resources to Implement the BSN
Program
Library Volumes


Current Resources
The Nursing book collection is approximately
3,000 volumes.
Collection of approximately 1,346 multimedia resources & 34 Periodical titles


Online resources needed include databases
such as Ovid and Proquest for full-text
articles available 24/7.


Three research journal titles (print).
General Facilities
Reconfigure office space and classroom
space for evening courses.
Online databases
Space

General Facilities
Electronic and Traditional Classroom Space
Library and Information Resource Center
51
Anticipated Additional Resources
3,150 new titles needed in Nursing theory,
community, leadership and management,
and research titles.
Equipment

has space, multimedia stations, full wireless
connectivity, group study rooms, reading
rooms, and a quiet study area.

Centralized Student Success Center with
Human Patient Simulator

Clinical/
Internship sites

374 partnership and affiliation agreements
Personnel

AS Program Faculty
Full-Time 39
Part-time 68
Library and Information Resource Center
space
Additional shelving for book titles and
multimedia storage.
Computers and printers for additional
faculty; office furniture.
Additional computers for student use.
Videoconferencing upgrades.
Affiliations with community, home health, &
public health agency settings as needed
(utilizing current partnerships/affiliations).
BSN Program Faculty
Full-time: 4 (two with doctorates)
Part-Time: 5
Other:
Program Chair (Full-Time)
1 Faculty Librarian (Full-Time)
BSN Program Staff
1 Recruiter/Advisor (Full-Time)
1 Secretary (Full-Time)
1 Student Services
Assistant (Full-Time)
1 Instructional Designer
(Full-Time)
1 Graphic Designer
(Part-time)
1 Accreditation Consultant
NLNAC for RN-BSN program






Accreditation



SACS- Level 2 Institution
National League for Nursing Accrediting
Commission (NLNAC)
Florida State Board of Nursing


F. Proposed Enrollment, Performance, and Budget Plans
The attached Florida Community College System Baccalaureate Degree Enrollment
Performance and Budget Plan provides a four-year overview of projected costs for the RNBSN degree program implementation (Appendix P, page 153). Cost projections include a
3% cost of living adjustment where applicable.
Planned Student Enrollment:
As presented in Table 26, projected program enrollment (headcount) for 2007-2008 Fiscal
Year (FY) is 30 students, with steady growth expected through the first four years, reaching
150 students by 2010-2011. In 2010-2011, it is projected that there will be 98 FTE students
generating 2,925 credit hours.
Table 26: Proposed Enrollment for RN-BSN
January 2008
Enrolled Graduates
30 Total
N/A
2008-09
Enrolled Graduates
2009-10
Enrolled Graduates
2010-11
Enrolled Graduates
2011-12
Enrolled Graduates
30
Returning
70
Returning
100
Returning
100
Returning
40
New
50
New
50
New
50
New
70 Total
0
120 Total
20
52
150 Total
50
150 Total
84
Planned Performance
Based on enrollment projections (Table 26), it is anticipated that the following
number of enrolled students will graduate per year:
 20 students in FY 2009-2010
 50 students in FY 2010-2011
 84 students in FY 2011-2012.
It is expected that that there will be 100% placement for these graduates with an
annual salary of approximately $50,000 or more. Given that this is an RN-BSN program,
students will have been previously employed or be currently employed during the program.
Actual, Estimated, and Projected Program Expenditure (Appendix P, page 153)
Instructional Needs (Table 27):
a) Full-time faculty salary and fringe benefits are estimated at $77,088.00 for 20072008 and $323,545.00 by 2011 for four faculty members.
b) Part-time faculty salaries are estimated at $30,142.00 for 2009-2010 and $75,355.00
by 2011.
c) A full-time faculty librarian is needed to assist faculty and students with online data
base research, development of collections and resources for the RN-BSN program
as well as creating online tutorials for students. Salary and fringe benefits are
estimated at $77,088.00 during 2007-2008 and $80,886.00 for 2011.
Table 27: Instructional Needs
Year
Position
2007-2008
2008-2009
2009-2010
2010-2011
Credential
Program Chair
Faculty
Faculty Librarian
Faculty
Number of
Positions
1
1
1
1
Year Total Positions
Doctoral-prepared
Doctoral-prepared
MLS
Doctoral-prepared
Full-Time (FT)/
Part-Time (PT)
FT
FT
FT
FT
Faculty
Faculty
Faculty
2 (1 FTE)
2
3 (1.5 FTE)
MSN-prepared
MSN-prepared
MSN-prepared
PT
FT
PT
2 (1 FTE)
2
3 (1.5 FTE)
3
1
Operating Expenses:
Support Staff:




Instructional Designer (Full-time at the Master’s level) - to assist with faculty
development of the online option. Salary and fringe are estimated at $57,816.00 for
start-up and $63,177.00 by 2011.
Student Services Assistant (Full-time at the Bachelor’s level) - to advise students
regarding pre-requisite courses and advisement throughout the program. Salary and
fringe benefits are estimated initially at $35,974.00 and $39,310.00 by 2011.
Student Recruiter/Advisor (Full-time at the Bachelor’s level) - To recruit new
students. Salary and fringe benefits are estimated initially at $35,974.00 and
$39,310.00 by 2011.
Secretary (Full-time at the Associate’s level) - to provide secretarial support for the
program. Salary and fringe benefits are estimated initially at $32,120.00 and
$35,098.00 by 2011.
53


Graphic Designer (Part-time at the Bachelor’s level) - to assist with the graphic
design and development of the online option with knowledge of the corresponding
platform for instruction. Salary and fringe are estimated at $26,912.00 per year.
One Full-Time Chairperson to oversee the program prepared at the doctoral level.
Salary and fringe benefits are estimated initially at $102,784.00 and $112,315.00 by
2011.
Other Operating Expenses:






Materials and Supplies- estimated at $6,000.00 per year.
Travel Expenses- estimated at $6,500.00 per year.
Communication and Technology- estimated at $5,000.00 for 2006-2007, increasing
to $10,000.00 per year.
Student Services Support and Advertising- utilized to advertise the new BSN project.
The estimated cost is $5,000.00 per year.
Professional Services- $15,000.00 allocated for 2008-2011 for staff training and
workshops for the newly hired faculty and staff. In addition, for 2009-2011,
$15,000.00 allocated for NLNAC Accreditation professional services (consultant).
Total estimated cost is $30,000.00 per year for 2009-2011.
NLNAC Accreditation- $5,000.00 is budgeted for 2009-2011 for accreditation
expenses.
Capital Outlay:
 Library resources to include hardware, software, and other, will be provided at
$26,500.00 for each year, with the exception of 2007-2008, when it increases to
$136,500.00 for major library requisitions.
 Information technology will be provided through the implementation of a
Teleconference system that will be in place for on-line faculty usage. The cost is
estimated at $25,000.00 during 2006-2007 and $10,000.00 for each succeeding
year.
 Other Equipment to include the replacement of old copy machines, facsimiles and
any other office equipment. Additionally, laptops and tablet PCs will be purchased for
new faculty and students. The cost is estimated at $25,000 during 2006-2007 and
$15,000.00 for each succeeding year.
 Facilities/Renovation cost is estimated at $25,000.00 during 2006-2008 and
$50,000.00 for 2008-2010, increasing to $59,685 for 2010-2011. This expense will
provide office space for new faculty as well as a storage space for the School of
Nursing.
Nature of Expenditures
All expenditures are reflected in the attached budget plan work sheet. Non-recurring
expenses will include facilities renovation, information technology equipment, and other
equipment purchases.
Sources of Funds
Miami Dade College will utilize two revenue streams to implement and expand the
proposed BSN Program.
 State funding- will provide a $3,872.00 subsidy for each FTE student credit hour.
 Tuition- is estimated at the approximate rate of $230.00 per student.
54
The 2006-2007 cost per credit hour at MDC is $62.36 and as noted in Table 23, MDC is
able to provide the baccalaureate degree to the student in a more cost-effective manner
than similar programs offered at other regional institutions.
As noted in Table 28, the majority of revenue for the RN-BSN degree will come from
baccalaureate degree grants from the State with the remaining program funding from
student fees and other grants or revenues.
Table 28: Comparison of Revenue Sources by Fiscal Year
FISCAL YEAR
Baccalaureate Grants from
State
Student Fees
Other Grants or Revenues
20062007
2007-2008
2008-2009
2009-2010
-0-
$75,504
$176,176
$302,016
-0$160,663
$41,130
$548,172
$94,091
$419,144
$156,732
$331,060
Projected Cost
By 2010, the annual projected estimated costs for this program total approximately
$789,808.00 (Appendix Q, page 156). This projected budget includes an Academic
Chairperson, two doctoral-prepared faculty, two MSN prepared full time faculty, 5 part- time
nursing faculty members, an additional library faculty member, student services assistant, a
recruiter/advisor, departmental secretary, instructional/web designer, part time graphics
designer, and resources such as office supplies, marketing, travel, consultation fees, library
resources, technical equipment, facility renovation, and curriculum development to adapt to
distance learning.
G. Accreditation Plan
Accreditation Plan
As noted in Table 17, Miami Dade College plans to implement the proposed
Bachelor of Science degree in Nursing in a timely and effective manner. On June 24, 2004,
Miami Dade College received accreditation by the Southern Association of Colleges and
Schools (SACS), Commission on Colleges as a Level 2 institution to offer and award the
Bachelor of Science degree in Secondary Science Education, Secondary Mathematics
Education, and Exceptional Student Education. On March 21, 2006, MDC received approval
to offer the BAS in Public Safety Management. With Board of Trustees’ approval, the
College has notified SACS of its intent to propose a new Bachelor of Science degree in
Nursing degree program. Additional notification will be submitted, if required, pending
approval of the BSN proposal by the State Board of Education (SBE).
The Miami Dade College School of Nursing is currently accredited by the National
League for Nursing Accrediting Commission (NLNAC) and the Florida State Board of
Nursing for the Associate of Science in Nursing program. Upon approval of the RN-BSN
program, MDC School of Nursing will seek accreditation from NLNAC upon the graduation
of the first BSN class to ensure that the knowledge, skills, competencies, and values
inherent in programs preparing professional nurses and nursing outcomes are achieved.
NLNAC grants accreditation to RN-BSN programs that meet nationally established
standards in nursing education.
H. Plan of Action in Case of Program Termination
As mandated by the State Board of Education, Miami Dade College will demonstrate
diligence to individual student needs in the event of program termination and will enact an
55
approved degree completion plan to enable eligible students to complete the appropriate
RN-BSN program coursework no later than two academic years following the termination
decision. The School of Nursing will provide transition services to students, including a
transition educational plan outlining coursework and program options for program
completion and will ensure that the program will remain open and provide “train-out” options
to allow eligible students currently enrolled to complete graduation requirements. The plan
will be comprised of courses based on an individual student review, with transfer and
advising assistance provided. MDC will maintain transcripts of BSN students and program
graduates in accordance with MDC policies and procedures and will maintain and archive
the BSN course descriptions and representative course syllabi. Every effort to serve the
interests of affected students will be observed in the event of program termination.
Miami Dade College will adhere to the stipulations as mandated by the State Board
of Education regarding its monitoring of the program implementation through annual
reviews. All educational programs at MDC are reviewed on a five-year cycle (Appendix O,
page 147) and follow established operational procedures for college-wide evaluation.
Following this process, MDC develops program recommendations to continue, modify, or
discontinue specific programs. This same procedure would be followed in case of program
termination. MDC academic programs are to be reviewed on a five year cycle. Each
program review will address five areas:
1.
2.
3.
4.
5.
Program goals and rationale
Outcomes assessment
Program resources and support
Program strengths/opportunities for improvement
Program viability
Proposal Implementation
Implementation is planned for January, 2008, and upon State Board of Education
(SBE) approval of the proposed Miami Dade College RN-BSN program, a Memorandum of
Agreement (MOA) will be developed listing the criteria for initial release of funds, and for
continuing program approval as stipulated by the State. Upon approval, the MOA will be
signed by the Miami Dade College President and the Commissioner on behalf of the SBE.
Funding, as determined by the Commissioner, approved by the SBE, and specified
in the MOA, will be released upon receipt of the signed MOA.
Terms and Conditions of Program Continuation
As indicated in the Miami Dade College Program Review Policy (Appendix O, page
147), MDC will adhere to all requirements as stipulated in the MOA. MDC values a
systematic approach to decision making and assessment of program effectiveness and is in
compliance with Florida Statute 1001.03 (13) regarding a cyclic review of post-secondary
academic programs. MDC will provide data required by the Chancellor of Community
Colleges and Workforce Education and the Chancellor, Board of Governors, and revisions
to budget information (such as FTE, faculty hires, etc.), as appropriate.
Miami Dade College understands that continued funding will be based upon
performance specified in annual reports and dependent on Legislative funding. Once the
program is established, continued funding will be provided via the upper-division funding
model approved by the Legislature.
56
References
Aiken, L.H., Clarke, S.P., Cheung, R.B., Sloane, D.M., & Silber, J.H. (2003). Educational
levels of hospital nurses and surgical patient mortality. Journal of the American
Medical Association, 290(9), 1617-1623.
American Association of Colleges of Nursing. (2004). Education policy.
Retrieved January 15, 2006, from http://www.aacn.nche.edu/index.htm.
American Hospital Association. (2001). AHA Special Workforce Survey. Washington, D.C.:
Author.
American Nurses Association. (2005). Nursing Reports. Retrieved January 24, 2006, from
http://www.nursingworld.com.
American Organization of Nurse Executives. (2005). AONE statement: AONE Practice and
Education Partnership for the Future. Washington, D.C.: Author.
Bartels, J. E., & Bednash, G. (2005). Answering the Call for Quality Nursing Care and
Patient Safety: A new model for nursing education. Nursing Administration Quarterly,
29, 5-12. Retrieved January 4, 2006, from Journals@OVID.
Bureau of Health Professions, Division of Nursing. (2000). The Registered Nurse Population
findings from the National Sample Survey of Registered Nurses. Rockville MD:
Department of Health and Human Services. Retrieved March 28, 2004 from
http://www.bhpr.hrsa.gov/healthworkforce/msurvey/rnss1.htm.
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook,
2006-07 Edition, Registered Nurses, Retrieved July 10 2006 at
http://www.bls.gov/oco/ocos083.htm
Fang, D., Wilsey-Wisniewski, S.J., Bednash,GD. (2006) 2005-2006 Enrollment and
Graduations in Baccalaureate and Graduate Programs in Nursing. Washington,
D.C: American Association of Colleges of Nursing.
Florida Center for Nursing. (2005). Report: Nurse Education in Florida, January 2005
survey. Retrieved January 15, 2006, from http://www.flcenterfornursing.org/.
Florida Hospital Association. (2006). Nurse Staffing in Florida: The Challenge Continues, A
Survey of Florida Hospitals. Retrieved February 21, 2006, from
www.fha.org/06nursestaffingreport.pdf/.
Florida Hospital Association. (2005). Nurse Staffing Survey. Retrieved January 21, 2006,
from http://www.fha.org/.
Goode, C.J., Pinkerton, S., McCausland, M.P., Southard, P., Graham, R. & Krsek, C.
(2001). Documenting Chief Nursing Officers’ Preference for BSN-prepared Nurses.
Journal of Nursing Administration, 31(2), 55-59.
Hart, S. (2006). Generational diversity: Impact on Recruitment and Retention of Registered
Nurses. Journal of Nursing Administration, 36. Retrieved January 12, 2006, from
http://gateway.ut.ovid.com.ezproxy.apollolibrary.com/gwl/ovidweb.cgi/.
Health Resources and Services Administration (HRSA). (2005). State health workforce
profiles: Highlights-Florida. Retrieved February 22, 2006, from
http://ftp.hrsa.gov/blpr/workforceprofiles/florida.pdf/.
Kaiser Family Foundation. (2004). National Survey on Consumers’ Experiences with patient
safety and quality information. Retrieved January 15, 2006, from JC: Please format
http://www.kff.org/kaiserpolls/pomr111704pkg.cfm/.
Labor Market Statistics (2006). http://www.labormarketinfo.com
Lafer, G. (2005). Hospital speedups and the fiction of a nursing shortage. Labor Studies
Journal, 30, 27-46. Retrieved December 12, 2005, from EBSCOhost database.
Lillibridge, J. & Fox, S.D. (2005). RN to BSN Education: What do RNs think? Nurse
Educator, 30(1), 12-16.
Marrelli, T. (2006). Nursing in flux: Are you ready to meet the challenge of
57
the future? American Journal of Nursing, 106, Supplement 1, 19-25. Retrieved
January 14, 2006, from Journals@OVID.
McKeon, E. (2003). More diversity, more money. AJN: American Journal of Nursing, 103,
29. Retrieved January 14, 2006, from Journals@OVID.
Miami Dade College. (2006). Fact Book, Office of Institutional Research. Retrieved May 8,
2006, from www.mdc.edu/.
Miami Dade College. (2006). Miami Dade College Catalog, 2006-2008. Retrieved on June 6,
2006, from www.mdc.edu/.
Miami Dade College. (2005). Miami Dade College Enrollment Profile, Office of Institutional
Research. Retrieved February 17, 2006, from
https://spsd.mdc.edu/cwc/bsn/Shared%20Documents/List%20of%20References/de
mocred.medical-for%20table%204-page%2015%20of%20123.pdf.
Miami Dade College. (2005). Miami Dade College Survey of Student Engagement Results,
Office of Institutional Research. Retrieved February 27, 2006, from www.mdc.edu/.
National Advisory Council on Nurse Education and Practice. (1996). Division of Nursing.
Report to the Secretary of the Department of Health and Human Services on the
Basic Registered Nurse Workforce. Washington D.C. United States Department of
Health and Human Services, Health Resources and Services Administration, Bureau
of Health Professions. Washington DC: Author.
National League for Nursing. (2005). Transforming Nursing Education (Position Statement).
New York, NY: Author. Retrieved February 21, 2006, from
http://www.nln.org/aboutnln/PositionStatements/transforming052005.pdf.
National League for Nursing. (2003). Innovations in nursing education: A call to reform
(Position Statement).New York, NY: Author.
National Student Clearinghouse. (2006). Student Tracker service. Retrieved February 27,
2006, from http://studentclearinghouse.org/default.asp/.
Needleman, J., Buerhaus, P., Stewart, M., Zelevinsky, K., and Mattke, S. (2006). Nurse
Staffing Hospitals: Is There A Business Case For Quality? Health Affairs, 25(1), 20421.
North Dakota Legislative Council Staff. (2005, July). Budget Committee on Health Care
Report. North Dakota, ND: Author.
Nursing Outlook, 51, 182-88. Springhouse. (2004). RN education: New York may require a
BSN. Nursing. Retrieved February 27, 2006, from http://www.findarticles.com.
Phillips, C.Y., Palmer, C.V., Zimmerman, B.J. & Mayfield, M. (2002). Professional
development: Assuring growth of RN-to-BSN students. Journal of Nursing
Education, 41(6), 282-283.
Prost, M. (2002) Coping with the Nursing Shortage. Advances for Nursing 3(7), 17-20.
Rambur, B., Palumbo, M.V., McIntosh, B. & Mongeon, J. (2003). A statewide analysis of
RNs’ intention to leave their position.
Regional Targeted Occupations List, 2005-2005. Retrieved February 21, 2006, from
http://www.workforceflorida.com/wages/wfi/partners/tol/05-06/TOL-WR23%20200506.pdf
Sullivan Commission on Diversity in the Healthcare Workforce. (2004, September). Missing
persons: Minorities in the health profession. Retrieved December 13, 2005, from
http://admissions.duhs.duke.edu/SULLIVANCOMMISSION/documents/Sullivan Final
Report 000.pdf.
U.S. Census Bureau. (2004). State and county quick facts: Miami Dade County, Florida.
Retrieved on May 25, 2006, from http://quickfacts.census.gov/qfd/states/12000/.
Valiga, T. M. (2004, September). The nursing faculty shortage: A national perspective.
Testimony presented at the Congressional Briefing Presented by A.N.S.R. Alliance Hart
Senate Office Building, Washington, D.C. Retrieved January 7, 2006, from
http://www.nln.org/.
58