STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
PROGRAM PROPOSAL COVER SHEET
1 Institution
2.
James Madison University
3. Title of proposed program
Program action (Check one):
Spin-off proposal
_____
New program proposal __X__
Doctor of Nursing Practice
4. CIP code 51.1603
5. Degree designation
6.
Doctor of Nursing Practice (DNP)
Spring 2012
7. Term and year of first graduates
8. For community colleges: date approved by local
board
Fall 2013
9. Date approved by Board of Visitors
June 2009
Term and year of initiation
10. For community colleges: date approved by State
Board for Community Colleges
11. If collaborative or joint program, identify collaborating institution(s) and attach letter(s) of
intent/support from corresponding chief academic officers(s)
12. Location of program within institution (complete for every level, as appropriate). If any
organizational unit(s) will be new, identify unit(s) and attach a revised organizational chart
and a letter requesting an organizational change (see Organizational Changes--hotlink).
School(s) or college(s) of ___College of Integrated Science and Technology__________
Campus (or off-campus site) __James Madison University, Harrisonburg, VA 22807___
Distance Delivery (web-based, satellite, etc.) ____Web based with concentrated face to face
13. Name, title, telephone number, and e-mail address of person(s) other than the institution’s
chief academic officer who may be contacted by or may be expected to contact Council
staff regarding this program proposal.
Dr. AJ Morey, Associate Vice Provost for Cross Disciplinary Studies and Planning,
540-568-7990, moreyaj@jmu.edu.
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Table of Contents
Description of Proposed Program
Introduction
Why a Doctor of Nursing Practice?
The Program
Credit Hours Required for the DNP
Emphasis Areas
Learning Outcomes for the DNP
Curriculum Plan
New Courses for the DNP
Assessment of Student Learning
Program Benchmarks
Program Expansion
Collaboration with Other Programs and Institutions
1
2
3
4
4
4
5
7
8
9
10
11
Need for the Program
National Perspectives
Nursing Practice in Virginia
Regional Impact: Meeting Virginia’s Critical Primary Care Needs
Student Demand: Needs Surveys for Doctor of Nursing Practice and Graduate Programs
Other Data
Employment Market
Why Does JMU Need this Program at this Time?
The DNP is Not Unnecessarily Duplicative
12
13
14
17
18
18
20
20
SCHEV Summary of Projected Enrollments in Proposed Program
23
SCHEV Projected Resource Needs for Proposed Program
Part A. General Budget Information
Part B. FTE Positions Needed
Part C. Estimated Resources
Part D. Certification
24
30
30
31
Appendix A: Current MSN NP Program
A-1
Appendix B: Clinical Sites
B-1
Appendix C: DNP Course Descriptions
C-1
Appendix D: Assessment Instruments
D-1
Appendix E: Student Demand Survey
E-1
Appendix F: Employment Advertisements
F-1
Appendix G: Letters of Support
G-1
Appendix H: Student Enrollment Calculations
H-1
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Appendix I: Faculty Qualifications
I-1
Appendix J: External Review Document
J-1
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DESCRIPTION OF PROPOSED PROGRAM
Introduction
The James Madison University Department of Nursing proposes to implement a Doctor of
Nursing Practice (DNP) program in 2011-2012. DNP programs extend advanced practice nurse
education to prepare clinical experts in evidence- based practice in health and illness care. At
JMU, students will achieve the DNP through two routes: post-baccalaureate study and postmaster’s study. The post-baccalaureate route will incorporate and build upon the current Master
of Science in Nursing (MSN) Nurse Practitioner concentration, which includes tracks in adult
(ANP), gerontology (GNP), or family (FNP) primary care. The post-MSN route will be open to
licensed advanced practice nurses seeking to complete the DNP through post-masters study.
The purposes of the proposed program are to: 1) Increase the numbers and distribution of
advanced practice nurses in designated medically underserved and health care provider shortage
areas in the Blue Ridge region of Virginia; 2) Meet the growing primary health care needs of
older adults, whose numbers are growing at a rate five times faster than the state’s total
population; 3) Address a growing shortage of qualified nurse educators in community colleges
and baccalaureate nursing programs in Virginia; and 4) Optimally qualify advanced practice
nurses to serve as leaders of practice innovation and change.
Students who select the post-BSN route to the DNP will be prepared as nurse practitioners to
provide primary care in clinics, long-term care facilities, private practices, other settings. NP’s
assess and diagnose health status, plan and implement treatments to promote health, prevent
illness, and manage common acute and chronic illness problems. The DNP program will
emphasize the health care needs of aging adults, and prepare advanced practice professionals
who are well equipped to fully implement research into practice. Graduates within both the postBSN and post-MSN options will be prepared to provide, lead, and change health care delivery.
DNP graduates function in advanced practice roles, as well as administrative, executive, public
policy, and teaching roles.
The Department of Nursing is well positioned to begin a DNP program. With the support of
James Madison University administration, it has significantly developed and revised its programs
during the past decade in response to nursing work force needs across the Commonwealth. It has
offered a high quality accredited Bachelor of Science in Nursing (BSN) education since 1980
and, between 2004 and 2009, increased the number of BSN program graduates from 60 to more
than 120 annually. During this expansion, BSN graduates have maintained an average pass rate
on the National Certification and Licensure Exam for RN’s (NCLEX-RN) at or above 90%.
Concurrently, in 2004, the Department began its first Master’s of Science in Nursing (MSN)
program with concentrations in the high need areas of primary care and nursing education. The
Department was awarded a three-year Advanced Education Nursing Program (AENP) grant from
the Health Resources and Services Administration (HRSA) to implement the MSN program. All
17 MSN NP graduates and post-MSN certificate completers have achieved certification,
licensure, and employment in practices that include underserved vulnerable populations. In 2005
the Department implemented an RN-BSN completion program. These new programs have grown
steadily, with current enrolled headcounts of 49 students in the MSN concentrations and 28 in
the RN-BSN program. Following a self-study of programs and site visit, all programs received
full 10-year reaccreditation from the Commission on Collegiate Nursing Education (CCNE) in
April, 2009.
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In addition to the steady growth and strength of its programs, the Department has a strong
commitment to student clinical and service learning; and toward that end has developed a
growing network of relationships and contracts with clinical sites in rural and underserved areas
of Virginia. Faculty affiliations with programs in the JMU Institute for Innovation in Health and
Human Services (IIHHS)1 and the recently opened federally qualified Harrisonburg Community
Health Center (HCHC)2 provide additional excellent primary care practice settings for students.
Approximately 85% of BSN graduates and - to date - 100% of RN-BSN and MSN graduates
practice in the Commonwealth.
The faculty, which has grown in number from 10 to 27 during the past six years, has strong
collective expertise and qualifications to teach the DNP program (Appendix I). Sixteen faculty,
or 62%, hold a doctorate or are in the final stages of completing a doctoral dissertation. Three
nurse practitioner faculty at JMU were awarded DNP degrees from the University of Virginia in
May, 2009. The faculty has gained experience in on-line instruction as the MSN and RN-BSN
programs have become increasingly web-based. JMU faculty were engaged in the national
movement to the DNP through their participation in regional meetings hosted by the American
Association of Colleges of Nursing (AACN) to develop competencies for DNP graduates. Dr.
Donna Hathaway, chair of the AACN Task Force that developed the DNP competencies, The
Essentials of Doctoral Education for Advanced Practice Nursing, served as an on-site consultant
to the JMU faculty during the development of the proposed DNP curriculum.3 Following
completion of the program proposal Dr. Hathaway provided an external review of the JMU DNP
curriculum (Appendix J).
The DNP program is congruent with the mission, vision, and Defining Characteristics of James
Madison University4 and with the institution’s goal of developing selected new graduate
programs:
The university will offer a wide variety of quality academic programs: general education
core, liberal arts, professional programs, and graduate programs of distinction.
o
Goal: Develop new academic programs in such a way that the comprehensive
nature and quality of the curriculum are maintained.
Curriculum committees in the Department of Nursing, the College of Integrated Science and
Technologies, The Graduate School, the Council on Academic Programs, and the Board of
Visitors at James Madison University have fully endorsed the proposed program.
Why a Doctor of Nursing Practice?
Compelling health care needs provide the impetus to move graduate education for advanced
nursing practice to the doctoral level. The increasing complexity of health care systems and the
explosion of information, technology, and scientific evidence have extended the scope and length
of master’s education in nursing. The DNP was developed by the profession in response to these
trends, as well as research and reports from national bodies including the Institute of Medicine
1
IIHHS: http://www.hhs.jmu.edu/
HCHC: (http://www.hburgchc.org/)
3
AACN (2006). The Essentials of Doctoral Education for Advanced Practice Nursing:
http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf.
4
JMU mission, vision, and Defining Characteristics: http://www.jmu.edu/jmuplans/defchar.shtml
2
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and the National Research Council of the National Academies that call for nursing education to
prepare clinicians for safe, effective, evidence-based practice. 5678
In October 2004, the American Association of Colleges of Nursing (AACN) called for moving
the level of preparation necessary for advanced practice in nursing roles from the master’s degree
to the doctorate level by the year 2015.9 The AACN position statement calls for educating
advanced practice nurses in Doctor of Nursing Practice (DNP) programs. Universities with
Master’s of Science in Nursing programs in advanced practice specialties have responded by
developing and implementing DNP programs. In 2004 there were six practice doctorate
programs nationwide; in July 2009 the AACN reported there were 92, with more than 100
additional programs under development.10
The DNP has become the preferred preparation for advanced nursing practice. In contrast to PhD
programs that prepare nurse researchers, the DNP emphasizes preparing practice leaders with the
expertise to apply and translate research evidence into practice.11
The Program
The program at JMU will offer two routes to the DNP: 1) a post-baccalaureate option that will
incorporate the current Master’s of Science in Nursing NP program; and 2) a post-master’s
option to assist advanced practice nurses to complete the DNP. The AACN projects that by 2015
the DNP will be required for new certification and licensure in advanced practice. In the interim,
until the DNP is required for certification and licensure, JMU will award the MSN degree
following completion of the 43 to 46 credits required in the current MSN nurse practitioner
program.12
The program is designed to provide flexibility for employed nurses who live and work in rural
areas of the region. To that end, it will incorporate web-enhanced learning strategies using
Blackboard communication software. Courses currently taught at the master’s level will continue
to combine on-line activities with weekly face-to-face contact between faculty and students. The
proposed new DNP level courses will be fully on-line with face-to-face meetings of faculty and
students at the beginning and end of during each semester. Students can enroll full-time or parttime in the program.
The Department anticipates offering concentrations in other practice specialties that will
articulate with the DNP in the future. For example, an agreement to cooperate with Shenandoah
5
Institute of Medicine of the National Academies (2000). To Err is Human: Building a Safer Health System.
Washington, D.C., National Academic Press.
6
Institute of Medicine of the National Academies (2001). Crossing the Quality Chasm. Washington, D.C., National
Academic Press.
7
Institute of Medicine of the National Academies (2003). Health Professions Education: A bridge to quality.
Washington, D.C., National Academic Press.
8
National Research Council of the American Academies (2005). Advancing the Nation’s Health Needs.
Washington, D.C., National Academies Press.
9
AACN (2204). Position Statement on the Practice Doctorate in Nursing:
http://www.aacn.nche.edu/DNP/DNPPositionStatement.htm.
10
AACN (2009). Program list: http://www.aacn.nche.edu/DNP/DNPProgramList.htm.
11
AACN, (2007). http://www.aacn.nche.edu/DNP/pdf/conf/Regionals/Grid8-05.pdf.
12
The Nurse Educator MSN program at JMU is not an advanced practice specialty and will not articulate with the
DNP.
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University to offer Nurse Midwifery is currently under negotiation and plans for a future clinical
leadership concentration are under development.
Credit Hours Required for the DNP
The post-baccalaureate option is 79-82 credits and will incorporate and build upon the current
Master of Science in Nursing (MSN) Nurse Practitioner concentrations. The post-BSN route will
include 43 to 46 credits currently taught at the MSN level plus 36 additional credits. Students
will complete at least 1000 required hours (24 credits) of clinical practice. The post-BSN
program will span 7 full-time semesters (3 ½ academic years) or 12 semesters of part time study
(6 academic years).
The post-master’s DNP option is 40 - 44 credits and will be open to certified licensed advanced
practice nurses. Students will complete at least 500 additional hours of supervised clinical
practice beyond their MSN program to total at least 1000 hours (9-11 credits). The post-MSN
DNP can be completed in 4 semesters of full-time study or 6 semesters of part time study.
Program credits for both routes are comparable with DNP programs nationwide.
Emphasis Areas
Areas of emphasis for the DNP program at JMU are:




Culturally competent care to rural and vulnerable populations
Optimizing health in the context of chronic illness and aging
Organizational and systems leadership
Clinical scholarship leading to practice innovations
Learning Outcomes for Graduates of the DNP
Because DNP education is specialized, the specialty content preparing DNP graduates for
various practice roles – such as clinical specialist, midwife, clinical nurse anesthetist, and nurse
practitioner – will differ substantially across specialty areas. For example, the nurse practitioner
concentration within the DNP program at JMU will continue to follow the National Organization
of Nurse Practitioner Faculties (NONPF) Competencies for Nurse Practitioners.13 Student
learning outcomes for the current MSN program, which are based on these competencies, are
located in Appendix A. In addition to competencies linked to practice specialties, all DNP
graduates will demonstrate the competencies for the DNP delineated by the American
Association of Colleges of Nursing in The Essentials of Doctoral Education for Advanced
Practice Nursing.14 These include:





Scientific underpinnings for practice
Clinical prevention and population health
Information systems and patient care technology
Organizational and systems leadership
Clinical scholarship and evidence based methods for practice
13
NONPF (2009). Competencies for Nurse Practitioners: http://www.nonpf.com/
AACN (2006). The Essentials of Doctoral Education for Advanced Practice Nursing:
http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf.
14
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

Health care policy and advocacy
Inter-professional collaboration.
JMU has developed the following Student Learning Outcomes for DNP students, grounded in the
AACN Essentials. These will incorporate the learning outcomes for the current MSN NP
program (See Appendix A). Graduates of the DNP program will:
1. Effectively develop and communicate professional role with clients and colleagues
2. Demonstrate cultural competence in the ethical delivery of care to vulnerable populations
3. Utilize knowledge from sciences, humanities, and nursing to promote health, prevent
disease, and provide quality health care to individuals, families, groups, and communities
4. Contribute to nursing knowledge through the scholarship of integration, application, and
teaching
5. Analyze economic, policy, environmental, and social forces to impact health care
delivery and quality of care
6. Synthesize assessment data to diagnose and manage patient health and illness needs
7. Effectively serve as client partner and advocate within the health care delivery system to
meet client needs
8. Engage in evidence-based advanced practice to improve health outcomes of diverse
populations
9. Evaluate and influence nursing and health care through organizational and systems
leadership
10. Translate research knowledge into practice innovation using analytic methods and
clinical scholarship
Curriculum Plan
Tables 1a and 1b below show the post baccalaureate DNP program curriculum of 7 fulltime semesters. Semester IV is transitional to the DNP. Until the DNP is required for
certification and licensure, students will be awarded the Master of Science in Nursing (MSN)
degree following the completion of Semester IV and 43 to 46 credits. Each of the courses listed
in Table 1a is currently taught in the MSN Nurse Practitioner concentrations. Descriptions for
the MSN courses, to be incorporated in the BSN-DNP option, are described in Appendix A.
Courses listed on Tables 1b and 2 are new proposed additional courses leading to the DNP and
are described in Appendix C.
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Table 1: Post Baccalaureate Nurse Practitioner
(Adult, Gerontology, and Family) to DNP Program
Table 1a: Semesters required for MSN (4 semesters, 43-46 credits)
Semester I
(Fall)
NSG 520,
Health
Assessment (3)
NSG 521,
Pathophysiology
(3)
NSG 630, Care
Delivery and
Coordination I
(4)
NSG 634,
Advanced
Practice Role
(1)
11 credits
Semester II
(Spring)
NSG 522,
Pharmacology
(3)
NSG 631, Care
Delivery and
Coordination II
(4)
NSG 671,
Practicum I (3)
10 credits
Summer
Semester III
(Fall)
NSG 611,
Research (3)
NSG 635,
Family Centered
Care Delivery
(3)*
NSG 632,
Coordinated
Care of the
Elderly (3)
NSG 672,
Practicum II (5)
Semester IV
(Spring)
NSG 692,
Health Policy
(3)
NSG 690,
Epidemiology
& Population
Assessment(3)
NSG 673,
Practicum 3 (5)
3 credits
11 credits
11 credits
* NSG 635 is required as an additional course for the FNP track only.
Table 1b: Continuation following MSN to the DNP (3 semesters, 36 credits)
Semester V (Fall)
Semester VI (Spring)
Cognate (3)*
NSG 715, Organizational
Behavior (3)
Semester VII
(Fall)
NSG 773,
Advanced
Practicum III (5)
Cognate (3)*
NSG 711, Analytical NSG 714, Evidence
methods (3)
Based Practice: chronic
Illness (3)
NSG 713, Evidence NSG 712, Issues and
NSG 800, Capstone
Based Practice:
Methods of Translational Project (4)
Health Promotion
Inquiry (3)
(3)
NSG 771, Advanced NSG 772, Advanced
Practicum I (3)
Practicum II (3)
12 credits
12 credits
12 credits
*Cognate courses can be taken during any semester or summer
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Table 2 shows the 4-semester Post-Master’s DNP program for advanced practice nurses who
hold a MSN degree.
Table 2: Post-Master’s DNP Program
Table 2: Post-Master’s to DNP (4 semesters, 40 - 44 credits):
Semester I
Semester II (Fall)
Semester III
(Spring)
(Spring)
NSG 692, Health
NSG 711, Analytical NSG 715,
Policy (3)
methods (3)
Organizational
Behavior (3)
NSG 690,
Epidemiology &
Population
Assessment(3)
Cognate (3)*
NSG 713, Evidence
Based Practice:
Health Promotion (3)
NSG 771, Advanced
Practicum I (3)
NSG 714, Evidence
Based Practice:
chronic Illness (3)
12 credits
9 credits
NSG 712, Issues and
Methods of
Translational Inquiry
(3)
NSG 712, Issues and
Methods of
Translational Inquiry
(3 or 5^)
9 or 11 credits
Semester IV
(Fall)
NSG 773,
Advanced
Practicum III (3
or 5^)
NSG 800,
Capstone Project
(4)
Cognate (3)*
10 or 12 credits
*Cognate courses can be taken during any semester or summer
^The DNP requires 1000 course-related practice hours post-BSN to DNP. Post-master’s students will have
completed a variable number of MSN program contact hours.
New Courses for the DNP
Eleven new courses totaling 36 credits designed to meet the DNP Essentials will be added to
courses currently taught in the 43 – 46 credit master’s program. The practicum experiences will
continue JMU’s strong record of student service learning that is responsive to population needs.
Because the program is committed to preparing graduates with knowledge, skills, and
commitment to work in underserved areas, clinical practicum sites are selected that serve rural,
socio-economically disadvantaged, and culturally diverse adults and older adults. The MSN
program has contractual agreements with a wide variety of clinical sites and preceptors that will
be available to DNP students (Appendix B). These sites include rural primary care clinics, the
Harrisonburg Community Health Center, the Harrisonburg Rockingham Free Clinic, the JMU
Student Health Center, and two long-term care and rehabilitation centers. Additional sites for
DNP students can include programs in the Institute for Innovation in Health and Human Services
(IIHHS) at JMU.
The Clinical preceptor qualifications are based on the NONPF Criteria for Evaluation of Nurse
Practitioner Programs15: Masters prepared registered NP or physician who is a M.D. or D.O.;
current state license; and minimum of 12 months of full time equivalent experience. National
15
National Organization of Nurse Practitioner Faculties (2002). Criteria for Evaluation of Nurse Practitioner
Programs. NONPF, Washington, DC.
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certification in area of practice is required for NPs and recommended for physicians. Preceptors
will be sought who provide direct client care, and who plan and organize services. All preceptors
will be oriented to the curriculum, program objectives, clinical competencies, and the clinical
preceptor’s roles and responsibilities. Preceptors will be offered adjunct faculty status with
listing in the JMU Graduate Catalog; use of the Library and other University facilities on the
same basis as full-time faculty members; and participation in scheduled University activities,
events, and meetings on the same basis as full-time faculty members.
The clinical site selection criteria, based on the Criteria for Evaluation of Nurse Practitioner
Programs (NONPF & AACNE, 2002), require that the clinical agency:
1. Has a written affiliation agreement with the Department of Nursing;
2. Has evidence of: written philosophy or mission statement; clearly defined policies and
procedures; a quality assurance/improvement program; Provides resources or services to the
target population;
3. Offers adequate resources to facilitate the accomplishment of the student’s learning
objectives.
Clinical sites and preceptors will be sought in proximity to students’ home geographical region.
Clinical preceptors will be provided an orientation to the program and an opportunity to discuss
program expectations for preceptors and students. Faculty will coordinate and supervise student
experiences in these sites.
The DNP practicum courses are linked to a cumulative DNP scholarly capstone project to
improve care delivery and patient care outcomes. The DNP capstone project produces a tangible
and deliverable product that will validate the student’s acquisition of end of program doctoral
competencies and will be evaluated by an academic committee. Intended to lay the foundation
for future clinical scholarship, the project might include organizational analysis, policy analysis,
program evaluation, clinical change initiative, or other innovative and clinically-relevant
product. The oral presentation of the capstone project, along with peer and faculty critique of the
deliverable product will constitute the comprehensive examination. The capstone will be closely
linked with practicum experiences. The eleven DNP courses are described in Appendix C.
Assessment of Student Learning
The Department of Nursing engages in thorough assessment of teaching, learning, and student
learning outcomes. The Department follows a systematic master plan for the evaluation of
programs that is coordinated by the Department Head and the Program Coordinators. JMU’s
Academic Assessment Office provides a liaison to assist in reviewing program evaluation plans,
provide psychometric information regarding outcomes assessment measures, and analyze
outcomes data annually for reporting purposes. Each academic unit at JMU is required to
assesses program outcomes and to include these in the annual report to the dean and provost.
Internal Academic Program Reviews are scheduled every ten years, in conjunction with external
accreditation reviews. Following a self study of programs and both internal and external review,
the Department received full 10-year reaccreditation from the Commission on Collegiate
Nursing Education in April 2009. In 2008 the Department won the JMU Provost’s Award for
Excellence in Assessment of Baccalaureate Education.
Formative assessment of DNP student learning will occur at the unit (course and semester) level
within classroom, practicum, and capstone courses. Evaluation will involve input from student
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self-evaluation, faculty instructors, preceptors, and capstone advisors. Performance outcomes
will be demonstrated through examinations, written papers, electronic case studies analyses,
practicum activity logs, skills demonstrations, presentations, projects, participation in on-line and
face-to-face seminar discussions, and evaluations by self, peers, and preceptors. To graduate
from the program students must satisfactorily complete all required courses in the curriculum.
Summative data sources will be used to document student learning outcomes in the DNP
program: the DNP capstone project will demonstrate student ability to systematically use
evidence to improve outcomes in nursing practice and patient care within an advanced nursing
practice specialty. Student portfolio scores, based on a grading rubric, will demonstrate
achievement of each student learning outcome. Student self-assessment of meeting program
outcomes will provide a quantitative rating of student perceptions of how well the program
prepared them to meet each of the student learning outcomes. Through exit interviews,
graduating students will evaluate program strengths and offer suggestions for program
improvement. Certification pass rates will demonstrate the ability of graduates to meet practice
proficiency standards, as demonstrated by successfully passing the appropriate exam offered by
the American Association of Nurse Practitioners or the American Nurses Credentialing Center.
Through alumnae surveys one year following graduation and every five years, students will rate
the quality of the program in meeting program outcomes. Employer survey results will
demonstrate the degree to which graduates meet the program outcomes.
The program evaluation plan will further assess program structure and governance, material
resources, faculty, and curriculum. Instruments and data bases have been developed to collect
these data for the current MSN program and will be adapted for the DNP program. These
include, but will not be limited to, the following: Student Course Evaluations will assess course
content, whether course objectives are met, appropriate level of challenge, relevance to
anticipated career, quality of instruction, and quality of resources (textbooks, audiovisual
materials, library resources, and computer services). A summary of evaluations will be provided
to the curriculum committee. Student Faculty Evaluations will assess faculty success in meeting
course objectives, quality of instruction and instructional techniques, level of knowledge, and
availability to students. Appendix D contains examples of selected program evaluation
instruments that will be adapted for the DNP program.
Unlike PhD programs, the DNP as a practice program will be accredited by the Commission for
Collegiate Nursing Education (CCNE). Following approval of the DNP program, the department
will conduct a self-study during first year of program implementation and will host an external
accreditation review by the CCNE prior to the graduation of its first cohort. In addition, the
program will be measured against the Southern Association of Colleges and Schools (SACS)
criteria and review standards.
Program Benchmarks
Success will be indicated by high ratings on the student learning outcomes and other program
outcomes measures cited above. Criteria for success include, but will not be limited to, the
following, which will be assessed annually:

Student enrollment rates meet scheduled projections

Student attrition/withdrawal rates are <10%
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
90% or more of BSN –DNP students pass national certification examinations after fourth
semester of the program

90% of DNP graduates are licensed and engaged in advanced practice during the year
following graduation from the program

Mean employer ratings of graduates are good to excellent (1 year following graduation)

DNP program achieves accreditation by the Commission for Collegiate Nursing
Education prior to the graduation of the first DNP cohort

Adequate qualified faculty are available to teach the program

DNP Program outcomes demonstrate that students meet learning outcomes
If benchmarks are not met, the Department of Nursing, College Dean, and Provost will reevaluate the viability and ability of the program to continue.
Program Expansion
As described above, the 4-semester DNP program is designed to build upon and extend the
existing MSN nurse practitioner program of 43 – 46 credits. During program planning the
faculty reconfigured the current MSN nurse practitioner program to articulate with four “DNP”
semesters that will provide additional education in evidence-based practice, quality
improvement, systems thinking and leadership among other key areas. Until 2015, or at the
point when the DNP is required for certification and licensure, JMU will continue to award the
MSN degree following the completion of 4 semesters (43-46 credits) of graduate study. These
four semesters include a transitional overlapping semester that is also the first semester of the
DNP program for post-master’s students who earned their MSN from other institutions.
Program expansion to the DNP enhances program efficiency by providing a transitional
semester for JMU post-BSN students that also serves as the entry semester for post-MSN
students from other programs. Including the transitional semester, there are 4 DNP semesters.
The DNP will extend and incorporate the current MSN program Nurse Practitioner
concentrations and will build on a baccalaureate nursing foundation. Like the current MSN
program, the DNP program is designed to provide flexibility for employed nurses who live and
work in rural and distant areas. To that end, the 4 DNP semesters will be largely on-line with
strategic face-to-face meetings during each semester. The first face-to-face meetings will
incorporate orientation to the program, library and other campus resources and services, and to
on-line learning and technology support. End of semester face-to-face classes will provide
opportunities to synthesize and discuss learning experiences, to debrief with students, and to
provide face to face student advising. This blended learning format is preferred by DNP survey
respondents and by students in the current MSN program. Similar to the current MSN program,
DNP students can select practicum sites, preceptors, and experiences located near their homes.
Initially, enrollment will be highest in the 2-year post-master’s program as advanced practice
nurses seek to complete the DNP. By 2015, when certification and licensure requirements are
projected to include the DNP, a majority of students will enter the post-BSN route and will exit
with the DNP degree. As long as JMU continues to award the MSN degree after four semesters
of graduate study, students will be strongly encouraged to continue with DNP study.
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Students who complete one of JMU’s advanced practice concentrations will be eligible to take
one of the appropriate certification exams offered by the American Academy of Nurse
Practitioners (AANP) and the American Nurses Credentialing Center (ANCC) after the first 4
semesters of study. Advanced practice specialty certification will be required for students who
enter the post-master’s DNP program.
Collaboration with Other Programs and Institutions
The DNP likely will encourage inter-professional collaboration with other graduate programs at
JMU. For example, the faculty is exploring the potential for courses in JMU’s new Strategic
Leadership doctorate, in Graduate Psychology, and in Health Administration to serve as cognate
courses for DNP students. In return, the nursing program can open selected courses in the DNP
program to graduate students in other disciplines.
Although this proposal does not include a formal collaboration with other institutions, discussion
for collaboration around several initiatives related to the DNP are underway. JMU is currently in
the final steps of negotiating a collaborative agreement with Shenandoah University to provide a
Nurse Midwifery option for students who graduate from JMU’s MSN program. This agreement
would provide another post BSN route to the DNP at JMU (See letter of support from EMU in
Appendix G). Faculty are in conversation with Eastern Mennonite University Department of
Nursing, which aims to develop a future MSN program that would articulate with the DNP
program at JMU.16
16
Letters of support from Radford University and from Eastern Mennonite University are included in Appendix B.
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NEED FOR THE PROGRAM
National Perspectives
Educational preparation for advanced nursing practice at the master’s level is no longer adequate,
given the scope of professional knowledge and the changing demands of a complex health care
environment. The DNP is a logical extension of graduate nursing education in practice
specialties. In 2004 the American Association of Colleges of Nursing (AACN) endorsed a
position statement to move the level of preparation necessary for all advanced nursing practice
roles to the doctorate level by 2015. An AACN task force held regional meetings to develop
competencies for the DNP, gaining input from stakeholders. Two JMU faculty members
participated in a 2005 regional meeting in Atlanta, GA. The AACN published essential
competencies, The Essentials of Doctoral Education for Advanced Nursing Practice, along with
a DNP Roadmap Task Force Report to guide DNP program development.1718 A plan was put in
place for the Commission on Collegiate Nursing Education (CCNE) to accredit DNP programs.
Specialty organizations, such as the National Organization of Nurse Practitioners (NONPF)
began working closely with the AACN to provide guidelines for DNP programs.
While the practice doctorate is not a new phenomenon, in 2004 there were only 6 nursing
practice doctorate programs in the US. Currently 92 DNP programs are admitting students and
more than 100 more are under development nationwide.19 DNP programs are now available in
34 states plus the District of Columbia and from 2007-2008 the number of students enrolled in
DNP programs nearly doubled from 1,874 to 3,415.20 A number of compelling factors are
driving the mandate for change to DNP education nationwide:
o The rapid expansion of knowledge underlying practice requires additional educational
preparation.
o The increasing complexity of patient care demands higher levels of scientific knowledge
and practice expertise for advanced practice nurses. Research has solidly established a
clear link between higher levels of nursing education and better patient care outcomes.21
o National concerns about the quality of care and patient safety have led to research and
subsequent reports, such as those from the Institute of Medicine and the 2005 National
Research Council’s report on the Nation’s health needs.22 These indicate that higher
levels of preparation are needed for practice leaders who can design and evaluate care.
o Advancing the practice discipline of nursing to a practice doctorate is analogous to the
movement of professional degrees to the doctorate in other disciplines such as pharmacy
(PharmD), psychology (PsyD), physical therapy (DPT), audiology (AudD), and medicine
(MD).
17
AACN (2006). The Essentials of Doctoral Education for Advanced Practice Nursing:
http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf.
18
American Association of Colleges of Nursing (2006). DNP Roadmap Task Force report:
http://www.aacn.nche.edu/DNP/index.htm .
19
AACN (2009). Program list: http://www.aacn.nche.edu/DNP/DNPProgramList.htm.
20
AACN Media (2009). http://www.aacn.nche.edu/Media/FactSheets/dnp.htm.
21
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, JAMA, 290: 1617-1623.
22
National Research Council of the American Academies (2005). Advancing the Nation’s Health Needs.
Washington, D.C., National Academies Press.
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o The recently developed DNP essentials provide the foundation for a rigorous, high
quality, and excellent curriculum that will prepare nurses for the highest level of nursing
practice.
o The DNP is designed for nurses seeking a terminal degree in nursing practice and offers
an alternative to research-focused doctoral programs. DNP-prepared nurses will be wellequipped to fully implement the science developed by nurse researchers.
o The DNP addresses the faculty shortage crisis (and a national nurse faculty vacancy rate
of 7.6% or 1.8 faculty vacancies per school) by providing a route to a doctorate for expert
clinical nurses who hold or seek faculty positions in schools of nursing.23 The average
age of nursing faculty is 55.8 years; and the DNP provides a route to the doctorate for
young faculty entering academia from practice.24
o Many schools are unable to recruit adequate numbers of faculty who hold the doctorate.
Given the rising number of unfilled faculty positions, resignations, projected retirements,
and the shortage of students being prepared at the doctoral level, the DNP will enhance
the nursing education workforce.
Nursing Practice in Virginia
In Virginia four universities offer post-master’s and/or post-baccalaureate options for DNP
study: The University of Virginia, Old Dominion University, Radford University, and
Shenandoah University. Transitioning to the DNP will not alter the current legal scope of
practice for advanced practice nurses. State Nurse Practice Acts define the legal scope of
practice, which has changed and broadened over the past years. The DNP will better prepare
nurses for practice within this continuously evolving scope:
o The DNP will help to address the current shortage of advanced practice nurses in Virginia
and nationwide. In Virginia shortages of advanced practice nurses have been reported
since 1996 and 39% of nurses with master's degrees (37% of nurse practitioners and 47%
of clinical nurse specialists) report intent to discontinue work within 10 years. 25 In 2004
there were just 515 adult nurse practitioners, 1,567 family nurse practitioners and 54
geriatric nurse practitioners in the Commonwealth; and just 2% of the NPs in Virginia
were in the Blue Ridge region.26
o The DNP will address the health needs of an aging, rural, and ethnically diverse
population with increasing chronic illness needs in the Blue Ridge region.27
o The DNP will provide practice leadership as health care planning, delivery, evaluation,
and technology grow more complex.
o The American Academy of Family Physicians estimates a shortage of 40,000 family
practice physicians nationwide by 2020.28 A physician shortage increases the need for
primary care nurse practitioners.
23
AACN Faculty Shortage Fact Sheet (2009). http://www.aacn.nche.edu/Media/FactSheets/FacultyShortage.htm
Fang, D., Tracy, C., Bednash, G.G. (2009). 2008-2009 salaries if instructional and administrative nursing faculty
in baccalaureate and graduate programs in nursing. Washington, DC: American Association of Colleges of Nursing.
25
Virginia Partnership for Nursing (2009). http://www.virginiapartnershipfornursing.org/facts.html.
26
Virginia Board of Nursing (2004): http://www.dhp.virginia.gov/dhp_programs/hwdc/default.htm.
27
Virginia Department for the Aging (2009) Health trends and demographic trends:
http://www.vda.virginia.gov/statistics.asp
28
Alan Portner, DC Public Policy Examiner, 7/3/09. http://www.examiner.com/x-5968-DC-Public-PolicyExaminer~y2009m8d24-Physician-shortage-spurs-search-for-alternatives.
24
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o A 2007 report of the Governor’s Health Reform Commission estimates is that by 2020
there will be a shortage of 1,500 physicians in Virginia and that nurse practitioners will
be needed to provide primary care.29
o There is an increased employment market for all advanced practice nurses, but
particularly nurse practitioners, in light of the primary care physician shortage.30
o Graduates will be prepared for practice leadership roles in a variety of settings. Agencies
will seek nurses with the DNP to manage quality initiatives or to serve as executives,
administrators, or directors of clinical programs. As the DNP gradually replaces the MSN
this market will be similar and will expand as the health care infrastructure grows to
address the needs of an aging population.
o By addressing the shortage of doctoral nurse educators, the DNP will help to alleviate the
shortage of entry level nurses.
Regional Impact: Meeting Virginia’s Critical Primary Care Needs
The Shenandoah Valley of Virginia and the neighboring counties of eastern West Virginia
contain many rural underserved areas with a growing proportion of adults over age sixty-five.
The central goals of Healthy People 2010 are to 1) increase quality and years of life and 2) to
eliminate health disparities.31 According to this report, persons living in rural areas are more
likely to report poorer health status than are their urban counterparts and are at risk for health
disparities. Injury related deaths are 40% higher; heart disease, cancer, and diabetes rates exceed
those of urban areas; and fewer preventive health practices and services are utilized. Health
disparities based on minority group status also are noted in this report. Among Hispanic
residents, higher rates of high blood pressure, tuberculosis, and obesity are reported, and
Hispanics are twice as likely to die of diabetes than non-Hispanic Whites. Access to health care
services is a serious problem for rural minorities because of cultural, financial, and geographic
barriers. Characteristics of Virginia’s rural population that create challenges for health care
delivery include: higher proportion over 65 years of age than urban counterparts; a lower per
capita income; higher rates of unemployed and uninsured; significant chronic illness morbidity
and mortality, and less access to health care. 32
Additionally, along with the rest of the nation, this region faces a critical shortage and rising
need for nurses with specialized skills and abilities to care for aging adults. All of these factors
contribute to the urgent need to educate advanced practice nurses who can provide culturally and
age-sensitive primary care.
The Aging Population. The number of Americans aged 45-64 who will reach 65 over the next
two decades increased by 34% since 1990 and the proportion of older adults will increase from
13% in 2000 to 25% in 2030.33 Depending on their age, 20–50% of the elderly are likely to need
nursing care and the future demand for nurses equipped to care for older adults will increase
Health Reform Commission (2007). Roadmap for Virginia’s health: A report of the governor’s health reform
commission, Richmond, VA.
30
Alan Portner, DC Public Policy Examiner, 7/3/09. http://www.examiner.com/x-5968-DC-Public-PolicyExaminer~y2009m8d24-Physician-shortage-spurs-search-for-alternatives.
31
Healthy People 2010, Vol. 1 (2001). http://www.healthypeople.gov/Document/.
32
Virginia Department for the Aging (2009) Health trends and demographic trends:
http://www.vda.virginia.gov/statistics.asp.
33
Department of Health and Human Services Administration on Aging (2002). http://www.hhs.gov/.
29
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dramatically as the baby boomers age.34 These demographic realities may limit access to health
care unless the number of skilled nurses grows in proportion to the elderly population.
In Virginia, the population age 60 and over will grow from 14.7% of the total population in
1990 to almost 25% by 2025, five years earlier than national projections. The number of
Virginians age 80 and older will increase between 1990 and 2025 at a rate five times faster than
the state’s total population growth.35 Rural counties in Virginia have a higher proportion of
older adults > 65 years of age and a lower per capita income.36 Almost thirty percent of older
Virginians live in rural areas. The number of Virginians in racial and ethnic minority groups
grew at twice the rate of older white, non-Hispanic Virginians over the past decade, reflecting a
gradual but growing diversity of the adult and aging population. As Virginians continue to age,
the racial and ethnic composition of the older population will more closely resemble the greater
racial and ethnic diversity of the younger aggregates. 37
Locally, in the Blue Ridge region of Virginia, the distribution of the population is bimodal.
There are larger distributions in the aged and in the very young. Consistently, the percentage of
persons aged 65 and older is higher than the State with the exception of Harrisonburg City,
which houses many college-age students. Likewise, the number of female households with no
husband present is consistently higher in areas of the Blue Ridge region than the state average.38
These statistics are compelling since these households often live in poverty and are very
vulnerable populations with complex health care needs.
Health Needs of the Region. As Virginia’s rural population ages, its primary health care needs
are increasing. The current and future impact of chronic disease in the elderly in the Blue Ridge
region of Virginia is profound. Heart disease, cancer, diabetes, and cerebrovascular disease are
the four chronic diseases in Virginia that are among the top ten leading causes of death.
However, chronic conditions such as arthritis and chronic joint symptoms also are responsible
for substantial morbidity and health care costs among elders in the region. 39
o Cardiovascular Disease. In 2000, 25.4% of Virginia adults reported they had
been diagnosed with high blood pressure by a health care professional. In
Virginia, the rate of hypertension among groups 65 years and older was 53.6%
and higher among blacks (30.4%) than whites (25.8%) (Chronic Disease and
Prevention and Control in Virginia, 2002). In addition, each year more than half
of all deaths from cardiovascular disease occur among women.
o Cancer. Although cancer mortality rates in the United States have declined over
the last decade, they have remained constant in Virginia and cancer is the second
leading cause of death, representing 24% of all deaths. In 2002, 31,300 new
cases of cancer will be diagnosed, including 4,200 new cases of lung cancer,
3,500 new cases of colorectal cancer, and 5,000 new cases of breast cancer in
women (Virginia Cancer Registry, 2002). Smoking is directly responsible for
87% of lung cancer cases and causes most cases of emphysema and chronic
34
Panel on The Future of the Health Care Labor Force in a Graying Society (2002).
www.kaisernetwork.org/healthcast/nursing/may01/
35
Department of Health and Human Services Administration on Aging (2002). http://www.hhs.gov/.
36
Virginia State Board of Health Chronic Disease Prevention and Control Position Paper (2002). National Vital
Statistics Reports ,; 50(15):1-120
37 37
Virginia Department for the Aging (2009) Health trends and demographic trends:
http://www.vda.virginia.gov/statistics.asp.
38
US Census data, 2000.
39
Chronic Disease and Prevention Control (2003). http://www.cdc.gov/nccdphp/.
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bronchitis. In 2002, an estimated 503,332 Virginians had lung disease with
21.1% of all Virginians smoking.
o Diabetes. Diabetes is a risk factor for many serious illnesses and complications,
such as cardiovascular disease, lower extremity amputations, blindness, and end
stage renal disease. In 1999, an estimated 253,040 adult Virginians had diabetes.
Although that number is alarming, the Centers for Disease Control and
Prevention estimate that for every two people diagnosed with diabetes, there is
an additional person with undiagnosed diabetes, bringing the estimated total to
379,560. According to 1999 Virginia hospitalization data, persons with diabetes
were nearly 8 times more likely to be hospitalized for a major cardiovascular
disease as those without diabetes. Diabetes-related mortality data from 1995
through 1999 show that 3 out of 10 diabetes-related deaths in Virginia were due
to diabetes as the primary cause, while 7 out of 10 were due to diabetes as a
contributing factor. The diabetes mortality rates increased exponentially with
age, were higher among blacks than whites at every age group, and have
increased slightly over the 4 years Diabetes among elders poses a costly, yet
controllable and preventable condition. 40
The prevalence of diabetes in Appalachia, including the Blue Ridge region, is one
third higher than the prevalence of diabetes statewide. White females in
Appalachian counties are 1.8 times as likely to have diabetes as white females in
non-Appalachian counties. The Northwest region of Virginia, including
Harrisonburg, Rockingham and Page Counties, had the highest rates and the
second largest increase in rates for regional hospital discharges for diabetes from
1996-1999. 41 This may be an indication of lack of primary care services for
ambulatory sensitive conditions.
Medically Underserved and Health Professional Shortage Areas. Virginia is a state with
numerous and serious chronic health concerns that will increase as the proportion of the older
adult population rises. To complicate this need, 88 counties and 11 cities are designated as
entirely or partially medically underserved. JMU is located in a designated Health Professional
Shortage Area for primary care (HRSA, 2003). Several West Virginia localities that are served
by the medical services in Blue Ridge region of Virginia also are designated medically
underserved communities (WVDHHR, Bureau of Public Health, October 2003). In addition,
ten local regions in close proximity to James Madison University are designated Health
Professional Shortage Areas for primary care providers and the health care needs of these areas
will be specifically addressed by this project. Table 3 shows the areas in the Blue Ridge region
and the bordering counties of West Virginia that are medically underserved or have a health
professional shortage.
40
Chronic Disease and Prevention Control (2003). http://www.cdc.gov/nccdphp/.
Haussler, J., Powell, T., Stivers, C. (2002). Excess cardiovascular disease morbidity among persons with diabetes,
130th Annual meeting of APHA.
41
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Table 3 – Designated Medically Underserved Areas and Health Professional Shortage
Areas
Blue Ridge region Counties Designated
Health Professional Shortage Areas for
as Medically
Primary Care in Blue Ridge region
Underserved
Albemarle County
Albemarle County/Charlottesville
Bath County
Augusta County, Staunton, Waynesboro
Green County
Bath County
Highland County
Highland County
Madison County
Nelson County
Nelson County
Page County
Page County
Rockingham, Harrisonburg, Lexington
Shenandoah County
Eastern West Virginia Counties
Health Professional Shortage Areas for
Designated as Medically Underserved
Primary Care in Eastern West Virginia
Pendleton County
Grant County
Hardy County
Hardy County
Grant County
Pendleton County
Data from http://bphc.hrsa.gov/databases/newmua/results.CFM;
http://belize.hrsa.gov/newhpsa/newhhpsa.cfm
In summary, the DNP program at JMU will address significant nursing workforce and health
care needs in Virginia. It will help to address a growing shortage of professional nurses by
preparing direct care providers for advanced practice roles and by providing doctoral preparation
for nursing faculty who seek to maintain active practice and clinical scholarship. The program is
consistent with national trends in advanced practice education and will prepare graduates who
are qualified to meet the health care needs of the Commonwealth.
Student Demand: Needs Surveys for Doctor of Nursing Practice and Graduate Programs
Survey 1
A JMU Web Survey was made available for prospective students on March 12, 2007 on the
department website and mailed electronically to hospital and nursing organization members in
the Blue Ridge region. A copy of the survey and a summary of the results are in Appendix E. Of
the 473 respondents, 38 (8%) were currently enrolled in a MSN program and 121 (25.5%) have
completed a master’s degree. 103 (21%) stated they have interest in enrolling in a DNP program
and 140 (29.6%) were uncertain. 95 (20%) said they plan to enroll in a DNP program within 5
years; and 36 (7.6%) would begin within 10 years. Specialty areas of highest interest include
Family Nurse Practitioner, Nurse Administrator, and Adult Nurse Practitioner. 215 (45.4%) said
they were interested in teaching in a nursing academic program.
Respondents had the strongest preference for online course format with periodic intensive faceto-face meetings. The second highest preference was for traditional in-person classroom with
web-enhancement. Most would prefer part-time enrollment in courses that meet one or two days
per week. Monday, Tuesday, and Wednesday were the most popular days.
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Survey 2
As part of a salary survey, The Virginia Council of Nurse Practitioners (VCNP) asked
respondents to indicate if they were interested in pursuing the DNP (Young, 2006). The 365
respondents represented 1/8 of the practicing Nurse Practitioners in the Commonwealth and 1/3
of VCNP members. Forty percent were interested in obtaining the DNP. These survey results and
reports on enrollment in DNP Programs in Virginia and nationwide demonstrate strong student
demand for this proposed program.
Other data
Other universities in Virginia have conducted surveys of potential student interest and intent.
Radford University conducted alumni, undergraduate, and graduate surveys which demonstrated
that 75% of alumni respondents, 50% of undergraduate, and 47% of MSN students were
interested in future enrollment in a DNP program. In January 2008, Radford University surveyed
the regional Blue Ridge Chapter of the Virginia Council of Nurse Practitioners, reporting that 8
of 11 NP’s surveyed were interested in pursuing post-master’s DNP degrees.42 In summary, a
DNP program at JMU will fill demonstrable student needs in the Commonwealth.
Employment Market
Given the projected worsening physician shortage and the urgent need for greater access to
health care services in the population, nurses with advanced practice degrees will be in high
demand. Nurse practitioners are the fastest growing group of primary care professionals in the
country. 43 Projections indicate a strong future demand for advanced practice nurses for several
reasons. First, there is a serious and growing shortage of both registered nurses and advanced
practice nurses nationally and in Virginia. 44 Second, advanced practice nurses help to meet the
health care needs of our populations and thus there is a growing nationwide trend to employ
more nurse practitioners and other advanced practice nurses. Third, the DNP offers a route to
the doctorate for advanced practice nurses who are recruited in to faculty positions in increasing
numbers as the nationwide nursing faculty shortage worsens. Until State Boards of Nursing
require the DNP degree for certification and licensure for advanced practice, employers will be
able to hire new graduates from both MSN and DNP programs. The AACN anticipates that after
2015 the DNP degree, which more effectively prepares nurses for advanced practice, will be
required for licensure and will be the basis for employment of new advanced practice nurses.
Registered nurse is the occupation with the highest number of current and projected job openings
between 2002 and 2012.45 Likewise, the need for advanced practice nurses has steadily climbed
since 2000. In 2004, 8.3% of the RN population was prepared for advanced practice, a 22.5%
increase from 2000 data. The most common advanced practice role (51%) was nurse practitioner,
42
Personal communication with Dr. Kathy LaSala, Radford University, July, 2009.
Charting Nursing’s Future (2009). Nurse Practitioners (NPs) as primary care providers. Robert Wood Johnson
Foundation.
44
Health Reform Commission (2007). Roadmap for Virginia’s health: A report of the governor’s health reform
commission, Richmond, VA.
45
Occupational Outlook Quarterly (2004). High-paying occupations with many openings, projected 2002-2012:
http://www.bls.gov/opub/ooq/2004/spring/oochart.htm.
43
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and the most common practice site was ambulatory care.46 The Philadelphia Business Journal
reported that “hundreds of new advanced nurse practitioner jobs have opened up as a result of the
growth of retail health clinics.”47 Despite this trend, the need for advanced practice nurses in
nationwide and in Virginia has continued to exceed the supply, exacerbated by the worsening
physician shortage.48
The Virginia Employment Commission, citing U. S. Department of Labor statistics, reported that
the number of Registered Nurses employed in Virginia Statewide is projected to grow from
53,828 in 2004 to 69,587 in 2014. This represents an annual average growth rate of 2.6 percent,
considerably faster than 1.6 percent growth rate for all occupations in Virginia Statewide. “In
addition, all four advanced practice specialties—clinical nurse specialists, nurse practitioners,
midwives, and anesthetists—will be in high demand, particularly in medically underserved areas
such as inner cities and rural areas. Relative to physicians, these RNs increasingly serve as
lower-cost primary care providers.” 49
Although there is general agreement that the shortage of registered nurses, including advanced
practice nurses, will continue to escalate, there are limited data regarding specific locations of
shortage in the Commonwealth. It is estimated that the percentage increase in demand in
Virginia for advanced practice nurses with the DNP will parallel the projections for percentage
increased demand for registered and advanced practice nurses in Virginia. In fact, the demand is
likely to be even higher, given the severe and growing nursing faculty and primary care
physician shortages.
Nationally, salaries have steadily increased for advanced practice nurses. In 2004 NPs had
average earnings of $70,581, a 17.4 salary increase from 2000. Other advanced practice
specialties showed similar increases.50
Earning the doctorate can translate into higher salaries for nurse practitioners. Survey data from
the 2007 National Salary and Workplace Survey of Nurse Practitioners showed that the average
nurse practitioner salary rose 8.8% in two years, from $74,812 in 2005 to $81,397 in 2007. Nurse
practitioners with doctoral degrees earned an average salary of $84,786, about $3,269 more than
master’s prepared nurse practitioners, who earned $81,000.51
Salary data for nursing faculty are reported annually by the American Association of Colleges of
nursing. In 2008 – 2009 the average faculty member at an assistant professor rank earned
$70,000 with a master’s degree and $79,444 with a doctoral degree on a calendar year basis. It
should be noted salary ranges are wide and vary with factors such as type of institution, rank, and
academic year vs. calendar year appointment.
46
US Department of Health and Human Services (2004) The registered nurse population: Findings from the 2004
national sample survey of registered nurses (NSSRN): http://bhpr.hrsa.gov/healthworkforce/rnsurvey04/
47
George, John (2009). As retail clinics grow, so do jobs for specialty nurses, Philadelphia Business Journal,
January 20, 2009.
48
Health Reform Commission (2007). Roadmap for Virginia’s health: A report of the governor’s health reform
commission, Richmond, VA.
49
Virginia Employment Commission: http:// velma.virtuallmi.com/occprofiledata.asp.
50
US Department of Health and Human Services (2004) The registered nurse population: Findings from the 2004
national sample survey of registered nurses (NSSRN): http://bhpr.hrsa.gov/healthworkforce/rnsurvey04/
51
Rollet, J. & Lebo, S. A decade of growth: Salaries increase as profession matures. Advance for Nurse
Practitioners: www.advanceweb.com/np.
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The JMU Department of Nursing receives numerous ads for advance practice nurses and The
Virginia Council of Nurse Practitioners publishes many job openings. Examples of these are
shown in Appendix F. Of the17 NP program completers at JMU, all but two are employed in a
specialty requiring their MSN degree; the two that are not chose not to work for personal
reasons. Employers for DNP graduates and JMU NP faculty include: Community Colleges and
Universities with nursing programs, a University Health Center, the Harrisonburg Rockingham
Free Clinic, The Harrisonburg Community Health Center, long-term and intermediate care
facilities, primary care physician practices, a clinic serving the homeless, orthopedic center,
hospitals, and an oncology center. In summary, a DNP program at JMU will fill demonstrable
unmet employer needs in the state for health care providers to serve shortage areas, including
rural and underserved areas of the Blue Ridge region of Virginia.
Why does JMU Need this Program at this Time?
The DNP program is an excellent fit with JMU’s mission: “We are a community committed to
preparing students to be educated and enlightened citizens who lead productive and meaningful
lives.” It is also congruent with the institution’s Defining Characteristics and fills a demonstrable
university need to develop selective graduate programs that are directly responsive to societal
need.
As the university develops plans for continued growth of its student body, and regional demand
for advanced practice nurses expands, the pool of applicants to the DNP program is likely to be
robust. JMU currently enrolls approximately 17,000 students, including 1,137 masters level and
doctoral students and the University projects further growth in the coming decade. Sixty percent
of the student body is female and nursing remains a predominantly female profession.
The health care sector of the economy is growing, and student demand for the nursing programs
at JMU is at an all-time high. Despite more than doubling enrollment in the BSN program during
the past several years, the department continues to deny enrollment each year to nearly 100 more
qualified sophomore students who have completed prerequisite courses and wish to enter the
BSN nursing program and this number will be higher in the coming year. JMU’s RN-BSN and
MSN programs, although new, are steadily growing in enrollment. JMU strives to be socially
responsive in its geographic location and the DNP is a powerful way to enable this goal.
The DNP is Not Unnecessarily Duplicative
In its 2004 report, The Condition of Nursing and Nursing Education in the Commonwealth, the
State Council of Higher Education in Virginia noted that, while the number, distribution, and
type of nursing programs were adequate, their capacity for enrolling an adequate number of
students remains limited by constraints that include an inadequate number of faculty.52 Both the
SCHEV and the Virginia Employment Commission have recommended increasing program
capacity in schools of nursing order to increase the supply of nurses. DNP programs provide
doctoral education, not only to fill advanced practice positions, but to also fill faculty positions in
nursing education programs.
52
State Council of Higher Education for Virginia (2004). Strategic Plan and Recommendations to Ensure an
Adequate Supply of Nurses in Virginia.
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Because the AACN mandate, and the current national trend is for all advanced practice nursing
specialties to require the DNP, all university master’s level advanced practice programs should
transition to the DNP. Because the DNP at JMU builds on and extends an existing high need
primary care master’s program, it is not unnecessarily duplicative.
Four universities in Virginia offer the DNP. The University of Virginia admitted a first cohort to
its post-MSN DNP program Fall 2007. UVA intended to limit enrollment to 20 students, but
instead admitted 30 from a pool of more than 70 applicants. Due to the demand on faculty
resources, UVA scaled back enrollment to 15 students in Fall 2009. Old Dominion University
and Shenandoah University have begun their programs. ODU intended to limit enrollment to 7
full time and 14 part time students, but instead admitted 22 full time and 22 part time students
due to the large number of applicants. Radford University will open its DNP program in 2010
and George Mason University plans to begin the DNP during the next two years.
Currently, only Radford offers the BSN to DNP option, which JMU also will offer to meet a
growing post-baccalaureate interest in the DNP. In addition to providing content and learning
experiences that are commonly offered by all NP and DNP programs in order to meet the AACN
Essentials, JMU’s DNP program will offer areas of emphasis that are responsive to the unique
needs of the Blue Ridge region of Virginia. Located in the second most rural region of the
Commonwealth with an aging population, JMU offers faculty expertise and affiliation with a
number of outreach programs that highlight assessment and primary care services for chronic
illness and aging. The DNP curriculum will emphasize optimizing health in the context of
chronic illness, and care to rural and vulnerable populations. JMU is a Master’s II level
institution with primary emphases on teaching and student community service learning. These
attributes, and the mission and vision of JMU and the Department, allow JMU to provide
emphasis areas and clinical opportunities that are uniquely suited to health care needs in this
region of the Commonwealth.
Unlike research-intensive institutions, JMU encourages members of the faculty to engage in
scholarship that is defined broadly to include the scholarship of teaching and practice. Faculty
members frequently integrate their research and other forms of scholarship closely with their
teaching and service roles to assist in translating research evidence into practice changes. A
practice focused doctorate is a natural fit with JMU’s emphasis on teaching-learning, service,
and practice-focused scholarship within the faculty role. Outreach programs through the Institute
for Innovation in Health and Human Services (IIHHS) and the rich array of regional clinical
partnerships with organizations serving vulnerable populations will provide unique and relevant
practicum experiences and excellent opportunities for students to engage in capstone projects
that will serve health care needs in the region.
Table 4 lists the schools in the Commonwealth that currently offer masters level programs for
Adult Nurse Practitioners (ANP), Gerontological Nurse Practitioners (GNP), and Family Nurse
Practitioners (FNP). The table includes the average numbers of students enrolled in these
masters programs and the average number of graduates over the past five years in these
specialties.
As the table illustrates, GNP and ANP programs historically enroll fewer students than FNP
programs, in part because third party reimbursement is more comprehensive for nurses with the
FNP. All of JMU’s NP concentrations – including the FNP – share the same strong emphasis and
foundation of classroom courses that emphasize the care of aging and older adults, primary care
Rev 0809
21
for rural and underserved populations, and optimizing health in the context of chronic illness.
These emphases will be incorporated in the DNP program.
Table 4 – Universities Offering Nurse Practitioner and DNP Programs
University
Program Type
Average
Graduate
Adult
Gero
Family DNP
Enrollment
NP
NP
NP
Virginia
Commonwealth
University
University of
Virginia
Hampton
University
X
X
X
X
X
Radford
University
Catholic
University of
America
George Mason
University
Old Dominion
University
James Madison
University
X
X
X
X
X
X
X
X
X
X
X
X
X
Average No.
of
Graduates
160 total MS
21 ANP
50 MS
8 ANP
40 total DNP
110 in all MS
programs
10 DNP
27 MS
52 total MS
students
25 MS
39 in all MS
programs
5 ANP, 2
GNP
40 in all MS
programs
3 in Gero Post
MS
Certificate
65 in all NP
programs
44 DNP
120 FNP
15-20 MS
49 ANP/FNP
10-12 MS
2-3 ANP, 2
GNP
20 MS
3-4 Gero
Certificate
26 in all NP
programs
40-50 MS
In summary, JMU’s DNP program will not be unnecessarily duplicative because it is responsive
to a national trend in moving existing master’s programs toward the practice doctorate. It is
responsive to the urgent need in the Commonwealth for advanced practice nurses who will be
equipped to provide innovative leadership in influencing health care outcomes. It will address the
growing need for nursing faculty; and its curricular emphases, program delivery, and regional
location provide unique and highly relevant learning experiences for students. Appendix G
contains letters supporting the justification of a DNP program at JMU.
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22
Summary of Projected Enrollments in Proposed Program
Complete and submit the form below.
__________________________________________________________________
STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
SUMMARY OF PROJECTED ENROLLMENTS IN PROPOSED PROGRAM
Projected enrollment:
Year 1
Year 2
Year 3
Year 4
2011 - 2012
2012 - 2013
2013 - 2014
2014 - 2015
HDCT FTES
8
6
HDCT FTES
17
12.5
HDCT FTES
24
16.5
HDCT FTES
30
20
Target Year
2015 - 2016
HDCT FTES
32
22
GRAD
8
Calculations of projected enrollments are detailed in Appendix H.
Assumptions:
90% retention rate
Program begins Spring semester; graduation of full time students is in the third year
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23
Approval of Program Actions at Public Institutions
vi) Projected Resource Needs
Page 17 of 27 May 1, 2002
Instructions:
In a narrative, describe the available and additional program resources anticipated
in the following categories, explaining the need to operate the program:
full-time faculty part-time faculty/adjunct faculty
graduate assistants classified positions
targeted financial aid equipment (including computers)
library telecommunications
space other resources (specify)
Describe all sources of funds and the anticipated effect of any reallocation
of funds and faculty within the instructional unit.
With the assistance of the institution’s finance office or chief financial officer,
complete and attach the “form "Projected Resource Needs for Proposed Program."
On that form:
• answer the questions listed in Part A.
• use the number of full-time equivalent (FTE) positions when completing
the table in Part B.
• in Part C, use 0% salary increases and no inflation factor for any other cost
item. At the bottom of the table, specify the amounts and sources of funds
for the proposed program.
______________________________________________________________________________
PROJECTED RESOURCE NEEDS FOR PROPOSED PROGRAM
Part A: Answer the following questions about general budget information.
• Has or will the institution submit an addendum budget request to cover one-time costs?
Yes_____ No_____
• Has or will the institution submit an addendum budget request to cover operating costs?
Yes_____ No_____
• Will there be any operating budget requests for this program that would exceed normal
operating budget guidelines (for example, unusual faculty mix, faculty salaries, or
resources)?
Yes_____ No_____
• Will each type of space for the proposed program be within projected guidelines?
Yes_____ No_____
• Will a capital outlay request in support of this program be forthcoming?
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Yes_____ No_____
24
Projected Resource Needs
Full time faculty: The Department of Nursing has the faculty and administrative staff needed to
maintain the MSN semesters and the DNP transitional program semester (See Appendix I).
Additional doctoral faculty resources are needed to offer 36 credits of new course content, and to
provide advising and supervision for student practicum and capstone projects. New faculty will
be hired to teach in the DNP and/or to replace faculty who will launch the proposed program.
Faculty needs include:
 A doctoral prepared 12-month teaching and research faculty position to oversee the
technical and pedagogical aspects of the program, coordinating the distance learning
elements, practicum site and preceptor communication, and faculty advising of capstone
projects. One 12-month faculty FTE will be required for Fall 2011 at a salary range of
$100,000 - $115,000 depending on rank and qualifications. The higher figure has been
entered on the spreadsheet in Part B.

Three doctoral prepared academic year teaching and research faculty positions will be
required by the target year to teach on-line courses, coordinate practicum courses, and
advise capstone projects. One new 9-month doctoral prepared teaching and research
faculty FTE will be required Fall 2011, and 2 additional new 9-month faculty FTE’s will
be required by the target year at a salary range of $68,000 - $77,323 depending on rank
and qualifications. The mean salary of an Assistant Professor with a doctorate was
approximately $68,000 in 2008 – 2009; and the mean salary of an Associate Professor
with a doctorate in the $77,323. 53 The higher figure has been entered on the spreadsheet
in Part B.
Equipment and other Non-Personnel Operating Expenses: $7,000 X 5 faculty and staff
positions = $35,000 are needed to cover expenses that include computers, office supplies, travel
to clinical sites, teaching software, and faculty development activities.
Part time faculty: Part time faculty will not be used within the DNP program; however, parttime support will release faculty who teach DNP clinical courses from clinical teaching within
the BSN and MSN programs. Two credits of PT instruction at $2,200 per credit per 8 students
per year will be needed. In year one, 4 credits ($8,800) will be required; and by the target year,
8 credits ($17,600) will be required.
Adjunct Faculty: During clinical rotation courses the NP students will be assigned to practicing
preceptors who are Nurse Practitioners or Physicians. Some practitioners will be invited to give
guest lectures in their areas of expertise. Adjunct faculty are unpaid and will be offered adjunct
faculty status and the benefits that accompany this status.
Classified Positions: One full-time classified administrative assistant position is required to
support the administrative aspects of a new program at a salary of $32,000 + 14,974 fringe =
$46,974.
Graduate Assistants: Four graduate assistants are requested to support the program, 1 year
one, 1 year two, and 2 year three. Graduate assistants will be registered nurses who are enrolled
53
Fang, D., Tracy, C., Bednash, G.G. (2009). 2008-2009 salaries if instructional and administrative nursing faculty
in baccalaureate and graduate programs in nursing. Washington, DC: American Association of Colleges of Nursing.
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25
in the program and who can assist with laboratory instruction and provide instructional support
in the BSN program. Doctoral stipends at $14,500 each = $58,000.
Targeted Financial Aid: Students will be eligible for the same types of financial aid generally
available to graduate students. The university currently offers several forms of aid from the
health Resources and Services Administration (HRSA) targeted specifically to students in the
MSN program. These include Nurse Education Faculty Loan Program for students who agree to
teach in schools of nursing following graduation; and HRSA Nurse Traineeship grants that
defray part or all of tuition expenses and books.
Space: JMU has received generous support from the Commonwealth for educational facility
capital projects, and during the past decade the university has been engaged in aggressive
renovation and new building. In 1999 the Department of Nursing relocated to the new Health and
Human Services Building on the East Campus. The Department faculty was actively involved in
planning the design and utilization of space, and equipment and furniture purchases. The move
brought the department into close physical proximity with other programs within the CISAT. In
addition to access to the physical resources described below, the department has enjoyed
enhanced opportunities for interdisciplinary collaboration in teaching, scholarship, faculty
development, and service.
Classrooms: Opened in 1999, the Health and Human Services building of CISAT contains
many technology enhanced teaching-learning spaces. There are 20 classrooms accommodating
20 to 60 students each, and three auditorium lecture halls that seat 122, 154, and 314
respectively. Every classroom has fiber optic wiring and is fully equipped with audiovisual
teaching centers that include a computer, internet and shared network access, PowerPoint
capability, multimedia player, overhead projectors, a retractable projection screen, podium, white
board, and adjustable lighting. In addition, there are two multipurpose rooms in the adjoining
Integrated Science and Technology (ISAT) building (connected by a common corridor) that
contain the same multimedia and teaching capabilities, can be arranged flexibly to seat 50 to 100,
and can be used for continuing education programs, receptions, and other gatherings. When
needed for conferences or community meetings, space can be scheduled in the nearby Festival
College Center, which contains meeting rooms that can accommodate groups of 50 to 500. An
additional classroom located in the College Center has the equipment capability for distance
education.
Conference Rooms: Also in the HHS building are 3 conference rooms seating 10-14 and 3
seminar rooms seating 16 to 30. These rooms can be scheduled for seminars and meetings, and
each has access to portable audiovisual technology. Three additional conference rooms are
available in the adjoining ISAT building.
Faculty Offices, Workroom, and Kitchen: Each Department of Nursing faculty member has a
private office with computer, fiber optic access to the Internet and to university network drives,
telephone, desk, chairs, bookcases, and file cabinets. Five additional offices will be needed for
new faculty and staff. A faculty workroom containing a copier, white board, bookshelves, tables,
and chairs, is located in the faculty office corridor. A kitchen area for faculty and staff is located
on the unit and is equipped with refrigerator, sink, microwave, and tables and chairs.
Laboratories: Nursing enjoys a number of dedicated laboratory spaces which include:
Rev 0809
26
Three Skills Laboratories: Contain hospital beds with several working ICU headboards,
numerous mannequins, equipment, models, and hi fidelity patient care simulators
Health Assessment Laboratory: Features 13 "office" units containing examination tables
and wall-mounted equipment used for faculty demonstration and student practice of physical
examination and other health assessment skills.
Microscopy Laboratory: This laboratory was added during the 2004-2005 academic year
for the graduate nurse practitioner students. It contains 2 microscopes and all necessary
supporting equipment to allow students to perform urine microscopy, wet preps, and blood
smears.
Shared Laboratories: In addition, nursing shares with other HHS programs a simulated
home environment lab, as well as a videotaping skills lab set up as a typical office setting for
practice with communication and interviewing skills and to conduct and record role-play
interviews.
In all laboratories remote controlled cameras allow students to videotape skills performance. In
the skills and health assessment labs computers at the bedside facilitate computer-assisted
instruction and independent mastery of skills.
Student Work and Study Spaces: A graduate reading room was added in 2005, initiated by the
Department of Nursing. It is a limited access room with a refrigerator, tables and chairs that is
available only to graduate students in the health and human services programs. Nursing students
have access to multiple small group study areas in the Health and Human Service Building and
the nearby East Campus Library.
Computing Laboratories: The campus of JMU is well endowed with computing resources for
students and faculty alike. There are 13 general computing labs on campus, 3 of these in the
ISAT/HHS Buildings. The university operates a high-speed data network to provide internal
communication and access to the Internet. The campus network backbone operates at 100
mb/second among key internal service points.
An additional 10 computers are available at the bedside in the Health Assessment and Skills
laboratories. These share a common network drive, are Internet accessible, and contain nursing
computer assisted instruction, as well as digital media for nursing skills and health assessment.
The streaming video allows students to view and practice skills in the laboratories at the bedside.
Libraries: In August, 2008, the new East Campus Library at JMU opened to the public. This 5story 100,000+ square foot facility will house the science and technology collections (including
the entire Nursing collection) and serve the entire campus. The new library contains 172 public
use computers and provides wireless access throughout the building. Traditional library services
like access to reserve material, reference material, and media viewing will be offered.
Additionally there are 45 group study rooms, several technology-enhanced classrooms, a 24-hour
computer lab and study space, and a café in the library. Book and article delivery to faculty mail
boxes will continue and location-to-location delivery for students will be expanded enabling
student to request material transfer between libraries. Interlibrary loan service is web-based,
offering free delivery of materials owned by other libraries and providing U. S. mail service for
distance students.
Rev 0809
27
Currently approximately 6,000 books in the library collection have ‘RT’ (nursing) LC call
numbers or fall into the ‘R’ category for health and medicine. During fiscal year 2007-08 the
combined library book allocations for the Nursing Department was $14,346.00. The print
reference collection in the new East Campus Library has over 700 titles, with 232 falling in the R
call number range. In addition to the print reference collection the library has invested heavily in
electronic reference materials and will continue this trend, as these sources are available to our
users from home as well as on campus. Currently the library subscribes to 307 nursing journals
and thousands of journals in related health and human services disciplines. The library’s 350+
online databases, many with full-text, are available via the World Wide Web. Among the
databases to which faculty and students have access are CINAHL, ERIC, Ebsco’s Consumer
Health Complete, MEDLINE, PsycINFO, The Cochrane Library, Health and Psychosocial
Instruments, Sociological Abstracts, Dissertation Abstracts, WorldCat, Wilson Omni File, ABI
Inform, and Images.md, a database of over 70,000 medical images. In addition, the library’s
membership in the state consortium VIVA makes an additional 5,000 full text electronic journals
available to JMU students and faculty. The library’s home page provides links to other libraries’
holdings, Internet resources and the library’s online catalog and databases to facilitate student
utilization of library services from any remote location with internet access.
JMU Bookstore: The JMU Bookstore provides textbook services for faculty and students.
Recently housed in a new building, the 28,100 sq. ft store carries at least 70 different healthrelated titles per semester. The bookstore maintains online Internet access with capabilities for
students and faculty to inquire, search, and place textbook orders. The bookstore orders
specialized textbooks for faculty and students that are not maintained in the store.
Telecommunications: JMU is well-equipped to receive and originate distance learning
programs, e-mail, internet, and other forms of telecommunications. The web enhanced aspects of
the program will be offered using existing BlackBoard and internet technology and support.
Telecommunication costs estimated at $600 per phone line are requested for the new faculty and
staff positions.
Distance Learning Resources: The distance education portions of the program will use the web
based course management system Blackboard which allows students and faculty to interact
through virtual course material access and both synchronous and asynchronous interaction.
Blackboard staff in the Center for Instructional Technology (CIT) provide workshops and
consultation for online teaching.
Technology and Tech Support: The College of Integrated Science and Technology (CISAT)
has excellent staff support for desktop and classroom technology. In addition, faculty members
have access to equipment and staff expertise in the Center for Instructional Technology (CIT)
and the CISAT Creative Services. Staff members in the CIT and the Center for Faculty
Innovation (CFI) provide workshops and 1:1 assistance for on-line teaching using web-based
instructional software. The CISAT Creative Services is a state-of-the-art multimedia production
facility. All JMU faculty, staff and students have access to tools and support to help them create
materials for instruction, projects, presentations and publications. Students and staff provide oneon-one training on any hardware and software available in the lab. The CISAT Creative Services
has a variety of multimedia-related hardware including scanners, digital cameras as well as
equipment for video and audio digitizing, graphic development, animation and 3D rendering and
CD authoring and replication.
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28
Other: During the first year of the program, the Department will host an accreditation visit from
the Commission on Collegiate Nursing Education. The cost of accreditation is estimated at
$6,000, in addition to a one-time new program fee of $2,000. $8,000 is required for CCNE fees.
Rev 0809
29
Part B: Fill in the number of FTE positions needed for the program
Full-time faculty*
Part-time faculty (faculty FTE split with
other unit(s))
Adjunct faculty
Program Initiation Year
2011- 2012
On-going
and
Added
reallocated
(New)
2.00
Expected by
Target Enrollment
Year
2015- 2016
Added
(New)**
2.00
Total FTE
positions
1.00
4.00
0.00
0.50
0.50
Graduate assistants
1.00
1.00
3.00
5.00
Classified positions
0.00
1.00
TOTAL
* Faculty dedicated to the program
** Added after initiation year
1.00
4.50
5.50
1.00
11.00
0.00
Part C: Estimated resources to initiate and operate the program
Program Initiation Year
2011- 2012
Full-time faculty
salaries
fringe benefits
Part-time faculty (faculty FTE split with
unit(s))
0.00
2.00
2.00
4.00
$0
$192,323
$154,646
$346,969
$58,500
$50,016
$108,516
0.50
0.50
1.00
$8,800
$8,800
$17,600
$673
$673
$1,346
0.00
0.00
0.00
0.00
salaries
fringe benefits
Adjunct faculty
Expected by
Target Enrollment
Year
2015- 2016
0.00
salaries
$0
fringe benefits
$0
Graduate assistants
salaries
1.00
1.00
3.00
5.00
$0
$14,500
$43,500
$58,000
fringe benefits
Classified Positions
$0
0.00
1.00
0.00
1.00
salaries
$32,000
$32,000
fringe benefits
$14,974
$14,974
Personnel cost
salaries
$0
fringe benefits
$0
Total personnel cost
$0
$21,000
Equipment & other NPS costs
$247,623
$206,946
$454,569
$74,147
$50,689
$124,836
$321,770
$257,635
$579,405
$14,000
$35,000
Library
$0
Telecommunication costs
Other - Accreditation and new program fee
TOTAL
Rev 0809
$0
$1,500
$1,000
$2,500
$8,000
$352,270
$272,635
$8,000
$624,905
30
Approval of Program Actions at Public Institutions
Page 19 of 27 May 1, 2002
Part D: Certification Statement(s)
The institution will require additional state funding to initiate and sustain this program.
_____ Yes
_______________________________________________
Signature of Chief Academic Officer
_____ No
_______________________________________________
Signature of Chief Academic Officer
If “no,” please complete Items 1, 2, and 3 below.
1. Estimated $$ and funding source to initiate and operate the program.
Funding Source
Program initiation year
2011 - 2012
Target enrollment year
2015 - 2016
Reallocation within the
department or school (Note
below the impact this will
have within the school or
department.)
Reallocation within the
institution (Note below the
impact this will have within
the school or department.)
Other funding sources (Please
specify and note if these are
currently available or
anticipated.)
2. Statement of Impact/Other Funding Sources.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Secondary Certification.
If resources are reallocated from another unit to support this proposal, the institution will not
subsequently request additional state funding to restore those resources for their original purpose.
__X___ Agree _______________________________________________
Signature of Chief Academic Officer
_____ Disagree _______________________________________________
Signature of Chief Academic Officer
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31
Appendix A
Current MSN Program
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A-1
Department of Nursing
Masters of Science in Nursing
Student Learning Outcomes
(Revised 2/07)
Core Outcomes
The graduate of the Master of Science in nursing program will:
1. Effectively develop and communicate professional role with clients and colleagues
(NONPF Domain IV)
2. Demonstrate cultural competence in the ethical delivery of care to vulnerable populations
(NONPF Domain VI & VII)
3. Utilize knowledge from sciences, humanities, and nursing to promote health, prevent
disease, and provide quality health care to individuals, families, groups, and communities
(NONPF Domain 1)
4. Contribute to nursing knowledge through the scholarship of integration, application, and
teaching
5. Analyze economic, policy, environmental, and social forces to impact health care
delivery and quality of care (NONPF Domain V)
Additional Nurse Practitioner Track Outcomes
The nurse practitioner graduate will demonstrate ability to:
1. Synthesize assessment data to diagnose and manage patient health and illness needs
(NONPF Domain I)
2. Effectively serve as client partner and advocate within the health care delivery system to
meet client needs. (NONPF Domain II; V)
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A-2
Masters of Science in Nursing
Course Descriptions
NSG 510. Health Informatics for the Advanced Health Professional. 2 credits.
Information management skills are essential for practitioners and managers of all health care
disciplines. This course is a multidisciplinary examination of informatics in health care focusing
on technology, data management, best evidence practice tools and their applications.
Information management tools and applications will change over time but the ability to evaluate
and manage health care information systems will remain unchanged.
NSG 520. Advanced Health Assessment. 3 credits.
This course provides advanced knowledge and health assessment skills. Emphasis is placed on
interviewing, history taking, physical assessment and diagnosis based on clinical findings.
Normal and abnormal health assessment findings are emphasized. Characteristics of clients from
diverse ethnic and cultural backgrounds and age groups are considered. Considerations for the
aging client are emphasized. Classroom activities focus primarily on assessments that require
history-taking skills and utilize organizing theory and frameworks. Labs focus on the knowledge
and skills for history-taking and physical examination.
NSG 521. Advanced Concepts in Pathophysiology. 3 credits.
An advanced, clinically-oriented study of human physiology and the alterations in body
functions that underlie diseases in humans. Prerequisite: Admission to the Graduate Nursing
program.
NSG 522. Advanced Clinical Pharmacotherapeutics. 3 credits.
Building upon the knowledge of pharmacology learned at the undergraduate level, this course
examines concepts in pharmacotherapeutics necessary for advanced nursing practice. Emphasis
will be placed on pharmacokinetics and pharmacodynamics of important classes of drugs.
Considerations for the aging client will be highlighted. Case studies will provide an opportunity
for critical thinking, clinical application and care coordination.
NSG 611. Research for the Advanced Health Professional. 3 credits.
This course will provide a foundation for examination of components of the nursing research
process. Integrative review methodologies and evidence-based practice models will be
emphasized. Skills needed to build and assimilate knowledge for improving practice outcomes or
nursing education will be highlighted.
NSG 630. Care Delivery and Coordination I. 4 credits.
This course focuses on the evaluation, management and care coordination for clients with
common acute health deviations across the adult lifespan within a variety of contexts. The course
builds on knowledge and skills from health systems management, advanced health assessment,
pathophysiology and pharmacology. Emphasis is placed on formulating diagnoses and plans of
care that encompass client, family and coordinated systems of care. Prerequisites: NSG 520,
NSG 521 Corequisite: NSG 522
NSG 631. Care Delivery and Coordination II. 4 credits.
This course focuses on the evaluation, management and coordination of care for adolescent and
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A-3
adult clients with common chronic health deviations within a variety of contexts. The course
builds on knowledge and skills from advanced health assessment, pathophysiology, and
pharmacology and ethics. Emphasis is placed on formulating diagnoses and developing plans of
care that encompass clients, families and community resources. Prerequisites: NSG 520, 521,
522.
NSG 632. Coordinated Care of the Elderly. 3 credits.
This course focuses on the health issues and needs of older adults and principles for evaluating,
managing, and coordinating their care. Students will differentiate normal changes and symptoms
of aging from disease-related symptoms, focusing on the achievement of optimal health and
function for older adults. Emphasis is on the collaborative role of advanced practice nurses in
assisting older adults and family caregivers from diverse ethnic and cultural backgrounds to
negotiate health care delivery systems. Prerequisites or corequisites: NSG 520, 521, 522.
NSG 634. Role of the Advanced Practice Nurse. 1 credit.
This course will focus on historical and developmental aspects and competencies of advance
practice nursing (APN), and the continuing evolution of the APN role. Students will explore the
varied roles that APNs assume in the health care system and the legal and ethical considerations
for advanced practice.
NSG 635. Family Centered Care Delivery. 3 credits.
This course focuses on care given to the family unit, as well as individuals within the family unit.
Family theory, assessment and management will be emphasized. Emphasis will be placed on
assessment and care of the childbearing family and the family with young children. Individual
care will focus on the pregnant woman, the newborn, infant, toddler, preschool and school age
child (up to adolescence). This course builds on knowledge and skills from advanced health
assessment, pathophysiology and pharmacology. Prerequisites: NSG 520, NSG 521, NSG 522.
NSG 671. Practicum I. 3 credits.
Emphasizes advanced practice role development, complex and holistic client/family care, health
promotion/maintenance and care coordination. Practicum is individualized and will highlight the
advanced practice roles of clinician, manager, consultant, educator and researcher. Clinical
competencies will be emphasized to prepare the student for nurse practitioner certification.
Prerequisites: NSG 520, NSG 521, & NSG 630. Corequisites: NSG 522
NSG 672. Practicum II. 5 credits.
Emphasis will be placed upon the application of clinical skills, theories, concepts, issues and
research findings to the clinical care of children, adolescents, adults and/or older adults. Care
coordination issues will be addressed as they specifically impact diverse populations in all care
settings. Clinical competencies will be emphasized to prepare the student for nurse practitioner
certification. Prerequisites: NSG 630 and NSG 671.
NSG 673. Practicum III. 5 credits.
Continues emphasis on the application of clinical skills, theories, concepts, issues and research
findings to the clinical care of children, adolescents, adults and/or older adults. Care coordination
issues will be addressed as they specifically impact the selected population. Clinical
competencies will be emphasized to prepare the student for nurse practitioner certification.
Prerequisites: NSG 631 and NSG 672.
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A-4
NSG 680. Independent Study in Nursing. 1-3 credits.
This course provides the opportunity for independent study in a specialized area of
concentration. It is conducted under the supervision of a faculty member. Prerequisite: Approval
of Graduate Program Coordinator and department head.
NSG 690. Epidemiology and Population Assessment. 3 credits.
This course focuses on the distribution of health-related conditions within human populations
and factors influencing their distribution. Emphasis is on measurement of the health of
populations, the natural history of diseases, study design and assessment of data sources. It
addresses health systems that focus on health promotion and disease prevention.
NSG 692. Health Policy for Practice and Advocacy. 3 credits.
This course addresses the foundation of health policymaking. It emphasizes policy analysis for
practitioners in leadership roles. Federal and state policy-making and the mechanisms for health
policy change are emphasized. Policy issues impacting health delivery will form the basis for the
development of critical understanding of policy development.
NSG 696. Advanced Practicum. 3-6 credits.
Emphasis on the application of skills, theories, concepts, issues and research findings to the
clinical care of selected populations in age ranges appropriate for the selected track. Clinical
competency for a specific population is emphasized. This course will use clinical preceptors as
well as faculty. Prerequisites: NSG 673 or permission of the instructor. For FNP students, Corequisite NSG 635.
Rev 0809
A-5
James Madison University
Nursing Department
Masters of Science In Nursing
Nurse Practitioner - Full Time (43-46 credits)
Year One (21 Credits)
Fall (11)
NSG 520
NSG 521
NSG 630
NSG 634
Spring (10)
NSG 522
NSG 631
NSG 671
NSG 635
Advanced Health Assessment
Year Two (22 Credits)
3
Advanced Concepts in Pathophysiology 3
Care Delivery and Coordination I
4
Role of the APN
1
Fall (11)
NSG 611
NSG 632
NSG 672
Research for the Advanced Health
Professional
Coordinated Care of the Elderly
Practicum II
3
3
5
Spring (11)
Advanced Clinical Pharmacotherapeutics NSG 692
Health Care Policy
3
Care Delivery and Coordination II
4 NSG 690
Epidemiology
Practicum I
3 NSG 673
Practicum III
SUMMER (optional for FNP students only)
Family Centered Care Delivery
(FNP Students Only)
3
3
3
5
Masters Of Science In Nursing
Nurse Practitioner - Part Time (43-46 Credits)
Year 1 (12 credits)
Fall
NSG
520
NSG
521
Spring
NSG
522
NSG
692
Year 2 (15 credits)
Advanced Health
Assessment
3
Advanced Concepts in
Pathophysiology
3
Advanced Clinical
Pharmacotherapeutics
Health Care Policy
3
3
Fall
NSG
611
NSG
630
NSG
634
Spring
NSG
671
NSG
631
Year 3 (16 credits)
Research for the Advanced
Health Professional
3
Care Delivery&
Coordination I
4
Role of the Advanced
Practice Nurse
1
Practicum I
3
Care Delivery &
Coordination
4
Fall
NSG
632
NSG
672
Spring
NSG
673
NSG
690
Coordinated Care of the
Elderly
3
Practicum II
5
Practicum III
5
Epidemiology
3
Summer
(Optional- Only Take One)
NSG
635
Family Centered Care
Delivery (for FNP
students only)
Rev 0809
NSG
635
3
Family Centered Care
Delivery (for FNP students
only)
3
A-6
Appendix B
Clinical Sites
Rev 0809
B-1
Nurse Practitioner Program Clinical Sites
Dr. Dawn Alexander,MD RMH Family Practice 1661 South Main Street Harrisonburg, VA 22801
Christopher Benjamin, RN, MSN, FNP-C Valley Nurse Practitioners 213 Skyland Drive Staunton, VA
24401
Nancy Brubaker, FNP-C East Rockingham Health Center 13737 Spotswood Trail Elkton, VA 22827
Terri Bryant APRN, MSN, NP 1901 Tate Springs Road Lynchburg, VA 24501-1109
Shannon Burns, FNP-C Blue Ridge Internal Medicine 310 Old Ivy Way, Suite 201. Charlottesville, VA
22903
Dr. Jessica Byrd, MD Apple Blossom Family Practice 2913 Valley Avenue Winchester, VA 22903
Dr. Bruce Clemmons, MD Blue Ridge Internal Medicine 310 Old Ivy Way, Suite 201. Charlottesville,
VA 22903
Susan Conaty-Buck RN, DNP Harrisonburg-Rockingham Free Clinic 25 West Water St
Harrisonburg, VA 22801-3624
Lynette Crull PNP, Harrisonburg Community Health Center 563-A Neff Avenue Harrisonburg, VA
22801
Laura Dillon- RN, MSN, FNP Valley Health Page Memorial Clinic 200 Memorial Drive
Luray, VA 22835
Dr. Randolph H. Renzi, MD, FACC Selma Cardiology 104 Selma Drive Winchester, VA 22601
Chris Dubay, CNM Augusta Health Care for Women 39 Beam Lane Fishersville, VA 22939
Nancy Durning, FNP-C Blue Ridge Women’s Health Center 1885 Port Republic Road Harrisonburg,
VA 22801
Beth Evans, D.O Harrisonburg community health Center 563 Neff Avenue Suite A Harrisonburg, VA
22801
Dr. Joseph Fisher, MD Augusta Pediatrics 22 North Medical Park Dr, Fishersville, VA 22939
Dr. John Forbes, MD Stuarts Draft Family Practice 24 Glouchester Road Stuarts Draft, VA 24477
Dr. C. Wayne Gates, MD Meadowcrest ENT 3360 Emmaus Road Harrisonburg, VA 22801
Denise Gochenour, FNP Harrisonburg Community Health Center 563 Neff Avenue Suite A
Harrisonburg, VA 22801
Hedy L. Reese, MSN, RN, FNP-C Harrisonburg Pediatric Associates 1947 Medical Avenue
Harrisonburg, VA 22801
Janelle Hibson, FNP-BC Page Memorial Convenient Care 200 Memorial Drive Luray, VA 22835
Pete Hill, FNP Elkton Family and Childrens Medical Clinic 115 East Rockingham Street Elkton, VA
22827
Rev 0809
B-2
Rodney Huff, FNP 1870 Amherst Street Suite F Winchester, VA 22601
Beth Jaeger-Landes, NP UMA Clinic University of Virginia PO Box 800744 Charlottsville, VA 22908
Dr. Dan Johnson, DO Lynchburg General Hospital 2832 Candlers Mountain Road,
Lynchburg, VA 24502
Marty Jones, CNM, MS Shenandoah Women’s Health Care 240 Lucy Drive Harrisonburg, VA 22801
Cheryl Kenney, FNP Valley Health Quick Care 201 Centre Dr # 110 Stephens City, VA 22655-4073
Barbara M. Kirkland CNM,MS Shenandoah Women’s Healthcare 240 Lucy Drive Harrisonburg, VA
22801
Dr. Daria Kiselica, MD RMH Corporate Health 1790 E Market Street Suite 64 B
Harrisonburg, VA 22801
Sue Klassen, FNP Harrisonburg Rockingham Health Department PO Box 26 110 North Mason Street
Harrisonburg, VA 22801
Mary Koogler, FNP Hess Orthopedics 4165 Quarles Court Harrisonburg, VA 22801
Dr. Colleen Kraft, MD Virginia Tech Carilion School of Medicine 1906 Belleview Avenue Roanoke,
VA 24014
Larissa Norman, FNP Asthma and Allergy Center of Lynchburg 1715 Thomson Drive Lynchburg, VA
24501
Dr. Richard Lane, Light Medical 1971 University Boulevard Harrisonburg, VA 22801
Kathryn Loveland, PNP The Kidz Docs Pediatric & Adolescent Medicine 1451 Belle Haven Road
Alexandria, VA 22307
Dr. Morgan Mandeville, MD Richeson Drive Pediatrics 105 Richeson Drive Lynchburg, VA 24501
Dr. Donald Martin, MD RMH Rheumatology & Neurology 1931 Medical Avenue, Harrisonburg, VA
22801
Marsha May, NP Staunton Carilion 40 Lambert Street Staunton, VA 24401
Jennifer McQuillen, FNP Winchester Pediatrics Clinic 190 Campus Boulevard Winchester, VA 22601
Louise Monetta, NP Mc Guire Virginia Medical Center 11801 Carters Creek Chesterfield, VA 23838
Dr. Louis E. Nelson, MD Harrisonburg OB-GYN 2291 Evelyn Byrd Avenue Harrisonburg, VA 22801
Dr. Stephen Phillips, MD RMH Corporate Health 1790 E Market Street Suite 64 B Harrisonburg, VA
22801
Dr. Heidi Rafferty, MD RMH Surgical Associates 235 Cantrell Avenue Harrisonburg, VA 22801
Dr. Valerie Rennenger, MD Johnson Health Center 320 Federal Street Lynchburg, VA 24504
Rev 0809
B-3
Ann Rickard, FNP Staunton-Augusta Health Department 1414 North Augusta Street Staunton, VA
24401-2401
Dr. Stephen Rodgers, MD JMU University Health Center JMU MSC 7901 Harrisonburg, VA 22807
Dr. Shyama Rosenfeld, MD Winchester Family Practice 1440 Amherst Street Winchester, VA 22601
Dr. Alexander Salomon, MD Staunton Medical Associates 42 Lambert Street Staunton, VA 24401
Ann Solomon, FNP Apple Blossom Family Practice 2913 Valley Avenue, #200, Winchester, VA 22601
Art Strunk, FNP East Rockingham Health Center 13737 Spotswood Trail Elkton, VA 22827
Kenneth Swanson, FNP-C Johnson Health Center 320 Federal Street Lynchburg, VA 24504
Dr. David Switzer, MD Page Healthcare Associates 125 Memorial Drive, Luray, VA 22835
Margaret Upton, NP-C EMU Health Center Harrisonburg, VA 22801 margaret.upton@emu.edu
Pamela Webb, FNP Ashland Nursing and Rehabilitation Center 906 Thompson Street Ashland, VA
23005
Rev 0809
B-4
Appendix C
DNP Course Descriptions
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C-1
DNP Course Descriptions
NSG 690, Epidemiology and Population Assessment – This course focuses on the distribution
of health-related conditions within human populations and factors influencing their distribution.
Emphasis is on measuring and describing the health of populations, the natural history of
diseases, measurement of morbidity and mortality, screening tests, study design, and assessment
of data sources. Government and non-governmental organizations that address health promotion
and disease tracking are reviewed.
NSG 692, Health Policy for Practice & Advocacy - This course addresses the foundations of
health policymaking. It emphasizes policy analysis for practitioners in leadership roles. Federal
and state policy-making and the mechanisms for health policy change are emphasized. Policy
issues impacting health delivery will form the basis for the development of critical understanding
of policy development.
NSG 711, Analytical Methods for Health Care – This course prepares doctoral level
practitioners with skills and competencies needed to assimilate knowledge at a higher level of
complexity focusing upon evidence based practice. The course will be structured according to
the competencies of the American Association of Colleges of Nursing.
NSG 712, Issues & Methods in Translational Inquiry - Traditional nursing practice has relied
more on experiential wisdom than science to make decisions that affect patient outcomes. This
course will build on research methodologies and informatics to analyze and evaluate research
underlying evidence based practice. It will explore models used in the dissemination of
knowledge and the translation of research to practice.
NSG 713, Evidence Based Practice: Health Promotion - Health is imperative for quality of
life and for economic vitality. This course explores theory development regarding health
behavior and strategies for interventions with individuals and populations. Program development
and initiatives to reduce risk and improve health status are explored. Evidence based practice to
improve clinical preventive services is examined.
NSG 714, Evidence Based Practice: Chronic Illness - This course addresses best practices for
chronic disease care. Chronic illness is highly prevalent, costly, and preventable. Issues resulting
from chronic illness are explored. Theoretical frameworks for chronic illness are reviewed.
Standards of care for select chronic illnesses will be compared with evidence-based practice
literature.
NSG 715, Organizational Behavior in Health Care – This course focuses on the role of
“human” resources in the functioning, success, and failures of health care organizations. A
primary focus is to improve understanding of how people behave within the context of health
care systems and how those behaviors relate to the organization’s strategic direction, leadership,
management, conflict, and outcomes.
NSG 771, Advanced Practicum I - This is the first of three practicum courses designed to help
students build and assimilate knowledge for advanced specialty practice at a high level of
complexity. Practicum I has a direct practice emphasis. Students examine the evidence base that
informs practice and applies findings in the provision of client and population focused
interventions.
Rev 0809
C-2
NSG 772, Advanced Practicum II - This is the second of three practicum courses designed to
help students build and assimilate knowledge for advanced specialty practice at a high level of
complexity. Practicum II has a health systems emphasis. Within the advanced practice role,
students examine and analyze systems of care and the implications for client care.
NSG 773, Advanced Practicum III – In Practicum III students synthesize and expand learning
developed to this point, and demonstrate mastery of advanced practice at a high level of
complexity. The course provides the practice context within which the final DNP project is
completed.
NSG 800, Capstone Project - For the scholarly capstone project students systematically use
evidence to improve either practice or patient care outcomes within an advanced nursing practice
specialty. The project produces a tangible and deliverable product that summarizes the student’s
growth in knowledge and expertise and is evaluated by an academic committee.
Cognate Courses - Two 3-credit graduate level cognate courses will be required that allow
students to develop an area of interest relevant to their professional goals. Students can provide a
rationale to select any graduate level course at JMU. Choices might include courses in nursing
education, leadership, or assessment and measurement.
Examples of Cognate Courses:
NSG 510. Health Informatics for the Advanced Health Professional. 2 credits.
Information management skills are essential for practitioners and managers of all health care
disciplines. This course is a multidisciplinary examination of informatics in health care focusing
on technology, data management, best evidence practice tools and their applications.
Information management tools and applications will change over time but the ability to evaluate
and manage health care information systems will remain unchanged.
NSG 523. Concepts in Aging. 3 credits.
This web-enhanced course is divided into 8 modules and examines the physiological,
psychosocial, cognitive, legal and ethical aspects of aging within a care coordination context. A
focus is on the issues that surround the concepts of aging and how the ethical aspects of care
relate to the utilization of resources. A service learning project is required.
NSG 640. Curriculum Development in Nursing. 3 credits.
This course investigates models, techniques and instructional strategies for constructing curricula
and developing programs in health care settings, the community, continuing education and in
collegiate settings. Instructional design processes, procedures, implementation and evaluation are
emphasized.
NSG 641. Curriculum Evaluation. 3 credits.
This course focuses on the theory and practical application of the evaluation process for nursing
education programs and health care systems. Test construction and measurement are featured
and an emphasis is placed on evaluation of program goals, outcomes and evidence-based
practice. Methods and processes in developing specific instruments for program evaluation data
collection and data analysis will be discussed. Prerequisite: NSG 640.
Rev 0809
C-3
NSG 643. Technology in Nursing Education. 3 credits.
This course provides students an opportunity to acquire knowledge and skills for using a variety
of computer technologies to support the teaching-learning process in nursing. The course will
discuss principles of distance learning, use of the Internet for teaching-learning, and how to
integrate computer technologies into nursing curriculum. Emphasis will be given to theoretical
frameworks that guide the selection, use and integration of technology into nursing education
programs. Prerequisite: NSG 640.
Rev 0809
C-4
Appendix D
Assessment Instruments
Rev 0809
D-1
CLASSROOM COURSE and CLASSROOM INSTRUCTOR EVALUATION
DEPARTMENT OF NURSING
JAMES MADISON UNIVERSITY
Name of Course
Being Evaluated:
Name(s) of
Faculty Teaching
Course:
Course
Number:
Semester/
Year:
Instructions
 Use a #2 pencil and fill in circles on scantron clearly and completely.
 You will be given a nine-digit number to fill in on the Scantron. This is an identifying
number for the individual nursing course.
 On the scantron, please write out the instructor's name and the courses that he/she is
being evaluated on.
 Fill in your response for all 9 statements below. Note that A = Unsatisfactory and E =
Excellent.
Key: A = Unsatisfactory
B = Minimally Satisfactory
C = Satisfactory
D = Good
E = Excellent
1. The course syllabus contained clear objectives, descriptions of course activities and
assignments and grading standards.
2. Teaching activities contributed to my learning.
3. Supplemental materials and resources (e.g. persons, reading, web sites, media) enriched my
learning.
4. The course facilitated development of skills in critical thinking and problem solving.
5. Technology used in this course enhanced my learning.
6. The course challenged me academically.
7. Methods of evaluation fairly evaluated my mastery of the course.
8. The course content complemented other courses in the curriculum.
9. The orientation to this course facilitated my use of technology for online learning.
10. The asynchronous format assisted me in meeting my learning needs.
11. Overall rating of this course.
Rev 0809
D-2
Comments
Course Strengths:
Suggestions for Improvement:
The instructor/faculty:
1. Clearly communicated class objectives and assignments.
2. Clearly communicated requirements of course grading criteria.
3. Used teaching methods and style that enhanced my active learning.
4. Encouraged and respected questions and discussion from students.
5. Demonstrated interest and enthusiasm for subject matter.
6. Demonstrated knowledge of the subject matter.
7. Used a variety of teaching methods and resources.
8. Was receptive to individual student needs.
9. Overall rating of the instructor.
10. Clearly communicated expectations for online group discussions.
11. Gave timely feedback about assignments.
Please give comments related to specific courses (use back of page if needed):
Instructor Strengths:
Suggestions for Improvement:
Rev 0809
D-3
DEPARTMENT OF NURSING
JAMES MADISON UNIVERISTY
EVALUATION OF PRACTICUM AGENCY BY JMU FACULTY OR STUDENT
Please check the column that represents the number on the scale that describes your judgment of
that factor as it relates to the individual’s performance in your agency/unit. Your own statements
may be added and input from all staff working with faculty is desirable.
5 = Outstanding, 4 = Good, 3 = Satisfactory, 2 = Minimally Satisfactory, 1 = Unsatisfactory
N/A = not applicable
Faculty/Studen
t
Clinical Course
Semester
Title/Position
Unit/Agency
Date
5
4
3
2
1
N/
A
1. Agency communicates expectations to faculty and students.
2. Agency welcomes students as learners and values their
contributions.
3. Agency provides opportunities for substantive and useful
learning experiences with clients.
4. Staff and/or preceptor communicate(s) openly and clearly with
students and faculty.
5. Staff and/or preceptor convey a positive, supportive, and
collegial attitude towards students.
6. Staff and/or preceptor encourages student responsibility and
active learning.
7. Staff and/or preceptor provide mentoring and professional role
modeling to students.
General Comments: Strengths and suggestions for improvement. Use the back of this form or
attach a separate sheet of paper.
Rev 0809
D-4
James Madison University
Employer Questionnaire
The James Madison University Nursing Department is committed to preparing graduates who
have the knowledge and skills necessary for function in advanced practice positions. Curricular
decisions are based on information collected from a variety of sources including employers of
recent graduates. As a direct supervisor of one of our recent graduates, your responses to the
following questions will be helpful to us in continuing improvement of our graduate program.
The graduate, whose name appears in this form, has given the Department permission to contact
you for an evaluation of his/her performance as a relatively recent graduate. Please complete
each item as directed.
1. Name of graduate. ____________________________________________________
2. Graduate’s current position/title. ______________________________________________________
3. Approximate length of employment in the current position.
o Less than six months
o Less than one year
o One to two years
o More than 2 years
o No longer employed
4. Clinical expertise in a defined area of practice.
o Much better than average
o Better than average
o Average
o Below average
o Much below average
o Non applicable
5. Ability to adjust to demands of employment.
o Better than average
o Average
o Below average
o Much below average
o Non applicable
6. Capacity to perform in advanced practice role.
o Much better than average
o Better than average
o Average
o Below average
o Much below average
o Non applicable
Rev 0809
D-5
7. Utilizes critical thinking in problem solving and decision making.
o Better than average
o Average
o Below average
o Much below average
o Non applicable
8. Incorporates best practice principles in patient care delivery.
o Better than average
o Average
o Below average
o Much below average
o Non applicable
9. Delivers care that is sensitive to diverse personal and socio-cultural characteristics of individuals and
families.
o Better than average
o Average
o Below average
o Much below average
o Non applicable
10. Name/Title of Person Completing Form (optional)
___________________________________________________________________________
11. Agency (optional)
_________________________________________________________________________________
Thank You for Taking the Time to Complete This Survey!
Rev 0809
D-6
James Madison University
Graduate Nursing Program
Summer 2009
Employer Questionnaire
1 year post graduation
3 out of 6 completed questionnaires. (50% return rate)
RMH/EMU/Internal Medicine Practice
1.
Approximate length of employment in current position.



More than two years
Less Than One Year
Less than six months
Key For Below Items:
5= Much better than average
4= Better than average
3=Average
2=Below average
1=Much below average
4.3
Clinical expertise in a defined area of practice.
4.6
Ability to adjust to demands of employment.
4.3
Capacity to perform in advanced practice role.
4.3
Utilizes critical thinking in problem solving and decision making.
5
Incorporates best practice principles in patient care delivery.
5
Delivers care that is sensitive to diverse personal and socio-cultural characteristics of
individuals and families.
Rev 0809
D-7
Appendix E
Student Demand Survey
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E-1
Needs Survey for Graduate Programs
James Madison University
We would like to learn about your interest in either Master’s Study or enrollment in the Doctor of Nursing
Practice (DNP). The American Association of Colleges of Nursing endorses a plan to move all advanced
practice graduate nursing programs to the Doctor of Nursing Practice (DNP) during the next decade.
James Madison University is conducting this needs assessment for a proposed DNP program as well as
continuing education needs. As proposed, nurses with a BSN degree could enter this program and exit
with the MSN or continue on to complete the DNP. Nurses who hold a MSN degree could enter the
program to complete the DNP. Whether or not you are interested, please complete and return the
survey, which should only take 15 minutes of your time. Also, please let us know if you are interested
in Masters’ Study by replying to Item 6. If you return a completed survey we will register you in a
drawing for a Free Dinner for Two. THANK YOU!
1.
Zip code of current residence _______________
2.
Check all educational programs you have completed.
66 (14%)
173 (36.6%)
277 (58.6%)
59 (12.5%)
101 (21.4%)
5 (1.1%)
15(3.2%)
6 (1.3%)
1 (0.2%)
43 (9.1%)
3.
Diploma in nursing
Associate degree in nursing
Baccalaureate degree in nursing
Baccalaureate degree in other field
Master’s degree in nursing
Master’s degree in business administration (MBA)
Master’s degree in other field
Doctoral degree in nursing
Doctoral degree in other field
Other (Please Specify) ______________________________________
Mark all advanced practice educational programs you have completed.
48 (10.1%) Nurse practitioner (NP)
22 (4.7%) Clinical nurse specialist (CNS)
20 (4.2%) Certified nurse midwife (CNM)
1 (0.2%)
Certified nurse anesthetist (CRNA)
282 (59.6%) None of the Above
4.
If you are master’s prepared in nursing and not an NP, CNS, CNM, or CNRA please briefly
describe the focus of your master’s program (e.g., administration, education).
Examples listed below:
4
18
10
2
1
1
5
Rev 0809
Community
Nursing Management & Leadership
Education
Psychiatric Nursing and Nursing Administration
Integrative Health
Advanced Pediatric Clinical Nursing
Clinical Nursing Specialist
E-2
5.
Are you currently enrolled in a master’s degree in nursing or post-master’s certificate program
in nursing?
38 (8.4%)Yes
6.
If you are considering pursuing a master’s degree in nursing, which areas of interest most
appeal to you?(check all that apply)
61 (12.9%)
25 (5.3%)
113 (23.9%)
84 (17.8%)
0 (0.0%)
0 (0.0%)
94 (19.9%)
75 (15.9%)
7.
Adult Nurse Practitioner
Gerontological Nurse Practitioner
Family Nurse Practitioner
Nurse Administrator
Nurse Educator
Clinical Nurse Specialist
I do not plan to pursue a graduate degree
Other
Are you interested in teaching in a nursing academic program? (check one)
235 (52.2%)
38 (8.4%)
69 (15.3%)
108 (24.0%)
7.
413 (91.6%)No
No
Yes, within Associate degree program
Yes, within Baccalaureate or higher education degree program
Yes, within either type of program
Are you interested in pursuing the Doctor of Nursing Practice (DNP) degree?
103 (22.4%) Yes
216 (47.1%) No
140 (30.5%) Uncertain
7a) If yes, within: 95 (36.5%)5 years,
7b) If yes, preference is for:
36 (13.8%)10 years,
119 (47.2%)part-time study,
102 (40.5%)uncertain
129 (49.6%)uncertain
31 (12.3%)full-time study,
8.
Please rank order (1 first choice…4 last choice) your preferences in terms of course delivery.
First Choice:
897 (27.1%) Traditional in-person classroom
1,054 (31.8%) Limited in-person classroom and online
672 (20.3%) Distance delivery with 2-way audio and visual
692 (20.9%) Online only
9.
Please rank the order (1 first … 6 last) your preference for how face to face classes are offered
First Choice:
1,658 (24.7%) Consolidated in one day per week
1,369 (20.4%) Consolidated in 2 consecutive days per month
879 (13.1%) Consolidated in 1-2 full weeks per semester
882 (13.1%) Daytime classes
1,123 (16.7%) Evening classes
803 (12.0%) Combination of daytime and evening classes
10.
Please rank the order (1 first choice… 6 last choice) of your preference for the day of the week
classes are offered
First Choice:
Rev 0809
E-3
1,220 (18.9%) Monday
1.363 (21.2%) Tuesday
1,281 (19.9%) Wednesday
1,093 (17.0%) Thursday
765 (11.9%) Friday
717 (11.1%) Saturday
We welcome any additional comments you would like to provide:
Examples typical of many comments  Interested in DNP in Family Nursing to add to my CNM(Certified Nurse Midwife Degree)
 I am interested in graduate school, just not sure about what program exactly, work full time so
flexibility with school schedule a must. Cost is also a concern.
 I am very interested in the DNP Program. I would like to teach but I am also interested in FNP.
Is there any way to combine the two?
 I completed my master’s degree on-line with a practicum in my current facility. This was ideal
for me to keep up with work, family and church activities.
 Great news that you are considering a program.
 I just recently heard about the possibility of a DNP Program. Currently I plan on obtaining an
MSN degree in 2010. This excites me as it definitely is an option for me.
 I have a BS degree from JMU. I am looking to get my masters in nursing while working, so
online classes or distance learning is preferable.
Thank you for completing this survey! Please contact at halepj@jmu.edu or (540) 568-1700 if you would
like information about our programs. Please give us your name and email to register for the free
drawing for dinner.
____________________________________Name
Rev 0809
______________________Email
E-4
Appendix F
Employment Advertisements
Job listings are arranged to document local/regional, state, and then national markets, in that
order. The advertisements were gathered from sources accessed in July, August, and September
2009.
Rev 0809
F-1
Appendix G
Letters of Support
Rev 0809
G-1
Rev 0809
G-2
Rev 0809
G-3
Rev 0809
G-4
Rev 0809
G-5
Rev 0809
G-6
Appendix H
Student Enrollment Calculations
Rev 0809
H-1
DNP ENROLLMENT & GRADUATION CALCULATIONS
Target Year Assumptions:
11 new students per year* = 8 FTE:
 4 full time students = 4 FTE student enrollment
 3 graduate in three years = 2 FTE
 4 graduate in four years = 2 FTE
Definitions:
HDCT—fall headcount
FTE—Full Time equated
GRAD—annual number
*Calculated for 2 full time years of post masters study. Students who enter the BSN-DNP program will be
incorporated into these numbers.
Year 1
Year 2
Year 3
Year 4
Target Year 5
C
o
Con’t
h
o
r
t
H
D
C
T
FTE
H
D
C
T
FTE
GRA
D
HD
CT
FTE
GRAD
H
D
C
T
FTE
GRA
D
I
8
6
8
6
3
5
3
2
3
1.5
3
9
6.5
-
9
6.5
3
6
3.5
4
3
2
2
0
19
7
-
10
7
3
7
4
3
4/3
11
8
-
11
8
3
8/4
11
8
-
11/8
32
22
8
23
15
II
III
IV
V
T
O
T
A
L
8
Rev 0809
6
17
12.5
3
24
16.5
5
30
20
9
HD
CT
FTE
GRAD
HDCT
/
FTE
0
H-2
Appendix I
Faculty Qualifications
Rev 0809
I-1
Appendix I
Full Time Nursing Faculty Qualifications
Name
Degree
Degree
Specialty
Institution
Annan, S.
PhD
Psych. Mental
Health
UVA
Bagnardi, M.
MSN, EdD
ARNP
Education
Brooks, S.
MSN
Comm. Health
ConatyBuck, S.
MSN, FNP,
DNP
Family Nurse
Practitioner
University
of Miami,
Florida
International
U.
UVA, JMU
(N.
Education
Center)
JMU, UVA
*Eaton, M.
PhD
Policy and
Nursing
Administration
Floyd, K.
RN, MSN,
FNP
Gochenour,
D.
MSN, FNPC
Home Health,
Family Nurse
Practitioner
Family
Rev 0809
GMU
JMU
(BSN),
ODU
(MSN,
FNP)
Other Areas of
Expertise,
Specialty
Sexual Assault,
Forensic Nursing,
Emergency
Nursing
Critical Care
Rank
Appointment
Years in
Faculty
Role
5 PT,
New to
FT
Certification
Licensure
Year
Onset
Assistant
Professor
TT
Assistant
Professor
Working Poor
RN
2008
TT
17
RN
ARNP
CCRN
Certification
2007
X
Lecturer
RTA
3 PT,
New to
FT
RN
2008
X
Family Practice,
Chronic Care,
Health Care,
Informatics
Technology
Home Health
Leadership,
Health
Economics,
Health Policy
Home Health
Pediatrics
Instructor
RTA
4
AANP/RN,
Rx Authority
2004
X
Associate
Professor
T
9FT
RN
1999
X
Instructor
RTA
3
RN
2005
X
Chronic Care,
Family Practice,
Internal Medicine
Instructor
RTA
5
AANP/RN,
Rx Authority
2004
X
I-2
Teaching
BSN RN- MSN
BSN
X
X
X
Name
Degree
Degree
Specialty
Institution
Graham, A.
MSN
FNP
U of
Colorado
Hlth Sci Ctr
Gross, M.
MSN, PhD,
RN, CNE
Instructional
Technology,
Comm. Health
UVA, VT
*Hale, P.
MSN,PhD
UVA
UMAB
Health
Promotion
Hulton, L.
MSN, PhD
Adolescent
Health
Promotion
UVA
Jagiello, K.
RNC, MSN
Nursing
Education
JMU
Lee, J.
MSN, RN
Health
Systems
Management
UVA
*Martin, V.
MSN, PhD
Adult Health
Gero
Radford U.,
UVA, VT
Mast, M.
MSN, PhD
Adult P.C.,
ANP
EMU,
U. of
Rochester,
UVA
Rev 0809
Other Areas of
Expertise,
Specialty
Cardiac
Med-Surg
(Neurology,
Neurosurgery),
Nursing
Education,
Computer
Applications
Comm Hlth
Health Prom
Programs; Health
Behaviors
Community
Health, Teen
Pregnancy
Prevention
Women’s Health
Emergency Nsg,
Clin.Simulation,
Disaster
Preparedness
Adult Health
Pathophysiology
Gerontology
Spirituality
Oncology,
Gerontology,
Chronic and
Paliative Care
Rank
Appointment
Instructor
RTA
Years in
Faculty
Role
1
Certification
Licensure
Year
Onset
Associate
Professor
TT
9
RN, FNP-C,
Prescriptive
Authority,
Certificate by
ANCC FNP
RN, CNE
2006
2007
Professor
T
23
RN
2006
Associate
Professor
T
10
RN
1998
X
Instructor
RTA
2
2006
X
Instructor
RTA
3 (New
to JMU)
RN, RNC In
House OB,
ACLS, CPR
Instructor
RN
2008
X
Associate
Professor
T
26
Gerontology
Certificate,
RN
1999
X
Professor
T
5 PT, 20
FT
RN, ANP
1980-2002;
ELNEC
Undergrad
trainer
1994
X
I-3
2008
Teaching
BSN RN- MSN
BSN
X
X
X
X
X
X
X
Name
Degree
Degree
Specialty
MetzlerSawin, E.
MSN
PhD (C)
Community
Health
O’Neill, C.
MSN
Psy MH
Nursing
Patterson, N.
MSN, PhD
(C)
MSN, PhD
Public Comm.
Health
Gero
Rubenstein,
C.
MSN
PhD (C)
PNP-PC
Scheikl, M.
MSN, RN
Health
Systems
Management
^Sobel, L.
PhD
^Strang, S.
MSN, FNP,
DNP
Nursing
Education
(MSN), Post
MSN, FNP
Edinboro U.
of PA, ODU
Taylor, H.
BSN, MSN
Tratnack, S.
BSN, MSN,
FNP, DNP
Ortho.,
Trauma,
Cardiac
Psy MH
Family
Trimm, D.
RN, DNS
Rocchiccioli,
J.
Rev 0809
Nursing
Education,
Institution
Rank
Appointment
Instructor
TT
Instructor
RTA
6
Instructor
RTA
Professor
T
1 PT, 6
FT
23
Instructor
TT
Instructor
RTA
Associate
Professor
T
Chronic Illness,
Metabolic
Syndrome,
Women’s Health
Assistant
Professor
RTA
23 PT,
5FT
Ball State
U., UVA
Critical Care,
Pain
Instructor
RTA
2
East Tenn.
State U.,
UVA
Serious Mental
Illness,
Preventive Health
Care
MedSurgical/ICU,
Instructor
TT
New to
JMU, 6
at UVA
Assistant
Professor
TT
11
Duke U.
(BSN),
UVA
(MSN)
UVA
J.R.
Reynolds
CC, VCU,
UVA, MCV
VCU,
Villanova
U.
UVA
LSU
Other Areas of
Expertise,
Specialty
Gerontology,
Needs of
Caregivers,
Sexual Abuse
Psy MH, Home
Health, End of
Life Care
Nursing History,
Women’s Health
Family
Caregiving,
Fatigue,
Gerontology
Pediatrics- Acute,
Ped. Primary
Care
Simulation,
Women’s Health
Years in
Faculty
Role
Certification
Licensure
Year
Onset
2007
Teaching
BSN RN- MSN
BSN
X
RN, HH ANA
Cert., ELNEC
Graduate
Trainer
RN
2001
X
2003
X
RN
Gerontology
2004
7 FT
RN, CPNPPC
2007
X
1.5
CPR, RN
2006
X
2001
X
I-4
RN, FNP-C,
Prescriptive
Authority,
Certificate by
ANCC FNP
RN, CNS,
ONC
Certification
RN,
PMHCNS
FNP, Rx
Authority
RN
X
2003
X
2006
X
2008
X
2005
X
Name
Degree
Degree
Specialty
Institution
Adult Health
Webb, C.
MA, RN
West, C.
MEd
(counseling)
Nursing
Education/
Parent Child
Nursing
NYU,
Catholic U.
Other Areas of
Expertise,
Specialty
PACU, Theory
Development,
Healthcare
Waiting
Acute Pediatrics,
Children and
Families with
Diabilities
Rank
Appointment
Years in
Faculty
Role
Certification
Licensure
Year
Onset
Instructor
RTA
26
RN
1997
X
Lecturer
RTA
New
2008
X
TT=Tenure Track
T = Tenured
RTA = Renewable Term Appointment
* = Program Coordinator
^ = Clinical Coordinator
Rev 0809
I-5
Teaching
BSN RN- MSN
BSN
Appendix J
External Review Document
Rev 0809
J-1
External Review of the Doctor of Nursing Practice Degree Program
Proposed by James Madison University
This review is being provided to James Madison University following a consultation visit
conducted April 2007 and receipt of the New Program Action Request that was forwarded to the
reviewer July 2008. Comments will be based primarily on the written materials provided in the
New Program Action Request and will surround programmatic need, curriculum, and resources.
Need for the Program
National recommendations from the American Association of Colleges of Nursing (AACN) that
advanced practice nursing (APN) degree programs should migrate from masters to doctoral level
education by 2015 has created a tidal wave of new programs that is sweeping the nation. It is
apparent that after 2015 if an APN degree program continues to exist at the master’s level that it
will be significantly disadvantaged in its ability to attract students. Thus, for an APN program to
remain viable it must consider when and how to make the transition from masters to doctoral
level education. The JMU nursing program’s proposal to migrate their existing master’s level
APN program to the DNP beginning the fall of 2009 will likely place them among the first 100
schools to make this transition.
The JMU Nursing Program has kept abreast of the changes that have been occurring in regard to
APN education and have been preparing for transition of their master’s degree program in a
thoughtful and deliberative fashion. In addition to being responsive to the national trends in
nursing education, they have also been sensitive to the needs of their community; both potential
students and employers. They have carefully followed the emergence of other DNP programs
across the state and have investigated student demand for the program and employability of
graduates. The findings from their study mirror those from other schools across the nation;
basically that there is a significant backlog of master’s prepared APN’s who are waiting to enroll
in post-master’s DNP programs and that the need for APN’s continues to be great and is
anticipated to increase even more in the coming decade. In this context, the faculty should be
prepared to consider how they will deal with a larger than expected number of highly qualified
applicants; will they admit more than their initial target numbers and/or how will they mitigate
any adverse reactions from their practice colleagues who may not be selected for admission?
Curriculum
From the material provided, the proposed curriculum appears grounded in the Essentials of
Doctoral Education for Advanced Nursing Practice and is of a length and credit hours consistent
with other DNP programs across the country, as reflected by the proposed Learning Outcomes
and Course of Study. Retaining the option for students to exit the DNP program after 43-46
credits with a MSN is a tactic that some programs are employing during their transition. While a
reasonable tactic, there are some consequences to consider such as whether or not this will
impose an additional faculty workload with overlapping programs; moreover, there is a high
possibility that these very same graduates will likely be returning for the post-MSN DNP in the
future. The development of a transitional semester for JMU post-BSN students is an excellent
approach to launching the post-BSN DNP program. In fact, the faculty may want to consider
conducting an initial “pilot” that would limit the first post-BSN class to only their own graduates.
This would create a more homogenous class, and one with which the faculty would have intimate
knowledge of the students’ prior educational experiences, thereby simplifying implementation of
the new program. Because faculty would know the students educational background they would
not have to expend effort on assessing the students’ prior learning and bringing everyone up to a
similar level and could focus more on implementation of the new curriculum.
Rev 0809
J-2
The curriculum is comprised of some new courses and some courses from existing master’s
program that have been reconfigured. This is a sound approach as long as the existing master’s
courses do in fact incorporate elements of doctoral level work. Plans for the capstone project
appear reasonable for a practice doctorate and appropriately sits at the final term in conjunction
with an intensive clinical experience. A notable strength of the program is the manner in which
clinical courses are woven throughout the entire program; it is inferred that these will
collectively lead toward the final Clinical Practicum III. (Although Practicum II seems to be
missing from the Post-Master’s DNP Program on page 10).
A comprehensive evaluation plan has been designed that includes both formative and summative
measures. Based on the experience of others who have launched these programs it is suggested
that faculty conduct these evaluations in an ongoing manner throughout the program and use
results in a continuous process improvement manner as the program is implemented rather than
graduating a cohort before considering any programmatic revision.
Resources
The Department of Nursing at JMU has a fully accredited master’s level APN program.
Therefore, only minimal additional resources should be necessary to transition this program to
the doctoral level, given that the most resource intensive elements of the doctoral program are
the same ones that currently exist in the master’s program (eg., clinical laboratory experiences,
practice site affiliations, faculty, library and campus resources in general). Additionally, the
program already has the distance technology in place that will be used in the new DNP program
and faculty have experience using this teaching modality. Faculty CV’s were not included in
the materials reviewed so the number of faculty with academic credentials and experience
(including an active clinical practice) necessary to supervise doctoral students is unknown.
However, given the success of the existing master’s level APN program it can be inferred that
faculty resources are adequate to launch the DNP program. Moreover, it should be noted that
according to the AACN’s Essentials of Doctoral Education for Advanced Nursing Practice,
master’s prepared APN’s can be appropriate faculty for post-baccalaureate DNP students who
will be taking their first APN courses.
In Summary,
The nursing program at JMU has a strong master’s level APN program whose graduates are
making important contributions to health of the citizens of the commonwealth. Given the
changes that are occurring in nursing education, if the JMU program is to remain viable it must
make plans to transition their existing master’s APN program to the doctoral level. The proposal
put forth by the Department of Nursing appears sound and in alignment with national standards
that will serve as the basis for accreditation of DNP programs.
I appreciated the opportunity to have visited the JMU campus and to review this program
proposal. If you require any further information or assistance, please contact me.
Respectfully Submitted,
Donna Hathaway, RN, PhD, FAAN
Dean and Professor
Rev 0809
J-3
College of Nursing
The University of Tennessee Health Science Center
877 Madison Avenue, Suite 620
Memphis, Tennessee 38163
Phone: 901.448.6135
Fax: 901.448.6100
Email: dhathaway@utmem.edu
August 13, 2008
Rev 0809
J-4