Equip & Empower for Educational Transformation:
Getting to 80% BSN by 2020
A Webinar for Midwestern States and Their Leaders
JULY 7, 2011
Welcome
Susan Reinhard, PhD, RN, FAAN
Senior Vice President, AARP Public
Policy Institute
Chief Strategist, Center to
Champion Nursing in America
During Today’s Webinar
• Review CCNA’s work on education
• Overview of the Future of Nursing: Campaign for
Action
• Transforming nursing education
• Q&A
• Next steps
• 30 state teams
• Two national summits
• Oregon site visit
• State team leader convening
Susan Hassmiller, PhD, RN, FAAN,
Robert Wood Johnson Foundation
Senior Adviser for Nursing
Campaign Vision
• All Americans have access to high-quality,
patient-centered care in a health care
system where nurses contribute as
essential partners in achieving success
Campaign for Action
Education
Practice
Data
Campaign
for Action
Leadership
Collaboration
Education
Increase to 80 percent the proportion
of nurses with BSN by 2020
Double number of nurses with
doctorate by 2020
Implement nurse residency programs
Promote lifelong learning
Education
• Evidence
– Significant association between educational level
and patient outcomes
– 6 percent of AD grads get advanced degree,
enabling them to teach and serve as PCPs,
compared to 20 percent of BSN grads
Campaign for Action
Action Coalitions
• Long-term alliances
• Field strategy to move key
nursing issues forward at local,
state and national levels
• Expect to be in all states by end
of 2012
• Capture best practices,
networking
To become part of a coalition, go to:
www.thefutureofnursing.org
Campaign for Action State Involvement
WA
ME
MT
ND
OR
MN
VT
ID
NH
SD
WI
NY
WY
MI
IA
NV
PA
NE
IN
UT
OH
IL
CA
CO
WV
KS
AZ
MO
VA
KY
AR
SC
GA
MS
AL
TX
LA
AK
FL
Map Legend
Action Coalition State
UPDATED: 6.6.2011
CT
NJ
DE
MD
DC
NC
TN
OK
NM
HI
MA
State Involvement
RI
Learn More by Visiting:
http://thefutureofnursing.org/
http://championnursing.org/
Like us on Facebook and join the conversation at
www.facebook.com/championnursing
Follow us on Twitter at
www.twitter.com/championnursing.
The Case for National Nursing
Workforce Data
Linda Tieman RN MN FACHE
President, Board of Directors
National Forum of Nursing Workforce Centers
RWJF Initiative on the Future of Nursing
Midwest States Best Practices Forum
July 7, 2011
What we know now
• The National Sample Nursing Study, done
every 4 years, probably will not be repeated
• The National Healthcare Workforce Data
Center is funded
• The national Forum of Nursing Workforce
Centers developed, vetted and gained
endorsement for nursing minimum datasets
What else do we know about nursing
workforce data today?
• It’s inconsistent across the states in content,
frequency, analytic approach and reporting
• States have the most accurate and current
data on their respective nursing workforce IF
they are collecting, analyzing and reporting
• We have no ability to compare or contrast
across states, to aggregate data for groups or
regions of states, or to make accurate
projections relative to new roles
So what?
• Legislators and other key decision makers do
not have accurate, reliable, valid, current data
on which to base resource allocation decisions
impacting the nursing workforce
• Nurses are accountable to lead the work
related to our nursing workforce
• Nursing is vulnerable to decisions that are not
in the best interest of students, practicing
nurses, educators or patients
Supply-what we could know with a
National MDS
• Accurate profiles of nurses by work location,
roles, demographics, level of educational
preparation, compensation, benefits.
• Satisfaction with career, needs/wants for
support, education
• The experience of newly-graduated RN’s
• Approaches that are successful in recruitment
and retention
• Best practices in nursing care delivery
Demand-what we could know with a
National MDS
• Knowledge, skills, abilities (KSA) required of
nurses in new roles and changing current roles in
all settings
• Best practices in addressing KSA for the
incumbent nursing workforce
• Numbers needed as delivery models change
• Locations where nurses are needed
• With healthcare reform, what opportunities are
identified for nurses to improve care and access
and reduce costs
Education-what we could know with a
National MDS
• Best practices in educational redesign
• Successes in enriching the diversity of nursing
student and nursing faculty populations
• Successes in recruiting and retaining faculty in
all settings
• Best practices in trans-disciplinary education
• What students’ think of their education and
what they’d advise us
The Nursing Minimum Data Sets
• Supply-how many nurses are available to the
workforce, at what levels of preparation?
• Demand-how many nurses are needed in the
workforce as we look to the future?
• Education-how many nurses are being
educated and at what levels of preparation?
• www.nursingworkforccenters.org, Minimum
Data Sets
• OR, your own state nursing workforce center
Questions
Aligning Education and Practice
Donna L Boland PhD., RN, ANEF
Associate Professor and Associate Dean for Evaluation
Co-Chair Indiana Action Coalition
Midwest Region Webinar

Preparing the future Indiana Nursing Workforce
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Interviewed 29 chief nursing administrative officers
Convenient sample but represent all aspects of the state
Majority of respondents represented acute care settings
Minority of respondents had primary responsibility for outpatient
settings
Study Purpose

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Impact of health care reform on health care
Identification of nursing roles based on perceived reform impact
Identification of competencies nurses will need to meet role revisions
Potential partnerships that will prepare novice nurses to assume role
Major Findings
Implications for Education

Paradigm Shift from Sickness to Health

Need for different educational orientation that focuses on
health
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Different knowledge related to prevention, families, holistic approaches to
health, health coaching, understanding behaviors-what motivates actions
Communication skills, motivational interviewing, stress and coping, group
and family dynamics
Significant shift in employment settings from in-hospital to out
of hospital settings

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Being able to understand and manage the gap among care settings
Less emphasis on educating for “sick care” in illness focused settings
Decrease emphasis on tasks and increase emphasis on managing care
needs (“managed care on steroids”)
Major Implications for Education

Increasing Care Complexity

Complexity in Acute Care Settings
 More
technology driving need for increasing skills (“technology smart”)
 Increasing responsibility for “nurse sensitive outcomes” or nonreimbursable outcomes
 Increasing skills in care coordination, delegation, coordinating
interprofessional teams
 Practice in a rich evidence-based setting
 Emphasis on pathophysiology, pathogenesis, genetics, complex assessment
skills
 “learn thinking” = maximum use of time and effort
 Prioritization of work
Major Implications for Education

Complexity in Non Acute Settings
 Ability
to work in more autonomous settings
 Care management skills especially across care settings
 Communication—communication—communication skills
 Managing chronic health issues in an accountable care environment
 Focus on prevention, end of life care, health assessment/monitoring
skills, promoting self-efficacy skills, health literacy, ethics, economics
 Better able to access and coordinate community resources including
health, economics, social services, political systems
 Development of a “service mentality” (being service oriented)
 Increase education skills—focus on promoting and sustaining
behavioral change across a continuum of care settings
Implications for Changes in Role
Preparation of BSN Prepared Nurses

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Care Coordinator
Care Coach/Nurse Navigator
Interprofessional /Multidisciplinary Team Leader
Care Manager

SKILLS/COMPETENCIES

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System thinker (looking at the big picture-more holistic)
Controller of the environment to promote “healing”
Responsible for patient satisfaction and care outcomes/paid for performance
Succession planning
Understanding the impact of health care reform on care
Nursing visibility
Practice to full extent of education and license
Safety and quality improvement as a way of life
Implications for Tomorrow’s Education
System

Registered nurses need to be baccalaureate prepared

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Challenge in rural areas but needing to build bridges to transition to
this educational level of preparation---concern for rigor
LPN role very limited in acute care—more in long term care
Nurses need to be better prepared to assume evolving
roles

Partnerships between education and practice to assume responsibility
for transition to practice (residency) opportunities that are not
specific to institution or educational program
Implications for Tomorrow’s Education
System

Drivers for New Models for Education and Practice

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Focus more on systems thinking—critical thinking as it relates to
“understanding inter-relationships”, priorities, “holistic health care”
across a continuum of care setting and providers, management of
systems
Focus on the idea of interdisciplinary practice and the role of nurses
within interprofessional health care teams/breaking down “silos”
Need to prepare nurses for roles and positions outside acute care
settings—community, tela-health medicine, involving technology roles,
Increase skills in prevention, health maintenance and end-of-life care
Increase use of simulations as systems having difficulty supporting
educational requests/needs
Consumerism mentality
Increasing acuity in acute care settings
Policy strategies to support 80% BSN:
Michigan’s Story
Teresa Wehrwein PhD, RN, NEA-BC
Associate Dean for Academic and
Clinical Affairs
July 7, 2011
Overview
• State government led strategies
• Healthcare system action
• Academic policy discussions
State Taskforces
• Developed to take action on issues raised
in the 2005 Nursing Agenda
• Commissioned by the Director of the
Department of Community Health
• Led by Chief Nurse Jeanette Klemczak
State Taskforces
• Taskforce on Regulation - 2008
• Taskforce on Education – 2009
– To require national accreditation for all pre-licensure
programs
– To increase safety and quality preparation in
programs
– To implement residency programs
State Taskforces
• Taskforce on Practice -in progress
– Vision –Michigan’s nurses provide the public with safe
high-quality care by practicing to the full extent of their
education and competencies
– Process - Develop White Papers to support
recommendations achieved by consensus
– Current activities – Conducting public forums across
the state to elicit feedback and working in teams on
identified issues
Legislation in process
• House Bill 4496
• Authorizes Community Colleges to award some
baccalaureate degrees including BSN
• Pros and cons for enacting the legislation
http://www.legislature.mi.gov/(S(yfkgwz45miwzlffy1stcgu55))/mileg.
aspx?page=getObject&objectName=2011-HB-4496
Health system policy initiatives
• Earning the BSN in 10
• Initial discussions at joint taskforce of the
statewide leadership groups (3M)
• Michigan Organization of Nurse Executives
Position Paper
• Munson Health System – implementation
example
Academic policy initiatives
• Seamless transition – moving toward joint
enrollment
– Positioning students to begin University
studies while in ADN program
– Transfer student status
– Financial aid implications
Expanding Faculty Capacity in
Nursing: Non-traditional Nurse
Educators as Online Teachers
Susan Taft, PhD, MSN, RN
Kent State University College of Nursing
Contact: staft@kent.edu; 216-595-9011
Part of the National
Partners Investing in Nursing* Program
Funding provided by 4 foundations:
•Robert Wood Johnson Foundation (lead)
•Northwest Health Foundation (national)
•Cleveland Foundation (local)
•Mt. Sinai Health Care Foundation (local)
(MSHCF funded Phase 1 to develop curriculum)
Project runs Sept. 1, 2010-Aug. 31, 2012
*Partners Investing in Nursing’s Future (PIN) is a partnership of
the Northwest Health Foundation and the Robert Wood Johnson
Foundation to support the capacity, involvement and leadership of
local foundations to advance the nursing profession in their own
communities.
Mission
Increase Nursing Educational Capacity


Access a new and previously unrecognized
source of nursing faculty, NTNEs*, to
supplement and expand educational capacity in
U.S. colleges of nursing, and
To prepare the NTNEs to deliver high-quality
online education part-time to collegiate nursing
students.
*NTNEs: non-traditional nurse educators
Non-traditional Nurse Educators
Defined as masters-prepared* nurses working
outside of academe who would like to teach
part-time; includes nurses working in clinical
roles, retired or approaching retirement, engaged
in family responsibilities, and/or physically
disabled.
*Masters degree may be in any discipline
NTNEs are being recruited and trained by
TNEs – traditional nurse educators –
current partners are 1 national and 4
NE Ohio Colleges of Nursing:
-Kent State University
-Cleveland State University
-Ursuline College
-University of Akron
-St. Joseph’s College of Maine
To be cascaded across the
U.S. Seeking partners!
Project stages
Project Stages
Phase 1: Pilot Course, Methods of Online
Education June-July 2009
 Phase 2: Curriculum Development
3-credit hour graduate course developed
 Phase 3: Train the Trainers, Spring 2011,
Methods of Online Education course delivered
to 12 participating TNEs from 5 schools of
nursing;
certified by Quality Matters

Project stages – cont.
Phase 4: Developing NTNEs, Spring 2012
TNEs recruiting masters-level NTNEs & TNEs
for course. First graduates: May 2012. Continue in
cycles in
. Strong response and interest
from NTNEs, many available.
Phase 5: Establish database of NTNEs,
beginning fall 2012 and ongoing. Database is a
resource for universities to select part-time faculty
for online courses.
Seeking University Partners for …
1. Participating TNEs
to teach their own
Methods course at
their universities
2. Referral of local,
state, or national
NTNEs to learn
online education
3. Hiring of NTNE
graduates to teach
online courses
Questions
Next Steps
• Webinar and materials: www.championnursing.org/events
• A resource under development. Will highlight both the
national and state perspectives on getting to 80% by 2020
• Learning Collaboratives to convene state and national
leaders to continue to share best practices around
education.