National Strategy Day 1 Overview 2013

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Transcript National Strategy Day 1 Overview 2013

Joyce Y. Johnson
 Dr.
Sylvia Flack welcomed us and provided a brief
history of the National Strategy and the Center of
Excellence for the Elimination of Health Disparities
– from which the National Strategy initiative was
The National Strategy focuses on building leaders
for the our Nursing programs to help programs and
students survive and thrive to produce a more
diverse workforce in Nursing
 Dr.
Shanita Williams, Chief, Nursing Practice and
Workforce Development Branch - HRSA defined the
 Dr. Williams discussed her multi-million dollar
portfolio —She needs to hear from us—get in touch
and keep in touch so we are well represented in the
funds distribution
 HRSA focusing on Health Inequities— historical
insults, elimination of health and health care
disparities –real and systematic and a significant
threat to public health
 Cascading strategic Initiative on Health Equity--branches
Nursing Workforce Development Program – recruit,
retain, and graduate nurses
shifting to focus from student alone to the structure
within the organization that is impeding the progress of
students (inflexibility). In the funding announcement –
social determinants are gaining prominence
 Best Practice models for reaching our minority students
and promoting success
 As leaders, must advocate for the needs of our programs
for support and seek assistance to help us submit
successful proposals for grant funds
Engage Stakeholder groups – NACNEP, Professional
Associations, Continue to shape the vision
 Develop ‘New’ partnerships.
Office Bureau of Health Professions,
[email protected] 301-4431253
 Discussed
ongoing concerns in programs around
student success, faculty development and the role
of the National Strategy in resolutions
 Deliverables from this initiative could include a
publication and/or toolkit of best practices aroung
Use of standardized testing systems: ATI and others to
support student progression and success
Resources and teaching strategies/ faculty and student
Approaches to address lack of integrity issues
Social determinants related to barriers to student
Faculty development issues and strategies
 Words
of wisdom on development and leadershop
 Funding
Fantastic Posters including content on:
Use of audience response system as
teaching strategy
 Promotion of student writing abilities
 Advice for publishing
 RN-BSN trends, findings and future
 Simulation Technology
 Teaching model for leadership excellence
 And Minority Graduates’ perception of
 Dr
Hilda Williamson, Dr. Betty Olinger
 Dr. Bennie Marshall and Dr. Georgia McDuffie
Presented Issues and Strategies which included:
- Need to decrease attrition which included a
number of minority students
- Used NWD grant – Nursing Undergrad Retention
and Success (NURS) to support initiatives
- Social determinants of health (SDH) provided a
framework for identifying multiple variables that
impact academic success
- NEEP for Upward Progressing Students (UPS):
community engagement and professional
Recruitment and Retention(R&R) Strategies
Must address the faculty shortage – increasing
with retirements-IOM report indicates a need to increase BSN
nurses, doctorally prepared nurses and lifelong
learning for nurses
Issues: nursing education is expensive, salaries
are inadequate for faculty, limited doctorally
prepared nursing faculty, high competition for
the limited pool of masters-prepared nurses, job
dissatisfaction (workload inequities), faculty
evaluations reflect demands for scholarship with
limited time available – high teaching/clinical
Inadequate faculty development: program/course
evaluation, classroom management, role expectations
of faculty are multifaceted ..servant leader, peer
counselor, policy advocate…..
 Strategies: address salary issues, use
weekend/evening differentials for clinical
 HRSA loan forgiveness – make faculty aware
 Have an exemplary faculty orientation program
 Have a diverse faculty—age (challenges) Racial/Ethnic
 Encourage retirees/alumni to stay involved
 Public awareness campaigns – Speakers Bureau
 Reward and recognize good full/PT faculty
 Seek external funding to support faculty – RWJ Nurse
faculty program, Blue Cross Foundation program
Additional Strategies:
Identify outcomes first -- to establish quality
assessment when evaluating your program
Strategize – all must be on the same page for
progress to occur
“what is the end product, what must be
done, how are faculty to be involved (junior
and senior faculty) don’t overuse and burn
out senior faculty”
All faculty should understand their academic role –
teach, communicate, use information resources,
change agent, know professional practice, and
engage in scholarly activities
Strive for Program excellence, faculty should
challenge themselves
Mentor new faculty—accreditation is a learning
process they should have a role in
Raise the bar on academic standards
Action steps: Hire quality faculty, grow your own,
mentor faculty in their role, the role of senior
faculty and the role of chair
Describe the student – academic level,
learning outcomes, and graduate
 Had
to turn around a program quickly –
address responsibility/accountability:
 Produced booklet on ‘student success begins
with you’
 Had exit chat with the Dean - identify issues
and suggestions for improvement
 Enforced office hours and need for more
student access to faculty
 Retention Coach
 Guidelines
for the clinical experience –
manual for students and faculty
 Online faculty resource site –sharing of
 Advisement training and support
 Evaluations for quality improvement—self,
peer, student, administrator and faculty
evaluation of course
 Mentor evaluation by protegee and selfevaluation by mentor
 curriculum audit against standards – AACN,
ATI has great support materials!!
 Protégés
were reminded to Take opportunites to
become a leader and
 Be flexible and mobile—may have to travel
 Mentors discussed need to know what the protégé
needs/wants from the mentor
 More communication and relationship building
opportunities are important to the mentor-protégé
 Look
 Be
at the data
careful to make the right conclusion