Innovation in Academic Progression: Progress of the New Mexico Nursing Education Consortium Model
| Autor: | Jenny Landen, Judy Liesveld, Becky Dakin, Diane Evans-Prior |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Models
Educational media_common.quotation_subject New Mexico Board of nursing Bachelor Education 03 medical and health sciences 0302 clinical medicine Nursing Political science Humans 030212 general & internal medicine Nurse education Models Nursing Education Nursing Curriculum General Nursing media_common Information Age 030504 nursing Industrial Age Education Nursing Baccalaureate General Medicine Coursework 0305 other medical science Graduation |
| Zdroj: | Nursing education perspectives. 38(5) |
| ISSN: | 1536-5026 |
| Popis: | In 2012, the Robert Wood Johnson Foundation (RWJF) awarded Academic Progression in Nursing (APIN) grants to nine states. The purpose of these grants was to provide financial support and consultation to Action Coalitions that showed promise in meeting the Institute of Medicine's (IOM, 2011) challenge to increase the proportion of nurses with the bachelor of science in nursing (BSN) to 80 percent by 2020 (Gerardi, 2013; Institute of Medicine, 2011). The New Mexico Nursing Education Consortium (NMNEC), established in 2009, was one of the beneficiaries of an APIN grant, awarded to and managed by the University of New Mexico. Seven years later, the result of these efforts is the Prelicensure Integrated BSN Model.NMNEC is a collaborative of all 18 state-funded prelicensure nursing programs at both the community college and university level. The APIN grant significantly supplemented funding received from the New Mexico Board of Nursing (NMBON), providing the infrastructure to support NMNEC through its development and implementation. Each of the participating schools provided substantial in-kind donations of faculty time as well as the commitment to implement the NMNEC curriculum at their institutions. Currently, 11 of the 18 state-funded nursing schools have implemented the common curriculum. Of these 11 schools, 10 offer the BSN degree option.At the time of the initial APIN grant award, NMNEC had already made progress in designing a model to streamline nursing education in the state. Before NMNEC's early efforts, the only way a student in a rural community could attain a public, prelicensure BSN was to relocate to either central or southern New Mexico. Anecdotal observations by NMNEC members suggested that many of these nurses were not returning to their home communities after graduation. Another persistent issue, discussed in early conversations, was the fact that students who did transfer had to either retake prerequisite coursework or complete additional classes in order to move from program to program. NMNEC members, along with the state governor, agreed that increasing the attainment of BSN degrees and seamless transfer were high priorities.This article describes the NMNEC Prelicensure Integrated Model and the progress the initiative has made to date in improving the number of prelicensure baccalaureate nursing students in New Mexico. Also discussed are opportunities and challenges that NMNEC members have embraced and surmounted over the past seven years. Finally, the next steps for NMNEC are explored as the next wave of schools implement the curriculum.THE NMNEC MODELThe development of the NMNEC model has been previously described by Giddens, Keller, and Liesveld (2015). In 2009, nursing education leaders from prelicensure programs across New Mexico began meeting regularly to discuss a shared, statewide, prelicensure curriculum. At the same time these discussions were taking place, the College of Nursing at the University of New Mexico had begun to initiate a new concept-based curriculum at the prelicensure level (Giddens & Morton, 2010).The rationale for the change in curriculum was content saturation in the nursing curriculum, which had been brought about by multiple factors, such as the shift from the industrial age to the information age, changes in health care delivery and technology, the academicpractice gap (the need for better prepared nursing graduates), and the need to move away from a teacher-centered pedagogy (Giddens & Brady, 2007). As one of the initial education leaders involved in the development of the NMNEC model, Giddens worked with other nursing education leaders to develop a statewide concept-based curriculum similar to the model initiated at the University of New Mexico.A subcommittee of NMNEC faculty from across the state worked diligently to develop a similar concept-based curriculum that could be agreed upon and implemented by BSN and associate degree (ADN) programs. … |
| Databáze: | OpenAIRE |
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