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ATB 1-2-3 Leading the Way for Academic Progression in Nursing

ATB 1-2-3 Leading the Way for Academic Progression in Nursing. Karen Wons, MS, RN, CNE Associate Professor, Project Director for the ATB Grant NSPII 17-102 League for Innovations Conference: March 18-21, 2018. Overview. CCBC Nursing Background - Associate to Bachelor’s Initiative

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ATB 1-2-3 Leading the Way for Academic Progression in Nursing

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  1. ATB 1-2-3 Leading the Way for Academic Progression in Nursing Karen Wons, MS, RN, CNE Associate Professor, Project Director for the ATB Grant NSPII 17-102 League for Innovations Conference: March 18-21, 2018

  2. Overview • CCBC Nursing • Background - Associate to Bachelor’s Initiative • ATB 1-2-3 Model: Creating a Culture of Academic Progression • Outcomes to date • Challenges/Successes • Invitation to the ATB Faculty Resource Website

  3. CCBC Nursing (A.S.) • Large multi-campus college serving > 62,000 • Credit students • 56% minority • 58% female • RN students - 550-600 • Offered on two campuses • Day: spr & fall • Evening-weekend: fall • Online hybrid: spr & fall • LPN/Paramedic bridge • LPN students – admit 40/yr • Offered Dundalk campus • Day - summer start

  4. IOM GOAL by 2020 > 80% of nurses will have BS degrees Background for ATB IOM goal/ Carnegie Foundation /Research Hiring trends for RNs Traditional model – A.S. degree, NCLEX, work, more pre-reqs, low % go on to RN-BSN program, often taking significant time, repetition of coursework ATB model – pre-reqs both degrees, dual enrollment in A.S. and B.S. programs, less time to completion, avoids repetition of coursework

  5. ATB Model – How it Works IOM GOAL by 2020 > 80% of nurses will have BS degrees • Key features of model: • Complete pre-reqs for both A.S. and B.S. programs • Begin BSN courses while enrolled in ADN program • Take NCLEX-RN upon A.S. degree completion • Begin work as RN • Articulation agreements – 30 credits awarded • Complete B.S. within one year PT - 30-33 credits • Goals: Advance IOM’s 80% by 2020 goal Advance diversity of workforce Advance safe, quality healthcare

  6. Sample Dual Enrollment ATB 1.0 Curriculum

  7. ATB’s Launch Fall ‘12 • Developed ATB Option with Towson University (TU) 2011-2012 • First pilot class of 17 began fall 2012 • Classes taken at CCBC and Towson • AS degree in May, 2014 • Completed summer, fall terms at TU • BS degree in Dec, 2014 • Sp ‘13 CCBC awarded ATB grant to expand the ATB option with other universities

  8. ATB’s ExpansionFour Partner Options by Fall ‘15 • Towson University (Pub) - F2F/some online • Frostburg State U (Pub) - 100% online • Stevenson University (Priv) - hybrid (20% tuition discount) • Notre Dame of MD University (Priv) - F2F (20% tuition discount)

  9. Pre-requisite Courses & Advising Varies by University Chemistry (CHEM 107/108) Statistics (MATH 153)** Nutrition (BIOL 256) Sociology (SOCL 101) Ethics (PHIL 240) CCBC Nursing (34 cr) • ENGL 101 College Composition I 3 cr • BIOL 110 Biology 4 cr • BIOL 220 A&P I 4 cr • BIOL 221 A&P II 4 cr • BIOL 230 Microbiology 4 cr • MATH 125 Finite Math* * 3 cr • PSYC 101 Intro to Psychology 3 cr • PSYC 103 Hum Growth & Dev 3 cr • CMNS 101 Fund of Communication 3 cr • ELECTIVE Humanities/Arts 3 cr Recommend: Ethics

  10. Applying to ATB = 2 Applications • Admit new cohorts spring and fall using same CCBC deadlines • Must take ATI’s TEAS exam for CCBC Admission • Must apply/be accepted to CCBC nursing program • Must apply to ATB university using university application • Must send transcripts to both programs • Joint admissions meetings for ATB once CCBC accepts to RN • GPA of 3.0 or higher for university/strong academic record

  11. Major Goals for ATB – NSPII 17-102( July 2016 – June 2020) Expanded Pathways to the BSN: ATB 1-2-3 Creating a Culture of Academic Progression * = of entering Fundamentals cohort by 2020 > 80% of CCBC’s ADN students connect to BSN program

  12. ATB 2.0 – Second Year Start • Introduce to first semester non-ATB Fundamentals students • Plan to take any needed pre-requisite courses • Apply in semester two to universities/receive acceptance • Begin ATB in semester three/2ndyr

  13. Sample Dual Enrollment ATB 2.0 Curriculum (launched Fall ‘16)

  14. ATB 3.0 – Connect to RN to BSN Program • Target 4th semester non-ATB students • Advantages of staying in “student mode” • Advantages of having academic plan • Edge in hiring process • Coaches to navigate the application process

  15. Outcomes Post Five Years The ATB Model Enrollment Trends NCLEX Results BSNs Produced

  16. ATB 1.0 Enrollment since Launch

  17. Fall Trending ATB – Non-ATB

  18. Spring Trending ATB – Non-ATB

  19. ATB 2.0 Enrollment since Launch

  20. ATB 3.0 Non-ATB ADNs About to Graduate Reporting Academic Progression Plans • *Responses mostly from Essex students; low response rate from Catonsville students.

  21. NCLEX Pass RatesATB vs Non-ATB

  22. ATB 1.0 and Earned BSNs

  23. BSNs to Date: 111 Major milestone in Spring 2018 – BSNs all four universities! Gubrud, P., Spencer, A. & Wagner, L. (2017) OCNE results – 30%

  24. ATB: Challenges & Successes Secrets to Successful Partnerships

  25. ATB Challenges Securing buy-in from all college departments Course scheduling Generating registration/grade reports for universities Tracking outcome data Institution • Time to develop ATB agreements/ curricula/print materials/marketing & recruitment strategies • Financial aid logistics between schools • Advising • Credit transfer between schools

  26. ATB Challenges New grad residency program requirements may slow timeline to BSN completion Student • Financial aid • Year-round attendance • Different policies/ procedures/calendars for ADN, BSN schools • Course scheduling

  27. ATB Successes Advances college completion goals Supports college mission – Opportunities for diverse student population Meeting workforce needs Possible increased/earlier pursuit advanced degrees Institution • Four partner universities (150 potential ATB seats) • > 50% of CCBC ADN incoming students now ATB • Increased enrollment in ATB pre-reqs • Achievement of BSNs

  28. CC Enrollment in University Pre-Reqs

  29. ATB Successes Advantaged in hiring process Comfortable at their university when beginning first RN position Students invested in BSN completion Earlier career BSN completion and expanded career opportunities Earlier potential entry to advanced degree programs Student • University choice • Increased access to BSN • Clear, seamless dual enrollment pathways save time • More affordable pathway to BSN • Early connection to university • University courses accepted for A.S. degree avoids course repetition

  30. Secrets to Successful ADN-BSN Partnerships • Identify logical partners (your grads are going to…?) • Involve key personnel early at ADN, BSN institutions • Select ATB champions at ADN, BSN schools to lead • spirit cooperation, respect, problem-solving • Provide clear academic road maps • curriculum plans, admission criteria, advising

  31. Secrets to Successful ADN-BSN Partnerships • Embrace an academic progression culture at the community college • Increase online/hybrid BSN course options • Desire to contribute to IOM goal and advance • education opportunities for diverse students • the profession of nursing • safe, quality healthcare

  32. Assessing Progress Report (The Academies, 2016) found that CC/university partnerships had significantly increased access, affordability and are contributing to increasing the number of baccalaureate-prepared nurses partnerships between universities and community colleges should be supported where established and should be considered a viable means to increase the number of BSN-prepared nurses in all areas of the country National Academies of Sciences, Engineering, and Medicine (2016). Assessing progress on the Institute of Medicine report the Future of Nursing. Washington, DC: National Academies Press.

  33. You are Cordially Invited! ATB Faculty Resource Website http://blog.ccbcmd.edu/atb/

  34. ATB: One Incredible Opportunity for ADN Students

  35. ATB – A Dream Come True for Academic Progression

  36. Conclusions • ATB model is one promising approach to creating a more highly educated, diverse nursing workforce • Provides clear, transparent, time/cost efficient roadmaps to the BSN • A win-win-win-win-win for • Students • Nursing education • Health care employers • Health care consumers • Nursing profession

  37. Acknowledgement CCBC Nursing is the grateful recipient of two Nurse Support II Grants from the Maryland Higher Education Commission under the auspices of the State of Maryland Health Services Cost Review Commission which made the ATB Option and the ATB Faculty Resource Website possible.

  38. Karen Wons, MS, RN, CNE kwons@ccbcmd.edu 443-840-2820

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