Academic Progression in Nursing (APIN) collaborates with state Action Coalitions and their partners to accelerate implementation of promising practices that will help states achieve our goals of seamless academic progression and increasing the number of nurses with a baccalaureate degree to 80 percent by 2020. Developing innovative strategies with community colleges, universities, and practice partners will ensure that the nursing workforce is prepared to deliver high quality patient care across all practice settings. APIN is a grant initiative of the Robert Wood Johnson Foundation in partnership with the Tri-Council and administered by the American Organization of Nurse Executives (AONE).
Where and how Californians get health care is changing. Nurses play a tremendous role in delivering high quality care. To that end, our goal is to increase the number of nurses in Los Angeles with higher degrees to better meet this changing environment.
California is continuing to expand on the successful state university-community college collaborative model. California State University of Los Angeles (CSULA) provides a seamless ADN-BSN program for students from eight community colleges in the region featuring completion of pre-requisites at the community college, courses at CSULA between community college semesters, and a final year of matriculation at CSULA to complete the BSN degree. This program strives to advance ADN to BSN academic progression and expand capacity by adopting the California Collaborative Model of Nursing Education’s core components of dual admission, integrated curriculum, shared faculty, BSN completion in one year, and permanence and sustainability.
Nurses are the backbone of health care in Hawaii. With implementation of the Affordable Care Act, models of care are changing as the complexity of our communities health needs are growing. Preparing our nursing workforce to meet these demands has prompted a state-wide effort to increase the number of nurses with higher levels of education.
A more educated nursing workforce is necessary if we are to meet the growing health care needs of Hawaii’s people. To support nurses seeking advanced degrees, schools of nursing must collaborate and actively promote streamlined models of progression to baccalaureate and graduate degrees. Employers are critical to the success of this endeavor as well. They are needed to implement programs and policies to support nurses who pursue higher degrees in education. In August, 2012 the University of Hawaii at Manoa and Hawaii Pacific University established a public-private academic partnership to develop and implement a shared RN to BSN program, laying the foundation for a state-wide competency based nursing curriculum. Academic (six partners) and employer (14 partners) councils were established and meet conjointly to develop policies and strategies that can reduce barriers and incentivize nurses to return to school. Currently members of the Hawaii Action Coalition are participating in the state’s health transformation planning. Academic progression in nursing is a key strategy recommended to prepare the current and future nursing workforce to meet the changing and complex health care needs of the people of Hawaii.
The Massachusetts APIN grant aims to increase the number of baccalaureate and higher degree nurses from 55% to 66% by 2020 through implementation of accelerated pathways to promote seamless academic progression, integration of the Massachusetts Nurse of the Future Nursing Core Competencies (NOFNCC©) into academic and practice settings, and a plan to increase the number of qualified nurse faculty by addressing retirement issues and improvements in faculty recruitment and development. Through these measures, we are actively working to be the national model for nurses leading, advocating, and partnering to boldly reshape delivery of high quality, patient-centered health care.
Building on a long-standing partnership, MAAC is co-lead by the Organization of Nurse Leaders MA/RI and the Massachusetts Department of Higher Education. APIN Progress to date on specific initiatives includes:
The frontier nature of Montana amplifies the challenge of providing accessible, quality health care and the great need for a strong nursing workforce. The project goal of preparing 80 percent of the RN workforce to baccalaureate preparation by the year 2020 initiated a statewide unprecedented movement to advance the health of all Montanans.
To increase the number of nurses in Montana with baccalaureate or higher degrees, the Montana Center to Advance Health through Nursing has developed a statewide plan to provide incentives for RNs to continue their education and facilitate nursing education in public institutions. The plan first targets our state’s 11 acute care hospitals, one of the major groups employing RNs, to establish incentives for nurses to continue their education. We also are engaging Montana’s 48 critical access hospitals to encourage strategies that incentivize nurses to go back to school for their BSNs. Another primary activity focuses on the creation of standardized seamless pathways for BSN completion. APIN team members are working with state education leaders, deans and directors of nursing programs, and nurse leaders, to facilitate establishment of common admission standards for the ASN statewide curriculum in all associate degree nursing programs, along with a common and seamless BSN completion curriculum for associate degree RNs. A guide to Montana Nursing Program prerequisites has been established and an interactive nursing career roadmap that illustrates the multiple avenues of academic progression is in development. A new statewide mentoring program for RN-to BSN students will commence in 2013, while ongoing progress is being made on statewide preceptor standards and an accompanying distance-based training course.
The New Mexico Nursing Education Consortium aims to prepare nurses for entry and educational advancement through developing and sustaining a resource-efficient and unified system of accessible, innovative, and state-of-the-art nursing education.
Improving Nursing Education in New Mexico: The New Mexico Nursing Education Consortium (NMNEC) Model will implement and evaluate a statewide nursing education plan in New Mexico with an overarching goal to increase the educational preparation and diversity of the nursing workforce. Specifically, the three goals of this project are to increase 1) the number of BSN and graduate educated nurses in New Mexico, 2) the number of under-represented minority (URM) nurses in New Mexico with BSN or graduate degrees, and 3) employer demand for BSN-prepared nurses. We will reach these goals by implementing a model that features a concept- and competency-based nursing curriculum leading to a BSN degree. Central to the NMNEC model is a common state-wide nursing curriculum delivered through university and community college partnerships. All participating NMNEC community colleges will offer onsite pre-licensure BSN and ADN options for incoming nursing students. Increasing access to pre-licensure BSN education within the rural communities is expected to result in greater numbers of BSN graduates—including minority BSN graduates. One expected long-term outcome of increasing the number of BSN-prepared nurses is an increase of nurses seeking graduate degrees in nursing, increasing the number of baccalaureate-prepared nurses from 37 to 80% by 2020.
The demand for high quality patient care in New York State is increasing. Ensuring access to that care requires the rapid expansion of the number of baccalaureate prepared nurses who can work across health care settings.
The purpose of the APIN-supported New York Academic Advancement in Nursing project is to significantly increase the number of RNs securing the baccalaureate degree, thus facilitating achievement of the Institute of Medicine’s “80-20” recommendation. The project focuses on attracting high school graduates into nursing by offering a partnership in which applicants are admitted simultaneously to both an associate degree and a baccalaureate degree nursing program. Students maintain matriculation and reside at the senior college throughout all four years. They complete a foundational year of liberal arts and sciences at the senior college, followed by two years at the associate degree granting campus focusing on attaining clinical skills, and complete baccalaureate requirements in year four. Licensure is attainable at the conclusion of the third year. A collaborative with public and private sector colleges and practice partners has been created to implement this model in rural and urban areas of the state. Best practices will be shared, common marketing materials developed, and a standardized data collection methodology implemented.
North Carolina embraces nursing’s transformation, an imperative for the state’s health. The goal of improving health outcomes through a higher educated nursing workforce leads the transformation work.
North Carolina Foundation for Nursing Excellence is increasing the number of baccalaureate educated nurses practicing in the state by expanding partnerships between community colleges and universities to implement a four-year dual admission while developing a seamless BSN curriculum through the Regionally Increasing Baccalaureate Nurses (RIBN) project. APIN is helping to expand and sustain the RIBN model of dual enrollment and seamless progression four-year nursing education track between community colleges and universities. This option offers an economically feasible option for more students to achieve a BSN degree at the beginning of their nursing career, thereby expanding the pool of BSN-prepared nurses and the pipeline for future faculty and advanced practice nurses is in process. Project. Additionally, North Carolina is continuing to develop a uniform, statewide academic progression agreement between the public university and community college systems to promote educational advancement opportunities for RNs to complete BSN or higher degrees, while also promoting the diversification of the future workforce through RIBN expansion to create a workforce more representative of the communities being served.
Regulators, legislators and nursing leaders are increasingly concerned about the barriers to academic progression in Texas. Our APIN project aims to address these challenges to create a more educated and diverse Texas nursing workforce to meet current and future health care needs.
The Texas Nurses Foundation and Texas Action Coalition have developed the Consortium to Advance Baccalaureate Nursing Education in Texas (CABNET), a multi-focused statewide model to assist all RN to BSN programs in the state to increase the number of associate degree prepared nurses graduating each year from 1,826 in AY2010- 2011 to 4,200 in AY2013-2014, a 230% increase. Statewide commitment to achieve the grant goals has been generated from both education and practice sectors, while implementation of the model's shared statewide competency-based curriculum at the associate degree level is already demonstrating success through 1+2+1 community college and university partnerships. Texas will implement and track the progress of the CABNET model, and the grant team will also evaluate quantitative and qualitative measures through data analysis, using statistical methods or qualitative analysis methods as appropriate. The Texas APIN Team has developed an ethnic and gender diversity mentorship program that assists RNs to obtain their BSN in all eight regions of Texas. To date all Diversity Champions are recruiting mentors, and many regions have secured their students to mentor. In addition to preparing the upcoming generation of nurses, Texas has focused on educating existing nursing educators on implementing a concept-based curriculum in the classroom and throughout their entire nursing program by hosting webinars with national leaders. The Texas APIN Team is reaching even further to engage our practice partners by hosting focus groups on their perceptions of the qualities the nurse of the future should possess. These responses are informing the BSN and MSN concept-based curriculum currently in development.
Health care for Washington state residents across our diverse regions is changing. Well educated nurses are key to providing quality care. Our goal is to the increase the number and diversity of nurses with higher degrees in order to meet the needs of our people.
The Washington Center for Nursing's (WCN) academic progression grant is focused on developing a streamlined pathway to a BSN through shared curricula, reduction in curricular variation, supportive systems for minority students, and direct transfer agreements between community colleges and universities. WCN's program will do this by utilizing the “Nurse of the Future” competencies, increasing the number of RN to BSN completion programs for associate degree prepared nurses, increasing the number of community colleges offering the BSN, and ensuring that the nursing workforce better reflects the rich diversity of the state's population. Through the implementation of these activities, the program will increase the number of nurses working in Washington with a BSN from 55 to 80 percent by 2020. Additionally, a “Roadmap to BSN” to align two and four-year nursing programs is in development. WCN is also working with employers to identify successful employer practices that reduce barriers and support academic progression. A comprehensive diversity strategy is underway to disseminate best practices for the recruitment, retention, and graduation of current and future minority BSN students
Academic Progression in Nursing (APIN)