1. Nursing Academic Progression in Idaho
Sponsored by matching grants from the Idaho Board of Nursing and RWJF/AARP

2. Defining Academic Progression
Academic Progression is defined as progress towards (1) achieving the Idaho endorsed national goal of an 80% BSN educated nursing workforce and (2) doubling the number of doctoral educated nurses, both by 2020.

3. Background Reviewing Academic Progress
INAC sponsored national speaker and workshop at NIC in February.
BSU and LCSC with application partnership
ISU to refocus the RN to BSN track
BSU has graduated 800+ RN to BSN
Non-legislative appropriated funding model
BSU has dual enrollment with CWI, CSI, NIC, TVCC, EITC
BSU with 700+ currently enrolled students in RN to BSN
NIC increased participation in LCSC dual enrollment.
LCSC increased partnerships with CWI, TVCC and negotiating with Walla Walla for dual enrollment.

4. Doctoral Education in Idaho
Idaho State University graduated first PhD in nursing May 2016.
9 more students are enrolled
Idaho State University graduated the first 8 Doctor of Nursing Practice (DNP), all FNP, May 2016.
16 FNP and PMHNP students are enrolled
Boise State University graduated first 5 DNP students in May 2016.

5. Background Idaho’s endorsed IOM goals in 2015
“Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression”
Increase proportion of nurses with BSN degree to 80% by 2020
Double the number of nurses with a doctorate by 2020

6. Background Reviewing Academic Programs and Progression incentives
9 current programs offer RN education
Statewide Articulation Agreement previously implemented
Early adopter of statewide on-line education
Multiple education methodologies in Idaho
Sporadic partnerships between education and industry
Inconsistent employment incentives to obtain a BSN

7. Transforming Nursing Education Five Promising Models Nationally
RN-to-BSN Degree Awarded from a Community College
Shared Statewide or Regional Curriculum
Accelerated Options: RN to MSN and others
State or Regionally Shared Competency or Outcomes-Based Curriculum
CC/University partnership: first 2 years of BSN from CC, second 2 years at University.

8. RN-to-BSN Degree Awarded by a Community College
Seamless academic progression
Higher volume: potential major BSN producer
Offers wider geographic reach
Moderate costs
AD nurses can work while pursuing BSN
Idaho already allows this program, but because CC are locally funded, barriers to CC expansion need evaluation and community support
Catching on across the nation as CC presidents see this as a way to preserve their nursing programs. For place bound students very important but takes a lot of work. Eg. Washington

9. Accelerated Options i.e. RN to MSN
Enables AD students to move efficiently into leadership, teaching, advanced practice & research roles
Values the practice experience of AD nurses
Often includes substantial online component
Improved efficiency & flexibility for students: reduces duplication of coursework & speeds progression
Facilitates inclusion into nursing of students with more varied backgrounds
Must include BSN essentials content
Transparency of “step-out” option is very important
Idaho has one current program at NNU
Must include the essentials of baccalaureate level content. Some programs have a step out at the BSN level, needs to be transparent

10. State or Regionally Shared Competency or Outcomes-Based Curriculum
Strengthens partnerships across academic institutions and with practice partners, as consensus is reached on a unified set of competencies
Allows removal of redundant content and increases transparency, with outcomes leveled and benchmarked throughout the curricula via consensus
Competencies may be incorporated into shared curriculum but shared curriculum is not required: Individual institutions may adjust teaching delivery
Defines the outcomes not the pathway
We don’t care about which courses to get here, we care about the destination. Not talking about Western Governors (testing out) . Asks where in the curriculum the content is. Agonizing to watch, long comparison, and gap analysis. Defining the pathway not the outcome.

11. Shared Statewide or Regional Curriculum
Facilitates seamless academic progression
Creates an educational collaborative between academic institutions
Schools may share entire or partial curriculum, as well as faculty, simulation facilities
Reduced faculty workload: better use of resources
Reduction in duplicative coursework for students
Simplifies advising
Dual enrollment is also one example of shared curriculum
Includes GE requirements
Start by talking about the barriers….pre-requisites, on-line coursework, grad. req. from the university etc.
1 (university), 2 ADN, 1 (University for public health etc)

12. Closing the BSN Gap Responsible Stakeholders
Nursing Education Programs- doing their part
AD to BSN options at all 4 year schools. Dual enrollment models exist in Idaho.
Idaho with high NCLEX pass rate
Open to additional creative education solutions
Industry—employers of nurses—can do more
Tend to value the license & certifications more than degree (except TV, EIRMC and KH hospitals)
Education incentives strain limited resources and often are not enough for students
Individual nurses—support, encouragement, resources
Overcoming barriers; need counselling and financial support
Where the nurse lives influences decision to go on
Work culture effects their vision for themselves

13. Closing the BSN Gap Methodologies
Support existing RN to BSN on-line programs because they show success and impact Idaho’s BSN numbers.
Expand dual enrollment regionally to include Walla Walla Community College, TVCC and other Idaho Community Colleges.
Promote the shared application approach.
Support curriculum revisions for common pre-requisites and core courses.

14. Workforce Assessment Methodology
National Data
Idaho Data
Based on a sample of RN conducted every 2 years
Each state calculates the number differently
Resident RN only versus all RN licensees
Inactive licenses not counted
Variable if not working not looking counted or not.
Based on 3 data sources
Idaho Board of Nursing Nurse License Database
Idaho School of Nursing Report to Board of Education
Employment report to Dept of Labor from employers.
Data is date variable—average more than 100 licenses processed monthly.

15. 2015 Idaho RN Workforce Report Meeting Job Demand
Outward migration of 339 new graduate nurses.
Average annual shortage of 120—could be demand for experienced RN

16. What is Idaho’s BSN Number Today?
67.14%

17. Methodology to Determine Idaho RN BSN Numbers
DATA
2015 RENEWAL [RECENT]
Feb 2016 Adjustment
OVERALL TOTAL ACTIVE RN LICENSE
18763
19416
Active license but Employed Outside Nursing
796
809
Active license but not employed, no plans to work as RN
2237
2263
Out of State Resident
3024
3140
Total resident workforce
12706
13204
Resident BSN/MSN/DNP/PhD
8634
8866
% BSN
67.95%
67.14%

18. Idaho RN Age Over 55 years with active license = 6,759
Represents 34.8% of all 19,416 licensed nurses.
**Note—cannot yet determine age range with degree or by zip code.
Nationally—older RNs more commonly have Associate degree, so attrition helps the BSN %, but the large number is negative on workforce demand.

19. Proposed Future Focus
Employers target roles requiring BSN in workplace.
Outcomes benefit of higher degree preparation.
Continue removing academic progression barriers.
Increase support mechanisms for students.
Close monitoring of workforce composition and demand.

20. Next Steps Clarify Plan Content.
Work with IDOL and BON for the January 2017 Idaho Nursing Workforce Report.
Support collaboration between employers and education.
Support schools with curriculum updates.
Promote decreasing barriers for students in all venues.

21. Thank you