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
League for Innovations Conference: March 18-21, 2018

2. Overview CCBC Nursing Background - Associate to Bachelor’s Initiative
ATB 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
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
EnrollmentTotal student count: 62,362
Credit enrollment: 29,115
Full-time1: 3,165 (5%)
Part-time: 25,950 (42%)
Non-credit enrollment: 33,247
Annual FTETotal: 16,705
Credit: 74%
Non-Credit: 26%
Minority StudentsCredit: 56%
Non-Credit: 45%
Student Characteristics
Male: 42%    Female: 58%  Student AgeUnder 20: 10%
20-29: 36%
30-39: 18%
40-49: 11%
50-59: 11%
60 & Over: 15%

4. of nurses will have BS degrees
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. of nurses will have BS degrees
ATB Model – How it Works
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 credits
Goals: Advance IOM’s 80% by 2020 goal
Advance diversity of workforce
Advance safe, quality healthcare
IOM GOAL
by 2020
> 80%
of nurses will have BS degrees
In the original NSPII grant that ended June 2016, CCBC Nursing did the work necessary to create a dual enrollment curriculum model where students have a choice among four university BSN options (online, face to face, hybrid)
Key features of the model:
Take ADN and BSN pre-reqs at the CC or transfer them in
Begin BSN courses in first semester of ADN nursing avoiding redundancy in course requirements where possible (i.e., Health Assessment or Professional Role)
Courses taken while in AD program, take advantage of summer and winter sessions to make progress toward BSN
NCLEX upon AS degree with most students seeking full-time employment
Complete BSN within one year part-time
Goal

6. Sample Dual Enrollment ATB 1.0 Curriculum
Term 1: Fa 17
Term 2: Wi 18
Term3: Sp 18
Term 4: Su 18
Term 5: Fa 18
N153 – 6 cr
N129 – 1 cr
University course – 3-4 cr
University course – 3 cr
N160 – 6 cr
N218 – 3 cr
2 University courses – 5-6 cr
N217 – 3 cr
N227 – 1 cr
N234 – 5 cr
Total cr:
Total cr: 3
Total cr: 9-12
Total cr: 5-6
Term 6: Wi 19
Term 7: Sp 19
Term 8: Su 19
Term 9: Fa 19
Term 10: Sp 20
N222 – 3 cr
N236 – 6 cr
A.S. Degree
NCLEX-RN
2 University courses – 6 cr
B.S. Degree
(6 mos post AS)
OR may extend another term
(1 yr post AS)
Total cr: 12
Total cr: 6
Total cr:
CCBC’s Nursing Program is 4 semesters with 9 credits of nursing each semester
Students make progress toward their BSN perhaps taking one (non-clinical) university course each semester – depends on university – AND by taking winter and summer university courses
Post ATB 1.0 Curriculum Plans to Faculty Website

7. ATB’s Launch Fall ‘12 Developed ATB Option with
Towson University (TU)
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 Expansion Four 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

9. Pre-requisite Courses & Advising
CCBC Nursing (34 cr)
Varies by University
ENGL College Composition I 3 cr
BIOL Biology cr
BIOL A&P I cr
BIOL A&P II cr
BIOL Microbiology cr
MATH Finite Math* * cr
PSYC Intro to Psychology cr
PSYC Hum Growth & Dev cr
CMNS 101 Fund of Communication 3 cr
ELECTIVE Humanities/Arts cr
Recommend: Ethics
Chemistry (CHEM 107/108)
Statistics (MATH 153)**
Nutrition (BIOL 256)
Sociology (SOCL 101)
Ethics (PHIL 240)
Can complete these courses at CC tuition rates!

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
ATB 1.0
50% enter* 1st semester
ATB 2.0
20% enter* 2nd year
ATB 3.0
10% enter* 4th semester
by 2020
> 80%
of CCBC’s ADN students connect to BSN program

13. 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/2nd yr

14. Sample Dual Enrollment ATB 2.0 Curriculum (launched Fall ‘16)
Term 1: Fa 17
Term 2: Wi 18
Term3: Sp 18
Term 4: Su 18
Term 5: Fa 18
Begin ATB Here
N153 – 6 cr
N129 – 1 cr
N155– 2 cr
University
Pre-req course if needed
N160 – 6 cr
N218 – 3 cr
Pre-req course if needed;
Apply to 2.0
Pre-req courses if needed;
N217 – 3 cr
N227 – 1 cr
N234 – 5 cr
University course – 3 cr
Total cr: 9
Total cr: 3
Total cr: 9-12
Total cr: 3-6
Term 6: Wi 19
Term 7: Sp 19
Term 8: Su 19
Term 9: Fa 19
Term 10: Sp 20
N222 – 3 cr
N236 – 6 cr
A.S. Degree
NCLEX-RN
University courses – 3-6 cr
2-3 University courses – 6-9 cr
B.S. Degree
(1 yr post AS)
Total cr: 12
Total cr: 6-9
Total cr: 6-9
Post ATB 2.0 Curriculum Plans to faculty website

15. 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

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

19. ATB 1.0 Enrollment since Launch

20. Fall Trending ATB – Non-ATB

21. Spring Trending ATB – Non-ATB

22. ATB 2.0 Enrollment since Launch
Year/Partner
Spring ATB 2.0 Enrollment
Fall ATB 2.0 Enrollment
2016 (w 4 Partners)
Not offered
(most earn A.S. in May 2018)
2017 (w 4 Partners) 15
2018 (w 4 Partners) 6
*Expect higher enrollment in Fall 2018

23. ATB 3.0 Non-ATB ADNs About to Graduate Reporting Academic Progression Plans
Non-ATB ADN Grads (n)/
Surveyed
Month/Year
Reporting Have Applied to RN – BSN Program
Reporting Acceptance to RN – BSN Program
Reporting Plan to Apply to RN – BSN
< 6 mos
6 mos – 1 yr
1 yr – 2 yrs
N= 61
May 2017 16 10 21 11 3
N= 28*
Dec 2017 8 6 7 2
*Responses mostly from Essex students; low response rate from Catonsville students.

24. NCLEX Pass Rates ATB vs Non-ATB

25. ATB 1.0 and Earned BSNs

26. BSNs to Date: 111 N = 83 N = 20 N = 7 N = 1 111 184 or 60.33%
Towson
Dec 2014 –May 2017
Dec 2017
Frostburg
First BSN Grads
Notre Dame
First BSN Grad
Stevenson
May 2018
Total ATB BSN
Grads by
N = 83
N = 20
N = 7
N = 1
111
Total Entering
Eligible to Graduate by Dec 17
184 or
60.33%
Major milestone in Spring 2018 – BSNs all four universities!
Gubrud, P., Spencer, A. & Wagner, L. (2017) OCNE results – 30%
Article title: From Start-up to Sustainability: A Decade of Collaboration to
Shape the Future of Nursing

27. ATB: Challenges & Successes
Secrets to Successful Partnerships

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

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

30. ATB Successes 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
Advances college completion goals
Supports college mission –
Opportunities for diverse student population
Meeting workforce needs
Possible increased/earlier pursuit advanced degrees

31. CC Enrollment in University Pre-Reqs

32. ATB Successes 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
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

33. 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

34. 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

35. 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.
In 2015, RWJF asked the National
Academies of Sciences, Engineering, and Medicine (The Academies,
formally the IOM) to study the progress toward meeting the
original recommendations and identify areas that should be emphasized
over the next five years to ensure continued progress. A second
report (The Academies, 2016) provides findings and recommendations
relevant to OCNE’s current and future state.

36. You are Cordially Invited!
ATB Faculty Resource Website

37. ATB: One Incredible Opportunity for ADN Students

38. ATB – A Dream Come True for Academic Progression

39. 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

40. 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.

41. Karen Wons, MS, RN, CNE kwons@ccbcmd.edu