Innovation in Nursing Education: A Statewide Grant Initiative

Abstract

Meeting the challenges of the nursing shortage appears to be daunting for schools of nursing across the nation as they struggle to meet educational capacity needs with limited resources. A statewide grant program was developed and implemented through legislative initiatives providing opportunities for schools of nursing to respond to the need for innovation in nursing education. This article shares some of the successes and challenges identified through the process of implementing and evaluating this grant program. Insights into the political and regulatory process are provided as a model for other states to consider. Examples of educational strategies that were successful in improving the recruitment and retention of students and faculty are discussed. Nursing and other health care leaders across the nation should look to policy initiatives such as grant programs to infuse innovation into educational programs and to address educational capacity issues compounding the nursing shortage.

The Culturally Diverse Nursing Student

“…Additional individual supportive measures at the individual level include professional counseling, cultural competence education, and interventions that give the individual student additional support in adapting to college life and a different culture (Degazon & Mancha, 2012). Other researchers also suggest financial support for culturally diverse students; financial support may decrease stress in family obligations culturally diverse students often face (Baker, 2010; Bond et al, 2008; Brewer, Zayas, Kahn, & Sienkiewicz, 2006; Green et al, 2006; Sutherland et al, 2007; Veal, Bull, & Miller, 2012; Villarruel, Canales, & Torres, 2001; Wong, Seago, Keane, & Grumbach, 2008). Although it is well-documented that there is a need for nurses who are multilingual or bilingual, studies show that students who speak English as a second language (ESL) are twice as likely not to complete a BSN program than students from a English-speaking background (Salamonson, Andrew, Clauson, & Cleary, 2011).…”

“…It is well documented that in addition to the other stressors students face, culturally diverse nursing students often experience social isolation (Bond et al, 2008;Degazon & Mancha, 2012;Love, 2010;Wong et al, 2008). Twelve studies address the SEM at the interpersonal level (Bond et al, 2008;Degazon & Mancha, 2012;Gardner, 2005aGardner, , 2005bGreen et al, 2006;Igbo et al, 2011;Lindley, McCall, & Abu-Arab, 2013;Love, 2010;Salamonson et al, 2011;Sutherland et al, 2007;Villarruel et al, 2001). Gardner (2005a) identified several themes in minority nursing students' perceptions in predominately White nursing programs: Loneliness and isolation, differentness, absence of acknowledgement of individuality from teachers, lack of peer understanding and knowledge of cultural differences, desiring support from teachers, and coping with insensitivity and discrimination.…”

A Systematic Review of Strategies to Address the Clinical Nursing Faculty Shortage

“…Twedell & Frusti, 2008 Collaboration between six community colleges, four universities, and eight hospitals in the development of a shared preceptor program. Green et al, 2006 Two BSN-prepared staff nurses (two at each hospital), paired with one PhD-or master's-prepared university full-time faculty member; all three present at the facility at the same time. Delunas & Rooda, 2009 Funding source (n = 14)…”

“…Development of an interdisciplinary simulation center that is shared by all partners is placed at the hospital and staffed by hospital-based RNs and one university faculty member; in part reduces orientation time for student graduates seeking employment. Green et al, 2006 Faculty pay Allow graduate students in final semester to meet clinical objectives by (n = 7)…”

“…Murray, 2007 Development and implementation of a comprehensive preceptor program to prepare clinically expert, hospital-employed RNs to function as preceptors for prelicensure students; provides immediate access for the preceptor regarding students' course content and discussion boards, which is particularly important because preceptor recruitment targets "off-shift" RNs who traditionally have little contact with nursing faculty. Green et al, 2006 Professional faculty development (n = 5) Loaned clinical faculty have to attend university, college faculty, and course orientation programs and seminars in the college's Center for Teaching and Learning. Murray, 2007Murray, , 2008 Education and support of clinical nurses to develop into the clinical scholars who would lead clinical rotations.…”