View
235
Download
0
Category
Tags:
Preview:
Citation preview
The Gap Analysis Process and
Curriculum Redesign
Connecticut Consultation
Maureen Sroczynski, DNP,RNDecember 7, 2012
Networking CooperatingUnifying
MergingPartnering
Living the DreamMoving to Strategic Alliances
Shared Beliefs Shared Learning
Competency Model ProcessOutcome Focused, Innovation Process for Change
3
Diploma, ADN, BSN Nursing Programs &
Practice Partners
Gap Analysis Process of Curricula
Designing New Models by
Addressing the Gaps
Implementation of Seamless Progression
Curriculum Models
Agreement on Competencies
Competency Model Process
Agreement on Competencies
• Engage school administration in plan for curriculum redesign early on in the process
• Can select from various competencies• Develop your own• QSEN• Nurse of the Future
• Align all with AACN Essentials for Baccalaureate Education and NLN AC Competencies
4
Partnerships of Diploma, AD, BS
Nursing Programs & Practice Partners
• Practice partners bring insight into current healthcare environment and clinical learning opportunities
• May begin with “coalition of the willing”
Competency Model Process
5
Gap Analysis Process
• Technique for determining the steps to be taken in moving from a current state to a desired future state.
• It begins with the present situation (“what is”), (2) cross-lists factors required to achieve the future objectives (“what could be”), and then (3) highlights the ‘gaps' that exist and need to be 'filled.‘
• Diploma, AD and BS programs assess curriculum against competencies
• Must demonstrate evidence of the competency in curriculum or clinical experiences
• Practice partners may examine orientation programs
Competency Model Process
6
Purpose of the Gap Analysis
Provides an approach to identify areas for improvement in curriculum needed to fully capture the Nurse of the Future (NOF) competencies
Provides an opportunity for ADN and BSN and clinical partners to share and learn about each others educational process
Is a mechanism to link curricula in a seamless progression model building on the strengths of each program
Competencies Gap Analysis Process
1. Assessment of current status How many opportunities are currently available for your students to learn the K/A/S by graduation?
2. Validation of current status Where are these learning opportunities in your curriculum and how are they taught? Can include course objectives, lecture content , clinical objectives, clinical experiences, written assignments , case studies or other documented evidence and how evaluated
3. Desired outcomes Nursing Program
How many opportunities do you (the faculty) believe should be available for your students to learn the K/A/S by graduation
4. Desired Outcome Practice Partner(s)
How many opportunities does your practice partner believe should be available for your students to learn the K/A/S by graduation?
5. GAP between Desired Outcomes and Current Status
6. GAP between Practice Partners Desired outcomes and Nursing Program Desired Outcomes
Gap Analysis Process Sample
Framework for the Discussions Partners in the Gap Analysis Process
• Was there a lead school?• Do you work together or separately?• Who are the practice partner or partners involved?
Managing the process• How do you use the tools to look at the curriculum• Who should be involved at your school or schools?
Results Knowledge, attitudes and skill scores Areas where there were the greatest gaps How do you use the information to link curriculum or develop new
models
Competency Model Process
Designing New Modelsby
Addressing the Gaps
• May be designed at undergraduate level or within RN to BSN programs
• May involve dual or co-admission• May involve assessment and/or alignment of prerequisites,
general education requirements and credit transfer issues which will necessitate involvement of school administration
• What will clinical partners contribute?
11
Competency Model Process
Implementation of Seamless Progression
Curriculum Models
• Competency based models provide seamless progression models
• Competency based models can also serve as foundation for shared or common curriculum models
• Some models based on 1 plus 2 plus 1 approach• Some states have begun with a cohort approach that can
be expanded within a system or across the state or region
12
Structure Process Outcomes
The Strategic Planning Methodology
Donabedian
Some Current Models Springfield Technical Community College/University of
Massachusetts, Amherst Franklin Pierce University/Manchester Community
College St. Anslem College/Nashua Community College and
other community colleges Maine: Added additional competency LeMoyne College and St. Joseph’s College The City University of New York Mississippi Partnerships New Jersey Partnerships Alabama. Arizona, Colorado and Maryland beginning
the work
Franklin Pierce/Manchester Community College/Elliot Health System
Dual Admission Model MCC credits automatically transfer to FPU Begin FPU credits towards BSN in Year 3 at
MCC 192 hour preceptorship at Elliot Health system to
finish ADN
St Anselm College /Manchester Community College Model/Southern New Hampshire
Medical Center
Integrated competencies into both generic and RN to BSN curriculum
Started with one community college now extending to other community colleges
17
RWJF PIN 4 AND/BSN NOF: Creativity and Connections: Building a Regional Nursing Education Framework
Nursing Curriculum Redesign – Seamless ProgressionSaint Anselm College (SAC) ~ Nashua Community College (NCC) ~ Southern NH
Medical Center (SNHMC)Associate Degree Program – NCC RN-BSN Degree Program – SAC
2-8 week sessions (Semester S1 and S2)
Pre-Reqs SCIN 201 A&P IPSYN 101 Intro to Psych
43
Hybrid/Online Hybrid/Online
Year 1 Year II Year III Year IV Fall ENGN 101 College Comp I
SCIN 202 A&P IIPSYN 201 Human Growth & Develop.NURN 120 Fundamental Nursing SkillsNURN 130 Concepts for Nsg. Practice
44334
ENGN XXX English ElectiveNURN 220 Nursing Care II – Concepts and Skills
310
S1
THRN 425 Medical EthicsNURN 451 Leadership and Management
S2
NURN 455 Evidence-Based Nursing ResearchNURN 453 Pharmacology for the RN
34 44
S1
NURN 457 Nursing Capstone PracticumNURN XXX Nursing Elective
S2
Completion of any outstanding courses as needed
6
Spring
MTHN XXX Math ElectiveNURN 140 Nsg Care I – Concepts and SkillsNURN 230 Pharmacology for Nsg PracticeSCIN 215 Microbiology
4834
HUMN/LNGN Humanities/Fine ArtsNURN 240 Management of Nursing Care Across the Lifespan
310
S1
NURN 456 Nursing informaticsPHRN 107 Ethics
S2
NURN 452 Health AssessmentNURN 454 Community Health Nursing
43 44
Credits 44 26 30 6Summer * SO 101 Intro to Sociology
and/or* TH XXX Theology Elective or →
3
* SO 212 Statisticsand/or
* TH XXX Theology Elective or ** NURN XXX – Nursing Elective or →
3 3
* PH XXX Philosophy Elective, if needed** NURN XXX Nursing Elective
3 3
Credits 47 32 36 6
* May be taken at NCC or SAC** Must be taken at SAC = 42 credits Total Credits = 121
NCC Tuition= $210/credit 4 x 70 = $14,700 Total Cost: $27,300 SAC - $300/credit x 42 credits = $12,600 Based on current fees
18SG 12/11
19
Mississippi Process
• Eleven Nursing Programs• All conducted Gap Analysis of Leadership Competency• Two Tracks for using competencies
– Align ADN curriculum- prerequisites/Gen. Ed– Partnerships of ADN/BSN/Practice partners to design seamless
progression model
• Prioritizing competencies to do Gap Analysis
New Jersey Process
Started with 3 partnerships of ADN and BSN programs and practice partners
Includes acute, home care and long term care practice partners
Moving through one competency at a time One partnership added additional column to
Gap Analysis process to identify practice partners contributions
Competency ModelLessons Learned to Date• This process addresses the fact that education and practice
do not always speak the same language• Practice needs be involved early in the review and
development of new curriculum models • Diploma, AD and BS programs all have gaps in reviewing
current competency models• Divergence and convergence are part of the process• Iterative process of innovation
22
Managing Complex Change
Vision + Skills + Incentives + Resources + Action Plan = CHANGE
_______________________________________________________________________
+ Skills + Incentives + Resources + Action Plan = CONFUSION
Vision + + Incentives + Resources + Action Plan = ANXIETY
X
X
Managing Complex Change
Vision + Skills + + Resources + Action Plan =
GRADUAL CHANGE
Vision + Skills + Incentives + + Action Plan =
FRUSTRATION
Vision+ Skills + Incentives +Resources + =
FALSE STARTS
XX
X
Vision + Skills + Incentives + Resources + Action Plan = CHANGE
________________________________________________
Something in the differences teaches us the
similarities
The Common Ground in our thinking
Grooves in Our Thinking
Think of a color? Think of a piece of furniture? Think of a flower?
Dialogue
Decision Making
Action
Evaluation Shared Purpose
Appendix FInterpersonal Collaboration as a Cycle of InquiryThe “DDAE”
Gajda, R. & Koliba, C. (2007). Evaluating the Imperative of Interorganizational Collaboration. American Journal of Evaluation, (28)1,26-44
Ongoing links with each other
The new Center to Champion Nursing in America website
www.campaignforaction.org
Options to easily link to discussions about education
on topics, to review data by state, to pose a question to the group, to share your innovations
The home of the ongoing learning community
28
If you want to go quickly, go alone
If you want to go far, go together
African proverb
A Framework for Our Journey
The journey of one thousand miles begins with one step.
We have begun the journey and we all travel it together.
“Tashi deley”
I honor the greatness in
you !
Questions to Continue the Dialogue
Where do you want to begin? Who will be the partners? Looking at how to use the Gap Analysis
Closing the Circle
Recommended