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On this page: Alabama
| California | Georgia
| Kentucky | Massachusetts
| Michigan | Montana
| New York | North
Dakota | Oregon | Pennsylvania
| Tennessee | Texas
| Wisconsin
Alabama
Grant Number: D19HP08205-01
Project Title: BSN Education for a Diverse
RN Workforce
Applicant Organization: The University of Alabama,
Capstone College of Nursing
Address: Box 870358, Tuscaloosa, AL 35487-0358
Project Director: Ruby S. Morrison, DSN, RN,
CMAC
Phone: 205-348-1026
Fax: 205-348-5559
Email: rmorrison@bama.ua.edu
Organization Website: www.ua.edu
& www.nursing.ua.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The purpose of BSN Education
for a Diverse RN Workforce, proposed by The University
of Alabama (UA), Capstone College of Nursing (CCN),
is identical to the purpose of the Nursing Workforce
Diversity (NWD) Grant Program, that is “to increase
nursing education opportunities for individuals from
disadvantaged backgrounds, including racial and ethnic
minorities underrepresented among registered nurses
(RNs), through projects that incorporate retention
programs, pre-entry preparation programs, and student
scholarships and/or stipends programs” HRSA,
2006, p. 5). This project will achieve this goal through
the following objectives: 1. To recruit, support,
and mentor educationally or economically disadvantaged
students in a pre-entry program, 2. To increase retention
of educationally or economically disadvantaged associate
degree in nursing (ADN) graduates from the partner
sites enrolled in general education courses; 3. To
increase the number of disadvantaged ADN graduates
from the partner sites enrolled in UA nursing courses.
4. To increase the number of disadvantaged students
graduating from the RN to BSN track. In order to present
a positive image, goal, and group name for students
participating in the project activities, the project
is named BAMA-BSN. The pre-entry portion of BAMA-BSN
will be coordinated by the Project Director and will
use mentors and tutors at the 5 ADN partnership sites
to ensure success. Staff for recruiting and mentoring
students and faculty for teaching additional RN to
BSN students are essential to goal achievement. The
long-term outcome of this project will supplement
other Bureau of Health Professions (BHPr) projects
to meet BHPr Goal 1. “Eliminate Health Barriers:
Assure the appropriate supply, diversity, composition
and distribution of the health professions workforce
(HRSA, 2006, p. 5). In addition, this proposal addresses
National Goal 1: Improve access to quality health
care through appropriate preparation, composition
and distribution of the health profession workforce.
Outcomes of the project will help to meet Healthy
People 2010 Goal 2: Eliminate Health Disparities:
“to eliminate health disparities among different
segments of the population” by increasing the
education of the RNs working in Alabama, in which
a majority of counties are designated as medically
underserved.
This project addresses all three focal areas of the
NWD grant program: pre-entry preparation, student
scholarships or stipends, and retention activities.
California
Grant Number: D19HP08208-01
Project Title: Nursing Development and Diversity
Project
Applicant Organization: Grossmont Cuyamaca
Community College District - The Welcome Back Center
Address: 8800 Grossmont College Blvd., El Cajon,
CA 92020-1799
Project Director: Bob Yarris, WBC Project Director
Phone: 619-644-7057
Fax: 619-644-7058
Email: bob.yarris@gcccd.edu
Organization Website: www.welcomebackcenter.org
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The purpose of the Welcome
Back Center’s (WBC) Nursing Development and
Diversity Project (NDDP) is to promote and support
the advancement of eligible individuals to become
licensed registered nurses. The project has a signature
focus on racial/ethnic minorities who are internationally
trained nurses and medical graduates, employing innovative
approaches to move them through the training and licensing
pipeline more quickly that traditional approaches.
The three target groups are (1) internationally trained
advanced healthcare workers (e.g., doctors), (2a)
internationally trained nurses, and (2b) internationally
trained nurses who are underemployed as CNAs/LVNS
and who have significant barriers to achieving RN
licensure. All program services are facilitated by
case management and supportive services.
All project components employ a blend of appropriate
retention, pre-entry preparation, and scholarship
activities according to the particular participant
population. Some of the main activities include but
are not limited to: an accelerated nursing education
program; an WBC NCLEX Preparation course; academic
and personal support services; individualized personal
and professional counseling, mentoring, tutoring and/or
coaching; preparatory courses to promote knowledge
of the U.S. Healthcare System and specific English
vocabulary for the healthcare professional; general
education or subject specific courses to enrich knowledge
in math and sciences, test taking, critical thinking
skills, and study skills; international transcript
revalidation; financial assistance programs.
San Diego has a sizable population that is ethnically
diverse, low-income, and struggling with a variety
of health-related issues in their efforts to survive.
There is a definite lack of parity between the ethnic
makeup of the general population and that of the nursing
workforce. Using a one-of-a kind approach, the WBC
NDDP recruits, trains, and places linguistically and
culturally savvy nursing professionals into a variety
of health care settings around the county in a timeframe
superior to that of any traditional nursing training
program. The WBC NDDP is making it possible for the
local health care delivery system to (1) provide a
rapid response to the nursing workforce shortage (2)
address the disparity in the ethnic makeup of the
nursing workforce, (3) provide a more culturally competent
workforce, and (4) meet the needs of their underserved
patients (thus enhancing patient care). The patient
population to be served, if they have access to culturally
competent nursing professionals, will be able to more
fully explain their health care symptoms and needs,
completely voice their concerns regarding treatment
options or directions, and understand and participate
in their treatment. The profession, the target populations,
and the patients: everyone wins.
Georgia
Grant Number: D19HP08207-01
Project Title: Partnering to Increase the Nursing
Workforce Diversity
Applicant Organization: Clayton State University
Address: Clayton State Boulevard, Morrow, GA
30260
Project Director: Dr. Susan J. Sanner
Phone: 678-466-4962
Fax: 678-466-4999
Email: susansanner@clayton.edu
Organization Website: http://www.clayton.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The purpose of this project
is to increase the number of minority and disadvantaged
students eligible to participate and succeed in nursing
educational opportunities at Clayton State University
(CSU) in Clayton County, Georgia. Specifically,
the project will involve a total of 462 minority and
disadvantaged students, including 45 high school students,
75 pre-nursing majors and 342 unduplicated nursing
majors enrolled in the baccalaureate nursing program
at CSU. One hundred and sixty six graduates of the
nursing program are projected by June 2010, an increase
of 64 minority and/or disadvantaged graduates over
CSU’s current projections of minority/disadvantaged
graduates (102). The project objectives address the
three major purposes of the Nursing Workforce Diversity
program: retention, pre-entry preparation, and
student scholarships and stipends. A primary
focus of the grant will also be efforts to increase
the cultural competency of nursing and university
faculty and students.
CSU is located in a state with a high minority and
disadvantaged population of approximately 36 percent,
almost twice as high as the 2004 national minority
percentage of 19.4 percent. The number of minority
RNs in Georgia is 18 percent, similar to the national
statistic, but half the state’s minority population.
Approximately one-third of the state’s population
lives at or below 200 percent of the federal poverty
level and Georgia ranks 37th out of 50 states for
percent of children living in poverty. Ninety-two
percent of Georgia’s 159 counties is designated
as partially or wholly underserved. Health morbidity
and mortality statistics rank above the national average
across multiple disease categories and are significantly
higher for minority populations. In Clayton County
and surrounding counties, the morbidity and mortality
rates of Blacks substantially exceed those same indicators
for Whites.
CSU has a 2005 minority student population of 64
percent and has been rated the “most culturally
diverse campus in the Southeast region” by US
News & World Report four out of the past five
years. CSU’s nursing student population mirrors
the diversity of the university with a current minority
percentage of 63 percent, an increase of 18 percent
from 2000 to 2005. Additionally, 35 percent
of the School of Nursing (SON) faculty is from underrepresented
groups, a rate higher than the university’s
overall minority faculty percentage and one that is
comparable to the state’s minority rate.
CSU SON has a successful track record in recruiting
and enrolling minority and disadvantaged students
with an average minority representation of 48 percent
in the graduating class and as a 96.5 percent first
time pass rate on NCLEX over the past five years.
Of students failing to graduate, (approximately 15%
of the senior class), 65 percent are from minority
groups. Upon graduation, approximately 80 percent
of CSU’s graduates remain in Georgia to practice.
Given the population demographics and health statistics
of the state, a critical need remains to graduate
even more nurses from minority and disadvantaged backgrounds
who can work to improve health care access and quality
health care delivery. This project addresses
the goals of Healthy People 2010 and BHPr’s
Goals 1: “Eliminate Health Barriers,”
Goal 2: “Eliminate Health Disparities”
and Goal 3: “Assure Quality of Care”.
Grant Number: D19HP08212-01
Project Title: Project SUCCESS
Applicant Organization: Department of Nursing,
Armstrong Atlantic State University
Address: 11935 Abercorn Street, Savannah, GA
Project Director: Helen M. Taggart, D.S.N.,
R.N.
Phone: (912) 927-5302
Fax: (912) 920-6579
Email: taggarhe@mail.amrstrong.edu
Organization Website: www.nursing.armstrong.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The purpose of this proposal,
entitled Project SUCCESS, is to increase nursing education
opportunities for individuals from disadvantaged backgrounds,
including racial and ethnic minorities underrepresented
among registered nurses, through retention programs,
pre-entry preparation programs, and by providing student
stipends to enrolled nursing students participating
in this project. As a result of Project SUCCESS, it
is hoped that AASU will increase the number of minority
registered nurses; thereby improving the workforce
diversity in the areas it serves.
The first phase of Project SUCCESS targets pre-college
entry preparation. This phase, designated as the
PLAN (Preparing to Learn About Nursing) for SUCCESS
phase will focus on increasing the preparation of
academically and economically disadvantaged students
to be competitive for admission to the university.
Collaborative relationships have been established
at two area high schools, two predominantly African
American churches, Hispanic Outreach and Leadership
(HOLA), and Magnolia Area Health Education Center
(AHEC). Programs will be conducted on a regular,
planned schedule to foster student interest in nursing
as a career and ensure academic success, and will
include a summer Nursing SEARCH Camp experience.
The second phase of Project SUCCESS will be LEARN
(Learn, Educate, Advance and Respond Now) for SUCCESS
phase. Students enrolled in critical required pre-nursing
core courses will be able to receive academic assistance
in order to improve their chances for admission to
the baccalaureate degree nursing program. In the LEARN
phase, 40 students each semester will be enrolled
in Learning Communities designed to assist in the
transition to the rigors of academic learning and
university life. Students will be introduced to academic
and social support programs. Additionally, 20 qualified
students each year will be assigned to work with the
LEARN Coordinator for ongoing academic and personal
counseling, student nurse mentoring and support services.
Finally, the retention, progression and graduation
phase, designated as the LEAD (Leadership Education
and Development) for SUCCESS phase of the project
will focus on improving graduation rates and reducing
attrition for LEAD students enrolled in the AASU nursing
program. Financial support through stipends based
on specific academic criteria in order to facilitate
graduation and improve NCLEX-RN pass rates. Qualified
students will be assigned to the LEAD Coordinator
for monthly meetings and progress reports. Stipends
will be based on student participation in the peer
mentoring program, the group counseling sessions,
and individualized plans for retention and progression.
To assist the faculty to better meet the needs of
the diverse student body, a cultural competency consultant
will be retained to review the curriculum and to hold
workshops for the faculty over the course of two years.
The anticipated outcome of this proposed project is
to increase diversity in the nursing workforce in
Southeast Georgia and the coastal regions.
Kentucky
Grant Number: D19HP08200-01
Project Title: Nursing Educational Enhancement
Project (NEEP)
Applicant Organization: Kentucky State University
Address: School of Nursing, 400 East Main Street,
Frankfort, KY 40601
Project Director: Dr. Betty H. Olinger
Phone: (502)597-5957
Fax: (502)597-5818
Email: bettyh.olinger@kysu.edu
Organization Website: www.kysu.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The Nursing Educational
Enhancement Project (NEEP) will focus on recruitment,
enrichment and retention of racial/ethnic (primarily
African American) minority and/or disadvantaged students.
The three year project will implement a retention
program, a pre-entry program, and stipends/scholarships
to enhance educational opportunities for 110 racial/ethnic
(primarily African American) minority and/or disadvantaged
prenursing or nursing students at Kentucky State University.
The project will substantially benefit underserved
or rural populations and therefore a Statutory Funding
Preference is requested.
Students selected for the project will be recruited
from selected Kentucky High Schools and from students
currently enrolled in the University’s prenursing
or nursing program with ACT scores of less than 21.
NEEP will attract students to the Associate in Applied
Science Degree in Nursing and guide their educational
progress through graduation through: 1). a retention
program that includes, but not limited to and workshops/training
sessions to improve test taking, study, and time management
skills, computer, and critical thinking skills, tutoring,
and intrusive advising; 2). a pre-entry preparation
program which includes, but not limited to, a summer
program, Pre-Enrollment Nursing Seminar (PENS), to
provide a five day nursing career orientation in preparation
for college transition, the use of the Assessment
Technologies Institute’s (ATI) Test of Essential
Academic Skills (TEAS), and academic support for math,
science, English and reading through the ATI system
as well as through the University’s Program
for Enhancement and Retention during the academic
year.; and 3) stipends for selected full-time students
admitted as prenursing students and scholarships for
nursing students meeting the grant criteria.
Grant funds will be used to support and institute
a cultural competency enrichment program to increase
the knowledge and skills regarding cultural competency
of faculty and student. A consultant will be used
to provide workshops and to incorporate cultural competencies
and activities throughout the nursing curriculum
Evaluation will be conducted quarterly to access
the progress made toward reaching the program goals.
Program success will be measured by enrollment and
retention rates, the ATI Content Mastery scores, NCLEX
pass rates, the number of cultural competency activities
infused through the curriculum, and the faculty cultural
competency professional development activities. The
results and outcomes of the project will be disseminated
to the grantor through annual reports, the University’s
Fall Faculty Opening Convocation, state and local
conferences, the School’s webpage, and articles
submitted to refereed journals.
Massachusetts
Grant Number: D19HP08215-01
Project Title: Nursing Scholars
Applicant Organization: University of Massachusetts
Boston, College of Nursing and Health Sciences
Address: 100 Morrissey Blvd., Boston, MA 02125
Project Director: Dr. Linda Dumas
Phone: 617-287-7522
Email: Linda.dumas@umb.edu
Organization Website: http://www.umb.edu/academics/cnhs/
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The University of Massachusetts
Boston’s (UMASS) College of Nursing and Health
Sciences (CNHS) Nursing Scholars (NS) program will
use lessons learned from our pilot program Bringing
the Best to Nursing (BBN) which ran from 9/1/03-7/31/06.
The BBN pilot program was successful. It enrolled
133 students and graduated 27 to date. Eighty-eight
percent of students had nursing jobs at graduation,
85% passed the NCLEX on their first attempt, and all
but two graduates have passed the NCLEX to date.
One hundred percent of BBN students graduated with
their class.
Nursing Scholars will build on the best practices
from data collected in BBN to successfully improve
graduation rates, employment opportunities, and NCLEX
examination pass rates in minority and economically
disadvantaged students. Over the course of three
years, Nursing Scholars will select and enroll 180
racially, ethnically and economically disadvantaged
students who have been accepted into the CNHS four-year
bachelor of science nursing program. CNHS is committed
to integrating successful data driven aspects of NS
into the broader school at the conclusion of this
grant period.
The Nursing Scholars program offers retention activities
that either have been proven to work in BBN or have
been added or modified due to student feedback. The
activities include weekly peer group meetings, opportunities
to be matched with community-based, cultural competency
trainings, leadership trainings, program advisors,
a community space, laptop computers, English as a
Second Language (ESL) classes, tutors, and scholarships
or stipends of $1,600 per year for eligible students
per HRSA requirements. These activities will be in
place to ensure the high graduation and job placement
rates.
Nursing Scholars will create an education pipeline
from middle school through graduate school by providing
a pre-entry preparation program for middle and high
school students interested in health care careers.
Specifically, the NS program will provide nursing-specific
activities to the UMASS Health Careers Opportunity
Program (HCOP) conducted by UMASS Pre-Collegiate and
Educational Support Programs. HCOP will introduce
CNHS to 300 middle school and high school students
through a combination of career fairs, clinical and
academic activities, after school clubs, shadowships
and classroom/school visits by Nursing Scholars.
Grant Number: D19HP08198-01
Project Title: Project SINE (Success in Nursing
Education)
Applicant Organization: Regis College
Address: 235 Wellesley Street, Weston, MA 02493-1571
Project Director: Joanne Haynes, RN MSN
Phone: (781)768-7090
Fax: (781)768-7089
Email: joanne.haynes@regiscollege.edu
Organization Website: www.regiscollege.edu
Project Period: 7/2007 – 6/2010
Abstract Narrative: The purpose of Project
SINE (Success in Nursing Education) is to enhance
the ability of Regis College to support disadvantaged
students throughout the process of obtaining baccalaureate
degrees in nursing and becoming licensed registered
nurses. While there is a growing diverse population
in Boston only 4% of nurses in Massachusetts identify
as non-white. Regis College, however, is more reflective
of this changed demographic, 55% identify as non-white,
32% identify English as a second language and 46%
of these students are the first in their family to
attend college. Regis has had a steady growth of
diversity since 1999. The College is committed to
the development of resources to serve our diverse
population. We have a full time Multicultural Recruiter
in Admissions and a Multicultural Advisor on campus.
Given the current demographic of the nursing student
body, Regis is strategically positioned to promote
ethnic, cultural and linguistic diversity in the nursing
profession. A survey of Regis pre-nursing students
indicates that 63% come from Medically Underserved
Areas and Populations as defined by HRSA, and are
therefore more likely to serve in such communities
once licensed. According to college statistics 50%
of these students who would qualify for Project SINE
are employed 25 to 40 hours a week –in order
to support themselves, family and pay tuition. Additional
responsibilities outside of their academic program
limits their ability to study, access tutorial support
and additional faculty guidance. The greatest attrition
from the nursing program among this population of
students is highest during their junior year due to
the additional academic demands and clinical hours.
Through the implementation and institutionalization
of Project SINE, the college will substantially contribute
to the goal of increasing diversity in the nursing
workforce in Greater Boston and inner city Boston
where many of these nursing students live and work.
Pre-entry activities involve the early identification
of academically at-risk students in the pre-nursing
program curriculum due to employment, family responsibilities
and English as a second language. Enrolling these
pre-nursing students in Project SINE is intended to
provide them with a structured system of advising
and tutorial support toward success in their pre-nursing
curriculum. Retention efforts include scholarships
for junior project participants, structured faculty
tutorials and continued individual advisement for
all Project SINE juniors and seniors. Project SINE
seniors will also receive intensified NCLEX preparation
to maximize the number of students who pass the test
the first time. Continued support will be provided
to SINE graduates who must retake the exam until they
successfully pass. Each activity is associated with
a measurable objective and established performance
indicators, thereby laying the foundation for a comprehensive
evaluation. Furthermore, the project’s fiscal
plan is designed to support the project’s institutionalization
and prospective sustainability at the College.
The need for this work is widely documented by prominent
organizations, including the federal government, calling
for increased minority representation in the nursing
workforce. Regis College welcomes the opportunity
to be part of the solution through Project SINE.
Michigan
Grant Number: D19HP08199-01
Project Title: GENESIS (Gaining Excellence
in Nursing Education: Students Intensifying Scholarship):
Phase II
Applicant Organization: The Regents of the
University of Michigan
Address: School of Nursing, 400 N. Ingalls,
Rm. 1179, Ann Arbor, MI 48109-0482
Project Director: Patricia Coleman-Burns, Ph.D.
Phone: 734-936-1615
Fax: 734-647-9966
Email: pcb@umich.edu
Organization Website: http://www.nursing.umich.edu/oma/
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: This new project, GENESIS:
Phase II, will increase nursing education opportunities
for students from disadvantaged backgrounds through
stipends or scholarships, and new or enhanced academic
and social support opportunities. GENESIS stands for
Gaining Excellence in Nursing Education: Students
Intensifying Scholarship. The Project will build on
previous successes in GENESIS I (HRSA D19HP40420)
working with students from racial and ethnic backgrounds
to increase retention and progression rates offering
the project to more students of color. The project
will expand efforts to identify and to reach non-traditional
individuals from disadvantaged backgrounds who are
not from racial and ethnic populations underrepresented
among registered nurses.
The purpose of this project is to increase the number
of disadvantaged students graduating with a BSN degree
from the University of Michigan School of Nursing
(UMSON). The project will address 3 major purposes
of HRSA’s Nursing Workforce Diversity program:
- Retention activities for both community college
and UMSON students: Retention activities will support
targeted, enrolled nursing students. The objective
is to retain 90% of students from disadvantaged
backgrounds (including underrepresented racial and
ethnic groups/populations), who are participating
in the GENESIS Project, through stipends or scholarships,
and new or enhanced academic and social support
opportunities. Retention activities will include
the Peer Facilitated Study Groups (PFSGs) at both
UMSON and the collaborating community college RN
programs, and additional counseling and resource
networking. PFSGs will include life-skills e.g.,
time management, stress reduction, emotional and
mental health issues, health issues, personal and
familial issues, financial concerns, etc. PFSGs
at community colleges will be enhanced with e-groups.
A residential Boot Camp (focusing on academic and
life skills) will be offered to disadvantaged students
the summer before they start the UMSN program. The
BootCamp will include technology skills development,
e.g., PDA, C-Tools. In the three years of the project,
at least 50 GENESIS II participants will graduate.
- Pre-entry preparation will be offered to all disadvantaged
students preparing to transfer to a BSN program,
and for high school students grades 9 -12. A two-week
residential summer research experience will be offered
to 10 high school students each year. Career awareness
and study skills opportunities will be offered to
middle school students. By the end of Year 3, preentry
activities will be offered to 1500 middle school
and 500 targeted high school students.
- Student scholarships and stipends will be offered
to selected students enrolled in the
UMSN BSN program (stipends/scholarships) and students
at select community colleges (stipends only). GENESIS
II will offer stipends to 27 and scholarships to 8
GENESIS students per year.
Grant Number: D19HP08202-01
Project Title: Improving recruitment and retention
of BSN Nursing Students
Applicant Organization: Wayne State University
Address: College of Nursing, Cohn Building,
5557 Cass Avenue, Detroit, MI 48202
Project Director: Stephen J. Cavanagh RN PhD
MPA
Phone: 313 577 4138
Fax: 313 577 0414
Email: ad5949@wayne.edu
Organization Website: www.nursing.wayne.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: Building upon the considerable
experience of the College of Nursing at recruiting
and retaining students from minority or economically
disadvantages backgrounds, this grant will create
new programs that will: 1) support traditional BSN
student retention programs, 2) develop a pre-entry
program for the traditional BSN degree program, and
3) support students with stipends / scholarships.
Specifically the proposed Workforce Diversity Program
(NWD Program) will: (1) extend and strengthen academic
and clinical support provided to students from disadvantaged
backgrounds; (2) provide financial support to a group
of economically disadvantaged students; (3) engage
these students in a variety of retention interventions;
(4) to achieve a greater equality in representation
of these culturally competent professional nurses
in the metropolitan Detroit population; and (5) develop
a coherent pre-entry program for traditional BSN students.
The priority goal will be to: Eliminate Health barriers
(supply diversity, composition and distribution of
nurses) and the project will substantially benefit
underserved populations.
The purpose of this project is to expand and strengthen
a comprehensive support system for 24 students (8
students per year for three years) from under-represented
and/or economically disadvantaged backgrounds as they
progress through pre-nursing courses into professional
nursing courses. Each of these 24 students will receive
a Stipend of $3000 for one year while they participate
in this program. The College will also build upon
its existing retention initiatives (e.g. clinical
remediation laboratories and live NCLEX review) to
add a Learning Community Retention Program. 24 students
(8 students per year for three years) will participate
in the retention program and will receive a Stipend
of $3000 for one year The College will also offer
continuing Scholarship support ($40,000) to support
those students who have financial need and proven
academic success and who have participated in the
Learning Community Retention Program. The College
will provide an additional $20,000 in-kind scholarship
support as well as faculty and staff time to develop,
implement and evaluate the program.
Montana
Grant Number: D19HP04154-04
Project Title: HISPANIC NURSING PROJECT
Applicant Organization: Carroll College
Address: 1601 North Benton Ave., Helena, MT
59625
Project Director: Claudette McShane
Phone: (734)-936-1615
Email: mcshane@cc.edu
Organization Website: http://www.cc.edu
Project Period: 09-01-2004 – 06/30/2010
Abstract Narrative: The need for nurses to
work with the country’s growing Hispanic/Latino
population at national, regional and local levels
is well documented. The Hispanic Nursing Project (HNP)
addresses that need by focusing on increasing the
pool of professional nurses who can competently serve
as RNs for Hispanics, the nation’s largest minority
population.
Through the appropriate preparation of BSN nurses
to work with Hispanic populations, Carroll College
is working toward eliminating health disparities and
health barriers by increasing the supply and diversity
of the nursing workforce. The HNP directly focuses
on BHPr Goal 1: Eliminate Health Barriers and Goal
2: Eliminate Health Disparities, as well as Healthy
People 2010 Goal 2: Eliminate Health Disparities.
The Hispanic Nursing Project continuation proposal
was informed by a careful review of HNP assessment
data and a thorough review of best practices for nursing
students in our targeted demographic of underserved
populations. This proposal, therefore, represents
the best of the original HNP, enhancements to the
original project and new activities.
The Hispanic Nursing Project has a singular goal:
To educate BSN nurses to serve the nation’s
growing Hispanic population. This will be achieved
through four objectives.
- To provide pre-entry activities to 436 K-12th
grade students and targeted preparation activities
to 90 students by June 2010.
- To increase project 2010 enrollment by 30 students
over 2006 baseline of 14.
- To retain and graduate 60% of the project students.
- To provide scholarship support to eligible project
students.
Pre-entry activities targeted to disadvantaged youth
include nursing career outreach programs for K-8th
grade; math and science enrichment programs, including
summer camps for 3rd-12th grades; academic tutoring
for 3rd-12th grades; and targeted preparation of local
Hispanic high school students who are interested in
nursing careers.
Project enrollment will be increased via an aggressive
recruitment program in a partnership with the College’s
diversity recruiter. Local and regional high schools
with high Hispanic disadvantaged student enrollments
will be the target of these activities.
The HNP will enroll and retain nursing students who
are economically or educationally disadvantaged, express
an interest in becoming a nurse and convey a desire
to obtain the skills necessary to serve people of
Hispanic backgrounds.
Retention activities include a HNP Summer Institute
with remedial coursework; a Hispanic Nursing Pioneer
Learning Community; Supplemental Instruction; peer
mentors; peer workshop tutors and intrusive advising.
A retention program grounded in best practices will
result in the retention and graduation of 60% of the
project students.
New York
Grant Number: D19HP08211-01
Project Title: Hispanic & Latino Nurses:
Meeting New York City’s Needs
Applicant Organization: Long Island University
Address: 700 Northern Boulevard, Brookville,
NY 11548
Project Director: Suzanne M. Carr, Ph.D., R.N.
& Hazel M. Sanderson, Ed.D., R.N
Phone: (718) 488-1059
Fax: (718) 780-4019
Email: suzanne.carr@liu.edu & hsanders@liu.edu
Organization Website: www.liu.edu
Project Period: 07/01/07 to 06/30/10
Abstract Narrative: The purpose of this project
is to develop and implement activities to increase
the recruitment, retention, graduation and entry into
practice rates of under-represented Hispanic and Latinos
in the baccalaureate nursing program at Long Island
University (LIU). The LIU School of Nursing, a school
of minorities, will collaborate with the Brooklyn-Queens-Long
Island Area Health Education Center (BQLI-AHEC) and
the Brooklyn subgroup of the New York State Chapter
of the National Association of Hispanic Nurses to
implement a variety of activities aimed at increasing
the awareness of underserved and minority Hispanic
and Latinos to nursing as a career. BQLI-AHEC will
provide potential students in targeted middle and
high schools with workshops about nursing, as well
as mentoring and tutoring for high school students
to improve academic readiness for college. BQLI-AHEC
will also initiate a Nursing Club and pre-college
summer health internships for participants. The Brooklyn
subgroup of the New York State Chapter of the National
Association of Hispanic Nurses’ collaboration
will focus on mentoring, socialization activities,
tutoring and other non-academic skills for Hispanic
and Latino students. The initial retention of Hispanic
and Latino students at LIU will be accomplished through
a “pre-professional readiness” program
in the freshman and sophomore years designed to provide
academic, social, and professional skills. During
the second semester of the sophomore year, all nursing
students are required to take the HESI A2 Assessment
Test to determine their readiness for the professional
or clinical nursing phase. Because students who score
below 70 on the Math and English components of the
test are not allowed to progress to the professional
phase, the goal of the pre-professional readiness
program will be to promote success on this examination.
All Hispanic and Latino students who progress to the
Junior year of the nursing program, will continue
to receive intrusive mentoring activities to increase
their successful entry into professional nursing practice.
Those who progress into the Junior year with HESI
A2 scores between 70 and 78 will be encouraged to
divide the first junior semester into two semesters.
Courses to assist these students in learning to apply
knowledge gained in the standard nursing courses will
be developed. These students will receive monthly
stipends to help off-set their living expenses, giving
them more time for homework, study, and other academic
enrichment activities. Consultants will be used to
provide workshops on cultural sensitivity and cultural
competency to the School of Nursing faculty and others
involved in this project.
Grant Number: D19HP08213-01
Project Title: Touch Lives – Be a Nurse
Applicant Organization: D’Youville College
Address: 320 Porter Avenue ALT, Room 508 or
KAB, Room 345 Buffalo, NY 14201
Project Director: Verna R. Kieffer & Dorothy
Bellanti (Co-PI)
Phone: (716) 829-7855 & (716) 829-7754
Fax: (716) 829-8159 & (716) 829-8139
Email: kiefferv@dyc.edu & bellanti@dyc.edu
Organization Website: www.dyc.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The D’Youville College
Nursing Workforce Diversity (NWD) program, “Touch
Lives – Be a Nurse,” is designed to develop
the skills and provide support necessary for success
in postsecondary nursing education for 25 disadvantaged
high school students residing on Buffalo’s West
Side neighborhoods and 25 undergraduate nursing students
annually.
To address the identified weaknesses in services
and opportunity within our community, “Touch
Lives” will simultaneously address academic
improvement, student retention, postsecondary enrollment,
and postsecondary persistence. There is also a projected
demand for one million additional nurses in the next
ten years in the U.S. The supply of nursing school
graduates will not meet this future need. Fewer individuals
are choosing nursing as a career and two-thirds of
the current nurse work force will retire in the next
ten to fifteen years. This year, Buffalo and Erie
County have a deficit of nearly 1000 nurses (N.Y.
State Senator Charles Schumer’s report).
The program goals are to increase the number of minority
individuals who choose nursing as a career path, to
develop and implement educational environments and
provide support services which address the needs of
high school students preparing for nursing school
and undergraduate BSN students from educationally
and/or economically disadvantaged backgrounds, and
to offer scholarships to eligible minority nursing
students to help defray the cost of college education.
To measure the program’s effectiveness, DYC
designed a comprehensive summative and formative evaluation
plan that produces objective and quantifiable data.
The budget and commitment of partner resources adequately
and reasonably support the program. DYC’s NWD
will uniquely benefit students as multiple resources
are galvanized into a coordinated educational system
that promotes early college awareness and academic
achievement resulting in a well-prepared diverse nursing
workforce. The three major objectives arise from identified
need assessments. They are:
Objective I: To provide the supportive services
necessary to help academically and economically
disadvantaged students especially those from underrepresented
populations successfully complete the BSN program
at D’Youville. (BHPr Goal 1 and Goal 3)
Objective II: To prepare academically and economically
disadvantaged students pass the NCLEX exam. (BHPr
Goal 1 and Goal 3)
Objective III: To provide services to promote academic
achievement and prepare disadvantaged students for
entry into, and graduation from a professional nursing
program. (BHPr Goal 1 and Goal 3)
Grant Number: D19HP04153-04
Project Title: Becoming Excellent Students
in Transition to Nursing (BEST)
Applicant Organization: Research Foundation
of CUNY/Hunter College of the City University of New
York, Schools of the Health Professions, Hunter-Bellevue
School of Nursing
Address: 425 E 25th St., Box 933, New York,
NY 10010
Project Director: Cynthia E. Degazon, PhD,
RN
Phone: 212.481.7595
Fax: 212.481.4427
Email: cdegazon@hunter.cuny.edu
Organization Website:
Project Period: 7/1/04-6/30/10
Abstract Narrative: This Nursing Workforce
Diversity grant application is to extend the HRSA-funded
BEST (Becoming Excellent Students in Transition to
Nursing) Program at Hunter-Bellevue School of Nursing.
The BEST-Extended Program will provide retention activities
and pre-entry preparation for students from under-represented
minority, disadvantaged, and first-generation immigrant
backgrounds with a focus on increasing the representation
of African American and Hispanic males in the profession.
Selected full-time participants will receive stipends
or scholarships. This initiative consists of three
components: (1) a retention component for 40 students
(a minimum of 9 African American and 9 Hispanic males)
who transitioned to Hunter-Bellevue School of Nursing
to assist them in becoming academically prepared and
culturally competent professional nurses, (2) a college
program that will provide supplemental and academic
reinforcement to prepare 60 students (a minimum of
15 African American and 15 Hispanic males) enrolled
in the Hunter College Core Curriculum to transition
to the School of Nursing, and (3) a pre-entry preparation
program for 100 high school students (a minimum of
10 African American and 10 Hispanic males) to explore
nursing as a career and to provide a pipeline of students
who will be eligible for admission to Hunter College
Core Curriculum. Components of the BEST-Extended
curriculum include a four-week summer enhancement
program for new nursing students, supplemental learning
activities including intensive tutoring and counseling
support, academic monitoring and tracking, level benchmarking
for NCLEX, professional mentoring, and leadership
development.
Grant Number: D19HP02629-04
Project Title: Ambassadors for Professional
Nursing Success (APNS): Continuation
Applicant Organization: The College of Mount
Saint Vincent
Address: 6301 Riverdale Ave., Riverdale, NY
10471
Project Director: Justine Taddeo, RN, EdD
Phone: (718) 405-3351
Fax: (718) 405-3286
Email: justine.taddeo@mountsaintvincent.edu
Organization Website: www.mountsaintvincent.edu
Project Period: July 1, 2010 – June 30,
2010
Abstract Narrative: The College of Mount Saint
Vincent is a liberal arts college located in the northwestern
corner of the borough of the Bronx, NY. The College
has a successful history of recruiting and educating
culturally diverse, underrepresented minority students.
In 1999, the College was designated by the Department
of Education as a Hispanic Serving Institution (HIS)
and a Minority Serving Institution. The College is
a member of the Hispanic Association of Colleges and
Universities (HACU). Department of Nursing data indicate
that culturally diverse nursing students are at greater
risk for attrition from the nursing program. College
Nursing Department data indicated that attrition rates
for students from minority and disadvantaged backgrounds
were increasing. Data revealed that students who
had been unsuccessful in completing the nursing program,
were culturally diverse. The APNS program, initiated
in 2004, resulted in a retention rate of 78.3% (YTD)
for APNS participants. As a result, retention was
increased in diverse/disadvantaged students from a
9 year low of 13% to 21.7% among APNS participants.
By project completion, it is anticipated that the
retention rate will exceed the 85% target. Issues
identified by students and faculty which prevented
retention and success provided the basis upon which
the original APNS program was developed. The APNS
program offered at the College (funded by HRSA) has
provided academic and financial assistance to culturally
diverse and disadvantaged nursing majors. The program
provides individualized educational, professional
and socialization skills necessary for academic and
professional success.
During this new funding period, the number of culturally
diverse/disadvantaged students will increase from
50 to 60. Academic and personal counselors, professional
mentors and professional and peer tutors will provide
a program of dedicated advisement. Additional educational
support in the form of human, educational and technologic
resources are requested to support these additional
students. In addition to maintaining the original
APNS program, funds are sought to provide more rigorous
monitoring and educational interventions to students
earlier in the program through additional testing.
Established linkages with area schools will be maintained;
additional linkages will be sought in HRSA funded
Federally Qualified Health Centers to provide clinical
placement opportunities for students, encourage mentorship
and to expose students to potential professional employment
opportunities. The expanded APNS program will allow
for additional outreach to promote the profession
of nursing in interested middle school children through
cooperation with the Girl Scout Association of New
York. Senior APNS (students) participants will provide
health promotion programs in local linkage elementary
and high schools. A pre-entry nursing program will
be developed to support the transition from high school
to the professional nursing program.
Program success will be measured by: a retention
rate of project students of 85%, throughout the three
year project period; 85% first time NCLEX-RN pass
rate; and, 100% employment in nursing within 9 months
of graduation from the program.
North Dakota
Grant Number: D19HP02632-04
Project Title: Working for Indian Nurse Development
(WIND)
Applicant Organization: University of North
Dakota, College of Nursing
Address: 430 Oxford St, Stop 9025, Grand Forks,
ND 58202-9025
Project Director: Chandice Covington, PhD,
RN, CPNP, FAAN, Dean
Phone: 701-777-4555
Fax: 701-777-4096
Email: chandicecovington@mail.und.edu
Project Period: July 1, 2004 – June 30,
2010
Abstract Narrative: The University of North
Dakota (UND) College of Nursing (CON) proposes to
expand and enrich the retention, pre-entry preparation,
and scholarship model program Working for Indian Nurse
Development (WIND, ESA 2004-7) to provide educational
opportunities for disadvantaged American Indians interested
in pursuing a career in nursing. American Indian/Alaskan
Native (AI/AN) populations representing 569 Federally
Recognized tribal nations in the United States suffer
from excess rates of morbidity and mortality that
continue, and for some conditions such as diabetes
and infant mortality, are escalating in the 21st century.
Our currently funded WIND nursing workforce diversity
model program supported the graduation of 25 baccalaureate
nurses, of which the majority are serving AI/AN communities
today. Given the increasing national shortage of nurses
in general, the drastic shortage within the Indian
Health Service (over 700 unfilled Registered Nurses
positions nationally), and the fact that less than
1% of the over 2 million nurse are AI/AN, the need
for American Indian/Alaska Native nurses continues.
American Indian/Alaska Native pre-entry students continue
to be educationally disadvantaged with the greater
majority educated in rural and reservation K-12 schools
that under perform on national educational benchmarks.
The proposed continuing and expanded objectives and
associated activities are as follows: 1) Increase
the number of American Indian nurses with preparation
at the baccalaureate, masters, and doctoral levels.
Annually enroll and retain 20 new pre-nursing students,
10 new Bachelors of Science in Nursing students, and
2 new Masters in Nursing students, and within three
years, 1 new Doctor of Philosophy Nursing student.
Promote the on-line Registered Nurse (RN) program.
Further develop and disseminate nursing publications
specifically for WIND program [BHPr Goal 1-3]; 2)
Retain American Indian Students through graduation
at the baccalaureate, masters, and doctoral levels.
Expand the influential pre-entry preparation enrichment
orientation program to 8 days. Develop new strategies
to increase predictability of the National Council
Licensure Examination for Registered Nurses pass achievement
for first-time AI/AN graduates. Continue to provide
attentive monitoring advisement, mentoring, tutoring,
and encourage student enrollment year round. Continue
to provide scholarships to undergraduate nursing students
and begin to provide stipends to participants of the
orientation program[BHPr Goal 1-2]; 3) Expand and
strengthen linkages between UND CON and pre-nursing
advisors and curriculum bodies at North Dakota, Minnesota,
South Dakota, Montana, Nebraska, and Wyoming tribal
colleges, with tribal leaders, and I.H.S. facilities)
[BHPr Goal 2, 4]; 4) Further develop the CON as an
inclusive, welcoming, and supportive environment for
AI/AN students [BHPr Goal 4]; and, 5) Maintain and
expand the stakeholder advisory board to provide guidance
to the project, reflect additional reservation representation;
conduct semi-annual meetings, and continue implementation
of a strategic plan to ensure continuation of project
after funding period [BHPr Goal 4]. This proposal
continues a dedicated, proven model educational program
to ensure a cadre of culturally proficient nurses
to serve the health needs of Native Americans across
the region and the nation.
Oregon
Grant Number: D19HP02626-04
Project Title: Ayudando Podemos
Applicant Organization: Linfield College -
Linfield-Good Samaritan School of Nursing
Address: 2255 NW Northrup Street Portland,
OR 97210
Project Director: Peggy Wros, RN, PhD
Phone: 503-413-7180
Fax: 503-413-6846
Email: pwros@linfield.edu
Organization Website: www.linfield.edu
Project Period: July 1, 2004 – June 30,
2010
Abstract Narrative: Linfield College, on behalf
of the Linfield-Good Samaritan School of Nursing (LGSSON),
requests a three-year continuation of its Nursing
Workforce Diversity grant number D19HP02626-01-00.
The purpose of a continuation of the grant is to continue
increasing the number of culturally diverse baccalaureate-prepared
minority nurses, in particular Hispanics, who will
practice nursing in Medically Underserved and Health
Professional Shortage Areas or Oregon and southwest
Washington.
During the first three years of the first grant,
LGSSON achieved notable success in addressing these
needs, but the needs continue to grow, and there is
a compelling need for a continuation of the program.
The factors that argue for a continuation of the
Ayudando Podemos (AP) program at LGSSON include: 1)
a rapidly increasing Hispanic population in Oregon;
2) a persistent disparity between the general population
and the numbers of RNs in the state, and an even greater
disparity within the Hispanic population; 3) the AP
program’s success at recruiting and retaining
disadvantaged students; 4) the regional leadership
role that LGSSON has assumed in promoting nursing
workforce diversity; and 5) strong collaborative partnerships
that the school developed during the first grant period.
While the objectives for the first two years of the
grant have been met by carrying out planned program
activities, the requested continuation grant would
support implementation of program revisions based
on internal and external evaluation in the first 3
years of the program, expansion of program services,
and a more comprehensive summative evaluation that
will add to the database of best practices in nursing
education.
We request the statutory funding preference for this
grant application on the basis of the following two
criteria: 1) The project substantially benefits rural
populations, and 2) it substantially benefits underserved
populations.
Pennsylvania
Grant Number: D19HP08204-01
Project Title: Diversifying Nursing Care Delivery
in Urban Healthcare Environments
Applicant Organization: Drexel University,
College of Nursing & Health Professions
Address: 245 N 15th St, MS 501, Philadelphia,
PA 19102
Project Director: Patricia Dunphy Suplee Ph.D.,
CS, RNC
Phone: 215-762-8456
Fax: 215-762-1259
Email: tds@drexel.edu
Organization Website: www.drexel.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: Abstract Narrative: The
primary purpose of this project is to increase nursing
education opportunities for individuals from disadvantaged
backgrounds including racial and ethnic minorities
in order to provide a more diverse nursing workforce
to meet society’s needs. The program focuses
on pre-entry preparation, retention, and student scholarships/stipends.
Although there has been a rise in student applications
to nursing schools across the nation, the number of
minority students vying for these positions is limited.
According to the National League for Nursing in 2004-5
there was a 2% decline in minority nursing students
across the country (NLN, 2006). In the current Drexel
University Co-operative (Co-op) Nursing Program Fall
2006 class, 21% of the freshman nursing student body
classified themselves as minorities and 66% of new
transfer students (primarily from community colleges)
into the second year of the Co-op Program did so.
We have found that transfer students who enroll in
the second and third year of the nursing program do
not do as well as their counterparts. Over the last
two years, 77% of those who failed the first Adult
Health nursing course were transfer students and 65%
of those who failed were minority students. In addition,
73% of those that failed the final capstone course
in the Co-op program in 2006 were transfer students.
This is problematic for we strive for an ethnically
diverse nursing student body at the pre-licensure
level however our outcomes show that minority students
have difficulty with the course work. Therefore it
is vital that we focus our attention on these students
who are being accepted to Drexel University as transfer
students and provide them with support and additional
resources they need to be successful in the nursing
profession.
Four objectives will be met at the completion of
this project: (1) we will increase junior and senior
high school students’ exposure to nursing as
a professional career by creatively marketing to this
population using personal nursing stories, brochures,
videos, a webpage and providing a Nursing Leadership
Internship Program to selected students from minority
groups exposing them to nursing careers and health
promotion activities; (2) we will provide a 4 day
pre-entry workshop to a select cohort of Co-op transfer
students known as the Student Transfer Academic Retention
(STAR) Program; (3) we will design and provide academic
and support services during the program to diverse
student cohorts enrolled in the Co-op Program as they
apply to their continued progression in the program,
completion of the program and passing the NCLEX-RN
licensure exam; and (4) we will offer stipends/scholarships
to a select group of enrolled students who participate
in this program either as a freshman or transfer student.
By meeting these objectives, we will address both
BHPr Goals #1 and #3 directed toward eliminating health
barriers by assuring the appropriate supply, diversity,
composition and distribution of the health professions
workforce and assuring quality of care by improving
the knowledge, skills, competencies and outcomes of
health professions workforce. Our long term goal is
to identify, develop, and promote innovative educational
and mentoring programs that will attract and retain
the very best minority students into the nursing profession,
in order to meet the anticipated diverse and expanded
healthcare needs of the country.
Grant Number: D19HP08209-01
Project Title: Enhancing Student Learning for
ESL Nursing Students
Applicant Organization: School of Nursing,
College of Health Professions, Thomas Jefferson University
Address: 130 South 9th Street, Suite 1200,
Philadelphia, PA 19107
Project Director: Mary Powell, PhD, RN,
Phone: 215-503-7553
Fax: 215-503-0376
Email: mary.powell@jefferson.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: Project ESL: Enhancing
Student Learning for ESL Nursing Students is a collaborative
project between the School of Nursing at Thomas Jefferson
University and the baccalaureate nursing programs
at Holy Family University and LaSalle University.
It is responsive to the need to recruit and educate
diverse students for professional nursing careers
as a vital step in building a diverse workforce capacity
to meet the needs of a this nation’s rapidly
growing culturally and ethnically diverse population.
The purpose of Project ESL is to develop a productive
consortium relationship with area nursing schools
and to provide an innovative program to enhance the
academic success and eventual transition to professional
practice for nursing students for whom English is
not the primary language. This project will be implemented
within a school of nursing that has demonstrated a
commitment to and expertise in addressing the unique
needs of disadvantaged students. The project design
includes a pre-entry summer program prior to matriculation
in the nursing major that includes needs assessments,
language proficiency, communication skills development,
socialization to professional education, and small
group work to foster self-confidence and cultural
integration. Emphasis in this phase is placed on the
successful transition to the professional nursing
education program. Retention strategies are integrated
throughout the proposed plan and emphasize productive
faculty relationships, and academic counseling, Faculty
development support is planned to insure the provision
of an optimal learning environment for these students.
This component of the project will be enhanced through
the expertise of a consultant with significant experience
in faculty development related to cultural diversity
and disadvantaged students, especially those for whom
English is not the first language. Stipends will be
available to defray some of the participants’
nontuition expenses. The project envisions that 30
students each year would be able to avail themselves
of the resources provided by this funding opportunity,
will achieve academic success, and will graduate.
Furthermore, these graduates will make a considerable
contribution to the health needs of diverse populations,
as well as contribute to the diversity of the workforce
in this geographic region. The outcomes achieved through
this program will be disseminated to the professional
communities of interest through multiple forums.
Tennessee
Grant Number: D19HP08214-01
Project Title: DREAMWork--Diversity Recruitment
& Education to Advance Minorities in the Nursing
Workforce
Applicant Organization: University of Tennessee
Address: 615 McCallie Avenue, Dept. 1051, Chattanooga,
TN 37403
Project Director: Dr. Martina Harris
Phone: (423) 425-4646
Fax: (423) 425-4668
Email: Martina-Harris@utc.edu
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The University of Tennessee
at Chattanooga (UTC) proposes to implement the DREAMWork
project to increase nursing education opportunities
for disadvantaged racial / ethnic minorities. The
project will serve 4 cohorts: 2,000 middle and high
school students, 50 transition-to-college students,
70 pre-nursing students, and 37 students enrolled
in the School of Nursing. This project includes a
comprehensive array of academic year and summer activities
to increase the capacity of minority students to prepare
for and succeed in SON coursework and the NCLEX exam.
Troubling statistics document the critical need for
this project: in Fall 2006, minorities comprised
25.6% of all pre-nursing majors and accounted for
20% of SON applicants, yet NO minorities had the academic
preparation to compete for admission. In addition,
over the past 3 years, only 28% of minority SON students
have passed the NCLEX exam on their first attempt.
The program will increase opportunities for the large
number of minority students who are interested in
pursuing careers in nursing, but need additional support
to compete for admission into and complete a BSN degree
and the NCLEX examination. The objectives are as
follows: (1) increase opportunities for youth to
learn about and consider a career in nursing, (2)
increase the number and preparation of entering UTC
freshmen declaring the pre-nursing major, (3) increase
the number of minority students prepared to compete
for admission into the SON, (4) increase financial
support available to students, (5) increase the number
and preparation of UTC pre-nursing students to successfully
enter and complete nursing coursework, (6) increase
the number of minority students who graduate within
5 semesters of enrollment in the SON, (7) increase
the percentage of minority students who pass the NCLEX
on the first attempt, and (8) increase the cultural
competence of SON faculty and students.
The program methodology includes academic year and
summer activities appropriate to the needs of each
cohort. The cohort model will ensure a seamless transition
for participants and provide a sense of community.
Intensive summer programs for transition-to-college
students (entering freshmen), pre-nursing majors,
and nursing students will provide a multitude of academic
enrichment and cultural competency activities. Faculty
Advisor / Mentors and mentors from the Chattanooga
Chapter of the Black Nurses association will provide
critical support and socialization into the nursing
profession. Experiential learning opportunities will
be conducted in collaboration with community partners
and will emphasize cultural competence.
An Implementation Team will oversee all aspects of
program implementation, and the program evaluation
plan ensures that project staff and the Implementation
Team will receive continuous feedback from participants
and instructors. UTC has a plan to achieve self-sufficiency
for the DREAMWork program upon completion of the HRSA
funding period.
Texas
Grant Number: D19HP08210-01
Project Title: Nurse Workforce Diversity PEERS
Project
Applicant Organization: Children's Medical
Center Dallas
Address: 1935 Motor Street, Dallas, TX 75235
Project Director: Sally Carmen, RN, MSN, CPNP:
Phone: 214-456-1608
Fax: 214-456-1883
Email: SALLY.CARMEN@childrens.com
Organization Website: www.childrens.com
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: Children's Medical Center
Dallas is establishing the Nursing Workforce Diversity
Pediatric Expertise, Education and Retention with
Support (PEERS Project). The overall purpose is to
increase nursing education opportunities for Children’s
unlicensed and licensed healthcare employees from
disadvantaged backgrounds (including racial and ethnic
minorities underrepresented among registered nurses)
who desire to become AD RNs or BSNs through retention
activities, pre-entry preparation, and by providing
student stipends. Children’s is partnering
with three schools of nursing, Texas Women’s
University, El Centro and Collin County Community
College, in order to increase the number of racial
and ethnic minorities currently employed as registered
nurses (RNs), thereby eliminating health barriers
through assuring the appropriate supply, diversity,
composition and distribution of Children’s nursing
workforce (BHPr Goal #1). This, in turn, would improve
the health status of the Children's Medical Center
Dallas’ medically underserved pediatric population
by providing and retaining a diverse, culturally competent
AD RN or BSN workforce which is currently experiencing
a severe shortage. (Statutory Funding Preference Requested).
The project will enroll 25 non-RNs and 25 AD RNs each
year (50 participants annually = 150 total participants)
and it is anticipated that 101 of these participants
will graduate with a RN or BSN degree by the end of
project year 3. Educational and support services
will be “wrapped around” the individual
project participant to meet the assessed needs customized
to the individual. The NWD PEERS Project will further
participants’ education at the work place, dissipate
obstacles, and enhance competencies and skills applicable
to the AD RN or BSN professional through the establishment
of the project infrastructure, The RN Prep Academy.
Project activities, developed and implemented within
The RN Prep Academy, will include individual and group
mentoring, skill workshops, test preparation, and
computer and human simulator training. Methodologies
engaged through The RN Prep Academy include: Learning
Communities, mentoring one-on-one, shadowing, computerized
virtual classroom, establishing Designated Educational
Units, financial support through stipends and counseling.
Children’s will report (as outcomes) the increased
numbers of diverse AD RNs and BSNs in the workforce,
improved patient care outcomes as decreased ICU infection
rates, and higher levels of pediatric nurse retention,
resulting in a healthier community and supporting
Goal #1 of the Healthy People 2010: improving the
quality and years of health life; Focus #14, Immunizations/
Infectious Disease with a target on Hospital Acquired
Infections in the ICU.
Wisconsin
Grant Number: D19HP08201-01
Project Title: Creating Nursing Workforce Diversity
(CNWD)
Applicant Organization: Marquette University
College of Nursing (MUCN)
Address: P.O. Box 1881, Clark Hall, Milwaukee,
WI 53201-1881
Project Director: Janet Wessel Krejci, PhD,
RN, CNAA
Phone: 414 288-3869
Fax: 414 288-1597
Email: janet.krejci@marquette.edu
Organization Website: www.marquette.edu/nursing
Project Period: July 1, 2007 – June 30,
2010
Abstract Narrative: The specific purposes
of this project are to provide: (a) pre-entry preparation,
(b) student scholarships and stipends, and (c) retention
activities to achieve nursing workforce diversity.
In the proposed Creating Nursing Workforce Diversity
(CNWD) project, MUCN will partner with five local
central city schools (three middle and two high schools)
to recruit and support students from disadvantaged
and underrepresented backgrounds into nursing school
by using creative strategies including Future Nurses
Club and NurseCamp. MUCN also will build an infrastructure
to expand, strengthen, coordinate, and implement strategies
to ensure success for students from disadvantaged
backgrounds. Innovative strategies to increase retention
and graduation rates include the Bachelor of Science
in Nursing (BSN) Student Leadership Program in addition
to stipends and scholarships. The CNWD project will
also partner with two large health care systems to
help BSN student participants obtain part-time nurse
extern positions, access additional undergraduate
scholarship monies, and secure residency positions
after graduation as registered nurses (RNs), thus
facilitating their successful transitions to professional
practice.
MUCN is requesting a statutory funding preference
as this project will substantially benefit underserved
populations by increasing nursing workforce diversity.
Needs addressed: The need is compelling, nationally
and locally. Although individuals from underrepresented
backgrounds comprise 25% of the U. S. population,
they account for less than 9% of RNs. The Milwaukee
area is worse, where 33% of the community is underrepresented
but only 7% of all registered nurses are ethnically
or racially diverse, and the health disparities addressed
by the Institute of Medicine (IOM) are even more pronounced.
In addition, because of financial and academic obstacles,
minorities are less likely to pursue four-year BSN
degrees. This CNWD project is uniquely poised to make
considerable impact as MUCN graduates are known to
be highly competent and committed to service, leadership,
and excellence in a city with dire health needs, interested
applicants, and a College of Nursing ready to ensure
their success. Population groups served: The target
population will be students from disadvantaged and
underrepresented backgrounds, primarily from Milwaukee’s
central city, who are interested in pursuing nursing
education, specifically the BSN program at MUCN. In
addition, currently underserved groups in Milwaukee
with critical health care needs will benefit by receiving
services from MUCN’s increasingly diverse nursing
students and RN graduates during this project. Proposed
services: The three major objectives fit with the
project’s purpose and address the goals of the
Bureau of Health Professions (BHPr) and Healthy People
2010. Unique features of the CNWD include academic,
financial, and mentoring support for participants
from middle school through baccalaureate nursing graduation
and job placement. In addition, MUCN BSN students
participating in CNWD will receive focused leadership
development to enhance personal and professional competencies
designed to augment the impact they will exert in
the workforce and maximize career progress and influence.
Students involved in this project will be supported
throughout to promote their retention and completion
of the BSN program. Upon graduation, they will also
be well positioned as leaders to provide high quality,
culturally competent care, thus contributing to workforce
diversity and the elimination of health disparities.
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