1. Excellence Innovation Diversity Making Nursing Administration Experiential Learning Activities Meaningful Lisa Hennessy, PhD, RN, NEA-BC Clinical Assistant Professor Director/Advisor, Nursing Systems Management MSN Program

2. Background NSM program culminates with a 90 hour nursing administrative residency course Historically – Small student numbers – Mostly local – Agency other than the students’ employment setting Generally it was a “shadowing experience” – Students may have worked on an ongoing project or at the direction of the preceptor Program growth created – Contractual/Affiliation Agreement issues – Student geographic limitations – Information access limitations/Sensitive Data Excellence Innovation Diversity School of Nursing

3. How many of you have similar courses in your curriculum? How many have experienced similar issues? School of Nursing Excellence Innovation Diversity

4. Literature Review Literature on the topic is scant Wide variances in practicum requirements – Length – Curricular placement – Expected outcomes Set of suggested criteria issued by the Council of Graduate Education in Administrative Nursing – not widely adopted School of Nursing Excellence Innovation Diversity

5. Literature Review What literature there is has the same message: The practicum should be project based The practicum projects should have meaning and value for both the student and the host agency Excellence Innovation Diversity School of Nursing

6. Practicum Course Revised Completed in the students’ employing agency Preceptor  Mentor Clear project guidelines – SYSTEMS level management project (not people) – No patient care, contact, observation – No family/visitor contact – Employee contact for assessment/education only Project based on the skills and knowledge gained in the MSN program – AONE – QSEN – MSN Essentials Project Report – Scholarly Paper  Executive Report based on ANA Scope and Standards for Nursing Administration Excellence Innovation Diversity School of Nursing

7. Outcomes Residency Experience has shifted from passive shadowing to active, experiential learning Promotions Projects have been meaningful – 14% Salary Adjustment for RNs/RN retention plan developed – 10% - 25% Salary Adjustment and Clinical Ladder for CNAs – Clinical Ladder implementation for RNs – Discharge Processes improved by hiring a Discharge RN – 360 degree OR utilization assessment – Emergency Department Documentation in preparation for international Joint Commission Accreditation – Emergency Department Throughput through staffing reallocation – Developing processes for assessing and implementing student allergy management plans in the school health setting (currently in progress) Excellence Innovation Diversity School of Nursing

8. Does anyone have examples of positive outcomes from similar experiential learning courses? School of Nursing Excellence Innovation Diversity

9. References Androwich, I.M., Watson, C.A., R. Belcher, J.V., Patrician, P.A., Sherman, R.O., Yoder, L.H., & Vlasses, F.R. (2012). Graduate practicums in nursing administration programs. Journal of Nursing Administration, 42(10), 454-457 4p. doi: 10.1097/NNA.Ob013e31826a1ea0 Flood, L.S., & Powers, M.E. (2012). Lessons learned from an accelerated post-master’s nurse educator certificate program: Teaching the practicum course. Nursing Education Perspectives, 33(1), 40-44 5p. doi: 10.5480/1536-5026-33.1.40 Goodwin, M. & Jenkins-Weinrub, E. (2015). Student triads: A collaborative approach to practicum experiences for master’s nursing students. Nurse Educator, 40(4), 199-202 4p. doi: 0363-3624 Hahn, J.A. (2010). Practicum projects of value: A successful strategic partnership between nurse executives and masters level academia. Nursing Economics, 28(3), 143-158 15p. doi: 07461739 Reineck. (2012). AONE/CGEAN perspectives: CGEAN position statement on the educational preparation of nurse executives and nurse managers. Journal of Nursing Administration, 42(5), 244-247 4p. doi: 10.1097/NNA.0b013e318252efbc Excellence Innovation Diversity School of Nursing

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