1. No category

STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
PROGRAM PROPOSAL COVER SHEET
1 Institution
2.
James Madison University
3. Title of proposed program
5.
Program action (Check one):
Spin-off proposal
_____
New program proposal __X__
Doctor of Nursing Practice
Degree designation
6.
4. CIP code 51.1605
Term and year of initiation
Doctor of Nursing Practice (DNP)
Fall 2011
7.
8. For community colleges: date approved by local
board
Term and year of first graduates
Spring 2013
9. Date approved by Board of Visitors
June 2009
10. For community colleges: date approved by State
Board for Community Colleges
11. If collaborative or joint program, identify collaborating institution(s) and attach letter(s) of
intent/support from corresponding chief academic officers(s)
12. Location of program within institution (complete for every level, as appropriate). If any
organizational unit(s) will be new, identify unit(s) and attach a revised organizational chart
and a letter requesting an organizational change (see Organizational Changes--hotlink).
School(s) or college(s) of ___College of Integrated Science and Technology__________
Campus (or off-campus site) __James Madison University, Harrisonburg, VA 22807___
Distance Delivery (web-based, satellite, etc.) ____Web based with concentrated face to face
13. Name, title, telephone number, and e-mail address of person(s) other than the institution’s
chief academic officer who may be contacted by or may be expected to contact Council
staff regarding this program proposal.
Dr. AJ Morey, PhD., Associate Vice Provost for Cross Disciplinary Studies and
Planning, 540-568-7990, [email protected].
Dr. Merle E. Mast, PhD., RN, ANP, Department of Nursing, 540-568-6314,
[email protected].
Doctor of Nursing Practice
Executive Summary
The James Madison University Department of Nursing proposes to implement a Doctor of
Nursing Practice (DNP) program in 2011-2012. DNP programs extend advanced practice nurse
education to prepare clinical experts in evidence- based practice in health and illness care. At
JMU, students will achieve the DNP through two routes: post-baccalaureate study and postmaster’s study. The post-baccalaureate route will incorporate and build upon the current Master
of Science in Nursing (MSN) Nurse Practitioner concentration, which includes tracks in adult
(ANP), gerontology (GNP), or family (FNP) primary care. The post-MSN route will be open to
licensed advanced practice nurses seeking to complete the DNP through post-masters study.
Both The SCHEV and the Virginia Employment Commission have recommended increasing
program capacity in schools of nursing in order to increase the supply of nurses. In 2004 the
American Association of Colleges of Nursing (AACN) endorsed a position statement to move
the level of preparation necessary for all advanced nursing practice roles to the doctorate level by
2015. There is an increased employment market for all advanced practice nurses, but particularly
nurse practitioners, in light of the primary care physician shortage.1 The DNP will help to
address the current shortage of advanced practice nurses in Virginia and nationwide.
The DNP will require additional funding for personnel, equipment purchases, operating
expenses, and accreditation associated expenses. Funding will be requested during the current
legislative session specifically for this program. Additionally, other sources of revenue will be
identified from grant and stimulus monies in order to support implementation of the program.
The DNP will be initiated in the Fall of 2011, with the program fully operational by 2015.
JMU’s DNP program is responsive to national standards and to the urgent need in the
Commonwealth for advanced practice nurses who will be equipped to provide innovative
leadership in providing health care in Virginia.
1
Alan Portner, DC Public Policy Examiner, 7/3/09. http://www.examiner.com/x-5968-DC-Public-PolicyExaminer~y2009m8d24-Physician-shortage-spurs-search-for-alternatives.
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Table of Contents
Executive Summary
Table of Contents
Description of Proposed Program
Introduction
Why a Doctor of Nursing Practice?
The Program
Credit Hours Required for the DNP
Emphasis Areas
Learning Outcomes for the DNP
Curriculum Plan
New Courses for the DNP
Assessment of Student Learning
Program Assessment
Program Benchmarks
Program Expansion
Collaboration with Other Programs and Institutions
i
ii
1
2
3
4
4
4
5
6
7
8
9
9
10
Need for the Program
National Perspectives
Nursing Practice in Virginia
Regional Impact: Meeting Virginia’s Critical Primary Care Needs
Employment Market
Student Demand: Needs Surveys for Doctor of Nursing Practice and Graduate Programs
Other Data Demonstrating Student Demand
Why Does JMU Need this Program at this Time?
The DNP is Not Unnecessarily Duplicative
11
12
13
16
18
19
20
21
SCHEV Summary of Projected Enrollments in Proposed Program
23
SCHEV Projected Resource Needs for Proposed Program
Part A. General Budget Information
Part B. FTE Positions Needed
Part C. Estimated Resources
Part D. Certification
24
29
30
30
31
Appendix A: Sample Curriculum
A-1
Appendix B: DNP Course Descriptions
B-1
Appendix C: Clinical Sites
C-1
Appendix D: Employment Advertisements
D-1
Appendix E: Student Demand Survey
E-1
Appendix F: Letters of Support
F-1
Appendix G:Student Enrollment Calculations
G-1
Appendix H: Faculty Qualifications
H-1
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DESCRIPTION OF PROPOSED PROGRAM
Introduction
The James Madison University Department of Nursing proposes to implement a Doctor of
Nursing Practice (DNP) program in 2011-2012. DNP programs extend advanced practice nurse
education to prepare clinical experts in evidence- based practice in health and illness care. At
JMU, students will achieve the DNP through two routes: post-baccalaureate study and postmaster’s study. The post-baccalaureate route will incorporate and build upon the current Master
of Science in Nursing (MSN) Nurse Practitioner concentration, which includes tracks in adult
(ANP), gerontology (GNP), or family (FNP) primary care. The post-MSN route will be open to
licensed advanced practice nurses seeking to complete the DNP through post-masters study.
The purposes of the proposed program are to: 1) Increase the numbers and distribution of
advanced practice nurses in designated medically underserved and health care provider shortage
areas in the Blue Ridge region of Virginia; 2) Meet the growing primary health care needs of
older adults, whose numbers are growing at a rate five times faster than the state’s total
population; 3) Address a growing shortage of qualified nurse educators in community colleges
and baccalaureate nursing programs in Virginia; and 4) Optimally qualify advanced practice
nurses to serve as leaders of practice innovation and change.
Students who select the post-BSN route to the DNP will be prepared as nurse practitioners to
provide primary care in clinics, long-term care facilities, private practices, other settings. NP’s
assess and diagnose health status, plan and implement treatments to promote health, prevent
illness, and manage common acute and chronic illness problems. The DNP program will
emphasize the health care needs of aging adults, and prepare advanced practice professionals
who are well equipped to fully implement research into practice. Graduates within both the postBSN and post-MSN options will be prepared to provide, lead, and change health care delivery.
DNP graduates function in advanced practice roles, as well as administrative, executive, public
policy, and teaching roles.
The Department of Nursing is well positioned to begin a DNP program. With the support of
James Madison University administration, it has significantly developed and revised its programs
during the past decade in response to nursing work force needs across the Commonwealth. It has
offered a high quality accredited Bachelor of Science in Nursing (BSN) education since 1980
and, between 2004 and 2009, increased the number of BSN program graduates from 60 to more
than 120 annually. During this expansion, BSN graduates have maintained an average pass rate
on the National Certification and Licensure Exam for RN’s (NCLEX-RN) at or above 90%.
Concurrently, in 2004, the Department began its first Master’s of Science in Nursing (MSN)
program with concentrations in the high need areas of primary care and nursing education. The
Department was awarded a three-year Advanced Education Nursing Program (AENP) grant from
the Health Resources and Services Administration (HRSA) to implement the MSN program. All
17 MSN NP graduates and post-MSN certificate completers have achieved certification,
licensure, and employment in practices that include underserved vulnerable populations. In 2005
the Department implemented an RN-BSN completion program. These new programs have grown
steadily, with current enrolled headcounts of 49 students in the MSN concentrations and 28 in
the RN-BSN program. Following a self-study of programs and site visit, all programs received
full 10-year reaccreditation from the Commission on Collegiate Nursing Education (CCNE) in
April, 2009.
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In addition to the steady growth and strength of its programs, the Department has a strong
commitment to student clinical and service learning; and toward that end has developed a
growing network of relationships and contracts with clinical sites in rural and underserved areas
of Virginia. Faculty affiliations with programs in the JMU Institute for Innovation in Health and
Human Services (IIHHS)2 and the recently opened federally qualified Harrisonburg Community
Health Center (HCHC)3 provide additional excellent primary care practice settings for students.
Approximately 85% of BSN graduates and - to date - 100% of RN-BSN and MSN graduates
practice in the Commonwealth.
The faculty, which has grown in number from 10 to 27 during the past six years, has strong
collective expertise and qualifications to teach the DNP program. Sixteen faculty, or 62%, hold a
doctorate or are in the final stages of completing a doctoral dissertation. Three nurse practitioner
faculty at JMU were awarded DNP degrees from the University of Virginia in May, 2009. The
faculty has gained experience in on-line instruction as the MSN and RN-BSN programs have
become increasingly web-based. JMU faculty were engaged in the national movement to the
DNP through their participation in regional meetings hosted by the American Association of
Colleges of Nursing (AACN) to develop competencies for DNP graduates. Dr. Donna Hathaway,
chair of the AACN Task Force that developed the DNP competencies, The Essentials of
Doctoral Education for Advanced Practice Nursing, served as an on-site consultant to the JMU
faculty during the development of the proposed DNP curriculum.4 Following completion of the
program proposal Dr. Hathaway provided an external review of the JMU DNP curriculum.
The DNP program is congruent with the mission, vision, and Defining Characteristics of James
Madison University5 and with the institution’s goal of developing selected new graduate
programs:
The university will offer a wide variety of quality academic programs: general education
core, liberal arts, professional programs, and graduate programs of distinction.
o
Goal: Develop new academic programs in such a way that the comprehensive
nature and quality of the curriculum are maintained.
Curriculum committees in the Department of Nursing, the College of Integrated Science and
Technologies, The Graduate School, the Council on Academic Programs, and the Board of
Visitors at James Madison University have fully endorsed the proposed program.
Why a Doctor of Nursing Practice?
Compelling health care needs provide the impetus to move graduate education for advanced
nursing practice to the doctoral level. The increasing complexity of health care systems and the
explosion of information, technology, and scientific evidence have extended the scope and length
of master’s education in nursing. The DNP was developed by the profession in response to these
trends, as well as research and reports from national bodies including the Institute of Medicine
2
IIHHS: http://www.hhs.jmu.edu/
HCHC: (http://www.hburgchc.org/)
4
AACN (2006). The Essentials of Doctoral Education for Advanced Practice Nursing:
http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf.
5
JMU mission, vision, and Defining Characteristics: http://www.jmu.edu/jmuplans/defchar.shtml
3
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and the National Research Council of the National Academies that call for nursing education to
prepare clinicians for safe, effective, evidence-based practice. 6789
In October 2004, the American Association of Colleges of Nursing (AACN) called for moving
the level of preparation necessary for advanced practice in nursing roles from the master’s degree
to the doctorate level by the year 2015.10 The AACN position statement calls for educating
advanced practice nurses in Doctor of Nursing Practice (DNP) programs. Universities with
Master’s of Science in Nursing programs in advanced practice specialties have responded by
developing and implementing DNP programs. In 2004 there were six practice doctorate
programs nationwide; in July 2009 the AACN reported there were 92, with more than 100
additional programs under development.11
The DNP has become the preferred preparation for advanced nursing practice. In contrast to PhD
programs that prepare nurse researchers, the DNP emphasizes preparing practice leaders with the
expertise to apply and translate research evidence into practice.12
The Program
The program at JMU will offer two routes to the DNP: 1) a post-baccalaureate option that will
incorporate the current Master’s of Science in Nursing NP program; and 2) a post-master’s
option to assist advanced practice nurses to complete the DNP. The AACN projects that by 2015
the DNP will be required for new certification and licensure in advanced practice. In the interim,
until the DNP is required for certification and licensure, JMU will award the MSN degree
following completion of the 43 to 46 credits required in the current MSN nurse practitioner
program.13
The program is designed to provide flexibility for employed nurses who live and work in rural
areas of the region. To that end, it will incorporate web-enhanced learning strategies using
Blackboard communication software. Courses currently taught at the master’s level will continue
to combine on-line activities with weekly face-to-face contact between faculty and students. The
proposed new DNP level courses will be fully on-line with face-to-face meetings of faculty and
students at the beginning and end of during each semester. Students can enroll full-time or parttime in the program.
The Department anticipates offering concentrations in other practice specialties that will
articulate with the DNP in the future. For example an agreement to cooperate with Shenandoah
6
Institute of Medicine of the National Academies (2000). To Err is Human: Building a Safer Health System.
Washington, D.C., National Academic Press.
7
Institute of Medicine of the National Academies (2001). Crossing the Quality Chasm. Washington, D.C., National
Academic Press.
8
Institute of Medicine of the National Academies (2003). Health Professions Education: A bridge to quality.
Washington, D.C., National Academic Press.
9
National Research Council of the American Academies (2005). Advancing the Nation’s Health Needs.
Washington, D.C., National Academies Press.
10
AACN (2204). Position Statement on the Practice Doctorate in Nursing:
http://www.aacn.nche.edu/DNP/DNPPositionStatement.htm.
11
AACN (2009). Program list: http://www.aacn.nche.edu/DNP/DNPProgramList.htm.
12
AACN, (2007). http://www.aacn.nche.edu/DNP/pdf/conf/Regionals/Grid8-05.pdf.
13
The Nurse Educator MSN program at JMU is not an advanced practice specialty and will not articulate with the
DNP.
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University to offer Nurse Midwifery is currently under negotiation; and plans for a future clinical
leadership concentration are under development.
Credit Hours Required for the DNP
The post-baccalaureate option is 79-82 credits and will incorporate and build upon the current
Master of Science in Nursing (MSN) Nurse Practitioner concentrations. The post-BSN route will
include 43 to 46 credits currently taught at the MSN level plus 36 additional DNP credits.
Students will complete at least 1000 required hours (24 credits) of clinical practice. The postBSN program will span 7 full-time semesters (3 ½ academic years) or 12 semesters of part time
study (6 academic years). Until the DNP is required for certification and licensure, students will
be awarded the Master of Science in Nursing (MSN) degree following the completion of
Semester IV and 43 to 46 credits. Semester IV is a transitional semester to the DNP that
includes some required DNP courses. Appendix A contains a sample post-baccalaureate full-time
curriculum plan.
The post-master’s DNP option is 40 - 44 credits and will be open to certified licensed advanced
practice nurses. Students will complete at least 500 additional hours of supervised clinical
practice beyond their MSN program to total at least 1000 hours (9-11 credits). The post-MSN
DNP can be completed in 4 semesters of full-time study or 6 semesters of part time study.
Program credits for both routes are comparable with DNP programs nationwide. Appendix A
contains a sample post-master’s full time curriculum plan.
Emphasis Areas
Areas of emphasis for the DNP program at JMU are:




Culturally competent care to rural and vulnerable populations
Optimizing health in the context of chronic illness and aging
Organizational and systems leadership
Clinical scholarship leading to practice innovations
Learning Outcomes for Graduates of the DNP
Because DNP education is specialized, the specialty content preparing DNP graduates for
various practice roles – such as clinical specialist, midwife, clinical nurse anesthetist, and nurse
practitioner – will differ substantially across specialty areas. For example, the nurse practitioner
concentration within the DNP program at JMU will continue to follow the National Organization
of Nurse Practitioner Faculties (NONPF) Competencies for Nurse Practitioners.14 Student
learning outcomes for the current MSN program, which are based on these competencies, are
located in Appendix A. In addition to competencies linked to practice specialties, all DNP
graduates will demonstrate the competencies for the DNP delineated by the American
Association of Colleges of Nursing in The Essentials of Doctoral Education for Advanced
Practice Nursing.15 These include:
14
NONPF (2009). Competencies for Nurse Practitioners: http://www.nonpf.com/
AACN (2006). The Essentials of Doctoral Education for Advanced Practice Nursing:
http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf.
15
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






Scientific underpinnings for practice
Clinical prevention and population health
Information systems and patient care technology
Organizational and systems leadership
Clinical scholarship and evidence based methods for practice
Health care policy and advocacy
Inter-professional collaboration.
JMU has developed the following Student Learning Outcomes for DNP students, grounded in the
AACN Essentials. These will incorporate the learning outcomes for the current MSN NP
program (See Appendix A). Graduates of the DNP program will:
1. Effectively develop and communicate professional role with clients and colleagues
2. Demonstrate cultural competence in the ethical delivery of care to vulnerable populations
3. Utilize knowledge from sciences, humanities, and nursing to promote health, prevent
disease, and provide quality health care to individuals, families, groups, and communities
4. Contribute to nursing knowledge through the scholarship of integration, application, and
teaching
5. Analyze economic, policy, environmental, and social forces to impact health care
delivery and quality of care
6. Synthesize assessment data to diagnose and manage patient health and illness needs
7. Effectively serve as client partner and advocate within the health care delivery system to
meet client needs
8. Engage in evidence-based advanced practice to improve health outcomes of diverse
populations
9. Evaluate and influence nursing and health care through organizational and systems
leadership
10. Translate research knowledge into practice innovation using analytic methods and
clinical scholarship
Curriculum Plan
All post-baccalaureate and post-master’s DNP students will complete will complete 21 credits of
DNP core courses and 6 credits of cognate courses designed to further develop each student’s
area of study interest. Students will complete 9 to 13 credits of practicum to assure completion
of at least 1000 post baccalaureate clinical practicum hours. In addition, students will complete a
4-credit capstone project, further described below.
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The following grid outlines the plan of study leading to the DNP and how courses are linked to
the AACN DNP Essentials:
DNP Curriculum
Course #
Course Name
Credits
AACN Essential
NSG 690
NSG 692
NSG 711
Core Courses
Epidemiology & Population Assessment
Health Policy
Analytical methods
3
3
3
1,2,5,7
1,2,5,6,7
1,3
3
1,3,5
3
1,2,4,5,7
3
3
21
1,2,4,5
1,2,6
3
3
6
variable
variable
3
3 or 5^
3 or 5^
9 - 13
1,2,3,6,8
1,2,3,4, 6,8
1,2,3,6,8
4
4
40 - 44
All Essentials
NSG 712
NSG 713
NSG 714
NSG 715
Cognate Course
Cognate Course
NSG 771
NSG 772
NSG 773
NSG 800
Issues and Methods of Translational
Inquiry
Evidence Based Practice: Health
Promotion
Evidence Based Practice: chronic Illness
Organizational Behavior
Total
Cognate Courses
Selection based on student study interest
Selection based on student study interest
Total
Clinical Practicum Courses
Advanced Practicum I
Advanced Practicum I
Advanced Practicum I
Total
Capstone Project
Capstone Project
Total
Total DNP Credits
^ The DNP requires 1000 course-related practice hours post-BSN to DNP. Post-master’s students will have
completed a variable number of MSN program contact hours. Practicum courses have a 3:1 contact hour to credit
ratio. JMU semesters are 15 weeks, so 15 weeks X 3 hours/week = 45 contact hours per credit per semester.
Students who enroll in 9 to 13 total practicum credits X 45 hours per credit will complete 405 to 585 contact hours
of clinical practicum at the DNP level.
New Courses for the DNP
Eleven additional courses totaling 36 credits designed to meet the DNP Essentials will be added
to courses currently taught in the 43 – 46 credit master’s program. The DNP courses are
described in Appendix B.
The new practicum course experiences will continue JMU’s strong record of student service
learning that is responsive to population needs. Because the program is committed to preparing
graduates with knowledge, skills, and commitment to work in underserved areas, clinical
practicum sites are selected that serve rural, socio-economically disadvantaged, and culturally
diverse adults and older adults. The MSN program has contractual agreements with a wide
variety of clinical sites and preceptors that will be available to DNP students (Appendix C).
These sites include rural primary care clinics, the Harrisonburg Community Health Center, the
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Harrisonburg Rockingham Free Clinic, the JMU Student Health Center, and two long-term care
and rehabilitation centers. Additional sites for DNP students can include programs in the Institute
for Innovation in Health and Human Services (IIHHS) at JMU.
The Clinical preceptor qualifications are based on the NONPF Criteria for Evaluation of Nurse
Practitioner Programs16: Masters prepared registered NP or physician who is a M.D. or D.O.;
current state license; and minimum of 12 months of full time equivalent experience. National
certification in area of practice is required for NPs and recommended for physicians. Preceptors
will be sought who provide direct client care, and who plan and organize services. All preceptors
will be oriented to the curriculum, program objectives, clinical competencies, and the clinical
preceptor’s roles and responsibilities. Preceptors will be offered adjunct faculty status with
listing in the JMU Graduate Catalog; use of the Library and other University facilities on the
same basis as full-time faculty members; and participation in scheduled University activities,
events, and meetings on the same basis as full-time faculty members.
The clinical site selection criteria, based on the Criteria for Evaluation of Nurse Practitioner
Programs (NONPF & AACNE, 2002), require that the clinical agency:
1. Has a written affiliation agreement with the Department of Nursing;
2. Has evidence of: written philosophy or mission statement; clearly defined policies and
procedures; a quality assurance/improvement program; Provides resources or services to the
target population;
3. Offers adequate resources to facilitate the accomplishment of the student’s learning
objectives.
Clinical sites and preceptors will be sought in proximity to students’ home geographical region.
Clinical preceptors will be provided an orientation to the program and an opportunity to discuss
program expectations for preceptors and students. Faculty will coordinate and supervise student
experiences in these sites.
The Capstone Project is the final DNP project that demonstrates synthesis of the student’s work
across the program and lays a foundation for future clinical scholarship. The capstone will be
linked closely with the DNP practicum courses and the project focuses on improving care
delivery and/or patient care outcomes. The DNP capstone project produces a tangible and
deliverable product that will validate the student’s acquisition of end of program doctoral
competencies and will be evaluated by an academic committee. Intended to lay the foundation
for future clinical scholarship, the project might include organizational analysis, policy analysis,
program evaluation, clinical change initiative, or other innovative and clinically-relevant
product. The oral presentation of the capstone project, along with peer and faculty critique of the
deliverable product will constitute the comprehensive examination.
Assessment of Student Learning
Formative assessment of DNP student learning will occur at the unit (course and semester) level
within classroom, practicum, and capstone courses. Evaluation will involve input from student
self-evaluation, faculty instructors, preceptors, and capstone advisors. Performance outcomes
will be demonstrated through examinations, written papers, electronic case studies analyses,
16
National Organization of Nurse Practitioner Faculties (2002). Criteria for Evaluation of Nurse Practitioner
Programs. NONPF, Washington, DC.
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practicum activity logs, skills demonstrations, presentations, projects, participation in on-line and
face-to-face seminar discussions, and evaluations by self, peers, and preceptors. To graduate
from the program students must satisfactorily complete all required courses in the curriculum.
Summative data sources will be used to document student learning outcomes in the DNP
program: the DNP capstone project will demonstrate student ability to systematically use
evidence to improve outcomes in nursing practice and patient care within an advanced nursing
practice specialty. Student portfolio scores, based on a grading rubric, will demonstrate
achievement of each student learning outcome. Student self-assessment of meeting program
outcomes will provide a quantitative rating of student perceptions of how well the program
prepared them to meet each of the student learning outcomes. Through exit interviews,
graduating students will evaluate program strengths and offer suggestions for program
improvement. Certification pass rates will demonstrate the ability of graduates to meet practice
proficiency standards, as demonstrated by successfully passing the appropriate exam offered by
the American Association of Nurse Practitioners or the American Nurses Credentialing Center.
Through alumnae surveys one year following graduation and every five years, students will rate
the quality of the program in meeting program outcomes. Employer survey results will
demonstrate the degree to which graduates meet the program outcomes.
Program Assessment
The Department follows a systematic Master Plan for Program Evaluation that is coordinated by
the Department Head and the Program Coordinators. JMU’s Academic Assessment Office
provides a liaison to assist in reviewing program evaluation plans, provide psychometric
information regarding outcomes assessment measures, and analyze outcomes data annually for
reporting purposes. Each academic unit at JMU is required to assess program outcomes and to
include these in the annual report to the dean and provost. Internal Academic Program Reviews
are scheduled every ten years, in conjunction with external accreditation reviews. Following a
self study of programs and both internal and external review, the Department received full 10year reaccreditation from the Commission on Collegiate Nursing Education in April 2009. In
2008 the Department won the JMU Provost’s Award for Excellence in Assessment of
Baccalaureate Education.
The program evaluation plan will further assess program structure and governance, material
resources, faculty, and curriculum. Instruments and data bases have been developed to collect
these data for the current MSN program and will be adapted for the DNP program. These
include, but will not be limited to, the following: Student Course Evaluations will assess course
content, whether course objectives are met, appropriate level of challenge, relevance to
anticipated career, quality of instruction, and quality of resources (textbooks, audiovisual
materials, library resources, and computer services). A summary of evaluations will be provided
to the curriculum committee. Student Faculty Evaluations will assess faculty success in meeting
course objectives, quality of instruction and instructional techniques, level of knowledge, and
availability to students.
Unlike PhD programs, the DNP as a practice program will be assessed and accredited by the
Commission for Collegiate Nursing Education (CCNE). Following approval of the DNP
program, the department will conduct a self-study during first year of program implementation,
scheduled to begin January 2011. The Department will host an external accreditation review by
the CCNE in the Fall 2012, prior to the graduation of its first cohort. In addition, the program
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will be measured against the Southern Association of Colleges and Schools (SACS) criteria and
review standards.
Program Benchmarks
Success will be indicated by high ratings on the student learning outcomes and other program
outcomes measures cited above. Criteria for success include, but will not be limited to, the
following, which will be assessed annually:

Student enrollment rates meet scheduled projections

Student attrition/withdrawal rates are <10%

90% or more of BSN –DNP students pass national certification examinations after fourth
semester of the program

90% of DNP graduates are licensed and engaged in advanced practice during the year
following graduation from the program

Mean employer ratings of graduates are good to excellent (1 year following graduation)

DNP program achieves accreditation by the Commission for Collegiate Nursing
Education prior to the graduation of the first DNP cohort

Adequate qualified faculty are available to teach the program

DNP Program outcomes demonstrate that students meet learning outcomes
If benchmarks are not met, the Department of Nursing, College Dean, and Provost will reevaluate the viability and ability of the program to continue.
Program Expansion
As described above, the 4-semester DNP program is designed to build upon and extend the
existing MSN nurse practitioner program of 43 – 46 credits. During program planning the
faculty reconfigured the current MSN nurse practitioner program to articulate with four “DNP”
semesters that will provide additional education in evidence-based practice, quality
improvement, systems thinking and leadership among other key areas. Until 2015, or at the
point when the DNP is required for certification and licensure, JMU will continue to award the
MSN degree following the completion of 4 semesters (43-46 credits) of graduate study. These
four semesters include a transitional overlapping semester that is also the first semester of the
DNP program for post-master’s students who earned their MSN from other institutions.
Program expansion to the DNP enhances program efficiency by providing a transitional
semester for JMU post-BSN students that also serves as the entry semester for post-MSN
students from other programs. Including the transitional semester, there are 4 DNP semesters.
The DNP will extend and incorporate the current MSN program Nurse Practitioner
concentrations and will build on a baccalaureate nursing foundation. Like the current MSN
program, the DNP program is designed to provide flexibility for employed nurses who live and
work in rural and distant areas. To that end, the 4 DNP semesters will be on-line with strategic
face-to-face meetings during each semester. The first face-to-face meetings will incorporate
orientation to the program, library and other campus resources and services, and to on-line
learning and technology support. End of semester face-to-face classes will provide opportunities
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to synthesize and discuss learning experiences, to debrief with students, and to provide face to
face student advising. This blended learning format is preferred by DNP survey respondents and
by students in the current MSN program. Similar to the current MSN program, DNP students can
select practicum sites, preceptors, and experiences located near their homes.
Initially, enrollment will be highest in the 2-year post-master’s program as advanced practice
nurses seek to complete the DNP. By 2015, when certification and licensure requirements are
projected to include the DNP, a majority of students will enter the post-BSN route and will exit
with the DNP degree. As long as JMU continues to award the MSN degree after four semesters
of graduate study, students will be strongly encouraged to continue with DNP study.
Students who complete one of JMU’s advanced practice concentrations will be eligible to take
one of the appropriate certification exams offered by the American Academy of Nurse
Practitioners (AANP) and the American Nurses Credentialing Center (ANCC) after the first 4
semesters of study. Advanced practice specialty certification will be required for students who
enter the post-master’s DNP program.
Collaboration with Other Programs and Institutions
The DNP likely will encourage inter-professional collaboration with other graduate programs at
JMU. For example, the faculty is exploring the potential for courses in JMU’s new Strategic
Leadership doctorate, in Graduate Psychology, and in Health Administration to serve as cognate
courses for DNP students. In return, the nursing program can open selected courses in the DNP
program to graduate students in other disciplines.
Although this proposal does not include a formal collaboration with other institutions, discussion
for collaboration around several initiatives related to the DNP are underway. JMU is currently in
the final steps of negotiating a collaborative agreement with Shenandoah University to provide a
Nurse Midwifery option for students who graduate from JMU’s MSN program. This agreement
would provide another post BSN route to the DNP at JMU. Faculty are in conversation with
Eastern Mennonite University Department of Nursing, which aims to develop a future MSN
program that would articulate with the DNP program at JMU.17
17
Letters of support from Radford University and from Eastern Mennonite University are included in Appendix F.
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NEED FOR THE PROGRAM
National Perspectives
Educational preparation for advanced nursing practice at the master’s level is no longer adequate,
given the scope of professional knowledge and the changing demands of a complex health care
environment. The DNP is a logical extension of graduate nursing education in practice
specialties. In 2004 the American Association of Colleges of Nursing (AACN) endorsed a
position statement to move the level of preparation necessary for all advanced nursing practice
roles to the doctorate level by 2015. An AACN task force held regional meetings to develop
competencies for the DNP, gaining input from stakeholders. Two JMU faculty members
participated in a 2005 regional meeting in Atlanta, GA. The AACN published essential
competencies, The Essentials of Doctoral Education for Advanced Nursing Practice, along with
a DNP Roadmap Task Force Report to guide DNP program development.1819 A plan was put in
place for the Commission on Collegiate Nursing Education (CCNE) to accredit DNP programs.
Specialty organizations, such as the National Organization of Nurse Practitioners (NONPF)
began working closely with the AACN to provide guidelines for DNP programs.
While the practice doctorate is not a new phenomenon, in 2004 there were only 6 nursing
practice doctorate programs in the US. Currently 92 DNP programs are admitting students and
more than 100 more are under development nationwide.20 DNP programs are now available in
34 states plus the District of Columbia and from 2007-2008 the number of students enrolled in
DNP programs nearly doubled from 1,874 to 3,415.21 A number of compelling factors are
driving the mandate for change to DNP education nationwide:
o The rapid expansion of knowledge underlying practice requires additional educational
preparation.
o The increasing complexity of patient care demands higher levels of scientific knowledge
and practice expertise for advanced practice nurses. Research has solidly established a
clear link between higher levels of nursing education and better patient care outcomes.22
o National concerns about the quality of care and patient safety have led to research and
subsequent reports, such as those from the Institute of Medicine and the 2005 National
Research Council’s report on the Nation’s health needs.23 These indicate that higher
levels of preparation are needed for practice leaders who can design and evaluate care.
o Advancing the practice discipline of nursing to a practice doctorate is analogous to the
movement of professional degrees to the doctorate in other disciplines such as pharmacy
(PharmD), psychology (PsyD), physical therapy (DPT), audiology (AudD), and medicine
(MD).
18
AACN (2006). The Essentials of Doctoral Education for Advanced Practice Nursing:
http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf.
19
American Association of Colleges of Nursing (2006). DNP Roadmap Task Force report:
http://www.aacn.nche.edu/DNP/index.htm .
20
AACN (2009). Program list: http://www.aacn.nche.edu/DNP/DNPProgramList.htm.
21
AACN Media (2009). http://www.aacn.nche.edu/Media/FactSheets/dnp.htm.
22
Aiken, L.H., Clarke, S.P., Cheung, R.B., Sloane, D.M., Silber, J.H. (2003). Educational levels of hospital nurses
and surgical patient mortality, JAMA, 290: 1617-1623.
23
National Research Council of the American Academies (2005). Advancing the Nation’s Health Needs.
Washington, D.C., National Academies Press.
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o The recently developed DNP essentials provide the foundation for a rigorous, high
quality, and excellent curriculum that will prepare nurses for the highest level of nursing
practice.
o The DNP is designed for nurses seeking a terminal degree in nursing practice and offers
an alternative to research-focused doctoral programs. DNP-prepared nurses will be wellequipped to fully implement the science developed by nurse researchers.
o The DNP addresses the faculty shortage crisis (and a national nurse faculty vacancy rate
of 7.6% or 1.8 faculty vacancies per school) by providing a route to a doctorate for expert
clinical nurses who hold or seek faculty positions in schools of nursing.24 The average
age of nursing faculty is 55.8 years; and the DNP provides a route to the doctorate for
young faculty entering academia from practice.25
o Many schools are unable to recruit adequate numbers of faculty who hold the doctorate.
Given the rising number of unfilled faculty positions, resignations, projected retirements,
and the shortage of students being prepared at the doctoral level, the DNP will enhance
the nursing education workforce.
Nursing Practice in Virginia
In Virginia four universities offer post-master’s and/or post-baccalaureate options for DNP
study: The University of Virginia, Old Dominion University, Radford University, and
Shenandoah University. Transitioning to the DNP will not alter the current legal scope of
practice for advanced practice nurses. State Nurse Practice Acts define the legal scope of
practice, which has changed and broadened over the past years. The DNP will better prepare
nurses for practice within this continuously evolving scope:
o The DNP will help to address the current shortage of advanced practice nurses in Virginia
and nationwide. In Virginia shortages of advanced practice nurses have been reported
since 1996 and 39% of nurses with master's degrees (37% of nurse practitioners and 47%
of clinical nurse specialists) report intent to discontinue work within 10 years. 26 In 2004
there were just 515 adult nurse practitioners, 1,567 family nurse practitioners and 54
geriatric nurse practitioners in the Commonwealth; and just 2% of the NPs in Virginia
were in the Blue Ridge region.27
o The DNP will address the health needs of an aging, rural, and ethnically diverse
population with increasing chronic illness needs in the Blue Ridge region.28
o The DNP will provide practice leadership as health care planning, delivery, evaluation,
and technology grow more complex.
o The American Academy of Family Physicians estimates a shortage of 40,000 family
practice physicians nationwide by 2020.29 A physician shortage increases the need for
primary care nurse practitioners.
24
AACN Faculty Shortage Fact Sheet (2009). http://www.aacn.nche.edu/Media/FactSheets/FacultyShortage.htm
Fang, D., Tracy, C., Bednash, G.G. (2009). 2008-2009 salaries if instructional and administrative nursing faculty
in baccalaureate and graduate programs in nursing. Washington, DC: American Association of Colleges of Nursing.
26
Virginia Partnership for Nursing (2009). http://www.virginiapartnershipfornursing.org/facts.html.
27
Virginia Board of Nursing (2004): http://www.dhp.virginia.gov/dhp_programs/hwdc/default.htm.
28
Virginia Department for the Aging (2009) Health trends and demographic trends:
http://www.vda.virginia.gov/statistics.asp
29
Alan Portner, DC Public Policy Examiner, 7/3/09. http://www.examiner.com/x-5968-DC-Public-PolicyExaminer~y2009m8d24-Physician-shortage-spurs-search-for-alternatives.
25
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o A 2007 report of the Governor’s Health Reform Commission estimates is that by 2020
there will be a shortage of 1,500 physicians in Virginia and that nurse practitioners will
be needed to provide primary care.30
o There is an increased employment market for all advanced practice nurses, but
particularly nurse practitioners, in light of the primary care physician shortage.31
o Graduates will be prepared for practice leadership roles in a variety of settings. Agencies
will seek nurses with the DNP to manage quality initiatives or to serve as executives,
administrators, or directors of clinical programs. As the DNP gradually replaces the MSN
this market will be similar and will expand as the health care infrastructure grows to
address the needs of an aging population.
o By addressing the shortage of doctoral nurse educators, the DNP will help to alleviate the
shortage of entry level nurses.
Regional Impact: Meeting Virginia’s Critical Primary Care Needs
The Shenandoah Valley of Virginia and the neighboring counties of eastern West Virginia
contain many rural underserved areas with a growing proportion of adults over age sixty-five.
The central goals of Healthy People 2010 are to 1) increase quality and years of life and 2) to
eliminate health disparities.32 According to this report, persons living in rural areas are more
likely to report poorer health status than are their urban counterparts and are at risk for health
disparities. Injury related deaths are 40% higher; heart disease, cancer, and diabetes rates exceed
those of urban areas; and fewer preventive health practices and services are utilized. Health
disparities based on minority group status also are noted in this report. Among Hispanic
residents, higher rates of high blood pressure, tuberculosis, and obesity are reported, and
Hispanics are twice as likely to die of diabetes than non-Hispanic Whites. Access to health care
services is a serious problem for rural minorities because of cultural, financial, and geographic
barriers. Characteristics of Virginia’s rural population that create challenges for health care
delivery include: higher proportion over 65 years of age than urban counterparts; a lower per
capita income; higher rates of unemployed and uninsured; significant chronic illness morbidity
and mortality, and less access to health care. 33
Additionally, along with the rest of the nation, this region faces a critical shortage and rising
need for nurses with specialized skills and abilities to care for aging adults. All of these factors
contribute to the urgent need to educate advanced practice nurses who can provide culturally and
age-sensitive primary care.
The Aging Population. The number of Americans aged 45-64 who will reach 65 over the next
two decades increased by 34% since 1990 and the proportion of older adults will increase from
13% in 2000 to 25% in 2030.34 Depending on their age, 20–50% of the elderly are likely to need
nursing care and the future demand for nurses equipped to care for older adults will increase
30
Health Reform Commission (2007). Roadmap for Virginia’s health: A report of the governor’s health reform
commission, Richmond, VA.
31
Alan Portner, DC Public Policy Examiner, 7/3/09. http://www.examiner.com/x-5968-DC-Public-PolicyExaminer~y2009m8d24-Physician-shortage-spurs-search-for-alternatives.
32
Healthy People 2010, Vol. 1 (2001). http://www.healthypeople.gov/Document/.
33
Virginia Department for the Aging (2009) Health trends and demographic trends:
http://www.vda.virginia.gov/statistics.asp.
34
Department of Health and Human Services Administration on Aging (2002). http://www.hhs.gov/.
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dramatically as the baby boomers age.35 These demographic realities may limit access to health
care unless the number of skilled nurses grows in proportion to the elderly population.
In Virginia, the population age 60 and over will grow from 14.7% of the total population in
1990 to almost 25% by 2025, five years earlier than national projections. The number of
Virginians age 80 and older will increase between 1990 and 2025 at a rate five times faster than
the state’s total population growth.36 Rural counties in Virginia have a higher proportion of
older adults > 65 years of age and a lower per capita income.37 Almost thirty percent of older
Virginians live in rural areas. The number of Virginians in racial and ethnic minority groups
grew at twice the rate of older white, non-Hispanic Virginians over the past decade, reflecting a
gradual but growing diversity of the adult and aging population. As Virginians continue to age,
the racial and ethnic composition of the older population will more closely resemble the greater
racial and ethnic diversity of the younger aggregates. 38
Locally, in the Blue Ridge region of Virginia, the distribution of the population is bimodal.
There are larger distributions in the aged and in the very young. Consistently, the percentage of
persons aged 65 and older is higher than the State with the exception of Harrisonburg City,
which houses many college-age students. Likewise, the number of female households with no
husband present is consistently higher in areas of the Blue Ridge region than the state average.39
These statistics are compelling since these households often live in poverty and are very
vulnerable populations with complex health care needs.
Health Needs of the Region. As Virginia’s rural population ages, its primary health care needs
are increasing. The current and future impact of chronic disease in the elderly in the Blue Ridge
region of Virginia is profound. Heart disease, cancer, diabetes, and cerebrovascular disease are
the four chronic diseases in Virginia that are among the top ten leading causes of death.
However, chronic conditions such as arthritis and chronic joint symptoms also are responsible
for substantial morbidity and health care costs among elders in the region. 40
o Cardiovascular Disease. In 2000, 25.4% of Virginia adults reported they had been
diagnosed with high blood pressure by a health care professional. In Virginia, the rate of
hypertension among groups 65 years and older was 53.6% and higher among blacks
(30.4%) than whites (25.8%) (Chronic Disease and Prevention and Control in Virginia,
2002). In addition, each year more than half of all deaths from cardiovascular disease occur
among women.
o Cancer. Although cancer mortality rates in the United States have declined over the last
decade, they have remained constant in Virginia and cancer is the second leading cause of
death, representing 24% of all deaths. In 2002, 31,300 new cases of cancer will be
diagnosed, including 4,200 new cases of lung cancer, 3,500 new cases of colorectal cancer,
and 5,000 new cases of breast cancer in women (Virginia Cancer Registry, 2002). Smoking
is directly responsible for 87% of lung cancer cases and causes most cases of emphysema
35
Panel on The Future of the Health Care Labor Force in a Graying Society (2002).
www.kaisernetwork.org/healthcast/nursing/may01/
36
Department of Health and Human Services Administration on Aging (2002). http://www.hhs.gov/.
37
Virginia State Board of Health Chronic Disease Prevention and Control Position Paper (2002). National Vital
Statistics Reports ,; 50(15):1-120
38 38
Virginia Department for the Aging (2009) Health trends and demographic trends:
http://www.vda.virginia.gov/statistics.asp.
39
US Census data, 2000.
40
Chronic Disease and Prevention Control (2003). http://www.cdc.gov/nccdphp/.
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and chronic bronchitis. In 2002, an estimated 503,332 Virginians had lung disease with
21.1% of all Virginians smoking.
o Diabetes. Diabetes is a risk factor for many serious illnesses and complications, such as
cardiovascular disease, lower extremity amputations, blindness, and end stage renal
disease. In 1999, an estimated 253,040 adult Virginians had diabetes. Although that
number is alarming, the Centers for Disease Control and Prevention estimate that for every
two people diagnosed with diabetes, there is an additional person with undiagnosed
diabetes, bringing the estimated total to 379,560. According to 1999 Virginia
hospitalization data, persons with diabetes were nearly 8 times more likely to be
hospitalized for a major cardiovascular disease as those without diabetes. Diabetes-related
mortality data from 1995 through 1999 show that 3 out of 10 diabetes-related deaths in
Virginia were due to diabetes as the primary cause, while 7 out of 10 were due to diabetes
as a contributing factor. The diabetes mortality rates increased exponentially with age,
were higher among blacks than whites at every age group, and have increased slightly over
the 4 years Diabetes among elders poses a costly, yet controllable and preventable
condition. 41
The prevalence of diabetes in Appalachia, including the Blue Ridge region, is one third
higher than the prevalence of diabetes statewide. White females in Appalachian counties
are 1.8 times as likely to have diabetes as white females in non-Appalachian counties. The
Northwest region of Virginia, including Harrisonburg, Rockingham and Page Counties, had
the highest rates and the second largest increase in rates for regional hospital discharges for
diabetes from 1996-1999. 42 This may be an indication of lack of primary care services for
ambulatory sensitive conditions.
Medically Underserved and Health Professional Shortage Areas. Virginia is a state with
numerous and serious chronic health concerns that will increase as the proportion of the older
adult population rises. To complicate this need, 88 counties and 11 cities are designated as
entirely or partially medically underserved. JMU is located in a designated Health Professional
Shortage Area for primary care (HRSA, 2003). Several West Virginia localities that are served
by the medical services in Blue Ridge region of Virginia also are designated medically
underserved communities (WVDHHR, Bureau of Public Health, October 2003). In addition,
ten local regions in close proximity to James Madison University are designated Health
Professional Shortage Areas for primary care providers and the health care needs of these areas
will be specifically addressed by this project. Table 3 shows the areas in the Blue Ridge region
and the bordering counties of West Virginia that are medically underserved or have a health
professional shortage.
41
Chronic Disease and Prevention Control (2003). http://www.cdc.gov/nccdphp/.
Haussler, J., Powell, T., Stivers, C. (2002). Excess cardiovascular disease morbidity among persons with diabetes,
130th Annual meeting of APHA.
42
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Table 3 – Designated Medically Underserved Areas and Health Professional Shortage
Areas
Blue Ridge region Counties Designated
Health Professional Shortage Areas for
as Medically
Primary Care in Blue Ridge region
Underserved
Albemarle County
Albemarle County/Charlottesville
Bath County
Augusta County, Staunton, Waynesboro
Green County
Bath County
Highland County
Highland County
Madison County
Nelson County
Nelson County
Page County
Page County
Rockingham, Harrisonburg, Lexington
Shenandoah County
Eastern West Virginia Counties
Health Professional Shortage Areas for
Designated as Medically Underserved
Primary Care in Eastern West Virginia
Pendleton County
Grant County
Hardy County
Hardy County
Grant County
Pendleton County
Data from http://bphc.hrsa.gov/databases/newmua/results.CFM;
http://belize.hrsa.gov/newhpsa/newhhpsa.cfm
In summary, the DNP program at JMU will address significant nursing workforce and health
care needs in Virginia. It will help to address a growing shortage of professional nurses by
preparing direct care providers for advanced practice roles and by providing doctoral preparation
for nursing faculty who seek to maintain active practice and clinical scholarship. The program is
consistent with national trends in advanced practice education and will prepare graduates who
are qualified to meet the health care needs of the Commonwealth.
Employment Market
Given the projected worsening physician shortage and the urgent need for greater access to
health care services in the population, nurses with advanced practice degrees will be in high
demand. Nurse practitioners are the fastest growing group of primary care professionals in the
country. 43 Projections indicate a strong future demand for advanced practice nurses for several
reasons. First, there is a serious and growing shortage of both registered nurses and advanced
practice nurses nationally and in Virginia. 44 Second, advanced practice nurses help to meet the
health care needs of our populations and thus there is a growing nationwide trend to employ
more nurse practitioners and other advanced practice nurses. Third, the DNP offers a route to the
doctorate for advanced practice nurses who are recruited in to faculty positions in increasing
numbers as the nationwide nursing faculty shortage worsens. Until State Boards of Nursing
require the DNP degree for certification and licensure for advanced practice, employers will be
able to hire new graduates from both MSN and DNP programs. The AACN anticipates that after
2015 the DNP degree, which more effectively prepares nurses for advanced practice, will be
required for licensure and will be the basis for employment of new advanced practice nurses.
43
Charting Nursing’s Future (2009). Nurse Practitioners (NPs) as primary care providers. Robert Wood Johnson
Foundation.
44
Health Reform Commission (2007). Roadmap for Virginia’s health: A report of the governor’s health reform
commission, Richmond, VA.
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Employment of registered nurses is expected to grow 23% from 2006 – 2016, much faster than
the average for all occupations. Likewise, there will be high demand for advanced practice
nurses. “In addition, all four advanced practice specialties—clinical nurse specialists, nurse
practitioners, midwives, and anesthetists—will be in high demand, particularly in medically
underserved areas such as inner cities and rural areas. Relative to physicians, these RNs
increasingly serve as lower-cost primary care providers.”45 The need for advanced practice
nurses has steadily climbed since 2000. In 2004, 8.3% of the RN population was prepared for
advanced practice, a 22.5% increase from 2000 data. The most common advanced practice role
(51%) was nurse practitioner, and the most common practice site was ambulatory care.46 The
Philadelphia Business Journal reported that “hundreds of new advanced nurse practitioner jobs
have opened up as a result of the growth of retail health clinics.”47 Despite this trend, the need
for advanced practice nurses in nationwide and in Virginia has continued to exceed the supply,
exacerbated by the worsening physician shortage.48
The Virginia Employment Commission (VEC), citing U. S. Department of Labor statistics,
reported that the number of Registered Nurses employed in Virginia Statewide is projected to
grow from 61,383 in 2008 to 64,085 in 2010. This represents an annual average growth rate of
2.2 percent, considerably faster than the growth rate for all occupations in Virginia Statewide.
The VEC did not project growth for nurse practitioners or other advanced practice nurses;
however, the VEC did project that the number of nursing instructors and teachers will increase
from 837 in 2006 to 1,101, a 31.5% increase. 49
Although there is general agreement that the shortage of registered nurses, including advanced
practice nurses, will continue to escalate, there are limited data regarding specific locations of
shortage in the Commonwealth. It is estimated that the percentage increase in demand in
Virginia for advanced practice nurses with the DNP will parallel the projections for percentage
increased demand for registered and advanced practice nurses in Virginia. In fact, the demand is
likely to be even higher, given the severe and growing nursing faculty and primary care
physician shortages. The need for nursing faculty with doctoral preparation will be even higher.
Nationally, salaries have steadily increased for advanced practice nurses. In 2004 NPs had
average earnings of $70,581, a 17.4 salary increase from 2000. Other advanced practice
specialties showed similar increases.50
Earning the doctorate can translate into higher salaries for nurse practitioners. Survey data from
the 2007 National Salary and Workplace Survey of Nurse Practitioners showed that the average
nurse practitioner salary rose 8.8% in two years, from $74,812 in 2005 to $81,397 in 2007. Nurse
45
Occupational Outlook Handbook, 2008-09 Edition (2008). http://www.bls.gov/oco/ocos083.htm#emply.
46
US Department of Health and Human Services (2004) The registered nurse population: Findings from the 2004
national sample survey of registered nurses (NSSRN): http://bhpr.hrsa.gov/healthworkforce/rnsurvey04/
47
George, John (2009). As retail clinics grow, so do jobs for specialty nurses, Philadelphia Business Journal,
January 20, 2009.
48
Health Reform Commission (2007). Roadmap for Virginia’s health: A report of the governor’s health reform
commission, Richmond, VA.
49
Virginia Employment Commission (2008): http://www.vawc.virginia.gov/analyzer/.
50
US Department of Health and Human Services (2004) The registered nurse population: Findings from the 2004
national sample survey of registered nurses (NSSRN): http://bhpr.hrsa.gov/healthworkforce/rnsurvey04/
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practitioners with doctoral degrees earned an average salary of $84,786, about $3,269 more than
master’s prepared nurse practitioners, who earned $81,000.51
Salary data for nursing faculty are reported annually by the American Association of Colleges of
nursing. In 2008 – 2009 the average faculty member at an assistant professor rank earned
$70,000 with a master’s degree and $79,444 with a doctoral degree on a calendar year basis. It
should be noted salary ranges are wide and vary with factors such as type of institution, rank, and
academic year vs. calendar year appointment.
The JMU Department of Nursing receives numerous advertisements for advance practice nurses
and The Virginia Council of Nurse Practitioners publishes many job openings. Examples of these
are shown in Appendix D. Of the17 NP program completers at JMU, all but two are employed in
a specialty requiring their MSN degree; the two that are not chose not to work for personal
reasons. Employers for DNP graduates and JMU NP faculty include: Community Colleges and
Universities with nursing programs, a University Health Center, the Harrisonburg Rockingham
Free Clinic, The Harrisonburg Community Health Center, long-term and intermediate care
facilities, primary care physician practices, a clinic serving the homeless, orthopedic center,
hospitals, and an oncology center. In summary, a DNP program at JMU will fill demonstrable
unmet employer needs in the state for health care providers to serve shortage areas, including
rural and underserved areas of the Blue Ridge region of Virginia.
Student Demand: Needs Surveys for Doctor of Nursing Practice Programs
Initial Survey - 2007
A JMU Web Survey was made available for prospective students on March 12, 2007 on the
department website and mailed electronically to hospital and nursing organization members in
the Blue Ridge region. A copy of the survey and a summary of the results are in Appendix E. Of
the 473 respondents, 38 (8%) were currently enrolled in a MSN program and 121 (25.5%) have
completed a master’s degree. 103 (21%) stated they have interest in enrolling in a DNP program
and 140 (29.6%) were uncertain. 95 (20%) said they plan to enroll in a DNP program within 5
years; and 36 (7.6%) would begin within 10 years. Specialty areas of highest interest include
Family Nurse Practitioner, Nurse Administrator, and Adult Nurse Practitioner. 215 (45.4%) said
they were interested in teaching in a nursing academic program.
Respondents had the strongest preference for online course format with periodic intensive faceto-face meetings. The second highest preference was for traditional in-person classroom with
web-enhancement. Most would prefer part-time enrollment in courses that meet one or two days
per week. Monday, Tuesday, and Wednesday were the most popular days.
Repeated Surveys – 2009
The Department repeated web surveys of interest in and need for a DNP program to four
potential interest groups: Current enrolled BSN students at JMU (98 respondents); currently
enrolled MSN and post-masters certificate students at JMU (23 respondents); alumni of JMU’s
BSN program (102 respondents), and nurses practicing in the community (120 respondents). The
51
Rollet, J. & Lebo, S. A decade of growth: Salaries increase as profession matures. Advance for Nurse
Practitioners: www.advanceweb.com/np.
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surveys remained open for three weeks, from October 23 through November 13, 2009. A copy of
each survey and a summary of the responses from each group are located in Appendix E.
 Current BSN Students – 98 students responded and 83 (83%) said they plan to pursue
graduate education. Thirty five (35%) were interested to definitely interested in a DNP
program and 45 (45%) stated they were somewhat interested in the DNP. 70 (71%) said
that if they return school for a DNP it will be within the next 5 years; and 21 (21%) said
they would return in 6-10 years.
 Current MSN and Post-MSN Certificate Students – Of the 23 (30%) respondents, 7
were interested to definitely interested in continuing their education to the DNP and 8
(35%) were somewhat interested. Sixteen (70%) stated they would enroll in a DNP
program within the next 5 years.
 JMU Nursing Alumni – Of the 102 respondents, 76 (75%) currently held a BSN degree
and 26 (26%) held a master’s degree or higher, or were currently enrolled in a MSN
program. Nineteen (19%) were interested to definitely interested in returning for a DNP;
and 41 (40%) were somewhat interested. Fifty six (54%) would enroll in the next 1-5
years.
 Registered Nurses in the community – This survey was sent to members of the Virginia
Council of Nurse Practitioners, the Virginia Nurses Association, nurses at Augusta
Medical Center in Fishersville, nurses at Rockingham Memorial Hospital, and members
of Pi Mu Chapter of Sigma Theta Tau Nursing Honor Society. The survey also was
posted on the JMU Department of Nursing website. One hundred twenty nurses
responded to the survey and of these, 58 (48%) held a BSN degree and 25 (21%) held a
MSN degree. 46 (38%) were interested to definitely interested in returning to school to
obtain a DNP degree; 35 (29%) were somewhat interested. Seventy five (64%) said they
would consider enrolling in a DNP program 1-5 years from now.
Consistent with the 2007 survey findings, interest in and perceived need for a DNP program
remain high. The 2009 data indicate a strong prospective applicant pool for both the BSN-DNP
program and for the post-MSN DNP route. In all response groups, a majority would prefer a
mixed model of online classes with intensive face-to-face meetings as planned. A copy of each
2009 survey and a summary of the results are in Appendix E.
Other Data Demonstrating Student Demand
As part of a salary survey, The Virginia Council of Nurse Practitioners (VCNP) asked
respondents to indicate if they were interested in pursuing the DNP (Young, 2006). The 365
respondents represented 1/8 of the practicing Nurse Practitioners in the Commonwealth and 1/3
of VCNP members. Forty percent were interested in obtaining the DNP.
Other universities in Virginia have conducted surveys of potential student interest and intent. In
2008 Radford University conducted alumni, undergraduate, and graduate surveys which
demonstrated that 75% of alumni respondents, 50% of undergraduate, and 47% of MSN students
were interested in future enrollment in a DNP program. In January 2008, Radford University
surveyed the regional Blue Ridge Chapter of the Virginia Council of Nurse Practitioners,
reporting that 8 of 11 NP’s surveyed were interested in pursuing post-master’s DNP degrees.52
52
Personal communication with Dr. Kathy LaSala, Radford University, July, 2009.
Rev 1109
19
Two public universities in the Commonwealth have opened DNP programs with many more
qualified applicants than they were prepared to admit. The University of Virginia admitted a first
cohort to its post-MSN DNP program Fall 2007. UVA intended to limit enrollment to 20
students, but instead admitted 30 from a pool of more than 70 applicants. Due to the demand on
faculty resources, UVA scaled back enrollment to 15 students in Fall 2009 (Personal
communication with Doris Glick, November 4, 2009). Old Dominion University opened its
program in Fall 2009. The faculty intended to limit enrollment to 7 full time and 14 part time
students, but instead admitted 22 full time and 22 part time students due to the large number of
applicants (Personal communication with Laurel Garzon, September 18, 2009).
In summary, data from repeated surveys and reports from other public universities indicate a
substantial current and future demand for post-baccalaureate and post-master’s DNP education
regionally and within the Commonwealth.
Why does JMU Need this Program at this Time?
The DNP program is an excellent fit with JMU’s mission: “We are a community committed to
preparing students to be educated and enlightened citizens who lead productive and meaningful
lives.” It is also congruent with the institution’s Defining Characteristics and fills a demonstrable
university need to develop selective graduate programs that are directly responsive to societal
need.
The DNP program is an excellent fit with the Department of Nursing’s faculty expertise. Most
nursing faculty actively engage in professional practice and they integrate their research and
other forms of scholarship closely with their teaching and service roles to assist in translating
research evidence into practice changes. A practice focused doctorate is a natural fit with JMU’s
emphasis on teaching-learning, service, and practice-focused scholarship within the faculty role.
Outreach programs through the Institute for Innovation in Health and Human Services (IIHHS)
and the rich array of regional clinical partnerships with organizations serving vulnerable
populations will provide unique and relevant practicum experiences and excellent opportunities
for students to engage in capstone projects that will serve health care needs in the region.
As the university develops plans for continued growth of its student body, and regional demand
for advanced practice nurses expands, the pool of applicants to the DNP program is likely to be
robust. JMU currently enrolls approximately 17,000 students, including 1,137 masters level and
doctoral students and the University projects further growth in the coming decade. Sixty percent
of the student body is female and nursing remains a predominantly female profession.
The health care sector of the economy is growing, and student demand for the nursing programs
at JMU is at an all-time high. Despite more than doubling enrollment in the BSN program during
the past several years, the department continues to deny enrollment each year to nearly 100 more
qualified sophomore students who have completed prerequisite courses and wish to enter the
BSN nursing program and this number will be higher in the coming year. JMU’s RN-BSN and
MSN programs, although new, are steadily growing in enrollment. JMU strives to be socially
responsive in its geographic location and the DNP is a powerful way to enable this goal.
Rev 1109
20
The DNP is Not Unnecessarily Duplicative
In its 2004 report, The Condition of Nursing and Nursing Education in the Commonwealth, the
State Council of Higher Education in Virginia noted that, while the number, distribution, and
type of nursing programs were adequate, their capacity for enrolling an adequate number of
students remains limited by constraints that include an inadequate number of faculty.53 Both The
SCHEV and the Virginia Employment Commission have recommended increasing program
capacity in schools of nursing order to increase the supply of nurses. DNP programs provide
doctoral education, not only to fill advanced practice positions, but to also fill faculty positions in
nursing education programs.
Universities in Virginia are just beginning to address the growing need for the DNP. Although
three public institutions have recently initiated DNP programs (UVA, ODU and Radford), these
programs have not been functioning long enough to have been included in SCHEV databases
showing graduation rates for the DNP54 . The University of Virginia (beginning Fall 2007) and
Old Dominion University (beginning Fall 2009) recently opened programs and Radford will
begin its program Fall 2010. Due to the high number of qualified applicants, both UVA and
ODU admitted more students than planned. UVA intended to limit enrollment in its first class to
20 students, but instead admitted 30 from a pool of more than 70 applicants. Due to the demand
on faculty resources, especially to support student capstone projects, UVA scaled back
enrollment to 15 students in Fall 2009 (Personal communication with Doris Glick, November 4,
2009). ODU intended to limit enrollment to 7 full time and 14 part time students in Fall 2009,
but instead admitted 22 full time and 22 part time students due to the large number of applicants
(Personal communication with Laurel Garzon, September 18, 2009). These accounts provide
anecdotal evidence that the need and demand for the DNP is growing and that additional
programs to provide DNP education are needed.
All DNP programs in the Commonwealth must follow the AACN Essentials of Doctoral
Education for Advanced Nursing Practice required for accreditation by the Commission on
Collegiate Nursing Education (CCNE). These include meeting similar standards for clinical
practicum hours and for the capstone project. Despite sharing these commonalities with other
programs in Virginia, the DNP program at JMU will have unique characteristics. In addition to
offering a post-MSN program (also offered by UVA and ODU), JMU will provide the BSN to
DNP option in order to meet a growing post-baccalaureate interest in the DNP. UVA is a
research intensive university and its DNP program shares a number of courses with the PhD
program. As part of a Master’s II level institution with primary emphases on teaching and
student community service learning, JMU’s program will emphasize the translation of research
to practice in clinical practicum experiences. Located in the northwestern region of the
Commonwealth, JMU will provide DNP education for this region and will offer areas of
emphasis that are responsive to its unique health needs. Located in the second most rural region
of the Commonwealth with an aging population, JMU offers faculty expertise and affiliation
with a number of outreach programs that highlight assessment and primary care services for
chronic illness and aging. The DNP curriculum will emphasize optimizing health in the context
of chronic illness, and care to rural and vulnerable populations.
53
State Council of Higher Education for Virginia (2004). Strategic Plan and Recommendations to Ensure an
Adequate Supply of Nurses in Virginia.
54
Completions and Degrees Awarded, http://research.schev.edu/topicpages.asp?t=2.
Rev 1109
21
In summary, JMU’s DNP program will not be unnecessarily duplicative because it is responsive
to a national trend in moving existing master’s programs toward the practice doctorate. It is
responsive to the urgent need in the Commonwealth for advanced practice nurses who will be
equipped to provide innovative leadership in influencing health care outcomes. It will address the
growing need for nursing faculty; and its curricular emphases, program delivery, and regional
location provide unique and highly relevant learning experiences for students. Appendix F
contains letters supporting the justification of a DNP program at JMU.
(REMAINDER OF PAGE LEFT BLANK FOR FORMATTING PURPOSES)
Rev 1109
22
Summary of Projected Enrollments in Proposed Program
Complete and submit the form below.
__________________________________________________________________
STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
SUMMARY OF PROJECTED ENROLLMENTS IN PROPOSED PROGRAM
Projected enrollment:
Year 1
Year 2
Year 3
2011 - 2012
2012 - 2013
2013 – 2014
HDCT FTES
8
6
HDCT FTES
17
12.5
HDCT FTES
24
16.5
Year 4
2014 - 2015
Target Year
2015 - 2016
HDCT FTES GRAD HDCT FTES
30
20
9
32
22
GRAD
8
Calculations of projected enrollments are detailed in Appendix G.
Assumption:
90% retention rate
(REMAINDER OF PAGE LEFT BLANK FOR FORMATTING PURPOSES)
Rev 1109
23
Projected Resource Needs
Full time faculty: The Department of Nursing has the faculty and administrative staff needed to
maintain the MSN semesters and the DNP transitional program semester (See Appendix H).
Additional doctoral faculty resources are needed to offer 36 credits of new course content, and to
provide advising and supervision for student practicum and capstone projects. New faculty will
be hired to teach in the DNP and/or to replace faculty who will launch the proposed program.
Faculty needs include:
 A doctoral prepared 12-month teaching and research faculty position to oversee the
technical and pedagogical aspects of the program, coordinating the distance learning
elements, practicum site and preceptor communication, and faculty advising of capstone
projects. One 12-month faculty FTE will be required for Fall 2011 at a salary range of
$100,000 - $115,000 depending on rank and qualifications. The higher figure has been
entered on the spreadsheet in Part B.

Three doctoral prepared academic year teaching and research faculty positions will be
required by the target year to teach on-line courses, coordinate practicum courses, and
advise capstone projects. One new 10-month doctoral prepared teaching and research
faculty FTE will be required Fall 2011, and 2 additional new 10-month faculty FTE’s
will be required by the target year at a salary range of $68,000 - $77,323 depending on
rank and qualifications. The mean salary of an Assistant Professor with a doctorate was
approximately $68,000 in 2008 – 2009; and the mean salary of an Associate Professor
with a doctorate in the $77,323. 55 The higher figure has been entered on the spreadsheet
in Part B.
Equipment:
$32,000 needed for computers, office furniture and supplies, and non-personnel start-up costs:
$5,000 X 5 FTE faculty and staff
$2,500 X 2 PT Faculty
$500 X 4 Doctoral Assistants
Part time faculty: Part time faculty will not be used within the DNP program; however, parttime support will release faculty who teach DNP clinical courses from clinical teaching within
the BSN and MSN programs. Two credits of PT instruction at $2,200 per credit per 8 students
per year will be needed. In year one, 4 credits ($8,800) will be required; and by the target year, 8
credits ($17,600) will be required.
Adjunct Faculty: During clinical rotation courses the NP students will be assigned to practicing
preceptors who are Nurse Practitioners or Physicians. Some practitioners will be invited to give
guest lectures in their areas of expertise. Adjunct faculty are unpaid and will be offered adjunct
faculty status and the benefits that accompany this status.
Classified Positions: One full-time classified administrative assistant position is required to
support the administrative aspects of a new program at a salary of $32,000.
55
Fang, D., Tracy, C., Bednash, G.G. (2009). 2008-2009 salaries if instructional and administrative nursing faculty
in baccalaureate and graduate programs in nursing. Washington, DC: American Association of Colleges of Nursing.
Rev 1109
24
Doctoral Assistants: Four graduate assistants are requested to support the program, 1 year one,
1 year two, and 2 year three. Doctoral assistants will be registered nurses who are enrolled in the
program and who can assist with laboratory instruction and provide instructional support in the
BSN program. Doctoral stipends at $14,500 each = $58,000.
Targeted Financial Aid: Students will be eligible for the same types of financial aid generally
available to graduate students. The university currently offers several forms of aid from the
health Resources and Services Administration (HRSA) targeted specifically to students in the
MSN program. These include Nurse Education Faculty Loan Program for students who agree to
teach in schools of nursing following graduation; and HRSA Nurse Traineeship grants that
defray part or all of tuition expenses and books.
Space: JMU has received generous support from the Commonwealth for educational facility
capital projects, and during the past decade the university has been engaged in aggressive
renovation and new building. In 1999 the Department of Nursing relocated to the new Health and
Human Services Building on the East Campus. The Department faculty was actively involved in
planning the design and utilization of space, and equipment and furniture purchases. The move
brought the department into close physical proximity with other programs within the CISAT. In
addition to access to the physical resources described below, the department has enjoyed
enhanced opportunities for interdisciplinary collaboration in teaching, scholarship, faculty
development, and service.
Classrooms: Opened in 1999, the Health and Human Services building of CISAT contains
many technology enhanced teaching-learning spaces. There are 20 classrooms accommodating
20 to 60 students each, and three auditorium lecture halls that seat 122, 154, and 314
respectively. Every classroom has fiber optic wiring and is fully equipped with audiovisual
teaching centers that include a computer, internet and shared network access, PowerPoint
capability, multimedia player, overhead projectors, a retractable projection screen, podium, white
board, and adjustable lighting. In addition, there are two multipurpose rooms in the adjoining
Integrated Science and Technology (ISAT) building (connected by a common corridor) that
contain the same multimedia and teaching capabilities, can be arranged flexibly to seat 50 to 100,
and can be used for continuing education programs, receptions, and other gatherings. When
needed for conferences or community meetings, space can be scheduled in the nearby Festival
College Center, which contains meeting rooms that can accommodate groups of 50 to 500. An
additional classroom located in the College Center has the equipment capability for distance
education.
Conference Rooms: Also in the HHS building are 3 conference rooms seating 10-14 and 3
seminar rooms seating 16 to 30. These rooms can be scheduled for seminars and meetings, and
each has access to portable audiovisual technology. Three additional conference rooms are
available in the adjoining ISAT building.
Faculty Offices, Workroom, and Kitchen: Each Department of Nursing faculty member has a
private office with computer, fiber optic access to the Internet and to university network drives,
telephone, desk, chairs, bookcases, and file cabinets. Seven additional offices will be needed for
new faculty, staff, and Doctoral Assistants. A faculty workroom containing a copier, white
board, bookshelves, tables, and chairs, is located in the faculty office corridor. A kitchen area for
faculty and staff is located on the unit and is equipped with refrigerator, sink, microwave, and
tables and chairs.
Rev 1109
25
Laboratories: Nursing enjoys a number of dedicated laboratory spaces which include:
Three Skills Laboratories: Contain hospital beds with several working ICU headboards,
numerous mannequins, equipment, models, and hi fidelity patient care simulators
Health Assessment Laboratory: Features 13 "office" units containing examination tables
and wall-mounted equipment used for faculty demonstration and student practice of physical
examination and other health assessment skills.
Microscopy Laboratory: This laboratory was added during the 2004-2005 academic year
for the graduate nurse practitioner students. It contains 2 microscopes and all necessary
supporting equipment to allow students to perform urine microscopy, wet preps, and blood
smears.
Shared Laboratories: In addition, nursing shares with other HHS programs a simulated
home environment lab, as well as a videotaping skills lab set up as a typical office setting for
practice with communication and interviewing skills and to conduct and record role-play
interviews.
In all laboratories remote controlled cameras allow students to videotape skills performance. In
the skills and health assessment labs computers at the bedside facilitate computer-assisted
instruction and independent mastery of skills.
Student Work and Study Spaces: A graduate reading room was added in 2005, initiated by the
Department of Nursing. It is a limited access room with a refrigerator, tables and chairs that is
available only to graduate students in the health and human services programs. Nursing students
have access to multiple small group study areas in the Health and Human Service Building and
the nearby East Campus Library.
Computing Laboratories: The campus of JMU is well endowed with computing resources for
students and faculty alike. There are 13 general computing labs on campus, 3 of these in the
ISAT/HHS Buildings. The university operates a high-speed data network to provide internal
communication and access to the Internet. The campus network backbone operates at 100
mb/second among key internal service points.
An additional 10 computers are available at the bedside in the Health Assessment and Skills
laboratories. These share a common network drive, are Internet accessible, and contain nursing
computer assisted instruction, as well as digital media for nursing skills and health assessment.
The streaming video allows students to view and practice skills in the laboratories at the bedside.
Libraries: In August, 2008, the new East Campus Library at JMU opened to the public. This 5story 100,000+ square foot facility will house the science and technology collections (including
the entire Nursing collection) and serve the entire campus. The new library contains 172 public
use computers and provides wireless access throughout the building. Traditional library services
like access to reserve material, reference material, and media viewing will be offered.
Additionally there are 45 group study rooms, several technology-enhanced classrooms, a 24-hour
computer lab and study space, and a café in the library. Book and article delivery to faculty mail
boxes will continue and location-to-location delivery for students will be expanded enabling
Rev 1109
26
student to request material transfer between libraries. Interlibrary loan service is web-based,
offering free delivery of materials owned by other libraries and providing U. S. mail service for
distance students.
Currently approximately 6,000 books in the library collection have ‘RT’ (nursing) LC call
numbers or fall into the ‘R’ category for health and medicine. During fiscal year 2007-08 the
combined library book allocations for the Nursing Department was $14,346.00. The print
reference collection in the new East Campus Library has over 700 titles, with 232 falling in the R
call number range. In addition to the print reference collection the library has invested heavily in
electronic reference materials and will continue this trend, as these sources are available to our
users from home as well as on campus. Currently the library subscribes to 307 nursing journals
and thousands of journals in related health and human services disciplines. The library’s 350+
online databases, many with full-text, are available via the World Wide Web. Among the
databases to which faculty and students have access are CINAHL, ERIC, Ebsco’s Consumer
Health Complete, MEDLINE, PsycINFO, The Cochrane Library, Health and Psychosocial
Instruments, Sociological Abstracts, Dissertation Abstracts, WorldCat, Wilson Omni File, ABI
Inform, and Images.md, a database of over 70,000 medical images. In addition, the library’s
membership in the state consortium VIVA makes an additional 5,000 full text electronic journals
available to JMU students and faculty. The library’s home page provides links to other libraries’
holdings, Internet resources and the library’s online catalog and databases to facilitate student
utilization of library services from any remote location with internet access.
JMU Bookstore: The JMU Bookstore provides textbook services for faculty and students.
Recently housed in a new building, the 28,100 sq. ft store carries at least 70 different healthrelated titles per semester. The bookstore maintains online Internet access with capabilities for
students and faculty to inquire, search, and place textbook orders. The bookstore orders
specialized textbooks for faculty and students that are not maintained in the store.
Telecommunications: JMU is well-equipped to receive and originate distance learning
programs, e-mail, internet, and other forms of telecommunications. The web enhanced aspects of
the program will be offered using existing BlackBoard and internet technology and support.
Telecommunication costs estimated at $500 per phone line are requested for each office.
Distance Learning Resources: The distance education portions of the program will use the web
based course management system Blackboard which allows students and faculty to interact
through virtual course material access and both synchronous and asynchronous interaction.
Blackboard staff in the Center for Instructional Technology (CIT) provide workshops and
consultation for online teaching.
Technology and Tech Support: The College of Integrated Science and Technology (CISAT)
has excellent staff support for desktop and classroom technology. In addition, faculty members
have access to equipment and staff expertise in the Center for Instructional Technology (CIT)
and the CISAT Creative Services. Staff members in the CIT and the Center for Faculty
Innovation (CFI) provide workshops and 1:1 assistance for on-line teaching using web-based
instructional software. The CISAT Creative Services is a state-of-the-art multimedia production
facility. All JMU faculty, staff and students have access to tools and support to help them create
materials for instruction, projects, presentations and publications. Students and staff provide oneon-one training on any hardware and software available in the lab. The CISAT Creative Services
has a variety of multimedia-related hardware including scanners, digital cameras as well as
Rev 1109
27
equipment for video and audio digitizing, graphic development, animation and 3D rendering and
CD authoring and replication.
Other: During the first year of the program, the Department will host an accreditation visit from
the Commission on Collegiate Nursing Education. The cost of accreditation is estimated at
$6,000, in addition to a one-time new program fee of $2,000. $8,000 is required for CCNE fees.
Rev 1109
28
Rev 1109
29
Part B: Fill in the number of FTE positions needed for the program
Full-time faculty*
Part-time faculty (faculty FTE split
with other unit(s))
Adjunct faculty
Program Initiation Year
2011- 2012
On-going
and
Added
(New)
reallocated
2.00
Expected by
Target Enrollment Year
2015- 2016
Added
(New)**
2.00
Total FTE
positions
1.00
4.00
0.00
0.50
0.50
Graduate assistants
1.00
1.00
3.00
5.00
Classified positions
0.00
1.00
TOTAL
* Faculty dedicated to the program
** Added after initiation year
1.00
4.50
5.50
1.00
11.00
0.00
Part C: Estimated resources to initiate and operate the program
Program Initiation Year
2011- 2012
Full-time faculty
salaries
fringe benefits
Part-time faculty (faculty FTE split
with unit(s))
0.00
2.00
2.00
4.00
$0
$192,323
$154,646
$346,969
$77,445
$65,350
$142,795
0.50
0.50
1.00
$8,800
$8,800
$17,600
$673
$673
$1,346
0.00
0.00
0.00
0.00
salaries
fringe benefits
Adjunct faculty
Expected by
Target Enrollment Year
2015- 2016
0.00
salaries
$0
fringe benefits
$0
Graduate assistants
salaries
1.00
1.00
3.00
5.00
$0
$14,500
$43,500
$58,000
$6,599
$19,797
$26,396
1.00
0.00
1.00
fringe benefits
Classified Positions
0.00
salaries
$32,000
$32,000
fringe benefits
$18,126
$18,126
Personnel cost
salaries
$0
$247,623
$206,946
$454,569
fringe benefits
$0
$102,843
$85,820
$188,663
Total personnel cost
$0
$350,466
$292,766
$643,232
$18,000
$14,000
$32,000
Equipment & other NPS costs
Library
$0
Telecommunication costs
Other - specify
TOTAL
Rev 1109
$0
$2500
$1,000
$3,500
$8,000
$378,966
$0
$307,766
$0
$678,732
30
Part D: Certification Statement(s)
The institution will require additional state funding to initiate and sustain this program.
✔
_____
Yes
_______________________________________________
Signature of Chief Academic Officer
_____ No
_______________________________________________
Signature of Chief Academic Officer
If “no,” please complete Items 1, 2, and 3 below.
1. Estimated $$ and funding source to initiate and operate the program.
Funding Source
Reallocation within the
department or school (Note below
Program initiation year
11 - 20_____
12
20_____
Target enrollment year
15 - 20_____
16
20_____
the impact this will have within the
school or department.)
Reallocation within the
institution (Note below the impact
this will have within the school or
department.)
If tuition and fees and state
appropriations are insufficient to
cover costs.
Other funding sources
(Please specify and note if these are
currently available or anticipated.)
2. Statement of Impact/Other Funding Sources.
______________________________________________________________________________
The funding specified will come from anticipated revenues, including tuition and fees, the equipment trust fund and
stimulus/grant monies. Any funding shortfall will be covered either through new state appropriations or a reallocation
______________________________________________________________________________
of resources within the institution.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Secondary Certification.
If resources are reallocated from another unit to support this proposal, the institution will not
subsequently request additional state funding to restore those resources for their original purpose.
✔ Agree
_____
_______________________________________________
Signature of Chief Academic Officer
_____ Disagree _______________________________________________
Signature of Chief Academic Officer
Rev 1109
Approval of Program Actions at Public Institutions
31
Page 19 of 27
May 1, 2002
Appendix A
Sample Curriculum
Rev 1109
A-1
Sample Full Time Post Baccalaureate to DNP Curriculum
Semesters required for MSN (4 semesters, 43-46 credits)
Semester I
(Fall)
NSG 520,
Health
Assessment (3)
NSG 521,
Pathophysiology
(3)
NSG 630, Care
Delivery and
Coordination I
(4)
NSG 634,
Advanced
Practice Role
(1)
11 credits
Semester II
(Spring)
NSG 522,
Pharmacology
(3)
NSG 631, Care
Delivery and
Coordination II
(4)
NSG 671,
Practicum I (3)
10 credits
Summer
Semester III
(Fall)
NSG 611,
Research (3)
NSG 635,
Family Centered
Care Delivery
(3)*
NSG 632,
Coordinated
Care of the
Elderly (3)
NSG 672,
Practicum II (5)
Semester IV
(Spring)
NSG 692,
Health Policy
(3)
NSG 690,
Epidemiology
& Population
Assessment(3)
NSG 673,
Practicum 3 (5)
3 credits
11 credits
11 credits
* NSG 635 is required as an additional course for the FNP track only.
Continuation following MSN to the DNP (3 semesters, 36 credits)
Semester V (Fall)
Semester VI (Spring)
Semester VII
(Fall)
Cognate (3)*
NSG 715, Organizational NSG 773,
Behavior (3)
Advanced
Practicum III (5)
NSG 711, Analytical NSG 714, Evidence
Cognate (3)*
methods (3)
Based Practice: chronic
Illness (3)
NSG 713, Evidence NSG 712, Issues and
NSG 800, Capstone
Based Practice:
Methods of Translational Project (4)
Health Promotion
Inquiry (3)
(3)
NSG 771, Advanced NSG 772, Advanced
Practicum I (3)
Practicum II (3)
12 credits
12 credits
12 credits
*Cognate courses can be taken during any semester or summer
Rev 1109
A-2
Sample Part Time Curriculum Post Baccalaureate to Nurse Practitioner DNP
Semester I
(Fall)
NSG 520,
Health
Assessment (3)
Semester II
(Spring)
NSG 522,
Pharmacology
(3)
NSG 632,
Coordinated
Care of the
Elderly (3)
NSG 692,
Health Policy
(3)
Semester IX
(Fall)
NSG 711,
Analytical
methods (3)
Semester X
(Spring)
NSG 715,
Organizational
Behavior (3)
Cognate (3)
NSG 771,
Advanced
Practicum I (3)
Summer
Semester III
(Fall)
NSG 634,
Advanced
Practice Role
(1)
NSG 521,
NSG 630, Care NSG 635,
NSG 671,
Pathophysiology Delivery and
Family Centered Practicum I (3)
(3)
Coordination I Care Delivery
(4)
(3)*
Semester V
Semester VI
Summer
Semester VII
(Fall)
(Spring)
(Fall)
NSG 611,
NSG 672,
NSG 673,
Research (3)
Practicum II
Practicum 3 (5)
(5)
NSG 713,
Evidence Based
Practice: Health
Promotion (3)
Summer
Semester XI
(Fall)
Cognate (3)
NSG 772,
Advanced
Practicum II (3)
Semester IV
(Spring)
NSG 631, Care
Delivery and
Coordination II
(4)
NSG 690,
Epidemiology
& Population
Assessment(3)
Semester VIII
(Spring)
NSG 714,
Evidence
Based Practice:
chronic Illness
(3)
NSG 712,
Issues and
Methods of
Translational
Inquiry (3)
Semester XII
(Spring)
NSG 773,
Advanced
Practicum III
(5)
NSG 800,
Capstone
Project (4)
* NSG 635 is required as an additional course for the FNP track only.
Rev 1109
A-3
Sample Full Time Post Master’s to DNP Curriculum
(4 semesters, 40 - 44 credits):
Semester I
Semester II (Fall)
(Spring)
NSG 692, Health
NSG 711, Analytical
Policy (3)
methods (3)
NSG 690,
Epidemiology &
Population
Assessment(3)
Cognate (3)*
NSG 713, Evidence
Based Practice:
Health Promotion (3)
NSG 771, Advanced
Practicum I (3)
NSG 714, Evidence
Based Practice:
chronic Illness (3)
12 credits
9 credits
Semester III
(Spring)
NSG 715,
Organizational
Behavior (3)
NSG 712, Issues and
Methods of
Translational Inquiry
(3)
NSG 772, Advanced
Practicum II (3 or 5^)
9 or 11 credits
Semester IV
(Fall)
NSG 773,
Advanced
Practicum III (3
or 5^)
NSG 800,
Capstone Project
(4)
Cognate (3)*
10 or 12 credits
*Cognate courses can be taken during any semester or summer
^The DNP requires 1000 course-related practice hours post-BSN to DNP. Post-master’s students will have
completed a variable number of MSN program contact hours.
Sample Part Time Post Master’s to DNP Curriculum
(6 semesters, 40 - 44 credits):
Semester I
Semester II (Fall)
(Spring)
NSG 692, Health
NSG 711, Analytical
Policy (3)
methods (3)
NSG 690,
Epidemiology &
Population
Assessment(3)
NSG 713, Evidence
Based Practice:
Health Promotion (3)
Semester V
(Spring)
NSG 772, Advanced
Practicum II (3 or
5^)
Cognate (3)*
Semester VI (Fall)
Semester III
(Spring)
NSG 714, Evidence
Based Practice:
chronic Illness (3)
NSG 715,
Organizational
Behavior (3)
Semester IV
(Fall)
NSG 712, Issues
and Methods of
Translational
Inquiry (3)
NSG 771,
Advanced
Practicum I (3)
Cognate (3)*
NSG 773, Advanced
Practicum III (3 or
5^)
NSG 800, Capstone
Project (4)
*Cognate courses can be taken during any semester or summer
^The DNP requires 1000 course-related practice hours post-BSN to DNP. Post-master’s students will have
completed a variable number of MSN program contact hours.
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Appendix B
DNP Course Descriptions
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Post-Baccalaureate and Post-Masters DNP Course Descriptions
*indicates a new course
^indicates online course
NSG 520. Advanced Health Assessment. 3 credits.
This course provides advanced knowledge and health assessment skills. Emphasis is placed on
interviewing, history taking, physical assessment and diagnosis based on clinical findings.
Normal and abnormal health assessment findings are emphasized. Characteristics of clients from
diverse ethnic and cultural backgrounds and age groups are considered. Considerations for the
aging client are emphasized. Classroom activities focus primarily on assessments that require
history-taking skills and utilize organizing theory and frameworks. Labs focus on the knowledge
and skills for history-taking and physical examination.
NSG 521. Advanced Concepts in Pathophysiology. 3 credits.
An advanced, clinically-oriented study of human physiology and the alterations in body
functions that underlie diseases in humans. Prerequisite: Admission to the Graduate Nursing
program.
NSG 522. Advanced Clinical Pharmacotherapeutics. 3 credits.
Building upon the knowledge of pharmacology learned at the undergraduate level, this course
examines concepts in pharmacotherapeutics necessary for advanced nursing practice. Emphasis
will be placed on pharmacokinetics and pharmacodynamics of important classes of drugs.
Considerations for the aging client will be highlighted. Case studies will provide an opportunity
for critical thinking, clinical application and care coordination.
NSG 611. Research for the Advanced Health Professional. 3 credits.
This course will provide a foundation for examination of components of the nursing research
process. Integrative review methodologies and evidence-based practice models will be
emphasized. Skills needed to build and assimilate knowledge for improving practice outcomes or
nursing education will be highlighted.
NSG 630. Care Delivery and Coordination I. 4 credits.
This course focuses on the evaluation, management and care coordination for clients with
common acute health deviations across the adult lifespan within a variety of contexts. The course
builds on knowledge and skills from health systems management, advanced health assessment,
pathophysiology and pharmacology. Emphasis is placed on formulating diagnoses and plans of
care that encompass client, family and coordinated systems of care. Prerequisites: NSG 520,
NSG 521 Corequisite: NSG 522
NSG 631. Care Delivery and Coordination II. 4 credits.
This course focuses on the evaluation, management and coordination of care for adolescent and
adult clients with common chronic health deviations within a variety of contexts. The course
builds on knowledge and skills from advanced health assessment, pathophysiology, and
pharmacology and ethics. Emphasis is placed on formulating diagnoses and developing plans of
care that encompass clients, families and community resources. Prerequisites: NSG 520, 521,
522.
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NSG 632. Coordinated Care of the Elderly. 3 credits.
This course focuses on the health issues and needs of older adults and principles for evaluating,
managing, and coordinating their care. Students will differentiate normal changes and symptoms
of aging from disease-related symptoms, focusing on the achievement of optimal health and
function for older adults. Emphasis is on the collaborative role of advanced practice nurses in
assisting older adults and family caregivers from diverse ethnic and cultural backgrounds to
negotiate health care delivery systems. Prerequisites or corequisites: NSG 520, 521, 522.
NSG 634. Role of the Advanced Practice Nurse. 1 credit.
This course will focus on historical and developmental aspects and competencies of advance
practice nursing (APN), and the continuing evolution of the APN role. Students will explore the
varied roles that APNs assume in the health care system and the legal and ethical considerations
for advanced practice.
NSG 635. Family Centered Care Delivery. 3 credits.
This course focuses on care given to the family unit, as well as individuals within the family unit.
Family theory, assessment and management will be emphasized. Emphasis will be placed on
assessment and care of the childbearing family and the family with young children. Individual
care will focus on the pregnant woman, the newborn, infant, toddler, preschool and school age
child (up to adolescence). This course builds on knowledge and skills from advanced health
assessment, pathophysiology and pharmacology. Prerequisites: NSG 520, NSG 521, NSG 522.
NSG 671. Practicum I. 3 credits.
Emphasizes advanced practice role development, complex and holistic client/family care, health
promotion/maintenance and care coordination. Practicum is individualized and will highlight the
advanced practice roles of clinician, manager, consultant, educator and researcher. Clinical
competencies will be emphasized to prepare the student for nurse practitioner certification.
Prerequisites: NSG 520, NSG 521, & NSG 630. Corequisites: NSG 522
NSG 672. Practicum II. 5 credits.
Emphasis will be placed upon the application of clinical skills, theories, concepts, issues and
research findings to the clinical care of children, adolescents, adults and/or older adults. Care
coordination issues will be addressed as they specifically impact diverse populations in all care
settings. Clinical competencies will be emphasized to prepare the student for nurse practitioner
certification. Prerequisites: NSG 630 and NSG 671.
NSG 673. Practicum III. 5 credits.
Continues emphasis on the application of clinical skills, theories, concepts, issues and research
findings to the clinical care of children, adolescents, adults and/or older adults. Care coordination
issues will be addressed as they specifically impact the selected population. Clinical
competencies will be emphasized to prepare the student for nurse practitioner certification.
Prerequisites: NSG 631 and NSG 672.
NSG 680. Independent Study in Nursing. 1-3 credits.
This course provides the opportunity for independent study in a specialized area of
concentration. It is conducted under the supervision of a faculty member. Prerequisite: Approval
of Graduate Program Coordinator and department head.
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NSG 690. Epidemiology and Population Assessment^ 3 credits.
This course focuses on the distribution of health-related conditions within human populations
and factors influencing their distribution. Emphasis is on measurement of the health of
populations, the natural history of diseases, study design and assessment of data sources. It
addresses health systems that focus on health promotion and disease prevention.
NSG 692. Health Policy for Practice and Advocacy^ 3 credits.
This course addresses the foundation of health policymaking. It emphasizes policy analysis for
practitioners in leadership roles. Federal and state policy-making and the mechanisms for health
policy change are emphasized. Policy issues impacting health delivery will form the basis for the
development of critical understanding of policy development.
NSG 696. Advanced Practicum. 3-6 credits.
Emphasis on the application of skills, theories, concepts, issues and research findings to the
clinical care of selected populations in age ranges appropriate for the selected track. Clinical
competency for a specific population is emphasized. This course will use clinical preceptors as
well as faculty. Prerequisites: NSG 673 or permission of the instructor. For FNP students, Corequisite NSG 635.
NSG 711, Analytical Methods for Health Care*^ 3 credits – This course prepares doctoral
level practitioners with skills and competencies needed to assimilate knowledge at a higher level
of complexity focusing upon evidence based practice. The course will be structured according
to the competencies of the American Association of Colleges of Nursing.
NSG 712, Issues & Methods in Translational Inquiry*^ 3 credits - Traditional nursing
practice has relied more on experiential wisdom than science to make decisions that affect
patient outcomes. This course will build on research methodologies and informatics to analyze
and evaluate research underlying evidence based practice. It will explore models used in the
dissemination of knowledge and the translation of research to practice.
NSG 713, Evidence Based Practice: Health Promotion*^ 3 credits - Health is imperative for
quality of life and for economic vitality. This course explores theory development regarding
health behavior and strategies for interventions with individuals and populations. Program
development and initiatives to reduce risk and improve health status are explored. Evidence
based practice to improve clinical preventive services is examined.
NSG 714, Evidence Based Practice: Chronic Illness*^ 3 credits - This course addresses best
practices for chronic disease care. Chronic illness is highly prevalent, costly, and preventable.
Issues resulting from chronic illness are explored. Theoretical frameworks for chronic illness are
reviewed. Standards of care for select chronic illnesses will be compared with evidence-based
practice literature.
NSG 715, Organizational Behavior in Health Care*^ 3 credits – This course focuses on the
role of “human” resources in the functioning, success, and failures of health care organizations.
A primary focus is to improve understanding of how people behave within the context of health
care systems and how those behaviors relate to the organization’s strategic direction, leadership,
management, conflict, and outcomes.
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NSG 771, Advanced Practicum I*^ 3 credits - This is the first of three practicum courses
designed to help students build and assimilate knowledge for advanced specialty practice at a
high level of complexity. Practicum I has a direct practice emphasis. Students examine the
evidence base that informs practice and applies findings in the provision of client and population
focused interventions.
NSG 772, Advanced Practicum II*^ 3 or 5 credits - This is the second of three practicum
courses designed to help students build and assimilate knowledge for advanced specialty practice
at a high level of complexity. Practicum II has a health systems emphasis. Within the advanced
practice role, students examine and analyze systems of care and the implications for client care.
NSG 773, Advanced Practicum III*^ 3 or 5 credits – In Practicum III students synthesize and
expand learning developed to this point, and demonstrate mastery of advanced practice at a high
level of complexity. The course provides the practice context within which the final DNP project
is completed.
NSG 800, Capstone Project*^ 4 credits - For the scholarly capstone project students
systematically use evidence to improve either practice or patient care outcomes within an
advanced nursing practice specialty. The project produces a tangible and deliverable product
that summarizes the student’s growth in knowledge and expertise and is evaluated by an
academic committee.
Cognate Courses – 3 credits^ - Two graduate level cognate courses will be required that allow
students to develop an area of interest relevant to their professional goals. Students can provide a
rationale to select any graduate level course at JMU. Choices might include courses in nursing
education, leadership, or assessment and measurement.
Examples of Cognate Courses:
NSG 510. Health Informatics for the Advanced Health Professional^ 2 credits.
Information management skills are essential for practitioners and managers of all health care
disciplines. This course is a multidisciplinary examination of informatics in health care focusing
on technology, data management, best evidence practice tools and their applications.
Information management tools and applications will change over time but the ability to evaluate
and manage health care information systems will remain unchanged.
NSG 523. Concepts in Aging^ 3 credits.
This web-enhanced course is divided into 8 modules and examines the physiological,
psychosocial, cognitive, legal and ethical aspects of aging within a care coordination context. A
focus is on the issues that surround the concepts of aging and how the ethical aspects of care
relate to the utilization of resources. A service learning project is required.
NSG 640. Curriculum Development in Nursing^ 3 credits.
This course investigates models, techniques and instructional strategies for constructing curricula
and developing programs in health care settings, the community, continuing education and in
collegiate settings. Instructional design processes, procedures, implementation and evaluation are
emphasized.
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NSG 641. Curriculum Evaluation^ 3 credits.
This course focuses on the theory and practical application of the evaluation process for nursing
education programs and health care systems. Test construction and measurement are featured
and an emphasis is placed on evaluation of program goals, outcomes and evidence-based
practice. Methods and processes in developing specific instruments for program evaluation data
collection and data analysis will be discussed. Prerequisite: NSG 640.
NSG 643. Technology in Nursing Education^ 3 credits.
This course provides students an opportunity to acquire knowledge and skills for using a variety
of computer technologies to support the teaching-learning process in nursing. The course will
discuss principles of distance learning, use of the Internet for teaching-learning, and how to
integrate computer technologies into nursing curriculum. Emphasis will be given to theoretical
frameworks that guide the selection, use and integration of technology into nursing education
programs. Prerequisite: NSG 640.
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Appendix C
Clinical Sites
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Nurse Practitioner Program Clinical Sites
Dr. Dawn Alexander,MD RMH Family Practice 1661 South Main Street Harrisonburg, VA 22801
Christopher Benjamin, RN, MSN, FNP-C Valley Nurse Practitioners 213 Skyland Drive Staunton, VA
24401
Nancy Brubaker, FNP-C East Rockingham Health Center 13737 Spotswood Trail Elkton, VA 22827
Terri Bryant APRN, MSN, NP 1901 Tate Springs Road Lynchburg, VA 24501-1109
Shannon Burns, FNP-C Blue Ridge Internal Medicine 310 Old Ivy Way, Suite 201. Charlottesville, VA
22903
Dr. Jessica Byrd, MD Apple Blossom Family Practice 2913 Valley Avenue Winchester, VA 22903
Dr. Bruce Clemmons, MD Blue Ridge Internal Medicine 310 Old Ivy Way, Suite 201. Charlottesville,
VA 22903
Susan Conaty-Buck RN, DNP Harrisonburg-Rockingham Free Clinic 25 West Water St
Harrisonburg, VA 22801-3624
Lynette Crull PNP, Harrisonburg Community Health Center 563-A Neff Avenue Harrisonburg, VA
22801
Laura Dillon- RN, MSN, FNP Valley Health Page Memorial Clinic 200 Memorial Drive
Luray, VA 22835
Dr. Randolph H. Renzi, MD, FACC Selma Cardiology 104 Selma Drive Winchester, VA 22601
Chris Dubay, CNM Augusta Health Care for Women 39 Beam Lane Fishersville, VA 22939
Nancy Durning, FNP-C Blue Ridge Women’s Health Center 1885 Port Republic Road Harrisonburg,
VA 22801
Beth Evans, D.O Harrisonburg community health Center 563 Neff Avenue Suite A Harrisonburg, VA
22801
Dr. Joseph Fisher, MD Augusta Pediatrics 22 North Medical Park Dr, Fishersville, VA 22939
Dr. John Forbes, MD Stuarts Draft Family Practice 24 Glouchester Road Stuarts Draft, VA 24477
Dr. C. Wayne Gates, MD Meadowcrest ENT 3360 Emmaus Road Harrisonburg, VA 22801
Denise Gochenour, FNP Harrisonburg Community Health Center 563 Neff Avenue Suite A
Harrisonburg, VA 22801
Hedy L. Reese, MSN, RN, FNP-C Harrisonburg Pediatric Associates 1947 Medical Avenue
Harrisonburg, VA 22801
Janelle Hibson, FNP-BC Page Memorial Convenient Care 200 Memorial Drive Luray, VA 22835
Pete Hill, FNP Elkton Family and Childrens Medical Clinic 115 East Rockingham Street Elkton, VA
22827
Rev 1109
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Rodney Huff, FNP 1870 Amherst Street Suite F Winchester, VA 22601
Beth Jaeger-Landes, NP UMA Clinic University of Virginia PO Box 800744 Charlottsville, VA 22908
Dr. Dan Johnson, DO Lynchburg General Hospital 2832 Candlers Mountain Road,
Lynchburg, VA 24502
Marty Jones, CNM, MS Shenandoah Women’s Health Care 240 Lucy Drive Harrisonburg, VA 22801
Cheryl Kenney, FNP Valley Health Quick Care 201 Centre Dr # 110 Stephens City, VA 22655-4073
Barbara M. Kirkland CNM,MS Shenandoah Women’s Healthcare 240 Lucy Drive Harrisonburg, VA
22801
Dr. Daria Kiselica, MD RMH Corporate Health 1790 E Market Street Suite 64 B
Harrisonburg, VA 22801
Sue Klassen, FNP Harrisonburg Rockingham Health Department PO Box 26 110 North Mason Street
Harrisonburg, VA 22801
Mary Koogler, FNP Hess Orthopedics 4165 Quarles Court Harrisonburg, VA 22801
Dr. Colleen Kraft, MD Virginia Tech Carilion School of Medicine 1906 Belleview Avenue Roanoke,
VA 24014
Larissa Norman, FNP Asthma and Allergy Center of Lynchburg 1715 Thomson Drive Lynchburg, VA
24501
Dr. Richard Lane, Light Medical 1971 University Boulevard Harrisonburg, VA 22801
Kathryn Loveland, PNP The Kidz Docs Pediatric & Adolescent Medicine 1451 Belle Haven Road
Alexandria, VA 22307
Dr. Morgan Mandeville, MD Richeson Drive Pediatrics 105 Richeson Drive Lynchburg, VA 24501
Dr. Donald Martin, MD RMH Rheumatology & Neurology 1931 Medical Avenue, Harrisonburg, VA
22801
Marsha May, NP Staunton Carilion 40 Lambert Street Staunton, VA 24401
Jennifer McQuillen, FNP Winchester Pediatrics Clinic 190 Campus Boulevard Winchester, VA 22601
Louise Monetta, NP Mc Guire Virginia Medical Center 11801 Carters Creek Chesterfield, VA 23838
Dr. Louis E. Nelson, MD Harrisonburg OB-GYN 2291 Evelyn Byrd Avenue Harrisonburg, VA 22801
Dr. Stephen Phillips, MD RMH Corporate Health 1790 E Market Street Suite 64 B Harrisonburg, VA
22801
Dr. Heidi Rafferty, MD RMH Surgical Associates 235 Cantrell Avenue Harrisonburg, VA 22801
Dr. Valerie Rennenger, MD Johnson Health Center 320 Federal Street Lynchburg, VA 24504
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Ann Rickard, FNP Staunton-Augusta Health Department 1414 North Augusta Street Staunton, VA
24401-2401
Dr. Stephen Rodgers, MD JMU University Health Center JMU MSC 7901 Harrisonburg, VA 22807
Dr. Shyama Rosenfeld, MD Winchester Family Practice 1440 Amherst Street Winchester, VA 22601
Dr. Alexander Salomon, MD Staunton Medical Associates 42 Lambert Street Staunton, VA 24401
Ann Solomon, FNP Apple Blossom Family Practice 2913 Valley Avenue, #200, Winchester, VA 22601
Art Strunk, FNP East Rockingham Health Center 13737 Spotswood Trail Elkton, VA 22827
Kenneth Swanson, FNP-C Johnson Health Center 320 Federal Street Lynchburg, VA 24504
Dr. David Switzer, MD Page Healthcare Associates 125 Memorial Drive, Luray, VA 22835
Margaret Upton, NP-C EMU Health Center Harrisonburg, VA 22801 [email protected]
Pamela Webb, FNP Ashland Nursing and Rehabilitation Center 906 Thompson Street Ashland, VA
23005
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Appendix D
Employment Advertisements
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Appendix E
Student Demand Surveys
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E-1
2007 Needs Survey for Graduate Programs
James Madison University
We would like to learn about your interest in either Master’s Study or enrollment in the Doctor of Nursing
Practice (DNP). The American Association of Colleges of Nursing endorses a plan to move all advanced
practice graduate nursing programs to the Doctor of Nursing Practice (DNP) during the next decade.
James Madison University is conducting this needs assessment for a proposed DNP program as well as
continuing education needs. As proposed, nurses with a BSN degree could enter this program and exit
with the MSN or continue on to complete the DNP. Nurses who hold a MSN degree could enter the
program to complete the DNP. Whether or not you are interested, please complete and return the
survey, which should only take 15 minutes of your time. Also, please let us know if you are interested
in Masters’ Study by replying to Item 6. If you return a completed survey we will register you in a
drawing for a Free Dinner for Two. THANK YOU!
1.
Zip code of current residence _______________
2.
Check all educational programs you have completed.
66 (14%)
173 (36.6%)
277 (58.6%)
59 (12.5%)
101 (21.4%)
5 (1.1%)
15(3.2%)
6 (1.3%)
1 (0.2%)
43 (9.1%)
3.
Diploma in nursing
Associate degree in nursing
Baccalaureate degree in nursing
Baccalaureate degree in other field
Master’s degree in nursing
Master’s degree in business administration (MBA)
Master’s degree in other field
Doctoral degree in nursing
Doctoral degree in other field
Other (Please Specify) ______________________________________
Mark all advanced practice educational programs you have completed.
48 (10.1%) Nurse practitioner (NP)
22 (4.7%) Clinical nurse specialist (CNS)
20 (4.2%) Certified nurse midwife (CNM)
Certified nurse anesthetist (CRNA)
1 (0.2%)
282 (59.6%) None of the Above
4.
If you are master’s prepared in nursing and not an NP, CNS, CNM, or CNRA please briefly
describe the focus of your master’s program (e.g., administration, education).
Examples listed below:
4
18
10
2
1
1
5
Rev 1109
Community
Nursing Management & Leadership
Education
Psychiatric Nursing and Nursing Administration
Integrative Health
Advanced Pediatric Clinical Nursing
Clinical Nursing Specialist
E-2
5.
Are you currently enrolled in a master’s degree in nursing or post-master’s certificate program
in nursing?
38 (8.4%)Yes
6.
If you are considering pursuing a master’s degree in nursing, which areas of interest most
appeal to you?(check all that apply)
61 (12.9%)
25 (5.3%)
113 (23.9%)
84 (17.8%)
0 (0.0%)
0 (0.0%)
94 (19.9%)
75 (15.9%)
7.
Adult Nurse Practitioner
Gerontological Nurse Practitioner
Family Nurse Practitioner
Nurse Administrator
Nurse Educator
Clinical Nurse Specialist
I do not plan to pursue a graduate degree
Other
Are you interested in teaching in a nursing academic program? (check one)
235 (52.2%)
38 (8.4%)
69 (15.3%)
108 (24.0%)
7.
413 (91.6%)No
No
Yes, within Associate degree program
Yes, within Baccalaureate or higher education degree program
Yes, within either type of program
Are you interested in pursuing the Doctor of Nursing Practice (DNP) degree?
103 (22.4%) Yes
216 (47.1%) No
140 (30.5%) Uncertain
7a) If yes, within: 95 (36.5%)5 years,
7b) If yes, preference is for:
36 (13.8%)10 years,
119 (47.2%)part-time study,
102 (40.5%)uncertain
129 (49.6%)uncertain
31 (12.3%)full-time study,
8.
Please rank order (1 first choice…4 last choice) your preferences in terms of course delivery.
First Choice:
897 (27.1%) Traditional in-person classroom
1,054 (31.8%) Limited in-person classroom and online
672 (20.3%) Distance delivery with 2-way audio and visual
692 (20.9%) Online only
9.
Please rank the order (1 first … 6 last) your preference for how face to face classes are offered
First Choice:
1,658 (24.7%) Consolidated in one day per week
1,369 (20.4%) Consolidated in 2 consecutive days per month
879 (13.1%) Consolidated in 1-2 full weeks per semester
882 (13.1%) Daytime classes
1,123 (16.7%) Evening classes
803 (12.0%) Combination of daytime and evening classes
10.
Please rank the order (1 first choice… 6 last choice) of your preference for the day of the week
classes are offered
First Choice:
Rev 1109
E-3
1,220 (18.9%) Monday
1.363 (21.2%) Tuesday
1,281 (19.9%) Wednesday
1,093 (17.0%) Thursday
765 (11.9%) Friday
717 (11.1%) Saturday
We welcome any additional comments you would like to provide:
Examples typical of many comments  Interested in DNP in Family Nursing to add to my CNM(Certified Nurse Midwife Degree)
 I am interested in graduate school, just not sure about what program exactly, work full time so
flexibility with school schedule a must. Cost is also a concern.
 I am very interested in the DNP Program. I would like to teach but I am also interested in FNP.
Is there any way to combine the two?
 I completed my master’s degree on-line with a practicum in my current facility. This was ideal
for me to keep up with work, family and church activities.
 Great news that you are considering a program.
 I just recently heard about the possibility of a DNP Program. Currently I plan on obtaining an
MSN degree in 2010. This excites me as it definitely is an option for me.
 I have a BS degree from JMU. I am looking to get my masters in nursing while working, so
online classes or distance learning is preferable.
Thank you for completing this survey! Please contact at [email protected] or (540) 568-1700 if you would
like information about our programs. Please give us your name and email to register for the free
drawing for dinner.
____________________________________Name
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______________________Email
E-4
2009 Needs Assessment Survey of Current BSN Students
For Graduate Programs
At James Madison University
Dear JMU Department of Nursing Undergraduate Student,
In order to move our proposal for the new Doctorate of Nursing Practice (DNP) forward, the
State Council of Higher Education has requested that we obtain information about your interest
in graduate studies, and specifically the Doctorate of Nursing Practice. The American
Association of Colleges of Nursing endorses a plan to move all advanced practice graduate
nursing programs to the Doctor of Nursing Practice (DNP) by 2015. As proposed, nurses with a
BSN degree could enter this program and exit with the MSN or continue on to complete the
DNP. Nurses who hold an MSN degree could enter the program to complete the DNP. Whether
or not you are interested, please complete and return the survey, which should only take 5
minutes of your time. THANK YOU!!!
Total Number of Responses: 98
1.
If you are considering pursuing a Master’s Degree in Nursing, which areas of interest
most appeal to you? (Check all that apply)
31 (31%) Adult Nurse practitioner
6(6%)
Gerontological Nurse practitioner
46 (46%) Family Nurse Practitioner
14 (14%) Nurse Administrator
13(13%) Clinical Nurse Leader
17 (17%) I do not plan to pursue a graduate degree
28 (28%) Other, please specify (includes Nurse Anesthetist, Pediatric Nurse Practitioner,
Certified Nurse Midwife, Neonatal Nurse Practitioner,
2.
Are you interested in returning to school to obtain the Doctorate of Nursing Practice
(DNP)?
24 (24%)
45 (45%)
19 (19%)
6 (6%)
10 (10%)
3.
Not interested
Somewhat interested
Interested
Very interested
Definitely interested
What would be the program delivery model you wouldmost prefer if you chose to return
to school for either the Post-BSN or Post-MSN DNP option?
23(23%) On-site traditional classroom setting
17(17%) On-line computer-based classes
67 (68%) A mixed model of onsite and online classes
1 (1%)
Other
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4.
If the program were to include onsite classes, what scheduling options would you most
prefer?
35 (36%) Blocked classes (ie: one week at a time, all day)
40 (41%) Evening classes
11 (11%) Weekend Classes
26(27%) Traditional classes- a few hours a week during the weekdays
Other (1 day a week)
9(9%)
5.
What would be barriers to your return to school to obtain a DNP degree? (Check all that
apply)
18 (18%) Lack of interest
62 (63%) Financial restraints
41 (41%) Child or family responsibilities
73 (74%) Juggling work commitments
4 (4%)
Other (time for completion)
6.
What incentives would make returning to school to obtain a DNP easier? (Check all that
apply)
76 (80%) Scholarship Moneyy
77 (81%) Financial support from my employer
23 (24%) Childcare availability
57 (60%) Leave time from my employer for school
39 (41%) Distance education options
7.
If you returned to school for a DNP degree, what time frame would you consider for
enrollment?
11 (12%)
0 (0%)
70 (71%)
21 (21%)
3(3%)
Not applicable, I am not interested
I am already enrolled in a DNP program
1-5 years from now
6-10 years from now
Greater than 15 years from now
Thank you for completing this survey! Please contact at [email protected] or (540) 568-1700 if
you would like information about our programs.
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2009 Needs Assessment Survey of Practicing Nurses
For Graduate Programs
At James Madison University
To All Nurses,
In order to move our proposal for the new Doctorate of Nursing Practice (DNP) forward, the
State Council of Higher Education has requested that James Madison University obtain
information about your interest in graduate studies, and specifically the Doctorate of Nursing
Practice. The American Association of Colleges of Nursing endorses a plan to move all
advanced practice graduate nursing programs to the Doctor of Nursing Practice (DNP) by 2015.
As proposed, nurses with a BSN degree could enter this program and exit with the MSN or
continue on to complete the DNP. Nurses who hold an MSN degree could enter the program to
complete the DNP. Whether or not you are interested, please complete and return the survey
by November 15, 2009 the survey should only take 5 minutes of your time. THANK YOU!!!
Total Number of Responses 120
1.
What is your highest level of nursing education?
58 (48%)
25(21%)
1 (1%)
36 (30%)
2.
BSN
MS, MSN, MN
PhD, DNS, ND
Other (AND, BS in another area, LPN,
If you are considering pursuing a Master’s Degree in Nursing, which areas of interest most
appeal to you? (Check all that apply)
19(16%) Adult Nurse practitioner
6(5%)
Gerontological Nurse practitioner
42(35%) Family Nurse Practitioner
15 (13%) Nurse Administrator
13(13%) Clinical Nurse Leader
29 (24%) I do not plan to pursue a graduate degree
19 (16%) Other, please specify (includes Pediatric Nurse Practitioner, clinical Nurse Specialist,
Certified Nurse Midwife, Nurse Educator,)
3.
Are you interested in returning to school to obtain the Doctorate of Nursing Practice (DNP)?
41 (34%) Not interested
35 (29%) Somewhat interested
23 (19%) Interested
13(11%) Very interested
10 (8%) Definitely interested
4.
What would be the program delivery model you would most prefer if you chose to return to
school for either the Post-BSN or Post-MSN DNP option?
14(12%) On-site traditional classroom setting
Rev 1109
E-7
35(30%) On-line computer-based classes
71 (61%) A mixed model of onsite and online classes
2 (2%)
Other
5.
If the program were to include onsite classes, what scheduling options would you most prefer?
39 (34%) Blocked classes (ie: one week at a time, all day)
45 (39%) Evening classes
29 (25%) Weekend Classes
16(14%) Traditional classes- a few hours a week during the weekdays
10(9%) Other (evening classes one day a week, on one particular day each week)
6.
What would be barriers to your return to school to obtain a DNP degree? (Check all that apply)
21 (18%) Lack of interest
70 (59%) Financial restraints
50 (42%) Child or family responsibilities
85 (71%) Juggling work commitments
6 (5%)
Other (age, retirement, commute time)
7.
What incentives would make returning to school to obtain a DNP easier? (Check all that apply)
81 (72%) Scholarship Money
64 (57%) Financial support from my employer
17 (15%) Childcare availability
62 (55%) Leave time from my employer for school
59 (52%) Distance education options
8.
If you returned to school for a DNP degree, what time frame would you consider for enrollment?
26 (22%)
3 (3%)
75 (64%)
13(11%)
1 (1%)
Not applicable, I am not interested
I am already enrolled in a DNP program
1-5 years from now
6-10 years from now
Greater than 15 years from now
Thank you for completing this survey! Please contact at [email protected] or (540) 568-1700 if
you would like information about our programs.
Rev 1109
E-8
Needs Assessment Survey of Enrolled JMU Graduate Nursing Students
For Graduate Programs
James Madison University
Dear JMU Department of Nursing Student,
In order to move our proposal for the new Doctorate of Nursing Practice (DNP) forward, the
State Council of Higher Education has requested that James Madison University obtain
information about your interest in graduate studies, and specifically the Doctorate of Nursing
Practice. The American Association of Colleges of Nursing endorses a plan to move all
advanced practice graduate nursing programs to the Doctor of Nursing Practice (DNP) by 2015.
As proposed, nurses with a BSN degree could enter this program and exit with the MSN or
continue on to complete the DNP. Nurses who hold an MSN degree could enter the program to
complete the DNP. Whether or not you are interested, please complete and return the survey
by November 15th, the survey should only take 5 minutes of your time. THANK YOU!!!
Total Number of Responses 23
1.
What is your highest level of nursing education?
18 (78%)
2(9%)
0(0%)
3 (13%)
2.
BSN
MS, MSN, MN
PhD, DNS, ND
Other
If you are considering pursuing a Master’s Degree in Nursing, which areas of interest most
appeal to you? (Check all that apply)
Adult Nurse practitioner
2(9%)
2(9%)
Gerontological Nurse practitioner
16(70%) Family Nurse Practitioner
1 (4%)
Nurse Administrator
1(4%)
Clinical Nurse Leader
0 (0%)
I do not plan to pursue a graduate degree
10(43%) Other, please specify (family psychology and mental health, Certified Nurse Midwife,
Nurse Educator,)
3.
Are you interested in returning to school to obtain the Doctorate of Nursing Practice (DNP)?
9 (39%)
8 (35%)
2 (9%)
1(4%)
4 (17%)
4.
What would be the program delivery model you would most prefer if you chose to return to
school for either the Post-BSN or Post-MSN DNP option?
1(4%)
7(30%)
16 (70%)
0 (0%)
Rev 1109
Not interested
Somewhat interested
Interested
Very interested
Definitely interested
On-site traditional classroom setting
On-line computer-based classes
A mixed model of onsite and online classes
Other
E-9
5.
If the program were to include onsite classes, what scheduling options would you most prefer?
14 (61%) Blocked classes (ie: one week at a time, all day)
4 (17%) Evening classes
1 (4%) Weekend Classes
3(13%) Traditional classes- a few hours a week during the weekdays
4(17%) Other (evening classes one day a week, on one particular day each week)
6.
What would be barriers to your return to school to obtain a DNP degree? (Check all that apply)
6 (26%) Lack of interest
15 (65%) Financial restraints
13(57%) Child or family responsibilities
17 (74%) Juggling work commitments
3 (13%) Other (age)
7.
What incentives would make returning to school to obtain a DNP easier? (Check all that apply)
19 (83%) Scholarship Money
8 (35% ) Financial support from my employer
2 (9% ) Childcare availability
11 (48%) Leave time from my employer for school
11 (48%) Distance education options
8.
If you returned to school for a DNP degree, what time frame would you consider for enrollment?
7 (30%) Not applicable, I am not interested
0(0%)
I am already enrolled in a DNP program
16(70%) 1-5 years from now
0(0%)
6-10 years from now
0(0%)
Greater than 15 years from now
Thank you for completing this survey! Please contact at [email protected] or (540) 568-1700 if
you would like information about our programs.
Rev 1109
E-10
Needs Assessment Survey of JMU Nursing Alumni
For Graduate Programs
James Madison University
Dear JMU Department of Nursing Alumni,
In order to move our proposal for the new Doctorate of Nursing Practice (DNP) forward, the
State Council of Higher Education has requested that James Madison University obtain
information about your interest in graduate studies, and specifically the Doctorate of Nursing
Practice. The American Association of Colleges of Nursing endorses a plan to move all
advanced practice graduate nursing programs to the Doctor of Nursing Practice (DNP) by 2015.
As proposed, nurses with a BSN degree could enter this program and exit with the MSN or
continue on to complete the DNP. Nurses who hold an MSN degree could enter the program to
complete the DNP. Whether or not you are interested, please complete and return the survey
by November 15th, the survey should only take 5 minutes of your time. THANK YOU!!!
Total Number of Responses 102
1.
What is your highest level of nursing education?
76 (75%)
18(18%)
3(3%)
5 (5%)
2.
BSN
MS, MSN, MN
PhD, DNS, ND
Other (DNP, BSN)
If you are considering pursuing a Master’s Degree in Nursing, which areas of interest most
appeal to you? (Check all that apply)
23(22%)
Adult Nurse practitioner
3(3%)
Gerontological Nurse practitioner
29(28%)
Family Nurse Practitioner
12 (12%)
Nurse Administrator
23(22%)
Clinical Nurse Leader
I do not plan to pursue a graduate degree
19 (18%)
36(35%)
Other, please specify (Acute care pediatric nurse practitioner, clinical nurse
specialist, nurse midwife, public health, nursing education)
3.
Are you interested in returning to school to obtain the Doctorate of Nursing Practice (DNP)?
44 (43%)
41(40%)
11(11%)
4(4%)
4 (4%)
4.
Not interested
Somewhat interested
Interested
Very interested
Definitely interested
What would be the program delivery model you would most prefer if you chose to return to
school for either the Post-BSN or Post-MSN DNP option?
5(5%) On-site traditional classroom setting
20(20%) On-line computer-based classes
76 (75%) A mixed model of onsite and online classes
1 (1%) Other
Rev 1109
E-11
5.
If the program were to include onsite classes, what scheduling options would you most prefer?
33 (33%) Blocked classes (ie: one week at a time, all day)
41 (41%) Evening classes
26(26%) Weekend Classes
17 (17%) Traditional classes- a few hours a week during the weekdays
7 (7%)
Other (one day a week, online)
6.
What would be barriers to your return to school to obtain a DNP degree? (Check all that apply)
34 (71%) Lack of interest
71 (70%) Financial restraints
54(53%) Child or family responsibilities
74 (73%) Juggling work commitments
5 (5%)
Other (already have DNP, would prefer PhD)
7.
What incentives would make returning to school to obtain a DNP easier? (Check all that apply)
76 (76%) Scholarship Money
70 (70% ) Financial support from my employer
26 (26% ) Childcare availability
60 (60%) Leave time from my employer for school
59 (59%) Distance education options
8.
If you returned to school for a DNP degree, what time frame would you consider for enrollment?
29 (28%) Not applicable, I am not interested
1(1%)
I am already enrolled in a DNP program
56(54%) 1-5 years from now
17(17%) 6-10 years from now
1(1%)
Greater than 15 years from now
Thank you for completing this survey! Please contact at [email protected] or (540) 568-1700 if
you would like information about our programs.
Rev 1109
E-12
Appendix F
Letters of Support
Rev 1109
F-1
Rev 1109
F-2
Rev 1109
F-3
Rev 1109
F-4
Rev 1109
F-5
Rev 1109
F-6
Rev 1109
F-7
Appendix G
Student Enrollment Calculations
Rev 1109
G-1
DNP ENROLLMENT & GRADUATION CALCULATIONS
Target Year Assumptions:
11 new students per year* = 8 FTE:
 4 full time students = 4 FTE student enrollment
 3 graduate in three years = 2 FTE
 4 graduate in four years = 2 FTE
Definitions:
HDCT—fall headcount
FTE—Full Time equated
GRAD—annual number
*Calculated for 2 full time years of post masters study. Students who enter the BSN-DNP program will be
incorporated into these numbers.
C
o
Year 1
Year 2
Year 3
Year 4
Target Year 5
Con’t
h
o
r
t
H
D
C
T
FTE
H
D
C
T
FTE
GRAD
H
D
C
T
FTE
GRAD
H
D
C
T
FTE
GRAD
I
8
6
8
6
3
5
3
2
3
1.5
3
9
6.5
-
9
6.5
3
6
3.5
3
3
2
2
0
10
7
-
10
7
3
7
4
3
4/3
11
8
-
11
8
3
8/4
11
8
-
11/8
32
22
8
23
/
15
II
III
IV
V
T
O
T
A
L
8
6
Rev 1109
17
12.5
3
24
16.5
5
30
20
9
H
D
C
T
FTE
GRAD
HDCT
/
FTE
0
G-2
Appendix H
Faculty Qualifications
Rev 1109
H-1
Appendix H
Full Time Nursing Faculty Qualifications
Name
Degree
Degree
Specialty
Institution
Annan, S.
PhD
Psych.
Mental
Health
UVA
Bagnardi, M.
MSN, EdD
ARNP
Education
Brooks, S.
MSN
Comm.
Health
ConatyBuck, S.
MSN, FNP,
DNP
Family Nurse
Practitioner
University
of Miami,
Florida
International
U.
UVA, JMU
(N.
Education
Center)
JMU, UVA
*D’Aoust
MSN, PhD,
ANP
Floyd, K.
RN, MSN,
FNP
Gochenour,
D.
MSN, FNPC
Adult Nurse
Practitioner,
Certified
Nurse
Educator
Home
Health,
Family Nurse
Practitioner
Family
Rev 1109
University
of Rochester
JMU
(BSN),
ODU
(MSN,
FNP)
Other Areas of
Expertise,
Specialty
Sexual Assault,
Forensic Nursing,
Emergency
Nursing
Critical Care
Rank
Appointment
Assistant
Professor
TT
Assistant
Professor
Working Poor
Teaching
BSN RNMSN
BSN
X
Years in
Faculty
Role
5 PT,
New to
FT
Certification
Licensure
Year
Onset
RN
2008
TT
17
RN
ARNP
CCRN
Certification
2007
X
Lecturer
RTA
3 PT,
New to
FT
RN
2008
X
Family Practice,
Chronic Care,
Health Care,
Informatics
Technology
Critical Care
Simulation
learning
Primary Care
Instructor
RTA
4
AANP/RN,
Rx Authority
2004
X
X
Associate
Professor
T
20FT
ACNP, ANP,
CNE
2010
X
X
Home Health
Pediatrics
Instructor
RTA
3
RN
2005
X
Chronic Care,
Family Practice,
Internal Medicine
Instructor
RTA
5
AANP/RN,
Rx Authority
2004
X
X
H-2
Name
Degree
Degree
Specialty
Institution
Other Areas of
Expertise,
Specialty
Rank
Appointment
Years in
Faculty
Role
Certification
Licensure
Year
Onset
Graham, A.
MSN
FNP
U of
Colorado
Hlth Sci Ctr
Cardiac
Instructor
RTA
1
2007
Gross, M.
MSN, PhD,
RN, CNE
Instructional
Technology,
Comm.
Health
UVA, VT
Associate
Professor
TT
9
*Hale, P.
MSN,PhD
UVA
UMAB
Health
Promotion
Professor
T
23
RN
2006
Hulton, L.
MSN, PhD
Adolescent
Health
Promotion
UVA
Associate
Professor
T
10
RN
1998
X
Jagiello, K.
RNC, MSN
Nursing
Education
JMU
Med-Surg
(Neurology,
Neurosurgery),
Nursing
Education,
Computer
Applications
Comm Hlth
Health Prom
Programs; Health
Behaviors
Community
Health, Teen
Pregnancy
Prevention
Women’s Health
RN, FNP-C,
Prescriptive
Authority,
Certificate by
ANCC FNP
RN, CNE
2006
Instructor
RTA
2
2006
X
Lee, J.
MSN, RN
Health
Systems
Management
UVA
Instructor
RTA
3 (New
to JMU)
RN, RNC In
House OB,
ACLS, CPR
Instructor
RN
2008
X
*Martin, V.
MSN, PhD
Adult Health
Gero
Radford U.,
UVA, VT
Associate
Professor
T
26
Gerontology
Certificate,
RN
1999
X
Mast, M.
MSN, PhD
Adult P.C.,
ANP
EMU,
U. of
Rochester,
UVA
Professor
T
5 PT, 20
FT
RN, ANP
1980-2002;
ELNEC
Undergrad
1994
X
Rev 1109
Emergency Nsg,
Clin.Simulation,
Disaster
Preparedness
Adult Health
Pathophysiology
Gerontology
Spirituality
Oncology,
Gerontology,
Chronic and
Paliative Care
2008
Teaching
BSN RNMSN
BSN
X
X
X
X
X
X
X
H-3
Name
Degree
Degree
Specialty
Institution
MetzlerSawin, E.
MSN
PhD (C)
Community
Health
O’Neill, C.
MSN
Psy MH
Nursing
Patterson, N.
MSN, PhD
(C)
Rocchiccioli,
J.
MSN, PhD
Public
Comm.
Health
Gero
Rubenstein,
C.
MSN
PhD (C)
PNP-PC
Scheikl, M.
MSN, RN
Health
Systems
Management
^Sobel, L.
PhD
^Strang, S.
MSN, FNP,
DNP
Nursing
Education
(MSN), Post
MSN, FNP
Edinboro U.
of PA, ODU
Taylor, H.
BSN, MSN
Tratnack, S.
BSN, MSN,
FNP, DNP
Ortho.,
Trauma,
Cardiac
Psy MH
Family
Other Areas of
Expertise,
Specialty
Rank
Appointment
Years in
Faculty
Role
Gerontology,
Needs of
Caregivers,
Sexual Abuse
Psy MH, Home
Health, End of
Life Care
Instructor
TT
Instructor
RTA
6
Nursing History,
Women’s Health
Instructor
RTA
1 PT, 6
FT
Family
Caregiving,
Fatigue,
Gerontology
Pediatrics- Acute,
Ped. Primary
Care
Simulation,
Women’s Health
Professor
T
Instructor
Certification
Licensure
Year
Onset
Teaching
BSN RNMSN
BSN
trainer
Rev 1109
2007
X
RN, HH ANA
Cert., ELNEC
Graduate
Trainer
RN
2001
X
2003
X
23
RN
Gerontology
2004
TT
7 FT
RN, CPNPPC
2007
X
Instructor
RTA
1.5
CPR, RN
2006
X
Associate
Professor
T
2001
X
Chronic Illness,
Metabolic
Syndrome,
Women’s Health
Assistant
Professor
RTA
23 PT,
5FT
Ball State
U., UVA
Critical Care,
Pain
Instructor
RTA
2
East Tenn.
State U.,
UVA
Serious Mental
Illness,
Preventive
Health Care
Instructor
TT
New to
JMU, 6
at UVA
Duke U.
(BSN),
UVA
(MSN)
UVA
J.R.
Reynolds
CC, VCU,
UVA, MCV
VCU,
Villanova
U.
UVA
RN, FNP-C,
Prescriptive
Authority,
Certificate by
ANCC FNP
RN, CNS,
ONC
Certification
RN,
PMHCNS
FNP, Rx
Authority
X
2003
X
2006
X
2008
X
H-4
Name
Degree
Degree
Specialty
Institution
Other Areas of
Expertise,
Specialty
Rank
Appointment
Years in
Faculty
Role
Certification
Licensure
Year
Onset
Teaching
BSN RNMSN
BSN
Trimm, D.
RN, DNS
Nursing
Education,
Adult Health
LSU
Assistant
Professor
TT
11
RN
2005
X
Webb, C.
MA, RN
Nursing
Education/
Parent Child
Nursing
NYU,
Catholic U.
MedSurgical/ICU,
PACU, Theory
Development,
Healthcare
Waiting
Acute Pediatrics,
Children and
Families with
Diabilities
Instructor
RTA
26
RN
1997
X
West, C.
MEd
(counseling)
Lecturer
RTA
New
2008
X
TT=Tenure Track
T = Tenured
RTA = Renewable Term Appointment
* = Program Coordinator
^ = Clinical Coordinator
Rev 1109
H-5