Paper
Saturday, November 3, 2007

12
This presentation is part of : Education Strategies for Success
Outcomes of Neonatal Education Consortium: A Tri-State Collaborative Education Model for NNPs
Mary E. Bowen, CRNP, DNS, JD, CNAA, Nursing, Thomas Jefferson University, Philadelphia, PA, USA and Ksenia G. Zukowsky, PhD, CRNP, Jefferson School of Nursing, Thomas Jefferson University, Philadelphia, PA, USA.
Learning Objective #1: Identify one outcome of a Neonatal Education Consortium in a tri-state collaborative education model for NNP students.
Learning Objective #2: Discuss one driving force for implementation of this collaborative educational model that prepares NNPs in a tri-state MSN program.
Significance: The United States (US) ranks 33rd among all industrialized nations in infant mortality. Infant mortality in the US can be impacted by providing advanced practice Neonatal Nurse Practitioners (NNPs).  A tri-state neonatal education consortium (NEC) was developed between The College of New Jersey (TCNJ), University of Delaware (UD), and Thomas Jefferson University (TJU) in response to a lack of educational programs for MSN Neonatal Nurse Practitioners (NNPs) and the shortage of NNPs.  This is one the first educational consortiums in the country wherein TJU provides the clinical and support education curriculum for preparation of NNPs for tri-state Universities: An NNP student receives their core curriculum at any of the three Universities.  The NNP student’s originating University confers the MSN degree.

Educational intervention: A collaborative educational model utilizing “Change Theory” was implemented and funded through a HRSA, Division of Nursing grant.  This model analyzed the need (systems), Structures (existing programs and availability of educational programs), Processes (advance practice curriculum offered at each University), Teaching Methods (curriculum), and Training (availability of clinical sites/preceptors/faculty).

Implementation of strategy: Implementation of this innovative educational model developed out of external influences: regional shortage of NNPs, NNP faculty shortage, lack of regional programs, and HP 2010 objectives. Internal Influences driving this innovation were: leadership and changing value systems.  Educational leadership and federal funding were crucial in implementing this innovative model.

Outcomes: Change in outcomes of numbers of diverse NNP students, and student NNP cultural competency and sensitivity were measured in this model utilizing the VARK and TSET instruments. Nineteen students have been enrolled over 2.5 years.  Learning styles varied among: visual, audio, kinesthetic, reading.  Diversity outcomes are as follows: one African American female, one male student.  Cultural competency and sensitivity was integrated through the curriculum.  Faculty resources were maximized over three states.

 

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