A degree completion curriculum with three available entry points is the foundation for the ATB Option. The curriculum strategically provides multiple pathways for nursing students to complete a BSN. Students are awarded 60 credits for completed Associate degree nursing (ADN) courses and 30 credits for current RN licensure. These combined 90 credits are applied to the total 120 credits required for the BSN degree. Therefore, the majority of credits for the degree are taken at the Community College. The remaining 30 credits of BSN courses are completed at the University. Additional prerequisite courses are minimal, and include a General Chemistry with a lab and Nutrition. These two courses, if not already taken, usually amount to a total of 7 additional credits outside of the requirements for the ADN program. University courses are taught in a convenient location and format to increase accessibility. The University utilizes a satellite campus which is situated directly across the street and within 20 minutes driving distance from each Community College, respectively. In addition, course delivery throughout the ATB Option is a mixture of traditional face-to-face, hybrid, and online. Students are also eligible to apply for financial aid due to established consortium agreements. Lastly, the curriculum is configured to be the same for all degree completion options that are offered to students (ATB and RN to BS) which allows greater flexibility.
Students may join the degree completion options through multiple entry points. The first is “ATB 1.0” which is characterized by concurrent BSN coursework that is started in the first semester of the ADN program. The second is “ATB 2.0” which utilizes the same concurrent BSN coursework, with the exception that it is started in the summer after the first or second semester of the ADN program. “ATB 2.0” also gives an opportunity to LPN to RN transition students to apply. The third opportunity students have is to start BSN coursework after they graduate from the ADN program with the “RN to BS” program. Students interested in this can apply for contingent acceptance prior to passing the NCLEX-RN examination during their last semester of the pre-licensure program.
An overriding principle of this collaborative practice model is to provide guided mentorship and support for students at both the University and Community Colleges. Each academic institution has a designated mentor. The “Degree Completion Coordinator” serves as a resource at the University and the “Academic Progression Coordinator” serves at the Community Colleges. The Academic Progression Coordinator functions in a dual role with time shared at both Community Colleges. Each representative is a liaison for students, faculty, and staff. Collaboration between the institutions is crucial as it results in shared resources, enhanced communication, shared data, and mutual support.
Data is continuously being collected and analyzed throughout this ongoing initiative. It is expected that the results will support a decrease in the existing barriers to academic progression. The measured data that is expected to support this goal includes enrollment, retention rates, attrition rates, and projections for all of the degree completion options. Current preliminary data shows increasing enrollment, high retention rates, very low attrition rates, and significant projections for completion of advanced degrees. Qualitative data is also being collected to determine if this initiative supports an increase in the knowledge, support, and options available to Associate degree nursing students looking to progress educationally.
The collaborative practice model presented is supporting progress toward the IOM goal. Collaboration is not only the key to success, it is essential. An effective partnership between Universities and Community Colleges can expand available resources and decrease barriers within the communities served. This continued project and resulting data will show the overall impact within this targeted region of the United States. Initial data is supportive and project completion data could have significant implications for the nursing profession.