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Alabama
Grant Number: D09HP09352-01
Project Title: Psychiatric NP for
the Rural Deep South
Applicant Organization: University
of Alabama, Birmingham
Address: 1701 University Blvd.,
Birmingham, AL 35294-1210
Project Director: Teena M. McGuinness,
PhD, PMH-NP
Phone: (251) 533-2907
Fax: (205) 996-7177
Email: tmcg@uab.edu
Organization Website: http://main.uab.edu/Sites/nursing
Project Period: July 1, 2008 – June
9, 2011
Abstract Narrative: This proposal
requests funding to prepare advanced practice
nurses as psychiatric nurse practitioners
to achieve the legislative purpose under
Title VIII of the PHS Act, as amended
by Subtitle B, Nursing Education and
Practice Improvement Act of 1998 of
P.L.105- 392, section 811 to prepare advanced
practice nurses through advanced education
in nursing (Bureau of Health Professions'
National Goals 1 and 2). Further, this
application supports the priorities described
in Healthy People 2010 and Alabama HP
2010. The project purposes are to: (a)
increase access to mental health care
by increasing the number of primary mental
health care providers in rural and underserved
areas of Alabama and Mississippi and (b)
implement a new nurse practitioner (NP)
program with a focus in Psychiatric-Mental
Health Nursing at the University of Alabama
School of Nursing (UASON) at the University
of Alabama, Birmingham (UAB) (BHPr Goals
1, 2, 3 & HP 2010 National Goals,
1, 2, 3).
This Psychiatric NP Program will prepare
MSN students to provide evidence based
psychiatric nursing care to individuals,
families, or populations in primary, acute
or tertiary settings with a later option
of bridging into a postmasters DNP program
at UAB. Objectives are to: (1) develop
a online Psychiatric-Mental Health NP
program that will admit a minimum of 10
MSN students per year and thus increase
the numbers of psychiatric-mental health
nurse practitioners (PMH-NPs) who can
make vital contributions to mental health
care, in impoverished areas of the rural
Deep South (BHPr Goals 1, 2, 3, 4 &
NG 1, HP 2010); (2) formulate a curriculum
which integrates concepts of health disparities,
cultural competence, and mental health
into the PMH-NP didactic and practica
courses (BHPr Goals 1, 2 & 3 &
NG 1, HP 2010, Linkages); and (3) recruit,
enroll and retain BSN-prepared nurses
from rural, medically underserved counties
in Alabama and Mississippi and especially
African American populations in this area;
particular attention will be given to
the recruitment and retention of students
from underrepresented minority and disadvantaged
backgrounds (BHPr Goals 1, 2 & 3 &
NG 1, HP 2010).
This program will increase the numbers
of nurses prepared for advanced practice
psychiatric nursing to provide cost-effective
care and improve the health care delivery
system in the broad and largely underserved
Black Belt regions of Alabama and Mississippi
(BHPR Goals 1, 2, & 4; NG 1, Federal
and State HP2010 initiatives on mental
health). Because this is a distance
accessible program, students will not
commute to campus and thus enable nurses
from rural and underserved areas to stay
and work near their homes, families, and
communities and thereby increase the likelihood
that they will practice where they are
most needed.
Grant Number: D09HP09348-01
Project Title: Revision and Expansion
of the Samford University Nurse Anesthesia
Program
Applicant Organization: Samford
University
Address: 800 Lakeshore Drive; Birmingham,
AL 35229
Project Director: Mary Karlet, PhD, CRNA
Phone: (205) 726-4273
Fax: (205) 726-2219
Email Address:
mckarlet@samford.cdu
Organization Website: http://www.samford.edu/
Project Period: July 1, 2008
– June 30, 2011
Abstract Narrative: The purpose
of this project is to revise, expand,
and strengthen the Samford University
Nurse Anesthesia Program to prepare graduates
with preparation and skills to practice
in rural and medically underserved areas.
By enhancing and expanding the current
nurse anesthesia curriculum, the program
will produce highly trained Certified
Registered Nurse Anesthetists (CRNAs)
for Alabama, Mississippi, the southeast,
and the nation. Particular foci
of this proposal are to increase the recruitment
and admission of students, expand the
number of rural/underserved clinical sites,
foster an appreciation for cultural diversity
and the unique needs of underserved individuals
through community service, and mentor
clinical preceptors from rural Alabama
and Mississippi using internet-based and
simulation technology. The revised
program will emphasize cultural and spiritual
competence and care needs of rural health
populations. This project is consistent
with the legislative purpose to “prepare
advanced education nurses through the
enhancement of advanced nursing education
and practice.”
The curriculum will use innovative and
interactive teaching methods to prepare
graduates for current and future nurse
anesthesia roles with a particular focus
on practice in rural/underserved practice
settings. An emphasis of this project
will be the incorporation of simulation
activities into the course of study to
help prepare students for safe perioperative
management of patients.
Grant Number: D09HP05319-04
Project Title: Public Health Nursing
Administration in Underserved Area:
Continuation
Applicant Organization: University
of South Alabama
Address: USA Springhill Campus,
Mobile, AL 36688-0002
Project Director: Karen Hamilton,
PhD, RN
Phone: (251) 434-3415
Fax: (251) 434-3413
Email: khamilton@usouthal.edu
Organization Website: www.usouthal.edu/nursing
Project Period: July 1, 2005 – June
30, 2011
Abstract Narrative: This proposal
requests funding under Title VIII of the
PHS Act, as amended by Subtitle B, Nursing
Education and Practice Improvement Act
of 1998 of P.L. 106-392, section 811 to
prepare advanced education nurses through
the enhancement of advanced education
nursing and practice. The proposal
will provide for the education of MSN-prepared
public health nurses and public health
nurse administrators. These advanced
practice nurses will be qualified to effectively
function as leaders in public health departments,
schools, home health agencies, occupational
health settings, prisons, disaster preparedness
agencies, and military services. Graduates
of this program will meet the education
eligibility requirements for certification
by the American Nurses Credentialing Center
as Public/Community Health Clinical Specialist
(ANCC offers this certification in collaboration
with API IA's Public Health Nursing Section).
The University of South Alabama
(USA) College of Nursing (CON) will offer
the program through highly interactive
online courses and supervise clinical
experiences at a variety of clinical agencies
primarily located in the upper gulf coast
region. This accredited program
is consistent with Federal, state, and
regional nursing workforce plans and priorities.
Proposed Service: The project will
admit at least 16 BSN prepared students
each year. Graduates will be prepared
to provide and manage evidence-based public
health care of individuals, cohorts,
or populations in primary, acute or tertiary
settings. Particular attention will
be given to recruitment and retention
of students from under-represented minority
and disadvantaged backgrounds. This
program will increase the numbers of highly
skilled advanced practice nurses in public
health administration who will have the
potential to fundamentally change the
health care delivery system in a largely
underserved region desperate to rebuild
health care systems in the wake of Hurricane
Katrina. Documentation of student
demand and employer support for the program
is provided.
Grant Number: D09HP09083-01
Project Title: Acute Care NP with
Cardiovascular Specialization to Address
Disparities
Applicant Organization: University
of South Alabama
Address: Springhill Campus, Mobile,
AL 36688-0002
Project Director: Kandy Smith, DNS,
RN
Phone: (251) 434-3410
Fax: (251) 434-3413
Email address: kmith@usouthal.edu
Organization Website: www.usouthal.edu/nursing
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The proposal
will provide a new Doctor of Nursing Practice
(DNP) adult acute care nurse practitioner
program with cardiovascular specialization
(AACNPCVs) at the University of South
Alabama (USA) College of Nursing (CON).
The DNP Program will prepare BSN
graduates to provide and manage evidence
based clinical care to individuals, cohorts,
or populations in primary, acute or tertiary
settings. The program will emphasize
culturally competent evidenced-based nursing
expertise at the point of care. Graduates
will be prepared to take the Adult Acute
Care Nurse Practitioner certification
exam and the ANCC’s Cardiac/Vascular Nurse
specialty exam. The curriculum is congruent
with AACN’s guidelines for DNP programs;
anticipated CCNE accreditation, competencies
for the AACNP and the regulations of the
Alabama Board of Nursing. It has
been approved by the Alabama Higher Education
Commission (ACHE), and is consistent with
Federal, State and regional nursing workforce
plans and priorities.
The DNP program will admit 36 students
over three years to increase the numbers
of advanced practice nurses (APNs) who
can make critical contributions to health
care and address health disparities, especially
with underserved populations in impoverished
areas of the southeast. Particular
attention will be given to the recruitment
and retention of students from underrepresented
minority and disadvantaged backgrounds.
This online program will eliminate
the need for students to commute to campus
and allow nurses from rural and underserved
areas to stay and work near their homes,
families, and communities, increasing
the likelihood that they will practice
where they are most needed.
This program will increase the numbers
of highly skilled advanced practice nurses
who will provide cost-effective care and
have the potential to fundamentally change
the health care delivery system in a broad
and largely underserved region desperate
to rebuild health care systems in the
wake of Katrina. USA is the only
school in the University’s four-state
service area to offer the DNP program
online. Documentation of student
demand and employer support for the program
is provided.
Arizona
Grant Number: D09HP05317-04
Project Title: Distant ACNP &
Palliative Care: Bridging the Rural Urban
Gap II
Applicant Organization: University
of Arizona
Address: 1305 N. Martin, Tucson,
AZ 85721
Project Director: Sally Reel, PhD,
APRN, FAAN
Phone: (520) 626-6767
Fax: (520) 626-0562
Email: sreel@nursing.arizona.edu
Organization Website: http://www.nursing.arizona.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The project
is designed to prepare acute care nurses
practitioners who manage patients with
acute, critical, and chronic illnesses.
New for this application is the
addition of Palliative Care as a subspecialty
study option. Continue in this application
and building on work established in the
initial project is a disaster management
elective as well. ACNP graduates will
be prepared though the Master of Science
(MS) with a major in Nursing degree, the
Doctor of Nursing Practice (DNP) degree,
and the Post-master's certificate. Doctoral
students, both DNP and PhD, may also choose
Palliative Care as a minor area of study.
The didactic component of the program
will be delivered through state-of-the-art
online technologies. Online methodologies
increase access to high quality nursing
education by students throughout Arizona
and the Nation. This approach also
improves the ability of rural communities
to "grow their own" nursing workforce
and is significant because persons who
come from rural areas are more likely
to return there to practice.
The legislative purpose of this project
is to prepare advanced education nurses
through the enhancement of advanced nursing
education and practice. The goals
of the project are to: (1) eliminate health
barriers by improving an appropriate and
diverse supply of culturally competent
nurses prepared for ACNP Practice, Palliative
Care Practice, and Disaster Management
to address acute, critical, chronic, palliative
care, and disaster management needs of
Arizona's population (NG 1-2; HP 2010);
(2) improve health care access to rural
and underserved Arizona by developing
clinical site and preceptor affiliations
in acute care settings to support the
preparation of ACNPs that provide care
to urban, rural, underserved and minority
populations in Arizona (NG 1-2; Linkages);
(3) establish strategies including community
linkages to recruit nursing students into
the program and to support Kids into Health
Careers (KIHC; NG 2; Linkages); (4) improve
the knowledge, understanding and cultural
competence among the College of Nursing
students related to Arizona's minority
populations that are largely Latino of
Mexican origin and American Indian (NG
1-3; HP 2010); and (5) recruit 50 ACNP
students for ACNP preparation during the
three-year funding period and graduate
30 students during the funding period
(NG 1-2).
ACNP Certification: Graduates
are eligible to take the Adult Acute Care
Nurse Practitioner national certifying
exam offered by the American Nurses Credentialing
Center (ANCC).
Palliative Care Certification:
Completion of didactic and practice units
allows the graduate to take the Certification
Examination for Advanced Practice Hospice
and Palliative Nurses administered by
the National Board for Certification of
Hospice and Palliative Nurses examination.
California
Grant Number: D09HP1041901
Project Title: Accelerated PhD Pathway
for Culturally Competent Care of Older
Adults
Applicant Organization: University
of California, Los Angeles
Address: 700 Tiverton Avenue Factor
Building, Los Angeles , California 90595
Project Director: Linda R. Phillips,
PhD, RN, FAAN, FGSA
Phone: (310) 206-0908
Fax: (310) 206-3241
Email: lrphillips@sonnet.ucla.edu
Organization Website: http://www.nursing.ucla.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this project is to prepare ethnically
diverse and culturally competent Academic
Nursing Faculty with knowledge, skills
and competencies to educate the next generations
of nurses to care for the increasing numbers
of ethnically diverse and vulnerable older
adults from underserved populations in
California through enhancements in an
existing, highly-ranked doctoral program
in nursing. The project has three
goals: (1) Assure the appropriate supply,
diversity and composition of doctorally
prepared Academic Nursing Faculty with
knowledge, skills and competencies in
care of ethnically diverse and vulnerable
older adults; (2) Assure the availability
of practicing nurses serving populations
bearing a disproportionate share of disease
and disability through the preparation
of an ethnically diverse, doctorally prepared
Academic Nursing Faculty; and (3)
Improve the knowledge, skills, and competencies
of doctorally prepared Academic Nursing
Faculty to educate the next generations
of nurses to care for the increasing numbers
of ethnically diverse and vulnerable older
adults in the US population.
Grant Number: D09HP09063-01
Project Title: Culturally Competent
Care for Underserved Populations
Applicant Organization: University
of California, Los Angeles
Address: 700 Tiverton Avenue, Factor
Bldg. Room #5-266, Los Angeles, CA 90095-6919
Project Director: Mary Ann Lewis,
DrPH, RN, FAAN
Phone: (310) 825-8476
Fax: (310) 206-4301
Email: mlewis@ucla.edu
Organization Website: www.nursing.ucla.edu
Project Period: July 1, 2008
– June 30, 2011
Abstract Narrative: The purpose
of this three-year proposal is to prepare
6-8 family, nurse practitioner graduates,
from the UCLA at the end of each grant
year to reduce health disparities among
underserved and high-risk populations
throughout California and the nation.
Specific objectives are to
1) Implement an intensive Underserved
Populations subspecialty designed to increase
the number of ethnically diverse, culturally
competent Family Nurse Practitioners who
are prepared to reduce health disparities
in underserved populations; 2) Enhance
cultural competencies necessary to provide
high quality, effective health care and
reduce health disparities in underserved
populations; 3) Increase the workforce
of culturally competent, expert nurse
practitioners working with underserved
populations in California and the USA;
and 4) Nurture professional leadership
learning necessary to effect system level
change in health care delivery for underserved
populations.
Grant Number: D09HP05315-04
Project Title: Caring for Vulnerable
Mothers and Babies in California
Applicant Organization: Interdepartmental
Nurse-Midwifery Education Program
Address: 1001 Potrero Avenue, 6D-29, San
Francisco, CA 94110-3518
Project Director: Amy Levi, CNM, PhD
Phone: (415) 206-4761
Fax: (415) 206-3112
Email: levia@obgyn.ucsf.edu
Organization Website: http://obgyn.medschool.ucsf.edu/page.cfm?id=370
Project Period: July 1, 2008
– June 30, 2011
Abstract Narrative: The increasingly
diverse cultural and demographic parameters
of the population of California require
a health workforce reflective of this
diversity and prepared to meet the cultural
needs of all Californians. The midcourse
review of Healthy People 2010 Goals
reveals lack of progress in improvement
of maternal and infant health outcomes
with high disparities for women and children
of color, in particular for preterm birth
and low birth weight. This application
continues to build on a strong foundation
of preparing midwives from diverse cultures
to serve vulnerable populations in rural
and other underserved settings, and thus
improve our ability to address Healthy
People 2010 goals. This competing continuing
application requests funding to 1) continue
and expand on the prior objectives of
Caring for Vulnerable Mothers and Babies
in California through distance
education modalities and 2) add two curricular
innovations in service delivery and business
training of graduate nurse-midwives. The
current project’s distance education modalities
will be enhanced through the addition
of web-based seminars, which will increase
student participation in the virtual classroom
and contact with distant clinical sites.
Grant Number: D09HP09066-01
Project Title: Limiting Health Disparities
in At-Risk Infants: NeoRISK Project
Applicant Organization: University
of California, San Francisco
Address: 2 Koret Way, Box 0606,
San Francisco, CA 94143-0606
Project Director: Christine Kennedy,
PhD, RN, PNP, FAAN
Phone: (415) 476-4668
Fax: (415) 753-2161
Email: christine.kennedy@nursingucsf.edu
Organization Website: www.usfca.edu/nursing
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of the Limiting Health Disparities in
At-Risk Infants: NeoRISK Project is to
prepare a diverse workforce of neonatal
nurse practitioners (NNPs) to provide
culturally competent, primary health care
for acutely ill and convalescing neonates
and infants in neonatal intensive care
units (NICUs) and during the transition
from hospital to home in community and
rural health settings in California (CA)
and Hawaii (HI). The program’s overarching
goal is to link and to expand NNP education
in the Schools of Nursing at the University
of California, San Francisco and the University
of Hawaii at Manoa to encompass health
care management for acutely ill neonates
and infants and to support transitional
health care management for infants at
risk of health care disparities related
to growth and development. The number
of preterm infants born annually in the
United States, particularly in CA and
HI, has increased significantly despite
the multiple medical interventions available
to limit preterm labor and delivery.
In the past 2 decades, preterm and term
neonates have been surviving their initial
hospitalization in NICUs at greater rates,
but this survival is attributable to the
availability of knowledgeable, skilled,
and culturally competent health care providers
who have intervened and supported their
multiple health care needs. There
is a serious growing national shortage
of NNPs and Neonatologists who can provide
hospital-based care for these vulnerable
infants and an extremely small number
of community-based providers who can manage
the unique growth and neurodevelopmental
needs that these infants experience after
discharge from an NICU. In addition,
in the past 2 decades, many NNP programs
have closed because of escalating costs,
extremely limited numbers of NNP faculty
to support these programs and many states
(e.g., HI) having no graduate programs
for NNPs.
Grant Number: D09HP09064-01Project Title: Improving Access and Quality
of Depression Care Through Collaboration
Applicant Organization: The Regents
of the University of California, San Francisco
Address: Box 0608, 2 Koret Way,
San Francisco, CA 94143-0608
Project Director: Bethany J. Phoenix,
PhD, RN
Phone: (415) 502-4407
Fax: (415) 476-6042
Email: beth.phoenix@nursing.ucsf.edu
Organization Website: www.usfca.edu/nursing
Project Period: July 1, 2008 - June
30, 2011
Abstract Narrative: Depression
is a public health problem of major significance
and the most common cause of disability
in North America. According to the
World Health Organization, depression
will be the second leading source of disability
worldwide by 2010. Untreated or under-treated
depressive disorders decrease productivity
and quality of life, disrupt relationships,
exacerbate medical illnesses, and increase
risk of suicide. Studies indicate that
care for depression is not adequate in
either primary care or specialty mental
health settings but that interdisciplinary
approaches can enhance depression care.
The purpose of this project is to
improve clinical training in care of patients
with depression and prepare graduates
to institute quality improvements for
depression care, especially in underserved
settings. The project will improve
interdisciplinary training in depression
care and increase the numbers of advanced
practice psychiatric nurses in underserved
areas who can provide effective, culturally
competent care to depressed individuals
across the lifespan by: 1) developing
case-based resources for interdisciplinary
training in evidence-based depression
care; 2) providing interdisciplinary coursework
and clinical experiences to enhance knowledge
and use of collaborative approaches to
depression care; 3) developing satellite
training sites in rural counties outside
the San Francisco Bay area, and 4) increasing
use of distance learning technologies
to facilitate participation by students
from rural areas.
District of
Columbia
Grant Number: D09HP09351-01
Project Title: Meeting the National Need
for Culturally Competent Doctoral Nurses
and Nursing Faculty
Applicant Organization: The George
Washington University
Address: 900 23rd Street
NW, Suite 6170, Washington, DC 20037 Project Director: Christine L. Pintz, PhD,
RNC, FNP
Phone: (202) 994-7805
Fax: (202) 994-2777
Email: npaclp@gwumc.edu
Organization Website: www.gwumc.edu/healthsci/departments/nursing
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The George
Washington University's Department of
Nursing Education (DNE) is requesting
support to enhance its Doctor of Nursing
Practice (DNP) program in order to increase
access to doctoral education for students
from underrepresented minority and economically
disadvantaged backgrounds. The Doctor
of Nursing (DNP) program has two overarching
goals:
- Build a sustainable doctoral-level
program that educates clinically trained
nurse practitioners (NPs) and nursing
administrators who are culturally competent;
and
- Prepare graduates for roles as clinicians/administrators
in Medically Underserved Areas (MUA),
Medically Underserved Populations (MUP),
and Health Professional Shortage Areas
(HPSA), and prepare minority graduates
in particular for roles as nursing faculty.
With a national focus, all coursework
is offered via electronic distance learning,
enabling DNP students to pursue a high-quality
terminal degree whether they reside in
a rural or urban setting. Furthermore,
by emphasizing clinical experience that
requires the demonstration of cultural
competence as well as leadership in complex
healthcare settings, students will receive
direct experience tailored to the populations
they will serve in their communities.
At a minimum, 50 percent of students
will gain field experience in medically
underserved areas.
Students may enter the DNP program either
post-baccalaureate or post-master's. Curriculum
for both entry points provide opportunities
for students to learn about and demonstrate
competence in quality improvement initiatives
and knowledge of public health and healthcare
systems to assure the infrastructure to
support an efficient and effective national
health professions workforce and nursing
faculty. Graduation requirements
include completion of quality improvement
and clinical research projects.
The DNP program, part of the DNE's distance
learning graduate programs, will provide
nursing students greater opportunities
to fill roles in clinical practice, administration,
and nursing education. Program graduates
will be eligible to take the Nursing Administration,
(Advanced), Adult Nurse Practitioner and
Family Nurse Practitioner Certification
Examination offered by the American Nurses
Credentialing Center, as well as nurse
practitioner certification from the American
Academy of Nurse Practitioners.
Florida
Grant Number: D09HP09065-01
Project Title: Doctor of Nursing
Practice: Focused on Caring for a Diverse
Aging Population
Applicant Organization: Florida
Atlantic University
Address: 777 Glades Road, Boca Raton,
FL 33431-0991
Project Director: Ruth M. Tappen,
EdD, RN, FAAN
Phone: (561) 297-3188
Fax: (561) 297-2170
Email: rtappen@fau.edu
Website Address: http://nursing.fau.edu/newnursingsite/index.html
Project Period: July 1, 2008
– June 30, 2011
Abstract Narrative: The purpose
of this proposed project is to establish
a new Doctor of Nursing Practice (DNP)
degree program within the Christine E.
Lynn College of Nursing at Florida Atlantic
University, Boca Raton, Florida, that
will address the demographic imperative
of a rapidly expanding and increasingly
diverse aging population. Over the
next two decades, the proportion of Black
older adults will increase from 8% to
14% of the total population over 60, the
number of Hispanics will leap from 4%
to 20% and the White, non-Hispanic proportion
will drop from 85% to 76% (U.S. Census
Bureau). These racial/minority groups,
as a whole, experience poorer health and
lower quality health care. The importance
of better preventive care is underscored
by a startling statistic: just 3 behaviors
- smoking, poor diet and inactivity -
are the root cause of 35% of deaths in
the United States, underlying much of
the heart disease, stroke, cancer and
diabetes that shorten lives and overwhelm
the health care system.
Our goal is congruent with one of CDC's
top priorities: to increase the
number of older adults who live longer,
high-quality, productive and independent
lives by preparing advanced education
nurses who can address the health needs
of an expanding and increasingly diverse
older population through the design and
redesign of more effective, culturally
appropriate health services and through
their impact on local, state and national
health care policy.
The nursing workforce of Florida falls
far short of the projected need, both
in total number and in diversity. Graduates
of the proposed new DNP program will constitute
a diverse new practice-oriented leadership
group that can keep more nurses active
in practice and redesign the work that
they do in order to more effectively meet
the needs of an expanding and increasingly
diverse older population.
Grant Number: D09HP09084-01
Project Title: CRNA Program for
the Underserved
Applicant Organization: University
of South Florida
Address: 3650 Spectrum Blvd., Suite
160, Tampa, FL 33612-4962
Project Director: Sierra Gower
Phone: (813) 974-6743
Fax: (813) 974-5418
Email: sgrower@health.usf.edu
Organization Website: http://www.nursing.iupui.edu/
Project Period: July 1, 2008 – June
30, 2011
This new proposal requests funding to
support the University of South Florida’s
College of Nursing's certified registered
nurse anesthetist (CRNA) program. The
College received accreditation from the
Council on Accreditation (American Association
of Nurse Anesthetists) in 2006; a charter
class began studies in August 2006. The
College of Nursing is responding to national
and state needs for nurse anesthetists
who are representative of all populations
and who wish to provide care to medically
underserved areas. According to
the Florida Hospital Association (2005)
annual nurse staffing survey vacancy rate
for certified registered nurse anesthetists
were 11.1 percent, second only to telemetry
registered nurses out of all nursing specialties.
CRNA turnover rates were also shown
to be up from 3.0% in 2003 to 5.6% in
2004 and the length of time to fill vacant
positions for CRNAs was among one of the
highest.
Florida is becoming increasing diverse
with minorities comprising approximately
34% of the population. Medically
underserved areas are present in both
large metropolitan areas as well as entire
counties. The objectives of this
proposal include: (1) Expand the advanced
practice nursing program to prepare Certified
Registered Nurse Anesthetist to help alleviate
the current and projected nation-wide
shortage, (2) Recruit and retain nurse
anesthesia students from underrepresented
populations and underserved areas, (3)
Prepare nurse anesthesia graduates to
provide developmentally and culturally
appropriate anesthesia services to patients
across the lifespan, particularly populations
with disproportional prevalence of disease
and disability, and (4) Development of
clinical education sites to adequately
support the learning needs and program
goals. The objectives will be met
through consultation with a nationally
recognized expert in nurse anesthesia
programs, and the development of a comprehensive
recruitment program that targets minority
populations beginning with middle schools
in underserved areas.
Grant Number: D09HP05310-04
Project Title: An Innovative and
Culturally Diverse Nurse Anesthesia Program
Applicant Organization: University
of Miami
Address: 5030 Brunson Drive, Coral
Gables, FL 33146
Project Director: Nathaniel Apatov,
CRNA, PhD, ARNP
Phone: (305) 284-6164
Fax: (305) 284-5318
Email: nateapatov@miami.edu
Organization Website: www.miami.edu/nur
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of the proposed project is to expand the
Nurse Anesthesia Program (NAP) at the
University of Miami School of Nursing
and Health Studies to address under representation
of minority nurse anesthetists in the
workforce and to graduate culturally competent,
advanced practice nurses to care for medically
underserved areas in South Florida. Launched
in July 2005, the NAP was designed to
increase the number of CRNAs in Miami-
Dade County. The NAP curriculum
is based on best practices in anesthesia
care and uses evidence-based instructional
methods to train students. State-of-the-art
high-fidelity simulators are used throughout
the curriculum to enhance students’ clinical
experiences prior to clinical rotations
in practice settings. Further, a
diverse pool of clinical practice sites
provides a comprehensive array of clinical
experiences that hallmark the standards
of anesthesia care practice. The
NAP is the only program offered at an
Academic Health Center in Florida, creating
a comprehensive interdisciplinary educational
environment unavailable at many other
universities. HRSA funding will
help sustain and expand the NAP over the
next three years. This approach, coupled
with the Center for Patient Safety, provides
ample opportunities to recruit and educate
advanced practice nurses from diverse
backgrounds to deliver culturally appropriate
quality care to an indigent population.
Grant Number: D09HP09357-01
Project Title: Increasing Diversity,
Cultural Competence, and Clinical Skills
in a Nurse Anesthetist Program
Applicant Organization: University
of North Florida
Address: 1 UNF Drive, Jacksonville,
FL 32224
Project Director: John McDonough,
CRNA
Phone: (904) 620-1422
Fax: (904) 620-2848
Email: jmcdonou@unf.edu
Organization Website: www.unf.edu/brooks/nursing/index.html
Project Period: July 1, 2008
– June 30, 2011
Abstract Narrative: The project’s
purpose is to expand the fully-accredited
Nurse Anesthetist Program at the University
of North Florida’s School of Nursing to
increase the number of culturally diverse
and culturally competent nurse anesthetist
graduates who practice in medically underserved
areas. The project, which also proposes
to increase the diversity of the nurse
anesthesia faculty in its community-based
curriculum, provides linkages with major
area hospitals serving minorities and
the underserved.
The increasing need for nurse anesthetists
that are culturally-sensitive and representative
of the diverse population of the region
is reflected in the robust job market,
the demand driven by changing health care
practices, projected statewide shortages
relative to anticipated retirement of
certified registered nurse anesthetists
(CRNAs), and the inability of institutions
to produce enough advanced education nurses
to meet the need. The project will
increase admissions from 20 to 29 by its
third year, with enrollment totaling 72
in grant Year 3. Graduates will
be eligible for the ARNP license from
the Florida Board of Nursing, with the
CRNA credential awarded upon successful
completion of the National Certification
Examination.
Methods to achieve these objectives include
advertising to key nursing audiences including
minority educational institutions; selecting
student clinical experiences with medicallyunderserved
populations; retention strategies using
remediation and close monitoring of student
progress; recruitment and development
of minority faculty; strategies in both
didactic and clinical settings to develop
cultural competence and sensitivity (including
refinement of a Culture and Health course
to include HRSA approved curriculum components
and cultural competency assessment); increased
student and preceptor access to clinical
content via enhanced technology; use of
patient simulators for the development
of critical thinking, clinical skill development,
and student remediation; and a newly-developed
course in Pain Evaluation and Management
emphasizing non-pharmacological treatment
of pain.
Hawaii
Grant Number: D09HP09075-01
Project Title: Implementation of
a New Adult Clinical Nurse Specialist
Program Using Electronic Distance Learning
Technology
Applicant Organization: University
of Hawaii at Manoa
Address: 2528 McCarthy Mall, Webster
438, Honolulu, Hawaii, 96822
Project Director: Francisco Conde
Phone: (808) 956-3262
Fax: (808) 956-9081
Email address: fconde@hawaii.edu
Organization Website: http://www.nursing.hawaii.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The University
of Hawaii at Manoa School of Nursing and
Dental Hygiene (UHMSONDH) requests
funding to implement a new adult clinical
nurse specialist (CNS) program using electronic
distance learning technology. Presently,
there are no adult CNS programs at colleges
or universities in Hawaii. Also,
due to Hawaii’s geography, transportation
costs, and time constraints, access to
traditional campus-based nursing programs
only offered on Oahu is a major barrier
for nurses from the neighbor islands and
rural underserved areas to pursue advanced
education in nursing. Thus, through
the implementation of an adult CNS program
via electronic distance learning methodologies,
such as video teleconference and Sakai
online learning system, nurses who are
unable to access classes in the traditional
on-campus setting will be able to acquire
the necessary knowledge and skills to
become clinical nurse specialists. Secondly,
it will increase the number of adult CNS
practicing in rural and/or underserved
areas, which is a critical need within
the state, and will focus on the national
need to increase diversity within health
care organizations.
The project evaluation will include both
formative (e.g. recruitment procedures,
enrollment figures, course content, distance
learning experience) and summative (e.g.
graduate achievement, employment, employer
satisfaction) evaluations. The evaluation
will also include faculty assessment of
the project (instructional design and
technical support). Results of this
project will help prepare clinical nurse
specialists to provide advanced nursing
care to improve health outcomes of Hawaii’s
culturally diverse acutely and critically
ill adult patients.
Grant Number: D09HP05305-04
Project Title: An Online PhD Program
for Rural Underserved Communities
Applicant Organization: University
of Hawaii at Manoa
Address: Webster Hall, 2528 McCarthy
Mall, Honolulu, Hawaii, 96822
Project Director: Sandra Ann LeVasseur,
PhD
Phone: (808) 956-0894
Fax: (808) 956-3257
Email: sandraal@hawaii.edu
Organization Website: http://www.nursing.hawaii.edu/
Project Period: July 1, 2008 – June
30, 2011
The University of Hawaii at Manoa School
of Nursing and Dental Hygiene (UHM SONDH)
requests continuation funding to complete
the implementation and evaluation of its
Online PhD program. In early 2000,
the increasing production of doctorally
prepared nurses was identified as a major
strategy to address the growing nursing
shortage and enhance educational capacity.
However access to a campus based PhD program
offered only on Oahu was identified as
a major impediment for nurses from the
neighbor islands and rural underserved
areas. Thus, the original proposal
requested funding from HRSA to enhance
the SONDH PhD program by transforming
it into an online program, increase minority
student enrollment with specific attention
to Native Hawaiian, American Asian, and
Pacific Islanders (AAPI) in rural underserved
areas, and enhance cultural competency
in the curriculum.
To date, UHM SONDH remains the only institute
offering a PhD in nursing in the State
of Hawaii. In three years, using
a collaborative approach, the current
program is transforming from a traditional
PhD program into a robust online program.
The transfer and redesign of coursework
to an online program have been successfully
completed in the original project timeframe.
A number of required face-to-face
intensive sessions also build community
and foster professional support systems
within each student cohort. Evaluations
reveal the intensive sessions for first
and second year are very well received
by students. Applications increase
yearly and admissions criteria to the
program have ensured a diverse student
population. As of fall 2007, 58%
of the 38 enrolled students represent
AAPI and rural underserved areas. Student
retention rates are excellent and the
first online student cohort will complete
the coursework phase of the program at
the end of spring 2008 and begin the transition
into the dissertation phase of the program.
Illinois
Grant Number: D09HP09354-01
Project Title: Project FIG: Filling
in Competency Gaps
Applicant Organization: Rush University
Medical Center
Address: 1653 West Congress Parkway, Chicago,
IL 60612
Project Director: Linnea Carlson-Sabelli
Phone: (312) 942-6120
Email: fconde@hawaii.edu
Organization Website: www.rushu.rush.edu/nursing
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this grant is to increase the proportion
of nurses who are prepared to meet psychiatric
mental health and primary health care
needs of patients with mental illnesses
in rural and underserved areas; to increase
availability of mental health services
to populations who have a disproportionate
share of mental illnesses related to lack
of services and conditions of poverty;
to improve psychiatric mental health knowledge,
skills and competencies, including cultural
competence, and collaboration of advanced
practice students and practitioners in
rural and culturally diverse clinical
settings; and to provide an infrastructure
to increase efficiency and effectiveness
of the national psychiatric mental health
work force.
The 3-pronged plan involves a 1) vigorous
recruitment effort to attract nurses working
in rural and remote clinical sites to
the highly acclaimed Rush University online
PMH-NP program, 2) the launching of a
comprehensive and unique online Competency
Development System (CDS) to supervise
and promote the clinical competency development
of PMH-NP students with diverse backgrounds
in remote and uneven clinical placements,
and 3) Improvement and expansion of the
database driven Aha! Professional Development
site for PMH-NPs across the United States.
Federal agencies are looking to the mental
health professions for competency based
educational models that fit with the transformation
vision. This project provides an
innovative solution for faculty management
of competency development for students
who are in graduate level clinical practicums
and residencies.
Grant Number: D09HP02989-04
Project Title: Addressing Cardiometabolic
Risk and Disease in Advanced Practice
Nursing Education
Applicant Organization: University
of Illinois at Chicago
Address: 845 South Damen Avenue
(M/C 802), Chicago, IL
Project Director: Jean K. Berry,
PhD, RN, ANP
Phone: (312) 996-7931
Fax: (312) 996-4979
Email: jkberry@uic.edu
Organization Website: www.uic.edu/nursing
Project Period: July 1, 2004 – June
30, 2011
Abstractive Narrative: The purpose
of this continuation application for our
current successful Adult/Geriatric Advanced
Practice Nurse (A/G APN) is to add a new
cardiometabolic specialty concentration
at the 5 campuses (4 rural regional campuses
and Chicago) of the University of Illinois
at Chicago (UIC) College of Nursing (CON).
Our current A/G APN Program has
successfully produced APNs who skillfully
address health care needs in diverse populations.
However, we identified a need for specialty
curricular content to address the overwhelming
incidence of chronic, non-communicable
cardiometabolic diseases such as type
2 diabetes, obesity, stroke, and cardiovascular
disease accounting for about 60% of deaths
worldwide. Dramatic increases in diabetes
and obesity in the United States contribute
to drastic rises in cardiometabolic disorders
and related morbidity and mortality. Increased
management skills and prevention measures
are urgently need for these diseases,
and this content will be developed to
enhance the current course material and
clinical experiences and be offered for
certification, continuing education (CE),
and post-master's training.
The program scope will include content
for Acute Care Nurse Practitioner students
to prepare for managing severe complications
of these metabolic diseases in acute and
non-acute settings. UIC is dedicated to
meeting the needs of underserved populations,
and the incidence of cardiometabolic disorders
is significantly higher in these populations.
Of Illinois' 102 counties, 84 are
considered rural by the Center for Rural
Health of the Illinois Department of Public
Health; 25 are medically underserved areas
(MUAs); 25 are Health Professional Shortage
Areas (1-IPSAs); and 5 are both MUAs and
HPSAs. The proposed continuation
project is charged with preparing MUA,
rural, and urban providers who will serve
these populations.
Indiana
Grant Number: D09HP09071-01
Project Title: Development of a Dedicated
On-line Educational Platform for Masters
of Science in Nursing Programs at Purdue
University Calumet School of Nursing
Applicant Organization: Purdue University
Calumet School of Nursing
Address: 2200 W. 169th
St. Hammond, IN 46323
Project Director: Charlene Gyurko, PhD,
RN, CNE
Phone: (219) 989-2818
Fax: (219) 989-2848
Email: gyurkoc@calumet.purdue.edu
Organization Website: http://www.nursing.purdue.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this three-year Advanced Nursing Education
project is to increase the enrollment
and graduation rates of Advanced Practice
Nurses from Purdue University Calumet
School of Nursing through the implementation
of a dedicated online educational platform
for the Master's of Science with a Major
in Nursing Programs. The emphasis
of this project is to remove time and
space barriers for potential graduate
nursing students, while retaining high
quality, cost effective education. Purdue
University Calumet School of Nursing has
had a long standing record of producing
graduates who succeed on national certification
exams and work in underserved communities.
With the help of this grant, PUC
graduate faculty members will transform
curricula into a distance education format,
develop innovative pod casts, and train
faculty members to support the technological
needs of students. To ensure quality,
a distance education, continuous quality
improvement plan will be implemented.
Faculty certification as distance educators
will be mandated and all courses will
meet the criteria for Inter-Institutional
Quality Assurance in Online Learning.
Purdue University Calumet School of Nursing,
being cognizant of the needs of its medically
underserved community, is poised to produce
greater numbers of advanced practice nurses,
thereby helping to eliminate health disparities.
Curricula offered will include Family
Nurse Practitioner, Clinical Nurse Specialist,
and Post-Masters Certificate in the aforementioned
areas as well as Nursing Education. Over
the three year grant period, enrollment
is planned to increase by 60 students,
with an emphasis on recruiting economically
and culturally diverse students while
focusing on student retention and success.
Grant Number: D09HP09347-01
Project Title: APN Distance-Accessible
Mental Health Programs
Applicant Organization: Indiana
University
Address: 111 Middle Drive, Indianapolis,
IN 46202
Project Director: Sara Horton-Deutsch,
DNSc, APN, RN
Phone: (317) 274-2425
Fax: (219) 989-2848
Email: shortond@iupui.edu
Organization Website: http://www.nursing.iupui.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: This proposed
project addresses the Bureau of Health
Professions’ National Goals of improving
access to quality health care through
appropriate recruitment and education
of health professionals. The project
focuses on the outcomes of increasing
the number, diversity, and distribution
of advanced practice psychiatric mental
health nurses in rural and underserved
regions of Indiana by making advanced
education available through the development
of a distance-accessible program. It
will serve to educate those who are committed
to being psychiatric/mental health clinical
nurse specialists (CNS), psychiatric nurse
educators and/or faculty, and psychiatric
nurse practitioners (NP), as well as those
seeking post-master’s psychiatric certification.
By increasing the numbers of Psychiatric
Mental Health Advanced Practice Nurses
(PMHAPNs), we are making available more
practitioners and educators in the community
and in academic settings who will have
the potential to improve the quality of
care.
Population(s) to be Served: The
IUSON, a public state university, serves
Indiana and draws modest numbers from
the Midwest region. Ninety percent
of our nursing students are from within
the state. Nearly 50% of the counties
in Indiana are classified as rural and
over 90% of these areas are mental health
shortage areas. Indiana’s suicide
rate has been higher than the national
average for over a decade and long wait
lists for community mental health services
has been sited as a major problem.
Kentucky
Grant Number: D09HP09069-01
Project Title: FSMFN Distance Education
DNP Program
Applicant Organization: Frontier
School of Midwifery and Family Nursing
Address: 195 School Street Hyden,
KY 41749
Project Director: Susan E. Stone,
DNSc, CNM, FACNM
Phone: (859) 253-3637 ext. 5010
Fax: (859) 514-1347
Email: susan.stone@frontierschool.edu
Organization Website: http://www.frontierschool.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The Frontier
School of Midwifery and Family Nursing
(FSMFN) provides advanced educational
preparation for nurses who seek to become
nurse-midwives (CNM), family nurse practitioners
(FNP), or women’s health care nurse practitioners
(WHCNP) by providing a community-based
distance graduate program leading to a
Master of Science in Nursing (MSN) or
a post-master’s certificate. Our
mission is to provide a high quality education
that prepares nurses to become competent,
entrepreneurial, ethical and compassionate
nurse-midwives and nurse practitioners
who will provide primary care for women
and families residing in all areas with
a focus on rural and medically underserved
populations. The FSMFN meets the
needs of prospective nurse-midwives and
nurse practitioners who are not able to
leave their home communities to obtain
the graduate education they desire to
fulfill their professional aspirations.
FSMFN aims to eliminate health barriers
by providing highly skilled APNs at the
Doctoral level distributed throughout
the country, with the majority of graduates
residing and practicing in rural and underserved
areas. FSMFN will work to recruit
an increased percentage of students from
minority and disadvantaged backgrounds
in an effort to diversify the nursing
workforce of the country and eliminate
health disparities. Finally, FSMFN
offers an exceptional program of study
with full accreditation in an innovative
distance format to ensure that the clients
of graduates receive quality care. FSMFN
will work to accomplish these goals by
completing the following objectives:
Louisiana
Grant Number: D09HP09072-01
Project Title: High Tech and High
Touch: Developing Nurse Educators in Underserved
Populations
Applicant Organization: Louisiana
State University
Address: 1900 Gravier Street, New
Orleans LA 70112
Project Director: Jennifer Couvillon,
PHD, RN, CNE
Phone: (504) 568-4185
Fax: (504) 568-5853
Email: jcouvi@lsuhsc.edu
Organization Website: http://www.lsuhsc.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: This proposal
provides a new Masters in Nursing Education
(MN Ed) track focused on developing education
skills in BSN-prepared nurses caring for
underserved populations in the State of
Louisiana. The MN Education track
will a) prepare nurses to be nurse leaders
and teach in the educational and practice
setting, b) implement outcome based practice
in education as well as clinical strategies,
c) allow nurses to remain in and contribute
to their profession as a nurse educator
in the academic and practice setting,
and d) assist nurses to practice at the
full scope of their educational ability.
The curriculum is congruent with
the American Association of Colleges of
Nursing’s guidelines for MN programs,
as well as the Commission on Collegiate
Nursing Education’s accreditation, the
National League for Nursing’s certification
competencies and the Louisiana Board of
Nursing. The MN Ed program at Louisiana
State University Health Sciences Center
School of Nursing (LSUHSC SON) has been
approved by the Louisiana State Board
of Regents and endorsed by a full faculty
vote at the SON. The program will
utilize state-of-the art technology (High
Tech) to emphasize culturally competent
sensitive teaching (High Touch). The
use of technology to deliver this new
program allows students to live and work
in underserved areas in the state of Louisiana
while pursuing their MN Ed degree.
Massachusetts
Grant Number: D09HP09067-01
Project Title: Pediatric Nurse Practitioners
for Urban Children at Risk
Applicant Organization: Northeastern
University
Address: 360 Huntington Avenue, 401 Robinson
Hall, Boston, MA 02115
Project Director: Michelle A. Beauchesne,
DNSc, RN, CPNP, FNAP, FAANP
Phone: (617) 373-3621
Fax: (617) 373-3050
Email: m.beauchesne@neu.edu
Website: http://www.neu.edu/
Project Period: July 1, 2008 - June
30, 2011
The purpose of this new proposal to prepare
Pediatric Nurse Practitioners (PNPs) with
specialized skills in caring for children
living in urban settings, who are at risk
across the continuum of care, is consistent
with the legislative purpose "to prepare
advanced education nurses through the
enhancement of advanced nursing education
and practice." This grant seeks
support to specifically enhance the Primary
Care PNP (PCPNP) program with a focus
on evidence-based, interdisciplinary urban
health care and develop an Acute Care
PNP (ACPNP) track. Currently, there is
no program to prepare PNPs in any New
England state university system. As
of 2007 formal academic preparation in
acute care is required to sit for the
ACPNP certifying exam (PNCB). This
is the only ACPNP program in the Northeast
Region and will meet the demand for a
transitional post-masters for PCPNPs already
employed in acute care settings now needing
to acquire this new credential. The
proposed competency based curriculum,
needing only 6 additional credit hours
in a summer session, allows students to
sit for either the PCPNP or ACPNP certification
exams or, utilizing a cooperative education
model, sit for both exams.
For almost two decades our PNP program
has educated PCPNPs to understand the
context of where and how children live
so that they may provide community based,
culturally sensitive care. This
proposal builds upon our strong foundation
in urban health as we expand into acute
care. The innovative design, using
a cooperative experience in the ACPNP
blended and post-masters program options,
provides a seamless approach to bridging
the gap in fragmented services, reducing
health care disparities and creating access
to preventive care. (HP2010) This
project substantially benefits underserved
populations; we request the statutory
funding preference.
Grant Number: D09HP09079-01
Project Title: Advanced Practice
Program in Forensic Nursing
Applicant Organization: Boston College
Address: 140 Commonwealth Avenue,
Chestnut Hill, MA 02467
Project Director: Angela F. Amar,
PhD, APRN, BC
Phone: (617) 552-0180
Fax: (617) 552-0745
Email: angela.amar@bc.edu
Organization Website: www.bc.edu/schools/son
Project Period: July 1, 2008 – June
30, 2011
The overall goal of this project is to
incorporate a new focus within the existing
curricula by creating an 18 credit Advanced
Practice Program in Forensic Nursing.
Forensic nursing is a newer specialty
that prepares nurses to assess and mange
the physical and mental health needs of
individuals affected by violence and crime
and to provide forensic assessment, evidence
collection, forensic documentation, and
court testimony. This program provides
an additional specialty to advanced practice
nurse. The goals of the forensic
program are to: 1) develop, implement
and evaluate a new Master of Science program
focus in forensics and to prepare graduates
as Advanced Practice Forensic Nurses (APFN);
2) expand upon and develop new linkages
with community agencies and institutions
that provide forensic services to victims,
their families, and perpetrators; 3) develop
and utilize theoretical and empirical
knowledge that advances excellence in
forensic nursing practice, education and
research and 4) develop a program component
that addresses cultural competence and
sensitivity (BHPr Goal 1, 3, 4, Linkages).
Graduates will be eligible to undergo
the portfolio credentialing process for
the APFN offered by the American Nurses
Credentialing Center.
The proposed project responds to the
societal need generated by increasing
numbers of individuals whose lives are
affected by violence and crime and addresses
the goals of Healthy People 2010 (1].
The purpose of this project is to
offer a comprehensive program that will
develop advanced practice nurses' skills
in forensics thereby increasing the number
of nurses who can provide forensic care.
As this program increases the capacity
to help underserved individuals and meets
a public health need, we are requesting
a funding preference. Targeted applicants
include individuals who are already Nurse
Practitioners/Clinical Nurse Specialists,
or pursuing a dual specialty. The
curriculum emphasizes: primary, secondary,
and tertiary prevention of violence, crime,
and traumatic injury; forensic assessment
and evaluation; forensic documentation
and court testimony; leadership and administration
of forensic nursing; advancement of forensic
nursing science; policy and influence
legislation; collaboration with healthcare,
social services, and criminal justice
system professionals to enhance the care
of victims and perpetrators of violence;
and biopsychosocial needs of individuals,
families, communities, and populations.
Michigan
Grant Number: D09HP05365-04
Project Title: Graduate Nurse-Midwifery
Education in the Urban Environment
Applicant Organization: Wayne State
University
Address: 5557 Cass Ave., Rm. 248,
Detroit, MI 48202
Project Director: Deborah S. Walker,
DNSc, CNM, FACNM
Phone: (313) 577-5926
Fax: (313) 577-4188
Email: dswalker@wayne.edu
Organization Website: http://www.nursing.umich.edu/
Project Period: July 1, 2008 - June
30, 2011
Abstract Narrative: The overall
purpose of this competing continuation
application submitted by Wayne State University
College of Nursing (WSU CON) in Detroit,
MI, as authorized under Public Law 105392,
section 811, is to enhance advanced nursing
education to prepare certified nurse-midwives
(CNMs). This health care provider,
eligible for certification as a nurse-midwife
from the American Midwifery Certification
Board (AMCB), will provide culturally
competent, family- centered, evidence-based
primary care to urban Detroit women and
families many of whom are underserved
and experience racial and ethnic health
disparities. There is a critical
need for primary care providers in Detroit
where Health Professional Shortage Areas
(HPSA) contain approximately 500,000 people.
Detroit’s population is 82.7% African
American and despite many health care
initiatives, African Americans still suffer
disproportionately higher disease and
death rates. Named the most dangerous
city in the U.S. again in 2007, Detroiters
also experience high rates of violence
and social problems. To address
these critical health care needs, the
objectives of this competing continuation
application are:
- Strengthen and evaluate the current
curriculum to educate certified nurse-midwives
who are prepared to provide culturally
competent care to vulnerable populations
in medically underserved areas, especially
urban environments. (HP2010) (National
Goal II)
- Strengthen recruitment, admission
and retention activities directed toward
reflecting the ethnic and demographic
diversity of Detroit and southeastern
Michigan and admit well- qualified nurse-midwifery
students. (National Workforce Goal I)
- Increase the ability of nurse-midwife
graduates to care for women and families
in the urban environment by incorporating
content on racial and ethnic health
disparities, mental health issues and
an urban health community experience
in collaboration with the Skillman Center
for Children, Detroit Department of
Health Promotion and Wellness, the Detroit
School District (Kids into Health Careers)
and/or Sexual Assault Nurse Examiners
(SANE).
The proposed project will enhance the
ability of nurse-midwives to diagnose
and manage mental health disorders and
increase the content and clinical experiences
in the area of health disparities, family
violence, homelessness, depression and
substance abuse. Recruitment will
specifically focus on individuals from
the urban area, racial and ethnic minorities
and those committed to practicing in urban
underserved areas. The competing
continuation specifically focuses on strengthening:
a) the integration of Healthy People 2010
objectives; b) the cultural competency
component; and c) the established linkages
with the WSU School of Medicine, the SANE/SAFE
programs and additional clinical sites.
A strong evaluation plan will allow
for evaluation of all aspects of the nurse-midwifery
program. The ultimate goal of this
project will be achieved when a certified
nurse-midwife practicing in the urban
underserved setting provides high quality,
culturally competent, family-centered,
evidence-based primary care to women,
newborns and families within the context
of their communities.
Mississippi
Grant Number: D09HP09062-01
Project Title: Mississippi Consortium
for GNP and PMHNP Clinical Tracks
Applicant Organization: University
of Mississippi Medical Center
Address: 2500 North State Street,
Jackson, MS 39216-4505
Project Director: Kaye Bender, PhD,
RN, FAAN
Phone: (601) 984-6220
Fax: (601) 815-5958
Email: kbender@son.umsmed.edu
Organization Website: http://www.umc.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this program is to provide advanced
practice nursing leaders to improve access
to quality health care and reduce health
disparities in two rural, medically underserved,
vulnerable populations, older adults and
persons with mental health problems, by
offering collaborative, specialized advanced
practice nursing education in five state
universities. This purpose will be accomplished
through the Mississippi Educational Consortium
for Specialized Advanced Practice Nursing
(MECSAPN) by offering consortium-based
collaborative curricula for gerontological
and psychiatric-mental health nurse practitioners.
An educational consortium formed
of all five state university nursing programs
in Mississippi that offer the master’s
degree will provide the infrastructure
for curricula delivery and evaluation.
This approach to preparing nurse practitioners
in two much needed specialties (gerontological
and psychiatric-mental health nurse practitioners)
in support of HRSA goals of eliminating
health barriers, assuring quality of care,
and improving the health care system.
The goals of this project will be enacted
through the MECSAPN. The primary structure
of the consortium is a free-standing collaborative
organization endorsed in August, 2007,
by the MS Institutions of Higher Learning
(IHL) Council of Deans and Directors.
The Strategic Members of the consortium
are the directors of the graduate nursing
programs in each of the five participating
schools of nursing, or their designees:
Alcorn State University (ASU) in
Natchez, a Historically Black University,
Delta State University (DSU) in Cleveland,
MS University for Women (MUW) in Columbus,
University of MS Medical Center (UMMC)
in Jackson, and University of Southern
MS (USM) in Hattiesburg. The strategic
member officers include a chair and a
secretary rotating annually in alphabetical
order among the five schools. The
strategic members are the Executive Committee
of the consortium and at least for the
first year of the project will serve as
Track Coordinators for the GNP and PMHNP
specialty courses.
Missouri
Grant Number: D09HP10440-01
Project Title: Translational Education
for Quality Outcomes
Applicant Organization: The Curators
at the University of Missouri on behalf
of University of Missouri, St. Louis
Address: One University Boulevard,
St. Louis, MO 63121-4400
Project Director: Roberta K Lee,
DrPH, RN, FAAN
Phone: (314) 516-6076
Fax: (314) 516-6730
Email: Bobbie_Lee@umsl.edu
Organization Website: http://www.umsl.edu~nursingweb/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: This proposed
project seeks funding for Master’s and
PhD students in both advanced nurse practitioner
and clinical specialist options. We
also offer nurse educator and nurse leader
programs. Only students who are
eligible for certification in an advanced
practice area will be eligible for traineeship
support. Students are educated and
trained in both rural and urban settings.
St. Louis is a large metropolitan
area that serves large numbers of economically
disadvantaged patients in a variety of
primary health care settings. The
majority of our urban students stay in
the St. Louis metropolitan area upon graduation
which leads to an increasing number of
advanced practice nurses who provide care
for underserved metropolitan patients.
Students educated in the outreach program
often stay in their home settings and
provide advanced practice care to patients
in underserved rural areas. Additionally
because of the nurse faculty shortage,
this funding helps prepare advanced practice
nurses to assume faculty roles in both
urban and rural settings in Missouri.
New Jersey
Grant Number: D09HP09082-01
Project Title: Adult Health/Geriatric
Nurse Practitioner Master of Science in
Nursing (MSN) Blended Program
Applicant Organization: University
of Medicine and Dentistry of New Jersey
Address: 65 Bergen Street, Newark,
NJ 07107-3001
Project Director: Gerti E. Heider,
PhD, RN, APRN-BC
Phone: (973) 972-9603
Email: heiderge@umdnj.edu
Organization Website: http://www.sn.umdnj.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this project is to establish a new
first Adult Health/Geriatric Nurse Practitioner
Masters of Science in Nursing (MSN) Blended
Program at the University of Medicine
and Dentistry of New Jersey-School of
Nursing (UMDNJ-SN) designed to provide
graduates with eligibility for dual certification
by the American Nurses Credentialing Center
(ANCC). The program seeks to prepare
advanced practice nurses to provide primary
care to the entire adult population (age
18 and up) and meeting the unique health
care needs of older adults, including
young-old, old, frail and old-old adults.
Emphasizing a wellness paradigm, the program’s
objectives are designed to: 1) increase
health promotion & disease prevention;
2) decrease healthcare disparities; 3)
increase access to care; and 4) provide
culturally competent quality care to all
adults throughout the lifespan with a
focus on underserved and vulnerable populations.
As these outcomes are enhanced by
a nursing workforce that reflects the
demographics of the populations served,
an emphasis will be placed on recruiting
ethnically diverse nurses to this program.
The curriculum provides for a systematic
integration of advanced practice clinical
content, culturally competent health promotion,
and disease prevention content consistent
with the initiatives of Healthy People
2010, health policy and health services
research, and a focus on public health
and the community.
The Adult Health/Geriatric Nurse Practitioner
MSN Blended Program will be located on
the UMDNJ Newark and Stratford campuses
in collaboration with the School of Osteopathic
Medicine (SOM) through the Institute for
Successful Aging. The dual focus
49-credit curriculum provides for a systematic
integration of advanced practice clinical
content, culturally competent health promotion
across settings and disease prevention
content consistent with the initiatives
of Healthy People 2010, health policy
and health services research, and a focus
on public health and the community. All
students will practice with culturally
diverse populations and high risk medically
underserved populations. The curriculum
plan is congruent with recommendations
from the Master’s Essentials document
of the American Association of Colleges
of Nursing. Content is inclusive
of the domains and competencies set forth
by the National Organization of Nurse
Practitioner Faculties (NONPF). Formative
and summative evaluation of the program
will be conducted to determine if the
objectives of the project have been met.
The University of Medicine and Dentistry
of New Jersey will fully support the continuation
of the project when funding ends.
Grant Number: D09HP09080-01
Project Title: Advanced Community
Health Nursing Leadership Education Program
Applicant Organization: University
of Medicine and Dentistry of New Jersey
Address: 65 Bergen Street, Newark,
NJ 07107
Project Director: Frances Munet-Vilaro,
PhD, RN
Phone: (973) 972-9589
Email: munetvfr@umdnj.edu
Organization Website: http://www.umdnj.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: Under Title
VIII of the Public Health Service (PHS)
Act, as amended by Subtitle B, Nursing
Education and Practice Improvement Act
of 1998 of P.L. 105-392, Section 811 authorizes
grants to meet the costs of projects to
prepare advanced practice nurses (APN)
through the enhancement of advanced nursing
education and practice. The purpose
of this project is to expand the University
of Medicine and Dentistry of New Jersey
(UMDNJ) School of Nursing’s master’s program
in nursing by adding a new Advanced Community
Health Nursing Leadership education (ACHNL)
program. The 44-credit curriculum,
including 540 hours of clinical field
placements, prepares nurses to provide
community health nursing leadership and
shape public health policy by addressing
the following themes: 1) Leadership; 2)
Culturally Competent Urban Healthcare;
and 3) Population-based Care. The
objectives of the project include: preparing
advanced community health nurses to practice
in urban underserved areas; recruiting,
retaining and graduating minority and
educationally disadvantaged students;
implementing a community based network
of agencies and preceptors to provide
field- based placements for populations-based
projects; to provide training in community-based
culturally competent urban healthcare;
to apply advanced assessment skills and
to integrate advanced leadership skills
and competencies throughout the didactic
and experiential component of the community
health nursing program.
The UMDNJ School of Nursing is located
in Newark New Jersey’s which is one of
the largest urban areas in the state.
Four million people (50% of the
NJ state population) live within fifteen
miles of the campus. More than fifty
percent (53.5%) of the Newark’s population
is black and 29.5% is Latinos. Widespread
poverty and chronic health problems increase
the level of health disparities among
the many racial/ethnic groups residing
in Newark. In addition to the immediate
need for culturally competent community-based
urban health care delivery education among
nursing and other health care professionals,
the major acute health problems confronting
nursing and public health professionals
include: heart disease, cancer, HIV infection
and death among children and women; epidemic
rates of sexually transmitted infections,
interpersonal violence, hypertension,
diabetes mellitus and asthma. The
ACHNL Program will increase the number
of advanced education nurses in community
health nursing leadership positions and
help to eliminate health disparities and
access barriers for the underserved populations
of New Jersey. Thirty-nine students will
be admitted to the program during the
three years of the project with 35% representing
students from diverse ethnic and socio-economic
backgrounds.
Grant Number: D09HP09081-01
Project Title: Preparing Nursing’s
Future Faculty
Applicant Organization: University
of Medicine and Dentistry of New Jersey
Address: 65 Bergen St., Suite 1127,
Newark, NJ 07107
Project Director: Susan Salmond,
EdD, RN
Phone: (973) 972-9239
Email: salmonsu@umdnj.edu
Organization Website: http://www.umdnj.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: This project
is an innovative educational approach
to prepare nursing’s future faculty at
the formal educational level and on an
ongoing basis through an Academy for Nurse
Educators. The formal educational
program will allow graduate nursing students
to advance their nursing expertise at
the master’s and doctoral (DNP) level
and gain specialty expertise in education
within an interprofessional program where
students from nursing, medicine, dentistry,
public health and allied health who are
specializing as educators in their disciplines
learn together. The Academy for
Nurse Educators will service faculty across
the state by providing a variety of educational
and support programs for novice nurses
as well as ongoing programs addressing
innovations and evidence in teaching approaches.
As it is common practice for clinicians
in the different health professions to
assume educator roles without any formal
preparation in education, there is a common
need across professions for training as
an educator. To this end an interprofessional
post-master’s Certificate in Interdisciplinary
Health Professions Education will be offered.
Each course will have faculty from
the different disciplines participating
in the planning and delivery of the course
and coursework and assignments will capture
both the common issues across disciplines
and the discipline-specific phenomenon.
Through this collaboration it is
anticipated that students will exit with
greater skills in working within interdisciplinary
teams and will model this in their teaching
and practice. At the doctoral level,
students who are interested in the educator
role can design an education track consisting
of 3-15 credits that will be applied to
elective or cognate areas of study. Access
to this program is facilitated through
on-line pedagogy.
New York
Grant Number: D09HP09086-01
Project Title: Enhancing a Nurse-Midwifery
Educational Program
Applicant Organization: The Research
Foundation of State University of New
York - SUNY Downstate Medical Center
Address: 450 Clarkson Avenue, Box
1227, Brooklyn, NY 11203
Project Director: Ronnie Lichtman,
PhD, CNM, FACNM
Phone: (718) 270-7742
Fax: (718) 270-7634
Email address: Ronnie.lichtman@downstate.edu
Organization Website: http://www.downstate.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: This overall
purpose of this program is to expand the
Midwifery Education Program of the SUNY
Downstate Medical Center and to enhance
the education offerings in a number of
ways.
- Increase the number of enrollees in
the program, through specific and targeted
activities
- Maintain the diversity that marks
the students in this program and improve
retention and graduation rates, particularly
within underrepresented populations
- Increase the numbers of students,
especially those from underrepresented
minority populations, in the Masters
Completion program and reorganize this
program to allow students to specialize
in midwifery education
- Enhance the capability of the Midwifery
Education Program and clinical sites
in data collection and clinical research
through the use of hand-held technology
in the clinical area, and provide education
for students, faculty, and clinical
preceptors on the expanded use of technology
in health care.
The proposed project meets several needs.
These include addressing shocking
disparities in health outcomes, particularly
in maternal-child health indicators, among
racial groups in the United States; meeting
the need for an increased nurse-midwifery
workforce, particularly a workforce that
represents the patient populations served,
which include a high proportion of underrepresented
minority groups; increasing the national
pool of nurse-midwives with graduate degrees
who will be prepared as midwifery educators
and who will meet the American College
of Nurse-Midwives' new requirement that
midwives hold graduate degrees; the need
for all practitioners to increase familiarity
with technological resources in the clinical
area and the need to keep, maintain, and
analyze student productivity, process,
and outcome data.
Grant Number: D09HP09353-01
Project Title: Herbs, Nutraceuticals
& Supplements Subspecialty for Advanced
Practice Nursing
Applicant Organization: Columbia
University
Address: 617 West 168th
Street, New York, NY 10032
Project Director: Joyce K.
Anastasi, PhD, DrNP, FAAN, LAc
Phone: 212-305-1296
Fax: 212-305-5156
Email: jka8@columbia.edu
Organization Website: www.cpmcnet.columbia/edu/dept/nursing
Project Period: July 1, 2008
– June 30, 2011
Abstract Narrative: The purpose
of this project is to develop and to implement
a new advanced education nursing program,
specifically a 9-credit subspecialty in
Herbs, Nutraceuticals and Supplements
(HNS) to enhance advanced nursing
education and practice in the area
of IINS. The subspecialty
will focus on incorporating HNS within
the Master of Science (MS) Nurse Practitioner
(NP) programs at Columbia University School
of Nursing (CUSN). A 9-credit sequence
of three courses will be offered as a
subspecialty in any of the ongoing MS
Nurse Practitioner majors (FNP, ANP, PNP
etc.). Education and training in
HNS is critical for healthcare
providers practicing in today's healthcare
market, as patients self-prescribe and
learn about various products from the
commercially driven herbal, nutraceutical
and supplement industry, an unregulated
multi-billion dollar business in the United
States.
Patients commonly use HNS as an
adjuvant to conventional medications,
underscoring the need for healthcare providers
and patients to discuss the use of
HNS to prevent herb-drug interactions,
adverse side-effects and toxicities. Unfortunately,
many healthcare providers are not sufficiently
prepared to address this area. The
first two courses for the HNS subspecialty
will be didactic and will provide a foundation
in the historical, cultural origins, regulatory,
safety, pharmacology, and scientific data
on the use of HNS. The third
course will be clinical in focus. Each
student will be assigned to observe a
conventional (western) practitioner or
a complementary/alternative medicine (CAM)
practitioner who integrates herbs, nutraceuticals
and supplements into their clinical practice.
The third course will also have
a weekly seminar in which students will
be challenged to incorporate HNS (if
appropriate) into treatment plans of patients
with traditional western diagnoses such
as hypertension, arthritis, etc. Students
will be instructed to provide considerations
for cultural preferences with each treatment
plan. This course will be co-led
by a certified herbalist and an advanced
practice nurse (APN). The essence
of this course will be to reinforce, in
practical ways, the interrelationship
of two points of view.
To this end, the western allopathic approach
of differential diagnosis and treatment
will be held as the standard of care.
The aims of this project are to
improve access to quality of care and
to increase the cultural competence of
advanced practice nurses (APN) through
appropriate education and training (National
Goals 2 & 3, HP 2010-17.3, IIP 2010-1.7)
and to increase the supply and the diversity
of the APN workforce in underserved areas
(National Goal 1, HP 2010-1.8).
Grant Number: D09HP05303-04
Project Title: Enhancing Strategies
to Promote Diversity in Advanced Nursing
Education
Applicant Organization: Stony Brook
University
Address: Health Sciences Center,
Level 2 Rm. 244, Stony Brook, NY 11794-8240
Project Director: Lori Escallier,
PhD, MS, PNP, RN
Phone: (631) 444-3263
Fax: (631) 444-3136
Email: Lori.Escallier@stonybrook.edu
Organization Website: http://www.sonce1.nursing.sunysb.edu/
Project Period: July 1, 2008 – June
30, 2011
The purpose of this three-year competing
continuation application is to increase
the enrollment, retention and educational
success of associate prepared, underrepresented
minority students in the Registered Nurse
to Masters Program (RNMP) in pediatric,
neonatal, nursemidwifery and perinatal
women's health graduate programs. This
program reflects the legislative purpose
to prepare advanced education nurses through
the enhancement of advanced nursing education
and practice. Continued funding
will enable the program to prepare expert
practitioners with a wide variety of skills.
Cultural competency and community
health needs of maternal-child health
populations will be a major focus to assist
in reducing health disparities as measured
by Healthy People 2010 (HP 2010). We
are requesting statutory funding preference
for making a significant contribution
to meeting the needs of underserved populations.
The attainment of the grant objectives
will be addressed by: 1) expanding
recruitment efforts to underserved areas
of Long Island and the New York Metropolitan
areas (a.k.a., Five Boroughs); 2) centering
retention efforts on the development of
a student-student mentorship between graduate
and undergraduate program participants
and through expanded academic support
services, 3) enhancement of related program
curricula to more fully address health
disparities as cited in HP 2010 and 4)
the enhancement of a culturally competent
curriculum and a focus on the provision
of culturally effective health care to
vulnerable parent-child populations.
Grant Number: D09HP09355-01
Project Title: Transitioning Primary
Care Family Nurse Practitioners to Practice
Doctorates
Applicant Organization: Pace University
Address: I Pace Plaza, New York,
NY 10038
Project Director: Joanne K. Singleton,
PhD, APRN, BC, FNP, FNAP
Phone: (212) 346-1587
Fax: (212) 346-1903
Email: jsingleton@pace.edu
Website Address: http://www.pace.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The legislative
purpose of this new application is to
"prepare advanced education nurses through
the enhancement of advanced nursing education
and practice" to improve access to quality
health care. The program for which
we request funding will enhance the advanced
standing Doctor of Nursing Practice (DNP)
program for master's prepared, nationally
certified, family nurse practitioners
(FNPs) with advanced practice nursing
(APN) experience, by strengthening culturally
competent, evidence-based primary health
care practice by these nurses, thereby
improving access and outcomes for their
patients. The DNP is a powerful
strategy to prepare nurses for the most
advanced level of clinical nursing practice,
and is grounded in the long-standing expertise
of the Lienhard School of Nursing in educating
ethnically diverse primary health care
APNs.
The project addresses improving the nation's
health by increasing quality and years
of healthy life for all, and in particular
vulnerable populations (Healthy People
2010), the call to action to improve patient
safety and outcomes (IOM, 2001), and the
response to this call to transition APNs
from master's preparation to the practice
doctorate by 2015 (AACN, 2004). The
need for the program is supported by the
overall need for more APN's, and more
diverse APN's with enhanced education
to help meet the enormous gaps in primary
health care due to the insufficient numbers
of primary health care providers nationally,
and specifically for New York State residents,
as well as helping to address the shortage
of well-prepared clinical nursing faculty,
especially those of racial or ethnic diversity.
North Carolina
Grant Number: D09HP09346-01
Project Title: Palliative and End-of-Life
Care in Advanced Nursing Practice Applicant Organization: Duke University
Address: DUMC 3322, Durham,
NC 27710
Project Director: Camille E. Lambe,
PhD, RN, AOCN, NP
Phone: (919) 684-9365
Fax: (919) 681-8899
Email: Camille.lambe@duke.edu
Organization Website: http://www.nursing.duke.edu/
Project Period: July 1, 2008 – June
30, 2011
Narrative Abstract: Consistent
with the legislation of Title VIII, and
in concert with the goals of Healthy People
2010 and National Goals 1-4, the purpose
of this new project is to prepare advanced
practice nurses in palliative and end
of life care. We plan to increase
capacity of underserved and rural communities
to provide quality care to patients and
their family at the patients' end of life
by doing two things: first, we will increase
our efforts to recruit Adult and-Family
NP students from these areas, and second,
we will establish clinical affiliations
with rural underserved facilities and
give their staff an opportunity for continuing
educations on palliative and end of life
care. By doing so, we will increase
the likelihood of graduate nurse practitioner
students to remain in rural communities
to practice. The graduates of this
program will be eligible for the American
Nurses Credentialing Center (ANCC) exam
as Adult or Family Nurse Practitioners.
Additionally, completion of the
proposed Palliative and End of Life Care
modules in the Adult and Family NP program
will provide students with the necessary
didactic content to take the exam given
by the National Board for Certification
of Hospice and Palliative Nurses (NBCHP)
for hospice and palliative nurse-improved
community care for individuals and family
at the end of life will help eliminate
health barriers, disparities in health
care, and result in improved quality of
care (BHPr Goal 1&2). Advanced
practice nurses exposed to this curriculum
will also ultimately improve public health
as they learn to identify and provide
competent care to those suffering with
chronic diseases and at the end of life.
(BHPr Goal 3).
Grant Number: D09HP09362-01
Project Title: Nursing Administration
Masters Degree Concentration: Leadership
Education for Administration at a Distance
(LEAD)
Applicant Organization: Western
Carolina University
Address: Haynes G-33, 1459 Sand
Hill Rd. Candler, NC 28715
Project Director: Dr. Judy Mallory,
EdD, MS, RN
Phone: (828) 670-8810 ext. 243
Fax: (828) 670-8816
Email: jmallory@email.wcu.edu
Organization Website: http://www.wcu.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this project as authorized in Title
VIII PL. 105-392, Section 811 of the Public
Health Services Act is “to prepare advanced
practice nurses through the enhancement
of advanced nursing education and practice.”
Consistent with this purpose, this
application seeks funds to recruit, enroll,
retain and graduate students from a new
distance-education Master’s Track in Nursing
Administration at Western Carolina University
that will: 1. Prepare an appropriate number
of nurse administrators (8 students enrolled
year 01, 10 students in year 02 and 12
students in year 03 (total of 30 students
in 03 years; 01 minority student in years
01 and 02 and 02 minorities in year 03;
a total of 04 minorities over the 03 years).
2. Increase the number of cultural competent
nurses providing care in our region of
service by educating 25 nurse administrator
students, and 20 nursing faculty. 3. Increase
the number of health care professionals
serving medically underserved communities.
The program will have a concentrated
focus on Culturally and Linguistically
Appropriate Services (CLAS). Students
will be recruited from rural and urban
areas in western NC and SC, eastern TN,
and northern GA, with special emphasis
on the recruitment of underserved and
minority nurses.
As a part of a unique focus on preparing
nurse administrators to provide Culturally
and Linguistically Appropriate Services
(CLAS) in this program track, the students
will have workshops, an entire course
focusing on CLAS, and a project to be
completed in a culturally diverse and/or
medically underserved area. This
project will employ the services of a
nationally-known consultant in the area
of cultural competence to ensure that
the program, learning methods and activities,
and recruitment of faculty/students are
superior in this focus.
Grant Number: D09HP09345-01
Project Title: Duke University Nursing
Education Program
Applicant Organization: Duke University
Address: Box 3883, Durham, NC 27710
Project Director: Pamela B. Edwards,
EdD, MSN, RN, BC
Phone number: (919) 684-3482
Fax: (919) 681-6251
Email: edwar024@mc.duke.edu
Organization Website: http://www.nursing.duke.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this project as authorized in Title
VIII PL. 105-392, Section 811 of the Public
Health Service Act is to “prepare advanced
practice nurses through the enhancement
of advanced nursing education and practice.”
The inability to graduate sufficient
numbers of nurses to meet our societal
needs for practicing nurses is due in
large part to the critical shortage of
nursing (faculty) educators. Contemporary
nursing faculty is experiencing an increasing
need for preparation for their roles with
regard to new and emerging technologies.
These are the foci of this application.
We propose to expand and strengthen
the current program to prepare Nursing
Education Faculty at Duke University School
of Nursing by: 1. Expanding minority
enrollment in the program through the
recruitment, enrollment, retention and
graduation of 05 additional students in
the 01 and 02 years and 7 students in
the 03 year. 2. The development
of salient, innovative coursework in the
areas of clinical and educational technologies
to enhance the current course of study.
3. Refining the educational delivery
model by focusing on a blended approach
of traditional, distance-based and simulation
methodologies and infusing and strengthening
graduates’ competencies in the arenas
of clinical knowledge, leadership, and
cultural competence within the nursing
faculty role. This application details
the objective, sub- objectives, activities
and evaluation for accomplishment of this
project. Our objectives are in concert
with Healthy People 2010 goals: 1)
Increase quality and years of healthy
life and 2) Eliminate health disparities
among Americans.
The project also addresses the BHPr Goals
1 and 2. and Linkages. Goal 1 will
be addressed through targeting rural,
underserved and minority applicants to
the Nursing Education Program and Goal
2 will be addressed through the same recruitment
efforts, but also additionally through
the integration of cultural competence
as a curricular thread in the nursing
education specialty courses. In
the preparation of nursing faculty, our
program will seek to increase the number
of faculty from underrepresented minority
backgrounds. Our evaluation plan
is fully articulated in the application
due to the impact on rural and underserved
populations we are requesting Statutory
Funding Preference.
Grant Number: D09HP00407-07
Project Title: Adult/Gerontological
Nurse Practitioner Concentration
Applicant Organization: University
of North Carolina at Greensboro
Address: P.O. Box 26170, Greensboro,
NC 27402-6170
Project Director: Laurie Kennedy-Malone,
PhD, APRN, BC
Phone: (336) 334-5012
Fax: (336) 334-3628
Email: Laurie_Kennedy-Malone@uncg.edu
Website: www.uncg.edu/nur
Project Period: July 1, 2002 – June
30, 2011
Abstract Narrative: The purpose
of this grant application is to meet the
legislative purpose to "prepare advanced
nurses through the enhancement of advanced
nursing education and practice." Specifically,
this project will enhance the adult/gerontological
nurse practitioner (ANP/GNP) program at
UNCG SON to ensure that graduates are
culturally competent and able to function
in interdisciplinary health settings that
care for vulnerable adults in rural and
medically underserved populations in North
Carolina and throughout our nation.
The rationale to continue funding for
this innovative ANP/GNP program is great
for three compelling reasons: 1) Of the
100 counties in North Carolina, 93% are
designated as medically underserved (MUAs)
and 56% as HPSAs. UNCG is located in Guilford
County, which is the most racially/ethnically
diverse county in the state and one of
the most diverse in the nation (U.S. Bureau
of Census, 2007). Providers in Demand
(2007) recommends that NC nurse practitioner
schools should increase student enrollment
by 30% ... to increase the overall supply
of nurse practitioners practicing in the
state, increase the number of nurse practitioners
who set up practice in underserved areas,
increase the number of nurse practitioners
who specialize in shortage specialties
(including geriatrics), increase the number
of underrepresented minority nurse practitioners
practicing in the state, and enhance interdisciplinary
team training 2) According to the American
Geriatric Society (2007) there remains
a continued shortage of geriatric health
care providers and 3) Health disparity
related to both race and geographic area
is a major issue in North Carolina. The
adult/gerontological nurse practitioner
concentration is well positioned to meet
National Goals I & II given our history
our graduating ANP/GNPs who are now serving
medically underserved populations, our
current and project cohort of students
targeted to continue to meet the needs
of this vulnerable population and 20%
of our nurse practitioner faculty are
from underrepresented minorities.
Grant Number: D09HP5333-04
Project Title: Doctoral Nursing Program
to Promote Health Access 11
Applicant Organization: University
of North Carolina, Greensboro
Project Director: William Richard
Cowling, III, RN, PhD, APRN-BC
Address: P.O. Box 26170, Greensboro,
NC 27402-6170
Phone: (336) 334-4785
Fax: (336) 334-3628
Email: wrcow1in@uncg.edu
Website address: www.uncg.edu/nur
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this project is to prepare PhD educated
nurses who will work with vulnerable populations
and in underserved areas of North Carolina
and the nation. The specific research
foci are health promotion and elimination
of health disparities in ethnic minorities,
women, children, and older adults. The
PhD program is also designed to increase
the diversity and cultural competence
of the nursing workforce through recruitment
of diverse students and faculty and enhancement
the curriculum to prepare leaders in nursing
who will alleviate disparities in public
health. (BHPr Goals 1, 2, & 3; HP
2010) The project reflects the legislative
purpose to "prepare advanced education
nurses through the enhancement of advanced
nursing education and practice."
Support for this project will build upon
an initial three years of funding used
to launch the PhD Program in nursing at
UNCG, the third in the state. Success
has been demonstrated in the achievement
of the majority of the outcomes including
(1) recruitment of 25% minority students
and 88% students from medically underserved
communities; (2) development and implementation
of courses and a curriculum with emphases
on health disparities, health promotion,
vulnerable populations, and cultural competence;
(3) dissemination of work in these areas
by students and faculty; and (4) development
of multiple linkages for placements of
students in medically underserved areas
for research assistantships, internships
in academia and industry, directed research,
or dissertation work.
The requested three years of funding
will enable us to implement additional
strategies to meet challenges and fill
the gaps for evaluating cultural competence
content, strengthening health disparities
preparation of students, hiring minority
faculty with experience to teach PhD students,
retaining students, and admitting students
from disadvantaged backgrounds. In
addition, we hope to expand our efforts
to Hispanic and American-Indian nurses
building on the successes of recruiting
African-American students. The further
enhancement of the program will help us
address health disparities in North Carolina
where 93% of the counties are medically
underserved, 59% are health professional
shortage areas (HHS, 10/2007), and 85%
are classified as rural. The state
of NC has a 30% ethnic minority population
and NC rates for HIV/AIDS, heart disease,
obesity, stroke, cancer, and diabetes
are all above the national averages and
the Healthy People 2010 targets.
There are documented needs to expand
the workforce to include larger numbers
of PhD prepared nurses, to increase the
diversity of those nurses, and to enhance
their preparation to respond to health
disparities in culturally competent ways.
Funding for this project is critical
to addressing these needs.
Ohio
Grant Number: D09HP09349-01
Project Title: Grow Our Own
Applicant Organization: Ohio University
Address: E365 Grover Center
Project Director: Kathleen Rose
Grippa, PhD, RN
Phone: (740) 593-4494
Fax: (740) 593-0286
Email: grippa@ohio.edu
Organization Website: www.ohiou.edu/nursing/nursinglinks.htm
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The rural and
Appalachian southeast Ohio region needs
additional working nurses at all levels
including those with advanced educations
to meet regional healthcares needs both
today and in the future.
- Two ways to help meet this regional
nursing need is to (1) increase available
advanced education regional resources
and (2) increase local retention of
nurse program graduates.
- Currently Ohio University is the only
advanced nursing education institution
that is located in the southeast Ohio
region.
- Currently there are no hospital-based
advanced nursing education programs
functioning in the southeast Ohio region.
- To increase both (1) regional education
resources and (2) local retention the
University intends to add new hospital-based
advanced nursing education programs
located in hospitals across the region.
- To offer (where needed and feasible)
these new advanced nursing education
programs in the 17 potential hospitals
located near its campuses the University
will have to create and deploy them.
This Advanced Education Nursing Grant
will be used to create the first new innovative
hospital-based Ohio University advanced
education nursing program called Grow
Our Own. The new program offering
family and acute care nurse practitioner
specialties will be offered initially
in a centrally located southeast Ohio
regional hospital with a long term goal
to expand the program to other regional
hospitals. This project clearly
meets the legislative purpose of the project
“to prepare advanced education nurses
through the enhancement of advanced nursing
education and practice.”
Grant Number: D09HP09356-01
Project Title: MSN, Clinical Nurse
Leader
Applicant Organization: Xavier University
Address: 3800 Victory Parkway, Cincinnati,
OH 45207
Project Director: Susan Schmidt,
PhD, RN, CNS, COHN-S, CNL
Phone: (513) 745-3814
Fax: (513) 745-3814
Email: schmidt@xavier.edu
Organization Website: www.xavier.edu/nursing
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: Xavier University's
Department of Nursing will prepare clinical
nurse leaders (CNL) in a master's level
degree program through a new concentration
for registered nurses (RNs) who seek advanced
education. This project will build
upon the tremendous success of Xavier's
prelicensure Master of Science in
Nursing: Direct Entry as Second
Degree (the MIDAS program), which is one
of two programs in Ohio to offer a pre-licensure
master's and the only program in the Cincinnati
area to prepare CNLs. Offering the
MSN-CNL will enhance the number of advanced
educated nurses prepared as CNLs and provide
a critical mass necessary for this new
role to be viable. The project will
include guidance to partnering facilities
to help them redesign their infrastructure
as needed and to assure the health professions
workforce can effectively incorporate
the CNL role into their environments.
Twelve institutions, including eight hospital
systems in Ohio and Kentucky, two public
health systems (including the City of
Cincinnati Public Health Department),
a home health care agency and Cincinnati
Alzheimer's Association, are partnering
with Xavier to support this new role (Linkages).
The MSN-CNL program will admit at least
20 students each year of the funding period
and graduate 25 new CNLs by year three
and 65 within five years. Students
can complete the required 43 credit hours
in four semesters of full-time study or
seven semesters of part-time study. RNs
who are associate degree or diploma graduates
can enter the master's program after completing
up to 29 credits of bridge courses. The
curriculum includes 420 clinical contact
hours, of which 360 are in a CNL immersion
experience.
The program will meet the health care
needs of a growing population of complex
chronically and medically ill and disabled
individuals as well as enhance primary
care services in urban and rural underserved
communities in Ohio, Kentucky and Indiana
(BHPr Goals 1, 2, 3 & 4, HP2010).
The program will enroll and graduate a
target goal of 30% minority or disadvantaged
individuals and 15% public health nurses
to lessen shortages of advanced educated
nurses who are from underrepresented groups
or who work in public health, which will
help eliminate health disparities. The
MSN-CNL program will lead to increased
job satisfaction and attract mature leaders
into health care as advanced education
nurses. The addition of highly educated
CNLs to the workforce will address area
health needs by increasing the availability
of advanced education nurses and reduce
fragmentation of care and costs while
improving patient safety and outcomes.
Oklahoma
Grant Number: D09HP10420-01
Project Title: Advancing the Nursing
PhD in Oklahoma
Applicant Organization: University
of Oklahoma College of Nursing
Address: 1100 N. Stonewall Avenue,
Oklahoma City, OK 73117
Project Director: Jana L. Pressler,
PhD, RN
Phone: (405) 271-1491 ext. 49175
Fax: (405) 271-2842
E-mail: jana-pressler@ouhsc.edu
Organization Website: http://www.nursing.oshusc.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: Doctorally-prepared
nurses are needed to design, implement,
and evaluate innovative and cost- effective
models of health care that address the
needs of the population. Despite the aging
and retirement of current nursing faculty,
the enrollment (or graduation) of new
doctor ally-prepared nurses has remained
stable. This trend will result in
a more severe shortage of nursing faculty
in the near future (or by 2010). For
these reasons, increasing the number of
doctorally-prepared nurse faculty who
have a longer time in which to build their
careers and reflect the diverse populations
served by nursing is a high priority for
the nursing profession. Not only
does this project address this specific
issue by increasing the numbers of doctorally-prepared
nurses, it also strengthens the diversity
within the student body and doctoral faculty
and builds upon the methodological and
theoretical content in the curriculum
to better prepare nurses to investigate
new and existing health problems across
diverse populations.
The project proposed addresses the legislative
purpose to “prepare advanced education
nurses through the enhancement of advanced
nursing education and practice” through
the startup of the University of Oklahoma
College of Nursing (OUCN) collaborative
PhD in Nursing Program.
The successful completion of this project
will enhance the capacity of OUCN to graduate
more nurse scientists who are well prepared
to function in interdisciplinary educational
settings. To achieve this goal,
we have developed four project objectives:
1) Further develop collaborative relationships
between the University of Oklahoma PhD
in Nursing program and the PhD in Nursing
programs at the University of Colorado
and the University of Minnesota for sharing
online courses, tutorials, and research
resources (Linkages); 2) Further develop
and implement the PhD doctoral nursing
courses that were approved for inclusion
of diversity/disparity issues (BHPr National
Goal 2, Healthy People 2010-Goal 6 Disabilities
& Goal 8 Environments); 3) Develop
a plan for providing student opportunities
for enhancing productivity and developing
programs of research; and 4) Develop a
plan for marketing and retaining new faculty
for the PhD in Nursing program at the
University of Oklahoma so that their expertise
also can be shared with the University
of Colorado and the University Minnesota
(Linkages). This project is consistent
with the national BHPr Goal 2 related
to eliminating health disparities through
increasing the number of individuals from
minority backgrounds and from disadvantaged
backgrounds in the nursing workforce with
the number of faculty from minority backgrounds
viewed as contributing indirectly to this
goal.
Oregon
Grant Number: D09HP09087-01
Title: Midwifery: Efficacy/Data/Disparity/Education
Applicant Organization: Oregon Health
& Science University
Address: 3455 SW US Veterans Hospital
Road, Portland, OR 97239
Project Director: Carol L. Howe,
CNM, DNSc, FACNM
Phone: (503) 494-3822
Fax: (503) 494-3878
Email: howec@ohsu.edu
Organization Website: http://www.ohsu.edu/
Project Period: July 1, 2008 – June
30, 2011
The purpose of this grant proposal is
to enhance the education of nurse-midwives,
especially those who come through accelerated
baccalaureate programs in nursing, or
who come with minimal clinical experience.
The primary focus is the education
of midwifery graduates who 1) are clinically
expert, 2) use an evidence-base for practice,
3) are culturally competent and 4) are
prepared to assist in the education of
the next generation of practitioners.
These graduates will be eligible
for certification as Certified Nurse-Midwives
(CNMs).
The first objective will be achieved
through integration the use of problem-based
learning with web-based technologies and
though incorporation of more sophisticated
simulation experiences to address the
learning needs of students who come to
midwifery education with less experience
in nursing. Acceptance of midwifery
practice into mainstream healthcare has
made it a visible educational goal for
more than the experienced labor and delivery
nurse. Skills and content that were common
in applicants must now be provided more
efficaciously in the process of nurse-midwifery
education. The second objective
will be achieved through the refinement
of a clinical obstetric database (STORC)
to incorporate specific midwifery data
fields and data from the midwifery faculty
practice to serve as a foundation for
evidence-based care and student research
projects. The third objective will
be achieved through continuing current
efforts to decrease health disparities
by 1) graduating CNMs who are culturally
competent 2) supporting Community Health
Nurses through educational opportunities
and consultation and 3) service to Latina
women through a Centering Pregnancy Project.
The fourth objective will be achieved
by continuing current efforts to prepare
graduates and CNMs to serve as clinical
preceptors and to encourage consideration
of a later faculty career. The fifth
objective will be achieved by specific
recruitment activities focusing upon youth
and minorities, as well as experienced
RNs. Mentoring of students in the
undergraduate year of the Accelerated
Baccalaureate program is also included.
Nurse-midwives provide services to women
from adolescence to menopause, with a
focus upon health promotion and the reproductive
cycle. A majority of practicing
CNMs serve vulnerable women as a substantial
component of their caseload, while nurse-
midwifery as a profession has been a tireless
advocate for the reduction of health disparities.
This proposal is a competing continuation
project designed to enhance the education
of nurse-midwives. Request for funding
preference is based upon the support of
community health nurses and upon service
to vulnerable populations.
Grant Number: D09HP09070-01
Project Title: NEXus — The Nursing
Education Xchange: Collaborative
Efforts to Resolve the Nursing Faculty
Shortage
Applicant Organization: Oregon Health
& Science University School of Nursing
Address: SN-4N, 3455 SW Veterans
Hospital Road, Portland, OR 97239-2941
Project Director: Paula A. McNeil,
MS, RN
Phone: (503) 494-6772
Fax: (503) 494-3691
Email: mcneilp@ohsu.edu
Organization Website: www.ohsu.edu/son
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: This project
will address the nursing faculty shortage
and rapid growth in DNP programs by serving
more students through efficiencies gained
by interinstitution collaboration. “NEXus
— The Nursing Education Xchange: Collaborative
Efforts to Resolve the Nursing Faculty
Shortage” will build on its model of exchanging
enrollments in quality courses and cognates
that is being piloted by a collaboration
of four Nursing PhD programs. Through
NEXus, students at a participating School
or College of Nursing may enroll in select
research and specialty courses at collaborating
institutions with a minimum of administrative
burdens. Using distance education
methods, rural students especially benefit
from increased access to courses. To
meet its goals, this project will: 1)
seek to scale the NEXus processes and
to expand its scope to serve other PhD
programs in the West and US; 2) expand
to serve the quickly increasing number
of DNP programs; and 3) expand electronic
guidance to nurses (especially minority
candidates) who are considering pursuing
a PhD or DNP degree.
The serious nursing shortage in this
country is exacerbated by a nursing faculty
shortage. If the goals of Healthy
People 2010 are to be met, especially
in the largely rural West, the need for
nursing faculty to prepare the future
nursing workforce is more pressing than
ever. The founding members of NEXus
(Oregon Health & Science University,
University of Colorado Denver, University
of Northern Colorado and University of
Utah) believe they could more effectively
address the faculty shortage collectively.
The creation of NEXus has resulted
in an innovative administrative model
that capitalizes on the curricular strengths
of each nursing program, helps students
who are off track complete their course
of study on time, provides increased curricular
options for students, and reduces the
need to cancel a class due to lack of
enrollment. The NEXus infrastructure
removes administrative barriers faced
by students, such as registering with
multiple institutions, transcripting grades,
pricing, and the inability to have financial
aid applied to those courses. In
NEXus, courses are exempt from transfer
credit policies, grades are transcripted
for the student, and registration procedures
are handled through the home institution.
The project has been successfully pilot
tested, and is now ready for expansion
to other schools of nursing in the West
and the United States. The rapid
expansion of the DNP programs and resultant
need for even more faculty can achieve
resource efficiencies through the NEXus
model and this project proposes to expand
the project to the DNP programs.
Pennsylvania
Grant Number: D09HP09363-01
Project Title: Psychiatric Mental
Health Nurse Practitioners
Applicant Organization: University
of Pennsylvania
Address: Claire Fagin Hall, 418
Curie Boulevard, Philadelphia, PA 19104
Project Director: Lois Evans
Phone: (215) 898-2140
Fax: (215) 746-3374
Email address: evans@nursing.upenn.edu
Organization Website: http://www.nursing.upenn.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: Alterations
in mental health among the general population
are escalating; it is estimated that 20-22%
of the American population experience
some form of mental illness over their
lifespan. Psychiatric mental health
nurse practitioners (PMHNPs) clearly have
a role in the management of these patients,
many of whom suffer persistent and serious
mental illness compounded by issues related
to socioeconomic and cultural factors.
While the number of PMHNP providers
is shrinking, of even more concern is
the deficit in practitioners who possess,
in addition to the clinical knowledge
necessary for the advanced practice role,
a comprehensive understanding of and response
to the unique needs of the underserved
and vulnerable populations who often present
with significant needs beyond their mental
health status. This project proposes
actions to rectify this disparity.
The purpose of this project is to enhance
a newly approved and implemented PMHNP
program by initiating strategies to expand
enrollment in this advanced nursing option,
focusing on the recruitment of a diverse
student population; to recruit doctorallyprepared
faculty with the appropriate certification
and expertise to facilitate the professional
development of the students; to augment
the existing curriculum plan by expanding
content related to vulnerable and underserved
groups in both theoretical and clinical
learning settings; and to disseminate
the knowledge related to psychiatric mental
health issues related to underserved groups
to the professional communities at large
through a series of scholarly activities.
An Advisory Committee will be convened
to clarify goals as the project evolves;
identify resources that will facilitate
the accomplishment of goals; assist with
resource acquisition; and provide counsel
and expertise at those times when ‘trouble-shooting’
is needed. A comprehensive evaluation
plan will guide the implementation of
the project design and will provide ongoing
data to support this project once funding
has ceased.
This project will be implemented in a
School of Nursing in which a well-established
psychiatric mental health clinical specialist
option has been educating advanced practice
nurses for 25 years. The project personnel
are experts in the field and are well-positioned
to allow this project to serve as a model
for other programs to integrate content
related to vulnerable and underserved
populations into their curriculum plan.
Grant Number: D09HP09077-01
Project Title: Diversity and Access:
A Multi-Faceted Approach for Nurse-Midwifery
Applicant Organization: Philadelphia
University
Address: School House Lane &
Henry Avenue, Philadelphia PA 19144
Project Director: Katy Dawley, PhD
Phone: (215) 951-2528
Fax: (215) 951-2526
Email address: dawleyk@philau.edu
Organization Website: http://www.philau.edu/midwifery/midwifemasterofscience.htm
Project Period: July 1, 2008 – June
30, 2011
The purpose of Diversity and Access:
A Multi-Faceted Approach for Nurse-
Midwifery is to better prepare certified
nurse-midwives (CNMs) for clinical practice
by increasing student's ethnic and cultural
diversity and enhancing cultural competency
content of the curriculum in the Philadelphia
University's Institute of Midwifery (Institute)
accredited nurse-midwifery education program.
The project objectives are to:
- Increase student diversity from 22%
to 40% (N=56 students by 2011) through
targeted advertising & outreach,
directed towards African American, Hispanic,
and other minority nurses, in professional
associations, regions, nursing schools
and electronic media to diversify the
applicant pool. BHPr Goal 1
- Enhance/expand the Institute's Advanced
Placement Option (APO) for Foreign Educated
Nurse-Midwives (FENMs) and Nurse Practitioners
(NPs) who want to practice midwifery
by admitting 2-4 APOs per class (fall
2008) and 6-12 per year (June 2011)
through aggressive advertising and outreach
to targeted areas based on census and
the 2004 HRSA Survey; BHPr Goal 1 and
Goal 3
- Increase cultural/ethnic diversity
in clinical courses by adding Problem
Based Learning (PBL) cases focusing
on minority/cultural diversity issues
in midwifery care by 2010 BHPr 1; BPHr2
- Combine Post-baccalaureate Certificate
in Nurse-Midwifery with MS in Nurse-
Midwifery Completion to offer Master
of Science in Nurse-Midwifery (MS in
Nurse-Midwifery) beginning summer of
2008; BHPr Goal 3
- Convert/offer Accelerated BS in Health
Science/BS in Health Management to distance
learning as a bridge to enrollment in
the MS in Nurse-Midwifery for FENMs,
and nurses without a baccalaureate interested
in pursuing midwifery education. This
will create an ethnically diverse applicant
pool for the MS in Nurse-Midwifery by
2010.
Tennessee
Grant Number: D09HP09068-01
Project Title: Tennessee and Mississippi
(TEAM) CRNA Partnership
Applicant Organization: University
of Tennessee at Chattanooga
Address: 615 McCallie Avenue, Dept.
1051, Chattanooga, TN 37403
Project Director: Katherine Lindgren,
PhD, MS
Phone: (423) 425-4644
Fax: (423) 425-4668
Email: Kay-Lindgren@utc.edu
Organization Website: www.utc.edu/Academic/Nursing
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The University
of Tennessee at Chattanooga (UTC) proposes
to implement the TEAM CRNA Partnership
in response to the AEN legislative purpose
of enhancing nursing education and practice.
The TEAM CRNA Partnership will provide
CRNA education opportunities in the state
of Mississippi where to address the critical
workforce needs of the state. The
state of Mississippi struggles with poor
health outcomes among residents, ranking
49th out of 50 states in terms
of overall health rankings. The
state of Mississippi is heavily medically
underserved, and there is a severe shortage
of health professionals throughout the
state. There is a shortage of CRNAs
in Mississippi, and with no educational
options to prepare new CRNAs, the Nurse
Anesthetist workforce is facing a crisis
as 71% of all CRNAs will reach retirement
age within the 20 years.
To address this situation, UTC and North
Mississippi Medical Center (NMMC) embarked
in a partnership in 2004 to offer a distance
learning program that would enable BSNs
in Mississippi to access CRNA education
opportunities in their home state. A
pilot program was established whereby
students enroll at UTC and take classes
on campus for one semester. Subsequent
semesters are spent at the North Mississippi
Medical Center in Tupelo, Mississippi.
Students engage in clinical practice
under the guidance of medical staff and
nurse preceptors. Mississippi-based
students are engaged in didactic instruction,
course activities, and faculty/student
meetings via distance education technology.
With little advertising, the pilot
has reached a small number of students,
but has underscored the need for expanded
CRNA education opportunities with approximately
4 applicants for every slot available
in the program.
In partnership with NMMC, UTC proposes
to expand the pilot program to support
a cohort of 8 new students enrolling each
year. The objectives are as follows:
(1) increase the supply, diversity, and
distribution of CRNAs in the state of
Mississippi; (2) address health disparities
within Mississippi by increasing culturally
competent care among CRNAs; (3) increase
the state of Mississippi's infrastructure
to develop an efficient and effective
CRNA workforce; (4) systematically evaluate
the TEAM CRNA Partnership and disseminate
results to stakeholders.
Texas
Grant Number: D09HP09078-01
Project Title: Online PhD Program
Targeting Rural & Minority Nurses
Applicant Organization: The University
of Texas at Tyler
Address: 3900 University Blvd. Tyler,
TX 75799
Project Director: Sally Northam,
PhD, RN
Phone: (940) 453-5957
Fax: (903) 565-5533
Emails: snortham@uttyler.edu
Organization Website: www.utyler.edu/nursing
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The legislative
purpose of this new application is to
improve access to quality health care
by preparing highly skilled nurses for
teaching and research through enhanced
advanced nursing education and practice.
The GOAL is to increase PhD nurses
and nurse educators, emphasizing minorities
and building strong research, advocacy,
mentoring, and leadership skills as well
as the cultural competence to reduce health
care disparities, particularly among rural
and underserved populations. The
University of Texas Tyler (UT Tyler),
partnering with the University of Texas
Pan America (UTPA) and the University
of Texas El Paso (UTEP), will achieve
this goal by offering an innovative 100%
online PhD nursing program. All
three universities are located in medically
underserved areas and target both local
and remote underserved areas in Texas
and neighboring states.
The development of a BS to PhD program
will facilitate future recruitment from
a younger, more racially and ethnically
diverse pool, increasing minorities educated
at the doctoral level for long, outstanding
careers of service to the nation. To
multiply the program's effects, graduates
will be prepared to serve as faculty and
researchers. As faculty, they will
educate more nurses to ease the nursing
shortage, particularly in the rural areas
from which they will be recruited, and
they will be mentored to conduct research
to aid in meeting Healthy People 2010
objectives.
PROPOSED SERVICE: Fifteen
nurses will be enrolled in the PhD program
in each year of this three-year project,
yielding 45 advanced education nurses,
at least nine of whom will be from minority
backgrounds (three /year). The program
will specifically recruit nurses who reside
and work in rural, underserved areas.
Nurses are key to delivering care
and conducting research to reduce health
disparities, and the project's effects
are multiplied through training nurse
educators.
POPULATION TO BE SERVED:
UT Tyler will partner with UTPA
and UTEP to serve northeastern Texas and
remote regions bordering on Mexico where
the partner universities are located.
Texas is a majority-minority state
with 11.2 million minorities and has the
nation's highest rate of uninsured people
(25%); 40% of its Hispanic population
is uninsured and experiences negative
disparities in access, health, and longevity.
Advancing the education of nurses
will maximize our program's effects by
enabling them to better prepare their
students and conduct research to reduce
these serious disparities and facilitate
progress in meeting HP 2010 objectives.
Thus, this project will increase
the capacity of Texas nursing schools
and provide a model for other rural and
underserved regions.
Grant Number: D09HP09073-01
Project Title: Doctorate of Nursing Practice
(DNP): Improving Healthcare for Rural
and Underserved West Texans through Doctoral
Education for Nurse Practitioners, Nurse
Leaders and Nurse Educators.
Applicant Organization: Texas Tech
University Health Sciences Center
Address: 3601 4th Street Stop
6264, Lubbock, Texas 79430-6264
Project Director: Mary V. Fenton, DrPH,
APRN, FAAN
Phone: (806) 743-2730
Fax: (806) 743-1198
Email address: mary.fenton@ttuhsc.edu
Website Address: http://www.ttuhsc.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose of the
Texas Tech University Health Sciences
Center (TTUHSC) School of Nursing (SON)
DNP project is to develop and implement
a DNP program that emphasizes the recruitment
and retention of a diverse student population
prepared at the doctoral level as Advanced
Practice Nurses and Executive Leaders
to increase access to high quality health
care in rural West Texas. This DNP
program is designed to eliminate health
barriers by increasing the supply, diversity,
composition and distribution of the doctoral-prepared
nursing workforce in rural West Texas.
The DNP program is a post-masters
entry with a focus in two specialty areas:
advanced practice nursing and executive
leadership. The program will be
primarily targeted at rural West Texas
but will also be available to all of Texas
and surrounding states that have extensive
rural, medically underserved, and vulnerable
populations. The DNP program will
collaborate with regional Area Health
Educations Centers (AHECS) and other agencies
and partners in West Texas and the state
to coordinate clinical experiences and
health programs.
Need: The need for nurses prepared at
the graduate level for clinical leadership
positions is particularly acute in West
Texas, the primary catchment area of TTUHSC.
This academic institution covers
a service area of 108 counties in West
Texas, covering a total of 131,000 square
miles of which a majority of the counties
(96) are designated as rural and/or frontier
and medically underserved; some of the
counties in the southern border of this
service area are classified as "colonias".
Project Objectives: 1) By July 2008,
TTUHSC SON will recruit and admit 20 DNP
students, approximately 10 APNs and 10
executive leadership students, focusing
efforts to reach those from disadvantaged
backgrounds, those from low-income backgrounds,
those who are under represented minorities,
and those serving the disadvantaged especially
from rural areas in West Texas (BHPr Goals
1, 2; HP 2010; Kids into Health Careers;
Funding Preference). 2) Develop, implement
and evaluate a post masters DNP program
to educate advanced practice and executive
leaders to improve the health care of
individuals and communities of rural West
Texas (BHPr Goals 1, 2, 3; Funding Preference).
3) By June 2010 assess the current role
and potential impact of doctorally prepared
APNs and Executive Leaders on the health
care delivery systems in rural and underserved
areas of West Texas (BHPr Goal 4; HP 2010;
Funding Preference). 4) By May 2010 increase
to 10 the number of faculty prepared at
the DNP level from under represented minority
backgrounds that are capable of teaching
students to provide culturally competent
and sensitive care (BHPr Goals 1, 2, 3).
Grant Number: D09HP09074-01
Project Title: Care for the Underserved
through Doctor of Nursing Practice Education
Applicant Organization: Texas Woman's
University (TWU) College of Nursing
Address: 1810 Inwood Road, Dallas
TX 75235
Project Director: Peggy Mancuso,
PhD, CNM, RN
Phone: (214) 689-6552
Fax: (214) 689-6552
Email address: pmancuso@twu.edu
Organization Website: www.twu.edu/nursing
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The purpose
of this application to the Advanced Education
Nursing Program is to:
- Enhance advanced nursing education
and practice through creation and implementation
of a post-master's Doctor of Nursing
Practice (DNP) Program for Advanced
Practice Nurses (APNs) who are Nurse
Practitioners or Certified Nurse Midwives.
- Improve quality of care, access, and
health outcomes for rural and underserved
populations through DNP graduates who
will be (a) clinical nurse experts uniquely
qualified to deliver culturally-competent
care to rural and underserved populations,
and (b) leaders with the training to
influence health care policy leading
to eradication of health care disparities.
- Prepare nursing educators who are
clinical experts and who have the ability
to model evidence-based practice.
The TWU DNP responds to the Bureau of
Health Professions National Goals I, II,
III, and IV and Goal 2 of Healthy People
2010 (DHHS, 2000) to provide care for
underserved peoples. Needs to Be Addressed:
- Acute Nursing Shortage (Clinical Practitioners
and Nursing Faculty): The gap between
demand for professional nursing services
and the supply of nurses is widening.
Texas will have 71,000 unfilled RN positions
by the year 2020. In 2006, 12,250 (54%)
of nursing applicants were denied admission
to Texas colleges due to lack of faculty
and clinical sites. Although 70% of
the 1,800 Texas nursing faculty were
over age 50, only 6 nurses in Texas
received a Nursing doctorate in that
year (AACN, 2006). This project addresses
these ominous shortages of nurses and
nursing faculty.
- Healthcare for Underserved and Rural
Populations: Texas residents have less
income, less health insurance, more
chronic disease, and increased risk
for debilitating illness than other
U.S. citizens. Population growth of
Texas elders is three times that of
the general population, and 56.8% of
all Texas births are covered by Medicaid.
Texas can not provide care for the increasing
numbers of diverse residents with complex,
health care needs. The TWU DNP will
incorporate culturally-relevant experiences
with underserved populations in both
rural and urban areas. Proposed Services:
Forty-four master's prepared APNs will
be admitted during the funding period,
with 20 DNP graduates joining the workforce
in 2011. Recruitment will target students
with a commitment to providing care
to rural and underserved populations.
All TWU APN faculty members with doctoral
preparation currently practice with
underserved populations.
Utah
Grant Number: D09HP09360-01
Project Title: Innovative Education,
Supporting and Sustaining Advanced Practice
Psychiatric Nurses for Mental Health Services
in Rural and Marginalized Communities
Applicant Organization: University
of Utah
Address: 10 South 2000 East, Salt
Lake City, UT 84112
Project Director: Jodi M. Groot
Phone: (801) 656-7425
Fax: (801) 581-4642
Email address: fconde@hawaii.edu
Organization Website: http://www.nurs.utah.edu/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: The growing
mental health needs of rural community
members; especially the young and the
elderly are well documented in the health
service literature. Unfortunately,
trenchant problems in mental health parity,
access to service and continuity of care
are also well documented, though it is
uncommon to see these problems described
as mental health disparities. Yet just
as underserved, disadvantaged and culturally
marginalized communities suffer due to
lack of primary health care services,
so they suffer from lack effective mental
health care. Moreover, because of stigma
that endures even into the 21st century,
mental health care is a difficult area
to address.
One way to meet these challenges and
improve the health of these communities
is to offer a comprehensive program specifically
designed to recruit, educate, and support
Psychiatric Advanced Practice Nurses (APRNs)
who not only come from these communities,
but also remain connected to them throughout
their programs of study and practicum
experiences.
The goals of the activities proposed
in this application are threefold: 1)
To recruit, educate, and support at least
30 psychiatric APRN students of whom at
least 15 will represent underserved rural
communities and or racial, ethnic, gender,
age, socioeconomic and geographic diversity;
2) To address the mental health needs
through enhancing graduate psychiatric
nursing education with increased focus
on underserved rural and diverse communities,
particularly children and the elderly
whose well-being is compromised by lack
of focus on emotional health; 3) To reduce
mental health disparities in rural areas,
including lack of mental health services,
limited access to care providers, and
gaps in continuity of care across the
spectrum of health services for the young
and old through graduating 20 students
(10 Yr 2; 10 Yr 3) and increasing the
number of qualified APRNs (10) living
and working in rural settings. To
this end, we propose a comprehensive program
designed to recruit, educate, and support
and graduate bachelor’s prepared (BSN)
nurses representing those rural, disadvantaged
and marginalized communities in the Intermountain
Western Region served by the University
of Utah’s College of Nursing.
Virginia
Grant Number: D09HP09076-01
Project Title: Addressing Health
Disparities with Nurse Administrators
and Educators
Applicant Organization: Graduate
Nursing Programs, Old Dominion University
Address: Health Sciences Building, Norfolk,
Virginia 23529
Project Directors: Carolyn M. Rutledge,
PhD, CFNP/ Laurel Garzon, PhD, CPNP
Phone: (757) 683-5250
Fax: (757) 683-5253
Email address: crutledg@odu.edu
Organization Website: www.hs.odu.edu/nursing
Project Period: July 1, 2008 – June
30, 2011
Project Narrative: The purpose
of this project is to revise the Masters
level Nurse Administrator Program and
enhance the post masters Nurse Educator
Program in order to address issues of
Cultural Competency, Health Disparities,
and Barriers to care in accordance with
the BHPr goals. The Nurse Administrator
students will graduate with the knowledge
and skills needed to address such issues
through the design, facilitation and management
of healthcare systems. The graduating
Nurse Educator students will have the
knowledge and skills needed to educate
nurses to address such issues with their
clientele. Furthermore, both groups
of students will develop the interpersonal
skills needed to work with diverse co-workers,
staff, and/or students. Students
will learn to utilize emerging technologies.
Specific emphasis will be on incorporating
content on health disparities, barriers
to care, and culture into the curriculum
through web-based coursework, a Distinguished
Lecturer series, the Residencies, Integrated
Projects, and Monarch General Hospital
(a virtual hospital).
The courses will be developed and implemented
by the Nurse Administrator and Educator
Curriculum Committees consisting of the
Project Director, the Graduate Program
Director, the Nurse Administrator and
Educator Program Coordinators, the Nurse
Administrator and Educator Residency Coordinators,
the Consultant, a Computer Design Specialist,
and a Secretary. This project will
address a number of the problems inherent
in our society such as the large portions
of the population that do not receive
adequate healthcare. This is partially
the result of the shortage of highly skilled
clinically trained Nurse Educators and
Administrators that are equipped to address
the needs of the underserved and culturally
diverse populations. Through this
program, with its emphasis on health disparities
and distance/web-based learning, Nurse
Administrators and Educators will be available
to address the nursing shortage and thus
deficiencies in healthcare. All-in-all,
this program will provide Nurse Administrator
and Educators with the knowledge, skills,
and competencies needed to assure quality
health care to diverse populations. In
addition, this project will provide programs
that should increase the number and distribution
of culturally diverse Nurse Educators
and Administrators from minority and disadvantaged
backgrounds. Through the current
Masters level Nurse Practitioner (NP)
program at ODU, 84% of the graduates stay
in the rural underserved areas. The
Nurse Administrator and Educator programs
will target students from these same areas
thus it is expected that the ratio will
remain similar.
Washington
Grant Number: D09HP09359-01
Project Title: Nurse Educator Preparation
for Academic and Clinical Settings
Applicant Organization: University
of Washington
Address: Box 357266, Seattle, WA
98195-7266
Project Director: Terri Simpson,
PhD, RN
Phone: (206) 221-6327
Fax: (206) 543-4771
Email address: tsimpson@u.washington.edu
Organization Website:
http://www.son.washington.edu/
Project Period: July 1, 2008 -
June 30, 2011
Abstract Narrative: The project
Purpose is to enhance preparation of advanced
education nurses for educator roles in
academic and clinical settings. Rationale:
To meet increased demands for qualified
nurse educators the University of Washington
School of Nursing proposes to partner
with our Technology Innovations in Education
and Research staff and with clinical agencies
in preparing graduates to teach in diverse
academic and clinical settings (BHPr Goals
1-3) (Healthy People 2010 Goals 1, 2).
Objectives (essence underlined)
and Methodology (italicized) are to use
innovative, interactive instructional
paradigms to: 1) Strengthen curriculum
enhancements in teaching, learning, and
evaluation for all graduate students (N=45
students/yr in Masters, DNP, or
PhD programs) by integrating widgets (virtual
learning tools) into a Web-based dashboard
accessible for orientation and core courses;
2) Offer a Nurse Educator Graduate Certificate
Program by developing, implementing, and
evaluating three new courses on pedagogical
frameworks, methods of interactive instructional
technology (e.g., simulation, virtual
case study), and a capstone teaching seminar,
along with interdisciplinary electives,
tailored for matriculated graduate and
post graduate students to gain expertise
in an instructional setting (academic
or clinical) and innovative technology;
3) Create and sustain at least 5 academic
and clinical “Best- Practice Educator
Synergy Team” (BEST) partnerships with
unique instructional expertise to mentor
students in their certificate capstone
project by formulating collaborative networks;
4) Ensure inclusion of culturally competent
teaching-learning principles through scrutiny
of curriculum enhancements and graduate
certificate materials, and; 5) Recruit,
retain, and graduate certificate
students (N=8/yr) with specialty in nursing
education, emphasizing racially and ethnically
diverse students and those who plan to
work or teach in rural, public health,
or medically underserved areas.
Grant Number: D09HP05326-04
Project Title: Advanced Nurses in
Rural and Remote Washington
Applicant Organization: University
of Washington
Address: Box 357266, Seattle, WA
98195
Project Director: Eleanor F. Bond,
PhD, RN, FAAN
Phone: (206) 616-1964
Fax: (206) 543 4771
Email address: rebond@u.washington.edu
Organization Website: http://www.son.washington.edu/
Project Period: July 1, 2005 – June
30, 2011
Abstract Narrative: The purpose
of this proposed project renewal application
is to continue to strengthen advanced
nursing education in Western Washington’s
remote and rural areas by offering Adult
(ANP) and Acute Care Nurse Practitioner
(AACNP), Geriatric Nurse Practitioner
(GNP), Clinical Nurse Specialist (CNS),
Nurse Educator (NE) preparation to nurses
in rural/remote Western WA. Progress:
During the initial grant, Master
of Nursing (MN) focal areas (ANP, AACNP,
GNP, CNS) were made accessible in rural/remote
Western WA using technology enhanced distance
learning (TEDL). NE specialty courses
were already distance-accessible; grant
funding supported TEDL transition of core
MN courses, allowing rural/remote NE students
to earn the MN. Courses were re-configured
to enhance content relevancy to rural/remote
practice; faculty were taught to use TEDL;
TEDL was implemented/evaluated for all
required and elective courses. Partnerships
were established with rural/remote nursing
leaders; students were recruited, enrolled,
graduated. Partnership with Providence
Everett Healthcare Clinic allowed exploration
of innovative health care approaches and
demonstration of evidence-based, patient-centered,
culturally-competent care.
Grant Number: D09HP09358-01
Project Title: Graduate Nursing
Informatics Education
Applicant Organization: University
of Washington
Address: Box 357266, Seattle, WA
98195-7266
Project Director: George Demiris,
PhD
Phone: (206) 221-3866
Fax: (206) 543-4771
Email address: gdemiris@uwashington.edu
Organization Website: http://www.son.washington.edu/eo/cipct/
Project Period: July 1, 2008 – June
30, 2011
Abstract Narrative: Nursing represents
the largest number of direct patient care
providers in the United States. Nurses
are knowledge workers within the health
care industry, responsible for integrating
multiple sources of data and information
as well as coordinating the services of
multiple care providers into the comprehensive
daily management of individual patients.
With the rapid increase in both
volume of patient information and evidence
of best patient care practices, nurses
are increasingly called upon to employ
effective information and knowledge management
strategies and become involved in the
design and implementation of information
systems. Health care organizations
are in need of nursing leaders who have
expertise in clinical informatics and
can utilize information technology to
improve patient safety, quality of care
and redesign health care services to focus
on a patient-centered approach.
In response to this need, in 2004 the
University of Washington (UW) School of
Nursing established a Master of Science
program in Clinical Informatics and Patient
Centered Technologies (CIPCT). Three
new courses were developed and four existing
courses were redesigned to support a hybrid
format including both web-based distance
learning and face- to-face in-class sessions
making the existing program available
primarily to students residing in or close
to the Seattle greater metropolitan area.
West Virginia
Grant Number: D09HP09085-01
Project Title: A Post-BSN DNP:
Improving Care for Rural Women and Elders
Applicant Organization: West Virginia
University
Address: P.O. Box 9600, Morgantown,
WV 26506-9600
Project Director: Nan S. Leslie,
PhD, MN, RN
Phone: (304) 293-5446
Fax: (304) 293-2517
Email: Nleslie@hsc.wvu.edu
Organization Website: www.hsc.wvu.edu/son
Project Period: July 1, 2008 – June
30, 2011
The legislative purpose of this new application
is to "prepare advanced education nurses
through the enhancement of advanced nursing
education and practice" to improve access
to quality health care in a rural Appalachian
population and nationally through doctoral
preparation of culturally sensitive advanced
practice nurses in women's health and
geriatrics.
West Virginia (WV) is the only state
that is located entirely in Appalachia.
The state is predominately rural
and most counties are in areas identified
as medically underserved. In 2006,
the nation's overall health improved by
18.7%, while WV's overall health status
declined by 3.5%. West Virginians
have significant health disparities, have
less access to health care, are poorer,
have a failing grade for women's health
status, are older, and have lower educational
attainment than residents in most other
states. Women and the elderly in
the state often bear a disproportionate
burden of illness.
This proposal will expand specialty advanced
practice nursing (APN) education (BHPr
Goals I) with the addition of two new
specialty tracks in women's health and
geriatrics. This addition will address
the tremendous needs of the state as well
as the national need for culturally sensitive
advanced practice nurses. These
Nurse Practitioner (NP) APN programs will
be provided in a distance education format,
that can be delivered across the nation,
and will focus on transforming advanced
nursing education and practice in WV.
It will integrate the preparation
of geriatric and women's health NP tracks
into an existing post master's Doctor
of Nursing Practice (DNP) program. During
the third year of the project a post-Baccalaureate
MSN/DNP (PB MSN/DNP) program will be implemented.
By enabling nurses to transition
smoothly from a baccalaureate degree to
the MSN/DNP, the national workforce will
have more practitioners with advanced
health care skills in a shorter time than
it would take through the traditional
education ladder (BSN-->MSN—+DNP).
The PB MSN/DNP program will synthesize
our current post-master's DNP curriculum
that meets current DNP essentials, with
existing MSN curricula that meets NONPF
current guidelines for family, neonatal,
and pediatric nurse practitioners.
DNP prepared nurses will practice at
the highest levels of expertise by employing
evidence- based practice, cultural competence,
and advanced leadership skills to improve
health care delivery systems and enhance
the quality of clinical nursing care.
By adding 2 additional NP tracks,
DNP graduates will be APNs qualified for
national certification in the primary
care specialties of family nurse practitioner,
pediatric nurse practitioner, women's
health nurse practitioner, and geriatric
nurse practitioner, and as neonatal nurse
practitioners. Concurrent completion of
the APN Master's degree with the practice-focused
doctorate provides parity with colleagues
from other disciplines (e.g. PharmD, PsyD,
DSW, DPT).
Wyoming
Grant Number: D09HP05329-04
Project Title: Accelerating Learning
Experiences for PMHNP Students
Applicant Organization: University
of Wyoming
Address: Dept. 3065, 1000 E. University
Avenue, Laramie, WY 82071
Project Director: Dr. Susan McCabe,
EdD, APRN
Phone: (307) 766-6753
Fax: (307) 766-4294
Email address: smccabe@uwyo.edu
Organization Website: http://www.uwadmnweb.uwyo.edu/
Project Period: July 1, 2005 to
June 30, 2011
Abstract Narrative: The purpose
of this continuation project is to develop
new learning environments, including a
new pedagogical model, for teaching and
learning within the Psychiatric Mental
Health Nurse Practitioner (PMHNP) graduate
program of Fay W. Whitney School of Nursing
(SON) that reflect emerging technology
and enhanced cultural competencies. The
initial HRSA [D09HP05329] funding allowed
for the establishment of the PMHNP program,
which now has 26 students enrolled, and
graduated its first class of 6 students
in December 2007. Continued funding
will allow for pedagogical developments
that will enhance and accelerate PMHNP
student learning, address gaps and barriers
that have been identified, and add significant
cultural competencies and practice sites
for students to work with underserved
disparate populations, all of which is
anticipated to improve access to primary
mental health care for rural residents
in Wyoming and the surrounding states.
Wyoming and the region need this program.
Wyoming is a rural state by any
measure, with 18 of the 23 counties in
Wyoming classified as frontier rural.
While ninth in overall size, Wyoming
has the smallest population density of
any US state, with just over 500,000 residents.
Wyoming has a critical shortage
of mental health care providers, with
90% of the state designated as a mental
health professional shortage area. Serious
access issues are worsened by Wyoming’s
unique geography, with five mountain ranges
and an average altitude of 6,000 ft. Key
leading health indicators highlight the
poor mental health in Wyoming. Wyoming’s
suicide rate of 22 per 100,000 people
is almost twice the national average.
Suicide is the second-leading cause
of death for American Indian youth on
Wyoming’s Wind River Reservation (Rupp,
2006). Approximately 2,520 years of potential
life productivity being lost in the last
decade due to suicide (Wyoming Department
of Health [WDOH], 2000). Wyoming
has the nation’s fourth highest rate of
illicit drug use, and the second highest
rate of binge alcohol use (SAMHSA, 2004).
Wyoming’s rate of firearms deaths
is 14.9/100,000 compared to a national
average of 10/100,000 (CDC, 2004). Wyoming
has only 13 psychiatric advanced practice
nurses (APNs) and 26 practicing psychiatrists.
The professionals who practice in
Wyoming are often in very remote settings
with little professional support or collegial
consultation.
This request for continuation funding
will allow for accelerated learning, enhanced
cultural competency, and expansion within
the PMHNP program. Objectives will
emphasize developing innovative pedagogies,
improvement of professional identity development
using innovative technology to support
mentoring, and increased diversity of
students and their clinical experiences
through increased collaboration with Wind
River Indian Reservation.
The three proposed objectives will address
gaps and challenges identified in the
initial funding period and produce advanced
practice for whom accelerated learning,
mentoring and networking, and cultural
exposure has made them capable of profoundly
improving the mental health care in the
region. |
