Bureau of Health Workforce Division of Nursing and Public Health Advanced Nursing Education (ANE)...

Bureau of Health WorkforceDivision of Nursing and Public Health

Advanced Nursing Education (ANE)

HRSA-15-046Peer Review Webinar

March 4, 2015 2:00 p.m. - 4:00 p.m. E.T.

Nancy Douglas-KerselliusNurse Consultant

U.S. Department of Health and Human ServicesHealth Resources and Services Administration

Bureau of Health WorkforceDivision of Nursing and Public HealthAdvanced Nursing Education Branch


Advanced Nursing Education

Purpose:To provide federal funding for projects that support the enhancement of advanced nursing education and practice at the masters and doctoral level


Advanced Education Nurses

• Nurse Practitioners

• Nurse Midwives

• Nurse Anesthetists

• Clinical Nurse Specialists

• Nurse Educators

• Nurse Administrators

• Public Health Nurses



For Fiscal Year 2015 ANE will support projects that:

• Develop and test innovative academic-practice partnerships models for clinical training • Create one or more innovative

partnerships between academic institutions and rural and/or underserved clinical practice sites

that improve the quality of clinical sites and preceptors


ANE grantees should implement new and innovative strategies and models for preparing graduate nursing students to address:• Evolving needs of the healthcare system and

practice-based environment• Educating graduate nursing students in new

models of health care delivery• Providing health care to minority, underserved

and rural populations



ANE Program Requirements

Applications must include:• A detailed description of the innovative

academic-practice partnership model either establishing at least one new innovative partnership or the enhancement of an existing partnership between academic institutions and rural or underserved clinical practice sites


Program Requirements

Applications must include:• A detailed timeline for the establishment of

the partnership(s) • Details of the formal partnership

arrangement(s)• A plan for placement of students in the

clinical partner site(s) by January 31, 2016



• Clinical practice sites must incorporate new models of health care delivery including team-based care or other innovative payment and service delivery models (i.e., Patient Centered Medical Home, Accountable Care Organization)

• Must also address the broad range of social determinants that influence health and health outcomes


Academic-clinical partnership(s) must provide education and training for graduate nursing students and clinical preceptors in complex practice environments in rural and/or underserved clinics



Academic-Clinical Partnerships

Defined as strategic relationships between educational (academic) and clinical practice settings established to advance their mutual interests related to practice, education and research

Beal, Judy. 2012. Academic-Service partnerships in Nursing: An integrative review. Nursing Research and Practice


Academic-Practice Model (s)Must include:• Formal mechanisms for feedback and

evaluation to inform program development and curricular enhancements

• Factors that augment preceptor quality and improve the outcomes of student’s clinical experiences

• Use of existing evidence-based tools and methods to measure preceptor competencies


Academic-Practice Model (s)

• Use of existing evidence-based tools and methods to measure student clinical competencies

• A rapid cycle quality improvement strategy to test the effectiveness of the clinical training model and plan for ongoing feedback


• Evidence- and competency-based assessments and clinical evaluation tools to assess student performance and student readiness to practice

• Incentives to recruit, engage, and train preceptors (i.e., faculty appointments at the academic institution, and educational and/or professional development opportunities)

Academic-Practice Model (s)


Rapid Cycle Quality Improvement (RCQI)

A "quality improvement method that identifies, implements and measures changes made to improve a process or a system."

(http://www.healthit.gov/providers-professionals/faqs/how-do-i-use-rapid-cycle-improvement-strategy


RCQI

Rapid-cycle improvement means changes are made and tested over periods of three months or less, rather than the standard eight to twelve months.


RCQI

Plan-Do-Study-Act (PDSA) is a commonly used rapid-cycle improvement strategy

It is a four-stage rapid-cycle quality improvement strategy


Eligibility

• Accredited schools of nursing

• Nursing centers

• Academic health centers

• State or local governments

• Non-profit health care facilities

• Other public or private non-profit entities


Accreditation

Schools of Nursing

•Commission on Collegiate Nursing Education (CCNE)•Accreditation Commission for Education in Nursing (ACEN)•Accreditation Commission on Midwifery Education of the American College of Nurse-Midwives (ACME)•Council on Accreditation (COA) of Nurse Anesthesia Programs of the American Association of Nurse Anesthetists


School of Nursing Accreditation

• All Nursing programs associated with the project and conferring degrees must be accredited for the purposes of nursing education

• Documentation of accreditation should be included with the application when submitted

• The only acceptable format is a letter from the accrediting body


School of Nursing Accreditation

• New Nursing Programs • need a letter of reasonable assurance

from the U.S. Department of Education (attachment 3)

• Substantive Change Notification • modified nursing programs must

include documentation of the approval from the accrediting agency (attachment 3)


Clinical Facility Accreditation

To ensure that health care facilities are credible and reputable organizations dedicated to ongoing and continuous compliance with the highest standard of quality requires accreditation.


Clinical Facility Accreditation

Non-profit health care facilities responding to this funding opportunity announcement must provide documentation of accreditation with the application. (attachment 3)


Project Staff Qualifications

Project Director: RN, Doctorate in Nursing (preferred); must be employed by the applicant agency


Use of Grant Funds• To develop, coordinate and maintain at least

one or more formalized partnerships between clinical training sites and academic institution(s)

• To develop and implement clinical field placements focused on serving rural and/or underserved populations

• To recruit, engage and train faculty to serve as preceptors to provide oversight and guidance to students (funds cannot be used for direct payment to preceptor and clinical sites)


Use of Grant Funds

• To implement existing evidence-based tools to measure student and preceptor competencies

• To support curricular enhancements specific to clinical competencies

• To implement Rapid Cycle Quality Improvement strategies to evaluate the innovated clinical training mode


Budget Justification

• Narrative that explains the amounts requested for each line item in the budget

• Each item should support the achievement of proposed objectives

• For subsequent budget years, the justification must highlight the changes or clearly indicate that there are no substantive budget changes during the project period

• The budget justification MUST be concise


Funding Restrictions

Funds may not be used for:• Student support (tuition, stipends, salaries,

travel)• Student books and fees• Direct payment to preceptors and clinical

sites• Subsidies or paid release time for project

trainees or participants • Construction and/or renovations• Food and drinks


Funds may not be used for:• Promotional items and memorabilia, purchase

of gift cards, franchise fees and expenses• Accreditation, credentialing, continuing

education

Funding restrictions: • Only one Project Director• Salary amounts cannot exceed $181,500

Funding Restrictions


Salary Limitation Example

Individual’s actual base full-time salary: $255,00050% of time will be devoted to projectDirect salary $112,500Fringe (25% of salary) $28,125Total $140,625

Amount that may be claimed on the application budget due to the legislative salary limitation:Individual’s base full time salary adjusted to Executive Level II:$181,50050% of time will be devoted to the projectDirect salary $90,750Fringe (25% of salary) $22,687.50Total amount $113,437.50


Funding Preference

Funding of a specific category of approved applications ahead of other categories of approved applications • Applicants receiving the preference will be

considered ahead of others without the preference

• Applications that do not receive a funding preference will be given full and equitable consideration during the review process


Funding Preference

Requested in the Project Abstract and documented in Attachment 11 : • A “high rate” of graduates accepting positions

in practice settings that: • Substantially benefit rural populations or • Substantially benefit underserved

populations or• Help meet public health nursing needs in

state or local health departments


Substantially Benefits Rural Populations

Students will have a field placement or practicum experience in a site serving rural populations, (see FOA for listing of sites)

The curriculum must include content on rural culture and other health indices specific to rural health populations and provide precepted training experiences managing the care of patients with complex health needs.

A “high rate” of graduates work in a site serving rural populations


Substantially Benefits Underserved Populations

The applicant organization is physically located in a Health Professional Shortage Area, a Medically Underserved Community, or serves medically underserved populations and focuses on primary care, wellness, and prevention strategies

The curriculum incorporates content addressing the cultural and health indices specific to underserved populations and provides precepted training experiences managing the care of patients with complex health needs


Substantially BenefitsUnderserved Populations

Partners with schools deemed Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic-serving institutions or with other schools, or consortia of schools, that educate nursing students from groups underrepresented in the nursing profession and

A “high rate” of graduates work in a site serving underserved populations.

Bureau of Health WorkforceDivision of Nursing and Public Health Substantially Benefits

Public Health Nursing NeedsLinkage(s) with state, local and Federal health departments for student learning experiences• Curriculum concentrates on the public health

sciences and prepares students with the competencies needed to work as a public health nurse

• Curriculum provides precepted training experiences in care of patients with complex health needs, including, social determinants of health that influence access to specialty care and social services and

• A “high rate” of graduates working in a public health facility


High Rate of Graduates Employed in Qualifying Areas of

Expertise/Focus

“High rate” is defined as a minimum of 40% of graduates in the academic year 7/1/2013-6/30/2014 are employed in clinical practice sites substantially benefiting rural or underserved populations, or in state or local health departments


Graduates in Practice SettingsSetting No. of

Graduates Community Health Centers Migrant Health Centers Health Care for the Homeless National Health Service Corps sites Indian Health Service Sites/Tribal Health Sites Federally Qualified Health Centers State or Local Health Departments Ambulatory Practice Sites Designated by State Governors Health Professional Shortage Areas (HPSAs) Rural Populations Rural Clinics Underserved Populations/Settings

Total Number of Graduates Employed in these Settings from 7/1/2013 – 6/30/2014

Total Number of Graduates (from 7/1/2013 to 6/30/2014) Percentage of Graduates Employed in these Settings


To Calculate “High Rate” of Graduates

Percentage of graduates employed in practice settings is determined by:

Total number of graduates employed in these settings [divided by]

Total number of graduates from July 1, 2013 to June 30, 2014


Student Enrollment

Enrollment should be included for all three years of the project

Placement of students at the clinical partner site(s) by January 31, 2016


Application Content

Project AbstractProject Narrative• Purpose and Need• Response to Program Purpose• Work Plan – includes a logic model• Methodology• Resolution of Challenges


Application Content

•Project Narrative Impact• Evaluation & Technical Support Capacity• Project Sustainability\

Organizational Information, Resources & Capabilities• Program Specific Information

•Budget & Budget Justification

Required Application Contents

• Project specific description• Abstract and narrative

• Accreditation documents• Curriculum-related description• Position descriptions of clinical preceptors

and project personnel• Bio sketches of key personnel• Maintenance of effort


Application Contents

If applicable the following application contents are also required:• Letters of agreement/MOU• Approval documentation for new programs• Administrative and other letters of support• Consultant Information• Request for funding preference (should

include table for graduates in practice settings, see page 23)



Review Criteria

Critical indicators have been developed for each review criterion to assist the applicant in presenting pertinent information related to that criterion and to provide the reviewer with a standard for evaluation.

Please refer to pages 21-24 of the funding opportunity announcement for the critical indicators for each review criteria


Review Criteria

1. Purpose & Need 10 points2. Response 30 points

• Work Plan – 10 points• Methodology- 15 points• Resolution of Challenges- 5 points


Review Criteria

3. Impact 20 points• Evaluation & Technical Support Capacity 15

points• Project Sustainability 5

points

4. Organizational Information 15 points Resources/Capabilities


Review Criteria

5. Support Requested 10 points

6. Program-Specific Information15 points


Resources

Logic models can be found at the following website: http://www.cdc.gov/nccdphp/dnpao/hwi/programdesign/logic_model.htm

How to distinguish between a logic model and work plan: http://www.cdc.gov/healthyyouth/evaluations/pdf/brief5.pdf

http://www.cdc.gov/nccdphp/dnpao/hwi/programdesign/logic_model.htm

http://www.cdc.gov/nccdphp/dnpao/hwi/programdesign/logic_model.htm

http://www.cdc.gov/healthyyouth/evaluations/pdf/brief5.pdf

http://www.cdc.gov/healthyyouth/evaluations/pdf/brief5.pdf


Rapid Cycle Quality Improvement

Information to be supplied by group who developed the RCQI

manual for the applicants


Questions

Date post:	18-Dec-2015
Category:	Documents
Upload:	wilfred-davidson
View:	218 times
Download:	0 times

Bureau of Health Workforce Division of Nursing and Public Health Advanced Nursing Education (ANE)...

Documents