Leadership 2.0: A Winning Combination for Nursing’s Next

Generation

October 7, 2015Kimberly McGinnis, Tracy Pritchard,

Karen Bankston, Greer Glazer

What is the Problem?

Discipline Univ. of Cincinnati

Cincinnati Health Workforce

Hamilton County Demographics

National Workforce*

% MaleAllied Health Sciences

MedicineNursing

Pharmacy

19.8%50.8%12.9%39.2%

Not reported64.8%9.3%

Not reported

51.8%

4.1%-30.5%65.1%

9.2-15%46.3%

% HispanicAllied Health Sciences

MedicineNursing

Pharmacy

3.9%1.8%3.1%1%

Not reported 2.8%

4.2-11.6%6%

4.4%-13.4%4%

% BlackAllied Health Sciences

MedicineNursing

Pharmacy

8.3%4.6%8.4%5.2%

Not reported2.1%6.3%

Not reported

26%

4.2-24.8%5.3%

5.2-37.5%5.9%

% Non-Hispanic WhiteAllied Health Sciences

MedicineNursing

Pharmacy

75.4%45%

79.9%74.6%

Not reported78.3%91.3%

Not reported

67%

68.8-82.8%72.2%

54-89.5%73.7%

*Ranges are provided to reflect differences by specialty within a health profession

HealthLandscape, LLC. (2014). Regional healthcare workforce profile; U.S. Census Bureau. State quickfacts; U.S. Department of Health and Human Services, Health Resources and Services Administration, National Center for Health Workforce Analysis. (2014). Sex, race and ethnic diversity of U.S. health occupations (2010-2012). Rockville, Maryland.

Racial, ethnic and gender diversity is an issue for many health care disciplines, especially nursing

Diversity of College of Nursing Compared to Hamilton County

• Needs Assessment-Data tell a powerful story– National, State, Community, University, College

How We Got Started on our Journey

• Ohio’s health value ranks 48th

– Unhealthy lifestyle– Costs of healthcare

• Overall regional health status is in the bottom 20%

Health Disparities in our Backyard

Health Policy Institute of Ohio (2014 Health Value Dashboard Overview)State Health Rankings Report (America’s Health Rankings)

smoking heart disease

diabetes obesity0

20

40

60

80

100

120

140

160

180

% a

bove

nati

onal

ave

rage

17%

175%

10% 11%

Regional Health Status

• Overall mortality rates in Cincinnati are higher than that for Ohio or the nation as well as mortality rates for heart disease, cancer, stroke, chronic respiratory disorders, and diabetes.– Chronic diseases are the biggest contributor to health

care costs – In Greater Cincinnati, chronic conditions

disproportionately affect African American, Appalachian and older individuals

• Infant mortality rate in Cincinnati is more than 4X the national rate

Health Disparities in our Backyard

Cincinnati Health Department. Local Conversations on Minority Health. Report to the Community 2011.

• ACT (2014 statistics)– National average composite: 21– Ohio average composite: 22 (has one of lowest

degree attainments in US-35th)• Average composite of students who are:

– White: 22.8– Black/African American: 17.4– Hispanic: 20.4– Asian: 24.5– Native Hawaiian/Pacific Islander: 21.7

– College of Nursing minimum required ACT: 24• Mean ACT in Cincinnati Public School District: 19

Educational Disparities

ACT Profile Report-State: Graduating Class 2014 Ohio

• % of Cincinnati residents living in poverty (2005-2009)– 36.2% of Black residents versus 15.6% of White residents

• % of Cincinnati residents unemployed (2005-2009)– 16.1% of Black residents compared to 6.1% of White

residents• % of Black-owned firms in Cincinnati-18.3%• >50% of children in Cincinnati are living in poverty (2nd highest

in US)• African Americans and the poor were more likely to report

their race or ethnicity as abarrier to binding a trusted provider

Economic Disparities

U.S. Census 2010The Greater Cincinnati Foundation. Cincinnati in Black and White: Better Together- A Decade Later 2011Children’s Defense Fund-Ohio, 2014Interact for Health, 201411

How to Break the Cycle?

Prevalence of health, education and income disparities in Cincinnati created a

level of urgency within our College to ACT

12

• Promotion of diversity and inclusion is a strategic priority for the CON

• It is a thread throughout the goals and strategies outlined to achieve the vision and mission of the college– CON strategic map– Investment financially, mentally, and physically (i.e.

skin in the game)

Leadership and Organizational Support

Community Needs Assessment

UC Academic Health Center Educational Pipeline Project data

Themes Programming Elements

Academic support Skill building, tutoring, math and science development, summer bridge, ACT test prep, working with counselors, teachers and advisory committees

Building confidence Skill building, communicate academic expectations

Community engagement Partner with urban high schools, teacher liaisons

Dealing with individuals Tailor interventions, not blanket issues

Finances Financial aid education, scholarship opportunities, how to apply for financial aid

Mentoring Someone who looks like me, social mentor, confidence building, peer mentoring, student affinity groups

Opening up the possibilities Exposure to various health careers, “I can do it; others like me have”, empowerment

Year 2010 2011 2012Average GPA

White, non-Hispanic 3.35 3.39 3.44URE 2.96 3.05 3.03

Average ACT White non-Hispanic 23 23 24URE 19 20 20

CON-Internal AssessmentEducational Disparities in the Applicant Pool

Year 2010 2011 2012Applicants

White, non-Hispanic 75.9% 74.2% 75.8%

URE (underrepresented racial/ethnic) 21.9% 22.5% 21.5%EnrolleesWhite, non-Hispanic 92% 93% 93%URE 8% 7% 7%

Development of Leadership 2.0

• The purpose of Leadership 2.0 is to strengthen the recruitment, acceptance, academic success and retention rates of URE and first generation college students in the UC College of Nursing.

Leadership 2.0 Objectives

• Program organization– Leadership – Faculty– Staff (student affairs, IT, research)– Community partners– Partner schools

Development of Leadership 2.0

1. Increase recruitment of underrepresented students

2. Increase first-year retention rate of underrepresented students

3. Increase GPA of underrepresented students

The 8 components of Leadership 2.0

– Pre Admission Strategies– Summer Scholars Bridge Program– Academic Success– Research Experience– Leadership and Professional Development– Socialization– Community Engagement– Diversity Enrichment

Pre Admission Strategies

• ACT Prep• University and College Visits• Application Help Nights• FAFSA Workshop

Summer Scholars Bridge Program

• Living on campus• Exposure to challenging courses• College credit for First Year English course• Introduction to Academic Supports• Community Engagement• Social Events• Exposure to Career through Visits

Summer Scholars Bridge Program

Academic Success• Learning Assistance Center– Supplemental Instruction– Peer Tutoring– Academic Coaching– Writing Center

• College Supports– Study Tables– Peer Tutoring– Peer Tutoring– Academic Advising

Research Experience• Undergraduate Research Conference– Year one • Attend Research Workshop• Attend conference

– Year two• Engage in research with Faculty or Doctoral student• Participate in Research Program – STARS or URS• Present at conference

Leadership and Professional Development

• Professional Mentoring in Year Two• Lunch and Learn sessions• Leader of the week

Socialization• Living on campus• Social events • Mentoring with faculty• Mentoring with nursing professionals

Community Engagement• Aunt Flo’s Collection• Winterize Yourself• St. Vincent de Paul Food Pantry • Ronald McDonald House• First Year Experience Project

Diversity Enrichment• Attend Diversity Conference• Participate in Diversity Advisory Council Events– Book Club– Movie Night– Cultural Festival

• Become members of AMBITION

Results• College of Nursing Demographics have not changed since

Leadership 2.0.

• We learned that 11th grade is too late to begin college readiness interventions

 Pre-Interventions Post-Interventions

Academic Year 2012-2013 2013-2014 2014-2015

% Male 13% 12.4% 14.2%

% Black Students

6.5% 6.5% 6.4%

% White Students

83.8% 82.0% 82.2%

Results• Summer bridge results

– Year One - 12 of 13 completed and 11 proceeded to nursing major; 1 withdrew from UC, 1 changed major to business

– Year Two - 13 of 13 completed and proceeded to nursing major

• First year retention results– Year One 11 completed the academic year; 10 progressed to

sophomore year and 1 withdrew from UC– Year Two 12 completed the academic year; 1 changed major

to business end of fall; 1 changed to pre-law end of spring

Impact of Summer Bridge on the Following:

Importance of Academics AND Socialization

Exposure to Diverse Experiences is Important• Leadership 2.0 students expressed a low interest

in research prior to beginning their research experience

• After being involved in doing research, student interest significantly increased

• In fact, several students expressed interest in wanting to continue their research.

Leadership 2.0 Students had Higher GPAs and First-Year Retention Rates

Student Category % URE % Men% 1st

Generation1st Year College

GPA1st Year

Retention

Leadership 2.050% 19% 42% 3.45 96%

CON URE Students (not in Leadership 2.0)

100% 5% 21% 3.06 90%

CON 1st Generation (not in Leadership 2.0)

12% 18% 100% 3.00 91%

Total CON First-Year Student Body

10% 13% 15% 3.40 92%

Outcomes from College of Nursing (CON) Leadership 2.0 (AY13/14 and 14/15)

Leadership 2.0 Scholars 2013

Leadership 2.0 Scholars 2014

Discussion• Expand on the winning combination– Building relationships with peers prior to the beginning of

their freshman year. – Developing relationships with university faculty, staff,

administration and their fellow students. • A student shared “Having…. the ability to meet the administration

before we got started really helped. Also because we started off the year knowing a lot…. so if we ever had any issues or problems we knew to go to.”

• “it’s not just school stuff like if you need something else like out in the community, you have people who live here and have lived here for a while that you can go to for that stuff. It’s not just like education-wise you have like resources for outside life too”.

Discussion Continued• Collaboration – College of Nursing with other

UC units (housing &learning assistance center)• Importance of people from a variety of

backgrounds on team around support interventions

• All members owning the program regardless of role

Conclusion

• Leadership 2.0 success is the student success. We are excited about the retention of our students from summer bridge through the first year.

• The team is committed to working with academic and student affairs units to create a holistic and systemic supportive environment for student success.

Future Directions• Students need support through graduation.• High school students need exposure to

healthcare careers earlier in the high school, 9th grade or earlier.

• Invite UC resources units to planning of future grants.

Questions

Contact Information

• Kimberly McGinnis– Kimberly.mcginnis@uc.edu

• Tracy Pritchard– Tracy.Pritchard@uc.edu