The Gap Analysis Process and Curriculum Redesign

The Gap Analysis Process and

Curriculum Redesign

Connecticut Consultation

Maureen Sroczynski, DNP,RNDecember 7, 2012

Networking CooperatingUnifying

MergingPartnering

Living the DreamMoving to Strategic Alliances

Shared Beliefs Shared Learning

Competency Model ProcessOutcome Focused, Innovation Process for Change

3

Diploma, ADN, BSN Nursing Programs &

Practice Partners

Gap Analysis Process of Curricula

Designing New Models

by Addressing the Gaps

Implementation of Seamless

Progression Curriculum Models

Agreement on Competencies

Competency Model Process

Agreement on Competencies

• Engage school administration in plan for curriculum redesign early on in the process

• Can select from various competencies• Develop your own• QSEN• Nurse of the Future

• Align all with AACN Essentials for Baccalaureate Education and NLN AC Competencies

4

Partnerships of Diploma, AD, BS

Nursing Programs & Practice Partners

• Practice partners bring insight into current healthcare environment and clinical learning opportunities

• May begin with “coalition of the willing”

Competency Model Process

5

Gap Analysis Process

• Technique for determining the steps to be taken in moving from a current state to a desired future state.

• It begins with the present situation (“what is”), (2) cross-lists factors required to achieve the future objectives (“what could be”), and then (3) highlights the ‘gaps' that exist and need to be 'filled.‘

• Diploma, AD and BS programs assess curriculum against competencies

• Must demonstrate evidence of the competency in curriculum or clinical experiences

• Practice partners may examine orientation programs

Competency Model Process

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Purpose of the Gap Analysis

Provides an approach to identify areas for improvement in curriculum needed to fully capture the Nurse of the Future (NOF) competencies

Provides an opportunity for ADN and BSN and clinical partners to share and learn about each others educational process

Is a mechanism to link curricula in a seamless progression model building on the strengths of each program

Competencies Gap Analysis Process

1. Assessment of current status How many opportunities are currently available for your students to learn the K/A/S by graduation?

2. Validation of current status Where are these learning opportunities in your curriculum and how are they taught? Can include course objectives, lecture content , clinical objectives, clinical experiences, written assignments , case studies or other documented evidence and how evaluated

3. Desired outcomes Nursing Program

How many opportunities do you (the faculty) believe should be available for your students to learn the K/A/S by graduation

4. Desired Outcome Practice Partner(s)

How many opportunities does your practice partner believe should be available for your students to learn the K/A/S by graduation?

5. GAP between Desired Outcomes and Current Status6. GAP between Practice Partners Desired outcomes and Nursing Program Desired Outcomes

Gap Analysis Process Sample

Available @ www.mass.edu/ nursing

Framework for the Discussions Partners in the Gap Analysis Process

• Was there a lead school?• Do you work together or separately?• Who are the practice partner or partners involved?

Managing the process• How do you use the tools to look at the curriculum• Who should be involved at your school or schools?

Results Knowledge, attitudes and skill scores Areas where there were the greatest gaps How do you use the information to link curriculum or develop new

models

Competency Model Process

Designing New Modelsby

Addressing the Gaps

• May be designed at undergraduate level or within RN to BSN programs

• May involve dual or co-admission• May involve assessment and/or alignment of prerequisites,

general education requirements and credit transfer issues which will necessitate involvement of school administration

• What will clinical partners contribute?

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Competency Model Process

Implementation of Seamless Progression

Curriculum Models

• Competency based models provide seamless progression models

• Competency based models can also serve as foundation for shared or common curriculum models

• Some models based on 1 plus 2 plus 1 approach• Some states have begun with a cohort approach that can

be expanded within a system or across the state or region

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Structure Process Outcomes

The Strategic Planning Methodology

Donabedian

Some Current Models Springfield Technical Community College/University of

Massachusetts, Amherst Franklin Pierce University/Manchester Community

College St. Anslem College/Nashua Community College and

other community colleges Maine: Added additional competency LeMoyne College and St. Joseph’s College The City University of New York Mississippi Partnerships New Jersey Partnerships Alabama. Arizona, Colorado and Maryland beginning

the work

Franklin Pierce/Manchester Community College/Elliot Health System

Dual Admission Model MCC credits automatically transfer to FPU Begin FPU credits towards BSN in Year 3 at

MCC 192 hour preceptorship at Elliot Health system to

finish ADN

St Anselm College /Manchester Community College Model/Southern New Hampshire

Medical Center

Integrated competencies into both generic and RN to BSN curriculum

Started with one community college now extending to other community colleges

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RWJF PIN 4 AND/BSN NOF: Creativity and Connections: Building a Regional Nursing Education Framework

Nursing Curriculum Redesign – Seamless ProgressionSaint Anselm College (SAC) ~ Nashua Community College (NCC) ~ Southern NH

Medical Center (SNHMC)Associate Degree Program – NCC RN-BSN Degree Program – SAC

2-8 week sessions (Semester S1 and S2)

Pre-Reqs SCIN 201 A&P IPSYN 101 Intro to Psych

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Hybrid/Online Hybrid/Online

Year 1 Year II Year III Year IV Fall ENGN 101 College Comp I

SCIN 202 A&P IIPSYN 201 Human Growth & Develop.NURN 120 Fundamental Nursing SkillsNURN 130 Concepts for Nsg. Practice

44334

ENGN XXX English ElectiveNURN 220 Nursing Care II – Concepts and Skills

310

S1THRN 425 Medical EthicsNURN 451 Leadership and Management

S2NURN 455 Evidence-Based Nursing ResearchNURN 453 Pharmacology for the RN

34 44

S1NURN 457 Nursing Capstone PracticumNURN XXX Nursing Elective

S2Completion of any outstanding courses as needed

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Spring

MTHN XXX Math ElectiveNURN 140 Nsg Care I – Concepts and SkillsNURN 230 Pharmacology for Nsg PracticeSCIN 215 Microbiology

4834

HUMN/LNGN Humanities/Fine ArtsNURN 240 Management of Nursing Care Across the Lifespan

310

S1NURN 456 Nursing informaticsPHRN 107 Ethics

S2NURN 452 Health AssessmentNURN 454 Community Health Nursing

43 44

Credits 44 26 30 6Summer * SO 101 Intro to Sociology

and/or* TH XXX Theology Elective or →

3

* SO 212 Statisticsand/or

* TH XXX Theology Elective or ** NURN XXX – Nursing Elective or →

3 3

* PH XXX Philosophy Elective, if needed** NURN XXX Nursing Elective

3 3

Credits 47 32 36 6

* May be taken at NCC or SAC** Must be taken at SAC = 42 credits Total Credits = 121

NCC Tuition= $210/credit 4 x 70 = $14,700 Total Cost: $27,300 SAC - $300/credit x 42 credits = $12,600 Based on current fees

18SG 12/11

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Mississippi Process

• Eleven Nursing Programs• All conducted Gap Analysis of Leadership Competency• Two Tracks for using competencies

– Align ADN curriculum- prerequisites/Gen. Ed– Partnerships of ADN/BSN/Practice partners to design seamless

progression model

• Prioritizing competencies to do Gap Analysis

New Jersey Process

Started with 3 partnerships of ADN and BSN programs and practice partners

Includes acute, home care and long term care practice partners

Moving through one competency at a time One partnership added additional column to

Gap Analysis process to identify practice partners contributions

Competency ModelLessons Learned to Date• This process addresses the fact that education and practice

do not always speak the same language• Practice needs be involved early in the review and

development of new curriculum models • Diploma, AD and BS programs all have gaps in reviewing

current competency models• Divergence and convergence are part of the process• Iterative process of innovation

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Managing Complex Change

Vision + Skills + Incentives + Resources + Action Plan = CHANGE

_______________________________________________________________________

+ Skills + Incentives + Resources + Action Plan = CONFUSION

Vision + + Incentives + Resources + Action Plan = ANXIETY

X

X

Managing Complex Change

Vision + Skills + + Resources + Action Plan =

GRADUAL CHANGE

Vision + Skills + Incentives + + Action Plan =

FRUSTRATION

Vision+ Skills + Incentives +Resources + = FALSE STARTS

XX

X

Vision + Skills + Incentives + Resources + Action Plan = CHANGE

________________________________________________

Something in the differences teaches us the

similarities

The Common Ground in our thinking

Grooves in Our Thinking

Think of a color? Think of a piece of furniture? Think of a flower?

Dialogue

Decision Making

Action

Evaluation Shared Purpose

Appendix FInterpersonal Collaboration as a Cycle of InquiryThe “DDAE”

Gajda, R. & Koliba, C. (2007). Evaluating the Imperative of Interorganizational Collaboration. American Journal of Evaluation, (28)1,26-44

Ongoing links with each other

The new Center to Champion Nursing in America website

www.campaignforaction.org

Options to easily link to discussions about education

on topics, to review data by state, to pose a question to the group, to share your innovations

The home of the ongoing learning community

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If you want to go quickly, go alone

If you want to go far, go together

African proverb

A Framework for Our Journey

The journey of one thousand miles begins with one step.

We have begun the journey and we all travel it together.

“Tashi deley”

I honor the greatness in

you !

Questions to Continue the Dialogue

Where do you want to begin? Who will be the partners? Looking at how to use the Gap Analysis

Closing the Circle