NJNI Grantees 2016 – 2017

The College of New Jersey:

Using academic-practice partnerships to advance population health in nursing education at TCNJ

The concept for this project is curricular in focus and aims to advance the integration of population health knowledge, concepts, and skills into the The College of New Jersey (TCNJ) nursing curriculum in close collaboration with clinical partners that represent all levels of health care. Using the Framework for Nursing Education’s Transition toward Population Health we are focused on knowledge, skills and attitudes of Context, Translation and Application of Data and Technology for Disease and Risk Surveillance, and the Faculty Development needed to further prepare TCNJ faculty for their critical role in the transition to population health. Our next steps and the focus of this application are to (1) expand the number of population care management experiential learning activities to penetrate additional levels and courses of the baccalaureate curriculum (current penetration is approximately 35% in upper division level courses), and (2) building on our strengths in simulation and community partnerships, develop and implement additional multidimensional simulated learning experiences that target priorities in the Mercer County CHIP. Specifically in this initiative we will expand a lower division course that focuses on health and introduces the social determinants of health, health disparities and inequities as well as policy, public health, and community concepts relevant to health to include a complex simulation. This simulation will be designed to focus the students on tenets of population health, a specific population in need, and the imperative for community agencies to collaborate in order to jointly address the needs. It will assure that all students complete the course with a clear understanding and appreciation of the crucial role factors other than medical and episodic care play in the health of individuals and communities.

Georgian Court University:

Culture, Commitment and Collaboration: Partnering for Integrating Population Health into a Nursing Curriculum

The purpose of this proposal is to enhance the Georgian Court-Meridian Health School of Nursing BSN curriculum to meet the current and future challenges in health care, specifically as it relates to population health. Faculty will explore models that use a contextual learning approach and narrative pedagogy in order to help students develop the broad intellectual skills needed for the future challenges faced by the profession of nursing. In addition, a model of partnership engagement between the School of Nursing and community healthcare agencies will be developed, piloted and strengthened. Key project components include: 1) Use of narrative pedagogy and active learning modalities to improve application of key knowledge, skills and attitudes for population health throughout the curriculum. 2) Incorporation of elements essential to supporting population health and Triple Aim Outcomes throughout the curriculum. 3) Strengthening of partnership engagement between the SON and community healthcare agencies. 4) Engagement of faculty and students in activities that support and advance a culture of health. Nursing students at all levels will participate in health promotion activities to support a “Culture of Health” at Georgian Court University through participation in a Healthy College Campus Week. 5) Development of a minor in population health for a new RN to BSN program. This project will allow GC-MH faculty the opportunity to redesign the curriculum to support the future role of nursing in support of population health and Triple Aim Outcomes. It is proposed that the resulting curriculum and the models of partnership engagement that result could become a model for other schools of nursing.

Rutgers, The State University of New Jersey:

Educating School Nurses to Engage in Population Health: Out of the Office and into the Community

Rutgers University Camden – School Nurse Certification Program is proposing a redesign initiative that will expand the program from its current Post-Baccalaureate status to a Doctorate in Nursing Practice with a focus on Population Health. The proposed Rutgers University-Camden Doctorate in Nursing Practice/School Nurse Certification program will be uniquely designed to address the complex and increasingly demanding health needs of students and their communities within the state. By preparing school nurses to work collaboratively in the community and providing high-quality comprehensive leadership training will ensure that they develop long term skills that allow them to be leaders and change agents within their schools and communities. Furthermore, working across sectors in their communities, school nurses can together enact effective, sustainable, school health initiatives that impact New Jersey as a whole and improve population health practices statewide. This innovative redesign will meet the ever-growing demands of Certified School Nurses in NJ as the initial phase of the program will continue to meet NJ Department of Education Certification requirements. The second phase of the program will allow the students to continue coursework to complete their Doctorate in Nursing Practice (DNP). The DNP will assist school nurses in reflecting on current practice, transforming their thinking and allowing for change in their practice beyond the level of a bachelors degree. The DNP provides a school nurse with leadership skills, knowledge and critical thinking skills that allow them to lead change, promote health and elevate their level of care within a community system. The Rutgers School Nurse Certification Program aligns with the Framework for School Nursing in the 21st Century as designed by the National Association of School Nurses (NASN).

Rutgers, The State University:

Innovative Use of Simulation to Redesign the Baccalaureate Nursing Curriculum to Address Population Health

Our project will implement an innovative use of simulation to redesign our baccalaureate curriculum for generic and second-degree nursing students (N = 823) to achieve the following goals: 1) improve population health by providing culturally competent care to address social determinants and health disparities; 2) advance behavioral changes in self-management of chronic illnesses; 3) facilitate transitions in care; 4) promote a culture of health through health promotion, disease prevention, and utilization of community resources; 5) contribute to the collection and interpretation of meaningful use data to recognize care gaps; and 6) utilize the electronic health record (EHR) for documentation and reassessment as it relates to quality, safety, and evidence-based best practices. We will partner with Barnabas Health, New Jersey’s largest integrated health care delivery system providing services to over two million patients annually, to develop realistic patient scenarios for the videotaped vignettes, high fidelity simulations, and their associated learning activities. The patient scenarios will involve two unfolding cases: 1) an older African American adult with diabetes mellitus, hypertension, and heart failure; and 2) a Hispanic/Latino child with asthma. Faculty teaching in multiple core nursing courses will shift their focus from individual acute care to population based care across the continuum for adults and children with chronic illnesses. This project will change student approaches from traditional lecture based learning to more engaged, active learning activities that require critical thinking to achieve the stated project goals.

Seton Hall University:

Infusing Population Health Competencies to Transform a BSN Curriculum

The goal of this project is a curricular innovation to integrate the theme of population health and related competencies throughout the entire undergraduate curriculum. During the project year, the focus is threefold: 1) redesigning a freshman level course to incorporate foundational competencies for population health along with served learning activities in collaboration with community partners; 2) engaging a curriculum consultant to guide the layering of population health competencies strategically into courses across the entire undergraduate curriculum, additionally incorporating new community-based clinical experiences into existing clinical courses and; 3) providing faculty development in the form of 3-4 course in population health to 5 selected faculty who will teach in and champion these competencies in courses at each level of the curriculum. Existing relationships with clinical partners will be expanded to offer students opportunities to participate in inter-professional teamwork and firsthand engagement with populations at risk. This will be achieved through a community based service learning requirement. Carefully designed assignments will be tied to the community activities in which students are engaged and thus will reinforce course concepts and promote beginning population health competencies. Outcomes of this project will result in students growing their knowledge and practice competencies congruent with Healthy People 2020 objectives as they progress through the curriculum. This will be achieved by initiating an understanding of the social determinants of health and evidence-based approaches to population health early in the program, to promote a culture of measuring and improving patterns of health across the lifespan. Students will use date-driven clinical decision-making at the individual and population levels; participate in experiences in clinical prevention, population health practice and interdisciplinary team functioning. The project will promote partnerships with community based healthcare settings and organizations and address the need for high quality cost-effective, accessible healthcare in New Jersey.