DNPSharkTankDeepDive

Dr.JeniEmbreeDNP,RN,NE-BC,CCNSClinicalAssistantProfessorInterimDNPCoordinator

DNPinNursingLeadershipandHealthSystemsProgramjembree8@iu.edu

JulieMeek,PhD

EmilySego,DNP,NEA-BC

Abstract•  TheDNPSharkTankDeepDiveisapresenta2onofhowoneschoolofnursingtransformedtheirDNPprojectmodelfortheDNPProject.

•  Thegoalofthispresenta2onistosharehowabusiness-frameworkguidedtheprojectchangethatresultedincollabora2onwithaninterna2onalimageconsultant,healthcoaching,andourbusiness,artanddesign,liberalarts,bioengineering,andinforma2csandcomputersciencefacultyandotherpartners.

Objectives•  Iden2fyhowoneDNPProgramreframedtheirDNPscholarlyinquiryprojectintomul2pleimmersiveexperiencesbasedonChiefNursingExecu2veinterviews

•  Discusslessonslearnedfromstudentandfacultyperspec2vearoundimmersiveexperiencedevelopment

•  Performastakeholderanalysistodetermineimportantkeypersonsneededtocreateauthen2cimmersiveexperiencesforaDNPprogram

•  Explorestakeholderanalysisforasampleproblem•  Iden2fypoten2altoolkitelementshelpfulforcraGingimmersiveexperiences

•  Inves2gateplanningframeworksforpoten2alproblemsolu2on

The passage of the Affordable Care Act set forth rapid change in healthcare with the need for commensurate changes in the preparation of DNP leaders:

•  A curriculum revision was required to meet the needs of our communities of practice. Our goal was to redesign our DNP Program to proactively address and meet the current and anticipated future demands for executive nursing leadership.

•  The entire context has changed: DNP programs have proliferated and there was a need to differentiate the IUSON DNP Program by leveraging the diverse resources of the IUPUI campus and our partnership with the IU Health state-wide health system as well as other stakeholders.

•  Student experience: Variability around student project outcomes was observed.

•  Resource constraints & workload issues: Fewer faculty and the project model required 1:1 faculty hours. Twenty percent of the cost of the former program was 1:1 faculty advising expense.

•  Financial constraints: The program was not breaking even financially partially offset by Health Resource Services Administration grant funding which was ending soon.

Challenges

Processes•  SelectFrameworkforProgramReview•  CNEInterviews• DeterminecategoriesofcontentfromCNEinterviews

•  CourseMappingtoAmericanOrganiza2onofNurseExecu2veCompetencies,AmericanHealthCareExecu2veCompetencies

•  LEANProject•  CourseandProgramRevision• DNPC/SAApproval•  FacultyCouncilApproval-school• GraduateCouncilApproval-campus

BusinessCaseModel-4AreasofImpact

Ellis,Embree&Ellis,2015

StakeholderIdenti@ication•  Asacri2calfirststepandguidedbytheimpactframework,employersandpoten2alemployersoftheuniversity’sDNPleadershipgraduateswereiden2fied

•  CNEsweredeterminedtobemostknowledgeableaboutDNPstudents’needsforprepara2oninleadershipinhealthcare

•  Ins2tu2onalReviewBoardApprovalwasobtained•  TenCNEswithina20mileradiusofcampuswereinvitedandconsentedtobeinterviewed

•  CNEswerealsoaskedtoiden2fycurrentprepara2ongapsofcurrentgraduatesseekingaDNPhealthcaresystem-levelleadershiprole.

CNEPerspective/Mapping

• Duringinterviews,ourCNEsiden2fiedcontentandexperiencestheyperceivedimportantforhealthcaresystem-levelDNPs

•  FacultycategorizedCNEperspec2ves•  Facultyinterviewersiden2fiedsimilaritywiththeAmericanOrganiza2onofNurseExecu2ves(2011)andAmericanCollegeofHealthCareCompetencies(2011)andMappedtheCNEiden2fiedcategoriesandsub-categorieswiththesecompetencies.

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LargeCategories SubCategorieswithinEachLargeCategory1.Leadership 1a.Communica2on/Rela2onshipMgmt/Facilita2on/

Nego2a2on

1b.SystemsThinking

1c.Personal/ProfessionalDevelopment

2.Implementa2onScience/Evalua2on&Transla2onofEvidenceintoPrac2ceMethods

2a.Search/Evalua2onofEvidence

2b.Implementa2onScience

2c.LEANSixSigma&OtherQIMethods

3.Business 3a.KnowledgeofEnvironment(Gov,Regs,Profess,Accred)

3b.Finance/Reimbursement/Transla2onintoOpsDecisions

3c.HumanResource&CultureMgmt

3d.StrategicPlanning/ProjectManagement

4.Informa2on&TechnologyManagement 4a.UsingDataManagement&MethodstoSupportDecMaking

4b.Characofadmin/clinicalsystems;implementa&planning

5.Policy/Ethics/Law 5a.Advocateinhealthcarepolicyini2a2ves

5b.Ethicsinhealthcare

5c.Basicsofcorporate&healthcarelaw/riskmgmt

LargeCategories&SubCategories

CNEInterviews–RankOrderofSub-ThemesMajorCategories Sub-Categories RankOrder Leadership Personal/ProfessionalDevelopment

Communica2on/Rela2onshipManagement/Facilita2on/Nego2a2onSystemsThinking

22212116

ImplementaNonScience/EvaluaNon&TranslaNonofEvidenceintoPracNceMethods

LEANSixSigma&OtherQualityImprovementMethodsSearch/Evalua2onofEvidenceImplementa2onScience

866

Business StrategicPlanning/ProjectManagementHumanResourceandCultureManagementKnowledgeofEnvironment(Government,Regula2ons,Professionalism,Accredita2on)Finance/Reimbursement/Transla2onintoOpera2onsDecisions

161396

InformaNon&TechnologyManagement

UsingDataManagementandMethodstoSupportDecision-MakingCharacteris2csofAdministra2ve/ClinicalSystems;Implementa2onandplanning

65

Policy/Ethics/Law BasicsofCorporateandHealthCareLaw/RiskManagementAdvocateinHealthCarePolicyIni2a2vesEthicsinHealthCare

430

Gaps/CurriculumEnhancement•  AgapanalysisofourcurriculumpostCNEinterviews

•  courseenhancementaroundleadership•  implementa2onscience/evalua2on•  transla2onofevidenceintoprac2cemethods•  business•  informa2onandtechnologymanagement•  policyandhealthcarelaw.

•  Problem/opportunity-basedlearningsharedteachingvalueandstrategyacrosstheini2alcollabora2ngschools

•  Asfaculty,obliga2ontocreateacademic-prac2cecollabora2veexperiencesthatwouldprovidestudentswithauthen2creal-worldproblem-basedlearningopportuni2es

GapAnalysis:CNEsvs.CurrentState

TeamIdenti@iedQuestions•  Toguidedecision-makingaboutaddi2onalimportantstakeholders•  DNPProgramTeamwasbroadened

•  toreceivetheCNEinterviewresultsandframeworkanalyses•  toredesigntheDNPprogram

•  Theques2onstoguideselec2ngaddi2onalstakeholderinputwere:•  Whoaretheindividualslikelytobeaffectedposi2velyornega2velybycontentorprogramchanges?

•  Whatistheinfluenceoftheseindividualsorgroups?•  WhatisthedegreeofinfluenceofthesestakeholdersontheDNPprogram?

•  WhatistheDNPprograminfluenceonclinicalpartners?

Meetings•  Mul2plemee2ngswereheldwithcampusfacultyandleaderstodiscusswhatwasbeingdoneforleadershipprepara2oninotherprograms.(Integra2veExperienceTaskForceMee2ngs)

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•  What business problem were we trying to solve?

–  Competencies: According to key stakeholders (employers who hire DNP students) the students are not prepared to function as nurse executive leaders regarding complex problem solving with system-level implications; yet that is where graduates are most needed. A new vision was identified to create a contemporary DNP Program to meet the needs of the current healthcare environment.

–  Alignment with Environment: The business environment the students are being asked to function in requires different tools, such as deep-dive thinking, solution development at the system level, agility in decision making, and broad collaboration with key stakeholders.

–  Standardization: A structured model was needed to decrease variation so key components of the DNP student experience are standardized to ensure consistent learning outcomes.

–  Student Progression: Self directed topic selection caused delays in DNP student progression and time investments of faculty members that exceed their availability.

Background/Rationale for Change

GoalofLargerFacultyWorkinCourses&Program

• Createaninterprofessionallearninglaboratoryrootedinreal-lifeinnova2on,discovery,andcollabora2on

Project Team-Enhanced Curriculum and New DNP Project Model

•  Review goals •  Review LEAN Rapid Improvement Event & Integrative

Experience Task Force meeting results; answer questions

•  Review results of course mapping against AONE/ACHE competencies;

discuss gaps & areas of redundancy to finalize content locations

•  Discuss/finalize course sequencing based on pre-retreat results &

discussion of where pre-work indicates differences

•  Review results & discuss using 8 week course blocks/finalize decision

•  Discuss concept of creating student progression floor & ceiling timelines;

how to schedule/use electives to help students keep on track with

required courses

•  Discuss remaining questions, ideas, concerns; evaluate day and

determine next steps

TeamNameNewProjectModel&EnhancedCurriculum

CharterDate:

LocaNon SchoolofNursing Version:

Timeline StartDate: TargetEndDate:

TEAMMEMBERS Name/Role Name/RoleExecuNveSponsor(s)

AssociateProfessor&AssociateGraduateDean

ProcessOwner(s) DNPFacultyDNPProgramCoordinator

ProjectFacilitator AdjunctFaculty

TeamMembers

Admin.Support Instruc2onalDesigner,CenterforTeaching&Learning

Faculty,DNPC/SAChair Faculty,MSNLeadershipCoordinator

Faculty,DNPGraduate Faculty,DNPC/SACo-ChairAssistantDeanofOpera2ons Faculty,NursingEduca2onCoordinator

DNPStudentAdvisor Marke2ngDNPFaculty DirectorofNursingPrac2ceandQualityDNPFaculty AssistantChair

KeyStakeholders LocalChiefNurseExecu2ve

Project Team-Enhanced Curriculum and New Project Model

TeamRules•  Practice active listening. No side conversations or use of mobile devices.

•  Honor everyone’s contribution. Stay open to creative visioning.

•  Establish relationships based on trust and transparency.

•  Participate fully, authentically, and respectfully during team discussions.

•  Engage in “healthy conflict” behaviors when discussing different views & ideas.

•  Share your thoughts openly with the team, including any questions or concerns.

•  Keep the discussion aligned with high level goals (avoid getting “into the weeds”).

Background:Goals

1.  Define the new DNP Project and needed curricular enhancements

2.  Create the course sequence and which courses are best suited for the needed content

3.  Develop a list of items for review at the faculty retreat

AIMStatements•  What were we trying to accomplish?

•  We developed a program to “preparetransforma,vehealthcareleaderswhobringthevalueofa“nursinglens”totheirwork”

o  Focused toward the outcome of “transformative healthcare leader” using methods that are congruent with the IUSON strategic plan and budget

o  Contemporary, responsive, and robust

o  The strength of the new program model will attract aspiring system-leader DNP students

o  A set of learning experiences, when combined facilitate the students’ attainment of the DNP Essentials outcomes and the additional competencies expected by employers of DNP graduates

AIMStatementSummary

Quality&Value

ADNPProgramfocusedonpreparing

transformaNvehealthcareleaders

Service&SaNsfacNon

AchievehighsaNsfacNonforstudents,faculty,staff,andkeystakeholders

AcademicAchievement

Ensurestudentsachieveclearly

definedoutcomes&developessenNal

competencies

Finance&Growth

UNlizeresourcesefficientlyto

achievesustainedfinancialviability

ProblemRecognition•  SchoolandfacultyleadersrecognizedtheneedtoprovideaDNPprogramthatwouldpreparegraduatestonotonlymeetna2onalstandards(DoctorofNursingPrac2ceEssen2als,AACN,2015),buttoalsomeetfuturesystem-levelleadershiprequirements,bealignedwithfacultyworkload,anddecreasevariabilityinstudentprogressionandscholarlyprojectcomple2on.

•  Theini2alDNPscholarlyprojectorprac2cumprojectextendedoverthelengthoftheDNPprogram(threetosixyears).

•  DNPProgramTeam(DNPfaculty),schoolleadersandstaff,andtheDNPCurriculumandStudentAffairsCommijeeiden2fiedthefollowinghighlevelaims:•  DevelopDNPstudents’experien2allearningopportuni2estoenhanceexperien2alcompetence;aligntheprogram’sresourceusage;standardizetheprocessesforachievementofstudentlearningoutcomes,terminaldegreeprogramoutcomes,andstudentprogression.

ProjectMetrics–CurrentState&GoalsPerformance Measures Current

State Goal % Change

Budget neutrality of the DNP Program

Student & faculty clarity re: the DNP Program Model

Reduction of delays in student progression

Increased student, faculty, and mentors’ satisfaction Reduction in the number of faculty resources required Standardization of essential key Program components

Increase in the number of out-of-state applicants

Evidence that graduates are hired for leadership roles

Threeopportunitiesforinvolvement&scholarshipdevelopment

TaskForces:

•  Integra2veExperienceTaskForce:Todesign,develop,implementandevaluateIE’sI,IIandIII(3credits)

•  LeadershipExperienceTaskForce:Todesign,develop,implementandevaluateleadership-focusedIEcredits(2credits)

•  DNPEvalua2onSub-Commijee:ToexecuteDNPprogram&curricularevaluaConstrategies&adviseDNPC/SA&facultyonneededacCons

Faculty:

•  Facultyco-leads•  Firstmee2ngheldMay1:OutcomesIden2fied&strategyideasgenerated;nextmee2ngsetwithin1monthfordesignfacilita2on

•  Onefacultylead

•  OnefacultyapprovedasChair

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•  What went well today?

•  What could have been done better or differently?

•  Lessons learned or recommendations for future meetings?

Meeting Summary – Day 1

Keyenhancements•  Thoughcurrentcurriculumheldupverywell,curriculumwas

re-balanced&mappedtoAONE,ACHE,andLeanSixSigmacompetencies;thendesignedtoclosegapsincontentdevelopedbyfaculty

•  Cohortmodelvspart-2mestudents•  ProjectmodelchangefromsingleInquiryProjecttoD749

coursebecomingaseriesofadvancedtopicsincludingleadership,integratedandimmersiveexperiences

•  Na2onwidestudentrecruitmenteffortsvs.local/regional

DiscussionDraG

KeyResults•  Enhancedcurriculargapanalysis,designcompleted&approved

in5months•  HRSANo-CostExtension•  Newstudentorienta2onpacketand2DayBootCampDesigned•  Coursechangesdesigned&submijed•  Feeincreaseproposalunderwayforsubsequentyear•  HugeeffortstoensurethesuccessofthefirstOn-CampusIEin

March;highvisibilitywithCenterforInterprofessionaleduca2on

ApprovalProcessSteps

Steps:•  LEANteamdraGsnewproject

model&curricularsequence•  WiderDNPfaculty/advisorgroup

discusses,garnersconsensus,approvesnewplanofstudy

•  ChangeofplanofstudydocumentgoestoGraduateOffice

•  Inparallel,tweakstocoursenames/objec2vesformsgotoGraduateCurriculumCommijeeaschangeforms

•  GraduateAffairsCommijeemeetstoapprovenewplanofstudy

DueDates:•  April•  May

•  May

•  May

•  May

All steps per meetings with Director of Graduate Office

D749CourseSequenceFall-I D736:Evidence-basedResearch&TranslaNonScience

D751:KnowledgeComplexityD749:Leadership-I

Spring-I D743:HealthPolicyD751:RelaNonshipCenteredLeadershipD749:LeadershipIID749:On-CampusIntegraNveExperience-I

Summer I630:InformaNcsStudentElecNveD749:At-Student-OpNonImmersiveExperience

Fall-II D615:HealthOutcomesD735:PopulaNonHealthSurveillance&ManagementD749:On-CampusIntegraNveExperience-II

Spring-II D744:StrategicHuman/FinancialResourceManagementStudentElecNveD749:On-CampusIntegraNveExperience-IIID749:At-Student-OpNonImmersiveExperience

PracNcum7Creditsminimumforstudentsbringinatleast500Master’sinNursing

PracNcumHours

BootCamp 16prac2cumhours D749ILeadershipFirstFallSemester 1credithour=75prac2cumhours D749IILeadershipFirstSpringSemester

1credithour=75prac2cumhours

D749IntegraNveExperienceFirstSpring

1credit=75prac2cumhours

D749IntegraNveExperienceSecondFall

1credit=75prac2cumhours

D749IntegraNveExperienceSecondSpring

1credit=75prac2cumhours

D749At-StudentOpNonFirstSpring 1credit=75prac2cumhours(canbe1-3credithours)

D749At-Student-OpNonFirstSummer1

1credit=75prac2cumhours(canbe1-3credithours)

150 Practicum hours

225 Practicum hours

150 Practicum hours

D749LeadershipI&IIDescripNon•  Provideopportuni2esforstudentstotailorlearninganddeepimmersionintoareasalignedwiththeirpersonal/professionalleadershipgoals

•  Applyknowledgeandskillsgainedindidac2ccourseworktoadvancetheirleadershipdevelopmentacrossselectedprac2cesenngs

•  Enablestudentstosynthesizeandintegrateknowledgeabout:•  Leadership•  Methodsofinquiry•  Leadingevidencetransla2onintoprac2ce•  Business•  Law•  Ethics•  Policy•  Informa2on/technologymanagementwhiledevelopingclinicalandleadershipexper2seinselectedprac2cesenngs

D749I&IIObjectives•  Professionalleadershipdevelopmentplans•  Assesspersonallifestyle,image,healthandwellness,andlifebalance•  Constructoralandwrijennarra2ves/resumesreflec2veofprofessionaliden2tythathighlightpersonalstrengthsandskillsanddescribeprofessionalgoals

•  Dis2nguishcharacteris2csofselectedleadershipmodelsanduseacquiredunderstandingtocreateaprofessionalstrategycombiningpreviouslyiden2fiedleadershipvirtues(personaltalents,exper2se,andskills),withhealthcaresenngs/circumstances

•  Planandbegincrea2ngaprofessionalcommunity/network;selec2velyengageinprofessionalorganiza2ons

•  Iden2fycomplimentarytalentsanddescribestrategiesthatwillallowenhancementofpersonalandprofessionalleadershipdevelopment/poten2al

D:749 At-Student-Option Immersion Experiences (ASO)

D749:ASOImmersionPracNcaAdvancedTopicDescripNon:•  Atthecomple2onofASO-IEs,studentswillbeableto:

•  Demonstratesuccessfulnego2a2onoftheimmersionexperiencewiththeprac2cesenngbyar2cula2ngadetailed,DNP-andprac2cesenng-approvedproposalperthewrijenproposalrequirements.

•  Demonstratewithoraland/orwrijendeliverables,howtheimmersionexperienceintegrateswithdidac2ccoursework,and

•  ReflectuponandsummarizehowtheexperiencepromotedtheachievementofD749overallcourseobjec2ves,selectedprofessionalcompetencies,andselectedDNPprogram-leveloutcomes.

D749:ASOProposalRequirements:•  Proposalformincludedinpacket;projectmustbe2edtoDNPEssen2als/AONEcompetencies

•  Youmaysignupfor1-3credits/semester,75hrs/credithourisrequired

•  Projectsmaybecon2nuedacrosssemesters,however,eachsemesterwillrequireaproposalforac2vi2esforthatsemester.Eachsemester’sproposalmustbeabletostandaloneintermsofplanning,implementa2on,evalua2ngproject,anddeliverablesforthesemester’sproject.Areflec2vepaperisalsorequiredeachsemester.

D749ASOProposal•  Proposalsaresubmitbymid-Aprilforsummer,bymid-Julyforfall,bymid-Novemberforspring

•  Completedproposalsgotofacultyforapproval;ifques2ons,maygotoDNPC/SAforapproval

•  Studentswillcompletetheirproposalsundertheguidanceofapre-approvedpreceptorintheprac2cesenngoragency.Preceptorselec2onguidelineswillbeprovidedintheASOcourse.

•  Facultyofrecordsupportsstudents/providesgrades/feedbackforallASOcredits

D749:PracticumHourTrackingSpreadsheetRequirements:ü ThePrac2cumHourTrackingSpreadsheetisincludedonthumbdriveintheorienta2onpacket

ü Allrequiredprac2cumhoursaretoberecordedand1000hoursmustbedocumentedtograduate

D749: On-Campus Integrative Experiences DNP Deep Dive Shark Tank!

CourseDescription•  Ini2alPar2cipa2ngSchools

• Nursing•  Engineering•  Informa2cs&Compu2ng• HerronSchoolofArt&Design•  LiberalArts• PublicHealth• Business

CourseDescription•  Ini2ally1credit/semestercoursewithboundinterprofessionalteamsacross3semestersover1½years

•  Thema2cmetanarra2ve2edtogetherallthreeproblems:“Healthcarewherepeoplelive,work,andplay”

•  Healthcarereal-worldproblemsincreaseincomplexityandscope

•  Students“worktheproblem”thefirst7weeks,thencometocampusfor2½daysforintensiveintegra2veexperience(compe22on)

CourseDescription•  Facultyactascoachesthroughoutthecourse•  Stakeholdersandfacultyevaluatethefinaldeliverables/solu2onsinaHealthcareRevolu2onChallenge

•  Focusonteamworkprocessandoutcome(frontstageandbackstage)andsociallearninginherentintheon-campuspor2onofthecourse

hjps://vimeo.com/126173046

RealWorldProblemExamples•  WorldHealthOrganiza2on-newWHOpolicydocumentandb)aglobaladvocacycampaign.Themainobjec2veswillbeto:•  AdaptandconsolidateresultsachievedbyWHO’sSIGNnetworkintheimmuniza2onfieldoverthelastdecade;

•  Preventunsafetherapeu2cinjec2onsthroughtheuseofsafetyengineeredinjec2ondevicesandhealthcareworkertraining;and

•  Avoidunnecessaryinjec2ons•  MedicalDevice-visionforMedRegisterTMwastoimprovemedica2oncomplianceandtolowerthecostofhealthcaredeliverybyintroducingimprovedtechnologyandprocesses

•  VeteransAffairs-lungcancerscreeningbylow-doseComputedTomography(LDCT)scanswouldbeofferedtoveteransintheVAsystem-over50%pa2entsinserviceareawouldmeetcriteriaforLDCTlung-cancerscreening,represen2ngapproximately20,000-30,000pa2ents

DNPSharkTankExperience•  Facultybuildtheproblemforstudybaseduponcontextfromthepartneringorganiza2on

•  Nursingfacultydevelopscourse•  Facultydevelopdisciplinespecificassignment•  Facultyoutsideofnursingsignupforindependentstudycourse(schoolskeepownstudentstui2on)

•  Nursingfacultygroupsstudents•  Studentshave1-2coachesforsolu2ondevelopment

•  Mee2ngswithcoaches1-22mespersemesterviavideoconferencingthatcanberecorded

DNPSharkTankExperience

• Otherstudentsenrollduringanysemester

• Video-Student’sperspec2ve

Coursedevelopment:Facilitators&Barriers

Facilitators•  Filledauthen2cneedforstudentstoexperiencethistypeoflearningtofunc2onupongradua2on

•  Nursingprogramwantedandinvitedothers,realizingthesameneedforall

•  TheCenterforInterprofessionalPrac2ceHealthEduca2onProgram(CIPHEP)leadershipdonated2meandresourcesforini2alimmersion

Barriers•  MoneyandUniversityModel•  Scheduling,on-campusdays,facultyplanningmee2ngs,on-campusdaysplacementwithinsemester

•  Facultyworkloadforcourseleaders

•  Facultycoachesunclearaboutresponsibili2es

•  Differentculturalexpecta2onsbydisciplineamongfacultyandstudents

Resultsthusfar…•  Studentfeedback-mostlyprocesscomments

• needformore2metoworkfirstday• onecoachversus2coaches•  videodressrehearsalpresenta2onsforreview

•  Facultyfeedbackregardingchangeinevalua2onmethods,crea2ngadiscipline-specificassignment,usingvideosasstudentlearningassignments

InterprofessionalCollaboratorAssessmentRubric(ICAR)Results•  Pre/PostInterprofessionalCollaboratorAssessmentRubricdemonstratedsta2s2callysignificantimprovementfortotalscaleandallScale:Minimal(1),Developing(2),Competent(3),Mastery(4)

SummaryStaNsNcsof6Sub-Scales&TotalScale2015-2016

Results:•  TherewasasignificantincreaseinmeanCommunicaConskillsfrombaselinetooneyear,fromday2tooneyear,frommonth6tooneyear.

•  TherewasasignificantincreaseinmeanCollaboraCon,meanRolesandResponsibiliCes,meanTeamFuncConingandmeanConflictManagement/ResoluConskillsfrombaselineto6monthsandtooneyear.

•  MeanCollaboraCveStakeholderCenteredApproachsignificantlyincreasedfrombaselineto6monthsfromday2to6months,frombaselinetooneyearandfromday2tooneyear.

•  Eachbroadsubscaleandthetotalscoreshowsaslightbutsta2s2callysignificantincreasefrombaseline.

Campus-LevelImpact•  Hostedcommunity-widedesignsessionwithareahealthcareexecu2vesfacilitatedbyourlaunchspeaker

•  Launchpresenta2onbecameall-campusandhealthcareexecu2veevent

Thelaunchspeaker,Dr.ZubinDamania(Dr.Zdogg)ofTurntableHealthinLasVegas,NVcatalyzedandpropelledthebuildofanewprimarycareIPEclinicthatcamedirectlyoutoftheeventssurroundingthiscourse

LessonsLearned• Overwhelminglyposi2vestudentsandfacultyperspec2ve

• Thecoursesprototypeforinterprofessionallearningacrossthehealthscienceschools

• CIPHEPcon2nuestosupportresourcesforeventplanningfunc2on

• Facultycoachexpecta2onsnowwrijen&communicated

LessonsLearned•  Thevoiceofthecustomerplayedakeyroleinourcurricular

redesignefforts•  ItispossibletorapidlyimprovecurriculumusingLean

methodsinwaysthatbuildconsensusandachieveoverallaims

•  Weweresuccessfulinthatweencouraged“healthyconflict”,yetkepttheprocessmovingforward

EncouragingFeedback•  AnotherCNO

Interviewroundconducted1yearpostprogramreveals“spot-on”

•  Althoughabitearlytosay,applicantinterestseemsearlier&higher

•  Facultycon2nuetobeenthusias2c&highlyengaged

StudentComments•  Sego:“AGerhearingthemspeaktonightabouttheirexperiencesitmademefeelgratefulforthefacultyatIUforalltheydotomaketheDNPprogramwhatitis.Alwayskeepingthecustomerinmindwhendesigningprogramsiswhatmakesyourprogramwork.Sothankyou!.”

•  Sprague:“Ireallyfeellikethereadingsinall3classes[inthisfirstsemester]complimentedeachothernicely.Iseehoweverythingfit.IseeitasaComplexAdap2veSystemwithinterconnectedparts!”

DocumentsforIntegratedExperiences

•  Syllabus•  Toolkit-IE•  Toolkit-Logis2cs•  Evalua2ons•  FacultyCoachingToolkit•  Marke2ngtootherschool’sfacultyandstudents

DeepDivePractice•  StakeholderAnalysis

•  Explorestakeholdersinsightintoproblemselec2on

•  Iden2fytoolkititemstoassistinIEdevelopment•  Selectaplanningframeworkforprogramdevelopment

• Useexample-AmericanRedCrossVolunteerCultureDeepDive

Questions?

Dr.JeniEmbreeDNP,RN,NE-BC,CCNSClinicalAssistantProfessorInterimDNPCoordinator

DNPinNursingLeadershipandHealthSystemsProgram

IndianaUniversitySchoolofNursingjembree8@iu.edu(812)-583-1490