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Nursing at Chaminade

Implementation Plan

September 2007

Helen Turner Ph.D.

Dean of Natural Sciences and Mathematics

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Table of Contents

Malama Kekahi I kekahi

‘take care of each other’

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1. Summary. The Chaminade University of Honolulu has decided to implement a Program in Nursing Education. The Center for Nurse Education (CNE) at Chaminade will provide preparation at the B.S level in both four-year and accelerated (18 month) programs, leading to competency for the NCNLEX examination for R.N. status. With an initial intake of 40 students planned for 2010, and the first accelerated program students to number 20 in 2010, the program will produce 120 to 150 qualified R.N.s within 5 years of inception. In addition to licensure from the Hawaii State Board of Nursing, accreditation will be sought from NLNAC and CCNE.

The physical facilities for the CNE will comprise two nursing skills laboratories, computer and instructional rooms, a state-of-the-art human simulator suite and faculty offices. The programs will center upon a core competency curriculum with emphasis on critical thinking and decision-making skills. Chaminade recognizes that it has the opportunity to create a truly cutting-edge curriculum. Key emphasis will be placed upon genetic and genomic medicine, and acquisition of clinical informatics skills. Advanced simulation at the infant, pediatric, obstetric and adult acute care levels will be used to guarantee exposure to a keystone group of clinical scenarios. Clinical training will take place in acute, community, and long-term care settings on Oahu.

The catholic, Marianist, identity of Chaminade University emphasizes preparation for life, service, and career success. Within this framework, a vocational emphasis will characterize the Chaminade nursing program. The B.S in nursing will prepare dedicated R.N.s for work in acute and community care settings within Hawaii, the Pacific Region and the U.S. mainland. The demographic intake of the nursing program will reflect that of Chaminade, with a significant proportion of native Hawaiian and Pacific Islander students. An emphasis on cultural competency and on the significance of post-graduate contributions to these communities will dispose Chaminade nursing graduates to contribute to the reduction of health disparities in native Hawaiian/Pacific Island populations. Chaminade nurses will synthesize cultural competency with facility in genetic and genomic medicine, positioning them to make unique contributions to the applications of post-genome medicine to minority populations in the Hawaii/Pacific region.

Being a valued community partner is a key component of the Chaminade mission, and Chaminade recognizes a responsibility to engage in outreach activities that will attract diverse students to the nursing profession. Chaminade intends to integrate outreach to under-represented minorities and men into its recruitment strategy. Moreover, Chaminade intends to initiate a community partnership program that will seed the nursing vocation in students at the elementary and high school level.

Chaminade University is a native-Hawaiian serving, small, comprehensive, university with a growing emphasis on the STEM disciplines. New leadership within the Division of Natural Sciences and Mathematics seeks to position Chaminade as a major contributor of highly-prepared graduates into the health sciences. The nursing program will provide an attractive career destination for life science students, and could expand to offer M.S. preparation, and to become the sole state of Hawaii provider of the Doctorate in Nursing Practice advanced practice degree within 5 and 10 years of inception, respectively. In addition to nursing being a significant engine for enrollment at Chaminade, a suite of allied specialities will co-evolve with the program. These include a B.S. in health administration, and B.S in long term care administration, that will capitalize on Chaminade’s strengths in business and non-profit studies. The health informatics component of these, and the nursing program, will

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catalyze curriculum development in the computer sciences. The core emphasis on genetic/genomic medicine will drive development of these areas within the Biology and Pre-Health curricula.

2. SWOT Analysis

Strengths

Market. The expectation for the student market is strong. In 2005-2006, nursing programs in Hawaii turned away 1194 qualified applicants, and there is a >1 year waiting list for the UH Manoa program. It is likely that the Chaminade program will be over-subscribed.

Student population and institutional mission. Service and community are important threads that run through life at Chaminade. Our goal must be to produce nurses who are attracted to nursing as a traditional vocation, and we must then prepare them for the stressors that modern nursing practice places upon even the most motivated individuals. Chaminade students are by definition attracted to the Marianist philosophy of service-life that permeates the entire Chaminade organization. Thus I believe that our traditional student intake will prove to be a rich vein of students who are suited to the nursing career. Through its online and off-campus programs, Chaminade has a strong tradition of serving mature (second career) students, an attractive group for recruitment into nursing.

Funding and facilities. One of the major impediments to establishing a new program is the significant investment required for physical facilities and equipment. At the time of writing, we have secured a verbal commitment from a major donor (who has, to date, made contributions in excess of $16 million to Chaminade) to provide $2.9 million, as part of an $8 million grant, for renovation of facilities to house the Chaminade CNE. Our position as a minority–serving institution, and the wealth of Federal and philanthropic

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funding opportunities that have been initiated in response to the nursing shortage, can be leveraged to provide both contributions to start-up costs and an ongoing fund of soft money for program and faculty development.

Community involvement. The presence of a new nursing program on Oahu is likely to engender positive community reactions. These can be leveraged for student recruitment, faculty recruitment, securing clinical placement opportunities in community health and long-term care settings, and the establishment of locally-endowed faculty positions and student scholarships.

Weaknesses.

Market. We have to be prepared for the possibility that the current market will not last forever. A future shift towards a more competitive job market for nursing graduates could arise from the success of nursing shortage initiatives. Moreover, spiraling healthcare costs and declining Medicare/Medicaid reimbursements place many hospitals in extreme financial duress, and may engender future restrictions in hospital staffing levels. While we can respond to the current nursing shortage, we cannot rely on that shortage in the future to meet our recruiting goals and ensure good career prospects for our nurses. Simply put, we need to work on the assumption that the current shortage will eventually attenuate. Our goal should be to produce excellent nurses who would be highly competitive for jobs even in a market where supply equals or exceeds demand. With this in mind, it is clear that the likelihood of the shortage being negated in the short- to medium-term is low.

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SOURCE DATA (2006)

POSITION

AACN (national data) Salary.com (Hawaii) Kapiolani CC

(9 month)

UH Systemwide (9 month)

Industry Benchmark

(12 month)

median 75th percentil

e

median 75th percentil

e

mean minimum minimum

Associate Professor (Ph.D.)

77 605 84 839 83 994 113 633 85 000 110 000-150 000

Associate Professor (M.S.)

62 778 70 424

Assistant Professor (Ph.D.)

68 444 73 333 71 690 101 309 75 000 81 000- 94 000

Assistant Professor (M.S.)

58 567 64 590

Dean

(Ph.D.)

95 647 123 600 132 228 153 068

mean

All nursing faculty

72 500

NB: All salaries indicated exclusive of fringe benefits

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Faculty requirements are summarized below:

Enrolled students (4 yr)

Enrolled students (1.5 yr)

Total students

Students in

clinical years

Full time

clinical faculty

Adjunct clinical faculty Ratio*

2010 yr 1 40 15 55 15 2** 2 1:7.0 2011 yr 2 70 27 97 57 4 2 1:9.5 2012 yr 3 98 27 125 85 6 3 1:9.4 2013 yr 4 124 27 151 111 8 4 1:9.25 2014 yr 5 124 27 151 111 8 4 1:9.25 2015 yr 6 124 27 151 111 8 4 1:9.25 2016 yr 7 124 27 151 111 8 4 1:9.25

* 1:10 is minimum ratio for clinical teaching, lectures can be 1:40

** only the 1.5 yr students will be doing any clinical work in this first year

Potential faculty costs are summarized below:

Clinical placement shortage. Both nationally, and in Hawaii, the paucity of sites for clinical placements is a major challenge to the expansion of nursing programs. The Chaminade nursing program will need to gain access to clinical sites in the limited number of acute care facilities on Oahu, which may already be close to capacity in the number of nursing students they can absorb. Particular challenges in Oahu include the identification of sites for obstetrics/pediatric placements, and mental health/psychiatric nursing placements. In order to ameliorate this challenge, we will need to: (1) obtain institutional level commitments from acute care facilities on Oahu, (2) establish a relationship with the Clinical Utilization Committee for Oahu, (3) explore mutually beneficial strategies for partnership with clinical placement sites including consistent assignments of nurse faculty to specific host units, joint appointments for clinical faculty between host institutions and Chaminade CNE, and required contribution of CNE clinical faculty to evidence-based practice studies in their host units, (4) explore novel relationships with community and long-term care centers on Oahu, and (5) explore the possibility of evening and weekend placements for those students willing to participate at those times.

Student preparedness. Chaminade is an access school, with an entrance requirement of 2.25 cumulative GPA and a combined SAT core of 900. It is a central tenet of the Marianist mission to bring incoming students, whatever their level of preparedness, to their full potential. Nursing at Chaminade will be a demanding discipline, with heavy emphasis on mathematics and computer skills and challenging biomedical courses such as pathophysiology and genetics/genomics. The key challenge here is to reconcile the need for highly prepared student nurses with the institutional philosophy of Chaminade, where

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we do not seek to exclude students whose educational preparedness is lacking. Moreover, the likelihood that our program will be over-subscribed may engender a competitive admissions process. In this admissions process, Chaminade should take into account data suggesting that the science GPA is far more predictive of student success in nursing programs than the cumulative GPA. The Chaminade nursing program should seek to support enrolled students using tutoring and student support initiatives, as well as maintaining of the low faculty:student ratios and close mentoring that epitomize the Chaminade education. Moreover, we should institute specific programs to optimize the preparedness of incoming students. Summer Bridge programs in science and mathematics are becoming well-established at Chaminade, and it is anticipated that these will be helpful to incoming nursing freshmen. Specialized Bridge programs between the first year and sophomore (i.e. preclinical and first clinical years) could also be offered to optimize performance in the challenging biomedical courses.

Lack of institutional expertise and facilities. Chaminade has no extant nursing program, and there are currently no personnel with experience in the design, implementation or administration of this academic discipline. However, the institutional administration includes significant expertise in the planning and implementation of novel programs, including recent additions to the Chaminade catalogue at the bachelors and masters’ levels in area such as Criminal Justice, Early Childhood Education and Behavioral Sciences. In recent years, the Division of Natural Sciences and Mathematics at Chaminade has initiated a highly successful program in Forensic Sciences, and the B.S and M.S. levels. Thus expertise in navigating the potential pitfalls of establishing a new program does exist at Chaminade. Of more concern is the lack of institutional nursing expertise. This lack of expertise will be addressed in two ways prior to the inception of the Chaminade Nursing Program.

First, as described below, the Dean of Natural Sciences and Mathematics has recruited an external advisory committee to guide the development of the Chaminade nursing program in the early phases that precede the recruitment of specialized nursing faculty members. The composition of this Steering Committee (SC) is detailed below. The roles of the SC will be to; (1) advise on program development, in particular the vision and curriculum focus for the Chaminade CNE, (2) facilitate interactions between the Chaminade program and local, and national, partners and regulatory organizations, (3) assist in the recruitment of well-suited nursing faculty from both within Hawaii and the U.S. mainland, (4) provide a forum for progress reports from the Dean of Natural Sciences and Mathematics, and (5) report biannually to the Executive Vice President and Provost, and the President, of Chaminade on the progression of the Nursing program. It is anticipated that the SC will exist in its current form until the inception of the nursing program. At this point the formation of an ongoing External Advisory Committee (EAC) for the program will be proposed. The composition of this EAC may retain some membership from the SC, and is likely to incorporate new expertise according to the needs of the new program.

Second, the recruitment of dedicated nursing leadership at Chaminade is planned. An Associate Dean for Nursing will be recruited in a national search in 2008-2009. The Associate Dean for Nursing will be an established leader in nurse education, capable of overseeing a completely novel program, and will be an effective implementer of the programmatic vision established by the SC during the planning process.

The lack of physical facilities for the Chaminade nursing program is a major barrier. The planned renovations of the space vacated by the Chaminade Library (the new Sullivan Family Library and Information Sciences Center, a 30 000 ft2 facility, will open on the Chaminade campus in April 2008) will fully accommodate the Chaminade CNE. This renovation is a major investment, and will

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rely on the major donation that has been committed by the Atlantic Philanthropies (donation confirmation pending). In addition to the renovation of space for the CNE, we will need to equip the nursing skills laboratories, the simulator suite and the nursing computer laboratory. A tentative budget for the equipment infrastructure (excluding physical facilities provided for in the renovation budget) for the CNE is presented below, and a funding strategy is described later in this document.

EQUIPMENT AND INFRASTRUCTURE FOR THE CHAMINADE CNE

Nursing Skills Laboratories

Simulator Suite Computer Laboratory Support Spaces

patient stations (16)*

32 000 high fidelity simulation

hardware 25 000 computing

low fidelity simulation

(16)

24 000 control/AV dedicated nursing software

12 000

demonstration simulation

12 000

rolling equipment*

15 000 equipment

start-up supplies*

10 000 start-up supplies

start-up supplies

2 000 start-up supplies

estimated total costs

93 000 500 000 37 000 40 000

*NB: it remains to be seen how much of these costs can be offset by donations of equipment from healthcare facilities on Oahu.

Institutional disruption. The Chaminade nursing program will be a major departure for both the campus and its community of faculty, staff and students. The renovations of the space for the CNE will be a source of some disruption to the campus, but the fact that the CNE is to occupy vacated space after the library relocation will ameliorate this. The campus renovation plan, of which the construction of the CNE is one component, contains contingency plans for accommodation of faculty and staff, and surge space to accommodate lecture rooms that will be temporarily unavailable. Chaminade has considerable recent experience in campus renovations, and has typically arranged construction schedules that optimize the summer vacation. The need for construction during the academic year requires that we establish clear guidelines with contractors for sensitivity to the needs of instructors and students.

As we embark upon this major program, there is a need for transparency with the rest of the campus community. Informal canvassing reveals that the faculty reaction to the initiation of a nursing program ranges from suspicion to enthusiasm. There is acceptance of the idea that nursing can be an enrollment engine for Chaminade, but doubts as to the success of the program focus upon a number of issues: (1) the perception that Chaminade’s financial situation is not secure enough to make the capital commitment necessary to support the program, (2) that we will not be able to recruit faculty, (3) that nursing represents a cash cow, and a move towards a more bottom-line driven model for education at Chaminade, (4) that the workloads of existing NSM faculty will be dramatically increased by the nursing pre-requisites, and (5) that establishment of a nursing program is not consistent with a strong liberal arts core education model. However, the majority of faculty, when asked, have been

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overwhelmingly positive about the idea of a nursing program at Chaminade. Student attitudes again seem very positive, with the most frequent response being “how soon?”.

It is important that we engage and educate the Faculty and staff about the driving forces and implementation plan for the nursing program. In this regard, an address to the faculty senate, and regular progress reports, should be provided by the Dean of NSM/SC to the faculty and staff. We should consider the administration of faculty/staff/student surveys in a pre/post fashion to assess the campus perception of the program as it develops into a reality.

Opportunities.

Enrollment engine. Chaminade is a tuition-driven university. It has a small ($8 million dollar) endowment, and its reliance upon tuition revenue is a source of concern for the growth and stability of the institution. One example of the fragility of this situation is provided by the impact of military deployments to Iraq and Afghanistan. Chaminade’s evening Accelerated Undergraduate Program (AUP) was significantly affected over the last three years by relocation of military personnel from Hawaii to combat zones. These environmental changes are transient, but in the longer term Chaminade is facing the challenges of a declining population of graduating seniors from Hawaii’s high schools, and the ever increasing cost-of-living expense of Hawaii as a college destination for students from the U.S. mainland and the Pacific region. In order to maintain a viable operation, Chaminade needs to identify, and provide, highly attractive undergraduate majors, and to be perceived as a quality provider in these arenas. Just as health and allied sciences are growth industries in all developed economies, so is the provision of educational programs in these areas. Pre-health and forensic sciences are highly popular majors at Chaminade, and even in the latter graduation destinations tend to be within the biomedical sciences. Of the top ten preferred majors nationally, five reside within the NSM division at Chaminade; biology, computer sciences, forensic sciences, pre-med and pre-engineering. Thus the NSM division has the opportunity, in fact the obligation, to drive these programs as engines for the overall success of the University’s diverse program offerings. The addition of nursing to these majors will underscore the commitment of Chaminade to providing highly desirable programs in response to local and national demand. Enrollment and revenue projections are presented below.

Four year B.S.N.

first year sophomore junior senior enrolled graduated

2010 yr 1 40 40 2011 yr 2 40 30* 70 2012 yr 3 40 30 28 98 2013 yr 4 40 30 28 26 124 26 2014 yr 5 40 30 28 26 124 26 2015 yr 6 40 30 28 26 124 26 2016 yr 7 40 30 28 26 124 26

1.5 year BS-RN

firstyear second year

enrolled graduated

2010 yr 1 15 15 2011 yr 2 15 12* 27 12 2012 yr 3 15 12 27 12 2013 yr 4 15 12 27 12

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2014 yr 5 15 12 27 12 2015 yr 6 15 12 27 12 2016 yr 7 15 12 27 12

*Assuming 75% retention between yr 1 and yr 2 in four year program

**Assuming 80% retention in accelerated program

Tentative revenue projections are shown below:

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Future enrollment and interdisciplinary collaborations. The impact of the Chaminade nursing program upon the University should not be limited to the instigation of a ‘stand-alone’ nursing discipline. If approached properly, nursing at Chaminade should have a positive impact upon the quality and diversity of related programs, as well as drive the initiation of offerings (ranging from elective courses to novel majors) in allied disciplines. The vision of the NSM division as a center of excellence for healthcare and related sciences should extend to an active role in driving interdisciplinary collaborations and offerings. For example, we can envisage that the presence of the nursing program will be a driving force in updating of the Biology curriculum, with special attention to the recruitment of faculty who are qualified to teach genetics/genomics in a manner congruent with the emerging importance of this field in medicine. We can envisage that the Computer Science program will be energized by the need to contribute to the clinical informatics portion of the nursing program, specifically by collaborating with nursing faculty to offer instruction in patient care plan development, database and network management, facility with prognostic and diagnostic software, and the use of codified languages. While these interdisciplinary collaborations will be necessary to the instigation of the Chaminade nursing program, we can also envisage a wealth of opportunities for the development of new offerings, each of which may become a growth engine in its own right.

For example, there is a growing need for healthcare administrators, and health economists who can balance the spiralling costs of healthcare with an in-depth understanding of care provision. Chaminade has a successful M.B.A. program, and the growth of the healthcare sector in Hawaii (currently 11.2% of our workforce is engaged in healthcare) suggests that a specialization in healthcare administration would be a successful development of this program. Moreover, the possibility of offering B.S. degrees in healthcare administration (HA) and long-term care administration (LTCA) should be considered, as these are both desirable degrees in their own rights and would provide a health-oriented destination for nursing students whose STEM skills do not equip them for success in the B.S.N. Rather as the Criminal Justice and Forensic Science programs complement one another at Chaminade, we can envisage a similar relationship between nursing and HA/LTCA. Lastly, the computer science program at Chaminade, following a national trend, has experienced declining enrolments and interest. There is a serious need to identify new ‘hooks’ to bring students into computer science and to provide programs that are relevant to desirable careers in CS. The offering of a specialization or degree track in healthcare informatics, possibly with bioinformatics content, could be a very forward-looking manner in which to develop CS at Chaminade.

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3. Timeline.

• Under the leadership of the Dean of Natural Sciences and Mathematics, recruit a Steering Committee and complete a strategic plan by end of the calendar year 2007.

• Meet with key nursing leadership and healthcare providers in Hawaii to

discuss program inception, potential partnerships and clinical placement availability by the end of 2007.

• Hold the first meeting of the Steering Committee by the end of 2007

• By December 1, 2007, submit a proposal for funding of the human simulator

suite to the Wiegand Foundation.

• During 2007-2008 seek start-up funding for this program; in particular, in early 2007-2008 submit a USDOE Title III grant focused upon the initiation of the new program, and the academic, student support and facilities infrastructure it will require.

• By spring 2008 obtain representation upon the Clinical Utilization Committee for the state of Hawaii, and by end 2008 establish MOU with clinical placement sites including acute, ambulatory and community care settings.

• By January 2009 hire an Associate Dean for Nursing, who will lead program, finalize curriculum, recruit faculty and develop Phase I and II plans for the Hawaii State Board of Nursing, and NLNAC accreditation self-study in collaboration with the Dean of NSM.

• By end of May 2009 submit a Phase I plan to the Hawaii State Board of Nursing and by Fall 2009 submit application for provisional status to the NLNAC accreditation agency.

• By end of calendar year 2009 establish recruiting process for faculty and obtain commitments by Spring 2010. Advertise to potential students based on the conditional approval of the Phase I plan by the Hawaii BON.

• By end of calendar year 2009 obtain academic council approval for the

nursing program of study and specific nursing course content.

• By February 2010 submit a Phase II plan, specifying instructional faculty, to Hawaii State Board of Nursing.

• By May 2010 submit a Phase III plan, documenting hires of instructional faculty, to Hawaii State Board of Nursing.

• In Summer 2010 offer nursing bridge programs to any conditionally-admitted

students who are deemed under-prepared in either math or basic science.

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• In October 2010 admit 40 students in the four year B.S.N program and 15 students in the accelerated B.S to R.N. program. Four year students will be admitted into their pre-clinical year, while accelerated program students will commence their clinical studies immediately.

• By February 2011 submit a Phase IV plan to Hawaii State BON and pursue full NLNAC accreditation during 2011-2013.

• In 2011-2012 start development of a 1.5 year R.N. to M.S. program

• In 2013 admit the first intake of 5-10 students in the R.N. to M.S.

program.

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4. Governance.

4.1. Program organization

4.2. Steering Committee

4.2.1. Role of the steering committee. The terms of reference of the SC are as follows:

• Provide a forum for reporting of the Dean of NSM on program development.

• Offer biannual written assessments of progress for the EVP and Provost, and President of Chaminade University.

• Provide network, advice, and facilitation for recruitment of nursing leadership and faculty for Chaminade CNE.

• Provide network, advice, and facilitation for development of curriculum vision for the Chaminade CNE.

• Provide network, advice, and facilitation for identification of clinical placement sites and development of community links for the Chaminade CNE.

• Provide network, advice, and facilitation for regulatory and accreditation readiness of the Chaminade CNE.

This role will be accomplished by quarterly meetings in Honolulu, and monthly teleconferences arranged by the Dean of NSM at Chaminade. These meetings and teleconferences will be minuted and minutes will circulated by email within 1 week. Attendance at these meetings will be financed by the $70 000 Atlantic Philanthropies seed funding grant awarded to Chaminade in September 2007. The agendas for the SC meetings will be closely aligned with the implementation timeline presented above. After the Program’s inception, the steering committee

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will be dissolved and replaced with an External Advisory Board, with representation from both the SC membership and new stakeholders.

Tentative agenda items for the SC meetings are presented below:

Meeting Date Priorities

1

Nov 2007 Designate steering committee Chair

Review timeline and SWOT

Review funding plan

Compose contact network

Draft faculty plan, draft curriculum plan

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4.2.2. Composition of the steering committee.

Roseanne Harrigan, Ed.D., CPNP, RN, APRN-Rx, FAAN.

(harrigan@hawaii.edu)

Chair, Department of Complementary and Alternative Medicine,

John A. Burns School of Medicine, University of Hawaii.

B.S. St. Xavier College, Chicago, Illinois M.S.N. Indiana University School of Nursing P.N.P. Indiana University School of Nursing Ed.D. Indiana University, Adult Education and Nursing

Rosanne Harrigan, is Chair of the Department of Complementary and Alternative Medicine, University of Hawaii School of Medicine. She is the former dean of the University of Hawaii School of Nursing and Dental Hygiene. Dr. Harrigan, a graduate from Xavier College received her Masters in Nursing, Credentials as a Nurse Practitioner, and her Doctor of Education at Indiana University. She was a professor at the Indiana University School of Nursing and adjunct professor of Pediatrics, Indiana University School of Medicine. She then became Niehoff Chair & Professor, Niehoff School of Nursing, Loyola University of Chicago.

For her professional excellence in pediatric nursing and maternal and child health, she was named Nurse of the Year by the American Nursing Association. In 1983, she was named National Nurse of the Year by the March of Dimes and in 1985 named to the prestigious New York Academy of Sciences.

In 1992, she came to Hawaii from Chicago to act as Dean of the School of Nursing at the University of Hawaii. Her outstanding career continued in Hawaii as she was named “Distinguished Leader in Neonatal Nursing” by the National Association of Neonatal Nurses Board of Directors in 1996. She has numerous peer reviewed publications and is on the editorial board of the Journal of Perinatal Neonatal, the Journal of Perinatology, Women's Health (Jacob's Institute for Women's Health), and on the advisory board of the National Advisory Council for Nursing Research, National Institute of Nursing Research, NIH.

Currently, her interests include cross-cultural care. She has published papers on health disparities among different ethnic groups, and about difference in perceptions of health care among mothers in Asian countries, Hong Kong, and the U.S. She has also studied barriers to health care among Native Hawaiians and Samoans. Her work in cross-cultural healthcare has also contributed to her interest in Integrative Medicine. As the Chair of Complementary and Alternative Medicine, University of Hawaii School of Medicine, she brings her strong research background together with a desire to serve the community. She brings a fresh look into the field of Medicine by blending many disciplines into providing the best care possible for a rapidly changing world.

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Angela McBride, Ph.D., RN.

amcbride@iupui.edu

Dean Emerita, Indiana University School of Nursing.

B.S.N. Georgetown University M.S.N. Yale University Ph.D. Purdue University

Dean McBride served as president of Sigma Theta Tau International (1987-1989), nursing's honor society, during the building of the International Center for Nursing Scholarship in Indianapolis. She has served on the National Advisory Mental Health Council of the Alcohol, Drug Abuse, and Mental Health Administration (1987 to 1991), on the advisory committee of NIH's Office of Research on Women's Health (1997-2001), and as president of the American Academy of Nursing (1993-1995). She either is now or has been on the boards of the following professional journals and annuals: Research in Nursing and Health, Annual Review of Nursing Research, Archives of Psychiatric Nursing, Nursing Scan in Women's Health, Journal of Psychosocial Nursing, Nursing Leadership Forum, Encyclopedia of Nursing Research, Australian and New Zealand Journal of Mental Health Nursing, Journal of Advanced Nursing, Nursing and Health Sciences, Journal of Chi Eta Phi Sorority, Inc. She currently serves on a number of community (e.g., Women’s Fund of Indianapolis, Methodist Health Foundation, Wishard Foundation, United Way of Central Indiana) and academic (e.g., Yale University Council, Nursing at Hong Kong Polytechnic University, Hartford Foundations "Building Geriatric Nursing Capacity" Program) boards/advisory committees.

Dr. McBride's first book The Growth and Development of Mothers recognized as one of the best books of 1973 by both the The New York Times and the American Journal of Nursing. She went on to author Living With Contradictions: A Married Feminist (1976), and How to Enjoy a Good Life With Your Teenager (1987), which was a selection of Psychotherapy Book Review. Her book (co-edited with Joan K. Austin) entitled Psychiatric-Mental Health Nursing: Integrating the Behavioral and Biological Sciences earned a 1996 Book of the Year Award from the American Journal of Nursing; in 2000, she compiled a monograph, Nursing and Philanthropy. She has contributed to more than forty other books, and has published numerous articles in both professional journals (Nursing Research, Research in Nursing and Health, Women and Health, Women and Therapy, Sex Roles, Developmental Psychology, American Psychologist, etc.), and popular magazines (e.g., Glamour, Ms.,Women's Day).

She has received honorary doctorates from the University of Cincinnati (1983), Eastern Kentucky University (1991), Georgetown University (1993), Medical College of Ohio (1995), University of Akron (1997), and Purdue University (1998), and the University of San Francisco has honored her with its University Medallion (1993). In 1993, she received a Mentor Award from Sigma Theta Tau International. In 1995, she received the "Outstanding Contributions to Nursing and Health Psychology" Award from the American Psychological Association’s Division 38 on Health Psychology; that same year, she was elected to membership in the Institute of Medicine, National Academy of Sciences.

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Robert Anders, DrPH, APRN, CNAA.

rlanders@utep.edu

Associate Dean and Director, College of Health Science and School of Nursing, University of Texas at El Paso.

B.S. Union College

M.S.N. University of Hawaii

Dr. P.H. University of Hawaii

Dr Anders was formerly Interim Associate Dean of Nursing at the University of Hawaii School of Nursing, and Director of International Affairs and Professor at that institution. In addition to directing the School of Nursing, Dr. Anders administers UTEP’s Student Health Services, CHS Simulation Laboratory and the Texas State Funded Rural Nursing Initiative. Dr. Anders is certified as clinical nurse specialist in psychiatric mental health nursing and in nursing administration at the advance level by the American Nurses Credential Center. He is an expert on psychiatric mental health quality of care. He is an actively sought as a speaker and consultant both nationally and internationally. His research is primarily in health care outcomes for the mentally ill and the related quality of care issues. The AHCPR, WHO, FOLGERY INSTITUTE, Sigma Theta Tau, and variety of other smaller agencies have funded him for his research proposals.

Barbara Matthews, M.S, RN, CNAA.

hscfn@hawaii.edu

Executive Director, Hawaii State Center for Nursing

B.S.N. UCLA

M.S.N. University of Hawaii

Ms. Mathews is the first Executive Director of the Hawaii State Center for Nursing which became operational in 2005. In this role, she leads a new organization which was established by the Hawai’i State Legislature to address the nursing shortage and to assure that the State of Hawai’i has sufficient nursing resources to meet the healthcare needs of its people. She has practiced as a clinical nurse specialist in both inpatient and outpatient settings and in rural and urban environments.�� Barbara has been in nursing administration in the acute care setting since 1991 and, from 2000-2005, was the Vice President of Patient Care and Chief Nursing Officer of the Queen’s Medical Center in Honolulu. Her experience includes acute care operations, strategic planning, program development and implementation, policy development, regulatory

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oversight and the enhancement of professional nursing practice. She currently serves as the President of the Hawai’i chapter of the American Organization of Nurse Executives and was awarded the 2005 leadership award by Sigma Theta Tau. She is certified by the American Nurses’ Association in advanced nursing administration.

Patricia Duckworth, RN, MSN.

pduckwor@hawaii.edu

Assistant Professor, Maui Community College Nursing Program

B.S.N. Salve Regina University

M.S.N. University of Tennessee

Ms Duckworth has experience as a nurse-educator in Maui, at the University of Arkansas and the Baptist School of Nursing Northwest. Her clinical practice includes Advance Practice Nursing in the Mercy Health System, as well as significant expertise in geriatric nursing, both as a Nurse Specialist and Director of a Geriatric Assessmenet clinic at St Mary’s Hospital. Rogers, Arkansas. She was also Director of Geriatric Services at Flint Osteopathic Hospital. She is a member of the Sigma Theta Tau International Honor Society of Nursing, and she holds honors from the ANCC and a Gerontological Nurse Specialist Certification. She is an NLN Ambassador, and has contributed as an NCNLEX item writer for the National Council of State Boards of Nursing.

Mr Will Henderson.

President Emerita, The Queen’s Medical Center.

Mr WIll Henderson is a leader in Hawaii’s healthcare community. He is a former President and C.E.O. of The Queen’s Medical Center, one of the Pacific region’s largest acute care centers. His efforts in establishing a novel internship program in the 1970s for healthcare administrators enabled him to act a mentor for many executives who are currently in leadership positions within the State. Recently, Mr Henderson has played an active community role in Hawaii and is a sponsor of student scholarships in the health sciences. He hold numerous board memberships, including as a Trustee of Willamette University.

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5. The Chaminade Center for Nurse Education.

5.1. Overview • 3700ft2 facility in Henry Hall

• two nursing skills laboratories (8, 9), with med and instrument storage (10)

• one human simulator suite with control rooms and storage (4,5,6,7,)

• faculty offices and support space (1,2,3)

• Wiegand computer laboratory (not shown)

5.2. Nursing Skills Laboratories.

5.3. Simulation Suite.

5.4. Student provisions PDAs, uniforms, skills packs

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6. The Chaminade Nursing Programs.

6.1. Faculty and Staff

6.2. Admissions and clearances

6.3. Curriculum

6.4.1. Development Plan

6.4.2. Genetics and Genomics content

6.4.3. Simulation Content.

6.4. Partnerships.

6.5. Outreach

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7. Budget and Funding Strategy

7.1. A multi-level funding strategy for the Chaminade Nursing program