Doctor of Nursing Practice (DNP) Program

Transcription

1 Provisional Academic Program Review for Established Status Doctor of Nursing Practice (DNP) Program School of Nursing & Dental Hygiene University of Hawai i at Mānoa November 16, 2017

2 Administrative Locus School of Nursing & Dental Hygiene (SONDH) Self-Study Committee Clementina Ceria-Ulep, PhD, RN, (chair) Associate Dean for Academic Affairs & Interim Program Director Pualani Gandall-Yamamoto, DNP, APRN-Rx, FNP-BC, DNP Specialty Program Director Debra Mark, PhD, RN, FAAN Associate Professor Kristine Qureshi, DNSc, RN, FAAN Associate Dean for Research Maureen Shannon, PhD, CNM, FAAN Graduate Chair, SONDH Alice Tse, PhD, APRN, RN, FAAN Department Chair, SONDH Provisional Program Doctor of Nursing Practice (DNP) Date of DNP Program Implementation Fall

3 Table of Contents Table of Contents... 2 Executive Summary... 3 Provisional Program Review Narrative 1. Program Objectives Program Resources Program Efficiency Student Learning and Program Success Program Functions Appropriate to College and University Functions Appendix A. Department of Nursing and Interdisciplinary Faculty for the DNP Program B. Provisional Program Resource Template

4 Executive Summary In August 2011, the UH Board of Regents provided provisional approval to the School of Nursing and Dental Hygiene (SONDH), UH Mānoa (UHM) to offer the Doctor of Nursing Practice (DNP) degree. Enrollment began in fall 2012 and as of spring 2017, we have awarded the DNP degree to 20 students. The fall 2017 student enrollment is 85. The guiding framework for the program continues to be The Essentials of Doctoral Education for Advanced Nursing Practice (the American Association of Colleges of Nursing (AACN), 2006) and the DNP: Current Issues and Clarifying Recommendations (AACN, 2015). The DNP Program was accredited by the Commission on Collegiate Nursing Education (CCNE) for five years in The program will be reviewed again during the SONDH accreditation site visit scheduled for March In response to community requests to increase access to the DNP degree, the program was revised in Two additional post-master of Business Administration (MBA) pathways and two post-baccalaureate pathways to the DNP are now offered. The DNP program s focus is interdisciplinary and practice partnership, and draws on faculty within the Department of Nursing (DON) as well as from across UHM. The interdisciplinary courses are taught by faculty from the Communication and Information Sciences Program, Political Science, Public Health, Shidler College of Business, and William S. Richardson School of Law. During provisional years one to three, the average class size was 10 students. In the year with increased program enrollment due to additional pathways, the program increased efficiency noting an average class size of 18 students. The number of DON faculty teaching in the DNP program has increased from.75 FTE in to 4.25 FTEs in The program continues to be funded using existing general fund and tuition revenues; no additional funds are needed. In , the DNP program generated 665 student semester hours (SSH) with an instructional cost of $605/SSH. With the exception of the first year (due to low initial enrollment), program costs are in balance with the tuition revenue and program budget. The physical resources in Webster Hall available to the program are adequate to meet the needs of the program. The DNP program uses a systematic process to determine program effectiveness as demonstrated by aggregate student, faculty, and program outcomes using the DON Evaluation Matrix. The DNP program data shows an average annual completion rate of 70% for the three most recent calendar years, meeting the national nursing accreditation standard. The length of time from enrollment to graduation was two years in

5 Provisional Program Review Narrative 1) Is the program organized to meet its objectives? (Discussion of curriculum, requirements, admissions, advising and counseling, and other aspects of the program, with reference to its program outcomes. Identify any differences to the program from what was approved by the Board of Regents.) The Doctor of Nursing Practice (DNP) program at the University of Hawai i at Mānoa (UHM) School of Nursing and Dental Hygiene (SONDH) is designed to meet our statewide demand for a highly competent nursing workforce equipped with the skills to ensure the delivery of safe, quality nursing care in Hawai i. The DNP is designed as a professional (practice) doctorate integrating evidence-based practice, quality improvement, and systems leadership to prepare experts and leaders in specialized advanced nursing practice. Since inception, the program has expanded from seven to eight learning objectives to align directly with our accrediting body, the American Association of Colleges of Nursing (AACN) and The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). The program learning objectives prepare graduates who are skilled as change agents and systems leaders, capable of integrating evidence to improve the quality of health care. The DNP graduate is prepared to: 1. Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical and organizational sciences. 2. Demonstrate leadership in organizations and health care systems to promote safe, efficient care delivery to both individuals and populations. 3. Assume a leadership role in the translation and application of research and clinical practice models to improve outcomes to meet health care needs of culturally diverse populations. 4. Utilize technology and informatics to improve health care and to implement change in health care systems. 5. Design, influence, and implement health care policies that affect health care financing, practice regulation, access to care, safety, quality, and efficacy of care. 6. Collaborate with interdisciplinary professionals and teams to improve patient and population health outcomes. 7. Demonstrate health promotion and population health as a priority in improving health care delivery. 8. Demonstrate safe, effective and efficient practice in a defined area of advanced nursing practice. 4

6 Curriculum The Essentials of Doctoral Education for Advanced Nursing Practice is the guiding framework for the DNP program (AACN, 2006). These eight Essentials (competencies) are endorsed by both the Commission on Collegiate Nursing Education and the national Academy of Medicine (formerly the Institute of Medicine). For post-master s students, the curriculum continues to be offered via distance education, enabling students across the state and Pacific Region to access the program. Exceptions to online offerings include certain nurse practitioner courses that require hands-on skill development (physical assessment and precepted clinical practicum) and courses taught by other colleges. Specialty Pathways. The SONDH continues to offer the two-year, part-time Master s to DNP pathway. Since the attainment of Provisional Status, subsequent input led to the development of new pathways and specialty areas: 1. Advanced Practice Registered Nurse (APRN) pathways in August 2015: a. The Adult Gerontology Primary Care Nurse Practitioner (AGPCNP) and b. The Family Nurse Practitioner (FNP), and 2. MBA-to-DNP Pathways effective August 2016, and August Advanced Practice Registered Nurse (APRN) Pathways. In 2014, the Department of Nursing (DON) conducted a community assessment including DNPprepared and other faculty, advanced practice nursing graduate students, and our community partners specific to the uptake of the DNP program. We noted that Hawai i has a shortage of primary care providers and there is increasing demand for APRNs with clinical skill and competence in system design. Faculty reported that the master s curriculum was not designed to include depth in systems content. The input from these stakeholders indicated a need for post-baccalaureate and Graduate Entry to Nursing 1 pathways directly into the DNP Program. After careful analysis, and with the full support of the faculty, the DON created post-baccalaureate- and Graduate Entry to Nursing pathways directly to the DNP for students selecting the Adult-Gerontology Primary Care and Family Nurse Practitioner tracks. MBA-to-DNP Pathways. Subsequent community input led to the development of the post-mba in Healthcare pathway and the post-mba pathway. Individual courses and the curriculum of the two new pathways were developed by faculty based on national trends, input provided by the local community, and engagement with UHM s Shidler College of Business. The first post-mba students are expected to enroll in fall For those with degrees in fields other than Nursing and who do not have a Registered Nurse license. 5

7 With the addition of post-baccalaureate pathway options for the DNP, the SONDH stopped out the Family Nurse Practitioner, Adult Gerontology Nurse Practitioner, and Nursing Executive Leadership specialties in the master s of science and graduate certificate programs, effective fall Cohort Model. Another significant change was the implementation of a cohort model. The curriculum is based upon a logical progression, where each course builds upon previous course work to facilitate the development, implementation, and evaluation of the DNP Project. Students enroll and progress as a cohort. Eligibility for APRN Certification. The curriculum of the two APRN pathways is designed to ensure eligibility for national certification. Graduates are eligible to sit for national certification by either the American Nurses Credentialing Center or the American Academy of Nurse Practitioners. Future post-mba graduates from our program who meet the experience criteria will be eligible to sit for national certification in executive nursing practice by the American Organization of Nurse Executives. Requirements The basic requirements have not changed since the program s inception. Each student is required to attend summer intensive(s); pass each course in their specialty pathway; develop, implement, and evaluate a DNP Project that makes a significant contribution to healthcare; complete a total of 1,000 hours of academically-supervised practicum, and successfully present their DNP Project proposal and results. The Master s to DNP specialty area requirements have changed slightly over the past five years, from 37 credits to a minimum of 36 up to 53 credits (to meet the 1,000 hour requirement). Course content remains consistent with the Essentials. The postbaccalaureate/graduate Entry to Nursing student completes 77 credits. The requirements for the newly approved specialty areas, AGPCNP, FNP, MBA-HC, and MBA, vary by coursework and total number of credits for graduation. Table 1: DNP Pathway Credit Requirements Doctor of Nursing Practice (DNP) Degree Program Pathway Specialty Credits Required Study Options (Program Length) Bachelor's to DNP* Graduate Entry (GEPN) to DNP* Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) Family Nurse Practitioner (FNP) 6 77 Full-time (3 years) Cohort model 77 Full-time (3 years) Cohort model Master's to DNP Organizational Leadership Part-time (2 years) Cohort model MBA to DNP Organizational Leadership 29 (minimum) Part-time (3 semester minimum) Cohort model *Post-Baccalaureate and GEPN students must complete the pre-licensure year and obtain the RN license by the end of the first semester of the specialty track coursework.

8 Admissions The admission requirements and process have undergone modification for increased efficiency and effectiveness. We revised our explicit admission criteria for each specialty area, implemented the use of a software package for application management, Nursing s Centralized Application Service, and standardized a rolling admission process. More information on admissions criteria may be found online. Advising & Counseling Revisions to roles and responsibilities of key DNP Program personnel have been implemented over the past five years. Each student receives advisement, counseling, and support from the (1) Program Director, (2) Program Coordinator, (3) Project Chair, (4) Content Expert, (5) Third Committee Member, and (6) Specialty Track Director. 2) Are program resources adequate? (Analysis of number and distribution of faculty, faculty areas of expertise, budget and sources of funds, and facilities and equipment.) The DON resources including faculty, funding and facilities are sufficient to achieve the mission, goals, and expected student and faculty outcomes for the DNP Program. Faculty Faculty member mix is sufficient to achieve the mission, goals, and expected DNP student and faculty outcomes. Faculty leading and teaching in the DNP program are ethnically, culturally, and linguistically diverse. The DNP program s focus on interdisciplinary and practice partnership draws on faculty within the DON as well as from across UH. The interdisciplinary courses are taught by faculty from the Communication and Information Sciences Program, Political Science, Public Health, Shidler College of Business, and William S. Richardson School of Law. See Appendix A for a listing of faculty available for the DNP program. There are a sufficient number of faculty members available to ensure quality clinical experiences for APRN students. APRN faculty have academic responsibility for the supervision and evaluation of AGPCNP and FNP students and for oversight of the clinical learning environment. The faculty/student ratio for NURS 675 Advanced Practice Clinical is 1:8, which is sufficient to ensure adequate supervision and evaluation of APRN students. Faculty to student ratios comply with Hawai i Board of Nursing regulations. Budget & Sources of Funds The budget for the DNP Program is included in the SONDH overall resources, funding and operational costs are shown in Appendix B. The program continues to be funded using existing general funds and tuition revenues; no additional funds are needed. 7

9 Facilities & Equipment The physical resources in Webster Hall available to the program have not changed since the initial application and are adequate to meet the needs of the program. A majority of the courses continue to be online and SONDH s technology services and the Multimedia Instructional Design team continue to offer state-of-the-art support to faculty, staff, and students. 3) Is the program efficient? (An assessment of productivity and cost/benefit considerations within the overall context of campus and University "mission" and planning priorities. Include quantitative measures comparing, for example, SSH/faculty, average class size, cost per SSH, cost per major with other programs in the college, on the campus and, as appropriate, similar programs on other UH campuses. Analysis of numbers of majors, graduates, SSHs offered, service to non-majors, employment of graduates, enrollment in graduate programs, etc.) Mission & Development Plans The School mission, vision, strategic imperatives, and expected student outcomes are congruent with the UHM vision, mission, strategic imperatives, and expected student outcomes. The University of Hawaiʻi System s Strategic Directions, will shape the actions taken by the UH System for the foreseeable future. The Mānoa plan for aligns the plan with the next comprehensive reaccreditation visit from the Western Association of Schools and Colleges (WASC) as well as with the System s Strategic Directions. The DNP program objectives align with and are in support of Mānoa s Strategic Goals. Student Semester Hours Each of the DNP pathways vary in length and require varying numbers of credits to meet the Essentials. In , the DNP program generated an estimated 665 Student Semester Hours (SSH). The SONDH overall annual SSH during this period was 11,330 (see Appendix B). Cost/Benefit Analysis During provisional years one to three ( to ), student enrollment was roughly 50% of the projected enrollment. The DNP instructional faculty FTE during this period was 1.25 FTE with two courses offered by other units in years one and two, and three in year three, which are not reflected in the SSH or DON program cost. The average DNP class size during this period was 10 students, which is the adequate enrollment amount for didactic course efficiency in the DON. Other program costs included.50 FTE of a program coordinator, the NEXus Academic Collaborator Fee (described below), and costs to host the annual summer DNP student intensive. With the exception of year one start-up, program costs for subsequent years were in balance with tuition revenue and the program budget. The increased program enrollment with an average DNP class size of 18 students has increased efficiency. The clinical courses, due to accreditation and licensing standards, are maximized to an enrollment of 8 students. The nursing 8

10 graduate differential tuition revenue covers a large share of program costs. The current DNP instructional faculty FTE is 4.25 with three courses offered by interdisciplinary partners at UHM (not included in FTE or SSH). The current Instructional Cost with Fringe per SSH for the DNP is estimated at $605, which is comparable to other clinically-based program costs such as medicine. The SONDH projects that program costs will continue to be in balance with tuition revenue and the program budget. Service to Non-Majors DNP students are fortunate to take UHM courses with students beyond the nursing major. The final year of the program affords the students opportunities for interprofessional collaboration with colleagues across campus (e.g., business, informatics, law, political science, and public health). Students benefit by sharing perspectives unique to their own discipline and enhanced understanding. These more complex courses also enable further refinement of the implementation and evaluation of the DNP Project. In 2014, SONDH joined the Nursing Education Exchange (NEXus), a collaboration of doctoral nursing programs that allows our students to enroll at member colleges and universities to take courses that may not be offered at UHM and offers certain SONDH courses to students of participating programs. 4) Evidence of student learning and program success (Assessment of whether or not students are meeting the program outcomes and a summary of the evidence used to reach this conclusion. Data on time to degree trends, retention and actions to increase retention and on time graduation. Indicators of program quality, e.g. accreditation or other external evaluation, student performance on external exams, student employer satisfaction, alignment with Hawai i economic demand, employment/graduate school trends of graduates, awards to faculty and students, etc.) The accomplishments of graduates and strong student, alumni, and employer satisfaction attest to the effectiveness of the program. The regular and formal collection and use of aggregate student outcome data determines program effectiveness and fosters ongoing program improvement. Accreditation Findings The DNP Program was accredited by the Commission on Collegiate Nursing Education in The evaluators reported no compliance concerns with the four standards and 28 criteria, including: Program Quality criteria for Mission and Governance, Institutional Commitment and Resources, and Curriculum and Teaching- Learning Practices; and Program Effectiveness criteria for Assessment and Achievement of Program Outcomes. To satisfy the five-year requirement, a Continuous Improvement Progress Report was submitted in June 2017 and is currently under review by the Commission on Collegiate Nursing Education. 9

11 Student Performance Student performance continues to be assessed in accordance with the DON Evaluation Matrix using formative and summative measures. These measures continue to include end-of-course evaluations (done each semester), end-of-program evaluations, and direct measures of student learning. Course Evaluations. Course evaluations provide student perceptions of success in meeting course objectives (mapped to program outcomes). The minimum expectation is a score of 3.5 on a 5-point Likert scale for all items and total mean scores. End of Course Evaluations from 2014 to 2016 indicate that we met or exceeded our benchmark of 3.5 mean score for student perceptions of success in meeting learning outcomes, and instructor effectiveness. Direct Measures of Student Learning. In 2015, Direct Measures of Student Learning were mapped to the DNP Program Learning Objectives and the Essentials. These measures focus primarily on the DNP (Capstone) Project, which provides a strong indicator of whether or not students have mastered skills as change agents and system leaders to improve the quality of health care. Faculty assess the development, implementation, and evaluation of the DNP Project during the proposal and final defense. The DNP Project development is an example of how the curriculum and teaching-learning practices consider the needs and expectations of students. Each student identifies a clinical issue or problem that s/he is passionate about, is pertinent to community need, and/or is amenable to resolution using an evidence-based practice approach. The DNP Projects are embedded in the community and are designed to directly meet the needs of diverse cultures across the State and in other communities. Per our assessment results, graduates of the program have gained the knowledge and skills of change agents and systems leaders, capable of integrating evidence to improve the quality of health care. End-of-Program Evaluations. A summative evaluation of overall experiences as a DON student is collected in the final semester for each graduating student. The minimum expectation is a score of 3.5 on a 5-point Likert scale for all items and total mean scores. Although the data is limited, the results indicate the program is meeting or exceeding the benchmark. Results from spring 2017 reflect student ratings that range from 4.7 to 5.0 on achievement of program outcomes and whether or not students would recommend the UHM Nursing program based on their overall DNP experience (mean score rating of 4.7). Student Satisfaction The annual Student Experience Survey is a formative evaluation of experiences as a DNP student. The minimum expectation is a score of 3.5 on a 5-point Likert scale for all items and total mean scores. In 2015, the survey was reviewed and shortened to focus on four key areas, including overall School experience, Office of Student Services, courses, and clinical/field work learning experiences. 10

12 The responses for 2014 through 2016 indicate that we have met our benchmark of 3.5 satisfaction with the school experience. The highest mean score ratings were related to the responsiveness of the School regarding issues that affect learning, advising by the Office of Student Services during the application process, quality of faculty instruction, and the use of technology for courses. On-time Completion Rates The on-time completion rate is calculated by taking the number of students admitted to the program and dividing it by the number of semesters in each pathway. DNP on-time completion rates are 67% in 2017, 83% in 2016, and 60% in The average annual completion rate for the three most recent calendar years ( ) is 70%, meeting the CCNE accreditation standard. Employment of Graduates The DNP program demonstrates achievement of required outcomes regarding employment rates. As of spring 2017, 20 DNP students have graduated from our program. Since these students were master s-prepared registered nurses and were all working fulltime upon entry to the program, all 20 continued employment with their employers: (a) Nine educators remained at their home institution of which at least three were promoted with award of the DNP degree, (b) Four nurse executives continued in their position, and (c) Seven APRNs continued to practice their specialty one of these graduates was promoted from a position as an oncology Clinical Nurse Specialist for a single acute care facility to the system s corporate headquarters. Placement & Employer Satisfaction As a result of the required DNP Project, students have the opportunity to fully integrate didactic coursework in practice settings with an end goal of significantly influencing healthcare outcomes. The DNP Project meets the needs of students while simultaneously meeting the needs of the community, creating a win-win for both parties. DNP Project sites vary across the healthcare continuum: from acute to long-term care, public and private institutions, and profit and non-profit organizations. Additionally, the growth of the program is requiring an increase in the number of DNP Project sites. In 2016, we sent a request to our community stakeholders asking them to identify topics that DNP students could assist them with. Fortunately, positive experiences with previous DNP students have engendered community support and accommodation for these additional students and their Projects. Additionally, DNP graduates in our community are generous with their support of the program and agree to serve as mentors (content experts) for the students. Awards to Faculty & Students Three DNP faculty members are Fellows in the American Academy of Nursing and one in the American College of Nurse-Midwives. One DNP student has been awarded the Jonas Veterans Healthcare Program scholarship. This scholarship is a component of the Nurse Scholar Program that aims to increase the number of advanced practice nurses and faculty who are trained specifically in the unique needs of 11

13 our veteran population. Several graduates have published their DNP project results in peer reviewed national journals. 5) Are program objectives still appropriate functions of the college and university? (Relationship to University and campus mission, Strategic Plan and the Integrated Academic and Facilities Plan, evidence of continuing need for the program, projections of employment opportunities for graduates, etc.) UH Mānoa must also continue to meet the professional workforce needs of Hawai i in areas such as education, medicine, nursing, law, business, social work and engineering. Work must continue to integrate education, innovation and scholarship, across disciplines, and to develop the next generation of Hawaiʻi s leaders. UH Integrated Academic & Facilities Plan In 2011, both the University of Hawai i at Hilo and UHM DNP degree programs were approved as provisional programs. The two DNP programs complement each other and provide students a range of pathways and focus areas. As the public university system for the State, the quality, educational nursing programs offered by UH can ensure access and prepare the DNP workforce to improve the health of residents of Hawai i. Need for Continuance Hawai i has a shortage of primary care providers and there is increasing demand for advanced practice nurses (APRN) with clinical skill and competence in system design. With the addition of the post-baccalaureate/graduate Entry in Nursing pathways, applicants to the DNP program exceed the available seats (see Table 2) and it is anticipated that this trend will continue based on increased demand for the advanced skills necessary for needed improvements in the quality of health care. In the provisional application, it was anticipated that 24 part-time students would be enrolled in the program each August. The program has met and exceeded this enrollment projection. Table 2. DNP Program Applicants and New Enrollments Fall Semester Start Number of Applicants Number of New Enrollments Several trends indicate increased and continued demand for DNP graduates. The health care industry can expect: (1) ever-increasing lifespans, or the greying of America, with corresponding need for chronic illness management, (2) shifts in health care provision from acute care facilities to the community, (3) direct reimbursements for autonomous care, (4) expanded prescriptive privileges, and (5) nursing leadership roles 12

14 requiring a terminal degree. Academic institutions can expect increasing demand for the DNP graduate by both practice and education. Employment Opportunity Projections As stated above, there are several trends that indicate employment opportunities for DNP graduates will increase. Additionally, it is anticipated that specialty nursing organizations will require the DNP degree of all APRNs; it will become required for entry into practice. Relevant Contribution The DNP program provides the pathway for graduate- and bachelor s-prepared nurses to continue formal education and access a program targeted to the needs of their practice area. It continues to support workforce development for nursing, with an emphasis on increasing access to primary care services in community settings and acute care services in hospital settings while creating health care leaders and change agents. The program ensures access to the requisite education for advanced practice nursing, contributes to the development of a stronger primary health care system, and improves the health of the residents of the State of Hawai i. National Needs The 2010 Institute of Medicine Report, The Future of Nursing: Leading Change, Advancing Health, took a strong position by recommending a doubling of the number of nurses with a doctorate degree by 2020 and expanding the role of nurse practitioners. In a 2015 Hawai i State Center for Nursing Workforce Report, 90% of the 1,312 APRNs licensed in Hawai i reported the Master s degree as the highest degree held. Despite the growth of DNP programs across the nation, there is a need to expand local educational opportunities for this new role. Hawai i s diverse population and geographic location offers an opportunity to educate APRNs who provide culturally-tailored, quality health care to the people of this region. International Needs Nursing clinical roles, education levels, administrative responsibilities, and expectations for scholarship vary across the globe. The United States, by far, has the highest standards for the nursing profession. A master s degree is attainable in some Pacific region nursing programs, but employment opportunities do not often utilize the role to its fullest extent. That said, a minority of nurses are educated in the United States and return to their home of record to practice. The School s DNP program is perfectly situated to meet the expanding interest in and need for higher nursing education across the region. Educational Needs Nationally, the exponential growth of DNP programs speaks to the continued need for the program. In 2010, there were 153 DNP programs with an additional 106 programs in the planning stage. By 2016, there were 289 DNP programs with an additional 128 new DNP programs in the planning stages; 62 of those are post- 13

15 baccalaureate and 66 are post-master s programs. Between 2014 and 2015, the number of students enrolled in DNP programs increased from 18,352 to 21,995 and the number of graduates increased from 3,065 to 4,100. SONDH is experiencing this same level of interest in the DNP program. 14

16 APPENDIX A University of Hawai`i at Mānoa Department of Nursing Faculty - DNP Program ( ) ALBRIGHT, CHERYL AZAMA, KATIE BALDWIN, CELESTE BOLAND, MARY BRAGINSKY, NAFANUA Name Position Education CERIA-ULEP, CLEMENTINA CODIER, ESTELLE CONSTANTIN, CAROLYN GANDALL-YAMAMOTO, PUALANI INOCENCIO, BEVERLY KROME, JENNIFER LAGAPA-MAU, DIONICIA LEVASSEUR, SANDRA LINHARES, CARMEN H LORENZO, LENORA MAESHIRO, JOAN MARK, DEBRA MATTHEUS, DEBORAH NUNOKAWA, COURTNEY PARSONS, TERESA PATRICK, BRADLEY QURESHI, KRISTINE A Researcher Lecturer* Lecturer* Professor Asst Prof Professor Assoc Prof Assoc Prof Asst Prof, FNP Track Director Lecturer* Lecturer* Lecturer* Assoc Specialist Asst Prof Lecturer* Lecturer* Assoc Prof Asst Prof Lecturer* Lecturer* Lecturer* Professor PhD 1983, Univ of Houston, Social Psych & Behavioral Med MPH 1986, UC Berkeley, Public Health MA 1982, Univ of Houston, Social Psych & Behavioral Med BS 1977, Univ of Houston, Psychology BA 1972, Univ of TX, Zoology MS 2013, UHM, Nursing - FNP & Adv Public Health Nursing BS 2011, UHM, Nursing MA 2009, UHM, English BA 2006, UHM, English PhD 1998, Bowling Green State Univ, Education MS 1991, DePaul Univ, CNS and Nursing Eduation BSN 1977, St. Louis Univ, Nursing DrPH 2000, Mailman Sch of Public Health, Columbia Univ MS 1978, Seton Hall Univ, Nursing Care of Children Certificate 1978, Seton Hall Univ, PNP BS 1975, University of Pennsylvania, Nursing DNP 2015, UHM PhD 2009, UHM MSN 2002, UHM, Nursing - FNP BSN 1995, UHM, Nursing PhD 1992, Med College of VCU, Nursing Admin MSN 1988, UHM, Nursing Admin BSN 1982, UHM, Nursing PhD 2006, UHM, Nursing MSN 1983, Catholic Univ of America, Nursing BSN 1979, American Univ, Nursing PhD 2003, Emory University, Nursing Post Master's 1997, Boston College, Women's Health NP MS 1986, University of Tennessee, Nursing - Maternal Child CNS BA 1983, University of Tennessee, Zoology DNP 2015, UHM, Nursing MS 2006, UHM, Nursing - FNP BS 2003, UHM, Nursing DNP 2013, Univ of Texas Health Sci Ctr, APN Leadership Post Master's 2012, Univ of Texas Health Sci Ctr, Acute Care NP MS 2007, UHM, Nursing - Nursing Education MA 2001, Webster University, Health Services Management BSN 1996, Univ of San Francisco, Nursing MS 2009, UHM, Nursing - FNP BS 2007, University of Hawai i at Hilo, Nursing BA 2004, University of Hawai i at Hilo, Religious Studies MS 1995, UHM, Nursing - FNP BSN 1991, Hawaii Loa College, Nursing PhD 2005, Monash Univ, Nursing & Health Sciences MS 1993, La Trobe Univ, Gerontology BS 1983, UHM, Nursing PhD 2007, UHM, Nursing MS 1995, Columbia Univ, Nursing - Nurse-Midwifery AS 1991, UHH, Nursing BA 1987, UHH, Biology DNP 2011, University of Southern Alabama, Nursing MS 1996, UHM, Nursing - FNP & GNP Certificate 1996, UHM, Sch of Public Health- Gerontology MSA 1993, Central Michigan Univ, Health Services Admin BS 1977, UHM, Nursing AS 1974, UH, Leeward Community College MS 2006, UHM, Nursing - Nurse Practitioner BS 1982, UHM, Nursing PhD 2001, George Mason Univ, Nursing MSN 1985, UHM, Nursing Svc Admin BSN 1981, Univ OR Hlth Science Ctr, Nursing PhD 2013, UHM, Nursing MSN 1990, Simmons College BSN 1985, American International College, Nursing MS 2014, UHM, Nursing - Adult and Geriatric NP BS 2011, University of Portland, Nursing MN 1987, Emory Univ, Perinatal Nursing MA 1983, Central Michigan Univ, Mgmt & Supervision BSN 1980, Texas Christin Univ DNP 2013, Univ of Tennessee Health Sci Ctr, Leadership MBA 2011, University of Wisconsin MS 2005, St. Mary's Univ of Minnesota, Nursing-Nurse Anesthesia BSN 1999, University of North Dakota, Nursing PhD 2003, Columbia Univ, Nursing Science MS 1984, Adelphi Univ, Nursing BS 1982, Stony Brook Univ, Nursing RN Y/N Advanced Practice Specialty Cert Y/N Course(s) / Role N N N NURS 776 Y FNP Y Y CNS Y NURS 612 & 612L NURS 635 NURS 635 NURS 640 NURS 612L NURS 675 Y PNP N NURS 776 Y FNP Y NURS 675 NURS 750 NURS 776 Y N N NURS 776 Y N N NURS 613 NURS 776 Y WHNP Y NURS 776 Y FNP Y NURS 730 NURS 761 FNP Track Director Y ACNP Y NURS 629 Y FNP Y NURS 675 Y FNP Y NURS 675 Y N N NURS 776 Y Y CNM FNP GNP BC-ADM CDE CME Y NURS 612L NURS 776 Y NURS 675 Y GNP Y NURS 675 Y N N Y PNP Y NURS 776 DNP Director (Former) NURS 633 NURS 776 Y AGPCNP Y AGPCNP Track Director Y WHNP Y NURS 662 Y CRNA Y NURS 669 Y CEN APHN Y NURS of 2

17 Name Position Education SHANNON, MAUREEN T Professor PhD 2007, UCSF, Nursing MS 1979, UCSF, Nursing BSN 1975, CA State College, Nursing & FNP Certificate Y PhD 2005, UHM, Nursing SULLIVAN, KATHLEEN M Assoc Prof MS 1991, UHM, Community Mental Hlth Nursing Y BS 1985, Hawai`i Loa College, Nursing PhD 2007, UHM, Nursing TESSIER, KAREN Asst Prof MS 1986, UHM, Nursing Svc Admin BS 1965, Univ CT, Nursing DNP 2015, UHM, Nursing Certficate 1998, Univ of New Mexico, Wound Care Nurse TORRES, AUDREY Lecturer* MS 1993, UHM, Nursing Y BS 1991, UHM, Nursing AS 1989, UHM, Nursing PhD 1991, Univ IL Chicago, Nursing TSE, ALICE M Professor MSN 1984, Univ Cincinatti, CNS Child Health Nursing BSN 1983, Univ Cincinatti, Nursing PhD 1987, Univ TN, Biochemistry MS 1995, Univ TN, Nursing WANG, CHEN-YEN Assoc Prof MS 1984, Univ TN, Biochemistry MS 1978, Univ of Chinese Culture, Agriculture Y BS 1993, Univ TN, Nursing BS 1976, Univ of Chinese Culture, Horticulture *Compensated clinical faculty are appointed as lecturers in accordance with the collective bargaining unit (mostly on a part-time basis). RN Y/N Advanced Practice Specialty CNM FNP PMH CNS Cert Y/N Y Course(s) / Role NURS 635 NURS 776 Y NURS 616 Y N N NURS 776 CRRN CIC CWS CNRN Y NURS 662 Y CNS N NURS 776 ANP Y NURS 612L NURS 776 Name Position Education BAKER, MARK (Information & Computer Sciences Department) GOLDBERG-HILLER, JON (College of Social Sciences) MAIS, ERIC (Shidler College of Business) PIETSCH, JAMES (Richardson School of Law) Lecturer Certificate, 2015, Oregon Health Sciences University, Biomedical Informatics Medical Certificate, 1989, Univ of California San Francisco, Occupation and Informatics Environmental Medicine Director, Pali Residency, 1985, UCLA, Emergency Medicine Momi Medical MD, 1982, Vanderbilt University School of Medicine Center BA, 1978, University of California San Diego, Biology Professor of Political Science Professor of Finance Professor of Law UHM Interdisciplinary Faculty - DNP Program ( ) PhD, 1991, University of Wisconsin, Public Law MA, 1983, University of Wisconsin Madison BA, 1979, Reed College, Political Science PhD, 1988, University of South Carlona, Finance MBA, 1983, Missouri State University BS, 1982, Missouri State University, Chemistry AB, 1970, Georgetown University JD, 1974, Catholic University RN Y/N N (MD) Content Expertise Clinical Informatics (Board Certified), Emergency Medicine Course ICS 614 N Public Policy POLS 660 Healthcare N Financial NURS 768 Management, N Law: aging, health, bioethics LAW of 2

18 PROVISIONAL PROGRAM RESOURCE TEMPLATE This template identifies resources needed to support the provisional program and its relationship to the existing departmental/division resources. Please include an explanation of this analysis in your established-status request narrative. Campus: UH Manoa Provisional Degree/Certificate: Doctor of Nursing Practice (DNP) Date of BOR Approval: May 2011, Effective Fall 2012 College/Department/Division: School of Nursing and Dental Hygiene Other Programs offered by the College/Division: BS in Nursing (BSN), MS in Nursing (MSN), PhD in Nursing, BS in Dental Hygiene A. ENROLLMENT (Fall Headcount) Current Year Comments APPENDIX B Part I: Program Overview Provisional Years: 2 yrs for Certificates; 3 yrs for Associates and Master's; 5 yrs for Doctorates; 6 yrs for Bachelor's 17 Projected: DNP Actual: DNP Undergraduate (BSN, Dental Hygiene) Graduate (MSN, PHD) B. PROGRAM COMPLETION (Annual) Current Year Admission to PhD temporarily stopped during program review/revision. Comments Projected: DNP N/A N/A Actual: DNP N/A N/A Undergraduate (BSN, Dental Hygiene) N/A Graduate (MSN, PHD) N/A C. COURSES, SECTIONS, SSH (Annual) Current Year Comments No. Courses Offered N/A Total for nursing department No. Sections Offered N/A Total for nursing department Annual SSH 16,629 16,423 15,478 13,164 11,330 N/A Total for nursing department Part II: Program Resources D. RESOURCES/FUNDING Tuition/Special Fund Allocation $ 2,688,716 $ 2,889,614 $ 2,863,763 $ 3,192,657 $ 2,923,094 $ 2,490,712 Current Year Comments Allocation for SONDH; includes undergraduate professional fee General Fund Allocation $ 4,641,259 $ 4,198,203 $ 4,256,804 $ 4,118,200 $ 4,521,048 $ 4,615,579 Allocation for SONDH Summer Session Allocation $ 1,170 $ 1,304 $ 655 $ 32 $ 2,265 $ 5,000 Allocation for SONDH Program/Course Fee Allocation $ - $ - $ - $ - $ - $ - reviewed by CCAO 4/26/17 for use starting Fall 2017

19 Part III: Approvals By signing below, I have reviewed and approve the Provisional Program Resource Template. (printed name, signature and date) $ 4,068,766 $ 5,162,872 $ 6,236,723 $ 6,354,232 $ 5,254,534 $ 6,003,904 Sources: Outreach tuition credit, graduate differential tuition, extramural grants & contracts Other Allocation (grants, etc.) E. PERSONNEL (Instructional & Support) Current Year Comments Faculty FTE Nursing FTEs Faculty Salaries ($) $ 7,263,059 $ 6,601,265 $ 6,522,149 $ 6,068,611 $ 4,973,511 $ 4,913,206 Nursing Faculty Salaries Lecturers ($) $ 275,936 $ 422,634 $ 329,859 $ 209,844 $ 196,432 $ 104,438 Nursing Lecturers Graduate TAs ($) $ 146,124 $ 119,856 $ 119,682 $ 99,390 $ 103,176 $ 62,232 SONDH GAs Other ($ Advisors, Lab Techs, etc.) $ 360,300 $ 383,556 $ 249,942 $ 249,942 $ 270,564 $ 283,902 SONDH Support F. OPERATIONAL COSTS (Equipment, etc.) Current Year Comments $ 1,620,234 $ 1,130,810 $ 964,101 $ 707,599 $ 991,121 $ 1,596,678 SONDH Operational Cost; Note: FY18 projected operational costs are greater than prior years due to preparation for 2019 accreditation G. Indicate whether new facilities are needed to support the continuation of the program (include any off-campus facilities) None. The physical resources in Webster Hall available to the program have not changed since the initial application and are adequate to meet the needs of the program. H. Indicate if there are other significant resources anticipated beyond the current year. No other significant resources anticipated. 18 I. Explain how any new program resources will be funded (e.g., reallocation, grants, contracts) If new program resources are identified for the future, costs would be funded from reallocation within school budget (source: graduate differential tuition). J. ADDITIONAL COMMENTS: Department/Division Chair: College/Department Administrative Officer: Dean: Vice Chancellor for Academic Affairs: Vice Chancellor for Administration: reviewed by CCAO 4/26/17 for use starting Fall 2017

20 19 Provisional Program Resource Template Instructions A. Headcount Enrollment. Headcount enrollment of majors each Fall semester. Located at URL: research/enrreport.action?reportid=enrt00 Campus data may be used when majors are a subset of enrollment reported in IRAO reports. B. Completion. Provide counts of the number of degrees/certificates awarded annual (fall, spring, summer). Located at URL: C. Courses, Sections, SSH. Provide annual count (fall, spring, summer) or courses offered, number of sections offered and SSH. D. Resources/Funding. Data should come from the College/Department's Administrative Officer using the most current information available. E. Academic Personnel. Instructional costs without fringe. Provide direct salary cost for faculty and lecturers teaching in the program for provisional period and current year. F. Ongoing Operational Costs. Include recurring costs related to program operations, including lab equipment, maintenance costs, accreditation fees, etc. G. Facilities. Indicate if any new facilities (classrooms, labs, buildings, etc.), including off-campus facilities, are needed to support the continuation of the program. H. Additional Anticipated Cost. Address whether significant additional resources anticipated beyond the years listed in the New Program Resource Template. I. Funding for Anticipated New Resources. Explain how the department will fund any anticipated costs beyond the current year. If reallocating resources, indicate the source and impact of the reallocation. reviewed by CCAO 4/26/17 for use starting Fall 2017