Choosing the Right Path for You
Congratulations on considering a graduate education! There are many options and choices for nurses when making this choice. To invest your time and money wisely, please consider the following questions/information when evaluating your options. This informational brochure was created by the Connecticut League for Nursing’s Council of Deans & Directors and the Connecticut Healthcare Educators Group to provide nurses with the best support to succeed.

QUESTIONS TO CONSIDER WHEN RETURNING TO SCHOOL

• Do I feel I have developed clinical expertise in this area?
• If not, would focus on clinical development be more beneficial to my career goals?
• Would focus on national certification or other clinical opportunity be a good next step?

Recommendation: A strong clinical foundation supports a diverse and successful nursing career. Nurses may want to practice 1-2 years before entering a graduate school program.
Recommendation: Ask a nurse leader for input concerning your readiness for a graduate education.

QUESTIONS ABOUT CHOOSING A PROGRAM

• What types of programs are available?
• What types of role(s) or career options will this degree prepare me for?
• Where are the employment opportunities?
• For the role I am considering, what setting am I most likely to end up in? (Inpatient or outpatient)
• What is the entry-level pay for nurses in these roles?
• If the program is fully online, does the curriculum promote the development of professional relationships?

Recommendation: It is best to speak to nurses in these roles to learn about their program and settings. If possible, it would be beneficial to shadow a nurse for a day to experience their role and daily tasks in person

QUESTIONS ABOUT RETURNING TO SCHOOL 

• What is the reputation of this school among professionals?
• What types of meaningful interactions will I have with faculty and peers?
• Will I be proud to have this college or university on my resumé?
• What are the benefits and limitations of this school for my career goals? Most graduate programs have some requirements for clinical placement.

The following questions are specific to this topic and very important!

• What support will the school provide for required clinical placements? (Especially important for out of state and/or online programs.)
• What are the specific state requirements for placements?

Recommendation: Nurse Practitioner placements are extremely competitive in Connecticut, so it is very important to thoroughly investigate this area.
Recommendation: Reach out to graduates of the school to discuss placement details as they can offer different insights than recruiters.
Recommendation: Validate and verify the school has regional and national accreditation.
Recommendation: Check the CT Nursing Guide for program and accreditation details by visiting CTNursingGuide.com.

FINANCIAL CONSIDERATIONS
What is the price per credit?
How many classes are required per semester/term?
How long are terms/semesters?
What financial support is available from the school or other sources?
Are there technology requirements such as hardware (computer specifications) or software requirements?
What other costs are involved and how often do they need to be paid such as lab fees, e-book fees, technology fees, instate or out of state fees?
What is your organization’s tuition support policy?
Recommendation: Talk to current students to gather as much financial information as possible.
Recommendation:  Review the financial details of the program carefully and calculate costs. Sometimes a school with a higher per credit price may not cost more than other schools.
Recommendation: Meet with Human Resources to discuss tuition support, available discounts, reimbursement schedules, associated work commitments, etc. (if your employer requires a work commitment, does your employer have opportunities for you to practice in this new role?)

Purpose 
This policy brief is a collaborative effort of nursing leaders who propose & support academic/practice
partnerships between health care facilities and pre-licensure registered nursing (RN) and practical/vocational nursing (PN/VN) programs across the country during the COVID-19 crisis. This is one potential model to consider. It is not mandated, rather an innovative approach to meeting academic and workforce needs. 
 
The proposed model requires cautious evaluation at the local level with a clear understanding that: 

• The participation of student nurses and faculty is voluntary and must comply with any additional requirements mandated in state emergency response provisions or through existing Occupational Safety and Health Administration (OSHA) requirements; 

 

• The safety for all front-line providers of services across multiple points of care must be safeguarded through appropriate and prevailing infection control practices 

 
Context 

• COVID-19 is a virus affecting the entire world. To date, thousands of people in the U.S. have tested positive for the disease, and it is anticipated that many more will be affected in the near future. After observing the pattern of the virus, the U.S. anticipates an overabundance of patients inundating hospitals and possibly overwhelming the entire U.S. healthcare system. 
• A significant demand is being placed on the entire nursing workforce, and this is anticipated to increase at an alarming rate. 
• Simultaneously, the pandemic has affected pre-licensure RN and PN/VN nursing students across the country. Clinical experiences with patients are an essential part of every nursing program curriculum and are mandated by the State Boards of Nursing for licensure. Many hospitals and health care facilities have determined that pre-licensure RN and PN/VN nursing students should not be in contact with patients and have discontinued student clinical experiences in their facility. Without this valuable experience, all nursing students will have a deficit in their education, are unable to meet their program requirements and will not be eligible for graduation at a time when RNs and PN/VNs are needed in the healthcare.

Pre-licensure RN students from diploma, associate degree and baccalaureate degree nursing programs and PN/VN students from certificate nursing programs could augment and support nursing services in health care facilities.

CLN’s Response:
Propose that our pre-licensure nursing students and associated faculty from our Schools/Programs of Nursing augment the nursing workforce within healthcare facilities in the following areas:

• Increasing the number of Nurse Technicians or Nursing Assistants within the workforce with Sophomore, Junior and Senior level students using educationally sound approaches (see attached for an example of a model of engagement- Fairfield Univ.)
• Increasing the number of Graduate Nurses (GNs) (academically prepared, yet not licensed) within the workforce with newly graduating students in light of balancing the remainder of their nursing education and need to study for the National Licensing Exam (NCLEX), and
• Increasing the number of licensed Registered Nurses in the workforce by working with nurses re-entering practice via CLN’s 100% Online RN Refresher Course to support new hires into the practice settings.

Nursing students would be employed by the facility on a full- or part-time basis and work in the role of a student nurse for compensation and, in conjunction with the student’s nursing education program, would receive academic credit toward meeting clinical requirements.

• Programs would be developed in collaboration with academic and practice partners
• Nursing faculty must be engaged to supervise the work of the students’ in these programs if credit is awarded for this work

Nursing students would be required to be enrolled in a State Board of Nursing approved (or its equivalent) RN or PN/VN pre-licensure program.

CLN’s Response:
Connecticut practice settings would dictate the employment relationship directly with the pre-licensure student, and the awarding of academic credit for such experiences (Capstone’s) would be decided upon by each academic institution in alignment with current University/College policies and practices.
Moreover, NOT all students may choose to engage in these academic/employment opportunities as their participation is NOT mandatory.

Benefits:
This opportunity will not only provide much needed clinical education to assist in meeting program requirements, it is an unparalleled opportunity for nursing students to assist the nation in a time of crisis and learn the principles of population health and emergency management. This academic-practice model demonstrates that in the midst of a periling disruption in the environment, such as COVID-19, continuous innovation can occur.


Policy Recommendations:
1. Health care facilities and nursing programs are encouraged to promulgate plans to take advantage of this opportunity and make every effort to reach out to eligible nursing students and inform them of the opportunity.

CLN’s Response:
Practice Setting will share opportunities with the CT Nurses’ Association, CT Center for Nursing Workforce & CT League for Nursing- RN Student Day Attendees if registered directly with CLN, CT Center for Nursing Workforce to promote; and via their organization’s website, social media, and other communication platforms.


2. Health care facilities and nursing programs are encouraged to collaborate to identify ways to accomplish appropriate faculty supervision of the nursing student-employee to achieve the final learning outcomes of the nursing program. For example,

CLN’s Response:
Options for Engagement & Collaboration:

• The healthcare facility hires the Nursing Program Faculty to oversee the nursing student/employee
  
• The Nurse Program Faculty holds a joint appointment between the School and the health care facility
  
• The health care facility provides Preceptors to oversee the nursing student/employee with Nursing Program Faculty oversight in accordance with established CT regulation.

The above examples illustrate a few ways in which the Connecticut School & Programs of Nursing can support growth and development of the incumbent:

• Nursing faculty can oversee the employee who is a current nursing student to ensure competence, confidence and safety in performing Nurse Tech tasks,
  
• Nursing faculty can engage in a joint appointment to oversee and support employed Graduate Nurses to ensure competence, confidence and safety in the role of a new nurse,
  
• Nurse faculty can act as a supervisor to practice nurse preceptors to ensure educational best-practices are applied to the newly licensed RN Residency and Onboarding experiences, and
  
• Nurse faculty can act as an extension of the practice-based nursing education departments servicing the entry level, experienced nurse and advanced practice nurse with safe and quality care.

3. Nursing program leaders/faculty are encouraged to work with health care facility representatives to align clinical skills and competencies with the nursing student-employee work role/responsibilities.

CLN’s Response:
CT’s Schools and Programs of Nursing utilize the Massachusetts Nurse of the Future Core Competencies (MA DOE, 2016) in their curriculum design as well as other best-practice competency models including QSEN.


4. Nursing student-employees must have planned clinical practice experiences that enable the students to attain new knowledge and demonstrate achievement of the final learning outcomes of the nursing program.

CLN’s Response:
The Schools and Programs of Nursing have compiled best-practices, virtual experiences, and simulation that have been distributed to all faculty to ensure that program objectives and outcomes will be met at the end of the final year of study and program completion. As Simulation is an everchanging modality for nursing education, it is imperative that Connecticut Colleges/Universities have the needed resources to ensure program excellence. Through the Healthcare Simulation Network of CT (HSNCT) supported by the Connecticut League for Nursing, leaders of the Simulation Centers can best identify and recommend the critical resources for a robust Simulated Learning experiences that will meet program outcomes at all level.


5. Nursing programs should consult with their State Board of Nursing to ensure clinical requirement regulations would be met with this opportunity and experience.

CLN’s Response:
Through the Council of Deans & Directors, the CT SBEN approved a motion during the March 18, 2020 Nursing Board meeting to approve the use of alternative clinical experiences for nursing students of advanced standing.


6. Nursing programs are responsible for informing nursing students of the risks and responsibilities associated with working in a healthcare facility at this time. Additionally, nursing programs are responsible for communicating with students about their rights to be protected from infection and their options for completing the clinical practice requirements of the nursing program.

CLN’s Response:
Schools and Program of Nursing will not be soliciting students directly to participate in these voluntary work experiences.

Endorsement by National Nursing Organizations and Associations:

• National Council of State Boards of Nursing (NCSBN)
• National League for Nursing (NLN)
• American Organization of Nursing Leadership (AONL)
• Accreditation Commission for Education in Nursing, Inc (ACEN)
• Organization for Associate Degree Nursing (OADN)
• NLN Commission for Nursing Education Accreditation (CNEA)
• American Association of Colleges of Nursing (AACN)
• Commission on Collegiate Nursing Education (CCNE)
• National Student Nurses' Association (NSNA)
• American Nurses Association (ANA)

Planned activities for 2020-2021
The CCNW is positioned to spearhead a statewide Healthcare Workforce Demand Initiative to secure workforce data from all Connecticut practice settings, this includes:

• Continued implementation of a best-practice Survey model developed by Washington’s Health Workforce Council to identify current & future demand for nursing and healthcare roles across the care continuum;
  
• Data Management- Collecting, analyzing and publishing findings of this statewide data by: Facility Type, Region and Zip Code to define workforce challenges;
  
• Host 3rd Annual Statewide Healthcare Workforce Summit;
  
• Share Findings and Promising Practices that will directly inform organization and healthcare funders regarding the healthcare roles most in need of expansion and to develop proactive education and employment strategies; and
  
• Collaborate with statewide partners to align state and federal dollars coming into Connecticut to produce the employees who are in the greatest demand by our healthcare employers and identifying trends in the healthcare workforce to support future grant applications and/or initiatives.

Statewide Nursing & Healthcare Workforce Summit – Collective Impact is scheduled for June 18, 2019 from 12:45 pm to 4:45 pm at the Aqua Turf Club in Plantsville, CT.

​A robust and sustainable nursing and healthcare workforce in Connecticut is critical to ensure that our state can provide care to our residents. This Summit will showcase proven and successful strategies that Connecticut must undertake to foster alignment of the “Supply and Demand” of key healthcare roles essential to providing safe and quality care.

Connecticut data will be shared from CLN’s Statewide Nursing & Healthcare Demand Workforce Study that was conducted this past Spring. Each attendee will receive an Executive Briefing of the survey findings as part of the registration fee! The Executive Briefing will include aggregated data from practice setting participants and illustrate “High Demand” roles depicted by region, healthcare setting and zip code.
 
Featured Speakers include:

• Larissa Africa MBA, BSN, RN, President, Versant Holdings, LLC
• Dr. David DeLong, President, Smart Workforce Strategies
• Susan M. Skillman, MS, Deputy Director, Ctr. for Health Workforce Studies, Univ. of Washington

 
Learn more!

Enhancing the Healthcare Workforce in Connecticut
 

• Spearhead a statewide Healthcare Workforce Demand Initiative to secure workforce data from all Connecticut practice settings.
  • Implement a best-practice model developed by Washington’s Health Workforce Council
  • Collect, analyze and publish findings of this statewide data by: Facility Type, Region and Zip Code to define workforce challenges
  • Identify the current and future demand for nursing and healthcare roles across the care continuum
  • Produce outcomes that will directly inform organization and healthcare funders regarding the healthcare roles most in need of expansion to develop proactive education and employment strategies; thereby maximizing the impact of state and federal dollars within Connecticut by producing the employees who are in greatest demand by your local employers and identifying trends in the healthcare workforce to support future grant applications and/or initiatives.