Career Mobility Task Force, CSPCN

Minutes of Meeting, Jan. 11, 2001

Sacramento, CA

Present: Sherry Fox, Diane Welch, Sandra DeBella, Jean Harlow, Katy Doherty, Karen Ormsby, Judy Peters, Phyllis Rowe, Lori Schultz

Meeting was called to order. Lori Schultz was introduced as a new member, replacing Maureen Casamiquela from Kaiser. Katy Doherty was introduced as a new BRN nursing education consultant. With resignation of Gloria Williams, we have only one representative from service. Committee was asked to think of possible replacement.

Agenda Items:

  1. Draft position statement on educational mobility. Committee reviewed draft distributed by Fox.

It was agreed that the position statement should reflect the values of the committee and should serve as a working framework. A value statement reflecting the value of multiple levels of nursing is needed. See assumptions p. 7.

All levels of nursing practice are valued and serve client needs. Diversity valued.

Definitions of each level are needed.

See attached draft of revised position statement.

  1. Discussion of draft website content.
    1. Add philosophy statement (once approved)
    2. Describe specific mobility pathways, CNA through APN.
      1. Karen Ormsby to provide CNA description.
      2. LVN—provide links to LVN board website

    c. Add to best practices—BRN description of pilot projects (Katie Daugherty) to include Sacramento City College/ CSU Sacramento pilot; CSU LA pilot; Modesto CC/Stanislaus pilot.

    See attached revised draft

  3. Discussion of Public Health/community health competency differentiation
  4. Several versions of competency documents were reviewed including 10 core public health competencies, draft competencies at www.trainingfinder.org; ACHNE levels. LVN competencies need to be added.

    Public health certification competencies are fairly clear-cut, but ancillary positions in public health settings, and competencies for community health settings are not well defined. CHAP and JCAHO accredited community agencies specifically require PHN case managers, but non-accredited community agencies may not.

    Sandra DeBella volunteered to further screen competency documents to determine which statements would help to differentiate levels as they relate to educational mobility.

  5. Next meeting by conference call, Feb. 22, 11 am.
  6. Meeting adjourned.

 

 

CSPCN CAREER MOBILITY TASK FORCE

DRAFT CSPCN POSITION STATEMENT ON EDUCATIONAL MOBILITY

Revised Jan., 2001

Introduction

Dramatic and rapid changes in health care delivery necessitate continuing education for all health care providers. Additionally, data collected by the California Strategic Planning Committee for Nursing (CSPCN) indicate that more nurses with baccalaureate and higher degrees are needed by health care employers. The current health care system requires nurses with diverse levels of preparation, for comprehensive, high quality and cost effective care delivery. These levels include:

These levels have defined educational requirements.

The increasing complexity and diversity of health care necessitates an upward shift in the educational preparation of nurses. To meet those demands, all nurses should be facilitated in continuing their nursing education to expand their competency repertoire.

Definition

Educational mobility is the means by which nurses gain new knowledge and skills through formal and informal education. An essential premise of mobility is that education should build on previous learning and competency levels without extensive duplication of prior educational levels. Educational mobility benefits the entire healthcare delivery system, the clients, the nursing profession as well as the individual nurse.

The Career Mobility Work Group of CSPCN is concerned specifically with formal educational pathways for LVN to RN, and RN to BSN. Foundational work was accomplished by the CSPCN Education/Industry Interface committee. The group focused on differentiating the expected practice competencies for each level of nursing. Based on this work, educational levels can target education to specific competencies, thus helping to avoid duplication between nursing education levels.

Formal education levels should be congruent with the expected competencies for each level of nursing. The system of formal nursing education is an integral part of educational mobility to provide expedient pathways to develop higher competency levels.

General premises of educational mobility:

 

 

Career Mobility Task Force of CSPCN

Website Structure draft (revised Jan. 11, 2001)

  1. Welcome page

The California Strategic Planning Committee for Nursing, Career Mobility Task Force, maintains this site.

About CSPCN--Link to CSPCN—

Task Force Goals/ members—

Relevant statistics on need for educational mobility

Refer to competency document

Refer to Fuld strategy document; link to Fuld report on CSPCN website

  1. Position statement/philosophy
  2. Statewide articulation agreements—link to Assist
  3. List types of mobility and descriptions of each type of basic education program (See Nursing 2000 example)
  4. Specific Mobility pathways

(a) Define nursing levels, including CNA

 LVN to RN

  1. Individual strategies for educational mobility (from strategies document)
  2. Work setting strategies (from strategies document)
  3. Education Program strategies
  1. Best Practices in Educational Mobility
  1. Financial aids