Funding Academic and Clinical Nurse Strategies Through Joint Fund-raising Initiatives and Grateful Patient Engagement.

The Manatt report recommends a multipronged revenue portfolio to support academic health center (AHC) nursing: tuition, clinical practice, and external support. Most AHC nursing enterprises rely only on the first two-student tuition and patient billing. Philanthropy is not generally viewed as a viable revenue stream, especially for clinical nursing operations, but it should be. While health care's operating margins are shrinking, philanthropy continues to rise. In 2016, joint hospital and medical school fund-raising programs received an average of $100 million per organization. Nursing schools and hospitals concentrate on alumni and staff giving. As a result, the largest contributors to health centers, grateful patients, are missed. This is unfortunate, because gifts from grateful patients would add to the revenue pool and because the ability to express gratitude in a meaningful way seems to aid in a patient's recovery process. Evidence suggests that patients who actively express gratitude have a stronger immune system, lower blood pressure, improved ability to heal, less loneliness, and more joy, optimism, and happiness. By working together, schools of nursing and the clinical nursing enterprises in AHCs can create projects and initiatives that are very attractive to patients and families who value the tripartite mission of caring, teaching, and discovery. These patients and families wish to honor the nurses who have sustained them through their illness. Their philanthropy serves to honor nurses, fund relevant programs, benefit future patients, and aid in the donors' recovery.

Creating Careers and Hope in Bangladesh.

Set to retire, Barbara Parfitt establishes a nursing college instead.

Academic Leadership Development: A Case Study.

A dean at a private school of nursing implemented a leadership development program for early- to mid-career nursing faculty consisting of one 4-hour evening session per academic quarter for 7 quarters. Eight faculty members who had expressed interest in assuming a leadership role or been recommended by their supervisors as having strong leadership potential were invited to join. Program topics included leadership pathways, legal issues, budgeting and governance, diversity, the political arena, human resources, and student issues. Interviews with participants revealed 6 themes: the support a peer cohort provided, a desire for real-life application, a lack of previous exposure to related content or experiences, new perceptions of themselves as academic nurse leaders, the value of the program as preparation for academic nursing leadership roles, and broad program applicability.

Research essentials: How to find funds to support projects.

IF YOU HAVE an idea for a research project, whether it is an investigation or a literature review, it can be difficult to know where to start looking for financial support. Finding colleagues to work with will provide you with a sounding board for your idea, as well as support and encouragement.

Fund-raising tips for nurse leaders and nurse executives.

Fund-raising may be new to most nurse leaders and executives. This article focuses on dispelling the myths and mystery that surrounds nursing philanthropy. Key myths are addressed with supporting information to dispel them. Several practical tips are presented to enhance nurse leaders' involvement in philanthropy. Two recent gifts to hospital nursing departments are described as exemplars of relationship building and of nurses investing in their own future and that of the profession.

Sustaining nursing programs in the face of budget cuts and faculty shortages.

When asked what their major problems are, many nursing deans would state that they are very concerned about budget cuts and faculty shortages. Yet, there is little, if anything in the literature describing how administrators are dealing with these problems. This article describes three strategies that we employed to address these issues. The first strategy, our home hospital program, involves qualified hospital staff serving as clinical instructors. The second strategy, a collaborative on-line doctor of nursing practice program, reduces the number of courses our faculty must teach, while ensuring adequate numbers of students. Lastly, differential fees is a strategy whereby students enrolled in high-cost educational programs (e.g., nursing) pay greater fees but reap supportive benefits that increase their success in the program. These strategies have allowed us to enhance our educational programs despite budget cuts and faculty shortages.

Resource requirements for a quality Doctor of Nursing Practice program.

Fundamental to planning, implementing, and sustaining a quality Doctor of Nursing Practice (DNP) program is access to the resources needed to foster a learning environment that prepares nurses for advanced practice and leadership in the future redesigned health care system. This creates formidable challenges for schools and colleges of nursing as they endeavor to address the nation's need for an increased supply of advanced practice nurses to provide access to high-quality, cost-effective care for an aging population. This article describes the essential resources needed to support the delivery of a DNP program and the proposed strategies needed to address the resource challenges.

Adopting principles of mission-based management in continuing education administration.

To align funding and resource management, academic medical centers have adopted variations of mission-based management and budgeting. Although the implementation of this management approach can be complex in its data collection and reporting, there are lessons that continuing education departments and provider units can take from the philosophy of mission-based management.

Firm-sponsored general education and mobility frictions: evidence from hospital sponsorship of nursing schools and faculty.

This study asks why hospitals provide direct financial support to nursing schools and faculty. This support is striking because nursing education is clearly general, clearly paid by the firm, and information asymmetries appear minimal. Using AHA and survey data, I find hospitals employing a greater share of their MSA's registered nurses are more likely to provide direct financial support to nursing schools and faculty, net of size and other institutional controls. Given the institutional context, I interpret this result as unusually specific evidence that technologically general skill training may be made de facto-specific by imperfect and costly mobility.

Doctor of nursing practice programs across the United States: a benchmark of information: part I: program characteristics.

The number of doctor of nursing practice (DNP) programs in the United States has dramatically increased. To date, there is a lack of benchmark data regarding DNP program attributes; thus, the purpose of this investigation was to generate such a database. Because of the volume of information gathered, the results are presented in a two-part article. Part I consists of DNP program characteristics, which include location of program, type of program, delivery, plan of study, program length, number of credits, cost, program tracks, practice course name, review of programs still offering the master's degree for advanced practice nurses (APNs), and the availability of nursing education electives. Part II consists of information regarding DNP admission criteria. A cross-sectional, descriptive design was used to explore 137 DNP programs across the United States. Data were collected exclusively via university Web sites. Descriptive statistics including frequencies, percentages, means, and standard deviations were calculated and presented in report, table, or figure format. This comprehensive DNP program characteristic database is the first, to our knowledge, that is available for review. As universities prepare to develop, amend, and seek accreditation for their DNP programs, knowledge of these characteristics would be helpful to compare, contrast, and construct curricula.

Research support in doctoral-granting schools of nursing: a decade later.

Many nursing schools invest resources in offices to support research efforts and to strengthen research programs for external funding. This article will describe the resources available for research support in schools of nursing with doctoral degree-granting programs. Using a descriptive survey design, invitations and links to the online survey were sent to deans of nursing schools offering doctoral degrees as identified by the American Association of Colleges of Nursing. Response rate was 70.6% (120/170 eligible institutions), and 75% had a research office. Presence of a research office was associated with being in an academic health sciences center, being located in a public institution, and offering a doctor of philosophy (PhD) program. In 2009-2010, the average budget for the research offices was $390,000. Research offices were staffed by a director (88.6%), a grant administrator (78%), a statistician (74%), and a clerical staff (58.6%) and provided an array of services including grant support, scholarly support, and faculty development services. Nursing schools provided various support services for research productivity. Of those schools reporting that they had a research office, 59% had received National Institutes of Health (NIH) funding in the past year. Greater NIH funding was associated with those research offices employing more staff and offices existing for longer periods.

Health, sustainability and student travel.

A survey of 246 pre-registration nursing students in a University in the South West of England was carried out to explore the impact of course related travel on the student experience. Results from the survey indicated that students' main mode of transport to practice placements was by car which reflects the rural nature of the South West and the relative paucity of public transport. Long distances that many students travel to their study centre and to placements, and the concurrent financial strain that this creates, impacted negatively on the student experience. Students recognised the need to travel to a place of study and clinical placements and suggestions of minimising the negative impact of travel were offered. These included the increased use of electronic delivery of lectures, attendance at local university premises, the provision of shared transport to placements and placements closer to the student's home. Few students, however, considered the environmental impact of travel. Higher Education Institutions need to address issues of sustainability through promoting student wellbeing and taking steps to reduce greenhouse gas emissions. It is therefore important that student awareness of sustainability related issues is increased as well as focusing on reducing the environmental impact through organisational change.