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Community Based Job Training Grant
Quarterly Progress Report
7-1-07-9-30-07
Section I: General Grant Information:
- Grant Identification:
- Community Based Job Training Grant #CB15210-06-60
Jeanette S. Matrone RN, PhD, CNAA, BC
Program Manager
Community College of Rhode Island
1752 Louisquisset Pike
Lincoln, RI 02865
- Summary of General Grant Activities
This quarter we reported our outcome successes to the
Advisory council for the first two years of the grant. Each Health
Science Coordinator reported the activities they focused on, and the
subsequent outcomes. One reported on a SNAP student and her 10 year
journey, fleeing her country of Rwanda, and immigrating to the US, and
enrolling at CCRI. A second health Science Coordinator expanded the
mentoring program for students covered under the scope of the grant. She
has successfully paired 20 mentors/mentees and these mentors are located
in the health care organizations as well as the college. The differences
between mentoring and tutoring were explained, tutoring and supplemental
instruction being targeted for academic assistance whereas mentoring is
ore for overall success and role modeling. A coordinator reported on how
she successfully advanced a relationship with the NetWorkri centers at
http://www.networkri.org/ in
RI to make a bridge between unemployment and attending CCRI grant
related programs as well as others. This is an item which will be
sustainable after the end of the funding. We recently posted an article
on this work with NetWorkri in the Workforce3one website. A third
coordinator continues to work with faculty on improving teaching
strategies.
One of our goals, goal 2, is to develop a faculty
development model that strengthens instructional skills of current
faculty and develops potential new faculty. A subcommittee of the
Advisory Council meets on a regular basis to plan a very important
educational summit in the state. We have chosen to entitle this one day
workshop Nursing Education and Practice; Partnering for Change. There
will be no charge for attendance since the ting this
project. It will be held on June 13, 2008 from 8AM to 4PM and we would
like to share a draft of the agenda for your information.
Nursing Education and Practice;
Partnering for Change
AGENDA
Time
Session
8:30 - 9:00am
Introductions
9:00-10:30am
KEYNOTE: Carnegie Report Nursing
Education - Patricia Benner. Benner & Molly Sutphen
10:30-10:45am
BREAK
10:45-11:45am
QSEN - D. Taylor Sullivan
11:45 -12:30pm
Lunch
12:30-1:30pm
MONE initiatives M. Sroczynski
1:30-1:45pm
BREAK
1:45 -3:00pm
PANEL* - RI Initiatives - Existing
Partners & RI MONE Initiatives
3:00 -4:00pm
Inspirational Speaker & Wrap Up - Rose
Sherman
As part of the schedule, we would like to showcase
the current innovative initiatives currently being practiced in RI among
the colleges/schools of nursing and partnering health care
organizations. Deans were invited to send abstracts containing 2-4 pages
to the HFG program manager explaining the initiative, and the planning
committee will review and select abstracts depending relevance and
diversity. The intent is to provide a range of ideas to the audience.
We would like to share our outcomes related to the other 2 goals. The
table below states goal #1 and the objectives under the goal, the
outcome measures, and our status in attaining the goal at the end of the
second grant year.
Goal 1: To develop a replicable model of education and
training that includes recruitment, persistence, and retention support
services to specifically improve allied health and nursing students
success through proven student success intervention strategies.
Objective A: Program staff will increase the number
of secondary school and first-semester CCRI students who enroll in
nursing and health programs by 10% by the end of the second project year
(4 semesters).
Deliverables
Baseline and number of
students
Goal year and number of
students
2005 = 260 students
2008 = 286 students
Objective B: The rate at which admitted health and
nursing students complete their program within 3 years of date of
admission into the program will increase from the current 83% for
Associates Degree Nursing students to 85% by the end of 2007, and to
88% by May, 2008. For the other targeted health programs, the composite
2-year completion rate will increase by an average of 10 percentage
points above the composite baseline of 66% by the end of Project Year 3.
Deliverables
Baseline year and
percentage
Goal year and
percentage
Actual year and
percentage
Upcoming goal year and
percentage
2005 = 83%
2007 = 85%
2007 = 87%
2008 = 88%
Objective C: By the end of the second Project Year,
the rate at which graduates of CCRI Associates Degree Nursing program
pass the national credentialing examination (NCLEX-RN) as first-time
candidates will increase by 3 percentage points above the current
baseline, from 80%-83%. In project year 3 the rate will increase from
83%-86%.
Deliverables
Baseline year and
percentage
Goal year and
percentage
Upcoming goal year and
percentage
2005 = 80%
2007 = 83% actual
2008 = 86%
Objective D: By the end of the second Project Year,
the rate at which graduates of Licensed Practical Nurse Diploma and
Physical Therapy Assistant, Radiological Technologists,
Cardio-Respiratory Technologists and Clinical Lab Technologist
Associates Degree programs pass the national credentialing examination
(as appropriate for their profession) as first-time candidates will
increase by an average of 5 percentage points above the current
baseline, from 70%-75%. By the end of Project Year 3 it will increase
from 75%-80%.
Deliverables
Baseline year and percentage
Goal year and percentage
Goal year and percentage
2005 = 70%
2007 = 75% actual
2008 = 80%
Also, we have continued to recruit potential students
throughout the project period. As a result of recruitment activity with
institutional contacts there have been 70 potential students who have
entered enrollment, 23 of them have actually enrolled in the areas
covered by the grant. Our target for Quarter 12 is 30. The HSC visits
NETWORKri often to recruit potential students. Last quarter 6 visits
were made.
On goal #3: To develop innovative strategies to
expand the number of available clinical sites and qualified clinical
instructors to support expansion of the CCRI nursing and health
programs, we are to increase the number of clinical sites available to
the nursing and health programs to meet the programs ongoing needs.
The good news is that we have already made our goal.
There were 28 new clinical sites attained since the beginning of the
grant during these first two years. We will work hard at keeping this
statistic!
There are many other good outcomes attained with the
support of HFG money and subsequent activities. The supplemental
instruction, the peer tutoring and the strides made with faculty on
teaching with technology are but a few innovations made possible through
the grant. We have results that show students that attend supplemental
instruction sessions earn letter grades higher than those who do not
take advantage of this opportunity. We are currently offering study
groups to certain populations of students when appropriate. Finally
Paraprofessional tutoring had been another avenue to help both the tutor
who learns by giving knowledge away, and the students who learn from a
colleague.
*PDF
files require Adobe Acrobat Reader to view -
Download
here
- Community Based Job Training Grant #CB15210-06-60
Jeanette S. Matrone RN, PhD, CNAA, BC
Program Manager
Community College of Rhode Island
1752 Louisquisset Pike
Lincoln, RI 02865
This quarter we reported our outcome successes to the Advisory council for the first two years of the grant. Each Health Science Coordinator reported the activities they focused on, and the subsequent outcomes. One reported on a SNAP student and her 10 year journey, fleeing her country of Rwanda, and immigrating to the US, and enrolling at CCRI. A second health Science Coordinator expanded the mentoring program for students covered under the scope of the grant. She has successfully paired 20 mentors/mentees and these mentors are located in the health care organizations as well as the college. The differences between mentoring and tutoring were explained, tutoring and supplemental instruction being targeted for academic assistance whereas mentoring is ore for overall success and role modeling. A coordinator reported on how she successfully advanced a relationship with the NetWorkri centers at http://www.networkri.org/ in RI to make a bridge between unemployment and attending CCRI grant related programs as well as others. This is an item which will be sustainable after the end of the funding. We recently posted an article on this work with NetWorkri in the Workforce3one website. A third coordinator continues to work with faculty on improving teaching strategies.
One of our goals, goal 2, is to develop a faculty development model that strengthens instructional skills of current faculty and develops potential new faculty. A subcommittee of the Advisory Council meets on a regular basis to plan a very important educational summit in the state. We have chosen to entitle this one day workshop Nursing Education and Practice; Partnering for Change. There will be no charge for attendance since the ting this project. It will be held on June 13, 2008 from 8AM to 4PM and we would like to share a draft of the agenda for your information.
| Time | Session |
|---|---|
| 8:30 - 9:00am | Introductions |
| 9:00-10:30am | KEYNOTE: Carnegie Report Nursing Education - Patricia Benner. Benner & Molly Sutphen |
| 10:30-10:45am | BREAK |
| 10:45-11:45am | QSEN - D. Taylor Sullivan |
| 11:45 -12:30pm | Lunch |
| 12:30-1:30pm | MONE initiatives M. Sroczynski |
| 1:30-1:45pm | BREAK |
| 1:45 -3:00pm | PANEL* - RI Initiatives - Existing Partners & RI MONE Initiatives |
| 3:00 -4:00pm | Inspirational Speaker & Wrap Up - Rose Sherman |
As part of the schedule, we would like to showcase the current innovative initiatives currently being practiced in RI among the colleges/schools of nursing and partnering health care organizations. Deans were invited to send abstracts containing 2-4 pages to the HFG program manager explaining the initiative, and the planning committee will review and select abstracts depending relevance and diversity. The intent is to provide a range of ideas to the audience.
We would like to share our outcomes related to the other 2 goals. The
table below states goal #1 and the objectives under the goal, the
outcome measures, and our status in attaining the goal at the end of the
second grant year.
Goal 1: To develop a replicable model of education and
training that includes recruitment, persistence, and retention support
services to specifically improve allied health and nursing students
success through proven student success intervention strategies.
Objective A: Program staff will increase the number
of secondary school and first-semester CCRI students who enroll in
nursing and health programs by 10% by the end of the second project year
(4 semesters).
| Baseline and number of students | Goal year and number of students |
|---|---|
| 2005 = 260 students | 2008 = 286 students |
Objective B: The rate at which admitted health and nursing students complete their program within 3 years of date of admission into the program will increase from the current 83% for Associates Degree Nursing students to 85% by the end of 2007, and to 88% by May, 2008. For the other targeted health programs, the composite 2-year completion rate will increase by an average of 10 percentage points above the composite baseline of 66% by the end of Project Year 3.
| Baseline year and percentage | Goal year and percentage | Actual year and percentage | Upcoming goal year and percentage |
|---|---|---|---|
| 2005 = 83% | 2007 = 85% | 2007 = 87% | 2008 = 88% |
Objective C: By the end of the second Project Year, the rate at which graduates of CCRI Associates Degree Nursing program pass the national credentialing examination (NCLEX-RN) as first-time candidates will increase by 3 percentage points above the current baseline, from 80%-83%. In project year 3 the rate will increase from 83%-86%.
| Baseline year and percentage | Goal year and percentage | Upcoming goal year and percentage |
|---|---|---|
| 2005 = 80% | 2007 = 83% actual | 2008 = 86% |
Objective D: By the end of the second Project Year,
the rate at which graduates of Licensed Practical Nurse Diploma and
Physical Therapy Assistant, Radiological Technologists,
Cardio-Respiratory Technologists and Clinical Lab Technologist
Associates Degree programs pass the national credentialing examination
(as appropriate for their profession) as first-time candidates will
increase by an average of 5 percentage points above the current
baseline, from 70%-75%. By the end of Project Year 3 it will increase
from 75%-80%.
| Baseline year and percentage | Goal year and percentage | Goal year and percentage |
|---|---|---|
| 2005 = 70% | 2007 = 75% actual | 2008 = 80% |
Also, we have continued to recruit potential students throughout the project period. As a result of recruitment activity with institutional contacts there have been 70 potential students who have entered enrollment, 23 of them have actually enrolled in the areas covered by the grant. Our target for Quarter 12 is 30. The HSC visits NETWORKri often to recruit potential students. Last quarter 6 visits were made.
On goal #3: To develop innovative strategies to expand the number of available clinical sites and qualified clinical instructors to support expansion of the CCRI nursing and health programs, we are to increase the number of clinical sites available to the nursing and health programs to meet the programs ongoing needs.
The good news is that we have already made our goal. There were 28 new clinical sites attained since the beginning of the grant during these first two years. We will work hard at keeping this statistic!
There are many other good outcomes attained with the support of HFG money and subsequent activities. The supplemental instruction, the peer tutoring and the strides made with faculty on teaching with technology are but a few innovations made possible through the grant. We have results that show students that attend supplemental instruction sessions earn letter grades higher than those who do not take advantage of this opportunity. We are currently offering study groups to certain populations of students when appropriate. Finally Paraprofessional tutoring had been another avenue to help both the tutor who learns by giving knowledge away, and the students who learn from a colleague.
*PDF
files require Adobe Acrobat Reader to view -
Download
here