Chamberlain University Academic Scholarship | 2017 by Chamberlain University

2017 CHAMBERLAIN UNIVERSITY ACADEMIC SCHOLARSHIP

At the forefront of healthcare & education Chamberlain University is committed to fostering a culture of care – Chamberlain Care® – a culture in which care and service ultimately result in the development of extraordinary healthcare professionals. As such, we are focused on academic excellence that is driven by our academic leadership and our esteemed and accomplished faculty. We collaborate with our faculty to offer meaningful development opportunities towards achieving superior outcomes for all students. Many of our faculty continue to expand their educational footprint by conducting studies, holding positions on advisory boards, publishing books or writing journal articles.

“ Well prepared, engaged faculty in combination with well supported, motivated students is the formula for graduating extraordinary healthcare professionals.”

– C arla D. Sanderson, PhD, RN Chamberlain University Provost

To better understand how our faculty contributes to healthcare scholarship and the continued transformation of nursing education, Chamberlain’s Office of Institutional Effectiveness and Research conducts an annual a survey collecting information from all faculty and academic administration colleagues related to professional service, scholarly activities, professional development and other key achievements.

TABLE OF CONTENTS EXECUTIVE SUMMARY................................................................................. 7 DESCRIPTION OF RESPONDENTS.............................................................. 8 Survey Participation................................................................................... 8 Respondents by Degree Program............................................................... 9 Job Status of Respondents by Degree Program...................................... 10 Degree Program Faculty by Academic Rank............................................ 10 Instructor Rank by Degree Program......................................................... 10 Assistant Professor Rank by Degree Program......................................... 11 Associate Professor Rank by Degree Program........................................ 11 Professor Rank by Degree Program......................................................... 11 Visiting Professors by Degree Program................................................... 11

Local Conference Presentations.................................................................25 Local Conference Presentations by Degree Program.............................. 25 Types of Local Conference Presentations...................................................25 Types of Local Conference Presentations by Degree Program.................26 Planning Roles in Local Conference......................................................... 26 Planning Roles in Local Conferences by Degree Program.........................26 State Conference Participation................................................................ 26 State Conference Participation by Degree Program..................................27 State Conference Presentations.............................................................. 28 State Conference Presentations by Degree Program................................28 Types of State Conference Presentations................................................ 28 Types of State Conference Presentations by Degree Program.................29

NURSING PRACTICE & SERVICE............................................................... 12

Planning Roles in State Conference........................................................ 29

Nursing Practice and Service (Paid Positions)............................................12

Planning Roles in State Conferences by Degree Program........................29

Nursing Practice and Service: Participation by Degree Program............. 13

National Conference Participation.......................................................... 30

Volunteer Work and Service........................................................................13

National Conference Participation by Degree Program........................... 31

Volunteer Work and Service: Participation by Degree Program................ 13

National Conference Presentations......................................................... 31

Community Service.................................................................................. 14

National Conference Presentations by Degree Program..........................31

Community Service: Participation by Degree Program............................ 14

Types of National Conference Presentations.......................................... 32

Nursing Practice and Service: Campuses/Online Pre-Licensure Degree Programs................................. 15

Types of National Conference Presentations by Degree Program........... 32

ADVANCED PRACTICE & SPECIALTY CERTIFICATIONS.........................16 Certifications............................................................................................ 16 Most Frequently Held Advanced Practice or Specialty Certifications.......................................................... 17

Planning Roles in National Conference................................................... 32 Planning Roles in National Conferences by Degree Program.................. 32 International Conference Participation.................................................... 33 International Conference Participation by Degree Program.................... 34 International Conference Presentations.................................................. 34

Advanced Practice/Specialty Certifications by Degree Program............. 17

International Conference Presentations by Degree Program.................. 34

Advanced Practice/Specialty Certifications: Campuses/Online Pre-Licensure Degree Programs................................. 18

Types of International Conference Presentations.................................... 34

PARTICIPATION IN PROFESSIONAL NURSING ORGANIZATIONS...... 19 Professional Nursing Organizations: Membership.....................................19 Professional Nursing Organization Membership: Participation by Degree Program...............................................................20

Types of International Conference Presentations by Degree Program.... 35 Planning Roles in International Conference...............................................35 Planning Roles in International Conferences by Degree Program............35 Conference Participation: Campuses/Online Pre-Licensure Degree Programs.............................................................. 36

Professional Nursing Organizations: Leadership..................................... 20

PROFESSIONAL SERVICE: PUBLICATIONS & REVIEWS........................37

Professional Nursing Organization Leadership: Participation by Degree Program..................................................................... 20

Scholarly Publications.............................................................................. 37

Professional Nursing Organizations: Campuses/Online Pre-Licensure Degree Programs................................. 21

Types of Scholarly Works Submitted for Publication............................... 38

PROFESSIONAL SERVICE: CONFERENCES.............................................. 22 Conference Participation.................................................................................22 Conference Participation for Professional Development......................... 23 Conference Participation for Professional Development by Degree Program..............................................................23 Local Conference Participation..................................................................23 Local Conference Participation by Degree Program....................................24

2 Chamberlain University Academic Scholarship – Published September 2018

Scholarly Publications: Participation by Degree Program....................... 38 Types of Scholarly Works Submitted for Publication by Degree Program............................................................38 Status of Scholarly Works Reviewed...................................................... 39 Status of Scholarly Works Reviewed by Degree Program....................... 39 Status of Scholarly Works Submitted and Published by Campuses/Online Pre-Licensure Degree Programs........... 40 Journal Reviews...................................................................................... 41 Journal Reviews by Degree Program....................................................... 41

Examples of Participation in Journal Reviews of Scholarly Papers........................................................41

LIFELONG LEARNING: ADDITIONAL DEGREES...................................... 59

Book Reviews........................................................................................... 42

Additional Degrees Earned by Degree Program........................................... 60

Research Proposal Reviews..................................................................... 42

Types of Additional Degrees Completed................................................. 60

Examples of Participation in Research Proposal Reviews....................... 43

Types of Additional Degrees Completed by Degree Program.................. 61

Participation in Reviews by Campuses/Online Pre-Licensure Degree Programs.............................................................. 44

Doctoral Degrees Completed in FY‘17........................................................61

PROFESSIONAL SERVICE: BOARDS & COMMITTEES........................... 45

Colleagues Currently Enrolled in Doctoral Studies by Degree Program................................................... 62

Service on Advisory Boards...........................................................................45 Service on Advisory Boards by Degree Program...................................... 46 Examples of Service on Advisory Boards................................................. 46 Service on Boards of Directors/Trustees.....................................................47 Service on Boards of Directors/Trustees by Degree Program.................. 47 Examples of Service on Boards of Directors/Trustees............................. 47 Service on Chamberlain Committees....................................................... 48 Service on Chamberlain Committees by Degree Program....................... 48 Areas of Involvement in Service to Chamberlain..................................... 49 Areas of Involvement in Service to Chamberlain by Degree Program......................................................... 49 Participation on Boards and Committees by Campuses/Online Pre-Licensure Degree Programs..............................51 RESEARCH.................................................................................................... 52 Research and Quality Improvement Studies Conducted......................... 52 Research and Quality Improvement Studies by Degree Program.............53 Type and Status of Studies Conducted.......................................................53 Anticipated Outcomes Resulting from Studies........................................ 54 Anticipated Outcomes Resulting from Studies by Degree Program...............................................................54 Research and Quality Improvement Studies by Campuses/Online Pre-Licensure Degree Programs..............................55 LIFELONG LEARNING: CONTINUING EDUCATION................................. 56 Continuing Education Activities............................................................... 56 Continuing Education Activities by Degree Program.................................57 Professional Development Activities (No Continuing Education Credits)........................................................... 57 Professional Development Activities by Degree Program........................57 Professional Development Activities by Campuses/Online Pre-Licensure Degree Programs..................................58

Additional Degrees Earned..........................................................................59

Colleagues Currently Enrolled in Doctoral Degree Program.................... 62

Colleagues Currently Enrolled in a Post-Master’s Certificate Program...........................................................64 Colleagues Currently Enrolled in Post-Master’s Certificate Studies by Degree Program..............................65 Additional Education Pursued by Campuses/Online Pre-Licensure Degree Programs..............................66 HONORS, AWARDS & RECOGNITIONS.................................................... 67 Earned Honors, Awards or Other Recognitions.........................................67 Colleagues Earning Honors, Awards or Other Recognitions by Degree Program............................................... 68 Examples of Honors, Awards or Other Recognitions............................... 68 Colleagues Earning Honors, Awards or Other Recognitions by Campuses/Online Pre-Licensure Degree Programs.............................................................. 69 CHAMPIONING THE NURSING PROFESSION...........................................70 Featured Scholarship............................................................................... 70 Published Papers...................................................................................... 70 Books and Book Chapters Published........................................................ 73 FY'17 Completed Research Studies......................................................... 75 ADVANCING EDUCATION & PROMOTING HEALTHY COMMUNITIES.....................................................78 Featured Scholarship......................................................................................... 78 Published Papers...................................................................................... 78 Books and Book Chapters Published........................................................ 81 Dissertations...................................................................................................84 FY'17 Completed Research Studies......................................................... 84 ADVOCATING FOR PATIENTS & IMPROVING OUTCOMES................... 88 Featured Scholarship............................................................................... 88 Published Papers...................................................................................... 88 Books and Book Chapters Published........................................................ 95 FY'17 Completed Research Studies..........................................................97

Chamberlain University Academic Scholarship – Published September 2018 3

The Chamberlain University Office of Institutional Effectiveness and Research implements an annual survey to collect information from all faculty and academic administration colleagues related to professional service, scholarly activities, professional development and other key achievements. This important information is required for accreditation and self-study purposes as well as to develop and share an annual comprehensive report of Chamberlain scholarship with multiple audiences.

4â&#x20AC;&#x192; Chamberlain University Academic Scholarship â&#x20AC;&#x201C; Published September 2018

MORE THAN

50%

SCHOLARLY WORKS

199 FACULTY

341

25%

PUBLISHED

SUBMITTED

SCHOLARLY WORKS FOR PUBLICATION

186

PAPERS FOR REFEREED JOURNALS

BOOK CHAPTERS

13%

ACCEPTED FOR PUBLICATION

IN REVIEW

CONFERENCE BOOK PROFESSIONAL THESIS/ ABSTRACTS PUBLICATIONS REPORTS DISSERTATIONS

EDITORIAL ARTICLES

PAPERS FOR NON-REFEREED JOURNALS

OTHER

SCHOLARLY PRESENTATION

781

FACULTY

STATE CONFERENCES

NATIONAL CONFERENCES

INTERNATIONAL CONFERENCES

PRESENTED

SCHOLARLY PAPERS

LOCAL CONFERENCES

103

FACULTY

PARTICIPATED IN A PROFESSIONAL CONFERENCE

SERVICE & ADVISORY

116

105

124

222

SERVED ON BOARDS OF DIRECTORS/TRUSTEES

HELD ONE OR MORE LEADERSHIP POSITIONS IN PROFESSIONAL ORGANIZATIONS

SERVED ON ADVISORY BOARDS

FACULTY

HONORS, AWARDS & RECOGNITION

209 FACULTY

WERE RECOGNIZED

CHAMBERLAIN MASTER INSTRUCTION CERTIFICATION

DAISY AWARD RECIPIENTS

RON TAYLOR AWARD

SIGMA THETA TAU INDUCTION

SIGMA THETA TAU INTERNATIONAL INDUCTIONS

NEW ACADEMY FELLOWS

DISTINGUISHED ALUMNI

DIFFERENT ORGANIZATIONS

Chamberlain University Academic Scholarship – Published September 2018 5

6 Chamberlain University Academic Scholarship – Published September 2018

EXECUTIVE SUMMARY Chamberlain University’s Office of Institutional Effectiveness, Accreditation and Research implemented a survey in July through early September of 2017 to collect annually completed information from all faculty and academic administration colleagues related to professional service, scholarly activities, professional development and other key achievements. The survey was distributed via Qualtrics to 2,235 Chamberlain University faculty and academic administration colleagues during the period of July 6, 2017 through September 29, 2017. With implementation of a new Learning Management System (LMS) and student success programs during the July 2017 session, the data collection period was extended this year to allow colleagues adequate time to complete the survey. Results for FY’17 cover the period from July 1, 2016 through June 30, 2017. The overall response rate to the survey was 62 percent which was 4 percentage points lower than the FY’16 survey response rate. A total of 408 regular (i.e. salaried) colleagues participated in the survey (representing 87 percent of all regular colleagues). A total of 981 visiting professors participated in the survey (representing 56 percent of all visiting professors).

The following summary highlights the survey findings: • A total of 787 respondents performed nearly 822,000 professional practice or service hours (in paid positions) in their areas of practice or experience during FY’17 (57 percent of all respondents). • A total of 585 respondents participated in a total of 60,720 volunteer hours as a professional nurse in FY’17 (42 percent of all respondents). • A total of 504 respondents participated in community service beyond practice as a nurse during FY’17 (36 percent of all respondents). • A total of 757 respondents are currently certified in advanced practice or specialty areas (55 percent of all respondents). Of those certified, the majority hold certification as Family Nurse Practitioners (FNP) (33 percent) or Certified Nurse Educators (17 percent). • A total of 1,055 respondents are members of one or more professional nursing organizations (76 percent of all respondents). Twelve percent of these respondents (n=124) hold one or more leadership positions in professional nursing organizations. • A total of 781 respondents participated in one or more local, state, national or international conferences (56 percent of all respondents). Respondents attended a total of 1,074 conferences for professional development and received a total of 12,800 continuing education credits for their participation (average of 16.4 CE’s per attendee). • In terms of conference presentations (scholarly papers and posters):  A total of 72 respondents presented 103 scholarly papers or posters at one or more local conferences (18 percent of all local conference participants).  A total of 58 colleagues presented 75 scholarly papers or posters at one or more state conferences (24 percent of all state conference participants).  A total of 86 colleagues presented 116 scholarly papers or posters at one or more national conferences (31 percent of all national conference participants).  A total of 39 colleagues presented 76 scholarly papers or posters at one or more international conferences (60 percent of all international conference participants). • A total of 199 respondents submitted 341 scholarly works for publication consideration (14 percent of all respondents). The majority of scholarly works submitted were papers for refereed journals (186 papers submitted, representing 55 percent of all scholarly works submitted). More than 50 percent of scholarly works were published in FY’17 with an additional 25 percent accepted for publication and 13 percent in review. • A total of 131 respondents participated in editorial work including reviews of scholarly papers for refereed journals (ten percent of all respondents). A total of 20 respondents published one or more book reviews (1 percent of all respondents).

• A total of 75 respondents participated in research proposal reviews (5 percent of all respondents). Research proposal reviewers conducted reviews for federal funding agencies including the Agency for Healthcare Research and Quality, Centers for Disease Control and Prevention and Health Resources and Services Administration’s Advanced Nursing Traineeships. Reviewers also conducted proposal reviews for state funding agencies and a number of private foundations. • A total of 222 respondents served on one or more advisory boards (16 percent of all respondents). A total of 105 respondents served on one or more Boards of Directors/Trustees (8 percent of all respondents). A total of 320 respondents served on one or more Chamberlain Committees and task force groups (23 percent of all respondents). • A total of 207 respondents conducted a total of 264 research or quality improvement studies (15 percent of all respondents). Of the 264 studies, 53 percent were research studies and 47 percent were quality improvement studies. Of the 264 studies, nearly 42 percent were completed during FY’17, 44 percent were continuing studies and 15 percent were new studies. • A total of 798 respondents participated in continuing education activities (58 percent of all respondents). A total of 381 colleagues participated in professional development activities in which no continuing education credits were awarded (28 percent of all respondents). • A total of 124 respondents completed additional degrees (9 percent of all respondents). Forty-six respondents completed DNP degrees, 41 completed MSN degrees, 20 completed PhD degrees, five completed EdD or EdS degrees and seven completed additional master’s degrees including MBA and MPH degrees. • A total of 177 respondents are currently enrolled in doctoral programs (13 percent of all respondents). Of these respondents, 65 percent are currently enrolled in DNP programs, 27 percent are enrolled in PhD programs and 8 percent are enrolled in EdD programs. Of those enrolled in DNP programs, 68 respondents are enrolled in the Chamberlain University College of Nursing DNP program (60 percent of currently enrolled DNP respondents). • A total of 32 respondents are currently enrolled in post-master’s certificate programs (2 percent of all respondents). The majority of these respondents are enrolled in Family Nurse Practitioner (FNP) programs. • A total of 209 respondents earned honors, awards or other recognitions (16 percent of all respondents). The majority of recognitions included DAISY Foundation Awards and nominations, academy fellowships, distinguished alumni awards and a number of Chamberlain and Adtalem Global Education recognitions such as the Ron Taylor Awards, Chamberlain Master Instructor Certification and Sigma Theta Tau.

Chamberlain University Academic Scholarship – Published September 2018 7

SURVEY PARTICIPATION

DESCRIPTION of RESPONDENTS

A total of 408 regular colleagues participated in the survey (representing 87 percent of all regular colleagues). Of the regular colleagues participating, 74 percent represent pre-licensure BSN faculty, 4 percent are in administrative positions, 18 percent represent post-licensure faculty (RN to BSN, MSN and DNP) and MPH faculty and 4 percent are in academic support positions.

4+4+1874 64+36

REGULAR COLLEAGUES (n RESPONSES = 408)

18%

ADMINISTRATORS ACADEMIC SUPPORT STAFF POST-LICENSURE FACULTY

74%

PRE-LICENSURE FACULTY

A total of 981 visiting professors participated in the survey (representing 56 percent of all visiting professors). Of the visiting professors, 64 percent are post-licensure faculty and 36 percent are pre-licensure faculty. VISITING PROFESSORS (n RESPONSES = 981)

36%

64%

8 Chamberlain University Academic Scholarship – Published September 2018

POST-LICENSURE FACULTY PRE-LICENSURE FACULTY

DESCRIPTION

Of the 1,389 colleagues participating, 71 percent represent visiting professors and 29 percent are full-time regular colleagues. Included in these counts are administrators or academic support colleagues who responded to the survey.

of RESPONDENTS

Of the 247 regular faculty respondents who provided information on their faculty rank, 43 percent are instructor rank, 40 percent are assistant professor rank, 11 percent are associate professor rank and 6 percent are professor rank. Not included in these counts are administrators, academic support staff or visiting professors.

29+71 43+40+116 1+2+2671 {46,22,29,3,0} COLLEAGUE STATUS (n RESPONSES = 1,389)

FACULTY RANK (n RESPONSES = 247)

29%

FULL-TIME REGULAR COLLEAGUES

11%

VISITING PROFESSORS

43%

71%

INSTRUCTOR ASSISTANT PROFESSOR ASSOCIATE PROFESSOR

40%

To further breakdown full-time regular colleagues by work group, 26 percent are regular faculty, 2 percent are administration colleagues and 1 percent are academic support colleagues. COLLEAGUE STATUS BY GROUP (N RESPONSES = 1,389) 1% 2%

PROFESSOR

RESPONDENTS BY DEGREE PROGRAM Results are also categorized according to Chamberlain degree program in which respondents primarily teach. A total of 1,272 respondents (91.6 percent of all 1,389 survey respondents) indicated they taught in as least one Chamberlain degree program. Respondents include faculty, visiting professors and administrators who taught in at least one Chamberlain program during FY’17.

26%

ACADEMIC SUPPORT

ADMINISTRATION

71%

REGULAR FACULTY

VISITING PROFESSOR

More than 46 percent of respondents taught primarily in the pre-licensure BSN degree program followed by 29 percent in the MSN degree program, 22 percent in the RN to BSN degree completion option, 3 percent in the DNP degree program and less than 1 percent taught primarily in the MPH degree program.

PERCENT OF FACULTY BY CHAMBERLAIN DEGREE PROGRAM IN WHICH THEY PRIMARILY TEACH

46.2%

21.8%

28.9%

3.0%

0.2%

PREL BSN

RN TO BSN

MSN

DNP

MPH

Chamberlain University Academic Scholarship – Published September 2018 9

DESCRIPTION

of RESPONDENTS

JOB STATUS OF RESPONDENTS BY DEGREE PROGRAM

DEGREE PROGRAM FACULTY BY ACADEMIC RANK

The majority of survey respondents who identified with a program are visiting professors. For respondents associated with the MPH degree program (n=4), 100 percent are full-time, regular colleagues. For respondents associated with the pre-licensure BSN degree program, 54 percent are visiting professors and 46 percent are full-time, regular colleagues.

A total of 247 regular faculty reported academic rank information. Not included in these counts are administrators, academic support colleagues or visiting professors who do not hold rank. Of responding faculty from the MPH degree program, 50 percent are associate professor or professor rank. Of responding faculty from the pre-licensure BSN degree program, 53 percent are instructors, 42 percent are associate professors, 3 percent are assistant professors and 2 percent are professors.

For respondents associated with the RN to BSN option, more than 94 percent are visiting professors and 6 percent are full-time, regular colleagues. For respondents associated with the MSN degree program, more than 89 percent are visiting professors and 11 percent are full-time, regular colleagues. Finally, for respondents associated with the DNP degree program, nearly 71 percent are visiting professors and 29 percent are full-time, regular colleagues. JOB STATUS OF RESPONDENTS BY DEGREE PROGRAM

Of responding faculty from the RN to BSN option, 63 percent are associate professors and 37 percent are assistant professors. Of responding faculty from the MSN degree program, 26 percent are associate professors, 48 percent are assistant professors and 26 percent are professors. Of responding faculty from the DNP degree program, 11 percent are assistant professors, 56 percent are associate professors and 33 percent are professors. DEGREE PROGRAM FACULTY BY FACULTY RANK 1.5%

FULL-TIME REGULAR FACULTY

54.0% 70.7% 94.3%

89.4% 100.0%

VISITING PROFESSORS

25.9%

33.3%

42.3%

50.0% 62.5% 25.9%

55.6%

29.3% 5.7% PREL BSN (n=654)

ASSISTANT PROFESSOR

3.0% 100.0%

46.0%

RN TO BSN (n=279)

10.6% MSN (n=376)

53.2% DNP (n=41)

37.5%

MPH (n=4)

INSTRUCTOR

ASSOCIATE PROFESSOR 50.0%

48.2%

PROFESSOR 11.1%

PREL BSN (n=201)

RN TO BSN (n=14)

MSN (n=27)

DNP (n=9)

MPH (n=2)

INSTRUCTOR RANK BY DEGREE PROGRAM A total of 107 faculty respondents reported being at instructor rank. All instructors who responded to the survey teach in the pre-licensure BSN degree program (100 percent). PERCENT OF INSTRUCTOR RANKED RESPONDENTS BY DEGREE PROGRAM

{100,0,0,0}

PREL BSN

RN TO BSN

MSN

DNP

10 Chamberlain University Academic Scholarship –Published September 2018

100.0%

DESCRIPTION

of RESPONDENTS

ASSISTANT PROFESSOR RANK BY DEGREE PROGRAM

PROFESSOR RANK BY DEGREE PROGRAM

A total of 98 faculty respondents reported being at assistant professor rank. The majority of assistant professors teach in the pre-licensure BSN degree program (86.7 percent). The remaining assistant professors teach in the RN to BSN option and MSN degree program (5.1 percent and 7.1 percent, respectively) with 1 percent teaching in the DNP degree program.

A total of 14 faculty respondents reported being at professor rank. The majority of professors teach in the MSN degree program (50 percent) followed by the pre-licensure and DNP degree programs (21.4 percent each) and the MPH degree program (7.1 percent).

{21,0,50,21,7} {36,27,34,3} {87,5,7,1} {21,11,47,18,4}

PERCENT OF ASSISTANT PROFESSORS RANKED RESPONDENTS BY DEGREE PROGRAM

PERCENT OF PROFESSOR RANKED RESPONDENTS BY DEGREE PROGRAM

PREL BSN

86.7%

RN TO BSN

MSN

DNP

21.4%

0.0%

5.1%

MSN

50.0%

DNP

21.4%

7.1%

1.0%

MPH

7.1%

VISITING PROFESSORS BY DEGREE PROGRAM

ASSOCIATE PROFESSOR RANK BY DEGREE PROGRAM

A total of 28 faculty respondents reported being at associate professor rank. The majority of associate professors teach in the MSN degree program (46.4 percent) followed by the pre-licensure BSN degree program (21.4 percent), the DNP degree program (17.9 percent), the RN to BSN option (10.7 percent) and the MPH degree program (3.6 percent). PERCENT OF ASSOCIATE PROFESSOR RANKED RESPONDENTS BY DEGREE PROGRAM

PREL BSN

RN TO BSN

21.4%

10.7%

MSN

46.4%

DNP

17.9%

MPH

A total of 981 visiting professors responded to the survey. The majority of visiting professors who responded to the survey teach in the pre-licensure BSN degree program (36 percent) followed by the MSN degree programs (34.2 percent), RN to BSN option (26.8 percent) and the DNP degree program (3 percent).

PERCENT OF VISITING PROFESSOR RESPONDENTS BY DEGREE PROGRAM

PREL BSN

36.0%

RN TO BSN

26.8%

MSN

34.2%

DNP

3.0%

3.6%

Chamberlain University Academic Scholarship – Published September 2018 11

NURSING PRACTICE AND SERVICE (PAID POSITIONS)

NURSING PRACTICE & SERVICE

A total of 787 respondents performed professional practice or service (in paid positions) in their areas of practice or experience during FY’17 (57 percent of all respondents). Faculty, leadership and academic support colleagues who identified with a program are included in these results. Colleagues performed a total of nearly 822,000 professional practice hours in FY’17, averaging 1,044 hours per colleague. On average, regular colleagues averaged 333 professional practice hours in FY’17 compared to visiting professors averaging 1,168 professional practice hours in FY’17.

43+57

PERFORMED PRACTICE OR SERVICE (PAID POSITION)

YES

43%

57%

Types of nursing practice or service positions held varies widely and includes: clinical advanced practitioners, nursing administrators, clinical nurse educators, clinical coordinators, care managers and staff nurses. All 50 states are represented by these respondents in their performance of professional practice and service. Respondents are practicing in a variety of settings including university healthcare systems, medical centers, veterans’ administration hospitals and clinics, other colleges of nursing, community nursing programs, government health departments, professional associations, community health clinics, not-for-profit foundations and private practices. The largest segment of colleagues that performed professional practice or service were visiting professors (68.3 percent), followed by regular faculty (29.6 percent), administrators (28.6 percent) and academic support staff (11.1 percent).

PERCENT OF COLLEAGUES WHO PERFORMED PRACTICE/SERVICE BY CATEGORY

{30,68,29,11}

FACULTY

29.6%

VISITING PROFESSORS

68.3%

ADMINISTRATORS

28.6%

ACADEMIC SUPPORT STAFF

12 Chamberlain University Academic Scholarship – Published September 2018

11.1%

NURSING PR ACTICE

NURSING PRACTICE AND SERVICE: PARTICIPATION BY DEGREE PROGRAM

{48,64,72,43}

PERCENT OF COLLEAGUES WHO PERFORMED PROFESSIONAL NURSING PRACTICE AND SERVICE BY DEGREE PROGRAM

47.6%

64.2%

72.1%

42.5%

PREL BSN (n=654)

RN TO BSN (n=279)

MSN (n=376)

DNP (n=40)

Types of volunteer work included: participating in community health screenings and health fairs, nurse volunteer for community emergency preparedness teams, American Red Cross service volunteering, fundraising activities, nurse volunteer for day care respite and summer camps, faith-based nursing services, performed CPR classes, provided health education classes and counseling, volunteer at homeless shelters and provided free care to disadvantaged groups.

42+58

FACULTY

48.2%

VISITING PROFESSORS

39.3%

ADMINISTRATORS

57.1%

ACADEMIC SUPPORT STAFF

50.0%

The percentages of colleagues who participated in volunteer work and service by program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 58 percent of DNP colleagues participated in volunteer work and service, followed by 46 percent of MSN colleagues, 43 percent of RN to BSN colleagues, 38 percent of pre-licensure BSN colleagues and 25 percent of MPH colleagues.

A total of 585 respondents participated in volunteer work as a professional nurse during FY’17 (42 percent of all respondents). Faculty, leadership and academic support colleagues who identified with a program are included in these results. Colleagues performed a total of 60,720 volunteer hours in FY’17, averaging 104 hours per colleague.

PARTICIPATED IN VOLUNTEER WORK AS A NURSE IN PRACTICE SETTING

58%

PERCENT OF COLLEAGUES WHO PARTICIPATED IN VOLUNTEER WORK AS A NURSE BY CATEGORY

VOLUNTEER WORK AND SERVICE: PARTICIPATION BY DEGREE PROGRAM

VOLUNTEER WORK AND SERVICE

42%

The largest segment of colleagues that performed volunteer work and service were administrators (57.1 percent), followed by academic support staff (50 percent), regular faculty (48.2 percent) and visiting professors (39.3 percent).

{46,39,57,50}

The percentages of colleagues who performed professional nursing practice and service (in paid positions) by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. More than 72 percent of MSN colleagues participated in nursing practice and service, primarily in nurse practitioner and other advanced practice roles. More than 64 percent of RN to BSN colleagues participated in nursing practice and service roles, followed by 48 percent of pre-licensure BSN colleagues and 43 percent of DNP colleagues.

& SERVICE

{38,43,46,58,25}

PERCENT OF COLLEAGUES WHO PARTICIPATED IN VOLUNTEER WORK BY DEGREE PROGRAM

38.4%

43.4%

45.5%

57.5%

25.0%

PREL BSN (n=654)

RN TO BSN (n=279)

MSN (n=376)

DNP (n=40)

MPH (n=4)

YES NO

Chamberlain University Academic Scholarship – Published September 2018 13

NURSING PR ACTICE

& SERVICE

COMMUNITY SERVICE A total of 504 respondents participated in community service beyond practice as a nurse during FY’17 (36 percent of all respondents). Faculty, leadership and academic support colleagues who identified with a program are included in these results.

The largest segment of colleagues that performed volunteer work and service were administrators (51.4 percent), followed by regular faculty (39 percent), visiting professors (35 percent) and academic support staff (27.8 percent).

PERCENT OF COLLEAGUES WHO PARTICIPATED IN COMMUNITY SERVICE BY CATEGORY

More than 79 percent of community service activities had impact at the local level, 8 percent at the state level, 3 percent at the regional level, 5 percent at the national level and 5 percent at the international level. Types of community service work included: community fundraising, organized clothing and food drives, participated in state/national lobbying efforts, community health education, assisting with grant writing, scout leader, trained youth groups for Special Olympics and developed and led youth programs with churches.

{39,35,51,28}

In terms of primary role in community service activities, 59 percent of the 669 respondents indicated they were participants in community service, 26 percent had leadership roles in community service, 5 percent served in consulting roles and 2 percent served as evaluators.

FACULTY

39.0%

VISITING PROFESSORS

35.0%

ADMINISTRATORS

51.4%

ACADEMIC SUPPORT STAFF

27.8%

36+64 {33,44,34,60}

COMMUNITY SERVICE: PARTICIPATION BY DEGREE PROGRAM

PARTICIPATED IN COMMUNITY SERVICE

The percentages of colleagues who participated in community service by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Sixty percent of DNP colleagues participated in community service, followed by 44 percent of RN to BSN colleagues, 34 percent of MSN colleagues and 33 percent of pre-licensure BSN colleagues.

36%

YES NO

64%

14 Chamberlain University Academic Scholarship –Published September 2018

PERCENT OF COLLEAGUES WHO PARTICIPATED IN COMMUNITY SERVICE BY DEGREE PROGRAM

32.9%

43.7%

34.3%

60.0%

PREL BSN (n=653)

RN TO BSN (n=279)

MSN (n=376)

DNP (n=40)

NURSING PR ACTICE

& SERVICE

NURSING PRACTICE AND SERVICE: CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are also presented separately in the table. Eighteen campuses and the online BSN degree program have a 40 percent or greater rate of participation in practice or service (paid positions). Twelve campuses and the online BSN degree program have a 40 percent or greater rate of participation in volunteer work activities. Six campuses and the online BSN degree program have a 40 percent or greater rate of participation in community service activities. NOTE: that some campuses have small numbers of survey respondents, so these results should be interpreted with caution throughout the report.

NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO PARTICIPATED IN PRACTICE OR SERVICE (PAID POSITION)

PERCENTAGE WHO PARTICIPATED IN VOLUNTEER WORK AS A NURSE

PERCENTAGE WHO PARTICIPATED IN COMMUNITY SERVICE

ADDISON

46.2%

29.2%

32.3%

ARLINGTON

41.7%

37.5%

29.2%

ATLANTA

52.2%

34.8%

26.7%

CHARLOTTE

47.1%

17.6%

35.3%

CHICAGO

51.1%

42.6%

29.8%

CLEVELAND

47.1%

58.8%

52.9%

COLUMBUS

41.2%

50.0%

41.2%

HOUSTON

44.4%

29.6%

25.9%

INDIANAPOLIS

32.0%

52.0%

44.0%

IRVING

43.8%

JACKSONVILLE

41.7%

37.5%

LAS VEGAS

33.3%

20.0%

26.7%

MIRAMAR

52.0%

44.0%

32.0%

NORTH BRUNSWICK

46.7%

40.0%

ONLINE BSN

72.5%

55.0%

42.5%

PEARLAND

47.8%

43.5%

34.8%

PHOENIX

48.9%

44.7%

27.7%

SACRAMENTO

44.4%

55.6%

44.4%

ST. LOUIS

41.5%

20.0%

24.6%

TINLEY PARK

55.6%

44.4%

33.3%

TROY

45.0%

25.0%

15.0%

CAMPUS

Chamberlain University Academic Scholarship – Published September 2018 15

ADVANCED PRACTICE & SPECIALTY CERTIFICATIONS

CERTIFICATIONS A total of 757 colleagues are currently certified in advanced practice or specialty areas, representing 55 percent of respondents.

55+45

CERTIFIED IN ADVANCED PRACTICE OR SPECIALTY AREAS

45%

55%

YES NO

Nearly 67 percent of academic support staff hold advanced practice or specialty certifications followed by 59 percent of visiting professors, 49 percent or administrators and 44 percent of regular faculty.

PERCENT OF COLLEAGUES WHO ARE CERTIFIED IN ADVANCED PRACTICE OR SPECIALTY AREAS BY CATEGORY

{44,59,49,67}

16 Chamberlain University Academic Scholarship – Published September 2018

FACULTY

43.8%

VISITING PROFESSORS

58.5%

ADMINISTRATORS

48.6%

ACADEMIC SUPPORT STAFF

66.7%

ADVANCED PR ACTICE

& SPECIALT Y CERTIFICATIONS

MOST FREQUENTLY HELD ADVANCED PRACTICE OR SPECIALTY CERTIFICATIONS

ADVANCED PRACTICE/SPECIALTY CERTIFICATIONS BY DEGREE PROGRAM

The chart represents counts of respondents who indicated they were certified in an advanced practice or specialty area during FY’17. The greatest number of respondents certified as nurse practitioners were: family nurse practitioners (n=250), pediatric primary care nurse practitioners (n=31), adult nurse practitioners (n=27), women’s health nurse practitioners (n=15) and acute care nurse practitioners (n=11).

The percentages of colleagues certified in advanced practice or specialty areas by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Nearly 74 percent of MSN colleagues hold certification in advanced practice or specialty areas followed by nearly 63 percent of DNP colleagues, 52 percent of RN to BSN colleagues, 44 percent of pre-licensure BSN colleagues and 25 percent of MPH colleagues.

The greatest number of respondents certified as clinical nurse specialists were: adult health clinical nurse specialists (n=17) and adult psychiatric-mental health clinical nurse specialists (n=11). as educators, 126 hold certification for nurse educators.

PERCENT OF COLLEAGUES WHO WERE CERTIFIED IN ADVANCED PRACTICE/SPECIALTY AREAS BY DEGREE PROGRAM

In master’s specialty tracks, 28 are certified as advanced nurse executives, 14 certified as nurse executives and 14 certified in nursing informatics. 0

100

150

FAMILY NURSE PRACTITIONER

200

250

300 250

CERTIFICATION FOR NURSE EDUCATORS

126

CRITICAL CARE RN CERTIFICATION

MEDICAL-SURGICAL NURSING

PEDIATRIC PRIMARY CARE NP

ADVANCED NURSE EXECUTIVE

ADULT NURSE PRACTITIONER

INPATIENT OBSTETRIC NURSE CERTIFICATION

ADULT HEALTH CLINICAL NURSE SPECIALIST

CERTIFIED EMERGENCY NURSE

WOMEN'S HEALTH NP

NURSE EXECUTIVE

INFORMATICS NURSING

CERTIFIED PEDIATRIC NURSE

CERTIFIED CLINICAL NURSE LEADER

ADULT PSYCHIATRIC – MENTAL HEALTH CLINICAL NURSE SPECIALISTS

{44,52,74,63,25} 43.5%

52.3%

73.9%

62.5%

25.0%

PREL BSN (n=653)

RN TO BSN (n=279)

MSN (n=376)

DNP (n=40)

MPH (n=4)

Chamberlain University Academic Scholarship – Published September 2018 17

ADVANCED PR ACTICE

& SPECIALT Y CERTIFICATIONS

ADVANCED PRACTICE/SPECIALTY CERTIFICATIONS: CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are presented separately in the table. Twelve campuses and the online BSN degree program have a 40 percent or greater rate of certifications in advanced practice or specialty areas. An additional six campuses have a 30 percent or greater rate of certifications in advanced practice or specialty areas. NUMBER OF SURVEY RESPONDENTS

PERCENTAGE CERTIFIED IN ADVANCED PRACTICE OR SPECIALTY AREAS

ADDISON

52.3%

ARLINGTON

41.7%

ATLANTA

42.2%

CHARLOTTE

29.4%

CHICAGO

40.4%

CLEVELAND

47.1%

COLUMBUS

35.3%

HOUSTON

48.1%

INDIANAPOLIS

36.0%

IRVING

37.5%

JACKSONVILLE

45.8%

LAS VEGAS

20.0%

MIRAMAR

56.0%

NORTH BRUNSWICK

56.7%

ONLINE BSN

47.5%

PEARLAND

43.5%

PHOENIX

53.2%

SACRAMENTO

33.3%

ST. LOUIS

41.5%

TINLEY PARK

36.1%

TROY

30.0%

CAMPUS

18 Chamberlain University Academic Scholarship – Published September 2018

PARTICIPATION in PROFESSIONAL NURSING ORGANIZATIONS

PROFESSIONAL NURSING ORGANIZATIONS: MEMBERSHIP A total of 1,055 colleagues reported being members of one or more professional organizations in FY’17 (76 percent of all respondents). These include national organizations such as: • Academy of Medical-Surgical Nursing

• American Public Health Association • Association of Women’s Health, Obstetric and Neonatal Nurses

• American Academy of Nurse Practitioners

• Emergency Nurses’ Association

• American Association of Critical Care Nurses

• Midwest Nursing Research Society • National Association of Hispanic Nurses

• American Association of Nurse Practitioners • American Nurses’ Association • American Organization of Nurse Executives

• National League for Nursing • Oncology Nursing Society • Sigma Theta Tau International

76+24

MEMBER OF ONE OR MORE PROFESSIONAL NURSING ORGANIZATIONS

24%

YES NO

76%

The largest segment of colleagues who reported being members of one or more professional nursing organizations were administrators (94.3 percent), followed by academic support colleagues (88.9 percent), regular faculty (82.2 percent) and visiting professors (73.5 percent).

PERCENT OF COLLEAGUES WHO MEMBERS OF ONE OR MORE PROFESSIONAL NURSING ORGANIZATIONS BY CATEGORY

{82,74,94,89}

FACULTY

82.2%

VISITING PROFESSORS

73.5%

ADMINISTRATORS

94.3%

ACADEMIC SUPPORT STAFF

88.9%

Chamberlain University Academic Scholarship – Published September 2018 19

PARTICIPATION IN PROFESSIONAL NURSING ORGANIZ ATIONS

PROFESSIONAL NURSING ORGANIZATION MEMBERSHIP: PARTICIPATION BY DEGREE PROGRAM

PERCENT OF COLLEAGUES WHO HOLDS A LEADERSHIP POSITION IN A PROFESSIONAL NURSING ORGANIZATION BY CATEGORY

{11,11,27,31} {9, 12, 12, 23, 25} {67,84,83,87,100}

The percentages of colleagues who were members of professional organizations by program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. One hundred percent of MPH colleagues are members of one or more professional organizations, followed by nearly 98 percent of DNP colleagues, 84 percent of RN to BSN colleagues, 83 percent of MSN colleagues and 67 percent of pre-licensure BSN colleagues.

More than 31 percent of academic support colleagues held one or more leadership positions in professional organizations, followed by administrators (27.3 percent), regular faculty (11.4 percent) and visiting professors (10.8 percent).

PERCENT OF COLLEAGUES WHO WERE MEMBERS OF PROFESSIONAL NURSING MEMBERSHIP BY DEGREE PROGRAM PREL BSN (n=650)

67.2%

RN TO BSN (n=279)

84.2%

MSN (n=372)

82.8%

DNP (n=40)

97.5%

MPH (n=4)

FACULTY

11.4%

VISITING PROFESSORS

10.8%

ADMINISTRATORS

27.3%

ACADEMIC SUPPORT STAFF

31.3%

PROFESSIONAL NURSING ORGANIZATION LEADERSHIP: PARTICIPATION BY DEGREE PROGRAM The percentages of colleagues by program who held one or more leadership positions in professional organizations is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Twenty-five percent of MPH colleagues held leadership positions in professional organizations, followed by DNP colleagues (22.5 percent), RN to BSN colleagues (12.4 percent), MSN colleagues (12.1 percent) and pre-licensure BSN colleagues (9 percent).

100.0%

PROFESSIONAL NURSING ORGANIZATIONS: LEADERSHIP

A total of 124 colleagues held one or more leadership positions in professional organizations during FY’17 (12 percent of all respondents). Leadership positions included: president/president-elect, vice-president, chairperson, secretary, treasurer, committee chairperson, director and chapter leader.

13+87 HOLDS A LEADERSHIP POSITION IN A PROFESSIONAL ORGANIZATION

12%

YES NO

88%

20 Chamberlain University Academic Scholarship – Published September 2018

PERCENT OF COLLEAGUES WHO HELD LEADERSHIP POSITIONS IN PROFESSIONAL NURSING ORGANIZATIONS BY DEGREE PROGRAM PREL BSN (n=434)

9.0%

RN TO BSN (n=234)

12.4%

MSN (n=307)

12.1%

DNP (n=40)

22.5%

MPH (N=4)

25.0%

PARTICIPATION IN PROFESSIONAL NURSING ORGANIZ ATIONS

PROFESSIONAL NURSING ORGANIZATIONS: CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are also presented separately in the table. Nine campuses and the online BSN degree program have a 70 percent or greater membership rate in professional organizations. Nine campuses and the online BSN degree program have a ten percent or greater rate of leadership participation in professional organizations. NUMBER OF SURVEY RESPONDENTS

PERCENTAGE OF MEMBERS OF A PROFESSIONAL NURSING ORGANIZATION

PERCENTAGE IN LEADERSHIP POSITIONS IN PROFESSIONAL NURSING ORGANIZATIONS

ADDISON

69.2%

6.7%

ARLINGTON

75.0%

11.1%

ATLANTA

82.2%

2.7%

CHARLOTTE

64.7%

0.0%

CHICAGO

63.0%

7.1%

CLEVELAND

70.6%

16.7%

COLUMBUS

70.6%

20.8%

HOUSTON

55.6%

6.7%

INDIANAPOLIS

32.0%

12.5%

IRVING

75.0%

8.3%

JACKSONVILLE

58.3%

14.3%

LAS VEGAS

66.7%

10.0%

MIRAMAR

84.0%

5.0%

NORTH BRUNSWICK

70.0%

9.5%

ONLINE BSN

77.5%

12.9%

PEARLAND

60.9%

7.1%

PHOENIX

57.4%

11.1%

SACRAMENTO

77.8%

14.3%

ST. LOUIS

63.1%

12.2%

TINLEY PARK

75.0%

3.7%

TROY

55.0%

0.0%

CAMPUS

Chamberlain University Academic Scholarship – Published September 2018 21

PROFESSIONAL SERVICE: CONFERENCES

CONFERENCE PARTICIPATION A total of 781 colleagues participated in one or more local, state, national or international conferences in FY’17 (56 percent of all respondents).

56+44

PARTICIPATED IN AT LEAST ONE CONFERENCE

44%

56%

YES NO

The largest segment of colleagues participating in one or more conferences were administrators (77.1 percent), followed by academic support staff (66.7 percent), visiting professors (57.8 percent) and regular faculty (49.3 percent).

PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE CONFERENCES BY CATEGORY

{50,58,77,67}

22 Chamberlain University Academic Scholarship – Published September 2018

FACULTY

49.3%

VISITING PROFESSORS

57.8%

ADMINISTRATORS

77.1%

ACADEMIC SUPPORT STAFF

66.7%

PROFESSIONAL SERVICE: CONFERENCES

CONFERENCE PARTICIPATION FOR PROFESSIONAL DEVELOPMENT

CONFERENCE PARTICIPATION FOR PROFESSIONAL DEVELOPMENT BY DEGREE PROGRAM

Respondents attended a total of 1,074 conferences for professional development in FY’17. On average across the conference scopes (i.e., local, state, national or international), more than 87 percent of respondents attended for professional development reasons.

The percentages of colleagues who participated in one or more local, state, national or international conferences by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. One hundred percent of MPH colleagues (n=4) participated in one or more conferences, followed by 71 percent of DNP colleagues, 67 percent of MSN colleagues, 65 percent of RN to BSN colleagues and 45 percent of pre-licensure BSN colleagues.

ATTENDED CONFERENCES FOR PROFESSIONAL DEVELOPMENT

{45,65,67,71,100} {87,89,88,78} {71,72,78,53}

PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE LOCAL, STATE, NATIONAL OR INTERNATIONAL CONFERENCES BY DEGREE PROGRAM

LOCAL

87.4%

STATE

88.6%

NATIONAL

88.0%

PREL BSN (n=654)

44.5%

INTERNATIONAL

77.9%

RN TO BSN (n=279)

64.5%

MSN (n=376)

67.0%

DNP (n=41)

70.7%

Conference participants who reported attendance received a total of 12,800 continuing education credits in FY’17 (average of 16.4 CEs per attendee). The largest segment of colleagues received continuing education credits for professional development at national conferences (78.3 percent), followed by state conferences (72 percent), local conferences (70.9 percent) and international conferences (53.2 percent). RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT

LOCAL

70.9%

STATE

72.0%

NATIONAL

78.3%

INTERNATIONAL

53.2%

MPH (n=4)

100.0%

LOCAL CONFERENCE PARTICIPATION

A total of 409 colleagues participated in one or more local conferences in FY’17 (29 percent of all respondents).

29+71 PARTICIPATED IN A LOCAL CONFERENCE

29%

71%

YES NO

Chamberlain University Academic Scholarship – Published September 2018 23

PROFESSIONAL SERVICE: CONFERENCES

The largest segment of colleagues who participated in one or more local conferences were administrators (48.6 percent), followed by visiting professors (30.3 percent), regular faculty (25.9 percent) and academic support colleagues (16.7 percent).

The total number of local conferences attended by colleagues identifying with a degree program in FY’17 are as follows:

PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE LOCAL CONFERENCES BY CATEGORY

• RN to BSN colleagues – 144 local conferences attended

• MPH colleagues– three local conferences attended • Pre-Licensure BSN colleagues – 252 local conferences attended • MSN colleagues – 160 local conferences attended

{91,91,85,56,50} {69,78,74,56,50} {26,30,49,17} {29, 32, 30, 22, 50}

• DNP colleagues – 13 local conferences attended

FACULTY

25.9%

VISITING PROFESSORS

30.3%

ADMINISTRATORS

48.6%

ACADEMIC SUPPORT STAFF

16.7%

LOCAL CONFERENCE PARTICIPATION BY DEGREE PROGRAM

The percentages of colleagues who participated in one or more local conferences by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Fifty percent of MPH colleagues participated in local conferences, followed by 32 percent of RN to BSN colleagues, 30 percent of MSN colleagues, 29 percent of pre-licensure BSN colleagues and 22 percent of DNP colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE LOCAL CONFERENCES BY DEGREE PROGRAM

More than 91 percent of RN to BSN and pre-licensure BSN colleagues reported they attended one or more local conference for professional development, followed by 85 percent of MSN colleagues, 56 percent of DNP colleagues and 50 percent of MPH colleagues.

ATTENDED LOCAL CONFERENCE FOR PROFESSIONAL DEVELOPMENT

PREL BSN (n=185)

90.8%

RN TO BSN (n=90)

91.1%

MSN (n=112)

84.8%

DNP (n=9)

55.6%

MPH (n=2)

50.0%

PREL BSN (n=654)

28.6%

Of those attending local conferences for professional development, nearly 78 percent of RN to BSN colleagues received continuing education credits, followed by 74 percent of MSN colleagues, 69 percent of pre-licensure colleagues, 56 percent of DNP colleagues and 50 percent of MPH colleagues.

RN TO BSN (n=279)

32.3%

RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT (LOCAL CONFERENCES)

MSN (n=376)

29.8%

PREL BSN (n=185)

68.6%

DNP (n=41)

22.0%

RN TO BSN (n=90)

77.8%

MPH (n=4)

50.0%

MSN (n=112)

74.1%

DNP (n=9)

55.6%

MPH (n=2)

50.0%

24 Chamberlain University Academic Scholarship – Published September 2018

PROFESSIONAL SERVICE: CONFERENCES

LOCAL CONFERENCE PRESENTATIONS

LOCAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

A total of 72 colleagues presented a total of 103 scholarly papers or posters at one or more local conferences in FY’17 (18 percent of all local conference participants).

18+82 PRESENTED AT A LOCAL CONFERENCE

18%

The percentages of colleagues who attended and presented scholarly papers or posters at one or more local conferences by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. More than 33 percent of DNP attending colleagues presented at local conferences, followed by 27 percent of RN to BSN colleagues, 14 percent of MSN colleagues and 14 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PRESENTED PAPERS OR POSTERS AT ONE OR MORE LOCAL CONFERENCES BY DEGREE PROGRAM

{14,27,14,33} {27,60,13} {29,100,5,1}

YES NO

82%

Of the 103 local presentations, 76 were given by visiting professors, followed by 22 given by regular faculty, four by administrators and one by academic support colleagues.

PREL BSN (n=90)

RN TO BSN (n=185)

13.5%

26.7%

MSN (n=112) DNP (n=9)

14.3%

33.3%

NUMBER OF LOCAL PRESENTATIONS GIVEN BY CATEGORY

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

ACADEMIC SUPPORT STAFF

TYPES OF LOCAL CONFERENCE PRESENTATIONS The majority of local conference presentations were posters (59.7 percent) followed by scholarly paper presentations (26.9 percent). The remainder of colleagues (13.4 percent) presented both a paper and poster at local conferences. TYPES OF LOCAL PRESENTATIONS

PAPER

26.9%

POSTER

59.7%

BOTH

13.4%

Chamberlain University Academic Scholarship – Published September 2018 25

PROFESSIONAL SERVICE: CONFERENCES

TYPES OF LOCAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

PLANNING ROLES IN LOCAL CONFERENCES BY DEGREE PROGRAM

The percentages of colleagues who presented scholarly papers and/or posters by degree program at local conferences is presented. Faculty, leadership and academic support colleagues who identified with a program are included with these results. For pre-licensure BSN colleagues, the majority of local presentations were posters (64 percent) followed by papers (14 percent). For RN to BSN colleagues, the majority were posters (64 percent) followed by papers (32 percent). For MSN colleagues, the majority were posters (63 percent) followed by papers (25 percent). Lastly, for DNP colleagues, the majority of presentations were papers (67 percent) followed by poster presentations (33 percent).

The percentages of colleagues who participated in planning roles in one or more local conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a program are included with these results. Participants may have more than one role, so percentages may total greater than 100 percent in each column.

TYPE OF LOCAL CONFERENCE PRESENTATION BY DEGREE PROGRAM 14% 32%

Somewhat greater percentages of pre-licensure BSN and RN to BSN colleagues who reported having local conference planning roles served as planning committee chairs (47 percent and 19 percent, respectively) and greater percentages of MSN and RN to BSN colleagues served as planning committee members (81 percent and 76 percent, respectively). A greater percentage of DNP colleagues served as proposal review members (33 percent). As some numbers of colleagues participated in planning roles in local conferences are small, results should be interpreted with caution.

25% PAPER

PERCENT OF COLLEAGUES IN LOCAL CONFERENCE PLANNING ROLES BY TYPE OF ROLE AND DEGREE PROGRAM

67% POSTER 64%

19%

BOTH 64%

47%

67%

RN TO BSN

MSN

PLANNING COMMITTEE CHAIR PLANNING COMMITTEE MEMBER

81%

13%

5% PREL BSN

63%

33%

23%

13%

76% DNP

PROPOSAL REVIEW CHAIR

53% 33% 5% 5%

PLANNING ROLES IN LOCAL CONFERENCES A total of 59 colleagues participated in planning roles in one or more local conferences in FY’17. Of those participating in local conferences, nearly 24 percent chaired conference planning committees and more than 71 percent participated as members of conference planning committees. More than 3 percent chaired proposal review committees or participated as members of proposal review committees. PERCENT OF COLLEAGUES IN LOCAL CONFERENCE PLANNING ROLES BY TYPE OF PLANNING ROLE

{24,71,3,3}

PLANNING COMMITTEE CHAIR

23.7%

PLANNING COMMITTEE MEMBER

71.2%

PROPOSAL REVIEW CHAIR PROPOSAL REVIEW MEMBER

3.4%

26 Chamberlain University Academic Scholarship – Published September 2018

PREL BSN (n=17)

RN TO BSN (n=21)

PROPOSAL REVIEW MEMBER

6% MSN (n=16)

DNP (n=3)

STATE CONFERENCE PARTICIPATION A total of 238 colleagues participated in one or more state conferences in FY’17 (17 percent of all respondents).

17+83 PARTICIPATED IN A STATE CONFERENCE

17%

83%

YES NO

PROFESSIONAL SERVICE: CONFERENCES

The largest segment of colleagues who participated in one or more state conferences were administrators (20 percent), followed by visiting professors (18.6 percent), regular faculty (13.5 percent) and academic support colleagues (5.6 percent).

The total number of state conferences attended by colleagues identifying with a program in FY’17 are as follows:

PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE STATE CONFERENCES BY DEGREE PROGRAM

• RN to BSN colleagues – 94 state conferences attended

• MPH colleagues – one state conference attended • Pre-Licensure BSN colleagues – 87 state conferences attended • MSN colleagues – 106 state conferences attended

{82,91,91,82} {63,79,81,64} {14,19,20,6} {24, 23, 27, 25, 11}

• DNP colleagues – 14 state conferences attended

FACULTY

13.5%

VISITING PROFESSORS

18.6%

Ninety-one percent of RN to BSN and MSN colleagues reported they attended state conference for professional development, followed by 82 percent of pre-licensure BSN and MSN colleagues.

ADMINISTRATORS

20.0%

ATTENDED STATE CONFERENCES FOR PROFESSIONAL DEVELOPMENT

ACADEMIC SUPPORT STAFF

5.6%

STATE CONFERENCE PARTICIPATION BY DEGREE PROGRAM

The percentages of colleagues who participated in one or more state conferences by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Nearly 27 percent of DNP colleagues participated in state conferences, followed by 25 percent of MPH colleagues, 24 percent of RN to BSN colleagues, 23 percent of MSN colleagues and 11 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE STATE CONFERENCES BY DEGREE PROGRAM

PREL BSN (n=71)

81.7%

RN TO BSN (n=68)

91.2%

MSN (n=85)

90.6%

DNP (n=11)

81.8%

Of those attending state conferences for professional development, more than 81 percent of MSN colleagues received continuing education credits, followed by 79 percent of RN to BSN colleagues, 64 percent of DNP colleagues and 63 percent of pre-licensure BSN colleagues.

RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT (STATE CONFERENCES)

PREL BSN (n=654)

10.9%

RN TO BSN (n=279)

24.4%

PREL BSN (n=71)

63.4%

MSN (n=376)

22.6%

RN TO BSN (n=68)

79.4%

DNP (n=41)

26.8%

MSN (n=85)

81.2%

DNP (n=11)

63.6%

MPH (n=4)

25.0%

Chamberlain University Academic Scholarship – Published September 2018 27

PROFESSIONAL SERVICE: CONFERENCES

STATE CONFERENCE PRESENTATIONS

STATE CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

A total of 58 colleagues presented a total of 75 scholarly papers or posters at one or more state conferences in FY’17 (24 percent of all state conference participants).

24+76 PRESENTED IN A STATE CONFERENCE

The percentages of colleagues who presented scholarly papers or posters at one or more state conferences by program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 46 percent of DNP colleagues presented at state conferences, followed by 28 percent of RN to BSN colleagues, 25 percent of MSN colleagues and 17 percent of pre-licensure BSN colleague.

24%

PERCENT OF COLLEAGUES WHO PRESENTED PAPERS OR POSTERS AT ONE OR MORE STATE CONFERENCES BY DEGREE PROGRAM

{21,26,19,35} {37,54,9} {24,50,0,2}

YES

76%

Of the 76 state presentations, 50 were given by visiting professors, followed by 24 given by regular faculty and two by academic support colleagues.

NUMBER OF STATE PRESENTATIONS GIVEN BY CATEGORY

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

ACADEMIC SUPPORT STAFF

PREL BSN (n=68)

16.9%

RN TO BSN (n=71)

27.9%

MSN (n=85)

24.7%

DNP (n=11)

45.5%

TYPES OF STATE CONFERENCE PRESENTATIONS More than half of state conference presentations were scholarly posters (54.4 percent), followed by scholarly papers (36.8 percent). Nearly 9 percent of colleagues presented both a paper and poster at state conferences.

TYPES OF STATE PRESENTATIONS

PAPER

36.8%

POSTER

54.4%

BOTH

28 Chamberlain University Academic Scholarship – Published September 2018

8.8%

PROFESSIONAL SERVICE: CONFERENCES

TYPES OF STATE CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

PLANNING ROLES IN STATE CONFERENCES BY DEGREE PROGRAM

The percentages of colleagues who presented scholarly papers and/or posters at state conferences by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included with these results. For pre-licensure BSN colleagues, the majority were posters (50 percent) followed by papers or both (25 percent each). For RN to BSN colleagues, the percent of paper and poster presentations were equal (47 percent each). For MSN colleagues, the majority were posters (65 percent) followed by papers (30 percent). Lastly, for DNP colleagues, the majority were papers (60 percent) followed by posters (40 percent).

The percentages of colleagues who participated in planning roles in one or more state conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included with these results. Participants may have more than one role, so percentages may total greater than 100 percent in each column.

TYPE OF STATE CONFERENCE PRESENTATION BY DEGREE PROGRAM

25%

30% 47%

PAPER

A greater percentage of DNP colleagues who reported having state conference planning roles served as planning committee chairs and greater percentages of RN to BSN and MSN colleagues served as planning committee members (86 percent and 100 percent, respectively). Greater percentages MSN colleagues served as proposal review chairs (22 percent) and greater percentages of DNP colleagues served as proposal review members (17 percent). As total numbers of colleagues participated in planning roles in state conferences are small, results should be interpreted with caution. PERCENT OF COLLEAGUES IN STATE CONFERENCE PLANNING ROLES BY TYPE OF ROLE AND DEGREE PROGRAM

60% POSTER 50%

BOTH

65%

17%

14% 33%

PLANNING COMMITTEE MEMBER

47% 100%

40% 25%

PREL BSN

86% 5%

RN TO BSN

MSN

DNP

67%

5% 14%

PLANNING ROLES IN STATE CONFERENCES A total of 28 colleagues participated in planning roles in one or more state conferences in FY‘17. More than 14 percent chaired conference planning committees and 82 percent participated as members of conference planning committees. Seven percent chaired proposal review committees and 7 percent participated as members of proposal review committees. PERCENT OF COLLEAGUES IN STATE CONFERENCE PLANNING ROLES BY TYPE OF PLANNING ROLE

{14,82,7,7}

PLANNING COMMITTEE CHAIR

PLANNING COMMITTEE MEMBER

14.3%

82.1%

PROPOSAL REVIEW CHAIR

7.1%

PROPOSAL REVIEW MEMBER

7.1%

PREL BSN (n=6)

RN TO BSN (n=7)

22% MSN (n=9)

PLANNING COMMITTEE CHAIR

PROPOSAL REVIEW CHAIR PROPOSAL REVIEW MEMBER

17% DNP (n=6)

NATIONAL CONFERENCE PARTICIPATION

26+74

A total of 364 colleagues participated in one or more national conferences in FY’17 (26 percent of all respondents). PARTICIPATED IN A NATIONAL CONFERENCE

26%

YES NO

74%

Chamberlain University Academic Scholarship – Published September 2018 29

PROFESSIONAL SERVICE: CONFERENCES

The largest segment of colleagues who participated in one or more national conferences were administrators (50 percent), followed by academic support staff (45.7 percent), visiting professors (27.3 percent) and regular faculty (20 percent).

The total number of national conferences attended by colleagues identifying with a program in FY’17 are as follows:

PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE NATIONAL CONFERENCES BY CATEGORY

• RN to BSN colleagues – 114 national conferences attended

• MPH colleagues – two national conferences attended • Pre-Licensure BSN colleagues – 125 national conferences attended • MSN colleagues – 177 national conferences attended

{92,91,88,75,50} {80,80,85,60,0} {20,27,50,46} {15, 32, 36, 49, 50}

• DNP colleagues – 24 national conferences attended

FACULTY

20.0%

VISITING PROFESSORS

27.3%

ADMINISTRATORS

50.0%

ACADEMIC SUPPORT STAFF

45.7%

Nearly 92 percent of pre-licensure BSN reported they attended national conference for professional development, followed by 91 percent of RN to BSN colleagues, 88 percent of MSN colleagues, 75 percent of DNP colleagues and 50 percent of MPH colleagues.

ATTENDED NATIONAL CONFERENCE FOR PROFESSIONAL DEVELOPMENT

PREL BSN (n=97)

NATIONAL CONFERENCE PARTICIPATION BY DEGREE PROGRAM

The percentages of colleagues who participated in one or more national conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Fifty percent of MPH colleagues participated in national conferences, followed by 49 percent of DNP colleagues, 36 percent of MSN colleagues, 32 percent of RN to BSN colleagues and 15 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE NATIONAL CONFERENCES BY DEGREE PROGRAM PREL BSN (n=654)

15.0%

RN TO BSN (n=279)

31.5%

MSN (n=376)

36.4%

DNP (n=41)

48.8%

MPH (n=4)

50.0%

91.8%

RN TO BSN (n=88)

90.9%

MSN (n=137)

87.6%

DNP (n=20)

75.0%

MPH (n=2)

50.0%

Of those attending national conferences for professional development, 85 percent of MSN colleagues received continuing education credits, followed by 80 percent of pre-licensure BSN and RN to BSN colleagues and 60 percent of DNP colleagues.

RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT (NATIONAL CONFERENCES)

30 Chamberlain University Academic Scholarship – Published September 2018

PREL BSN (n=97)

80.4%

RN TO BSN (n=88)

79.5%

MSN (n=137)

85.4%

DNP (n=20)

60.0%

MPH (n=2)

0.0%

PROFESSIONAL SERVICE: CONFERENCES

NATIONAL CONFERENCE PRESENTATIONS A total of 86 colleagues presented a total of 116 scholarly papers or posters at one or more national conferences in FY’16 (31 percent of all national conference participants).

31%

69%

PERCENT OF COLLEAGUES WHO PRESENTED PAPERS OR POSTERS AT ONE OR MORE NATIONAL CONFERENCES BY DEGREE PROGRAM YES NO

Of the 116 national presentations, 70 were given by visiting professors, followed by 61 given by regular faculty, eight by administrators and seven by academic support colleagues. NUMBER OF NATIONAL PRESENTATIONS GIVEN BY CATEGORY

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

The percentages of colleagues who presented scholarly papers or posters at one or more national conferences by program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Fifty percent of DNP colleagues presented at national conferences, followed by 26 percent of MSN colleagues, 18 percent of RN to BSN colleagues and 16 percent of pre-licensure BSN colleagues.

{16,18,26,50} {39,56,5}

31+69

PRESENTED AT A NATIONAL CONFERENCE

NATIONAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

PREL BSN (n=97)

15.5%

RN TO BSN (n=88)

18.2%

MSN (n=137)

26.3%

DNP (n=20)

50.0%

TYPES OF NATIONAL CONFERENCE PRESENTATIONS

The majority of national conference presentations were scholarly posters (56.1 percent) followed by papers (39 percent). Nearly 5 percent of colleagues presented both a paper and poster at national conferences. TYPES OF NATIONAL PRESENTATIONS

ACADEMIC SUPPORT STAFF

PAPER

39.0%

POSTER

56.1%

BOTH

4.9%

Chamberlain University Academic Scholarship – Published September 2018 31

PROFESSIONAL SERVICE: CONFERENCES

TYPES OF NATIONAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

PLANNING ROLES IN NATIONAL CONFERENCES BY DEGREE PROGRAM

The percentages of colleagues who presented scholarly papers and/or posters at national conferences by program are presented. Faculty, leadership and academic support colleagues who identified with a program are included with these results.

The percentages of colleagues who participated in planning roles in one or more national conferences by program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included with these results. Participants may have more than one role, so percentages may total greater than 100 percent in each column.

For pre-licensure BSN colleagues, the majority were posters (69 percent) followed by papers or both (15 percent each). For RN to BSN colleagues, 47 percent each were presentations of papers or posters. For MSN colleagues, the majority were posters (57 percent) followed by papers (40 percent). Lastly, for DNP colleagues, the majority were papers (70 percent) followed by posters (30 percent). TYPE OF NATIONAL CONFERENCE PRESENTATION BY DEGREE PROGRAM

All of MPH and DNP colleagues who reported having national conference planning roles served as planning committee members. Greater percentages of pre-licensure BSN colleagues followed by MSN colleagues served as planning committee members (67 percent and 60 percent, respectively). Greater percentages of RN to BSN colleagues served as proposal review committee members (67 percent). As some numbers of colleagues participated in planning roles in national conferences are small, results should be interpreted with caution. PERCENT OF COLLEAGUES IN NATIONAL CONFERENCE PLANNING ROLES BY TYPE OF ROLE AND DEGREE PROGRAM

15% PAPER

40%

47%

70% 69%

POSTER

33%

20% 33% PLANNING COMMITTEE CHAIR

BOTH

57%

47%

60%

67%

100%

30% 15% PREL BSN

7% RN TO BSN

67% 3% MSN

33%

A total of 18 colleagues participated in planning roles in one or more national conferences in FY’17. Nearly 17 percent chaired conference planning committees, 67 percent participated as members of conference planning committees, 11 percent chaired proposal review committees and 22 percent participated as members of proposal review committees. PERCENT OF COLLEAGUES IN NATIONAL CONFERENCE PLANNING ROLES BY TYPE OF PLANNING ROLE

{17,67,11,22}

PLANNING COMMITTEE CHAIR

16.7%

PLANNING COMMITTEE MEMBER

66.7%

PROPOSAL REVIEW MEMBER

DNP

PLANNING ROLES IN NATIONAL CONFERENCES

PROPOSAL REVIEW CHAIR

PLANNING COMMITTEE MEMBER

11.1%

22.2%

32 Chamberlain University Academic Scholarship – Published September 2018

PREL BSN (n=6)

20%

RN TO BSN (n=3)

MSN (n=5)

DNP (n=2)

MPH (n=1)

INTERNATIONAL CONFERENCE PARTICIPATION A total of 63 colleagues participated in one or more international conferences in FY’17 (5 percent of all respondents).

5+95

PARTICIPATED IN AN INTERNATIONAL CONFERENCE

95%

YES NO

PROFESSIONAL SERVICE: CONFERENCES

The largest segment of colleagues who participated in one or more international conferences were academic support staff (22.2 percent), followed by regular faculty (5.6 percent) and visiting professors (4 percent).

The total number of international conferences attended by colleagues identifying with a program in FY’17 is as follows:

PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE INTERNATIONAL CONFERENCES BY CATEGORY

• RN to BSN colleagues – 20 international conferences attended

• Pre-Licensure BSN colleagues – 14 international conferences attended • MSN colleagues – 18 international conferences attended • DNP colleagues – seven international conferences attended

FACULTY

5.6%

• MPH colleagues – one international conference attended

VISITING PROFESSORS

4.0%

One hundred percent of MPH colleagues attended international conference for professional development, followed by 80 percent of RN to BSN colleagues, 79 percent of pre-licensure BSN colleagues, 71 percent of DNP colleagues and 67 percent of MSN colleagues.

ADMINISTRATORS

0.0%

22.2%

INTERNATIONAL CONFERENCE PARTICIPATION BY DEGREE PROGRAM The percentages of colleagues who participated in one or more international conferences by program are presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Twenty-five percent of MPH colleagues participated in international conferences, followed by 17 percent of DNP colleagues, 7 percent of RN to BSN colleagues, 5 percent of MSN colleagues and 2 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE INTERNATIONAL CONFERENCES BY DEGREE PROGRAM PREL BSN (n=654)

2.1%

RN TO BSN (n=279)

6.8%

MSN (n=376)

4.8%

DNP (n=41) MPH (n=4)

17.1%

25.0%

{79,80,67,71,100} {57,50,56,57,100}

ACADEMIC SUPPORT STAFF

ATTENDED INTERNATIONAL CONFERENCES FOR PROFESSIONAL DEVELOPMENT

PREL BSN (n=14)

78.6%

RN TO BSN (n=20)

80.0%

MSN (n=18)

66.7%

DNP (n=7)

71.4%

MPH (n=1)

100.0%

Of those attending international conferences for professional development, 100 percent of MPH colleagues received continuing education credits, followed by 57 percent each of pre-licensure and DNP colleagues, 56 percent of MSN colleagues and 50 percent of RN to BSN colleagues. RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT (INTERNATIONAL CONFERENCES)

PREL BSN (n=14)

57.1%

RN TO BSN (n=20)

50.0%

MSN (n=18)

55.6%

DNP (n=7)

57.1%

MPH (n=1)

100.0%

Chamberlain University Academic Scholarship – Published September 2018 33

PROFESSIONAL SERVICE: CONFERENCES

INTERNATIONAL CONFERENCE PRESENTATIONS A total of 39 colleagues presented a total of 76 scholarly papers or posters at one or more international conferences in FY’17 (60 percent of all international conference participants).

60+40

PRESENTED IN AN INTERNATIONAL CONFERENCE

40%

The percentages of colleagues who presented scholarly papers or posters at one or more international conferences by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 71 percent of DNP colleagues presented at international conferences, followed by 70 percent of RN to BSN colleagues and 50 percent each of pre-licensure BSN and MSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE INTERNATIONAL CONFERENCES BY DEGREE PROGRAM

{50,70,50,71} {51,32,16} {56,100,0,13}

YES

INTERNATIONAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

60%

Of the 76 international presentations, 45 were given by visiting professors, followed by 25 given by regular faculty and six by academic support colleagues.

PREL BSN (n=14)

50.0%

RN TO BSN (n=20)

70.0%

MSN (n=18)

50.0%

DNP (n=7)

71.4%

NUMBER OF INTERNATIONAL PRESENTATIONS GIVEN BY CATEGORY

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

ACADEMIC SUPPORT STAFF

TYPES OF INTERNATIONAL CONFERENCE PRESENTATIONS

The majority of international conference presentations were scholarly papers (51.4 percent) followed by posters (32.4 percent). More than 16 percent of colleagues presented both a paper and poster at national conferences.

TYPES OF INTERNATIONAL PRESENTATIONS

PAPER

51.4%

POSTER

32.4%

BOTH

34 Chamberlain University Academic Scholarship – Published September 2018

16.2%

PROFESSIONAL SERVICE: CONFERENCES

TYPES OF INTERNATIONAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

PLANNING ROLES IN INTERNATIONAL CONFERENCES BY DEGREE PROGRAM

The percentages of colleagues who presented scholarly papers and/or posters at international conferences by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included with these results. For pre-licensure BSN colleagues, the majority were posters (60 percent) followed by papers (40 percent). For RN to BSN colleagues, the majority were papers (50 percent) followed by posters (36 percent). For MSN colleagues, an equal percentage of posters and papers were presented. Lastly, for DNP colleagues, 100 percent of international presentations were papers.

The percentages of colleagues who participated in planning roles in one or more international conferences by program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included with these results. Participants may have more than one role, so percentages may total greater than 100 percent in each column.

TYPE OF INTERNATIONAL CONFERENCE PRESENTATION BY DEGREE PROGRAM

40%

33% 50%

PAPER

Of the two pre-licensure BSN and RN to BSN colleagues who reported to have planning roles in international conferences, one each were members of planning committees and proposal review committees. The one MSN colleague who reported was a planning committee member. Of the two DNP colleagues, one chaired a proposal review committee and one was a proposal review committee member. As some numbers of colleagues participated in planning roles in international conferences are small, results should be interpreted with caution. PERCENT OF COLLEAGUES IN INTERNATIONAL CONFERENCE PLANNING ROLES BY TYPE OF ROLE AND DEGREE PROGRAM

POSTER 33%

60%

100%

BOTH 50%

36%

50%

PROPOSAL REVIEW CHAIR

33%

100%

14% PREL BSN

RN TO BSN

MSN

50%

PLANNING COMMITTEE MEMBER

DNP

PROPOSAL REVIEW MEMBER 50%

50%

PREL BSN (n=2)

RN TO BSN (n=2)

50%

PLANNING ROLES IN INTERNATIONAL CONFERENCES A total of seven colleagues participated in planning roles in one or more international conferences in FY’17. Nearly 43 percent were members of conference planning committees or proposal review committees and 14 percent participated as proposal review committee chairs.

MSN (n=1)

DNP (n=2)

PERCENT OF COLLEAGUES IN INTERNATIONAL CONFERENCE PLANNING ROLES BY TYPE OF PLANNING ROLE

{0,43,14,43}

PLANNING COMMITTEE CHAIR

0.0%

PLANNING COMMITTEE MEMBER

42.9%

PROPOSAL REVIEW CHAIR PROPOSAL REVIEW MEMBER

14.3%

42.9%

Chamberlain University Academic Scholarship – Published September 2018 35

PROFESSIONAL SERVICE: CONFERENCES

CONFERENCE PARTICIPATION: CAMPUS/ONLINE PRE-LICENSURE PROGRAM In addition to campus level results, online BSN results are also presented separately in the table. Twelve campuses and the online BSN degree program have a 40 percent or greater participation rate in local, state, national or international conferences. Four campuses and the online BSN degree programs have a 50 percent or greater participation rate in local, state, national or international conferences. Across all campuses and the online BSN program, total counts of papers/posters presented at each conference level are as follows:

In terms of paper and poster presentations by campus or online BSN degree program, the following reported the highest counts of total presentations at conferences during FY’17:

• 35 papers or posters presented at local conferences

• St. Louis campus colleagues – 16 papers and posters presented

• 19 papers or posters presented at state conferences

• Addison campus colleagues – 12 papers and posters presented

• 22 papers or posters presented at national conferences

• North Brunswick campus colleagues – 10 papers and posters presented

• Eight papers or posters presented at international conferences

• Phoenix campus colleagues – seven papers and posters presented • Chicago campus colleagues – six papers and posters presented

NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO PARTICIPATED IN ONE OR MORE CONFERENCES

LOCAL CONFERENCES NUMBER OF PAPERS OR POSTERS PRESENTED

STATE CONFERENCES NUMBER OF PAPERS OR POSTERS PRESENTED

NATIONAL CONFERENCES NUMBER OF PAPERS OR POSTERS PRESENTED

INTERNATIONAL CONFERENCES NUMBER OF PAPERS OR POSTERS PRESENTED

ADDISON

44.6%

ARLINGTON

45.8%

ATLANTA

37.0%

CHARLOTTE

29.4%

CHICAGO

40.4%

CLEVELAND

64.7%

COLUMBUS

52.9%

HOUSTON

37.0%

INDIANAPOLIS

32.0%

IRVING

31.3%

JACKSONVILLE

37.5%

LAS VEGAS

33.3%

MIRAMAR

40.0%

NORTH BRUNSWICK

66.7%

ONLINE BSN

52.5%

PEARLAND

39.1%

PHOENIX

51.1%

SACRAMENTO

44.4%

ST. LOUIS

46.2%

TINLEY PARK

44.4%

TROY

45.0%

CAMPUS

36 Chamberlain University Academic Scholarship – Published September 2018

PROFESSIONAL SERVICE: PUBLICATIONS & REVIEWS

SCHOLARLY PUBLICATIONS A total of 199 colleagues submitted a total of 341 scholarly works for publication consideration in FY’17 (14 percent of all respondents).

14+86

SUBMITTED A SCHOLARLY WORK FOR PUBLICATION

14%

YES NO

86%

Nearly 39 percent of academic support staff submitted one or more scholarly works for publication, followed by administrators (28.6 percent), regular faculty (15.3 percent) and visiting professors (13.2 percent). PERCENT OF COLLEAGUES WHO SUBMITTED ONE OR MORE SCHOLARLY WORKS FOR PUBLICATION BY CATEGORY

FACULTY

15.3%

VISITING PROFESSORS

13.2%

ADMINISTRATORS

28.6%

ACADEMIC SUPPORT STAFF

38.9%

Chamberlain University Academic Scholarship – Published September 2018 37

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

SCHOLARLY PUBLICATIONS: PARTICIPATION BY DEGREE PROGRAM

TYPES OF SCHOLARLY WORKS SUBMITTED FOR PUBLICATION BY DEGREE PROGRAM

The percentages of colleagues who submitted one or more scholarly works for publication by program are presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Nearly 42 percent of DNP colleagues submitted a scholarly work for publication, followed by 22 percent of MSN colleagues, 14 percent of RN to BSN colleagues and 7 percent of pre-licensure BSN colleagues.

The percentages of colleagues who submitted scholarly works by type of work and program are presented. Faculty, leadership and academic support colleagues who identified with a program are included with these results.

PERCENT OF COLLEAGUES WHO SUBMITTED A SCHOLARLY WORK FOR PUBLICATION BY DEGREE PROGRAM

For pre-licensure BSN colleagues, the majority submitted papers to refereed journals (47.9 percent), followed by other types including papers to non-refereed journals (35.4 percent). For RN to BSN colleagues, most submitted papers to refereed journals (71.8 percent). For MSN colleagues, most submitted papers to refereed journals (61.3 percent) followed by book publications or chapters (20 percent). Finally, for DNP colleagues, the majority submitted papers to refereed journals (70.6 percent). PERCENT OF COLLEAGUES WHO SUBMITTED A SCHOLARLY WORK BY TYPE OF WORK AND DEGREE PROGRAM

7.4%

14.1%

21.8%

41.5%

PREL BSN (n=645)

RN TO BSN (n=277)

MSN (n=371)

DNP (n=41)

2.1%

2.6% 2.6%

1.3% PAPER FOR REFEREED JOURNAL

47.9% 71.8%

TYPES OF SCHOLARLY WORKS SUBMITTED FOR PUBLICATION

61.3%

70.6%

EDITORIAL/ PROFESSIONAL ARTICLE

6.3% 8.3%

The following chart represents counts of respondents who indicated they submitted one or more scholarly works for publication during FY’17. The majority of scholarly works submitted were papers to refereed (i.e., peer-reviewed) journals (186 papers submitted, representing 55 percent of all scholarly works submitted). Fifty-two book chapters were submitted, followed by 27 conference abstracts, 14 books for publication, 11 professional reports, 11 dissertations, 10 editorial articles, 10 papers for non-refereed journals and 20 other types of works. 0

100

150

200

{93,26,14,7,6,6,5,5,10}

186

PAPER FOR REFEREED JOURNAL

BOOK CHAPTER

CONFERENCE ABSTRACT BOOK PUBLICATION

PROFESSIONAL REPORT

THESIS/DISSERTATION

EDITORIAL ARTICLE

PAPER FOR NON-REFEREED JOURNAL

OTHER

55 percent of scholarly works submitted for publication were papers for refereed journals in FY‘17.

38 Chamberlain University Academic Scholarship – Published September 2018

7.7% 35.4%

PREL BSN (n=48)

BOOK PUBLICATION/ CHAPTER

20.0% 11.8% 3.8%

15.3%

13.6%

RN TO BSN (n=39)

MSN (n=80)

17.6% DNP (n=17)

CONFERENCE ABSTRACT OTHER

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

STATUS OF SCHOLARLY WORKS REVIEWED More than 50 percent of scholarly works were published in FY’17 with an additional 25 percent accepted for publication and 13 percent in review. PERCENT OF SCHOLARLY WORKS SUBMITTED BY STATUS OF REVIEW

{6,13,25,6,50}

SUBMITTED

IN REVIEW

ACCEPTED FOR PUBLICATION

NOT ACCEPTED FOR PUBLICATION

PUBLISHED

5.6%

13.1%

25.2%

5.9%

50.1%

STATUS OF SCHOLARLY WORKS REVIEWED BY DEGREE PROGRAM Nearly 54 percent of the 147 scholarly works by MSN colleagues were published in FY’17, followed by 50 percent of the 76 works by pre-licensure BSN colleagues, 43 percent of the 49 works by RN to BSN colleagues and 41 percent of the 34 works by DNP colleagues. Considering both the published and accepted for publication works in FY’17, 79 percent of DNP and MSN colleagues’ scholarly works were accepted for publication or published in FY’17, followed by 75 percent of pre-licensure BSN colleagues and 59 percent of RN to BSN colleagues. PERCENT OF SCHOLARLY WORKS BY STATUS OF REVIEW AND DEGREE PROGRAM 2.7%

50.0%

42.9%

53.7%

41.2%

ACCEPTED FOR PUBLICATION IN REVIEW

16.3% 25.0% 18.4%

PUBLISHED

25.2%

14.5%

6.1%

10.9%

3.9% 6.6%

16.3%

7.5%

PREL BSN (n=76)

RN TO BSN (n=49)

MSN (n=147)

38.2%

20.6%

NOT ACCEPTED FOR PUBLICATION SUBMITTED

DNP (n=34)

Chamberlain University Academic Scholarship – Published September 2018 39

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

STATUS OF SCHOLARLY WORKS SUBMITTED AND PUBLISHED BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are also presented separately in the following table. Seven campuses and the online BSN program had at least 10 percent of respondents who indicated they submitted a scholarly work for publication in FY’17. The greatest percentages of respondents who indicated they submitted a scholarly work for publication included: Cleveland (23.5 percent), Arlington (16.7 percent) and Jacksonville (16.7 percent). In terms of scholarly papers published, Jacksonville colleagues reported seven publications, followed by Arlington campus (five publications) and Cleveland campus (four publications). Reporting three publications each in FY’17 were: Chicago, Houston and St. Louis. NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO SUBMITTED A SCHOLARLY WORK FOR PUBLICATION

NUMBER OF SCHOLARLY WORKS PUBLISHED

ADDISON

3.2%

ARLINGTON

16.7%

ATLANTA

2.2%

CHARLOTTE

5.9%

CHICAGO

6.7%

CLEVELAND

23.5%

COLUMBUS

2.9%

HOUSTON

14.8%

INDIANAPOLIS

12.0%

IRVING

12.5%

JACKSONVILLE

16.7%

LAS VEGAS

0.0%

MIRAMAR

4.2%

NORTH BRUNSWICK

3.3%

ONLINE BSN

10.0%

PEARLAND

8.7%

PHOENIX

4.3%

SACRAMENTO

11.1%

ST. LOUIS

7.7%

TINLEY PARK

2.9%

TROY

0.0%

CAMPUS

40 Chamberlain University Academic Scholarship – Published September 2018

PROFESSIONAL SERVICE: PUBLICATIONS

JOURNAL REVIEWS A total of 131 colleagues participated in editorial work including reviews of scholarly papers for peer-reviewed journals in FY’17 (10 percent of all respondents).

10+90

& REVIEWS

PERCENT OF COLLEAGUES WHO PARTICIPATED IN EDITORIAL WORK FOR JOURNALS AND REVIEWS OF SCHOLARLY PAPERS FOR PUBLICATION BY DEGREE PROGRAM

PARTICIPATED IN EDITORIAL WORK FOR JOURNALS

10%

YES NO

90%

More than 31 percent of administrators participated in editorial work including journal reviews, followed by academic support staff (16.7 percent), regular faculty (9.9 percent), and visiting professors (8.5 percent). PERCENT OF COLLEAGUES WHO PARTICIPATED IN EDITORIAL WORK FOR JOURNALS BY CATEGORY

FACULTY

9.9%

VISITING PROFESSORS

8.5%

ADMINISTRATORS

31.4%

ACADEMIC SUPPORT STAFF

16.7%

JOURNAL REVIEWS BY DEGREE PROGRAM The percentages of colleagues who participated in editorial work including journal reviews by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 46 percent of DNP colleagues participated in editorial work including journal reviews, followed by 25 percent of MPH colleagues, 15 percent of MSN colleagues, 9 percent of RN to BSN colleagues and 3 percent of pre-licensure BSN colleagues.

3.1%

PREL BSN (n=645)

9.4%

14.8%

46.3%

25.0%

RN TO BSN (n=277)

MSN (n=371)

DNP (n=41)

MPH (n=4)

Examples of Participation in Journal Reviews of Scholarly Papers The following are some of the journals colleagues participated in reviews of scholarly papers: • American Journal of Nursing • Clinical Simulation in Nursing • International Journal of Nursing Education Scholarship • Journal for the American Association for Nurse Practitioners • Journal for Nurses in Professional Development • Journal of Advanced Nursing • Journal of Healthcare Quality • Journal of Holistic Nursing • Journal of Hospice and Palliative Care • Journal of Neuroscience Nursing • Journal of Nurse Practitioners • Journal of Nursing Care Quality • Journal of Nursing Education • Journal of Nursing Management • Journal of Nursing Scholarship • Journal of Pediatric Nursing • Journal of Professional Nursing • Journal of Public Health Nursing • Nurse Educator • Nursing Forum • Nursing Education Perspectives • Nursing Research • Online Journal of Nursing Informatics • Research in Nursing and Health

Chamberlain University Academic Scholarship – Published September 2018 41

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

BOOK REVIEWS

RESEARCH PROPOSAL REVIEWS

A total of 20 colleagues published one or more book reviews in FY’17 (1 percent of all respondents).

A total of 75 colleagues participated in one or more research proposal reviews in FY’17 (5 percent of all respondents).

PUBLISHED BOOK REVIEWS

PARTICIPATED IN RESEARCH PROPOSAL REVIEWS

1+99 5+95 1%

YES

YES NO

95%

99%

Nearly 3 percent of RN to BSN colleagues participated in book reviews, followed by 2 percent of DNP and MSN colleagues and less than 1 percent of pre-licensure BSN colleagues.

Nearly 32 percent of DNP colleagues participated in research proposal reviews, followed by 9 percent of RN to BSN colleagues, 5 percent of MSN colleagues and 2 percent of pre-licensure BSN colleagues.

PERCENT OF COLLEAGUES WHO PARTICIPATED IN BOOK REVIEWS BY DEGREE PROGRAM

PERCENT OF COLLEAGUES WHO PARTICIPATED IN RESEARCH PROPOSAL REVIEWS BY DEGREE PROGRAM

{2,9,5,32}

PREL BSN (n=645)

0.5%

PREL BSN (n=645)

RN TO BSN (n=277)

2.5%

RN TO BSN (n=277)

MSN (n=371)

2.2%

MSN (n=371)

DNP (n=41)

2.4%

DNP (n=41)

42 Chamberlain University Academic Scholarship – Published September 2018

2.2%

9.0%

5.4%

31.7%

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

Examples of Participation in Research Proposal Reviews The following are some examples of agencies and organizations in which respondents participated on research proposal reviews. • Federal and state grant reviewers for multiple funding agencies including:

• Private foundation grant reviewers for organizations including:

 Agency for Healthcare Research and Quality

 American Society of Perianesthesia Nursing

 Centers for Disease Control and Prevention

 Arthritis Foundation

 Health Resources and Services Administration’s Advanced Nursing Traineeships

 Foundation for Enhancing Communities

 National Institute of Health  National Science Foundation  Nursing Scientific Advisory Council  Ohio Nurses’ Association  Patient-Centered Outcomes Research Institute (PCORI)

 Aetna

 International Transcultural Nursing Society  National League for Nursing  Sigma Theta Tau  Susan G. Komen Foundation  Western Institute of Nursing

 State School-based Health Centers  Susan G. Komen Foundation

Chamberlain University Academic Scholarship – Published September 2018 43

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

PARTICIPATION IN REVIEWS BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are also presented separately in the following table. Campus/Online BSN degree programs with the highest rate of participation in journal editorial work include: North Brunswick campus (10 percent), Jacksonville campus (8.3 percent), Miramar campus (8.3 percent), Las Vegas campus (6.7 percent) and Irving campus (6.3 percent). Campuses/Online BSN degree program colleagues participating in book reviews were: Irving campus (6.3 percent), online BSN program (2.5 percent) and Atlanta campus (2.2 percent). Campuses/Online BSN program with the highest rate of participation in research proposal reviews include: Cleveland campus (11.8 percent), Sacramento campus (11.1 percent) and Pearland campus (8.7 percent). NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO PARTICIPATED IN JOURNAL EDITORIAL WORK

PERCENTAGE WHO PARTICIPATED IN BOOK REVIEWS

PERCENTAGE WHO PARTICIPATED IN RESEARCH PROPOSAL REVIEWS

ADDISON

3.2%

0.0%

3.2%

ARLINGTON

0.0%

ATLANTA

2.2%

0.0%

CHARLOTTE

0.0%

CHICAGO

0.0%

CLEVELAND

5.9%

0.0%

11.8%

COLUMBUS

0.0%

2.9%

HOUSTON

3.7%

0.0%

INDIANAPOLIS

4.0%

0.0%

4.0%

IRVING

6.3%

0.0%

JACKSONVILLE

8.3%

0.0%

4.2%

LAS VEGAS

6.7%

0.0%

MIRAMAR

8.3%

0.0%

NORTH BRUNSWICK

10.0%

0.0%

3.3%

ONLINE BSN

0.0%

2.5%

0.0%

PEARLAND

0.0%

8.7%

PHOENIX

4.3%

0.0%

4.3%

SACRAMENTO

0.0%

11.1%

ST. LOUIS

4.6%

0.0%

1.5%

TINLEY PARK

0.0%

TROY

0.0%

CAMPUS

44 Chamberlain University Academic Scholarship – Published September 2018

PROFESSIONAL SERVICE: BOARDS & COMMITTEES

SERVICE ON ADVISORY BOARDS A total of 222 colleagues served on one or more advisory boards in FY’17 (16 percent of all respondents).

16+84 SERVED ON AN ADVISORY BOARD

16%

YES NO

84%

Nearly 43 percent of administrators served on one or more advisory boards, followed by academic support staff (22.2 percent), visiting professors (16.4 percent) and regular faculty (12.5 percent). PERCENT OF COLLEAGUES WHO SERVED ON AN ADVISORY BOARD BY CATEGORY

{13,16,43,22}

FACULTY

12.5%

VISITING PROFESSORS

16.4%

ADMINISTRATORS

42.9%

ACADEMIC SUPPORT STAFF

22.2%

Chamberlain University Academic Scholarship – Published September 2018 45

PROFESSIONAL SERVICE: BOARDS

& COMMIT TEES

SERVICE ON ADVISORY BOARDS BY DEGREE PROGRAM The percentages of colleagues who served on one or more advisory boards by program are presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. More than 29 percent of DNP colleagues served on advisory boards, followed by 22 percent of RN to BSN colleagues, 16 percent of MSN colleagues and 12 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO SERVED ON AN ADVISORY BOARD BY DEGREE PROGRAM

{12,22,16,29}

PREL BSN (n=645) RN TO BSN (n=277)

12.1%

22.4%

MSN (n=371)

DNP (n=41)

16.4%

29.3%

46 Chamberlain University Academic Scholarship – Published September 2018

Examples of Service on Advisory Boards The following are some examples of advisory boards and positions on which colleagues served during the past fiscal year: • American College of Nurse Practitioner Faculty (board member) • American Health Council (nursing education and leadership specialist) • American Nursing Informatics Association (president) • Cornerstone Healthcare Group (chair of corporate nursing advisory committee) • Dixon Montessori Charter School (board member) • Greater Augusta Arts Council (board of directors) • Joint Commission on Hospital Accreditation Organization (nursing advisory council member) • Memphis Area Arthritis Foundation (advisor to board) • National Association of Indian Nurses of America (former executive vice president, current board member) • Ochsner Nursing Research Council (voting member) • South Carolina Nurses Foundation (board member)

PROFESSIONAL SERVICE: BOARDS

SERVICE ON BOARDS OF DIRECTORS/TRUSTEES A total of 105 colleagues served on one or more boards of directors/trustees in FY’17 (8 percent of all respondents).

SERVICE ON BOARDS OF DIRECTORS/TRUSTEES BY DEGREE PROGRAM The percentages of colleagues who served on one or more boards of directors/trustees by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Twenty-two percent of DNP colleagues served on boards of directors/trustees, followed by 10 percent of RN to BSN colleagues, 7 percent of MSN colleagues and 5 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO SERVED ON BOARDS OF DIRECTORS/TRUSTEES BY DEGREE PROGRAM

YES NO

92%

More than 31 percent of administrators served on one or more boards of directors/trustees, followed by academic support staff (11.1 percent), regular faculty (7.6 percent) and visiting professors (6.7 percent). PERCENT OF COLLEAGUES WHO SERVED ON A BOARD OF DIRECTORS/TRUSTEES BY CATEGORY

{5,10,7,22}

8+92

SERVED ON A BOARD OF DIRECTORS/TRUSTEES

& COMMIT TEES

PREL BSN (n=645) RN TO BSN (n=277) MSN (n=371) DNP (n=41)

5.3%

10.1%

7.0%

22.0%

Examples of Service on Boards of Directors/Trustees The following are some examples of boards of directors/trustees and positions on which colleagues served during the past fiscal year: • American Nurses Association (director at large)

{8,7,31,11}

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

ACADEMIC SUPPORT STAFF

7.6%

6.7%

31.4%

11.1%

• American Nursing Informatics Association (member-at-large; research director) • Association of Missouri Nurse Practitioners (chief executive officer) • Familias Unidas International, Inc. (president, CEO) • Greater Cleveland Nurses Association (president-elect) • Maryland Board of Nursing (president) • National Association of Hispanic Nurses (board of directors member) • Nevada Nurses Association (board of directors member) • North Carolina League for Nursing (board of directors member) • Ohio League for Nursing (treasurer) • Ronald McDonald House Charities (board of directors member) • South Carolina Nurses Foundation (trustee) • Tennessee Nurses Association (president) • Trinity International University (board of directors member) • United Way (board of directors member) • USC College of Nursing Partnership Board (chair, board of trustees) • Virginia Mennonite Missions (board chairperson) • Wyoming State Board of Nursing (president)

Chamberlain University Academic Scholarship – Published September 2018 47

PROFESSIONAL SERVICE: BOARDS

& COMMIT TEES

SERVICE ON CHAMBERLAIN COMMITTEES A total of 320 colleagues served on one or more Chamberlain committees in FY’17 (23 percent of all respondents).

23+77

PARTICIPATED ON CHAMBERLAIN COMMITTEES

The percentages of colleagues who served on one or more Chamberlain committees by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Seventy-five percent of MPH colleagues served on Chamberlain committees (note small sample size), followed by 36 percent of pre-licensure BSN colleagues, 32 percent of DNP colleagues, 9 percent of MSN colleagues and 6 percent of RN to BSN colleagues.

23%

77%

SERVICE ON CHAMBERLAIN COMMITTEES BY DEGREE PROGRAM

YES

PERCENT OF COLLEAGUES WHO PARTICIPATED ON CHAMBERLAIN COMMITTEES BY DEGREE PROGRAM

Nearly 77 percent of regular faculty served on one or more Chamberlain committees, followed by administrators (71.4 percent) and academic support staff (66.7 percent). PERCENT OF COLLEAGUES WHO PARTICIPATED ON CHAMBERLAIN COMMITTEES BY CATEGORY

{77,1,71,67}

FACULTY

VISITING PROFESSORS

76.8%

1.2%

ADMINISTRATORS

71.4%

ACADEMIC SUPPORT STAFF

66.7%

48 Chamberlain University Academic Scholarship – Published September 2018

35.5%

5.8%

8.9%

31.7%

75.0%

PREL BSN (n=645)

RN TO BSN (n=277)

MSN (n=371)

DNP (n=41)

MPH (n=4)

PROFESSIONAL SERVICE: BOARDS

AREAS OF INVOLVEMENT IN SERVICE TO CHAMBERLAIN The following chart represents counts of respondents who indicated areas of involvement in service to Chamberlain during FY’17. Faculty, leadership and academic support colleagues who identified with a program are included in these results.

100

200

300

400 394

STUDENT ACADEMIC ADVISING STUDENT RECRUITMENT ACTIVITIES

254 227

COURSE COORDINATOR/SME

220

SERVED AS FACULTY MENTOR SERVED ON FACULTY TASK FORCE GROUP SERVED ON ACCREDITATION WORKGROUP CHAIRED ACCREDITATION WORKGROUP

203 69 23

AREAS OF INVOLVEMENT IN SERVICE TO CHAMBERLAIN BY DEGREE PROGRAM The percentages of colleagues who were involved in service to Chamberlain by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 42 percent of pre-licensure colleagues participated in academic advisement of students, followed by 34 percent of DNP colleagues, 15 percent of RN to BSN colleagues and 14 percent of MSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ACADEMIC ADVISEMENT OF STUDENTS BY DEGREE PROGRAM

Nearly 36 percent of pre-licensure BSN colleagues participated in student recruitment activities, followed by 5 percent of DNP colleagues, 3 percent of RN to BSN colleagues and less than 1 percent of MSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN STUDENT RECRUITMENT ACTIVITIES BY DEGREE PROGRAM

{36,3,1,5} {25,4,8,29,25}

In terms of student academic advising, 394 (28.4 percent) of all respondents were involved in academic advisement of students, followed by 254 respondents (18.2 percent) involved in student recruitment activities, 227 respondents (16.3 percent) served as course coordinators/subject matter experts (SMEs), 220 respondents (15.8 percent) served as peer mentors to new faculty and 203 respondents (14.6 percent) served on Chamberlain task force groups during the year.

& COMMIT TEES

PREL BSN (n=654)

35.9%

RN TO BSN (n=279)

3.2%

MSN (n=376) DNP (n=41)

0.8%

4.9%

More than 29 percent of DNP colleagues served as course coordinators/SMEs followed by 25 percent each of MPH and pre-licensure BSN colleagues, 8 percent of MSN colleagues and 4 percent of RN to BSN colleagues. PERCENT OF COLLEAGUES WHO SERVED AS COURSE COORDINATOR/SME BY DEGREE PROGRAM PREL BSN (n=654) RN TO BSN (n=279) MSN (n=376)

24.9%

3.6%

8.2%

DNP (n=41)

29.3%

MPH (n=4)

25.0%

{42,15,14,34}

PREL BSN (n=654)

41.9%

RN TO BSN (n=279)

15.4%

MSN (n=376)

14.4%

DNP (n=41)

34.1%

Chamberlain University Academic Scholarship – Published September 2018 49

PROFESSIONAL SERVICE: BOARDS

& COMMIT TEES

Nearly 25 percent of pre-licensure BSN colleagues served as peer mentors to new faculty, followed by 20 percent of DNP colleagues, 7 percent of MSN colleagues and 5 percent of RN to BSN colleagues. PERCENT OF COLLEAGUES WHO SERVED AS PEER MENTORS TO NEW FACULTY BY DEGREE PROGRAM

Twenty-five percent of MPH colleagues served on one or more faculty task force groups, followed by 22 percent of DNP colleagues, 6 percent of pre-licensure BSN colleagues, 2 percent of MSN colleagues and 1 percent of RN to BSN colleagues.

{6,1,2,22,25} {25,5,7,20} {19,8,9,32}

PERCENT OF COLLEAGUES WHO SERVED ON ONE OR MORE FACULTY TASK FORCE GROUPS BY DEGREE PROGRAM

PREL BSN (n=654) RN TO BSN (n=279) MSN (n=376) DNP (n=41)

24.6%

PREL BSN (n=654)

5.4%

MSN (n=376)

DNP (n=41)

1.1%

MSN (n=376)

1.9%

19.5%

PERCENT OF COLLEAGUES WHO SERVED ON ONE OR MORE FACULTY TASK FORCE GROUPS BY DEGREE PROGRAM

RN TO BSN (n=279)

6.9%

Nearly 32 percent of DNP colleagues served on one or more faculty task force groups, followed by 19 percent of pre-licensure BSN colleagues, 9 percent of MSN colleagues and 8 percent of RN to BSN colleagues.

PREL BSN (n=654)

5.5%

18.7%

8.2%

8.8%

31.7%

50 Chamberlain University Academic Scholarship – Published September 2018

DNP (n=41)

22.0%

MPH (n=4)

25.0%

PROFESSIONAL SERVICE: BOARDS

& COMMIT TEES

PARTICIPATION ON BOARDS AND COMMITTEES BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are also presented separately in the following table. Thirty-three percent of Sacramento campus respondents indicated they served on one or more advisory boards, followed by the Pearland campus (26.1 percent), Online BSN (25 percent) and the Indianapolis campus (24 percent). Twelve percent of Indianapolis and Columbus campus respondents indicated they served on one or more boards of directors/trustees, followed by the Chicago campus (8.9 percent), Phoenix campus (8.5 percent) and Jacksonville campus (8.3 percent). Sixty percent of Las Vegas campus respondents indicated they served on one or more Chamberlain committees, followed by the Columbus campus (44.1 percent), Irving campus (43.8 percent), Phoenix campus (42.6 percent), Chicago campus (42.2 percent), Miramar campus (41.7 percent), Cleveland campus (41.2 percent) and Houston campus (40.7 percent). NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO SERVED ON AN ADVISORY BOARD

PERCENTAGE WHO SERVED ON A BOARD OF DIRECTORS/TRUSTEES

PERCENTAGE WHO SERVED ON CHAMBERLAIN COMMITTEES

ADDISON

8.1%

6.5%

33.9%

ARLINGTON

8.3%

4.2%

29.2%

ATLANTA

8.9%

2.2%

40.0%

CHARLOTTE

17.6%

0.0%

29.4%

CHICAGO

8.9%

42.2%

CLEVELAND

5.9%

41.2%

COLUMBUS

5.9%

11.8%

44.1%

HOUSTON

18.5%

3.7%

40.7%

INDIANAPOLIS

24.0%

12.0%

36.0%

IRVING

12.5%

6.3%

43.8%

JACKSONVILLE

8.3%

20.8%

LAS VEGAS

13.3%

0.0%

60.0%

MIRAMAR

4.2%

41.7%

NORTH BRUNSWICK

16.7%

6.7%

33.3%

ONLINE BSN

25.0%

2.5%

5.0%

PEARLAND

26.1%

4.3%

39.1%

PHOENIX

8.5%

42.6%

SACRAMENTO

33.3%

0.0%

33.3%

ST. LOUIS

9.2%

0.0%

32.3%

TINLEY PARK

14.3%

2.9%

37.1%

TROY

0.0%

36.8%

CAMPUS

Chamberlain University Academic Scholarship – Published September 2018 51

RESEARCH AND QUALITY IMPROVEMENT STUDIES CONDUCTED

RESEARCH

A total of 207 colleagues conducted a total of 264 research or quality improvement studies in FY'17 (15 percent of all respondents).

15+85 CONDUCTED RESEARCH OR QUALITY IMPROVEMENT STUDIES

15%

YES NO

85%

Nearly 39 percent of academic support staff conducted one or more research or quality improvement studies, followed by administrators (25.7 percent), regular faculty (15.3 percent) and visiting professors (14.2 percent). PERCENT OF COLLEAGUES WHO CONDUCTED RESEARCH OR QUALITY IMPROVEMENT STUDIES BY CATEGORY

{15,14,26,39}

52 Chamberlain University Academic Scholarship – Published September 2018

FACULTY

15.3%

VISITING PROFESSORS

14.2%

ADMINISTRATORS

25.7%

ACADEMIC SUPPORT STAFF

38.9%

RESEARCH

RESEARCH AND QUALITY IMPROVEMENT STUDIES CONDUCTED BY DEGREE PROGRAM

STATUS OF RESEARCH OR QUALITY IMPROVEMENT STUDIES

{15,44,42} {12,22,11,39}

The percentages of colleagues who conducted research or quality improvement studies by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Thirty-nine percent of DNP colleagues conducted research or quality improvement studies, followed by 22 percent of RN to BSN colleagues, 12 percent of pre-licensure BSN colleagues and 11 percent of MSN colleagues.

Of the 264 studies conducted by colleagues, nearly 42 percent were completed in FY’17, 44 percent were continuing studies and 15 percent were new studies.

PERCENT OF COLLEAGUES WHO CONDUCTED RESEARCH OR QUALITY IMPROVEMENT STUDIES BY DEGREE PROGRAM PREL BSN (n=644) RN TO BSN (n=277) MSN (n=371)

DNP (n=41)

11.8%

14.6%

NEW STUDY

CONTINUING STUDY

43.8%

COMPLETED STUDY

41.5%

Comparing the types of studies conducted by degree program, research studies were conducted by 61 percent of DNP colleagues, followed by 59 percent of MSN colleagues, 50 percent of RN to BSN colleagues and 48 percent of pre-licensure BSN colleagues. RN to BSN and pre-licensure BSN colleagues tended to conduct more quality improvement studies compared to MSN and DNP colleagues. Faculty, leadership and academic support colleagues who identified with a program are included in these results.

22.0%

11.3%

39.0%

TYPES OF STUDIES CONDUCTED BY PROGRAM

TYPE AND STATUS OF STUDIES CONDUCTED 47.7%

Of the 264 studies conducted by colleagues, 53 percent were research studies and 47 percent were quality improvement studies in FY’17.

47+53

50.0%

58.9%

60.9% RESEARCH STUDY

CONDUCTED RESEARCH OR QUALITY IMPROVEMENT STUDIES

53%

47%

QI STUDY

52.3%

PREL BSN (n=88) RESEARCH

50.0%

RN TO BSN (n=72)

41.1%

39.1%

MSN (n=56)

DNP (n=23)

Chamberlain University Academic Scholarship – Published September 2018 53

RESEARCH

In terms of status of studies conducted by programs, more than 48 percent of MSN colleagues completed studies in FY'17, followed by 44 percent of RN to BSN colleagues, 41 percent of pre-licensure BSN colleagues and 26 percent of DNP colleagues. A somewhat greater percentage of DNP colleagues began new studies in FY’17 compared to other program colleagues. STATUS OF STUDIES CONDUCTED BY DEGREE PROGRAM

26.1% 41.4%

43.8%

48.2% NEW

52.2% 46.0%

41.1%

CONTINUING

ANTICIPATED OUTCOMES RESULTING FROM STUDIES BY DEGREE PROGRAM Of pre-licensure BSN degree program colleagues, 40 percent planned/completed a presentation and 30 percent planned/completed a publication as outcomes of their studies. Of RN to BSN option colleagues, 29 percent planned/completed a publication and 38 percent planned/completed a presentation. Of MSN degree program colleagues, 36 percent planned/completed a presentation and 30 percent planned/completed a publication. Finally, of DNP degree program colleagues, 40 percent planned/completed a presentation and 30 percent planned/completed a publication. PERCENT OF COLLEAGUES WHO IDENTIFIED THE FOLLOWING ANTICIPATED OUTCOMES RESULTING FROM THEIR STUDIES BY DEGREE PROGRAM

COMPLETED

37.5%

29.5% 12.6%

15.1%

14.3%

PREL BSN (n=87)

RN TO BSN (n=73)

MSN (n=56)

DNP (n=23)

Of the 264 studies conducted, colleagues identified a total of 535 anticipated outcomes of their work. Colleagues were able to choose more than one anticipated outcome for their studies. Nearly 36 percent of colleagues planned/completed a presentation from their studies, followed by 34 percent identifying one or more publications stemming from their work, 12 percent planned/implemented development of a new course or program as a result, 11 percent incorporated the study as part of program evaluation, and 8 percent planned/implemented revisions to an existing course or program as outcomes of their studies. PERCENT OF COLLEAGUES WHO IDENTIFIED THE FOLLOWING ANTICIPATED OUTCOMES RESULTING FROM STUDIES

{36,34,12,11,8} 35.8%

PUBLICATION

34.0%

COURSE/PROGRAM DEVELOPMENT

12.0%

PROGRAM EVALUATION

11.0%

COURSE/PROGRAM REVISION

29.7%

30.2%

21.7%

ANTICIPATED OUTCOMES RESULTING FROM STUDIES

PRESENTATION

28.9%

8.0%

54 Chamberlain University Academic Scholarship – Published September 2018

PUBLICATION PRESENTATION

37.5%

35.6%

10.2%

12.9%

10.9%

11.9%

6.8%

12.5%

9.9%

7.5%

PREL BSN (n=146)

RN TO BSN (n=128)

MSN (n=101)

DNP (n=53)

39.7%

15.8% 8.2%

39.6%

11.3% 11.3%

COURSE/PROGRAM DEVELOPMENT COURSE/PROGRAM REVISION PROGRAM EVALUATION

RESEARCH

RESEARCH AND QUALITY IMPROVEMENT STUDIES CONDUCTED BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, Online BSN results are also presented separately in the following table. More than 35 percent of Charlotte campus respondents indicated they conducted research or quality improvement studies in FY'17. Campus/Online BSN degree programs with at least 20 percent of respondents indicating they conducted research or quality improvement studies in FY'17 included: Charlotte campus (35.3 percent), Pearland campus (26.1 percent), Atlanta campus (17.8 percent), online BSN program (17.5 percent), Houston and Addison campuses (14.8 percent each) and the Columbus campus (14.7 percent). NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO CONDUCTED RESEARCH OR QI STUDIES

ADDISON

14.8%

ARLINGTON

8.3%

ATLANTA

17.8%

CHARLOTTE

35.3%

CHICAGO

8.9%

CLEVELAND

5.9%

COLUMBUS

14.7%

HOUSTON

14.8%

INDIANAPOLIS

4.0%

IRVING

0.0%

JACKSONVILLE

4.2%

LAS VEGAS

0.0%

MIRAMAR

12.5%

NORTH BRUNSWICK

10.0%

ONLINE BSN

17.5%

PEARLAND

26.1%

PHOENIX

6.4%

SACRAMENTO

0.0%

ST. LOUIS

12.3%

TINLEY PARK

8.6%

TROY

5.3%

CAMPUS

Chamberlain University Academic Scholarship – Published September 2018 55

LIFELONG LEARNING: CONTINUING EDUCATION

CONTINUING EDUCATION ACTIVITIES A total of 798 colleagues participated in continuing education activities in FY’17 (58 percent of all respondents).

42+58

PARTICIPATED IN CONTINUING EDUCATION

42%

58%

YES NO

Sixty-four percent of regular faculty participated in continuing education activities, followed by academic support staff (61.1 percent), visiting professors (56.2 percent) and administrators (54.3 percent). PERCENT OF COLLEAGUES WHO PARTICIPATED IN CONTINUING EDUCATION ACTIVITIES BY CATEGORY

{64,56,54,61}

56 Chamberlain University Academic Scholarship – Published September 2018

FACULTY

64.0%

VISITING PROFESSORS

56.2%

ADMINISTRATORS

54.3%

ACADEMIC SUPPORT STAFF

61.1%

LIFELONG LEARNING: CONTINUING EDUCATION

CONTINUING EDUCATION ACTIVITIES BY DEGREE PROGRAM

Fifty percent of academic support staff participated in professional development activities, followed by regular faculty (38.5 percent), administrators (34.3 percent) and visiting professors (23.8 percent). PERCENT OF COLLEAGUES WHO PARTICIPATED IN PROFESSIONAL DEVELOPMENT (NO CONTINUING EDUCATION CREDITS) BY CATEGORY

{39,24,34,50} 50,71,60,72,25}

The percentages of colleagues who participated in continuing education activities by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 71 percent of DNP colleagues participated in continuing education activities, followed by 70 percent of RN to BSN colleagues, 61 percent of MSN colleagues, 51 percent of pre-licensure BSN colleagues and 25 percent of MPH colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN CONTINUING EDUCATION ACTIVITIES BY DEGREE PROGRAM PREL BSN (n=644)

50.9%

RN TO BSN (n=277)

70.4%

MSN (n=370)

60.5%

DNP (n=41)

70.7%

MPH (n=4)

25.0%

38.5%

VISITING PROFESSORS

23.8%

ADMINISTRATORS

34.3%

ACADEMIC SUPPORT STAFF

50.0%

PROFESSIONAL DEVELOPMENT ACTIVITIES BY DEGREE PROGRAM

The percentages of colleagues who participated in professional development activities by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Thirty percent of RN to BSN and pre-licensure BSN colleagues participated in professional development activities, followed by 27 percent of DNP colleagues, 25 percent MPH colleagues and 23 percent of MSN colleagues.

PROFESSIONAL DEVELOPMENT ACTIVITIES (NO CONTINUING EDUCATION CREDITS) A total of 381 colleagues participated in professional development activities (no continuing education provided) in FY’17 (28 percent of all respondents).

28+72

PARTICIPATED IN PROFESSIONAL DEVELOPMENT (NO CONTINUING EDUCATION CREDITS)

28%

72%

FACULTY

YES

PERCENT OF COLLEAGUES WHO PARTICIPATED IN PROFESSIONAL DEVELOPMENT ACTIVITIES BY DEGREE PROGRAM (NO CONTINUING EDUCATION CREDITS) PREL BSN (n=630)

29.8%

RN TO BSN (n=275)

30.2%

MSN (n=364)

22.8%

DNP (n=41)

26.8%

MPH (n=4)

25.0%

Chamberlain University Academic Scholarship – Published September 2018 57

LIFELONG LEARNING: CONTINUING EDUCATION

PROFESSIONAL DEVELOPMENT ACTIVITIES BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are also presented separately in the following table. Twelve campuses and the online BSN degree program reported a 50 percent or greater participation rate in continuing education activities among respondents. Nine campuses and the online BSN program reported a 30 percent or greater participation rate in professional development activities that did not provide continuing education credits. NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO PARTICIPATED IN CONTINUING EDUCATION ACTIVITIES

PERCENTAGE WHO PARTICIPATED IN PROFESSIONAL DEVELOPMENT (NO CE CREDITS)

ADDISON

47.5%

17.2%

ARLINGTON

62.5%

41.7%

ATLANTA

51.1%

27.3%

CHARLOTTE

52.9%

29.4%

CHICAGO

60.0%

24.4%

CLEVELAND

70.6%

41.2%

COLUMBUS

47.1%

27.3%

HOUSTON

59.3%

30.8%

INDIANAPOLIS

40.0%

36.0%

IRVING

50.0%

18.8%

JACKSONVILLE

50.0%

16.7%

LAS VEGAS

73.3%

46.2%

MIRAMAR

58.3%

31.8%

NORTH BRUNSWICK

43.3%

31.0%

ONLINE BSN

62.5%

57.5%

PEARLAND

43.5%

26.1%

PHOENIX

44.7%

26.7%

SACRAMENTO

55.6%

ST. LOUIS

29.2%

23.1%

TINLEY PARK

62.9%

29.4%

TROY

47.4%

31.6%

CAMPUS

58 Chamberlain University Academic Scholarship – Published September 2018

LIFELONG LEARNING: ADDITIONAL DEGREES

ADDITIONAL DEGREES EARNED A total of 124 colleagues completed additional degrees in FY’17 (9 percent of all respondents).

9+91 COMPLETED ADDITIONAL DEGREES

YES NO

91%

Nearly 13 percent of regular faculty completed additional degrees, followed by academic support staff (11.1 percent), administrators (8.6 percent) and visiting professors (7.9 percent). PERCENT OF COLLEAGUES WHO COMPLETED AN ADDITIONAL DEGREE BY CATEGORY

{13,8,9,11}

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

ACADEMIC SUPPORT STAFF

12.7%

7.9%

8.6%

11.1%

Chamberlain University Academic Scholarship – Published September 2018 59

LIFELONG LEARNING: ADDITIONAL DEGREES

ADDITIONAL DEGREES EARNED BY DEGREE PROGRAM The percentages of colleagues who completed additional degrees by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 13 percent of pre-licensure BSN colleagues completed additional degrees, followed by 11 percent of RN to BSN colleagues, 4 percent of MSN colleagues and 2 percent of DNP colleagues. PERCENT OF COLLEAGUES WHO EARNED ADDITIONAL DEGREES BY DEGREE PROGRAM

{13,11,4,3}

PREL BSN (n=590)

RN TO BSN (n=269)

12.6%

10.5%

MSN (n=358)

3.6%

DNP (n=65)

2.4%

TYPES OF ADDITIONAL DEGREES COMPLETED The following chart represents counts of respondents who indicated they completed an additional degree during FY’17. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Forty-six colleagues completed DNP degrees, followed by 41 completing MSN degrees, 20 completing PhD degrees, five completing EdD/EdS degrees, and a total of seven completing their MBA or MHCDS degrees. 0

DNP

MSN 20

PhD EdD/EdS MASTERS IN BUSINESS ADMINISTRATION MASTERS IN HEALTHCARE DELIVERY SCIENCE

60 Chamberlain University Academic Scholarship – Published September 2018

5 6 1

100

LIFELONG LEARNING: ADDITIONAL DEGREES

TYPES OF ADDITIONAL DEGREES COMPLETED BY DEGREE PROGRAM

DOCTORAL DEGREES COMPLETED IN FY‘17

The following chart represents counts of respondents by degree program who indicated they completed an additional degree during FY’17. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Pre-Licensure BSN colleagues completed the highest number of additional degrees (77 colleagues), followed by RN to BSN colleagues (27 colleagues), MSN colleagues (11 colleagues) and DNP colleagues (one colleague). COUNTS OF ADDITIONAL DEGREES EARNED BY DEGREE PROGRAM

A total of 71 colleagues completed doctoral degrees in FY’17. Of those, 51 percent are visiting professors, 42 percent are regular faculty, 4 percent are administrators and 3 percent are academic support staff.

42+51+43 58+27+15

PERCENT OF COLLEAGUES WHO EARNED DOCTORAL DEGREES BY CATEGORY

42%

4 14

51%

DNP MSN

PhD OR EdD OTHER MASTERS

1 1 1 DNP (n=1)

8 8

MSN (n=11)

RN TO BSN (n=27)

PREL BSN (n=77)

FACULTY VISITING PROFESSORS ADMINISTRATION ACADEMIC SUPPORT STAFF

The percentages of colleagues who completed doctoral degrees by program is presented. Of the colleagues who completed doctoral degrees in FY’17, 58 percent are colleagues from the pre-licensure BSN degree program, 27 percent are from the RN to BSN option and 15 percent are from the MSN program. PERCENT OF COLLEAGUES WHO EARNED DOCTORAL DEGREES BY DEGREE PROGRAM

15%

27%

PREL BSN RN TO BSN MSN

58%

Chamberlain University Academic Scholarship – Published September 2018 61

LIFELONG LEARNING: ADDITIONAL DEGREES

COLLEAGUES CURRENTLY ENROLLED IN A DOCTORAL DEGREE PROGRAM

COLLEAGUES CURRENTLY ENROLLED IN DOCTORAL STUDIES BY DEGREE PROGRAM

A total of 177 colleagues are currently enrolled in doctoral programs (13 percent of all respondents).

The percentages of colleagues who are currently enrolled in doctoral studies by program is presented. Faculty, leadership and academic support colleagues who identified with a program are included in these results. Twenty-five percent of MPH colleagues are currently enrolled in doctoral programs, followed by 19 percent of pre-licensure BSN colleagues, 16 percent of RN to BSN colleagues and 2 percent each of MSN and DNP colleagues.

13%

87%

PERCENT OF COLLEAGUES WHO ARE CURRENTLY ENROLLED IN A DOCTORAL DEGREE PROGRAM BY CATEGORY

YES NO

Of the 177 colleagues currently enrolled in doctoral programs, nearly 25 percent are regular faculty, followed by academic support staff (22.2 percent), visiting professors (9 percent) and administrators (8.6 percent). PERCENT OF COLLEAGUES WHO ARE CURRENTLY ENROLLED IN A DOCTORAL DEGREE PROGRAM BY CATEGORY

{19,16,2,2,25}

13+87

CURRENTLY ENROLLED IN A DOCTORAL PROGRAM

PREL BSN (n=588)

19.1%

RN TO BSN (n=268)

15.6%

MSN (n=357)

1.7%

DNP (n=65)

2.4%

MPH (n=41)

25.0%

Of the 177 colleagues currently enrolled in doctoral degree programs, 65 percent are enrolled in DNP degree programs, followed by 27 percent in PhD degree programs and 8 percent in EdD degree programs.

65+27+8

TYPE OF DOCTORAL DEGREE PROGRAM CURRENTLY ENROLLED

{25,9,9,22}

FACULTY (N=347)

24.5%

VISITING PROFESSORS (N=945)

9.0%

ADMINISTRATORS (N=35)

8.6%

ACADEMIC SUPPORT STAFF (N=18)

22.2%

62 Chamberlain University Academic Scholarship – Published September 2018

27%

65%

DNP PhD EdD

LIFELONG LEARNING: ADDITIONAL DEGREES

Of regular faculty currently enrolled in doctoral programs, 69 percent are in DNP degree programs and 23 percent are in PhD degree programs. Of visiting professors currently enrolled in doctoral degree programs, 64 percent are in DNP degree programs and 31 percent are in PhD degree programs. Of administrators currently enrolled in doctoral degree programs, 33 percent are in DNP degree programs and 67 percent are in PhD degree programs. Of academic support staff currently enrolled in doctoral degree programs, 75 percent are in DNP degree programs and 25 percent are in EdD degree programs. TYPE OF DOCTORAL DEGREE PROGRAM CURRENTLY ENROLLED IN BY CATEGORY OF COLLEAGUE FACULTY (n=86)

69%

23%

The percentages of colleagues within each program who are currently enrolled in doctoral studies is presented. Nearly 67 percent of pre-licensure BSN colleagues and MSN colleagues are currently enrolled in DNP degree programs, followed by 62 percent of RN to BSN colleagues. TYPE OF DOCTORAL STUDIES CURRENTLY ENGAGED IN BY DEGREE PROGRAM 2.3% 0.8%

2.3%

66.9%

62.8%

DNP 66.7% PhD

VISITING PROFESSORS (n=85) ADMINISTRATORS (n=3) ACADEMIC SUPPORT STAFF (n=4)

64%

31%

100.0%

EdD OTHER

33%

67%

24.0%

32.6% 33.3%

8.3% 75%

25%

PREL BSN (n=121)

DNP PhD EdD OTHER

RN TO BSN (n=43)

MSN (n=6)

DNP (n=1)

MPH (n=1)

Of the 114 colleagues currently enrolled in DNP degree programs, a total of 68 colleagues are currently enrolled in Chamberlain’s DNP degree program (60 percent of currently enrolled DNP colleagues).

60+40

CURRENTLY ENROLLED IN CHAMBERLAIN’S DNP DEGREE PROGRAM

40%

60%

YES NO

Chamberlain University Academic Scholarship – Published September 2018 63

LIFELONG LEARNING: ADDITIONAL DEGREES

One hundred percent of academic support staff enrolled in DNP programs are in Chamberlain's DNP program, followed by regular faculty (75 percent) and visiting professor (41 percent). PERCENT OF COLLEAGUES WHO ARE CURRENTLY ENROLLED IN CHAMBERLAIN’S DNP DEGREE PROGRAM BY CATEGORY

{75,40,100}

FACULTY (n=57)

75.4%

VISITING PROFESSORS (n=54)

40.7%

ACADEMIC SUPPORT STAFF (N=3)

100.0%

COLLEAGUES CURRENTLY ENROLLED IN A POST-MASTER’S CERTIFICATE PROGRAM A total of 32 colleagues are currently enrolled in post-master’s nurse practitioner (NP) certificate programs (2 percent of all respondents).

2+98

CURRENTLY ENROLLED IN A POST-MASTER’S NURSE PRACTITIONER (NP) CERTIFICATE PROGRAM 2%

YES NO

98%

Of the 114 colleagues currently enrolled in Chamberlain’s DNP degree program, a total of 65 colleagues who identified with a degree program are pursuing DNP studies at Chamberlain. Of the 65 colleagues, 82 percent identified with the pre-licensure BSN degree program and 18 percent are from the RN to BSN option.

82+18

CURRENTLY ENROLLED IN CHAMBERLAIN’S DNP STUDIES BY DEGREE PROGRAM

Three percent of visiting professors who responded are currently enrolled in post-master’s NP certificate programs, followed by regular faculty (1.2 percent). PERCENT OF COLLEAGUES WHO ARE CURRENTLY ENROLLED IN A POST-MASTER’S NP CERTIFICATE PROGRAM BY CATEGORY

18%

{1,3,0,0}

82%

FACULTY (n=347) PREL BSN RN TO BSN

64 Chamberlain University Academic Scholarship – Published September 2018

VISITING PROFESSORS (n=945)

1.2%

3.0%

ADMINISTRATORS (n=35)

0.0%

ACADEMIC SUPPORT STAFF (n=18)

0.0%

LIFELONG LEARNING: ADDITIONAL DEGREES

COLLEAGUES CURRENTLY ENROLLED IN POST-MASTER’S CERTIFICATE STUDIES BY DEGREE PROGRAM The percentages of colleagues who are currently enrolled in post-master’s NP certificate studies (n=32) by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Fifty percent of colleagues pursuing a post-master’s NP certificate identify with the pre-licensure BSN degree program, followed by 38 percent with the MSN degree program and 12 percent with the RN to BSN option.

50+12+38

CURRENTLY PURSUING A POST-MASTER’S NP CERTIFICATION BY DEGREE PROGRAM

PREL BSN

38%

RN TO BSN

50%

MSN

12%

Of the 32 colleagues pursuing a post-master’s NP certificate, 19 are in FNP degree programs, seven are in psychiatric-mental health NP degree programs, three are in adult-gerontology acute or primary care NP degree programs, two are in women’s health NP degree programs and one is in an acute care NP degree program. 0

FAMILY NURSE PRACTITIONER 7

ADULT-GERO OR PRIMARY CARE NP

ACUTE CARE NURSE PRACTITIONER

20 19

PSYCH-MENTAL HEALTH NURSE PRACTITIONER

WOMEN’S HEALTH NURSE PRACTITIONER

3 2 1

Chamberlain University Academic Scholarship – Published September 2018 65

LIFELONG LEARNING: ADDITIONAL DEGREES

ADDITIONAL EDUCATION PURSUED BY CAMPUS/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are also presented separately in the following table. Five campuses reported a 20 percent or greater rate of respondents who earned an additional degree in FY’17. Nine campuses reported a 20 percent or greater rate of respondents currently enrolled in a doctoral degree program. Of those, seven campuses reported a 50 percent or greater rate of respondents currently enrolled in Chamberlain’s DNP degree program. Ten campuses reported respondents enrolled in a post-master’s NP certificate program.

NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO EARNED ADDITIONAL DEGREE

PERCENTAGE ENROLLED IN A DOCTORAL DEGREE PROGRAM

PERCENTAGE ENROLLED IN CHAMBERLAIN’S DOCTORAL DEGREE PROGRAM

PERCENTAGE ENROLLED IN A POST-MASTER’S NP CERTIFICATE PROGRAM

ADDISON

19.0%

17.2%

62.5%

3.4%

ARLINGTON

16.7%

33.3%

40.0%

4.2%

ATLANTA

23.3%

20.9%

50.0%

2.3%

CHARLOTTE

23.5%

29.4%

0.0%

CHICAGO

6.7%

24.4%

66.7%

8.9%

CLEVELAND

5.9%

17.6%

100.0%

5.9%

COLUMBUS

3.0%

18.2%

100.0%

3.0%

HOUSTON

15.4%

19.2%

60.0%

0.0%

INDIANAPOLIS

4.0%

100.0%

0.0%

IRVING

12.5%

0.0%

6.3%

JACKSONVILLE

20.8%

66.7%

0.0%

LAS VEGAS

7.7%

30.8%

100.0%

0.0%

MIRAMAR

0.0%

9.1%

50.0%

0.0%

NORTH BRUNSWICK

3.4%

17.2%

66.7%

0.0%

ONLINE BSN

5.1%

15.4%

20.0%

0.0%

PEARLAND

4.3%

34.8%

71.4%

0.0%

PHOENIX

9.1%

13.6%

50.0%

4.5%

SACRAMENTO

33.3%

11.1%

0.0%

ST. LOUIS

24.6%

15.4%

83.3%

3.1%

TINLEY PARK

5.9%

23.5%

85.7%

2.9%

TROY

15.8%

21.1%

100.0%

0.0%

CAMPUS

66 Chamberlain University Academic Scholarship – Published September 2018

HONORS, AWARDS & RECOGNITIONS

EARNED HONORS, AWARDS OR OTHER RECOGNITIONS A total of 209 colleagues earned honors, awards or other recognitions during FY’17 (16 percent of all respondents).

16+84

EARNED HONORS, AWARDS OR OTHER RECOGNITIONS

16%

YES NO

84%

Of the 209 colleagues earning honors, awards or other recognitions in FY’17, more than 33 percent are academic support staff, followed by administrators (20 percent), regular faculty (16.7 percent) and visiting professors (14.6 percent). PERCENT OF COLLEAGUES WHO EARNED HONORS, AWARDS OR OTHER RECOGNITIONS BY CATEGORY

{17,15,20,33}

FACULTY

16.7%

VISITING PROFESSORS

14.6%

ADMINISTRATORS

20.0%

ACADEMIC SUPPORT STAFF

33.3%

Chamberlain University Academic Scholarship – Published September 2018 67

HONORS, AWARDS

RECOGNITIONS

COLLEAGUES EARNING HONORS, AWARDS OR OTHER RECOGNITIONS BY DEGREE PROGRAM The percentages of colleagues who earned honors, awards or other recognitions by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 18 percent of RN to BSN colleagues earned some forms of formal recognition, followed by 15 percent of pre-licensure BSN and DNP colleagues and 14 percent of MSN colleagues. PERCENT OF COLLEAGUES WHO EARNED HONORS, AWARDS OR OTHER RECOGNITIONS BY DEGREE PROGRAM

Examples of Honors, Awards or Other Recognitions The following summarizes specific honors, awards or other recognitions respondents reported in FY’17. Number of respondents who reported recognitions in FY’17 are noted in parentheses. • DAISY Foundation Award recipient (18) • DAISY Foundation Award nominee or runner-up (10) • Academy Fellows  American Academy of Nursing (1)  National League for Nursing (1)  American Academy of Nurse Practitioners (1)  American College of Healthcare Executives Senior Executive Fellow (1)  Institute of Medicine (1)  National Association of Corporate Directors (1) • Distinguished Alumni (2) • Ron Taylor Award (14) • Sigma Theta Tau Induction (14) • Chamberlain Master Instructor Certification (25)

Other honors, awards or other recognitions reported by individual respondents include: 15.0%

17.5%

14.0%

14.5%

PREL BSN (n=627)

RN TO BSN (n=275)

MSN (n=363)

DNP (n=41)

• 2017 Nurse Practitioner Advocate Award (from the American Association of Nurse Practitioners) • 2017 Leaders and Mentor Award (from the American College of Healthcare Executives, CT Chapter) • Circle of Service Award (from the American Hospital Association) • Corman IMPACT Award for Compassion in Caring (Schwartz Foundation) • Emerging Leader Award (from United Healthcare Group) • Excellence Award in Research (from the Society of Pediatric Nursing) • National Engaged Leader Award (from the National Society for Leadership and Success) • Nurse of the Year: Women’s Health (from the Arizona March of Dimes) • Nurse Educator Award (from the Pennsylvania League for Nursing) • Women’s Health Nurse of the Year (from the March of Dimes)

68 Chamberlain University Academic Scholarship – Published September 2018

HONORS, AWARDS

RECOGNITIONS

COLLEAGUES EARNING HONORS, AWARDS OR OTHER RECOGNITIONS BY CAMPUS/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online BSN results are also presented separately in the following table. Nine campuses reported 15 percent or more of respondents earned honors, awards or other recognitions in FY’17. NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO EARNED HONORS, AWARDS AND RECOGNITION

ADDISON

19.0%

ARLINGTON

8.3%

ATLANTA

14.0%

CHARLOTTE

17.6%

CHICAGO

11.1%

CLEVELAND

29.4%

COLUMBUS

9.1%

HOUSTON

11.5%

INDIANAPOLIS

16.0%

IRVING

12.5%

JACKSONVILLE

33.3%

LAS VEGAS

15.4%

MIRAMAR

13.6%

NORTH BRUNSWICK

17.2%

ONLINE BSN

7.7%

PEARLAND

13.0%

PHOENIX

20.5%

SACRAMENTO

22.2%

ST. LOUIS

13.8%

TINLEY PARK

14.7%

TROY

0.0%

CAMPUS

Chamberlain University Academic Scholarship – Published September 2018 69

Championing the Nursing Profession PUBLISHED PAPER

Improve Manager Competency Through Experiential Learning Ronda McKay, DNP, RN, CNS, NEA-BC Visiting Professor Paula McKinney, DNP, RN, NE-BC Visiting Professor Chamberlain University

McKay

McKinney

Ronda McKay, DNP, RN, CNS, NEA-BC, visiting professor, and Paula McKinney, DNP, RN, NE-BC, visiting professor, explored how nurse managers are torn between the demands of the bedside staff, physicians, patients and administration, which requires a blend of clinical skill, leadership ability and managerial knowledge. Registered nurses who demonstrate outstanding clinical skill, knowledge and behavior are often promoted to nurse manager positions despite not having any formal leadership and management preparation. Nationally there is a high vacancy rate for nurse leader roles secondary to stress and lack of training. There is an urgency to develop current and future nurse leaders at every level from the bedside to the boardroom. The results indicated that 50 percent or more of nurse managers scored themselves as less than competent (i.e. novice or advance beginner) in the science (managing the business/finance) domain. Conversely, nurse leaders with greater than 10 years of experience scored themselves as being proficient or an expert in leadership. Given that 86 percent of the nurse managers did not receive formal training when they entered the role, it is apparent that their knowledge was gained through experiential learning as a leader. McKinney, P., Evans, T., & McKay, R. (2016). Improve manager competency through experiential learning. Nursing Management, 47(10): 46-49.

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PUBLISHED PAPER

Simulation: A Tool to Assist Nursing Professional Development Practitioners to Help Nurses to Better Recognize Early Signs of Clinical Deterioration of Patients Loretta Elder, DNP, RN, CNE Visiting Professor Chamberlain University Loretta Elder, DNP, RN, CNE, visiting professor, completed an evidence-based project that used simulation as an educational intervention for medical-surgical nurses caring for a patient whose condition began to deteriorate. The results of the project provided evidence that the use of simulation as an educational intervention increased both nurse knowledge and self-confidence levels when caring for deteriorating patients. Elder Elder, L. (2017). Simulation: A Tool to Assist Nursing Professional Development Practitioners to Help Nurses to Better Recognize Early Signs of Clinical Deterioration of Patients. Journal for Nurses in Professional Development, 33(3), pp 127-130.

PUBLISHED PAPER

The Home Healthcare Best Practice Universal Protocol Gina Panozzo, DNP, RN-BC Visiting Professor Katherine Hess, MS, RN-BC Instructor Chamberlain University

Panozzo

Gina Panozzo, DNP, RN-BC, visiting professor, and Katherine Hess, MS, RN-BC, instructor in the BSN degree program, contributed to a study to address rehospitalization rates and emergency department rates that were above the state and national averages. A quality project was implemented at a midsized home healthcare agency. In order to address these escalating rates, the Home Health Universal Best Practice Protocol was developed and implemented by a home healthcare consultant. The protocol is evidence-based, time-specific, comprehensive and includes interventions that are linked to reducing avoidable hospital visits. Interventions include risk assessment for rehospitalization, initiation of telehealth, utilization of teach-back method and timely documentation. The Home Health Universal Best Practice Protocol was effective in not only exceeding objectives regarding decreasing rehospitalization and emergency department rates within a six-month period but also in improving home healthcare agency referral rates. Panozzo, G., Rossetti, J. & Hess, K. (2017). The Home Healthcare Best Practice Universal Protocol. Home Healthcare Now, 35(7), 1-9.

Hess

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CHAMPIONING THE NURSING PROFESSION

PUBLISHED PAPERS

Predict Moral Distress Using Workplace Stress, Stress of Conscience Mediated by Coping Using Roy Adaptation Model: A Path Analysis Muder Alkrisat, PhD, RN, CSHA, CSSBB, PIA, HACP, CPHQ Associate Professor Chamberlain University Alkrisat, M. (2016). Predict Moral Distress Using Workplace Stress, Stress of Conscience Mediated by Coping Using Roy Adaptation Model: A Path Analysis. Journal of Nursing Measurement, Volume 24, Number 3, 2016.

Are Generation Y Nurses Satisfied on the Job? Understanding Their Lived Experience Jeanie Bachand, EdD, MSN, RN Visiting Professor

Impact of Veteran-Centric Prepared Nurses on Veteran Outcomes Anahi Munoz, MSN, PhD Visiting Professor Chamberlain University Flowes, M., Cadavid, M., Galindo-Ciocon, D., Munoz, A.P., Nash.D., (2017). Impact of veteran-centric prepared nurses on veteran outcomes. International Journal of Nursing, 5(1), 52-54.

Utilizing Standardized Patients to Teach Motivational Interviewing to Gerontology Health Care Providers Andrea Jennings, DrPH, RN Visiting Professor Chamberlain University Jennings, A. (2017). Utilizing Standardized Patients to Teach Motivational Interviewing to Gerontology Health Care Providers. Journal of Gerontology and Geriatric Research, 6(1), 2-4.

Chamberlain University Anselmo-Witzel, S.; Orshan, S.; Heotner, K. & Bachand, J. (2017). Are generation y nurses satisfied on the job? Understanding their lived experience. The Journal of Nursing Administration. 47 (4). 232-237.

Don't Judge a Nursing College by How It Files its Tax Return Susan Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus Chamberlain University Cowling, W.R. & Groenwald, S.L. (2017). Don't judge a nursing college by how it files its tax return. Guest Editorial. Journal of Nursing Education, 56(5), 255-256. doi: 10.3928/01484834-20170421-01.

Building a Culture of Teaching Excellence: Evaluation of a New Center for Educational Research and Innovation Jeannette Manchester, MSN, PhD Visiting Professor Chamberlain University Mauro, A.M., Tracey, D., & Manchester, J. (2017). Building a culture of teaching excellence: Evaluation of a new center for educational research and innovation. Nursing Research, 66(2), E48. doi: 10.1097/ NNR.0000000000000214.

Caring: A Pillar of Professional Practice

Stress and Coping of Critical Care Nurses After Unsuccessful Cardiopulmonary Resuscitation

Suzanne Crouch, EdD, MSN, ARNP, RN-BC, CNE Faculty Development Specialist

Dawn McMeekin, DNP, RN, CNE Visiting Professor

Chamberlain University

Crouch, S. J. (2017). Caring: A pillar of professional practice. American Journal of Health, 8(1):1.

72â&#x20AC;&#x192; Chamberlain University Academic Scholarship â&#x20AC;&#x201C; Published September 2018

McMeekin, D., Hickman, R., Douglas, S. & Kelley, C. (2017). Stress and Coping of Critical Care Nurses after Unsuccessful Cardiopulmonary Resuscitation. American Journal of Critical Care, 26 (2), 128-139.

CHAMPIONING THE NURSING PROFESSION

Stress Resiliency Practices in Neonatal Nurses

Views in Hospital Staff Engagement: Theoretical Application

Salena Tully, MSN, PhD Visiting Professor

Muder Alkrisat, PhD, RN, CSHA, CSSBB, PIA, HACP, CPHQ Associate Professor

Chamberlain University

Pannell L., Rowe, L., & Tully, S. (2016). Stress Resiliency Practices in Neonatal Nurses. Advances in Neonatal Care, 17(4), 274-281. doi:10.1097/ anc.0000000000000366.

Tohemer, M., Alkrisat, M., and Alatrash, M. (2017). Views in Hospital Staff Engagement: Theoretical Application. Asian Journal of Multidisciplinary Studies, Vol. 5, Issue 5, May 2017 ISSN: 2321-8819.

Decreasing Barriers to Academic Rank Promotion for Advanced Practice Providers

Seeking Status: The Process of Becoming and Remaining an Emergency Nurse

Shari Perez, DNP, MSN, ANP-C Visiting Professor

Nancy Winters, PhD, RN, ANP-C Visiting Professor

Chamberlain University

Perez S, Mackey PA, Garcia H, Larson-Cain TL, Frederixon MA, Jameson KA, Frye JM, Cook CB. (2017). Decreasing Barriers to Academic Rank Promotion for Advanced Practice Providers. J Nurse Pract. 2. DOI: http://www. npjournal.org/article/S1555-4155 (16)30684-5/pdf.

Academic-Practice Partnerships and Patient Outcomes Leslee Shepard, MSN Visiting Professor Chamberlain University

Winters, N. (2016). Seeking status: The process of becoming and remaining an emergency nurse. Journal of Emergency Nursing, 42(5), 412-419. doi:10.1016/j.jen.2015.10.023.

BOOKS AND BOOK CHAPTERS PUBLISHED

Building a Solo Practice Jemecia Braxton, MSN, PhD Visiting Professor Chamberlain University

Shepard, L. (2018). Academic-practice partnerships and patient outcomes. Nursing Management, 49(1), 34-40. doi: 10.1097/01.

Increasing Nurse Confidence in Patient Teaching Using Motivational Interviewing Patricia Stoffers, MSN Visiting Professor Chamberlain University Stoffers, P.J., & Hatler, C. (2017). Increasing nurse confidence in patient teaching using motivational interviewing. Journal for Nurses in Professional Development. 33(4), 189-195. DOI: 10.1097/NND.0000000000000370.

Braxton, J.C. (2017). Building a Solo Practice. In K. Letz & E. Romeo (Eds.), The NP Guide Essential Knowledge For Nurse Practitioner Practice. United States Kevin Letz.

Brief 11: Practice Regulation Susan Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus Chamberlain University Groenwald, S.L. (2018). Brief 11: Practice Regulation. In O'Keefe, M.E., & Yoder-Wise, P. Eds. Policy, Power, and Politics: Creating the Leadership Potential in Nursing. St. Louis: FA Davis., in press.

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CHAMPIONING THE NURSING PROFESSION

Chapter 3: Politics, Power, Predictability Susan Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus Carole Eldridge, DNP, RN, CNE, NEA-BC Vice President, College of Health Professions Chamberlain University Groenwald, S.L. & Eldridge, C.E. (2018). Chapter 3: Politics, power, predictability. In O'Keefe, M.E. & Yoder-Wise, P. eds. Policy, Power, and Politics: Creating the Leadership Potential in Nursing. St. Louis: FA Davis, in press.

School Refusal Behavior Tona L. Leiker, PhD, APRN-CNS, CNE Director, Regulation and Accreditation Chamberlain University Helmer, B, Killingsworth, S, Level, E D, & Leiker, TL (2017). School refusal behavior. In C. K. Silkworth, M. J. Arnold, J. F. Harrigan, & D. S. Zaiger (Eds.), Individualized healthcare plans for the school nurse: Concepts, framework, issues, and applications for school nursing practice. North Branch, MN: Sunrise River Press.

Calling All Holistic Nurses: Mental Healthcare for Everyone. AHNA Beginnings, 7 Kathy Holloway, MSN, PhD Visiting Professor Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Director, Simulation Excellence Chamberlain University Holloway, K. (2016). Calling all holistic nurses: Mental healthcare for everyone. AHNA Beginnings, 7. McGonigle, D. & Mastrian, K. (eds.) (2018). Nursing Informatics and the Foundation of Knowledge (4th ed.). Burlington, MA: Jones & Bartlett.

Nursing Leadership and Management for Patient Safety and Quality Care Elizabeth Murray, PhD, MSN Visiting Professor Chamberlain University Murray, E.J. (2017). Nursing leadership and management for patient safety and quality care. Philadelphia, PA: FA Davis.

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Locating Measurement Tools Chapter 5 in Kleinpell, R. Roger Green, DNP, FNP-BC, FAANP Visiting Professor Chamberlain University Schwartz, M, and Green, R., (2017). Locating Measurement Tools Chapter 5 in Kleinpell, R. (ed.), Outcome Assessment in Advanced Practice Nursing: Springer, New York.

Collaboration with AORN to Develop the Technology in the OR (TOR) Tool: How Does Technology Affect the Nature of Surgeries for Perioperative Nurses – A Research Study Carolyn Sipes, PhD, MSN, RN, CNS, APN, PMP, RN-BC Associate Professor, Master of Science in Nursing (MSN) Degree Program Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Director, Simulation Excellence Kathleen Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program Toni Hebda, PhD, MNEd, MSIS, RN-C, CNE Professor, Master of Science in Nursing (MSN) Degree Program Taryn Hill, PhD, MSN, RN Dean, Academic Affairs Jean Lamblin, MSN Ed, RN, LHRM Visiting Professor Chamberlain University Sipes, C., McGonigle, D., Hunter, K., Hebda, T., Hill, T., & Lamblin, J. (2015). Collaboration with AORN to develop the Technology in the OR (TOR) tool: How does technology affect the nature of surgeries for perioperative nurses - A research study. In Rocha, A. Correia, S., Costanza, S., & L. Reis (eds.) New Contributions in Information Systems and Technologies: Volume 1 (Advances in Intelligent Systems and Computing), pp 203-208. DOI: 10.1007/978-3-319-16486-1_20.

CHAMPIONING THE NURSING PROFESSION

Collaboration to Research and Develop Competency Assessment Tools: AORN and Chamberlain College of Nursing

Impact of Nurse Manager Intentional Rounding on Patient Satisfaction

Carolyn Sipes, PhD, MSN, RN, CNS, APN, PMP, RN-BC Associate Professor, Master of Science in Nursing (MSN) Degree Program

Chamberlain University

Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Director, Simulation Excellence Kathleen Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program Toni Hebda, PhD, MNEd, MSIS, RN-C, CNE Professor, Master of Science in Nursing (MSN) Degree Program Taryn Hill, PhD, MSN, RN Dean, Academic Affairs Jean Lamblin, MSN Ed, RN, LHRM Visiting Professor Chamberlain University Sipes, C., Hunter, K., McGonigle, D., Hebda, T., Hill, T., Lamblin, J. (2016). Collaboration to Research and Develop Competency Assessment Tools: AORN and Chamberlain College of Nursing. In W. Sermeus, et al. (eds), Nursing Informatics 2016: eHealth for All: Every Level Collaboration â “ From Project to Realization; Studies in Health Technology and Informatics Series, (Vol. 225, pp.292-297) 2016 IMIA and IOS Press: doi: 10.3233/978-1-61499658-3-292.

Ruth Cody, MSN, DNP Visiting Professor

Education of Nurses on Communication Scripting to Increase Awareness of Pain Management Eddyline Comia, DNP, MAN, RN Instructor Chamberlain University

Nursing Competency and Skills Review in Long-Term Care Deloris Fields, MSN, DNP Instructor Chamberlain University

Evidence Based Protocol Toolkit to Relieve Stress in Nurses

FY’17 COMPLETED RESEARCH STUDIES

Saundra Glenn, MSN Visiting Professor

Lived Experiences of Internationally Educated Nurses in Management Positions

What are the Characteristics of Extraordinary Nurses?

Lilian A. Allen, PhD, MSN, BSN, RN Nursing Instructor

Susan Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus

Chamberlain University

Linda Hollinger-Smith, PhD, RN, FAAN, ANEF Associate Provost, Office of Institutional Effectiveness, Accreditation and Research

Use of an Evidence-Based Toolkit for Stress Reduction in Nurses

Chamberlain University

Nichole Arcaro, MSN, DNP Visiting Professor Chamberlain University

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CHAMPIONING THE NURSING PROFESSION

Faculty Perspectives and Preferences Regarding Meaningful Faculty Recognition Susan Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus Linda Hollinger-Smith, PhD, RN, FAAN, ANEF Associate Provost, Office of Institutional Effectiveness, Accreditation and Research Chamberlain University

Intentional Nurse Leader Rounding on Patients Daily Jeffery Hudson, MSN, DNP Visiting Professor Chamberlain University

Increasing Patient's Self-Care Role and Nursing Staff's Self-Efficacy Through Teach Back Lauren Jones, DNP, MBA, RN Specialist, Academic Success Chamberlain University

Correlational Study – Job Satisfaction and Structural Empowerment Nurse Faculty Susan L. King, PhD, MSN, MBA/HCA, RN President, Chicago Campus Professor Chamberlain University

Essential Oil Hand Massage for RNs reduces Anxiety, Fatigue and Stress

Scope of Practice-Urgent Care Tracey Lane-Belcher, EdD, RN, CNL Visiting Professor Chamberlain University

EBP Nursing Fellowship Program Ilana Logvinov, DNP, RN, CCRP Visiting Professor Chamberlain University

Verbal De-Escalation Program For Nurse and Health Care Workers Self-Efficacy When Caring For Violent Patients and Family Members Julie Mason Jubb, DNP, RN, CNE Associate Professor Chamberlain University

Medical education training programs that incorporate cultural competence and address health disparities Imelda Medina, MD, MPH Visiting Professor Chamberlain University

Faculty Perspectives and Preferences Regarding Meaningful Faculty Recognition Chad E. O’Lynn, PhD, RN, CNE, ANEF Director, Evaluation and Innovation Chamberlain University

Robin Kirschner, EdD, DNP, RN, CNE, NEA-BC Dean, MSN Specialty Tracks

Faculty Incivility

Chamberlain University

Jennie Pattison, DNP, MSN, RN Assistant Dean, Faculty – MSN Specialty Tracks Chamberlain University

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CHAMPIONING THE NURSING PROFESSION

Quality Management Learner Support Certification Achievement Jill Price, PhD, MSN, RN Director, Graduate Programs Chamberlain University

Mentorship Program to Improve Nursing Retention Sandra Rogers, MSN Visiting Professor Chamberlain University

Use of Debriefings to Reduce Compassion Fatigue Debra Ross, DNP, RN Associate Dean, Academic Operations

Nursing Academic Administrators’ Lived Experiences With Incivility and Bullying From Faculty: Consequences and Outcomes Demanding Action Elizabeth Sprunk, PhD, RN, CNE Visiting Professor Chamberlain University

The Effect of Positive Thinking on the Perception of Work-Related Stress in Acute Care Nurses Salena Tully, MSN, PhD Visiting Professor Chamberlain University

Chamberlain University

Exploring the Effect of Resiliency Training on Hospital-based Nursing Executives

Implementation of a POD Nursing Assignment Model

Salena Tully, MSN, PhD Visiting Professor

Carolyn Ruud, MSN, DNP Visiting Professor Chamberlain University

The HITCOMP Tool: Does it Translate for Nursing Informatics in the United States? Carolyn Sipes, PhD, MSN, RN, CNS, APN, PMP, RN-BC Associate Professor, Master of Science in Nursing (MSN) Degree Program Chamberlain University

Chamberlain University

Exploration of Preferred Practices to Reduce High Attrition Rates of Novice Nurse Educators Patricia Whitmore, MSN Visiting Professor Chamberlain University

Legal Rx Project

"Spring into Health" An 8-Week Worksite Wellness Program

Bradley Solie, MSN Visiting Professor

Myecia Williams, MSN/FNP, DNP Assistant Professor

Chamberlain University

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Advancing Education & Promoting Healthy Communities PUBLISHED PAPERS

Storytelling and Reflective Pedagogy: Transforming Nursing Education Through Faculty Development Candice Phillips, PhD, RN, APRN, CNM, CNE Assistant Dean, Curriculum and Instruction – Doctor of Nursing Practice (DNP) Degree Program

Laura Fillmore, DNP, MSN, RN, CNE Senior Director, Center for Transformational Education & Learning Innovation

Kellie Bassell, EdD, MSN, RN, CNE Director, Pre-Licensure Program Chamberlain University Candice Phillips, PhD, RN, APRN, CNM, CNE, assistant dean of curriculum and instruction for the DNP program, Kellie Bassell, EdD, MSN, RN, CNE, director of pre-licensure program, and Laura Fillmore, DNP, MSN, RN, CNE, senior director of the Center for Transformational Education and Learning Innovation, collaborated on a quality improvement project to improve teaching practice. The purpose of their project was to develop and implement steps to initiate change in both systems and processes of teaching and learning; to provide an efficient, sustainable method to incorporate Philips Bassell transformative pedagogies through innovative faculty development; and to collect outcomes of an eLearning course to support teaching, using Kirkpatrick’s (1994) four-level model. They developed an innovative course using storytelling and reflective pedagogy to guide faculty into a transformative learning experience to challenge assumptions, gather insights and raise questions about teaching practices. Pre- and post-course surveys captured data across three levels: satisfaction, knowledge and skill acquisition, and change in behavior. Significant gains were recorded across all three areas. Results Fillmore suggested that storytelling and reflective pedagogy are effective for faculty to confront and resolve actual and desired teaching practices and that faculty placed value on reflection to facilitate self-awareness, question assumptions and nurture ideas about personal and professional growth. Phillips, C., Bassell, K., & Fillmore, L. (2017). Storytelling and reflective pedagogy: Transforming nursing education through faculty development. American Journal of Health Sciences. 8 (1), 7-18.

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PUBLISHED PAPERS

Assessing and Promoting Informatics Competencies in Online Nursing Faculty in One Program Toni Hebda, PhD, MNEd, MSIS, RN-C, CNE Professor, Master of Science in Nursing (MSN) Degree Program

Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Director of Simulation Excellence and Professor, Graduate Programs

Chamberlain University

Hebda

Toni Hebda, PhD, MNEd, MSIS, RN-C, CNE, professor in the MSN program, and Dee McGonigle, PhD, RN, CNE, FAAN, ANEF, director of simulation excellence and professor, graduate programs, worked on a pilot project with the goal to enhance the informatics knowledge and the assessment of skill sets of nurses and nursing faculty. The TANIC® self-assessment tool was developed. The online faculty members’ ability to teach informatics competencies across the curriculum was demonstrated by their successful completion of the Faculty Orientation to SL Symposium and TANIC self-assessment. After first completing the TANIC® self-assessment of competency skills, instructors in the first core NI course were oriented to the virtual learning environment (VLE) of Second Life (SL) utilizing the Faculty Orientation to Second Life (SL) Symposium Module 1 guidelines developed by the VLE staff. At the end of this process, faculty will demonstrate competency to teach students involved in SL activities. Hebda, T., & McGonigle, D. (2017). Assessing and promoting informatics competencies in online nursing faculty in one program. Journal of Virtual Studies, 8(2), 23-26.

McGonigle

PUBLISHED PAPERS

Perceptions of Nursing Students Regarding Usage of Art Therapy in Mental Health Settings Robyn Rice, PhD, RN, CNE Associate Professor

Martha Spies, PhD, RN, CNE Professor

Joyce Hunter, MSN, RN Visiting Professor Chamberlain University

Rice

Hunter

Robyn Rice, PhD, RN, CNE, associate professor, Joyce Hunter, MSN RN, visiting professor, and Martha Spies, PhD, RN, CNE, professor, explored the perceptions of undergraduate student nurses regarding the use of art therapy to promote a therapeutic relationship and communication with mental health patients. The qualitative study used principles of thematic analysis to reveal major themes including student nurses’ initial experiences with mental health patients, student nurses’ observations of mental health patients and student nurses’ and mental health patients’ responses to art therapy. The nursing student perceptions were that using art therapy with patients facilitated establishing a therapeutic relationship because it fostered communication. The study found that the intentional use of art therapy should be integrated into undergraduate nursing education. Rice, R., Hunter, J., Spies, M. & Cooley, T. (2017). Perceptions of nursing students regarding usage of art therapy in mental health settings. Journal of Nursing Education, 56(10), 605-610.

Spies

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& PROMOTING HEALTHY COMMUNITIES

PUBLISHED PAPER

Using a Holistic Pre-Admission Assessment to Help Predict Second-Degree Nursing Student Success Angela Willis, MS, RNC-OB Assistant Professor Chamberlain University Angela Willis, MS, RNC-OB, assistant professor, participated in a study to identify a profile of non-cognitive pre-admission characteristics that were associated with academic failure in a cohort of second-degree nursing students who applied to an urban school of nursing. Pre-admission testing data for 86 students from a suite of assessments that predict performance in high stress environments yielded unique characteristics that were associated with vulnerability to attrition. The findings support the use of holistic admissions criteria to promote success. Barton, L, Willis, A, Hsin-Hui, L (2017). Using a Holistic Preadmission Assessment to Help Predict Second-Degree Nursing Student Success. Nurse Educator, 42(1), pp. 42-46. 5p.

PUBLISHED PAPERS

Use of Interprofessional Collaboration as a Model for Research Efforts in Promoting Global Health for Women D.M. Beck, PhD, MSA, MSN, RN, CNE Visiting Professor Chamberlain University Beck, D.M., (2017). Use of interprofessional collaboration as a model for research efforts in promoting global health for women. SF Obste Heal J 1:1.

“The Good Ole” Girls Nursing Club: A Male Student Perspective Teresav Carnevale, PhD, MSN Visiting Professor Chamberlain University Carnevale, T. & Priode, K. (2017). “The Good Ole” Girls Nursing Club: A Male Student Perspective. Transcultural Journal of Nursing: https://doi.org/10.1177/1043659617703163.

Should Nurse Practitioner Student Didactic Content be Front-Loaded? Cathleen Crowley-Koschnitzki, PhD, MSN Associate Professor Chamberlain University

Consolidating the Academics End of a Community-Based Participatory Research Venture to Address Health Disparities C. Washington-Lewis, DNP, FNP-BC Visiting Professor Chamberlain University Arrieta MI, Fisher L, Shaw T, Bryan V, Hudson A, Eastburn S, Shelley-Tremblay S, Hanks R, Washington-Lewis C, Roussell L, Dagenais P, Icenogle M, Slagle M, Parker L, Crook E. (2017). Consolidating the academics end of a community-based participatory research venture to address health disparities. The Journal of Higher Education Outreach and Engagement, 21(3), 113-134.

Gardenier, D., Hicks, R. & Crowley-Koschnitzki, C. (2017). Should nurse practitioner student didactic content be front-loaded? The Journal for Nurse Practitioners (13),4, 254-255.

A Phenomenological Inquiry of the Experiences and Perceptions of Simulation Among ADN Students with Prior Health Care Practice Rose M. Gee, PhD, RN Visiting Professor Chamberlain University Miller, B. A., Kimble, L., Sudia, T., & Gee, R. M. (2016). A phenomenological inquiry of the experiences and perceptions of simulation among ADN students with prior health care practice. Teaching and Learning in Nursing, 11(4), 189-193.

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ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Curriculum Revision: Student Stress and Lessons Learned

A Phenomenological Study of Millennial Students and Traditional Pedagogies

Gloria Klein Visiting Professor

Donna Taliaferro, PhD, RN, COI Visiting Professor

Chamberlain University

Mills, S., Krouse, A., Schwartz, R. & Klein, G. (2017). Curriculum revision: Student stress and lessons learned. Journal of Nursing Education, 56, 337-342.

Pregnancy-Related Hypertensive Disorders and Immigrant Status: A Systematic Review and Meta-analysis of Epidemiological Studies Imelda Medina, MD, MPH Visiting Professor Chamberlain University Mogos MF, Salinas-Miranda AA, Salemi JL, Medina IM, Salihu HM. Pregnancy-Related Hypertensive Disorders and Immigrant Status: A Systematic Review and Meta-analysis of Epidemiological Studies. J Immigr Minor Health. 2016 Mar 26. PMID: 27017598 DOI: 10.1007/ s10903-016-0410-6.

Rethinking Indicators of Academic Quality in Nursing Programs Chad E. O’Lynn, PhD, RN, CNE, ANEF Director, Evaluation and Innovation Chamberlain University O’Lynn, C. E. (2017) Rethinking indicators of academic quality in nursing programs. Journal of Nursing Education, 56(4), 195-196.

Toothraker, R., & Taliaferro, D. (2017). A phenomenological study of millennial students and traditional pedagogies. Journal of Professional Nursing (in press). DOI: http://dx.doi.org/10.1016/j.profnurs.2017.01.0.

Impact of Short-Term Study Abroad Experiences on Transformative Learning: A Comparison of Programs at 6 Weeks Sue E. Bingham, MSN Visiting Professor Chamberlain University Walters, CP, Charles, JP, & Bingham, SE (2016). Impact of Short-Term Study Abroad Experiences on Transformative Learning: A Comparison of Programs at 6 weeks. Transformative Education.

BOOK CHAPTERS PUBLISHED

Prescriptive and Legal Authority Alex Bahadori, DNP, FNP-C Associate Dean, Student Affairs – FNP Specialty Track Chamberlain University Bahadori, A (2016). Prescriptive and Legal Authority. In K. Letz & E. Romeo (Eds.), The NP Guide: Essential Knowledge for Nurse Practitioner Practice (3rd ed., pp 18-24) Independent Publishing Platform.

Enhancing Understanding of Intimate Partner Violence Among Undergraduate Nursing Students

The Basics of Coding and Billing

Sabita Persaud, MSN, PhD Visiting Professor

Chamberlain University

Chamberlain University Thornton, M. & Persaud, S. (2017). Enhancing Understanding of Intimate Partner Violence Among Undergraduate Nursing Students. Journal of Nursing Education, 56(4), p.251.

Patricia Bailey, MSN, PhD Assistant Professor

Bailey, P. (2016). The basics of coding and billing. In K. Letz & E. Romeo (Eds.), The NP guide: Essential knowledge for the nurse practitioner practice (pp. 816-830) (3rd ed.). CreateSpace Independent Publishing Platform.

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& PROMOTING HEALTHY COMMUNITIES

Gerontological Nursing Content in General Medical/Surgical Textbooks: WHERE IS IT?

Nursing Science and Theory: Scientific Underpinnings for Practice

Jeannette Manchester, MSN, PhD Visiting Professor

Carole Eldridge, DNP, RN, CNE, NEA-BC Vice President, College of Health Professions

Chamberlain University

Cline, D. Manchester, J., Tagliareni, M.E. (2016). Gerontological Nursing Content in General Medical/Surgical Textbooks: WHERE IS IT? In M. Elaine Tagliareni (Eds.) Teaching with ACE.S. (55-66), New York: Wolters Kluwer.

A Culture of Care for Students

Eldridge, C. (2017). Nursing Science and Theory: Scientific Underpinnings for Practice. In M.E.Zaccagnini & K.W. White (Ed.), The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing, 3rd Ed.

Linda Hollinger-Smith, PhD, RN, FAAN, ANEF Associate Provost, Office of Institutional Effectiveness, Accreditation and Research

Creating Nursing Student Simulation Scenarios Within a Virtual Learning Environment

Carole Eldridge, DNP, RN, CNE, NEA-BC Vice President, College of Health Professions

Pamela Grant Visiting Professor

Susan L. Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus

Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Director, Simulation Excellence

Chamberlain University

Cowling, R., Hollinger-Smith, L., and Eldridge, C. (2018). A culture of care for students. In S. Groenwald (Ed.) Designing & Creating a Culture of Care for Students and Faculty: The Chamberlain College of Nursing Model. Philadelphia: Wolters Kluwer.

Chapter 2: Certification and Licensure Cathleen Crowley-Koschnitzki, MSN, PhD Associate Professor Chamberlain University Crowley-Koschnitzki, C. (2016). Chapter 2: Certification and Licensure. In Letz, K. (Ed), The NP Guide: Essential knowledge for nurse practitioner practice (3rd ed.) Sunnyvale, CA: Createspace Independent Publishing Platform.

PassCEN (2nd ed.) Jill S. Johnson, DNP, APRN, FNP-BC, CCRN, CEN, CFRN Visiting Professor Chamberlain University Dennison, R.D., & Johnson, J. (2018). PassCEN (2nd ed.). Mosby.

82â&#x20AC;&#x192; Chamberlain University Academic Scholarship â&#x20AC;&#x201C; Published September 2018

Grant, P. (2017). Creating nursing student simulation scenarios within a virtual learning environment. In R.Gordon & D.McGonigle (2018). Virtual simulation in nursing education. Springer.

Designing and Creating a Culture of Care for Faculty and Students: The Chamberlain University College of Nursing Model Susan L. Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus Chamberlain University Groenwald, S.L. (ed) (2018). Designing and creating a culture of care for faculty and students: The Chamberlain University College of Nursing Model. Washington, DC, National League for Nursing, in press.

ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

The Challenges and Opportunities of Leading a Multi-Campus University

Promoting Teaching Excellence in a Culture of Care: Care for Faculty

Susan L. Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus

Candice Phillips, PhD, RN, APRN, CNM, CNE Assistant Dean, Curriculum and Instruction – Doctor of Nursing Practice (DNP) Degree Program

Chamberlain University Groenwald, S.L. (2018). The challenges and opportunities of leading a multi-campus university. Invited article as part of special edition in Journal of Professional Nursing. In press.

The NP Guide: Essential Knowledge for Nurse Practitioner Practice Kevin Letz DNP, MBA, MSN, RN, CNE, CEN, FNP-C, ANP-BC, PCPNP-BC, FAANP Dean, FNP Specialty Track Chamberlain University Letz, K (2016). The NP Guide: Essential Knowledge for Nurse Practitioner Practice. E. Romeo, Ed., 3rd Ed. Sunnyvale, CA: Createspace Independent Publishing Platform.

The Grad Student’s Guide to Kant’s Critique of Pure Reason Joseph W. Long Visiting Professor Chamberlain University Long, Joseph W. (2016). The Grad Student’s Guide to Kant’s Critique of Pure Reason. Bloomington, IN: iUniverse Publishing.

Exemplar

Laura Fillmore, DNP, MSN, RN, CNE Senior Director, Center for Transformational Education & Learning Innovation Chad E. O’Lynn, PhD, RN, CNE, ANEF Director, Evaluation and Innovation Kellie Bassell, EdD, MSN, RN, CNE Director, Pre-Licensure Program – College of Nursing Linda Hollinger-Smith, PhD, RN, FAAN, ANEF Associate Provost, Office of Institutional Effectiveness, Accreditation and Research Susan L. Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus Chamberlain University Phillips, C., Fillmore, L., O’Lynn, C.E., Bassell, K., and Hollinger-Smith, L. (2018). Promoting teaching excellence in a culture of care: Care for faculty. In S. Groenwald (Ed.) Designing & Creating a Culture of Care for Students and Faculty: The Chamberlain College of Nursing Model. Philadelphia: Wolters Kluwer.

The Geography of Disease Seasonality in Texas: A Fourier Transform Approach Velma M. Edmonds, MSN, PhD Visiting Professor Chamberlain University Pingitore, N.E., Clague, J.W., Edmonds, V.M., & Amaya, M. A. (2017). The geography of disease seasonality in Texas: A Fourier Transform approach. In Progress in medical geology. United Kingdom: Cambridge Scholars Publishing.

Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Director, Simulation Excellence

Evolving Our Culture of Care

Kim Leighton, PhD, MSN Curriculum & Instruction Developer

Carla Sanderson, PhD, RN Provost

Chamberlain University McGonigle, D. (2017). Exemplar. In Foisey-Doll, C. & Leighton, K. (2017). Simulation Champions: Courage, Caring, and Compassion. Wolters Kluwer.

Chamberlain University Sanderson, C. (2018). Evolving our culture of care. In S. Groenwald (Ed.) Designing & Creating a Culture of Care for Students and Faculty: The Chamberlain College of Nursing Model. Philadelphia: Wolters Kluwer.

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ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Community Health, Public Health and Home Healthcare Leslie B. Schoenberg, MSN, DNP Assistant Professor Chamberlain University Schoenberg, L. B. (ed.) (2016). Community health, public health, and home health care. In B. L. Yoost & L. R. Crawford. Fundamentals of Nursing: Active Learning for Collaborative Practices. St. Louis, MO: Elsevier.

Metacognition: Faculty Perceptions Regarding E-Learning Resources

The Relationships Between the Knowledge and Skills of Trained Preceptors and Academic Success of Student Nurses in Their Final Clinical Experiences David Woodruff, PhD, RN-BC, CNS, CNE, FNAP Faculty Development Specialist Chamberlain University Woodruff, D.W. (2017). The relationships between the knowledge and skills of trained preceptors and academic success of student nurses in their final clinical experiences. Capella University, Minneapolis, MN.

Mary Wombwell, MSN, EdD Visiting Professor Chamberlain University Yu, B. & Wombwell, M. (2017). Metacognition: Faculty Perceptions regarding E-Learning resources. Journal of Electronic Publishing.

DISSERTATIONS

FY’17 COMPLETED RESEARCH STUDIES

Student Perceptions of Immersion Experiences in India Debbie M. Beck, MS, MSN, PhD Visiting Professor Chamberlain University

Technology in Nursing Classrooms: A Qualitative Phenomenological Interpretative Study Ose S. Martinez, EdD, MSN Visiting Professor Chamberlain University Martinez, OG (2016). Technology in nursing classrooms: A qualitative phenomenological interpretative study (Order No. 10260444). Available from Dissertations & Theses @ University of Phoenix; ProQuest Dissertations & Theses Global. (1883370350). Retrieved from https://search.proquest.com/docview/1883370350?accountid=458

Predictors of Job Satisfaction Amongst Baccalaureate Nurse Faculty Lori M. Overstreet, MSN, EdD Assistant Professor Chamberlain University Overstreet, L. M. (2017). Predictors of job satisfaction amongst baccalaureate nurse faculty (Order No. 10269826). Available from Dissertations & Theses at Capella University. (1896954851).

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Perceptions of Students and Faculty of the Organizational Climate for Caring in a Nursing Program Based on a Caring Curriculum Cynthia Brown, DNS Visiting Professor Chamberlain University

Student Perspectives on LGBTQ Inclusive Health Care in a University Setting Joanne Brown, BSN, RN Visiting Professor Chamberlain University

Nursing Students' NonAcademic Barriers to Success on High-Stakes Exams Jennifer J. Bussen, DNP, RN President, St. Louis Campus Chamberlain University

ADVANCING EDUCATION

An Evaluation of Critical Thinking Workshops Designed for Pre-Licensure Nursing Students Craig Cowan, MSN, RN, CCRN, CNRN Nurse Educator, Academic Success Chamberlain University

& PROMOTING HEALTHY COMMUNITIES

Developing a Flipped Classroom to Engage Learners Christina Galassi, DNP(c), MSN, RN Assistant Professor Chamberlain University

The Impact of Nursing Crew Resource Management Training on the Patient Safety Self-Efficacy of Nursing Students

Co-Investigator for: Examining Kaplan Nursing School Entrance Exam for Student Success and Attrition: A Retrospective Review

Deanne Donaway, MSN, PhD Visiting Professor

Sharon Gallagher, MSN, RN Visiting Professor

Chamberlain University

Bringing Nursing Process to Life Through Simulated Case Study Experience in the Classroom

Faculty Perceptions of Caring Climate

Samantha Dorsey, MSN Instructor Chamberlain University

NR-554 and NR-650 Course Evaluation Elizabeth Fildes, EdD, RN, CNE, CARN-AP, APHN-BC, FIAAN Professor, Graduate Programs Chamberlain University

Replacing Paper Based Immunization Records with Electronic Based Immunization Records in the School System Edith Fomuso, MSN Visiting Professor Chamberlain University

Nursing Faculty Caring Behaviors: Perceptions of Students and Faculty Denise Foti, MSN, PhD Visiting Professor Chamberlain University

Susan L. Groenwald, PhD, MSN, RN, ANEF, FAAN President Emeritus Chamberlain University

Exploring Baccalaureate Nursing Student Perceptions of Digital Identity Jaime Hannans, MSN, PhD Visiting Professor Chamberlain University

Enhancing Therapeutic Communication Concepts Through Faculty Collaboration Katherine Hess, MSN, RN, BC Instructor Chamberlain University

The Impact of Appreciative Advising on Student Satisfaction Catherine Holton, EdD, MSN, RN, CNE President, Charlotte Campus Chamberlain University

Undergraduate Student Nurses' Perception of Art Therapy in Mental Health Settings Joyce Hunter, MSN, RN Visiting Professor Chamberlain University

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ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Measuring the Impact of an Online Brief Intervention for Tobacco Use Training for Family Nurse Practitioner Students

Examination of Badges to Increase Nursing Student Engagement: A Quasi-Experimental Study

Kristin A. Kerling, MSN, RN Assistant Dean

Sharon Moritz Manager, Curriculum Tech

Chamberlain University

Enhancing Student Critical Thinking Through Role Play and Simulation

Student Perception of Virtual Patients

Kay Mainor, RN Clinical Instructor Chamberlain University

Kristy Oden, MSN, PhD Visiting Professor Chamberlain University

Transitioning Students from Adult Education to Postsecondary Education Through

A Mixed Methods Study to Determine the Impact of Master Instruction on Teaching and Student Outcomes

Nadya Maisak, EdD Dean, Campus Operations

Chad E. O’Lynn, PhD, RN, CNE, ANEF Director, Evaluation and Innovation

Chamberlain University

Technology in Nursing Classrooms: A Qualitative Phenomenological Interpretative Study

Mindfulness-based Stress Reduction (MBSR) in Reducing Stress in Nursing Students: An Integrative Review and Toolkit

Ose S. Martinez, EdD, MSN Visiting Professor

Donna Petko, MSN, DNP Visiting Professor

Chamberlain University

Evaluating Effectiveness of Culturally Sensitive Training Program for Disadvantaged Populations

The Impact of a Computer-Based Digital Platform on Health Assessment Skills of Online Master of Science in Nursing Graduates

Imelda Medina, MD, MPH Visiting Professor Chamberlain University

Tomeka Royster, MSN, PhD Visiting Professor Chamberlain University

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ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

BSN Students’ Lived Experiences of Faculty Helping and Hindering Success

Perceptions of Student Nurses Regarding Usage of Art Therapy in Mental Health

Trudi Sabaj, MSN Visiting Professor

Martha Spies, PhD, MSN, RN, CNE Professor

Chamberlain University

Using Simulation and Cognitive Rehearsal to Improve the Self-Confidence and Clinical Decision Making Skills Of New Graduate Registered Nurses

Clinical Failure of a Nursing Student: The Experience and Meaning for Faculty

Amy Sherer, DNP, MSN, RN Associate Dean, RN to BSN Option Chamberlain University

Collaboration to Research and Develop Competency Assessment Tools: AORN and Chamberlain College of Nursing Carolyn Sipes, PhD, MSN, RN, CNS, APN, PMP, RN-BC Associate Professor, Master of Science in Nursing (MSN) Degree Program Chamberlain University

Amy Stoker, PhD, MEd Visiting Professor Chamberlain University

Enhancing the Experiential Learning of Students Enrolled in NSG-345 Perspectives of Healthy Aging Through Collaboration with NSG-360 Community Health Nursing Rita West, DNS, MSN Visiting Professor Chamberlain University

Assessing and Promoting Nursing Informatics (NI) Competencies in the Chamberlain College of Nursing MSN Faculty

The Relationships Between the Knowledge and Skills of Trained Preceptors and Academic Success of Student Nurses in Their Final Clinical Experiences

Carolyn Sipes, PhD, MSN, RN, CNS, APN, PMP, RN-BC Associate Professor, Master of Science in Nursing (MSN) Degree Program

David Woodruff, PhD, RN-BC, CNS, CNE, FNAP Faculty Development Specialist

Chamberlain University

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Advocating for Patients & Improving Outcomes PUBLISHED PAPER

PUBLISHED PAPER

Straight Talk About Birth Control: Like a Loaded Gun: A Contraceptive Education Protocol Preventing Needle Sticks for Home Care and Sharps Injuries Leslie B. Schoenberg, DNP, MSN Assistant Professor

Nancy Yuill, PhD, RN President, Pearland, TX Campus

Chamberlain University

Leslie B. Schoeberg, DNP, MSN, assistant professor, studied how home healthcare providers play a critical role in the prevention of unintended pregnancies by providing evidence-based contraception education during home visits. This article describes an innovative and comprehensive contraception protocol that was developed for nurse-family partnership to improve contraception education for home healthcare patients. The protocol focused on increasing uptake of long-acting reversible contraception (LARC) for high-risk prenatal and postpartum home healthcare patients.

Nancy Yuill, PhD, RN, president of the Pearland Campus, makes a comparison between handling contaminated sharp needles or other objects that are as risky and handling a loaded gun. Safety measures are outlined to control the hazards of sharp objects to prevent injuries to nurses and other healthcare workers. The need for training on safe use of such devices is key for prevention of needle caused injuries as well as addressing the human factors that contribute to on the job injuries such as understaffing, long working hours, fatigue and time constraint.

Schoenberg, L. (2016). Straight talk about birth control: A contraceptive education protocol for home care. Home Healthcare Now. 34(10) 556-562. doi 10.1097/NHH.0000000000000471.

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Worden, C., Yuill, N., and Gresham, M. (2016). Like a loaded gun: Preventing needlesticks and sharps injuries. Journal of Association of Occupational Health Professionals in Healthcare, 36 (4), 28-32.

PUBLISHED PAPER

Caring for Patients with Service Dogs: Information for Healthcare Providers

The Hole in Holistic Patient Care

Michelle Krawczyk, DNP, MSN, ARNP-BC, CNE Assistant Dean, Faculty – MSN Specialty Tracks Chamberlain University Michelle Krawczyk, DNP, MSN, ARNP-BC, CNE, assistant dean of faculty - MSN specialty tracks, has seen that as the use of service dogs increases, nurses are more likely to encounter them in healthcare settings. While some of the roles of therapy and service dogs overlap, service dogs have distinct protection under the American Disabilities Act (ADA). Knowing the laws and proper procedures regarding service dogs strengthens the abilities of healthcare providers to deliver holistic, patientcentered care. This article provides background information about use of service dogs and discusses benefits to patients and access challenges for providers.

Connie Drury, PhD, MSN, RN Associate Professor Chamberlain University Connie Drury, PhD, MSN, RN, associate professor, discovered that many nurses do not feel comfortable with the “spiritual” element of care and are uncertain about their professional role in the assessment and delivery of spiritual care. Discomfort and avoidance of attending to the spiritual needs of human beings creates “a hole” in holistic patient care. This article explores the history of holistic nursing as it pertains to the human dimension of spirituality and concludes with practice models for spiritual assessment and spiritual care that can “fill” the hole in holistic nursing care. Drury, C. & Hunter, J. (2016). The hole in holistic patient care. Open Journal of Nursing, 6, 776-792.

Krawczyk, M. (2016). Caring for patients with service dogs: Information for healthcare providers. The Online Journal of Issues in Nursing 22(1).

Chamberlain faculty who participated in the Chamberlain Office of Institutional Effectiveness and Research 2017 survey, also participated in the following scholarly activities: • Performed professional practice or service hours • Participated in volunteer hours • Participated in community service beyond practice as a nurse • Became certified in advanced practice or specialty • Belong to one or more professional nursing organizations • Submitted scholarly works for publication consideration • Participated in editorial work including reviews of scholarly papers for refereed journals • Published one or more book reviews • Participated in research proposal reviews

• Served on one or more advisory boards • Served on one or more boards of directors/trustees • Served on one or more Chamberlain committees and task force groups • Conducted research or quality improvement studies • Participated in continuing education activities • Earned additional degrees • Are currently enrolled in a doctoral program • Are currently enrolled in post-master’s certificate programs • Earned honors, awards or other recognitions

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ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

PUBLISHED PAPERS

Stress of Conscience: Concept Clarification Muder Alkrisat, PhD, RN, CSHA, CSSBB, PIA, HACP, CPHQ Associate Professor Chamberlain University Alkrisat, M., & Alatrash, M. (2016). Stress of conscience: concept clarification. Online Journal of Health Ethics, 12(1).

Healthcare-Associated Infections Studies Project: An American Journal of Infection Control and National Healthcare Safety Network Data Quality Collaboration 2016 Case #1 Angela Anttila, PhD, MSN, FNP-C, CIC Visiting Professor Chamberlain University Allen-Bridson, K., Gross, C., Anttila, A., et al. (2017). Healthcare-associated infections studies project: An American Journal of Infection Control and National Healthcare Safety Network data quality collaboration 2016 Case #1. American Journal of Infection Control, 44(12): 1394-1395.

Dedicated, Motivated, Safe, and Sterile. Topics in Patient Safety Saundra Glenn, MSN Visiting Professor Chamberlain University Atkinson, D. & Glenn, S. (2016). Dedicated, Motivated, Safe, & Sterile. Topics in Patient Safety, 17(2), 3-4.

Bosutinib Therapy in Patients with Chronic Myeloid Leukemia: Practical Considerations for Management of Side Effects Patricia Ault, DNP, FNP-C Visiting Professor Chamberlain University Ault, P., et al. 2016. Bosutinib Therapy in Patients with Chronic Myeloid Leukemia: Practical Considerations for Management of Side Effects. Journal of the Advanced Practitioner in Oncology. 7(2), 160-175.

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A Patient with Abnormal Menses: Case Study of a Nurse Practitioners Approach to Diagnosis and Management of Von Willebrand Disease Mirella V. Brooks, MSN, PhD Visiting Professor Chamberlain University Brooks, M.V., Brooks, D.M., & Alvaro, S. (2016). A Patient with Abnormal Menses: Case Study of a Nurse Practitioners Approach to Diagnosis and Management of von Willebrand Disease. Creative Nursing, 22, (2) 101-105.

Managing Asthma with Controller Medications – Contemporary Clinic Tiffany Budzinski, MSN Visiting Professor Chamberlain University Budzinski, T. (2016). Managing asthma with controller medications. Contemporary Clinic. http://contemporaryclinic.pharmacytimes.com/ journals/issue/2016/april2016/managing-asthma-with-controllermedications/p-2.

The Use of Dietary Fiber in Early Management of Type 2 Diabetes Alicia Elam, PharmD Visiting Professor Chamberlain University Cadavos, K. G., Elam, A. (2016). The Use of Dietary Fiber in Early Management of Type 2 Diabetes. Advance for NPs and PAs, http://nurse-practitioners-and-physician-assistants.advance web.com/Features/Articles/The-Use-of-Dietary-Fiber-inEarly-Management-of-Type-2-Diabetes.aspx.

ADVOCATING FOR PATIENTS

Ceftriaxone Reduces L-Dopa Induced Dyskinesia Severity in 6-Hydroxydopamine Parkinson’s Disease Model. Movement Disorders Tanya Chotibut, PhD Visiting Professor Chamberlain University Chotibut, T, Meadows, S, Kasanga, EA, McInnis, T, Cantu, MA, Bishop, C, Salvatore, MF (2017). Ceftriaxone Reduces L-Dopa Induced Dyskinesia Severity in 6-hydroxydopamine Parkinson’s Disease Model. Movement Disorders: Official Journal of the Movement Disorder Society. PMID 28631864 DOI: 10.1002/mds.27077.

Introducing Essential Oils into Pediatric and Other Practices at an Academic Medical Center Tracy Barry, MSN, PhD Visiting Professor

& IMPROVING OUTCOMES

Equestrian Perniosis – A Dermatology Case Study CME Article Alicia Elam, PharmD Visiting Professor Chamberlain University Frisbee, K., Elam, A. (2017). Equestrian Perniosis - A Dermatology Case study CME Article. The Clinical Advisor, www.mycme.com/dermato logy-clinics-and-challenges-february-2017/activity/4522/

A Journey of Healing from Addiction: One Person’s Story Rose M. Gee, PhD, RN Visiting Professor Chamberlain University Gee, R. M., Rushing, A., Talley, B., Dubert, C. J., Hamilton, E. K., & Worrell-Carlisle, P. (2017). A Journey of Healing from Addiction: One Person’s Story. Alcoholism Treatment Quarterly, 1-14. doi: 10.1080/07347324.2017.1288483.

Chamberlain University Conlon PM, Haack KM, Rodgers NJ, Dion LJ, Cambern KL, Rohlik GM, Nelson DE, Barry TA, Ayres SJ, Cutshall SM. (2016). Introducing Essential Oils into Pediatric and Other Practices at an Academic Medical Center. J Holist Nurs 2016 Nov 11 [Epub ahead of print] PMID: 27837082 DOI:10.1177/0898010116677400.

A Review of Methamphetamine Dependence and Withdrawal Treatment: A Focus on Anxiety Outcomes Tracy L. Hellem, PhD Visiting Professor

Anthropometric Outcome Measures in Patients with Metopic Craniosynostosis Sybill Naidoo, PhD, RN, CPNP Visiting Professor

Chamberlain University Hellem, T.L. (2016). A review of methamphetamine dependence and withdrawal treatment: A focus on anxiety outcomes. Journal of Substance Abuse Treatment, 71, 16-22.

Chamberlain University Farber SJ, Nguyen DC, Skolnick GB, Naidoo SD, Smyth MD, Patel KB. (2017). Anthropometric Outcome Measures in Patients with Metopic Craniosynostosis. J Craniofac Surg. May;28 (3):713-716. doi: 10.1097/ SCS.0000000000003495.

Preliminary Psychometric Evaluation of the Hamilton Depression Rating Scale in Methamphetamine Dependence Tracy L. Hellem, PhD Visiting Professor Chamberlain University Hellem, T.L., Scholl, L, Ferguson, H, McGlad, E, Yurgelun-Todd, D, Renshaw, PF, & Hildreth, L. (2017). Preliminary psychometric evaluation of the Hamilton Depression Rating Scale in Methamphetamine Dependence. Journal of Dual Diagnosis, 13(4), 305-311. doi: 10.1080/15504263.

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ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

Creatine as a Novel Treatment for Depression in Females Using Methamphetamine: A Pilot Study Tracy L. Hellem, PhD Visiting Professor Chamberlain University Hellem, T.L., Sung, YH, Shi, XF, Pett, MA, Latendresse, G, Morgan, J, Huber, RS, Kuykendall, MD, Lundberg, KJ, & Renshaw, PF. (2015). Creatine as a novel treatment for depression in females using methamphetamine: A pilot study. Journal of Dual Diagnosis, 11(3-4), 189-202.

Commentary On: "Vascular Distensibilities Have Minor Effects on Intracardiac Shunt Patterns in Reptiles" Zachary Kohl, MS Associate Dean, General Education Chamberlain University Hillman, SS, Hedrick, MS, & Kohl, ZF (2017) Commentary on: "Vascular distensibilities have minor effects on intracardiac shunt patterns in reptiles." by Filogonio et al. Zoology 122: 52-54.

Early Identification and Treatment of Osteoporosis in a Rural Internal Medicine Clinic: A Quasi-Experimental Approach to Quality Improvement Kristina Henry, PhD, MSN Visiting Professor Chamberlain University Jones, J. & Henry, K. (2017). Early identification and treatment of osteoporosis in a rural internal medicine clinic: A quasi-experimental approach to quality improvement. Orthopaedic Nursing, 36(2), 147-152.

Relationship of Various Infection Control Interventions to the Prevalence of Multidrug-Resistant Pseudomonas Aeruginosa Among U.S. Hospitals Bernice Kennedy, PhD, MSN Visiting Professor Chamberlain University Kennedy, B. (2016). Relationship of various infection control interventions to the prevalence of multidrug-resistant Pseudomonas aeruginosa among U.S. hospitals. American Journal of Infection Control, 44 (4), 381-386.

Creatine Target Engagement with Brain Bioenergetics: A Dose-Ranging Phosphorus-31 Magnetic Resonance Spectroscopy Study of Adolescent Females with Treatment Resistant Depression Tracy L. Hellem, PhD Visiting Professor Chamberlain University Kondo, DG, Forrest, L, Shi, XF, Sung, YH, Hellem, T.L., Huber, RS, & Renshaw, PF. (2016). Creatine target engagement with brain bioenergetics: A dose-ranging phosphorus-31 magnetic resonance spectroscopy study of adolescent females with treatment resistant depression. Amino Acids, 48(8), 1941-1954.

Effects of Heavy Metals on Calcium Oxalate (Caox) Crystal Formation in a Drosophila Melanogaster Model of Nephrolithiasis [Abstract] Greg M. Landry, PhD Visiting Professor Chamberlain University Landry, G.M., Hirata, T., Gallo, C.J.R., Cabrero, P., Strohmaier, K., Williams, P., Dow, J.A.T., Furrow, E., Romero, M.F. (2016). Effects of heavy metals on calcium oxalate (CaOx) crystal formation in a Drosophila melanogaster model of nephrolithiasis [Abstract]. The Toxicologist, Supplement to Toxicological Sciences, 150(1), 1271.

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ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

Erratum to "Anesthesiologists' Perceptions of Minimum"

Leptin Resistance Elicits Depressive-Like Behaviors in Rats

Ilana Logvinov, DNP, RN, CCRP Visiting Professor

Taryn L. Cranford, PhD Visiting Professor

Chamberlain University

Logvinov I, Dexter F, Hindman BJ, Brull SJ. (2017). Erratum to "Anesthesiologists' perceptions of minimum (S0952818016305645) (10.1016/j.jclinane.2017.01.031) Journal of Clinical Anesthesia; 40:86.

Anesthesiologists' Perceptions of Minimum Acceptable Work Habits of Nurse Anesthetists Ilana Logvinov, DNP, RN, CCRP Visiting Professor Chamberlain University Logvinov I, Dexter F, Hindman BJ, Brull SJ. (2017). Anesthesiologists' perceptions of minimum acceptable work habits of nurse anesthetists. J Clin Anesth, May; 38:107-110 Epub 2017 Feb 01 PMID: 28372645 DOI: 10.1016/j.jclinane.2017.01.031.

Patient Survey of Referral from One Surgeon to Another to Reduce Maximum Waiting Time for Elective Surgery and Hours of Overutilized Operating Room Time Ilana Logvinov, DNP, RN, CCRP Visiting Professor

Macht V, Vazquez M, Petyak C, Grillo C, Kaigler K, Enos RT, McClellan JL, Cranford TL, Murphy EA, Nyland J, Solomon G, Gertler A, Wilson M, Reagan L. Leptin resistance elicits depressive-like behaviors in rats, Brain Behav Immun, (2017) Feb;60:151-160.

Continuous Monitoring of Patient Vital Signs to Reduce 'Failure-to-Rescue' Events Phyllis J. Miller, MS, RN, FHCE Dean, Academic Affairs Chamberlain University Miller, P.J. (2017). Continuous monitoring of patient vital signs to reduce 'failure-to-rescue' events. Biomedical Instrumentation and Technology. 51(1), 41-45.

Enhancing Use of Drug Libraries Across a Large Healthcare System Phyllis J. Miller, MS, RN, FHCE Dean, Academic Affairs Chamberlain University Miller, P.J. (2016). Enhancing use of drug libraries across a large healthcare system. Biomedical Instrumentation and Technology, 50(5), 351-357.

Chamberlain University Logvinov I, Dexter F, Dexter EU, Brull SJ. Patient Survey of Referral from One Surgeon to Another to Reduce Maximum Waiting Time for Elective Surgery and Hours of Overutilized Operating Room Time. Anesth Analg 2017 Jul 10 Epub 2017 July 10 PMID: 28704249 DOI: 10.1213/ANE.0000000000002273.

Implementing Early Detection of Patient Deterioration In Medical and Surgical Units Phyllis J. Miller, MS, RN, FHCE Dean, Academic Affairs Chamberlain University

When to Believe Upon Insufficient Evidence: Three Criteria

Miller, P.J. (2016). Implementing early detection of patient deterioration in medical and surgical units. Biomedical Instrumentation and Technology. 50(6). 439-446.

Joseph W. Long, PhD Visiting Professor Chamberlain University Long, Joseph W. (2017). When to believe upon insufficient evidence: three criteria. Contemporary Pragmatism, 14(2), 176-184.

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ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

What Could It Be? Gluten-Sensitive Enteropathy

Self-Care of Nausea and Vomiting in the First Trimester of Pregnancy

Kristy Oden, PhD, MSN Visiting Professor

Maria Revell, PhD, MSN Visiting Professor

Chamberlain University

Oden, K. (2016). What Could It Be? Gluten-Sensitive Enteropathy. International Journal of Nursing & Clinical Practices, 3:201. doi: 10.15344/2394-4978/2016/201.

Perceptions, Experiences, and Preferences of Patients Receiving the Clinician’s Touch During Intimate Care and Procedures: A Qualitative Systematic Review Protocol Chad E. O’Lynn, PhD, RN, CNE, ANEF Director, Evaluation and Innovation Chamberlain University O’Lynn, C. E., Cooper, A., & Blackwell, L. (2016). Perceptions, experiences, and preferences of patients receiving the clinician’s touch during intimate care and procedures: A qualitative systematic review protocol. JBI Database of Systematic Reviews and Implementation Reports, 14(6), 96-102.

Joy in the Morning! Ellen Poole, PhD, MS, CPAN, CNE, RN Professor Chamberlain University Poole, E.L. (2017). Joy in the Morning! Journal of PeriAnesthesia Nursing, 32(2), 163-164. DOI: http://dx.doi.org /10.1016/j.jopan.2017.01.005.

NICHE (Nurses Improving Care for Healthsystem Elders) Program: Expanding Into Long-Term Care Inna Popil, PhD, MSN Visiting Professor Chamberlain University Popil, I., Gilmartin, T., Greenberg, S., & Sullivan-Marx, E. (2017). NICHE (Nurses Improving Care for Healthsystem Elders) Program: Expanding into Long Term Care. Journal of the American Medical Directors Association, 18(3), B10.

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Revell, M. (2017). Self-care of nausea and vomiting in the first trimester of pregnancy. The International Journal of Childbirth Education; 32(1):35-38.

A Phenomenological View of Opioid-addicted Women Entering Methadone Treatment Melissa Rubio, PhD, APRN Visiting Professor Chamberlain University Rubio, M. (2016). A Phenomenological View of Opioid-addicted Women Entering Methadone Treatment The Journal for Nurse Practitioners, Volume 12 , Issue 9 , 622–628.

Embryonic Common Snapping Turtles (Chelydra Serpentine) Preferentially Regulate Tissue Ph During Acid-Base Challenges Zachary Kohl, MS Associate Dean, General Education Chamberlain University Shartau, RB, Crossley, DA, Kohl, ZF, Brauner, CJ (2016). Embryonic common snapping turtles (Chelydra serpentine) preferentially regulate tissue pH during acid-base challenges. Journal of Experimental Biology. 219: 1994-2002

The Past Does Matter: A Nursing Perspective on Post Traumatic Slave Syndrome (PTSS) Ejim Sule, EdD, MSN Visiting Professor Chamberlain University Sule, E., Sutton, Debbie J. Moore, E., Igbo, I., Jones, L. (2017). The Past Does Matter: a Nursing Perspective on Post Traumatic Slave Syndrome (PTSS). Journal of Racial and Ethnic Health Disparities, 1(17), DOI: 10.1007/ s40615-016-0328-7.

ADVOCATING FOR PATIENTS

Mother-Daughter Connectedness on Sexual Activity – Nursing Made Incredibly Easy Teresa. A. Tyson, PhD, MSN Visiting Professor Chamberlain University Tyson, T.A. (2016). Mother-daughter connectedness on sexual activity. Nursing Made Incredibly Easy. (14)6. 36-41.

Failure to Recognize Borchardt's Triad: A Case Presentation LaTonya Santo, EdD, MSN Visiting Professor Chamberlain University Vael, A., Whitted, K., Frander, E., Santo, L., & Hawkins, A. (July/August 2017). Failure to recognize borchardt's triad: A case presentation. MedSurg Nursing.

miR155 Deficiency Aggravates Adipose Tissue Fibrosis in a High Fat Diet-Induced Obesity Model In Male Mice. Taryn L. Cranford, PhD Visiting Professor Chamberlain University Velazquez KT, Enos RT, Carson M, Cranford TL, Bader J, Sougiannis A, Pritchett C, Fan D, Carson JA, Murphy EA. (2017). miR155 deficiency aggravates adipose tissue fibrosis in a high fat diet-induced obesity model in male mice. Physiology Reports, 5(18), e13412. doi: 10.14814/phy2.13412.

Weight Loss Following Diet-Induced Obesity Does Not Alter Colon Tumorigenesis in the AOM Mouse Model Taryn L. Cranford, PhD Visiting Professor Chamberlain University Velazquez KT, Enos RT, Carson M, Cranford TL, Bader J, Chatzistamou I, Singh UP, Nagarkatti PS, Nagarkatti M, Davis JM, Carson J, Murphy EA. (2016). Weight loss following diet-induced obesity does not alter colon tumorigenesis in the AOM mouse model, Am J Physiol Gastrointest Liver Physiol, Oct 1;311 (4):G699-G712.

& IMPROVING OUTCOMES

Insights into the Anti-Angiogenic Properties of Phosphaplatins Shadi Moghaddas Visiting Professor Chamberlain University Yang L, Moghaddas S, Dezvareh H, Belkacemi L, Bark SJ, Bose RN (2016). Insights into the anti-angiogenic properties of phosphaplatins. J Inorg Biochem. S0162-0134(16), 30221-5.

Herbal-Drug Interactions: Poison vs. Medicine: How is Your Patient Coping? Joanne M. Zanetos, PhD, MSN Visiting Professor Chamberlain University Zanetos, J. M. (2017). Herbal-drug interactions: Poison vs. medicine: How is your patient coping? International Journal of Emergency Mental Health and Human Resilience, 19(2, Suppl). 31. doi: 10.4172/1522-4821-C1-008.

Pharmaceuticals: Clinical Safety Issues (CSI) Seen in the Mental Health Population Joanne M. Zanetos, PhD, MSN Visiting Professor Chamberlain University Zanetos, J. M. & Kraft, P. (2016). Pharmaceuticals: Clinical safety issues (CSI) seen in the mental health population. International Journal of Emergency Mental Health and Human Resilience, 18 (2, Suppl), Cologne, Germany. doi: 10.4172/1522-4821.C1.005.

BOOKS AND BOOK CHAPTERS PUBLISHED

Urolithiasis, Syphilis, Acute Pyelonephritis, Varicose Veins, Smoking Cessation and Clavicular fracture Ashley Bell, MSN Instructor Chamberlain University Bell A. (2016). Urolithiasis, Syphilis, Acute Pyelonephritis, Varicose Veins, Smoking Cessation, & Clavicular fracture. In Hollier, A. (2016). APEA Clinical Guidelines in Primary Care. Scott, LA: APEA, Inc.

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ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

Herpes Zoster. In APEA Clinical Guidelines for Primary Care, 3rd Edition

IV Extravasation Prevention and Management

Donna Campbell, MSN, RN Instructor

Dolores C. Jones, EdD, MSN, CPNP Dean, Academic Affairs

Chamberlain University

Campbell, D.M. (2017). Herpes zoster. In APEA Clinical Guidelines for Primary Care, 3rd edition.

Clinical Judgment Kristin Curcio, DNP, AGPCNP-BC, AOCNP Visiting Professor Chamberlain University Curcio, K. R. (2017). Clinical Judgment. In Hardin, S. & Kaplow, R. Synergy for clinical excellence: The AACN synergy model for patient care. (2nd ed.). Sudbury, MA: Jones and Bartlett.

Pharmacologic Interventions for Pain Management Francisca Farrar, EdD, MSN Visiting Professor Chamberlain University Farrar, F., White, D., Darnell, L. (June 2016) Pharmacologic Interventions for Pain Management. Critical Care Nursing Clinics, Elsevier.

Jones, D. (2017). IV Extravasation Prevention and Management. Elsevier Clinical Key for Nursing. https://www.clinicalkey.com/nursing/#!/.

Rural Promising Practice Issue Brief: Osteoporosis Risk Assessment Using Osteoporosis Self Assessment Tool (OST) and Other Interventions at Rural Facilities Mary L. Jordan, PhD, MSN Visiting Professor Chamberlain University Jordan, ML, Montano, M, Smith, KM (2017). Rural promising practice issue brief: Osteoporosis risk assessment using Osteoporosis Self Assessment Tool (OST) and other interventions at rural facilities. U.S. Department of Veterans Affairs Office of Rural Health. Retrieved from https://www.ruralhealth.va.gov.

Nursing Care of the Ventilated Infant Kim LaMar, ND/DNP, MSN, RNC, CNNP, NPD-BC Senior Director, Campus Operations – Central Region Chamberlain University

Emergency Department: Unfolding Urosepsis

LaMar, K. (2017). Nursing care of the ventilated infant. In S. M. Donn & S. K. Sinha (Eds.), Manual of Neonatal Respiratory Care (4th ed., pp.703-711). New York, NY: Springer.

Jaime Hannans, PhD, MSN Visiting Professor Chamberlain University Hannans, J. & Nevins, C. (2016). Emergency department: Unfolding urosepsis. California Simulation Alliance publications. Available at http://www.californiasimulationalliance.org/scenarios-and-tools.

Rheumatoid Arthritis: The Morning Alarm Clock: A Diagnosis-Related Case Alicia Elam, PharmD Visiting Professor Chamberlain University Parker (Cain), E., Elam, A. (2017). Rheumatoid Arthritis: The Morning Alarm Clock: A Diagnosis-Related Case. The Clinical Advisor, www.clinicaladvisor.com/rheumatoid-arthritis-risk-factorsclinical-signs-and-treatment/printarticle/650144.

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ADVOCATING FOR PATIENTS

Research Primer for Perianesthesia Nurses (3rd Ed.) Ellen Poole, PhD, MS, CPAN, CNE, RN Professor Chamberlain University Poole. E. L. (2017). Research primer for perianesthesia nurses (3rd ed.). Thorofare, NJ: American Society of PeriAnesthesia Nurses. [Online]

FY'17 COMPLETED RESEARCH STUDIES

& IMPROVING OUTCOMES

Implementation of a New Pain Management Policy Including a Web-based Intervention to Address Hospice Nursing Staff Self-efficacy Sally Carlisle, DNP, MSN, RN Dean, Academic Affairs Chamberlain University

Conversion Project of Barcode Scanners for Medication Administration Hyacinth Carreon, MSN Visiting Professor

Surgical Cohort

Chamberlain University

Tracy Barry, PhD, MSN Visiting Professor

Interrater Reliability (IRR) Project

Chamberlain University

Janice Unruh Davidson PhD, DNP, RN-BC, FNP-BC, NEA-BC, CNE, ANEF, FAANP, FNAP Professor

Keeping Kids in Pediatrics – Decreasing Triage Tracy Barry, PhD, MSN Visiting Professor Chamberlain University

Reducing the Amount of Distractions During Medication Administration Lisa Bausano Blust, DNP, MSN, RN Assistant Dean, Academic Success Chamberlain University

Hyponatremia and Falls Mary Brann, DNP, MSN, RN Visiting Professor

Chamberlain University

Exploring Patient Experiences, Expectations and Satisfaction with Point of Care Electronic Documentation Athena Fernandes, DNP, MSN, RN-BC Visiting Professor Chamberlain University

Delirium Screening Earlie Hale, MSN, PhD Visiting Professor Chamberlain University

Evaluation of PA Palliative Care Roundtables

Preliminary Psychometric Evaluation of the Hamilton Depression Rating Scale in Methamphetamine Dependence

Julia Bucher, PhD, MSN Visiting Professor

Tracy L. Hellem, PhD Visiting Professor

Chamberlain University

Decreasing Time of Transfer of Care

An Internet-Based Survey of the Dance Fitness Program OULA

Chamberlain University

Paula Calcaterra, MSN Visiting Professor Chamberlain University

Tracy L. Hellem, PhD Visiting Professor Chamberlain University

Chamberlain University Academic Scholarship – Published September 2018 97

ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

A Concurrent Validity Study of the Subject Matter Expert Written Patient Education Checklist (SMEWPEC) Rebecca Heyne, PhD, DNP, MBA, RN, CPNP, WCC Visiting Professor Chamberlain University

Evidence Based Project Involved in Medication Side Effects and Patient Perception Outcome Carol Howland, MSN Visiting Professor Chamberlain University

Implementation of the Clinical Opioid Withdrawal Scale in the ER Linda Kirchgesner, MSN Visiting Professor Chamberlain University

Botox: A Study Measuring the Impact of Simulation in the Education of Botox Injection Procedures Delaney La Rosa, MSN Assistant Professor Chamberlain University

Medication Delivery Tracey Lane-Belcher, EdD, RN, CNL Visiting Professor Chamberlain University

Alerts for Allergies Tracey Lane-Belcher, EdD, RN, CNL Visiting Professor Chamberlain University

Increasing Adult Immunization Rates by Preventing Missed Opportunities in the Retail Clinic Setting for Adult Immunization Practices Sarah Locke, DNP, FNP-BC, NE-BC, RNC-OB, C-EFM Visiting Professor Chamberlain University

98â&#x20AC;&#x192; Chamberlain University Academic Scholarship â&#x20AC;&#x201C; Published September 2018

Unnecessary Routine Re-Siting of Peripheral Intravenous Cecile Malinit, PhD, MSN Visiting Professor Chamberlain University

Does an Educational Program Affect the Pregnant Mother's Perception of Induction Risk Patricia McAllen, PhD, MSN Visiting Professor Chamberlain University

The Bilirubin Project: Improving Care One Stick at a Time Betsy McCune, MSN, RNC Visiting Professor Chamberlain University

Factors Affecting Quality of Life in AYAs with Cancer Charmaine McKie, MSN Visiting Professor Chamberlain University

Collective Impact Instrument Development Imelda Medina, MD, MPH Visiting Professor Chamberlain University

Screening Adolescents for Substance Use and Abuse in Emergency Department Ann Oates, MSN Visiting Professor Chamberlain University

Readmission Reduction QI project Gina Panozzo, DNP, RN-BC Visiting Professor Chamberlain University

ADVOCATING FOR PATIENTS

Improving Rates of Vaccination for HAV/HBV Amongst Patients Listed for Liver Transplant Shari Perez, DNP, MSN, ANP-C Visiting Professor Chamberlain University

Medication Management in Long-Term Care Facilities Inna Popil, PhD, MSN Visiting Professor Chamberlain University

Reducing Preventable Transfers from Short-Stay Care Carmen Potter, DNP, MSN, RN Instructor Chamberlain University

Project Breckinridge: Reduced Gravity Research Flight Scott Rhoades, MSN Visiting Professor Chamberlain University

El Sol: An Interdisciplinary Center for Guatemalan Healthcare Terri Rocafort, PhD, MSN Visiting Professor Chamberlain University

Nursing Peer Review to Improve Patient Outcomes Sandra Rogers, MSN Visiting Professor Chamberlain University

Development of Practice Guidelines for Bedside Handoff Michelle Sadko, DNP, MSN, RN Nursing Instructor

& IMPROVING OUTCOMES

QI Heart Failure Readmission Rate Michelle Sadko, DNP, MSN, RN Nursing Instructor Chamberlain University

Step Up to Health Addressing Obesity in the Underserved Thomas Schlepko, DNP, ARNP, FNP-BC Visiting Professor Chamberlain University

A Program Plan for Tracking of Body Mass Index as an Indicator for Type 2 Diabetes Mellitus Lisa Smiley, DNP, MSN/FNP Visiting Professor Chamberlain University

Hypertension and Diabetes Registry Wendy Swope, DNP Visiting Professor Chamberlain University

The Impact of Evidenced-Based Discharge Coaching on the Medicare Patient Discharge Planning Process Susan Thomas, DNP, MSN Visiting Professor Chamberlain University

Pressure Injury Prevention in a Long-Term Care Facility Brenda Williams, MSN Clinical Instructor Chamberlain University

Hand Washing Protocol at KRMC Charles Woodward, DO Visiting Professor Chamberlain University

Chamberlain University

Chamberlain University Academic Scholarship â&#x20AC;&#x201C; Published September 2018â&#x20AC;&#x192; 99

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Chamberlain University is accredited by the Higher Learning Commission (www.hlcommission.org), a regional accreditation agency recognized by the U.S. Department of Education. The baccalaureate degree in nursing program, master's degree in nursing program, and Doctor of Nursing Practice program at Chamberlain University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington DC 20001, 202.887.6791. For the most updated accreditation information, visit chamberlain.edu/accreditation. Chamberlain University is authorized for operation by the THEC, http://www.tn.gov/thec. Chamberlain University is approved to operate by the Virginia Board of Nursing Perimeter Center, 9960 Mayland Drive, Suite 300, Henrico, VA 23233-1463, 804.367.4515. Certified to Operate by SCHEV. Unresolved complaints may be reported to the Illinois Board of Higher Education through the online complaint system http://complaints.ibhe.org/ or by mail to 1 N. Old State Capitol Plaza, Suite 333, Springfield, IL 62701-1377. For the most updated approvals by state information, visit chamberlain.edu/stateapprovals. Program/program option availability varies by state/location. Chamberlain reserves the right to update information as it becomes available. Information is current at the time of publication. 12-XXXXXX

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