Chamberlain University Academic Scholarship | 2017 by Chamberlain University

CHAMBERLAIN UNIVERSITY ACADEMIC SCHOLARSHIP

At the forefront of healthcare & education At Chamberlain, we are committed to fostering a culture of care – a culture in which care and service ultimately result in the development of extraordinary healthcare professionals. As such, Chamberlain University is 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 conducted 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......................................................... 11 Assistant Professor Rank by Degree Program......................................... 11 Associate Professor Rank by Degree Program........................................ 11 Professor Rank by Degree Program......................................................... 11

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.......................................................... 29

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

National Conference Participation by Degree Program.......................... 30

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.......................................... 31

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

Types of National Conference Presentations by Degree Program.......... 32 Planning Roles in National Conference................................................... 32

ADVANCED PRACTICE & SPECIALTY CERTIFICATIONS....................... 16

Planning Roles in National Conferences by Degree Program................. 32

Certifications............................................................................................ 16

International Conference Participation.................................................... 32

Most Frequently Held Advanced Practice or Specialty Certifications........................................................................ 17

International Conference Participation by Degree Program................... 33 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 Professional Nursing Organizations: Leadership..................................... 20 Professional Nursing Organization Leadership: Participation by Degree Program............................................................. 20 Professional Nursing Organizations: Campuses/Online Pre-Licensure Degree Programs................................ 21

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 SERVICE: PUBLICATIONS & REVIEWS....................... 37 Scholarly Publications.............................................................................. 37 Scholarly Publications: Participation by Degree Program....................... 38 Types of Scholarly Works Submitted for Publication.............................. 38

PROFESSIONAL SERVICE: CONFERENCES............................................. 22

Types of Scholarly Works Submitted for Publication by Degree Program.......................................................... 38

Conference Participation......................................................................... 23

Status of Scholarly Works Reviewed...................................................... 39

Conference Participation for Professional Development........................ 23

Status of Scholarly Works Reviewed by Degree Program...................... 39

Conference Participation for Professional Development by Degree Program............................................................ 23

Status of Scholarly Works Submitted and Published by Campuses/Online Pre-Licensure Degree Programs........... 40

Local Conference Participation................................................................ 23

Journal Reviews...................................................................................... 41

Local Conference Participation by Degree Program................................ 24

Journal Reviews by Degree Program...................................................... 41

Local Conference Presentations.............................................................. 25 2 Chamberlain University Academic Scholarship – Published January 2018

Examples of Participation in Journal Reviews of Scholarly Papers...................................................... 42

Colleagues Currently Enrolled in Doctoral Studies by Program Degree.................................................. 61

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

Colleagues Currently Enrolled in a Post-Master’s Certificate Degree Program........................................... 63

Research Proposal Reviews..................................................................... 43 Examples of Participation in Research Proposal Reviews...................... 43 Participation in Reviews by Campuses/Online Pre-Licensure Degree Programs.............................................................. 44 PROFESSIONAL SERVICE: BOARDS & COMMITTEES.......................... 45 Service on Advisory Boards..................................................................... 45 Service on Advisory Boards by Degree Program..................................... 46 Service on Boards of Directors/Trustees................................................. 46 Service on Boards of Directors/Trustees by Degree Program................. 46 Examples of Service on Boards of Directors/Trustees............................ 47 Service on Chamberlain Committees...................................................... 47 Service on Chamberlain Committees by Degree Program...................... 48 Areas of Involvement in Service to Chamberlain.................................... 48 Areas of Involvement in Service to Chamberlain by Degree Program......................................................... 48 Participation on Boards and Committees by Campuses/Online Pre-Licensure Degree Programs............................ 50 RESEARCH.................................................................................................... 51 Research and Quality Improvement Studies Conducted......................... 51 Research and Quality Improvement Studies by Degree Program........... 52 Type and Status of Studies Conducted.................................................... 52 Anticipated Outcomes Resulting from Studies....................................... 53 Anticipated Outcomes Resulting from Studies by Degree Program............................................................. 53

Colleagues Currently Enrolled in Post-Master’s Certificate Studies by Degree Program............................ 63 Additional Education Pursued by Campuses/Online Pre-Licensure Degree Programs............................ 64 HONORS, AWARDS & RECOGNITIONS .................................................. 65 Earned Honors, Awards or Other Recognitions....................................... 65 Colleagues Earning Honors, Awards or Other Recognitions by Degree Program.............................................. 66 Examples of Honors, Awards or Other Recognitions.............................. 66 Colleagues Earning Honors, Awards or Other Recognitions by Campuses/Online Pre-Licensure Degree Programs.............................................................. 67 CHAMPIONING THE NURSING PROFESSION Featured Scholarship............................................................................... 68 Published Papers...................................................................................... 68 Papers Accepted for Publication.............................................................. 72 Book Chapters Published......................................................................... 72 Thesis/Dissertation.................................................................................. 73 Completed Research Studies................................................................... 74 Completed Quality Improvement Projects............................................... 74 ADVANCING EDUCATION & PROMOTING HEALTHY COMMUNITIES Featured Scholarship............................................................................... 76

Research and Quality Improvement Studies by Campuses/Online Pre-Licensure Degree Programs............................ 54

Published Papers...................................................................................... 78

LIFELONG LEARNING: CONTINUING EDUCATION................................ 55

Book Chapters Published......................................................................... 82

Continuing Education Activities............................................................... 55

Thesis/Dissertation.................................................................................. 83

Continuing Education Activities by Degree Program.............................. 56

Completed Research Studies................................................................... 84

Professional Development Activities (No Continuing Education Credits)........................................................... 56

Completed Quality Improvement Projects............................................... 86

Professional Development Activities by Degree Program...................... 56 Professional Development Activities by Campuses/Online Pre-Licensure Degree Programs................................ 57 LIFELONG LEARNING: ADDITIONAL DEGREES ..................................... 58 Additional Degrees Earned...................................................................... 58 Additional Degrees Earned by Degree Program...................................... 59 Types of Additional Degrees Completed................................................. 59 Types of Additional Degrees Completed by Degree Program................. 59 Doctoral Degrees Completed in FY‘16..................................................... 60

Papers Accepted for Publication.............................................................. 82

ADVOCATING FOR PATIENTS & IMPROVING OUTCOMES Featured Scholarship............................................................................... 90 Published Papers...................................................................................... 92 Papers Accepted for Publication.............................................................. 97 Book Chapters Published......................................................................... 98 Books Published..................................................................................... 100 Thesis/Dissertation................................................................................ 100 Completed Research Studies................................................................. 100 Completed Quality Improvement Projects............................................. 102

Colleagues Currently Enrolled in Doctoral Studies................................. 60 Chamberlain University Academic Scholarship – Published January 2018 3

Chamberlain’s Office of Institutional Effectiveness and Research implemented a survey to collect annually complete 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.

4 Chamberlain University Academic Scholarship – Published January 2018

56%

SCHOLARLY WORKS

227 FACULTY

297

19%

PUBLISHED

SUBMITTED

SCHOLARLY WORKS FOR PUBLICATION

174

PAPERS FOR REFEREED JOURNALS

BOOK CHAPTERS

56%

ACCEPTED FOR PUBLICATION

BOOK PROFESSIONAL PUBLICATIONS REPORTS

EDITORIAL ARTICLES

IN REVIEW

THESIS/ CONFERENCE PAPERS FOR ONLINE DISSERTATIONS ABSTRACTS NON-REFEREED PUBLICATIONS JOURNALS

OTHER

SCHOLARLY PRESENTATION

855

141

FACULTY

STATE CONFERENCES

NATIONAL CONFERENCES

INTERNATIONAL CONFERENCES

PRESENTED

SCHOLARLY PAPERS

LOCAL CONFERENCES

140

FACULTY

PARTICIPATED IN A PROFESSIONAL CONFERENCE

SERVICE & ADVISORY

188

109

141

230

SERVED ON BOARDS OF DIRECTORS

HELD ONE OR MORE LEADERSHIP POSITIONS IN PROFESSIONAL ORGANIZATIONS

SERVED ON ADVISORY BOARDS

FACULTY

HONORS, AWARDS & RECOGNITION

267 FACULTY

WERE RECOGNIZED

DAISY AWARD RECIPIENTS

57 87

NOMINEES

NEW ACADEMY FELLOWS

7 5

DIFFERENT ORGANIZATIONS

SIGMA THETA TAU INTERNATIONAL INDUCTIONS

EXCELLENCE IN SERVICE AWARD

CLINICAL EXCELLENCE AWARD

NATIONAL PROFESSIONAL SERVICE AWARD

SCHOOL NURSE LEADERSHIP FELLOW

FROM THE U.S. AIR FORCE

FROM THE STATE OF MISSOURI

FROM THE AMERICAN HOLISTIC NURSES ASSOCIATION

FROM JOHNSON & JOHNSON®

Chamberlain University Academic Scholarship – Published January 2018 5

6 Chamberlain University Academic Scholarship – Published January 2018

EXECUTIVE SUMMARY The survey was distributed via Qualtrics to 2,123 Chamberlain faculty and academic administration colleagues during the period of June 30, 2016 through August 12, 2016. Results of the FY‘16 survey cover the period July 1, 2015 through June 30, 2016. The overall response rate to the survey was 66 percent. A total of 405 regular (i.e., salaried) colleagues participated in the survey (representing 93 percent of all regular colleagues). A total of 1,003 visiting professors participated in the survey (representing 60 percent of all visiting professors).

The following summarizes highlights of survey findings: • A total of 783 respondents performed nearly 126,000 professional practice or service hours (in paid positions) in their areas of practice or experience during FY‘16 (58 percent of all respondents). • A total of 362 respondents participated in nearly 10,900 volunteer hours as a professional nurse in FY‘16 (27 percent of all respondents). • A total of 669 respondents participated in community service beyond practice as a nurse during FY‘16 (50 percent of all respondents). • A total of 785 respondents are currently certified in advanced practice or specialty areas (59 percent of all respondents). Of those certified, the majority hold certification as Family Nurse Practitioners (FNP) (32 percent) or Certified Nurse Educators (16 percent). • A total of 1,080 respondents are members of one or more professional nursing organizations (81 percent of all respondents). Thirteen percent of these respondents (n=141) hold one or more leadership positions in professional nursing organizations. • A total of 855 respondents participated in one or more local, state, national or international conferences (61 percent of all respondents). Respondents attended a total of 1,565 conferences for professional development and received a total of 2,943 continuing education credits for their participation. • In terms of conference presentations (scholarly papers and posters):  A total of 84 respondents presented 140 scholarly papers or posters at one or more local conferences (18 percent of all local conference participants).  A total of 61 colleagues presented 93 scholarly papers or posters at one or more state conferences (23 percent of all state conference participants).  A total of 141 colleagues presented 188 scholarly papers or posters at one or more national conferences (31 percent of all national conference participants).  A total of 67 colleagues presented 74 scholarly papers or posters at one or more international conferences (68 percent of all international conference participants). • A total of 227 respondents submitted 297 scholarly works for publication consideration (17 percent of all respondents). The majority of scholarly works submitted were papers to refereed journal (174 papers submitted, representing 59 percent of all scholarly works submitted). More than 56 percent of scholarly works were published in FY‘16 with an additional 19 percent accepted for publication and 11 percent in review. • A total of 129 respondents participated in editorial work including reviews of scholarly papers for refereed journals (10 percent of all respondents). A total of 18 respondents published one or more book reviews (one percent of all respondents).

• A total of 112 respondents participated in research proposal reviews (eight percent of all respondents). Research proposal reviewers conducted reviews for federal funding agencies including the Health Resources and Services Administration, Centers for Disease Control and Prevention and the Agency for Healthcare Research and Quality. Reviewers also conducted proposal reviews for state funding agencies and a number of private foundations. • A total of 230 respondents served on one or more advisory boards (18 percent of all respondents). A total of 109 respondents served on one or more Boards of Directors/Trustees (eight percent of all respondents). A total of 301 respondents served on one or more Chamberlain committees and task force groups (23 percent of all respondents). • A total of 226 respondents conducted a total of 278 research or quality improvement studies (17 percent of all respondents). Of the 278 studies, 64 percent were research studies and 36 percent were quality improvement studies. Of the 278 studies, nearly 42 percent were completed during FY‘16, 41 percent were continuing studies and 18 percent were new studies. • A total of 773 respondents participated in continuing education activities (59 percent of all respondents). A total of 344 colleagues participated in professional development activities in which no continuing education credits were awarded (26 percent of all respondents). • A total of 127 respondents completed additional degrees (10 percent of all respondents). Sixty-four respondents completed DNP degrees, 29 completed MSN degrees, 15 completed PhD degrees, two completed EdD degrees and the remainder completed additional master’s degrees including MBA and MPH degrees. • A total of 199 respondents are currently enrolled in doctoral degree programs (15 percent of all respondents). Of these respondents, 63 percent are currently enrolled in DNP degree programs, 29 percent enrolled in PhD degree programs and eight percent enrolled in EdD degree programs. Of those enrolled in DNP degree programs, 81 respondents are enrolled in Chamberlain’s DNP degree program (65 percent of currently enrolled DNP respondents). • A total of 13 respondents are currently enrolled in post-master’s certificate programs (two percent of all respondents). The majority of these respondents are enrolled in Family Nurse Practitioner (FNP) degree programs. • A total of 267 respondents earned honors, awards or other recognitions (20 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 Ron Taylor Awards, T.E.A.C.H. awards and faculty teaching awards.

Chamberlain University Academic Scholarship – Published January 2018 7

SURVEY PARTICIPATION

DESCRIPTION of RESPONDENTS

A total of 405 regular (i.e., salaried) colleagues participated in the survey representing 93 percent of all regular colleagues. Of the regular colleagues participating, 54 percent represent pre-licensure BSN faculty, 29 percent are in administrative positions (i.e., including administrators in national office, campuses and online degree programs), 12 percent represent post-licensure faculty (RN to BSN, MSN and DNP) and five percent are in academic support positions.

29+5+1254 65+35

REGULAR COLLEAGUES (n RESPONSES = 405)

29%

54%

12%

ADMINISTRATORS ACADEMIC SUPPORT STAFF POST-LICENSURE FACULTY PRE-LICENSURE FACULTY

A total of 1,003 visiting professors participated in the survey representing 60 percent of all visiting professors. Of the visiting professors, 65 percent are post-licensure faculty and 35 percent are pre-licensure faculty. VISITING PROFESSORS (n RESPONSES = 1,003)

35%

65%

8 Chamberlain University Academic Scholarship – Published January 2018

POST-LICENSURE FACULTY PRE-LICENSURE FACULTY

DESCRIPTION

Of the 1,408 colleagues participating, 71 percent represent visiting professors, 28 percent are full-time regular colleagues and one percent are part-time regular colleagues. Included in these counts are administrators or academic support colleagues who responded to the survey.

28+1+71 36+44+146

COLLEAGUE STATUS (n RESPONSES = 1,408)

28%

71%

FULL-TIME REGULAR COLLEAGUES PART-TIME REGULAR COLLEAGUES VISITING PROFESSORS

of RESPONDENTS

RESPONDENTS BY DEGREE PROGRAM Results are also categorized according to Chamberlain degree programs in which respondents primarily teach. A total of 1,312 respondents (93.2 percent of all 1,408 survey respondents) indicated they taught in at least one Chamberlain degree program. Respondents include faculty, visiting professors and administrators who taught in at least one Chamberlain program during FY‘16. NOTE: The number of ADN degree program respondents is small (n=7) in comparison to other program respondents, so ADN degree program results should be interpreted with caution throughout this report.

More than 37 percent of respondents taught primarily in the pre-licensure BSN degree program followed by 30 percent in the MSN degree program, 25 percent in the RN to BSN degree program, seven percent in the DNP degree program and less than one percent taught primarily in the ADN degree program. PERCENT OF FACULTY BY CHAMBERLAIN DEGREE PROGRAM IN WHICH THEY PRIMARILY TEACH

Of the 263 regular faculty respondents who provided information on their faculty rank, 44 percent are assistant professor rank, 36 percent are instructor rank, 14 percent are associate professor rank and six percent are professor rank. Not included in these counts are administrators, academic support colleagues or visiting professors. FACULTY RANK (n RESPONSES = 263)

14%

36%

44%

INSTRUCTOR ASSISTANT PROFESSOR ASSOCIATE PROFESSOR

0.6%

ADN

37.4%

24.5%

30.3%

7.2%

PREL BSN

RN TO BSN

MSN

DNP

PROFESSOR

Chamberlain University Academic Scholarship – Published January 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 degree program are visiting professors. For respondents associated with the ADN degree program, nearly 86 percent are visiting professors and 14 percent are full-time, regular colleagues. For respondents associated with the pre-licensure BSN degree program, 53 percent are visiting professors and 46 percent are full-time, regular colleagues. Part-time, regular colleagues represent less than one percent of the total of respondents associated with the pre-licensure BSN degree program.

A total of 263 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 ADN degree program, 100 percent are instructor rank. Of responding faculty from the pre-licensure BSN degree program, 44 percent are instructors, 46 percent are assistant professors, seven percent are associate professors and three percent are professors.

For respondents associated with the RN to BSN degree program, more than 90 percent are visiting professors and eight percent are full-time, regular colleagues. Part-time, regular colleagues represent 1.5 percent of the total of RN to BSN respondents. For respondents associated with the MSN degree program, more than 91 percent are visiting professors, eight percent are full-time, regular colleagues and less than one percent are part-time. Finally, for respondents associated with the DNP degree program, nearly 69 percent are visiting professors, 30 percent are full-time, regular colleagues and two percent are part-time, regular colleagues.

Of responding faculty from the RN to BSN degree program, seven percent are instructors, 64 percent are assistant professors, 21 percent are associate professors and 7 percent are professors. Of responding faculty from the MSN degree program, 45 percent are assistant professors, 45 percent are associate professors and 10 percent are professors. Of responding faculty from the DNP degree program, six percent are assistant professors, 63 percent are associate professors and 31 percent are professors. DEGREE PROGRAM FACULTY BY FACULTY RANK 3.3%

JOB STATUS OF RESPONDENTS BY DEGREE PROGRAM 0.9%

1.5%

0.5%

7.1%

10.0% 31.3%

21.4%

1.5%

INSTRUCTOR 45.0% 45.8% 53.4% 68.7% 85.7%

90.2%

91.3%

ADN (n=7)

PREL BSN (n=650)

100.0%

7.1% ADN (n=1)

91.3%

68.7%

RN TO BSN (n=275)

MSN (n=390)

DNP (n=67)

10â&#x20AC;&#x192; Chamberlain University Academic Scholarship â&#x20AC;&#x201C; Published January 2018

ASSOC. PROFESSOR PROFESSOR

45.0%

43.9%

VISITING PROFESSORS

90.2%

62.5%

64.3%

PART-TIME REGULAR FACULTY

53.4%

85.7%

FULL-TIME REGULAR FACULTY

ASST. PROFESSOR

PREL BSN (n=212)

RN TO BSN (n=14)

6.3% MSN (n=20)

DNP (n=16)

DESCRIPTION

of RESPONDENTS

INSTRUCTOR RANK BY DEGREE PROGRAM

ASSOCIATE PROFESSOR RANK BY DEGREE PROGRAM

A total of 95 faculty respondents reported being at instructor rank. The vast majority of instructors teach in the pre-licensure BSN degree program (97.9 percent). The remaining instructors teach in the ADN and RN to BSN degree programs (1.1 percent each).

A total of 37 faculty respondents reported being at associate professor rank. The majority of associate professors teach in the pre-licensure BSN degree program (40.5 percent) followed by the DNP degree program (27 percent), the MSN degree program (24.3 percent) and the RN to BSN degree program (8.1 percent).

PERCENT OF INSTRUCTOR RANKED RESPONDENTS BY DEGREE PROGRAM

PERCENT OF ASSOCIATE PROFESSOR RANKED RESPONDENTS BY DEGREE PROGRAM

{41,8,24,27} {47,7,13,33} {1,98,1} {84,8,8,1} ADN

PREL BSN

RN TO BSN

1.1%

97.9%

1.1%

ASSISTANT PROFESSOR RANK BY DEGREE PROGRAM

A total of 116 faculty respondents reported being at assistant professor rank. The majority of assistant professors teach in the pre-licensure BSN degree program (83.6 percent). The remaining assistant professors teach in the RN to BSN and MSN degree programs (7.8 percent each) with less than one percent teaching in the DNP degree program. PERCENT OF ASSISTANT PROFESSORS RANKED RESPONDENTS BY DEGREE PROGRAM PREL BSN

PREL BSN

RN TO BSN

24.3%

DNP

27.0%

PROFESSOR RANK BY DEGREE PROGRAM

A total of 15 faculty respondents reported being at professor rank. The majority of professors teach in the pre-licensure BSN degree program (46.7 percent) followed by the DNP degree program (33.3 percent), the MSN degree program (13.3 percent) and the RN to BSN degree program (6.7 percent). PERCENT OF PROFESSORS RANKED RESPONDENTS BY DEGREE PROGRAM

83.6%

6.7%

7.8%

MSN

DNP

46.7%

7.8%

RN TO BSN

MSN

7.1%

MSN

PREL BSN

RN TO BSN

40.5%

13.3%

0.9%

DNP

33.3%

Chamberlain University Academic Scholarship – Published January 2018 11

NURSING PRACTICE AND SERVICE (PAID POSITIONS)

NURSING PRACTICE & SERVICE

A total of 783 respondents performed professional practice or service (in paid positions) in their areas of practice or experience during FY‘16 (58 percent of all respondents). Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Colleagues performed a total of nearly 126,000 professional practice hours in FY‘16, averaging 1,726 hours per colleague.

42+58

PERFORMED PRACTICE OR SERVICE (PAID POSITION)

YES

58%

42%

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 performing professional practice or service were visiting professors (70.4 percent), followed by regular faculty (35.7 percent), administrators (16.4 percent) and academic support colleagues (15 percent).

PERCENT OF COLLEAGUES WHO PERFORMED PRACTICE/SERVICE BY CATEGORY

{36,70,16,15}

12 Chamberlain University Academic Scholarship – Published January 2018

FACULTY

35.7%

VISITING PROFESSORS

70.4%

ADMINISTRATORS

16.4%

ACADEMIC SUPPORT STAFF

15.0%

NURSING PR ACTICE

NURSING PRACTICE AND SERVICE: PARTICIPATION BY DEGREE PROGRAM

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

The largest segment of colleagues that performed volunteer work and service were regular faculty (34.3 percent), followed by visiting professors (26.3 percent), administrators (19 percent) and academic support colleagues (15 percent).

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

{34,26,19,15}

The percentages of colleagues who performed professional nursing practice and service (in paid positions) by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 75 percent of MSN colleagues participated in nursing practice and service, primarily in nurse practitioner roles. More than 66 percent of RN to BSN colleagues participated in nursing practice and service roles, followed by 54 percent of DNP colleagues, 46 percent of pre-licensure BSN colleagues and 43 percent of ADN colleagues.

& SERVICE

FACULTY

34.3%

VISITING PROFESSORS

26.3%

ADMINISTRATORS

ACADEMIC SUPPORT STAFF

19.0%

15.0%

VOLUNTEER WORK AND SERVICE: PARTICIPATION BY DEGREE PROGRAM 42.9%

46.3%

66.3%

74.8%

53.8%

ADN (n=7)

PREL BSN (n=273)

RN TO BSN (n=611)

MSN (n=373)

DNP (n=65)

VOLUNTEER WORK AND SERVICE A total of 362 respondents participated in volunteer work as a professional nurse during FY‘16 (27 percent of all respondents). Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Colleagues performed a total of nearly 10,900 volunteer hours in FY‘16, averaging 209 hours per colleague.

The percentages of colleagues who participated in volunteer work and service by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 33 percent of RN to BSN colleagues participated in volunteer work and service, primarily in health and wellness activities. Nearly 28 percent of DNP colleagues participated in volunteer work and service, followed by 27 percent of pre-licensure BSN colleagues and 25 percent of MSN colleagues.

PERCENT OF COLLEAGUES WHO PARTICIPATED IN VOLUNTEER WORK BY DEGREE PROGRAM

Types of volunteer work included: participating in community health screenings and health fairs, nurse volunteer for community emergency preparedness teams, American Red Cross service volunteer, 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.

27+73

PARTICIPATED IN VOLUNTEER WORK AS A NURSE IN PRACTICE SETTING

26.7%

32.7%

24.7%

27.7%

PREL BSN (n=603)

RN TO BSN (n=272)

MSN (n=372)

DNP (n=65)

27%

YES NO

73%

Chamberlain University Academic Scholarship – Published January 2018 13

NURSING PR ACTICE

& SERVICE

COMMUNITY SERVICE A total of 669 respondents participated in community service beyond practice as a nurse during FY‘16 (50 percent of all respondents). Faculty, leadership and academic support colleagues who identified with a degree program are included in these results.

More than 75 percent of community service activities had impact at the local level, nine percent at the state level, four percent at the regional level, six percent at the national level and six percent at the international level. Types of community service work included: community fundraising, organized clothing and food drives, participated in state/national lobbying efforts, worked in food kitchens, building shelters/homes with Habitat for Humanity, scout leader, trained youth groups for Special Olympics and developed and led youth programs with churches.

50+50

PERCENT OF COLLEAGUES WHO PARTICIPATED IN COMMUNITY SERVICE BY CATEGORY

{57,48,51,40}

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, five percent served in consulting roles and two percent served as evaluators.

The largest segment of colleagues performing volunteer work and service were regular faculty (57.4 percent), followed by administrators (50.9 percent), visiting professors (48.1 percent) and academic support colleagues (40 percent).

FACULTY

35.7%

VISITING PROFESSORS

70.4%

ADMINISTRATORS

16.4%

ACADEMIC SUPPORT STAFF

15.0%

COMMUNITY SERVICE: PARTICIPATION BY DEGREE PROGRAM

PARTICIPATED IN COMMUNITY SERVICE

50%

YES

The percentages of colleagues who participated in community service by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 62 percent of DNP colleagues participated in community service, followed by 56 percent of RN to BSN colleagues, 49 percent of MSN colleagues, 47 percent of pre-licensure BSN colleagues and nearly 29 percent of ADN colleagues.

50%

14 Chamberlain University Academic Scholarship – Published January 2018

PERCENT OF COLLEAGUES WHO PARTICIPATED IN COMMUNITY SERVICE BY DEGREE PROGRAM

28.6%

47.3%

55.9%

49.2%

61.5%

ADN (n=7)

PREL BSN (n=602)

RN TO BSN (n=272)

MSN (n=372)

DNP (n=65)

NURSING PR ACTICE

& SERVICE

NURSING PRACTICE AND SERVICE: CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online ADN and online BSN results are also presented separately in the table. Twelve campuses and both the online ADN and BSN degree programs have a 40 percent or greater rate of participation in practice or service (paid positions). Five campuses have a 30 percent or greater rate of participation in volunteer work activities. Twelve campuses and the online BSN degree program have a 40 percent or greater rate of participation in community service activities. Note: Some campuses and the online ADN degree program 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

44.00%

20.00%

45.30%

ARLINGTON

55.00%

15%

35.00%

ATLANTA

44.40%

20.60%

31.70%

CHARLOTTE

0.00%

33.30%

0.00%

CHICAGO

34.50%

32.80%

448%

CLEVELAND

47.40%

21.10%

47.40%

COLUMBUS BSN

46.90%

31.30%

53.10%

HOUSTON

45.50%

27.30%

33.30%

INDIANAPOLIS

23.10%

53.80%

IRVING

33.30%

0.00%

100.00%

JACKSONVILLE

19.00%

33.30%

52.40%

LAS VEGAS

60.00%

20.00%

46.70%

MIRAMAR

45.90%

40.50%

54.10%

NORTH BRUNSWICK

25.00%

8.30%

ONLINE ADN

60.00%

0.00%

20.00%

ONLINE BSN

59.20%

24.50%

59.20%

PEARLAND

41.20%

23.50%

70.60%

PHOENIX

48.20%

28.60%

33.90%

SACRAMENTO

60.00%

0.00%

100.00%

ST. LOUIS

34.00%

16.00%

38.00%

TINLEY PARK

47.10%

21.30%

41.20%

TROY

38.90%

22.20%

33.30%

CAMPUS

Chamberlain University Academic Scholarship – Published January 2018 15

ADVANCED PRACTICE & SPECIALTY CERTIFICATIONS

CERTIFICATIONS A total of 785 colleagues are currently certified in advanced practice or specialty areas (59 percent of all respondents).

59+41

CERTIFIED IN ADVANCED PRACTICE OR SPECIALTY AREAS

41%

YES

59%

More than 62 percent of visiting professors hold advanced practice or specialty certifications followed by 55 percent of academic support colleagues, 53 percent of regular faculty and 43 percent of administrators.

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

{53,62,43,55}

16 Chamberlain University Academic Scholarship – Published January 2018

FACULTY

53.2%

VISITING PROFESSORS

62.3%

ADMINISTRATORS

43.1%

ACADEMIC SUPPORT STAFF

55.0%

ADVANCED PR ACTICE

& SPECIALT Y CERTIFICATIONS

MOST FREQUENTLY HELD ADVANCED PRACTICE OR SPECIALTY CERTIFICATIONS

ADVANCED PRACTICE/SPECIALTY CERTIFICATIONS BY DEGREE PROGRAM

The following chart represents counts of respondents who indicated they were certified in an advanced practice or specialty area during FY‘16. The greatest number of respondents certified as nurse practitioners were: Family Nurse Practitioners (n=254), Pediatric Primary Care Nurse Practitioners (n=35), Adult Nurse Practitioners (n=34), Women’s Health Nurse Practitioners (n=16) and Acute Care Nurse Practitioners (n=12). The greatest number of respondents certified as clinical nurse specialists were: Pediatric Clinical Nurse Specialists (n=31) and Adult Health Clinical Nurse Specialists (n=19). As educators, 122 hold certification for Nurse Educators.

The percentages of colleagues certified in advanced practice or specialty areas by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 79 percent of MSN colleagues hold certification in advanced practice or specialty areas, followed by nearly 62 percent of DNP colleagues, 57 percent of RN to BSN colleagues, 47 percent of pre-licensure BSN colleagues and 43 percent of ADN colleagues.

100

150

FAMILY NURSE PRACTITIONER

200

250

300 254

CERTIFICATION FOR NURSE EDUCATORS

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

122

ADVANCED NURSE EXECUTIVE

MEDICAL-SURGICAL NURSING

PEDIATRIC PRIMARY CARE NP

ADULT NURSE PRACTITIONER

PEDIATRIC CLINICAL NURSE CERTIFICATION

NURSE EXECUTIVE

ADULT HEALTH CLINICAL NURSE SPECIALIST

INFORMATICS NURSING

WOMEN’S HEALTH NP

INPATIENT OBSTETRIC NURSE CERTIFICATION

ACUTE CARE

NURSE PRACTITIONER

42.9%

47.2%

56.6%

79.3%

61.5%

ADN (n=7)

PREL BSN (n=602)

RN TO BSN (n=272)

MSN (n=372)

DNP (n=65)

Chamberlain University Academic Scholarship – Published January 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 ADN and online BSN results are presented separately in the table. Seven campuses and the online ADN degree program have a 50 percent or greater rate of certifications in advanced practice or specialty areas. An additional five campuses and the online BSN degree program have a 40 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

54.70%

ARLINGTON

55.00%

ATLANTA

38.10%

CHARLOTTE

0.00%

CHICAGO

46.60%

CLEVELAND

36.80%

COLUMBUS BSN

34.40%

HOUSTON

57.60%

INDIANAPOLIS

53.80%

IRVING

33.30%

JACKSONVILLE

52.40%

LAS VEGAS

26.70%

MIRAMAR

48.60%

NORTH BRUNSWICK

58.30%

ONLINE ADN

60.00%

ONLINE BSN

42.90%

PEARLAND

41.20%

PHOENIX

41.10%

SACRAMENTO

60.00%

ST. LOUIS

26.00%

TINLEY PARK

41.20%

TROY

38.90%

CAMPUS

18 Chamberlain University Academic Scholarship – Published January 2018

PARTICIPATION in PROFESSIONAL NURSING ORGANIZATIONS

PROFESSIONAL NURSING ORGANIZATIONS: MEMBERSHIP A total of 1,080 colleagues reported being members of one or more professional nursing organizations in FY‘16 (81 percent of all respondents). These include national organization such as: • Academy of Medical-Surgical Nursing

•A merican Nursing Informatics Association

• American Academy of Nurse Practitioners

• Association of Nurse Executives

• American Association of Critical Care Nurses

• Midwest Nursing Research Society

• Emergency Nurses’ Association •N ational Association of Hispanic Nurses

• American Association of Nurse Practitioners • American Nurses’ Association

• Oncology Nursing Society • Sigma Theta Tau International

81+19

MEMBER OF ONE OR MORE PROFESSIONAL NURSING ORGANIZATIONS

19%

YES NO

81%

The largest segment of colleagues who reported being members of one or more professional nursing organizations were academic support colleagues (100 percent), followed by administrators (87.1 percent), regular faculty (88.3 percent) and visiting professors (77.8 percent).

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

{88,78,87,100}

FACULTY

88.3%

VISITING PROFESSORS

77.8%

ADMINISTRATORS

87.1%

ACADEMIC SUPPORT STAFF

100.0%

Chamberlain University Academic Scholarship – Published January 2018 19

PARTICIPATION IN PROFESSIONAL NURSING ORGANIZ ATIONS

PROFESSIONAL NURSING ORGANIZATION MEMBERSHIP: PARTICIPATION BY DEGREE PROGRAM The percentages of colleagues who were members of professional nursing organizations by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 91 percent of DNP colleagues are members of one or more professional nursing organizations, followed by 86 percent of MSN and ADN colleagues, 83 percent of RN to BSN colleagues and 75 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO WERE MEMBERS OF PROFESSIONAL NURSING MEMBERSHIP BY DEGREE PROGRAM

{86,74,83,86,91}

ADN (n=7)

85.7%

PREL BSN (n=601)

75.4%

RN TO BSN (n=272)

83.1%

MSN (n=369)

86.4%

DNP (n=65)

90.8%

PROFESSIONAL NURSING ORGANIZATIONS: LEADERSHIP A total of 141 colleagues held one or more leadership positions in professional nursing organizations during FY‘16 (13 percent of all respondents). Leadership positions included: president/president-elect, vice-president, chairperson, secretary, treasurer, committee chairperson, director and chapter leader.

13+87

MEMBER OF ONE OR MORE PROFESSIONAL NURSING ORGANIZATIONS

13%

YES NO

87%

20 Chamberlain University Academic Scholarship – Published January 2018

Fifteen percent of administrators held one or more leadership positions in professional nursing organizations, followed by regular faculty (13.3 percent), visiting professors (13 percent) and academic support colleagues (five percent). PERCENT OF COLLEAGUES WHO HOLDS A LEADERSHIP POSITION IN A PROFESSIONAL NURSING ORGANIZATION BY CATEGORY

FACULTY

13.3%

VISITING PROFESSORS

13.0%

ADMINISTRATORS

15.0%

ACADEMIC SUPPORT STAFF

5.0%

PROFESSIONAL NURSING ORGANIZATION LEADERSHIP: PARTICIPATION BY DEGREE PROGRAM The percentages of colleagues by degree program who held one or more leadership positions in professional nursing organizations is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 27 percent of DNP colleagues held leadership positions in professional nursing organizations, followed by MSN colleagues (14.8 percent), RN to BSN colleagues (12.8 percent) and pre-licensure BSN colleagues (10.5 percent). PERCENT OF COLLEAGUES WHO HOLD A LEADERSHIP POSITION IN A PROFESSIONAL NURSING ORGANIZATION BY CATEGORY ADN (n=7) PREL BSN (n=449)

10.5%

RN TO BSN (n=226)

12.8%

MSN (n=317)

14.8%

DNP (n=59)

27.1%

PARTICIPATION IN PROFESSIONAL NURSING ORGANIZ ATIONS

PROFESSIONAL NURSING ORGANIZATIONS: CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online ADN and online BSN results are also presented separately in the table. Eleven campuses and the online ADN and online BSN degree programs have a 70 percent or greater membership rate in professional nursing organizations. Four campuses and the online BSN degree program have a 10 percent or greater rate of leadership participation in professional nursing organizations. NUMBER OF SURVEY RESPONDENTS

PERCENTAGE OF MEMBERS OF A PROFESSIONAL NURSING ORGANIZATION

PERCENTAGE IN LEADERSHIP POSITIONS IN PROFESSIONAL NURSING ORGANIZATIONS

ADDISON

66.70%

5.30%

ARLINGTON

70.00%

10.0%

ATLANTA

76.20%

3.20%

CHARLOTTE

0.00 %

0.00%

CHICAGO

67.20%

5.20%

CLEVELAND

73.70%

5.30%

COLUMBUS BSN

87.50%

25.00%

HOUSTON

60.60%

9.10%

INDIANAPOLIS

53.80%

0.00%

IRVING

100.00%

0.00%

JACKSONVILLE

71.40%

4.80%

LAS VEGAS

73.30%

0.00%

MIRAMAR

70.30%

8.10%

NORTH BRUNSWICK

75.00%

0.00%

ONLINE ADN

80.00%

0.00%

ONLINE BSN

79.60%

10.20%

PEARLAND

88.20%

11.80%

PHOENIX

66.10%

89%

SACRAMENTO

40.00%

20.00%

ST. LOUIS

64.00%

6.00%

TINLEY PARK

70.60%

3.90%

TROY

44.40%

5.60%

CAMPUS

Chamberlain University Academic Scholarship – Published January 2018 21

PROFESSIONAL SERVICE: CONFERENCES

CONFERENCE PARTICIPATION A total of 855 colleagues participated in one or more local, state, national or international conferences in FY‘16 (61 percent of all respondents).

61+39

PARTICIPATED IN AT LEAST ONE CONFERENCE

39%

61%

YES NO

The largest segment of colleagues participating in one or more conferences were administrators (68.4 percent), followed by visiting professors (61 percent), regular faculty (56.7 percent) and academic support colleagues (55 percent).

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

{57,61,68,55}

22 Chamberlain University Academic Scholarship – Published January 2018

FACULTY

56.7%

VISITING PROFESSORS

61.0%

ADMINISTRATORS

68.4%

ACADEMIC SUPPORT STAFF

55.0%

PROFESSIONAL SERVICE: CONFERENCES

CONFERENCE PARTICIPATION FOR PROFESSIONAL DEVELOPMENT

CONFERENCE PARTICIPATION FOR PROFESSIONAL DEVELOPMENT BY DEGREE PROGRAM

Respondents attended a total of 1,565 conferences for professional development. On average across the conference scopes (i.e., local, state, national or international), 85 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 degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 79 percent of DNP colleagues participated in one or more conferences, followed by 75 percent of MSN colleagues, 67 percent of RN to BSN colleagues, 57 percent of ADN colleagues and 47 percent of pre-licensure BSN colleagues.

ATTENDED CONFERENCES FOR PROFESSIONAL DEVELOPMENT

{57,47,67,75,79} {81,86,88,82} {74,70,79,58}

LOCAL

81.3%

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

STATE

86.1%

NATIONAL

87.9%

ADN (n=7)

57.1%

INTERNATIONAL

82.4%

PREL BSN (n=650)

47.1%

RN TO BSN (n=275)

67.3%

MSN (n=390)

74.9%

DNP (n=67)

79.1%

Conference participants who reported attendance received a total of 2,943 continuing education credits in FY‘16. The largest segment of colleagues received continuing education credits for professional development at national conferences (78.5 percent), followed by local conferences (74.1 percent), state conferences (70.3 percent) and international conferences (58.3 percent). RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT

LOCAL CONFERENCE PARTICIPATION

LOCAL

74.1%

STATE

70.3%

NATIONAL

78.5%

INTERNATIONAL

58.3%

A total of 476 colleagues participated in one or more local conferences in FY‘16 (34 percent of all respondents).

34+66 PARTICIPATED IN A LOCAL CONFERENCE

34%

66%

YES NO

Chamberlain University Academic Scholarship – Published January 2018 23

PROFESSIONAL SERVICE: CONFERENCES

The largest segment of colleagues who participated in one or more local conferences were visiting professors (36.6 percent), followed by administrators (29.1 percent), regular faculty (26.5 percent) and academic support colleagues (20 percent).

The total number of local conferences attended by colleagues identifying with a degree program in FY‘16 are as follows:

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

• RN to BSN colleagues – 167 local conferences attended

• ADN colleagues – 14 local conferences attended • Pre-licensure BSN colleagues – 286 local conferences attended • MSN colleagues – 223 local conferences attended

{21,90,93,87,88} {21,68,73,75,74} {27,37,29,20} {29, 30, 37, 38, 39}

• DNP colleagues – 43 local conferences attended

FACULTY

26.5%

VISITING PROFESSORS

36.6%

ADMINISTRATORS

29.1%

ACADEMIC SUPPORT STAFF

20.0%

LOCAL CONFERENCE PARTICIPATION BY DEGREE PROGRAM

The percentages of colleagues who participated in one or more local conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 38 percent of DNP, MSN and RN to BSN colleagues participated in local conferences. Thirty percent of pre-licensure BSN colleagues and 29 percent of ADN colleagues also participated in local conferences. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE LOCAL CONFERENCES BY DEGREE PROGRAM

More than 93 percent of RN to BSN colleagues reported attending a local conference for professional development, followed by 90 percent of pre-licensure BSN colleagues, 88 percent of DNP colleagues, 87 percent of MSN colleagues and 21 percent of ADN colleagues.

ATTENDED LOCAL CONFERENCE FOR PROFESSIONAL DEVELOPMENT

ADN

21.4%

PREL BSN

89.5%

RN TO BSN

93.4%

MSN

86.5%

DNP

88.4%

ADN (n=7)

28.6%

Of those attending local conferences for professional development, more than 73 percent of RN to BSN, MSN and DNP colleagues received continuing education credits, followed by 68 percent of pre-licensure colleagues and 21 percent of ADN colleagues.

PREL BSN (n=650)

30.0%

RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT (LOCAL CONFERENCES)

RN TO BSN (n=275)

37.5%

ADN

MSN (n=390)

37.9%

PREL BSN

67.5%

DNP (n=67)

38.8%

RN TO BSN

73.1%

MSN

74.9%

DNP

74.4%

24 Chamberlain University Academic Scholarship – Published January 2018

21.4%

PROFESSIONAL SERVICE: CONFERENCES

LOCAL CONFERENCE PRESENTATIONS

LOCAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

A total of 84 colleagues presented a total of 140 scholarly papers or posters at one or more local conferences in FY‘16 (18 percent of all local conference participants).

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

18%

YES NO

82%

Of the 140 local presentations, 100 were given by visiting professors, followed by 24 given by regular faculty, 14 by administrators and two by academic support colleagues.

NUMBER OF LOCAL PRESENTATIONS GIVEN BY CATEGORY

FACULTY

VISITING PROFESSORS

ACADEMIC SUPPORT STAFF

12.8%

RN TO BSN (n=102)

18.6%

MSN (n=147)

20.4%

DNP (n=26)

38.5%

The majority of local conference presentations were posters (46.3 percent) followed by scholarly paper presentations (38.1 percent). Nearly 16 percent of colleagues presented both a paper and poster at local conferences.

100

PREL BSN (n=196)

TYPES OF LOCAL CONFERENCE PRESENTATIONS

ADMINISTRATORS

ADN (n=7)

{13,19,20,39} {38,46,16}

18+82 PRESENTED AT A LOCAL CONFERENCE

The percentages of colleagues who presented scholarly papers or posters at one or more local conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 39 percent of DNP colleagues presented at local conferences, followed by 20 percent of MSN colleagues, 19 percent of RN to BSN colleagues and 13 percent of pre-licensure BSN colleagues.

TYPES OF LOCAL PRESENTATIONS

PAPER

38.1%

POSTER

46.3%

BOTH

15.6%

Chamberlain University Academic Scholarship – Published January 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 degree program are included with these results. For pre-licensure BSN colleagues, the majority of local presentations were posters (47 percent) followed by papers (30 percent). For RN to BSN colleagues, the majority were papers (43 percent) followed by posters (37 percent). For MSN colleagues, the majority were posters (52 percent) followed by papers (36 percent). Lastly, for DNP colleagues, the majority of presentations were papers (50 percent) followed by poster presentations (44 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 degree program are included with these results.

TYPE OF LOCAL CONFERENCE PRESENTATION BY DEGREE PROGRAM

Somewhat greater percentages of RN to BSN and DNP colleagues who reported having local conference planning roles served as planning committee and proposal review chairs and greater percentages of MSN and DNP colleagues served as planning committee members. A somewhat greater percentage of pre-licensure BSN colleagues served as proposal review members.

1% 10%

30% 43%

36% 50%

19%

10%

13%

PAPER PLANNING COMMITTEE CHAIR

POSTER 47%

BOTH

37%

67% 61%

79%

74%

52%

PLANNING COMMITTEE MEMBER

44%

23%

20% 12%

PREL BSN

RN TO BSN

MSN

PROPOSAL REVIEW CHAIR 10%

15%

10%

12%

PREL BSN (n=48)

RN TO BSN (n=31)

MSN (n=42)

DNP

PROPOSAL REVIEW MEMBER

DNP (n=16)

PLANNING ROLES IN LOCAL CONFERENCES A total of 116 colleagues participated in planning roles in one or more local conferences in FY‘16. More than 12 percent chaired conference planning committees and more than 70 percent participated as members of conference planning committees. More than seven percent chaired proposal review committees and more than 10 percent participated as members of proposal review committees. PERCENT OF COLLEAGUES IN LOCAL CONFERENCE PLANNING ROLES BY TYPE OF PLANNING ROLE

{12,70,7,10}

PLANNING COMMITTEE CHAIR

PLANNING COMMITTEE MEMBER

PROPOSAL REVIEW CHAIR PROPOSAL REVIEW MEMBER

12.4%

70.1%

7.3%

10.2%

26 Chamberlain University Academic Scholarship – Published January 2018

STATE CONFERENCE PARTICIPATION A total of 272 colleagues participated in one or more state conferences in FY‘16 (19 percent of all respondents).

19+81 PARTICIPATED IN A STATE CONFERENCE

19%

81%

YES NO

PROFESSIONAL SERVICE: CONFERENCES

The largest segment of colleagues who participated in one or more state conferences were visiting professors (20.8 percent), followed by administrators (20.5 percent), academic support colleagues (20 percent) and regular faculty (13.1 percent).

The total number of state conferences attended by colleagues identifying with a degree program in FY‘16 are as follows:

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

• MSN colleagues – 132 state conferences attended

• Pre-Licensure BSN colleagues – 109 state conferences attended • RN to BSN colleagues – 110 state conferences attended • DNP colleagues – 28 state conferences attended Nearly 93 percent of RN to BSN and DNP colleagues reported they attended state conferences for professional development, followed by 83 percent of MSN colleagues and 81 percent of pre-licensure colleagues.

{81,93,83,93} {68,69,74,68} {13,21,21,20} {12, 30, 25, 25} FACULTY

13.1%

VISITING PROFESSORS

20.8%

ADMINISTRATORS

20.5%

ACADEMIC SUPPORT STAFF

ATTENDED STATE CONFERENCES FOR PROFESSIONAL DEVELOPMENT

PREL BSN

80.7%

RN TO BSN

92.7%

MSN

83.3%

DNP

92.9%

20.0%

STATE CONFERENCE PARTICIPATION BY DEGREE PROGRAM

The percentages of colleagues who participated 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 in these results. Nearly 30 percent of RN to BSN colleagues participated in state conferences, followed by 25 percent of MSN and DNP colleagues and 12 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE STATE CONFERENCES BY DEGREE PROGRAM

Of those attending state conferences for professional development, more than 74 percent of MSN colleagues received continuing education credits, followed by 69 percent of RN to BSN colleagues and 68 percent of pre-licensure and DNP colleagues.

RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT (STATE CONFERENCES)

ADN (n=7)

PREL BSN (n=650) RN TO BSN (n=275)

MSN (n=390) DNP (n=67)

PREL BSN

67.9%

RN TO BSN

69.1%

MSN

74.2%

DNP

67.9%

11.5%

29.5%

24.9%

25.4%

Chamberlain University Academic Scholarship – Published January 2018 27

PROFESSIONAL SERVICE: CONFERENCES

STATE CONFERENCE PRESENTATIONS

STATE CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

A total of 61 colleagues presented a total of 93 scholarly papers or posters at one or more state conferences in FY‘16 (23 percent of all state conference participants).

23+77 PRESENTED IN A STATE CONFERENCE

The percentages of colleagues who presented scholarly papers or posters at one or more state conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 35 percent of DNP colleagues presented at state conferences, followed by 26 percent of RN to BSN colleagues, 21 percent of pre-licensure BSN colleagues and 19 percent of MSN colleagues. PERCENT OF COLLEAGUES WHO PRESENTED PAPERS OR POSTERS AT ONE OR MORE STATE CONFERENCES BY DEGREE PROGRAM

23%

YES NO

ADN (n=7)

{21,26,19,35} {41,41,17} {17,74,6,2} 77%

Of the 93 state presentations, 69 were given by visiting professors, followed by 16 given by regular faculty, six by administrators and two by academic support colleagues.

PREL BSN (n=75)

21.3%

RN TO BSN (n=80)

26.3%

MSN (n=897)

DNP (n=17)

18.6%

35.3%

NUMBER OF STATE PRESENTATIONS GIVEN BY CATEGORY

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

TYPES OF STATE CONFERENCE PRESENTATIONS State conference presentations were equally represented by scholarly papers and posters (41.6 percent each). Nearly 17 percent of colleagues presented both a paper and poster at state conferences.

TYPES OF STATE PRESENTATIONS

ACADEMIC SUPPORT STAFF

PAPER

41.6%

POSTER

41.6%

BOTH

28 Chamberlain University Academic Scholarship – Published January 2018

16.8%

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 degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included with these results. For pre-licensure BSN colleagues, the percentages of papers and posters given were equal (45 percent each). For RN to BSN colleagues, the majority were papers (47 percent) followed by posters (39 percent). For MSN colleagues, the majority were papers (44 percent) followed by posters (32 percent). Lastly, for DNP colleagues, the majority were papers (57 percent) followed by posters (36 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.

TYPE OF STATE CONFERENCE PRESENTATION BY DEGREE PROGRAM

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

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. Greater percentages of pre-licensure BSN colleagues served as proposal review chairs and as members.

11% 45%

44%

47%

57%

18%

PAPER 33% POSTER BOTH

32% 45%

8% PREL BSN

64%

86%

45%

36%

24% 7%

RN TO BSN

MSN

PLANNING COMMITTEE MEMBER

44%

39%

14%

PLANNING COMMITTEE CHAIR

44%

27%

RN TO BSN (n=22)

MSN (n=14)

28%

PROPOSAL REVIEW CHAIR PROPOSAL REVIEW MEMBER

DNP PREL BSN (n=9)

DNP (n=11)

PLANNING ROLES IN STATE CONFERENCES A total of 47 colleagues participated in planning roles in one or more state conferences in FY‘16. More than 8 percent chaired conference planning committees and 64 percent participated as members of conference planning committees. Five percent chaired proposal review committees and 23 percent participated as members of proposal review committees. PERCENT OF COLLEAGUES IN STATE CONFERENCE PLANNING ROLES BY TYPE OF PLANNING ROLE

{8,64,5,23}

PLANNING COMMITTEE CHAIR

8.2%

PLANNING COMMITTEE MEMBER

63.9%

PROPOSAL REVIEW CHAIR

4.9%

PROPOSAL REVIEW MEMBER

23.0%

NATIONAL CONFERENCE PARTICIPATION A total of 462 colleagues participated in one or more national conferences in FY‘16 (33 percent of all respondents).

33+67

PARTICIPATED IN A NATIONAL CONFERENCE

33%

67%

YES NO

Chamberlain University Academic Scholarship – Published January 2018 29

PROFESSIONAL SERVICE: CONFERENCES

The largest segment of colleagues who participated in one or more national conferences were academic support staff (50 percent), followed by administrators (40.2 percent), regular faculty (32.5 percent) and visiting professors (31.7 percent).

The total number of national conferences attended by colleagues identifying with a degree program in FY‘16 are as follows:

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

• RN to BSN colleagues – 138 national conferences attended

• ADN colleagues – seven national conferences attended • Pre-licensure BSN colleagues – 171 national conferences attended • MSN colleagues – 244 national conferences attended

{29,96,86,82,91} {14,78,78,80,80} {33,32,40,50} {29, 20, 38, 46, 55}

• DNP colleagues – 60 national conferences attended

FACULTY

32.5%

VISITING PROFESSORS

31.7%

ADMINISTRATORS

40.2%

ACADEMIC SUPPORT STAFF

50.0%

Nearly 96 percent of pre-licensure BSN reported they attended national conference for professional development, followed by 92 percent of DNP colleagues, 86 percent of RN to BSN colleagues, 83 percent of MSN colleagues and 29 percent of ADN colleagues.

ATTENDED NATIONAL CONFERENCE FOR PROFESSIONAL DEVELOPMENT

ADN

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 degree program are included in these results. More than 55 percent of DNP colleagues participated in national conferences, followed by 46 percent of MSN colleagues, 38 percent of RN to BSN colleagues and 20 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE NATIONAL CONFERENCES BY DEGREE PROGRAM ADN (n=7)

28.6%

PREL BSN (n=650)

19.8%

RN TO BSN (n=275)

37.8%

MSN (n=390)

45.6%

DNP (n=67)

55.2%

30 Chamberlain University Academic Scholarship – Published January 2018

28.6%

PREL BSN

95.9%

RN TO BSN

86.2%

MSN

82.8%

DNP

91.7%

Of those attending national conferences for professional development, 80 percent of MSN and DNP colleagues received continuing education credits, followed by 78 percent of pre-licensure BSN and RN to BSN colleagues and 14 percent of ADN colleagues.

RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT (NATIONAL CONFERENCES)

ADN

14.3%

PREL BSN

78.4%

RN TO BSN

78.3%

MSN

80.0%

DNP

80.0%

PROFESSIONAL SERVICE: CONFERENCES

NATIONAL CONFERENCE PRESENTATIONS A total of 141 colleagues presented a total of 188 scholarly papers or posters at one or more national conferences in FY‘16 (31 percent of all national conference participants).

31%

69%

YES NO

The percentages of colleagues who presented scholarly papers or posters at one or more national conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 62 percent of DNP colleagues presented at national conferences, followed by 50 percent of ADN colleagues (only two ADN colleagues responded), 33 percent of RN to BSN colleagues, 31 percent of MSN colleagues and 18 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PRESENTED PAPERS OR POSTERS AT ONE OR MORE NATIONAL CONFERENCES BY DEGREE PROGRAM

{50,18,33,31,62} {38,50,13}

31+69

PRESENTED AT A NATIONAL CONFERENCE

NATIONAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM

ADN (n=2)

50.0%

PREL BSN (n=128)

18.0%

RN TO BSN (n=104)

32.7%

Of the 188 national presentations, 115 were given by visiting professors, followed by 33 given by regular faculty, 32 by administrators and eight by academic support colleagues.

MSN (n=178)

30.9%

NUMBER OF NATIONAL PRESENTATIONS GIVEN BY CATEGORY

DNP (n=37)

62.2%

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

ACADEMIC SUPPORT STAFF

115

TYPES OF NATIONAL CONFERENCE PRESENTATIONS

The majority of national conference presentations were scholarly papers (49.5 percent) followed by posters (38 percent). Nearly 13 percent of colleagues presented both a paper and poster at national conferences.

TYPES OF NATIONAL PRESENTATIONS

PAPER

38.0%

POSTER

49.5%

BOTH

12.5%

Chamberlain University Academic Scholarship – Published January 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 degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included with these results.

The percentages of colleagues who participated in planning roles in one or more national conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included with these results. A greater percentage of DNP colleagues who reported having national conference planning roles served as planning committee chairs and greater percentages of RN to BSN colleagues followed by MSN and DNP colleagues served as planning committee members. Greater percentages of RN to BSN colleagues served as proposal review committee members.

For ADN colleagues, 100 percent or presentations were papers. For pre-licensure BSN colleagues, the majority were posters (62 percent) followed by papers (28 percent). For RN to BSN colleagues, the majority were papers (41 percent) followed by posters (37 percent). For MSN colleagues, the majority were posters (54 percent) followed by papers (41 percent). Lastly, for DNP colleagues, the majority were posters (50 percent) followed by papers (37 percent). TYPE OF NATIONAL CONFERENCE PRESENTATION BY DEGREE PROGRAM

PERCENT OF COLLEAGUES IN NATIONAL CONFERENCE PLANNING ROLES BY TYPE OF ROLE AND DEGREE PROGRAM 11%

20%

33% PLANNING COMMITTEE CHAIR

28% 41%

41%

37%

POSTER 100% 62%

ADN

PREL BSN

67%

PLANNING COMMITTEE MEMBER

60% 67%

BOTH

PROPOSAL REVIEW MEMBER

37% 54%

10%

70%

PAPER

22% 5% RN TO BSN

MSN

50%

13% DNP

20%

30%

22%

PREL BSN (n=5)

RN TO BSN (n=10)

MSN (n=9)

DNP (n=3)

INTERNATIONAL CONFERENCE PARTICIPATION PLANNING ROLES IN NATIONAL CONFERENCES A total of 26 colleagues participated in planning roles in one or more national conferences in FY‘16. Nearly 11 percent chaired conference planning committees, 68 percent participated as members of conference planning committees and 21 percent participated as members of proposal review committees. PERCENT OF COLLEAGUES IN NATIONAL CONFERENCE PLANNING ROLES BY TYPE OF PLANNING ROLE

{11,68,21}

PLANNING COMMITTEE CHAIR

10.7%

PLANNING COMMITTEE MEMBER

67.9%

PROPOSAL REVIEW MEMBER

21.4%

32 Chamberlain University Academic Scholarship – Published January 2018

A total of 99 colleagues participated in one or more international conferences in FY‘16 (seven percent of all respondents).

7+93

PARTICIPATED IN AN INTERNATIONAL CONFERENCE

93%

YES NO

PROFESSIONAL SERVICE: CONFERENCES

The largest segment of colleagues who participated in one or more international conferences were administrators (15.4 percent), followed by regular faculty (nine percent), visiting professors (5.6 percent) and academic support staff (five percent).

The total number of international conferences attended by colleagues identifying with a degree program in FY‘16 are as follows:

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

• MSN colleagues – 30 international conferences attended

FACULTY

9.0%

VISITING PROFESSORS

ADMINISTRATORS

5.6%

15.4%

5.0%

INTERNATIONAL CONFERENCE PARTICIPATION BY DEGREE PROGRAM The percentages of colleagues who participated in one or more international conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 24 percent of DNP colleagues participated in international conferences, followed by eight percent of MSN colleagues, six percent of RN to BSN colleagues and five percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE INTERNATIONAL CONFERENCES BY DEGREE PROGRAM ADN (n=7) PREL BSN (n=650) RN TO BSN (n=275)

4.8%

6.2%

MSN (n=390) DNP (n=67)

7.7%

23.9%

• RN to BSN colleagues – 17 international conferences attended • DNP colleagues – 16 international conferences attended More than 94 percent of RN to BSN colleagues attended international conference for professional development, followed by 85 percent of MSN colleagues, 81 percent of pre-licensure BSN colleagues and 69 percent of DNP colleagues. ATTENDED INTERNATIONAL CONFERENCE FOR PROFESSIONAL DEVELOPMENT

{81,94,85,69} {68,69,74,68}

ACADEMIC SUPPORT STAFF

• Pre-licensure BSN colleagues – 31 international conferences attended

PREL BSN

80.6%

RN TO BSN

94.1%

MSN

84.8%

DNP

68.8%

Of those attending international conferences for professional development, 59 percent of RN to BSN colleagues received continuing education credits, followed by 58 percent of MSN colleagues, 56 percent of DNP colleagues and 50 percent of pre-licensure BSN colleagues. RECEIVED CONTINUING EDUCATION CREDITS FOR PROFESSIONAL DEVELOPMENT (INTERNATIONAL CONFERENCES)

PREL BSN

50.0%

RN TO BSN

58.8%

MSN

57.6%

DNP

56.3%

Chamberlain University Academic Scholarship – Published January 2018 33

PROFESSIONAL SERVICE: CONFERENCES

INTERNATIONAL CONFERENCE PRESENTATIONS A total of 67 colleagues presented a total of 74 scholarly papers or posters at one or more international conferences in FY‘16 (68 percent of all international conference participants).

68+32

PRESENTED IN AN INTERNATIONAL CONFERENCE

32%

68%

INTERNATIONAL CONFERENCE PRESENTATIONS BY DEGREE PROGRAM The percentages of colleagues who presented scholarly papers or posters at one or more international conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 80 percent of MSN colleagues presented at international conferences, followed by 77 percent of RN to BSN colleagues, 63 percent of DNP colleagues and 48 percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ONE OR MORE INTERNATIONAL CONFERENCES BY DEGREE PROGRAM

YES NO

ADN (n=7)

{48,77,80,63} {61,26,13} {26,54,18,3}

Of the 74 international presentations, 40 were given by visiting professors, followed by 19 given by regular faculty, 13 by administrators and two by academic support colleagues.

PREL BSN (n=31)

48.4%

RN TO BSN (n=17)

75.5%

MSN (n=30)

80.0%

DNP (n=16)

62.5%

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 (61.1 percent) followed by posters (26.4 percent). Nearly 13 percent of colleagues presented both a paper and poster at national conferences.

TYPES OF INTERNATIONAL PRESENTATIONS

PAPER

61.1%

POSTER

26.4%

BOTH

34 Chamberlain University Academic Scholarship – Published January 2018

12.5%

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 is 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 papers (47 percent) followed by posters (35 percent). For RN to BSN colleagues, the majority were papers (66 percent) followed by posters (17 percent). For MSN colleagues, the majority were posters (54 percent) followed by papers (41 percent). Lastly, for DNP colleagues, the majority were papers (90 percent) followed by posters (10 percent).

The percentages of colleagues who participated in planning roles in one or more international conferences by degree program is presented. Faculty, leadership and academic support colleagues who identified with a program are included with these results.

TYPE OF INTERNATIONAL CONFERENCE PRESENTATION BY DEGREE PROGRAM

47%

66%

41%

A greater percentage of MSN colleagues who reported having international conference planning roles served as planning committee chairs and greater percentages of pre-licensure BSN colleagues followed by DNP colleagues served as planning committee members. Greater percentages of RN to BSN colleagues served as proposal review committee chairs and greater percentages of DNP colleagues served as proposal review committee members. PERCENT OF COLLEAGUES IN INTERNATIONAL CONFERENCE PLANNING ROLES BY TYPE OF ROLE AND DEGREE PROGRAM

PLANNING COMMITTEE CHAIR

PAPER

50%

POSTER 90% 35% 17%

18%

17%

PREL BSN

RN TO BSN

BOTH

67% 100%

PLANNING COMMITTEE MEMBER

100% PROPOSAL REVIEW CHAIR

54% 50% 33% 5%

10%

MSN

DNP

PREL BSN (n=3)

RN TO BSN (n=2)

MSN (n=1)

PROPOSAL REVIEW MEMBER

DNP (n=3)

PLANNING ROLES IN INTERNATIONAL CONFERENCES A total of 19 colleagues participated in planning roles in one or more international conferences in FY‘16. More than 22 percent chaired conference planning committees, 56 percent participated as members of conference planning committees, 11 percent participated as proposal review committee chairs and 11 percent participated as members of proposal review committees. PERCENT OF COLLEAGUES IN INTERNATIONAL CONFERENCE PLANNING ROLES BY TYPE OF PLANNING ROLE

{22,56,11,11}

PLANNING COMMITTEE CHAIR

22.2%

PLANNING COMMITTEE MEMBER

55.6%

PROPOSAL REVIEW CHAIR

11.1%

PROPOSAL REVIEW MEMBER

11.1%

Chamberlain University Academic Scholarship – Published January 2018 35

PROFESSIONAL SERVICE: CONFERENCES

CONFERENCE PARTICIPATION: CAMPUS/ONLINE PRE-LICENSURE PROGRAM In addition to campus level results, online ADN and online BSN results are also presented separately in the table. Ten campuses and the online ADN degree program have a 50 percent or greater participation rate in local, state, national or international conferences. Five campuses and the online ADN and online BSN degree programs have a 60 percent or greater participation rate in local, state, national or international conferences. Across all campuses and the online ADN and BSN degree programs, total counts of papers/posters presented at each conference level are as follows:

In terms of paper and poster presentations by campus or online ADN/BSN degree programs, the following reported the highest counts of total presentations at conferences during FY‘16:

• 43 papers or posters presented at local conferences

• Online BSN degree program colleagues – 21 papers and posters presented

• 23 papers or posters presented at state conferences

• Addison campus colleagues – 13 papers and posters presented

• 30 papers or posters presented at national conferences

• St. Louis campus colleagues – 13 papers and posters presented

• 18 papers or posters presented at international conferences

• Phoenix campus colleagues – 10 papers and posters presented • Miramar campus colleagues – nine 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

40.00%

ARLINGTON

35.00%

ATLANTA

25.40%

CHARLOTTE

0.00%

CHICAGO

37.90%

CLEVELAND

73.70%

COLUMBUS BSN

62.50%

HOUSTON

48.50%

INDIANAPOLIS

53.80%

IRVING

66.70%

JACKSONVILLE

57.10%

LAS VEGAS

66.70%

MIRAMAR

56.80%

NORTH BRUNSWICK

33.30%

ONLINE ADN

80.00%

ONLINE BSN

61.20%

PEARLAND

58.80%

PHOENIX

58.90%

SACRAMENTO

80.00%

ST. LOUIS

42.00%

TINLEY PARK

29.40%

TROY

44.40%

CAMPUS

36 Chamberlain University Academic Scholarship – Published January 2018

PROFESSIONAL SERVICE: PUBLICATIONS & REVIEWS

SCHOLARLY PUBLICATIONS A total of 227 colleagues submitted a total of 297 scholarly works for publication consideration in FY‘16 (17 percent of all respondents).

17+83

SUBMITTED A SCHOLARLY WORK FOR PUBLICATION

17%

YES NO

83%

Twenty percent of administrators and academic support staff submitted one or more scholarly works for publication, followed by regular faculty (17.4 percent) and visiting professors (16.5 percent). PERCENT OF COLLEAGUES WHO SUBMITTED ONE OR MORE SCHOLARLY WORKS FOR PUBLICATION BY CATEGORY

FACULTY

17.4%

VISITING PROFESSORS

16.5%

ADMINISTRATORS

20.0%

ACADEMIC SUPPORT STAFF

20.0%

Chamberlain University Academic Scholarship – Published January 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 degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Forty percent of DNP colleagues submitted a scholarly work for publication, followed by 25 percent of MSN colleagues, 18 percent of RN to BSN colleagues, 14 percent of ADN colleagues and nine percent of pre-licensure BSN colleagues.

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

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

14.3%

17.7%

25.3%

40.0%

ADN (n=7)

PREL BSN (n=599)

RN TO BSN (n=272)

MSN (n=368)

DNP (n=65)

PERCENT OF COLLEAGUES WHO SUBMITTED A SCHOLARLY WORK BY TYPE OF WORK AND DEGREE PROGRAM PAPER FOR REFEREED JOURNAL

100.0%

TYPES OF SCHOLARLY WORKS SUBMITTED FOR PUBLICATION The following chart represents counts of respondents who indicated they submitted one or more scholarly works for publication during FY‘16. The majority of scholarly works submitted were papers to refereed (i.e., peer-reviewed) journals (174 papers submitted, representing 59 percent of all scholarly works submitted). Thirty-one book chapters were submitted, followed by 16 books for publication, 16 professional reports, 13 editorial articles, 10 theses or dissertations, eight conference abstracts, seven papers for non-refereed journals, six online publications and 14 other types of works. 0

100

150

200

{87,16,8,8,7,5,4,3,2,7}

174

PAPER FOR REFEREED JOURNAL

BOOK CHAPTER BOOK PUBLICATION

PROFESSIONAL REPORT

EDITORIAL ARTICLE

THESIS/DISSERTATION

CONFERENCE ABSTRACT

PAPER FOR NON-REFEREED JOURNAL

ONLINE PUBLICATION

OTHER

For the ADN degree program, one colleague submitted a paper to a refereed journal. For pre-licensure BSN colleagues, the majority submitted papers to refereed journals (55.1 percent) followed by book chapters (18.4 percent). For RN to BSN colleagues, most submitted papers to refereed journals (67.4 percent) followed by book publications/chapters or editorial/professional articles (13 percent each). For MSN colleagues, most submitted papers to refereed journals (67.5 percent) followed by book publications or chapters (19.2 percent). Finally, for DNP colleagues, the majority submitted papers to refereed journals (81.1 percent) followed by book publications or chapters (13.5 percent).

59 percent of scholarly works submitted for publication were papers for refereed journals in FY‘16.

38 Chamberlain University Academic Scholarship – Published January 2018

51.1%

67.4%

67.5%

81.1%

EDITORIAL/ PROFESSIONAL ARTICLE

18.4% 8.2%

ADN (n=1)

BOOK PUBLICATION/ CHAPTER

13.0%

6.1%

13.0%

12.2%

6.5%

PREL BSN (n=49)

RN TO BSN (n=46)

CONFERENCE ABSTRACT

19.2% 9.2% 3.3% MSN (n=120)

13.5% 5.4% DNP (n=37)

PAPER FOR NON-REFEREED JOURNAL

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

STATUS OF SCHOLARLY WORKS REVIEWED More than 56 percent of scholarly works were published in FY‘16 with an additional 19 percent accepted for publication and 11 percent in review. PERCENT OF SCHOLARLY WORKS SUBMITTED BY STATUS OF REVIEW

{8,11,19,7,56}

SUBMITTED

7.5%

IN REVIEW

ACCEPTED FOR PUBLICATION

10.6%

19.1%

NOT ACCEPTED FOR PUBLICATION

PUBLISHED

6.5%

56.3%

STATUS OF SCHOLARLY WORKS REVIEWED BY DEGREE PROGRAM Nearly 64 percent of the 127 scholarly works by MSN colleagues were published in FY‘16, followed by 54 percent of the 59 works by RN to BSN colleagues, 50 percent of the 50 works by DNP colleagues and 48 percent of the 61 works by pre-licensure BSN colleagues. PERCENT OF SCHOLARLY WORKS BY STATUS OF REVIEW AND DEGREE PROGRAM

PUBLISHED 47.5%

54.2%

63.7%

50.0%

100.0%

IN REVIEW 23.0%

11.8%

8.2%

15.3%

9.8 %

ADN (n=1)

ACCEPTED FOR PUBLICATION

8.5%

11.5%

10.2%

PREL BSN (n=61)

RN TO BSN (n=59)

23.7% 20.5% 7.1% 3.2% 5.5 % MSN (n=127)

18.4%

NOT ACCEPTED FOR PUBLICATION SUBMITTED

2.6% 5.3%

DNP (n=38)

Chamberlain University Academic Scholarship – Published January 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 ADN and online BSN results are also presented separately in the following table. Three campuses and the online ADN and BSN degree programs had at least 20 percent of respondents who indicated they submitted a scholarly work for publication in FY‘16. These campuses/online ADN or BSN degree programs and percentages of respondents who submitted a scholarly work were: Cleveland (47.4 percent), Indianapolis (23.1 percent), online BSN degree program (20.4 percent), online ADN degree program (20 percent) and Sacramento (20 percent). In terms of scholarly papers published, online BSN colleagues reported seven publications, followed by Cleveland campus (six publications), and Indianapolis (three publications). The following campuses reported two publications each in FY‘16: Atlanta, Houston and Phoenix. NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO SUBMITTED A SCHOLARLY WORK FOR PUBLICATION

NUMBER OF SCHOLARLY WORKS PUBLISHED

ADDISON

2.70%

ARLINGTON

5.00%

ATLANTA

7.90%

CHARLOTTE

0.00%

CHICAGO

6.90%

CLEVELAND

47.40%

COLUMBUS BSN

3.10%

HOUSTON

9.10%

INDIANAPOLIS

23.10%

IRVING

0.00%

JACKSONVILLE

9.50%

LAS VEGAS

6.70%

MIRAMAR

5.40%

NORTH BRUNSWICK

0.00%

ONLINE ADN

20.00%

ONLINE BSN

20.40%

PEARLAND

11.80%

PHOENIX

1.80%

SACRAMENTO

20.00%

ST. LOUIS

2.00%

TINLEY PARK

3.90%

TROY

5.60%

CAMPUS

40 Chamberlain University Academic Scholarship – Published January 2018

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

JOURNAL REVIEWS

JOURNAL REVIEWS BY DEGREE PROGRAM

A total of 129 colleagues participated in editorial work including reviews of scholarly papers for peer-reviewed journals in FY‘16 (10 percent of all respondents).

The percentages of colleagues who participated in editorial work including journal reviews by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 34 percent of DNP colleagues participated in editorial work including journal reviews, followed by 16 percent of MSN colleagues, six percent of RN to BSN colleagues and five percent of pre-licensure BSN colleagues.

10+90

PARTICIPATED IN EDITORIAL WORK FOR JOURNALS

10%

YES

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

90%

Fifteen percent of academic support staff participated in editorial work including journal reviews, followed by administrators (13.9 percent), regular faculty (10.9 percent) and visiting professors (8.8 percent). PERCENT OF COLLEAGUES WHO PARTICIPATED IN EDITORIAL WORK FOR JOURNALS BY CATEGORY

FACULTY

VISITING PROFESSORS

ADMINISTRATORS

ACADEMIC SUPPORT STAFF

10.9%

ADN (n=7)

4.5%

5.9%

15.9%

33.8%

PREL BSN (n=598)

RN TO BSN (n=271)

MSN (n=364)

DNP (n=65)

8.8%

13.9%

15%

Chamberlain University Academic Scholarship – Published January 2018 41

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

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 of Advanced Nursing • Journal of Holistic Nursing • Journal of Hospice and Palliative Care • Journal of Nurse Practitioners • Journal of Nursing Education • Journal of Nursing Scholarship • Journal of Pediatric Nursing • Journal of Perianesthesia Nursing • Journal of Professional Nursing • Journal of Psychosocial Nursing and Mental Health • Journal of Public Health Management • Journal of Transcultural Nursing • Nurse Educator • Nursing Education Perspectives • Nursing Management • Nursing Outlook • Nursing Research • Nursing Science Quarterly • Oncology Nursing Forum • Public Health Nursing • Qualitative Health Research • Perspectives in Nursing Education • Research in Nursing and Health

42 Chamberlain University Academic Scholarship – Published January 2018

A total of 18 colleagues published one or more book reviews in FY‘16 (one percent of all respondents).

1+99 PUBLISHED BOOK REVIEWS 1%

YES NO

99%

More than 14 percent of ADN colleagues participated in book reviews, followed by three percent of DNP and RN to BSN colleagues, two percent of MSN colleagues and less than one percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN BOOK REVIEWS BY DEGREE PROGRAM

{14,1,3,2,3}

• Nursing Forum

BOOK REVIEWS

ADN (n=7)

PREL BSN (n=598) RN TO BSN (n=271)

14.3%

0.2%

3.0%

MSN (n=364)

1.7%

DNP (n=65)

3.1%

PROFESSIONAL SERVICE: PUBLICATIONS

RESEARCH PROPOSAL REVIEWS

Examples of Participation in Research Proposal Reviews

A total of 112 colleagues participated in one or more research proposal reviews in FY‘16 (eight percent of all respondents).

8+92

& REVIEWS

PARTICIPATED IN RESEARCH PROPOSAL REVIEWS

The following are some examples of agencies and organizations in which respondents participated on research proposal reviews: • Federal grant reviewers for multiple funding agencies including:  Agency for Healthcare Research and Quality  Centers for Disease Control and Prevention  Health Resources and Services Administration’s Advanced Nursing Traineeships

 National Institutes of Health YES

 Substance Abuse and Mental Health Services Administration

 Title V Maternal Child Health Grants

92%

Nearly 28 percent of DNP colleagues participated in research proposal reviews, followed by 12 percent of MSN colleagues and six percent of RN to BSN colleagues and pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN RESEARCH PROPOSAL REVIEWS BY DEGREE PROGRAM

• State grant reviewers for:  Ohio Nurses’ Association  Pennsylvania Department of Health  State School-Based Health Centers • Private foundation grant reviewers for organizations including:  Aetna  American Society of Perianesthesia Nursing  Arthritis Foundation  Foundation for Enhancing Communities  International Transcultural Nursing Society

ADN (n=7)

 National League for Nursing

{5,6,12,28}

PREL BSN (n=598)

RN TO BSN (n=271) MSN (n=363)

DNP (n=65)

5.5%

 Sigma Theta Tau  Susan B. Komen Foundation  Western Institute of Nursing

5.9%

11.6%

27.7%

Chamberlain University Academic Scholarship – Published January 2018 43

PROFESSIONAL SERVICE: PUBLICATIONS

& REVIEWS

PARTICIPATION IN REVIEWS BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online ADN and online BSN results are also presented separately in the following table. Campuses/Online ADN or BSN degree programs with the highest rate of participation in journal editorial work include: online BSN degree program (18.4 percent), Cleveland campus (10.5 percent), Indianapolis campus (7.7 percent) and Phoenix campus (7.1 percent). Campuses/Online ADN or BSN degree programs colleagues participating in book reviews were: online ADN degree program (20 percent) and Phoenix campus (1.8 percent). Campuses/Online ADN or BSN degree programs with the highest rate of participation in research proposal reviews include: Jacksonville campus (14.3 percent), Houston campus (9.1 percent), online BSN degree program (8.2 percent) and Indianapolis campus (7.7 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

1.30%

0.00%

4.00%

ARLINGTON

0.00%

5.00%

ATLANTA

3.20%

0.00%

4.80%

CHARLOTTE

0.00%

CHICAGO

1.70%

0.00%

5.20%

CLEVELAND

10.50%

0.00%

5.30%

COLUMBUS BSN

3.10%

0.00%

6.30%

HOUSTON

6.10%

0.00%

9.10%

INDIANAPOLIS

7.70%

0.00%

7.70%

IRVING

0.00%

JACKSONVILLE

4.80%

0.00%

14.30%

LAS VEGAS

0.00%

6.70%

MIRAMAR

0.00%

5.40%

NORTH BRUNSWICK

0.00%

ONLINE ADN

0.00%

20.00%

0.00%

ONLINE BSN

18.40%

0.00%

8.20%

PEARLAND

0.00%

PHOENIX

7.10%

1.80%

7.10%

SACRAMENTO

0.00%

ST. LOUIS

6.00%

0.00%

4.00%

TINLEY PARK

0.00%

TROY

0.00%

CAMPUS

44 Chamberlain University Academic Scholarship – Published January 2018

PROFESSIONAL SERVICE: BOARDS & COMMITTEES

SERVICE ON ADVISORY BOARDS A total of 230 colleagues served on one or more advisory boards in FY‘16 (18 percent of all respondents).

18+82 SERVED ON AN ADVISORY BOARD

18%

YES NO

82%

Twenty-eight percent of administrators served on one or more advisory boards, followed by visiting professors (17.3 percent), academic support staff (15.0 percent) and regular faculty (14.3 percent). PERCENT OF COLLEAGUES WHO SERVED ON AN ADVISORY BOARD BY CATEGORY

{14,17,28,15}

FACULTY

14.3%

VISITING PROFESSORS

17.3%

ADMINISTRATORS

27.8%

ACADEMIC SUPPORT STAFF

15%

Chamberlain University Academic Scholarship – Published January 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 degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results.

PERCENT OF COLLEAGUES WHO SERVED ON A BOARD OF DIRECTORS/TRUSTEES BY CATEGORY

{6,8,16} {14, 36, 9, 9, 28} {13,24,18,29}

More than 29 percent of DNP colleagues served on advisory boards, followed by 24 percent of RN to BSN colleagues, 18 percent of MSN colleagues and 13 percent of pre-licensure BSN colleagues.

Nearly 16 percent of administrators served on one or more Boards of Directors/Trustees, followed by visiting professors (8.2 percent) and regular faculty (5.7 percent).

PERCENT OF COLLEAGUES WHO SERVED ON AN ADVISORY BOARD BY DEGREE PROGRAM

RN TO BSN (n=271)

5.7%

VISITING PROFESSORS

ADN (n=7)

PREL BSN (n=598)

FACULTY

8.2%

ADMINISTRATORS

15.7%

13.2%

23.6%

MSN (n=363)

18.2%

DNP (n=65)

29.2%

SERVICE ON BOARDS OF DIRECTORS/TRUSTEES BY DEGREE PROGRAM

SERVICE ON BOARDS OF DIRECTORS/TRUSTEES

A total of 109 colleagues served on one or more Boards of Directors/Trustee in FY‘16 (eight percent of all respondents).

8+92

SERVED ON A BOARD OF DIRECTORS/TRUSTEES

The percentages of colleagues who served on one or more Boards of Directors/Trustees by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 22 percent of DNP colleagues served on Boards of Directors/Trustees, followed by 12 percent of RN to BSN colleagues, eight percent of MSN colleagues and five percent of pre-licensure BSN colleagues. PERCENT OF COLLEAGUES WHO SERVED ON BOARDS OF DIRECTORS/TRUSTEES BY DEGREE PROGRAM ADN (n=7)

PREL BSN (n=598)

YES NO

92%

46 Chamberlain University Academic Scholarship – Published January 2018

14.3%

35.6%

RN TO BSN (n=271)

8.5%

MSN (n=364)

8.5%

DNP (n=65)

27.7%

PROFESSIONAL SERVICE: BOARDS

Examples of Service on Boards of Directors/Trustees The following are some examples of Boards of Directors/Trustees and positions on which colleagues served: • American Association of Nurse Practitioners (Past President) • American Nurse Informatics Association (Member-at-Large; Research Director) • Association of Black Nursing Faculty, Inc. (Executive Board Member) • Association of Missouri Nurse Practitioners (President and Founding Member) • Arizona Nurses’ Association Board of Directors (President) • Benjamin Rose Institute on Aging (Board of Directors Member) • Carrington College (Board of Trustees Member) • Council for Ohio Health Care Advocacy (Board of Directors Member) • Fort Worth Metropolitan YMCA (Board of Directors Member) • Friends of Nursing (Board of Directors Member) • Greater Cleveland Nurses’ Association (Board of Directors Member) • Hands of Hope Health Care Center (President) • Indiana Center of Nursing (Board of Directors Member) • Iowa Nurses’ Association (Vice-President) • Kentucky Nurses’ Association (Board of Directors Member)

& COMMIT TEES

SERVICE ON CHAMBERLAIN COMMITTEES A total of 301 colleagues served on one or more Chamberlain Committees in FY‘16 (23 percent of all respondents).

23+77

PARTICIPATED ON CHAMBERLAIN COMMITTEES

23%

77%

YES NO

Nearly 78 percent of regular faculty served on one or more Chamberlain committees, followed by administrators (69.5 percent) and academic support staff (50 percent). PERCENT OF COLLEAGUES WHO PARTICIPATED ON CHAMBERLAIN COMMITTEES BY CATEGORY

• Lakeview College of Nursing (Board of Directors Member) • Nevada Nurses’ Association (Board of Directors Member) • North Carolina League of Nursing (Board of Directors Member) • Ronald McDonald House Charities (Board of Directors Member) • Tennessee Nurses Association (President) • Trinity International University (Board of Directors Member) • USC College of Nursing Partnership Board (Chair, Board of Trustees)

{78,1,70,50}

• Mid-Ohio District Nurses’ Association (Board of Directors Member)

FACULTY

VISITING PROFESSORS

77.7%

0.7%

ADMINISTRATORS

69.5%

ACADEMIC SUPPORT STAFF

50.0%

Chamberlain University Academic Scholarship – Published January 2018 47

PROFESSIONAL SERVICE: BOARDS

& COMMIT TEES

SERVICE ON CHAMBERLAIN COMMITTEES BY DEGREE PROGRAM The percentages of colleagues who served on one or more Chamberlain committees by degree program is presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 36 percent of pre-licensure BSN colleagues served on Chamberlain Committees, followed by 28 percent of DNP colleagues, 14 percent of ADN colleagues and nine percent each of RN to BSN and MSN colleagues.

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‘16. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. In terms of student academic advising, 259 (18.4 percent) of all respondents were involved in academic advisement of students, followed by 240 respondents (17.2 percent) involved in student recruitment activities, 238 respondents (16.9 percent) served as peer mentors to new faculty and 226 respondents (16.1 percent) served on Chamberlain task force groups during the year.

PERCENT OF COLLEAGUES WHO PARTICIPATED ON CHAMBERLAIN COMMITTEES BY DEGREE PROGRAM

100

200

300

{86,80,79,75,36,10}

259

STUDENT ACADEMIC ADVISING

STUDENT RECRUITMENT ACTIVITIES

240

SERVED AS FACULTY MENTOR

238

SERVED ON FACULTY TASK FORCE GROUP SERVED ON ACCREDITATION WORK GROUP CHAIRED ACCREDITATION WORK GROUP

226

108

AREAS OF INVOLVEMENT IN SERVICE TO CHAMBERLAIN BY DEGREE PROGRAM 14.3%

35.6%

8.5%

27.7%

ADN (n=7)

PREL BSN (n=598)

RN TO BSN (n=271)

MSN (n=364)

DNP (n=65)

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. More than 31 percent of DNP colleagues participated in academic advisement of students, followed by 25 percent of pre-licensure BSN colleagues, 14 percent of ADN colleagues, eight percent of RN to BSN colleagues and six percent of MSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN ACADEMIC ADVISEMENT OF STUDENTS BY DEGREE PROGRAM

{14,25,8,6,31} ADN (n=7)

PREL BSN (n=650) RN TO BSN (n=275)

MSN (n=390) DNP (n=67)

48 Chamberlain University Academic Scholarship – Published January 2018

14.3%

24.6%

8.4%

5.9%

31.3%

PROFESSIONAL SERVICE: BOARDS

More than 34 percent of pre-licensure BSN colleagues participated in student recruitment activities, followed by 14 percent of ADN colleagues, five percent of DNP colleagues, three percent of RN to BSN colleagues and less than one percent of MSN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN STUDENT ACTIVITIES BY DEGREE PROGRAM

& COMMIT TEES

More than 28 percent of DNP colleagues served on one or more faculty task force groups, followed by 22 percent of pre-licensure BSN colleagues, 10 percent of RN to BSN colleagues and eight percent of MSN colleagues. PERCENT OF COLLEAGUES WHO SERVED ON ONE OR MORE FACULTY TASK FORCE GROUPS BY DEGREE PROGRAM

{22,10,8,28} {11,2,3,21} {14,34,3,1,5} {28,7,4,18}

ADN (n=7)

PREL BSN (n=650)

RN TO BSN (n=275) MSN (n=390) DNP (n=67)

14.3%

PREL BSN (n=650)

34.2%

RN TO BSN (n=275)

MSN (n=390) DNP (n=67)

DNP (n=67)

28.4%

4.5%

Nearly 21 percent of DNP colleagues served on one or more faculty task force groups, followed by 11 percent of pre-licensure BSN colleagues, three percent of MSN colleagues and two percent of RN to BSN colleagues.

PERCENT OF COLLEAGUES WHO SERVED ON ONE OR MORE FACULTY TASK FORCE GROUPS BY DEGREE PROGRAM ADN (n=7)

ADN (n=7)

MSN (n=390)

7.9%

0.5%

PERCENT OF COLLEAGUES WHO SERVED AS PEER MENTORS TO NEW FACULTY BY DEGREE PROGRAM

RN TO BSN (n=275)

10.2%

3.3%

Nearly 28 percent of pre-licensure BSN colleagues served as peer mentors to new faculty, followed by 18 percent of DNP colleagues, seven percent of RN to BSN colleagues and four percent of MSN colleagues.

PREL BSN (n=650)

21.8%

27.8%

6.9%

4.4%

17.9%

PREL BSN (n=650)

10.5%

RN TO BSN (n=275)

2.2%

MSN (n=390)

2.8%

DNP (n=67)

20.9%

Chamberlain University Academic Scholarship – Published January 2018 49

PROFESSIONAL SERVICE: BOARDS

& COMMIT TEES

PARTICIPATION ON BOARDS AND COMMITTEES BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online ADN and online BSN results are also presented separately in the following table. Nearly 27 percent of Las Vegas campus and online BSN degree program respondents indicated they served on one or more advisory boards, followed by Miramar campus (21.6 percent), Arlington and Sacramento campuses (20 percent each) and Jacksonville campus (19 percent). Nearly 11 percent of Cleveland campus respondents indicated they served on one or more Boards of Directors/Trustees, followed by Phoenix campus (8.9 percent), North Brunswick campus (8.3 percent) and Miramar campus (8.1 percent). Nearly 54 percent of Indianapolis campus respondents indicated they served on one or more Chamberlain committees, followed by North Brunswick campus (50 percent), Troy campus (44.4 percent), Columbus campus (43.8 percent), Jacksonville campus (42.9 percent), Pearland campus (41.2 percent) and Las Vegas campus (40 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

4.00%

28.00%

ARLINGTON

20.00%

0.00%

35.00%

ATLANTA

7.90%

0.00%

28.60%

CHARLOTTE

0.00%

33.30%

CHICAGO

13.80%

1.70%

32.80%

CLEVELAND

15.80%

10.50%

36.80%

COLUMBUS BSN

6.30%

43.80%

HOUSTON

0.00%

6.10%

24.2%%

INDIANAPOLIS

15.40%

7.70%

53.8%%

IRVING

0.00%

33.30%

JACKSONVILLE

19.00%

4.80%

42.90%

LAS VEGAS

26.70%

0.00%

40.00%

MIRAMAR

21.60%

8.10%

37.80%

NORTH BRUNSWICK

8.30%

50.00%

ONLINE ADN

0.00%

ONLINE BSN

26.50%

6.10%

20.40%

PEARLAND

11.80%

0.00%

41.20%

PHOENIX

12.50%

8.90%

33.90%

SACRAMENTO

20.00%

0.00%

ST. LOUIS

12.00%

0.00%

30.00%

TINLEY PARK

9.80%

3.90%

31.40%

TROY

5.60%

44.40%

CAMPUS

50 Chamberlain University Academic Scholarship – Published January 2018

RESEARCH AND QUALITY IMPROVEMENT STUDIES CONDUCTED

RESEARCH

A total of 226 colleagues conducted a total of 278 research or quality improvement studies in FY‘16 (17 percent of all respondents).

17+83 CONDUCTED RESEARCH OR QUALITY IMPROVEMENT STUDIES

17%

YES NO

83%

Twenty-five percent of academic support staff conducted one or more research or quality improvement studies, followed by regular faculty (20.1 percent), administrators (19.1 percent) and visiting professors (15.8 percent). PERCENT OF COLLEAGUES WHO CONDUCTED RESEARCH OR QUALITY IMPROVEMENT STUDIES BY CATEGORY

{20,16,19,25}

FACULTY

20.1%

VISITING PROFESSORS

15.8%

ADMINISTRATORS

19.1%

ACADEMIC SUPPORT STAFF

25.0%

Chamberlain University Academic Scholarship – Published January 2018 51

RESEARCH

RESEARCH AND QUALITY IMPROVEMENT STUDIES CONDUCTED BY DEGREE PROGRAM

PERCENT OF COLLEAGUES WHO CONDUCTED RESEARCH OR QUALITY IMPROVEMENT STUDIES BY DEGREE PROGRAM

STATUS OF RESEARCH OR QUALITY IMPROVEMENT STUDIES

{18,41,42}

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. More than 29 percent of DNP colleagues conducted research or quality improvement studies, followed by 20 percent of RN to BSN colleagues, 17 percent of MSN colleagues and 14 percent of pre-licensure BSN colleagues.

Of the 278 studies conducted by colleagues, nearly 42 percent were completed in FY‘16, 41 percent were continuing studies and 18 percent were new studies.

NEW STUDY

17.5%

CONTINUING STUDY

40.7%

COMPLETED STUDY

41.8%

ADN (n=7)

{14,20,17,29}

PREL BSN (n=590) RN TO BSN (n=269)

14.3%

20.3%

MSN (n=358)

17.4%

DNP (n=65)

29.2%

Comparing the types of studies conducted by degree program, research studies were conducted by 68 percent of MSN and DNP colleagues, followed by 62 percent of pre-licensure BSN colleagues and 61 percent of RN to 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 degree program are included in these results. TYPES OF STUDIES CONDUCTED BY PROGRAM

TYPE AND STATUS OF STUDIES CONDUCTED Of the 278 studies conducted by colleagues, 64 percent were research studies and 36 percent were quality improvement studies in FY‘16.

36+64

62.0%

60.6%

68.0%

67.7% RESEARCH STUDY

CONDUCTED RESEARCH OR QUALITY IMPROVEMENT STUDIES

QI STUDY

ADN (n=7)

36%

64%

RESEARCH QI

52 Chamberlain University Academic Scholarship – Published January 2018

38.0%

39.4%

32.0%

32.3%

PREL BSN (n=92)

RN TO BSN (n=71)

MSN (n=75)

DNP (n=31)

RESEARCH

In terms of status of studies conducted by degree programs, more than 48 percent of DNP colleagues completed studies in FY‘16, followed by 47 percent of MSN colleagues, 46 percent of pre-licensure BSN colleagues and 32 percent of RN to BSN colleagues. A somewhat greater percentage of MSN and DNP colleagues began new studies in FY‘16 compared to other degree program colleagues. STATUS OF STUDIES CONDUCTED BY DEGREE PROGRAM

32.4% 45.6%

47.3%

48.4% NEW CONTINUING

37.0%

53.5%

33.3%

32.3%

ANTICIPATED OUTCOMES RESULTING FROM STUDIES BY DEGREE PROGRAM Of pre-licensure BSN degree program colleagues, 38 percent planned/completed a presentation and 32 percent planned/completed a publication as outcomes of their studies. Of RN to BSN degree program colleagues, 38 percent planned/completed a publication and 31 percent planned/completed a presentation. Of MSN degree program colleagues, 36 percent planned/completed a presentation and 31 percent planned/completed a publication. Finally, of DNP degree program colleagues, 44 percent planned/completed a presentation and 37 percent planned/completed a publication. PERCENT OF COLLEAGUES WHO IDENTIFIED THE FOLLOWING ANTICIPATED OUTCOMES RESULTING FROM THEIR STUDIES BY DEGREE PROGRAM

COMPLETED 32.4%

ADN (n=7)

17.4%

14.1%

19.4%

19.3%

PREL BSN (n=92)

RN TO BSN (n=71)

MSN (n=75)

DNP (n=31)

38.1%

31.3%

37.0%

PRESENTATION

38.2%

31.3%

COURSE/PROGRAM DEVELOPMENT

35.6% 44.4%

ANTICIPATED OUTCOMES RESULTING FROM STUDIES Of the 278 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 eight percent planned/implemented revisions to an existing course or program as outcomes of their studies.

PUBLICATION

13.5%

12.7%

7.6%

14.2%

8.3% ADN (n=7)

PREL BSN (n=92)

3.7% RN TO BSN (n=71)

11.3% 12.4%

5.6% 5.6 %

9.4%

7.4%

MSN (n=75)

DNP (n=31)

PROGRAM EVALUATION COURSE/PROGRAM REVISION

PERCENT OF COLLEAGUES WHO IDENTIFIED THE FOLLOWING ANTICIPATED OUTCOMES RESULTING FROM STUDIES

{36,34,12,11,8}

PRESENTATION

35.9%

PUBLICATION

34.2%

COURSE/PROGRAM DEVELOPMENT

11.6%

PROGRAM EVALUATION

10.6%

COURSE/PROGRAM REVISION

7.7%

Chamberlain University Academic Scholarship – Published January 2018 53

RESEARCH

RESEARCH AND QUALITY IMPROVEMENT STUDIES CONDUCTED BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online ADN and online BSN results are also presented separately in the following table. More than 33 percent of Charlotte and Irving respondents indicated they conducted research or quality improvement studies in FY‘16. NOTE: These campuses had small numbers of respondents to this survey item.

Campuses/Online ADN or BSN degree programs with at least 20 percent of respondents indicating they conducted research or quality improvement studies in FY‘16 included: online BSN degree program (24.5 percent), Cleveland campus (21.1 percent) and St. Louis campus (20 percent). NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO CONDUCTED RESEARCH OR QJ STUDIES

ADDISON

9.3%

ARLINGTON

15.0%

ATLANTA

17.5%

CHARLOTTE

33.3%

CHICAGO

6.9%

CLEVELAND

21.1%

COLUMBUS BSN

15.6%

HOUSTON

12.1%

INDIANAPOLIS

7.7%

IRVING

33.3%

JACKSONVILLE

14.3%

LAS VEGAS

13.3%

MIRAMAR

13.5

NORTH BRUNSWICK

8.3%

ONLINE ADN

0.0%

ONLINE BSN

24.5%

PEARLAND

11.8%

PHOENIX

7.1%

SACRAMENTO

0.0%

ST. LOUIS

20.0%

TINLEY PARK

7.8%

TROY

5.6%

CAMPUS

54 Chamberlain University Academic Scholarship – Published January 2018

LIFELONG LEARNING: CONTINUING EDUCATION

CONTINUING EDUCATION ACTIVITIES A total of 773 colleagues participated in continuing education activities in FY‘16 (59 percent of all respondents).

41+59

PARTICIPATED IN CONTINUING EDUCATION

41%

59%

YES NO

Seventy percent of academic support staff participated in continuing education activities, followed by regular faculty (68.1 percent), administrators (56.5 percent) and visiting professors (55.9 percent). PERCENT OF COLLEAGUES WHO PARTICIPATED IN CONTINUING EDUCATION ACTIVITIES BY CATEGORY

{68,56,57,70}

FACULTY

68.1%

VISITING PROFESSORS

55.9%

ADMINISTRATORS

56.5%

ACADEMIC SUPPORT STAFF

70.0%

Chamberlain University Academic Scholarship – Published January 2018 55

LIFELONG LEARNING: CONTINUING EDUCATION

CONTINUING EDUCATION ACTIVITIES BY DEGREE PROGRAM

Nearly 38 percent of regular faculty participated in professional development activities, followed by administrators (37.2 percent), academic support staff (30 percent) and visiting professors (21.6 percent). PERCENT OF COLLEAGUES WHO PARTICIPATED IN PROFESSIONAL DEVELOPMENT (NO CONTINUING EDUCATION CREDITS) BY CATEGORY

{38,22,37,30} {29,50,64,56,61}

The percentages of colleagues who participated in continuing education activities by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 64 percent of RN to BSN colleagues participated in continuing education activities, followed by 61 percent of DNP colleagues, 56 percent of MSN colleagues, 50 percent of pre-licensure BSN colleagues and 29 percent of ADN colleagues. PERCENT OF COLLEAGUES WHO PARTICIPATED IN CONTINUING EDUCATION ACTIVITIES BY DEGREE PROGRAM ADN (n=7)

28.6%

PREL BSN (n=595)

50.2%

RN TO BSN (n=270)

64.4%

MSN (n=363)

55.9%

DNP (n=65)

61.2%

37.6%

VISITING PROFESSORS

21.6%

ADMINISTRATORS

37.2%

ACADEMIC SUPPORT STAFF

30.0%

PROFESSIONAL DEVELOPMENT ACTIVITIES BY DEGREE PROGRAM

The percentages of colleagues who participated in professional development activities by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. More than 27 percent of pre-licensure BSN colleagues participated in professional development activities, followed by 24 percent each of RN to BSN and DNP colleagues and 21 percent of MSN colleagues.

PROFESSIONAL DEVELOPMENT ACTIVITIES (NO CONTINUING EDUCATION CREDITS) A total of 344 colleagues participated in professional development activities (no continuing education credits provided) in FY‘16 (26 percent of all respondents).

26+74

PARTICIPATED IN PROFESSIONAL DEVELOPMENT (NO CONTINUING EDUCATION CREDITS)

26%

74%

FACULTY

YES NO

56 Chamberlain University Academic Scholarship – Published January 2018

PERCENT OF COLLEAGUES WHO PARTICIPATED IN PROFESSIONAL DEVELOPMENT ACTIVITIES BY DEGREE PROGRAM (NO CONTINUING EDUCATION CREDITS) ADN (n=7) PREL BSN (n=590)

27.2%

RN TO BSN (n=269)

24.0%

MSN (n=358)

20.5%

DNP (n=65)

23.9%

LIFELONG LEARNING: CONTINUING EDUCATION

PROFESSIONAL DEVELOPMENT ACTIVITIES BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online ADN and online BSN results are also presented separately in the following table. Ten campuses and the online BSN degree program reported a 50 percent or greater participation rate in continuing education activities among respondents. Eight campuses and the online BSN degree 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

52.0%

24.0%

ARLINGTON

50.0%

20.0%

ATLANTA

47.6%

15.9%

CHARLOTTE

33.3%

CHICAGO

58.6%

29.3%

CLEVELAND

52.6%

COLUMBUS BSN

56.3%

34.4%

HOUSTON

51.5%

18.2%

INDIANAPOLIS

46.2%

38.5%

IRVING

33.3%

66.7%

JACKSONVILLE

57.1%

33.3%

LAS VEGAS

66.7%

20.0%

MIRAMAR

48.6%

27.0%

NORTH BRUNSWICK

41.7%

33.3%

ONLINE ADN

40.0%

0.0%

ONLINE BSN

65.3%

30.6%

PEARLAND

58.8%

29.4%

PHOENIX

39.3%

23.2%

SACRAMENTO

80.0%

20.0%

ST. LOUIS

40.0%

26.0%

TINLEY PARK

35.3%

31.4%

TROY

44.4%

27.8%

CAMPUS

Chamberlain University Academic Scholarship – Published January 2018 57

LIFELONG LEARNING: ADDITIONAL DEGREES

ADDITIONAL DEGREES EARNED A total of 127 colleagues completed additional degrees in FY‘16 (10 percent of all respondents).

10+90 COMPLETED ADDITIONAL DEGREES

10%

YES NO

90%

Nearly 12 percent of regular faculty completed additional degrees, followed by academic support staff (10 percent), visiting professors (9.4 percent) and administrators (8 percent). PERCENT OF COLLEAGUES WHO COMPLETED AN ADDITIONAL DEGREE BY CATEGORY

{12,9,8,10}

FACULTY

VISITING PROFESSORS

9.4%

ADMINISTRATORS

8.0%

ACADEMIC SUPPORT STAFF

58 Chamberlain University Academic Scholarship – Published January 2018

11.8%

10.0%

LIFELONG LEARNING: ADDITIONAL DEGREES

ADDITIONAL DEGREES EARNED BY DEGREE PROGRAM The percentages of colleagues who completed additional degrees by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 29 percent of ADN colleagues completed additional degrees, followed by 11 percent of pre-licensure BSN colleagues, 10 percent of RN to BSN colleagues and six percent each of MSN and DNP colleagues. PERCENT OF COLLEAGUES WHO EARNED ADDITIONAL DEGREES BY DEGREE PROGRAM

{29,11,10,6,6} ADN (n=7)

PREL BSN (n=590)

RN TO BSN (n=269)

28.6 %

TYPES OF ADDITIONAL DEGREES COMPLETED BY DEGREE PROGRAM The following chart represents counts of respondents by degree program who indicated they completed an additional degree during FY‘16. 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 (65), followed by RN to BSN colleagues (24), MSN colleagues (20) and DNP and ADN colleagues (three each). COUNTS OF ADDITIONAL DEGREES EARNED BY DEGREE PROGRAM 3

10.6%

9 DNP

9.8%

MSN (n=358)

6.4%

DNP (n=65)

6.0%

TYPES OF ADDITIONAL DEGREES COMPLETED The following chart represents counts of respondents who indicated they completed an additional degree during FY‘16. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Sixty-four colleagues completed DNP degrees, followed by 29 completing MSN degrees, 15 completing PhD degrees, two completing EdD degrees and a total of four completing their MBA, MPH and MHCDS degrees. 0

PhD OR EdD

MSN OTHER MASTERS

2 1 2

MSN (n=20)

RN TO BSN (n=24)

28 2 1

3 DNP (n=3)

PREL BSN (n=65)

ADN (n=3)

100

{64,29,15,2,2,1,1,1} 64

DNP

MSN

PhD

EdD

MASTERS IN BUSINESS ADMINISTRATION

MASTERS IN PUBLIC HEALTH

MASTERS IN HEALTHCARE DELIVERY SCIENCE

BSN

Chamberlain University Academic Scholarship – Published January 2018 59

LIFELONG LEARNING: ADDITIONAL DEGREES

DOCTORAL DEGREES COMPLETED IN FY‘16 A total of 81 colleagues completed doctoral degrees in FY‘16. Of those, 59 percent are visiting professors, 27 percent are regular faculty, 11 percent are administrators and three percent are academic support staff.

COLLEAGUES CURRENTLY ENROLLED IN A DOCTORAL DEGREE PROGRAM A total of 199 colleagues are currently enrolled in doctoral degree programs (15 percent of all respondents).

15+ 85 27+59+113 2+46+25234

CURRENTLY ENROLLED IN A DOCTORAL PROGRAM

PERCENT OF COLLEAGUES WHO EARNED DOCTORAL DEGREES BY CATEGORY

15%

11%

27%

FACULTY

VISITING PROFESSORS

85%

YES NO

ADMINISTRATION

59%

OTHER MASTERS

The percentages of colleagues who completed doctoral degrees by degree program are presented. Of the 81 colleagues who completed doctoral degrees in FY‘16, 46 percent are colleagues from the pre-licensure BSN degree program, 25 percent are from the RN to BSN degree program, 23 percent are from the MSN degree program, four percent are from the DNP degree program and two percent are from the ADN degree program.

FACULTY (N=263)

VISITING PROFESSORS (N=908)

ADN

11%

PREL BSN

27%

59%

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

{29,10,25,40}

PERCENT OF COLLEAGUES WHO EARNED DOCTORAL DEGREES BY DEGREE PROGRAM

Of the 199 colleagues currently enrolled in doctoral degree programs, nearly 40 percent are academic support staff, followed by regular faculty (29.3 percent), administrators (24.8 percent) and visiting professors (9.5 percent).

RN TO BSN MSN DNP

60 Chamberlain University Academic Scholarship – Published January 2018

29.3%

9.5%

ADMINISTRATORS (N=113)

24.8%

ACADEMIC SUPPORT STAFF (N=20)

40.0%

LIFELONG LEARNING: ADDITIONAL DEGREES

COLLEAGUES CURRENTLY ENROLLED IN DOCTORAL STUDIES BY DEGREE PROGRAM The percentages of colleagues who are currently enrolled in doctoral studies by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 24 percent of pre-licensure BSN colleagues are currently enrolled in doctoral degree programs, followed by 16 percent of RN to BSN colleagues, three percent of MSN colleagues and two percent of DNP colleagues. PERCENT OF COLLEAGUES WHO ARE CURRENTLY ENROLLED IN A DOCTORAL DEGREE PROGRAM BY CATEGORY ADN (n=7)

21%

37% DNP

36%

16.4%

13%

2.5%

EdD

63+29+8

TYPE OF DOCTORAL DEGREE PROGRAM CURRENTLY ENROLLED

68%

OTHER 50%

ACADEMIC SUPPORT STAFF (N=20)

52%

1.5%

Of the 199 colleagues currently enrolled in doctoral degree programs, 63 percent (124 colleagues) are enrolled in DNP degree programs, followed by 29 percent in PhD degree programs and eight percent in EdD degree programs.

PhD

73%

ADMINISTRATORS (N=113)

DNP (n=65)

VISITING PROFESSORS (N=908)

MSN (n=357)

23.8%

FACULTY (N=263)

RN TO BSN (n=268)

TYPE OF DOCTORAL DEGREE PROGRAM CURRENTLY ENROLLED IN BY CATEGORY OF COLLEAGUE

{24,16,3,2}

PREL BSN (n=588)

Of regular faculty currently enrolled in doctoral degree programs, 73 percent are in DNP degree programs and 21 percent are in PhD degree programs. Of visiting professors currently enrolled in doctoral degree programs, 52 percent are in DNP degree programs and 36 percent are in PhD degree programs. Of administrators currently enrolled in doctoral degree programs, 68 percent are in DNP degree programs and 21 percent are in PhD degree programs. Of academic support staff currently enrolled in doctoral degree programs, 50 percent are in DNP degree programs and 37 percent are in EdD degree programs.

DNP

29%

63%

PhD EdD

Chamberlain University Academic Scholarship – Published January 2018 61

LIFELONG LEARNING: ADDITIONAL DEGREES

The percentages of colleagues within each degree program who are currently enrolled in doctoral studies are presented. Nearly 66 percent of pre-licensure BSN colleagues are currently enrolled in DNP degree programs, followed by 57 percent of RN to BSN colleagues and 56 percent of MSN colleagues.

Of the 125 colleagues currently enrolled in DNP degree programs, nearly 84 percent of regular faculty are enrolled in Chamberlain’s DNP degree program, followed by academic support staff (75 percent), administrators (65 percent) and visiting professors (40 percent).

PERCENT OF COLLEAGUES WHO IDENTIFIED THE FOLLOWING ANTICIPATED OUTCOMES RESULTING FROM THEIR STUDIES BY DEGREE PROGRAM

PERCENT OF COLLEAGUES WHO ARE CURRENTLY ENROLLED IN CHAMBERLAIN’S DNP DEGREE PROGRAM BY CATEGORY

65.7%

2.0%

56.8%

DNP

55.6%

PhD 100.0% 22.2%

EdD OTHER

31.8% 25.7%

7.1%

9.1%

PREL BSN (n=140)

RN TO BSN (n=44)

{84,40,65,75}

1.0%

FACULTY (n=56)

83.9%

VISITING PROFESSORS (n=45)

40.0%

ADMINISTRATORS (n=20)

65.0%

ACADEMIC SUPPORT STAFF (N=4)

75.0%

22.0%

MSN (n=9)

Of the 81 colleagues currently enrolled in Chamberlain’s DNP degree program, a total of 79 colleagues who identified with a degree program are pursuing DNP studies at Chamberlain. Of the 79 colleagues, 85 percent identified with the pre-licensure BSN degree program and 15 percent are with the RN to BSN degree program.

DNP (n=1)

85+ 15 65+35 Of the 125 colleagues currently enrolled in DNP degree programs, a total of 81 colleagues are currently enrolled in Chamberlain’s DNP degree program (65 percent of currently enrolled DNP colleagues).

CURRENTLY ENROLLED IN CHAMBERLAIN’S DNP STUDIES BY DEGREE PROGRAM

CURRENTLY ENROLLED IN CHAMBERLAIN’S DNP DEGREE PROGRAM

15%

PREL BSN

35%

YES

65%

62 Chamberlain University Academic Scholarship – Published January 2018

85%

RN TO BSN

LIFELONG LEARNING: ADDITIONAL DEGREES

COLLEAGUES CURRENTLY ENROLLED IN A POST-MASTER’S CERTIFICATE PROGRAM A total of 13 colleagues are currently enrolled in post-master’s nurse practitioner (NP) certificate programs (two percent of all respondents).

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=13) by degree program are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Sixty-one percent of pre-licensure BSN colleagues are currently enrolled in post-master’s NP certificate programs (n=8), followed by 23 percent of RN to BSN colleagues (n=3) and eight percent each of MSN and DNP colleagues (n=1 each).

2+98 61+23+8 CURRENTLY ENROLLED IN A POST-MASTER’S NURSE PRACTITIONER (NP) CERTIFICATE PROGRAM 2%

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

YES

98%

23%

PREL BSN RN TO BSN

61%

MSN DNP

More than 9 percent of academic support staff who responded are currently enrolled in post-master’s NP certificate programs, followed by visiting professors (2.8 percent), administrators (1.9 percent) and regular faculty (1.5 percent).

PERCENT OF COLLEAGUES WHO ARE CURRENTLY ENROLLED IN A POST-MASTER’S NP CERTIFICATE PROGRAM BY CATEGORY

{2,3,2,9}

FACULTY (n=131)

1.5%

VISITING PROFESSORS (n=325)

2.8%

ADMINISTRATORS (n=54)

1.9%

ACADEMIC SUPPORT STAFF (n=11)

Of the 13 colleagues pursuing a post-master’s NP certificate, eight are in FNP degree programs, two are in WHNP degree programs and one each are in PNP, ANP and AMHNP degree programs.

9.1%

FAMILY NURSE PRACTITIONER

10 8

WOMEN’S HEALTH NURSE PRACTITIONER

ADULT-GERO/PRIMARY CARE NP

ADULT NURSE PRACTITIONER

ADULT MENTAL HEALTH NP

Chamberlain University Academic Scholarship – Published January 2018 63

LIFELONG LEARNING: ADDITIONAL DEGREES

ADDITIONAL EDUCATION PURSUED BY CAMPUSES/ONLINE PRE-LICENSURE PROGRAMS In addition to campus level results, online ADN and online BSN results are also presented separately in the following table. Four campuses and the online ADN program reported a 20 percent or greater rate of respondents who earned an additional degree in FY‘16. Fifteen campuses reported a 20 percent or greater rate of respondents currently enrolled in a doctoral degree program. Of those, eight campuses reported a 10 percent or greater rate of respondents currently enrolled in Chamberlain’s DNP degree program. Seven 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

5.3%

17.3%

9.3%

2.7%

ARLINGTON

10.0%

20.0%

0.0%

ATLANTA

20.6%

12.7%

0.0%

CHARLOTTE

33.3%

0.0%

CHICAGO

8.6%

20.7%

17.2%

1.7%

CLEVELAND

5.3%

31.6%

26.3%

5.3%

COLUMBUS BSN

9.4%

25.0%

15.6%

3.1%

HOUSTON

9.1%

24.2%

9.1%

0.0%

INDIANAPOLIS

7.7%

23.1%

15.4%

0.0%

IRVING

33.3%

0.0%

JACKSONVILLE

14.3%

38.1%

9.5%

0.0%

LAS VEGAS

13.3%

33.3%

6.7%

0.0%

MIRAMAR

8.1%

10.8%

8.1%

0.0%

NORTH BRUNSWICK

25.0%

8.3%

0.0%

ONLINE ADN

20.0%

0.0%

ONLINE BSN

16.3%

14.3%

4.1%

0.0%

PEARLAND

11.8%

29.4%

5.9%

0.0%

PHOENIX

5.4%

14.3%

0.0%

1.8%

SACRAMENTO

0.0%

20.0%

0.0%

ST. LOUIS

12.0%

32.0%

16.0%

2.0%

TINLEY PARK

7.8%

23.5%

17.6%

2.0%

TROY

11.1%

16.7%

5.6%

0.0%

CAMPUS

64 Chamberlain University Academic Scholarship – Published January 2018

HONORS, AWARDS & RECOGNITIONS

EARNED HONORS, AWARDS OR OTHER RECOGNITIONS A total of 267 colleagues earned honors, awards or other recognitions during FY‘16 (20 percent of all respondents).

20+80

EARNED HONORS, AWARDS OR OTHER RECOGNITIONS

20%

80%

YES NO

Of the 267 colleagues earning honors, awards or other recognitions in FY‘16, more than 41 percent are regular faculty, followed by administrators (27.4 percent), academic support staff (25 percent) and visiting professors (13.6 percent). PERCENT OF COLLEAGUES WHO EARNED HONORS, AWARDS OR OTHER RECOGNITIONS BY CATEGORY

{41,14,27,24}

FACULTY

41.1%

VISITING PROFESSORS

13.6%

ADMINISTRATORS

27.4%

ACADEMIC SUPPORT STAFF

25%

Chamberlain University Academic Scholarship – Published January 2018 65

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 are presented. Faculty, leadership and academic support colleagues who identified with a degree program are included in these results. Nearly 43 percent of ADN colleagues earned some forms of formal recognition, followed by 28 percent of DNP colleagues, 25 percent of pre-licensure BSN colleagues, 15 percent of MSN colleagues and 14 percent of RN to BSN colleagues. PERCENT OF COLLEAGUES EARNING 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‘16. Number of respondents recognized in FY‘16 are noted in parentheses. • DAISY Foundation Award recipient (57) • DAISY Foundation Award nominee or runner-up (30) • Academy Fellows  American Academy of Nursing (1)  National League for Nursing (2)  American Academy of Nurse Practitioners (2)  American College of Healthcare Executives Senior Executive Fellow (1)  National Academy of Practice (1) • Distinguished Alumni (7) • Ron Taylor Award (7) • T.E.A.C.H. Award (6) • Sigma Theta Tau Induction (7)

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

42.9% ADN (n=7)

25.3%

14.2%

15.1%

PREL BSN (n=588)

RN TO BSN (n=267)

MSN (n=357)

27.7% DNP (n=65)

• 2016 State Clinical Excellence Award for Missouri (from American Academy of Nurse Practitioners) • Academic Presidential Achievement Award (from Capella University) • American Holistic Nurses Association National Professional Service Award • Community Achievement Award (from Mobile Community Action) • Excellence in Clinical Practice Award (from University of Southern Alabama) • Excellence in Service Award (from United States Air Force) • Faculty Engaged Scholar Award (Tennessee State University) • Jeanne Slack Leadership Award (From Rush University College of Nursing) • John D. McGovern Distinguished Professorship Award (from UTMB School of Nursing) • Johnson & Johnson School Nurse Leadership Fellow (from Johnson & Johnson) • Nightingale Award (from Rasmussen College)

66 Chamberlain University Academic Scholarship – Published January 2018

HONORS, AWARDS

RECOGNITIONS

COLLEAGUES EARNING HONORS, AWARDS OR OTHER RECOGNITIONS BY CAMPUSES/ONLINE PRE-LICENSURE DEGREE PROGRAMS In addition to campus level results, online ADN and online BSN results are also presented separately in the following table. Ten campuses and the online ADN degree program reported 25 percent or more of respondents earned honors, awards or other recognitions in FY‘16. NUMBER OF SURVEY RESPONDENTS

PERCENTAGE WHO EARNED HONORS, AWARDS AND RECOGNITION

ADDISON

14.7%

ARLINGTON

25.0%

ATLANTA

23.8%

CHARLOTTE

0.0%

CHICAGO

20.7%

CLEVELAND

42.1%

COLUMBUS BSN

21.9%

HOUSTON

24.2%

INDIANAPOLIS

30.8%

IRVING

33.3%

JACKSONVILLE

38.1%

LAS VEGAS

33.3%

MIRAMAR

18.9%

NORTH BRUNSWICK

16.7%

ONLINE ADN

40.0%

ONLINE BSN

12.2%

PEARLAND

35.3%

PHOENIX

32.1%

SACRAMENTO

20.0%

ST. LOUIS

26.0%

TINLEY PARK

11.8%

TROY

33.3%

CAMPUS

Chamberlain University Academic Scholarship – Published January 2018 67

Championing the Nursing Profession PUBLISHED PAPERS

PUBLISHED PAPERS

Healthcare Professionals and the “Stress of Conscience”

“Show Me Your Stethoscope”

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

Chamberlain University, College of Nursing – Phoenix Campus

Chamberlain University, College of Nursing Dr. Alkrisat collaborated on a study focusing on how workers in healthcare systems are predisposed to work-related stress based on moral factors. Such experiences have been described as stress of conscience because they give rise to a troubled conscience. Empirical studies indicate that healthcare employees, including nurses, sometimes refer to stress of conscience when faced with ethically difficult situations related to patient care. Alkrisat, M. & Alatrash, M. (2016). Stress of conscience: concept clarification. Online Journal of Health Ethics, 12(1). http://dx.doi.org/10.18785/ojhe.1201.02.

68 Chamberlain University Academic Scholarship – Published January 2018

Ellen Poole, PhD, RN, CPAN, CNE Professor

Like many nurses after the 2016 Miss America pageant, Dr. Poole became passionate about sharing the value of her profession. She authored an editorial describing the social media response to the pageant’s runner-up, Kelly Johnson, RN, who used nursing as her pageant talent. Johnson’s move received a worldwide response which continues today through the “Show Me Your Stethoscope” Facebook group, where nurses and other medical personnel share personal experiences and pictures of their impact on healthcare. Poole, E.L. (2016). “Show me your stethoscope”–social media response. Journal of Perianesthesia Nursing, 31(3): 282-284. http://dx.doi.org/10.1016/j.jopan.2016.03.001.

PUBLISHED PAPERS

Confronting Gender Barriers for Male Nursing Students Chad O’Lynn, PhD, RN, CNE, ANEF Director of Evaluation and Innovation Chamberlain University, College of Nursing

Dr. O’Lynn is known internationally for his research on gender barriers for male nursing students and published an article focused on male registered nurses in Turkey. Prior to 2007, men were forbidden from being registered nurses in Turkey. This situation changed overnight when the government ordered nursing schools to begin admitting men. This sudden change did not allow for a smooth transition. Since Turkey has a culture and social structure that is much more patriarchal than many Western countries, the sudden change presented many challenges and opportunities. Arslan, I., Kulakac, O., & O’Lynn, C. (2015). Faculty experiences with rapid integration of male nursing students within a patriarchal societal context. Nurse Education Today, 35(11): 1075-1079.

BOOK PUBLISHED

PUBLISHED PAPERS

Critical Care Nursing Made Incredibly Easy!

Ethical Decision Making In Case Management

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

David Zaworski, MSN, RN Assistant Professor

Chamberlain University, College of Nursing

Combining his experience in both critical care nursing and nursing education, Dr. Woodruff edited the 4th edition of Critical Care Nursing Made Incredibly Easy. “I once had a professor tell me that if you really understand a concept, you can explain it to a child,” said Dr. Woodruff, a faculty development specialist at Chamberlain. “That level of understanding takes simple yet complete education to achieve. This book strives to achieve that outcome.” Woodruff, D. (2016). Critical Care Nursing Made Incredibly Easy! D. Woodruff (Ed.), Wolters Kluwer. ISBN-13: 9781496306937, ISBN-10: 1496306937.

To strengthen continuing education for case managers in the nursing field, David Zaworksi, contributed to an article that considers the background of ethical decision making in case management, takes a look into the ethical dilemmas that surround case managers and analyzes the tools available to assist in identifying, clarifying and resolving ethical issues as they arise. Care for self and others is shown through addressing these issues in a manner that takes the perspective of the patient/client into consideration while also respecting the needs and beliefs of the overall team. Dailey, E., Hopkins, M., & Zaworski, D. (2016). Ethical dilemmas in case management. Care Management, 22(1): 15-19.

Chamberlain University Academic Scholarship – Published January 2018 69

CHAMPIONING THE NURSING PROFESSION

PUBLISHED PAPERS

Breast Cancer and Pregnancy: Overlapping of Two Disciplines Jiajoyce R. Conway, DNP, FNP-BC, AOCNP (R) Visiting Professor Chamberlain University Conway, J. R. (2014). Breast cancer and pregnancy: overlapping of two disciplines. Oncology Nursing Advisor, December 17, at http://www.oncologynurseadvisor.com/ce-courses/breast-cancerand-pregnancy-overlapping-of-two-disciplines/article/387540/3/.

Impact of Communication Competency Training on Nursing Students’ Self-Advocacy Skills Heidi Landry, DNP, RN Visiting Professor Chamberlain University Doherty, C., Landry, H., Pate, B., & Reid, H. (2016). Impact of communication competency training on nursing students’ self-advocacy skills. Nurse Educator, 41(6): 252-255. http://dx.doi.org/10.1097/NNE.0000000000000274.

Measuring Active Clinical Decision Support Influence on Nursing Research Utilization

Novice Nurse Practitioner Workforce Transition and Turnover Intention in Primary Care

Susan Cortez, PhD, MBA, HCM, BSN, RN, HMISS HIT Assistant Professor, DNP Program

Asefeh Faraz, PhD, APRN, FNP-BC Visiting Professor

Chamberlain University

Cortez, S. (2016). Measuring active clinical decision support influence on nursing research utilization. Oncology Nursing Forum, 43(4): E170-E177. http://dx.doi.org/10.1188/16.ONF.E170-E177.

Faraz, A. (2016). Novice nurse practitioner workforce transition and turnover intention in primary care. Journal of the American Academy of Nurse Practitioners, May 24: http://dx.doi.org/10.1002/2327-6924.12381.

Impact of Inter-Professional Education on Nursing Student Outcomes in the Online Environment

Novice Nurse Practitioner Workforce Transition into Primary Care, a Literature Review

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

Asefeh Faraz, PhD, APRN, FNP-BC Visiting Professor

Laura Fillmore, DNP, MSN, RN, CNE Director, Pre-Licensure Program

Chamberlain University

Linda Fly, PhD, MSN, MPA, CNE Dean, Pre-Licensure BSN Online Program Eme Ukot, DNP, MBA, MSN, RN Curriculum Technology Manager Chamberlain University Crouch, S., Fillmore, L., Fly, L., & Ukot, E. (2015). Impact of inter-professional education on nursing student outcomes in the online environment. American Journal of Health Sciences, 6(2): 101-110.

Faraz, A. (2016). Novice nurse practitioner workforce transition into primary care, a literature review. Western Journal of Nursing Research, 38(11): 1531-1545.

How to Enter the Clinical Research Field Paula Smailes, MSN, RN Visiting Professor Chamberlain University Fredstedt, J., Kaplinger, J., & Smailes, P. (2015). How to enter the clinical research field. Clinical Researcher, 29(6): 52-57. http://dx.doi.org/10.14524/CR-14-0058.

70 Chamberlain University Academic Scholarship – Published January 2018

CHAMPIONING THE NURSING PROFESSION

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 LaSala, K.B., Wilson, V., & Sprunk, E. (2016). Nursing academic administrators’ lived experiences with incivility and bullying from faculty: consequences and outcomes demanding action. Nurse Educator, 41(3): 120-124. http://dx.doi.org/10.1097/NNE.0000000000000234.

Academic Rank Barriers for Physician Assistants and Nurse Practitioners Shari T. Perez, DNP, MSN, ANP-C Adjunct Faculty

Health Literacy Education in Baccalaureate Nursing Programs in the United States Sheryl A. Scott, DNP, RN, CNE Visiting Professor Chamberlain University Scott, S.A. (2016). Health literacy education in baccalaureate nursing programs in the United States. Nursing Education Perspectives, 37(3): 153-158.

Maintaining Clinical Competency is Your Responsibility Margaret Strong, DNP, RN, NE-BC Visiting Professor Chamberlain University Strong, M. (2016). Maintaining clinical competency is your responsibility. American Nurse Today, 11(7): 46-47.

Chamberlain University Mackey, P.A., Perez, S.T., Frederixon, M.A., Northern, J.B., Garcia, H. J., Boyd, K.L., & Cook, C. B. (2016). Academic rank barriers for physician assistants and nurse practitioners. The Journal for Nurse Practitioners, 12(5): e211-e218.

Nurse Leadership Through Board Service Brian Mountain, DNP, CRNA Visiting Professor Chamberlain University Mountain, B. (2016). Nurse leadership through board service, Tennessee Nurse, 79(2): 14.

Endorsing the DNP Pathway for Nurse Educators Chad O’Lynn, PhD, RN, CNE, ANEF Director of Evaluation and Innovation Chamberlain University

Competence, Compassion and Care of the Self: Family Caregiving Needs and Concerns in Heart Failure Linda Marcuccilli, PhD, RN, BSN, MS Visiting Professor Chamberlain University Sullivan, B. J., Marcuccilli, L., Sloan, R., Gradus-Pizlo, I., Bakas, T., Jung, M., & Pressler, S. J. (2016). Competence, Compassion and Care of the Self: Family Caregiving Needs and Concerns in Heart Failure. Journal of Cardiovascular Nursing, 31(3): 209-214.

Cultural Impact with Reflective Journaling Donna Taliaferro, RN, PhD, COI Visiting Professor Chamberlain University Taliaferro, D. & Diesel, H. (2016). Cultural impact with reflective journaling. International Journal for Human Caring, 20(3): 155-159. http://dx.doi.org/10.20467/1091-5710-20.3.155.

O’Lynn, C. E. (2015). Endorsing the DNP pathway for nurse educators. Journal of Nursing Education, 54(9), 475-477.

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Nurse Practitioner Mental Healthcare in the Primary Context: A Californian Case Study Roger Green, DNP, FNP-BC, FAANP Visiting Professor Chamberlain University Theophilos, T., Green, R., & Cashin, A. (2015, March). Nurse practitioner mental healthcare in the primary context: A Californian case study. Healthcare, 3(1): 162-171.

Achieving 80 Percent BSN by 2020: Chief Nurse Executive Role and ANCC Influence Cathy Velasquez, DNP, RN, CPHM Visiting Professor Chamberlain University Warshawsky, N.E., Wiggins,A.T., Lake, S.W. & Velasquez, C. (2015). Achieving 80 percent BSN by 2020: chief nurse executive role and ANCC influence. Journal of Nursing Administration, 45(11): 7. http://dx.doi.org/10.1097/NNA.0000000000000267.

Intentional Stress Management Debra R. Wilson, PhD, MSN, RN, IBCLC, AHN-BC, CHT Visiting Professor Chamberlain University Wilson, D. R. & Dillard, D. (2016). Intentional stress management. American Nurse Today.

Seeking Status: The Process of Becoming and Remaining as an Emergency Department Nurse Nancy Winters, PhD, RN, ANP-C Visiting Professor Chamberlain University Winters, N. (2016). Seeking Status: The Process of Becoming and Remaining as an Emergency Department Nurse. Journal of Emergency Nursing.

BOOK CHAPTERS PUBLISHED PAPERS ACCEPTED FOR PUBLICATION

Post-Code Stress, Coping Behaviors and PTSD in Critical Care Nurses Participating in Cardiopulmonary Resuscitation Dawn McMeekin, DNP, RN, CNE Visiting Professor Chamberlain University McMeekin, Hickman, Douglas and Kelley (2016). Post-code stress, coping behaviors and PTSD in critical care nurses participating in cardiopulmonary resuscitation. American Journal of Critical Care.

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DNP Contributions to the Future of Nursing Practice, Nursing Education and Healthcare Policy Patrick LaRose, DNP, MSN/Ed, RN Associate Professor, Doctor of Nursing Practice (DNP) Program Chamberlain University Bemker, M. & LaRose (2016). DNP contributions to the future of nursing practice, nursing education and healthcare policy. In Bemker, M. & Schreiner, B. (eds). The DNP Degree & Capstone Project: A Practical Guide. Lancaster, PA: DEStech Publishing. ISBN: 978-1-60595-259-8.

CHAMPIONING THE NURSING PROFESSION

The Role of the NP in the Current Healthcare Environment John Distler, DPA, MBA, MS, FNP-C, RN, FAAN Faculty Kevin Letz, DNP, MBA, MSN, RN, CNE, CEN, FNP-C, ANP-BC, PCPNP-BC, FAANP Dean, FNP Specialty Track Chamberlain University Distler, J. (2015). The role of the NP in the current healthcare environment. In Letz, K. (Ed), The NP Guide Essential Knowledge for Nurse Practitioner Practice, 2nd Edition. Sunnyvale, CA: Author. ISBN-10: 1633184587, ISBN-13: 978-1633184589.

Contract Negotiation and Renegotiation Randy Gordon, DNP, FNP-BC Faculty Kevin Letz, DNP, MBA, MSN, RN, CNE, CEN, FNP-C, ANP-BC, PCPNP-BC, FAANP Dean, FNP Specialty Track Chamberlain University Gordon, R. M. (2015). Contract negotiation and renegotiation In Letz, K. (Ed), The NP Guide Essential Knowledge for Nurse Practitioner Practice, 2nd Edition. Sunnyvale, CA: Author. ISBN-10: 1633184587, ISBN-13: 978-1633184589.

Ethical and Bioethical Issues in Nursing and Healthcare Carla Sanderson, PhD, RN Provost Chamberlain University

Finance and Economics Brenda Talley, RN, PhD, NEA-BC Visiting Professor Chamberlain University Talley B. (2016). Finance and economics. In E.S. Marshall & M.E. Broome (Eds). Transformational Leadership: From Expert Clinician to Influential Leader (2nd ed.). NY: Springer Publications. ISBN 13 9780826105288, EISBN 9780826105295.

THESIS/DISSERTATION

Lived Experiences of Internationally Educated Nurses Holding Management Positions in USA: A Descriptive Phenomenological Study Lilian A. Allen, PhD, MSN, BSN, RN Nursing Instructor Chamberlain University Allen, L. A. (2016). Lived experiences of internationally educated nurses holding management positions in USA: a descriptive phenomenological study. Doctoral dissertation.

Transitioning From Clinical Practice to Academia: A Qualitative Study of Benefits and Barriers Stephanie Blaine, PhD, RN Visiting Professor Chamberlain University

Sanderson, C. (2017). Ethical and bioethical issues in nursing and healthcare. In B. Cherry & S. Jacobs (Eds.), Contemporary Nursing, Issues, Trends and Management (7th Ed.). St. Louis: Elsevier. ISBN 9780323390224.

Blaine, Stephanie (2015). Transitioning from clinical practice to academia: a qualitative study of benefits and barriers. Doctoral dissertation: Capella University.

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FY’16 COMPLETED RESEARCH STUDIES

Lived Experiences of Internationally Educated Nurses Holding Management Positions in United States Healthcare Organizations: A Descriptive Phenomenological Study Lilian A. Allen, PhD, MSN, BSN, RN Nursing Instructor Chamberlain University

Structural Empowerment and Job Satisfaction in Nurse Faculty in a Private Sector College Susan L. King, PhD, MSN, MBA/HCA, RN President, Chicago Campus Professor Chamberlain University

NDNQI RN Satisfaction Survey Deborah Krueger, MSN, RN, NE-BC, CHTP Visiting Professor

Work Habits Expectations Ilana Logvinov, DNP, RN, CCRP Visiting Professor Chamberlain University

Post-Code Stress, Coping and PTSD Symptom Severity in Critical Care Nurses Participating in Cardiopulmonary Resuscitation Dawn McMeekin, DNP, MSN, RN Visiting Professor Chamberlain University

FY’16 COMPLETED QUALITY IMPROVEMENT PROJECTS

Chamberlain University

The Bedside Registered Nurse’s Perception of Patient Safety: A Grounded Theory Study John Leger, PhD, MBA, RN, CNL Visiting Professor Chamberlain University

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Essential Oil Hand Massage for On-duty Registered Nurses Robin Kirschner, EdD, DNP, RN, CNE, NEA-BC Dean, MSN Specialty Tracks Chamberlain University

CHAMPIONING THE NURSING PROFESSION

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Advancing Education & Promoting Healthy Communities PUBLISHED PAPERS

PUBLISHED PAPERS

Treating Nicotine Dependence

Diabetes Prevention in Latina & African-American Populations

Elizabeth Fildes, EdD, RN, CNE, CARN-AP, PHNA-BC, FIAAN Professor, Graduate Programs Chamberlain University, College of Nursing

Luba Ivanov, PhD, RN, FAAN Professor, Master of Public Health

Tobacco use remains the single-most preventable cause of death and disability in the United States and the world. Dr. Fildes has been advocating for access to treatment for tobacco users for decades. Seventeen years ago, she started the Nevada State Quitline, a free phone-based service available to Nevada residents 13 years and older. A journal publication came from one of her team’s efforts to tailor treatment to nicotinedependent clients’ needs.

Chamberlain University, College of Health Professions

Fildes, E. E., Kapella-Mshigeni, S., & Campbell-Heider, N. (2015). Outcomes of a one-time telephone intervention for smoking cessation in adults. Journal of Addictions Nursing, 26(4): 184-190.

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Dr. Ivanov previously worked with immigrant populations and their disease prevention behaviors. She was asked to research minority women, specifically the Latina and African-American populations and diabetes prevention. Dr. Ivanov’s co-authored article opens doors for the development of diabetes prevention and education programs. Ivanov, L.L., Wallace, D., Hernandez, C., & Hyde, Y. (2015). Diabetes risk and health. Journal of Community Health Nursing, 32(1): 1223-1228.

PUBLISHED PAPERS

Translating Traditional Classroom Best Practices to the Online Environment Jill Price, PhD, MSN, RN Director of Nursing Graduate Programs

Cecilia Jane Maier, MS, RN, CNE Assistant Professor

Joyce Whitlatch, EdD, MSN, RN Associate Professor

Melissa Burdi, DNP, MSN, MS, RN Director of Post-licensure & Graduate Program Operations

Chamberlain University, College of Nursing

Price

Whitlatch

How do best practices in the traditional classroom setting translate to the online learning environment? A group of faculty and administrators in our post-licensure programs created a workshop for RN to BSN degree completion faculty using the seven best practices championed by education professor and researcher Ken Bain in his book What the Best College Teachers Do (2004). In their follow-up study, they explored the effectiveness of the workshop by interviewing both faculty who underwent the training and students who were taught by the trained faculty. Price, J., Whitlatch, J., Maier, J., Burdi, M. & Peacock, J. (2016). Improving online teaching by using established best classroom teaching practices. The Journal of Continuing Education in Nursing, 47(5): 222-227.

Maier

Burdi

BOOK CHAPTERS PUBLISHED

PUBLISHED PAPERS

Online Versus Face-to-Face Courses

Faculty Participation, Student Satisfaction & Perceived Learning

Julie McAfooes, MS, RN-BC, CNE, ANEF, FAAN Curriculum Technology Manager

Jill Price, PhD, MSN, RN Director of Nursing – Graduate Programs

Chamberlain University, College of Nursing

Cara Wallace, PhD, RN Associate Professor, DNP program

In her textbook chapter on online learning communities, Julie McAfooes begins by asking if a tipping point has been reached, where the question is not should a course be offered online, but why should it be offered face-to-face, given the many advantages of online learning. Topics covered in the chapter include learning management systems, institutional planning, the faculty role, course design, content ownership and evaluating and grading learning outcomes.

Chamberlain University, College of Nursing

Price

McAfooes, J. A. (2016). Teaching and learning in online learning communities. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed.), (pp. 357-384). St. Louis, MO: Elsevier. Wallace

Dr. Price and Dr. Wallace contributed to a study that examined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN to BSN and MSN courses. The results of the study indicated that increased faculty posts correlated with a higher satisfaction level of perceived learning by graduate (MSN) students. In the RN to BSN population examined, there was a tipping point in which students started not to perceive a higher level of discussion posts from the faculty as learning. Claywell, L., Wallace, C., Price, J., Reneau, M. & Carlson, (2016). Influence of nursing faculty discussion presence on online student learning and satisfaction. Nurse Educator, 41(4): 175-179. http:// dx.doi.org/10.1097/NNE.0000000000000252.

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PUBLISHED PAPERS

Eliminating Health Disparities Through Action on the Social Determinants of Health: A Systematic Review of Home Visiting in the United States Lynn T. Elliott, MSN, RN Visiting Professor

Rural Health and the Nonemergency Use of Emergency Medical Services Yolanda M. Powell-Young, PhD, PCNS-BC, CPN Visiting Professor Chamberlain University Baskin, L. W., Baker, J. R., Bryan, T. L., Young, G. Q., & Powell-Young, Y. M. (2015). Rural health and the nonemergency use of emergency medical services. Nursing Clinics of North America, 50(3): 613-619. http://dx.doi.org/10.1016/j.cnur.2015.05.014.

Chamberlain University Abbott, L. S., & Elliott, L. T. (2016). Eliminating health disparities through action on the social determinants of health: a systematic review of home visiting in the United States, 2005–2015. Public Health Nursing http://dx.doi.org/10.1111/phn.12268.

The Validation of the Coping and Adaptation Processing Scale Based on the Roy Adaptation Model Muder Alkrisat, PhD, RN, CSHA, CSSBB, PIA, HACP, CPHQ Associate Professor

Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education Jodi Berndt, PhD, RN, CCRN, PCCN, CNE, CHSE Visiting Professor Chamberlain University Berndt, J., Dinndorf-Hogenson, G., Herheim, R., Hoover, C., Lang, N., Neuwirth, J. & Tollefson, B. (2015). Collaborative classroom simulation (CCS): an innovative pedagogy using simulation in nursing education. Nursing Education Perspectives, 36(6): 401-2. http://dx.doi.org/10.5480/14-1420.

Chamberlain University Alkrisat M. (2016). The validation of the coping and adaptation processing scale based on the Roy adaptation model. Journal of Nursing Measurement, 22(3): 368-380. http://dx.doi.org/10.1891/1061-3749.22.3.368.

Qualities of Effective Preceptors Sonya Blevins RN, DNP, CMSRN, CNE Visiting Professor Chamberlain University

Cardiovascular Disease Risk Score: Results from the Filipino–American Women Cardiovascular Study Irma B. Ancheta, PhD, RN, FAHA, FPCNA Visiting Professor Chamberlain University Ancheta, I. B., Battie, C. A., Volgman, A. S., Ancheta, C. V., & Palaniappan, L. (2015). Cardiovascular disease risk score: results from the Filipino– American women cardiovascular study. Journal of Racial and Ethnic Health Disparities, 1-10. http://dx.doi.org/10.1007/s40615-015-0196-6.

Blevins, S. & Millen, E. (2016). Qualities of effective preceptors. MEDSURG Nursing, Jan-Feb, 25(1): 60-61.

One University Making a Difference in Graduate Education: Caring in the Online Learning Environment Cynthia J. Brown, DNS, RN, AHN-BC, CNE Visiting Professor Carol B. Wilson, PhD, RN Visiting Professor Chamberlain University Brown, C.J., & Wilson, C.B. (2016). One university making a difference in graduate education: caring in the online learning environment. Journal of Holistic Nursing, 3(4): 402-407. http://dx.doi.org/0898010116633319.

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ADVANCING EDUCATION

Program Evaluation: Use of Core Competencies in Community/Public Health Programs with Masters and Doctorate Curriculums Donna Campbell, MSN, RN Instructor Chamberlain University Campbell, D. (2015). Program evaluation: use of core competencies in community/public health programs with masters and doctorate curriculums. Journal of Chi Eta Phi, Inc. (JOCEPS): 2.

Psychiatric and Mental Health Core Capabilities and Learning Outcomes Developed in Nurse Practitioner Programmes in Australia and the U.S. Roger Green, DNP, FNP-BC, FAANP Visiting Professor

& PROMOTING HEALTHY COMMUNITIES

Transforming Home Health with Telehealth Technology Francisca Farrar, EdD, MSN Visiting Professor Chamberlain University Farrar, F. (2016). Transforming home health with telehealth technology. Nursing Clinics of North America, 50(2); 269-281. http://dx.doi.org/10.1016/j.cnur.2015.03.004.

Rest and the Associated Benefits in Restorative Sleep: A Concept Analysis Ashley Helvig, PhD, RN, CNE Visiting Professor Chamberlain University Helvig, A., Wade, S., & Hunter Eades, L. (2016). Rest and the associated benefits in restorative sleep: a concept analysis. Journal of Advanced Nursing, 72(1): 62-72.

Chamberlain University Cashin, A., Green, R., Buckley, T. (2015). Psychiatric and mental health core capabilities and learning outcomes developed in nurse practitioner programmes in Australia and the U.S. Journal of Neuropsychopharmacology and Mental Health, 1: 102. http://dx.doi.org/10.4172/2472-095X.1000102.

Aging Population Francisca Farrar, EdD, MSN Visiting Professor Chamberlain University Ellison, D., Farrar, F., & White, D. (2015). Aging population. Nursing Clinics of North America, 50(1): 185–213. http://dx.doi.org/10.1016/j.cnur.2014.10.014.

Communication Skills

An Instrument for Assessing Advanced Nursing Informatics Competencies Taryn Hill, PhD, MSN, RN Dean of Academic Affairs - Columbus Campus Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Virtual Learning Environment Manager Kathy Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program Carolyn Sipes, PhD, CNS, APN, PMP, RN-BC, FAAN Associate Professor, Master of Science in Nursing (MSN) Degree Program Toni Hebda, PhD, MNEd, RN, RN-BC, MSIS, CNE Professor, Master of Science in Nursing (MSN) Degree Program Chamberlain University Hill, T., McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). An instrument for assessing advanced nursing informatics competencies. Journal of Nursing Education and Practice, 4(7): 104-112.

Francisca Farrar, EdD, MSN Visiting Professor Chamberlain University Ellison, D., Farrar, F., & White, D. (2015). Communication skills. Nursing Clinics of North America, 50(1): 45-57. http://dx.doi.org/10.1016/j.cnur.2014.10.004.

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& PROMOTING HEALTHY COMMUNITIES

Preparing New Graduates for Interprofessional Teamwork: Effectiveness of a Nurse Residency Program Julie L. Hopkins, DNP, RN, PHNA-BC Adjunct Professor Chamberlain University Hopkins, J.L., & Bromley, G. E. (2016). Preparing new graduates for interprofessional teamwork: Effectiveness of a nurse residency program. Journal of Continuing Education in Nursing, (47)3: 140-148.

Differences Between Undergraduate and Graduate Students in Stress and Coping Strategies Joanne Brown, DNP, APRN, WHNP-BC, FNP-BC Visiting Professor Chamberlain University Ickes, M, Brown, J, Reeves, B. & Zephyr, D (2015). Differences between undergraduate and graduate students in stress and coping strategies. Californian Journal of Health Promotion, 13(1): 13-25.

Can Faith Community Nurses Successfully Teach Parishioners About Advance Healthcare Planning? Joy D. Kimbrell, DNP, RN, CNE Visiting Professor Chamberlain University Kimbrell, J. D., & Powers, C. (2016). Can faith community nurses successfully teach parishioners about advance healthcare planning? International Journal of Faith Community Nursing, 2(2): 27.

Nurse Practitioner Perceptions of a Diabetes Risk Assessment Tool in the Retail Clinic Setting JoAnn S. Oliver, PhD, RN, ANP-BC, CNE Visiting Professor Chamberlain University Marjama, K.L., Oliver, J.S. & Hayes, J. (2016). Nurse practitioner perceptions of a diabetes risk assessment tool in the retail clinic setting. Clinical Diabetes, 34(4): 187-192. http://dx.doi.org/10.2337/cd15-0054.

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Technology in Nursing Classrooms O.S. Martinez, EdD, MSN Visiting Professor Chamberlain University, College of Nursing Martinez, O.S., Greif, T. B., StJohn, L., & Edwards, K. (2016). Technology in nursing classrooms, EJM, 16(1). http://dx.doi.org/10.18374/EJM-16.1.2.

Selecting Standardized Tests in Nursing Education Virginia J. Hallenbeck, DNP, RN, ACNS-BC, CMSRN Visiting Professor Chamberlain University Mee, C. L. & Hallenbeck, V. J. (2015). Selecting standardized tests in nursing education. Journal of Professional Nursing, 31(6), 493-497.

The Effect of Emotional Freedom Technique on Stress and Anxiety in Nursing Students: A Pilot Study Susan L. Patterson, DNP, RN, CNE, CCM Visiting Professor Chamberlain University Patterson, S. L. (2016). The effect of emotional freedom technique on stress and anxiety in nursing students: A pilot study. Nurse Education Today, 40: 104-110.

Identification of Obesity and Cardiovascular Risk in Ethnically and Racially Diverse Populations Irma B. Ancheta, PhD, RN, FAHA, FPCNA Visiting Professor Chamberlain University Rao, G.,Powell-Wiley, T.M., Ancheta, I.. Hairston, K., Kirley, K., Lear, S.A., North, K.E., Palaniappan, & L., Rosal, M.C. (2015). Identification of obesity and cardiovascular risk in ethnically and racially diverse populations. Circulation, 132(5). http://dx.doi.org/10.1161/CIR.0000000000000223.

ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Identification, Prevention and Management of Childhood Overweight and Obesity in a Pediatric Primary Care Center

Lessons Learned from the Implementation of the Hybrid Educational Extension Learning Partnership (HEELP) Nursing Model

Monique Reed, RN, PhD Visiting Professor

Leslee H. Battle, EdD, RN, MSN, CMSRN Visiting Professor

Chamberlain University

Reed, M., Cygan, H., Lui, K., & Mullen, M. (2016). Identification, prevention and management of childhood overweight and obesity in a pediatric primary care center. Clinical Pediatrics, 55(9): 860-866. http://dx.doi.org/0009922815614350.

Parent and African American Daughter Obesity Prevention Interventions: An Integrative Review Monique Reed, RN, PhD Visiting Professor Chamberlain University Reed, M., Schoeny, M., & Wilbur, J (2015). Parent and African American daughter obesity prevention interventions: an integrative review. Journal of Healthcare for Poor and Underserved, 26(3): 737-760. http://dx.doi.org/10.1353/hpu.2015.0103.

Battle, L.H. & McCullough, E. (2015). Lessons learned from the implementation of the hybrid educational extension learning partnership (HEELP) Nursing Model. American Journal of Advanced in Nursing Research 2(2): 77-82.

Operationalizing the TANIC and NICAL3/L4 Tools to Improve Informatics Competencies, Studies in Health Technology and Informatics Carolyn Sipes, PhD, CNS, APN, PMP, RN-BC, FAAN Associate Professor, Master of Science in Nursing (MSN) Degree Program Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Virtual Learning Environment Manager Kathy Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program Toni Hebda, PhD, MNEd, RN, RN-BC, MSIS, CNE Professor, Master of Science in Nursing (MSN) Degree Program

The Journey to Meet Emerging Community Benefit Requirements in a Rural Hospital: A Case Study Allison Sabin, DNP, RN, PHNA-BC Associate Professor, MSN Program Chamberlain University Sabin, A. & Levin, P. (2016). The journey to meet emerging community benefit requirements in a rural hospital: a case study. OJIN: The Online Journal of Issues in Nursing, 21(1). http://dx.doi.org/10.3912/OJIN.Vol21No01PPT01.

Taryn Hill, PhD, MSN, RN Dean of Academic Affairs - Columbus Campus Chamberlain University Sipes, C., McGonigle, D., Hunter, K., Hebda, T., Hill, T., & Lamblin, J. (2016). Operationalizing the TANIC and NICAL3/L4 Tools to Improve Informatics Competencies, Studies in Health Technology and Informatics, 225, http://dx.doi.org/10.3233/978-1-61499-658-3-292.

Social Presence and Cultural Competence in the Online Learning Environment: A Review of the Literature T. Soper Eme Ukot, DNP, MBA, MSN, RN Curriculum Technology Manager Chamberlain University Soper, T. & Ukot, E. (2016). Social presence and cultural competence in the online learning environment: a review of the literature. American Journal of Health and Science, 7(1): 9-14.

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ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Nursing Education in Rural Environments Maria Wines, PhD, RN Online Faculty Chamberlain University Wines, M. (2016). Nursing education in rural environments. Comprehensive Psychology, 5. http://dx.doi.org/2165222816633322.

BOOK CHAPTERS PUBLISHED

X TIGER-Based Assessment of Nursing Informatics Competencies (TANIC) Kathy Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Virtual Learning Environment Manager

PAPERS ACCEPTED FOR PUBLICATION

Toni Hebda, PhD, MNEd, RN, RN-BC, MSIS, CNE Professor - Master of Science in Nursing (MSN) Degree Program

Making a Difference in Graduate Education: Online Caring Groups and Caring Connections

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

Cynthia J. Brown, DNS, RN, AHN-BC, CNE Visiting Professor Carol B. Wilson, PhD, RN Visiting Professor Chamberlain University Brown, C. J. & Wilson, C. (2016) Making a difference in graduate education: Online caring groups and caring connections. Journal of Holistic Nursing. [Online early Release]. Retrieved from http://jhn.sagepub.com/.

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

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Taryn Hill, PhD, MSN, RN Dean of Academic Affairs - Columbus Campus Chamberlain University Hunter, K., McGonigle, D., Hebda, T., Sipes, C., Hill, T., & Lamblin, J. (2015). TIGER-based assessment of nursing informatics competencies (TANIC). In New Contributions in Information Systems and Technologies. Vol. 353 of the series Advances in Intelligent Systems and Computing: 171-177. At http://link.springer.com/chapter/10.1007/978-3-319-16486-1_17.

An Education Exemplar: E-Mentoring: Confidence Intervention for Senior Nursing Students Preparing for Readiness to Practice Patrick LaRose, DNP, MSN, RN Faculty Chamberlain University LaRose, P. (2016). An education exemplar: e-mentoring: confidence intervention for senior nursing students preparing for readiness to practice. In Bemker, M. & Schreiner, B. (eds). The DNP Degree & Capstone Project: A Practical Guide. Lancaster, PA: DEStech Publishing. ISBN: 978-1-60595-259-8.

ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Nursing Informatics Competencies Assessment Level 3 and Level 4

Project Management: Essential Skill of Nurse Informaticists

Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Virtual Learning Environment Manager

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

Kathy Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program

Chamberlain University

Toni Hebda, PhD, MNEd, RN, RN-BC, MSIS, CNE Professor, Master of Science in Nursing (MSN) Degree Program Carolyn Sipes, PhD, CNS, APN, PMP, RN-BC, FAAN Associate Professor, Master of Science in Nursing (MSN) Degree Program

Sipes, C. (2016). Project management: essential skill of nurse informaticists. Nursing Informatics 2016, In W. Sermeus, et al. (Eds), Nursing Informatics 2016: eHealth for All: Every Level Collaboration – From Project to Realization; Studies in Health Technology and Informatics Series, Vol. 225: 252-256. IMIA and IOS Press: http://dx.doi.org/10.3233/978-1-61499-658-3-292.

Taryn Hill, PhD, MSN, RN Dean of Academic Affairs - Columbus Campus Chamberlain University McGonigle, D., Hunter, K., Hebda, T., Sipes C., Hill, T., & Lamblin, J. (2015) Nursing informatics competencies assessment level 3 and level 4. In New Contributions in Information Systems and Technologies. Vol. 353 of the series Advances in Intelligent Systems and Computing: 209-214. At http://link.springer.com/chapter/10.1007/978-3-319-16486-1_21.

Collaboration to Research and Develop Competency Assessment Tools: AORN and Chamberlain College of Nursing Carolyn Sipes, PhD, CNS, APN, PMP, RN-BC, FAAN Associate Professor, Master of Science in Nursing (MSN) Degree Program Kathy Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Virtual Learning Environment Manager Toni Hebda, PhD, MNEd, RN, RN-BC, MSIS, CNE Professor, Master of Science in Nursing (MSN) Degree Program Taryn Hill, PhD, MSN, RN Dean of Academic Affairs - Columbus Campus

THESIS/DISSERTATION

The Relationship Between Clinical Curriculum and First-time NCLEX-RN® Success: A Correlational Study Betty Leslie, PhD, RN Visiting Professor Chamberlain University Leslie, B. (2016). The relationship between clinical curriculum and first time NCLEX-RN success: a correlational study. Doctoral dissertation: University of Phoenix School of Advanced Studies.

An Evaluation of Service Learning for Associate Degree Nursing Students Valerie M. Pauli, EdD, MSN, RN, ACNS-BC, CNE Visiting Professor Chamberlain University

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 – From Project to Realization; Studies in Health Technology and Informatics Series, Vol. 225: .292-297. IMIA and IOS Press: http://dx.doi.org/10.3233/978-1-61499-658-3-292.

Pauli, V. M. (2016). An evaluation of service learning for associate degree nursing students. Doctoral dissertation: Walden University.

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ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

FY’16 COMPLETED RESEARCH STUDIES

Writing Efficacy of 100 percent Online Graduate Students Mary Bishop, DNP, RN, NEA, BC, CNL, CNE Visiting Professor Chamberlain University

Impact of Interprofessional Education on Nursing Student Outcomes in the Online Environment Suzanne Crouch, EdD, MSN, ARNP, RN-BC, CNE Faculty Development Specialist Chamberlain University

Standardized Simulations: Evaluating Critical Thinking in Blended Learning Classrooms Brandy Ebert, DNP, RN, MSN-Ed, BSB Visiting Professor Chamberlain University

Nursing Faculty Experience with Innovative Learning Strategies: A Qualitative Study Coleen Elmers, PhD, MSN, MSEd, RN Visiting Professor Chamberlain University

Attitudes of Nurse Educators Toward Interprofessional Communication and Collaborative Educational Experiences Francisca Farrar, EdD, MSN Visiting Professor Chamberlain University

SBIRT for FNP Students Elizabeth Fildes, EdD, RN, CNE, CARN-AP, PHNA-BC, FIAAN Professor, Graduate Programs Chamberlain University

Examining Kaplan Nursing School Entrance Exam for Student Success and Attrition: A Retrospective Review Sharon Gallagher, MSN, RN Visiting Professor Chamberlain University

Trauma Resource Melanie Gawlik, RN, MSN, ONC Adjunct Faculty Chamberlain University

Investigation of Smoking Cessation Teaching Knowledge and Practice Implementation Among Family Nurse Practitioner Students Randy Gordon, DNP, FNP-BC Faculty Chamberlain University

Quantifying Mississippi Infant Deaths with Documented Unsafe Sleep Factors Juanita Graham, DNP, RN Adjunct Faculty Chamberlain University

Student Learning- Infect. Control Aloma Gray, DNP, RN Visiting Professor Chamberlain University

Caring Characteristics in Schools of Nursing Survey Susan L. Groenwald, PhD, MSN, RN, ANEF, FAAN University President Chamberlain University

PPUPET Rebecca Heyne, PhD, DNP, MBA, RN, CPNP, WCC Visiting Professor Chamberlain University

84 Chamberlain University Academic Scholarship – Published January 2018

ADVANCING EDUCATION

Will the Implementation of Education Modules Increase Self-efficacy in Patients with Type 2 Diabetes Mellitus Pamela Hoppie, MSN, RN, NE-BC Instructor Chamberlain University

Assessing and Promoting Nursing Informatics Competencies in Nursing Faculty Kathy Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program Chamberlain University

Promoting Healthy Eating, Activity and Weight in Preschool Children Christina Kalisz, DNP, FNP-BC Visiting Professor Chamberlain University

Brief Intervention for Tobacco Cessation Training Kristin A. Kerling, MSN, RN Faculty Manager, MSN Program Chamberlain University

Evaluations of an Online Student Success Strategy Resource for Online RN to BSN Students on Retention and Student Success Michelle Krawczyk, DNP, MSN, ARNP-BC, CNE Assistant Dean, Faculty – MSN Specialty Tracks Chamberlain University

The Relationship Between Clinical Curriculum and First-time NCLEX-RN® Success: A Correlational Study Betty Leslie, PhD, RN Visiting Professor Chamberlain University

& PROMOTING HEALTHY COMMUNITIES

Preferred Learning Methods Amber McCall, PhD, APRN, FNP-BC Visiting Professor Chamberlain University

Evaluating Knowledge Gap Among Healthcare Workers in the Management of Type II DM Lorna Smith, DNP, MSN, RN, FNP-C Visiting Professor Chamberlain University

The Relationship Between Undergraduate Nursing Faculty and Culturally Responsive Teaching Self-Efficacy (CRTSE) and Culturally Responsive Teaching Outcome Expectancy Beliefs (CRTOEB) Scales with Undergraduate English as a Second Language (ESL) Nursing Students Margaret M. Pearce, RN, PhD, CRNP-BC Visiting Professor Chamberlain University

Exploring Strategies and Structural Preferences for an Obesity Prevention Intervention with African American Daughter/Mother Dyads Monique Reed, RN, PhD Visiting Professor Chamberlain University

Effective Teaching Techniques for Millenial Nursing Learners Barbara Renner, MSN-Ed, RN Adjunct Professor Chamberlain University

Rooming In Michelle Sadko, DNP, MSN, RN Nursing Instructor Chamberlain University

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ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Predictors of Cultural Competence in the Baccalaureate Degree Nursing Curriculum: Implications for Nursing Education

Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses

Angela Silvestri-Elmore, PhD, RN, CNE Visiting Professor

Cara Wallace, PhD, RN Associate Professor, Doctor of Nursing Practice Degree Program

Chamberlain University

Compassion and Empathy in Undergraduate Nursing Students

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

Donna Taliaferro, PhD, RN, COI Visiting Professor Chamberlain University

Intervention of Caring in Undergraduate Students Donna Taliaferro, PhD, RN, COI Visiting Professor Chamberlain University

Impact of Interprofessional Education on Nursing Student Outcomes in an Online Environment Eme Ukot, DNP, MBA, MSN, RN Curriculum Technology Manager Chamberlain University

Social Presence and Cultural Competence in the Online Environment Eme Ukot, DNP, MBA, MSN, RN Curriculum Technology Manager Chamberlain University

Enhancing the Learning Environment of Nursing Students Through Interprofessional Collaboration Eme Ukot, DNP, MBA, MSN, RN Curriculum Technology Manager Chamberlain University

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

COMPLETED QUALITY IMPROVEMENT PROJECTS

Student Engagement Geri Brewer, MSN, RN Instructor Chamberlain University

The Effects of Semi-Weekly Emails: Communication Efforts in a Long-Term Care Facility Carrie Bush, DNP, MSN, RN Associate Dean, Faculty Chamberlain University

Outcomes in Home Telehealth Karen Cherry-Freeman, PhD, MSN Visiting Professor Chamberlain University

Interprofessional Collaboration in Nursing Education Tanika Cherry-Montgomery, PhD, MBA Associate Dean, Faculty Chamberlain University

86 Chamberlain University Academic Scholarship – Published January 2018

ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Flipping the Classroom: The New Mantra of Education

Empathy Education in an Academic Medical Center

Joanna Commons, DNP, NP, RN Visiting Professor

Dawn M. Gubanc-Anderson, DNP, MSN, RN, NE-A, BC, FACHE Associate Professor

Chamberlain University

Communication and Collaboration: Supporting Students Through a Scholarly Learning Community in a Doctor of Nursing Practice Program

Predictors of Pre-Licensure BSN Student Success

Amy Daly

Chamberlain University

WIGS for Nursing Faculty Janet Dobrzyn, MSN, RN Instructor Chamberlain University

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

A Nurse Residency Model for Rural and Community Hospitals Making a Difference in Graduate Nurse Turnover Rates Jacquelyn Graetz, MSN, MHA, RN Visiting Professor Chamberlain University

Increasing Surveillance and Diagnosis of PAD in Older Persons Living with Type 2 Diabetes: Utilization of an Evidence-Based Guideline and ABI Assessments Tracy Green, DNP, ARNP, FNP-BC Visiting Professor Chamberlain University

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

Pell Grant Support as a Differentiator of Pre-Licensure BSN Student Success Linda Hollinger-Smith, PhD, RN, FAAN, ANEF Associate Provost, Office of Institutional Effectiveness, Accreditation and Research Chamberlain University

The Relationship Between HESI A2 Exam Scores and NCLEX-RN® First-time Pass Rates Janina Johnson, DNP, MSN, RN, CNE Faculty Chamberlain University

Closing the Gap: Evidence Based Teaching and Learning Carol L. Keeth, PhD, MSN, RN Associate Professor Chamberlain University

What Impact Will Rapid Response Scenarios Have on Nursing Graduates Ability to Recognize and Manage Patient Physical Deterioration? Pamela Keys, DNP, MSN, RN Associate Dean, Faculty Chamberlain University

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ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Non-Sexual Communicable Disease Education Effect on Knowledge of Nurses Robin Kirschner, EdD, DNP, RN, CNE, NEA-BC Dean, Master of Science in Nursing Specialty Tracks Chamberlain University

A Quality Improvement Project to Evaluate the Implementation of a Sepsis Education Program on Clinical Practice Behaviors in a Medical-Surgical Department

A Retrospective Quantitative Examination of the Impact of Team-Based Learning of Mean Unit Exam Scores Amber Pyatt, DNP, RN Visiting Professor Chamberlain University

Identification, Prevention and Management of Childhood Overweight and Obesity in a Pediatric Primary Care Center

Nadia Luna, DNP, MBA, RN, CNE Visiting Professor

Monique Reed, PhD, RN Visiting Professor

Chamberlain University

Enhancing a Perinatal Loss Ministry

Effectiveness of Web-Mediated Postpartum Depression Education and Postpartum Discharge Instructions

Betsy McCune, MSN, RNC Visiting Professor Chamberlain University

Healthcare Clinicians’ Compliance with Conducting Spiritual Assessments and Providing Spiritual Care to Infertile Women Lesa Miller, DNP, MSN, MS, BSN, BA, WHNP-BC, RNC Visiting Professor

Yvette Rolle, DNP, CNE, OB-RNC Visiting Professor Chamberlain University

Pilot Study: Student Case Presentations Terri Schmitt, PhD, ARNP, FNP-BC, CDE, FAANP Dean, FNP Specialty Track

Chamberlain University

Smoking Cessation Training for WIC nurses

Nurses Assessment Competency Differences Between AD and BSN

Melissa Myers, DNP, MSN, RN, CPN, CNE Faculty

Karen Stanforth

Chamberlain University

Diabetic Patients’ Use of Patient Portal to Enhance Quality of Care

Gauge Patient Interest to Access the Newly Introduced Telemedicine Services for the Rural Population of Southeast Idaho

Patricia Newton Chamberlain University

Wendy Swope, DNP Visiting Professor Chamberlain University

88 Chamberlain University Academic Scholarship – Published January 2018

ADVANCING EDUCATION

& PROMOTING HEALTHY COMMUNITIES

Improving Interrater Reliability Across Multiple Sections of a Health Policy Course in a DNP Program Douglas Turner, PhD, DNP, RN, CNE, NE-BC, NEA-BC Faculty Chamberlain University

Assessing Risk Factors for Heart Disease for Adults with Type 2 Adults Jasmia Wallace, DNP, FNP-C Visiting Professor Chamberlain University

Evaluating the Impact of an Educational Intervention on Providers’ Attitudes and Knowledge of Hospice Referral of Heart Failure Patients Natasha Welch, DNP Visiting Professor Chamberlain University

Chamberlain University Academic Scholarship – Published January 2018 89

Advocating for Patients & Improving Outcomes BOOK CHAPTER PUBLISHED

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

Toni Hebda, PhD, MNEd, RN, RN-BC, MSIS, CNE Professor, Master of Science in Nursing (MSN) Degree Program

Kathy Hunter, PhD, RN-BC, CNE, FAAN Dean, Master of Science in Nursing (MSN) Degree Program

Taryn Hill, PhD, MSN, RN Dean of Academic Affairs - Columbus Campus

Dee McGonigle, PhD, RN, CNE, FAAN, ANEF Virtual Learning Environment Manager Chamberlain University, College of Nursing A group of Chamberlain nursing informatics specialists authored a report about the process that led to a method for assessing perioperative and operating room nurses’ competencies in informatics. In the text, they also identified gaps in curricula that faculty could address to help improve nurses’ understanding of informatics. McGonigle

Hebda

Hill

Sipes, C., Hunter, K., McGonigle, D., Hebda, T., Hill, T., & Lamblin, J. (2016). Competency skills assessment: successes and areas for improvement identified during collaboration between informaticists and a national organization. Nursing Informatics 2016, In W. Sermeus, et al. (Eds), Nursing Informatics 2016: eHealth for All: Every Level Collaboration – From Project to Realization; Studies in Health Technology and Informatics Series, Vol. 225: 43-47. IMIA and IOS Press: http://dx.doi.org/10.3233/978-1-61499-658-3-43.

90 Chamberlain University Academic Scholarship – Published January 2018

PUBLISHED PAPER

Medical Errors & Patient Safety Gaps in New Graduate Clinical Practice Readiness Julie Siemers, DNP, MSN, RN Dean of Academic Affairs Chamberlain University, College of Nursing – Las Vegas Campus

Inspired by her MSN and DNP projects, Dr. Siemers, contributed to an article addressing the increasing concern for patient safety as medical errors continue to occur in egregious numbers. Nursing education has been tasked with preparing students to safely practice, but evidence demonstrates gaps in clinical practice readiness in new graduates. Chung, C. & Siemers, J., (2016). Promoting safety in prelicensure education. Nevada State Board of Nursing News, June, 2016. At http://epubs.nsla.nv.gov/statepubs/epubs/620964-2016-6.pdf.

PUBLISHED PAPER

Advocating for Women’s Health Issues

Enhancing Nurse & Patient Communication

Patricia Martin, DNP, MSN, RN President – Tinley Park Campus

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

Chamberlain University, College of Nursing

Dr. Martin co-authored an article on nursing for women with interstitial cystitis/painful bladder syndrome. The study arose from Dr. Martin’s interest in women’s health issues, with a focus on syndromes which have received little attention in nursing literature and have not been focused on as widely in the medical community. Interstitial cystitis/painful bladder syndrome is a chronic condition affecting approximately 3.3 million women in the United States.

Dr. Crouch partnered with the chief nursing officer of three medical centers to conduct and publish a study focused on how direct access to the chief nursing officer can impact the patient care experience. The findings of the study viewed the hospital world through the lens of patients' eyes and shared many implications for nursing practice, including enhanced communication among nurses and patients, increased patient satisfaction with their healthcare experience and improved staff satisfaction in the acute care environment.

MacMullen, N., Dulski, L., Martin, P., & Blobaum, P. (2016). Nursing Care of Women with Interstitial Cystitis/Painful Bladder Syndrome. Nursing for Woman's Health, April/May 2016, 20(2), 168-180.

Crouch, S.J. & Ripper, K. (2016). Empowering patients with a hotline to the chief nursing officer. American Journal of Health Sciences, 7(1): 23-30.

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ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

PUBLISHED PAPERS

Direct Stroke Unit Admission of Intravenous Tissue Plasminogen Activator: Safety, Clinical Outcome and Hospital Cost Savings Kisha C. Coleman, MSN, RN, CPHM Visiting Professor Chamberlain University Alexandrov, A. W., Coleman, K. C., Palazzo, P., Shahripour, R. B., & Alexandrov, A. V. (2016). Direct stroke unit admission of intravenous tissue plasminogen activator: safety, clinical outcome and hospital cost savings. Therapeutic Advances in Neurological Disorders, July 9(4): 304-309.

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.S., Rose, J., Nodzon, L.A., & Kaled, E.S. (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.

Understanding Postoperative Pain Assessment Tools Ellen Poole, PhD, RN, CPAN, CNE Professor Chamberlain University

Diglycolic Acid, the Toxic Metabolite of Diethylene Glycol, Chelates Calcium and Produces Mitochondrial Dysfunction In Vitro Greg M. Landry, PhD Visiting Professor Chamberlain University Conrad, T., Landry, G.M., Aw, T.Y., Nichols, R., McMartin, & K.E. (2016). Diglycolic acid, the toxic metabolite of diethylene glycol, chelates calcium and produces mitochondrial dysfunction in vitro. Clinical Toxicology, 54(6): 501-511.

Acute Liver Failure Associated with Garcinia Cambogia Use K. Tuesday Werner, DNP, FNP-BC Visiting Professor Chamberlain University Corey, R., Werner, K.T., Singer, A., Moss, A., Smith, M., Noelting, J., & Rakela, J. (2015). Acute liver failure associated with garcinia cambogia use, Annals of Hepatology, 15(1): 123-126.

Instruments for Assessing Chemotherapy-Induced Peripheral Neuropathy: A Review of the Literature Kristin Curcio, DNP, AGPCNP-BC, AOCNP Visiting Professor Chamberlain University Curcio, K.R. (2016). Instruments for assessing chemotherapy-induced peripheral neuropathy: A review of the literature. Clinical Journal of Oncology Nursing, 20: 144-51. http://dx.doi.org/10.1188/16.CJON.2001AP#sthash.tq12KW12.dpuf.

Card, E., & Poole, E. L. (2015). Understanding postoperative pain assessment tools. Breathline, 35(4): 16-17.

Mobility and Delirium Outcomes of an Oral Care Protocol in Postmechanically Ventilated Patients Brenda Vermillion, DNP, RN, CNS, CNP, CCRN Visiting Professor Chamberlain University Chipps, E. M., Carr, M., Kearney, R., MacDermott, J., Visger, T., Calvitti, K., Vermillion, B., Weber, M.L., Newton, C., St. Clair, J., & Harper, D. (2016). Outcomes of an oral care protocol in postmechanically ventilated patients. Worldviews on Evidence Based Nursing, 13(2), 102-111.

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Brittany Cusack, DNP, APRN, ANP-C Visiting Professor Chamberlain University Cusack, B. (2016). Mobility and delirium. ADVANCE Healthcare Network for NPs & PAs. At http://nurse-practitioners-and-physician-assistants. advanceweb.com/Features/Articles/Mobility-Delirium.aspx.

ADVOCATING FOR PATIENTS

A Qualitative Study of the Maternity Care Experiences of Women with Obesity: “More Than Just a Number on the Scale” Deborah Mandel, PhD, MSN, RNC-OB Visiting Professor Chamberlain University DeJoy, S., Bittner, K., & Mandel, D. (2016). A qualitative study of the maternity care experiences of women with obesity: “more than just a number on the scale,” Journal of Midwifery and Womens Health, 61(2), 217-223. http://dx.doi.org/10.1111/jmwh.12375.

Interdisciplinary Quality Improvement Conference Using a Revised Morbidity and Mortality Format to Focus on Systems-Based Patient Safety Issues in a VA Hospital: Design and Outcomes Melissa G. Lloyd, MSN-Ed, RN, PCCN Visiting Professor Chamberlain University Gerstein, W. H., Ledford, J., Cooper, J., Lloyd, M. G., Moore, T., Harji, F., & Goff, J. M. (2016). Interdisciplinary quality improvement conference using a revised morbidity and mortality format to focus on systems-based patient safety issues in a VA hospital: design and outcomes. American Journal of Medical Quality, 31(2). http://dx.doi.org/10.1177/1062860614555430.

Healthcare-Associated Infections Studies Project: An American Journal of Infection Control and National Healthcare Safety Network Data Quality Collaboration 2015 Case #1

& IMPROVING OUTCOMES

Characterization of Complications Associated with Open and Endoscopic Craniosynostosis Surgery at a Single Institution Sybill Naidoo, PhD, RN, CPNP Visiting Professor Chamberlain University Han, R.H., Nguyen, D.C., Bruck, B.S., Skolnick, G.B., Yarbrough, C.K., Naidoo, S.D., Patel, K.B., Kane, A.A., Woo, A.S., & Smyth, J. (2015). Characterization of complications associated with open and endoscopic craniosynostosis surgery at a single institution. Neurosurg Pediatr., 17(3): 361-70. http://dx.doi.org/10.3171/2015.7.PEDS15187.

Advance Directives in the Provision of Care for Incarcerated Adults: A Scoping Review Protocol Mikel W. Hand, EdD, RN, OCN, NE-BC, NEA-BC Visiting Professor Chamberlain University Hand, M. W., Mitchell, S., & DeGregory, C. (2016). Advance directives in the provision of care for incarcerated adults: a scoping review protocol. JBI Database of Systematic Reviews and Implementation Reports, 14(6): 91-95.

Creating a Culture of Safety Through Integration of an Early Warning System Diane Hanley, MSN, RN-BC, EJD Visiting Professor Chamberlain University Hanley, D., Abele, D., Alley, A.J., Smith, K., Gaden, N.W., & Phoenix, B.N. (2016). Creating a culture of safety through integration of an early warning system. Journal of Nursing Administration, 46(2): 63-68.

Angela Anttila, PhD, MSN, FNP-C, CIC Visiting Professor Chamberlain University Gross, C., Allen-Bridson, K, Anttila, A., Brooks, J., Hebden, J.N., Leaptrot, D. Morabit, S., & Wright, M.O. (2015). Healthcare-associated infections studies project: An American Journal of Infection Control and National Healthcare Safety Network data quality collaboration 2015 Case #1. American Journal of Infection Control, 43(9): 987-988. http://dx.doi.org/10.1016/j. ajic.2015.05.029.

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ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

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 Hebden, J. N., Leaptrot, D., Anttila, A., Allen-Bridson, K., Brooks, J. E., Gross, C., & Wright, M. O. (2016). 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(7): 761-763. http://dx.doi.org/10.1016/j. ajic.2016.02.031.

Improving Nursing Home Falls Management Program by Enhancing Standard of Care with Collaborative Care Multi-Interventional Protocol Focused on Fall Prevention Karen M. Jackson, DNP, MSN, NEA-BC Visiting Professor

A Nurse Initiative Oral Hygiene Program for Older Veterans Andrea Jennings, DrPH, RN Visiting Professor Chamberlain University Jennings, A. (2016). A nurse initiative oral hygiene program for older veterans. Gerontology and Geriatrics Research, 5(2). http://dx.doi.org/10.4172/2167-7182.1000282.

Sulfate and Thiosulfate Inhibit Oxalate Transport Via a Dprestin (Slc26a6)Dependent Mechanism in an Insect Model of Calcium Oxalate Nephrolithiasis Greg M. Landry, PhD Visiting Professor Chamberlain University Landry, G. M., Hirata, T. anderson, J. B., Cabrero, P., Gallo, C. J., Dow, J. A., & Romero, M. F. (2016). Sulfate and thiosulfate inhibit oxalate transport via a dPrestin (Slc26a6)-dependent mechanism in an insect model of calcium oxalate nephrolithiasis. American Journal of Physiology-Renal Physiology, 310(2): F152-F159.

Chamberlain University Jackson, K. M. (2016). Improving nursing home falls management program by enhancing standard of care with collaborative care multi-interventional protocol focused on fall prevention. Journal of Nursing Education and Practice, 6(6): 84. http://dx.doi.org/10.5430/jnep.v6n6p84.

Assessing Oral Health in Hospitalized Older Veterans Andrea Jennings, DrPH, RN Visiting Professor Chamberlain University Jennings, A. (2015). Assessing oral health in hospitalized older veterans. MED SURG Nursing, 24(6): 420-424.

Exerting Capacity Bedside RNs Talk About Patient Safety John M. Leger, PhD, MBA, RN, CNL Visiting Professor Chamberlain University Leger, J. M. & Phillips, C.A. (2016). Exerting capacity bedside RNs talk about patient safety. Western Journal of Nursing Research, http://dx.doi.org/0193945916664707.

Housing Continuum for Adults with Mental Health and Substance Abuse Disorders in Florida Imelda Medina, MD, MPH Visiting Professor Chamberlain University Medina, I. (2016). Housing continuum for adults with mental health and substance abuse disorders in Florida. National Alliance on Mental Illness. At http://www.namiflorida.org/storage/Housing_Continuum.pdf.

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ADVOCATING FOR PATIENTS

Empowering Patients to Play an Active Role in Pressure Ulcer Prevention Hannah Miller, MSN, RN Clinical Learning Lab Specialist Chamberlain University Miller, H. (2016). Empowering patients to play an active role in pressure ulcer prevention. Wound Care Advisor, 5(1). At http://woundcareadvisor. com/empowering-patients-to-play-an-active-role-in-pressureulcer-prevention/.

Pregnancy-related Hypertensive Disorders and Immigrant Status: A Systematic Review and Meta-Analysis of Epidemiological Studies Imelda Mercedes Medina, MD, MPH Visiting Professor Chamberlain University Mogos, M.F., Salinas-Miranda, A.A., Salemi, J.L., Medina, I.M., & Salihu, H.M. (2016). Pregnancy-related hypertensive disorders and immigrant status: a systematic review and meta-analysis of epidemiological studies. Journal of Immigrant and Minority Health, March 26. http://dx.doi.org/ 10.1007/ s10903-016-0410-6.

Long-Term Outcomes in Treatment of Deformational Plagiocephaly and Brachycephaly Using Helmet Therapy and Repositioning: A Longitudinal Cohort Study Sybill Naidoo, PhD, RN, CPNP Visiting Professor Chamberlain University Naidoo, S.D., Skolnick, G.B., Patel, K.B., Woo, A.S. & Cheng, A.L. (2015). Long-term outcomes in treatment of deformational plagiocephaly and brachycephaly using helmet therapy and repositioning: a longitudinal cohort study. Childs Nervous System, 31(9):1547-52. http://dx.doi.org/10.1007/s00381-015-2769-4.

& IMPROVING OUTCOMES

Differences in Colorectal Cancer Risk Knowledge Among Alabamians: Screening Implications JoAnn S. Oliver, PhD, ANP-BC, CNE Visiting Professor Chamberlain University Oliver, J. S., Ewell, P., Nicholls, K., Chapman, K., & Ford, S. (2016). Differences in colorectal cancer risk knowledge among Alabamians: screening implications. Oncology Nursing Forum, 43(1): 77-85.

Multicenter Experience Using Simeprevir and Sofosbuvir With or Without Ribavirin to Treat HCV Genotype 1 After Liver Transplant K. Tuesday Werner, DNP, FNP-BC Visiting Professor Chamberlain University Pungpapong, S., Werner, K.T., Aqel, B., Leise, M.D., Murphy, J.L., Henry, T.M., Ryland, K., Chervenak, A.E., Watt, K.D., Vargas, H.E., & Keaveny, A. (2015). Multicenter experience using simeprevir and sofosbuvir with or without ribavirin to treat HCV genotype 1 after liver transplant. Hepatology, 61(6): 1880-1886. http://dx.doi.org/10.1002/hep.27770.

Enhancing the Communication of Suddenly Speechless Critical Care Patients Loris Thomas, PhD, ARNP, ACNP/ANP-BC Visiting Professor Chamberlain University Rodriguez, C. S., Rowe, M., Thomas, L., Shuster, J., Koeppel, B., & Cairns, P. (2016). Enhancing the communication of suddenly speechless critical care patients. American Journal of Critical Care, 25(3): e40-e47.

Heart Failure: Pathophysiology, Diagnosis, Medical Treatment Guidelines and Nursing Management Nathania Bush, DNP, PHCNS-BC Visiting Professor Chamberlain University Rogers, C. & Bush, N. (2015) Heart failure: pathophysiology, diagnosis, medical treatment guidelines and nursing management. Nursing Clinics, 50(4): 778-799.

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ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

Care Management of UTI Caused by Gram Negative Bacilli in Women and Children Puja Shahi, PhD Associate Dean, Faculty – Liberal Arts & Sciences Chamberlain University Shahi, P. (2016). Care Management of UTI caused by Gram negative bacilli in women and children. Care Management, 22(1): 9-14, 32.

Evidence for Use of Frontozygomaticus and Contralateral Eurion as Hand-Caliper Landmarks for Assessment of Deformational Plagiocephaly Sybill Naidoo, PhD, RN, CPNP Visiting Professor Chamberlain University Skolnick, G. B., Naidoo, S. D., Nguyen, D. C., Patel, K. B., & Woo, A. S. (2016). Evidence for use of frontozygomaticus and contralateral eurion as hand-caliper landmarks for assessment of deformational plagiocephaly. Journal of Craniofacial Surgery, 27(6): 1498-1500.

Implementation of a Research Participant Satisfaction Survey at an Academic Medical Center Paula Smailes, MSN, RN Visiting Professor Chamberlain University Smailes, P., Reider, C., Hallarn, R., Hafer, L., Wallace, L., & Miser, W.F. (2016). Implementation of a research participant satisfaction survey at an academic medical center. Clinical Researcher, 30(3): 42-47. http://dx.doi.org/10.14524/CR-16-0003.

Detecting Trichomonas Vaginalis in High Risk Women: A Tricky Situation Mariea Snell, DNP, FNP-C Visiting Professor Chamberlain University Snell, M., Barron, M.L., & Keotting, C. (2016). Detecting trichomonas vaginalis in high risk women: a tricky situation. Journal for Nurse Practitioners, 12(4): 271-276. http://dx.doi.org/10.1016/j. nurpra.2015.11.025.

96 Chamberlain University Academic Scholarship – Published January 2018

A Novel Treatment for Onychomycosis in HIV-Infected Persons: Vicks Vaporub™ is Effective and Safe Mariea Snell, DNP, FNP-C Visiting Professor Chamberlain University Snell, M., Klebert, M., Hubert, S., & Onen, N. (2016). A novel treatment for onychomycosis in HIV-infected persons: Vicks VapoRubTM is effective and safe. Journal of Nursing in AIDS Care. 27(1): 109-113.

The Effects of Guided Imagery in Patients Being Weaned from Mechanical Ventilation Betsy Brakovich, DNP, RN Visiting Professor Chamberlain University Spiva, L., Hart, P., Gallagher, E., McVay, F., Garcia, M., Malley, K., Kadner, M., Segars, A., Brakovich, B., Horton, S., & Smith, N. (2016). The effects of guided imagery in patients being weaned from mechanical ventilation. Evidence-Based Complementary and Alternative Medicine, 3, 1-9. http://dx.doi.org/10.1155/2015/802865.

The Healing Power of Love: The Hormone Oxytocin Heather Wdowin, NMD Visiting Professor Chamberlain University Wdowin, H. (2016). The healing power of love: the hormone oxytocin. Naturopathic Doctor News and Review. Posted February 9, 2016 at http://ndnr.com/neurology/the-healing-power-of-love-thehormone-oxytocin/.

Hyperglycemia During the Immediate Period After Liver Transplantation K. Tuesday Werner, DNP, FNP-BC Visiting Professor Chamberlain University Werner, K.T., Carey, E., Mackey, P., Castro, J., Chakkera, H., & Cook, C. (2015). Hyperglycemia during the immediate period after liver transplantation. Future Science OA, 2(1). http://dx.doi.org/10.4155/fsoa-2015-0010.

ADVOCATING FOR PATIENTS

Relationship Between Postmenopausal Women’s Successful Aging, Global Self-Esteem and Sexual Quality of Life Donna Taliaferro, PhD, RN, COI Visiting Professor Chamberlain University White, A.J. & Taliaferro, D. (2016). Relationship between postmenopausal women’s successful aging, global self-esteem and sexual quality of life. International Journal for Human Caring, 20(2): 102-106. http://dx.doi.org/10.20467/1091-5710-20.2.102.

Parse’s Nursing Theory and its Application to Families Experiencing Empty Arms Debra Wilson, PhD, MSN, RN, IBCLC, AHN-BC, CHT Visiting Professor Chamberlain University Wilson, D. R. (2016). Parse’s nursing theory and its application to families experiencing empty arms, International Journal of Childbirth Education, 31(2): 29-33.

& IMPROVING OUTCOMES

A Journey of Healing from Addiction: One Person’s Story Rose Mary Gee, PhD, RN Visiting Professor Brenda Talley, PhD, NEA-BC, RN Visiting Professor Chamberlain University Gee, R. M., Rushing, A., Talley, B., Dubert, C. J., & Hamilton, E. K. (2016). A journey of healing from addiction: One person’s story. Alcoholism Treatment Quarterly.

Selection for Optimal Energy Efficiency Favors the Persistence of High Probability Neurotransmitter Release Sites Adam J. Rossano, MD, PhD Visiting Professor Chamberlain University Lu Z; Chouhan AK, Rossano AJ, Brain BL, Zhou Y, Borycz YA, Lu Z, Meinertzhagen IA; and Macleod GT. (2016). Selection for optimal energy efficiency favors the persistence of high probability neurotransmitter release sites. Current Biology.

PAPERS ACCEPTED FOR PUBLICATION

Diabetes Review: Update on the Use of Dietary Fiber in Early Management of Type 2 Diabetes Alicia Elam, PharmD Visiting Professor Chamberlain University Cadavos, K., Elam, A. (2016). Diabetes review: Update on the use of dietary fiber in early management of type 2 diabetes. ADVANCE for NPs & PAs.

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.

Chamberlain University Academic Scholarship – Published January 2018 97

ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

BOOK CHAPTERS PUBLISHED

Chapter 11: Cardiac Diagnostic Testing: Non-Invasive Assessment of Coronary Artery Disease

Immune and Allergy John Distler, DPA, MBA, MS, FNP-C, RN, FAAN Faculty Chamberlain University Distler, J. (2016). Immune and allergy. In Zerwekh, J. (Ed), Family Nurse Practitioner: Certification Review (3rd ed.), Elsevier. ISBN : 9780323428194.

JoAnn Trybulski, PhD, ARNP, FNAP (Ed) Director, Doctor of Nursing Practice Degree Program Chamberlain University Buttaro, T., Trybulski, J., Bailey, P. & Sandburg-Cook. (2016). Chapter 11: Cardiac diagnostic testing: non-invasive assessment of coronary artery disease. In Buttaro, T.M., Trybulski, J., Polgar-Bailey, P.P., Sandberg-Cook, J. (Eds.), Primary Care: A Collaborative Practice (5th ed.). St. Louis: Elsevier. ISBN-10: 0323355013, ISBN-13: 978-0323355018.

Unitary and Appreciative: Nourishing and Supporting the Human Spirit Richard Cowling, PhD, RN, AHN-BC, ANEF, FAAN Vice President, Academic Affairs (2011-2017)

Chapter 31: Environmental and Food Allergies John Distler, DPA, MBA, MS, FNP-C, RN, FAAN Faculty JoAnn Trybulski, PhD, ARNP, FNAP (Ed) Director, Doctor of Nursing Practice Degree Program Chamberlain University Distler, J. (2016). Chapter 31: Environmental and food allergies. In Buttaro, T.M., Trybulski, J., Polgar-Bailey, P.P., Sandberg-Cook, J. (Eds.), Primary Care: A Collaborative Practice (5th ed.). St. Louis: Elsevier. ISBN-10: 0323355013, ISBN-13: 978-0323355018.

Chamberlain University Cowling III, W.R., (2016). Unitary and appreciative: nourishing and supporting the human spirit. In Nurses as Leaders: Evolutionary Visions of Leadership, William Rosa, ed., Springer Publishing. ISBN-10: 0826131026, ISBN-13: 978-0826131027.

Chapter 41: Screening for Skin Cancer Randy Gordon, DNP, FNP-BC Faculty JoAnn Trybulski, PhD, ARNP, FNAP (Ed) Director, Doctor of Nursing Practice Degree Program

Clinical Judgment Kristin Curcio, DNP, AGPCNP-BC, AOCNP Visiting Professor Chamberlain University Curcio, K.R. (2017). Clinical Judgment. In Hardin, S. & Kaplow, R. (Eds.) Synergy for Clinical Excellence: The AACN Synergy Model for Patient Care. (2nd ed.). Sudbury, MA: Jones and Bartlett.

Chamberlain University Gordon, R.M. (2016). Chapter 41: Screening for skin cancer. In Buttaro, T.M., Trybulski, J., Polgar-Bailey, P.P., Sandberg-Cook, J. (Eds.), Primary Care: A Collaborative Practice (5th ed.). St. Louis: Elsevier. ISBN-10: 0323355013, ISBN-13: 978-0323355018.

Chapter 46: Burns (Minor) Randy Gordon, DNP, FNP-BC Faculty JoAnn Trybulski, PhD, ARNP, FNAP (Ed) Director, Doctor of Nursing Practice Degree Program Chamberlain University Gordon, R.M. (2016). Chapter 46: Burns (minor). In Buttaro, T.M., Trybulski, J., Polgar-Bailey, P.P., Sandberg-Cook, J. (Eds.), Primary Care: A Collaborative Practice (5th ed.). St. Louis: Elsevier. ISBN-10: 0323355013, ISBN-13: 978-0323355018.

98 Chamberlain University Academic Scholarship – Published January 2018

ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

Neurosensory Disorders

Chapter 19: College Health

Theresa G. Lawson, PhD, APRN, FNP-BC, CNE Visiting Professor

Terri Schmitt, PhD, ARNP, FNP-BC, CDE, FAANP Dean, FNP Specialty Track

Chamberlain University

JoAnn Trybulski, PhD, ARNP, FNAP (Ed) Director, Doctor of Nursing Practice Degree Program

Lawson, T. G. (2017). Neurosensory Disorders. In Lippincott Fast Facts for NCLEX-RN (2nd ed.). Philadelphia: Wolters Kluwer. ISBN 9781496325365.

Integumentary Disorders

Chamberlain University Schmitt, T. (2016). Chapter 19: college health. In Buttaro, T.M., Trybulski, J., Polgar-Bailey, P.P., Sandberg-Cook, J. (Eds.), Primary Care: A Collaborative Practice (5th ed.). St. Louis: Elsevier. ISBN-10: 0323355013, ISBN-13: 978-0323355018.

Theresa G. Lawson, PhD, APRN, FNP-BC, CNE Visiting Professor Chamberlain University Lawson, T. G. (2017). Integumentary Disorders. In Lippincott Fast Facts for NCLEX-RN (2nd ed.). Philadelphia: Wolters Kluwer. ISBN 9781496325365.

Energy Debra Wilson, PhD, MSN, RN, IBCLC, AHN-BC, CHT Visiting Professor Chamberlain University

Cardiovascular Disorders Cardiac Diagnostic Testing: Non-Invasive Assessment of Coronary Artery Disease JoAnn Trybulski, PhD, ARNP, FNAP (Ed) Director, Doctor of Nursing Practice Degree Program Chamberlain University Sanner, S. (2016). Cardiovascular disorders cardiac diagnostic testing: non-invasive assessment of coronary artery disease. In Buttaro, T.M., Trybulski, J., Polgar-Bailey, P.P., Sandberg-Cook, J. (Eds.), Primary Care: A Collaborative Practice (5th ed.). St. Louis: Mosby. ISBN-10: 0323355013, ISBN-13: 978-0323355018.

Clinical Guidelines in Primary Care

Shields, D. & Wilson, D. R. (2016). Energy. In Holistic Nursing (7th Ed.). Burlington MA: Jones & Bartlett learning; 7th edition. ISBN-10: 1284072673 ISBN-13: 978-1284072679.

Preterm Labor and Preterm Premature Rupture of Membranes Dinez Swanson, DNP, RN, MS, FNP-C Associate Dean, Faculty Chamberlain University Swanson, D. & Baird S. (2016). Preterm labor and preterm premature rupture of membranes. In B. Kennedy (Ed.), Intrapartum Management Modules, Wolters Kluwer Health. ISBN-13: 978-0781781688, ISBN-10: 078178168X.

Terri Schmitt, PhD, ARNP, FNP-BC, CDE, FAANP Dean, FNP Specialty Track Chamberlain University Schmitt, T. (2015). Clinical guidelines in primary care. In A. Holier, Ed. Clinical Guidelines for Primary Care (2nd Ed.), Scott, LA: Advanced Practice Education Associates. ISBN: 978-1-892418-22-7.

Chamberlain University Academic Scholarship – Published January 2018 99

ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

BOOKS PUBLISHED

The NP Guide Essential Knowledge for Nurse Practitioner Practice, 2nd Edition Kevin Letz, DNP, MBA, MSN, RN, CNE, CEN, FNP-C, ANP-BC, PCPNP-BC, FAANP Dean, FNP Specialty Track Terri Schmitt, PhD, ARNP, FNP-BC, CDE, FAANP Dean, FNP Specialty Track Randy Gordon, DNP, FNP-BC Faculty Diana Meeks, PhD, RN, CS, FNP, MSN, CNE, NE-BC Faculty Alex Bahadori, DNP, FNP-C Associate Dean, Student Affairs – FNP Specialty Track John Distler, DPA, MBA, MS, FNP-C, RN, FAAN Faculty Chamberlain University Letz, K., Schmitt, T., Gordon, R., Meeks, D., Bahadori, A., Distler, J., & Crowley-Koschnitzki, C. (2015). The NP Guide Essential Knowledge for Nurse Practitioner Practice, 2nd Edition. Sunnyvale, CA: Author. ISBN-10: 1633184587, ISBN-13: 978-1633184589.

Fundamental of Nursing, 9th Edition Patricia O’Connor, MSN, RN, CNE Visiting Professor Chamberlain University O’Connor, P. (2017). Chapter 40: Hygiene. In Potter, P.A., Perry, A.G., Stockert, P. & Hall, A. (Eds.), Fundamental of Nursing, 9th Edition. Elsevier eBooks. ISBN: 9780323327404.

USMLE First Aid: Pharmacology Thomas Panavelil, PhD, MS, MBA Visiting Professor Chamberlain University Panavelil, T. (2016). USMLE First Aid: Pharmacology, McGraw-Hill.

100 Chamberlain University Academic Scholarship – Published January 2018

Peripherally Inserted Central Catheters: Guideline for Practice, 3rd Edition Mary Wyckoff, PhD, NNP-BC, FNP-BC, ACNP-BC, CCNS, CCRN, FAANP Visiting Professor Chamberlain University Wyckoff, M. & Sharpe, E. (2015). Peripherally Inserted Central Catheters: Guideline for Practice (3rd Ed.). Chicago: National Association of Neonatal Nurses.

THESIS/DISSERTATION

Oncology: Improving Nursing Competency and Skill Aloma Gray-Wallace, DNP, RN Visiting Professor Chamberlain University Gray, A. (2015). Oncology: improving nursing competency and skill. Doctoral dissertation: Walden University.

COMPLETED RESEARCH STUDIES

A Comparison of TIVA Versus Inhaled Anesthesia and PONV Rates and Recovery Times in the Outpatient Surgical Setting Laura Ackerman, DNP, CRNA Visiting Professor Chamberlain University

Filipino American Women Cardiovascular Study Irma Ancheta, PhD, RN, FAHA, FPCNA Visiting Professor Chamberlain University

ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

A New Look at an Old Nursing Problem: Falls

Compassion and Caring in Correctional Nursing

Mary Brann, DNP, MSN, RN Visiting Professor

Alexis M. Koenig, EdD, MSN, RN, CCHP Assistant Professor

Chamberlain University

Is There an Association Between Length and Number of Deployments and Depression in Females Deployed to Afghanistan and Iraq?

Diabetes Distress in Type 2 Diabetes Hospitalized Patients

Sharon Cole-Wainwright, DNP, APN-BC Visiting Professor Chamberlain University

Evaluation of Kidney Disease Education on Clinical Outcomes of Self-Management Behaviors of Patients With Chronic Kidney Disease

Lori Lemoine, DNP, APRN, FNP-BC, BC-ADM Visiting Professor Chamberlain University

Blood Pressure Readings: Does Cuff Size Matter? Ilana Logvinov, DNP, RN, CCRP Visiting Professor Chamberlain University

Pediatric Ear Molding

Chinyere Enworom, DNP, APRN, FNP-BC Visiting Professor

Sybill Naidoo, PhD, RN, CPNP Visiting Professor

Chamberlain University

Brief Intervention for Tobacco Use

Reintegration of Seriously Mentally Ill Patients into a Digital Society

Elizabeth Fildes, EdD, RN, CNE, CARN-AP, PHNA-BC, FIAAN Professor, Graduate Programs Chamberlain University

D-DIMER Melanie Gawlik, RN, MSN, ONC Visiting Professor Chamberlain University

A Qualitative Investigation of Medication Reconciliation By Nephrology Advanced Practice Nurses Sandra Govro, DNP, MSN, RN, FNP-BC Visiting Professor Chamberlain University

Steven Sampson, MSN, RN Assistant Professor Chamberlain University

Effect of a Health Education Program on Health Awareness in Recent Graduates of a Long-Term, Comprehensive Drug Rehab Program Thomas Schlepko, DNP, ARNP, FNP-BC Visiting Professor Chamberlain University

Adolescent SBIRT Study Terri Schmitt, PhD, ARNP, FNP-BC, CDE, FAANP Dean, FNP Specialty Track Chamberlain University

Chamberlain University Academic Scholarship – Published January 2018 101

ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

Management of Midline Catheters

Time Out Process for Surgical Services

Jeraine Spence-White, MSN, RN Instructor

Shakira Henderson, PhD, DNP, MS, MPH, RNC-NIC, IBCLC Visiting Professor

Chamberlain University

The Effects of Dietary Changes and Physical Activity in Peri and Post A Menopausal African American Women in a Community Setting

CAUTI Review

Adma Wilson-Romans, DNP, ARNP, FNP-BC Visiting Professor

Medication Administration Process

Chamberlain University

Tracey Lane-Belcher, EdD, RN, CNL Visiting Professor

Perceptions of Music Therapists Regarding the Harp In Music Thanatology

Chamberlain University

Connie Wollenhaupt, MSN, RN Visiting Professor Chamberlain University

COMPLETED QUALITY IMPROVEMENT PROJECTS

EBT on Hospice Item Set – DNP Project DeAnna M. Beverly, DNP, RN, MBA, LHRM, CHA Visiting Professor Chamberlain University

Improvement of Dysplasia Tracking at Mike O’Callaghan Federal Medical Center Carmen George, WHNP-BC, DNP Visiting Professor Chamberlain University

Post Mortem Care Effectiveness as Perceived by Mortuary Practitioners Mikel W. Hand, EdD, RN, OCN, NE-BC, NEA-BC Visiting Professor Chamberlain University

Infection Control-Urinary Tract Infections of Home Based Patients Vivian Hayes, DNP, APRN, FNP-C Visiting Professor Chamberlain University

102 Chamberlain University Academic Scholarship – Published January 2018

Deborah Krueger, MSN, RN, NE-BC, CHTP Visiting Professor Chamberlain University

Do Women Who Receive Support Based on a Breastfeeding Risk Assessment Initiated on Admission to a Labor and Delivery Unit, Initiate and Increase the Duration of Breastfeeding Through Four Weeks After Delivery, Compared to Women Who Do Not Receive Support Based on a Breastfeeding Risk Assessment? Amanda Marshall, DNP, MSN Assistant Dean, Faculty – FNP Specialty Track Chamberlain University

Pharmacist Role at Discharge and Preventing Readmissions in an Oncology Unit Anay Moscu, PharmD Visiting Professor Chamberlain University

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

ADVOCATING FOR PATIENTS

& IMPROVING OUTCOMES

Educating Parents in the Neonatal Care Unit on Proper Hand Hygiene While Visiting the NICU Felisia Profit, MSN, RN Assistant Professor Chamberlain University

Reducing 30-Day AMI Readmissions Tamara Redden, DNP, RN, FNP Visiting Professor Chamberlain University

Post-Op Nausea and Vomiting Treatment Jill Schroeder, MSN, RN Instructor Chamberlain University

Equipment Disinfecting Jill Schroeder, MSN, RN Instructor Chamberlain University

Improving Patients’ Perception of Their Care Experience with Purposeful Hourly Rounding Sherri Smith, MSN-Ed, RN Assistant Professor Chamberlain University

Coumadin Therapy Patient Compliance Mary Wunch, MSN, RN Assistant Dean, Academic Success Chamberlain University

Chamberlain University Academic Scholarship – Published January 2018 103

chamberlain.edu National Management Office | 3005 Highland Parkway, Downers Grove, IL 60515 National Toll-Free: 888.556.8CCN (8226) | email: info@chamberlain.edu Chamberlain University is accredited by The Higher Learning Commission (HLC, www.hlcommission.org). HLC is a regional agency that accredits U.S. colleges and universities at the institutional level. Accreditation provides assurance to the public and to prospective students that standards of quality have been met. The Bachelor of Science in Nursing (BSN) degree program (including the RN to BSN degree completion option), the Master of Science in Nursing (MSN) degree program (including the RN-BSN to MSN option, the FNP track and all specialty tracks) and the Doctor of Nursing Practice (DNP) degree program at Chamberlain University are accredited by the Commission on Collegiate Nursing Education (CCNE, One Dupont Circle, NW, Suite 530, Washington, DC 20036, 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. Chamberlain University is certified to operate by the State Council of Higher Education for Virginia, 101 N. 14th Street, 10th floor, James Monroe Building, Richmond VA 23219, 804.225.2600. 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. Important information about the educational debt, earnings, and completion rates of students who attended Chamberlain can be found at chamberlain.edu/ge. Chamberlain College of Nursing is owned and operated by Chamberlain University LLC. In certain states, Chamberlain operates as Chamberlain College of Nursing pending state authorization for Chamberlain University. 12-XXXXXX

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