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GEORGIA SOUTHERN UNIVERSITY College of Health and Professional Studies SCHOOL OF NURSING PROGRAMS FACT SHEET Dean, College of Health and Professional Studies: Frederick Whitt, PhD Chair, School of Nursing: Jean Bartels, PhD, RN Bachelor of Science in Nursing Number of Students in the Major (1996-2001): 1123 (11% increase each year) Number of Degrees Conferred (1996-2000): 307 (51% increase since 1996) Percentage of Minority Students: 32% (31% increase since 1997) Percentage of Male Students: 8-13% per year (National average: 4%) Number of Faculty (Full Time Equivalent): 13.67 Percentage of Faculty with Doctoral Degree: Tenure Track Year 2001 = 67%; Year 1999 = 55% Total Year 2001 = 60%; Year 1999 = 28% Percentage of Minority Faculty: Year 2001 = 22%; Year 1999 = 6% Master of Science in Nursing Number of Students in the Major (1996-2001): 244 Number of Degrees Conferred (1996-2001): 116 Percentage of Minority Students: 13% Number of Faculty (Full Time Equivalent): 3.54 Percentage of Faculty with Doctoral Degree: Tenure Track Year 2001 = 100%; Year 1999 = 80% Total Year 2001 = 80%; Year 1999 = 60% Percentage of Minority Faculty: Year 2001 = 20%; Year 1999 = 20% Program Accreditation Status: Approved by the Georgia Board of Nursing (4 years) Fall 2000—2004 Accredited by the National League for Nursing Accrediting Commission (8 years) Preliminary Approval by the Commission on Collegiate Nursing Education (4 years) Program Initiatives Rural Nursing Outreach Program Nursing Clinic in Portal, Georgia serving 150 clients Migrant Outreach Nursing Clinics in 3 rural Georgia counties Center for Nursing Scholarship—Center for collaborative faculty research and publication Awards and Recognitions In 2001, the Baccalaureate program was recognized as a model program by the Georgia Board of Nursing In 1998, the U.S. News & World Report ranked the Masters program in the top 5% of Nurse Practitioner Programs in the United States. Since that time, the program has been consistently ranked in the top percentages in the nation. SCHOOL OF NURSING MISSION, PHILOSOPHY, GOALS, STRATEGIES The mission, philosophy, purposes, and goals/objectives of Georgia Southern University’s School of Nursing guide the activities and operation of the School and set a foundation for all academic, service, and administrative functions of its programs. Recognizable strengths, the mission, philosophy, and purposes of the School have resulted in a cohesive and collaborative educational environment evident in the School’s work. Faculty and staff seek to create and maintain, for themselves and for students, a climate of reflection, inquiry, and continuous improvement. Their efforts focus on the goals and processes of education within the context of the regionally identified need to uplift southeast Georgia’s educational attainment, cultural opportunities, economic growth, environmental quality, scientific and technological progress, and social and personal well- being. Devoted to “teaching first,” the hallmark of Georgia Southern University’s School of Nursing is to provide a comprehensive student-centered university experience that promotes student growth and success through creative strategies for using technology, enhancing learning, and connecting actions to community needs. This commitment is further captured in the School’s focus on the strategic plan adopted from the University’s philosophy. Strategic Themes Addressed by the School of Nursing (SON) STRATEGIC THEME SCHOOL OF NURSING INITIATIVES* Academic Distinction • Distinguish the SON faculty as national leaders in nursing education • Distinguish the SON as national leader in comprehens ive regional university programs for nursing education • Assure continuous improvement processes necessary for academic distinctiveness for all SON Programs Student-Centered University • Raise level of academic and professional achievement of students in all SON programs • Raise level of faculty expertise and competence in scholarship of teaching • Enhance development of students as involved and committed professionals Technological Advancement • Refine and expand use of technology in delivering nursing education • Support and promote development and use of technology in the SON Transcultural Opportunities • Promote transcultural teaching/learning across all SON programs to assure cultural competence for faculty/students Private and Public Partnerships • Expand the influence of the SON through collaborations with the School’s Community of Interest • Assure the continued growth and expansion of the SON through resource development initiatives. Physical Environment • Develop the SON’s physical plant as a teaching/learning environment of distinction *School of Nursing Initiatives taken from School of Nursing Five-Year Strategic Plan (2000-2005) The mission and philosophy statements of the School of Nursing set forth the beliefs of the faculty, as gleaned from discipline standards, and provide the foundation from which the curricula for its programs emanate. These give direction to the sequencing of the nursing courses and to the planning of meaningful learning experiences that culminate in the development of competent undergraduate and graduate nurse professionals. The School of Nursing vision, mission, and purposes are stated in the present tense to communicate the belief that creating an institution and programs appropriate to the educational needs of rural southeast Georgia is an ongoing process. The mission and Georgia Southern University SCHOOL OF NURSING DISTINCTIVE EFFORTS TO FOSTER STUDENT LEARNING The School of Nursing faculty have individually and collectively been impressive in their efforts to improve teaching and student learning. Typically, the School of Nursing holds a minimum of two faculty development sessions each academic year. Recent workshops include: Discerning the changing demographics of and educational pedagogy for today’s learners; Changing expectations for nurse professionals (with an emphasis on the American Association of Colleges of Nursing Essentials of Baccalaureate Education for Professional Nursing Practice); Understanding the characteristics and capabilities of learners; Learning principles for building a cohesive and coherent curriculum and a cohesive learning environment; Developing students communication abilities across the curriculum; Using self- assessment as a learning strategy for professional development; Assuring students’ achievement of learning outcomes through “Project Success” (a unique faculty designed program to assist students in preparing for taking their post graduation licensure examination); and Clinical teaching strategies for improving critical thinking and decision making in practice. All faculty attended a minimum of one presentation at the Center for Excellence in Teaching (CET) at Georgia Southern University with three faculty presenting overviews of equipment and teaching/learning projects in the CET. Faculty participate in teaching circles at the CET and two are University mentors to new faculty. All faculty have participated in at least one off campus continuing education experience in the discipline this past year. In Fall 2000, the School’s Office of Scholarly Excellence began a monthly series of Brown Bag Seminars and a Faculty Research and Scholarship Interest Group. Approximately 61% of faculty attended these offerings each academic year. As a result, students rate the quality of their instruction very high. The mean student rating of instruction for the program in 2001 was 4.32 (on a scale where 5.0 was “excellent”); in 2000 the mean was 4.28; and in 1998, it was 4.30. Similarly, the School of Nursing faculty have been pioneers in the development and use of technology for teaching learning experiences. They were among the first in the university to develop distance learning and WebCT courses and have developed an entire program track offered through distance technologies. Notable exemplars of technology used in the School include: Distance Learning and Online Courses • BSN Program: One required course and one elective course are being developed as online courses in the prelicensure BSN Program. The senior capstone course was developed as a technology infused course using Computer Assisted Instruction (CAI) technology (with the help of a Board of Regents technology grant). • RN-BSN Program: One required course and two elective online courses were developed and offered collaboratively with a faculty member from Health and Kinesiology. An additional required online course was offered in Spring 2001. In addition, virtually all the RN-BSN Program courses are offered via distance learning at three Southeast Georgia sites. • WebCT is being utilized as an adjunct to classroom teaching in virtually all of the RN-BSN courses and many of the BSN courses. Twelve faculty completed an on-line asynchronous “Teaching On-Line” course in March, 2001. • Distance learning opportunities are offered to Brunswick for 4 of 6 graduate core courses and 2 of 3 advanced practice core courses. WebCT is being utilized in 76% of the graduate curriculum for FNP students: 66% of graduate core courses, 100% of advanced practice core courses, and 72% of FNP specialty core courses incorporate internet experiences. • A survey of over 200 prospective and current students regarding interest in online nursing programs/courses was conducted. The data will be used to plan future online courses and to offer the entire RN-BSN Program online. Surveys to date indicate strong interest in increased online learning opportunities by this group of learners. • Drs. Hodnicki and Hanson, in partnership with the University of Georgia School of Pharmacy faculty, received a 3 year, $300,000 grant from the Federal Division of Nursing to update advanced practice nurses (APN) in Georgia on pharmacology information. The grant funded the production of new on-line syllabi and teaching tools that were also incorporated into the MSN program. • Drs. Cornwell, Wood and Hodnicki completed the March 2001 Georgia Southern University On-line Retreat to develop MSN courses scheduled for on- line delivery that began in Fall 2001. Computer and Other Technology Assisted Instruction • 100% of classroom instruction in all School programs is multimedia based. • Faculty and students develop and employ PowerPoint, In-Focus, Video, and CD ROM technology in their presentations and classroom learning experiences; a video portfolio is maintained and evaluated as a part of each student’s academic Student Outcome Portfolio. • Faculty create their own CD’s and videos to assist student learning. • Approximately 50% of the nursing faculty offer course examinations on the computer using A+, a test creation and analysis software publication. • Numerous courses use the computer laboratory for course activities, allowing students access to internet resources as well as faculty created Web CT connections both during and outside of class. • Creative uses of technology abound. As an example, one faculty member teaches microscope diagnostic skills using computer lab and In-Focus technologies. The framework of the nursing program at Georgia Southern University is Health Promotion Throughout Life. Goal attainment of health promotion involves therapeutic nursing interventions that include the enabling factors of: human caring, communication, ethical principles, critical thinking, empowerment, research, healthcare technology, and cultural sensitivity. These constructs, embedded in nursing standards for education and practice, form the basis for the development of program objectives and all teaching, learning, and assessment experiences in the School of Nursing curriculum. It is the faculty’s expectation that students, through developmentally appropriate and increasingly complex learning experiences, achieve all program objectives and entry into the professional practice of nursing through licensure examination. By the time of graduation, baccalaureate students are expected to: • Appraise the outcome of implemented therapeutic nursing interventions/enabling factors in health promotion used in the care of persons, families, groups, and communities. • Demonstrate competence incorporating changing healthcare technology in nursing care. • Integrate ethical principles in nursing care of persons, families, groups, and communities. • Evaluate current and changing rural health care needs influencing persons, families, groups, and communities based on cultural and ethnic diversity. • Incorporate human caring within all aspects of nursing practice. • Demonstrate responsibility and accountability within nursing practice. • Evaluate the outcome of critical thinking in the provision of therapeutic nursing interventions with persons, families, groups, and communities. • Implement the nursing process through nurse-person partnership to promote, maintain, and restore health. • Utilize research findings in nursing practice based on critical analysis of research. • Actively engage in leadership and management skills using collaboration, advocacy, empowerment, interpersonal communication, and teaching in nursing practice. • Employ therapeutic communication in the provision of nursing care. Building on these undergraduate expectations, masters degree students, by the time of graduation, are expected to: • Demonstrate leadership ability in nursing and in community organizations. • Synthesize ethical principles into the management and evaluation of health care delivery concerns in culturally, geographically, and physically diverse settings. • Demonstrate high-level expertise in culturally sensitive therapeutic nursing interventions. • Demonstrate responsibility and accountability in the development of the advanced practice nursing role. • Demonstrate competence in the knowledge and skills necessary to develop and manage holistic clinical care as an advanced practice nurse. • Apply critically analyzed theory into advanced practice directed towards persons, families, groups, organizations, and communities. • Conduct research and/or evaluation related to nursing and health care. • Incorporate critical thinking into advanced practice nursing. • Demonstrate human caring in all aspects of advanced practice nursing through nurse- person partnership. • Employ therapeutic communication in the provision of advanced practice nursing. • Manage health care delivery through effective communication, technology, and multidisciplinary collaboration. • Participate in policy-making that impacts advanced practice nursing and empowers rural and underserved populations. Support for Good Teaching. School of Nursing faculty teaching at the undergraduate and graduate levels have received numerous awards and honors in the past several years providing evidence of an ongoing commitment to scholarly excellence in teaching. Recent examples include Dr. June Alberto who received the College of Health and Professional Studies Teaching Award in 1995, the Statesboro in 2000, 316; in 2001, 305; and in 2002, 297. Results of the CCTDI, along with other outcome data, are reported to faculty and discussed in General Faculty Meetings. Aggregate scores are used by faculty as an overall indicator of the class’ critical thinking disposition, providing faculty with information for designing critical thinking experiences in individual courses and across the curriculum. Nurses’ Entrance Test (NET). The Nurse Entrance Test (NET)(Frost, 1998) is administered to pre-licensure students at the beginning of the nursing program at Georgia Southern. The NET examines the following areas of student ability: 1) Essential Math Skills; 2) Reading Comprehension; 3) Test Taking; 4) Stress Level Profile; 5) Social Interaction Tendencies; and 6) Learning Style. Scores are calculated in the aggregate as composite scores. In addition, individual reports for each student are generated, providing useful information regarding areas that may need focused learning experiences. Aggregate scores are evaluated by faculty and are used to guide curriculum experiences and advisor foci. In general, students perform at or above the normative sample in the majority of NET Exam categories. Students’ composite percentage and percentile scores remain higher than the norm, as do those for math. The average composite percentage score (the mean of the Essential Math Skills and Reading Comprehension Scores) has remained relatively stable over the past six years. Students score consistently above the normative sample, averaging from seven to 11 points higher. Reading comprehension scores remain at or near the norm. The NET is useful for faculty and students in that it provides an initial assessment of the student’s status on a number of important academic skills. Results are reported to faculty in the aggregate and also given to the individual student. The students are encouraged to discuss their scores with faculty advisors who assist them to plan remediation that may be helpful in enhancing their academic skills. NLN Basics I and II. The NLN Basics I and II examinations have traditionally been administered to students at the end of the second semester of the Junior Year (JR II). Both Basics exams assess student understanding of fundamental aspects of nursing care. Overall, Georgia Southern students out-perform their national BSN norm comparison group counterparts on Basics I and II Exams in all areas. Scores in all areas have remained stable over the past six years. The exam results are validated by graduates’ licensure pass rates that have remained stable and consistently above national BSN normative groups over the past six years NLN Comprehensive Exam aggregate outcome data is used by faculty to plan unique experiences for specific learner needs as well as to review the entire curriculum. In the Senior capstone course, a faculty team reviews individual student test results from this examination taken earlier by the class. Topics covering questions that were missed by over 50% of the class are collated and used as foci for the assignment, Student-Led Review Topics. Students are expected to review each topic and provide comprehensive coverage of salient issues about that topic. The test results help to guide focal points for class discussion and peer review of content and exercises designed to better prepare students for the licensure examination. Additionally, these aggregate data, along with other outcome data, are used by the collective faculty to review the distribution and comprehensiveness of content across the curriculum. NLN Comprehensive Examination. The NLN Comprehensive Nursing Achievement Test assesses students’ comprehension of nursing concepts at the conclusion of the BSN program and serves as a practice test in preparation for the licensure exam. Aggregate scores, in combination with other outcome data, are used to help evaluate the effectiveness with which the School of Nursing is meeting the objectives represented on the licensure examination. Scores are compared to those of similar educational programs throughout the country. The Comprehensive Nursing Achievement Test is designed to measure overall achievement at the end of the BSN curriculum. Overall, Georgia Southern nursing student results have remained stable for the past six years. RN Computerized Adaptive Test (RN-CAT). The RN-CAT provides students with a realistic preview of their licensure examination experience. Candidates not only see and practice answering questions similar to those found on the licensure exam, they gain insight into their level of preparedness for the examination. Students receive both a national ranking score and subscores in each of the areas in the exam. They gain experience with computerized technology, interacting with the computer as they do for the licensure exam. Faculty teams teaching in the capstone course use the test scores to assist students in developing individual study plans in order to maximize their probability of success on the licensure exam. Since the exam is unique for each student, aggregate data are used to analyze patterns of student learning needs. That information is used in combination with other outcome data to identify areas that may need to be strengthened across the curriculum. Mosby’s RN Assess Test. The Mosby RN Assess Test is used as a preparatory exam for students in approaching the licensure exam. Faculty review results and focus on areas of weakness identified through the Mosby Assess Test in preparing course materials and specialized areas of concentration for each class. Aggregate data are useful to faculty in tracking Georgia Southern students overall scores compared to BSN normative scores. The mean Mosby score for Georgia Southern students from 1996-2001 is 61%, compared to 62% for the BS Norm group. Georgia Southern’s scores have been identical to the BS Norm values for five of the last six years. BSN Student, Graduate and Employer Surveys: Students in the undergraduate program are surveyed each semester regarding their experiences in the program. Periodic surveys and student group discussions are also conducted regarding specific foci such as the status of course and clinical experiences, advising opportunities, and learning resources. Student representatives to the Student Advisory Council conduct surveys of student recommendations, issues, and concerns prior to each meeting of the Council. Results of all surveys are immediately provided to faculty and School Committees for their analysis and responses (including program and policy revisions where appropriate). Most recent surveys of students’ satisfaction with instruction in the program have resulted in ratings of 4.28 to 4.50 on a scale where 5.0 indicates “excellent.” Graduates of the BSN Program are surveyed every two years regarding their satisfaction with learning experiences at Georgia Southern University as well as their current employment status. Results of the most recent survey indicate that: Graduates are employed in eleven different Georgia counties of which 80% are rural; 100% of the graduates are employed in nursing; 26% are certified in a specialty area; 22% directly access their elected officials; over 60% belong to a professional organization; and12% are currently engaged in graduate studies. Graduates noted the following strengths of the program: Excellent instructors; Dedication to a rural focus; and Well-rounded curricula. Students commented that their learning experiences assisted them in understanding the importance of doing things correctly and in developing a sense of obligation and empathy for others. Using a 5.0 point scale (with 5.0 being very good), graduates ranked their achievement of program outcomes at 4.40. The employers of graduates are surveyed concurrently with graduates. Of those responding to the most recent survey, 62.5% directly oversaw the graduates’ work. Ninety-five percent ranked graduates at 4.0 to 5.0 (on a scale with 5.0 being very well) in regard to how well graduates met their responsibilities, incorporated caring into their practice, communicated effectively, integrated ethical principles, managed the care of groups, and demonstrated accountability. The School of Nursing also surveys its graduating Seniors each semester. Students surveyed in December, 2000 completed the Educational Benchmarking 2000 Nursing Education Student Satisfaction Survey that compared their satisfaction with six other national nursing programs in the same Carnegie Class: University of Nebraska at Omaha, South Dakota State University, Marquette University, Old Dominion University, Thomas Jefferson College of Health Professions, and the University of Florida. Of these comparison schools, Georgia Southern’s graduates ranked second in their overall satisfaction with the program with a factor average of 4.37 compared with the group average of 4.35. Differences Between Georgia Southern Responses and Benchmark Institutions* Rank of Factors from Greatest Positive to Greatest Negative Difference* SATISFACTION FACTOR GEORGIA SOUTHERN GRADUATING SENIORS ALL SIX BENCHMARK INSTITUTIONS Professional Values 6.52 5.99 Role Development 5.81 5.63 Core Knowledge 5.47 5.59 Overall Satisfaction 4.37 4.50 Technical Skills 5.97 6.14 Core Competencies 5.57 5.77 Facilities and Administration 4.14 4.34 Course Lecture and Interaction 4.92 5.13 Classmates 4.66 5.23 Work and Class Size 4.20 4.97 Additionally, School of Nursing faculty and students provide care through two migrant population health care initiatives in Tattnall, Toombs, and Screven Counties. Primary care, health screening, and health education activities are among the services provided to over 200 migrant workers and their families throughout the academic year. • The diverse enrollment of the School of Nursing reflects the population of Southeast Georgia which helps the School to prepare a more sensitive, culturally competent practitioner. • Students have clinical learning opportunities in a wide variety of clinical facilities including a new state-of-the-art regional medical center, a US Army community hospital, and tertiary care facilities and medical teaching hospitals in nearby Savannah. Students are introduced to the clinical area immediately upon admission to the BSN Program, and have a variety of clinical practica in areas such as adult health, nursing care of women/newborns and children/families, complex/critical care, community health, and leadership/management. • Graduates are prepared for entry-level nursing positions in hospitals, schools, long-term care, primary care, and community agencies; for leadership positions after experience is gained; and for graduate school and teaching or research careers. • Accelerated programs of study are offered for Licensed Practical Nurses and service corpsmen to allow them to progress more quickly through the undergraduate program because of prior learning and work experiences • Faculty actively participate in quality care committees and provide continuing education opportunities for nursing staff at local care facilities • A 35 member Community Advisory Committee, composed of the School of Nursing’s communities of interest is convened yearly to address the practice and educational needs of nurses and health care agencies in Southeast Georgia. Members represent interests in: acute care, long term care, rehabilitation, mental health and substance abuse agencies; medical community; armed services; hospice; homeless shelters; migrant populations; and public health. • Over 80% of the School’s graduates choose to stay in rural communities, many in Southeastern Georgia, to practice. Master of Science in Nursing Program Graduation Rates: Since the program began, retention rates for students admitted and enrolled have averaged 89%. Between 1998 and 2001, two students (less than 1%) have left the graduate program for academic reasons. Those students were counseled to seek an MSN in an area more suited to their ability and interests. ANA Certification Exam Pass Rates: Nurse Practitioners must pass a national certification examination in order to practice in Georgia and all surrounding states. Since 1990 there have been 19 FNP graduating classes with a total pass rate of 98.7%. Fourteen graduating classes have a 100% first attempt pass rate on certification examinations (155/165). All graduates (100% of the last four classes) passed the national certification exam on the first attempt. In May 2001, the first Women’s Health Nurse Practioner graduates successfully passed their certification exam on the first attempt. Comprehensive Examination: Prior to the semester conversion, students in the graduate program were required to complete and defend a research project as an exit program requirement. Effective with the August 2000 graduating class, students were required to take comprehensive examinations prior to graduation. 100% of the students since the August 2000 graduating class have passed the first administration of the examination at a satisfactory level. Student Portfolio Assessments: All students in the graduate program are required to keep an academic portfolio documenting selected projects, papers, assessments, clinical evaluations, and self-reflections over the course of their study in the Master’s Program. These portfolios are evaluated and scored once each year against contextually valid criteria adopted by the collective faculty. In the most recent review of Master’s students’ academic portfolios, over 50% of the students met or exceeded faculty expectations for the mean scores for the annual summary, self- reflections, communication skills, and nursing intervention expertise. Students scored at an average level in the areas of professional writing and critical thinking. Graduate students met or exceeded faculty expectations on 15 of the 18 Terminal Objective Outcomes for the program. In general, graduate student performance meets or exceeds faculty expectations in most areas. Findings suggest that students perform well above average in the critically important nursing areas of ethics, caring, responsibility and accountability in nursing practice. Job Placement Rates: Results of the most recent graduate surveys show that 80% of the graduates are employed in Georgia, most working in rural counties; 96.2% of the graduates are employed in advanced nursing practice roles; 53.8% hold formal hospital privileges; 100% are certified in specialty areas. Student, Graduate and Employer Surveys: Students in the graduate program are surveyed each semester regarding their experiences in the program. Periodic surveys and student group discussions are also conducted regarding specific foci such as the status of clinical practice opportunities and learning resources. Student representatives to the Graduate Committee and Student Advisory Council survey their peers for recommendations, issues, and concerns prior to each meeting. Results of all surveys are immediately provided to faculty and School Committees for their analysis and responses (including program and policy revisions where appropriate). Most recent surveys of students’ satisfaction with instruction in the program have resulted in ratings of 4.27 to 5.0 on a scale where 5.0 indicates “excellent.” Graduates of the MSN Program are surveyed every two years regarding satisfaction with their learning experiences at Georgia Southern University as well as current employment status. In addition to the aforementioned job placement statistics, 84.7% of the graduates earned eight or more continuing education units in the past year (mode=30 CEUs); 92.3% belong to a professional organization; 96.2% have contact with elected government officials; and 30.7% hold voluntary positions on community advisory board. Graduates routinely note significant strengths of the program. In the most recent survey (July 2001), seventy percent of the graduates indicated that program outcomes were 100% met. The greatest strengths of the program were faculty mentoring, clinical hours, and learning assessment skills. Also cited as benefits were the didactic content, constructive feedback, preceptors, active faculty practice and political involvement, and faculty encouragement given to students. Alumni Success: MSN program graduates hold remarkable leadership positions in health care and the community. Graduates have been active in health care policy development and reform, developed entrepreneurial health care delivery practices, and advocated for the needs of the communities they serve. They have published in scholarly journals, presented at professional conferences, and taken an active role in community development. Selected exemplars of graduate accomplishments include the following: • One Family Nurse Practitioner (FNP) began a primary clinic in a rural community that had no access to health care. She successfully negotiated with the Brunswick Hospital to fund her clinic in Woodbine, Georgia where she continues to be the only health care provider for 30 miles. This graduate now sits on several community boards and is a member of the Georgia Board of Nursing Task Force for Advanced Practice Nursing. She is a frequent speaker on strategies for setting up Nurse Practitioner clinics. She is also an expert on the topic of reimbursement coding and documentation issues. • A recent Family Nurse Practitioner graduate set up a nurse owned primary care clinic in Brunswick. She has hired three physicians to work in the practice, a first for the state of Georgia. • One certified nurse midwife earned Family Nurse Practitioner credentials from Georgia Southern and then set up the first certified nurse midwife owned birthing center in Georgia. She has provided both midwifery and primary care services to rural families for a significant period of time. She has served as a preceptor for students in her clinic in Rincon, Georgia. She is an accreditation visitor for the National Birthing Center Accreditation Organization. • Several Family Nurse Practitioner graduates have gone on for doctoral education; Six graduates are known to be in graduate faculty positions. Awards, Honors, Unique Learning Experiences in the MSN Program: In 1998, the U.S. News & World Report ranked the FNP Program at Georgia Southern in the top 5% of Nurse Practitioner Programs in the United States. Since that time, the program has been consistently ranked in the top percentages in the nation. In 1999 and 2001, the graduate program was selected by the National Organization of Nurse Practitioner Faculties as one of three national Nurse Practitioner programs to mentor faculty from across the nation on the integration of community content in Nurse Practitioner curricula. The program was cited as exemplary in providing a rural focus and extensive clinical experience hours to assist students to understand the unique health care needs of the rural environment. Family Nurse Practitioner students complete 720 clinical practicum hours and Women’s Health Nurse Practitioner students complete 660 clinical practicum hours with community preceptors (nurse practitioners and MDs) to learn hands-on application of clinical skills. Graduate students complete required research projects and theses in community agencies, private practice offices, health departments and individual subjects’ homes. The Family Nurse Practitioner program was designed to utilize non-classroom settings in the clinical arena for learning. MSN students conduct family assessments that lead to interventions that promote the health of families in local rural communities. They complete clinical courses in a wide variety of hospitals and community agencies in clinical preceptorships with experienced nurse practitioners or physicians all over the state. MSN students in the primary care courses complete a health assessment on migrant children. They participate in the