Becker's Hospital Review

64 CMO / CARE DELIVERY How Milwaukee schools are solving nursing shortages by rethinking BSN education By Megan Knowles I n response to increased demand for nurses and a shortage of nursing seats in traditional college programs, Milwaukee-based Cardi- nal Stritch and Mount Mary universities and the University of Wisconsin in Green Bay are work- ing to develop alternative paths to a bachelor's degree in nursing, according to the Milwaukee Journal Sentinel. The four-year schools are teaming up with five technical colleges across Wisconsin to offer de- gree programs that give students dual enroll- ment options. Students can take a variety of courses from each type of school, with all paths leading to a bachelor's in nursing degree. In this way, the dual enrollment streamlines nurs- ing education so students do not have to trans- fer from a two-year school to a four-year school. The program, called NURSE 1-2-1, aims to of- fer more education options to increase the number of students pursuing nursing and cap- ture the tuition students pay. Cost savings de- pend on how fast students move through the programs and whether they earn transfer cred- its through other colleges or advanced high school courses. Additionally, students do not automatically pay less for classes they enroll in at the less expen- sive two-year college. For Mount Mary's pro- gram, this fall's tuition will be the same $520 per credit for classes, whether the classes are taken at the two-year college or Mount Mary, accord- ing to the Journal Sentinel. However, Cardinal Stritch and UW-Green Bay set up their programs so students pay less for the technical college classes. Most of the program's students are ages 18 to 22, said Jennifer Schwahn, MSN, RN, a nursing adviser who coordinates the NURSE 1-2-1 pro- gram at UW-Green Bay. The program offers the same courses at UW- Green Bay as the courses nurses with a two-year degree take who want to complete their bach- elor's in nursing. "We know the nursing workforce is aging and retiring, we need more nurses, and employ- ers are looking for BSN degree-holders," Ms. Schwahn said. n Medical schools fall short when accommodating students and residents with disabilities, report suggests By Alyssa Rege A pproximately 2.7 percent of, or 1,547, medical students with disabilities enrolled in a U.S. MD program self-reported their disability to their institution, compared with the 11.1 percent of people with disabilities in undergraduate and 7.6 percent of those in graduate education programs overall, according to a report released in March by the Association of American Medical Colleges and UC San Francisco. For the report, researchers from the AAMC and UCSF sought to understand the lived experiences of medical professionals with disabilities and how they navigated their medical education. Study participants were recruited through announcements on relevant email lists to medical school disability service providers, as well as through direct emails to residents and physicians with disabilities, among other methods. Researchers spoke with a total of 47 individuals, focusing on the methods of support they received during their medical education and any recommendations they could provide to improve medical education for individuals with disabilities. Here are five takeaways from the report. 1. Researchers discovered many medical students hide their disability out of a real "fear of judgment, bias, and skewed perception of ability." 2. All the interviewees discussed the extraordinary time and effort required to self-advocate and arrange their own accomodations and the toll those actions took on their well-being and efficacy. 3. Multiple participants cited a fundamental disconnect between their medical school and the disability services offered. When the two offices failed to work together in a meaningful fashion, the individuals were often unsure which office to contact and unsure of the institution's policies. The lack of communication also resulted in missed opportunities for learners to access specialized accommodations and support, according to some interviewees. 4. Many interviewees cited the attitudes of peers, faculty and administrators toward disability as one of the most significant barriers to their training. The stereotypes and stigmas related to disability were often discussed and reinforced in the classroom setting, some respondents said. 5. Another barrier to some respondents' medical education was the absence of a supportive network to help navigate their training. Some interviewees reported having someone who believed in their ability to become a successful physician proved to be a powerful source of support. n

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