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This is to certify that the

dissertation entitled

Description and Critical Analysis of the
Processes Related to the Development of a
Nursing Education Consortium

presented by
Esther P. O'Dea

has been accepted towards fulfillment
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Ph.D. degree in Teacher Education

 

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DESCRIPTION AND CRITICAL ANALYSIS
OF THE PROCESSES RELATED
TO THE DEVELOPMENT
OR A
NURSING EDUCATION CONSORTIUM
By

Esther P. O'Dea

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY

College of Education

198“

ABSTRACT
DESCRIPTION AND CRITICAL ANALYSIS OF THE PROCESSES
RELATED TO THE DEVELOPMENT OF A
NURSING EDUCATION CONSORTIUM
By

Esther P. O'Dea

The purpose of the study was to describe and analyze
the processes of developing a nursing education consortium.
The membership of the consortium was limited to educators in
the designated associate degree nursing programs and the head
of an upper division baccalaureate nursing program in West
Central Michigan. The goal of this consortium was to develop
a mechanism among these institutions for program articula—
tion which could provide a four year baccalaureate degree
and increased career mobility for the registered nurse with
an associate degree.

A review of the literature related to consortia in
higher education and nursing education resulted in identi-
fication of principles for the development of consortia in
higher education and nursing education. This review further
indicated that there are many consortia in higher education,
but few consortia in nursing education. This study used the
descriptive case study approach to describe and analyze the
processes of develOping this consortium in light of these
principles found in the professional literature. These data

1

Esther P. O'Dea
collection procedures included review of records, survey,
and interviews with the participants. The data were then
analyzed to delineate the development processes and proce-
dures actually used, and how these relate to the principles
for developing consortia in higher education and nursing edu-
cation and what curricular interfacings need to be further
studied between associate degree and baccalaureate level
nursing programs. The results of the study indicate the
curricular areas which need to be studied for program
articulation between associate degree and baccalaureate
programs and illustrate the relationship between the prin-
ciples of higher education and the principles of nursing
education in the development of consortia.

The conclusion of the study offers guidelines for the
future development of other nursing education consortia.
While these guidelines may be generally useful to a variety
of groups who may wish to develop consortia, they are specific

to developing a nursing education consortium.

ii

ACKNOWLEDGMENTS

The author expresses appreciation to her advisor, Dr.
Charles Blackman, for his guidance and support throughout
the doctoral program and for Special encouragement in the
writing of this dissertation. The author also expresses
appreciation to the other members of the committee: Dr.
Ben Bohnhorst, Dr. Richard Featherstone, and Dr. Joanne
Simmons.

The author also recognizes the assistance and interest
of the consortium members, colleagues and friends. A
special acknowledgment is owed to the author's husband,

Raymond J. O'Dea, for his patience, support, and love.

iii

TABLE OF CONTENTS

ABSTRACT.
ACKNOWLEDGMENTS
TABLE OF CONTENTS

LIST OF TABLES.

Chapter
1. THE PROBLEM
INTRODUCTION
PROBLEM STATEMENT
BACKGROUND
Consortia in Higher Education
Consortia in Nursing Education.
ASSUMPTIONS
SIGNIFICANCE OF THE STUDY.
DEFINITION OF TERMS.
LIMITATIONS.
DELIMITATIONS.
ORGANIZATION OF THE STUDY.
SUMMARY.
2. PRECEDENTS IN LITERATURE.

CONSORTIA IN HIGHER EDUCATION.

CONSORTIA IN NURSING EDUCATION

ASSOCIATE DEGREE NURSING COMPETENCIES.

SUMMARY.

iv

.iii

iv

.vii

22
23
AA
61
6A

Chapter
3.

A.

5.

APPENDICES

A.

B.

METHODOLOGY
SELECTION OF METHODOLOGY
INSTITUTIONAL SETTING.
DATA COLLECTION PROCEDURES
DATA ANALYSIS.
SUMMARY.
FINDINGS. .
ANALYSIS
Research Question One
Research Question Two
Research Question Three
Research Question Four.
SUMMARY.
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
SUMMARY.
CONCLUSIONS.

Guidelines. . . .
Unexpected Benefits

RECOMMENDATIONS.

NURSING EDUCATION CONSORTIUM MEMBERSHIP

IDENTIFICATION AND TITLING OF ESTABLISHMENT
OF TWO CATEGORIES OF NURSING PRACTICE .

INCREASING ACCESSIBILITY OF CAREER MOBILITY
PROGRAMS IN NURSING

POSITION STATEMENT ON THE OPEN CURRICULUM
IN NURSING EDUCATION.

POSITION STATEMENT ON EDUCATIONAL MOBILITY.

LETTER OF INVITATION. . . . . . . . .

68
69
71
78
82
8A
86
86

88

3133
.1A2

.151
.153
.153
.157

.158
.159

.160
.162
.163
.1614

.165
.167
.168

APPENDICES

G. PRELIMINARY PROCESS EVALUATION
QUESTIONNAIRE . . . . . . . . . . . . . . . .169
H. GENERAL DISCUSSION QUESTIONS FOR GROUP
MEETING . . . . . . . . . . . . . . . . . . .172
I. INTERVIEW QUESTIONS . . . . . . . . . . . . .173
J. ARTICULATION ARGREEMENT . . . . . . . . . . .17“
REFERENCES. . . . . . . . . . . . . . . . . . . . . . .177

vi

Table

LIST OF TABLES

Growth in Voluntary Academic Consortia.

Trends in Types of State Coordination
1939-1969 . . . . . . . . .

Data Resources for Research Questions Two
and Three

Ratings of Goal Achievement by
Participants. . . . . . . . . . . . .

Data Resources for Research Question Four

vii

Page

29

32

95

109

1&3

Chapter 1

THE PROBLEM

In the late 1960s and early 19703, higher education was
becoming concerned about financial pressures resulting from
reduced income and rapidly increasing expenditures. The
costs of higher education were rising rapidly because of
inflation and because of increasing demands for more ser-
vices, broader access, academic innovation, and higher
quality(Cheit, 1971). Until the 19608, planning and co-
ordination were not a central part Of higher education.
Planning activities came into focus as fiscal constraints
became more of a reality in higher education. However,
Riley and Baldridge(1977) indicate that planning and co-
ordination of educational endeavors began to come under
state—wide planning efforts in the 19608. The federal
government was providing some funds for these efforts;
however, funds were not provided for implementation. Also
some states were moving to place this vital function in the
hands of a Single coordinating committee under the auspices
of the governor.

One possible mode of increasing higher education's
return on resources and continuing the development Of new
programs is through the concept of interinstitutional con-
sortia. Through cooperative efforts, institutions could

1

2
pool resources to conduct, improve, and/or expand education-
al services or programs. The Carnegie Commission on Higher
Education indicated that "significant economies" could be
realized through consortia and other forms of interinstitu—
tional cooperation(1972).

Many interinstitutional consortia have been deveIOped
in higher education for a variety of purposes and with
varying degrees of formality and numbers of institutions
involved. Some forms of cooperation described in the liter-
ature have been instrumental in initiating educational programs
that had not previously been offered in those regions while
others have facilitated the continuation of existing pro-
grams with reduced resources through sharing of resources.

Such interinstitutional cooperation among colleges
and universities and between specific programs within in-
stitutions gained momentum in the mid-196OS(Patterson, F.,
197A, Ch. 1). This momentum in higher education, endorsed
by the Carnegie Commission on Higher Education, was support-
ed to some extent by federal funds. The Carnegie Commission
recommended "the development and strengthening of consortia
in Higher Education" and urged "increased cooperation and
sharing of facilities by public and private institutions.
in all states"(l972, pp. 127—128).

As consortia were being developed in various areas of
higher education, a major nursing study conducted by Lysaught
was published which recommended cooperative efforts between

nursing programs which would enhance program articulation

and student mobility(1970).

The purpose of this investigation undertaken against
the background of diverse consortia in higher education
and a dearth of consortia in nursing education, is to use
the case study method to describe and analyze the develop-

ment of a particular Nursing Education Consortium(NEC).

PROBLEM STATEMENT

Traditionally, Opportunities for the associate degree
(AD) nurse to earn the baccalaureate degree have been re-
stricted by rigid educational requirements. These restric—
tions usually meant nursing students had to start from the
beginning in each baccalaureate level program, with no
Significant recognition being given to their previous edu-
cation or work experience. Individuals desiring advancement
have come to believe, however, that they have a right to
expect nursing education to be responsive to their needs
and desires for upward mobility. The ideal response to
these needs has meant developing mechanisms for recognition
of prior education and work experience(Kelly, 197“; Kelly,
1975; Lenburg, 1975). In actual practice, recognition of
a students prior education and work experience is limited,
and the cooperation among institutions which offer nursing
degrees is still in the formulative stage.

Therefore, this study has been undertaken to report
and analyze the processes actually used in the development

of a Nursing Education Consortium between associate degree

A
nursing programs in community colleges and a baccalaureate
nursing program in a four-year college. The consortium was
designed to establish a career mobility opportunity for the
AD nurse to enter an upper division baccalaureate program
and to develop program articulation among institutions in
geographic proximity to each other. This cooperative effort
grew out of an expressed need from students(much like the
need cited in the Kelly studies and in the work of Lenburg),
demands of health care agencies, and proposals from the
professional nursing organizations that nursing move to
two levels of degree prepation or levels of entry into
nursing practice: associate degree and baccalaureate
degree(AppendicieS B, C, D and E).

Because nursing education consortia are the exception
rather than the rule, the purpose of this descriptive study
is to analyze and clarify further the development of this
NEC in light of the literature on consortia. The study
may increase understandings about these cooperative rela—
tionships which could (1) provide guidance in examining the
advantages and disadvantages of consortia, (2) serve as a
resource to other groups seeking guidelines in developing
consortial arrangements, and (3) serve as a basis for design-
ing a developmental process for establishing other Nursing
Education Consortium. The specific questions to be answer-
ed are:

What are the guiding principles taken from the lit—

erature which may contribute to effective consortium
development?

5

What are the processes used in development of a
Nursing Education Consortium?

What is the relationship between the principles
used to develop consortia in higher education and
the principles used to develop this Nursing Edu—
cation Consortium?

What curricular interfacings must be studied be-
tween associate degree and baccalaureate degree

nursing programs in the development of the Nursing
Education Consortium?

BACKGROUND

The Nursing Education Consortium(NEC) among institu-
tions located in West Central Michigan was developed among
seven community colleges and Ferris State College(Appendix
A). The community colleges offering associate degree nurs—
ing programs have joined with Ferris State College(FSC or
Ferris), an institution with a baccalaureate nursing pro-
gram, to form a consortium. This cooperative arrangement
was developed to provide a career mobility option for AD
nursing students and to provide program articulation bet-
ween the AD programs and the baccalaureate nursing program.

Each of these community colleges was initiated under
the Community College Act in Michigan(1955) which establish-
ed institutions to serve citizens in specific areas through-
out the state. The philosophy of each of these colleges
includes providing associate degree programs which can serve
as the basis for the first two years of upper division pro-

grams in four—year colleges. Incorporated in the offerings

6
of the six community college are liberal arts and pre-pro-
fessional curriculums designed to develop students' under-
standings of the scientific, social, and cultural forces
among which they will live. Many one- and two-year programs
are offered for students who wish to prepare for positions
in health care, business, industry, and community service.
These instructional programs are designed to prepare students
for immediate employment upon completion and/or provide a
base from which students can continue their education to-
ward a bachelor's degree.

Ferris State College has a complementary role in rela-
tion to these institutions. AS a four-year college, it has
been agreed through the Michigan Association of Collegiate
Registrars and Admissions Officers (MACRAO) that, in general,
a student who completes an associate degree at a public com-
munity college will satisfy junior level entrance require-
ments at public four-year instititions.

Ferris is a state-supported, residential, four-year
institution enrolling over 10,000 students. The campus is
in the city of Big Rapids, Michigan (population 15,000)
which is located in a rural area of Western Michigan in
the lower peninsula. It is recognized nationally as one
of the distinctive forerunner four-year colleges emphasizing
occupational, technical, professional, and other career-
oriented education.

In the late 19603, Ferris became a recognized leader

in nursing education. The college developed a laddered

7

associate degree program with the first year which incor-
porated a practical nurse curriculum, but the two-year
program also included the educational preparation courses
needed by licensed practical nurses and unlicensed students
to become registered nurses. With the development of the
baccalaureate program in 1983 and the establishment of the
NEC, the associate degree program has been redesigned as a
non—laddered program. In 1983, the baccalaureate program
became the upper division offered in conjunction with the
associate degree program. In this way, the associate degree
registered nurse is admitted as an advanced standing student.

Thus the tradition of laddered programs in nursing at
FSC continues to provide nursing students with a career
mobility opportunity. With the development of the NEC, pro-
gram articulation between the associate degree nursing pro-
grams and the baccalaureate nursing program is established
as an upward mobility option for the graduates of the con-

sortium schools.

Consortia in Higher Education

Nursing programs, like others in higher education,
share many planning problems, traditions, dilemmas, and
shortcomings, as discussed by Reller and Corbally in De-

signing Education for the Future(1967, p. 1U5).

 

8

Higher education has developed with less coordi-

nated planning than has been the case in elemen-

tary and secondary education. Even in elementary

and secondary education, however, there has been

remarkably little comprehensive research and

planned development. The educational system has

grown substantially through experience and as a

result of pressures to meet growing needs rather

than through careful analysis and planning. The

resources that have been devoted to planning have

been regrettably small—-and have too frequently

been available only for short intensive studies.

Thus resources and expertness in planning have

been extremely limited.

Much is written about articulation between elementary
school and high school. Less is written about articulation
between high school and college. Even less is written about
articulation between the community junior college and the
four-year college and university(Knoell, 1965). Much less
yet is written about articulation among the nursing edu—
cation programs. Literature resources related to consortia
in nursing education, which provide for program articulation
indicate, that, at the present time, there are eight such
cooperative arrangementS(Gray, 1982).

Articulation in education, the unification and coordi-
nation of learning experiences, is a complicated and demand-
ing problem. The process of articulating a program or a
curriculum with others having similar goals requires that a
school system evaluate and examine its offerings thoroughly,
discontinue elements that are no longer useful, add new
content where it is needed, eliminate unnecessary duplica-
tion, provide for continuity of the curriculum, and revise

both method and content where it appears to be applicable

and workable. An articulated program though costly and

9
time-consuming to develop, if it is done well, provides
continuity of learning experiences through an educational
system or between institutions(Cay, 1966).

Since the 19605, financial pressures have been a con-
cern in higher education. These economic constraints have
continued to the present time, and a frequent response to
these reduced resources is curtailment of the development
of new programs which are of particular concern for new or
developing colleges(DeCosmo, 1978). The needs for increasing
higher education's return on resources invested are evident.

As a result, interinstitutional consortia in higher
education have been developed for a variety of purposes
and with varying degrees of formality among the numbers of
institutions involved. In tracing the history of the con—

sortium movement in Colleges in Consort, the author further

 

noted that, in addition to the economic constraints which
stimulated the development of consortia, federal funds have
supported cooperative arrangements. It was further predict-
ed that joint planning and collaboration among institutions
would continue. Ideally, this cooperation Should be es-
tablished through voluntary consortia(Patterson, F., 197“).
This prediction appears to be correct. For example, the

sixth edition of the Consortium Directory_l971 lists sixty-

 

Six voluntary consortia, the eighth edition of the Consortium

Directory 1977 lists 115 voluntary consortia, and the ninth

 

edition of Consortium Directory 1981 lists 132 voluntary

 

consortia which meet the specific criteria (Patterson, L.,

1971a; Patterson & Burnes, 1977; Patterson & Emplaincourt, 1981).

Consortia in Nursing Education

In 1965, in an effort to establish two educational
routes to registered nurse licensure, the American Nurses'

Association published the Position Paper on Educational Pre-

 

paration for Nurse Practitioners and Assistants to Nurses

 

 

(ANA, 1965). The professional association endorsed the fol-
lowing: that nursing education should take place in institu-
tions of higher education, that the associate degree was to
be the minimum preparation for entry into technical nursing,
and that the baccalaureate degree was to be the minimum
preparation for entry into professional nursing.

Since 1965, national studies indicate that enrollment
patterns in nursing education have resulted in a marked in-
crease in AD programs, and a slow increase in baccalaureate
programs. However, little progress has been made in imple—
menting the 1965 Position Paper in establishing the associate
degree for the technically prepared nurse and the baccalaure—
ate degree for the professionally prepared nurse. Beginning
in the early 19708, state nurses' organizations in support
of the ANA's position began to endorse the two levels of
nursing, technical and professional. This movement was
given further encouragement by the 1973 report from the
National Commission for the Study of Nursing and Nursing
Education (NCSNNE) which recommended career mobility as a
pattern of education which would support the evolving ex—
tended roles for nurses. The commission further recommended

10

11
consortia be developed to promote collaborative efforts for
career mobility between institutions(Lysaught, 1973).

In 1978, the American Nurses' Association(ANA) passed
two resolutions which were reaffirmed in 1980. The first
resolution endorsed the establishment of two categories of
nursing practice, technical and professional; the second
resolution supported the need for increased accessibility
to career mobility or Open curricular programs which could
provide the opportunity for the registered nurse to earn a
baccalaureate degree in nursing(Appendix B and C). Following
the reaffirmation of these resolutions by the ANA, the
National League for Nursing (NLN) issued two similar and
supportive statements. The first position statement en-
dorsed open curriculum in nursing education which are
designed to meet changing career goals and learning needs
of students(Appendix D). The second statement supported
educational mobility opportunities which provides for
individuals to advance from one type of nursing practice
to another(Appendix E).

Subsequent recommendations by various study groups
have endorsed the articulation of nursing education pro-
grams so that students may move from an associate degree
program into a baccalaureate program without loss of credit
or time. More recently, in 1981, an investigative report
was published indicating that progress had been made on

the 1973 recommendations of the National Council for the

12
Study of Nursing and Nursing Education(NCSNNE)(Lysaught,
1981).

Articulation between associate and baccalaureate nurs-
ing programs must be designed so that the baccalaureate
program logically and sequentially builds on the skills,
knowledges, and competencies taught to the students of the
associate degree curriculum. These types of collaborative
efforts are endorsed by the nursing organizations as well
as by a variety of studies on nursing education.

Regarding the specific recommendations of career mo-
bility options and development of consortia, some progress
has been achieved(Ly8aught, 1981; Gray, 1982). There
remains, however, a need for further development of career
mobility programs and collaborative endeavors through the

establishment of consortia.

ASSUMPTIONS

In planning for the development of the Nursing Education
Consortium(NEC) several assumptions were made which needed to
be discussed and validated with the participating members.

In the development of a NEC, the directors of the designated
associate degree (AD) programs would be engaging in a con-
certed effort to create a mechanism whereby the student
would be provided with a career mobility option through

the establishment of program articulation. The assumptions

used in the planning process are identified below:

13
(1) Student success in an associate degree program
can raise the level Of their career aspirations.

As students successfully complete a two-
year program they may desire to earn a bacca—
laureate degree in nursing. Program articu—
lation can facilitate this career goal.

(2) Decisions regarding one's nursing career change
throughout life for a variety of reasons.

This assumption is closely related to the
first assumption in that an individual may de-
termine that the associate degree is to be the
career goal but, at a later time, decide that
additional educational preparation is desirable.

(3) The autonomy of each institution participating in
the development of the consortium would need to be preserved.

Decisions could not be made within the
developing process which would be of a policy
nature and negate the autonomy of any of the
institutions.

(A) Nursing service would need to be represented at
some point in the process.

Since nursing services employ the gradu-
ates Of nursing programs, their recommendations
would be desirable and useful in developing pro-
grams. They would also aid in validating the
expected competencies of the graduate.

(5) A review of competencies of the associate degree
nurse would be necessary.

The baccalaureate program is designed to
build on AD programs in such a way that no
course repetition or assessment of prior learn-
ing is needed. Therefore, the participants
would need to identify or agree on the expected
competencies of the associate degree nurse as
he/she graduates from the two—year program.

1A

(6) A review and comparison of program objectives of
all programs would be necessary.

Program objectives or outcome behaviors

become an important aspect of articulated pro-

grams because the outcomes must be fairly con-

sistent at one level for the students to be

successful at the next level. In addition,

accreditation standards of the National League

for Nursing (NLN) need to be met.

(7) A contractual agreement would need to be developed
to identify the collaborative relationships among the consor-
tium members.

This agreement would identify which items

were agreed upon and which items would need to

be reviewed periodically.

These assumptions were used in the developmental pro-

cess of establishing the consortium. They were discussed

and reviewed by the participants.

SIGNIFICANCE OF THE STUDY

Program articulation through the development of consor-
tia is an area of interest and concern for many nursing edu-
cators, for nurses who would like to continue their education,
and for nurses who have continued their education and who
have been faced with numerous obstacles. Articulation also
provides a means of upward mobility for nursing students.

Many nursing leaders as well as the professional nurs-
111g associations have addressed themselves to this complex

problem. Specifically, it is the responsibility of these

15
nursing educators, with proper collaboration and consulta—
tion, to determine how articulation and career mobility can
occur. Demands of the profession and the demands of society,
both of which have expressed concerns about the lack of mo-
bility options, would thus be met.

During the development of the Nursing Education Consor-
tium(NEC), the current consortia literature was reviewed.
Therefore, one dimension of the study will summarize the
literature in higher education and the literature in nurs-
ing that deal with the development Of consortia. The
literature review provides guidance in looking at the advan—
tages and disadvantages of consortia, the procedures used by
various existing consortia, and how these arrangements in-
fluenced curricular changes. This summary offers some
answers to questions regarding the process of consortia
development, providing validation for use of these proce-
dures and offering guidelines to other nursing educators
who may seek to establish a consortium. The findings and
procedures discussed in this summary reinforces the Simi-
larity of the developmental processes used in achieving
educational cooperation among institutions of higher edu-
cation. In addition, this summary has been used as a basis
for conducting a descriptive analysis of the development of
a specific consortium.

Consortia in nursing education are not numerous; there—
:fore, the study will add to the literature on this relatively

ruew cooperative arrangement in nursing. Of lesser significance,

16

but an underpinning of the study, is a discussion of the
development of nursing competencies and how these compe-
tencies may affect curricular decisions. The study may
be a valuable resource in reviewing the impact of this ar-
rangement on the other institutions, that is, how the cur-
ricula in the designated nursing programs may have changed.

The guidelines resulting from this study may be useful
to nurse educators in their consideration of the feasibility
of establishing other consortia for nursing education to
provide for program articulation and career mobility. In
addition, the study may serve as a resource to other groups,
aside from nursing, who are seeking to develop consortial
arrangements. It also may provide a basis for generating
hypotheses for further research concerning the development
of consortial arrangement and articulated curriculum in

nursing education and higher education.

DEFINITION OF TERMS

The definitions Of terms used in this study are:

(1) An associate degree nurse (a technical nurse) is

 

a graduate of a two-year, state-approved associate degree
program in registered nursing and is eligible to write or
has passed the state licensure examination.

(2) A baccalaureate degree nurse (a professional nurse)

 

is a graduate of a four—year college or university program
in registered nursing and is eligible to write or has passed

the state licensure examination.

l7

(3) Competency means an intellectual, attitudinal

 

or motor capability derived from a specified role and set-
ting and stated in performance terms. It can be further
subdivided into terminal behavioral objectives.

(A) Career mobility is a plan permitting the able indi-

 

vidual who wishes to move upward in the nursing educational
system to do so as easily as possible, without undue loss
of time or energy on the part of the individual(Dineen, 1975).

(5) Open curriculum is a term used to describe a va-

 

riety of concepts and approaches that facilitate advanced
placement or mobility in nursing education programs(Lenburg,
1975, Ch. 3). It is a system which incorporates an education—
al approach designed to accommodate the learning needs and
career goals of students by providing flexible opportunities
for entry into and exit from the educational program.

(6) Nursing competency is an ability or competency

 

which a nurse possesses due to the nursing education process
or to nursing experience.

(7) American Nurses' Associatioe (ANA) is the pro-

 

 

fessional nursing association with membership open only to
registered nurses.

(8) National League fee Neeeieg (NLN) is a profession-

 

al nursing organization which has membership open to anyone
who is interested in promoting nurses and nursing.

(9) Articulation is the unification and coordination

 

of learning experiences by providing educational opportuni—

ties for those who are interested in career mobility without

18
lowering standards and by providing opportunities to validate
previous education and experiences.

(10) An articulated etudent is a registered nurse en—

 

rolled in a baccalaureate nursing program.
(11) geeeee leedeeieg is a tiered sequence in nursing

education from technical to professional programs.

(12) Consortium is used to indicate academic coopera-

 

tive arrangements in higher education and in nursing educa-
tion. Through such efforts mutually beneficial goals are
agreed to which will facilitate student mobility and program

articulation.

LIMITATIONS

The study is limited to using the case study approach
in describing and analyzing the process of developing a
consortium. Thirdly, another limitation of case studies is
the lack of generalization. Insights which are gained from
a particular case may not apply to other ca8e8(Gay, 1976).
Generalizations need to be made with caution. However, this
descriptive case study may stimulate hypotheses which can be
tested in further research. Since the researcher is the
head of the baccalaureate program with which the associate
degree programs developed a consortium, it is recognized
that some bias might enter into the study. A further limi-
tation is that the researcher served as chairperson of the

committee during the developmental process. As noted by

19
Franklin and Osborne(197l), it is difficult for an observer
to report data in an objective manner, and observer bias
becomes another limitation as the viewer sees only what he
selects to see. A conscious effort has been made to avoid

this bias and to report the data in an objective manner.

DELIMITATIONS

The study is delimited to the procedures used to develop
this specific consortium with Ferris State College and the
designated Community Colleges. The consortium development
is restricted to the nurse educators in the AD nursing pro-
grams of these community colleges and the baccalaureate nurs-

ing program at Ferris State College.

ORGANIZATION OF THE STUDY

The study is organized into five chapters. Chapter I
is concerned with the problem, including the introduction
and statement of the problem, the significance of the pro-
blem, the assumptions, the definitions, the limitations and
the delimitations. Also included is an overview and organ—
ization of the study.

Chapter II cites the precedents in literature related
to consortia in both higher education and nursing education.

Chapter III describes the case study method utilized
to describe and analyze the process of developing this par—

ticular consortium.

20
Chapter IV presents an analysis of the process of
developing a consortium.
Chapter V contains a summary of the first four chapters,
the principle findings, conclusions, and recommendations

for further research.

SUMMARY

The purpose of this study is to describe and analyze
the process of developing a Nursing Education Consortium
with the baccalaureate program at Ferris and the associate
degree(AD) nursing programs at seven community colleges.
The membership of this consortium is limited to the nursing
department at Ferris and to seven associate degree nursing
programs located in community colleges encircling Ferris
State College. Background information regarding Ferris
and the community colleges is included in the study to
provide the reader with an understanding of the institutions
which participated in the consortium development. The pur-
pose of this collaborative relationship was to develop a
mechanism for program articulation which would provide an
opportunity for career mobility for the registered nurse.

A case study approach will be used to describe and analyze
the assumptions which were made before initiating the meet-
ings, the group planning which was necessary to establish
the collaborative arrangement, and the development process

itself.

21

Nursing education is rapidly moving to two categories
of nursing practice: technical and professional. Because of
this, programs need to be designed and articulated so that
students may have the Opportunity to earn a baccalaureate
nursing degree after they have earned the AD. A consortium
may provide that Opportunity. Consortia in higher education
and in nursing education will be reviewed. Guidelines from
the literature in these areas will serve as a background for
reporting and analyzing the processes related to the develop—

ment of this NEC.

Chapter 2

PRECEDENTS IN LITERATURE

The scope of this study necessitates review of the
literature in two categories. The first category has two
parts: consortia in higher education and consortia in nurs—
ing education. The second category, directly related to
consortia in nursing education, requires a special review
of the development of competencies for the associate degree
(AD) nurse, as related to the need for cooperation among
institutions granting two- and four-year degrees.

The review of the first category, largely historical,
traces the development of interinstitutional cooperation
and identifies some existing consortia in higher education.
Growing out of such cooperative efforts, guidelines for
developing consortia have been formulated and, like the
goals of the COOperating institutions, have much similarity
regardless of the nature of the institution or the program.
This similarity in the purpose of setting up a consortium
is evident in programs among institutions offering degrees
in nursing. Nursing, like many other disciplines, i8 moti-
vated by a desire to educate students who, as graduates,
will possess a commonality in professional knowledge and
the ability to use this learning. The literature on consortia

22

23

in nursing reflects this collaborative effort by various
degree-granting institutions, to clarify and unify their
program goals and objectives. Several studies on nursing
consortia have been done by professional nursing organ-
izations. Within these reports, nursing leaders have
contributed to the formulation of the competency level
for the associate degree(AD) nurse.

There is a parallel between the development of nursing
consortia and that of the consortia in higher education.
The latter has been a steady, if somewhat hesitant, attempt
at collaboration spanning the better part of the last sixty
years. The success of the nursing field in developing con-
sortia is partially due to the contributions made by other
disciplines and institutions in their efforts at cooperation

and collaboration for common academic aims.

CONSORTIA IN HIGHER EDUCATION

Historically, most institutions of higher education
have honored the efforts of each other academically. In
the past, one institution accepted another institution's
credits granted to students, sometimes without reservation
and at other times with certain restrictions, but almost
always with the stipulation that the transferring students
would meet the entrance and graduation requirements of the
degree-granting institution. Even within state borders,
these policies toward the courses offered by state institu—

tions have been applicable. In fact, with some exceptions,

2A
this procedure is still the common practice, even though
formal agreements began in 1925.

In that year, two institutions in California worked
out an agreement for the development of joint facilities.

In this instance, the venture between the two institutions
was feasible because of their adjoining campuses. A8 a
result, one quarter way into the twentieth century, the

first formal voluntary association of institutions in the
United States was established at The Claremont Colleges,
Claremont, California. This first consortium, however,

did not create a rush by which other institutions joined

into cooperative ventures. The growth of consortia initially
was slow with long periods of dormancy until the decade of
the 19608. In fact, there is only one other recorded volun-
tary consortium that was organized during the thirty—five
years from 1925-1960: This consortium was established in
1929 across the continental United States in the Atlanta
University System. This cooperation of the Atlanta University
System was the result of the recognized need for each insti-
tution to specialize and to cooperate with curriculum plan-
ning(Patterson, L., 1971a).

Nine years after the establishment of the Atlanta Uni-
versity System, the American Council on Education conducted
a national inventory of interinstitutional cooperation. The
report, as might be expected, noted that there were many Op-
Iflortunities for cooperation among institutions(March, 1938).

Ehit this report, like the two first consortia, did not hurry

25
the formal arrangements of cooperation. Within the last
twenty to twenty-five years, however, the number of consor-
tia has increased to the point that 132 voluntary consortia

were listed in the 1981 gegsortium DirecEeey, a dramatic

 

growth of over 6500% over the original two from the decade
of the 19208. This suggests that the period of apparent
dormancy was really a time of preparation for the establish-
ment of consortia, as well as a time when the needs of
education were changing.

These past twenty years have seen a growth in numbers
Of consortia and in an understanding and a formalization of
the steps needed to establish consortia so that there are
benefits to the aims of higher education. As a result of
this interest in consortia, some institutions have been drawn
into closer working relationships that, though not without
problems, have usually resulted in benefits to the cooperat-
ing units and to their students.

In understanding this greater cooperation among insti-
tutions, it is necessary to look at some of the reasons be-
hind this closer partnership. About 1960, interinstitutional
cooperation in higher education, particularly between two—
year and four-year colleges, came to the forefront of edu—
cational concerns. These concerns were largely the result
of (1) a marked growth in the number of community colleges,
(2) problems inherent in transfer mechanisms, and (3) in-
creased enrollment in higher education(Blocker, 1966).

Many students enrolled in two-year colleges and then trans—

ferred for the last two years to colleges and universities.

26
Blocker noted that the institutions wanted academic success
for the students. Therefore, the primary concern of articu—
lation is a four-pronged concern: (1) students need a
thorough understanding of the transfer mechanism; (2) the
duplication of courses and content is to be avoided; (3)
the institutions must serve complementary roles, not com—
petitive ones; and (4) open communication must be maintain—
ed 80 that changes are readily known and problems can be
easily solved(l966).

Another influencing factor in the development of con-
sortia was federal funding under Title III of the Higher
Education Act of 1965. This legislation provided funds for
two-year and four—year colleges which were struggling for
survival to be given financial aid to try to improve their
educational endeavors through cooperation with other insti-
tutions(Patterson, F., 197“, p. 2“). Planning and cooper-
ation are seen as an important function for the Vitality and
growth of an institution(Halstead, 197A: Enarson, 1975).
Concern has been expressed with over-standardization of plan—
ning efforts which could interfere with institutional autonomy.
Cooperation is more likely to benefit the educational system
than competition for resource8(Carnegie, 1973, Ch.8).

Kintzer further emphasizes that voluntary cooperative
relationships can best serve all parties involved; articu-
lation must focus on meeting the needs of students and avoid
over—standardization(1982). Sound academic planning is

further endorsed by Fuller who states that flexible planning

27
can meet changing social conditions and evolving student
needs within a framework of self renewal for the institution
it8e1f(1976).

An example of a voluntary collaborative effort in high-
er education is that which has been accomplished between
Minnesota and Wisconsin and between Minnesota and North
Dakota. A reciprocal arrangement was established between
these states, in separate agreements, whereby students could
attend educational institutions in either state without in-
creased costs. The purposes identified were to increase the
post secondary advantages to the residents of the respective
states, increase accessibility and meet the needs of students
at all levels of education(Minnesota, 1975). The autonomy
of the institutions appears to be preserved in this example
of reciprocal agreements where the state agency served a
coordinating function. As expressed in the final report of
the Carnegie Commission on Higher Education(1972, p. 59):

Our greatest Single concern. . .is that in some

states superboards and legislators and governors

are now exercising too much detailed policy and

administrative control over institutions of high-

er education and unduly infringing upon their

essential independence, are neglecting higher

education too much financially and controlling

it too much administratively. They should, in-

stead, support and advise.

Pressures for change in institutions of higher education
come from a variety of publics and creates an uncertainty as
to the role and function of the institution. One response

to these concerns and pressures has been the development of

regional consortia among institutions(Yarmolinsky, 1976).

28
The purpose of such cooperation, whether it is called articu-
lation, consortia, transfer, network or reciprocity, is to
promote continuous, efficient progress of students through
the educational system.

Since 1960, cooperative efforts have been occurring
among institutions, particularly private colleges. These
voluntary relationships have varied in complexity from
single purpose arrangements, such as cross-campus registra-
tion to multi-purpose associations. When these academic
arrangements have involved three or more institutions, they
commonly have been referred to as consortia(Patterson, L.,

1971a). For consortia to be listed in the Consortium

 

Directory, five criteria must be met. These criteria were

-— -__.-.—.——

established through the efforts of L. Patterson in 1967 and
used in his doctoral dissertation(l97lb, p. 72). The cri-
teria and rationale are as follows:

1. Each organization was a formal consortium.
The intent of this stipulation was to ex—
clude an indeterminate number of cooperative
arrangements which considered their inter-
institutional relationships as informal.
Formal arrangements were considered to be
more binding on member institutions.

2. Each organization had three or more member
institutions. This criterion excluded more
than 500 diverse bilateral arrangements in
the United States which were viewed typical—
ly as unstable, temporary and highly depen—
dent upon personalities. In contrast, the
arrangements involving three or more members
tended to be more complex, stable and perman-
ent.

29

3. The purpose Of each organization was multi—
academic. Approximately 500 single-purpose
arrangements, including many of the bilateral
arrangements, did not satisfy this criterion.
The multi-purpose arrangements, not restrict—
ed tO one specified activity, had a greater
potential for cooperative program development.

A. Each organization employed at least one full—
time professional. The employment of staff
was viewed as a significant measure of finan-
cial commitment to the cooperative arrange-
ment. Less than 100 multi—purpose academic
consortia in the United States satisfied this
criterion. Those that did not were properly
described in the literature as "paper" consor—
tia.

5. Each organization had a required annual con-
tribution or other tangible evidence of long-
term commitment of member institutions. The
purpose Of this criterion was to focus on
those cooperative arrangements whose members
had demonstrated by deed a continuing insti—
tutional commitment to the cooperative
arrangement.

These criteria have continued to be used to identify

and list consortia for the geeeortium Directory 1977

 

(Patterson & Burnes, 1977; Patterson & Emplaincourt, 1981).

As reported by the Consortium DieeeEeey, the growth in

 

voluntary consortia, which meet the specific criteria, can

be readily seen in Table 1.

TABLE 1

GROWTH IN VOLUNTARY ACADEMIC_QONSORTIA

 

Consortium DirecEeey 1967 1975 1977 1981

 

Consortia listed 31 106 115 132

Martin further states that consortia have more possi-
bifilities than limitations and that national study panels

uiuge higher education to form more consortia. Yet, despite

30
the benefits claimed for these arrangements, they are not
being formed at a rapid rate, which could be due to insti-
tutional concerns for autonomy. He further identifies that
critical to consortial develOpment is a team spirit combined
with common status, purpose, standards and clear expectations
(1981). Increasing competition for students and resources
increases the need for statewide planning and coordination
Of efforts and can serve to increase institutional effective-
ness(Callan, 1980).

Scott states that while many consortia have been success-
ful, these arrangements must be carefully planned and looked
at from all points of view so as to avoid problems in the
implementation phase(l977). Hershfield, in agreement with
Scott, described the noteworthy success of the National Uni—
versity consortium one year after implementation. He empha-
sizes that careful detailed planning was necessary tO achieve
success in this cooperative effort between broadcasting
systems and seven colleges and universities(l98l). Grupe,
in discussing consortia development, says that an intricate
array Of interrelated factors must be considered. Cooperative
efforts should not be viewed as success which is easily
achieved but rather, "joint programs are seldom born easily
and do not fall into place on their own accord"(l970, p. 1A).

Although the first intercollegiate agreement was reach-
ed in 1925, the development of consortia in higher education
is still a relatively new effort with the major growth in

this area occurring in the early 19708. Early in the decade

31

Of the 19708, the Carnegie Commission recommended that edu-
cational administrators seek mechanisms Of cooperation be—
tween institutions which will benefit both the agencies
involved and the students(l973a; 1973b). F. Patterson
discusses the Opportunities which exist in the development
of consortia and emphasizes that it is difficult to reach
agreement on such arrangements. He further states that
". .it must be demonstrated that it is more prestigious
to be flexible, to cooperate and to innovate"(l97u, p. 56).

The 1972 Higher Education Amendments have served as a
further catalyst to statewide planning and coordination.
This act provided for the formation Of a commission appoint-
ed by the governor Of each state and supported by federal
funds. "The commission is authorized to make grants to
institutions of higher education which are in serious fi-
nancial distre88"(Higher Education Amendment Act of 1972,
Sec. 122. (2)(A)). This legislation became a turning point
in the history Of aid to higher education as it was not
likely that large subsidies could continue. It became
increasingly clear that colleges and universities would
need to engage in joint planning effort8(Patterson, L.,
1974). The commission was to develop a comprehensive plan
for state education to decrease competition and to facilitate
articulation among educational institutions(Mortorana, 197A).
It is further noted by Mortorana that during the 19508 and
19608, many statewide master plans were developed which

formed the basis of the 1972 act. These early plans stressed

32
clarification of purpose and mission while efforts since
1972 have stressed multiple delivery systems and multiple
Options for students. Table 2 indicates additional efforts

in types Of statewide coordination(BerdOhl, 1971, p. 26).

TABLE 2

TRENDS IN TYPES OF STATE COORDINATION 1939—1969

 

States with: 1939 1949 1959 1969
Voluntary coordination 0 3 7 1
Coordination boards 2 3 10 27
Governing boards 15 16 17 19

One Of the dominant needs for coordinating the edu-
cational process is in the transfer of students and credits
from one institution to another. In a study Of the transfer
process, Menacker states that the democratic philosophy Of
education for all citizens demands a system which provides
for articulation which is "best characterized by the pro-
cesses which promote continuous, efficient, forward progress
of students through the educational system"(1975, p. A).

In reviewing articulation in higher education, Willingham
identified three common themes: (1) coordination Of edu—
cational programs, (2) processes and procedures whereby
coordination is achieved, and (3) coordination Of a variety
Of programs(1972, p. 13). Articulation between junior and
senior colleges is further endorsed by Knoell and Medsker
as it provides for student mobility, preserves institution-
al freedom and encourages the student to achieve to the

highest educational level possible. They discuss, however,

33

two factors which have not promoted articulation. These
are a long history Of senior institutions recruiting from
high schools rather than from the junior colleges and a
concentration of junior college transfers to the major uni-
versities rather than transfers among all college8(1965,

p. 73).

Transfer of credit and articulation between two-year
and four-year institutions are concerns of Kenny who indi-
cated that there is a dearth Of clear cooperative mechanisms
of articulation which support transfer Of all credits from
the community college to the university programs. While
full recognition Of credits is best achieved between specific
curricula, such as among nursing programs, continued efforts
are needed in these areas. Kenny further Offers some guide-
lines for articulation. These recommendations are (1)
institutions must share the responsibility for student
progression, (2) students must meet lower division require-
ments, (3) students must meet the admission criteria for up—
per division programs, and (A) students must recognize that
credit distribution between lower and upper division may be
required(1976, p. 27). Waller further endorses the concept
Of articulation between community colleges and four-year
institutions. His endorsement is particularly in the area
of social sciences, and he states that the student must be
considered as the prime beneficiary Of such agreements(1977).

One state that has worked out articulation among its

institutions Of higher education is Florida. This state's

34
educational system is set up so that community college cur-
ricula articulate with curricula in the universities. These
arrangements are seen as successful as determined by the
success of the students who have transferred from the two-
year to the four—year institutions(Articulation, 1978).
Within the state of Michigan, Ferris State College has an
agreement with some of the two-year colleges, an agreement
that includes most of the Kenny recommendations of shared
responsibility for student progression toward meeting degree
requirements.

In discussing articulation, Kintzer has stated that
the major influences on articulation and the development of
consortia are the increasing control by state and federal
governments, diverse avenues for advanced placement, work
experience being applied to degrees, increase in external
degrees, increase in upper division university programs,
curricular diversity, and improved technology. He further
sees articulation and consortial agreements as a way to al-
low students to pursue individual goals in higher education
(1976).

Although consortial agreements have been slowly arrived
at, there is diversity among these consortia. As an example
the Dayton-Miami Valley Consortium includes two state uni—
versities, a public community college, six church related
institutions, a federal installation, a proprietary art
school, and a career training school. These various edu-

cational opportunities are operated through an Educational

35
Opportunity Center. This consortium has been developed in
the state and has worked out an articulation process among
the institutions of its educational system. A second ex—
ample is the Central Pennsylvania Consortium which combines
four private liberal arts institutions in cooperative pro-
grams(Lepchenske, 1976).

An example of a large voluntary consortium is that
developed by the Committee on Institutional Cooperation(CIC)
which includes the Big Ten universities and the University
of Chicago. This consortium was formed to reduce compe-
tition for students and scholars, to increase specialization
of curricula, and to share identified resources. CIC is
considered as the close counterpart among voluntary consor-
tia to the three large statutory consortia: New England
Board of Higher Education, Southern Regional Education
Board, and Western Interstate Commission for Higher Edu-
cation(Salwak, 196A).

In an early effort to establish guidelines for consor-
tia, the Joint Committee on Junior and Senior Colleges
developed guidelines based on a research study which analy-
zed the characteristics of transfer students and their pro—
blems. The guidelines specific to articulation programs
are as follows(Guidelines, 1966, p. 15-17):

1. Articulation activities should involve the

types of personnel who deal most closely
with the problems under consideration.

36

Representation from each segment or sector
of education must then be sought, with
careful consideration given to the follow-
ing problems:

a. effective communication with institu—
tions not directly represented;

b. rotation of responsibility among re—
presentatives;

c. preservation of continuity in person—
nel.

Procedures need to be established for:

a. identifying appropriate problems;

b. initiating needed studies;

c. proposing solutions to problems;

d. ratifying and implementing agreements.

Because articulation is both a process and

an attitude, there are distinct advantages

in having articulation machinery voluntary,
particularly with respect to procedures for
reaching agreements.

In addition to some over-all administrative
coordination, there will be specific articu-
lation activities which will assume a variety

Statewide activities should not be regarded
as a substitute for local action. Articula-
tion at the national level may also be
achieved in some measure through efforts of
professional organizations and particular

disciplines. Institutional articulation may

include:

a. visits between campuses;

b. interviews between transfer students and
their former counselors and instructors;

c. routine feedback of transfer performance

data between pairs of institutions.

Communication between institutions may be
facilitated by:

a. inter—campus visitation of faculty and
staff;

b. effective college publications;

c. dissemination of research results to
practitioners;

d. conferences and committee activity, in-

cluding the preparation and distribution
of proceedings and minutes of meetings.

37
8. Articulation programs should provide for
built-in periodic evaluation of the adequacy
of the machinery, the effectiveness of types
of personnel involved, the appropriateness of
problems considered, and concrete achievements
attained. Machinery should remain flexible
and responsive to changing situations.
Five years after this study, in 1971, L. Patterson,
identified several factors which were having an impact on
higher education. These influencing forces were (I) the
emergence of new technology which results in curricular
change, (2) demands for specialization which require diverse
cooperation, (3) desire to innovate and experiment to better
serve society, and (U) the increasing cost of education.
Interinstitutional cooperation is seen as one way to achieve
an orderly balance among these forces of change. Patterson

further offers advantages and disadvantages of consortial

arrangements(l97la).

Advantages

 

l. more flexible, imaginative, creative, and
experimental,

2. cut across state and political boundaries
without seeking governmental sanction,

3. include public and private institutions and
encourage pluralism within a single system,

u. acquire some advantages of largeness and
retain advantages of smallness, and

5. cultivate a healthy atmosphere of grass—roots
decision making and participation.

Disadvantages

 

1. constraints of statutory consortia and their
financial base, and

2. absence of line authority for quick decision-
making.
Patterson's analysis of the purposes of 51 consortia in-
dicates four basic purposes for collaboration. They are
(l) to improve the quality of programs, (2) to expand edu-
cational opportunities, (3) to save money, and (A) to re—
late more effectively with the outside community. In ad-

dition, throughout the document, Consortia in American

 

Higher Education, L. Patterson has offered guidelines for

 

development of consortia(l970, p. 2). These guidelines
are summarized as follows:
1. identify the need for the consortium,

2. when the planning committee assembles, allow
time for the members to get acquainted,

3. carefully develop a broadly based plan,
A. preserve institutional autonomy,
5. identify a leader who possesses interperson-

al competence,

6. involve the staff who will implement the
consortium, and

7. the leader must be goal directed and able
to achieve the purpose through the group.

Once the purposes for COOperation were detailed, writers
studied the methods used for developing and managing consor-
tia. As a result of these studies, several reports document
procedural details for establishing consortial agreements.

38

39

Lepchenske, in reviewing consortia in higher education
and their management, states that there are diverse types
of cooperative arrangements, which have complex and often
overlapping functions and are, therefore, difficult to
categorize as subcategories under voluntary and involuntary.
Lepchenske's report further emphasizes that the organization
and management of consortia are following logical business
practices in structure and administration. Professional pur—
poses are supported by decentralized structures; service pur-
poses are supported by more centralized structures. There-
fore successful cooperative arrangements require a clear
purpose statement, careful supportive planning, and realistic
operations. Guidelines offered by Lepchenske to be used in
developing COOperative arrangements or consortia are as
follows(l976, p. 17):

1. identifying and ordering of values in institu—
tions to establish educational priorities,

2. surveying the priorities of other institutions,

3. encouraging students, faculty, and adminis-
trators to develop projects,

A. participating in long—range planning of edu-
cational resource use and allocation,

5. providing support for cooperative activities,

6. developing cooperative projects which support

hstitutional values and purposes,

7. supporting COOperative structural organization
best designed to achieve the level of purpose,

8. evaluating cooperative efforts periodically, and
9. redesigning, reidentifying, restructuring as

needed to achieve institutional values and
goals.

U0

Three years later, in 1979, Rossmeier discussed master

planning among community colleges as a creative endeavor

which could enhance the opportunities of students and best

utilize the resources of the institution. In planning and

developing cooperative arrangements, he offers the following

observations(p. 9-10):

1.

Executive commitment must be more than just
endorsement, it must mean involvement.

Keep the Task Force effort to no more than
19 months.

There must be an energizer, usually the
chief planning officer, who guides a plan-
ning task force through planning activities
successfully to the point of a written docu-
ment.

Participation on the planning task force
should become a privilege in the eyes of
the college community.

The planning process must be developed as

a regular part of institutional activity.
Planning cannot be run by a committee or one
individual but eventually must be diffused
throughout the organization.

A participative process should be developed
in a planning cycle. But reluctant partici-
pants can easily impede or sabotage efficient
planning, therefore, establish a working cal-
endar to keep the process moving.

Planning must be future directed and con—
tinuously re-evaluated in light of changing
conditions and changing community tastes and
preferences.

A master planning process must be cyclical
to allow for an institution's master plan to
be reviewed and updated every two years.

A six-year master plan would be a reasonable
time period in which to project the future.
One exception to this may be the area of
facilities where campus plans may extend to
eight or even ten years into the future.

Al

10. A master plan is only as good as the data
base from which the future is projected.
High quality, factual information must be
accessible.

11. Planning should be viewed as flexible and
dynamic. Keep in mind that planning can
curtail vision because while planning empha-
sizes order, vision is not necessarily order.

12. Probably most important, keep the planning
process simple. Sophisticated methodologies
often do nothing more than keep participants
so immersed with irrelevant tasks, a master
plan is either never completed or completed
haphazardly.

13. Use institutional staff to develop both a
planning process and a plan. Restrict con-
sultants to specific tasks when added man-
power is required but ensure that staff are
in control of effort at all times.

1U. Projections of the future environment in
which the organization will find itself
must be based on more than just present
and past conditions.

Smith, in working with consortium development among
urban districts in New Jersey, offers the following guide-
lines for the development of cooperative arrangements: (1)
assess the need for the consortium, (2) delineate the roles
of each committee member, (3) establish liaison between
institutions, (A) identify or select a leader, (5) establish
long-range planning priorities, (6) establish transfer mecha—
nisms between institutions, (7) maintain open communication
system, and (8) establish an evaluation procedure(l978).

At an Academic Consortia Seminar, Sagan summarized his
doctoral dissertation which identified steps in planning
and.establishing consortium in higher education. In this

pmwesentation, he emphasized the need for careful planning

A2
which includes data collection, establishing objectives,
and clarifying assumptions. These three elements serve as
a guide in sequencing activities for the development of a
consortium. He further divided the planning activities into
two categories--early planning and advanced planning. These

guidelines or steps are summarized below(l969, p. 9—11):

Early Planning

 

1. Move from informal beginnings to broad pre-
liminary planning efforts.

2. Identify program services which may be of-
fered by the consortium.

3. Development of financial arrangements for
planning and operation.

A. Survey institutional resources.

5. Determine the recipients of information,
communication and publicity.

6. Utilize consultants.
7. Develop a master plan for the consortium and

gain approval from appropriate departments
and persons.

Advanced Planning

 

1. Develop formal organization including poli-
cies, goals, and an advisory committee.

2. Select the executive director.

3. Provide for central office facilities.

A. Employ clerical personnel.

5. Finalize program development and services

to be offered.

6. Establish financial system and develop
financial management system.

7. Finalize communication system and establish
liaison with media.

’43
The concept that planning and communication are neces-
sary to the development of articulation mechanisms and con—
sortia is further discussed by Kintzer. He has written a

book, Middleman in Higher Education, in which he reports

 

that the student is the person who loses when there is no
cooperative planning or agreement on transfer guidelines.
In order for the student to be better served he endorses
long—range institutional planning, open communication be—
tween two-year and four—year institutions, particularly in
the area of curricular development, consistent transfer
policies, and the acceptance of the associate degree as
the basis for upper division course work. In addition, he
states that voluntary consortia or state plans are more
desirable than mandated plans(l973).

Minert, in 1977, in summarizing articulation and long-
range planning in the American educational system says that
articulation as the "creation of an educational system with—
out artificial divisions, so that the whole educational
period becomes one unbroken flow, which varies in speed for
each individual," remains a goal in the United States(p. U9).
While there are some educational systems which are tightly
integrated, in general, the current system remains fragment—
ed and in need of interinstitutional planning and cooperation
(Minert, 1977). Minert's summary of the present condition
on cooperation could be used to characterize the current

articulation among the nursing programs.

CONSORTIA IN NURSING EDUCATION

Programs preparing nurses for licensure as registered
nurses fall into three general categories: two-year asso-
ciate degree, typically offered by a community college; a
two-to three-year hospital—based program granting a diploma;
and a four-year program offered by colleges and universities.
Among these three types of programs, the diploma programs
in the U.S. date to 1873, the baccalaureate programs to
about 1907, and most recently in 1952, the associate degree
programs were developed. Concurrently with the establish-
ment of the associate degree programs, nursing leaders were
concerned that three distinct types of programs were prepar-
ing nurses for registered nurse licensure; therefore, in
1965, in an effort to establish two educational routes to
registered nurse licensure, rather than three, the American

Nurses' Association(ANA) published the Position Paper on

 

Educational Preparation for Nurse Practitioners and As-

 

sistants to Nurses(ANA, 1965). The professional association

 

endorsed the following: that nursing education should take
place in institutions of higher education, that the asso-
ciate degree was to be the minimum preparation for entry
into technical nursing, and that the baccalaureate degree
was to be the minimum preparation for entry into profession—
al nursing.

Little progress has been made in implementing the 1965
IPOSition Paper in establishing the associate degree for the

nu

145

technically prepared nurse and the baccalaureate degree for
the professionally prepared nurse. Therefore, in 1978, the
ANA passed two resolutions which were reaffirmed in 1980.
The first resolution endorsed the establishment of two cate-
gories of nursing practice, technical and professional; the
second resolution supported the need for increased accessi-
bility to career mobility or open curricular programs which
could provide the opportunity for the registered nurse to
earn a baccalaureate degree in nursing(Appendix B and C).

In 1970, the Board of Directors of the National League
for Nursing(NLN), voted to support the open curriculum in
nursing education "as a system which takes into account the
different purposes of the various types of programs but
recognizes common areas of achievement." The position
statement further read that "such a system permits student
mobility in the light of ability, changing career goals, and
changing aspirations. It also requires clear delineation
of the expectations of nursing programs, from practical
nursing through graduate education. It recognizes the pos-
sibility of mobility from other health related fields"(NLN,
197“, p. 141). The NLN position statement on open curriculum
in 1970 was reaffirmed by a second statement on open curricu-
lum in 1981(Appendix D and E). The earlier statement had
set the stage for open curriculum in nursing education. Pro-
gram articulation grew out of the characteristics of open
curricula and some of the curricular projects which were
implemented by the NLN. In much of the nursing literature

Open curriculum and program articulation are used to refer

A6
to career mobility programs(Notter, 1979).

Subsequently, changes in patterns of nursing education,
including program articulation, and the beginning development
of consortia have been influenced by these resolutions and
position statements from the professional nursing organiza-
tions; by studies of nursing completed by the National Com-
mission for Nursing; statewide plans for nursing education;
the development of regional consortia; studies completed by
federal agencies; and a variety of articles and reports in
the nursing literature.

Beginning in the early 19705, state nurses' organiza-
tions began to endorse the two levels of nursing, technical
and professional. The nursing literature indicates that
program articulation between the levels of nursing is
more frequent than consortial arrangements, with formalized
consortia in nursing education beginning in the mid to late
19708. This COOperative movement may have been due to
economic concerns, or it may have been stimulated by the
American Nurses' Association(ANA) position of 1965 regarding
entry into nursing practice. In addition, the movement to-
ward program articulation and consortia was given further
encouragement by the report from the National Commission
for the Study of Nursing and Nursing Education(NCSNNE). The
reports of this commission, which are frequently referred to
as the Lysaught Reports, were initiated as a result of a
1963 report of the Surgeon General's Consultant Group on
Nursing. The reports were funded by the ANA and the National

League for Nursing(NLN), foundation funds, and an anonymous

’47
donor. This funding permitted the study group to function
and to publish its findings as an independent agency. The
four study areas of the commission were (1) supply and
demand for nurses, (2) nursing rules and functions, (3) nurs-
ing education, and (A) nursing careers. Of interest for this
study are the recommendations for nursing education. The
1970 report supported the ANA position statement of 1965 and
made specific recommendations regarding nursing and education

(Lysaught, 1970, Ch. 5).

1. Each state develop master planning committees
to place nursing education in collegiate set-
tings.

2. Junior and senior collegiate institutions

cooperatively develop programs which will
facilitate transfer and career mobility for
the nursing student.
3. In planning for articulation between two
levels of collegiate nursing education, three
regional or interinstitutional committees
should be identified to determine the levels
of learning or competencies.
As indicated by the three recommendations cited here, the
first study commission report endorsed statewide planning
for nursing education, career mobility, and program articula-
tion.
From 1970 to 1973 the commission members worked with
professional nursing organizations and State Boards of Nurs—

ing to facilitate the implementation of the recommendations

made in An Abstract for Action(Lysaught, 1970, Ch. 5). In

 

1973, publishing the progress made on implementation, both
statewide and regional plans for career mobility and program

articulation are summarized. At this point, fewer than ten

U8

states had begun to develop master plans and fewer regional
approaches were in progress. Even this progress, however,
was viewed with optimism in establishing a collegiate
pattern for nursing education and articulation between
associate degree and baccalaureate degree nursing programs
(Lysaught, 1973, Ch. 5).

Three statewide plans which were stimulated and en—
couraged by the Lysaught reports include those developed
by Texas, Wisconsin, and New Mexico. The Texas plan,
developed in the early 1970s, recommended coordination of
nursing education throughout the state to promote articula-
tion and career mobility. The curriculum established by
the Coordinating Board was designed to be a model for
developing programs and a resource for existing programs.
It incorporates a plan for nursing education from nursing
assistant through baccalaureate nursing where the behavioral
objectives for one level were one criterion of being admitted
to the next nursing level. The major steps used in develop-
ing curriculum for statewide use are summarized as follows
(Texas, 197U):

1. Provide career mobility for nursing students.

2. Determine nursing manpower needs within the
designated area.

3. Develop nursing competencies to reflect
educational preparation.

u. Develop philosophy and conceptual framework
of nursing for statewide planning.

5. Identify objectives for curriculum to be
used on a statewide basis.

“9

6. Develop criteria for implementing of the
curricular model.

7. Determine guidelines for evaluation of the
curricular model.

The Wisconsin plan for nursing education also recom-
mended articulation between nursing programs and career
mobility options. These recommendations included that
nursing education move to two levels of entry into nursing
practice——associate degree and baccalaureate degree. While
there is a progression toward achieving two levels of nurs-
ing practice, recommendations were made for program mergers
and educational opportunities for individuals to attain the
desired level of practice. Steps or guidelines which the
study committee used in developing the recommendations are
summarized below(Wisconsin, 1979):

1. Assess nursing manpower needs within the
designated area.

2. State—wide representation must include
individuals from nursing service and nurs-
ing education.

3. Consultants are to be used from within the
state and from outside of the state.

A. Entry level nursing competencies must be
defined.
5. Program articulation and career mobility

must be provided for.

6. Participating institutions and agencies
must develop a memorandum of understand-
ing regarding state-wide planning in which
they agree to consider recommendations in
further planning.

50

In 1979, New Mexico developed a state plan named System
for a Nursing Articulation Program(SNAP). This is a state-
wide cooperative plan designed to make career mobility oppor-
tunities available to nursing students from practical nursing
programs through the master of science in nursing. The com-
petencies for each level of nursing are identified and must
be attained before one may be admitted to the next education—
al level. Career mobility and program articulation are
achieved through this cooperative effort. The objectives
of the New Mexico plan may be viewed as developing steps in
establishing a statewide plan. These objectives are summar-
ized below(New Mexico, p. 3):

1. DevelOpment, validation, and evaluation of

the "Minimum Behavioral Expectations of new
graduates from New Mexico Schools of Nurs-

ing."

2. DevelOpment of a philosophy and conceptual
framework for nursing education in New
Mexico.

3. Development of objectives for anatomy and

physiology, microbiology, and the major
nursing content areas.

A. Compilation of advanced standing policies
and procedures for New Mexico schools of
nursing.

5. Implementation of the BSN Completion plan

for registered nurses in New Mexico.

6. DevelOpment of a graduate nursing program
in nursing.

7. Development of a sense of trust among
schools of nursing through inter-school
committees and workshops.

8. Increased communication between nursing
education and nursing service through an
inter-school committee and workshops.

51

Statewide planning for nursing education in Michigan
is not so well developed as in the state plans cited above;
however, two reports have been completed. One document,
prepared under the direction of the Michigan Department of
Education, studied the nursing educational needs in Michigan;
a second document, prepared by the Office of Health and
Medical Affairs, studied the resources and requirements of
nurses and addressed baccalaureate nursing education in
Michigan. These reports endorse the need for baccalaureate
nursing education and recommend that priority be given to
development of career ladder programs in nursing education
in the State of Michigan(Michigan Department of Education,
1976; Educational Management Services, 1980). These two
studies, in supporting career mobility and program articu-
lation, provide further support for the resolutions of the
American Nurses' Association and the National League for
Nursing which endorse levels of nursing practice and career
mobility programs. However, there is no implementation plan
for the recommendations of these studies.

Regional nursing councils were established in the early
19608 by interstate higher education agencies to assist in
planning and strengthening nursing education. These councils
are concerned with career mobility and program articulation.
(Hiaracteristics of these regional councils which facilitate
cooperative efforts in nursing education include (1) sponsor-
ship by higher education agencies and sensitivity to all
aspects of higher education, (2) membership representative

(Jf nursing education, (3) representatives appointed for long

52
periods, (A) representatives from multistate regions, and
(5) a small, cohesive working group. The regional councils
do not grant academic degrees. They can, however, facilitate
career mobility and program articulation in nursing education.
One such regional council is the New England Council on High-
er Education in Nursing(NECHEN) which is comprised of a six-
state region of the New England Board of Higher Education.
This council has endorsed the concept of statewide planning
for nursing education. While demonstration projects for
career mobility, have been facilitated, no consortial agree-
ments have been reached. A second regional council is the
Council on Collegiate Education for Nursing of the Southern
Regional Educational Board(SREB) which encompasses a fourteen
state region(Belcher, 1975).

The Southern Regional Education Board's Nursing Curricu-
lum Project(NCP) provides statewide planning for nursing
education which is facilitated and coordinated by the SREB.
Interest in statewide planning was encouraged in the early
19708 by the studies completed by the National Commission
for the Study of Nursing and Nursing Education(Lysaught,
1970, 1973). In building on this foundation, the Nursing
Curriculum Project(NCP) staff planned statewide demonstration
projects in nursing education. The W.K. Kellogg Foundation
funded projects in several states belonging to the SREB.
While planning was facilitated through the NCP, each state
adapted to its regulatory demands and the needs of nursing

within the state(SREB, 1981). Three states within the

53
region developed plans for nursing education through inter-
state collaborative efforts, which supported career mobil-
ity and program articulation. None of the states, nor the
specific demonstration projects issued prescriptive guide—
lines, nor developed consortial agreements; however, the
problems addressed are offered as recommendations. A
summary of these recommendations is provided(SREB, 1982):

1. Assuring that the right numbers and kinds
of nurses will be available.

2. Planning for interface with the needs for
health-illness care in the state.

3. Issuing statements about the role and
functions of nurses.

A. Assuring access to nurse education programs.

5. Fostering collaboration between nursing
practice and nursing education.

6. Giving highest priority to the prepa-
ration of nursing leaders.

7. Vigorously promoting nursing research
and implementing the findings.

8. Assuring the continuing competence of
nurses.
9. Funding of nurse education programs that

is fair and equitable.

10. Continuing statewide planning after the
completion of the initial project.

Another regional approach to nursing education was
established at Sonoma State University in California in
the early 19703. This upper division nursing program
articulated with associate degree nursing programs in five
junior colleges in a six-county area in California. This

cooperative arrangement has not resulted in a written

5M
agreement; however, it has been responsive to changes and
influences which were occurring during this time. One
factor which influenced the development of the articulated
nursing program at Sonoma State College was the recommen—
dation of the National Commission for the Study of Nursing
and Nursing Education(NCSNNE) which supported new approaches
to increase career mobility in nursing education(Lysaught,
1970; 1973). A second factor was the 1970 California Co—
ordinating Council for Higher Education policy statement on
admission and transfer from junior colleges which insures
"all students who enter public higher education institutions
in California, and who maintain satisfactory academic records,
the opportunity to progress to the baccalaureate degree with—
out encountering arbitrary barriers"(Searight, 1976, p. 62).

While no specific guidelines can be drawn from the
development of the articulated nursing program at Sonoma
State College, an upper division curriculum was designed
with consideration of sound curricular development to avoid
repetition, to build on associate degree nursing education,
and to meet the standards for program accreditation. In
addition, admission requirements and procedures for the
registered nurse student were clearly delineated.

Another regional plan which was encouraged by the report
of the Nursing Commission and resolutions from professional
nursing organizations is the consortium formed in California
which includes five junior colleges and three universities.

The purpose for this consortium, like the statewide plan

55
for nursing education in Texas, was to provide career mobil-
ity for nursing students and to establish program articu-
lation. A resolution signed by the presidents of the par-
ticipating institutions in Orange County and the city of
Long Beach served as the founding resolution for the consor-
tium. The program established a five-level articulated pro-
gram including nurses aides through the masters degree in
nursing. In addition to providing for career mobility and
program articulation, employers and institutions obtained
a clear idea of individual capacity and differences in nurs-
ing 1evels(Lysaught, 1978). The highlights of the process
of developing the consortium were delineated as follows

(Lysaught, 1978, p. 28):

DEVELOPMENT OF THE ORANGE COUNTY/LONG BEACH
NURSING CONSORTIUM:
HIGHLIGHTS OF THE PROCESS

1. Informal discussion among area nursing
groups were held. The barriers to articu-
lation between nursing programs and the
lack of opportunity for upward mobility
beyond the associate degree level were
identified as area problems.

2. An ad hoc consortium was established.

3. Grant funds were secured from the W.K.
Kellogg Foundation.

A. Administrative support for the project
was secured. A second consortium of
college presidents of member schools was
established.

5. A systematic assessment of problems and
goals was carried out.

56

6. Solutions to the problem were sought:
A. Common objectives for the licensed
vocational nurse and registered
nurse levels were identified.
B. Procedures for transfer of students
from one consortium school to another
were simplified.

C. An upper division two-year baccalaure-
ate program was established.
D. An existing baccalaureate program was

modified to include a special program
for registered nurses.
E. A master's program was established.

7. Plans were made to carry on the work of

the consortium after the termination of
grant funds. The structure of the nursing
consortium was further formalized to in—
clude standing committees.

A consortium between a university and four community
colleges was reported in 1975. The curricular design facili-
tated career mobility from practical nursing through bacca-
laureate nursing education(Pratt & Rosenbarger, 1975).
Another articulation effort during this time was developed
through the nursing faculty at the University of Iowa. A
formal agreement was not developed; however, nursing programs
were developed between associate degree programs and a bacca—
laureate program which provided career mobility opportunities.
The success of this working relationship was built on open
communication and a well-planned approach(Schoenmaker, 1975).

An interinstitutional consortium-type arrangement has
been established in Washington among four institutions: a
university became the provider of the upper division courses,
and three colleges offered the associate degree program.
Through the agreement, an Intercollegiate Center for Nursing

Education was created to provide for academic sharing among

the participants(Cleveland, 1977).

56

6. Solutions to the problem were sought:
A. Common objectives for the licensed
vocational nurse and registered
nurse levels were identified.
B. Procedures for transfer of students
from one consortium school to another
were simplified.

C. An upper division two-year baccalaure—
ate program was established.
D. An existing baccalaureate program was

modified to include a special program
for registered nurses.
E. A master's program was established.

7. Plans were made to carry on the work of

the consortium after the termination of
grant funds. The structure of the nursing
consortium was further formalized to in-
clude standing committees.

A consortium between a university and four community
colleges was reported in 1975. The curricular design facili-
tated career mobility from practical nursing through bacca-
laureate nursing education(Pratt & Rosenbarger, 1975).
Another articulation effort during this time was developed
through the nursing faculty at the University of Iowa. A
formal agreement was not developed; however, nursing programs
were developed between associate degree programs and a bacca-
laureate program which provided career mobility opportunities.
The success of this working relationship was built on open
communication and a well-planned approach(Schoenmaker, 1975).

An interinstitutional consortium-type arrangement has
been established in Washington among four institutions: a
university became the provider of the upper division courses,
and three colleges offered the associate degree program.
Through the agreement, an Intercollegiate Center for Nursing

Education was created to provide for academic sharing among

the participants(Cleveland, 1977).

57
In northwest Minnesota a regional consortium has been
developed to include career mobility from nursing assistant
at vocational schools to baccalaureate education at a uni-
versity. In developing this consortium the following ac—
tivities were accomplished which could serve as guidelines

(Kintgen-Andrews, 1982):

1. assess the nursing education needs of the
region,
2. ensure that the development committee re-

presents all levels of education which are
involved,

3. develop assumptions regarding career mobil-
ity,
U. identify guidelines for curriculum sequence

and level objectives,

5. identify competencies for each level of
nursing education,

6. establish transfer mechanism, and

7. establish formal consortial agreement.

In reviewing studies of nursing completed by the federal
government, three major studies, including a report on the
Nurse Training Act monies, have stated that new technology
requires new knowledge and skill and that the emphasis in
health care is shifting from the institution to a variety
of community settings with the prevention of illness and
health maintenance as major concerns(197u, 197A, 1979).
These three studies further indicated that the change in
emphasis requires that the professional nurse be prepared
at the baccalaureate level, a requirement that will continue
through 1990. A comprehensive report on nursing compiled

by the Western Interstate Commission for Higher Education

58
further supports the increasing need for nurses prepared at
the baccalaureate level and states that even where no short—
age in numbers of registered nurses exists, there remains a
shortage of baccalaureate nurses. This shortage may be
decreased by career mobility programs and consortial arrange-
ments which accommodate the registered nurse who does not
hold a baccalaureate degree(l978).

The open curricula resolutions by the National League
for Nursing(NLN) and the American Nurses' Association(ANA),
the first report by the National Commission for the Study
of Nursing and Nursing Education(NCSNNE) in 1970, and stud-
ies completed by the federal government were in response to
the need for increased flexibility and program articulation
in nursing education. In addition, they were designed to
assist the registered nurse to earn a baccalaureate degree.

A year after the NCSNNE report, the NLN conducted a
survey which indicated that nursing educators were making
progress in moving to flexible patterns for education
(Johnson, 1971). In 1978, the NLN formulated guidelines for
the development of open curricular programs. These guidelines
parallel the change process, are useful for improving career
mobility programs, program articulation, and the development

of consortia (Guidelines, 1978, p. 13-21). They are:

59

1. Assessment

— identify need within the area

- determine the specific type of open
curriculum to be offered

— assess job opportunities within the
area

- determine availability of faculty, stu—
dent, financial and supplemental resources

- determine enabling policies to include
academic policies, administrative support,
criteria of regulatory agencies, and sup-
port of key individuals and groups

2. Planning
- identify program director or administra-
tor
- establish planning committees
- employ appropriate consultants
- develop the curriculum
3. Implementation
— follow predetermined plan
- implement in a step-wise fashion
A. Evaluation
- use formative evaluation
- use summative evaluation
- develop plan to discuss and use evalu—
ation results
While some regional consortia were being developed in
the 19708, the primary interest during this time appears
to have been with facilitating career mobility through pro-
gram articulation. These changes were taking place without
formalizing the arrangements within a consortial agreement.
Among the literature on such early programs, Kintgen de-
scribes several university programs which were developing
articulated nursing programs, most commonly for the regis-
tered nurse to earn a baccalaureate degree(l973); also in
1973, Wood proposed a five—step articulated nursing curricu-

1um which ranged from fundamental skills to highly sophis-

ticated nursing behaviors. Within this plan Wood did not

60
identify a specific degree with the level of skill described,
but identified the competencies to be learned at each step
(1973, p. 832—835). A program articulation system was also
established at the University of Nebraska where students
had the option to move from the associate degree(AD) through
the Masters with an exit option available at the AD or the
bacclaureate level. This approach reflects an internal
program articulation system which was responding to chang-
ing educational patterns in nursing education(Boyle, 1972,
p. 670—672).

Moore, in studying nursing articulation, found that
there is widespread agreement of the need for career mobil-
ity but no agreement on implementation. Therefore, articu-
lated programs remain few in number and consortial arrange-
ments are infrequently formalized(l977, p. 29). In a recent
article, Stevens points out that if nursing faculty are plan-
ning articulation arrangements or consortial agreements they
need clear direction in making this decision and careful plan-
ning in implementing such programs(Stevens, 1981, p. 700-706).

In a recent study conducted by the American Hospital
Association(AHA), the report of the committee has emphasized
the need for planning for nursing education with appropriate
articulation between types of nursing programs. This plan-
ning could occur on a regional or statewide basis and would
need to include the development of levels of competencies
for graduates. While this study does not discuss consortia,
it strongly supports collaborative efforts between programs

(National Commission, 1981, Ch. 35).

61

In a longitudinal assessment of the work of the National
Commission for the Study of Nursing and Nursing Education
(NCSNNE), it is reported that there has been a significant
increase in the dialogue concerning program articulation.
While career mobility programs have been developed success-
fully, the inherent planning and communication problems
have been limiting factors. In the past ten years, this
study indicates that there has been no significant increase
in the number of regional consortia for nursing education.
This may be due to institutional reluctance to lose identity,
but also because of funding problems(Lysaught, 1981, p. 178-180).

A reoccurring theme in the develOpment of program ar-
ticulation and consortia has been the need to develop com—
petency statements for the levels of nursing education.
These competency statements then serve as the underpinning

for the next level of nursing education.

ASSOCIATE DEGREE NURSING COMPETENCIES

Beginning in the early 1970s, state nurses' organiza-
tions started to endorse two levels of nursing: technical
and professional. This movement was given further encourage-
ment by the 1973 report from the National Commission for the
Study of Nursing and Nursing Education(NCSNNE) which recom-
mended career mobility as a pattern of nursing education
(Lysaught, 1973). Accordingly, levels of nursing have been
identified in relation to curricular development for associ-

ate and baccalaureate degrees(Vaillot, 1970). In 1972 the

62

work of many groups that were beginning to define the asso-
ciate degree(AD) competencies, was summarized. In these
beginning statements, agreement existed regarding direct
care, communication, and personal and professional growth
as areas of focus. These early statements of behavioral
competencies were later used by a variety of groups in
developing the competency statements of the AD nurse(Geitgey,
Ch. 9).

McClure has stated that a major reason the competencies
are ambiguous is because a distinctive technical practice
has not developed due to patients' needs, salary scales,
academic curricula, and licensure laws. At this time,
there was little differentiation in role expectation and
salary whether a registered nurse from an AD program or a
baccalaureate program. In order to prepare nursing students
for registered nurse licensure, there need to be certain
similarities in the curricula of these two programs; however,
the competencies of the AD nurse remained ill-defined(l976).

In 1977, further efforts were made to describe the
competencies of the AD graduate. While many areas of agree-
ment were noted, it was stated that "we have yet to develop
a specific statement of the competencies of the associate
degree graduate on entry to practice that is generally
accepted by the AD programs"(DeChow, p. 15).

Additional work has been done in developing a method
for identifying competencies. This plan includes an analysis
of the competencies needed for the real world of nursing

practice and validation by a panel of experts. The experts

63

would include AD graduates, head nurses, employers of nurses,

1978).

and faculty(Peterson,

In another report on competen-

cies, Waters has offered six components to be considered in

developing content and competencies for the AD nurse.

addition, these components can

In

be used to differentiate con—

tent between AD and baccalaureate nursing education(Waters,

1978).

Meanwhile, the National League for Nursing(NLN) had

convened several groups to study competencies of the AD

nurse and, subsequently,

for the AD nurse(1978).

A year later,

has published a competency list

Dennis, in a major

study supported by federal funds, reported on the relation—

ship of the nursing education programs and the performance

of the graduates. Included in
statements,
NLN(Dennis, 1979). Michelmore
ments for AD and baccalaureate
dicates that the baccalaureate
to the AD competencies. Thus,
laureate education be built on

education (Michelmore, 1977).

the study are competency

which incorporate the studies completed by the

has offered competency state-
education in which she in-
competencies are in addition
she advocates that a bacca-

the competencies of the AD

A major study completed by the Midwest Alliance in

Nursing(MAIN) provides an extensive report on AD competen-

cies.

The development of statements for the survey was

based on analysis and competencies which were identified

by other studies and authors cited here.

the competencies in the areas of care,

This study listed

communication, and

management, which are similar to earlier studies as discussed

6A
by Geitgey(l972). In the study completed by MAIN the com-
petencies were reported by nursing educators and nursing
service administrators(MAIN, 1980).

Despite the work of many groups and individuals, the
practice responsibilities of the AD nurse remain blurred.
In an effort to decrease the confusion and develop compe-
tency statements the American Nurses' Association(ANA),
through a variety of committees, has developed competency
statements for the AD and baccalaureate educated nurse.
These statements incorporate the work of the NLN and are
to be validated by nursing service, nursing education, and
nursing research(Huber, 1982).

Although there is general agreement on the two—year
educational requirements for the AD in nursing, a distinc-
tive set of competency statements has not evolved. Changes
in patterns of nursing education and the development of
competency statements have been influenced by resolutions
from the NLN and the ANA, and by a variety of studies on
levels of nursing practice. However, the competency state-
ments produced by these diverse studies have not resulted
in general acceptance of competency statements to describe

the AD nurse by the nursing community.

SUMMARY

The review of literature in two main categories--con—

sortia in higher education and consortia in nursing edu-

cation--will be used to further study and analyze of the

65
development of a particular nursing education consortium.
Consortia in higher education have been reported since
1925. While the early growth of consortia was slow, federal
legislation and fiscal constraints influenced marked growth
in the 19608. At about this same time, the growth in com-
munity colleges and the need to establish transfer systems
with the senior colleges further necessitated cooperative
arrangements. In the 1970s marked growth in the development
of consortia occurred, and the literature began to report
guidelines for establishing and maintaining interinstitutional
arrangements.

Consortia in nursing education have formed more recent-
ly. Before 1970, the majority of nurses were educated in
hospital based diploma programs, with the major move of
nursing to the collegiate setting occurring in the 19703.
The 1970 report edited by J. Lysaught recommended state
plans and interinstitutional cooperation for nursing edu-
cation. The major purpose of these recommendations was to
facilitate career mobility and program articulation. Some
federal funds were available to implement the recommenda-
tions, and some nursing education consortia were developed
on a state level in the late 19708. At about this time,
further support of interinstitutional arrangements was re-
ceived through position statements by the professional or-
ganizations which supported career mobility and open
curriculum. As a result of these projects and position
statements, guidelines for cooperative arrangement were

reported.

66

The actions in developing consortia as reviewed in
these two main areas - higher education and nursing edu-
cation — illustrate that the principles for developing
consortia occur in eight broad areas. These areas are (l)
establishing a need for the cooperative arrangement and
stating the purpose and goals, (2) developing a transfer
system which is vital to facilitating mobility of students
between programs and institutions, (3) planning for meetings
to be conducted by a leader who is an energizer with inter-
personal skills and the ability to maintain open communica-
tion, (A) gaining commitment of administrators and partici—
pants from respective institutions who have come together
voluntarily to achieve a consortial arrangement, (5) es-
tablishing a formalized agreement or contract, (6) developing
an evaluation mechanism to determine continued need and goal
achievement, (7) developing trust and open communication
among the group which will facilitate consortial planning,
and (8) identifying of complimentary roles between and
among institutions which contribute to a common basis or
purpose on which to build cooperative endeavors.

The common base on which to develop the consortium in
nursing education is the development of competencies so
that students may move to the next level of nursing, if
that is a career goal. For the study, the competencies of
the associate degree nurse were reviewed. The development
of this competency level was necessary to establish a con-
sortium between associate degree nursing programs and a

baccalaureate nursing program.

67

There are similarities between consortia in higher edu-
cation and nursing education, and since higher education
is more advanced in this area nursing education can use
some of its guidelines to develop further nursing education
consortia. Progress is being made in implementing recommen-
dations for career mobility and program articulation; how-
ever, there remains a need for further development of career
mobility programs and collaborative endeavors through the

establishment of consortia.

CHAPTER 3

RESEARCH METHODOLOGY

The plan for describing and analyzing the process of
developing this nursing education consortium began to evolve
when the researcher received approval to relate the research
component of her doctoral program to a portion of her pro-
fessional responsibilities in facilitating the development
of this consortium. In this way, the researcher already had
an established professional relationship with the nurse—
educators in the community colleges with which the consor-
tium was developed. These already established relationships
were helpful in obtaining formal responses from the consor—
tium members. The data collected from these responses were
then used to answer the Research Questions posed in this
investigation.

The purpose of this research project was to describe
and analyze the process of developing a nursing education
consortium. Chapter 1 has presented the problem statement
and a review of the historical development of consortia.
Chapter 2 reports an extensive review of the literature in
order to identify a framework for the study and to select

an appropriate method for the study.

68

SELECTION OF METHODOLOGY

The relative newness of literature on consortia in
nursing education and a perceived need to provide guidance
for others interested in consortia development were consid-
erations in selecting the research methodology used. For
these reasons, it was then determined that the most feasible
research method for the study of the process of developing
a Nursing Education Consortium would be descriptive using
the case study approach. The descriptive method, as a
means of reporting the way things are, is being used for
this study because there are few other data available on
nursing consortia(Franklin and Osborne, 1971; Issac and
Michael, 1979). Nursing education consortia are few in
number, have develOped within the past decade, and, as a
new endeavor, have not been studied scientifically yet.
Therefore, descriptive methodology, as a means of further
analyzing consortia development, is appropriate. This
method also provides the opportunity to report significant
advantages and disadvantages of consortia to nursing col—
leagues. In addition, the initial identification of
relationships and processes may provide the basis for
generating future hypotheses for subsequent research(Kerlinger,
1973).

The design of a descriptive method investigation is by
case study which is an in-depth investigation of an individual,
group or institution(Gay, 1976). For this study, the analysis

69

70
of the group's activity is viewed as a single case. Within
this study, the process of developing a specific nursing
education consortium will be the case which is described and
analyzed. The focus of the study is in analyzing how the
consortium was established and the significant factors in
its development. This case study may clarify concepts re-
garding the development of consortia and may offer guide-
lines for the development of other nursing education con-
sortia.

This descriptive method is similar to that of L.
Patterson who developed his dissertation around some on—going
professional work and described and analyzed existing consor-
tia and their governance. This study was based largely on a
review of documents(Patterson, L. 197A). Sagan also used
the descriptive method to review documents in analyzing the
processes of developing of consortium(1969). In a large
portion of the literature reviewed for this investigation
the process of developing a consortium has been presented
as a descriptive study or report.

Guidelines for the development of consortia will be
drawn from the literature reviewed. These guidelines will
then be used as a framework for answering the Research
Questions and will provide the response to the first question.
The answer to the first Research Question thus serves as the
background for presenting the response for the subsequent

Research Questions based on the data collected.

71

Since limited research is available in the area of nurs-
ing education consortia, further conceptualization of develop—
mental problems and curricular implications is needed and
the case study provides the mechanism for an analysis of this
particular activity. Consortia in nursing are only beginning
to emerge; therefore, the descriptive case method for further
illustration and exploration of this process is viewed as

appropriate to this research effort.

INSTITUTIONAL SETTINGS

The consortium development took place at Ferris State
College, Big Rapids, Michigan. The representatives of the
seven community colleges came to this location for each of
the planning meetings. Ferris provides educational opportun-
ities in the Schools of Allied Health, Business, Education,
General Education, Pharmacy, Technical and Applied Arts, and
the College of Optometry. The college has a strong vocation—
al orientation, and a great deal of emphasis is placed on
establishment of classroom learning situations that will
provide the student with a practical, tangible application
of the concepts learned as well as an intimate understanding
of complex scientific information. The Ferris philosophy of
educating graduates with marketable skills, within the frame-
work of a college education, has characterized the mission
Of the institution. Over 90% of its graduates find employ-
ment in their field of study within six months of gradua—

tion. Indeed, the college's growth from an enrollment of

72
500 to over 10,000 in the past three decades witnesses to
the relevance and success of the Ferris system of higher
education.

Ferris also has pioneered in the development of ladder-
ed programs at the undergraduate level. The college is
dedicated to the practice of expanding educational opportun—
ities for occupation-oriented graduates through such program
laddering. This feature of laddering provides individuals
with opportunities to continue higher levels of educational
achievement after completing certificates or associate degrees
in selected curricula.

The School of Allied Health, with an identified purpose
in health education, seeks to develop the manpower required
to deliver those services indicated within the concept of
comprehensive community health services. The broad array
of programming, which has been developed essentially within
the last decade, does this with the exception of the fields
of rehabilitation and mental health.

Within the Nursing Department laddered programming
exists between the associate and baccalaureate degree pro-
grams. The associate degree program leads to registered
nurse licensure, and the baccalaureate program provides the
registered nurse student with the opportunity to earn the
next nursing degree. This upper division program is design-
ed to facilitate student progression without undue loss of
time and energy, and without loss of program integrity on

the part of the educational institution. The curriculum

73

recognizes the applicant's previous education and experience;
the duplication of content is avoided; and there is no un-
necessary expenditure of time, energy or money. The pro-
gram provides an educational opportunity which is responsive
to the individual student's needs, the nursing profession,
and society by providing the registered nurse who has earned
an associate degree or a diploma the educational courses and
clinical experiences to earn a baccalaureate degree.

The community colleges participating in the development
of the consortium are located in the area surrounding Ferris
(Appendix A). Grand Rapids Junior College, Grand Rapids,
Michigan, was established in 191A by the Grand Rapids Board
of Education upon the recommendation of the University of
Michigan. Grand Rapids Junior College is in a convenient
location in the center of the city within easy commuting
distance from outlying areas. In addition to its day college
programs, courses are offered summers, weekends, and evenings.
In addition, the college offers a variety of higher education
classes, seminars, workshops, and short courses at different
times and places serving more than 30,000 persons each year.
The liberal arts and pre-professional curriculums are intend—
ed to develop and stimulate the student's understanding of
the scientific, social, and cultural forces among which
they will live. The applied arts and sciences, general
studies, occupational programs, and curriculums offer many
one— and two-year specialized opportunities for those who

wish to prepare for positions in business, industry, and

7A

community service. Thus educational programs of the College,
provide a solid foundation for advanced study at senior
educational institutions(Grand Rapids Junior College, 1983).

In the Fall of 1968, following feasibility studies,
advisory committee recommendations, special elections and
approval by the Michigan State Board of Education, Mid-
Michigan Community College was established as Michigan's
25th community college. It is located in Harrison, Michigan,
and serves Clare and Gladwin counties. Since the College
opened its doors to 196 students in the Fall of 1968, it has
enjoyed constant growth and is now serving more than 5,000
students annually on both a full-time and part—time basis.
The College provides courses comparable to those found in
the freshman and sophmore years of the four-year college or
university. Many of these courses are academic or liberal
arts in nature and are open to all students regardless of
program. The curricula provide a variety of occupational
courses, certificate, and associate degree programs designed
to assist students in preparing for initial employment in
occupations, changing to new occupations or advancing in
their current occupations. An effort is made to identify
students capable of doing advanced work in colleges and
universities(Mid-Michigan Community College, 1982).

Following the efforts of concerned citizens and study
groups, Montcalm Community College was established in 1966.
Located in Sidney, Michigan, it emphasizes a strong commun—

ity commitment to vocational/technical studies in addition to

75

college transfer and general education programs. While
technical and vocational courses were designed primarily

to promote occupational competency for students enrolled in
the programs, certain state universities agreed to appraise
these community college credits for possible transfer where
they are appropriate to a student's program. Several Michigan
public and private colleges and universities assured--in
writing--the acceptance of academic credits at full value

for which a grade of "C" or better has been earned at
Montcalm Community College. The College has taken a role in
facilitating community involvement in a variety of activities
and has assumed responsibility for coordinating needs of
various groups from the community and the resources of the
college. The results have been adult education courses,
non-credit courses, short courses, conferences, and cultural
activities(Montcalm Community College, 1980).

Muskegon Community College was established in 1926 by
the Muskegon Board of Education to serve the citizens of the
Muskegon school district. For the first 17 years of its
operation it was a "college transfer" institution. In 1951,
it was recognized by the Michigan Legislature as a Community
College, and its scope of programming became more comprehen-
sive. It continued to operate as part of the Public School
system until 1962 when a county-wide community college dis-
trict was created. The curriculum of college transfer
emphasis has been retained and serves a greater segment of

the community. The total offerings have been broadened to

76
include a variety of vocational/technical programs. These
programs are designed to enhance broad general educational
experiences; transfer as the first two years of a bacca-
laureate degree; develop technical and vocational skills;
assist in the development of learning skills and attitudes;
identify and meet educational and cultural needs; and offer
comprehensive student services appropriate to an open door
community college. These purposes are compatible with the
higher education expectations of the community and in com-
pliance with the mandate of the State of Michigan(Muskegon
Community College, 1982).

North Central Michigan College, Petoskey, Michigan, was
established in 1958 with approval of the Michigan Department
of Public Instruction. It has been established to meet the
educational needs of the North Central area of Michigan and
is supported by tax monies from Emmett County and educational
funds from the State of Michigan. The College offers occu—
pational programs in technical and vocational fields, offers
highly flexible educational programs designed to meet the
needs of individuals who desire to obtain further education,
and offers the first two years of the liberal arts curriculum
for those who want to proceed to four—year professional
colleges and universities(North Central Michigan College, 1983).

Support for the establishment of Northwestern Michigan
College in Traverse City began with volunteer citizen groups
and a feasibility study in the early 19508, with classes
beginning in 1951. At this time, there were no statutes

in Michigan authorizing the start of a "community" college.

77
Following the recommendations of the citizen group, however,
an enabling act by the State of Michigan Legislature was
passed and Northwestern Michigan College was authorized as
Michigan's first Community College. This college serves
primarily the citizens of Grand Traverse county. Northwestern
Michigan College enrolls more than three thousand students
in collegiate level education and grants certificates and
associate degrees. The programs include academic transfer,
vocational-technical and community services activities
(Northwestern Michigan College, 1983).

Scottville, Michigan, is the location of West Shore
Community College which was founded in 1967. A variety of
citizen advisory committees assisted in the development of
programs focusing on the intellectual, cultural, and recrea-
tional needs and interests of the residents of the college
district. The programs of instruction offered prepare
students for immediate employment upon completion and or
provide a sound two—year base from which students can continue
their education toward a bachelor's degree. These programs
include general education and vocational-technical curricula
(West Shore Community College).

The planning meetings with the community colleges de—
scribed, which lead to the development of the consortium,
were held on the campus at Ferris State College. The room
utilized was a large, well-lighted room which was accommodated
with a table and chairs to seat the participants comfortably.
Refreshments were available throughout the meetings and the

same room was used for each of the meetings.

DATA COLLECTION PROCEDURES

From the review of literature, guiding principles which
contribute to the effective development of consortium have
been identified. These principles will be used as guides to
answer the first Research Question.

What are the guiding principles taken from the

literature which may contribute to effective

consortium development?

The principles used in developing consortia, as described
in the literature will be used as a framework to answer this
initial Research Question. In addition, these guiding prin-
ciples will be used as a framework for answering Research
Questions Two and Three.

In answering Research Questions Two, Three, and Four of
the descriptive case study, data will be collected by review
of the written record, a preliminary process evaluation ques—
tionnaire, members' responses to questions obtained at a
meeting, and study questions which were used to interview
each participant on an individual basis. A tape recorder
was used at the group meeting and the individual meetings to
record the responses for analysis at a later time. These
data will then be used in answering the research questions.

The written records of the planning process which were
reviewed are those of the meetings which took place as the
consortium was being planned. During the development process,

a series of seven, day-long meetings were held between August

78

79

1981 and September 1982 with the initial meeting on August
7, 1981. The letter of invitation(Appendix F) recognized
existing working relationships with nurse-educators in the
identified community colleges as well as their awareness of
the development of an upper division baccalaureate(BSN)
nursing program at Ferris. The Assistant Dean for Student
Academic Affairs in the School of Allied Health at Ferris
joined the planning committee because of her expertise in
the area of transfer mechanisms and course equivalencies.
A secretary from Ferris was also assigned to record the
activities of the planning meetings. These minutes are on
file with the researcher and in the nursing office at Ferris.

Other written records which were examined include a
preliminary process evaluation questionnaire(Appendix G)
was used to collect data from the committee members by mail
following the last of the series of seven planning meetings
in September 1982. This survey focused on the achievement
of the identified objectives, evaluation of the processes
used, and open—ended questions relative to the development
process. These three areas were used as they were closely
aligned with the developmental process. In the first two
categories a pre-coded Likert-type scale was used to deter-
mine the perceptions of the participants. With this design
respondents may select the mid—point of the scale, however,
additional data collection measures will mediate this to some
extent. In addition, open-ended questions were asked in the
third category. These responses have the advantage of being

spontaneous and perhaps bringing forth data which would

8O

otherwise not be considered(Kerlinger, 1973). The re-
spondents were asked to sign this questionnaire. While
this may inhibit responses it also assisted in formulating
probing questions during the individual interviews.

The third procedure to obtain data was through a series
of questions(Appendix H) which were asked of the members at
a group meeting. After the members agreed to the use of a
cassette recorder, general questions were asked and the
responses were recorded regarding the areas of administra-
tive support, reaction to the invitation, the development
process, inclusion of nursing service representatives, and
recommendations. The general questions for the interview
schedule were drawn from the process evaluation questionnaire
as well as from some issues which were raised during the meet-
ings. For example, each participant at the meetings did not
have full administrative support. The general questions pro-
vided overall structure for categorizing responses and yet
allowed flexibility for in—depth responses. In this manner,
attention could be given to asking more specific questions
in each of these areas as the group members offered responses.

The fourth procedure used to collect data was the use
of study questions(Appendix I) to interview each participant
on an individual basis. In the fall of 1983, a year after
the consortium had been developed, each member of the plan-
ning committee was interviewed by appointment in her office
or an other identified place. The researcher conducted the
interviews. While this may have reduced the amount of data

obtained, it is believed that this approach was an asset in

81
interpreting the data. In addition, the Opportunity to
ask probing questions with a specific area was enhanced.
Questions were asked, relative to consortium development,
in the following areas: administrative response, consortium
benefits, curriculum, professional relationships, and key
decision factors. Specific questions within each of these
areas were asked by the interviewer. The questions were
asked in the order presented and related questions are used
to probe for more complete responses when necessary. A
cassette recorder was again used to collect the raw data
during these individual interviews.

A limitation of these data collection procedures used
may be in the areas of the role of the participant-observer
and the difficulty of doing a descriptive case study in an
objective manner. While the participant-observer role is
valuable for detailed analysis, its shortcomings are in the
areas of observer bias and observer influence. If observer
bias occurs, one has inappropriately selected events to
report rather than reporting all events. The problem of
observer influence wherein the participant-observer seeks
to alter the process in a particular way also needs to be
addressed.

In the study, the observer planned and conducted the
meetings, and collected the data for the study. The inter-
views may present a limitation in the way the interviewee
responds to the interviewer. This limitation could be
either due to bias or lack of cooperation(Gay, 1976). To

control for these factors, the interviews took place in the

82
interviewee's office or other neutral place. In addition,
introductory remarks were designed to build on existing
relationships relative to data collection for research
rather than on the roles each individual played in the
development of the consortium.

A second limitation may be with the preliminary process
evaluation questionnaire. With this data collection procedure
the respondents were asked to sign the survey, however, it is
believed that knowing how each person answered the Open-ended
questions was useful in asking questions during the individual
interview. It was particularly useful in asking probing ques-
tions.

To the extent possible, these limitations have been
monitored as data were collected through the four procedures
identified. The use of multiple measures in data collection
procedures is one approach used to increase the reliability
of the findings and to increase the internal consistency of
the findings. Lindzay and Aronson(l968), report that reli-
ability is the degree of consistency between observations
or information obtained from multiple data sources. Medley
and Metzel state that "it is better to increase the number
of observations than to increase the number of observers"

(1963, p. 268).

DATA ANALYSIS

Since this is descriptive research using the case

method, a qualitative descriptive analysis of the data will

83

be presented. The first Research Question will be answered
using data obtained from the review of literature on consor-
tia in higher education. The data for Research Questions
Two, Three, and Four have been collected through the review
of records; the preliminary process evaluation; the members'
response to questions; and the response to the interview
questions.

Content analysis has been used to study and analyze
these data sources. This method of analysis is used to
determine the relative frequency of various communication
phenomena. Within content analysis the unit of analysis must
be identified(Kerlinger, 1979). For this study the major
unit of analysis was themes which have been labeled principles.
This is illustrated in Table 3, where it is noted that the
principle of commitment occurred across data sources. Fol-
lowing content analysis of the data sources the data will

then be used to answer the following Research Questions.

Research Questions

1. What are the guiding principles taken from
the literature which may contribute to ef—
fective consortium development?

2. What are the processes used in development of
a Nursing Education Consortium?

3. What is the relationship between the prin-
ciples used to develop consortia in higher
education and the principles used to
develop this Nursing Education Consortium?

A. What curricular interfacings must be
studied between associate degree and bacca-
laureate degree nursing programs in the
development of the Nursing Education Con-
sortium?

8A

During the data analysis phase of this investigation,
the use of multiple-data sources should serve to enhance the
reliability of this descriptive case study. With the descrip-
tive method, close analysis of data is seen as an advantage.
However, a parallel limitation is that familiarity with the
data may limit the objectivity with which the case study is
described. In addition, the external validity, or the ability
to generalize from the analysis of a single case to other cases
is limited(Polit, 1983).

To the extent possible, these limitations have been
monitored in the data collection procedures and in the sub-
sequent data analysis. A conscious effort has been made to
reduce the effects of these potential limitations and to
report the data in a manner which may be useful to other

individuals or groups.

SUMMARY

The descriptive case study method has been used to
describe and analyze the process of developing this Nursing
Education Consortium. Qualitative data for the study were
collected through review of records, participant observation,
preliminary process evaluation, group discussion, and struc-
tured interview questions. In collecting data through the
group discussion and the structured interview the researcher
used a cassette recorded. The raw data are on file with the

researcher. The use of multiple data collection instruments

85
may enhance the reliability and generalizability of the
findings.

The limitations of the participant observer role and
the interview schedule have been noted and controlled for
as the data were collected and analyzed. The data, from
each of the sources identified are analyzed in relation to

each Research Question in the following chapter.

CHAPTER A

FINDINGS

The process of developing a nursing education consor-
tium will be described and analyzed using the data obtained
through a review of records, the preliminary process evalu-
ation questionnaire, group responses to questions, and
individual interview questions. The preliminary process
evaluation questionnaire was mailed to the participants and
they were asked to sign the questionnaire and return it,
the group responses was obtained at a group meeting, and
the interview data were gained through individual interviews.
The data collected by these methods will be used to describe
and analyze the process of developing this consortium, answer
the research questions, and offer guidelines for the develop-

ment of other nursing education consortia.

ANALYSIS

The data for this descriptive case study have been col-
lected by review of literature on consortia in higher edu—
cation, review of the written record of the group's meetings,
a preliminary process evaluation questionnaire(Appendix G),

group responses to questions obtained at a meeting(Appendix

86

87

H), and individual interview questions(Appendix I).

Research Question One
WHAT ARE THE GUIDING PRINCIPLES TAKEN FROM
THE LITERATURE WHICH MAY CONTRIBUTE TO
EFFECTIVE CONSORTIUM DEVELOPMENT?

The data collected from the review of literature of
consortia in higher education indicate that the guiding
principles used in the process of developing consortia occur
in eight broad areas. These areas as summarized from the
literature are: (1) establishing a need for the cooperative
arrangement and stating the purpose and goals, (2) developing
a transfer system which is vital to facilitating mobility of
students between programs and institutions, (3) planning for
meetings to be conducted by a leader who is an energizer
with interpersonal skills and the ability to maintain open
communication, (A) gaining commitment of administrators and
participants from respective institutions who have come
together voluntarily to achieve a consortial arrangement,

(5) establishing a formalized agreement or contract, (6)
developing an evaluation mechanism to determine continued

need and goal achievement, (7) developing trust and open
communication among the group which will facilitate consortial
planning, and (8) identifying of complimentary roles between
and among institutions which may contribute to a common

basis on which to build cooperative endeavors. The common
base on which to develop this consortium in nursing education
is the develOpment of competencies so that students may move

to the next level of nursing, if that is a career goal.

Research Question Two
WHAT ARE THE PROCESSES USED IN DEVELOPMENT OF
A NURSING EDUCATION CONSORTIUM?

The answer to this Research Question includes the
pre—planning activities which are presented as a background
for the development processes itself.

Pre-planning for the development of this consortium in-
cluded the recognition that, if Ferris State College were
the initiator with surrounding community colleges, this
researcher would become both the group leader and participant
observer. The limitation of this researcher being directly
involved in the activities which are being observed and re-
ported is recognized. Within this constraint, however, every
effort has been made to report the data and the development
process with objectivity and accuracy.

The plans for the initial meeting included formulation
of the major goals. These goals, to be developed by the
group, focused on facilitating articulation between associate
degree nursing programs in surrounding community colleges
and the upper division baccalaureate program at Ferris.

The achievement of the goals could then provide a direct
career mobility opportunity for students from those programs
which became part of the consortium. The assumptions made
by the researcher in planning for the first meeting are
summarized from Chapter 1 as follows:

1. Student success in an associate degree program
can raise the level of career aspirations.

88

89

2. Decisions regarding one's nursing career change
throughout life for a variety of reasons.

3. The autonomy of each participating institution
would need to be preserved.

A. Nursing service would need to be represented.

5. A review of competencies of the associate degree
nurse would be necessary.

6. A review and comparison of program objectives
of all programs would be necessary.

7. A contractual agreement would be necessary to
identify the collaborative relationships.

The community colleges which were invited to the initial
meeting are all geographically located in Western Michigan
with five of the institutions about 50 miles from Ferris and
the other two approximately 100 miles away. Of these seven
community colleges, five had established associate degree
nursing programs, and two were in the process of developing
such programs.

Ferris State College already had a complementary role
in its relationship with these institutions. As a four-year
College, it evaluates lower division credits and admits
students into upper division programs leading to a bacca-
laureate degree. This collaboration is further supported
by the work of the Michigan Association of Collegiate
Registrars and Admissions Officers(MACRO) which has develop—
ed a transfer equivalency agreement. This existing relation-
ship facilitated these cooperative efforts in developing
this consortium for nursing education. Other factors which

contributed to the planning process were the nursing directors'

9O
knowledge of the design of their own associate degree nurs—
ing programs and, perhaps more importantly, the nursing
directors had an established professional working relation-
ship among themselves. This relationship had been established
through state-wide associate degree directors meetings which
occur four to five times a year at various institutions.
Some of the individuals had known each other for more than
ten years while others became part of the group within the
past year. It is believed that these professional relation—
ships facilitated the development of the consortium. Further,
Rossmeier(1979) indicates that where individuals are committed
to a project and have a collaborative working relationship,
the development process is enhanced.

The next step was to invite the nurse educators to a
meeting to begin discussions on the feasibility of develop-
ing a Nursing Education Consortium. Therefore, the nurse-
educators in the seven selected community colleges which
offered associate degrees in nursing were invited.

During these develOpmental steps, the role of the chair-
person centered around planning the meetings and considering
the use of group process skills for conducting the meetings.
In considering the steps in preparation for the meetings,
the leader can look to the six major functions of a meeting,
as outlined by Jay(l982). These functions are that a meeting
(1) defines the group, (2) provides a forum for sharing know-
ledge, (3) identifies the collective aim and individual con-

tribution, (A) encourages group commitment and decision-making,

9l
(5) encourages group work with the leader as a member of the
team, and (6) may serve as a status arena where competitive
behavior may occur.

The plan for the group meetings would most likely ful-
fill the six functions of meetings outlined here. These
functions could be fulfilled even though the committee
agreed to meet on an irregular basis over the next year;
and if the educators accepted the concept of developing a
consortium, they would be motivated to complete the task
because of mutually established goals, goals which would
need to be developed which would not interfere with the
autonomy of the respective institutions.

Besides considering these functions, the leader had a
second consideration in planning the meetings: to determine
the type of meeting which would be most desirable. Among
the factors to consider are size, frequency, composition,
motivation, and decision—making. Because the size of the
planned group included fewer than ten members, it can be re-
ferred to as a committee. The frequency of meetings was to
be determined by the group; however, it seemed the group
would need to meet rather frequently over the next year if
the members agreed to develop a Nursing Education Consortium.
Again, it is noted that the nature and frequency of the meet-
ings will be affected by the professional working relation-
ship which exists among the group members. The composition
of the group was determined by the task: the members would
be nurse educators representing the selected community

COlleges. It was anticipated that the common background of

92
the group would motivate the members of the committee to
develop a common goal or goals. Finally, the decisions
would be made by the group so that the integrity and autono-
my of each institution would not be violated(Jay, 1982).

A third consideration was the meeting plan. The group
can select from three categories: daily, weekly or special
project(Jay, 1982). Daily meetings are informal and made up
of people who work together each day and quickly reach deci-
sions; weekly meetings commonly occur among persons who work
in the same organization but see each other infrequently and
may take longer to reach a decision or the chairperson may
make the final decision; special project meetings are made
up of people whose daily work does not bring them together,
but they are united by the meeting and by the common goals.
In this case, the special project category seemed best as
the participants are employed in different institutions in
different locations. Based on these considerations, the
consortium planning meetings and its goals could become
the unifying factor.

The fourth consideration is the specific planning that
must occur before the meeting. The leader must clearly
identify the purpose of the meeting. The agenda and the
materials for discussion must be submitted to the partici-
pants prior to the meeting to facilitate discussion.
Preparation of the discussion materials and agenda were
completed in a timely manner so that they could be mailed

before the scheduled meetings(Jay, 1982).

93

Following this pre-planning phase, the leader's next
major task was conducting the meetings and assisting in the
development of a Nursing Education Consortium. In the con-
duct of the meetings, two major factors were of considera-
tion--dealing with the subject and dealing with people. In
dealing with the subject, the group must stay on the topic,
the members must understand the issues, the major points
must be summarized, and the meeting must stay within the
designated time frame. At the close of the meeting, a
preliminary agenda for the next meeting can be established
and a tentative date, time, and place be agreed upon. Before
the next scheduled meeting, the agenda, minutes and other
items are to be sent to the members for review(Jay, 1982).

When a leader deals with people in group meetings, a
variety of guidelines can be used, and the literature on
group process identifies three distinct categories when look-
ing at member roles within groups(Sampson, 1977). These
categories are (l) task roles such as coordinator and
information giver where the individuals seek to solve a
problem or meet established goals, (2) maintenance roles
such as follower and harmonizer who function to build
group cohesion, and (3) individual roles such as aggressor
and dominator when the behavior is irrelevant to the task
at hand and only supports individual needs.

Within this group the member roles were manifested.
For example, the researcher observed that those who were

task oriented readily offered ideas about what framework

94
to use in identifying the competencies. The individuals who
assumed maintenance roles functioned to bring the group to
agreement when they could not immediately agree on the in-
clusion of a specific competency. There was one individual
who took the role of aggressor and within this role seemed
to be seeking recognition for herself. For example, she
interrupted and answered for others and attempted to develop
a jocular atmosphere by telling jokes. This particular
situation was handled by ensuring that each member had an
opportunity to talk and by not valuing the comments of the
aggressor more than those of other individuals. The dynamics
of group process indicate that the leader must constantly be
aware of these various roles within the group as the planning
meetings begin(Sampson, 1977).

Following the pre-planning activities and a review of
group process principles, the leader sent written invita-
tions asking the nurse educators from selected community
colleges to join in developing a nursing education consortium
(Appendix F). The process of developing the consortium was
then ready to begin.

The specific principles, taken from the literature, which
answered Research Question One, will serve as the framework
for Research Question Two. The supporting data are presented
and discussed under each of the eight principles. For example,
the data pertinent to commitment is described and analyzed
within this subcategory.

Table 3, is presented to illustrate which data sources

correspond to each of the identified principles. An additional

95
broad area which is included is entitled recommendations and
key decision factors. Data in this area were gained primar-
ily during the group meetings and the individual interviews.

The entire set of raw data are available from the researcher.

TABLE 3

DATA SOURCES FOR RESEARCH QUESTIONS
TWO AND THREE

 

 

Major Themes Data Sources
Preliminary Members
Process Response to
Review of Evaluation Questions Interview
Records Questionnaire as group Questions

 

Commitment Part 3- Q l & 2 Q l & 2
Q 1
Development 1 Part 2— Q A Q 10, ll,
of Trust Q 10 & 12
Part 3-
Q 3
Establish Goals 2 Part 1- Q 3, A,
and Purpose all & 6
Develop Common 2, 5,
Base & 6
Conduct of All Part 2- Q 3 Q 5
Meeting Q 8 & 9
Part 3—
Q 2
Transfer System 2 & 5 Part 2-
for Students Q 6 & 7
Contractual 5, 6, Part 2—
Agreement & 7 Q A & 5
Evaluation 5, 6,
& 7
‘Recommendations Part 3- Q 6 Q 13
& Key Decision Q 5 & 6

Factors

Commitment

 

Initially the commitment of administrators and faculty
of the respective institutions as well as commitment of the
committee members is an important factor as the planning
begins. This commitment is reflected specifically in the
response to an open-ended question in the preliminary process
evaluation questionnaire.

Presentation of Data:

 

Part III—l. What was your initial reaction to
the development of a consortium?

Responses indicated that the invitation was received as
a positive move for nursing, and the group members were pleas—
ed to discuss the possibility of developing a voluntary con—
sortium. It was seen as an "innovative approach" which could
have "positive effects for nursing education in Western
Michigan."
A second source of information came from the group meet—
ing where the following questions were asked(Appendix H):
1. How did the administrators of the
respective institutions respond to
the concept of consortium develop—
ment? What was the faculty response?
2. What was your thinking or reaction
when you received the letter invit-
ing you to discuss the potential of
a consortium?
The related question asked during the individual inter—
views provided additional data regarding commitment(Appendix I):
1. How was the concept of developing
a consortium received by the ad-
ministrators at your institution?

By the faculty?

96

97

The information gained from these sources indicates that
in six of the seven colleges the administrators were enthusi-
astic and favorable to such discussions and saw them as an
opportunity to facilitate student mobility. The administrator
who did not fully endorse this concept saw it as a threat to
institutional autonomy because a four-year institution would
be dictating curriculum to a two-year college. This particular
administrator did not want program changes to occur based
solely on what another institution perceived would best meet
the needs of the junior college community. In addition, an
mild element of general skepticism was expressed, as three nurse
educators stated that they would come and see what occurred
at the meetings. In spite of this hesitancy, the nursing
faculties of the seven institutions saw it as a "positive
move to promote student mobility" because students would not
need to repeat courses which they had completed. The plan-
ning members directly involved endorsed the career mobility
option of this regional approach to nursing education. In
addition, the consortium concept of program articulation is
consistent with policy statements made by the professional
organization(Appendix B, C, D, and E), and the individuals
felt positive about an innovative approach and voiced their
pleasure at being invited. One individual stated that she
was "pleased about the possibilities the idea presented."

Analysis of Data: The concept of consortium develop-

 

ment was well received because it would provide a career

mobility option for the associate degree nurse. This

98
opportunity has not been readily available to registered
nurses with less than a baccalaureate degree and was there—
fore seen as a positive approach. Despite some skepticism
which was expressed, the participants were willing to explore
this mobility option by attending the initial meetings. The
skepticism was in regard to institutional autonomy. This
concern needs to be recognized as a fairly typical reaction
which may involve competition for funds and for students.
The position statements of the professional organizations
were an additional asset in acceptance of this concept by
the nurse educators.

Development of Trust

 

The second category in developing a consortium is trust
relationships which can be described through each of the
data collection procedures. The first data source presented
are a review of the record of the first planning meeting.
The second source of data are from the preliminary process
evaluation questionnaire, the group meeting and the individu-
al interviews. These data have been summarized and analyzed
by the researcher.

Presentation of Data:

 

Meeting one: August 7, 1981
Before the meeting formally began, the participants
were introduced to each other or became reacquainted with
each other. During this time, refreshments were available
to facilitate socialization.
At the meeting, the dean of the School of Allied Health,

after greeting the participants, discussed the value of

99
developing a relationship between associate and baccalaureate
degree nursing programs. He identified benefits for each in-
stitution as well as for the nursing students and the nursing
profession. Following these remarks, the researcher became
the chairperson of the planning committee, and information
was shared regarding the development of the baccalaureate
nursing(BSN) program, timeline for implementation, curricu-
lar components already completed, and the program design as
an upper division baccalaureate program to accommodate the
registered nurse student.

The concept of developing a consortium was then review-
ed, and there was general agreement that this approach could
provide for program articulation and career mobility. The
formulation of a purpose and the establishing of goals for
the consortium were deferred until the next meeting to allow
some time for reflection by each individual.

The current Ferris baccalaureate curricular materials,
which were attached to the agenda, were then reviewed and
discussed. The members identified the fact that the program
expectations or outcomes of the various programs would need
to be similar for program articulation. In addition, if
the new associate degree (AD) competencies could be used
as a basis for arriving at a similarity of program outcomes,
agreement on these competencies would necessarily become the
link for program articulation and career mobility. The
group also decided to invite representatives of nursing service
to discuss the competencies with the representatives of nursing

education. Following these discussions, the group agreed on

100
the time and date of the next meeting.

The second data source relative to the development of
trust is from the remaining data collection procedures, as
indicated below.

The following questions are part of the preliminary pro-
cess evaluation questionnaire. The first statement was
answered using a Likert—type scale with five options ranging
from "unsatisfactory" to "outstanding." The directions asked
the respondent to indicate their degree of agreement with the
statement given(Appendix G). The second statement merely asked
for open-ended responses.

Part II—lO. Rapport was well—established at
early meetings.

Four members indicated that rapport was well established
at early meeting while the remaining member felt it had taken
until the fourth meeting to establish rapport.

Part III-3. What factors contributed to group
cohesion or lack of cohesion?

At the group meeting, the following question was
asked(Appendix H).
A. Some of you have identified that
the development of trust is an
important factor. Are there some
ways in which trust was developed
at the planning meetings?
During the individual interviews, the following questions

were asked(Appendix I).

10. Had you known or previously worked
with other members of the planning
committee?

11. How would you describe your working

relationship with the members of
the planning committee?

101
12. Did this relationship affect the
development of the consortium? If
so how?
All planning members had known each other previously and
had an established professional relationship. All members re-
ported that this relationship positively affected the develop-

ment of the consortium.

Analysis of Data: The data regarding development of

 

trust is analyzed for the initial meeting followed by an
analysis of the questionnaire and interview data.

The need for planning meetings and agendas prior to the
group coming together is a theme throughout the literature
reviewed regarding consortia development(Scott, 1977, Kintzer
1977; Guidelines, 1978). The pre-planning and mailing of the
agenda minutes and attachments provided the Opportunity for
the members to review these items before the meeting. Pre-
planning of agendas was accomplished at each of the subsequent
meetings. This agenda was then typed and mailed with the
minutes to the participants before the next meeting. This
type of planning activity is seen as necessary for the smooth
functioning of a meeting. In addition, during the meetings
refreshements were available and seating was at a square
table where the members could see each other and have ample
room for written materials.

Additionally, as the group came together, the meetings
allowed time to become reacquainted or to meet the other
members of the committee. While this social phase and the

developing of trust is not specifically reflected in the

102
record, the development of trust was an important considera-
tion. Trust develops from the social phase which is charac-
terized by getting acquainted and sharing activities about
the respective programs. Trust is characterized by indi-
viduals sharing more and more of their thoughts, attitudes,
and reactions(Wilson, 1979).

Although the group members were known to each other, the
phases of group development were readily apparent. For
example, in attempting to move the group from an orientation
phase to a working phase, it was too soon, as trust on specific
issues was not sufficiently developed. Following the second
meeting, however, it was an actively working group which was
goal-directed.

The develOpment of trust and open communication as neces-
sary to developing interinstitutional relationships is also
cited in the early work of Blocker(l966) who stated that
institutions must serve complementary roles and that open
communication among institutions must be maintained.
Patterson(l970) further indicates that the trust relationships
are an underlying factor in the development of consortia. In
a later report completed by the New Mexico State Nurses'
Association(l979), trust among the member institutions of
the programs is identified as a guiding principle.

Although the participants expressed their initial will-
ingness to take part in discussions, there was a sense of
general caution, a wait-and—see attitude. In face of this
hesitation at the initial meeting, the leader's role, as

identified by Rossmeier(1979), is to be an energizer and

103

guide in the planning activities. L. Patterson(l970) also
states that the leader must possess interpersonal competence.
The role of encouraging and fostering trust remains important
throughout the planning activities. Therefore, at this point,
the leader was attempting to facilitate the development of
trust and respond to a variety of questions by discussing
the emerging baccalaureate program, sharing materials, and
identifying the purpose for meeting with the intent of
developing a non—threatening atmosphere where collaboration
could occur. At the time, this information did not appear
to be threatening to the members present. For example, dur—
ing a later interview, a member stated that she felt a will-
ingness "to make curriculum changes" if that were needed to
develop an articulation mechanism, an apparent commitment
and trust in the outcome of the process of developing the
nursing consortium. Building trust by disclosing thoughts
and perceptions regarding the Ferris program was seen as an
initial step in developing an atmosphere in which risk—taking
by all members could occur(Wilson, 1979).

As stated in the literature, the development of trust
and a sense of working together are vital to developing
consortia. As with this consortium, the process of develop-
ing a consortium could not occur without trust. In this case,
the trust was build on existing relationships, however, a
different level of trust was necessary as the purpose of
these meetings were different from previous associations which
the participants had. Near the close of the meeting, the con-

cept of a consortium was summarized. To further facilitate

lOA
communication, the agenda was open for additional items to
be added and the meeting was kept on schedule. Maintaining
a schedule for beginning and ending on time meeting was
important to each person and especially to those who were
driving from fifty to one-hundred miles to be present.

The minutes indicate that discussion and decisions re—
garding the steps which needed to be taken to develop a
consortium were reviewed by the group. This provided a
sense of ownership and reduced the potential authority of
the four-year institution(Ferris), thereby helping to pre-
serve the autonomy of each institution(Sampson, 1977).

The second part of the data analysis section regarding
the development of trust analyzes the data from the question—
naire and the interview questions.

Responses to these questions indicated that trust among
the members was being developed, perhaps partially as a
continuation of the respect the individuals had had for each
other from other professional associations. These profes-
sional contacts included attendance at state-level meetings
and at smaller group meetings where some of the members were
in the process of developing associate degree(AD) programs.
This established relationship facilitated trust, collabora-
tion, and development of the consortium in a relatively pro-
blem—free atmosphere.

The members also reported that they felt that rapport
was well-established at the early meetings--particularly the

first two. The members further indicated that the leader

105

fostered respect for the individuals as well as respect for
the programs which they represented. For example, by foster-
ing a non-judgmental tone for the meetings and facilitating
participation by each of the members. It was reported that
trust was "facilitated by the fact that we knew each other."
In addition, one member stated that a "listening atmosphere
was created in which the programs were not criticized."

After establishing this initial respect, the group
explored various philosophical and educational issues re-
garding consortium development with the final result that
the group agreed to the concept of a consortium. This
agreement was based in part on the objective handling of
the issues which enhanced the exchange of ideas, and as
one person commented, the leader, "didn't let the group
get bogged down on detail" and, yet, Open communication was
maintained. Although trust and respect were developed, some
of the members felt that these two attitudes require consis-
tent and persistent reinforcement. One individual, for
example, felt the length of time between meetings decreased
the group trust and cohesion to some extent.

Developing trust among the group was seen as an important
factor, and the members of the group stated that even though
a professional relationship had been established, further
time was needed to facilitate a deeply trusting relationship.
Although some time had been used for getting-acquainted and
trust building in the initial meetings, more time was needed
for these relationships to develop than had been originally

recognized. Perhaps, this additional need for time was due

106
to the issues which would need to be discussed and to the
depth that this group would need to explore the issues of
program objectives and competencies. The members agreed
that the established working relationship among the group
did serve to facilitate trust and development of the consor-
tium. It was also stated that a deepening of this relation-
ship was "necessary to develop group trust rather than trust
between individuals." Although individuals trusted each
other, they had not yet become trustful of their positions
in a working group that would examine, in a way, their own
role and commitment to nursing education within a consortium
approach.

Establish Goals and Purpose

 

The third broad category in the development of a consor-
tium is establishing goals and purpose. The first source of
information relative to establishing goals and purpose comes
from the review of the record of the second planning meeting.

A second data source reviewed in determining how well
the goals were attained is from the preliminary process
evaluation questionnaire. Additionally, three questions were
asked relative to establishing goals and purpose during the
individual interviews.

Presentation of Data:

 

Meeting two: September 25, 1981
At this meeting, there was continuing discussion of the
baccalaureate nursing program(BSN) and existing AD programs
and how these various programs might be articulated to meet

the needs of students without repeating course content and

107

without infringing upon the academic independence of the
participating institutions. Therefore, existing admission
criteria for the current BSN program were reviewed. Transfer
mechanisms at Ferris were outlined briefly with emphasis on
the notion of program transfer rather than on the transfer
of individual courses. It was emphasized again that common-
ality among program objectives might serve as a valid approach
to program transfer(Knoell and Medskar, 1965). After review-
ing related materials, the group agreed that further discus-
sion of transfer mechanisms would take place at the next
meeting.

The purpose and goals of the consortium were established

as follows:

Purpose

To establish a consortium of participating
associate degree nursing programs and the
Ferris State College upper division bacca—
laureate program. This consortium shall
provide a mechanism for articulation be—
tween programs and career mobility for
registered nurses.

Goals

1. To establish common criteria for pro—
gram articulation.

2. To develop a consortial agreement<to
support program articulation).

3. To establish a transfer mechanism be-
tween programs.
Discussion then turned to how the competencies for the
AD nurse should be developed. It was decided that the role

of the AD nurse as identified by the National League for

108
Nursing(NLN, 1978) would be used to focus the discussion at
the next meeting relative to agreeing on the competencies
that would be compatible with the purpose and goals for the
development of the consortium. These roles of the AD nurse
are as a provider of care, as a communicator, as a client
teacher, as a manager of client care, and as a member within
the profession of nursing.

In addition, the committee decided that, at the next
meeting, representatives of nursing service should join in
the discussion of competencies. The members of the planning
committee were to invite one or two representatives of nurs-
ing service to attend the planning meeting. These represen-
tatives could be a member of their respective advisory com-
mittees or from an agency where AD nursing students are
placed for clinical experience. The third meeting was then
set for October 31, 1981, and the agenda was formulated by
the planning committee.

The additional data sources for the establishing of pur-
pose and goals are taken from the preliminary process question—
naire and the individual interviews. Table A indicates the
statements relative to goal achievement from the preliminary
process questionnaire.

The second source of data relative to establishing pur-
pose and goals were attained from the preliminary process
evaluation questionnaire. This information is illustrated
in Table A. The respondents were asked to indicate on a

Likert-type scale their perception of how well the objectives

TABLE A

RATINGS OF GOAL ACHIEVEMENT BY PARTICIPANTS
(frequency numbers are shown for each answer)

 

Key:
1 2 3 A 5
Unsatisfactoriy Below Average Above Outstanding
Average Average

 

Goal 1: Establish common criteria
for program articulation.

a. review of program

objectives 2 l A
b. review of program re-
quirements 2 l A
0. annual review of process 3 1
Goal 2: Develop consortial agreement.
a. contract language developed 2 2 3

Goal 3: Establish transfer mechanism.
a. consortial agreement 5 2

b. identify transferable

courses 5 '2
0. agree on AD competencies 2 5
d. review admission criteria 3 A

109

110
of the consortium development process had been achieved.

As illustrated in the table, the respondents reported
that the objectives had been achieved in an "above average"
or "outstanding" manner. Three members did not answer the
statement regarding the annual review of process because in
their opinion it was too early to determine how the plan would
be implemented.

Three questions asked during the individual interviews
related to the goals and purpose of the consortium are
(Appendix I):

3. Are there ways in which the consortium
can serve as a recruitment tool?

A. Are there ways in which the consortium
can facilitate career mobility?

6. Are there some benefits which may have
resulted from the consortium develop-
ment?

The members indicated that the competencies and the re—
view of program objectives would facilitate mobility and
they intended to use this articulated program as a recruit-
ment tool. Five members stated that they presently have
printed materials which are used with potential nursing
students to explain the career mobility option which exists
with Ferris.

Agalysis of Data: Although further development of

 

trust continued at this meeting, the working phase did begin
at this time with the development of a statement of purpose
and goals which also seemed to serve as a unifying factor.
The continuing growth of trust and the agreement on a major

issue are causes for growth of a group that are noted in

111
the work of L. Patterson(1970). In spite of the increase in
trust among the members, the task of developing the competen-
cies of the AD nurse was greeted with some reluctance. Some
members stated that, since these competency lists have been
completed by the professional educational association(NLN),
that it seemed to be a poor use of group time. One individual
indicated that she thought "here we go again. We say we want
articulation, but a breakdown occurs and competencies are not
defined."

With further discussion, however, it became clear that
the competencies would be the unifying link between the pro-
grams and would serve to eliminate the need for program
admission by a series of tests. The need to identify com-
petencies specific to this consortium is emphasized by the
guidelines offered by the nursing consortia which were re-
viewed(New Mexico, 1979; Kintgen—Andrews, 1982; Texas, 197A).
Agreement on competency statements did not mean that the
nursing programs were moving to a standard curriculum, but
the group needed to be assured that the goal was to look at
outcome behaviors of the AD nurse. This concern of the
nursing consortium members was also noted by Carnegie(1973),
who cautioned that cooperative efforts might lead to over—
standardization of programs. This effort to avoid standard-
ization is further endorsed by Kintzer(l982) who agrees that
conformity is to be avoided and that articulation must focus

on meeting the needs of the students.

112

The establishing of purpose and goals at an early meet—
ing gave direction to the development process and provided
agreement as to what the group wanted to achieve.

The third data source were obtained from questions
asked during the individual interview pertaining to consor-
tium benefits. It was stated that the consortium "has been
used for recruitment and it is seen as a positive [approacE]."
An additional benefit is that general education courses may
be taken at the community college and transferred to Ferris.
Courses which will transfer specifically to the nursing pro-
gram have been identified. Also a network is developing
among the consortium members where they may "pick up the
phone and ask a colleague to respond to a program concern."
Other benefits include increased understanding of career
mobility programs among nursing educators and the use of the
competency statement in a variety of ways to enhance associate
degree nursing education. For example, one community college
has begun to use the competency list as a checking tool within
the program and as an exit survey for associate degree nursing
graduates.

Establishing the goals served to further the development
of trust among the members and foster group cohesion by pro—
viding a common point of reference(Wilson, 1979). As stated
by Blocker(l966), interinstitutional relationships must be
developed with the student as the primary beneficiary. The
process of working through the goals and purpose statement in

establishing the consortium involved philosophical discussions

113
on nursing education. The discussion which occurred in de-
veloping the goals and purpose was necessary to facilitate
an understanding of each other, the programs represented,
and to accomplish the goals which are developed(Rossmeier,
1979).

Develop a Common Base

 

The fourth category in the development process is
establishing a common base of understanding. A base on
which to build the consortium began to develop through the
trust factors and continued as the goals and purpose of
the consortium were identified and then continued to develop
throughout the meetings. The group had made a commitment to
the continued development of the consortium, and indications
of endorsing other areas of commonality are found primarily
in the minutes of the fifth planning meeting.

Presentation of Data:

 

Meeting five: February 18, 1982

At this meeting, final endorsement was given to the
identification of roles and competencies of the associate
degree(AD) nurse. Discussion followed as to how to obtain
agreement from a larger group. It was decided that the
competency listing would be designed as a questionnaire and
used to obtain responses from a larger group of both nursing
service representatives and nursing educators to determine
their level of agreement as evidence of support. These com-
petencies could then be used as a common base between the AD
and baccalaureate(BSN) programs. This common base comes

from the commitment that graduates of each of the

11A
representative programs will have attained the skills
identified in the competency statement upon graduation
from the associate degree program. A cover letter for the
survey was developed by the group with the questionnaire to
be presented at the next meeting. The goals of the consor-
tium were then reviewed to determine if the committee activ-
ities were achieving the stated goals. The members agreed
that the goals were being achieved in a timely manner.
Additionally, the admission criteria for the BSN program
were reviewed and discussion followed regarding specific
courses at the community colleges which are comparable to
the AD level courses and would therefore be readily trans-
ferable as part of a program transfer mechanism. A listing
of such transfer equivalencies would be available for the
next meeting. Another consideration was that a system be
developed to monitor the progress of students from the consor-
tium schools and provide some evaluative feedback to each pro-
gram. No specific mechanism was recommended at this time.

A final item of discussion was the need to begin to de-
velop a contractual agreement for the consortium which would
describe the program articulation mechanism. Existing con-
tracts would be reviewed and specific language developed for
this consortium.

Analysis of Data: External validation of the competencies

 

by a larger group was seen as necessary to gain wider accep-
tance by both groups of nursing administrators and to serve

as a common base of understanding for consortium and program

115
development(Lysaught, 1978; Texas, 197A). The development
of the competencies was a very time consuming activity,
however it was a productive activity in developing the
competency statements and facilitating group cohesion. At
this point, the leader was required to use group process
skills to complete the task and to gain responses from each
member.

Educators from the consortium colleges desired to have
some type of feedback information regarding students from
their program who may enter the baccalaureate program.

These data may assist program refinement activities within
specific programs as well as provide evaluation data for
the upper division baccalaureate program.

The second point on which the literature is quite
specific is the need to develop a contractual agreement
(Wisconsin, 1979; Kintgen-Andrews, 1982). The written agree—
ment is seen as necessary to the viability of a consortium
as it should contain pertinent guidelines for review and
operation of the cooperative arrangement.

Thirdly, transfer mechanisms were briefly discussed as
a vital common link for articulated programs. Menacker(1975)
indicates it is necessary to have planning members who can
speak to these concerns and respond to questions as necessary.

During the meeting, the individuals also indicated high
regard for each other by the manner in which each person
accepted the suggestions of others. An example is the
acceptance of a competency for discussion rather than re—

jection out of hand.

116
Throughout the meeting, as with each meeting, a flex-
ible agenda was maintained so that discussion could take
place freely and further facilitate an understanding of the
commonalities which existed among the nursing programs, for
example, competencies and program objectives.

Conduct of the Meeting

 

The conduct of the meeting is the fifth process of
consideration. The data sources for conduct of the meetings
were obtained from a general review of the records, the pre-
liminary process evaluation questionnaire, the group meeting,
and the individual interview.

Presentation of Data: A review of the records indicates

 

that at each meeting the conduct of the meeting is a vital
factor in the consortium development process. This is in-
dicated through establishing goals with the group, having
agenda and other materials available to the members before
the meeting, ensuring that each person contributes to the
discussion, protecting institutional autonomy, and maintain—
ing a schedule for beginning the meeting and for adjourning
of the meeting.

In the preliminary process evaluation questionnaire,
the following questions were answered using a Likert—type
scale for the first question. The second question was
open-ended(Appendix G).

Part III-8. Members were allowed to freely
express their ideas.

Part III—2. What was the relationship between
the way the meetings were conducted
and the achievement of the goals?

117

From the group interview, the following question was
asked(Appendix H).

3. Are there ways in which you felt
that the development process
should proceed?

In the individual interview the following question was
asked(Appendix I).

5. What expectations did you have for
the consortium before the meetings
began? What were your concerns or
reservations?

From the preliminary process questionnaire, the state—
ment was answered according to a Likert-type scale. All of
the respondents indicated that the meetings were managed
so that the members did have the opportunity to express their
opinions freely. The responses to the remaining three, open-
ended questions reflect endorsement of the leader and approval
of the goal—directed atmosphere of the meetings. Four partic-
ipants stated that they felt respected partly because of the
opportunity to present ideas without criticism of the program
which was represented. One member stated that the "meetings
were conducted in a manner which was conducive to decision
making." Another individual stated that "the encouragement
of open and honest communication resulted in an ease of
movement toward goals." In addition, the members stated
that they came to the meetings with openness and the expec—
tation that "the leader would indicate a plan for discussion."
Further, three of the members offered the comment that they

perceived the leader to be a credible person who represented

a credible program.

118

Analysis of Data: From the review of records the

 

minutes indicate that developing trust, maintaining an open,
objective atmosphere, respecting individual and institutional
autonomy, and staying on schedule are important factors. In
addition, group process skills in conducting a meeting of
one's peers are especially important. This skill is neces-
sary in order to be sensitive to individual needs as well as
sensitive to the task at hand and be able to maintain the
momentum of the development process. As endorsed from the
literature the group leader must be well organized and possess
a high level of energy to see the project to completion. This
factor was seen to be of value in developing this consortium
and would be an asset in developing other consortia.

Although the majority of the members looked to the leader
to conceptualize a plan, one person did recall that she had
some initial concerns as to how the group would proceed to
find commonalities among the programs so that an articula-
tion mechanism could be established. In recalling the con-
duct of the meetings, at the time of the individual interview,
the members felt that the leader had managed the meetings in
an excellent manner and they would not recommend rotating
the leadership role. In the management of the meetings, one
member indicated that "the group functioned effectively and
in a positive non-threatening atmosphere. The group leader—
ship was excellent."

The value and role of the leader are further endorsed
by many of the literature sources. L. Patterson(1970) refers

to the need for a leader with interpersonal skills.

119
Rossmeier(1979) supports the need for the leader to be an
energizer who can see the interinstitutional planning
through to the point of a written document. The members did
report that the meetings were well managed. For example,
goals were established by the group, and each individual
was encouraged to contribute to the discussion. Other plan-
ning activities which contributed to achieving a smooth pro—
cess included the assignment of a Ferris secretary to record
the minutes and an assistant dean from Ferris who could
respond to transfer issues and institutional policy. In ad-
dition, the agenda, minutes of meetings, and support materials
were mailed to the participants before the next scheduled
meeting. Attention was also given to the comfort of the
participants by providing an appropriate setting and main-
taining the schedule. For example, if the agenda stated
that the meeting would close at 3:00 p.m., the meeting ad-
journed at or before this time. The preplanning activities
as outlined by Jay(l982) were used in conducting the meeting
and in attaining the goals.

Transfer System for Students

 

The sixth category of consideration in the development
process is establishing a transfer mechanism for students.
This category is discussed in meetings two, three, and five.
The summary of these three meetings will not be repeated here
as they have already been presented in relation to the topics
of conducting a meeting. Additional data was obtained through

the preliminary process evaluation questionnaire.

120

PPesentation of Data: The data obtained from meetings

 

two, three, and five are presented under establishing goals
and purpose Research Question Four, and under developing a
common base respectively.

The second data source was the preliminary process
evaluation questionnaire. The respondents were asked to
use a Likert-type scale and indicate their degree of agree-
ment with the statement given. These statements are indi-
cated below(Appendix G).

Part II-6. To what extent did the activities

of the consortium positively affect
the AD program at your college?

Part II-7. Will the consortium positively

affect nursing education in this
region?

The data obtained from the preliminary process evalu-
ation questionnaire indicates that in response to the first
question, five persons indicated that the results of develop-
ing a consortium were positive and the remaining two persons
stated that it was too early to respond as their AD program
had just been established. Regarding the second question,
all members agreed that the consortium would have positive
effects on nursing education and career mobility in this

area of Michigan.

Analysis of Data: The transfer system is interrelated

 

with development of the associate degree(AD) nursing compe—
tencies and review of program objectives. The development
of a program transfer system, rather than a course-by-course

system, is preferable according to some authorities(Knoell

121
and Medskar, 1965; Blocker, 1966). The program transfer
mechanism is also supported by Menacker(1975) who endorses
transfer systems between two-year and four-year institutions
to provide continuous progress for students. This concept
is further endorsed by studies on nursing education which
promote articulation mechanisms(Lysaught, 1970).

During the second meeting, the initial concern with
transfer procedures emphasized that some mechanism would
need to be developed. Program objectives and competency
statements are viewed as the most feasible options. Knoell
and Medskar(1965), further endorse commonality among program
objectives as a valid approach to transfer systems. At the
third meeting, further review of approaches to transfer
credit were discussed. This review included the Ferris
mechanism and the Michigan Association of Collegiate Registrars
and Admission Officers(MACRO) agreement.

To facilitate these discussions a resource person from
Ferris was present who could respond to questions regarding
specific course transfer and institutional policies. The
presence of this individual at the third meeting as well as
at meeting five was invaluable in assisting to clarify trans—
fer systems, evaluation of credits, and program transfer
mechanisms. As a result of the discussions related to trans-
fer systems for students a course equivalency flow sheet was
developed. This flow sheet indicated specific courses at
surrounding colleges which could be transferred to the upper

division baccalaureate nursing program at Ferris. For

122
example, Chemistry 201 at a specific Community College may
be essentially the same as Chemistry 11A at Ferris.

Contractual Agreement/Evaluation

 

The final category to be reviewed is the establishing
of a contractual agreement and an evaluation mechanism.
The review of records of meetings six and seven provide
data regarding contractual arrangements and evaluation. A
second source of data regarding evaluation and contractual
agreements is the preliminary process evaluation question-
naire.

Presentation of Data: A summary of meetings six and

 

seven is provided.
Meeting six: March 26, 1982

At the sixth meeting, the AD competency survey was re-
viewed, revised, and approved. Discussion followed as to who
should receive the survey. The committee decided that the
following groups should be surveyed: directors of the AD
programs in Michigan should be surveyed, nursing service
representatives who attended the earlier meetings, members
of the advisory committees for the consortium schools, and
nursing service representatives in west Michigan. The cover
letter and the survey, as developed by the group, were mailed
to these people with the results of the survey to be shared
at the next meeting. The purpose of the survey was to
externally validate the level of competencies of the AD
level nurse by both nursing educators and nursing service

administrators.

123

The next discussion item centered around what type of
information each school represented would find helpful in
regard to their graduates who wished to apply for admission
to the baccalaureate program. The committee members decided
that when the program is in its third and fourth year, the
appropriate information to provide to each school could be
in the form of a summary of their individual students' re-
sponses to a survey. This questionnaire could be designed
to include NLN test scores, level of success in baccalaure-
ate nursing courses and general education courses, the
evaluation of the preparation for the baccalaureate program
and the adjustment factors(if any).

Some concern was expressed about the admission criterion
that a student must be a registered nurse. This concern re-
sulted from the present timing of the licensure examination.
As a result of this timing, the student's results may not be
available prior to the intended admission date. The group
indicated that if individuals have been certified to write
the licensure examination, they may apply for admission.

With this procedure clarified, the members did not see a
continuing concern for the manner in which this criterion
was stated.

Review of a sample consortium contract which had been
developed by the chairperson was completed. Revisions and
contract languages for this specific consortium were develop-
ed. Each participant had received the initial draft contract
by mail and had an opportunity for individuals to review it

themselves as well as to obtain review by persons within

12A
their respective institutions. Further refinement of the
consortium contract would take place at the next meeting,
following typing of the draft contract. In addition, the
group decided the evaluation would be discussed and future
meeting dates established, at that time.
Meeting seven: September 10, 1982

The results of the survey, the completion of the contract,
the evaluation of the consortium and the establishment of
plans for future meetings were the considerations at the
September 1982 meeting. Each member was provided with a
copy of the survey results which indicated the responses
of the two groups surveyed. Twenty-eight of the thirty AD
directors returned the completed surveys, and fifty—six of
the seventy-five nursing service representatives responded.
It was noted that the expectations of these two groups re—
garding the competencies of the AD graduate were quite
similar.

The contract named Articulation Agreement(Appendix J)
with the changes discussed at the previous meetings was
accepted. However, further review of this agreement would
be necessary by the attorneys of the respective institutions.
In addition, the committee decided that the following items
should be attached to the contract: roster of Nursing
Education Consortium membership; admission criteria for
the Ferris baccalaureate program; and transfer information
and course equivalency data for surrounding colleges in ad-

dition to the consortium colleges. Signatures for the

125
contracts would be obtained by mail following typing of the
final document.

It was agreed that certain items would be reviewed by
the consortium members on an annual basis and are so stated
in the Articulation Agreement. This annual review would
occur at a group meeting in the Fall of each year. These
items are: associate degree nursing competencies, program
objectives, admission criteria for the BSN program, prere-
quisites, review of student progress, and review of the
upper division baccalaureate program. In addition, it was
announced that each committee member would receive, by mail,
a preliminary process evaluation questionnaire so that
information could be obtained regarding the process of
developing the consortium. Other evaluation information
would be gathered at a later date.

A final topic of consideration was establishing an annual
meeting at which time the items stated in the contract as well
as additional issues of concern to the group could be review-
ed. With these considerations, September 1983 was identified
as the next meeting date which would become the first annual
review meeting.

Analysis of Data: A contract is designed to specify the

 

guidelines by which the cooperative arrangement will be
managed(Guidelines, 1966). An evaluation mechanism is used
to review the achievement of the goals and to establish review

of the consortium on a regular basis(Rossmeier, 1979; NLN,

1978).

126

The contract language for this consortium did not present
a concern for most of the individuals. One person stressed
the need to say "junior status" in the contract language
rather than "upper division program." Review by college
attorneys indicated that no significant changes were neces-
sary. This agreement seems to represent consensus of the
members of the group. Also, items attached to the agreement
may be useful in maintaining a working relationship.

The course equivalency data were perceived to be of
prime importance to facilitate program articulation and
career mobility. This information would allow students to
select a course at a college in their area and would be use-
ful in advising students regarding prerequisite courses which
would transfer to Ferris for credit.

The evaluation of cooperative arrangements is supported
by the literature reviewed(Guidelines, 1966; Texas, 197A;
Lepchenske, 1976). These guidelines indicate that periodic
review of cooperative efforts is necessary to reassess the
goals of the interinstitutional arrangement and to maintain
open communication among the consortium members. This evalu—
ation is specifically stated in the contract and indicates
an annual review among the participating institutions.

An additional type of evaluation is desired which will
provide the consortium members with information regarding
progress of their students who enter and complete the bacca-

laureate nursing program.

127

In the members' discussion of the type of information
each school desired about their students, there seemed to
be an expression of concern for quality education in the
respective programs and a desire for an effective transfer
system to support career mobility. This discussion of
transfer based on quality programs is supported by Blocker
(1966) and Rossmeier(1979) who endorse transfer mechanisms.
However, students must meet the admission criteria for the
upper division program(Kenny, 1976). These admission crite—
ria were discussed at various points in the planning meetings.
This discussion does not mean that the nursing faculty at
Ferris gave up their right to establish admission criteria;
however, it does mean that the consortium members have the
right to be informed about the criteria. These actions and
discussions are also supported in the nursing literature
cited for the study(Lysaught, 1970; 1978; NLN Guidelines,
1978; Kintgen-Andrews, 1982). This is seen as another com-
ponent of evaluation which may be helpful in sustaining the
contractual agreement and at the same time provide data for
the nurse educators.

In addition, the manner in which the competencies were
reviewed and subsequently used in a survey serves to under—
score the entire group's involvement in making the decisions,
an involvement which the literature states is an important
aspect of voluntary consortia(Patterson, L., 1972; Kintzer,
1976). This may also reflect trust among the group which was

a concern in the initial meetings.

128

In the planning process, a summer meeting had been
planned for June 1982, but because of vacations, class
schedule differences, and a variety of conflicts, the group
was not able to meet between March and September. This
interruption could have caused a delay in the development
of the consortium; however, the major work of the committee
had been addressed so the effect of the six-month hiatus is
considered to have been minimal.

This final meeting in the development of the consortium
was a time when individuals expressed the feeling that they
would miss the contact and interaction with the other members.
The meeting ended in early afternoon, around 1:00 p.m. The
committee adjourned to a local restaurant for lunch, and it
was well past 3:00 p.m. when goodbyes were said. The members
expressed the feeling that they had enjoyed the activities
and did not want to see them end. It was interesting to re-
cognize the cohesion and deepening of professional relation-
ship which appear to have developed as a result of coopera—
tive efforts in developing the consortium. One member com-
mented that the cohesion was facilitated because "members of
the group had worked together during program develOpment" and
there was "group agreement on the concept being developed."

The second data source for contractual agreement and
evaluation were collected through the preliminary process
evaluation questionnaire. The following questions were

answered according to the identified Likert-type scale:

129

Part II-A. How useful is the plan for con-
tract review?

Part II—5. How realistic is the consortial

plan with regard to viability
and growth?

At the time these questions were asked, all of the
respondents indicated that the plan for contract review and
for growth of the consortium were above average, but not
outstanding. This response may reflect the fact that these
questions were asked in the fall of 1982 shortly after the

agreement had been formalized.

Recommendations & key decision factors

 

The eight broad categories identified in describing and
analyzing the processes of developing a nursing education
consortium are supported further by data collected as the
members responded to questions regarding recommendations
and key decision factors.

Presentation of Data: The data for this category are

 

collected from the preliminary process evaluation question-
naire, the group meeting, and the individual interview.
From the preliminary process evaluation questionnaire
(Appendix G):
Part III—5. What recommendations would you
make to individuals beginning
to develop a similar consortium?
Part III-6. In evaluating this project, what
other recommendations or observa-
tions would you offer?
From the group discussion(Appendix H):
6. Are there some recommendations
which you could make to other

groups who may wish to establish
a consortium?

130
From the individual interview questions(Appendix I):
13. Describe some key decision
factors in the development
of the consortium.

The data gathered regarding key decision factors indi-
cate that establishing goals, developing trust, and obtaining
administrative support are important features in being able
to move to decisions. One person described it as the point
where there was "clarification and agreement on the concept
that we could use terminal competencies rather than courses
and course objectives as a basis for articulation." All
members indicated that the use of nursing service representa-
tives to assist in developing AD competencies using the NLN
statement was a key factor as indicated by the statement
that "input and inclusion of service representatives seemed
to pinpoint areas of need." Another factor in developing
the consortium was reported as "your (the leader's) ability
to get the group to offer discussion, summarize and put it
together in a way which people could accept." Finally, the
development of contractual language and the establishment
of an annual review system were additional decision points

which facilitated development of the consortium.

Analysis of Data: The recommendations and key decision

 

factors closely parallel the broad categories within which
the nursing education consortium was developed. In addition,
these factors are cited in the literature as steps to be

taken in developing interinstitutional arrangements.

131

The recommendations derived from these questions indi-
cate that commitment was necessary from administrators,
faculty, and the planning committee members. Allowing time
to develop trust among the members was stressed as was the
establishing of goals for the cooperative arrangement. As
one member stated, "proceed to identify purpose and objectives."
A third factor is the selection of a leader who can conduct
open, objective meetings which are goal-directed(Patterson,
L. 1970; Rossmeier, 1979). The following statement summarizes
the leadership role, "the group leader was knowledgeable and
motivated, attending to both socialization and task issues."
In addition, a small group is preferable to facilitate agree—
ment. The agenda and discussion items distributed to the
members in a timely fashion and the use of resources persons
were actions which the participants recommended. A planning
committee that is knowledgable about professional issues
and the use of material from the NLN as a model for develop-
ing AD competencies were other important factors mentioned.

In reviewing the project and making recommendations, the
members responded that in general it had been well-managed.
Recommendations included "keeping the group small, including
nursing service representatives in the discussions, and es-
tablishing goals." One person summarized these activities
as follows, "I believe the most significant factor in the
smooth, outstanding efficient accomplishment of this size-
able task was the spirit of respect and cooperation among

group members."

132

ngmagy: In answering Research Question two, regarding
the processes in the development of a nursing education con-
sortium, the supporting data have been arranged into eight
broad categories. These categories are (1) establishing a
need for the cooperative arrangement and stating the purpose
and goals, (2) developing a transfer system which is vital
to facilitating mobility of students between programs and
institutions, (3) planning for meetings to be conducted by
a leader who is an energizer with interpersonal skills and
the ability to maintain open communication, (A) gaining
commitment of administrators and participants from respec-
tive institutions who have come together voluntarily to
achieve a consortial arrangement, (5) establishing a for-
malized agreement or contract, (6) developing an evaluation
mechanism to determine continued need and goal achievement,
(7) developing trust and Open communication among the group
which will facilitate consortial planning, and (8) identify—
ing of complimentary roles between and among institutions
which contribute to a common basis or purpose on which to
build cooperative endeavors.

The data within each of these categories have been
discussed and analyzed and the findings support these
categories as the processes in the development of a Nursing
Education Consortium. Within the data analysis of each
category information was provided regarding the effective-
ness Of different approaches as the consortium was being

developed.

133
The usefulness of these principle processes were
further supported by data obtained in asking open questions
regarding their recommendations for the development of other
consortia and key decision factors within this development
process. Therefore, this study supports the use of these
processes as principles or guidelines for developing coopera-

tive arrangements or consortia in nursing education.

Research Question Three
WHAT IS THE RELATIONSHIP BETWEEN THE
PRINCIPLES USED TO DEVELOP CONSORTIA
IN HIGHER EDUCATION AND THE PRINCIPLES
USED TO DEVELOP THIS NURSING EDUCATION
CONSORTIUM?

The principles used in develOping this Nursing Education
Consortium, as derived from the data analyzed in Research
Question One, will be used to compare the relationship be-
tween the principles used to develop this specific nursing
education consortium and the principles used to develop
other consortia in higher education. The data have again
been arranged into eight broad categories: (1) commitment,
(2) development of trust, (3) establish goals and purpose,
(A) develop a common base, (5) conduct of the meetings,

(6) transfer mechanism, (7) contractual agreement, and
(8) evaluation. In Table A, page 109, the data sources for

answering Research Question Three are presented.

Commitment: The existence of commitment to a project or

 

a goal may be inferred by the fact that the group is present.

The planning committee, however, had indicated that this is

13A

an important factor at the individual member level, (i.e.

the faculty who are represented), and at the level of the
administrators of the various community colleges. The need
for commitment on the part of interinstitutional planning
committees is specifically stated in the literature as

early as 1966 when the American Council on Education publish—
ed guidelines On development of consortia. This publication
Guidelines, 1966) stated that all types of personnel who

are closely associated with the concern must be involved
and committed. Sagan(l966), in summarizing his doctoral
dissertation, stated that approval must be gained from
appropriate departments and persons. Individuals who will
implement the consortium must be directly involved
(Patterson, L., 1970), and the overall project must support
the institutional purposes(Lepchenske, 1976). Rossmeier,

in 1979, indicated that "executive commitment must be more
than just endorsement, it must mean involvement"(p. 9).

In his work, Smith(l978) offers the suggestion that liaisons
between institutions be established, which again refers to
the value and need for commitment. In this same year, the
National League for Nursing(NLN, 1978) published guidelines
for the develOpment of consortia in which it states that
commitment from key individuals and groups is necessary.

In developing a nursing education consortium, Kintgen-Andrews
identifies the need to include representatives from all levels

Of education(l982).

135

This principle was necessary to the development of the
consortium, and the nursing representatives stated that both
their nursing faculties and college presidents were generally
in agreement with this project. One person stated that the
"administration was very supportive as it would facilitate
student education." Another member indicated faculty support
for this project as "a timely professional move."

Development of trust: The literature speaks less directly

 

to the principle of developing trust than to the principle of
commitment. In trust development, however, L. Patterson
comments, "when the planning committee assembles, allow time
for the members to get acquainted"(1980, p.2). By allowing
time for getting acquainted, trust relationships can begin
to develop. The concern for trust is more directly stated
in the statewide plan developed for nursing education in New
Mexico(l979) in which the members indicated that trust among
schools of nursing could be developed by interschool committees.

The members of this consortium knew each other from pre-
vious professional activities; however, trust among this group
was further enhanced by allowing time to become reacquainted
and to share thoughts and ideas. Trust continued to be vital
to developing the consortium and was further extolled by
members who stated that the consortium developed from exist-
ing relationships which were used in this instance to facili-
tate group activity.

If the consortium members did not have a previous

acquaintance considerable time would need to be provided

136
for trust building and developing cohesion as a group.
This study supports the view that this factor remains an
important underpinning of the consortium development process.

Establish goals and purpose: The development of goals

 

and careful planning for consortia is frequently stated as

a principle or guideline in the references cited. For
example, a step noted in statewide planning for nursing
education in Texas(197A) is the identification of objectives
for the curricular plan. Several guidelines for planning
are offered by Lepchenske(l976) as follows: establish edu-
cational priorities, participate in long—range planning,

and survey the priorities of the institutions involved.
Lysaught(1978) states that a systematic assessment of goals
must be carried out. The guidelines published by the NLN
(1978) endorse long-range planning and indicate that commit-
tees can be used to accomplish much of the planning activities.
Rossmeier(1979) and Smith(l978), in Offering guidelines for
cooperative arrangements, state that planning must take place
and be reassessed on an established basis. Hershfield(l978),
in describing the success of the National University consor-
tium, has stated that without detailed planning this
cooperative effort could not be successful.

This principle was applied in establishing this Nursing
Education Consortium as goals and purpose were delineated at
an early meeting. Further planning by the group related to
achieving these goals and purposes took place as competencies

were developed, a transfer system established, and contractual

137
language established.

Develop a common base: Establishing a common base is

 

the fourth category which is found in the literature on
consortia in higher education. A common base for partic-
ipants was directly established with the goal statement
and purpose statement which were developed by the planning
committee. In addition to establishing goals, the common
base for the nursing education consortium became the
identification of nursing competencies, the use Of nursing
service representatives to develop the competencies, and
review of program objectives. The nursing literature on
statewide planning and consortia for nursing education
indicates the relationship between this approach and the
guidelines which they have offered. For example, in the
state plans for Texas(l97A), Wisconsin(l979), New Mexico
(1979), and the regional plan developed by the Southern
Regional Educational Board(SREB, 1982), each identifies
agreement on entry level competencies and on the need for
collaboration with representatives of nursing service, as
guidelines. In addition, reviewing program or curricular
objectives is another guideline suggested. The early study
of nursing by the National Commission for the Study of Nurs-
ing and Nursing Education(NCSNNE) recommends that competency
levels be developed for nursing education(Lysaught, 1970).
The establishing of a common base through delineating
competencies and reviewing program objectives is a direct

application of this principle in establishing this Nursing

138
Education Consortium. It was necessary to agree on this
common link so that the associate degree programs could be
clearly seen as the base for the upper division baccalaure—
ate program.

Conduct of the meeting: The conduct of the meetings is

 

a broad category which includes such considerations as dis-
tribution of materials, goal achievement and directedness,
respect for individuals and the autonomy of institutions,
group process and size of the group, style of the leader,
and planning for the meetings. The literature supports

the need for careful and detailed planning and refers to

the principle of leadership and the conduct of the meetings
in a variety Of ways. For example, the recommendations of
Rossmeier(1979) include a leader who is an energizer who
encourages a participative process and conducts the meeting
in an Open and flexible manner. The use of clerical person-
nel is important, in addition to a leader who can communi-
cate well and has the ability to provide the participants
with appropriate discussion materials in a timely fashion
(Sagan, 1969). Patterson(1970) writes that the leader needs
to possess interpersonal competence. Belcher(l975) states
further that developing consortia with a small, cohesive
working group facilitates achievement of the goals. The

NLN Guidelines(l978) indicate that the conduct of the meet-
ings is directly related to the achieving of the objectives

in a timely manner.

139

This principle from consortia in higher education was
utilized in developing the Nursing Education Consortium. For
example, an effort was made to include each member in the
discussions, agenda and related items were provided before
each meeting, and the development of group cohesion was fa-
cilitated. In addition, activities were planned to achieve
the stated goals such as review of the AD competencies.

Transfer system for students: Developing a transfer sys-

 

tem to ensure or facilitate career mobility is a central
concern of many interinstitutional endeavors. Menacker
(1975) states that the dominant need for cooperative activ-
ities is the transfer of students. This is further endors-
ed by Knoell and Medsker(l965), because they say ease of
transfer encourages students to achieve the highest edu-
cational level possible. The need for transfer mechanisms
is supported by Kenny(l977) who also states that students
must be aware that they will need to meet the admission
criteria for upper division programs. The relationship be-
tween this category and those from higher education is also
supported by an earlier work of Kenny(l973) who writes that
if no transfer system exists, it is the student who loses.
A variety of sources from nursing literature also indicate
the strong relationship between transfer mechanisms and the
steps which are outlined in the development of consortia or
statewide planning(Texas, 197A; New Mexico, 1979; NLN, 1978;

Kintgen-Andrews, 1982).

1A0

The development of an acceptable and workable transfer
system was of importance to the planning committee members.
As the common base was being developed, a mechanism was
necessary to make the consortium become operational. The
central part of the transfer system was the review of pro-
gram objectives to establish program-tO-program transfer.
Another part of it was to identify course equivalencies.

Contractual agreement: The seventh principle deline-

 

ated in the development of the nursing education consortium
is that of developing a contractual arrangement. While this
principle is not widely noted in the literature, an indica-
tion of its importance does exist. The guidelines establish-
ed by the Joint Committee on Junior and Senior Colleges refer
rather generally to "reaching agreements"(Guidelines, 1966).
More specifically, the 1979 Wisconsin plan for nursing edu-
cation refers to developing a memorandum of understanding,
and in the consortium developed by Kintgen—Andrews(l982),

she states that a formal consortial agreement should be
established.

Following review of a sample consortium contract and
group discussion, a contract was developed for the consortial
arrangement. The contract was carefully reviewed by members
of each institution and subsequently signed(Appendix J).

Evaluation: The category of evaluation is cited fre-

 

quently in the readings from higher education. Evaluation
is an integral part of the development of the nursing edu-

cation consortium and an early desire was expressed that

1A1
there should be feedback of transfer performance data be—
tween pairs of institutions(Guidelines, 1966). Lepchenske
(1976), states that the periodic evaluation of cooperative
efforts is necessary and that a plan of evaluation should
be stated in the planning activities. Smith(l978) also
states that evaluation procedures must be established.
Rossmeier(1979) discusses the need for cyclical planning
which is reviewed every two years, thus providing for con—
tinual reevaluating in light of changing needs. NLN
Guidelines developed in 1978 identify the need to conduct
evaluation and to consider the results. The Texas p1an(197A),
which reports statewide planning for nursing education, and
Lysaught(1978), who describes a nursing education consortium,
endorse the need for an evaluation mechanism. Although the
primary purpose of the evaluation may be to assess the
achievement of the goals, it also serves as a vehicle to
maintain communication among the consortium members.

This principle is illustrated in the evaluation mecha—
nism which has been incorporated in the Articulation Agreement
(Appendix J). The group agreed to evaluate specific items
on an annual basis. As part of this evaluation, a mechanism
will be established to evaluate students' progress.

ngmagx: The principles used to develop the Nursing
Education Consortium have been described in eight broad areas.
The relationship of each category has been discussed as it

relates to the principles used to develop consortia in higher

1A2
education. This analysis and comparison of commonalities
have illustrated that there is a useful relationship between
the principles cited in the literature from higher education
and a validation of these principles through the process of

developing this nursing education consortium.

Research Question Four
WHAT CURRICULAR INTERFACINGS MUST BE
STUDIED BETWEEN ASSOCIATE DEGREE AND
BACCALAUREATE DEGREE NURSING PROGRAMS
IN THE DEVELOPMENT OF THE NURSING
EDUCATION CONSORTIUM?

The identification of the curricular interfacings between
the associate degree(AD) and baccalaureate degree(BSN) nursing
programs came from three sources of data: review of the
written records, the preliminary process evaluation question-
naire, group responses to questions, and individual interview
questions. These sources indicate that there are two major
curricular interfacings which need to be discussed, reviewed,
and accepted by the planning committee. The competencies for
the AD nurse and the AD program objectives are these items

for consideration.

Presentation of Data: Table 5, is presented to indicate

 

the data sources which relate to these two major curricular

interfacings.

TABLE 5

DATA SOURCES FOR RESEARCH QUESTION FOUR

 

 

Curricular Data Sources
Interfacings
Preliminary Members
Process Response to Individual
Review of Evaluation Questions Interview
Records Questionnaire as a group Questions
Associate Degree 3, A Part 2— 5 7, 8, 9
Nursing Competen- Q l, 2, 3
cies
Program Objec- 3, A 8
tives

The first data sources presented in answering research
question four are the review of records from two of the seven
meetings: meetings three and four.

Meeting three: October 31, 1981

At the October meeting, the nurse educators of the plan-
ning committee and the representatives of nursing service were
present. The program objectives of the eight AD programs were
reviewed. Each member had a copy of the program objectives
from each of the programs represented. Common expectations
among the objectives were analyzed and reviewed. It was noted
that there were more commonalities than there were differences
among these objectives. Indeed, the differences were consider—
ed to be minor and did not adversely influence the purpose and
goals of the consortium. Tests used for formative evaluation
in the AD programs were compared, and although the tests for
the programs were not identical, again their similarities were

1A3

1AA
noted. The members agreed that the identified tests were
reflective of the program Objectives in their particular
nursing programs.

Two approaches to transfer credit were then reviewed:
the Ferris mechanism and the Michigan Association of
Collegiate Registrars and Admissions Officers(MACRO) agree—
ment. The Ferris mechanism includes such considerations as:
proficiency or equivalency credits; provisional acceptance
of credits from non-accredited institutions; credits equated
to a Ferris course which are specified in a particular pro-
gram; grades of "D" or less in the major area not accepted;
satisfactory completion of a prerequisite degree or program
(such as completion of the AD) as an admission criterion for
the BSN program. The second approach discussed was the MACRO
agreement. Each committee member had a copy of this agree-
ment which became effective in 1973 and offers specific
guidelines to ensure that a student who completes an asso-
ciate degree at a public community college will have satis-
fied the basic two-year requirements of the four-year colleges.
The members agreed that further discussion of transfer mechan—
isms would take place after the competencies had been identi-
fied.

The greatest portion of the meeting was spent in dis—
cussing the competencies of the AD nurse. The discussion
centered on the roles as identified by the NLN and the gener-
al competency statements which this organization has publish-

ed as a result of national conferences with nursing leaders

1A5
(NLN, 1978). Competencies listed were primarily psychomotor
skills within the five roles of the nurse. Even though con-
siderable progress was made in listing the competencies, the
members agreed that further additions and refinements would
take place at the meeting scheduled for December.
Meeting four: December A, 1981

This meeting was also attended by the representatives of
nursing service who, in collaboration with the nursing edu-
cators, spent the entire meeting in further identifying the
competencies of the AD nurse. The resulting list represented
agreement between these two groups of nurses--nursing service
administrators and nursing educators. It was decided by the
group that the identified competencies should be more widely
validated. Further discussion as to how to validate these
competencies would take place at the following meeting.

Additional data were derived from the remaining data
sources. As part of the preliminary process evaluation
questionnaire, the following questions were asked which
were answered according to a Likert-type sca1e(Appendix G):

Part I-l. How useful is the consortium to the
associate degree student?

Part I-2. How useful is the development of
competencies?

Part I—3. How useful was the response of
nursing service representatives
in development of competencies?

From the group meeting, the following question was

asked:

1A6

5. Are there ways in which the repre-
sentatives of nursing service contri—
buted to the development of the
consortium? If so, how?

The data collected as part of the individual interviews
came from the following questions:

7. Did you anticipate making curricular
changes as a result of joining the
consortium? If yes, were there cur-
ricular changes that you wanted to
make?

8. What are the specific curricular
changes which you needed to make?

9. Was the development of the AD nurs-
ing competencies a necessary endeavor?
Why? Why not?

In response to the questions answered according to the
Likert—type scale, four of the respondents indicated that
the consortium would have "above average" usefulness to
the AD students. The development of the competencies and
the collaboration with nursing service in developing these
competencies were rated by five of the respondents as "out-
standing." In answering the questions related to curriculum,
five members indicated that there were no specific changes
which they anticipated making. Three of the respondents
indicated that they came with the willingness to make
"whatever change may be needed to accomplish an articulated
program."

Analysis of Data: With the introduction of a new

 

group into an already working group, time was again needed

for socialization and getting acquainted. In addition, it

1“?

was necessary to review the purpose of the committee and the
work that had been completed. The literature related to the
issues of nursing service and nursing education states re-
peatedly that these two groups do not interact in a manner
which will develop greater understanding of the role of the
AD nurse(Chickerella, 1981; Kramer, 197M: Nayer, 1980).
Therefore, meetings provided the forum for these two groups
to discuss the competencies of the nurse from two distinct
viewpoints--from those who educate the nurse and from those
who employ the nurse. The literature reviewed cites the need
for collaboration between these two groups in developing com—
petencies as part of consortia(Texas, 197“; Wisconsin, 1979;
Lysaught, 1978). For example, including nursing service
representatives with the nursing educators in developing
the AD competencies permitted the list of competencies to
be validated by the two groups who have a vital role in
AD nursing. It further serves to enhance the communication
between these groups.

The literature on developing nursing competencies has
a fairly long history which came into focus with the report
of the National Commission for the Study of Nursing and
Nursing Education(NCSNNE) which supports two levels of
nursing, associate degree and baccalaureate degree(Lysaught,
1973). In the intervening years, many studies have been
completed, and the National League for Nursing has convened

several study groups in an effort to delineate competency

1A8
levels(Vaillot, 1970; Geitgey, 1972; Peterson, 1978; NLN,
1978).

In terms of analyzing the second aspect of curriculum
interfacing, this review of program objectives can be seen
as reflecting a well-developed trust relationship among the
members of the group as review and comments occurred(Wilson,
1977). The review of program objectives is a major area in
which the literature of higher education and nursing educa-
tion both support the value of identifying level or program
objectives as a point at which curricula interface.

In this case, the review of the NLN achievement tests
was useful as the tests can be used as an alternate admission
criterion for the program. In addition, while not specific-
ally reported in the literature as a guideline, this review
further supported the points of commonality among the pro-
grams because programs were using similar tests for formative
evaluation.

Transfer credit is of major concern in establishing con-
sortia and articulated programs. This concern is a theme
in the readings reviewed and needs to be planned with prime
consideration given to the interests of the students(Menacker,
1975; Lysaught, 1978; Kintzer, 1973). The discussion of the
transfer of credits began at this meeting, and the role of
the Assistant Dean for Student Academic Affairs became more
active as she indicated what could be accepted and how
student records were reviewed. This information is impor-
tant to the planning efforts and the person in this role

plays a key part in assisting to establish such mechanisms.

1A9

There was value in planning the fourth meeting to occur
soon after the late October meeting so that continuity of
the discussion and collaborative relations with the nursing
service representatives could continue. As the discussion
took place a large pad of white poster paper was placed on
an easel and a black pen was used to record each competency
suggested. As the poster paper was used, it could then be
taped to the wall. In this way, items could be moved to
different categories and further refinement could be com-
pleted without losing the original data. Further, because
the group was small, all members could easily see the poster
paper as the information was being added. The group leader
asked another member of the committee to write each compe—
tency as it was suggested. In this way, the leader could
attend to the group discussion and facilitate the partic-
ipation of each member.

In analyzing the data from the three remaining data
sources, it is noted that each of these data sources provides
additional information regarding the curricular interfacings
between AD and BSN programs. Specific AD curricular changes
which are planned to be made in the future are in placement
of chemistry, chemistry as a separate course, inclusion of
sociology, and consideration for adding pathophysiology.

The analysis of the response, about curricular changes
in the AD programs in the community colleges shows a similar-

ity in their length of the program and the course sequence.

150
Therefore, major changes were not anticipated. Before the
consortium development began, however, the Ferris AD pro-
gram had initiated changing from an eight—quarter to a
six-quarter program. The Ferris program had already made
significant curricular changes so that it was already quite
similar to the community college programs.

In reviewing the development of the AD nursing competen—
cies, the members responded that this was a necessary activity
which further enhanced trust among the members and served as
a vital link between AD and BSN programs. It was stated that
this was the "core of the endeavor and facilitated trust"
among the members. Another member stated that development
of competencies was an "excellent approach" as we "often
state outcome behaviors in general terms without stating
specific skill attainment." The development of the competen-
cies served as a common base from which an upper division
BSN program could be develOped, they negated the need for
course analysis and, with agreement on the competencies, no
testing out or assessment of prior learning would be neces-
sary.

Summary: Three data sources were used to identify the
curricular interfacings which needed to be studied between
AD and BSN programs in developing a Nursing Education Consor-
tium. The major curricular interfacings identified were pro—
gram objectives and the competency level of the AD nurse. A

related factor in developing the competencies was the inclusion

151
of nursing service representatives along with nursing educators
in discussion and in reaching agreement regarding these com-
petencies.

An analysis of how these two interfacings were handled in
this case shows that the AD program objectives were written
and easily accessable by all for discussion. In the past,
the competencies for these specific programs were not avail—
able as one written document, perhaps because they have been
a source of professional controversy for many years. Because
of this, the review of competencies required more time and
deliberate action than did the readily agreed upon objec—
tives.

These two major curricular considerations focused on the
outcomes of the programs and provided a base for ensuring that
the students to be more prepared to enter the next program

level in nursing education.

SUMMARY

The process of developing a nursing education consortium
has been described and analyzed based on data obtained through
review of records, the preliminary process evaluation question-
naire, members' response to group questions, and individual
interview questions.

These data have been analyzed and used to answer the
Research Questions. In responding to the first Research

Question, the broad principles were identified from the

152
literature and used as a framework for answering Research
Questions Two and Three. The second Research Question
asked what processes were used in developing this nursing
education consortium, and in the analysis of the data the
eight major categories of principles were supported. These
categories are: commitment, development of trust, establish-
ment of goals, development of common base, conduct of meetings,
transfer system, contractual agreement, and evaluation. In
the third Research Question, the relationship between these
eight major principles and the principles used to develop
consortia in higher education were discussed and analyzed.
The analysis indicated that there is a close relationship
between the principles used to develop consortia in higher
education and the principles used to develop this particular
Nursing Education Consortium.

In the final Research Question, the major curricular inter-
facings between associate degree(AD) and baccalaureate degree
(BSN) programs were described. The data indicate that the
program objectives and the identification of AD nursing com-
petencies must be studied and reviewed. These two features
can then become the common basis for AD and BSN programs to

develop consortia which promote program articulation.

CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY

This study was undertaken to report and critically
analyze how a nursing education consortium was developed
between associate degree nursing programs in community
colleges and a baccalaureate program in a four-year college.
This type of articulated and collaborative program among
higher education institutions has grown out of an expressed
need from students, demands of health-care agencies and pro-
posals from the professional nursing organizations that
nursing move to two levels of practice—-an associate degree
and a baccalaureate degree.

This consortium, therefore, is the result of the changes
needed to meet new demands for associate degree nurses to
earn a four-year degree. Within the past three or four
decades, emphasis has been placed on providing opportunities
for licensed nurses to use their education and experience
as the foundation years for a professional baccalaureate
degree. The consortium is designed to establish a career
mobility Opportunity for the AD nurse to enter an upper
division baccalaureate program and to develop program
articulation among institutions. Articulation between

associate and baccalaureate programs must be designed so

153

15A
that the baccalaureate program logically and sequentially
builds on skills, knowledges, and competencies taught to
students in an associate degree curriculum.

The significance of the study for nursing may be
realized in that consortia in nursing education are not
numerous; therefore, the study will add to the literature
resource on this relatively new cooperative arrangement in
nursing education. The study may be a valuable resource
in reviewing the value of developing consortia, how the
curricula in designated nursing programs may change, and
for the development of guidelines to be used in establish—
ing other Nursing Education Consortium.

In the literature on the development of consortia in
higher education, historically, one institution has accepted
another institution's credits granted to students, sometimes
without reservation and at other times with certain restric-
tions, but almost always with the stipulation that the trans-
ferring students would meet the requirements of the degree-
granting institution. Since about 1970, there has been a
growth in numbers of consortia and in an understanding and
a formalization of the steps needed to establish these con-
sortia so that they benefit the goal of higher education.

As a result of this interest in consortia, some institutions
have been drawn into closer working relationships that,
though not without problems, have usually resulted in benefits

to the cooperative units and to their students.

155

The development of consortia in education, with the
resultant unification and coordination of learning exper-
iences, is complicated and demanding. The process of
articulating a program or a curriculum with others of
similar goals requires that a school system evaluate and
examine its offerings thoroughly. The resulting program,
if carefully planned, may provide continuity of learning
experiences through an educational system or between insti-
tutions(Cay, 1966).

Interinstitutional consortia in higher education have
been developed for a variety of purposes and with varying
degrees of formality among the institutions involved. In
tracing the history of the consortium movement in Colleges

in Consort, Patterson, F.(l970), notes that, in addition to

 

the economic constraints which stimulated the development
of consortia, federal funds have supported cooperative ar-
rangements. He further predicted that joint planning and
collaboration among institutions will continue.

Development of consortia in nursing education began in the
early 19703 and grew out of a need for career mobility which
has been reported by the National League for Nursing(NLN) in
a variety of publications. Also, in a 1970 report(Lysaught)
published by the National Commission for the Study of Nursing
and Nursing Education(NCSNNE) career mobility and program
articulation were recommended and encouraged. Subsequently,
in 1981, a longitudinal study on the progress of the recommen-

dations made by the NCSNNE was published which indicated that

156
significant progress has been made in regard to achieving
the goals of this study(Lysaught, 1981).

Concurrently with these changes, the professional nurs-
ing organization, the American NurseS' Association(ANA), has
endorsed two levels of entry into nursing practice. In ad-
dition, the ANA has endorsed the idea of career mobility so
that the student has the opportunity to move from one degree-
level of nursing education to another degree-level of nursing
education, for example, from technical education to pro-
fessional education. As a result several states have de-
veloped statewide plans for nursing education, and some con-
sortia have been implemented to facilitate career mobility
and program articulation.

The descriptive case study approach was used to analyze
the processes used in the development of this nursing educa-
tion consortium. Data for answering the first Research
Question were obtained from the review of literature of
consortia while the data used in answering the remaining
three Research Questions came from a review of written
records, a preliminary process evaluation questionnaire,
members' response to questions asked in a group setting,
and individual interview questions. These data were used
to answer the following Research Questions:

1. What are the guiding principles taken from

the literature which may contribute to
effective consortium develOpment?

2. What are the processes used in development
of a Nursing Education Consortium?

157
3. What is the relationship between the prin-
ciples used to develop consortia in higher
education and the principles used to de-
velop this Nursing Education Consortium?
A. What curricular interfacings must be
studied between associate degree and
baccalaureate degree nursing programs

in the development of the Nursing
Education Consortium?

CONCLUSIONS

The findings of the study indicate that the processes
of developing a nursing education consortium can be described
within the following eight broad categories: (1) commitment,
(2) development of trust relationships, (3) establishment of
goals, (A) development of a common base, (5) conduct of the
meetings, (6) transfer system for students, (7) contractual
agreement, and (8) evaluation. Also, an additional finding
indicates that there is a meaningful and useful relationship
between the principles used for developing consortia in high—
er education (as stated in the literature reviewed) and the
principles used to develop this nursing education consortium.
The findings further indicate that there are two major cur-
ricular interfacings which must be considered in program
articulation and consortia development. While there are
related curricular considerations, the major areas of concern
are review of program objectives and review and statement of

associate degree nursing competencies.

158

Based on the information obtained in the study, conclu-

sions are offered in two areas. The first area is that prin-

ciples gained from this study may provide helpful guidelines

to others who are planning to develop a consortium. These

guidelines are as follows:

(1)

(2)

(3)

(1%)

Guidelines for Developing a
Nursing Education Consortium

Gain commitment of key individuals

a.
b.
c.

administrators
faculty from cooperating institutions
planning committee members

Develop trust relationships

8..

Q0

allow time for social relationships to
develop

use of small group facilitates trust
development

respect individuals

respect autonomy of institutions
respect program integrity

Establish goals and purpose for the consortium

Q0693

goal development facilitates trust
provides focus for the meeting
develop these as a group commitment
establish a philosophy of nursing
education for the consortium

Conduct of the meetings

a.
b.
c.

d.
e

W“)

select strong, goal-directed leader

use support persons, such as a secretary
maintain open, objective, listening atmos-
phere

attend to scheduled time frames

provide discussion materials, minutes and
agenda before each meeting

facilitate group involvement

schedule meetings close together to main-
tain working relationships

retain same leader throughout the planning
meetings

include nursing service representatives at
an early point in the planning process

159

(5) Develop a common base among the programs
a. foster commitment to consortium concept
b. build on established goals of the con-
sortium
c. identify competencies as a group
d. review program objectives and similar
outcomes

(6) Develop a transfer system for students
ensure career mobility

focus on program transfer

avoid course analysis

identify courses which will transfer
from surrounding colleges

@0693

(7) Develop contractual agreement
a. offer clear guidelines for management
b. state items to be review periodically
0. reduce threat to institutional autonomy

(8) Establish an evaluation mechanism
a. evaluate development process
b. state items to be reviewed
0. establish annual or semiannual review
meeting
d. maintain on-going communication with
participants

Secondly, unexpected benefits were occurring as the con-
sortium was being developed. These benefits were identified
generally through all of the data collection procedures and

specifically during the individual interviews.

Unexpected Benefits

(1) Based on an expressed need from the group,
a workshop on program costing was presented
by one of the members.

(2) The members have become an ongoing support
group to each other and a resource for budget
or policy questions.

(3) A deeper appreciation for program commonalities
was developed.

(A)

(5)

(6)

(7)

(8)

(9)

(10)

160

The members indicated that their own phi-
losophy of articulation as well as the
philosophy of their colleagues in the
respective institutions had been enhanced
by the consortium development.

In some of the community colleges, there was a
decrease in resistance to transfer mechanisms
of students to other programs.

Three members stated that they were in the
initial stages of planning associate degree
programs and that interaction which took
place at the planning meetings assisted them
in the development process, and they used the
group to ask questions about program develop-
ment.

As a result of philosophical discussions re—
garding articulated programs, one program dis-
continued the testing of practical nurses
prior to entering a laddered associate degree
program.

Some colleagues see this consortium as a model
which could be used to develop statewide plan-
ning for nursing education.

The inservice personnel in a hospital have
asked a planning committee member in a
community college to assist her in plan-
ning orientation activities for associate
degree graduates.

The competency statements were used in a
variety of ways: as an exit survey for
students, to develop and refine competency
statements within programs, to develop a
competency survey for a nearby region, done
by other nursing groups, and as a base from
which the associate degree nursing educators
will begin to develop competencies which re-
present statewide associate degree programs.

RECOMMENDATIONS
EOR FURTHER RESEARCH

The implications of the study may lie in its potential

to provide guidance in looking at the advantages and

161

disadvantages of consortial arrangements and at the planning
and processes used in development of consortium. The guide-
lines resulting from the study may be useful to nurse educa-
tors in their consideration of the feasibility of establishing
other consortia for nursing education. The study may also
serve as a resource to other groups, aside from nursing, who
are seeking to develop consortial agreements.

As a result of the study, recommendations for further
investigation may include determination of what (1) impact
the consortium has had on student enrollment at the desig—
nated institutions, (2) what impact this study and its outcome
have on similar endeavors in the state of Michigan, (3) the
effect of these educational programs on the quality of nurs-
ing care in the area, and (A) the effect the consortium has
had on the number of baccalaureate prepared nurses in the
health care agencies in this area. These and other questions
could be investigated in the future to further research and
develop what is known about this type of cooperative, multi-
institutional, nursing education consortium which is de-

scribed and analyzed in this study.

APPENDICES

APPENDIX A

NURSING EDUCATION CONSORTIUM MEMBERSHIP

NURSING EDUCATION CONSORTIUM MEMBERSHIP

Ferris State College
Big Rapids, Michigan

Grand Rapids Junior College
Grand Rapids, Michigan

Mid-Michigan Community College
Harrison, Michigan

Montcalm Community College
Sidney, Michigan

Muskegon Community College
Muskegon, Michigan

North Central Michigan College
Petoskey, Michigan

Northwestern Michigan College
Traverse City, Michigan

West Shore Community College
Scottville, Michigan

162

APPENDIX B

IDENTIFICATION AND TITLING OF ESTABLISHMENT OF
TWO CATEGORIES OF NURSING PRACTICE

AMERICAN NURSES' ASSOCIATION

#56

RESOLUTION ON

IDENTIFICATION AND TITLING OF ESTABLISHMENT OF

WHEREAS,

RESOLVED,

RESOLVED,

RESOLVED,

RESOLVED,

TWO CATEGORIES OF NURSING PRACTICE

ANA for the past 13 years has upheld the
position that the "minimum preparation for
beginning professional practice at the pre-
sent time should be baccalaureate degree
education in nursing," and the "minimum
preparation for beginning the technical
nursing practice at the present time should
be associate degree education in nursing,"
therefore be it

that ANA ensure that two categories of
nursing practice be clearly identified
and titled by 1980, and be it further

that by 1985 the minimum preparation for
entry into professional nursing practice
is the baccalaureate degree in nursing,
and be it further

that ANA, through appropriate structural
units, work closely with SNAs and other
nursing organizations to identify the two
defined categories of nursing practice,
and be it further

that national guidelines for implementation
be identified and reported back to ANA mem-
bership by 1980.

Adopted by the 1978 House of Delegates

163

APPENDIX C

INCREASING ACCESSIBILITY OF CAREER MOBILITY
PROGRAMS IN NURSING

AMERICAN NURSES' ASSOCIATION

#58

RESOLUTION ON

INCREASING ACCESSIBILITY OF CAREER MOBILITY

WHEREAS,

WHEREAS,

WHEREAS,

WHEREAS,

WHEREAS,

RESOLVED,

PROGRAMS IN NURSING

Since 1965 ANA has supported the position
that all nurses obtain educational prepa-
ration in colleges and universities, and

the overwhelming majority of registered
nurses currently do not hold a baccalaure-
ate degree in nursing and vocational
nurses do not hold an associate degree,
and

future employment of nurses undoubtedly will
be based on academic preparation as well as
licensure, and

there are limited educational Opportunities
for large numbers of non-degreed nurses in
many geographic areas, and

flexible and non—traditional programs in
nursing education can be developed while
ensuring academic integrity; therefore be
it

that the ANA actively support increased
accessibility to high quality career mobil—
ity programs which utilize flexible approaches
for individuals seeking academic degrees in
nursing.

Adopted by the 1978 House of Delegates

16U

APPENDIX D

POSITION STATEMENT ON THE OPEN CURRICULUM
IN NURSING EDUCATION

NATIONAL LEAGUE FOR NURSING POSITION STATEMENT
ON
THE OPEN CURRICULUM IN NURSING EDUCATION

A Statement Approved by the Board of Directors, National
League for Nursing, October 19, 1981

An open curriculum is one educational approach designed
to accommodate the changing career goals and learning needs
of students. If facilitates entry into and exit from edu-
cational programs by capitalizing on the student's relevant
education and experience. The Open curriculum in nursing
recognizes areas Of achievement common to the graduates of
various types of educational programs, as well as the value
Of learning that takes place outside the academic setting.
This is one of nursing's responses to the needs of students
for more flexibility in entering the nursing education sys-
tem.

The National League for Nursing supports the open our—
riculum in nursing education. NLN believes that:

1. Individuals who wish to change career goals
in nursing or enter nursing from other fields
should have the Opportunity to do so without
unnecessary repetition of course content or
clinical experience. In any type of nursing
program, Opportunity should be provided to
students to validate previous learning and
to facilitate advanced placement.

2. Prospective students should be provided with
effective guidance to select the nursing edu-
cation program best suited to their career
goals and to assist them in all stages of
their nursing education.

3. Schools of nursing should be supported in
their efforts to experiment with innovative
patterns in nursing education, including Open
curriculum concepts. All phases of an open
curriculum program must be carefully planned
with continual and follow—up evaluation as an
integral part of the program's accountability
to society. Open curriculum programs also
need assurance of continuing financial support
and of academic and community resources.

165

166

A. Faculty in Open curriculum programs are en-
couraged to carefully develop curriculum
designs that meet NLN's criteria for accre-
diation. League accreditation is based on
a nursing program's meeting the specified
criteria of an appropriate NLN education
council, on the "general excellence" of the
program, and on the program's "...achievement
with regard to its stated purposes."1

NLN will continue to provide a forum for nursing schools
interested in the development of educational innovations, in-
cluding the open curriculum concept. This policy reflects the
League's continuing commitment to assist nursing education in
meeting society's needs.

 

1Policies and Procedures of Accreditation for Programs
in Nursing Education, 3rd edition(New York National League
for Nursing, 1979), p. 3.

APPENDIX E

POSITION STATEMENT ON EDUCATIONAL MOBILITY

POSITION STATEMENT ON EDUCATIONAL MOBILITY

A Statement Approved by the Board of Directors, National
League for Nursing, February 1982

Educational mobility, a characteristic of today's society,
has strong implications for nursing, whose scope of practice
currently emcompasses vocational, technical, and professional
nursing. Preparation for practice of each type can best be
provided through appropriately designed, high—quality programs
that are specific to their purpose and complete in themselves.

Individuals who wish to change career goals should have
educational Opportunities to advance from one type of nursing
practice to another.* These Opportunities will benefit indi—
viduals by allowing them to expand their scope of practice
and thus move into areas of great responsibility. Society
will be assured that nursing care needs will be met by know-
ledgable and competent practitioners.

In addressing these needs, educational institutions are
responsible for setting policies on admission, graduation, and
transfer and earning of credits. The faculty in each institu-
tion is responsible for applying these policies to their indi—
vidual programs and developing curricular patterns and content
in keeping with their beliefs and the purposes of the program.
In a plan for educational mobility, opportunity should be pro-
vided for students to validate previously acquired educational
and clinical competencies to facilitate advanced placement.

The NLN supports the concept of educational mobility and
encourages the preservation of this right of individuals to
self-fulfillment.

 

*See "Position Statement on the Open Curriculum in Nurs-
ing Education," approved by the NLN board of Directors,
October 1981.

167

APPENDIX F

LETTER OF INVITATION

FERRI S
STATE
CO L LEG E Big Rapids, Michigan 49307 616/796-0461

School of Allied Health

 

June 2A, 1981

N A ME
ADDRESS
CITY, STATE ZIP

Dear NAME:

The concept of an upper division baccalaureate nursing pro—
gram is continuing to move forward at Ferris. You may recall
that one of the concepts Of this proposed program is to pro-
vide career mobility for the registered nurse and to develop
collaborative relationships with associate degree programs in
community colleges which are near Ferris State College. To
begin discussions toward development of working relationships
which could provide the registered nurse student with the
opportunity for baccalaureate nursing education in this area
of Michigan, we would like to begin meeting as a committee.

Therefore, the first meeting to begin these discussions will
be held at Ferris in the VFS Building, Room 321 at 9 a.m., on
August 7, 1981. Attached is a listing of individuals from
specific institutions, who have been invited. Please contact
me at 796-OA61, extenion 3U27 of your willingness to attend
on this date.

Sincerely,

Esther O'Dea, R.N., M.S.N.
Head, Department of Nursing

Attachment

aat: 3/033921

168

 

APPENDIX G

PRELIMINARY PROCESS EVALUATION
QUESTIONNAIRE

NURSING EDUCATION CONSORTIUM
PRELIMINARY PROCESS EVALUATION
QUESTIONNAIRE

Indicate the level of achievement of the following items
relative to development of the consortium. Use the follow-
ing scale:

1 2 3 A 5
Unsatisfactory Below Average Above Outstanding
Average Average
I. Achievement Of Goals
Goal 1: Establish common criteria

for program articulation.

a. review of program Objectives 1 2 3 A
b. review of program requirements 1 2 3 A
0. annual review of process 1 2 3 A

Goal 2: Develop consortial agreement.

a. contract language developed 1 2 3 A

Goal 3: Establish transfer mechanism.

a. consortial agreement 1 2 3 A
b. identify transferable courses 1 2 3 A
c. agree on AD competencies l 2 3 A
d. review admission criteria 1 2 3 A

169

U'IU'IUTW

170
II. Evaluation

1. How useful is the consortium to
the associate degree student. 1 2 3 A 5

2. How useful is the development of
competencies. 1 2 3 A 5

3. How useful was the response of
nursing service representatives
in development of competencies. 1 2 3 A 5

A. How useful is the plan for con—
tract review. 1 2 3 A 5

5. How realistic is the consortial
plan with regard to viability
and growth. 1 2 3 u 5

6. To what extent did the activities
of the consortium positively
affect the AD program at your
college. 1 2 3 A 5

7. Will the consortium positively
affect nursing education in this

region. 1 2 3 A 5
8. Members were allowed to freely

express their ideas. 1 2 3 A 5
9. The meetings were well-managed. l 2 3 U 5

10. Rapport was well-established at
early meetings. 1 2 3 U 5
III. Please respond to the following questions.

1. What was your initial reaction to the development Of
a consortium?

2. What was the relationship between the way the meeting
was conducted and the achievement of the goals?

171

What factors contributed to group cohesion or lack

Identify the turning point in the process of de—

What recommendations would you make to individuals

In evaluating this project, what other recommendations

 

3.
of cohesion?
A.
veloping the consortium?
5.
beginning to develop a similar consortium?
6.
or Observations would you offer?
Signature

Return to:

Esther O'Dea, R.N., M.S.N.
Head, Department of Nursing
VFS 300, Ferris State College
Big Rapids, Michigan U930?

APPENDIX H

GENERAL DISCUSSION QUESTIONS FOR GROUP MEETING

GENERAL DISCUSSION QUESTIONS FOR GROUP MEETING

How did the administrators of the respective institutions
respond to the concept of consortium development? What
was faculty response?

What was your thinking or reaction when you received the
letter inviting you to discuss the potential Of a consor-
tium?

Are there ways in which you felt that the development
process should proceed?

Some of you have identified that the development of trust
is an important factor. Are there some ways in which
trust was developed at the planning meetings?

Are there ways in which the representatives of nursing
service contributed to the development of the consortium?
If so, how?

Are there some recommendations which you could make to
other groups who may wish to establish a consortium?

172

APPENDIX I

INTERVIEW QUESTIONS

INTERVIEW QUESTIONS

Administrative Response

 

l.

2.

How was the concept Of developing a consortium received
by the administrators at your institution? by faculty?
Compare the goals of the consortium with the goals of
your institution.

Consortium Benefits

 

 

3. Are there ways in which the consortium can serve as a
recruitment tool?

A. Are there ways in which the consortium can facilitate
career mobility?

5. What expectations did you have for the consortium before
the meetings began? What were your concerns or reserva-
tions?

6. Are there some benefits which have resulted from the con-
sortium develOpment? If so, please describe.

Curriculum

7. Did you anticipate making curriculum changes as a result
of joining the consortium? If yes, were there curricular
changes that you wanted to make?

8. What are the specific curriculum changes which you needed
to make?

9. Was the development of the AD nursing competencies a neces-

sary endeavor? Why? Why not?

Professional Relationships

 

10.
ll.

12.

Had you known or previously worked with other members of
the planning committee?

How would you describe your working relationship with the
members of the planning committee?

Did this relationship affect the development of the con-
sortium? If so, how?

Decision Factors

 

13.

Describe some key decision factors in the development Of
the consortium.

173

APPENDIX J

ARTICULATION AGREEMENT

FERRIS STATE COLLEGE
Department of Nursing
Nursing Education Consortium

ARTICULATION AGREEMENT

 

 

 

 

 

 

Name Of Community College and FERRIS STATE COLLEGE
Dean of Occupational Education Dean, School of Allied Health
Director of Nursing Education Head, Department of Nursing
I. GENERAL PROVISION
A. This affiliation agreement is intended to set

forth guidelines for the working relationships
that will exist between Ferris State College
and the above named Community College. These
guidelines relate to program articulation be-
tween associate degree nursing programs and
the upper division baccalaureate nursing pro-
gram at Ferris State College

Both contracting parties, desirous Of coopera-

ting to furnish nursing education Of excellence
to students enrolled in both nursing programs,

accept the following agreement for:

WHEREAS, the respective nursing faculties of
each consortial program accept the
individual responsibility for provid—
ing high quality nursing education to
their own students, the parties also
acknowledge and recognize the academic
preparation and clinical expertise of
the nursing faculty members employed
by all other consortial institutions;
and

WHEREAS, the consortial institutions are com—
mitted to quality nursing education,
and

17“

175

WHEREAS, the consortial institutions have
completed detailed comparisons Of
program Objectives and have iden-
tified a common core of theore—
tical knowledge and technical
skills; and

WHEREAS, the consortial institutions have de—
veloped and mutually agreed upon a
statement Of the competencies of
nursing graduates at the associate
degree level.

Therefore, be it mutually agreed that:

II. CONSIDERATIONS RELATIVE TO STUDENT ADMISSION:

 

A.

No assessment of prior learning will be requir-
ed Of associate degree nursing graduates from
the Community College named in this agreement.
These students will be accepted into the bacca-
laureate program with Junior status.

Applicants for admission to the upper division
baccalaureate nursing program at Ferris State
College must meet the agreed upon admission
criteria.

Prerequisites for acceptance into the upper
division baccalaureate nursing program must be
met.

III. CONSIDERATIONS FOR MAINTAINING THE AGREEMENT:

 

A.

Consortium members meet annually to review the
following items:

Associate degree competencies

Program Objectives

Admission criteria

Prerequisites

Evaluation of student progress

Evaluation of upper division baccalaureate
program

OUTBWNH

Consortium members agree to notify Ferris State
College and other consortium members of major
curricular changes in associate degree program-
ming.

Ferris State College agrees to notify other
consortium members of major curricular changes
in the nursing program.

176

Ferris State College agrees to provide the
consortial members with annual written ad-
mission criteria and prerequisites for
acceptance of Associate Degree graduates
from consortial schools.

IV. CONSIDERATIONS RELATIVE TO REVIEW OF AGREEMENT:

A.

The agreement is continuous from year-to-year,
however, either party may terminate this agree-
ment if notice (in writing to the appropriate
signature above) is given at least twelve (12)
months prior to the date on which the termina-
tion becomes effective.

This agreement shall be reviewed (annually) or
upon request and subject to change by the mutual
consent Of the parties; any such changes shall
become part of this agreement.

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