Tag: nursing

  • Men in Nursing: Making Strides and Picking Up the Pace

    Men in Nursing: Making Strides and Picking Up the Pace

    Bringing more men into nursing goes beyond addressing shortages; it represents a critical step toward a more balanced and equitable healthcare system.

    Beverly Malone, Ph.D., RN, FAAN

    President and CEO, National League for Nursing (NLN)

    While nobody alive today can recall this, throughout its early history, men dominated the field of nursing. All that changed when men went off to fight the Civil War, and women trained as nurses stepped in to take their places in hospitals on the battlefield and on the home front. 

    After that, the scarcity of men in nursing has persisted for 165 years and counting. In 1970, when men in nursing hit an all-time low, only 2.7% of the nursing workforce was male, according to the American Nurses Association.    

    With increased attention to this imbalance, the number of men choosing to enter nursing has been inching upward, with the greatest jumps posted since the dawn of the 21st century. The Bureau of Labor Statistics (BLS) reported that in 2002, men accounted for 7% of RNs, LPNs, and NPs. Now, over 20 years later, BLS statistics show about 12% of nurses are male. 

    The National League of Nursing’s Annual Survey of Schools of Nursing, which represents nursing programs across the spectrum of higher education, confirms this promising trend, with increasing male enrollment in basic RN programs. In 2022-23, the latest survey data available, just over 14% of nursing students identified as men, an uptick from the prior year.

    Most recently, men have even broken barriers in nursing leadership. The American Nurses Association elected its first male president, Dr. Ernest Grant, in 2018. Just recently, the National League for Nursing (NLN) membership elected Dr. Paul Smith, dean of the Linfield-Good Samaritan School of Nursing at Linfield University, as the League’s first male NLN Chair-Elect, breaking new ground in nursing education history.

    Building a more balanced workforce

    All that said, it may be asked, “Why is it even important to attract more men to nursing?” In the current nursing shortage, our nation cannot afford to ignore a potentially enormous job applicant pool. Nearly half of the U.S. adult population — 49% according to the 2020 Census — is male.

    Beyond sheer numbers, men of all racial and ethnic backgrounds bring to the profession different life experiences and perspectives. Research indicates that patients tend to be more open and responsive to health professionals who share physical, psycho-social, and cultural characteristics with them. So, with the need for greater diversity in nursing, how can we move the needle even more quickly? 

    Public service campaigns targeted specifically to men that promote the career pathways, benefits, and rewards of nursing can be effective and should be amplified across both traditional and social media. This will require sustained, coordinated efforts and financial investment by all stakeholders, including health and hospital systems, schools of nursing, professional associations, federal and state agencies, public health foundations, and industry partners. 

    Another key to making the nursing workforce more diverse and inclusive is to diversify nursing faculty and leadership in nursing education. As matters stand, men are vastly underrepresented among nurse educators, comprising only 8% of full-time faculty. But opportunities abound, with more than 800 vacant positions budgeted and 86% of programs that participated in the NLN survey pursuing new hires. 

    Male nursing graduates of the future need mentors and support to inspire, affirm, and nurture them, and to guide them to achieve their full potential to make a real difference in the health of the nation and the global community.

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  • Nursing Holds Much Promise for Aspiring Job Applicants

    Nursing Holds Much Promise for Aspiring Job Applicants

    With the dawn of a new year ahead, anyone looking for new opportunities can find one in nursing, with a wealth of job openings currently available.

    Beverly Malone, Ph.D., RN, FAAN

    President and CEO, National League for Nursing

    A persistent shortage of registered nurses (RNs) and licensed practical nurses (LPNs) is at the root of nursing jobs going unfilled, caused by: 

    • An aging nursing workforce, prompting a wave of retirements accelerated by the COVID-19 pandemic
    • The increased demand for healthcare by the aging Baby Boomer generation
    • Job stress and burnout precipitating workforce exits, particularly by nurses with less than two years of experience
    • A shortage of nurse educators, limiting the capacity of nursing programs to admit more qualified applicants

    Among the additional effects of too few nurses are higher levels of medication, safety, and other clinical errors, and potential hospital closures in regions with the lowest ratio of nurses to patients. For example, in June 2023, there were nearly 300 rural hospitals at risk of immediate closure. Texas and Kansas led this trend, with 29 of their hospitals facing imminent shutdown. 

    Both states’ widely dispersed populations meant that the loss of vital healthcare infrastructure would have a devastating ripple effect on local economies, in addition to threatening healthcare access for some of society’s most vulnerable. So, how to address these multiple challenges? 

    Encouraging more nurse educators

    One obvious approach to expand the nursing workforce is to hire more nurse educators to prepare a greater number of nurses for practice. While this goal may sound simple, in reality, it is hard to achieve, given budget constraints and the lack of state, federal, and local funding to support clinical nurses desiring to transition into education. 

    Still, there are so many rewards that come with a career in nursing or nursing education — or both. Yes, it’s more than possible to combine the daily satisfactions of clinical practice with the long-term fulfillment inherent in teaching, mentoring, and preparing outstanding practice-ready practitioners. That remains true whether you become an instructor in academia exclusively or a clinical nurse educator, supplementing your own nursing practice in an academic medical center.

    Nursing itself has become a multi-dimensional field with a number of career pathways, including advanced practice roles. Specialties like nurse-anesthetist or doctor of nursing practice (D.N.P.) often come with welcome higher paychecks and professional status. 

    Plus, with nurses now providing more of the frontline preventative care and chronic disease management in community clinics and through non-traditional healthcare settings, a variety of job opportunities may provide scheduling flexibility that’s compatible with family responsibilities. 

    Nursing education offers an incredible opportunity to engage in research that has the potential to transform the educational landscape for generations. Nurse educators, with their scholarly expertise, are also often at the forefront of nursing and community leadership, tapped to consult in the highest circles of government, public policy, nonprofits, and industry. 

    The sky is the limit. Consider exploring the possibilities of nursing and nursing education, while helping resolve one of today’s most urgent crises: too few healers to provide the healing.

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  • The Grand Irony of Nursing Education and Burnout in U.S. Health Care

    The Grand Irony of Nursing Education and Burnout in U.S. Health Care

    Nursing has long been romanticized as both a “calling” and a profession—an occupation where devotion to patients is assumed to be limitless. Nursing schools, hospitals, and media narratives often reinforce this ideal, framing the nurse as a tireless caregiver who sacrifices for the greater good. But behind the cultural image is a system that normalizes exhaustion, accepts overwork, and relies on the quiet suffering of an increasingly strained workforce.

    The cultural expectation that nurses should sacrifice their own well-being has deep historical roots. Florence Nightingale’s legacy in the mid-19th century portrayed nursing as a noble vocation, tied as much to moral virtue as to medical skill. During World War I and World War II, nurses were celebrated as patriotic servants, enduring brutal conditions without complaint. By the late 20th century, popular culture reinforced the idea of the nurse as both saintly and stoic—expected to carry on through fatigue, trauma, and loss. This framing has carried into the 21st century. During the COVID-19 pandemic, nurses were lauded as “heroes” in speeches, advertisements, and nightly news coverage. But the rhetoric of heroism masked a harsher reality: nurses were sent into hospitals without adequate protective equipment, with overwhelming patient loads, and with little institutional support. The language of devotion was used as a shield against criticism, even as nurses themselves broke down from exhaustion.

    The problem begins in nursing education. Students are taught the technical skills of patient care, but they are also socialized into a culture that emphasizes resilience, self-sacrifice, and “doing whatever it takes.” Clinical rotations often expose nursing students to chronic understaffing and unsafe patient loads, but instead of treating this as structural failure, students are told it is simply “the reality of nursing.” In effect, they are trained to adapt to dysfunction rather than challenge it.

    Once in the workforce, the pressures intensify. Hospitals and clinics operate under tight staffing budgets, pushing nurses to manage far more patients than recommended. Shifts stretch from 12 to 16 hours, and mandatory overtime is not uncommon. Documentation demands, electronic medical record systems, and administrative oversight add layers of clerical work that take time away from direct patient care. The emotional toll of constantly navigating life-and-death decisions, combined with lack of rest, creates a perfect storm of burnout. The grand irony is that the profession celebrates devotion while neglecting the well-being of the devoted. Nurses are praised as “heroes” during crises, but when they ask for better staffing ratios, safer conditions, or mental health support, they are often dismissed as “not team players.” In non-unionized hospitals, the risks are magnified: nurses have little leverage to negotiate schedules, resist unsafe assignments, or push back against retaliation. Instead, they are expected to remain loyal, even as stress erodes their health and shortens their careers.

    Recent years have shown that nurses are increasingly unwilling to accept this reality. In Oregon in 2025, nearly 5,000 unionized nurses, physicians, and midwives staged the largest health care worker strike in the state’s history, demanding higher wages, better staffing levels, and workload adjustments that reflect patient severity rather than just patient numbers. After six weeks, they secured a contract with substantial pay raises, penalty pay for missed breaks, and staffing reforms. In New Orleans, nurses at University Medical Center have launched repeated strikes as negotiations stall, citing unsafe staffing that puts both their health and their patients at risk. These actions are not isolated. In 2022, approximately 15,000 Minnesota nurses launched the largest private-sector nurses’ strike in U.S. history, and since 2020 the number of nurse strikes nationwide has more than tripled.

    Alongside strikes, nurses are pushing for legislative solutions. At the federal level, the Nurse Staffing Standards for Hospital Patient Safety and Quality Care Act has been introduced, which would mandate minimum nurse-to-patient ratios and provide whistleblower protections. In New York, the Safe Staffing for Hospital Care Act seeks to set legally enforceable staffing levels and ban most mandatory overtime. Even California, long considered a leader in nurse staffing ratios, has faced crises in psychiatric hospitals so severe that Governor Gavin Newsom introduced emergency rules to address chronic understaffing linked to patient harm. Enforcement remains uneven, however. At Albany Medical Center in New York, chronic understaffing violations led to hundreds of thousands of dollars in fines, a reminder that without strong oversight, even well-crafted laws can be ignored.

    The United States’ piecemeal and adversarial approach contrasts sharply with other countries. In Canada, provinces like British Columbia have legislated nurse-to-patient ratios similar to those in California, and in Quebec, unions won agreements that legally cap workloads for certain units. In the United Kingdom, the National Health Service has long recognized safe staffing as a matter of public accountability, and while austerity policies have strained the system, England, Wales, and Scotland all employ government-set nurse-to-patient standards to protect both patients and staff. Nordic countries go further, with Sweden and Norway integrating nurse well-being into health policy; short shifts, strong union protections, and publicly funded healthcare systems reduce the risk of burnout by design. While no system is perfect, these models show that burnout is not inevitable—it is a political and policy choice.

    Union presence consistently makes a difference. Studies show that unionized nurses are more successful at securing safe staffing ratios, resisting exploitative scheduling, and advocating for patient safety. But unionization rates in nursing remain uneven, and in many states nurses are discouraged or even legally restricted from organizing. Without collective power, individual nurses are forced to rely on personal endurance, which is precisely what the system counts on.

    The outcome is devastating not only for nurses but for patients. Burnout leads to higher turnover, staffing shortages, and medical errors—all while nursing schools continue to churn out new graduates to replace those driven from the profession. It is a cycle sustained by institutional denial and the myth of infinite devotion.

    If U.S. higher education is serious about preparing nurses for the future, nursing programs must move beyond the rhetoric of sacrifice. They need to teach students not only how to care for patients but also how to advocate for themselves and their colleagues. They need to expose the structural causes of burnout and prepare nurses to demand better conditions, not simply endure them. Until then, the irony remains: a profession that celebrates care while sacrificing its caregivers.


    Sources

    • American Nurses Association (ANA). “Workplace Stress & Burnout.” ANA Enterprise, 2023.

    • National Nurses United. Nursing Staffing Crisis in the United States, 2022.

    • Bae, S. “Nurse Staffing and Patient Outcomes: A Literature Review.” Nursing Outlook, Vol. 64, No. 3 (2016): 322-333.

    • Bureau of Labor Statistics. “Union Members Summary.” U.S. Department of Labor, 2024.

    • Shah, M.K., Gandrakota, N., Cimiotti, J.P., Ghose, N., Moore, M., Ali, M.K. “Prevalence of and Factors Associated With Nurse Burnout in the US.” JAMA Network Open, Vol. 4, No. 2 (2021): e2036469.

    • Nelson, Sioban. Say Little, Do Much: Nursing, Nuns, and Hospitals in the Nineteenth Century. University of Pennsylvania Press, 2001.

    • Kalisch, Philip A. & Kalisch, Beatrice J. The Advance of American Nursing. Little, Brown, 1986.

    • Oregon Capital Chronicle, “Governor Kotek Criticizes Providence Over Largest Strike of Health Care Workers in State History,” January 2025.

    • Associated Press, “Oregon Health Care Strike Ends After Six Weeks,” February 2025.

    • National Nurses United, “New Orleans Nurses Deliver Notice for Third Strike at UMC,” 2025.

    • NurseTogether, “Nurse Strikes: An Increasing Trend in the U.S.,” 2024.

    • New York State Senate Bill S4003, “Safe Staffing for Hospital Care Act,” 2025.

    • San Francisco Chronicle, “Newsom Imposes Emergency Staffing Rules at State Psychiatric Hospitals,” 2025.

    • Times Union, “Editorial: Hospital’s Staffing Violations Show Need for Enforcement,” 2025.

    • Oulton, J.A. “The Global Nursing Shortage: An Overview of Issues and Actions.” Policy, Politics, & Nursing Practice, Vol. 7, No. 3 (2006): 34S–39S.

    • Rafferty, Anne Marie et al. “Outcomes of Variation in Hospital Nurse Staffing in English Hospitals.” BMJ Quality & Safety, 2007.

    • Aiken, Linda H. et al. “Nurse Staffing and Education and Hospital Mortality in Nine European Countries.” The Lancet, Vol. 383, No. 9931 (2014): 1824–1830.

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  • The University of New Hampshire Teaches the Future of Nursing

    The University of New Hampshire Teaches the Future of Nursing

    nursing-students-school-research

    Where hands-on learning meets visionary research in healthcare

    The University of New Hampshire is home to the School of Nursing, where students can help shape the future of healthcare through real-world clinical experience and innovative research opportunities.

    UNH’s status as an R1 research institution and its proximity to some of the nation’s premier medical centers provide you with unmatched clinical learning and nursing research opportunities—empowering you to make an impact in healthcare from day one.

    Building on 60 years of nursing education excellence at UNH, the newly launched School of Nursing offers programs from pre-licensure through clinical doctorate, both in-person on the Durham campus and online, creating flexible pathways that meet you where you are in your journey toward meaningful impact in healthcare.

    Explore different paths in nursing

    At UNH’s School of Nursing, you’ll find your perfect fit among bachelor’s, master’s, and doctoral degree options designed to match your goals and aspirations.

    Charles Adler discovered his passion through UNH’s hands-on approach. After earning his bachelor’s in nursing and a master’s as a clinical nurse leader, he’s now enrolled in the Family Nurse Practitioner (FNP) program, which offers the flexibility he needs.

    “I love the clinical environment, whether it’s a pediatrician’s office or a primary care or hospital setting—that’s where things started to click for me,” Adler said.

    The real-world experience that defines UNH’s approach has shaped his entire career trajectory. His senior practicum led directly to a job in an ICU, which opened doors to experience as a travel nurse, clinical nurse leader, and finally to his current role as an FNP.

    “I wouldn’t have been able to have the experiences I’ve had if it weren’t for UNH nursing,” Adler reflects.

    Where knowledge meets practice

    At UNH, you don’t have to choose between rigorous academic learning and real-world practical skills; you get both. Our commitment to hands-on learning means you’ll graduate not just with depth of knowledge and a degree, but with the practical skills and forward-thinking approach that healthcare needs.

    Ready to pursue meaningful impact in healthcare? If you’re drawn to a field where you can make a real difference, UNH’s one-of-a-kind School of Nursing offers clinical learning to propel you to exceptional career opportunities that make an impact.


    To learn more about the University of New Hampshire’s School of Nursing and to apply, visit chhs.unh.edu/nursingtoday


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  • Ciara Miller on Communication & Self-Care in ICU Nursing

    Ciara Miller on Communication & Self-Care in ICU Nursing

    Ciara Miller | Photo by Brooke Nipar

    Reality TV star Ciara Miller, also a traveling ICU nurse, discusses how honest communication, supportive colleagues, and personal routines can help nurses manage burnout.


    What does the word “strength” mean to you when you think of nurses?

    Strength, to me, is the quiet resilience nurses carry every day. It’s not just physical — being on your feet for 12+ hours — it’s emotional. It’s being there for people on their hardest days and still showing up with empathy. That kind of strength is deep. It’s unspoken, but it’s so powerful.

    What message would you share with nurses who may be feeling burnt out or unseen, especially when mental health isn’t openly talked about?

    I’ve been there. Honestly, burnout is real, and it’s okay to say you’re not okay. You’re not weak for feeling exhausted; you’re human. I’d say to find your support system, whether that’s therapy, a trusted friend, or just a coworker who gets it. You deserve care, too. You can’t pour from an empty cup, and it’s not selfish to protect your peace.

    Can you share a personal experience where communication, with either a patient or a coworker, made a real difference in your day?

    I remember a shift where everything was chaotic — understaffed, high acuity. One of my coworkers pulled me aside and just said, “I’ve got your back. What do you need?” That moment changed the tone of my entire day. It reminded me I wasn’t alone, and we were in it together. That one check-in made a huge difference.

    What are some small things that help you feel good and stay comfortable, even on tough days?

    Skincare after a shift is my ritual. It sounds small, but it’s grounding for me. Music on the drive home, comfy clothes, and a moment of silence before bed. Also, I try to remind myself that I did the best I could that day. That mindset — grace over perfection — keeps me sane.

    What role do you think communication plays in building strong, supportive teams in healthcare settings?

    It’s everything. Honest, respectful communication creates trust. When people feel heard, they feel valued. That’s how you build a team that supports each other, where it’s okay to speak up, ask for help, or say, “I’m not okay today.” It’s what makes the difference between surviving and thriving at work.

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  • How Jennifer Stone Finds Purpose and Calm in Nursing

    How Jennifer Stone Finds Purpose and Calm in Nursing

    Jennifer Stone | Photos by Leah Huebner

    Actress and ER nurse Jennifer Stone shares how small acts of care, teamwork, and personal routines help nurses stay grounded and effective.


    Can you share a moment from your career that reminded you why you chose nursing?

    I had a doctor once tell me, “If you can really touch one person a shift, it’s been very successful, and that’s a good shift.” As a nurse, you’re always rushing around; it’s very fast-paced, especially in the ER, so it’s about the moments of stillness with somebody who just needs comfort or somebody to care for them. Whether it’s an older person who doesn’t have anybody and just wants to talk, or if it’s somebody who’s really scared, you can just try to make time, stop a little, and be like, “Hey, you’re okay. You’re in the best possible place, and we’ve got you.” It’s those moments of being a sense of certainty for someone in a time of uncertainty that remind me why I do what I do.

    What’s one piece of technology or equipment that’s made your work as a nurse more efficient or effective?

    That’s a great question. A great piece of technology that has made nursing more effective is, I hate to say, the PureWick. We have a lot of non-ambulatory patients, so the PureWick, a condom catheter, helps patients stay more comfortable without using something like a bedpan, which can feel kind of demeaning or uncomfortable or cause bedsores. Also, things like ultrasound machines for hard-stick IVs. Those are game changers. Also, updated charting systems. Having good shorthand to be able to chart efficiently and get back to one-on-one patient care is great.

    Has there been a time when strong communication, with either a patient or teammate, made a big difference in your day?

    I didn’t anticipate that there would be so many parallels between acting and nursing, but one of my favorite things about both is the collaboration.

    Whenever I have a nurse that’s in my team — whether they jump in when I’m stuck in another room with a patient or I do the same for them — it’s that shorthand of seeing that a nurse has a need and collaborating. We’re all on the same team. We’re all trying to accomplish the same thing — better patient outcomes. When I have a nurse who, without me even asking, will jump in and help me with the patient, that makes me feel like we’re all collaborating on this together for a common goal. That’s something that just means the world to me — when nurses will help each other out.

    What advice would you give to a nurse who’s feeling overwhelmed or underappreciated right now?

    Focus on what you can control. I’ll be very honest. For me, I know sometimes, especially in the earlier years, I would get very angry at things that were very out of my control. Whether it was issues with the healthcare system, or the way the system was set up and falling short, I would find myself getting very angry and discouraged. What’s helped me is to focus on the things that I can control. Yes, they may be on a smaller scale, but I can control how I respond to negativity at work or positivity at work. I can control how I talk to patients. I can control what I let in and what I don’t. Especially in an ER environment, or any healthcare bedside environment, there can be a lot of negativity, unfortunately, and it’s within your control what you let in.

    I’ll be honest: Some days I win, and some days I lose and allow things in, for sure. There are shifts I ended where I was like, “Alright, this shift beat me.” But I try to make it so I am in control of how I respond to the healthcare industry, and to know that it’s all a choice. Although some days it’s harder than others.

    What daily habits or small routines help you stay grounded and feel good during long or stressful shifts?

    Getting outside, to be honest. Time stands still when you’re on a 12-hour shift, so I carve out time if I can — and not every shift allows for it — but when I can, I carve out time to just get outside, get some vitamin D, and look at some nature. It’s something to remind you that the entire world isn’t those fluorescent lights. It’s just sort of reconnecting with life outside of the hospital.

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  • Lifting as We Climb: A Reflection on Mentorship, Growth, and Leadership in Nursing Education – Faculty Focus

    Lifting as We Climb: A Reflection on Mentorship, Growth, and Leadership in Nursing Education – Faculty Focus

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  • Addressing Nursing Student Shortages with Precollege Support

    Addressing Nursing Student Shortages with Precollege Support

    The U.S. is expected to experience a shortage of nurses by 2030, which will only grow as older generations age and health-care needs increase, according to the American Association of Colleges of Nursing.

    One of the contributing factors to this shortfall is a disconnect between the number of students enrolling in nursing school and the projected demand for nursing services. Another is high levels of work-related stress, leading to burnout.

    In August 2023, the University of Wisconsin–Oshkosh launched the Pre-Nursing Pathway, a weeklong intensive precollege program that helps students prepare for the academic rigor of the nursing program and connects them with resources. In the pathway, students engage in peer interactions, mentorship and additional time with faculty and staff, allowing them to build emotional resiliency and a network of support.

    What’s the need: Staff at UW-Oshkosh noticed a decrease in qualified applicants to the nursing program and an overall decline in the matriculation of pre-nursing students, said Jessica Spanbauer, director of the center for academic resources.

    Students had large gaps in their foundational science and math concepts as well as a lack of time management and organizational skills, which could be tied in part to remote instruction due to the COVID-19 pandemic, Spanbauer said.

    The university decided to implement a pre-nursing program, in part to boost enrollment of students, but also to ensure students who do attend are successful on their career journey.

    How it works: The program is organized by the Center for Academic Resources and the College of Nursing, but is supported by admissions, the Undergraduate Advising Resource Center, the counseling center, the biology and chemistry departments, residence life, and recreation and wellness.

    Both admitted and deposited students are eligible to apply to the program, with special priority given to first-generation students.

    Selected program participants move onto campus a week before classes start for an intensive orientation experience. All students live in one wing of a residence hall together, mentored by two current nursing students, building a sense of community and peer support.

    During their week on campus, students participate in biology and chemistry labs led by professors; attend workshop presentations by advisers, counselors and academic support staff; and explore campus, familiarizing themselves with support resources. The goal is to proactively address knowledge gaps among students early on, enhancing their success and preparing them for the future demands of their profession.

    “By focusing on crucial and relevant concepts, we could ensure that students are well-equipped to excel in their nursing education,” Spanbauer said. “We could help build students’ confidence and encourage students to actively engage in shaping their academic trajectory.”

    Program participants are also offered tours of local hospitals, a Q&A session with nursing students and recent alumni, professional development workshops, and support from financial aid, dining, residence life and the Office of Accessibility.

    “We were fortunate that we had colleagues ready to enhance collaboration across units to further promote a student-focused supportive learning environment where students can thrive,” said Seon Yoon Chung, dean of the college of nursing.

    The impact: The program launched in August 2023 with 15 participants. Ninety percent of those students retained to fall 2024, and they earned an average GPA of 3.1. Eighty percent of the fall 2023 cohort are still in the pre-nursing major or accepted into the nursing program.

    An additional 12 students participated in August 2024 (100 percent of whom retained to spring 2025), and the staff hope to double participation rates this upcoming fall, Spanbauer said.

    Staff collect qualitative data about participants by using surveys and focus groups, as well as insights from faculty and other staff. In the future, longitudinal career-progression data and alumni surveys will help assess the program’s long-term impact, Spanbauer said.

    Campus leaders are also considering ways to enhance recruitment efforts and increase capacity for students through various resources, online modules and flexible scheduling to accommodate more interested students.

    Do you have an academic intervention that might help others improve student success? Tell us about it.

    This article has been updated to correct attribution of a quote to Seon Yoon Chung.

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  • L.A. Community Colleges, CSUs Partner on Nursing Initiative

    L.A. Community Colleges, CSUs Partner on Nursing Initiative

    After tussling over proposed legislation to allow community colleges to offer a bachelor’s of nursing degree, Los Angeles County’s 19 community colleges and the California State University system are working together to tackle local nursing shortages. The partnership, spearheaded by Compton College, may signal a new phase of cooperation between the two systems.

    The Nursing 2035 Initiative aims to foster collaboration between community colleges, the CSU system and other stakeholders; conduct research; and devise strategies to graduate more registered nurses in the region over the next decade. The project also includes the Los Angeles Economic Development Corporation, the Department of Economic Opportunity with the County of Los Angeles and California Competes, an organization focused on higher ed and workforce development in the state.

    Keith Curry, president of Compton College, said the need for more nurses in the region is dire. Lightcast, a labor market analytics firm, projected 6,454 job openings for registered nurses in Los Angeles County annually through 2035, but degree-completion data from 2023 shows local colleges only produced 5,363 graduates with relevant degrees that year.

    Curry described a nearby medical clinic’s emergency room as “flooded” with patients at the same time aspiring nurses face barriers to entering the profession, such as vying for limited spots in nursing programs. Programs, meanwhile, struggle to grow because of challenges with retaining nursing faculty, who can find better wages working in hospitals, and competition for scarce clinical placements.

    The goal is “really trying to address health disparities in the community I’m from, and nursing is just another one of those issues that we have to address,” Curry said.

    Teamwork After Tensions

    The move comes after Gov. Gavin Newsom encouraged more CSU–community college partnerships on nursing last year after he vetoed two bills that would have allowed some community colleges to offer B.S.N. programs as part of a pilot program.

    At the time, community college leaders argued that expanding their nursing offerings beyond associate degrees would make nursing education more affordable and combat nurse shortages in the state. But CSU leaders opposed the legislation, countering that the new programs would be duplicative and force the CSU’s existing programs to compete for resources, like clinical placements. (The two systems have also cyclically battled over community college baccalaureate degrees since the state allowed them a decade ago.)

    Newsom came down on the CSUs’ side.

    “All segments of higher education should continue to focus on building these programs together,” he wrote in one of his veto messages, “and I am concerned this bill could inadvertently undermine that collaboration.”

    The initiative is an attempt to do just that, Curry said.

    “It’s not us versus them,” he said. “It’s about how can we partner together to solve a problem. So, I felt that CSU has to be the table.”

    Jose Fierro, president of Cerritos College and co-chair of the Los Angeles Regional Consortium, a coalition of L.A. County’s 19 colleges, said he and other community college leaders were “disappointed” by Newsom’s rejection of community college B.S.N. degrees because he felt like they would help his place-bound students. He said his campus is nine miles on average from local universities.

    Students “may not be within driving distance because they would have to uproot their families, or because of the high cost of housing, they wouldn’t be able to move to a different city to be able to access these programs,” he said.

    At the same time, he believes the collaborative approach will benefit students.

    “We are bringing county representatives, hospital representatives, state officials, California State and community colleges to look at our programs and our shortage of nurses in a comprehensive manner,” to think about “how can we work together to meet the needs of the community?”

    An Example for Others

    Some nursing partnerships between community colleges and CSUs already exist. For example, California State University, Northridge, has an A.D.N.-B.S.N. Community College Collaborative Program, which allows students earning nursing associate degrees at partnering community colleges to earn a B.S.N. on an accelerated timeline. A program at Cal State Long Beach also allows nursing associate degree students to take B.S.N. classes while in community college.

    Nathan Evans, deputy vice chancellor for academic and student affairs and chief academic officer at the CSU Office of the Chancellor, believes the Nursing 2035 Initiative can serve as an example of how community college and CSU leaders can strategically confront local nursing shortages together.

    “The boundaries of our institutions don’t have to be what they were in the past,” he said. “Our hope is that this is a model of what collaboration looks like between our segments and there’s a lot less friction in terms of the student experience, that there are clear road maps for students, particularly in the nursing field.”

    As a first step, the group plans to research the region’s nursing education and workforce and release a report in the fall with policy and budget recommendations on how to expand nursing programs in the area. The goal is to work on the recommendations through 2035.

    Evans said the initiative is “using data to really drive a needs assessment and then allow that to lead us to, what are the ways we collectively can respond?”

    The hope is that process leads to new, innovative partnerships, said Fierro. For example, he can imagine CSUs offering B.S.N. programs on community college campuses, or partnering with community colleges on collaborative programs, so that students who struggle to commute to universities because of work or family obligations have more options.

    “To me, the main objective is to ensure that we bring that value to the local communities,” he said, “regardless of whose name is issuing the diploma.”

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  • From no qualifications to a first-class degree in nursing – Joannne’s inspirational story – ALL @ Liverpool Blog

    From no qualifications to a first-class degree in nursing – Joannne’s inspirational story – ALL @ Liverpool Blog

    My name is Joanne Henry and started Go Higher in 2018 as a mature student. I left school with no formal qualifications and since then had always worked in the retail sector. I always looked back and wished I had done better at school, but truth be told, whilst suffering the bereavement of my mother whilst still young at age 13 so unexpectedly, I had experienced some mental health difficulties and had lost all interest in doing well on my exams.

    Later in life, I become dissatisfied with how my life/career was progressing and applied for college to complete my level 2 in English and Maths. However, before being accepted, I had to sit an exam and was advised after this that unfortunately, it was believed I was not capable of sitting my level 2 in both subjects and that they could not accept me at the time. I found this extremely upsetting but accepted it and went back to my everyday employment within retail.

    It was a year after this that a friend had recommended Go Higher to me, at first, I didn’t quite believe that with no formal qualifications I could attend any university never mind one as prestigious as the University of Liverpool. My friend encouraged me to apply like she had, so I did. Shortly after, I received a letter inviting me for an interview and a test, I was filled with sheer dread after my last experience! On the day I contemplated not attending and ringing with some excuse due to my fear of being rejected, but I decided to go along and see what happened…

    That was when I met with a tutor from Go Higher for my interview who was warm, friendly and welcoming. My immediate dread subsided, and I was put at ease. I explained the reasoning for leaving school with no formal qualifications and I was given a big hug. I was then asked to sit the test. I did what I could and thought, well, it is what it is, if it is meant to be it will be.

    To my sheer astonishment, I received an acceptance letter. I was so proud of myself. I started the course which is and was life changing, the tutors, the course content, the lovely cohort I was with, it was all thoroughly enjoyable. The year went so quickly and after completing Go Higher, I started to believe in my own ability and my confidence had increased drastically. I then applied for a degree in mental health nursing, something which I felt passionate about, helping others who experience mental illness. I was surprised when I received the acceptance letter and commenced my 3-year journey to become a registered mental health nurse. I finished with a first-class honours degree and began my career in the NHS helping others.

    Go Higher provided me with the self-belief and confidence which I believe I would never have gained if I wasn’t for the lovely people who took a chance on me that day. I owe so much to Go Higher, and I hand on heart, encourage anyone who is considering starting higher education as a mature student not to hesitate, apply it’s never too late!

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