Rutgers Online RN to BS in Nursing

The need for RNs with a BS in Nursing is sky-rocketing as health care organizations are striving to keep up with the industry’s complex demands in patient care. Watch our webinar to learn how an RN to BS degree from Rutgers University can expand your career mobility, set you apart from your competition and bolster your job security.

Transcript

Julia: Hi, good evening everyone and welcome to the Rutgers online RN to Bachelor of Science in Nursing webinar. We are so happy that you joined us this evening and know that you are excited to hear from our presenters. My name is Julia. I will be facilitating today’s presentation and before we get started I just wanted to cover a few housekeeping items for you. First, if you have any questions throughout the presentation you may utilize the Q&A box that’s located on the left hand side of your console. We do have some time reserved at the end of the webinar to answer questions that you may have and we will answer as many as time allows. And the other thing I wanted to mention is that we are recording this presentation and we’ll out a link to the recording to everyone who is registered here in the next couple of days. So, here’s a look at what our agenda includes. First, we’ll introduce you to our presenters. We’ll talk a little bit about the current state of the nursing industry, why nurses who hold this degree are in high demand – uh – a little bit about the career and educational path that one with a BS in Nursing can get. We’ll cover an overview of the Rutgers School of Nursing at Camden and you’ll get a feel for what it’s like to be an online student in our program. Then we’ll go through the admission requirements and application process with you and finally wrap it up with a Q&A session, as I mentioned earlier. Alright.

So let’s introduce you to our presenters today. Our first presenter is Dr. Martin Manno. Dr. Manno possesses more than 32 years of professional nursing experience to include Clinical Practice, Nursing Leadership and Educational and Professional Development. He is currently the Assistant Vice President for Clinical Education and Professional Development at Kennedy Health in Voorhees, New Jersey. Dr. Manno’s clinical practice focus over the years has included Medical and Surgical, Critical Care and Emergency Nursing. His leadership in education roles include being a nurse manager, clinical nurse specialist and educator, nursing faculty member and Director of Nursing Education and Research.

The second presenter is Dr. Cindy Ayres. Dr. Ayres is an associate professor at Rutgers School of Nursing, Camden. She received her BS, MS and Ph.D. all from Rutgers University so she’s got a great story to tell and is a proud Rutgers alumnus. Since finishing her Ph.D. in 2002 she has been building her program of research around Health Promotion and Disease Prevention Activities in Adolescents and Young Adults. Her previous nursing professional roles include the State Director of Health Systems and Collaborations at the American Cancer Society, Eastern Division, Consultant to the New Jersey Association of Health Plans working with the medical directors of the largest health plans in the state, Research Scientist at the New Jersey State Department of Health and Senior Services as well as practicing as a pediatric nurse practitioner with a specialty in Pediatric Neurology.

And last, but not least, our third presenter will be Christy Moos. Christy is our Senior Enrollment Coach for the BS in Nursing Program. She has been our Senor Enrollment Coach for the BS in Nursing Program. She has been our Senior Enrollment Coach for the last two years now and has probably spoken to many of you on the phone today. So welcome again, presenters, and now I would like to pass it over to Dr. Martin Manno.

Dr. Manno: Yes, good evening everyone and I just want to say thank you so much to Rutgers for inviting me to present this evening. I do want to say that I did not graduate from Rutgers but I do have a niece and a daughter that both graduated from Rutgers so I do feel some sort of connection there. So what I want to talk about, and from my experience as a leader as well as an educator, I really live with one foot in both – in both camps and I really enjoy that because I feel like I can really make a difference. Uh, so we think about, uh, the industry and why is it important to work on this degree right now? There’s so much rapid change, so much advancement in Health Care, the enormous growth in medical science, so if you think about over the next four years about 50% of everything you know today in practice will be changed. So some of you that may have been in practice for a few years may remember that we’re not doing things quite the same way as we did several years ago; new medications. For those of us that have been around for a couple of decades, uh, it seems like we were in the Dark Ages compared to today. So when we think about evidence-based practice, evidence-based medicine, these are the things that really moved our profession forward and keep it a moving target which really is – makes it interesting. Now, not only does the practice change but also we need to look at high quality and cost effectiveness as we move so we need – there’s a need for knowledge workers. This is increasing exponentially so if you think about the history of the world, we went from primitive physical laborers, uh, in the 20th century we moved into the information age and now we’re into the knowledge age. Uh, so this really means as a knowledge worker, you know, we use our knowledge gained by formal education, by experience, to really become the driving force behind everything we do. And especially in health care, we are driven by knowledge and that new knowledge. So entering into your Bachelor’s of Nursing Degree program really starts to bring these concepts together and help, you know, put it in perspective.

So I want to talk a little bit about patient outcomes. And there’s been a lot of research done and there’s been, you know, research that has shown that care – that care is improved when it’s provided by a bachelorette prepared nurse and this was performed by Dr. Linda Aikens out of the University of Pennsylvania. I was working at the University of Pennsylvania in the early 2000’s when this research came out. It was – it was landmark because this research was there, it was – it was quantified but not very many people really embraced it. And what she found was that for every 10% increase in BSN level nurses there was about a 5% decrease in the likelihood of a patient dying within 30 days of admission. So we really didn’t catch on right away but I can tell you today, as a leader in an organization which very much prides itself on quality and good outcomes, that we look at this as a driving force behind, uh – you know, promoting outcomes. There are many other studies that were done since Dr. Atkins – Dr. Aikens study back in the early 2000s and it really does guide the way we hire, the way we promote care of patient and the way that we promote the advancement of our nursing staff.

So education helps develop skills of critical thinking. Now we’ve been talking about critical thinking for a long time but I think that today it more than ever is something that we need as knowledge workers and to really be aware of the world around you and have an appreciation for that world. You know, we’re busy as nurses in practice. We are multitasking, we have information overload and the better we are at our critical thinking skills, the better we are going to be able to manage the situations and be able to see situations differently and come up with different resolutions and different ways of problem solving. So, as nurse leaders, we look for nurses that are critical thinkers, that they can think and act and be – be in the moment, be engaged in what they’re doing. You know – you know we cannot only manage challenges and complexity but also we want nurses that can thrive in this busy environment. And one of the things that I always equate with critical thinking is lifelong learning and that’s what kind of drives, uh, your ability to be a critical thinker.

Legacy. So I want to say that, you know, what is your legacy going to be and one of the things I’m going to talk about in a moment is, you know, the past, the present and the future and I always think that what is my legacy as a professional nurse? You know, what have I done, you know, what am I doing now, what do I want to do in the future? So I think for me my legacy is to learn as much as I can, serve others as much as I can, and pass that on. And that’s why I practice both as a leader and in education. So my recommendation is to you, you know, as you think about going back to school, as you think about advancing your education, you know, develop your own legacy. You know, be purposeful, you know, act with intent, um, and really look to shatter that status quo because that is really, I think, one of the enemies of, you know, professional nursing because we get in a rut and we start, you know, that’s where we kind of lose what we are thinking about with evidence-based practice.

So I had mentioned the past, the present and the future and what the journey involves. So with the past – you know I think that we need to have a very good appreciation for our history and how that history still today influences practice. Uh, in the organization where I work we – we follow the teachings of Florence Nightingale, uh, you think: “Well, that was 150 years ago, what did she do?” And I think every nurse has an obligation to know a little bit about that story. She was so ahead of her time. The environment, she looked to provide fresh air, fresh water, cleanliness. She was a nurse researcher. And if you look at all the things that she did, they all evolved into what we do today and it really identifies us, um, as nurses.

With the Institute of Medicine Report on the Future of Nursing, so I’ve really taken a great interest in this and it’s really – I practice by this as an educator and a leader because these are the things that I’m always looking to promote. It’s kind of like my own internal strategic plan. I’m going to just talk a little bit about what some of those – actually they’re gonna come up here but, uh, so we want nurses to practice to the fullest extent of their education and this is – you know, what we’re doing tonight is a perfect example of how we’re trying to promote that. Uh, you know, we want to promote knowledge, skills, competency and we want people to be empowered to do that. Another piece of this is embracing interprofessional collaboration and you’re going to hear this word a lot more as you – as you go forward.

The, uh, achieving higher levels of education. So nurses should achieve higher levels of education and again, this is also going back to school. It’s really looking – and this is – falls into the realm of academics to really provide a seamless process for going back to school, the online programs. You know, you can be living across the country and participate and so it’s so much easier now than it was years ago. You know, so I think that the individuals that are listening to this, uh, webinar, are really – they’re becoming the message of what we’re trying to do. If you look at one of the recommendations of the IOM it’s saying that by 2020, their goal is for 80% of the practicing nurses to have a BSM and we’re really moving towards that very rapidly and what you’re seeing is you’re seeing a lot of programs developed, you’re seeing so many different ways, you know, for people to go back to school. There’s something out there for everyone.

Um, becoming full partners with physicians and other health care professionals. Um, again, if we think about the whole interprofessional, interdisciplinary model, you know, nurse practitioners, you know, DNP’s, you know we’re moving towards being at that same level and I can tell you from working in teaching institutions, uh, many times, you know, that, you know, that nurse who has, you know, three to five years of experience really knows what is – the very intricate details of what is going on with a patient and many times they really lead – uh, you know, lead the care. So, because nursing education is very different from medical education so we really do have a major piece in becoming full partners with physicians.

And the last one here: Workforce planning and policy making to improve information and infrastructure. So this is another piece that you will be involved with in your BSN education is to get involved – you know, share governance, you know, be looking into research, evidence–based practice and really looking at promoting the next level. Getting involved politically, joining a professional organization. These are things that are very, very important and sometimes you don’t really realize that early in your career but as you, you know, mature as a nurse you realize you do have a voice and that voice is very important and people do want to hear what you have to say.

So it’s the 21st century. So what are the challenges and opportunities? Well, if you think about the Affordable Care Act, that we’re looking to increasing access to health care, you know, looking at quality and cost effectiveness, uh, one of the things that we talk about in my organization is the medical neighborhood and we look at the medical neighborhood and I guess the old term for that was the continuum of care. But the medical neighborhood is wherever the patient is, where they receive care. It could be the home, it could be the physician’s office, it could be the extended care facility. It’s no longer the acute care facility and I can remember, you know, 25-30 years ago that the prediction was that, you know, hospitals of the future will be big critical care units and well, gosh, that’s really what they are, every bit as – everyone has telemetry, uh, you know, if you’re not that sick you’re not in the hospital so that really is very true, that we need to like look at beyond, you know, the walls of the hospital. So with transitions of care and transitioning patients through those different levels of care, as a BSN and the critical thinking that goes with that, you know, being able to multitask, being able to problem solve is very, very valuable.

So what other opportunities are available? So many hospitals are striving for magnets and many hospitals are striving to maintain their magnet status, uh, you know, and this is through the American Nurses credentialing center and one of the – one of the requirements is that they want baccalaureate prepared nurses. So “magnet” is not really about the designation of being a magnet facility. It’s not about the title. It’s not about the document or the survey. It’s really about clinical excellence and what magnet means and it’s been around for about 40 years, is that they really have looked at clinical excellence, the care that nurses provide, the engagement of those nurses and that they are empowered and able to make changes. So – and it’s not just nursing, it’s the whole organization but nurses really take the lead with that. Opportunities, you know, exist, you know, in the community and I had mentioned this a little bit that we – we operate in the medical neighborhood, we look to transition patients, you know, to various levels of care, you know, this is the shift from acute care to wherever else the patient is going to go. Another term you’ll hear talked about today is population health and with population health it’s not just about, you know, the patient in the hospital or the patient outside of the hospital, it’s about really bundling that care for those patients that have the same type of disease processes – we’re the best practices that can go with those dis – you know, to care for those patients.

With transition in care which can best be provided by the baccalaureate prepared nurse, you know, we really want to keep in mind, you know, what we’ve been in the past, what you have done in the present and what you want your future to be. How are you going to construct your future and you really need to look at, you know, taking your experiences and building upon them. So, you know, when the nurse comes in that has had an associate degree or has a diploma in nursing, that’s a stepping stone, uh, and that’s exactly what, you know, programs like the one at Rutgers is – is telling you about. It’s a perfect stepping stone to get you to that next level. With other opportunities to advance your education, you know, thinking about going beyond that BSN and, you know, advanced practice nursing, education, nurse executive and leadership, you know, as you embark on that journey, you know, you want to be a lifelong learner. You want to make sure that you’re always asking questions. You want to really get engaged in preparing yourself for that future for that knowledge worker age. Resist the status quo, uh, you know, it’s human – it’s human nature to be, you know, to resist change, um, and critical thinking really does help health kind of think a little bit more broader and to help prevent that falling in a rut of the status quo. Keep advancing your education. Be a lifelong learner. Uh, you know, join a professional organization. So these are, you know, all things that contribute to changing outcomes and creating that culture of safety, uh, you know, things like preventing falls, preventing suicide, preventing infections, you know, we have to think beyond, you know, the normal realm of what we have been dealing with to really find, you know, what’s the cause and what other solutions.

So, a couple takeaways, just to kind of sum it up here, uh, you know, as you begin this educational journey, you know, always pursue knowledge, be persistent in your journey as you travel towards your goals and then be compassionate and hold that near and dear so that – and never give up. You have, you know, you just have to take it one step at a time, uh, and there are people there to help you. You’re not alone, we’ve all been there. So basically that’s kind of like the perspective I have from leadership. I look to, uh, you know, help promote, you know, nurses when they arrive in my facility from school and to help them advance within – with the new organization. So I’m going to pass this over to the next speaker and if there is any questions at the end, I’ll be glad to answer them.

Dr. Ayres: Okay, good evening everyone. As Julia had mentioned I’m a true Rutgers alumni so you can imagine how excited I am to have this opportunity to talk about Rutgers, my alma mater. Um, a little bit about who we are. So who is or what is Rutgers School of Nursing Camden? We’re a part of Rutgers University which I’m sure all of you know is a world class public research university. We became the fourth designated school on the Rutgers Camden campus in 2011 but our tradition of excellence in nursing education really extends over 35 years, first as a Department of Nursing and now as a School of Nursing. We have an impressive record of success which is powered by a number of programs, the traditional baccalaureate nursing program. We have the accelerated Bachelor of Science in Nursing program for career changers interested in pursuing a second bachelors degree, we have an RN to BS track for students who already hold an RN license and this, the online RN to BS program. Additionally we have the lude (*21:98) ostomy care certification program, the school nurse certification program and a doctor of nursing practice program, the DNP. So the Rutgers School of Nursing Camden certainly has a strong reputation which is dedicated to the pursuit of excellence in education and research and evidence-based health care delivery.

Okay, so I wanted to share this slide with you so we have a good sense of who we are, who the School of Nursing is – our mission and our vision. Everything that we do from teaching to faculty research to community service – really all goes back to meeting the mission of our school. So, for example, our whole curriculum and the overall course objectives that we have are consistent with the mission of the School of Nursing Camden. It goes back to again preparing nursing professionals who are knowledgeable, confident and innovative providers of care in the areas of health promotion, disease prevention and care of sick and dying patients across a lifespan locally, nationally and globally. And so that is our mission at the School of Nursing Camden.

Also our school is growing by leaps and bounds right now in terms of programs, in terms of student enrollment, our faculty, our faculty size and at the same time we envision a more expansion of our School of Nursing through an international reputation for excellence in nursing research and clinical scholarship. So, for example, we have nursing students who participate in health and wellness courses abroad such as in Guatemala, in Brazil, in South Africa, London and even more recently we’re embarking on initiatives with Cuba. So again we’re expanding our reputation as a world class public university and the School of Nursing is certainly making a mark internationally.

Okay, so, you know, why choose Rutgers? Rutgers School of Nursing Camden offers a rigorous program. Our online RN to BS program is a credential that can really bolster your job security and increase your career mobility. So, again, obtaining a degree from Rutgers, having the Rutgers brand is a value-added. With an RN to BS in Nursing degree from Rutgers you can pursue opportunities beyond inpatient care facilities and into emerging nursing specialties and venues of care as Dr. Manno just described. Um, and also you can put yourself on a path to advanced education such as the DNP and clinical leadership roles. Also the RN to BS program is online which means flexibility. You can learn from anywhere according to your own schedule, right? You can balance your studies with other life commitments, with family, with work and of course, with fun, right? So you can balance everything, enjoy small classes and close interaction online with faculty and peers. You could attend yearlong classes, either full time or part time. So the RN to BS in Nursing really gives you a lot of flexibility. We also provide a rich variety of resources available for engaged learning and I’ll talk more about those resources in a little bit. We have world class faculty, right? And a student body with a wide range of varied clinical and research experiences. So students can learn from each other and our faculty are expert, they’re cutting edge practitioners and world class researchers.

So let me go ahead and tell you a little bit more about our faculty, the faculty that you will have while at the program. Okay, our faculty first and foremost, let me just say that our program has full accreditation for the Council of Collegiate Nursing Education and our nursing faculty at Rutgers are experts in their different and varied fields of nursing. And as part of a large research university Rutgers Camden nursing faculty bring their findings and their expertise into the classroom, both online and face-to-face as well as to the community, you know, contributing to the progress of nursing, health care, education outreach, scientific advancement and so much more. I do want to emphasize the faculty also teach across the programs, from baccalaureate through DMP so they bring expertise and perspective across the programs.

There are faculty who teach both in our online courses and face-to-face at the same time. So, for example, I teach the Research in Nursing course in this fully online RN to BS program. I also teach the Research in Nursing class face-to-face to our RN students. And I also teach this course for traditional BS students in our four year program and I also teach this course in our accelerated program. So, you know, I teach across the program and faculty here at Rutgers School of Nursing Camden do as well. In all those classes that I just described the Research in Nursing courses for the different program, I teach this class either fully online, face-to-face or hybrid, you know you’re face-to-face/online at times. So there’s a lot of different programs, a lot of different platforms the faculty across the programs teach. I also want to mention that students really receive personalized attention from nursing faculty who are professional nurses and know and understand the multifaceted roles and functions of nurses so that’s important, too.

Okay, so you’re probably thinking what is it like in online classes? For those of you who have not had online classes, I hope you can get a better sense of what it’s like in the learning environment with courses that are online. So online courses create a centered learning environment to promote learning and engage students. So faculty do this in a number of ways. First, our online courses engage students in the content. For the most part faculty believe that the more quality time students spend engaged in content, the more of that content they’ll learn. So what you’ll see in these online classes are things such as peer discussions, peer reviews, group assignments – you’ll see students helping each other learn. Also online classes promote student teacher and student teach – student interaction. We believe essentially the faculty that interactivity is the heart and soul of effective online learning and so students can interact with one another, with the professor, with the text – I don’t know if you’re familiar with voice threads, right? – with the internet, with the entire class and small groups to be one-on-one, etc. So you’ll see, for example, for me to engage with students that student/teacher interaction, I also use Skype and Facetime as an option to interact. Students also use chat rooms to work with other students in the course, Google Docs, they choose whether or not they want to work with groups or individually, so group assignments, reflection assignments, peer critique. So your online classes really find innovative ways to promote interaction between the student-teacher and the student-student.

And also faculty strive for presence. And what that means is, you know, faculty try to encourage other students to establish a community of learning. So, for example, students will use discussion threads, virtual walls – I don’t know if you’re familiar with padlets – reflection exercises, to have a social presence with one another. We also encourage students to have construction and confirmation of meaning through sustained discussion in a community of peers, so you’ll see weekly online discussions around the topic where students can actually post their thoughts and ideas. And then students also have the opportunity to respond to their peer comments. So a lot of the, uh, interaction student/student is really about the content in this learning community. And also the teaching presence. So, again, as I mentioned, I find a variety of ways to communicate, interact with students, uh, such as e-mail, you know, obviously Facetime, Skype and things that I had mentioned.

Okay, what other things you’ll see in online classes? I, for example, in my class give feedback to student assignments and provide questions that are constructive and in a timely manner. So, for example, I tell students: “You’ll get my response or graded assignment within 48 hours.” And it’s different for every instructor but we like to as a whole try to get constructive feedback and our questions and our comments to students as quickly as possible. Students are also given support to complete an assignment such as, you know, the use of YouTube video resources, Screencast tutorials, provide sample papers, even have milestones to receive feedback on papers and assignments. The faculty can see, you know, the understanding of the student and where they are in their assignments and if they need any redirection on completing the assignment or clarification of content. All of these are some of the teaching methods that we use in our online courses to create that student-centered learning environment. So faculty are always learning new ways to promote – to promote learning for their students. So we use, for example, virtual walls for introduction, like I said, discussion threads, uh, recorded lectures. We actually record our lectures and for me I post it in YouTube and provide MP4 files for easy download and listening so students can download their lectures and listen to it on their iPod or another format when they’re driving or busy or in bed, right? Online polling is also used and recorded exam reviews. I do reviews online synchronously through YouTube videos and it goes through questions so that students can get a better understanding of the application of concepts taught in class.

And in my online classes, for example, I actually provide long tutorials for these strategies. You know, the idea is to provide more efficient ways to increase learning but not burdening the students with learning that technology. The faculty use very easy, turnkey teaching methods to promote learning, uh. In the Master my presentation you will also be hearing some – more about some of the student services also offered through this program. I do want to emphasize that the faculty on online courses are readily available for questions and the beauty of online learning is that the content in the courses can be accessed 24/7, not just on the day of class, you know, as in a face-to-face class. So there are more resources available to the online learning. They can listen over and over to those lecture recordings if they choose for reinforcement of content. They can have interaction with students on an ongoing basis through online discussion and the sharing of IPOs that promotes a community of learning as opposed to that one face-to-face class once a week. So something to keep in mind that our faculty at the School of Nursing Camden, with this online program, really are responsible for creating a climate that encourages students to think critically, to communicate clearly and really to become increasingly self-directed learners.

And so I hope that I was able to give you a little snapshot of some of the tools or some of the ways we do that in an online course. At this moment now I’m just going to pass this over to Christy. He’ll be talking about your enrollment team.

Christy: Hi, everybody. This is Christy. I’m a Senior Enrollment Coach for the online Bachelor of Science in Nursing program at Rutgers. My role is to pre-qualify you for the program, make sure you meet the minimum requirements to apply, go through the program’s details answering any questions that you have about the program, help you determine if this program is the right fit for you based on your needs and career objectives and institute the entire application process. So the program details, um, are – this is the credits total 120 in order to graduate. And this includes any transfer credits awarded into the program and 33 credits for the successful completion of your NCLEX and nursing courses taken at an associate level.

Uh, the length of this would depend on transfer credits into the program and how many courses you take per semester. We offer three semesters a year. Typically a student coming with an AA degree and wants to do the program part time it’s an estimated 2-3 years to graduate. And I do want to run through costs real quick also. Um, it is – we have three credit courses, its $550 per credit. There’s a $300 course fee per class which does make each course $1,950 – that doesn’t include books and if you are enrolled into the program, if you’re admitted, then there is a $150 enrollment fee due upon accepting that acceptance. Um, the admissions requirements. An associate degree in nursing, an ADN or Applied Science or nursing diploma. A CCNE accreditation preferred and an NLN CNEA accreditation credits are typically transferred. We are looking for a 2.7 GPA or higher preferred, an active RN license, present pass the NCLEX to get the license and you would need your CPR certification.

Now the application process – you will complete the online application. Be sure to choose the Rutgers School of Nursing Camden online degree program and then you would select the RN BS in Nursing online degree. I will be sending out this information also. When prompted within the application you would click “I am or will be a licensed nurse” on the application. Official transcripts are required from every post secondary institution that you’ve attended. Official high school transcripts are required for all applicants unless you already hold a Bachelor’s degree. Transcripts must be in sealed envelopes from the institution and sent to the address that I will provide you. Also if any of your transcripts are coming in your maiden name, ladies, or other last names, please make sure you add those names to your application. If those institutions that you’ve attended in the past have the ability to send them electronically, it would be faster. The electronic transcript mailing address will be included in the information.

There’s an essay also on the application. Please – it is optional but please do this in a Word document first. When you get to the skills something must be entered and N/A is acceptable. This essay is optional; however applicants can write between 100-250 words and the statement should include the reasons why you want to get a Bachelor of Science in Nursing, your interest in pursuing your degree online as well as your personal motivation and professional skills. This is a good space to write – to articulate any hardships or record deficits. For example students with accumulative GPA lower than the 2.7 should submit an essay with a good explanation of about 200-500 words. Pay your nonrefundable application fee, and our application fee is $70.

Upon acceptance or at some point during the program you will be required to provide the following items: An active nurse’s license, active CPR certification, health records and drug test records. For this next term the target deadline for completed application is December 20th and school starts on January 17th. And keep in mind the items that usually take the longest are transcripts and letters of recommendation, which you don’t need letters on recommendation for this one, but in the future you probably will. This is why you want to start your application as soon as possible to allow as much time as possible to complete this. Thank you. Julia?

Julia: Great. Thank you, Christy and Cindy and Martin for all of the information. Uh, now we’d like to open it up to everybody for questions so, as I mentioned earlier, please type any questions that you may have into that Q&A box that’s on the left hand side of your screen and, uh, we’ve got some time left here. We can get to as many as the time permits. So, um, here’s a question that looks like Christy, you could probably answer. Can you define what kind of support online students get after they’re enrolled or accepted into the program?

Christy: Yeah, once they’re accepted into the program then we transfer them over to Student Services. At Student Services they do have a executive coach over there that’s with them from the beginning to the end of the program. And they’re a good reference to go back to, especially when it comes to semesters – just two semesters. Kind of they might do the worksheet checklist with them or it could be part of the school that does that. Uh, they also have tutors are available to them every semester and then they will have career services also at the end of the program. Good question.

Julia: Alright, great, thank you. Alright, next question, Dr. Ayers, maybe this could be one for you. About how many times a week does a student – will a student have to log into class?

Dr. Ayers: Um, so I can give you my perspective. There really isn’t the professors and a certain amount of time the student needs to lock in for a grade for example. It’s really as needed. The expectation that the student logs in to obviously listen to the recordings, to print out the slides, to read the syllabus for announcements but as long as students keep up with what is in the syllabus in terms of the type of content they need to read, their chapters, for example, or the recorded lectures, and also keeping up with assignments – there is really no number. Like we’re not looking at how many times a student logs in. It’s really based on that this – because we also understand, too, that students may download the recordings, for example, and it might even show on the course sheller, download the power points and it will be on their hard drive. So it – it’s self directed by the learner in terms of how many times he or she needs to go into the course shell to get the information that they need to be able to get the content, to be able to look at announcements, uh, and so my suggestion for students to go at least or to check at the beginning of the week, um, at the start of a new unit, new week, just to see if there’s any announcements that the professor may have, and maybe once during the week and then at the end to see. You can actually set on your online course notifications where anything that’s new, that’s posted, an announcement or any kind of document on the professor and the student can be notified – is actually notified if there is anything new that the student needs to go to. So I guess a long-winded way of saying, you know, as needed by the student to get the content and if – even if you’re not on the course shell, students can get their account set up so notifications can be sent, for example, to their e-mail. I have mine actually sent to my e-mail which is connected to my cellphone so I know, for example, when a student posts something. So I hope that’s helpful.

Julia: Great. Thank you so much. Alright, next question is: “Are campus visits required for this program?” Christy, do you want to take that one?

Christy: There are no campus visits required for an online student. Now, that’s for classes only. They will still have the clinicals that they have to attend in person, of course.

Julia: But those are not in Arizona.

Christy: No.

Julia: I’m sorry. But those are not in New Jersey.

Christy: No.

Julia: Okay. So I’m sorry everyone. We had another question come in about if we are accepting applicants from the state of Arizona. The answer to that is yes, we are. That is one of the authorized states for this program so, sorry for my flub there. Uh, okay, the next question is: “Do I have to take two classes per semester in the online program or can I take more?” Christy, would you like to take a shot at that one, too?

Christy: Sure. Um, you know, when we’re speaking with students we usually suggest that two classes per semester is probably the most feasible for anybody to be successful, uh, but we have had people take anywhere from one up to four. It really just depends on that student. Everybody is an individual and handles the work load differently but typically it’s going to be two classes for a working professional.

Julia: Alright, great. Um, alright, next question. “After I graduate will my degree say ‘online?’

Christy: No, your degree will not say “online.” It will say Camden, of course, but it will not say “online.”

Julia: Okay, thank you. Dr. Manno, this looks like a question that could be for you. “Outside of the clinic, what types of positions could I be eligible for with – with my Bachelors?”

Dr. Manno: Outside of the hospital, do you think?

Julia: Yeah.

Dr. Manno: Okay. So for example, in a – in my organization which is very similar to, you know, other organizations, you know, as far as their scope of services, you know, there’s the traditional, uh, you know position, you know staff position in a hospital, you know, setting with—on a unit, med/surg, Telemetry, ICU, ED but outside of that some of the other RN opportunities that are popping up would be in some of the different ambulatory services and we’ve been actually putting more RNs in ambulatory services so, for example, you know, we have freestanding dialysis units. You know, they’re staffed with RNs. We have physician practices which, uh, you know, the offices have RNs in those offices. Uh, there’s also home care which, you know, is staffed by registered nurses. Extended care, long term care, some of the other positions in clinical educator, quality manager, you know, and care manager, nurse navigator. Uh, so these are all positions that are, you know, kind of out of the traditional, you know, bedside position that as a person gains more experience and with more education, they certainly would qualify and that’s one of the really nice things about working for, you know, an organization which, you know, has multi-levels of services is that you can move around and try different things and, you know, to kind of – try different things that would interest you and if you don’t like it you can try something else but you’re within the same organization and you’re not losing anything by leaving the organization and going to a different one.

Dr. Ayers: I wanted to add to that if you don’t mind. I also…

Dr. Manno: Sure.

Dr. Ayers: …Right. Cause I’m a product of Rutgers and the BS in Nursing and so some of the nontraditional avenues that I’ve taken within RN are really not traditional but nonetheless they are opportunities. For example, being a Public Health Nurse. I worked for the Department of Health in Middlesex County and I worked in a stand-alone clinic as a public health nurse, right? I’ve also been at the Department of Health in Senior Services where they had a number of RNs that worked in different departments such as looking and reviewing applications for acute care need and a lot of other departments within the Department of Health and Senior Services of New Jersey, for example, and I’m sure that holds true nationally for other health departments. When I worked at the American Cancer Society there were a lot of people on staff, different regions of the state, and again this is New Jersey and I’m sure it holds true nationally where there are a lot of RNs that were utilized because the organization, for example the American Cancer Society saw the value of nurses in working with cancer patients. And so a lot of those types of – of positions were like Director of Community Outreach for cancer patients, the nontraditional type of positions beyond, you know, working in the hospital in an acute care setting. So those are just some of the other areas that having an RN is really advantageous, an RN with a BS, a Bachelors which, you know, opens up so many opportunities on the different types of positions you can get with your Bachelors.

Dr. Manno: If I could add to that, you know, and one of the reasons why nursing is so adaptable is that we are critical thinkers and we, um, you know, we learn about nursing process and it’s not just a theory that you learn in school, it’s really a way of thinking. And what happens after you’ve been practicing for, you know, a year or two, you start to do everything following nursing process. You know, you assess, you diagnose, you plan, you know, you perform your interventions and you evaluate. So you start to do everything from, you know, from your job down to, you know, grocery shopping. It kind of blends into who you are.

Dr. Ayers: And I tell students a lot about having the baccalaureate degree in nursing that the opportunities are endless, just like Dr. Manno has just described, and I gave some examples. I mean you think about pharmaceutical companies. They also hire RNs with a BS due to medical claims. You know, there’s a lot of other opportunities out there with having the RN with the BS does. So it really – there’s so many that we can’t even name the different types of positions that are out there, acute care to ambulatory care, chronic care facilities to public health to school nursing to pharmaceuticals to, you know, nonprofit organizations, the American Heart, American Cancer Society, Departments of Health – there are so many avenues that an individual with an RN with a BS can get their hands into. So it’s a really wonderful time to get your BS degree in nursing.

Dr. Manno: It really does give you negotiation power when you are going in for, you know, for a job interview, uh, and today many places will not even bring a candidate in for an interview without that Bachelor’s degree but, uh, you know, being prepared and having that in hand really does make a difference.

Julia: Wonderful. Thank you so much for the input from both of you.

Dr. Manno: Sure.

Julia: Your next question is: “Would the completion of this program allow me to apply to the DNP program at Rutgers?” Cindy, do you know the answer to that one?

Dr. Ayers: Oh, yes. I guess I was waiting for Dr. Beckmann who I think is on the line. (laughter and people talking at the same time) Because she’s the actual director, you know, the Associate Dean for Graduate Programs, so I didn’t know if that was a question that Dr. Beckmann can answer but my answer is Yes. I wonder if Dr. Beckmann is on the line? But yes, so absolutely. There are, I mean we have students who are articulated from the BS program to the DNP programs so that is certainly a pathway, absolutely. But the DNP – you know you don’t see very many MS programs like Masters in Science for Nurse Practitioners really is a DNP so the School of Nursing can, which is wonderful. It does have a DNP program and we welcome students who have their BS to, you know, articulate into the DNP program so it’s a long-winded way of saying, yes.

Julia: Okay, thank you. We’ll give everybody here one more minute to answer – to ask any questions that you have in that Q&A box. And in the meantime I’m going to just advance the slide here so if you are interested in this program and would like to speak to one of our enrollment coaches a little bit more in detail or to start on your application even, you can reach us at the number on your screen which is 1-866-935-3024 and our enrollment coaches will be happy to help you out with anything that you need. And it doesn’t look like we’ve had any more questions come through so we will call it a wrap and I just wanted to thank everyone again for their time. Thank you to Dr. Manno, to Dr. Ayres and to Christy for all of the wonderful information and we hope to speak with you all soon. Have a great night.

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