CON - Report on Long-range Planning (3-1-1966)

University of Utah College of Nursing Report on Long-range Planning, March 1, 1966.

UNIVERSITY OF UTAH COLLEGE OF NURS ING Report on Long-range Planning March 1, 1966 Long-range planning has been a characteristic of the College of Nursing throughout the course of its relatively short history. Emphasis on such planning was sharply increased in 1963 when federal assistance for the building of educational facilities for nursing became available and College faculty grasped the opportunity for developing plans for the laboratories and other teaching and learning resources needed fo.c op.ti.nwm i.mpl.Pmentation of the und~rgraduate and graduate nursing programs. In order to preeent tci the University administration and to the United States Public Health Service justifiable plans for a building to house and promote nursing education programs of high quality, it was necessary first to clearly define what these programs were expected to be like five, ten, fifteen and twenty years hence and to estimate how many students, faculty members and supporting personnel were to be served in the way that would best facilitate their most effective functioning. Copies of the Architectural Design Program for the College of Nursing are available in the Department of Campus Planning and Construction and in the College of Nursing. It is upon the foundation of the definitions and estimates made to justify the request for building funds now granted that the present longrange plans are built. We realize that we are particularly fortunate in not having at this time to present data to justify additional space and additional equipment in the teaching unit in that these components of our planning have already received approval. Some additional work remains to be done on initial equipment for the building, but the budget item for this purpose is believed to be adequate. There is still an urgent need for library facilities in close proximity to the College of Nursing. It is our belief that these facilities should be a branch of the central library system. In order to facilitate essential nursing research it is imperative that the College of Nursing build or contract for a patient unit wherein the focus is on the development of nursing knowledge. This facility should be available within three to five years by which:time more than half of the College of Nursing faculty will have completed the research training program supported currently by a $275,000 research grant. The remainder of this report follows the sequence of questions sub• mitted to us as a guide. Purpose and Objectives The College of Nursing is organized to produce nurses at two levels of preparation, a baccalaureate degree graduate who is a competent general practitioner of nursing and a master's degree graduate who is a skilled clinical specialist in one area of nursing, prepared to function as a clinician at the bedside and as a teacher or supervisor in the clinical specialty. The objectives of the undergraduate program are to prepare nurses able to - 2 1. Give a high quality of nursing care in any patient setting (hospital, home, clinic, public health agency, etc.); 2. Direct nursing personnel with less educational preparation; 3. Progress to junior leadership positions without further formal educa• tion; 4. Enter into graduate study and clinical specialization without deficiencies to remove or background to be supplemented. Nurses at this level are much needed in Utah and elsewhere. Only 11% of the nurses of the United States have bachelor's degrees and for 33% of the nursing positions a bachelor's degree in nursing is stated as the minimum educational requirement. (See: Facts About Nursing, 1965, page 7. Publication of the American Nurses' Association.) The objectives of the graduate program in nursing are to enable quali• fied nurses with a bachelor's degree to prepare themselves to make a high level of contribution to nursing as 1. Clinical specialists at the bedside. (These specialists have two years of clinical study, practice and research in their specialty beyond the level of competence reached at graduation with a baccalaureate degree in nursing.) 2. Teachers in their specialty. (Most of the graduates of the program teach in universities at the undergraduate level. Some teach graduate students.) 3. Administrators of nursing service units in their specialty. 4. Supervisors and consultants. (Such personnel may be in large institutions or may function at state and national levels.) 5. Consumers of research, transmitters of research findings and producers of nursing research. (These are potential educators and scholars at the university level.) 6. Leaders in local, regional and national nursing organizations and active participants in community affairs. 7. Applicants without deficiencies to doctoral programs in nursing. Of the nurses in the United States, only 2 percent hold a master's degree or higher and 13 percent of the nursing positions require such preparation if candidates with this preparation can be found. The situation in Utah is in some respects more critical than in the nation as a whole for Utah has the lowest nurse-to-population ratio in the Western Region, and the states most often served by Utah graduates--Arizona, California, Idaho, and New Mexico--also have fewer nurses than the national average. With the exception of California, Utah is the only one of these - 3 - states with a graduate program in nursing. Without a sufficient number of adequately prepared nurses the health care of the public is seriously threatened. Programs and Majors At the undergraduate level in nursing, the major is nursing and there is no minor. Supporting work includes chemistry, physics, biology, bacteriology, anatomy, physiology, human development, nutrition, social sciences and basic communication. At the graduate level, the major is one of the nursing clinical specialties. We currently offer three of the four recognized majors in nursing. These three are: medical-surgical nursing, psychiatric nursing, maternal and child nursing. Public health nursing may in the near future be developed as a graduate specialty or it may be developed as an emphasis related to other clinical specialties. More than half of the graduates of our master's degree program have become members of college and university faculties in the Western States. In some of the graduate majors in nursing minors are freely elective. In medical-surgical nursing and in nursing of chf.Ldren there is a prescribed minor in physiological chemistry and mammalian physiology. Where the minor is prescribed, the inclusion of electives is strongly encourageu. In all of our graduate majors the master's degree program is sl~ academic quarters in length and our faculty has long questioned the adequacy of programs of shorter duration. Undergraduate and graduate workshops and institutes have been held once or twice annually in the past, usually as a means of upgrading the knowledge and skills of nurses in practice, but the trend is toward continuing education in an organized sequence of conferences to which participants are committed for two to five years. One such sequence in current operation meets for a week three times annually at a lodge such as The Homestead for two consecutive years. This sequence is grant supported. One of the needs for this type of education is that of a conference center with suitable facilities. Ue urge construction of this kind of facility. A science workshop sequence is exclusively a graduate workshop open to faculty teaching in collegiate schools of nursing. The participants, for the most part, come from the Western States. The faculty research seminars directed by a research expert meet once weekly during the academic year and for six weeks in summer. This is a five-year grant supported project to improve the research abilities and productivity of faculty members. A direct result of this program is expected to be an increase in the number of federally supported research grants received. Twenty-six of the thirty-six full-time College faculty members have obligated themselves to this project for the five years and 1::.n:~ in regular weekly attendance. Because tltP. :tnstitutes, ported, we believe that they in service to the community. not known to exist elsewhere National Institute of Mental wo,:-i<si1ops and seminars are usually grant supwill continue and perhaps expand in number and A new type of project to improve nursing care, in the United States, has been proposed to the Health for financial support; and if the grant - 4 - is approved it should prove a break-through of a creative project type likely to be imitated. A somewhat similar plan is being evolved in the area of Medicare. Faculty members teaching in grant projects, though paid from the grants, participate also in teaching regular University credit courses and enrich faculty contribution at very little cost to the University. The only certification program projected by the College of Nursing is an integral part of the master's degree program in maternal and newborn nursing. Here a certificate in nurse-midwifery meeting national standards is earned by the candidate receiving also the master's degree. Nurses with certificates in nurse-midwifery are in great demand in medical centers, clinics, research groups and public health agencies. Nurse midwives are not to be confused with the practical midwives of pioneer days. The University of Utah is the only school west of the Mississippi to offer this preparation and it is likely to become a regional center for this specialty. Nationally the University is in such respectable company as Yale, Catholic University and Columbia. Proposed Changes Most of the changes which we propose have already been anticipated in making plans for the College of Nursing building to be completed in 1968. These changes will be promoted by the new physical facilities provided. Among these facilities are the new laboratories. The human development laboratory will enable us to contract with various social and health agencies for groups of normal children and adults, the physically handicapped, the mentally retarded and the emotionally disturbed, to engage in largely therapeutic activities in which the student of nursing needs guided expe r Ience to develop her own skills. While planned for the educ.-,.tion of nurses, the opportunities provided will augment community services. A physiological laboratory will be available for student and :faculty Lns t ruc t Lon and research largely at the graduate level. Bacte-::-iological studier, cf appropriate level will be pursued and the Lncubst Lon and '.:'."efrig0.ration facilities will be utilized in the embryology conponent of the maternal and child nursing program. The behaviornJ ac Lence Lobo ra t orLe s with the Lr rooms of varying size and one-way vf.s Lon and sound p rcv Ls Lons will be used by all clinical teaching s.reas , but probably most extensively for nursing research and psychiatric nursing and mental health instruction and for courses utilizing the methods of group dynamics. m~en the nee,, College of Nursing building h occupied all of the aspects of nursing requiring specialized laboratories will be expandQd And 1mproved, as will those in which educational television and other visual teaching techniques are ut Ll Lzed . Individual study carrels will promote the use of microfilms and tape r~cc,r.c1.ings. The cent ra l. ad~inistrati 0n is doubtless c?.ware of many of the changes likely to come about: with the cddd t Lon 0f the r,ollege of Nursing building and will be Lnt e re s t e-I in 0ther changes projected. ✓ For the undergraduate program an eight- to ten-percent annual increase in student numbers is predicted, requiring an increase in class sections. - 5 - Some plans for introducing theory and field experience in mental health and public health earlier in the program may break up some of the twelve-credithour monolithic blocks of classwork and practice into smaller units, but the total number of hours will probably not be increased by this change. Classroom size for such change was provided for in building planning. In the graduate program it is likely that only one more specialty area will be developed in the near future. Present thinking on cancer nursing, cardiac nursing, orthopedic nursing and rehabilitation nursing is that they should remain a part of the medical-surgical nursing major as elective directions of emphasis rather than becoming separate but restricted majors. We should like to emphasize that we believe that graduate education in nursing in Utah should be centered in the University of Utah. Graduate education in nursing is costly and the nurse population in the State is not large enough to support graduate programs in two or more institutions of higher learning. Faculty members prepared to teach in graduate programs are in short supply and should be concentrated in one institution. One state program of high quality at the graduate level is better than two or three mediocre ones struggling for survival. Time Schedule In setting a time schedule, the public health major or emphasis should be developed within five years. The revolution in public health nursing agencies related to the home care provisions of Medicare will have repercussions on all nursing care. The trend in our program is toward "familycentered care" in some areas and toward "patient-centered care" in others. Doctoral Program in Nursing An important impending addition to the graduate program in nursing is the evolution of a doctoral program, a development in which several universities in the United States are now engaged. Present faculty opinion is that such a program should be in the Graduate School and the degree be a Doctor of Philosophy with a major in nursing. (Not a Doctor of Nursing, which has much to be said against it.) At present we have five or six nurses working toward doctoral degrees in other colleges of the University. This is good, but it would be better if they could have their doctoral major in nursing. Some of them have an approved doctoral minor in nursing and the dissertation deals with a nursing problem. We have at present in the College of Nursing two full-time and several part-time faculty members with doctoral degrees granted in other disciplines. Next year there will be two nurses with doctoral degrees in education serving as full-time faculty members. This is not yet the faculty at which we are aiming before asking for approval to accept doctoral candidates, but, like the University of California, University of Washington, and others, we are convinced that it is time to begin building toward a doctoral program. This may take eight, ten or twelve years, depending on a composite set of conditioning factors difficult to predict. What would the development of a doctoral program in nursing involve in the way of costs to the University? In our opinion it would involve very - 6 - little expense beyond the increase in quantity and quality of faculty accompanying the growth of the master's degree program in nursing. The physical facilities will already be available in the College of Nursing building. Funds for development of such programs and stipends for doctoral students are currently available to universities which can present acceptable programs. Such funds are expected to be available eight or ten years hence. Justification for Changes We believe that no justification is needed for· the expansion of our "Undergraduate program. Utah should not remain the state with the lowest number of nurses to population in the whole Westetrt Regiort. There i$ a strong trerld nationally toward the closing of hospital schools of nursing and the education of nurses in university schools. The hospital schools in Utah are already considering this move. Should these schools close, both the University of Utah and Brigham Young University would most likely be faced with a sharp increase in applicants to their colleges of nursing apd have considerable community obligation to accept greater numbers and to pr()vide them with top quality instruction. The Univer~ity administration may have had its attention called so often to the brillian~e of the faculties in other colleges that it is largely unaware that the College of Nursing faculty has a national reputation of such stature that we are ·often solicited to apply for grants or to institute programs to, let us say, match our mountains. In justification of our graduate programs, both the master's degree program and the projected doctoral program, several arguments merit consideration. It wQuld be easy to say let the nurses go to California, Chicago, Cleveland, Boston or New York for their graduate studies. Some of them have gone td these places to study and of these only a few have come back. We get a small trickle of east and west coast graduates, but we are not competitive on equal terms with California and without graduate programs of our own we cannot get in sufficient numbers the clinical nursing specialists, teachers, aiministrators and research workers necessary to produce competent baccalaureate graduates and to provide acceptable nursing care for the residents of the State. One factor in our dilemma is that while of the practicing nurses in the United States 50 percent are married, in Utah 85 percent are married. Frequently these nurses can pursue higher education in thelr own state, but cannot and should not leave their husbands and childre~ 'to go to school in other states, and cannot and should not uproot thefr families to go with them to some remote area. If we do not have graduate programs in nursing in Utah we are doomed to progressively deteriorating nursing education and nursing care in our hospitals, homes and other institutions. One of the strengths of our graduate program in nursing is the emphasis on clinical competenc~ requiring extensive clinical experience. This requires a high faculty-to-student ratio and makes for an expensive program. The expense to the University is reduced, however, by the number of federal teaching grants received by the College in the area of graduate education. At present of ten budgeted positions for faculty teaching exclusively or - 7 - nearly exclusively in the graduate program, eight are paid wholly from grant funds. These funds provide also fringe benefits, secretarial service, travel allowances and some equipment and supply items. At the moment an increased number of government and foundation grants appears probable rather than a reduction in numbers. Faculty There are thirty-six full-time faculty members employed by the College of Nursing with four budgeted positions unfilled but for which applicant credentials are under consideration. In addition, Mrs. Dorothy Lowman, Director of Nursing at the Medical Center, holds a faculty appointment and teaches one class annually. Two social scientists have half-time appointments under a Public Health Service grant, and three physicians and one nurse give smaller amounts of paid time to teaching in the graduate programs in psychiatric nursing and medical-surgical nursing. The dollar-a-year appointees in nursing and allied disciplines give single lectures or parti,cipate extensively in student teaching in clinics, seminars, and at the bedside. The following distribution of faculty includes full-time faculty only. Present Distribution of Full-time Faculty by Rank Professors 2 Associate Professors Assistant Professors Instructors 15 9 6 Teaching Assistants 4 Present Distribution of Full-time Faculty by Teaching Areas Administration Education __Qounseling 3 MedicalSurgical Nursing., Maternal and Child Nursing 12 (2 unfilled) 6 Psychiat,;ic Nursing Public Health Nursing Research and Special Projects 6 5 4 (1 unfilled) (1 unfilled) In nursing the minimum desirable faculty-student ratio is considered 1 to 12 in undergraduate programs. California and some other schools maintain a one-to-eight ratio. Some colleges have a ratio of one to ten. For graduate teaching in nursing the usual ratio is one to four. In our program we now have a faculty-student ratio of one to twelve and one-half in the undergraduate program and what appears to be one to three and six tenths in the graduate program. The last figure is deceptive in that four of the graduate faculty members teach either one undergraduate course in addition to their graduate courses or teach such courses as teaching and administration in nursing in addition to their clinical teaching. Teaching hours in the nursing program are very long and quite often the faculty member puts in much more than an eight-hour day. In clinical teaching on hospital wards and in other agencies four clock hours are recorded - 8 - as one credit hour, such that a two-credit-hour course may require eight hours on the hospital ward exclusive of preparation for teaching. For this reason eight credit hours have in the past been recommended as the maximum teaching load for faculty members teaching clinical experience courses. This means four eight-hour days weekly and the fifth day is little enough to leave for preparation, evaluation of written work, conferences and committee meetings, not to speak of personal research. This heavy load is a tradition inherited from hospital nursing and is not attributed to the University administration. However, the administration should understand that for the many clinical faculty members carrying a twelve-credit-hour load, this means four eight-hour days of clinical teaching plus usually one fourcredit-hour theory or classroom course and practically no time for preparation, committee work or research except through use of evening hours at home. For the future, to encourage research, additions to nursing knowlede~ .. publication and faculty growth, we would recommend six credit" ho11rs as the standard teaching load for the teaching of clinical nursing. This teaching load could be pictured as three eight-hour days in the clinical setting, one day for preparation and evaluation of written work and committee meetings and one day for research. The time would probably not be distributed in these exact blocks, but until time is provided for it, it is very difficult for faculty members to do much research. The high percentage of participation of the College of Nursing faculty in the five-year faculty research seminars and workshops should be evidence of interest in research and effort to improve in ability to do it. A factor directly affecting projected faculty numbers stems from our greatest educational problem. This is the lack in the University Hospital of an educational environment conducive to good education for nursing. The Dean and faculty of the College of Medicine and t-he Dean and faculty of t:he College of Nursing are well aware that nursing morale and nursing c a r e in the University Hospital leave much to be desired. The College of Nursing would like to be able to place prepared nurse clinicians in each clinical specialty area with rank and responsibility comparable to those of the medical chief of staff, resident, and interne to provide a high quality of direct nursing care and direction for auxiliary nursing personnel. These nurse clinicians would have the nursing equivalent of the medical specialty board and be prepared to give the best nursing care known today and to work as colleagues with the medical staff members. They would give part of their time to clinical practice and part to teaching and research. This would mean an increase in the size of the nursing faculty in that it would absorb present nursing service positions at the level of team leader, head nurse, supervisor, and nursing service administrators. The total cost would be higher than the combined present salaries in nursing education and nursing service for we would plan to employ qualified personnel throughout, whereas at present many nursing service employees carry high ranking positions calling for graduate education in nursing but have actual preparation at less than the baccalaureate degree level. The increase in over-all cost should not be permitted to outweigh the prospect of excellence in patient care and the benefits to accrue to both medical education and nursing education from such a reorganization of nursing education and nursing - 9 - service in our medical center. Persons inclined to explore these ideas further might like to examine the nursing education-nursing service organization at the University of Florida medical center and to read an article on the nurse clinician published in the February, 1966, issue of The American Journal of Nursing by Frances Reiter, Dean of the Graduate School of Nursing, New York Medical College. Neither of these references are in 100 percent agreement with our projected organization but they have resemblances enough to our ideas to give some support to them. If we do proceed to absorb the nursing service positions in the University Hospital, a greater increase in faculty would be required; but if we retain our present responsibilities only, for the time ten years hence when we expect to have 100 graduate students, 400 full-time undergraduate students and 100 to 150 part-time undergraduates in continuing education, evening residence and special courses, we project 25 faculty members teaching graduate courses at a ratio of one to four, 33 teaching undergraduate courses at a ratio of one to twelve, 6 teaching in continuing education and in research projects and 8 in administration, education and counseling, making a total of 72 full-time faculty members. The distribution of faculty should be about as follows: Future Distribution of Full-time Faculty by Teaching Areas AdministraNursing Psychia- Public Research tion MedicalEducation Surgical Maternal of tric Health Special Counseling Nursing Nursing Children Nursing Nursing Projects Graduate Undergrad. ◄, ,:.. J 4 4 4 4 4 17 4 4 4 4 5 8 4 2 Continuing Years of service for presently employed faculty members and the hiring of more applicants with doctoral degrees will probably push the distribution of faculty according to rank toward the upper end of the faculty ranks. Shortage of qualified faculty members might result in employment of more teaching assistants. The following distribution by rank has been projected. Future Distribution of Faculty According to Rank Professors Associate Professors Assistant Professors Instructors Teaching Assistants 10 20 24 12 6 As to distribution of teaching load and research work, with the exception of the administrative and counseling group, roughly an average of 75 percent teaching, 20 percent research and 5 percent committee and professional services is projected. The teaching would include the educational counseling of students. Wide variation in this pattern should be expected - 10 to permit for some individuals more research and less teaching. In the first five years of the projected period some faculty time released for research might be compensated for from grant funds. After that time the University should be prepared to absorb the cost of well justified release of time for research not supported by contract grants. Projected Enrollments The enrollments projected by the Office of Institutional Studies for the College of Nursing paralleled very closely those projected by us in our request for our new building. In the first five years our estimates averaged twenty students lower and in the second five years five students higher than those of the Office of Institutional Studies. In the second five years at least, the small discrepancy in predicted numbers should have no effect on needs for faculty, classrooms, laboratories and supplies needed. In the area of part-time, irregular, evening residence and continuing educat:i.ou students, our estimates were consistently nearly 50 percent higher than those of the Office of Institutional Studies. We support our estimates by our knowledge of grants for continuing education of nurses largely for non-credit courses. We believe that the Office of Institutional Studies may have taken into consideration credit courses only. It should be remembered, however, that our non-credit continuing education courses have to date been entirely grant supported. Comparison of Enrollment Estimates Made by College of Nursing and Office of Institutional Studies 65-66 66-67 67-68 68-69 69-70 70-71 71-72 72-73 73-74 74-75 75-76 76-77 ~ ~= C. N. 244 270 281 294 308 333 360 387 416 432 446 462 Inst. 288 299 303 316 334 350 363 385 406 426 443 457 C. N. 75 90 100 115 130 135 140 145 150 150 150 150 Inst. 80 73 74 73 81 85 90 104 99 104 112 111 ~ ~: Appendix I attached to this report presents a revised and more detailed enrollment prediction for the College of Nursing taking into account the increasing numbers of students who spend two academic years on the University campus rather than the four quarters required for admission into the clinical portion of the program. The program can be completed in four calendar years, but most students elect to use the five academic years instead. As presented earlier, we believe that the ratio of faculty to students should be one to twelve for undergraduate and one to four for graduate - 11 - education in nursing. Only if federal traineeships should be diminished in number or entirely discontinued is it likely that more financial support will be needed for certain students in the College of Nursing. Should this happen, support approaching $2,400 a year would be needed for each of fifty graduate students annually in the College of Nursing. Practically all of our graduate students are completely self-supporting, and when they do not work for pay they have no income. At present all graduate students in the College have traineeships carrying tuition and usually $2,400 a year for the first year of graduate study and $3,000 a year for the second year. Inter- and Intradepartmental Support We now have one secretarial administrative assistant, six secretaries, four teaching assistants and no research aooiotants. The teaching assistants were included in the roster of faculty members given earlier. Only a small increase in the number of teaching assistants was projected, namely, from four to six. Research assistants were not included with the faculty, mostly because we had none. Possibly four might be needed ten year::; ht!nce. As to secretaries, five of the six now employed are provided through gra-..-.1.. """""•"I~ At least two of the six should be provided through University funds. Our present ratio of one secretary to six faculty members is that approved by numerous national agencies. st1rh al'; national accrediting bodi<H1, and we find it satisfactory. If the same ratio .i.~ m~int-tdnod. t.1hen we have seventy-two faculty ui,;;,mbc1·0 -v,e shall need two secretarial administrative assistants and twelve secretaries. If grant support grows in the same proportion as program and faculty, eight secretaries might be paid from grant funds and four from State funds. The two administrative assistants should be paid from ·· regular University funds. Most of our library services are and will probably continue to be met by the health sciences library. If we are to contribute our share to the construction and operation of this library in the Medical Center, State funds will need to be allocated to the College of Nursing for this purpose. Freshman students will continue to use the central University library, as will graduate students pursuing social science minors. We plan to house in our own College of Nursing building a small research reading room relating to nursing research to be located in or near our research facilities. We anticipate about the same relative use of the University Press as now for bulletins and brochures (which would about triple present production) and expect to produce a number of nursing monographs and research reports. We may move our College of Nursing Quarterly from a mimeographed form to a printed form. This Quarterly contains papers written by faculty and students. We expect to use the computer center increasingly as the research activities of the College increase. Our new building will contain provision for closed-circuit television production and consumption, but we elcpect to use the audio-visual central facilities for the production of some of our teaching films and video-tapes. One grant-supported project in operation now obligates us to produce one new teaching film in rehabilitation nursing each academic quarter for the next three years. Similar projects are expected - 12 to develop in two or three other nursing specialties. Total production will probably not exceed three films per quarter because even though in the long run faculty time spent on teaching films comes back to us in faculty time saved, at the time of production it is hard to spare faculty time for the project. Building Space At present the College of Nursing occupies space in Building 430, Building 105 (the Annex), and part of the A-level floor at the Medical Center. We may have to vacate Building 430 before the new College of Nursing building is completed. If so, fourteen faculty members and three secretaries will need temporary offices and some provision for storage of equipment and supplies. Two large classrooms and two seminar rooms will also have to be replaced. Once the new College of Nursing building is ready for occupancy it should meet all central housing needs for some time to come. There will always remain peripheral housing needs in the hospitals and public health nursing agencies where students have clinical e:iq.1eri.ence and faculty do clinical teaching and supervision. These needs are met through contract:u<1l agreements with the institutions and agencies concerned. Additions or Modifications in Equipment There is an item in the building budget for initial equipment of the College of Nursing building. Some old equipment can be moved to the new building but an adequate annual equipment budget must be provided. When the patient unit for nursing research is organized a sizeable equipment budget will need to be considered. Non-State Support Frequently throughout this report reference has been made to current support of certain projects by federal grants. These are almost exclusively in the areas of graduate education and continuing education. Unless changes are made in federal policies it would appear that undergraduate education will remain the responsibility of the state and be supported by state funds. In graduate education and research, continuing education and special projects, we look forward to continuation of present grants and expansion in proportion to enrollment, program expansion, and faculty improvement in research skills. To a considerable extent, expansion is dependent on faculty imagination, creativity and national reputation. Attached to this report is a summary of training grants in current operation and a list of new grant requests being submitted for the coming year. ' , ' \. Appendix II Current Research and Training Grants 1965-1966 University of Utah College of Nursing Traineeships Tuition and Fees Salaries Travel Supplies Equipment Overhead Total 19,520 $ 19,520 Teaching, Supervision and Administration Traineeships 49,890 49,890 Graduate Psychiatric Nursing 42,180 $ 55,208 97,388 6,795 20,433 27,228 12,215 35,084 47,299 26,689 26,689 20,424 14,164 20,424 Continuing Education (Participation in Alcohol Workshop financed elsewhere.) 36,900 36,900 Physiology Foundation for Nursing 13,950 13,950 Faculty Research Development 55,404 55,404 $278,256 $408,856 Public Health Nursing Traineeships Undergraduate Psychiatric Nursing Vocational Rehabilitation $ Public Health Field Experience Children Is Bureau - Maternal Child Health, Grad. Program Development Children's Bureau - Mental Retardation Totals $130,600 14,164 (Most of the above are five-year grants.) New Grant Requests Being Submitted for 1967-1972 Funding 1. Improvement of Public Health Nursing Instruction with Emphasis on Practices Related to Medicare. 2. Improvement of Psychiatric Nursing Skills of Registered Nurses Employed in Psychiatric Nursing Settings. 3. An Experimental Test of the Effectiveness of Patient-centered Nursing Procedures in Terms of Indices of Post-operative Progress.