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OCR for page 228
IiPPE N DrX
Congressional Charge
Excerpts From Public Law 96-76
Sec. 113.(a)~1) The Secretary of Health, Education, and Welfare
(hereinafter in this section referred to as the "Secretary") shall
arrange, in accordance with subsection (b), for the conduct of a
study-
(A) to determine the need to continue a specific program of
Federal financial support for nursing education,
(B) to determine the reasons nurses do not practice in medically
underserved areas and to develop recommendations for actions
which could be taken to encourage nurses to practice in such
areas, and
(C) to determine the rate at which and the reasons for which
nurses leave the nursing profession and to develop
recommendations for actions which could be taken to encourage
nurses to remain or re-enter the nursing profession, including
actions involving practice settings conducive to the retention of
nurses.
(2)The part of the study described in paragraph (1~(A), shall
include considerations of the following:
(A) The need for nurses under the present health care delivery
system and under such system as it may be modified by increased
use of ambulatory care facilities or as it may be changed by the
enactment of legislation for national health insurance.
Determination of such need shall include determination of the
need for nurses trained in each type of school of nursing (as
defined in section 853~2) of the Public Health Service Act), for
nurses with graduate training in the varying nurse practitioner
clinical specialties, and for nurse administrators and nurse
educators.
(~) The cost of nursing education and a comparison of the cost of
education at each type of school of nursing (as so defined) and
comparison of the cost of each of the graduate programs of
nursing.
(C) The availability of other sources of support for nursing
education, including support under general programs of Federal
financial support for postsecondary education, under State and
other public programs, and from private sources.
228
OCR for page 229
229
(b)(l) The Secretary shall first request the National Academy of
Sciences (hereinafter in this section referred to as the "Academy"),
acting through the Institute of Medicine, to conduct the study,
required by subsection (a), under an arrangement whereby the actual
expenses incurred by the Academy directly related to the conduct of
such study will be paid by the Secretary. If the Academy agrees to
such request, the Secretary shall enter into such an agreement with
the Academy.
(2) If the Academy declines the Secretary's request to conduct such
study under such an arrangement, then the Secretary, after
consulting with the Committee on Labor and Human Resources of the
Senate and the Committee on Interstate and Foreign Commerce of the
House of Representatives, shall enter into a similar arrangement
with another appropriate public or nonprofit private entity to
conduct such study.
(3) Any arrangement entered into under paragraph (1) or (2) of this
subsection for the conduct of a study shall require that such study
be completed and reports thereon be submitted within such period as
the Secretary may require to meet the requirements of subsection (c).
(4) The Secretary shall undertake such preliminary activities as may
be necessary to enable the Secretary to enter into an arrangement
for the conduct of the study at the earliest possible date.
(c) Not later than six months after the date the arrangement for the
conduct of the study is entered into under subsection (b), the
Secretary and the entity conducting the study shall each report to
the Committee on Human Resources of the Senate and the Committee on
Interstate and Foreign Commerce of the House of Representatives
their respective preliminary recommendations respecting the matters
described in subparagraphs (A), (B), and (C) of subsection (a)(l)
and, if a need for continued Federal financial support for nursing
is found, the form in which the support should be provided. Not
later than two years after such date, the Secretary and the entity
which conducted the study shall each report to such Committees
recommendations respecting such matters (including the form of
Federal financial support for nursing) and the basis for such
recommendations.
as
OCR for page 230
liPPE N DrX 2
Appropriations Under the
Nurse liaising Act
Appropriations under the Nurse Training Act (NTA) of 1964 and
subsequent amendments are listed in Table 1. The listing provides
information through Fiscal Year (FY) 1982. The latest amendments,
which were part of the Omnibus Budget Reconciliation Act of 1981,
extended nurse training provisions of the Public Health Service Act
through FY 1984.
The NTA and subsequent amendments authorized funds for a number of
programs of institutional support and student support. In addition,
support for research activities has been provided under other
provisions of the Public Health Service Act. The data in this appendix
were secured from various sources in the Department of Health and
Human Services (DHHS) and Health Resources and Services Administration
(HKSA).
Formula and Capitation Grants
Capitation grants provided support to basic nursing education
programs from FY 1972 through FY 1981. About 1,000 schools received
assistance annually. In 1980, 1,075 schools participated, including
386 baccalaureate programs, 554 associate degree (AD) programs, and
135 diploma programs. About 190,000 students were enrolled in these
schools.
The amount of capitation support varied among schools according to
the type of program and number of full-time students. In 1980, the
average level of support per student counted for capitation purposes
was 3221 for students in baccalaureate programs, $152 for students in
AD programs, and $138 for students in diploma programs.
Participating schools were required to increase enrollment of
first-year students or to strengthen program activities in at least
two specified programs. The program options were (1) training of
nurse practitioners, (2) encouraging enrollment and retention of
students from disadvantaged backgrounds, (3) providing clinical
training at sites geographically remote from the school, and (4)
extending continuing education opportunities.
230
OCR for page 231
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OCR for page 232
232
Special Project Grants and Contracts
Special projects to improve the availability and quality of
nursing education are assisted under this funding program. There are
currently five specified purposes:
1.
2.
3.
4.
5.
to increase educational opportunities for individuals from
disadvantaged backgrounds;
to provide continuing education;
to provide retraining opportunities for nurses reentering
active practice;
to increase the supply or improve the distribution of nurses
by geographic area and speciality field; and
to upgrade the skills of licensed vocational and practical
nurses and other paraprofessional personnel.
At least 20 percent of available funds must be used for item 1, 20
percent for item 4, and 10 percent for item 5.
Three other purposes were specified for support prior to 1982.
They were the following:
6. to assist mergers and other cooperative agreements among
hospitals and academic institutions;
7. to develop new or modify existing training programs, develop
research in nursing education, and improve curricula; and
8. to assist short-term training fin' Ale ~ A; ~_A ^ -1~ -1 '__
~ @
In nursing homes.
~^o _~. & ~e ~;7~= c&~;> O.ll ~ULUt:~1 BUS
In recent years, about 100 projects received assistance annually
In 1981, assistance was awarded to 98 projects at 84 nursing schools
and 14 other agencies. About 40 percent of the projects related to
item 7, 30 percent to item 2, 20 percent to item 4, and 10 percent to
item 1.
Construction Assistance Grants Program--Nursing
Funds were appropriated under NTA as extended and amended, to aid
the construction and equipping of nursing education facilities over a
12-year period beginning in 1966. Altogether, assistance was provided
to 301 programs, of which 52 were diploma programs, 90 AD programs,
105 baccalaureate programs, 43 graduate degree programs, and 11
continuing education programs. About 70 percent of the projects were
for the expansion or renovation of existing schools and 30 percent for
the construction of new schools.
Schools expanding facilities were required to expand first-year
enrollment by at least 5 percent or 5 students, whichever was
greater. Local funds financed at least 25 percent of the construction
costs.
Over 50,000 student places benefited from this activity, of which
over 12,000 were increased f irst-year student places. Of the total,
OCR for page 233
233
about 16 percent were in diploma programs, 23 in AD programs, 54
percent in baccalaureate programs, and 7 percent in graduate degree
programs.
Advanced Nurse Training Grants and Contracts
Assistance is made available to collegiate schools of nursing to
(1) plan, develop, and operate, (2) significantly expand, or (3)
maintain programs to prepare nurses at the graduate level.
Educational programs offering master's and doctoral degrees are
supported to help develop clinical nurse specialists, teachers,
administrators, and supervisors. Special emphasis is now given to
three clinical specialties: maternal and child health, geriatrics,
and community health nursing.
In recent years, about 90 projects have been supported annually.
Between 1979 and 1981, about 80 percent of the areas of concentration
in these programs were focused on clinical specialties and about 10
percent each on education and administration. Among the clinical
areas, maternal and child health and medical/surgical care were the
most frequent, followed by geriatric and community health nursing.
About 90 percent of the programs were at the master's level and 10
percent at the doctoral level.
In academic year 1981, about 2,500 full-time equivalent students
were enrolled in assisted programs, of which approximately 1,500 were
full tome. During that period, there were about 700 graduations,
approximately 14 percent of the estimated national total.
Nurse Practitioner Grants and Contracts
Support is provided to (1) plan, develop and, operate, (2)
significantly expand, or (3) maintain programs to train nurse
practitioners. Emphasis is given to training to improve care to
geriatric and nursing home patients and to strengthen primary health
care in homes, ambulatory care facilities, long-term care facilities,
and other settings.
In recent years, about 70 projects have been funded annually. In
1981, 75 projects were assisted, involving 103 training programs; 33
focused on family care, 21 on pediatrics, 15 on adult care, 14 on
geriatrics, and 11 on midwifery. About 1,900 students were enrolled
in these projects, of which 41 awaided master's degrees and 34 awarded
certificates. About 80 percent of the projects were at nursing
schools, 8 percent at medical schools, 6 percent at hospitals, and 5
percent at other participating institutions.
Traineeships have also been provided to selected nurse
practitioner students who agree to serve after graduation in
designated primary medical care shortage areas. Eligibility was
limited to students from health manpower shortage areas through 1981;
thereafter, the legislation, although not limited to residents of
these areas, provided that special consideration be given to them.
OCR for page 234
234
Payback commitments equal the months of educational support.
Traineeships were made through participating schools; 36 schools
received support initially in 1978, and same of them have received
subsequent continuation awards. A total of 361 eligible trainees were
appointed between FY 1978 and FY 1981.
Student Loans
Low-interest loans up to $2,500 a year--to a total of $10,000--are
made to assist students in basic registered nursing education programs
(including diploma, AD, and baccalaureate programs) and in graduate
programs. Students may be on a full-time or half-time basis. Funds
are awarded to participating schools on a formula based on the
relative number of full-time nursing students. The schools make and
monitor the loans and must contribute at least 10 percent of the total
federal dollars awarded.
Participating schools may retain the amounts repaid by students
and make new loans from a revolving fund made up of collections.
Loans are repayable over 10 years following completion of training;
repayment may be deferred during advanced professional education in
nursing, study as a nurse anesthetist, or service in the uniformed
services or Peace Corps.
About 1,150 schools have participated in this program annually.
In 1982, about 24,000 students received loans--about 8,200 from newly
appropriated funds and 15,600 through the revolving funds. The
average loan was approximately $800.
Loans incurred under this program prior to September 29, 1979, may
be canceled in part for service of more than one year as a nurse in a
public or nonprofit hospital, health center, or other health care
agency for more than one year. Since 1971, cancellations may be up to
85 percent for 5 years of service; previously, cancellations were up
to 50 percent or 100 percent, depending on the location and length of
work as a nurse. Through 1979, a portion of about 150,000 loans had
been canceled; the number of individual nurses benefiting is not known
because many students received multiple loans from these funds.
Funds have also been available to repay portions of loans of
nurses who serve in designated shortage areas. For those completing
years of such service, 60 percent is repaid; for 3 years, 85 percent.
Between 1973 and 1982, about 130 nurses had benefited from this loan
repayment option.
Professional Nurse Traineeships
Grants are made to graduate schools of nursing and to schools of
public health, which in turn provide traineeships for up to 36 months
to students working toward a master's or doctoral degree. Nurses are
prepared to serve as teachers, administrators and supervisors, nurse
practitioners, and in other professional specialities determined by
DUNS to require advanced training. These are the same clinical
1 2
OCR for page 235
235
specialties that have been supported by the Advanced Nurse Training
Program: maternal and child health, geriatric nursing, community
health, acute care, adult care, and medical/surgical nursing.
Priority in the award of traineeships to nurse practitioner trainees
Is given to nurse midwife trainees.
In recent years, between 2,000 and 3,000 trainees have received
support annually. In 1981, awards made to 126 schools supported about
2,000 trainees at approximately $6,400 each.
Scholarships
Scholarships up to $2,000 a year were made available to selected
students with exceptional financial need in basic and graduate nursing
education programs during a 14-year period beginning in 1967. Funds
were allocated to participating schools on a formula based on the
relative number of full-time nursing students. The schools selected
the scholarship recipients.
About 1,300 schools participated in this program annually. In
1981, 1,328 schools received funds, including 603 AD programs, 418
baccalaureate programs, 213 diploma programs, and 94 graduate
programs. That year, over 8,900 students received benefits, about 4
percent of the total student body.
During the program's operation, over 200,000 scholarships were
made available. It is estimated that in excess of 67,000 students
benefited. The average annual scholarship was about $1,000.
Research Fellowships
Fellowships are awarded for full-time predoctoral and postdoctoral
education in nursing and related behavioral and biological sciences
under the authority of the Section 472 of the Public Health Service
Act. Support is aimed at preparing nurses to conduct and direct
research, collaborate in interdisciplinary research, and strengthen
faculties in nursing schools. Support may be provided up to 5 years
for predoctoral programs and up to 3 years for postdoctoral programs.
Payback agreements require participation in research or teaching
activities for periods commensurate with the educational support
received.
In recent years, an average of about 115 predoctoral and 3
postdoctoral fellowships have been supported each year. In 1981, 47
new fellowships were awarded, of which 22 were in nursing, 11 in
behavioral sciences, 3 in biomedical sciences, and 11 in other fields.
Fellowships are sometimes referred to as National Research Service
Awards.
OCR for page 236
236
Research Grants
Grants are made to schools of nursing and other public and private
institutions to support high-quality research projects, under the
authority of Section 301 of the Public Health Service Act. Basic and
clinical research related to patient care and clinical therapy, as
well as to nursing education, manpower, and administration, is
emphasized. In recent years, about 50 awards have been made annually.
At the end of lY 1981, 58 projects were ongoing, of which 23 were focused
on nursing practice and 11 on fundamental issues on which nursing
practice research is based; 13 were institutional projects designed to
enhance the research capabilities of schools of nursing with doctoral
programs; 6 were concerned with such issues as stress, parenting, and
health promotion; and 5 dealt with the delivery of nursing services
and professional issues, such as nursing staff turnover.
Other
Between 1972 and 1975, funds were available for specific other
programs. These included aid to nursing schools experiencing
financial distress, start-up grants to initiate new nursing programs
and funds to encourage recruitment of groups underrepresented in
nursing, including minorities. Authority for financial distress
grants was reinstated in 1981, but no funds have been appropriated
under the new provision.
OCR for page 237
AiPPE N DrX 3
Summary of ~formabon on
State Reports of Nursing Issues
Nursing issues have been studied in almost every state of the
nation during the past few years. Reports of recent studies have been
identified from 45 states. More than 75 such studies were completed
between 1977 and 1982.
As indicated in Table 1, many agencies--both public and private--
have sponsored and published studies of nursing issues in recent
years. In many states, more than one agency undertook such reviews.
In same cases, the multiple state studies were complementary, focusing
on different aspects of the subject; in others, they present different
perspectives and conclusions.
A majority of the recent state nursing studies have been sponsored
by public agencies. Altogether about two-thirds were by official
bodies. State higher education agencies were the most frequent
sponsors. Other public agencies that were active along these lines in
many states were nursing or other schools at a state university, state
health planning agencies, and governors' commissions and legislative
committees. In other cases, health departments, education departments,
and nursing boards took the lead.
Private agencies assumed responsibilities for reviews of nursing
issues in about one-third of the states. State hospital associations
often conducted studies of nursing problems being experienced by their
member hospitals. State nurses' associations carried out such studies
directly in many states and participated actively in others.
There has been broad participation in many of these efforts.
Committees composed of representatives of the many parties concerned
with nursing matters were reported to have been involved in about
one-half of the studies. In some cases, they were responsible for
directing the work, and in others they had advisory roles. In many
cases, public hearings provided opportunities for other concerned
parties to participate.
In about one-half of the states, the studies involved detailed
analyses. In the past 2 years, for example, reports of extensive
studies were issued in Alaska, Arizona, Arkansas, Georgia, Indiana,
Maryland, Michigan, Ohio, South Carolina, and Wyoming.
About 40 of the studies addressed educational issues and a similar
number focused on employment aspects. Approximately 25 studies
presented projections of future requirements and resources and about
237
OCR for page 238
238
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300
teenagers, services designed to enhance self-care in
the chronically i 11 and the very old ~ .
Enhance the care of clients culturally different from
the majority (e.g. Black Americans, Mexican-A,nericans,
Nat ive Americans ~ and c lients with spec ial problems
(e . g. teenagers, prisoners, and the mentally ill), and
the underserved ~ the elderly, the poor, and the rural)
~ Design and assessment, in terms of effectiveness
and cost, of models for delivering nursing care strategies
found to be effective in clinical studies.
.
All of the foregoing are directly related to the priority of
developing the knowledge and information needed for improvement of
the pract ice of nursing.
While priority should be given to this form of clinical
research, there is no intent to discourage other forms of nursing
research. These would include such investigations as those
utilizing historical and philosophical modes of inquiry, and
studies of manpower for nursing education, practice, and research,
as well as studies of quality assurance for nursing and those for
e stabl ishment of criterion measures f or prac Lice and educat ion.
OCR for page 301
AiPPE N DrX 9
Parbapants in Me Study's Workshops
and Advisory Panels
The committee was privileged to draw on the knowledge of many
distinguished people during the course of the study; they are listed
in this appendix. Many leaders in the nursing profession gave
generously of their time. Their contributions to consideration of
issues in nursing education, in nursing research, and in nursing
services were invaluable. In addition, as the listings illustrate,
the study's advisory panels and workshops drew on participants
representing a broad range of other professional backgrounds and
experience. Their assistance, also, was invaluable in consideration
of issues related to identification of data required for the study,
trends, and projection methodologies; the cost and financing of
nursing education; and the economics of nurse supply and demand.
Members of each of the five advisory panels usually met together
twice. The advice of individual members was solicited more
frequently, on an informal basis. The Economics Workshop was a
day-long meeting; sessions of the Workshop on Advanced Nurse Education
covered 2 days.
Advisory Panel on Nursing Education Costs and Financing to the
TOM Study of Nursing and Nursing Education
* Roger J. Bulger, chair
President, University of Texas Health Science Center at Houston
Eileen Alessandro
Executive Director, Association of Diploma Schools of Professional
Nursing
Steven D. Campbell
Director, Financial Management Center, National Association of
College and University Business Officers
* Member--IOM Study Committee on Nursing and Nursing Education.
301
OCR for page 302
302
Joseph Paul Case
Director of Program Administration, College Scholarship Service,
College Board
Salvatore B. Corrallo
Director, Student and Institutional Financing Division, Office of
Program Budgeting and Evaluation, Department of Education
Joseph C. Czerwinski
President, The Czerwinski Group, Inc., Milwaukee, Wisconsin
Ruth S. Hanft
Consultant
Gladys Chang Hardy
Program Officer in Charge, Education and Culture Program, The Ford
Foundation
Rose Muscatine Hauer
Director of Nursing Service, Dean, School of Nursing, Beth Israel
Medical Center, New York City
Robert Kinsinger
Vice President, W.K. Kellogg Foundation
Wayne R. Kirschling
Deputy Commissioner, Indiana Commission for Higher Education
Lucille Knopf
Division of Research, National League for Nursing
Mary Nell Lehnhard
Executive Washington Representative, Federal Financing and Tax
Legislation, Blue Cross and Blue Shield Association
Lawrence S. Lewin
President, Lewin and Associates, Washington, D.C.
* Robert A. Wallhaus
Deputy Director for Academic and Health Affairs, Illinois Board of
Higher Education
* Ruby L. Wilson
Dean and Professor, School of Nursing, Duke University
OCR for page 303
303
Advisory Panel on Data Needs for the TOM Study of Nursing
and Nursing Education
* Edward B. Perrin, chair
Director, Health and Population Study Center, Battelle Human
Af f airs Re search Centers
Myrtle Aydelotte
Executive Director, American Nurses' Association (retired December
1981), Consultant (January 1982)
Walter Johnson
Director of Research, National League for Nursing
Wayne R. Kirschling
Deputy Commissioner, Indiana Commission for Higher Education
Evelyn B. Moses
Acting Chief, Data Development and Evaluation Section, Division of
Health Professions Analysis, Health Resources Administration,
Department of Health and Human Services
Now with Division of Nursing, Bureau of Health Professions
Analys i s, HRSA, DHHS
Carol S. Weisman
Assoc late Professor, School of Hygiene and Public Health, Johns
Hopkins Univers ity
Advisory Panel on Intervention Strateg ies
to the TOM Study of Nursing and Nursing Education
* Robert C. Wood, chair (November 1981-January 1982)
Direct or of Urban Stud ies, Prof e s sor of P o l it ical Sc ienc e,
Univers ity of Massachusetts Harbor Campus
* Arthur E. Hess, chair (February 1982-April 1982)
Scholar-in-Residence, Institute of Medicine, National Academy of
Sciences
* Otis R. Bowen
Professor and Director, Undergraduate Family Practice Education,
Indiana University School of Med icine
Shirley S. Chater
Vice Chancellor, Academic Af fairs, University of California, San
F ranc i sc o
Robert A. Derzon
Vice President, Lewin and Associates, Inc., Washington, D
. C .
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304
Vernice D. Ferguson
Director, Nursing Service, Veterans Administration Central Off ice
Wayne R. Kirschling
Deputy Commissioner, Indiana Commission for Higher Education
Nan S. Robinson
Vice President for Administrat ion, Rockef eller Foundat ion
F rank A. S loan
Professor of Ec onomics, Vanderbilt University
Nathan J. Stark
Senior Vice Chancellor, Health Sc fences, University of Pittsburgh
Advisory Panel on Nursing Education/Nursing Service
to the ION Study of Nursing and Nursing Education
* Edyth H. Schoenrich, chair
Assoc late Dean, Johns Hopkins University School of Hygiene and
Pub 1 ic Hea 1 th
Virginia Allen
Director of Accreditation, National League for Nursing
Myrtle Aydelotte
Executive Director, American Nurses' Association (retired December
1981), Consultant (January 1982)
Madeline A. Bohman
Executive Director, Bellevue Hospital Center, New York City
Rose Marie Chioni
Dean, School of Nursing, University of Virginia
Barbara A. Donaho
Corporate Director of Nursing, Sisters of Mercy Health Corporation
Sister Rosemary Donley
Dean, School of Nursing, Catholic University of America
* David H. J eppson
Executive Vice President, Intermountain Health Care, Inc., Salt
Lake C ity, Utah
Patric ia Perry
Dean, Bishop Clarkson Memorial Hospital College of Nursing, Omaha,
Nebraska
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305
Doris L. Wagner
Chief Nurse, Bureau of Public Health Nursing, Division of Public
Health, The Health and Hospital Corporation of Marion County,
Indianapolis, Indiana
Advisory Panel on Trends and Projections
to the IOM Study of Nursing and Nursing Education
Charles D. Flagle, Chair
Professor and Head, Division of Operations Research, Department of
Health Services Administration, Johns Hopkins University School of
Hygiene and Public Health
John Drabek
Chief of Supply and Requirements, Forecasting Branch, Health
Resources Administration, U.S. Department of Health and Human
Services
Hesook Susie Kim
College of Nursing, University of Rhode Island
*
* Carol Lockhart
Director, Division of Health Resources, Arizona Department of
Health Services, Phoenix
William Lo saw
Statistician, Health Resources Administration, Department of
Health and Human Services
Scott A. Mason
President, National Health Advisors, Ltd., McLean, Virginia
Edward B. Perrin
Director, Health and Population Study Center, Battelle Human
Affairs Research Centers
-- John D. Thompson
Professor of Public Health and Chief, Division of Health Services
Administration, Yale University School of Medicine
Richard F. Tompkins
Deputy Director, Study of the Costs and Financing of Graduate
Medical Education, Arthur Young and Company
Donald E. Yett
Professor of Economics and Director, Human Resources Research
Center, University of Southern California
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306
Economics Workshop of the IOM Study of Nursing and Nursing Education
October 16, 1981
Part ic ipant s
* Isabel V. Sawhill, chair
Senior Fellow, The Urban Inst itute
-- Linda H. Aiken
Vice President for Research, The Robert Wood Johnson Foundation
-- Stuart H. Altman
Dean, The Florence Helter Graduate School for Advanced Studies in
Social Welfare, Brandeis University
Myrtle Aydelotte
Ex ecut ive Direc tar, American Nurse s ' As sac fat ion (ret ired De cember
1981), Consultant (January 1982)
Haro Id Cohen
Executive Director, Maryland Health Services Cost Review Commission
* Charles D. Flagle
Professor and Head, Division of Operations Research, Department of
Health Services Administration, Johns Hopkins University School of
Hygiene and Public Health
Lois Friss
Assistant Professor, Graduate Program in Health Services
Admini s trat ion, S chool of Pub 1 ic Admini s trat ion, Univers ity of
Southern Calif ornia
He id i I. Hartmann
Assoc late Executive Director, Commission on Behavioral and Social
Sciences, and Education, National Academy of Sciences
Jesse S. Hixson
Chief, Modeling and Research Branch, Division of Health Professions
Analysis, Hea 1th Resources Adminis trat ion
·: David H. Jeppson
Executive Vice President, Intermountain Health Care, Inc., Salt Lake
C ity, Utah
Charles R. Link
Professor, Department of Ec onomics, University of De [aware
Russell F. Sett le
Assoc late Professor, Department of Economics, University of Delaware
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307
Frank A. Sloan
Prof es sor of Ec anomie s, Vanderb i It Univers ity
Gary S. . Syke s
NIE Assoc late, National Institute of Education
* John D. Thompson
Professor of Public Health and Chief, Division of Health Services
Admi ni s t rat ion, Yale Univers ity S choo 1 of Med ic ine
William White
Associate Professor, Department of Economics, University of Illinois
at Chic ago
Donald E. Yett
Professor of Ec anomies and Director, Human Resources Research
Center, University of Southern California
Advanced Nurse Education Workshop of the ION Study of Nursing
and Nursing Educ at ion
March 9-10, 1982
* Edyth H. Schoenrich, chair
Assoc late Dean, School of Hygiene and Public Health, Johns Hopkins
Univers ity
Faye G. Abdellah
Deputy Surgeon General and Chief Nurse Officer, U.S. Public Health
Service
* Ira Trail Adans
Dean and Professor, College of Nursing, University of Tulsa
Kathleen C. Andreoli
Executive Director of Academic Services, Office of the President,
School of Nursing, The University of Texas Health Science Center
Myrtle Aydelotte
Executive Director, American Nurses' Association (retired December
1981), Consultant (January 1982)
Madeline A. Bohman
Ex ec ut ive Di rec t or, Be 1 revue Ho sp it al Center, New York C i ty
Pauline F. grimmer
Director, Research and Policy Analysis Department, American Nurses'
As s oc i at ion
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308
Joan E. Caserta
Assistant Commissioner of Health for Personal Health Services,
Westchester County Department of Health
Rose Marie Chioni
Dean, School of Nursing, University of Virginia
Luther Christman
The John L. and Helen Kellogg Dean, College of Nursing, Rush
University
Anna B. Coles
Dean and Professor, College of Nursing, Howard University
Verla Collins
Director of Nursing Education and Education Information,
Intenmountain Health Care, Inc.
Peter Dans
Associate Professor and Director, Office of Medical Evaluation,
Johns Hopkins University School of Hygiene and Public Health
Robert A. Derzon
Vice President, Lewin and Associates, Inc.
Donna Diers
Dean, School of Nursing, Yale University
Barbara A. Donaho
Corporate Director of Nursing, Sisters of Mercy Health Corporation
Sister Rosemary Donley
Dean, School of Nursing, Catholic University of America
Jo Eleanor Elliott
Director, Division of Nursing, Bureau of Health Professions
Analysis, Health Resources and Services Administration, Department
of Health and Human Services
Eunice K. M. Ernst
Director, Cooperative Birth Center Network--Maternity Center
Association, Perkiomenville, Pennsylvania
Geraldene Felton
Dean, College of Nursing, University of Iowa
Vernice D e Ferguson
Director, Nursing Service, Veterans Administration Central Office
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30-9
Cynthia Freund
Director, Nursing Administration Program, School of Nursing,
Univers ity of Pennsylvania
He ten Grac e
Dean, College of Nursing, University of Illinois Medical Center
John R. Hogness
President, As sac fat ion of Ac ademic Health Centers
Ada K. Jacox
Prof essor of Nurs ing and Direc tar, Center f or Re search, School of
Nursing, University of Maryland
Jean E. Johnson
Professor in Nursing and Associate Director of Oncology Nursing in
Cancer Center, University of Rochester Medical Center
Jean A. Kelley
Assistant Dean, Graduate Program, School of Nursing, University of
Alabama at Birmingham
Jerri Laube
Dean and Professor, School of Nursing, University of Southern
Mis sis sippi
Barbara J. Lee
Program Director, W. K. Kellogg Foundation (retired October 1982)
* Carol Lockhart
Director, Division of Health Resources, Arizona Department of Health
Services, Phoenix
Barbara tiertman Lowery
Associate Professor, School of Nursing, University of Pennsylvania
Jannetta MacPhail
Dean and Professor, School of Nursing, University of Alberta
Kathleen McCormick
Assistant for Research to the Chief, Nursing Department, National
Inst itutes of Health
Maurice I. May
Chief Executive Officer, Hebrew Rehabilitation Center for the Aged
Clarion I. Murphy
Executive Director, American Association of Colleges of Nursing
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310
Patricia Perry
Dean, College of Nursing, Bishop Clarkson Memorial Hospital, College
of Nursing, Omaha, Nebraska
Jessie M. Scott
Associate Professor, School of Nursing, University of Maryland
F rank A. Shaf f er
Director, Continuing Education Service and Director, National Forum
of Administrators of Nursing Services, National League for Nursing
Barbara J. Stevens
Director, Division of Health Services, Sciences, and Education,
Teachers College, Columbia University
Frances D. Tompkins
Director of Nursing, Union Memorial Hospital, Baltimore, Maryland
Rheba de Tornyay
Dean and Professor, School of Nursing, University of Washington
Debbie Turner
Professional Staff Member, Committee on Labor and Human Resources,
United States Senate
Patric ia L. Valoon
Director of Nursing, University Hospital, New York University
Medical Center
Doris L. Wagner
Chief Nurse, Bureau of Public Health Nursing, Division of Public
Health, The Health and Hospital Corporation of Marion County,
Ind ianapo l i s, Ind iana
The lma We 11 s
As s oc fat e Prof e ssor, Schoo 1 of Nurs ing, Univers ity of Michigan
Carolyn Wil limes
Assoc late Professor of Nurs ing and Ep idemiology, School of Public
Health, University of North Carolina
Ruby L. Wi lson
Dean and Professor, School of Nursing, Duke University
Representative terms from entire chapter:
nursing education
