As we continue to strive to provide ease of transferability for NMNEC students, throughout the state, the NMNEC Leadership Council has provided the attached statement to empower community colleges (CC) to waive up to five credits for students transferring into the last semester of the nursing program. This will facilitate students in good standing transferring to a new CC without delaying graduation by a semester or taking additional coursework on top of the required nursing coursework.

Licensed LPNs wishing to enter the NMNEC ADN program may receive credit-for-prior-learning once they fulfill the criteria in this admission policy.

as of 4.9.19 this policy has been combined with "NMNEC Policy on Admission and Selection of Students"

NMNEC Schools may use this form or some variation of it to provide a means to transfer educational records from one NMNEC school to another for the purpose of seamless transfer

This document explains the financial aid process for students who are co-enrolled during all five terms of their nursing curriculum. They are dual-degree students enrolled simultaneously at UNM and their hometown community college.

This document shows the visual process to build collaboration.

UNM HSC Education Day poster October, 2018

NMNEC has added an LPN pathway and an RN-to-BSN pathway to the statewide prelicensure common curriculum.

This is a helpful PowerPoint presentation to update your colleagues. What is NMNEC and what outcomes have been achieved?

Two-page flier listing the outcomes acheived by the Consortium.

How is nursing education changing? Degree options, diversity, etc.

This flier explains NMNEC to the general public (8.1.18)

Comprehensive update on the progress of the New Mexico "academic progression in nursing model" to implement a statewide common pre-licensure curriculum AND build partnerships between universities and community colleges to place the BSN degree option on the community college campus.

Casual conversations with men who work in nursing. Intended audience is middle and senior-high students to help them connect with "regular guys" in the field of nursing.

Jean Giddens (2009)

JPN, Nov/Dec 2015, Giddens, Liesveld, Keller

The statewide consortium has been hard at work since 2009. This banner provides a quick understanding of the funding and progression of tasks undertaken each year to accomplish our two primary goals: 1. Implement a common pre-licensure nursing curriculum, 2. Increase the number of BSN degree programs across the state, with the final overall goal of increasing the number of BSN-prepared nurses that represent the diverse state of New Mexico.

This will provide you with all of the information you need to tell the NMNEC story both internally and externally.

Nursing colleagues across the state continue to "tell our story" to both internal and external constituents. This document provides the facts about the statewide nursing initiative to build this ongoing conversation.

The IOM recommended a BSN-prepared workforce, "80% by 2020." This article summarizes the progress across the nation.

Lessons learned from APIN's (Academic Progression in Nursing/RWJF) project to identify and develop the most promising strategies for creating a more highly educated nursing workforce.

If change is the only constant, the only constant in nursing education until recently was that there was little agreement among . . .

The New Mexico Center for Education Policy Research

Olga Yakusheva, PhD, Richard Lindrooth, PhD, and Marianne Weiss, DNS, RN

Linda H. Aiken, PhD, RN, FAAN

Communication and diversity are essential features of safe and effective health care and of a safe and effective nursing workforce. Fostering diversity and meaningful inclusion of diverse perspectives in nursing school classrooms, labs and clinical learning environments are important steps toward building a stronger nursing workforce and health care system. This paper presents an argument for the importance of replacing the single, dominant voice in nursing education with culturally responsive teaching and offers strategies nurse educators can use to encourage students to share alternative perspectives and engage in alternative methods of discourse and communication. This essay reflects a review of the theoretical background to culturally responsive teaching and discusses how this method connects to nursing education. By engaging in culturally responsive teaching, nurse educators will prepare a nursing workforce that is ready to add multiple diverse voices to the health care team and contribute to the redesign of a safer and more effective health care system.

Linda Caputi

Oregon Consortium for Nursing Education

April, 2016 Journal of Nursing Education

Journal of Nursing Education, 51 (9), 511-515