Implementing a Comprehensive Nursing Faculty Workforce Development Program

Abstract

This paper investigates the design, implementation, and evaluation of a comprehensive model developed for participants in a workforce development program funded by the Department of Labor (DOL) Nursing Expansion Grant Program. The intervention aimed to integrate academic, wellness, and career coaching into a cohesive, student-centered framework that promotes persistence, measurable skill growth, and overall well-being of bachelor-prepared nurses who aspire to achieve their master's degree in nursing education. Drawing on research that emphasizes the effectiveness of proactive advising, early warning systems, and wraparound services for nontraditional learners (Bettinger & Baker, 2014; Karp & Stacey, 2013; Tinto, 2017), this model was created collaboratively and features structured wellness and academic coaching, proactive writing assistance, employer engagement, and a navigator role designed to help graduate nursing students access a variety of services. Implementation strategies include monthly newsletters, peer mentoring, and proactive outreach aligned with data collection and tracking participants' measurable skill gain. Preliminary outcomes suggest improved student engagement, increased awareness of available services, and better coordination among program faculty and staff. Evaluation methods include student surveys, service usage tracking, and quarterly reporting. Key lessons highlight the importance of centralized data systems, role clarity amongst team members, and consistent communication strategies. This paper contributes to the literature on integrated comprehensive models within workforce grants by demonstrating how structured, student-centered interventions can enhance academic and well-being outcomes in workforce development settings within higher education institutions.