Attachment 1: Crosswalk

Attachment 1 Crosswalk Summary of Instrument Revisions
Table 1 and 2 below provide a list of the quantitative and qualitative instruments, a summary of the
information collected, and the revisions to the instruments.
Table 1. Quantitative Instrument Revision Crosswalk Summary

QUANTITATIVE INSTRUMENT REVISIONS
Instrument
Characteristics
of Faculty
Instrument
Characteristics
of Preceptor
Instrument
Characteristics
of Student
Instrument

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Information
Collected
 Demographic
characteristics
 Professional
background
 Demographic
characteristics
 Professional
background
 Demographic
characteristics
 Enrollment and
program information

Instrument Revisions
Instrument dropped to reduce the data-collection burden. We will
consider collecting the number of faculty from AACN.

Eliminate the question:
Under the Date of Birth header:
Date of birth
-Submit the data at individual student level or in aggregate. Sites
collecting data at the aggregate level will report demographic
characteristics as counts (e.g., number of non-Hispanic white
students). ----Eliminate the questions:
 Under the Initial Location or Residence header:
o City, County, State
 Under the Previous Institution Location header:
o Name of Institution of employment, City,
County, State
 Under the Date of Birth header:
Date of Birth
No changes

Characteristics
of Alumni
Instrument

 Demographic
characteristics
 APRN type
 Post-graduation
employment
characteristics

Characteristics
of Applicant
Instrument

 Demographic
characteristics
 Professional
background

Instrument dropped to reduce the data collection burden. This
instrument’s main use is to confirm that the pool of strong
applicants is larger than the pool of admitted APRN students.
Evidence of this fact is already available, allowing us to drop the
instrument and reduce the burden on the sites. 1 To confirm that this
fact persists throughout the demonstration, we will ask this
question during key informant interviews (SON administration and
faculty).

Characteristics
of Hospital
Instrument

Site characteristics,
including number of RN
and APRN nurses,
preceptors information,

Eliminate the following questions:

Under the Location header:
o City, County, State, Rural, Urban

Under the Inpatient Days by Type header:
o Private, Medicare, Medicaid, Other

Under the Outpatient Visits by Type header:

http://www.healthleadersmedia.com/page-3/COM-282861/HHS-Launches-200M-APRN-Training-Demo

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QUANTITATIVE INSTRUMENT REVISIONS
Instrument

Information
Collected
student-to-preceptor
ratios

Characteristics
of SON
Instrument

Characteristics
of CCS
Instruments

 Number of students
who applied, were
admitted, were
enrolled, and
graduated by degree
and specialty
 Faculty characteristics
 Program
characteristics
 Site characteristics
 Staff characteristics

Instrument Revisions
o Private, Medicare, Medicaid, Other
Under the Organization Size header:
o Number of Staffed beds
o Number of Physicians Employed
o Number of RNs employed
o Number of Licensed Practical Nurses (LPNs) or
Licensed Vocation Nurses (LVNs) employed
o Number of Any Full-Time Employees

Under the Other Hospital Characteristics header:
o Primary/ Secondary/ Tertiary/Quaternary Care
o For Profit/Nonprofit Private/Nonprofit Public
o Did You Lose Accreditation in the Last 10
Years?
o Outpatient Visits
o Inpatient Days
No changes


Eliminate the following questions:

Under Organizational Characteristics header:
o Date CCS was Open to Provide Healthcare for
First Time

Under the Percentage of Patient Visits by Payer header:
o Private, Medicare, Medicaid, Other

Under the Total Number of Staff Available for Seeing
Patients header:
o Physician (M.D. or D.O.), Physician Assistant
(PA), RN, Other

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Table 2. Qualitative Instrument Revision Crosswalk Summary

QUALITATIVE INSTRUMENT REVISIONS
Instrument

Information Collected

Instrument Changes

GNE Project
Strategic
Planning Team
Telephone
Interview Guide

 Changes since GNE
Demonstration Project
began
 Outcomes, barriers, and
facilitators
 Perceived return on
investment and
sustainability plans







SON
Administration
Telephone
Interview Guide

 Changes since GNE
Demonstration Project
began
 Outcomes, barriers, and
facilitators
 Perceived return on
investment and
sustainability plans








Clinical Faculty
Telephone
Focus Group

APRN Student
Telephone
Focus Group

 Changes since GNE
Demonstration Project
began
 Outcomes, barriers, and
facilitators
 Perceived return on
investment and
sustainability plans



 Placement in clinical
rotations
 Clinical training
experiences













Clinical
Placement
Coordinators
Telephone
Interviews

 Changes since GNE
Demonstration Project
began
 Outcomes, barriers, and
facilitators
 Perspectives on
sustainability







For any participants who were not interviewed in earlier
data collection, six short background questions were added
(e.g., title, role, responsibilities).
Added a question about online enrollment.
Added a probe about effects of demonstration on
enrollment and graduation.
Added three questions about positive and negative
outcomes of the demonstration.
Deleted question about advice to other organizations.
For any participants who were not interviewed in earlier
data collection, six short background questions were added
(e.g., title, role, responsibilities).
Reworded a probe about clinical opportunities and effects
on acceptance decisions.
Added a question about online enrollment.
Added a probe about effects of demonstration on
enrollment and graduation.
Reworded question about additional precepting hours.
Added two questions about positive and negative
outcomes of the demonstration.
Reduced participants to 3 to 4; reduced time from 90 to 60
minutes
Reworded a probe about clinical opportunities and effects
on acceptance decisions.
Added question about preceptor hours.
Deleted a question about advice to other organizations.
Reworded a question about sustaining demonstration.
Added a question about best outcome of demonstration.
Reduced participants to 3 to 4, reduced duration from 90
minutes to 70 minutes.
Deleted questions about education and career goals.
Deleted question about expanding clinical placement
opportunities.
Deleted questions about recent clinical rotation
experiences.
For any participants who were not interviewed in earlier
data collection, six short background questions were added
(e.g., title, role, responsibilities).
Deleted a probe about clinical opportunities and effects on
acceptance decisions.
Added question on increasing preceptor hours.
Reworded question on effects of preceptor hours.
Added two questions on positive/negative effects of
demonstration.

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QUALITATIVE INSTRUMENT REVISIONS
Instrument

Information Collected

Instrument Changes

Preceptors
Telephone
Interview Guide




History as a preceptor
Preceptor experiences



Director of
Nursing/Clinical
Director
Telephone
Interview Guide

 Changes since GNE
Demonstration Project
began
 Outcomes, barriers, and
facilitators
 Perceived return on
investment and
sustainability plans



Chief Financial
Officer
Telephone
Interview Guide

 Investments related to the
GNE Demonstration
project
 Perceived return on
investment and
sustainability plans
 Changes since
demonstration project end
 Outcomes, barriers,
facilitators
 Perceived return on
investment and
sustainability plans



GNE Strategic
Planning Team
PostDemonstration
Telephone
Interview Guide

















SON
Administration
PostDemonstration
Telephone
Interview Guide

 Changes since
demonstration project end
 Outcomes, barriers,
facilitators
 Perceived return on
investment and
sustainability plans









Added question about precepting for online-enrolled
students.
Deleted a question about recent preceptor experience.
Added question about feeder schools.
Added question about positive outcomes of
demonstration.
For any participants who were not interviewed in earlier
data collection, six short background questions were added
(e.g., title, role, responsibilities).
Added a question about effects of demonstration on
enrollment and graduation.
Added a probe about undesirable/negative outcomes.
Added a question about aspects of other programs.
Added a question about positive outcomes of
demonstration.
Added question about effects of demonstration after it
ends.
Added a question about positive outcomes of
demonstration.

For any participants who were not interviewed in earlier
data collection, six short background questions were added
(e.g., title, role, responsibilities).
Reworded questions to “since the demonstration ended”.
Added a question about effects of demonstration on
enrollment and graduation.
Added two questions about positive and negative
outcomes of the demonstration.
For any participants who were not interviewed in earlier
data collection, six short background questions were added
(e.g., title, role, responsibilities).
Reworded questions to “since the demonstration ended”.
Reworded a probe into a question about clinical
opportunities and effects on acceptance decisions.
Added a question about effects of demonstration on
enrollment and graduation.
Added question on increasing preceptor hours.
Reworded question on effects of preceptor hours.
Added two questions on positive/negative effects of
demonstration.

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