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Practical Nurse Education in Canada Statistics 2015–2016 Practical Nurse Workforce, Canadian Production: Potential New Supply

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Practical Nurse Education in Canada Statistics 2015–2016 Practical Nurse Workforce, Canadian Production: Potential New Supply STATISTICS Practical Nurse Education in Canada Statistics 2015–2016 Practical Nurse Workforce, Canadian Production: Potential New Supply November 2017 This report has been prepared by CASN to provide information on a particular topic or topics. The views and opinions expressed in this report do not necessarily reflect the views of the CASN board of directors. All rights reserved. No part of this document may be reproduced, stored in a retrieval system, or transcribed, in any form or by any means, electronic, mechanical, photocopying, recording, or posted on any web, ftp or similar site, or otherwise, without written permission of the publisher. © Canadian Association of Schools of Nursing 2017 Canadian Association of Schools of Nursing 1145 Hunt Club Road, Suite 450 Ottawa, ON K1V 0Y3 Tel.: 613-235-3150 Fax: 613-235-4476 Website: www.casn.ca November 2017 Message from the Executive Director of CASN and the Chair of CAPNE The Canadian Association of Schools of Nursing (CASN) and the Canadian Association of Practical Nurse Educators (CAPNE) are pleased to present Practical Nurse Education in Canada Statistics, 2015–2016 — Practical Nurse Workforce, Canadian Production: Potential New Supply. This annual report supports health human resources planning in both the nursing service and nursing education sectors. It represents the fruit of a strong partnership among national and provincial/territorial bodies and effective collaborative relationships with multiple stakeholders. The report provides data and statistical analysis of the number of pre-licensure graduates eligible to apply for initial licensure/registration and enter the licensed practical nurse (LPN) workforce; the composition of faculty delivering nursing education; and faculty retention and recruitment. We extend our sincere thanks to the contributing faculty and staff of the schools of nursing for their effort, commitment, and collaboration. Without their annual support, this collection could not exist. We look forward to hearing your comments about the report. Yours sincerely, Cynthia Baker, RN, PhD Karen Ullyott, RN, MN Executive Director Chair Canadian Association of Schools of Nursing Canadian Association of Practical Nurse Educators Nursing Education Statistics 2014-2015 Contents INTRODUCTION ................................................................................................................................................. 3 2015–2016 KEY PROGRAM FINDINGS ............................................................................................................ 5 2016 KEY PN FACULTY FINDINGS ................................................................................................................. 7 SUMMARY OF KEY PROGRAM AND PN FACULTY FINDINGS ................................................................. 9 2015–2016 RESULTS ......................................................................................................................................... 10 METHODOLOGICAL NOTES — SURVEY TABLES ..................................................................................... 19 APPENDIX: NATIONAL STUDENT AND FACULTY SURVEY OF CANADIAN SCHOOLS OF NURSING 2015–2016: SURVEY METHODOLOGY .......................................................................................................... 21 ENDNOTES ....................................................................................................................................................... 27 2 Nursing Education Statistics 2015-2016 Introduction The Practical Nurse Education in Canada Statistics report is a product of the National Student and Faculty Survey of Canadian Schools of Nursing (NSFS), the only longitudinal national collection of nursing education data in Canada. The report includes entry-to-practice education programs for practical nurses. Stakeholders are consulted annually regarding improvements and the continued applicability of selected survey questions. National Student and Faculty Survey of Canadian Schools of Nursing (NSFS) Stakeholders Role Canadian Association of Schools of Nursing (CASN) Survey program lead Practical nursing education lead Canadian Association of Practical Nurse Education (CAPNE) Survey lead The Practical Nurse Education in Canada Statistics report of the NSFS focuses on two main elements: programs and faculty. Program elements provide data about the number of students admitted, enrolled, and graduating from nursing programs. Faculty elements include numbers of faculty, types of faculty, their employment status, age cohort, and information on recruitment. This publication provides an analytical report of the 2015–2016 data collected from the practical nurse (PN) portion of the NSFS. The key program findings are presented for 2015– 2016, followed by the key PN faculty findings for 2016. The detailed 2015–2016 results are then presented. The results include data from the survey as well as graduate data obtained from the Ordre des infirmières et infirmiers auxiliaries du Québec (OIIAQ), added to offset survey under- reporting of admission and graduate data for Quebec’s programs. The inclusion of the OIIAQ data, in combination with the results of the NSFS, permits a pan-Canadian analysis. Survey Distribution and Response The 2015–2016 NSFS survey was issued to 111 schools of nursing in Canada offering entry- to-practice (ETP) pre-licensure education entitling successful graduates to apply for initial licensure/registration as a PN. Of the 111 schools surveyed, 61 schools completed the survey. Due to the low response rate from Quebec, this survey uses data from OIIAQ to provide Quebec graduate numbers. As such, the response rates are excluding the 52 Quebec schools. The overall survey response rate was 83.1%. See the tables starting on page 11 for more detailed information about omitted or unusable data. On average, 57.2% of schools responded to the faculty questions. 3 Nursing Education Statistics 2015-2016 Data Comparison Timeframes Program admission and enrolment data were collected for the 2015–2016 academic year. Unless otherwise stated, increases or decreases noted in the report are in relation to 2014–2015 data. Graduate data were collected for calendar year 2016. Unless otherwise stated, increases or decreased noted in the 2016 data are in relation to the 2015 survey data. Faculty data were also collected for calendar year 2016. Unless otherwise stated, comparisons of faculty data with previous results are in relation to 2015 data. Survey Methodology See the Appendix for methodological information. 4 Nursing Education Statistics 2015-2016 2015–2016 Key Program Findings This section of the report highlights key findings regarding PN education programs in 2015– 2016. It reveals trends related to the numbers of new graduates being prepared to enter the workforce as well as the modalities and educational level of the program they are taking across the country. Entry-to-Practice Programs Entry-to-practice (ETP) programs entitle the successful graduate to apply for initial licensure as a PN. 111 schools offering an ETP program were surveyed. ETP PN programs were offered in every province and territory, except for the Northwest Territories and Nunavut. ETP Admissions 10,243 students entered ETP programs in 2015–2016 (Figure A). Figure A: Admissions to Entry-to-Practice Programs 12,000 11,047 10,243 10,000 9,380 8,201 8,000 6,000 4,000 Numberof Admissions 2,000 0 2012-2013 2013-2014 2014-2015 2015-2016 Year Source: National Student and Faculty Survey of Canadian Schools of Nursing Notes: Data for admissions were changed for years 2012-2013 (8,054 to 8,201), 2013-2014 (9,516 to 9,380), and 2014-2015 (11,279 to 11,047) because of revisions based on OIIAQ data. 5 Nursing Education Statistics 2015-2016 ETP Enrolment There were 22,074 students enrolled in ETP programs in 2015–2016 (Figure B). Figure B: Enrolment in Entry-to-Practice Programs 25,000 22,270 22,074 21,050 20,000 15,610 15,000 10,000 Numberof Enrolments 5,000 0 2012-2013 2013-2014 2014-2015 2015-2016 Year Source: National Student and Faculty Survey of Canadian Schools of Nursing Notes: Data for enrolment were changed for years 2012-2013 (15,038 to 15,610), 2013-2014 (21,046 to 21,050), and 2014-2015 (22,457 to 22,270) because of revisions based on OIIAQ data. 6 Nursing Education Statistics 2015-2016 ETP Graduates The number of graduates in 2016 was 7,500 (Figure C). Figure C: Graduates from Entry-to-Practice Programs 9,000 8,154 8,000 7,452 7,500 7,000 6,000 5,243 5,000 4,000 3,000 Numberof Graduates 2,000 1,000 0 2013 2014 2015 2016 Year Source: National Student and Faculty Survey of Canadian Schools of Nursing; Ordre des infirmières et infirmiers auxiliares du Quebec Notes: Data for graduates were changed for 2013 from 2,631 to 5,243. 7 Nursing Education Statistics 2015-2016 2016 Key PN Faculty Findings PN or nursing faculty encompasses different types of nursing educators. For the purposes of this report: “Permanent faculty” refers to tenured/tenurable faculty who teach nursing courses in a university and permanent full-time or permanent part-time faculty who teach nursing courses in a college. “Full-time faculty” refers to full-time permanent faculty who teach nursing courses plus full-time contract faculty (these are faculty who hold contracts of one academic year or longer) who teach nursing courses. “Contract faculty” refers to full-time contract faculty (these are faculty who hold contracts of one academic year or longer) who teach nursing courses plus part-time
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