How to Align Your Nursing Program with the CBE Model

Hi, everyone. Thanks for joining. We're going to give everyone just a minute to get connected, and thank you for your patience. I can still see people connecting, so give it thirty more seconds, and then we'll get started. Okay. Well, hello, everyone. Thank you for joining. Today's webinar will be recorded. So if you have colleagues that weren't able to make it today, you'll certainly be able to share that recording. But thank you all for giving us the time and for joining our webinar on how to align your nursing program with the CVE model. My name is Alexis Carbone. I am our senior vice president here at Core Higher Education Group. I've been with Core for over sixteen years now, assisting programs with utilizing our solutions, which I will, at the end, you know, give you a brief summary on. But I'm actually going to turn things over to Kristen to introduce herself and kick things off. Thanks, Kristen. Thanks, Alexis. Hi, everyone. I'm Kristen Ponchaterra. I am the, nursing and health care content specialist at LearningMate. I have an extensive background, in higher ed education, emergency critical care nursing, as well as content development. So we're gonna get this, this webinar kicked off here. So what we're gonna talk a little bit about is why are we moving to CBE? What are the purposes and what are the motivations behind there? What are some challenges that nursing education programs are experiencing? What are the lived experiences that people are going through as we make this transition? And what are some solutions and quick text to kinda help with those challenges? So the very first thing we're gonna do is we are going to take a poll question. How far along are you in transitioning your curriculum to CBE? We'll give everyone a little bit of time to answer, and then we will post the results. So so far, we have a lot of people that are currently in process or planning to start soon. So that is pretty much the standard for the nursing industry. So we're gonna think about that as we move through, this presentation. I want you to think about maybe some follow-up questions you may have in the context of where your program is. So the very first thing I want everyone to do is whoever is here, who is a nurse, I want you to close your eyes for, like, ten seconds, and I want you to imagine your very first day as a nurse in whichever nursing unit that you have, you started in. And I want you to think about what that experience was like, how you felt, what you lived through. So take about five, ten seconds and just close your eyes and imagine that. So I will share with you my very first experience as an as a new graduate nurse. My very first experience as a new graduate nurse, I was one of those ones that started out in the intensive care unit. Very first patient I had, very first day, didn't really have a formal preceptor, didn't have a whole formal onboarding process because most of us who started earlier on, that was not necessarily implemented yet. I I showed up to my critically ill patient, and didn't really know what I was doing. And so I had to ask the outgoing nurse, what exactly am I supposed to be doing for this patient? And she also was a relatively newer nurse who was working a night shift, so the, handoff wasn't exactly the most productive. And so what I was able to do was tap into some of my just stark knowledge in order to understand how to care for that patient. Right? This is a common experience that maybe you, as you're thinking about your first experience as a new graduate nurse taking care of your first patient or set of patients, right, experience. So this is why CBE. So let's start with why this shift is happening. Right? So the health care industry is evolving at relatively an unprecedented pace, and our educational needs need to keep up with that. Recent data, really supports this urgency with health care technology adoption increasing by a hundred and sixty seven percent since twenty twenty, and seventy six percent, of health care facilities are now using electronic health records that are integrated with AI assisted decision support. Patient demographics are also shifting shifting dramatically, showing a relatively twenty to twenty five percent increase in aging populations with complex care needs. Traditional nursing education, while incredibly valuable, doesn't always align perfectly, you know, with those needs. And so what we're asking is is that we're asking for this this shift to happen. Studies indicate that sixty eight percent of new nursing graduates feel underprepared for real world clinical decision making despite traditional education. I want you to just think about that. Sixty eight percent. This gap between the education and practice is particularly concerning, right, as we consider that hospitals also report a six month average orientation period for new graduates to reach independent practice capability. That is an incredibly extensive investment for people who feel unprepared to come into practice. So CBE addresses these challenges by focusing directly on the skills and competencies that employers need and, quite frankly, our patients deserve. So one of the most compelling aspects of CBE is its industry driven approach. Right? So think about health care has changed in the last decade alone. We have new technologies. We have changing patient demographics and evolving care models to meet the complexities of all our patients. Today's health care environment demands expertise in things like telehealth platforms requiring, like, virtual patient assessment skills and digital communication competencies. Nurses must navigate AI and machine learning applications, understanding data interpretation and algorithm assisted decision support systems. Even our simple point of care technologies have become increasingly sophisticated. Right? Requiring proficiency in not just using the device, but the mobile device integration and rapid diagnostic tool operation. So CBE allows us to adapt our curriculum quickly to these changes. So what we're gonna do is we're gonna transition from asking ourselves, did this student sit through enough lectures to get through the program? And we're now gonna ask, can this student effectively manage a complex patient care scenario? This shift in perspective makes a world of difference in in preparing practice ready nurses. Major health care employers consistently identify competencies that new graduates must possess. Right? And this includes clinical judgment and complex scenarios, technology integration and patient care, interprofessional communication, quality improvement participation, and evidence based practice implementation. CBE programs directly align with these expectations, ensuring graduates are prepared for the realities of modern health care delivery. The beauty of CBE truly lies in its student centered approach. So we all know that our nursing students come from really diverse backgrounds. Right? Some are fresh out of high school, while others are maybe career changers with valuable health care experience, and many come from existing health care roles. And this is much different from when we were practicing in our early days. So CBE acknowledges these differences by creating a differentiated learning pathway, that honors that experience while ensuring comprehensive skill development. So for an experienced health care worker, such as, like, a medical assistant or a CNA with several years of experience, right, CBE offers prior learning assessment opportunities and accelerated skill validation, which then allows them to focus on those more advanced nursing competencies. Whereas your traditional students, those ones that are typically coming out of high school, follow a more structured path with additional support and those basic health care concepts. And then your career changers can leverage those transferable skills from whatever career they've decided to transfer from while receiving that targeted clinical support. Also, though, for those taking a more traditional route, one of the most powerful aspects of CBE is how it prepares students, again, for that real world nursing practice. So rather than following this one size fits all approach that we have been doing for so many years, CBE ensures that every graduate demonstrates those essential skills and knowledge that's needed for clinical practice. So this model allows us to verify, right, that each student can perform those critical nursing functions both safely and effectively before entering the workforce. So what we're doing is we're not just hoping because we've all done this before. We're not just hoping that they have have absorbed the knowledge that we give them, and then we just shoot them out into the world. What we're doing is we're making sure that they can apply it in real life situations. Think about the confidence that that gives the graduates when they know that the information that they have absorbed or retained in nursing school can then be applied. But, also, think about how much better it makes their future employers feel. What they're gonna have that confidence in is that when a CBE program signs off on the student's competencies, right, it means that they've truly demonstrated each required skill rather than just pass a series of tests and completed a number of set clinical hours. So technology plays a crucial role enabling this approach. Right? So things like virtual simulation platforms or adaptive learning software, competency tracking systems, mobile learning applications. These provide students with multiple pathways to achieve but also demonstrate those competencies. So these tools not only support learning, but they also provide that valuable data on student progress in areas needing additional support. When it comes to measuring outcomes, right, CBE gives us that unprecedented clarity through the multimodal assessment approaches, and this is where the whole thing gets really fun. Right? We're no longer relying solely on test scores and clinical hours and and check-in boxes and filling out papers that we're probably gonna ultimately misplace. Right? We're looking at concrete demonstrations of competency through various methods. So, for example, clinical skills, that validation can occur through things like objectives, structured clinical examinations or what we call OSCEs. We could also do maybe virtual reality simulations and, of course, our, you know, our tried and true, structured, supervised clinical practice. Knowledge assessment moves from multiple choice exams to case based scenarios, problem based learning projects, evidence based practice projects. All of these things are actively engaging them in their learning. Professional competency evaluation includes things like communication assessments, maybe leadership opportunities to participate, and interprofessional collaboration projects. So the success of this multimodal measurable approach isn't just something that I'm saying. Right? This is actually evident in the data. So, I'll give you an example. One large public university system that transitioned to CBE saw, an overall, initially, twenty eight percent increase in NCLEX pass rates, and a forty two percent reduction reduction in clinical placement challenges, and an an eighty nine percent employer satisfaction score. Similarly, a private nursing college that implemented CBE in their accelerated program, right, had a ninety four percent first time NCLEX pass rate, and they had a hundred percent job placement within three months. But one of the most critical aspects of nursing education in our modern times is health care quality and safety. This is comprehensively addressed in CBE now. In today's complex health care environment, right, CBE brings these priorities to the forefront through things like QSEN competency integration. Right? So we're now looking at the quality aspect of things. Students demonstrate that patient centered care. They participate in, again, in evidence based practice projects and maybe even actively engaged in quality improvement initiatives and then units in which they're working. Through CBE, we kind of ensure that these crucial practices, things like infection control and medication safety, risk assessment become deeply ingrained into their practice. And these are things that they're constantly thinking about as they approach their patient care. Quality assurance in health care is another area where this shines. Right? So we're not just teaching them about the steps of quality improvement processes. While it's important for them foundationally to know that, what we are doing is we're having them participate in things like root cause analysis, near misreporting systems, and risk assessment protocols. So this hands on approach creates nurses who are both skilled caregivers, right, because you obviously want that, but at the same time, they're also those champions of quality care. So studies show that medical errors by new graduates decreased by forty eight percent in programs using competency based assessment methods. Forty eight percent. That's nearly half the amount that it would be from a non CVE program. And patient satisfaction scores, which we know are our favorites as nurses, actually improve, around between twenty five and thirty percent when they have nurses, from CBE programs. And those numbers are hard to earn. So these outcomes certainly do demonstrate the impact of CBE and health care and quality and patient safety. So let's take another poll question. On a rating scale zero to five, how prepared is your program with meeting the AACN essentials? K. So we have a lot of people kind of in the middle, and I think that's completely reasonable. I think that there is an expectation, but also a reality of that. So what we're gonna do is I want you to, again, think about where you stand and think about how some of these apply to your program and your situation when we talk a little bit about some of the challenges, that we experience with CVE. Because let's be honest. Right? There's a lot of challenges here. This isn't just a simple, like, flip a switch type situation. So one of our biggest hurdles, and I hate to say it, because I am one of these people, is faculty adaptation. Right? So many of our experienced educators or seasoned educators, right, has spent years perfecting these teaching methods. And I admit that I am one of these people. And what we're asking them to do, right, is fundamentally rethink their entire approach to how they teach their students. So imagine and and we've all kinda and most of us have lived it, but imagine you're you spend all this time getting to the point where you're like, I got everything good. I feel comfortable. I can walk in there. I know what I'm doing. I feel great. And then we say, oh, by the way, we're gonna need you to completely uproot everything that you've done before, and we're gonna need you to change the entire way that you you are used to thinking, potentially even the way that you were wired to think. So what does this requires? Comprehensive training program that includes simple things like even the initial preparation of CBE philosophy and principles. Right? Talks we need training on assessment methods, technology platform instruction, and student support strategies, ongoing support through mentoring programs, professional learning communities, skills updates, and even resource sharing networks is essential for long term success. But our students face an equally significant set of challenges because, remember, we have to think about the students first. So they now have to transition, right, from a traditional structured learning environment where I'll admit sometimes we give them too much up front, right, to one where they now must take a little bit more ownership of their own learning journey, and that can be overwhelming. So many students have spent their entire academic careers in these teacher centered environments where progression is more time based, how many hours of class have you had, how many hours of clinical that you have, rather than competency based. So this shift to kind of this self directed learning requires them to develop skills and time management, self motivation, and even something like things such as metacognition. Right? The technology requirements of CBE can also prevent significant hurdles for some of these students. While younger learners, we're talking like my Gen z learners, right, are gonna adapt more quickly to those digital learning platforms and those virtual simulations, and all of the things that come along with that versus our nontraditional students or career changers, they often require a little bit more support in navigating these tools. Completely reasonable. Survey data indicates that about thirty five percent of nursing students in CBE report an initial anxiety about technology requirements, particularly those that are heavy in virtual simulation and digital assessment. So that's something that we can overlook. Another critical challenge for students is adapting to the different assessment methods used in CBE. This one, I can think of a million examples of when this applies. So think about this. Traditional education, right, typically relies on familiar assessment formats like the multiple choice exams and structured clinical evaluations. Right? Remember, you have your papers and you're like, check, check, check, check, check. So in contrast, right, CVE employs a more complex scenario based assessment that require the students to demonstrate multiple competencies simultaneously. So I want you to think about the student that, usually was successful or historically successful in that traditional assessment format. Right? So think about that expert test taker. Right? But they now have to achieve mastery in these performance based evaluation methods. So they now have to just get passed, I'm gonna memorize everything on the PowerPoint. I'm gonna pass the test, and I'm gonna get all the a's to now they have to actually perform in a holistic way. Right? Additionally, right, think about that student that Kanye again, and we're just hoping and praying that they get by. Right? They have to now require mastery. They have to achieve mastery, right, in each competency rather than averaging the grades across assignments. And this can create that anxiety and even frustration for those students who are accustomed to kind of getting by with that partial understanding because, again, we're trying to create these practice ready individuals. So assessment design in CBE is another critical challenge. Right? So how do we create consistent, fair, and comprehensive ways to evaluate competency? So this can be challenging in nursing in particular, right, because skills often involve a technical proficiency element but also a professional judgment component. So we need to ensure that our our methods are valid, reliable, and manageable for both faculty and students. So let me share an example of what this looks like. So, recently, one of our partner schools was evaluating competency and central line management. Right? So they needed to assess not just the technical aspects of this element. Right? So proper sterile technique, dressing changes, line maintenance, etcetera. Right? But also the student's ability to recognize complications and then make those subsequent appropriate clinical decisions and communicate effectively with the health care team. So what the solution was that we all came up with was to call creates what we call a layered approach. So in this approach, students progress through three assessment layers. K? So first, they demonstrate those technical skills in a controlled lab setting. Right? So you're gonna you're gonna you're gonna evaluate them, and you're gonna watch them complete those technical skills. The next thing that they're gonna do is they're engaged in high fidelity simulations where complications are introduced. So perhaps the patient shows early signs of infection or the line becomes partially dislodged, all things that they are going to experience in the real life. Finally, then they would manage real patients under supervision where they must integrate all aspects of care while adapting to the unpredictable nature of their clinical practice. So the key innovation here, right, was the assessment matrix. For each competency, they developed clear behavioral anchors at three different levels. So we had emerging, proficient, and exemplary. So for instance, in the communication competency, right, an emerging student might rely basic information accurately, whereas an exemplary student anticipates those information needs and adapts their communication style to different team members and situations. So we're also seeing the innovative use of technology and assessment. Right? So some programs are using things like AI enabled simulation platforms that can track not just what the students do, right, but the sequence and timing of their actions. And what does this do for us? So this provides valuable data about their clinical decision making process. Others have implemented virtual reality scenarios where students must demonstrate competency in those high risk situations that might be truly rare in clinical settings. Those of us who know that we, and who have practiced as clinical instructors know that not everything is going to be seen on every given day in a unit. So this is an alternative to make sure that the students are able to demonstrate that competency rather than just assuming that because we maybe talked about it or they explained it verbally, that they would be able to successfully do that. But perhaps the most crucial element here is authenticity in the assessment. Right? So one program director told me that we stopped creating artificial assessment scenarios and started looking at the real challenges that our graduates face in their first year of practice. We'll talk a little bit about how we can accomplish this a little bit later. This led them to develop those assessments around common transition to practice issues. Right? So that would be maybe managing multiple competing priorities, recognizing subtle changes in patient condition, and and navigating those complex team dynamic, issues. So, for faculty, this means shifting from, again, those traditional managed methods to more nuanced assessment approaches. Right? Many programs now use structured debriefing sessions where students must articulate their clinical reasoning, not just demonstrate skills. They're asked questions like, what data led you to that decision? Right? Or what other options did you consider? And this helps evaluate both the action and the thinking behind it. This comprehensive approach, while more complex to implement, provides a much clearer picture of students' readiness to practice. Right? It's not just about checking boxes in the lab, because that gets relatively boring, I have to admit. It's more about ensuring that our graduates can provide safe and effective care. Lastly, the administrative challenges. This is the fun part. Right? Are these are significant, and it becomes very overwhelming when you're just sitting here trying to figure out where to start. Right? So particularly in nursing education. Right? Because we've gotta maintain compliance with multiple regulatory bodies. Right? So we must navigate not only our traditional academic requirements, but also those demands of accreditors like ASEN or CCNE. Right? So this requires careful mapping of competencies to their accreditation standards, integration of the state board requirements, and development of a robust documentation system so that we can provide them with all of those reports when we write that very large document for accreditation. Beyond the accreditation concerns, right, there's the complex task of documenting and tracking clinical hours and competencies in a way that satisfies both academic and regulatory requirements. Our clinical partnerships require careful realignment to support CBE, and this includes partner education programs, preceptor training, and streamlined documentation. So we're gonna take another poll question. What software are you using to help transition to the CVE model? So we have some people who are use we have a a a number of people using core. We have all of our all of my Excel buddies. We have homegrown solution. I'd love to hear more about that option. Some people are not using any tech. So, yeah, we'll definitely have to get into that a little bit because I'm curious to see what some people's solutions are, for some of these issues. So there is good news out of all this. I know I've talked about things that maybe aren't so great news, but there is good news. There are solutions to all the challenges that I just presented, and there are many programs. And many and some of them, you know, are some representatives are in this in this meeting today, that have successfully navigated this transition. So one of the important things is, comprehensive faculty support. So this means, again, not just offering training, but creating a complete support system that includes mentoring, resources, and and time for adaptation. So think of it as a scaffolding approach. Right? So we need to support our faculty just as we support our students. Success stories from implementing institutions show that faculty who who receive comprehensive support through professional learning communities and ongoing mentorship are more likely to embrace the CBE methodologies. One of our partner schools initially struggle with faculty resistance to CBE. They developed a phased approach where they first implemented CBE in their simulation lab, allowing faculty to then see the benefits in a controlled environment. They then created student faculty pairs who documented their CBE journey. And, again, this kinda touches a little bit to some of those student struggles that we may need to integrate. Right? And so this allowed them to share both successes, but also the challenges. And what this created was and, this approach created basically faculty champions who then supported, the broader implementation. So student support is crucial to this transition as well. Right? So successful programs typically provide comprehensive orientation, regular academic coaching, and clear progression tracking tools. This support framework operates on multiple levels. Right? So we have academic support that includes individual success coaches, maybe some peer mentoring programs are an option, access to skills lab even after they have the the time frame that you're, you know, required to be in the skills lab, and virtual tutoring options. On a technical level, the technical support ensures students can effectively navigate the technology platforms through things such as orientation programs or help desk access, resource guides, and even training workshops. Professional development support. Right? So that's something like career counseling and professional networking opportunities and leadership development and industry connections. Right? Because remember, we're not just changing how we teach. We're asking students to learn in a totally different way. So they're gonna need the support in order to make this transition successful as well. For some of the assessment challenges, right, the solution often lies in standardization, technology integration, electronic portfolios, competency tracking systems, and standardized assessment tools can make the process more manageable and consistent. The key is to find the right balance, right, between comprehensive assessment and practical implementation. So emerging technologies like artificial intelligence are beginning to play a role in creating personalized learning pathways, providing automated feedback, whereas virtual reality applications offer those opportunities for advanced simulation and remote clinical experiences. Because like I said before, not everyone can really achieve or see everything that they need to in clinical prior to, their graduation date. On the administrative side, right, success comes from careful planning and and robust infrastructure. Right? So this means investing in the right technology, developing clear policies, and creating efficient processes. Right? Learning management systems must include things like competency tracking features and progress monitoring tools, assessment integration so that it's easily accessible, and documentation capabilities. Clinical placement systems need to optimize competencies, assigning preceptors, and tracking those experiences effectively so that that information can be utilized. So many programs have found success by partnering with other institutions that have already made this transition and and learning from essentially their mistakes and avoiding those common pitfalls. But another route that's highly recommended is partnering with organizations like CORE and LearningMATE, which have assisted we've assisted these programs in making this transition successfully, by implementing all of these solutions and assisting those schools. But let me just share a realistic timeline because it's not something that's gonna happen overnight. Right? So most schools find that a phased approach over eighteen to twenty four months works best. Right? So, again, we're not just flipping a switch and saying, oh, today we're CBE. That's not how this works. Right? Patience is a virtue. Not one that I particularly have, but it's for other people. So, typically, the first six months typically focuses on that faculty development. What is CBE? What is the point? What are we doing? Why are we doing this? Do you wanna do it? Yes. You do. Absolutely. Come on over with us. Right? So that's gonna be your first six months and then also curriculum mapping. Right? So the next six months, involves piloting the CBE into select courses. Right? We're not gonna do a a blanket rollout of everything. Right? We're gonna do some small beta testing in certain specific areas with certain specific student populations to make sure that we can get information and data to be able to improve that, as we move forward. And then year two focuses on scaling that up. Right? So now that we've gotten all of our information, we've gotten all the data we need. We're gonna make those changes that we need to do. We're gonna continue to get those laggards on board, and then we're gonna scale up, and we're gonna make this a program wide initiative. Right? But we also remember that we wanna have continuous feedback and and continuous, change implementation. Right? The one of the program directors that we work with told me that the key was not rushing. Right? Again, we're not just turning this into a CBE program tomorrow. It's gonna take a significant investment. Another thing that they wanted to emphasize was they celebrated small wins. Right? Those are really important, especially when you're having something that's undergoing for over two years. Right? Taking those small wins and running with them. Right? But at the same time, addressing any challenges before moving on to that next phase. So in conclusion, what I wanna emphasize overall, right, is that while the transition to CVE is challenging, right, its benefits for nursing education, as I think I have presented to you, are relatively compelling and well documented at this point. So we're moving towards this future where nursing education is more responsive, right, more personalized, and more personalized, and more directly aligned with health care needs. So the evidence supports that CBE's effectiveness in producing these practice ready nurses that we absolutely are in dire need of because we're all getting older. Right? And this comes from improved NCLEX pass rates to higher employer satisfaction. And, ultimately, again, the ones that the ones that I'm super interested in, right, are better patient outcomes. So, yes, the path is not fun. It's a little bit scary. It's a little bit intimidating. It can be fun if you have the right mentality. But the destination is absolutely worth the journey. And, and, you know, people like Core and Learning may we are here and ready to help. So remember that it's just it's not about just changing the way we teach or how we teach. It's about transforming how we prepare the next generation of nurses for the increasingly complex and technology driven health care environment that we were not spit out into. This is not an experience that we all had. We all had a relatively I wouldn't say simple, but it was a much less complex transition. Right? So the future of nursing education really lies in our ability to, you know, adapt and innovate, but also maintain those high standards of our that our profession really demands. So CBE is gonna provide the framework for that and ensure that our graduates are truly prepared for the challenges that await them. And I personally think that that's a goal worth pursuing. Thank you, Kristen. So I'm going to just spend a couple of minutes here telling you a little bit more about how Core and LearningMate can help. But we'll be quick. We want to leave some time at the end for q and a. So if you have questions, please know there'll be time for that at the end. So those of you that are familiar with Core probably know us from Core ELMS. That is our solution that's used to manage anything related to clinical rotations, clinical experiences, including tracking interprofessional education, helping to better manage simulation lab, tracking patient encounters, and actually, mapping all of that data back to competencies. So you might be less familiar with Comp MS. Comp MS is our solution meant to help manage CBE. It does everything from curricular mapping, so being able to identify, you know, your curriculum where, competencies are being taught, how they're being taught, how they're being assessed, how they tie back to accreditation standards. So we have the technology platform that helps to manage that, but we can also, offer a service to help with the actual mapping process. Our solution does help to identify, you know, any gaps. You can see just an example of a gap analysis here. And then, you know, once you have your curricular map set up, you know, really, the intent is to be able to measure effectiveness. So being able to aggregate all of the student data, on how they're performing throughout the curriculum, during clinicals, and being able to tie all of that back to your curriculum, to determine your program effectiveness. And then we also offer a solution that will allow your students to actually demonstrate and show, you know, their CBE ePortfolios. So you're going to see a call to action come up on the screen. If you're interested in learning more, you know, we kept it brief on purpose so that you had time for a q and a. But if you'd like to learn more about our solutions within the core technology suite or our mapping service, you know, please feel free to click yes that you'd like more information. If you're not interested in, getting more information, just ignore the poll. It'll go away in about thirty seconds. And then after that, we're actually going to open it up for q and a, either questions for Kristen about CVE and LearningMate or, you know, questions about core. We're open to everything. So we'll give the more information poll two more seconds, and then we'll open up the q and a. Thank you everyone for hanging on here. Okay. We'll give you a minute to start typing in those questions. Okay. I see a couple here. Kristen, I'll read them, and maybe you can jump in and to help answer some of them. Okay. Thank you for the overview of CBE along with the challenges and solutions. I'm hoping that we'll be able to get the link to the recording of this wonderful, very educational webinar. Well, thank you so much. We're glad that you found it informative. And, yes, definitely, we'll be sharing the recording. Okay. How can you encourage faculty stuck this is a good one. Stuck in traditional teaching methods? I hear our program shifted content to prepare for CDE, but many will continue a concept based on curriculum with lecture, PowerPoints, etcetera? That's a great question, and it's one that we see often. There's a couple of ways that you can start to integrate some people into really adopting this. And so one of the ways is, number one, showcasing student success stories. Right? So the again, any any faculty member is is gonna get involved in this because they want to see students succeed. So noticing that success stories and and being able to point out how they reach those successes is very helpful. Another thing, obviously, is education and training. And so coming at education and training and sort of a a less like we have to do this, we have to make this change more along the lines of this is gonna support our students and this is why, but you're not alone in this journey. Right? Another thing is gradually implementing these things. So one of the ways that I like to do this the most is be able to, find small ways that we can transition the thought process and come up with more innovative and creative solutions, so that the faculty member can then feel like they are empowered to be able to make those changes moving forward. And so if you find small ways to implement CBE elements or components, and this can be through one assignment, two assignments, or a, you know, a clinical, a lab simulation or a clinical, you know, debriefing or something like that, they're gonna see that it's not something that is so overwhelming. So those are gonna be my priority suggestions to be able to kinda get some of those laggards, to be able to feel confident and comfortable in transitioning to CBE. Thanks, Kristen. This is a quick and easy one. Regarding curriculum mapping, does core integrate with learning management systems, specifically Brightspace? Yes. We definitely do. Very open to integration, but specifically with an LMS, very easy for us to do. Alright. Next question. What stepwise approach has been incorporated into post MSN DNP programs to establish CVE at the DNP level? That is another really good question, because we don't see a lot of those. I actually currently now work at a program, a DNP program, to be able to support that. We are one of the new, DNP programs that are is CBE based. And a lot of that is required, to align with the essentials. So that's gonna be the first step is to really map out how can we achieve these competencies through the alignment of the essentials. And as you know, we have the graduate level essentials. And so being able to take that to the DNP level is the very first step and then scaffolding that as we move along the process. Now that will be a little bit of a challenge because of the different entry routes into DIP or MSN, and so it requires a little bit of forethought into how the students are matriculating into your program, but that's gonna be the first step that you're gonna take. Thanks, Kristen. With so many requirements from the AACN essentials, NONPF standards, and state boards of nursing, how do we best incorporate all of these requirements while still allowing for educational autonomy among faculty? Yeah. That's another thing that's really, tough sometimes that, people feel as though some of their control over the classroom is being taken from them. And the way that I would recommend that you kinda overcome that perception is through the utilization of your own innovative and creative methods to achieve those competencies. So that's where the driver is gonna be. Let's let the educators do the educating. Right? And then we can support that with the justification, through the alignment of those competencies. So that's how we're gonna, again, recenter the control back over to the classroom is just through those educational methods. Thanks, Kristen. And the last question. Do you know of any schools of nursing in Texas that are fully implementing CBE? It's an anonymous question, so I'm not sure how to follow-up with you. But if you wanted to send us an email, you can see sales at core higher ed. We can certainly connect you with some of our other clients in Texas. Kristen, anything to add there? I do know that Texas, does have a lot of opportunities, even in terms of some financial incentives, for programs to transition to CBE, so I would definitely look into that as well. Great. And then we have a question from University of San Francisco that is in the process of, adopting core currently. They're going through implementation. I'm wanting to know if we can share any insights on the future features of core, that we have planned for CVE. So, Jonathan, we'd be happy to show you, you know, a demo and also our product road map. We're actually planning a webinar specifically on our product road map, so we'll make sure that you're getting the invitation to that as well. I think we're out of time. Thank you all so much for giving us forty five minutes of your time today. We really appreciate that. Kristen and I can hang on if there are additional questions. You know, feel free to type them into the chat, or we can follow-up by email. But thank you all so much for your time, and thank you, Kristen, for presenting with us today. Thank you, everyone, for attending. Appreciate your, your time.