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It addresses tensions created by differences in organizational culture, mandates, and governance structures, while noting how educators and policy-makers promoted the model to leverage existing post-secondary nursing education infrastructure and resources.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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37, No. 2, 2007, pages 29-46 [www.ingentaconnect.com/content/csshe/cjhe](www.ingentaconnect.com/content/csshe/cjhe)  \nChange and Challenge:  \nOntario’s Collaborative Baccalaureate Nursing Programs  \nDale Kirby  \nMemorial University of Newfoundland  \nABSTRACT  \nThere is no formal mandate for or tradition of inter-sectoral collaboration between community colleges and universities in Ontario. Following a regulatory change introduced by the College of Nurses of Ontario in 1998, all Registered Nurse educational preparation was restructured to the baccalaureate degree level through province-wide adoption of a college-university collaborative nursing program model. Despite complex sectoral differences in organizational culture, mandates, and governance structures, this program model was promoted by nursing educators and policy-makers as an innovative approach to utilizing the post-secondary system’s existing nursing education infrastructure and resources. This paper provides an overview of the introduction of Ontario’s collaborative baccalaureate nursing programs and discusses some of challenges associated with implementing and maintaining such programs.  \nRÉSUMÉ  \nEn Ontario, il n’y a pas de mandat officiel ni de tradition de collaboration intersectorielle entre les collèges communautaires et les universités. À la suite d’une modification réglementaire apportée par l’Ordre des infirmières et infirmiers de l’Ontario en 1998, toute la formation pédagogique de niveau baccalauréat du personnel infirmier a été re-  \n30 CJHE / RCES Volume 37, No. 2, 2007  \nstructurée par l’adoption à la grandeur de la province d’un modèle de programme de formation en sciences infirmières offert conjointement par les collèges et les universités. En dépit de différences complexes entre ces deux secteurs aux plans de la culture organisationnelle, des mandats et des structures de gouvernance, les enseignants en soinsinfirmiers et les décideurs ont fait la promotion de ce modèle de programme en tant qu’approche novatrice pour utiliser l’infrastructure et les ressources de formation en sciences infirmières déjà en place dans le réseau postsecondaire. Cet article offre un aperçu de l’introduction des programmes ontariens de baccalauréat conjoint en sciences infirmières et examine quelques-uns des obstacles associés à la mise en œuvre et au maintien de ces programmes.  \nThe post-secondary education system in Ontario, like the post-secondary systems in most other Canadian provinces, is characterized by the existence of discrete university and community college sectors supplemented by institutions offering specialized programs (i.e., agricultural or fine arts programs) . Unlike the dominant community college model in the United States with its focus on university transfer, Ontario’s colleges of applied arts and technology (CAATs) were originally established to provide career-oriented occupational, vocational, and adult basic education for individuals not destined for university study (Dennison, 1995; Jones, 2004) . Unlike governments in provinces such as Alberta, British Columbia, and Quebec, the Government of Ontario has no formally mandated role in facilitating college to university transfer. Throughout the history of their co-existence, Ontario’s colleges and universities have persisted within a binary policy structure governed by separate and distinct regulatory regimes. Generally speaking, there has been little inter-sectoral (i.e., college-university) co-ordination in the system, with few students moving from the CAAT programs on to university-level studies (Jones, 1997; Skolnik, 1995; Skolnik & Jones, 1993; Stokes, 1989) . This paper reviews the introduction of Ontario’s collaborative baccalaureate nursing programs, their supporting policies, and many of the challenges that have been encountered to date. Many of my observations are informed by my experiences in working ","cbCaidm1oLeS4iI4","https://ap.wps.com/l/cbCaidm1oLeS4iI4","pdf",74842,18,"English","# Change and Challenge\n## Ontario’s Collaborative Baccalaureate Nursing Programs\n## College-University Collaboration in Ontario","[{\"question\":\"What regulatory change led to Ontario’s collaborative baccalaureate nursing programs?\",\"answer\":\"A 1998 regulatory modification introduced by the College of Nurses of Ontario restructured registered nurse educational preparation to the baccalaureate level using a collaborative college–university program model.\"},{\"question\":\"How did policy-makers and educators frame the collaborative nursing model?\",\"answer\":\"They promoted it as an innovative way to use Ontario’s existing post-secondary nursing education infrastructure and resources despite sector differences in culture, mandates, and governance.\"},{\"question\":\"What is the role of the College-University Consortium Council (CUCC) in Ontario?\",\"answer\":\"Created in 1996, the CUCC’s mission includes facilitating, promoting, and coordinating joint education and training ventures, particularly aiding student transfer and supporting joint programs, with an emphasis on producing an online transfer guide.\"}]","Change and Challenge - Ontario’s Collaborative Baccalaureate Nursing Programs - Dale Kirby | PDF",1792084748,45]