Background: Hospitals are adjusting and changing care delivery models by adding Licensed Practical Nurses (LPNs) back to acute care due to the RN (Registered Nurse) nursing shortage. As this landscape and care delivery model changes, it is important to ensure there are resources in place to help support nursing teams. Many organizations have programs in place to help support RN’s as they transition into practice or referred to a nurse residency program. A Pennsylvania hospital recognized the need to add an LPN transition to the practice program to support new nurses as they transition into the acute care setting. Methods: A program was created, developed, and piloted to help support new graduate LPN’s transitioning into acute care to help support and guide them. The program was piloted for 6 months with a variety of learning experiences: shadowing experiences, content experts, simulation, and mentorship. Results: The program has proven to be successful, and an avenue was created for new graduate LPNs to feel supported during their initial months in the hospital by providing them with knowledge to develop from novice to competent nurses. Conclusion: It is important for hospitals to have support for nursing professional development opportunities for LPN’s as they transition to acute care nursing models.
{"title":"Developing an LPN Transition to Practice Program to Support the Changing Nursing Landscape","authors":"Lindsey Ford, Anita Baldoni","doi":"10.29173/jpnep38","DOIUrl":"https://doi.org/10.29173/jpnep38","url":null,"abstract":"Background: Hospitals are adjusting and changing care delivery models by adding Licensed Practical Nurses (LPNs) back to acute care due to the RN (Registered Nurse) nursing shortage. As this landscape and care delivery model changes, it is important to ensure there are resources in place to help support nursing teams. Many organizations have programs in place to help support RN’s as they transition into practice or referred to a nurse residency program. A Pennsylvania hospital recognized the need to add an LPN transition to the practice program to support new nurses as they transition into the acute care setting. \u0000Methods: A program was created, developed, and piloted to help support new graduate LPN’s transitioning into acute care to help support and guide them. The program was piloted for 6 months with a variety of learning experiences: shadowing experiences, content experts, simulation, and mentorship. \u0000Results: The program has proven to be successful, and an avenue was created for new graduate LPNs to feel supported during their initial months in the hospital by providing them with knowledge to develop from novice to competent nurses. \u0000Conclusion: It is important for hospitals to have support for nursing professional development opportunities for LPN’s as they transition to acute care nursing models.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":" 660","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140682198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article endeavors to merge relational ethics with the theory of intersectionality to create a harmonious platform that could support understanding and applications of their essential concepts in today's diverse and complex health care environments. The key tenets of both frameworks are provided followed by an explanation of a coalesced conceptualization and illustration of a relation-intersectional ethics trestle for consideration of its adaptability in the health care workplace and post-secondary education curriculum. The main objective is to explain and promote the benefits of integrating the chief precepts of relational ethics and the theory of intersectionality to further strengthen the way health care providers support patients in ethical decision-making. The relation-intersectional ethics trestle aims to support the construction of authentic and mutually respectful therapeutic relationships in clinical settings where ethics and intersectionality unite.
{"title":"Relation-intersectional Ethics Trestle: A Harmonious Merging of Relational Ethics and Intersectionality","authors":"Cindy Ko","doi":"10.29173/jpnep37","DOIUrl":"https://doi.org/10.29173/jpnep37","url":null,"abstract":"This article endeavors to merge relational ethics with the theory of intersectionality to create a harmonious platform that could support understanding and applications of their essential concepts in today's diverse and complex health care environments. The key tenets of both frameworks are provided followed by an explanation of a coalesced conceptualization and illustration of a relation-intersectional ethics trestle for consideration of its adaptability in the health care workplace and post-secondary education curriculum. \u0000The main objective is to explain and promote the benefits of integrating the chief precepts of relational ethics and the theory of intersectionality to further strengthen the way health care providers support patients in ethical decision-making. The relation-intersectional ethics trestle aims to support the construction of authentic and mutually respectful therapeutic relationships in clinical settings where ethics and intersectionality unite.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The elderly population is considered the most significant health care consumers, and caring for them is among the most challenging issue of public health and social care systems. Providing nursing students with the required skills and knowledge related to the senior population's care will promote their self-efficacy and mindsets. Aim. This study explores nurses' and nursing students' self-efficacy and mindsets in caring for the elderly, examines the nursing curriculum's contributions to nurses' self-efficacy and mindsets, and provides suggestions for reconfiguring the nursing curriculum for comprehensive geriatric nursing care. Methods. A mixed-method research design was utilized, and quantitative and qualitative data were collected from 90 nurses and nursing students through an online questionnaire. Data were analyzed via SPSS and NVivo 12 software programs. Results. The results revealed that most nurses had an above-average level of self-efficacy toward caring for geriatric patients. A statistically significant positive correlation between self-efficacy and nurses' attitudes, knowledge level, and years of experience was revealed. This study demonstrated the positive impact of the Canadian nursing curriculum on nurses' self-efficacy. Conclusion. The current study recommends following Bandura's self-efficacy theory's fundamental beliefs such as role modeling, verbal encouragement, and mastery experience to enhance the nursing curriculum by incorporating them into the teaching and learning strategies to improve nursing students' performance.
{"title":"Exploring Nurses’ and Nursing Students' Self- Efficacy and Mindsets in Caring for the Elderly in Canada.","authors":"A. Mohamed, I. Decoito","doi":"10.29173/jpnep22","DOIUrl":"https://doi.org/10.29173/jpnep22","url":null,"abstract":"Background. The elderly population is considered the most significant health care consumers, and caring for them is among the most challenging issue of public health and social care systems. Providing nursing students with the required skills and knowledge related to the senior population's care will promote their self-efficacy and mindsets. \u0000Aim. This study explores nurses' and nursing students' self-efficacy and mindsets in caring for the elderly, examines the nursing curriculum's contributions to nurses' self-efficacy and mindsets, and provides suggestions for reconfiguring the nursing curriculum for comprehensive geriatric nursing care.\u0000Methods. A mixed-method research design was utilized, and quantitative and qualitative data were collected from 90 nurses and nursing students through an online questionnaire. Data were analyzed via SPSS and NVivo 12 software programs.\u0000Results. The results revealed that most nurses had an above-average level of self-efficacy toward caring for geriatric patients. A statistically significant positive correlation between self-efficacy and nurses' attitudes, knowledge level, and years of experience was revealed. This study demonstrated the positive impact of the Canadian nursing curriculum on nurses' self-efficacy.\u0000Conclusion. The current study recommends following Bandura's self-efficacy theory's fundamental beliefs such as role modeling, verbal encouragement, and mastery experience to enhance the nursing curriculum by incorporating them into the teaching and learning strategies to improve nursing students' performance. ","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126330200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diversity, equity, and inclusion (DEI) concerns gained a resurgence of momentum after Black Lives Matter (BLM) began in July 2013 following the death of Trayvon Martin in the United States. This paper is a reflection of some of the challenges and rewards I experienced in teaching DEI topic matters over the last decade in the midst of horrific social events such as the murder of black youths that invoked BLM, the recovery of the Indigenous children’s remains in residential school sites across Canada, the missing and murdered Indigenous women and girls, and the various racially provoked hate crimes during the Covid-19 pandemic. In the last three to five years, there have been some changes in terms of how I deliver these topics that are noteworthy to share. I hope readers will join me in this ongoing journey to engage toward a more inclusive and just world.
{"title":"Teaching Diversity, Equity, and Inclusion Topics – Challenges and Rewards, a Reflection from a Nursing Professor","authors":"C. Ko","doi":"10.29173/jpnep25","DOIUrl":"https://doi.org/10.29173/jpnep25","url":null,"abstract":"Diversity, equity, and inclusion (DEI) concerns gained a resurgence of momentum after Black Lives Matter (BLM) began in July 2013 following the death of Trayvon Martin in the United States. This paper is a reflection of some of the challenges and rewards I experienced in teaching DEI topic matters over the last decade in the midst of horrific social events such as the murder of black youths that invoked BLM, the recovery of the Indigenous children’s remains in residential school sites across Canada, the missing and murdered Indigenous women and girls, and the various racially provoked hate crimes during the Covid-19 pandemic. In the last three to five years, there have been some changes in terms of how I deliver these topics that are noteworthy to share. I hope readers will join me in this ongoing journey to engage toward a more inclusive and just world.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114381728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2016, the Canadian federal government passed Bill C-14, a statute to enable those with irremediable conditions to obtain medical assistance in dying. This paper is my reflection from the dialogues I continue to have with students in lectures where we explore the various issues that MAiD presents for the health care system and for physicians and nurses who are called upon to assist in dying, with specific reference to the Canadian context from the perspectives of human rights and Kantian and utilitarian ethics. Specific attention is paid to conscientious objection within the Canadian context to fully protect nurses and physicians from negative consequences for whom participation in medically assisted dying is ethically objectionable. A relational approach is proposed as a framework that acknowledges the vulnerability of both nurses and those who are suffering as an ethical approach to avoid Kant’s concern with using persons as means to an end.
{"title":"An Educator’s Reflection on the exploration of the ethical issues of Medical Assistance in Dying (MAiD) with Nursing and Healthcare Students","authors":"C. Ko","doi":"10.29173/jpnep23","DOIUrl":"https://doi.org/10.29173/jpnep23","url":null,"abstract":"In 2016, the Canadian federal government passed Bill C-14, a statute to enable those with irremediable conditions to obtain medical assistance in dying. This paper is my reflection from the dialogues I continue to have with students in lectures where we explore the various issues that MAiD presents for the health care system and for physicians and nurses who are called upon to assist in dying, with specific reference to the Canadian context from the perspectives of human rights and Kantian and utilitarian ethics. Specific attention is paid to conscientious objection within the Canadian context to fully protect nurses and physicians from negative consequences for whom participation in medically assisted dying is ethically objectionable. A relational approach is proposed as a framework that acknowledges the vulnerability of both nurses and those who are suffering as an ethical approach to avoid Kant’s concern with using persons as means to an end.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"112 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114101982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic restrictions affected the traditional clinical component in practical nurse education programs. Nurse educators needed to develop virtual clinical assignments to promote critical thinking. The original clinical assignment set in a sub-acute nursing unit supports the development of prioritization abilities, clinical decision making, use of reputable information sources, and written communication skills. The assignment incorporates pharmacologic knowledge in applying interventions. Discussion with the instructor and clinical peers about prioritization, interventions, and rationales promoted teacher and student contact. The use of the virtual learning case study supports the practical nurse student in the development of the critical components required for praxis.
{"title":"Virtual Clinical Assignment Supports Practical Nurse Education","authors":"Leona Konieczny, Semra Efendic","doi":"10.29173/jpnep27","DOIUrl":"https://doi.org/10.29173/jpnep27","url":null,"abstract":"The COVID-19 pandemic restrictions affected the traditional clinical component in practical nurse education programs. Nurse educators needed to develop virtual clinical assignments to promote critical thinking. The original clinical assignment set in a sub-acute nursing unit supports the development of prioritization abilities, clinical decision making, use of reputable information sources, and written communication skills. The assignment incorporates pharmacologic knowledge in applying interventions. Discussion with the instructor and clinical peers about prioritization, interventions, and rationales promoted teacher and student contact. The use of the virtual learning case study supports the practical nurse student in the development of the critical components required for praxis.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130163485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is part of a doctoral dissertation based on a 2017 phenomenological study that explored practical nursing (PN) students’ lived experiences with emotional self-management in clinical settings using van Manen’s orientation to hermeneutic phenomenology. A review of PN program curricula in Ontario, Canada, suggested that they do not specifically include emotional intelligence (EI) and the core concept of emotional self-management. Mayer’s and Salovey’s original four-branch ability model of EI was used as the theoretical framework. Face-to-face interviews were conducted with a purposive convenience sample of 10 PN students at a southern Ontario community college. Findings suggested that the participants perceived themselves to have basic EI knowledge. Participants expressed that their first knowing, in the phenomenological sense, of EI provided them with more confidence and awareness. An increased understanding of emotional self-management could enhance teaching and learning approaches, particularly with PN students who are exposed to high-stress clinical environments.
{"title":"Emotional Self-Management Experiences of Practical Nursing Students","authors":"C. Ko","doi":"10.29173/jpnep20","DOIUrl":"https://doi.org/10.29173/jpnep20","url":null,"abstract":"This paper is part of a doctoral dissertation based on a 2017 phenomenological study that explored practical nursing (PN) students’ lived experiences with emotional self-management in clinical settings using van Manen’s orientation to hermeneutic phenomenology. A review of PN program curricula in Ontario, Canada, suggested that they do not specifically include emotional intelligence (EI) and the core concept of emotional self-management. Mayer’s and Salovey’s original four-branch ability model of EI was used as the theoretical framework. Face-to-face interviews were conducted with a purposive convenience sample of 10 PN students at a southern Ontario community college. Findings suggested that the participants perceived themselves to have basic EI knowledge. Participants expressed that their first knowing, in the phenomenological sense, of EI provided them with more confidence and awareness. An increased understanding of emotional self-management could enhance teaching and learning approaches, particularly with PN students who are exposed to high-stress clinical environments.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"126 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124232361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. Nurse practitioners are well-positioned to identify patterns of genetic risk and refer individuals for genetic healthcare services. This study aimed to assess nurse practitioners’ knowledge, competency, attitudes, adoption, and confidence regarding genetics and genomics in their practice. Methods. We employed a descriptive, cross-sectional survey design. Data was collected online using the Genetics and Genomics in Nursing Practice Survey. Results. Of 106 participants, 84.1% (n=89) were working in a clinical setting. The knowledge score was 9.55± 1.4 out of 12; 59% (n=62) of participants rated their knowledge of genetics as “good” or “excellent.” Only 8% (n=7) referred patients for genetics services, and 19.8% (n=21) were collecting full family history in practice. Conclusion. Although the knowledge level of nurse practitioners was high, adoption of genetics was low in collecting and utilizing family history and referral to genetic services. There is a need for research investigating factors influencing the adoption of genetics activities into practice. Key words: Nurse Practitioner, Genetics, Genomics, Practice
{"title":"Assessing Nurse Practitioner Practices Regarding Genetics and Genomics in Healthcare Services","authors":"Daniel J. Gould, M. Seven","doi":"10.29173/jpnep18","DOIUrl":"https://doi.org/10.29173/jpnep18","url":null,"abstract":"Background. Nurse practitioners are well-positioned to identify patterns of genetic risk and refer individuals for genetic healthcare services. This study aimed to assess nurse practitioners’ knowledge, competency, attitudes, adoption, and confidence regarding genetics and genomics in their practice.\u0000Methods. We employed a descriptive, cross-sectional survey design. Data was collected online using the Genetics and Genomics in Nursing Practice Survey.\u0000Results. Of 106 participants, 84.1% (n=89) were working in a clinical setting. The knowledge score was 9.55± 1.4 out of 12; 59% (n=62) of participants rated their knowledge of genetics as “good” or “excellent.” Only 8% (n=7) referred patients for genetics services, and 19.8% (n=21) were collecting full family history in practice.\u0000Conclusion. Although the knowledge level of nurse practitioners was high, adoption of genetics was low in collecting and utilizing family history and referral to genetic services. There is a need for research investigating factors influencing the adoption of genetics activities into practice.\u0000Key words: Nurse Practitioner, Genetics, Genomics, Practice","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124117618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Addiction stigma exists in health care systems among health care providers, including nursing students. It is often tied to knowledge deficits and acts as a barrier to those seeking supportive addiction services. The purpose was to discuss innovative approaches that reduce addiction stigma and meet social justice learning outcomes in online nursing education. A four-stage algorithm was used with 95 articles. Applying an exclusion and screening process yielded 17 articles. Another 10 articles were drawn from my recent graduate work. Online educators can use artistic pedagogical technologies to practice from a critical consciousness lens to design social justice learning outcomes with an antidiscriminatory framework. An intentional and innovative framework to reduce addiction stigma in online nursing students is proposed, developed from artistic pedagogical technologies within a critical consciousness lens. This inclusive pedagogical approach is accessible to diverse twenty-first century learners, reduces addictions stigma, and leads to better-prepared nurses who deliver excellent nursing care for all.
{"title":"An Arts-Based Anti-Discriminatory Approach to Online Nursing Education: Reducing Addiction Stigma and Meeting Social Justice Learning Outcomes","authors":"Nichole Parker","doi":"10.29173/jpnep14","DOIUrl":"https://doi.org/10.29173/jpnep14","url":null,"abstract":"Addiction stigma exists in health care systems among health care providers, including nursing students. It is often tied to knowledge deficits and acts as a barrier to those seeking supportive addiction services. The purpose was to discuss innovative approaches that reduce addiction stigma and meet social justice learning outcomes in online nursing education. A four-stage algorithm was used with 95 articles. Applying an exclusion and screening process yielded 17 articles. Another 10 articles were drawn from my recent graduate work. Online educators can use artistic pedagogical technologies to practice from a critical consciousness lens to design social justice learning outcomes with an antidiscriminatory framework. An intentional and innovative framework to reduce addiction stigma in online nursing students is proposed, developed from artistic pedagogical technologies within a critical consciousness lens. This inclusive pedagogical approach is accessible to diverse twenty-first century learners, reduces addictions stigma, and leads to better-prepared nurses who deliver excellent nursing care for all.","PeriodicalId":254229,"journal":{"name":"Journal of Practical Nurse Education and Practice","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128060316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：