Nursing Administration Quarterly最新文献

New graduate nurse (NGNs) turnover continues to be one of the primary challenges facing nurse managers. NGNs' experience during their first year of practice is crucial to their intent to stay in an organization long-term. As they navigate their journey as new nurses, refine their clinical skills, and adapt to the organizational culture, NGNs rely on their nurse managers for guidance, support, and motivation. Nurse managers therefore have a critical role in creating a culture and environment in which NGNs can thrive. This article will share NGNs' perspectives on the effectiveness of nurse manager communication, feedback, oversight, and support. NGNs' feedback on instances when they find their nurse manager helpful and examples of how they would be more helpful is shared. Lastly, actionable strategies that nurse managers can implement to support and retain this new generation of NGNs will be shared.

Recruiting and retaining nurses is vital to any health care organization. Many newly graduated nurses leave their organization in the first year. Nurse leaders are an instrumental part of the newly graduated nurse's journey into practice. To address the unique needs of a multigenerational workforce, nurse leaders need to understand the nuances of each generation in the work environment. Nurse leaders need to facilitate a supportive work environment considering the need for work-life balance, well-being, and professional growth opportunities. They must partner with nursing professional development to clearly outline a path for professional development for themselves and the nurses they employ. Nurse leaders also should partner with human resources to provide such support, recruit and retain newly graduated nurses while considering the needs and views of a multigenerational workforce.

In the wake of COVID-19 and surrounding hospital closures, South Shore Health embarked on an evidence-based journey to quadruple their new graduate nurses annual hiring by creating a unique nurse residency program. Balancing growth with a high-quality orientation and skill acquisition to mediate the effect of fewer direct patient clinical experiences for nursing students during the pandemic. Further the health system was able to achieve a dramatic improvement in their first-year retention rates for registered nurses.

Nurses need competence and confidence to assess for Social Determinants of Health (SDOH) and meaningfully mitigate the barriers they present to health. While acute care nurses are in an ideal position to address SDOH and optimize the continuum of care, evidence suggests they lack the necessary knowledge and confidence to address SDOH in acute care. The purpose of this project was to describe the frequency of SDOH topics encountered by undergraduate nursing students during clinical learning in acute care and whether those topics were addressed by the student independently or in collaboration with another healthcare professional. Student nurses (n = 148) documented patient encounters over 2 semesters. An average of 7.53 SDOH topics per patient was identified. Access to primary health care, social support networks, and nutritious foods were the most frequent SDOH topics. The least frequently encountered SDOH topics were immigration status, proximity to crime and violence, and climate change. Nursing students encountered many SDOH topics during clinical education although they were rarely prepared to address them independently. The results of this project reinforce the pressing need to develop nursing competency with SDOH and can inform design for curricular integration of SDOH.

Evidence based practice (EBP) is the best approach we can use in nursing to adopt the current best evidence in patient care practices. Performance improvement can be enhanced by using EBP to develop interventions to solve systemic clinical problems. This case example demonstrates that the use of EBP to reduce healthcare associated infections is effective.

Nurse Residency Programs, designed to facilitate the challenging transition from the academic pre-licensure state to professional registered nurse, have gained importance over the past 20 years, with evidence suggesting that successful programs help newly licensed nurses develop the knowledge, skills, and attitudes necessary to build confidence and provide optimal patient care. While there is evidence to support the financial investment of such programs, there is little evidence to guide health care systems in securing the human resources necessary to develop and sustain successful programs. This article describes how one multisite health system created RN Residency Coordinator Standard Work to define their residency leader role, establish a recommended residency leader-to-resident ratio, and advocate for additional full-time equivalent positions to fully support their year-long accredited nurse residency practice transition program.

As academic educators, nurses in clinical organizations, and regulatory agencies, we know that our newly licensed nurses are many times unprepared for the reality of nursing practice. This phenomenon is known by a few names-the academic-practice gap or the theory-practice gap. 5,6 An international community of concerned nurses from academia, accreditation, regulation, practice, and industry decided to take action to focus on the academic-practice gap in nursing to improve practice readiness to meet the challenges of practice, decrease cognitive and affective burdens as they enter the profession, and empower nursing students and newly licensed nurses in their clinical practice of nursing. Hence, the International Consortium for Outcomes in Nursing Education (ICONEd) was established in January 2022. The purpose of this article is to describe the creation, vision, mission, and strategic plan to advance the work to narrow the academic-practice gap.

The high demand for specialty nurse practitioners (NPs) in the United States requires successful transition to their advanced practice roles and workplaces. Greater attention to the transitional period for advanced practice nurses has urged health care organizations and employers to implement fellowship training programs for NPs. NP fellowships continue to gain popularity among novice NPs to ensure optimal transition into their new role. The grounded theory, Navigating the Pathway to Advanced Practice, explains the process NPs undergo to transition into a clinician role through the structure of a fellowship. Generation of this theory discovered best practices in support of NPs during role transition within fellowships. This article provides nurse leaders with meaningful and evidence-based recommendations to facilitate NP role transition in educational and clinical environments.