Journal of Continuing Education in Nursing最新文献

Transition to practice programs, like many other educational programs, are scrutinized by organizations to demonstrate value to the organization in exchange for precious human and financial resources. By developing quality outcome measures aligned to the organizational strategy, transition to practice leaders can optimize support and ensure sustainability. [J Contin Educ Nurs. 2024;55(10):464-466.].

Background: Transition to practice (TTP), the first year of a nurse's career postlicensure, is widely recognized as a stressful time. Previous trauma exposure and additional workplace trauma exacerbate the stress of this transitional period. Trauma-informed environments are associated with clinician wellness and engagement. Because workforce training for leaders is a necessary precursor to developing supportive environments, we studied changes in trauma knowledge, awareness, and attitudes among TTP leaders.

Method: Our mixed methods study included administering the Attitudes Related to Trauma-Informed Care Scale (ARTIC) pre- and post-training, with additional open-ended questions about the impact of training.

Results: Paired data from participants showed overall mean improvement that was statistically significant, with a large effect size. Statistically significant knowledge gains related to trauma recognition and safety, how to respond to trauma, and how to promote healthy behaviors.

Conclusion: Our study underscores the importance of trauma education, which not only increased awareness but also prompted nurse leaders to reflect on enhanced support for early nursing professionals. [J Contin Educ Nurs. 2024;55(10):501-508.].

A gap analysis can be a valuable tool to identify and understand nursing practice deficiencies or gaps. Failure to find and fill gaps in skills, practices, or knowledge can affect patient outcomes. Nurses, nurse leaders, and health care providers can use a gap analysis to identify practice discrepancies that can affect patient care and outcomes. Conducting a gap analysis can guide the nurse to determine the best evidence-based practice solution for an issue or problem. [J Contin Educ Nurs. 2024;55(10):469-471.].

The most effective way to lead through others is through inspiration. Inspiring others is the ability to encourage others to achieve agreed-on and predetermined goals. Plenty of behaviors are known to solicit inspiration. In this column, we propose a simple list of behaviors that promote inspiration, such as showing Appreciation, fostering a sense of Belonging, and demonstrating Curiosity and Compassion: the ABCs of leadership. [J Contin Educ Nurs. 2024;55(10):467-468.].

Background: Multiple-choice test questions are among the main measures of knowledge used by educators in the postlicensure environment; however, these tests are often constructed in the absence of guidelines or the means to evaluate examination quality after administration.

Method: Previously, guidance was provided on constructing quality test items. Here we present instruction for professional development specialists to use postadministration test data for an item analysis, providing insight on test flaws and opportunities for iterative examination improvement.

Results: The topics of item difficulty, index of discrimination, and distractor analysis are covered for independent analysis, and topics such as reliability are addressed for those who have access to a formal program.

Conclusion: Three levels of strategies are described: using a learning management system for item analysis, using free open-source software, and using a minimal standards method of evaluating test items. [J Contin Educ Nurs. 2024;55(10):487-492.].

Background: Catheters are commonly used in health care. As nurses play an active role in the prevention of catheter-related infections, their knowledge and attitudes on this subject are important. The goal of this study was to determine the effect of an educational intervention about catheter-related infection control precautions on nurses' knowledge levels and attitudes.

Method: This study was a single-center randomized controlled trial. The intervention group (n = 35) received evidence-based face-to-face education. The control group (n = 35) received routine in-service training. The nurses' knowledge and attitudes were assessed before, immediately after, and 3 months after the education.

Results: After the training, the intervention group had statistically higher total scores than the control group on both scales immediately after the training (p < .001 and p = .008, respectively) and 3 months after the training (p = .001 and p < .001, respectively).

Conclusion: The evidence-based structured educational intervention about catheter-related infection prevention practices positively affected the knowledge and attitudes of surgical nurses. [J Contin Educ Nurs. 2024;55(10):479-486.].

Background: Nursing practice is continuously evolving, requiring nurses to update their knowledge and skills. A common approach in nursing education is simulation-based training. Although its effectiveness was studied in a sample of undergraduate students, evidence of its effectiveness in nursing continuing education is lacking. This review examined the effectiveness of simulation-based instruction in advancing nursing proficiency in lifelong or continuing learning.

Method: Searches of EMBASE, MEDLINE via PubMed, Web of Science, and Google Scholar were performed. Studies conducted between 2000 and 2023, focusing on postregistration or postlicensure nurses undergoing simulation-based training to improve their nursing proficiency, were considered for review. The quality of the studies was assessed using the transparency, accuracy, purpose, utility, propriety, accessibility, and specificity (TAPUPAS) criteria. Data were synthesized with narrative summaries.

Results: A total of 14 studies with a total sample size of 1,204 nurses met the eligibility criteria. Studies showed that simulation-based instruction in nursing continuing education improves knowledge and skills. Some studies showed disagreements on the effectiveness of simulation-based training on other factors.

Conclusion: Embracing high-fidelity simulation in continuing education is crucial for advancing proficiency. Tailoring simulation scenarios to specific competency domains is recommended to address variations in outcomes. Policymakers are encouraged to integrate simulation into education policies and support ongoing research to refine best practices and align policies with evolving nursing needs. [J Contin Educ Nurs. 2024;55(9):433-441.].

In "The Future of Workforce Development in Professional Nursing Practice," Graebe et al. (2022) propose addressing nursing workforce shortages through Recognition of Prior Learning and related frameworks. They argue for a new health care learning model that leverages stackable certificates and accredited professional development to award academic credit, bridging the gap between current qualifications and advanced education. This approach could enhance enrollment and retention in advanced nursing programs, addressing shortages in specialty areas such as academia and leadership. By recognizing experiential learning, these methods create accessible, sustainable career pathways, fostering a more diverse and adaptable nursing workforce. [J Contin Educ Nurs. 2024;55(9):416-420.].

The summary of the debriefing session is critical to acknowledge the work of each participant and to identify the learnings. Key approaches include the importance of including everyone and maintaining a positive, upbeat attitude. [J Contin Educ Nurs. 2024;55(9):423-424.].