Journal of Continuing Education in Nursing最新文献

Alternative credentials, including microcredentials, digital badges, and microcertifications, are transforming nursing professional development by offering flexible, competency-based learning aligned with workforce needs. Integrated into American Nurses Credentialing Center Nursing Continuing Professional Development Accreditation™ criteria, these credentials enhance workforce readiness, equity, and lifelong learning while addressing gaps in recognition, terminology, and implementation challenges. This column explores the use of alternative credentials and navigates unresolved challenges related to terminology, consistency, and recognition. The column also highlights scalability, stackability, and portability as well as real-world use cases for American Nurses Credentialing Center Accredited Providers™.

Ambient artificial intelligence listening tools promise faster nursing documentation and improved patient engagement, yet they introduce risks of hallucinations, omission, and bias when nurses are excluded from the design and oversight process. Empowering nurses through continuing education and leadership in model development, deployment, and auditing is crucial for ensuring safe and equitable integration across care settings.

Background: This mixed methods study was conducted to develop and evaluate the feasibility of the 8-week Sensemaking Coaching program for communication training for bedside intensive care unit nurses.

Method: We adopted a one-group pre- and posttest design with six intensive care unit nurses working at a tertiary care hospital in Seoul, South Korea. The Sensemaking Coaching program consisted of three steps (Step 1, on-demand lectures; Step 2, simulation workshop; and Step 3, coaching, including self-reflection and small group sessions). Qualitative data were obtained via telephone.

Results: Participants positively accepted each step of the program. Improvement was seen in the median scores for therapeutic communication and communication self-efficacy. Simulation-based evaluation showed improved skills during participants' interactions with a standardized patient from pre- to postprogram.

Conclusion: Delivering the Sensemaking Coaching program online to bedside intensive care unit nurses on a rotating shift was feasible and acceptable.

Background: The rapid integration of digital technologies into health care highlights the need for practicing nurses to strengthen their technological competence to improve patient education and clinical care quality.

Method: This continuing education program integrated project-based learning with augmented reality (AR) technology to engage nurses in group-based AR design activities to develop foundational AR skills to create interactive patient education tools. A digital learning motivation scale and performance-based assessments were administered before and after the program to evaluate changes in the participants' motivation and digital health education competence.

Results: The participants showed a significant increase in motivation to use technology (p < .001) and successfully developed five AR-based tools designed for patient education.

Conclusion: This program supported the translation of clinical expertise into digital tools and enhanced nurses' ability to apply technology in educational practice, contributing to the advancement of professional development in continuing nursing education.

Nurses experience unmitigated stress and may not care for themselves. Existing stress and burnout interventions are not sustainable. Professional identity in nursing is associated with better outcomes for individuals and patients but has not been explored in relation to the intersection of stress and a healthy work environment. This column describes an example of an intervention to assist nursing professional development specialists to teach nurses how to investigate the connection between stress mitigation and professional identity in nursing with stress first aid and an existing shared governance council.

Program directors collaborated with key stakeholders to develop "Fellowship Fridays"-a new curriculum component designed to enhance peer support, professional development, and interdisciplinary learning. This structured, monthly 4-hour session brings together advanced practice provider Fellows for facilitated, multimodal learning led by the advanced practice provider leadership team. The approach prioritizes longitudinal peer support, early access to mentorship, and exposure to diverse topics, including communication workshops, social determinants of health simulation, academic development, and provider performance metrics.

Karl Popper first articulated the paradox of tolerance in The Open Society and Its Enemies in 1945. Essentially, the concept emerged from the notion that if we extend tolerance to those who are intolerant, we risk enabling intolerance as a norm, undermining the concept of tolerance. Unfortunately, history shows the paradox has been alive and well for centuries. Meanwhile, using the argument as a shield to normalize someone's intolerance is unacceptable. A paradox within the paradox. This is particularly seen when someone's ideology is threatened.

Background: The New Jersey Nurse Residency Collaborative included 21 hospitals that used the Vizient/American Association of Colleges of Nursing (AACN) Nurse Residency Program^TM. Thirteen followed the Department of Labor apprenticeship Vizient/AACN model that included (a) full-time employment, (b) 144 hours of education, (c) 2,000 hours of precepted/mentored time, and (d) a salary increase at program completion. The remaining hospitals provided 48 hours of education, with varying numbers of hours of orientation over a period of 12 months with preceptors/mentors, referred to as the traditional Vizient/AACN model.

Method: Retrospective data were reviewed to evaluate the collaborative overall and compare the two models. This review included confidence, competence, and retention for 1,644 nurse residents who started in 2022-2023.

Results: The 1-year retention rate for the collaborative was 89%. The apprenticeship Vizient/AACN model had lower initial skill scores means, yet a 12% higher retention rate than the traditional Vizient/AACN model.

Conclusion: A statewide nurse residency collaborative promotes retention of new nurses who are confident and competent.

Background: Nurse leaders at a Magnet^®-designated, high-volume, Level I trauma teaching hospital demonstrate a commitment to advancing new knowledge, innovations, and improvements in nursing practice. Despite these contributions, their work seldom gains recognition through scholarly publication.

Method: A pilot study using a pretest/posttest descriptive design was conducted to evaluate nurse leaders' perceptions of and confidence in the scholarly publication process after an educational intervention consisting of an interactive presentation.

Results: A total of 39 nurse leaders completed the presurvey to assess baseline familiarity, understanding, and confidence, and 24 completed the postsurvey after the intervention. Familiarity with the publication process increased from 18% to 67% (p < .001), and understanding improved from 41% to 80% (p = .007). Comfort with team writing also increased, from 59% to 88% (p = .0346). Mentorship and checklists were the most frequently selected support resources.

Conclusion: Targeted educational interventions can empower and inspire nurse leaders to engage in scholarly publishing by enhancing confidence and understanding of the process. Sustained initiatives, such as mentorship and structured resources, are vital for cultivating a culture of nursing scholarship.