Journal of Continuing Education in Nursing最新文献

Background: Due to stigma and mistreatment, lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) patients and their families often face barriers to accessing and receiving equitable health care. Pediatric settings are not immune to this health inequity, yet there is limited literature to address it with pediatric nurses.

Method: An evidence-based education program on the care of LGBTQ patients was delivered electronically to pediatric nurses. Using a pre- and posttest design, knowledge and attitudes regarding care of LGBTQ patients were collected via online questionnaires.

Results: Knowledge significantly increased from pre- to posttest (p = .02). Attitudes related to LGBTQ concepts either remained consistently positive or shifted in the positive direction.

Conclusion: Providing education regarding LGBTQ patients to pediatric nurses can improve related knowledge and attitudes. Expansion of evidence-based LGBTQ education to pediatric nurses is likely to contribute to lessening the health care barriers and inequities faced by these patients and their families. [J Contin Educ Nurs. 2024;55(4):181-186.].

Background: Although the recruitment of internationally educated nurses (IENs) seems to be an effective strategy to sustain a diversified nursing workforce, challenges with transition to practice continue to be documented in the literature. Prelicensure bridging programs purport to facilitate practice readiness; however, IENs who complete these programs also experience difficulties. Little is known about tailored workplace-based bridging programs. This scoping review maps out our current understanding of IEN integration and education strategies implemented within acute care settings and identifies areas for further research.

Method: Arksey and O'Malley's (2005) five-step scoping review was used to explore current literature and highlight gaps based on the needs of IENs during transition into acute care.

Results: Two themes were identified: the need for tailored clinical practice bridging programs within acute care settings and the impact of corporate involvement and social structures on IEN integration.

Conclusion: Inconsistencies in IEN integration practices point to the significance of implementing tailored, workplace-based bridging programs to ensure safe and full scope of practice. [J Contin Educ Nurs. 2024;55(4):195-201.].

The inaugural year of a doctoral nursing program is a challenging transition from a clinical practitioner to a scholarly expert. Drawing on personal and peer experiences, we offer a comprehensive guide for thriving in this transformative period. Covering crucial aspects such as work-life balance, time management, research skills, and self-care, we offer insights to empower future doctoral nursing students, equipping them to confidently navigate the challenges and emerge as successful scholars in the field. [J Contin Educ Nurs. 2024;55(4):157-160.].

A feedback-driven selection process to evaluate professionals strengthens and improves the quality of future education they provide. A university in Sri Lanka invited teaching specialists by incorporating feedback of those teaching educators. The selection of professionals to teach courses improved the quality of education drastically. The findings show that refining education through feedback enhances future education quality and promotes subject matter expert engagement in improving educational programs. [J Contin Educ Nurs. 2024;55(3):110-112.].

Ensuring clinical faculty have adequate training and resources in any educational program is paramount for the learner's success. Transition-to-practice programs are no different, and one program has found success in the implementation of a formalized faculty development program to support educators of a multisite, multispecialty advanced practice provider fellowship. [J Contin Educ Nurs. 2024;55(3):105-107.].

Artificial intelligence is becoming a fundamental technology in health care, nursing, and education. Understanding how to navigate this advanced technology is critically important for clinical nursing staff as well as educators. Basic professional nursing education is increasingly using artificial intelligence solutions for teaching and learning. For experienced clinical staff, new learning is required, and professional development leaders are key to leading nurses in this new future. [J Contin Educ Nurs. 2024;55(3):108-109.].

Background: Simulation education is essential for the development of nurses' practical skills. This study evaluated the impact and duration of simulation-based neonatal resuscitation education on the knowledge, self-confidence, and performance ability of neonatal intensive care unit (NICU) nurses.

Method: This quasi-experimental study was conducted in South Korea and included 35 NICU nurses working in tertiary hospitals between August and October 2021. Simulation-based neonatal resuscitation education (NRE) was provided for 80 minutes, and its effectiveness was measured in terms of nurses' knowledge, self-confidence, and performance ability. Data collection was conducted before, 1 week after, 3 weeks after, and 5 weeks after the training, and the collected data were calculated and analyzed using a t test and repeated measures analysis of variance.

Results: Simulation-based NRE improved knowledge, self-confidence, and performance in neonatal resuscitation. Performance ability showed greater improvement than knowledge or self-confidence, and all three areas showed significant differences in score changes over time.

Conclusion: The duration of the training effect should be considered an important factor. [J Contin Educ Nurs. 2024;55(2):79-86.].

Learning is an intrinsic part of the human experience, and it is through education that individuals acquire knowledge, skills, and perspectives that shape their personal and professional lives. While learning has evolved significantly over the centuries, one constant remains-the essence of humanness in learning. This column explores the profound connection between humanness and learning, delving into how innate human qualities, such as curiosity, empathy, and creativity, shape educational experiences. It also discusses the challenges of and opportunities for infusing more humanness into nursing professional development. [J Contin Educ Nurs. 2024;55(2):53-56.].

Background: Assessment of stroke care core competency for neuroscience nurses is crucial for developing training programs to improve the quality of care for patients who have a stroke. The goal of this study was to determine the priorities for competency-based training using an importance-performance analysis of stroke care core competency among neuroscience nurses.

Method: A cross-sectional descriptive survey was conducted using a convenience sample of 154 neuroscience nurses. Differences in importance and performance scores were analyzed with paired t tests. The training priority was determined using the importance-performance matrix.

Results: The overall performance score was significantly lower than the importance score. The highest priority areas of training were (a) principles of stroke care and (b) cardiovascular and respiratory effects.

Conclusion: Competency-based continuing education is needed in implementing stroke best practices for neuroscience nurses to achieve optimal competency. [J Contin Educ Nurs. 2024;55(2):63-68.].