Journal of Continuing Education in Nursing最新文献

Nurses in all settings need the clinical judgment ability to care for clients with fluid and electrolyte imbalances. An educational activity was developed using the Clinical Judgment Measurement Model to provide nursing professional development specialists with a tool to support the competency of nurses caring for these clients. [J Contin Educ Nurs. 2024;55(2):59-61].

Nurse practitioner (NP) involvement in professional organizations improves clinical practice, patient outcomes, and health care policy. Results of a survey for a local professional nursing organization showed a need for more NP-level education and NP mentorship and leadership training. Findings were applied to develop a leadership initiative through an NP-led continuing education program. At the conclusion of the program, NP presenters completed a survey. The NP presenters agreed that participating in this program and the mentoring that was provided helped them prepare for their sessions, improve their leadership skills, and prepare for additional speaking engagements. Additionally, each session's attendees completed evaluation surveys. Results from program attendees indicated a high level of agreement about meeting learning objectives in sessions and the effectiveness of the NP presenters. This innovative program may be modeled across a variety of nursing specialties, settings, and organizations to enhance NP professional development and support nursing-led continuing education. [J Contin Educ Nurs. 2024;55(2):94-100.].

Background: Individuals who entered any nursing program during the coronavirus disease 2019 (COVID-19) world pandemic were exposed to a different and chaotic learning environment. The goal of this study was to describe the experience of 452 new graduate nurses (NGNs) who entered the profession between 2020 and 2022.

Method: This study was a qualitative thematic analysis of an open-ended survey from the American Nurses Credentialing Center Practice Transition Accreditation Program^® (PTAP^®).

Results: The thematic analysis resulted in five themes: the pandemic was a significant disruptor, the program was a generally negative experience, the quality of the preceptors and mentors made a difference, the content of the program made an impact, and the residency program prepared NGNs for the RN role by building confidence and promoting relationship building and a sense of community.

Conclusion: The 2020-2022 world pandemic created a challenging environment for NGNs to enter nursing and had implications for practice. [J Contin Educ Nurs. 2024;55(2):87-93.].

Health care is a team sport. We have noticed that some nurses agree with this statement, whereas others balk at the comparison of their profession to a football game. It is as if the profession could be diminished by the association with a sport. We wonder why that is, and if some colleagues do not appreciate the comparison, might there be a misunderstanding of what we mean by equating health care to a team sport? This column reviews the definition of the team in the work setting and the evidence demonstrating the impact of teamwork on patients and nurses. [J Contin Educ Nurs. 2024;55(2):57-58.].

Goal: This study reports an analysis of the concept of trauma-informed professional development as it applies to staff nurses in health care organizations.

Background: There is an urgent need for interventions to protect staff nurses from the psychological impact of traumatic events. By integrating the principles of trauma-informed care into professional development practices, nursing professional development practitioners have a unique opportunity to support nurses and help to promote recovery from trauma-related mental health outcomes. Data were obtained from a content searching service.

Method: Walker and Avant's approach to concept analysis was used (2019).

Results: An operational definition of the concept of trauma-informed professional development as applied to staff nurses in health care organizations was developed. Potential benefits include staff nurse well-being, empowerment, resilience, and enhanced competency. Potential consequences for health care organizations include increased staff morale and retention.

Conclusion: By applying trauma-informed professional development activities, nursing professional development practitioners can minimize negative consequences when teaching topics that could unintentionally adversely affect some participants. [J Contin Educ Nurs. 2024;55(2):69-77.].

Background: Nurses often have insufficient knowledge of subcutaneous catheter use for pain management. This quality improvement project evaluated implementation of an evidence-based subcutaneous catheter nursing policy with education to improve pain management for hospitalized patients.

Method: A convenience sample of nurses (N = 515) completed a posttest after online training on effective subcutaneous pain management. Patient pain ratings were assessed to evaluate whether they changed after nurses' training.

Results: Posttest scores showed the online learning module effectively contributed to nurses' knowledge of subcutaneous catheter pain management. A statistically significant reduction occurred in patient pain ratings (p < .001) postintervention. The number of patients experiencing moderate or severe pain decreased by 58%, for a significant reduction in pain.

Conclusion: An online learning module was successful in educating nurses on pain medication administration through an indwelling subcutaneous catheter. [J Contin Educ Nurs. 2024;55(1):13-20.].

Advanced practice providers (APPs) are a growing and essential component of today's health care delivery models. APP fellowship programs have been developed by health care systems to address APP recruitment, retention, and preparedness. However, APP fellowship programs are not widely accessible to most new graduate APPs or experienced APPs who wish to change their specialty. The development of these programs can be costly for health care systems to initiate and maintain. This article discusses the development of a "universal" APP fellowship program that allows for increased program accessibility and financial sustainability for health care systems. [J Contin Educ Nurs. 2024;55(1):4-6.].

Background: There is a gap in the availability of continuing education opportunities for labor and delivery nurses regarding trauma-informed perinatal care.

Method: A continuing education module on trauma-informed pain management in labor was created and distributed to 17 nurses in an intrapartum unit at a hospital in the Midwestern United States. Changes in knowledge, attitudes, skills, and intent to use trauma-informed principles were assessed using a pretest-posttest design and paired t test analyses.

Results: Change in knowledge (p = .043) and skills (p = .011) was statistically significant. There were no statistically significant changes in attitudes.

Conclusion: Continuing education opportunities in trauma-informed perinatal care are needed for health care team members who provide care to trauma survivors in labor. Further research on the effectiveness of trauma-informed pain management in labor and birth is necessary to provide additional resources and recommendations for labor and delivery nurses. [J Contin Educ Nurs. 2024;55(1):21-25.].