Pub Date : 2024-10-16DOI: 10.1016/j.profnurs.2024.10.007
Academic programs grapple with the daunting task of managing a growing influx of nursing students while ensuring the quality and accessibility of clinical placements, and simultaneously engaging in competition among themselves to secure diverse clinical sites. This article delves into the innovative approach of integrating night shift clinical placements for nursing students to address the challenges posed by growing competition for day shift opportunities in acute care hospital settings. With pressure mounting on academic programs to accommodate a rising number of qualified nursing students while ensuring sufficient clinical placements, this initiative aims to alleviate strain on day shift nursing staff, mitigate teaching fatigue, and provide students with diverse learning experiences. Drawing upon a comprehensive review of literature and practical considerations, this article presents a detailed exploration of the benefits, planning processes, implementation strategies, and evaluation methods associated with night shift clinical placements in prelicensure nursing programs.
{"title":"Expanding clinical placement opportunities: Exploring night shift experiences for nursing students","authors":"","doi":"10.1016/j.profnurs.2024.10.007","DOIUrl":"10.1016/j.profnurs.2024.10.007","url":null,"abstract":"<div><div>Academic programs grapple with the daunting task of managing a growing influx of nursing students while ensuring the quality and accessibility of clinical placements, and simultaneously engaging in competition among themselves to secure diverse clinical sites. This article delves into the innovative approach of integrating night shift clinical placements for nursing students to address the challenges posed by growing competition for day shift opportunities in acute care hospital settings. With pressure mounting on academic programs to accommodate a rising number of qualified nursing students while ensuring sufficient clinical placements, this initiative aims to alleviate strain on day shift nursing staff, mitigate teaching fatigue, and provide students with diverse learning experiences. Drawing upon a comprehensive review of literature and practical considerations, this article presents a detailed exploration of the benefits, planning processes, implementation strategies, and evaluation methods associated with night shift clinical placements in prelicensure nursing programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-11DOI: 10.1016/j.profnurs.2024.10.001
Background
The many educational pathways to obtain a professional nursing degree create confusion among healthcare leaders about new graduate nurses' (NGNs) competency expectations when entering practice.
Purpose
This research sought to identify, among Maryland nursing academic and practice leaders, a standard set of NGN competencies after completing their prelicensure program and nurse residency program (NRP) at 12 months.
Method
A mixed-method approach was used, including a survey of 109 outcome statements and faculty and practice leader focus groups.
Results
Results suggested that 90 % of the nursing programs could collectively meet 18 of the 109 outcomes by NGN program completion, with few differences in responses from the varying academic programs. Faculty attributed these low results to the heavy focus on preparing students for the NCLEX examination, overloaded curricula, and competing priorities. Practice leaders perceived NGNs only partially met/did not meet most competencies, viewing many as unrealistic. Findings support requirements for NGNs to complete an NRP and the existence of a practice-education gap.
Conclusions
Research findings can help inform the development of a nationally accepted, competency-based educational framework for students, new-to-practice nurse residents, and professional nurses to help align entry-level nursing practice expectations with those of nursing programs and NRPs.
{"title":"Newly graduated and nurse resident competencies: Perceptions of nurse faculty and acute care hospital leaders in the state of Maryland","authors":"","doi":"10.1016/j.profnurs.2024.10.001","DOIUrl":"10.1016/j.profnurs.2024.10.001","url":null,"abstract":"<div><h3>Background</h3><div>The many educational pathways to obtain a professional nursing degree create confusion among healthcare leaders about new graduate nurses' (NGNs) competency expectations when entering practice.</div></div><div><h3>Purpose</h3><div>This research sought to identify, among Maryland nursing academic and practice leaders, a standard set of NGN competencies after completing their prelicensure program and nurse residency program (NRP) at 12 months.</div></div><div><h3>Method</h3><div>A mixed-method approach was used, including a survey of 109 outcome statements and faculty and practice leader focus groups.</div></div><div><h3>Results</h3><div>Results suggested that 90 % of the nursing programs could collectively meet 18 of the 109 outcomes by NGN program completion, with few differences in responses from the varying academic programs. Faculty attributed these low results to the heavy focus on preparing students for the NCLEX examination, overloaded curricula, and competing priorities. Practice leaders perceived NGNs only partially met/did not meet most competencies, viewing many as unrealistic. Findings support requirements for NGNs to complete an NRP and the existence of a practice-education gap.</div></div><div><h3>Conclusions</h3><div>Research findings can help inform the development of a nationally accepted, competency-based educational framework for students, new-to-practice nurse residents, and professional nurses to help align entry-level nursing practice expectations with those of nursing programs and NRPs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-10DOI: 10.1016/j.profnurs.2024.10.004
Background
The shortage of nursing faculty has made the competence of academic clinical nurse educators (ACNE) crucial for effectively educating and evaluating nursing students. Many nursing faculty members are hired without specific training in nursing education or necessary skills, impacting the quality of future nurses.
AIM
This study aimed to define the competence of the ACNE by using Walker and Avant's concept analysis method.
Method
Walker and Avant's concept analysis method was used to analyze the concept of competence as it applies to the ACNE.
Results
The analysis identified factors contributing to ACNE competence, including maintaining licensure, obtaining advanced nursing degrees, practical clinical experience, and institutional support. The defining attributes of ACNE competence include the knowledge, skills, attitudes, and behaviors needed to educate, mentor, and evaluate nursing students effectively. The study highlighted the importance of ongoing professional development, mentorship, and a commitment to lifelong learning.
Conclusion
Regular assessment of ACNE competence can guide mentorship and faculty development needs. Continuous development, evaluation, and support are essential for evolving competence. Further research is needed to establish best practices for developing, maintaining, and evaluating ACNE competence as well as to provide better preparation and structured orientation for novice ACNEs.
背景由于护理师资短缺，临床护理教育者（ACNE）的能力成为有效教育和评估护理学生的关键。本研究旨在使用 Walker 和 Avant 的概念分析法来定义学术临床护士教育者的能力。方法使用 Walker 和 Avant 的概念分析法对学术临床护士教育者的能力概念进行分析。ACNE 能力的定义属性包括有效教育、指导和评估护理学生所需的知识、技能、态度和行为。该研究强调了持续的专业发展、导师指导和终身学习承诺的重要性。持续发展、评估和支持对于不断提高能力至关重要。需要进一步开展研究，以确定发展、保持和评估 ACNE 能力的最佳实践，并为 ACNE 新手提供更好的准备和结构化指导。
{"title":"Competence of the academic clinical nurse educator: A concept analysis","authors":"","doi":"10.1016/j.profnurs.2024.10.004","DOIUrl":"10.1016/j.profnurs.2024.10.004","url":null,"abstract":"<div><h3>Background</h3><div>The shortage of nursing faculty has made the competence of academic clinical nurse educators (ACNE) crucial for effectively educating and evaluating nursing students. Many nursing faculty members are hired without specific training in nursing education or necessary skills, impacting the quality of future nurses.</div></div><div><h3>AIM</h3><div>This study aimed to define the competence of the ACNE by using Walker and Avant's concept analysis method.</div></div><div><h3>Method</h3><div>Walker and Avant's concept analysis method was used to analyze the concept of competence as it applies to the ACNE.</div></div><div><h3>Results</h3><div>The analysis identified factors contributing to ACNE competence, including maintaining licensure, obtaining advanced nursing degrees, practical clinical experience, and institutional support. The defining attributes of ACNE competence include the knowledge, skills, attitudes, and behaviors needed to educate, mentor, and evaluate nursing students effectively. The study highlighted the importance of ongoing professional development, mentorship, and a commitment to lifelong learning.</div></div><div><h3>Conclusion</h3><div>Regular assessment of ACNE competence can guide mentorship and faculty development needs. Continuous development, evaluation, and support are essential for evolving competence. Further research is needed to establish best practices for developing, maintaining, and evaluating ACNE competence as well as to provide better preparation and structured orientation for novice ACNEs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-10DOI: 10.1016/j.profnurs.2024.10.002
Background
Success in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students.
Purpose
The study purpose was to describe nurse faculty experiences teaching RN-BSN students.
Methods
A qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose.
Findings
RN-BSN faculty (N = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data.
Conclusions
Faculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.
{"title":"Navigating challenges and cultivating connections: Faculty experiences teaching RN-BSN students","authors":"","doi":"10.1016/j.profnurs.2024.10.002","DOIUrl":"10.1016/j.profnurs.2024.10.002","url":null,"abstract":"<div><h3>Background</h3><div>Success in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students.</div></div><div><h3>Purpose</h3><div>The study purpose was to describe nurse faculty experiences teaching RN-BSN students.</div></div><div><h3>Methods</h3><div>A qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose.</div></div><div><h3>Findings</h3><div>RN-BSN faculty (<em>N</em> = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data.</div></div><div><h3>Conclusions</h3><div>Faculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 10.1016/j.profnurs.2024.09.012
Background
Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.
Purpose
The purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy.
Method
A quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study.
Results
Student nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy.
Conclusions
The findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.
{"title":"Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses","authors":"","doi":"10.1016/j.profnurs.2024.09.012","DOIUrl":"10.1016/j.profnurs.2024.09.012","url":null,"abstract":"<div><h3>Background</h3><div>Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.</div></div><div><h3>Purpose</h3><div>The purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy.</div></div><div><h3>Method</h3><div>A quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study.</div></div><div><h3>Results</h3><div>Student nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy.</div></div><div><h3>Conclusions</h3><div>The findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-19DOI: 10.1016/j.profnurs.2024.09.011
Purpose
This article examines teaching the consequences of harm and error to multisite prelicensure baccalaureate, second-degree baccalaureate, and graduate nursing students utilizing the RaDonda Vaught Trial as an exemplar. The Jigsaw Technique (JT) was the chosen learning strategy to empower students with knowledge and understanding through the lens of terms acquired throughout existing concept-based nursing curriculum.
Results
Nursing students evaluated the approach to this activity using both quantitative and qualitative feedback. A total of 188 nursing students completed the survey, including undergraduate and graduate nursing students. Qualitative data obtained from students through open comments revealed common perceptions about such focal areas as advocacy, license protection, system failures, medication errors, and legal documentation. Quantitative outcomes related to the utilization of the JT approach were overwhelmingly positive.
Conclusion
Results indicate that our approach, combining the RaDonda Vaught case with the JT, was an effective strategy for teaching the consequences of medical errors in nursing practice.
{"title":"Teaching Nursing Students the Ethical and Legal Consequences of Medical Errors: Insights from the RaDonda Vaught Case Using the Jigsaw Technique","authors":"","doi":"10.1016/j.profnurs.2024.09.011","DOIUrl":"10.1016/j.profnurs.2024.09.011","url":null,"abstract":"<div><h3>Purpose</h3><div>This article examines teaching the consequences of harm and error to multisite prelicensure baccalaureate, second-degree baccalaureate, and graduate nursing students utilizing the RaDonda Vaught Trial as an exemplar. The Jigsaw Technique (JT) was the chosen learning strategy to empower students with knowledge and understanding through the lens of terms acquired throughout existing concept-based nursing curriculum.</div></div><div><h3>Results</h3><div>Nursing students evaluated the approach to this activity using both quantitative and qualitative feedback. A total of 188 nursing students completed the survey, including undergraduate and graduate nursing students. Qualitative data obtained from students through open comments revealed common perceptions about such focal areas as advocacy, license protection, system failures, medication errors, and legal documentation. Quantitative outcomes related to the utilization of the JT approach were overwhelmingly positive.</div></div><div><h3>Conclusion</h3><div>Results indicate that our approach, combining the RaDonda Vaught case with the JT, was an effective strategy for teaching the consequences of medical errors in nursing practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-18DOI: 10.1016/j.profnurs.2024.09.009
Virtual reality (VR) simulation use in graduate nursing education is a growing innovative trend that can help with competency-based education. The Virtual Reality Simulation to aid in competency-based online nurse practitioner curriculum (VR-NP) pilot innovation and quality improvement project sought to deliver VR simulation as an educational strategy in an online graduate nursing program advanced health assessment course that enrolled sixty-six students. Twenty-nine of the students were provided loaner VR equipment to complete simulated advanced health assessments from their home while the remainder of students completed the same simulations using screen-based technology. For all students, weekly simulations were paired with follow-up debriefing led by faculty using synchronous web conferencing. Students using VR completed a mid-implementation and post-implementation survey, consisting of the System Usability Scale (SUS), Simulation Effectiveness Tool-Modified (SET-M), and open ended questions. Students using screen-based technology, completed similar surveys with only the SET-M and open-ended questions. Necessary adjustments were made to the implementation process based on data received mid-implementation. Overall students were satisfied with the use of VR simulation from a distance and minimal implementation challenges were encountered. Recommendations for integration of VR into other graduate nursing programs are shared.
{"title":"Virtual reality to aid in competency-based online nurse practitioner curriculum (VR-NP)","authors":"","doi":"10.1016/j.profnurs.2024.09.009","DOIUrl":"10.1016/j.profnurs.2024.09.009","url":null,"abstract":"<div><div>Virtual reality (VR) simulation use in graduate nursing education is a growing innovative trend that can help with competency-based education. The Virtual Reality Simulation to aid in competency-based online nurse practitioner curriculum (VR-NP) pilot innovation and quality improvement project sought to deliver VR simulation as an educational strategy in an online graduate nursing program advanced health assessment course that enrolled sixty-six students. Twenty-nine of the students were provided loaner VR equipment to complete simulated advanced health assessments from their home while the remainder of students completed the same simulations using screen-based technology. For all students, weekly simulations were paired with follow-up debriefing led by faculty using synchronous web conferencing. Students using VR completed a mid-implementation and post-implementation survey, consisting of the System Usability Scale (SUS), Simulation Effectiveness Tool-Modified (SET-M), and open ended questions. Students using screen-based technology, completed similar surveys with only the SET-M and open-ended questions. Necessary adjustments were made to the implementation process based on data received mid-implementation. Overall students were satisfied with the use of VR simulation from a distance and minimal implementation challenges were encountered. Recommendations for integration of VR into other graduate nursing programs are shared.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-18DOI: 10.1016/j.profnurs.2024.09.010
The US healthcare system has changed dramatically in the past several decades. Nursing education, conversely, has not. This disparity, with a widening academic-practice gap prompted The National Academies to call on nursing education bodies to lead transformational change in nursing education to create the entry level and advanced practice nurses needed in the 21st century healthcare system (Wakefield et al., 2021). The Publication of The Essentials: Core Competencies for Professional Nursing Education is the catalyst for this change. Revising curricula in nursing schools will not affect the changes needed without a transformation in how nurse educators approach their practice. The Transformative Teaching Framework provides a roadmap for faculty to embody their role differently. Adopting the new role of Faculty Coach, nurse educators cultivate a teacher-learner relationship grounded in the neuroscience of learning, relational and developmental actions aimed at the professional formation of clinicians, and mutual trust. The Transformative Teaching Framework has the power to guide faculty as they develop clinicians who can thrive in the 21st century healthcare system.
{"title":"The Transformative Teaching Framework: A roadmap for 21st century teaching","authors":"","doi":"10.1016/j.profnurs.2024.09.010","DOIUrl":"10.1016/j.profnurs.2024.09.010","url":null,"abstract":"<div><div>The US healthcare system has changed dramatically in the past several decades. Nursing education, conversely, has not. This disparity, with a widening academic-practice gap prompted The National Academies to call on nursing education bodies to lead transformational change in nursing education to create the entry level and advanced practice nurses needed in the 21st century healthcare system (Wakefield et al., 2021). The Publication of The Essentials: Core Competencies for Professional Nursing Education is the catalyst for this change. Revising curricula in nursing schools will not affect the changes needed without a transformation in how nurse educators approach their practice. The Transformative Teaching Framework provides a roadmap for faculty to embody their role differently. Adopting the new role of Faculty Coach, nurse educators cultivate a teacher-learner relationship grounded in the neuroscience of learning, relational and developmental actions aimed at the professional formation of clinicians, and mutual trust. The Transformative Teaching Framework has the power to guide faculty as they develop clinicians who can thrive in the 21st century healthcare system.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142310811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-12DOI: 10.1016/j.profnurs.2024.09.005
Background
Academic nurse leadership is associated with nurse faculty job satisfaction, yet there is a gap between theoretical understanding of leadership concepts and specific actionable behaviors that can be implemented to increase nurse faculty job satisfaction.
Purpose
The purpose of this study was to create an evidence-based action guide for academic nurse leaders at all leadership levels to use to improve nurse faculty job satisfaction.
Methods
A two-phase approach was used. In Phase 1, a review of the literature was conducted to identify core concepts of 5 relational leadership theories (adaptive, authentic, servant, transformational, and human-centered leadership in healthcare). In Phase 2, the leadership core concepts were cross analyzed and mapped to academic nurse leader behaviors that impact nurse faculty job satisfaction.
Results
Human-centered leadership in healthcare emerged as the best-fit leadership theory to academic nurse leader behaviors that improve nurse faculty job satisfaction. Servant, transformational, and authentic leadership were somewhat aligned, and adaptive leadership was least aligned.
Conclusion
Core concepts of human-centered leadership in healthcare informed the creation of an action guide for academic nurse leaders, which details getting to know your faculty, contributing to a positive work environment, and investing in yourself. The action guide can be used by academic nurse leaders at all levels to enhance nurse faculty satisfaction.
{"title":"Improving nurse faculty job satisfaction: An action guide for academic nurse leaders","authors":"","doi":"10.1016/j.profnurs.2024.09.005","DOIUrl":"10.1016/j.profnurs.2024.09.005","url":null,"abstract":"<div><h3>Background</h3><p>Academic nurse leadership is associated with nurse faculty job satisfaction, yet there is a gap between theoretical understanding of leadership concepts and specific actionable behaviors that can be implemented to increase nurse faculty job satisfaction.</p></div><div><h3>Purpose</h3><p>The purpose of this study was to create an evidence-based action guide for academic nurse leaders at all leadership levels to use to improve nurse faculty job satisfaction.</p></div><div><h3>Methods</h3><p>A two-phase approach was used. In Phase 1, a review of the literature was conducted to identify core concepts of 5 relational leadership theories (adaptive, authentic, servant, transformational, and human-centered leadership in healthcare). In Phase 2, the leadership core concepts were cross analyzed and mapped to academic nurse leader behaviors that impact nurse faculty job satisfaction.</p></div><div><h3>Results</h3><p>Human-centered leadership in healthcare emerged as the best-fit leadership theory to academic nurse leader behaviors that improve nurse faculty job satisfaction. Servant, transformational, and authentic leadership were somewhat aligned, and adaptive leadership was least aligned.</p></div><div><h3>Conclusion</h3><p>Core concepts of human-centered leadership in healthcare informed the creation of an action guide for academic nurse leaders, which details getting to know your faculty, contributing to a positive work environment, and investing in yourself. The action guide can be used by academic nurse leaders at all levels to enhance nurse faculty satisfaction.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-12DOI: 10.1016/j.profnurs.2024.09.007
Background
As the fastest growing segment of the healthcare workforce, understanding NP enrollment is vital.
Purpose
This work aimed to guide healthcare workforce forethought, academic planning, and policy initiatives.
Method
This secondary data analysis investigated nurse practitioner (NP) program enrollment trends from 2013 to 2022, including sub-analyses of master's versus doctoral enrollment, clinical tracks (acute care, primary care, psychiatric mental health), and enrollment status (part-time vs. full-time). An autoregressive integrated moving average (ARIMA) projection modeling is used to forecast enrollment for four years, 2023–2026.
Results
•
A shift toward Doctor of Nursing Practice (DNP) NP program availability and adoption.
•
Part-time NP student enrollment is the preferred enrollment status across NP tracks through 2026.
•
Robust growth demonstrated and predicted in psychiatric mental health NP programs.
•
An expectation that acute care enrollment will recover post-pandemic, while primary care faces a more complex trajectory.
Conclusion
Increased enrollments in doctoral NP programs, visible in DNP NP program and enrollment growth, may offer advantages for the healthcare workforce. Part-time enrollment prevalence requires attention in workforce planning due to the potential for extended graduation timelines. These findings hopefully will lead to an effective healthcare response to meet the demand for high-quality care in a changing landscape.
{"title":"Nurse practitioner program enrollment trends and predictions","authors":"","doi":"10.1016/j.profnurs.2024.09.007","DOIUrl":"10.1016/j.profnurs.2024.09.007","url":null,"abstract":"<div><h3>Background</h3><div>As the fastest growing segment of the healthcare workforce, understanding NP enrollment is vital.</div></div><div><h3>Purpose</h3><div>This work aimed to guide healthcare workforce forethought, academic planning, and policy initiatives.</div></div><div><h3>Method</h3><div>This secondary data analysis investigated nurse practitioner (NP) program enrollment trends from 2013 to 2022, including sub-analyses of master's versus doctoral enrollment, clinical tracks (acute care, primary care, psychiatric mental health), and enrollment status (part-time vs. full-time). An autoregressive integrated moving average (ARIMA) projection modeling is used to forecast enrollment for four years, 2023–2026.</div></div><div><h3>Results</h3><div><ul><li><span>•</span><span><div>A shift toward Doctor of Nursing Practice (DNP) NP program availability and adoption.</div></span></li><li><span>•</span><span><div>Part-time NP student enrollment is the preferred enrollment status across NP tracks through 2026.</div></span></li><li><span>•</span><span><div>Robust growth demonstrated and predicted in psychiatric mental health NP programs.</div></span></li><li><span>•</span><span><div>An expectation that acute care enrollment will recover post-pandemic, while primary care faces a more complex trajectory.</div></span></li></ul></div></div><div><h3>Conclusion</h3><div>Increased enrollments in doctoral NP programs, visible in DNP NP program and enrollment growth, may offer advantages for the healthcare workforce. Part-time enrollment prevalence requires attention in workforce planning due to the potential for extended graduation timelines. These findings hopefully will lead to an effective healthcare response to meet the demand for high-quality care in a changing landscape.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142314721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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