Journal of Professional Nursing最新文献

For one School of Nursing in a mid-sized, urban, private, liberal arts university in the upper Midwest, internal and external factors coalesced, requiring the reassessment/alignment of the baccalaureate, masters, and doctoral programs with professional standards/competencies and institutional mission/values. The development process of a new curricular framework to conceptually support the curriculum within the School of Nursing was reflective of participatory inquiry. The process closely followed the principles of the nursing complexity leadership model, complexity science, and improvement science. The new curricular framework grounds the School of Nursing's programming in a shared mental model through three functional definitions and six guiding constructs. The curricular framework development from this collaborative effort provides consistency for future curricular development and design across and within each program in the School of Nursing, shaping who we are, who we are educating, and the vision we see for our future.

Background

The updated American Association of Colleges of Nursing: The Essentials: Core Competencies for Professional Nursing Education (2021) outlines competence requirements for entry-to-practice nurses. Hospice and palliative care (PC) are identified as one of four spheres of care, emphasizing that nursing knowledge and proficiency in primary PC are critical for all nurses.

Purpose

This article identifies key elements for nursing educators to consider when adopting, adapting, or designing practical primary PC simulations to meet The AACN Essentials.

Methods

Using Healthcare Simulation Standards of Best Practice™ (HSSBP) as a framework, a panel of nursing education researchers identified and compared key elements of four PC simulations from varied evidence-based exemplars across the U.S.

Results

Overarching elements in simulation development include choosing modalities, assessing resources, and simulation logistics, creating opportunities for difficult conversations with interprofessional team engagement, and validating scenarios with expert input. Simulation implementation should include tailored pre-briefing to address psychological safety in caring for the dying patient, piloting scenarios, and maximizing observer/vicarious learner roles. Finally, evaluation is vital for competency assessment, scenario enhancement, and logistical changes.

Limitations included variability in PC simulation scenarios, learners/learner level, curricula, and geography across selected exemplars, which may affect the general applicability of these findings.

Conclusions

Simulations developed according to HSSBP™ provide effective practical experience in PC, affording active and vicarious learners the knowledge and skills essential for baseline nursing competence.

Background

Nurses have frequent opportunities to address social determinants of health (SDOH) in practice. However, many nurses graduate without completing coursework in SDOH, and there remain barriers to incorporating SDOH content into nursing curricula.

Purpose

We propose the revision of nursing pre-requisites to include substantive, introductory coursework on SDOH.

Method

We explored the history and professional context surrounding nursing's current pre-requisite course expectations. We also performed an assessment of the credit hour requirements and pre-requisite course titles for the nation's 100 top-ranked nursing programs.

Findings

Our assessment revealed that the allocation of credit hour requirements for most programs leaves little room for SDOH-focused credits once nursing coursework starts; also, based on title analyses, foundational coursework on SDOH may be missing from most programs' pre-requisite listings.

Discussion

Nursing pre-requisites should include SDOH content for reasons including the limited availability of credit hours for SDOH-focused electives and the importance of students developing a strong foundation in SDOH before their nursing coursework begins.

Background

Negative role models can significantly impact nursing students' adherence to standard infection control precautions (SP) but there has been limited research on impacts and relevant strategies.

Purpose

This review examined the impact of negative role models on nursing students' adherence to SP and explored strategies that nursing instructors could use to help students effectively manage the influence of negative role models.

Methods

An integrative review was conducted, guided by Whittemore and Knafl's methodology (2005). PubMed, CINAHL, and Scopus were searched for articles from 2008‐2023. Research studies were critically appraised using appropriate tools.

Results

Fourteen articles met the inclusion criteria and were included in this review. The literature indicates that nursing students frequently encounter negative role models during their clinical placements and that such negative encounters detrimentally impact their adherence to SP. Five strategies to potentially mitigate the impact of negative role models were identified.

Conclusion

To address the issue of negative role models, nursing instructors can help students learn specific strategies to manage encounters with negative role models, promote discussion of role modeling with students and clinical staff, and act as role models themselves. Further research is needed to inform specific strategies.

Background

The American Association of Colleges of Nursing (AACN) supports integrating diversity, equity, and inclusivity (DEI) into nursing curricula to aid in preparing students to administer competent care for diverse patient populations. AACN highlights equitable healthcare as the overarching goal and catalyst for improving patient health, reducing health disparities, and addressing social determinants of health.

Aim

The aim is to plan, implement, and evaluate diversity, equity, and inclusion modules in a nursing trends and issues course.

Design

The design is a quality improvement project using the PDSA cycle as a framework.

Results

Students strongly agree that incorporating DEI modules into the course promotes learning. Nursing faculty acknowledge that more revisions are needed to the course modules to address and compare learning gaps in DEI between nursing cohorts for next semester.

Conclusion

Incorporating DEI in nursing curricula may demand the application of strategies and structure for students learning. With a lack of faculty experience on DEI topics, this process may require effective interventions to address the learning needs of students.

Background

Role-modeling videos portray how to complete a task or behave in a situation. As posited by Social Learning Theory and the Model of Transformational Learning, role-modeling videos used in the Catalyzing Relationships at the End-of-Life Program (CAREol Program©) were developed to engage and transform student learning.

Purpose

The purpose of the study was to understand how role-modeling videos about difficult family relationships at the end of life enhance preparation of nursing and medical students for clinical practice.

Methods

A descriptive qualitative analysis was used to explore the understanding of 156 nursing and medical students' knowledge of end-of-life care expressed through journal reflections after experiencing a role-modeling video.

Results

Four themes emerged from the qualitative descriptive analysis: comfort, communication, time together, and forgiveness/reconciliation.

Conclusion

Through the lens of Social Learning Theory and the Model of Transformational Learning, students learn about the importance of comfort, communication, time together, and forgiveness in family relationships at the end of life.

This article addresses the strategies used by one institution to begin a university-wide wellness effort. Mental health challenges in the student population formed the framework for beginning a wellness initiative, including hiring a Chief Wellness Officer (CWO) to lead the way. Initial efforts were spent on understanding the current wellness programs and strategies being offered, as well as areas where additional support was needed. Based on this information, the literature, and outside experts and webinars, an advisory committee was established to develop a strategic plan for wellness that would include a vision, mission, goals, programs, and a robust website that can be easily accessed. Outreach to the larger community involved many others in plan development. Annual goals were agreed upon by the advisory committee. The 3-year strategic plan rolled out at the start of the second year and a series of meetings were held with different constituents to gain awareness of the plan and how it could benefit everyone. Eight programs were run, mostly videoconferenced, consistent with the eight wellness dimensions that were agreed upon by the advisory committee: emotional, environmental, financial, intellectual, occupational, physical, social, and spiritual. Based on feedback, plans for future programs were developed.

Purpose

A school of nursing re-envisioned its faculty organization structure and created a Shared Governance model based on the Commission on Collegiate Nursing Education Standards (CCNE). The model promotes shared decision-making and encourages nursing faculty and staff to exercise greater control over their professional endeavors.

Principal results

The Shared Governance model launched as a one semester pilot before it was formally adopted by faculty. Faculty and staff are organized into four councils, each one representing the CCNE standards: Governance, Institutional Resources, Curriculum, and Quality. The Academic Leadership Team meets regularly with Shared Governance Council Chairs to foster communication and ensure a cohesive, proactive approach to conducting school of nursing business.

Major conclusions

The Shared Governance model has provided an excellent mechanism for new school of nursing faculty and staff to become oriented to their roles and the culture of academia. It has broken down silos and increased connections across programs and campuses. Ongoing conversations about the priority work of the school of nursing and each council's coordinated effort to document fulfillment of the Standards gave structure to preparation for our accreditation visit. The accreditation process is no longer seen as the sole responsibility of the Dean and Associate Deans.

Collaboration is necessary to design and execute a nursing simulation that meets undergraduate and graduate competency expectations for communication, effective relationships, and stillbirth care. This simulation plan aligns with the ten international healthcare simulation standards published by the International Nursing Association for Clinical Simulation and Learning (INACSL). Course faculty work with simulation faculty, staff, and volunteer actors to plan and implement a consistent experience for pre-licensure and or graduate nursing students to develop critical clinical skills and attitudes across spheres of care while caring for parents experiencing pregnancy loss.