Journal of Professional Nursing最新文献

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.

Background

Purpose

Method

Results

Conclusion

The U.S. is facing a mounting nursing faculty shortage. The size of one key group of potential faculty members, new nursing PhD graduates, is declining. The first step to programmatic and policy development to increase the number of PhD faculty is understanding recent and future trends in nursing PhD graduates and enrollments. This study aimed: 1) to analyze 10-year observed trends in the number of nursing PhD graduates, enrollments, and programs; 2) describe the geographical distribution of nursing PhD programs; and 3) forecast enrollment and graduation trends nationally and regionally. Data were from the American Association of Colleges of Nursing Annual Survey from academic years 2012–13 to 2021–22. From 2012–13 through 2021–22, the number of nursing PhD programs remained stable, and graduation rates increased by 13.9 %, though enrollments decreased by about 14.5 %. Forecasted trends suggest that both enrollments and graduates will decrease in the next ten years, with some regional variation. Overall, fewer PhD-prepared nurses may impact the capacity to educate more nurses in bachelor's and master's programs and limit input into future research and policy advancements. Recommendations include education about the nurse PhD role, programmatic changes and student financial support, and increasing diversity and multidisciplinarity in nursing.

Background

Findings

Conclusion

Background

Telehealth is now a necessary component of health care delivery, and its use among health care professionals was accelerated by the COVID-19 pandemic.

Problem

Nurse practitioner (NP) programs generally incorporate telehealth competencies within their curriculum, preparing NPs to effectively deliver telehealth and improve health outcomes.

Approach

We developed and implemented a telehealth blueprint to enhance telehealth content within our clinical Doctor of Nursing Practice (DNP) program guided by the Four Ps of the Telehealth Framework planning, preparing, providing, and performance evaluation.

Outcomes

The Four Ps for Telehealth Framework assisted us in scaffolding content across the 3 years of the DNP program. Telehealth competencies were delivered through multiple modalities: online modules, experiential and clinical learning, and discussions of challenges related to telehealth. Students overwhelming reported that they were prepared to use telehealth technology upon graduation.

Conclusions

The Four Ps for Telehealth Framework was used to successfully integrate telehealth content into our DNP curriculum.

Satisfactory scholarly writing is identified as a barrier to successful completion for students enrolled in graduate nursing programs. In this semester-long activity, students work collaboratively to develop and apply strategies including PICO(T) question development, appraisal of primary and secondary literature, and literature matrix development to enhance their professional writing. Students' demonstration of inquiry and scholarly writing improved throughout the semester. This innovative teaching approach to fostering scholarly writing development is an effective way to prepare students for dissemination.

Background

Professional development is an expectation for nurses and is part of lifelong learning. The American Association of Colleges of Nursing's Essentials: Core Competencies for Professional Nursing Education identify professional development as a core competency for nursing students.

Problem

At an urban pre-licensure nursing program, most students reported meeting with their academic advisor once a year or less and did not receive professional development opportunities from their advisor.

Approach

A centralized Professional Nursing Advisor role was created to provide access to professional development opportunities for nursing students in a sustainable, consistent approach.

Outcomes

Outcomes included a centralized approach to communicate with students regarding professional development and more consistent professional development offerings. Lessons learned include the need to educate all stakeholders regarding the new advising role.

Conclusions

The Professional Nursing Advisor role can be effective in providing consistent professional development opportunities to nursing students. Next steps include further alignment to professional competencies.