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Journal of Professional Nursing最新文献

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A call to advocate for diversity in nursing: Knowledge makes us accountable 呼吁倡导护理工作的多样性:知识让我们承担责任
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-07-01 DOI: 10.1016/j.profnurs.2024.06.006
Katherine Heatherington Endres DNP, FNP-BC, RNC-OB, CHSE
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引用次数: 0
Leverage pre-requisite courses to teach bachelor of science in nursing students about social determinants of health 利用先修课程向护理学学士学生传授有关健康的社会决定因素的知识
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-07-01 DOI: 10.1016/j.profnurs.2024.06.016
Lisa Muirhead, Rose Hayes, Melinda Higgins, Kristy Kiel Martyn, Kylie M. Smith, Linda McCauley

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.

背景护士在实践中经常有机会解决健康的社会决定因素(SDOH)问题。然而,许多护士在毕业时并没有完成有关 SDOH 的课程,而且在将 SDOH 内容纳入护理课程方面仍然存在障碍。目的我们建议修订护理先修课程,以纳入有关 SDOH 的实质性入门课程。结果我们的评估显示,大多数课程的学时分配要求在护理课程开始后几乎没有为关注 SDOH 的学分留出空间;此外,根据标题分析,大多数课程的先修课程列表中可能缺少 SDOH 的基础课程。讨论护理学先修课程应包括SDOH内容,原因包括SDOH选修课的学时有限,以及学生在护理课程开始前打好SDOH基础的重要性。
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引用次数: 0
Impact of and strategies to address negative role models and adherence of nursing students to standard precautions: An integrative review 消极榜样的影响和应对策略以及护理专业学生遵守标准预防措施的情况:综合评述
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-07-01 DOI: 10.1016/j.profnurs.2024.06.019
Abubaker M. Hamed PhD, RN , Donna Moralejo PhD, RN , April Pike PhD, RN , Vernon Curran PhD

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.

背景负面榜样会严重影响护生对标准感染控制预防措施(SP)的遵守,但有关影响和相关策略的研究却很有限。目的本综述研究了负面榜样对护生遵守SP的影响,并探讨了护理教师可用于帮助学生有效管理负面榜样影响的策略。检索了 PubMed、CINAHL 和 Scopus 上 2008-2023 年间的文章。结果有 14 篇文章符合纳入标准,被纳入本综述。文献表明,护理专业学生在临床实习期间经常会遇到负面榜样,而这些负面榜样会对他们坚持 SP 产生不利影响。为了解决负面榜样的问题,护理教师可以帮助学生学习管理与负面榜样接触的具体策略,促进学生和临床工作人员对榜样的讨论,并自己充当榜样。具体策略还需要进一步研究。
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引用次数: 0
Implementing diversity, equity, and inclusion modules into a nursing trends and issues course: A quality improvement project 在护理趋势与问题课程中实施多元化、公平与包容模块:质量改进项目
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-07-01 DOI: 10.1016/j.profnurs.2024.06.017
Myriam Jean Cadet

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.

背景美国护理学院协会 (AACN) 支持将多样性、公平性和包容性 (DEI) 纳入护理课程,以帮助学生做好准备,为不同的患者群体提供称职的护理服务。AACN 强调公平的医疗保健是改善患者健康、减少健康差异和解决健康的社会决定因素的总体目标和催化剂。AimThe aim is to plan, implement, and evaluate modules in a nursing trends and issues course.DesignThe design is a quality improvement project using the PDSA cycle as a framework.ResultsStudents strongly agree that incorporating DEI modules into the course promotes learning.学生们强烈同意将 DEI 模块纳入课程能促进学习。护理专业教师承认,需要对课程模块进行更多修订,以解决和比较下学期护理专业学生之间在发展性教育方面的学习差距。由于教师缺乏有关 DEI 主题的经验,这一过程可能需要有效的干预措施来满足学生的学习需求。
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引用次数: 0
Effective use of role-modeling videos for end-of-life education 在临终教育中有效使用榜样示范视频
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-06-30 DOI: 10.1016/j.profnurs.2024.06.015
Dana M. Hansen , Jillian Netzel

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.

背景角色模拟视频描述了如何完成一项任务或在某种情况下的行为。正如社会学习理论(Social Learning Theory)和转化学习模型(Model of Transformational Learning)所假设的那样,生命末期关系催化项目(CAREol Program©)中使用的角色模拟视频是为了吸引和转化学生的学习而开发的。结果定性描述分析中出现了四个主题:安慰、沟通、共处时间和宽恕/和解。结论通过社会学习理论和转化学习模型的视角,学生们了解到安慰、沟通、共处时间和宽恕在生命末期家庭关系中的重要性。
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引用次数: 0
Starting from scratch: Creating a university wellness initiative 从零开始:创建大学健康计划
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-06-29 DOI: 10.1016/j.profnurs.2024.06.018
Harriet R. Feldman PhD, RN, FAAN

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.

本文介绍了一所院校在全校范围内开展健康工作时所采用的策略。学生群体中存在的心理健康挑战构成了启动健康计划的框架,包括聘请一名首席健康官(CWO)来领导这项工作。最初的工作是了解当前提供的健康计划和策略,以及需要额外支持的领域。根据这些信息、文献、外部专家和网络研讨会,成立了一个咨询委员会,负责制定一项健康战略计划,其中包括愿景、使命、目标、计划和一个便于访问的强大网站。在制定计划的过程中,还向更大的社区进行了宣传。咨询委员会商定了年度目标。三年战略计划在第二年开始时推出,并与不同的支持者举行了一系列会议,以提高他们对该计划的认识,并了解该计划如何使每个人受益。根据咨询委员会商定的八个健康维度:情感、环境、财务、智力、职业、身体、社交和精神,开展了八项计划,其中大部分是视频会议。根据反馈意见,制定了未来计划。
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引用次数: 0
Commission on collegiate nursing education standards inspire a new model of shared governance 学院护理教育标准委员会激发了共同治理的新模式
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.013
Kleanthe Caruso, Barbara K. Haas, Christine S. Gipson, Barbara McAlister

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.

目的一所护理学院重新规划了其教师组织结构,并根据大学护理教育标准委员会(CCNE)创建了共享管理模式。该模式提倡共同决策,鼓励护理教职员工对其专业工作行使更大的控制权。主要成果共享管理模式在正式被教职员工采用之前,先进行了一个学期的试点。教职员工组成了四个理事会,每个理事会都代表了 CCNE 标准:治理、机构资源、课程和质量。学术领导团队定期与共同治理理事会主席会面,以促进沟通,确保以团结一致、积极主动的方式开展护理学院的业务。主要结论共同治理模式为护理学院的新教职员工提供了一个很好的机制,使他们能够适应自己的角色和学术文化。它打破了各自为政的局面,加强了各项目和各校区之间的联系。关于护理学院优先工作的持续对话,以及各理事会为记录标准执行情况而做出的协调努力,为我们的评审访问做好了准备。评审过程不再被视为院长和副院长的唯一责任。
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引用次数: 0
Stillbirth Simulation for Nursing and Midwifery 死产模拟护理和助产服务
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.009
Kristen Ostrem-Niemcewicz, Adreanne Cordova

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.

要设计和实施一个符合本科生和研究生在沟通、有效人际关系和死胎护理方面的能力要求的护理模拟,就必须进行合作。该模拟计划符合国际临床模拟与学习护理协会(INACSL)发布的十项国际医疗保健模拟标准。课程教师与模拟教职员工和志愿演员合作,为执照前和研究生护理专业的学生规划和实施一致的体验,让他们在护理遭遇妊娠损失的父母时,培养跨护理领域的关键临床技能和态度。
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引用次数: 0
Elevating competency-based education in baccalaureate nursing: A simulation integration project 提升护理学学士学位的能力本位教育:模拟整合项目
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.014
Michele Livich Roberts, Barbara Sinacori, Linda J. Hassler, Anthony Filippelli

Simulation offers a mechanism for scaffolded learning in a safe environment and affords opportunities for students to integrate nursing knowledge, skills, and behaviors into patient care activities. Faculty applied a structured change model and utilized simulation theory and the AACN Essentials framework for competency-based education to integrate simulation across the pre-licensure curriculum at a large school of nursing. A series of clinical learning activities were implemented including one revised scenario, a computer-based simulation adapted from an existing manikin-based activity, and a multi-patient simulation developed by modifying three textbook publisher simulation resources. Students were provided with opportunities to develop competencies across multiple Essentials domains, and congruence between course and simulation objectives was achieved. The purpose of this article is to describe the processes and outcomes of a faculty-driven effort to advance competency-based education in baccalaureate nursing curricula.

模拟提供了一种在安全环境中进行支架式学习的机制,为学生提供了将护理知识、技能和行为融入病人护理活动的机会。在一所大型护理学校中,教师们采用了一种结构化变革模式,并利用模拟理论和美国护理学会基于能力的教育要点框架,将模拟融入执业资格前课程中。实施了一系列临床学习活动,包括一个经过修订的情景模拟、一个基于计算机的模拟,该模拟改编自现有的基于人体模型的活动,以及一个通过修改三本教科书出版商的模拟资源而开发的多病人模拟。学生有机会发展多个基本能力领域的能力,并实现了课程目标与模拟目标之间的一致性。本文旨在描述在本科护理课程中推进能力本位教育的过程和结果。
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引用次数: 0
Barriers to learning and performing point-of-care ultrasound (POCUS): An integrative review 学习和实施床旁超声检查(POCUS)的障碍:综合综述
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.007
Jessica Resnyk, Anne Weichold

Background

Point-of-care ultrasound (POCUS) is a valuable adjunct to traditional imaging and physical exam. Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs) serve as primary providers for acutely ill patients across the country, yet there is limited literature to describe the AGACNP experience with POCUS training and clinical application.

Purpose

This integrative review was to describe barriers to learning and performing POCUS that AGACNP's experience, identify necessary components of a successful POCUS curriculum, and synthesize evidence to propose solutions.

Method

CINAHL, PubMed, and Ovid databases were systematically searched for publications. Two reviewers completed the quality appraisal of the 12 articles identified during the literature search.

Results

Common barriers include: formal training; access to ultrasound machines; quality assurance; time to perform exams; inability to use findings in documentation/decision making. Low confidence may be an underrepresented barrier. Successful training programs include an introductory class with mixed didactic and hands-on training, training with live models, direct supervision and image review by experts, and longitudinal training.

Conclusion

Adult-Gerontology Acute Care Nurse Practitioners are capable of learning and incorporating POCUS use into clinical practice. Broad solutions can be instituted to remove barriers, but more research is needed to describe necessary components of a successful POCUS training program.

背景护理点超声检查(POCUS)是传统成像和体格检查的重要辅助手段。成人-老年急症护理执业护士(AGACNPs)是全国各地急症患者的主要医疗服务提供者,但描述 AGACNP 在 POCUS 培训和临床应用方面经验的文献却很有限。目的 本综合综述旨在描述 AGACNP 在学习和实施 POCUS 时遇到的障碍,确定成功的 POCUS 课程的必要组成部分,并综合证据提出解决方案。结果常见的障碍包括:正规培训;超声机的使用;质量保证;检查时间;无法将检查结果用于文件记录/决策制定。信心不足可能是一个代表性不足的障碍。成功的培训计划包括混合授课和实践培训的入门课程、活体模型培训、专家直接指导和图像审查以及纵向培训。可以制定广泛的解决方案来消除障碍,但还需要更多的研究来描述成功的 POCUS 培训计划的必要组成部分。
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引用次数: 0
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Journal of Professional Nursing
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