Journal of Professional Nursing最新文献

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.

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.

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.

Simulation-based education is an evidence-based strategy to address learning and evaluation of outcomes in the updated American Association of Colleges of Nursing Essentials. Currently, there is a dearth of rigorous research on nurse practitioner education simulation. Studies on the topic often neglect a sound theoretical or conceptual framework beyond the National League of Nursing Jeffries Simulation Theory. This article aims to explore and distinguish the implementation of various theories and frameworks to determine how these elements can be stand-alone or used in combination to explore simulation-based experience competency outcomes. Specific recommendations for simulation research are (a) to include learning theories, (b) level learning and track competency progression using a framework, and (c) use a framework for measuring outcomes. Simulation science for nurse practitioner education can be advanced through united and consistent use of established theories and frameworks. These efforts will inform emerging best practices of simulation-based learning to address competition-based learning initiatives, validity of high-stakes simulation evaluation, and how to credit learners for simulation activities.

Schools of Nursing across the country are encountering fiscal, programmatic and leadership challenges exacerbated by chaos and fragmentation in health care systems. This article focuses on the transformation journey of the School of Nursing at the University of Minnesota highlighting the complex context of higher education, challenges faced, and strategies executed that focused on significant and sustained culture change. Recommendations are offered to enable all schools to embark on their own transformative journeys.

Background

Medication errors are the most common type of error affecting patient safety and the most preventable cause of adverse medical events globally. Medication errors occur most frequently (33.3 %) during the administration phase. New nurses felt their education left them vulnerable to errors, suggesting that current curricula may be insufficient.

Purpose

The purpose of this study was to determine the relationship between new nurses' educational preparedness and perceived importance with confidence in medication administration. A secondary aim was to determine the difference in the variables based on demographic information.

Methods

A descriptive, correlational design was employed using the Theory of Human Error. X (state) newly licensed nurses were surveyed for their educational preparedness, perceived importance, and confidence in nine medication competencies. Descriptive and inferential statistics were used.

Results

N = 201. A significant, positive relationship was found between both educational preparedness and confidence, and perceived importance and confidence. Nurses reported high levels of educational preparedness, perceived importance, and confidence. All correlations and regressions were significant, indicating that as nurse educational preparedness and/or perceived importance increases, the odds of confidence increases. Demographic analysis demonstrated that practice area and years of experience significantly contributed to differences in the variables.

Conclusions

Understanding the educational preparedness and perceived importance of the medication competencies can help guide future research into creating educational and clinical interventions to ultimately decrease medication errors.

The COVID-19 pandemic disrupted lives worldwide, including students pursuing secondary education. This disruption caused increased worry, anxiety, and overall stress in students. Graduate-level nursing students also not only experienced stress related to educational disruptions but also due to work and home life upheaval as well. Faculty were challenged to support students in reducing educational stress and anxiety. While the Institute for Healthcare Improvement introduced the concept of ‘Psychological Personal Protective Equipment’ (PPE) to support the mental well-being of healthcare workers, this article explores how faculty implemented psychological PPE in graduate-level education using Swanson's Theory of Caring as the theoretical framework during the pandemic and how these constructs can continue to support student wellbeing in today's challenging environment.

Although the concept of Social Determinants of Health (SDOH) has been around for more than two decades, teaching methods and standards of curricula for nursing education related to SDOH are relatively new concepts. Here, we explore pedagogical frameworks, national standards, and recent progress in the study and implementation of SDOH curricula and the top teaching strategies implemented in various nursing and healthcare disciplines and across educational levels (undergraduate and graduate programs). Selected examples are used to illustrate lessons learned across disciplines in effective teaching strategies related to SDOH. Effective teaching strategies include experiential learning, longitudinal and community-based interactions, reflective opportunities, and structured assessment.