Journal for Nurses in Professional Development最新文献

Throughout existing transition programs for new nurses, few appear to include the participation of nurse managers in its activities. This qualitative study explores the perceptions of newly graduated nurses ( N = 7) toward the participation of their nurse manager in a transition program through dedicated group discussion periods. Four interconnected themes emerged from the interviews. Our findings support the inclusion of this participation in transition programs by nurse leaders to improve the transition experience of new nurses.

Nurses new to the nursing professional development (NPD) specialty often lack clarity on their role responsibilities and expectations. Given the lack of published instruments, the purpose of this two-phase study was to develop and examine the psychometric properties of a survey to measure NPD practitioners' transition experience. The resultant reliable and valid instrument can be used to measure the role transition of novice NPD practitioners and better support them in their professional role development.

Distinguishing competency and education in clinical healthcare education is complex. The NYU Langone Health Nursing Education and Competency Algorithm (NE-CA) was developed as a tool for competency identification and sustainment. A mixed-methods design national research study was employed to evaluate the validity of the NE-CA. Findings of the study support the utilization of the NE-CA tool by expert clinical nurse educators, professional nurses, and organizations in structures and processes guiding competency in clinical education.

An advanced preceptor training course was developed to address gaps in precepting skills identified through a thorough gap analysis. The course reinforces foundational concepts while integrating new strategies like role-playing, peer discussions, and hands-on activities. It aims to enhance critical thinking, conflict management, and feedback skills. After a successful pilot, feedback-driven adjustments improved its structure, leading to increased preceptor confidence and effectiveness in their mentoring roles.

Implementing a personalized professional growth pathway in a nurse residency program at a Midwest health system aimed to enhance newly licensed nurse satisfaction and retention. Replacing the traditional evidence-based practice project with the "Professional Growth Pathway" tailored to nurses' interests and career goals resulted in a 93% retention rate at program completion, surpassing the national average. This innovative approach fosters individual development, aiding recruitment and retention efforts amidst staffing challenges.

An increased need to support behavioral health concerns such as anxiety and depression was identified in both healthcare employees and patients. To address this gap, a multistate Midwestern healthcare system developed a course to provide education and training on behavioral health for employees in clinical and nonclinical roles. Over 650 participants have attended the course. Participants reported an improved confidence in supporting adults struggling with behavioral health concerns.

Reflection papers, written by new graduate nurses, at the completion of their 1-year residency program, were qualitatively analyzed. Separating the study population identified academic and/or clinical experiences that were impacted by the pandemic. These findings indicate variances in their transition to practice, which may necessitate an alteration of the content or timing of nurse residency programs.