Journal for Nurses in Professional Development最新文献

Historically, night nurses tend to have limited resources available to them during their shifts. In some inpatient healthcare settings, a nurse educator has been hired specifically to support night shift nurses. The purpose of this article is to conduct a narrative review of the existing literature that highlights the implementation of the night shift educator role in the inpatient care setting. The implications of hiring for such a role will also be discussed.

With nursing retention as a primary evaluative aim, corporate-level clinical preceptors (CCPs) were operationalized in the acute care setting. This role combined key elements of preceptorship and mentorship to support novice nurses' transition to practice. CCPs conducted check-ins through regular rounding, e-mails, surveys and open conversations, resulting in significantly reduced turnover rates, particularly within the first year of practice, and enhanced clinical competence and confidence. Further study of centralized preceptor programs is indicated.

Nursing Professional Development (NPD) practitioner practice varies significantly, and limited literature is available to support effective role utilization, despite guidance from the Association for Nursing Professional Development's Nursing Professional Development Scope and Standards of Practice. This qualitative study explored practice in a multihospital system over 12 months utilizing open-ended responses to a survey evaluating time spent in each responsibility of the NPD Practice Model: collaborative partnerships, competency management, education, onboarding/orientation, inquiry, and role development.

Nurse mentorship programs play a vital role in enhancing clinical decision-making and nursing satisfaction while fostering a safer and more supportive work environment. When integrated with nurse residency programs, mentorship provides invaluable emotional and moral support to new nurses, ensuring their well-being and helping to promote a balanced work-life dynamic. This evidence-based practice project focused on acute care new graduate nurses; implementing a nurse mentorship program that concluded to improve nurse satisfaction and overall well-being providing a safe nurse work environment.

Nursing leadership identified a significant decrease in measured nursing engagement at the 3- to 5-year tenure. Mentoring was chosen as an effective intervention to increase engagement and promote professional development in this Proficient-Expert group of nurses. The benefits of the implemented structured mentoring program include increased organizational engagement, increased perception of well-being support, and increased mentor competency.

This study aimed to identify how competence in new graduate nurses is defined and evaluated in acute-care hospitals. This information is useful to staff development educators to facilitate graduating students' readiness for practice. A descriptive online survey was sent to hospitals nationally. Definitions and evaluation methods of competence varied widely. Preceptors commonly evaluated competence using skills checklists or orientation packets, but preceptor training methods were diverse and sometimes lacking.

Nurses at a large radiation oncology service felt unable to safely delegate radiation oncology ambulatory technician (ROAT) responsibilities due to inconsistent onboarding. This project implemented a standardized ROAT residency program to improve role understanding, scope of practice adherence, and nursing support. Post-intervention, nurses and ROATs reported improved workflow and morale. Nurses and ROATs provided positive and supportive feedback on the program's usefulness. Plans include expanding the program to other cancer center services.

Gaps in hospital-based Nursing Professional Development (NPD) practitioner knowledge and skills exist relating to teaching principles, strategies, and methodologies. Such gaps impact performance and performance experiences influence self-efficacy (SE). A quasiexperimental pre- and posttest study examined the impact of an educational intervention on SE and a statistically significant ( p < .001) increase resulted. Results suggest that role-based education can bridge gaps, and NPD practitioners can gain confidence in abilities that contribute to improved SE.