Journal for Nurses in Professional Development最新文献

Exposing new nurses to theoretical teaching strategies that help them to navigate the ethical challenges in clinical practice is essential for retention and long-term job satisfaction. This article explores the rationale for teaching ethics content in nurse residency programs and ways to navigate ethical decision-making in the clinical setting. Examples of evidence-informed teaching strategies that enhance knowledge retention and reduce the gap between ethical theory and practice are included.

The purpose of this descriptive study was to highlight how a system-level education department operationalized the 2022 Association for Nursing Professional Development Scope and Standards of Practice into a learning needs assessment (LNA) survey. This was a collaborative approach to LNA design, implementation, and evaluation. The LNA conducted among nursing professional development practitioners determined areas for educational improvement, barriers to nursing professional development, and identified standards and competencies critical to improving knowledge acquisition.

In a quantitative study to determine nursing professional development (NPD) practitioners' self-perceived influence, influence was operationally defined as political skill. A sample of 989 NPD practitioners reported high-average overall levels of political skill. For those without formal leadership positions, networking ability, a subscale of political skill, was predicted by NPD certification and a graduate degree or higher. NPD practitioners can enhance their influence competency through education, certification, professional development, mentoring, and coaching.

Nursing professional development practitioners rely on nurse preceptors to guide the development of nursing staff and students. A lack of experienced preceptors may require individuals who have limited to no experience in precepting to serve in the preceptor role. Nursing professional development practitioners should be prepared to effectively support and develop novice preceptors. This article analyzes the development and implementation of a novel educational resource that assists the novice preceptor in facilitating nursing student clinicals.

Nurse residency programs (NRPs) require effective structures and processes to ensure achievement of desired outcomes, including program accreditation, newly licensed nurse retention, and a healthy nursing workforce for the future. A healthcare system created strategic positions of director of nursing workforce transitions and nursing workforce professional development specialists to standardize an NRP across six hospitals and to achieve Practice Transition Accreditation Program accreditation. The positions provide a strong infrastructure to optimize nurse transition to practice.

Virtual reality simulation (VRS) has emerged as an educational methodology in nursing professional development. A cluster randomized controlled trial was conducted with a sample of clinical registered nurses to compare effectiveness of VRS and traditional education on knowledge and behavior related to Clostridioides difficile prevention. No significant differences were found in the effectiveness of the two modalities, suggesting the usefulness of VRS as a teaching methodology.

A multistate health system updated the nurse extern policy and skills list. Because of a knowledge gap and inconsistent practices, there was a need for a standardized program. A literature review, Internet search, and focus group informed the creation of the nurse extern program. The program, which includes a toolkit and role-specific pathways, aligns training practices across the health system.

Professional development specialists have been met with the challenge of engaging and retaining new graduate nurses in a postpandemic learning environment. Utilizing the idea of brain-based learning, one educator restructured their facility's nurse residency program and created the "Let's Get LOUD" talk series to increase learner satisfaction, engagement, and first-year retention among novice nurses.