Nephrology Nursing Journal最新文献

Competency involves not just knowledge (K) and skills (S), but attitudes (A) and specific behaviors needed to perform a role. In nursing, competency can be complex and challenging to measure. There is an aspect of clinical judgment required to put KSA into action. Assessing an environment and creating a plan of action must be taught and reinforced as best evidence-based practice. Competency assessments should demonstrate mastery of items that impact outcomes. This article addresses the topic of competency from the lens of a clinical educator with a need for information on considerations in staff learning and topical assessment development.

Nurse educators may be asked to develop and deliver in-service education while still in the novice stage of learning how to provide clinical education. This article focuses on foundational information related to developing successful clinical education. The development of clinical education should be approached in a methodical manner to ensure successful delivery and results, and should include clear and concise objectives, content, and an evaluation. Steps and resources for writing objectives, creating and delivering content, and evaluating the effectiveness of in-service education are provided in this high-level overview that can be used as a guide for novice nurse educators.

Patient education is critical to the success of the patient on home dialysis. Ideally, pre-admission interventions should include a home environment assessment, assessment of patient and care partner commitment to therapy and level of engagement, assessment of patient support and resources, and assessment of patient and care partner readiness to learn. The training process used by the registered nurse (RN) working in home dialysis training, as well as initial and ongoing assessment of patient and care partner knowledge and skills, ensures the patient is positioned for the best outcomes. This article explores individual patient and care partner considerations to be integrated as part of developing the plan of care for successful home dialysis training.

Nurses are taught clinical skills, but often are not taught how to teach, despite being responsible for teaching patients and families, as well as other members of the health care team. This article delineates considerations for teaching adults, both other health care staff and patients. Topics include characteristics of adult learners, experiential learning, the biology of learning, adult learning principles, and using nursing standards and patient education guidelines. Exemplars of preceptee and patient education are provided.

Patient education is a professional responsibility of all registered nurses (RNs); however, many RNs have never been taught how to teach, and specifically, how to teach patients. Teaching is a specialty all its own, and requires knowledge of principles and practices of teaching. This article provides basic information for RNs who are providing patient education, including learning theories and styles, learning environments, teaching strategies (communication, teach-back, microlearning, feedback, debriefing and reflective practice, educational materials), patient assessment (motivational interviewing, health literacy), planning (goals and objectives), competency, implementation, and evaluation.

There are several obstacles to achieving effective post-transplant education for kidney transplant recipients. Identifying those obstacles and making an effective plan to circumvent them are the first steps in the education process. Since the post-transplant length of stay is often short, it is advisable that each program has an educational care map describing when and how to deliver post-transplant teaching. It is essential to provide the patient with written information, as well as worksheets for recording self-monitoring and medication schedules. Equally important to the patient education process is the nurse's establishment of a trusting relationship with the patient to assess readiness to learn, as well in defining goals and objectives, which should be mutually set. A variety of engaging teaching and learning strategies optimizes post-transplant patient education.

Nurse burnout and attrition are challenges facing the entire health care system. This study investigates the potential of self-leadership to bolster work engagement among nephrology registered nurses (RNs) working in dialysis units, an area in which research remains scant. In this cross-sectional descriptive study, we measured the perceptions of self-leadership and work engagement of nephrology RNs working in hemodialysis and peritoneal units, and explored the relationship between these variables. Data were collected from a social media private group for nurses working in dialysis. Findings indicate elevated levels of self-leadership and work engagement among nephrology RNs working in dialysis units, with a statistically significant positive correlation - as perceptions of self-leadership increased, so did nurses' work engagement. Results of this study and implications for professional practice are addressed.

The study evaluates the association between job outcomes and work environments in outpatient hemodialysis and peritoneal dialysis units using a cross-sectional design. It analyzes survey responses from 320 nephrology nurses in New York and Illinois in 2021, focusing on work environment quality, burnout, job dissatisfaction, intent to leave, and willingness to recommend their employer. The Practice Environment Scale of the Nursing Work Index (PES-5), which measures work environment quality, was used. Logistic regression revealed that 64.4% of nurses in poor environments experience burnout, compared to 11.7% in the best environments. Additionally, 47.8% reported intent to leave their employer within a year in poor environments versus 7.6% in the best. Job dissatisfaction affects 38.9% in poor environments, compared to 3.0% in the best. Improving work environments may reduce burnout and job dissatisfaction.