Nursing Outlook最新文献

Background

The Robert Wood Johnson Foundation Future of Nursing Scholars program supported nurses to complete PhDs in 3 years. Support mechanisms included mentoring by the program office and school faculty, and leadership development activities.

Purpose

To describe scholars’ perspectives of mentoring received by faculty during the accelerated timeline.

Methods

Of 201 scholars, 157 (78%) completed exit surveys, providing qualitative data on their experiences working with faculty mentors.

Discussion

Scholars highlighted strong mentorship (i.e., accessibility, emotional support) as the most important facilitator to program completion. Mentor challenges were identified as the second-most mentioned barrier to success, while the first was the accelerated timeline.

Conclusion

The scholars’ most-reported mentor-provided facilitators to success were availability and emotional support. Among scholars who noted barriers to their success caused by their mentor relationship, the most-reported issue was lack of access to their mentors.

Background

Tobacco use remains the leading cause of preventable disease, disability, and death in the United States and is a significant cause of health disparities.

Purpose

The purpose of this paper is to update the Tobacco Control policy paper published over a decade ago by the American Academy of Nursing’s Health Behavior Expert Panel Tobacco Control subcommittee.

Methods

Members reviewed and synthesized published literature from 2012 to 2024 to identify the current state of the science related to nurse-led tobacco dependence treatment and implications for nursing practice, education, and research.

Findings

The results confirmed that nurse-led tobacco dependence treatment interventions are successful in enhancing cessation outcomes across settings.

Discussion

Recommendations for nursing leaders include: promote tobacco dependence treatment as standard care, accelerate research on implementation of evidence-based treatment guidelines, reduce health disparities by extending access to evidence-based treatment, increase nursing competency in providing tobacco treatment, and drive equity-focused tobacco control policies.

The nursing profession is engaged in robust national dialogue on how to implement competency-based education. This dialogue often conflates the concept of “competency-based education” with nursing “competence” or “practice readiness.” Our aim is to discuss the potential harms of conflating “competency-based education” with “competence” or “practice readiness.” This commentary explores the possible risks of issue conflation. Risks include (a) suggesting that nurses who have successfully obtained licensure are not “competent” or “ready to practice,” and (b) de-emphasizing the importance of safe and sustainable work environments for new graduate nurses. We discuss the need to separate conversations about “competency-based education” and “practice readiness”; the need to increase the clarity and specificity of discourse surrounding competency-based education; and the need for strategic alignment across academia and practice.

Background

The recent push to “decolonize nursing” has become a critical movement to address institutional racism, but the term has circulated through nursing circles enough to risk becoming a buzzword.

Purpose

This article clarifies “decolonizing nursing” by addressing the following questions: (a) How has “decolonizing nursing” been discussed in nursing research? (b) What specific projects have been implemented to decolonize nursing? (c) How has decolonizing nursing been related to health equity?

Methods

We conducted a scoping review and searched CINAHL, PubMed, and PsycINFO databases. A total of N = 56 records were included.

Discussion

“Decolonization” has referred to a range of ideas related to resisting Western ideals, legitimizing Indigenous knowledge, and repatriating land and territory especially to Indigenous and dispossessed communities. Few empirical studies have examined the relationship between decolonization or colonialism and specific health outcomes.

Conclusion

Decolonization differs from other social justice initiatives. To clarify what decolonizing nursing means, researchers can engage with historical, interdisciplinary, and community-based participatory research. In turn, nursing research will understand colonialism’s historical context, provide evidence that supports policies that protect Indigenous territory, and design clinical interventions that promote health equity for dispossessed populations.

Background

In healthcare, family engagement has been recognized as critical to improved nursing care and outcomes. However, the practice of family engagement in corrections is unknown, despite the large amount of nursing care delivered there.

Purpose

The study’s aim was to describe correctional nurses’ perceptions of family engagement and the extent to which it is practiced.

Method

A qualitative descriptive study design was used, composed of semistructured interviews. Thematic analysis was conducted, including line-by-line coding.

Discussion

The main themes of the study were: (a) Family engagement is rare, and (b) Systems friction which describe the lack of family engagement in correctional nursing practice, and the need to balance advocating for patients while maintaining a collegial relationship with correction staff.

Conclusion

Despite the lack of family engagement in correctional nurses’ practice, most participants felt that family engagement would be beneficial for incarcerated patients but would require changes to institutional policies.

Background

The registered nurse (RN) workforce experienced critical pre-pandemic and pandemic shortages of labor in some areas in the United States. People living in these health professional shortage areas (HPSAs) may have less access to health services. The Bureau of Health Workforce within the Health Resources and Services Administration administers Nurse Corps scholarship and loan repayment programs to increase healthcare access by increasing the supply and distribution of RNs, nurse practitioners, and nurse faculty to HPSAs. The American Rescue Plan Act of 2021 (ARPA) made available considerable new resources for the program.

Purpose

This paper reports on Nurse Corps applications, awards, and distribution in 2 cohorts in the period 2017 to 2022 to assess the impact of receiving an additional $200 million appropriated in 2021.

Discussion

Additional funds through ARPA were associated with nearly threefold increases in the number of Nurse Corps awards. Program participants worked in a total of 1,316 counties (42% of all U.S. counties) in 2020 to 2022, a 76% increase from 749 counties in 2017 to 2019.

Conclusion

Increased funding for scholarship and loan repayment can help to improve the distribution of nurse labor to a greater number of critical shortage areas in the United States.

Nursing leaders have recognized the need for consistent mechanisms to promote and sustain nursing professionalism. Peer-to-peer feedback and peer review are widely effective for nurse professionalism and self-regulation, patient care outcomes, and retention. Unprofessional behavior has been noted as widespread in health care and the effects on patients, clinicians, and organizations have been well-documented. Approximately 10% of the registered nurses in the United States belong to a collective bargaining unit (CBU) or union. This article will describe how a peer feedback program to address unprofessional behavior was implemented in a Magnet nursing practice with CBU representation.

The National Commission to Address Racism in Nursing (2022) cites structural and systemic racism in nursing education as significant factors contributing to retention disparities among minoritized students. Establishing a culture of belonging was outlined in the Commission’s report as essential to addressing these disparities. At the University of California, Irvine, the Centering Youth & Families for Empowerment and Resilience (CYFER) Lab embraces belonging and collectivity as core principles. The CYFER Lab supports the well-being and professional development of minoritized and/or marginalized health sciences students through community-engaged research and self-care practices. Our commentary examines three core Lab practices—Buen Vivir, prioritizing well-being, and nonhierarchical structures—through the lens of decolonization, an approach we posit can enhance inclusivity and belonging in nursing education. The achievements and growth of our Lab members, along with our expanding body of community-based research, demonstrate that such practices provide an effective alternative model for success in research and education.

Background

Coronavirus disease 2019 (COVID-19) presented unique challenges to the United States Navy given that the major components of controlling an infectious disease outbreak are not easily achieved on ships.

Purpose

To understand shipboard Navy nurses’ activities during the COVID-19 pandemic.

Methods

Virtual semistructured interviews were conducted in 2021 with 30 Navy nurses who deployed to sea during the pandemic. Data were coded using directed content analyses whereby remarks were categorized according to 16 public health interventions (PHIs) of the Minnesota Department of Health Intervention Wheel. Data were also coded via conventional content analysis.

Discussion

Multiple PHIs were utilized to improve the public health of those on Navy ships during the height of the pandemic. Also, four themes were constructed via conventional content analysis.

Conclusion

Shipboard Navy nurses overcame unprecedented challenges to protect the health of their crew, all the while preserving operational readiness during the COVID-19 pandemic.

Study abroad programs expose scholars, including nursing faculty and students, to different settings and cultures. However, the world of global health is rooted in colonial practices that have the potential to cause harm to communities. In this reflection, we provide lessons we have learned through study abroad that guide strategies for decolonizing our practice while working toward cultural safety and humility. We utilized a qualitative case study method. Authors discussed and reviewed study abroad programs through a series of virtual discussions. Discussions showed that study abroad programs present opportunities for students and faculty to grow and learn. However, unacknowledged privileges among visiting students and faculty, and lack of understanding of the impacts of colonialism, may lead to harm in communities and inequitable relationships with local providers. Understanding the privileges that we hold is important in advancing positive and equitable experiences in study abroad programs.