Pub Date : 2023-03-01DOI: 10.1097/NUR.0000000000000729
Pamela Jane Nye
{"title":"The Valuable Skill of the Nurse Grant Writer.","authors":"Pamela Jane Nye","doi":"10.1097/NUR.0000000000000729","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000729","url":null,"abstract":"","PeriodicalId":55249,"journal":{"name":"Clinical Nurse Specialist","volume":"37 2","pages":"61-63"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9376861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1097/NUR.0000000000000737
Janet S Fulton
{"title":"Duty to Care.","authors":"Janet S Fulton","doi":"10.1097/NUR.0000000000000737","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000737","url":null,"abstract":"","PeriodicalId":55249,"journal":{"name":"Clinical Nurse Specialist","volume":"37 2","pages":"49-50"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10791316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1097/NUR.0000000000000730
Jeanine Young-Mason
{"title":"Children's Letters to God: Words of Praise, Sorrow, Joy, and Consternation.","authors":"Jeanine Young-Mason","doi":"10.1097/NUR.0000000000000730","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000730","url":null,"abstract":"","PeriodicalId":55249,"journal":{"name":"Clinical Nurse Specialist","volume":"37 2","pages":"102"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10791321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1097/NUR.0000000000000732
Erica Fischer-Cartlidge, Megan Hoffman
Purpose/objectives: The purpose of this article is to provide a guide to identifying measurements of value and how to calculate different types of return on investment (ROI). Exemplars of clinical nurse specialist (CNS) work efforts with ROI will be presented.
Description of the project/problem: The CNS is the oldest advanced practice role; however, the role can be vague, making it difficult to articulate the value of the CNS in the organization. Functioning in 3 spheres of impact, the CNS can easily impact practice; however, demonstrating the value of this work is not always on top of mind and is rarely taught in academic programs.
Outcome: This article describes the difference between revenue generation, cost savings, and cost avoidance, as well as various structural, process, and outcome measures that can be used to calculate ROI. Resources available for performing ROI calculations will be described and shared.
Conclusion: Distributing work across the 3 spheres creates various opportunities for the CNS to demonstrate value; however, the CNS must be able to articulate that value to the organization. Developing the skill set to consistently identify metrics can be challenging; however, it is critical to the ongoing success and future of the CNS role. Utilizing these metrics to demonstrate the value and then disseminating the outcomes of these contributions will continue to promote the value of the CNS in the future.
{"title":"Demonstrating the Value of the Clinical Nurse Specialist: A \"How-to\" Guide.","authors":"Erica Fischer-Cartlidge, Megan Hoffman","doi":"10.1097/NUR.0000000000000732","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000732","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>The purpose of this article is to provide a guide to identifying measurements of value and how to calculate different types of return on investment (ROI). Exemplars of clinical nurse specialist (CNS) work efforts with ROI will be presented.</p><p><strong>Description of the project/problem: </strong>The CNS is the oldest advanced practice role; however, the role can be vague, making it difficult to articulate the value of the CNS in the organization. Functioning in 3 spheres of impact, the CNS can easily impact practice; however, demonstrating the value of this work is not always on top of mind and is rarely taught in academic programs.</p><p><strong>Outcome: </strong>This article describes the difference between revenue generation, cost savings, and cost avoidance, as well as various structural, process, and outcome measures that can be used to calculate ROI. Resources available for performing ROI calculations will be described and shared.</p><p><strong>Conclusion: </strong>Distributing work across the 3 spheres creates various opportunities for the CNS to demonstrate value; however, the CNS must be able to articulate that value to the organization. Developing the skill set to consistently identify metrics can be challenging; however, it is critical to the ongoing success and future of the CNS role. Utilizing these metrics to demonstrate the value and then disseminating the outcomes of these contributions will continue to promote the value of the CNS in the future.</p>","PeriodicalId":55249,"journal":{"name":"Clinical Nurse Specialist","volume":"37 2","pages":"78-82"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10740281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1097/NUR.0000000000000728
Sandra L Siedlecki
Healthcare organizations and especially nursing have been obsessedwith evidence-based practice (EBP) projects, yet too often these projects end prematurely, and any ability to create a sustainable change is lost. Perhaps it is because the final steps to the successful implementation of a practice change based on evidence are the steps omitted. Translation requires much more than an attempt at implementation; translation requires research, and perhaps this step is omitted out of fear of research itself. Because the clinical nurse specialist is uniquely qualified to lead EBP projects, it is important that they are also versed in how to use translational sciencemethods to evaluate the implementation process and ensure it is effective, feasible, and sustainable. The purpose of this article is to describe the steps involved in moving evidence into nursing practice.
{"title":"Translational Science: The Final Step for Implementing Evidence-Based Practice.","authors":"Sandra L Siedlecki","doi":"10.1097/NUR.0000000000000728","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000728","url":null,"abstract":"Healthcare organizations and especially nursing have been obsessedwith evidence-based practice (EBP) projects, yet too often these projects end prematurely, and any ability to create a sustainable change is lost. Perhaps it is because the final steps to the successful implementation of a practice change based on evidence are the steps omitted. Translation requires much more than an attempt at implementation; translation requires research, and perhaps this step is omitted out of fear of research itself. Because the clinical nurse specialist is uniquely qualified to lead EBP projects, it is important that they are also versed in how to use translational sciencemethods to evaluate the implementation process and ensure it is effective, feasible, and sustainable. The purpose of this article is to describe the steps involved in moving evidence into nursing practice.","PeriodicalId":55249,"journal":{"name":"Clinical Nurse Specialist","volume":"37 2","pages":"54-57"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10791318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1097/NUR.0000000000000720
Elizabeth Riley, Stephanie Trotter, Lindsey Dayer, Amber Teigen, Corey Nagel, Kimberly Stickley, Pamela LaBorde, Leah Richardson, Rochelle McFerguson, Nicole Ward, Michael Anders
Purpose: The study purpose was to examine the effect of interprofessional naloxone training on students' knowledge, confidence, and interprofessional collaboration competency. The overarching goal was to decrease mortality related to opioid overdoses.
Design/methods: A training session for interprofessional students consisted of a lecture presentation, demonstration, and hands-on practice regarding appropriate administration of naloxone for suspected opioid overdose. A questionnaire elicited baseline and change in knowledge, confidence, and interprofessional collaboration competency scores at pretraining and posttraining. In addition, changes in knowledge and confidence were also measured 3 weeks after the training. Thematic analysis explored training components that students perceived as valuable or needing improvement.
Results: Participants (N = 100) were nursing (n = 33), physician assistant (n = 37), and pharmacy (n = 30) students. Pretraining and posttraining comparison demonstrated increased knowledge (P < .001), confidence (P < .001), and collaboration scores (P < .001). At 3 weeks, knowledge and confidence remained higher than pretraining (P < .001). Knowledge was trending downward compared with posttraining (P = .09). Thematic analysis identified 4 themes: (a) indications for administration of different naloxone types, (b) learning modalities, (c) knowledge application, and (d) improvements.
Conclusions: An interprofessional naloxone administration training resulted in increased knowledge, confidence, and interprofessional teamwork. Educators can adapt this training for a variety of future or current healthcare professionals to improve immediate intervention and outcomes in suspected opioid overdoses.
{"title":"Interprofessional Naloxone Student Training to Manage Suspected Opioid Overdose.","authors":"Elizabeth Riley, Stephanie Trotter, Lindsey Dayer, Amber Teigen, Corey Nagel, Kimberly Stickley, Pamela LaBorde, Leah Richardson, Rochelle McFerguson, Nicole Ward, Michael Anders","doi":"10.1097/NUR.0000000000000720","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000720","url":null,"abstract":"<p><strong>Purpose: </strong>The study purpose was to examine the effect of interprofessional naloxone training on students' knowledge, confidence, and interprofessional collaboration competency. The overarching goal was to decrease mortality related to opioid overdoses.</p><p><strong>Design/methods: </strong>A training session for interprofessional students consisted of a lecture presentation, demonstration, and hands-on practice regarding appropriate administration of naloxone for suspected opioid overdose. A questionnaire elicited baseline and change in knowledge, confidence, and interprofessional collaboration competency scores at pretraining and posttraining. In addition, changes in knowledge and confidence were also measured 3 weeks after the training. Thematic analysis explored training components that students perceived as valuable or needing improvement.</p><p><strong>Results: </strong>Participants (N = 100) were nursing (n = 33), physician assistant (n = 37), and pharmacy (n = 30) students. Pretraining and posttraining comparison demonstrated increased knowledge (P < .001), confidence (P < .001), and collaboration scores (P < .001). At 3 weeks, knowledge and confidence remained higher than pretraining (P < .001). Knowledge was trending downward compared with posttraining (P = .09). Thematic analysis identified 4 themes: (a) indications for administration of different naloxone types, (b) learning modalities, (c) knowledge application, and (d) improvements.</p><p><strong>Conclusions: </strong>An interprofessional naloxone administration training resulted in increased knowledge, confidence, and interprofessional teamwork. Educators can adapt this training for a variety of future or current healthcare professionals to improve immediate intervention and outcomes in suspected opioid overdoses.</p>","PeriodicalId":55249,"journal":{"name":"Clinical Nurse Specialist","volume":"37 1","pages":"26-35"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10342960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号