As a result of a changing economy, many Baby Boomer nurses are returning to the workforce. Common teaching strategies used in schools of nursing, such as high-fidelity simulation, are unfamiliar to this group of learners. Educators must learn not only the characteristics of Baby Boomer returning nurses but also how to adapt simulation to their learning styles.
This study examined nurses' attitudes regarding the value of and their role, interest, and experience in research in an acute care hospital. A correlational design explored the relationship between attitudes about nursing research, involvement, educational background, and experience. The results indicated an increasing level of value and interest in research for those nurses with greater educational attainment, certified specialty, previously taken research course, research experience, and a nursing position in education. The findings suggest that additional education and guided projects are needed for those nurses with little or no previous research experience.
This study compared the survey scores between associate- and baccalaureate-prepared new graduate nurses participating in a 1-year nurse residency program. The results revealed differences in some areas between the two groups. Within the staff development arena, the educational degree of the novice nurse may deserve greater consideration in the development of orientation or other support programs during the first year of practice.
Developing and implementing a program to introduce clinical nurses to research and evidence-based practice (EBP) should spark interest and participation. In this article, the authors describe and evaluate a staff development initiative not only to introduce the principles of EBP and research but also to give nurses the opportunity to participate in the research process and development of EBP questions.
This article is a review and synthesis of the literature related to the socialization of newly graduated nurses. Personal experience and standards frame the clinical nurse educator role in facilitating learner development and socialization. Successful strategies to improve the socialization process of newly graduated nurses from the literature and recommendations for the future are presented.
The purpose of this qualitative study was to document the transition experience of new nursing graduates who participated in an educational support seminar during their first year of emergency room (ER) practice. Study participants reported that the seminar provided learning and nurturing that facilitated their integration into the ER team, influenced their decision to stay in the ER, and grounded the process of their professionalization. Important considerations regarding education, professionalization, and leadership emerged.
Healthcare organizations are interested in promoting best patient outcomes and a shared-governance, professional development environment for nurses. A nursing journal club achieves the goal of patients receiving evidence-based care by empowered staff leading the journey. This article will demonstrate the successful process for implementing a hospital-wide nursing journal club.
A 1-year program for select clinical nurse experts led to increased comfort in using evidence-based practice strategies. Nurses identified specific barriers and facilitators for evidence-based practice efforts, accomplished individual goals, and saw changes in their practice roles. Results from the program and its evaluation are that staff can benefit from such an effort (4-day course with specific follow-up activities).
In this article, the authors emphasize the importance of a student nurse extern program in creating a pipeline for qualified bedside nurses. Through collaboration with the human resources department and the nurse management group, professional development educators in one hospital redesigned and reenergized the student nurse extern program to meet the needs of the externs and the healthcare system.
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