Pub Date : 2012-09-01DOI: 10.1097/NND.0b013e31826a9ef9
Susan Montenery, Joanne Shearer, Sue Johnson
{"title":"Nursing professional development: stories, tips, and techniques.","authors":"Susan Montenery, Joanne Shearer, Sue Johnson","doi":"10.1097/NND.0b013e31826a9ef9","DOIUrl":"https://doi.org/10.1097/NND.0b013e31826a9ef9","url":null,"abstract":"","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 5","pages":"250-2"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31826a9ef9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30917276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-09-01DOI: 10.1097/NND.0b013e31826a008c
Wendy Wintersgill, Erlinda C Wheeler
Research skills education is needed for nurses at all levels: novice, intermediate, and advanced. Nurse educators can help novice nurse researchers develop skills such as performing literature searches and critiquing research articles, which are necessary to develop and update clinical practice guidelines and implement evidence-based practice. The purpose of this article is to describe an innovative approach to encourage nurses to perform literature searches and critique research articles as a means to eventually engage in evidence-based practice.
{"title":"Engaging nurses in research utilization.","authors":"Wendy Wintersgill, Erlinda C Wheeler","doi":"10.1097/NND.0b013e31826a008c","DOIUrl":"https://doi.org/10.1097/NND.0b013e31826a008c","url":null,"abstract":"<p><p>Research skills education is needed for nurses at all levels: novice, intermediate, and advanced. Nurse educators can help novice nurse researchers develop skills such as performing literature searches and critiquing research articles, which are necessary to develop and update clinical practice guidelines and implement evidence-based practice. The purpose of this article is to describe an innovative approach to encourage nurses to perform literature searches and critique research articles as a means to eventually engage in evidence-based practice.</p>","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 5","pages":"E1-5"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31826a008c","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30917279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-09-01DOI: 10.1097/NND.0b013e318269fc8d
Julie Woodworth
A local hospital implemented a unique, fiscally resourceful orientation strategy constructed by a nursing faculty professor designed to accommodate the needs of the graduate nurse (GN) in making the transition from academia to practice. The nurse faculty provided a reliable "hands-on" small group orientation to four new graduates simultaneously. This group orientation strategy provided these GNs with a preceptor, mentor, and role model to assist in their transition.
{"title":"A group orientation model for new graduate nurses.","authors":"Julie Woodworth","doi":"10.1097/NND.0b013e318269fc8d","DOIUrl":"https://doi.org/10.1097/NND.0b013e318269fc8d","url":null,"abstract":"<p><p>A local hospital implemented a unique, fiscally resourceful orientation strategy constructed by a nursing faculty professor designed to accommodate the needs of the graduate nurse (GN) in making the transition from academia to practice. The nurse faculty provided a reliable \"hands-on\" small group orientation to four new graduates simultaneously. This group orientation strategy provided these GNs with a preceptor, mentor, and role model to assist in their transition.</p>","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 5","pages":"219-21"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e318269fc8d","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30918444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-09-01DOI: 10.1097/NND.0b013e31826a0c73
Ruth H Johnson, Christen Puglia
Clinical nurse educators frequently have a wide range of job responsibilities. In the changing healthcare environment, the identification of education needs must be specific, measurable, and applicable to their assigned responsibilities. A literature search into academic and industry professional development helped the authors develop a needs assessment survey for clinical nurse educators.
{"title":"Designing a needs assessment survey for clinical nurse educators.","authors":"Ruth H Johnson, Christen Puglia","doi":"10.1097/NND.0b013e31826a0c73","DOIUrl":"https://doi.org/10.1097/NND.0b013e31826a0c73","url":null,"abstract":"<p><p>Clinical nurse educators frequently have a wide range of job responsibilities. In the changing healthcare environment, the identification of education needs must be specific, measurable, and applicable to their assigned responsibilities. A literature search into academic and industry professional development helped the authors develop a needs assessment survey for clinical nurse educators.</p>","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 5","pages":"225-8"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31826a0c73","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30917270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.1097/NND.0b013e31825f8f3e
Joyce A Johnson
‘‘Thank you’’ is one of the three magic words. As children, our parents told us that ‘‘please’’ and ‘‘thank you’’ were the magic words we needed to use regularly. And there is a lot to that. I remember being asked ‘‘What’s the magic word?’’ whenever I forgot to say please or thank you. I was also required to write a thank you note for every gift I received as soon as possible. But saying thank you is becoming a lost art. Thank you is very powerful, especially at work. Thank you helps people feel appreciated and boosts their selfconfidence. It positively affects morale and helps people feel like they are an important part of the team. It helps staff feel that their hard work and contribution really matter to the organization. It motivates people to repeat the behavior and do an even better job in the future. It is often passed on to the customer with a smile and a thank you. We know that there are many positive benefits of saying thank you, and yet, so many times, we do not use it as a leadership strategy. Why is that? Some managers believe that you should not need to thank staff for doing the job they are hired to do. Some managers feel uncomfortable or even awkward expressing appreciation verbally or in writing. Some managers think that the annual evaluation lets the staff member know where he or she stands and that is all that is needed. Some believe that no news is good news. Some managers focus only on the staff who are creating problems rather than on the staff who are doing well. Some believe it takes too much time to write thank you notes or hold appreciation activities; they need to devote time to more important things. And some believe it does not really make any difference, so why do it? The bottom line is that we all need to make ‘‘thank you’’ a habit. Doug Conant, CEO of Campbell Soup from 2001 to 2011, wrote approximately 30,000 thank you notes to employees. In the process, he energized the company and engaged the workforce (Gordon, 2011). Letting the staff know how grateful you are for them and for what they do is a very powerful motivator. It’s not the size of the gesture but the fact that you noticed the contribution. Recently, a group of managers and I were encouraged to make more frequent and effective use of ‘‘thank you.’’ The boss/mentor suggested that we use handwritten notes and, to that end, gave us each a box of beautiful thank you cards to get us started. That got me to think about other ways I might say thank you to the staff. I remembered that one of my peers used to send those thank you notes, not to the staff member, but to the spouse or children or parents. Think of the impact of receiving a thank you letter commending the performance of a family member. Before you start using ‘‘thank you’’ as a management strategy, you need to know how each staff member likes to be appreciated. To determine that, you just need to ask. Does the staff member prefer a thank you in n private or public, n writing or verbally, n small gif
{"title":"The power of \"thank you\": appreciation as a management strategy.","authors":"Joyce A Johnson","doi":"10.1097/NND.0b013e31825f8f3e","DOIUrl":"https://doi.org/10.1097/NND.0b013e31825f8f3e","url":null,"abstract":"‘‘Thank you’’ is one of the three magic words. As children, our parents told us that ‘‘please’’ and ‘‘thank you’’ were the magic words we needed to use regularly. And there is a lot to that. I remember being asked ‘‘What’s the magic word?’’ whenever I forgot to say please or thank you. I was also required to write a thank you note for every gift I received as soon as possible. But saying thank you is becoming a lost art. Thank you is very powerful, especially at work. Thank you helps people feel appreciated and boosts their selfconfidence. It positively affects morale and helps people feel like they are an important part of the team. It helps staff feel that their hard work and contribution really matter to the organization. It motivates people to repeat the behavior and do an even better job in the future. It is often passed on to the customer with a smile and a thank you. We know that there are many positive benefits of saying thank you, and yet, so many times, we do not use it as a leadership strategy. Why is that? Some managers believe that you should not need to thank staff for doing the job they are hired to do. Some managers feel uncomfortable or even awkward expressing appreciation verbally or in writing. Some managers think that the annual evaluation lets the staff member know where he or she stands and that is all that is needed. Some believe that no news is good news. Some managers focus only on the staff who are creating problems rather than on the staff who are doing well. Some believe it takes too much time to write thank you notes or hold appreciation activities; they need to devote time to more important things. And some believe it does not really make any difference, so why do it? The bottom line is that we all need to make ‘‘thank you’’ a habit. Doug Conant, CEO of Campbell Soup from 2001 to 2011, wrote approximately 30,000 thank you notes to employees. In the process, he energized the company and engaged the workforce (Gordon, 2011). Letting the staff know how grateful you are for them and for what they do is a very powerful motivator. It’s not the size of the gesture but the fact that you noticed the contribution. Recently, a group of managers and I were encouraged to make more frequent and effective use of ‘‘thank you.’’ The boss/mentor suggested that we use handwritten notes and, to that end, gave us each a box of beautiful thank you cards to get us started. That got me to think about other ways I might say thank you to the staff. I remembered that one of my peers used to send those thank you notes, not to the staff member, but to the spouse or children or parents. Think of the impact of receiving a thank you letter commending the performance of a family member. Before you start using ‘‘thank you’’ as a management strategy, you need to know how each staff member likes to be appreciated. To determine that, you just need to ask. Does the staff member prefer a thank you in n private or public, n writing or verbally, n small gif","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 4","pages":"203-4"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31825f8f3e","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30780444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.1097/NND.0b013e31825dfb60
Marion C Santos
This integrative review of the literature describes nurses' barriers to learning. Five major themes emerged: time constraints, financial constraints, workplace culture, access/relevance, and competency in accessing electronic evidence-based practice literature. The nurse educator must address these barriers for the staff to achieve learning and competency.
{"title":"Nurses' barriers to learning: an integrative review.","authors":"Marion C Santos","doi":"10.1097/NND.0b013e31825dfb60","DOIUrl":"https://doi.org/10.1097/NND.0b013e31825dfb60","url":null,"abstract":"<p><p>This integrative review of the literature describes nurses' barriers to learning. Five major themes emerged: time constraints, financial constraints, workplace culture, access/relevance, and competency in accessing electronic evidence-based practice literature. The nurse educator must address these barriers for the staff to achieve learning and competency.</p>","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 4","pages":"182-5"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31825dfb60","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30781096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.1097/NND.0b013e31825dfb17
Cynthia A Blum, Ruth G McCaffrey, Mary Bishop, Rajanee Singh, Anne Swan, Ruth Neese, Sherry Piasecki
This study determined the effect of a computer-based educational program in preparing nurses to complete an assessment for veno-thrombotic risk on all patients admitted to a community hospital. The educational program included information on appropriate prophylaxis for patients at risk for veno-thrombolytic events (VTEs). Nurses were encouraged to work with physicians and pharmacists to obtain the appropriate VTE prophylaxis for all patients based on risk. Findings showed that one class may not be sufficient for long-term understanding of VTE risk and prophylaxis.
{"title":"Educating nurses about veno-thrombolytic events (VTE).","authors":"Cynthia A Blum, Ruth G McCaffrey, Mary Bishop, Rajanee Singh, Anne Swan, Ruth Neese, Sherry Piasecki","doi":"10.1097/NND.0b013e31825dfb17","DOIUrl":"https://doi.org/10.1097/NND.0b013e31825dfb17","url":null,"abstract":"<p><p>This study determined the effect of a computer-based educational program in preparing nurses to complete an assessment for veno-thrombotic risk on all patients admitted to a community hospital. The educational program included information on appropriate prophylaxis for patients at risk for veno-thrombolytic events (VTEs). Nurses were encouraged to work with physicians and pharmacists to obtain the appropriate VTE prophylaxis for all patients based on risk. Findings showed that one class may not be sufficient for long-term understanding of VTE risk and prophylaxis.</p>","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 4","pages":"173-6"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31825dfb17","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30781094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.1097/NND.0b013e31825f8eb9
Michele L Deck
{"title":"Nursing professional development: stories, tips, and techniques.","authors":"Michele L Deck","doi":"10.1097/NND.0b013e31825f8eb9","DOIUrl":"https://doi.org/10.1097/NND.0b013e31825f8eb9","url":null,"abstract":"","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 4","pages":"198-200"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31825f8eb9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30780443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.1097/NND.0b013e31825dfb71
Heidi Sherman, Linda Comer, Lorene Putnam, Helen Freeman
Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.
{"title":"Blended versus lecture learning: outcomes for staff development.","authors":"Heidi Sherman, Linda Comer, Lorene Putnam, Helen Freeman","doi":"10.1097/NND.0b013e31825dfb71","DOIUrl":"https://doi.org/10.1097/NND.0b013e31825dfb71","url":null,"abstract":"<p><p>Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.</p>","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 4","pages":"186-90"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31825dfb71","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30781097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.1097/NND.0b013e31825f8f15
Mary Krugman
{"title":"Translating research into practice.","authors":"Mary Krugman","doi":"10.1097/NND.0b013e31825f8f15","DOIUrl":"https://doi.org/10.1097/NND.0b013e31825f8f15","url":null,"abstract":"","PeriodicalId":79659,"journal":{"name":"Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization","volume":"28 4","pages":"205-6"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NND.0b013e31825f8f15","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30780445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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