Journal of the American Association of Nurse Practitioners最新文献_第9页

American Association of Nurse Practitioners Research Agenda, 2023-2028. 美国执业护士协会研究议程，2023-2028 年。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-02 DOI: 10.1097/jxx.0000000000001011

Robin Arends, Tammy Austin-Ketch, Asefeh Faraz Covelli, Leslie Davis, Donna Hallas, Karen Kalmakis, Holly Kirkland-Kyhn, Karen Devereaux Melillo, Monica O'Reilly-Jacob, Abby Parish, Kristen Rawlett, Richard Ricciardi, Christine Tracy, Chris Winkelman, Christina Whitehouse

引用次数: 0

Redesigning nurse practitioner clinical education with a Dyad/POD model: A feasibility study. 以 Dyad/POD 模式重新设计执业护士临床教育：可行性研究。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-02 DOI: 10.1097/jxx.0000000000001013

Dana Burns, Leigh Ann Breckenridge, Allison Gregory, Carla Nye

{"title":"Redesigning nurse practitioner clinical education with a Dyad/POD model: A feasibility study.","authors":"Dana Burns, Leigh Ann Breckenridge, Allison Gregory, Carla Nye","doi":"10.1097/jxx.0000000000001013","DOIUrl":"https://doi.org/10.1097/jxx.0000000000001013","url":null,"abstract":"Clinical education for nurse practitioner (NP) students is increasingly challenging. With fewer preceptors, lack of resources and time burden, finding clinical placements is a burdensome responsibility. Also, when students have multiple preceptors, there may be inconsistencies when evaluating students. With the change to competency-based education, consistency is crucial when evaluating NP students. Typical preceptorship with students is a 1:1:1 ratio: one student with one preceptor for one semester. The Dyad/Precepting to Optimize Development (POD) model has potential to improve clinical precepting. Precepting to optimize development refers to a consistent team of students, preceptors, and faculty over the course of the students' education. Dyad refers to two students with one preceptor. Students rotate in dyad pairs every 4-8 weeks with a consistent group of preceptors, and see these same preceptors again over the course of their educational journey. Preceptors met monthly to collaborate, discuss, and learn. This article reports on the outcomes of a mixed-methods feasibility study that occurred over a year. The students, preceptors, and faculty report satisfaction with the model. Several themes arose during analysis of focus group sessions. Those themes were as follows: safe learning environment; everyone teaches, everyone learns; growth mindset; teaming culture and the POD structure is essential to the dyad. In conclusion, developing a different approach to precepting is essential to meet national provider needs. The Dyad/POD model provides consistency for development and evaluation of the NP student.","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":"27 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140578274","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}

引用次数: 0

Improving self-efficacy in behavioral health through interprofessional education. 通过跨专业教育提高行为健康的自我效能。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-01 DOI: 10.1097/JXX.0000000000000951

Stephanie T Wynn

{"title":"Improving self-efficacy in behavioral health through interprofessional education.","authors":"Stephanie T Wynn","doi":"10.1097/JXX.0000000000000951","DOIUrl":"10.1097/JXX.0000000000000951","url":null,"abstract":"Abstract: Interprofessional education (IPE) is important in preparing health profession students to practice in a workforce dependent on teamwork and collaboration. Many health profession students graduate without ever having active shared learning experiences in the academic setting. Opportunities for students to participate in activities that promote self-efficacy in competencies related to interprofessional collaborative practice are essential. The purpose of the project was to assess health profession students' perception of self-efficacy related to the core competencies of IPE. The project used a pre/post quantitative survey research design comprising a sample of students enrolled in clinical practicums in behavioral health care settings. Using standardized patients, students participated in timed simulated encounters. Participants ( n = 36) completed the 16-item Interprofessional Education Collaborative Competency Self-Assessment Tool on conclusion of the learning activity. Survey responses were scored on a 5-point Likert-type scale, with high scores indicating a stronger level of agreement of perceived self-efficacy. On the postsurvey, most items were rated as \"agree\" or \"strongly agree.\" Item means ranged from 4.64 to 4.81. A positive association was found between students' self-efficacy and the utilization of standardized patients within an interprofessional experiential learning activity. The intervention contributed to improving self-efficacy in interprofessional competencies related to collaborative interaction and values.","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":"202-209"},"PeriodicalIF":1.2,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41136647","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}

引用次数: 0

Navigating the pathway to advanced practice: A grounded theory of nurse practitioner role transition in a fellowship. 在通往高级实践的道路上导航：研究金中执业护士角色转变的基础理论。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-01 DOI: 10.1097/JXX.0000000000001000

Karen Hande, Heather Jackson

{"title":"Navigating the pathway to advanced practice: A grounded theory of nurse practitioner role transition in a fellowship.","authors":"Karen Hande, Heather Jackson","doi":"10.1097/JXX.0000000000001000","DOIUrl":"10.1097/JXX.0000000000001000","url":null,"abstract":"Background: Greater attention to the transitional period for advanced practice nurses has urged health care organizations and employers to implement fellowships. Currently, the theoretical process of nurse practitioner (NP) role transition from the essential perspectives of NP fellows does not exist.Purpose: The purpose of this study was to construct a middle-range theory grounded in reality of an NP fellowship environment that explains how NPs transition to their new role.Methodology: Following Charmaz's constructivist methodology, 11 NPs who transitioned to practice in a fellowship were interviewed.Results: \"Navigating the Pathway to Advanced Practice: A Grounded Theory of Nurse Practitioner Role Transition in a Fellowship\" emerged from the data and is composed of through five phases: (1) mapping a path, (2) stepping onto the trailhead, (3) navigating the trailway, (4) gaining traction, and (5) summiting.Conclusions: The resulting middle-range theory is the first in the nursing literature that conceptualizes meaning about NP role transition in a fellowship. This process occurs in the contextual factor of a realm of support that includes growth, value, lifelong learning, and readiness. Throughout this process, NPs build competence and confidence that advances them to summit, or transition, to their NP role at the completion of an NP fellowship.Implications: This discovery will fill the research gap pertaining to best practice interventions in support of NPs during role transition in fellowships. Understanding how NPs transition to their new advanced practice roles may inform organizations on how to structure fellowships that support learning, encourage confidence, and enhance competence.","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":"221-232"},"PeriodicalIF":1.2,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139697664","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}

引用次数: 0

Primary palliative care in the ICU. 重症监护室的初级姑息关怀。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-01 DOI: 10.1097/jxx.0000000000001005

Bryan Boling

引用次数: 0

US nurse practitioner voluntary turnover: Development of a framework for analysis. 美国执业护士自愿离职：制定分析框架。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-01 DOI: 10.1097/JXX.0000000000001016

引用次数: 0

A case study of posterior reversible encephalopathy syndrome: Not always reversible with detrimental consequences. 后部可逆性脑病综合征的病例研究：并非总是可逆的，并产生有害后果。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-01 DOI: 10.1097/JXX.0000000000000971

Rebecca Green

引用次数: 0

Establishing excellence: Implementation of an onboarding and continuing education curriculum for pediatric intensive care unit nurse practitioners and physician associates. 建立卓越:为儿科重症监护室护士从业人员和医师助理实施入职和继续教育课程。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-01 DOI: 10.1097/JXX.0000000000000965

Jenilea K Thomas, Megan A Arnold, Kristen R Woodend, Mark J Riccioni, Brian J Rissmiller

{"title":"Establishing excellence: Implementation of an onboarding and continuing education curriculum for pediatric intensive care unit nurse practitioners and physician associates.","authors":"Jenilea K Thomas, Megan A Arnold, Kristen R Woodend, Mark J Riccioni, Brian J Rissmiller","doi":"10.1097/JXX.0000000000000965","DOIUrl":"10.1097/JXX.0000000000000965","url":null,"abstract":"Abstract: This study describes a novel curriculum for onboarding and clinical education for nurse practitioners and physician associates (NPs and PAs) in the pediatric intensive care unit setting. The objective was to provide details on the initial orientation and continuing education program to ensure the attainment of knowledge and skills needed to care for critically ill patients safely and effectively. A needs assessment was completed, and a knowledge gap identified in five themes: (1) in-depth knowledge on common critical care diagnoses; (2) understanding of pathophysiology; (3) disease management processes; (4) critical thinking; and (5) procedure competency. Using Kern 6-step curriculum and the Kirkpatrick evaluation model, we designed a program for orientation and continuing education for critical care NPs and PAs. Transformative learning theory provided the framework for the program because the cyclical steps of disorienting dilemma, critical reflection, discourse, and action were used repeatedly to transform a new graduate to a competent critical care provider and then into an expert who is able to, in turn, teach others. A total of 31 NPs and 5 PAs completed the 12-week orientation phase. Participants reported that the orientation phase was valuable to their educational advancement and increased critical care knowledge. All participants showed improvement in knowledge, skills, and ability to provide competent patient care.","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":"233-240"},"PeriodicalIF":1.2,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138445106","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}

引用次数: 0

Implementing an evidence-based guideline to decrease opioids after cardiac surgery. 实施循证指南，减少心脏手术后使用阿片类药物。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-01 DOI: 10.1097/JXX.0000000000000982

Roberto Galao-Malo, Alison Davidson, Rita D'Aoust, Deborah Baker, Mackenzy Scott, Julie Swain

{"title":"Implementing an evidence-based guideline to decrease opioids after cardiac surgery.","authors":"Roberto Galao-Malo, Alison Davidson, Rita D'Aoust, Deborah Baker, Mackenzy Scott, Julie Swain","doi":"10.1097/JXX.0000000000000982","DOIUrl":"10.1097/JXX.0000000000000982","url":null,"abstract":"Background: Deaths related to overdoses continue growing in the United States. The overprescription of opioids after surgical procedures may contribute to this problem.Local problem: There is inconsistency in the prescription of opioids in cardiovascular surgery patients. Recommendations regarding the reduction of opioids at discharge are not fully implemented.Methods: This is a single-center, pre-post quality improvement project in adult patients after elective cardiac surgery through sternotomy.Interventions: Changes in guidelines, modification of order sets, creation of dashboards, and education to the providers to increase the prescription of acetaminophen around the clock on the step-down unit and at discharge, decrease the number of opioid tablets to 25 or less at discharge and decrease the prescription of opioids to 25 or less morphine milligram equivalents (MME) at discharge.Results: The preintervention group included 67 consecutive patients who underwent cardiac surgery from November to December 2021. The postintervention group had 67 patients during the same period in 2022. Acetaminophen prescription on the step-down unit increased from 9% to 96% ( p < .001). The proportion of patients discharged with 25 or less opioid tablets increased from 18% to 90% ( p < .001) and with 25 or less MME from 30% to 55% ( p < .01). Acetaminophen prescription at discharge increased from 10% to 48% ( p < .001).Conclusions: Our intervention increased the use of acetaminophen and decreased the overprescription of opioids in cardiac surgery patients at discharge. Further research is necessary to continue improving pain management to reduce the number of opioids prescribed at discharge.","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":"241-248"},"PeriodicalIF":1.2,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139485825","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}

引用次数: 0

Mentoring in the 21st century. 21 世纪的指导。

IF 1.2 4区医学

Journal of the American Association of Nurse Practitioners Pub Date : 2024-04-01 DOI: 10.1097/JXX.0000000000001009

M. E. DeSimone

引用次数: 0