Yetty Shobo PhD, Robin Hills RN, DNP, WHNP, Jay Douglas MS M, RN, CSAC, FRE, Elizabeth Carter PhD
{"title":"The Impact of COVID-19 on Nurse Aide Education Programs","authors":"Yetty Shobo PhD, Robin Hills RN, DNP, WHNP, Jay Douglas MS M, RN, CSAC, FRE, Elizabeth Carter PhD","doi":"10.1016/S2155-8256(23)00092-3","DOIUrl":"10.1016/S2155-8256(23)00092-3","url":null,"abstract":"<div><h3>Background</h3><p><span>The COVID-19 pandemic impacted various aspects of life. One of its most deleterious effects was on educational programs preparing the health workforce needed to care for patients infected by the virus and other </span>diseases.</p></div><div><h3>Purpose</h3><p>To examine self-reported difficulties precipitated by and programmatic changes made secondary to the COVID-19 pandemic by nurse aide education programs (NAEPs) in Virginia across four different settings: nursing homes and hospitals, community colleges, high schools, and proprietary programs.</p></div><div><h3>Methods</h3><p>In this exploratory study, both quantitative and qualitative data were collected through online surveys. The quantitative results were examined by setting and included the frequencies of difficulties faced and changes made. For open-ended responses, inductive thematic analysis was conducted.</p></div><div><h3>Results</h3><p><span>Of the 202 programs that participated in the study, 92% reported at least one difficulty, and several NAEPs reported multiple difficulties. The most common reported difficulties were clinical site closures among community college and proprietary NAEPs, transitioning to virtual instruction among high school NAEPs, and </span>social distancing in skills laboratories among hospital and nursing home NAEPs. In response to these COVID-19–induced difficulties, the most-reported changes were clinical training sites among community college and proprietary NAEPs, instructors and clinical training sites among high school NAEPs, and program length and primary instructor among NAEPs in nursing homes and hospitals. However, only half of the programs that reported difficulties reported making any resultant changes.</p></div><div><h3>Conclusion</h3><p>The COVID-19 pandemic led to various difficulties for NAEPs, which gives urgency to designing setting-specific regulatory guidance that would help NAEPs overcome such impacts and engender recommendations for NAEPs and researchers. The ability of NAEPs to respond to future nurse aide workforce needs depends on their urgent response.</p></div>","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"14 2","pages":"Pages 49-56"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48013938","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}
{"title":"SHARE Act Introduced to Streamline Implementation of State Licensure Compacts","authors":"Kaitlynn Ward MIA","doi":"10.1016/S2155-8256(23)00094-7","DOIUrl":"10.1016/S2155-8256(23)00094-7","url":null,"abstract":"","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"14 2","pages":"Pages 63-64"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44744446","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}
Rebecca Durcan BA (Hons.), LLB, LLM, Erica Richler BA (Hons.), LLB, Richard Steinecke BA, LLB
{"title":"Major Regulatory Reform Comes to Canada","authors":"Rebecca Durcan BA (Hons.), LLB, LLM, Erica Richler BA (Hons.), LLB, Richard Steinecke BA, LLB","doi":"10.1016/S2155-8256(23)00091-1","DOIUrl":"10.1016/S2155-8256(23)00091-1","url":null,"abstract":"<div><p>The <span><em>Health </em><em>Professions</em><em> and Occupations Act</em></span> of British Columbia is likely the most significant reform in the regulation of health professions, including nursing, ever enacted in Canada. It ends self-regulation for the health professions and creates an entirely new governance regime for regulators in this Canadian province. This act also expands the mandate of health regulators to include extensive and detailed requirements to foster cultural humility, to promote reconciliation with Indigenous peoples, and to actively address discrimination. Furthermore, it modifies the way in which regulatory activities are performed. This legislation will likely be closely monitored by nursing regulators throughout Canada. The present article highlights the more significant changes, particularly those consistent with regulatory reform initiatives elsewhere in Canada and the United Kingdom.</p></div>","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"14 2","pages":"Pages 43-48"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43748942","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}
{"title":"Prelicensure Nursing Clinical Simulation and Regulation During the COVID-19 Pandemic","authors":"Nicole Kaminski-Ozturk PhD, Brendan Martin PhD","doi":"10.1016/S2155-8256(23)00090-X","DOIUrl":"10.1016/S2155-8256(23)00090-X","url":null,"abstract":"<div><h3>Background</h3><p>During the COVID-19 pandemic, many boards of nursing (BONs) in the United States issued emergency orders to allow prelicensure RN nursing programs greater flexibility regarding simulation use.</p></div><div><h3>Purpose</h3><p>To understand how state BONs adjusted their simulation regulations to support prelicensure nursing programs and how prelicensure nursing programs in turn drew upon this revised guidance to safely deliver clinical education during the early stages of the COVID-19 pandemic.</p></div><div><h3>Methods</h3><p>Simulation-related BON regulations were reviewed before and during the pandemic and classified by the degree of change. All active U.S. prelicensure RN programs were then surveyed in the summer of 2020 about prior and anticipated (fall 2020) simulation usage. Data from each phase were then merged to determine how jurisdictional changes informed simulation substitution levels at the program level. Wilcoxon signed-rank tests were used to determine the significance of identified trends.</p></div><div><h3>Results</h3><p>Early in the pandemic, nearly half (<em>n</em> = 24) of states issued emergency orders to allow for the expanded use of simulation-based education (SBE) in prelicensure nursing programs. A total of 526 prelicensure RN programs participated in the survey, yielding a 32.8% response rate. Most programs increased their use of SBE, with the most pronounced changes occurring in jurisdictions in which emergency orders modified or waived existing clinical substitution thresholds.</p></div><div><h3>Conclusion</h3><p>Proactive BON emergency orders and policies provided the necessary flexibility for prelicensure RN programs to maintain the continuity of prelicensure RN students’ education early in the pandemic when many clinical sites imposed significant onsite restrictions.</p></div>","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"14 2","pages":"Pages 36-42"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49397570","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}
Brenda Moore PhD, RN-BC, CNE, Fadwa N. Alhalaiqa CNS, PhD, Ahlam Al-Zahrani PhD, Hoda Mohammed Sayed PhD
{"title":"Exploratory Survey of Simulation Use in Middle East and North African Prelicensure Nursing Programs","authors":"Brenda Moore PhD, RN-BC, CNE, Fadwa N. Alhalaiqa CNS, PhD, Ahlam Al-Zahrani PhD, Hoda Mohammed Sayed PhD","doi":"10.1016/S2155-8256(23)00089-3","DOIUrl":"10.1016/S2155-8256(23)00089-3","url":null,"abstract":"<div><h3>Background</h3><p>The National Council of State Boards of Nursing (NCSBN) Survey of Simulation Use in Prelicensure Nursing Programs tool was employed to gather descriptive information from nursing programs in the Middle East and North Africa (MENA). A total of 39 nursing programs from 10 countries participated.</p></div><div><h3>Purpose</h3><p>To benchmark the prevalence, use, and regulation of simulation in MENA nursing programs.</p></div><div><h3>Methods</h3><p>The NCSBN Survey of Simulation Use in Prelicensure Nursing Programs tool was communicated either electronically or in person to multiple nursing programs in the MENA region. Descriptive data, ideas, and opinions were collected.</p></div><div><h3>Results</h3><p>Of the 93 MENA programs contacted, 39 returned a completed survey. According to survey responses, simulation use in nursing programs is widespread. Simulation is commonly used to enhance instruction, to support skill acquisition, and as a substitute for clinical hours. Respondents viewed therapeutic communication, patient education, compassion, and demonstration of critical thinking as unsuitable for simulation.</p></div><div><h3>Conclusion</h3><p>Simulation is appreciated as a critical tool in nursing education in the MENA region. Limitations in clinical space, time, and complex patient situations and opposite gender care are driving factors for simulation use. Challenges related to space, funding, and training limit the availability of simulation in a region where more simulation is both needed and desired.</p></div>","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"14 2","pages":"Pages 29-35"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41410673","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}
{"title":"Simulation in Nursing Education: Advancements in Regulation, 2014–2022","authors":"Richard Smiley MS, MA, Brendan Martin PhD","doi":"10.1016/S2155-8256(23)00086-8","DOIUrl":"10.1016/S2155-8256(23)00086-8","url":null,"abstract":"<div><h3>Background</h3><p>The use of simulation-based clinical experiences in prelicensure nursing education has increased dramatically over the past 2 decades. This trend accelerated after the onset of the COVID-19 pandemic in the United States.</p></div><div><h3>Purpose</h3><p>To quantify advancements in the regulation of simulation use in nursing education since the publication of the National Simulation Study and its accompanying guidelines.</p></div><div><h3>Methods</h3><p><span>This cohort study included 61 of the National Council of State Boards of Nursing’s U.S.-based member and associate member jurisdictions. For each included jurisdiction, explicit simulation regulation information regarding either </span>registered nurse<span> (RN) or licensed practical nurse/licensed vocational nurse (LPN/LVN) programs was obtained in 2014. Comparisons were made between 2014 and 2022 nursing simulation regulations. Generalized estimating equation models were used to assess the significance of the observed changes.</span></p></div><div><h3>Results</h3><p>The number of jurisdictions with specific regulations regarding simulation use in prelicensure RN programs doubled from 21 in 2014 to 41 in 2022. Additionally, the number of nursing regulatory bodies (NRBs) that allowed a maximum substitution of up to 50% simulated clinical hours rose from 1 to 23 over the same time frame. Similarly, specific regulations regarding simulation use in LPN/LVN programs rose from 20 programs in 2014 to 36 in 2022. As with RN programs, the number of NRBs that permit a maximum of up to 50% simulation substitution for LPN/LVN programs rose from 0 to 22 during the 8-year period.</p></div><div><h3>Conclusion</h3><p>The impact of the guidelines that emerged from the National Simulation Study is evident. The proactive efforts of NRBs to adopt evidence-based best practices on simulation regulation before and shortly after the onset of the COVID-19 pandemic provided appropriate flexibility for prelicensure RN programs to respond to the global health crisis efficiently and safely.</p></div>","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"14 2","pages":"Pages 5-9"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49236822","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}
Roy A. Thompson PhD, MSN, RN, Susan G. Silva PhD, Kirsten N. Corazzini PhD, FGSA, Thomas R. Konrad PhD, Michael P. Cary, Jr PhD, RN, Eleanor S. McConnell PhD, RN
{"title":"Examining Human Capital Among Foreign- and U.S.-Educated Nurses in Long-term Care","authors":"Roy A. Thompson PhD, MSN, RN, Susan G. Silva PhD, Kirsten N. Corazzini PhD, FGSA, Thomas R. Konrad PhD, Michael P. Cary, Jr PhD, RN, Eleanor S. McConnell PhD, RN","doi":"10.1016/S2155-8256(23)00088-1","DOIUrl":"10.1016/S2155-8256(23)00088-1","url":null,"abstract":"<div><h3>Background</h3><p>Recruiting foreign-educated nurses (FENs) is a strategy to reduce staffing shortages of registered nurses (RNs) practicing in long-term care (LTC) in the United States. However, little is known about how FENs compare to U.S.-educated nurses (USENs) in their innate abilities and skills, also known as human capital.</p></div><div><h3>Purpose</h3><p>To compare human capital among FENs and USENs practicing in LTC.</p></div><div><h3>Methods</h3><p>This cross-sectional study used data from the 2018 National Sample Survey of Registered Nurses to compare human capital scores between FENs and USENs. Human capital scores consisting of highest nursing qualification, skill-based certifications, number of state licensures, years of experience, multi-state employment, and multilingual ability were constructed and compared using analysis of covariance. Covariates were race, ethnicity, marriage/partnership, adults at home, children at home, direct patient care, and practice scope.</p></div><div><h3>Results</h3><p><span>The sample included 1,887 RNs (92.8% USENs and 7.2% FENs). Most RNs were female (92.3%), were aged ≥50 years (56.4%), were non-Hispanic White (78.3%), were married/partnered (68.0%), provided direct care (44%), and had full practice scope (71.7%). FENs versus USENs had a higher proportion reporting full scope of practice (80.7% vs. 71.0%, </span><em>p</em> = .0155). The mean human capital score for the total sample was 9.8 ± 1.3. Human capital scores were higher among FENs (<em>M</em> = 11.3, <em>SD</em> = 1.2) than USENs (<em>M</em> = 9.6, <em>SD</em> = 1.3, <em>p</em> < .0001).</p></div><div><h3>Conclusion</h3><p>FENs bring a higher level of human capital to LTC settings, which suggests that they have an increased capacity to provide the needed person-centered care to positively impact care quality and improve outcomes in LTC.</p></div>","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"14 2","pages":"Pages 18-28"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494473","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}