Journal of Professional Nursing最新文献_第4页

An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels 创新的护理实践博士学术项目课程模式：支持不同入门水平学习者的策略

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.004

Adele Susan Feeney DNP, FNP-BC, Patricia White PhD, ANP-BC, FAANP, Alexander Menard DNP, AG-ACNP-BC, Kenneth Peterson PhD, MS, FNP-BC, Jill M. Terrien PhD, ANP-BC, Jean Boucher PhD, ANP-BC

{"title":"An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels","authors":"Adele Susan Feeney DNP, FNP-BC, Patricia White PhD, ANP-BC, FAANP, Alexander Menard DNP, AG-ACNP-BC, Kenneth Peterson PhD, MS, FNP-BC, Jill M. Terrien PhD, ANP-BC, Jean Boucher PhD, ANP-BC","doi":"10.1016/j.profnurs.2024.08.004","DOIUrl":"10.1016/j.profnurs.2024.08.004","url":null,"abstract":"<div><p>The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent <em>Future of Nursing 2020–2030</em>: <em>Charting a Path to Achieve Health Equity</em> report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 11-19"},"PeriodicalIF":2.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Collaborative framework to assess achievement of American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties patient-centered competencies using evolving case studies 利用不断发展的案例研究评估美国护理学院协会和全国执业护士组织以患者为中心的能力成就的合作框架

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-20 DOI: 10.1016/j.profnurs.2024.08.007

Heather Rivasplata DNP, MPH, FNP-BC, Jonathan Beatty Lt Col, USAF, NC, DNP, MSN, FNP-C, Natasha Best Lt Col, USAF, NC, DNP, WHNP-BC, Heather Johnson DNP, FNP-BC, FAANP

{"title":"Collaborative framework to assess achievement of American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties patient-centered competencies using evolving case studies","authors":"Heather Rivasplata DNP, MPH, FNP-BC, Jonathan Beatty Lt Col, USAF, NC, DNP, MSN, FNP-C, Natasha Best Lt Col, USAF, NC, DNP, WHNP-BC, Heather Johnson DNP, FNP-BC, FAANP","doi":"10.1016/j.profnurs.2024.08.007","DOIUrl":"10.1016/j.profnurs.2024.08.007","url":null,"abstract":"<div><h3>Background</h3><p>The American Association of Colleges of Nursing (AACN) and National Organization of Nurse Practitioner Faculties (NONPF) emphasize the role of clinical reasoning in nurse practitioner (NP) competencies. Evidence-based clinical reasoning is vital to patient safety. Collaborative technology tools can aid in assessing progress towards achieving clinical reasoning competency.</p></div><div><h3>Purpose/aims</h3><p>The purpose of this article is to describe an electronic, collaborative learning framework to teach and assess second year NP students in systematically selecting and eliminating diagnoses and forming treatment plans.</p></div><div><h3>Design/methods</h3><p>Post gap analysis, the collaborative learning framework was created. This visual, collaborative resource was scaffolded across two sequential advanced NP second year clinical synthesis courses and embedded with evolving case studies. Students identified pertinent positives and negatives from the history, physical, and diagnostic findings. Each student developed a unique differential diagnosis and plan of care and critiqued their peers.</p></div><div><h3>Result/findings</h3><p>The tool exceeded expectations. Faculty were able to visualize data, provide clarification on interpretation of data and pharmacology, and grade in small groups.</p></div><div><h3>Conclusion</h3><p>The collaborative learning framework provided real-time visualization of students' work in clinical reasoning. It was easy to use and integrate into second year NP courses to meet learning objectives and assess clinical reasoning competency.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 264-269"},"PeriodicalIF":2.8,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142058064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Leased clinical faculty model: Bridging gaps in nursing education 租赁临床教师模式：弥合护理教育中的差距

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-15 DOI: 10.1016/j.profnurs.2024.08.002

Melissa D. Cole DNP, APRN, ANP-BC, CENP

{"title":"Leased clinical faculty model: Bridging gaps in nursing education","authors":"Melissa D. Cole DNP, APRN, ANP-BC, CENP","doi":"10.1016/j.profnurs.2024.08.002","DOIUrl":"10.1016/j.profnurs.2024.08.002","url":null,"abstract":"<div><p>In response to the critical Registered Nursing (RN) shortage, John Carroll University, a not-for-profit, private, faith-based university in the Midwest, has developed an academic-practice partnership to bolster its new Bachelor of Science in Nursing (BSN) program. This initiative addresses the challenge of limited clinical faculty. Central to this strategy is a “leased employee agreement” with healthcare partners, which allows the university to employ practicing RNs as part-time clinical instructors. Formulated in collaboration with healthcare Chief Nurse Executives (CNEs), this model enables the seamless integration of hospital-employed RNs into the academic framework as clinical faculty. This model streamlines the onboarding process and enriches student learning experiences by leveraging the practical expertise of active nurses. Initial feedback following its launch in August 2023 has been positive, with students and clinical faculty reporting high levels of satisfaction and quality educational experiences. This approach presents a viable strategy to mitigate faculty shortages in nursing education and underscores the importance of inventive academic-practice partnerships in adapting to the dynamic demands of healthcare training.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 257-259"},"PeriodicalIF":2.8,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142002287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Change in expectations: A policy recommendation for future and current nurse educators 改变期望：对未来和当前护士教育工作者的政策建议

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-14 DOI: 10.1016/j.profnurs.2024.08.003

Kylateia Farrar-Stern , Amber Young-Brice

引用次数: 0

The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes 全国执业护士学院领导指导计划组织：十年来的积极成果

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-10 DOI: 10.1016/j.profnurs.2024.08.001

Marcy Ainslie , Mary Beth Bigley , Charles Yingling , J. Dwayne Hooks , Leonie DeClerk

{"title":"The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes","authors":"Marcy Ainslie , Mary Beth Bigley , Charles Yingling , J. Dwayne Hooks , Leonie DeClerk","doi":"10.1016/j.profnurs.2024.08.001","DOIUrl":"10.1016/j.profnurs.2024.08.001","url":null,"abstract":"<div><h3>Background</h3><p>Nursing leadership programs can have a positive impact on organizations and communities. Health equity in nursing requires leaders who parallel the population demographics.</p></div><div><h3>Purpose</h3><p>This work evaluated the National Organization of Nurse Practitioner Faculties Leadership Mentoring Program (LMP) 10 years from its inception. Lessons learned from this evaluation can inform leadership initiatives in nursing and other health professions.</p></div><div><h3>Method</h3><p>This cross-sectional evaluation applied the Context, Inputs, Process, and Products model to gauge effectiveness of the LMP. All 48 participants were invited to participate.</p></div><div><h3>Results</h3><p>Thirty-two survey respondents, a 67 % response rate, demonstrated a 767 % increase in extramural scholarship collaborations and promotion to associate and full professor at 43 % and 90 %, respectively. Academic leadership positions to department chair, assistant/associate dean, and dean increased 200 %, 167 %, and 100 %, respectively. Seventy-seven percent of program participants are engaged on boards and committees at local, state, national, and international levels. These roles significantly impact legislative, policy, advocacy, and regulatory efforts, signifying the LMP's influence on broader societal and professional domains.</p></div><div><h3>Conclusion</h3><p>Identifying clear program outcomes and metrics for leadership program evaluation can advance diversity, equity, and inclusion efforts. Sustainable funding models for leadership development will have a high return on investment for health professions.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 249-256"},"PeriodicalIF":2.8,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Indicators of rigor in dissertation research 论文研究的严谨性指标

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-07 DOI: 10.1016/j.profnurs.2024.07.011

Joyce E. Johnson, Petra Goodman, Rebecca Robert

引用次数: 0

Exploring workaholism determinants and life balance: A mixed-method study among academic nurse educators 探索工作狂的决定因素和生活平衡：一项针对学术护士教育工作者的混合方法研究

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-05 DOI: 10.1016/j.profnurs.2024.07.014

Ebtsam Aly Abou Hashish , Sharifah Abdulmuttalib Alsayed , Hend Abdu Alnajjar

{"title":"Exploring workaholism determinants and life balance: A mixed-method study among academic nurse educators","authors":"Ebtsam Aly Abou Hashish , Sharifah Abdulmuttalib Alsayed , Hend Abdu Alnajjar","doi":"10.1016/j.profnurs.2024.07.014","DOIUrl":"10.1016/j.profnurs.2024.07.014","url":null,"abstract":"<div><h3>Background</h3><p>Academic nurse educators play a crucial role in the educational environment, but the demands of their profession can lead to workaholism, which could result in an imbalance between work and personal life.</p></div><div><h3>Purpose</h3><p>The study aimed to explore workaholism and life balance among academic nursing educators, as well as investigate the factors associated with workaholism.</p></div><div><h3>Methods</h3><p>A mixed-methods design based on the “concurrent triangulation” approach was employed. A convenience sample of 76 nurse educators completed the Dutch Work Addiction Scale (DUWAS) and the Life Balance Inventory (LBI), while a purposive sample of 20 nurse educators participated in semi-structured interviews. Inferential statistics and thematic analysis were used to analyze the data.</p></div><div><h3>Results</h3><p>The researchers found a notable prevalence of workaholism among nurse educators, with 59.0 % reporting a mean score above 2.5 and 86.8 % perceiving an unbalanced life. Regression analysis indicated that workaholism negatively predicted life balance (B = −0.404, <em>p</em> < 0.001). The qualitative findings derived three themes as determinants of workaholism: antecedents, consequences, personal and institutional strategies to mitigate workaholism among nursing educators.</p></div><div><h3>Conclusion</h3><p>Educational institutions should develop comprehensive approaches to support and develop their academicians, fostering a positive work environment, work-life balance, employee well-being, and professional development.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 234-244"},"PeriodicalIF":2.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Collaborative nursing education between advanced practice registered nurses 高级执业注册护士之间的合作护理教育

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-02 DOI: 10.1016/j.profnurs.2024.07.009

Ryan Richey DNP, CRNA, CHSE, Katie Woodfin DNP, CRNA, CHSE, Somali Nguyen DNP, CRNP, AGACNP-BC, Sabrina Kopf DNP, ACNP-BC, Hiboombe Haamankuli DNP, MSN, ACNP-BC, Susan McMullan PhD, CRNA, CNE, CHSE, FAANA, FAAN, Amy Yerdon DNP, CRNA, CNE

{"title":"Collaborative nursing education between advanced practice registered nurses","authors":"Ryan Richey DNP, CRNA, CHSE, Katie Woodfin DNP, CRNA, CHSE, Somali Nguyen DNP, CRNP, AGACNP-BC, Sabrina Kopf DNP, ACNP-BC, Hiboombe Haamankuli DNP, MSN, ACNP-BC, Susan McMullan PhD, CRNA, CNE, CHSE, FAANA, FAAN, Amy Yerdon DNP, CRNA, CNE","doi":"10.1016/j.profnurs.2024.07.009","DOIUrl":"10.1016/j.profnurs.2024.07.009","url":null,"abstract":"<div><p>The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 245-248"},"PeriodicalIF":2.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Self-concept of the nursing profession among nursing students: An art-based qualitative analysis 护理专业学生的自我概念：基于艺术的定性分析

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-07-31 DOI: 10.1016/j.profnurs.2024.07.013

Irit Schwartz-Attias PhD, RN , Anat Amit Aharon PhD, MHA, RN

{"title":"Self-concept of the nursing profession among nursing students: An art-based qualitative analysis","authors":"Irit Schwartz-Attias PhD, RN , Anat Amit Aharon PhD, MHA, RN","doi":"10.1016/j.profnurs.2024.07.013","DOIUrl":"10.1016/j.profnurs.2024.07.013","url":null,"abstract":"<div><h3>Background</h3><p>In general, nursing students' self-concept of nursing is associated with their professional competence. Arts-based pedagogical approaches offer a creative way of supporting nursing education that improves clinical practice and creates meaningful learning.</p></div><div><h3>Purpose</h3><p>The aim of the study is to understand the professional self-concept of nursing students through their self-artwork.</p></div><div><h3>Method</h3><p>A qualitative descriptive design from an arts-based critical perspective was applied to nursing students from an accelerated program for non-nursing BA graduates. The thematic analysis utilized the constant comparative analysis method.</p></div><div><h3>Results</h3><p>The study included 34 artworks created by 184 students. Three themes and 11 codes were identified. The themes are: “The question is why?”; “My story,”; and “Nursing is a value.” The themes and codes reflect a naïve view of nursing self-concept, societal critique regarding the profession's poor image, and recognition of nursing as a feminist and transition tool, particularly among Arab women. Students expressed concerns about balancing professional commitments and their own needs.</p></div><div><h3>Conclusion</h3><p>Use of artwork may help students express their professional self-concept, thoughts, feelings, and criticism. Nursing educators and leaders can use these insights to develop an education process adapted to the needs of students, professionals, and society.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 216-223"},"PeriodicalIF":2.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Knowledge, Attitudes, Confidence, and comfort of Nurses and Nursing Students Caring for Military Veterans and Their Families 护理退伍军人及其家属的护士和护理专业学生的知识、态度、信心和舒适度

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-07-31 DOI: 10.1016/j.profnurs.2024.07.008

Brenda Elliott PhD, RN, CNE, ANEF , Deborah L. Sikes DNP, RN, CNE , Katie A. Chargualaf PhD, RN, CMSRN, CNE, FAAN , Barbara Patterson PhD, RN, ANEF, FAAN , Huaxin Song PhD , Myrna L. Armstrong EdD, RN, FAAN

{"title":"Knowledge, Attitudes, Confidence, and comfort of Nurses and Nursing Students Caring for Military Veterans and Their Families","authors":"Brenda Elliott PhD, RN, CNE, ANEF , Deborah L. Sikes DNP, RN, CNE , Katie A. Chargualaf PhD, RN, CMSRN, CNE, FAAN , Barbara Patterson PhD, RN, ANEF, FAAN , Huaxin Song PhD , Myrna L. Armstrong EdD, RN, FAAN","doi":"10.1016/j.profnurs.2024.07.008","DOIUrl":"10.1016/j.profnurs.2024.07.008","url":null,"abstract":"<div><h3>Background</h3><p>National initiatives such as ‘<em>Joining Forces</em>’ and the ‘<em>Have you ever served in the military?</em>’ campaign increased awareness of the needs of the military and veteran population. Yet, empirical evidence suggests that nurses and other healthcare providers continue to report insufficient cultural competency, as well as knowledge and awareness of unique healthcare needs to provide optimal care to this population.</p></div><div><h3>Purposes</h3><p>The study purposes were to explore nurses' and nursing students' knowledge, attitudes, confidence, and comfort levels to care for veterans and their family, identify potential factors associated with these outcome measures, and examine the relationships between knowledge, attitudes, confidence, and comfort.</p></div><div><h3>Method</h3><p>A quantitative, cross-sectional study design guided an online survey of 153 respondents. The military and veteran family cultural competency model provided a theoretical foundation.</p></div><div><h3>Findings</h3><p>Overall, the confidence in skills and abilities, and comfort levels on addressing military culture, providing care, and discussing health issues increases as participants' gain knowledge and awareness of the military. Having an immediate family member(s) who served in the military was a significant factor related to confidence.</p></div><div><h3>Implications</h3><p>Nursing students and nurses in practice need education aimed at addressing the veteran care competencies, specifically military/veteran culture.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 228-233"},"PeriodicalIF":2.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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