Journal of Professional Nursing最新文献_第7页

Elevating competency-based education in baccalaureate nursing: A simulation integration project 提升护理学学士学位的能力本位教育：模拟整合项目

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.014

Michele Livich Roberts, Barbara Sinacori, Linda J. Hassler, Anthony Filippelli

{"title":"Elevating competency-based education in baccalaureate nursing: A simulation integration project","authors":"Michele Livich Roberts, Barbara Sinacori, Linda J. Hassler, Anthony Filippelli","doi":"10.1016/j.profnurs.2024.06.014","DOIUrl":"https://doi.org/10.1016/j.profnurs.2024.06.014","url":null,"abstract":"<div><p>Simulation offers a mechanism for scaffolded learning in a safe environment and affords opportunities for students to integrate nursing knowledge, skills, and behaviors into patient care activities. Faculty applied a structured change model and utilized simulation theory and the AACN <em>Essentials</em> framework for competency-based education to integrate simulation across the pre-licensure curriculum at a large school of nursing. A series of clinical learning activities were implemented including one revised scenario, a computer-based simulation adapted from an existing manikin-based activity, and a multi-patient simulation developed by modifying three textbook publisher simulation resources. Students were provided with opportunities to develop competencies across multiple <em>Essentials</em> domains, and congruence between course and simulation objectives was achieved. The purpose of this article is to describe the processes and outcomes of a faculty-driven effort to advance competency-based education in baccalaureate nursing curricula.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 45-49"},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481029","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

Barriers to learning and performing point-of-care ultrasound (POCUS): An integrative review 学习和实施床旁超声检查（POCUS）的障碍：综合综述

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.007

Jessica Resnyk, Anne Weichold

{"title":"Barriers to learning and performing point-of-care ultrasound (POCUS): An integrative review","authors":"Jessica Resnyk, Anne Weichold","doi":"10.1016/j.profnurs.2024.06.007","DOIUrl":"https://doi.org/10.1016/j.profnurs.2024.06.007","url":null,"abstract":"<div><h3>Background</h3><p>Point-of-care ultrasound (POCUS) is a valuable adjunct to traditional imaging and physical exam. Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs) serve as primary providers for acutely ill patients across the country, yet there is limited literature to describe the AGACNP experience with POCUS training and clinical application.</p></div><div><h3>Purpose</h3><p>This integrative review was to describe barriers to learning and performing POCUS that AGACNP's experience, identify necessary components of a successful POCUS curriculum, and synthesize evidence to propose solutions.</p></div><div><h3>Method</h3><p>CINAHL, PubMed, and Ovid databases were systematically searched for publications. Two reviewers completed the quality appraisal of the 12 articles identified during the literature search.</p></div><div><h3>Results</h3><p>Common barriers include: formal training; access to ultrasound machines; quality assurance; time to perform exams; inability to use findings in documentation/decision making. Low confidence may be an underrepresented barrier. Successful training programs include an introductory class with mixed didactic and hands-on training, training with live models, direct supervision and image review by experts, and longitudinal training.</p></div><div><h3>Conclusion</h3><p>Adult-Gerontology Acute Care Nurse Practitioners are capable of learning and incorporating POCUS use into clinical practice. Broad solutions can be instituted to remove barriers, but more research is needed to describe necessary components of a successful POCUS training program.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 54-62"},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481031","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

Embarking on a cultural transformation within a school of nursing 在护理学校内开展文化转型

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.012

Mary Jo Kreitzer , Joanne Disch , Marie Manthey , Connie Delaney

引用次数: 0

Nurse Practitioner Education: Recommending Theories and Frameworks for Simulation-Based Experiences and Research 执业护士教育：推荐基于模拟体验和研究的理论和框架

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.010

Sean Sibley PhD, MSN, APRN, FNP-C, CNE (Clinical Assistant Faculty & FNP Program Coordinator), Kathryn N. Robinson PhD, MHA/Ed., RN (Associate Director, Associate Professor of Nursing)

{"title":"Nurse Practitioner Education: Recommending Theories and Frameworks for Simulation-Based Experiences and Research","authors":"Sean Sibley PhD, MSN, APRN, FNP-C, CNE (Clinical Assistant Faculty & FNP Program Coordinator), Kathryn N. Robinson PhD, MHA/Ed., RN (Associate Director, Associate Professor of Nursing)","doi":"10.1016/j.profnurs.2024.06.010","DOIUrl":"https://doi.org/10.1016/j.profnurs.2024.06.010","url":null,"abstract":"<div><p>Simulation-based education is an evidence-based strategy to address learning and evaluation of outcomes in the updated American Association of Colleges of Nursing <em>Essentials.</em> Currently, there is a dearth of rigorous research on nurse practitioner education simulation. Studies on the topic often neglect a sound theoretical or conceptual framework beyond the National League of Nursing Jeffries Simulation Theory. This article aims to explore and distinguish the implementation of various theories and frameworks to determine how these elements can be stand-alone or used in combination to explore simulation-based experience competency outcomes. Specific recommendations for simulation research are (a) to include learning theories, (b) level learning and track competency progression using a framework, and (c) use a framework for measuring outcomes. Simulation science for nurse practitioner education can be advanced through united and consistent use of established theories and frameworks. These efforts will inform emerging best practices of simulation-based learning to address competition-based learning initiatives, validity of high-stakes simulation evaluation, and how to credit learners for simulation activities.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 50-53"},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481030","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

Educational preparedness and perceived importance on confidence in new graduate registered nurses' medication administration 新毕业注册护士的教育准备情况和对药物管理信心的重视程度

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.008

Jessica Westman , Kimberly D. Johnson , Carolyn R. Smith , Benjamin Kelcey

{"title":"Educational preparedness and perceived importance on confidence in new graduate registered nurses' medication administration","authors":"Jessica Westman , Kimberly D. Johnson , Carolyn R. Smith , Benjamin Kelcey","doi":"10.1016/j.profnurs.2024.06.008","DOIUrl":"https://doi.org/10.1016/j.profnurs.2024.06.008","url":null,"abstract":"<div><h3>Background</h3><p>Medication errors are the most common type of error affecting patient safety and the most preventable cause of adverse medical events globally. Medication errors occur most frequently (33.3 %) during the administration phase. New nurses felt their education left them vulnerable to errors, suggesting that current curricula may be insufficient.</p></div><div><h3>Purpose</h3><p>The purpose of this study was to determine the relationship between new nurses' educational preparedness and perceived importance with confidence in medication administration. A secondary aim was to determine the difference in the variables based on demographic information.</p></div><div><h3>Methods</h3><p>A descriptive, correlational design was employed using the Theory of Human Error. X (state) newly licensed nurses were surveyed for their educational preparedness, perceived importance, and confidence in nine medication competencies. Descriptive and inferential statistics were used.</p></div><div><h3>Results</h3><p><em>N</em> = 201. A significant, positive relationship was found between both educational preparedness and confidence, and perceived importance and confidence. Nurses reported high levels of educational preparedness, perceived importance, and confidence. All correlations and regressions were significant, indicating that as nurse educational preparedness and/or perceived importance increases, the odds of confidence increases. Demographic analysis demonstrated that practice area and years of experience significantly contributed to differences in the variables.</p></div><div><h3>Conclusions</h3><p>Understanding the educational preparedness and perceived importance of the medication competencies can help guide future research into creating educational and clinical interventions to ultimately decrease medication errors.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 68-74"},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141479594","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

Using Caring Theory to Guide Application of Psychological PPE to Support Graduate Nurse Wellbeing in a Pandemic and Beyond 运用关爱理论指导心理 PPE 的应用，在大流行病及其他情况下支持毕业护士的福祉

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-24 DOI: 10.1016/j.profnurs.2024.06.011

Linda C. Cole DNP, RN, CCNS, CPHQ, CNE, FCNS (Associate Professor, Non-Tenured Instructional) , Lisa Boss PhD, EdD, RN, CNS, CEN, CNE (Assistant Dean, Curriculum & Instruction, Associate Professor) , Marie McBee DNP, RN, NEA-BC (Assistant Professor) , Francine Snow DrPH, MSN, RN, CNE, NPD-BC

{"title":"Using Caring Theory to Guide Application of Psychological PPE to Support Graduate Nurse Wellbeing in a Pandemic and Beyond","authors":"Linda C. Cole DNP, RN, CCNS, CPHQ, CNE, FCNS (Associate Professor, Non-Tenured Instructional) , Lisa Boss PhD, EdD, RN, CNS, CEN, CNE (Assistant Dean, Curriculum & Instruction, Associate Professor) , Marie McBee DNP, RN, NEA-BC (Assistant Professor) , Francine Snow DrPH, MSN, RN, CNE, NPD-BC","doi":"10.1016/j.profnurs.2024.06.011","DOIUrl":"https://doi.org/10.1016/j.profnurs.2024.06.011","url":null,"abstract":"<div><p>The COVID-19 pandemic disrupted lives worldwide, including students pursuing secondary education. This disruption caused increased worry, anxiety, and overall stress in students. Graduate-level nursing students also not only experienced stress related to educational disruptions but also due to work and home life upheaval as well. Faculty were challenged to support students in reducing educational stress and anxiety. While the Institute for Healthcare Improvement introduced the concept of ‘Psychological Personal Protective Equipment’ (PPE) to support the mental well-being of healthcare workers, this article explores how faculty implemented psychological PPE in graduate-level education using Swanson's Theory of Caring as the theoretical framework during the pandemic and how these constructs can continue to support student wellbeing in today's challenging environment.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 63-67"},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481032","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

What's in your social determinants of health teaching toolbox? Nursing pedagogical considerations 您的健康社会决定因素教学工具箱里有什么？护理教学思考

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-16 DOI: 10.1016/j.profnurs.2024.06.004

Sherrie Flynt Wallington PhD, MA , Karen Kesten DNP, APRN, CCNS, CNE, FAAN , Erin Athey DNP, FNP-BC, RN, FAANP , Kerry M. Kokkinogenis MA

引用次数: 0

Social entrepreneurship and public health nursing knowledge: Opportunities for innovating nursing education in population health 社会创业与公共卫生护理知识：人口健康护理教育的创新机遇

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-15 DOI: 10.1016/j.profnurs.2024.06.002

Robin A. Evans-Agnew PhD, RN , Gina K. Alexander PhD, MPH, MSN, RN , Lori A. Edwards DrPH, MPH, BSN, RN, PH-CNS, BC, FAAN

{"title":"Social entrepreneurship and public health nursing knowledge: Opportunities for innovating nursing education in population health","authors":"Robin A. Evans-Agnew PhD, RN , Gina K. Alexander PhD, MPH, MSN, RN , Lori A. Edwards DrPH, MPH, BSN, RN, PH-CNS, BC, FAAN","doi":"10.1016/j.profnurs.2024.06.002","DOIUrl":"10.1016/j.profnurs.2024.06.002","url":null,"abstract":"<div><p>Public health nursing (PHN) competencies are fundamental for addressing population health inequities. Few pathways exist for employing these competencies in the United States (US). Social entrepreneurship in nursing education might provide opportunities for innovating engagement in population health. Partnerships between business and nursing schools have the potential to fulfill this opportunity. Purpose: Explore opportunities for re-invigorating public health nursing through social entrepreneurship education in nursing-business partnerships in U.S. universities. Methods: Reviewed programs in nursing/business school partnerships from Carnegie-classified R1 Universities. Identified appropriate coursework. Results: Of 96 identified nursing schools, eight had business school partnerships, providing 12 programs. Most programs (<em>n</em> = 11) targeted graduate students and addressed core competencies for entrepreneurship. Five business schools had entrepreneurship expertise. Five nursing schools had PHN expertise. Three programs included population health competencies. Discussion: Despite missed opportunities for advancing social entrepreneurship education among undergraduate and graduate nursing students, existing curricular offerings in the partnerships provide promise. Business/nursing partnerships and PHN knowledge can stimulate the preparation and agency of nurses in addressing population health inequities.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 17-23"},"PeriodicalIF":2.8,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141401248","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

Civic knowledge and self-reported political astuteness of academic nurse educators in the United States 美国学术护士教育工作者的公民知识和自我报告的政治敏锐性

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-14 DOI: 10.1016/j.profnurs.2024.06.001

Hollie Gentry DNP, RN, WHNP-BC, CNE , Rebecca M. Patton DNP, RN, CNOR, FAAN , Deborah Lindell DNP, RN, CNE, ANEF, FAAN , Ruth Ludwick PhD, RN-BC, APRN-CNS, FAAN

{"title":"Civic knowledge and self-reported political astuteness of academic nurse educators in the United States","authors":"Hollie Gentry DNP, RN, WHNP-BC, CNE , Rebecca M. Patton DNP, RN, CNOR, FAAN , Deborah Lindell DNP, RN, CNE, ANEF, FAAN , Ruth Ludwick PhD, RN-BC, APRN-CNS, FAAN","doi":"10.1016/j.profnurs.2024.06.001","DOIUrl":"10.1016/j.profnurs.2024.06.001","url":null,"abstract":"<div><h3>Background</h3><p>A nurse's perspective is unique and invaluable to health policy. Although political astuteness is essential for nurses and nurse educators to be effective participants in health policy, there is a gap in the nursing literature on civic knowledge and its potential relationship to political astuteness.</p></div><div><h3>Purpose</h3><p>This research aimed to assess the civic knowledge and self-reported political astuteness of academic nurse educators, their associated factors, and the relationship between these two concepts.</p></div><div><h3>Methods</h3><p>This cross-sectional study used a national sample of academic nurse educators who answered 10 questions taken from the United States Citizenship and Immigration Services (USCIS) Naturalization test and completed the Political Astuteness Inventory (PAI).</p></div><div><h3>Results</h3><p>Over 51 % of the sample (<em>n</em> = 122) did not provide enough correct answers to pass the Naturalization test and over 35 % were determined to be either completely or slightly unaware politically<em>.</em> There was a medium positive correlation (<em>r</em> = 0.313, <em>p</em> < .001) between civic knowledge and self-reported political astuteness.</p></div><div><h3>Conclusion</h3><p>Although nurse educators could be well-positioned to impact health policy, they may not have the knowledge or skills to fulfill this potential. Strategies for improving political astuteness include increasing civic knowledge and encouraging professional collaboration to promote nursing solidarity, influence, and power.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 85-91"},"PeriodicalIF":2.8,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755722324000917/pdfft?md5=aeeabce22fbef2d59be1c34f6d0c848d&pid=1-s2.0-S8755722324000917-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141407446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing the 2021 Essentials with new approaches for developing leadership, resilience, and self-care/well-being in undergraduate baccalaureate nursing students 以培养本科护理学士学生领导力、复原力和自理能力/健康的新方法解决 2021 年要点问题

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-06-14 DOI: 10.1016/j.profnurs.2024.06.003

Catherine A. Stubin PhD, RN, CNE, CCRN , Margaret Avallone DNP, RN, CCRN, CNE , Martin S. Manno PhD, RN, NEA-BC, CEN

{"title":"Addressing the 2021 Essentials with new approaches for developing leadership, resilience, and self-care/well-being in undergraduate baccalaureate nursing students","authors":"Catherine A. Stubin PhD, RN, CNE, CCRN , Margaret Avallone DNP, RN, CCRN, CNE , Martin S. Manno PhD, RN, NEA-BC, CEN","doi":"10.1016/j.profnurs.2024.06.003","DOIUrl":"10.1016/j.profnurs.2024.06.003","url":null,"abstract":"<div><h3>Introduction</h3><p>New graduate nurses are not always prepared for the challenges of the chaotic clinical environment or to exercise leadership skills in a clinical capacity. Resilience and self-care are essential facets of successful leadership, as well as necessary components to prevent burnout in nurses.</p></div><div><h3>Purpose</h3><p>The purpose of this article is to demonstrate how this School of Nursing implemented approaches to prepare the next generation of nurses with strong skills in the areas of leadership, resilience, and self-care/well-being while addressing the Essentials.</p></div><div><h3>Methods</h3><p>Faculty explored new ideas, as well as showcased teaching strategies they had already successfully implemented, that aligned with the <em>Essentials</em> with the undergraduate baccalaureate pilot student cohort.</p></div><div><h3>Results</h3><p>Two “Essential” Competencies, Domain 9 Professionalism and Domain 10 Personal, Professional and Leadership Development, as well as related sub-competencies, were addressed by the thirteen teaching strategies. Anecdotal student reflection comments supported high levels of satisfaction with these strategies.</p></div><div><h3>Conclusions</h3><p>Preparing student nurses to meet the Essentials is critical to helping nurses thrive in contemporary practice settings. Equipping a generation of nurses with self-care practices to protect their own well-being, while at the same time meeting the <em>Essentials</em> expectations, is crucial to cultivating a sustainable nursing workforce.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 24-28"},"PeriodicalIF":2.8,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755722324000930/pdfft?md5=497f45d6d47a3aab26dcbe39b7292f1c&pid=1-s2.0-S8755722324000930-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141409439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0