The Journal of Continuing Education in Nursing最新文献

{"title":"Conceptualizing the Influence of Diversity, Equity, Inclusion, and Belonging on Professional Identity in Nursing.","authors":"Cynthia M Clark,Sandra Davis,Lynne Kuhl,Kristen D Priddy,Marlo D Robinson","doi":"10.3928/00220124-20240909-01","DOIUrl":"https://doi.org/10.3928/00220124-20240909-01","url":null,"abstract":"BACKGROUNDProfessional identity in nursing (PIN) is a multifaceted construct that evolves throughout one's nursing career. As new knowledge about PIN emerges, the influence of diversity, equity, inclusion, and belonging (DEIB) becomes increasingly vital in shaping a nurse's identity.METHODBronfenbrenner's ecological systems theory is used to illustrate the complex, reciprocal, and intersecting influences of DEIB in the transformational process of becoming a nurse.RESULTSThe authors provide an in-depth analysis of the nexus of DEIB and PIN conceptual model, examine reciprocal relationships between DEIB and the individual and collective PIN, offer a detailed case study for the application of DEIB and PIN, and make recommendations for implementing the conceptual model.CONCLUSIONThe model may be used to integrate DEIB and PIN by nurses in all settings. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"10 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254577","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}

{"title":"Developing Clinical Judgment During Transition to Practice With Rapid-Cycle Deliberate Practice Simulation.","authors":"Laura Ingalsbe,Rachael McGraw,Elizabeth Kozub,Katrice Ziefle","doi":"10.3928/00220124-20240909-02","DOIUrl":"https://doi.org/10.3928/00220124-20240909-02","url":null,"abstract":"BACKGROUNDNew-to-practice nurses (NPNs) make more errors than their experienced peers, affecting patient safety and contributing to sentinel events. Additionally, new nurses have a high attrition rate in their first year of practice. Simulation-based education may bridge the gap between education and practice by supporting the development of clinical judgment of NPNs.METHODWith quality improvement methods, an intradisciplinary team implemented a quality improvement project to improve NPNs' clinical judgment skills. A multipatient simulation that used rapid-cycle deliberate practice gave NPNs an opportunity to refine clinical decision-making and communication skills.RESULTSIn total, 24 NPNs participated in the pilot simulation. Pre- and postsurvey scores using the simulation effectiveness tool-modified showed self-reported improvement in clinical judgment and communication skills, among other competencies.CONCLUSIONRapid-cycle deliberate practice simulation may support the development of essential nursing competencies, along with increased confidence and enhanced psychological safety among NPNs. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"14 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254534","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}

{"title":"Perceptions and Lived Experiences of Nurses After Completion of a Perinatal Nurse Residency Program.","authors":"Cassandra R Zinke","doi":"10.3928/00220124-20240909-03","DOIUrl":"https://doi.org/10.3928/00220124-20240909-03","url":null,"abstract":"BACKGROUNDThis study was designed to explore the perceptions and lived experiences of new graduate or new-to-specialty labor and delivery nurses. These nurses had completed a perinatal nurse residency program at a high-risk metropolitan medical center in the Pacific Northwest region of the United States.METHODEight nurses were interviewed for this study with qualitative individual interviews. Qualitative content analysis was used.RESULTSThree main themes emerged: assimilating a specialized knowledge base and skill sets, navigating challenging circumstances, and coping with the transition to independence.CONCLUSIONNurse residency programs can ease the transition to practice in the labor and delivery specialty. Revisions to future perinatal residency programs should include enhanced preceptor education, prolonged night shift orientation, assessment of nurse learning style and needs, and increased consistency of debriefing after traumatic events. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"67 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254533","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}

{"title":"Addressing Nurse Burnout: Moving Beyond the Conversation","authors":"Jessica Okoniewski, LMHC, Christine Verni, EdD, FNP-BC, APRN","doi":"10.3928/00220124-20240426-04","DOIUrl":"https://doi.org/10.3928/00220124-20240426-04","url":null,"abstract":"<section><h3>Background:</h3><p>Nurse burnout is a widespread issue in the health care industry, jeopardizing the well-being of both health care professionals and the patients they serve, manifesting as an intense sense of exhaustion, depersonalization, and a diminished sense of personal achievement.</p></section><section><h3>Method:</h3><p>In nursing, professionals are exposed to an extraordinary array of challenges and demands that increase their likelihood of experiencing burnout and resulting mental health issues. Although burnout has been aggressively discussed and studied in recent years, strategies for preventing and mitigating burnout have been underreported.</p></section><section><h3>Results:</h3><p>This article highlights leading causes of burnout, delves into its alarming prevalence, and underscores the critical need for comprehensive strategies to address and prevent it.</p></section><section><h3>Conclusion:</h3><p>This article highlights several initiatives established by a resilience program at a college of nursing that can be implemented within health care systems to directly address both individual and organizational burnout. <strong>[<i>J Contin Educ Nurs.</i> 202x;5x(x):xx–xx.]</strong></p></section>","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140826905","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}

{"title":"Educating Nurses in Sleep Screening, Brief Intervention, and Referral for Treatment","authors":"Kelly Foltz-Ramos, PhD, RN, FNP-BC, CHSE, Suzanne S. Dickerson, PhD, RN, Cheryl A. Oyer, PhD, Donna Fabry, DNP, CNS, RN, Grace E. Dean, PhD, RN","doi":"10.3928/00220124-20240426-03","DOIUrl":"https://doi.org/10.3928/00220124-20240426-03","url":null,"abstract":"<section><h3>Background:</h3><p>Poor sleep is an unrecognized problem among cancer survivors that affects quality of life. However, screening for sleep disorders is not routine in cancer care. To fill this gap, a self-paced online training program was designed for RNs to screen patients for sleep disturbance and provide brief intervention or referral for treatment (Sleep-SBIRT).</p></section><section><h3>Method:</h3><p>A three-phase evaluation pilot study included the following steps: (a) develop an online training program with in situ simulation; (b) implement the program with RNs at a comprehensive cancer center; and (c) evaluate module and quiz completion rates and focus group thematic analysis.</p></section><section><h3>Results:</h3><p>Of the 22 RNs participating, 17 completed online modules and in situ simulation. The RNs were satisfied (<i>M</i> = 4.74/5, <i>SD</i> = 0.42) and self-confident (<i>M</i> = 4.45/5, <i>SD</i> = 0.45) with the learning. Focus group themes were learning new knowledge, learning online effectively, applying learning to in situ simulation, and intending to implement.</p></section><section><h3>Conclusion:</h3><p>The RNs gained knowledge applying Sleep-SBIRT, but future larger studies are warranted. <strong>[<i>J Contin Educ Nurs.</i> 202x;5x(x):xx–xx.]</strong></p></section>","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827067","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}

{"title":"South Korean Nurse Residency Program for New Graduates: A Posttest Study","authors":"Jihye Song, RN, MSN, Kyunghee Kim, RN, MSN, Yunjung Jang, RN, BSN","doi":"10.3928/00220124-20240426-01","DOIUrl":"https://doi.org/10.3928/00220124-20240426-01","url":null,"abstract":"<section><h3>Background:</h3><p>Turnover rates among newly graduated nurses are high, increasing the workload for other nurses and hampering organizational productivity. This study investigates the effects of a nurse residency program (NRP), examining clinical competence, job satisfaction, organizational socialization, turnover intention, and turnover rates.</p></section><section><h3>Method:</h3><p>This study was conducted among newly employed graduate nurses in South Korea. Participants (<i>N</i> = 167) included nurses with less than 6 months of experience (NRP group, <i>n</i> = 52; control group, <i>n</i> = 115). The current results were measured 1 year after initiation of the NRP.</p></section><section><h3>Results:</h3><p>The NRP group showed significantly lower turnover intention and turnover rates and substantially better clinical competence, job satisfaction, and organizational socialization.</p></section><section><h3>Conclusion:</h3><p>Even when applied in the unique South Korean cultural and medical context, the NRP improved job performance and satisfaction as well as organizational socialization and reduced turnover rates and turnover intention among new nurses. Therefore, a systematized NRP should be actively used when new nurses are onboarded. <strong>[<i>J Contin Educ Nurs.</i> 202x;5x(x):xx–xx.]</strong></p></section>","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827062","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}

{"title":"Orientation of New Graduate Registered Nurses Postpandemic: A Follow-up Study","authors":"Michelle Gierach, EdD, RN, CNE, Lynn L. White, PhD, RN, ACNS-BC, Tara Miller, BSN, RN, OCN, Ranae Aukerman, DNP, APRN, NNP-BC, AHN-BC, Brenda Wolles, MS, RN, OCN, CNL","doi":"10.3928/00220124-20240426-02","DOIUrl":"https://doi.org/10.3928/00220124-20240426-02","url":null,"abstract":"<section><h3>Background:</h3><p>The coronavirus disease 2019 (COVID-19) pandemic has increased the rate of nurses leaving practice, which has highlighted the importance of new graduate nurse orientation. The literature has limited recommendations for orientation strategies.</p></section><section><h3>Method:</h3><p>The goal of this study was to determine what changes have occurred in orientation processes for new graduate nurses since the COVID-19 pandemic. A survey of nurse leaders was used to examine changes and opportunities.</p></section><section><h3>Results:</h3><p>Leaders are more intentional with orientation processes, including frequent check-ins and increased discussion of time management, difficult conversations, and workplace violence. Individualized orientation plans are used, along with a stronger focus on nurse wellness.</p></section><section><h3>Conclusion:</h3><p>Recommendations include continuing support after orientation is completed and partnering with academia to provide content on stress management and wellness. Innovative and cost-effective transition to practice programs are needed to meet the needs of new nurses. <strong>[<i>J Contin Educ Nurs.</i> 202x;5x(x):xx–xx.]</strong></p></section>","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827117","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}

{"title":"Understanding Disability and Ableism in Nursing Continuing Education","authors":"Anna Valdez, PhD, RN, PHN, CEN, CFRN, CNE, FAEN, FAADN","doi":"10.3928/00220124-20240411-01","DOIUrl":"https://doi.org/10.3928/00220124-20240411-01","url":null,"abstract":"<h2>Introduction</h2><p>Nurse educators supporting professional development and continuing education must be prepared to teach concepts leading to health equity and improved human experiences (National Academies of Sciences, Engineering, and Medicine, 2021). Nurse educators must also be prepared to provide education that promotes nurse wellness and belonging. Educational strategies, including diversity, equity, and inclusion (DEI), and bias training, can facilitate learning outcomes that prepare nurses to advance health equity and improve patient and nurse experiences (National Academies of Sciences, Engineering, and Medicine, 2021). However, many DEI training programs do not include disability rights or ableism. It is unclear whether this is because disabled people are overlooked, nurse educators are not prepared to address disability, or both.</p><p>Neal-Boylan et al. (2018) conducted an integrative literature review and found that nurse educators did not understand the Americans with Disabilities Act of 1990 and the subsequent Americans with Disabilities Act Amendments Act of 2008. As a result of this knowledge deficit, discrimination against disabled nursing students is a common occurrence (Neal-Boylan &amp; Miller, 2020). This lack of understanding of disability rights and laws can also be applied in continuing nursing education. Further, nurse educators in continuing education may not be aware of the adaptive technology and equipment available to support disabled nurses. Nurse educators in professional development and continuing education must be prepared to educate nurses about caring for people with disability, disability rights, and ableism. They must also be knowledgeable about disability laws and how to support and accommodate disabled nurses. Understanding the experiences and rights of disabled people, including nurses, is essential for nurse educators. To promote understanding and inspire nurse educators to increase their knowledge related to disability and disability rights, I am sharing my experiences as both a nurse educator and a disabled nurse.</p><p>I am a disabled nurse. What does that mean? How can I be disabled and a nurse? Why am I calling myself disabled instead of “differently abled”? Why do I work instead of “taking care of myself”? These are common questions I get when I share that I am a disabled nurse. People assume that being disabled means I cannot or should not work, and of course, I cannot work in nursing because I would be a burden. The implication is that disabled people do not have the same value as people without disabilities. The reality is that many nurses have disabilities, and often they are invisible because nurses hide their disabilities (Neal-Boylan &amp; Miller, 2020). I understand why. I have been a nurse for more than 30 years and have been disabled for 25 years. I hid my disability for many years because I was afraid that colleagues and employers would see me as broken and incapable of excelling in ","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140826906","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}

{"title":"Preceptor Development: Using the American Nurses Credentialing Center Outcome-Based Continuing Education Model©","authors":"Kelly Kizner, BSN, RN, Jennifer Graebe, MSN, RN, NEA-BC","doi":"10.3928/00220124-20240411-02","DOIUrl":"https://doi.org/10.3928/00220124-20240411-02","url":null,"abstract":"<p>Preceptors play a vital role in shaping the growth of every nurse. Effective preceptors lead to better patient outcomes as new nurses are better equipped to deliver high-quality care under the guidance of experienced mentors. Providing a supportive preceptor experience increases job satisfaction and retention rates among new and tenured nurses, ultimately benefiting health care organizations. When designing preceptor development programs, health care institutions should incorporate the Outcome-Based Continuing Education Model^© (OB-CE Model^©) from the American Nurses Credentialing Center. This column explores how to use the OB-CE Model^© to enhance the competency and human skills of preceptors as learners, thereby fostering their development effectively. <strong>[<i>J Contin Educ Nurs</i>. 2024;55(5):212–216.]</strong></p>","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827059","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}

{"title":"Bridging the Gap: The Vital Role of Nursing in Caring for Military Members and Veterans and Their Families","authors":"Ali R. Tayyeb, PhD, RN, NPD-BC, PHN, FAAN","doi":"10.3928/00220124-20240411-03","DOIUrl":"https://doi.org/10.3928/00220124-20240411-03","url":null,"abstract":"<p>In 2011, a national call from The White House set in motion an initiative for action called Joining Forces to serve America's military families. This initiative, led by then-First Lady Michelle Obama and Dr. Jill Biden, was intended to unite public and private sectors to ensure active military service members, veterans, and their families had the educational, employment, and wellness resources they needed to succeed. Although the nursing profession started to respond to this call to action, it was never embraced as a priority. With nearly three million active-duty personnel, nearly one million reservists, more than 18 million veterans, and millions more families of our military and veteran community, it is time for the largest health care workforce to lead the care and wellness of our military and veteran community. <strong>[<i>J Contin Educ Nurs.</i> 2024;55(5):217–219.]</strong></p>","PeriodicalId":519228,"journal":{"name":"The Journal of Continuing Education in Nursing","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827006","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}