Mention de date : July/August 2015
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Ajouter le résultat dans votre panierPerceptions of the Role of the Doctor of Nursing Practice-Prepared Nurse / Kimberly A. Udlis in Journal of Professional Nursing, Vol. 30, n°4 (July/August 2015)
Titre : Perceptions of the Role of the Doctor of Nursing Practice-Prepared Nurse : Clarity or Confusion Type de document : Article Auteurs : Kimberly A. Udlis ; Josephine M. Mancuso Année de publication : 2015 Article en page(s) : p. 274-283 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Enquête ; Formation ; Pratique professionnelle ; Questionnaire ; Recherche ; Représentation ; Revue de la littérature ; Soins infirmiers ; UniversitésRésumé : Highlights
•Nurses endorse and support the DNP as a terminal practice doctorate.
•Role ambiguity exists in the areas of academia and scholarship.
•The distinct skills of the DNP-prepared nurse must be valued and operationalized.
Confusion and disagreement about the DNP degree and its implications continues despite the rapid and steady growth of DNP programs. There is a paucity of literature that examines nurses' perceptions of the role of the DNP-prepared nurse. The purpose of this study was to explore how nurses perceive the role of the DNP-prepared nurse and identify areas of ambiguity in understanding the roles that DNP-prepared nurses fulfill.
A descriptive, cross-sectional design, using self-administered questionnaires, explored the perceptions of n = 340 nurses with various educational levels and backgrounds. Descriptives of the sample and instruments were conducted as well as chi-square analyses to detect differences in perceptions across levels of education.
Results indicated that nurses clearly supported the DNP degree with a focus on the improvement of health care outcomes through the roles of leadership in health organizations, policy, interprofessionalism, and translation of evidence into practice. Multiple areas of confusion concerning the role of DNP-prepared nurse existed in academia, academia leadership, and scholarship.
In order to reduce role ambiguity, the distinctive contributions of the DNP-prepared nurse must be embraced, valued, and operationalized. Otherwise, the role of the DNP-prepared nurse will continue to be discussed, debated, and challenged.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71264
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 274-283[article]Exemplaires (1)
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Titre : Beyond Academic Evidence: Innovative Uses of Technology Within e-Portfolios in a Doctor of Nursing Practice Program Type de document : Article Auteurs : Jacqueline J. Haverkamp ; Marjorie Vogt Année de publication : 2015 Article en page(s) : p. 284-289 Langues : Anglais (eng) Descripteurs : HE Vinci
Communication ; E-learning ; Formation ; Innovation ; Pédagogie ; Soins infirmiers ; Technologie ; UniversitésRésumé : Highlights
•Use of electronic portfolios for formative and summative assessment.
•Infographics used to supplement electronic portfolios.
•Innovative uses of technology within e-Portfolios in doctoral nursing education.
Portfolios have been used in higher education for the past several years for assessment of student learning and growth and serve as the basis for summative and formative evaluations. While there is some information in the literature on how undergraduate and graduate medical, nursing, and allied health students might use portfolios to showcase acquired knowledge and skills, there is a dearth of information on the use of e-Portfolios with students in doctor of nursing practice programs. There are also limited findings regarding the creative use of technology (that includes infographics and other multimedia tools) to enhance learning outcomes (Stephens & Parr, 2013). This article presents engaging and meaningful ways technology can be used within e-Portfolios. Thus, e-Portfolios become more than a repository for academic evidence; they become unique stories that reflect the breadth and depth of students' learner-centered outcomes.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71265
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 284-289[article]Exemplaires (1)
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Titre : Sense Making and Knowledge Transfer: Capturing the Knowledge and Wisdom of Nursing Leaders Type de document : Article Auteurs : Albert Linderman ; Daniel Pesut ; Joanne Disch Année de publication : 2015 Article en page(s) : p. 290-297 Langues : Anglais (eng) Descripteurs : HE Vinci
Autorité ; Communication ; Connaissances, attitudes et pratiques en santé ; Équipe ; Formation ; Recherche ; Relation professionnelle ; Soins ; Soins infirmiersRésumé : Highlights
•A need exists to capture the leadership wisdom of experienced nurse leaders.
•Concepts such as knowledge, wisdom, complexity, and nursing leadership must be understood in the context of today's dynamic environment.
•Sense making is an intentional process that can be used to tease out a leader's implicit knowledge and wisdom.
•A concrete application of the sense-making methodology illuminates how this process can work.
Abstract
Experienced nurse leaders possess leadership wisdom that must be passed on in thoughtful, systematic ways to younger leaders. Sense making is an intentional process that has been useful in bringing forward a leader's implicit knowledge and wisdom gained over the years. This article examines leadership wisdom, complexity, and knowledge in the context of today's dynamic environment—and offers a concrete example of how the sense-making methodology can work.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71266
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 290-297[article]Exemplaires (1)
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Titre : Academic Leadership Development : A Case Study Type de document : Article Auteurs : Audrey Berman Année de publication : 2015 Article en page(s) : p. 298-304 Langues : Anglais (eng) Descripteurs : HE Vinci
Autorité ; Ecole ; Formation ; Soins ; Soins infirmiers ; UniversitésRésumé : Highlights
•A program was designed for early- to mid-career nursing faculty.
•Eight faculty with leadership potential or interest were invited to participate.
•Seven sessions occurred once per quarter and covered a range of topics.
•Interviews with participants revealed six themes related to their experience.
•The program can be broadly applied at minimal financial cost.
A dean at a private school of nursing implemented a leadership development program for early- to mid-career nursing faculty consisting of one 4-hour evening session per academic quarter for 7 quarters. Eight faculty members who had expressed interest in assuming a leadership role or been recommended by their supervisors as having strong leadership potential were invited to join. Program topics included leadership pathways, legal issues, budgeting and governance, diversity, the political arena, human resources, and student issues. Interviews with participants revealed 6 themes: the support a peer cohort provided, a desire for real-life application, a lack of previous exposure to related content or experiences, new perceptions of themselves as academic nurse leaders, the value of the program as preparation for academic nursing leadership roles, and broad program applicability.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71267
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 298-304[article]Exemplaires (1)
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Titre : Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program Type de document : Article Auteurs : Ruth Fiedler ; Marguerite Degenhardt ; Janet L. Engstrom Année de publication : 2015 Article en page(s) : p. 305-310 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Développement ; Enseignement ; Étudiants ; Evaluation ; Formation ; Pédagogie ; Philosophie ; Soins infirmiers ; UniversitésRésumé : Highlights
•Nurse educators impact the quality of the future nursing workforce.
•Systematic preparation of nursing faculty for the teaching role is essential.
•Nursing leaders recommend preparing future faculty for their roles as educators.
•Many new faculty members are not adequately prepared for their role as teachers.
•Preparation for teaching should be included in doctoral education.
Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71268
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 305-310[article]Exemplaires (1)
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Titre : Capacity of, and Demand for, Pediatric Nurse Practitioner Educational Programs : A Missing Piece of the Workforce Puzzle Type de document : Article Auteurs : Gary L. Freed ; Lauren M. Moran ; Kelly M. Dunham ; [et al.] Année de publication : 2015 Article en page(s) : p. 311-317 Langues : Anglais (eng) Descripteurs : HE Vinci
Démographie ; Enquête ; Etats-unis ; Formation ; Infirmière pédiatrique ; Pédiatrie ; Recherche ; Soins de l'enfantRésumé : Highlights
•We completed a telephone survey of all PNP educational programs.
•10% of PNP programs had closed, been put on hold, or had no new graduates in the last 3 years.
•The PNP pipeline has remained stagnant despite evidence that employers plan to hire greater numbers of PNPs.
Background: In contrast to family nurse practitioners and other adult nurse practitioners, the percentage of new pediatric nurse practitioners (PNPs) graduating each year has not increased. Purpose: The aim of this study was to determine whether the marginal increase in the pipeline for PNPs is related to a limit in the capacity of educational programs or whether unfilled student openings exist. Methods: Self-administered survey of program directors at all recognized PNP educational programs in the United States. Results: Approximately 10% of PNP programs in the United States were either closed, put on hold, or did not have new graduates in the last 3 years. Even with these closures, over 25% of active programs did not fill all available positions for the class entering in 2012. Conclusion: Despite evidence that demonstrates plans by employers to hire a greater number of PNPs in a variety of clinical venues including pediatric hospitals, primary care and subspecialty pediatric practices, the PNP pipeline has remained relatively stagnant. More than one third of program directors do not believe that their PNP program is currently at capacity, indicating that underutilized capacity to educate PNPs is a hindrance to meeting the current and future demands for these professionals.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71269
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 311-317[article]Exemplaires (1)
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Titre : Capacity of, and Demand for, Neonatal Nurse Practitioner Educational Programs : A Missing Piece of the Workforce Type de document : Article Auteurs : Gary L. Freed ; Lauren M. Moran ; Kelly M. Dunham ; [et al.] Année de publication : 2015 Article en page(s) : p. 318-322 Langues : Anglais (eng) Descripteurs : HE Vinci
Démographie ; Enquête ; Formation ; Infirmières et infirmiers ; Néonatalogie ; Recherche ; Ressources humainesRésumé : Highlights
•We completed a telephone survey of all NNP educational programs.
•Nearly 1/4 of all NNP education programs had closed over the past several years.
•Lack of existing program capacity is not a central issue with the NNP pipeline.
•NNP pipeline problems are related to difficulties in increasing enrollment demand.
Background: Studies have demonstrated a dramatic increase in the number of new nurse practitioners (NPs) overall completing NP education each year. However, NPs who provide specialized care to children have not experienced increases in their pipeline at all. This has resulted in shortages of neonatal nurse practitioners (NNPs). Purpose: The aim of this study was to gain a greater understanding of the NNP pipeline and potential for increasing the number of new NNPs graduating each year. Methods: Telephone survey of all NNP educational programs. Discussion: Approximately one fourth of all NNP education programs had closed over the past several years. This is despite a strong job market, planned increases in hiring NNPs, and a seemingly growing shortage of NNPs. Conclusion: Problems with the NNP pipeline are not due to a lack of capacity of existing programs, but rather to difficulties in increasing the enrollment demand.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71270
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 318-322[article]Exemplaires (1)
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Titre : “Never in All My Years…” : Nurses' Education About LGBT Health Type de document : Article Auteurs : Rebecca Carabez ; Marion Pellegrini ; Andrea Mankovitz ; [et al.] Année de publication : 2015 Article en page(s) : p. 323-329 Langues : Anglais (eng) Descripteurs : HE Vinci
Connaissances, attitudes et pratiques en santé ; Etats-unis ; Formation ; Homosexualité ; Infirmières et infirmiers ; Pratique professionnelle ; Soins infirmiers ; TranssexualismeRésumé : Highlights
•We interviewed 268 practicing nurses to assess the current state of the art of LGBT-sensitive nursing practice.
•Most of the nurses revealed that they had no education or training on LGBT health issues.
•Nurses' gaps in knowledge and discomfort for practicing that may adversely affect patient care.
•LGBT health care education needs to start in nursing schools and programs.
•Nursing curriculum, continuing education and institutional policies are addressed.
In spite of recent calls for patient-centered care and greater attention to the needs of lesbian, gay, bisexual, and transgender (LGBT) patients, nurses still lack basic education about LGBT patient care and, as a result, may have negative attitudes, endorse stereotypes, and/or feel uncomfortable providing care. This study reports on education/training of practicing nurses and explores some of the reasons for nurses reporting feelings of discomfort with LGBT patient care. Transcripts from structured interviews with 268 nurses in the San Francisco Bay Area revealed that 80% had no education or training on LGBT issues. Although most said they were comfortable with LGBT patient care, some of their comments indicated that they might not be providing culturally sensitive care. Implications for nursing education and for policies and procedures of health care institutions are addressed.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71271
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 323-329[article]Exemplaires (1)
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Titre : Changes in Perceptions and Attitudes of Healthcare Profession Students Pre and Post Academic Course Experience of Team-Based 'Care for the Critically Ill' Type de document : Article Auteurs : Karen Clark ; Heather Brennan ; Kelley Macmillan ; [et al.] Année de publication : 2015 Article en page(s) : p. 330-339 Langues : Anglais (eng) Descripteurs : HE Vinci
Communication ; Connaissances, attitudes et pratiques en santé ; Coopération ; Équipe ; Étudiants ; Formation ; Interdisciplinarité ; Recherche ; Représentation ; Soins intensifsRésumé : Highlights
•TeamSTEPPS key concepts communication, collaboration, value, and respect are IPE.
•Embed IPE into requirements within curriculums and not just as an add-on.
•Discipline-specific biases highlight lack of knowledge of others value and skill.
•Scopes of practice are not well understood, impacting the effectiveness of the team.
•These concepts prepare students for IPP upon entering the workforce.
Abstract
The aim of this study was to describe the development and outcomes of an interprofessional course “Interprofessional Care of the Critically Ill,” involving pharmacy, nursing, social work, and respiratory therapy students from two universities. An institutional review board-approved survey was adapted from the TeamSTEPPS surveys investigating clinical practitioners' attitudes and perceptions regarding teamwork, collaboration, and interprofessional engagement. Items applicable to an academic setting were revised and resulted in a 28-statement survey and comments section. Participation was voluntary, and students were requested to participate in the survey on the first and last day of class. There was a significant increase in the perceived understanding of scope of practice of other disciplines from the beginning to end of class (24.4 to 60%, strongly agreed/agreed). Furthermore, students gained appreciation for the complexities associated with working in an interprofessional team with a significant increase in the percent agreeing and strongly agreeing that working on an interdisciplinary team is challenging (66.7 to 81%). Students and faculty gained a greater understanding and appreciation for other disciplines represented in the class and are therefore better prepared to engage in health care teams upon graduation. IPE should be embedded in curriculums and not just an add-on.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71272
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 330-339[article]Exemplaires (1)
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Titre : Evidence-Guided Integration of Interprofessional Collaborative Practice into Nurse Managed Health Centers Type de document : Article Auteurs : Bonita A. Pilon ; Christian Ketel ; Heather A. Davidson ; [et al.] Année de publication : 2015 Article en page(s) : p. 340-350 Langues : Anglais (eng) Descripteurs : HE Vinci
Équipe ; Evidence-based nursing ; Formation ; Interdisciplinarité ; Pratique professionnelle ; Recherche ; Sante (centre) ; Soins ; Soins infirmiersRésumé : Highlights
•Increased focus on interprofessional collaborative practice (IPCP)
•Nurse-led IPCP teams have been a major funding focus for Health Resources and Services Administration (HRSA) in past 3 years
•53 nurse led IPCP teams have been funded by HRSA since 2012
•Evidence provides guidance for successful IPCP development
•Detailed implementation and evaluation of one nurse-led primary care team described
The Division of Nursing, Bureau of Health Workforce, has spearheaded a 3-year effort to increase the skills of nurses to lead interprofessional collaborative practice (IPCP) teams. Since 2012, the Nurse Education, Practice, Quality and Retention program has funded 53 sites engaged in this work. The purposes of this report are to describe the IPCP framework undergirding implementation at one such site, describe the evaluation components and approach, describe how health professions students are integrated into this model, and discuss implications of IPCP for future nurse-managed/nurse-led initiatives within an evolving health care environment. Core team members include a family nurse practitioner, physician, pharmacist, social worker, and community health advocate. The clinic is located within a public housing complex; the target population is largely uninsured or underinsured with a historically high rate of emergency department utilization.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71273
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 340-350[article]Exemplaires (1)
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Titre : Academic–Practice Partnerships for Unemployed New Graduates in California Type de document : Article Auteurs : Paulina Van ; Audrey Berman ; Judith Karshmer ; [et al.] Année de publication : 2015 Article en page(s) : p. 351-358 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Etats-unis ; Formation ; Interdisciplinarité ; Personnel de santé ; Relation d'aide ; Soins ; Travail (emploi)Résumé : Highlights
•Four partnerships started transition programs for unemployed new RN graduates.
•A neutral convening organization facilitated academic–practice partnerships.
•Partnership programs resulted in increased confidence, competence, and employment.
•Partnerships subsequently spread throughout California.
•Barriers and facilitators link to existing literature and add a new perspective.
In California, academic–practice partnerships offer innovative transition programs to new registered nurse (RN) graduates who have not yet found positions in nursing. This report describes the formation of 4 partnerships between 1 or more schools of nursing and clinical practice sites that included hospitals and nonacute care settings, such as hospice, clinics, school districts, and skilled nursing facilities. Factors facilitating the partnerships included relationships established as nurse leaders from practice and academia came together to address previous workforce issues, positive interpersonal experiences, an independent convening and coordinating organization, a shared understanding of the employment challenge faced by new RN graduates, and a shared vision for its solution. Partnerships face continuing challenges that include sustaining engagement, resource constraints, and insufficient nursing leadership succession planning. Partnership benefits include improved relationships between academia and practice, a forum to address contemporary issues in nursing education and practice advances, and stimulation of a reassessment of how to integrate ambulatory, transitional, and community-based nursing into prelicensure education.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71274
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 351-358[article]Exemplaires (1)
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Titre : Linking Learners for Life Where They Live (L4) : Developing a Global Health Initiative for Student Engagement Type de document : Article Auteurs : Maxine Watt ; Lorna Butler ; Heather Exner-Pirot ; [et al.] Année de publication : 2015 Article en page(s) : p. 359-364 Langues : Anglais (eng) Descripteurs : HE Vinci
Canada ; Communication ; Education ; Education à la santé ; Formation ; Groupe ; Interaction sociale ; Interdisciplinarité ; Personnel de santé ; RechercheRésumé : Highlights
•“Linking Learners with Leaders for Life where they Live” (L4) is a project for northern students to become leaders in addressing the health concerns of the north by linking with others within the circumpolar region. The intention of L4 is to situate students to build capacity through local–global relationships.
•Therapeutic landscapes was chosen as the conceptual framework to guide the project to allow for the identification of different indicators within the environment that could be studied within a global context and also support interactions in diverse ways of knowing and thinking between persons and environments.
•To create a global health experience, a beginning step is building relationships. Achieving sustainability relates to ensuring that a high degree of synergy exists among global partners. Acknowledging and validating the unique contributions each country can contribute to a global health experience are vital for shared learning to expand beyond traditional thinking and health practices.
This article describes a graduate student learning experience as part of an international nursing collaborative working together to develop an academic partnership for global health education in the circumpolar north. The experience provided an opportunity to conduct a pilot project in a rural, remote, northern community using an indigenous, global context. Building on the Canadian–Siberian collaboration, the graduate student attended an academic institution in Siberia, where she focused on the sharing of expertise, knowledge, and insights in order to address the challenges facing indigenous people in achieving optimal health and well-being in the circumpolar north. The goal was to create a foundation for “putting health into place” in a northern context, with the hope of creating shared learning opportunities for undergraduate students between the 2 countries.The intent is to share the approach used by the graduate student to use a conceptual model to assess the feasibility of creating a context-relevant global health experience for northern nursing education.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71275
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 359-364[article]Exemplaires (1)
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Titre : Lack of Preparation : Iranian Nurses' Experiences During Transition From College to Clinical Practice Type de document : Article Auteurs : Vahid Zamanzadeh ; Madineh Jasemi ; Leila Valizadeh ; [et al.] Année de publication : 2015 Article en page(s) : p. 365-373 Langues : Anglais (eng) Descripteurs : HE Vinci
Adaptation ; Autonomie ; Communication ; Compétence ; Ecole ; Émotions ; Enseignement ; Étudiants ; Iran ; Personnel de santé ; Pratique professionnelle ; Recherche qualitativeRésumé : Graduate nurse transition from college to professional practice is an important matter in a nurse's professional life. In many cases, this period is characterized by unhealthy physical and mental reactions, loss of interest in one's profession, and unacceptable caregiving. By examining the phenomenon from the point of view of experienced nurses, we can recognize the major factors in a successful transition from college life to professional life.
This is a qualitative study and was conducted based on conventional qualitative content analysis method; 14 nurses were selected through purposive sampling, and the data were collected using semistructured interviews in teaching hospitals in Iran.
Eight subthemes emerged from the analysis of the interviews: lack of practical skills, limited academic knowledge, inadequate social skills, poor self-confidence, lack of independence, frustration, stress, and loneliness. These items, in turn, fall under 3 themes: poor efficiency, low self-assurance, and unhealthy emotional reactions.
The findings of this study indicate that the participants were not well prepared to assume their clinical roles, which in turn gives rise to other problems; to eliminate this defect, the curriculum needs to be revised, proper training programs should accompany the students' studies, and management in clinical environments recommended should be improved in order to facilitate nurses' transition from college to practice.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71276
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 365-373[article]Exemplaires (1)
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