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Dépouillements

An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles / Mary Jo Slattery in Journal of Professional Nursing, Vol. 32, n°6 (Novembre-Décembre 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 412-420 Titre : An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles Type de document : Article Auteurs : Mary Jo Slattery ; Bridget Linehan Logan ; Bridget Mudge ; [et al.] Année de publication : 2016 Article en page(s) : p. 412-420 Langues : Anglais (eng) Descripteurs : HE Vinci Bourse ; École d'infirmières ; Evidence-based nursing ; Financement ; Recherche Résumé : It is important for nurses today and for those joining the workforce in the future to have familiarity and training with respect to interprofessional research, evidence-based practice, and quality improvement. In an effort to address this need, we describe a 10-week summer research program that immerses undergraduate nursing students in a broad spectrum of clinical and translational research projects as part of their exposure to advanced nursing roles. In doing so, the program increases the ability of the students to participate in research, effectively interact with academic medical center researchers, and incorporate elements of evidence-based practice into future nursing interventions. Their mentors are nurses practicing in roles as nurse researcher, advanced practice nurses involved in evidence-based practice or quality improvement, and clinical trials research nurses. Each student is matched with 3 of these mentors and involved in 3 different projects. Through this exposure, the students benefit from observing multiple nursing roles, taking an active role in research-related activities participating in interdisciplinary learning experiences. Overall, the program provides benefits to the students, who demonstrate measured improvement with respect to the program objectives, and to their mentors and each of the participating organizations. Disponible en ligne : Non [article] An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles [Article] / Mary Jo Slattery ; Bridget Linehan Logan ; Bridget Mudge ; [et al.] . - 2016 . - p. 412-420. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 412-420 Descripteurs : HE Vinci Bourse ; École d'infirmières ; Evidence-based nursing ; Financement ; Recherche Résumé : It is important for nurses today and for those joining the workforce in the future to have familiarity and training with respect to interprofessional research, evidence-based practice, and quality improvement. In an effort to address this need, we describe a 10-week summer research program that immerses undergraduate nursing students in a broad spectrum of clinical and translational research projects as part of their exposure to advanced nursing roles. In doing so, the program increases the ability of the students to participate in research, effectively interact with academic medical center researchers, and incorporate elements of evidence-based practice into future nursing interventions. Their mentors are nurses practicing in roles as nurse researcher, advanced practice nurses involved in evidence-based practice or quality improvement, and clinical trials research nurses. Each student is matched with 3 of these mentors and involved in 3 different projects. Through this exposure, the students benefit from observing multiple nursing roles, taking an active role in research-related activities participating in interdisciplinary learning experiences. Overall, the program provides benefits to the students, who demonstrate measured improvement with respect to the program objectives, and to their mentors and each of the participating organizations. Disponible en ligne : Non

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The Value of Preparing PhD Students as Research Mentors: Application of Kram's Temporal Mentoring Model / Kristen Abbott-Anderson in Journal of Professional Nursing, Vol. 32, n°6 (Novembre-Décembre 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 421-429 Titre : The Value of Preparing PhD Students as Research Mentors: Application of Kram's Temporal Mentoring Model Type de document : Article Auteurs : Kristen Abbott-Anderson ; Andrea L. Gilmore-Bykovskyi ; Annmarie A. Lyles Année de publication : 2016 Article en page(s) : p. 421-429 Langues : Anglais (eng) Descripteurs : HE Vinci Cadre de santé ; École d'infirmières ; Recherche ; Soins ; Universités Résumé : The ability to successfully mentor others is an essential skill necessary for building and strengthening an infrastructure of well-prepared nurse faculty to accelerate advancements in nursing science. Mentoring is a fundamental part of the nurse faculty role, but new faculty are often unprepared to take on mentoring roles early in their academic career. Applied training in research mentoring initiated during doctor of philosophy (PhD) programs may better prepare future faculty to manage teaching and mentoring responsibilities earlier and with greater confidence. The unique opportunity exists for PhD students to engage in research mentoring with undergraduate nursing students, with probable benefits for both the mentor and the mentee. This manuscript uses Kram's temporal mentoring model as a guide to examine the training experiences of 3 PhD students mentoring undergraduate nursing students and discusses the benefits and challenges associated with these mentoring relationships. Collectively, these experiences provide preliminary support and guidance for the development and adoption of formal PhD mentor training programs to better prepare future PhD nursing faculty for their mentoring responsibilities. Disponible en ligne : Non [article] The Value of Preparing PhD Students as Research Mentors: Application of Kram's Temporal Mentoring Model [Article] / Kristen Abbott-Anderson ; Andrea L. Gilmore-Bykovskyi ; Annmarie A. Lyles . - 2016 . - p. 421-429. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 421-429 Descripteurs : HE Vinci Cadre de santé ; École d'infirmières ; Recherche ; Soins ; Universités Résumé : The ability to successfully mentor others is an essential skill necessary for building and strengthening an infrastructure of well-prepared nurse faculty to accelerate advancements in nursing science. Mentoring is a fundamental part of the nurse faculty role, but new faculty are often unprepared to take on mentoring roles early in their academic career. Applied training in research mentoring initiated during doctor of philosophy (PhD) programs may better prepare future faculty to manage teaching and mentoring responsibilities earlier and with greater confidence. The unique opportunity exists for PhD students to engage in research mentoring with undergraduate nursing students, with probable benefits for both the mentor and the mentee. This manuscript uses Kram's temporal mentoring model as a guide to examine the training experiences of 3 PhD students mentoring undergraduate nursing students and discusses the benefits and challenges associated with these mentoring relationships. Collectively, these experiences provide preliminary support and guidance for the development and adoption of formal PhD mentor training programs to better prepare future PhD nursing faculty for their mentoring responsibilities. Disponible en ligne : Non

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Determination of the Concepts “Profession” and “Role” in Relation to “Nurse Educator” / Sandra Pennbrant in Journal of Professional Nursing, Vol. 32, n°6 (Novembre-Décembre 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 430-438 Titre : Determination of the Concepts “Profession” and “Role” in Relation to “Nurse Educator” Type de document : Article Auteurs : Sandra Pennbrant Année de publication : 2016 Article en page(s) : p. 430-438 Langues : Anglais (eng) Descripteurs : HE Vinci École d'infirmières ; Infirmiere enseignante ; Pratique professionnelle ; Recherche ; Relation ; Rôle propre infirmier ; Travail (emploi) Résumé : The aim of this study was to clarify the meanings and dimensions of the concepts “profession” and “role.” The results from the concept determination were discussed in relation to the profession “nurse educator.” This study is based on Koort's semantic analysis methods, using select parts of Eriksson's approach for concept determination, using dictionaries published between the years 1948 and 2015. The findings underline the complexity of the professional role of nurse educators. The nurse educator profession is based on society's trust and requires integration of ability, attitudes, norms, reflection, and theoretical knowledge, along with individual, organizational, and social conditions. Nurse educators must achieve a sufficient degree of pedagogical competence, subject competence, social competence and organizational competence in order to develop their professional role. When nurse educators define their function, a professional role takes form. Disponible en ligne : Non [article] Determination of the Concepts “Profession” and “Role” in Relation to “Nurse Educator” [Article] / Sandra Pennbrant . - 2016 . - p. 430-438. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 430-438 Descripteurs : HE Vinci École d'infirmières ; Infirmiere enseignante ; Pratique professionnelle ; Recherche ; Relation ; Rôle propre infirmier ; Travail (emploi) Résumé : The aim of this study was to clarify the meanings and dimensions of the concepts “profession” and “role.” The results from the concept determination were discussed in relation to the profession “nurse educator.” This study is based on Koort's semantic analysis methods, using select parts of Eriksson's approach for concept determination, using dictionaries published between the years 1948 and 2015. The findings underline the complexity of the professional role of nurse educators. The nurse educator profession is based on society's trust and requires integration of ability, attitudes, norms, reflection, and theoretical knowledge, along with individual, organizational, and social conditions. Nurse educators must achieve a sufficient degree of pedagogical competence, subject competence, social competence and organizational competence in order to develop their professional role. When nurse educators define their function, a professional role takes form. Disponible en ligne : Non

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Examining the Impact of Critical Multicultural Education Training on the Multicultural Attitudes, Awareness, and Practices of Nurse Educators / Kenya V. Beard in Journal of Professional Nursing, Vol. 32, n°6 (Novembre-Décembre 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 439-448 Titre : Examining the Impact of Critical Multicultural Education Training on the Multicultural Attitudes, Awareness, and Practices of Nurse Educators Type de document : Article Auteurs : Kenya V. Beard Année de publication : 2016 Article en page(s) : p. 439-448 Langues : Anglais (eng) Descripteurs : HE Vinci Culture (sociologie) ; École d'infirmières ; Education ; Formation ; Groupe ; Infirmiere enseignante ; Recherche ; Universités Résumé : Some nurse educators lack training in the educational methods that facilitate learning among underrepresented groups. Limited awareness of equitable pedagogical practices could threaten the academic achievement of underrepresented groups and hinder efforts to make the nursing profession more heterogeneous. Training in multicultural education could strengthen the capacity of educators to create culturally responsive learning environments. This quasi-experimental study examined the impact that training in critical multicultural education had on the multicultural attitudes, awareness, and practices of 37 nurse educators. A pre–posttest design without a control group found that the training was an effective way to strengthen the multicultural awareness and attitudes of nurse educators, although there was little impact on the multicultural practices. The nation's capacity to improve the quality of health care hinges upon educators who can create inclusive learning environments and graduate diverse nurses. The findings could inform policies seeking to promote diversity and inclusion in nursing education. Disponible en ligne : Non [article] Examining the Impact of Critical Multicultural Education Training on the Multicultural Attitudes, Awareness, and Practices of Nurse Educators [Article] / Kenya V. Beard . - 2016 . - p. 439-448. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 439-448 Descripteurs : HE Vinci Culture (sociologie) ; École d'infirmières ; Education ; Formation ; Groupe ; Infirmiere enseignante ; Recherche ; Universités Résumé : Some nurse educators lack training in the educational methods that facilitate learning among underrepresented groups. Limited awareness of equitable pedagogical practices could threaten the academic achievement of underrepresented groups and hinder efforts to make the nursing profession more heterogeneous. Training in multicultural education could strengthen the capacity of educators to create culturally responsive learning environments. This quasi-experimental study examined the impact that training in critical multicultural education had on the multicultural attitudes, awareness, and practices of 37 nurse educators. A pre–posttest design without a control group found that the training was an effective way to strengthen the multicultural awareness and attitudes of nurse educators, although there was little impact on the multicultural practices. The nation's capacity to improve the quality of health care hinges upon educators who can create inclusive learning environments and graduate diverse nurses. The findings could inform policies seeking to promote diversity and inclusion in nursing education. Disponible en ligne : Non

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Using Simulation in a Psychiatric Mental Health Nurse Practitioner Doctoral Program / Jess Calohan in Journal of Professional Nursing, Vol. 32, n°6 (Novembre-Décembre 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 458-462 Titre : Using Simulation in a Psychiatric Mental Health Nurse Practitioner Doctoral Program Type de document : Article Auteurs : Jess Calohan ; Eric Pauli ; Teresa Combs ; [et al.] Année de publication : 2016 Article en page(s) : p. 458-462 Langues : Anglais (eng) Descripteurs : HE Vinci Recherche ; Santé mentale ; Simulation ; Soins psychiatriques ; Unité de soins ; Universités Résumé : The use and effectiveness of simulation with standardized patients in undergraduate and graduate nursing education programs is well documented. Simulation has been primarily used to develop health assessment skills. Evidence supports using simulation and standardized patients in psychiatric–mental health nurse practitioner (PMHNP) programs is useful in developing psychosocial assessment skills. These interactions provide individualized and instantaneous clinical feedback to the student from faculty, peers, and standardized patients. Incorporating simulation into advanced practice psychiatric–mental health nursing curriculum allows students to develop the necessary requisite skills and principles needed to safely and effectively provide care to patients. There are no documented standardized processes for using simulation throughout a doctor of nursing practice PMHNP curriculum. The purpose of this article is to describe a framework for using simulation with standardized patients in a PMHNP curriculum. Students report high levels of satisfaction with the simulation experience and believe that they are more prepared for clinical rotations. Faculty feedback indicates that simulated clinical scenarios are a method to ensure that each student experiences demonstrate a minimum standard of competency ahead of clinical rotations with live patients. Initial preceptor feedback indicates that students are more prepared for clinical practice and function more independently than students that did not experience this standardized clinical simulation framework. Disponible en ligne : Non [article] Using Simulation in a Psychiatric Mental Health Nurse Practitioner Doctoral Program [Article] / Jess Calohan ; Eric Pauli ; Teresa Combs ; [et al.] . - 2016 . - p. 458-462. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 458-462 Descripteurs : HE Vinci Recherche ; Santé mentale ; Simulation ; Soins psychiatriques ; Unité de soins ; Universités Résumé : The use and effectiveness of simulation with standardized patients in undergraduate and graduate nursing education programs is well documented. Simulation has been primarily used to develop health assessment skills. Evidence supports using simulation and standardized patients in psychiatric–mental health nurse practitioner (PMHNP) programs is useful in developing psychosocial assessment skills. These interactions provide individualized and instantaneous clinical feedback to the student from faculty, peers, and standardized patients. Incorporating simulation into advanced practice psychiatric–mental health nursing curriculum allows students to develop the necessary requisite skills and principles needed to safely and effectively provide care to patients. There are no documented standardized processes for using simulation throughout a doctor of nursing practice PMHNP curriculum. The purpose of this article is to describe a framework for using simulation with standardized patients in a PMHNP curriculum. Students report high levels of satisfaction with the simulation experience and believe that they are more prepared for clinical rotations. Faculty feedback indicates that simulated clinical scenarios are a method to ensure that each student experiences demonstrate a minimum standard of competency ahead of clinical rotations with live patients. Initial preceptor feedback indicates that students are more prepared for clinical practice and function more independently than students that did not experience this standardized clinical simulation framework. Disponible en ligne : Non

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Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning / Mary Ann Jessee in Journal of Professional Nursing, Vol. 32, n°6 (Novembre-Décembre 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 463-486 Titre : Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning : An Integrative Review Type de document : Article Auteurs : Mary Ann Jessee Année de publication : 2016 Article en page(s) : p. 463-486 Langues : Anglais (eng) Descripteurs : HE Vinci Apprentissage ; Culture (sociologie) ; École d'infirmières ; Environnement ; Perception ; Raisonnement clinique ; Recherche ; Sociologie Résumé : A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes development of clinical reasoning. Despite two decades of recommendations to improve CLEs based on students' perceptions of learning, widespread improvement remains elusive. Objective The aim of this review was to synthesize what is known about the influence of sociocultural factors in the acute-care CLE on prelicensure nursing students' perceptions of learning, for the purpose of identifying factors that when modified may promote improvement of clinical reasoning skill. Method The integrative review methodology was used to synthesize and identify gaps in evidence on students' perceptions of learning in the acute-care CLE. Results Global commonalities exist in the impact of the sociocultural CLE on students' perceptions of learning, including overall sociocultural atmosphere, membership in the health care team, supervisory relationships, peer relationships, and clinical education structure. Conclusions This review provides evidence that modification of CLE factors and examination of their influence on measurable learning outcomes such as clinical reasoning are the necessary next steps to facilitate improvement of new graduate nurses' clinical reasoning skill. Disponible en ligne : Non [article] Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning : An Integrative Review [Article] / Mary Ann Jessee . - 2016 . - p. 463-486. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 463-486 Descripteurs : HE Vinci Apprentissage ; Culture (sociologie) ; École d'infirmières ; Environnement ; Perception ; Raisonnement clinique ; Recherche ; Sociologie Résumé : A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes development of clinical reasoning. Despite two decades of recommendations to improve CLEs based on students' perceptions of learning, widespread improvement remains elusive. Objective The aim of this review was to synthesize what is known about the influence of sociocultural factors in the acute-care CLE on prelicensure nursing students' perceptions of learning, for the purpose of identifying factors that when modified may promote improvement of clinical reasoning skill. Method The integrative review methodology was used to synthesize and identify gaps in evidence on students' perceptions of learning in the acute-care CLE. Results Global commonalities exist in the impact of the sociocultural CLE on students' perceptions of learning, including overall sociocultural atmosphere, membership in the health care team, supervisory relationships, peer relationships, and clinical education structure. Conclusions This review provides evidence that modification of CLE factors and examination of their influence on measurable learning outcomes such as clinical reasoning are the necessary next steps to facilitate improvement of new graduate nurses' clinical reasoning skill. Disponible en ligne : Non

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Survey of Nursing Students' Self-Reported Knowledge of Ebola Virus Disease, Willingness to Treat, and Perceptions of their Duty to Treat / Jenifer M. Chilton in Journal of Professional Nursing, Vol. 32, n°6 (Novembre-Décembre 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 487-493 Titre : Survey of Nursing Students' Self-Reported Knowledge of Ebola Virus Disease, Willingness to Treat, and Perceptions of their Duty to Treat Type de document : Article Auteurs : Jenifer M. Chilton ; Charleen McNeill ; Danita Alfred Année de publication : 2016 Article en page(s) : p. 487-493 Langues : Anglais (eng) Descripteurs : HE Vinci Enquête ; Étudiants ; Fièvre hémorragique à virus Ebola ; Questionnaire de connaissance ; Recherche ; Thérapeutique ; Universités Résumé : The purpose of this study was to explore nursing students' self-reported knowledge of Ebola Virus Disease (EVD), willingness to treat patients with EVD, and student perceptions of duty to treat patients with EVD. The researchers developed the Survey of Nursing Student Self-Reported Knowledge of EVD, Willingness to Treat, and Perceptions of Duty to Treat, a quantitative tool with open-ended questions to inform the responses. On-line survey software was used for gathering anonymous data. A mixture of descriptive, nonparametric, and parametric statistics were used to describe, compare, and examine relationships between variables. Results demonstrated that licensed students scored significantly higher on self-reported knowledge of EVD than their prelicensure student counterparts (P = .039). Licensed students and prelicensure students did not differ on self-assessed willingness to treat (P > .05). The students had significantly higher willingness-to-treat scores when self-reported knowledge scores were higher (P = .007) and when they were older (P = .004). Willingness to treat was not influenced by whether one was partnered or single (P > .05) or had children or did not have children (P > .05). In conclusion, basic EVD knowledge and training appears to be critical to ensure willingness to treat. However, it is imperative that students have an indepth understanding of the principles of infectious diseases in general. Disponible en ligne : Non [article] Survey of Nursing Students' Self-Reported Knowledge of Ebola Virus Disease, Willingness to Treat, and Perceptions of their Duty to Treat [Article] / Jenifer M. Chilton ; Charleen McNeill ; Danita Alfred . - 2016 . - p. 487-493. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 487-493 Descripteurs : HE Vinci Enquête ; Étudiants ; Fièvre hémorragique à virus Ebola ; Questionnaire de connaissance ; Recherche ; Thérapeutique ; Universités Résumé : The purpose of this study was to explore nursing students' self-reported knowledge of Ebola Virus Disease (EVD), willingness to treat patients with EVD, and student perceptions of duty to treat patients with EVD. The researchers developed the Survey of Nursing Student Self-Reported Knowledge of EVD, Willingness to Treat, and Perceptions of Duty to Treat, a quantitative tool with open-ended questions to inform the responses. On-line survey software was used for gathering anonymous data. A mixture of descriptive, nonparametric, and parametric statistics were used to describe, compare, and examine relationships between variables. Results demonstrated that licensed students scored significantly higher on self-reported knowledge of EVD than their prelicensure student counterparts (P = .039). Licensed students and prelicensure students did not differ on self-assessed willingness to treat (P > .05). The students had significantly higher willingness-to-treat scores when self-reported knowledge scores were higher (P = .007) and when they were older (P = .004). Willingness to treat was not influenced by whether one was partnered or single (P > .05) or had children or did not have children (P > .05). In conclusion, basic EVD knowledge and training appears to be critical to ensure willingness to treat. However, it is imperative that students have an indepth understanding of the principles of infectious diseases in general. Disponible en ligne : Non

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Revitalizing Learning Outcomes for Adult Gerontology Advanced Practice Programs / Camille Payne in Journal of Professional Nursing, Vol. 32, n°6 (Novembre-Décembre 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 494-500 Titre : Revitalizing Learning Outcomes for Adult Gerontology Advanced Practice Programs Type de document : Article Auteurs : Camille Payne ; Kathleen Farrell ; Mary Heye Année de publication : 2016 Article en page(s) : p. 494-500 Langues : Anglais (eng) Descripteurs : HE Vinci Apprentissage ; École d'infirmières ; Pratique professionnelle ; Recherche ; Soins gériatriques Mots-clés : Pratique infirmière avancée Résumé : The implementation of the Consensus Model for Advanced Practice Registered Nurse Regulation has defined the model for advanced practice within the four recognized advanced practice nursing roles. The focus of graduate nursing program focus for care of the adult population has been broadened to include gerontology. The change toward increasing graduate program breadth and focus to a lifespan adult/gerontology population will result in the need for analysis and restructuring of advanced practice programs in order to incorporate gerontologic content. The purpose of this article is to describe a process for developing or revitalizing meaningful learning outcomes as an integral component in program revision and evaluation for advanced practice programs incorporating gerontologic content. Learning outcomes will be included with examples and definitions from the beginning basis of role-specific selected adult gerontology competencies through data collection and analysis for program improvement. Disponible en ligne : Non [article] Revitalizing Learning Outcomes for Adult Gerontology Advanced Practice Programs [Article] / Camille Payne ; Kathleen Farrell ; Mary Heye . - 2016 . - p. 494-500. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 494-500 Descripteurs : HE Vinci Apprentissage ; École d'infirmières ; Pratique professionnelle ; Recherche ; Soins gériatriques Mots-clés : Pratique infirmière avancée Résumé : The implementation of the Consensus Model for Advanced Practice Registered Nurse Regulation has defined the model for advanced practice within the four recognized advanced practice nursing roles. The focus of graduate nursing program focus for care of the adult population has been broadened to include gerontology. The change toward increasing graduate program breadth and focus to a lifespan adult/gerontology population will result in the need for analysis and restructuring of advanced practice programs in order to incorporate gerontologic content. The purpose of this article is to describe a process for developing or revitalizing meaningful learning outcomes as an integral component in program revision and evaluation for advanced practice programs incorporating gerontologic content. Learning outcomes will be included with examples and definitions from the beginning basis of role-specific selected adult gerontology competencies through data collection and analysis for program improvement. Disponible en ligne : Non

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Dépouillements

New Careers in Nursing: Optimizing Diversity and Student Success for the Future of Nursing / Vernell P. Dewitty in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S4-S13 Titre : New Careers in Nursing: Optimizing Diversity and Student Success for the Future of Nursing Type de document : Article Auteurs : Vernell P. Dewitty ; Carolina G. Huerta ; Christine Downing Année de publication : 2016 Article en page(s) : p. S4-S13 Langues : Anglais (eng) Descripteurs : HE Vinci Bourse ; Coût ; Étudiants ; Formation ; Inégalité sociale ; Infirmière ; Satisfaction Résumé : In 2008, the Robert Wood Johnson Foundation collaborated with the American Association of Colleges of Nursing to create the New Careers in Nursing (NCIN) scholarship program. Two goals of the program were to alleviate the nursing shortage and to increase diversity of the workforce. During this 7-year program (i.e., seven funding cycles), 130 schools of nursing in 41 states and the District of Columbia were selected as grantees, and they awarded 3,517 scholarships to second-degree accelerated nursing students who were members of groups underrepresented in nursing or who were economically disadvantaged. This article describes the demographic characteristics of the NCIN students, degree of satisfaction with their learning environment, perceptions of their mentoring experiences, and self-identified facilitators and barriers to program completion. Data sources for this article resulted from three surveys completed by scholars during their academic programs: the beginning, the midpoint, and within 6 months postgraduate. Results of analysis indicated that NCIN scholars are significantly more diverse compared with the national nurse population, and they reported high levels of satisfaction with their learning environments. Student relationships with peers and faculty improved during the period of program enrollment. Faculty support was the greatest facilitator for program completion, and competing priorities of finances and family responsibilities were the greatest challenges. Disponible en ligne : Non [article] New Careers in Nursing: Optimizing Diversity and Student Success for the Future of Nursing [Article] / Vernell P. Dewitty ; Carolina G. Huerta ; Christine Downing . - 2016 . - p. S4-S13. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S4-S13 Descripteurs : HE Vinci Bourse ; Coût ; Étudiants ; Formation ; Inégalité sociale ; Infirmière ; Satisfaction Résumé : In 2008, the Robert Wood Johnson Foundation collaborated with the American Association of Colleges of Nursing to create the New Careers in Nursing (NCIN) scholarship program. Two goals of the program were to alleviate the nursing shortage and to increase diversity of the workforce. During this 7-year program (i.e., seven funding cycles), 130 schools of nursing in 41 states and the District of Columbia were selected as grantees, and they awarded 3,517 scholarships to second-degree accelerated nursing students who were members of groups underrepresented in nursing or who were economically disadvantaged. This article describes the demographic characteristics of the NCIN students, degree of satisfaction with their learning environment, perceptions of their mentoring experiences, and self-identified facilitators and barriers to program completion. Data sources for this article resulted from three surveys completed by scholars during their academic programs: the beginning, the midpoint, and within 6 months postgraduate. Results of analysis indicated that NCIN scholars are significantly more diverse compared with the national nurse population, and they reported high levels of satisfaction with their learning environments. Student relationships with peers and faculty improved during the period of program enrollment. Faculty support was the greatest facilitator for program completion, and competing priorities of finances and family responsibilities were the greatest challenges. Disponible en ligne : Non

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Dollars and Sense: The Policy Implications of Financing an Accelerated Nursing Degree / Catherine M. Millett in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S14-S23 Titre : Dollars and Sense: The Policy Implications of Financing an Accelerated Nursing Degree Type de document : Article Auteurs : Catherine M. Millett Année de publication : 2016 Article en page(s) : p. S14-S23 Langues : Anglais (eng) Descripteurs : HE Vinci Bourse ; Coût ; Financement ; Formation ; Infirmière Résumé : The landmark report, The Future of Nursing: Leading Change, Advancing Health set a goal for the nursing community to increase the proportion of nurses with a baccalaureate degree from 50 to 80% by 2020 (Institute of Medicine, 2010). Nursing has witnessed a dramatic growth in the number of enrollments in accelerated baccalaureate of science in nursing programs for nonnursing graduates (Fang, Bednash, & DeWitty, 2012). Financing these degrees can be challenging. Many second-degree students no longer qualify for the federal grant programs and may have exhausted their federal undergraduate loan limits. The population for the current study is made up of accelerated baccalaureate of science in nursing students who received scholarships through the Robert Wood Johnson Foundation (RWJF) New Careers in Nursing (NCIN) Scholarship Program and the schools of nursing they have attended. This is a descriptive study. An analysis of RWJF NCIN scholars' survey responses reveals that while 90% of RWJF NCIN scholars incurred debt to finance their programs, the scholarship makes a difference in helping them to earn their degrees. A review of RWJF NCIN schools of nursing grantee reports establishes that, for many schools of nursing, the recognition and support of an external funding organization helps them to leverage additional funding opportunities. Disponible en ligne : Non [article] Dollars and Sense: The Policy Implications of Financing an Accelerated Nursing Degree [Article] / Catherine M. Millett . - 2016 . - p. S14-S23. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S14-S23 Descripteurs : HE Vinci Bourse ; Coût ; Financement ; Formation ; Infirmière Résumé : The landmark report, The Future of Nursing: Leading Change, Advancing Health set a goal for the nursing community to increase the proportion of nurses with a baccalaureate degree from 50 to 80% by 2020 (Institute of Medicine, 2010). Nursing has witnessed a dramatic growth in the number of enrollments in accelerated baccalaureate of science in nursing programs for nonnursing graduates (Fang, Bednash, & DeWitty, 2012). Financing these degrees can be challenging. Many second-degree students no longer qualify for the federal grant programs and may have exhausted their federal undergraduate loan limits. The population for the current study is made up of accelerated baccalaureate of science in nursing students who received scholarships through the Robert Wood Johnson Foundation (RWJF) New Careers in Nursing (NCIN) Scholarship Program and the schools of nursing they have attended. This is a descriptive study. An analysis of RWJF NCIN scholars' survey responses reveals that while 90% of RWJF NCIN scholars incurred debt to finance their programs, the scholarship makes a difference in helping them to earn their degrees. A review of RWJF NCIN schools of nursing grantee reports establishes that, for many schools of nursing, the recognition and support of an external funding organization helps them to leverage additional funding opportunities. Disponible en ligne : Non

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Pedagogy and Academic Success in Prelicensure Nursing Education / Teri A. Murray in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S24-S29 Titre : Pedagogy and Academic Success in Prelicensure Nursing Education Type de document : Article Auteurs : Teri A. Murray Année de publication : 2016 Article en page(s) : p. S24-S29 Langues : Anglais (eng) Descripteurs : HE Vinci Connaissances, attitudes et pratiques en santé ; Formation ; Infirmière ; Pédagogie Mots-clés : Réussite scolaire Résumé : The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Disponible en ligne : Non [article] Pedagogy and Academic Success in Prelicensure Nursing Education [Article] / Teri A. Murray . - 2016 . - p. S24-S29. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S24-S29 Descripteurs : HE Vinci Connaissances, attitudes et pratiques en santé ; Formation ; Infirmière ; Pédagogie Mots-clés : Réussite scolaire Résumé : The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Disponible en ligne : Non

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Looking Is Not Seeing and Listening Is Not Hearing / Linda Honan in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S30-S36 Titre : Looking Is Not Seeing and Listening Is Not Hearing : A Replication Study With Accelerated BSN Students Type de document : Article Auteurs : Linda Honan ; Sarah Shealy ; Kristopher Fennie ; [et al.] Année de publication : 2016 Article en page(s) : p. S30-S36 Langues : Anglais (eng) Descripteurs : HE Vinci Art ; Auscultation ; Compétence ; Étudiants ; Formation ; Infirmière ; Observation ; Perception Résumé : Development of perceptual aptitude is a critical yet complex skill that requires the effective organization and interpretation of data using visual and auditory clinical observation. Educators face challenges in creating pedagogy that consistently demonstrates reliability and validity in fostering clinical skills. We have dependably used the arts as a means to improve students' auditory and visual skills, and this article will describe replication of our work with accelerated nursing students in a bachelor's program in their last semester of nursing school (n=23). Our results reveal that auscultative and observational abilities of soon-to-be registered nurses are in need of improvement. The use of art in a museum improves observational and assessment abilities, and music training increases auscultative interpretive skills significantly. Disponible en ligne : Non [article] Looking Is Not Seeing and Listening Is Not Hearing : A Replication Study With Accelerated BSN Students [Article] / Linda Honan ; Sarah Shealy ; Kristopher Fennie ; [et al.] . - 2016 . - p. S30-S36. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S30-S36 Descripteurs : HE Vinci Art ; Auscultation ; Compétence ; Étudiants ; Formation ; Infirmière ; Observation ; Perception Résumé : Development of perceptual aptitude is a critical yet complex skill that requires the effective organization and interpretation of data using visual and auditory clinical observation. Educators face challenges in creating pedagogy that consistently demonstrates reliability and validity in fostering clinical skills. We have dependably used the arts as a means to improve students' auditory and visual skills, and this article will describe replication of our work with accelerated nursing students in a bachelor's program in their last semester of nursing school (n=23). Our results reveal that auscultative and observational abilities of soon-to-be registered nurses are in need of improvement. The use of art in a museum improves observational and assessment abilities, and music training increases auscultative interpretive skills significantly. Disponible en ligne : Non

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Gaming the System: Developing an Educational Game for Securing Principles of Arterial Blood Gases / Cory Ann Boyd in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S37-S41 Titre : Gaming the System: Developing an Educational Game for Securing Principles of Arterial Blood Gases Type de document : Article Auteurs : Cory Ann Boyd ; Jonah Warren ; Mary Ann Glendon Année de publication : 2016 Article en page(s) : p. S37-S41 Langues : Anglais (eng) Descripteurs : HE Vinci Étudiants ; Gaz du sang ; Infirmière ; Jeu ; Pédagogie Résumé : This article describes the development process for creating a digital educational mini game prototype designed to provide practice opportunities for learning fundamental principles of arterial blood gases. Mini games generally take less than an hour to play and focus on specific subject matter. An interdisciplinary team of faculty from two universities mentored student game developers to design a digital educational mini game prototype. Sixteen accelerated bachelor of science in nursing students collaborated with game development students and playtested the game prototype during the last semester of their senior year in nursing school. Playtesting is a form of feedback that supports an iterative design process that is critical to game development. A 10-question survey was coupled with group discussions addressing five broad themes of an archetypical digital educational mini game to yield feedback on game design, play, and content. Four rounds of playtesting and incorporating feedback supported the iterative process. Accelerated bachelor of science in nursing student playtester feedback suggests that the digital educational mini game prototype has potential for offering an engaging, playful game experience that will support securing the fundamental principles of arterial blood gases. Next steps are to test the digital educational mini game for teaching and learning effectiveness. Disponible en ligne : Non [article] Gaming the System: Developing an Educational Game for Securing Principles of Arterial Blood Gases [Article] / Cory Ann Boyd ; Jonah Warren ; Mary Ann Glendon . - 2016 . - p. S37-S41. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S37-S41 Descripteurs : HE Vinci Étudiants ; Gaz du sang ; Infirmière ; Jeu ; Pédagogie Résumé : This article describes the development process for creating a digital educational mini game prototype designed to provide practice opportunities for learning fundamental principles of arterial blood gases. Mini games generally take less than an hour to play and focus on specific subject matter. An interdisciplinary team of faculty from two universities mentored student game developers to design a digital educational mini game prototype. Sixteen accelerated bachelor of science in nursing students collaborated with game development students and playtested the game prototype during the last semester of their senior year in nursing school. Playtesting is a form of feedback that supports an iterative design process that is critical to game development. A 10-question survey was coupled with group discussions addressing five broad themes of an archetypical digital educational mini game to yield feedback on game design, play, and content. Four rounds of playtesting and incorporating feedback supported the iterative process. Accelerated bachelor of science in nursing student playtester feedback suggests that the digital educational mini game prototype has potential for offering an engaging, playful game experience that will support securing the fundamental principles of arterial blood gases. Next steps are to test the digital educational mini game for teaching and learning effectiveness. Disponible en ligne : Non

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Advancing Diversity in Academic Nursing / Michael V. Relf in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S42-S47 Titre : Advancing Diversity in Academic Nursing Type de document : Article Auteurs : Michael V. Relf Année de publication : 2016 Article en page(s) : p. S42-S47 Langues : Anglais (eng) Descripteurs : HE Vinci Formation ; Infirmière Mots-clés : Diversité Résumé : As the world around us evolves and as society becomes increasingly diverse, the demographics of the health professions workforce, including nursing, have been slow to change. Even with influential public relations campaigns sponsored by Johnson & Johnson (2015), pivotal policy reports such as the Institute of Medicine the Future of Nursing: Leading Change, Advancing Health report (Institute of Medicine, 2010), and programs such as the New Careers in Nursing Program funded by the Robert Wood Johnson Foundation/New Careers in Nursing (2015), much work remains if the nursing workforce is to match the demographics of the U.S. population. Therefore, this article will examine the role that accreditation agencies and innovative programs, such as pipeline programs and academic–service scholarship programs, could play in promoting diversity in the future nursing workforce. Disponible en ligne : Non [article] Advancing Diversity in Academic Nursing [Article] / Michael V. Relf . - 2016 . - p. S42-S47. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S42-S47 Descripteurs : HE Vinci Formation ; Infirmière Mots-clés : Diversité Résumé : As the world around us evolves and as society becomes increasingly diverse, the demographics of the health professions workforce, including nursing, have been slow to change. Even with influential public relations campaigns sponsored by Johnson & Johnson (2015), pivotal policy reports such as the Institute of Medicine the Future of Nursing: Leading Change, Advancing Health report (Institute of Medicine, 2010), and programs such as the New Careers in Nursing Program funded by the Robert Wood Johnson Foundation/New Careers in Nursing (2015), much work remains if the nursing workforce is to match the demographics of the U.S. population. Therefore, this article will examine the role that accreditation agencies and innovative programs, such as pipeline programs and academic–service scholarship programs, could play in promoting diversity in the future nursing workforce. Disponible en ligne : Non

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Strengthening Cultural Competence in Prenatal Care With a Virtual Community / Yvonne L. Weideman in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S48-S53 Titre : Strengthening Cultural Competence in Prenatal Care With a Virtual Community : Building Capacity Through Collaboration Type de document : Article Auteurs : Yvonne L. Weideman ; Lisa Young ; Joan Such Lockhart ; [et al.] Année de publication : 2016 Article en page(s) : p. S48-S53 Langues : Anglais (eng) Descripteurs : HE Vinci Consultation prénatale ; Culture (sociologie) ; Plan de soins ; Simulation ; Soins Résumé : The purpose of this project was to design, implement, and evaluate a virtual simulation experience (VSE) facilitating student access to diverse cultures and strengthening their ability to provide culturally congruent care. Design Faculty from two universities collaborated in designing a pre/postnatal VSE with African American and Amish patients. Students viewed patient assessments, interacted with patients, worked in teams to develop culturally appropriate care plans, and engaged in debriefing. Outcomes measurements included Jeffreys' Transcultural Self-Efficacy Test (TSET), researcher developed care plans, and program evaluation. Results Over 80% (N =141) of the invited students consented. Significant increases occurred in overall and subscale post-TSET scores (P  Conclusions This study suggests that VSEs are effective in transcending geographic barriers, gaining access to diverse cultures, and strengthening students' cultural competence. Disponible en ligne : Non [article] Strengthening Cultural Competence in Prenatal Care With a Virtual Community : Building Capacity Through Collaboration [Article] / Yvonne L. Weideman ; Lisa Young ; Joan Such Lockhart ; [et al.] . - 2016 . - p. S48-S53. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S48-S53 Descripteurs : HE Vinci Consultation prénatale ; Culture (sociologie) ; Plan de soins ; Simulation ; Soins Résumé : The purpose of this project was to design, implement, and evaluate a virtual simulation experience (VSE) facilitating student access to diverse cultures and strengthening their ability to provide culturally congruent care. Design Faculty from two universities collaborated in designing a pre/postnatal VSE with African American and Amish patients. Students viewed patient assessments, interacted with patients, worked in teams to develop culturally appropriate care plans, and engaged in debriefing. Outcomes measurements included Jeffreys' Transcultural Self-Efficacy Test (TSET), researcher developed care plans, and program evaluation. Results Over 80% (N =141) of the invited students consented. Significant increases occurred in overall and subscale post-TSET scores (P  Conclusions This study suggests that VSEs are effective in transcending geographic barriers, gaining access to diverse cultures, and strengthening students' cultural competence. Disponible en ligne : Non

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Setting the Stage for Success: Mentoring and Leadership Development / Patricia A. Tabloski in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S54-S58 Titre : Setting the Stage for Success: Mentoring and Leadership Development Type de document : Article Auteurs : Patricia A. Tabloski Année de publication : 2016 Article en page(s) : p. S54-S58 Langues : Anglais (eng) Descripteurs : HE Vinci Autorité ; Infirmière ; Pédagogie ; Tutorat Mots-clés : Réussite scolaire Résumé : The New Careers in Nursing (NCIN) Program funded by The Robert Wood Johnson Foundation has expanded enrollment in schools of nursing with accelerated nursing programs and increased diversity in the nursing workforce. As the demand for highly educated and skilled nurses continues to grow, accelerated nursing programs are thriving and increasing in number. The growing cadre of nontraditional nursing students has challenged nursing faculty to institute innovative teaching methods to develop accelerated students' leadership skills and to provide mentoring resources for newly licensed nurses to guide the successful and complex transition from the student to professional practice. To support its grantee schools and their scholars, the NCIN National Program office has supported the development and distribution of toolkits and other resources and solicited request for proposals to recognize outstanding contributions. The Program Innovation grants are intended to support nurse faculty educators working to develop and enhance educational projects to implement innovative approaches to accelerated nursing education that can be taken to scale and replicated in a variety of educational settings. The Legacy Award honors a program that describes lasting impact on the school as a result of participation in the NCIN program. Two of these projects are described with emphasis on leadership development and transition to practice. Disponible en ligne : Non [article] Setting the Stage for Success: Mentoring and Leadership Development [Article] / Patricia A. Tabloski . - 2016 . - p. S54-S58. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S54-S58 Descripteurs : HE Vinci Autorité ; Infirmière ; Pédagogie ; Tutorat Mots-clés : Réussite scolaire Résumé : The New Careers in Nursing (NCIN) Program funded by The Robert Wood Johnson Foundation has expanded enrollment in schools of nursing with accelerated nursing programs and increased diversity in the nursing workforce. As the demand for highly educated and skilled nurses continues to grow, accelerated nursing programs are thriving and increasing in number. The growing cadre of nontraditional nursing students has challenged nursing faculty to institute innovative teaching methods to develop accelerated students' leadership skills and to provide mentoring resources for newly licensed nurses to guide the successful and complex transition from the student to professional practice. To support its grantee schools and their scholars, the NCIN National Program office has supported the development and distribution of toolkits and other resources and solicited request for proposals to recognize outstanding contributions. The Program Innovation grants are intended to support nurse faculty educators working to develop and enhance educational projects to implement innovative approaches to accelerated nursing education that can be taken to scale and replicated in a variety of educational settings. The Legacy Award honors a program that describes lasting impact on the school as a result of participation in the NCIN program. Two of these projects are described with emphasis on leadership development and transition to practice. Disponible en ligne : Non

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New Careers in Nursing Scholar Alumni Toolkit: Development of an Innovative Resource for Transition to Practice / Ann MArie P. Mauro in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S59-S62 Titre : New Careers in Nursing Scholar Alumni Toolkit: Development of an Innovative Resource for Transition to Practice Type de document : Article Auteurs : Ann MArie P. Mauro ; Lori A. Escallier ; Maria G. Rosario Année de publication : 2016 Article en page(s) : p. S59-S62 Langues : Anglais (eng) Descripteurs : HE Vinci Pédagogie ; Pratique professionnelle ; Théorie Résumé : The transition from student to professional nurse is challenging and may be more difficult for underrepresented minority nurses. The Robert Wood Johnson Foundation New Careers in Nursing (NCIN) program supported development of a toolkit that would serve as a transition-to-practice resource to promote retention of NCIN alumni and other new nurses. Thirteen recent NCIN alumni (54% male, 23% Hispanic/Latino, 23% African Americans) from 3 schools gave preliminary content feedback. An e-mail survey was sent to a convenience sample of 29 recent NCIN alumni who evaluated the draft toolkit using a Likert scale (poor = 1; excellent = 5). Twenty NCIN alumni draft toolkit reviewers (response rate 69%) were primarily female (80%) and Hispanic/Latino (40%). Individual chapters' mean overall rating of 4.67 demonstrated strong validation. Mean scores for overall toolkit content (4.57), usability (4.5), relevance (4.79), and quality (4.71) were also excellent. Qualitative comments were analyzed using thematic content analysis and supported the toolkit's relevance and utility. A multilevel peer review process was also conducted. Peer reviewer feedback resulted in a 6-chapter document that offers resources for successful transition to practice and lays the groundwork for continued professional growth. Future research is needed to determine the ideal time to introduce this resource. Disponible en ligne : Non [article] New Careers in Nursing Scholar Alumni Toolkit: Development of an Innovative Resource for Transition to Practice [Article] / Ann MArie P. Mauro ; Lori A. Escallier ; Maria G. Rosario . - 2016 . - p. S59-S62. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S59-S62 Descripteurs : HE Vinci Pédagogie ; Pratique professionnelle ; Théorie Résumé : The transition from student to professional nurse is challenging and may be more difficult for underrepresented minority nurses. The Robert Wood Johnson Foundation New Careers in Nursing (NCIN) program supported development of a toolkit that would serve as a transition-to-practice resource to promote retention of NCIN alumni and other new nurses. Thirteen recent NCIN alumni (54% male, 23% Hispanic/Latino, 23% African Americans) from 3 schools gave preliminary content feedback. An e-mail survey was sent to a convenience sample of 29 recent NCIN alumni who evaluated the draft toolkit using a Likert scale (poor = 1; excellent = 5). Twenty NCIN alumni draft toolkit reviewers (response rate 69%) were primarily female (80%) and Hispanic/Latino (40%). Individual chapters' mean overall rating of 4.67 demonstrated strong validation. Mean scores for overall toolkit content (4.57), usability (4.5), relevance (4.79), and quality (4.71) were also excellent. Qualitative comments were analyzed using thematic content analysis and supported the toolkit's relevance and utility. A multilevel peer review process was also conducted. Peer reviewer feedback resulted in a 6-chapter document that offers resources for successful transition to practice and lays the groundwork for continued professional growth. Future research is needed to determine the ideal time to introduce this resource. Disponible en ligne : Non

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Diversifying the Pipeline Into Doctoral Nursing Programs: Developing the Doctoral Advancement Readiness Self-Assessment / Vernell P. Dewitty in Journal of Professional Nursing, Vol. 31, n°5S (HS September/October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S68-S75 Titre : Diversifying the Pipeline Into Doctoral Nursing Programs: Developing the Doctoral Advancement Readiness Self-Assessment Type de document : Article Auteurs : Vernell P. Dewitty ; Patricia A. Tabloski ; Catherine M. Millett ; [et al.] Année de publication : 2016 Article en page(s) : p. S68-S75 Langues : Anglais (eng) Descripteurs : HE Vinci Auto-évaluation diagnostique ; Étudiants ; Financement ; Infirmière ; Tutorat Mots-clés : Doctorat Résumé : This article presents the development and psychometric analysis of the Doctoral Readiness Self-Assessment for Doctoral Study. This survey was developed as the first step of a Web-based, on-line mentoring platform for nurses who are considering a doctoral degree program. By identifying and anticipating the predictors and barriers of success in doctoral nursing education, including practical (finances, time, geographical restriction) and personal factors (motivation, attitudes, perceived ability to navigate the application process), students are guided through a self-reflective process to determine readiness. Factor analysis revealed that interest, readiness, and support represent 3 distinct factors that may be used for additional analysis to predict future enrollment in doctoral nursing degree programs. The internal reliability analysis revealed that removing 3 items from the 15-item scale increased Cronbach's alpha from 0.75 to 0.80, and these factors explained 51.25% of variance. The self-assessment results can inform faculty's work as they mentor and guide students through the application, admission, and financial support processes for doctoral study. Disponible en ligne : Non [article] Diversifying the Pipeline Into Doctoral Nursing Programs: Developing the Doctoral Advancement Readiness Self-Assessment [Article] / Vernell P. Dewitty ; Patricia A. Tabloski ; Catherine M. Millett ; [et al.] . - 2016 . - p. S68-S75. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S68-S75 Descripteurs : HE Vinci Auto-évaluation diagnostique ; Étudiants ; Financement ; Infirmière ; Tutorat Mots-clés : Doctorat Résumé : This article presents the development and psychometric analysis of the Doctoral Readiness Self-Assessment for Doctoral Study. This survey was developed as the first step of a Web-based, on-line mentoring platform for nurses who are considering a doctoral degree program. By identifying and anticipating the predictors and barriers of success in doctoral nursing education, including practical (finances, time, geographical restriction) and personal factors (motivation, attitudes, perceived ability to navigate the application process), students are guided through a self-reflective process to determine readiness. Factor analysis revealed that interest, readiness, and support represent 3 distinct factors that may be used for additional analysis to predict future enrollment in doctoral nursing degree programs. The internal reliability analysis revealed that removing 3 items from the 15-item scale increased Cronbach's alpha from 0.75 to 0.80, and these factors explained 51.25% of variance. The self-assessment results can inform faculty's work as they mentor and guide students through the application, admission, and financial support processes for doctoral study. Disponible en ligne : Non

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Dépouillements

CARES: AACN's New Competencies and Recommendations for Educating Undergraduate Nursing Students to Improve Palliative Care / Betty Ferrell in Journal of Professional Nursing, Vol. 31, n°5 (September-October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 327-333 Titre : CARES: AACN's New Competencies and Recommendations for Educating Undergraduate Nursing Students to Improve Palliative Care Type de document : Article Auteurs : Betty Ferrell ; Pam Malloy ; Polly Mazanec ; [et al.] Année de publication : 2016 Article en page(s) : p. 327-333 Langues : Anglais (eng) Descripteurs : HE Vinci Compétence ; École d'infirmières ; Education ; Efficacité ; Recherche ; Recommandations ; Soins palliatifs Résumé : Nurses spend the most time of any health care professional caring for patients and families dealing with the challenges of serious illness. The demand for nursing expertise in palliative care is growing as more people are living with chronic, life-limiting illnesses. Nursing faculty must prepare future nurses to meet this demand. The new American Association of Colleges of Nursing Palliative Competencies And Recommendations for Educating undergraduate nursing Students document, released February 2016, identifies the 17 competencies that all undergraduate nursing students should achieve by the time of graduation. This historic document is a revision of the 1998 American Association of Colleges of Nursing Peaceful Death document and is now the guiding framework for undergraduate nursing education. In an effort to support nursing faculty and prepare nursing students to deliver quality palliative care, an innovative, interactive on-line undergraduate End-of-Life Nursing Education Consortium (ELNEC) curriculum is under development and will be released in January 2017. This new curriculum will meet the competencies and recommendations for achieving those competencies outlined in the Competencies And Recommendations for Educating undergraduate nursing Students document. Disponible en ligne : Non [article] CARES: AACN's New Competencies and Recommendations for Educating Undergraduate Nursing Students to Improve Palliative Care [Article] / Betty Ferrell ; Pam Malloy ; Polly Mazanec ; [et al.] . - 2016 . - p. 327-333. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 327-333 Descripteurs : HE Vinci Compétence ; École d'infirmières ; Education ; Efficacité ; Recherche ; Recommandations ; Soins palliatifs Résumé : Nurses spend the most time of any health care professional caring for patients and families dealing with the challenges of serious illness. The demand for nursing expertise in palliative care is growing as more people are living with chronic, life-limiting illnesses. Nursing faculty must prepare future nurses to meet this demand. The new American Association of Colleges of Nursing Palliative Competencies And Recommendations for Educating undergraduate nursing Students document, released February 2016, identifies the 17 competencies that all undergraduate nursing students should achieve by the time of graduation. This historic document is a revision of the 1998 American Association of Colleges of Nursing Peaceful Death document and is now the guiding framework for undergraduate nursing education. In an effort to support nursing faculty and prepare nursing students to deliver quality palliative care, an innovative, interactive on-line undergraduate End-of-Life Nursing Education Consortium (ELNEC) curriculum is under development and will be released in January 2017. This new curriculum will meet the competencies and recommendations for achieving those competencies outlined in the Competencies And Recommendations for Educating undergraduate nursing Students document. Disponible en ligne : Non

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Streamlining Appointment, Promotion, and Tenure Procedures to Promote Early-Career Faculty Success / Shannon B. Smith in Journal of Professional Nursing, Vol. 31, n°5 (September-October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 334-341 Titre : Streamlining Appointment, Promotion, and Tenure Procedures to Promote Early-Career Faculty Success Type de document : Article Auteurs : Shannon B. Smith ; Ann Hollerbach ; Annemarie Sipkes Donato ; [et al.] Année de publication : 2016 Article en page(s) : p. 334-341 Langues : Anglais (eng) Descripteurs : HE Vinci Enquête ; Enseignement ; Recherche ; Recommandations ; Travail (emploi) Résumé : A critical component of the progression of a successful academic career is being promoted in rank. Early-career faculty are required to have an understanding of appointment, promotion, and tenure (APT) guidelines, but many factors often impede this understanding, thwarting a smooth and planned promotion pathway for professional advancement. This article outlines the steps taken by an APT committee to improve the promotion process from instructor to assistant professor. Six sigma's DMAIC improvement model was selected as the guiding operational framework to remove variation in the promotion process. After faculty handbook revisions were made, several checklists developed, and a process review rubric was implemented; recently promoted faculty were surveyed on satisfaction with the process. Faculty opinions captured in the survey suggest increased transparency in the process and perceived support offered by the APT committee. Positive outcomes include a strengthened faculty support framework, streamlined promotion processes, and improved faculty satisfaction. Changes to the APT processes resulted in an unambiguous and standardized pathway for successful promotion. Disponible en ligne : Non [article] Streamlining Appointment, Promotion, and Tenure Procedures to Promote Early-Career Faculty Success [Article] / Shannon B. Smith ; Ann Hollerbach ; Annemarie Sipkes Donato ; [et al.] . - 2016 . - p. 334-341. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 334-341 Descripteurs : HE Vinci Enquête ; Enseignement ; Recherche ; Recommandations ; Travail (emploi) Résumé : A critical component of the progression of a successful academic career is being promoted in rank. Early-career faculty are required to have an understanding of appointment, promotion, and tenure (APT) guidelines, but many factors often impede this understanding, thwarting a smooth and planned promotion pathway for professional advancement. This article outlines the steps taken by an APT committee to improve the promotion process from instructor to assistant professor. Six sigma's DMAIC improvement model was selected as the guiding operational framework to remove variation in the promotion process. After faculty handbook revisions were made, several checklists developed, and a process review rubric was implemented; recently promoted faculty were surveyed on satisfaction with the process. Faculty opinions captured in the survey suggest increased transparency in the process and perceived support offered by the APT committee. Positive outcomes include a strengthened faculty support framework, streamlined promotion processes, and improved faculty satisfaction. Changes to the APT processes resulted in an unambiguous and standardized pathway for successful promotion. Disponible en ligne : Non

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Overcoming the Tension: Building Effective DNP-PhD Faculty Teams / Beth A. Staffileno in Journal of Professional Nursing, Vol. 31, n°5 (September-October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 342-348 Titre : Overcoming the Tension: Building Effective DNP-PhD Faculty Teams Type de document : Article Auteurs : Beth A. Staffileno ; Marcia Pencak Murphy ; Elizabeth Carlson Année de publication : 2016 Article en page(s) : p. 342-348 Langues : Anglais (eng) Descripteurs : HE Vinci École d'infirmières ; Équipe ; Groupe ; Interdisciplinarité ; Recherche ; Universités Résumé : A shift in terminal degrees held by nursing faculty is occurring as the number of doctor of nursing practice graduates continues to rise. This change has resulted in some uncertainty and tension. At the same time, there is a pressing need for collaboration among doctoral-prepared nurse leaders to improve care and outcomes for the population. An intellectual community that nurtures learning for all members serves as a blueprint for moving toward a professoriate that engages both doctor of nursing practice- and doctor of philosophy-prepared faculty and enhances scholarly activities, research, and teaching productivity. Although this may seem like an intangible concept, strategic steps can be instituted to promote positive relationships and transform the academic culture into an environment that fosters a vibrant intellectual life for all faculty members. Therefore, the purpose of this article is to propose that doctoral faculty embrace a transformational change to promote a community of scholars who serve as stewards of the discipline. Specific strategies for transforming the culture and building an intellectual community are described. Disponible en ligne : Non [article] Overcoming the Tension: Building Effective DNP-PhD Faculty Teams [Article] / Beth A. Staffileno ; Marcia Pencak Murphy ; Elizabeth Carlson . - 2016 . - p. 342-348. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 342-348 Descripteurs : HE Vinci École d'infirmières ; Équipe ; Groupe ; Interdisciplinarité ; Recherche ; Universités Résumé : A shift in terminal degrees held by nursing faculty is occurring as the number of doctor of nursing practice graduates continues to rise. This change has resulted in some uncertainty and tension. At the same time, there is a pressing need for collaboration among doctoral-prepared nurse leaders to improve care and outcomes for the population. An intellectual community that nurtures learning for all members serves as a blueprint for moving toward a professoriate that engages both doctor of nursing practice- and doctor of philosophy-prepared faculty and enhances scholarly activities, research, and teaching productivity. Although this may seem like an intangible concept, strategic steps can be instituted to promote positive relationships and transform the academic culture into an environment that fosters a vibrant intellectual life for all faculty members. Therefore, the purpose of this article is to propose that doctoral faculty embrace a transformational change to promote a community of scholars who serve as stewards of the discipline. Specific strategies for transforming the culture and building an intellectual community are described. Disponible en ligne : Non

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Evaluating Simulation Methodologies to Determine Best Strategies to Maximize Student Learning / Yvonne K. Scheber in Journal of Professional Nursing, Vol. 31, n°5 (September-October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 349-357 Titre : Evaluating Simulation Methodologies to Determine Best Strategies to Maximize Student Learning Type de document : Article Auteurs : Yvonne K. Scheber ; Kelly Foltz-Ramos ; Donna Fabry ; [et al.] Année de publication : 2016 Article en page(s) : p. 349-357 Langues : Anglais (eng) Descripteurs : HE Vinci Apprentissage ; École d'infirmières ; Efficacité ; Étudiants ; Méthodologie ; Recherche ; Simulation Résumé : Limited evidence exists as to the most effective ways to provide simulation experiences to maximize student learning. This quasi-experimental study investigated 2 different strategies repeated versus 1 exposure and participation versus observation on student outcomes following exposure to a high-fidelity acute asthma exacerbation of asthma scenario. Immediate repeated exposure resulted in significantly higher scores on knowledge, student satisfaction and self-confidence, and clinical performance measures than a single exposure. Significant intergroup differences were found on participants' satisfaction and self-confidence as compared with observers. Implications for nurse educators include expanding the observer role when designing repeated exposure to simulations and integrating technical, cognitive, and behavioral outcomes as a way for faculty to evaluate students' clinical performance. Disponible en ligne : Non [article] Evaluating Simulation Methodologies to Determine Best Strategies to Maximize Student Learning [Article] / Yvonne K. Scheber ; Kelly Foltz-Ramos ; Donna Fabry ; [et al.] . - 2016 . - p. 349-357. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 349-357 Descripteurs : HE Vinci Apprentissage ; École d'infirmières ; Efficacité ; Étudiants ; Méthodologie ; Recherche ; Simulation Résumé : Limited evidence exists as to the most effective ways to provide simulation experiences to maximize student learning. This quasi-experimental study investigated 2 different strategies repeated versus 1 exposure and participation versus observation on student outcomes following exposure to a high-fidelity acute asthma exacerbation of asthma scenario. Immediate repeated exposure resulted in significantly higher scores on knowledge, student satisfaction and self-confidence, and clinical performance measures than a single exposure. Significant intergroup differences were found on participants' satisfaction and self-confidence as compared with observers. Implications for nurse educators include expanding the observer role when designing repeated exposure to simulations and integrating technical, cognitive, and behavioral outcomes as a way for faculty to evaluate students' clinical performance. Disponible en ligne : Non

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The Keys to Success in Doctoral Studies: A Preimmersion Course / Deborah Salani in Journal of Professional Nursing, Vol. 31, n°5 (September-October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 358-363 Titre : The Keys to Success in Doctoral Studies: A Preimmersion Course Type de document : Article Auteurs : Deborah Salani ; Laura Dean Albuja ; Khitam Azaiza Année de publication : 2016 Article en page(s) : p. 358-363 Langues : Anglais (eng) Descripteurs : HE Vinci Développement ; Efficacité ; Étudiants ; Pratique professionnelle ; Recherche ; Universités Résumé : This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life–work–school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in the program. Disponible en ligne : Non [article] The Keys to Success in Doctoral Studies: A Preimmersion Course [Article] / Deborah Salani ; Laura Dean Albuja ; Khitam Azaiza . - 2016 . - p. 358-363. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 358-363 Descripteurs : HE Vinci Développement ; Efficacité ; Étudiants ; Pratique professionnelle ; Recherche ; Universités Résumé : This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life–work–school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in the program. Disponible en ligne : Non

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Evaluating the Impact of Wikis on Student Learning Outcomes / Nina M. Trocky in Journal of Professional Nursing, Vol. 31, n°5 (September-October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 364-376 Titre : Evaluating the Impact of Wikis on Student Learning Outcomes : An Integrative Review Type de document : Article Auteurs : Nina M. Trocky ; Kathleen M. Buckley Année de publication : 2016 Article en page(s) : p. 364-376 Langues : Anglais (eng) Descripteurs : HE Vinci Apprentissage ; E-learning ; Étudiants ; Evaluation ; Internet ; Médias sociaux ; Recherche Résumé : Although wikis appear to have been reported as effective tools for educators, uncertainty exists as to their effectiveness in achieving student learning outcomes. The aim of this integrative review was to examine the current evidence on the impact of wikis on student learning in courses requiring collaborative or co-developed assignments or activities. The authors searched several electronic databases for relevant articles and used R. Whittemore and K. Knafl’s (2005) integrative review method to analyze and synthesize the evidence. Twenty-five articles met the selection criteria for this review, and four major themes for wiki use were identified: (a) writing skills, (b) collaboration, (c) knowledge acquisition, and (d) centralized repository. Although wikis have been found useful in improving student learning outcomes and hold great potential as an instructional strategy to aid students in learning various skills and gaining new knowledge, more research is needed on their effectiveness, especially in the area of nursing education. Disponible en ligne : Non [article] Evaluating the Impact of Wikis on Student Learning Outcomes : An Integrative Review [Article] / Nina M. Trocky ; Kathleen M. Buckley . - 2016 . - p. 364-376. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 364-376 Descripteurs : HE Vinci Apprentissage ; E-learning ; Étudiants ; Evaluation ; Internet ; Médias sociaux ; Recherche Résumé : Although wikis appear to have been reported as effective tools for educators, uncertainty exists as to their effectiveness in achieving student learning outcomes. The aim of this integrative review was to examine the current evidence on the impact of wikis on student learning in courses requiring collaborative or co-developed assignments or activities. The authors searched several electronic databases for relevant articles and used R. Whittemore and K. Knafl’s (2005) integrative review method to analyze and synthesize the evidence. Twenty-five articles met the selection criteria for this review, and four major themes for wiki use were identified: (a) writing skills, (b) collaboration, (c) knowledge acquisition, and (d) centralized repository. Although wikis have been found useful in improving student learning outcomes and hold great potential as an instructional strategy to aid students in learning various skills and gaining new knowledge, more research is needed on their effectiveness, especially in the area of nursing education. Disponible en ligne : Non

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Social Determinants and Educational Barriers to Successful Admission to Nursing Programs for Minority and Rural Students / Sharon Elizabeth Metcalfe in Journal of Professional Nursing, Vol. 31, n°5 (September-October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 377-382 Titre : Social Determinants and Educational Barriers to Successful Admission to Nursing Programs for Minority and Rural Students Type de document : Article Auteurs : Sharon Elizabeth Metcalfe ; Judy Neubrander Année de publication : 2016 Article en page(s) : p. 377-382 Langues : Anglais (eng) Descripteurs : HE Vinci Déclaration d'admission ; Education ; Étudiants ; Inégalité sociale ; Milieu rural ; Recherche ; Soins ; Universités Résumé : In 2010, the Institute of Medicine made a recommendation in The Future of Nursing Report to diversify the student population of the health care professions in order to provide increasing minority providers to meet the culturally competent needs of the growing multicultural populations of the United States (Institute of Medicine, 2010). The Nursing Network and Careers and Technology Nurse Mentoring Program provides a nursing mentor to underrepresented ethnic minority and educationally disadvantaged students and a significant scholarship and stipend for tuition and monthly living expenses. Ethnically diverse and rural students have lifelong familial and geographical educational barriers that prevent them from succeeding. There are a plethora of major environmental and familial factors that need to be addressed by society for these students to be successful. These factors include improvement of county schools by financial support, improving the home environment through social supportive services, and implementing improved parent–child bonding with nurse family partnerships. Nursing faculty must embrace new approaches for increasing the number of ethnically diverse nursing providers through novel admission criteria and collaborative cohort peer-mentoring programs. Disponible en ligne : Non [article] Social Determinants and Educational Barriers to Successful Admission to Nursing Programs for Minority and Rural Students [Article] / Sharon Elizabeth Metcalfe ; Judy Neubrander . - 2016 . - p. 377-382. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 377-382 Descripteurs : HE Vinci Déclaration d'admission ; Education ; Étudiants ; Inégalité sociale ; Milieu rural ; Recherche ; Soins ; Universités Résumé : In 2010, the Institute of Medicine made a recommendation in The Future of Nursing Report to diversify the student population of the health care professions in order to provide increasing minority providers to meet the culturally competent needs of the growing multicultural populations of the United States (Institute of Medicine, 2010). The Nursing Network and Careers and Technology Nurse Mentoring Program provides a nursing mentor to underrepresented ethnic minority and educationally disadvantaged students and a significant scholarship and stipend for tuition and monthly living expenses. Ethnically diverse and rural students have lifelong familial and geographical educational barriers that prevent them from succeeding. There are a plethora of major environmental and familial factors that need to be addressed by society for these students to be successful. These factors include improvement of county schools by financial support, improving the home environment through social supportive services, and implementing improved parent–child bonding with nurse family partnerships. Nursing faculty must embrace new approaches for increasing the number of ethnically diverse nursing providers through novel admission criteria and collaborative cohort peer-mentoring programs. Disponible en ligne : Non

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Factors Associated With Stress Among Second Year Student Nurses During Clinical Training in Jamaica / Marleise McBean Graham in Journal of Professional Nursing, Vol. 31, n°5 (September-October 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 383-391 Titre : Factors Associated With Stress Among Second Year Student Nurses During Clinical Training in Jamaica Type de document : Article Auteurs : Marleise McBean Graham ; Jascinth Lindo ; Venise D Bryan ; [et al.] Année de publication : 2016 Article en page(s) : p. 383-391 Langues : Anglais (eng) Descripteurs : HE Vinci École d'infirmières ; Étudiants ; Pratique professionnelle ; Recherche ; Stress ; Universités Résumé : The aim of this study is to determine the levels of stress among students in the Jamaican clinical setting and describe the perceived contributing factors to this stress. This cross-sectional study of 106 second year students enrolled at 2 schools of nursing in Jamaica used a 30-item self-administered questionnaire to gather data on levels of stress and contributing factors. Participants were asked to rate the levels of stress experienced (scale: 0–5, where 5 was highest). Data were analyzed using Statistical Package for the Social Sciences® Version 19 for Windows®. The response rate was 98% (106/108), and 97.2% were females. The average age of respondents was 23.16 ± 9.01 years. The majority of participants were single (78.3%) and resident in Kingston and St. Andrew (61.3%). The level of stress experienced in the clinical setting was rated 3.48 ± 1.3/5; financial difficulties (3.17 ± 1.6/5) and interactions with unit staff (3.15 ± 1.4/5) were rated the greatest contributors to stress. Students experienced fear of harming the patient (50%), and only 24% expressed consistent confidence. Except for the interactions with preceptors (P Disponible en ligne : Non [article] Factors Associated With Stress Among Second Year Student Nurses During Clinical Training in Jamaica [Article] / Marleise McBean Graham ; Jascinth Lindo ; Venise D Bryan ; [et al.] . - 2016 . - p. 383-391. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 383-391 Descripteurs : HE Vinci École d'infirmières ; Étudiants ; Pratique professionnelle ; Recherche ; Stress ; Universités Résumé : The aim of this study is to determine the levels of stress among students in the Jamaican clinical setting and describe the perceived contributing factors to this stress. This cross-sectional study of 106 second year students enrolled at 2 schools of nursing in Jamaica used a 30-item self-administered questionnaire to gather data on levels of stress and contributing factors. Participants were asked to rate the levels of stress experienced (scale: 0–5, where 5 was highest). Data were analyzed using Statistical Package for the Social Sciences® Version 19 for Windows®. The response rate was 98% (106/108), and 97.2% were females. The average age of respondents was 23.16 ± 9.01 years. The majority of participants were single (78.3%) and resident in Kingston and St. Andrew (61.3%). The level of stress experienced in the clinical setting was rated 3.48 ± 1.3/5; financial difficulties (3.17 ± 1.6/5) and interactions with unit staff (3.15 ± 1.4/5) were rated the greatest contributors to stress. Students experienced fear of harming the patient (50%), and only 24% expressed consistent confidence. Except for the interactions with preceptors (P Disponible en ligne : Non

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Dépouillements

Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop / Kristine M. Kulage in Journal of Professional Nursing, Vol. 31, n°4 (July/August 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 262-270 Titre : Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop Type de document : Article Auteurs : Kristine M. Kulage ; Elaine L. Larson Année de publication : 2016 Article en page(s) : p. 262-270 Langues : Anglais (eng) Descripteurs : HE Vinci Apprentissage ; Compétence informationnelle ; Interdisciplinarité ; Recherche Mots-clés : Atelier d'écriture  Évaluation par les pairs Résumé : •Publishing scholarly work is important for nursing faculty but is often neglected. •We describe a faculty-based, peer review manuscript writing workshop model. •Participant surveys indicated the workshop was valuable and created accountability. •All but one of 17 manuscripts are published, accepted, or in the review process. •We recommend the model for schools of nursing seeking to expand scholarly output. The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing. Disponible en ligne : Non [article] Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop [Article] / Kristine M. Kulage ; Elaine L. Larson . - 2016 . - p. 262-270. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 262-270 Descripteurs : HE Vinci Apprentissage ; Compétence informationnelle ; Interdisciplinarité ; Recherche Mots-clés : Atelier d'écriture  Évaluation par les pairs Résumé : •Publishing scholarly work is important for nursing faculty but is often neglected. •We describe a faculty-based, peer review manuscript writing workshop model. •Participant surveys indicated the workshop was valuable and created accountability. •All but one of 17 manuscripts are published, accepted, or in the review process. •We recommend the model for schools of nursing seeking to expand scholarly output. The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing. Disponible en ligne : Non

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Core Practice Outcomes for Clinical Nurse Specialists / Janet S. Fulton in Journal of Professional Nursing, Vol. 31, n°4 (July/August 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 271-282 Titre : Core Practice Outcomes for Clinical Nurse Specialists : A Revalidation Study Type de document : Article Auteurs : Janet S. Fulton ; Ann M. Mayo ; Jane A. Walker ; [et al.] Année de publication : 2016 Article en page(s) : p. 271-282 Langues : Anglais (eng) Descripteurs : HE Vinci Enquête ; Infirmiere clinicienne ; Internet ; Recherche Mots-clés : Pratique infirmière avancée Résumé : Measuring outcomes of clinical nurse specialist (CNS) practice is essential for demonstrating accountability. Literature is limited with respect to the scope of reported CNS outcomes. The National Association of Clinical Nurse Specialists' (NACNS) published listing of CNS outcomes could serve as an outcome measurement framework. Revalidation of these outcomes is an important step in creating a structured outcome measurement approach. The purpose of this descriptive study was to assess CNSs' perceptions of the ongoing validity of NACNS published outcomes. A Web-based survey asked participants to describe, for each of 42 outcomes, the frequency of outcome accountability, importance to practice, and frequency of monitoring. Of the 427 surveys returned, 347 (81%) were included in analysis. Findings demonstrated concordance between identified outcomes and actual CNS practice. When job descriptions included the CNS outcomes, more CNSs reported using the outcomes in practice. Both accountability and importance predicted the monitoring of outcomes (p Disponible en ligne : Non [article] Core Practice Outcomes for Clinical Nurse Specialists : A Revalidation Study [Article] / Janet S. Fulton ; Ann M. Mayo ; Jane A. Walker ; [et al.] . - 2016 . - p. 271-282. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 271-282 Descripteurs : HE Vinci Enquête ; Infirmiere clinicienne ; Internet ; Recherche Mots-clés : Pratique infirmière avancée Résumé : Measuring outcomes of clinical nurse specialist (CNS) practice is essential for demonstrating accountability. Literature is limited with respect to the scope of reported CNS outcomes. The National Association of Clinical Nurse Specialists' (NACNS) published listing of CNS outcomes could serve as an outcome measurement framework. Revalidation of these outcomes is an important step in creating a structured outcome measurement approach. The purpose of this descriptive study was to assess CNSs' perceptions of the ongoing validity of NACNS published outcomes. A Web-based survey asked participants to describe, for each of 42 outcomes, the frequency of outcome accountability, importance to practice, and frequency of monitoring. Of the 427 surveys returned, 347 (81%) were included in analysis. Findings demonstrated concordance between identified outcomes and actual CNS practice. When job descriptions included the CNS outcomes, more CNSs reported using the outcomes in practice. Both accountability and importance predicted the monitoring of outcomes (p Disponible en ligne : Non

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Nurses for Wisconsin: A Collaborative Initiative to Enhance the Nurse Educator Workforce / Linda K. Young in Journal of Professional Nursing, Vol. 31, n°4 (July/August 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 292-299 Titre : Nurses for Wisconsin: A Collaborative Initiative to Enhance the Nurse Educator Workforce Type de document : Article Auteurs : Linda K. Young ; Jan L. Adams ; Sally Lundeen ; [et al.] Année de publication : 2016 Article en page(s) : p. 292-299 Langues : Anglais (eng) Descripteurs : HE Vinci Communication ; Education ; Etats-unis ; Infirmière ; Recherche ; Universités Mots-clés : Pénurie de soins infirmiers Résumé : Wisconsin, like much of the nation, is currently suffering from a growing nursing shortage. The University of Wisconsin–Eau Claire College of Nursing and Health Sciences, in partnership with the University of Wisconsin–Madison, University of Wisconsin–Milwaukee, and University of Wisconsin Oshkosh nursing programs, took advantage of a University of Wisconsin System Incentive Grant for economic and workforce development to address this problem. With a $3.2 million award, the Nurses for Wisconsin goal is to increase the number of baccalaureate registered nurses by expanding the nursing education capacity within the University of Wisconsin System. Nurses for Wisconsin is accelerating the preparation of nursing faculty by supporting nurses to enroll in doctor of nursing practice or nursing doctor of philosophy programs with pre- and postdoctoral fellowship awards ranging from $21,500 to $90,000 and the recruitment of faculty with a loan repayment program of up to $50,000. In exchange for the financial support, fellows and faculty must make a 3-year commitment to teach in a UW System nursing program. Two conferences for program participants are also funded through the award. The first conference was held in October 2014. The second conference is scheduled for summer 2015. With the first year of the 2-year project completed, this article describes Nurses for Wisconsin from inception to implementation and midterm assessment with a focus on lessons learned. A follow-up article addressing final outcomes and next steps is planned. Disponible en ligne : Non [article] Nurses for Wisconsin: A Collaborative Initiative to Enhance the Nurse Educator Workforce [Article] / Linda K. Young ; Jan L. Adams ; Sally Lundeen ; [et al.] . - 2016 . - p. 292-299. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 292-299 Descripteurs : HE Vinci Communication ; Education ; Etats-unis ; Infirmière ; Recherche ; Universités Mots-clés : Pénurie de soins infirmiers Résumé : Wisconsin, like much of the nation, is currently suffering from a growing nursing shortage. The University of Wisconsin–Eau Claire College of Nursing and Health Sciences, in partnership with the University of Wisconsin–Madison, University of Wisconsin–Milwaukee, and University of Wisconsin Oshkosh nursing programs, took advantage of a University of Wisconsin System Incentive Grant for economic and workforce development to address this problem. With a $3.2 million award, the Nurses for Wisconsin goal is to increase the number of baccalaureate registered nurses by expanding the nursing education capacity within the University of Wisconsin System. Nurses for Wisconsin is accelerating the preparation of nursing faculty by supporting nurses to enroll in doctor of nursing practice or nursing doctor of philosophy programs with pre- and postdoctoral fellowship awards ranging from $21,500 to $90,000 and the recruitment of faculty with a loan repayment program of up to $50,000. In exchange for the financial support, fellows and faculty must make a 3-year commitment to teach in a UW System nursing program. Two conferences for program participants are also funded through the award. The first conference was held in October 2014. The second conference is scheduled for summer 2015. With the first year of the 2-year project completed, this article describes Nurses for Wisconsin from inception to implementation and midterm assessment with a focus on lessons learned. A follow-up article addressing final outcomes and next steps is planned. Disponible en ligne : Non

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Strengthening the Role of Nurses in Medical Device Development / Jessica Castner in Journal of Professional Nursing, Vol. 31, n°4 (July/August 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 300-305 Titre : Strengthening the Role of Nurses in Medical Device Development Type de document : Article Auteurs : Jessica Castner ; Suzanne S. Sullivan ; Albert H. Titus ; [et al.] Année de publication : 2016 Article en page(s) : p. 300-305 Langues : Anglais (eng) Descripteurs : HE Vinci Asthme ; Interdisciplinarité ; Recherche ; Rôle propre infirmier ; Technologie Résumé : Background Medical devices and innovative technology promise to revolutionize health care. Despite the importance of involving nurses in the collaborative medical device development processes, there are few learning opportunities in nursing programs. The purpose of this article is to provide a conceptual guide for nurse educators and researchers to engage nursing expertise in medical device development processes. Method A review of the literature guided the creation of the “Strengthening the Role of Nurses in Medical Device Development Roadmap” model. The model was used to describe how nurses can be engaged in multidisciplinary design of medical devices. An academic transdisciplinary team piloted the application of the model. Results The model includes the stages of needs assessment, planned brainstorm, feasibility determination, concept design, and prototype building. A transdisciplinary team case study of improving an asthma home-monitoring devices illustrates effective application of the model. Conclusion Nurse leaders in the academic setting can effectively use the “Strengthening the Role of Nurses in Medical Device Development Roadmap” to inform their engagement of nurses in early medical device development and innovation processes. Disponible en ligne : Non [article] Strengthening the Role of Nurses in Medical Device Development [Article] / Jessica Castner ; Suzanne S. Sullivan ; Albert H. Titus ; [et al.] . - 2016 . - p. 300-305. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 300-305 Descripteurs : HE Vinci Asthme ; Interdisciplinarité ; Recherche ; Rôle propre infirmier ; Technologie Résumé : Background Medical devices and innovative technology promise to revolutionize health care. Despite the importance of involving nurses in the collaborative medical device development processes, there are few learning opportunities in nursing programs. The purpose of this article is to provide a conceptual guide for nurse educators and researchers to engage nursing expertise in medical device development processes. Method A review of the literature guided the creation of the “Strengthening the Role of Nurses in Medical Device Development Roadmap” model. The model was used to describe how nurses can be engaged in multidisciplinary design of medical devices. An academic transdisciplinary team piloted the application of the model. Results The model includes the stages of needs assessment, planned brainstorm, feasibility determination, concept design, and prototype building. A transdisciplinary team case study of improving an asthma home-monitoring devices illustrates effective application of the model. Conclusion Nurse leaders in the academic setting can effectively use the “Strengthening the Role of Nurses in Medical Device Development Roadmap” to inform their engagement of nurses in early medical device development and innovation processes. Disponible en ligne : Non

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Holistic Admissions in Nursing / Greer Glazer in Journal of Professional Nursing, Vol. 31, n°4 (July/August 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 306-313 Titre : Holistic Admissions in Nursing : We Can Do This Type de document : Article Auteurs : Greer Glazer ; Angela Clark ; Karen Bankston ; [et al.] Année de publication : 2016 Article en page(s) : p. 306-313 Langues : Anglais (eng) Descripteurs : HE Vinci Déclaration d'admission ; Recherche ; Recommandations ; Santé holistique ; Soins infirmiers Résumé : Purpose The purpose of this study was to gain a better understanding of the barriers to implementing holistic admissions review in nursing and the feasibility of adopting holistic admissions review across nursing programs. Methods A biphasic qualitative research study was conducted with nursing deans from across the United States. Qualitative data collection consisted of two phases of focus group discussions conducted over a 3-month period. The qualitative data were analyzed using content analysis. The categories and subcategories identified in Phase 1 informed the discussion in Phase 2. Results One overarching category from Phase 1 was identified, which was the lack of nursing schools' knowledge regarding holistic admissions review. Four subcategories also identified in Phase 1 included the need for better dissemination of evidence, the need for additional support from university leaders and administrators, the need for legal guidance to facilitate implementation of holistic admissions review, and ensuring appropriate resources to support the holistic admissions review process. Three categories emerged in Phase 2, which included everyone's buy-in is required, the need for a model, and a need for training. Conclusion The adoption of holistic admissions review in nursing may be feasible. However, certain barriers need to be overcome so that nursing schools can successfully take on this process. Therefore, five recommendations have been developed to assist nursing schools in the implementation of holistic admissions review. These recommendations include increasing knowledge and understanding of holistic admissions review among nursing deans; obtaining buy-in and support for holistic admissions review and conducting a self-assessment of current admissions practices; providing nursing administrators, faculty, and staff with diversity training; and conducting further research to identify factors most critical for success in nursing. Although the transition to a holistic admissions process requires some effort, arming ourselves with the appropriate tools will mitigate barriers during implementation. Disponible en ligne : Non [article] Holistic Admissions in Nursing : We Can Do This [Article] / Greer Glazer ; Angela Clark ; Karen Bankston ; [et al.] . - 2016 . - p. 306-313. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 306-313 Descripteurs : HE Vinci Déclaration d'admission ; Recherche ; Recommandations ; Santé holistique ; Soins infirmiers Résumé : Purpose The purpose of this study was to gain a better understanding of the barriers to implementing holistic admissions review in nursing and the feasibility of adopting holistic admissions review across nursing programs. Methods A biphasic qualitative research study was conducted with nursing deans from across the United States. Qualitative data collection consisted of two phases of focus group discussions conducted over a 3-month period. The qualitative data were analyzed using content analysis. The categories and subcategories identified in Phase 1 informed the discussion in Phase 2. Results One overarching category from Phase 1 was identified, which was the lack of nursing schools' knowledge regarding holistic admissions review. Four subcategories also identified in Phase 1 included the need for better dissemination of evidence, the need for additional support from university leaders and administrators, the need for legal guidance to facilitate implementation of holistic admissions review, and ensuring appropriate resources to support the holistic admissions review process. Three categories emerged in Phase 2, which included everyone's buy-in is required, the need for a model, and a need for training. Conclusion The adoption of holistic admissions review in nursing may be feasible. However, certain barriers need to be overcome so that nursing schools can successfully take on this process. Therefore, five recommendations have been developed to assist nursing schools in the implementation of holistic admissions review. These recommendations include increasing knowledge and understanding of holistic admissions review among nursing deans; obtaining buy-in and support for holistic admissions review and conducting a self-assessment of current admissions practices; providing nursing administrators, faculty, and staff with diversity training; and conducting further research to identify factors most critical for success in nursing. Although the transition to a holistic admissions process requires some effort, arming ourselves with the appropriate tools will mitigate barriers during implementation. Disponible en ligne : Non

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Dépouillements

Pathways to the PhD in Nursing: An Analysis of Similarities and Differences / Nadine Nehls in Journal of Professional Nursing, Vol. 31, n°3 (May/June 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 163-172 Titre : Pathways to the PhD in Nursing: An Analysis of Similarities and Differences Type de document : Article Auteurs : Nadine Nehls ; Gale Barber ; Elizabeth Rice Année de publication : 2016 Article en page(s) : p. 163-172 Langues : Anglais (eng) Descripteurs : HE Vinci Compétence ; Ecole ; Education ; Etats-unis ; Innovation ; Philosophie ; Recherche ; Universités Résumé : New educational pathways are needed to increase the number of doctor of philosophy (PhD)-prepared nurses. To address this need, an early-entry PhD option designed to engage students in PhD coursework and research during the undergraduate nursing major was developed at the University of Wisconsin-Madison. An evaluation comparing the early-entry option with two more conventional entry points was conducted. Three groups (N = 84) comprised the sample: (a) early-entry students admitted as undergraduates or immediately upon graduation (N = 29), (b) mid-entry students with baccalaureate degrees and at least 1 year of work experience (N = 27), and (c) delayed-entry students with master's degrees and 1 or more years of work experience (N = 28). Qualitative and quantitative data were collected from the 3 groups of students who were admitted from 2002 to 2011. The sources of data were transcriptions of individual interviews and reviews of existing data. Seventy-seven percent of the sample participated in the individual interviews. The database review included all students who matriculated into the PhD program. Common themes among the 3 groups included a need for educational funding, the importance of a faculty mentor, and concern about preparation for the teaching role and the academic work environment. The groups were also comparable in terms of research productivity during doctoral study and postgraduation employment. Differences were found on measures of diversity, program progression, and perceptions of clinical competence. The findings provide needed data for the development and expansion of educational pathways to the PhD in nursing. Disponible en ligne : Non [article] Pathways to the PhD in Nursing: An Analysis of Similarities and Differences [Article] / Nadine Nehls ; Gale Barber ; Elizabeth Rice . - 2016 . - p. 163-172. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 163-172 Descripteurs : HE Vinci Compétence ; Ecole ; Education ; Etats-unis ; Innovation ; Philosophie ; Recherche ; Universités Résumé : New educational pathways are needed to increase the number of doctor of philosophy (PhD)-prepared nurses. To address this need, an early-entry PhD option designed to engage students in PhD coursework and research during the undergraduate nursing major was developed at the University of Wisconsin-Madison. An evaluation comparing the early-entry option with two more conventional entry points was conducted. Three groups (N = 84) comprised the sample: (a) early-entry students admitted as undergraduates or immediately upon graduation (N = 29), (b) mid-entry students with baccalaureate degrees and at least 1 year of work experience (N = 27), and (c) delayed-entry students with master's degrees and 1 or more years of work experience (N = 28). Qualitative and quantitative data were collected from the 3 groups of students who were admitted from 2002 to 2011. The sources of data were transcriptions of individual interviews and reviews of existing data. Seventy-seven percent of the sample participated in the individual interviews. The database review included all students who matriculated into the PhD program. Common themes among the 3 groups included a need for educational funding, the importance of a faculty mentor, and concern about preparation for the teaching role and the academic work environment. The groups were also comparable in terms of research productivity during doctoral study and postgraduation employment. Differences were found on measures of diversity, program progression, and perceptions of clinical competence. The findings provide needed data for the development and expansion of educational pathways to the PhD in nursing. Disponible en ligne : Non

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Hiring Intentions of Directors of Nursing Programs Related to DNP- and PhD-Prepared Faculty and Roles of Faculty / Marilyn H. Oermann in Journal of Professional Nursing, Vol. 31, n°3 (May/June 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 173-179 Titre : Hiring Intentions of Directors of Nursing Programs Related to DNP- and PhD-Prepared Faculty and Roles of Faculty Type de document : Article Auteurs : Marilyn H. Oermann Année de publication : 2016 Article en page(s) : p. 173-179 Langues : Anglais (eng) Descripteurs : HE Vinci Enseignement ; Etats-unis ; Evolution ; Recherche ; Travail (emploi) ; Universités Résumé : This study surveyed administrators of associate degree in nursing (ADN) and bachelor of science in nursing (BSN) programs across the United States to identify hiring intentions and describe the roles and responsibilities of DNP- and PhD-prepared faculty members. The final sample included 253 ADN and 229 BSN programs. ADN programs were neither intentionally hiring nor looking to hire doctorally prepared nurse faculty. Deans and directors of BSN programs reported an average of 3 openings for the next academic year, 2 projected for new PhD-prepared faculty and 1 for a faculty member with a DNP. Schools have made varying decisions regarding the type of appointment (tenure or nontenure track) for DNP-prepared faculty members. Challenges that DNP-prepared faculty members encountered in meeting the role and promotion expectations in their schools focused predominantly on scholarship. Disponible en ligne : Non [article] Hiring Intentions of Directors of Nursing Programs Related to DNP- and PhD-Prepared Faculty and Roles of Faculty [Article] / Marilyn H. Oermann . - 2016 . - p. 173-179. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 173-179 Descripteurs : HE Vinci Enseignement ; Etats-unis ; Evolution ; Recherche ; Travail (emploi) ; Universités Résumé : This study surveyed administrators of associate degree in nursing (ADN) and bachelor of science in nursing (BSN) programs across the United States to identify hiring intentions and describe the roles and responsibilities of DNP- and PhD-prepared faculty members. The final sample included 253 ADN and 229 BSN programs. ADN programs were neither intentionally hiring nor looking to hire doctorally prepared nurse faculty. Deans and directors of BSN programs reported an average of 3 openings for the next academic year, 2 projected for new PhD-prepared faculty and 1 for a faculty member with a DNP. Schools have made varying decisions regarding the type of appointment (tenure or nontenure track) for DNP-prepared faculty members. Challenges that DNP-prepared faculty members encountered in meeting the role and promotion expectations in their schools focused predominantly on scholarship. Disponible en ligne : Non

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Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty / Suzanne C. Smeltzer in Journal of Professional Nursing, Vol. 31, n°3 (May/June 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 180-192 Titre : Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty Type de document : Article Auteurs : Suzanne C. Smeltzer ; Mary Ann Cantrell ; Nancy C. Sharts-hopko ; [et al.] Année de publication : 2016 Article en page(s) : p. 180-192 Langues : Anglais (eng) Descripteurs : HE Vinci Efficacité ; Enseignement ; Etats-unis ; Formation ; Institution ; Recherche ; Universités Résumé : This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research. Disponible en ligne : Non [article] Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty [Article] / Suzanne C. Smeltzer ; Mary Ann Cantrell ; Nancy C. Sharts-hopko ; [et al.] . - 2016 . - p. 180-192. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 180-192 Descripteurs : HE Vinci Efficacité ; Enseignement ; Etats-unis ; Formation ; Institution ; Recherche ; Universités Résumé : This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research. Disponible en ligne : Non

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Identifying Barriers and Facilitators to Nurse Faculty Careers for PhD Nursing Students / Di Fang in Journal of Professional Nursing, Vol. 31, n°3 (May/June 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 193-201 Titre : Identifying Barriers and Facilitators to Nurse Faculty Careers for PhD Nursing Students Type de document : Article Auteurs : Di Fang ; Geraldine D. Bednash ; Rachael Arietti Année de publication : 2016 Article en page(s) : p. 193-201 Langues : Anglais (eng) Descripteurs : HE Vinci Condition de travail ; École d'infirmières ; Etats-unis ; Infirmiere enseignante ; Recherche ; Travail (emploi) ; Universités Résumé : The shortage of doctorally educated nurses pursuing faculty careers is a major concern regarding the development of the nurse faculty workforce. This cross-sectional study aims to identify barriers and facilitators to academic careers for doctoral (PhD) nursing students. A total of 1,500 PhD students were randomly selected from nursing schools across the country to participate in our survey, and a 62.8% response rate was achieved. The study found that 72% of respondents planned to pursue faculty careers after graduating. Students with postgraduation plans for academic careers, nonacademic careers, and undecided careers showed distinct profiles of demographic and academic characteristics. They also perceived facilitators and barriers to faculty careers differently. The most influential facilitators were interest in teaching and an appreciation of the impact of nursing research on patient care, and the most considered barriers were poor financial compensation and a negative perception of academia. Minority students were more likely than White students to have plans for academic careers. Various experiences during doctoral education appeared to have a positive impact on students' decisions to pursue academic careers. Disponible en ligne : Non [article] Identifying Barriers and Facilitators to Nurse Faculty Careers for PhD Nursing Students [Article] / Di Fang ; Geraldine D. Bednash ; Rachael Arietti . - 2016 . - p. 193-201. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 193-201 Descripteurs : HE Vinci Condition de travail ; École d'infirmières ; Etats-unis ; Infirmiere enseignante ; Recherche ; Travail (emploi) ; Universités Résumé : The shortage of doctorally educated nurses pursuing faculty careers is a major concern regarding the development of the nurse faculty workforce. This cross-sectional study aims to identify barriers and facilitators to academic careers for doctoral (PhD) nursing students. A total of 1,500 PhD students were randomly selected from nursing schools across the country to participate in our survey, and a 62.8% response rate was achieved. The study found that 72% of respondents planned to pursue faculty careers after graduating. Students with postgraduation plans for academic careers, nonacademic careers, and undecided careers showed distinct profiles of demographic and academic characteristics. They also perceived facilitators and barriers to faculty careers differently. The most influential facilitators were interest in teaching and an appreciation of the impact of nursing research on patient care, and the most considered barriers were poor financial compensation and a negative perception of academia. Minority students were more likely than White students to have plans for academic careers. Various experiences during doctoral education appeared to have a positive impact on students' decisions to pursue academic careers. Disponible en ligne : Non

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Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles / Kristina Thomas Dreifuerst in Journal of Professional Nursing, Vol. 31, n°3 (May/June 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 202-212 Titre : Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles Type de document : Article Auteurs : Kristina Thomas Dreifuerst ; Angela M. Mcnelis ; Michael T. Weaver ; [et al.] Année de publication : 2016 Article en page(s) : p. 202-212 Langues : Anglais (eng) Descripteurs : HE Vinci Décision ; Enseignement ; Etats-unis ; Formation ; Infirmiere enseignante ; Travail (emploi) ; Universités Résumé : The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty. Disponible en ligne : Non [article] Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles [Article] / Kristina Thomas Dreifuerst ; Angela M. Mcnelis ; Michael T. Weaver ; [et al.] . - 2016 . - p. 202-212. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 202-212 Descripteurs : HE Vinci Décision ; Enseignement ; Etats-unis ; Formation ; Infirmiere enseignante ; Travail (emploi) ; Universités Résumé : The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty. Disponible en ligne : Non

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Creating Nursing's New Academic Spaces: Making Dreams Come True / Anne R. Bavier in Journal of Professional Nursing, Vol. 31, n°3 (May/June 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 213-223 Titre : Creating Nursing's New Academic Spaces: Making Dreams Come True Type de document : Article Auteurs : Anne R. Bavier ; Robert N. Bavier Année de publication : 2016 Article en page(s) : p. 213-223 Langues : Anglais (eng) Descripteurs : HE Vinci Bien-être ; Condition de travail ; Construction ; Espace ; Formation ; Innovation ; Interdisciplinarité ; Recherche Autres descripteurs bâtiment Résumé : After a description of the approval process for new construction, this article examines the design–bid–build delivery method because it is the most traditional, by defining and exploring each of the major construction phases: programming, cost estimates, preliminary design, schematic design, design development, construction drawings, bidding/negotiation, construction and, finally, move-in, and occupancy. Viewpoints of key players are examined to understand how the nursing dean in partnership with the architect shepherd nursing's dream into reality. Using a recent building project as an exemplar, Dr. Bavier shares her work as dean, and Mr. Bavier, as an architect specializing in education facilities, shares his planning and design experiences on several academic facilities. The outcome is information and guidance for deans to use their collaboration with the architect and other team members to assure a custom-tailored nursing education facility. Disponible en ligne : Non [article] Creating Nursing's New Academic Spaces: Making Dreams Come True [Article] / Anne R. Bavier ; Robert N. Bavier . - 2016 . - p. 213-223. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 213-223 Descripteurs : HE Vinci Bien-être ; Condition de travail ; Construction ; Espace ; Formation ; Innovation ; Interdisciplinarité ; Recherche Autres descripteurs bâtiment Résumé : After a description of the approval process for new construction, this article examines the design–bid–build delivery method because it is the most traditional, by defining and exploring each of the major construction phases: programming, cost estimates, preliminary design, schematic design, design development, construction drawings, bidding/negotiation, construction and, finally, move-in, and occupancy. Viewpoints of key players are examined to understand how the nursing dean in partnership with the architect shepherd nursing's dream into reality. Using a recent building project as an exemplar, Dr. Bavier shares her work as dean, and Mr. Bavier, as an architect specializing in education facilities, shares his planning and design experiences on several academic facilities. The outcome is information and guidance for deans to use their collaboration with the architect and other team members to assure a custom-tailored nursing education facility. Disponible en ligne : Non

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Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs / Naomi Elliott in Journal of Professional Nursing, Vol. 31, n°3 (May/June 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 224-234 Titre : Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs Type de document : Article Auteurs : Naomi Elliott ; Karen Farnum ; Michelle Beauchesne Année de publication : 2016 Article en page(s) : p. 224-234 Langues : Anglais (eng) Descripteurs : HE Vinci Communication ; Compétence ; Développement ; Équipe ; Etats-unis ; Étudiants ; Interdisciplinarité ; Pratique professionnelle ; Programme ; Recherche ; Universités Résumé : Problem statement Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. Purpose This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. Method A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. Results Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. Conclusion This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed. Disponible en ligne : Non [article] Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs [Article] / Naomi Elliott ; Karen Farnum ; Michelle Beauchesne . - 2016 . - p. 224-234. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 224-234 Descripteurs : HE Vinci Communication ; Compétence ; Développement ; Équipe ; Etats-unis ; Étudiants ; Interdisciplinarité ; Pratique professionnelle ; Programme ; Recherche ; Universités Résumé : Problem statement Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. Purpose This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. Method A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. Results Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. Conclusion This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed. Disponible en ligne : Non

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Impact of Advocacy Initiatives on Nurses' Motivation to Sustain Momentum in Public Policy Advocacy / Melissa Taylor in Journal of Professional Nursing, Vol. 31, n°3 (May/June 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 235-245 Titre : Impact of Advocacy Initiatives on Nurses' Motivation to Sustain Momentum in Public Policy Advocacy Type de document : Article Auteurs : Melissa Taylor Année de publication : 2016 Article en page(s) : p. 235-245 Langues : Anglais (eng) Descripteurs : HE Vinci Développement ; Etats-unis ; Infirmière ; Motivation ; Politique ; Recherche ; Santé publique Résumé : Purpose The purpose of this study is to elicit insight from the public policy leaders of 2 regional professional nursing organizations on key qualities of their current advocacy initiatives that motivate nurses to sustain momentum in public policy advocacy beyond a single episode. The goal is to inform quality improvement in the development of future advocacy initiatives to increase sustained engagement of nurses. Methods Social cognitive theory was used as the rationale for this qualitative, descriptive study. A purposive convenience sample of executive leadership and board committee members from 2 regional professional nursing organizations were recruited to complete an initial Web-based electronic survey, followed by separate semistructured interview focus groups. One organization was composed primarily of advanced practice registered nurses, and the other group composed of diverse, multispecialty nursing members with varied educational levels. Results Nine themes emerged, categorized as facilitators or challenges to the positive impact of advocacy initiatives on nurses' motivation. Conclusion Highlighting and marketing facilitators to the positive impact of advocacy initiatives on nurses' motivation to sustain momentum in public policy advocacy, while designing and testing new initiatives that address the challenges, may increase the number of nurses who sustain engagement in the policy advocacy process. Disponible en ligne : Non [article] Impact of Advocacy Initiatives on Nurses' Motivation to Sustain Momentum in Public Policy Advocacy [Article] / Melissa Taylor . - 2016 . - p. 235-245. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 235-245 Descripteurs : HE Vinci Développement ; Etats-unis ; Infirmière ; Motivation ; Politique ; Recherche ; Santé publique Résumé : Purpose The purpose of this study is to elicit insight from the public policy leaders of 2 regional professional nursing organizations on key qualities of their current advocacy initiatives that motivate nurses to sustain momentum in public policy advocacy beyond a single episode. The goal is to inform quality improvement in the development of future advocacy initiatives to increase sustained engagement of nurses. Methods Social cognitive theory was used as the rationale for this qualitative, descriptive study. A purposive convenience sample of executive leadership and board committee members from 2 regional professional nursing organizations were recruited to complete an initial Web-based electronic survey, followed by separate semistructured interview focus groups. One organization was composed primarily of advanced practice registered nurses, and the other group composed of diverse, multispecialty nursing members with varied educational levels. Results Nine themes emerged, categorized as facilitators or challenges to the positive impact of advocacy initiatives on nurses' motivation. Conclusion Highlighting and marketing facilitators to the positive impact of advocacy initiatives on nurses' motivation to sustain momentum in public policy advocacy, while designing and testing new initiatives that address the challenges, may increase the number of nurses who sustain engagement in the policy advocacy process. Disponible en ligne : Non

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Dépouillements

CARES: Competencies And Recommendations for Educating Undergraduate Nursing Students Preparing Nurses to Care for the Seriously Ill and Their Families in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 78-84 Titre : CARES: Competencies And Recommendations for Educating Undergraduate Nursing Students Preparing Nurses to Care for the Seriously Ill and Their Families Type de document : Article Année de publication : 2016 Article en page(s) : p. 78-84 Langues : Anglais (eng) Descripteurs : HE Vinci Compétence ; École d'infirmières ; Education ; Ethique ; Étudiants ; Famille ; Maladie ; Recherche ; Soins palliatifs Disponible en ligne : Non [article] CARES: Competencies And Recommendations for Educating Undergraduate Nursing Students Preparing Nurses to Care for the Seriously Ill and Their Families [Article] . - 2016 . - p. 78-84. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 78-84 Descripteurs : HE Vinci Compétence ; École d'infirmières ; Education ; Ethique ; Étudiants ; Famille ; Maladie ; Recherche ; Soins palliatifs Disponible en ligne : Non

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Nurses Returning to School: Motivators, Inhibitors and Job Satisfaction / Patrick W. Harris in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 85-93 Titre : Nurses Returning to School: Motivators, Inhibitors and Job Satisfaction Type de document : Article Auteurs : Patrick W. Harris ; Mary E. Burman Année de publication : 2016 Article en page(s) : p. 85-93 Langues : Anglais (eng) Descripteurs : HE Vinci École d'infirmières ; Education ; Enseignement ; Infirmière ; Motivation ; Recherche ; Revue de la littérature ; Satisfaction Résumé : Health care employers and national nursing organizations are placing increased emphasis on nurses earning a baccalaureate degree or higher. This study examines the impact of motivators (professional and personal motivation), inhibitors (time constraints and employer discouragement), and job satisfaction on intent to return to school. Approximately half of the employed nurses in Wyoming were surveyed using a mailed questionnaire in the summer of 2013. Perceived employer discouragement and time constraints continued to play a direct role on intent to return to school regardless of nurse motivation or job satisfaction. However, motivation and job satisfaction also contributed to a nurse's intent to return to school. These results suggest that motivation and job satisfaction are significant regarding intent to return to school but can be limited by both perceived discouragement of one's employer and perceived time constraints. In order to meet the increasing demands of a better-educated nursing workforce, a shift in workplace dynamics may be warranted. Disponible en ligne : Non [article] Nurses Returning to School: Motivators, Inhibitors and Job Satisfaction [Article] / Patrick W. Harris ; Mary E. Burman . - 2016 . - p. 85-93. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 85-93 Descripteurs : HE Vinci École d'infirmières ; Education ; Enseignement ; Infirmière ; Motivation ; Recherche ; Revue de la littérature ; Satisfaction Résumé : Health care employers and national nursing organizations are placing increased emphasis on nurses earning a baccalaureate degree or higher. This study examines the impact of motivators (professional and personal motivation), inhibitors (time constraints and employer discouragement), and job satisfaction on intent to return to school. Approximately half of the employed nurses in Wyoming were surveyed using a mailed questionnaire in the summer of 2013. Perceived employer discouragement and time constraints continued to play a direct role on intent to return to school regardless of nurse motivation or job satisfaction. However, motivation and job satisfaction also contributed to a nurse's intent to return to school. These results suggest that motivation and job satisfaction are significant regarding intent to return to school but can be limited by both perceived discouragement of one's employer and perceived time constraints. In order to meet the increasing demands of a better-educated nursing workforce, a shift in workplace dynamics may be warranted. Disponible en ligne : Non

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Innovation in Faculty Practice / Jennifer M. Clifton in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 94-99 Titre : Innovation in Faculty Practice : A College of Nursing and Juvenile Justice Collaboration Type de document : Article Auteurs : Jennifer M. Clifton ; Leissa A. Roberts Année de publication : 2016 Article en page(s) : p. 94-99 Langues : Anglais (eng) Descripteurs : HE Vinci Adolescent ; Équipe ; Etats-unis ; Interdisciplinarité ; Législation ; Pratique professionnelle ; Recherche Résumé : Residential Juvenile Justice Services (JJS) facilities are located in every state and, in general, represent an underserved and diverse adolescent population. The JJS centers present an exciting and innovative opportunity for collaboration with colleges of nursing to initiate faculty practice sites. The University of Utah College of Nursing has been serving 5 JJS centers for 14 years and recently doubled its services to incorporate 10 different JJS Centers in the state of Utah. Each center offers a unique patient population and setting providing the student with an opportunity to learn health assessment and physical examination skills not typically presented in more traditional hospital or outpatient facilities. This type of community collaboration affords an opportunity for faculty practice, education, research, and service. An interprofessional focus enriches the experience. Disponible en ligne : Non [article] Innovation in Faculty Practice : A College of Nursing and Juvenile Justice Collaboration [Article] / Jennifer M. Clifton ; Leissa A. Roberts . - 2016 . - p. 94-99. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 94-99 Descripteurs : HE Vinci Adolescent ; Équipe ; Etats-unis ; Interdisciplinarité ; Législation ; Pratique professionnelle ; Recherche Résumé : Residential Juvenile Justice Services (JJS) facilities are located in every state and, in general, represent an underserved and diverse adolescent population. The JJS centers present an exciting and innovative opportunity for collaboration with colleges of nursing to initiate faculty practice sites. The University of Utah College of Nursing has been serving 5 JJS centers for 14 years and recently doubled its services to incorporate 10 different JJS Centers in the state of Utah. Each center offers a unique patient population and setting providing the student with an opportunity to learn health assessment and physical examination skills not typically presented in more traditional hospital or outpatient facilities. This type of community collaboration affords an opportunity for faculty practice, education, research, and service. An interprofessional focus enriches the experience. Disponible en ligne : Non

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Service Learning in Undergraduate Nursing Education / Nola A. Schmidt in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 100-101 Titre : Service Learning in Undergraduate Nursing Education : Strategies to Facilitate Meaningful Reflection Type de document : Article Auteurs : Nola A. Schmidt ; Janet M. Brown Année de publication : 2016 Article en page(s) : p. 100-101 Langues : Anglais (eng) Descripteurs : HE Vinci Apprentissage ; École d'infirmières ; Education ; Pédagogie ; Recherche Résumé : Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding “the what” and “the how” of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Disponible en ligne : Non [article] Service Learning in Undergraduate Nursing Education : Strategies to Facilitate Meaningful Reflection [Article] / Nola A. Schmidt ; Janet M. Brown . - 2016 . - p. 100-101. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 100-101 Descripteurs : HE Vinci Apprentissage ; École d'infirmières ; Education ; Pédagogie ; Recherche Résumé : Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding “the what” and “the how” of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Disponible en ligne : Non

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The Lived Experience of Minority Nursing Faculty / Folasade M. Kolade in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 107-114 Titre : The Lived Experience of Minority Nursing Faculty : A Phenomenological Study Type de document : Article Auteurs : Folasade M. Kolade Année de publication : 2016 Article en page(s) : p. 107-114 Langues : Anglais (eng) Descripteurs : HE Vinci École d'infirmières ; Education ; Recherche qualitative ; Revue de la littérature ; Universités Résumé : Purpose The purpose is to explore the lived experience of minority nursing faculty. Design The design is a phenomenological study. Methods Five female faculty with 8 to 13 years of experience in a full-time position shared experiences through face-to-face interviews. A simplified version of Hycner's five-step explicitation process was used for interpretation and data analysis. Findings Six themes emerged—missing mentorship, lack of collegial support, harnessing external support, acculturation, feeling isolated, and I feel more like a minority here. Discussion Minority nursing faculty face challenges similar to minority faculty in other disciplines in higher institutions. However, acculturation has not been discussed in phenomenological studies of similar populations. Conclusion These findings have bearings on strategies for increasing minority nursing faculty and assessing mentoring practices in nursing programs Disponible en ligne : Non [article] The Lived Experience of Minority Nursing Faculty : A Phenomenological Study [Article] / Folasade M. Kolade . - 2016 . - p. 107-114. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 107-114 Descripteurs : HE Vinci École d'infirmières ; Education ; Recherche qualitative ; Revue de la littérature ; Universités Résumé : Purpose The purpose is to explore the lived experience of minority nursing faculty. Design The design is a phenomenological study. Methods Five female faculty with 8 to 13 years of experience in a full-time position shared experiences through face-to-face interviews. A simplified version of Hycner's five-step explicitation process was used for interpretation and data analysis. Findings Six themes emerged—missing mentorship, lack of collegial support, harnessing external support, acculturation, feeling isolated, and I feel more like a minority here. Discussion Minority nursing faculty face challenges similar to minority faculty in other disciplines in higher institutions. However, acculturation has not been discussed in phenomenological studies of similar populations. Conclusion These findings have bearings on strategies for increasing minority nursing faculty and assessing mentoring practices in nursing programs Disponible en ligne : Non

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Design and Implementation of an International Nurse Faculty Partnership / Janis S. Tuxbury in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 115-120 Titre : Design and Implementation of an International Nurse Faculty Partnership Type de document : Article Auteurs : Janis S. Tuxbury ; Yves Vilton ; Antoinette Hays ; [et al.] Année de publication : 2016 Article en page(s) : p. 115-120 Langues : Anglais (eng) Descripteurs : HE Vinci École d'infirmières ; Haïti ; Interdisciplinarité ; Politique de santé ; Projet ; Recherche ; Universités Résumé : Haiti has the highest rates of infant, under 5 years old, and maternal mortality in the Americas. More nurses are needed throughout the country, but there is a deficit of nursing faculty. Increasing numbers and quality of nursing faculty members will ensure a sustainable, positive impact on the country's nursing profession. The International Nurse Faculty Partnership Initiative was designed to educate a total of 36 current Haitian nurse faculty members at the master's-degree level. The first cohort of 12 nurse faculty members completed the program of study in February 2014, graduating with a master's degree in nursing from the State University of Haiti. Performance evaluation by their respective deans revealed that the Haitian nursing faculty members demonstrated increases in teaching effectiveness and critical thinking in comparison to their premaster's-degree skill levels. The International Nurse Faculty Partnership Initiative expects to graduate a total of 36 master's-level-prepared nurse educators. Currently, program graduates and nursing leaders from Haiti's Ministry of Health are working with the State University of Haiti to establish the faculty of nursing within the institution, creating a system for the ongoing delivery of baccalaureate-level and master-level nursing education within that country. Disponible en ligne : Non [article] Design and Implementation of an International Nurse Faculty Partnership [Article] / Janis S. Tuxbury ; Yves Vilton ; Antoinette Hays ; [et al.] . - 2016 . - p. 115-120. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 115-120 Descripteurs : HE Vinci École d'infirmières ; Haïti ; Interdisciplinarité ; Politique de santé ; Projet ; Recherche ; Universités Résumé : Haiti has the highest rates of infant, under 5 years old, and maternal mortality in the Americas. More nurses are needed throughout the country, but there is a deficit of nursing faculty. Increasing numbers and quality of nursing faculty members will ensure a sustainable, positive impact on the country's nursing profession. The International Nurse Faculty Partnership Initiative was designed to educate a total of 36 current Haitian nurse faculty members at the master's-degree level. The first cohort of 12 nurse faculty members completed the program of study in February 2014, graduating with a master's degree in nursing from the State University of Haiti. Performance evaluation by their respective deans revealed that the Haitian nursing faculty members demonstrated increases in teaching effectiveness and critical thinking in comparison to their premaster's-degree skill levels. The International Nurse Faculty Partnership Initiative expects to graduate a total of 36 master's-level-prepared nurse educators. Currently, program graduates and nursing leaders from Haiti's Ministry of Health are working with the State University of Haiti to establish the faculty of nursing within the institution, creating a system for the ongoing delivery of baccalaureate-level and master-level nursing education within that country. Disponible en ligne : Non

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Coaching Model + Clinical Playbook = Transformative Learning / Katherine A. Fletcher in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 121-129 Titre : Coaching Model + Clinical Playbook = Transformative Learning Type de document : Article Auteurs : Katherine A. Fletcher ; Mary Meyer Année de publication : 2016 Article en page(s) : p. 121-129 Langues : Anglais (eng) Descripteurs : HE Vinci Apprentissage ; Compétence ; École d'infirmières ; Education ; Evidence-based nursing ; Mentorat ; Recherche Résumé : Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to “disorienting dilemmas,” alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a “Playbook” were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative learning experiences; (e) increased student reflection to promote transformative learning; and (f) provided avenues for timely feedback to students. Disponible en ligne : Non [article] Coaching Model + Clinical Playbook = Transformative Learning [Article] / Katherine A. Fletcher ; Mary Meyer . - 2016 . - p. 121-129. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 121-129 Descripteurs : HE Vinci Apprentissage ; Compétence ; École d'infirmières ; Education ; Evidence-based nursing ; Mentorat ; Recherche Résumé : Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to “disorienting dilemmas,” alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a “Playbook” were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative learning experiences; (e) increased student reflection to promote transformative learning; and (f) provided avenues for timely feedback to students. Disponible en ligne : Non

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Using Simulation to Teach About Poverty in Nursing Education / Carol A. Reid in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 130-140 Titre : Using Simulation to Teach About Poverty in Nursing Education : A Review of Available Tools Type de document : Article Auteurs : Carol A. Reid ; Tracy A. Evanson Année de publication : 2016 Article en page(s) : p. 130-140 Langues : Anglais (eng) Descripteurs : HE Vinci Apprentissage ; École d'infirmières ; Education ; Etats-unis ; Pauvreté ; Recherche ; Recommandations ; Simulation Résumé : Poverty is one of the most significant social determinants of health, and as such, it is imperative that nurses have an understanding of the impact that living in poverty has upon one's life and health. A lack of such understanding will impede nurses from providing care that is patient centered, treats all patients fairly, and advocates for social justice. It is essential that nursing educators assure that poverty-related content and effective teaching strategies are used in nursing curricula in order to help students develop this understanding. Several poverty-simulation tools are available and may be able to assist with development of accurate knowledge, skills, and attitudes. Unfortunately, little evidence exists to evaluate most poverty simulation tools. This article will provide an introduction to several poverty-related simulation tools, discuss any related research that evaluates their effectiveness, and make recommendations for integration of such simulation tools into nursing curricula. Disponible en ligne : Non [article] Using Simulation to Teach About Poverty in Nursing Education : A Review of Available Tools [Article] / Carol A. Reid ; Tracy A. Evanson . - 2016 . - p. 130-140. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 130-140 Descripteurs : HE Vinci Apprentissage ; École d'infirmières ; Education ; Etats-unis ; Pauvreté ; Recherche ; Recommandations ; Simulation Résumé : Poverty is one of the most significant social determinants of health, and as such, it is imperative that nurses have an understanding of the impact that living in poverty has upon one's life and health. A lack of such understanding will impede nurses from providing care that is patient centered, treats all patients fairly, and advocates for social justice. It is essential that nursing educators assure that poverty-related content and effective teaching strategies are used in nursing curricula in order to help students develop this understanding. Several poverty-simulation tools are available and may be able to assist with development of accurate knowledge, skills, and attitudes. Unfortunately, little evidence exists to evaluate most poverty simulation tools. This article will provide an introduction to several poverty-related simulation tools, discuss any related research that evaluates their effectiveness, and make recommendations for integration of such simulation tools into nursing curricula. Disponible en ligne : Non

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Altering Nursing Student and Older Adult Attitudes Through a Possible Selves Ethnodrama / Jacqueline Eaton in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 141-151 Titre : Altering Nursing Student and Older Adult Attitudes Through a Possible Selves Ethnodrama Type de document : Article Auteurs : Jacqueline Eaton ; Gary Donaldson Année de publication : 2016 Article en page(s) : p. 141-151 Langues : Anglais (eng) Descripteurs : HE Vinci Comportement ; École d'infirmières ; Étudiants ; Recherche ; Soins infirmiers ; Sujet âgé Résumé : The purpose of this mixed method study is to evaluate the effects of participation in the development and implementation of ethnodrama about possible selves on nursing student attitudes toward older adults and older adult attitudes to aging. Twelve nursing students and 12 older adult long-term care residents collaborated in a transformational learning experience involving interviews on the topic of possible selves culminating in the presentation of an ethnodrama developed from these data. Longitudinal data from student surveys about attitudes toward older adults were analyzed using growth modeling, whereas older adult pre–post data on attitudes toward aging were analyzed with a paired samples t test. Video of group discussions and open-ended feedback on the overall experience were analyzed to provide qualitative understanding of change in student attitudes over time. Although positive overall, student attitudes varied in initial status and rate of change. Students who interacted most frequently with older adults had more neutral attitudes. Older adult attitudes surrounding psychosocial loss improved over the course of the intervention. Normalizing attitudes may be as important as improving attitudes; neutrality may be more representative of realistic perceptions of older adults and late-life potential. Disponible en ligne : Non [article] Altering Nursing Student and Older Adult Attitudes Through a Possible Selves Ethnodrama [Article] / Jacqueline Eaton ; Gary Donaldson . - 2016 . - p. 141-151. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 141-151 Descripteurs : HE Vinci Comportement ; École d'infirmières ; Étudiants ; Recherche ; Soins infirmiers ; Sujet âgé Résumé : The purpose of this mixed method study is to evaluate the effects of participation in the development and implementation of ethnodrama about possible selves on nursing student attitudes toward older adults and older adult attitudes to aging. Twelve nursing students and 12 older adult long-term care residents collaborated in a transformational learning experience involving interviews on the topic of possible selves culminating in the presentation of an ethnodrama developed from these data. Longitudinal data from student surveys about attitudes toward older adults were analyzed using growth modeling, whereas older adult pre–post data on attitudes toward aging were analyzed with a paired samples t test. Video of group discussions and open-ended feedback on the overall experience were analyzed to provide qualitative understanding of change in student attitudes over time. Although positive overall, student attitudes varied in initial status and rate of change. Students who interacted most frequently with older adults had more neutral attitudes. Older adult attitudes surrounding psychosocial loss improved over the course of the intervention. Normalizing attitudes may be as important as improving attitudes; neutrality may be more representative of realistic perceptions of older adults and late-life potential. Disponible en ligne : Non

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Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses / Reem Nassar Al-Dossary in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)

Public ISBD [article]  inJournal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 152-158 Titre : Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses Type de document : Article Auteurs : Reem Nassar Al-Dossary ; Panagiota Kitsantas ; P. J. Maddox Année de publication : 2016 Article en page(s) : p. 152-158 Langues : Anglais (eng) Descripteurs : HE Vinci Autorité ; Compétence ; Comportement ; École d'infirmières ; Recherche Résumé : Nurse residency programs have been adopted by health care organizations to assist new graduate nurses with daily challenges such as intense working environments, increasing patient acuity, and complex technologies. Overall, nurse residency programs are proven beneficial in helping nurses transition from the student role to independent practitioners and bedside leaders. The purpose of this study was to assess the impact of residency programs on leadership skills of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. The study design was cross-sectional involving a convenience sample (n = 98) of new graduate nurses from three hospitals in Saudi Arabia. The Clinical Leadership Survey was used to measure the new graduate nurses' clinical leadership skills based on whether they completed a residency program or not. Descriptive statistics, correlation, and multiple linear regression analyses were conducted to examine leadership skills in this sample of new Saudi graduate nurses. A significant difference was found between residents and nonresidents in their leadership skills (t = 10.48, P = .000). Specifically, residents were significantly more likely to show higher levels of leadership skills compared to their counterparts. Attending a residency program was associated with a significant increase in clinical leadership skills. The findings of this study indicate that there is a need to implement more residency programs in hospitals of Saudi Arabia. It is imperative that nurse managers and policy makers in Saudi Arabia consider these findings to improve nurses' leadership skills, which will in turn improve patient care. Further research should examine how residency programs influence new graduate nurses' transition from student to practitioner with regard to clinical leadership skills in Saudi Arabia. Disponible en ligne : Non [article] Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses [Article] / Reem Nassar Al-Dossary ; Panagiota Kitsantas ; P. J. Maddox . - 2016 . - p. 152-158. Langues : Anglais (eng) in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 152-158 Descripteurs : HE Vinci Autorité ; Compétence ; Comportement ; École d'infirmières ; Recherche Résumé : Nurse residency programs have been adopted by health care organizations to assist new graduate nurses with daily challenges such as intense working environments, increasing patient acuity, and complex technologies. Overall, nurse residency programs are proven beneficial in helping nurses transition from the student role to independent practitioners and bedside leaders. The purpose of this study was to assess the impact of residency programs on leadership skills of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. The study design was cross-sectional involving a convenience sample (n = 98) of new graduate nurses from three hospitals in Saudi Arabia. The Clinical Leadership Survey was used to measure the new graduate nurses' clinical leadership skills based on whether they completed a residency program or not. Descriptive statistics, correlation, and multiple linear regression analyses were conducted to examine leadership skills in this sample of new Saudi graduate nurses. A significant difference was found between residents and nonresidents in their leadership skills (t = 10.48, P = .000). Specifically, residents were significantly more likely to show higher levels of leadership skills compared to their counterparts. Attending a residency program was associated with a significant increase in clinical leadership skills. The findings of this study indicate that there is a need to implement more residency programs in hospitals of Saudi Arabia. It is imperative that nurse managers and policy makers in Saudi Arabia consider these findings to improve nurses' leadership skills, which will in turn improve patient care. Further research should examine how residency programs influence new graduate nurses' transition from student to practitioner with regard to clinical leadership skills in Saudi Arabia. Disponible en ligne : Non

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