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Paru le : 18/04/2017
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Paru le : 01/11/2016
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Ajouter le résultat dans votre panierAn 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)
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 d'études ; Écoles d'infirmières ; Evidence-based nursing ; Financement ; RechercheRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=78944
in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 412-420[article]Exemplaires (1)
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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 ; Écoles d'infirmières ; Recherche ; Soins ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=78945
in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 421-429[article]Exemplaires (1)
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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
Écoles 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=78946
in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 430-438[article]Exemplaires (1)
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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) ; Écoles d'infirmières ; Education ; Formation ; Groupe ; Infirmiere enseignante ; Recherche ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=78947
in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 439-448[article]Exemplaires (1)
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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 ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=78948
in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 458-462[article]Exemplaires (1)
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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) ; Écoles d'infirmières ; Environnement ; Perception ; Raisonnement clinique ; Recherche ; SociologieRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=78949
in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 463-486[article]Exemplaires (1)
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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 ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=78950
in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 487-493[article]Exemplaires (1)
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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 ; Écoles d'infirmières ; Pratique professionnelle ; Recherche ; Soins gériatriquesMots-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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=78951
in Journal of Professional Nursing > Vol. 32, n°6 (Novembre-Décembre 2016) . - p. 494-500[article]Exemplaires (1)
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Paru le : 03/09/2016
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Ajouter le résultat dans votre panier
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 d'études ; Coût ; Étudiants ; Formation ; Inégalité sociale ; Infirmières et infirmiers ; SatisfactionRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77812
in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S4-S13[article]Exemplaires (1)
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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 financière ; Coût ; Financement ; Formation ; Infirmières et infirmiersRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77813
in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S14-S23[article]Exemplaires (1)
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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 ; Infirmières et infirmiers ; PédagogieMots-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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77893
in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S24-S29[article]Exemplaires (1)
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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 ; Infirmières et infirmiers ; Observation ; PerceptionRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77894
in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S30-S36[article]Exemplaires (1)
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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 ; Infirmières et infirmiers ; Jeu ; PédagogieRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77895
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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 ; Infirmières et infirmiersMots-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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77896
in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S42-S47[article]Exemplaires (1)
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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 ; SoinsRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77897
in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S48-S53[article]Exemplaires (1)
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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 ; Infirmières et infirmiers ; Pédagogie ; TutoratMots-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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77898
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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 ; ThéorieRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77899
in Journal of Professional Nursing > Vol. 31, n°5S (HS September/October 2016) . - p. S59-S62[article]Exemplaires (1)
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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 ; Infirmières et infirmiers ; TutoratMots-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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77900
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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 ; Écoles d'infirmières ; Education ; Efficacité ; Recherche ; Recommandations ; Soins palliatifsRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77803
in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 327-333[article]Exemplaires (1)
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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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77804
in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 334-341[article]Exemplaires (1)
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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
Écoles d'infirmières ; Équipe ; Groupe ; Interdisciplinarité ; Recherche ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77805
in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 342-348[article]Exemplaires (1)
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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 ; Écoles d'infirmières ; Efficacité ; Étudiants ; Méthodologie ; Recherche ; SimulationRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77806
in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 349-357[article]Exemplaires (1)
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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 ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77807
in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 358-363[article]Exemplaires (1)
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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 ; RechercheRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77808
in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 364-376[article]Exemplaires (1)
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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 ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77809
in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 377-382[article]Exemplaires (1)
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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
Écoles d'infirmières ; Étudiants ; Pratique professionnelle ; Recherche ; Stress ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=77810
in Journal of Professional Nursing > Vol. 31, n°5 (September-October 2016) . - p. 383-391[article]Exemplaires (1)
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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 ; RechercheMots-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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=80301
in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 262-270[article]Exemplaires (1)
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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 ; RechercheMots-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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=80302
in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 271-282[article]Exemplaires (1)
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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 ; Infirmières et infirmiers ; Recherche ; UniversitésMots-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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=80303
in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 292-299[article]Exemplaires (1)
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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 ; TechnologieRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=80304
in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 300-305[article]Exemplaires (1)
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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 infirmiersRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=80305
in Journal of Professional Nursing > Vol. 31, n°4 (July/August 2016) . - p. 306-313[article]Exemplaires (1)
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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 ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=76577
in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 163-172[article]Exemplaires (1)
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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) ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=76578
in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 173-179[article]Exemplaires (1)
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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 ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=76579
in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 180-192[article]Exemplaires (1)
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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 ; Écoles d'infirmières ; Etats-Unis ; Infirmiere enseignante ; Recherche ; Travail (emploi) ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=76580
in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 193-201[article]Exemplaires (1)
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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) ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=76581
in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 202-212[article]Exemplaires (1)
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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
Bâtiment public ; Bien-être ; Condition de travail ; Construction (technique de) ; Espace ; Formation ; Innovation ; Interdisciplinarité ; RechercheRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=76582
in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 213-223[article]Exemplaires (1)
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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 ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=76583
in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 224-234[article]Exemplaires (1)
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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 ; Infirmières et infirmiers ; Motivation ; Politique ; Recherche ; Santé publiqueRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=76584
in Journal of Professional Nursing > Vol. 31, n°3 (May/June 2016) . - p. 235-245[article]Exemplaires (1)
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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 ; Écoles d'infirmières ; Education ; Ethique ; Étudiants ; Famille ; Maladies ; Recherche ; Soins palliatifsDisponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75803
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 78-84[article]Exemplaires (1)
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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
Écoles d'infirmières ; Education ; Enseignement ; Infirmières et infirmiers ; Motivation ; Recherche ; Revue de la littérature ; SatisfactionRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75804
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 85-93[article]Exemplaires (1)
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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 ; RechercheRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75805
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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 ; Écoles d'infirmières ; Education ; Pédagogie ; RechercheRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75806
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 100-101[article]Exemplaires (1)
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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
Écoles d'infirmières ; Education ; Recherche qualitative ; Revue de la littérature ; UniversitésRésumé : 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 programsDisponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75807
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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
Écoles d'infirmières ; Haïti ; Interdisciplinarité ; Politique de santé ; Projet ; Recherche ; UniversitésRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75808
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 115-120[article]Exemplaires (1)
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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 ; Écoles d'infirmières ; Education ; Evidence-based nursing ; Mentorat ; RechercheRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75809
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 121-129[article]Exemplaires (1)
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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 ; Écoles d'infirmières ; Education ; Etats-Unis ; Pauvreté ; Recherche ; Recommandations ; SimulationRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75810
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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 ; Écoles d'infirmières ; Étudiants ; Recherche ; Soins infirmiers ; Sujet âgéRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75811
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 141-151[article]Exemplaires (1)
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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 ; Écoles d'infirmières ; RechercheRésumé : 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 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75812
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 152-158[article]Exemplaires (1)
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Titre : Measuring the Success of a Pipeline Program to Increase Nursing Workforce Diversity Type de document : Article Auteurs : Janet R. Katz ; Celestina Barbosa-Leiker ; Sandra Benavides-Vaello Année de publication : 2016 Article en page(s) : p. 6-14 Langues : Anglais (eng) Descripteurs : HE Vinci
Autonomie ; Education ; Enquête ; Enseignement ; Étudiants ; Interdisciplinarité ; Programme ; Recherche ; SoinsRésumé : •Research is needed to develop psychometrically sound instruments to measure workforce diversity pipeline programs.
•Psychometric testing of this study's survey revealed that total scores or subscale scores cannot assess knowledge and perception changes from pre- to postprogram but can be used to examine changes over time in each item.
•Student's views about college and nursing can be changed with pipeline programs.
•Students attending a residency program came to see nurses as having more power, more respect, and role models more often than previously thought.
The purpose of this study was to understand changes in knowledge and opinions of underserved American Indian and Hispanic high school students after attending a 2-week summer pipeline program using and testing a pre/postsurvey. The research aims were to (a) psychometrically analyze the survey to determine if scale items could be summed to create a total scale score or subscale scores; (b) assess change in scores pre/postprogram; and (c) examine the survey to make suggestions for modifications and further testing to develop a valid tool to measure changes in student perceptions about going to college and nursing as a result of pipeline programs. Psychometric analysis indicated poor model fit for a 1-factor model for the total scale and majority of subscales. Nonparametric tests indicated statistically significant increases in 13 items and decreases in 2 items. Therefore, while total scores or subscale scores cannot be used to assess changes in perceptions from pre- to postprogram, the survey can be used to examine changes over time in each item. Student did not have an accurate view of nursing and college and underestimated support needed to attend college. However students realized that nursing was a profession with autonomy, respect, and honor.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75078
in Journal of Professional Nursing > Vol. 31, n°1 (January/February 2016) . - p. 6-14[article]Exemplaires (1)
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Titre : Fostering Future Leadership in Quality and Safety in Health Care through Systems Thinking Type de document : Article Auteurs : Janet M. Phillips ; Ann M. Stalter ; Mary Dolansky A. ; [et al.] Année de publication : 2016 Article en page(s) : p. 15-24 Langues : Anglais (eng) Descripteurs : HE Vinci
Démarche qualité ; Écoles d'infirmières ; Education ; Management ; Santé ; Sécurité ; SoinsRésumé : Nurse graduates of RN-BSN completion programs are poised for critical leadership in quality and safety in health care due to their recent education and practice experience.
•Integrating systems thinking in to RN-BSN curricula, using BSN Essentials and QSEN competencies. is key to leadership.
•A model for curriculum design for systems thinking, the Systems-level Awareness Model is presented.
•Teaching strategies for systems thinking and student learning outcomes are detailed.
•A tool for evaluating systems thinking, the Systems Thinking Tool, is described.
There is a critical need for leadership in quality and safety to reform today's disparate spectrum of health services to serve patients in complex health care environments. Nurse graduates of degree completion programs (registered nurse–bachelor of science in nursing [RN-BSN]) are poised for leadership due to their recent education and nursing practice experience. The authors propose that integration of systems thinking into RN-BSN curricula is essential for developing these much needed leadership skills. The purpose of this article is to introduce progressive teaching strategies to help nurse educators achieve the student competencies described in the second essential of the BSN Essentials document (American Association of Colleges of Nursing, 2009), linking them with the competencies in Quality and Safety Education for Nurses (QSEN; L. Cronenwett et al., 2007) using an author-created model for curricular design, the Systems-level Awareness Model. The Systems Thinking Tool (M. A. Dolansky & S. M. Moore, 2013) can be used to evaluate systems thinking in the RN-BSN curriculum.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75079
in Journal of Professional Nursing > Vol. 31, n°1 (January/February 2016) . - p. 15-24[article]Exemplaires (1)
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Titre : Hartford Gerontological Nursing Leaders: From Funding Initiative to National Organization Type de document : Article Auteurs : Janet H. Van Cleave ; Sarah L. Szanton ; Casey Shillam ; [et al.] Année de publication : 2016 Article en page(s) : p. 25-31 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Evidence-based nursing ; Pratique professionnelle ; Soins gériatriques ; Sujet âgéRésumé : 2000: The John A. Hartford Foundation established the Building Academic Geriatric Nursing Capacity Program in partnership with the American Academy of Nursing.
•2009: Current and past Building Academic Geriatric Nursing Capacity Program awardees formed an alumni organization.
•2012: The Building Academic Geriatric Nursing Capacity Program moves to the Gerontological Society of America organization, evolving into the National Hartford Center of Gerontological Nursing Excellence.
•2013: The Building Academic Geriatric Nursing Capacity Alumni formally established the Hartford Gerontological Nursing Leaders (HGNL) Organization to impact gerontological science, practice, education, and policy.
•2015: Hartford Gerontological Nursing Leaders (HGNL) voted to merge with the National Hartford Center of Gerontological Nursing Excellence, completed during the academic year 2015 – 2016.
In 2000, the John A. Hartford Foundation established the Building Academic Geriatric Nursing Capacity Program initiative, acknowledging nursing's key role in the care of the growing population of older adults. This program has supported 249 nurse scientists with pre- and postdoctoral awards. As a result of the program's success, several Building Academic Geriatric Nursing Capacity Program awardees formed an alumni organization to continue to advance the quality care of older adults. This group of Building Academic Geriatric Nursing Capacity Program awardees joined others receiving support from the John A. Hartford Foundation nursing initiatives to grow a formal organization, the Hartford Gerontological Nursing Leaders (HGNL). The purpose of this article is to present the development, accomplishments, and challenges of the HGNL, informing other professional nursing organizations that are experiencing similar accomplishments and challenges. This article also demonstrates the power of a funding initiative to grow an organization dedicated to impact gerontological health and health care through research, practice, education, and policy.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75080
in Journal of Professional Nursing > Vol. 31, n°1 (January/February 2016) . - p. 25-31[article]Exemplaires (1)
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Titre : Clinical Nurse Leader Integration Into Practice : Developing Theory To Guide Best Practic Type de document : Article Auteurs : Miriam Bender Année de publication : 2016 Article en page(s) : p. 32-40 Langues : Anglais (eng) Descripteurs : HE Vinci
Démarche qualité ; Enseignement ; Infirmiere clinicienne ; Management ; Modele conceptuel ; Pratique professionnelle ; Recherche ; Soins infirmiersRésumé : Numerous policy bodies have identified the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards. Although there is growing evidence of improved care environment and patient safety and quality outcomes after redesigning care delivery microsystems to integrate CNL practice, significant variation in CNL implementation has been noted across reports, making it difficult to causally link CNL practice to reported outcomes. This variability reflects the overall absence in the literature of a well-defined CNL theoretical framework to help guide standardized application in practice. To address this knowledge gap, an interpretive synthesis with a grounded theory analysis of CNL narratives was conducted to develop a theoretical model for CNL practice. The model clarifies CNL practice domains and proposes mechanisms by which CNL-integrated care delivery microsystems improve health care quality. The model highlights the need for a systematic approach to CNL implementation including a well-thought out strategy for care delivery redesign; a consistent, competency-based CNL workflow; and sustained macro-to-micro system leadership support. CNL practice can be considered an effective approach to organizing nursing care that maximizes the scope of nursing to influence the ways care is delivered by all professions within a clinical microsystem. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75081
in Journal of Professional Nursing > Vol. 31, n°1 (January/February 2016) . - p. 32-40[article]Exemplaires (1)
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Titre : Enacting a Vision for a Master's Entry Clinical Nurse Leader Program : Rethinking Nursing Education Type de document : Article Auteurs : Frank D. Hicks ; Lisa Rosenberg Année de publication : 2016 Article en page(s) : p. 41-47 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Evolution ; Infirmiere clinicienne ; Programme ; Recherche ; UniversitésRésumé : The need to educate nurses at the graduate level and provide them with a different skill set that broadens their view of health and nursing is clearly articulated by the American Association of Colleges of Nursing. Consequently, the role of the clinical nurse leader (CNL) was born. Responding to the need for providing a highly educated and credentialed professional at the bedside, Rush University College of Nursing made the bold move to phase out baccalaureate education and enact a prelicensure, master's entry CNL program. Although there is a clear need for this type of graduate, there is little in the literature to provide guidance to institutions that wish to develop this type of program. This paper describes the factors that came into play in making that decision, the process of curriculum development and implementation, the challenges encountered in implementing this type of program, and the outcomes that the program has evidenced since its inception. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75082
in Journal of Professional Nursing > Vol. 31, n°1 (January/February 2016) . - p. 41-47[article]Exemplaires (1)
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Titre : Service–Learning in Undergraduate Nursing Education : Where is the Reflection? Type de document : Article Auteurs : Janet M. Brown ; Nola A. Schmidt Année de publication : 2016 Article en page(s) : p. 48-53 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Ecole ; Education ; Étudiants ; Pédagogie ; Soins infirmiersRésumé : Service–Learning is recognized as a valuable pedagogy that involves experiential learning, reflection, and reciprocal learning. Reflection is a critical component because it assists students to develop critical thinking and social awareness as they reflect upon their experiential learning with community partners. Although there is a proliferation of literature about service–learning, upon closer examination, it is apparent that some authors do not place emphasis on reflection when reporting on service–learning projects. This begs the question, “Where is the reflection?” The purpose of this article is to provide an overview and describe misrepresentations and exemplars of service–learning. After providing an overview of service–learning, examples of how service–learning is misrepresented in the literature are discussed. Exemplars of service–learning are also cited. Calling attention to how service–learning is reported in the literature will increase awareness about the need to critically evaluate articles for evidence of reflection. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75083
in Journal of Professional Nursing > Vol. 31, n°1 (January/February 2016) . - p. 48-53[article]Exemplaires (1)
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Titre : Modifiable Factors that Support Political Participation by Nurses Type de document : Article Auteurs : Bobbi Woodward ; Denise Smart ; Sandra Benavides-Vaello Année de publication : 2016 Article en page(s) : p. 54-61 Langues : Anglais (eng) Descripteurs : HE Vinci
Comportement social ; Education ; Infirmières et infirmiers ; Interaction sociale ; Politique de santé ; RecommandationsRésumé : Political participation is an opportunity for individuals to give their time and energy in such a way that it benefits others and advances relevant agendas. Political participation is a key issue for nurses because they are familiar with clinical issues that directly impact health care policies instituted at the local, state, and federal levels. Collectively, nurses also represent the largest number of health care providers in the United States and are among the most trusted health professionals. However, there are many obstacles that prevent nurses from taking a more active role in politics, creating a gap in how nurses pursue and respond to political participation, or civic engagement. The purpose of this exploratory review is to identify modifiable factors that support political participation among nurses. A review of the extant literature revealed three primary factors that promote civic engagement among nurses: (a) integration of political education in the nursing curriculum; (b) value of active psychological engagement, including a personal interest in political knowledge and information; and (c) value of collective influence such as membership in professional organizations. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75084
in Journal of Professional Nursing > Vol. 31, n°1 (January/February 2016) . - p. 54-61[article]Exemplaires (1)
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Titre : Preparing Nursing Students for Interprofessional Practice : The Interdisciplinary Curriculum for Oncology Palliative Care Education Type de document : Article Auteurs : Carla P. Hermann ; Barbara A. Head ; Karen Black ; [et al.] Année de publication : 2016 Article en page(s) : p. 62-71 Langues : Anglais (eng) Descripteurs : HE Vinci
Écoles d'infirmières ; Education ; Étudiants ; Interdisciplinarité ; Oncologie médicale ; Pédagogie ; Pratique professionnelle ; Recherche ; Soins palliatifsRésumé : Interprofessional educational experiences for baccalaureate nursing students are essential to prepare them for interprofessional communication, collaboration, and team work. Nurse educators are ideally positioned to develop and lead such initiatives. The purpose of this article is to describe the development and implementation of an interprofessional education (IPE) project involving students in nursing, medicine, social work, and chaplaincy. The Interdisciplinary Curriculum for Oncology Palliative Care Education project uses team-based palliative oncology education as the framework for teaching students interprofessional practice skills. The need for IPE is apparent, but there are very few comprehensive, successful projects for nurse educators to use as models. This article describes the development of the curriculum by the interprofessional faculty team. Issues encountered by nursing faculty members as they implemented the IPE experience are discussed. Solutions developed to address the issues and ongoing challenges are presented. This project can serve as a model of a successful IPE initiative involving nursing students. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=75085
in Journal of Professional Nursing > Vol. 31, n°1 (January/February 2016) . - p. 62-71[article]Exemplaires (1)
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Titre : Answering the Call for a Bachelors-Prepared Nursing Workforce: An Innovative Model for Academic Progression Type de document : Article Auteurs : Jean Giddens ; Teresa Keller ; Judy Liesveld Année de publication : 2015 Article en page(s) : p. 445-451 Langues : Anglais (eng) Descripteurs : HE Vinci
Accès aux soins ; Écoles d'infirmières ; Main-d'oeuvre en santé ; Soins infirmiers ; UniversitésRésumé : Forces that have produced national reform of a fragmented, inefficient, and expensive health care services sector have also set the stage for reform of a fragmented, inefficient, and expensive system for nursing education. Changes in health care, health policy, education policy, and funding for public higher education have led to the development of new nursing education models designed to increase the number of baccalaureate-prepared nurses entering the workforce. This article describes the development and implementation of one such model that features a common concept-based curriculum and university–community college partnerships at its core. This plan increases access for nursing students across the state to earn a prelicensure bachelor of science in nursing degree and preserves the integrity and accessibility of associate degree nursing education. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=74663
in Journal of Professional Nursing > Vol. 30, n°6 (November/December 2015) . - p. 445-451[article]Exemplaires (1)
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Titre : The Initiative to Move Toward a More Highly Educated Nursing Workforce: Findings from the Kansas Registered Nurse Workforce Survey Type de document : Article Auteurs : Qiuhua Shen ; Jill N. Peltzer ; Cynthia Teel ; Janet Pierce Année de publication : 2015 Article en page(s) : p. 452-463 Langues : Anglais (eng) Descripteurs : HE Vinci
Écoles d'infirmières ; Infirmiere graduee hospitaliere ; Main-d'oeuvre en santéRésumé : The Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, recommends increasing the proportion of registered nurses (RNs) with a baccalaureate in nursing (BSN) to 80% by 2020. Kansas lacks a central mechanism to collect current data on the RN workforce; therefore, detailed information about the RN workforce, including current educational level, is unknown. The purposes of the survey were to (a) describe the Kansas RN workforce, (b) examine the relationship between nursing education and employment, (c) compare and contrast the workforce to other states and national data and (d) discuss implications of strategic planning and policy making for nursing education. The on-line Kansas RN Workforce Survey link was sent to 44,568 RNs by e-mail, and the response rate was 15.6% (n = 6,948). The survey consisted of 34 questions on demographics, education, licensing, and employment. Kansas RNs were predominately women (92%) and Caucasian with an average age of 47.7 years. Approximately 46.3% of RNs obtained a BSN as their initial education. Analysis of highest level of nursing education showed that 60.5% of Kansas RNs were at least baccalaureate prepared, with 14.9% obtaining a master's degree or higher. More than 50% of RNs worked in hospitals as staff nurses. RNs with advanced education were more likely to be employed, tended to work in academic settings or ambulatory clinics, and were more likely to be faculty or in management/leadership positions. Overall, the Kansas RN workforce is closer to reaching the 80% baccalaureate-prepared goal recommended by the Future of Nursing report than has been reported. Educational level was closely related to RNs' choices of work settings and positions. Additional work such as promoting academic progression needs to continue to build a more highly educated RN workforce. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=74667
in Journal of Professional Nursing > Vol. 30, n°6 (November/December 2015) . - p. 452-463[article]Exemplaires (1)
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Titre : Transitioning from Departments to Schools of Nursing: A Qualitative Analysis of Journeys by Ten Deans Type de document : Article Auteurs : Jacqueline S. Dowling ; Karen Devereaux melillo Année de publication : 2015 Article en page(s) : p. 464-474 Langues : Anglais (eng) Descripteurs : HE Vinci
Écoles d'infirmières ; Etats-Unis ; Recherche qualitativeRésumé : Transitioning from a department to a school of nursing creates an environment that is more conducive to attracting qualified faculty and enhancing program growth to meet the projected nursing workforce needs. A comprehensive review of the literature revealed limited research to guide nursing programs considering this transition. This qualitative study explored the conditions and outcomes associated with successful or unsuccessful attempts to transition from a department to school of nursing from the perspective of 10 deans affiliated with the American Association of Colleges of Nursing (AACN). Meleis' transitions theory (2010) guided this study in its exploration of facilitating and inhibiting conditions. With institutional review board approval and participant permission, interviews were conducted in-person or by telephone, audio-recorded, and transcribed verbatim. Transcripts were independently reviewed and coded for emerging themes. Content analysis revealed the following themes: titles matter, support is essential, voice at the table, buy-in or dissension, it just brings nursing to totally different level, think differently, and legitimizing your position. For these deans, consideration of the facilitating and inhibiting conditions is critical in determining whether decisions are favorable and in support of the transition. Developing an understanding from the experiences of these 10 deans offers guidance to nursing academic administrators who are contemplating transitioning from a department to a school of nursing. Future research is needed to explore conditions relative to faculty governance and infrastructure, examine the experiences of those undergoing transitions, and expand study findings to develop a self-study guide for programs in assessing their readiness for such a transition. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=74668
in Journal of Professional Nursing > Vol. 30, n°6 (November/December 2015) . - p. 464-474[article]Exemplaires (1)
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Titre : Planning and Selecting Evaluation Designs for Leadership Training: A Toolkit for Nurse Managers and Educators Type de document : Article Auteurs : Simon Dunne ; Cora Lunn ; Marcia Kirwan ; [et al.] Année de publication : 2015 Article en page(s) : p. 475-481 Langues : Anglais (eng) Descripteurs : HE Vinci
Autorité ; Evaluation ; Infirmières et infirmiers ; Méthodologie ; PédagogieRésumé : Leadership development training and education for nurses is a priority in modern health care systems. Consequently, effective evaluation of nurse leadership development programs is essential for managers and educators in health care organizations to determine the impact of such programs on staff behaviors and patient outcomes. Our team has identified a framework for the evaluation of the design and implementation of such programs. Following this, we provide practical tools for the selection of evaluation methodologies for leadership development programs for use by health care educators and program commissioners. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=74670
in Journal of Professional Nursing > Vol. 30, n°6 (November/December 2015) . - p. 475-481[article]Exemplaires (1)
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Titre : Exploring Job Satisfaction of Nursing Faculty: Theoretical Approaches Type de document : Article Auteurs : Yingchen Wang ; Judy Liesveld Année de publication : 2015 Article en page(s) : p. 482-492 Langues : Anglais (eng) Descripteurs : HE Vinci
Condition de travail ; Écoles d'infirmières ; Infirmières et infirmiers ; Pédagogie ; Travail (emploi)Résumé : The Future of Nursing report identified the shortage of nursing faculty as 1 of the barriers to nursing education. In light of this, it is becoming increasingly important to understand the work–life of nursing faculty. The current research focused on job satisfaction of nursing faculty from 4 theoretical perspectives: human capital theory, which emphasizes the expected monetary and nonmonetary returns for any career choices; structural theory, which emphasizes the impact of institutional features on job satisfaction; positive extrinsic environment by self-determination theory, which asserts that a positive extrinsic environment promotes competency and effective outcomes at work; and psychological theory, which emphasizes the proposed relationship between job performance and satisfaction. In addition to the measures for human capital theory, institutional variables (from structural theory and self-determination theory), and productivity measures (from psychological theory), the authors also selected sets of variables for personal characteristics to investigate their effects on job satisfaction. The results indicated that variables related to human capital theory, especially salary, contributed the most to job satisfaction, followed by those related to institutional variables. Personal variables and productivity variables as a whole contributed as well. The only other variable with marginal significance was faculty's perception of institutional support for teaching. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=74672
in Journal of Professional Nursing > Vol. 30, n°6 (November/December 2015) . - p. 482-492[article]Exemplaires (1)
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Titre : Selecting Standardized Tests in Nursing Education Type de document : Article Auteurs : Cheryl L. Mee ; Virginia J. Hallenbeck Année de publication : 2015 Article en page(s) : P. 493-497 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Écoles d'infirmières ; Evaluation ; Pédagogie ; TestRésumé : Nursing faculty frequently utilize or consider the use of nationally standardized tests to evaluate nursing student performance and their potential to pass the National Council Licensure Examination (NCLEX)© after graduation. There is little literature available to advise and guide nursing faculty in criteria to consider when selecting a standardized testing company to assess student readiness for NCLEX. The intent of this article is to share criteria to consider when evaluating a standardized test or testing program that has been gathered through an informal survey of faculty who are currently using standardized tests. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=74674
in Journal of Professional Nursing > Vol. 30, n°6 (November/December 2015) . - P. 493-497[article]Exemplaires (1)
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Titre : Integrating Sexual Minority Health Issues into a Health Assessment Class Type de document : Article Auteurs : Jordon D. Bosse ; Aleah Nesteby ; Carla E. Randall Année de publication : 2015 Article en page(s) : p. 498-507 Langues : Anglais (eng) Descripteurs : HE Vinci
Infirmières et infirmiers ; PédagogieRésumé : The health needs of the lesbian, gay, bisexual, and transgender (LGBT) population are traditionally overlooked by the health care community and are rendered invisible by most nursing school curricula. Initial contact with a nurse during a health history and assessment can have an impact on whether the person will feel comfortable disclosing his or her identity, returning for services, or following plans of care. Because the first interaction with a nurse can be critical, the health assessment course is an appropriate place in the curriculum to discuss the needs of the LGBT community. This article includes a discussion of unique health risks to the LGBT population, benefits, and challenges of incorporating these issues into the classroom and recommendations for including the care of this population into a health assessment nursing course. Specific communication techniques are provided that may be helpful during history taking and physical examination with a patient who is LGBT. Guidance regarding physical examination of the transgender patient is also included. These suggestions will be helpful to nurse faculty who teach health assessment, nursing students, educators who design and implement professional development and continuing education for established nurses, preceptors in the clinical setting, and any nurse who is unfamiliar with the needs and concerns specific to the LGBT population. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=74676
in Journal of Professional Nursing > Vol. 30, n°6 (November/December 2015) . - p. 498-507[article]Exemplaires (1)
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Titre : Meta-Evaluation: Experiences in an Accelerated Graduate Nurse Education Program Type de document : Article Auteurs : Michelle Ardisson ; Benjamin Smallheer ; Ginny Moore ; Tom Christenbery Année de publication : 2015 Article en page(s) : p. 508-515 Langues : Anglais (eng) Descripteurs : HE Vinci
Démarche qualité ; Écoles d'infirmières ; Education ; EvaluationRésumé : Most schools of nursing are engaged in some form of program evaluation and recognize the potential benefits in using program evaluation outcomes to influence continuous improvement in program quality. A number of factors exist that may negatively influence program evaluation quality and adversely affect the ability to make sound decisions based on program evaluation outcomes. The potential limitations that threaten program evaluation quality underscore the importance of evaluating the evaluation process itself, also known as meta-evaluation. However, there is an absence of discussion in the nursing literature of the importance of program meta-evaluation. This article seeks to address this gap in the nursing literature and illuminate the need for more schools of nursing to engage in the meta-evaluation process. By introducing 1 model of program meta-evaluation and describing our own endeavors in the program meta-evaluation process, we hope to inspire other schools of nursing to consider using a systematic and formalized process to evaluate their own program evaluation processes to ensure that data obtained from program evaluation are of optimal quality to influence sound, data-driven decisions to promote continued quality and excellence in nursing education programs. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=74677
in Journal of Professional Nursing > Vol. 30, n°6 (November/December 2015) . - p. 508-515[article]Exemplaires (1)
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Titre : The Development of a Clinical Nurse Scholar in Baccalaureate Education Type de document : Article Auteurs : Judy A. Beal ; Joan Riley Année de publication : 2015 Article en page(s) : p. 379-387 Langues : Anglais (eng) Descripteurs : HE Vinci
Ecole ; Education ; Formation ; Pédagogie ; Soins infirmiersRésumé : The purpose of this national study was to explore the vision of chief academic officers for baccalaureate nursing education. We invited chief academic nursing officers, randomly selected from a representative sample of accredited baccalaureate nursing programs to participate in the study. Audiotaped interviews were conducted in focus groups at professional meetings or by telephone and were transcribed verbatim. Data collection continued until thematic saturation was reached (N = 29). Analysis of the findings revealed themes that described future vision for baccalaureate education that provides guidance to faculty as they develop curriculum. An overarching theme “We are all Stewards of the Profession” and three supporting themes emerged: “Learning Pathways are Varied,” “Faculty Need to Grow,” and “New Pedagogies Need to Focus on the Development of ‘Who I Am’ as a Clinical Scholar.” Findings point to a future where diverse learning pathways are integrated throughout the curriculum. The curriculum of tomorrow will place greater emphasis on the development of professional identity as a nurse and calls for expanded stewardship for nursing education. Deans recommended that investing time and resources into well-designed faculty development programs will help all faculty, regardless of appointment, to adapt to changing student needs and rapidly evolving practice environments. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=72573
in Journal of Professional Nursing > Vol. 30, n°5 (September-October 2015) . - p. 379-387[article]Exemplaires (1)
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Titre : Collaboration Among DNP- and PhD-Prepared Nurses : Opportunity to Drive Positive Change Type de document : Article Auteurs : Marcia P. Murphy ; Beth A. Staffileno ; Elizabeth Carlson Année de publication : 2015 Article en page(s) : p. 388-394 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Formation ; Infirmières et infirmiers ; Interdisciplinarité ; Pratique professionnelle ; Recommandations ; Relation ; UniversitésRésumé : Because of the rapidly changing environment of doctoral education, collaborative relationships between doctor of nursing practice and doctor of philosophy-prepared nurses continue to evolve. Although there are few currently reportable outcomes, examples are given of collaborative efforts highlighting scholarship, education, practice, and research. In accordance with the Institute Of Medicine recommendations and building upon work done by the American Association of Colleges of Nursing, this article describes opportunities for expanding collaboration among doctoral-prepared nurses. Collaboration facilitates a timely translation of research into practice, enhances educational opportunities, drives positive change, and improves health outcomes. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=72575
in Journal of Professional Nursing > Vol. 30, n°5 (September-October 2015) . - p. 388-394[article]Exemplaires (1)
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Titre : Community–Academic Partnership : Developing a Service–Learning Framework Type de document : Article Auteurs : Heather C. Voss ; Launa R. Mathews ; Traci Fossen Année de publication : 2015 Article en page(s) : p. 395-401 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Développement ; E-learning ; Interdisciplinarité ; Pédagogie ; SoinsRésumé : Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community–Academic partnerships are commonly developed as a means to engage nursing students in service–learning experiences with an emphasis on student outcomes. The benefit of service–learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service–learning. Nursing students and their faculty engaged in service–learning have a unique opportunity to collaborate with community partners to evaluate benefits of service–learning projects on those receiving the service. This article describes the development of a service–learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service–learning projects on community agencies and the people they serve through a collaborative community–academic partnership. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=72577
in Journal of Professional Nursing > Vol. 30, n°5 (September-October 2015) . - p. 395-401[article]Exemplaires (1)
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Titre : Are Virtual Classrooms Colorblind? Type de document : Article Auteurs : Cheryl M. Killion ; Janet Reilly ; Susan Gallagher-Lepak Année de publication : 2015 Article en page(s) : p. 407-415 Langues : Anglais (eng) Descripteurs : HE Vinci
Culture (sociologie) ; Développement ; E-learning ; Education ; Etats-Unis ; Internet ; Soins infirmiers ; TechnologieRésumé : E-learning, increasingly employed in nursing education, has been embraced as a means to enhance options for all students, particularly those with limited educational opportunities. Although a desire to increase access for underserved students is often cited, disparities in availability, usage, and quality of e-learning persist among diverse households and student populations when compared to the general population. In this article, these issues will be examined along with reflection on the extent to which culture has been integrated into on-line design and instruction. Historical and cultural aspects, circumscribing virtual classrooms, are discussed using African Americans as an exemplar. The imperative to harness the democratizing potential of this educational format is underscored. In this article, culture will be examined in light of the significant growth in on-line nursing education over the past several decades. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=72578
in Journal of Professional Nursing > Vol. 30, n°5 (September-October 2015) . - p. 407-415[article]Exemplaires (1)
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Titre : Mental Snapshots : Creating an Organized Plan for Health Assessment Type de document : Article Auteurs : Susan C. Fosbrook Année de publication : 2015 Article en page(s) : p. 416-423 Langues : Anglais (eng) Descripteurs : HE Vinci
Démarche qualité ; Education ; Étudiants ; Evaluation ; Motricité ; Santé ; Sécurité ; SoinsMots-clés : Instantanés mentaux Résumé : Beginning nursing students enter a rapidly moving and changing health care climate. Multiple stimulations can frighten and overwhelm the student's ability to find order of essential patient information. Students need to know how to collect, process, and manage important health data accurately and efficiently in the clinical setting. An integrative method for teaching nursing students to walk into the patient's room and construct a patterned sequence of focused assessments assists students in creating an organized plan for health assessment. The Mental Snapshots Method includes three components for health assessment: (a) sequential assessment steps of the patient; (b) color-coded visual images of the patient representing a bodily condition; and (c) focused assessment questions of primary health complaint(s) with a plan for nursing care. This mental snapshots strategy employs an information processing model of sensory, memory, and motor functioning, which enable students to maintain patient quality and safety. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=72579
in Journal of Professional Nursing > Vol. 30, n°5 (September-October 2015) . - p. 416-423[article]Exemplaires (1)
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Titre : The Effect of a Self-Reflection and Insight Program on the Nursing Competence of Nursing Students : A Longitudinal Study Type de document : Article Auteurs : Hsiang-Chu Pai Année de publication : 2015 Article en page(s) : p. 424-431 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Étudiants ; Formation ; Soins infirmiers ; StressMots-clés : Auto-réflexion Résumé : We sampled 260 nursing students from a total of 377 practicum students to participate in this study. A total of 245 students nurse completed 4 questionnaires, Holistic Nursing Competence Scale, Self-Reflection and Insight Scale, Perceived Stress Scale, and Clinical Teaching Quality Scale, at 2, 4, and 6 months after clinical practice experience. Generalized estimating equation models were used to examine the change in scores on each of the questionnaires. The findings showed that, at 6 months after clinical practice, nursing competence was significantly higher than at 2 and 4 months, was positively related to self-reflection and insight, and was negatively related to practice stress. Nursing students' competence at each time period was positively related to clinical teachers' instructional quality at 4 and 6 months. These results indicate that a clinical practice program with self-reflection learning exercise improves nursing students' clinical competence and that nursing students' self-reflection and perceived practice stress affect their nursing competence. Nursing core competencies are enhanced with a self-reflection program, which helps nursing students to improve self-awareness and decrease stress that may interfere with learning. Further, clinical practice experience, self-reflection and insight, and practice stress are predictors of nursing students' clinical competence. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=72580
in Journal of Professional Nursing > Vol. 30, n°5 (September-October 2015) . - p. 424-431[article]Exemplaires (1)
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Titre : Evaluation of World Health Organization Multi-Professional Patient Safety Curriculum Topics in Nursing Education : Pre-test, post-test, none-experimental study Type de document : Article Auteurs : Mansour Mansour ; Alice Skull ; Michael Parker Année de publication : 2015 Article en page(s) : p. 432-439 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Evaluation ; Interdisciplinarité ; Pédagogie ; Recommandations ; Revue de la littérature ; Sécurité ; Soins infirmiersRésumé : The Multi-professional Patient Safety Curriculum Guide was launched by the World Health Organization to develop a patient safety-friendly curriculum in health education. The aim of this study was to evaluate the impact of teaching related to two topics from the Patient Safety Curriculum Guide on student nurses' knowledge and attitudes toward patient safety. A pretest, posttest, nonexperimental design was used. Patient safety education questionnaires were distributed to a convenience sample of 181 nursing students before the intervention, and 141 questionnaires after the intervention in one university in the East of England. The intervention consisted of two face-to-face lectures and one facilitated group work discussion. Seventy-one responses from pre- and posttest stages were matched. Paired t test, McNemar's test, and frequency measures were used for data analysis. The findings suggest that there are statistically significant differences in the subscales of the error and patient safety and personal influence over safety. The differences in the students' answers on patient safety knowledge before and after the interventions were not statistically significant. Although the student nurses highly commended the teaching delivered in this study, the use of experimental design in future curriculum evaluation may provide a more complementary insight to the findings of this study. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=72581
in Journal of Professional Nursing > Vol. 30, n°5 (September-October 2015) . - p. 432-439[article]Exemplaires (1)
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Titre : Perceptions of the Role of the Doctor of Nursing Practice-Prepared Nurse : Clarity or Confusion Type de document : Article Auteurs : Kimberly A. Udlis ; Josephine M. Mancuso Année de publication : 2015 Article en page(s) : p. 274-283 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Enquête ; Formation ; Pratique professionnelle ; Questionnaire ; Recherche ; Représentation ; Revue de la littérature ; Soins infirmiers ; UniversitésRésumé : Highlights
•Nurses endorse and support the DNP as a terminal practice doctorate.
•Role ambiguity exists in the areas of academia and scholarship.
•The distinct skills of the DNP-prepared nurse must be valued and operationalized.
Confusion and disagreement about the DNP degree and its implications continues despite the rapid and steady growth of DNP programs. There is a paucity of literature that examines nurses' perceptions of the role of the DNP-prepared nurse. The purpose of this study was to explore how nurses perceive the role of the DNP-prepared nurse and identify areas of ambiguity in understanding the roles that DNP-prepared nurses fulfill.
A descriptive, cross-sectional design, using self-administered questionnaires, explored the perceptions of n = 340 nurses with various educational levels and backgrounds. Descriptives of the sample and instruments were conducted as well as chi-square analyses to detect differences in perceptions across levels of education.
Results indicated that nurses clearly supported the DNP degree with a focus on the improvement of health care outcomes through the roles of leadership in health organizations, policy, interprofessionalism, and translation of evidence into practice. Multiple areas of confusion concerning the role of DNP-prepared nurse existed in academia, academia leadership, and scholarship.
In order to reduce role ambiguity, the distinctive contributions of the DNP-prepared nurse must be embraced, valued, and operationalized. Otherwise, the role of the DNP-prepared nurse will continue to be discussed, debated, and challenged.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71264
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 274-283[article]Exemplaires (1)
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Titre : Beyond Academic Evidence: Innovative Uses of Technology Within e-Portfolios in a Doctor of Nursing Practice Program Type de document : Article Auteurs : Jacqueline J. Haverkamp ; Marjorie Vogt Année de publication : 2015 Article en page(s) : p. 284-289 Langues : Anglais (eng) Descripteurs : HE Vinci
Communication ; E-learning ; Formation ; Innovation ; Pédagogie ; Soins infirmiers ; Technologie ; UniversitésRésumé : Highlights
•Use of electronic portfolios for formative and summative assessment.
•Infographics used to supplement electronic portfolios.
•Innovative uses of technology within e-Portfolios in doctoral nursing education.
Portfolios have been used in higher education for the past several years for assessment of student learning and growth and serve as the basis for summative and formative evaluations. While there is some information in the literature on how undergraduate and graduate medical, nursing, and allied health students might use portfolios to showcase acquired knowledge and skills, there is a dearth of information on the use of e-Portfolios with students in doctor of nursing practice programs. There are also limited findings regarding the creative use of technology (that includes infographics and other multimedia tools) to enhance learning outcomes (Stephens & Parr, 2013). This article presents engaging and meaningful ways technology can be used within e-Portfolios. Thus, e-Portfolios become more than a repository for academic evidence; they become unique stories that reflect the breadth and depth of students' learner-centered outcomes.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71265
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 284-289[article]Exemplaires (1)
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Titre : Sense Making and Knowledge Transfer: Capturing the Knowledge and Wisdom of Nursing Leaders Type de document : Article Auteurs : Albert Linderman ; Daniel Pesut ; Joanne Disch Année de publication : 2015 Article en page(s) : p. 290-297 Langues : Anglais (eng) Descripteurs : HE Vinci
Autorité ; Communication ; Connaissances, attitudes et pratiques en santé ; Équipe ; Formation ; Recherche ; Relation professionnelle ; Soins ; Soins infirmiersRésumé : Highlights
•A need exists to capture the leadership wisdom of experienced nurse leaders.
•Concepts such as knowledge, wisdom, complexity, and nursing leadership must be understood in the context of today's dynamic environment.
•Sense making is an intentional process that can be used to tease out a leader's implicit knowledge and wisdom.
•A concrete application of the sense-making methodology illuminates how this process can work.
Abstract
Experienced nurse leaders possess leadership wisdom that must be passed on in thoughtful, systematic ways to younger leaders. Sense making is an intentional process that has been useful in bringing forward a leader's implicit knowledge and wisdom gained over the years. This article examines leadership wisdom, complexity, and knowledge in the context of today's dynamic environment—and offers a concrete example of how the sense-making methodology can work.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71266
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 290-297[article]Exemplaires (1)
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Titre : Academic Leadership Development : A Case Study Type de document : Article Auteurs : Audrey Berman Année de publication : 2015 Article en page(s) : p. 298-304 Langues : Anglais (eng) Descripteurs : HE Vinci
Autorité ; Ecole ; Formation ; Soins ; Soins infirmiers ; UniversitésRésumé : Highlights
•A program was designed for early- to mid-career nursing faculty.
•Eight faculty with leadership potential or interest were invited to participate.
•Seven sessions occurred once per quarter and covered a range of topics.
•Interviews with participants revealed six themes related to their experience.
•The program can be broadly applied at minimal financial cost.
A dean at a private school of nursing implemented a leadership development program for early- to mid-career nursing faculty consisting of one 4-hour evening session per academic quarter for 7 quarters. Eight faculty members who had expressed interest in assuming a leadership role or been recommended by their supervisors as having strong leadership potential were invited to join. Program topics included leadership pathways, legal issues, budgeting and governance, diversity, the political arena, human resources, and student issues. Interviews with participants revealed 6 themes: the support a peer cohort provided, a desire for real-life application, a lack of previous exposure to related content or experiences, new perceptions of themselves as academic nurse leaders, the value of the program as preparation for academic nursing leadership roles, and broad program applicability.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71267
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 298-304[article]Exemplaires (1)
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Titre : Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program Type de document : Article Auteurs : Ruth Fiedler ; Marguerite Degenhardt ; Janet L. Engstrom Année de publication : 2015 Article en page(s) : p. 305-310 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Développement ; Enseignement ; Étudiants ; Evaluation ; Formation ; Pédagogie ; Philosophie ; Soins infirmiers ; UniversitésRésumé : Highlights
•Nurse educators impact the quality of the future nursing workforce.
•Systematic preparation of nursing faculty for the teaching role is essential.
•Nursing leaders recommend preparing future faculty for their roles as educators.
•Many new faculty members are not adequately prepared for their role as teachers.
•Preparation for teaching should be included in doctoral education.
Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71268
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 305-310[article]Exemplaires (1)
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Titre : Capacity of, and Demand for, Pediatric Nurse Practitioner Educational Programs : A Missing Piece of the Workforce Puzzle Type de document : Article Auteurs : Gary L. Freed ; Lauren M. Moran ; Kelly M. Dunham ; [et al.] Année de publication : 2015 Article en page(s) : p. 311-317 Langues : Anglais (eng) Descripteurs : HE Vinci
Démographie ; Enquête ; Etats-Unis ; Formation ; Infirmière pédiatrique ; Pédiatrie ; Recherche ; Soins de l'enfantRésumé : Highlights
•We completed a telephone survey of all PNP educational programs.
•10% of PNP programs had closed, been put on hold, or had no new graduates in the last 3 years.
•The PNP pipeline has remained stagnant despite evidence that employers plan to hire greater numbers of PNPs.
Background: In contrast to family nurse practitioners and other adult nurse practitioners, the percentage of new pediatric nurse practitioners (PNPs) graduating each year has not increased. Purpose: The aim of this study was to determine whether the marginal increase in the pipeline for PNPs is related to a limit in the capacity of educational programs or whether unfilled student openings exist. Methods: Self-administered survey of program directors at all recognized PNP educational programs in the United States. Results: Approximately 10% of PNP programs in the United States were either closed, put on hold, or did not have new graduates in the last 3 years. Even with these closures, over 25% of active programs did not fill all available positions for the class entering in 2012. Conclusion: Despite evidence that demonstrates plans by employers to hire a greater number of PNPs in a variety of clinical venues including pediatric hospitals, primary care and subspecialty pediatric practices, the PNP pipeline has remained relatively stagnant. More than one third of program directors do not believe that their PNP program is currently at capacity, indicating that underutilized capacity to educate PNPs is a hindrance to meeting the current and future demands for these professionals.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71269
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 311-317[article]Exemplaires (1)
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Titre : Capacity of, and Demand for, Neonatal Nurse Practitioner Educational Programs : A Missing Piece of the Workforce Type de document : Article Auteurs : Gary L. Freed ; Lauren M. Moran ; Kelly M. Dunham ; [et al.] Année de publication : 2015 Article en page(s) : p. 318-322 Langues : Anglais (eng) Descripteurs : HE Vinci
Démographie ; Enquête ; Formation ; Infirmières et infirmiers ; Néonatalogie ; Recherche ; Ressources humainesRésumé : Highlights
•We completed a telephone survey of all NNP educational programs.
•Nearly 1/4 of all NNP education programs had closed over the past several years.
•Lack of existing program capacity is not a central issue with the NNP pipeline.
•NNP pipeline problems are related to difficulties in increasing enrollment demand.
Background: Studies have demonstrated a dramatic increase in the number of new nurse practitioners (NPs) overall completing NP education each year. However, NPs who provide specialized care to children have not experienced increases in their pipeline at all. This has resulted in shortages of neonatal nurse practitioners (NNPs). Purpose: The aim of this study was to gain a greater understanding of the NNP pipeline and potential for increasing the number of new NNPs graduating each year. Methods: Telephone survey of all NNP educational programs. Discussion: Approximately one fourth of all NNP education programs had closed over the past several years. This is despite a strong job market, planned increases in hiring NNPs, and a seemingly growing shortage of NNPs. Conclusion: Problems with the NNP pipeline are not due to a lack of capacity of existing programs, but rather to difficulties in increasing the enrollment demand.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71270
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 318-322[article]Exemplaires (1)
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Titre : “Never in All My Years…” : Nurses' Education About LGBT Health Type de document : Article Auteurs : Rebecca Carabez ; Marion Pellegrini ; Andrea Mankovitz ; [et al.] Année de publication : 2015 Article en page(s) : p. 323-329 Langues : Anglais (eng) Descripteurs : HE Vinci
Connaissances, attitudes et pratiques en santé ; Etats-Unis ; Formation ; Homosexualité ; Infirmières et infirmiers ; Pratique professionnelle ; Soins infirmiers ; TranssexualismeRésumé : Highlights
•We interviewed 268 practicing nurses to assess the current state of the art of LGBT-sensitive nursing practice.
•Most of the nurses revealed that they had no education or training on LGBT health issues.
•Nurses' gaps in knowledge and discomfort for practicing that may adversely affect patient care.
•LGBT health care education needs to start in nursing schools and programs.
•Nursing curriculum, continuing education and institutional policies are addressed.
In spite of recent calls for patient-centered care and greater attention to the needs of lesbian, gay, bisexual, and transgender (LGBT) patients, nurses still lack basic education about LGBT patient care and, as a result, may have negative attitudes, endorse stereotypes, and/or feel uncomfortable providing care. This study reports on education/training of practicing nurses and explores some of the reasons for nurses reporting feelings of discomfort with LGBT patient care. Transcripts from structured interviews with 268 nurses in the San Francisco Bay Area revealed that 80% had no education or training on LGBT issues. Although most said they were comfortable with LGBT patient care, some of their comments indicated that they might not be providing culturally sensitive care. Implications for nursing education and for policies and procedures of health care institutions are addressed.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71271
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 323-329[article]Exemplaires (1)
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Titre : Changes in Perceptions and Attitudes of Healthcare Profession Students Pre and Post Academic Course Experience of Team-Based 'Care for the Critically Ill' Type de document : Article Auteurs : Karen Clark ; Heather Brennan ; Kelley Macmillan ; [et al.] Année de publication : 2015 Article en page(s) : p. 330-339 Langues : Anglais (eng) Descripteurs : HE Vinci
Communication ; Connaissances, attitudes et pratiques en santé ; Coopération ; Équipe ; Étudiants ; Formation ; Interdisciplinarité ; Recherche ; Représentation ; Soins intensifsRésumé : Highlights
•TeamSTEPPS key concepts communication, collaboration, value, and respect are IPE.
•Embed IPE into requirements within curriculums and not just as an add-on.
•Discipline-specific biases highlight lack of knowledge of others value and skill.
•Scopes of practice are not well understood, impacting the effectiveness of the team.
•These concepts prepare students for IPP upon entering the workforce.
Abstract
The aim of this study was to describe the development and outcomes of an interprofessional course “Interprofessional Care of the Critically Ill,” involving pharmacy, nursing, social work, and respiratory therapy students from two universities. An institutional review board-approved survey was adapted from the TeamSTEPPS surveys investigating clinical practitioners' attitudes and perceptions regarding teamwork, collaboration, and interprofessional engagement. Items applicable to an academic setting were revised and resulted in a 28-statement survey and comments section. Participation was voluntary, and students were requested to participate in the survey on the first and last day of class. There was a significant increase in the perceived understanding of scope of practice of other disciplines from the beginning to end of class (24.4 to 60%, strongly agreed/agreed). Furthermore, students gained appreciation for the complexities associated with working in an interprofessional team with a significant increase in the percent agreeing and strongly agreeing that working on an interdisciplinary team is challenging (66.7 to 81%). Students and faculty gained a greater understanding and appreciation for other disciplines represented in the class and are therefore better prepared to engage in health care teams upon graduation. IPE should be embedded in curriculums and not just an add-on.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71272
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 330-339[article]Exemplaires (1)
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Titre : Evidence-Guided Integration of Interprofessional Collaborative Practice into Nurse Managed Health Centers Type de document : Article Auteurs : Bonita A. Pilon ; Christian Ketel ; Heather A. Davidson ; [et al.] Année de publication : 2015 Article en page(s) : p. 340-350 Langues : Anglais (eng) Descripteurs : HE Vinci
Équipe ; Evidence-based nursing ; Formation ; Interdisciplinarité ; Pratique professionnelle ; Recherche ; Sante (centre) ; Soins ; Soins infirmiersRésumé : Highlights
•Increased focus on interprofessional collaborative practice (IPCP)
•Nurse-led IPCP teams have been a major funding focus for Health Resources and Services Administration (HRSA) in past 3 years
•53 nurse led IPCP teams have been funded by HRSA since 2012
•Evidence provides guidance for successful IPCP development
•Detailed implementation and evaluation of one nurse-led primary care team described
The Division of Nursing, Bureau of Health Workforce, has spearheaded a 3-year effort to increase the skills of nurses to lead interprofessional collaborative practice (IPCP) teams. Since 2012, the Nurse Education, Practice, Quality and Retention program has funded 53 sites engaged in this work. The purposes of this report are to describe the IPCP framework undergirding implementation at one such site, describe the evaluation components and approach, describe how health professions students are integrated into this model, and discuss implications of IPCP for future nurse-managed/nurse-led initiatives within an evolving health care environment. Core team members include a family nurse practitioner, physician, pharmacist, social worker, and community health advocate. The clinic is located within a public housing complex; the target population is largely uninsured or underinsured with a historically high rate of emergency department utilization.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71273
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 340-350[article]Exemplaires (1)
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Titre : Academic–Practice Partnerships for Unemployed New Graduates in California Type de document : Article Auteurs : Paulina Van ; Audrey Berman ; Judith Karshmer ; [et al.] Année de publication : 2015 Article en page(s) : p. 351-358 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Etats-Unis ; Formation ; Interdisciplinarité ; Personnel de santé ; Relation d'aide ; Soins ; Travail (emploi)Résumé : Highlights
•Four partnerships started transition programs for unemployed new RN graduates.
•A neutral convening organization facilitated academic–practice partnerships.
•Partnership programs resulted in increased confidence, competence, and employment.
•Partnerships subsequently spread throughout California.
•Barriers and facilitators link to existing literature and add a new perspective.
In California, academic–practice partnerships offer innovative transition programs to new registered nurse (RN) graduates who have not yet found positions in nursing. This report describes the formation of 4 partnerships between 1 or more schools of nursing and clinical practice sites that included hospitals and nonacute care settings, such as hospice, clinics, school districts, and skilled nursing facilities. Factors facilitating the partnerships included relationships established as nurse leaders from practice and academia came together to address previous workforce issues, positive interpersonal experiences, an independent convening and coordinating organization, a shared understanding of the employment challenge faced by new RN graduates, and a shared vision for its solution. Partnerships face continuing challenges that include sustaining engagement, resource constraints, and insufficient nursing leadership succession planning. Partnership benefits include improved relationships between academia and practice, a forum to address contemporary issues in nursing education and practice advances, and stimulation of a reassessment of how to integrate ambulatory, transitional, and community-based nursing into prelicensure education.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71274
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 351-358[article]Exemplaires (1)
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Titre : Linking Learners for Life Where They Live (L4) : Developing a Global Health Initiative for Student Engagement Type de document : Article Auteurs : Maxine Watt ; Lorna Butler ; Heather Exner-Pirot ; [et al.] Année de publication : 2015 Article en page(s) : p. 359-364 Langues : Anglais (eng) Descripteurs : HE Vinci
Canada ; Communication ; Education ; Education à la santé ; Formation ; Groupe ; Interaction sociale ; Interdisciplinarité ; Personnel de santé ; RechercheRésumé : Highlights
•“Linking Learners with Leaders for Life where they Live” (L4) is a project for northern students to become leaders in addressing the health concerns of the north by linking with others within the circumpolar region. The intention of L4 is to situate students to build capacity through local–global relationships.
•Therapeutic landscapes was chosen as the conceptual framework to guide the project to allow for the identification of different indicators within the environment that could be studied within a global context and also support interactions in diverse ways of knowing and thinking between persons and environments.
•To create a global health experience, a beginning step is building relationships. Achieving sustainability relates to ensuring that a high degree of synergy exists among global partners. Acknowledging and validating the unique contributions each country can contribute to a global health experience are vital for shared learning to expand beyond traditional thinking and health practices.
This article describes a graduate student learning experience as part of an international nursing collaborative working together to develop an academic partnership for global health education in the circumpolar north. The experience provided an opportunity to conduct a pilot project in a rural, remote, northern community using an indigenous, global context. Building on the Canadian–Siberian collaboration, the graduate student attended an academic institution in Siberia, where she focused on the sharing of expertise, knowledge, and insights in order to address the challenges facing indigenous people in achieving optimal health and well-being in the circumpolar north. The goal was to create a foundation for “putting health into place” in a northern context, with the hope of creating shared learning opportunities for undergraduate students between the 2 countries.The intent is to share the approach used by the graduate student to use a conceptual model to assess the feasibility of creating a context-relevant global health experience for northern nursing education.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71275
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 359-364[article]Exemplaires (1)
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Titre : Lack of Preparation : Iranian Nurses' Experiences During Transition From College to Clinical Practice Type de document : Article Auteurs : Vahid Zamanzadeh ; Madineh Jasemi ; Leila Valizadeh ; [et al.] Année de publication : 2015 Article en page(s) : p. 365-373 Langues : Anglais (eng) Descripteurs : HE Vinci
Adaptation ; Autonomie ; Communication ; Compétence ; Ecole ; Émotions ; Enseignement ; Étudiants ; Iran ; Personnel de santé ; Pratique professionnelle ; Recherche qualitativeRésumé : Graduate nurse transition from college to professional practice is an important matter in a nurse's professional life. In many cases, this period is characterized by unhealthy physical and mental reactions, loss of interest in one's profession, and unacceptable caregiving. By examining the phenomenon from the point of view of experienced nurses, we can recognize the major factors in a successful transition from college life to professional life.
This is a qualitative study and was conducted based on conventional qualitative content analysis method; 14 nurses were selected through purposive sampling, and the data were collected using semistructured interviews in teaching hospitals in Iran.
Eight subthemes emerged from the analysis of the interviews: lack of practical skills, limited academic knowledge, inadequate social skills, poor self-confidence, lack of independence, frustration, stress, and loneliness. These items, in turn, fall under 3 themes: poor efficiency, low self-assurance, and unhealthy emotional reactions.
The findings of this study indicate that the participants were not well prepared to assume their clinical roles, which in turn gives rise to other problems; to eliminate this defect, the curriculum needs to be revised, proper training programs should accompany the students' studies, and management in clinical environments recommended should be improved in order to facilitate nurses' transition from college to practice.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71276
in Journal of Professional Nursing > Vol. 30, n°4 (July/August 2015) . - p. 365-373[article]Exemplaires (1)
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Titre : Hitting the Nursing Faculty Shortage Head On : Strategies to Recruit, Retain, and Develop Nursing Faculty Type de document : Article Auteurs : Harriet R. Feldman ; Martha J. Greenberg ; Marilyn Jaffe-ruiz ; [et al.] Année de publication : 2015 Article en page(s) : p. 170-178 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Développement ; Enseignement ; Étudiants ; Formation ; Infirmiere enseignante ; Modele conceptuel ; Personnel de santé ; Sélection du personnel ; Soins infirmiersRésumé : •We provide an overview of the nursing faculty shortage.
•A variety of strategies to build the nursing faculty workforce are described.
•We address nursing faculty retention strategies, challenges, and lessons learned.
•A unique approach to preparing a diverse nursing faculty workforce is described, along with details of how we got started, challenges, and future directions.
More than ever before, schools of nursing are challenged with finding qualified faculty to teach growing numbers of undergraduate and graduate students. Qualified applicants by the thousands are being turned away, in large part because of an insufficient pipeline of faculty. This article describes how one school hit the shortage head on by creating alternate models for employing and growing new faculty, and then instituting a variety of strategies to develop and keep them.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71075
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 170-178[article]Exemplaires (1)
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Titre : Fundraising for Accelerated Study for the PhD in Nursing : A Community Partnership Type de document : Article Auteurs : Patricia L. Starck Année de publication : 2015 Article en page(s) : p. 179-186 Langues : Anglais (eng) Descripteurs : HE Vinci
Écoles d'infirmières ; Education ; Étudiants ; Financement ; Formation ; Interdisciplinarité ; UniversitésRésumé : •An accelerated post-master’s PhD degree program in a 3-year timeline
•A community-based fundraising model of multiple donors
•A marketing strategy that shows return on investment
•Agreements/contracts for student obligations to teach 3-years upon graduation
•Impact of accelerated program over a 10 year period
This article describes fundraising strategies by a School of Nursing to support a post-master’s accelerated (3-year) PhD degree program. A sample proposal to solicit funds is included, as well as a contract that students sign before accepting the scholarship and agreeing to teach for 3 years or repay the money. The first campaign raised $2.3 million for ten students, and the second campaign raised $1.3 million for six students. One useful marketing strategy is to show the impact of an investment in educating ten doctoral students who will become faculty and teach 100 additional students per year, who will then become professionals caring for thousands of patients during their careers. Over a 10 year period, the impact of an accelerated program is enormous, with 660 students taught who in their lifetime will care for 2.4 million patients. The article also discusses motivation and mind sets for giving to promote success in fundraising.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71076
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 179-186[article]Exemplaires (1)
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Titre : Barriers to Integrating Information Technology Content in Doctor of Nursing Practice Curricula Type de document : Article Auteurs : Kezia Lilly ; Joyce J. Fitzpatrick ; Elisabeth Madigan Année de publication : 2015 Article en page(s) : p. 187-199 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Complications ; Etats-Unis ; Étudiants ; Formation ; Information ; Informatique ; Recherche ; Soins ; TechnologieRésumé : To date, there is no benchmark data available on the measurement of program outcomes in doctor of nursing practice (DNP) programs. The purpose of this study was to identify barriers to integration of IT content in the curriculum in DNP programs, perceived IT competencies taught, and DNP faculty perception of competencies. The study location was DNP programs in the United States, and focus was on doctorate-prepared faculty with a DNP or PhD. A descriptive design using an Internet-based survey was done with 113 DNP programs administrators and faculty across the United States. Limitation of the study was that few DNP administrators forwarded the study to faculty, limiting the sample size. For the purpose of this study, the results were limited to responses from DNP administrators, and some comparative data of the faculty were used. Barriers measured included lack of qualified faculty, faculty's limited knowledge or skills in IT, lack of interest, age, lack of time to learn IT, lack of time to use IT, too many work demands, lack of administrative vision, unclear expectations of faculty, lack of technical support to faculty, or lack of resources. Leading barriers to IT implementation were lack of time of faculty, too many other work demands of faculty, lack of resources dedicated to IT, and lack of qualified faculty to teach IT. Further research is necessary on doctorate-prepared faculty and on interventions to overcome these barriers is needed. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71077
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 187-199[article]Exemplaires (1)
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Titre : Using Implementation Science as the Core of the Doctor of Nursing Practice Inquiry Project Type de document : Article Auteurs : Mary Riner E Année de publication : 2015 Article en page(s) : p. 200-207 Langues : Anglais (eng) Descripteurs : HE Vinci
Efficacité ; Étudiants ; Evidence-based nursing ; Formation ; Modele conceptuel ; Pédagogie ; Recherche ; Santé ; Science ; SoinsRésumé : The paper describes an implementation science course developed for a DNP program
•The course design is described including assignments and rational
•Challenges of addressing the integration of the course into the life of the school are discussed
•Examples of how students implemented assignments are included
New knowledge in health care needs to be implemented for continuous practice improvement. Doctor of nursing practice (DNP) programs are designed to increase clinical practice knowledge and leadership skills of graduates. This article describes an implementation science course developed in a DNP program focused on advancing graduates' capacity for health systems leadership. Curriculum and course development are presented, and the course is mapped to depict how the course objectives and assignments were aligned with DNP Essentials. Course modules with rational are described, and examples of how students implemented assignments are provided. The challenges of integrating this course into the life of the school are discussed as well as steps taken to develop faculty for this capstone learning experience. This article describes a model of using implementation science to provide DNP students an experience in designing and managing an evidence-based practice change project.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71078
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 200-207[article]Exemplaires (1)
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Titre : Perceived Importance of Teaching Characteristics in Clinical Nurse Specialist Preceptors Type de document : Article Auteurs : Mitchell R. Knisely ; Janet S. Fulton ; Barbara S. Friesth Année de publication : 2015 Article en page(s) : p. 208-214 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Enseignement ; Étudiants ; Evidence-based nursing ; Infirmiere clinicienne ; Pédagogie ; Pratique professionnelle ; Questionnaire ; RechercheRésumé : •Preceptor behaviors and teaching skills can significantly impact student learning.
•All teaching characteristics were rated as important among preceptors and students.
•Clinical competence/judgment was identified as the most important characteristic.
•Findings provide important information to better prepare and evaluate preceptors.
Background
Advanced practice nursing education includes a minimum of 500 hours of supervised clinical practicum, with practicing clinicians serving as preceptors providing the bulk of the supervision. Preceptor behaviors and teaching skills can significantly impact student learning, however, no empirical evidence exists that identifies or evaluates effective clinical teaching characteristics in clinical nurse specialist (CNS) preceptors.
Purpose
The purpose of this study was to explore and compare CNS student and preceptor perceptions of the importance of clinical teaching characteristics in CNS preceptors.
Methods/Sample
Data was obtained from CNS preceptors (n = 278) and CNS students (n = 78) through a web-based questionnaire instrument. Twenty-one previously identified effective clinical teaching characteristics served as the questionnaire items and participants were asked to rate their importance and identify the most and least important characteristic. Statistical tests including calculation of mean scores and independent t-tests for each characteristic were completed.
Findings
The CNS preceptors and students rated all effective teaching characteristics as important. Clinical competence/judgment was identified as the most important characteristic among participants. The findings demonstrated congruence between students’ and preceptors’ ratings except for the characteristics calm during times of stress and flexibility.
Conclusions
These findings can help CNS faculty and practicing CNSs better prepare and evaluate preceptors for supporting advanced practice students in clinical practicum experiences.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71079
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 208-214[article]Exemplaires (1)
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Titre : Accelerated Master's Programs in Nursing for Non-Nurses : An Integrative Review of Students' and Faculty's Perceptions Type de document : Article Auteurs : Kathleen M. Downey ; Marilyn E. Asselin Année de publication : 2015 Article en page(s) : p. 215-225 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Enseignement ; Étudiants ; Formation ; Infirmiere enseignante ; Innovation ; Pédagogie ; Pratique professionnelle ; Recherche ; Soins ; Soins infirmiersRésumé : Accelerated master's programs in nursing for non-nurses (AMPNNNs) are rapidly increasing in number. They offer accelerated entry into nursing practice for individuals with a baccalaureate degree or higher. An integrative review, based on Whittemore and Knafl (2005) was conducted to identify the characteristics of the students and the perceptions of students, graduates, and faculty who participate in these programs. A search of published literature yielded 15 sources with relevant data for this integrative review. Student characteristics indicate predominantly Caucasian females who are older, mature, and academically accomplished. There is a dearth of literature related to the perceptions of students and faculty as they experience the program. Student experienced role changes, and the demands of nursing education were notable. Faculty identified the need to develop innovative teaching strategies for adult learners. The gaps in the evidence base of AMPNNNs are highlighted, and areas for future research are recommended. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71080
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 215-225[article]Exemplaires (1)
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Titre : Describing a Residency Program Developed for Newly Graduated Nurse Practitioners Employed in Retail Health Settings Type de document : Article Auteurs : Paulette Thabault ; Laura Mylott ; Angela Patterson Année de publication : 2015 Article en page(s) : p. 226-232 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Enseignement ; Formation ; Hôpitaux ; Infirmières et infirmiers ; Interdisciplinarité ; Modele conceptuel ; Recherche ; SoinsRésumé : •We describe a pilot residency program to help prepare newly graduated nurse practitioners for practice in the retail clinic setting.
•The program supported new graduates with clinical practice mentoring and provided business and leadership knowledge important for success in the retail setting.
•The program uses a preceptor model enhanced by an academic partnership.
•Preceptors were highly satisfied with the academic course.
•New graduate NPs identified clinical practice as the priority focus.
•Nurse practitioners and preceptors were highly satisfied with the program.
Retail health clinics are an expanding health care delivery model and an emerging new practice site for nurse practitioners (NPs). Critical thinking skills, clinical competence, interprofessional collaboration, and business savvy are necessary for successful practice in this highly independent and autonomous setting. This article describes a pilot residency partnership program aimed at supporting new graduate NP transition to practice, reducing NP turnover, and promoting academic progression. Eight new graduate NPs were recruited to the pilot and paired with experienced clinical NP preceptors for a 12-month program that focused on increasing clinical and business competence in the retail health setting. The residency program utilized technology to facilitate case conferences and targeted Webinars to enhance learning and peer-to-peer sharing and support. An on-line doctoral-level academic course that focused on interprofessional collaboration in health care, population health, and business concepts was offered. Both NPs and preceptors were highly satisfied with the academic–service residency program between MinuteClinic and Northeastern University School of Nursing in Boston, MA. New NPs particularly valued the preceptor model, the clinical case conferences, and business Webinars. Because their priority was in gaining clinical experience and learning the business acumen relevant to managing the processes of care, they did not feel ready for the doctoral course and would have preferred to take later in their practice. The preceptors valued the academic course and felt that it enhanced their precepting and leadership skills. At the time of this article, 6 months post completion of the residency program, there has been no turnover. Our experience supports the benefits for residency programs for newly graduated NPs in retail settings. The model of partnering with academia by offering a course within a service organization's educational programs can enable academic progression.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71081
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 226-232[article]Exemplaires (1)
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Titre : The Creation of a Synchronous Learning Environment to Support a Study Abroad Program for Nursing Majors at a Traditional Liberal Arts University Type de document : Article Auteurs : Victoria N. Folse ; Carolyn M. Jarvis ; Susan L. Swanlund Année de publication : 2015 Article en page(s) : p. 233-241 Langues : Anglais (eng) Descripteurs : HE Vinci
Accueil ; Apprentissage ; Compétence ; Culture (sociologie) ; Environnement ; Espagne ; Etats-Unis ; Étudiants ; Famille ; Interdisciplinarité ; Pédagogie ; Recherche ; Revue de la littérature ; Stage ; Technologie ; UniversitésRésumé : In response to an increased need for Spanish-speaking and culturally competent nurses, a small private undergraduate-only liberal arts university implemented a semester-long study abroad program for nursing majors in Barcelona, Spain. Prior to the creation of this program, study abroad for nursing students was limited because of prelicensure requirements and limitations of a traditional nursing curriculum. Students studying in Spain enroll in four courses—including two core nursing courses delivered using Polycom hardware and telepresence software by nursing faculty who remain in the United States, a Spanish language course, and one general education course taught either by the University's Spain Director or by an experienced Spanish professor. Participants live with host families and participate in clinical and community observational experiences in Spanish health care agencies. Students then complete direct patient care requirements upon return to the United States. To our knowledge, no other undergraduate-only institution offers a semester-long study abroad experience for nursing majors embedded within the curriculum using synchronous learning; we believe our Spain program, which is in its fourth year being open to nursing majors, is truly an innovative approach to establish cultural competence for undergraduate nursing majors that could serve as a model for other schools of nursing and health disciplines. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71082
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 233-241[article]Exemplaires (1)
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Titre : International Service–Learning: An Opportunity to Engage in Cultural Competence Type de document : Article Auteurs : Pamela Kohlbry ; Joann Daugherty Année de publication : 2015 Article en page(s) : p. 242-246 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Compétence ; Étudiants ; Interculturalité ; Mexique ; Pédagogie ; Soins infirmiersRésumé : One-day international service–learning projects are an opportunity for nursing students to engage in learning cultural awareness, knowledge, and skills.
•One-day immersion visits took place in Tijuana, Mexico, with 37 students participating in at least one trip with a few students participating in two.
•Common areas of experiences became apparent from student comments during the trip and debriefing and informal observations from faculty.
•The three common experiences that were described were categorized as cultural communication, cultural confidence, and cultural surprise.
One-day international service–learning projects are an opportunity for nursing students to engage in learning cultural awareness, knowledge, and skills. At XXX University, faculty developed these international service–learning projects in Mexico where students participated in health promotion teaching for children and families and providing health care for older adults. The purpose of this article is to describe 3 types of student experiences gained during 1-day international service–learning projects. We named these experiences cultural communication, cultural confidence, and cultural surprise.Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71083
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Titre : Identification and Support of At-Risk Students Using a Case Management Model Type de document : Article Auteurs : Betty L. Elder ; Phyllis Jacobs ; Yvonne J. Fast Année de publication : 2015 Article en page(s) : p. 247-253 Langues : Anglais (eng) Descripteurs : HE Vinci
Accompagnement pédagogique ; Écoles d'infirmières ; Education ; Étudiants ; Modele conceptuel ; Recherche ; Recommandations ; Relation d'aide ; Revue de la littérature ; Risque ; SoinsRésumé : •We examine a student evaluation process to identify and support at-risk students.
•Case management principle of individualized assessment and service coordination were used in developing the model to support students.
•Faculty and students need to work in a coordinated effort to assist students to achieve success.
This study evaluated a program to identify and support students at risk for failure in nursing courses or NCLEX-RN. A case management model (CMM) was implemented to provide assessment of and support for 183 bachelor of science in nursing students; 83 were identified as at risk by the CMM criteria. The CMM involved student self-evaluation and grade assessment of prerequisite and nursing courses. Science course grades were all found to be significantly higher for those students who passed NCLEX-RN on the first attempt than those who did not. Admission GPA was significant (t = 2.443, P = .018). Using a Motivated Strategies for Learning Questionnaire for self-evaluation, at-risk students rated their performance in nursing courses higher in every area than the non-at-risk student group, significantly higher for self-efficacy (t = 2.829, P = .005) and metacognition (t =2.426, P = .016). Neither task value nor critical thinking scores were significant. Graduation rate was 100% with 158 students passing NCLEX-RN on the first attempt (64 of 83 at risk and 94 of 100 non-at risk). The CMM was effective in identification and support of at-risk students.
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Titre : Relationship Between the Knowledge, Attitude, and Self-Efficacy on Sexual Health Care for Nursing Students Type de document : Article Auteurs : Su-Ching Sung ; Hui-Chi Huang ; Mei-Hsiang Lin Année de publication : 2015 Article en page(s) : p. 254-261 Langues : Anglais (eng) Descripteurs : HE Vinci
Connaissances, attitudes et pratiques en santé ; Education thérapeutique ; Étudiants ; Infirmières et infirmiers ; Qualité de vie ; Recherche ; Relations entre professionnels de santé et patients ; Sexualité ; SoinsRésumé : •We assess the factors impacting nursing students on sexual health care practice.
•Structural equation modeling is used for assessment.
•Knowledge, attitude, and self-efficacy to sexual health care are correlated.
•Providing nursing students knowledge of sexual health care is not sufficient.
•Improving nursing students' positive attitudes on sexual health care is needed.
Promoting patients' sexual health for better quality of life is an important task for nurses. Little is known about the factors impacting nursing students to better prepare for the future nursing practice on sexual health care. The purpose of the study is to address the need for nursing education on sexuality by exploring the relationship between nursing students' knowledge, attitude, and self-efficacy for patients' sexual health care. A total of 190 senior nursing students were purposely enrolled to the study by answering a self-report questionnaire, and the data were analyzed using structural equation modeling (SEM). The results demonstrated positive correlation of the relationship between knowledge of sexual health care (KSH) and attitude to sexual health care (ASH; γ = .35, t = 3.31, PDisponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71085
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 254-261[article]Exemplaires (1)
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Titre : A Longitudinal Study on the Effect of Tailored Training and Counseling on the Professional Attitude of Nursing Students Type de document : Article Auteurs : Ayise Karadag ; Filiz Hisar ; Zehra G. Baykara ; [et al.] Année de publication : 2015 Article en page(s) : p. 262-270 Langues : Anglais (eng) Descripteurs : HE Vinci
Comportement ; Développement ; Équipe ; Étudiants ; Formation ; Pédagogie ; Pratique professionnelle ; Recherche ; Recommandations ; Soins infirmiersRésumé : The development of professional attitudes in nursing students is influenced by their learning experiences (knowledge, skills, and attitudes) and instructors' professional behaviors. Instructors can enhance students' professional attitude by organizing the training environment, being a role model, and providing counseling. This study was conducted as a tailoring intervention study over 4 years (2010–2013) examining 73 nursing students (34 intervention, 39 control) to determine the effect of training and counseling on nursing students' professional attitudes. Data were collected utilizing the Introductory Characteristics Form and the Instrument of Professional Attitude for Student Nurses. Intervention group students were provided training and counseling complementing their current education to develop their professional attitudes. Controls proceeded with their current education. Instrument for Professional Attitude for Student Nurses posttest scores of the intervention group were significantly higher than those of control group students. Furthermore, intervention group scores on all subscales other than “competence and continuous education” significantly increased after training. Controls showed no growth in professional attitudes, other than in “contribution to scientific knowledge.” The training and counseling program had a positive influence on the professional attitudes of nursing students. Thus, providing tailored training and counseling associated to professionalism throughout the educational process at schools providing nursing training is recommended. Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=71086
in Journal of Professional Nursing > Vol. 30, n°3 (May/June 2015) . - p. 262-270[article]Exemplaires (1)
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