Registered Nurse (Associate Degree).

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Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of registered nurse (with an associate degree), lists technical competencies and competency builders for 19 units pertinent to the health technologies cluster in general and 5 units specific to the occupation of registered nurse. The following…

Accelerated second-degree nursing students: predictors of graduation and NCLEX-RN first-time pass rates.

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Penprase, Barbara B; Harris, Margaret A

2013-01-01

It is important to understand and identify factors that affect students' academic performance before entry into a nursing program and as they progress through the program. The authors discuss a study, and its outcomes, that assessed accelerated second-degree nursing students' prenursing and core nursing grades that served to predict their success at completing the nursing program and passing NCLEX-RN on first attempt. Strategies were identified to help at-risk students to be successful in the program and with first-time passage of NCLEX-RN.

Exploring the acquisition of entry-to-practice competencies by second-degree nursing students during a preceptorship experience.

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Sedgwick, Monique; Kellett, Peter; Kalischuck, Ruth Grant

2014-03-01

Nursing programs across Canada have begun to implement at an unprecedented rate second-degree nursing programs in response to consumer demands and a nursing shortage. While these types of programs are enjoying considerable popularity among prospective students and employers, it is imperative that nursing programs assess their graduates' ability to meet Registered Nursing entry-to-practice competencies (ETCs). This study sought to determine if second-degree undergraduate nursing students achieved the entry-to-practice competencies established by the provincial regulatory body for registered nurses of Alberta, Canada. The study took place in southern Alberta, Canada as the first cohort of second-degree undergraduate nursing students were completing the final practice course for the program. In this exploratory study, quantitative and qualitative data generation approaches were used. Quantitative data were collected using the nursing program's standardized Clinical Evaluation Tool which is mapped to the 119 ETCs established by the regulatory body. Qualitative data were generated by conducting focus group interviews with students, faculty advisors, and preceptors. A convenience sample consisting of both male and female students (n=14) submitted their mid-term and final clinical evaluations for inclusion in the dataset. Thirteen preceptors submitted mid-term and final clinical evaluations. Three students, three faculty advisors, and two preceptors participated in focus group interviews. At mid-term, statistically significant differences were noted on 31% of the indicators within the clinical evaluation tool between students and preceptors with preceptors consistently ranking students higher than the students' ratings of their performance. Student and preceptor ratings of students' clinical performance were more consistent on the final evaluation. However, where there were differences, preceptors rated students higher than student ratings. Qualitative data analysis

Critical thinking skills of basic baccalaureate and Accelerated second-degree nursing students.

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Newton, Sarah E; Moore, Gary

2013-01-01

The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective. The study design was exploratory descriptive. The results indicated thatASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students. CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.

Using a socioecological framework to understand the career choices of single- and double-degree nursing students and double-degree graduates.

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Hickey, Noelene; Harrison, Linda; Sumsion, Jennifer

2012-01-01

Untested changes in nursing education in Australia, such as the introduction of double degrees in nursing, necessitate a new research approach to study nursing career pathways. A review of the literature on past and present career choice theories demonstrates these are inadequate to gain an understanding of contemporary nursing students' career choices. With the present worldwide shortage of nurses, an understanding of career choice becomes a critical component of recruitment and retention strategies. The purpose of this paper is to demonstrate how an ecological system approach based on Bronfenbrenner's theory of human development can be used to understand and examine the influences affecting nursing students' and graduates' career development and career choices. Bronfenbrenner's socioecological model was adapted to propose a new Nursing Career Development Framework as a way of conceptualizing the career development of nursing students undertaking traditional bachelor of nursing and nontraditional double-degree nursing programs. This Framework is then applied to a study of undergraduate nurses' career decision making, using a sequential explanatory mixed method study. The paper demonstrates the relevance of this approach for addressing challenges associated with nursing recruitment, education, and career choice.

Learning styles of registered nurses enrolled in an online nursing program.

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Smith, Anita

2010-01-01

Technological advances assist in the proliferation of online nursing programs which meet the needs of the working nurse. Understanding online learning styles permits universities to adequately address the educational needs of the professional nurse returning for an advanced degree. The purpose of this study was to describe the learning styles of registered nurses (RNs) enrolled in an online master's nursing program or RN-bachelor of science in nursing (BSN) program. A descriptive, cross-sectional design was used. Kolb's learning style inventory (Version 3.1) was completed by 217 RNs enrolled in online courses at a Southeastern university. Descriptive statistical procedures were used for analysis. Thirty-one percent of the nurses were accommodators, 20% were assimilators, 19% were convergers, and 20% were divergers. Accommodators desire hand-on experiences, carrying out plans and tasks and using an intuitive trial-and-error approach to problem solving. The learning styles of the RNs were similar to the BSN students in traditional classroom settings. Despite their learning style, nurses felt that the online program met their needs. Implementing the technological innovations in nursing education requires the understanding of the hands-on learning of the RN so that the development of the online courses will satisfactorily meet the needs of the nurses who have chosen an online program. Copyright 2010 Elsevier Inc. All rights reserved.

Double nursing degree: potentialities and challenges of an international student academic experience.

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Nora, Carlise Rigon Dalla; Schaefer, Rafaela; Schveitzer, Mariana Cabral; Zoboli, Elma Lourdes Campos Pavone; Vieira, Margarida Maria

2018-01-01

Objective To share the experience of a Double Nursing degree promoted between the Nursing School of the Universidade de São Paulo and the Health Sciences Institute of the Universidade Católica Portuguesa, reflecting on the potentialities and challenges of this opportunity for graduate students. Method This is an experience report presented in chronological order and of a descriptive nature. The double degree in Nursing was accomplished over a period of 6 months in a different institution from the institution of origin. Results Among the activities developed during the Double Degree are: participating in examining boards, congresses, seminars, courses, meetings, lectures, colloquium, classes, research groups and technical visits to health services. A table presents and describes the main benefits of the experience experienced by the authors. Conclusion When well-planned and well-developed, a double degree can promote personal, cultural and professional development of the students, favoring internationalization and contributing to the qualification of graduate programs.

[Evidence-based practice competence in undergraduate Nursing Degree students].

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Ruzafa-Martínez, María; Molina-Salas, Yolanda; Ramos-Morcillo, Antonio Jesús

2016-01-01

Evidence-based practice (EBP) learning has become a key issue for nurses. An EPB subject was included in the 4(th) year in the new syllabus of the Nursing Degree at University of Murcia (UM). To know the competence level in EBP of undergraduate nursing students at UM and compare the results between all four years. Observational descriptive study with a cross-sectional approach. undergraduate nursing students from all four years at Nursing Degree at the Faculty of Social and Healthcare Science at UM in the year 2013-14. EBP evaluation of competence of the nursing students consisted of attitude, skills and knowledge on EBP. A validated questionnaire, the EBP-COQ, was used. The scale range is 1 point «lowest level» to 5 points «higher level».The SPSS 21.0 program has been used to carry out descriptive and bivariate analyses. 144 students were included, 76.4% was female, and the median age was 23 years, 84.7% attended more than 75% class hours. The mean differences in the questionnaire between first and fourth years were 0.58 points in attitude, 0.60 in skills, 1.6 in knowledge and 0.83 in global competence in EBP. Significant differences in mean scores between the fourth and the remaining years in the global competence in EBP were observed, as well as in the three dimensions (p <0.05). The undergraduate-nursing students studied here have acquired an appropriate competence level in EBP, with a gradual increase by year. The biggest increase was in the fourth year students. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

Recent Changes in the Number of Nurses Graduating from Undergraduate and Graduate Programs.

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Buerhaus, Peter I; Auerbach, David I; Staiger, Douglas O

2016-01-01

Since the 1970s, a number of initiatives have attempted to increase the proportion of nursing graduates with a baccalaureate degree, but with little national effect. Now market forces, health reforms, and an Institute of Medicine report (2011) have combined to transform the educational composition of the nursing workforce. Today, there are considerably more graduates of baccalaureate nursing programs than associate degree programs. The educational transformation of the nursing workforce is not limited to baccalaureate education but includes the rapidly increasing numbers of registered nurses who have earned graduate degrees. These changes in nursing education are increasing the readiness of nursing professionals to capitalize on new opportunities, overcome challenges, and take on new roles and responsibilities as the nation's health care delivery and payments systems evolve in coming years.

International Dimensions of Nursing and Health Care in Baccalaureate and Higher Degree Nursing Programs in the United States.

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Mooneyhan, Esther L.; And Others

1986-01-01

Results of a national survey of undergraduate and graduate nursing programs to determine the extent of curriculum content and faculty training in international health issues are reported. The importance of this aspect of nursing education is discussed. (MSE)

Responsibility among bachelor degree nursing students: A concept analysis.

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Ghasemi, Saeed; Ahmadi, Fazlollah; Kazemnejad, Anoshirvan

2018-01-01

Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature. To examine the concept of responsibility among bachelor degree nursing students using the evolutionary approach to concept analysis. A total of 75 articles published between 1990 and 2016 and related to the concept of responsibility were selected from seven databases and considered for concept analysis based on Rogers' evolutionary approach. Ethical considerations: Throughout all stages of data collection, analysis and reporting, accuracy and bailment were respected. Responsibility is a procedural, spectral, dynamic and complex concept. The attributes of the concept are smart thinking, appropriate managerial behaviours, appropriate communicational behaviours, situational self-mandatory and task-orientation behaviours. Personal, educational and professional factors lead to the emergence of the responsible behaviours among bachelor degree nursing students. The emergence of such behaviours facilitates the learning and education process, ensures nursing profession life and promotes clients and community health level. Responsibility has some effects on nursing students. This concept had been changed over time since 1990-2016. There are similarities and differences in the elements of this concept in disciplines of nursing and other educational disciplines. Conclusion The analysis of this concept can help to develop educational or managerial theories, design instruments for better identification

Scholarship in nursing: Degree-prepared nurses versus diploma ...

African Journals Online (AJOL)

Lizeth Roets

tion (critical thinking), the scholarship of application (knowl- ... degree-qualified nurses have stronger leadership skills; they are more creative, critical .... Ethical considerations ..... so that research do not imply taking well educated people away.

Advanced Nursing Education: Critical Factors That Influence Diploma and Associate Degree Nurses to Advance.

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McGhie-Anderson, Rose Lavine

The purpose of this study was to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance academically. Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of nurses as educator, manager, nurse leader, and researcher who will effect policy changes, assume leadership roles as revolutionary thinkers, and implement paradigmatic shifts. Data were collected from two groups of participants using face-to-face, semistructured interviews. Group 1 consisted of diploma and associate degree nurses; Group 2 consisted of baccalaureate, masters, and doctoral degree nurses who have progressed academically. Emerging from the thick, rich data were core categories of rewarding, motivating, and supporting as critical factors that influence professional advancement. This qualitative study elucidated that professional advancement was the social process that grounds. The emergent theory was the theory of professional advancement.

Comprehensive review of an accelerated nursing program: a quality improvement project.

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Nugent, Elinor; LaRocco, Susan

2014-01-01

Accelerated second-degree programs are designed to provide entry into baccalaureate nursing program for people who have achieved bachelor's degree in another field. These programs were often designed to respond to nursing shortages at local and national levels. Programs commonly use a cohort model and move students through an intensive structure combining classroom and clinical requirement with a 2-year period. The accelerated second-degree nursing program, Accelerated Entry Level to Nursing program at our small liberal arts college, was considered to be successful. The program had excellent graduation rates and National Council Licensure Examination for Registered Nurses pass rates, indicating that the program was preparing the graduate to thrive in the practice setting. The program had been in existence for more than 7 years, with highly competitive admissions and high student satisfaction. The objective of this study was to provide a quality improvement assessment process to capture quantitative and qualitative information about the graduates. This information would be used to inform our own nursing education department and would provide metrics and information for nurse leaders regarding the rigor of these programs and the potential of graduates. Continuous quality improvement is a vital component in nursing education as well as in the clinical setting. With this in mind, a comprehensive review was undertaken by the nursing faculty during the eighth year of the highly successful accelerated nursing program in a small liberal arts college. This quality improvement project was designed to review existing metrics and to collect additional data through survey and focus groups in order to capture experiences of the program graduates. Graduates of the accelerated program from 2005 to 2011 were included in this study. Faculty who teach in the program participated in focus groups. From 2005 to 2011, there have been a total of 196 graduates in 8 cohorts; 194 surveys

Associate Degree in Nursing-to-Bachelor of Science in Nursing Graduates' Education and Their Perceived Ability to Keep Patients Safe.

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Anbari, Allison Brandt; Vogelsmeier, Amy

2018-05-01

Associate Degree in Nursing (ADN)-to-Bachelor of Science in Nursing (BSN) programs are designed to advance the ADN-prepared RNs' clinical reasoning and analytical skills. However, little is known about exactly how their BSN education may improve their clinical practice, specifically in the area of patient safety. During semi-structured one-to-one interviews, ADN-to-BSN graduates were asked about their educational process and the perceived affect their education made on their ability to keep patients safe. Content analysis were used to identify emerging themes and categories. Three themes emerged from the data: (a) an unaltered approach to keeping patients safe, (b) experience as an ADN matters, and (c) BSN degree as a stepping stone. The call to increase the number of BSN-prepared nurses at the bedside is supported in the evidence and noteworthy of pursuit. However, as ADN-to-BSN programs increase in numbers to meet this demand, the outcomes of graduates need to be considered. [J Nurs Educ. 2018;57(5):300-303.]. Copyright 2018, SLACK Incorporated.

Associate Degree Nursing: Model Prerequisites Validation Study. California Community College Associate Degree Programs by The Center for Student Success, A Health Care Initiative Sponsored Project.

Science.gov (United States)

Phillips, Brad C.; Spurling, Steven; Armstrong, William A.

California faces a severe nursing shortage, with the number of registered nurses far below what is required to avert a potential state health care crisis. The Associate Degree Nursing (ADN) Project is a joint project involving scholars, educational researchers, and analysts from the Center for Student Success (CSS) housed at City College of San…

Motivated Strategies for Learning in Accelerated Second-Degree Nursing Students.

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El-Banna, Majeda M; Tebbenhoff, Billinda; Whitlow, Malinda; Wyche, Karen Fraser

Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance.

Does the level of emotional intelligence affect the degree of success in nursing studies?

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Sharon, Dganit; Grinberg, Keren

2018-05-01

Emotional intelligence (EI) reflects the general capacity to comprehend emotions (in ourselves and in others), to regulate emotions, and to cope effectively with emotional situations. The study program in nursing is varied, and includes theoretical and practical aspects, but teaching EI is not part of the core curriculum. We argue that teaching EI should not only be included in the curriculum, but that EI tests should be included in the admissions process. This study reviews the relationship between EI level and the degree of success in nursing studies, and its importance. A convenience sample of 110 academic nursing students was examined. Three data collection methods were employed: 1) A socio-demographic questionnaire; 2) Schutte Self-Report Inventory (SSRI); 3) Psychometric scores and grade transcripts. A positive correlation between the level of EI and the degree of success in nursing studies among nursing students was found. EI levels improved during the second year of learning. Among nursing students, the annual average grade was related to emotional intelligence rather than psychometric scores at the time of admission. There is a need to increase the importance of EI in the terms of nursing student's admission and basic nursing curriculums. Copyright © 2018 Elsevier Ltd. All rights reserved.

Nursing, Nursing Education, and Anxiety.

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Biggers, Thompson; And Others

In response to the current crisis in the field of nursing, a study examined nursing students' perceived work-related stress and differences among associate degree, diploma, and baccalaureate nursing programs in their preparation of nursing students. The 171 subjects, representing the three different nursing programs, completed a questionnaire…

The views of heads of schools of nursing about mental health nursing content in undergraduate programs.

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Happell, Brenda; McAllister, Margaret

2014-05-01

Criticisms about the mental health nursing content of Bachelor of Nursing programs have been common since the introduction of comprehensive nursing education in Australia. Most criticism has come from the mental health nursing sector and the views of key stakeholders have not been systematically reported. Heads of Schools of Nursing have considerable influence over the content of nursing programs, and their perspectives must be part of ongoing discussions about the educational preparation of nurses. This article reports the findings of a qualitative exploratory study, involving in-depth interviews with Heads of Schools of Nursing from Queensland, Australia. Thematic data analysis revealed two main themes: Realising the Goal? and Influencing Factors. Overall, participants did not believe current programs were preparing graduates for beginning level practice in mental health settings. In particular, participants believed that the quality of mental health content was influenced by the overcrowded curriculum, the availability of quality clinical placements, the strength of the mental health team, and the degree of consumer focus. The findings suggest the current model of nursing education in Australia does not provide an adequate foundation for mental health nursing practice and alternative approaches should be pursued as a matter of urgency.

Gender-Based Barriers Experienced by Male Students in an Online RN-to-BSN Nursing Program

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Kirk, John R.

2012-01-01

This quantitative survey-based research study examined the experiences of 49 men through a comparative analysis of their traditional classroom-based Diploma or Associate Degree in Nursing program and their subsequent experiences in the University of Phoenix online Registered Nurse to Bachelor of Science in Nursing (RN-to-BSN) degree completion…

Advancing nursing leadership: a model for program implementation and measurement.

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Omoike, Osei; Stratton, Karen M; Brooks, Beth A; Ohlson, Susan; Storfjell, Judy Lloyd

2011-01-01

Despite the abundant literature documenting the need for nurse management education and career development, only recently have professional standards been targeted for this group. Competency standards for nurse leaders repeatedly identify systems-level concepts including finance and budget, communication skills, strategic management, human resources management, change management, and computer technology skills. However, educational initiatives to meet these standards are still at the early stages and most nurse leaders continue to acquire knowledge and experience through "on-the-job" training. This article will illustrate the need for partnerships and collaboration between academia and hospitals to advance nursing leadership to the next century. In addition, a tool to measure the impact of a graduate certificate program in nursing administration on nurse leader competencies is presented. Overall, the certificate program has been successful in multiple ways; it has "graduated" almost 80 nurse leaders, improved participant competence in their role at the systems level, as well as providing an impetus for completion of a graduate degree post program.

Master's Degree and Post-Master's Certificate Preparation for the Academic Nurse Educator Role: The Use of the National League for Nursing Core Competencies of Nurse Educators as a Curriculum Guide

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Fitzgerald, Ann

2017-01-01

This study described the education courses in Master's Degree and Post-master's Certificate in nursing education programs and determined the extent to which the eight core competencies, used to certify nurse educator's, were included. The data regarding the required credit hours, practicum hours, distance accessibility, and preparation for the…

Report of an innovative research program for baccalaureate nursing students.

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Sheil, E P; Crain, H

1992-10-01

In summary, an innovative low-cost way to teach undergraduate students about research and to socialize students into attending research conferences has been developed. It is not perfect yet, but with time, critical students, and responsive research-productive faculty, each program should improve. It is not surprising that sophomore students do not achieve the objectives at the same level as older students. As students move closer to the "real" world of nursing practice and develop increasing sophistication about nursing in general and research in particular, they are, hopefully, more knowledgeable consumers of nursing research. What is particularly satisfying to the planners of those Research Days is that through the experience of attending Undergraduate Research Day at various points in their educational progress, students are socialized into discussing research. Additionally, they seemed to develop some degree of comfort with this aspect of their future nursing role. The RN and former student panel participants normalized research involvement for the student attendees. Panel member stories about their mistakes and successes made students realize that nursing investigations need not be the sole property of those with doctoral degrees. A serendipitous outcome of these programs was an increased awareness by students of the specific research project in which their teachers were engaged. Students informally reported a feeling of pride and reflected accomplishment. The importance of timing in offering such programs should not have been a surprise at this urban commuter university. Unwittingly, in scheduling the Friday afternoon program the planners ignored the initial consideration that the program not impose financial hardship on students.(ABSTRACT TRUNCATED AT 250 WORDS)

Strategies for Pursuing a Master's Degree.

Science.gov (United States)

Thomas, Cynthia M; McIntosh, Constance E; Mensik, Jennifer S

2016-01-01

Health care has become very complex and is in a constant state of change. As a result of the evolving change and increasing complexity, a more educated nursing workforce is needed (Dracup K. Master's nursing programs. American Association of Colleges of Nursing. 2015; Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. 2010). It is now becoming necessary for registered nurses to earn an advanced degree to work at the highest level of their practice authority (Dracup K. Master's nursing programs. American Association of Colleges of Nursing. 2015; Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. 2010.). Preparing to reenter college may be an overwhelming prospect for some registered nurses seeking an advanced degree. However, there are some simple strategies that may help sort out the many degree options, financial obligations, decisions about brick and mortar versus online learning, commitment to degree completion, and changing career paths. This article will provide the registered nurse valuable information that will assist in the exciting process of returning to college.

The Prevalence of Multiple-Choice Testing in Registered Nurse Licensure-Qualifying Nursing Education Programs in New York State.

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Birkhead, Susan; Kelman, Glenda; Zittel, Barbara; Jatulis, Linnea

The aim of this study was to describe nurse educators' use of multiple-choice questions (MCQs) in testing in registered nurse licensure-qualifying nursing education programs in New York State. This study was a descriptive correlational analysis of data obtained from surveying 1,559 nurse educators; 297 educators from 61 institutions responded (response rate [RR] = 19 percent), yielding a final cohort of 200. MCQs were reported to comprise a mean of 81 percent of questions on a typical test. Baccalaureate program respondents were equally likely to use MCQs as associate degree program respondents (p > .05) but were more likely to report using other methods of assessing student achievement to construct course grades (p < .01). Both groups reported little use of alternate format-type questions. Respondent educators reported substantial reliance upon the use of MCQs, corroborating the limited data quantifying the prevalence of use of MCQ tests in licensure-qualifying nursing education programs.

Integrating qualified nurses and non-nurses in midwifery education: the two-year experience of an ACNM DOA Accredited Program.

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Fullerton, J T; Shah, M A; Schechter, S; Muller, J H

2000-01-01

In 1996, the Division of Accreditation (DOA) of the American College of Nurse-Midwives (ACNM) preaccredited the first direct entry program of midwifery education for candidates who already possess undergraduate degrees in non-nursing disciplines. Inaugurated through the partnership of the State University of New York Health Science Center at Brooklyn and the North Central Bronx Hospital, this 1-year, postbaccalaureate, certificate program of studies graduated two integrated classes of 22 registered nurse (RN) and nine direct entry (DE) students between 1997 and 1998. This article presents the experience of the first 2 years of this innovative program, focusing on the profiles of the DE students, their achievements, and their experiences entering the workforce. All of the data comparing nurse and non-nurse student progress through the program of studies strongly support the conclusion that, within an ACNM DOA preaccredited/accredited midwifery education program, DE students can achieve standards of academic excellence and clinical competency that are at least equivalent to those demonstrated by their RN peers.

The effect of an enrolled nursing registration pathway program on undergraduate nursing students' confidence level: A pre- and post-test study.

Science.gov (United States)

Crevacore, Carol; Jonas-Dwyer, Diana; Nicol, Pam

2016-04-01

In the latter half of the 20th century, registered nurse education moved to university degree level. As a result, there has been a reduction in access for students to clinical experience. In numerous studies, nursing graduates have reported that they do not feel prepared for practice. The importance of maximising every learning opportunity during nursing school is paramount. At Edith Cowan University, a program was initiated that allows students to become enrolled nurses at the midway point of their degree to enable them to work and therefore gain experience in the clinical practice setting during their education. This study investigated the effect of the program on the nursing students' perception of their clinical abilities and explored their ability to link theory to practice. The research design for this study was a quasi-experimental, prospective observational cohort study. The study included 39 second-year nursing students not enrolled in the program (Group 1), 45 second-year nursing students enrolled in the program (Group 2), and 28 third-year nursing students who completed the program and are working as enrolled nurses (Group 3). Participants were asked to complete a Five Dimension of Nursing Scale questionnaire. The quantitative analyses showed that students in Group 1 had statistically significant higher pre-questionnaire perceived abilities across all domains, except in two dimensions when compared to Group 2. The post-questionnaire analysis showed that Group 1 had statistically significant lower perceived abilities in four of the five dimensions compared to Group 2. Group 1 also had significantly lower abilities in all dimensions compared to Group 3. Group 3 had a significantly higher perception of their clinical abilities compared to Group 2. This study highlights the value of meaningful employment for undergraduate nursing students by providing opportunities to increase confidence in clinical abilities. Copyright © 2016 Elsevier Ltd. All rights

Peer tutoring program for academic success of returning nursing students.

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Bryer, Jennifer

2012-01-01

High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

Using student satisfaction data to evaluate a new online accelerated nursing education program.

Science.gov (United States)

Gazza, Elizabeth A; Matthias, April

2016-10-01

As increasing numbers of students enroll in online education, institutions of higher education are responsible for delivering quality online courses and programs. Agencies that accredit institutions and programs require evidence of program quality, including student satisfaction. A large state university in the Southeastern United States transitioned an online nursing education degree completion, or Registered Nurse-to-Bachelor of Science in Nursing, program to an online accelerated format in order to meet the needs of working nurses and ultimately, increase the number of nurses prepared at the baccalaureate level. This article describes a descriptive, cross-sectional study that evaluated the effectiveness of the new online accelerated program using the quality indicator of student satisfaction. Ninety-one (32%) of the 284 students who were enrolled or had been enrolled in a course within the online accelerated degree completion program between fall 2013 session 1 and summer 2014 session participated in the study. The electronic Noel-Levitz Priorities Survey for Online Learners™ was used to measure student satisfaction with the program and associated services. Results provided insight into the students' satisfaction with the new program format and served as the basis for an interdepartmental program enhancement plan aimed at maintaining and enhancing student satisfaction and overall program quality. Findings indicated that measuring and evaluating student satisfaction can provide valuable information about the effectiveness of an online program. Recommendations for using the measurement tool in online program planning and studying student satisfaction in relation to retention and program completion were identified. Copyright © 2016 Elsevier Ltd. All rights reserved.

New Careers in Nursing: An Effective Model for Increasing Nursing Workforce Diversity.

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Craft-Blacksheare, Melva

2018-03-01

The Robert Wood Johnson Foundation and the American Association of Colleges of Nursing developed the New Careers in Nursing (NCIN) program to address the nursing shortage, increase workforce diversity, and raise the profession's educational level. The program provided scholarships to second-degree underrepresented or economically disadvantaged (UED) students attending an accelerated nursing program to earn a Bachelor of Science in Nursing degree. A midwestern university received three academic-year cycles of NCIN funding. The program's model, resources, and functioning are described. The NCIN provided exceptional financial and program support that received high marks from participants. During the three award cycles, 20 UED scholars graduated with a Bachelor of Science in Nursing degree. Nineteen of the 20 scholars passed the NCLEX-RN on the first attempt. While the NCIN program has ended, nursing school administrators and faculty wishing to promote UED student success should consider using the program's model and resources as the basis for their own program. [J Nurs Educ. 2018;57(3):178-183.]. Copyright 2018, SLACK Incorporated.

The Mental Health Nurse Incentive Program: desirable knowledge, skills and attitudes from the perspective of nurses.

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Happell, Brenda; Palmer, Christine; Tennent, Rebeka

2011-03-01

To enhance the understanding of the skills and attitudes of mental health nurses working in the Australian Mental Health Nurse Incentive Program. The Mental Health Nurse Incentive Program places qualified mental health nurses alongside community-based general practitioners, private psychiatric practices and other appropriate organisations to provide clients with mental health conditions with a more integrated treatment plan. An exploratory, qualitative approach was undertaken, given the paucity of relevant research in this area. Exploratory individual interviews were conducted with ten mental health nurses working in this scheme. Data analysis was organised and managed using QSR NVivo qualitative analysis software. Respondents identified specific skills and attitudes required for practice under the Mental Health Nurse Incentive Program. Eight areas of skill and attitude were identified as essential for mental health nurses working in this field. This study highlights that many of these skills and attitudes are specific to the setting where mental health nurses are working. Mental health nurses working under this programme have a role to play in the dissemination of knowledge about their practice. More needs to be done by governments and other institutions to ensure that general practitioners and other health professionals understand the role played by mental health nurses in the provision of care. The extent to which the Mental Health Nurse Incentive Program becomes a sustainable strategy to promote quality and accessible mental health care will depend to some degree on the capacity to identify the skills and attitudes necessary for practice. The findings presented in this paper provide a significant contribution to articulating the essential characteristics required for this area of practice. © 2011 Blackwell Publishing Ltd.

The Relationship of Relaxation Technique, Test Anxiety, Academic Stress, and Nursing Students Intention to Stay in a Baccalaureate Degree Nursing Program

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Manansingh, Sherry

2017-01-01

The purpose of this study was to examine the effect of relaxation techniques among first semester Baccalaureate Degree nursing students' test anxiety and academic stress. Additionally, this study examined if there was a relationship among demographic characteristics of the respondents and test anxiety and academic stress. The pretest and posttest…

Exploring social support and job satisfaction among associate degree program directors in California.

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Mintz-Binder, Ronda D; Fitzpatrick, Joyce J

2009-01-01

A troubling trend noted in California has been an increase in the number of open positions for program directors of associate degree registered nursing (ADRN) programs. Positions remain open for extended periods of time, and the number of qualified applicants for such positions is insufficient. The loss of and ensuing slow replacement of ADRN program directors can put these programs in jeopardy of student admission suspension, or, worse yet, closure by the state nursing board. In this exploratory study, variables of social support and job satisfaction were studied. Variables were found to be limited opportunities for peer interaction, expressed discontent, and retention concerns. A significant positive relationship between job satisfaction and social support was noted. Recommendations for future research are offered.

A degree of success? Messages from the new social work degree in England for nurse education.

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Moriarty, Jo; Manthorpe, Jill; Stevens, Martin; Hussein, Shereen; Macintyre, Gillian; Orme, Joan; Green Lister, Pam; Sharpe, Endellion; Crisp, Beth

2010-07-01

In September 2008 the Nursing and Midwifery Council (NMC) approved plans to change pre-registration nursing education in England to an all-graduate qualification in 2015. In 2001 the Department of Health announced a similar decision for social work qualifying education and the first graduate-only qualifying programmes began in 2003-2004. This article presents findings from a national in-depth evaluation of the social work degree in England and describes ways in which efforts have been made to improve the quality of social workers, raise the status of the profession and link practice and theory as part of the transformation to a degree level qualification. Messages for nurse educators are drawn in the light of the professions' commonalities. Copyright 2009 Elsevier Ltd. All rights reserved.

Job satisfaction of nurses with master of nursing degrees in Poland: quantitative and qualitative analysis.

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Brayer, Aneta; Marcinowicz, Ludmila

2018-04-03

Understanding the issue of job satisfaction of nurses with master of nursing degrees may help develop organisational changes necessary for better functioning of health care institutions. This study aimed to evaluate the level of job satisfaction among holders of Masters of Nursing degrees employed at health care institutions and to ascertain its determinants. The cross-sectional study was carried out in randomly selected health care institutions in Poland using the Misener Nurse Practitioner Job Satisfaction Survey and an original survey questionnaire with two open-ended questions. Quantitative data were analysed using descriptive and summary statistics. The participants gave highest satisfaction ratings to their relationships with direct superiors and other nurses, as well as their social contacts at work. The lowest ratings were given to the pension scheme and factors connected with remuneration. A highly statistically significant relationship was found between the job classification and the level of professional satisfaction (p analysis of responses to the two open-ended questions supported Herzberg's Two-Factor theory: internal factors promoted satisfaction, whilst external ones caused dissatisfaction. Managers of nurses should strengthen the areas that contribute to higher employee satisfaction, particularly interpersonal relationships, by commendation and recognition of work effects.

[Models, methods, clinical contents in the specialized degree in nursing sciences].

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Zannini, Lucia

2003-01-01

The document presented is the result of a consensus conference where nurses involved in teaching, direct care and management discussed with professionals and experts of other disciplines on the role of the clinical teaching at specialistic level. Nursing education in fact recently underwent a re-organization therefore after the degree (first level) there is a second level (Specialistic degree and PhD) first and second level master courses. The main question of the consensus conference was if there is a role and what are the contents of clinical nursing to be taught at specialistic level. A consensus was reached on the importance of not separating the teaching of the methods from the contents of care, to allow the production of new knowledge relevant for patients' care. A nurse with a specialistic degree should be able to plan and implement innovative models of care based on scientific knowledge; to recognise unexpected and rapidly evolving problems; to plan and implement, in collaboration with other professionals, complex educational interventions; study and explore principles and theories of helping relationship. The differences in contents and methods of clinical teaching between master and specialistic degree need to be further discussed and explored.

75 FR 36426 - Legislative Changes to Nursing Student Loan Program Authorized Under Title VIII of the Public...

Science.gov (United States)

2010-06-25

... Changes to Nursing Student Loan Program Authorized Under Title VIII of the Public Health Service Act....) 111-148. Section 5202 of the ACA changes the Nursing Student Loan (NSL) program by: (1) Increasing the... degree in nursing. Below are details on how the ACA changes Sections 836(a), 836(b)(1), and 836(b)(3) of...

Evaluation of an online continuing education program from the perspective of new graduate nurses.

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Karaman, Selcuk; Kucuk, Sevda; Aydemir, Melike

2014-05-01

The aim of this study is to evaluate the online continuing education program from the perspectives of new graduate nurses. An evaluation framework includes five factors (program and course structure, course materials, technology, support services and assessment). In this study, descriptive research methods were used. Participants of the study included 2.365 registered nurses enrolled in the first online nursing bachelor completion degree program in the country. Data were collected by survey. The findings indicated that students were mostly satisfied with this program. The results of this study suggest that well designed asynchronous online education methods can be effective and appropriate for registered nurses. However, the provision of effective support and technological infrastructure is as vital as the quality of teaching for online learners. © 2013.

Development and Field Test of Competency Based Instructional Material for a Career Mobility Program for Licensed Practical Nurses. Final Report.

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Bergen Community Coll., Paramus, NJ.

The Associate Degree Nursing Program at Bergen Community College developed and field tested competency-based instructional modules in a program designed to allow licensed practical nurses to qualify to take the certification examination for registered nurses after a year of study. Thirteen licensed practical nurses were enrolled in the first class…

[Evidence-based practice in nursing curricula: the experience of nursing degree course of Reggio Emilia. A pilot study].

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Finotto, Stefano; Chiesi, Ivens; Mecugni, Daniela; Casali, Patrizia; Doro, Lucia Maria Grazia; Lusetti, Simona

2010-01-01

Given the lack of evidence in literature concerning the presence of Evidence-Based Practice (EBP) in nursing curricula, but considering its importance in order to educate future nurses to use critical thinking and to base their practice on scientific evidence, tutors and nursing teachers of the Nursing Degree Course of Reggio Emilia (Università degli Studi di Modena e Reggio Emilia), have decided to introduce a three-year laboratory of EBP. The purposes of this project are: to describe the three-year EBP laboratory of Nursing Degree, its objectives, its structure, its integration with practical training and nursing subjects and its students evaluation strategies; to get students verify the perception of the usefulness of the three-year EBP laboratory regarding the elaboration of the graduation thesis, the search for appropriatem answers for patients met during clinical trainings and the usefulness of the EBP process in view of the development of their professional career. The design of research of this pilot study is correlation-descriptive. It has been selected a sample of convenience consisting of 56 nurses graduated in the autumn session of the academic year 2007-2008. For data collection we have used an electronic questionnaire (Microsoft Word with closed fields) structured for the purpose. The laboratory has been effective in learning to use the database to search for evidences and to use the database to search for evidences related to nursing problems met in training placements. Finally, graduated nurses consider the EBP process an essential element of professional nursing luggage. Although the sample is restricted the results indicates the good educational choice made by our Nursing Degree Course of integrating the EBP Laboratory in the curriculum.

Transition from High School to Associate Degree Nursing Education: A Qualitative Study

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Mitchell, Kathy Jessee

2012-01-01

Nursing is facing a critical shortage and retention of nursing students is of paramount importance. Much research has been completed related to retention in nursing education and student success, but there is very little in current literature related to issues associated with the transition from high school to associate degree nursing (ADN)…

Nursing Curriculum for the 1990s.

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St. Thomas, Sister

A survey was conducted of the chairs of the collegiate associate degree and baccalaureate degree nursing programs in New England. The questionnaire concerned curriculum needs for nursing programs, based on a model emphasizing that the fourth year of a nursing program should be a paid clinical practicum. The response rate was 72% (n=45). Results…

Self-reported leadership styles of deans of baccalaureate and higher degree nursing programs in the United States.

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Broome, Marion E

2013-01-01

Over the past decade there has been a lack of attention in the discipline paid to developing strong academic leaders. It is widely acknowledged that the role of the dean has shifted dramatically over the past two decades, with an increasing emphasis on interaction with and accountability to external constituencies at the university, community, and national levels. The overall purpose of this study was to investigate the self-reported leadership styles, behaviors, and experiences of deans of schools of nursing in the United States. The Multifactor Leadership Questionnaire (MLQ) was sent to 655 deans who were members of the American Association of Colleges of Nursing; 344 returned completed surveys for a return rate of 52.5%. Scores on the transformational scale (n = 321; 20 items) ranged from 2.75 to 4.0, with a mean of 3.79; transactional scores ranged from 1.3 to 4.0, with a mean of 3.3 and mode of 3.5. The passive leadership component was lowest, with a range of 0 to 3.75, mean of 1.1, and mode of 1.0. The highest scores for each dean were then examined and compared across the three components. Seventy-seven percent of the deans' highest scores fell on the transformational, 21% on the transactional, and 2% on the passive-avoidant scale. There were no significant differences in the most commonly reported leadership behaviors by gender, ethnicity, or terminal degree. Deans of nursing, compared with over 3,000 other leaders who have completed the MLQ, ranked in the 80th percentile for self-reported transformative behaviors and outcomes effectiveness. The findings from this sample, who were predominantly female, are congruent with previous research on women leaders. Recommendations for future research leadership development programs are presented. © 2013.

The impact of a College of Nursing Retention Program on the graduation rates of nursing students.

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Tatem, E; Payne, J L

2000-01-01

This study was designed to measure the impact of a College of Nursing's (CON) Retention Program on students enrolled in a baccalaureate degree nursing program. Within the last ten years, undergraduate nurses increasingly have utilized the CON retention program. These students traditionally face a number of barriers to their academic endeavors. This study was designed to assess the effect of the CON program on the barriers to academic success of students who entered the CON in the Fall classes of 1991, 1992 and 1993. The sample size was 320 students. The control group consisted of 137 students who received no intervention and the experimental group was comprised of 183 students who attended intervention sessions with the Retention Coordinator in the CON. It was hypothesized that the most successful students during this period (1991-1993) were the most frequent attendees of the CON retention program intervention sessions. The alternative hypothesis was that those persons who did not attend the sessions, but were still highly persistent and successful, were enrollees who had entered with high entrance credentials as demonstrated by the transfer grade point averages (GPA). The results of this study indicated the need, use and value of this systematic approach to retention.

Influence of work-family-school role conflicts and social support on psychological wellbeing among registered nurses pursuing advanced degree.

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Xu, Lijuan; Song, Rhayun

2016-08-01

The purpose of the study was to determine how work-family-school role conflict and social support influence psychological well-being among registered nurses pursuing an advanced degree. A cross-sectional, correlational study design was used. Convenience sampling was used to recruit 320 registered nurses pursuing an advanced nursing degree at 13 hospitals in Korea, from June to October 2011. Data were analyzed using structural equation modeling with the AMOS program. Confirmatory factor analyses were conducted to evaluate the measurement model prior to the testing of study hypotheses before and after controlling for extraneous variables. The fit parameters of the modified model (χ(2)/df=2.01, GFI=0.91, AGFI=0.89, CFI=0.92, SRMR=0.068, and RMSEA=0.065) indicated its suitability as the research model. This model explained 45% of the variance in work-related psychological well-being and 52% of the variance in general psychological well-being. Both social support and work-family-school role conflict exerted significant effects on work-related psychological well-being and general psychological well-being. The findings of the present study imply that work-family-school role conflict influences the psychological well-being of registered nurses pursuing an advanced degree. It is necessary for nursing administrators to develop strategies to help registered nurses to manage their multiple roles and improve both their work-related psychological well-being and their general psychological well-being. Copyright © 2015 Elsevier Inc. All rights reserved.

Making Sense of the Nursing Education Crises in California: A Program Planning Study Prospectus. Report 09-10

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Wilson, Stacy

2009-01-01

In the absence of continuous legislative and institutional intervention, the demand for services provided by vocational and registered nurses in California over the next ten years will greatly outpace the supply of nurses anticipated to flow from postsecondary degree programs. Nursing education and supply issues can be better understood and…

Cultural competence in the baccalaureate degree nursing curriculum

Science.gov (United States)

Silvestri, Angela

Health care providers are members of a helping profession and need to provide quality care to all members of society. As a result of current and projected demographic changes within the United States (U.S.), health care professionals are faced with the challenges of providing culturally competent care and fulfilling the role as the "helping profession." In the past 10 years, minority populations have increased in the U.S. For example, the African American population experienced an approximate 12.3% increase, and the Hispanic population increased by 43%. Just as it is necessary for health care professionals to respond to the increase in the geriatric population as a result of the Baby Boomer generation, it is crucial to address the needs of an increasingly culturally diverse population in the U.S. Preparing to care for a culturally diverse population begins during the teaching and learning process in the nursing curriculum. This study intended to identify the methods in which nursing programs are integrating cultural concepts in their plan of study. Josepha Campinha-Bacote's model titled "The Process of Cultural Competence in the Delivery of Health Care Services" was used as the theoretical framework to guide this study. Campinha-Bacote has studied transcultural nursing and has added to the current body of nursing knowledge with regard to incorporating cultural concepts in the nursing curriculum. This model requires health care professionals to see themselves as becoming culturally competent rather than being culturally competent and involves the integration of cultural awareness, cultural skill, cultural knowledge, cultural encounters, and cultural desire. An electronic survey was sent using Survey Monkey to 298 schools in the Northeast and Southern regions of the United States. The survey was sent on January 19, 2012 and remained open for 20 days. Once the survey closed, statistical analyses were conducted using frequencies and cross-tabluations, and the findings

The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study.

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Cormack, Carrie L; Jensen, Elizabeth; Durham, Catherine O; Smith, Gigi; Dumas, Bonnie

2018-05-01

The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent. Cohort of advanced practice nursing students in four progressive clinical semesters. Graduate advanced practice nursing students (N = 54). Descriptive statistics and Jonckheere's Trend Test were used to evaluate OSCE's scores from graded rubric, standardized patient survey scores, student reflection and preceptor evaluation. We identified all students passed the four OSCEs during a first attempt or second attempt. Scaffolding OSCE's over time allowed faculty to identify cohort weakness and create subsequent learning opportunities. Standardized patients' evaluation of the students' performance in the domains of knowledge, skills and attitudes, showed high scores of 96% in all OSCEs. Students' self-reflection comments were a mix of strengths and weaknesses in their self-evaluation, demonstrating themes as students progressed. Preceptor evaluation scores revealed the largest increase in knowledge and learning skills (NONPF domain 1), from an aggregate average of 90% in the first clinical course, to an average of 95%. The 360 Degree Evaluation Model provided a comprehensive evaluation of the student and critical information for the faculty ensuring individual student and cohort data and ability to analyze cohort themes. Copyright © 2018 Elsevier Ltd. All rights reserved.

Analysis of bachelor study programs of nursing at universities of Eastern Slovakia: a pilot study

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Gabriela Kuriplachová

2016-07-01

Full Text Available Background: The profile of the nursing studies in Slovakia is harmonized with the criteria of European Directives, enhanced by the adoption of the Declaration of Munich and implemented into the curriculum of educational institutions that provide this traning. Objective: The main objective of the pilot study was to determinate satisfaction of graduates with accredited programs of nursing (prior to the accreditation and after accreditation at two state universities in the eastern region of Slovakia. Methods: The monitored group consisted of total 132 respondents (nursing graduates who completed the 1st degree of nursing study at University of Presov in Presov or University of P. J. Safarik in Kosice in the timeframe 2007-2011. The study was realized during calendar years 2012-2013. One year of nursing clinical practice of graduates was required for this study. Data was collected through a modified questionnaire of feedback used at the University of Presov, Faculty of Health Care within the improvement of curricula program and the whole educational program. Results: Statistically significant differences were observed in area of optional courses of nursing study program (p < 0.05. Compulsory optional courses of nursing program at both universities were more interest and important for clinical practice of graduates after accreditation than before accreditation. Conclusions: The nursing study program meets the educational requirements of European Union. However, study program needs courses, which would be more interesting and effective for clinical practice.

The evolution of a baccalaureate program for registered nurses.

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MacLean, T B; Knoll, G H; Kinney, C K

1985-02-01

Many collegiate schools of nursing are attempting to meet the needs of ever increasing numbers of RNs who are returning to school for the purpose of earning the baccalaureate degree. As non-traditional learners their professional and personal needs vary. Mechanisms have been developed and evaluated to assist the assessment of prior knowledge and skills. Support systems and program changes have been put in place to facilitate accomplishment of the goals of the RN student. The authors discuss ten years' experience with one RN-BSN program, and describe procedures for advance placement credit and special RN courses. Descriptive data and success measures of the 198 graduates of the original curriculum are presented as well as support systems and program changes that proved helpful. More than half of the graduates assumed positions with managerial responsibility. They were more active in professional organizations and nearly half had completed or were enrolled in graduate study. Nearly two-thirds responded positively about their derived benefits of the program listing specific courses, self-confidence, and improvement in critical thinking as some of the gains. Many noted an increased awareness of the need for nurses to work collectively in the pursuit of professional issues. This potential for development of strong leadership from this group in nursing is seen as an asset to our profession.

Nurse Leaders? Experiences of Implementing Career Advancement Programs for Nurses in Iran

OpenAIRE

Sheikhi, Mohammad Reza; Khoshknab, Masoud Fallahi; Mohammadi, Farahnaz; Oskouie, Fatemeh

2015-01-01

Background and purpose: Career advancement programs are currently implemented in many countries. In Iran, the first career advancement program was Nurses? Career Advancement Pathway. The purpose of this study was to explore nurse leaders? experiences about implementing the Nurses? Career Advancement Pathway program in Iran. Methods: This exploratory qualitative study was conducted in 2013. Sixteen nurse managers were recruited from the teaching hospitals affiliated to Shahid Behesthi, Qazvin,...

English in the nursing degree: a pending subject.

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Camacho-Bejarano, Rafaela; Barquero-González, Ana; Mariscal-Crespo, María Isabel; Merino-Navarro, Dolores

2013-01-01

The new competence profile of nursing professionals, scientific and medical development, the free circulation of health professionals worldwide, and the increasing social and cultural diversity requires that nurses have specific abilities in spoken and written English. The objective of this research is to describe the characteristics of the English language training required for a Bachelors of Nursing in Spain. A descriptive cross-sectional observational study has been performed in forty-six Spanish universities that offer the Bachelor in nursing degree. In line with the directives of the European Higher Education Area, all universities contemplate the mandatory credit of a second language emphasizing English, although there is considerable variability in the emphasis: 39.4% do not include any English subject, and of the remaining 60.6% who do include it, 60% considered it an elective subject, 32.5% basic education, and 7.5% mandatory. The English training has different characteristics in each university, which implies a different commitment from each center for this learning. This fact questions the adequacy of the education in relation to the new competence profile required by the European Higher Education Area, which may adversely affect future professional development.

Degree of value alignment - a grounded theory of rural nurse resignations.

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Bragg, S M; Bonner, A

2014-01-01

The shortage of nurses willing to work in rural Australian healthcare settings continues to worsen. Australian rural areas have a lower retention rate of nurses than metropolitan counterparts, with more remote communities experiencing an even higher turnover of nursing staff. When retention rates are lower, patient outcomes are known to be poorer. This article reports a study that sought to explore the reasons why registered nurses resign from rural hospitals in the state of New South Wales, Australia. Using grounded theory methods, this study explored the reasons why registered nurses resigned from New South Wales rural hospitals. Data were collected from 12 participants using semi-structured interviews; each participant was a registered nurse who had resigned from a rural hospital. Nurses who had resigned due to retirement, relocation or maternity leave were excluded. Interviews were transcribed verbatim and imported into NVivo software. The constant comparative method of data collection and analysis was followed until a core category emerged. Nurses resigned from rural hospitals when their personal value of how nursing should occur conflicted with the hospital's organisational values driving the practice of nursing. These conflicting values led to a change in the degree of value alignment between the nurse and hospital. The degree of value alignment occurred in three dynamic stages that nurses moved through prior to resigning. The first stage, sharing values, was a time when a nurse and a hospital shared similar values. The second stage was conceding values where, due to perceived changes in a hospital's values, a nurse felt that patient care became compromised and this led to a divergence of values. The final stage was resigning, a stage where a nurse 'gave up' as they felt that their professional integrity was severely compromised. The findings revealed that when a nurse and organisational values were not aligned, conflict was created for a nurse about how

Evaluation of an interprofessional education program for advanced practice nursing and dental students: The oral-systemic health connection.

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Nash, Whitney A; Hall, Lynne A; Lee Ridner, S; Hayden, Dedra; Mayfield, Theresa; Firriolo, John; Hupp, Wendy; Weathers, Chandra; Crawford, Timothy N

2018-03-27

In response to the growing body of evidence supporting the need for expanded interprofessional education among health professions, an interprofessional education program, based on the Interprofessional Education Collaborative Core Competencies, was piloted with nurse practitioner and dental students. The purpose of this pilot study was to evaluate a technology enhanced interprofessional education program focused on the oral-systemic health connection for nurse practitioner and dental students. A two-group comparative study using cross-sectional data and a quasi-experimental one-group pre-test/post-test design were used to evaluate students' knowledge of IPE core competencies, attitudes toward interprofessional education and interdisciplinary teamwork, and self-efficacy in functioning as a member of an interdisciplinary team. This program was implemented with master of science in nursing students pursuing a primary care nurse practitioner (NP) degree and dental students at a large urban academic health sciences center. Cohort 1 (N = 75) consisted of NP (n = 34) and dental students (n = 41) at the end of their degree program who participated in a one-time survey. Cohort 2 (N = 116) was comprised of second-year NP students (n = 22) and first-year dental students (n = 94) who participated in the IPE program. Students participated in a multi-faceted educational program consisting of technology- enhanced delivery as well as interactive exercises in the joint health assessment course. Data were collected prior to the initiation and at the conclusion of the program. Nurse practitioner and dental students who participated in the program had better self-efficacy in functioning as a member of an interdisciplinary team than graduating students who did not participate. Students from both nursing and dentistry who participated in the program had significantly improved self-efficacy in functioning in interprofessional teams from pre- to post-test. An

Evolution of a nursing education program delivered to baccalaureate-prepared Haitian nurses.

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Lev, Elise L; Lindgren, Teri G; Pearson, Gayle A; Alcindor, Hilda

2013-01-01

Haiti has high morbidity and mortality rates, a large proportion of people living in poverty, and a shortage of nurses and nursing faculty members. A partnership program between a US and Haitian university was formed to deliver a certificate program in nursing education. The authors describe their experiences developing, delivering, and evaluating the blended on-site and online program and their future goals.

Factors influencing job satisfaction of new graduate nurses participating in nurse residency programs: a systematic review.

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Lin, Patrice S; Viscardi, Molly Kreider; McHugh, Matthew D

2014-10-01

Nurse residency programs are designed to increase competence and skill, and ease the transition from student to new graduate nurse. These programs also offer the possibility to positively influence the job satisfaction of new graduate nurses, which could decrease poor nursing outcomes. However, little is known about the impact of participation in a nurse residency program on new graduate nurses' satisfaction. This review examines factors that influence job satisfaction of nurse residency program participants. Eleven studies were selected for inclusion, and seven domains influencing new graduate nurses' satisfaction during participation in nurse residency programs were identified: extrinsic rewards, scheduling, interactions and support, praise and recognition, professional opportunities, work environment, and hospital system. Within these domains, the evidence for improved satisfaction with nurse residency program participation was mixed. Further research is necessary to understand how nurse residency programs can be designed to improve satisfaction and increase positive nurse outcomes. Copyright 2014, SLACK Incorporated.

Mentoring advanced practice nurses in research: recommendations from a pilot program.

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Leung, Doris; Widger, Kimberley; Howell, Doris; Nelson, Sioban; Molassiotis, Alex

2012-01-01

Advanced Practice Nurses (APNs) need research skills to develop and advance their practice and, yet, many have limited access to research training and support following completion of their advanced degree. In this paper we report on the development, delivery, and evaluation of an innovative pilot program that combined research training and one-to-one mentorship for nine APNs in conducting research relevant to their practice. The program was organized within an academic institution and its affiliated hospitals in Toronto, Canada. Our experience with this program may assist those in other organizations to plan and deliver a similar program for APN research mentorship.

Nurse Leaders' Experiences of Implementing Career Advancement Programs for Nurses in Iran.

Science.gov (United States)

Sheikhi, Mohammad Reza; Fallahi Khoshknab, Masoud; Mohammadi, Farahnaz; Oskouie, Fatemeh

2015-02-24

Career advancement programs are currently implemented in many countries. In Iran, the first career advancement program was Nurses' Career Advancement Pathway. The purpose of this study was to explore nurse leaders' experiences about implementing the Nurses' Career Advancement Pathway program in Iran. This exploratory qualitative study was conducted in 2013. Sixteen nurse managers were recruited from the teaching hospitals affiliated to Shahid Behesthi, Qazvin, and Iran Universities of Medical Sciences in Iran. Participants were recruited using purposive sampling method. Study data were collected through in-depth semi-structured interviews. The conventional content analysis approach was used for data analysis. participants' experiences about implementing the Nurses' Career Advancement Pathway fell into three main categories including: a) the shortcomings of performance evaluation, b) greater emphasis on point accumulation, c) the advancement-latitude mismatch. The Nurses' Career Advancement pathway has several shortcomings regarding both its content and its implementation. Therefore, it is recommended to revise the program.

[Roles and competences of nurses with postgraduate master degree in nursing science in everyday practice. Multicentre descriptive survey].

Science.gov (United States)

Dante, Angelo; Occoffer, Elisa Maria; Miniussi, Claudia; Margetic, Helga; Palese, Alvisa; Saiani, Luisa

2014-01-01

Roles and competences of nurses with postgraduate master degree in nursing science in everyday practice. Multicentre descriptive survey. Few information are available on the role and activities of Italian nurses with Laurea Magistrale (postgraduate master degree in nursing science). To describe the implementation of the advanced competences acquired after Laurea Magistrale by nurses, as well as changes in their professional career. A multicenter descriptive study on 7 consecutive cohorts (from 2004/2005 to 2011/2012) of nurses of 3 universities of northern Italy was conducted. Data on managerial, teaching, research and clinical competences and changes in the professional role were collected with semi-structured questionnaires. 232/285 graduates completed the questionnaire; 216 (88.8%) used their managerial competences, 178 (76.7%) educational competences, 122 (52.6%) clinical competences and 115 (49.5%) research competences. Eigthy graduates (34.4%) changed their professional roles, occupying managerial positions (from 89 to 212, +123, 14.5%) and in the education field (from 33 to 44 +11, 4.8%) while the number of nurses with a clinical role decreased (from 110 to 65, -45, -19.4%). The role changes occured mainly after three years from graduation (p = 0.006) with significant differences across areas (p = 0.018). Until recently the main field of occupation of Laureati magistrali was in management but the changing needs of the organizations require a major focus on the clinical competences. The characteristics of contexts that favour or prevent the implementation of the new compentences and the upgrade of the roles should be studied.

The role of language skills and internationalization in nursing degree programmes: A literature review.

Science.gov (United States)

Garone, Anja; Van de Craen, Piet

2017-02-01

Globalization and internationalization have had major influences on higher education, including nursing education. Since the signing of the Bologna declaration, many institutions in Europe have adopted English as the "scientific lingua franca", and have instated courses and entire degree programmes taught in English. Several countries in the European Union also offer nursing degree programmes in English. With the rise of multilingualism in Europe, new challenges have become apparent in multilingual education. The Content and Language Integrated Learning (CLIL) approach has emerged as a new, innovative way to learn languages. The approach has become mainstream in primary and secondary education with proven success, and has also spread to higher education. Nurses are required to develop their linguistic skills such that they can communicate well with their patients and colleagues. Due to globalization, nurses are faced with increasingly diverse patients, presenting new challenges in nursing education concerning linguistic and transcultural preparation of students. Although CLIL is becoming more widely accepted in many academic faculties, it has not yet been studied sufficiently in the nursing education context. Copyright © 2016 Elsevier Ltd. All rights reserved.

The ethics curriculum for doctor of nursing practice programs.

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Peirce, Anne Griswold; Smith, Jennifer A

2008-01-01

Ethical questions dealt with by nurses who have Doctor of Nursing Practice (DNP) degrees include traditional bioethical questions, but also business and legal ethics. Doctorally prepared nurses are increasingly in positions to make ethical decisions rather than to respond to decisions made by others. The traditional master's-degree advanced practice nursing curriculum does not address the extended expertise and decision-making skills needed by DNP practitioners as they face these new types of ethical dilemmas. We propose that a curricular framework that addresses clinical, research, business, and legal ethics is needed by all DNP students.

Developing nurse leaders: a program enhancing staff nurse leadership skills and professionalism.

Science.gov (United States)

Abraham, Pauline J

2011-01-01

This study aims to determine whether participation in the Nursing Leadership Perspectives Program (NLPP) at Mayo Clinic in Rochester, Minnesota, produced a change in leadership skills, increased professional activities, leadership promotion, and retention rates of participants. The NLPP is an educational program designed to enhance leadership skills and promote professionalism of registered nurses. The 6-month program provides participants with theoretical knowledge, core competencies, and opportunities to practice application of leadership skills. Outcome metrics were collected from registered nurses who completed the program (n = 15). Data analysis included descriptive and nonparametric methods. Participants reported statistically significant changes in their leadership skills after participation in the program (P = .007) on the Leadership Practices Inventory. Changes in professional behavior were also statistically significant as rated by the Nursing Activity Scale (P = .001). Participants demonstrated a change in leadership skills and professional behavior following the program.

Use of a student support group to reduce student stress in a nurse anesthesia program.

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Kless, J R

1989-02-01

Stress in nurse anesthesia programs may be excessive at times, especially in new students. While some degree of stress is necessary to motivate learning, excessive or prolonged stress can interfere with the normal learning process, thereby prolonging a student's clinical and academic progress. In the extreme, excessive stress may even preclude a student's successful completion of the educational program. Active faculty intervention through a student support group is advocated as a method for controlling stress levels and facilitating student learning. The positive effects of such intervention also increase the overall productivity of a program and better prepare nurse anesthesia students for their future careers.

Programs that Internationalize Nursing Curricula in Baccalaureate Schools of Nursing in the United States.

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Lindquist, Gay J.

1986-01-01

Results of a national survey of baccalaureate nursing programs are presented concerning programs for study abroad, international exchange programs, and other approaches to internationalizing nursing curricula, including courses dealing with health care and nursing in foreign countries. (Author/MSE)

Designing nursing excellence through a National Quality Forum nurse scholar program.

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Neumann, Julie A; Brady-Schluttner, Katherine A; Attlesey-Pries, Jacqueline M; Twedell, Diane M

2010-01-01

Closing the knowledge gap for current practicing nurses in the Institute of Medicine (IOM) core competencies is critical to providing safe patient care. The National Quality Forum (NQF) nurse scholar program is one organization's journey to close the gap in the IOM core competencies in a large teaching organization. The NQF nurse scholar program is positioned to provide a plan to assist current nurses to accelerate their learning about quality improvement, evidence-based practice, and informatics, 3 of the core competencies identified by the IOM, and focus on application of skills to NQF nurse-sensitive measures. Curriculum outline, educational methodologies, administrative processes, and aims of the project are discussed.

Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

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Posey, Laurie; Pintz, Christine

2017-09-01

To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

New Careers in Nursing: Optimizing Diversity and Student Success for the Future of Nursing.

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DeWitty, Vernell P; Huerta, Carolina G; Downing, Christine A

2016-01-01

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. Copyright © 2016 Elsevier Inc. All rights reserved.

Funding an accelerated baccalaureate nursing track for non-nursing college graduates: an academic/practice collaboration.

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Poirrier, Gail P; Oberleitner, Melinda G

2011-01-01

To expand nursing programs to better meet workforce demands, nursing education must offer nontraditional students more educational opportunities that are flexible, streamlined, and low cost. Accelerated programs, particularly programs tailored to attract individuals with degrees in other fields and looking for career changes, are great examples. The cost factors related to a successful accelerated degree program designed for non-nursing college graduates are described. Based on the experiences with a previously implemented accelerated BSN program offered from 1987-1994 at one university, a revised accelerated option model was developed that included ongoing involvement with four community hospitals, shared budget responsibilities, student stipends, and a 3-year work commitment by graduates at a sponsoring hospital. The investment of approximately $1.6 million over 7 years resulted in the education and graduation of 75 new registered nursing professionals to meet the health care needs of the citizens of the community.

Nursing Informatics Competency Program

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Dunn, Kristina

2017-01-01

Currently, C Hospital lacks a standardized nursing informatics competency program to validate nurses' skills and knowledge in using electronic medical records (EMRs). At the study locale, the organization is about to embark on the implementation of a new, more comprehensive EMR system. All departments will be required to use the new EMR, unlike…

Nurse prescribing in Spain: The law and the curriculum.

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Romero-Collado, Angel; Raurell-Torreda, Marta; Zabaleta-Del-Olmo, Edurne; Rascon-Hernan, Carolina; Homs-Romero, Erica

2017-09-01

In this cross-sectional study, we explored course content related to pharmacology and/or healthcare products and supplies in all nursing degree programs in Spain. Changes in nurse-prescribing legislation in Spain require that nurses take a certification course before prescribing over-the-counter products and medications. Using a cross-sectional descriptive study, between July and September 2014, the degree programs of all centers that offer a degree in nursing in Spain were examined, selecting those with course information available online. All centers offered at least one pharmacology course. One-third of the required courses had content related to pharmacology and healthcare products/supplies. The analysis showed that the course content and training received during the current nursing degree program provides the knowledge and skills needed to prescribe healthcare products/supplies and medications that do not now require a doctor's prescription, without the need for additional training and certification. It is essential that government regulation of nursing education be aligned with nursing competencies, curriculum standards, clinical practice, and evidence-based research to provide the maximum level of confidence for nursing professionals and their patients. © 2017 John Wiley & Sons Australia, Ltd.

Cyclic efforts to improve completion rates of masters’ degree students in nursing

Directory of Open Access Journals (Sweden)

Lizeth Roets

2012-12-01

Full Text Available Supervisors at Higher Education Institutions are challenged to shorten throughput of Master’s degree students in nursing as researchers are needed to improve the art and science of the nursing profession. Globally the completion time for a postgraduate degree in the health sciences varies between 4.7 and 5.5 years. The purpose of the study was to describe strategies that were implemented to shorten completion time and attrition rate of postgraduate students. A cyclic technical, scientific collaborative mode within an action research methodology was used to identify factors impeding completion time in this study. Contrary to other studies, supervision was not an inhibiting factor in this study. Physical, technical, academic and financial aspects were identified by postgraduate students through questionnaires and informal discussion groups with supervisors as well as progress reports. Strategies were implemented to address these. Following implementation of all strategies, 42% of the postgraduate students in the School of Nursing completed their Master’s degree within two years. This implies a 34% improvement. Although the completion rate improved it was still unsatisfactory and new challenges were identified during the second cycle, for example, the number of inexperienced supervisors increased and they needed mentoring. Speed mentoring is a possible solution to the problem.

Financial Recruitment Incentive Programs for Nursing Personnel in Canada.

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Mathews, Maria; Ryan, Dana

2015-03-01

Financial incentives are increasingly offered to recruit nursing personnel to work in underserved communities. The authors describe and compare the characteristics of federal, provincial and territorial financial recruitment incentive programs for registered nurses (RNs), nurse practitioners (NPs), licensed practical nurses (LPNs), registered practical nurses or registered psychiatric nurses. The authors identified incentive programs from government, health ministry and student aid websites and by contacting program officials. Only government-funded recruitment programs providing funding beyond the normal employee wages and benefits and requiring a service commitment were included. The authors excluded programs offered by hospitals, regional or private firms, and programs that rewarded retention. All provinces and territories except QC and NB offer financial recruitment incentive programs for RNs; six provinces (BC, AB, SK, ON, QC and NL) offer programs for NPs, and NL offers a program for LPNs. Programs include student loan forgiveness, tuition forgiveness, education bursaries, signing bonuses and relocation expenses. Programs target trainees, recent graduates and new hires. Funding and service requirements vary by program, and service requirements are not always commensurate with funding levels. This snapshot of government-funded recruitment incentives provides program managers with data to compare and improve nursing workforce recruitment initiatives. Copyright © 2015 Longwoods Publishing.

Practical strategies for nursing education program evaluation.

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Lewallen, Lynne Porter

2015-01-01

Self-evaluation is required for institutions of higher learning and the nursing programs within them. The literature provides information on evaluation models and instruments, and descriptions of how specific nursing education programs are evaluated. However, there are few discussions in the nursing education literature of the practical aspects of nursing education program evaluation: how to get started, how to keep track of data, who to involve in data collection, and how to manage challenging criteria. This article discusses the importance of program evaluation in the academic setting and provides information on practical ways to organize the evaluation process and aggregate data, and strategies for gathering data from students, graduates, alumni, and employers of graduates. Copyright © 2015 Elsevier Inc. All rights reserved.

Evaluating Outcomes of High Fidelity Simulation Curriculum in a Community College Nursing Program

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Denlea, Gregory Richard

2017-01-01

This study took place at a Wake Technical Community College, a multi-campus institution in Raleigh, North Carolina. An evaluation of the return on investment in high fidelity simulation used by an associate degree of nursing program was conducted with valid and reliable instruments. The study demonstrated that comparable student outcomes are…

Developing a longitudinal cancer nursing education program in Honduras.

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Sheldon, Lisa Kennedy; Wise, Barbara; Carlson, Julie R; Dowds, Cynthia; Sarchet, Vanessa; Sanchez, Jose Angel

2013-12-01

The present paper is a longitudinal study which aims to develop and deliver cancer nursing education conferences in Honduras using volunteer nurse educators. This program intends to (1) perform site assessments of work environments and resources for cancer care in Honduras, (2) develop cancer nursing education programs, (3) survey conference participants continuing education needs, (4) deliver cancer nursing education conferences, and (5) share data with local and global partners for future cancer programs. The study draws on a longitudinal program development with site assessments, data collection, and educational conferences at two time points. Assessments and surveys were used for conference development and delivery by volunteer nurse educators. Site assessments and conferences were delivered twice. Data were collected regarding assessments and surveys to inform program development. Survey data revealed that 65 % had internet access. Participants desired more information about handling of chemotherapy, symptom management, and palliative care. Volunteer nurse educators perform site assessments and develop educational programming for cancer nurses. Local and global partners should explore internet-based programs between site visits to create sustainable education programs.

Opening Doors to Nursing Degrees: Time for Action. A Proposal from Ontario's Colleges

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Colleges Ontario, 2015

2015-01-01

This report argues that Ontario must expand the educational options for people who want to become registered nurses (RNs). It argues that the change Ontario requires is to authorize colleges to offer their own high-quality nursing degrees. Until 2005, about 70 per cent of Ontario's RNs were educated at colleges. Today, tens of thousands of RNs who…

Establishing a Nurse Mentor Program to Improve Nurse Satisfaction and Intent to Stay.

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Jones, Sara Jane

Mentoring is an intervention to foster development and socialization of new registered nurses to an organization or unit. A nurse mentor program was developed and implemented with the purpose to improve new registered nurse satisfaction and intent to stay. A pre- and postintervention design was used in a rural emergency department to evaluate nurse job satisfaction and intent to stay in the job. Intent to stay in the job mean scores increased, and the registered nurse participants reported program satisfaction through verbal and written feedback.

IFNA approved Chinese Anaesthesia Nurse Education Program: A Delphi method.

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Hu, Jiale; Fallacaro, Michael D; Jiang, Lili; Wu, Junyan; Jiang, Hong; Shi, Zhen; Ruan, Hong

2017-09-01

Numerous nurses work in operating rooms and recovery rooms or participate in the performance of anaesthesia in China. However, the scope of practice and the education for Chinese Anaesthesia Nurses is not standardized, varying from one geographic location to another. Furthermore, most nurses are not trained sufficiently to provide anaesthesia care. This study aimed to develop the first Anaesthesia Nurse Education Program in Mainland China based on the Educational Standards of the International Federation of Nurse Anaesthetists. The Delphi technique was applied to develop the scope of practice, competencies for Chinese Anaesthesia Nurses and education program. In 2014 the Anaesthesia Nurse Education Program established by the hospital applied for recognition by the International Federation of Nurse Anaesthetists. The Program's curriculum was evaluated against the IFNA Standards and recognition was awarded in 2015. The four-category, 50-item practice scope, and the three-domain, 45-item competency list were identified for Chinese Anaesthesia Nurses. The education program, which was established based on the International Federation of Nurse Anaesthetists educational standards and Chinese context, included nine curriculum modules. In March 2015, 13 candidates received and passed the 21-month education program. The Anaesthesia Nurse Education Program became the first program approved by the International Federation of Nurse Anaesthetists in China. Policy makers and hospital leaders can be confident that anaesthesia nurses graduating from this Chinese program will be prepared to demonstrate high level patient care as reflected in the recognition by IFNA of their adoption of international nurse anaesthesia education standards. Copyright © 2017 Elsevier Ltd. All rights reserved.

Efficacy of podcasting: use in undergraduate and graduate programs in a college of nursing.

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Schlairet, Maura C

2010-09-01

The aim of this project was to create podcasts of classroom lectures from select courses across programs in a college of nursing and to explore associated outcomes using a Web-based course evaluation framework. Seventy undergraduate, second-degree, and graduate nursing students participated. Findings suggest that nurse educators can leverage students' positive attitudes and technologic skills with minimal investment of dollars and no impact on class attendance, building high-quality podcasts that align with students' unique learning environments and goals. Faculty should consider specific student attributes and associated needs when developing podcasts and in providing guidance and support for students who use these learning tools.

The Relationship among Health Education Systems, Inc. Progression and Exit Examination Scores, Day or Evening Enrollment, Final Grade Point Average and NCLEX-RN® Success in Associate Degree Nursing Students

Science.gov (United States)

Barnwell-Sanders, Pamela

2015-01-01

Graduates of associate degree (AD) nursing programs form the largest segment of first-time National Council Licensure Examination for Registered Nurses (NCLEX-RN®) test takers, yet also experience the highest rate of NCLEX-RN® failures. NCLEX-RN® failure delays entry into the profession, adding an emotional and financial toll to the unsuccessful…

Tensions related to implementation of postgraduate degree projects in specialist nursing education.

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German Millberg, Lena; Berg, Linda; Lindström, Irma; Petzäll, Kerstin; Öhlén, Joakim

2011-04-01

In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

Upgrading Licensed Practical Nurse to Registered Nurse Program, September 1971 - June 1973. Report.

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Holloway, Sally

Twenty Licensed Practical Nurses (LPN) became Registered Nurses (RN) in a pilot program giving partial academic credit for their LPN training and building on their existing skills. The program revolved around three needs: (1) trained nurses; (2) eliminating the notion that jobs were dead-end; and (3) achieving upward mobility for hospital staff.…

[Transcultural self-efficacy and educational needs for cultural competence in nursing of Korean nurses].

Science.gov (United States)

Kim, Sun-Hee

2013-02-01

This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.

Perceptions and Experiences of Baccalaureate Nursing Program Leaders Related to Nursing Informatics

Science.gov (United States)

Larson, Lisa R.

2017-01-01

Nursing program leadership for integrating nursing informatics (NI) into curricula is essential. NI is a specialty that combines nursing science, computer science, and information science to manage health information and improve patient health outcomes (American Nurses Association, 2008). Approximately 98,000 patient deaths per year occur due to…

The Nursing Leadership Institute program evaluation: a critique

Directory of Open Access Journals (Sweden)

Havaei F

2015-08-01

Full Text Available Farinaz Havaei, Maura MacPhee School of Nursing, University of British Columbia, Vancouver, BC, Canada Abstract: A theory-driven program evaluation was conducted for a nursing leadership program, as a collaborative project between university faculty, the nurses' union, the provincial Ministry of Health, and its chief nursing officers. A collaborative logic model process was used to engage stakeholders, and mixed methods approaches were used to answer evaluation questions. Despite demonstrated, successful outcomes, the leadership program was not supported with continued funding. This paper examines what happened during the evaluation process: What factors failed to sustain this program? Keywords: leadership development, theory-driven evaluation, mixed methods, collaborative logic modeling

Early predictors of study success in a Dutch advanced nurse practitioner education program: A retrospective cohort study.

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Bossema, Ercolie R; Meijs, Tineke H J M; Peters, Jeroen W B

2017-10-01

Study delay and attrition are major concerns in higher education. They cost time and effort, and threaten the availability of higher qualified professionals. Knowing early what factors contribute to delay and attrition may help prevent this. The aim of this study was to examine whether student characteristics, including a literature study report grade as a proxy of cognitive abilities, predicted study success in a dual advanced nurse practitioner education program. Retrospective cohort study, including all 214 students who between September 2009 and September 2015 started the two-year program at the HAN University of Applied Sciences in Nijmegen, the Netherlands. Study success was defined as having completed the program within the envisaged period. Variables examined included: age, gender, previous education (bachelor's degree or in-service training in nursing), work setting (general health, mental health, public health, or nursing home care), and literature study report grade (from 1 to 10). A hierarchical logistic regression analysis was performed. Most students were female (80%), had a bachelor's degree in nursing (67%), and were employed in a general healthcare setting (58%). Mean age was 40.5years (SD 9.4). One hundred thirty-seven students (64%) had study success. Being employed in a general healthcare setting (p≤0.004) and a higher literature study report grade (p=0.001) were associated with a higher study success rate. In advanced nurse practitioner education, study success rate seems associated with the student's cognitive abilities and work field. It might be worthwhile to identify students 'at risk of failure' before the start of the program and offer them extra support. Copyright © 2017 Elsevier Ltd. All rights reserved.

Ethics in Turkish nursing education programs.

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Görgülü, Refia Selma; Dinç, Leyla

2007-11-01

This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for nurses. More than half of the educators believed that students' theoretical knowledge of ethics is applied to their clinical experiences. The teaching methods used included discussion in class, lectures, case studies, small group discussion, dramatization and demonstration. Assessment was carried out by means of written essays and written examinations.

Assessment of bachelor's theses in a nursing degree with a rubrics system: Development and validation study.

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González-Chordá, Víctor M; Mena-Tudela, Desirée; Salas-Medina, Pablo; Cervera-Gasch, Agueda; Orts-Cortés, Isabel; Maciá-Soler, Loreto

2016-02-01

Writing a bachelor thesis (BT) is the last step to obtain a nursing degree. In order to perform an effective assessment of a nursing BT, certain reliable and valid tools are required. To develop and validate a 3-rubric system (drafting process, dissertation, and viva) to assess final year nursing students' BT. A multi-disciplinary study of content validity and psychometric properties. The study was carried out between December 2014 and July 2015. Nursing Degree at Universitat Jaume I. Spain. Eleven experts (9 nursing professors and 2 education professors from 6 different universities) took part in the development and content validity stages. Fifty-two theses presented during the 2014-2015 academic year were included by consecutive sampling of cases in order to study the psychometric properties. First, a group of experts was created to validate the content of the assessment system based on three rubrics (drafting process, dissertation, and viva). Subsequently, a reliability and validity study of the rubrics was carried out on the 52 theses presented during the 2014-2015 academic year. The BT drafting process rubric has 8 criteria (S-CVI=0.93; α=0.837; ICC=0.614), the dissertation rubric has 7 criteria (S-CVI=0.9; α=0.893; ICC=0.74), and the viva rubric has 4 criteria (S-CVI=0.86; α=8.16; ICC=0.895). A nursing BT assessment system based on three rubrics (drafting process, dissertation, and viva) has been validated. This system may be transferred to other nursing degrees or degrees from other academic areas. It is necessary to continue with the validation process taking into account factors that may affect the results obtained. Copyright © 2015 Elsevier Ltd. All rights reserved.

Recruitment and Retention of Hispanic Nursing Students: Through the Lens of Associate Degree Nursing Program Administrators and Hispanic Nursing Students

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Handlos DeVoe, Debra Jean

2016-01-01

The Hispanic population in the United States is changing and will constitute 30% of the population in 2050; however, the Hispanic registered nurse population is less than 3%. Cultural differences between patients and nurses may cause harm and a mistrust that can affect patient outcomes. A mixed methods convergent research study was done by an…

Nursing research programs gather strength in Australia.

Science.gov (United States)

Borbasi, Sally; Emden, Carolyn; Jackson, Debra

2005-04-01

To shed light on programmatic research through direct experience is highly beneficial to nursing scholarship. Following a recent description of a successful Australian program of research centered around people's chronic illness experience we are inspired to continue the commentary (Koch et al 2005). Koch et al's (2005) case study reported on several 'core elements' they believe have contributed to the growth and effectiveness of their program. In this paper we consider some of these in light of current literature and our own challenging experiences within several Australian universities. Koch et al (2005) also makes a not too subtle distinction between dedicated research units independent of universities and research programs emanating from academia, suggesting the former are more productive. While one of the authors in the above paper, a UK scholar and nursing academic, makes interesting observations about this assertion, we contend that his UK perspective fails to capture the urgency of establishing nursing research programs in Australian universities. Consequently, we have chosen to extend the discussion about nursing research programs from the perspective of Australian academe, including comment on building productive relationships, strengthening a track record, research and practice as symbiotic processes, competitive funding strategies, and the integral role of research students. The entire commentary is located in a celebratory context of 20 years of Australian nursing education in the university sector, a context not without controversy. We give consideration to the best way ahead for the future of nursing research programs and hope our ideas spark further sharing of experiences.

Early identification of at-risk nursing students: a student support model.

Science.gov (United States)

Hopkins, T Hampton

2008-06-01

Due to the shortage of nurses in the health care industry, colleges offering associate-degree nursing programs are beginning to pay more attention to attrition and the factors contributing to success. Alogistic regression model was used to explain the cognitive and noncognitive variables that contribute to success in a nursing fundamentals course. Although much work is necessary to fully understand first-semester nursing students' retention and success, an early identification model is explored to better support students as they enter associate-degree nursing programs.

Fostering completion of the doctor of philosophy degree through scholarly collegial support.

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Pancheri, Karen; Fowler, Debra L; Wiggs, Carol M; Schultz, Rebecca; Lewis, Patricia; Nurse, Rachelle

2013-07-01

The doctor of philosophy (PhD) degree in nursing science prepares nurses to be scientists through a rigorous program of scholarship and research. Nurses who complete this degree are recognized globally as researchers who are expected to pursue a career of intellectual inquiry. Today, the internationally small cohort of PhD-prepared nurses contributes empirically to the generation and development of nursing science. There is currently a shortage of doctorally prepared nurses to meet the increased demands for researchers and educators in schools of nursing and experts in patient care. The Institute of Medicine has recommended doubling the number of doctorally prepared nurses by 2020 and has emphasized that nurses achieve higher levels of education and training through an improved educational system that promotes seamless academic progression. However, in the United States, the overall PhD completion rate is only 57%. This article reports on the process undertaken by a collegial support group of students in a PhD in nursing science program who encouraged each other's progress through the dissertation process within a calendar year. Copyright 2013, SLACK Incorporated.

Evaluating an accelerated nursing program: a dashboard for diversity.

Science.gov (United States)

Schmidt, Bonnie J; MacWilliams, Brent R

2015-01-01

Diversity is a topic of increasing attention in higher education and the nursing workforce. Experts have called for a nursing workforce that mirrors the population it serves. Students in nursing programs in the United States do not reflect our country's diverse population; therefore, much work is needed before that goal can be reached. Diversity cannot be successfully achieved in nursing education without inclusion and attention to quality. The Inclusive Excellence framework can be used by nurse educators to promote inclusion, diversity, and excellence. In this framework, excellence and diversity are linked in an intentional metric-driven process. Accelerated programs offer a possible venue to promote diversity, and one accelerated program is examined using a set of metrics and a dashboard approach commonly used in business settings. Several recommendations were made for future assessment, interventions, and monitoring. Nurse educators are called to examine and adopt a diversity dashboard in all nursing programs. Copyright © 2015 Elsevier Inc. All rights reserved.

Simulation for Nurse Anesthesia Program Selection: Redesigned

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Roebuck, John Arthur

2017-01-01

Purpose: This project is meant to answer the research question: What applicant character traits do Nurse Anesthesia Program Directors and Faculty identify as favorable predictors for successful completion of a nurse anesthesia program, and what evaluation methods are best to evaluate these traits in prospective students? Methods: A prospective…

Creating tomorrow's leaders today: the Emerging Nurse Leaders Program of the Texas Nurses Association.

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Sportsman, Susan; Wieck, Lynn; Yoder-Wise, Patricia S; Light, Kathleen M; Jordan, Clair

2010-06-01

The Texas Nurses Association initiated an Emerging Nurse Leaders Program as an approach to engaging new nurses in the leadership of the professional association. This article explains the program's origin, the commitment of the Texas Nurses Association to this process, the implementation of the plan, and the discussions that launched a new way of connecting leaders across generations. Further, it is an approach that any professional organization can use to encourage the involvement of new leaders.

Special Degree Programs for Adults

Science.gov (United States)

Continuing Education for Adults, 1970

1970-01-01

Briefly describes Bachelor of Liberal Studies programs at six colleges and universities, the Master of Liberal Studies program at Boston University, and the Master of Engineering degree at the University of California at Los Angeles, as well as programs being conducted on a graduate level by Arthur D. Little, Inc. for government and industrial…

Decision-Tree Analysis for Predicting First-Time Pass/Fail Rates for the NCLEX-RN® in Associate Degree Nursing Students.

Science.gov (United States)

Chen, Hsiu-Chin; Bennett, Sean

2016-08-01

Little evidence shows the use of decision-tree algorithms in identifying predictors and analyzing their associations with pass rates for the NCLEX-RN(®) in associate degree nursing students. This longitudinal and retrospective cohort study investigated whether a decision-tree algorithm could be used to develop an accurate prediction model for the students' passing or failing the NCLEX-RN. This study used archived data from 453 associate degree nursing students in a selected program. The chi-squared automatic interaction detection analysis of the decision trees module was used to examine the effect of the collected predictors on passing/failing the NCLEX-RN. The actual percentage scores of Assessment Technologies Institute®'s RN Comprehensive Predictor(®) accurately identified students at risk of failing. The classification model correctly classified 92.7% of the students for passing. This study applied the decision-tree model to analyze a sequence database for developing a prediction model for early remediation in preparation for the NCLEXRN. [J Nurs Educ. 2016;55(8):454-457.]. Copyright 2016, SLACK Incorporated.

The Robert Wood Johnson Foundation Nurse Faculty Scholars Program: An opportunity for junior nurse faculty

Science.gov (United States)

Coffman, Maren J.; Goodman, Janice H.; Thomas, Tami L.; Roberson, Donna

2014-01-01

The Robert Wood Johnson Foundation Nurse Faculty Scholars program provides promising junior faculty extramural funding, expert mentoring, and the training needed to be successful in the academic role. The Nurse Faculty Scholars program, which admitted its first cohort in 2008, is designed to address the nursing faculty shortage by enhancing leadership, educational, and research skills in junior nursing faculty. This article provides an overview of the program, its purpose, and its eligibility requirements. The authors give strategies for selecting mentors, developing the written application, and preparing for an oral interview. Finally, the authors provide an analysis of funded institutions, research design and methods from current and recently funded projects, and rank and positions held by nursing mentors. PMID:22818282

Academic success or failure in nursing students: results of a retrospective observational study.

Science.gov (United States)

Lancia, Loreto; Petrucci, Cristina; Giorgi, Fabio; Dante, Angelo; Cifone, Maria Grazia

2013-12-01

Nursing student academic failure is a phenomenon of growing international interest, not only because of its economic impact but also because it negatively affects the availability of future nurses in different healthcare systems. To recruit the students with the highest probability of academic success, an open challenge for universities is to recruit students who have previously demonstrated superior scholastic aptitudes that appear to be associated with a greater likelihood of academic success. Documenting the relationship between the selection methods used when selecting nursing students and academic failure will contribute to the international debate concerning the optimisation of the selection strategies. The principal aim of this study was to investigate the role in predicting nursing student academic success of (1) the upper-secondary diploma grades and (2) the score obtained by students in the nursing degree program admission test. A retrospective observational study was conducted. Five cohorts of nursing students, matriculated in consecutive academic years from 2004 to 2008, in an Italian bachelor's degree program were observed retrospectively. Overall, 61.2% of the 1006 considered students concluded their degree within the legal duration allowed for the nursing degree. Students who failed were those who had lowest grades associated with their upper-secondary diploma coursework (p=0.000) and were male (p=0.000). The grades associated with the upper-secondary diploma coursework, unlike the admission test score, correlates positively with the final degree grade and the average value of degree program examination scores. No correlation was found between the upper-secondary diploma coursework grades and the scores obtained in the test for the nursing degree program admission test (r=-0.037). These results suggest that upper-secondary diploma coursework grades are a parameter that should receive great consideration, especially in cases where there are planned

Critical thinking dispositions and skills of senior nursing students in associate, baccalaureate, and RN-to-BSN programs.

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Shin, Kyungrim; Jung, Duk Yoo; Shin, Sujin; Kim, Myoung Soo

2006-06-01

This study investigated the critical thinking dispositions and skills of senior nursing students. Study participants were students enrolled in associate (n = 137), baccalaureate (n = 102), and RN-to-BSN (n = 66) programs accredited by the Korean Ministry of Education. The California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used. A comparison of the CCTDI scores revealed a statistically significant difference between the students enrolled in different programs (F = 4.159, p = 0.017), as did a comparison of the CCTST scores (F = 24.205, p critical thinking skills to make the decisions required of them in their nursing practice. In line with this, when conducting a survey of the effectiveness of nursing education, the necessity of critical thinking skills cannot be overlooked. In fact, the National League for Nursing Accrediting Commission (NLNAC) (1999) and American Association of Colleges of Nursing (AACN) (1998) require the concept of critical thinking be included as one of the core elements of curricula and that it be measured as an outcome when evaluating nursing education. In 1998, during the evaluation of colleges of nursing conducted by the South Korean Council for University Education, several universities presented the fostering of critical thinking as one of the terminal learning goals of nursing education based on the idea that critical thinking is important not only in the nursing workplace, but also in nursing education. To evaluate the effectiveness of Korea's current nursing education curriculum, focus was placed on current students in South Korea's three systems of nursing education. Each curriculum's effectiveness can be evaluated by indexing critical thinking dispositions and skills. This article intends to offer insight into the first steps necessary in reorganizing nursing education by comparing these evaluations of each of the three systems. To this end, we conducted a comparative

Back to the future: A practice led transition program from Assistant in Nursing to Enrolled Nurse.

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Faithfull-Byrne, Annette; Thompson, Lorraine; Welch, Tony; Williamson, Moira; Schafer, Keppel; Hallinan, Claire

2017-01-01

Continuing professional development is an essential element in professional nursing practice. In our Hospital and Health service, a gap in existing nursing pathways was identified for Assistants in Nursing (AINs), who wished to further their career in nursing and progress to Enrolled Nurse (EN). There is also little in the literature that addresses Assistants in Nursing wishing to progress their career to Enrolled Nurses. This article describes a quality improvement project designed to address this gap. The project was a collaborative venture between a Queensland Hospital and Health Service and an Institute of Tertiary and Further Education (TAFE). The focus was on creating a flexible career path for Assistants in Nursing, wishing to become Enrolled Nurses. The project resulted in the Diploma of Nursing program (theory and practice) being delivered within the hospital setting by nurse educators and clinical nurse consultants. This is unusual in that the program is normally delivered in the tertiary setting, by academic staff from the Institute of Further Education. Program implementation is described along with the challenges encountered. Outcomes from the project were: 78% completion rate; 100% employment on completion of their course of study; and 18% progressing to further their education such as Advance Enrolled Nurse or Registered Nurse. Student satisfaction regarding the program was also positive. The initiative established a local career path for Assistants in Nursing wishing to progress to Enrolled Nurse. This quality project demonstrates that collaborative ventures between the tertiary sector and hospital and health services, can create innovative flexible solutions for staff wishing to further their career in nursing. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effectiveness of an interpersonal relationship program on interpersonal relationships, self-esteem, and depression in nursing students.

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Yoon, Hee Sang; Kim, Gyung Hee; Kim, Jiyoung

2011-12-01

The purpose of this study was to examine the effectiveness of an interpersonal relationship program on interpersonal relationships, self-esteem, and depression in nursing students. This was a quasi-experiment with a nonequivalent control group pre-posttest design. Sixty-four nursing students participated in the study with 31 in the experimental group and 33 in the control group. They were from 3 different colleges of nursing located in Seoul. The interpersonal relationship program was held 10 times over 10 weeks, taking 90 minutes per session. The interpersonal relationship change scale developed by Schlein and Guemey, Rosenberg's self-esteem scale, and CED-S for depression were the instruments used in the study. The data collection period was from January 4 to March 8, 2011, and the collected data were analyzed with SPSS 14.0 using the Χ(2)-test, t-test, and paired t-test. The results showed a significant difference between the experimental group and the control group in terms of the degree of interpersonal relationships, self-esteem, and depression. The results indicate that interpersonal relationship programs have positive effects for improving interpersonal relationships and self-esteem, and decreasing depression in nursing students.

Quality and relevance of master degree education for the professional development of nurses and midwives.

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Massimi, Azzurra; Marzuillo, Carolina; Di Muzio, Marco; Vacchio, Maria Rosaria; D'Andrea, Elvira; Villari, Paolo; De Vito, Corrado

2017-06-01

Advanced education in nursing is essential to provide safe, high quality and efficient health services in line with population needs. However, there is an almost complete lack of studies on how nurses view the usefulness of post-graduate education for their current employment and for professional advancement. To evaluate how nurse graduates view the quality, relevance and applicability of the knowledge and skills acquired during the Master of Science in Nursing (MSN) degree. Multicentre cross-sectional study. A multicenter cross-sectional study was carried out through an online questionnaire mailed (July 2014-June 2015) to 560 nurses who obtained the MSN degree from 23 Italian universities in the academic year 2010-2011. A total of 426 nurses completed the survey (response rate 76.1%), 80% of whom believed they had acquired knowledge and skills useful in their professional life after graduation. A multiple logistic regression model highlighted the characteristics of nurse graduates who judged the master's course relevant for their present role. In brief, they are expert nurses (OR=3.41, 95% CI=1.54-7.54) who achieved professional growth after the course (OR=5.25, 95% CI=2.67-10.33) and who judged the course very good or excellent (OR=2.16, 95% CI=1.04-4.52). Only 8% of the respondents achieved a full professional growth after the course. In Italy, MSN courses are able to provide a high level of skills and competencies. However, given the low rate of professional growth after the course, specific policies should increase the employment rates of new master's graduate nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

An Innovative Academic Progression in Nursing Model in New York State.

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Markowitz, Marianne; Bastable, Susan B

2017-05-01

The Dual Degree Partnership in Nursing (DDPN) is a unique articulation model created in 2005 between two nursing programs that provides a seamless pathway for students to earn both an associate's degree and a bachelor's degree in nursing while benefiting from the strengths of each program. Archival data has been systematically collected for a decade on admission, progression, retention, satisfaction, graduation, and NCLEX-RN pass rates to measure the reliability, validity, and integrity of this DDPN model for nursing education. The findings demonstrate consistent performance and positive outcomes on all factors measured, which have been benchmarked against available state and national results. This innovative approach to academic progression in nursing is replicable and serves as a prototype to educate more nurses at the baccalaureate level, which directly contributes to the Institute of Medicine's goal of 80% of RNs having a minimum of a bachelor's degree by 2020. [J Nurs Educ. 2017;56(5):266-273.]. Copyright 2017, SLACK Incorporated.

The Career Advancement for Registered Nurse Excellence Program.

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Fusilero, Jane; Lini, Linda; Prohaska, Priscilla; Szweda, Christine; Carney, Katie; Mion, Lorraine C

2008-12-01

Nurse administrators focus on factors that influence nurses' levels of satisfaction to reduce turnover and improve retention. One important determinant of nurses' satisfaction is the opportunity for professional development. On the basis of feedback from the nurses, a professional development program, Career Advancement for Registered Nurse Excellence, was instituted. The authors describe one approach to create opportunities to improve professional nurse development and the necessity for ongoing assessment of its impact on nurses' job satisfaction.

Alberta: evaluation of nursing retention and recruitment programs.

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Weidner, Arlene; Graham, Carol; Smith, Jennifer; Aitken, Julia; Odell, Jill

2012-03-01

Retention and recruitment strategies are essential to address nursing workforce supply and ensure the viability of healthcare delivery in Canada. Knowledge transfer between experienced nurses and those new to the profession is also a focus for concern. The Multi-Employer/United Nurses of Alberta Joint Committee attempted to address these issues by introducing a number of retention and recruitment (R&R) initiatives for nurses in Alberta: in total, seven different programs that were introduced to some 24,000 nurses and employers across the province of Alberta in 2001 (the Transitional Graduate Nurse Recruitment Program) and 2007 (the remaining six R&R programs). Approximately 1,600 nurses participated in the seven programs between 2001 and 2009. Of the seven strategies, one supported entry into the workplace, two were pre-retirement strategies and four involved flexible work options. This project entailed a retrospective evaluation of the seven programs and differed from the other Research to Action (RTA) projects because it was solely concerned with evaluation of pre-existing initiatives. All seven programs were launched without a formal evaluation component, and the tracking of local uptake varied throughout the province. The union and various employers faced challenges in implementing these strategies in a timely fashion, as most were designed at the bargaining table during negotiations. As a result, systems, policy and procedural changes had to be developed to support their implementation after they became available.Participants in the programs indicated improvements over time in several areas, including higher levels of satisfaction with work–life balance, hours worked and their current practice and profession. The evaluation found that participation led to perceived improvements in nurses' confidence, greater control over their work environment, decreased stress levels, increased energy and morale and perceived improved ability to provide high-quality care

Creation of an American Holistic Nurses Association research consultation program.

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Robertson, Sue; Clingerman, Evelyn; Zahourek, Rothlyn P; Mariano, Carla; Lange, Bernadette

2012-12-01

A goal of the American Holistic Nurses Association (AHNA) Research Committee is to prepare holistic nurses to conduct holistic nursing research. This article describes the creation of a Research Consultation Program and how the knowledge gained from the program will contribute to the development of a formal research mentor program.

Integrating Retired Registered Nurses Into a New Graduate Orientation Program.

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Baldwin, Kathleen M; Black, Denice L; Normand, Lorrie K; Bonds, Patricia; Townley, Melissa

2016-01-01

The project goal of was to decrease new graduate nurse (NGN) attrition during the first year of employment by improving communication skills and providing additional mentoring for NGNs employed in a community hospital located in a rural area. All NGNs participate in the Versant Residency Program. Even with this standardized residency program, exit interviews of NGNs who resigned during their first year of employment revealed 2 major issues: communication problems with patients and staff and perceived lack of support/mentoring from unit staff. A clinical nurse specialist-led nursing team developed an innovative program integrating retired nurses, Volunteer Nurse Ambassadors (VNAs), into the Versant Residency Program to address both of those issues. All NGNs mentored by a retired nurse remain employed in the hospital (100% retention). Before the VNA program, the retention rate was 37.5%. Both the NGNs and VNAs saw value in their mentor-mentee relationship. There have been no critical incidences or failure to rescue events involving NGNs mentored by a VNA. Use of VNAs to support NGNs as they adjust to the staff nurse role can prevent attrition during their first year of nursing practice by providing additional support to the NGN.

Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses.

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Al-Dossary, Reem Nassar; Kitsantas, Panagiota; Maddox, P J

2016-01-01

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. Copyright © 2016 Elsevier Inc. All rights reserved.

Capacity Development in an Undergraduate Nursing Program in Vietnam

Directory of Open Access Journals (Sweden)

Sunjoo Kang

2018-05-01

Full Text Available Background: Nurses are an essential human resource to ensure a healthy population and support the socio-economic development. However, little research has focused on the capacity development of nurses.Objective: The performance of a capacity development project for an undergraduate nursing program in Vietnam was reviewed to share lessons.Design: A descriptive case report.Setting: A baccalaureate nursing program in Vietnam from June 2014 to June 2016.Methods: A case report was analyzed in terms of the project's process, and the outcomes of 2 years' activities were evaluated.Results: Practice-based curriculum redesign and two basic nursing subjects were developed after five rounds of curriculum workshops. To improve application efficiency, two nursing experts were dispatched to provide instructions regarding the application of the new subjects. Three candidates were invited to complete their master's and doctoral studies in Korea. An advanced nursing education environment was supported with simulation labs equipped within a ubiquitous network. The result of experts' evaluation was excellent by every criterion of the Organization for Economic Co-operation and Development—Development Assistance Committee.Conclusions: The capacity development of a nursing program was possible through ownership, accountability, and results-based management. Gradual improvement in nursing academic and clinical capacity building based on research evidence can empower partner countries' nursing leadership. Introduction.

Growing Nurse Leaders: Their Perspectives on Nursing Leadership and Today’s Practice Environment

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Dyess, Susan M; Sherman, Rose O; Pratt, Beth A; Chiang-Hanisko, Lenny

2016-01-14

With the growing complexity of healthcare practice environments and pending nurse leader retirements, the development of future nurse leaders is increasingly important. This article reports on focus group research conducted with Generation Y nurses prior to their initiating coursework in a Master’s Degree program designed to support development of future nurse leaders. Forty-four emerging nurse leaders across three program cohorts participated in this qualitative study conducted to capture perspectives about nursing leaders and leadership. Conventional content analysis was used to analyze and code the data into categories. We discuss the three major categories identified, including: idealistic expectations of leaders, leading in a challenging practice environment, and cautious but optimistic outlook about their own leadership and future, and study limitations. The conclusion offers implications for future nurse leader development. The findings provide important insight into the viewpoints of nurses today about leaders and leadership.

A leadership program in an undergraduate nursing course in Western Australia: building leaders in our midst.

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Hendricks, Joyce M; Cope, Vicki C; Harris, Maureen

2010-04-01

This paper discusses a leadership program implemented in the School of Nursing at Edith Cowan University to develop leadership in fourth semester nursing students enrolled in a three year undergraduate nursing degree to prepare them for the dynamic 'changing world' environment of healthcare. Students were invited to apply to undertake the program in extracurricular time. Nineteen students applied to the program and ten were chosen to participate in the program. The numbers were limited to ten to equal selected industry leader mentors. The leadership program is based on the belief that leadership is a function of knowing oneself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize one's own potential. It is asserted that within the complexity of health care it is vital that nurses enter the clinical setting with leadership capabilities because graduate nurses must take the lead to act autonomously, make decisions at the point of service, and develop a professional vision that fits with organizational and professional goals Thus, the more practice students have with leadership skills, the more prepared they will be to enter the workforce. The program consists of three components: leadership knowledge, leadership skills and leadership-in-action. The leadership program focuses on the student-participant's ability to be self reflective on personal leadership qualities, critically appraise, and work within a team as well as to take responsibility for ensuring the achievement of team goals as leader. The program is practical and is reliant on the involvement of leader mentors who hold positions of leadership with the health industry in Western Australia. Students completed a pre and post program questionnaire related to abilities and skills in leadership. This paper discusses pre and post evaluation data against program outcomes. The findings demonstrate that participants of the program increased their ability

Operational effectiveness of blended e-learning program for nursing research ethics.

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Cho, Kap-Chul; Shin, Gisoo

2014-06-01

Since 2006, the Korean Ministry of Education, Science and Technology, and the National Research Foundation of Korea have taken the lead in developing an institutional guideline for research ethics. The purpose was to identify the effectiveness of the Good Research Practice program, developed on a fund granted by the National Research Foundation of Korea, for nurses and nursing students whose knowledge and perception of research ethics were compared before and after the implementation of the Good Research Practice program. This study was conducted to compare the levels of knowledge and perception of research ethics in the participants before and after the program was implemented. The participants included 45 nurses and 69 nursing students from hospitals, colleges of nursing, and the Korean Nurses Association, located in Seoul, Korea. This study was approved by the Institutional Research Board in Korea. Based on the Analysis, Design, Development, Implementation, and Evaluation model, the Good Research Practice program was made up of a total of 30 h of the blended learning both online and off-line. The results of this study showed that there were statistically significant differences in both knowledge and perception of research ethics in nursing students and nurses before and after the program had been implemented. The concepts of professional nursing ethics, moral issues, and bioethics were often confused with one another and not clearly defined. Therefore, the concept and scope of bioethics, moral judgment, and overall nursing ethics should be well defined and conceptualized in the future. This study suggested integrating research ethics education in the nursing curriculum as a required course of study for nursing students and as part of the in-service training program for nurses in order to improve research ethics in nursing research in Korea. © The Author(s) 2013.

Occupational Health Teaching for Pre Registration Nursing Students.

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Whitaker, Stuart; Wynn, Philip; Williams, Nerys

2002-01-01

Responses from 41 of 66 nursing schools showed that occupational health is taught in 88% of nursing diploma and 80% of nursing degree programs. However, the majority focus on nurses' own occupational safety and health, not how patients' health can be affected by work or can affect the ability to work. (SK)

Impact of Frequent Interruption on Nurses' Patient-Controlled Analgesia Programming Performance.

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Campoe, Kristi R; Giuliano, Karen K

2017-12-01

The purpose was to add to the body of knowledge regarding the impact of interruption on acute care nurses' cognitive workload, total task completion times, nurse frustration, and medication administration error while programming a patient-controlled analgesia (PCA) pump. Data support that the severity of medication administration error increases with the number of interruptions, which is especially critical during the administration of high-risk medications. Bar code technology, interruption-free zones, and medication safety vests have been shown to decrease administration-related errors. However, there are few published data regarding the impact of number of interruptions on nurses' clinical performance during PCA programming. Nine acute care nurses completed three PCA pump programming tasks in a simulation laboratory. Programming tasks were completed under three conditions where the number of interruptions varied between two, four, and six. Outcome measures included cognitive workload (six NASA Task Load Index [NASA-TLX] subscales), total task completion time (seconds), nurse frustration (NASA-TLX Subscale 6), and PCA medication administration error (incorrect final programming). Increases in the number of interruptions were associated with significant increases in total task completion time ( p = .003). We also found increases in nurses' cognitive workload, nurse frustration, and PCA pump programming errors, but these increases were not statistically significant. Complex technology use permeates the acute care nursing practice environment. These results add new knowledge on nurses' clinical performance during PCA pump programming and high-risk medication administration.

Patient safety and nursing implication: Survey in Catalan hospitals.

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Freixas Sala, Núria; Monistrol Ruano, Olga; Espuñes Vendrell, Jordi; Sallés Creus, Montserrat; Gallardo González, Mónica; Ramón Cantón, Carme; Bueno Domínguez, María José; Llinas Vidal, Montserrat; Campo Osaba, María Antonia

This study aims to describe the implementation of the patient safety (PS) programs in catalan hospitals and to analyze the level of nursing involvement. Multicenter cross-sectional study. To obtain the data two questionnaires were developed; one addressed to the hospital direction and another to the nurse executive in PS. The survey was distributed during 2013 to the 65 acute care hospitals in Catalonia. The questionnaire was answered by 43 nursing directors and 40 nurse executive in PS. 93% of the hospitals responded that they had a PS Program and 81.4% used a specific scoreboard with PS indicators. The referent of the hospital in PS was a nurse in 55.8% of the centres. 92.5% had a system of notification of adverse effects with an annual average of 190.3 notifications. In 86% of the centres had a nurse involved in the PS program but only in the 16% of the centres the nurse dedication was at full-time. The nurse respondents evaluate the degree of implementation of the PBS program with a note of approved and they propound as improvement increase the staff dedicated to the PS and specific academic training in PS. The degree of implementation of programs for patient safety is high in Catalan acute hospitals, while the organizational structure is highly diverse. In more than half of the hospitals the PS referent was a nurse, confirming the nurse involvement in the PS programs. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Students' voices: the lived experience of faculty incivility as a barrier to professional formation in associate degree nursing education.

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Del Prato, Darlene

2013-03-01

Nursing faculty play an important role in constructing learning environments that foster the positive formation of future nurses. The students' construction of a nursing identity is grounded in social interactions with faculty and is shaped by values and norms learned in both the formal and informal curriculum. The informal curriculum is communicated in faculty teaching practices and relationships established with students. To acquire an understanding of the students' lived experience in associate degree nursing education and identify educational practices that support students' professional formation. A phenomenological design was chosen to study the lived experience of nursing education. In-depth interviews were conducted with 13 participants. Five students participated in second interviews for a total of 18 interviews. Symbolic interactionism guided data analysis. Participants represented three ADN programs in the northeastern U.S. and were diverse in terms of gender and age and to a lesser extent race, and sexual orientation. Faculty incivility included demeaning experiences, subjective evaluation, rigid expectations, and targeting and weeding out practices. Targeting practices contributed to a perceived focus on clinical evaluation and inhibited clinical learning. Faculty incivility hindered professional formation by interfering with learning, self-esteem, self-efficacy, and confidence. Faculty who model professional values in the formal and hidden curriculum contribute to the positive formation of future nurses. Nursing faculty should be formally prepared as educators to establish respectful, connected relationships with students. Faculty should role model professional values, deemphasize their evaluative role, provide constructive formative feedback, and remain open to the student's potential for growth. Copyright © 2012 Elsevier Ltd. All rights reserved.

A review of graduate nurse transition programs in Australia.

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Levett-Jones, Tracy; FitzGerald, Mary

Despite nearly two decades of experience with graduate transition programs in Australia little evidence exists regarding the effectiveness of these programs as interventions that enhance the transition from nursing student to professional practitioner. There is general acknowledgement that this is a crucial time for people entering the profession and yet there is little agreement on what constitutes best practice for nurses' transition to the workforce. This paper challenges the status quo through a review of current programs and questions whether primacy should be given to formal transition programs or to the development of educationally supportive clinical learning environments. There is sufficient doubt in the efficacy of formal transition programs to at least investigate potential alternatives such as concentration on the development of a supportive practice culture conducive to learning. Indeed, the type of learning environment suitable for graduate nurses is likely to be one that will also facilitate the continued development and enhanced job satisfaction of the rest of the nursing team.

Fostering internationalization: an American-Danish semester-long undergraduate nursing student exchange program.

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Baernholdt, M; Drake, E; Maron, F; Neymark, K

2013-06-01

This paper describes the development, implementation and evaluation of a semester-long exchange program between two Bachelor of Science in Nursing programs in the USA and Denmark. Nurses globally need to provide culturally sensitive care for an ethnically diverse population. Competencies on how to do so should start in basic nursing programs. A useful strategy is through immersion into another culture through an exchange program. Little is known about successful strategies for two-way or 360° exchange programs between schools from different countries. Guided by experiential learning theory, we developed an exchange program with the objective of enhancing nursing students' cultural competence through knowledge building, attitudes and behaviour development. Lessons learned and implications for educational institutions and policy are discussed. In internationalization of nursing education, an awareness of underlying cultural values regarding nursing competence and taking appropriate action are important for success. Other areas for a successful exchange program include matching of courses or content across schools, clear objectives and evaluation plans. Finally, flexibility and open communication are key components when setting up a 360° exchange program. © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

Certified nurse-midwife

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... and universities. Most nurse-midwives graduate at the Master's degree level. These programs must be accredited by the ... beyond their experience. These cases may include high-risk pregnancies and care for pregnant women who also ...

Preferred Methods of Learning for Nursing Students in an On-Line Degree Program.

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Hampton, Debra; Pearce, Patricia F; Moser, Debra K

Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (PBaby Boomer and Generation X students and rated on-line games as significantly more energizing/engaging and more effective for learning (PBaby Boomer and Generation X students. In conclusion, the results of this

Long-term outcomes of the New Jersey nurse faculty preparation program scholars.

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Gerolamo, Angela M; Conroy, Kara; Roemer, Grace; Holmes, Aline; Salmond, Susan; Polakowski, Jennifer

Rising concerns over the capacity of nursing education to prepare enough nurses to meet population demand have received national attention. The Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to address nursing workforce issues in New Jersey. This paper describes program and scholar outcomes and provides recommendations for nurse faculty development. This descriptive study uses data from scholar surveys and interviews with grantees. Findings suggest that a faculty preparation program that targets doctoral students and includes financial support, socialization to the faculty role, and formal education courses produces graduates who maintain a career in nursing education for up to three years after program completion. However, most master's-level students who also received formal preparation in nursing education were employed in clinical practice. Program developers must carefully consider the design of programs that integrate faculty preparation and advanced clinical training for master's-level students. Copyright © 2017 Elsevier Inc. All rights reserved.

Innovative strategies for nursing education program evaluation.

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Story, Lachel; Butts, Janie B; Bishop, Sandra B; Green, Lisa; Johnson, Kathy; Mattison, Haley

2010-06-01

Nursing programs are mandated by accreditation bodies to report data significant to program quality and outcomes. The history at one school of nursing in the southern United States revealed the program evaluation committee experienced roadblocks in retrieving such information. Creative approaches were adopted to overcome some of the barriers to program evaluation, including the use of more technological-based approaches to engage alumni who embrace this technology as a way of life. Among the many advantages of these approaches were convenience, ease of administration and analysis, cost effectiveness, and more meaningful data. The advantages far outweighed the few disadvantages incurred, with the most prominent being potential sampling bias. Copyright 2010, SLACK Incorporated.

[The concept of transcultural nursing: the analysis of its development in a Master degree dissertation].

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Queiroz, M V; Pagliuca, L M

2001-01-01

This is an analytic-bibliographic study which analyzes the concept of nursing in Leininger's Theory and the conceptual development of Nursing presented in the master's degree dissertation chosen for this study. Barnum's model for the analysis and evaluation of theories (Barnum 1998) was used, in relation to the clarity and consistency of the concept, together with questions about Nursing. The group of statements presented in Leininger's transcultural nursing concept and in the dissertation shows what is the focus of nursing and the intrinsic relation to the process of looking after somebody, which must be developed coherently with culture. It also demonstrates that Nursing has a body of specific professional knowledge which guides the care for the client, valuing one's individuality, subjectivity and way of seeing the world. The study made it possible to validate concepts taken from the Theory of Universality and Cultural Diversity of caring and their use in the research according to the analyzed criteria.

Mapping Nursing Pathways

Directory of Open Access Journals (Sweden)

Melanie Birks

2015-09-01

Full Text Available Articulated education pathways between the vocational education training sector and universities provide opportunities for students wishing to progress to higher qualifications. Enrolled nurses seeking to advance their career in nursing can choose to enter baccalaureate degree programs through such alternative entry routes. Awarding of credit for prior studies is dependent on accurate assessment of the existing qualification against that which is sought. This study employed a modified Delphi method to inform the development of an evidence-based, structured approach to mapping the pathway from the nationally consistent training package of the Diploma of Nursing to the diversity of baccalaureate nursing programs across Australia. The findings of this study reflect the practical nature of the role of the enrolled nurse, particularly the greater emphasis placed on direct care activities as opposed to those related to professional development and the generation and use of evidence. These findings provide a valuable summative overview of the relationship between the Diploma of Nursing and the expectations of the registered nurse role.

Salish Kootenai College Project for Recruitment and Retention of Native Americans in Associate Degree Nursing. Final Report.

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Dolberry, Jacque

The purpose of the Salish Koontenai College (SKC) Project for Recruitment and Retention of Native Americans in Associate Degree Nursing was to increase the numbers of Native American registered nurses providing health care to the Native American population of Montana and the northwest mountain states. Recruitment and retention efforts targeted…

Succession planning for the future through an academic-practice partnership: a nursing administration master's program for emerging nurse leaders.

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Sherman, Rose; Dyess, Susan; Hannah, Ed; Prestia, Angela

2013-01-01

A global nursing leadership shortage is projected by the end of this decade. There is an urgent need to begin developing emerging nurse leaders now. This article describes the work of an academic-practice partnership collaborative of nurse leaders. The goal of the partnership is to develop and promote an innovative enhanced nursing administration master's program targeted to young emerging nurse leaders, who have not yet moved into formal leadership roles. An action research design is being used in program development and evaluation. Qualities needed by emerging leaders identified through research included a need to be politically astute, competency with business skills required of nurse leaders today, comfort with ambiguity, use of a caring approach, and leadership from a posture of innovation. The current curriculum was revised to include clinical immersion with a nurse leader from the first semester in the program, a change from all online to online/hybrid courses, innovative assignments, and a strong mentorship component. Eighteen young emerging nurse leaders began the program in January 2012. Early outcomes are positive. The emerging nurse leaders may be uniquely positioned, given the right skills sets, to be nurse leaders in the new age.

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

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Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

2014-10-27

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

A Leadership Education and Development Program for Clinical Nurses.

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Fitzpatrick, Joyce J; Modic, Mary Beth; Van Dyk, Jennifer; Hancock, K Kelly

2016-11-01

The Leadership Education and Development (LEAD) Program was designed to transform care at the bedside by empowering clinical nurses as leaders. The heart of LEAD was enhancing communication skills of clinical nurses with clinical colleagues and, most importantly, patients and families. Key concepts of leadership/management were included: personal awareness, personal leadership skills/abilities, leading change, leading others individually and in teams, enhancing the patient/provider experience, and the leadership role in outcomes management. A quantitative, longitudinal, survey design was used with 2 cohorts. The program consisted of six 4-hour sessions for 3 to 6 months. Leadership practices were measured before program implementation, at the end of the program, and 3 months after program completion. There were significant increases in leadership practices sustained 3 months after program completion. A range of other outcome measures was included. There is a need for additional leadership development programs for clinical nurses.

Effects of a pain program on nurses' pharmacological pain management

NARCIS (Netherlands)

Francke, AL; Dingemans, WA; Borg, PAJ; Luiken, JB; Grypdonck, M; Abu-Saad, HH

1999-01-01

Surgical nurses from five Dutch general hospitals participated in a continuing education program on pain assessment and management. Effects of the program were measured in a pretest-post-test control group design, in which nursing wards were randomly allocated to the experimental condition (program)

Nursing education at Western Governors University: a modern, disruptive approach.

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Jones-Schenk, Jan

2014-01-01

Over 1 million working registered nurses (RNs) currently do not have a bachelor's degree in nursing and comprise the critical group needing to return to school in order to achieve the Institute of Medicine's goal of 80% bachelors of science in nursing (BSNs) by 2020. Western Governors University (WGU) has developed a transformative educational model, incorporating 4 operational pillars (competency-based learning, technology, disaggregated faculty roles, and a student-centric management system), to revolutionize RN-BSN education. This article describes a successful contemporary model, disrupting most all of the traditional aspects of university education for professional nursing practice. The program design is of particular value to working adults and addresses the flexibility they need to accommodate academic advancement. The WGU nursing program currently serves over 5,000 students seeking BSN and Master of Science in Nursing degrees in all 50 states. © 2014.

Perceived Caring of Instructors among Online Doctoral Nursing Students

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Walters, Gwendolyn M.

2013-01-01

The concept of caring has been integral to the practice of nursing and nursing education since the early teachings of Florence Nightingale. Significant changes in both the practice and the need for educating increasing numbers of advanced-degree nurses have resulted in an increase in online doctoral-level nursing programs. This internet-based…

Perceived benefits and barriers of implementing nursing residency programs in Jordan.

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AbuAlRub, R F; Abu Alhaija'a, M G

2018-03-02

To explore the challenges that face Jordanian nurses in the first year of employment; and understand the benefits and barriers of implementing a Nursing Residency Program from the perspectives of nurses and key informants. Many researchers reported that novice nurses do not have an adequate level of competence needed in the real clinical practice to meet the increasing demands of healthcare systems. A descriptive qualitative approach using individual interviews and focus group discussions was utilized. The sample was a purposive one that consisted of 30 Jordanian nurses and six key informants. Data were recorded and then transcribed. Content analysis was used to analyze the data. The results revealed several challenges that face nurses in their first year of experience such as reality shock, lack of self-confidence, and burnout and intent to leave. Some of the perceived barriers of implementing the Program were issues concerned with the responsible regulatory body, payment, and monitoring and evaluation. The findings asserted that the implementation of the Nursing Residency Program for new practicing nurses would enhance their competencies and self- confidence; and decrease the rate of reality shock and turnover within the first year of employment. Policy makers, nurse educators, and nurse administrators and clinical nurses need to collaborate to develop a formal system with binding policies and regulations concerning the implementation of Nursing Residency Program. There is also a need to address and modify current orientation programmes offered by hospitals for novice nurses to enhance their transition into clinical practice. © 2018 International Council of Nurses.

Selected correlates of white nursing students' attitudes toward black American patients.

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Morgan, B S

1983-01-01

Multivariate analyses were used to examine the relationships between white nursing students' attitudes toward black American patients and variables selected within a theoretical framework of prejudice which included socialization factors and personality-based factors. The variables selected were: authoritarianism and self-esteem (personality-based factors), parents' attitudes toward black Americans, peer attitudes toward black Americans, interracial contact and socioeconomic status (socialization factors). The study also examined the differences in the relationship among white nursing students enrolled in baccalaureate degree, associate degree and diploma nursing programs. Data were collected from 201 senior nursing students enrolled in the three types of nursing programs in Rhode Island during the late fall and winter of 1979-1980. Although baccalaureate degree, associate degree and diploma students were similar in terms of peer attitudes toward black Americans, fathers' attitudes toward black Americans, self-esteem and attitudes toward black American patients, they were significantly different in terms of age, socioeconomic status, mothers' attitudes toward black Americans, interracial contact and authoritarianism. The major findings of this study indicate that the socialization explanation of prejudice is more significant than the personality-based explanation. The variables socioeconomic status, interracial contact and peer attitudes toward black Americans (all socialization variables) accounted for 22.0% of the total variance in attitudes toward black American patients for the total sample of nursing students. However, this relationship was not generalizable across the three different types of nursing programs.

Nurse manager residency program: an innovative leadership succession plan.

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Watkins, Amy; Wagner, Jennifer; Martin, Christina; Grant, Brandy; Maule, Katrina; Resh, Kimberly; King, Lisa; Eaton, Holly; Fetter, Katrina; King, Stacey L; Thompson, Elizabeth J

2014-01-01

To ensure succession planning within the ranks of nurse managers meet current and projected nursing management needs and organizational goals, we developed and implemented a nurse manager residency program at our hospital. By identifying, supporting, and mentoring clinical experts who express a desire and display an aptitude for nursing leadership, we are graduating individuals who can transition to a nurse manager position with greater ease and competence.

Final Report of Nursing Transition: A Process to Facilitate Career Mobility, July 1, 1980-June 30, 1981.

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Brookdale Community Coll., Lincroft, NJ.

A program was developed to facilitate the transition of Licensed Practical Nurses (LPNs) into a program to become registered nurses (RNs) and acquire an associate degree in allied health at Brookdale Community College (New Jersey). A committee of four nursing faculty compared the curriculum of an exemplary practical nursing program with…

Nurse Educators' Perceptions of Quality in Online Graduate Education as a Credential for Hiring Nursing Faculty

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Post, Jerri L.

2013-01-01

The problem explored in this study focused on the attitudes of nurse educators toward online degrees in relation to hiring practices. With the proliferation of online courses and degrees, research has shown that the acceptability of online degrees has become a concern for graduates of online programs seeking jobs and for potential employers. A…

[Development of a web-based education program for nurses working in nursing homes on human rights of older adults].

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Kim, Ki-Kyong

2010-08-01

This study was done to develop a web-based education program for nurses working in nursing homes. The focus was on the rights of older adults. The program was designed based on the Network-Based Instructional System Design (NBISD) model and was operated and evaluated between July 2007 and June 2008. Out of nursing records of 40 residents from a nursing home, the final 7 cases were deducted through classification using the Resource Utilization Group (RUG)-III. The data on needs for education was collected from 28 nurses working in 15 nursing homes located in Seoul and Gyeonggi Province, who agreed to complete a self-report questionnaire. A comprehensive review of the literature and two focus groups interviews were used to search for risk factors and guidelines for protection of human rights. The education program was developed based on Kolb's experiential learning model and composed of 5 units, which included content on types of human rights and rights to death with dignity, elder abuse, physical liberty, and self-determination. The program was positively evaluated showing a score of 3.35 (SD=0.37) out of 4. The educational program developed in this study should promote nurses' sensitivity to the rights of elders and improve nurses' behaviors in protecting the rights of elders residing in nursing homes.

Competency of Graduate Nurses as Perceived by Nurse Preceptors and Nurse Managers

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Wise, Vanessa

2013-01-01

As newly graduated associate degree nurses (ADN) and baccalaureate degree nurses (BSN) enter into the workforce, they must be equipped to care for a complex patient population; therefore, the purpose of this study was to address the practice expectations and clinical competency of new nurses as perceived by nurse preceptors and nurse managers.…

Joint Degree Program: the Perspective of Employers

Directory of Open Access Journals (Sweden)

Tatjana Bilevičienė

2013-08-01

Full Text Available Purpose — the purpose of this article is to extend discussion towards the need and importance of joint degree programs in modern universities, introducing the perspective of the employers toward this question. Design/methodology/approach — the research was conducted to analyze the demand of joint degree programs from the perspective of employers, identify weak and strong aspects, opinion and demand for graduates of such programs. To achieve this purpose, a combination of theoretical and empirical methods was chosen: document analysis (previous studies, statistics was conducted and an online qualitative survey was organized. Findings — The analysis of articles, studies and statistics points out the challenges and threats faced by universities nowadays, forcing higher education institutions to find new ways to raise the quality of studies and raise the interest of employers to choose graduates from MRU, as well as the satisfaction of employers with their choice of employees. Theoretical analysis pointed out these challenges and requirements for the modern employee, summarised the challenges in preparation of IT field specialists. The conducted research results showed that the diploma of joint degree programs would not be treated as an advantage of possible employee from the perspective of employers in case some important aspects will not be taken into consideration by program creators. On the other hand, undeniably there are strong sides, such as knowledge in the fields of foreign language, international experience, innovativeness and creativeness of employees that would be treated as an advantage in the process of selection for positions of any technical support related positions. Research limitations/implications — employers, whose business activities are closely related to information technology, have been invited as experts. In addition, these experts have a good understanding of the specifics of joint degree programs. The received

A nursing career lattice pilot program to promote racial/ethnic diversity in the nursing workforce.

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Sporing, Eileen; Avalon, Earlene; Brostoff, Marcie

2012-03-01

The nursing career lattice program (NCLP) at Children's Hospital Boston has provided employees with social, educational, and financial assistance as they begin or advance their nursing careers. At the conclusion of a pilot phase, 35% of employees in the NCLP were enrolled in nursing school and 15% completed nursing school. The NCLP exemplifies how a workforce diversity initiative can lead to outcomes that support and sustain a culture rich in diversity and perpetuate excellence in nursing in one organization.

Overview of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

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Campbell, Jacquelyn; Ladden, Maryjoan D; McBride, Angela Barron; Cimino, Andrea; Kostas-Polston, Elizabeth; Deming, Katie

The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing faculty shortage and thereby decrease the nursing shortage. The purpose of the study was to describe the program development, implementation, and ongoing outcome evaluation. Data on scholarly productivity, impact of research, research funding, and leadership positions were compiled, including an h-index (impact of publications) comparison with a comparison group of other interdisciplinary faculty at the same institutions of the 90 current and alumni scholars. There is evidence of the achievements of the individual scholars; however, the effect of the synergy of the multiple components of the program is difficult to capture in traditional evaluation strategies. The sense of possibility and responsibility (to the profession, to improving the health of all Americans, and to one's school of nursing and university) was a significant outcome of the program. Lessons learned from the program are important for the leadership development and retention of nursing faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students.

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Foster, Kim; Fethney, Judith; McKenzie, Heather; Fisher, Murray; Harkness, Emily; Kozlowski, Desirée

2017-08-01

Emotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs. To measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance. Longitudinal repeated measures study between March 2010-February 2013 at a metropolitan university in Australia. 111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7years (SD=7.36). EI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up). Students' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time. Pre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula. Copyright © 2017. Published by Elsevier Ltd.

Clinical coaching in forensic psychiatry: an innovative program to recruit and retain nurses.

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Thorpe, Gail; Moorhouse, Pamela; Antonello, Carolyn

2009-05-01

Ontario is currently experiencing a nursing shortage crisis. Recruitment and retention of nursing staff are critical issues. In response, retention strategies have been developed by the Ontario Ministry of Health and Long-Term Care. The Late Career Nurse Initiative is one such strategy. This innovative program encourages nurses age 55 and older to remain in the workforce by providing opportunities to use their nursing experience in less physically demanding alternate roles for a portion of their time. The Royal Ottawa Health Care Group has developed a clinical coach program in forensics that matches these veteran nurses with new graduates or nurses new to forensic psychiatric nursing. The program has resulted in retention rates of more than 91% after 1 year. This article provides background about the program and highlights its outcomes.

Emotional Intelligence in Intensive Clinical Experiences for Nursing Students

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Zoromski, Lorraine M.

2017-01-01

This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate's degree program. The theory of emotional labor was used to make connections between nursing clinical experience and emotional intelligence. Twenty nursing students from a…

Mothers’ experiences in the Nurse-Family Partnership program: a qualitative case study

Directory of Open Access Journals (Sweden)

Landy Christine

2012-09-01

Full Text Available Abstract Background Few studies have explored the experiences of low income mothers participating in nurse home visiting programs. Our study explores and describes mothers' experiences participating in the Nurse-Family Partnership (NFP Program, an intensive home visiting program with demonstrated effectiveness, from the time of program entry before 29 weeks gestation until their infant's first birthday. Methods A qualitative case study approach was implemented. A purposeful sample of 18 low income, young first time mothers participating in a pilot study of the NFP program in Hamilton, Ontario, Canada partook in one to two face to face in-depth interviews exploring their experiences in the program. All interviews were digitally recorded and transcribed verbatim. Conventional content analysis procedures were used to analyze all interviews. Data collection and initial analysis were implemented concurrently. Results The mothers participating in the NFP program were very positive about their experiences in the program. Three overarching themes emerged from the data: 1. Getting into the NFP program; 2. The NFP nurse is an expert, but also like a friend providing support; and 3. Participating in the NFP program is making me a better parent. Conclusions Our findings provide vital information to home visiting nurses and to planners of home visiting programs about mothers' perspectives on what is important to them in their relationships with their nurses, how nurses and women are able to develop positive therapeutic relationships, and how nurses respond to mothers' unique life situations while home visiting within the NFP Program. In addition our findings offer insights into why and under what circumstances low income mothers will engage in nurse home visiting and how they expect to benefit from their participation.

Research and Development for a Course in Ethics in Nursing Practice for Community College Associate Degree Nursing Students. Final Report.

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Roediger, Jeanette

A project was undertaken to research and acquire the instructional sources needed for a course in ethics for community college associate degree nursing students and to develop such a course. Addressed in the individual units of the course were the following topics: bioethics and ethical decision making, basic ethical concepts and principles,…

Relationships between critical thinking ability and nursing competence in clinical nurses.

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Chang, Mei Jen; Chang, Ying-Ju; Kuo, Shih-Hsien; Yang, Yi-Hsin; Chou, Fan-Hao

2011-11-01

To examine the relationships between critical thinking ability and nursing competence in clinical nurses. There are few evidance-based data related to the relationship between critical thinking ability and nursing competence of clinical nurses. A cross-sectional and correlation research design was used. A total of 570 clinical nurses at a medical centre in southern Taiwan were recruited into this study. Two self-report questionnaires, the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Nursing Competence Scale (NCS), were used to collect data. The critical thinking ability of clinical nurses was at the middle level. The highest score for the subscales of the WGCTA was 'interpretation ability' and the lowest was 'inference ability'. The nursing competence of clinical nurses was at the middle level and above. The highest score for the subscales was 'caring ability' and the lowest was 'research ability'. Critical thinking ability had a significantly positive correlation with nursing competence. Critical thinking, working years, educational levels and position/title were the significant predictors of nursing competence, accounting for 32·9% of the variance. Critical thinking ability had a significantly positive correlation with nursing competence. The critical thinking ability of clinical nurses with a master's degree was significantly better than those with a bachelor's degree or a diploma and nurses with over five working years was significantly better than those with under five years. The findings of this study can further serve as a reference for nursing education to improve nursing curricula and teaching strategies for nurse preparation. It could also be a guideline for nursing administration personnel in on-the-job training and orientation programs for nursing staff. © 2011 Blackwell Publishing Ltd.

Critical Care Nurses' Reasons for Poor Attendance at a Continuous Professional Development Program.

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Viljoen, Myra; Coetzee, Isabel; Heyns, Tanya

2016-12-01

Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners' attendance rates at these programs is low. To explore critical care nurses' reasons for their unsatisfactory attendance at a continuous professional development program. A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program's importance and are involved in the planning and implementation of a program that focuses on the nurses' individual learning needs. ©2016 American Association of Critical-Care Nurses.

Mental Health and Academic Performance among Associate Degree Nursing Students at a Technical College

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Kliminski, Kerri

2017-01-01

The purpose of this non-experimental cross-sectional quantitative study was to examine the relationship between mental health and academic performance among associate degree nursing (ADN) students at a Midwest technical college by identifying incidence of positive mental health, mental illness symptoms/distress, and mental illness; the…

A Multiple Comparison Case Study of Factors Related to Success of Associate Degree Nursing (ADN) Students

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Wieting, Shelley

2017-01-01

The nursing profession is facing a serious shortage of registered nurses based on current numbers, projected retirements, and estimates of future need. Nursing schools accept the largest numbers of students that they are able to accommodate, but many of these students do not complete the programs; this is especially true for associate degree…

The Effect of a Self-Reflection and Insight Program on the Nursing Competence of Nursing Students: A Longitudinal Study.

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Pai, Hsiang-Chu

2015-01-01

Nurses have to solve complex problems for their patients and their families, and as such, nursing care capability has become a focus of attention. The aim of this longitudinal study was to develop a self-reflection practice exercise program for nursing students to be used during clinical practice and to evaluate the effects of this program empirically and longitudinally on change in students' clinical competence, self-reflection, stress, and perceived teaching quality. An additional aim was to determine the predictors important to nursing competence. 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. Copyright © 2015 Elsevier Inc. All

Factors related to progression and graduation rates for RN-to-bachelor of science in nursing programs: searching for realistic benchmarks.

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Robertson, Sue; Canary, Cheryl Westlake; Orr, Marsha; Herberg, Paula; Rutledge, Dana N

2010-03-01

Measurement and analysis of progression and graduation rates is a well-established activity in schools of nursing. Such rates are indices of program effectiveness and student success. The Commission on Collegiate Nursing Education (2008), in its recently revised Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, specifically dictated that graduation rates (including discussion of entry points, timeframes) be calculated for each degree program. This context affects what is considered timely progression to graduation. If progression and graduation rates are critical outcomes, then schools must fully understand their measurement as well as interpretation of results. Because no national benchmarks for nursing student progression/graduation rates exist, schools try to set expectations that are realistic yet academically sound. RN-to-bachelor of science in nursing (BSN) students are a unique cohort of baccalaureate learners who need to be understood within their own learning context. The purposes of this study were to explore issues and processes of measuring progression and graduation rates in an RN-to-BSN population and to identify factors that facilitate/hinder their successful progression to work toward establishing benchmarks for success. Using data collected from 14 California schools of nursing with RN-to-BSN programs, RN-to-BSN students were identified as generally older, married, and going to school part-time while working and juggling family responsibilities. The study found much program variation in definition of terms and measures used to report progression and graduation rates. A literature review supported the use of terms such as attrition, retention, persistence, graduation, completion, and success rates, in an overlapping and sometimes synonymous fashion. Conceptual clarity and standardization of measurements are needed to allow comparisons and setting of realistic benchmarks. One of the most important factors identified

Development of a Health System-Based Nurse-Delivered Aromatherapy Program.

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Joswiak, Denise; Kinney, Mary Ellen; Johnson, Jill R; Kolste, Alison K; Griffin, Kristen H; Rivard, Rachael L; Dusek, Jeffery A

2016-04-01

Healthcare systems are increasingly looking to integrate aromatherapy (essential oils) as a safe, low-cost, and nonpharmacologic option for patient care to reduce pain, nausea, and anxiety and to improve sleep. This article describes the development and implementation of a healthcare system-wide program of nurse-delivered essential oil therapeutic interventions to inpatients throughout an acute care setting. In addition, we provide lessons learned for nursing administrators interested in developing similar nurse-delivered aromatherapy programs.

The effectiveness of risk management program on pediatric nurses' medication error.

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Dehghan-Nayeri, Nahid; Bayat, Fariba; Salehi, Tahmineh; Faghihzadeh, Soghrat

2013-09-01

Medication therapy is one of the most complex and high-risk clinical processes that nurses deal with. Medication error is the most common type of error that brings about damage and death to patients, especially pediatric ones. However, these errors are preventable. Identifying and preventing undesirable events leading to medication errors are the main risk management activities. The aim of this study was to investigate the effectiveness of a risk management program on the pediatric nurses' medication error rate. This study is a quasi-experimental one with a comparison group. In this study, 200 nurses were recruited from two main pediatric hospitals in Tehran. In the experimental hospital, we applied the risk management program for a period of 6 months. Nurses of the control hospital did the hospital routine schedule. A pre- and post-test was performed to measure the frequency of the medication error events. SPSS software, t-test, and regression analysis were used for data analysis. After the intervention, the medication error rate of nurses at the experimental hospital was significantly lower (P error-reporting rate was higher (P medical environment, applying the quality-control programs such as risk management can effectively prevent the occurrence of the hospital undesirable events. Nursing mangers can reduce the medication error rate by applying risk management programs. However, this program cannot succeed without nurses' cooperation.

78 FR 54255 - HRSA's Bureau of Health Professions Advanced Education Nursing Traineeship Program

Science.gov (United States)

2013-09-03

... of Health Professions Advanced Education Nursing Traineeship Program AGENCY: Health Resources and... announcing a change to its Advanced Education Nursing Traineeship (AENT) program. Effective fiscal year (FY... Wasserman, DrPH, RN, Advanced Nursing Education Branch Chief, Division of Nursing, Bureau of Health...

Genetics Education in Nurse Residency Programs: A Natural Fit.

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Hamilton, Nalo M; Stenman, Christina W; Sang, Elaine; Palmer, Christina

2017-08-01

Scientific advances are shedding light on the genetic underpinning of common diseases. With such insight, the entire health care team is faced with the need to address patient questions regarding genetic risk, testing, and the psychosocial aspects of genetics information. Nurses are in a prime position to help with patient education about genetic conditions, yet they often lack adequate genetics education within their nursing curriculum to address patient questions and provide resources. One mechanism to address this knowledge deficit is the incorporation of a genetics-based curriculum into nurse residency programs. This article describes a novel genetics-based curriculum designed and implemented in the UCLA Health System Nurse Residency Program. J Contin Educ Nurs. 2017;48(8):379-384. Copyright 2017, SLACK Incorporated.

Work Values Evolution in a Baccalaureate Student Nurse Population

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Dietrich, Marie C.

1977-01-01

Differences related to degree aspiration, desired nursing career specialty, and other nursing-related biographical variables were found among the four classes of a sample of 408 full-time non-RN female subjects in a baccalaureate nursing program. These differences were associated with shifts in the work values patterns of the subjects. (Author)

Program Articulation: What It Is and What It Is Not.

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Stevens, Barbara J.

1981-01-01

Discusses various elements of nursing education program articulation: politics, curriculum, core courses, philosophy, nursing theory, advantages and disadvantages of articulation, associate vs. baccalaureate degree programs, and program policies. (CT)

Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training.

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Campbell, Jacquelyn C; McBride, Angela Barron; Etcher, LuAnn; Deming, Katie

The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing shortage via development of the next generation of national leaders in academic nursing. The leadership training combined development at the scholar's home institution with in-person didactic and interactive sessions with notable leaders in nursing and other disciplines. A curriculum matrix, organized by six domains, was evaluated quantitatively and qualitatively. What set this program apart is that it immersed junior faculty in concerted leadership development with regard to all aspects of the faculty role so that teaching interactively, making use of the latest in information technology, giving testimony before a policy-making group, participating in strategic planning, and figuring out how to reduce the budget without jeopardizing quality were all envisioned as part of the faculty role. The domains covered by this program could easily be used as the framework to plan other leadership-development programs for the next generation of academic leaders. Copyright © 2017 Elsevier Inc. All rights reserved.

Toward the Ideal Professional Master's Degree Program.

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Russell, Maria P.

1999-01-01

Outlines work accomplished at the 1998 National Communication Association Summer Conference, presenting a model for a professional master's-degree program in public relations that integrates outcomes, assessment, curriculum, and pedagogy. Outlines program outcomes, curriculum, essential curriculum-content areas, pedagogical approaches, and…

AACJC/Metropolitan Life Foundation Registered Nurse Shortage Project: Status Report.

Science.gov (United States)

McKenney, James F.

The American Association of Community and Junior Colleges's Nurse Shortage Project was designed to alleviate the nurse shortage by helping community colleges improve recruitment, retention, and graduation in nursing programs through direct mini-grants, with a special emphasis on Tech Prep/Associate Degree initiatives between secondary schools and…

Solving cyclical nurse scheduling problem using preemptive goal programming

Science.gov (United States)

Sundari, V. E.; Mardiyati, S.

2017-07-01

Nurse scheduling system in a hospital is being modeled as a preemptive goal programming problem that is solved by using LINGO software with the objective function to minimize deviation variable at each goal. The scheduling is done cyclically, so every nurse is treated fairly since they have the same work shift portion with the other nurses. By paying attention to the hospital's rules regarding nursing work shift cyclically, it can be obtained that numbers of nurse needed in every ward are 18 nurses and the numbers of scheduling periods are 18 periods where every period consists of 21 days.

What Is the Tech Prep/Associate Degree Program?

Science.gov (United States)

Parnell, Dale

1993-01-01

Discusses the nature, importance, and future of the Tech Prep/Associate Degree program. Suggests that these programs must move beyond simple articulation and become aggressive in jointly examining, developing, and sustaining high quality educational programs. (JOW)

Present and Future Supply of Registered Nurses.

Science.gov (United States)

Altman, Stuart H.

During the 1960's, nursing education shifted dramatically away from hospital-operated diploma schools toward associate degree and baccalaureate programs. This report examines the nature of this shift in training and its anticipated impact on future supply. Other important factors affecting the future supply of nurses are analyzed, including the…

Critical Thinking and Clinical Judgment in Novice Registered Nurses

Science.gov (United States)

Tyne, Sheila L.

2018-01-01

The health care field has become increasingly more complex, requiring new nurses to be prepared upon graduation to respond to a variety of complex situations. Unfortunately, many graduates from associate degree nursing (ADN) programs are not able to think critically upon entering the work force. This presents a major problem for the nurse and for…

Return on investment of advanced practice medical degrees: NPs vs. PAs.

Science.gov (United States)

Craig, Christopher K; Holmes, James H; Carter, Jeffery E

2017-06-01

As the United States faces a predicted physician shortage over the next 2 decades, physician assistants (PAs) and NPs are expected to fill the void. At the same time, because education is expensive, student loan and tuition increases have many potential applicants assessing differences in reimbursement and wondering about their return on investment (ROI). An analysis compared PA and NP salaries by incorporating national salary data, federal income tax, and student loans for a comparative analysis of each career pathway. Salaries were abstracted from the 2012 Bureau of Labor Statistics database. The net present value (NPV) of PA and NP salaries was calculated with a 5% discount rate. Principal and interest for student loans was calculated at a 6% interest fixed-rate loan over 30 years. NPVs were then compared with projected ROI at retirement age. Relative career values were also given to each career choice, based on a retirement age of 65 years, which translates to about 41 years of employment for both PAs and NPs. PAs' and NPs' educational loans both equalled $129,484 on total repayment. The median annual salary of a PA was $90,930 and $89,960 for an NP. PA data yielded a 5% NPV of $781,323 compared with $764,348 for NPs. Of note, the 5% NPV of a 4-year nursing degree is $728,436. PAs have a slightly higher ROI compared with NPs. These findings may change due to adjustments in nursing training models. Many PA programs allow matriculation immediately after obtaining a bachelor's degree. NP schools often require nursing experience before entering their program. Some schools are considering an accelerated NP program, allowing immediate matriculation after obtaining a bachelor's degree. Because many NP programs have become doctoral degrees, the increased duration of training, higher tuition, and fewer years worked before retirement lower the overall NP ROI. A similar reduction in ROI was considered marginal in PAs who attend residency programs-though these programs are

Nurse Leaders’ Experiences of Implementing Career Advancement Programs for Nurses in Iran

Science.gov (United States)

Sheikhi, Mohammad Reza; Khoshknab, Masoud Fallahi; Mohammadi, Farahnaz; Oskouie, Fatemeh

2015-01-01

Background and purpose: Career advancement programs are currently implemented in many countries. In Iran, the first career advancement program was Nurses’ Career Advancement Pathway. The purpose of this study was to explore nurse leaders’ experiences about implementing the Nurses’ Career Advancement Pathway program in Iran. Methods: This exploratory qualitative study was conducted in 2013. Sixteen nurse managers were recruited from the teaching hospitals affiliated to Shahid Behesthi, Qazvin, and Iran Universities of Medical Sciences in Iran. Participants were recruited using purposive sampling method. Study data were collected through in-depth semi-structured interviews. The conventional content analysis approach was used for data analysis. Results: participants’ experiences about implementing the Nurses’ Career Advancement Pathway fell into three main categories including: a) the shortcomings of performance evaluation, b) greater emphasis on point accumulation, c) the advancement-latitude mismatch. Conclusion: The Nurses’ Career Advancement pathway has several shortcomings regarding both its content and its implementation. Therefore, it is recommended to revise the program. PMID:26156907

Impact of Support Services on Associate Level Nursing Programs

Science.gov (United States)

Busby-Parker, Michelle N.

2014-01-01

The goal of the research was to show the impact of the implementation of support services on admissions and graduation from nursing programs. The use of support services has been linked to higher levels of success in nursing students in the classroom and the work place. As nursing schools experience pressure to increase the student capacity to…

A successful online mentoring program for nurses.

Science.gov (United States)

O'Keefe, Trish; Forrester, David Anthony Tony

2009-01-01

This article describes the successful implementation of An Online Mentoring Program for Nurses at a Magnet-designated acute care medical center, Morristown Memorial Hospital (MMH/Atlantic Health). A comprehensive approach to incorporating mentor-protégée teams into professional nurse role development has been demonstrated to (1) improve nurse employee satisfaction, retention, and recruitment outcomes; (2) change the ways nurses and others perceive nurses; (3) augment support by managers and coworkers; and (4) improve patient care outcomes. Nurses are partnered in mentor-protégée relationships and continually engage one another by evaluating the protégée's unique contributions and identifying specific strategic actions to move the protégée toward accomplishing their professional objectives. Building an online mentor-protégée collaboration: (1) maximizing potential, (2) identifying the protégée's unique contributions, and (3) strategic planning. The online mentoring process is a success and has delivered measurable results that have benefited the nurse participants and contributed to our institution's culture of nursing engagement. The online mentoring process has potential to benefit nurses and their organizations by (1) providing real-time communication, (2) facilitating strategic thinking, (3) monitoring progress, (4) "going green," and (5) improving organizational knowledge.

A systematic review of online learning programs for nurse preceptors.

Science.gov (United States)

Wu, Xi Vivien; Chan, Yah Shih; Tan, Kimberlyn Hui Shing; Wang, Wenru

2018-01-01

Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competency, and enhance problem solving skills. Managing the dual roles of a registered nurse and preceptor poses tremendous challenges to many preceptors. Online learning is recognized as an effective learning approach for enhancing nursing knowledge and skills. The systematic review aims to review and synthesise the online learning programs for preceptors. A systematic review was designed based on the Cochrane Handbook for Systematic Reviews of Programs. Articles published between January 2000 and June 2016 were sought from six electronic databases: CINAHL, Medline OVID, PubMed, Science Direct, Scopus, and Web of Science. All papers were reviewed and quality assessment was performed. Nine studies were finally selected. Data were extracted, organized and analysed using a narrative synthesis. The review identified five overarching themes: development of the online learning programs for nurse preceptors, major contents of the programs, uniqueness of each program, modes of delivery, and outcomes of the programs. The systematic review provides insightful information on educational programs for preceptors. At this information age, online learning offers accessibility, convenience, flexibility, which could of great advantage for the working adults. In addition, the online platform provides an alternative for preceptors who face challenges of workload, time, and support system. Therefore, it is paramount that continuing education courses need to be integrated with technology, increase the flexibility and responsiveness of the nursing workforce, and offer alternative means to take up courses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Medication Administration: Measuring Associate Degree Nursing Student Knowledge

Science.gov (United States)

Crowell, Debra L.

2016-01-01

The American Nurse Association's (ANA) provisions outline the commitment expected of nurses to protect the community from harm. Medication administration coincides with patient safety as a compelling obligation in nursing practice. The study's purpose was to examine retention of medication safety knowledge among first year nursing students, after…

An ethical leadership program for nursing unit managers.

Science.gov (United States)

Jeon, Sang Hee; Park, Mihyun; Choi, Kyungok; Kim, Mi Kyoung

2018-03-01

The aims of this study were to evaluate the effect of an ethical leadership program (ELP) on ethical leadership, organizational citizenship behavior (OCB), and job outcomes of nursing unit managers (UMs) and to examine changes in staff nurses' perception about UMs' EL, OCB, job outcomes, and ethical work environments (EWEs) post-ELP. A quasi-experimental (pre- and post-test design) study conducted six-month intervention (ELP) using self-reported UM survey (n=44), and staff nurses (n=158) were randomly extracted by two steps. The Korean version of Ethical Leadership at Work for UMs' self-ethical leadership, the Ethical Leadership Scale for staff nurses' perceived ethical leadership, a 19-item OCB scale, and six dimensions of the medium-sized Copenhagen Psychosocial Questionnaire II for job outcomes and EWEs were administered at baseline and post-intervention. UMs' ethical leadership scores differed significantly over time in people orientation (p=0.041) and concern for ethical leadership sustainability (p=0.002) adjusting for UM experience duration and nursing unit type. Total mean and level of power-sharing of ethical leadership among UMs with leadership, OCB, job outcomes, and EWEs, significant improvement over time appeared only in EWEs' work influence level (p=0.007). This study provides useful information for clinical ELP development and examining the program's effect on leadership skills and followers' outcomes. Program facilitation relies on practical training methods, participant motivation, and assessment outcome designs by controlling clinical confounding factors. Findings have implications as an attempt for intervention to promote competencies related to ethical leadership of nursing unit managers. Copyright © 2017 Elsevier Ltd. All rights reserved.

Voices of chief nursing executives informing a doctor of nursing practice program.

Science.gov (United States)

Embree, Jennifer L; Meek, Julie; Ebright, Patricia

The purpose of this article is to describe the business case framework used to guide doctor of nursing practice (DNP) program enhancements and to discuss methods used to gain chief nurse executives' (CNEs) perspectives for desired curricular and experiential content for doctor of nursing practice nurses in health care system executive roles. Principal results of CNE interview responses were closely aligned to the knowledge, skills and/or attitudes identified by the national leadership organizations. Major conclusions of this article are that curriculum change should include increased emphasis on leadership, implementation science, and translation of evidence into practice methods. Business, information and technology management, policy, and health care law content would also need to be re-balanced to facilitate DNP graduates' health care system level practice. Copyright © 2017 Elsevier Inc. All rights reserved.

Establishing a framework for a physician assistant/bioethics dual degree program.

Science.gov (United States)

Carr, Mark F; Bergman, Brett A

2014-01-01

: Numerous medical schools currently offer a master of arts (MA) in bioethics dual degree for physicians. A degree in bioethics enhances the care physicians provide to patients and prepares physicians to serve on ethics committees and consult services. Additionally, they may work on institutional and public policy issues related to ethics. Several physician assistant (PA) programs currently offer a master of public health (MPH) dual degree for PAs. A degree in public health prepares PAs for leadership roles in meeting community health needs. With the success of PA/MPH dual degree programs, we argue here that a PA/bioethics dual degree would be another opportunity to advance the PA profession and consider how such a program might be implemented. The article includes the individual perspectives of the authors, one of whom completed a graduate-level certificate in bioethics concurrently with his 2-year PA program, while the other served as a bioethics program director.

Marketing and Retention Strategies for Adult Degree Programs

Science.gov (United States)

Brown, Joann A.

2004-01-01

Four marketing strategies are critical to the success of adult degree programs: integrating marketing, knowing your students (research), shaping programs and services for adults, and staying the course (retention).

The organizational transformative power of nurse residency programs.

Science.gov (United States)

Kramer, Marlene; Maguire, Pat; Halfer, Diana; Budin, Wendy C; Hall, Debra S; Goodloe, Lauren; Klaristenfeld, Jessica; Teasley, Susan; Forsey, Lynn; Lemke, Johanna

2012-01-01

Residency programs for newly licensed registered nurses (NLRNs) have been strongly advocated by the Institute of Medicine, American Organization of Nurse Executives, and other professional organizations. Their cost-effectiveness as well as their impact on NLRN retention, job and practice satisfaction, improved performance, and reduction in environmental reality shock has been demonstrated. This qualitative study sought answers to the question: what people, components, processes and activities of Nurse Residency Programs (NRPs), and the work environment are instrumental in the transition and integration of NLRNs into the professional practice role and into professional communities? In the course of interviewing 907 nurses-NLRNs, experienced nurses, managers, and educators-practicing on clinical units with confirmed "very healthy work environments" in 20 Magnet hospitals, it became evident that not only did NRPs positively impact the professional socialization of NLRNs, they led to transformative changes in the organization and in the practice of other health care professionals. The organizational transformative changes described by the interviewees are presented for each of the 7 major challenges identified by NLRNs-delegation, prioritization, managing patient care delivery, autonomous decision-making, collaboration with other disciplines, constructive conflict resolution, and utilizing feedback to restore self-confidence. If it can be demonstrated that these transformative changes stimulated by NRPs also lead to improved patient outcomes, NRPs may be the most significant organization transformation instituted by nurse leaders in recent years.

Mentor program boosts new nurses' satisfaction and lowers turnover rate.

Science.gov (United States)

Fox, Kathy C

2010-07-01

In 2004, the turnover rate among first-year registered nurses (RNs) at St. Francis Hospital and Health Centers had mushroomed to 31%. Based on research, in 2006, the hospital embarked on a journey to implement an RN mentor program to improve satisfaction and reduce turnover. A pilot program was initiated, including 12 RN mentors and 12 RN protégés from select nursing units. The results showed a 0% turnover rate during the 1-year pilot program. Based on these findings, the mentor program was expanded to include RNs working in inpatient nursing units and surgery and emergency departments. Each year, the RN turnover rate has decreased. In 2009, the turnover rate was 10.3%. Because of the success of the program, it has been expanded in scope to include other professionals experiencing high turnover in targeted departments, including radiological technicians, respiratory therapists, pharmacists, and physical therapists.

Faculty role modeling of professional writing: one baccalaureate nursing program's experience.

Science.gov (United States)

Newton, Sarah E

2008-01-01

According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes.

INCREASING DIVERSITY IN OUR SCHOOLS OF NURSING.

Science.gov (United States)

Neubrander, Judy; Metcalfe, Sharon E

2016-01-01

This article will review one school's quest to address the multi-level social, historical, environmental and structural determinants faced by under-represented ethnic minorities (UREM) and disadvantaged background (DB) students as they seek entrance into a nursing program. Nursing Network Careers and Technology (NN-CAT) provides a nursing career network for underrepresented and disadvantaged students in western North Carolina and has increased the number of underrepresented and disadvantaged students who are admitted, retained and graduate with a bachelor's degree in nursing from Western Carolina University. Initial data from this NN-CAT program have demonstrated that addressing social determinants and eliminating barriers can increase the number of UREM and educationally disadvantaged students who successfully matriculate in our schools of Nursing and subsequently graduate. These nurses then enter the workforce and provide culturally meaningful care in their local communities.

Transnational nursing programs: models, advantages and challenges.

Science.gov (United States)

Wilson, Michael

2002-07-01

Conducting transnational programs can be a very rewarding activity for a School, Faculty or University. Apart from increasing the profile of the university, the conduct of transnational programs can also provide the university with openings for business opportunities, consultative activities, and collaborative research. It can also be a costly exercise placing an enormous strain on limited resources with little reward for the provider. Transnational ventures can become nonviable entities in a very short period of time due to unanticipated global economic trends. Transnational courses offered by Faculties of Business and Computing are commonplace, however, there is a growing number of health science programs, particularly nursing that are being offered transnational. This paper plans an overview of several models employed for the delivery of transnational nursing courses and discusses several key issues pertaining to conducting courses outside the host university's country.

Maintaining quality control in a nontraditional nuclear technology degree program

International Nuclear Information System (INIS)

DeSain, G.W.

1989-01-01

Regents College, created by the Board of Regents of the University of The State on New York in 1971, has been offering, since January 1985, AS and BS degrees in nuclear technology. The impetus for establishing the nuclear technology degrees came from nuclear utility management and had to do with the US Nuclear Regulatory Commission proposed rule regarding degreed operators on shift. There are a variety of ways to earn credits in Regents College degree programs: (1) college courses taken for degree-level credit from regionally accredited colleges; (2) courses sponsored by business, industry, or government that have been evaluated and recommended for credit by the New York National or American Council on Education (ACE's) Program on Noncollegiate Sponsored Instruction (PONSI); (3) military education that has been evaluated by ACE PONSI; (4) approved college-proficiency examinations; and (5) special assessment: an individualized examination of college-level knowledge gained from experience or independent study. Nuclear technology students primarily use college course work, evaluated military education, and proficiency examinations to complete degree programs. However, an increasing number of utilities are having training programs PONSI evaluated, resulting in an increased use of these courses in the nuclear technology degrees. Quality control is a function of several factors described in the paper

The meaning of being a nurse educator and nurse educators' attraction to academia: A phenomenological study.

Science.gov (United States)

Laurencelle, Francine L; Scanlan, Judith M; Brett, Anne Liners

2016-04-01

The nursing faculty shortage affects the number of nurse graduates. Understanding the meaning of being a nurse educator and what attracts nurses with graduate degrees to academia, are important considerations in addressing the recruitment and retention of faculty. The aim of this study was to explore the meaning of being a nurse educator and how nurse educators' understand their attraction to academia. The sample population included 15 nurse educators with a master's or doctoral degree, currently teaching in an undergraduate or graduate nursing program in a western Canadian city. Data were collected through 15 face-to-face semi-structured interviews using an interview guide. The meaning of being a nurse educator and how nurse educators understand their attraction to academia illustrates, from the perspective of the participants, how they give meaning to being a nurse educator and how they understand their attraction to academia. Six subthemes emerged: (1) opportunities, (2) wanting to teach, (3) seeing students learn, (4) contributing to the profession, (5) the unattractive, and (6) flexibility. The faculty shortage is a complex issue, one that will persist into the foreseeable future. Understanding how nurse educators experience academia and how the meaning of these experiences attract them to academia, will facilitate the development of creative strategies to recruit and retain qualified nurse educators. Copyright © 2016 Elsevier Ltd. All rights reserved.

Genesis and Evolution of the Nursing and Midwifery Program

African Journals Online (AJOL)

managed all of those changes. Lessons Learned. Developing an effective partnership between national nursing leadership and foreign academic institutions requires flexibility, respect, and thoughtful planning. Conclusions. The Rwanda HRH Nursing and Midwifery Program is a remarkable example of professional ...

Patient safety in practical nurses' education: A cross-sectional survey of newly registered practical nurses in Canada.

Science.gov (United States)

VanDenKerkhof, Elizabeth; Sears, Nancy; Edge, Dana S; Tregunno, Deborah; Ginsburg, Liane

2017-04-01

Practical nurses have experienced an increasing scope of practice, including an expectation to care for complex patients and function on interdisciplinary teams. Little is known about the degree to which patient safety principles are addressed in practical nursing education. To examine self-reported patient safety competencies of practical nurses. A cross-sectional online survey (July 2014) and face-to-face interviews (June 2015). Ontario, Canada. Survey participants were practical nurses newly registered with the College of Nurses of Ontario between January 2012 and December 2013. Interview participants were faculty and students in a practical nursing program in Ontario. Survey respondents completed the Health Professional Education in Patient Safety Survey online. Self-reported competencies in various patient safety domains were compared between classroom and clinical settings. Faculty members were interviewed about educational preparation of practical nurses and students were interviewed to provide insight into interpretation of survey questions. The survey response rate was 28.4% (n=1104/3883). Mean domain scores indicated a high level of confidence in patient safety competence (Nurses of Ontario >2years and in those who obtained their education outside of Canada. Faculty believed their approach to teaching and learning instilled a deep understanding of the limits to practical nurse autonomous practice. Practical nurses were confident in what they learned about patient safety in their educational programs. The high degree of patient safety competence may be a true reflection of practical nurses understanding of, and comfort with, the limits of their knowledge and, ultimately, the limits of their individual autonomous practice. Further exploration as to whether the questionnaire requires additional modification for use with practical nurse populations is warranted. However, this study provides the first examination of practical nurses' perspectives and

Outcomes of ADN-BSN partnerships to increase baccalaureate prepared nurses.

Science.gov (United States)

Sizemore, Mary H; Robbins, Leslie K; Hoke, Mary M; Billings, Diane M

2007-01-01

The limited supply of BSN nurses hinders efforts to increase patient care quality and address health disparities. In largely rural and economically disadvantaged areas, associate degree prepared nurses provide the majority of nursing services. To address a statewide need, a BSN Program and 3 ADN Programs formed a partnership to take BSN education to rural and medically underserved areas. This article describes the program planning, implementation, and evaluation using an adapted assessment framework with partnership principles as its foundation. Interactive television, internet education components, local clinical experiences, and distant nursing faculty liaisons were used. The nursing course sequence was completed by 101 of 102 students. Hall's Professionalism Scale, the California Critical Thinking Disposition Inventory, and the California Critical Thinking Skills Test measured the increases found in professional socialization and critical thinking. Use of the adapted theoretical framework represented a strategic approach to developing a distance delivered nursing education program.

Technical Standards for Nursing Education Programs in the 21st Century.

Science.gov (United States)

Ailey, Sarah H; Marks, Beth

The Institute of Medicine (2000, 2002) exposed serious safety problems in the health system and called for total qualitative system change. The Institute of Medicine (2011, 2015) also calls for improving the education of nurses to provide leadership for a redesigned health system. Intertwined with improving education is the need to recruit and retain diverse highly qualified students. Disability is part of diversity inclusion, but current technical standards (nonacademic requirements) for admission to many nursing programs are a barrier to the entry of persons with disabilities. Rehabilitation nurse leaders are in a unique position to improve disability diversity in nursing. The purpose of this paper is to discuss the importance of disability diversity in nursing. The history of existing technical standards used in many nursing programs is reviewed along with examples. On the basis of the concept that disability inclusion is a part of diversity inclusion, we propose a new model of technical standards for nursing education. Rehabilitation nurse leaders can lead in eliminating barriers to persons with disabilities entering nursing.

Career ladder program for registered nurses in ambulatory care.

Science.gov (United States)

Nelson, Joan; Sassaman, Becky; Phillips, Alison

2008-01-01

RN ladder programs are designed to inspire and reward clinical excellence. Kaiser Permanente Colorado's (KPCO) career ladder program emerged as a result of a labor-management partnership. Career ladder point assignments are reflective of the organization's priorities and values. KPCO's career ladder point tool awards RNs for formal and continuing education, professional presentations, organizational experience and experience as an RN, certifications and active professional memberships, leadership activities, research and publications, and nursing-related volunteer work. Participation in the RN career ladder requires that the nurse achieve a self-determined, manager-approved, measurable goal that will improve patient care. Career ladder nurses at KPCO were significantly more involved in leadership and interdisciplinary activities, quality improvement projects, and preceptorship.

An intervention program to promote health-related physical fitness in nurses.

Science.gov (United States)

Yuan, Su-Chuan; Chou, Ming-Chih; Hwu, Lien-Jen; Chang, Yin-O; Hsu, Wen-Hsin; Kuo, Hsien-Wen

2009-05-01

To assess the effects of exercise intervention on nurses' health-related physical fitness. Regular exercise that includes gymnastics or aerobics has a positive effect on fitness. In Taiwan, there are not much data which assess the effects of exercise intervention on nurses' health-related physical fitness. Many studies have reported the high incidence of musculoskeletal disorders (MSDs) in nurses However, there has been limited research on intervention programs that are designed to improve the general physical fitness of nurses. A quasi-experimental study was conducted at a medical centre in central Taiwan. Ninety nurses from five different units of a hospital volunteered to participate in this study and participated in an experimental group and a control group. The experimental group engaged in a three-month intervention program consisting of treadmill exercise. Indicators of the health-related physical fitness of both groups were established and assessed before and after the intervention. Before intervention, the control group had significantly better grasp strength, flexibility and durability of abdominal muscles than the experimental group (p work duration, regular exercise and workload and found that the experimental group performed significantly better (p flexibility, durability of abdominal and back muscles and cardiopulmonary function. This study demonstrates that the development and implementation of an intervention program can promote and improve the health-related physical fitness of nurses. It is suggested that nurses engage in an exercise program while in the workplace to lower the risk of MSDs and to promote working efficiency.

[Abandonment of nursing courses: a survey regarding the motivations which lead the students to the abandonment of the nursing degree course].

Science.gov (United States)

Destrobecq, Anne; Destefani, Chiara; Sponton, Anna

2008-01-01

The Authors made a survey regarding the motivations which make the students leave the nursing degree course (NDC). The statistical data regarding the abandonment of university courses in Italy say that a 19/20% of the students leave the courses. As regards the whole University of Milan, the amount of those students (18,3%) lays under the national average. The authors made a survey about the motivations which lead the students of nursing to the abandonment of their academic path; via the offices of the nursing schools they collected the telephone numbers of the students enroled between 2000 and 2006, then they made a structured telephonic interview. An 87,7% of the interviewed students said that he/she had abandoned during the first year; the motivations are the following, in order of frequency: Too much engagement (30.1%), Other (26%), this item offers several answers, for example pregnancy, emotive problems, personal problems, Change of the academic path (23,3%) Expectations Disappointment (12,4%), Economic problems (8.2%). The survey is qualitative; it wants to be a first-step study to deeply analyze a topic of major interest in the field of nursing courses management.

42 CFR 413.87 - Payments for Medicare+Choice nursing and allied health education programs.

Science.gov (United States)

2010-10-01

... reimbursement for approved nursing and allied health education programs and the methodology for determining the... receives payment for a nursing or allied health education program under § 413.85 may receive an additional... establishes a nursing or allied health education program after FY 1998 and receives reasonable cost payment...

Effects of the Nurse Athlete Program on the Healthy Lifestyle Behaviors, Physical Health, and Mental Well-being of New Graduate Nurses.

Science.gov (United States)

Hrabe, David P; Melnyk, Bernadette Mazurek; Buck, Jacalyn; Sinnott, Loraine T

Recognizing that transition from nursing student to point-of-care nurse can be a stressful time period in one's career. A pilot study at a large Midwestern medical center tested the preliminary effects of a health-oriented workshop, the Nurse Athlete, on new graduate nurses' healthy lifestyle beliefs, healthy lifestyle behaviors, depressive and anxiety symptoms, as well as health outcomes. The Nurse Athlete workshop, provided in partnership with Johnson & Johnson's Human Performance Institute (HPI), used materials from HPI's Corporate Athlete program. The 2-day workshop focuses on energy management through a comprehensive examination of goals and values in relation to one's spiritual, mental, emotional, and physical development and provides practical strategies to improve self-care. Eighty-eight new graduate nurses hired at the university's medical center were offered the opportunity to participate in the Nurse Athlete program and associated study. Sixty-nine percent of these new graduate nurses (n = 61) consented and participated in the program. There was a statistically significant decrease in the participants' weight and body mass index from baseline to the 6-month follow-up assessment, which resulted in small to medium positive effects for the Nurse Athlete program. There was also a significant decrease in body fat percentage across time, resulting in a large positive intervention effect. Statistically significant reductions in depressive symptoms were measured between baseline and 6 months.

The impact of training program on nurses' attitudes toward workplace violence in Jordan.

Science.gov (United States)

Al-Ali, Nahla Mansour; Al Faouri, Ibrahim; Al-Niarat, Tahany Fareed

2016-05-01

Nurses' attitudes toward workplace violence are still inadequately explored, and possess an impact in preventing, and managing the violent incidents and the quality of nursing care. Creating a demand for an effective intervention program to improve nurses' knowledge of and attitudes toward workplace violence. To study the impact of the training program on nurses' attitudes toward workplace violence in a military hospital in Jordan. One group before-after design was employed. A stratified random sample of 100 nurses working in three shifts was recruited. Data were collected earlier and after the preparation program using the Attitudes Toward Patient Physical Assault Questionnaire. "The Framework Guidelines for addressing workplace violence in the health sector", was adopted in this work. The preparation sessions were for one day each week over five weeks. The post-test assessment was over five weeks using the same questionnaire. A total of 97 nurses completed the survey. The outcomes demonstrated the significant impact of the training program on nurses' attitudes towards workplace violence (t=6. 62, df=96, p=0.000). The prevalence of verbal abuse by patients and visitors was 63.9% and for physical abuse, 7.2% were from patients and 3.1% of visitors. Most violent incidents occurred during day duty and during delivering nursing care (40.2% and 32%, respectively). Major source of emotional support for abused nurses was from the nursing team (88.7%), while the legal support was from nursing management (48.5%). The study highlights a general concern among nursing staff about workplace violence. Confirming that violence prevention education for staff is a necessary step forward to deescalate the problem. A significant effect of the training program was evident in this study. Copyright © 2015 Elsevier Inc. All rights reserved.

Investing in human capital: an academic-service partnership to address the nursing shortage.

Science.gov (United States)

Clark, Rebecca Culver; Allison-Jones, Lisa

2011-01-01

The well-documented shortage of nurses and the impact of educational preparation of nurses on patient care outcomes provide a compelling argument for the need to increase the number of registered nurses and to advance their educational preparation. This article describes the application of human capital theory in a creative venture between a health system and a school of nursing that has demonstrated success in addressing these issues. A tuition advancement program was developed to support interested personnel in attaining the associate degree in nursing and to support current RNs in attaining the baccalaureate degree. The venture included support for graduate preparation of nurses interested in becoming faculty.

The Maryland nuclear science baccalaureate degree program: The utility perspective

International Nuclear Information System (INIS)

Mueller, J.R.

1989-01-01

In the early 1980s, Wisconsin Public Service Corporation (WPSC) made a firm commitment to pursue development and subsequent delivery of an appropriate, academically accredited program leading to a baccalaureate degree in nuclear science for its nuclear operations personnel. Recognizing the formidable tasks to be accomplished, WPSC worked closely with the University of Maryland University College (UMUC) in curriculum definition, specific courseware development for delivery by computer-aided instruction, individual student evaluation, and overall program implementation. Instruction began on our nuclear plant site in the fall of 1984. The university anticipates conferring the first degrees from this program at WPSC in the fall of 1989. There are several notable results that WPSC achieved from this degree program. First and most importantly, an increase in the level of education of our employees. It should be stated that this program has been well received by WPSC operator personnel. These employees, now armed with plant experience, a formal degree in nuclear science, and professional education in management are real candidates for advancement in our nuclear organization

The business management preceptorship within the nurse practitioner program.

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Wing, D M

1998-01-01

Changes in health care reimbursement practices have affected the way in which primary health care is provided. To be successful, nurse practitioners must have a proficient understanding of basic business functions, including accounting, finance, economics, marketing, and reimbursement practices. Yet, many graduates of nurse practitioner programs are not adequately prepared to make fundamental business decisions. Therefore, it is essential that nurse practitioner faculty provide learning experiences on primary practice business. Because the preceptor experience is an integral aspect of nurse practitioner education, a business preceptorship provides students with pragmatic knowledge of the clinical practice within a business framework. The University of Indianapolis School of Nursing offers a nurse practitioner business preceptorship. The implementation, challenges, and positive outcomes of the course are discussed in this article.

Proposed Accreditation Standards for Degree-Granting Correspondence Programs Offered by Accredited Institutions.

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McGraw-Hill Continuing Education Center, Washington, DC.

A study on proposed accreditation standards grew out of a need to (1) stimulate the growth of quality correspondence degree programs; and (2) provide a policy for accreditation of correspondence degree programs so that graduates would be encouraged to pursue advanced degree programs offered elsewhere by educational institutions. The study focused…

Generational diversity in associate degree nursing students: Teaching styles and preferences in Pennsylvania

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Kitko, Jennifer V.

2011-12-01

Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of

The effect of nursing internship program on burnout and professional commitment.

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Ayaz-Alkaya, Sultan; Yaman-Sözbir, Şengül; Bayrak-Kahraman, Burcu

2018-05-26

Professional commitment is defined as a belief in and acceptance of the values of the profession which is chosen, effort to actualize these values, desire to improve him/herself. Nurses' professional and organizational commitment are influenced by factors such as job stress, job satisfaction and burnout. This study was conducted to determine the effect of nursing internship program on professional commitment and burnout of senior nursing students. A quasi-experimental study with a pretest and posttest without control group design was used. Students who were attending nursing internship program and agreed to participate were included in the study. Sample consisted of 101 students. Data were collected with a questionnaire, the burnout measure short version and nursing professional commitment scale. After the nursing internship, 77.2% were pleased to study nursing, 83.2% were pleased to be a senior student, 55.4% did not have any intention to change their profession, 81.2% wanted to work as nurses, and 82.2% were planning career advancement in nursing of the students, 34.7% and 43.6% were found to experience burnout, before and after the nursing internship, respectively (p nursing professional commitment scale were compared, a significant difference was found between mean scores on the total score and "maintaining membership" subscale (p nursing internship, burnout and professional commitment levels of the students increased. Copyright © 2018 Elsevier Ltd. All rights reserved.

Factors Influencing Part-time Faculty Engagement With Online Nursing Programs.

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Reneau, Margaret; Wallace, Cara; Claywell, Lora; Price, Jill; Burdi, Melissa; Trybulski, Joanne

2018-03-28

This research investigated factors that influenced the engagement of part-time faculty teaching in online nursing programs with their institutions. Of the 257 part-time faculty surveyed, the most significant factor was being supported in decisions regarding student issues, followed by institutional commitment to quality online education. Compensation was moderately influential; a negative factor was requiring too frequent meetings. Understanding factors that influence the engagement of part-time faculty teaching in online nursing programs can help leaders of online programs attract and retain experienced, highly skilled faculty.

Student perception of initial transition into a nursing program: A mixed methods research study.

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McDonald, Meghan; Brown, Janine; Knihnitski, Crystal

2018-05-01

Transition into undergraduate education programs is stressful and impacts students' well-being and academic achievement. Previous research indicates nursing students experience stress, depression, anxiety, and poor lifestyle habits which interfere with learning. However, nursing students' experience of transition into nursing programs has not been well studied. Incongruence exists between this lack of research and the desire to foster student success. This study analyzed students' experiences of initial transition into a nursing program. An embedded mixed method design. A single site of a direct-entry, four year baccalaureate Canadian nursing program. All first year nursing students enrolled in the fall term of 2016. This study combined the Student Adaptation to College Questionnaire (SACQ) with a subset of participants participating in qualitative focus groups. Quantitative data was analyzed using descriptive statistics to identify statistically significant differences in full-scale and subscale scores. Qualitative data was analyzed utilizing thematic analysis. Significant differences were seen between those who moved to attend university and those who did not, with those who moved scoring lower on the Academic Adjustment subscale. Focus group thematic analysis highlighted how students experienced initial transition into a baccalaureate nursing program. Identified themes included reframing supports, splitting focus/finding focus, negotiating own expectations, negotiating others' expectations, and forming identity. These findings form the Undergraduate Nursing Initial Transition (UNIT) Framework. Significance of this research includes applications in faculty development and program supports to increase student success in the first year of nursing and to provide foundational success for ongoing nursing practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

The ALIVE program: developing a web-based professional development program for nursing leaders in the home healthcare sector.

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Lankshear, Sara; Huckstep, Sherri; Lefebre, Nancy; Leiterman, Janis; Simon, Deborah

2010-05-01

Home healthcare nurses often work in isolation and rarely have the opportunity to meet or congregate in one location. As a result, nurse leaders must possess unique leadership skills to supervise and manage a dispersed employee base from a distance. The nature of this dispersed workforce creates an additional challenge in the ability to identify future leaders, facilitate leadership capacity, and enhance skill development to prepare them for future leadership positions. The ALIVE (Actively Leading In Virtual Environments) web-based program was developed to meet the needs of leaders working in virtual environments such as the home healthcare sector. The program, developed through a partnership of three home healthcare agencies, used nursing leaders as content experts to guide program development and as participants in the pilot. Evaluation findings include the identification of key competencies for nursing leaders in the home healthcare sector, development of program learning objectives and participant feedback regarding program content and delivery.

Spiritual interventions and the impact of a faith community nursing program.

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Shores, Cynthia Ingram

2014-04-01

Faith community nursing had its formal beginnings in the Midwestern United States in 1984 when six nurses received financial support from a local hospital to work in churches. Over time, the churches assumed increasing responsibility for the nurses' salaries. The success of this initiative was associated with the understanding that faith communities are dedicated to keeping people well. The number of programs increased over the past 30 years and now there are thousands of faith community nurses serving populations around the world. Research for this specialty practice has not experienced comparable growth, and is needed to further develop faith community nursing science. This study, based on the Roy Adaptation Model, used a qualitative design to identify spiritual nursing interventions that faith community nurses use in their practice, and to examine the spiritual impact of a faith community nursing program. Data were collected from faith community members, clergy representatives, and faith community nurses with a researcher-developed demographic tool and a six-item open-ended questionnaire that were both mailed to participants (N = 112; n = 52; response rate = 46%) and analyzed through content analysis. A variety of spiritual nursing interventions were identified. Themes related to the spiritual impact included the physical, mental, and spiritual health connection, caring, hope, spiritual support and benefits, and religious concepts.

The Experiences of International Nursing Students in a Baccalaureate Nursing Program.

Science.gov (United States)

Sanner, Susan; Wilson, Astrid H.; Samson, Linda F.

2002-01-01

Eight female Nigerians studying nursing in the United States experienced social isolation, became resolved to acceptance of antagonistic attitudes encountered in the program, and persisted in spite of obstacles. From their experiences, recommendations for the adjustment of international students were developed. (Contains 20 references.) (SK)

Implementation and outcomes of an evidence-based precepting program for burn nurses.

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Robbins, Johnnie R; Valdez-Delgado, Krystal K; Caldwell, Nicole W; Yoder, Linda H; Hayes, Elizabeth J; Barba, Michaèl G; Greeley, Hope L; Mitchell, Colleen; Mann-Salinas, Elizabeth A

2017-11-01

There is significant nationwide interest in transitioning new and new-to-specialty nurses into practice, especially in burn care. Lack of a structured transition program in our Burn Center was recognized as a contributing factor for nursing dissatisfaction and increased turnover compared to other hospital units. Employee evaluations exposed a need for more didactic instruction, hands-on learning, and preceptor support. The goal of this project was to implement an evidence-based transition to practice program specific to the burn specialty. The Iowa Model of Evidence-based Practice served as the model for this project. A working group was formed consisting of nurse scientists, clinical nurse leaders, clinical nurse specialists, lead preceptors, staff nurse preceptors and wound care coordinators. A systematic review of the literature was conducted focusing on nurse transition; preceptor development and transitioning nurse training programs with competency assessment, ongoing multifaceted evaluation and retention strategies were created. The evidence-based Vermont Nurses in Partnership (VNIP) Clinical Transition Framework was selected and subsequent education was provided to all Burn Center leaders and staff. Benchmarks for basic knowledge assessment (BKAT) and burn wound care were established among current staff by work site and education level to help evaluate transitioning nurses. Policies were modified to count each preceptor/transitioning nurse dyad as half an employee on the schedule. Multiple high-fidelity simulation scenarios were created to expand hands-on opportunities. From September 2012-December 2013, 110 (57% acute care nursing) Burn Center staff attended the VNIP Clinical Coaching Course, to include 34 interdisciplinary staff (rehabilitation, education, respiratory therapy, and outpatient clinic staff) and 100% of identified preceptors (n=33). A total of 30 new nurses participated in the transition program: 26 (87%) completed, 3 (10%) did not complete

Student satisfaction and academic performance in a dual PharmD/MBA degree program.

Science.gov (United States)

Chumney, Elinor C G; Ragucci, Kelly R

2006-04-15

Evaluate the academic experience and satisfaction of students enrolled in the dual PharmD/MBA degree program between the South Carolina College of Pharmacy and The Citadel's School of Business Administration. Compare grade point averages of students enrolled in the dual degree program with those of traditional student colleagues. A standardized satisfaction survey instrument was administered to 32 students currently enrolled in the dual PharmD/MBA degree program. Grade point averages (GPAs) in both pharmacy and business coursework were also collected for analysis. There were slightly higher percentages of both female and minority students in the dual degree program compared to the pharmacy class as a whole. Eighteen (56%) of students completed the survey, and responses were generally positive. The mean GPA of students in the dual degree program was higher than that of both pharmacy (3.37 vs 3.08, p vs 3.64, not statistically significant) students not enrolled in the dual degree program. Students enrolled in the dual degree program did better academically than their counterparts and indicated an overall high level of satisfaction with the program.

The influences of nursing education on the socialization and professional working relationships of Canadian practical and degree nursing students: A critical analysis.

Science.gov (United States)

Limoges, Jacqueline; Jagos, Kim

2015-10-01

Little evidence exists about how education influences the ways that registered nurses (RN) and registered practical nurses (RPN) negotiate their professional work relationships. This qualitative study used interviews and reflective writing from 250 Bachelor of Science in Nursing (BScN) and Practical Nursing (PN) students to explore how education constructs intraprofessional relations. The data were collected after two joint BScN/PN education events - one held in the first semester and one in the fourth semester. The findings reveal how education conveys and establishes dominant discourses about the tiers in nursing and the boundary work and professional closure strategies used by the two groups. In addition, although the two education programs are largely segregated and education about how to work with each other is rarely discussed, PN and BScN students strive to understand the differences and perceived inequities between the two designations of nurse. The data show how students attempt to reconcile the tensions and disjunctures they experience from the power relations by activating socially constructed and hegemonic positions that have been problematic for nursing. Findings will assist nurse educators to understand how education can be used to negotiate professional boundaries and working relationships that foster equity and social inclusion. Copyright © 2015 Elsevier Ltd. All rights reserved.

Abortion-care education in Japanese nurse practitioner and midwifery programs: a national survey.

Science.gov (United States)

Mizuno, Maki

2014-01-01

While various reports have been published concerning ethical dilemmas in nursing and midwifery, and while many nurses and midwives struggle with the conflict between personal feelings raised by abortion and the duties of their position, few studies investigate the extent and conditions of abortion-care education for registered nurses (RNs) and certified nurse-midwives (CNMs) in Japan. To describe Japanese abortion-care education programs and to investigate program directors' or other relevant persons' perceptions of abortion-care education. Descriptive study was used to determine the extent of abortion-care education programs and the respondents' perceptions of abortion-care education. All 228 Japanese nursing and/or midwifery schools were invited to participate in the study. The response rate was 33.8% (n=77). Response rate varied by program type: 18.4% (n=45) for nursing programs and 29.0% (n=32) for midwifery programs. A confidential survey requesting information about curricular coverage of ten reproductive health topics related to abortion was mailed to program directors. The results show that the majority of CNM and RN programs surveyed offer didactic exposure to instruction in family planning and contraception, emergency contraception, legal considerations, and possible medical complications. However, few programs offer clinical exposure to all 10 topics. Of the respondents, 36% reported that lack of time and the low priority given to abortion-care education were issues of curriculum priority. As for educational materials, few textbooks or guidebooks exist on abortion care in Japan, and most educators use general nursing textbooks to cover this topic. Regardless of interest in or intention to provide abortion services as part of their practice, all providers of abortion-care education need to be knowledgeable about the full range of reproductive health options, including family planning and abortion, and to be able to convey this information to clients

Implementation and evaluation of an interprofessional simulation-based education program for undergraduate nursing students in operating room nursing education: a randomized controlled trial.

Science.gov (United States)

Wang, Rongmei; Shi, Nianke; Bai, Jinbing; Zheng, Yaguang; Zhao, Yue

2015-07-09

The present study was designed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students' attitudes toward interprofessional education and knowledge about operating room nursing. Nursing students were randomly assigned to either the interprofessional simulation-based education or traditional course group. A before-and-after study of nursing students' attitudes toward the program was conducted using the Readiness for Interprofessional Learning Scale. Responses to an open-ended question were categorized using thematic content analysis. Nursing students' knowledge about operating room nursing was measured. Nursing students from the interprofessional simulation-based education group showed statistically different responses to four of the nineteen questions in the Readiness for Interprofessional Learning Scale, reflecting a more positive attitude toward interprofessional learning. This was also supported by thematic content analysis of the open-ended responses. Furthermore, nursing students in the simulation-based education group had a significant improvement in knowledge about operating room nursing. The integrated course with interprofessional education and simulation provided a positive impact on undergraduate nursing students' perceptions toward interprofessional learning and knowledge about operating room nursing. Our study demonstrated that this course may be a valuable elective option for undergraduate nursing students in operating room nursing education.

Baccalaureate Student Nurses' Study Habits Prior to Admission to Nursing Program: A Descriptive Qualitative Study.

Science.gov (United States)

Felicilda-Reynaldo, Rhea Faye D; Cruz, Jonas Preposi; Bigley, Louise; Adams, Kathryn

2017-06-01

Faculty continue to observe students struggling as they adapt their study strategies to learn nursing core content. This study described the study habits of Bachelor of Science in Nursing (BSN) students prior to admission to the program. This study used a descriptive qualitative research design. A purposive sample of 19 BSN students (juniors [n=10] and seniors [n=9]) from a 4-year public Midwestern university were included in this study. Two focus group sessions, using a semi-structured interview guide, were conducted in the spring semester of 2013. The four themes which emerged from the analysis of data were: "I just got it," "I had a lot of time then," "I studied alone" mostly, and "…a little struggle with the sciences." The findings suggest the BSN students did not study much or employed poor study strategies during their years completing general education courses. Academic support is needed by students prior to admission to the nursing program so they can learn effective study skills and modify their study habits for easier adaptation to the rigors of nursing education. Published by Elsevier Ltd.

Nursing students’ perceptions of their educational environment in the bachelor’s programs of the Shifa College of Nursing, Pakistan

Directory of Open Access Journals (Sweden)

Gideon Victor

2016-12-01

Full Text Available Purpose The objective of this study was to evaluate nursing students’ perceptions of their educational environment in a private college. Perceptions were compared between genders and 2 bachelor’s programs. Methods A total of 219 students participated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN and the Post-Registered Nurse Bachelor of Science in Nursing (PRBSN programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee Ready Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total scores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and gender. Results The overall total mean score (119 of 200 is suggestive of more positive than negative perceptions of the educational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment was felt to be ‘not a nice place.’ The t-test revealed more positive perceptions among students enrolled in the PRBSN program (P<0.0001 than among those enrolled in the GBSN program and more positive perceptions among female students than among male students (P<0.0001. Conclusion Commonalities and differences were found in the perceptions of the nursing students. Both positive and negative perceptions were reported; the overall sense of a positive environment was present, but the social component requires immediate attention, along with other unsatisfactory components. Establishing a supportive environment conducive to competence-based learning would play an important role in bringing desirable changes to the educational environment.

Evaluating an australian emergency nurse practitioner candidate training program.

Science.gov (United States)

Plath, Sharyn J; Wright, Mary; Hocking, Julia

2017-11-01

Nurse Practitioners (NPs) receive core clinical training at master's level, with their employer providing the opportunity to upskill in clinical and procedural competencies. It is increasingly recognised that this generic education requires supplementary training for operating effectively within a specific clinical environment. In this paper we describe a pilot program designed to train Australian NP Candidates to work effectively within the Emergency Department Fast Track model of care. The training program consisted of a 12-month period: four hours in-house training per week over two semesters, running concurrently with the NP candidate's University semesters, and 3 months' clinical practice to consolidate. The training team defined milestones for Semesters one and two, and developed a case review form to assess application of the candidate's knowledge in new clinical situations, as well as check for gaps in understanding. A clinical skills guide was developed for the candidate to work toward, and a comprehensive assessment was carried out at two time points in the training program. Feedback was obtained from the mentors and the candidate at the end point of the training program, and has been used to refine the program for 2017. This in-house training program provided specialised, evidence-based training for the emergency department environment, resulting in development of the nurse practitioner candidate as a high functioning team member. Copyright © 2017 College of Emergency Nursing Australasia. All rights reserved.

Marketing to Nurses through an Incentive Program.

Science.gov (United States)

Campbell, Jeanne Phillips; Williams, Trudy

1983-01-01

Describes the Incentive Career Mobility Plan, a program for improving employee morale and retention by rewarding self-improvement. Discusses its use by nurse administrators for marketing their institutions to current and potential employees. (JOW)

Nursing students' perceptions of their educational environment in the bachelor's programs of the Shifa College of Nursing, Pakistan.

Science.gov (United States)

Victor, Gideon; Ishtiaq, Muhammad; Parveen, Subia

2017-01-01

The objective of this study was to evaluate nursing students' perceptions of their educational environment in a private college. Perceptions were compared between genders and 2 bachelor's programs. A total of 219 students participated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN) and the Post-Registered Nurse Bachelor of Science in Nursing (PRBSN) programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee Ready Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total scores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and gender. The overall total mean score (119 of 200) is suggestive of more positive than negative perceptions of the educational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment was felt to be 'not a nice place.' The t-test revealed more positive perceptions among students enrolled in the PRBSN program (Pnursing students. Both positive and negative perceptions were reported; the overall sense of a positive environment was present, but the social component requires immediate attention, along with other unsatisfactory components. Establishing a supportive environment conducive to competence-based learning would play an important role in bringing desirable changes to the educational environment.

Enterpreneurship/Small Business Degree Programs at Community Colleges

Science.gov (United States)

Maidment, Fred

2007-01-01

Associate degree programs at community colleges in small business/entrepreneurship were examined in this article. The study examined the community college programs in entrepreneurship and small business related, small business administration and entrepreneurship listed in "Perterson's Guide to Two-Year Colleges" (Oram, 2005). Current catalogs…

Colleges and Universities with Degree or Certificate Bearing Programs in Creativity

Science.gov (United States)

Yudess, Jo

2010-01-01

In this article, the author presents a list of colleges and universities with degree or certificate bearing programs in creativity. Since this focuses only on degree bearing programs, an individual might also focus on creativity by working with a specific faculty member in a more general program such as industrial-organizational psychology or…

Nurse Educators' Preceptions of Preparedness to Guide Clinical Learning

Science.gov (United States)

Jenkins-Cameron, Stella L.

2014-01-01

The purpose of the study was to examine nurse educators' (NEs) perceptions of their level of preparedness to guide learning in clinical rotations of associate degree pre-licensure nursing programs of a South Atlantic state. The study also sought to determine the relationship between clinical experience, formal education, and teaching experience to…

Initial evaluation of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

Science.gov (United States)

Hickey, Kathleen T; Hodges, Eric A; Thomas, Tami L; Coffman, Maren J; Taylor-Piliae, Ruth E; Johnson-Mallard, Versie M; Goodman, Janice H; Jones, Randy A; Kuntz, Sandra; Galik, Elizabeth; Gates, Michael G; Casida, Jesus M

2014-01-01

The Robert Wood Johnson Foundation Nurse Faculty Scholars (RWJF NFS) program was developed to enhance the career trajectory of young nursing faculty and to train the next generation of nurse scholars. Although there are publications that describe the RWJF NFS, no evaluative reports have been published. The purpose of this study was to evaluate the first three cohorts (n = 42 scholars) of the RWJF NFS program. A descriptive research design was used. Data were derived from quarterly and annual reports, and a questionnaire (seven open-ended questions) was administered via Survey Monkey Inc. (Palo Alto, CA, USA). During their tenure, scholars had on average six to seven articles published, were teaching/mentoring at the graduate level (93%), and holding leadership positions at their academic institutions (100%). Eleven scholars (26%) achieved fellowship in the American Academy of Nursing, one of the highest nursing honors. The average ratings on a Likert scale of 1 (not at all supportive) to 10 (extremely supportive) of whether or not RWJF had helped scholars achieve their goals in teaching, service, research, and leadership were 7.7, 8.0, 9.4, and 9.5, respectively. The majority of scholars reported a positive, supportive relationship with their primary nursing and research mentors; although, several scholars noted challenges in connecting for meetings or telephone calls with their national nursing mentors. These initial results of the RWJF NFS program highlight the success of the program in meeting its overall goal-preparing the next generation of nursing academic scholars for leadership in the profession. Copyright © 2014 Elsevier Inc. All rights reserved.

Advocating for continuing nursing education in a pediatric hospital: the Prince Scholar and Sabbatical Programs.

Science.gov (United States)

Sperhac, A M; Goodwin, L D

2000-01-01

As nurses gain more experience, they often question the basis of nursing practice and want to find the most current and accepted methods of providing nursing care. Attending seminars, conferences, and continuing education programs is often difficult because of financial and staffing constraints. The authors describe the design and implementation of two funded programs--the Prince Scholars and Sabbatical Programs--that support continuing nursing education in a pediatric tertiary hospital.

American Psychiatric Nurses Association-Transitions in Practice Certificate Program: Bridging the Knowledge Gap in Caring for Psychiatric Patients Within the General Nursing Workforce.

Science.gov (United States)

Adams, Susie M; Black, Patricia

2016-01-01

The purpose of this article is to publicize an important new Web-based educational program. Recognizing the growing gap in psychiatric-mental health knowledge and the need to better prepare new graduates and nurses transitioning from other service lines into psychiatric inpatient nursing settings, the American Psychiatric Nurses Association developed a 15-hour, modularized curriculum to provide foundational psychiatric-mental health knowledge. This modularized curriculum, called American Psychiatric Nurses Association Transitions in Practice (ATP) focuses on the knowledge and skills to insure the success of nurses new to psychiatric-mental health nursing settings and to improve the overall care for persons with mental health and substance use disorders. The ATP program is also proving to be useful content for nurses in emergency departments, hospitals, and other health settings to improve their care of patients with psychiatric and mental health needs. A summary of the program modules and a toolkit with suggested measures for nurses, patients, and agency outcomes is described. Feedback from participants completing the ATP program within the first 6 months is overwhelmingly positive and holds promise for widespread application across a variety of health care settings.

Death attitudes and emotional intelligence in nursing students.

Science.gov (United States)

Aradilla-Herrero, Amor; Tomás-Sabado, Joaquin; Gómez-Benito, Juana

The aims of this study were to analyze the relationships between death attitudes and perceived emotional intelligence in a sample of nursing students, and to determine whether there are differences between different academic years with regard to both emotional intelligence and death attitudes. The participants were 243 nursing students. They all responded voluntarily and anonymously to a questionnaire that assessed the following constructs: fear of death, death anxiety, death depression, death obsession, and emotional intelligence (attention, clarity, and mood repair). Students' scores on fear of death of others subscale (p nursing degree program and increased significantly on emotional clarity (p death of others. The importance of including emotional skills training and death-education programs as part of professional nursing curricula are discussed.

From coach to colleague: adjusting pedagogical approaches and attitudes in accelerated nursing programs.

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Bowie, Bonnie H; Carr, Katherine Camacho

2013-01-01

Accelerated nursing programs are an innovative approach to training nurses and advanced practice nurses that are growing steadily in number and popularity. Although there is ample evidence to show that these programs have good outcomes, acceptance by both faculty and nurses in the community remains low. This article gives a description of the accelerated nursing student, which provides some insight as to why this student is both a challenge and a joy to mentor. In addition, an overview of pedagogical approaches that may be helpful in teaching this bright group of accelerated nursing students is provided. Accelerated nursing students enrich the nursing profession with the myriad of skills and varied backgrounds they bring to nursing. As professionals, mentors, and educators, we need to not only embrace accelerated students but also be advocates and mentors for them as they assimilate into our profession. Copyright © 2013 Elsevier Inc. All rights reserved.

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

Science.gov (United States)

Donato, Emily; Lightfoot, Nancy; Carter, Lorraine; MacEwan, Leigh

2016-01-01

In 2010, the Canadian Association of Schools of Nursing, the accrediting body for nursing programs in Canada, became part of the Accreditation of Interprofessional Health Education initiative. In turn, interprofessional education (IPE) is now a requirement in nursing curricula. Although the requirement is formally in place, how it is achieved…

Evaluation of the AIDS prevention street nurse program: one step at a time.

Science.gov (United States)

Hilton, B Ann; Thompson, Ray; Moore-Dempsey, Laura

2009-03-01

The AIDS Prevention Street Nurse Program uses specially prepared community health nurses to focus on HIV and STD prevention with marginalized, hard-to-reach and high-risk clients within a broader context of harm reduction and health promotion. Street nurses (n=17), service providers (n=30), representatives of other HIV/STD programs in the province of British Columbia, Canada (n=5), and clients (n=32) were interviewed during an evaluation for the purpose of describing the nurses' work, the challenges the nurses' face, the fit of the program with other services, and the impact of the nurses' work.This article describes the impact of the nurses' work on clients. Impact/outcome changes reflected a progression from knowledge to behavioural levels and to major indicators of health/illness. Impact on clients included: knowing more about HIV/AIDS, their own situation, and options; receiving essential supplies to reduce harm and promote health; changing behaviour to reduce disease transmission, improve resistance, and promote health; connecting with help; feeling better about themselves and others; feeling supported; influencing others; receiving earlier attention for problems; being healthier with or without HIV; making major changes in drug use; and likely decreasing morbidity and mortality. The program was found to be clearly effective in making a positive impact on clients.

Georgia Power Company's college degree program

International Nuclear Information System (INIS)

Coggin, C.L.

1988-01-01

The purpose of this paper is to describe Georgia Power Company's on-site college degree program for nuclear power plant personnel. In February 1986, the US Nuclear Regulatory Commission issued a policy statement concerning engineering expertise on shift (Generic Letter 86-04), which appeared in Volume 50, Number 208 of the October 28, 1985 Federal Register. One of the options available to nuclear power plant personnel to meet the requirement was the combined senior reactor operator/shift technical adviser position. One of the methods for meeting the option included a bachelor's degree in engineering technology for an accredited institution, including course work in the physical, mathematical, or engineering sciences

The Maryland nuclear science baccalaureate degree program: The university perspective

International Nuclear Information System (INIS)

Janke, T.A.

1989-01-01

Nuclear utilities' efforts in response to industry-wide pressures to provide operations staff with degree opportunities have encountered formidable barriers. This paper describes, from the university's perspective, the development and operation of the University of Maryland University College (UMUC) special baccalaureate program in nuclear science. This program has successfully overcome these problems to provide degree education on-site, on-line, and on time. Program delivery began in 1984 with one utility and a single site. It is currently delivered at eight sites under contract to six utilities with a total active student count of over 500. The first graduates are expected in 1989. The program is an accredited university program and enjoys licensure approval from the six states within which it operates. In addition to meeting US Nuclear Regulatory Commission proposed guidelines for degreed operators, the program increasingly appears as part of utility management development programs for all plant personnel and a factor in employee retention. The owner utilities, the University of Maryland, and the growing user's group are committed to the academic integrity, technical capability, and responsiveness of the program. The full support of this partnership speaks well for the long-term service of the Bachelor of Science in Nuclear Science program to the nuclear power industry

Developing optimal nurses work schedule using integer programming

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Shahidin, Ainon Mardhiyah; Said, Mohd Syazwan Md; Said, Noor Hizwan Mohamad; Sazali, Noor Izatie Amaliena

2017-08-01

Time management is the art of arranging, organizing and scheduling one's time for the purpose of generating more effective work and productivity. Scheduling is the process of deciding how to commit resources between varieties of possible tasks. Thus, it is crucial for every organization to have a good work schedule for their staffs. The job of Ward nurses at hospitals runs for 24 hours every day. Therefore, nurses will be working using shift scheduling. This study is aimed to solve the nurse scheduling problem at an emergency ward of a private hospital. A 7-day work schedule for 7 consecutive weeks satisfying all the constraints set by the hospital will be developed using Integer Programming. The work schedule for the nurses obtained gives an optimal solution where all the constraints are being satisfied successfully.

Nurses' Attitudes toward Gay and Hemophiliac Patients with AIDS.

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Strasser, Judith A.; Damrosch, Shirley

A sample of nurses (N=183) enrolled in a School of Nursing's master degree program was randomly assigned to read one of six vignettes about a patient who differed only in terms of diagnosis and lifestyle. Possible diagnoses were Acquired Immune Deficiency Syndrome (AIDS), AIDS acquired by a hemophiliac through blood therapy, and leukemia; possible…

A university-sponsored home health nursing program in Karachi, Pakistan.

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Smego, Raymond A; Khan, Mohammad Aslam; Khowaja, Khurshid; Rafique, Rozina; Datoo, Farida

2005-11-01

This article describes a university-sponsored home health nursing program in a large urban center in Pakistan and details the essential elements needed in implementing such a program in a developing country. Compared to in-hospital treatment, home healthcare reduced hospital stay from 12.8 days to 3.9 days, and resulted in a net savings of Pakistani rupees (PRs) 5,374,135 (USD 89,569). A cost-effective home treatment program in a resource-limited country can be successfully implemented by using the hospital pharmacy as the central point for the preparation and distribution of medications and specialty nursing services.

Faculty ratings of retention strategies for minority nursing students.

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Baker, Barbara H

2010-01-01

The purpose of this study was to investigate a) the types of retention strategies used by undergraduate nursing programs for the purpose of retaining minority students, b) the rated effectiveness of the strategies, as identified by faculty in those programs, and c) whether there is a relationship between strategies rated as effective and the type of nursing program, baccalaureate (BSN) or associate (AD) degree. Administrator-selected faculty from randomly sampled BSN and AD nursing programs within a 16-state area of the southeastern United States were asked to respond to an online survey regarding the use and effectiveness of retention strategies selected from the literature. Descriptive statistics and chi-square tests for association were used to analyze the data. Of the 14 strategies included in this analysis, faculty availability and timely feedback on tests and clinical performances were used by all undergraduate programs. Organized study groups and peer mentoring were the least used strategies. Faculty from both BSN and AD programs reported using many of the strategies and rated their use as effective overall for minority nursing student retention. The highest rated strategies were those that involved direct interaction of nurse faculty and students.

Nursing education in Turkey: from past to present.

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Bahçecik, Nefise; Alpar, Sule Ecevit

2009-10-01

Nursing education in Turkey first began in 1912 with the introduction of a 6-month course to train voluntary medical attendants, with Dr. Besim Omer Pasha's advice to the Red Crescent Association regarding the inadequacy of healthcare services, as a crucial need for nursing services resulted due to significant losses given during Tripoli (1911) and the Balkan (1912) wars. Carrying out their duties in battlefields and hospitals with great devotion, the first nurses graduated from the course played a significant role in promoting the nursing profession and its importance. Nursing education which used to continue at the secondary and high-school levels increased to bachelor's level in 1955. Master's program in nursing was opened in 1968, and Ph.D. programs was opened in 1972. Professional members of the practice, well-equipped in accordance with the requirements of the age, who conduct their studies at the national and international levels, are trained as the consequence of the recent developments in nursing education. The number of nurses at the universities who offered higher levels of academic degree, and especially the number of nurses who gained 'science expert' title at the inpatient medical establishments has increased. This situation and globalization, which ensures an easier access to nursing literature through internet, enable a more systematic and of a better quality healthcare. This article explains the nursing education in Turkey from past to present. The developments in nursing education which have taken place in Turkey are expressed in a chronological order, starting from the Ottoman Empire, until the present. Compared with other countries, nursing education is given on different levels in Turkey. Recently, however, the obstacles regarding the differences especially at the bachelor's degree level were overcome, appropriate changes were made, and education melioration efforts gained speed.

Achieving 80% BSN by 2020: Lessons Learned From Kentucky's Registered Nurses.

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Warshawsky, Nora E; Brandford, Arica; Barnum, Nancy; Westneat, Susan

2015-09-01

The aim of this study was to understand the educational status and plans of Kentucky's RN workforce in advancing nursing educational levels. The Institute of Medicine called for 80% of nurses to hold a minimum of a BSN by 2020. Nurse leaders from practice, academe, and the community need evidence to guide the development of effective strategies. An electronic survey was administered to Kentucky's RNs. This descriptive analysis was based on 1363 usable responses. Only 40% of Kentucky's RNs held at least a BSN. Another 17% were enrolled in a nursing degree program; half of those enrolled were pursuing a BSN. Of those not enrolled in a degree program, 61.5% reported no plans to return to school. The top barriers were lack of perceived benefit, financial concerns, family obligations, and planned retirement. The top motivating factor was career advancement. The gap between the current reality and the goal is wide. Nurse leaders will need to develop creative strategies that strengthen motivating factors and reduce barriers to accelerate movement toward increasing BSN rates.

Impact of disease management programs on hospital and community nursing practice.

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Goldstein, Perry C

2006-01-01

The impact of disease management progrmms on the role of the nursing profession in the evolving U.S. health care system is reviewed. Needed changes in educational and training programs are discussed in relation to demands for changing clinical and administrative skills in nursing with an emphasis on increasing demand for advanced practice nurses.

An evaluation of the nursing success program: reading comprehension, graduation rates, and diversity.

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Symes, Lene; Tart, Kathryn; Travis, Lucille

2005-01-01

The Nursing Success Program was developed to enhance retention of baccalaureate nursing students. Reading comprehension scores are used to identify students who are at risk for failure and direct them into the retention program that addresses their skill deficits. To evaluate the program, the authors assessed reading comprehension, graduation rates, and ethnic diversity.

Nurse executives: new roles, new opportunities.

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Kleinman, C S

1999-01-01

As women have been nursing since the earliest days of recorded civilization, so nurses have been associated with health care since the earliest days of recorded medical history. Gender and function have been inextricably woven in ways that created a struggle for success within a male-dominated industry. Nurses, as women, have been undervalued as, until recently, their role in health care has been similarly undervalued. Changing realities in the health care environment have created an opportunity for women's unique skills and talents to be revalued in a way that offers new opportunities for nurses. Teamwork, global thinking, multitasking, creativity, and flexibility are characteristics that have assumed new importance in the marketplace. Nursing leaders possess these attributes, along with a strong clinical foundation that is integrated with knowledge of sound business principles. This combination now positions nurse executives to reach the highest levels of heath care administration. Critical to this achievement is the professional credibility obtained through education at the master's degree level in health care and nursing administration programs that provide the essential tools for professional success. New opportunities for nurse executives afford educators in health care and nursing administration similar opportunities to develop and market programs to this large group of health care professionals who are seeking graduate education in increasing numbers.

Evaluation of a community transition to professional practice program for graduate registered nurses in Australia.

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Aggar, Christina; Gordon, Christopher J; Thomas, Tamsin H T; Wadsworth, Linda; Bloomfield, Jacqueline

2018-03-26

Australia has an increasing demand for a sustainable primary health care registered nursing workforce. Targeting graduate registered nurses who typically begin their nursing career in acute-care hospital settings is a potential workforce development strategy. We evaluated a graduate registered nurse Community Transition to Professional Practice Program which was designed specifically to develop and foster skills required for primary health care. The aims of this study were to evaluate graduates' intention to remain in the primary health care nursing workforce, and graduate competency, confidence and experiences of program support; these were compared with graduates undertaking the conventional acute-care transition program. Preceptor ratings of graduate competence were also measured. All of the 25 graduates (n = 12 community, n = 13 acute-care) who completed the questionnaire at 6 and 12 months intended to remain in nursing, and 55% (n = 6) of graduates in the Community Transition Program intended to remain in the primary health care nursing workforce. There were no differences in graduate experiences, including level of competence, or preceptors' perceptions of graduate competence, between acute-care and Community Transition Programs. The Community Transition to Professional Practice program represents a substantial step towards developing the primary health care health workforce by facilitating graduate nurse employment in this area. Copyright © 2018 Elsevier Ltd. All rights reserved.

Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

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Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

2015-01-01

Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of

Facilitating student retention in online graduate nursing education programs: a review of the literature.

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Gazza, Elizabeth A; Hunker, Diane F

2014-07-01

Online education, a form of distance education, provides students with opportunities to engage in lifelong learning without the restrictions of time and space. However, while this approach meets the needs of employed nursing professionals, it poses some challenges for educators. Student retention is one such challenge. Student retention rates serve as measures of program quality and are reported to accrediting bodies. Therefore, it is imperative that administrators and program faculty implement comprehensive programs to ensure student retention. This review of the literature was designed to identify strategies to improve student retention in online graduate nursing education programs. The review includes 23 articles that address models, research, and best practices supported in nursing and higher education. The findings indicate that student retention in online programs is a multidimensional problem requiring a multifaceted approach. Recommendations for facilitating retention in online nursing programs include ensuring social presence and program and course quality, and attentiveness to individual student characteristics. Copyright © 2014 Elsevier Ltd. All rights reserved.

Why do student nurses want to be nurses?

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Crick, Paula; Perkinton, Louise; Davies, Fiona

Nursing became an all graduate entry profession in September 2013; this move and the publication of the Francis report have brought the debate around nurse education and nurses' capacity to care into sharper focus. There is much debate over what makes a good nurse and whether graduate nurses lack care and compassion. We asked a cohort of pre-registration student nurses on the first day of their course about their motivations to join the profession, what being a nurse meant to them and which aspects of nursing they valued most. The demographics of the degree student group were similar to those of diploma students. Reasons cited for entering the profession and views on the nurse's role showed that students' motivations and perceptions focused on nursing as a caring rather than a technical profession. The characteristics of the degree students, their strong motivation to care and perception of nursing in altruistic terms contradict the media image of student nurses as being primarily academically, technically and career driven.

The clinical nurse specialist: leadership in quality improvement.

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Finkelman, Anita

2013-01-01

Healthcare delivery is in a crisis, requiring improvement. How to improve and who should assume more leadership are not clear. At the same time, the nursing profession struggles with a weak education system, graduating students who require major support for an extended time. There is also confusion related to nursing roles, particularly with nurses who have a graduate degree. The Institute of Medicine has published a series of reports about the healthcare system and need for improvement and describes a structure for improvement. The clinical nurse specialist is particularly suited to assume a major role in nursing leadership to guide staff and the healthcare system to better ensure improved care. There is great need to communicate that the clinical nurse specialist can and should assume this role. This will require a review and development of more quality improvement content and experiences in clinical nurse specialist educational programs, but much of the content is already in programs. The clinical nurse specialist works in systems, impacts systems, works with staff, and can thus reach more patients with improvement approaches.

The effect of a psychological empowerment program based on psychodrama on empowerment perception and burnout levels in oncology nurses: Psychological empowerment in oncology nurses.

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Özbaş, Azize Atli; Tel, Havva

2016-08-01

Oncology nursing is stressful by its nature, and nurses in the field experience a high amount of stress and burnout. In order to cope with occupational stress, nurses need to employ flexible adjustment mechanisms that allow them the power to process their experiences. Failure of efficient stress management causes burnout, and burnout is closely related to powerlessness. It is therefore believed that the occurrence of burnout can be reduced by means of psychological empowerment of nurses. Our study was conducted to determine the effect of a "psychodrama-based psychological empowerment program" on (1) the perception of empowerment and (2) the levels of burnout in oncology nurses. The sample was made up of 82 oncology nurses (38 nurses in the study group and 44 in the control/comparison group). Study data were collected using the Psychological Empowerment Scale, the Nurse Work Empowerment Scale, and Maslach's Burnout Inventory. The study group attended a "psychodrama-based psychological empowerment program" (2 hours, 1 day a week, for 10 weeks). For data assessment, we employed an independent t test and one-way analysis of variance. The psychological empowerment and workplace empowerment scores of nurses in the study group increased and their burnout scores decreased following attendance in the psychodrama-based psychological empowerment program. We found that the psychodrama-based psychological empowerment program increased psychological empowerment and enhanced perception of workplace empowerment while decreasing levels of burnout in oncology nurses. The program is recommended and should allow oncology nurses to benefit from their personal experiences and thus increase self-empowerment, to enhance their perception of empowerment, and to prevent burnout.

PROTECTING CHILDREN FROM ENVIRONMENTAL THREATS - A CONTINUING EDUCATION PROGRAM FOR NURSES OF THE AMERICAN NURSES FOUNDATION/ASSOCIATION

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The American Nurses Association/Foundation will develop online, in print and pre conference continuing education (CE) children's environmental health protection programs to meet the objective of the program. The first CE program is on school environments, the second on home and ...

Identification of cognitive and non-cognitive predictive variables related to attrition in baccalaureate nursing education programs in Mississippi

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Hayes, Catherine

2005-07-01

This study sought to identify a variable or variables predictive of attrition among baccalaureate nursing students. The study was quantitative in design and multivariate correlational statistics and discriminant statistical analysis were used to identify a model for prediction of attrition. The analysis then weighted variables according to their predictive value to determine the most parsimonious model with the greatest predictive value. Three public university nursing education programs in Mississippi offering a Bachelors Degree in Nursing were selected for the study. The population consisted of students accepted and enrolled in these three programs for the years 2001 and 2002 and graduating in the years 2003 and 2004 (N = 195). The categorical dependent variable was attrition (includes academic failure or withdrawal) from the program of nursing education. The ten independent variables selected for the study and considered to have possible predictive value were: Grade Point Average for Pre-requisite Course Work; ACT Composite Score, ACT Reading Subscore, and ACT Mathematics Subscore; Letter Grades in the Courses: Anatomy & Physiology and Lab I, Algebra I, English I (101), Chemistry & Lab I, and Microbiology & Lab I; and Number of Institutions Attended (Universities, Colleges, Junior Colleges or Community Colleges). Descriptive analysis was performed and the means of each of the ten independent variables was compared for students who attrited and those who were retained in the population. The discriminant statistical analysis performed created a matrix using the ten variable model that was able to correctly predicted attrition in the study's population in 77.6% of the cases. Variables were then combined and recombined to produce the most efficient and parsimonious model for prediction. A six variable model resulted which weighted each variable according to predictive value: GPA for Prerequisite Coursework, ACT Composite, English I, Chemistry & Lab I, Microbiology

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation.

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Waddell, Janice; Spalding, Karen; Navarro, Justine; Jancar, Sonya; Canizares, Genevieve

2015-11-28

New graduate nurses' (NGNs) transition into the nursing workforce is characterized as stressful and challenging. Consequently, a high percentage of them leave their first place of employment or the profession entirely within one year of graduation. Nursing literature describes this complicated shift from student to registered nurse, however, limited attention has focused on strategies that could be implemented during students' academic programs to prepare them for this difficult transition period. Therefore, a longitudinal intervention study was conducted to examine the influence of a career planning and development (CPD) program on the development of career resilience in baccalaureate nursing students and at 12 months post-graduation (NGN). The findings support including structured and progressive curriculum-based CPD opportunities in academic programs, not only for the positive outcomes that accrue to students, but also because of the benefits they extend to NGNs as they make the transition to their first professional nursing role.

The Implementation of a Structured Nursing Leadership Development Program for Succession Planning in a Health System.

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Ramseur, Priscilla; Fuchs, Mary Ann; Edwards, Pamela; Humphreys, Janice

2018-01-01

Preparing future nursing leaders to be successful is important because many current leaders will retire in large numbers in the future. A structured nursing leadership development program utilizing the Essentials of Nurse Manager Orientation online program provided future nursing leaders with content aligned with nursing leadership competencies. Paired with assigned mentors and monthly leadership sessions, the participants increased their perception of leadership competence.

The influence of critical thinking skills on performance and progression in a pre-registration nursing program.

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Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2015-01-01

The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and

Outcomes of a career planning and development program for registered nurses.

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Hall, Linda McGillis; Waddell, Janice; Donner, Gail; Wheeler, Mary M

2004-01-01

The impact of a career planning and development program (CPDP) for registered nurses (RNs) on nurse and system outcomes was examined. The CPDP was effective as participants were able to create a career vision and individualized career plan.

The NNP/DNP shortage: transforming neonatal nurse practitioners into DNPs.

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Pressler, Jana L; Kenner, Carole A

2009-01-01

Neonatal nurse practitioners (NNPs) represent a high-demand specialty practice that is especially targeted for US secondary and tertiary care neonatal intensive care units (NICUs). NNPs make primary decisions about the caregiving of high-risk newborns at the time of admission, throughout hospitalization, at transfer, and at discharge that require an advanced knowledge base in neonatology as well as NICU clinical experience. NNPs prepared at the master's level are currently in very short supply, with some estimates suggesting that for each NNP who graduates, there are 80 positions open across the country. Even with the present shortage, due to the high cost of NNP education, NNP programs are diminishing and those that are remaining are not graduating a sufficient number of new NNPs each year to keep up with the demand. To add to the basic shortage problem, in 2004 the American Association of Colleges of Nursing decided that by 2015, the terminal degree for all nurse practitioners should move from the master's degree to the doctor of nursing practice (DNP) degree. That decision added a minimum of 12 months of full-time education to the advanced education requirements for nurse practitioners. What impact will the decision to require a DNP degree have on NNP specialty practice? Will even more NNP programs close because of faculty shortages of NNPs prepared at the DNP level? If a worse shortage occurs in the number of NNPs prepared to practice in NICUs, will physician assistants or other nonphysician clinicians who meet the need for advanced neonatal care providers replace NNPs? What steps, if any, can nursing take to ensure that NNP specialty practice is still needed and survives after supplementing the DNP requirement to NNP education?

A transition program to primary health care for new graduate nurses: a strategy towards building a sustainable primary health care nurse workforce?

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Gordon, Christopher J; Aggar, Christina; Williams, Anna M; Walker, Lynne; Willcock, Simon M; Bloomfield, Jacqueline

2014-01-01

This debate discusses the potential merits of a New Graduate Nurse Transition to Primary Health Care Program as an untested but potential nursing workforce development and sustainability strategy. Increasingly in Australia, health policy is focusing on the role of general practice and multidisciplinary teams in meeting the service needs of ageing populations in the community. Primary health care nurses who work in general practice are integral members of the multidisciplinary team - but this workforce is ageing and predicted to face increasing shortages in the future. At the same time, Australia is currently experiencing a surplus of and a corresponding lack of employment opportunities for new graduate nurses. This situation is likely to compound workforce shortages in the future. A national nursing workforce plan that addresses supply and demand issues of primary health care nurses is required. Innovative solutions are required to support and retain the current primary health care nursing workforce, whilst building a skilled and sustainable workforce for the future. This debate article discusses the primary health care nursing workforce dilemma currently facing policy makers in Australia and presents an argument for the potential value of a New Graduate Transition to Primary Health Care Program as a workforce development and sustainability strategy. An exploration of factors that may contribute or hinder transition program for new graduates in primary health care implementation is considered. A graduate transition program to primary health care may play an important role in addressing primary health care workforce shortages in the future. There are, however, a number of factors that need to be simultaneously addressed if a skilled and sustainable workforce for the future is to be realised. The development of a transition program to primary health care should be based on a number of core principles and be subjected to both a summative and cost

Human Service Administrator Perceptions of Online MSW Degree Programs

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Curran, Laura; Sanchez Mayers, Ray; Fulghum, Fontaine

2017-01-01

Online programs have proliferated rapidly in higher education, and this reality holds true for social work education as well. Employing a mixed methods design, this study looked at employer perceptions of online degrees compared to traditional degrees. Data was collected through an online survey that included Likert type and open-ended questions…

Using the factors that have a positive impact on the retention of low socioeconomic students to prepare accelerated enrolled nurses for the science units of a nursing degree. A Practice Report

Directory of Open Access Journals (Sweden)

Sheila Doggrell

2015-03-01

Full Text Available At a campus in a low socioeconomic (SES area, our University allows enrolled nurses entry into the second year of a Bachelor of Nursing, but attrition is high.  Using the factors, described by Yorke and Thomas (2003 to have a positive impact on the attrition of low SES students, we developed strategies to prepare the enrolled nurses for the pharmacology and bioscience units of a nursing degree with the aim of reducing their attrition.  As a strategy, the introduction of review lectures of anatomy, physiology and microbiology, was associated with significantly reduced attrition rates. The subsequent introduction of a formative website activity of some basic concepts in bioscience and pharmacology, and a workshop addressing study skills and online resources, were associated with a further reduction in attrition rates of enrolled nursing students in a Bachelor of Nursing

A Revised Admissions Standard for One Community College Nursing Program

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Lown, Maris A.

2010-01-01

Predicting success on the NCLEX-RN is of paramount importance to nursing programs as they are held accountable for this outcome by accrediting agencies and by boards of nursing. This action research study examined the relationship between the NET admission test, anatomy and physiology grades, grade point average (GPA) on admission to the program…

Case Study: Creation of a Degree Program in Computer Security. White Paper.

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Belon, Barbara; Wright, Marie

This paper reports on research into the field of computer security, and undergraduate degrees offered in that field. Research described in the paper reveals only one computer security program at the associate's degree level in the entire country. That program, at Texas State Technical College in Waco, is a 71-credit-hour program leading to an…

Use of a web-based education program improves nurses' knowledge of breastfeeding.

Science.gov (United States)

Deloian, Barbara J; Lewin, Linda Orkin; O'Connor, Mary E

2015-01-01

To evaluate the baseline knowledge and knowledge gained of nurses, nursing students, midwives, and nurse practitioners who completed Breastfeeding Basics, an online educational program. This study reports on an anonymous evaluation of an online breastfeeding education program developed and maintained to promote evidence-based breastfeeding practice. Included in the study were 3736 nurses, 728 nurse practitioners/midwives, and 3106 nursing students from the United States who completed ≥ one pretest or posttest on the Breastfeeding Basics website between April 1999 and December 31, 2011. Baseline scores were analyzed to determine if nurses' baseline knowledge varied by selected demographic variables such as age, gender, professional level, personal or partner breastfeeding experience, and whether they were required to complete the website for a job or school requirement and to determine knowledge gaps. Pretest and posttest scores on all modules and in specific questions with low pretest scores were compared as a measure of knowledge gained. Lower median pretest scores were found in student nurses (71%), males (71%), those required to take the course (75%), and those without personal breastfeeding experience (72%). The modules with the lowest median pretest scores were Anatomy/Physiology (67%), Growth and Development of the Breastfed Infant (67%), the Breastfeeding Couple (73%), and the Term Infant with Problems (60%). Posttest scores in all modules increased significantly (p nurses and nursing students. Gaps exist in nurses' breastfeeding knowledge. Knowledge improved in all areas based on comparison of pretest and posttest scores. © 2015 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

The Evaluation of Teaching the Nursing Process Using Traditional Lecture, Campus Laboratory, Clinical, and the Addition of High Fidelity Human Simulation (HFHS) Unfolding Scenarios

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Irwin, Ruth E.

2013-01-01

It is not sufficient to just make changes in a nursing curriculum without a plan to evaluate the impact on program outcomes. This study sought to determine the outcomes of teaching the nursing process to Foundation of Nursing students in an Associate Degree Nursing program using a factorial design study. Four groups of students were taught the…

Opening Doors to Nursing Degrees: A Proposal from Ontario's Colleges

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Colleges Ontario, 2010

2010-01-01

Ontario needs to expand nursing education options to improve access to the nursing profession, create better pathways amongst all nursing occupations, and build Ontario's capacity to meet the province's long-term nursing needs. Ontario's colleges are capable of playing a larger role within a long-term provincial strategy for sustaining and…

Comparing Catheter-associated Urinary Tract Infection Prevention Programs Between VA and Non-VA Nursing Homes

Science.gov (United States)

Mody, Lona; Greene, M. Todd; Saint, Sanjay; Meddings, Jennifer; Trautner, Barbara W.; Wald, Heidi L.; Crnich, Christopher; Banaszak-Holl, Jane; McNamara, Sara E.; King, Beth J.; Hogikyan, Robert; Edson, Barbara; Krein, Sarah L.

2018-01-01

OBJECTIVE The impact of healthcare system integration on infection prevention programs is unknown. Using catheter-associated urinary tract infection (CAUTI) prevention as an example, we hypothesize that U.S. Department of Veterans Affairs (VA) nursing homes have a more robust infection prevention infrastructure due to integration and centralization compared with non-VA nursing homes. SETTING VA and non-VA nursing homes participating in the “AHRQ Safety Program for Long-term Care” collaborative. METHODS Nursing homes provided baseline information about their infection prevention programs to assess strengths and gaps related to CAUTI prevention. RESULTS A total of 353 (71%; 47 VA, 306 non-VA) of 494 nursing homes from 41 states responded. VA nursing homes reported more hours/week devoted to infection prevention-related activities (31 vs. 12 hours, P<.001), and were more likely to have committees that reviewed healthcare-associated infections. Compared with non-VA facilities, a higher percentage of VA nursing homes reported tracking CAUTI rates (94% vs. 66%, P<.001), sharing CAUTI data with leadership (94% vs. 70%, P=.014) and nursing personnel (85% vs. 56%, P=.003). However, fewer VA nursing homes reported having policies for appropriate catheter use (64% vs. 81%, P=.004) and catheter insertion (83% vs. 94%, P=.004). CONCLUSIONS Among nursing homes participating in an AHRQ-funded collaborative, VA and non-VA nursing homes differed in their approach to CAUTI prevention. Best practices from both settings should be applied universally to create an optimal infection prevention program within emerging integrated healthcare systems. PMID:27917728

Dual Degree Social Work Programs: Where are the Programs and Where are the Graduates?

Directory of Open Access Journals (Sweden)

Shari E. Miller

2008-09-01

Full Text Available This article presents results of an exploratory study designed to survey the dual degree graduates of one large school of social work, and to report on the prevalence and types of dual degree programs offered at accredited schools of social work in the U.S. Quantitative and qualitative data were gathered from 72 dual degree graduates. Income, career trajectories, identification with social work, satisfaction with the decision to obtain a dual degree, whether graduates would encourage others to follow the dual degree path, and implications for the social work profession and social work education are discussed.

Current Status of Nursing Informatics Education in Korea.

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Jeon, Eunjoo; Kim, Jeongeun; Park, Hyeoun-Ae; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran

2016-04-01

This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.

Understanding the Prevalence of Geo-Like Degree Programs at Minority Serving Institutions

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McDaris, J. R.; Manduca, C. A.; Larsen, K.

2014-12-01

Over the decade 2002-12, the percentage of students from underrepresented minorities (URM) graduating with geoscience degrees has increased by 50%. In 2012, of the nearly 6,000 geoscience Bachelor's degrees, 8% were awarded to students from URM. But that same year across all of STEM, 18% of Bachelors went to these students, and URM made up 30% of the US population overall. Minority Serving Institutions (MSIs) play an important role in increasing the diversity of geoscience graduates where there are appropriate degree programs or pathways to programs. To better understand opportunities at these institutions, the InTeGrate project collected information on degree programs at MSIs. A summer 2013 survey of websites for three types of MSIs confirmed that, while stand-alone Geology, Geoscience, or Environmental Science departments are present, there are a larger number of degree programs that include elements of geoscience or related disciplines (geography, GIS, etc.) offered in interdisciplinary departments (e.g. Natural Sciences and Math) or cognate science departments (Physics, Engineering, etc.). Approximately one-third of Hispanic Serving Institutions and Tribal Colleges and one-fifth of Historically Black Colleges and Universities offer at least one degree that includes elements of geoscience. The most common programs were Geology and Environmental Science (94 and 88 degrees respectively), but 21 other types of program were also found. To better profile the nature of these programs, 11 interviews were conducted focusing on strategies for attracting, supporting, and preparing minority students for the workforce. In conjunction with the February 2014 Broadening Access to the Earth and Environmental Sciences workshop, an additional 6 MSI profiles were obtained as well as 22 profiles from non-MSIs. Several common strategies emerge: Proactive marketing and outreach to local high schools and two-year colleges Community building, mentoring and advising, academic support

Nursing: What's a Nurse Practitioner?

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... as advanced practice nurses, or APNs) have a master's degree in nursing (MS or MSN) and board certification ... NP training emphasizes disease prevention, reduction of health risks, and thorough patient education. Like doctors, NPs are ...

Advocating for Continuing Nursing Education in a Pediatric Hospital: The Prince Scholar and Sabbatical Programs.

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Sperhac, Arlene M.; Goodwin, Laura D.

2000-01-01

A 5-year evaluation revealed positive outcomes of two nursing continuing education programs: a sabbatical program providing funding for completion of education/research projects and a nursing scholar program funding professional development. Knowledge and skills increased and the hospital practice environment was improved. (SK)

Expanding the Oral Hygiene Curriculum in a Nursing Program.

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Briggs, Susan; Griego, Elizabeth

A program was implemented to expand the curriculum materials within the Licensed Practical Nursing (LPN) Program at Clark County Community College (CCCC) which relate to oral hygiene care for the hospital patient. The instructional materials included a video tape and a written instructional packet which were researched, prepared, and presented by…

Competencies for Graduate Culinary Management Degree Programs: Stakeholders' Perspectives

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George, Annette A.

2009-01-01

Available literature on graduate hospitality education was highly focused on required competencies for hospitality management degree programs but not on culinary management. One possible explanation is that the culinary sector still lags behind in the formation of graduate culinary management programs in the United States. This causal comparative…

Decreasing the Stigma of Mental Illness Through a Student-Nurse Mentoring Program: A Qualitative Study.

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Fokuo, J Konadu; Goldrick, Virginia; Rossetti, Jeanette; Wahlstrom, Carol; Kocurek, Carla; Larson, Jonathon; Corrigan, Patrick

2017-04-01

Stigma is defined as endorsing prejudicial attitudes about mental illness leading to discriminatory behaviors. It undermines the quality of medical care received by people with mental illness. Research suggests contact based interventions are effective in reducing stigma and increasing positive attitudes towards people with mental illness. This paper describes the development of a consumer led student-nurse mentoring program as part of nursing student education. People with lived mental health experience would mentor student nurses regarding the harmful effects of stigma and the beneficial outcomes of affirming attitudes. Seventy members of stakeholder groups (people with lived mental health experience and student nurses) participated in focus groups. Qualitative analyses revealed themes across stakeholder groups regarding: perceived mental health stigma from nurses, ways to reduce stigma, target message for the mentorship program, characteristics of mentors and logistics in developing such a program within the student nurse curricula.

Planning for a smooth transition: evaluation of a succession planning program for prospective nurse unit managers.

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Manning, Vicki; Jones, Alan; Jones, Pamela; Fernandez, Ritin S

2015-01-01

The current and projected nurse workforce shortage has created significant pressure on health care organizations to examine their approach to managing talent. This includes the need for strategic development of new formal leaders. This article reports on a succession planning program for prospective nursing unit managers. Eight prospective management candidates participated in a Future Nursing Unit Managers program. The effectiveness of the program was measured through a comparison of pre- and postprogram surveys relating to participants' perception of personal managerial and leadership skills. Significant differences in scores from baseline to 6-month follow-up surveys were observed in the participants' confidence in undertaking the nursing unit manager role and in their management skills. Investment in structured programs to prepare nurses for leadership roles is strongly recommended as a management workforce strategy.

The implementation and evaluation of a communication skills training program for oncology nurses.

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Banerjee, Smita C; Manna, Ruth; Coyle, Nessa; Penn, Stacey; Gallegos, Tess E; Zaider, Talia; Krueger, Carol A; Bialer, Philip A; Bylund, Carma L; Parker, Patricia A

2017-09-01

Many nurses express difficulty in communicating with their patients, especially in oncology settings where there are numerous challenges and high-stake decisions during the course of diagnosis and treatment. Providing specific training in communication skills is one way to enhance the communication between nurses and their patients. We developed and implemented a communication skills training program for nurses, consisting of three teaching modules: responding empathically to patients; discussing death, dying, and end-of-life goals of care; and responding to challenging interactions with families. Training included didactic and experiential small group role plays. This paper presents results on program evaluation, self-efficacy, and behavioral demonstration of learned communication skills. Three hundred forty-two inpatient oncology nurses participated in a 1-day communication skills training program and completed course evaluations, self-reports, and pre- and post-standardized patient assessments. Participants rated the training favorably, and they reported significant gains in self-efficacy in their ability to communicate with patients in various contexts. Participants also demonstrated significant improvement in several empathic skills, as well as in clarifying skill. Our work demonstrates that implementation of a nurse communication skills training program at a major cancer center is feasible and acceptable and has a significant impact on participants' self-efficacy and uptake of communication skills.

Nurses' knowledge and educational needs regarding genetics.

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Seven, Memnun; Akyüz, Aygül; Elbüken, Burcu; Skirton, Heather; Öztürk, Hatice

2015-03-01

Nurses now require a basic knowledge of genetics to provide patient care in a range of settings. To determine Turkish registered nurses' current knowledge and educational needs in relation to genetics. A descriptive, cross-sectional study. Turkish registered nurses working in a university hospital in Turkey were recruited. All registered nurses were invited to participate and 175 completed the study. The survey instrument, basic knowledge of health genetics, confidence in knowledge and the nurses' need for genetics education were used to collect data. The majority (81.1%, n=142) of participants indicated that genetics was not taught during their degree program, although 53.1% to 96% of respondents felt confident in defining different genetic concepts. The average genetics knowledge score was 6.89±1.99 of a possible 11 (range 0-11). The majority (70.3%) expressed a strong wish to attend a continuing nursing education program in genetics. The study shows that although Turkish nurses are not sufficiently knowledgeable to apply genetics in practice, they are willing to have more education to support their care of patients. Nurses need to have more education related to genetics in accordance with advances in human genetics to optimize health care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Meeting the challenge of mobility in nursing education: one program's response.

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Brady, Marilyn S; Horton, Muriel G

2002-01-01

Plans for the future include exploring linkages with baccalaureate programs, developing online offerings for courses at the ADN level, and tracking retention according to admission requirements. The department head has presented a proposal to the local BSN programs that will allow selected students in the ADN program to take one of their nursing courses at the RN-BSN level prior to graduation. A lead instructor at the ADN level is participating in a Title III grant to design online course offerings. A faculty member has been assigned the responsibility to track retention and develop a retention plan for the division. So far, we have recognized the following advantages of the new curriculum. 1) The liberal articulation for CNA and LPN means that these individuals can become registered nurses in less time. 2) Students have the opportunity to become credentialed at an earlier level and enter the workforce prior to becoming a registered nurse. 3) Implementation of the new curriculum has been a way to capitalize on college resources in order to maximize enrollment. In the past, some slots in the low enrollment NA and PN programs were not filled. As a result of the implementation of the new curriculum, we admitted a total of 65 (37%) more students in 2001 than we did in 2000 because we were able to fill available spaces in these low enrollment programs with ADN students. In a time of tight fiscal resources and increasing demands for healthcare providers, this multiple entry, multiple exit program provides an effective strategy for meeting the challenges confronting nursing education in the 21st century.

The future of nursing: monitoring the progress of recommended change in hospitals, nurse-led clinics, and home health and hospice agencies.

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Pittman, Patricia; Bass, Emily; Hargraves, John; Herrera, Carolina; Thompson, Pamela

2015-02-01

The objective of this study was to assess the implementation of recommendations of the Institute of Medicine (IOM) report, The Future of Nursing: Leading Change, Advancing Health. In 2010, the IOM made a series of recommendations aimed at transforming the role of nurses in healthcare delivery. We conducted a multiyear survey, in 2011 and 2013, with nurse leaders who were members of the American Organization of Nurse Executives, the National Nursing Centers Consortium, or the Visiting Nurses Association of America. When comparing 2013 to 2011, we find progress in instituting the IOM's recommendations in 3 areas: (1) raising the proportion of employed RNs with at least a bachelor's degree; (2) expanding the proportion of healthcare institutions with nurse residency programs; and (3) offering opportunities for continuing nurse education Our findings suggest that healthcare organizations are transforming to support the recommendations of the IOM.

The effect of nursing management development program on clinical competency in coronary care unit

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Ali Akbar Vaezi

2011-03-01

Full Text Available Background: Nurses are the main members in nursing cares and nursing managers can improve their clinical competency by applying better leadership skills. This study carried out to determine the effect of nursing management program on clinical competency of nurses in a coronary care unit (CCU.Methods: A quasi-experimental study was carried out in two educational hospitals in Yazd- Iran. These hospitals were allocated randomly in case and control hospitals. 25 matched nurses were selected by convenience sampling from both case and control hospitals. The clinical competency of nurses was measured by related questioners consisted of two dimensions caring and care management behaviors by self-evaluation and head nurse evaluation in case and control groups. Then, the intervention was implemented in four stages including nurse's development, managers' development, adaptation and supervision period during four months in the case group. After intervention, clinical competency of nurses was measured in both groups.Results: The results showed that before intervention more than 80% of nurses in two groups was in the moderate clinical competency level and they were proficient based on Benner's skill acquisition model. After intervention, nurses' clinical competency improved to higher level in case group but it didn't change in control group (P<0.05. Conclusion: Creating necessary modifications in nursing environments through the management development program by head nurses may improve nurses' clinical competency.

A blended learning program on undergraduate nursing students' learning of electrocardiography.

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Jang, Keum-Seong; Kim, Yun-Min; Park, Soon-Joo

2006-01-01

This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model.

Development of a Post-Master's Fellowship Program in Oncology Nursing Education. Final Report.

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Siegele, Dorothy; Henderson, Billie

A one-year Post-Master's Fellowship in Oncology Nursing Education for nurse educators was developed through the collaboration of San Jose State University (California) and University of Alabama at Birmingham. The project was designed to: develop or update undergraduate/graduate oncology nursing programs; provide continuing education for practicing…

Critical Thinking Skill Acquisition in Accelerated LVN to RN Nursing Programs: An Evaluative Case Study

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Hutchison, Billy Eugene

2013-01-01

Accelerated transitional nursing programs (ATNPs) designed specifically for licensed vocational nurses (LVNs) to transition to become registered nurses (RNs) are graduating novice nurses who need critical thinking skills to solve patient problems. The health care industry and patient outcomes depend on graduate nurses to be proficient with quality…

77 FR 60128 - Noncompetitive Supplements to Nursing Assistant and Home Health Aide Program Grantees

Science.gov (United States)

2012-10-02

... Noncompetitive Supplements to Nursing Assistant and Home Health Aide Program Grantees AGENCY: Health Resources... expansion supplements of $100,000 to 10 Nursing Assistant and Home Health Aide (NAHHA) Program grantees to... Management; Care Coordination and Follow Up; and Behavioral Health and Social Support for Home Health Aides...

Nursing in Malawi: nursing theory in the movement to professionalize nursing.

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Bultemeier, Kaye I

2012-04-01

Nursing in Malawi has been predominately a technical trade and only recently has begun the transition to a profession with autonomy and advanced degree preparation. Nursing theories provide a framework for the evolution of nursing to an independent profession. Theories provide a means for the articulation of the nursing role to other members of the healthcare team including consumers. Healthcare and human needs are basic and the guidance provided by nursing theories, including Nightingale's, gives language and structure to the education of nurses as the profession moves into advanced practice in a developing country.

E-Mentoring for Doctor of Nursing Practice Students: A Pilot Program.

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Harris, Robin; Birk, Stefanie B; Sherman, Jan

2016-08-01

The growing number of online Doctor of Nursing Practice (DNP) programs, steady attrition rates, and shortage of faculty created an opportunity to explore the use of distance-mediated mentoring. Twenty first-year DNP Nursing Leadership students were matched with DNP-prepared mentors in a formalized e-mentoring program. The Ideal Mentor Scale was used to determine what students desired most from the mentoring relationship in addition to midpoint and end-of-program surveys. Quantitative analysis revealed mentors and mentees found the relationship to be beneficial (p mentors (92%) noted the program supplied adequate resources, and the majority of students would recommend the program. Having a mentor leads to both mentor- and mentee-perceived benefits. Recommendations include continuing to seek ways to improve the communication and commitment between the mentor and mentee in order to receive reciprocal program benefits. [J Nurs Educ. 2016;55(8):458-462.]. Copyright 2016, SLACK Incorporated.

Assessment of long-term impact of formal certified cardiopulmonary resuscitation training program among nurses.

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Saramma, P P; Raj, L Suja; Dash, P K; Sarma, P S

2016-04-01

Cardiopulmonary resuscitation (CPR) and emergency cardiovascular care guidelines are periodically renewed and published by the American Heart Association. Formal training programs are conducted based on these guidelines. Despite widespread training CPR is often poorly performed. Hospital educators spend a significant amount of time and money in training health professionals and maintaining basic life support (BLS) and advanced cardiac life support (ACLS) skills among them. However, very little data are available in the literature highlighting the long-term impact of these training. To evaluate the impact of formal certified CPR training program on the knowledge and skill of CPR among nurses, to identify self-reported outcomes of attempted CPR and training needs of nurses. Tertiary care hospital, Prospective, repeated-measures design. A series of certified BLS and ACLS training programs were conducted during 2010 and 2011. Written and practical performance tests were done. Final testing was undertaken 3-4 years after training. The sample included all available, willing CPR certified nurses and experience matched CPR noncertified nurses. SPSS for Windows version 21.0. The majority of the 206 nurses (93 CPR certified and 113 noncertified) were females. There was a statistically significant increase in mean knowledge level and overall performance before and after the formal certified CPR training program (P = 0.000). However, the mean knowledge scores were equivalent among the CPR certified and noncertified nurses, although the certified nurses scored a higher mean score (P = 0.140). Formal certified CPR training program increases CPR knowledge and skill. However, significant long-term effects could not be found. There is a need for regular and periodic recertification.

Men student nurses: the nursing education experience.

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Meadus, Robert J; Twomey, J Creina

2011-01-01

This study explored the phenomenon of being a male in a predominately female-concentrated undergraduate baccalaureate nursing program. Men remain a minority within the nursing profession. Nursing scholars have recommended that the profile of nursing needs to change to meet the diversity of the changing population, and the shortfall of the worldwide nursing shortage. However, efforts by nursing schools and other stakeholders have been conservative toward recruitment of men. Using Giorgi's method, 27 students from a collaborative nursing program took part in this qualitative, phenomenological study. Focus groups were undertaken to gather data and to develop descriptions of the experience. Five themes highlighted men students' experience of being in a university nursing program: choosing nursing, becoming a nurse, caring within the nursing role, gender-based stereotypes, and visible/invisible. The experiences of the students revealed issues related to gender bias in nursing education, practice areas, and societal perceptions that nursing is not a suitable career choice for men. Implications for nurse educators and strategies for the recruitment and retention of men nursing students are discussed. © 2011 Wiley Periodicals, Inc.

A study on Korean nursing students’ educational outcomes

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Kasil Oh

2011-04-01

Full Text Available The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS nursing programs and two three-year associate degree (AD programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, χ2-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification.

Master’s Degree Programs of Camarines Norte State College, Philippines: Impact on Its Graduates

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Godofredo E. Peteza, Jr.

2017-02-01

Full Text Available This research determined the impact of the master’s degree programs offered in the Graduate School such as Master in Business Administration, Master in Public Administration, Master in Management majors in Human Resource Management and Educational Planning and Management on its graduates from 2009 to 2013. Descriptive-survey method supplemented by interview was employed to identify specifically the profile of the graduates of master’s degree programs in terms of age, sex, civil status, level of appointment before and after taking the master’s degree program, monthly income before and after taking the master’s degree program, number of promotions after graduation, and years in service and the impact of the CNSC Graduate School’s Master’s Degree Programs along professional practice, career development; and employment. Results show that majority of the respondents are in the middle age from 31 -37 years old, married, mostly females, 6-10 years in service and have one promotion after they have graduated from their respective master’s degrees. The level of appointment of the respondents has a positive movement from rank and file to supervisory and managerial levels positions. The Graduate School’s Master’s degree programs provided high impact on the graduates’ professional practice, and on employment while average impact on career development.

[Development and effects of emotional intelligence program for undergraduate nursing students: mixed methods research].

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Lee, Oi Sun; Gu, Mee Ock

2014-12-01

This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students. The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program. Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.

[Reducing occupational burnout and enhancing job performance in new nurses: the efficacy of "last mile" programs].

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Wu, Hsiu-Mei; Liu, Pei-Fen; Ho, Hsueh-Hua; Chen, Ping-Ling; Chao, Hui-Lin; Chen, Hsiao-Lien

2012-08-01

New nurses undergo a stressful and challenging transition process in the nursing workplace. Lack of patient care knowledge and skills and work adaption difficulties lead to a high turnover rate that drains essential new talent away from the nursing profession and further exacerbates professional staffing shortages in the healthcare sector. The "last mile" program is a program developed jointly by a nursing school and hospital as a mechanism to bridge classroom learning to clinical practice and smooth the transition of nursing students into nursing professionals. The purpose of this study was to understand the effect of the "last mile" program on job performance and occupational burnout among new nurses. We conducted a quasi-experimental study in 2009 on a convenience sample of new nurses in a medical center. Participants were assigned into two groups, namely those enrolled in the last mile program (n = 29) and those not enrolled in the program (n = 94). Research team members and several collaborative universities developed the last mile program used in this study; Seven experts established content validity; The last mile program included 84 hours of lecture courses and 160 hours of clinical practice. Data was collected using the nursing job performance scale developed in 2007 by Greenslade and Jimmieson and translated ÷ back translated into an equivalent Chinese version. Exploratory factor analysis showed all items aggraded into 8 factors, which could be divided into task performance and contextual performance concept categories. Task performance concepts included: social support, information, coordination of care, and technical care; Contextual performance concepts included: interpersonal support, job-task support, volunteering for additional duties and compliance. The Cronbach's α for the 8 factors were .70-.95. The occupational burnout inventory included the 4 subscales of personal burnout, work-related burnout, client-related burnout, and over

Effects of a work-based critical reflection program for novice nurses.

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Kim, Yeon Hee; Min, Ja; Kim, Soon Hee; Shin, Sujin

2018-02-27

Critical reflection is effective in improving students' communication abilities and confidence. The aim of this study was to evaluate the effectiveness of a work-based critical reflection program to enhance novice nurses' clinical critical-thinking abilities, communication competency, and job performance. The present study used a quasi-experimental design. From October 2014 to August 2015, we collected data from 44 novice nurses working in an advanced general hospital in S city in Korea. Nurses in the experimental group participated in a critical reflection program for six months. Outcome variables were clinical critical-thinking skills, communication abilities, and job performance. A non-parametric Mann-Whitney U-test and a Wilcoxon rank sum test were selected to evaluate differences in mean ranks and to assess the null hypothesis that the medians were equal across the groups. The results showed that the clinical critical-thinking skills of those in the experimental group improved significantly (p = 0.003). The differences in mean ranks of communication ability between two groups was significantly statistically different (p = 0.028). Job performance improved significantly in both the experimental group and the control group, so there was no statistical difference (p = 0.294). We therefore suggest that a critical reflection program be considered an essential tool for improving critical thinking and communication abilities among novice nurses who need to adapt to the clinical environment as quickly as possible. Further, we suggest conducting research into critical reflection programs among larger and more diverse samples.

A National Survey Examining Manuscript Dissertation Formats Among Nursing PhD Programs in the United States.

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Graves, Janessa M; Postma, Julie; Katz, Janet R; Kehoe, Leanne; Swalling, Eileen; Barbosa-Leiker, Celestina

2018-03-08

Among research-focused nursing doctoral (PhD) programs in the United States, the traditional dissertation format has recently given way to a series of publication-ready manuscripts, often bookended by introduction and conclusion chapters. To help programs make decisions about the use of these formats, this study undertook a national survey of programs offering PhDs in nursing. The purpose of this study was to explore the advantages and disadvantages of the traditional format versus manuscript option for dissertations among nursing PhD programs in the United States. Cross-sectional census survey of U.S. nursing PhD programs. A web-based survey was administered to all U.S. nursing PhD programs. Respondents indicated formats offered, factors contributing to decisions of which formats to offer, and lessons learned. Descriptive statistics and inductive content analyses were used for analysis. Of 121 eligible institutions, 79 provided eligible responses (66.7%). The majority (59%) offered both formats; 11% offered the manuscript option only, and 24% offered the traditional format only. Faculty support (or lack thereof) contributed to adoption (or not) of the manuscript option. Respondents' approaches to the manuscript option (e.g., number of papers) and advice are summarized. Manuscript option dissertations are commonly offered and provide benefits to students and faculty; however, thoughtful implementation is critical. Programs need to agree upon clear expectations and have graduate school support (e.g., formatting). Faculty need mentorship in advising manuscript option students who choose to use this format, and the time and support. Finally, students need additional writing skills that could be provided through coursework or via individual work with mentors. As nursing education continues to expand further into doctoral research, programs must examine dissertation formats in order to both prepare future nurse scholars and disseminate nursing research that is critical

Relation of Compassionate Competence to Burnout, Job Stress, Turnover Intention, Job Satisfaction and Organizational Commitment for Oncology Nurses in Korea.

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Park, Sun-A; Ahn, Seung-Hee

2015-01-01

Nursing focuses on the development of an empathic relationship between the nurse and the patients. Compassionate competence, in particular, is a very important trait for oncology nurses. The current study sought to determine the degree of compassionate competence in oncology nurses, as well as to determine the relationships between compassionate competence, burnout, job stress, turnover intention, degrees of job satisfaction, and organizational commitment in oncology nurses. A descriptive correlational study evaluating the relationships between compassionate competence, burnout, job stress, turnover intention, degrees of job satisfaction, and organizational commitment in 419 oncology nurses was conducted between January 30 and February 20, 2015. The average score of compassionate competence for oncology nurses in the current study was higher than for clinical nurses. The correlational analysis between compassionate competence and organizational commitment, burnout, job stress, turnover intention, and degree of job satisfaction revealed a high correlation between compassionate competence and positive job satisfaction and organizational commitment. Compassionate competence was higher in oncology nurses than in nurses investigated in previous studies and positively correlated with work experience. Job satisfaction and organizational commitment in nurses may be improved through compassionate competence enhancement programs that employ a variety of experiences.

Current Status of Nursing Informatics Education in Korea

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Jeon, Eunjoo; Kim, Jeongeun; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran

2016-01-01

Objectives This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. Methods A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. Results A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Conclusions Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses. PMID:27200224

Relationships among work stress, job satisfaction, mental health, and healthy lifestyle behaviors in new graduate nurses attending the nurse athlete program: a call to action for nursing leaders.

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Melnyk, Bernadette Mazurek; Hrabe, David P; Szalacha, Laura A

2013-01-01

Although nurses are educated to take outstanding care of others, they themselves often have poor health outcomes, including high rates of depression and obesity, which are associated with stressful work environments. Furthermore, a high percentage of new graduate nurses leave their positions in the first year of employment, resulting in exorbitant costs to health care systems. The aim of this study was to determine the relationships among key variables that influence job satisfaction and healthy lifestyle behaviors of new graduate nurses, including workplace stress, work environment, lifestyle beliefs, and mental health. A descriptive correlational design was used with baseline data from 61 new graduate nurses attending the 2-day Nurse Athlete program, a workshop that focuses on nutrition, energy management, and physical activity. Higher levels of workplace stress were associated with higher levels of depression and anxiety as well as lower levels of resiliency, job satisfaction, and healthy lifestyle beliefs. Nurse leaders and managers must invest in creating healthy work environments for new and experienced nurses as well as provide mental health screening, resources, and intervention programs that focus on education and skills-building in health promoting behaviors, including emotional regulation of stress, anxiety, and depression.

Early Identification of Transformation in the Proficiency Level of Critical Thinking Skills (CTS) for the First Semester Associate Degree Nursing (ADN) Student

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Swing, Velmarie K.

2014-01-01

Critical thinking (CT) in the new nursing graduate continues to be a topic of concern in the academic and acute care settings. While research studies have analyzed critical thinking skills (CTS) at the beginning and end of nursing programs, few have focused on early program evaluation of CT. In this non-experimental, explanatory, quantitative…

Patient and Nurse Experiences in a Rural Chronic Disease Management Program: A Qualitative Evaluation.

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Davisson, Erica A; Swanson, Elizabeth A

Rural status confounds chronic disease self-management. The purpose of this qualitative, descriptive study was to evaluate the nurse-led "Living Well" chronic disease management program reporting patient recruitment and retention issues since program initiation in 2013. The Chronic Care Model (CCM) was the guiding framework used to reinforce that interdisciplinary teams must have productive patient interactions for their program(s) to be sustainable. A rural, Midwest county clinic's chronic disease management program. Observations, interviews, and within- and across-case coding were used. Patients' responses were analyzed to identify (1) reasons for recruitment and retention problems and (2) program elements that were viewed as successful or needing improvement. A convenience sample of 6 rural, English-speaking adults (65 years or older, with no severe cognitive impairment) with at least one chronic condition was recruited and interviewed. Themes emerged related to nurse knowledge, availability, and value; peer support; overcoming barriers; adherence enhancement; and family/friends' involvement. Patients reported engagement in self-management activities because of program elements such as support groups and productive nurse-patient interactions. Interdisciplinary communication, commitment, and patient referral processes were identified as reasons for recruitment and retention issues. Findings substantiated that certain elements must be present and improved upon for future rural programs to be successful. Interdisciplinary communication may need to be improved to address recruitment and retention problems. It was clear from patient interviews that the nurse coordinators played a major role in patients' self-management adherence and overall satisfaction with the program. This is important to case management because results revealed the need for programs of this nature that incorporate the vital role of nurse coordinators and align with the CCM value of providing a

Factors Affecting Adult Student Dropout Rates in the Korean Cyber-University Degree Programs

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Choi, Hee Jun; Kim, Byoung Uk

2018-01-01

Few empirical studies of adult distance learners' decisions to drop out of degree programs have used large enough sample sizes to generalize the findings or data sets drawn from multiple online programs that address various subjects. Accordingly, in this study, we used a large administrative data set drawn from multiple online degree programs to…

Peer education programs in corrections: curriculum, implementation, and nursing interventions.

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Dubik-Unruh, S

1999-01-01

Despite the prevalence of HIV and other infectious diseases in U.S. prisons, and the mix of infected and high-risk prisoners in crowded and volatile living conditions, federal and state prisons have reduced or eliminated prevention education programs addressing HIV and other infectious diseases for incarcerated populations. Nurses' knowledge, education, and licensure place them in a position to influence prison policy in developing and implementing educational programs for inmates and staff. Their role as advocates for patients in prison and their separation from the more punitive aspects of corrections also enable nurses to earn the trust of inmate populations. These factors identify nurses as the staff best suited within corrections to implement inmate prevention education. Training inmate educators to provide peer prevention and strategies for risk reduction have potential to modify inmate behaviors both within the facility and following release. Selection criteria for peer educator recruitment, prison-sensitive issues, and suggested training activities are discussed.

The Effects of Moderate- and High-Fidelity Patient Simulator Use on Critical Thinking in Associate Degree Nursing Students

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Vieck, Jana

2013-01-01

The purpose of this study was to examine the impact of moderate- and high-fidelity patient simulator use on the critical thinking skills of associate degree nursing students. This quantitative study used a quasi-experimental design and the Health Sciences Reasoning Test (HSRT) to evaluate the critical thinking skills of third semester nursing…

Curriculum Evaluation and Employers Opinions: the case study of Educational Technology Program in Bachelor Degree (Continuing Program

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Nakhon Lalognam

2016-09-01

Full Text Available The purposes of this research were: 1 to evaluate the Educational Technology Program (Continuing Program in Bachelor Degree curriculum which is revised in 2007 by applying CIPP model for evaluation. 2 to study the opinions of the employers about the ideal characteristics and actual characteristics of graduates. 3 to study the opinions for the requirements of the Educational Technology Program in Bachelor Degree (Continuing Program and knowledge implementation in work of graduates. 4 to make the suggestions and guidelines to improve the Educational Technology Program in Bachelor Degree (Continuing Program to achieve potentiality and responsive for the requirements of learners and employers. The sample of this research were 310 persons ; consisted of graduates in the Educational Technology Program in Bachelor Degree (Continuing Program in academic year 2006 - 2010, the committee of the Educational Technology Program in Bachelor Degree (Continuing Program , instructors and employers by using Multi-stage Random Sampling and Simple Random Sampling. The instruments of this research were the 5 levels rating scale questionnaire and the structured interview type. They consisted of 3 sets: 1 for graduates, 2 for the committee of the Educational Technology Program in Bachelor Degree (Continuing Program and 3 for instructors and employers. The research found that: 1. The results of evaluation on the Educational Technology Program in Bachelor Degree (Continuing Program which is revised in 2007 were: 1.1 The opinions of graduates to curriculum in all of aspects were average at the uncertain level which the context aspect was at the high level, input aspect was at the uncertain level, process aspect was at the uncertain level and product aspect was at the high level. 1.2 The opinions of the curriculum committee and instructors to curriculum in all of aspects were average at the high level which the context aspect was at the high level, input aspect was at the

Qualitative Research in an International Research Program: Maintaining Momentum while Building Capacity in Nurses

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Judy Mill RN, PhD

2014-02-01

Full Text Available Nurses are knowledgeable about issues that affect quality and equity of care and are well qualified to inform policy, yet their expertise is seldom acknowledged and their input infrequently invited. In 2007, a large multidisciplinary team of researchers and decision-makers from Canada and five low- and middle-income countries (Barbados, Jamaica, Uganda, Kenya, and South Africa received funding to implement a participatory action research (PAR program entitled “Strengthening Nurses' Capacity for HIV Policy Development in sub-Saharan Africa and the Caribbean.” The goal of the research program was to explore and promote nurses' involvement in HIV policy development and to improve nursing practice in countries with a high HIV disease burden. A core element of the PAR program was the enhancement of the research capacity, and particularly qualitative capacity, of nurses through the use of mentorship, role-modeling, and the enhancement of institutional support. In this article we: (a describe the PAR program and research team; (b situate the research program by discussing attitudes to qualitative research in the study countries; (c highlight the incremental formal and informal qualitative research capacity building initiatives undertaken as part of this PAR program; (d describe the approaches used to maintain rigor while implementing a complex research program; and (e identify strategies to ensure that capacity building was locally-owned. We conclude with a discussion of challenges and opportunities and provide an informal analysis of the research capacity that was developed within our international team using a PAR approach.

77 FR 29647 - Medicare Program; Solicitation for Proposals for the Medicare Graduate Nurse Education...

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2012-05-18

...] Medicare Program; Solicitation for Proposals for the Medicare Graduate Nurse Education Demonstration... participate in the Medicare Graduate Nurse Education (GNE) Demonstration. DATES: Proposals will be considered...--(A) 1 or more applicable schools of nursing; and (B) 2 or more applicable non- hospital community...

Effect of the essentials of critical care orientation (ECCO) program on the development of nurses' critical thinking skills.

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Kaddoura, Mahmoud A

2010-09-01

It is essential for nurses to develop critical thinking skills to ensure their ability to provide safe and effective care to patients with complex and variable needs in ever-changing clinical environments. To date, very few studies have been conducted to examine how nursing orientation programs develop the critical thinking skills of novice critical care nurses. Strikingly, no research studies could be found about the American Association of Critical Care Nurses Essentials of Critical Care Orientation (ECCO) program and specifically its effect on the development of nurses' critical thinking skills. This study explored the perceptions of new graduate nurses regarding factors that helped to develop their critical thinking skills throughout their 6-month orientation program in the intensive care unit. A convenient non-probability sample of eight new graduates was selected from a hospital that used the ECCO program. Data were collected with demographic questionnaires and semi-structured interviews. An exploratory qualitative research method with content analysis was used to analyze the data. The study findings showed that new graduate nurses perceived that they developed critical thinking skills that improved throughout the orientation period, although there were some challenges in the ECCO program. This study provides data that could influence the development and implementation of future nursing orientation programs. Copyright 2010, SLACK Incorporated.

Effect of Time Management Program on Job Satisfaction for Head Nurses

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Elsabahy, Hanan ELsayed; Sleem, Wafaa Fathi; El Atroush, Hala Gaber

2015-01-01

Background: Time management and job satisfaction all related to each other and greatly affect success of organization. Subjects and Methods: The study aimed to evaluate the efficacy of a designed program of time management on job satisfaction for head nurses. A Quasi-experimental design was used for a total number of head nurses participated. Two…

[Development of an advanced education program for community medicine by Nagasaki pharmacy and nursing science union consortium].

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Teshima, Mugen; Nakashima, Mikiro; Hatakeyama, Susumi

2012-01-01

The Nagasaki University School of Pharmaceutical Sciences has conducted a project concerning "development of an advanced education program for community medicine" for its students in collaboration with the University's School of Nursing Sciences, the University of Nagasaki School of Nursing Sciences, and the Nagasaki International University School of Pharmaceutical Sciences. The project was named "formation of a strategic base for the integrated education of pharmacy and nursing science specially focused on home-healthcare and welfare", that has been adopted at "Strategic University Cooperative Support Program for Improving Graduate" by the Ministry of Education, Culture, Sports, Science and Technology, Japan from the 2009 academic year to the 2011 academic year. Our project is a novel education program about team medical care in collaboration with pharmacist and nurse. In order to perform this program smoothly, we established "Nagasaki pharmacy and nursing science union consortium (Nagasaki University, The University of Nagasaki, Nagasaki International University, Nagasaki Pharmaceutical Association, Nagasaki Society of Hospital Pharmacists, Nagasaki Nursing Association, Nagasaki Medical Association, Nagasaki Prefectural Government)". In this symposium, we introduce contents about university education program and life learning program of the project.

Reflections of Bologna Process on Websites of Undergraduate Nursing Programs in Turkey

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Tuğçe TÜRTEN KAYMAZ

2017-04-01

Full Text Available This study was conducted to investigate the data about the Bologna Process on the websites of universities’ undergraduate nursing programs in Turkey. In this descriptive study, all state and private universities which have BSc Nursing Programs and are within the scope of the Council of Higher Education of Turkey were included. Data were collected between May 1st and June 1st, 2015 by searching the websites of universities that were included in this study. An Evaluation Form that was developed by the researchers was used to collect data. Data were analyzed by using frequencies and percentages. We found that 77.2% of the universities included in the study were state universities and information about the Bologna Process could be found by using the website link on the main page in 65.3% of these universities. The majority of the universities (87.1% had general information about their program but 44% did not take the European Credit Transfer System into consideration on compulsory lessons and 41% of them on elective lessons. It was found that the majority of essential nursing lessons held by eight departments in BSc of Nursing programs had an Information Package of Lessons (68.1%-77.6% and that this package contained information on the European Credit Transfer System Credits in 72.3%-82.7% and calculations of student workload in 54.2%-65.6%. In conclusion, the universities with BSc Nursing Program did not have full information about the Bologna Process on their websites. We recommend making the necessary updates on these websites according to the standard format of the Council of Higher Education of Turkey to avoid giving inadequate and false information about the Bologna Process.

The impact of residency programs on new nurse graduates' clinical decision-making and leadership skills: a systematic review.

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AL-Dossary, Reem; Kitsantas, Panagiota; Maddox, P J

2014-06-01

Health care institutions have adapted residency programs to help new graduate nurses to become fully competent and transition from a student nurse to an independent practicing nurse and a bedside leader. The study's aim is to review the literature on the impact of residency programs on new graduate nurses' clinical decision-making and leadership skills. An electronic search was conducted between 1980 and 2013 using databases of the scientific literature in Medline, PubMed, Cochrane EPOC, Cumulative Index to Nursing & Allied Health Literature database guide (CINAHL), and PsychInfo using a range of keywords. Information gathered was evaluated for relevance. Thirteen studies that met the inclusion criteria were used in this systematic review. In several studies considered in this review, residency programs were developed to improve new graduates skills and promote their transition into the nursing workforce. In fact, the transition programs reduced turnover in that first year of practice and promoted professional growth of the new graduate such as hand-on nursing skills, clinical decision-making and leadership skills, satisfaction, and retention. There is a need for effective residency programs that are designed to prepare new graduate nurses in providing safe, competent and effective patient care. © 2013.

Tjirtamai--'to care for': a nursing education model designed to increase the number of Aboriginal nurses in a rural and remote Queensland community.

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West, Roianne; West, Leeona; West, Karen; Usher, Kim

In 2009, a nursing education model was locally designed and delivered to support the interest of a group of Aboriginal community members living in a rural and remote town in Queensland, specifically to prepare for entry into further nursing education. Named 'Tjirtamai' by the traditional owners of the area, the program was offered in recognition of the challenges faced by Aboriginal people when they enter nursing education courses and as a way to increase the local number of Aboriginal nurses. This program, while funded by the Government, had unprecedented support and involvement from both the local Aboriginal and wider community. The model offered multiple exit points, assistance with financial and other known challenges for Aboriginal and Torres Strait Islander students, and included contextualised literacy and numeracy. Of the 38 Aboriginal students who enrolled in the course, 26 students completed. Of those students, 18 have since enrolled in a bachelor degree in nursing while another 4 enrolled in a diploma of nursing. This paper provides an overview of the course and its outcomes.

Evaluation of a program on self-esteem and ego-identity for Korean nursing students.

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Choi, Yun-Jung

2016-09-01

Nursing students with high levels of self-esteem and a strong ego-identity maintain a level of self-integrity that enables them to participate successfully in shared group values and interests while simultaneously meeting their own needs. Self-esteem and ego-identity are associated with academic achievement, major (area of study) satisfaction, and life satisfaction in undergraduate students. This study evaluated a brief group program for Korean nursing students that focused on promoting positive self-esteem and ego-identity development. Twenty-three Korean nursing school students participated. Changes in the students' ego-identity and self-esteem were quantitatively examined. Scores for ego-identity and self-esteem increased significantly for the students who participated in the group, while scores in the control group remained the same. The program is judged as an effective method for nursing educators or college mental health providers to utilize in order to promote affirmative ego-identity and self-esteem in nursing students. Additionally, the program contributes to helping students achieve developmental goals during their college life. © 2016 John Wiley & Sons Australia, Ltd.

A trial-based economic evaluation of 2 nurse-led disease management programs in heart failure

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Postmus, Douwe; Pari, Anees A. Abdul; Jaarsma, Tiny; Luttik, Marie Louise; van Veldhuisen, Dirk J.; Hillege, Hans L.; Buskens, Erik

2011-01-01

Background Although previously conducted meta-analyses suggest that nurse-led disease management programs in heart failure (HF) can improve patient outcomes, uncertainty regarding the cost-effectiveness of such programs remains. Methods To compare the relative merits of 2 variants of a nurse-led

Association of faculty perceptions of work-life with emotional exhaustion and intent to leave academic nursing: report on a national survey of nurse faculty.

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Yedidia, Michael J; Chou, Jolene; Brownlee, Susan; Flynn, Linda; Tanner, Christine A

2014-10-01

The current and projected nurse faculty shortage threatens the capacity to educate sufficient numbers of nurses for meeting demand. As part of an initiative to foster strategies for expanding educational capacity, a survey of a nationally representative sample of 3,120 full-time nurse faculty members in 269 schools and programs that offered at least one prelicensure degree program was conducted. Nearly 4 of 10 participants reported high levels of emotional exhaustion, and one third expressed an intent to leave academic nursing within 5 years. Major contributors to burnout were dissatisfaction with workload and perceived inflexibility to balance work and family life. Intent to leave was explained not only by age but by several potentially modifiable aspects of work, including dissatisfaction with workload, salary, and availability of teaching support. Preparing sufficient numbers of nurses to meet future health needs will require addressing those aspects of work-life that undermine faculty teaching capacity. Copyright 2014, SLACK Incorporated.

Adaptive Competency Acquisition: Why LPN-to-ADN Career Mobility Education Programs Work.

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Coyle-Rogers, Patricia G.

Adaptive competencies are the skills required to effectively complete a particular task and are the congruencies (balance) between personal skills and task demands. The differences between the adaptive competency acquisition of students in licensed practical nurse (LPN) programs and associate degree nurse (ADN) programs were examined in a…

Cultural competency education in American nursing programs and the approach of one school of nursing.

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Sloand, Elizabeth; Groves, Sara; Brager, Rosemarie

2004-01-01

The importance of cultural competency in all areas of American society is well accepted. Indeed, the evolving demographics of the country make it imperative. A wide range of educational and work settings has addressed the concept, from business and government to education and health. Cultural competency is particularly critical in the realm of healthcare, as the potential impact on quality of health and life is at stake. Nursing is a leader in this field, with a long theoretical and practice history of attention to, and respect for, individual differences. This article reviews cultural competency education in nursing and its respective educational settings. Common threads and different models are discussed. The program components of cultural competency education in one School of Nursing are highlighted. Future directions towards refining cultural competency education are presented.

Critical thinking of registered nurses in a fellowship program.

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Zori, Susan; Kohn, Nina; Gallo, Kathleen; Friedman, M Isabel

2013-08-01

Critical thinking is essential to nursing practice. This study examined differences in the critical thinking dispositions of registered nurses (RNs) in a nursing fellowship program. Control and experimental groups were used to compare differences in scores on the California Critical Thinking Disposition Inventory (CCTDI) of RNs at three points during a fellowship program: baseline, week 7, and month 5. The control group consisted of RNs who received no education in critical thinking. The experimental group received education in critical thinking using simulated scenarios and reflective journaling. CCTDI scores examined with analysis of variance showed no significant difference within groups over time or between groups. The baseline scores of the experimental group were slightly higher than those of the control group. Chi-square analysis of demographic variables between the two groups showed no significant differences. Critical thinking dispositions are a combination of attitudes, values, and beliefs that make up one's personality based on life experience. Lack of statistical significance using a quantitative approach did not capture the development of the critical thinking dispositions of participants. A secondary qualitative analysis of journal entries is being conducted. Copyright 2013, SLACK Incorporated.

Childhood fever management program for Korean pediatric nurses: A comparison between blended and face-to-face learning method.

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Jeong, Yong Sun; Kim, Jin Sun

2014-01-01

A blended learning can be a useful learning strategy to improve the quality of fever and fever management education for pediatric nurses. This study compared the effects of a blended and face-to-face learning program on pediatric nurses' childhood fever management, using theory of planned behavior. A nonequivalent control group pretest-posttest design was used. A fever management education program using blended learning (combining face-to-face and online learning components) was offered to 30 pediatric nurses, and 29 pediatric nurses received face-to-face education. Learning outcomes did not significantly differ between the two groups. However, learners' satisfaction was higher for the blended learning program than the face-to-face learning program. A blended learning pediatric fever management program was as effective as a traditional face-to-face learning program. Therefore, a blended learning pediatric fever management-learning program could be a useful and flexible learning method for pediatric nurses.

The road to developing an advanced degree program in public health preparedness.

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Cherry, Robert A; Davis, Tom

2007-08-01

The master of homeland security (MHS) degree in public health preparedness at the Pennsylvania State University College of Medicine is the first degree program of its kind offered by any U.S. medical school. The field of public health preparedness has been increasingly viewed as a new, emerging professional discipline, which academic medicine is well positioned to complement. The process by which the MHS program has evolved from conception to realization is a case study in the mission-based alignment of core values and leadership between the government and academic medicine. Recognizing the need for multidisciplinary involvement, the program architects reconsidered the traditional approach to the development and implementation of new graduate degree programs. Instead, a more flexible, loosely connected network of strategic partners and alliances was adopted. These partnerships were developed and cultivated by vested individuals who excelled in specific core competencies and came together to create value. This allowed for both the expertise and flexibility needed to adapt quickly to the evolving homeland security environment in the United States. To that end, this article describes the 10-step multidisciplinary program-development process that spanned three years and culminated in the establishment of this new graduate degree program. The MHS program as it now stands focuses on public health preparedness, including epidemiological evaluation, disaster communication and psychology, agricultural biosecurity, and critical infrastructure protection. The program is geared toward the practicing professional already working in the field, and its graduates are positioned to be among the top leaders, educators, and researchers in homeland security.

Acceptability of an e-learning program to help nursing assistants manage relationship conflict in nursing homes.

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Marziali, Elsa; Mackenzie, Corey Scott; Tchernikov, Illia

2015-02-01

Management of nursing assistants' (NAs) emotional stress from relationship conflicts with residents, families, and coworkers is rarely the focus of educational programs. Our objective was to gather feedback from NAs and their nursing supervisors (NSs) about the utility of our e-learning program for managing relationship stress. A total of 147 NAs and their NSs from 17 long-term care homes viewed the educational modules (DVD slides with voice-over), either individually or in small groups, and provided feedback using conference call focus groups. Qualitative analysis of NA feedback showed that workplace relationship conflict stress was associated with workload and the absence of a forum for discussing relationship conflicts that was not acknowledged by NSs. This accessible e-learning program provides NAs with strategies for managing stressful emotions arising from workplace relationship conflict situations and underscores the importance of supervisory support and team collaboration in coping with emotionally evoked workplace stress. © The Author(s) 2014.

Mission possible: twenty-five years of university and college collaboration in baccalaureate nursing education.

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Zawaduk, Cheryl; Duncan, Susan; Mahara, M Star; Tate, Betty; Callaghan, Doris; McCullough, Deborah; Chapman, Marilyn; Van Neste-Kenny, Jocelyne

2014-10-01

In Canada, nurse educators from five postsecondary institutions in the province of British Columbia established a collaborative nursing education initiative in 1989, with a vision to transform RN college diploma programs to baccalaureate degree programs. The principles, processes, and structures that served to develop and sustain this nursing education initiative are briefly reviewed. Curriculum, scholarship, and education legislation serve as platforms to critically explore a 25-year history (1989-2014) of successes, challenges, and transitions within this unique nursing education collaboration. The importance of curriculum development as faculty development, program evaluation as an adjunct to pedagogical scholarship, diversity of cross-institutional mandates, political interplay in nursing education, collegiality, and courageous leadership are highlighted. Nurse educators seeking to create successful collaborations must draw upon well-defined principles and organizational structures and processes to guide pedagogical practices and inquiry while remaining mindful of and engaged in professional and societal developments. Copyright 2014, SLACK Incorporated.

Evaluation of a program to reduce back pain in nursing personnel

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Neusa Maria C Alexandre

2001-08-01

Full Text Available OBJECTIVE: To evaluate the effectiveness of a program designed to reduce back pain in nursing aides. METHODS: Female nursing aides from a university hospital who had suffered episodes of back pain for at least six months were included in the study. Participants were randomly divided into a control group and an intervention group. The intervention program involved a set of exercises and an educational component stressing the ergonomic aspect, administered twice a week during working hours for four months. All subjects answered a structured questionnaire and the intensity of pain was assessed before and after the program using a visual analogue scale (VAS. Student's t-test or the Wilcoxon Rank Sum Test for independent samples, and Chi-square test or the Exact Fisher test for categorical analysis, were used. The McNemar test and the Wilcoxon matched pairs test were used to compare the periods before and after the program. RESULTS: There was a statistically significant decrease in the frequency of cervical pain in the last two months and in the last seven days in the intervention group. There was also a reduction in cervical pain intensity in the two periods (2 months, 7 days and lumbar pain intensity in the last 7 days. CONCLUSIONS: The results suggest that a program of regular exercise with an emphasis on ergonomics can reduce musculoskeletal symptoms in nursing personnel.

Evaluation of a program to reduce back pain in nursing personnel

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Alexandre Neusa Maria C

2001-01-01

Full Text Available OBJECTIVE: To evaluate the effectiveness of a program designed to reduce back pain in nursing aides. METHODS: Female nursing aides from a university hospital who had suffered episodes of back pain for at least six months were included in the study. Participants were randomly divided into a control group and an intervention group. The intervention program involved a set of exercises and an educational component stressing the ergonomic aspect, administered twice a week during working hours for four months. All subjects answered a structured questionnaire and the intensity of pain was assessed before and after the program using a visual analogue scale (VAS. Student's t-test or the Wilcoxon Rank Sum Test for independent samples, and Chi-square test or the Exact Fisher test for categorical analysis, were used. The McNemar test and the Wilcoxon matched pairs test were used to compare the periods before and after the program. RESULTS: There was a statistically significant decrease in the frequency of cervical pain in the last two months and in the last seven days in the intervention group. There was also a reduction in cervical pain intensity in the two periods (2 months, 7 days and lumbar pain intensity in the last 7 days. CONCLUSIONS: The results suggest that a program of regular exercise with an emphasis on ergonomics can reduce musculoskeletal symptoms in nursing personnel.

The nurse scheduling problem: a goal programming and nonlinear optimization approaches

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Hakim, L.; Bakhtiar, T.; Jaharuddin

2017-01-01

Nurses scheduling is an activity of allocating nurses to conduct a set of tasks at certain room at a hospital or health centre within a certain period. One of obstacles in the nurse scheduling is the lack of resources in order to fulfil the needs of the hospital. Nurse scheduling which is undertaken manually will be at risk of not fulfilling some nursing rules set by the hospital. Therefore, this study aimed to perform scheduling models that satisfy all the specific rules set by the management of Bogor State Hospital. We have developed three models to overcome the scheduling needs. Model 1 is designed to schedule nurses who are solely assigned to a certain inpatient unit and Model 2 is constructed to manage nurses who are assigned to an inpatient room as well as at Polyclinic room as conjunct nurses. As the assignment of nurses on each shift is uneven, then we propose Model 3 to minimize the variance of the workload in order to achieve equitable assignment on every shift. The first two models are formulated in goal programming framework, while the last model is in nonlinear optimization form.

An analysis of a mentoring program for baccalaureate nursing students: does the past still influence the present?

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Ketola, Jarline

2009-01-01

In September 1999, the nursing alumni association of a large university on the West Coast launched a mentoring program for nursing undergraduate students: 120 students (50% of the student body) joined the program and 60 community nurses, representing a myriad of specialties, roles, and educational levels (diploma program to doctorate), agreed to volunteer their time as mentors. The program had been carefully planned using a survey done the previous year with 95% (296) of the student body asking their opinions on program components and design. A successful 9-month pilot study was then done with 13 students matched with 13 mentors. Yet, over the next 4 years, enrollment of the students dropped to less than 1/3 the original number. Care was taken to observe the changes in enthusiasm and to address problems with the entire group: mentors and students. After 5 years, the person chairing the program needed to leave-the transition with new leadership was never successful. Part of this resulted from problems in transition but the larger issue concerned the trend that had already been identified. The aim of this paper is to discuss the problems encountered during the program from a perspective of the context within which the program was developed and the history of mentoring in the profession of nursing. The present carries the inheritance of the past. Historically, nurses and women were not expected to need mentors-"trained nurses" did not need mentoring and women were expected to have temporary jobs which they left for marriage and mothering. The paper explores the historical question: Does the history of mentoring in nursing still influence nurses today, making it challenging to establish the relationships essential to the success of mentoring?

School program for screening students at risk for diabetes: the School Nurse Childhood Obesity Prevention Education program.

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Schantz, Shirley; Bobo, Nichole

2009-07-01

Accurate height and weight and BMI assessment by the school nurse is the first step in identifying students at risk for developing type 2 diabetes or other health consequences. Additional screening for children at or above the 95th percentile for BMI identifies those students most at risk. MAP affiliate sites indicate that when this assessment and communication is done in a private, sensitive, and caring manner--with emphasis on the health of the child-parents/ guardians are receptive to the information. School nurses, with the knowledge and skills provided by the S.C.O.P.E. program, alert parents/guardians to address their children's health risks and contact their health care providers. School nurses are also taught how they can provide guidance for school leadership and community coalitions to incorporate effective changes to food and physical activity offerings to students. The S.C.O.P.E. program can enhance the role of the school nurse in the global fight against childhood obesity so school-age children are healthy and ready to learn.

A diabetes management mentor program: outcomes of a clinical nurse specialist initiative to empower staff nurses.

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Modic, Mary Beth; Canfield, Christina; Kaser, Nancy; Sauvey, Rebecca; Kukla, Aniko

2012-01-01

The purpose of this project was to enhance the knowledge of the bedside nurse in diabetes management. A forum for ongoing support and exploration of clinical problems, along with the distribution of educational tools were the components of this program. Diabetes accounts for 30% of patients admitted to the hospital. It has become more challenging to manage as the treatment choices have increased. There are a number of researchers who have identified nurse and physician knowledge of diabetes management principles as suboptimal. DESCRIPTION OF THE INNOVATION: Staff nurses are educated for a role as a Diabetes Management Mentor and are expected to educate/dialogue with peers monthly, model advocacy and diabetes patient education skills, facilitate referrals for diabetes education, and direct staff to resources for diabetes management. Diabetes Management Mentors feel more confident in their knowledge of diabetes and their ability to resolve clinical issues as they arise. The Diabetes Management Mentor role is another avenue for nurses to refine their clinical knowledge base and acquire skills to share with colleagues while remaining at the bedside. The clinical nurse specialist is expertly prepared to foster the professional development of bedside nurses while simultaneously making a positive impact on disease management. Opportunity for future investigation includes efficacy of teaching tools on diabetes mastery, the effect of clinical nurse specialist mentoring on a select group of bedside nurses, and the Diabetes Management Mentor's impact on prevention of near-miss events.

Self-study program on HTML browser--application to Clinical Nursing General Remarks Course.

Science.gov (United States)

Ochiai, N; Sota, Y; Ezumi, H

1997-01-01

We created a self-study program using HTML browser on the Clinical Nursing General Remarks Course, Eighty-three students each selected a published book on a personal history (written personal reflections from individuals who had undergone medical treatment and hospitalization), read it and submitted reports of their impressions of the histories. Their reports were arranged from a nursing perspective and entered on the home page of our college using HTML browser. We intended that the students would become more interested in reading of the personal histories, and that they would acquire new self-study skills and increase their interest in Internet through use of our program. In addition, we hoped that this program would encourage positive communication and mutual sharing of information. The students were able to easily refer to a personal history according to their interest from a nursing perspective. Therefore this program realized the mutual learning among students and other users.

Development and Implementation of an Ultrasound-Guided Peripheral Intravenous Catheter Program for Emergency Nurses.

Science.gov (United States)

Edwards, Courtney; Jones, Jodi

2018-01-01

Emergency medical care often necessitates placement of peripheral intravenous (PIV) catheters. When traditional methods for obtaining PIV access are not successful, ultrasound guidance is a rescue technique for peripheral vascular placement that improves the quality of patient care. The aim of this training program was to develop a process where emergency nurses would be competent to perform ultrasound guided PIV to improve the quality of patient care delivered while reducing throughput time. Administrative program development required creating a nursing practice statement, procedure guideline, operational plan, and competency validation. A training program comprising both didactic and hands-on training was developed and provided by emergency medicine physicians with formal ultrasound fellowship training. In determining whether the training program was adequate in preparing the student to place an ultrasound-guided PIV, 92.9% of students "agreed" or "strongly agreed." In having confidence in their ability to obtain an ultrasound guided PIV catheter placement, 35.7% of respondents "agreed" and 64.3% "strongly agreed." In finding it difficult to be successful in achieving ultrasound guided PIV catheter placement, 71.4% of students "strongly disagreed" and 14.3% "disagreed." All students (100%) felt it was a feasible task to train nurses to successfully place ultrasound-guided PIV catheters and 71.4% of students strongly support continuing to provide this training program and competency validation. Establishment of an effective didactic and hands-on training program resulted in emergency department nurses becoming competent in placement of ultrasound guided PIV catheters to provide optimal patient care. Copyright © 2017 Emergency Nurses Association. Published by Elsevier Inc. All rights reserved.

Double degree master program: Optical Design

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Bakholdin, Alexey; Kujawinska, Malgorzata; Livshits, Irina; Styk, Adam; Voznesenskaya, Anna; Ezhova, Kseniia; Ermolayeva, Elena; Ivanova, Tatiana; Romanova, Galina; Tolstoba, Nadezhda

2015-10-01

Modern tendencies of higher education require development of master programs providing achievement of learning outcomes corresponding to quickly variable job market needs. ITMO University represented by Applied and Computer Optics Department and Optical Design and Testing Laboratory jointly with Warsaw University of Technology represented by the Institute of Micromechanics and Photonics at The Faculty of Mechatronics have developed a novel international master double-degree program "Optical Design" accumulating the expertise of both universities including experienced teaching staff, educational technologies, and experimental resources. The program presents studies targeting research and professional activities in high-tech fields connected with optical and optoelectronics devices, optical engineering, numerical methods and computer technologies. This master program deals with the design of optical systems of various types, assemblies and layouts using computer modeling means; investigation of light distribution phenomena; image modeling and formation; development of optical methods for image analysis and optical metrology including optical testing, materials characterization, NDT and industrial control and monitoring. The goal of this program is training a graduate capable to solve a wide range of research and engineering tasks in optical design and metrology leading to modern manufacturing and innovation. Variability of the program structure provides its flexibility and adoption according to current job market demands and personal learning paths for each student. In addition considerable proportion of internship and research expands practical skills. Some special features of the "Optical Design" program which implements the best practices of both Universities, the challenges and lessons learnt during its realization are presented in the paper.

Evaluation of a Hospital-Based Pneumonia Nurse Navigator Program.

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Seldon, Lisa E; McDonough, Kelly; Turner, Barbara; Simmons, Leigh Ann

2016-12-01

The aim of this study is to evaluate the effectiveness of a hospital-based pneumonia nurse navigator program. This study used a retrospective, formative evaluation. Data of patients admitted from January 2012 through December 2014 to a large community hospital with a primary or secondary diagnosis of pneumonia, excluding aspiration pneumonia, were used. Data included patient demographics, diagnoses, insurance coverage, core measures, average length of stay (ALOS), disposition, readmission rate, financial outcomes, and patient barriers to care were collected. Descriptive statistics and parametric testing were used to analyze data. Core measure performance was sustained at the 90th percentile 2 years after the implementation of the navigator program. The ALOS did not decrease to established benchmarks; however, the SD for ALOS decreased by nearly half after implementation of the navigator program, suggesting the program decreased the number and length of extended stays. Charges per case decreased by 21% from 2012 to 2014. Variable costs decreased by 4% over a 2-year period, which increased net profit per case by 5%. Average readmission payments increased by 8% from 2012 to 2014, and the net revenue per case increased by 8.3%. The pneumonia nurse navigator program may improve core measures, reduce ALOS, and increase net revenue. Future evaluations are necessary to substantiate these findings and optimize the cost and quality performance of navigator programs.

Iranian Physicians' Perspectives Regarding Nurse-Physician Professional Communication: Implications for Nurses.

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Esmaeilpour-Bandboni, Mohammad; Vaismoradi, Mojtaba; Salsali, Mahvash; Snelgrove, Sherrill; Sheldon, Lisa Kennedy

2017-08-01

Nurse-physician professional communication affects the effectiveness and performance of the health care team and the quality of care delivered to the patient. This study aimed to explore the perspectives and experiences of physicians on nurse-physician professional communication in an urban area of Iran. Semistructured interviews were conducted with 15 physicians selected using a purposive sampling method. Physicians from different medical specialties were chosen from 4 teaching hospitals in an urban area of Iran. The data were analyzed with content analysis and themes developed. Three themes developed during data analysis: "seeking the formal methods of communication to ensure patient care," "nurses' professional attributes for professional communication," and "patients' health conditions as the mediators of professional communication." Nurses need to be informed of the perspectives and experiences of physicians on professional communication. Our findings can improve nurses' understandings of professional communication that could inform the development of educational and training programs for nurses and physicians. There is a need to incorporate communication courses during degree education and design interprofessional training regarding communication in clinical settings to improve teamwork and patient care. Open discussions between nurses and physicians, training sessions about how to improve their knowledge about barriers to and facilitators of effective professional communication, and key terms and phrases commonly used in patient care are suggested.

Research support by doctoral-granting colleges/schools of nursing.

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Yoon, Saun-Joo Lee; Wolfe, Sandra; Yucha, Carolyn B; Tsai, Peishan

2002-01-01

Colleges and schools of nursing with doctoral programs focus on developing quality research programs. One effective way of managing and nurturing a research program is through the implementation of a nursing research office or center. The purpose of this study is to describe the resources provided by the colleges/schools of nursing with doctoral programs for research development. A self-report questionnaire, developed by the research team, was mailed to all schools of nursing offering doctoral programs. The response rate was 79 per cent (65/82 schools). Results indicated that 56 schools (86.2 per cent) have designated research support offices. The main goals of nursing research offices are to increase the amount of extramural funding and to promote dissemination of scholarly work via publications and presentations. The majority of research offices provide assistance with grants and the research process and offer educational programs. Most doctoral-granting schools are providing some support for research activities. However, the degree of investment in research support varied widely among the responding schools. This study suggests that it takes both time and institutional commitment to build a successful research environment. Although necessary for research development, support services are not sufficient by themselves. Instead, they need to be considered in the light of individual (e.g., faculty interest and motivation) and group (e.g., culture of scholarship) factors within each school. Copyright 2002 by W.B. Saunders Company

A budget model to determine the financial health of nursing education programs in academic institutions.

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Donnelly, Gloria

2005-01-01

In the allocation of resources in academic settings, hierarchies of tradition and status often supersede documented need. Nursing programs sometimes have difficulty in getting what they need to maintain quality programs and to grow. The budget is the crucial tool in documenting nursing program needs and its contributions to the entire academic enterprise. Most nursing programs administrators see only an operating expense budget that may grow or shrink by a rubric that may not fit the reality of the situation. A budget is a quantitative expression of how well a unit is managed. Educational administrators should be paying as much attention to analyzing financial outcomes as they do curricular outcomes. This article describes the development of a model for tracking revenue and expense and a simple rubric for analyzing the relationship between the two. It also discusses how to use financial data to improve the fiscal performance of nursing units and to leverage support during times of growth.

Development of a nursing education program for improving Chinese undergraduates' self-directed learning: A mixed-method study.

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Tao, Ying; Li, Liping; Xu, Qunyan; Jiang, Anli

2015-11-01

This paper demonstrates the establishment of an extra-curricular education program in Chinese context and evaluates its effectiveness on undergraduate nursing students' self-directed learning. Zimmerman's self-directed learning model was used as the theoretical framework for the development of an education program. Mixed-method was applied in this research study. 165 undergraduate students from a nursing college were divided into experimental group (n=32) and control group (n=133). Pre- and post-tests were implemented to evaluate the effectiveness of this education program using the self-directed learning scale of nursing undergraduates. Qualitative interview was undertaken within participants from the experimental group to obtain their insights into the influence of this program. Both quantitative and qualitative analyses showed that the program contributed to nursing students' self-directed learning ability. In the experimental group, the post-test score showed an increase compared with pretest score (plearning activities and influence on learning environment. It can be found in the qualitative analysis that learners benefited from this program. The education program contributes to the improvement of nursing undergraduates' self-directed learning. Various pedagogic methods could be applied for self-directed learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

Impact of degree program satisfaction on the persistence of college students

NARCIS (Netherlands)

Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Harskamp, Evert

Many theories on college retention recognize the significance of student satisfaction as a positive factor in students' persistence. Yet, there are few theories that address the relationship of degree program satisfaction to study behaviour and dropout. This paper explores the impact of degree

Exploring Meaning of Active Learning with Millennial Nursing Students: A Phenomenological Study

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Szoka, Amy

2017-01-01

The purpose of this interpretive, phenomenological study was to explore and understand how millennial nursing students perceived their lived experiences of being active learners in an associate degree program and how it affected student learning outcomes and/or program satisfaction. The research questions guiding this study were based on…

Persistence of Women in Online Degree-Completion Programs

Directory of Open Access Journals (Sweden)

Terry Müller

2008-06-01

Full Text Available Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

Self-perception of readiness for clinical practice: A survey of accelerated Masters program graduate registered nurses.

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Cantlay, Andrew; Salamanca, Jennifer; Golaw, Cherie; Wolf, Daniel; Maas, Carly; Nicholson, Patricia

2017-05-01

Accelerated nursing programs are gaining momentum as a means of career transition into the nursing profession for mature age learners in an attempt to meet future healthcare workforce demands in Australia. With a gap in the literature on readiness for practice of graduates from accelerated nursing programs at the Masters level the purpose of this study was to evaluate the effectiveness of the program based on graduates' preparedness for practice and graduate outcomes. Using a descriptive, exploratory design an online survey was used to explore the perception of graduate nurses' readiness for clinical practice. Forty-nine graduates from a nursing Masters program at an Australian university completed the survey defining readiness for practice as knowledge of self-limitations and seeking help, autonomy in basic clinical procedures, exhibiting confidence, possessing theoretical knowledge and practicing safe care. Graduates perceived themselves as adequately prepared to work as a beginner practitioner with their perception of readiness for clinical practice largely positive. The majority of participants agreed that the program had prepared them for work as a beginner practitioner with respondents stating that they felt adequately prepared in most areas relating to clinical practice. This would suggest that educational preparation was adequate and effective in achieving program objectives. Copyright © 2017 Elsevier Ltd. All rights reserved.

Coping, stress, and personality in Spanish nursing students: A longitudinal study.

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Fornés-Vives, Joana; Garcia-Banda, Gloria; Frias-Navarro, Dolores; Rosales-Viladrich, Gerard

2016-01-01

The purpose of this study was to examine the dominant stress coping style in nursing students, its relationships with stressful life events and personality traits, and the students' changes during their academic training. A non-experimental two-wave longitudinal design was carried out in 199 nursing students recruited from three Spanish nursing schools. The Stressful Life Events Scale, NEO-FFI, and COPE questionnaire were administered at the beginning (T1) and end (T2) of their nursing studies. Descriptive statistics, Anova(s), NPar tests, and Pearson correlations were carried out. Results show that nursing students' dominant coping style was emotion-focused coping, both at T1 and T2. Highly significant correlations between emotional coping and the neuroticism trait were found. Coping, stress, and personality changed positively during the training program. At T2, the use of problem-focused strategies increased, and participants became more extroverted, agreeable, and conscientious. Coping and personality changes experienced by nursing students throughout their degree program seem to mirror the professional competences needed by future licensed nurses. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effects of a continuing education program on nurses' pain assessment practices.

NARCIS (Netherlands)

Francke, A.L.; Luiken, J.B.; Schepper, A.M.E. de; Huijer Abu-Saad, H.; Grypdonck, M.

1997-01-01

Surgical nurses from five Dutch general hospitals participated in a continuing education program on pain assessment and management. A pretest-posttest controlled intervention study revealed that the program led to an increase in the quality of activities relevant to taking pain histories. Although

Evaluation in STEM Online Graduate Degree Programs in Agricultural Sciences and Engineering

Science.gov (United States)

Downs, Holly A.

2014-01-01

Demands for online graduate degrees have increased pressure on universities to launch web degrees quickly and, at times, without attending to their quality. Scarce research exists identifying what evaluation activities are being done by science, technology, engineering, and mathematics (STEM) online graduate degree programs that are accustomed to…

Quality of nursing doctoral education and scholarly performance in U.S. schools of nursing: strategic areas for improvement.

Science.gov (United States)

Kim, Mi Ja; Park, Chang Gi; Park, So Hyun; Khan, Shaheen; Ketefian, Shaké

2014-01-01

Comprehensive evaluation of quality of nursing doctoral education (QNDE) in research-intensive universities has not been reported since 1980s. This study aimed to examine the QNDE from the perspectives of faculty and students/graduates and their relations to school characteristics, identify factors of the four domains of the QNDE that influence the QNDE, and analyze the relationship of QNDE to scholarly performance of nursing schools in the Unites States. Seventy-two nursing schools offering research-focused nursing doctoral programs with National Institutes of Health (NIH) funding during 2004-2007 participated, and they responded to the questionnaire (see http://gknf.or.kr/research/). Twenty-nine deans/schools, 179 faculties, and 461 students/graduates responded. Both faculty and students/graduates groups rated quality positively. Schools in the top quartile group per NIH funding amounts showed significant differences in QNDE from the bottom quartile group. Program and faculty domains were identified as most important by the top quartile group, and items that were significantly associated with the quality were supportive environment for students' learning, faculty mentorship, and assistance to students in understanding the value of programs of research and scholarship. Percentage of faculty member with research grants was significant predictors for all domains of QNDE, and time to degree was significant in explaining overall quality. © 2014.

Integrating Spiritual Care into a Baccalaureate Nursing Program in Mainland China.

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Yuan, Hua; Porr, Caroline

2014-09-01

Holistic nursing care takes into account individual, family, community and population well-being. At the level of individual well-being, the nurse considers biological, psychological, social, and spiritual factors. However, in Mainland China spiritual factors are not well understood by nursing students. And accordingly, nursing faculty and students are reluctant to broach the topic of spirituality because it is either unknown to students or students believe that the provision of spiritual care is beyond their capabilities. We wonder then, what can we do as nurse educators to integrate spiritual care into a baccalaureate nursing program in Mainland China? The purpose of this article is to propose the integration of Chinese sociocultural traditions (namely religious/spiritual practices) into undergraduate nursing curricula as a means to enter into dialogue about spiritual well-being, to promote spiritual care; and to fulfill the requirements of holistic nursing care. However, prior to discussing recommendations, an overview of the cultural context is in order. Thus, this article is constructed as follows: first, the complexity of Chinese society is briefly described; second, the historical evolution of nursing education in Mainland China is presented; and, third, strategies to integrate Chinese religious/spiritual practices into curricula are proposed. © The Author(s) 2014.

77 FR 59931 - Single Source Program Expansion Supplement Award to Nurse Education, Practice, Quality and...

Science.gov (United States)

2012-10-01

... these barriers will provide schools of nursing with the tools needed to develop effective academic... bridge the gap between health care training command programs and academic programs in schools of nursing....C. 296 p-1), as amended by Sec.5309 of the Patient Protection and Affordable Care Act, Public Law...