查看更多>>摘要：If you belong to a professional association that represents some component of nursing that isn’t viewed as fairly independent, you may have received a “justification letter.” What exactly is a justification letter?After looking at numerous definitions, I concluded it means the provision of a rationale for some act already committed or planned. In more common terminology, we might think of this type of letter as the rationale. The most common justification letter is designed to preempt the question of: why should we spend all of this money to have you attend this conference? Ones that I have received as a member of an organization contain highlighted areas for me to complete to make the letter personal. Some examples include how attending a meeting might meet certain accreditation standards, or excellence standards, or contribute to some organizational goal. Of course, the letter also contains the details of the costs associated with attendance that I would need to complete and a list of general benefits related to attending, such as program brochure, entrance to the exhibit area, and so forth.
查看更多>>摘要：Interprofessional (IP) continuing education (IPCE) has evolved to focus on team performance and a commitment to education delivery that enables team members to learn from, with, and about each other. Evidence shows substantial benefits from IPCE that improve teamwork, care delivery, and patient outcomes. Continuing professional development and IPCE faculty and presenters play a key role in IPCE and must understand the tenets of IPCE and how to facilitate the learning of an IP team. This column will focus on the role of faculty and presenters in IPCE activities to enhance effective collaboration and improve health outcomes.
查看更多>>摘要：Change is inevitable, and yet it haunts many. In this column, four important strategies to assist us in conquering the distress caused by change are discussed.Change is inevitable, and we see it all around us. Although it is part of life, change is complex and we each accept it differently. In addition, we never really know what is on the other side of change. In other words, the unknown can be pretty scary for most people and paralyzing for some.However, we all know or have known people who, for some reason, thrive on change. The unknown does not scare them. This column, inspired by the recent publication from Furr and Harmon Furr (2022), discusses four crucial actions that can help us conquer the stress caused by the unknown.
查看更多>>摘要：Teaching nurses how to create a personal and professional development plan is important to help them structure measurable, obtainable personal and career goals. Meaningful goals and metrics for career growth are critical to nurses' professional development. As nurses learn about creating a personal and professional development plan, they can personalize their nursing journey. This column describes how professional development specialists can teach nurses to create a personal and professional development plan.
Jennifer M Weller-NewtonMelanie MurrayCraig PhillipsBridget Laging...
9页
查看更多>>摘要：Background Transition to practice can be exceedingly stressful for newly qualified nurses as they grapple with the "reality shock" of everyday practice as an RN. Transition to practice programs were implemented as a support strategy to ease the transition from student to RN and are designed to increase graduates' confidence and competence, improve their professional adjustment, and increase their retention. Method This rapid review was framed by the Cochrane Methods Rapid Review, supported by the PRISMA statement checklist, aiming to identify and describe the benefits of transition to practice programs for newly graduated RNs and their impact on workforce retention. Results The literature revealed that mixed evidence exists regarding the value and benefits of graduate nurse transition programs to both the graduate and the health service. Conclusion There are multiple inconsistencies across clinical settings, organizations, and preceptor-ship/mentoring training, among others, particularly in relation to duration of the program and the amount of formalized contact/study days.
Patricia D. SupleeBonnie Jerome D'EmiliaSheila Linz
9页
查看更多>>摘要：Background. The COVID-19 pandemic had a major impact on new nurses'transition to the staff nurse role in hospital settings. New staff nurses were not prepared to care for COVID-19 patients based on their previous nursing education. Method. A qualitative descriptive design with purposive sampling was used for this study. Twenty-nine new nurses were recruited. They were interviewed using a semi-structured guide to elicit data that were coded and analyzed using content analysis. Results. Five themes were identified: "You might have to risk your own life to save others," "I wish I had developed a thicker skin," "There is real world and there is nursing school,""Learning how to handle your own mental health," and "What I would tell them." Conclusion. New nurses described their preparedness from baccalaureate education to clinical practice as insufficient in certain areas that were needed in the care of COVID-19 patients. Nurse educators who teach in pre-licensure and hospital orientation programs can revise or expand on the themes voiced by new nurses in order to improve their transition to the staff nurse role.
查看更多>>摘要：Deaths attributed to rising temperatures and heat waves represent a continuing public health concern. Climate change affects social determinants of health and local and global health inequities, especially those negatively impacted by high temperatures. Individuals with chronic health conditions have greater likelihood of mortality due to rising temperatures. Nurses witness the harmful effects of climate change but may not be aware that a patient's worsening symptoms can be due to heat. Nurses need to understand and then educate patients and communities about ways to reduce harm from heat, medication interactions with heat, and what safety measures to take in regions of high heat or during heat waves to best promote health equity and reduce mortality.
查看更多>>摘要：During the COVID-19 pandemic, non-critical care nurses assisted in the provision of care to critically ill patients. Just-in-time education was needed for these nurses to effectively assist in the care of these patients. A 12-hour educational program was offered to non-critical care nurses. During this multi-modal program, instructors delivered information to participants through unique didactic classroom learning, simulation engagement, and hands-on experience in a critical care unit. After completing this innovative program, participants demonstrated a significant improvement in knowledge, confidence, and perception of competence in caring for critically ill patients. Participants were highly satisfied with the program. Implementation of a just-in-time, multi-modal critical care nursing program is an effective method of providing non-critical care nurses with basic levels of skills, knowledge, and competency during a crisis to enable them to assist with providing care to critically ill patients.
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