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Journal of Continuing Education in Nursing

Susan W Salmond, Edna Cadmus, Katherine Kuren Black, Nancy Bohnarczyk, Linda Hassler
Transitioning to long-term care environments presents a significant challenge for new nurses and their directors of nursing. The complexity of this environment, instability of the workforce, and the lack of support structures frequently affect a new nurse's decision not to apply to long-term care, but to look for positions in acute care hospitals. To address these issues, a long-term care new nurse residency program was developed, implemented, and evaluated in New Jersey through the work of the New Jersey Action Coalition...
October 1, 2017: Journal of Continuing Education in Nursing
Mary Scott-Herring, Sarabdeep Singh
Little evidence exists to support the effects of a preceptor-mentor program for orienting newly hired certified registered nurse anesthetists (CRNAs). The literature suggests that participation in a preceptorship-mentorship program will increase the satisfaction, confidence, and comfort of both preceptors and newly hired orientees. The purpose of this project was to determine the effects of these outcomes. This program was developed based on best evidence and implemented as a quality improvement project. Three sessions were held to educate preceptors (N = 12) in the following areas: communication skills, providing constructive feedback, and assessing learner's styles and needs...
October 1, 2017: Journal of Continuing Education in Nursing
Lucylynn Lizarondo, Alexa McArthur
Clinical fellowships are a common means to provide health practitioners with professional development and education, including training for research and evidence-based practice. The Joanna Briggs Institute offers a clinical fellowship program as part of its strategy to promote evidence-based health care. A key aspect of the Joanna Briggs Institute clinical fellowship program is facilitation. This article aims to outline some practical tips for effective facilitation as it is applied in a clinical fellowship program aimed to promote evidence implementation...
October 1, 2017: Journal of Continuing Education in Nursing
Gwen Leigh, Laura B Miller, Katherine B Ardoin
Health care facilities are charged with the challenging task of establishing and maintaining quality of nursing care. As more health care facilities adopt patient simulation as a strategy for increasing the quality of nursing care, nursing professional development specialists struggle to ensure that all participants have positive learning experiences. Staff members assigned to the role of observer pose a unique challenge because they do not actively participate and may disengage from the learning process. Instructing the observers to lead the debriefing session transforms them into active participants...
October 1, 2017: Journal of Continuing Education in Nursing
Deborah A Saber, Kelley Strout, Lisa Swanson Caruso, Charlene Ingwell-Spolan, Aiden Koplovsky
Many natural and man-made disasters require the assistance from teams of health care professionals. Knowing that continuing education about disaster simulation training is essential to nursing students, nurses, and emergency first responders (e.g., emergency medical technicians, firefighters, police officers), a university in the northeastern United States planned and implemented an interprofessional mass casualty incident (MCI) disaster simulation using the Project Management Body of Knowledge (PMBOK) management framework...
October 1, 2017: Journal of Continuing Education in Nursing
Karren Kowalski
In part one of this article, giving effective feedback was addressed. In part two of this article, helpful strategies for receiving feedback, something most have never been taught and many have not even considered, are explored. J Contin Educ Nurs. 2017;48(10):445-446.
October 1, 2017: Journal of Continuing Education in Nursing
Jan Jones-Schenk
In 2011, the Robert Wood Johnson Foundation funded a national program office to support nurses' academic progression toward the goal of Bachelor of Science in Nursing preparation of 80% of the RN population by 2020. A new initiative, the National Education Progression in Nursing Collaborative, seeks to create a movement to sustain the momentum of educational progression for nurses. J Contin Educ Nurs. 2017;48(10):442-444.
October 1, 2017: Journal of Continuing Education in Nursing
Tammy Franqueiro, Michelle King, Debbie Brown
Competent individuals can provide incompetent care if they are not able to function as a team. The current column provides highlights from a presentation given by the authors at this year's Association for Nursing Professional Development annual convention, expanding on the concept of collective competence with real-life situations. J Contin Educ Nurs. 2017;48(10):440-441.
October 1, 2017: Journal of Continuing Education in Nursing
Patricia S Yoder-Wise
No abstract text is available yet for this article.
October 1, 2017: Journal of Continuing Education in Nursing
Darson Rhodes, Joseph D Visker, Carol Cox, Angela Sas, J Christian Banez
BACKGROUND: Results of a previous state-wide survey revealed generally low knowledge levels about HPV vaccination among school nurses in Missouri. A short, online educational module targeted to address the specific low-scoring items was then created. METHOD: All 440 lead school nurses in Missouri were invited by e-mail to participate in an online HPV educational module and study. The e-mail contained a link to the module that included a consent form, a test, and a downloadable completion certificate...
September 1, 2017: Journal of Continuing Education in Nursing
Hsiu-Ying Hsu, Shu-Chen Chang, Ai-Ling Chang, Shiah-Lian Chen
BACKGROUND: Critical thinking disposition (CTD) is crucial for nurse practitioners who face complex patient care scenarios. This study explored the CTD of nurse practitioners and related factors. METHOD: The study was a cross-sectional descriptive design. A purposive sample was recruited from a medical center and its hospital branches in central Taiwan. A structured questionnaire was used to collect data from 210 nurse practitioners. RESULTS: The participants obtained the highest average score on systematicity and analyticity...
September 1, 2017: Journal of Continuing Education in Nursing
Kim Mears, Lindsay Blake
In response to a request from the Nursing Shared Governance Evidence-Based Practice Council, librarians created an online evidence-based practice (EBP) continuing education course for clinical nurses. The curriculum was adapted from a previously created face-to-face course and was offered online through a learning management system. Although many nurses registered for the course, only a small sample was able to complete all modules. Feedback revealed that nurses appreciated the ease of online use, but they experienced technical barriers...
September 1, 2017: Journal of Continuing Education in Nursing
Nancy N Manister, Stephanie Murray, John Martin Burke, Madeline Finegan, Mary E McKiernan
BACKGROUND: Inpatient suicide is recognized by The Joint Commission as a preventable sentinel event associated with inadequate patient and environmental assessments. Strategies are needed to meet this Joint Commission requirement. METHOD: Community hospital nurses were provided with classes to increase knowledge of inpatient suicide, patient assessments, and appropriate care. Independent pre- and postclass assessments were performed to measure nurses' confidence when talking to patients about suicidal thoughts and to assess nursing knowledge of actions to take when an at-risk patient is identified...
September 1, 2017: Journal of Continuing Education in Nursing
Jolanda H H M Friesen-Storms, Anna J H M Beurskens, Gerrie J J W Bours
Evidence-based practice (EBP) was systematically implemented using the implementation model by Grol et al. Barriers and facilitators for change were diagnostically analyzed. Implementation strategies were directed at the barriers. The two main implementation interventions were (a) a tailored interactive outreach training course about EBP and (b) a patient case discussion based on EBP principles. The authors learned that it is important to simplify the five EBP steps to suit the level of education of the nurses by formulating PICO questions around major patient care topics such as pain, and having a search strategy focusing on (Dutch) clinical practice guidelines and other summarized evidence, such as systematic reviews and critically appraised topics...
September 1, 2017: Journal of Continuing Education in Nursing
Kevin R Glover, Brian R Stahl, Connie Murray, Matthew LeClair, Susan Gallucci, Mary Anne King, Laura J Labrozzi, Catherine Schuster, Nowai L Keleekai
Despite peripheral intravenous catheter (PIVC) insertion being a commonly performed skill, practicing nurses may receive little substantive education, training, or opportunities to practice this skill at a competent level. This article describes a collaboration between private industry and a hospital to modify, implement, and evaluate a simulation-based blended PIVC insertion continuing education program for staff nurses. Included is an overview of the practical and theoretical rationale for the initial development of the curriculum to address an identified PIVC insertion education gap, the collaborative modification and implementation of the program, and an evaluation of the program...
September 1, 2017: Journal of Continuing Education in Nursing
Karren Kowalski
Feedback is one of the most difficult interactions educators/leaders have with learners and staff. Giving feedback effectively with the least amount of defensiveness from the recipient is challenging and is addressed in Part I of this article. Receiving constructive feedback will be addressed in Part II. J Contin Nurs Educ. 2017;48(9):395-396.
September 1, 2017: Journal of Continuing Education in Nursing
Michael R Bleich
The rapid proliferation of Doctor of Nursing Practice programs and graduates has proliferated to create a critical mass of practice scholars in the workplace. Addressed in this article is how to optimize the knowledge, skills, and abilities of the practice scholar and how to strengthen clinical learning for those completing the practice hours and the doctoral project in the workplace. J Contin Educ Nurs. 2017;48(9):392-394.
September 1, 2017: Journal of Continuing Education in Nursing
Aislynn Moyer, Jean Shinners
Ambulatory care is a rapidly growing specialty practice area. This article describes how interprofessional continuing education can serve as a platform to support this growth and how the nursing professional development practitioner can use their skills to lead the way. J Contin Educ Nurs. 2017;48(9):390-391.
September 1, 2017: Journal of Continuing Education in Nursing
Patricia S Yoder-Wise
No abstract text is available yet for this article.
September 1, 2017: Journal of Continuing Education in Nursing
Nalo M Hamilton, Christina W Stenman, Elaine Sang, Christina Palmer
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...
August 1, 2017: Journal of Continuing Education in Nursing
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